Class IX - Nazism and the Rise of Hitler

Class IX - Nazism and the Rise of Hitler

NCERT EXERCISE

Q.1. Describe the problems faced by the Weimer Republic.

OR

How was the Weimar Republic born in Germany? Explain. 

Ans. A National Assembly met at Weimer and established a democratic constitution with a federal structure. The republic was, however, not received well by its own people largely because of the terms it was forced to accept after Germany’s defeat at the end of the First World War. Many Germans held the new Weimer Republic responsible for not only the defeat in the war but the disgrace at Versailles. This republic was finally crippled by being forced to pay compensation.

There was another problem which the Weimer Republic faced just at its inception. Its birth coincided with the revolutionary uprising of the Spartacist League. The political atmosphere in Berlin was charged with demands for Soviet-style governance. Though the uprising was crushed by the Republic, the Spartacists founded the Communist Party of Germany. Both parties now became enemies and could not combine together with Hitler. This was followed by the economic crisis of 1923. The value of the German mark fell

considerably. The Weimer Republic had to face hyperinflation. Then came the Wall Street Exchange crash in 1929. America had bailed Germany out of the hyperinflation but with this crash it was evident that the stability was just temporary. The USA withdrew its support with the crash. The situation in Germany became worse. The currency lost its value, business was ruined and deep anxiety and fears haunted the people. Unemployment created an atmosphere of crime and total despair.

The Weimer Republic within its span of power saw 20 different cabinets, lasting for an average 239 days and a liberal use of Article 48.

Q.2. Discuss why Nazism became popular in Germany by 1930. 

Ans. The Nazis could not effectively mobilise popular support till the early 1930s. Nazism became a mass movement only during the Great Depression. After 1929, banks collapsed and businesses shut down, workers lost their jobs and the middle classes were threatened with destitution. The Nazi propaganda stirred hopes of a better future at this time. In 1928, the Nazi Party got no more than 2.6 per cent votes in the Reichstag – the German Parliament. By 1932, it had become the largest party with 37 per cent votes. Hitler was a powerful speaker. He promised to build a strong nation, undo the injustice of the Versailles Treaty and restore the dignity of the German people. He promised employment for the unemployed, and a secure future for the youth. He promised to weed out all foreign influences and resist all foreign conspiracies against Germany. Hitler understood the importance of rituals and spectacle in mobilising people. Nazis held massive rallies and public meetings to demonstrate the support for Hitler and instil a sense of unity among the people. The red banners with the Swastika, the Nazi salute, and the ritualised rounds of applause after the speeches were all part of this spectacle of power. The people whose sense of dignity and pride had been shattered, and who were living in a time of acute economic had political crises, saw in Hitler a messiah and a saviour who would deliver them from their difficulties. This was projected by the Nazi propaganda.

Q.3. What are the peculiar features of Nazi thinking?

Ans. Nazi ideology was synonymous with Hitler worldwide. According to this there was no equality between people, but only a racial hierarchy. In this view, blond, blue-eyed, Nordic German Aryans were at the top, while Jews were located at the lowest rung. They came to be regarded as an anti-race, as arch enemies of the Aryans. All other coloured people were placed in between, depending upon their external features. Hitler’s racism was borrowed from thinkers like Charles Darwin and Herbert Spencer. The Nazi argument was simple: the strongest race would survive and the weak ones would perish. The Aryan race was the finest. It had to retain its purity, become stronger and dominate the world. The other aspect of Hitler’s ideology related to the geopolitical concept of  Lebensraum, or living space. He believed that new territories had to be acquired for settlement. This would enhance the area of the mother country, while enabling the settlers on new lands to retain an intimate link with the place of their origin. It would also enhance the material resources and power of the German nation.

Their dream was to create an exclusive racial community of pure Germans by physically eliminating all those who were seen as ‘undesirable’ in the extended empire. Nazis wanted only a society of ‘pure and healthy Nordic Aryans’. They alone was considered ‘desirable’. Only they were seen as worthy of prospering and multiplying, others had no such right.

Q.4. Explain why Nazi propaganda was effective in creating a hatred for Jews.

Ans. The Nazi regime used language and media with care, and often to great effect. Media was used to gain support for the regime and to make it popular all over the world. They spread their ideas through visual images, radio, posters, slogans, speeches, films, etc. All enemies of Germans, especially the Jews were mocked, abused and called as evil. They were termed as bad-meaning foreign agents. The most infamous film “Eternal Jew” was shown all over to the people. All orthodox Jews were stereotyped and shown as supporting long beards and wearing loose clothes. But in reality, it was not so. These Jews were called names such as rats, pests and vermins. Nazi propaganda completely brainwashed the people who began to believe that Jews are to be hated and dispised. The Nazi propaganda worked on all sections of the society and sought to win their support by glorifying Nazism and suggesting that Nazis alone could solve their problem. Most people began to see Jews through the Nazi vision, they even spoke in the Nazi language.

Whenever they sighted a Jew, hatred and anger welled up inside them. Jews were looked upon with suspicion and even their living areas marked.

Q.5. Explain what role women had in Nazi society. Return to Chapter 1 on the French Revolution. Write a paragraph comparing and contrasting the role of women in the two periods.

Ans. It was made obvious that women were radically different from men. Boys were taught to be aggressive, masculine and steel-hearted, girls were told that they had to become good mothers and rear pure-blooded Aryan children. They had to be the bearers of the Aryan culture and race. They had to look after the homes and teach children Nazi values. They were encouraged to bear many children. But the children had to be ‘desirable children’. Honour crosses were awarded to them. If the Aryan women deviated from the prescribed code of conduct they were publicly condemned and severely punished.

In other parts of Europe, women were actively participating in democratic struggles. In countries like France women formed clubs for protest and were ever involved in violent uprisings. They were politically more aware of their rights and were brave enough to demand them.

Q.6. In what ways did the Nazi state seek to establish total control over its people? 

Ans. The Nazis established control over its people by various means. Propaganda popularising and glorifying Nazism was one. Media was carefully used to win support for the regime and popularise it. Nazism worked on the minds of the people, tapped their emotions and turned their hatred and anger against those marked as ‘undesirable’. Special surveillance and security forces to control and order society in ways that the Nazis

wanted, was created. It was the extra-constitutional powers of these newly organised forces that gave the Nazi state its reputation as the most dreaded criminal state. The police forces had powers to rule with impunity. Genocide also created an atmosphere of fear and repression which helped them to establish

total control over its people. Hitler played on the bitterness of the German people for the defeat in World War I. He promised to restore Germany’s military power and told Germans that they were the greatest people in the world. Secondly, he and his party promised to carry out radical changes in Germany and get rid of the leaders who had failed to provide jobs to the German people.

Class X - Resources and Development

Class X - Resource and Development

NCERT EXERCISE

Q.1: Multiple choice questions:

     (i)   Which one of the following types of resources is iron ore?

a.    Renewable

b.    Biotic

c.    Flow

d.    Non-renewable

    (ii)        Under which of the following type of resource can tidal energy be put?

a.    Replenishable

b.    Abiotic

c.    Human-made

d.    Non-recyclable

   (iii)        Which one of the following is the main cause of land degradation in Punjab?

a.    Intense cultivation

b.    Deforestation

c.    Over irrigation

d.    Overgrazing

  (iv)        In which one of the following states is the terrace cultivation practiced?

a.    Punjab

b.    Haryana

c.    Plains of Uttar Pradesh

d.    Uttaranchal

   (v)        In which one of the following states is the black soil found?

a.    J & K

b.    Gujarat

c.    Rajasthan

d.    Jharkhand

Ans:  (i)-d (ii)-a (iii)-c (iv)-d (v)-b.

Q.2: answer the following questions in about 30 words:

(i) Name three states having black soil and the crop which is mainly grown in it.

(ii) What type of soil is found in the river deltas of the Eastern Coast? Give three main features of this type of soil.

(iii) What steps can be taken to control soil erosion in the hilly areas?

(iv) What are biotic and abiotic resources? Give some examples.

Ans:

(i) The states of Maharashtra, Gujarat and Karnataka have black soil. The crop which is grown in this soil is cotton. This soil is called ‘Regur’ regionally in this region.

(ii) The deltas made by east flowing rivers on Eastern Coastal plain have alluvial soil. Main features of this soil are:

(a) It is a most fertile soil having chemicals like lime, potash and phosphoric acid.

(b) The region of this densely populated.

(c) This soil is ideal for growing sugarcane, paddy and other cereals.

(iii) In hilly areas, soil erosion can be controlled by ploughing across contour-lines, making use of terrace farming techniques and using strips of grasses to check soil erosion by wind and water.

(iv)

Biotic Resources: The resources which are obtained from the biosphere and have life are called Biotic Resources. For example, animals and plants including human beings.

Abiotic Resources: The resources which are composed of non-living things are called Abiotic Resources. For example, water, minerals, metals, wind, solar energy etc.

Q.3: Answer the following questions in about 120 words.

(i) Explain land use pattern in India and why has the land under forest not increased much from 1960-61?

(ii) How have technical and economic development led to more consumption of resources?  

Ans:

(i) Land-use pattern in India is a dynamic concept. It changes over space and time. Land-use pattern in India is as follows:

1. About 46% area is the net sown area in the country.

2. Forests occupy about 22% of the reporting area.

3. The cultivable waste land accounts for nearly 5% of the area.

4. The fallow land covers about 8% of the total area.

5. Permanent pastures and tree crops cover only 5%.

6. The land not available for cultivation is nearly 14% of the total area.

The factors which determine land use are two fold:

(a) Physical - climate, soil and relief.

(b) Human - culture, tradition and technology.

The main causes for the change in Land-use pattern are -

1. Growing human population

2. Urbanization

3. Industrialisation,

This then varies from state to state also. The above mentioned factors are also responsible for the decrease in land under forest which is around 19% i.e. 14% away from 33% norm of UNO body on environment protection but a slight improvement after 1960-61 i.e. of 22% of the total geographical area.

(ii) Technical and economic development have led to more consumption of resources on account of various factors such as:

1. Technological development provides sophisticated equipments. As a result, production increases ultimately leading to consumption of more resources.

2. Technological development also leads to economic development. When the economic condition of a country rises, the needs of people also rise. It again results into more consumption of resources.

3. Economic development provides favourable environment for the development of latest technologies. It helps to make or convert various materials found around us into resources. Finally, it results into the consumption of new available resources too.

Class X - Power Sharing

 Class X - Power Sharing

Q.1: What are the different forms of power sharing in modern democracies? Give an example of each of these.  

Ans: The different forms of power sharing in modern democracies are:

Horizontal Division of Power

It is the sharing of power among the different organs of government, for example, power sharing by the executive, the Legislature and the Judiciary. In this type of power sharing arrangement, different organs of government, placed at the same level, exercised different powers. Such a separation ensures that none of the organs can exercise unlimited power, thereby putting a check on each other.

Vertical Division of Power

It is a system of power sharing among governments at different levels. For example, a general government for the entire country and governments at provincial or regional levels. In India, we refer to it as the Central Government, State Governments, Municipality, Gram Panchayat etc. The Constitution lays down the powers of different levels of government.

Division of Power among different Social Groups

Power can also be shared among different groups which differ socially like different religious and linguistic groups. ‘Community Government’ in Belgium is a good example of this type of power sharing. The system of reserved constituencies in India is another example. Such an arrangement is used to give minority communities a fair share in power, who otherwise would feel alienated from the government.

Division of Power among Political Parties, Pressure Groups and Movements

In contemporary democracies such a division takes the form of competition among different parties, which in turn ensures that power does not remain in one hand and is shared among different political parties representing different ideologies and social groups.        

Q.2: State one prudential reason and one moral reason for power sharing with an example from the Indian context.  

Ans: Power sharing is the very spirit of democracy. The prudential reason for power sharing is that it helps to maintain harmony among all social groups and thus, ensure political stability of the country. In India, seats have been reserved in Legislature for the socially weaker sections keeping in mind this prudential reason for power sharing.  

The moral reason emphasizes the very act of power sharing as valuable. In a truly democratic setup, the citizens too have a stake in governance. In India the citizens can come together to debate and criticize the policies and decisions of the government. This in turn, puts pressure on the government to rethink its policies and reconsider its decisions. This active political participation is in keeping with the moral reason for power sharing.   

Q.3: After reading this chapter, three students drew different conclusions [see the conclusion/statement in textbook exercise]. Which of these do you agree with and why? Give your reasons in about 50 words.  

Ans: Among the above three conclusions Ouseph’s statement is most logical, and so, I agree with his conclusion that every society needs some form of power sharing even if it is small or does not have social divisions. A democratic society is one where its members or citizens through participation acquire a stake in the system. Power sharing not only prevents conflict between various groups in the society but it also generates a sense of belongingness among them to the society. Power sharing helps to maintain a balance of power among various institutions and also keep a check on how it is exercised. Irrespective of the size of a country or the type of a society, people will be more satisfied where they have a say in the functioning and decision making processes of the system.       

Q.4: The Mayor of Mrchtem, a town near Brussels in Belgium, has defended a ban on speaking French in the town’s schools. He said that a ban would help all non-Dutch speakers integrate in this Flemish town. Do you think that this measure is in keeping with the spirit of Belgium’s power sharing arrangements? Give your reasons in about 50 words.  

Ans: This measure is not in keeping with Belgium’s power sharing arrangements. The arrangements seek to maintain peace between the French and Dutch-speaking communities. By banning French, the mayor will cause civil unrest and dissatisfaction among many. In stead, both the languages should be made acceptable in the town’s schools. This bilingual education system could be a better way to integrate the people of the town.  

Class X - Sectors of Indian Economy

Class X - Sectors of Indian Economy

Q.1: Fill in the blanks using the correct option given in the bracket:

(i) Employment in the service sector ______ increased to the same extent as production.

(ii) Workers in the ___________ sector do not produce goods.

(iii) Most of the workers in the _________ sector enjoy job security.

(iv) A _________ proportion of labourers in India are working in the unorganized sector.

(v) Cotton is a ___________ product and cloth is a_________ product.

(vi) The activities in primary, secondary and tertiary sectors are __________. 

Ans: (i) has not (ii) tertiary (iii) organized (iv) large (v) natural, manufactured (vi) interdependent    

Q.2: Choose the most appropriate answer:

(a) The sectors are classified into public and private sector on the basis of:

(b) Production of a commodity mostly through the natural process is an activity in ________ sector.

(c) GDP is the total value of __________ produced during a particular year.

(d) In terms of GDP the share of tertiary sector, in 2003 is ____________.   

Ans: (a) ownership of enterprise (b) primary (c) all final goods and services (d) between 50 percent and 60 percent.

Q.4: Find the odd one out and say why.

(i) Tourist guide, dhobi, tailor, potter.

(ii) Teacher, doctor, vegetable vendor, lawyer.

(iii) Postman, cobbler, soldier, police constable.

(iv) MTNL, Indian Railways, Air India, Sahara Airlines, All India Radio.

Ans: (i) Potter, because only the potter relates to secondary sector.

(ii) Vegetable vendor, since only this directly help in the production of goods.

(iii) Cobbler because, only cobbler falls in private sector.

(iv) Sahara Airlines, as this is only a private sector company in the group.    

Q.6: Do you think the classification of economic activities into primary, tertiary and secondary is useful? Explain how.

Ans: The classification of economic activities into primary, tertiary and secondary is useful on account of the information it provides on how and where the people of a country are employed. also this helps in ascertaining as to which sector of economic activity contributes more or less to the country’s GDP and per capita income.

If the tertiary sector is developing much faster than the primary sector, then it implies that agriculture is depleting, and the government must take measures to rectify this. The knowledge that the agricultural profession is becoming unpopular or regressive can only come if we know which sector it belongs to. Hence it is necessary to classify economic activities into these there sectors for smooth economic administration and development.    

Q.7: For each of the following sectors that we came across in this chapter why should one focus on employment and GDP? Could there be other issues which should be examined? Discuss.

Ans: For each of the sectors mentioned in this chapter our focus should definitely be on employment and GDP. This is because growth in GDP and full employment are common goals of Five Year Plans and they also determine the size of a country’s economy. A focus on employment and GDP helps us to calculate and monitor the most important factors like: per capita income, productivity, changes in employment rate and contribution to GDP by the three sectors of economy and thus, takes necessary steps required for the upliftment of the country’s economy as a whole.

Yes, the other issues which should be examined are -

1. balanced regional development

2. equality in income and wealth among the people of the country.

3. how to eradicate poverty

4. modernization of technology

5. self-reliance of the country

6. how to achieve surplus food production in the country.   

Q.9: How is the tertiary sector different from other sectors? Illustrate with few examples.  

Ans: The tertiary sector different from other two sectors. This is because other two sectors produce goods but, this sector does not produce goods by itself. But the activities under this sector help in the development of the primary and secondary sectors. These activities are an aid or support for the production process. For example, transport, communication, storage, banking, insurance, trade activities etc. For this reason this sector is also known as service sector.     

Q.10: What do you understand by disguised unemployment? Explain with an example each from the urban and rural areas.   

Ans:

Disguised Unemployment is a kind of unemployment in which there are people who are visibly employed but are actually unemployed. This situation is also known as Hidden Unemployment. In such a situation more people are engaged in a work than required.

For example in rural areas, this type of unemployment is generally found in agricultural sector like - in a family of 9 people all are engaged in the same agricultural plot. But if 4 people are with drawn from it there will be no reduction in output. So, these 4 people are actually disguisedly employed.

In urban areas, this type of unemployment can be seen mostly in service sectors such as in a family all members are engaged in one petty shop or a small business which can be managed by less number of persons.   

Q.11: Distinguish between open unemployment and disguised unemployment. 

Ans:

Open Unemployment - When a country’s labour force do not get opportunities fro adequate employment, this situation is called open unemployment. This type of unemployment is generally found in the industrial sector of our country. This is also found among the landless agricultural labourers in rural areas.

Disguised Unemployment - This is a kind of unemployment in which there are people who are visibly employed but actually they don’t have full employment. In such a situation more people are engaged in a work than required. This type of unemployment is generally found in unorganized sector where either work is not constantly available or too many people are employed for the same work that does not require so many hands.       

Q.12: Tertiary sector is not playing any significant role in the development of Indian economy. Do you agree/ Give reasons in support of your answer.

Ans: No, I do not agree with the statement that tertiary sector is not playing any significant role in the development of Indian economy. The reasons are as follows:

1. In terms of GDP this sector emerged as the largest producing sector in India surpassing the primary and secondary sectors. In 1973, the share of the tertiary sector in GDP was about 35% which increased to more than 50% in 2003. Over the thirty years between 1973 and 2003, while production in all three sectors increased, it has been the most in tertiary sector.

2. In terms of employment also the rate of growth of employment in tertiary sector between the same period was nearly 250%. This was negligible in primary sector. 

Q.13: Service sector in India employs two different kinds of people. Who are these?

Ans: The service sector in India employs the following two different kinds of people. They are:

(a) The people involved in the services that may directly help in the production of goods. For example, people involved in the transportation, storage, communication, finance etc.

(b) The people involved in such services that may not directly help in the production of goods e.g. teachers, doctors, barbers, cobblers lawyers etc. They may be termed as ancillary workers means those who give services to the primary service providers.

Q.14: Workers are exploited in the unorganized sector. Do you agree with this view.? Give reasons in support of your answer. 

Ans: Yes, workers are exploited in the unorganized sector. This would be clear from the following points:

1. There is no fixed number of working hours. The workers normally work 10 - 12 hours without paid overtime.

2. They do not get other allowances apart fro the daily wages.

3. Government rules and regulations to protect the labourers are not followed there.

4. There is no job security.

5. Jobs are low paid the workers in this sector are generally illiterate, ignorant and unorganized. So they are not in a position to bargain or secure good wages.

6. Being very poor they are always heavily in debt. So, they can be easily made to accept lower wages.             

Q.15: How are the activities in the economy classified on the basis of employment conditions?

Ans: On the basis of employment conditions, the activities in the economy are classified into organized and unorganized sectors.

Organized Sector This sector covers those enterprises which are registered by the government and have to follow its rules and regulations. For example, Reliance Industries Ltd., GAIL etc.

Unorganized Sector It includes those small and scattered units which are largely outside the control of the government. Though there are rules and regulations but these are never followed here. For example, casual workers in construction, shops etc. In this sector there is no job security and the conditions of employment are also very tough.    

Q.16: Compare the employment conditions prevailing in the organized and unorganized sectors.    

Ans:

Employment conditions in Organized Sector	Employment conditions in Unorganized Sector
1. The labour gets regular monthly salary.	1. The labour gets daily wages.
2. In addition to the salary, workers get several other benefits like - paid leave, PF, gratuity etc.	2. Workers do not any allowances apart from wages.
3. The daily working hours is fixed.	3. There is no fixed number of working hours.
4. The labourers are given an appointment letter stating all terms and conditions of job.	4. There is no such provision.
5. People enjoy security of employment. Working conditions are also good.	5. There is no job security. working conditions are very tough.

  

Q.20: Give three examples of Public Sector activities and explain why the government has taken up them.  

Ans: The examples are:

Railways: The government has taken up it for the following reasons -

1. Only the government can invest large sums of money on the public project with long gestation period.

2. To ensure and provide transportation at cheap rate.   

NTPC: The government has taken up it to provide electricity at a lower rate than the actual cost of production. The aim is to protect and encourage the private sector especially small scale industries.

AIIMS: To provide quality health services at reasonably cheap rate was the main purpose of the government to start this.

Q.21: Explain how Public sector contributes to the economic development of a nation.

Ans: In the following ways Public sector contributes to the economic development of a nation:

1. It promotes rapid economic development through creation and expansion of infrastructure.

2. It creates employment opportunities.

3. It generates financial resources for development.

4. It is ensuring equality of income, wealth and thus, a balanced regional development.

5. It encourages development of small, medium and cottage industries.

6. It ensures easy availability of goods at moderate rates.

7. Contributes to community development i.e. to the Human Development Index (HDI) via health and educational services. 

Class X - Development

Class X - Development

NCERT Exercise

Q.1: Why do different persons have different notions of development? Which of the following explanations is more important and why?

   (a) Because people are different.

   (b) Because life situations of persons are different.

Ans: (b) Because life situations of persons are different. The requirements vary according to the living conditions of people. Therefore, people seek those things that are most important to them, i.e. the things which can fulfill their aspirations and desires. 

Q.2: Do the following two statements mean the same? Justify your answer:

   (a) People have different developmental goals.

   (b) People have conflicting developmental goals.

Ans: No, the above two statements do not have the same meaning. This can be justified by the following example -

A boy from a rich urban family desires to get quality education and capital to invest. On the other hand, an Adivasi from Narmada valley wants rehabilitation and regular work. These developmental goals are different but not conflicting. 

Q.3: Give some examples where factors other than income are important aspects of our lives.

Ans: There are factors other than income which are also important aspects in our lives. For example,

(1) In the case of rural woman, gender equality is more important factor than income.

(2) For scheduled castes and tribes social equality, self-confidence and self-esteem are more important factor than income.

(3) Similarly in the case of child labour, proper education and freedom are more important factor than income.

(4) Job security is more important than more income for a casual labour.   

Q.4: Read this newspaper report and answer the questions that follow:

A vessel dumped 500 tonnes of liquid toxic wastes into open-air dumps in a city and in the surrounding sea. This happened in a city called Abidjan in Ivory Coast, a country in Africa. The fumes from the highly toxic waste caused nausea, skin rashes, fainting, diarrhoea, etc. After a month seven persons were dead, twenty in hospital and twenty six thousand treated for symptoms of poisoning.

A multinational company dealing in petroleum and metals contracted a local company of Ivory Coast to dispose the toxic waste from its ship.  

(i) Who are the people who benefitted and who did not?

(ii) What should be the developmental goal for this country?

 Ans: (i) The local company owner and the multinational company benefitted while a large number of innocent local people of Abidjan in Ivory Coast suffered from this act.

(ii) The developmental goals for this country should be to frame and have proper, strict rules and laws regarding the pollution and safer-environment etc. People or any organization violating these laws, causing environmental hazards should be punished by the government according to these laws. Also the country should create arrangements for proper disposal of industrial wastes and better healthcare for the people. 

Q.5: Based on data given in Table 1.2 (COMPARISON OF TWO COUNTRIES, textbook page 9), calculate the average income for both the countries.

(i) Will you be equally happy to live in both these countries?

(ii) Are both equally developed?

Ans: (i) No, we shall not be equally happy to live in both these countries. This is because; country B does not have equitable distribution of income.

(ii) No, both countries are not equally developed. Country A has equitable distribution of income. On the other hand in country B, 4 out of 5 citizens are poor.  

Q.6: Give three examples where an average is used for comparing the situations.

 Ans: In the following cases, an average can be used for comparing the situations:

1. To compare the performance of cricket players,

2. We find out average daily income to compare income and living status of a casual labour.

3. Average is used for comparing performance of students in an examination.

Q.7: Why do you think average income is an important criterion for development? Explain.

Ans: For comparison between countries, total income is not useful measure as countries have different populations and so, total income does not tell us what an average person is likely to earn. Therefore, average income or per capita income which is the total income of the country divided by its population, as an important criterion for development.

Q.8: Beside size of per capita income, what other property of income is important in comparing two or more societies?

Ans: Per capita income is useful for comparison. But it does not indicate how this income is distributed among people. So, apart from the size of per capita income, equitable distribution of income is important in comparing two or more societies.

Q.9: Suppose records show that the average income in a country has been increasing over a period of time. From this can we conclude that all sections o the economy have become better? Illustrate your answer with an example.  

Ans: No, the increase in average income of a country over a period does not mean that all sections of the economy have become better. Let us take an example from India. Average income of India has continuously been increasing since independence except in some particular years, but share of agriculture in total income of the economy has been decreasing.

Q.10: Write a paragraph on your notion of what should India do, or achieve, to become a developed country.

Ans: To become a developed country, India should accelerate its GDP growth. Special emphasis should be given on agriculture and small scale industries.

More than 60% of India’s labour force is engaged agriculture sector which contribute only about 27% in GDP. Moreover, in the globalization process, this sector has been neglected. As a result, the growth rate of this sector has decreased. There is urgent need to increase its growth rate by providing modern agricultural inputs, training, credit, marketing facilities etc. to the farmers.

Just to compare nearly 15% of Chinese labour force involved in industry sector contribute more than 50% in Chinese GDP. On the other hand, about 16% of our labour force engaged in industry sector contributes only 25% in India’s GDP. So, we need to develop our infrastructure, labour-intensive techniques, credit & marketing facilities and must reduce corruption and red-tapism in government offices.

Apart from these, there are other areas where India requires to pay more attention are such as health and sanitation, vocational training, employment generation etc.

Class IX - French Revolution NCERT Exercise

Class IX - French Revolution
NCERT Exercise
Q.1. Describe the circumstances leading to the outbreak of revolutionary protest in France.

Ans. Louis XVI of the Bourbon family of kings ascended the throne of France in 1774. Upon his accession he found that his treasury was empty. Long wars with Britain, the cost of maintaining an extravagant court at the immense palace of Versailles, cost of maintaining a regular army, court, running government offices, etc., had depleted the treasury. Louis XVI was forced to increase taxes. But this measure would not have sufficed as taxes were paid only by the third estate in the society.

The French society during this time was divided as :

Peasants made up about 90% of the population. However, very few owned land. About 60% of the land was owned by nobles, the church and the richer members of the third estate. The members of the first two estates enjoyed privileges and paid no taxes. The peasants had to pay the taxes, render services, serve in the army and work in the lord’s house and fields. The Third Estate had to pay taxes such as tithes to the church, taille, a direct tax and many other indirect taxes.

The population of France also increased from 23 million in 1715 to 28 million in 1789. Food grains were now in great demand. Price of bread shot up. The supply could not match with the need and hence the subsistence crisis.

The 18th century witnessed the emergence of social groups, termed the middle class, who earned their wealth through an expanding overseas trade and from the manufacture of goods such as woollen and silk textiles. In addition the third estate included professionals such as lawyers or administrative officials. All these people were educated and believed that no group in society should be given privileges by birth. Such ideas which spoke of freedom and equal laws and opportunities for all were put forward by philosophers such as Voltaire and Rousseau. The ideas of these philosophers were discussed intensively in salons and coffee houses and spread among people through books and newspapers and even through loud reading for people

who could not read or write. The news about imposing further taxes generated anger and protest against the system of privileges. The king had to increase the taxes for various reasons. But how could he do it? He could not impose taxes according to his will alone. He had to call a meeting of the Estates General which

then would pass the proposals for new taxes. The assembly of the Estates General was called on 5th May 1789. Voting in the Estates General had been conducted according to the principle that each estate

had one vote. Members of the third estate demanded that voting now be conducted by the assembly as a whole, where each member would have one vote. This was according to the democratic principles put forward by philosophers. The king rejected this proposal and the members of the third estate walked out of the Assembly. On 20th June, the members of the third estate assembled in the hall of an indoor tennis court

in the grounds of Versailles. They declared themselves as a National Assembly. They were led by Mirabeau and Abbé Sieyés. At this time, France went through a severe winter and the price of bread increased. Women were angry and annoyed. They stormed into shops for bread. At the same time, the king ordered troops to move into Paris. On 14 July the agitated crowd stormed the Bastille. This is taken as the beginning of the French Revolution and is known as the storming of the Bastille.

Q.2. Which groups of French society benefitted from the revolution? Which groups were forced to relinquish power? Which sections of society would have been disappointed with the outcome of the revolution?

Ans. The common men (Third Estate) benefitted from the Revolution because they gained equal socio-economic status and liberty. The clergy and nobility were forced to relinquish power. Their privileges were taken away. The moderates who wanted Constitutional Monarchy were disappointed because ultimately Napolian came to power.

Q.3. Describe the legacy of the French Revolution for the peoples of the world during the nineteenth and twentieth centuries. 

Ans. The French Revolution not only affected France and changed its entire social and political system; it also had a lasting effect on the people of Europe in the 19th century. It inspired the Germans, Italians, and Austrians to overthrow their oppressive regimes. It led to a decade of political changes and Europe saw many revolutions inspired by the French Revolution. The watchwords of the French Revolution such as liberty, equality and fraternity reflected the coming of a new democratic and social order in Europe and the world. The French Revolution inspired the struggling nations of Asia and Africa who were groaning

under the oppression of colonialism. Many a nation aspiring for liberty sought inspiration from its ideas of liberty, equality and fraternity. India’s struggle for independence was inspired by the ideas of the great French philosophers like Voltaire and Rousseau and fired by the ideas expressed in the Rights of Man (1789).

The French Revolution put into practice the idea that sovereignty comes from the people, from below and not from above. A Greek guerrilla chieftain who led a revolt against the Turkish landlords in 1821 wrote :

“According to my judgement, the French Revolution opened the eyes of the world. The nations knew nothing before, and the people thought the kings were Gods upon the earth and they were bound to say that whatever they did was well done. In the present change it is more difficult to rule the people.”

Q.4. The French Revolution opened the eyes of the world to a profound social revolution. It marked the beginning, for the first time in history, of active and institutionalised mass participation in the government. The revolution led to many “isms.” Explain.

Ans. (a) Nationalism :  Nationalism  led to many new nations emerging in Europe, Asia and Africa. A nation now no longer was the king’s territory or his subjects. Rather, it now comprised citizens “who inhabited a common territory, possessed a voice in their common government and were conscious of their common heritage and their common interests.”

(b) Liberalism :  The main feature of this was emancipation of the individual from class, corporate or governmental restraint. It was the second great doctrine (a gift of the French Revolution) to impact the world. The Declaration of the Rights of Man asserted the liberty of the individual. That no authority could rule over the individuals in an arbitrary manner, was the message given. The Declaration stressed that all men are to be treated as equal before the law and that humanity implied fraternity among different peoples. The Declaration of Rights of Man inspired and guided many newly independent nations to frame their constitutions based on similar principles. The Indian constitution has borrowed a lot from it and liberty, equality and fraternity are included in the Preamble to our Constitution.

(c) Socialism : Liberalism emphasises the individual and his or her rights; socialism, on the other hand, emphasises the community and its collective welfare. This was also a result of the work of sans culottes during the Revolution. It promoted a society designed to promote collective well-being rather than individual profit. This was the main feature of the Russian Revolution which took place later.

Q.5. Draw up a list of democratic rights we enjoy today whose origins could be traced to the French Revolution.

Ans. The rights we enjoy today are the rights of liberty, equality and fraternity.

Q.6. Would you agree with the view that the message of universal rights was beset with contradictions? Explain.

Ans. The message of universal rights was beset with contradictions. The universal rights lay emphasis on the inalienable rights of man which mention property as one right which no government can ensure. Property will be owned by some and not by all. Even the ownership cannot be an equal division for all. The Declaration also says that all citizens have the right to participate in the formation of laws, personally or through their representatives. All citizens are equal before it. But for this a country must have free and fair elections which does not happen everywhere. The universal rights also say that every citizen may speak, write and print freely. For this there must be freedom of press which in many governments is restricted.

Q.7. How would you explain the rise of Napoleon?

Ans. The fall of the Jacobin government allowed the wealthier middle classes to seize power. A new constitution was introduced which denied the vote to non-propertied sections of society. It provided for two elected legislative councils. These then appointed a Directory, an executive made up of five members. This was meant as a safeguard against the concentration of power in a one-man executive as under the Jacobins. However, the Directors often clashed with the legislative councils, who then sought to dismiss them. The political instability of the Directory paved the way for the rise of a military dictator, Napoleon Bonaparte.