Friday, 30 November 2012

Class X - Globalisation and the Indian Economy



NCERT TEXTBOOK QUESTIONS
Questions in the Exercise
Q.1. What do you understand by globalisation? Explain in your own words.
Ans. Globalisation means integrating the economy of a country with the economies of other countries under conditions of free flow of trade, capital and movement of persons across borders. It includes
(i) Increase in foreign trade
(ii) Export and import of techniques of production.
(iii) Flow of capital and finance from one country to another
(iv) Migration of people from one country to another.

Q.2. What was the reasons for putting barriers to foreign trade and foreign investment by the Indian government? Why did it wish to remove these barriers?
Ans. The Indian government had put barriers to foreign trade and foreign investment because at that time it was necessary to protect the Indian producers from the foreign competition.
In New Economic Policy in 1991, it was thought by the government to remove these barriers so that Indian producers can compete with producers around the globe. Thus competition improves the quality of their products.

Q.3. How would flexibility in labour laws help companies?
Ans. Flexibility in labour laws helps companies to cut down the cost of production. Now, instead of hiring workers on a regular basis, companies hire workers flexibly for short periods and this reduces the cost of labour for the company.

Q.4. What are the various ways  in which MNCs set up or control production in other countries?
Ans.  Multinational Corporations (MNCs) set up their factories or production units close to markets where they can get desired type of skilled or unskilled labour at low costs along with other factors of production. After ensuring these conditions MNCs set up production units in the following ways :

(a) Jointly with some local companies of the existing country.
(b) Buy the local companies and then expand its production with the help of modern technology.
(c) They place orders for small producers and sell these products under their own brand name to the customers worldwide.

Q.5. Why do developed countries want developing countries to liberalise their trade and investment? What do you think should the developing countries demand in return?
Ans. Developed countries feel that all barriers to foreign trade and investment are harmful for international trade. They want that trade between countries should be free. Developed countries like the USA and UK have high production capacity and latest technology.
Developing countries should demand fair globalisation which ensures opportunities and benefits for all. Interest of the workers should also be taken care of.

Q.6. “The impact of globalisation has not been uniform.” Explain this statement.
Ans. While globalisation has benefited the well-off consumers and also producers with skill, education and wealth, many small producers and workers have suffered as a result of the rising competition.

Q.7. How has liberalisation of trade and investment policies helped the globalisation process?
Ans. Liberalisation of trade and investment has facilitated globalisation by removing barriers to trade and investment.
At international level, WTO has put pressure on developing couintries to liberalise trade and investment.

Q.8. How does foreign trade lead to integration of markets across countries? Explain with an example.
Ans. Foreign trade provides opportunities for both producers and buyers to reach beyond the markets of their own countries. Goods travel from one country to another.
Competition among producers of various countries as well as buyers prevails. Thus foreign trade leads to integration of markets across countries. For example, during Diwali season, buyers in India have the option of choosing between Indian and Chinese decorative lights and bulbs. So this provides an opportunity to expand business.

Q.9. Globalisation will continue in the future. Can you imagine what the world would be like twenty years from now? Give reason for your answer.
Ans. After twenty years, world would undergo a positive change which will possess the following features—healthy competition, improved productive efficiency, increased volume of output, income and employment, better living standards, greater availability of information and modern technoloy.
Reason for the views given above : These are the favourable factors for globalisation :
(a) Availability of human resources both quantitywise and qualitywise.
(b) Broad resource and industrial base of major countries.
(c) Growing entrepreneurship
(d) Growing domestic market.

Q.10. Supposing you find two people. One is saying globalisation has hurt our country’s development. The other is telling, globalisation is helping India develop. How would you respond to these arguments?
Ans. Benefits of globalisation of India :
(a) Increase in the volume of trade in goods and services
(b) Inflow of private foreign capital and export orientation of the economy.
(c) Increases volume of output, income and employment.
Negative Impact / Fears of Globalisation.
(a) It may not help in achieving sustainable growth.
(b) It may lead to widening of income inequalities among various countries.
(c) It may lead to aggravation of income inequalities within countries.
Whatever may be the fears of globalisation, I feel that it has now become a process which is catching the fancy of more and more nations. Hence we must become ready to accept globalisation with grace and also maximise economic gains from the world market.

Q.11. Fill in the blanks :
Indian buyers have a greater choice of goods than they did two decades back. This is closely associated with the process of         (1)          . Markets in India are selling goods produced in many other countries. This means there is increasing        (2)         with other countries. Moreover, the rising number of brands that we see in the market might be produced by MNCs in India. MNCs are investing in India because               (3)               . While consumers have more choices in the market, the effect of rising         (4)           and         (5)           has meant greater        (6)         among the producers.
Ans. (1) Globalisation (2) Trade (3) They can get cheap labour (4) Prices (5) Standard (6) Competition

Q.12. Match the following.
(i) MNCs buy at cheap rates from small producers (a) Automobiles
(ii) Quota and taxes on imports are used to (b) Garment, footwear, sports
regulate trade items
(iii) Indian companies who have invested abroad (c) Call centres
(iv) It has helped in spreading of production of services. (d) Tata Motors, Infosys, Ranbaxy
(v) Several MNCs have invested in setting up factories (e) Trade barriers.
in India for production of
 Ans. (i) (b) (ii) (e) (iii) (d) (iv) (c) (v) (a)

Q.13. Choose the most appropriate option.
(i) The past two decade of globalisation has seen rapid movements of
(a) goods, services and people between countries.
(b) goods, services and investments between countries.
(c) goods, investment and people between countries.
(ii) The most common route for investments by MNCs in countries around the world is to
(a) set up new factories.
(b) buy existing local companies.
(c) form partnership with local companies.
(iii) Globalisation has led to improvement in living conditions
(a) of all the people
(b) of people in the developed countries.
(c) of workers in the developing countries.
(d) none of the above.
Ans. (i) (a) (ii) (b) (iii) (c)

Tuesday, 27 November 2012

Class IX - Working of the Institutions



A. NCERT TEXTBOOK QUESTIONS
Questions within the Lesson
Page No. 80
Q.1. Is every Office Memorandum a major political decision? If not, what made this one different?
Ans. No. Every Memorandum is not a major political decision. This was important because it made the announcement of 27% reservation for SEBC class, in addition to the reservations already there for SCs and STs.

Page No. 81
Q.2. Cartoons
Ans. Cartoon. It certainly has political overtones. The first one is referring to the 27% reservation for the SEBC.
The second one refers to the same.
Page No. 82
Q.3. Who did what in this case of reservations for backward classes?
          Supreme Court                             1. Made formal announcement about this decision
          Cabinet                                         2. Implemented the decision by issuing an order
          President                                       3. Took the decision to give 27% job reservations
          Government Officials                     4. Upheld reservations as valid
Ans.   Supreme Court 4, Cabinet 3, President 1, Government Officials 2.

Page No. 82
Q.4. Which institutions are at work in the running of your school? Would it be better if one person alone took all the decisions regarding management of your school?
Ans. No, it would not be better. Decisions arrived with consensus and advice of more than one person are not rash or dictatorial. They are rational and considered the majority opinion. Institutions in a school are the Managing Committee, the parents-teachers association, the Principal and the staff.

Page No. 84
Q.5. What is the point in having so much debate and discussion in the Parliament when we know that the view of the ruling party is going to prevail?
Ans. The ruling party, after a debate and discussion, learns about the weak points in its views. It can modify them in the light of what it learns. If no debate is held it will not come to know the views of the opposition or of the people, and take arbitrary decision.

Page No. 87
Q.6. The race to become a minister is not new. Here is a cartoon depicting ministerial aspirants waiting to get a berth in Nehru’s Cabinet after the 1962 elections. Why do you think political leaders are so keen to become ministers?
Ans. Political leaders are keen to become ministers because of the power, prestige and financial gains they get. Minister have many privileges, power is desired by many. If your intentions are honourable, you can serve the nation in many ways. If not, you can misuse them for personal gain.

Page No. 88
Q.7. This cartoon depicts a cabinet meeting chaired by Prime Minister Indira Gandhi in the early 1970s, at the peak of her popularity. Do you think similar cartoons could be drawn about other prime ministers who followed her?
Ans. No. None of the Prime Ministers who followed her had the same status or power as Indira Gandhi had in the early 1970s.

Page No. 90
Q.8. What is better for a democracy-a Prime Minister who can do whatever he wishes or a Prime Minister who needs to consult other leaders and parties?
Ans. The second option is indeed better in a democracy, otherwise we would end up with a dictator.

Page No. 91
Q.9. It is quite common in the US for judges to be nominated on the basis of well-known political opinions and affiliations. This fictitious advertisement appeared in the US in 2005 when President Bush was considering various candidates for nomination to the US Supreme Court. What does this cartoon say about the independence of the judiciary?
Why do such cartoons not appear in our country? Does this demonstrate the independence of our judiciary?
Ans. The cartoon is definitely making fun of President Bush! It clearly states that judiciary is not independent in USA and judges will be chosen if they support Bush and his policies!
No such cartoon has ever appeared against the Indian judiciary which speaks a lot about the independence of judicial system in India. They are free from dominance of the Executive.

Page No. 92
Q.10. Why are people allowed to go to courts against the government’s decisions?
Ans. People are allowed to go against the government to courts, because of the fundamental right given to them by the Constitution — Right to Constitutional Remedies. If any of the people’s fundamental rights is violated we can challenge the decision in court and ask for justice.

Questions  in the Exercise
Q.1. If you are elected as the President of India which of the following decision can you take on your own?
(a) Select the person you like as Prime Minister.
(b) Dismiss a Prime Minister who has a majority in Lok Sabha.
(c) Ask for reconsideration of a bill passed by both the Houses.
(d) Nominate the leaders of your choice to the Council of Ministers.
Ans. (c) Ask for reconsideration of a Bill passed by both the Houses.

Q.2. Who among the following is a part of the political executive?
(a) District Collector (b) Secretary of the Ministry of Home Affairs
(c) Home Minister (d) Director General of Police
Ans. (c) Home Minister

Q.3. Which of the following statements about the judiciary is false?
(a) Every law passed by the Parliament needs approval of the Supreme Court.
(b) Judiciary can strike down a law if it goes against the spirit of the Constitution.
(c) Judiciary is independent of the Executive.
(d) Any citizen can approach the courts if her rights are violated.
Ans. (a) Every law passed by the Parliament needs approval of the Supreme Court.

Q.4. Which of the following institutions can make changes to an existing law of the country?
(a) The Supreme Court
(b) The President
(c) The Prime Minister
(d) The Parliament
Ans. (d) The Parliament

Q.5. Match the ministry with the news that the ministry may have released:
(a) A new policy is being made to increase                          (1) Ministry of Defence
the jute exports from the country.
(b) Telephone services will be made more                           (2) Ministry of Health
accessible to rural areas.
(c) The price of rice and wheat sold under the          (3) Ministry of Agriculture, Food and Public Distribution Public Distribution System will go down.
(d) A Pulse Polio campaign will be launched.                      (4) Ministry of Commerce and Industry
(e) The allowances of the soldiers posted on                       (5) Ministry of Communications and
high altitudes will be increased.                                                Information Technology
Ans. (a) — (4);  (b) — (5);  (c) — (3);  (d) — (2);  (e) — (1)

Q.6. Of all the institutions that we have studied in this chapter, name the one that exercises the powers on each of the following matters.
(a) Decision on allocation of money for developing infrastructure like roads, irrigation, etc., and different welfare activities for the citizens
(b) Considers the recommendation of a Committee on a law to regulate the stock exchange
(c) Decides on a legal dispute between two state governments
(d) Implements the decision to provide relief for the victims of an earthquake.
Ans. (a) The Executive (political), the government
(b) The Parliament (The Lok Sabha)
(c) The Supreme Court, judiciary
(d) The Executive (Permanent), Civil Servants

Q.7. Why is the Prime Minister in India not directly elected by the people? Choose the most appropriate answer and give reasons for your choice.
(a) In a parliamentary democracy only the leader of the majority party in the Lok Sabha can become the Prime Minister.
(b) Lok Sabha can remove the Prime Minister and the Council of Minister even before the expiry of their term.
(c) Since the Prime Minister in appointed by the President, there is no need for it.
(d) Direct election of the Prime Minister will involve a lot of expenditure on election.
Ans. (a) Elections are not fought for the post of the Prime Minister. Only parties fight elections and the winning party’s leader becomes the Prime Minister.

Q.8. Three friends went to watch a film that showed the hero becoming Chief Minister for a day and making big changes in the state. 
Imran said this is what the country needs.
Rizwan said this kind of a personal rule without institutions is dangerous. 
Shankar said all this is a fantasy. No minister can do anything in one day. 
What would be your reaction to such a film?
Ans. Rizwan said this kind of a personal rule without institutions is dangerous.

Q.9. A teacher was making preparations for a mock parliament. She called two students to act as leaders of two political parties. She gave them an option: Each one could choose to have a majority either in the mock Lok Sabha or in the mock Rajya Sabha. If this choice was given to you, which one would you choose and why?
Ans. Lok Sabha - Power with Responsibility, elected directly by the people. If people are aware will support good representatives.

Q.10. After reading the example of the reservation order, three students had different reactions about the role of the judiciary. Which view, according to you, is a correct reading of the role of judiciary?
(a) Srinivas argues that since the Supreme Court agreed with the government, it is not independent.
(b) Anjaiah says that judiciary is independent because it could have given a verdict against the government order. The Supreme Court did direct the government to modify it.
(c) Vijaya thinks that the judiciary is neither independent nor conformist, but acts as a mediator between opposing parties. The court struck a good balance those who supported and those who opposed the order.
Ans. (b) Anjaiah says that judiciary is independent because it could have given a verdict against

Monday, 26 November 2012

Class IX - Natural Vegetation and Wildife



A. NCERT TEXTBOOK QUESTIONS
Questions Within The Lesson
Q.1. Find out why are the southern slopes in Himalayan region covered with thick vegetation cover as compared to northern slopes of the same hills.
Ans. The northern slopes of the hills in Himalayan region are at high altitude and have low temperature or are snow covered. This does not allow much vegetation. In the southern part of the hills there are plains and valleys watered by rivers and with fertile soil and pleasant temperature levels all required for dense growth of vegetation.

Q.2. Find out why have the western slopes of the Western Ghats covered with thick forests and not the eastern slopes.
Ans. The westward facing slopes receive much more rain than the eastward facing slopes and the Western Ghats are considerably wetter than the dry Deccan to the east.

Questions in the Exercise
Q.1. Choose the right answer from the four alternatives given below :
(i) To which one of the following types of vegetation does rubber belong to?
(a) Tundra (b) Himalayan (c) Tidal (d) Tropical Evergreen
Ans. Tropical Evergreen
(ii) Cinchona  trees are found in the areas of rainfall more than :
(a) 100 cm (b) 70 cm (c) 50 cm (d) Less than 50 cm
Ans. more than 100 cm
(iii) In which of the following states is the Simplipal bioreserve located?
(a) Punjab (b) Delhi (c) Orissa (d) West Bengal
Ans. Orissa
(iv) Which one of the following bio-reserves of India is not included in the world network of bioreserve?
(a) Manas (b) Gulf of Mannar   (c) Sunderbans      (d) Nanda Devi
Ans. Manas

Q.2. Answer the following questions briefly.
(i) Define an ecosystem.
Ans. An ecosystem comprises plants and animals existing interdependently and inter-related to each other in their physical environment.

(ii) What  factors are responsible for the distribution of plants and animals in India?
Ans. The distribution of plant and animal life in India is determined by the following :
(a) Temperature along with humidity in the air, precipitation and the nature of the soil.
(b) Variation in sunlight due to  variations in latitude, height above sea level, season and duration of the day in any specific region.
(c) Amount of rainfall.
(d) Soil conditions
(e) Relief — mountains, plateaus or plains.

(iii) What is  a bio-reserve? Give two examples.
Ans. Bio-reserves are intended to protect and conserve the diverse flora and fauna found within the country. In these reserves every plant and animal species is protected in its natural form. The first bio-reserve came up at the trijunction of the state of Kerala, Tamil Nadu and Karnataka in 1986. Two years later another bioreserve was set up at Nanda Devi.

(iv) Name two animals having habitat in different types of vegetation.
Ans. Type of vegetation                               Plants                       Animals
        Tropical Rainforests                             Rosewood,Ebony    Elephants, Monkeys
        Tropical Deciduous Forests                 Teak, Sal                  Lion, Tiger
        Thorn Forests                                     Palms,Acacia            Rats, Rabbits
        Temperate Forests                              Oak, Chestnut          Yak, Wild sheep
        Alpine and Tundra Vegetation              Pines, Silver fir          Snow Leopard, Yak

Q.3. Distinguish between:
(i) Flora and Fauna
(ii) Tropical Evergreen and Deciduous Forests
Ans. (i) Fauna refers to species of animals found in an region. Flora denotes plants of a particular region.
(ii) Tropical evergreen forests abound in areas with rainfall exceeding 200 cm in a year. Trees reach heights up to 60 m in these forests. The vegetation is luxuriant. There is no definite time for the trees to shed leaves. A large number of species exist together in such forests. Important trees are ebony, mahogany, rosewood, rubber and cinchona. Deciduous forests are spread over the region where the rainfall ranges between 70-200 cm annually. In dry summer, the trees shed their leaves for six to eight weeks. Commercially important wood is found in these forests. Important trees are teak, sal, shisham. etc.

Q.4. Name different types of vegetation found in India and describe the vegetation of high altitudes.
Ans. The different types of vegetation found in India are:
Tropical rainforests, Tropical Deciduous forests, Thorn forests, Temperate forests, Alpine and Tundra vegetation.
Alpine vegetation is found at places over 3,600 m in height. The trees common to these are silver fir, junipers, pines and birches. The trees get stunted as they reach the snow line. There are shrubs and scrubs that ultimately merge into Alpine grasslands. Tundra vegetation is limited to lichens and mosses.

Q.5. Quite a few species of plants and animals are endangered. Why?
Ans. The main reason for extinction of certain species of plants is excessive commercialization. Plant species are endangered as more lands are being cleared for factories, housing colonies and roads. Pollution of air, water and soil adds to the danger to natural vegetation. Animal species are getting extinct due to hunting and poaching. Commercial exploitation of forestlands has also reduced space for animal habitats.

Q.6. Why has India a rich heritage of flora and fauna?
Ans. India has a rich heritage of fauna and flora as geographically the country has a very wide range of physical, climatic and soil conditions. Our tradition of respecting all forms of life has also contributed to the preservation of plant and animal species over the centuries.

Saturday, 24 November 2012

Seems to me that answers of two questions in SAT i.e. 63 and 65 are wrong in this Answer key.
Q.63. In Which country first time the cultivation of opium begin ?
(a) Portugal (b) India
(c) China (d) Britain
Answer given in the Key issued by SIERT -Udaipur is (c) China.
First line on Second paragraph, Page no.132 of the chapter Peasants and Farmers, NCERT book clearly mentions that 'The Portuguese had introduced opium into China in the early sixteenth century.' So how the answer can be China. NCERT book is silent about which country first time the cultivation of opium begin ?. But Wikipedia says -
Cultivation of opium poppies for food, anaesthesia, and ritual purposes dates back to at least the Neolithic Age (new stone age). The Sumerian, Assyrian, Egyptian, Indian, Minoan, Greek, Roman, Persian and Arab Empires all made widespread use of opium, which was the most potent form of pain relief then available, allowing ancient surgeons to perform prolonged surgical procedures.
http://en.wikipedia.org/wiki/Opium
I think the answer should be India or atleast Portugal, China cannot be the answer.
Q.65. Who opened the first Cricket Club in India ?
(a) Britisher (b) Hindu
(c) Jurestreian (d) Muslim
Answer given by SIERT is (c)Jurestreian
Page no.149 of the Chapter - The Story of Cricket,NCERT book, last line clearly says -'The first record we have of cricket being played in India is from 1721, an account of recreational cricket played by English sailors in Cambay. The FIRST INDIAN CLUB, the CALCUTTA CRICKET CLUB was established in 1792.. Through the eighteenth century, cricket in India was almost wholly a sport played by British Military men and civil servantss in all-white clubs and gymkhanas.'
The second paragraph on the page 150 says -'The Parsis founded the FIRST INDIAN CRICKET CLUB, the ORIENTAL CRICKET CLUB in Bombay in 1848.
So its quiet clear that the ANSWER should be BRITISH rather then the JURESTREIN as SIERT, Udaipur says. Here I would like to mention one thing, Question asked was 'Who opened the First Cricket Club in India ?' it was not asked that 'Who opened the First Indian Cricket Club in India?'

So I think both these answers taken by SIERT, Udaipur is wrong, I would like to request all Students and parents to write to SIERT, Udipur to reconsider the answer of the above questions.
Vinod Kumar
http://www.socialscience4u.blogspot.in/search/label/Class%20X%20-%20Power%20Point%20Presentation
PPT on the Chapter - Peasants and Farmers Class IX - History
http://www.slideshare.net/viduvinodkumar/peasants-and-farmers

Sunday, 18 November 2012

Answer Key of SAT and MAT - NTSE 13 Stage 1 (Rajasthan)
http://www.scribd.com/doc/113671235/Answerkey-SAT-MAT-Raj

Class X - Rise of Nationalism in Europe

PPT on the Chapter  - Rise of Nationalism in Europe (Class X)
http://www.slideshare.net/viduvinodkumar/the-rise-of-nationalism-in-europe-go
NTSE -13 Stage I Rajasthan
Total Question from Social Science - 35 (Class IX -15, Class X - 17, Rajasthan -03)
Answer Key of Social Science - (Question no. -Option) 56-1, 57-2, 58-3, 59-4, 60-2, 61-3, 62-4, 63-2, 64-1, 65-1, 66-1, 67-2, 68-1, 69-4, 70-1, 71-2, 72-1, 73-2, 74-3, 75-4, 76-2, 77-4, 78-1, 79-4, 80-1, 81-1, 82-4, 83-4, 84-2, 85-3, 86-3, 87-2, 88-1, 89-3, 90-1.

Friday, 16 November 2012

Class - X Nationalism In India



NCERT TEXTBOOK QUESTIONS
Q.1. Explain
A) Why growth of nationalism in the colonies is linked to the anti-colonial movement?
Ans. In India, as in other colonial countries like Vietnam, the growth of nationalism is totally linked with anti-colonial movement. In their fight against colonialism, people began to discover their unity. They found out they had a common oppressor and had common complaints, so it created a bond among different groups. They realised they were fighting for the same causes — against poverty, discrimination, high taxes, begar, crop failures, forced recruitment to the army during the First World War etc. These shared hardships created a feeling of unity, and aroused nationalism against the common colonial ruler. Though the aims of each group were not similar, now they had a common demand “Swaraj”.
B) How did the First World War help in the growth of National Movement in India?
Ans. (i) It created new economic and political problems. The war had led to huge expenditure which was financed by heavy loans and increase in taxes. Customs duties were raised and income tax was introduced.
(ii) The prices had doubled between 1913-18 and the common people underwent great hardships.
(iii) Crops had failed between 1918-19 and 1920-21 leading to famine and disease. There were epidemics killing between 12-13 million people (Census, 1921).
(iv) People’s hope that the end of war would bring an end to their goals were belied, and this led to their support to the national movement.
(v) The Muslims were antagonised by the British ill-treatment of the Khalifa, after the First World War.
(vi) Indian villagers were also incensed by the British Government’s forced recruitment of men in the army.
(vii) The Congress and other parties were angry with the British for not consulting them before making India a party on their side against Germany.
(viii) Taking advantage of the First World War, many revolutionary parties cropped up and they incited the people to join the anti-colonial movement in India (i.e. the National Movement).
C) Why Indians were outraged by the Rowlatt Act.
During Indian struggle for Independence British government passed a law named after Sidney Rowlatt who was a government official, whose work was to find out who were behind Indian independence support and stop the changes responsible for the Independence were mainly.
Three officers in this commission and all were Britishers. Indian freedom fighters called it “Black Law”. This Act gave the government enormous powers to repress political activities and allowed detention of political prisoners without trial for two years.
The opposition against this law started with a hartal by Gandhi. Rallies were organised in many cities, workers stopped working, went on strike. Shops and workshops were closed. By this way the reaction of the people came out against this Act.


D) Why did Gandhiji call off the Non-Cooperation Movement?
Ans. The Chauri Chaura incident near Gorakhpur made him to do so. A peaceful procession turned violent and burnt a police chowki at Chauri Chaura and 22 policemen were burnt alive. Gandhiji, an apostle of non-violence, was shocked .
Within the Congress some leaders were by now tired of mass struggle and wanted to participate in elections to the provincial councils that had been set up by the Government of India Act of 1919.
Thus Mahatma Gandhi decided to call-of the movement.
 
Q.2. What is meant by the idea of Satyagraha?

Ans. Gandhiji said ‘Satyagraha’ was not passive resistance but it called for intensive activity. Physical force was not used against the oppressor, nor vengeance was sought. Only through the power of truth and non-violence, an appeal was made to the conscience of the oppressor. Persuasion, not force, would make the oppressor realise the truth. This ‘dharma’ of non-violence and truth united people against the oppressor and made them realise the truth.

Q.3. Write a newspaper report on
(a) The Jallianwala Bagh massacre.
Ans. April 13, 1919 will be a date never forgotten by Indians — those who were present and those who will come later. Generations will talk about the infamous, brutal massacre at Jallianwala Bagh in Amritsar. Hundreds of villagers had come to Amritsar to celebrate Baisakhi and attend a fair. They were totally unaware of the martial law, which General Dyer had imposed on the city because of the ‘hartal’ observed on April 6 against the Rowlatt Act. On 10 April the police had fired upon a peaceful procession, which had provoked widespread attacks on banks, post offices and railway stations.
General Dyer entered the area where a peaceful meeting was going on in Jallianwalla Bagh. He blocked all the exit points and ordered his troops to fire upon the unarmed people. His object was to create terror and awe in the minds of the satyagrahis and produce a “moral effect”. Hundreds of innocent people were killed, some were drowned as they jumped into a well to escape bullets.
The mass murder was not enough; the government used brutal repression to crush people who rose in anger after this massacre. The satyagrahis were forced to rub their noses in the dirt, crawl on the streets and “Salaam” all “Sahibs”. People were mercilessly flogged and in some villages bombs were also used (Gujranwala in Punjab). It was the most shameful act in the history of British rule in India.

(b) The Simon Commission.
Ans. In 1927, the British Government appointed a seven-member commission under the chairmanship of Sir John Simon. It was to report about the extent to which the Act of 1919 had worked out  successfully. It was to examine the functioning of the constitutional system in India. This Commission was boycotted by the Indians as it had not a single Indian member.
It was welcomed with black flags and slogans of “Simon go back” when it landed in India. At Lahore, a procession taken out under the leadership of Lala Lajpat Rai was lathi-charged and he was fatally wounded in 1928.
The Simon Commission led to Jawaharlal Nehru demanding “Poorna Swaraj” at the Lahore Session of the Congress. The Nehru Report was also a reaction to this Commission and it gave Gandhiji an opportunity to start his Civil Disobedience Movement in India.

Q.4. Compare the image of Bharat Mata with the image of Germania. Do you find any
similarities? Why do you think these images of Bharat Mata will not appeal to all castes
and communities?
Ans. Germania is portrayed as a heroic figure. Look at the sword in one hand, flag in the other. She
stands for partriotism and heroism. This portrait resembled the Bharat Mata. The figure
extends purity and authority.

Q.5. List all the different Social Groups which joined the Non-Cooperation Movement of 1921. Then choose any three and write about their hopes and struggles to show why they joined the movement.
Ans. (i) The middle class joined the movement because the boycott of foreign goods would make the sale of their textiles and handlooms go up.
(ii) The peasants took part in the movement because they hoped they would be saved from the oppressive landlords, high taxes taken by the colonial government.
(iii) Plantation workers took part in the agitation hoping they would get the right to move freely in and outside the plantations and get land in their own villages.

Q.6. Discuss the Salt March to make clear why it was an effective symbol of resistance against
colonialism.
Ans. Mahatma Gandhi found in salt a powerful symbol that could unite the nation. On 31 January, 1930, he sent a letter to the Viceroy Lord Irwin, making eleven demands. Some of these demands were of general interest, some were specific demands of different classes from industrialists to peasants. The idea was to make the demands all-embracing and wide-ranging, so that all classes within Indian society could identify with them and work together in a united campaign. He made the “Salt tax” his target and called it the most repressive Act of the British government. This tax hit both the poor and the rich as salt was used in every household. The British had the monopoly in producing salt and they misused their power.
Gandhi started his famous “Salt March” on March 12, 1930 from Sabarmati Ashram to Dandi, a small coastal village in Gujarat. He started with 78 followers and thousands joined him on his 240-miles route.
It took him 24 days of 10 miles walking per day. On April 16, 1930 he broke the Salt Law by boiling sea water and extracting salt. Newspapers carried day-to-day reports of his march and the speeches he made on the way. It is reported that about 300 Gujarat village officials resigned their posts and joined Gandhiji.
His Salt March led to violation of Salt Law all over the country. It also led to boycott of foreign goods and picketing of liquor shops. Students and women played a significant role in this movement. Peasants refused to pay taxes, forest people broke forest laws and grazed their cattle, collected wood in prohibited forest areas. There was an uprising against the government everywhere in India and the British had to use brutal force to suppress it.

Q.7. Imagine you are a woman participating in the Civil Disobedience Movement. Explain what the experience meant in your life.
Ans. Women entered the National Movement in large numbers for the first time by participating in the Civil Disobedience Movement. During Gandhiji’s ‘Salt March’, thousands of women came out of their homes to listen to him. They participated in protest marches, manufactured salt, picketed foreign goods and liquor shops. They came in the urban areas from high caste families. In the rural area they were from the rich peasant households. They took part in the movement as their sacred duty. They stood by their men and suffered physical blows also. They included old women, women with babies in their arms, and young girls. It did not win them any new status. Even Gandhiji thought women’s place was at home, as good mothers and good wives. The Congress did not give them any position in the organisation — but the women
made their presence felt. Women who had never stepped out of their homes, women in purdah could be seen marching side by side with their men. 

Q.8. Why did political leaders differ sharply over the question of separate electorates?
Ans. By separate electorates we mean a system in which people of one religion vote for a candidate of their own religion. The British used this system to divide the people of India and thus to weaken the National Movement. This would make their position strong in India and make them rule for a long time. They succeeded in driving a wedge between the Hindus and Muslims which finally led to the partition of the country in 1947.
The different political leaders did not agree with this policy and held different opinions.
(i) Congress : It opposed tooth and nail the British policy of separate electorates. It understood the mischief created by the divide and rule policy. It was in favour of joint electorates.
(ii) Muslim leaders like Muhammad Iqbal and M.A. Jinnah wanted separate electorates to safeguard the political interests of the Muslims. They were afraid, as a minority religious group, that they would never be able to win elections in a joint electorate and the Hindus would always dominate them.
(iii) The leaders of the Depressed Classes under Dr B.R. Ambedkar also wanted a separate electorate, because they were also afraid of Hindu dominance in a joint electorate. After Gandhi’s fast unto death, the Poona Pact was signed between him and Dr. Ambedkar. Gandhiji saw it as a blow to national unity and feared that the Dalits would never become one with the Hindu society, under separate electorate. 
Dr. Ambedkar agreed to a joint electorate provided the Depressed Classes had reserved seats in the Provincial and Central Legislative Councils.

Thursday, 15 November 2012

Class X - The Nationalist Movement in Indo-China



NCERT TEXTBOOK QUESTIONS

Q.1. Write a note on what was meant by the ‘civilising mission’ of the colonisers.
Ans. Unlike other colonisers, the French colonisers did not only aim for economic exploitation of their colonies. The French colonising mission was also driven by the idea of a ‘civilising mission’. Just as the British had done in India, the French claimed that they would introduce modern, civilised life to the Vietnamese. The French believed that like all the Europeans it was their duty to civilise the colonies even if this meant destruction of local cultures, religion and traditions.

Q.2. Explain the following —
(a) Only one-thirds of the students in Vietnam would pass the school level examinations.
(b) The French began building canals and draining lands in the Mekong delta.
(c) The Government made the Saigon Native Girls School take back the students it had expelled.
(d) Rats were most common in the modern, newly built areas of Hanoi.
Ans. (a) Just about one-thirds of the students in Vietnam would pass the school examinations. This happened mainly as a well-planned policy was followed to fail the final year students. This meant they could never qualify for the white collar jobs. On an average 2/3rd of the students were failed.
(b) The French began building canals and draining lands in the Mekong delta. They did this to gain increase in cultivation especially of the rice crop. By doing this, they would be able to sell rice in the international market and earn a lot of money.
(c) At Saigon Native Girls the School, a problem came up in 1926. A Vietnamese girl refused to vacate her front seat for a local French student. For this, she and later her supporting students were expelled from the school. Soon the agitation spread and protests began.
When the situation became pretty serious the French government forced the school authorities to reinstate the girls in the school.
(d) The French wanted to modernise Vietnam. They modernised a part of Hanoi city with beautiful architecture and clean, wide roads. They planned a good sewage system for the area. But the other part of Hanoi was filthy and unattended to. The rats from the filthy areas soon reached the clean part of the city through sewage systems and soon modern Hanoi was suffering from rats everywhere and the accompanying plague.

Q.3. Describe the ideas behind the Tonkin Free School. To what extent is it a typical example of colonial ideas in Vietnam?
Ans. Like other colonisers, the French also thought that they were on a civilising mission. Thus the Tonkin Free School was opened to give Western education. The school taught science, hygiene and French, other than the common subjects. For these three subjects the students had to attend evening classes and also pay separately. The students were not only made to attend these classes but they were asked to sport modern looks too. A typical example of this was that Vietnamese were asked to cut off their long hair and adopt a short hair cut which was absolutely against their culture.

Q.4. What was Phan Chu Trinh’s objective for Vietnam? How were his ideas different from those of Phan Boi Chau?
Ans. The objectives of the two nationalists, Phan Chu Trinh and Phan Boi Chau, were different from each other.
Phan Chu Trinh (1871 – 1926) did not want to resist the French with  the aid of monarchy. He was influenced by the Western idea of democracy and wanted to set up a democratic republic of Vietnam.
Phan Boi Chau (1867 – 1940) went on to form a revolutionary society with Prince Cuong De. So we can say that Phan Boi Chau favoured monarchy and Phan Chu Trinh favoured a republic.
 
Q.5. With reference to what you have read in this chapter, discuss the influence of China on Vietnam’s culture and life.
Ans. China was a large and close neighbour of Vietnam. It was obvious that the former would influence the latter. There were strong trade links due to sea trade as all trade between any part of Asia and China had to pass through Vietnamese ports. The two countries shared the same religious beliefs, namely Buddhism and Confucianism. The ideas spread by Confucius, a great Chinese thinker, religious leader and philosopher had deeply influenced the social and cultural aspects of Vietnam.
When the trans-Indo-China rail and road network developed, the imperialist power wanted it as a link between North and South Vietnam and China. This brought the countries even more close. They were under imperialist rules for long making them share cultural, religious, historical and economic commoners.

Q.6. What was the role of religious groups in the development of anti-colonial feelings in Vietnam?
Ans. Religion had always played a pivotal role in the lives of people in Vietnam. This fact was used well by the imperialists to aid in their control over the colonies. Thinking this, the imperialists imposed their religion on the Vietnamese locals. Thus anti-imperialist feelings arose in Vietnam against the French imperialist forces. Vietnam followed Buddhism and Confucianism.
The French wanted to convert the Vietnamese to Christianity. The Vietnamese revolted against this French intention in 1868. This revolt was called the ‘Scholars Revolt’, which was followed by the killing of about one thousand Catholics. Huynh Phu So began a movement called Hoa Hao, but he was declared mad by the French. Followers of Huynh Phu So were sent to concentration camps. All those actions of French could still not suppress nationalism in Vietnam.

Q.7. Explain the causes of US involvement in the war in Vietnam. What effect did this involvement have on life within the US itself?
Ans. The struggle for freedom by Vietnamese people was a long-drawn one. They faced the French, the Japanese and the USA. Many causes led the US to get involved in the Vietnam war. The US government was afraid that communism would find a stronghold in Vietnam. The US feared this would endanger the other capitalist countries. With these thoughts, the US was always ready to fight communist strongholds in any part of the world. The rise of communism in Vietnam was seen as a threat and US stepped in to intervene.
France had been facing insulting revolts from Vietnam. France being a capitalist country, the US felt it had to step in to save French honour, as one of the capitalist brethren. Moreover, the French had been an ally of US in the Second World War.

Q.8. Write an evaluation of the Vietnamese war against the US from the point of view of a
(a) porter on the Ho Chi Minh Trail.
Ans. From 1965 to 1972, the US-Vietnam War continued and caused losses to both US and Vietnam.
The Vietnamese people suffered human and property losses, yet they never stopped their struggle for freedom. Here it is important to mention the role played by the porters in getting freedom and unity of Vietnam. The porters set out without fear on the Ho Chi Minh Trail which was a great expansive network of roads and footpaths. The heroic porters carried as much as 25 kg to 70 kg of weight on their backs or bicycles. They did not fear that they might fall over in the deep valleys. They bravely walked on the narrow, dangerous roads that marked the treacherous routes. They also did not feel afraid of being shot down by aircraft guns. They put all their fears aside and walked on to maintain the supply line. This fact showed that the porters were heroic and patriotic.
(b) a woman soldier.

Ans. The Vietnamese women played an important role in the US-Vietnam War. They were both warriors and workers. As warriors and soldiers, the Vietnamese women constructed six air strips, they neutralised thousands of bombs and went on to shoot down fifteen planes. There were 1.5 million Vietnamese women in the regular army, the militia, the local forces and professional teams. The women workers were also engaged as porters, nurses and construction workers.

Q.9.What was the role of women in the anti-imperialist struggle in Vietnam? Compare this
with the role of women in the national struggle in India. [Textual Question]
Ans. We have read that Vietnamese women contributed to the resistance movement as workers as
well as warriors. They were employed as porters carrying 25 kg of food and war materials on
their delicate backs.
They served as nurses to the wounded. They even went on to dig tunnels so that the imperialist
attacks could be thwarted by hiding Vietnamese army in the tunnels. They worked bravely to
neutralise thousands of bombs and shooting down the enemy planes. Nearly 1.5 million women
workers were in the army. They helped in keeping strategic roads clear and even guarded the
key points. It is difficult to imagine the state of the Vietnamese freedom struggle with the
active role of Vietnamese women.
Women in Vietnam showed same valour and patriotism as Indian women had shown during
India’s freedom struggle. Aruna Asaf Ali, Vijayalakshmi Pandit, Indira Gandhi, Rani
Lakshmibai — all had contributed in their own way to the freedom struggle of India. In
Nagaland, 13-years-old Rani Gaidiliu stood up in revolt against the British forces. She was
caught and imprisoned for life in 1932. She spent the years 1932 to 1947 in dark cells of
various jails in Assam. She was freed in 1947 when India gained freedom.
 




Wednesday, 7 November 2012

Class X - Mineral and Energy Resources



NCERT TEXTBOOK QUESTIONS
Q.1. Choose the right answer from the four alternatives given below :
(i) Minerals are deposited and accumulated in stratas of which of the following rocks?
(a) Sedimentary rocks (b) Metamorphic rocks (c) Igneous rocks (d) None of the above
Ans. (a)
(ii) Koderma in Jharkhand is the leading producer of which one of the following minerals?
(a) Bauxite (b) Mica (c) Iron ore (d) Copper
Ans. (b)
(iii) Which of the following minerals  is contained in the Monazite sand?
(a) Oil (b) Uranium (c) Thorium (d) Coal
Ans. (c)
(iv) Which one of the following mineral ores is formed by decomposition of rocks, leaving a residual mass of weathered materials?
(a) Coal (b) Bauxite (c) Gold (d) Zinc
Ans. (b)

Q.2. Answer the following questions briefly.
(i) Distinguish between ferrous and non-ferrous minerals. Give examples.
Ans. Metallic minerals can be classified into ferrous and non-ferrous minerals.
Ferrous Minerals
(i) Metallic minerals containing iron are called
ferrous minerals.
(ii) They account for about three-fourths of
the total value of production of metallic
minerals in India.
(iii) Iron ore, manganese, chromite, tungsten,
nickel and cobalt are examples of ferrous
minerals.
Non-Ferrous Minerals
Metallic minerals that contain metals other than
iron are non-ferrous minerals.
India’s reserves and production of non-ferrous
minerals is not very satisfactory.
copper, lead, tin, bauxite, gold are examples of
non-ferrous minerals as they do not contain iron.


Differentiate between conventional and non-conventional sources of energy.Ans.
 Conventional Sources of Energy                                     Non-conventional Sources of Energy
1. Conventional sources of energy have been                1. Non-conventional sources have been put to

     in use since time immemorial.                                       use in the recent past.

2. Most of them, especially the fossil fuels are               2. They are inexhaustible, renewable resources.


limited and exhaustible.
3. They emit smoke and ash on burning and                 3. They are environment friendly as they do not cause cause environmental pollution.                                          pollution.


4. As the supply fossil fuels are limited they                  4. As they are flow resources, freely found in nature  


are expensive.                                                                 in abundance, they are less expensive.

5. Simple mining as well as modern                              5. Advanced scientific technology is involved
technology are involved in their production.                      in its production.

6. Coal, mineral oil, natural gas, and hydel                    6. Solar energy, wind energy, tidal energy,

    power are examples of conventional                            geothermal energy, biogas and energy from
   sources of energy.                                                        urban waste are examples of non-conventional    
                                                                                      sources of energy.
(ii) What are minerals? How are they classified?
Ans. Minerals are natural resources which are obtained from rocks. Geologists define a mineral as a “homogeneous, naturally occurring substance with a definable internal structure.” They are normally found in solid, liquid and gaseous states. They have a definite chemical composition and crystalline structure. A particular mineral that will be formed from a single or certain combination of elements depends upon the physical and chemical conditions under which the material forms. Minerals are classified into metallic and non-metallic minerals and energy resources.

(iii) How are minerals formed in ingeous and metamorphic rocks ?
Ans. In igneous and metamorphic rocks minerals may occur in the cracks, crevices, faults or joints. The smaller occurances are called veins and the larger are called the lodes. In most cases, they are formed when minerals in liquid/molten and gaseous forms are forced upward through cavities towards the earth's surface. they cool and solidify as they rise.


(iv) Why do we need to conserve mineral resources ?
Ans.  The total volume of workable mineral deposites is an insignificant fraction i.e. one percent of the earth's crust. We are rapidly consuming mineral resources that required million of years to be created and concentrated. The geological processes of mineral formation are so slow that the rates of replenishment are infinitely small in comparison to the present rates of consumption. Mineral resources are therefore, finite and non-renewable. Rich mineral deposits are our country's extremely valuable but short lived possessions. Continued extraction of ores leads to increasing costs as mineral extraction comes from greater depths along with decrease in quality.

 
Q.3. Answer the following questions in about 120 words.
(i) Describe the Distribution of coal in India.
Ans. The major resources of metallurgical coal belong to the Gondwana age and are located mainly in the north eastern part of the peninsula. Rich reserves of coal are found in the Damodar Valley region in the states of West Bengal and Jharkhand. Raniganj in West Bengal and Jharia and Bokaro in Jharkhand are important coalfields. One third of the total production comes from here.
Coal is also found in the Godavari, Mahanadi, Son and Wardha valleys. Korba in Chhattisgarh, Singrauli and Penah-kanhan valley in Madhya Pradesh, Talcher in Orissa, Kamptee and Chandrapur in Maharashtra and Singareni of Andhra Pradesh are important coal mines. Tertiary coal occur in the north eastern states of Meghalaya, Assam, Arunachal Pradesh and Nagaland. Principal lignite reserves are found in Neyveli in Tamil Nadu.
(ii) Why do you think that Solar energy has a bright future in India ?
The western parts of India, especially the Thar deserts region, receive undisturbed sunshine for most parts of the year. This area has great potential for development of energy and can be utilised as the largest solar power house of India.
Solar energy is becoming fast popular in different parts of the country, especially in rural and remote areas. It can be used for cooking, heating of water, pumping, refrigeration, street lighting and room heating in cold areas. The largest solar plant of India is located at Madhapur near Bhuj in Gujarat. The solar energy is used to sterilise milk cans.


Class IX - Poverty as a Challenge



NCERT TEXTBOOK QUESTIONS
Questions within the Lesson
Q.1. Discuss the following :
(a) Why do different countries use different poverty lines?
(b) What do you think would be the “minimum necessary level” in your locality?
Ans. (a) Basic needs in different countries are different. Therefore, different countries use different poverty lines.
(b) The minimum necessary level should not only include food requirements but also include medical and educational requirements.
Q.2. Observe some of the poor families around you and try to find the following :
(a) Which social and economic group do they belong to?
(b) Who are the earning members in the family?
(c) What is the condition of the old people in the family?
(d) Are all the children (boys and girls) attending schools?
Ans. (a) They are Scheduled Caste people and are agricultural labourer households.
(b) Both men and women work as agricultural workers.
(c) They are ‘the poorest of the poor.’
(d) Some of the boys are attending schools while most of the girls are denied educational opportunities.
Q.3.  Graph 3.2 Poverty Ratio in Selected Indian States, 1999-2000.
Study the Graph 3.2 and do the following :
(a) Identify the three states where the poverty ratio is the highest.
(b) Identify the three states where poverty ratio is the lowest.
Ans. (a) (i) Orissa,   (ii) Bihar and (iii) Madhya Pradesh.
(b) (i) Jammu and Kashmir,
(ii) Punjab and
(iii) Haryana.
Q.4. Graph 3.4 Poverty Ratio in Selected Indian States, 1999-2000
Study the Graph 3.4 and do the following :
(a) Identify the areas of the world, where poverty ratios have declined.
(b) Identify the area of the globe which has the largest concentration of the poor.
Ans. (a) Poverty has subtantially fallen in China.
(b) Asia and Sub-Saharan Africa.
Q.5. (a) Some people say that the Bengal famine happened because there was a shortage of rice. Study the table and find out whether you agree with the statement?
(b) Which year shows a drastic decline in food availability?
Ans. (a) Yes, total food availability in the famine year (1943) was 79 which was less than that in 1942.
(b) The year 1941.

QUESTIONS IN THE EXERCISE
Q.1. Describe how the poverty line is estimated in India.
Ans. Estimation of Poverty Line in India :  In India, poverty has been defined as a situation in which a person fails to earn income sufficient to buy him bare means of subsistence. Bare means of subsistence consist of minimum physical quantities of cereals, pulses, milk, butter,etc. Thus the measurement of poverty line is based on the income or consumption levels. While determining the poverty line, the Planning Commission has fixed the minimum nutritional level of food energy at 2400 kilo calories per person per day for rural areas and
2100 kilo calories per person per day for urban areas. Those persons whose consumption levels
falls below this minimum level are considered poor.
Poverty line has also been determined on the basis of consumption expenditure. This again has been separately fixed for rural and urban areas. The level of consumption expenditure per person per month has been fixed at Rs 328 and Rs 454 for rural and urban areas separately. Those persons whose monthly consumption expenditure falls short of this level are treated as poor.
Q.2. Do you think that the present methodology of poverty estimation is appropriate?
Ans. The official definition of poverty line is not appropriate, as it is based on the minimum subsistence level of living rather than a reasonable level of living. It is suggested that the concept of poverty must be broadened so as to include other indicators such as basic education, health, drinking water, sanitation, etc. A large number of people may have been able to feed themselves. But they do not have education, health care, job security, gender equality, etc. Therefore, a proper definition of poverty should not only be given in terms of income level but should be based on their factors also.
Q.3. Describe poverty trends in India since 1973.
Ans. Poverty Trends in India : The Planning Commission of India has made estimations about the incidence of poverty since the early 1970s. These estimates are given in the following
table :
Table 3.1 : Estimates of Poverty in India
                                     Poverty ratio (%)                                  Number of poor (in millions)
Year                  Rural    Urban      Combined                    Rural      Urban       Combined
1973-74            56.4      49.0          54.9                           261         60              321
1993-94            37.3      32.4          36.0                           244         76              320
1999-00            27.1      23.6          26.1                           193         67              260
Source : Economic Survey 2002-03, Ministry of Finance, Government of India.
Table 3.1 shows that there is a substantial decline in the poverty ratio in India from about 55 per cent in 1973 to 36 per cent in 1993. This ratio has further come down to about 26 percent in 2000. Although the poverty ratio during 1973-93 declined but the number of poor remained stable at around 320 million during this period of two decades. It may also be noted that poverty ratio always remained higher in rural areas compared to urban  areas.
Q.4. Discuss the major reasons for poverty in India.
Ans. Major Reasons for Poverty in India : The major causes/factors responsible for existence of poverty in India are discussed below :
(1) Fast Population Growth Among the Poor : The rapid growth of population, particularly among the poor, is considered one of the major causes behind Indian poverty. Poor people are illiterate and have traditional outlook. Hence, they are either ignorant of birth control measures or not convinced of the need of birth control. Moreover, they consider male child as an asset, that is, as a source of income and a source of security during old age.
(2) Low Rate of Economic Development : The actual rate of growth in India has always been below the required level. It has been around 4 per cent since 1951. This has resulted in less job opportunities. This was accompanied by a high growth rate of population. These two combined kept the growth rate of per capita income very low. The failure at both fronts — promotion of economic growth and population control — aggravated the problem of poverty.
(3) Unemployment : Another important factor that can be held responsible for the incidence of high poverty in India is the high degree of unemployment and underemployment. The job seekers are increasing at a higher rate than the increase in the employment opportunities.
(4) Unequal Distribution of Income : Although national income of India has been increasing since 1951, it was not properly distributed among different sections of the society. A large proportion of increased income has been pocketed by a few rich. They become richer.
Consequently, the majority of people have to live below the poverty line.
(5) Social Factors : Various social factors, viz., caste system, joint family system, religious faiths, law of inheritance, etc., have blocked the path of economic development. For example, because of religious beliefs, people regard poverty as God given. Similarly, joint family system has prevented people from doing hard work and made them dependent.
Q.5. Identify the social and economic groups which are most vulnerable to poverty.
Ans. Social Groups Vulnerable to Poverty :
(i) Scheduled caste households
(ii) Scheduled tribe households
Economic Groups Vulnerable to Poverty :
(i) Rural agricultural labour households
(ii) Urban  casual labour households.
Q.6. Give an account of inter-state disparities in poverty in India.
Ans. Inter-state Disparities in Poverty
There are wide disparities in poverty across the country. The poverty ratio is not the same in every state. Recent estimates show that in 20 states and union territories, the poverty ratio is less than the national average. Orissa and Bihar continue to be the two poorest states with poverty ratios of 47 and 43 per cent respectively. In comparison, there has been a significant fall in poverty ratio in the states of Kerala, Jammu and Kashmir, Andhra Pradesh, Tamil Nadu, Gujarat and West Bengal. States like Punjab and Haryana have continuously succeeded in reducing their poverty ratio to 6.16 per cent and 8.7 per cent respectively. The lowest incidence of poverty is found in Jammu and Kashmir with a poverty ratio of 3.5 per cent.
Q.7. Describe global poverty trends.
Ans. Global Poverty Trends : The proportion of people in developing countries living in poverty has declined from 28 per cent in 1990 to 21 per cent in 2001. Although there has been a substantial reduction in global poverty, there are great regional differences visible. Poverty has substantially fallen in China and South-East Asian countries. The number of poor in China has drastically come down from 606 million in 1981 to 212 million in 2001. But the decline in poverty in India, Pakistan, Sri Lanka, Nepal, Bangladesh, Bhutan has not been so rapid. Despite decline in the poverty ratio, the number of poor has declined marginally from
475 million in 1981 to 428 million in 2001. However, in Sub-Saharan Africa, poverty rose from 41 per cent to 46 per cent during the same period.
Q.8. Describe the current government strategy of poverty alleviation.
Ans. Government Strategy Towards Poverty Alleviation :
The current government strategy towards poverty alleviation has broadly been two-dimensional :
(1) Promotion of economic growth and, (2) Anti-poverty programmes.
1. Economic Growth : To fight against poverty our government laid emphasis on promotion of economic growth. This strategy is based on the belief that the benefits of economic growth would automatically ‘trickle down’ to the poor people in form of more employment and more income.
2. Anti-Poverty Programmes :  With a view to launch a direct attack on poverty, our government formulated several schemes to benefit the poor. Important among them are :
1. Prime Minister Rojgar Yojana
2. Swarna Jayanti Gram Swarojgar Yojana
3. Pradhan Mantri Gramodaya Yojana
4. Sampoorna Grameen Rojgar Yojana
5. National Rural Employment Guarantee Act
Through the programmes, the government has tried to help the poor by way of income generation, wage employment and asset building. However, the results of there programmes have not been so satisfactory as were desired.
Q.9. Answer the following questions briefly :
(i) What do you understand by human poverty?
(ii) Who are  the poorest of the poor?
(iii) What  are the main features of the National Rural Employment Guarantee Act, 2005?
Ans. (i) Human Poverty : Human poverty is a wider concept than poverty. It refers to the lack of human development. It reflects the state of deprivation in the society. It is measured in Human Development Index and Human Poverty Index.
(ii) The Poorest of the Poor : People from poor families like old people, women and female infants are the poorest of the poor. These people are denied equal access to resources available to the family.
(iii) Main Features of National Rural Employment Guarantee Act, 2005
(i) NREGA provides 100 days assured employment every year to every rural household in 200 districts. Later, the scheme will be extended to 600 districts. One-third of the proposed jobs would be reserved for women.
(ii) The  central government will establish a National Employment Guarantee Fund. Similarly, state governments will establish State Employment Guarantee Funds for the implementation of the scheme.