Caste and Reform – Page 4 – Jharkhand Board Solution

JAC Class 7 Social Science Notes Civics Chapter 4 Growing Up as Boys and Girls

September 4, 2024September 3, 2024 by Bhagya

JAC Board Class 7 Social Science Notes Civics Chapter 4 Growing Up as Boys and Girls

→ Being a boy or a girl is an important part of one’s identity. The roles women play and the work they do are usually valued less than the roles men play and the work they do.

→ Growing Up in Samoa in the 1920s:

In Samoan society, children did not go to school. Instead, they learnt many things such as how to take care of children or do household work from older children and from adults.
Young people learn fishing which was a very important activity on the islands. But they learnt these things at different points in their childhood.
Both boys and girls looked after their younger siblings.
The time when a boy was about nine years old, he joined the older boys in learning outdoor jobs such as fishing and planting coconuts.
Girls had to continue looking after small children or do tasks for adults till they were teenagers.
After attaining the age of fourteen or so, girls also went on fishing trips, worked in the plantations and learnt how to weave baskets.
In special cooking-houses, cooking was done. Boys were supposed to do most of the work while girls helped with the preparations.

→ Growing Up Male in Madhya Pradesh in the 1960s:

The following points are taken from a small town scenario in Madhya Pradesh.
From Class VI onwards, boys and girls went to separate schools.
The girls’ school was designed very differently from the boys’ school. They had a central courtyard where they played in total seclusion and safety from the outside world. Whereas, the boys’ school had no such courtyard and the playground was just a big space attached, to the school.
The girls always went in groups because they also carried fears of being teased or attacked. But the boys who used the streets as a place to stand around idling, to play, to try out tricks with their bicycles.
We realise that societies make clear distinctions and differences between boys and girls. This begins from a very tender and young age. Boys are usually given cars to play with and girls dolls.
All the ways of telling children that they have specific roles to play when they grow up to be men and women. Hence, how girls must dress, what games boys should play, how girls need to talk softly or boys need to be tough, etc.
In most societies which includes our own as well, the roles men and women play or the work they do are not valued equally. Men and women do not have the same status.

→ Valuing Housework:
All over the world, the main responsibility for housework and care-giving tasks, such as looking after the family especially children, the elderly and sick members lies with women. Although, the work that women do within the home is not recognised as work and assumed that this is something that comes naturally to women. Hence, they does not have to be paid for and society devalues this work.

→ Lives of Domestic Workers:

The domestic workers are employed particularly in towns and cities. They do a lot of work such as sweeping and cleaning, washing clothes and dishes, cooking, looking after young children or the elderly people.
Most domestic workers are women and sometimes even young boys or girls are employed to do this work.
Wages are low as domestic work does not have much value. They work very hard as well from early morning till night but employers doesn’t give much respect to them.
In fact, housework actually involves many different tasks and works. Heavy physical work also required to do a number of these tasks. In both rural and urban areas women and girls have to fetch water. In rural areas women and girls carry heavy headloads of firewood as well.
The work women do is strenuous and physically demanding, these words are actually associate with men normally.
Another characteristics of housework and care-giving is that we do not recognise that it is very time consuming and have much less time for leisure.

→ Women’s Work and Equality:

We all know equality is an important principle of our Constitution. The Constitution says that being male or female should not become a reason for discrimination. In reality, inequality between the sexes exists.
Hence, the Constitution recognises that burden of child-care and housework falls on women and girls and it has an impact on whether girls can attend school or not.
In many villages in the country, the government has set up anganwadis or child-care centres. The government has passed laws that make it mandatory for organisations that have more than 30 women employees to provide creche facilities. The provision of creches helps many women to take up employment outside the home. It also makes it possible for more girls to attend schools.

JAC Class 7 Social Science Notes

JAC Class 8 Social Science Notes History Chapter 8 Women, Caste and Reform

September 4, 2024September 3, 2024 by Bhagya

JAC Board Class 8th Social Science Notes History Chapter 8 Women, Caste and Reform

→ Two hundred years ago things were very different. Most children were married off at an early age.

In some parts of the country, widows were praised if they chose death by burning themselves on the funeral pyre of their husbands.
Women who died in this manner whether willingly or otherwise, were called ‘sati’ which means virtuous women.
In many parts of the country people believed that if a woman was educated, she would become a widow.
In most regions, people were divided along lines of caste. Brahmans and Kshatriyas considered themselves as ‘upper castes’.
Traders and moneylender were referred as ‘Vaishyas’ were placed after them.
Then came peasants and artisans such as weavers and potters who were referred as ‘Shudras’.
At the lowest rung were those who laboured to keep cities and villages clean or worked at jobs that upper castes considered polluting, that is, it could lead to the loss of caste status. They were untouchables.

→ Working Towards Change

The development of new forms of communication started. For the first time, books, newspapers, magazines, leaflets and pamphlets were printed.
All kinds of issues such as social, political, economic and religious could now be debated and discussed by men and sometimes by women as well in the new cities.
The discussions could reach out to a wider public and could become linked to movements for social change.
Raja Rammohun Roy (1772-1833) founded a reform association known as the Brahmo Sabha (later known as the Brahmo Samaj) in Calcutta.
People such as Rammohun Roy are described as reformers because they felt that changes were necessary in society, and unjust practices needed to be done away with.
Rammohun Roy was keen to spread the knowledge of Western education in the country and bring about greater freedom and equality for women.

→ Changing the lives of widows

Rammohun Roy began a campaign against the practice of sati.
Rammohun Roy was well versed in Sanskrit, Persian and several other Indian and Europeon languages.
He tried to show through his writings that the practice of widow burning had no sanction in ancient texts.
In 1829, sati was banned.
Ishwarchandra Vidyasagar, used the ancient texts to suggest that widows could remarry.
A law was passed in 1856 permitting widow remarriage.
By the second half of the nineteenth century, the movement in favour of widow remarriage spread to other parts of the country.
In the Telugu-speaking areas of the Madras Presidency, Veerasalingam Pantulu fonned an association for widow remarriage.
In the north, Swami Dayanand Saraswati who founded the reform association called Arya Samaj also supported widow remarriage.

→ Girls begin going to school

Vidyasagar in Calcutta and many other reformers in Bombay set up schools for girls.
Throughout the nineteenth century, most educated women were taught at home by liberal fathers or husbands. Sometimes women taught themselves.
In the latter part of the century, schools for girls were established by the Arya Samaj in Punjab and Jyotirao Phule in Maharashtra.
In aristocratic Muslim households in North India, women leamt to read the Koran in Arabic.
Reformers such as Mumtaz Ali reinterpreted verses from the Koran to argue for women’s education.

→ Women write about women

From the early twentieth century, Muslim women like the Begums of Bhopal played a notable role in promoting education among women. They founded a primary school for girls at Aligarh.
Another remarkable woman, Begum Rokeya Sakhawat Hossain started schools for Muslim girls in Patna and Calcutta.
By the 1880s, Indian women began to enter universities.
Tarabai Shinde, a woman educated at home at Poona published a book Stripurushtulna (A Comparison between Women and Men) criticising the social differences between men and women.
Pandita Ramabai, a great scholar of Sanskrit felt that Hinduism was oppressive towards women and wrote a book about the miserable lives of upper-caste Hindu women.
By the end of the nineteenth century, women themselves were actively working for reform.
From the early twentieth century, they formed political pressure groups to push through laws for female suffrage (the right to vote) and better health care and education for women.
In the twentieth century, leaders such as Jawaharlal Nehru and Subhas Chandra Bose lent their support to demands for greater equality and freedom for women.

→ Caste and Social Reform

In Bombay, the Paramhans Mandali was founded in 1840 to work for the abolition of caste.
During the nineteenth century, Christian missionaries began setting up schools for tribal groups and lower caste children.
The poor from the villages and small towns many of them from low castes began moving to the cities where there was a new demand for labour.
Some also went to work in plantations in Assam, Mauritius, Trinidad and Indonesia.
The army also offered opportunities to lower caste people. A number of Mahar people who were regarded as untouchable, found jobs in the Mahar Regiment.
The father of B.R. Ambedkar, the leader of the Dalit movement taught at an army school.

→ Demands for equality and justice

By the second half of the nineteenth century, people from within the Non-Brahman castes began organising movements against caste discrimination and demanded social equality and justice.
The Satnami movement in Central India was founded by Ghasidas who worked among the leather workers and organised a movement to improve their social status.
In eastern Bengal, Haridas Thakur’s Matua sect worked among Chandala cultivators.
In what is present-day Kerala, a guru from Ezhava caste, Shri Narayana Guru, proclaimed the ideals of unity for his people.
According to him, all humankind belonged to the same caste. One of his famous statements was one caste, one religion, one god for humankind.

→ Gulamgiri

One of the most vocal amongst the low- caste leaders was Jyotirao Phule. He was bom in 1827 and studied in schools set up by Christian missionaries.
As the Aryans established their dominance, they began looking at the defeated population as inferior as low caste people.
According to Phule, the upper castes had no right to their land and power. In reality, the land belonged to indigenous people, the so- called low castes.
He proposed that Shudras means labouring castes and Ati Shudras means
untouchables should unite to challenge caste discrimination.
The Satyashodhak Samaj which is an association Phule founded propagated caste equality.
In 1873, Phule wrote a book named Gulamgiri meaning slavery.
He was concerned about the plight of upper caste women, the miseries of the labourer, and the humiliation of the low castes.
This movement for caste reform was continued in the twentieth century by other great dalit leaders such as Dr. B.R. Ambedkar in western India and E.V. Ramaswamy Naicker in the south.

→ Who could enter temples?

Ambedkar was bom into a Mahar family. In school he was forced to sit outside the classroom on the ground and was not allowed to drink water from taps that upper caste children used.
On his return to India from US in 1919, he wrote extensively about upper caste power in contemporary society.
In 1927, Ambedkar started a temple entry movement, in which his Mahar caste followers participated.
Ambedkar led three such movements for temple entry between 1927 and 1935.
His aim was to make everyone see the power of caste prejudices within society.

→ The Non-Brahman movement

In the early twentieth century, the non-Brahman movement started.
The initiative came from those non-Brahman castes that had acquired access to education, wealth and influence.
E.V. Ramaswamy Naicker or Periyar as he was called came from a middle-class family.
He had been an ascetic in his early life and had studied Sanskrit scriptures carefully.
Convinced that untouchables had to fight for their dignity, Periyar founded the Self Respect Movement.
He became a member of the Congress but left it in disgust when he found that at a feast organised by nationalists, seating arrangements followed caste distinctions.
He argued that untouchables were the true upholders of an original Tamil and Dravidian culture which had been subjugated by Brahmans.
Periyar was an outspoken critic of Hindu scriptures especially the Codes of Manu, the ancient lawgiver and the Bhagavad Gita and the Ramayana.
Orthodox Hindu society also reacted by founding Sanatan Dharma Sabhas and the Bharat Dharma Mahamandal in the north and associations such as the Brahman Sabha in Bengal.
The object of these associations was to uphold caste distinctions as a cornerstone of Hinduism, and show how this was sanctified by scriptures.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Civics Chapter 1 The Indian Constitution

September 3, 2024September 2, 2024 by Bhagya

JAC Board Class 8th Social Science Notes Civics Chapter 1 The Indian Constitution

→ In large societies in which different communities of people live together, these rules are formulated through consensus and in modem countries this consensus is usually available in written form. A written document in which we find the rules is called a Constitution.

→ Why Does a Country Need a Constitution?

The Constitution serves several purposes. First, it lays out certain ideals that form the basis of the kind of country that we as citizens aspire to live in. Or, a Constitution tells us what the fundamental nature of our society is.
A Constitution helps serve as a set of rules and principles that all persons in a country can agree upon as the basis of the way in which they want the country to be governed.
This includes not only the type of government but also an agreement on certain ideals that they all believe the country should uphold.
In 2006 the people of Nepal finally succeeded in putting an end to the powers of the King. The people had to write a new Constitution to establish Nepal as
a democracy. The reason that they did not want to continue with the previous Constitution is because it did not reflect the ideals of the country that they want Nepal to be and that they have fought for.
The people of Nepal adopted a new Constitution for the country in 2015.
The second important purpose of a Constitution is to define the nature of a country’s political system.
The Constitution plays a crucial role in laying out certain important guidelines that govern decision making within these societies.

→ In a democracy, we choose our leaders so that they can exercise power responsibly on behalf of common people.

However, there is always the possibility that these leaders might misuse their authority and the Constitution usually provides safeguards against this.
In democratic societies, the Constitution often lays down rules that guard against the misuse of authority by our political leaders.
The Right to Equality is one of the Fundamental Rights guaranteed by the Indian Constitution.
Another important function that a Constitution plays in a democracy is to make sure that a dominant group does not use its power against other, less powerful people or groups.
The Constitution usually contains rules that ensure that minorities are not excluded from anything that is routinely available to the majority.
Another reason why we have a Constitution is precisely to prevent this tyranny or domination by the majority of a minority.
The third significant reason why we need a Constitution is to save us from ourselves.
The Constitution helps to protect us against certain decisions that we might take that could have an adverse effect on the larger principles that the country believes in.

→ The Indian Constitution: Key Features

By the beginning of the twentieth century, the Indian national movement had been active in the struggle for independence from British rule for several decades.
During the freedom struggle the nationalists had devoted a great deal of time to imagining and planning what a free India would be like.
The leaders work was to work out the ways in which a democratic government would be set up in India and the rules that would determine its functioning.
• This was done not by one person but by a group of around 300 people who became members of the Constituent Assembly in 1946 and who met periodically for the next three years to write India’s Constitution.
When the Constitution was being written, India was going through considerable turmoil. The partition of the country into India and Pakistan was imminent, some of the Princely States remained undecided about their future, and the socio-economic condition of the vast mass of people appeared dismal.
The final document also reflects its concern for eradicating poverty through socio-economic reforms as well as emphasising the crucial role the people can play in choosing their representatives.

→ The key features of the Indian Constitution are given below:

Federalism
Parliamentary Form of Government
Separation of Powers
Fundamental Rights
Secularism

→ Federalism:

This refers to the existence of more than one level of government in the country. In India, we have governments at the state level and at the centre. Panchayati Raj is the third tier of government.
The vast number of communities in India meant that a system of government needed to be devised that did not involve only persons sitting in the capital city of New Delhi and making decisions for everyone.
It was important to have another level of government in the states so that decisions could be made for that particular area.
While each state in India enjoys autonomy in exercising powers on certain issues, subjects of national concern require that all of these states follow the laws of the central government.
Under federalism, the states are not merely agents of the federal government but draw their authority from the Constitution as well. All persons in India are governed by laws and policies made by each of these levels of government.

→ Parliamentary Form of Government:

The different tiers of government consist of representatives who are elected by the people.
The Constitution of India guarantees universal adult suffrage for all citizens.
The people of India have a direct role in electing their representatives.
Every citizen of the country, irrespective of his/her social background, can also contest in elections. These representatives are accountable to the people.

→ Separation of Powers:

According to the Constitution, there are three organs of government. They are the legislature, the executive and the judiciary.
The legislature refers to our elected representatives.
The executive is a smaller group of people who are responsible for implementing laws and running the government.
The judiciary refers to the system of courts in this country.
In order to prevent the misuse of power by any one branch of government, the Constitution says that each of these organs . should exercise different powers.

→ Fundamental Rights:

The section on Fundamental Rights has often been referred to as the ‘conscience’ of the Indian Constitution.
Fundamental Rights protect citizens against the arbitrary and absolute exercise of power by the State.
The Constitution guarantees the rights of individuals against the State as well as against other individuals.
The Constitution also guarantees the rights of minorities against the majority.
As Dr Ambedkar has said about these Fundamental Rights, their object is two-fold.
The first objective is that every citizen must be in a position to claim those rights.
Secondly, these rights must be binding upon every authority that has got the power to make laws.
The Constitution also has a section called Directive Principles of State Policy.
This section was designed by the members of the Constituent Assembly to ensure greater social and economic reforms and to serve as a guide to the independent Indian State to institute laws and policies that help reduce the poverty of the masses.

→ Secularism:
A secular state is one in which the state does not officially promote any one religion as the state religion.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Civics Chapter 2 Understanding Secularism

September 3, 2024September 2, 2024 by Bhagya

JAC Board Class 8th Social Science Notes Civics Chapter 2 Understanding Secularism

→ The acts of discrimination take place more easily when one religion is given official recognition by the State at the expense of other religions.

→ What is Secularism?

The Indian Constitution allows individuals the freedom to live by their religious beliefs and practices as they interpret these.
In keeping with this idea of religious freedom for all, India also adopted a strategy of separating the power of religion and the power of the State.
Secularism refers to this separation of religion from the State.

→ Why is it Important to Separate Religion from the State?

The most important aspect of secularism is its separation of religion from State power. This is important for a country to function democratically.
If the majority religious group has access to State power. then it could quite easily use this power and financial resources to discriminate against and persecute persons of other religions.
This tyranny of the majority could result in discrimination, coercion and at times even the killing of religious minorities.
The tyranny of the majority and the violation of Fundamental Rights that can result is one reason why it is important to separate the State and religion in democratic societies.
Another reason that is important to separate religion from the State in democratic societies is because we also need to protect the freedom of individuals to exit from their religion, embrace another religion or have the freedom to interpret religious teachings differently.

→ What is Indian Secularism?

The Indian Constitution mandates that the Indian State be secular.
According to the Constitution, only a secular State can realise its objectives to ensure the following:
- That one religious community does not dominate another;
- That some members do not dominate other members of the same religious community;
- That the State does not enforce any particular religion nor take away the religious freedom of individuals.
The Indian State works in various ways to prevent the domination. First, it uses a strategy of distancing itself from religion.
The Indian State is not ruled by a religious group and nor does it support any one religion.
Government schools cannot promote any one religion either in their morning prayers or through religious celebrations. This rule does not apply to private schools.
The second way in which Indian secularism works to prevent the domination is through a strategy of non-interference.
The third way in which Indian secularism works to prevent the domination is through a strategy of intervention.
In order to prevent the religion-based exclusion and discrimination of Tower castes’, the Indian Constitution bans untouchability.
To ensure that laws relating to equal inheritance rights are respected, the State may have to intervene in the religion-based ‘personal laws’ of communities.
The intervention of the State can also be in the form of support.
The Indian Constitution grants the right to religious communities to set up their own schools and colleges.
The First Amendment of the U.S. Constitution prohibits the legislature from making laws ‘respecting an establishment of religion’ or that ‘prohibit the free exercise of religion’.
In the U.S.A., the separation between State and religion means that neither the State nor religion can interfere in the affairs of one another.
Unlike the strict separation between religion and the State in American secularism, in Indian secularism the State can intervene in religious affairs. This is the difference.

→ In Indian secularism, though the State is not strictly separate from religion it does maintain a principled distance vis-a-vis religion.

This means that any interference in religion by the State has to be based on the ideals laid out in the Constitution.
The Indian State is secular and works in various ways to prevent religious domination.
The Indian Constitution guarantees Fundamental Rights that are based on these secular principles.
The knowledge that such rights exist makes us sensitive to the violations that occurs and enables us to take action when these violations take place.

JAC Class 8 Social Science Notes

JAC Class 8 Social Science Notes Civics Chapter 3 Why Do We Need A Parliament?

September 3, 2024September 2, 2024 by Bhagya

JAC Board Class 8th Social Science Notes Civics Chapter 3 Why Do We Need A Parliament?

→ The Parliament enables citizens of India to participate in decision making and control the government, thus making it the most important symbol of Indian democracy and a key feature of the Constitution.

→ Why should People Decide?

People from various backgrounds joined the struggle and they were inspired by the ideas of freedom, equality and participation in decision- making.
As far back as 1885, the Indian National Congress demanded that there be elected members in the legislature with a right to discuss the budget and ask questions.
The Government of India Act 1909, allowed for some elected representation.
While these early legislatures under the British government were in response to the growing demands of the nationalists, they did not allow for all adults to vote nor could people participate in decision making.
With the coming of independence, we were going to be citizens of a free country.
This did not mean that the government could do what it felt like, it meant that the government had to be sensitive to people’s needs and demands.

→ People and their Representatives

The take-off point for a democracy is the idea of consent, i.e., the desire, approval and participation of people.
The basic idea in the democratic government is that the individual or the citizen are the most important person and that in principle the government as well as other public institutions need to have the trust of these citizens.
People would elect their representatives to the Parliament, then, one group from among these elected representatives form the government.
The Parliament, which is made up of all representatives together, controls and guides the government.

→ The Role of the Parliament

Created after 1947, the Indian Parliament is an expression of the faith that the people of India have in principles of democracy.
The Parliament in our system has immense powers because it is the representative of the people.
The Lok Sabha is usually elected once every five years.
Each of these constituencies elects one person to the Parliament. The candidates who contest elections usually belong to different political parties.
Once elected, these candidates become Members of Parliament or MPs. These MPs together make up the Parliament.
Once elections to the Parliament have taken place, the Parliament needs to perform the following functions:

→ To Select the National Government

Parliament of India consists of the President, the Rajya Sabha and the Lok Sabha.
After the Lok Sabha elections, a list is prepared showing how many MPs belong to each political party.
For a political party to form the government, they must have a majority of elected MPs.
The Opposition in Parliament is formed by all the political parties that oppose the majority party/coalition formed.
The largest amongst these parties is called the Opposition party.
One of the most important functions of the Lok Sabha is to select the executive.
The Prime Minister of India is the leader of the ruling party in the Lok Sabha.
From the MPs who belong to the majority party, the Prime Minister selects ministers to work with her to implement decisions.
These ministers then take charge of different areas of government functioning like health, education, finance, etc.
The different political parties join together with similar interests as they didn’t get majority of votes and who are interested in similar concerns to form what is known as a coalition government.
The Rajya Sabha functions primarily as the representative of the states of India in the Parliament.
The Rajya Sabha can also initiate legislation and a bill is required to pass through the Rajya Sabha in order to become a law.
The members of the Rajya Sabha are elected by the elected members of the Legislative Assemblies of various states.

→ To Control, Guide and Inform the Government

The question hour is an important mechanism through which MPs can elicit information about the working of the government.
This is a very important way through which the Parliament controls the executive.
Asking questions of the government is a crucial task for every MP.
The Opposition parties play a critical role in the healthy functioning of a democracy.
The government gets valuable feedback and is kept on its toes by the questions asked by the MPs.
The MPs as representatives of the people have a central role in controlling, guiding and informing Parliament and this is a key aspect of the functioning of Indian democracy.

→ Law-Making
Law-making is a significant function of Parliament.

→ Who are the People in Parliament?

Parliament now has more and more people from different backgrounds.
There has also been an increase in political participation from the Dalits and backward classes.
There is a realisation that when interests and experiences separate us it is important to ensure that communities that have been historically marginalised are given adequate representation.
With this in mind, some seats are reserved in Parliament for SCs and STs.
Similarly, it has more recently been suggested that there should be reservation of seats for women.
It is issues of this kind that force the country to ask certain difficult and often unresolved questions about whether our democratic system is representative enough.

JAC Class 8 Social Science Notes

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.