Caste and Reform – Page 4 – Jharkhand Board Solution

JAC Class 8 Social Science Solutions Geography Chapter 6 Human Resource

September 3, 2024September 2, 2024 by Prasanna

JAC Board Class 8th Social Science Solutions Geography Chapter 6 Human Resource

JAC Class 8th Geography Human Resource InText Questions and Answers

Page 63

Question 1.
Study Fig. 6.1 and find out of the world’s total population which continent has: Of every 100 people in the world…

(a) only 5 per cent
(b) only 13 per cent
(c) only 1 per cent
(d) only 12 per cent
Answer:
(a) North America
(b) Africa
(c) Ocenia (Australia, New Zealand, Pacific islands)
(d) Europe

Page 64

Question 2.
Look at Fig 6.2 and find out: of these countries how many are in Asia? Colour them on a world map.

Answer:
There are 7 countries in Asia Japan, Russia, Bangladesh, Pakistan, Indonesia, India and China. On a world map, students need to colour on their own.

Page 67

Question 3.
Every human being is potential resource for the society. What will be your contribution as a human resource?
Answer:
Students need to do it on their own.

JAC Class 8th Geography Human Resource Textbook Questions and Answers

Question 2.

(i) Which does the term population distribution refer to?
(a) How population in a specified area changes over time.
(b) The number of people who die in relation to the number of people born in a specified area.
(c) The way in which people are spread across a given area.
Answer:
(c) The way in which people are spread across a given area.

(ii) Which are three main factors that cause population change?
(a) Births, deaths and marriage
(b) Births, deaths and migration
(c) Births, deaths and life expectancy
Answer:
(b) Births, deaths and migration

(iii) In 1999, the world population reached
(a) 1 billion
(b) 3 billion
(c) 6 billion
Answer:
(c) 6 billion

(iv) What is a population pyramid?
(a) A graphical presentation of the age, sex composition of a population.
(b) When the population density of an area is so high that people live in tali buildings.
(c) Pattern of population distribution in large urban areas.
Answer:
(a) A graphical presentation of the age, sex composition of a population.

Question 3.
Complete the sentences below using some of the following words:
sparsely, favourable, fallow, artificial, fertile, natural, extreme, densely When people are attracted to an area it becomes populated Factors that influence this include climate; good supplies of resources and land.
Answer:
When people are attracted to an area it becomes ..densely., populated Factors that influence this include ..favourable., climate; good supplies of …natural… resources and …fertile… land.

Question 4.
Activity
Discuss the characteristics of a society with ‘too many under 15s’ and one with ‘too few under 15s’.
Hint:
need for schools; pension schemes, teachers, toys, wheel chairs, labour supply, hospitals.
Answer:
Students need to do it on their own.

JAC Class 8th Geography Human Resource Important Questions and Answer

Multiple Choice Questions

Question 1.
When was the Ministry of Human Resources Development created to help the people of India to be healthy, educated and happy?
(a) 1990
(b) 1980
(c) 1995
(d) 1985
Answer:
(d) 1985

Question 2.
More than 90 per cent of world’s population lives on about per cent of the land surface.
(a) 30
(b) 20
(c) 10
(d) 40
Answer:
(c) 10

Question 3.
Population……..is the number of people living in a unit area of the earth’s surface. India has 382 people per square per kilometer whereas the world’s average is 14 only.
(a) density
(b) pyramid
(c) distribution
(d) number
Answer:
(a) density

Question 4.
The difference between emigrant and immigrant is:
(a) An emigrant is a person leaving her home country and an immigrant is a person leaving his home country.
(b) An emigrant is a person leaving her home country and an immigrant is a person entering a new country.
(c) An immigrant is a person leaving her home country and an emigrant is a person entering a new country.
(d) None of these
Answer:
(b) An emigrant is a person leaving her home country and an immigrant is a person entering a new country.

Question 5.
The main factors that brings a population change of an area are
(a) births, deaths, migration.
(b) births, deaths, style.
(c) births, deaths, religion.
(d) births, deaths, climate.
Answer:
(a) births, deaths, migration.

Question 6.
The least number of people live in the………continent.
(a) Africa
(b) Asia
(c) Antarctica
(d) Europe
Answer:
(c) Antarctica

Question 7.
The most populated continent is …….
(a) North America
(c) South America
(b) Asia
(d) None of these
Answer:
(b) Asia

Question 8. According to population, India’s rank in the world is…….
(a) first
(b) second
(c) third
(d) fourth
(d) none of these
Answer:
(b) second

Question 9.
Human resources differ from one another in respect of………
(a) education level
(b) sex
(c) age
(d) all of these
Answer:
(d) all of these

Question 10.
The method and way in which people are spread across the surface of the earth is called as the pattern of population.
(a) distribution
(b) density
(c) pyramid
(d) none of these
Answer:
(a) distribution

Very Short Answer Type Questions

Question 1.
What do you mean by birth rate and death rate?
Answer:
The number of live births per 1000 persons is known as birth rate. The number of deaths per 1000 persons is known as death rate.

Question 2.
Which country has experienced a loss in population due to emigration?
Answer:
Sudan is the country which has experienced a loss in population due to emigration.

Question 3.
What is the percentage of the world’s population who lives in about 10% of the land surface?
Answer:
The world’s population who lives in about 10% of the land surface is 90 per cent.

Question 4.
Why is population growth slowing in United Kingdom?
Answer:
In United Kingdom, population growth is slowing because of both low birth and death rates.

Question 5.
What do you mean by life expectancy?
Answer:
The number of years that an average person can expect to live is known as the life expectancy.

Question 6.
What is called as the pattern of population distribution?
Answer:
The way in which people are spread across the earth surface is called the pattern of population distribution.

Question 7.
What do you understand by population density?
Answer:
By population density we understand that it is the number of people living in a unit area of the earth’s surface. It is normally expressed as per square km.

Question 8.
People migrate from rural areas to urban areas. Why?
Answer:
Within countries large number of people may move from the rural areas to urban areas in search of better employment, education and health facilities.

Question 9.
Who are immigrants?
Answer:
Immigrants are those people who arrive in a country.

Question 10.
Who are emigrants?
Answer:
Emigrants are those people who leave a country.

Short Answer Type Questions

Question 1:
Distinguish between productive and dependent population.
Answer:

Productive Population	Dependent Population
Population engaged in productive economic activities.	Population is dependent on productive population and not engaged in any economic activities.
15-59 years of age group belongs to this category.	Below 15 years and above 60 years belongs to this group.
People are economically independent.	People are economically dependent.

Question 2.
What is the general movement of international migrations? Why it happens?
Answer:
The general movement of international migrations is from the less developed nations to the more developed nations in search of better employment opportunities and better living standards.

Question 3.
When was Pradhan Mantri Kaushal Vikas Yojna (PKVY) started? What was the objective of this scheme?
Answer:
Pradhan Mantri Kaushal Vikas Yojna (PKVY) was started in 2015. Its aim was to train one crore Indian youth from 2016 to 2020. The objective of this scheme is to encourage towards employable skills by giving quality training to probable and existing wage earners.

Question 4.
What does the shape of a population pyramid of Japan point out? Answer: In countries like Japan, low birth rates make the pyramid narrow at the base. Decreased death rates allow numbers of people to reach old age.

Answer:
Population Pyramid of Japan – The base of the pyramid is narrow. This indicates less birth rate when compared to the death rate. Since the birth rate is less, the number of children who grow into adults will also be considerably less. So, the overall population is also less.

Question 5.
Why some countries such as Kenya have high population growth rate?
Answer:
Some countries such as Kenya had high population growth rate because they have both high birth and death rates. Nowadays, with improved health care, the death rates have fallen but birth rates still remain high which leads to high growth rate.

Question 6.
What has caused the population explosion?
Answer:
In 1804, the world’s population reache(d) one billion. A hundred and fifty years later, in 1959 the world’s population reached 3 billion and it is often known as population explosion. Less than 40 years later, in 1999, the population doubled to 6 billion. The main reason for this growth was that with better food supplies and medicine, numbers of deaths were fallen down, while the number of births still remained fairly high.

Question 7.
Do you think climate affect the population distribution of an area? If yes, then how?
Answer:
Yes, I think climate affects the population distribution of an area. People usually avoid extreme climates that are very hot or very cold like Sahara desert, polar regions of Russia, Canada and Antarctica.

Question 8.
In brief write about the distribution of population.
Answer:
Distribution of population:

More than 90 per cent of the world’s population lives in about 10 per cent of the land surface.
The distribution of population in the world is extremely uneven. Some areas are very crowded and some are sparsely populated.
Very few people live in high latitude areas, tropical deserts, high mountains and areas of equatorial forests. Many more people live north of the Equator than south of the Equator.
Almost three-quarters of the world’s people live in two continents Asia and Africa.

Question 9.
Why do you think population study essential for the government?
Answer:
Population study is essential for the government because it helps to plan for the areas such as education, housing, social security, education, employment and environmental preservation and conservation.

Long Answer Type Questions

Question 1.
Explain briefly the Ministry of Human Resources Development in India.
Answer:
The Ministry of Human Resources Development in India is an Indian government ministry which is responsible for the development of human resources. It has been divided into departments:

The Department of School Education and Literacy: it deals with primary education and literacy.
The Department of Higher Education: it deals with secondary and post-secondary education.

In 1910, under the British rule, the department originated as the Indian Education Department. After independence, the Ministry of Education was created in 1947. The Ministry of Education was merged with the newly created Ministry of Human Resources Development in 1985. The Ministry’s objective is to achieve universal access and enrollment, universal retention of children upto 14 years of age in school and essential and fundamental improvement in the quality of education to enable all children to achieve substantial levels of learning. Also paying special attention to disadvantaged groups such as the poor, females and the minorities.

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Solutions Geography Chapter 5 Industries

September 3, 2024September 2, 2024 by Prasanna

JAC Board Class 8th Social Science Solutions Geography Chapter 5 Industries

JAC Class 8th Geography IndustriesIn Text Questions and Answers

Page 48

Question 1.
Trace the journey of your shirt from a cotton field to your wardrobe.
Answer:
Cotton yam that is used in making cotton garments have to go through a long journey from fields to our wardrobes. The first step is naturally growing cotton in the fields which takes a long time and lot of efforts. Cotton is found in small bud like structures. During harvesting season, farmers pluck out cotton buds and separate raw cotton. The raw cotton is then spinned on a hand loom or power loom. After spinning, cotton yam is weaved to make finished cotton cloth. This cloth is used by tailors to make different garments and sold to retailers. We buy garments from retailers and that is how it reaches us.

Page 49

Question 2.
Give some examples of agro-based industries.
Answer:
Some agro-based industries are tea industry, sugar industry, textile industry, food processing industries.

Page 50

Question 3.
Find out the inputs, outputs and processes involved in the manufacture of a leather shoe.
Answer:
The inputs, outputs and processes involved in the manufacture of a leather shoe:

Input:
Raw material, labour, land cost, transportation cost, infrastmcture.

Output:
Leather shoes

Processes:
Activities to convert hide into leather, washing, cleaning, cutting into different design, sewing, polishing, packing, then out for sale in market.

Page 55

Question 4:
With the help of an atlas identify some iron and steel industries in India and mark their location on an outline map of India.
Answer:
Students need to do it on their own.

Page 58

Question 5.
Collect different types of pieces of cloth from a tailor’s shop and classify them under cotton, silk, synthetic and woolen. Find out the raw materials used in their manufacturing.
Answer:
Students need to do it on their own. Raw material cotton crop silkworm yam wool

Page 58

Question 6.
On an outline map of the world mark the places which provide raw material to cotton textile industry of Osaka.
Answer:
Students need to do it on their own.

JAC Class 8th Geography Industries Textbook Questions and Answers

Answer The Following Questions.

Question 1.

(i) What is meant by the term ‘industry’?
Answer:
The term ‘Industry’ deals with the economic activity that is concerned with production of goods, extraction of minerals or the provision of services.

(ii) Which are the main factors which influence the location of an industry?
Answer:
The main factors which influence the location of an industry are land, labour, water, power, availability of raw materials, transport and market.

(iii) Which industry is often referred to as the backbone of modern industry and why?
Answer:
Iron and steel industry is often referred to as the backbone of modem industry because most of the things are either made of iron or steel or whose products are used as raw materials for other industries.

(iv) Why cotton textile industry rapidly expanded in Mumbai?
Answer:
Cotton textile industry rapidly expanded in Mumbai because of many favourable conditions such as it has warm and moist climate, facility of port for importing machineries, availability of raw materials and skilled labour easily.

Tick the correct answer.

Question 2.

(i) Fort Gloster is located in
(a) West Bengal
(b) California
(c) Gujarat
Answer:
(a) West Bengal

(ii) Which one of the following is a natural fibre?
(a) nylon
(b) jute
(c) acryclic
Answer:
(b) jute

Distinguish between the followings.

Question 3.

(i) Agro-based and mineral based industry
Answer:

Agro-based industry	Mineral based industry
Plants and animal based products are used as raw materials.	Mineral ores are used as raw materials.
It provides employment mostly in rural areas.	It provides employment in both mral and urban areas.
Examples: jute industry, cotton industry, diary products, etc.	Examples: iron and steel industry, etc.

(ii) Public sector and joint sector industry
Answer:

Public sector industry	Joint sector industry
These industries are owned and run by the government.	These industries are owned and operated by the state as well as individuals.
Examples: Hindustan Aeronautics Ltd., BHEL, Steel Authority of India Ltd., etc.	Examples: Maruti Udyog, etc.
These are managed by the workforce appointed by the government.	These are managed by government as well as private employees.

Question 4.
Give two examples of the following in the space provided:
(i) Raw Materials: ………..and……….
Answer:
plants, ores.

(ii) End products:………. and………..
Answer:
Motorbikes, shoes

(iii) Tertiary Activities:……… and ………
Answer:
Banking, transport

(iv) Agro-based Industries:………… and ……
Answer:
Jute, sugar industry

(v) Cottage Industries: …… and ……
Answer:
Pottery, mats
Answer:

(vi) Co-operatives: and
Answer:
Sudha dairy, Khadi industry

Question 5.
Activity
How to identify a location for establishing an industry :
Divide your class into groups. Each group is a Board of Directors faced with the problem of choosing a suitable site for an iron and steel plant of Developed Dweep. A team of technical experts has submitted a report with notes and a map. The team considered access to iron ore, coal, water and limestone, as well as the main market, sources of labour and port facilities. The team has suggested two sites, X and Y. The Board of Directors has to take the final decision about where to locate the steel plant.

Read the report submitted by the team.
Study the map to find out the distances of the resources from each site.
Give each resource a ‘weight’ from 1 to 10, according to its importance. The greater the ‘pull’ of the factor on the industry the higher the weight from 1 to 10.
Complete the table on the next page.
The site with the lowest total should be the most satisfactory site.
Remember each group of directors can decide differently.

Report Factors/Resources affecting the location of a proposed Iron and Steel Plant on Developed Dweep.

Iron ore:
This is a very large deposit of low grade iron ore. Long distance transportation of the ore would be uneconomic.
Coal:
The only coalfield contains rich deposits of high grade coal. Transportation of the coal is by railway, which is relatively cheap.
Limestone:
This is widely available over the island, but the purest deposits are in the Chuna Mountains.
Water:
Both the tributaries of River Neel carry sufficient water to supply a large iron and steel plant in all seasons. The sea water because of its high salt content is unsuitable.
Market:
It is expected that the chief market for the Plant’s products will be the engineering works of Rajdhanipur. Transport costs for the products-mainly small steel bars and light steel plates would be relatively low.
Labour supply:
This will have to be recruited mainly from the unskilled workers in the 3 fishing villages of Hill, Rah and
Sing. It is expected that most workers will commute daily from their present homes.
Port facilities:
These are at present minimal. There is a good, deep natural harbour at port Paschimpur developed to import metal alloys.

Resource	Distance from X	Distance from X	Weighting 1-10	Distance X weight for site X	Distant X weight for site Y
Iron ore
Coal
Limestone
Water
Chief market
Labour supply
			Total =

Students need to do it on their own

JAC Class 8th Geography Industries Important Questions and Answers

Multiple Choice Questions

Question 1:
The countries where the textile industries concentrated are…….. .
(a) Japan
(b) India
(c) Taiwan
(d) All of these
Answer:
(d) All of these

Question 2.
Steel is widely used for industrial purposes because
(a) of ability to resist rusting.
(b) of being tough.
(c) both a and b
(d) none of these
Answer:
(c) both a and b

Question 3.
The is a mineral based industry.
(a) coffee
(b) petrochemical
(c) sugar
(d) cotton
Answer:
(b) petrochemical

Question 4.
Public sector plants market their steel through:
(a) SAIL
(b) Tata Steel
(c) TISCO
(d) HAL
Answer:
(a) SAIL

Question 5.
In India, has emerged as the ‘electronic city’.
(a) Bengaluru
(b) Mumbai
(d) Pune
Answer:
(a) Bengaluru

Question 6.
The first cement plant was setup in….. .
(a) Kolkata
(b) Chennai
(d) Delhi
Answer:
(b) Chennai

Question 7.
Silica is used as raw material in industries.
(a) steel
(b) aluminum
(c) cement
(d) none of these
A(c) cement

Question 8.
The largest producer and consumer of steel in the world is/ are
(a) India
(b) China
(c) USA
(d) both b and c
Answer:
(b) China

Question 9.
The challenge that Jute industry facein India is/are:
(a) competition from synthetic substitution.
(b) poor market price.
(c) low productivity of labour.
(d) high cost.
Answer:
(a) competition from synthetic substitution.

Question 10.
Industrial accidents usually happen due to
(a) technical failure.
(b) negligence.
(c) irresponsible handling of materials.
(d) all of these
Answer:
(d) all of these

Very Short Answer Type Questions

Question 1.
Which industry uses Bauxite as raw material?
Answer:
The industry which uses Bauxite as raw material is Aluminum industry.

Question 2.
Which place/city is known as the ‘Manchester of India’?
Answer:
Ahmadabad is known as the ‘Manchester of India’.

Question 3.
Where was the first textile mill in India established?
Answer:
The first textile mill in the country was established at Fort Gloster near Kolkata.

Question 4.
What are the major hubs of Information Technology industry in the world.
Answer:
The major hubs of Information Technology industry are the Silicon Valley of Central California and the Bangalore region of India.

Question 5.
In which countries iron and steel industries in the world are located?
Answer:
The countries in which iron and steel industry is located are Germany, USA, China, Japan and Russia.

Question 6.
What is the link between the mines and the industry in Pittsburgh?
Answer:
The link between mines and the industry in Pittsburgh is one of the world’s best routes for shipping ore cheaply – the famous Great Lakes waterway.

Question 7.
From where does the iron ore come to Pittsburgh?
Answer:
The iron ore come to Pittsburgh from the iron mines at Minnesota, about 1500 km from Pittsburgh.

Question 8.
What do you mean by sunrise industries? Give examples.
Answer:
Emerging industries are also known as ‘Sunrise Industries’. These industries include Information Technology, Wellness, Hospitality and Knowledge.

Question 9:
Where do we find the major industrial regions of the world?
Answer:
Major industrial regions of the world are eastern North America, western and central Europe, eastern Europe and eastern Asia.

Question 10.
In which year, the industrial disaster occurred in Bhopal?
Answer:
On 3rd December 1983, the industrial disaster occurred in Bhopal.

Short Answer Type Questions

Question 1.
Which industries have replaced the cotton textile industry of Osaka?
Answer:
The cotton textile industry of Osaka has been replaced by other industries, such as iron and steel, machinery, ship building, automobiles, electrical equipment and cement.

Question 2.
What does industrial system composed of?
Answer:
Industrial system composed of the following things:

input
processes
output.

Question 3.
What do you mean by marine based industries?
Answer:
The products from sea and oceans are used as raw materials in marine based industries. Some examples of this industries are manufacturing fish oil, processing sea food.

Question 4.
List the important industrial regions of India.
Answer:
Industrial regions of India are:

Gurgaon-Delhi-Meerut region
Mumbai-Pune region
Ahmedabad-Baroda region
Chhota Nagpur region
Bengaluru-Tamil Nadu region
Vishakhapatnam-Guntur region

Question 5.
Why several textile mills close down in Ahmedabad in recent years?
Answer:
Several textile mills have closed down in Ahmedabad in recent years because of the emergence of new textile centres in the country as well as non-upgradation of machines and technology in the mills of Ahmedabad.

Question 6.
What products do industrial plants in Jamshedpur produce?
Answer:
In Jamshedpur, several other industrial plants were set up after TISCO. They produce chemicals, locomotive parts, agricultural equipment, machinery, tinplate, cable and wire.

Question 7.
Why did the cotton textile industry in India could not compete with the industries in the west initially?
Answer:
The production of handwoven cotton textile was expensive and time consuming. Hence, traditional cotton textile industry could not face the competition from the new textile mills of the West, which produced cheap and good quality fabrics.

Question 8.
List the similar points between information technology industry in Bangalore and California.
Answer:
Similar points between information technology industry in Bangalore and California are:

Presence of high quality educational institutions and advanced scientific and technological centres.
Availability of skilled work force.
Good access to markets.
Pleasant climate with an attractive and a clean environment.
Well developed and well connected.

Question 9.
What do you mean by small scale industry?
Answer:
Small scale industries run on small capital and technology that produce large volumes of products such as silk weaving and food processing industries.

Question 10.
What do you mean by secondary activities?
Answer:
In secondary activities or manufacturing, raw materials are changed into products of more value to people. Such as, pulp changes into paper and paper into notebook. These steps represent the different level of manufacturing processes.

Long Answer Type Questions

Question 1.
On the basis of ownership, industries can be classified into how many parts? Explain.
Answer:
On the basis of ownership, industries can be classified into 4 sectors. They are private sector, state owned or public sector, joint sector and cooperative sector.Private sector industries are owned and operated by individuals or a group of individuals. Examples are Reliance Industries, Adani Groups, Birla Groups, etc The public sector industries are owned and operated by the government.

Examples are Hindustan Aeronautics Limited, Steel Authority of India Limited, BHEL, etc Joint sector industries are owned and operated by the state and individuals or a group of individuals. An example of joint sector industry is Maruti Udyog Limite(d) Co-operative sector industries are owned and operated by the producers orsuppliers of raw materials, workers or both. Example of co-operative venture are Anand Milk Union Limited and Sudha Dairy.

Question 2.
On the basis of raw materials, industries can be classified Explain.
Answer:
On the basis of raw materials, industries can be classified into the following industries: agro-based, mineral based, marine based and forest based Agro-based industries use plant and animal based products as their raw materials. Examples of agro-based industries are food processing, vegetable oil, cotton textile, dairy products and leather industries. Mineral based industries are primary industries that use mineral ores as their raw materials. The products of these industries feed other industries.

Example Iron made from iron ore is the product of mineral based industry and this is used as raw material for the manufacture of a number of other products, such as heavy machinery, building materials and railway coaches. Marine based industries use products from the sea and oceans as raw materials. Some examples are industries processing sea food or manufacturing fish oil. Forest based industries utilise forest produce as raw materials. The industries associated with forests are pulp and paper, pharmaceuticals, furniture and buildings.

JAC Class 8 Social Science Solutions

JAC Class 8 Social Science Notes Geography Chapter 4 Agriculture

August 30, 2024August 29, 2024 by Bhagya

JAC Board Class 8th Social Science Notes Geography Chapter 4 Agriculture

→ Three types of economic activities are involved in transformation from a plant to a finished product. These are primary, secondary and tertiary activities.

Agriculture, fishing and gathering are examples of primary activities. It includes all those connected with extraction and production of natural resources.
Manufacturing of steel, baking of bread and weaving of cloth are examples of secondary activity. It is concerned with the processing of the primary resources.
Transport, trade, banking, insurance and advertising are examples of tertiary activities. These provide support to the primary and secondary sectors through services.
In the world, 50 per cent of persons are engaged in agricultural activity. Two-thirds of India’s population is still dependent on agriculture.
The land on which the crops are grown is known as arable land. Favourable topography of soil and climate are vital for agricultural activity.

→ Farm System:

The important inputs in agriculture or farming are seeds, fertilisers, machinery and labour.
Ploughing, sowing, irrigation, weeding and harvesting are other operations involved.
The outputs from the system include crops, wool, dairy and poultry products.

→ Types of Farming:
Farming is categorised into two main types. These are subsistence farming and commercial farming.

→ Subsistence Farming:

This type of farming is practised to meet the needs of the farmer’s family.
Subsistence farming can be categorised as intensive subsistence and primitive subsistence farming.

→ Intensive Subsistence Farming:

In this type, the farmer cultivates a small plot of land using simple tools and more labour.
Rice is the main crop. Other crops include wheat, maize, pulses and oilseeds.
It is prevalent in the thickly populated areas of the monsoon regions of south, southeast and east Asia.

→ Primitive Subsistence Farming:

It can be categorised in shifting cultivation and nomadic herding.
Shifting cultivation is also known as ‘slash and bum’ agriculture.
It is practised in the thickly forested areas of Amazon basin, tropical Africa, parts of south-east Asia and north-east India.
These are the areas of heavy rainfall and quick regeneration of vegetation.
Crops like maize, yam, potatoes and cassava are grown.
Once the soil loses its fertility, the land is abandoned and the cultivator moves to a new plot.

→ Nomadic herding is the type of farming where herdsmen move from place to place with their animals for fodder and water, along defined routes. Due to climatic constraints and terrain, this type of movement arises.

Commonly reared animals are sheep, camel, yak and goats.
They provide milk, meat, wool, hides and other products to the herders and their families.
It is practised in the semi-arid and arid regions of Sahara, Central Asia and some parts of India, like Rajasthan and Jammu and Kashmir.

→ Commercial Farming:

In this type of farming, crops are grown and animals are reared for sale in market.
Commercial farming is categorised in three types: commercial grain farming, mixed farming and plantation agriculture.

→ Commercial grain farming crops are grown for commercial purpose.

Commercially grown grains are wheat and maize.
Major areas are temperate grasslands of North America, Europe and Asia.

→ Mixed farming:

In this type of farming, the land is used for growing food and fodder crops and rearing livestock,
Major areas are in Europe, eastern USA, Argentina, south-east
Australia, New Zealand and South Africa.

→ Plantation agriculture:

In this type of farming, single crop of tea, coffee, sugarcane, cashew, rubber, banana or cotton are grown.
Large amount of labour and capital are required. Transport network is essential for such farming.
Majorly they are found in the tropical regions of the world. Some of the examples are rubber in Malaysia, coffee in Brazil, tea in India and Sri Lanka.

→ Major Crops:

Major food crops are wheat, rice, maize and millets. Jute and cotton are fibre crops. Important beverage crops are tea and coffee.
Crops are grown to meet the requirements of the growing population.

→ Rice:

It is the major food crop of the world.
It is the staple diet of the tropical and sub¬tropical regions.
China, India, Japan, Sri Lanka and Egypt are the major producers of rice.
It needs high temperature, high humidity and rainfall. It grows best in alluvial clayey soil.

→ Wheat:

It requires moderate temperature and rainfall during growing season and bright sunshine at the time of harvest.
USA, Canada, Argentina, Russia, Ukraine, Australia and India are the leading producers of wheat. In India it is grown in winter.

→ Millets:

Millets are also known as coarse grains. It includes jowar, bajra and ragi.
It can be grown on less fertile and sandy soils. It needs low rainfall and high to moderate temperature and adequate rainfall.
Leading producers are India, Nigeria, China and Niger.

→ Maize:

It requires moderate temperature, rainfall and lots of sunshine and fertile soil.
North America, Brazil, China, Russia, Canada, India, and Mexico are the producers of maize.

→ Cotton:

It requires high temperature, light rainfall, 210 frost-free days and bright sunshine for its growth.
It grows best on black and alluvial soils.
The leading producers of cotton are China, USA, India, Pakistan, Brazil and Egypt.

→ Jute:

It is also known as the ‘Golden Fibre’.
It requires high temperature, heavy rainfall and humid climate and grows well on alluvial soil.
The leading producers of jute are India and Bangladesh.

→ Coffee:

It requires warm and wet climate and well drained loamy soil.
The leading producer is Brazil followed by Columbia and India.

→ Tea:

It requires cool climate and well-distributed high rainfall throughout the year for the growth of its tender leaves.
Kenya, India, China, Sri Lanka produce the best quality tea in the world.

→ Agricultural Development:

It refers to efforts made to increase farm production in order to meet the growing demand of increasing population.
Another aspect of agricultural development is mechanisation of agriculture.
The major aim of agricultural development is to increase food security.
Developing countries which has large populations usually practice intensive agriculture.
Larger holdings are more suitable for commercial agriculture as in USA, Canada and Australia.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes History Chapter 7 Civilising the Native, Educating the Nation

August 30, 2024August 29, 2024 by Bhagya

JAC Board Class 8th Social Science Notes History Chapter 7 Civilising the Native, Educating the Nation

→ How the British saw Education The tradition of Orientalism

William Jones was appointment as a junior judge at the Supreme Court that the Company had set up in Calcutta. In addition to being an expert in law, Jones was a linguist.
He had studied Greek and Latin at Oxford, knew French and English and also had learnt Arabic and Persian.
He also learnt Sanskrit language.
Englishmen like Henry Thomas Colebrooke and Nathaniel Halhed were also busy discovering the ancient Indian heritage and mastering Indian languages and translating Sanskrit and Persian works into English.
Together with them, Jones set up the Asiatic Society of Bengal, and started a journal called Asiatick Researches.
Jones and Colebrooke shared a deep respect for ancient cultures, both of India and the West.
They felt that indian civilisation had attained its glory in the ancient past but had subsequently declined.
In order to understand India it was necessary to discover the sacred and legal texts that were produced in the ancient period.
This project which was done by Kones and Civilising the “Native”, Educating the Nation Colebrooke believed that would not only help the British leam from Indian culture but it would also help Indians rediscover their own heritage and understand the lost glories of their past.

→ In this process, the British would become the guardians of Indian culture as well as its masters.

British felt that institutions should be set up to encourage the study of ancient Indian texts and teach Sanskrit and Persian literature and poetry.
The officials also thought that Hindus and Muslims ought to be taught what they were already familiar with and what they valued and treasured, not subjects that were alien to them.
They believed in this way that they could win a place in the hearts of the “natives” and only then could the alien rulers expect to be respected by their subjects.
With this object in view a madrasa was set up in Calcutta in 1781 to promote the study of Arabic, Persian and Islamic law.
The Hindu College was established in Benaras in 1791 to encourage the study of ancient Sanskrit texts that would be useful for the administration of the country.
But many were very strong in their criticism of the Orientalists.

→ “Grave errors of the East”

From the early nineteenth century many British officials began to criticise the Orientalist vision of learning and said that knowledge of the East was full of errors and unscientific thought. Eastern literature was non-serious and light-hearted.
James Mill was one of those who attacked the Orientalists. He said that the British effort should not be to teach what the natives wanted or what they respected in order to please them and ‘win a place in their heart’.
By the 1830s, the attack on the Orientalists became sharper. One of the most outspoken and influential of such critics of the time was Thomas Babington Macaulay.
Macaulay said that who could deny ‘a single shelf of a good European library was worth the whole native literature of India and Arabia’.
Macaulay emphasised on teaching of English could thus be a way of civilising people, changing their tastes, values and culture.
Following Macaulay’s minute, the English Education Act of 1835 was introduced.
The decision was to make English the medium of instruction for higher education and to stop the promotion of Oriental institutions such as the Calcutta Madrasa and Benaras Sanskrit College.

→ Education for commerce

In 1854, the Court of Directors of the East India Company in London sent an educational despatch to the Governor- General in India.
It was issued by Charles Wood who was the President of the Board of Control of the Company and it has come to be known as Wood’s Despatch.
One of the practical uses the Despatch pointed to was economic.
Introducing Indians to European ways of life would change their tastes and desires and create a demand for British goods.
Wood’s Despatch also argued that European learning would improve the moral character of Indians. It would make them truthful and honest and thus supply the Company with civil servants who could be trusted and depended upon.
Several measures were introduced by the British. One of them was education departments of the government were set up to extend control over all matters regarding education.
In 1857, while the sepoys rose in revolt in Meerut and Delhi, universities were being established in Calcutta, Madras and Bombay.

→ What Happened to the Local Schools? The report of William Adam

In the 1830s, William Adam, a Scottish missionary had been asked by the Company to report on the progress of education in vernacular schools.
He found that there were over 1 lakh pathshalas in Bengal and Bihar.
These institutions were set up by wealthy people or the local community. At times they were started by a teacher {guru).
These were small institutions with no more than 20 students each.
There were no fixed fee, no printed books, no separate school building, no benches or chairs, no blackboards, no system of separate classes, no roll call registers, no annual examinations and no regular timetable.
In some places, classes were held under a banyan tree and in other places in the comer of a village shop or temple, or at the guru s home.
The rich had to pay more fees than the poor.
Teaching was oral and the guru decided what to teach in accordance with the needs of the students.
The guru interacted separately with groups of children with different levels of learning.
Adam also discovered that this flexible system was suited to local needs.

→ New routines, new rules

After 1854, the Company decided to improve the system of vernacular education. It felt that this could be done by introducing order within the system, imposing routines, establishing rules, ensuring regular inspections.
The Company appointed a number of government pandits. The task of the pandit was to visit the pathshalas and by to improve the standard of teaching.
Teaching was now to be based on textbooks and learning was to be tested through a system of annual examination.
Students were asked to pay a regular fee, attend regular classes, sit on fixed seats and obey the new rules of discipline.
Pathshalas which accepted the new rules were supported through government grants. Those who were unwilling to work within the new system received no government support.
The new rules and routines had another consequence on poor families. Inability to attend school came to be seen as indiscipline as evidence of the lack of desire to learn.

→ The Agenda for a National Education

From the early nineteenth century many thinkers from different parts of India began to talk of the need for a wider spread of education.
Impressed with the developments in Europe, some Indians felt that Western education would help modernise India.
However, there were other Indians who reacted against Western education.
Civilising the “Native”, Educating the Nation Mahatma Gandhi and Rabindranath Tagore were two such individuals.

→ “English education has enslaved us”

Mahatma Gandhi argued that colonial education created a sense of inferiority in the minds of Indians.
Mahatma Gandhi wanted an education that could help Indians recover their sense of dignity and self-respect.
During the national movement he urged students to leave educational institutions in order to show to the British that Indians were no longer willing to be enslaved.
Mahatma Gandhi strongly felt that Indian languages ought to be the medium of teaching.
Mahatma Gandhi said that western education focused on reading and writing rather than oral knowledge as it valued textbooks rather than lived experience and practical knowledge.
He argued that education ought to develop a person’s mind and soul.
People had to work with their hands, leam a craft and know how different things operated. This would develop their mind and their capacity to understand.

→ Tagore’s “abode of peace”

Rabindranath Tagore started the institution in 1901.
The experience of his school days in Calcutta shaped Tagore’s ideas of education.
According to Tagore, the existing schools killed the natural desire of the child to be creative, her sense of wonder.
He chose to set up his school 100 kilometres away from Calcutta, in a rural setting.
He saw it as an “abode of peace” (Santiniketan) where living in harmony with nature, children could cultivate their natural creativity.
Gandhiji was highly critical of Western civ-ilisation and its worship of machines and technology. But, Tagore wanted to com¬bine elements of modem Western civilisa¬tion with what he saw as the best within Indian tradition.
Tagore emphasised the need to teach sci¬ence and technology at Santiniketan along with art, music and dance.
Some thinkers wanted changes within the system set up by the British and felt that the system could be extended so as to include wider sections of people.
Others urged that alternative systems could be created so that people were educated into a culture that was truly national.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Geography Chapter 2 Land, Soil, Water, Natural Vegetation and Wildlife Resources

August 30, 2024August 29, 2024 by Bhagya

JAC Board Class 8th Social Science Notes Geography Chapter 2 Land, Soil, Water, Natural Vegetation and Wildlife Resources

→ Mamba and Peter stay in two different parts of the world and lead very different lives. This difference is because of the differences in the quality of land, soil, water, natural vegetation, animals and the usage of technology. The availability of such resources is the main reason places differ from each other.

→ Land:

One of the most important natural resources is Land.
Land covers only about thirty per cent of the total area of the earth’s surface and all parts of this small area are not habitable.
Due to varied characteristics of land and climate there is uneven distribution of population in different parts of the world.
Plains and river valleys are suitable land for agriculture. Hence, these are the densely populated areas of the world.

→ Land Use:

Land is used for different causes and purposes such as agriculture, forestry, mining, building houses, roads and setting up of industries.
Certain physical factors such as topography, soil, climate, minerals and availability of water determines the use of land.
Other important determinants of land use pattern are human factors such as population and technology.
Land can be divided into two categories on the basis of ownership as – private land and community land.
Private land is owned by individuals and community land is owned by the community for common uses like collection of fodder, fruits, nuts or medicinal herbs. The community lands are also known as common property resources.
The major threats to the environment because of the expansion of agriculture and construction activities and proceedings are land degradation, landslides, soil erosion, and desertification.

→ Conservation of Land Resource:
The common methods used to conserve land resources are afforestation, land reclamation, regulated use of chemical pesticide and fertilisers and checks on overgrazing land.

→ Soil:

Soil is the thin layer of grainy substance covering the surface of the earth and it is very closely linked to land.
Category of soil is determined the landforms.
Organic matter, minerals and weathered rocks found on the earth forms the soil.
The right mix of minerals and organic matter make the soil fertile.

→ Factors of Soil Formation:
The nature of the parent rock and climatic factors are the major factors of soil formation. The topography, role of organic material and time taken for the composition of soil formation are the other factors. Though they all differ from place to place.

→ Degradation of Soil and Conservation Measures:

The major threats to soil are soil erosion and depletion.
Soil degradation happens due to deforestation, overgrazing, overuse of chemical feritilisers or pesticides, rain wash, landslides and floods.

→ Few methods of soil conservation are:

Mulching: The bare ground between plants is covered with a layer of organic matter like straw and it helps to retain soil moisture.
Contour barriers: Along contours, stones, grass, soil are used to build barriers. To collect water, trenches are made in front of the barriers.
Rock dam: Rocks are piled up to slow down the flow of water and it prevents gullies and further soil loss.
Terrace farming: Terraces or broad flat steps are made on the steep slopes so that flat surfaces are available to grow crops. This reduce the surface runoff and soil erosion.
Intercropping: Different types of crops are grown in alternate rows and are sown at different times to protect the soil from rain wash.
Contour ploughing: To form a natural barrier, ploughing is done parallel to the contours of a hill slope for water to flow down the slope.
Shelter belts: Mainly in the coastal and dry regions, rows of trees are planted to check the wind movement to protect soil cover.

→ Water:

Earth is also known as an ‘water planet’ because three-fourths of the earth’s surface is covered with water.
The ocean water is not fit for human consumption as it is saline.
Fresh water accounts for only about 2.7 per cent. In this 2.7 per cent, about 70 per cent of this occurs as ice sheets and glaciers in Antarctica, Greenland and mountain regions and these are inaccessible due to their locations.
Only 1 per cent of freshwater is available and fit for human use. It is found in the form of ground water, as surface water in rivers and lakes and as water vapour in the atmosphere.
The most precious substance on earth is fresh water. Its total volume remains constant.
Humans use huge amounts of water for drinking, washing but also in the process of production.
The main reasons leading to shortages in supply of fresh water is either due to drying up of water sources or water pollution.

→ Problems of Water Availability:

Scarcity of water is present in many regions of the world. Mostly countries located in climatic zones are most susceptible to droughts, face great problems of water scarcity.
Water shortage may be a result of variation in seasonal or annual precipitation or by over-exploitation and contamination of water sources.

→ Conservation of Water Resources:

World is facing a major problem in accessing the clean and adequate water sources.
To conserve this valuable resource, steps need to be taken.
The major contaminants in waterbodies are the discharge of untreated or partially treated sewage, agricultural chemicals and industrial effluents and pollute water with nitrates, metals and pesticides.
Water pollution can be controlled by treating these effluents suitably before releasing them in waterbodies.
Another method to save surface runoff is water harvesting.
Drip or trickle irrigation is very useful in dry regions with high rates of evaporation.

→ Natural Vegetation and Wildlife:

Natural vegetation and wildlife exist only in the narrow zone of contact between the lithosphere, hydrosphere and atmosphere and that is known as biosphere.
The life supporting system is called as the ecosystem. Here, living beings are inter-related and interdependent on each other for survival.
There are innumerable uses of plants. They provide us with timber, give shelter to animals, produce oxygen, protects soils essentials for growing crops, help in storage of underground water, give us fruits, nuts, latex, turpentine oil, gum, medicinal plants and the paper.
Animals big or small, all are integral and essential in maintaining balance in the ecosystem.
A vital cleanser of the environment are the vultures and considered as scavengers because they have the ability to feed on dead livestock.
Animals provide us milk, meat, hides and wool.
Bees and birds have an important role to play as decomposers in the ecosystem.

→ Distribution of Natural Vegetation:

Temperature and moisture are the factors for the growth of vegetation.
The major vegetation types of the world are grouped as forests, grasslands, scrubs and tundra.
In regions where heavy rainfall occurs, huge trees may thrive.
In the regions of moderate rainfall, short stunted trees and grasses grow forming the grasslands of the world.
In the regions of low rainfall, thorny shrubs and scrubs grow.
Tundra vegetation of cold Polar Regions comprise of mosses and lichens.
Population is growing in rapid way and to feed the growing numbers, large regions of forests have been cleared to grow crops. Forests are vanishing rapidly. An urgent need has come up to protect from destruction this valuable resource.

→ Conservation of Natural Vegetation and Wildlife:

Many species have become endangered and some are on the verge of extinction.
Some of the human and natural factors which gives momentum to the process of extinction of these resources are deforestation, soil erosion, constructional activities, forest fires, tsunami and landslides.
Another major and important issue is poaching. The animals are poached for collection and illegal trade of hides, skins, nails, teeth, horns as well as feathers.
The animals which are poached are tiger, lion, elephant, deer, blackbuck, crocodile, rhinoceros, snow leopard, ostrich and peacock. We need to create awareness to conserve these animals.
To protect our natural vegetation and wildlife, national parks, wildlife sanctuaries, biosphere reserves are made.
Awareness programmes such as social forestry and Vanainohatasava should be encouraged at the regional and community level.
School children should also be encouraged to gain more knowledge about such awareness programs and try to conserve it.
Laws has been passed in many countries against the trade as well as killing of birds and animals. In India, killing lions, tigers, deer, great Indian bustards and peacocks is illegal.
Lists of several species of animals and birds in which trade is prohibited has been established by an international convention CITES.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes History Chapter 6 Weavers, Iron Smelters and Factory Owners

August 30, 2024August 29, 2024 by Bhagya

JAC Board Class 8th Social Science Notes History Chapter 6 Weavers, Iron Smelters and Factory Owners

→ Textiles and iron and steel industries were crucial for the industrial revolution in the modem world.

In the nineteenth century, mechanised production of cotton textiles made Britain the foremost industrial nation.
When Britain’s iron and steel industry started growing from the 1850s, Britain came to be known as the “workshop of the world”.
With the growth of industrial production, British industrialists began to see India as a vast and huge market for their industrial products and over time manufactured goods from Britain began flooding India.

→ Indian Textiles and the World Market
Indian textiles had long been renowned both for their fine quality and exquisite # craftsmanship. They were extensively traded in Southeast Asia (Java, Sumatra and Penang) and West and Central Asia.

→ Words tells us histories

European traders began referring to all finely woven textiles as “muslin” – a word that acquired wide currency. They first encountered these fine cotton cloths from India carried by Arab merchants in Mosul in present-day Iraq.
The cotton textiles which the Portuguese took back to Europe along with the spices came to be called “calico” (derived from Calicut) and hence, calico became the general name for all cotton textiles.
In The East India Company’s book, the order in 1730 was for 5,89,000 pieces of cloth.
In the order book, a list of 98 varieties of cotton and silk cloths were mentioned. These were known by their common name in the European trade as piece goods- usually woven cloth pieces that were 20 yards long and 1 yard wide.
Amongst the pieces ordered were printed cotton cloths called chintz, cossaes (or khassa) and bandanna. Chintz is derived from the Hindi word chhint, a cloth with small and colourful flowery designs.
Rich people of England including the Queen herself wore clothes of Indian fabric.
Now a days, the word bandanna refers to any brightly coloured and printed scarf for the neck or head. It originates from the word “bandhna” (Hindi for tying) and referred to a variety of brightly coloured cloth produced through a method of tying and dying.
There were other cloths in the order book that were noted by their place of origin such as Kasimbazar, Patna, Calcutta, Orissa, Charpoore.

→ Indian textiles in European markets

In 1720, the British government enacted a legislation banning the use of printed cotton textiles, chintz in England. This Act was known as the Calico Act.
Competition with Indian textiles also led to a search for technological innovation in England.
In 1764, the spinning jenny was invented by John Kaye which increased the productivity of the traditional spindles.
In 1786, the invention of the steam engine by Richard Arkwright in revolutionised cotton textile weaving.
Cloth could now be woven in immense quantities and cheaply too.
Indian textiles continued to dominate world trade till the end of the eighteenth century.
European trading companies the Dutch, the French and the English made enormous profits out of this flourishing trade.

→ Who were the weavers?

Weavers belonged to communities that specialised in weaving.
The tanti weavers of Bengal, the julahas or momin weavers of north India, sale and kaikollar and devangs of south India are some of the communities famous for weaving.
The charkha and the takli were household spinning instruments. The thread was spun on the charkha and rolled on the takli.
The first stage of production was spinning mostly done by women.
In most communities weaving was a task done by men.
For coloured textiles, the thread was dyed by the dyer who are known as rangrez.
For printed cloth, the weavers needed the help of specialist block printers who are known as chhipigars.

→ The decline of indian textile

Indian textiles had to compete with British textiles in the European and American markets.
Exporting textiles to England also became increasingly difficult since very high duties were imposed on Indian textiles imported into Britain.
Thousands of weavers in India were now thrown out of employment. Bengal weavers were the worst hit.
English and European companies stopped buying Indian goods and their agents no longer gave out advances to weavers to secure supplies.
By the 1880s, two-thirds of all the cotton clothes worn by Indians were made of cloth produced in Britain.
Thousands of rural women who made a living by spinning cotton thread were rendered jobless.
Handloom weaving did not completely die in India because some types of cloths could not be supplied by machines.
Sholapur in western India and Madura in South India emerged as important new centres of weaving in the late nineteenth century.
Mahatma Gandhi urged people to boycott imported textiles and use hand-spun and handwoven cloth and hence khadi gradually became a symbol of nationalism.
In 1931, the Indian National Congress adopted the tricolour flag and the charkha was put at the centre of the flag to represent India.
Many weavers became agricultural labourers.
Some of these weavers also found work in the new cotton mills that were established in Bombay (now Mumbai), Ahmedabad, Sholapur, Nagpur and Kanpur.

→ Cotton mills come up:

In 1854, the first cotton mill in India was set up as a spinning mill in Bombay.
From the early nineteenth century, Bombay had grown as an important port for the export of raw cotton from India to England and China.
By 1900, over 84 mills started operating in Bombay.
The first mill in Ahmedabad was started in 1861. A year later a mill was established in Kanpur in the United Provinces.
In India, the first few decades of its existence, the textile factory industry faced many problems. It found it difficult to compete with the cheap textiles imported from Britain.
The first major spurt in the development of cotton factory production in India was during the First World War when textile imports from Britain declined and Indian factories were called upon to produce cloth for military supplies.

→ The Sword of Tipu Sultan and Wootz Steel:

Tipu’s legendary swords are now part of valuable collections in museums in England.
The sword had an incredibly hard and sharp edge that could easily rip through the opponent’s armour. This quality of the sword came from a special type of high carbon steel called Wootz which was produced all over south India.
A year after Tipu Sultan’s death, Francis Buchanan who toured through Mysore in 1800 has left us an account of the technique by which Wootz steel was produced in many hundreds of smelting furnaces in Mysore.
Wootz is an anglicised version of the Kannada word ukku, Telugu hukku and Tamil and Malayalam urukku which means steel.
Indian Wootz steel fascinated European scientists. Michael Faraday, the legendary scientist and discoverer of electricity and electromagnetism spent four years studying the properties of Indian Wootz (1818-22).

→ Abundant furnaces in villages

In Bihar and Central India, in particular every district had smelters that used local deposits of ore to produce iron which was widely used for the manufacture of implements and tools of daily use.
The furnaces were most often built of clay and sun-dried bricks. The smelting was done by men while women worked the bellows, pumping air that kept the charcoal burning.
By the late nineteenth century, however, the craft of iron smelting was in decline.
Many gave up their craft and looked for other means of livelihood.
The iron smelters had to pay a very high tax to the forest department for every furnace they used and hence their income reduced.
Ironsmiths in India began using the imported iron to manufacture utensils and implements. This inevitably lowered the demand for iron produced by local smelters.

→ Iron and steel factories come up in India

In 1904, in the hot month of April, Charles Weld, an American geologist and Dorabji Tata, the eldest son of Jamsetji Tata, were travelling in Chhattisgarh in search of iron ore deposits.
One day after travelling for many hours in the forests, Weld and Dorabji came upon a small village and found a group of men and women carrying basket loads of iron ore. These people were the Agarias.
Rajhara Hills had one of the finest ores in the world.
The Agarias helped in the discovery of a source of iron ore that would later supply the Bhilai Steel Plant.
A few years later a large area of forest was cleared on the banks of the river Subamarekha to set up the factory and an industrial township known as Jamshedpur. Here there was water near iron ore deposits.
In 1912, the Tata Iron and Steel Company (TISCO) that came up began producing steel.
TISCO was set up at an opportune time. British experts in the Indian Railways were unwilling to believe that good quality steel could be produced in India.
By 1919, the colonial government was buying 90 per cent of the steel manufactured by TISCO. Over time TISCO became the biggest steel industry within the British empire.
As the nationalist movement developed and the industrial class became stronger, the demand for government protection became louder.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Geography Chapter 1 Resources

August 30, 2024August 29, 2024 by Bhagya

JAC Board Class 8th Social Science Notes Geography Chapter 1 Resources

→ Any object, substance or material that has utility or usability makes a resource.

The substances which have certain values becomes a resource.
The two important factors that can change substances into resources are time and technology.
Time and technology are related to the needs of the people.
Human beings themselves are the most important resource. It is their ideas, recommendations, knowledge, inventions and discoveries that lead to the creation of more resources in the world.

→ Types of Resources
These are mainly divided into three categories:

Natural resources
Human made resources
Human resources

→ Natural Resources

Natural resources are the resources that are drawn from Nature and used without much alterations.
The natural resources are the air which we inhale, the rivers and lakes, the soils, minerals. These resources are presents of nature to living things and can be used directly.
Sometimes technology may be needed to use a natural resource in the finest manner.
Natural resources can be divided into:
- Renewable resources
- Non-renewable resources

→ Renewable Resources

These are the resources which get renewed or refilled quickly.
Solar energy and wind energy are some of the resources which are unlimited and are unaffected by human activities.
But some renewable resources such as water, soil and forest can affect the living things. In many parts of the world now a days, a major problem has come up. There is a shortage and drying up of natural water.

→ Non-renewable Resources

These are the resources which are present in fixed amount.
These are found inside the earth and take millions of years to form.
Fossil fuels, oil, natural gas, and coal and nuclear energy are some of the non-renewable resources.
In current scenario, around 84% of the total amount of energy used globally comes from fossil fuels.

→ Certain physical factors such as terrain, climate and altitude lead to the distribution of natural resources. Due to the unequal distribution of resources, these factors differ a lot over the earth.

→ Human Made Resources:

Human made resources are those natural resources whose original form has been changed to some other form.
Human beings use natural resources for their needs such as buildings, bridges, roads, etc.
Technology is also one of the forms of this resource.

→ Human Resources:

Knowledge, skill and technology help people to create more resources when they need to do so. Hence, human beings are a special human resource.
Human beings become a valuable resource due to education and health.
Human Resource Development is to enhance and improve the quality and attributes of person’s skills so that they are able to create and generate more resources.

→ Conserving Resources:

Resource conservation means utilising resources veiy carefully and giving them time to get renewed and restore.
Sustainable development means to balance the need to use resources and also preserve them for the future.
Many ways are there to conserve resources such as reducing consumption, recycling and reusing thing.
It is our responsibility and task to ensure that:
- Sustainable use of renewable resources.
- On the earth, the varied range of life is conserved.
- Minimise the damage to natural environmental system.