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MALHOTRA BOOK DEPOT
NCERTTextbook ExercisesIn-Textand (with answers)
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NCERT
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Textbook
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and
with answers
20151703M0372C4173
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Based on the CBSE syllabus and textbook(s) issued by NCERT
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10 India and the Contemporary World–II
Contemporary India–II
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Understanding Economic Development
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SYLLABUSSOCIAL SCIENCE–X
Time: 3 Hrs. Marks: 80 + 20 = 100
No. Units
1. India and the Contemporary World–II
2. Contemporary India–II
3. Democratic Politics–II
4. Understanding Economics Development
5. Disaster Management - only through project work and assignment
Internal Assessment
1. Periodic Tests
2. Notebook Submission
3. Subject Enrichment Activity
UNIT 1: INDIA AND THE CONTEMPORARY WORLD–II
Themes Objectives
In sub-unit 1.1 students are required to choose any two themes. In that sub-unit, theme 3 is compulsory and for second theme students are required to choose any one from the first two themes.
Sub-unit 1.1: Events and Processes:
Any two of the following themes: 1. The Rise of Nationalism in Europe: (a) The growth of nationalism in Europe after the 1830s.
(b) The ideas of Giuseppe Mazzini etc.
(c) General characteristics of the movements in Poland, Hungary, Italy, Germany and Greece. (Chapter 1)
2. The Nationalist Movement in Indo-China: Factors Leading to growth of Nationalism in India: (a) French colonialism in Indo-China.
(b) Phases of struggle against the French.
(c) The ideas of Phan Dinh Phung, Phan Boi Chau, Nguyen Ac Quoc.
(d) The Second World War and the Liberation struggle.
(e) America and the Second Indo-China War. (Chapter 2)
• The theme will discuss the forms in which nationalism developed along with the formation of nation states in Europe in the post-1830 period.
• Discuss the relationship/difference between European nationalism and anti-colonial nationalisms.
• Point to the way the idea of the nation states became generalized in Europe and elsewhere.
• Discuss the difference between French colonialism in Indo-China and British colonialism in India.
• Outline the different stages of the anti-imperialist struggle in Indo-China.
• Familiarize the students with the differences between nationalist movements in Indo-China and India.
3. Nationalism in India : (a) First World War, Khilafat, Non-Cooperation and Civil
Disobedience movement.
(b) Salt Satyagraha.
(c) Move- ments of peasants, workers, tribals.
(d) Activities of different political groups. (Chapter 3)
• Discuss the characteristics of Indian nationalism through a case-study of Civil Disobedience Movement.
• Analyze the nature of the diverse social movements of the time. • Familiarize students with the writings and ideals of different
political groups and individuals, notably Mahatama Gandhi.
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Sub-unit 1.2: Livelihoods, Economies and Societies:
Any one of the following themes: 4. The Making of Global World: (a) Contrast between the form
of industrialization in Britain and India. (b) Relationship between handicrafts and industrial production, formal and informal sectors. (c) Livelihood of workers. Case studies : Britain and India. (Chapter 4)
5. The Age of Industrialisation: (a) Patterns of urbanization (b) Migration and the growth of towns. (c) Social change and urban life. (d) Merchants, middle classes, workers and urban poor. (Chapter 5)
Case studies: London and Bombay in the nineteenth and twentieth century.
6. Work, Life and Leisure: (a) Expansion and integration of the world market in the nineteenth and early twentieth century. (b) Trade and economy between the two Wars. (c) Shifts after the 1950s. (d) Implications of globalization for livelihood patterns. Case study : The post War International Economic order, 1945 to 1960s. (Chapter 6)
Sub-unit 1.3 : Everyday Life, Culture and PoliticsAny one of the following themes : 7. Print Culture and the Modern World: (a) The history of
print in Europe. (b) The growth of press in nineteenth century India. (c) Relationship between print culture, public debate and politics. (Chapter 7)
• Discuss two different patterns of industrialization, one in the imperial country and another within a colony.
• Show the relationship between different sectors of production.
• Show the difference between urbanisation in two different contexts. A focus on Bombay and London will allow the discussions on urbanization and industrialization to complement each other.
• Show that globalization has a long history and point to the shifts within the process.
• Analyze the implication of globalization for local economies.
• Discuss how globalization is experienced differently by different social groups.
• Discuss the link between print culture and the circulation of ideas.
• Familiarize students with pictures, cartoons, extracts from propaganda literature and newspaper debates on important events and issues in the past.
• Show that forms of writing have a specific history, and that they reflect historical changes within society and shape the forces of change.
• Familiarize students with some of the ideas of writers who have had a powerful impact on society.
8. Novels, Society and History: (a) Emergence of the novel as a genre in the west. (b) The relationship between the novel and changes in modern society. (c) Early novels in nineteenth century India. (d) A study of two or three major writers. (Chapter 8)
9. Map Work
UNIT 2: CONTEMPORARY INDIA–II
Themes Objectives
1. Resources and Development: Types-natural and human; Need for resource planning. Natural Resources, Land as a resource, soil types and distribution; changing land-use pattern; land degradation and conservation measures. (Chapter 1)
2. Forest and Wildlife Resources: Types and distribution, depletion of flora and fauna; conservation and protection of forest and wildlife. (Chapter 2)
3. Water Resources: Sources, distribution, utilisation, multi-purpose projects, water scarcity, need for conservation and management, rainwater harvesting. (One case study to be introduced) (Chapter 3)
4. Agriculture: Types of farming, major crops, cropping pattern, technological and institutional reforms; their impact; contribution of Agriculture to national economy - employment and output. (Chapter 4)
5. Minerals and Energy Resources: Types of minerals, distribution, use and economic importance of minerals, conservation, types of power resources: conventional and non-conventional, distribution and utilization and conservation. (Chapter 5)
• Understand the value of resources and the need for their judicious utilisation and conservation.
• Identify various types of farming and discuss the various farming methods; Describe the spatial distribution of major crops as well as understand the relation-ship between rainfall regimes and cropping pattern.
• Explain various government policies for institutional as well as technological reforms since independence.
• Understand the importance of forest and wildlife in our environment as well as develop concept towards depletion of resources.
• Understand the importance of agriculture in national economy. • Understand the importance of water as a resource as well as
develop awareness towards its judicious use and conservation.
• Discuss various types of minerals as well as their uneven nature of distribution and explain the need for their judicious utilisation.
• Discuss various types of conventional and non-conventional resources and their utilization.
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6. Manufacturing Industries: Types, spatial distribution, contribution of industries to the national economy, industrial pollution and degradation of environment, measures to control degradation. (One case study to be introduced) (Chapter 7)
7. Life lines of National Economy (Chapter 8)
9. Map Work
• Discuss the importance of industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas.
• Discuss the need for a planned industrial development and debate over the role of government towards sustainable development.
• To explain the importance of transport and communication in the ever shrinking world.
• To understand the role of trade in the economic development of a country.
Project/Activity: • Learners may collect photographs of typical rural houses, and clothing of people from different regions of India and examine whether
they reflect any relationship with climatic conditions and relief of the area. • Learners may write a breif report on various irrigation practices in the village and the change in cropping pattern in the last decade.
Posters: • Pollution of water in the locality. • Depletion of forests and the greenhouse effect.
Note: Any similar activities may be taken up.
UNIT 3: DEMOCRATIC POLITICS–II
Themes Objectives
1&2. Power sharing and Federalism: Why and how is power shared in democracies? How has federal division of power in India helped national unity? To what extent has decentralisation achieved this objective? How does democracy accommodate different social groups?
(Chapter 1 & 2)3&4. Democracy and Diversity & Gender Religion and Caste: Are divisions inherent to the working of democracy? What
has been the effect of caste on politics and of politics on caste? How has the gender division shaped politics? How do communal divisions affect democracy? (Chapter 3 & 4)
5&6. Popular Struggles and Movements of Political Parties: How do struggles shape democracy in favour of ordinary
people? What role do political parties play in competition and contestation? Which are the major national and regional parties in India? Why have social movements come to occupy large role in politics? (Chapter 5 & 6)
7. Outcomes of Democracy: Can or should democracy be judged by its outcomes? What
outcomes can one reasonably expect of democracies? Does democracy in India meet these expectations? Has democracy led to development, security and dignity for the people? What sustains democracy in India? (Chapter 7)
8. Challenges to Democracy: Is the idea of democracy shrinking? What are the major
challenges to democracy in India? How can democracy be reformed and deepened? What role can an ordinary citizen play in deepening democracy? (Chapter 8)
• Analyse the relationship between social cleavages and political competition with reference to Indian situation.
• Understand and analyse the challenges posed by communalism to Indian democracy.
• Understand the enabling and disabling effects of caste and ethnicity in politics.
• Develop a gender perspective on politics. • Introduce students to the centrality of power sharing in a
democracy. • Understand the working of spatial and social power sharing
mechanisms. • Analyse federal provisions and institutions. • Understand the working of spatial and social power sharing
mechanisms. • Understand the vital role of struggle in the expansion of
democracy. • Analyse party systems in democracies. • Introduction to major political parties in the country.
• Analyse the role of social movements and non-party political formations.
• Introduction to the difficult question of evaluating the functioning of democracies.
• Develop the skills of evaluating Indian democracy on some key dimensions : development, security and dignity for the people.
• Understand the causes for continuation of democracy in India.
• Distinguish between sources of strength and weaknesses of Indian democracy.
• Reflect on the different kinds of measures possible to deepen democracy.
• Promote an active and participatory citizenship.
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UNIT 4: UNDERSTANDING ECONOMIC DEVELOPMENT–II
Themes Learning Objectives
1. Development: The traditional notion of development; National Income and Percapita Income. Growth of NI-critical appraisal of existing development indicators (PCI, IMR, SR and other income and health indicators). The need for health and educational development; Human Development Indicators (in simple and brief as a holistic measure of development).
The approach to this theme: Use case study of three states (Kerala, Punjab and Bihar) or take a few countries (India, China, Sri Lanka and one developed country) (Chapter 1)
2. Sectors of the Indian Economy: *Sectors of Economic Activities; Historical change in sectors; Rising importance of tertiary sector; Employment Generation; Division of Sectors-Organised and Unorganised; Protective measures for unorganised sector workers. (Chapter 2)
3. Money and Credit: Role of money in an economy : Historical origin; Formal and Informal financial institutions for Savings and Credit – General Introduction; Select one formal institution such as a nationalized commercial bank and a few informal institutions; Local money lenders, landlords, self–help groups, chit funds and private finance companies. (Chapter 3)
4. Globalisation and the Indian Economy: **What is Globalisation (through some simple examples); How India is being globalised and why; Development Strategy prior to 1991. State Control of Industries: Textile goods as an example for elaboration; Economic Reforms 1991; Strategies adoped in Reform measures (easing of capital flows; migration, investment flows); Different perspectives on globalisation and its impact on different sectors; Political Impact of globalisation. (Chapter 4)
5. Consumer Rights: ***How consumer is exploited (one or two simple case studies) factors causing exploitation of consumers; Rise of consumer awareness; how a consumer should be in a market; role of government in consumer protection. (Chapter 5)
• Familiarisation of some macroeconomic concepts. • Sensitizing the child about the rationale for overall human
development in our country, which include the rise of income, improvements in health and education rather than income.
• It is necessary to raise question in minds of the children whether the increase in income alone is sufficient for a nation.
• How and why people should be healthy and provided with education.
• Familiarize the concept of money as an economic concept. • Create awareness of the role of financial institutions from the
point of view of day-to-day life.
• To make aware of a major employment generating sector.
• Sensitise the learner of how and why governments invest in such an important sector.
• Provide children with some idea about how a particular economic phenomenon is influencing their surroundings and day-to-day life.
• Making the child aware of his or her rights and duties as a consumer.
• Familiarizing the legal measures available to protect from being exploited in markets.
Suggested Activities / Instructions:
Theme 2*:
Visit to banks and money lenders/pawnbrokers and discuss various activities that you have observed in banks in the classroom.
Participate in the meetings of self help groups, which are engaged in micro credit schemes in the locality of learners and observe issues discussed.
Theme 4**:
Provide many examples of service sector activities. Use numerical examples, charts and photographs.
Theme 5***:
Collect logos of standards available for various goods and services. Visit a consumer court nearby and discuss in the class the proceedings; Collect stories of consumer exploitation and grievances from newspapers and consumer courts.
*Disclaimer : The Syllabus and Model Test Papers are subject to change incase there is any change in CBSE guidelines.
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PART A: HISTORY (INDIA AND THE CONTEMPORARY WORLD–II)
1 The Rise of Nationalism in Europe H-2 – H-22 2 The Nationalist Movement in Indo-China H-23 – H-40 3 Nationalism in India H-41 – H-66 4 The Making of a Global World H-67 – H-85 5 The Age of Industrialisation H-86 – H-104 6 Work, Life and Leisure: Cities in the Contemporary World H-105 – H-120 7 Print Culture and the Modern World H-121 – H-136 8 Novels, Society and History H-137 – H-150
PART B: GEOGRAPHY (CONTEMPORARY INDIA–II)
1 Resources and Development G-2 – G-23 2 Forest and Wildlife Resources G-24 – G-41 3 Water Resources G-42 – G-58 4 Agriculture G-59 – G-79 5 Minerals and Energy Resources G-80 – G-101 6 Manufacturing Industries G-102 – G-126 7 Lifelines of National Economy G-127 – G-144
PART C: POLITICAL SCIENCE (DEMOCRATIC POLITICS–II)
1 Power Sharing P-2 – P-18 2 Federalism P-19 – P-35 3 Democracy and Diversity P-36 – P-48 4 Gender, Religion and Caste P-49 – P-62 5 Popular Struggles and Movements P-63 – P-76 6 Political Parties P-77 – P-95 7 Outcomes of Democracy P-96 – P-112 8 Challenges to Democracy P-113 – P-126
PART D: ECONOMICS (UNDERSTANDING ECONOMIC DEVELOPMENT)
1 Development E-2 – E-23 2 Sectors of the Indian Economy E-24 – E-48 3 Money and Credit E-49 – E-68 4 Globalisation and the Indian Economy E-69 – E-86 5 Consumer Rights E-87 – E-105 MBD Proposed Model Test Papers M-1 – M-8
CONTENTS
SOS_G10_FM.indd 7 3/14/2017 1:11:52 PM
Part B
Geography
Resources and Development
Forest and Wildlife Resources
Water Resources
Agriculture
CBSE_GR_Geo_G10_T1_C01.indd 1
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G-2
1Resources and Development
CHAPTER IN A NUTSHELLOO Our environment and resources are characterised by interaction and interdependence.
OO Resources are the physical material that are essential for the survival of life on earth and that satisfy human
wants and needs. Resources are free gifts of nature.
OO Man uses technology and skills to add value to resources. Nature, technology and institutions are interrelated.
OO On the basis of their origin, resources can be classified into two categories of natural resources and human
and human made resources.OO Resources obtained from nature are natural resources. Living resources which sustain life are biotic resources
and resources which have no life but are essential for sustaining life are abiotic resources.
OO Fauna and flora are biotic resources and rocks and metals are abiotic resources.
OO Human resources refer to the man-power of a country. People are the greatest resource of all and are
sometimes known as special resources.
OO Resources which are renewed after use and do not get exhausted are renewable resources and resources
which cannot be quickly renewed after use are non-renewable resources.
OO Minerals and fossil fuels are non-renewable resources, whereas, solar and wind energy, water, forests and
wildlife are renewable resources.OO Resources owned by local, state or national government like forests, mines, minerals, parks and rivers are
called national resources.OO Rajasthan and Gujarat have enormous potential for the development of wind and solar energy.
OO The development of resources depends upon technology. Potential resources are not utilised due to lack
of technology.OO Planning of resources is necessary at the national, state, regional and local levels.
OO Protection, preservation and efficient use of resources are together called conservation of resources. It is
essential for long term dependable or sustainable use of resources.
CONCEPTS Types of Resources Development of Resources
Resource planning Land Resources Land Utilisation Land Use Pattern in India Land Degradation And Conservation Measures
Soil as a Resource
CBSE_GR_Geo_G10_T1_C01.indd 2
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Super Refresher
All chapters are based on NCERT Syllabus and Textbook
Every chapter includes major Concepts
Chapter in a Nutshell provides a complete and comprehensive summary of the chapter
Part Opener page signifies major segments of the book and list of chapters
MBD
SOS_G10_FM.indd 8 2/23/2017 1:11:11 PM
The Nationalist Movement in Indo-China
H-25
Republic: A form of government based on popular consent and representation
Syncretic: Characterised by syncretism or aiming to bring together different beliefs and practices
Young Annan: A political party formed in 1920s by the Vietnamese students
IMPORTANT DATES
551 b.c.e. — The Chinese thinker, Confucius was born
39–43 c.e. — Trung sisters fought against Chinese domination
1802 — Nguyen Anh became the emperor of Nguyen dynasty
1858 — French troops landed in Vietnam
1887 — Indo-China union was formed, comprising Cochinchina, Annam, Tonkin, Cambodia and
Laos
1902–03 — Modern Hanoi was struck by plague and mission ‘rat hunt’ was started
1930 — Formation of Vietnamese Communist Party by Ho Chi Minh
1945 — Democratic Republic of Vietnam was formed
1961 — US decided to increase military aid to South Vietnam
1975 — American troops began to withdraw from Vietnam
1976 — North and South Vietnam formally united into a single nation
NCERT TEXTBOOK QUESTIONS (Solved)
Write in brief
Q.1. Write a note on:
(a) What was meant by the ‘civilising mission’ of the colonisers
Ans. The colonisers considered themselves as superior to the people of the colonies. They thought that it was their
duty to ‘civilise’ the backward people. Europe had developed the most advanced civilisation. Hence, it became
the duty of the Europeans to introduce modern ideas into the colony.
(b) Huynh Phu So
Ans. Huynh Phu So was the founder of a religious movement called Hoa Hao. This movement drew on religious
ideas popular in the anti-French uprisings of the 19th century. Huynh Phu So performed miracles and helped
the poor. He criticised the useless expenditures. He also opposed the sale of child brides, gambling and the use
of alcohol and opium.
The French tried to suppress the Hoa Hao Movement. They declared Huynh Phu So as mentally ill, and put
him in a mental asylum. They also sent many of his followers to concentration camps.
Q.2. Explain the following:
(a) Only one-third of the students in Vietnam would pass the school-leaving examinations.
Ans. The French wanted to impart education to the Vietnamese so that they could understand the modern ideas
of Europe. But, the French authorities were in a dilemma. They needed an educated local labour force.
However, the French citizens living in Vietnam feared that they might lose their jobs if the Vietnamese were
educated. So, they opposed the policies that would give the Vietnamese full access to French education. The
French authorities followed a deliberate policy of failing Vietnamese students, particularly in the final year, so
that they could not qualify for better-paid jobs.
HIS_G10_C02.indd 25
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G-6
MBD Super Refresher Social Science-X
Q.4. Solvethep
uzzlebyfollowing
yoursearchhoriz
ontallyandvertica
llytofindthehidd
enanswers.
(i) Natural endowments in the form of land, water, vegetation and minerals.
(ii) A type of non-renewable resource.
(iii) Soil with high water retaining capacity.
(iv) Intensively leached soils of the monsoon climate.
(v) Plantation of trees on a large-scale to check soil erosion.
(vi) The Great Plains of India are made up of these soils.
S F G S F O B R O M S U A P J
Q G A F F O R E S T A T I O N
P N R E C P R S L D M I L N F
S N A T Q X U O V A I O L A L
O D E I D R J U J L D B N B D
T G H M I N E R A L S A X M W
B V J K M E D C R U P F M H R
L A T E R I T E M V A Z T V L
A B Z O E N M F T I S D L R C
C G N N S Z I O P A X T Y J H
K J G K D T D C S L S E G E W
Ans. (i) Resource (ii) Minerals (iii) Black (iv) Laterite (v) Afforestation (vi) Alluvial
NCERT IN-TEXT QUESTIONS
Q.1. Can you identify and name the various items used in making life comfortable in our villages and towns. List
the items and name the material used in their making.
Ans. Do it yourself.
Q.2. Identify at least two resources from each category.
Ans. (i) Type of resources on the basis of origin:
(a) Biotic resources: Human being and livestock
(b) Abiotic resources: Rocks and metal.
(ii) Type of resources on the basis of exhaustibility:
(a) Renewable resources: Solar and wind energy
(b) Non-renewable resources: Mineral and fossil fuels.
(iii) Type of resources on the basis of ownership:
(a) Individual resources: House and plots
(b) Community owned resources: Public parks and playing grounds.
(c) National resources: Forests and wildlife.
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MBD Super Refresher Social Science-X
(c) Composition: This is a deep soil rich in potash, but poor in nitrogen. It consists of various properties
of sand and silt. In drier areas, soil is more alkaline and clayey. It contains fine particles of soil
called alluvium, deposited over thousands of years. This alluvium has been deposited by three great
Himalayan rivers – Sutlej, Ganga and Brahmaputra. This soil also extends in Rajasthan and Gujarat,
through a narrow corridor. Coarse soil is common in piedmont plains such as Duars, Chos and
Terai. (d) Suitability to Crops: It is a fertile soil and ideal for the growth of sugarcane, paddy, wheat and pulse
crops. The areas having alluvial soil are intensively cultivated and densely populated.
(e) Types of Alluvial soils: There are two type of alluvial soil (according to their age)-
Khadar Soil: The finer and new alluvium deposited on flood plains is called Khadar Soil.
Bangar Soil: The older alluvium is known as Bangar Soil. The bangar soil have high concentration of
Kankar. Q.9. Describe the extent, formation, composition and suitability to crops of Red Soil and Laterite Soil.
Ans. (i) Red Soils: This soil is reddish in colour.
(a) Areas: The soil is found in the Chhotanagpur plateau, Telangana, Nilgiris, Tamil Nadu, Karnataka and
Andhra Pradesh. (b) Formation: This soil is formed as a result of break up of crystalline igneous rocks. The presence of iron
oxide is responsible for its reddish colour.
(c) Composition: This soil is poor in lime, nitrogen and humus.
(d) Suitability to Crops: This soil is used for cultivation of millets, pulses, linseed and tobacco.
(ii) Laterite soils: ‘Laterite’ word has been derived from the Latin word ‘Later’ meaning brick. It is known as
hard baked soil of tropical region.
(a) Areas: Laterite soils are found on the highlands of Deccan plateau in Karnataka, Tamil Nadu, Assam,
Rajmahal hills, Chhotanagpur plateau.
(b) Formation: It develops in areas of high temperature and heavy rainfall. This is the result of leaching of
soils due to heavy rains and wet and dry seasons.
(c) Composition: Rains wash away silica content and humus is low. Bacteria are destroyed. So it requires
doses of manures and fertilisers.
(d) Suitability to Crops: There are two types of laterite soils—lowland laterites and upland laterites. On
upland, Tea and Coffee are grown. Lowland laterites are used for growing cashewnuts and foodgrains.
HOTS CORNER Q.1. Examine the problems faced due to the indiscriminate use of resources.
Ans. Problems faced due to the indiscriminate use of resources:
(i) Depletion of the resources for meeting the greed of few individuals.
(ii) Accumulation of resources in few hands, which in turn, divided the society into two segments, i.e., haves
and have nots or rich and poor.
(iii) Ecological crises such as global warming, ozone layer depletion, environmental pollution and land
degradation. Q.2. ‘In a country like India, there is a great importance of resource planning’. Explain.
Ans. Resource planning is the most widely accepted strategy of development and the judicious use of resources. In
a country like India, it has greater importance for the following reasons:
(i) We have limited geographical area and our population has already crossed the 1 billion mark. We have
to ensure that resources are equally available to all.
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Resources and Development
G-17
(ii) There are regions which are rich in one type of resources. There are also regions which are deficient in
most of the types of resources because they cannot be commercially exploited.
(iii) Some regions or states like Jharkhand, Chhattisgarh and Madhya Pradesh have rich stocks of mineral
resources. Similarly, Arunachal Pradesh has abundance of water resources but lacks in infrastructure
development. The state of Rajasthan is endowed with solar and wind energy resources, but lacks in
water, vegetation and wildlife. Similarly, Ladakh being an isolated region lacks in development of resources.
Though Ladakh has sufficient water in the surrounding valley, it still lacks water resources and has little
infrastructure. The development of resources calls for proper planning at various levels–local, regional,
state and national. Q.3. Mahatma Gandhi once said, “There is enough for everyone’s need and not for anybody’s greed”. What did
he emphasise in this line? Ans. In these lines, Mahatma Gandhi tried to emphasise the following points:
(i) Human greed for resources. (ii) Selfish individuals as the root cause for depletion of resources at the local, regional, national and inter-
national levels. (iii) Gandhi was against mass production of goods, as is evident from the above statement. Instead, Mahatma
Gandhi emphasised production by the masses which would ensure both the judicious use of resources,
promote employment and shed dependence on foreign imports.
VALUE BASED QUESTIONS Q.1. According to you, what makes soil a valuable natural resource?
Ans. According to me, the following factors make soil a valuable resource.
(i) It supports natural vegetation, wildlife and human life.
(ii) It is essential for plant growth.
(iii) It makes up for the maximum part of land.
Q.2. Why should we conserve natural resources? Mention two ways to conserve them.
Ans. We should conserve natural resources because they are essential for sustaining all kinds of life. Two ways to
conserve resources are: (i) By minimising their use. (ii) By using improved technology to avoid the wastage during their extraction.
Q.3. What measures will you suggest to control land degradation?
Ans. To control land degradation, the following steps should be followed:
(i) By checking soil erosion: Soil erosion can be checked by:
(a) Plugging gullies (b) Planting shelter belts of trees in opposite direction to wind.
(c) Reducing flow of water in stream.
(ii) By wastes management: Non-degradable wastes like plastic should not be dumped, underground or
landfills. Bio-degradable waste should be recycled.
Q.4. What values make human beings an essential component of resources?
Ans. (i) Human beings transform materials available in nature in their environment into resources.
(ii) Human beings by their knowledge, make proper use of resources.
(iii) They use technology for the extraction and processing of resources.
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MBD Super Refresher Social Science-X
Q.10. Soils in Punjab have become __________ due to over irrigation.
(a) Saline
(b) Marshy
(c) Alluvial
(d) Red
Ans. (a) SalineB. Match the Following Find the write the correction options from the given below columns:
Column A
Column B
(A) Land under plains
1. Alluvial Soil
(B) Land under plateaus
2. Black soil
(C) Land under mountain
3. 43%
(D) Cotton Soil
4. 27%
(E) Khadar and Bangar
5. 30%
Ans. A – 3, B – 4, C – 5, D – 2, E – 1.C. One word/sentence answers Answer the following questions in one word/sentence:
(i) These are living resources like forests and forest products, agriculture, animals, birds, marine life, etc.
Ans. Biotic Resources (ii) These resource can be renewed after use.
Ans. Renewable resources (iii) This type of soil is generally sandy in texture and saline in nature.
Ans. Arid Soil (iv) The organic matter in soil. Ans. Humus
D. Picture Interpretation
Study the given picture and answer the following questions:
(i) Identify and name the type of soil erosion shown.
Ans. Gully erosion. (ii) How does this type of erosion occur?
Ans. It occurs on account of fast running water in the fields,
forming rills or gullies. (iii) Where is this type of erosion common?
Ans. It is common in Madhya Pradesh, Bihar and Gujarat.
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Resources and Development
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SELF ASSESSMENTTime: 40 Minutes
Max. Marks: 25
Very Short Answer Type Questions 1. What are resources?
1
2. Which factor has caused soil erosion in the Shiwaliks?
1
3. In which state is the Chambal valley located?
1
Short Answer Type Questions 4. What are the different types of soil erosion? Explain them.
3
5. What is conservation of resources? How is it carried out?
3
6. What is meant by land degradation? How does industry cause land degradation?
3
Long Answer Type Questions 7. How is alluvial soil formed? How is bangar alluvium different from khadar?
5
8. Explain any five step taken to promote soil conservation.
5
Map-Based Question 9. Label the type of soil and the state where they are found as shown by the marker lines A, B and C. 3
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NCERT Textbook Exercises with answers
Social Science
NCERT In-Text Questions are provided with answers
Value Based and HOTS questions with answers in every chapter
Picture Interpretation helps visual learner to understand the concept
Self Assessment at the end of each chapter
Important Datesunderstanding a concept in
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help in
chronological order
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Part A
History (India and the Contemporary World-II)
The Rise of Nationalism in Europe
The Nationalist Movement in Indo-China
Nationalism in India
The Making of a Global World
The Age of Industrialisation
Work, Life and Leisure: Cities in the Contemporary World
Print Culture and the Modern World
Novels, Society and History
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H-2
The Rise of Nationalism in Europe
CONCEPTS
The French Revolution and the Idea of the Nation The Making of Nationalism in Europe The Age of Revolutions: 1830–1848 The Making of Germany and Italy Nationalism and Imperialism
CHAPTER IN A NUTSHELL
OO Nationalism emerged as a dominant force which brought drastic changes in the political and intellectual atmosphere of 19th century Europe.
OO The French Revolution took place in 1789 and led to radical transformation. It led to the transfer of sovereignty from monarchy to a body of French citizens, known as the Estates General.
OO Napoleon introduced many reforms in France and other regions under French control. The reforms introduced by him are collectively known as the Civil Code of 1804. He aimed at making the administrative machinery more efficient.
OO The idea of national unity was closely linked to liberal ideology. The word ‘liberalism’ stood for freedom in the political, social and economic spheres.
OO In 1815, the collective forces of Britain, Prussia, Russia and Austria defeated Napoleon in the Battle of Waterloo. Thereafter, the Treaty of Vienna was signed to decide the future of Europe.
OO After the Congress of Vienna in 1815, there were conservative and autocratic regimes in many countries of Europe. They did not tolerate criticism and dissent. As a result, several liberal-nationalist groups went underground.
OO Secret societies were set up in some regions in order to spread revolutionary ideas. Most of the revolutionary groups saw the formation of nation-states as a prerequisite to freedom struggles.
OO The Greek War of independence inspired the liberal-nationalists to a large extent. In many regions of Europe, the liberal-nationalists belonging to the educated middle-class society.
OO The growth of nationalism did not come through only wars or territorial expansion. Culture played an important role forming the idea of the nation.
OO Nationalism in Germany rose in mid-1800s when an attempt was made to unite various regions of the German Confederation into a nation-state governed by an elected parliament. However, it was suppressed by the combined forces of monarchy and military. From then on, the state of Prussia assumed the leadership of the movement for national unification.
OO In Britain, the formation of the nation-state was not a consequence of a sudden turbulence or revolution. It took place after a much elongated process.
OO Nationalism in Europe went hand in hand with the establishment of imperial power. This finally led to a disaster when Europe was engulfed in a major war in 1914. Many European countries had started resisting imperial dominance.
Section 1 – Events and Processes
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The Rise of Nationalism in Europe H-3
IMPORTANT CONCEPTS AND TERMS
Absolutist: A government or system of rule that has no restraints on the power exercised, or, a government that is highly centralised and repressiveAllegory: When an abstract idea (for instance, greed, envy or freedom) is expressed through a person or a thing; an allegorical story has two meanings—literal and symbolicConservatism: A political philosophy that stressed the importance of traditions, customs and established institutions, or, a way of thinking that resists quick changes Ethnic: Relating to a common racial, tribal, or cultural origin that a community identifies withFeminist: Awareness of women’s rights and interests based upon the idea of gender equalityIdeology: System of ideas reflecting a particular social and political vision Imperialism: The practice of extending political and economic power over areas outside one’s own bordersLiberalism: A philosophy which stood for the freedom for the individual and equality of all before lawNation-state: A state where the majority of its citizens develop a sense of common identity and shared history or descentPlebiscite: A direct vote by which all the people in a region are asked to accept or reject a proposalSuffrage: The right to voteUtopian: An ideal vision of a society that can never exist in real
IMPORTANT DATES
1714 — George I became the ruler of Britain.
1715 — Louis XV became the French emperor.
1740–48 — War of Austrian succession took place.
1789 — French Revolution took place.
1797 — Napoleon invaded Italy.
1801 — Ireland was forcibly incorporated in the United Kingdom.
1814 — First Treaty of Paris was signed.
1815 — Napoleon was defeated.
1821 — Napoleon had died, Greek struggle for independence begins
1832 — Greece gained freedom from the Ottoman Empire.
1834 — The zollverein was formed in Prussia.
1859–1870 — Unification of Italy took place.
1861 — Victor Emmanuel II of Sardinia-Piedmont became the ruler of Italy.
1870–71 — Franco-Prussian War took place.
1866–71 — Unification of Germany took place.
1905 — Slav nationalists gather force in the Ottoman and Habsburg Empires.
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H-4 MBD Super Refresher Social Science-X
NCERT TEXTBOOK QUESTIONS (Solved)
Write in brief Q.1. Write a note on: (a) Giuseppe Mazzini Ans. Giuseppe Mazzini was an Italian revolutionary. He was born in Genoa in 1807. He joined the secret society of
the Carbonari. He was only 24 years old when he was exiled in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies namely, Young Italy in Marseilles and Young Europe in Berne. Members of these societies were like-minded young men from Poland, France, Italy and the German states. Mazzini believed that God had planned nations to be natural units of mankind. Therefore, Italy should not remain a ‘patchwork’ of small states and kingdoms. It had to be united into a single, unified republic within a wider alliance of nations. This unification should become the basis of Italian liberty. Following his ideas, secret societies were also set up in Germany, France, Switzerland and Poland. Mazzini’s relentless opposition to monarchy and his vision of democracy made the conservatives nervous.
(b) Count Camillo di Cavour Ans. Count Camillo di Cavour was the Chief Minister of Italy. He led the movement to unify the regions of Italy.
He was neither a revolutionary nor a democrat. Like many other wealthy and educated members of the Italian elite, he spoke French better than Italian. Through a tactful and diplomatic alliance with France, which was engineered by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859.
(c) The Greek War of independence Ans. Greece was a part of the Ottoman Empire since the 15th century. The growth of revolutionary nationalism in
Europe sparked off a struggle for independence amongst the Greeks which began in 1821. Nationalists in Greece got support from other Greeks living in exile and also from many Western Europeans sharing sympathies for ancient Greek culture. Poets and artists elevated Greece as the cradle of European civilisation and mobilised public opinion to support its struggle against an Islamic empire. Finally, the Treaty of Constantinople was signed in 1832 which recognised Greece as an independent nation. This war inspired nationalist feelings among the educated elites of Europe.
(d) Frankfurt parliament Ans. Elections for an all-German National Assembly were held on the basis of universal adult franchise. Its first
meeting was convened in the Church of St. Paul at Frankfurt in 1848. It aimed at enacting a constitution for unified Germany. It was decided to form a legislative assembly consisting of nearly six hundred elected members of different states and a cabinet. The Prussian King, Friedrich Wilhelm IV, was appointed as its head. Friedrich, however, rejected it and joined other monarchs to oppose the elected assembly. The parliament was dominated by the middle classes who resisted the demands of workers and artisans and consequently, lost their support. In the end, troops were called in and the assembly was forced to disband. Consequently, autocratic and despotic governments were formed in several German states.
(e) The role of women in nationalist struggles Ans. Women played a vital role in the national struggles of Europe. They participated actively in the liberal movement.
They formed their own political associations, started several newspapers and took part in political meetings and demonstrations. For example, Madame Roland always opposed the rights of the French monarchy in her articles. She was the chairperson of the Girondin Party of France.
Q.2. What steps did the French revolutionaries take to create a sense of collective identity among the French people? (CBSE 2012)
Or Analyse the measures and practices introduced by the French revolutionaries to create a sense of collective
identity among the French people. (CBSE 2016)
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MBD Super Refresher Social ScienceClass 10
Publisher : MBD GroupPublishers
Author : G Singh And Mkatar
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