Set II
Delhi
Q. 7. Give one example to show that political reforms can be counterproductive. 1
Ans. Sometimes political reforms can be counter-productive. Many States, for example, have banned people who have more than two children from contesting Panchayat elections. This has resulted in denial of democratic opportunity to many poor men and women which was not intended.
Q. 8. How can a developmental goal for one be destructive for the other? Mention one suitable example. 1
Ans. Developmental goals are different for different categories of people because of their different aspirations and life situations.
Example: Industrialists may want construction of more dams for more electricity generation, but this may lead to displacement of tribals who live in those areas and thereby disrupt and ruin their lives.
Example: Industrialists may want construction of more dams for more electricity generation, but this may lead to displacement of tribals who live in those areas and thereby disrupt and ruin their lives.
Q. 9. Amongst the States of Punjab, Kerala and Bihar, which one has the lowest literacy rate? 1
Ans. Bihar.
Q. 10. Define the term ‘Infant Mortality Rate’. 1
Ans. Infant Mortality Rate (IMR): It indicates the number of children that die before the age of one year as a proportion of 1000 live children born in that particular year.
Q. 11. Explain the circumstances which made Dalits give limited response to the Civil Disobedience Movement. 3
Ans. The nation’s ‘untouchables’ had begun to call themselves ‘dalit’ or oppressed. The Congress had ignored this group for fear of offending the higher castes. But Mahatma Gandhi fought for these people and called them ‘Harijans’. He lived and dined with these groups of Harijans but his efforts did not satisfy the dalit leaders.
Many dalit leaders were keen on a different political solution to the progblems of the community. They began to demand reserved seats in educational institutions and a separate electorate that would choose dalit members for Legislative Councils. Political empowerment, they thought, would resolve the problems of their social disabilities. Dalit participation in the Civil Disobedience Movement was therefore limited, particularly in the Maharashtra and Nagpur regions where their organizations were quite strong.
Many dalit leaders were keen on a different political solution to the progblems of the community. They began to demand reserved seats in educational institutions and a separate electorate that would choose dalit members for Legislative Councils. Political empowerment, they thought, would resolve the problems of their social disabilities. Dalit participation in the Civil Disobedience Movement was therefore limited, particularly in the Maharashtra and Nagpur regions where their organizations were quite strong.
Q. 12. Describe the Peasant Rebellion in Awadh during the Non-Cooperation Movement. 3
Ans. The Peasant Rebellion in Awadh was led by Baba Ramchandra, a ‘Sanyasi’, who was earlier a labourer in Fiji. Here, the movement was against ‘talukdars’ and landlords who demanded high rents from peasants. The peasants were forced to do ‘begar’ and work at farms of landlords with no wages. As tenants, they had no security of tenure and could be evicted without any notice as they had no right over the leased land. The Peasant Movement thus demanded reduction of revenue, abolition of ‘begar’ and the boycott of oppressive landlords. In 1920, Shri Jawaharlal Nehru toured Awadh villages to understand peasant grievances. This led to the formation of the Oudh Kisan Sabha headed by Shri Nehru and Baba Ramchandra. So, when the Non-Cooperation Movement began, the effort of the Congress was to integrate the Awadh peasants into the wider struggle
Note : Below are given three groups—A, B and C for questions number 13 and 14. Select any one group for answering these two questions.
Group A
Q. 13. Analyse any three conditions that made economic recovery difficult for Britain after First World War. 3×1=3
Ans. (i) Post-World War I economic recovery proved difficult. Britain, the world’s leading economy in the pre-war period, faced a prolonged crisis. While Britain was preoccupied with war, industries developed in India and Japan. After the war, Britain could not recapture its earlier position of dominance in the Indian market and to compete internationally with Japan.
(ii) To finance war expenses, Britain had borrowed liberally from USA, which led to huge external debts for USA.
(iii) The war also led to an economic boom, with a large increase in demand, production and employment. After the war ended, unemployment increased and production contracted. There were thus huge job losses and, in 1921, one in every five British workers was out of work.
(ii) To finance war expenses, Britain had borrowed liberally from USA, which led to huge external debts for USA.
(iii) The war also led to an economic boom, with a large increase in demand, production and employment. After the war ended, unemployment increased and production contracted. There were thus huge job losses and, in 1921, one in every five British workers was out of work.
Q. 16. Name any two States which are benefitted by Kandla Port. Mention three advantages of waterways. 1+2=3
Ans. Jammu and Kashmir, Himachal Pradesh, Punjab, Haryana, Rajasthan and Gujarat (any two) are the States which have benefitted by the Kandla Port. Advantages of Waterways: See Q. 24, Chapter 7. [Page G-52
Q. 19. How did the French Revolution create a sense of ‘collective belongingness’ among the French in the eighteenth century? Explain. 4
Ans. From the beginning the French revolutionaries introduced various measures and practices to create a sense of ‘collective belongingness’ among the French. The ideas of ‘la patrie’ (the fatherland) and ‘le citoyen’ (the citizen), emphasized the notion of a united community, enjoying equal rights under a community. A new French flag, the tricolour, was chosen to replace the former royal standard. The Estates General was elected by the body of active citizens and renamed National Assembly. New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation.
A centralised administrative system was put in place and it formulated uniform laws for all citizens within its territory. Internal custom duties and dues were abolished and a uniform system of weights and measures was adopted. Regional dialects were discouraged and French, as spoken and written in Paris, became the common language of the nation.
Or
How was education promoted by French in Vietnam pro-French? Explain any four points in this regard. 4×1=4
Ans. Like the British in India, the French claimed that they were bringing modern civilization to the Vietnamese. Education was seen as one way to civilize the ‘natives’.
The French dismantled the traditional educational system and established French schools for the Vietnamese. They were keen to introduce French as a medium of instruction as the Vietnamese would be introduced to the culture and civilization of France. This would help to create an ”Asiatic France tied solidly to European France”, and Vietnam would respect French sentiments and ideas, and see the superiority of French culture.
School textbooks glorified French rule and children were taught that only French rule would bring peace in Vietnam.
The Tonkin Free School set up in 1907 provided a western style of education. The school’s approach was to be ‘modern’. It was not enough to learn science and western ideas, to be modern the Vietnamese had also to look modern.
The French dismantled the traditional educational system and established French schools for the Vietnamese. They were keen to introduce French as a medium of instruction as the Vietnamese would be introduced to the culture and civilization of France. This would help to create an ”Asiatic France tied solidly to European France”, and Vietnam would respect French sentiments and ideas, and see the superiority of French culture.
School textbooks glorified French rule and children were taught that only French rule would bring peace in Vietnam.
The Tonkin Free School set up in 1907 provided a western style of education. The school’s approach was to be ‘modern’. It was not enough to learn science and western ideas, to be modern the Vietnamese had also to look modern.
Q. 20. Distinguish between biotic and abiotic resources by stating four points. 4×1=4
| Biotic Resources | Abiotic Resources |
| 1. The resources which are obtained from biosphere are biotic resources. | 1. All those things which are composed of non-living things are called abiotic resources. |
| 2. They have life. | 2. They do not have life. |
| 3. These include flora and fauna, fisheries, livestock, human beings etc. | 3. These include rocks, metals, land, air, mountains, rivers, etc. |
| 4. Minerals such as coal and petroleum are included in this category because they were formed from decayed organic matter. | 4. Minerals such as gold, iron, copper, silver, etc. come in this category. |
Q. 21. Describe any four important characteristics of plantation farming. 4×1=4.
Q. 26. What is National Rural Employment Guarantee Act, 2005? State three measures taken under NREGA 2005 to help the rural poor. 1+3=4
Ans. Every State or region in India has potential for increasing the income and employment in that area. Recognising this, the Central Government in India has passed an Act called the National Rural Employment Guarantee Act 2005. Measures taken under the NREGA 2005 are:
(i) The main aim of the Act is to implement the Right to Work in 200 districts of India.
(ii) Under the NREGA 2005, all those who are able to, and are in need of work, have been guaranteed 100 days of employment in a year by the government. In case the government fails, it offers unemployment allowance to the people.
(iii) The type of work that will help increase the production from land will be given preference under the Act.
(i) The main aim of the Act is to implement the Right to Work in 200 districts of India.
(ii) Under the NREGA 2005, all those who are able to, and are in need of work, have been guaranteed 100 days of employment in a year by the government. In case the government fails, it offers unemployment allowance to the people.
(iii) The type of work that will help increase the production from land will be given preference under the Act.
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