chapter b4 forest society and colonialism · forest society and colonialism section b chapter 4....

P-1S O L U T I O N S

TOPIC-1Relationship between Forest and Livelihoods

SUMMATIVE ASSESSMENT WORKSHEET-1Ans. 1 : Fuel, fodder and fruit. (1)Ans. 2 : Lading. (1) Ans. 3 : Wooden planks laid across railway tracks to hold the tracks in position. (1)Ans. 4 : Chhattisgarh. (1)Ans. 5 : Shifting cultivation is a practice in which parts of the forest are cut and burnt in rotation. Seeds are

sown in the ashes after the first monsoon rains, and the crop is harvested by October-November. Such plots are cultivated for a couple of years and then left fallow for 12 to 18 years for the forest to grow back. It is on this basis that it is shifted from one place to another. (3)

Ans. 6 : Value Points : about 25,500 km of track had been laid. the length of the tracks had increased to over 7,65,000 km. supply the required quantities of timber. contractors began cutting trees indiscriminately.

(CBSE Marking Scheme, 2013) (3)

Ans. 7 : After the passing of the Forest Act, all the everyday practices of the villagers like cutting wood for their houses, grazing their cattle, collecting fruits and roots, hunting and fishing became illegal. People were now forced to steal wood from the forests, and if they were caught, they were at the mercy of the forest guards who would take bribes from them. Women who collected fuel wood were especially worried. It was also common for police constables and forest guards to harass people by demanding free food from them. (5)

Ans. 8 : Value Points : (a) Commercial forestry became important during the British rule. By the early nineteenth century

oak forests in England were disappearing. This created a problem of shortage of timber supply for the Navy.

(b) How could English ships be built without a regular supply of strong and durable timber? How could imperial power be protected and maintained without ships?

(c) Because of the factors given above, before 1856 the commercial forestry was considered important in India. By the 1820s, search parties were sent to explore the forest resources of India.

(d) These parties gave them green signal for commercial forestry in India. Within a decade trees were being felled on a massive scale and large quantities of timber were being exported from India.

(e) The spread of railway from the 1850s created a new demand. In India, the colonial government felt that railways were essential for effective internal administration, for colonial trade, for the quick movement of imperial troops.


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SUMMATIVE ASSESSMENT WORKSHEET-2Ans. 1 : From the 1860s. (1)Ans. 2 : Jhum, Podu, Kumri. (1) Ans. 3 : Milpa. (1)Ans. 4 : 9.3%. (1)

FOREST SOCIETY AND COLONIALISM

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BSECTIONCHAPTER

4

P-2 S O C I A L S C I E N C E T E R M – 2– IX

Ans. 5 : Under the colonial rule, the process of deforestation became more systematic and extensive. (i) As the population increased and demand of foodgrains went up, the peasants extended the

boundaries of cultivation, by clearing forests and making new land. (ii) The British directly encouraged the production of cash crops like jute, sugarcane, cotton, etc. This

also increased the need for more areas of cleared forests. (iii) The colonial rulers thought that forests were unproductive. Moreover, with the disappearance of

oak forests in England there was a demand for timber for the Royal Navy as well as sleepers for railway compartments. Cutting trees were required for tracks of railway lines as well as to solve the problem of scarcity of timber. (1 × 3= 3)

Ans. 6 : Forests give us a mixture of things to satisfy our different needs — fuel, fodder, leaves, trees suitable for building ships or railways, trees that can provide hard wood. Forest products like roots, fruits, tubers, herbs are used for medicinal purposes, wood for agricultural implements like yokes, ploughs etc. Forests provide shelter to animals and birds. They also add moisture to atmosphere. Rainfall is trapped in forest lands. (3)

Ans. 7 : Shifting agriculture is a traditional agricultural practice in many parts of Asia, Africa and South America. In shifting cultivation, parts of the forest are cut and burnt in rotation. Seeds are sown in the ashes after the first monsoon rains, and the crop is harvested by October - November.

Colonial impacts on shifting agriculture : (i) Europeans regarded this practice harmful for the forests. They felt that the forest burnt would

destroy timber and the danger of the flames would spread and burn valuable timber. (ii) Shifting cultivation made it harder for the government to calculate taxes, so British government

decided to ban shifting cultivation. (iii) As a result, many communities were forcibly displaced from their homes in forest. (iv) Some had to change occupations, while some resisted through large and small rebellions. (Any three) (2 + 3 = 5)

(CBSE Marking Scheme, 2012)

Ans. 8 : The lives of the villagers were affected by the forest acts in the following ways : (i) The villagers were deprived of the customary practices like hunting, cutting, grazing their cattle

and collecting fruits, etc. (ii) One of the major impact was on the practice of shifting cultivation or Swidden agriculture. (iii) People were now forced to steal wood from the forests and if they were caught, they were at the

mercy of the forest guards who would take bribes from them. (iv) Women who collected fuel wood were especially worried. (v) It was common for police constables and forest guards to harass people by demanding free food

from them. (5)

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TOPIC-2Changes in Forest Societies Under Colonialism

SUMMATIVE ASSESSMENT WORKSHEET-3

Ans. 1 : Because grazing land was fertile and could be used for agriculture. (1)Ans. 2 : Shifting cultivation is a practice in which parts of the forest are cut and burnt in rotation. Seeds are

sown in the ashes after the first monsoon rains, and the crop is harvested by October-November. (1) Ans. 3 : (i) Because grazing land was fertile and could be used for agriculture. (ii) Because it did not give revenue or agriculture produce. (Any one) (1)Ans. 4 : Railways. (1)Ans. 5 : (a) Shifting agriculture or Swidden agriculture is a traditional agricultural practice in many parts

of Asia, Africa and South America. It has many local names such as ‘lading’ in South-East Asia, ‘milpa’ in Central America, ‘chitemene’ or ‘tavy’ in Africa, ‘chena’ in Sril Lanka, dhya, Penda, bewar, nevad, jhum, podu, khandad and kumri in India.

(b) It was regarded as harmful by the British for the forests. They felt that land which was used for cultivation every few years could not grow trees for railway timber. When the forest was burnt there was the danger of the flames spreading and burning valuable timber. (3)

Ans. 6 : (a) Scientific forestry was taught at the Imperial Forest Research Institute. In this system, natural forests which had a variety of trees were cut down and, instead, one type of tree was planted.

(b) Appointed forest officials managed these forests. They planned and assessed how much of the planted area had to be cut down and how much had to be replanted. 1½ + 1½ = 3


Ans. 7 : Dietrich Brandis was appointed as the First Inspector General of Forests in India. He set up the Indian Forest Service in 1864. Three main features of scientific forestry are as follows : (i) Natural forests which had lots of different types of trees were cut down. (ii) One type of trees were planted in straight rows. (iii) Forest officials surveyed the forests and made working plans for forest management every

year. (1 + 1 + 3 = 5)

Ans. 8 : (a) The Kalangs were a community of skilled forest cutters and shifting cultivators. They were so valuable that in 1755, when the Mataram Kingdom of Java split, the 6,000 Kalang families were equally divided between the two kingdoms. Without their expertise, it would be difficult to harvest teak or build palaces.

(b) The Dutch imposed rents on lands being cultivated in the forests. They exempted some villages from these rents on condition that they will provide free labour and buffaloes for cutting and transporting timber. This is known as the Blandongdiensten system. (2½ + 2½ = 5)


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SUMMATIVE ASSESSMENT WORKSHEET-4Ans. 1 : Forest having trees suitable for building ships and railways. (1)Ans. 2 : Dehradun. (1) Ans. 3 : In 1864. (1)Ans. 4 : Reserved forest. (1)Ans. 5 : Refer to Ans. 7 in Worksheet 3 (3)Ans. 6 : (i) British needed forest wood in order to build ships and railways. (ii) For the development of plantation. (iii) They wanted more income from forest. (1 × 3 = 3)


Ans. 7 : (i) Since 1980s governments across Asia and Africa have begun to see that scientific forestry has resulted in many conflicts.

(ii) Conservation of forests rather than collecting timber had become a more important goal. (iii) To meet this goal, the government has recognised that the people who live near forests must be

involved. (iv) In many cases, across India dense forests have survived only because villagers protected them as

sacred groves. (v) Some villagers have been patrolling their own forests. (5)

Ans. 8 : Causes : (i) The colonial government proposed to reserve two-third of the forest in 1905. (ii) Stopped shifting cultivation. (iii) Hunting and collection of forest products were stopped. (iv) People were displaced without any notice or compensation. (v) Villagers suffered due to increased land rent, demand for free labour and goods by colonial

officials. (Any three) Consequences : (i) Work on reservation was temporarily suspended. (ii) The area to be reserved was reduced to roughly half of that planned before 1910. (3 + 2 = 5)


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SUMMATIVE ASSESSMENT WORKSHEET-5Ans. 1 : Baigas. (1)Ans. 2 : Because forests did not yield revenue to enhance income of the state. (1) Ans. 3 : A German expert and the first Inspector General of Forests in India. (1)Ans. 4 : A system in which old trees are cut and new ones are planted by the forest department. (1)

Ans. 5 : Forest Act was enacted in 1865. It was amended twice, once in 1878 and then in 1927. 1878 Act, divided the forests into three categories : reserved, protected and village forests.

(1 × 3 = 3)(CBSE Marking Scheme, 2012)

Ans. 6 : (i) The Dutch first imposed rent on land being cultivated in the forest and then exempted some villages from paying these rents if they worked collectively to provide free labour and buffaloes for cutting and transporting timber.

(ii) Later instead of rent exemption, forest villagers were given small wages but their right to cultivate forest land was restricted. (1½ + 1½ = 3)

Ans. 7 : (i) Setting up of Indian Forest Service in 1864. (ii) Scientific forestry taught at IFRI Dehradun. (iii) Removal of a variety of trees from an area which were replaced by one type of trees planted in

straight rows. (iv) Made working plan for forest management. (v) Fixed plan about cutting portions of plantations and replanting. (Any five) (5)


Ans. 8 : The nature of Forest Acts : (i) The first Forest Act was enacted in 1865 and was later amended in 1878 and respectively in 1927. (ii) The 1878 Act divided forests into three categories-reserved, protected and village forests. (iii) The villagers wanted forests with a mixture of species to satisfy different needs of fuel, fodder and

leaves. The forest department on the other hand wanted trees which were suitable for buildings ships or railways.


The Forest Acts greatly affected the lives of the people : (i) Villagers could not take anything from the reserved forests even for their own use. (ii) The Forest Acts caused great hardship for villagers across the country. All their daily activities

such as cutting wood for their houses, grazing their cattle, collecting fruits and roots, hunting, and fishing became illegal.

(iii) People were now forced to steal and if they were caught, they were at the mercy of forest guards who openly took bribes from them. (Any two)

(CBSE Marking Scheme, 2012) (3 + 2 = 5)

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TOPIC-3Case Studies of Pastoral Groups of Bastar and Indonesia

SUMMATIVE ASSESSMENT WORKSHEET-6Ans. 1 : Southernmost part of Chhattisgarh. (1)Ans. 2 : Dutch. (1) Ans. 3 : Java. (1)Ans. 4 : Java. (1)Ans. 5 : Similarities of Colonial Forest Management in Bastar and Java : (i) In both of these countries, colonial rulers exploited the local resources for the raw material. (ii) In Bastar, the colonials stopped shifting cultivation, hunting and collection of forest produce.

Similarly, in Java, many restrictions were imposed on the access of forests, grazing of cattle and transportation of wood.

(iii) Heavy taxes or fines were imposed in both the countries. (1 × 3 = 3)

Ans. 6 : (i) The Kalangs of Java were a community of skilled forest cutters and shifting cultivators. (ii) They were so valuable that in 1755 when the Mataram kingdom of Java split, the 6,000 Kalang

families were equally divided between the two kingdoms. (iii) Without their expertise, it would have been difficult to harvest teak and for the kings to build

their palaces. (CBSE Marking Scheme, 2012) (1 × 3 = 3)

Ans. 7 : The Kalangs of Java were a community of skilled forest cutters and shifting cultivators. They were so valuable that in 1755 when the Mataram kingdom of Java split, the 6,000 Kalang families were equally divided between the two kingdoms. Without their expertise, it would have been difficult to harvest teak and for the kings to build their palaces.

When the Dutch began to gain control over the forests in the eighteenth century, they tried to make the Kalangs work under them. In 1770, the Kalangs resisted by attacking a Dutch fort at Joana, but the uprising was suppressed. (2½ + 2½ = 5 )

Ans. 8 : Features of the life of the people of Bastar : (i) Bastar is a district of the state of Chhattisgarh in Central India. (ii) Different communities live in Bastar such as Maria and Muria Gonds, Dhurvas, Bhalras, etc. (iii) They speak different languages but share common customs and beliefs. (iv) They believe that each village is given its land by the earth and in return, they look after the earth

by making offerings during the festivals. (v) In addition to the earth, they pay respect to the spirits of river, forest and mountain. (vi) Since each village knows its boundaries, they look after their natural resources within the bound-

ary. (vii) If they want to take some wood from another village, they pay a small fee called Devsari in ex-

change. (viii) Some villages protect their forests by keeping watchmen and each house contributes grains to

pay them. (ix) They meet once a year to discuss issues of concern, including forest. (Any five) (1 × 5 = 5)


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SUMMATIVE ASSESSMENT WORKSHEET-7Ans. 1 : Skilled forest cutters and shifting cultivators. (1)Ans. 2 : First imposition of rent on land and then exemption. (1) Ans. 3 : State ownership of the forest. (1)


Ans. 4 : 1910. (1)

Ans. 5 : The First and Second World War had a major impact on forests : (i) In India, working plans were abandoned at this time and the forest department cut trees freely

to meet British war needs. (ii) In Java just before the Japanese occupied the region, the Dutch followed Scorched Earth policy,

destroying sawmills and burning huge piles of giant teak logs so that they would not fall into Japanese hands.

(iii) The Japanese then exploited the forests recklessly for their own war industries, forcing forest villagers to cut down forests.

(iv) Many villagers used this opportunity to expand cultivation in the forest. (v) After the war, it was difficult for the Indonesian forest service to get this land back. (vi) As in India people’s need for agricultural land has brought them into conflict with the forest

department’s desire to control the land and exclude people from it. (Any three) (3)Ans. 6 : The Kalangs of Java were a community of skilled forest cutters and shifting cultivators. They were so

valuable that in 1755 when the Mataram kingdom of Java split, the 6,000 Kalang families were equally divided between the two kingdoms. Without their expertise, it would have been difficult to harvest teak and for the kings to build their palaces.

When the Dutch began to gain control over the forests in the eighteenth century, they tried to make the Kalangs work under them. In 1770, the Kalangs resisted by attacking a Dutch fort at Joana, but the uprising was suppressed. (3)

Ans. 7 : Features of Dutch Scientific Forestry in Java : (i) In the 19th century, when it became important to control territory in Java and not just people,

the Dutch enacted forest laws in Java restricting village’s access to forests. (ii) Now wood could only be taken for specified purposes like making boats or houses. (iii) Villagers were punished for grazing cattles in young stands, transporting wood without a permit,

or travelling on forest roads with horse carts or cattle. (iv) They imposed rents on land being cultivated in the forest and then exempted some villages from

these rents on a condition that they would provide free labour and buffaloes for cutting and transporting timber.

(v) According to the law, a lot of restrictions were imposed. (vi) Later on, forest villagers were given small ways. Ans. 8 : Fears of the people : (i) With the stopping of shifting cultivation along with hunting and collection of forest produce

made the people of Bastar got worried. (ii) Some villages were allowed to stay in the reserved forests if they worked free for the forest

department. Later on they were known as forest villages. (iii) People of other villages were displaced. (iv) Villagers were suffering from increased land rents. (v) Reservations proved to be the last straw. (Any five) (1 × 5 = 5)

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FORMATIVE ASSESSMENT WORKSHEET-8Note : Students should do this activity themselves.

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TOPIC-1Pastoralism As a Way of Life


Ans. 1 : Pastoral Nomads are those who move from place to place with their cattle. (1)

Ans. 2 : Group of many people who came together for journey. (1) Ans. 3 : (a) Kurumas (b) Kurubas (c) Gollas (Any two) (½ + ½)Ans. 4 : (a) Do not overuse land. (b) Allow pastures to recover. (c) Do not overexploit forests. (Any one) (1)

Ans. 5 : Value Points : How long to stay in one area. How to find food and water for their herds. How to assess the timing of their movement.

(CBSE Marking Scheme, 2011) (1 × 3 = 3)

Ans. 6 : Pastoral Nomads are those groups who earn their livelihood by subsistence farming and cattle rearing. (i) They move from place to place with their cattle in search of pastures farming and cattle rearing. (ii) Their movement is seasonal and is guided by the need of their flock. (iii) They raise cattle, camels, goats, sheep, etc. (iv) They sell milk, meat, animal skin and wool. (v) Some also earn through trade and transport. (vi) Others combine pastoral activity with agriculture.

(Any four) (1 + 4 = 5) (CBSE Marking Scheme, 2013)

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PASTORALISTS IN THE MODERN WORLD

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BSECTIONCHAPTER

5


TOPIC-2Different Forms of Pastoralism

SUMMATIVE ASSESSMENT WORKSHEET-10Ans. 1 : Alternate monsoon and dry seasons. (1)Ans. 2 : Himachal Pradesh. (1) Ans. 3 : Fertile plains. (1)Ans. 4 : Kenya. (1)

Ans. 5 : (a) The life of these groups was sustained by a careful consideration of a host of factors. (b) They have to judge the weather to understand how long, the herds could stay in one area. (c) They have to know where they could find water and pasture. (d) They need to calculate the timing of their movement. (e) They need to strike a relationship with farmers on the way to ensure that they could move through

different territories and the herds could graze in harvested fields and manure the soil. (Any three) (CBSE Marking Scheme, 2015) (3)

Ans. 6 : (1) The Gujjar Bakarwals of Jammu and Kashmir, the Gaddi shepherds of Himachal Pradesh, the Gujjar cattle herders of Garhwal and Kumaon, the Bhotiyas, the Sherpas and Kinnauris move annually between their summer and winter grazing grounds governed by the cycle of seasonal movements.

(2) They adjust their movements to seasonal changes and make effective use of available pastures in different places. When pastures are exhausted or unstable in one place they move their herds to new areas. (3)

Ans. 7 : They expect equal treatment and access to reservation in government jobs. They expect to be allowed customary rights on land, on canal water, forest products, etc.

(a) Subsistence farming allows the land to recover its fertility and is suitable in arid zones. (b) Thus, they do not overexploit the land or use any chemicals or ground water for cultivation. (c) They do not overuse the soil as they do not dig too deep nor do they cultivate for commercial

use. (d) Allow pastures to recover. (e) Do not overexploit forests. (f) Their cattle provide manure to the field of farmers. (g) They live in harmony with nature. (h) Their livelihood practices help in maintain ecological balance. (i) Many communities worship and protect flora and fauna. (CBSE Marking Scheme, 2015) 2 + 3 = 5

Ans. 8 : Banjaras were well known group of graziers. They were to be found in the villages of Uttar Pradesh, Punjab, Rajasthan, Madhya Pradesh and

Maharashtra. (i) They used to move long distances for selling their products and to bring back necessary item for

their use. (ii) They sold plough cattle and other goods to villagers in exchange for grain and foods. (iii) Their livelihood depends on their movement to right areas where they could find the sources of

their livelihood. (1 + 1 + 3 = 5) (CBSE Marking Scheme, 2012)

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SUMMATIVE ASSESSMENT WORKSHEET-11Ans. 1 : Recovery of pasture. (1)Ans. 2 : Rajasthan. (1) Ans. 3 : Maharashtra. (1)Ans. 4 : (i) They stay in the Central Plateau during monsoons. (ii) After the monsoons are over they move towards Konkan area. (Any one) (1)

Ans. 5 : Value Points : (a) The Gujjar Bakarwals moved from one place to another between the summer and winter pasture

land with their goats and sheep. (b) They move with their herd and flock in the Himalayas in search of new pastures. (c) When the pasture in one place is exhausted and the mountains are covered with snow they move

to the low hills of the Shivalik range where the grass is green and the weather tolerable for the herd.

(d) When the snow melts and the mountains are lush green they return for the rich grass for their herd.


Ans. 6 : Gujjar Bakarwals were the herders of goats and sheep living in the region of Jammu and Kashmir. Their herds moved out of this area between summer and winter and travelled in groups of Kafilas.

(i) They earned their livelihood by selling milk, ghee, and other products or their herds. (ii) Women went to the markets and sold home-made products like pots filled with buttermilk, honey,

etc. while the men took the cattle to graze. (3)

Ans. 7 : Seasonal movement of Gaddi Shepherds of the Himachal Pradesh : (i) They spent their winter in the low hills of Shiwalik range grazing their flocks in scrub forests. (ii) By April, they moved north and spent the summer in Lahul and Spiti. (iii) When the snow melted and the high passes were clear many of them moved onto higher mountain

meadows. (iv) By September, they began their return movement. (v) On the way, they stopped once again in the village of Lahul and Spiti reaping the summer crop

and sowing their winter crop. (5 × 1 = 5 )(CBSE Marking Scheme, 2012)

Ans. 8 : (i) Gujjar Bakarwals of Jammu and Kashmir are great herders of goat and sheep. They established and moved annually between their summer and winter grazing grounds.

(ii) In winter : They lived in mountains covered with snow, called the Shiwalik range. (iii) In summer : They began northern march for the grazing grounds in the valleys of Kashmir. They

used to go in groups known as Kafila. (iv) Gaddi shepherds of Himachal Pradesh have a similar cyclic movement. They too spend the winters

in Shiwaliks and grazing in scrub forest. (v) By April they move north and spend summer in Lahul and Spiti. With the melting of snow many

move to high ground. (5)

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SUMMATIVE ASSESSMENT WORKSHEET-12Ans. 1 : Sheep and goats. (1)Ans. 2 : Maru. (1) Ans. 3 : Pastoral communities of the Himalayas. (1)Ans. 4 : Jammu and Kashmir. (1)

Ans. 5 : (i) The Dhangars were an important pastoral community of Maharashtra. (ii) Most of them were shepherds and some were blanket weavers or buffalo herders. (iii) During monsoon they stayed in central plateau of Maharashtra. (iv) In October, they harvested bajra. (Any three) (3)



Ans. 6 : (i) Raikas lived in the desert of Rajasthan. (ii) The rainfall in the region was meagre and uncertain. On cultivated land, harvest fluctuated every

year. Over vast stretches, no crop could be grown. So, the Raikas combined cultivation with pastoralism.

(iii) During the monsoon, the Raikas of Barmer, Jaisalmer, Jodhpur and Bikaner stayed in their home villages, where pasture was available.

(iv) By October, when these grazing grounds were dry and exhausted, they moved out in search of other pastures and water, and returned again during the next monsoon. (Any three) (3)

Ans. 7 : (i) Dhangars are the pastoral communities of Maharashtra. During monsoons, they stayed in the central plateau.

(ii) Most of them were shepherds, blanket weavers and buffalo herders. (iii) By October, they harvested their bajra and started on their move to West. (iv) They reached the Konkan which was a flourishing track. (v) With the onset of monsoon, they returned back to their dry plateaus. (5)

Ans. 8 : Value Points : Gujjar Bakarwals of J & K Gaddi shepherds of H.P. Dhangares of Maharashtra Gallas, Karumas and Kurubas of Karnataka and A.P. (CBSE Marking Scheme, 2012) (5)

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TOPIC-3Changes in Pastoral Life Due to Colonial Rule

SUMMATIVE ASSESSMENT WORKSHEET-13Ans. 1 : No pastoralist was allowed access to these forests. (1)Ans. 2 : The British officials. (1) Ans. 3 : The Criminal Tribes Act. (1)Ans. 4 : Craftsmen, traders and pastoralists. (1)Ans. 5 : (a) Forest Acts were enacted to protect and preserve forests for timber which was of commercial

importance. These Acts changed the life of pastoralists. (b) They were now prevented from entering many forests that had earlier provided valuable forage

for their cattle. (c) They were issued permits which monitored their entry into and exit from forests. They could not

stay in the forests as much as they liked because the permit specified the number of days and hours they could spend in the forests. The permit ruled their lives. (3)

Ans. 6 : (a) The British colonial government in East Africa encouraged local peasant communities to expand cultivation.

(b) Pasturelands were turned into cultivated fields. (c) In pre-colonial times, the Massai pastoralists had dominated their agricultural neighbours

economically and politically. (d) Pastoralists could not enter, hunt animals or graze their herds in these areas. (e) By the end of colonial rule the situation had reversed. (CBSE Marking Scheme, 2013) 3

Ans. 7 : Criminal Tribes Act and its effects on people : (i) The Britishers were suspicious of nomadic people. They wanted the rural people to live in villages,

in fixed places with fixed rights on particular fields. (ii) They felt that such a population would be easy to identify and control. (iii) Nomadic people were considered to be criminal. Therefore, in 1871, the Criminal Tribes Act was

passed. (iv) By this Act, many communities of traders, craftsmen and pastoralists were stated to be criminals

by nature and birth. These communities were expected to live only in notified village settlements. They were not allowed to move without a permit. A continuous watch on them was kept by the village police. (4 × 1¼ = 5)

(CBSE Marking Scheme, 2013, 2012)

Ans. 8 : Main provisions of Forest Laws : (i) Pastoralists now were prevented from entering many forests that has earlier provided valuable

forage for their cattle. (ii) Even in the areas where they were allowed to enter, their movements were now restricted.

Permit had to be taken in advance. (iii) Timing of their entry and exit was specified. (iv) Many pastoralists had to move away because of extensive restrictions. (Any three) Main provisions of Criminal Tribes Act : (i) In 1871, the colonial government in India passed Criminal Tribes Act. According to this, many

communities of craftsman, traders, pastoralists were classified as criminal tribes. (ii) They were stated to be criminal by nature and by birth. These communities were expected to live

only in notified village settlements. The village police kept continuous watch on them. (3 + 2 = 5)

(CBSE Marking Scheme, 2013, 2012)

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TOPIC-4Pastoralism in Africa

SUMMATIVE ASSESSMENT WORKSHEET-14Ans. 1 : Elders and warriors. (1)Ans. 2 : They had regular income with which they could buy animals, goods and land. (1) Ans. 3 : In East Africa. (1)Ans. 4 : Bedouin, Somali. (1)

Ans. 5 : Value Points : The British colonial government in East Africa encouraged local peasant communities to expand

cultivation. Pasturelands were turned into cultivated fields. Pastoralists could not enter, hunt animals or graze their herds in these areas. By the end of the colonial rule, the situation had reversed. (Any three)


Ans. 6 : (i) The Maasai and other pastoral groups were forced to live within the confines of special reserves. (ii) They were not allowed to move out with their stock without special permits. (iii) The pastoralists were also not allowed to enter the markets in white areas. (iv) Those found guilty of disobeying the rules were strictly punished. (v) Prohibited from participating in any form of trade. (Any three)(3)

Ans. 7 : (a) The continuous loss of their grazing lands. (b) Maasai land was divided between British Kenya and German Tanganyika (c) The Maasai were confined to an arid zone. (d) Pasturelands were turned into cultivated fields. (e) Grazing land was turned into game reserves like the Maasai Mara and Samburu National Park

in Kenya and Serengeti Park in Tanzania. (f) Pastoralists were not allowed to enter these reserves for hunting or grazing. (g) Grazing within a small area meant deterioration of the quality of pastures and malnutrition and

death of herds. (h) They were not allowed to move out from the reserves with their stock without special permits. (i) This adversely affected both their pastoral and trading activities. (Any five)

(CBSE Marking Scheme, 2015) 5

Ans. 8 : Value Points : Maasai Society : Elders and Warriors. Elders : Ruling Group / Warriors : protection of tribe Changes : Pasture lands turned into colonial Confined to arid zone Deprived of all forms of trade

(CBSE Marking Scheme, 2013) 2½ + 2½ = 5

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TOPIC-1Histories of the Emergence of Different Forms of Farming and Peasant Societies

SUMMATIVE ASSESSMENT WORKSHEET-16Ans. 1 : They started growing turnip and clover. (1)Ans. 2 : Captain Swing. (1) Ans. 3 : Because they feared the shortage of labour. (1)Ans. 4 : Over-population and subsequent fall of agricultural prices. (1)

Ans. 5 : The coming of enclosures meant changes in the lives of poor because when fences came up, the enclosed land became the exclusive property of one landowner. The poor could no longer collect their firewood from the forests, or graze their cattle on the common.

They could no longer collect apples and berries, or hunt animals for meat. They could not gather the stalks that lay on the fields after the crops were harvested. In the places,

where enclosures happened on an extensive-scale; the poor were displaced from the land. They found that their customary rights were gradually disappearing. Deprived of their rights; and driven off the land, they tramped in search of work. But nowhere

could the poor find secure jobs.enclosures. Laborers were being paid low wages and employed only during harvest time. Their work became insecure, employment uncertain and income unstable.

(Any three) (CBSE Marking Scheme, 2015) (3)

Ans. 6 : (a) Till the middle of the eighteenth century the Enclosure Movement proceeded very slowly. The early enclosures were usually created by individual landlords.

(b) They were not supported by the state or the Church. After the mid-eighteenth century, however, the Enclosure Movement swept through the countryside, changing the English landscape forever between 1750 and 1850.

(c) 6 million acres of land was enclosed. The British Parliament no longer watched this progress from a distance. It passed 4,000 Acts legalising these Enclosures. (3)

Ans. 7 : The early enclosures were usually created by individual landlords. They were not supported by the state or the church. After the mid-eighteenth century, however, the enclosure movement swept through the countryside, changing the English landscape forever. Between 1750 and 1850, 6 million acres of land was enclosed. The British Parliament no longer watched this process from a distance. It passed 4,000 acts legalizing these enclosures.


Ans. 8 : In the beginning of the 18th century, in large parts of England, the countryside was open. It was not partitioned into enclosed lands privately owned by landlords. Peasants cultivated on strips of land around the village they lived in. At the beginning of each year, at a public meeting, each villager was allocated a number of strips to cultivate. Usually, these strips were of varying quality and often located in different places, not next to each other. The effort was to ensure that everyone had a mix of good and bad land. (5)

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SUMMATIVE ASSESSMENT WORKSHEET-17Ans. 1 : Before 16th century. (1)Ans. 2 : Piece of land enclosed from all sides. (1)

PEASANTS AND FARMERS

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Ans. 3 : Because they were deprived of common lands. (1)Ans. 4 : Indigo and opium. (1)Ans. 5 : The poor farmers felt the threshing machines would replace people, would deprive them of their

livelihood and render them jobless. Captain Swing was a mythical name used in threatening letters, written by workmen against the use of threshing machines by rich farmers. (3)

Ans. 6 : The sixteenth century enclosures were prompted by sheep farming. The late 18th century enclosure movement was for more and more grain production.

(i) Between 1750 and 1900, the English population expanded rapidly – from 7 million in 1750 to 21 million in 1850 and 30 million in 1900. This meant an increased demand for foodgrains to feed the population.

(ii) Britain was fast industrialising. There was mass migration of people from villages to towns to work in factories. To survive they had to buy foodgrains in the market. As the urban population multiplied, the market for foodgrains expanded and foodgrain prices rose. Thus, farmers were Encouraged to grow more and more crops. Hence, the enclosure Movement.

(iii) By the close of the 18th century, France was at war with England. This disrupted trade and the import of foodgrains from Europe. Prices of foodgrains soared encouraging landowners to enclose lands and enlarge the area under grain cultivation.

(iv) As profits multiplied the landowners pressurised the Parliament to pass the Enclosure Acts. (Any three) (CBSE Marking Scheme, 2011) (3)

Ans. 7 : (i) Rich farmers wanted to expand wool production to earn profits. (ii) They wanted to have compact blocks to allow improved breeding. (iii) Common land was divided and enclosed and hedges were built to separate their property. (iv) They drove the villagers who had small cottages on the commons and prevented the poor from

entering the closed fields. (v) They were supported by the State or the Church. (5)

Ans. 8 : The people of England started enclosing the land in the late eighteenth century due to the following reasons :

(i) From the mid-eighteenth century, the English population expanded rapidly which increased demand for foodgrains.

(ii) Due to industrialisation, urban population grew and the market for foodgrain increased. (iii) Due to Anglo-French war by the end of 18th century, trade and import of foodgrain from Europe

disrupted which encouraged land owners to enclose lands in England. (i) Unlike the sixteenth century, enclosures promoted sheep farming and the land being enclosed

in the late eighteenth century was for grain production. (ii) The new enclosure was happening in a different context. It became a sign of a changing time. (CBSE Marking Scheme, 2013) (3 + 2 = 5)

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TOPIC-2Case Study-USA Agricultural Revolution

SUMMATIVE ASSESSMENT WORKSHEET-18Ans. 1 : US President Woodrow Wilson said it. (1)Ans. 2 : This mechanical reaper could cut in one day as much as five men could cut with cradles and 16 men

with sickles. (1) Ans. 3 : Terrifying dust storms. (1)Ans. 4 : Cyrus McCormick. (1)

Ans. 5 : (i) The new machines allowed these big farmers to rapidly clear large tracks, break up the soil, remove the grass and prepare the ground for cultivation.

(ii) The work could be done quickly and with a minimal number of hands. (iii) It saved the time of the farmers. (iv) It reduced the dependency on workers. (v) It increased the production of crops. (vi) Now, it was easy to plough the Prairies with the help of modern ploughs. (Any three)


Ans. 6 : White Americans moved westwards and established control up to the west coast. The entire landscape was divided into different agricultural belts. The local tribes were displaced. Now, America seemed to be the land of promise. (3)

Ans. 7 : Western expansion of the settlers in the USA had far reaching impacts : (i) Impact on native people : After the American war of independence with White Americans began

to move Westward. They started clearing the native from their land. (ii) Impact on the natural resources : The white settlers started exploiting the natural resources. They

slashed and burnt forests, pulled up the stumps, cleared the land for cultivation and built log cabins in the forest clearings.

(iii) Production of wheat increased : From the late 19th century, there was a dramatic expansion of wheat production in USA. in 1910, about 45 million acres of land in USA was under the wheat cultivation which increased to 74 million acres in 1929.

(iv) New technology : The dramatic expansion was possible only because of the new technology. Farmers were using modern machine to turn the soil. The use of machines allowed the farmers to finish up the work within a short span of time.

Impact on the poor for the poor, farmers, machines brought misery : Mechanization had reduced the need for labour and most of the farmers, lost their jobs.

(v) Dust bowl tragedy : The extensive use of Prairies was responsible for the Dust Bowl Tragedy. The cultivation of wheat had exposed the soil to wind, resulting in the Dust Bowl.


Ans. 8 : The expansion of wheat agriculture in the great plains created many problems : (i) In the 1930s, terrifying dust storms began to blow over the Southern plains. Black Blizzards rolled

in very often 7,000 to 8,000 feet high, rising like monstrous waves of muddy water. They came day after day and year after year throughout the 1930s.

(ii) Cattle were suffocated to death, their lungs were chocked with dust and mud sand, buried fences, covered fields, and coated the surface of rivers till the fish died.

(iii) Dead bodies of birds and animals were strewn all over the landscape. (iv) Tractors and machines that had ploughed the earth and harvested the wheat in the 1920s were

now clogged with dust and got damaged beyond repair. 4 × 1¼ = 5(CBSE Marking Scheme, 2012)

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SUMMATIVE ASSESSMENT WORKSHEET-19Ans. 1 : The entire ploughed landscape was stripped of all grass. (1)Ans. 2 : The USA. (1)

Ans. 3 : 7,000 to 8,000 feet. (1)Ans. 4 : The causes for dramatic expansion of wheat production in the USA are as follows : (i) The urban population in the USA was growing and the export market was becoming bigger. (ii) The spread of the railways made it easy to transport the grain from wheat growing regions to the

eastern coast for export. (iii) During the First World War, the world market boomed. The dramatic expansion was made possible

by the coming of new technology. (3)Ans. 5 : (i) The new machines allowed big farmers to rapidly clear large tracks. (ii) The machines helped in breaking up the soil, removing the grass and preparing the ground for

cultivation. (iii) The work could be done quickly and with a minimum number of hands. (iv) With power-driven machinery, four men could plough, seed and harvest 2,000 to 4,000 acres of

wheat in a season. (v) With one mechanical repair, 500 acres of wheat could be harvested in two weeks. (5)

Ans. 6 : The circumstances the US farmers got encouraged to produce more and more wheat were : (i) From the late 19th century, the wheat production in the USA underwent a dramatic expansion.

The Urban population in the USA was growing and the export market was becoming even bigger. As a result demand for wheat rose higher. The rising demand resulted into high price of wheat. This encouraged farmers to grow more and more wheat.

(ii) The spread of the railways made it easy to transport the grain from wheat growing regions to the coast for export.

(iii) During the First World War, the world market boomed. Russian supplier of wheat were cut-off and the USA had to feed the entire Europe.

(iv) The farmers responded vigorously to the need of the time. They began producing more and more wheat. (4 × 1¼ = 5)


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TOPIC-3Agricultural Revolution in England

SUMMATIVE ASSESSMENT WORKSHEET-20Ans. 1 : The Portuguese. (1)Ans. 2 : Indigo. (1) Ans. 3 : System of advances. (1)Ans. 4 : Travelling traders. (1)

Ans. 5 : The cause of conflict between the British government and the Indian farmers and local traders was the unremunerative price of opium given to the cultivator. The British bought opium at a very cheap price and sold it at a high price to opium agents in China. (CBSE Marking Scheme, 2015) (3)

Ans. 6 : They were made to produce opium through a system of advances : (i) In rural Bengal and Bihar the poor peasants had not enough to survive. They could neither pay

rent to the landlords nor could they buy food and clothing. (ii) From 1780s the village headmen started giving them advance money to produce opium.Cultivators

accepted the loans to meet their immediate needs and pay back the loans at the later stage. Thus, the loans tied the peasants both the headmen and the government.

(iii) By taking loan through the government opium agent the cultivator was forced to grow opium and hand over the product to the agent.

(iv) The cultivator could neither grow any other crop, nor could sell his product to anyone but to the government agent.

(v) He had to accept the low price offered for the product. (Any three) 3

Ans. 7 : Causes of unwillingness : (i) Planting opium in their best land could adversely affect the production of pulses. (ii) Landless cultivators could have to pay rent and lease for which they were to take loans from the

money-lenders at very high rates. (iii) Cultivation of opium was a difficult process as it required constant nurturing. (iv) The price paid by the British government was very low. (v) The cultivators had to spend long hours for growing opium. (CBSE Marking Scheme, 2012) (5)

Ans. 8 : (i) In the 1930s, terrifying dust storm began to blow over the southern plains of America. (ii) They were referred as Black Blizzards and destroyed the southern plain beyond repair. (iii) The reasons in early 1930s were years of persistent drought. The rain failed year after year and

the temperature soared. The wind blew with a ferrocious speed. (iv) Ordinary dust storm became black blizzard only because the entire landscape had been ploughed

over and stripped of all grass that held it together. (v) As the wheat cultivation expanded, the greedy farmers mercilessly uprooted all vegetation and tractors

had turned the soil over breaking them into dust. The whole region there became a dust town. (5)

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SUMMATIVE ASSESSMENT WORKSHEET-21Ans. 1 : Mississippi Valley. (1)Ans. 2 : Tea and Silk. (1)

Ans. 3 : Opium price was not reduced because : (i) To earn more profit. (ii) The difference between the buying and selling price was government’s revenue.


Impact : (i) Angry peasant began agitating and refused to take advances. (ii) They gave up opium cultivation and started growing sugarcane, potatoes, etc. (iii) They started selling their crops to private traders at higher price. (Any two) (1 + 2 = 3)


Ans. 4 : (i) England at that time produced nothing that could be easily sold in China. (ii) The Confucian rulers of China and the Manchus, were suspicious of all foreign merchants. They

feared that the merchants would meddle in local politics and disrupt their authority. (iii) British could buy tea only by paying silver coins or bullion. This meant an outflow of treasure

from England, a prospect that created widespread anxiety (3)

Ans. 5 : (i) The Chinese were aware of the danger of opium addiction and the emperor had forbidden its production and sale except for medicinal purpose.

(ii) But western merchants in the mid eighteenth century began an illegal trade in opium. (iii) It was unloaded in a number of sea ports of south eastern China and carried by local agents to

the interiors. That’s why ruler of China was anxious regarding trade of opium by Western merchants.


Ans. 6 : (i) The history of opium production in India was linked up with the story of British trade with China. (ii) They searched for a commodity they could sell in China, something they could persuade the

Chinese to buy. Opium was such a commodity. (iii) They made a determined effort to produce opium in the lands of Bengal. (iv) As the market for opium expanded in China, larger volumes of opium flowed out of Bengal ports. (v) Supply had to be increased to feed this booming export trade. But this was not easy. Unwilling

cultivators were made to produce opium through a system of advance. (5)Ans. 7 : (i) For poor farmers and agriculture labourers machines brought misery. Since mechanisations

reduced the need for labourers, many of them lost their jobs. (ii) Many farmers bought machines hoping that wheat prices would remain high and profit would

flow. By late 19th century when the boom ended, they faced troubles. (iii) Those who borrowed money from the bank, could not pay back the loan, got bankrupt, deserted

their farms and looked for employment elsewhere. (5)

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TOPIC-1Development of Cricket in England

SUMMATIVE ASSESSMENT WORKSHEET-23Ans. 1 : The world’s first cricket club was formed in Hambledon in 1760s. (1)Ans. 2 : A match can go on for five days and still end in a draw. (1) Ans. 3 : Name of the city—Chennai Name of the ground— Chepauk (1)Ans. 4 : The Adelaide Oval ground located in Australia. (1)

Ans. 5 : During the 1760s and 1770s, it became common to pitch the ball through the air, rather than roll it along the ground. This change gave bowlers the options of length, deception through the air, plus increased pace. It also opened new possibilities for spin and swing. In response, batsmen had to master timing and shot selection. One immediate result was the replacement of the curved bat with the straight one. All of these raised the premium on skill and reduced the influence of rough ground and brute force.


Ans. 6 : The provisions are as follows : (i) The principles were to choose two umpires from among the gentlemen present, who would

absolutely decide all disputes. (ii) The stumps must be 22 inches high and the bail across them six inches. (iii) The ball must be between 5 and 6 ounce and the two sets of stumps apart. (3)


Ans. 7 : The organisation of cricket reflected the nature of society in England : (i) The rich who could afford to play cricket for pleasure called amateurs. (ii) Amateurs were called Gentlemen. (iii) The poor who played for living were called professionals. (iv) The professionals were described as players. (v) Most professionals worked as minors or in other forms of working class employment. (5)

Ans. 8 : (i) Cricket’s most important tools are all made of natural and pre-industrial materials. (ii) The bat is made of wood as are the stumps and balls. The ball is made with leather, twine and

cork. (iii) Even today, both bat and ball are hand-made and are not industrially manufactured. (iv) The material of the bat changed slightly over time. Once it was cut of a single piece of wood.

Now it consists of two pieces, the blade which is made out of the wood of the willow tree and the handle which is made out of cane that became available as European colonialists and trading companies established themselves in Asia.

(v) But in the matter of protective equipments, cricket has been influenced by changing in Technology. The invention of vulcanised rubber led to the introduction of pads in 1848 and protective gloves soon afterwards and the modern game would be unimaginable without helmets made out of metal and synthetic lightweight materials. (5)

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HISTORY AND SPORT - THE STORY OF CRICKET

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TOPIC-2The Spread of Cricket

SUMMATIVE ASSESSMENT WORKSHEET-24Ans. 1 : The first non-white club established in the West Indies towards the end of the nineteenth century.

(1)Ans. 2 : Cricket in colonial India was organised on the principle of race and religion. (1) Ans. 3 : The name of the first Indian club was the Calcutta Cricket Club and it was established in 1792. (1)Ans. 4 : (a) A scheduled tour of MCC in 1930 was cancelled due to Gandhi’s Dandi March and the Civil

Disobedience. (b) The first Indian team toured England in 1932. Due to World War II in 1939, various tournaments

were affected. By now Congress and Muslim League had taken opposite stands. Communal feelings had crept into sports.

(c) In 1940, a Pentangular tournament was played in Brabourne stadium, Bombay. Seats were allotted on communal basis, 2000 to Hindus, 1250 each to Muslim and Parsis. (3)

Ans. 5 : (i) The distinguished editor of the Bombay chronicle and political leaders like Mahatma Gandhi condemned the Pentangular Tournament because it was a communal based division of team.

(ii) He felt that this type of communal division of the team may hinder the national struggle of India. (iii) This type of cricket organized on the principle of a race and religion could aggravate the communal

divide he perceived and their efforts to unite India would have failed. (3)Ans. 6 : Cricket’s connection with a rural past can be seen in the length of a Test match. Originally, cricket

matches had no time limit. The game went on for as long as it took to bowl out a side twice. The rhythms of village life were slower and cricket’s rules were made before the Industrial Revolution. (3)

Ans. 7 : The teams that played colonial India’s greatest and most famous first-class cricket tournament did not represent regions, as teams in today’s Ranji Trophy currently do, but religious communities.

The tournament was initially called the Quadrangular, because it was played by four teams : the Europeans, the Parsis, the Hindus and the Muslims.

It later became the Pentangular when a fifth team was added, namely, the Rest, which comprised all the communities left over, such as the Indian Christians.

By the late 1930s and early 1940s, journalists, cricketers and political leaders had begun to criticize the racial and communal foundations of the Pentangular tournament.

A rival first-class tournament on regional lines, the National Cricket Championship (later named the Ranji Trophy), was established but not until Independence did it properly replace the Pentangular. (CBSE Marking Scheme, 2014) (5)

Ans. 8 : Mahatma Gandhi believed that sport was essential for creating a balance between the body and the mind.

He often emphasised that games like Cricket and Hockey were imported into India by the British and were replacing traditional games.

Games such as cricket, hockey, football and tennis were for the privileged, he believed. They showed a colonial mindset and were a less effective education than the simple exercise of

those who worked on the land. He viewed these games as colonial games which should not take their roots in Indian soil. (5)

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SUMMATIVE ASSESSMENT WORKSHEET-25Ans. 1 : Parsi businessmen like the Tatas and Wadias funded and sponsored Parsi clubs. (1)Ans. 2 : The Europeans, the Parsis, the Hindus and the Muslims. (1) Ans. 3 : Vijay Hazare. (1)


Ans. 4 : The tournament was initially called Quadrangular, because it was played by four teams : the Europeans, the Parsis, the Hindus and the Muslims.

Later on, it was given the name pentangular when a fifth team was added to it, namely, the Rest which comprised all the communities left over. (1½ + 1½ = 3)


Ans. 5 : Cricket was first played by Indians in Bombay. The first community to play cricket was of Parsis (Zoroastrians). Difficulties faced were : (i) Cricket elite gave no help. (ii) Conflict over public park. (iii) Colonial authorities prejudiced. (Any two) (½ + ½ + 2 = 3)


Ans. 6 : The Parsis founded the first Indian cricket club named the Oriental Cricket Club in Bombay in 1848. Parsi clubs were funded and sponsored by Parsi businessmen like the Tatas and the Wadias. The white

cricket elite in India offered no help to the enthusiastic Parsis. In fact, there was a quarrel between the Bombay Gymkhana, a whites-only club, and Parsi cricketers over the use of a public park. As a result, the Parsis built their own gymkhana to play cricket in. The rivalry between the Parsis and the racist Bombay Gymkhana had a happy ending for these pioneers of Indian cricket.

A Parsi team beat the Bombay Gymkhana at cricket in 1889. The establishment of the Parsi Gymkhana became a precedent for other Indians who in turn established clubs based on the idea of religious community. (1 + 2 = 3)


Ans. 7 : Pentangular tournament was built on the concept of racial and communal foundation. It is the divisive conception of British.

It continued till 1947. Gandhiji condemned it as a communally divisive competition. Nationalists at this time, were

trying to unite India.

MCC or Ranji Trophy replaced it. (1 + 1 + 2 + 1 = 5)(CBSE Marking Scheme, 2012)

Ans. 8 : Pentangular Tournament was played by five teams. The five teams of Pentangular Tournament were : The Europeans, The Parsis, The Hindus, The

Muslims and ‘The rest’ which comprised of all the left over communities such as the Indian Christians.

Gandhiji strongly condemned the Pentangular as a communally divisive competition that was out of place in a time when nationalists were trying to unite India’s diverse population. (1 + 2 + 2 = 5)


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TOPIC-3The Modern Transformation of Cricket

SUMMATIVE ASSESSMENT WORKSHEET-26Ans. 1 : He was an outstanding Indian batsman of the time. He was the country’s first test captain. (1)Ans. 2 : The first Test Cricket Match was played between England and Australia. (1) Ans. 3 : South Africa. (1)

Ans. 4 : Success at cricket became a measure of racial equality and political progress. At the time of their independence many of the political leaders of Caribbean countries like Forbes Burnham and Eric Williams saw in the game a chance for self respect and international standing. When the West Indies won its first test series against England in 1950, it was celebrated as a national achievement, as a way of demonstrating that West Indians were the equals of White Englishmen.


Ans. 5 : The pre-industrial oddness of cricket made it a hard game to export. It took root only in countries that the British conquered and ruled. In these colonies, cricket was established as a popular sport either by the white settlers (as in South Africa, Zimbabwe, Australia, New Zealand, the West Indies and Kenya) or by local elites who wanted to copy the habits of their colonial masters, as India.


Ans. 6 : Since India had the largest viewership for the game amongst the cricket-playing nations and the largest market in the cricketing world, the game’s centre of gravity shifted to South Asia. A more important sign that the centre of gravity in cricket has shifted away from the old, Anglo-Australian axis is that innovations in cricket technique in recent years have mainly come from the practice of sub-continental teams in countries like India, Pakistan and Sri Lanka.

In time, it came to be accepted that the laws of cricket could not continue to be framed for British or Australian conditions of play, and they became part of the technique of all bowlers, everywhere in the world.


Ans. 7 : (i) The victory of West Indies over England in first Test Series in 1950 was celebrated as a way of National Movement in West Indies.

(ii) It was a way of demonstrating that the West Indies were the equals to white Englishmen. (iii) There were two ironies to this great victory. Firstly the West Indies team was captained by a white

man. (iv) Secondly the West Indies cricket team represented not one nation but several dominions that

became independent countries. (v) The Pan West Indies team represented the entire Caribbean region in International Test

Cricket. (5)

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SUMMATIVE ASSESSMENT WORKSHEET-27Ans. 1 : India, Pakistan and the West Indies boycotted South Africa. (1)Ans. 2 : England, Australia and New Zealand continued to play Test Cricket with South Africa. (1) Ans. 3 : Polo was exported from the colonies to Britain. (1)

Ans. 4 : 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 the British military men and civil servants in all-white clubs and Gymkhanas. (3)



Ans. 5 : Cricket was a colonial game limited to countries that had once been part of the British empire. It took root only in countries that the British conquered and ruled. The British imperial officers brought the game to the colonies where it was played either by them or by the local elites who wanted to copy the habits of their colonial masters as in India. Despite the exclusiveness of the game it became popular in India and West Indies. Success in cricket became a measure of racial equality and political progress. (3)

Ans. 6 : (i) 1971 was a landmark year because the first One. Day International Cricket Match was played in Melbourne between England and Australia.

(ii) The World Cup was successfully staged in 1975. (iii) In 1977, cricket celebrated 100 years of Test Match. (iv) The Australian television tycoon saw the commercial potential of cricket and one-day international

under the name of world series cricket was started. After two years, the cricket matches began to be live telecast.

(v) Coloured dress, protective helmets, field restrictions and cricket under lights became a standard part of post–Packer cricket. (5)

Ans. 7 : (i) In the beginning cricket was played by all British players and Indians were not considered fit and without any talent to play.

(ii) The Britishers promoted the game on racial grounds only. (iii) Cricket in the colonial India : The history of Gymkhana cricket led to first class cricket being

organised on communal and racial lines. (iv) The first class cricket tournament represented religious communities. The tournament was

originally called Quadrangular because it was played by four teams the Europeans, the Parsis, the Hindus and the Muslims.

(v) Later, it became Pentangular team when a fifth team was added, namely, ‘The rest’ which comprised all the communities left over such as Indian Christians. (5)


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TOPIC-4Commerce, Media and Cricket Today

SUMMATIVE ASSESSMENT WORKSHEET-28Ans. 1 : These techniques are ‘doosra’ and ‘reverse swing’. (1)Ans. 2 : Kerry Packer. (1) Ans. 3 : 1977. (1)

Ans. 4 : Cricket is a large part of contemporary life as it is one–way in which we enjoy ourselves, compete with each other, stay fit, and express our social loyalties if tens of millions of Indians today drop everything to watch the Indian team play a test match or a one-day international, it is reasonable to realize how that stick-and-ball game invented in South-Eastern England has become the ruling passion of the Indian sub-continent. (3)


Ans. 5 : (i) The technology of satellite television and the world wide reach of multi-national television companies created a global market for cricket.

(ii) Since India has the largest viewership for the game amongst the cricket-playing nations and the largest market in the cricketing world, the game’s center of gravity shifted to South Asia.

(iii) This shift was symbolized by the shifting of the ICC headquarters from London to tax-free Dubai. (3)

Ans. 6 : (i) The technology of satellite television and the world wide reach of multi-national television companies created a global market for cricket.

(ii) Matches in Sydney could now be watched live in Surat. (iii) Impact of globalization Largest viewership for the game amongst the cricket-playing nations was in India. Hence the

game’s centre of gravity shifted to South Asia. This shift was symbolized by the shifting of the ICC headquarters from London to tax-free

Dubai. (iv) The replacement of the gentlemanly amateur by the paid professional. (v) The triumph of the one-day game. (vi) Overshadowing of Test cricket in terms of popularity, and (vii) The remarkable changes in global commerce and technology. (Any five points) (CBSE Marking Scheme, 2015) 5

Ans. 7 : Major sub-continental cricket teams : India, Pakistan and Sri Lanka. Pakistan pioneered the advances in bowling. Innovations : (i) The ‘doosra’ was invented in response to aggressive batsmen with heavy modern bats. (ii) The reverse swing was invented to move the ball in on dusty and unresponsive wickets under

clear skies. Both these innovations were greeted suspiciously by Britain and Australia. (2 + 1 + 2 = 5)


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TOPIC-1A Short History of Changes in Clothing

SUMMATIVE ASSESSMENT WORKSHEET-30Ans. 1 : French Revolution. (1)Ans. 2 : 1294 to 1798. (1) Ans. 3 : Laws meant to emphasise the social hierarchy. (1)Ans. 4 : The idea of equality. (1)Ans. 5 : (a) French patriotic citizens in France started wearing clothing that was loose and comfortable. The

colours of France blue, white and red became popular as they were a sign of the patriotic citizen. (b) Other political symbols too became a part of dress : the red cap of liberty, long trousers and the

revolutionary cockade pinned on to a hat. (c) The simplicity of clothing was meant to express the idea of equality. (3)

Ans. 6 : (i) New schools for children emphasized the importance of plain dressing and discouraged, ornamentation.

(ii) Gymnastics and games entered the school curriculum for women. As women took sports, they had to wear clothes that did not hinder movement.

(iii) When they went out to work, they needed clothes that were comfortable and convenient. (CBSE Marking Scheme, 2015) (3)

Ans. 7 : Women in Victorian England were groomed from childhood to be docile and dutiful submissive and obedient.

The ideal woman was one who could bear pain and suffering and was seen as frivolous, delicate, passive and docile.

From childhood, girls were tightly laced up and dressed in stays to restrict the growth of their bodies, contain them within small moulds.

When slightly older, girls had to wear tight fitting corsets as tightly laced, small-waisted women were admired as attractive, elegant and graceful.

Thus the norms of clothing reflected the qualities of an ideal victorian women. (CBSE Marking Scheme, 2014) (5)

Ans. 8 : Many European women stopped wearing jewellery and luxurious clothes. As upper-class women mixed with other classes, social barriers were eroded and women began

to look similar. In Britain women were employed in ammunition factories and wore a working uniform of blouse

and trousers with scarves that was later replaced by khaki, overalls and caps. Bright colours faded from sight and only sober colours worn as the war dragged on. Clothes became plainer and simpler. Skirts became shorter. Trousers became a vital part of the Western women’s clothing, giving them greater freedom of

movement. Women took to cutting their hair short for convenience. (Any five) 5 (CBSE Marking Scheme, 2014)

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CLOTHES AND CULTURES

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SUMMATIVE ASSESSMENT WORKSHEET-31Ans. 1 : Some sumptuary laws were passed to protect home production against imports. (1)Ans. 2 : Women looked graceful in these dresses. (1) Ans. 3 : Mrs Amelia Bloomer. (1)Ans. 4 : 1881, England. (1)

Ans. 5 : (i) Tight clothing restricted body growth and hampered blood circulation. (ii) Muscles remained under–developed and the spines got bent. (iii) Doctors reported that many women were regularly complaining of acute weakness, felt languid,

and fainted frequently. (iv) Corsets became necessary to hold up the weakened spine. (CBSE Marking Scheme, 2015) 3

Ans. 6 : They were members of the Jacobin clubs who called themselves the ‘sans culottes’ or ‘without knee breeches’ to distinguish themselves from the aristocracy who wore the fashionable ‘knee breeches’.

Both men and women began wearing clothing that was loose and comfortable. (CBSE Marking Scheme, 2014) 3

Ans. 7 : Initially, it was difficult to come out of the ingrained ideas of womanhood in Victorian England : (i) By 1830s, women in England began agitating for democratic rights. As the suffrage movement

developed, many women began campaigning for dress reforms. (ii) Women magazines described how tight dresses and corsets caused deformities and illness among

young girls. (iii) Such clothings restricted body growth and hampered blood circulation. (iv) In America similar movement developed among the white settlers on the East coast. They argued

that long skirts swept grounds, were unhealthy and hampered the movement. 17th (v) In 1970s, National Women’s Suffrage Association headed by Mrs. Stanton and Women’s Suffrage

Association dominated by Luey Stone continued the movement. (5)Ans. 8 : In the 19th century, due to the Industrial Revolution Britain mass production cotton textiles made

cotton clothes more accessible to a wider section of European people. By the early 20th century, artificial fibres made clothes cheaper and easy to wash and maintain. In fact, clothes got lighter, shorter and simpler. Though clothes were ankle length till 1914, in 1915 skirt’s hemlines dramatically rose to mid-calf. Heavy and restrictive underclothes were discarded. (5)

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TOPIC-2Debates Over Clothing in Colonial India

SUMMATIVE ASSESSMENT WORKSHEET-32Ans. 1 : Parsis. (1)Ans. 2 : (a) modernity (b) freedom from poverty. (1) Ans. 3 : Caste System. (1)Ans. 4 : (a) Let us take the example of headgears — a turban and a hat. Both although headgears signify

different things. Turbans are not only for protection from the sun but also worn as a mark of respectability.

(b) It cannot be removed at will. The hat is for protection and is removed in front of seniors and superiors. This difference created misunderstanding between the turban wearers, i.e., the Indians and the hat wearers, i.e., the British.

(c) When the Indians walked into English company they did not remove their turbans as they wanted to assert their national and regional identity. This at times offended the British. (3)

Ans. 5 : Traditional feminine clothes were criticised because : (i) Long skirts swept the grounds and collected filth and dirt which caused illness. (ii) The skirts were voluminous and difficult to handle. They hampered their movements. (iii) The European dress codes were different from the Indian dress codes. Such as wearing of shoes and headgear. (CBSE Marking Scheme, 2012) 3

Ans. 6 : Many Indians reacted differently to the introduction of Western style clothing : (i) The wealthy Parsis of Western India were among the first to adopt the Western style clothing. (ii) Baggy trousers and the phenta were added to long collarless coats with boots and a walking stick

to look like a gentleman. Some Western clothes were a sign of modernity and progress. (iii) There were others who were convinced that Western culture would lead to a loss of traditional

cultural identity. (iv) The use of Western style clothes was taken as sign of the world turning upside down. (v) Some men resolved this dilemma by wearing Western clothes without giving up their Indian

ones. (5)Ans. 7 : (i) Before the 17th century, most ordinary women in Britain possessed very few clothes made of flax,

linen or wool which were difficult to clean. (ii) After 1600, trade with India brought cheap, beautiful and easy to maintain Indian chintzes within

the reach of many Europeans. (iii) During the Industrial Revolution, in the 19th century, Britain began the mass manufacture of

cotton textiles which became more accessible to a wider section of the people. By early 20th century artificial fibers made clothes further cheaper and easy to wash.

(iv) In the late 1870s, heavy restrictive underclothes were gradually discarded. Clothes got lighter and simpler.

(v) Changes in women clothing also took place as a result of two World Wars. (5)

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SUMMATIVE ASSESSMENT WORKSHEET-33Ans. 1 : For wearing a cloth across their upper bodies. (1)Ans. 2 : 1855, frustration among upper castes. (1) Ans. 3 : The wearing of turban and shoes. (1)


Ans. 4 : (i) The women reformers got fed up with persistent attacks. They could not change social values. (ii) The conservatives ridiculed them and became hostile. (iii) They lamented that women who gave up traditional norms of dressing, no longer looked beautiful

and lost their femininity and grace. 3 (CBSE Marking Scheme, 2012)

Ans. 5 : Shoe respect : At the beginning of the nineteenth century. It was customary of British officials to follow Indian etiquette and remove their footwear in the courts of ruling kings or chiefs.

(i) From 1824 to 1828, Governor General Amherst insisted that Indians should take their shoes off as a sign of respect when they appeared before him, but this was not followed strictly.

(ii) When Lord Dalhousie became Governor General, ‘shoe respect’ was made stricter and Indians were made to take off their shoes when entering any government institution. Those who wore European clothes were exempted from this rule. Many Indian government servants were increasingly uncomfortable with these rules.

(iii) In 1862, Manockjee Cowasjee Entee, an assessor in the Surat Fouzdaree Adawlut, refused to take off his shoes in the court of the Sessions Judge. He was debarded from entry into the court room and he protested against his exclusion by sending letters to the Governor of Bombay.

(iv) The British insisted that since Indian took off their shoes when they entered a sacred place or home. They should do so when they entered the courtroom.

(v) Though apparently the shoe respect was for showing respect to superior. It had a dupermotive that is to discriminate between an Indian and an European. (5)

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TOPIC-3The Swadeshi and Khadi Movement

SUMMATIVE ASSESSMENT WORKSHEET-34Ans. 1 : Amherst. (1)Ans. 2 : An assessor. (1) Ans. 3 : Combination of Hindu and Muslim dress. (1)Ans. 4 : Parsi style of wearing sari. (1)Ans. 5 : Nationalists such as Motilal Nehru gave up his expensive Western-style suits and adopted the Indian

dhoti and kurta. Those like Babasaheb Ambedkar, who had been deprived by caste, norms for centuries were attracted to Western dress styles and never gave up the Western-style suit.

However, for the poor people khadi was costly and only six yards long which was shorter than the common sari which was nine yards long.

Women like Sarojini Naidu and Kamala Nehru, wore coloured saris with designs, instead of the coarse, white homespun. (3)

Ans. 6 : Men and women of the upper classes and castes engaged in experiments with dress. Aristocrats like the Tagore family of Bengal experimented with designs for a national dress for both Indian and Western dresses. India’s national dress should combine elements of Hindu and Muslim dresses. They developed the chapkan as it was considered the most suitable dress for the Indian men. (3)

Ans. 7 : As a boy from a Gujarati Bania family, Mahatma Gandhi usually wore a shirt with a dhoti or pyjama and sometimes a coat. When he went to London to study law as a boy of 19 in 1888, he cut off the tuft on his head and dressed in a Western suit so that he would not be laughed at. On his return, he continued to wear Western suits, topped with a turban. As a lawyer in Johannesburg, South Africa in the 1890s, he still wore Western clothes.

Soon he decided that dressing ‘unsuitably’ was a more powerful political statement. In Durban in 1913, Gandhi first appeared in a lungi and kurta with his head shaved as a sign of mourning to protest against the shooting of Indian coal miners.

On his return to India in 1915, he decided to dress like a Kathiawadi peasant. Only in 1921 did he adopt the short dhoti, the form of dress he wore until his death. People started calling him Mahatma Gandhi. (5)

Ans. 8 : Mahatma Gandhi used Swadeshi clothes as a powerful weapon against British Rule : (i) He made spinning on the charkha and used Khadi as very powerful symbol of self-reliance and

also of resistance to the use of British mill–made cloth. (ii) He adopted the short dhoti in 1921 and wore it until his death because according to him it was

the dress of a poor Indian. (iii) Khadi, white and coarse were a sign of purity, simplicity and poverty to him. Wearing it became

also a symbol of nationalism and a rejection of western mill-made clothes. (iv) In 1973 at Durban, he wore lungi and Kurta with his head shaved as a sign of mourning to protest

against the shooting of Indians coal miners. (v) Rough homespun was glorified in songs and poems. (CBSE Marking Scheme, 2012) 5

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SUMMATIVE ASSESSMENT WORKSHEET-35Ans. 1 : Partition of Bengal in 1905. (1)Ans. 2 : Dressing unsuitably. (1)Ans. 3 : The Tagore family experimented with designs for a national dress for both men and women in India.

Tagore suggested that instead of combining Indian and European dress, India’s national dress should combine elements of both the Hindus and the Muslims dresses. The Chapkan was a long-buttoned coat considered to be the most suitable dress for men. Jnanadanandini Devi, wife of Satyendra Nath Tagore adopted the Parsi style of wearing the sari. (3)


Ans. 4 : Mahatma Gandhi used Swadeshi clothes as a powerful weapon against British Rule : (i) He made spinning on the charkha and used khadi a very powerful symbol of self-reliance and

also of resistance to the use of British mill–made clothes. (ii) He adopted the short dhoti in 1921 and wore it until his death because according to him it was

the dress of a poor Indian. (iii) Khadi, white and coarse were a sign of purity, simplicity and poverty to him. Wearing it became

also a symbol of nationalism and a rejection of western mill-made clothes.


Ans. 5 : Women continued wearing of traditional dress because : (i) India was a patriarchal society where women were subservient to men. (ii) It also shows respect for the opinion of the elders in the family. (iii) They wanted to remain within the boundaries of the expected norms. (iv) Wearing Western clothes were regarded as a sign of shamelessness. (v) It was a reaction to uphold one own cultural identity (5)

Ans. 6 : Mahatma Gandhi felt Khadi would be a means of reducing difference between religions and classes. But it was difficult to achieve such a unity. Nationalist such as Moti Lal Nehru gave up his expensive Western style suits and adopted Indian dhoti and kurta, but it was not made of coarse cloth. Sarojini Naidu and Kamla Nehru wore coloured saris instead of coarse cloth.

Reasons : Expensive than mill–made cloth. Difficult to obtain in remote places. (5) (CBSE Marking Scheme, 2012)

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SUMMATIVE ASSESSMENT

Note : Chapter 4 : This chapter will be assessed through ‘OTBA’ only.

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TOPIC-1Biodiversity - Natural Vegetation and Wildlife

SUMMATIVE ASSESSMENT WORKSHEET-38Ans. 1 : Tenth. (1)Ans. 2 : (a) Landform, (b) Soil, (c) Climate. (1) Ans. 3 : About 47,000. (1)Ans. 4 : Exotic plants. (1)Ans. 5 : Natural vegetation refers to a plant community which has grown naturally without human aid and

has been left undisturbed by humans for a long time. This is termed as a virgin vegetations. Thus, cultivated crops and fruits orchards from part of vegetation but not natural vegetation. The term flora is used to denote plants of a particular region or period. Similarly, the species of animals are referred to as fauna. (3)

Ans. 6 : Factors responsible for Flora and Fauna : (i) Land : Nature of land influences the type of vegetation. For example, land for agriculture and

undulating land for forests. (ii) Soil : Different types of soils provide basis for different vegetation. (iii) Temperature : Vegetation differs from low temperature to high temperature. (iv) Precipitation : Heavy rainfall supports dense vegetation compared to areas of low rainfall.

(Any three) (3) (CBSE Marking Scheme 2011)

Ans. 7 : (i) West temperate forests – 1,000 to 2,000 m – every green broad leaf trees, e.g., oak, chestnut. (ii) Temperate forests – 1,500 to 3,000 m – coniferous trees - pine, deodar, silver fir. (iii) Very high altitude – Tundra vegetation – mosses, lichen. (iv) There is a succession of natural vegetation belts from tropical to Tundra region. (3)

Ans. 8 : Biodiversity in a region typically refers to its flora as well as fauna : We have selected our crops from a bio-diverse environment of edible plants. Animals from large stock provided by nature as milch animal. Animals and birds also provided us draught power, transportation, meat, eggs. First it provides nutritive food and insects help in pollination of crops and fruit trees and exert

biological control on such insects which are harmful. Every species has a role to play in the ecosystem. Hence, conservation is essential. Excessive exploitation of plants and animal resources by humans has disturbed ecosystem-

endangering many species. (CBSE Marking Scheme, 2015) 5

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NATURAL VEGETATION AND WILDLIFE

SECTION

BSECTIONCHAPTER

5


TOPIC-2Types of Vegetation

SUMMATIVE ASSESSMENT WORKSHEET-39Ans. 1 : Neem. (1)Ans. 2 : Tropical rainforest. (1) Ans. 3 : These areas experience 100 to 200 cm of annual rainfall. (1)Ans. 4 : Mangrove. (1)Ans. 5 : Horticulture. (1)Ans. 6 : Grasslands and woodlands. (1)

Ans. 7 : Climate of tropical deciduous forests is influenced by the monsoons. These forests are found in regions receiving rainfall between 200 to 70 cm. trees in these forests shed their leaves for 6-8 weeks in dry summer, to conserve moisture.

(CBSE Marking Scheme, 2015) 1 × 3 = 3

Ans. 8 : The common animals found in these forests are the Kashmir stag, spotted dear, wild sheep, jack rabbit, Tibetan antelope, yak, snow leopard, squirrels, shaggy horn wild ibex, bear and rare red panda, sheep and goats with thick hair.

(CBSE Marking Scheme 2015) 3

Ans. 9 : The most widespread forest of India is the tropical deciduous forest. It is also called Monsoon forest. The most common trees of this forest are Teak, Sal, Shisham, Bamboo, Sandalwood, Khair, Kusum, Arjun and Mulberry. 1 + 1 + 1 = 3

(CBSE Marking Scheme 2013)

Ans. 10 : (i) The mangrove tidal forests are found in the areas of coasts influenced by tides. (ii) Dense mangroves are the common varieties with roots of plants submerged under water. (iii) The deltas of the Ganga, the Mahanadi, the Kaveri and the Krishna are covered with such

vegetation. (iv) In the Ganga-Brahmputra delta, Sundari trees are found which provide durable hard timber. (v) Palm, coconut, keora, agar, also grow in some parts of the delta. (vi) The Royal Bengal tiger is the most famous animal in these forests. Turtles, crocodiles, gharials

and snakes are also found in these forests. (Any five)(CBSE Marking Scheme 2015) 5

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SUMMATIVE ASSESSMENT WORKSHEET-40Ans. 1 : Cactus and thorny bushes. (1)Ans. 2 : Mangroves. (1) Ans. 3 : Trees are scattered and roots are long. (1)Ans. 4 : Montane forests. (1)Ans. 5 : Kachnar. (1)Ans. 6 : Tropical evergreen. (1)


Ans. 7 : Features of Tropical Thorny Forests and Scrubs : (i) These forests occur in areas which have less than 70 cm of rainfall annually. (ii) They are found in the North-Western parts of the country including semi-arid areas of Rajasthan,

Gujarat, Madhya Pradesh, Uttar Pradesh and Haryana. (iii) The commonly found trees in these forests are short, stunted and scattered. (iv) Besides Acacia (Babul), datepalms, euphorbias and cactus trees, different shrubs and grasses com-

monly grow between these trees. (v) In these forests, the common animals are goats, wild asses, horses, camels, wolves, tigers lions,

etc. (Any three) 1 × 3 = 3 (CBSE Marking Scheme, 2011)

Ans. 8 : India’s natural vegetation has undergone many changes due to several reasons : (i) Growing demand for cultivation requires more land for which forests are cleared. (ii) Development of industries requires more transportation and raw materials for which forests are

cut down. (iii) Mining : To extract minerals forests are cleared up and minerals are obtained. (iv) Increasing urbanisation and overgrazing of pastures. (Any three) 3 (CBSE Marking Scheme, 2012)

Ans. 9 : Features of Tropical Deciduous Forests : (i) These forests are found on the foothills of Himalayas, North-Eastern states, Jharkhand, West

Odisha, Chhattisgarh and Eastern slopes of the Western Ghats. (ii) During the dry season, the trees in these forests shed their leaves. (iii) These forests have teak, shisham, sal, sandalwood, as well as thick undergrowth of shrubs and

bamboo. (iv) These forests are also economically very significant for India. (v) The common animals found in these forests are lions, tigers, elephants, deer, tortoise, pigs and a

great variety of birds and insects. (Any three) (CBSE Marking Scheme, 2011) 1 × 3 = 3

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SUMMATIVE ASSESSMENT WORKSHEET-41Ans. 1 : Southern part. (1)Ans. 2 : Jharkhand. (1) Ans. 3 : Mahogany. (1)Ans. 4 : Montane forests. (1)Ans. 5 : Most of the trees are coniferous. (1)Ans. 6 : Tropical deciduous forest. (1)Ans. 7 : (3)

S. No. Tropical Deciduous Tropical Evergreen

(i) Rainfall between 70-200 cm. Heavy rainfall.

(ii) Trees shed their leaves during summer season.

No fixed time to shed their leaves.

(iii) Examples : Sal, Teak. Examples : Ebony, Mahogany.

Ans. 8 : Evergreen forests are found in Western Ghats, Lakshadweep Islands, Andaman and Nicobar Islands, upper parts of Assam and Tamil Nadu coasts. (Any two)

Characteristics of these forests : (i) The trees reach great heights upto 60 meter or even above. (ii) As the region is warm and wet throughout the year, it has a luxuriant vegetation of all kinds –

trees, shrubs and creepers giving it a multilayered structure. (iii) There is no definite time for trees to shed their leaves, as such these forests appear green all the

year round. (Any two) 1 + 2 = 3(CBSE Marking Scheme, 2011)


Ans. 9 : Two sub-types of Tropical Deciduous Forests are : (i) Moist deciduous, (ii) Dry deciduous. (i) Moist deciduous : Rainfall 100-200 cm; Located in the Eastern parts of the country; Species : Teak,

Bamboo, Sal and Shisham. (ii) Dry deciduous : Rainfall 100-70 cm; Found in rainier parts of peninsular plateau, Bihar and U.P.

plains ; open stretches with Sal, Teak, Peepal, Neem ; major parts are cleared for grazing. (Any two) 1 + 2 = 3

Ans. 10 : Montane forests are found at high altitudes in our country. These forests are wet temperate types. (i) Trees found in these forests are deodar, fir, cedar (1500-3000 m) Silver fir and junipers (3600 m

and above). (ii) Animals found in these forests are spotted deer, wild sheep, jack rabbit, yak etc. (iii) Its regions include slopes of Himalayas, North-East India. (CBSE Marking Scheme, 2011) 3

Ans. 11 : Characteristics of Tropical Rain Forests : (i) They are wet evergreen forests. (ii) They are found in areas having hot and humid climate. (iii) Trees of these forests are tall, thick and have vigorous growth. (iv) Trees have hardwood and have large number of species. (v) Trees of particular species are highly scattered. (Any three) 1 × 3 = 3


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TOPIC-3Forests and Ecosystem

SUMMATIVE ASSESSMENT WORKSHEET-42Ans. 1 : Punjab. (1)Ans. 2 : Renewable resource. (1) Ans. 3 : (a) Modify local climate, (b) Control wind force and temperature, (c) Cause rainfall. (1)Ans. 4 : (a) Control soil erosion, (b) Provide humus to the soil, (c) Regulate stream flow. (1)Ans. 5 : Human occupancy. (1)

Ans. 6 : A large ecosystem on the land having distinct type of vegetation and animal life is called biome. In general, biomes are divided into the following categories :

(1) Forests : It consists of evergreen forests, deciduous forests and coniferous forests. (2) Grasslands : Savannah grasslands. (3) Alpine/Tundra vegetation. (4) Desert vegetation. Though the animals are also included in the biomes but they are not counted in the classification

of biomes. (CBSE Marking Scheme, 2015) 3

Ans. 7 : An ecosystem is a system which comprises the physical environment and the organism living therein. Two reasons of ecological imbalance : (i) The greed of human beings what led to over utilisation of these natural resources. (ii) Falling of trees and killing of animals, also create ecological imbalance. 1 + 2 = 3 (CBSE Marking Scheme, 2014)

Ans. 8 : Importance of Forests : (i) They enhance the quality of environment. (ii) They modify local climate. (iii) They control soil erosion. (iv) They regulate stream flow. (v) They support a variety of industries. (Any three) (CBSE Marking Scheme, 2012) 3

Ans. 9 : Major reasons for deforestation : (i) With the increase in population, there is an increase in demand for forest products. (ii) Several forests have been cleared for agriculture. (iii) Due to practice of shifting agriculture, especially in north-eastern parts of our country, intensive

damage has been done to forests. (iv) Overgrazing and cutting trees for fuel. (5)

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SUMMATIVE ASSESSMENT WORKSHEET-43Ans. 1 : (a) Growing demands for cultivated land (b) Development of industries and mining. (1)Ans. 2 : Andaman and Nicobar Islands. (1) Ans. 3 : Southern. (1)Ans. 4 : Biome. (1)Ans. 5 : A system which comprises the physical environment and the organism living therein. (1)


Ans. 6 : Productive Role of Forests : (a) Supply wood, pulp, packaging material, etc., to run industries like paper industry, packaging

industry etc. (b) We obtain consumer goods like fuel wood, timber, medicinal herbs etc. (c) Provide livelihood for many communities. (d) Control wind force, temperature and cause rainfall. (Any three)

(CBSE Marking Scheme, 2012) 3

Ans. 7 : Forests provide to man food, fibre, fodder, timber, fuel wood and a host of other essential items. It provides raw materials to industry and transport. Forest is a renewable resource and is widely used as domestic fuel in Third World countries. Forest also influences the environment by modifying local climate, controlling soil erosion and

deposits humus in the soil, regulating stream flows. Minor forest products provide livelihood to many forest dwellers. Besides, forest is the home of

various wild animals and birds. It offers recreation to man and boosts the Tourism industry.(CBSE Marking Scheme, 2011) 3

Ans. 8 : (i) Create awareness among people about environmental issues and conservation of wildlife and trees.

(ii) Adopt sustainable development measures which create a balance among environmental, social and economical needs.

(iii) Check rapid growth and check population explosion by adopting family planning methods. (iv) Encourage people about 3 R’s. principle, i.e., recycle, reduce and reuse of products and our natural

resources, e.g., use empty PET bottle to store sugar, salt and pulses at home. (v) Adopt efficient and Eco-friendly technology. (vi) Adopt indigenous agricultural practices, soil and water conservation methods (e.g., rain water

harvesting). (vii) Minimising use of pollution causing substances. Waste material should be treated before dumping

into ground or releasing to river or ocean, e.g., use CNG instead of coal. (Any five) 5 × 1 = 5

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TOPIC-4Wildlife and Conservation of Flora and Fauna

SUMMATIVE ASSESSMENT WORKSHEET-44Ans. 1 : One-horned Rhino. (1)Ans. 2 : Gir forest in Gujarat. (1) Ans. 3 : 1972. (1)Ans. 4 : Manas. (1)Ans. 5 : West Bengal. (1)

Ans. 6 : Reasons of extinction of few animal species : (i) Hunting by greedy hunters for commercial purpose. (ii) Pollution due to chemical and industrial waste. (iii) Introduction of alien species. (iv) Reckless cutting of forests. (v) Cultivation and inhabitation. (Any three) (CBSE Marking Scheme, 2012) 3 × 1 = 3

Ans. 7 : (i) Various biosphere reserves have been set up in various parts of India where wild animals and birds are kept in their natural habitat. Nilgiri at the junction of Karnataka, Tamil Nadu and Kerala, and Nanda Devi in Uttarakhand are such biosphere reserves.

(ii) Government has made 89 national parks, 490 wildlife sanctuaries and zoological gardens to protect wildlife.

(iii) Periodic census are being taken to find out the latest position of some rare species so that they can be preserved for our future generations.

(iv) Tigers and Rhinoceros are some endangered species of wildlife in India, so for them special pro-jects have been prepared. Tiger Project has proved to be very successful. About 16 tiger reserves have been set up in different parts of India. Likewise Rhino Project is also being implemented in the Kaziranga bird-reserve of Assam.

(v) The killing of wildlife has been banned by the Government. Special Forest Officers have been appointed to catch unlawful animal hunters.

(CBSE Marking Scheme, 2013) 1 × 5 = 5

Ans. 8 : 492 Wildlife Sanctuaries have been set up in India to protect and conserve wildlife. The government has demarcated them and maintains them. But certain external factors and loopholes in internal manage-ment of these areas creates problems and affect their purpose. Dangers faced by wildlife sanctuaries of India are as follows :

(i) Poaching or illegal killing of animals for trade of their hides, skins, tusk, horns and bones. (ii) Hunting of animals for game. (iii) Killing of animals by villagers in instances of migration of animals to inhabitated areas during

floods. In North Bengal often elephants move out from the forests to cultivated fields and are killed by the villagers.

(iv) Shortage of trained personnel to take care of the animals within the sanctuaries. This leads to death of sick animals.

(v) Shortage of funds for management of the sanctuaries. The wildlife sanctuaries can be protected better in the following ways : (i) Strict vigilance of the areas within the sanctuaries. (ii) Enforcing strict measures against people encroaching the wildlife sanctuaries without proper

permission. (iii) Making laws against poaching and hunting more strict and punishing people who dare to destroy

the sanctity of the wildlife sanctuaries. (iv) Training the personnel to take proper care of animals within the wildlife sanctuary. (v) Creating a proper, protected boundary for the wildlife sanctuaries. (vi) Creating public awareness regarding the need of wildlife sanctuaries.

(CBSE Marking Scheme 2011) (2½ + 2½ = 5)


Ans. 8 : 492 Wildlife Sanctuaries have been set up in India to protect and conserve wildlife. The government has demarcated them and maintains them. But certain external factors and loopholes in internal manage-ment of these areas creates problems and affect their purpose. Dangers faced by wildlife sanctuaries of India are as follows :

(i) Poaching or illegal killing of animals for trade of their hides, skins, tusk, horns and bones. (ii) Hunting of animals for game. (iii) Killing of animals by villagers in instances of migration of animals to inhabitated areas during

floods. In North Bengal often elephants move out from the forests to cultivated fields and are killed by the villagers.

(iv) Shortage of trained personnel to take care of the animals within the sanctuaries. This leads to death of sick animals.

(v) Shortage of funds for management of the sanctuaries. The wildlife sanctuaries can be protected better in the following ways : (i) Strict vigilance of the areas within the sanctuaries. (ii) Enforcing strict measures against people encroaching the wildlife sanctuaries without proper

permission. (iii) Making laws against poaching and hunting more strict and punishing people who dare to destroy

the sanctity of the wildlife sanctuaries. (iv) Training the personnel to take proper care of animals within the wildlife sanctuary. (v) Creating a proper, protected boundary for the wildlife sanctuaries. (vi) Creating public awareness regarding the need of wildlife sanctuaries.

(CBSE Marking Scheme 2011) (2½ + 2½ = 5)

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Ans. 1 : Asiatic Lion. (1)Ans. 2 : Manas. (1)Ans. 3 : A very large ecosystem on land having distinct types of vegetation and animal life is called a biome.

(1)

Ans. 4 : Definition : A protected area reserved for the conservation of endangered species of flora and fauna in their natural habitat is bio-reserve.

Purposes : In biosphere reserve, endangered species of animals and plants are protected. This important heritage of plants and animals is transmitted to the future generations in all its

natural vigour and glory. The surrounding areas are reserved for research work for the betterment of flora and fauna. Bio-Reserve State (a) Nanda Devi Uttarakhand (b) Nokrek Meghalaya (c) Manas Assam (d) Sunderban West Bengal (e) Similipal Odisha (f) Pachmari Madhya Pradesh (Any two) 1 + 1 + 1 = 3 (CBSE Marking Scheme, 2012)

Ans. 5 : (i) Human beings are an integral part of ecosystem. (ii) They utilise vegetation and wild life. (iii) They create ecological imbalance like cutting of trees. (iv) They are responsible for extinctions of some species of plants and animals. (Any three) (3)Ans. 6 : Measures to conserve forests : (5) (i) Planting fast growing trees and preventing the falling of young trees.


(ii) Preventing forest fires. (iii) Create public awarness about the importance of forests. (iv) We must celebrate “Van Mahotsava’’ and plant trees in those areas which are not suitable for

agriculture. (v) All National Day celebration programs should follow a programme of tree plantation. (5)

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SUMMATIVE ASSESSMENT WORKSHEET-46Ans. 1 : One-horned Rhinoceros live in the swampy and marshy lands of Assam and West Bengal. (1)Ans. 2 : Royal Bengal Tiger is found in Mangrove forests. (1) Ans. 3 : Rajasthan. (1)Ans. 4 : Fourteen biosphere reserve. (1)Ans. 5 : Dachigam. (1)

Ans. 6 : Forests are considered as most valuable resources because : (i) Forests modify local climate, control floods and prevent soil erosion. (ii) They also control wind force and temperature and increase rainfall. (iii) Trees in the forests provide humus to the soil and shelter to wild life. (iv) Supply wood, pulp, packaging material etc. to run industries like paper industry, packaging

industry etc. (v) We obtain consumer goods like fuel, wood, timber, medicinal herbs etc. (Any three) (CBSE Marking Scheme, 2012) (3)

Ans. 7 : Example of human’s interference, destroying natural ecosystem. (i) Deforestation leading to soil erosion, floods and droughts and rise in desertification. (ii) Excessive hunting of animals has led to extinction of species. (iii) Rapid rise in population leading to over-exploitation of resources. Steps to protect the ecosystem : (i) Proper planning to conserve the forest resources and undertaking afforestation. (ii) Steps should be taken to control environmental pollution. (iii) Setting up of national parks, zoological gardens and bio-reserves to protect the wildlife. (CBSE Marking Scheme, 2011) 1½ + 1½ = 3

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TOPIC-1Size, Distribution and Age-Sex Composition of Population

SUMMATIVE ASSESSMENT WORKSHEET-48Ans. 1 : Population Density. (1)

Ans. 2 : (a) Variations in topography or relief in different parts of India. (b) Variations in climate and rainfall distribution (Any one) (CBSE Marking Scheme) (1)

Ans. 3 : Second. (1) Ans. 4 : Population is the pivotal element in social studies. We can say this because : (i) It is the point of reference from which all other elements are observed and from which they derive

significance and meaning. (ii) ‘Resources’, ‘calamities’ and ‘disasters’ are all meaningful only in relation to human beings. (iii) Their numbers, distribution, growth and characteristics or qualities provide the basic background

for understanding and appreciating all aspects of the environment. (3)

Ans. 5 : The population of a nation can be categorised as : (i) Children (generally below 15 years) They are economically unproductive and need to be provided with food, clothing, education and

medical care. (ii) Working age (15 to 59 years) They are economically productive and biologically reproductive. They comprise the working

population. (iii) Aged (above 59 years) They can be economically productive though they may have retired. They may be working voluntarily but they are not available for employment through

recruitment. 1 × 3 = 3 (CBSE Marking Scheme 2012)

Ans. 6 : The ratio of people of dependent age (below 15 years and 60 years) to people of economically active ages (15–59 years) is called dependency ratio.

The dependency ratio is higher in India because a larger number of children (34.4 per cent) and aged population (6.9 per cent) are found dependent upon the working population (58.7%).

The economically unproductive population needs food, clothing, education and medicare which has to be provided by the working population.

(CBSE Marking Scheme 2011) (3)

Ans. 7 : Distribution of population in India is uneven because of following reasons : (i) Physical factors : Rugged and mountainous terrain–Jammu–Kashmir and Arunachal Pradesh etc.

lack means of transport. Thus, population is less. (ii) Harsh climatig conditions : Snow-covered regions – Jammu–Kashmir and very hot regions of

Rajasthan. Hence Sparse population. (iii) Plain terrain : Rich in fertile soil, good rainfall and moderate climate–Kerala and U.P. Hence high

population. (iv) Business, industries, transport, trade and communication. (v) Political factors : Security, peace and stability. (1 × 5 = 5)

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SUMMATIVE ASSESSMENT WORKSHEET-49Ans. 1 : The size of its adolescent population. (1)Ans. 2 : Number of females per thousand males. (1) Ans. 3 : 382 persons per sq. km. (1)Ans. 4 : China is the most populous country of the world. (1)Ans. 5 : Rugged terrain and unfavourable climatic conditions are primarily responsible for sparse population

in Arunachal Pradesh. (1)Ans. 6 : 10 years. (1)

Ans. 7 : Since 1981, birth rates in India have started declining gradually resulting in a gradual decline in the rate of population growth. The three reasons are as fallows.

(i) A downward trend of crude birth rate (ii) An increase in the mean age at marriage. (iii) Improvement in the quality of life, particularly education of females in the country. 1 × 3 = 3 (CBSE Marking Scheme 2011)

Ans. 8 : The three main questions on which census is primarily concerned with are : (i) Population size and distribution. (ii) Population growth and processes of population change. (iii) Characteristics or qualities of the population. (1 × 3 = 3)

Ans. 9 : The three population density zones of India are : (i) High density zone : Northern plains, above 500 people per sq. km. (ii) Low density zone : Mountain region, 250-500 people per sq. km. (iii) Medium density zone : Plateau region, below 250 people per sq. km. (1 × 3 = 3) (CBSE Marking Scheme 2011)

Ans. 10 : Sex Ratio : The number of women per thousand men is called sex ratio. In 1901 the ratio between the male and female population was 1000 : 972 but it dropped to 1,000 :

927 in 1991. However, in the last decade, it has shown a little increase in ratio from 933 female per 1000 male to 940 females per 1000 male in 2011.

Reasons : (i) Lesser care of female children. (ii) Greater risk to their lives especially at the time of child birth. (iii) Women are also killed or forced to die by the dowry seekers. (iv) Due to illiteracy. (v) Lack of medical facilities for women etc. (Any two) 1 + 2 = 3 (CBSE Marking Scheme 2011)

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TOPIC-2Population Growth and Change


Ans. 1 : The number of persons added each year or decade. (1)

Ans. 2 : Internal. (1)

Ans. 3 : Decline of death rate. (1)

Ans. 4 : A large number of migrants are absorbed in mega cities like Delhi, Kolkata and Mumbai. It has created many problems like

(i) Shortage of Water Supply (ii) Irregular supply and electricity (iii) Lack of education (iv) Inadequate transport (v) Environmental Pollution (CBSE Marking Scheme 2013) 3

Ans. 5 : Process of population change : (i) Birth rate : The number of live births per thousand persons in a year. (ii) Death rate : It is the number of deaths per thousand persons in a year. (iii) Migration : Migration is the movement of people across regions and territories. It can be internal

and International. (3)Ans. 6 : Concept of value education is primarily aimed to inculcate moral, environmental, educational,

democratic and literary values in the individuals. It is for the improvement of individuals themselves as well as of society, nation and universe as a whole.

Components of Value Education are : (i) Moral education, (ii) Environmental education, (iii) Population education, (iv) Human rights

and duties, (v) Health education, (vi) Indian cultural education, (vii) Physical education, (viii) Yoga education and (ix) History of Indian freedom movement. (5)

Ans. 7 : Growth of population : refers to the change in the number of inhabitants of a country /territory during a specific period of time, say during the last ten years. Population change can be expressed in the following ways :

(i) In terms of absolute numbers and (ii) In terms of percentage change per year. (iii) The absolute numbers added each year or decade is the magnitude of increase. It is obtained by

simply subtracting the earlier population from the later population. It is referred to as the absolute increase.

(iv) The rate or the pace of population increase is the other important aspect. It is studied in percent per annum. This is referred to as the annual growth rate. (Any two) 3 + 2 = 5


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SUMMATIVE ASSESSMENT WORKSHEET-51Ans. 1 : Birth rate is the number of live births per thousand persons in one year. (1)Ans. 2 : Internal migration. (1) Ans. 3 : Migration is the movement of people across regions and territories. (1)

Ans. 4 : Absolute number : The magnitude of increase in population in each year or decade subtract the earlier population from the later population.


Annual Growth Rate : Increase of persons for every 100 persons in the base population in a given year. (1½ + 1½ = 3)


Ans. 5 : Internal and international migration are two types of migration. (i) It changes the population size and the population composition of urban and rural populations

in terms of age and sex composition.

(ii) International migration definitely increases or decreases the size of the population. (1½ + 1½ = 3)


Ans. 6 : (i) Migration is an important determinant of population change. It changes not only the population size but also the population composition of urban and rural populations in terms of age and sex composition.

(ii) In India the rural-urban migration has resulted in a steady increase in the percentage of population in cities and towns.

(iii) The urban-population has increased from 17.29% of total population in 1951 to 27.78% in 2001. (iv) There has been a significant increase in a number of million plus cities from 23 to 35 within 10

years from 1991 to 2001. (1¼ × 4 = 5) (CBSE Marking Scheme 2012)

Ans. 7 : Migration is the movement of people across regions and territories. Migration can be internal or international. In India, most migrations have been from rural to urban areas because of the push factor in rural areas.

Push factors include adverse conditions of poverty and unemployment in the rural areas and the ‘pull’ of the city in terms of increased employment opportunities and better living conditions.


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TOPIC-3Occupational Structure and Health

SUMMATIVE ASSESSMENT WORKSHEET-52Ans. 1 : In 2000. (1)Ans. 2 : Kerala. (1)

Ans. 3 : Only an educated and informed person can make informed choices. He/she can undertake research and development projects. Low levels of literacy are a serious obstacle for economic improvement.


Ans. 4 : The problems of adolescent girls suffering from anaemia in India have so far not received adequate attention in the process of development.

Social values to resolve this problem are : Spread of literacy and education. Improvement of their awareness through social media. Sensitisation of the adolescent girls to the problems they confront.


Ans. 5 : National Population Policy was implemented in the year 2000. It is a culmination of year of planned efforts. It provides a policy framework for imparting free and compulsory school education upto 14 years of age.

Other aims or significant features of NPP 2000 are as follows : (i) NPP 2000 identified adolescents as one of the major sections of the population that need greater

attention. (ii) Its main objective is to cater to their nutritional requirements. (iii) To impart free and compulsory school education upto 14 years of age. (iv) To reduce infant mortality rate to 30 per 1000 live birth. (v) To immunise all children against ailments. (vi) To promote delayed marriage of girls. (vii) To make family welfare, a people-centered programme. (Any three) (CBSE Marking Scheme 2012) 3

Ans. 6 : Advantages of having a healthy population : (a) Health is an important factor of population as it affects the process of development. (b) Development depends on efficiency of manpower and efficiency depends on good health and

good environment. (c) If the health of the people is properly looked after, people can produce more and thus the

productivity of the country will get increased. (d) A well-educated healthy population provides potential power as economic development depends

on the quality, capacity and ability of the people. (e) Sick people can not work efficiently. This in turn reduces the output of the country. (CBSE Marking Scheme 2014) 5

Ans. 7 : To know the exact number of people living : Distribution of population—helps to know the development of the area Sex Ratio-It helps

to undertake steps for the weaker section of the society Age Composition-Dependency of the dependent people on the working population.

Occupational Structure—It helps to understand the burden on agriculture sector has shifted to tertiary sector

Literacy Rate—Various steps taken to remove illiteracy. (CBSE Marking Scheme 2013) 5

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SUMMATIVE ASSESSMENT WORKSHEET-53Ans. 1 : Imparting free and compulsory school education above 14 years of age. (1)Ans. 2 : Adolescents are generally grouped in the age-group of 10 to 19 years. (1)

Ans. 3 : (i) NPP 2000 identified adolescents as one of the major sections of the population that need greater attention.

(ii) Besides nutritional requirements, the policy put greater emphasis on other important needs of adolescents like protection from unwanted pregnancies and Sexually Transmitted Diseases (STDs).

(iii) It calls for programmes that aim towards encouraging delayed marriages and child-bearing. (iv) It aimed at providing food supplements and nutritional services. (v) It also aimed at strengthening legal measures to prevent child marriage. (CBSE Marking Scheme 2012)(3)

Ans. 4 : Advantages of healthy population : (i) Good health increases economic efficiency. (ii) It improves the quality of human resources. Economic development depends upon the quality,

capacity and ability of the people. (iii) It reduces mortality rate. (iv) It contributes towards favourable sex ratio. (Any three) (CBSE Marking Scheme 2014) 3

Ans. 5 : Occupational Structure : The distribution of the population according to different types of occupations is referred to as occupational structure.

Relation with development : (i) The proportion of people working in different activities. Primary, Secondary and Tertiary activities

vary in developed and developing countries. (a) Primary : agriculture and animal husbandry (b) Secondary : manufacturing (c) Tertiary : service sector like banking and transport. (ii) Developed : high proportion of people in secondary and tertiary activities. (iii) Developing : higher proportion engaged in primary activities. (iv) Occupational shift in favour of secondary and tertiary sectors due to industrialisation and

urbanisation. 1 + 4 = 5 (CBSE Marking Scheme 2012)

Ans. 6 : Occupational structure of India : (i) Classified as primary, secondary and tertiary. (ii) Primary occupation includes agriculture, animal husbandry, forestry, fishing, mining quarrying,

etc. (iii) Secondary occupation includes manufacturing industry, building and construction work, etc. (iv) Tertiary occupation includes transport, communication, commerce, administration and other

services. (v) In India, 64% of the population is engaged only in agriculture. (vi) The proportion of population is dependent on secondary and tertiary sectors is about 13 and 20%

respectively. (Any five) (CBSE Marking Scheme 2012) 5

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TOPIC-1Importance of Democratic Institutions and Political Competition

SUMMATIVE ASSESSMENT WORKSHEET-55Ans. 1 : Chaudhary Devi Lal. (1)Ans. 2 : He would waive the loans of farmers and small businessmen. (1) Ans. 3 : (a) Creates a sense of factionalism (b) Parties use dirty tricks to win elections. (1)Ans. 4 : Chaudhary Devilal. (1)Ans. 5 : Indian National Congress. (1)Ans. 6 : Rules in non-democratic need to have elections in order to ensure the participation of the general

public in the administration of the nation. Democratic values are reflected. (2 + 1 = 3)

Ans. 7 : (i) ‘Garibi Hatao’ by Congress in 1971. Removal of poverty by reorienting government policies. (ii) ‘Save Democracy’ by Janata Party in 1977. (Undo the excesses committed during Emergency and restore civil liberties.) (iii) ‘Land to the Tiller’ by Left Front in West Bengal to safeguard the rights of peasants. (iv) ‘Protect the Self Respect of the Telugus’ by Telugu Desam Party in 1983. (Any three) (3)


Ans. 8 : All adults have the right to vote and the value of votes are same. This is known as Universal Adult Franchise.

Reason : (i) Political equality (ii) It establishes a fair and true democratic government (iii) It makes a responsible government. (1 + 2 = 3)


Ans. 9 : (i) The name of this movement was ‘Nyaya Yudh’. (ii) The popular promise was, if his party won the elections, his government would waive the loans

of farmers and small businessmen. (iii) The name of the party was Lok Dal .


Ans. 10 : Five demerits to have political competitions are : (i) Parties and candidates often use dirty tricks to win elections. (ii) Different political parties and leaders often level allegations against one another. (iii) Political competition creates a sense of disunity and ‘factionalism’ in every locality. (iv) The pressure to win electoral fights does not allow sensible long-term policies to be formulated. (v) Some good people who may wish to serve the country do not like the idea of being dragged into

unhealthy competition. (1 × 5 = 5)(CBSE Marking Scheme 2015)

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SUMMATIVE ASSESSMENT WORKSHEET-56Ans. 1 : Indira Gandhi, the third Prime Minister of India. (1)Ans. 2 : India is divided into 543 constituencies. (1)

ELECTORAL POLITICS IN DEMOCRACY

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Ans. 3 : Janata Party. (1)Ans. 4 : 84 seats are reserved for the Scheduled Castes in the Lok Sabha. (as on 1st September, 2012). (1)Ans. 5 : Uttar Pradesh. (1)Ans. 6 : Declaration is made because : (i) Serious criminal cases pending against the candidates. (ii) Details of the assets and liabilities of candidate and his or her family. (iii) Educational qualifications of the candidates. (3)

Ans. 7 : (i) In an election, the voters make many choices. They can choose the one who will make laws for them.

(ii) They can choose the one who will form the government and take major decisions. (iii) They can choose the party whose policies will guide the government and law-making. (CBSE Marking Scheme, 2012) (3)

Ans. 8 : (i) Institution makes rules and regulations. (ii) It provides an opportunity for a wider set of people to be consulted in any decision. (iii) It implements decisions, if disputes arise there should be some one to determine what is right

and what is wrong. (3)

Ans. 9 : In a reserved constituency only someone who belongs to the SC/ST or weaker section can stand for election. This was done to give a fair representation to the weaker section who did not stand a good chance to get elected to the Lok Sabha. (1 + 2 = 3)


Ans. 10 : Election is a mechanism by which people choose their representatives at regular intervals and change them if they wish to do so. Therefore elections are considered essential for representative democracy. Three demerits of Electoral Competition :

(i) Creates sense of disunity and factionalism in every locality. (ii) Political parties and leaders level allegation at each other. (iii) Political parties and candidates often use dirty tricks to win elections. (iv) Pressure to win election does not lead to the formulation of long-term policies. (v) Good people who may wish to serve the country do not enter this arena. They do not like unhealthy

competition. (Any three) (2 + 3 = 5) (CBSE Marking Scheme 2011)

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TOPIC-2System of Election in India

SUMMATIVE ASSESSMENT WORKSHEET-57Ans. 1 : To record the votes of people. (1)Ans. 2 : The pamphlet or the booklet issued by a political party that tells people about its programmes and

policies. (1) Ans. 3 : 543. (1)Ans. 4 : Panchayats and municipal bodies. (1)Ans. 5 : EPIC (Election Photo Identity Card). (1)Ans. 6 : 25 years. (1)

Ans. 7 : (a) Universal Adult Franchise : It is a right granted to all adults–men or women, rich or poor, white or black, to vote for their representatives to run the government. In practice it means that everyone should have one vote and each vote should have equal value.

(b) Election Photo Identify Card : This is introduced by the government to stop rigging. The voters are required to carry this card when they go out to vote so that no one can vote for someone else. The government has tried to give this card to every person on the voters list. But the card is not yet compulsory for voting.

(c) Voter List : In a democratic election, the list of those who are eligible to vote is prepared much before the election and given to everyone. This list is officially called the electoral roll and is commonly known as the Voters’ List. (Any three)


Ans. 8 : (a) Election Voting Machine (EVM) : The machine shows the names of the candidates and the party symbols. All the voter is have to press the button against the name of the candidate they want to give their vote.

(b) Ballot Paper : A ballot paper is a sheet of paper on which the names of the contesting candidates along with party name and symbols are listed. Earlier the voters used to indicate who they wanted to vote for by putting a stamp on the ballot paper.

(c) Election Day : The final stage of an election is the day when the voters cast or ‘poll’ their vote. That day is usually called the election day.


Ans. 9 : Election Commission (EC) has the right to take decisions on every aspect of conduct and control of elections.

It implements the Code of Conduct and punishes violaters. It prevents misuse of government machinery at the time of elections. All government officers on election duty are under the control of Election Commission.

(Any three) (CBSE Marking Scheme 2012) (3 × 1 = 3)

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SUMMATIVE ASSESSMENT WORKSHEET-58Ans. 1 : Code of conduct. (1)Ans. 2 : One who secures the highest number of votes from a constituency. (1) Ans. 3 : 5 years. (1)Ans. 4 : Uttar Pradesh. (1)Ans. 5 : Electoral Roll is the list of those who are eligible to vote. (1)Ans. 6 : When elections are held in all constituencies at the same time. They are called General Election. (1)


Ans. 7 : A ballot paper is a sheet of paper on which the names of the contesting candidates along with party names and symbol are listed. (i) The voter can vote in secricies, (ii) The voter feels secure, safe and fearles (iii) The voter is free from of threat and coercion.

(CBSE marking Scheme 2011) (3)

Ans. 8 : (i) Every section of citizens should get equal representation. (ii) Every one should get an equal opportunity to choose representatives. (iii) Voters’ list which is revised every five year. (iv) Election Photo Identity Card.


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TOPIC-3What Makes the Election in India Democratic

SUMMATIVE ASSESSMENT WORKSHEET-59Ans. 1 : The Election Commission implements the Code of Conduct. (1)Ans. 2 : The President of India. (1) Ans. 3 : Appointed by the President. (1)Ans. 4 : Election Commission. (1)Ans. 5 : (i) It takes decisions on every aspect of conduct and control of election. (ii) It implements code of conduct. It orders guidelines for the government to prevent misuse of

power to win elections. (iii) It EC feels unfairness in polling it orders a repoll. (3)Ans. 6 : (i) Impartiality (ii) Independent (iii) Fearless and fairness. (3)

Ans. 7 : No party or candidate do the following : (1) Use government resources for campaigning. (2) Bribe or threaten voters. (3) Appeal to voters in the name of caste or religion (4) Spend more than the prescribed amount. Lakh in Assembly election. (5) If any candidate violates the above laws or rules his election can be rejected by the court.


Ans. 8 : The unfair practices used during elections are : (1) False names are included in the voter list. (2) Misuse of government machinery. (3) Abuse of money by rich candidates. (4) Rigging on the polling day. (5) Use of muscle power by the candidates.


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SUMMATIVE ASSESSMENT WORKSHEET-60Ans. 1 : Janata Party. (1)Ans. 2 : Nomination of the candidates of a political party. (1) Ans. 3 : The Election Commission. (1)Ans. 4 : The Chief Election Commissioner is not answerable to anyone. (1)

Ans. 5 : Voting is the process through which in an election voters make many choice. They can choose who will make laws for them. They can choose who will form the government and take major decisions. They can choose the party whose policies will guide the government and law-making. Rigging is a fraud and malpractices indulged by a party or candidate to increase its votes. It

includes : Stuffing ballot boxes by a few persons using the votes of others. Recording multiple votes by the same person. Bribing or coercing polling officers to favour a candidate.

(CBSE marking Scheme, 2014) (3)


Ans. 6 : The Chief Election Commissioner is appointed by the President of India. Powers of Election Commission : (i) Independent and powerful body. (ii) Election commission takes independent decision on all aspects of election. (iii) Election commission has power to implement code of conduct and punish any party who violates

it. (iv) Government officials on election duty, work under its control. (v) Election Commission can order government to follow some guidelines to prevent undue misuse

of governmental powers during elections. (Any three)(CBSE Marking Scheme, 2012) 1 + 2 = 3

Ans. 7 : (1) The constitution makers were worried that in an open electoral competition, certain weaker sections may not stand a good chance to get elected to the Lok Sabha and State Legislative Assemblies.

(2) They may not have the required resources, education and contacts to contest and win elections against the more influential contestants. So seats are reserved for them in the legislature. (3)

Ans. 8 : (1) The check on the political leaders comes from the need to serve the people if they want to win the next elections. Regular electoral competition provides incentives to political parties and leaders.

(2) They know that if they raise issues that people want to be raised, their popularity and chances of victory will increase in the next elections.

(3) But if they fail to satisfy the voters with their work, they will not be able to win again. (3)

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TOPIC-1Working of Institutions : Major Policy Decision

SUMMATIVE ASSESSMENT WORKSHEET-62Ans. 1 : 7% of government jobs be reserved for the socially and economically backward classes. (1)Ans. 2 : In India three institutions play a key role in major decisions, they are legislature, executive and

judiciary. (1) Ans. 3 : President is the head of the state and is the highest formal authority in the country. (1)

Ans. 4 : It led to widespread protests, some of which were violent. People reacted strongly because this decision affected thousands job opportunities.

(a) The people left this would give fair opportunity to those communities who had not been represented in government employment.

(b) Some felt that this was unfair as it would deny equality of opportunity to those who did not belong to backward communities.

(c) They would be denied jobs even they were qualified. (d) Some felt than this would arouse caste feelings. (e) Others felt that this situation would lead to social division and weaker national unity. (CBSE Marking Scheme 2013) (5)

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INSTITUTIONS OF PARLIAMENTARY DEMOCRACY

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TOPIC-2Parliament and Its Two Houses


Ans. 1 : In India, a national assembly of elected representatives who exercises supreme political authority on behalf of the people is called Parliament. At the state level this is called Legislature or Legislative Assembly.

One important role : Parliament is the final authority for making laws in our country. (CBSE Marking Scheme, 2014) (3)

Ans. 2 : (i) Political Institutions make rules and regulations. (ii) They provide an opportunity for a wider set of people to be consulted in any decisions. (iii) They implement decisions, if disputes arise there should be someone to determine what is right

and what is wrong. (CBSE Marking Scheme, 2012) (3)

Ans. 3 : In all democracies, an assembly of elected representatives exercises supreme political authority on behalf of the people. In India, such a national assembly of elected representatives is called Parliament. At the state level, it is called Legislature or Legislative Assembly. Parliament is the final authority for making laws in any country. Parliaments all over the world can make new laws, change existing laws or abolish existing laws and make new ones in their place. (CBSE Marking Scheme, 2011) (3)

Ans. 4 : Rajya Sabha is called the Upper House but that does not mean that it is more powerful than Lok Sabha. Our constitution does not give Rajya Sabha same special powers over the states. But on most matters the Lok Sabha exercises supreme power.

(i) Any ordinary law needs to be passed by both Houses. The final decision is taken in a joint session but as number of Lok Sabha members is greater, the view of the Lok Sabha prevails.

(ii) Lok Sabha exercises more power in money matters. Once the Lok Sabha passes the budget the Rajya Sabha cannot reject it. It can hold it only for 14 days.

(iii) Lok Sabha controls the council of ministers. A person who enjoys the support of the majority members in the Lok Sabha is appointed the Prime Minister.

(iv) If majority members of the Lok Sabha say they have no confidence in the council of ministers all ministers including the Prime Minister have to quit. (CBSE Marking Scheme, 2011) 3

Ans. 5 : Election Procedure of the two Houses of Parliament : (i) The Lok Sabha is directly elected by the people and enjoys real power on behalf of the people. (ii) The Rajya Sabha is elected indirectly and mainly looks after the interest of the states. The Lok Sabha enjoys supreme powers : (i) If there is a joint session of the two houses than the will of the Lok Sabha prevails due to its

numerical supremacy. (ii) In money matters, the Lok Sabha is supreme as the Rajya Sabha can only delay a money bill for

14 days or give suggestions. (iii) The Lok Sabha controls the Council of Ministers through No-Confidence Motion. (2 + 3 =5) (CBSE Marking Scheme 2011)

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TOPIC-3Political and Permanent, Executive - Powers of Prime Minister and His Council of Ministers and the President

SUMMATIVE ASSESSMENT WORKSHEET-64Ans. 1 : Cabinet Ministers are usually top-level leaders of the ruling party or parties who are in charge of the

major ministries. (1)Ans. 2 : (i) The Prime Minister V. P. Singh informed the parliament about the decision through a statement

in both the Houses of parliament. (ii) The decision of the cabinet was sent to the department of personnel and training. (iii) The senior officers of the department drafted an order in line with the Cabinet decision and took

the minister’s approval. (3)

Ans. 3 : Cabinet Ministers : They are usually top-level leaders of the ruling party or parties. Cabinet Ministers meet to take decisions in the name of the Council of Ministers. They are in-charge of the major ministries. Ministers of State : They are usually in-charge of smaller Ministries with independent charge. They participate in the Cabinet meetings only when specially invited. They are attached to and required to assist Cabinet Ministers. (½ × 6 = 3)

Ans. 4 : (i) The President is not elected directly by the people. She or he can never claim the kind of direct popular mandate that the Prime Minister can.

(ii) This ensures that she or he remains only a nominal executive. (iii) The Constitution gives vast powers to the President. But the latter exercises them only on the

advice of the Council of Ministers. (iv) The President can ask the Council of Ministers to reconsider its advice. But if the same advice is

given again, she or he is bound to act according to it. Similarly, when a bill comes to the President for signatures she or he can return it to the Parliament with her or his advice.

(v) But when the bill comes for her signatures again, she or he has to sign it, whether the Parliament agrees to her / his advice or not. (5)

Ans. 5 : Position : Prime Minister is the most important political institution of the country. He/She is the head of the government and all the important decisions regarding the country are taken by him. He/she enjoys the real executive powers of the Prime Minister as head of the state.

Powers and Functions of Prime Minister : (i) Allocation of departments and formation of council of minister’s distribution of portfolios. (ii) Being the chairman of the cabinet, Prime Minister presides the meetings of the cabinet. (iii) Links between the President and Cabinet. (iv) Leader of the Nation. (v) Ex-officio chairman of Planning Commission. (5)

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SUMMATIVE ASSESSMENT WORKSHEET-65Ans. 1 : Ministers of State with independent charge are usually in-charge of smaller Ministries. They participate

in the Cabinet meetings only when specially invited. (1)Ans. 2 : Ministers of State are attached to and required to assist Cabinet Ministers. (1) Ans. 3 : A bill passed by the Parliament becomes a law only after the President gives assent to it. (1)


Ans. 4 : The Union Council of Ministers comprises of the three categories of ministers. These are : (i) Cabinet Ministers : They constitute the inner ring of the Council of Ministers. These are the

top-level leaders of the ruling party/parties who are incharge of the important ministries. They usually meet to take decisions in the name of the Council of Ministers.

(ii) Ministers of State with Independent Charge : They are usually incharge of smaller ministries. They participate in the Cabinet meetings only when they are invited.

(iii) Ministers of State : They are attached to and are required to assist the Cabinet ministers. It is headed by the Prime Minister. (3)


Ans. 5 : Political executive enjoys more powers than permanent executive in following three ways : (i) Permanent executive works under the direction of the political executive. (ii) Political executive is empowered to exercise the will of the people. (iii) The final decision rests with the ministers. (iv) All policy decisions are decided by the political executive. (Any three) (CBSE Marking Scheme, 2012) (3)

Ans. 6 : In a Parliamentary system of government, the principles and ideals of collective responsibility are of much importance. It means that the Council of Ministers is collectively responsible to the Parliament.

If the Parliament rejects the policy of the government or passes a no-confidence motion against ministers the whole council of ministers have to resign.

(CBSE Marking Scheme, 2011) 2½ + 2½ = 5

Ans. 7 : The President of India is elected indirectly. All the elected members of both the Houses of Parliament as well as the State Legislative Assemblies elect the President.

Powers and functions of the President : (i) Administration of whole country is carried on in his name. (ii) He appoints Prime Minister, Central Ministers, Governors of the States and Judges of Supreme

Court and High Courts. (iii) Supreme Commander of the Indian Armed Forces. (iv) He receives the credentials of ambassadors from other countries. (v) Administration of union territories is responsibility of the President. (vi) The President has power to directing and controlling the state governments. (Any five) (CBSE Marking Scheme, 2012) (5)

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TOPIC-4The Judiciary

SUMMATIVE ASSESSMENT WORKSHEET-66Ans. 1 : All the courts at different levels in a country put together are called the judiciary. (1)Ans. 2 : Supreme Court is the highest court of appeal in civil and criminal cases. It can hear appeals against

the decisions of the High Courts. (1) Ans. 3 : The senior most judge of the Supreme Court is usually appointed by the Chief Justice. (1)Ans. 4 : The three reasons are as follows : (1) The independence of the judiciary allows the courts to play a central role in ensuring that there

is no misuse of power by the legislature and the executive. (2) It plays a crucial role in protecting the fundamental rights of citizens. (3) Anyone can approach the courts if they believe that their rights have been violated. (3)

Ans. 5 : Independence of the judiciary : (i) Judiciary is not under the control of the legislature or the executive. (ii) The judges do not act on the direction of the government or according to the wishes of the party

in power. (iii) Constitution provides the security of service of the judges. Once appointed by the President, their

service cannot be terminated by will or by any authority whatever. (iv) There is a security of pay and allowances of the judges. Their salaries cannot be reduced. (v) The Supreme Court and the High Courts are free to decide their own procedure of work and

establishment. (vi) Judge is not allowed to practice after retirement so that they cannot influence judgements of the

court. (Any three) (CBSE Marking Scheme 2012/13) (3)

Ans. 6 : The judiciary in India is also one of the most powerful in the world. (a) The Supreme Court and the High Courts have the power to interpret the constitution of the

country. (b) They can declare any law or actions of the executive invalid if they find such a law or action

against the constitution. (c) They can determine the constitutional validity of any legislation or action of the executive in the

country, when it is challenged before them. (d) This is known as the judicial review. (e) The Supreme Court has also declared that the basic principles of the constitution cannot be

changed by the parliament. (CBSE Marking Scheme 2015) (5)

Ans. 7 : Powers of the Supreme Court : (i) It can hear appeals against the decisions of the High Courts. (ii) It has the power to interpret the constitution of the country. (iii) It acts as the guardian of the Fundamental Rights. (iv) It controls the judicial administration in the country. (v) It is the highest court of appeal in civil and criminal cases. (CBSE Marking Scheme, 2014) (5)

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TOPIC-1Life without Rights - Prison in Guantanamo Bay Citizen’s Rights in Saudi Arabia


Ans. 1 : America considered them as enemies and linked them to the attack on New York on 11th September, 2001. (1)

Ans. 2 : Amnesty International. (1)

Ans. 3 : Women are subjected to many public restrictions. (1)Ans. 4 : Yugoslavia. (1)

Ans. 5 : Several countries intervened to stop the massacre. (1)Ans. 6 : Milosevic lost power and was tried for crimes against humanity. (1)Ans. 7 : About 600 people were secretly picked up the US forces from all over the world and put in the prison

in Guantanamo Bay, an area near Cuba controlled by American Navy. The American government said that they were the enemies of the US and linked to the attack on New York on 11 September, 2001.

Families of prisoners, media or even UN representative were not allowed to meet them. The US army arrest them, interrogated them and decided whether to keep them or not there was no trial before any magistrate in the US. Nor could these prisoners approach courts in their own country. The prisoners were being tortured in ways that violated us laws.

The above mentioned case helps in imagining the life without lights where the people have been denied and were unaware from their own lights. (5)

Ans. 8 : (a) Saudi Arabia is ruled by a hereditary king and the people have no role in electing or changing their rulers.

(b) The king selects the legislature as well as the executive. He appoints the judges and can change any of their decisions.

(c) Citizens cannot form political parties or any political organizations. Media cannot report anything that the monarch does not like.

(d) Every citizen is required to be Muslim. Non-Muslim residents can follow their religion in private but not in public. (1¼ × 4 = 5)

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CITIZEN’S RIGHTS IN DEMOCRACY

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TOPIC-2Rights in a Democracy

SUMMATIVE ASSESSMENT WORKSHEET-69Ans. 1 : They can approach courts to protect their rights. (1)Ans. 2 : 14 years. (1) Ans. 3 : Right to freedom of thought and expression. (1)Ans. 4 : Right to Constitutional Remedies. (1)Ans. 5 : Supreme Court or High Courts. (1)Ans. 6 : The heart and soul of our Constitution. (1)

Ans. 7 : Our action should be such that they do not harm or hurt the others. So a right is possible when we make a claim that is equally possible for the others and all claims made should be reasonable.

Characteristics of rights : (a) Reasonable claims (b) Socially recognized (c) Legally sanctioned (CBSE Marking Scheme, 2013) (3)

Ans. 8 : The above mentioned sentence means that the claims of the citizens should be reasonable. They should be such that can be made available to others in equal manner. Thus, a right comes with an obligation to respect other’s rights.

Characteristics of rights : Rights are necessary for the very sustenance of a democracy. Rights protect minorities from the oppression of majority. Rights are guarantees which can be used when things go wrong.


Ans. 9 : Rights are claims of a person over other fellow beings, over the society and over the government. All of us want to live happily without fear and without being subjected to degraded treatment. For this we expect similar treatment from others. You cannot have rights that harm others. The claims we make should be reasonable. They should be such that can be made available to others in an equal measure.

Rights acquire meaning only in a society : (i) Just because we claim something, it does not become a right. It has to be recognised by the society

we live in. (ii) Every society makes certain rules to regulate our conduct. They tell us what is right and what is

wrong, what is recognised by society as rightful becomes the basis of rights. (3 + 1 + 1 = 5) (CBSE Marking Scheme, 2013)

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TOPIC-3Rights in the Indian Constitution

SUMMATIVE ASSESSMENT WORKSHEET-70Ans. 1 : Right to Equality. (1)Ans. 2 : The heart and soul of our Constitution. (1) Ans. 3 : Begar. (1)

Ans. 4 : The Right to Constitutional Remedy is the heart and soul of the Indian Constitution in the following ways :

(i) When any of our rights are violated we can seek remedy through courts. If it is a Fundamental Right we can directly approach the Supreme Court or the High Court of a State.

(ii) If any act of the Legislature or the Executive takes away or limits any of the Fundamental Rights it will be invalid. We can challenge such laws of the central and the state government in the court of law.

(iii) The Supreme Court and the High Courts have the power to issue directions, orders or writs for the enforcement of the Fundamental Rights.


Ans. 5 : Parliament has enacted a law giving the right to information to the citizens. This Act was made under the Fundamental Right to freedom of thought and expression. Citizens have right to seek information from government offices. (CBSE Marking Scheme, 2015) (3)

Ans. 6 : (i) Rights guaranteed by the constitution are useless if there are no special provisions to guarantee them.

(ii) The Fundamental Rights in the constitution are enforceable. We have the right to seek the enforcement of these rights by moving to the High Courts or the Supreme Court. This is called the Right to Constitutional Remedies which is provided by Article 32 of the constitution.

(iii) This itself is a Fundamental Right. This right makes other rights effective. It is possible that sometimes our rights may be violated by fellow citizens, private bodies or by the government.

(iv) When any of the rights are violated we can seek remedy through a court. If it is a Fundamental Right we can directly approach the Supreme Court or the High Court of a state.

(v) Dr. Ambedkar called the Right to Constitutional Remedies (Article 32) the ‘heart and soul’ of our constitution. There can be no law or action that violates the Fundamental Rights. Such a law can be declared null and void by the Supreme Court. (5)

Ans. 7 : (i) These rights are essential for the overall development of the citizens. (ii) These are enforceable in the courts of law. (iii) These have been given to all the citizens by the Constitution and the government cannot abolish

them.

List of Fundamental Rights : (i) Right to Equality (ii) Right to Freedom (iii) Right against Exploitation (iv) Right to Freedom of religion (v) Cultural and educational rights (vi) Right to constitutional remedies. (2 + 3 = 5)

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Ans. 1 : Generate awareness through education to treat both the gender with the same respect in the society. Females should be made aware of their rights. Enforcement of laws on female infanticide. (CBSE Marking Scheme, 2013) (3)

Ans. 2 : No, the action is not protected. Three exceptions to right to freedom of speech and expression, one of which is that this right can not

be used to defame others or to cause damage to reputation. (3)

Ans. 3 : (i) Right to Freedom of Religion states that in India every person has a right to profess, practice and propagate the religion he or she believes in.

(ii) The Right to propagate one’s religion, however does not mean that a person has right to compel another person to convert into his religion by force, fraud, inducement or allurement.

(iii) Every religious group is free to manage its religious affairs. (iv) The government cannot compel any person to pay any taxes for the promotion or maintenance

of any particular religion or religious institution. (v) There shall be no religious instruction in the government educational institutions. In educational

institutions managed by private bodies no person shall be compelled to take part in any religious instruction or to attend any religious worship. (1 × 5 = 5)

Ans. 4 : Once the right to liberty and equality is granted, it follows that every citizen has a right not to be exploited.

(i) The Constitution prohibits - Trafficking in human beings. Trafficking here means buying and selling of human beings, usually women for immoral purposes. Our Constitution also prohibits forced labour or begar in any form. Begar is a practice where the worker is forced to work without any remuneration.

(ii) The Constitution also prohibits child labour. No one can employ children below fourteen years to work in any factory or mine or in any other hazardous work place. (2½ + 2½ = 5)


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TOPIC-4Expanding Scope of Rights

SUMMATIVE ASSESSMENT WORKSHEET-72Ans. 1 : 1993. (1)

Ans. 2 : PIL–Anyone can approach the court if public interest is hurt by the actions of the government Importance of PIL :

(a) The courts intervene to prevent the misuse of the government powers to make decisions. (b) They check malpractices on part of public officials. (1 + 2 = 3)


Ans. 3 : The biggest challenge was to trust each other so that the interests of both the black majority and the white minority were safeguarded.

Blacks were keen that the democratic principle of majority rule was not compromised. They wanted substantial social and economic rights.

The white minority was keen to protect its privileges and property. Compromise : Whites agreed to the principle of one man one vote. They also agreed to accept some

rights for the poor and workers. Blacks agreed the majority rule will not be absolute. Majority would not take away the property of

the white minority. (2 + 1 = 3) (CBSE Marking Scheme, 2011)

Ans. 4 : Rights are essential in a democracy because : (i) Every citizen has the right to vote and the right to be elected to the government. (ii) For any democratic election to take place, it is necessary that the citizens should have the right to

express their opinion, form political parties and take part in political activities. (iii) Rights protect the minority from the oppression of the majority. The right ensures that the majority

cannot do whatever it likes. (1 × 3 = 3) (CBSE Marking Scheme, 2011)

Ans. 5 : (i) Saudi Arabia is ruled by hereditary king and the people in that country have no role in electing and changing their rules.

(ii) The king selects the legislature as well as the executive. (iii) He appoints the judges and can change any of their decisions. (iv) It is one man rule. Citizens cannot form political parties. (v) Media cannot report anything. There is no freedom of religion. (vi) Every religion is required to be Muslim. (Any five) (1 × 5 = 5)

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TOPIC-1Poverty - Introduction, Indicators and Estimates

SUMMATIVE ASSESSMENT WORKSHEET-74Ans. 1 : (i) Income method (ii) Expenditure method. (1)Ans. 2 : 26 crores. (1) Ans. 3 : NSSO. (1)Ans. 4 : (a) Scheduled castes, (b) Scheduled tribes, (c) Casual labourers. (1)Ans. 5 : (a) Women, (b) Old people, (c) Children. (1)Ans. 6 : 47%. (1)

Ans. 7 : (1) Although the average for people below poverty line for all groups in India is 26%, 51 out of 100 people belonging to scheduled tribes are not able to meet their basic needs.

(2) 50% of casual workers in urban area are below poverty line. (3) About 50% of landless agricultural workers and 43% of SCs are poor. (CBSE Marking Scheme, 2013) (3)

Ans. 8 : Analysis of poverty on the basis of social exclusion and vulnerability shows that there are people in our economy who suffer more than others. Socially excluded people due to caste discrimination are excluded even from facilities, benefits and opportunities that others enjoy. Vulnerability brings greater risks to the people at the time of natural disasters or terrorism, etc.

Vulnerable groups lack social and economic ability to handle risks.


Ans. 9 : Social exclusion can be seen in the terms of poors who have to live only in a poor surrounding with other poor people. Poor people are excluded from better surroundings with better-off people. For example, in India people belonging to certain lower castes (i.e., Scheduled Castes) are excluded from equal opportunities. Poor people of certain castes have to live in a separate locality and are excluded from mixing with better-off people. Due to such discrimination These to poverty and can cause more damage than having a very low income. (5)

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POVERTY AS A CHALLENGE

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TOPIC-2Interstate Disparity in Poverty

SUMMATIVE ASSESSMENT WORKSHEET-75Ans. 1 : Orissa, Bihar. (1)

Ans. 2 : While determining the poverty line in India, a minimum level of food requirement, clothing, footwear, fuel and light, educational and medical requirement, etc., are determined for subsistence.

(i) The calorie requirement depending upon the age, sex, area and type of work is the way of estimating poverty. Average calorie requirement in India is 2400 per person per day in rural areas and 2100 per person per day in urban areas.

(ii) Monetary expenditure per capita needed is also a way of estimating poverty. In the year 2000, poverty line for a person was fixed at `328 per month for the rural areas and `454 for the urban areas.

(iii) A uniform standard for poverty line is also used, which is given by international organisations like World Bank. This is equivalent to $ 1 per person per day.


Ans. 3 : (i) The principal measures taken in Punjab to reduce poverty is increasing the agricultural growth rates.

(ii) Kerala focussed more on human resource development to reduce poverty. (iii) Andhra Pradesh focussed on public distribution of foodgrains to reduce poverty. (CBSE Marking Scheme, 2011) (3)

Ans. 4 : (1) The proportion of people living in extreme poverty has fallen from 25% in year 1990 to 21% in the year 2001.

(2) Poverty has declined substantially in China and S. E. Asian countries as a result of rapid economic growth.

(3) The number of poor has fallen from 606 million in 1981 to 212 million in 2001. (4) However in same countries of South Asia (Indian, Pakistan, Sri Lanka, Nepal, Bangladesh and

Bhutan) the fall has been marginal. (5) In Sub-Saharan Africa, poverty actually rose from 41% to 1981 to 46% in 2001. (CBSE Marking Scheme, 2013) (5)

Ans. 5 : Proportion of poor people is not the same in every state. In 20 states and union territories, the poverty ratio is less than national average. In the states of Odissa, Bihar, Assom, Tripura and Uttar Pradesh poverty percentage is more than

35. So poverty is serious problem in these states. Along with rural poverty, urban poverty is also high in these states.

While in the states like Kerala, Jammu and Kashmir, Tamil Nadu, Andhra Pradesh there is significant decline in poverty.

States like Punjab and Haryana have succeeded in reducing poverty with the help of high agricultural growth rates.

In West Bengal, land reform measures have helped in reducing poverty. (5)

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TOPIC-3Causes of Poverty and Anti-Poverty Measures

SUMMATIVE ASSESSMENT WORKSHEET-76Ans. 1 : 150 most backward districts. (1)Ans. 2 : To all rural people who are in need of wage employment and desire to do manual unskilled work.

(1) Ans. 3 : Mahatma Gandhi. (1)Ans. 4 : 100 days. (1)

Ans. 5 : Main causes of poverty in India are : (i) Huge income inequalities makes it difficult for the government policies to implement properly

for poverty elimination. Therefore income inequality is a major cause of poverty in India. (ii) Exploitation of traditional Indian handicrafts and textile industries by British colonial administration

is another major cause of poverty. (iii) In order to fulfil social obligations and observe religious ceremonies, the poor spend a lot of money.

Poor people borrow money for different reasons and become the victims of indebtedness. (CBSE Marking Scheme, 2011) 1 × 3 = 3Ans. 6 : Poverty Alleviation Programmes of India : The important poverty alleviation programmes which are

in operation in rural and urban areas are :

(i) Prime Minister Rojgar Yojana (PMRY) : PMRY was launched on 2 October, 1993. The aim of this programme is to create self-employment opportunities for educated youth in rural areas and small towns. They are helped in setting up small business and industries.

(ii) Swarna Jayanti Gram Swarojgar Yojana (SGSY) : SGSY was launched on 1 April, 1999. It aims at promoting enterprises at the village level. It helps the rural people to organise themselves into self-help groups. The objective of SGSY is to bring the existing poor families above the poverty line by providing them income generation assets through a mix of bank credit and government subsidy.

(iii) Pradhan Mantri Gramodaya Yojana (PMGY) : PMGY was introduced in 2000. Its objective is to focus on village level development in five critical areas, that is, primary health, primary education, rural shelter, rural drinking water and rural roads. As a result of this, the quality of life of rural people will improve.

(iv) Sampoorna Grameen Rojgar Yojana (SGRY) : This programme was launched in September 2001. The objectives of this scheme are :

(a) to provide wage employment along with food security in the rural areas. (b) to create durable community, social and economic assets. The ongoing Employment Assurance Scheme and JGSY would be merged with SGRY. (v) National Rural Employment Guarantee Act (NREGA) : NREGA was passed in September 2005.

The Act provides for 100-days assured employment to every rural household in 200 districts. Later, the scheme will be extended to 600 districts. (1 × 5 = 5)

Ans. 7 : Poverty can be reduced in the following ways : (i) Increasing empowerment of women and the economically weaker sections of society. (ii) Fostering the economic growth. (iii) Increasing the stress on universal free elementary education. (iv) Caste and gender discrimination to be avoided. (v) Improving health care, education and job security. (vi) Removing unequality of wealth among people. (CBSE Marking Scheme, 2011) (5)

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SUMMATIVE ASSESSMENT WORKSHEET-77Ans. 1 : 2015. (1)Ans. 2 : Jute. (1) Ans. 3 : National Food for Work Programme. (1)Ans. 4 : September 2005. (1)

Ans. 5 : Policies of colonial government is one of the historical reasons of poverty after and at the time of Brit-ish colonial administration. The policies of the colonial government ruined traditional handicrafts and discouraged development of industries like textiles. The low rate of growth persisted until the nineteen eighties. This resulted in less job opportunities and low growth rate of incomes. This was accompanied by a high growth rate of population. The two combined to make the growth rate of per capita income very low. The failure at both the fronts – promotion of economic growth and population control – perpetuated the cycle of poverty. (CBSE Marking Scheme, 2011) (3)

Ans. 6 : Positive aspect : (i) India’s economic growth is one of the fastest in the world which helps in reducing poverty. Negative aspect : (i) Large number of poors live in villages and dependent upon agriculture where growth is much

below expectation. Weakness of Poverty alleviation programme : (i) Lack of proper implementation and right targetting with lots of overlapping schemes. (CBSE Marking Scheme, 2011) (3)

Ans. 7 : The current anti-poverty strategy of the government is based broadly on two planks : (i) Promotion of economic growth. (ii) Targeted anti-poverty programmes. The results of poverty alleviation programmes have been mixed. The major reasons for less effectiveness

are : (a) Lack of proper implementation and right targeting. (b) Overlapping of a number of schemes. They lack proper monitoring and therefore the benefits of these schemes do not fully reach out to the

deserving poor. 2 + 3 = 5(CBSE Marking Scheme, 2011)

Ans. 8 : NREGA stands for National Rural Employment Guarantee Act, 2005. Following things were included in the scheme :

(i) It aims at providing 100-days assured employment every year to every rural household. (ii) It initially started for 200 districts but later on extended to 600 districts. (iii) One-third of the proposed jobs were reserved for women. (iv) The Central Government established National Employment Guarantee Funds and state govern-

ment established State Employment Guarantee Funds for implementation of the scheme. (v) If an applicant is not provided employment within fifteen days he/she will be entitled to a daily

unemployment allowance. (CBSE Marking Scheme, 2011) 1 × 5 = 5

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FOOD SECURITY IN INDIA

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4SUMMATIVE ASSESSMENT WORKSHEET-79Ans. 1 : India adopted a new strategy in the production of milk which resulted in the white revolution. (1)Ans. 2 : The pre-announced price is called to Minimum Support Price (MSP). (1)Ans. 3 : Mrs. Indira Gandhi released a special stamp entitled ‘Wheat Revolution’ in July, 1968. (1)Ans. 4 : ADS facilitated the NGOs for setting up Grain banks in different regions. (1)Ans. 5 : Food security is affected during a calamity as :

(i) Total production of food grains decreases.

(ii) It creates a shortage of food in the affected areas.

(iii) Due to shortage of food, price goes up. (iv) At the high prices, some people cannot afford to buy food. (Any three) (3)Ans. 6 : (i) In the rural areas, food insecured people comprise of landless people, traditional artisans, self

employed workers and beggars.

In urban areas they include people employed in ill-paid occupations and casual labour, and workers engaged in seasonal activities.

(ii) Largest number of food insecured people are found in the state of UP, Bihar, Jharkhand, Odisha, West Bengal, Chhattisgarh, parts of Madhya Pradesh and Maharastra states. (3)

Ans. 7 : The average consumption of PDS grain at the all India level is only 1 kg per person per month. • The average consumption figure is as low as less than 300 gm per person per month in the states

of Bihar, Odhisha and Uttar Pradesh. • In contrast, the average consumption in most of the Southern states like Kerala, Karnataka, Tamil

Nadu and Himachal Pradesh is in the range of 3-4 kgs per person per month. • InMadhyaPradesh, only 5% of wheat and rice consumption of the poor are met through ration

shops. (5)Ans. 8 : Buffer stock is the stock of foodgrains, namely wheat and rice procured by the government through

Food Corporation of India (FCI). This is done to distribute foodgrains to the society at a price lower than the market price.

• Buffer stock helps to resolve the problem of shortage of food during adverse weather conditions or during the periods of calamity.

Activities related to creation of buffer stock : • The FCI purchases wheat and rice from the farmers in states where there is surplus production. • The farmers are paid a pre-announced price for their crops known as Minimum Support Price

(MSP) • The MSP is declared by the government every year before the sowing season to provide incentives

to the farmers for raising the production of these crops. • The purchased foodgrains are stored in granaries. • Thishelpsto resolve the problem of shortage of food during adverse weather conditions or during

the periods of calamity. (5)

SUMMATIVE ASSESSMENT WORKSHEET-80Ans. 1 : Landlords or big farmers are not the sufferer of food insecurity in India. (1)Ans. 2 : Mother Dairy is making strides in provision of milk and vegetables to the consumers at controlled rate

which is decided by the government of Delhi. (1)Ans. 3 : In the period of 1940s, rationing was introduced in India. (1)Ans. 4 : National hunger is related to the cycles of food growing and harvesting. (1)


Ans. 5 : The Food security is ensured in a country only if : (i) Enough food is available for all the persons, i.e., no person should die because of hunger. Everyone

should get enough food for their livelihood. (ii) All persons have the capacity to buy food. Food should be available to all, i.e., it should not be so

expensive that it becomes difficult for a person to buy it. (iii) There is no barrier on access to food, i.e., food should be accessible to all ignoring all the barriers

of rich and poor classes, etc. (3)Ans. 6 : Categories of people who are prone to food insecurity are :

(i) Landless people with little or no land to depend upon. (ii) Traditional artisans and providers of traditional services. (iii) Self-employed workers and destitute including beggars. (iv) In urban areas : •Workingmembersemployed in ill paid occupations. •Casuallabourin the market. (3)Ans. 7 : In the wake of the high incidence of poverty levels, as reported by the NSSO in the mind-1970s, three

important food intervention programmes were introduced : (i) Public Distribution System (PDS) for foodgrains. (ii) Integrated Child Development Services (ICDS) introduced in 1975 on an experimental basis. (iii) Food for Work (FFW) introduced in 1977-78. (5)Ans. 8 : The Rural Employment Generation Programme (REGP), is implemented through the Khadi and Village

Industries Commission (KVIC), to help eligible entrepreneurs to set up village industry units and thus create employment opportunities in villages including small towns with population upto 20,000.

Under this programme, entrepreneurs can establish village industries by availing of margin money assistance from KVIC and loans from public sector scheduled commercial banks, selected regional cooperative banks, etc. for projects with a maximum costs of ` 25 lakh. (5)

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chapter b4 forest society and colonialism · forest society and colonialism section b chapter 4....

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