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incorporated to assist the students for exams.

mportant Additional Questions

Map and Picture based questions help in comprehensive

understanding of the concept.

Highlights the essential information which

must be remembered

Includes ModelTest Papers

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Large pool of objective, very short, short

and long answer type questions

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which must be remembered

Includes

questions

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MALHOTRA BOOK DEPOT

9

SocialScience

NCERT

Exercises

Textbook

In-Text

and

with answers

New 14-3-17

Based on the CBSE syllabus and textbook(s) issued by NCERT

An ISO 9001:2015 Certified Company1703M0372C4171

Social Science

9By

n S. Anand n Puri n Neera Sharma

Edited ByGurdarshan Singh

Mili KatarVinod Shakya

MALHOTRA BOOK DEPOT(Producers of Quality Books)

India and the Contemporary World–I (History) Contemporary India–I (Geography) Democratic Politics–I (Political Science) Economics

Price: ` 400.00

Based on the CBSE syllabus and textbook(s) issued by NCERT

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We are committed to serve students with best of our knowledge and resources. We have taken utmost care and attention while editing and printing this book but we would beg to state that Authors and Publishers should not be held responsible for unintentional mistakes that might have crept in. However, errors brought to our notice, shall be gratefully acknowledged and attended to.

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SYLLABUSSOCIAL SCIENCE–IX

Time: 3 Hrs. Marks: 80+20=100

No. Units

1. India and the Contemporary World–I

2. Contemporary India–I

3. Democratic Politics–I

4. Economics

5. Disaster Management (Through Project & Assignments)

Internal Assessment

1. Periodic Tests

2. Notebook Submission

3. Subject Enrichment Activity

UNIT 1: INDIA AND THE CONTEMPORARY WORLD–I

Themes Objectives

Two themes from the first sub-unit and one each from the second and third sub-units could be studied.

Sub-unit 1.1: Events and Processes:

In this unit the focus is on three events and processes that have in major ways shaped the identity of the modern world. Each represents a different form of politics, and a specific combination of forces. One event is linked to the growth of liberalism and democracy, one with socialism, and one with a negation of both democracy and socialism.

Any two themes of the following:

1. The French Revolution:

(a) The Ancient Regime and its crises. (b) The social forces that led to the revolution. (c) The different revolutionary groups and ideas of the time. (d) The legacy.

(Compulsory Chapter 1)

2. Socialism in Europe and the Russian Revolution:

(a) The crises of Tzarism. (b) The nature of social movements between 1905 and 1917. (c) The First World War and foundation of Soviet state. (d) The legacy. (Chapter 2)

3. Nazism and the Rise of Hitler:

(a) The growth of social democracy. (b) The crises in Germany. (b) The basis of Hitler’s rise to power. (c) The ideology of Nazism. (d) The impact of Nazism. (Chapter 3)

• In each of the themes in this unit students would be made familiar with extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students would learn how to interpret these kinds of historical evidences.

• Familiarize students with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it.

• Show how written, oral and visual material can be used to recover the history of revolutions.

• Explore the history of socialism through a study of the Russian revolution.

• Familiarise students with the names of people involved, the different types of ideas that inspired the revolution.

• Discuss the critical significance of Nazism in shaping the politics of modern world.

• Familiarise students with the speeches and writings of Nazi leaders.

Sub-unit 1.2 : Livelihoods, Economies and Societies:

The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives.

• Discuss the social and cultural world of forest communities through the study of specific revolts.

• Understand how oral traditions can be used to explore tribal revolts.

Any

one

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Any one theme of the following : IV. Forest Society and Colonialism :

(a) Relationship between forests and livelihoods. (b) Changes in forest societies under colonialism.

Case studies: Focus on two forest movements one in colonial India (Bastar) and one in Indonesia.

(Chapter 4)

V. Pastoralists in the Modern World :

(a) Pastoralism as a way of life.

(b) Different forms of pastoralism.

(c) What happens to pastoralism under colonialism and modern states?

Case studies: Focus on two pastoral groups, one from Africa and one from India. (Chapter 5)

VI. Peasants and Farmers :

(a) Histories of the emergence of different forms of farming and peasant societies.

(b) Changes within rural economies in the modern world.

Case studies: Focus on contrasting forms of rural change and different forms of rural societies (expansion of large-scale wheat and cotton farming in USA, rural economy and the Agricultural Revolution in England, and small peasant production in colonial India). (Chapter 6)

Sub-unit 1.3 : Everyday Life, Culture and Politices:

The themes in this unit will consider how issues of culture are linked up to the making of contemporary world.

Any one of the following:

VII. History and Sports: The Story of Cricket:

(a) The emergence of cricket as an English sport. (b) Cricket and colonialism. (c) Cricket nationalism and de-colonialization.

(Chapter 7)

VIII. Clothing: A Social History:

(a) A short history of changes in clothing. (b) Debates over clothing in colonial India. (c) Swadeshi and the movement for Khadi. (Chapter 8)

Map Work

• Point to the varying patterns of developments within pastoral societies in different places.

• Look at the impact of colonialism on forest societies, and the implication of scientific forestry.

• Show the different processes through which agrarian transformation may occur in the modern world.

• Consider what happens to pastoralists and pastoralism in the modern world, with the formation of modern states, marking of boundaries, processes of sedentarization, contraction of pastures, and expansion of markets.

• Understand how agricultural systems in India are different from that in other countries.

• Familiarize students with the idea that large scale farming, small scale production, shifting agriculture operate on different principles and have different histories.

• Suggest how sports also have a history and that it is linked up with the politics of power and domination.

• Introduce students to some of the stories in cricket that have historical significance.

• Show how clothing has a history, and how it is linked to questions of cultural identity.

• Discuss how clothing has been the focus of intense social battles.

UNIT 2: CONTEMPORARY INDIA–I

Themes Objectives

1&2. India–Size and Location & Physical Features of India: Relief, structure, major physiographic units. (Chapter 1 & 2)

3. Drainage: Major rivers and tributaries, lakes and seas, role of rivers in the economy, pollution of rivers, measures to control river pollution. (Chapter 3)

4. Climate: Factors influencing the climate; monsoon–its characteristics, rainfall and temperature distribution; seasons; climate and human life. (Chapter 4)

• To understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types.

• To identify the various factors influencing the climate and explain the climatic variation of our country and its impact on the life of the people.

• To understand the river systems of the country and explain the role of rivers in the evolution of human society.

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5. Natural Vegetation and Wild Life: Vegetation types, distribution as well as altitudinal variation, need for conservation and various measures. Major species, their distribution, need for conservation and various measures. (Chapter 5)

6. Population: Size, distribution, age-sex composition, population change-migration as a determinant of population change, literacy, health, occupational structure and national population policy : adolescents as under-served population group with special needs. (Chapter 6)

Map Work

• To explain the importance and unifying role of monsoons.

• To find out the nature of diverse flora and fauna as well as their distribution.

• To develop concern about the need to protect the bio-diversity of our country.

• To analyse the uneven nature of population distribution and show concern about the large size of our population.

• To understand the various occupations of people and explain various factors of population change.

• To explain various dimension of national policy and understand the needs of adolescents as under served group.

Project/Activity:Learners may identify songs, dances, festivals and special food preparations associated with certain seasons in their particular region, and whether they have some commonality with other regions of India.Collection of material by learners on the flora and fauna of the region in which their school is situated. It should include a list of endangered species of the region and also information regarding efforts being made to save them.

Posters:River pollutionDepletion of forests and ecological imbalance.

UNIT 3: DEMOCRATIC POLITICS–I

Themes Objectives

1&2. Democracy in the Contemporary World & What is Democracy? Why Democracy?: What are the different ways of defining democracy? Why has democracy become the most prevalent form of government in our times? What are the alternatives to democracy? Is democracy superior to its available alternatives? Must every democracy have the same institutions and values? (Chapter 1 & 2)

3. Constitutional Design: How and why did India become a democracy? How was the Indian Constitution framed? What are the salient features of the Constitution? How is democracy being constantly designed and redesigned in India? (Chapter 3)

4. Electoral Politics:

Why and how do we elect representatives? Why do we have a system of competition among political parties? How has the

citizens’ participation in electoral politics changed? What are the ways to ensure free and fair elections? (Chapter 4)

5. Working of Institutions:

How is the country governed? What does Parliament do in our democracy? What is the role of the President of India, the Prime Minister and the Council of Ministers? How do these relate to one another? (Chapter 5)

• Develop conceptual skills of defining democracy.

• Understand how different historical processes and forces have promoted democracy.

• Developing a sophisticated defence of democracy against common prejudices.

• Develop a historical sense of the choice and nature of democracy in India.

• Introduction to the process of Constitution making.

• Develop respect for the Constitution and appreciation for Constitutional values.

• Recognise that Constitution is a living document that undergoes changes.

• Introduce the idea of representative democracy via competitive party politics.

• Familiarise with our electoral system and reasons for choosing this.

• Develop an appreciation of citizen’s increased participation in electoral politics.

• Recognise the significance of the Election Commission.

• Provide an overview of central governmental structures.

• Sensitise to the key role of the Parliament and its procedures.

• Distinguish between nominal and real executive authorities and functions.

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6. Democratic Rights:

Why do we need rights in a Constitution? What are the Fundamental Rights enjoyed by the citizen under the Indian Constitution? How does the judiciary protect the Fundamental Rights of the citizen? How is the independence of the judiciary ensured? (Chapter 6)

• Understand the parliamentary system of executive’s accountability to the legislature.

• Develop citizens awareness of their rights.

• Introduction to and appreciation of the Fundamental Rights.

• Recognition of the ways in which these rights are exercised and denied in real life situations.

• Introduction to judicial system and key institutions like the Supreme Court, High Courts and National Human Rights Commission.

UNIT 4: ECONOMICS

Themes Objectives

1. The Story of Village Palampore: Economic transactions of Palampore and its interaction with the rest of the world through which the concept of production (including three factors of production (land, labour and capital) can be introduced.) (Chapter 1)

2. People as Resource: Introduction of how people become resource/asset; economic activities done by men and women; unpaid work done by women; quality of human resource; role of health and education; unemployment as a form of non-utilisation of human resource; socio-political implication in simple form. (Chapter 2)

• Familiarising the children with some basic economic concepts through an imaginary story of a village.

• Familiarisation of a few population related concepts and sensitisation of child that people as asset can participate and contribute in nation building.

3. Poverty as a Challenge: Who is poor (through two case studies: one rural one urban); indicators; absolute poverty (not as a concept but through a few simple examples) – why people are poor; unequal distribution of resources; comparison between countries; steps taken by government for poverty alleviation. (Chapter 3)

4. Food Security in India: Source of Foodgrains, variety across the nation, famines in the past, the need for self - sufficiency, role of government in food security, procurement of foodgrains, overflowing of granaries and people without food, public distribution system, role of cooperatives in food security (foodgrains, milk and vegetables, ration shops, cooperative shops, two-three examples as case studies). (Chapter 4)

• Understanding of poverty as a challenge and sensitization of the learner.

• Appreciation of the government initiative to alleviate poverty.

• Exposing the child to an economic issue which is basic necessities of life.

• Appreciate and critically look at the role of government in ensuring food supply.

Suggested Activities/Instructions:Theme I: Give more examples of activities done by different workers and farmers.Numerical problems can also be included.Some of the ways through which description of villages are available in the writings of Prem Chand, MN Srinivas and RK Narayan. They may have to be referred.Theme II: Discuss the impact of unemployment.Debate on whether all the activities done by women should be included or not.Is begging an economic activity? Discuss.Is it necessary to reduce population growth or family size? Discuss.Theme IV: Visit a few farms in a village and collect the details of foodgrains cultivated.Visit a nearby ration shop and collect the details of goods available.Visit a regulated market yard and observe how goods are transacted and get the details of the places where the goods come and go.

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UNIT 5: DISASTER MANAGEMENT

1. Introduction to Disaster Management (Chapter 1)

2. Common Hazards – Prevention and Mitigation (Chapter 2)

3. Man-made disasters: Nuclear, Biological and Chemical. (Chapter 3)

4. Community Based Disaster Management. (Chapter 4)

Note: Projects, activities and other exercises in Unit 5 should encourage students to place ‘disasters’ and “disaster management” in: (i) The wider context of Social Science knowledge as covered through History, Geography, Political Science and Economics textbooks of

class IX/X. (ii) Other problems faced by our country and the world from time to time.

*Disclaimer : The Syllabus and Model Test Papers are subject to change in case there is any change in CBSE guidelines.

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H-2

Section 1 – Events and Processes

CHAPTER IN A NUTSHELLOO France was a strong and powerful state in the 18th century. It was ruled by a despotic ruler. The

constitution of France was such that the nobles and the clergy had special privileges, whereas the

masses led a miserable life. OO When the War of American Independence was being fought, a revolution in France was also

brewing. Due to several shortcomings such as the arbitrary and autocratic government, extravagant

rulers, privileged nobles and other hardships faced by the people, their tolerance came to an end.

OO The French Revolution, which broke out in 1789, was inspired by the American Revolution. It put

an end to misrule and established a democratic government.

OO The French Revolution is considered as a landmark in human history because of its far-reaching

consequences. All the old traditions and institutions came to an end and new political ideas of

liberty, equality and fraternity developed.

OO There was an absolute monarchy in France; Louis XVI regarded himself as the representative of

God on earth. OO The French Parliament and his nobles catered to the Estates General but the king refused to

acknowledge it. OO Louis XVI taxed the people very heavily and was least bothered about their problems.

OO His wife, Marie Antoinette was a conceited, unwise, haughty and an extravagant woman.

OO The French administration was incompetent, disorganised, corrupt and expensive. Corruption and

disorder were rampant in every organ of the administration.

OO There were three main classes in the French society namely the clergy (the First Estate), the nobles

(the Second Estate), and merchants, professionals and peasants (the Third Estate).

OO The first two classes enjoyed several rights and privileges, and were also exempted from taxation.

OO One of the main reasons behind French Revolution was the social and economic conditions

prevailing in France at that time.

CONCEPTS The French Society During the Late Eighteenth Century The Outbreak of the Revolution

Reading Political Symbols France Abolishes Monarchy and Becomes a

Republic Did Women Have a Revolution? The Abolition of Slavery

The French Revolution

CBSE_GR_HIS_G9_T1_C01.indd 2

11/25/2015 5:09:54 PM

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

Part A

History (India and the

Contemporary World-I)


Socialism in Europe and the Russian Revolution

Nazism and the Rise of Hitler

Forest Society and Colonialism

Pastoralists in the Modern World

Peasants and Farmers

History and Sport: The Story of Cricket

Clothing: A Social History

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23H-23

IMPORTANT DATES

1889 — Nicholas II became the Czar of Russia.

1898 — The Social Democratic Party was formed.

1903 — The Russian Social Democratic Workers Party bifurcated into Bolsheviks and

Mensheviks.

1904–05 — The Russo-Japanese War was fought, after which Russia lost.

January 1905 — The incident of the Bloody Sunday took place.

October 1905 — Czar Nicholas II had issued the October Manifesto.

1912 — The National Health Insurance Act was passed.

1915 — Czar Nicholas II assumed command of the Russian Army.

1917 — The Russian Revolution takes place in two phases in February and October.

1918–21 — The Civil War takes place in Russia.

1923 — Stalin comes to power in Russia.

1928 — The First Five Year Plan is introduced.

1991 — The disintegration of the Soviet Union takes place and 15 new nations are formed.

NCERT TEXTBOOK QUESTIONS (Solved)

Q.1. What were the social, economic and political conditions in Russia before 1905?

Ans. Social conditions in Russia before 1905:

(i) In the nineteenth century, most of the European countries underwent important social and

economic changes, but Russia was still lagging behind. The Czars ruled as absolute monarchs and

the aristocracy was strictly feudal.

(ii) The condition of the Russian peasants was deplorable. On the other hand, the nobility and the

high clergymen enjoyed special privileges and rights. Agriculture was dominated by a few rich

landlords.

(iii) Although serfdom was abolished in Russia in 1861, the situation did not change. The methods

and tools of farming did not improve. The farmers had to pay very high dues for small pieces of

land, and most of them were under heavy debts.

Economic conditions in Russia before 1905:

(i) In the 1890s, industrialisation in Russia began and developed at a fairly fast rate. The foreign

capitalists invested large sums of money in different industries to amass huge profits. The foreign

investors were more interested in earning profits than improving the conditions of the workers.

(ii) Even the Russian industrialists exploited the workers and paid them extremely low wages. The

workers had no political rights. The conditions of the workers in Russia were very miserable.

They were forced to lead a wretched life. Hence, the workers were extremely unhappy and

dissatisfied with the prevalent conditions.

Political conditions in Russia before 1905:

(i) Russia was under the autocratic rule of Romanov Czars, who believed in the theory of Divine

Right of the Kings. Czar Nicholas II was crowned in 1894. He was an inefficient and a conservative

ruler. He was believed to be guided and influenced by a mystic, Rasputin.


11/25/2015 5:11:00 PM


27H-27

NCERT IN-TEXT QUESTIONS

Q.1. List any two differences between the capitalist and socialist ideas of private property.

Ans. The differences between the capitalist and socialist ideas of private property are as follows:

(i) Under capitalism, property and resources would be owned by private individuals. On the contrary,

socialism stands for public ownership of all means of production and resources. The

government owns and manages all the resources within a country.

(ii) The motive of the private individuals is to make profits in a capitalist economy. The welfare of

the people is the primary aim in a socialist economy.

Q.2. Imagine that a meeting has been called in your area to discuss the socialist idea of doing away with

private property and introducing collective ownership. Write the speech you would make at the

meeting if you are:

(i) a poor laboure

r working in the fi

elds

(ii) a medium-level landowner

(iii) a house owner

Ans. Try it yourself.

Q.3. Why were there revolutionary disturbances in Russia in 1905? What were the demands of

revolutionaries?

Ans. There were revolutionary disturbances in Russia in 1905 because:

(i) Japan defeated Russia in the Sino-Japanese War in 1904–1905.

(ii) The prices of the essential goods rose quickly and the real wages had declined.

(iii) People were unhappy with the Czarist rule in Russia.

The revolutionaries demanded the following:

(i) The cultivators demanded the ownership of land holdings.

(ii) The working conditions should be improved.

(iii) The wages of the workers should be increased and the working hours should be reduced.

Q.4. The year is 1916. You are a general in the Tsar's army on the eastern front. You are writing a

report for the government in Moscow. In your report suggest what you think the government

should do to improve the situation.

Ans. Try it yourself.

Q.5. Look again at Source A and Box 1 (NCERT Textbook Pages 32 and 36).

(i) List five chang

es in the mood of

the workers.

(ii) Place yourself in the position of a woman who has seen both situations and write an account

of what has changed.

Ans. (i) The changes in the mood of the workers can be described as follows:

(a) The workers were now ready to go to any extent for the welfare of their colleagues.

(b) Women become an inspiring force for their male co-workers.

(c) Unity among women and men was a unique feature which strengthened the strikes.

(d) The workers were fearless now and they did not hesitate in agitating against the factory

management.

(e) The workers came out openly in huge support for the movement.

(ii) Try it yourself.


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MBD Super Refresher Social Science – IX

H-36

(ii) International Communist movement: After the Revolution, the Communist International was

formed for promoting socialist revolutions on an international basis. The left-wing sections

in the society organised themselves into communist parties in many other countries. Thus,

international communist movement started under one organisation. The Soviet Union was

treated as the leader of the world communist movement.

(iii) Struggle between capitalists and the workers: The Revolution of 1917 set up a new society in

Russia on the basis of communist principles. It led to a struggle between the workers and the

factory-owners. This struggle terrified the capitalists of the world. Their attention was diverted

towards the improvement of working conditions and welfare of workers.

(iv) Re-definition of state: The success of socialism in Russia led to a change in the nature of

the state. In Europe, there were mainly capitalist countries based upon social and economic

inequalities. Socialism put forth that the state must play an active role in regulating the economy

of the country and improving the living standards of the people.

(v) Helped internationalism: The success of the Russian Revolution also promoted internationalism.

Many problems which were hitherto national became international. Discrimination based upon

race, colour and sex must be eradicated from the globe.

Q.5. List any five effects of the Russian Revolution on Russia.

Ans. A new economy was formed in Russia after the Russian Revolution of 1917 and its main features were:

(i) Land and agricultural implements were taken away from the landlords (or kulaks) and given away

to the committees of farmers.

(ii) Trade and all means of production came under government control.

(iii) The right to work became a constitutional right and it became the duty of the state to provide

employment to everyone. Educational opportunities were also given to the workers.

(iv) All the powers of the administration came in the hands of the committees (or soviets) of the

workers and the farmers. (v) Economic planning was adopted by which Five Year Plans were introduced to make policies for

development.HOTS CORNER Q.1. Why were the Russians unhappy with the Czarist rule?

Or

Why were the people discontented in Russia which finally led to the downfall of Czar?

Ans. The Russians were extremely discontented with the autocratic rule of the Czar. Some reasons are

given as follows: (i) Corruption in the state resulted in many difficulties for the people. Feudalism was the primary

basis of Russian agriculture. The peasants did not own any land and they were highly oppressed.

(ii) The conditions of the workers in Russia were very miserable. They were forced to lead wretched

lives. They demanded control over the industries by the workers.

(iii) The Russian army suffered heavy losses due to mismanagement of the government. The rising

prices of food and clothes added to the hardships of the people.

(iv) The non-Slav subjects of the empire demanded an equal status but the Russian autocracy

opposed this idea.


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37H-37

Q.2. ‘The First World War proved fatal and brought about the final breakdown of the Russian

autocracy.’ Discuss.

(CBSE 2011)

Ans. (i) In 1914, the First World War broke out in Europe and Czarist Russia joined the war against

Germany. The Czar had hoped to fulfill his imperial ambitions and annex a few territories.

However, it proved fatal for Russia.

(ii) The Czarist government was incapable of fighting the war properly. It exposed the inefficiency of

the Czarist regime. (iii) It was difficult for the Russian army to fight due to improper supply of war materials on time.

(iv) In the course of the war, the Russian army had to suffer heavy losses. By February 1917, six lakh

Russian soldiers had been killed in the war.

(v) The Czarist government was discredited for heavy financial losses. This led to widespread

discontent throughout the country, particularly among the military forces.

Q.3. What steps were taken by Lenin after the Russian Revolution?Or

Describe the steps taken by Lenin to improve agriculture and economy of Russia.

Ans. (i) As soon as the government fell into the hands of Bolshevik Party, the Bolshevik government

withdrew from the war. It concluded the Treaty of Brest-Litovsk in 1918 and made peace with

Germany. (ii) The estates of the landlords, the church and the nobility were confiscated and transferred to

peasant societies for cultivation.

(iii) The control of industries was transferred to committees of the workers. By the middle of 1918,

banks and insurance companies, large industries, mines, water transport and railways were

nationalised. (iv) Foreign debts were repudiated and foreign investments were confiscated.

(v) A Declaration of the Rights of People was issued. The right of self-determination was conferred

upon other nationalities. A new government called the Council of People’s Commissars was

formed under the leadership of Lenin.VALUE BASED QUESTIONS

Q.1. (i) ‘Working population in Russia was different from those of other countries of Europe

before 1917’. How?

(CBSE 2012)

(ii) What does the above statement depict?

Ans. (i) The condition of the working population was quite miserable in Russia before 1917 because:

(a) Russia was mainly an agriculturist country but the condition of the peasants was very poor.

(b) The peasants were subjected to high taxes without owning any land or resources.

(c) Many factories were set up in 1890s but most of them were under the control of the

capitalists. (d) The workers were exploited by the capitalists as they were paid less wages.

(e) Working hours were not fixed and most of the workers had to work for at least 15–18

hours. On the contrary, the situation of the workers in other European countries was far better due to

the prevalence of liberal and democratic ideas.


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39H-39

FORMATIVE ASSESSMENTA. Multiple Choice Questions (MCQs)Tick the correct option from the choices provided:

Q.1. What was the suffragette? (a) Women’s movement

(b) Property tax

(c) Land acquisition

(d) Proletariat class

Ans. (a) Women’s movement Q.2. Who was Robert Owen?

(a) A French manufacturer (b) An English manufacturer

(c) A Russian manufacturer (d) None of these

Ans. (b) An English manufacturer Q.3. What was New Harmony?

(a) A bank

(b) A cooperative community

(c) A capitalist organisation (d) A political party

Ans. (b) A cooperative community Q.4. Marx argued in favour of

ideas.

(a) Capitalist

(b) Religious

(c) Socialist

(d) Liberal

Ans. (c) Socialist Q.5. Who wrote Das Kapital? (a) Karl Marx

(b) Friedrich Engels

(c) John Locke

(d) Rousseau

Ans. (a) Karl MarxB. Fill in the BlanksFill the blanks with appropriate terms in the following sentences:

(i) The Winter Palace of the Czar was shelled from a ship called

, in 1917.

(ii) The Bolshevik army came to be known as the

Army.

(iii) The

Revolution is also known as the October Revolution.

(iv) The provisional government was led by

.

(v) After Lenin,

ruled over Russia.

Ans. (i) Aurora (ii) Red (iii) Bolshevik (iv) Alexander Kerensky (v) Joseph Stalin


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H-60

E. Fill in the BlanksFill the blanks with appropriate terms in the following sentences:

(i) An international tribunal was set up at to try Nazi war criminals.

(ii) The Treaty of was humiliating to Germany.

(iii) The people’s car produced in Germany was named as .

(iv) Japan bombed the American naval base at .

Ans. (i) Nuremberg (ii) Versailles (iii) Volkswagen (iv) Pearl Harbour

F. Picture Interpretation Q.1. Look at the following picture and answer the questions that follow:

(i) When was the Nuremberg rally held?

Ans. This rally was held in 1936. (ii) Which political party’s symbol was the Swastika?

Ans. Nazi party (iii) What was the most important aspect of Nuremberg rally?

Ans. The Nuremberg rally demonstrated Nazi power as various organisations paraded past Hitler, swore

their loyalty and listened to his speeches.

Q.2. Look at the following picture and answer the questions that follow:

(i) Who organised this rally? Ans. This rally was organised by a radical group in Germany known as the Spartacist League.

(ii) When was this rally held? Ans. It was organised in the winter of 1918–1919.


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H-42

wood for repair of buildings and they sold the lot for the taxes. In 1936, they sold two of my buildings

… the kolkhoz bought them. In 1937, of two huts I had, one was sold and one was confiscated …’

Afanasii Dedorovich Frebenev, an independent cultivator.

From: V, Sokolov (ed), Obshchestvo I Viast, v 1930-ye gody.

(i) Who was Afanasii Dedorovich Frebenev?

Ans. Afanasii Dedorovich Frebenev was an independent cultivator in Russia.

(ii) When did the local authorities increase the taxes?

Ans. The local authorities increased the taxes for the farmers in 1935.

(iii) What were the kolkhoz? Ans. The collective farms were known as the kolkhoz.

(iv) Why did some peasants oppose collectivisation?

Ans. Peasants opposed collectivisation because they would have to transfer their lands and agricultural

implements to collective farms.SELF ASSESSMENTTime: 40 Minutes

Max. Marks: 25

Very Short Answer Type Questions 1. In which year did the event of Bloody Sunday occur?

1

2. When did the Bolsheviks make peace with Germany?

1

3. What was the immediate cause of the Russian Revolution?

1

Short Answer Type Questions 4. How were the Bolsheviks different from the Mensheviks?

3

5. Explain two major causes behind the unpopularity of the Kerensky government. 3

6. Give three reasons for the end of Czarist rule in India.

3

7. Evaluate the main features of Stalin’s collectivisation programme.

3

Long Answer Type Questions 8. Describe the social, political and economic changes in Russia after the Bolsheviks

came to power in 1917.

5

9. Discuss the impact of the Russian Revolution of 1917.

5


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H-60

















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H-60

















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Important Dates help in understanding a concept in chronological order

Social Science

NCERT Textbook Exercises with answers

NCERT In-Text Questions are provided with answers

Variety of 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

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CONTENTS

PART A: HISTORY

(INDIA AND THE CONTEMPORARY WORLD–1)

1 The French Revolution H-2 – H-19

2 Socialism in Europe and the Russian Revolution H-20 – H-40

3 Nazism and the Rise of Hitler H-41 – H-58

4 Forest Society and Colonialism H-59 – H-77

5 Pastoralists in the Modern World H-78 – H-95

6 Peasants and Farmers H-96 – H-116

7 History and Sport: The Story of Cricket H-117 – H-128

8 Clothing: A Social History H-129 – H-144

PART B: GEOGRAPHY

(CONTEMPORARY INDIA–I)

1 India–Size and Location G-2 – G-26

2 Physical Features of India G-27 – G-58

3 Drainage G-59 – G-80

4 Climate G-81 – G-113

5 Natural Vegetation and Wildlife G-114 – G-140

6 Population G-141 – G-159

PART C: POLITICAL SCIENCE

(DEMOCRATIC POLITICS–I)

1 Democracy in the Contemporary World P-2 – P-20

2 What is Democracy? Why Democracy? P-21 – P-39

3 Constitutional Design P-40 – P-56

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4 Electoral Politics P-57 – P-78

5 Working of Institutions P-79 – P-101

6 Democratic Rights P-102 – P-118

PART D: ECONOMICS

1 The Story of Village Palampur E-2 – E-22

2 People as Resource E-23 – E-42

3 Poverty as a Challenge E-43 – E-59

4 Food Security in India E-60 – E-76

MBD Proposed Model Test Papers M-1 – M-9

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Part A

History (India and the Contemporary World-I)



Nazism and the Rise of Hitler

Forest Society and Colonialism

Pastoralists in the Modern World

Peasants and Farmers

History and Sport: The Story of Cricket

Clothing: A Social History

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H-2

Section 1 – Events and Processes

CHAPTER IN A NUTSHELL

OO France was a strong and powerful state in the 18th century. It was ruled by a despotic ruler. The constitution of France was such that the nobles and the clergy had special privileges, whereas the masses led a miserable life.

OO When the War of American Independence was being fought, a revolution in France was also brewing. Due to several shortcomings such as the arbitrary and autocratic government, extravagant rulers, privileged nobles and other hardships faced by the people, their tolerance came to an end.

OO The French Revolution, which broke out in 1789, was inspired by the American Revolution. It put an end to misrule and established a democratic government.

OO The French Revolution is considered as a landmark in human history because of its far-reaching consequences. All the old traditions and institutions came to an end and new political ideas of liberty, equality and fraternity developed.

OO There was an absolute monarchy in France; Louis XVI regarded himself as the representative of God on earth.

OO The French Parliament and his nobles catered to the Estates General but the king refused to acknowledge it.

OO Louis XVI taxed the people very heavily and was least bothered about their problems. OO His wife, Marie Antoinette was a conceited, unwise, haughty and an extravagant woman. OO The French administration was incompetent, disorganised, corrupt and expensive. Corruption and

disorder were rampant in every organ of the administration. OO There were three main classes in the French society namely the clergy (the First Estate), the nobles

(the Second Estate), and the merchants, professionals and peasants (the Third Estate). OO The first two classes enjoyed several rights and privileges, and were also exempted from taxation.OO One of the main reasons behind French Revolution was the social and economic conditions

prevailing in France at that time.

CONCEPTS

The French Society During the Late Eighteenth Century

The Outbreak of the Revolution Reading Political Symbols France Abolishes Monarchy and Becomes a Republic

Did Women Have a Revolution? The Abolition of Slavery


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MBD Super Refresher Social ScienceClass 9

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Author : G Singh And Mkatar

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