Class 9

Jharkhand Board JAC Class 9 Maths Solutions Chapter 4 Linear Equations in Two Variables Ex 4.3 Textbook Exercise Questions and Answers.

JAC Board Class 9th Maths Solutions Chapter 4 Linear Equations in Two Variables Ex 4.3

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Question 1.
Draw the graph of each of the following linear equations in two variables:
(i) x + y = 4
(ii) x – y = 2
(iii) y = 3x
(iv) 3 = 2x + y
Answer:
(i) x + y = 4
Put x = 0 then y = 4
Put x = 4 then y = 0

x	0	4
y	4	0

(ii) x – y = 2
Put x = 0 then y = -2
Put x = 2 then y = 0

x	0	-2
y	-2	0

(iii) y = 3x
Put x = 0 then y = 0
Put x = 1 then y = 3

x	0	1
y	0	3

(iv) 3 = 2x + y
Put x = 0 then y =3
Put x = 1 then y = 1

x	0	1
y	3	1

Question 2.
Give the equations of two lines passing through (2, 14). How many more such lines are there, and why?
Answer:
Here, x = 2 and y = 14.
Thus, x + y = 16
also, y = 7x (∵ x = 2, y = 14)
⇒ y – 7x = 0
∴ The equations of two lines passing through (2, 14) are x + y = 16 and y – 7x = 0.
There will be infinite such lines because infinite number of lines can pass through a given point.

Question 3.
If the point (3, 4) lies on the graph of the equation 3y = ax + 7, find the value of a.
Answer:
The point (3, 4) lies on the graph of the equation 3y = ax + 7.
∴ Putting x = 3 and y = 4 in the equation
3y = ax + 7, we get
3 × 4 = a × 3 + 7
⇒ 12 = 3a + 7
⇒ 3a = 12 – 7
⇒ a = \(\frac{5}{3}\)

Question 4.
The taxi fare in a city is as follows: For the first kilometre, the fare is ₹8 and for the subsequent distance it is ₹5 per km. Taking the distance covered as x km and total fare as ₹y, write a linear equation for this information, and draw its graph.
Answer:
Total fare = ₹y
Total distance covered = x kilometre
Fair for the subsequent distance after 1st kilometre = ₹5
Fair for 1st kilometre = ₹8
y = 8 + 5(x – 1)
⇒ y = 8 + 5x – 5
⇒ y = 5x + 3

x	0	\(\frac{-3}{5}\)
y	3	0

Question 5.
From the choices given below, choose the equation whose graphs are given in Fig (a) and Fig (b).
For Fig (a)
(i) y = x
(ii) x + y = 0
(iii) y = 2x
(iv) 2 + 3y = 7x

For Fig (b)
(i) y = x + 2
(ii) y = x – 2
(iii) y = -x + 2
(iv) x + 2y = 6

Answer:
In fig. (a), points are (0, 0), (-1, 1) and (1,-1).
∴ Equation (ii) x + y = 0 is correct as it satisfies all the values of the points.
In fig. (b), points are (-1, 3), (0, 2) and (2, 0).
∴ Equation (iii) y = -x + 2 is correct as it satisfies all the values of the points.

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Question 6.
If the work done by a body on application of a constant force is directly proportional to the distance travelled by the body,
(i) 2 units (ii) 0 unit

Answer:
Let the distance traveled by the body be x and y be the work done by the force.
y ∝ x (Given)
⇒ y = 5x (To equate the proportional, we need a constant).
Here, it was given 5
When x = \(\frac{1}{4}\), y = \(\frac{5}{4}\)
When x = \(\frac{1}{2}\) , y = \(\frac{5}{2}\)

x	\(\frac{1}{4}\)	\(\frac{1}{2}\)
y	\(\frac{5}{4}\)	\(\frac{5}{2}\)

(i) When x = 2 units then y = 10 units
(ii) When x = 0 unit then y = 0 unit

Question 7.
Yamini and Fatima, two students of Class IX of a school, together contributed ? 100 towards the Prime Minister’s Relief Fund to help the earthquake victims. Write a linear equation which satisfies this data. (You may take their contributions as ₹ x and ₹ y.) Draw the graph of the same.

Answer:
Let the contribution amount by Yamini be ₹ x and contribution amount bv Fatima be ₹ y.
x + y = 100
When x = 0 then y = 100
When x = 50 then y = 50
When x = 100 then y = 0

x	0	50	100
y	100	50	0

 

Question 8.
In countries like USA and Canada, temperature is measured in Fahrenheit, whereas in countries like India, it is measured in Celsius. Here is a linear equation that converts Fahrenheit to Celsius:
F = (\(\frac {9}{5}\))C + 32
(i) Draw the graph of the linear equation above using Celsius for x-axis and Fahrenheit for y-axis.
(ii) If the temperature is 30°C, what is the temperature in Fahrenheit?
(iii) If the temperature is 95°F, what is the temperature in Celsius?
(iv) If the temperature is 0°C, what is the temperature in Fahrenheit and if the temperature is 0°F, what is the temperature in Celsius?
(v) Is there a temperature which is numerically the same in both Fahrenheit and Celsius? If yes, find it.
Answer:
(i) F = (\(\frac {9}{5}\))C + 32
When C = 0 then F = 32
also, when C = -10 then F = 14

(ii) Putting the value of C = 30° in
F = (\(\frac {9}{5}\))C + 32, we get
F = \(\frac {9}{5}\) × 30 + 32
⇒ F = 54 +32
⇒ F = 86

(iii) Putting the value of F = 95 in
F = (\(\frac {9}{5}\))C + 32, we get
95 = (\(\frac {9}{5}\))C + 32
⇒ \(\frac {9}{5}\)C = 95 – 32
⇒ C = 63 × \(\frac {5}{9}\) = 35

(iv) Putting the value of F = 0 in
F = (\(\frac {9}{5}\))C + 32, we get
0 = (\(\frac {9}{5}\))C + 32
⇒ \(\frac {9}{5}\)C = – 32
⇒ C = – 32 × \(\frac {5}{9}\)
⇒ C = \(\frac{-160}{9}\)

Putting the value of C = 0 in
F = (\(\frac {9}{5}\))C + 32, we get
F = (\(\frac {9}{5}\)) × 0 + 32
⇒ F = 32

(v) Here, we have to find when F = C
Therefore, putting F = C in F = \(\frac {9}{5}\)C + 32, we get
F = \(\frac {9}{5}\)F + 32
⇒ F – \(\frac {9}{5}\)F = 32
⇒ –\(\frac {4}{5}\)F = 32
⇒ F = -40
Therefore at -40, both Fahrenheit and Celsius are numerically the same.

Jharkhand Board JAC Class 9 Maths Solutions Chapter 4 Linear Equations in Two Variables Ex 4.2 Textbook Exercise Questions and Answers.

JAC Board Class 9th Maths Solutions Chapter 4 Linear Equations in Two Variables Ex 4.2

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Question 1.
Which one of the following options is true, and why?
y = 3x + 5 has
(i) a unique solution
(ii) only two solutions
(iii) infinitely many solutions
Answer:
Since the equation, y = 3x + 5 is a linear equation in two variables. It will have (iii) infinitely many solutions.

Question 2.
Write four solutions for each of the following equations:
(i) 2x + y = 7
(ii) πx + y = 9
(iii) x = 4y
Answer:
(i) 2x + y = 7
⇒ y = 7 – 2x
Put x = 0,
y = 7 – 2 × 0
⇒ y = 7
∴ (0, 7) is the solution.

Now, put x = 1
y = 7 – 2 × 1
⇒ y = 5
∴ (1, 5) is the solution.

Now, put x = 2
y = 7 – 2 × 2
⇒ y = 3
∴ (2, 3) is the solution.

Now, put x = -1
y = 7 – 2 × (-1)
⇒ y = 9
∴ (-1, 9) is the solution.
The four solutions of the equation 2x + y = 7 are (0, 7), (1, 5), (2, 3) and (-1, 9).

(ii) πx + y = 9
⇒ y = 9 – πx
Put x = 0,
y = 9 – π x 0
⇒ y = 9
∴ (0, 9) is the solution.

Now, put x = 1
y = 9 – π × 1
⇒ y = 9 – π
∴ (1, 9 – π) is the solution.

Now, put x = 2
y = 9 – π × 2
⇒ y = 9 – 2n
∴ (2, 9 – 2π) is the solution.

Now, put x = -1
y = 9 – π × -1
⇒ y = 9 + π
∴ (-1, 9 + 7t) is the solution.

The four solutions of the equation πx + y = 9 are (0, 9), (1, 9 – n), (2, 9 – 2n) and (-1, 9 + n).

(iii) x = 4y
Put x = 0,
0 = 4y
⇒ y=0
∴ (0, 0) is the solution.

Now, put x = 1
1 = 4y
⇒ y = 1/4
∴ (1, 1/4) is the solution.

Now, put x = 4
4 =4y
⇒ y=1
∴ (4,1) is the solution.

Now, put x = 8
8 = 4y .
⇒ y= 2
∴ (8, 2) is the solution.
The four solutions of the equation x = 4y are (0, 0), (1, 1/4), (4, 1) and (8, 2).

Question 3.
Check which of the following are solutions of the equation x – 2y = 4 and which are not:
(i) (0, 2)
(ii) (2, 0)
(iii) (4, 0)
(iv) (\(\sqrt{2}\), 4\(\sqrt{2}\))
(v) (1, 1)
Answer:
(i) Put x = 0 and y = 2 in the equation x – 2y = 4.
0 – 2 × 2 = 4
⇒ -4 ≠ 4
∴ (0, 2) is not a solution of the given equation.

(ii) Put x = 2 and y = 0 in the equation x – 2y = 4.
2 – 2 × 0 =4
⇒ 2 ≠ 4
∴ (2, 0) is not a solution of the given equation.

(iii) Put x = 4 and y = 0 in the equation x – 2y = 4.
4 – 2 × 0 =4
⇒ 4 = 4
∴ (4, 0) is a solution of the given equation.

(iv) Put \(\sqrt{2}\) and y= 4\(\sqrt{2}\) in the equation x – 2y = 4.
\(\sqrt{2}\) – 2 × 4\(\sqrt{2}\) = 4
⇒ \(\sqrt{2}\) – 8\(\sqrt{2}\) = 4
⇒ \(\sqrt{2}\) (1 – 8) = 4
⇒ – 7\(\sqrt{2}\) ≠ 4
∴ (\(\sqrt{2}\), 4\(\sqrt{2}\)) is not a solution of the given equation.

(v) Put x = 1 and y = 1 in the equation x – 2y = 4.
1 – 2 × 1 =4
⇒ -1 ≠ 4
(1, 1) is not a solution of the given equation.

Question 4.
Find the value of k, if x = 2, y = 1 is a solution of the equation 2x + 3y = k.
Answer:
Given equation is 2x + 3y = k.
x = 2, y = 1 is the solution of the given equation.
Putting the values of x and y in the equation, we get
2 × 2 + 3 × 1 = k
⇒ k = 4 + 3
⇒ k = 7

Jharkhand Board JAC Class 9 Maths Solutions Chapter 4 Linear Equations in Two Variables Ex 4.1 Textbook Exercise Questions and Answers.

JAC Board Class 9th Maths Solutions Chapter 4 Linear Equations in Two Variables Ex 4.1

Question 1.
The cost of a notebook is twice the cost of a pen. Write a linear equation in two variables to represent this statement.
(Take the cost of a notebook to be ₹ x and that of a pen to be ₹ y).
Answer:
Let the cost of a pen be ₹ y and the cost of a notebook be ₹ x.
Cost of a notebook = twice the cost of a pen = 2y.
∴ x = 2y
⇒ x – 2y = 0
This is a linear equation in two variables to represent the given statement.

Question 2.
Express the following linear equations in the form ax + by + c = 0 and indicate the values of a, b and c in each case:
(i) 2x + 3y = \(9.3 \overline{5}\)
(ii) x – \(\frac {y}{5}\) – 10 = 0
(iii) – 2x + 3y = 6
(iv) x = 3y
(v) 2x = – 5y
(vi) 3x + 2 = 0
(vii) y – 2 = 0
(viii) 5 = 2x
Answer:
(i) 2x + 3y = \(9.3 \overline{5}\)
⇒ 2x + 3y – \(9.3 \overline{5}\) = 0
On comparing this equation with ax + by + c = 0, we get a = 2, b = 3 and c = –\(9.3 \overline{5}\)

(ii) x – \(\frac {y}{5}\) – 10 = 0
On comparing this equation with ax + by + c = 0, we get a = 1, b = –\(\frac {1}{5}\)and c = -10

(iii) -2x + 3y = 6
⇒ -2x + 3y – 6 = 0
On comparing this equation with ax + by + c = 0, we get a = -2, b = 3 and c = -6

(iv) x = 3y
⇒ x – 3y = 0
On comparing this equation with ax + by + c = 0, we get a = 1, b = -3 and c = 0

(v) 2x = -5y
⇒ 2x + 5y = 0
On comparing this equation with ax + by + c = 0, we get a = 2, b = 5 and c = 0

(vi) 3x + 2 = 0
⇒ 3x + Oy + 2 = 0
On comparing this equation with ax + by + c = 0, we get a = 3, b = 0 and c = 2

(vii) y – 2 = 0
⇒ 0x + y – 2= 0
On comparing this equation with ax + by + c = 0, we get a = 0, b = 1 and c = -2

(viii) 5 = 2x
⇒ 2x + 0y – 5 = 0
On comparing this equation with ax + by + c = 0, we get a = 2, b = 0 and c = -5

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

I. Objective Type Questions

1. Which transport system was most essential for colonial trade and movement of goods:
(a) Waterways
(b) Railways
(c) Roadways
(d) Airways.
Answer:
(b) Railways

2. When was the Indian forest service set up?
(a) 1864
(b) 1878
(c) 1845
(d) 1947
Answer:
(a) 1864

3. Who was the first Inspector General of Forests in India?
(a) Dietrich Brandis
(b) Gouges
(c) Napoleon
(d) None of the above.
Answer:
(a) Dietrich Brandis

4. Where is Bastar located?
(a) Northernmost part of Madhya Pradesh
(b) Easternmost part of Chhattisgarh
(c) Southermost part of Chhattisgarh
(d) None of the above.
Answer:
(c) Southermost part of Chhattisgarh

5. The Saminist movement was led by:
(a) Suroutiko Samin
(b) Birsa Munda
(c) Dietrich Brandis
(d) None of the above.
Answer:
(a) Suroutiko Samin

II. Very Short Answer Type Questions

Question 1.
What do you mean by deforestation? Why does it take place?
Answer:
Deforestation refers to the cutting of forests. It takes place for:

1. Industrial use
2. Residential use
3. Pastures
4. Wood.

Question 2.
Which transport system was most essential for colonial trade and movement of goods?
Answer:
Railways were most essential for colonial trade and movement of goods.

Question 3.
How many sleepers are required to lay every mile of railway track?
Answer:
Approximately 1760-2000 sleepers are required to lay every mile of a railway track.

Question 4.
Who was Dietrich Brandis? Why was he invited to India?
Answer:
Dietrich Brandis was a German expert who was invited by the Britishers to India for advice regarding the forests. The Britishers made him the first Inspector General of Forests in India.

Question 5.
What was the prime aim of Brandis’s system of Scientific Forestry?
Answer:
The prime aim of Brandis’s system of Scientific Forestry was to restrict felling of trees and grazing, so that forests could be preserved for timber production.

Question 6.
What do you know about Scientific Forestry?
Answer:
It was a system of cutting trees controlled by the forest department. In this system, 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.

Question 7.
in which city of India the Imperial Forest Research Institute was set up?
Answer:
in Dehradun.

Question 8.
Name any two plantation crops.
Answer:
1. Tea, Rubbef.

Question 9.
Give any four local terms for shifting agriculture.
Answer:
Dhya, Penda, Jhum, Kumri.

Question 10.
By which name shifting cultivation is known in Sri Lanka?
Answer:
Chena.

Question 11.
How many tigers were shot dead by a British Officer npjped Jeorge Yule?
Answer:
400 Tigers.

Question 12.
Which place did Birsa Munda belong to?
Answer:
Birsa Munda belonged to Chhotanagpur region.

Question 13.
Who was the leader of rebel foresters in Andhra Pradesh?
Answer:
Alluri Sita Ram Raju was the leader of rebel foresters in Andhra Pradesh.

Question 14.
Where is Bastar located?
Answer:
Bastar is located in the southernmost part of Chhattisgarh.

Question 15.
Name the tribal communities live in Bastar.
Answer:
A number of different communities live in Bastar, such as Maria and Muria Gonds, Dhurwas, Bhatras and Halbas.

Question 16.
What were ‘forest villages’?
Answer:
Forest villages were those villages which were allowed to stay on in the reserved forests. In return, the people had to work free for the forest department. They had to help in cutting and transporting trees and protecting forests from fires.

Question 17.
Which island is known as the rice producing island?
Answer:
Indonesia.

Question 18.
Who was Surontiko Samin?
Answer:
Surontiko Samin was a villager who lived in Randublatung village, a teak forest in Indonesia. He started questioning state ownership of the forest. Under him, the movement gained momentum, and by 1907, 3,000 families were following his ideas.

III. Short Answer Type Questions

Question 1.
Describe brief any four reasons for the expansion of cultivation by the colonical rulers in India.
Answer:
Following wei the main four reasons for the expansion of cultivation by the colonial rulers in India

1. In Europe foodgrains were needed to feed the growing urban population. The demand for wheat increased largely in the 19th century.
2. The colonial rulers considered the expansion of cultivation as a sign of progress.
3. The British government encouraged the production of commercial crops like jute, sugar, wheat and cotton to get more profit.
4. Europe needed raw materials for industrial production.

Question 2.
Why the ship industry of England was also responsible for deforestation in Indm.
Answer:
Due to the high demand by the early 19th century, oak forests in England, were disappearing. This created a problem of timber supply for the Royal Navy which required it to build ships. To obtain the supply of oak for the ship industry, Britishers started exploring Indian forests on a vast scale.

Within a decade, trees were being felled on a large scale and vast quantities of timber were being exported from India. Thus, it can be concluded that the ship industry of England was also responsible for deforestation in India.

Question 3.
Why did forests around railway tracks in India start disappearing after 1860s?
Answer:
In India the railway network expanded rapidly from the 1860s. Due to following reasons, forest started disappearing around railway tracks at the time.

1. By 1890, about 25,500 knf of track had been laid and in 1946 the length of the
   tracks had increased-to over 7,65,000 km. ,
2. As the railway tracks increased, large number of trees were cut’down.
3. The government provided contracts to private individuals, to supply the required quantity of wpod.
4. These contraetprs begem to cut trees indiscriminately.

Question 4.
Why did the British Colonial Government start commercial forestry in India? Give any two reasons.
Answer:
The British Colonial Government started commercial forestry in India due to following reasons:

1. By the early 19th century, oak forests in England were disappearing. The colonial government needed timber supply for the royal navy and railways which were essential for the movement of imperial troops and commercial trade.
2. The Colonial Government took over the forests in India and gave vast areas to European planters at cheap rates. These areas were enclosed and planted with tea and coffee.

Question 5.
Explain the term ‘Scientific Forestry’.
Answer:
The system of managing forests was termed as Scientific Forestry. “This system includes:

1. Natural forests, which had various types 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.
2. Forest officials surveyed the forests, estimated the area under different types of trees, and made working plans for forest management.
3. Forest officials planned how much of the plantation area to be cut every year. The area cut was then to be replanted so that it could be ready to be cut again in the coming years.

Question 6.
What were the defects of‘Scientific Forestry’ technique?
Answer:
Following were the major defects of‘Scientific Forestry’ technique:

1. In this system, natural forest diversity got disturbed because various types of trees were cut down.
2. This system advocated the plantation of only those trees in forests which provied timber. It snatched the different rights of forest dwellers. The forest dwellers wanted a mixture of species of trees for their fuel, fodder and food.

Question 7.
What were the provisions of the Forest Act of 1878?
Answer:

1. The Forest Act of 1878 divided forests into three categories: reserved, protected and village forests.
2. The best forests were called reserved forests. Villagers could not take anything from these forests even for their personal use. They could take wood for building their houses or for fuel from protected or village forests.

Question 8.
How were the forests categorised in India under the Forest Act of 1878?
Answer:

1. The Forest Act of 1865 was amended in 1878. Under the amended Act, the forests in I ndia were divided into three categories:
2. Protected Forests: In these forests, grazing of animals and cultivation was allowed. But these activities were subjected to some restrictions.
3. Village Forests: These were unclassified forests. Villagers had open access to these forests.

Question 9.
Describe the system of shifting cultivation.
Answer:

1. Shifting cultivation or Swidden agriculture is a very old agricultural practice. It is followed in many parts of Asia, Africa and South America.
2. In India, it is known by many names such as dhya, bewar, pPnda, nevad, podu, khandad, kumri, jhum etc.
3. In this kind of cultivation, parts of forest are cut and burnt in rotation. Seeds are sown in the ashes after the first monsoon rains and the crop is harvested by October-November. Such plots are cultivated for two years and then left fallow for 12 to 18 years for the forest to grow back. Different crops are grown in these areas.

Question 10.
Why did the colonial government decide to ban the shifting cultivation?
Answer:
The colonial government decided to ban the shifting cultivation because of the following reasons:

1. European foresters felt that land which was used for cultivation every few years could not grow trees which could provide timber for railway sleepers.
2. When a forest was burnt, there was the added danger of the flames spreading and burning valuable timber.
3. Shifting cultivation also made it harder for the government to calculate taxes.

Question 11.
Describe the common customs and beliefs of the people of Bastar.
Answer:
The common customs and beliefs of the people of Bastar were as follows:

1. The people of Bastar believed that each village was given its land by the Earth and thus they look after the Earth by making some offerings at each agricultural festival. Respect is also given to the spirits of the river, the forest and the mountains.
2. As each village was aware of their boundaries, all the natural resources within that boundary were looked after by the local people.
3. If people from a village want to take some wood from the forests of another village, they have to pay a small fee called devsari, dand or man. Some villages also protect their forests by engaging watchmen and every household contribute some grain to pay them.

Question 12.
Briefly discuss how the Bastar rebellion was organised and financed?
Answer:
The tribals of Bastar were for long plagued by the policies of the British. The British policy of reservations proved the last straw to organise and finance the rebellion.

1. In 1910, mango boughs, a lump of earth, chillies and arrows were circulated between villages. These were actually messages inviting villagers to rebel. Every village contributed to the expenses of the rebellions.
2. Bazaars were looted, the houses of officials and traders, schools and police stations were burnt and robbed and grains were redistributed.
3. Most of those who were attacked in some way or another associated with the exploitative policies of the colonial state.

Question 13.
How was the Bastar rebellion suppressed?
Answer:
The Bastar rebellion were suppressed in the following ways:

1. The British government sent troops to put down these rebellion.
2. The adivasi leaders were ready to talk but the British troops surrounded them and opened fire. Then the soldiers dragged the rebels through the streets, flogging them mercilessly on the way.
3. Naturally, this created panic among tribal people. They ran away to jungles. Only after three months, the British were able to control the area again.

Question 14.
Briefly discuss the features of Dutch Scientific Forestry.
Answer:
Like the British in India, the Dutch in Java were driven to manage forests because they wanted to exploit colonial forest wood for ship-building and railways.

1. Forest laws were enacted in Java, restricting villagers’ access to forests.
2. Wood could only be cut for specified purposes like making river boats or constructing houses from specific forests under close supervisiop.
3. Villagers were punished for grazing cattle in forest areas, transporting wood without a permit or travelling on forest roads with horse carts and cattle.

Question 15.
Who were the Kalangs? Mention any four characteristics of Kalang community.
Answer:
The Kalangs were tribal community of Java. Following were the four characteristics of Kalangs community:

1. They were skilled forest cutters and shifting cultivators.
2. They had a great skill in building palaces.
3. The Kalangs worked under the Dutch when the Dutch began to gain control over the forests in the 18th century.
4. They were so valuable that in 1755, when the Mataram kingdom of Java split, the 6000 Kalang families were equally divided between the two kingdoms.

Question 16.
Why were the Kalangs of Java known as a community of skilled forest cutters and shifting cultivators ?
Answer:
The Kalangs of Java used shifting cultivation. They harvested teak. They were also skilled forest cutters. Without their expertise, it was difficult to harvest teak and to build the palace for the king of Java. They were so valuable to the king that in 1755, when the Mataram kingdom of Java split, the 6000 Kalang families were equally divided among the two kingdoms.

When the Dutch began to gain control over the forests in the eighteenth century, they tried to make the Kalangs work under them. Thus, the Kalangs were regarded as skilled forest cutters and shifting cultivators.

Question 17.
Highlight the new developments in forestry since the 1980s.
Or
What new developments have occurred in forestry in Asia and Africa?
Answer:
Since the 1980s, governments across Asia and Africa have begun to realise that scientific forestry and the policy of keeping forest communities away from forests has resulted in many conflicts.

1. Under the new policy, conservation of forests rather than collecting timber has become a more important goal.
2. The government has recognised that in order to meet this goal, the people who live near the forests must be involved.
3. In many cases, across India, from Mizoram to Kerala, dense forests have survived only because villages protected them in sacred groves known as sarnas, devarakudu, kan, rai etc.

IV. Long Answer Type Questions

Question 1.
How did the British exploit the forests resources of India for their economic development? Explain it.
Answer:
The British exploited the forests resources of India for their economic development in the manner given ahead :
1. By the early 19th century, Oak forests in England were disappearing. The British needed timber supply for their Royal Navy and they sent search parties to explore forest resources of India. In 1820, within a decade, vast quantities of timber were being exported from India.

2. Not only for Royal Navy and for the movement of imperial troops the Britishers also needed the expansion of railways for their colonial trade. They needed wood to run locomotives and timber to lay railway tracks.

3. 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.

4. In the colonial period, cultivation expanded rapidly for a variety of reasons. The British directly encouraged the production of commercial crops like wheat, jute, cotton and sugar. These crops were demanded for the consumption of urban population and also for the raw-materials needed in industrial production.

5. The British colonial government thought that forests were unproductive, so they tried to expand agriculture by cleaning forests which would increase the revenue of the state. So between 1880 and 1920, cultivated area rose by 6.7 million hectares.

Question 2.
Describe the Brandis’s proposal for the management of forests.
Answer:
Dietrich Brandis was a German expert on forestry. The British feared that the reckless felling of trees by local people and traders would destroy the forests. So, they invited Brandis for advice and made him the first Inspector General of Forests in India. Brandis’s Proposal to Manage Forests :

1. He realised that a proper system would have to be introduced to manage the forests and people would have to be trained in the science of forest conservation.
2. He suggested that this system would need legal sanction. Rules about the use of forest resources had to be framed. Felling of trees and grazing had to be restricted, so that forests could be preserved for timber production.
3. Anyone who cut trees without following the system had to be punished.
4. Brandis set up the Indian Forest Service in 1864 and helped to formulate the Indian Forest Act of 1865.
5. The Imperial Forest Research Institute was set up at Dehradun in 1906.
6. The system they taught here was called ‘Scientific Forestry’.

Question 3.
How did the Forest Act affect the lives of foresters and villagers?
Answer:
The 1878 Forest Act divided forests in India into three categories-reserved, protected and village forests. Foresters and villagers had a very different idea of ‘a good forest’. The following points show the effect of Forest Act on the lives of foresters and. villagers:

1. Villagers wanted forests with a mixture of species to satisfy their different needs fuel, fodder and leaves. Villagers could not take anything from ‘reserved’ forests. For house building or fuel, they could take wood from protected or villa ge forests. On the other hand, forest department needed trees that could provide hard, tall and straight wood for commercial use. So they encouraged to plant o nly Teak and Sal tress and ordered that other trees should be cut.

2. In forest areas, people use forest products, roots, leaves, fruits and tuber etc. Almost everthing is available in the forest for their livelihood. The Forest act meant severe hardship for them. All their everyday practices cutting wood for their houses, grazing their cattle, collecting fruits and roots, hunting and fishing were declared illegal.

3. Villagers were forced to steal wood and if they were caught, they were at the mercy of the forest guards,who even claimed bribe and free food from th em.

4. Women who collected fuel wood were scared of the forest guards. It became a common practice for police constables and forest guards to demand free food from the villagers.

Question 4.
What is Shifting cultivation or Swidden agriculture? Where is it practised? Explain its main features.
Answer:
Shifting cultivation or Swidden agriculture: Shifting cultivation of Swidden agriculture is a traditional agriculture practice where cultivators used to cut certain parts of the forest in rotation. Then they bum the trees and sow seeds in ashes after the monsoon rains. It is practised in many parts of Asia, Africa and South America.

It has many local names like Ladding in South-East Asia, Milpa in Central America, Chitemene or Tavy in Africa, Chena in Sri Lanka. In India dhya, penda, bewar, navad, jhum, podes, khandad and kumari are some local terms used for shifting or Swidden agriculture. Main Features of Shifting Cultivation or Swidden Agriculture. Following are the salient features of Shifting Cultivation or Swidden Agriculture:

1. The crop is harvested in month of October-November.
2. These crops are cultivated for couple of years and then they are left fallow for 12 to 18 years to allow the forest to grow back.
3. They use the forest in rotation for cropping and bum it after harvesting.
4. A mixture of crops is grown on the plots. So they have diversified source of income and this also replenishes and adds nutrients to the soil.

Question 5.
How did the lives of forest dwellers change significantly after the forest departments took over control of the forests ? Describe.
Answer:
The forests department took control of the forests by introduction of the-Forest Act of 1865 and 1871. In the following ways, life of forest-dwellers changed after the Act:

1. After this, some people benefitted from the new opportunities, they left their traditional occupations and started trading in forest products.
2. From the medieval period onwards, adivasi communities were trading in elephants and other goods like hides, horns, silk cocoons, ivory, bamboo, spices, fibres, grasses, gums, resins etc.
3. The British Government took total control over trade in forest products. They gave many large European trading firms the sole right to trade in the forest products of particular areas.
4. Grazing and hunting by local people was restricted. Many Pastroralist and Nomadic communities like the Korava, Karacha, Yerukula of Madras presidency and Banjaras lost their livelihoods.
5. Some tribals were branded as criminal tribes and they lost their old occupations and were forced to work in factories, mines and plantations under government supervision and were offered a very low wage. In this way, the lives of forest- dwellers were quite changed significantly after the forest department took over control of the forests.

Question 6.
How did the people of Bastar retailiate against the British forest policies? What were its results?
Or
Why did the people of Bastar rise in revolt against the British? Describe.
Answer:
Bastar is located in the southernmost part of Chhattisgarh on the borders of Andhra Pradesh, Odisha and Maharashtra. A number of different communities like Maria and Muria Gonds, Dhurwas, Bhatras and Halbas live in Bastar. They speak different languages, but share common customs and beliefs. They believe that each village was provided its land by the Earth and in return they look after the land and give some offering at each agricultural festival.

Rise of Revolt in Bastar:
When the British colonial government proposed to reserve two thirds of the forest in 1905 and stop shifting cultivation, hunting and collection of forest products, the people of Bastar bacame too worried. Some people were allowed to stay in ‘forest villages’ on the condition that they worked for the forest department and

protected the forest from fires. Other people were displaced without any notice or compensation.
For a long time, the villagers had been suffering from excessive land rents and frequent demand of free labour and goods by the colonial officials. Moreover, there were two terrible famines, one in 1899-1900 and other in 1907-1908.

People began to gather and discuss these issues in their village councils, but the initiative was taken by the Dhurwas of Kangar Forest, where reservation first took place. In 1910, mango boughs, a lump of earth, chillies and arrows started circulating between villagers. The rebels looted the bazaars, the houses of officials and traders. Schools and police stations were burnt and robbed and grains were redistributed.

Result of the Revolt: The British troops suppressed the revolt. Adivasis fled into the jungles, their leader Gunda Dhur could not be captured. 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.

Question 7.
Describe the forest transformation in Java.
Or
Discuss the Samin’s movement in Java.
Answer:
Java is a famous island of Indonesia where rice is cultivated. At one time, this island was covered with forests. The Dutch ruled upon Indonesia. They created laws for forest control. They also wanted timber to build ships.

1. The Woodcutters of Java:
There was a community called Kalangs who lived by cutting forests and shifting cultivation. They were considered very helpful in Indonesia. They were needed to get teak wood from the forests to build the palaces of kings.

In the eighteenth century, the Dutch began to gain control over the forests. They tried to make the Kalangs work for them. But the Kalangs resisted by attacking a Dutch Fort at Joana in 1770. This rebellion was, however, put down by the Dutch.

2. Dutch Scientific Forestry:
In the nineteenth century, the Dutch enacted forest laws to control the total territory in Java. According to these laws, the villagers’ access to forests was controlled. They were allowed to get wood from only a few forests for building boats or houses. That too could be done under close supervision.

Villagers were punished for grazing cattle in young stands, transporting wood without a permit or travelling on forest roads with horse carts or cattle. In Java also, forest service could be managed for ship-building and railways. For cutting trees, labour was needed. The Dutch imposed rents on the land being cultivated in the forests.

3. Samin’s Challenges:
Around the year 1890, Surontiko Samin of the village Randublatung challenged the state ownership of forests. By the year 1907, around 3,000 families were following his ideas. When the Dutch officials came to survey, some saminists lay down on their land to protest, while others refused to pay taxes or fines or work free of charge.

Question 8.
How were the forest in India and Java affected by the First and Second world wars?
Or
The First and Second World War had great impact on the forests areas of the world.” Explain.

1. In India, the forest department cut trees freely to meet British war demands.
2. In Java, the Dutch followed ‘a scorched earth’ policy, just before the Japanese occupied the region. They destroyed saw mills and burnt off huge piles of giant teak logs so that they would not fall into Japanese hands.
3.  The  Japanese exploited the forests indiscriminately for their own war industries and forced the forest dwellers to cut down the forests.
4. Many villagers took this opportunity for the expansion of cultivation land by cutting down the forests.
5. After the war, it was difficult for the Indonesian Forest Service to get back this land.
6. In India, people needed more agricultural land for cultivation for its increasing population. Forest departments desired to control the land and excluded people from it. This variation in interests, led to a conflict between them.

JAC Class 9 Social Science Important Questions

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

I. Objective Type Questions

1. Germany, Italy and Japan were jointly known as:
(a) Axis powers
(b) Allied powers
(c) Centralist powers
(d) None of the above.
Answer:
(a) Axis powers

2. After the Second World War, International Military Tribunal at Nuremberg was established to prosecute war criminals for :
(a) Crimes against humanity
(b) War crimes
(c) Crimes against peace
(d) All of these.
Answer:
(d) All of these.

3. Nazi propaganda skillfully projected Hitler as a:
(a) Saviour
(b) Messiah
(c) Both (a) and (b)
(d) None of these.
Answer:
(c) Both (a) and (b)

4. When did Hitler become the Chancellor of Germany?
(a) in 1933
(b) in 1930
(c) in 1937
(d) in 1948.
Answer:
(a) in 1933

5. Nazis wanted only a society of pure and healthy:
(a) citizens
(b) Jews
(c) Nordic German Aryans
(d) All of these.
Answer:
(c) Nordic German Aryans

6. “In my state, the mother is the most important citizen”. When did Hitler declare it?
(a) In 1933
(b) In 1920
(c) In 1948
(d) In 1942.
Answer:
(a) In 1933

II. Very Short Answer Type Questions

Question 1.
What was the work entrusted to the International War Tribunal set up in Nuremberg after the war?
Answer:
International War tribunal was set up to prosecute Nazi war criminals for crimes against peace and humanity.

Question 2.
Which were the Allied Powers in the Second World War?
Answer:
United Kingdom, United States of Soviet Russia, France and USA were the Allied Powers in the Second World War.

Question 3.
Name the countries constituting the Axis Power.
Answer:
Germany, Italy and Japan were the countries constituting the Axis Powers.

Question 4.
What was the German Parliament called?
Answer:
The German Parliament was called Reichstag.

Question 5.
Who were called “November Criminals”?
Answer:
Socialists, Catholics and Democrats, the supporters of the Weimar Republic were called “November Criminals”.

Question 6.
How were the deputies of the Reichstag appointed?
Answer:
The deputies of the Reichstag were elected on the basis of universal adult franchise.

Question 7.
When and between whom was the Treaty of Versailles signed?
Answer:
The Treaty of Versailles was signed on June 28, 1919 between Germany and Britain, France and USA.

Question 8.
What is hyperinflation?
Answer:
Hyperinflation is a situation in which prices is rise very high.

Question 9.
When did the Wall Street Exchange crash?
Answer:
In 1929, the Wall Street Exchange crashed.

Question 10.
In which country was Hitler born?
Answer:
Hitler was born in Austria.

Question 11.
Which party was named as Nazi Party?
Answer:
National Socialist German Workers’ Party was named as the Nazi Party.

Question 12.
What was the symbol of Nazi party?
Answer:
The red banner with Swastika was the symbol of Nazi party.

Question 13.
When was Hitler offered Chancellorship of Germany and by whom?
Answer:
On 30th January 1933, president Hindburg offered the Chancellorship of Germany, the highest position in the cabinet of ministers, to Hitler.

Question 14.
What was Enabling Act?
Answer:
Enabling Act established dictatorship in Germany.

Question 15.
Which was the most feared security force of Nazi Germany?
Answer:
The Gestapo (secret state police) was the most feared security force of Nazi Germany.

Question 16.
Who was Hjalmar Schacht?
Answer:
Hjalmar Schacht was a great economist who was given the responsibility of economic recovery by Hitler.

Question 17.
Which move of Hitler is said to be a historic blunder?
Answer:
Hitler attacking the Soviet Union in June 1941 is said to be a historic blunder.
Answer:

Question 18.
What was Article 48 of Weimar Constitution?
Answer:
Article 48 of the Weimar Constitution gave the President the powers to impose emergency, suspend civil rights and rule by decree in Germany.

Question 19.
What was the theme of the movie ‘The Eternal Jew’?
Answer:
The theme of the movie ‘The Eternal Jew’ was to create hatred for Jews.

Question 20.
Name the Nazi youth organisation that consisted of all German boys of 14 to 18 years.
Answer:
Jungvolk was the organisation that consisted of all German boys of 14 to 18 years.

Question 21.
Who wrote the ‘Third Reich of Dreams’?
Charlotte Beradt wrote the ‘Third Reich of Dreams’.

Question 22.
What was the name given to a gas chamber by Nazis?
Answer:
The name given to a gas chamber by Nazis was Disinfection Area.

Question 23.
What was ‘Holocaust’?
Answer:
The ‘Holocaust’ was a Nazi killing operation which was carried out to kill the Jews.

Question 24.
Who wrote the book ‘Mein Kampf?
Answer:
Adolf Hitler wrote the book ‘Mein Kampf.

Question 25.
Which community Hitler hated the most?
The Jews.

III. Short Answer Type Questions

Question 1.
State the verdict of the Nuremberg Tribunal. Why the Allies did not want to impose harsh punishment on defeated Germany?
Answer:
Germany had waged a genocidal war. It resulted in the mass murder of selected groups of innocent civilians of Europe. After the Second World War, the Nuremberg Tribunal against Germany verdicted only eleven leading Nazis to death while many other were imprisoned for life.

The retribution did come but the punishment of the Nazis was far short compared to the brutality and extent of their crimes they had committed against humanity. The Allies did not want to be as harsh on defeated Germany as they had been after the First World War because they realised that the rise of Adolf Hitler was the result of the humiliation Germany faced after the First World War.

Question 2.
Write a note on the Weimar Republic.
Or
Politically, the Weimer was fragile republic. Explain the statement.
Answer:
The Weimar “epublic is the name given by historians to the parliamentary republic established in 1919 in Germany to replace the imperial form of government. In 1919, a national ass mbly was convened in the city of Weimar, where a new constitution for the Germa Reichstag was written.

This liberal democracy eventually lapsed in the early 1930?., leading to the ascent of the NSDAP and Adolf Hitler in 1933. In its 14 years, the Weimar Republic faced numerous problems, including hyper-inflation, political extremists and their paramilitaries and hostility from the victors of the First World War.

Question 3.
Write the main provisions of the Peace Treaty of Versailles.
Answer:
The main provisions of the Peace Treaty of Versailles were as follows:
1. Germany lost its overseas colonies, one-tenth of its population, 13 per cent of its territories, 75 per cent of its iron deposits and 26 per cent of its coal to France, Poland, Denmark and Lithuania. The Allied Powers demilitarised Germany to weaken its power.

2. The War Guilt Clause held Germany responsible for the war and damages, the Allied countries suffered. Germany was forced to pay war compensation amounting to 6 billion dollars.

3. The Allied armies also occupied the resource rich Rhineland for much of the 1920s. Many Germans held the new Weimar Republic responsible for not only the defeat in the war, but also for the disgrace at Versailles.

Question 4.
Who were called as the November criminals ? Why were they targeted ? Explain.
Answer:
The First World War had a significant impact on Europe, both psychologically and financially. Europe from a continent of creditors turned into one of debtors. Unfortunately, infant Weimar Republic was being made to pay all the remaining debts.

The Republic also carried burden of war guilt and national humiliation. Those who supported the Weimar Republic mainly socialists, Catholics and democrats, came to be know as ‘November Criminals’. They were targeted because they became easy targets of attack in the conservative nationalist circles.

Question 5.
Explain the impact of the First World War on European society and polity.
Answer:
The First World War left a deep impact on European society and polity which were the following:

1. In the society, soldiers were ranked higher than civilians.
2. Trench life of the soldiers was glorified by the media.
3. Politicians and publicists laid great stress on the need for men to be aggressive, strong and masculine.
4. Aggressive war propaganda and national honour occupied centre stage in the public sphere.
5. People’s support grew for the recently-established conservative dictatorships.
6. Democracy as a young and fragile idea could not survive the instabilities of Europe between the two world wars.

Question 6.
Describe the effect on Germany because of her refusal to pay war compensation in 1923.
Answer:
Following were the effects of refusal to pay war compensation in 1923 on Germany :

1. France occupied its leading industrial area, Ruhr, which was rich in coal.
2. Germany retaliated with passive resistance and printed paper currency recklessly. With too much printed money in circulation, the value of the German mark fell drastically, causing the prices of goods to soar high.
3. Eventually, the Americans helped Germany to recover from the crisis by reworking the terms of reparation to ease the financial burden on Germans.

Question 7.
What was the impact of the Great Depression on the United States of America?
Answer:
The Great Depression started when the Wall Street Exchange of USA crashed in 1929. As a result, values of shares dropped significantly and the national income of the USA fell by half. Hundreds of American banks, factories, mining companies and business firms went bankrupt. There was large-scale unemployment, poverty and starvation in the country. The effects of this recession in the US economy were felt worldwide.

Question 8.
When was the Enabling Act passed in Germany? How did this act establish dictatorship of Hitler in Germany? Describe.
Answer:
On 3rd March 1933, the famous Enabling Act was passed in Germany. This the Act established dictatorship in Germany. It gave Adolf Hitler all powers to sideline parliament and rule by decree. All political parties and trade unions were banned in Germany, except the Nazi Party and its affiliates.

The new state machinery under Hitler established complete control over the economy, media, army and judiciary. Exclusive surveillance and security forces like the protection squads, the security service Gestapo and criminal police were created to control and mould society in the way that the Nazis wanted.

Question 10.
Describe the Adolf Hitler’s foreign policy. What did Schacht advise to Hitler?
Answer:
Adolf Hitler’s Foreign Policy: The following were the key elements of Adolf Hitler’s foreign policy :

1. He pulled Germany out of the League of Nations in 1933.
2. Germany reoccupied the Rhindand in 1936.
3. He integrated Austria and Germany in 1938 under the slogan ‘one people, one empire and one leader.’
4. He then captured German-speaking Sudetenland from Czechoslovakia and later the entire country. However, Schacht advised Hitler not to invest hugely in rearmament because the German state was still surviving on deficit financing.

Question 11.
What was the impact of Adolf Hitler’s attack on Soviet Union? Explain.
Answer:
By the end of 1940, Adolf Hitler was at the height of power. He moved ahead to achieve his long term aim of conquering eastern Europe. He wanted to ensure food supplies and living space for Germans. His attack on Soviet Union in June 1941, proved to be a historic blunder.

In this, he exposed the German Western Front to British aerial bombing and the Eastern front to the powerful Soviet armies. The Soviet Red Army defeated Germany at Stalingrad badly. After this, they established Soviet hegemony over the entire Eastern Europe for half a century.

Question 12.
“Nazism was an anti-democratic movement”. How?
Answer:
Nazism was an anti-democratic and imperialistic movement.

1. It was a movement which arose because of peculiar conditions in Germany.
2. Nazism is a sworn enemy of liberalism, democracy and civil liberties.
3. According to Nazism, the leader is always right, individual is nothing, the state is everything. This phenomenon of Nazism is totally opposite to democratic concept. Thus, it was an anti-democratic movement.

Question 13.
How were the Jews the worst sufferers in the Nazi Germany?
Answer:
The Jews were the worst sufferers in the Nazi Germany because:

1. The Nazi hatred for Jews was rooted in the traditional Christian hostility towards them. They had been stereotyped as killers of Christ and usurers.
2. In Nazi Germany, they lived in separately marked areas called ghettos. They were often persecuted through periodically organised violence and expulsion from the land.
3. From 1933 to 1938, the Nazis terrorised, pauperised and segregated the Jews, compelling them to leave Germany.
4. Hitler believed that ‘the Jewish problem’ could be solved only through total elimination. As a result, they were killed on a mass scale in gas chambers.

Question 14.
‘Nazi rule was barbarous’. Explain any three points to prove this statement.
Answer:
The following three points prove that Nazi rule was barbarous :

1. In Nazi Germany, only Nordic German Aryans were considered ‘desirable’, and Jews, Gypsies, Blacks, Russians and Polish people were brutally killed in gas chambers.
2. The Jews and communists were tortured in concentration camps. Even ‘undesirable children’ were segregated and taken to the gas chambers.
3. Special surveillance and security forces were created to control and carry out atrocities against the selected group of innocent people. Extra-constitutional powers were given to these forces which made the Nazi state as the most dreaded criminal state.

Question 15.
Describe the new education policy introduced by Adolf Hitler in Germany.
Answer:
The following were the main points of the new education policy introduced by Adolf Hitler in Germany:

1. School text books were rewritten.
2. Jewish teachers were dismissed from the schools.
3. Racial science was introduced to justify Nazi ideas of race.
4. Children were segregated. Germans and Jew could not sit together or play together.
5. Undesirable children, like the Jews, physically handicapped and Gypsies were thrown out of schools.
6. Stereotypes about Jews were popularised even through math classes.
7. Children were taught to be loyal and submissive, hate Jews and worship Hitler.
8. Sports like boxing, which could make children iron-hearted, strong and masculine, were introduced in schools.

Question 16.
Evaluate the use of media by the Nazis to popularise their ideology in Germany.
Answer:
The following points state the use of media by the Nazis in Germany:

1. Nazi ideas were spread through visual images, films, radio, posters, catchy slogans and leaflets.
2. It posters, enemies of Germany were stereotyped, mocked and abused.
3. Propaganda films were produced to create hatred for Jews.
4. Orthodox Jews were stereotyped and marked, being shown with flowing beards and wearing kaftans. They were referred to as vermins, rats and pests.

Question 17.
HowHow did the common people react to Nazism?
The common people reacted to Nazism in the following ways:

1. Many people saw the world through Nazi eyes.
2. They spoke their mind in Nazi language.
3. They felt hatred and anger when they saw someone looked like a Jew.
4. They marked the houses of Jews and reported about their suspicious neighbours to government.
5. Common men really believed that Nazism would bring happiness and prosperity for them.
6. A large majority of Germans were passive onlookers, as they were scared to act or protest against Nazism.
7. However, many Germans organised active resistance to Nazism, braving police repression and death.

IV. Long Answer Type Questions

Question 1.
Explain the impact of the Great Economic Depression on Germany.
Answer:
The German economy was the worst hit by the economic crisis caused by the Great Economic Depression (1929-1932) in the USA. German investments and industrial recovery was largely dependent on loans from the USA. When the USA stock market crashed in 1929, the USA withdraw financial support from Germany. The following points state the impact of Great Economic Depression on Germany :

1. By 1932, industrial production was reduced to 40 percent of the 1929 level.
2. The number of unemployed rose to 6 million. People with signboards ‘willing to do any work’, unemployed youths playing cards or simply sitting on the streets were common sights. Unemployed youths were sometimes involved in criminal activities and total despair became commonplace.
3. The economic crisis created deep anxieties and fears in people. As businesses got ruined, small businessmen, self employed and retailors were filled with the fear of being reduced to the ranks of workers or unemployed. Big businessmen were also in crisis.
4. The large mass of peasantry was affected by a sharp fall in agricultural prices.
5. The middle classes like salaried employees and pensioners found their savings diminish due to the currency losing its value.
6. Women unable to feed their children properly were filled with a sense of despair.

Question 2.
What steps were taken by Hitler to militarise Germany?
Answer:
The steps taken by Hitler to militarise Germany were as follows :

1. Special surveillance and security forces were created to control and order society in ways that the Nazis wanted.
2. Apart from the already existing regular police in green uniform and the SA or the Storm Troopers, these included the Gestapo (secret state police), the SS (the protection squads), criminal police and the Security Service (SD).
3. It was the extra-constitutional powers of these newly-organised forces that gave the Nazi-state its reputation as the most dreaded criminal state.
4. People could now be detained in Gestapo torture chambers, rounded up and sent to concentration camps, deported at will or arrested without any legal procedure.
5. The police forces acquired powers to rule with impunity.

Question 3.
Describe Hitler’s policy of Nazification.
Answer:

1. Gleichschaltung subjected all major German institutions universities, schools, professions, youth organisations to Nazi control. Only the armed forces, the catholic church and some dissenting Lutheran congregations resisted takeover.
2. Trade unions were abolished.
3. In 1934, the German Parliament (Reichstag) voted its powers to Hitler through the Enabling Law. Popular support for Nazism was mobilized by the dramatisation of the leader cult and through mass political spectacles, of which the annual highlight was the party Rally at Nuremberg.
4. A strong appeal to Germanic traditions and false culture was also a major element in Hitler’s Nazification programme.

Question 4.
Who was Adolf Hitler? Trace his rise to power and downfall in Germany.
Answer:

1. Hitler was born in Austria in 1889 and he spent his youth in poverty.
2. During the First World War, he enrolled himself in the German army, acted as a messanger at the front, became a corporal and earned medals for bravery.
3. In 1919, he joined a small group called the German Workers’ Party and subsequently took control of this party, renaming it as the National Socialist German Workers’ Party. This party later came to be known as the Nazi Party.
4. In 1923, Hitler was arrested and tried for treason.
5. By 1932, the Nazi Party had become the largest party in Germany with 37 per cent votes.
6. In 1933, Hitler became the Chancellor of Germany. Having acquired power, Hitler set out to dismantle the structure of democratic rule.
7. Hitler went on to rebuild Germany along his personal preferences and the desires of the Nazi Party.
8. He believed in racial superiority of Nordic German Aryans. He had full faith in the policy of external expansion.
9. Hitler dragged the whole of the world into war once again which came to be known as the Second World War.
10. At the height of the war, when defeat was knocking at his doors, Hitler committed suicide.

Question 5.
Explain the Nuremberg Laws of citizenship.
Answer:
The Nuremberg Laws of citizenship of September 1935 declared the following:

1. Only persons of German or related blood would henceforth be German citizens, enjoying the protections of German empire.
2. Marriages between Jews and Germans were forbidden.
3. Extramarital relations between Jews and Germans were declared a crime.
4. Jews were forbidden to hoist the German national flag. Other legal measures included :
   (a) Boycott of Jewish businesses.
   (b) Expulsion from government services.
   (c) Forced selling and confiscation of their properties.
   (d) Jewish properties were vandalised and looted, houses attacked, synagogues burnt and men arrested and massacred in November 1938, remembered as the night of broken glass.

Question 6.
Explain the crimes against humanity carried out by the Nazis of Germany.
Answer:
Followings were the crimes against humanity carried out by Nazis of Germany:

1. They suspended civic rights like freedom of speech, press and assembly.
2. Concentration camps were established to torture the communists.
3. Hitler banned all political parties and trade unions except the Nazi Party and 4ts affiliates.
4. Special surveillance and security forces were created to control and order society in ways that the Nazis wanted. People could now be detained in Gestapo- .torture” camps.
5. The Jews, Gypsies and Blacks were classified as ‘undersirables’ and they were widely persecuted.
6. Germany occupied Czechoslovakia and Poland. Captured civilians were forced to serve as slave labour.
7. Jewish teachers and ‘politically unreliable’ teachers were dismissed from the schools. Jews, physically handicapped and Gypsies were considered as ‘undesirable children’ and were thrown out of schools.
8. Aryan women who deviated from the prescribed code of conduct were publicly condemned and punished.

Question 7.
Describe Hitler’s Policy towards youth.
Answer:
Hitler’s Policy Towards Youth: Hitler’s policy towards youth can be summarised as below:
1. Total Control over Schools:
Hitler was fanatically interested in the youth of the country. He felt that a strong Nazi society could be established only by teaching children the Nazi ideology. This required a control over the child, both inside and outside the school.

2. Purification of Schools:
All schools were cleansed and purified. This meant that teachers who were Jews or seen as ‘politically unreliable’ were dismissed. Children were first segregated : Germans and Jews could not sit together or play together. Subsequently, ‘undesirable children’ were thrown out of schools, and finally, in the 1940s, they were taken to the gas chambers.

3. New Education Policy:
To popularise his ideology, Hitler announced a New Education Policy. Under this, school textbooks were rewritten. Racial science was introduced to justify Nazi ideas of race. Stereotypes about Jews were popularised even through math classes. Children were taught to be loyal and submissive, hate Jews, and worship Hitler.

4. Division of the Life:
Life of the youth was divided into different stages. At each stage, he had to pass through various training and teaching programmes.

5. Formation of Hitler Youth:
The Youth League of the Nazis was founded in 1922. Four years later, it was renamed ‘Hitler Youth’. To unify the youth movement under Nazi control, all other youth organisations were systematically dissolved and finally banned.

Question 8.
Explain the Nazi’s Art of Propaganda.
Answer:
The Nazi’s Art of Propaganda: The Nazis used language and media with great care. Their art of propaganda can be explained as follows:
1. Various Codes:
Nazis used code language. The terms they coined to describe their various parctices are not deceptive but chilling also. Nazis never used the words, ‘kill’ or ‘murder’ in their official communication. Mass killings were termed special treatment, final solution (for the Jews), euthanasia (for the disabled), selection and disinfection. ‘Evacuation’ meant deporting people to gas chambers. They were labelled ‘disinfection-areas’, and looked like bathrooms equipped with fake showerheads.

2. Use of Mass Media:
Media was carefully used to win support for the regime and popularise its worldview. The Nazi ideas were spread through visual images, radio, posters, catchy slogans and leaflets. In posters, groups identified as the enemies of Germans were stereotyped, mocked, abused and described as evil. Socialists and liberals were presented as weak and degenerate. They were attacked as malicious foreign agents.

3. Films:
Propaganda films were made to create hatred for Jews. The most infamous film was “The Eternal Jew”.

Question 9.
What is Holocaust? How was it practised in Germany?
Answer:
The atrocities and sufferings that the Jews had endured during the Nazi killing
operations is known as the Holocaust. Holocaust was practised in Germany by the Nazis using the following methods:

1. Physically eliminating all those who were seen as undesirable (Jews, Gypsies, Blacks and other ‘racially impure’ people) by killing them in gas chambers by the use of poisonous gas.
2. Making people from Poland and Russia work as slave labour and imprisoning them in concentration camps.
3. Jews were segregated (including Jewish children in school) and pauperised, many of them were forced to leave the country.
4. Jews were victimized through the media by circulating films, pictures, leaflets and slogans. They were stereotyped, mocked, abused and described as evil.
5. Jews were referred to as vermins, rats and pests. Their movements were compared to those of rodents.

MAP WORK

Question 1.
In an outline map of world, locate/label/identify the following:
Major countries of Second World War Axis Powers: Germany, Italy, Japan
Allied Powers: United Kingdom, France, Soviet Union, USA (show with bold colour)
Answer:

JAC Class 9 Social Science Important Questions

JAC Board Class 9th Social Science Important Questions History Chapter 2 Socialism in Europe and the Russian Revolution

I. Objective Type Questions

1. It is a system under which the means of production are controlled and managed by the people of the government
(a) Capitalism
(b) Socialism
(c) Communalisation
(d) Globalisation.
Answer:
(b) Socialism

2. Suffregated movement means a movement to give women the right to.
(a) property
(b) vote
(c) equality
(d) None of these.
Answer:
(b) vote

3. Who was Robert Owen?
(a) A socialist who believed in the idea of cooperatives
(b) A leading English manufacturer
(c) Both (a) and (b)
(d) None of the above.
Answer:
(c) Both (a) and (b)

4. The majority religion in Russian empire was:
(a) Catholics
(b) Orthodox Christianity
(c) Protestants
(d) Muslims.
Answer:
(b) Orthodox Christianity

5. When was the Russian Social Democratic Workers party founded?
(a) In 1895
(b) In 1840
(c) In 1898
(d) In 1820.
Answer:
(c) In 1898

II. Very Short Answer Type Questions

Question 1.
What were the views of the liberals regarding universal adult Franchise?
Answer:
The liberals were opposed to universal adult franchise. They felt that only men owning property should have the right to vote.

Question 2.
Mention the objective of the women’s suffragette movement.
Answer:
Objective of the women’s suffrange movement was to get the right to vote for women.

Question 3.
Who opposed the ideas of both radicals and liberals?
Answer:
Conservatives opposed the idea of both liberals and radicals.

Question 4.
By the 19th century, how conservatives wanted a change in the society?
Answer:
By the 19th century, conservatives wanted a gradual change in society. The believed that the change should be done by respecting the past.

Question 5.
Who was Robert Owen?
Answer:
Robert Owen was an English manufacturer who started a cooperative community called New Harmony. It was started in Indiana (USA).

Question 6.
Name any two advocates of co-operatives in Russia.
Answer:

1. Robert Owen, and
2. Louis Blanc.

Question 7.
Name some major socialists of the 19th century Europe.
Answer:
Karl Marx and Friedrich Engels were major socialists of the 19 century Europe.

Question 8.
Who was the rular of Russia at the start of the first World War?
Answer:
Tsar Nicholas II was the ruler of Russia at the start of the First World War.

Question 9.
What was the other name of Commune in Russia?
Answer:
In Russia, the Commune of farmers was known as Mir.

Question 10.
When was the Russian Social Democratic Workers Party founded?
Answer:
The Russian Social Democratic Workers Party was founded in 1898.

Question 11.
What was RSDWP?
Answer:
RSDWP stood for the Russian Social Democratic Workers Party.

Question 12.
How did the Russian Social Democratic Workers Party (RSDWP) enlist support?
Answer:
The RSDWP enlisted support by setting up a newspaper, mobilising workers and organising strikes.

Question 13.
Name the prominent groups into which the Russian Socialist Democratic Labour Party war divided in 1898.
Answer:

1. Bolsheviks, and
2. Mensheviks.

Question 14.
Who led the Bolshevik group in Russia during Russian Revolution?
Answer:
Vladimir Lenin led the Bolshevik group in Russia during Russian Revolution.

Question 15.
What was the outcome of the 1905 revolution in Russia?
Answer:
Tsar allowed the creation of Duma- an elected consultative parliament.

Question 16.
By what name, the event ‘Bloody Sunday’ was called later?
Answer:
The event Bloody Sunday was called as the 1905 Revolution.

Question 17.
After 1905, which elected representative body was formed in Russia?
Answer:
The elected representative body formed in Russia after 1905 was the Duma.

Question 18.
What kind of members were incorporated in the Duma under the Tsar in Russia?
Answer:
Conservatives politicians were incorporated members of Duma under the Tsar in Russia.

Question 19.
What was the new name given to the St. Petersburg?
Answer:
Petrograd was the new name given to the St. Petersburg.

Question 20.
What was called “Russian Steam Roller”?
Answer:
The Imperial Russian army came to be known as the “Russian Steam Roller”. It was the largest armed force in the world.

Question 21.
Who led the February Revolution that brought down the monarchy in February 1917?
Answer:
The Petrograd Soviet led the February Revolution that brought down the Monarchy in February, 1917.

Question 22.
Why is International Women’s Day celebrated on February 23rd?
Answer:
International Women’s Day is celebrated on February 23rd, as a mark of honour, because on this day, in Russia, many women led the way to strikes in factories.

Question 23.
State the three demands of Lenin.
Answer:
In 1917, Lenin demanded that the war be brought to a close, land be transferred to the peasants and banks be nationalised.
These three demands of Lenin were called Lenin’s ‘April Theses’.

Question 24.
Name the ship which played an important role in the assault of the Winter Palace.
Answer:
Aurora.

Question 25.
What was ‘Cheka’ in Russia?
Answer:
The Russian secret poice under Bolshevik rule was referred to by the name ‘Cheka’.

Question 26.
Who succeeded to power after Lenin?
Answer:
Joseph Stalin succeeded to power after Lenin.

Question 27.
What emergency measure did Stalin introduce?
Answer:
Stalin introduced collectivisation measure for emergency.

Question 28.
What was ‘Kolkhoz’?
Answer:
‘Kolkhoz’ was the collective farm in Russia.

Question 29.
Name two Indian reformers who told the importance of Russian Revolution.
Answer:

1. Pt. Jawaharlal Nehru and
2. Rabindranath Tagore.

Question 30.
What was the new name given to Bolshevik Party?
Answer:
Russian Community Party was the new name given to Bolshevik Party.

Question 31.
Who were the ‘Reds’?
Answer:
The Bolsheviks were called the ‘Reds’.

Question 32.
Who were called ‘Whites’ and ‘Greens’?
Answer:
The Pro-Tsarists were called ‘Whites’ while the socialist revolutionaries were called ‘Greens’.

Question 33.
Who were ‘Kulaks’?
Answer:
Rich farmers of Russia were called ‘Kulaks’.

III. Short Answer Type Questions

Question 1.
Distinguish between the ideas of liberals and the radicals.

Liberals	Radicals
1. Liberals argued for a represent¬ative, elected parliamentary government, but did not believe in universal adult franchise.	1. They also argued for a represent¬ative, elected parliamentary government, but believed in universal adult franchise.
2. They felt men of property should have the right to vote.	2. They felt all citizens should have the right to vote.
3. They were in favour of giving privileges to the rich or the men of property.	3. They opposed the privileges of the rich or the men of property.

Question 2.
How did the radicals and the liberals wanted to transform the Russian Society?
Answer:

1. They were in favour of industrialisation.
2. They firmly believed in the value of individual effort, labour and enterprise.
3. They were in favour of the freedom of individuals.
4. They were against aristocracy.

Question 3.
Explain the views of different socialists and philosophers regarding the vision of the future or to transform the society.
Answer:

1. Robert Owen, a leading English manufacturer and a socialist, sought to build a co-operative community called the New Harmony in Indiana (USA).
2. Louis Blanc of France wanted the government to encourage co-operative and replace the capitalists.
3. Karl Marx believed that to free themselves from capitalist exploitation, workers had to construct a radically socialist society, where all the properties were socially controlled. Friedrich Engels, a German revolutionary was also against capitalism.

Question 4.
Explain the ideas of Karl Marx and Friedrich Engels about the capitalists.
Answer:
Karl Marx and Friedrich Engels gave an apparent idea about how the society should be structured under socialism. They argued that industrial society was capitalist. Capitalists owned the capital invested in factories. They accumulated wealth by the profit produced by the workers. Workers were not getting any profit for their hardwork.

Marx believed that to free workers from capitalists exploitation, workers had to construct a radically socialist society where all property was socially controlled. Both Karl Marx and Friedrich Engels believed that workers would triumph in their conflict with capitalists.

Question 5.
Explain the economic condition of Russia at the beginning of the 20th century.
Answer:
At the beginning of this century, about 85 percent of the Russian population was agriculturist which was much higher than other European countries. Industry in Russia was developed in some pockets likest. Petersburg and Moscow. Large factories existed along side craft workshop. Many factories were setup in the 1890s. The reason behind it was the extension of the railway network and the increase in foreign investment.

Coal production doubled and iron and steel output quarupled at that time. Most Industries were the private property of industrial government supervised large factories to ensure minimum wages and limited hours of work. But factory inspectors could not prevent rules being broken.

Question 6.
Differentiate between Bolsheviks and Mensheviks.

Bolsheviks	Mensheviks
1. The Bolsheviks were in majority, They wanted to transform Russian society by uprooting the autocratic ruler.	1. The Mensheviks were in minority. They wanted to transform Russian society through education and revolution reforms among the workers.
2. This party was disciplined and controlled the number and quality of its members.	2. This party was liberal and open to and all.
3. Vladimir Lenin was the leader of the party.	3. Alexander Kerenskii was the leader of the party.

Question 7.
Explain the term ‘Bloody Sunday”.
Answer:
On January 9, 1905, a mass of peaceful workers, with their wives and children, was fired at St. Petersburg while on their way to the Winter Palace to present a petition to the Tsar. More than 100 of them were killed and 300 of others were wounded. The events of the Bloody Sunday provoked unprecedented disturbances throughout Russia. Sections of the army and the navy also revolted.

Question 8.
What was the Duma? To what extent was it successful?
Answer:
The Tsar of Russia allowed the creation of an elected consultative parliament which was known as Duma. Duma had representatives from the third estate. The Tsar dismissed the first Duma within 75 days and reelected second Duma within 3 months. He did not want any questioning of his authority. He changed the voting laws and packed the third Duma with conservative politicians. Thus the Duma was largely unsuccessful.

Question 9.
Describe the condition of Russia during the First World War.
Answer:
In Russia, the war was intially popular and the policies of Tsar Nicholas II were supported by the people. The First World War on the Eastern front differed from that on the western front. In the west, armies fought from trenches, but in the East, armies moved a good deal and fought battles leaving large casualties.

Russia’s F-my lost badly in Germany and Austria between 1914 and 1916. There were over 7 million casualties by 1917. As the German armies moved forward, the Russian army started leaving land. The situation discredited the Russian Government and the Tsar. The Russian soldiers did not wish to fight such a war.

Question 10.
Describe briefly the effects of the First World War on the Russian economy.
Answer:
Following were the effects of the First World War on the Russian economy:

1. Russia had few industries and the country was cut off from other supplies of industrial goods by German control of the Baltic Sea.
2. Industrial equipment disintegrated more rapidly in Russia than elsewhere in Europe. By 1916, railway lines began to break down.
3. Able bodied men were sent to fight war. Thus, labour shortages resulted, shutting down industries and small workshops producing essentials. Large supplies of grain were sent to feed the army. For the people in the cities, bread and flour became scarce.

Question 11.
Who was the ruler of Russia during October Revolution? How and why was the provisional government of Kerenskii overthrown by the Bolsheviks?
Answer:
Alexander Kerenskii was the ruler of Russia during October Revolution.
1. Kerenskii’s government was overthrown because it was unpopular with the people. It failed to meet the demands of the people for peace, land to the tiller, control of industries to workers and equal status to Non-Russian nationalities.

2. It sought to establish political democracy through constitutional means, but the Bolsheviks wanted to establish a socialist state immediately, even if it meant taking recourse to violent means.

3. The Bolsheviks campaigned against the war and for peace, on the basis of no annexations and no indemnities. They successfully staged a coup in October 1917 and overthrew the Provisional Government of Kerenskii.

Question 12.
State any three reasons for the success of socialist economy in post revolution Russia.
Answer:
Following were the reasons for the success of socialist economy in post revolution Russia.

1. The Bolsheviks nationalised industries and banks. A process of centralised planning war introduced. Officials assessed the condition of the economy and made the five year plans on its basis.
2. The government fixed all prices to promote industrial growth during the first two five year plans. It led to economic growth and increase in industrial production, with new industrial cities coming into being.
3. Stalin introduced a collectivisation programme under which the peasants were forced to cultivate in collective farms (Kolkhoz) and the government fixed the prices of grains sold to it.

IV. Long Answer Type Questions

Question 1.
Describe the ideology of the three power groups present in the Russian society.
Answer:
Following was the ideology of the three power groups present in the Russian society
(a) Liberals:

1. Liberals were one of the groups which looked to change.
2. They wanted a representative elected parliamentary government and a well- trained judiciary that was independent of the ruler and officials.
3. They opposed religious discrimination and uncontrolled power of dynastic rulers. They wanted to safeguard the rights of the individuals.

(b) Radicals:
(i) They wanited a government based on the majority of country’s population. They supported 1 universal adult suffrage, including voting right for women.
(ii) Unlike they opposed the privileges granted to rich landowners and wealthy ictory owners.
(iii) They were not against private property, but Opposed the concentration of property in the lands of a few people.

(c) Conservatives:

1. They opposed liberals and radicals. They generally opposed the idea of change in the 18th century.
2. By the 19th century, they accepted that some change was inevitable, but believed that it had to be brought through a gradual process.
3. They respected past/old traditions and customs.

Question 2.
How did Russia’s involvement in the First World War contribute to the fall of Russian autocracy and the Revolution of 1917?
Answer:
Russian involvement in the First World War contributed to the fall of Russian autocracy in the following ways:

1. The Tsar took Russia into the war. This proved fatal and brought about the final breakdown of Russian autocracy.
2. During the war, Russia lost more than 7 million soldiers. In order to increase the strength of army, farmers and workers were forcibly recruited to the army. So there was discontent among the masses.
3. The war led to the destruction of crops, homes and industries. So, over 3 million people became refugees.
4. Shortage of production gave birth to an economic crisis. Means of transport and communication were also destroyed in the war.
5. There was shortage of workers and food grains in the country. So, the riots at breadshops were common.
6. Because of the above reasons, the Russian people were discontent and opposed against Tsar’s autocracy and led the revolution of 1917.

Question 3.
What was October Revolution? Examine the circumstances that led to a civil war in Russia after the October Revolution.
Answer:
It was the revolution which occured in October 1917. It was led by Petrograd Soviet and the Bolshevik Party under the leadership of Lenin. The uprising began on 24 October. Though Prime Minister Kerenskii resisted, the seizure was complete within a day. When the Bolsheviks ordered land redistribution, the Russian army began to break up.

Soldiers and peasants wished to go home for the redistribution and were deserted. Non-Bolshevik socialists, liberals and supporters of autocracy condemned the Bolshevik uprising. Their leaders moved to south Russia and organised troops to fight the Bolsheviks (the Reds). During 1918 and 1919, the ‘Greens’ (Socialist Revolutionaries) and the ‘Whites’ (Pro-Tsarists) controlled most of the Russian empire.

They were backed by French, American, British and Japanese troops. All these forces were worried at the growth of socialism in Russia. Hence, there occurred a civil war amongst all these troops and the Bolsheviks. As a result, looting, banditry and famine became common.

Question 4.
Briefly describe the role of Lenin in Post 1917 Russian reconstruction.
After the civil war ended, Lenin sought to fulfil his priorities to eliminate capitalism and rapidly industrialise Russia through the following ways:

1. He organised the economy like an army. On orders from the high command, state appointed managers who operated various functions of the economy.
2. The New Economic Policy was implemented, whereby peasants were allowed to keep surplus production after payment of tax. Private trade was allowed to a limited extent.
3. While major industries were under government control, small businesses and home industries could be privately owned and operated for profit.
4. Foreign capital was encouraged for the development of state industries. This helped revive the Russian economy and in improvement in the conditions of the common people.
5. On the political front, Lenin banned differences within the communist party. Those who held a different view from the official party line were either expelled or shot dead.
6. Lenin succeeded in destroying the feudal structure of Russia and establishing the World’s first communist state.

Question 5.
Write the impact of the Russian Revolution on Russia.
Answer:
The impact of the Russian Revolution on Russia was as follows:
1. End of Autocratic Rule and Establishment of a socialist government:
The Revolution put an end to the autocratic monarchy in Russia. With the murder of Tsar Nicholas II and his wife, the Romanov dynasty which was in power for the last three centuries came to an end. The most important result of the Revolution was the establishment of a socialist government in Russia. All the means of production were nationalised.

2. Russia’s Withdrawal from the War:
After the revolution, the Russian government decided to withdraw from the war because of the following reasons:
(a) Most of the revolutionaries thought that the war was being fought to satisfy the imperialistic designs of the Tsar.

(b) Russia lost its 700,000 soldiers.

(c) The new government wanted economic development and modernisation of the country. So it was not possible for them to spend money on war.

3. Industrial Growth and Economic Development:
The new government followed socialism. A new Economic Policy was adopted in 1921. Under this policy, it was decided to develop the economy through Five-year plans. With the growth of industrial and agriculture production, poverty started disappearing and the country moved on to the path of prosperity.

4. Equal Rights to all the Nationalities:
The policy of discrimination towards Non-Russian nationalities was abandoned and equality of all the nationalities in the USSR was recognised. The Non-Russian were given freedom to develop their own languages and cultures. –

5. Emergence of Russia as a World Power:
The new government adopted the policy of economic development which promoted modem technology. It gave a boost to industry and agriculture. Economic and social policies adopted by the government made Russia not only a major power of Europe, but also of the whole world.

Question 6.
Describe the international effects of Russian Revolution.
Or
Write in detail the impact of Russian Revolution on the world.
Answer:
Impact of the Russian Revolution on the World:
The Russian Revolution affected the world in the following ways:
1. Promotion of Socialism and Communism:
The Russian Revolution helped in the spread of socialism and communism in the world. The communist parties were formed in most countries of the world. Communist government was established in many countries like Poland, East Germany, Czechoslovakia, Bulgaria and China.

2. Redefinition of Democracy:
After the Revolution, it was felt that mere political democracy had no meaning without social and economic equality.

3. Right of Workers:
It united the workers of the world on the basis of equality. It also enhanced the prestige of workers.

4. Rise of Nationalism:
It revolutionised the minds of people of Asia and Africa who were being exploited by their imperialist masters. The revolution contributed greatly in weakening the policy of imperialism.

5. Encouraged Struggle Between Capitalists and Workers:
It gave birth to direct struggle between Marxism and Capitalism. It terrified the capitalists of the world so much, that they began to give due attention to the welfare of workers.

6. Division of World and Cold War:
It divided the world into two groups, i.e. Socialists and Capitalists. The rivalry between these two blocs posed a great threat to the world peace for a long time.

7. Economic Planning:
The idea of state playing an active role in regulating the economy and planning the economy, to improve the conditions of the people gained wide acceptance.

Question 7.
Some developments in USSR were not in conformity with the ideals of Socialism. Discuss.
Answer:
It is true that some developments in USSR were not in conformity with the ideals of socialism. The following points favoured this view:

1. The social and economic developments in USSR were accompanied by many serious failures. Within a few years of the Revolution, political power came to be concentrated in the hand of a single man Stalin. Russia became a one-party state.
2. Discussion and debate over policies within the ruling party had ceased. Critics within the party were charged withconspiracy against socialism and sent to labour camps or prisons.
3. Civil liberties were curbed. A large number of people, many talented professionals were forced to make false confessions under torture and executed.
4. Some economic policies of the government brought terrible misery to the people especially peasants.
5. Russian revolution led to establishment of totalitarianism and regimentation of life. Life of an individual came to be controlled by the state.
6. Dictatorship of the Tsar came to be replaced by tyranny of the State.

MAP WORK

Question 1.
On an outline map of world, locate /label/identify the following: Major countries of First World War (Central Powers and Allied Powers)

1. Central Powers: Germany, Austria-Hungary, Turkey (Ottoman Empire)
2. Allied Powers: France, England, Russia, America.

Answer:

JAC Class 9 Social Science Important Questions

JAC Board Class 9th Social Science Solutions Economics Chapter 4 Food Security in India

JAC Class 9th Economics Food Security in India InText Questions and Answers

Page No. 43

Question 1.
Some people say that the Bengal famine happened because there was a shortage of rice. Study the table and find out whether you agree with the statement?
Table 4.1 Production of Rice in the Province of Bengal

Year	Production (Lakh tonnes)	Imports (lakh tonnes)	Exports (lakh tonnes)	Total Availability (lakh tonnes)
1938	85	04	–	85
1939	79	03	–	83
1940	82	02	–	85
1941	68	–	01	70
1942	93	03	–	92

Answer:
If we look at the table, rice production has been consistent in Bengal with a decline in 1941 only. We noticed that, in 1943 the total availability of rice was 79 lakh tonnes which is not too bad. So, I do not agree with the statement that the Bengal famine happened because there was a shortage of rice.

Question 2.
Which year shows a drastic decline in food availability?
Answer:
The year 1941 shows a drastic decline in food availability.

Page. No. 45

Question l.
Why is agriculture a seasonal activity?
Answer:
Agriculture is a seasonal activity as it employs people during times of sowing, transplanting and harvesting only . Farm workers remain unemployed for about four months every year during the period of plant consolidation and maturing.

Question 2.
Why is Ramu unemployed for about four months in a year?
Answer:
Ramu works as a casual labourer in agriculture. Agriculture is a seasonal activity. Therefore, in the period of plant consolidation and maturing in a year, which is four months, he remains unemployed.

Question 3.
What does Ramu do when he is unemployed?
Answer:
Ramu does other activities. Sometimes, he gets employment in brick laying or in construction sc tivities in. the village.

Question 4.
Who are supplementing the income in Eamu’s family?
Answer:
Ramu’s wife Sunhari and his eldest son, Somu, are supplementing the income in Ramu’s family

Question 5.
Why does Ramu face difficulty when he is unable to have work?
Answer:
Ramu faces difficulty when he is unable to have work because during this often his small kids have to sleep without food, and milk and vegetables will not be the regular part of meals in his family.

Question 6.
When is Ramu food insecure?
Answer:
Ramu is food-insecure during the tour months when he remains unemployed because of the seasonal nature of agricultural work.

Question 7.
Does Ahmad have a regular income from rickshaw pulling?
Answer:
No, Ahmad does not have a regular income from rickshaw pulling.

Question 8.
Flow does the yellow card help Ahmad run his family even with small earnings from rickshaw-pulling?
Answer:
Ahmad has a yellow card which is PBS card for below poverty line people. With this card, Ahmad gets sufficient quantity of wneat, rice, sugar and kerosene oil for his daily use at half the market price. In this way, Ahmad is able to survive with less than sufficient earnings for his big family where he is the unly earning member.

Page. No. 47

Study of the graph 4.1 end answer the following questions :

Source: Department of Agricultural cooperation and farmers welfare, Annual report, [2017-18]
(a) In which year did our country cross the 200 million tonnes per year mark in food grain production?
Answer:
In the year 2010-11, our country crossed the 200 million tonnes per year mark in food grain production.

(b) In which decade did India experience the highest decadal increase in foodgrain production?
Answer:
In decade 2000-2010 India experienced the highest decadal increase in food grain production.

(c) Is production increase consistent in India since 2000-01?
Answer:
No, the increase in food grain production did not remain consistent after 2000-01.

JAC Class 9th Economics Food Security in India Textbook Questions and Answers  

Question 1.
How is food security ensured in India?
Answer:
Food security is ensured in India by:

1. Creation of Buffer Stock,
2. Introdction of the Public Distribution System.
3. Implemention special programmes like:
   (a) Food-for-work programme.
   (b) Mid-day meal in Schools
   (c) Integrated child development services.

Question 2.
Which are the people more prone to food insecurity?
Answer:
A large section of people suffer from food insecurity in India. The worst affected are:

1. The landless people with little or no land to depend on.
2. Traditional artisans.
3. Providers of traditional services, petty self employed workers and destitutes, including beggars.
4. Urban casual labourers engaged in seasonal activities.
5. The SCs, STs and some sections of OBCs.
6. People affected by natural disasters.

Question 3.
Which states are more food-insecure in India?
Answer:
The states of Uttar Pradesh, (Eastern and South-eastern parts) Bihar, Jharkhand, Gdisha, West Bengal, Chhattisgarh, parts of Madhya Pradesh and Maharashtra are more food insecure in India.

Question 4.
Do you believe that Green Revolution has made India self-sufficient in food grains? How?
Answer:
After independence, Indian policy makers adopted all measures to achieve self-sufficiency in food grains. India adopted a new strategy in agriculture which resulted in the Green Revolution, especially in the production of wheat and rice. The success of wheat was later replicated in rice.

The increse in foodgrains production was unprecedented. The highest rate of growth was achieved in Uttar Pradesh and Madhya Pradesh, which was 44.01 and 30.21 million tonnes in 2015-16. The total foodgrain production was 252.22 Million tonnes in 2015-16.

Uttar Pradesh and Madhya Pradesh recorded a significant increase in production of wheat which was 26.87 and 17.69 million tonnes in 2015-16, respectively. West Bengal and UP, on the other hand, recorded significant increase in production of rice, which was 15.75 and 12.51 million tonnes in 2015-16 respectively. So, it is believed that Green Revolution has made India self sufficient in food grains.

Question 5.
A section of people in India are still without food. Explain.
Answer:
A large section of people in India are still without food. The worst affected groups are landless people with little or no land to depend upon, traditional artisans, providers of traditional services, petty self-employed workers and destitutes including beggars. In the urban areas, the food insecure families are those whose working members are generally employed in ill-paid occupations and casual labour market.

Besides, some groups of SCs, STs and OBCs are also included in it. They are paid very low wages that just ensure bare minimum wages for survival. These people suffer from chronic hunger because of their low income and in turn their inability to buy food even for survival.

Question 6.
What happens to the supply of food when there is a disaster or a calamity?
Answer:
Due to a disaster or a calamity, total production of food grains decreases. It creates a shortage of food in the affected areas. Due to shortage of food, the prices go up. At such high prices, some people cannot afford to buy food. If such a calamity happens in a very widespread area or over a longer time period, it may cause a situation of starvation.

Question 7.
Differentiate between seasonal hunger and chronic hunger.
Answer:
Seasonal Hunger:
Seasonal hunger is related to cycles of food growing and harvesting. This is prevalent in rural area because of the seasonal nature of agricultural activities, and in urban areas because of casual labour. This type of hunger exists when a person is unable to get work for the entire year.

Chronic lunger:
Chronic hunger is a consequence of diets persistently inadequate in terms of quantity and/or quality. Poor people suffer from chronic hunger because of their very low income and in turn their inability to buy food even for survival.

Question 8.
What has our government done to provide food security to the poor? Discuss any two schemes launched by the government?
Answer:
India has become self-sufficient in food grains during the last thirty years because of a variety of crops grown all over the country. The availability of food grains at the national level has further been ensured with a carefully designed food security system implemented by the government. This system has two components:

(a) Buffer Stock: Buffer Stock is the stock of food grains, namely wheat and rice, procured by the government through Food Corporation of India. The FCI purchases wheat and rice from the farmers at minimum support price in states where there is surplus production. The purchased food grains are stored in granaries to distribute in the deficit areas and among the poorer strata of society at a price lower than the market price.

(b) Public Distribution System:
The food procured by the FCI is distributed through government regulated ration shops among the poorer sections of the society. This is called Public Distribution System. These ration shops are known as Fair Price Shops. These shops keep stock of food grains, sugar, kerosene oil for cooking. These items are sold to people at a price lower than the market price. Any family with a ration card can buy a stipulated amount of these items every month from their nearby ration shop.

In addition to these, Government of India has launched many other schemes. Two of them are as follows :

1. Antyodaya Anna yojana: This scheme was launched in December 2000. Under the scheme one crore of the poorest among the BPL families covered under the Targetted Public Distribution System were identified.
2. Annapurna Scheme (APS) With special target groups of ‘poorest of the poor’ and ‘indigent senior citizens’ respectively

Question 9.
Why buffer stock is created by the government?
Answer:
Due to the following reasons, buffer stock is created by the government.

1. A buffer stock of food grains is created by the government, so that it can be distributed in food deficit areas and among the poorer strata of society at a price much lower than the market price.
2. A buffer stock also helps to resolve the problem of food shortage during adverse weather conditions, a disaster or a calamity.
3. Maintaining buffer stock is a step taken by the government in order to ensure food security.

10. Write notes on:
1. Minimum Support price
2. Buffer Stock Issue price
3. Fair price shop.
Answer:
1. Minimum Support Price:
The FCI purchases wheat and rice from the farmers at a pre-announced price. This price is called Minimum Support Price. Minimum Support Price is declared by the government every year before the sowing season to provide incentives to the farmers for raising the production of these crops.

2. Buffer Stock:
Buffer Stock is the stock of food grains, namely wheat and rice, procured by the government through Food Corporation of India. The FCI purchases wheat and rice from the farmers in states where there is surplus production-at Minimum Support Price. The purchased food grains are stored in granaries to distribute in the deficit areas and among the poorer strata of society at a price lower than the market price.

3. Issue Price:
The price at which food grains are distributed by the government in the deficit areas and among the poorer people is known as Issue Price.

4. Fair Price Shop:
The food procured by the FCI is distributed through government-regulated ration shops among the poorer sections of the society. These Ration Shops are known as Fair Price Shops. Food grains, sugar, kerosene oil are sold to people at a price lower than the market price through these ration shops.

Question 11.
What are the problems of the functioning of ration shops?
Answer:
The problems of the functioning of ration shops are as follows:

1. PDS dealers are sometimes found resorting to malpractices:
   (a) Diverting the grains to open market to get better margin.
   (b) Selling poor quality grains at ration shops.
   (c) Irregular opening of the shops.
2. Ration shops often have unsold stocks of poor quality grains left.
3. Sometimes, stored grains are rotten away and also eaten by rats.
4. The three types of cards and the range of prices is a hinderence in the path of progress of PDS.

Question 12.
Write a note on the role of co-operatives in providing food and related items.
Answer:
The cooperatives are playing an important role in ensuring food security in India, especially in the Southern and Western parts of the country. The cooperative societies set up shops to sell low-priced goods to poor people. For example, out of all fair price shops running in Tamil Nadu, around 94 percent are being run by the cooperatives. In Delhi, Mother Dairy is making strides in provision of milk and vegetables to the consumers at controlled rate decided by Government of Delhi.

Amul is another success story of co-operatives in milk and milk products from Gujarat. It has brought about the white revolution in the country. There are many more cooperatives running in different parts of the country ensuring food security of different sections of society.

JAC Class 9 Social Science Solutions

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

I. Objective Type Questions

1. Who ascended the throne of France during the French Revolution?
(a) Louis XVI
(b) Louis X
(c) Nepoleon
(d) Nicholas II.
Answer:
(a) Louis XVI

2. The book “The Social Contract” was written by :
(a) Montesquieu
(b) Rousseau
(c) Jean Pal Marat
(d) Nepoleon Bonaparte.
Answer:
(b) Rousseau

3. When did French Revolution occur?
(a) 1769
(b) 1780
(c) 1789
(d) 1947
Answer:
(c) 1789

4. Who wrote the ‘Declaration of the Rights to Women and Citizens?
(a) Louis X
(b) Marat
(c) Robespierre
(d) Olympe de Gouges.
Answer:
(d) Olympe de Gouges.

5. When did Napoleon Bonaparte crown himself as Emperor of France?
(a) In 1804
(b) In 1815
(c) In 1789
(d) In 1849.
Answer:

II. Very Short Answer Type Questions

Question 1.
When did the French Revolution begin?
Answer:
The French Revolution began on 14th July 1789 with the storming of the Bastille prison just outside Paris.

Question 2.
When did Louis XVI ascend the throne of France?
Answer:
Louis XVI ascended the throne of France in 1774.

Question 3.
To which dynasty Louis XVI belonged?
Answer:
Louis XVI belonged to the Bourbon dynasty.

Question 4.
What was the main political reason of the French Revolution?
Answer:
The luxurious living of the despotic ruler and absence of any uniform system was the main political reason of the French Revolution.

Question 5.
Name the three ‘Estates’ into which the French society was divided before the revolution.
Answer:

1. The First Estate-Clergy.
2. The Second Estate-Nobility.
3. The Third Estate-Common People.

Question 6.
Which estate of French society paid all taxes?
Answer:
The third estate paid all the taxes in French society.

Question 7.
Name the classes which formed the privileged estates.
Answer:
The clergy and the nobility constituted the privileged estates.

Question 8.
What was the tax levied by the Church on the peasants?
Answer:
Tithes was the special tax levied by the Church on the peasants.

Question 9.
What was the tax levied by the state called?
Answer:
The tax levied by the state was called Taille.

Question 10.
What is the name of the book written by John Locke?
Answer:
“Two Treatises of Government”.

Question 11.
Name the book written by Rousseau.
Answer:
“The Social Contract”.

Question 12.
Name the book written by Montesquieu.
Answer:
“The Spirit of the Laws”.

Question 13.
Who proposed a division of power?
Answer:
Montesquieu.

Question 14.
Name the important philosophers who influenced the French Revolution.
Answer:
Rousseau, John Locke and Montesquieu.

Question 15.
What inspired the political thinkers in France?
Answer:
The American constitution and its guarantee of individual rights inspired the political thinkers in France.

Question 16.
Who constituted the Estates General?
Answer:
The representatives of all the three Estates constituted the Estates General.

Question 17.
Name the body formed by the representatives of the Third Estate.
Answer:
National Assembly.

Question 18.
When and where was the formation for the National Assembly announced?
Answer:
The formation for the National Assembly was announced on June 20, 1789 in the hall of an indoor tennis court, in Versailles.

Question 19.
Name two important leaders of National Assembly.
Answer:
Mirabeau and Abbe Sieyes.

Question 20.
Explain the term ‘active citizens.
Answer:
Citizens who had the right to vote were called ‘active citizens.

Question 21.
What were the legacies of the French Revolution?
Answer:
Ideas of liberty, equality and fraternity were the legacies of the French Revolution.

Question 22.
Who wrote Marseillaise?
Answer:
It was composed by Roget de Lisle.

Question 23. When was Marseillaise sung for the first time?
Answer:
It was sung for the first time by the volunteers from Marseilles when they marched into Paris in April 1792.

Question 24.
Who were Sans-Culottes?
Answer:
The Jacobins came to be known as the Sans-Culottes, literally meaning ‘those without knee breeches’.

Question 25.
When was France declared a ‘Republic’?
Answer:
On 21 September, 1792 France was declared a ‘Republic’.

Question 26.
Which period of the French history is known as the Reign of Terror?
Answer:
The period from 1793 to 1794 is known as the Reign of Terror.

Question 27.
What was known as ‘Directory’?
Answer:
The term ‘Directory’ refers to the executive board made up of five members.

Question 28.
What was the route of triangular slave trade?
Answer:
The triangular slave trade was executed between the continents of Europe, Africa and America.

Question 29.
When was the slave trade abolished in the French colonies?
Answer:
The slave trade was abolished in 1848 from the French colonies.

Question 30.
When did Napoleon crown himself Emperor of France?
Answer:
In 1804, Napoleon crowned himself Emperor of France.

Question 31.
When and where was Napoleon finally defeated?
Answer:
Nepoleon was finally defeated at the Battle of Waterloo in 1815.

Question 32.
Write the names of two Indians who responded to the ideas of Revolutionary France. Answer: Tipu Sultan and Raja Ram Mohan Roy.

III. Short Answer Type Questions

Question 1.
Describe briefly the incidents which took place in the morning of 14th July, 1789, in France.
Answer:
The following events took place in the morning of 14th July, 1789, in France.

1.  In the morning of 14th July, 1789, the King ordered his army to move into the city. There was a rumour that he ordered his army to open fire upon the citizens of Paris.
2. 7000 men and women gathered in front of the town hall and decided to form a people’s militia.
3. They broke into a number of government buildings in search of arms.
4. A group of several hundred people stormed the fortress-prison, the Bastille, where they hoped to find hoarded ammunition.
5. The crowd destroyed the Bastille, the Commander of the Bastille was killed and the prisoners released!

Question 2.
What were the political causes of the French Revolution?
Answer:
The political causes of the French Revolution were as follows:

1. Emperor Louis XVI and his queen, Marie Antoinette, wasted money on their luxurious living and wasteful activities.
2. The administration was corrupt and autocratic.
3. The public money was lavishly spent by the Crown.
4. The high posts were often sold. The Queen interfered in state appointments in order to promote her favourites. Her influence over the King proved disastrous to the country.
5. The prisoners were treated with extreme severity.
6. With legal decree, the king could confiscate the property of any of his subjects.

Question 3.
Explain the economic causes of the French Revolution.
Answer:
Economic Causes:

1. Upon the accession of Louis XVI in 1774, he found an empty treasury. Under Louis XVI, France helped the American Colonies in their war for independence against Britain. This war added more than a billion livres to a debt that had already risen to more than 2 billion livres.
2. France had to borrow money from other countries. These countries now began to charge 10 per cent interest on loans. The finances of the state were in a miserable condition.
3. To meet its regular expenses such as the cost of maintaining an army, functioning of the court, running government offices or universities, the state was forced to increase taxes.

Question 4.
Explain the social division of France in the 17th century.
Answer:
In the 17th century, the French Society was divided into three groups, called Estates:
1. The First Estate:
It constituted the minority group of the clergymen and church-fathers who were the custodians of religion and conscience of man. They were the most venerated persons in the society and were exempted from all taxes.

2. The Second Estate:
It constituted the minority group of landlords, men of noble birth and aristocrats. This class also shared most of the privileges.

3. The Third Estate:
It comprised of the vast majority of the common masses which included the landless peasants, landless labour, servants, merchants, court officials, lawyers etc. This Estate lived in poverty and misery and paid all the taxes.

Question 5.
Write a brief account on the Third Estate.
Answer:
The Third Estate constituted of peasants which formed 90% of the French population comprising workers, professionals, businessmen and manufacturers. This Estate was the unprivileged section which enjoyed no political rights and social status, despite bearing the burden of the taxes. Within the Third Estate too, there were evident disparities in wealth and style. The professionals, businessmen and manufacturers formed the wealthier class, and had access to education. Many of the peasants were landless or did subsistence farming. The condition of peasants was not better. The heavy taxes, tithes, taille, feudal dues, indirect taxes, forced labour, coupled with bad harvests brought them on the verge of starvation.

Question 6.
What is subsistence crisis? Mention any two factors responsible for this in France.
Answer:
Subsistence crisis is an extreme situation where the basic means of livelihood are endangered.
Factors responsible for subsistence crisis were as follows:
1. The population of France rose from about 23 million in 1715 to 28 million in 1789. This led to a rapid increase in the demand for food grains. Production of grains could not keep pace with the demand. So the price of bread, which was the staple diet of the majority, rose rapidly.

Most workers were employed as labourers in workshops, whose owners fixed their wages. But wages did not keep pace with the rising prices. So, the gap between the poor and the rich widened.

2. The drought or hail were also responsible for this crisis.

Question 7.
Discuss the role of middle class in the French Revolution.
Answer:
The spread of industrial revolution led to the emergence of the middle class. It was the class of businessmen, traders, bankers, manufacturers, scholars etc. The middle class people led the revolution. They came forward with the slogan of liberty, equality and fraternity. They started a vigorous propaganda against the king and the nobility.

They raised their voice in favour of freedom of trade and removal of feudal barriers. They realised that as long as the feudal system prevails, the French society had no chance of moving forward on the road of prosperity as the feudal barriers were a serious obstruction to the growth of industrial capitalism.

Question 8.
What is known as the Tennis Court Oath?
Answer:
On 20 June, 1789, the representatives of the Third Estate assembled in the hall of an indoor tennis court in the grounds of Versailles. They declared themselves a National Assembly and swore not to disperse till they had drafted a constitution for France that would limit the powers of the monarch. They were led by Mirabeau and Abbe Sieyes. This incident is known as the Tennis Court Oath.

Question 9.
Write short notes on:
1. Charles Montesquieu
2. Mirabeau
3. Abbe Sieyes
Answer:
1. Charles Montesquieu:
Charles Montesquieu was a nobleman by birth. He became a lawyer and a judge. In his book, “The Spirit of the Laws”, he criticised autocracy and praised the democratic republic. He exposed the evils prevailing in the ‘Old Regime’. He popularised the theory of the division of powers.

2. Mirabeau:
Mirabeau belonged to a noble family. He wanted to do away a society of feudal privileges. He brought out a journal and delivered powerful speeches at Versailles.

3. Abbe Sieyes:
Abbe Sieyes was a priest who wrote an influential pamphlet called “What is the Third Estate”.
Both of them were representatives of the Third Estate and drafted the constitution for France.

Question 10.
How did France become a constitutional monarchy?
Answer:
In 1791, the National Assembly completed the draft of the constitution. Its main object was to limit the powers of the monarch.
The powers, instead of being concentrated in the hand of the monarch, were now separated and divided between the Legislative the Executive and the Judiciary. The constitution also declared that it was the duty of the state to protect each citizen’s natural rights. In this way, France became a constitutional monarchy.

Question 11.
Describe any three features of the constitution of France drafted in 1791.
Answer:
Following were the three features of the constitution of France drafted in 1791 :

1. France became a constitutional monarchy with the King’s powers being reduced drastically by distributing them between three institutions called the Legislature, the Executive and the Judiciary.
2. The constitution vested the power to make laws in the National Assembly, which was indirect elected.
3. Only men have 25 years and paying a certain minimum amount of tax were allowed to vote. The remaining men and all women remained passive citizens.

Question 12.
Describe the period of Reign of Terror.
The period from 1793 to 1794 is referred as the Reign of Terror. It was known as Reign of Terror because of the following reasons:

1. Jacobin ruler Robespierre followed a policy of severe control and punishment.
2. All those whom he saw as being ‘enemies’ of the republic-ex-nobles and clergy, members of other political party, even members of his own party who did not agree with his methods-were arrested, imprisoned and then tried by a revolutionary tribunal. If the court found them ‘guilty’, they were guillotined.
3. Meat and bread were rationed. Peasants were forced to transport their grain to the cities and sell it at prices fixed by the government. The use of more expensive white flour was forbidden; all citizens were required to eat the plain d’egalite equality bread a loaf made of whole wheat.
4. Robespierre pursued his policies so relentlessly that even his supporters began to demand moderation.

Question 13.
What changes were seen in the regime of Robespierre’s government?
The following changes were seen in the regime of Robespierre’s government.

1. Robespierre’s government issued laws placing a maximum ceiling on wages and prices meat and bread were rationed.
2. Peasants were forced to transport their grain to the cities and sell it at fixed prices by the government.
3. The use of more expensive white flour was for bidden and all citizens were forced to eat the equality bread i.e., a loaf made of whole wheat.
4. Instead f the traditional Monsieur (sir) and Madame (madam), all french men and women were called as Citoyen and Citoyenne (citizen).
5. Churches were also shut down and their buildings were converted into barracks ox ffices.

Question 14.
Write a note on France ruled by Directory.
Answer:
With the fall of Jaci an government in 1794, political power went into the hands of the wealthier middle class. A new constitution was introduced in 1795 which denied the right to vote to non-propertied sections of the society. It provided for two elected legislative councils. Legislative councils appointed an executive made of five members called the Directory.

Thus, the executive powers vested in the hands of Directory, whereas the power of making the laws vested in the Legislature. The Directors were expected to restore law and order in the country. This, however, they failed to do.

Question 15.
What was the condition of women in France before the revolution?
Or
Describe the condition of women of the Third Estate in France during the old Regime. The condition of the women in France before the revolution was as follows:

1. All the women were classified as passive citizens. They did not have Voting Rights.
2. They worked as Seamstresses or Laundresses, sold flowers, fruits and vegetables at the market or worked as domestic servants.
3. Their wages were lower than those of men.
4. They looked after their children, did the cooking, fetch water and queued up for bread.
5. Most women did not have access to education or job training, only daughters of wealthy parents could study at a convent, after which they were married off.

Question 16.
Discuss the impact of abolition of censorship in France.
Answer:

1. Before the revolution, all written materials could be published only after the approval of the king. But immediately after the revolution, keeping in mind the liberty and equality principle, the censorship was abolished.
2. After the abolition of censorship, now the press was free. Freedom of the press meant that opposing views of events could be expressed. Political philosophers and writers were free to express their views.

Long Answer Type Questions

Question 1.
Describe any five causes for the empty treasury of France under the rule of Louis XVI.
Answer:
In 1774, Louis XVI of the Bourbon family of Kings ascended the throne of France. He found an empty treasury. The main five causes for it were:

1. Long year of wars had drained the financial resources of France. The condition became even worse when under Louis XVI, France helped the 13 American colonies to gain independence from Britain.
2. The King’s court at the immense palace of Versailles required huge amount of money for its maintenance.
3. Taxes were levied only on the third estate, and the rich first and second estates were exempted from paying taxes.
4. The war with Britain added more than a billion livres (unit of currency in France) to a debt that had already risen to more than two billion livres.
5. Lenders who had given the state credit began to charge ten percent interest on the existing loans. So the French government was obliged to spend an increasing percentage of its budget on interest payment alone.

Question 2.
Explain the role of philosophers in the French revolution.
Answer:
France, in the 18th century, had many revolutionary thinkers. Among them, Rousseau and Montesquieu were prominent. Their revolutionary ideas encouraged people to fight for their rights. They exposed the inefficiency of the monarch and his government.

1. John Locke propounded the ideas refuting divinity and absolute rights of monarchs.
2. Montesquieu’s philosophy outlined constitutional monarchy and division of powers.
3. Rousseau asserted the doctrine of democracy and popularized sovereignty.

He believed that government should be based on the consent of the governed. Thus, the ideas of the philosophers were a direct attack on privileges and feudal rights which protected the upper classes. They helped to rouse the people from inactivity and instilled in them a desire to root out social inequalities and set up a government responsive to their need. They played a vital role in focusing the discontent and bringing about the Revolution.

Question 3.
Describe the immediate causes of the outbreak of the revolt in France in 1789.
Answer:
The immediate causes of the outbreak of the revolt in France in 1789 The following two events are its immediate causes:
1. Demand for Rights:
The 18th century France witnessed the emergence of a new social group ‘The Middle Class’. The third estate was represented by this class and they wanted each member in the Estates General to have one vote. The King rejected the proposal.

2. Price Rise:
A severe winter came and there was a bad harvest. The price of bread which was the staple food of common people increased significantly. Sometimes, bakers exploited the situation and increased the prices by hoarding. After spending long hours in queues, crowds of angry women raided the shops.

At the same time, King Louis XVI ordered the troops to move into Paris on 14th July 1789. An angry crowd destroyed the fortress prison of Bastille in the country side, peasants seized hoes and pitch forks and attacked chateaux. In this way, revolution spread all over France.

Question 4.
What landmark decisions were taken by the National Assembly led by the third
estate on the 4th August, 1789.
Answer:
On 20 June 1789, the representatives of the third estate declared themselves as a National Assembly. They drafted a constitution for France which resulted in the following changes:

1. The representatives of the third estate discarded the power of absolute monarchy.
2. On 4th August 1789, the National Assembly passed a decree, abolishing the feudal system of obligations and taxes.
3. Members of the clergy were forced to give up their privileges.
4. Tithe, a tax levied by the Church, comprising one-tenth of the agricultural produce, was abolished and lands owned by the church were also confiscated.
5. As a direct consequence of these measures taken by the government, the government acquired assets worth at least two billion livres.
6. France became a constitutional monarchy. Powers were now separated and assigned to three different institutions i.e., the Legislative, the Executive and the Judiciary.
7. The constitution began with a Declaration of the Rights of Man and Citizen which established right to life, freedom of speech, freedom of opinion and equality before law as ‘natural and inalienable’ rights. It was the duty of the state to protect these rights.

Question 5.
What was the Declaration of the Rights of Man and Citizen?
Answer:
The constitution of 1791 began with a Declaration of the Rights of Man and Citizen. Its main features were as follows:

1. Men are born and remain free and equal in rights.
2. The aim of every political association is the preservation of the natural and inalienable rights of man; these are liberty, property, security and resistance to oppression.
3. The source of all sovereignty resides in the nation; no group or individual may exercise authority that does not come from the people.
4. Liberty consists of the power to do whatever is not injurious to others.
5. The law has the right to forbid only such actions that are injurious to society.
6. The law is an expression of the general will. All citizens have right to participate in its formation, personally or through their representatives. All citizens are equal before it.
7. No man may be accused, arrested or detained, except in cases determined by the law.
8. Every citizen may speak, write and print freely, he must take responsibility for the abuse of such liberty in cases determined by the law.
9. For the maintenance of the public force and for the expenses of administration, a common tax is indispensable, it must be assessed equally on all citizens in proportion to their means.
10. Since property is a sacred and inviolable right, no one should be deprived of it, unless a legally established public necessity requires it. In that case, a just compensation must be given in advance.

Question 6.
Explain the main course of the French Revolution of 1789.
1. Assembly of the Estates:
On 5th May, 1789, Louis XVI called 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. This time too, Louis XVI was determined to continue with the same practice.

But 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.

2. National Assembly:
The representatives of the Third Estate viewed themselves as spokesman for the whole French nation. On 20th June, they assembled in the hall of an indoor tennis court in the grounds of Versailles. They declared themselves a National Assembly, and swore not to disperse till they had drafted a constitution for France that would limit the powers of the monarch.

3. Turmoil in France:
While the National Assembly was busy at Versailles in drafting the constitution, the rest of France seethed with turmoil. Due to bad harvest, there was shortage of food, and there was also rumour that bands of brigands were on their way to destroy the ripe crops. Scared peasants started attacking nobles, Louis XVI finally accorded recognition to the National Assembly.

4. France became a Republic:
In 1792, the Jacobins held the king as hostage and declared to form a new government. The newly-elected Assembly was called the Convention. On 21st September, 1792, it abolished the monarchy and declared France as a republic. The French Revolution popularised many symbols. Each symbol represents some basic values. Mention the symbols and related values.

Question 7.
Answer:
The symbol of French Revolution and their related values are stated in the points below:

1. The broken chain: Chains were used to fetter slaves. A broken chain symbolised freedom from slavery.
2. The bundle of rods or fasces: One rod can be easily broken, but not an entire bundle. It symbolises that strength lies in unity.
3. The eye within a triangle radiating light: The all seeing eye stands for knowledge. The rays of the sun will drive away the clouds of ignorance. It depicts that knowledge removes ignorance.
4. Snake biting its tail to form a ring: This type of ring has neither beginning or end. It is a symbol of eternity.
5. Sceptre: It was a symbol of royal power. It depicted the power of autocracy.
6. Blue-White-Red: These were the national colours of France. The use of these colours depicted nationalism.
7. Red Phrygian cap: It was worn by a slave upon becoming free. It symbolises freedom from bondage of slavery.

Question 8.
Write any five points about the Jacobin club.
Answer:
Jacobins: A political club of people which was formed to discuss the government
policies and plan their own forms of action. The Jacobins club got its name from
the former convent of St. Jacobin Paris.

1. The Jacobin club was the most successful club of France, which got its name from the former convent of St. Jacob in Paris.
2. The members of the Jacobin club belonged mainly to the less prosperous sections of society. They included small shopkeepers, artisans such as shoemakers, pastry cooks, watch-makers, printers, as well as servants and daily wage workers.
3. Their leader was Maximilien Robespierre.
4. These Jacobins decided to start wearing long-striped trousers and came to be known as the Sans Culottes, literally meaning those without knee breeches. In addition, Sans-Culottes men wore the red cap that symbolised liberty.
5. They were of the opinion that the revolution had to be carried further, as the Constitution of 1791 gave political rights only to the richer sections of the society.

Question 9.
Explain the condition of women in France after the revolution.
Answer:
From the very beginning, women were active participants in the revolution which brought about so many important changes in French society. They hoped that their involvement would pressurise the revolutionary government to introduce measures
to improve their lives.
1. Condition of women after the revolution:
During the revolution, women started their own political clubs and newspapers in order to discuss and voice their interest. About 60 womens’ clubs came up in different cities in which The Society of Revolutionary and Republican Women was the most famous.

2. One of their main demands was that women should enjoy the same political rights as men. They demanded the right to vote, to be elected to the Assembly and to hold political offices.

3. In the early years, the revolutionary government introduced laws that helped to improve the lives of women. They were as follows:
(a) Schooling was made compulsory for all girls.
(b) Their fathers could no longer force them into marriage against their will.
(c) Marriage was made into a contract entered into freely arid registered under civil law.
(d) Women could now get training for jobs.
(e) Women’s struggle for equal political rights, however continued. It was finally in 1946 that women in France won the right to vote.

Question 10.
State the basic rights set forth in the Olympe de Gouges’ Declaration.
Answer:
The basic rights set forth in Olympe de Gouges’ Declaration were as follows:

1. Woman is born free and remains equal to man in rights.
2. The goal of all political associations is the preservation of the natural rights of women and men. These rights are liberty, property, security, and above all, resistance to oppression.
3. The source of all sovereignty resides in the nation, which is nothing but the union of woman and man.
4. The law should be the expression of the general will; all female and male citizens should have a say either personally or by their representatives in its formulation; it should be the same for all. All females and males are equally entitled for all honours and public employment according to their abilities and without any other distinction than that of their talents.
5. No woman is an exception. She should be accused, arrested and detained in cases determined by law. Women, like men, should obey this rigorous law.

Question 11.
How was slavery abolished in France?
Answer:

1. One of the most revolutionary social reforms of the Jacobin period was the abolition of slavery in the French colonies.
2. The slave trade began in the seventeenth century.
3. The exploitation of slave labour made it possible to meet their growing demand in European market for sugar coffee and indigo.
4. Port cities like Bordeaux and Nautes owned their economic prosperity to the
   flourishing slave trade.
5. Throughout the 18th century, there was little criticism of slavery in France.
6. The National Assembly held long debates about whether the rights of man should be extended to all French people including those in the colonies. But it did not pass any laws, fearing opposition from businessmen whose income depended on the slave trade.
7. It was finally the Convention, which, in 1794, legislated to free all slaves in the French overseas possessions. This, however, turned out to be a short-term measure.
8. Ten years later, Napoleon re-introduced slavery.
9. Finally, it was abolished from French colonies in 1848.

Question 12.
How did the Revolution affect the everyday life of the French people?
Answer:
The French Revolution affected the everyday life of the French people in the following ways:

1. Revolutionary ideas of equality and liberty transformed the clothes people wore, the language they spoke and the books they read.
2. With the abolition of censorship in 1789 and the Declaration of the Rights of Man and Citizen in 1791, freedom of speech became a natural right. This led to the growth of newspapers, books, pamphlets and printed pictures.
3. Freedom of the press enabled voicing of opinions.
4. Art flourished in the form of paintings, plays, songs, and festive processions.
5. Visual and oral artforms enabled even the common man who could not read and write to relate with the ideas of liberty, equality and justice.

Question 13.
Compare the political, economic and social conditions of France before and after the revolution.

Before Revolution	After Revolution
(a) Political Conditions:	1. France became a Republic.
1. France was under the rule of a monarch, Louis XVI	2. Political powers were given common masses.
2. All the political powers were in the hand of the first two Estates.	1. Taxes were levied according to the income and wealth. The right to vote was linked to taxes.
(b) Economic Conditions:	2. The economic condition government improved.
All the taxes were paid by the people of the Third Estate. The members of the first two Estates were exempted from all the taxes	1. All were given equal irrespective of the Estates.
The government was under heavy debt.	2. The censorship on written material and cultural activities was lifted, now all were free to write and speak
(c) Social Conditions:	After Revolution
People of Third Estate were discriminated.	1. France became a Republic.
All the written materials and cultural activities could print only after an approval from the King.	2. Political powers were given common masses.

Map Work

Question 1.
Locate following on the map of France: Bordeaux, Nantes, Paris, Marseilles.

JAC Class 9 Social Science Important Questions

Jharkhand Board JAC Class 9 Sanskrit Solutions व्याकरणम् सन्धि-प्रकरणम् Questions and Answers, Notes Pdf.

JAC Board Class 9th Sanskrit व्याकरणम् सन्धि-प्रकरणम्

सन्धि शब्द की व्युत्पत्ति – सम् उपसर्गपूर्वक (धा) धातु से (उपसर्गे धोः किः) सूत्र से ‘कि’ प्रत्यय करने पर सन्धि शब्द की व्युत्पत्ति होती है।

सन्धि शब्द की परिभाषा – ‘वर्ण संधानं सन्धिः’ अर्थात् दो वर्णों का परस्पर मेल या संधान सन्धि कही जाती है।

पाणिनीय परिभाषा – ‘परः सन्निकर्षः संहिता’ वर्गों की अत्यन्त निकटता संहिता कही जाती है। वर्णों का परस्पर मेल सन्धि कहा जाता है। संस्कृत भाषा में एक पद में, धातु-उपसर्ग के बीच में तथा समास के बीच में सन्धि कार्य नित्य होता है। वाक्य में तो सन्धि वक्ता की विविक्षा पर होती है।

संहितैकपदे नित्या नित्या धातूपर्सगयोः।
नित्या समासे वाक्ये तु सा विवक्षामपेक्षते।

सन्धि का अर्थ-सामान्यतया ‘सन्धि’ शब्द का अर्थ मेल, समझौता या जोड़ है, किन्तु सन्धि प्रकरण में इसका अर्थ थोड़ा भिन्न होते हुए यह है कि जब एक से अधिक स्वर अथवा व्यञ्जन वर्ण अत्यधिक निकट होने के कारण, मिलकर एक रूप धारण करते हैं, तो वह सन्धि का ही परिणाम होता है और यही सन्धि करना कहलाता है। सन्धियुद्ध पद में दो या दो से अधिक शब्दों को अलग-अलग करके रखना सन्धि-विच्छेद करना कहलाता है। जैसे-‘हिम + आलयः’ में हिम के ‘म’ में ‘अ’ के सामने आलय का ‘आ’ मौजूद है। यहाँ दोनों ओर ‘अ’ + आ’ स्वर हैं। इन दोनों स्वर वणो को मिलाकर एक दीर्घ ‘आ’ हो गया है, जिससे हिम + आलयः’ को मिलाकर ‘हिमालयः’ एक सन्धियुक्त पद बन गया है। ‘हिमालयः’ का सन्धि-विच्छेद करने पर ‘हिम + आलयः’ ये दो पद अलग-अलग होंगे। यह स्वर सन्धि के ‘दीर्घ’ भेद का उदाहरण है।

इसी प्रकार ‘सद् + जनः’ में सद् के ‘द्’ व्यञ्जन वर्ण तथा इसके समीप में सामने जनः के ‘ज’ व्यञ्जन वर्गों में परस्पर मेल होन पर ‘द्’ को ‘ज्’ में बदलने पर ‘सज्जनः’ सन्धियुक्त पद बन जाता है। यह व्यञ्जन सन्धि के अन्तर्गत ‘श्चुत्व’ भेद का उदाहरण है।

इसी प्रकार ‘नमः + ते’ में नमः के ‘म्’ के आगे विद्यमान विसर्ग (:) को ‘त’ सामने होने के कारण ‘स्’ होने से ‘नमस्ते’ सन्धियुक्त पद बन गया। यह विसर्ग सन्धि के अन्तर्गत ‘सत्व’ भेद का उदाहरण है।

इस प्रकार सन्धियाँ तीन प्रकार की होती हैं और ये ही इनके भेद कहे जाते हैं। सन्धि के भेद-सामान्य रूप से सन्धि के तीन प्रमुख भेद माने गये हैं –

1. स्वर या अच् सन्धि
2. व्यञ्जन या हल सन्धि
3. विसर्ग सन्धि।

1. अच् (स्वर) सन्धि – जहाँ स्वरों का परस्पर मेल होता है वहाँ स्वर सन्धि होती है। स्वर सन्धि के दीर्घ, गुण, यण, वृद्धि अयादि, पूर्व रूप और.पररूप भेद हैं।

2. हल (व्यञ्जन) सन्धि – जहाँ व्यञ्जन वर्णों का परस्पर मेल होता है वहाँ व्यञ्जन सन्धि होती है। व्यञ्जन सन्धि के श्चुत्व, ष्टुत्व, णत्व, षत्व और छत्व आदि भेद हैं।

3. विसर्ग सन्धि – जहाँ विसर्ग के स्थान पर परिवर्तन होता है, वहाँ विसर्ग सन्धि होती है। विसर्ग के स्थान पर सकार, रुत्व, उत्व होता है और विसर्ग का लोप होता है।

(i) स्वर या अच् सन्धि

1. दीर्घ सन्धि

अकः सवर्णे दीर्घ: – जब (अ, आ, इ, ई, उ, ऊ, ऋ) स्वरों के पश्चात् (आगे) ह्रस्व या दीर्घ “अ, आ, इ, ई, उ, ऊ, ऋ, ऋ स्वर आयें तो दोनों सवर्ण (एक जैसे) स्वरों को मिलाकर एक दीर्घ वर्ण ‘आ’, ‘ई’, ‘ऊ’, ‘ऋ’ हो जाता है। जैसे – रत्न + आकरः + रत्नाकरः।

यहाँ पर रत्न के ‘न’ में ह्रस्व अकार है, उसके बाद आकरः’ का दीर्घ ‘आ’ आता है, अत: ऊपर के नियम के अनुसार दोनों (ह्रस्व ‘अ’ और दीर्घ ‘आ’) के स्थान में दीर्घ ‘आ’ हो गया। इसी प्रकार –

(i) अ/आ + अ/आ आ
(ii) इ/ई + इ/ई-ई
(iii) उ/ऊ + /उ/ऊ-ऊ
(iv) ऋ/ऋ + ऋ/ऋऋ

अन्य उदाहरण –

2. गुण सन्धि

आद् गुण: –
1. अ अथवा आ के बाद इ अथवा ई आये तो दोनों के स्थान में ‘ए’ हो जाता है।
2. अ अथवा आ के बाद उ अथवा ऊ आये तो दोनों के स्थान में ‘ओ’ हो जाता है।
3. अ अथवा आ के बाद ऋ आये तो ‘अर्’ हो जाता है।
4. अ अथवा आ के बाद ल आये तो ‘अल्’ हो जाता है।

जैसे – देव + इन्द्रः = देवेन्द्रः। यहाँ पर देव के ‘व’ में ‘अ’ है, उसके बाद इन्द्रः की ‘इ’ है, इसलिए ऊपर के नियम के अनुसार दोनों (देव के ‘अ’ और इन्द्र की ‘इ’) के स्थान में ‘ए’ हो गया। इसी प्रकार –
(i) अ/आ+इ/ई-ए,
(ii) अ/आ+उ/ऊ-ओ,
(iii) अ/आ+ऋ/ऋ = अर्
(iv) अ/आ+लु = अल्।

3. वृद्धि सन्धि

वृद्धिरेचि – यदि ‘अ’ या ‘आ’ के बाद ‘ए’ या ‘ऐ’ आये तो दोनों के स्थान में ‘ऐ’ और यदि ‘ओ’ या ‘औ’ आवे तो दोनों के स्थान में ‘औ’ वृद्धि हो जाती है। जैसे-अद्य +एव = अद्यैव। यहाँ अद्य के ‘घ’ में स्थित ‘अ’ तथा उसके बाद ‘एव’ का प्रथम वर्ण ‘ए’ मौजूद है। अतः (अ+ ए =ऐ) अ तथा ए के स्थान में ‘ऐ’ वृद्धि हो जायेगी। अतः अद्य + एव मिलाने पर अद्यैव रूप बना। इसी प्रकार –
(i) अ/आ+ए/ए=ऐ
(ii) अ/आ/+ओ/औ=औ।

अन्य उदाहरण –

4. यण सन्धि

इको यणचि-इ अथवा ई के बाद असमान स्वर आने पर इ, ई का य उ अथवा ऊ के बाद असमान स्वर आने पर उ, ऊ का व्, ऋ के बाद असमान स्वर आने पर ऋको र् तथा लु के बाद असमान स्वर आने पर ल के स्थान में ल हो जाता है।
अर्थात् – (1) जब इ या ई के बाद इ, ई को छोड़कर कोई दूसरा स्वर आये तब इ, ई के स्थान में ‘य्’ हो जाता है।
(2) जब उ या ऊ के बाद उ, ऊ को छोड़कर कोई दूसरा स्वर आये तब ‘उ, ऊ’ के स्थान में ‘व्’ हो जाता है।
(3) जब ऋ या ऋ के बाद ऋ, ऋ को छोड़कर कोई दूसरा स्वर आये तब ‘ऋ, ऋ’ के स्थान में ‘र’ हो जाता है।
जैसे – यदि + अपि = यद्यपि। यहाँ ‘यदि’ के ‘दि’ में ‘इ’ है। इसके बाद ‘अपि’ के आदि में ‘अ’ स्वर है जो कि असमान है। अतः ‘इ’ के स्थान में ‘य’ होने पर ‘य + द् + य् + अपि’ रूप बना। इनको मिलाने पर ‘यद्यपि’ रूप बना।
इसी प्रकार –
(i) इ/ई + असमान स्वरय्
(ii) उ/ऊ + असमान स्वर: = व्
(iii) ऋ/ऋ + असमान स्वर = र्
(iv) ल + असमान स्वर = ल।

अन्य उदाहरण –

असमान स्वर = य् + असमान स्वर

प्रति + उवाच = प्रत्युवाच
इति + औत्सुक्यम् = इत्यौत्सुक्यम्
इति + उक्त्वा = इत्युक्त्वा
प्रति + आह = प्रत्याह
यदि + अपि = यद्यपि
इति + ऊचुः = इत्यूचुः
प्रति + एकम् = प्रत्येकम्
वारि + आनय = वायोनय
दधि + अत्र = दध्यत्र
सति + अपि = सत्यपि।

2. ई + असमान स्वर = य् + असमान स्वर

महती + आकाङ्क्षा = महत्याकङ्क्षा
देवी + औदार्यम् = देव्यौदार्यम
सुधी + उपास्यः = सुध्युपास्यः
गौरी + औ = गौयौं, महती
महती + उत्कण्ठा = महत्युत्कण्ठा
पार्वती + उवाच = पार्वत्युवाच
पृथिवी + उवाच = पृथिव्युवाच
नदी + अत्र = नद्यत्र।

3. उ + असमान स्वर = व् + असमान स्वर

मधु + अत्र = मध्वत्र
मधु + अरिः = मध्वरिः
अनु + अयः = अन्वयः
अस्तु + इति = अस्त्विति
सु + आगतम् = स्वागतम्
साधु + इति = साध्विति
गुरु + आदेशः = गुर्वादेशः
गुरु + औदार्यम् = गुरूदार्यम्
मधु + आनयः = मध्वानयः
गुरु + आज्ञा = गुर्वाज्ञा।

4. ऊ + असमान स्वर = व् + असमान स्वर

वधु + आदेशः = वध्वादेशः
चमू + आनयनम् = चम्वानयनम्
वधु + आगमनम् = वध्वागमनम्
चमू + आगमनम् = चम्वागमनम्

5. ऋ + असमान स्वर = र् + असमान स्वर

धातृ + अंशः = धात्रंशः
पितृ + आदेशः = पित्रादेशः
मातृ + आज्ञा = मात्राज्ञा
मातृ + उपदेशः = मात्रुपदेशः

6. लृ + असमान स्वर = ल् + असमान स्वर

लृ + आकृति = लाकृतिः

5. अयादि सन्धि

एचोऽयवायावः – ए, ऐ, ओ, औ के बाद जब कोई असमान स्वर आता है, तब ‘ए’ के स्थान पर ‘अय’, ‘ओ’ के स्थान पर ‘अव’, ‘ऐ’ के स्थान पर ‘आय’ तथा ‘औ’ के स्थान पर ‘आव’ हो जाता है। जैसे- भो + अति = भवति। यहाँ ‘भो’ में ‘ओ’ है तथा उसके बाद ‘अति’ का प्रथम वर्ण ‘अ’ है, जो कि असमान स्वर है; ऊपर के नियम के अनुसार ‘ओ’ के
स्थान में ‘अव्’ हुआ, तब ‘भव + अति’ रूप बना, इन सबको मिलाने पर ‘भवति’ रूप बना। इसी प्रकार
(i) ए + असमान स्वर = अय्
(ii) ओ + असमान स्वर = अव्
(iii) ऐ + असमान स्वर =आय्
(iv) औ + असमान स्वर = आव्।

अन्य उदाहरण –

6. पूर्वरूप सन्धि

एङः पदान्तादति – यदि पद के अन्त में ‘ए’ अथवा ‘ओ’ हों तथा इनके बाद ह्रस्व ‘अ’ हो तो ‘अ’ का पूर्वरूप (5). हो जाता है। जैसे –

7. परसवर्ण सन्धि

अनुस्वारस्य ययि परसवर्ण: – यदि पद के मध्य अनुस्वार के आगे किसी वर्ग का कोई वर्ण हो तो अनुस्वार के स्थान पर उसी वर्ग का पंचम वर्ण हो जाता है। जैसे –

शाम् / शां + तः = शान्तः
सम् / सं + चयः = सञ्चयः
कुम् / कुं + ठितः = कुण्ठितः
गुम / गुं + फितः = गुम्फितः

(ii) व्यञ्जन सन्धि

परिभाषा – व्यञ्जन का किसी व्यञ्जन के साथ या स्वर के साथ मेल होने पर व्यञ्जन में जो परिवर्तन होता है, उसे व्यञ्जन सन्धि कहते हैं। इसे हल सन्धि भी कहते हैं। जैसे – ‘वागीशः = वाक् + ईशः’ यहाँ स्वर ई के साथ मेल होने पर क् के स्थान में ग् परिवर्तन होकर वागीशः’ शब्द बना।

नोट – व्यञ्जन सन्धि के अनेक भेद हैं। उनमें से श्चुत्व, ष्टुत्व, जश्त्व, चर्व एवं अनुस्वार भेदों का यहाँ निरूपण किया जा रहा है।

1. श्चुत्व सन्धि

स्तोः श्चुना श्चुः – जब स् (वर्ण) अथवा त वर्ग (त् थ् द् ध् न्) के आगे या सामने श् (वर्ण) अथवा च वर्ग (च् छ् ज् झ् ज्) हो तो स् (वर्ण) को श् (वर्ण) और त् थ् द् ध् न् (त वर्ग) टो क्रमशः च् छ् ज् झ् ञ् (च वर्ग) हो जाता है । अर्थात् स् के आगे श् या च वर्ग (च, छ, ज, झ, ञ्) का कोई वर्ण होगा तो स् के स्थान पर श् हो जाता है । इसी तरह ‘त्’ के स्थान पर ‘च’थ्’ के स्थान पर ‘छ’, ‘द्’ के स्थान पर ‘ज्’, ‘ध्’ के स्थान पर ‘झ्’ तथा ‘न्’ के स्थान पर ‘ब्’ हो जाता है। इसी को श्चुत्व सन्धि कहा जाता है। जैसे –

हरिस् + शेते = हरिश्शेते (स् को श् होने पर)
रामस् चिनोति रामश्चिनोति (स् को श् होने पर)
सत् + छात्रः = सच्छात्रः (त् को च् होने पर)
सत् + चित् = सच्चित् (त् को च् होने पर)
क्थ् + झटति = कछ्झटति (थ् को छ् होने पर)
उद् + ज्वलः = उज्ज्वलः (द् को ज् होने पर)
सद् + जनः = सज्जनः (द् को ज् होने पर)
बुध् + झटति = बझ्झटति (ध् को झ् बुध्)
बुध् + झटति = बुझ्झटति (ध् को झ् होने पर)
शाङ्गिन् + जयः = शाङ्गिञ्जयः (न को ज होने पर)
शत्रून् + जयति = शत्रूष्ठज्यति (न् को ब् होने पर)

2. ष्टुत्व सन्धि

ष्टुना ष्टुः – जब वर्ण स् त् थ् द् ध् न् के पहले अथवा बाद में वर्ण ष् ट् ठ् ड् द् ण् में से कोई भी वर्ण आता है तो स् त् थ् द् ध् न् को क्रमशः ष् ट् ठ् ड् ढ् ण् वर्ण हो जाता है। ष् के बाद तवर्गीय वर्ण को क्रमश: टवर्गीय वर्ण हो जाता है। इसी को ष्टुत्व सन्धि कहते हैं। जैसे –

रामस् + षष्ठः = रामष्षष्ठः (स् को ए होने पर)
रामस् + टीकते = रामष्टीकते (स् को ष् होने पर)
तत् + टीका = तट्टीका (त् को ट् होने पर)
मत् + टीका = मट्टीका (त् को ट् होने पर)
कथ + ठक्कुरः = कठ्ठक्कुरः (थ् को ठ् होने पर)
उद् + डयनम् = उड्डयनम् (द् को ड् होने पर)
एतद् + ढक्का = एतड्ढक्का (द् को ड् होने पर)
बध् + ढौकसे बढ्ढौकसे (ध् को द होने पर)
बुध् + डीन = बुडीनः (ध् को द होने पर)
महान् + डामरः = महाण्डामरः (न् को ण् होने पर)
चक्रिन् + ढौकसे = चक्रिण्डौकसे (न् को ण होने पर)
इष + तः = इष्टः (त् को ट् होने पर)
पेष् + ता = पेष्टा (त् को ट होने पर)

3. णत्वविधानम्

रषाभ्यां नो णः समानपदे। अट्कुप्वाङ् नुमव्यायेऽपि ऋवर्णान्नस्य णत्वं वाच्यम्।
(अर्थात् यदि र, ष, ऋ तथा ऋ के बाद ‘न्’ आये तो उसका ‘ण’ हो जाता है।) जैसे –

पितृ + नाम् = पितृणाम्
तिस + नाम् = तिसृणाम्
जीर् + नम् = जीर्णम्
पूर् + नः = पूर्णः
कन् + णः = कण्णः
पूष + ना = तृष्
गीर् + ना = तृष्णा
गीर् + नः = गीर्णः
मुष् + नाति = मुष्णाति
कृष् + नः = कृष्णः

नोट – यदि र, ष, ऋ, ऋ तथा ‘न्’ के बीच में कोई स्वर, कवर्ग, पवर्ग, य, व, र, ह्, तथा अनुस्वार आ जायें तो भी ‘न्’ का ‘ण’ हो जाता है जैसे – रामे + न = रामेण। किन्तु पदान्त ‘न्’ का ‘ण’ नहीं होता यथा – रामा + न् = रामान् ।

4. षत्वविधानम्

अपदान्तस्य मूर्धन्यः। इण्कोः। आदेशप्रत्यययोः। (अर्थात् ‘अ’ तथा ‘आ’ को छोड़कर यदि कोई स्वर ह, य, व, र, ल तथा विसर्ग (:) के बाद ‘स्’ आये और वह ‘स्’ पदान्त का न हो, तो उसका ‘ए’ हो जाता है।) जैसे –

दिक् + सु = दिक्षु, दिक्षु
सर्पिः + सु = सर्पिषु
मातृ + सु = मातृषु
नटे + सु = नटेषु
हरि + सु = हरिषु
यजु + सु = यजुषु
भानु + सु = भानुषु
धनून् + सि = धषि
रामे + सु = रामेषु
चतुर् + सु = चतुर्यु

(iii) विसर्ग सन्धि

परिभाषा – जब विसर्ग के स्थान पर कोई भी परिवर्तन होता है तब वह विसर्ग सन्धि कही जाती है। विसर्ग (:) का स्वर-वर्ण अथवा व्यञ्जन वर्ण से मेल होने पर जब विसर्ग में कोई परिवर्तन होता है तो उसे ‘विसर्ग सन्धि’ कहते हैं।

1. सत्व सन्धि

विसर्जनीयस्य सः – अदि विसर्ग के परे (सामने) क् ख् च् छ, ट, ठ्, त्, थ्, श्, य् फ् अथवा स् वर्गों में से कोई एक वर्ण होता है, तो विसर्ग (:) का (त्, थ् आने पर) स्, (च, छ् आने पर) श् तथा (ट्, ठ् आने पर) ए हो जाता है । इसी को सत्व सन्धि कहते हैं। जैसे –

2. उत्वसन्धि

(I) अतो रोरप्लुतादप्लुते – जब विसर्ग (:) के पहले ह्रस्व ‘अ’ हो तथा विसर्ग (:) के परे (बाद में) भी ह्रस्व ‘अ’ स्वर हो तो विसर्ग (:) के स्थान पर ‘ओ’ तथा बाद में आने वाले ह्रस्व ‘अ’ के स्थान पर अवग्रह चिह्न (s) लगा दिया
जाता है। जैसे –

बालकः + अयम् = बालकोऽयम्।
(विसर्ग को ओ होने से तथा पर ‘अ’ को ‘s’ अवग्रह होने पर)
कः + अपि = कोऽपि।
(विसर्ग को ओ होने से तथा पर ‘अ’ को ‘s’ अवग्रह होने पर)
लक्ष्मणः + अस्ति = लक्ष्मणोऽस्ति।
(विसर्ग को ओ होने से तथा पर ‘अ’ को ‘s’ अवग्रह होने पर)
रामः + अगच्छत् = रामोऽगच्छत्।
(विसर्ग को ओ होने से तथा पर ‘अ’ को ‘s’ अवग्रह होने पर)
रामः + अवदत्= रामोऽवदत्।
(विसर्ग को ओ होने से तथा पर ‘अ’ को ‘s’ अवग्रह होने पर)

(II) हशि च- यदि विसर्ग (:) के पूर्व (पहले) ह्रस्व ‘अ’ हो और विसर्ग (:) के आगे किसी भी वर्ग का तीसरा (ग, ज, ड्, द्, ब्), चौथा (घ, झ, द, ध्, भ), पाँचवां (ङ्, ज्, ण, न, म्)अथवा य, र, ल, व, ह-इन बीस वर्गों में से कोई भी एक वर्ण हो तो विसर्ग (:) के पूर्व वाले ‘अ’ तथा विसर्ग (:) दोनों के स्थान पर ‘ओ’ हो जाता है। जैसे –

विशेष ध्यातव्य – उपुर्यक्त दोनों उत्व सन्धियों में होने वाले विसर्ग (:) को उत्व सन्धि के नियम से ‘उ’ हो जाता है और फिर ‘अ + उ’ को मिलाकर गुण सन्धि के नियम से ‘ओ’ हो जाता है तथा ओ से परे अकार रहने पर अकार का पूर्वरूप होने से ऽ हो जाता है।

3. रुत्व सन्धि

ससजुषोरु: – यदि विसर्ग के पूर्व अ, आ को छोड़कर कोई अन्य स्वर हो और उस विसर्ग (:) के बाद कोई स्वर, वर्ग का तीसरा, चौथा, पाँचवां अक्षर, य, र, ल, व्, ह वर्ण हों तो विसर्ग को ‘र’ हो जाता है। जैसे –

4. रेफ लोप सन्धि

रोरि – यदि विसर्ग के बाद ‘र’ हो तो विसर्ग का ‘र’ हो जाता है तथा ‘रोरि सूत्र द्वारा ‘र’ का लोप हो जाता है । यदि ‘र’ के पहले अ, इ, उ हों तो उनका दीर्घ हो जाता है। जैसे –

पुनः + रमते (पुन + र् + रमते) = पुनारमते।
हरिः + रम्यः (हरि + र् + रम्यः) = हरीरम्यः।
भानुः + राजते (भानु + र् + राजते) = भानूराजते।
कविः + राजते (कवि + र् + राजते) = कवीराजते।
शम्भुः + राजते (शम्भु + र् + राजते) = शम्भूराजते।

अभ्यास : 1

प्रश्न – अधोलिखितेषु पदेषु सन्धिविच्छेदं कुरुत-(निम्नलिखित पदों में सन्धि-विच्छेद कीजिए-)

1. पाण्डवाग्रजः
2. गत्वैकं
3. प्रत्येक:
4. भवनम्:
5. पावकः
6. प्रेजते
7. कीटोऽपि
8. वध्वागमः
9. सर्वेऽस्मिन्
10. गंगैषा
11. लाकृति
12. हरिश्शेते:
13. तट्टीका
14. विष्णुस्त्राता
15. देवो वन्द्यः।

उत्तरम् :

1. पाण्डव + अग्रजः
2. गत्वा + एकं
3. प्रति + एकं
4. भो + अनम्
5. पौ + अक:
6. प्र + एजते
7. कोटः + अपि
8. वधू + आगमः
9. सर्वे + अस्मिन्
10. गंगा + एषा
11. ल + आकृति
12. हरिः + शेते
13. तत् + टीका
14. विष्णुः + त्राता
15. देवो + वन्द्यः।

अभ्यास : 2

प्रश्न – अधोलिखितेषु पदेषु संधि कृत्वा संधिनामोल्लेखं कुरुत (निम्नलिखित पदों में सन्धि करके सन्धि का नाम बताइए-)

1. श्री + ईशः
2. साधु + ऊचुः
3. देव + ऋषिः
4. रमा + ईशः
5. सदा + एव
6. महा + ओषधिः
7. दधि + अत्र
8. नै + अकः
9. जे + अः
10. प्र + एजते
11. सत् + चि
12. पेष् + ताः
13. रामे + सु
14. राम + स्
15. शिवस + अर्च्य।

उत्तरम् :

1. श्रीशः (दीर्घ सन्धिः)
2. साधूचुः (दीर्घ सन्धि)
3. देवर्षिः (गुण सन्धि)
4. रमेशः (गा सन्धि)
5. सदैव (वृद्धि सन्धि)
6. महौसधिः (वृद्धि सन्धि)
7. दध्यत्र (यण् सन्धि)
8. नायकः (अयादि सन्धिः)
9. जयः (अयादि सन्धिः)
10. प्रेजते (पररूप सन्धिः)
11. सच्चित् (श्चुत्व सन्धिः)
12. पेष्टारष्टुत्व सन्धिः)
13. रमेसु (षत्वविधानम्)
14. रामः (विसर्ग सन्धि)
15. शिवोऽर्च्य (उत्व सन्धिः)।

अभ्यास : 3

प्रश्न: – अधोलिखितेषु वाक्येषु स्थूलपदेषु सन्धिनियमान् आधारीकृत्य सन्धिविच्छेदं कुरुत (निम्नलिखित वाक्यों में स्थूल पदों में सन्धि-नियमों को आधार बनाकर सन्धि-विच्छेद कीजिए-)

1. अद्याहम् आपणं गमिष्यामि।
2. पर्वतानां नृपः हिमालयः अस्ति।
3. अद्य राधा विद्यालयं न गमिष्यति।
4. तव नाम रवीन्द्रः अस्ति?
5. प्रातःकाले सूर्योदयः भवति।
6. इन्द्रः हि सुरेन्द्रः अस्ति।
7. सिंहः मृगेन्द्रः भवति।
8. सायंकाले चन्द्रोदयः भवति।
9. प्रतिजनस्य हृदये परमेश्वरः वसति।
10. राकेशः कुत्र निवसति?
11. देवर्षिः नारदः महान् अस्ति।
12. रमेशः स्वगृहस्य नायकः अस्ति।
13. राजर्षिः प्रतापवान् आसीत्।
14. रमनः श्रेष्ठः गायकः अस्ति।
15. स्वामी दयानन्दः महर्षिः आसीत्।
16. प्रतिगृहे पावकः भवति।
17. श्यामः कुशल: नाविकः अस्ति।
18. राहुलः धावकः अस्ति।
19. अयम् आश्रमः पवित्रः अस्ति।
20. तव गृहे परमैश्वर्यम् अस्ति।

उत्तराणि :

1. अद्य + अहम्
2. हिम + आलयः
3. विद्या + आलयम्
4. रवि + इन्द्रः
5. सूर्य + उदयः
6. सुर + इन्द्रः
7. मृग + इन्द्रः
8. चन्द्र + उदयः
9. परम + ईश्वरः
10. राका + ईश:
11. देव + ऋषिः
12. नै + अक:
13. राजा + ऋषि:
14. गै + अक:
15. महा + ऋषिः
16. पौ + अक:
17. नौ + इक:
18. धौ + अक:
19. पो + इत्र:
20. परम + ऐश्वर्यम्।

अभ्यास : 4

प्रश्न: – अधोलिखितवाक्येषु स्थूलपदेषु सन्धिनियमान् आधारीकृत्य सन्धिविच्छेदं कुरुत (निम्नलिखित वाक्यों में स्थूल पदों में सन्धि-नियमों को आधार बनाकर सन्धि-विच्छेद कीजिए-)

1. तव हृदये परमौदार्यम् अस्ति ।
2. निम्बः महौषधम् भवति ।
3. त्वच्छ, तदैव अहम् गमिष्यामि ।
4. यथा माता करोति तथैव पुत्रः करोति।
5. एतस्मिन् पात्रे तण्डुलौदनम् अस्ति।
6. सः किं प्रत्युवाच।
7. इत्युक्त्वा सः अगच्छत्।
8. मम हृदये अत्यौत्सुक्यम् अस्ति।
9. त्वं गुर्वाज्ञा न जानासि।
10. मम गृहे तव स्वागतम्।
11. त्वं पठ, इंति पित्रादेशः।
12. समयेऽस्मिन् सः कुत्र भविष्यति?
13. वृक्षेऽस्मिन् कः तिष्ठति?
14. रामः विद्यालये सच्छात्रः अस्ति।
15. गगनमण्डल: उज्ज्वलः अस्ति।
16. राहुलः सज्जनः बालकः अस्ति।
17. जनकस्य मनः कुण्ठितः आसीत्।
18. भिक्षुकः शान्तः आसीत्।
19. माता नाविकं पश्यति।
20. बालानां हृदयः निश्छलः भवति।

उत्तराणि :

1. परम + औदार्यम्
2. महा + औषधम्
3. तदा + एव
4. तथा + एव
5. तण्डुल + ओदनम्
6. प्रति + उवाच
7. इति + उक्त्वा
8. अति + औत्सुक्यम्
9. गुरु + आज्ञा
10. सु + आगतम्
11. पितृ + आदेश:
12. समये + अस्मिन्
13. वृक्षे + अस्मिन्
14. सत् + छात्र:
15. उद् + ज्वल:
16. सत् + जनः
17. कुम् + ठित:
18. शाम् + तः
19. नौ + इकम्
20. निः + छलः

अभ्यास : 5

प्रश्न: – अधोलिखितवाक्येषु स्थूलपदेषु सन्धिनियमान् आधारीकृत्य सन्धि कुरुत –
(निम्नलिखित वाक्यों में स्थूल पदों में सन्धि-नियमों को आधार बनाकर सन्धि कीजिए-)

1. पूर्णिमायाः दिवसे पूर्ण: रजनी + ईशः उदेति।
2. मम दुःख + अन्तः अवश्यमेव भविष्यति।
3. रमा प्रात: देव + आलयम् गच्छति।
4. उपवने पदम् + आकरः अस्ति।
5. सोहनः पुस्तक + आलयं गच्छति।
6. मम विद्या + आलय: निकटमस्ति।
7. मोहितः प्रवीण: विद्या + अर्थी अस्ति।
8. जलाय महती + इच्छा भवति।
9. सोहनस्य अभि + इष्टः देवः रामः अस्ति।
10. शंकरः गौरी + ईशः अस्ति।
11. विष्णुः लक्ष्मी + ईशः अस्ति।
12. चन्द्रः एव सुधा + आकरः भवति।
13. रवीन्द्रः कवि + इन्द्रः आसीत्।
14. मम गृहे विवाह + उत्सवः अस्ति।
15. हरि + ईशः प्रवीण: छात्रः अस्ति।
16. हिम + आलये विविधाः वृक्षाः सन्ति।
17. रल + आकरः गम्भीरः भवति।
18. तव जनकस्य नाम परम + आनन्दः अस्ति।
19. जनस्य उपरि पितृ + ऋणं भवति।
20. नर + इन्द्रः चालकः अस्ति।

उत्तराणि :

1. रजनीश:
2. दुःखान्तः
3. देवालयम्
4. पद्माकरः
5. पुस्तकालयं
6. विद्यालयः
7. विद्यार्थी
8. महतीच्छा
9. अभीष्टः
10. गौरीशः
11. लक्ष्मीश:
12. सुधाकरः
13. कवीन्द्रः
14. विवाहोत्सवः
15. हरीश:
16. हिमालये
17. रत्नाकरः
18. परमानन्दः
19. पितृणम्
20. नरेन्द्रः।

अभ्यास : 6

प्रश्न: – अधोलिखितवाक्येषु स्थूलपदेषु सन्धिनियमान् आधारीकृत्य सन्धिं कुरुत (निम्नलिखित वाक्यों में स्थूल-पदों में सन्धि-नियमों को आधार बनाकर सन्धि कीजिए-)

1. पुष्प + इन्द्रः कुत्र गमिष्यति?
2. शिवः एव महा + ईशः अस्ति।
3. पर + उपकारः महान् गुणः भवति।
4. हित + उपदेशः लाभकारी भवति।
5. रामः पुरुष + उत्तमः आसीत्।
6. अद्य विद्यालये महा + उत्सवः भविष्यति।
7. अद्यापि गगनमण्डले सप्त + ऋषयः दीप्यन्ति।
8. ग्रीष्मानन्तरे वर्षा + ऋतुः आगमिष्यति।
9. सदा सत्यस्य विजयः भो + अति।
10. सः देवं ध्यै + अति।
11. हरे + ए रोचते भक्तिः।
12. सदा + एव सत्यं वद।
13. मम उपरि तु ईश्वर + औदार्यम् अस्ति।
14. अद्य जनकस्य गृहे वधू + आगमनम् भविष्यति।
15. पुरुषो + अयम् बलवान् अस्ति।
16. शय्यां हरिस् + शेते।
17. रीना सत् + चरित्रा बालिका अस्ति।
18. मम मित्रं सद् + जनः अस्ति।
19. विद्यालये अहम् + पठामि।
20. बालिका गृहम् + गच्छति।

उत्तराणि :

1. पुष्पेन्द्रः
2. महेश:
3. परोपकार:
4. हितोपदेशः
5. पुरुषोत्तमः
6. महोत्सवः
7. सप्तर्षयः
8. वर्षर्तुः
9. भवति
10. ध्यायति
11. हरये
12. सदैव
13. ईश्वरौदार्यम्
14. वध्वागमनम्
15. पुरुषोऽयम्
16. हरिश्शेते
17. सच्चरित्रा
18. सज्जन:
19. अहं पठामि
20. गृहं गच्छति।

Jharkhand Board JAC Class 9 Maths Solutions Chapter 5 Introduction to Euclid’s Geometry Ex 5.2 Textbook Exercise Questions and Answers.

JAC Board Class 9th Maths Solutions Chapter 5 Introduction to Euclid’s Geometry Ex 5.2

Page-88

Question 1.
How would you rewrite Euclid’s fifth postulate so that it would be easier to understand?
Answer:
The fifth postulate is about parallel lines. When two or more lines never intersect each other in a plane and perpendicular distance between them is always constant then they are said to be parallel lines.
Two facts of the postulates:
(i) If P doesn’t lie on 1 then we can draw a line through P which will be parallel to the line 1.
(ii) There will be only one line can be drawn through P which is parallel to the line 1.

Question 2.
Does Euclid’s fifth postulate imply the existence of parallel lines? Explain.
Answer:

Yes, Euclid’s fifth postulate implies the existence of parallel lines.
If the sum of the interior angles will be equal to sum of the two right angles then two lines will not meet each other on either side and therefore they will be parallel to each other.

Lines m and n will be parallel if
∠1 + ∠3 = 180°
Or ∠2 + ∠4 = 180°

Jharkhand Board JAC Class 9 Maths Solutions Chapter 5 Introduction to Euclid’s Geometry Ex 5.1 Textbook Exercise Questions and Answers.

JAC Board Class 9th Maths Solutions Chapter 5 Introduction to Euclid’s Geometry Ex 5.1

Question 1.
Which of the following statements are true and which are false? Give reasons for your answers.
(i) Only one line can pass through a single point.
(ii) There are an infinite number of lines which pass through two distinct points.
(iii) A terminated line can be produced indefinitely on both the sides.
(iv) If two circles are equal, then their radii are equal.
(v) In Fig., if AB = PQ and PQ = XY, then AB = XY.

Answer:
(i) False. There can be infinite lines drawn passing through a single point.
(ii) False. Only one line can be drawn which passes through two distinct points.
(iii) True. A terminated line can be produced indefinitely on both the sides.
In geometry, a line can be extended in both the directions. A line means infinite long length.
(iv) True. If two circles are equal, then their radii are equal.
By superposition, we will find that the centre and circumference of the both circles coincide. Hence, their radii must be equal.
(v) True. By Euclid’s first axiom things which are equal to the same thing, are equal to one another.

Question 2.
Give a definition for each of the following terms. Are there other terms that need to be defined first? What are they, and how might you define them?
(i) parallel lines
(ii) perpendicular lines
(iii) line segment
(iv) radius of a circle
(v) square
Answer:
Yes, other terms need to be defined first which are:
Plane: A plane is flat surface on which geometric figures are drawn.
Point: A point is a dot drawn on a plane surface and is dimensionless.
Line: A line is collection of points which can extend in both the directions and has only length not breadth.
(i) Parallel lines: When two or more lines never intersect each other in a plane and perpendicular distance between them is always constant then they are said to be parallel lines.
(ii) Perpendicular lines: When two lines intersect each other at right angle in a plane then they are said to be perpendicular to each other.
(iii) Line segment: A line segment is a part of a line with two end points and cannot be extended further.
(iv) Radius of a circle: The fixed distance between the centre and any point on the circumference of a circle is called the radius of the circle.
(v) Square: A square is a quadrilateral in which all the four sides are equal and each internal angle is a right angle.

Question 3.
Consider two ‘postulates’ given below:
(i) Given any two distinct points A and B, there exists a third point C which is in between A and B.
(ii) There exist at least three points that are not on the same line.
Do these postulates contain any undefined terms? Are these postulates consistent? Do they follow from Euclid’s postulates? Explain.
Answer:
Undefined terms in the postulates:
⇒ Many points lie in a plane. But here it is not given about the position of the point C whether it lies on the line segment joining AB or not.
⇒ Also, there is no information about the plane whether the points are in same plane or not.
Yes, these postulates are consistent when we deal with these two situations:
(i) Point C is lying in between and on the line segment joining A and B.
(ii) Point C not lies on the line segment joining A and B.
No, they don’t follow from Euclid’s postulates. They follow the axioms.

Page-86

Question 4.
If a point C lies between two points A and B such that AC = BC, then prove that AC = 1/2 AB. Explain by drawing the figure.
Answer:

Here, AC = BC
Now, adding AC both sides.
AC + AC = BC + AC
Also, BC + AC = AB (as it coincides with line segment AB)
∴ 2 AC = AB
⇒ AC = \(\frac{1}{2}\) AB.

Question 5.
In Question 4, point C is called a mid-point of line segment AB. Prove that every line segment has one and only one mid-point.
Answer:

Let AB be the line segment and points P and Q be two different mid points of AB.
Now,
∴ P and Q are mid points of AB.
Therefore, AP = PB and also AQ = QB.
Also, PB + AP = AB (as it coincides with line segment AB)
Similarly, QB + AQ = AB.
Now, AP = PB
AP + AP = PB + AP
(If equals are added to equals, the wholes are equal.)
⇒ 2 AP = AB ……… (i)
Similarly,
2 AQ = AB ……. (ii)
From (i) and (ii)
2 AP = 2 AQ (Things which are equal to the same thing are equal to one another.)
⇒ AP = AQ
Thus, P and Q are the same points. This contradicts the fact that P and Q are two different mid points of AB. Thus, it is proved that every line segment has one and only one mid-point.

Question 6.
In Fig, if AC = BD, then prove that AB = CD.

Answer:
Given, AC = BD
From the figure,
AC = AB + BC
BD = BC + CD
⇒ AB + BC = BC + CD
According to Euclid’s axiom, when equals are subtracted from equals, remainders are also equal.
Subtracting BC from both sides,
AB + BC – BC = BC + CD – BC
AB = CD

Question 7.
Why is Axiom 5, in the list of Euclid’s axioms, considered a ‘universal truth’? (Note that the question is not about the fifth postulate.)
Answer:
Axiom 5: The whole is greater than the part.
Take an example of a cake. When it is whole it will measures 2 pound but when we took out a part from it and measured its weigh it will come out lower than the previous one. So, the fifth axiom of Euclid is true for all the universal things. That is why it is considered a ‘universal truth’.