Prasanna

Jharkhand Board JAC Class 10 Maths Solutions Chapter 6 Triangles Ex 6.6 Textbook Exercise Questions and Answers.

JAC Board Class 10 Maths Solutions Chapter 6 Triangles Exercise 6.6

Question 1.
In the given figure, PS is the bisector of ∠QPR of ΔPQR. Prove that \(\frac{QS}{SR}=\frac{PQ}{PR}\)
Solution :

Construction: Through Q, draw a line parallel to PS which intersects RP extended at M.
Proof: In ΔMQR, S and P are points on QR and MR respectively and PS || MQ.
∴ \(\frac{QS}{SR}=\frac{MP}{PR}\) (BPT) ……………(1)
Now, PS || MQ and PQ is their transversal.
∴ ∠SPQ = ∠PQM (Alternate angles) ……(2)
Similarly, PS || MQ and MR is their transversal.
∴ ∠RPS = ∠PMQ (Corresponding angles) …………….(3)
PS is the bisector of ∠QPR.
∴ ∠SPQ = ∠RPS …………….(4)
From (2), (3) and (4).
∠PQM = ∠PMQ.
∴ In ΔPMQ, MP = PQ ……….(5)
From (1) and (5), we get
\(\frac{QS}{SR}=\frac{PQ}{PR}\)

Question 2.
In the given figure, D is a point on hypotenuse AC of ΔABC, such that BD ⊥ AC, DM ⊥ BC and DN ⊥ AB. Prove that:
1. DM² = DN . MC
2. DN² = DM . AN
Solution :

In quadrilateral DMBN, ∠B = ∠M = ∠N = 90°.
Hence, DMBN is a rectangle.
∴ DN = MB ………….. (1)
and DM = NB ………….. (2)
Now, BD ⊥ AC
∴ ∠BDC = 90° and ΔBDC is a right triangle in which DM is altitude on hypotenuse BC.
Then, ΔBMD ~ ΔDMC ~ ΔBDC. (Theorem 6.7)
∴ \(\frac{DM}{CM}=\frac{BM}{DM}\)
∴ DM² = BM. CM
∴ DM² = DN. MC [By (1), DN = MB] [Result (1)]
Similarly, ΔADB is a right triangle in which DN is altitude on hypotenuse AB.
∴ ΔAND ~ ΔDNB ~ ΔADB (Theorem 6.7)
∴ \(\frac{DN}{BN}=\frac{AN}{DN}\)
∴ DN2 = BN. AN
∴ DN² = DM . AN [By (2), DM = NB] [Result (2)]

Question 3.
In the given figure, ABC is a triangle in which ∠ABC > 90° and AD ⊥ CB produced. Prove that AC² = AB² + BC² + 2BC . BD.
Solution :

In ΔADC, ∠D = 90°
∴ AC² = AD² + DC²
∴ AD² = AC² – DC² ……………(1)
In ΔADB, ∠D = 90°
∴ AB² = AD² + DB²
∴ AD² = AB² – DB² ……………(2)
From (1) and (2).
AC² – DC² = AB² – DB²
∴ AC² = AB² + DC² – DB²
∴ AC² = AB2 + (BC + DB)² – DB²
∴ AC² = AB² + BC² + 2BC . DB + DB² – DB²
∴ AC² = AB² + BC² + 2BC . BD

Question 4.
In the given figure, ABC is a triangle in which ∠ABC < 90° and AD ⊥ BC. Prove that AC² = AB² + BC² – 2BC . BD.
Solution :

In ΔADC, ∠D = 90°
∴ AC² = AD² + CD²
∴ AD² = AC² – CD² ……………….(1)
In ΔADB, ∠D = 90°
∴ AB² = AD² + BD²
∴ AD² = AB² – BD² ……………….(2)
From (1) and (2),
AC² – CD² = AB² -BD²
∴ AC² = AB² + CD² – BD²
∴ AC² = AB² + (BC – BD)² – BD²
∴ AC² = AB² + BC² – 2BC . BD + BD² – BD²
∴ AC² = AB² + BC² – 2BC . BD

Question 5.
In the given figure, AD is a median of a triangle ABC and AM ⊥ BC. Prove that:
1. AC² = AD² + BC. DM + (\(\frac{BC}{2}\))²
2. AB² = AD² – BC. DM + (\(\frac{BC}{2}\))²
3. AC² + AB² = 2AD² + \(\frac{1}{2}\)BC²
Solution :

Here, ΔAMD, ΔAMC and ΔAMB are right triangles.
Also, since AD is a median, D is the midpoint of BC.
∴ CD = BD = \(\frac{BC}{2}\)
Moreover, DM = CM – CD and DM = BD – BM
1. In ΔAMC, ∠M = 90°
∴ AC² = AM² + CM²
∴ AC² = AM² + (DM + CD)²
∴ AC² = AM² + DM² + 2. DM.CD + CD²
∴ AC² = (AM² + DM²) + (2CD) (DM) + CD²
∴ AC² = AD² + BC.DM + (\(\frac{BC}{2}\))²
(∵ In ΔAMD, AD² = AM² + DM²)

2. In ΔAMB, ∠M = 90°
∴ AB² = AM² + BM²
∴ AB² = AM² + (BD – DM)²
∴ AB² = AM² + BD² – 2 BD.DM + DM²
∴ AB² = (AM² + DM²) – (2BD) · (DM) + BD²
∴ AB² = AD² – BC.DM + (\(\frac{BC}{2}\))²
(∵ In ΔAMD, AD² = AM² + DM²)

3. Now, adding the results of part (1) and (2)
AC² + AB² = AD² + BC. DM + (\(\frac{BC}{2}\))² + AD² – BC . DM + (\(\frac{BC}{2}\))²
∴ AC² + AB² = 2AD² + 2(\(\frac{\mathrm{BC}^2}{4}\))
∴ AC² + AB² = 2AD² + \(\frac{1}{2}\)BC²
[Note: In this result, if we replace BC by 2BD, we get the famous result know as Apollonius theorem : If AD is a median of ΔABC, then AB² + AC² = 2 (AD² + BD²).]

Question 6.
Prove that the sum of the squares of the diagonals of a parallelogram is equal to the sum of the squares of its sides.
Solution :
First of all, we prove Apollonius Theorem.
In ΔABC, let AD be a median and AM be an altitude as shown in the figure.
Then, AB² + AC²
= AM² + BM² + AM² + CM²
= 2AM² + (BD – MD)² + (CD + MD)²
= 2AM² + (BD – MD)² + (BD + MD)² (∵ CD = BD)
= 2AM² + 2BD² + 2MD²
= 2(AM² + MD²) + 2BD²
= 2AD² + 2BD²
∴ AB² + AC² = 2(AD² + BD²)

Let PQRS be a parallelogram in which the diagonals bisect each other at O.
Then, PO = RO = \(\frac{1}{2}\)PR and
QO = SO = \(\frac{1}{2}\)QS.
Now, in ΔPQR, QO is a median.
∴ PQ² + QR² = 2(QO² + PO²)
∴ PQ² + QR² = 2{(\(\frac{QS}{2}\))² + (\(\frac{PR}{2}\))²}
∴ PQ² + QR² = \(\frac{1}{2}\)(QS² + PR² ) ………….(1)
Similarly.
in ΔQRS, QR² + RS² = \(\frac{1}{2}\)(QR² + PR²) ……(2)
in ΔRSP, RS² + SP² = \(\frac{1}{2}\)(QS² + PR²) ……….(3)
in ΔSPQ, SP² + PQ² = \(\frac{1}{2}\)(QS² + PR²) ……….(4)
Adding (1), (2), (3) and (4), we get
2(PQ² + QR² + RS² + SP²) = 2(QS² + PR²)
∴ PQ² + QR² + RS² + SP² = QS² + PR²
Thus, the sum of the squares of the diagonals of a parallelogram is equal to the sum of the squares of its sides.

Question 7.
In the given figure, two chords AB and CD intersect each other at the point P. Prove that
1. ΔAPC ~ ΔDPB
2. AP . PB = CP . DP
Solution :

Here, ∠CAB = ∠CDB
(Angles in the same segment)
∴ ∠CAP = ∠BDP
Similarly,
∠ACD = ∠DBA
(Angles in the same segment)
∴ ∠ACP = ∠DBP
Now, in ΔAPC and ΔDPB,
∠CAP = ∠BDP and ∠ACP = ∠DBP.
∴ By AA criterion, ΔAPC ~ ΔDPB. (Result 1)
∴ \(\frac{AP}{DP}=\frac{CP}{BP}\)
∴ AP . PB = CP . DP (Result 2)

Question 8.
In the given figure, two chords AB and CD of a circle intersect each other at the point P (when produced) outside the circle.
Prove that
1. ΔPAC ~ ΔPDB
2. PA . PB = PC . PD
Solution :

In cyclic quadrilateral ACDB,
ΔACD + ∠ABD = 180°
Again, ∠ACD + ∠ACP = 180° (Linear pair)
∴ ∠ABD = ∠ACP
∴ ∠PBD = ∠PCA.
Similarly, ∠CAB + ∠CDB = 180° (Cyclic quadrilateral)
∠CAB + ∠CAP = 180° (Linear pair)
∴ ∠CDB = ∠CAP
∴ ∠PDB = ∠PAC
Now, in ΔPDB and ΔPAC,
∠PBD = ∠PCA
∠PDB = ∠PAC
∴ By AA criterion, ΔPAC ~ ΔPDB [Result (1)]
∴ \(\frac{PA}{PD}=\frac{PC}{PB}\)
∴ PA.PB = PC.PD [Result (2)]

Question 9.
In the given figure, D is a point on side BC of ΔABC such that \(\frac{BD}{CD}=\frac{AB}{AC}\). Prove that AD is the bisector of ∠BAC.
Solution :

Through B. draw a line parallel to AD to intersect CA extended at P.
Then, in ΔPBC, A and D are points on PC and BC respectively and PB || AD.
∴ \(\frac{PA}{AC}=\frac{BD}{CD}\)
Also, \(\frac{BD}{CD}=\frac{AB}{AC}\) (Given)
∴ PA = AB
Now, in ΔPAB, PA = AB
∴ ∠ABP = ∠APB …………..(1)
AD || BP and AB is their transversal.
∴ ∠ABP = ∠BAD (Alternate angles) …………..(2)
AD || BP and CP is their transversal.
∴ ∠APB = ∠CAD (Corresponding angles) …………..(3)
From (1), (2) and (3),
∠BAD = ∠CAD
Moreover, ∠BAD + ∠CAD = ∠BAC.
Hence, AD is the bisector of ∠BAC.

Question 10.
Nazima is fly fishing in a stream. The tip of her fishing rod is 1.8 m above the surface of the water and the fly at the end of the string rests on the water 3.6 m away from her and 2.4 m from a point directly under the tip of the rod. Assuming that her string (from the tip of her rod to the fly) is taut, how much string does she have out (see the given figure)? If she pulls in the string at the rate of 5 cm per second, what will be the horizontal distance of the fly from her after 12 seconds?
Solution :

Here, ΔABC represents the initial position in which A is the tip of her fishing rod, C is the fly at the end of the string and B is the point directly under the tip of the rod.
Then, in ΔABC, ∠B = 90°, AB = 1.8m and BC = 2.4 m.
∴ AC² = AB² + BC² (Pythagoras theorem)
∴ AC² = (1.8)² + (2.4)²
∴ AC² = 3.24 + 5.76
∴ AC² = 9
∴ AC = 3 m
Hence, in the initial position, she has 3 m of string out.
Length of string pulled-in in 1 sec = 5 cm
∴ Length of string pulled-in in 12 sec = 60 cm = 0.6 m
Now, in the second position, the length of string AC = 3m-0.6 m = 2.4 m and AB = 1.8 m.
Again, AC² = AB² + BC²
∴ (2.4)² = (1.8)² + BC²
∴ BC² = (2.4)² – (1.8)²
∴ BC² = (2.4 + 1.8) (2.4 – 1.8)
∴ BC² = 4.2 × 0.6
∴ BC² = 2.52
∴ BC = \(\sqrt{2.52}\)
∴ BC= 1.59 m (approx)
Now, the horizontal distance of the fly from her
= BC + 1.2 m
= (1.59 + 1.2) m
= 2.79 m

JAC Board Class 9th Social Science Solutions History Chapter 1 The French Revolution

JAC Class 9th History The French Revolution InText Questions and Answers 

Activity (Page No. 5)

Question 1.
Explain why the artist has portrayed the nobleman as the spider and the peasant as the fly.
Answer:
The artist has depicted the nobleman as the spider and the peasant as the fly showing that flies work hard to get their food, they roam around here and there, whereas the spider creates a trap and catches the flies and receives food without any hard work.

In the same way, the nobleman had developed such a monarchy in the French society, in which the peasants used to arrange for livelihood with hard work and the nobleman used to get it as a tax without any hard work. Such depiction by the artist represents the exploiting class and the legal system created by him in the erstwhile French society.

Activity (Page No. 6)

Question 1.
Fill in the blank boxes in figure 4 with appropriate terms from among the following: Food riots, scarcity of grain, increased number of deaths, rising food prices, weaker bodies.
Answer:

Activity (Page No. 7)

Question 1.
What message is Young trying to convey here? Whom does he mean when he speaks of ‘slaves’? Who is he criticising? What dangers does he sense in the situation of 1787?
Answer:

1. Here Young is trying to convey the message that any social system based on in justice will not last long and its consequences can be disastrous for the exploiters.
2. The ‘Slaves’ mentioned by him are the peasants, servants and landless labourers who were the underprivileged and deprived sections of French society at that time.
3. He is criticising the complete social system and especially the noblemen and the clergy.
4. The danger sensed by him is violence from the underprivileged section on the noblemen, clergy and their families.

Activity (Page No. 8)

Question 1.
Representatives of the Third Estate take the oath raising their arms in the direction of Bailly, the President of the Assembly, standing on a table in the centre. Do you think that during the actual event Bailly would have stood with his back to the assembled deputies? What could have been David’s intention in placing Bailly (fig.5) the way he has done?
Answer:

1. No, I think that during the actual event, Bailly would not have stood with his back to the assembled deputies.
2. Placing Bailly in this way, David has showed his intention to support the assembled deputies towards Bailly.

Activity (Page No. 13)

Question 1.
Identify the symbols in Box 1 which stand for liberty, equality and fraternity.
Answer:
Liberty: The broken chain, Red Phrygian cap.
Equality: The winged woman, The law tablet.
Fraternity: The bundle of rods or fasces, National colours of France such as Blue-White-Red.

Question 2.
Explain the meaning of the painting of the Declaration of Rights of Man and Citizen, (Fig. 8) by reading only the symbols.
Answer:
in Fig. 8 a woman is shown wearing a blue, white and red dress. These colours are the national colours of France. The lady carrying the broken chain symbolises the freedom of the French citizens. On the other side, a winged woman is also shown which is a symbol of personification of the law. It expresses that all French citizens are law-abiding. Both pictures of women are shown on the Law Tablet which conveys the message that all are equal before the law.

Question 3.
Compare the political rights which the Constitution of 1791 gave to the citizens with Articles 1 and 6 of the Declaration (Source C). Are the two documents consistent? Do the two documents convey the same idea?
Answer:
The two documents are consistent and convey the same idea that human beings are born equal and all citizens are equal in front of the law. However, the constitution of 1791 did not give practical form to these ideas.

Question 4.
Which groups of French society would have gained from the Constitution of 1791? Which groups would have had reason to be dissatisfied? What developments does Marat (Source B) anticipate in the future?
Answer:

1. The Third Estate of French society would have gained the maximum benefit from the Constitution of 1791.
2. The First and Second Estates or the Aristocratic group would have the reason to be dissatisfied. They were forced to give up their privileges and a common tax was levied in return of all services.
3. Marat anticipates another revolution in which the poor will rebel against the rich persons of the third estate and overthrow them, just like they had done to the noblemen and clergy.

Question 5.
Imagine the impact of the events in France on neighbouring countries such as Prussia, Austria-Hungary or Spain, all of which were absolute monarchies. How would the kings, traders, peasants, nobles or members of the clergy here have reacted to the news of what was happening in France?
Answer:
The shadow of the events of France must also have fallen on the absolute monarchy countries of the neighbourhood such as Prussia, Austria-Hungry or Spain etc. These autocratic monarchy countries may have reduced the exploitation of citizens by reducing their autocracy. Because they may have feared that the incident in France may be repeated here as well.

The kings, noble, clergy and other privileged sections of these countries would become fearful that what has happened in France can happen in their country also. The peasant’s traders would welcome the developments in France and sympathise with the peasants and underprivileged sections of that country.

Activity (Page No. 15)

Question 1.
Look carefully at the painting and identify the objects which are political symbols you saw in Box 1 (broken chain, red cap, fasces, Charter of the Declaration of Rights). The Pyramid stands for equality, often represented by a triangle. Use the symbols to interpret the painting. Describe your impressions of the female figure of liberty.
Answer:

1. A red cap and the Charter of the Declaration of Rights in the lady’s hand are the political symbols.
2. The triangle shape of pyramid stands for equality because its three equal sides represent the three Estates of the French society and signifies that their rights and powers are equal. She is holding in the other hand – The Torch of Freedom.
3. The female figure of liberty signifies the true idea of freedom that women are equal to men. So, they should enjoy the same basic rights.

Activity (Page No. 16)

Question 1.
Compare the views of Desmoulins and Robespierre. How does each one understand the use of state force? What does Robespierre mean by ‘the war of liberty against tyranny’? How does Desmoulins perceive liberty? Refer once more to Source C. What did the constitutional laws on the rights of individuals lay down? Discuss your views on the subject in class.
Answer:
1. Desmoulins was all for a humanitarian view of democracy. He argued that a true democracy means that all persons should enjoy equal rights; everyone should enjoy the fruits of liberty. He condemned the use of force even against those who opposed the views of a democratic government.

2. Robespierre was trying to find justification for his tyranny against all resistance, by posing to be the saviour of the ideals of the revolution and the republic. For him, terror is nothing but justice and is used to meet the most urgent needs of the fatherland.

3. Desmoulins perceive liberty as happiness, reason, equality and Justice. It is the declaration of rights.

4. The constitutional laws on the rights of individuals lay down the following rights:
(a) Right to freedom,
(b) Right to equality,
(c) Right to protection of property
(d) Right against exploitation, and
(e) Right to expression.

Activity (Page No. 18)

Question 1.
Describe the persons represented in Fig. 12 their actions, their postures, the objects they are carrying. Look carefully to see whether all of them come from the same social group. What symbols has the artist included in the image? What do they stand for? Do the actions of the women reflect traditional ideas of how women were expected to behave in public? What do you think: does the artist sympathise with the women’s activities or is he critical of them? Discuss your views in class.
Answer:

1. The persons represented in Fig 12 are women of Paris (France). Most of them came from the Third Estate. Their actions, their postures represent a rebellious violent mood.
2. The artist included the following symbols in the image :
   (a) Hoes, swords and pitchforks to indicate power and rebellion.
   (b) A balance scale on top to indicate equality among men and women.
   (c) A drum to indicate announcement.
3. No, the actions of the women do not reflect traditional ideas of how women were expected to behave in public.
4. Yes, the artist sympathises with the women.

Activity (Page No. 20)

Question 1.
Compare the manifesto drafted by Olympe de Gouges (Source F) with the Declaration of the Rights of Man and Citizen (Source C).
Answer:
The Declaration of the Rights of Men and citizens declares only the rights of Men and Citizens. Rights of women are not discussed in any article of this Declaration. On the other hand, the Declaration prepared by Olympe de Gouges discusses the rights of both men and women on the basis of equality.

Question 2.
Imagine yourself to be one of the women in Fig. 13. Formulate a response to the arguments put forward by Chaumette (Source G.)
Answer:
The arguments given by Chaumette are not justifiable. He has mentioned only the biological role of women. As individual, women have equal rights to men and so they must be treated equal to men. They would of course, continue their traditional roles like feeding and nurturing children, things of the household etc. but women are equally capable as men to carry out the other duties of human society also.

Activity (Page No. 21)

Question 1.
Record your impression of this print (Fig. 14). Describe the objects lying on the ground. What do they symbolise? What attitude does the picture express towards non-European slaves?
Answer:

1. This print shows the bad condition of slaves during seventeenth century. The tri-colour banner on the top carries the slogan“The rights of man” and an inscription below says“The freedom of the unfree.”
2. The symbols of power sword, gun etc. are lying on the ground. It shows that slavery has been abolished.
3. The picture expresses the racial behaviour of a French woman towards non-European slaves. She is giving European clothes to them as a mark of superior culture.

Activity (Page No. 22)

Question 1.
Describe the picture in your own words. What are the images that the artist has used to communicate the following ideas: greed, equality, justice, takeover by the state of the assets of the church?
Answer:

1. Greed: Protested by a fat man.
2. Equality: Man and woman standing together.
3. Justice: Two persons are going with off mood, which signifies that they did not get proper justice.
4. Assets of the church taken over by the state. A man is shown pressed in between the force machine which signifies the confiscation of assets of the church by the state.

Activity (Page No. 24)

Question 1.
Find out more about anyone. of the revolutionary figures, you have read about in this chapter. Write a short biography of this person.
Answer:
Olympe de Gouges (1748-1793): Olympe de Gouges was one of the most important of politically active women in revolutionary France. She protested against the Constitution and the Declaration of Rights of Man and Citizen as they excluded women from basic rights that each human being was entitled to.

So, in 1791, she wrote a Declaration of Rights of Woman and Citizen, which she addressed to the Queen and to the members of the National Assembly, demanding that they act upon it. In 1793, Olympe de Gouges criticised the Jacobin government for forcibly closing down women’s clubs. She was tried by the National Convention, which charged her with treason. Soon after this, she was executed.

Question 2.
The French Revolution saw the rise of newspapers describing the events of each day and week. Collect information and pictures on any one event and write a newspaper article. You could also conduct an imaginary interview with important personages such as Mirabeau, Olympe de Gouges or Robespierre.
Answer:
An article in a newspaper at the end of Bastille: On the morning of 14th July 1789, the city of Paris was in a state of alarm. Rumours spread that king would soon order the army to open fire upon the  citizens. Some 7,000 men and women gathered in front of the town hall and decided to form a people’s militia. Finally, a group of several hundred people marched towards the fortress prison, the Bastille, where they hoped to find hoarded ammunition.

In the armed fight that followed, the Commander of the Bastille was killed and the prisoners were released, though there were only seven of them. The fortress was demolished and its stone fragments were sold in the market. The Bastille, which stood for the despotic rule of the king came to an end cowardly. It masked the end of feudalism and brought in a new era.

1. Interview with Mirabeau :
Journalist: Sir, you belong to the nobility, but here you are supporting those people who are against the nobility or aristocracy.

Mirabeau: Yes, I was born in an aristocratic group but it doesn’t mean that others are doing wrong and should not protest.

Journalist: Sir, will you support certain privileges based on birth which are given to some special classes of society?

Mirabeau: No, I am not convinced of the need to do with a society of feudal privileges by birth.

2. Interview with Olympe de Gouges :
Journalist: Madam, why do you oppose the Declaration of Rights of Man and Citizen?

Gouges: I am opposing this Declaration because there is no discussion of fundamental rights of women.

Journalist: What is the reason behind your criticism for the Jacobin government?

Gouges: I am criticising the Jacobin government for forcibly closing down the women’s clubs,

3. Interview Journalist Robespierre
Journalist: Sir, How would you establish and consolidate democracy?

Robespierre: To establish and consolidate democracy, I would annihilate the enemies of the republic at home and abroad.

Journalist: What method should be adopted by a democratic government during the revolution?

Robespierre: In the time of revolution, a democratic government may relay on terror.

Journalist: Sir, what do you mean by ‘Terror’?

Robespierre: Terror is nothing but justice. It is a swift, severe and inflexible policy which is used to meet the most urgent need of the fatherland.

JAC Class 9th History The French Revolution Textbook Questions and Answers 

Question 1.
Describe the circumstances leading to the outbreak of revolutionary protest in France.
Answer:
The following circumstances led to the outbreak of revolutionary protest in France:
1. Political Causes:
Emperor Louis XVI and his queen, Marie Antoinette, wasted’ money on their luxurious living and wasteful festivities. The high posts were often sold. The whole administration was corrupt and each department had its own laws. In the absence of any uniform system, there was confusion all around. The people were tired of such a rotten system of administration and wanted a change.

2. Social Causes :
The social conditions of France were as distressing as its political organisation. The clergy and the nobility led a luxurious life and enjoyed many privileges by birth, while the peasants and the labourers led a very hard life. They had to pay heavy taxes.

In addition to the direct taxes paid to the state, peasants had to pay taxes to the first and second estates also. They had often to be content with meals of boiled grass. It was an unfair situation which led to the growth of a feeling of discontent among the members of the Third Estate.

3. Econoir causes :
Long years of war had drained the financial resources of France, added to this was the cost of maintaining the extravagant court. To meet tht e expenses, the state was forced to increase taxes imposed on common people, At this time, there was a greater demand for food grains due to huge growth in population.

As a result, the price of bread rose. Due to rising prices and inadequate wages, most of the population could not even afford the basic means of livelihood. This led to a crisis of subsistence and an increase in the gap between the rich and the poor.

4. Influence of the Philosophers and Writers :
The middle class emerged educated and wealthy during the eighteenth century. The system of privileges as promoted by the feudal society was against their interest. Being educated, the members of this class had access to various ideas of equality and freedom proposed by the French and English political and social philosophers.

These ideas got popularised among the masses as a result of intensive discussions and debates in salons/halls and coffee-houses, and through books and newspapers. The ideas of philosophers played a great role. John Locke, Jean Jacques Rousseau and Montesquieu rejected the doctrine of divine kingship.

5. Immediate Cause:
On 5th May 1789, Louis XVI called together an assembly of the Estates General to pass proposals for new taxes. Voting in the Estates General in the past had been conducted according to the principle that each Estate had one vote. But this time, members of the third Estate demanded that voting now should be conducted by the assembly as a whole, where each member would have one vote. When the king rejected this proposal, members of the third Estate walked out of the assembly in protest, which was the spark of outbreak of the French revolution.

Question 2.
Which groups of French society benefitted from the revolution? Which groups were forced to relinquish power? Which sections of society would have been disappointed with the outcome of the revolution?
Answer:

1. All the groups of Third Estate were benefitted from the revolution. These groups included peasants, artisans, petty officers, lawyers, teachers, servants, merchants, doctors and traders.
2. The clergy and the nobility were forced to surrender power and all the privileges were taken away from them.
3. Feudal lords, nobles, clergy and women would have been disappointed with the outcome of the revolution.

Question 3.
Describe the legacy of the French Revolution for the people of the world during the nineteenth and twentieth centuries.
Answer:
The legacy of French Revolution for the people of the world during the nineteenth and twentieth centuries can be described as given below :

1. The French Revolution put an end to the arbitrary rule and developed the idea of Republic in Europe and in other parts of the world.
2. It was the first national movement that adopted the ideals of “liberty, equality and fraternity”. These ideas became the basic doctrine of democracy for every nation in the 19th and 20th century.
3. It marked the end of feudalism and brought in a new era of industrial capitalism.
4. It initiated social and political changes that took place in different parts of Europe.
5. It gave the term ‘Nation’ its modern meaning and promoted the concept of ‘nationalist’ which inspired the people in Poland, Germany, Netherlands and Italy to establish Nation-states in the countries.
6. The greatest effect was the starting of mass movements all over the world and the rise of a spirit of nationalism among the people.

Question 4.
Draw up a list of democratic rights we enjoy today whose origins could be traced to the French Revolution.
Answer:
Some of the democratic rights which we enjoy today whose origins could be traced to the French revolution are given in the Indian constitution. They are :
1. Right to Equality:
The Right to Equality has its origin in the French Revolution. Which was its guiding principle. In the Indian constitution, Right to Equality means equality before the law, prohibition of discrimination on the basis of religion, descent, caste, gender or place of birth and end of titles and equality of opportunity in matters of employment.

2. Right to Liberty or Freedom:
The origin of this right can also be traced to the French Revolution. In the premble to the Indian Constitution, Right to Liberty or Freedom means ‘Freedom of Speech, expression, education, protection of the life and physical freedom, belief, faith and worship.

3. Encouraging the Spirit of Fraternity:
The French Revolution introduced the growth of the spirit of fraternity and social welfare. In the Indian constitution, the concept of ‘Fraternity’ abolishes untouchability and local or provincial anti-social feelings.

4. Inspiring the Spirit of Democracy:
The French Revolution inspired the spirit of democracy which ensured many rights, viz., right against exploitation, right to life, right to vote etc., which we are enjoying today.

Question 5.
Would you agree with the view that the message of universal rights was beset with contradictions? Explain.
Answer:
Yes, I agree with the view that the message of universal rights, was beset with contradictions. Many ideals in the “Declaration of Right of Man and Citizen’ were not clear in their meanings. I can say this on the basis of the following examples:

1. “The law has the right to forbid only actions injurious to society”. It did not mention about criminal offences against individuals.
2. The declaration stated that, “Law is the expression of the general will. All citizens have the right to participate in its formation, personally or through their representatives. All citizens are equal before it.” Although, France became a constitutional monarchy, millions of citizens (men under the age of 25 including women) were still not allowed to vote at all.
3. Men who were above 25 years of age and who paid taxes equal to at least 3 days of a labourer’s wages, were given the status of active citizens, i.e., they had the right to vote. This was in striking contrast to the ideals that the revolution supported.
4. In the universal rights, nothing was mentioned about compulsory education for all.
5. It did not give the right to freedom of trade and occupation.

Question 6.
How would you explain the rise of Napoleon?
Answer:
The rise of Napoleon Bonaparte was an indirect result of the French Revolution. After the fall of the Jacobin government, a new constitution was introduced. It provided for two elected legislative councils, and a Directory, an executive made up of five members. However, the Directors often clashed with the legislative councils, who then sought to dismiss them. This clash was responsible for political instability. Napoleon took advantage of the situation and became a dictator with the help of the army.

In 1804, Napoleon declared himself the Emperor of France. He was a brilliant General and used his armies to conquer and dominate all the neighbouring countries except Britain and Russia. However, his successes were short-lived. Britain, Prussia, Austria and Russia jointly defeated him at Leipzig, and again at Waterloo in 1815. He was captured and sent as a prisoner to the island of St. Helena where he died in 1821.

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Notes History Chapter 4 Forest Society and Colonialism Notes

→ Introduction

• Forests provide us various natural resources of economic and medicinal value.
• Due to increasing population and rapid industrialisation, world’s forest areas are disappearing at fast rate.
• The disappearance of forests is referred to as deforestation.

→  Why Deforestation?

• The process of deforestation began many centuries ago in India. Under colonial rule, it became more systematic and extensive.
• As population increased over the centuries and the demand for food went up, peasants extended the boundaries of cultivation, clearing forests and breaking new land.

→ Land to be Improved

• Forests disappeared to a great extent and cultivation area rose by 6.7 million hectares between 1880 and 1920.
• Sleepers on the Tracks
• The spread of railways from the 1850s created a new demand. To run locomotives, wood was needed as fuel, and to lay railway lines, sleepers were essential to hold the tracks together.
• As the railway tracks spread through India, a larger and larger number of trees were felled.

→ Plantations

• Large areas of natural forests were also cleared to make way for tea, coffee and rubber plantations to meet Europe’s growing need for these commodities.

→ The Rise of Commercial Forestry

• The British were worried that the use of forests by local people and the reckless felling of trees by traders would destroy the forests. So they decided to invite a German expert, Dietrich Brandis, for advice, and made him the first Inspector General of Forests of India.
• Rules about the use of forest resources had to be framed. Brandis set up the Indian Forest Service in 1864 and helped to formulate the Indian Forest Act of 1865.
• The Imperial Forest Research Institute was set up at Dehradun in 1906. The system they taught here was called scientific forestry.
• In scientific forestry, natural forests which had lots of different types of trees were cut down. In their place, one type of tree was planted in straight rows. This was called as plantation.
• The Indian Forest Act, 1878 divided forests into three categories : reserved, protected and village forests. The best forests were called ‘reserved forests’. Villagers could not take anything from these forests. For house building or fuel, they could take wood from protected or village forests.

→ How were the Lives of People Affected

• The Forest Act meant severe hardship for villagers across the country. After the Act, all their everyday practices cutting wood for their houses, grazing their cattle, collecting fruits and roots, hunting and fishing became illegal. It was also common for police constables and forest guards to harass people by demanding free food from them.

→ How did Forest Rules affect Cultivation

• One of the major impacts of European colonialism was on the practice of shifting cultivation. European foresters regarded this practice as harmful for the forests. Therefore, the government decided to ban shifting cultivation. As a result, many communities were forcibly displaced from their homes in the forests.

→  Who Could Hunt

• The customary practice of hunting was prohibited by the forest laws. Those who were caught hunting were now punished for poaching.
• Under colonial rule, the scale of hunting increased largely, and as a result, many animals became almost extinct.

→ New Trades, New Employments and New Services

• While people lost out in many ways after the forest department took control of the forests, some people benefitted from the new opportunities that had opened up in trade. Many communities left their traditional occupations and started trading in forest products.
• In India, trade in forest products was a regular practice since the medieval period.
• The British government gave sole right to large European trading firms to trade in forest products of particular areas.

→ Rebellion in the Forest

• In many parts of India and the world, forest communities rebelled against the changes imposed on them.
• In India, Siddhu and Kanu of Santhal paraganas, Birsa Munda of Chhota Nagpur, Alluri Sitarama Raju of Andhra Pradesh revolted against the new forest policy. They are still remembered today in many songs and stories.

→ The People of Bastar

• Bastar is located in the southern most part of Chhattisgarh and borders of Andhra Pradesh, Odisha and Maharashtra.
• A number of different communities live in Bastar such as Maria and Muria Gonds, Dhurwas, Bhatras and Halbas.
• The people of Bastar believe that each village was given its land by the earth, and in return, they look after the earth by making some offerings at each agricultural festival.

→  The Fears of the People

• When the colonial government proposed to reserve two-thirds of the forest in 1905, and stop shifting cultivation, hunting and collection of forest produce, the people of Bastar were very worried. They began to gather and discuss their issues in their village councils.
• Every village contributed something to the rebellions’ expenses. Bazaars were looted, the houses of officials and traders, schools and police stations were burnt and robbed and grain redistributed.
• The British sent troops to suppress the rebellion. It took three months for the British to regain control.
• In a major victory for the rebels, work on reservation was temporarily suspended and the area to be reserved was reduced to roughly half of that planned before 1910.

→ Forest Transformations in Java

• There were many similarities in the laws for forest control in Indonesia and India. Java is a place in Indonesia where the Dutch started forest management. Like the British, they also wanted timber from Java for ship building.

→ The Wood Cutters of Java

• The Kalangs of Java were a community of skilled forest cutters and shifting cultivators. When the Dutch began to gain control over the forests in the eighteenth century, they tried to make the Kalangs work under them. In 1770, the Kalangs resisted by attacking a Dutch fort at Joana, but the uprising was suppressed.

→ Dutch Scientific Forestry

• In the nineteenth century, when it became important to control territory and not just people, the Dutch enacted forest laws in Java, restricting villagers’ access to forests.
• The Dutch first imposed rents on land being cultivated in the forest and then exempted some villages from these rents if they worked collectively to provide free labour and buffaloes for cutting and transporting timber. This was known as the blandongdiensten system.

→ Samin’s Challenge

• Around 1890, Surontiko Samin of Randublatung village, began questioning the state ownership of the forest. Soon, a widespread movement developed.

→ War and Deforestation

• The First World War and the Second World War had a major impact on forests. In Java, just before the Japanese occupied the region, the Dutch followed a ‘scorched earth’ policy, destroying sawmills, and burning huge piles of giant teak logs so that they would not fall into Japanese hands.
• After the war, it was difficult for the Indonesian forest service to get their land back.

→ New Development in Forestry

• Since the 1980s, governments across Asia and Africa have begun to see that scientific forestry and the policy of keeping forest communities away from forests have resulted in many conflicts.
• Conservation of forests rather than collecting timber has become a more important goal.
• Local forest communities and environmentalists are thinking of different forms of forest management.

→ Important Dates and Related Events

• 1775: Split of Mataram kingdom of Java.
• 1770: The Kalangs attack a Dutch fort at Joana in Java.
• 1864: Setting up of the Indian Forest Service.
• 1875: Enactment of the Indian Forest Act.
• 1878: Amendment to Indian Forest Act.
• 1890: Surontiko Samin of Randublatung village questioned the state ownership of forest.
• 1899-190: Terrible famine in Bastar.
• 1905: Government proposal to reserve two-thirds of the forests.
• 1906: Setting up of the Imperial Forest Research Institute at Dehradun.
• 1907-08: Famine in Bastar, again.
• 1910: Rebellion in Bastar.
• 1927: Amendment to the Indian Forest Act.

→ Colonialism: The policy or practice of a wealthy or powerful nation’s maintaining or extending its control over other countries, especially in establishing settlements or exploiting resources.

→ Deforestation: Refers to the disappearance of forests.

→ Afforestation: Development and cultivation of new forest lands.

→ Aboriginal Communities: Native communities of any place.

→ Sleepers: Wooden planks laid across railway tracks; they hold the tracks in position.

→ Scientific Forestry: A system of cutting trees controlled by the Forest Department in which old trees are cut and new trees are planted in straight rows.

→ Shifting Cultivation: A type of cultivation in which cultivators clear the forests by burning it and use the ash as manure. It is also known as slash and bum technique.

→ Criminal Tribes: Nomadic and pastoralist communities were labelled as criminal tribes because they used to steal wood from the forests.

→ Devsari or Dand or Man: A small token fee paid by the people of one village to the people of other village of Bastar in exchange of wood.

→ Blandongiensten System: This system was introduced by the Dutch in Java under which some villages were exempted from the taxes in terms of free labour and animals for cutting and transportating timber from forests.

→ Dietrich Brandis: A German expert on forests who became the first Inspector General of Forests in India.

→ Alluri Sitaram Raju: Leader of the forest community in Andhra Pradesh

JAC Class 9 Social Science Notes

JAC Board Class 9th Social Science Notes History Chapter 3 Nazism and the Rise of Hitler

→ Introduction

• Nazism was a political ideology which flourished in Germany and influenced politics all over the world.
• In May 1945, Germany surrendered to the Allies. Anticipating what was coming, Hitler, his propaganda minister Goebbels and his entire family committed suicide collectively in his Berlin bunker in April.
• When genocidal war started in Germany under the shadow of the Second World War, it caused killings of millions of people in different inhuman ways.

→ Birth of the Weimar Republic

• Germany was a powerful empire in the early 20th century.
• Germany fought the First World War (1914-18) alongside the Austrian empire and against the Allies (England, France and Russia).
• Germany made initial gains in the war by occupying France and Belgium. The Allies were strengthened by the entry of the United States of America (US) in 1917. They defeated Germany and the central powers in November, 1918.
• The defeat of imperial Germany and the resignation of the emperor gave an opportunity to Parliamentary Parties to recast German polity.
• A National Assembly met at Weimar and established a democratic constitution with a federal structure.
• Deputies were elected to the German Parliament or Reichstag on the basis of equal and universal votes cast by all adults including women.
• The peace treaty at Versailles with the Allies was a harsh and humiliating peace for Germany. So, the Weimar Republic had to face too many difficulties since its beginning.

→ The Effect of the War

• The First World War had a devastating impact on the entire continent, both psychologically and financially. The Weimar Republic carried the burden of war guilt and national humiliation and was financially crippled by being forced to pay compensation.
• Socialists, Catholics and democrats who supported the Weimar Republic were criticised and came to be known as ‘November Criminals’ by the conservative nationalists.
• After the First World War, soldiers were placed above civilians and the media glorified their trench life. However, the truth was just the opposite. They lived a miserable life in the trenches.
• Aggressive war propaganda, national honour and support grew for conservative dictatorship.
• At that time in Europe, democracy was a young and fragile idea which could not survive the in stabilities of inter war.

→ Political Radicalism and Economic Crises

• The birth of the Weimar Republic coincided with the revolutionary uprising of the Spartacist League.
• Spartacist League was based on the pattern of the Bolshevik Revolution in Russia.
• The Weimar Republic crushed the uprising of the Spartacist League with the help of the war veterans organisation called the Free Corps.
• The Spartacists later founded the Communist Party of Germany.
• Germany had fought the war largely on loans and had to pay the war reparations in gold.
• With too much printed money in circulation, the value of the German mark fell, which brought hyperinflation in Germany.
• At last, the Americans introduced the Dawes Plan. It helped Germany to overcome the crisis.

→ The Year of Depression

• During the years of Depression (1924-1928), fearing a fall in prices, people made frantic efforts to sell their shares. On one single day, i.e., 24 October, 13 million shares were sold. This was the start of the Great Economic Depression. Over the next three years, between 1929 and 1932 the national income of the USA fell by half.
• The German economy was the worst hit by the economic crisis. The number of unemployed touched an unprecedented 6 million. The economic crisis created deep anxiety and fear in people.
• The Government failed to control the crisis and people lost confidence in the democratic parliamentary system.

→ Hitler’s Rise to Power

• This crisis in the economy, polity and society, formed the background to Hitler’s rise to power. The German defeat horrified him and the Versailles Treaty made him furious. In 1919, he joined a small group called the German Workers Party. Later’ he took over the organisation and the party came to be known as the Nazi Party.
• In 1928, the Nazi Party got only 26 percent votes in the elections to the Reichstag, the German parliament. By 1932, it had become the largest party with 37 percent votes.
• Hitler was a powerful speaker. His passionate speeches about the fatherland and prom¬ises inspired German people.
• Nazi propaganda skillfully projected Hitler as a messiah, a saviour, as someone who had arrived to help German people in a time of acute economic and political crisis.

→ The Destruction of Democracy

• On 30 January, 1933, President Hindenburg offered the Chancellorship to Hitler. Hav¬ing acquired power, Hitler set out to dismantle the structure of democratic rule.
• On 3 March, 1933, the famous Enabling Act was passed. This Act established dictatorship in Germany. It gave Hitler all powers to sideline the Parliament and rule by decree.
  Reconstruction

→ Reconstruction

• Hitler assigned the responsibility of economic recovery to the economist Hjalmar Schacht who aimed at full production and full employment through a state funded work creation programme.
• This project produced the famous German super highways and the people’s car, the Volkswagen.
• In foreign policy, Hitler acquired quick successes.
• Hitler pulled out of the League of Nations in 1933 and reoccupied the Rhineland in 1936.
• In 1938, under the slogan “one people, one empire and one leader”, Austria and Germany were integrated by Hitler.
• Hitler chose war as the way out of the approaching economic crisis.
• In September 1939, Germany invaded Poland and this started a war with France and England.
• In September 1940, a Tripartite Pact was signed between Germany, Italy and Japan.
• Hitler attacked the Soviet Union in June 1941. It was a historic mistake made by Hitler.
• The Soviet Red army defeated Germany at Stalingrad.
• In the beginning, the US remained neutral in the Second World War. When Japan extended its support to Hitler and bombed the US base at Pearl Harbour, the US entered the Second World War.
• The Second World War ended in May 1945 with Hitler’s defeat.
• Japan surrendered in August 1945, after the US dropped atomic bombs on Hiroshima and Nagasaki.

→ The Nazi World View

• According to Nazi ideology, there was no equality between people but only a racial hierarchy.
• In this view, blond, blue-eyed, Nordic German Aryans were at the top, while Jews were located at the lowest rung. All other coloured people were placed in between, depending upon their external features.
• The other aspect of Hitler’s ideology related to the geo-political concept of Lebensraum, or living space.
• Hitler intended to extended the German boundaries by moving eastwards, to concentrate all the Germans geographically in one place. Poland became the laboratory for this experimentation.
  Establishment of the Racial State

→ Establishment of the Racial State

• To implement their plan, the Nazis wanted to eliminate all those who were seen as ‘undesirable’. Nordic Aryans alone were considered ‘desirable’.Only they were seen as worth of prospering and multiplying against all others who .were classed as ‘undesirable’.
• Jews remained the worst sufferers in nazi Germany. They were often persecuted through periodic organised violence, and expulsion from the land.

→ The Racial Utopia

• Under the shadow of war, the Nazis proceeded to realise their murderous, racial ideal. Genocide and war became two sides of the same coin.
• With some of the largest ghettos and gas chambers, the general government also served as the killing fields for the Jews.

→  Youth in Nazi Germany

• Hitler felt that a strong Nazi society could be established only by teaching children, Nazi ideology. All schools were ‘cleansed’ and ‘purified’. This meant, that teachers who were Jews or seen as ‘politically unreliable’ were dismissed. All undesirable children are thrown out of schools, and finally in 1940, all undesirables were taken to the gas chambers.
• The youth league of the Nazis was founded in 1922. Four years later, it was renamed as Hitler Youth.

→ The Nazi Cult of Motherhood

• In Nazi Germany, girls had to maintain the purity of the race. They had to distance themselves from Jews, look after homes and teach their children Nazi values.
• Those mothers who produced racially desirable children were awarded.
• Women who maintained contacts with Jews, Poles or Russians were punished or imprisoned.
  The Art of Propaganda

→ The Art of Propaganda

• The Nazi regime used language and media with care, and often to great effect. Nazis never used the words ‘kill’ or ‘murder’ in their official communication.
• Mass killings were termed as special treatment, final solution, euthanasia, selection and disinfection.
• Media was carefully used to win support for thejregime and popularise its worldview.

→ Ordinary People and the Crimes Against Humanity

• Many ordinary people genuinely believed Nazism would bring prosperity and improve general well-being.
• But not every German was a Nazi, many organised active resistance to Nazism, braving police repression and death.

→ Knowledge about the Holocaust

• Some of the horrible practices followed by Nazis.
• It was only after the war ended and Germany was defeated, that the world came to realise the horror of what had happened. The Jews wanted the world to remember the killings and sufferings they had endured during the Nazi killing operations, also called the ‘Holocaust’.
• Yet the history and the memory of the Holocaust live on in memoirs, fiction, documen¬taries, poetry, memorials and museums in many parts of the world today.

→ Important Dates and Related Events

• August 1,1914: Beginning of the First World War.
• November 9,1918: Germany and the Central Powers defeated in First World War, Weimar Republic establised.
• June 28, 1919: Treaty of Versailles.
• 1922: Nazi youth league founded (later renamed as Hitler Youth).
• 1923: Germany goes through economic crisis and hyperinflation; France, occupies the Ruhr, Germany’s coal mines area.
• 1929: I all Street Exchange in USA crashes.
• 1932: Nazi party becomes the largest party in Reichstag-the German Par. ‘ment.
• 1929-1932: Great Depression, National Income of USA fell by half.
• January 30, 1933: Hitler bec.’me Chancellor of Gtrmany.
• February 28: Fire Decree declared in Germany:
• March 3, 1933:Enabling Act passed, establishing Hitler’s dictatorship.
• 1933: Germany pulls out of the league of Nations.
• 1938: Germany and Austria integrated.
• September 1, 1939: Germany invaded Poland. Beginning of the Second World War.
• September, 1940: Tripartite pact between Germany, Italy and Japan signed.
• June 22,1941: Germany invaded the USSR.
• June 23, 1941: Beginning of mass murder of the Jews.
• December 8,1941: The USA joined Second World War.
• 1940-1944: Ghettoisation of Jews and their killing in gas chambers.
• January 27, 1945: Soviet troops liberated Auschwitz.
• May 8, 1945: Allied victory in Europe.

→ Allies: The Allied Powers were initially led by the UK and France. In 1941, they were joined by the USSR and USA. They fought in the Second World War against the Axis Powers, namely-Germany, Italy and Japan.

→ Genocidal: Killing on large scale leading to destruction of large sections of people.

→ Reichstag: Name of the German Parliament.

→ Free Corps: A war veterans organisation.

→ Reparation: Make up for a wrong done.

→ Deplete: Reduce, empty out.

→ Hyper Inflation: A very high rise in prices.

→ Wall Street Exchange: The name of the world’s biggest stock exchange located in the USA.

→ Proletarianisation: To become impoverished to the level of working classes.

→ Propaganda: Specific type of message directly aimed at influencing the opinion of people (through the use of posters, films, speeches, etc.)

→ Decree: An official order forced by law.

→ Nazis: Short form of National Socialist German Worker Party members.

→ Swastika: Symbol of Nazis.

→ Concentration Camp: A camp where people were isolated and detained without due process of law. Typically, it was surrounded by electrified barbed wire fences.

→ Gestapo: Secret state police of Germany.

→ Lebensraum: A living space.

→ Persecution: Systematic, organised punishment of those belonging to a group or religion.

→ Usurers: Moneylenders charging excessive rate of interest; often used as a term of abuse.

→ Ghettos: A separately marked area for the Jews where they could live.

→ Pauperised: Reduce to absolute poverty.

→ Synagogues: Place of worship for people of Jewish faith.

→ Jungvolk: Nazi youth groups for children below 14 years of age.’

→ Holocaust: Sufferings and atrocities that people had to bear during the Nazi killing operations.

→ Security Device: Secret state policy.

→ Nuremberg: The place where an International Military tribunal was set up at the end of the Second World War to prosecute Nazi criminals.

→ Jew: A person whose religion is Judaism.

→ Gypsy: The groups that were classified as ‘Gypsy’ had their own community identity. Sinti and Roma were two such communities.

→ Nordic German Aryans: One branch of those classified as Aryans. They lived in north European countries and had German or related origin.

→ Adolf Hitler: The central figure in post First World War Germany, set up the most dreaded military rule.

→ Goebbles: Propaganda minister of Hitler.

→ Hjalmar Schacht: Economist who was assigned the responsibility of making a plan for economic recovery of Germany.

→ Charles Darwin: A natural scientist who tried to explain the creation of plants and animals through the concept of evolution and natural selection.

→ Charlotte Beradt: Author of the Third Reich of Dreams.

JAC Class 9 Social Science Notes

Jharkhand Board JAC Class 10 Maths Solutions Chapter 5 Arithmetic Progressions Ex 5.4 Textbook Exercise Questions and Answers.

JAC Board Class 10 Maths Solutions Chapter 5 Arithmetic Progressions Exercise 5.4

Question 1.
Which term of the AP 121, 117, 113, …. is its first negative term?
[Hint: Find n for a_n < 0]
Solution :
For the given AP 121, 117, 113, … a = 121 and d= 117 – 121 = – 4.
Let n^th term of the AP be its first negative term.
∴ a_n < 0
∴ a + (n – 1) d < 0
∴ 121 + (n – 1)(- 4) < 0
∴ 121 < 4 (n – 1) ∴ n > \(\frac{125}{4}\)
∴ n > 31\(\frac{1}{4}\)
Now, n being the number of a term is a positive integer and the smallest positive integer satisfying n > 31\(\frac{1}{4}\) is 32.
Hence, the 32nd term of the given AP is its first negative term.

Question 2.
The sum of the third and the seventh terms of an AP is 6 and their product is 8. Find the sum of first sixteen terms of the AP.
Solution :
For the given AP, let the first term be a and the common difference be d.
a_n = a + (n – 1) d
∴ a₃ = a + 2d and a₇ = a + 6d
According to given information,
a₃ + a₇ = 6
∴ (a + 2d) + (a + 6d) = 6
∴ 2a + 8d = 6
∴ a + 4d = 3
∴ a = 3 – 4d …………….(1)
Again, the product of a₃ and a₇ is 8.
∴ (a + 2d) (a + 6d) = 8
∴ (3 – 4d + 2d) (3 – 4d + 6d) = 8 [by (1)]
∴ (3 – 2d) (3 + 2d) = 8
∴ 9 – 4d² = 8
∴ 1 = 4d²
∴ d² = \(\frac{1}{4}\)
∴ d = \(\frac{1}{2}\) or d = – \(\frac{1}{2}\)

Thus, the required sum of first sixteen terms is 76 or 20.

Question 3.
A ladder has rungs 25 cm apart. (see the given figure). The rungs decrease uniformly in length from 45 cm at the bottom to 25 cm at the top. If the top and the bottom rungs are 2\(\frac{1}{2}\)m apart, what is the length of the wood required for the rungs?
Solution :

The distance between the top rung and the bottom rung = 2\(\frac{1}{2}\)m = 250 cm.
The distance between two successive rungs = 25 cm.
∴ Total number of rungs = \(\frac{250}{25}\) + 1 = 11
Including the top rung as well as the bottom rung
The length of the first (bottom) rung = 45 cm.
The length of the 11th rung at top = 25 cm.
The length of rung decreases uniformly.
Hence, the lengths (in cm) of rungs form an AP in which the first term = 45 and 11th term = 25.
a_n = a+ (n – 1)d
∴ a₁₁ = a + 10 d
∴ 25 = 45 + 10 d
∴ – 20 = 10 d
∴ d = – 2
Thus, the length of rung uniformly decreases by 2 cm as we move from bottom to top.
Thus, the lengths (in cm) of rungs form a finite AP 45, 43, 41, ……….with 11 terms.
Then, sum of all the eleven terms will give the total length of the wood required for the rungs.
S_n = \(\frac{n}{2}\)(a + 1)
∴ S₁₁ = \(\frac{11}{2}\)(45 + 25)
∴ S₁₁ = \(\frac{11}{2}\) × 70
∴ S₁₁ = 385
Thus, the total length of the wood required for the rungs is 385 cm.

Question 4.
The houses of a row are numbered consecutively from 1 to 49. Show that there is a value of x such that the sum of the numbers of the houses preceding the house numbered x is equal to the sum of the numbers of the houses following it. Find this value of x.
[Hint: S_x-1 = S₄₉ – S_x]
Solution :
We know the sum of first n positive integers n(n+1) is given by S_n = \(\frac{n(n+1)}{2}\)
According to data, 1 + 2 + 3 + ……… + (x – 1) = (x + 1) + (x + 2) + ……….. + 49
∴ \(\frac{(x-1) \cdot x}{2}\) = (1 + 2 + 3 + … + 49) – (1 + 2 + 3 + … + x)
[Adding and subtracting (1 + 2 + 3 + … + x)}
∴ \(\frac{(x-1)(x)}{2}=\frac{49 \times 50}{2}-\frac{x(x+1)}{2}\)
∴ x(x – 1) + x(x + 1) = 49 × 50
∴ x² – x + x² + x = 49 × 50
∴ 2x² = 49 × 50
∴ x² = \(\frac{49 \times 50}{2}\)
∴ x² = 49 × 25
∴ x = 7 × 5
∴ x = 35
Thus, the value of x is 35.

Question 5.
A small terrace at a football ground comprises of 15 steps each of which is 50 m long and built of solid concrete. Each step has a rise of \(\frac{1}{4}\)m and a tread of \(\frac{1}{2}\)m (see the given figure). Calculate the total volume of concrete required to build the terrace.
[Hint: Volume of concrete required to build the first step = \(\frac{1}{4}\) × \(\frac{1}{2}\) × 50 m³]
Solution :

Volume of concrete required to build the first step = 50 × \(\frac{1}{2}\) × \(\frac{1}{4}\)m³ = \(\frac{25}{4}\)m³
Volume of concrete required to build the second step = 50 × \(\frac{1}{2}\) × (\(\frac{1}{4}\) + \(\frac{1}{4}\))m³ = \(\frac{25}{2}\)m³
Volume of concrete required to build the third step = 50 × \(\frac{1}{2}\) × (\(\frac{1}{4}\) + \(\frac{1}{4}\) + \(\frac{1}{4}\))m³ = = \(\frac{75}{4}\)m³ and so on up to 15 steps.
Thus, the volumes (in m³) of concrete required to build those 15 steps form the finite AP \(\frac{25}{4}\), \(\frac{25}{2}\), \(\frac{75}{4}\) …with 15 terms.
The sum of all the fifteen terms will give the quantity of total concrete required.
Here, a = \(\frac{25}{4}\), d = \(\frac{25}{2}-\frac{25}{4}=\frac{25}{4}\) and n = 15.
S_n = \(\frac{n}{2}\)[(2a + (n – 1) d]
∴ S₁₅ = \(\frac{15}{2}\)[\(\frac{25}{2}\) +(15 – 1)\(\frac{25}{4}\)]
∴ S₁₅ = \(\frac{15}{2}\) [latex]\frac{25}{2}+\frac{175}{2}[/latex]
∴ S₁₅ = \(\frac{15}{2} \times \frac{200}{2}\)
∴ S₁₅ = 15 × 50
∴ S₁₅ = 750
Thus, 750 m³ of concrete is required to build the terrace.

JAC Board Class 9th Social Science Solutions Civics Chapter 3 Electoral Politics

JAC Class 9th Civics Electoral Politics InText Questions and Answers 

Questions of Unni & Munni (Page No. 35)

Question 1.
Do most leaders fulfil their election promises?
Answer:
During elections, most of the leaders make many big promises to the people/voters to win their support and vote. However, after the elections, most of the political leaders forget their promises and do not fulfil their election promises.

Check Your Progress (Page No. 36)

Question 2.
Jagdeep and Navpreet read this story and drew the following conclusions. Can you say which of these are right or wrong (or if the information given in the story is inadequate to call them right or wrong):
1. Elections can lead to changes in the policy of the government.
2. The Governor invited Devi Lai to become the Chief Minister because he was impressed with his speeches.
3. People are unhappy with every ruling party and vote against it in the next election.
4. The party that wins the election forms the government.
5. This election led to a lot of economic development in Haryana.
6. The congress Chief Minister need not have resigned after his party lost elections.
Answer:

1. Right,
2. Wrong,
3. Inadequate information,
4. Right,
5. Inadequate information,
6. Wrong.

Activity (Page No. 36)

Question 1.
Do you know when the last Assembly election was held in your state? Which other elections have taken place in your locality in the last five years? Write down the level of elections (National, Assembly, Panchayat etc.), when were they held and the name and designation (MP, MLA, etc.) of the persons who got elected from your area.
Answer:
Do it yourself.

Questions of Unni & Munni (Page No. 36, 37)

Question 1.
We have seen why democracies need to have elections. But why do rulers in non- democratic countries need to hold elections?
Answer:
Rulers in non-democratic countries hold elections because they need to show that their government and position has been achieved legally and according to the constitutional provisions.
Secondly, they want to show the world that they are not unpopular and they have the support of the people of the country which will improve their image in the sight of the world.

Question 2.
Ah! So, elections are like exams where politicians and parties know if they have passed or failed. But who are the examiners?
Answer:
In this case, the examiners are the voters, who give them marks in the form of votes.

Read the Cartoon (Page No. 38)

Question 1.
Read these two cartoons carefully. Write the message of each of them in your own words.
Have a discussion in class on which of the two is closer to the reality in your own locality. Draw a cartoon to depict what elections do to the relationship between voters and political leaders.
Answer:

1. The first cartoon depicts that knowledge, planning, promises of a leader is useless if he has not achieved the essential votes.
2. The second cartoon depicts that leaders made a lot of promises during the election campaign and achieved power. But voters are always in the hope that all promises have to be fulfilled by those leades.
   • Student discuss yourself in your class.
   • Draw the cartoon yourself.

Map based Question (Page No. 39)

Question 1.
Why is the boundary of the Gulbarga Lok Sabha constituency not the same as the district boundary of Gulbarga?
Answer:
The boundary of the Gulbarga Lok Sabha constituency is not the same as the district boundary of Gulbcrga because:

1. Whole Karnataka State is divided into Lok Sabha constituencies according to its population
2. The population of Gulbarga district is more than that allotted for each Lok Sabha constituency in the state.

Question 2.
Draw a similar map for your own Lok Sabha constituency.
Answer:
Students draw it yourself.

Question 3.
How many Assembly constituencies are there in the Gulbarga Lok Sabha constituency?
Answer:
There are 8 Assembly constituencies in the Gulbarga Lok Sabha constituency.

Question 4.
Is it the same in your own Lok Sabha constituency?
Answer:
Students do it yourself.

Questions of Unni & Munni (Page No. 40)

Question 1.
Like in Panchayats, should we not have at least one-third seats in the parliament and assemblies reserved for women?
Answer:
Since women make half of the population of our society, that’s why we must have at least one-third seats in the parliament and assemblies reserved for women.

Map based Question (Page No. 41)

Question 1.
See the map above (see map on textbook page no. 41) and answer the following questions.
1. What is the number of Lok Sabha constituencies in your state and the neighbouring two states?
Answer:
In Rajasthan, the number of Lok Sabha constituencies is 25. In its neighbouring two states, i.e., Gujarat and Uttar Pradesh, the number of constituencies are 26 and 80 respectively.

2. Which states have more than 30 Lok Sabha constituencies?
Answer:
Bihar (40), Maharashtra (48), Uttar Pradesh (80), West Bengal (42), and Tamil Nadu (39).

3. Why do some states have such a large number of constituencies?
Answer:
The number of constituencies is determined by the area and size of population of a state.

4. Why are some constituencies small in area while others are very big?
Answer:
The size of a constituency depends on its voters. An effort is made to give equal representation to whole of the population.

5. Are the constituencies reserved for the SCs and STs evenly spread all over the entire country or are there more in some areas?
Answer:
No, the constituencies reserved for the SCs and STs are not evenly spread all over the entire country. They are more in those areas where there is increased concentration of SCs, STs population.

Questions of Unni & Munni (Page No. 42)

Question 1.
Why are the candidates required to give a detailed statement of their property?
Answer:
Candidates are required to give a detailed statement of their property at the time of election because the Election Commission makes efforts to control the misuse of money power in elections. The candidate has to give information about his movable and immovable property, loan from financial institutions, tax status and income. With this information, the voters will be able to know more about the candidates and make their correct choice.

Check Your Progress (Page No. 66)

Question 1.
Match the following features of our electoral system with the principles they reflect.

Principles	Features of election system
Universal Adult Franchise	Each constituency has roughly the same population
Representation of weaker sections	Everyone who is 18 years of age or older, has a right to vote
Open political competition	Anyone can form a party or contest elections
One vote one value	Reservation of seats for the SCs and the STs

Answer:

Principles	Features of election system
Universal Adult Franchise	Everyone who is 18 years of age or older, has a right to vote
Representation of weaker sections	Reservation of seats for the SCs and the STs
Open political competition	Each constituency has roughly the same population
One vote one value	Anyone can form a party or contest elections

Activity (Page No. 44)

Question 1.
What was the election campaign like in your constituency in the last Lok Sabha elections? Prepare a list of what the candidates and parties said and did.
Answer:
Do it yourself.

Questions of Unni & Munni (Page No. 46)

Question 1.
Why are party agents present in the polling booth and the counting centre?
Answer:
Party agents are present in the polling booth and the counting centre because:

1. They ensure that the voting takes place in a fair way.
2. They ensure in the counting centre that the counting is done properly without any unfair means.

Check Your Progress (Page No. 46)

Question 1.
Identify the fair and the unfair electoral practices among the following:
1. A minister flags off a new train in his constituency a week before polling day.
2. A candidate promises that she will get a new train for her constituency if she is elected.
3. Supporters of a candidate take the voters to a temple and make them take an oath that they will vote for him.
4. The supporters of a candidate distribute blankets in slums in return for a promise for vote.
Answer:

1. Unfair electoral practice,
2. Fair electoral practice,
3. Unfair electoral practice,
4. Unfair electoral practice.

Questions of Unni & Munni (Page No. 47)

Question 1.
Why does the Election Commission have so much powers ? Is this good for democracy?
Answer:

1. The Election Commission have so much powers to conduct the free and fair elections and to check the unfair practices during the election.
2. Yes, this is good for democracy.

Check Your Progress (Page No. 48)

Question 1.
Read these headlines carefully and identify which powers are used by the Election Commission in each instance to ensure free and fair elections.
1. EC issues notification constituting 14th Lok Sabha.
Answer:
Election Commission takes decisions on every aspect of conduct and control of elections, from the announcement of elections to be declaration of results.

2. EC tightens norms for poll expenses. EC to visit Gujarat again, review poll arrangements.
Answer:
The Election Commission has fixed the amount to be spent by the candidates for each parliamentary and assembly seat. Because some political parties or candidates who have more resources can take advantage of it, the Commission has exercised its authority to conduct fair elections.

3. EC to visit Gujarat again to review poll arrangements.
Answer:
The Election Commission made another visit to review the electoral system in Gujarat due to reports of the possibility of capturing and rigging the polling stations. The commission is exercising its power to conduct free and fair elections.

4. HC asks EC to bar ‘criminal’ netas.
Answer:
Election commission takes decisions on every aspect of conduct and control of elections.

5. EC Shoots down HM advice on poll reforms.
Answer:
The Election Commission is responsible for conducting free and fair elections. The final decisional in this regard is taken by it only. It is free not to accept any suggestion. Therefore it did not accept the election suggestion of the Home Ministry.

6. Photo I-cards not mandatory in Bihar polls.
Answer:
Election Commission takes decision on every aspect of elections and control of elections from the announcement of elections to the declaration of results. It also includes the powers relating to the identification of the voters.

7. EC accepts new Haryana DGP.
Answer:
The Haryana government has transferred the current DGP as per the Commission’s directive. The Commission has used its power to transfer or appoint an impartial office for a fair election here.

8. EC will seek power to censure political ads.
Answer:
At the time of elections, political parties resort to political advertisements to discredit each
other, so the Election Commission, while exercising its power to conduct free and fair elections, allowed only those advertisements which do not accuse others.

9. EC says no immediate plan to ban Exit Polls.
Answer:
Election Commission takes decisions on every aspect of conduct and control of elections, from the announcement of elections to the declaration of results. It also includes power regarding the control of the exit polls.

10. EC orders repoll in 398 more booths.
Answer:
Election Commission takes decisions on every aspect of conduct and control of elections from the announcement of elections and order to repoll to the declaration of results.

11. EC to keep closer eye on hidden poll costs.
Answer:
Election Commission implements election laws and the code of conduct and punishes any candidate or political party that violates it. Thus, every party or candidate can get a fair and equal chance to compete.

Activity (Page No. 49)

Question 1.
Ask the eligible voters in your family whether they voted in the last election to the Lok Sabha or to the state assembly. If they did not, ask them why did they not vote. If they did, ask them which party and candidate they voted for and why. Also ask them whether they had participated in any other election-related activity like attending an election meeting or rally etc.
Answer:
Do it yourself.

Read the Cartoon (Page No. 50 – 51)

Question 1.
The leader is coming out of a press conference: “What was need to say that we have distributed tickets only amongst suitable and winnable family relations ?” Do you think that family politics is confined to only a few states or parties?
Answer:
I think that family politics is confined to not only a few states or parties but it is spread all over India.

Question 2.
Titled ‘Electoral Campaigns’, this cartoon was drawn in the Latin American context. Does this apply to India and to other democracies in the world?
Answer:
Yes, this cartoon applies to India and to other democracies in the world also because each candidate is allowed to spend a definite amount of money on the election campaign.

Question 3.
Is this an accurate picture (Page No. 51) of what happens to the voter before and after elections? Must this always happen in a democracy? Can you think of examples when this did not happen?
Answer:

1. Yes, this is an accurate picture of what happens to the voter before and after elections.
2. No, this must not be always happen in a democracy.
3. No.

Check Your Progress (Page No. 51)

Question 1.
Here are some facts on Indian elections. Comment on each of these to say whether they reflect the strength or the weakness of our electoral system.
1. The Lok-Sabha has 12 percent women members.
Answer:
Reflects the weakness of our electoral system.

2. The Election Commission often refuses to accept the government’s advice about when the elections should be held.
Answer:
Reflects the strength of our electoral system.

3. The 16th Lok Sabha has more than 440 members whose assets are more than Rs. 1 crore.
Answer:
Reflects the weakness of our electoral system.

4. After losing an election the Chief Minister said: “I respect the people’s verdict.”
Answer:
Reflects the strength of our electoral system.

JAC Class 9th Civics Electoral Politics Textbook Questions and Answers 

Question 1.
Which of the following statements about the reasons for conducting elections are false?
(a) Elections enable people to judge the performance of the government.
(b) People select the representative of their choice in an election.
(c) Elections enable people to evaluate the performance of the judiciary.
(d) People can indicate which policies they prefer.
Answer:
(c) Elections enable people to evaluate the performance of the judiciary.

Question 2.
Which of these is not a good reason to say that Indian elections are democratic?
(a) India has the largest number of voters in the world.
(b) India’s Election Commission is very powerful.
(c) In India, everyone above the age of 18 has a right to vote.
(d) In India, the losing parties accept the electoral verdict.
Answer:
(a) India has the largest number of voters in the world.

Question 3.
Match the following:

It is necessary to keep the voters’ list up to date because	There is a fair representation of all sections of our society
Some constituencies are reserved for SCs and STs so that	Everyone has equal opportunity to elect their representative
Everyone has one and only one vote so that	All candidates must have a fair chance of competing in elections
Party in power is not allowed to use government vehicles because	Some people may have moved away from the area where they voted last

Answer:

(a) It is necessary to keep the voters’ list up to date because	4. Some people may have moved away from the area where they voted last
(b) Some constituencies are reserved for SCs and STs so that	1. There is a fair representation of all sections of our society
(c) Everyone has one and only one vote so that	2. Everyone has equal opportunity to elect their representative
(d) Party in power is not allowed to use government vehicles because	3. All candidates must have a fair chance of competing in elections

Question 4.
List all the different election related activities mentioned in the chapter and arrange them in a time sequence, beginning with the first activity and ending with the last. Some of these activities are given below: Releasing election manifestos; counting of votes; making of voters’ list; election campaign; declaration of election results; casting of votes; ordering of re-poll; announcing election schedule; filing nomination.
Answer:

1. Making of voter’ list;
2. Filing nomination;
3. Election campaign;
4. Ordering of re-poll;
5. Declaraton of election results;

Question 5.
Surekha is an officer in-charge of ensuring free and fair elections in an assembly constituency in a state. Describe what should she focus on for each of the following stages of election:
(a) Election campaign,
(b) Polling day,
(c) Counting day.
Answer:
(a) Election Campaign:
She should ensure that election campaign is totally according to the norms of Election Commission and ends before 48 hours of polling.

(b) Polling day: Polling day should be peaceful without any violence or fake polling or rigging.

(c) Counting day: Counting should be done in fair manner and only genuine candidate, who has actually won, should be declared so.

Question 6.
The table below gives the proportion of different communities among the candidates who won elections to the US Congress. Compare these to the proportion of these communities in the population of the US. Based on this, would you suggest a system of reservation in the US Congress? If yes, why and for which communities? If no, why not?

	Proportion of the Community (in per cent), in the
	House of representatives	Population of US
Blacks	8	13
Hispanics	5	13
Whites	86	70

Answer:
Based on the figures given in the table, it is clear that Blacks and hispanics have much less representation than their population in the US Congress. Some seats may be reserved for the blacks and the hispanics in the US Congress. In an open electoral competition, certain weaker sections may not stand a chance to get elected. They may not have the required resources, education and contacts to contest and win elections against others. Those who are influential and resourceful may prevent them from winning election.

Question 7.
Can we draw the following conclusions from the information given in this chapter ? Give two facts to support your position for each of these.
(a) Election Commission of India does not have enough powers to conduct free and fair elections in the country.
(b) There is a high level of popular participation in the elections in our country.
(c) It is very easy for the party in power to win an election.
(d) Many reforms are needed to make our elections completely free and fair.
Answer:
(a) No, this conclusion is not true.
(i) EC can prevent use and misuse of government machinery by party in power.
(ii) Government officers on election duty act under the order of the EC.

(b) Yes, this conclusion is true.
(i) All voters are free to vote.
(ii) Nobody can use force to prevent any voter from voting.

(c) No, this conclusion is not true.
(i) All parties have to follow the same code of conduct.
(ii) Party in power cannot use government machinery.

(d) Yes, this conclusion is true.
(i) Criminals are increasingly appearing as candidates.
(ii) The use of money power is becoming more obvious.

Question 8.
Chinappa was convicted for torturing his wife for dowry. Satbir was held guilty of practicing untouchability. The court did not allow either of them to contest elections. Does this decision go against the principles of democratic elections ?
Answer:
No, this decision does not go against the principles of democratic elections because they are criminals and criminals cannot contest elections.

Question 9.
Here are some reports of electoral malpractices from different parts of the world. Is there anything that these countries can learn from India to improve their elections? What would you suggest in each case?
(a) During an election in Nigeria, the officer in charge of counting votes deliberately increased the votes of one candidate and declared him elected. The court later found out that more than five lakh votes cast for one candidate were counted in favour of another.

(b) Just before elections in Fiji, a pamphlet was distributed warning voters that a vote for former Prime Minister, Mahendra Chaudhry, will lead to bloodshed. This was a threat to voters of Indian Origin.

(c) In the US, each state has its own method of voting, its own procedure of counting and its own authority for conducting elections. Authorities in the state of Florida took many controversial decisions that favoured Mr. Bush in the presidential elections in 2000. But no one could change those decisions.
Answer:
(a) Yes, Nigeria can learn from Indian vote counting system. Nigeria should adopt the method of counting like India’s election system. At the time of counting of votes, agents of all the candidates participating in the elections are present and the votes are counted in front of them. And if there is any doubt, the counting of votes can be done again. In addition to this, the government of Nigeria should also use Electronic Voting Machines (EVM) for voting.

(b) Yes, the people of Fiji can learn from the Indian electoral system. There should be such a powerful agency to deal with such threats, which can take immediate punitive action and voters can vote fairly. There should also be a provision that any party found to be involved in such activities will be debarred from contesting elections.

(c) The United States of America can learn from the Indian electoral system. India has a united system for conducting elections i.e., National Election Commission. Its rules and orders are followed equally throughout the country. This institution is independent and free from government influence. It can prohibit government decisions at the time of elections if they are not in the interest of free and fair elections.

Question 10.
Here are some reports of malpractices in Indian elections, identify what the problem in each case is. What should be done to correct the situation?
(a) Following the announcement of elections, the minister promised to provide financial aid to reopen the closed sugar mill.
(b) Opposition parties alleged that their statements and campaign was not given due attention in Doordarshan and All India Radio.
(c) An inquiry by the Election Commission showed that electoral rolls of a state contain name of 20 lakh fake voters.
(d) The hoodlums of a political party were moving with guns, physically preventing suporters of other political parties to meet the voters and attacking meeting of other parties.
Answer:
(a) The announcement made by the minister other the announcement of the election is a move affecting public opinion that could impede fair elections. This is an open violation of the code of conduct. For this, the Election Commission should issue a show cause notice to the minister, and if it not get the required response, it should declare his declaration invalid and take punitive action against him.

(b) This allegation of the opposition parties hinders the conduct of fair elections. This has not given equal opportunity to the opposition parties to reach out to the public. Therefore, voting may be affected. The Election Commission should get it investigated and if the complaint is found correct, then it should arrange for those parties to also communicate their view on Doordarshan and All India Radio.

(c) This way, there will be no free and fair election because all these voters can vote in favour of one party. This will affect the election results. The Election Commission should dismiss this voters’ list and issue an order to prepare the correct voters’ list. Alongwith this, orders should also be issued to punish the officials who made the wrong voters’ list.

(d) Criminalization of politics cannot lead to free and fair elections. People will not go to participate in elections for fear of criminals, thinking that they will win by illegal voting. The Election Commission should identify such people and related political party and take appropriate action against them. Proper security should be provided to all the candidates and the public should also be motivated to participate in the voting fearlessly.

Question 11.
Ramesh was not in class when this chapter was being taught. He came the next day and repeated what he had heard from his father. Can you tell Ramesh what is wrong with these statements?
(a) Women always vote the way men tell them to. So what is the point of giving them the right to vote?
(b) Party politics creates tension in society. Elections should be decided by consensus, not by competition.
(c) Only graduates should be allowed to stand as condidates for elections.
Answer:
(a) This statement is wrong. Women have an independent vote; they do exercise their vote on their own thinking.

(b) It is wrong. In a system of consensus, mighty and powerful will come to dominate and exploit poor and weaker sections of the society. Open elections creates a guarantee against such an exploitation.

(c) It is wrong. Educational qualifications do make a citizen more knowledgeable and alive towards the social and political situation, but the converse is not true. Every citizen, irrespective of his educational status, should be allowed his civil right to stand for elections.

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Solutions Geography Chapter 3 Drainage

JAC Class 9th Geography Drainage InText Questions and Answers 

Find Out (Page No. 17)

Question 1.
Which river has the largest basin in India?
Answer:
Ganga river.

Find Out (Page No. 22)

Question 1.
The name of the biggest waterfall in India.
Answer:
Jog Falls (Karnataka) – 253 m (830 ft.)

Activity (Page No. 23)

Question 1.
Make a list of natural and artificial lakes with the help of the atlas.
Answer:
Natural Lakes: Nainital, Sambhar, Loktak, Pulicat, Bhimtal, Wular, Dal, Chilika, Kolleru and Barapani.
Artificial Lakes: Hirakud, Jaisamand lake, Nagaijuna Sagar, Gandhi Sagar, Gobind Sagar, Govind Ballabh Pant Sagar, Rana Pratap Sagar, Nizam Sagar.

JAC Class 9th Geography Drainage Textbook Questions and Answers 

Question 1.
Choose the right answer from the four alternatives given below:
1. In which of the following states is the Wular lake located?
(a) Rajasthan
(b) Uttar Pradesh
(c) Punjab
(d) Jammu and Kashmir.
Answer:
(d) Jammu and Kashmir.

2. The river Narmada has its source at:
(a) Satpura
(b) Brahmagiri
(c) Amarkantak
(d) Slopes of the Western Ghats.
Answer:
(c) Amarkantak

3. Which one of the following lakes is a saltwater lake?
(a) Sambhar
(b) Dal
(c) Wular
(d) Gobind Sagar.
Answer:
(a) Sambhar

4. Which one of the following is the longest river of the Peninsular India ?
(a) Narmada
(b) Krishna
(c) Godavari
(d) Mahanadi.
Answer:
(c) Godavari

5. Which one amongst the following rivers flows through a rift valley?
(a) Mahanadi
(b) Tungabhadra
(c) Krishna
(d) Tapi
Answer:
(d) Tapi

Question 2.
Answer the following questions briefly:
1. What is meant by a water divide? Give an example.
Answer:
Any elevated area, such as a mountain or an upland, which separates two drainage basins, is known as a water divide. Example Ambala. It is located between the Indus and the Ganga river.

2. Which is the largest river basin in India?
Answer:
The Ganga river basin.

3. Where do the rivers Indus and Ganga have their origin?
Answer:
The river Indus originates in Tibet near the Mansarovar Lake and the Ganga originates at the Gangotri glacier. Both of them have their origin in the Himalayas.

4. Name two headstreams of the Ganga. Where do they meet to form the Ganga?
Answer:
The two headstreams of the Ganga are Bhagirathi and Alaknanda.They meet at
Devaprayag in Uttarakhand to form the Ganga.

5. Why does the Brahmaputra in its Tibetan part have less silt, despite a longer course?
Answer:
In Tibet, the river Brahmaputra carries smallest volume of water (due to less rain¬fall) and less silt as it is a cold and dry area. But when this river enters India, it passes through a region of high rainfall and thus, carries a large volume of water and considerable amount of silt.

6. Which two Peninsular rivers flow through troughs?
Answer:
The Narmada and the Tapi flow through troughs.

7. State some economic benefits of rivers and lakes.
Answer:
Some economic benefits of rivers and lakes are:

1. They can be used for developing hydel power.
2. They can be used for irrigation.
3. They help to develop tourism and provide recreation.

Question 3.
Below are given names of a few lakes of India. Group them under two categories Natural lakes and lakes created by human beings: Wular, Dal, Nainital, Bhimtal, Gobind Sagar, Loktak, Barapani, Chilika, Sambhar, Rana Pratap Sagar, Nizam Sagar, Pulicat, Nagarjuna Sagar, Hirakud.
Answer:
Natural lakes: Wular, Dal, Nainital, Bhimtal, Loktak, Barapani, Chilika, Sambhar, Pulicat.
Man – made lakes: Gobind Sagar, Rana Pratap Sagar, Nizam Sagar, Nagarjuna Sagar, Hirakud.

Question 4.
Discuss the significant difference between the Himalayan and the Peninsular rivers.
Answer:
Difference between the Himalayan and the Peninsular rivers:

Basic	The Himalayan Rivers	The Peninsular Rivers
1. Source	These rivers originate from the lofty Himalayan ranges and are thus named as the Himalayan rivers.	These rivers originate in the Penin-sular plateau and are thus named as Peninsular rivers.
2. Basins	These rivers have large basins and catchment areas.	These rivers have small basins and catchment areas.
3. Valleys	The Himalayan rivers form deep I-shaped valleys called the gorges.	The Peninsular rivers flow in comparatively shallow valleys.
4. Water flow	The Himalayan rivers are peren¬nial in nature, i.e. the water flows throughout the year in these rivers.	Most of the Peninsular rivers receive water only from rainfall and water flows in these rivers in rainy season only, so these rivers are seasonal or non-perennial.
5. Stage	They are still in a youthful stage.	These are mature rivers.
6. Meander	The Himalayan rivers form meanders and often shift their courses.	The rivers of the Peninsular plateau follow more or less straight course and do not form meanders.
7. Deltas and Estuaries	The Himalayan rivers form big del-tas at their mouths, for example the Ganga Brahmaputra delta is the largest delta in the world.	The Peninsular rivers form comparatively small deltas. Narmada and Tapti form estuaries.

Question 5.
Compare the east-flowing and the west-flowing rivers of the Peninsular plateau.
Answer:
Comparison between the East-Flowing and the West-flowing Peninsular rivers:

The East-Flowing Rivers	The Wast-Flowing Rivers
1. These rivers drain into the Bay of Bengal.	1. These rivers drain into the Arabian Sea.
2. These rivers form deltas.	2. These rivers form estuaries.
3. These rivers have large tributaries.	3. These rivers have small-sized tributaries.
4. These rivers flow through shallow valleys.	4. These rivers flow through rift valleys.
5. Important east-flowing rivers are Mahanadi, Godavari, Krishna and Kaveri.	5. Important west-flowing rivers are Narmada and Tapi.

Question 6.
Why are rivers important for the country’s economy?
Answer:
The importance of rivers for the country’s economy can be summarised as follows:
1. They provide water which is necessary for the survival of man.
2. They provide water for irrigation.
3. They make the soil fertile which can be used for cultivation.
4. They are also able to provide food as fish is available in plenty.
5. They serve as the arteries of commerce.
6. They are used as a means of transportation.
7. They are also used for the generation of electricity.

Question 7.
(i) On an outline map of India mark and label the following rivers: Indus, Ganga, Satluj, Damodar, Krishna, Narmada, Tapi, Mahanadi and Brahmaputra.
Answer:

Question 8.
(ii) On an outline map of India mark and label the following lakes: Chilika, Sambhar, Wular, Pulicat, Kolleru.
Answer:

Solve this crossword puzzle with the help of given clues:
Across
1. Nagarjuna Sagar is a river valley project. Name the river.
2. The longest river of India.
3. The river which originates from a place known as Beas Kund.
4. The river which rises in the Betul district of MP and flows westwards.
5. The river which was known as the “sorrow” of West Bengal.
6. The river on which the reservoir for Indira Gandhi Canal has been built.
7. The river whose source lies near Rohtang Pass.
8. The longest river of Peninsular India.

Down
9. A tributary of Indus originating from Himachal Pradesh.
10. The river flowing through fault, drains into the Arabian Sea.
11. A river of South India, which receives rainwater both in summer and winter.
12. A river which flows through Ladakh, Gilgit and Pakistan.
13. An important river of the Indian desert.
14. The river which joins Chenab in Pakistan.
15. A river which rises at Yamunotri Glacier.
Answer:

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Solutions Civics Chapter 2 Constitutional Design

JAC Class 9th Civics Constitutional Design InText Questions and Answers 

Questions of Unni & Munni (Page No. 20)

Question 1.
What would have happended in South Africa if the black majority had decided to take revenge on the whites for all their oppression and exploitation?
Answer:
If the black majority had decided to take revenge on the whites for all their oppression and exploitation then bloodshed would be seen everywhere. Fortunately, South Africa did not adopt this thinking. Instead, they adopted non-violence for their freedom struggle.

Activity (Page No. 20)

Question 1.
Make a poster on the life and struggle of Nelson Mandela.
Answer:
Do it yourself.

Question 2.
If available, read some portions of his autobiography, ‘The Long Walk to Freedom in the classroom.
Answer:
Do it yourself.

Check Your Progress (Page No. 21)

Question 1.
Does the story of the SouthAfrican struggle for freedom remind you of the Indian National Movement? Make a list of similarities and dissimilarities between the two on the following points:
1. Nature of Colonialism
2. Relationship between different communities
3. Leadership: Gandhi / Mandela
4. Party that led the struggle. African National Congress/Indian National Congress
5. Method of Struggle
Answer:
Yes, the story of SouthAfrican struggle for freedom remind me of the Indian National Movement.
1. Nature of Colonialism Similarities:
During the 17th and 18th centuries, the European trading companies occupied South Africa and India with arms and force.

Dismilarities: The white setters in South Africa made it their permanent home gained control of the state. In contrast, the British invaders never made India their home.

2. Relationship between Different Communities Similarities:
The white rulers treated all non-whites as inferiors and uncivilised people in both the countries.

Dissimilarities: The relationship between different communities in India was cordial. They all believed themselves to be Indians. But in South Africa, different communities like the whites, blacks, and Indians did not have cordial relations.

3. Leadership: Gandhi/Mandela Similarities:
Both Mahatma Gandhi and Nelson Mandela believed in non-violence and led their freedom struggle through it.

Dissimilarities: Nelson Mandela was sentenced to imprisonment for life for treason. Mahatma Gandhi went to jail several times but he was never tried for treason in his life time.

4. Party that led the freedom struggle Similarities:
Both the African National Congress (ANC) and the Indian National Congress (INC) were the umbrella organisations of all individuals, groups and political formations that led the freedom struggle against injustice.

Dissimilarities: ANC adopted all types of methods, including armed intervention in their freedom struggle but INC stood for and supported only non-violence all through the freedom movement.

5. Method of Struggle Similarities:
Both the parties followed non-violence to achieve freedom.

Dissimilarities: In South Africa there was only one group, i.e. of the moderates, who adopted peaceful means against the government, whereas in India, besides the moderates, there were also the extremists, who used violent methods to attain their goal of freedom.

Activity (Page No. 22)

Question 1.
Approach a club or co-operative Society or Union or Political Party in your locality. Get a copy of their rule book (It is often called Rule of Association) and read it. Are these rules in accordance with principles of democracy ? Do they give membership to any person without discrimination?
Answer:
Do it yourself.

Questions of Unni & Munni (Page No. 22)

This is not fair! What was the point in having a Constituent Assembly in India if all the basics were already decided ?
Answer:
India was establishing democracy just after the independence. Therefore, a written constitution was needed to run the country. As a result, a Constituent Assembly was formed to set up for writing the constitution.

Activity (Page No. 23)

Question 1.
Speak to your grandparents or some other elders in your locality. Ask them if the they have any memory of partition or independence or the making of the constitution. What were their fears and hopes about the country at that time ? Discuss these in the classroom.
Answer:
Do it yourself.

Activity (Page No. 24)

Question 1.
Find out more about any member of the Constituent Assembly from your state or region who is not mentioned here. Collect a photograph or make a sketch of that leader. Write a short note on him or her, following the same style as used here : Name (year of birth, year of death), Place of birth (by current political boundries), brief description of political activities; role played after the Constituent Assembly.
Answer:
Do it yourself.

Check Your Progress (Page No. 25)

Question 1.
Read the information about all the makers of the Indian Constitution given in the side columns here. You don’t need to memorise this information. Just give examples from these to support the following statements:
1. The Assembly had many members who were not with the Congress.
Answer:
Sarat Chandra Bose (1889-1950), Somnath Lahiri (1901-1984), Jaipal Singh (1903-1970), Bhimrao Ramji Ambedkar (1891-1956), Shyama Prasad Mukherjee (1901-1953).

2. The Assembly represented members from different social groups.
Answer:

1. Vallabhbhai Jhaverbhai Patel: Leader of peasent satyagraha.
2. Abul Kalam Azad: Scholar of Arabic.
3. Jaipal Singh: Founder President of Adivasi Maha Sabha.
4. Bhimrao Ramji Ambedkar: Social revolutionary thinker and agitator against caste divisions.
5. Shyama Prasad Mukheijee: Active in Hindu Mahasabha.

3. Members of the Assembly believed in different ideologies.
Answer:
Rajendra Prasad (1884-1963), H. C. Mukherjee (1887-1956), G. Durgabai Desmukh (1909-1981), Kanhaiyalal Maniklal Munshi (1887-1971), Jawaharlal Nehru (1889-1964), Sarojini Naidu (1879-1949).

Check Your Progress (Page No. 27)

Question 1.
Read the three quotations above carefully:
1. Can you identify one idea that is common to all these three?
Answer:
The one idea that is common to all these three quotations, is the ending of inequality in Indian society.

2. What are the differences in their ways of expressing that common idea?
Answer:
In the first quotation, Gandhiji strived for an India in which there should be no higher or lower class of people and all communities should live in perfect harmony. In the second quotation, B.R. Ambedkar felt that, “In politics, we will have equality, but in social and economic life, we will have inequality.” In the third quotation, Pt. Jawaharlal Nehru said, “It means the ending of poverty, ignorance, disease and inequality of opportunity.”

Check Your Progress (Page No. 30)

Question 1.
Compare the Preambles to the constitutions of the United States of America, India and South Africa.
1. Make a list of ideas that are common to all these three.
Answer:
The ideas that are common to all these three are:

(a) Each of these preambles starts with, “We the people”. It means the source of all au¬thority to govern these countries are the people of these countries.

(b) In all these three, the idea of justice is common.

2. Note down at least one of the major difference among these.
Answer:
In the preamble to the constitution of the United States, there is a statement for the formation of a more perfect union, which is not there in the preambles to the Indian and South African Constitutions.

3. Which of the three make a reference to the past?
Answer:
The preamble to the constitution of South Africa makes a reference to the past.

4. Which of these does not invoke God?
Answer:
The preambles of the constitutions of the United States of America and India do not invoke God.

JAC Class 9th Civics Constitutional Design Textbook Questions and Answers 

Question 1.
Here are some false statements. Identify the mistake in each case and rewrite these correctly based on what you have read in this chapter.
(a) Leaders of the freedom movement had an open mind about whether the country should be democratic or not after independence.
(b) Members of the Constituent Assembly of India held the same views on all provisions of the constitution.
(c) A country that has a constitution must be a democracy.
(d) Constitution cannot be amended because it is the supreme law of a country.
Answer:
(a) Leaders of the freedom movement had a consensus that the country should be democratic after independence.

(b) The members of the Constituent Assembly of India held the same views on the principles of the constitution.

(c) A country that is a democracy must have a constitution.

(d) The constitution needs to be amended because it has to be in accordance with people’s aspirations and changes in society.

Question 2.
Which of these was the most salient underlying conflict in the making of a democratic constitution in South Africa?
(a) Between South Africa and its neighbours
(b) Between men and women
(c) Between the white majority and the black minority
(d) Between the coloured minority and the black majority
Answer:
(d) Between the coloured minority and the black majority

Question 3.
Which of these is a provision that a democratic constitution does not have?
(a) Powers of the head of the state
(b) Name of the head of the state
(c) Powers of the legislature
(d) Name of the country
Answer:
(b) Name of the head of the state

Question 4.
Match the following leaders with their roles in the making of the Constitution:

(a) Motilal Nehru	(i) President of the Constituent Assembly
(b) B. R. Ambedkar	(ii) Member of the Constituent Assembly
(c) Rajendra Prasad	(iii) Chairman of the Drafting Committee
(d) Sarojini Naidu	(iv) Prepared a Constitution for India in 1928

Answer:

(a) Motilal Nehru	(iv) Prepared a Constitution for India in 1928
(b) B. R. Ambedkar	(iii) Chairman of the Drafting Committee
(c) Rajendra Prasad	(i) President of the Constituent Assembly
(d) Sarojini Naidu	(ii) Member of the Constituent Assembly

Question 5.
Read again the extracts from Nehru’s speech “Tryst with Destiny” and answer the following:
(a) Why did Nehru use the expression “not wholly or in full measure” in the first sentence?
(b) What pledge did he want the makers of the Indian Constitution to take?
(c) “The ambition of the greatest man of our generation has been to wipe every tear from every eye.” Who was he referring to?
Answer:
(a) He used this expression because all the pledges could not be fulfilled all at once but they will be fulfilled gradually.

(b) The pledge of dedication to the service of India and its people and to the still larger cause of humanity.

(c) He was referring to Mahatma Gandhi.

Question 6.
Here are some of the guiding values of the constitution and their meaning. Rewrite them by matching them correctly.

(a) Sovereign	(i) Government will not favour any religion
(b) Republic	(ii) People have the supreme right to make decisions
(c) Fraternity	(iii) Head of the state is an elected person
(d) Secular	(iv) People should live like brothers and sisters

Answer:

(a) Sovereign	(ii) People have the supreme right to make decisions
(b) Republic	(iii) Head of the state is an elected person
(c) Fraternity	(iv) People should live like brothers and sisters
(d) Secular	(i) Government will not favour any religion

Question 7.
How did your school celebrate the Constitution Day on November 26th? Prepare a brief report.
Answer:
The existence and successful survival of democracy in such diverse conditions is the most celebrated fact about our country and constitution is its backbone. To reinforce the significance and importance of constitution, the government of India declared 26th of November as Constitution Day on 19 November 2015 by a gazettee notification in remembrance of the father of Indian Constitution, Dr. B.R. Ambedkar.

The occasion was also celebrated in my school. It was marked by the conduct of a ‘Special Assembly’ by the students of the school. The celebration started with very apt words as the thought for the day “The flavour of tricolour should not be depicted only through our words, but also through our actions.” This worthy thought was followed by an oath on preamble taken by the students. The assembly ground echoed with the words, “We the people of India”.

A specially-designed quiz was conducted to enhance the awareness of the students about their constitution. The answers were fast and prompt. Then came the culmination of the ceremony a speech on our constitution, which took us on a journey of our constitution from its history to its present-day form and its important role to bring together an idea called India. This is how Constitution Day was celebrated in our school.

Question 8.
Here are different opinions about what made India a democracy. How much importance would you give to each of these factors?
(a) The concept democracy in India gained momentum during the colonial rule under the British rulers. We received training to work with representative legislative institutions under the British rule.
(b) Our freedom struggle challenged the colonial exploitation and denial of different freedoms to Indians. Free India could not be anything but democratic.
(c) We were lucky to have leaders who had democratic convictions. The denial of democracy in several other newly independent countries shows the important role of these leaders.
Answer:
(a) Democracy in India is not a gift of the British rulers. But it is true that during British rule, the experience and training gained by the Indians in the working of the legislative institutions proved to be very useful for the country, in setting up its own democratic institutions and working in them.

(b) Since, Indians had suffered a lot under the colonial rule of the Britishers, India could not be anything but democratic.
(c) It is true that Indians were lucky to have leaders who had strong democratic convictions.

Question 9.
Read the following extract from a conduct book for ‘married woman’, published in 1912. ‘God has made the female species delicate and fragile both physically and emotionally, pitiably incapable of self-defence. They are destined thus by God to remain in male protection of father, husband and son all their lives. Women should, therefore, not despair, but feel obliged that they can dedicate themselves to the service of men.’ Do you think the values expressed in this para reflected the values underlying our constitution? Or does this go against the constitutional values?
Answer:
This para does not reflect the values underlying our constitution because our constitution gives equal rights to both men and women.

Question 10.
Read the following statements about a constitution. Give reasons why each of these is true or not true.
(a) The authority of the rules of the constitution is the same as that of any other law.
(b) Constitution lays down how different organs of the government will be formed.
(c) Rights of citizens and limits on the power of the government are laid down in the constitutions.
(d) A constitution is about institutions, not about values.
Answer:
(a) Not True: The authority of the rules of the constitution is much more than that of any other law.

(b) True: The constitution lays down how different organs of the government should be formed and what are the powers of each organ.

(c) True: Because only then the government’s authority can be checked.

(d) Not True: Because the constitution gives equal importance to values, for example, the human values.

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Solutions Civics Chapter 1 What is Democracy? Why Democracy?

JAC Class 9th Civics What is Democracy? Why Democracy? InText Questions and Answers 

Activity (Page No. 2)

Question 1.
Let us take Lyngdoh Madam seriously and try to write down the exact definition of some of the simple words that we use all the time: pen, rain and love. For example, is there a way of defining that distinguishes it clearly from a pencil, a brush, a chalk or crayon.
1. What have you learnt from this attempt?
2. What does it seach us about understanding the meaning of democracy?
Answer:
Pen: A source through which we can write. It needs ink, nib or refill to write that distinguishes it from pencil, brush or chalk.

Rain: Rain are the drops which fall on the earth after cooling the water vapours.

Love: It is an attraction between two persons for each other.

1. Everything have a speciality on the basis of while it can be defined.
2. It taught us that democracy is of different kinds but its special feature is the election held by the common people.

Questions of Unni and Munni (Page No. 2)

Question 1.
I have heard a different version. Democracy is off the people, far (from) the people and (where they) buy the people. Why don’t we accept that ?
Answer:
In some cases, the democracy if off the people, far (from) the people and (where they) buy the people, i.e., where the democracy does not belong to the people, it is not for them but far away from them, where the democracy is not by the people but the candidates win the votes with money which means that true democracy does not exist. However, these cases are exceptions, which will respectively fade away with the passage of time.

Read the Cartoon (Page No. 3)

Question 1.
This cartoon was drawn when elections were held in Iraq with the presence of US and other foreign powers. What do you think this cartoon is saying? Why is ‘democracy1 written the way it is?
Answer:

1. This cartoon is saying that the US troops are trying to establish democracy in Iraq.
2. Democracy is being transplanted in Iraq by the US army, which is using force and the power of gun. The transplantation of democracy is not so much about ensuring the welfare of the people; it is more about promoting the interests of multinational corporations. Letter ‘M’ symbolises Me Donald’s, a leading food chain of USA.

Check your Progress (Page No. 3)

Question 1.
Ribiang went back home and collected some more famous quotations on democracy. This time she did not mention the names of the people who said or wrote these. She wants you to read these and comment on how good or useful these thoughts are:
(a) Democracy gives every man the right to be his own oppressor.
(b) Democracy consists of choosing your dictators after they have told you what you think it is you want to hear.
(c) Man’s capacity for justice makes democracy possible, but man’s inclination to injustice makes democracy necessary.
(d) Democracy is a device that insures we shall be governed no better than we deserve.
(e) All the ills of democracy can be cured by more democracy.
Answer:
(a) This view is also true to the extent that the representative we choose exploits us, but there is no fault of democracy. It is the fault of the person who does not appreciate those feelings of the people, because of which people have chosen him. This is actually an abuse of democratic method.

(b) If we look in the present context, this idea is practically applicable to our system. The people whom we elect as our representatives, forget our problems and think of their self-interest and benefit but which is contradictory to democratic principles. Such ideas have no utility in democracy or society. We should choose our representatives thoughtfully.

(c) Democracy demands that the ruling class must have the ability to provide justice. If the people’s representatives are not able to deliver justice and attend the problems of the people, then democracy has no meaning. Prevention of injustice needs democracy. Social, economic and political injustice can be effectively removed under the democratic framework. Hence the usefulness of this idea is immense.

(d) The idea is somewhat correct that the government is also like the people. Our views are also as we are, but democracy is a system in which if there is an alternative, we cam give better people a chance to represent themselves. The utility of this idea is very much in the present context.

(e) The more democratic we are, the greater is the participation and transparency of governance. With the increasing consent of the people, the chances of conflicts are reduced and peace is established in the country. This leads the country towards prosperity. Therefore, this idea also has great utility.

Read the Cartoon (Page No. 4)

Question 1.
Syria is a small West-Asian country. The ruling Ba’ath party and some of its small allies are the only parties allowed in that country.
1. Do you think this cartoon could apply to China or Mexico?
2. What does the crown of leaves on democracy signify?
Answer:

1. Yes, this cartoon could apply to China or Mexico because they also have a one- party system which has the sole right to fight an election.
2. The crown on democracy shows only one branch of leaves. It signifies the existence of one party only of, which there are so many members like leaves.

Read the Cartoon (Page No. 5)

Question 1.
This cartoon was drawn in the context of Latin America. Do you think it applies to the Pakistani situation as well? Think of other countries where this could apply ? Does this happen sometimes in our country as well?
Answer:

1. Yes, it applies to the Pakistani situation as well.
2. The cartoon applies on Iraq and China also.
3. The enemies of democracy capture the voting centre. Sometimes, it happens in our country also.

Questions of Unni & Munni (Page No. 5)

Question 1.
All this is so remote for me:
1. Is democracy all about rulers and government?
2. Can we talk about a democratic classroom? Or a democratic family?
Answer:

1. No, Democracy is not all about rulers and governments. Democracy means a decision taken by a majority which is beneficial to all.
2. Yes, we can talk about democratic system in our classroom. When we choose a monitor in our class, it is an example of democratic method. Yes we can talk about democracy in our family. It is an example of a democratic family when we take a decision by deliberating among the family members.

Read the Cartoon (Page No. 6)

Question 1.
This cartoon was titled ‘Building Democracy’ and was first published in a Latin America publication. What do money bags signify here? Could this cartoon be applied to India?
Answer:

1. Money bags signify the expensive set-up of democracy. Government spent unlimited money to conduct free and fair election.
2. Yes, this cartoon could be applied to India also.

Read the Cartoon (page 7)

Question 1.
This cartoon is about the Iraqi election held after Saddam Hussain’s regime was overthrown. He is shown behind the bars. What is the cartoonist saying here? Compare the message of this cartoon with the first cartoon in this chapter.
Answer:
The cartoonist is trying to say the following things

1. Equality of the Right to Vote and equal value of each man’s vote.
2. Dictatorship, mostly prefers such a situation, where ruler or dictator is the only person to decide any matter by his only vote.
3. The first cartoon in this chapter shows that the US army personnel are elevating the process to form a democracy in Iraq, while in this cartoon democracy is already established.

Question 2.
Why talk about Zimbabwe? I read similar reports from many parts of our own country. Why don’t we discuss that?
Answer:
The example of Zimbabwe shows that popular approval of the rulers is necessary in a democracy, but it is not sufficient. A democratic government cannot do whatever it likes, simply because it has won the election. This is the reason for which Zimbabwe is discussed here. Our country is democratic and elections are free and fair. However, sometimes we hear reports about use of unfair means, violence and power play in elections.

Read the Cartoon (page 8)

Question 1.
Chinese government blocked free flow of information on the internet by placing restrictions on popular websites like ‘Google’ and ‘Yahoo’. The image of tanks and an unarmed student reminds the reader of another major event in recent Chinese history. Find out about that event.
Answer:
The cartoon reminds us of the massacre in Tiananmen Square in 1989. In April 1989, triggered by the death of Hu Yaobang, mass gathering and protest of liberal reformers took place in and around Tiananmen Square in Beijing. It was largely a student-run demonstration, which called for economic reforms, freedom of the press and political liberalization. The Chinese government brutally suppressed the movement for which it was internationally condemned.

Check your Progress (Page No. 9)

Question 1.
Read these five examples of working or denial of democracy. Match each of these with

Example	Feature
1. King of Bhutan has declared that in future he will be guided by the advice given to him by the elected representatives.	(a) Rule of law
2. Many Tamil workers who migrated from India were not given a right to vote in Sri Lanka.	(b) Respect for Rights
3. The King of Nepal imposed a ban on political gatherings, demonstrations and rallies.	(c) One person, one vote, one value
4. The Indian Supreme Court held that the dissolution of Bihar assembly was unconsti-tutional.	(d) Free and Fair electoral competition
5. Political parties in Bangladesh have agreed that a neutral government should rule the country at the time of elections.	(e) Major decisions by elected leaders

Answer:
1. (e) Major decisions by elected leaders (Working of democracy)
2. (c) One person, one vote, one value (Denial of democracy)
3. (b) Respect for Rights (Denial for democracy)
4. (a) Rule of law (Working for democracy)
5. (d) Free and fair electoral competition (Working of Democracy)

Question 2.
want to be in Lyngdoh Madam’s class? That sound like a democratic classroom. Doesn’t it?
Answer:
Yes, Lyngdoh Madam’s classroom seems to be a democratic class in the true sense. Hence everyone can speak one’s own mind. The students are giving their own arguments passionately. They felt very bad if some one tried to stop them or if someone punished them for saying what they felt.

Read the Cartoon (Page No. 10)

Question 1.
This cartoon is from Brazil, a country that has a long experience of dictatorship. It is entitled “The Hidden side of Dictatorship.”
1. Which hidden sides does this cartoon depict ?
2. Is it necessary for every dictatorship to have a hidden side ?
3. Find this out about the dictators discussed in the first chapter and if possible, about Abacha in Nigeria and Marcos in the Phillippines.
Answer:

1. The hidden side that cartoon depicts is that dictatorship is surrounded by those person who tortured the people.
2. No, it is not necessray for every dictatorship to have a hidden side.
3. A democratic government is overthrown by military general Augusto Pinochet on 11th September, 1973. The President Salvador Allende allongwith defence minister was arrested and later murdered.

Questions of Unni & Munni (Page No. 11)

Question 1.
What would have happened if India was not a democracy? Could we have stayed together as a single nation?
Answer:
If India was not a democracy that dictatorship was established as a government. In this case, country could be divided in different states and nations.

Read the Cartoon (Page No. 12)

Question 1.
This cartoon was published in Canada just before its parliamentary election of 2004. Everyone, including the cartoonist, expected the liberal party to win once again. When the results came, the liberal party lost the elections. Is this cartoon an argument against democracy or for democracy?
Answer:
This cartoon is an argument for democracy, because only in democracy, voters can support or go against the ruling party.

Check your Progress (Page No. 12)

Question 1.
Rajesh and Muzaffar read an article. It showed that no democracy has ever gone to war with another democracy. Wars take place only when one of the two governments is non- democratic. The article said that this was a great merit of democracy. After reading the essay, Rajesh and Muzaffar had different reactions. Rajesh said that this was not a good argument for democracy. It was just a matter of chance. It is possible that in future democracies may have wars. Muzaffar said that it could not be a matter of chance. Democracies take decisions in such a way that it reduces the chances of war. Which of the two positions do you agree with and why?
Answer:
I agree with Muzaffar’s argument. In democracy, the decision is taken after discussion and keeping in view the welfare of the people. So, the chances of war are minimised due in democracy, but we cannot say that it is not possible. Some wars were fought between democracies like India and Pakistan, e.g., ‘Kargil War’ when both countries were democratic countries.

Read the Cartoon (Page No. 13)

Question 1.
This famous cartoon by R.K. Laxman comments on the celebrations of the fifty years of independence. How many images on the wall do you recognize? Do many common people feel the way the common man in this cartoon does?
Answer:
Images on the wall are of the Prime Ministers of India in the past, beginning with (from left to right) Jawaharlal Nehru, Lai Bahadur Shastri, Gulzari Lai Nanda, Moraxji Desai, Chaudhary Charan Singh, Indira Gandhi, Rajeev Gandhi, V.P. Singh, Chandrashekhar, P.V. Narsimha Rao, Deva Gowda and Atal Bihari Vajpayee.

Yes, many common people feel the way the common man in this cartoon does. Even after so many glorious years of independence, the condition of the common man has changed very little. The promises of the politicians have proved to be meaningless to the common man, so he fell asleep while hearing these again. It is the true picture of our democracy.

Questions of Unni & Munni (Page No 14)

Question 1.
In my village, the Gram Sabha never meets. It that democratic?
Answer:
The Gram Sabha should meet regularly to conduct out its functions for the welfare of the village people, but if the Gram Sabha does not meet, that is not democratic.

JAC Class 9th Civics What is Democracy? Why Democracy? Textbook Questions and Answers 

Question 1.
Here is some information about four countries. Based on this information, how would you classify each of these countries? Write ‘democratic’, ‘undemocratic’ or ‘not sure’ against each of these.
(a) Country A: People who do not accept the country’s official religion do not have a right to vote.
(b) Country B: The same party has been winning elections for the last twenty years.
(c) Country C: Ruling party has lost in the last three elections.
(d) Country D: There is no independent election commission.
Answer:
(a) Undemocratic

(b) Not sure

(c) Democratic

(d) Undemocratic.

Question 2.
Here is some information about four countries. Based on this information, how would you classify each of these countries? Write ‘democratic’, ‘undemocratic’ or ‘not sure’ against each of these.
(a) Country P: The parliament cannot pass a law about the army without the consent of the Chief of Army.
(b) Country Q: The parliament cannot pass a to law reducing the powers of the judiciary.
(c) Country R: The country’s leaders cannot sign any treaty with another country without taking permission from its neighbouring country.
(d) Country S: All the major economic decisions about the country are taken by officials i of the Central Bank which the ministers cannot change.
Answer:
(a) Undemocratic,

(b) Undemocratic,

(c) Not sure,

(d) Undemocratic.

Question 3.
Which of these is not a good argument in favour of democracy? Why?
(a) People feel free and equal in a democracy.
(b) Democracies resolve confict in a better way than others.
(c) Democratic government is more accountable to the people.
(d) Democracies are more prosperous than others.
Answer:
(d) Democracies are more prosperous than others. Because prosperity depends upon the economic set up.

Question 4.
Each of these statements contains a democratic and an undemocratic element. Write out the two separately for each statement.
1. A minister said that some laws have to be passed by the Parliament in order to conform to the regulations decided by the World Trade Organisation (WTO).
2. The Election Commission ordered re-polling in a constitutuency where large-scale rigging was reported.
3. Women’s representation in the Parliament has barely reached 10 per cent. This led women’s organisations to demand one-third seats for women.
Answer:
(a) (i) A minister said that some laws have to be passed by the Parliament: Democratic.
(ii) These should conform to the regulations decided by the World Trade Organisation: Undemocratic.

(b) (i) The Election Commission ordered re-polling in a constituency: Democratic.
(ii) Where large-scale rigging was reported: Undemocratic.

(c) (i) Women’s representation in the Parliament has barely reached 10 per cent: Undemocratic.
(ii) This led women’s organisations to demand one-third seats for women: Democratic.

Question 5.
Which of these is not a valid reason for arguing that there is a lesser possibility of famine in a democratic country?
(a) Opposition parties can draw attention to hunger and starvation.
(b) Free press can report suffering from famine in different parts of the country.
(c) Government fears its defeat in the next elections.
(d) People are free to believe in and practice any religion.
Answer:
(d) People are free to believe in and practice any religion.

Question 6.
There are 40 villages in a district where a government has made no provision for drinking water. These villagers met and considered many methods of forcing the government to respond to their need. Which of these is not a democratic method?
(a) Filing a case in the courts claiming that water is part of right to life.
(b) Boycotting the next elections to give a message to all parties.
(c) Organising public meetings against government policies.
(d) Paying money to government officials to get water.
Answer:
(d) Paying money to government officials to get water.

Question 7.
Write a response to the following arguments against democracy:
(a) Army is the most disciplined and corruption-free organisation in the country. Therefore, army should rule the country.
(b) Rule of the majority means the rule of ignorant people. What we need is the rule of the wise, even if they are in small numbers.
(c) If we want religious leaders to guide us in spiritual matters, why not invite them to guide us in politics as well. The country should be ruled by religious leaders.
Answer:
(a) A military dictator may not be responsive to people’s aspirations. He may like to force his decisions. This may result in discontentment and tensions.

(b) Rule of the majority implied wider particiption by people in decision-making. The majority cannot afford to take wrong decisions. The decision-makers can always be voted out.

(c) Religion is a matter of individual faith. Religious leaders know more about religions matter. They may not always be in a position to make desired response to people’s aspirations.

Question 8.
Are the following statements in keeping with democracy as a value? Why?
(a) Father to Daughter: I don’t want to hear your opinion about your marriage. In our family, children marry where the parents tell them to.
(b) Teacher to Student: Don’t disturb my concentration by asking me questions in the classroom.
(c) Employee to the Officer: Our working hours must be reduced according to the law.
Answer:
Democracy encourages dissent, debate, discussion and consensus. The points (a) and (b) are against the spirit of democracy. Only (c) is a democratic way. In this decision-making process, management, workers and many other experts in the area, including the legal experts, will take part.

Question 9.
Consider the following facts about a country and decide if you would call it a democracy. Give reasons to support your decision.
(a) All the citizens of the country have right to vote. Elections are held regularly.

(b) The country took loan from international agencies. One of the conditions for giving loan was that the government would reduce its expenses on education and health.

(c) People speak more than seven languages but education is available on in one language, the language spoken by 52 percent people of that country.

(d) Several organisations have given a call for peaceful demonstrations and nationwide strikes in the country to oppose these policies. Government has arrested these leaders.

(e) The government owns the radio and television in the country. All the newspapers have to get permission from the government to publish any news about government’s policies and protests.
Answer:
(c), (d) and (e) Show the undemocratic behaviour of the government, (b) indicates a wrong decision taken under compulsion due to the government’s economic weakness but (a) shows the government being fundamentally democratic.

A country where all the citizens have the right to vote and elections are held regularly can certainly be called democratic. These characteristics are a symbol of belief in democratic values. Therefore, it can be said that this country is a democratic country expect for a few things.

Question 10.
In 2004 a report pubished in the USA pointed to the increasing inequalities in that country. Inequalities in income reflected in the participation of people in democracy. It also shaped their abilities to influence the decisions taken by the government. The report highlighted that:
(a) If an average black family earns $100, then the income of average white family is $162. A white family has twelve times more wealth than the average black family.

(b) In a president’s election nearly 9 out of 10 individuals in families with income over $75,000 have voted. These people are the top 20% of the population in terms of their income. On the other hand only 5 people out of 10 from families with income less the $15,000 have voted. They are the bottom 20% of the population in terms of their income.

(c) About 95% contribution to the political parties comes from the rich. This gives them opportunity to express their opinions and concerns, which is not available to most citizens.

(d) As poor sections participate less in politics, the govenment does not listen to their concerns-coming out of poverty, getting job, eduation, healthcare and housing for them. Politicians hear most regularly about the concerns of business persons and the rich. Write an essay on ‘Democracy and Poverty’ using the information given in this report but using examples from India.
Answer:
Democracy and Poverty:
Democratic societies are free societies. Economic activity is market-oriented; the price of each factor-service is determined by the value of its service to the society. Hence, there are inequalities in income distribution. Income disparties ai therefore, inherent in a democracy.

Poor people co-exist with rich people. But democracy ensu, es equal rights to all individuals, irrespective of their economic status. Everybody enjoys equal voting rights. Therefore, in theory, there is nothing wrong with democracy on this account.

But, in practice, the rich people of the society have more resources at their command. The rich people control the media and use it for their own benefit. Influence of the rich over politics is clearly visible in countries like USA, England and India. In India, only the rich can contest elections.

The votes of poor people are bought and sold. The poor cannot fight elections against the rich to get elected. Like USA, in India different political parties pay more attention to the concerns of the rich who contribute most of their funds. What is required, therefore, is that a mechanism should be evolved to organise the poor and educate them about their rights. They can be trained to assert their democratic rights.

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Solutions Geography Chapter 6 Population

JAC Class 9th Geography Population InText Questions and Answers 

Activity (Page No. 54)

Question 1.
What could be the reason of uneven distribution of population in India?
Answer:
Reasons for uneven distribution of population in India are:

1. Nature of the terrain,
2. Climate,
3. Migration,
4. Employment opportunities
5. Means of Transport and Communication.

Activity (Page No. 56)

Question 2.
Study the figure 6.3 and compare it with figure 2.4 and figure 4.7. Do you find any correlation between these maps?
Answer:
Students, attempt this activity yourself.

Activity (Page No. 56)

Question 3.
Table 6.1 reveals that despite the decline in growth rates, the number of people being added every decade is steadily increasing. Why?
Answer:
The number of people are increasing every decade because India has a vary large population. When a low annual rate is applied to a very large population, it yields a large absolute increase. When more than a billion people increase even at a lower rate, the total numbers being added becomes very large. So, the number of people being added every decade is steadily increasing.

Activity (Page No. 58)

Question 4.
On a map, trace the migration of each of your grandparents and parents since their birth. Try and analyse the reasons for each move.
Answer:
Students can attempt this activity with the help of their parents and grandparents under the guidance of their teacher. Reasons can be analysed as:

1. Increased employment opportunities and better living conditions in urban area (or migrated area).
2. Adverse conditions of poverty and unemployment in the rural areas. Students can enlist other reasons as per their parents’ & grandparents’ knowledge, for being migrated from a certain area.

Activity (Page No. 59)

Question 5.
1. How many children do you know who are engaged as household helpers, labourers in your locality ?
2. How many adults do you know in your locality who are unemployed?
3. What do you feel are the reasons for this?
Answer:

1. Nearly 18 children below the age of 13 years.
2. About 28 adults.
3. The major reasons may be: Illiteracy, poor health conditions and high proportion of people engaged in primary activities.

Find Out (Page No. 59)

Question 6.
Kerala has a sex ratio of 1084 females per 1000 males, Puducherry has 1038 females per every 1000 males, while Delhi has only 866 females per 1000 males and Haryana has just 877. What could be the reasons for such variations?
Answer:
In Kerala and Puducherry:

1. Kerala and Puducherry have good health facilities which reduces infant mortality rate.
2. There is no discrimination between females and males.
3. No problem of female foeticide.
4. Females are mostly earning members.

In Delhi and Haryana:

1. Migration of only males to these states for employment.
2. Foeticide of females prevalent in Delhi and Haryana.
3. Discrimination against female children.
4. Malnutrition among females.

JAC Class 9th Geography Population Textbook Questions and Answers 

Question 1.
Choose the right answer from the four alternatives given below :
1. Migration change the number, distribution and composition of the population in:
(a) the area of departure
(b) the area of arrival
(c) both the area of departure and arrival
(d) none of the above.
Answer:
(c) both the area of departure and arrival

2. A large proportion of children in a population is a result of:
(a) high birth rates
(b) high life expectancies
(c) high death rates
(d) more married couples
Answer:
(a) high birth rates

3. The magnitude of population growth refers to:
(a) the total population of an area
(b) the number of persons added each year
(c) the rate at which the population increases
(d) the number of females per thousand males.
Answer:
(b) the number of persons added each year

4. According to the Census a “literate” person is one who:
(a) can read and write his/her name
(b) read and write any language
(c) is above 7 years old and can read and write any language with understanding.
(d) knows the 3 ‘R’s (reading, writing, arithmetic).
Answer:
(c) is above 7 years old and can read and write any language with understanding.

Question 2.
Answer the following questions briefly:
1. Why is the rate of population growth in India declining since 1981?
Answer:
Since 1981, the rate of population growth in India started declining gradually because during this period, birth rate declined rapidly.

2. Discuss the major components of population growth.
Answer:
The major components of population growth are as follows:
1. Birth Rate:
It is the number of live births per 1000 persons in a year. It is a major component of growth, because in India, birth rate has always been higher than death rate.

2. Death Rate:
It is the number of deaths per 1000 persons in a year. The main cause of the rate of growth of the population is the rapid decline in death rate.

3. Migration:
It is the movement of people across regions and territories. Migration can be internal or international. Internal migration does not change the size of the population, but it influences the distribution of population within the nation.

3. Define age structure, death rate and birth rate.
Answer:

1. Age structure: It refers to the number of people in different age groups in a country. It is classified into three broad categories:
   • Children (generally below 15 years)
   • Working age (15-59 years)
   • Aged (Above 59 years).
2. Death Rate: Number of deaths per 1000 persons in a year.
3. Birth Rate: Number of births per 1000 persons in a year.

4. How is migration a determinant factor of population change?
Answer:
Migration means movement of people across the regions and territories. Migration can be internal or external. When internal migration takes place, it does not change the size of the population of a country but influences the density of population. This phenomenon of migration has resulted in the steady growth of population in towns and cities in India.

In India, people have migrated to the cities because of employment opportunities and better amenities. In international and external migration, people go to different countries because of higher education or employment opportunities. If this takes place in large numbers, it can affect the size of the population.

Question 3.
Distinguish between population growth and population change.
Answer:
Difference between Population Growth and Population Change:

Population Growth	Population Change
1. It refers to the change in the number of inhabitants of a country/territory during a specific period of time.	1. It refers to the change in population composition.
2. It can be expressed in two ways: (a) in terms of absolute numbers (b) in terms of percentage change per year.	2.  It can be affected by three factors: (a) birth rate, (b) death rate, and (c) migration.
3. In this process, change in population size takes place.	3. In this process, change in population istribution and occupational structure takes place.

Question 4.
What is the relation between occupational structure and development?
Answer:
The occupational structure refers to the distribution of the population according to different types of occupation. An economically-active percentage of population is an important index of development. Occupations are generally classified as primary, secondary and tertiary. In developed nations, a major proportion of population is engaged in secondary and tertiary activities, i.e., activities like manufacturing industry, construction, transport, communication, etc.

On the other hand, The proportion of people working in different activities reflect the economic development of a country. Developed nations have a high proportion of people in secondary and tertiary activites. In developing countries like India, a major portion of the population is engaged in primary activities like agriculture. Thus, there is a close relationship between occupational structure and development.

Question 5.
What are the advantages of having a healthy population?
Answer:
The advantages of having a healthy population are as follows:

1. A healthy population can earn more, and thus, contribute more in the National Income of the country.
2. If an individual is healthy, he will definitely like to live happily and also keep others happy.
3. It improves the quality of production.
4. There is a rapid increase in economic and social development due to healthy population.
5. A healthy population is itself an important resource for any country.

Question 6.
What are the significant features of the National Population Policy, 2000?
Answer:
The significant features of the National Population Policy, 2000 are:

1. Imparting free and compulsory school education up to 14 years of age.
2. Reducing infant mortality rate to below 30 per 1000 live births.
3. Achieving universal immunisation of children against all vaccine preventable, diseases.
4. Promoting delayed marriage for girls and boys.
5. Making family welfare and people centered programmes.
6. Protection of adolescent girls from unwanted pregnancies.
7. Protection of adolescents from Sexually Transmitted Diseases (STDs) and: educate them about the risks of unprotected sex.
8. Making contraceptive services accessible and affordable.
9. Providing food supplements and nutritional services for the adolescents.

Project Activity

Question 1.
Conduct a class census by preparing a questionnaire. The questionnaire should contain minimum five questions. Questions should relate to students, their family members, their class performance, their health etc. Each student is required to fill up the questionnaire. Compile the information in numerical terms (in terms of percentage). Present the information through pie chart, bar-diagram or in any other way.
Answer:
Students, do it yourself.

JAC Class 9 Social Science Solutions

JAC Board Class 9th Social Science Solutions Geography Chapter 5 Natural Vegetation and Wildlife

JAC Class 9th Geography Natural Vegetation and Wildlife InText Questions and Answers 

Activity (Page No. 43)

Question 1.
Why are the southern slopes in Himalayan region covered with thick vegetation coyer as compared to northern slopes of the same hills?
Answer:
Northern slopes of the Himalayan region are mostly covered with snow due to its high altitude. On the other hand, southern slopes receive heavy rainfall and soils found here are suitable for plant growth. Therefore, southern slopes have thicker forests as compared to northern slopes of the Himalayan region.

Question 2.
Why have the western slopes of the Western Ghats covered with thick forests and not the eastern slopes?
Answer:
Western slopes of the Western Ghats receive more than 300 cm of rainfall, while the eastern slopes fall in the rain shadow area and receive only 50-60 cm of rain¬fall. Therefore, forests of western slopes have luxuriant growth as compared to eastern slopes of the Western Ghats.

Activity (Page No. 43)

Question 1.
Celebrate Van Mahotsav in your school/locality and plant few saplings and notice their growth.
Answer:
Students, please do it yourself.

Activity (Page No. 43)

Question 1.
Study the bar graph (Figure 5.1) and answer the following questions.
1. Name the state having maximum area under forest cover.
2. Name the union territory having minimum area under forest cover and why?
Answer:

1. Mizoram
2. Daman & Diu. In Daman and Diu, the area under forest is merely 5.72% because of the following reasons:
   (a) Most of the area is industrialized and the rest is residential.
   (b) The total area of Daman & Diu is very small amounting to only 102 sq. metres.

Activity (Page No. 47)

Question 1.
1. What will happen if plants and animals disappear from the earth’s surface?
2. Can the human beings survive under such a situation ?
3. Why is bio-diversity necessary and why should it be conserved ?
Answer:

1. If plants and animals disappear from the earth, the ecological balance will be disturbed and life would become miserable. The existence of humans will not be possible.
2. No, the human beings cannot survive under such a situation. It is because all plants and animals species including humans are interdependent.
3. Bio-diversity is necessary because it provides many essential things for the survival of human beings. It should be conserved because our ecosystem has been badly damaged due to the uninterrupted and excessive exploitation of plant and animal resources in our country.

Activity (Page No. 48)

Question 1.
Can you identify the type of forest shown in this picture ? Identify some trees in it. What type of similarity/dissimilarity you notice in this type of vegetation from the one found in your region ?
Answer:
Yes, these are montane forests.
Some trees which is seen are deodar, pine, spruce and cedar.
I reside in Rajasthan where species of bushes and thorny forests are mostly found, such as Acacias, euphorbias and cacti etc.

Activity (Page No. 50)

1. Find out from the above newspaper cuttings, the main concern highlighted in the given news items.
2. Collect more information about various endangered species from newspapers and magazines.
3. Find out various steps taken by the Indian government to protect them.
4. Describe how you can contribute to the protection of endangered animals and birds.
Answer:

1. Dwindling number of wildlife species vulture, tiger and rhinoceros.
2. Do it yourself.
3. Various steps taken by the Indian government to protect the wildlife are:
   • 89 National parks, 543 Wildlife sanctuaries and Zoological gardens have been set up to take care of natural heritage.
   • Project Tiger, Project Rhino, Project Great Indian Bustard and many other eco-developmental projects have been introduced.
   • 18 biosn’iere reserves have been set up in the country to protect flora and fauna.
   • Financk and technical assistance is provided to many Botanical Gardens by the government since 1992.
4. We can do Lie following:
   • Use of print and mass media to spread awarness,
   • Create pul lie awareness through lectures, railies, nukkad nataks, etc.
   • Organise poster/drawing competitions.

JAC Class 9th Geography Natural Vegetation and Wildlife Textbook Questions and Answers 

Question 1.
Choose the right answer from the four alternatives given below:
1. To which one of the followihg types of vegetation does rubber belong to?
(a) Tundra
(b) Tidal
(c) Himalayan
(d) Tropical Evergreen.
Answer:
(d) Tropical Evergreen.

2. Cinchona trees are found in the areas of rainfall more than:
(a) 100 cm
(b) 50 cm
(c) 70 cm
(d) less than 50 cm.
Answer:
(a) 100 cm

3. In which of the following state is the Simlipal bio-reserve located?
(a) Punjab
(b) Delhi
(c) Odisha
(d) West Bengal.
Answer:
(c) Odisha

4. Which one of the following bio-reserves of India is not included in the world network of bioreserve ?
(a) Manas
(b) Nilgiri
(c) Gulf of Mannar
(d) Nanda Devi
Answer:
all of these options are included in the world network of bioreserves.

Question 2.
Answer the following questions briefly:
1. What factors are responsible for the distribution of plants and animals in India?
Answer:
Factors responsible for the distribution of plants and animals in India are:

1. Land
2. Soil
3. Temperature
4. Photoperiod (sunlight)
5. Precipitation.

2. What is a bio-reserve? Give two examples.
Answer:
A protected area reserved for the conservation of endangered species of flora (plants) and fauna (animals) in their natural habitat. The Sunderbans in West Bengal and Nanda Devi in Uttaranchal are two examples.

3. Name two animals having habitat in tropical and montane type of vegetation.
Answer:

1. Tropical vegetation Elephant, deer.
2. Montane vegetation Yak, Snow leopard.

Question 3.
Distinguish between:
1. Flora and fauna,
2. Tropical evergreen and deciduous forests.
Answer:
1. Distinction between Flora and Fauna:

Flora	Fauna
1. Flora is the term used to denote plants of a particular region.	1. Fauna is the term used to denote animals of a particular region.
2. Flora consists of grass, plants, creepers and trees.	2. Fauna consists of three types: (a) Ter – restrial animals, (b) Aquatic animals and (c) Aerial.
3. About 47,000 plant species are found in India.	3. About 90,000 animal species are found in India.
4. Almost flora species produce their own food.	4. No animal can produce its own food.
5. Flora provides food to all living or-ganisms.	5. Fauna provides nutrients to the soil from its waste and decay.

2. Distinction between Tropical Evergreen and Deciduous Forests :

Tropical Evergreen Forests	Tropical Deciduous Forests
1. These are found in areas having more than 200 cm of rainfall.	1. These are found in areas having rainfall between 200 cm and 70 cm.
2. The trees of these forests do not shed their leaves in a definite time.	2. The trees of these forests shed their leaves for about six to eight weeks in dry summer.
3. The trees reach great heights up to 60 metres or even above.	3. The trees reach heights up to 9 metres.
4. These are found in heavy rainfall areas of the Western Ghats and the island groups of Lakshadweep, Andaman and Nicobar, upper parts of Assam and Tamil Nadu coast.	4. These forests exist in north-eastern states, along the foothills of the Himalayas, Jharkhand, West Odisha and Chhattisgarh and on the eastern slopes of the Western Ghats.
5. Some of the important trees of this forest are ebony, mahogany rosewood, rubber and cinchona.	5 Important trees of this forest are teak, sal, shisham, bamboos, sandalwood, khair, kusum, arjun and mulberry.
6. The common animals found in these forests are elephants, monkey, lamb, deer, one-horned rhinoceros etc.	6. The common animals found in these forests are lion, pig, deer, elephant lizards, snakes and tortoises.

Question 4.
Name different types of vegetation found in India and describe the vegetation of high altitudes.
Answer:
The following major types of vegetation may be identified in India:

1. Tropical Evergreen forests,
2. Tropical Deciduous forests,
3. Tropical thorn forests and scrubs,
4. Montane forests, and
5. Mangrove forests.

The vegetation found on high altitudes is known as montane vegetation. The chief characteristics of these forests are:

1. The wet temperate type of forests are found between a height of 1000 metres to 2000 metres. Evergreen broad-leaf trees such as oaks and chestnuts predominate.
2. Between 1500 metres and 3000 metres, temperate forests containing coniferous trees like pine, deodar, silver fir, spruce and cedar are found.
3. At high altitudes, generally more than 3600 metres above sea level, temperate forests and grasslands give way to the alpine vegetation. Silver fir, junipers, pines and birches are the common trees of these forests. Ultimately, through shrubs and scrubs they merge into alpine grasslands.
4. At higher altitudes, mosses and lichens form part of tundra vegetation.

Question 5.
Quite a few species of plants and animals are endangered in India. Why?
Answer:
Endangered species of plants and animals are those which face the danger of getting extinct. About 1300 plant species and quite a few animal species have been identified as endangered species in India. The main causes for these plants and animals species becoming endangered are as follows:

1. Hunting by greedy hunters for commercial purposes.
2. Pollution due to chemical and industrial wastes, acid deposits etc.
3. Introduction of alien species causing imbalance in the ecosystem.
4. Reckless cutting of plants and trees to bring land under cultivation, expanding industrialisation and habitation etc.

Question 6.
Why has India a rich heritage of flora and fauna?
Answer:
India has all the major physical features of the earth, i.e., mountains, plains, deserts, plateaus and islands. These five factors are suitable for the growth and development of both animal and plant kingdom in India and are essential for the growth of the bio-diversity.

The different regions of the country have different soil types, different types of climate with great variations in humidity and temperature across the country. Even the rainfall is also unevenly disturbed, and various types of species of plants and animals require different climatic conditions and different soil types. Hence, the flora and fauna found in India is diverse and rich.

On an outline map of India, label the following:

1. Areas of Evergreen Forests,
2. Areas of Tropical Deciduous Forests.
3. Two national parks each in northern, southern, eastern and western parts of the country.

Question 1.
Find some trees in your neighbourhood having medicinal values.
Answer:
Jamun, Neem, Babool, Sarpagandha, Tulsi etc.

Question 2.
Find ten occupations getting raw material from forests and wildlife.
Answer:
Furniture industry, Pharmaceutical industry, Building construction, Leather industry, Meat industry, Dairy industry, Animal husbandry, Lac industry, Sport and Chemical industry etc.

Question 3.
Write a poem or paragraph showing the importance of wild life.
Answer:
Students, do it yourself.

Question 4.
Write the script of a street play giving the importance of tree plantation and try to enact it in your locality.
Answer:
Students, do it yourself.

JAC Class 9 Social Science Solutions