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NCERT Solutions for Class 9 History Chapter 5 Pastoralists In The Modern World

• NCERT Solutions
• Social Science India And The Contemporary World
• Chapter 5 Pastoralists In The Modern World

NCERT Solutions for Pastoralists in the Modern World Class 9 Questions and Answers - FREE PDF Download

Chapter 5 of Class 9 History NCERT Solutions, ‘Pastoralists in the Modern World,’ explains the life and struggles of pastoral communities in the context of modern changes. This chapter highlights the transformations that pastoralists have undergone due to colonial policies, economic pressures, and environmental changes. It examines the adaptation strategies of pastoral communities, the impact of government policies, and the challenges they face in sustaining their traditional livelihoods.

Learn social science with Class 9 History Chapter 5 questions and answers. The answers provided offer clear and precise solutions to pastoralists in the modern world class 9 questions and answers, helping you study complex topics and prepare effectively for exams. Check out the revised class 9 social science syllabus and start with Vedantu for academic excellence.

Glance on NCERT Solutions for Class 9 History Chapter 5 Pastoralists in the Modern World

Class 9 History Chapter 5 questions answer involves understanding the interactions between pastoralist societies and modern state policies.

Learn about the lives of pastoralists, the impact of colonial and modern policies on their communities, and the transformation of their traditional practices with Class 9 History Chapter 5 questions and answers.

Explore how colonial rule and contemporary state interventions affected pastoralist societies.

Pastoralists in the modern world class 9 questions and answers detailed insights into various pastoralist groups, their seasonal migration patterns, and their adaptive strategies to diverse environments.

The Class 9th History Chapter 5 gives an analysis of the ongoing issues faced by pastoralists today, including land rights and access to resources.

Provides a comprehensive understanding of the changes in pastoralist societies over time, particularly during and after the colonial period.

Encourages students to critically evaluate the impact of external policies on indigenous practises and lifestyles.

Access NCERT Solutions for Class 9 History Chapter 5 Pastoralists in the Modern World

Q1. Explain Why Nomadic Tribes Need To Move From One Place to Another. What are the Advantages to the Environment of This Continuous Movement?

Ans. The nomadic tribes need to move from one place to another for the following reasons:

a. They don't have access to regular fields where they can feed their cattle. They require pastures for their livestock to graze.

b. They cannot stay in one place for lengthy periods of time due to a lack of pasture and water.

c. They reside in lower hills during the winter when the high mountains are covered in snow. Their herds have access to grazing in the dry scrub forests.

d. During the summer, nomads began travelling up mountain slopes to summer grazing grounds. As the summer season approaches, the snow melts and the mountain fields turn green.

There are many advantages to the environment of this continuous movement. The pastoralists' cyclic movement provides enough time for natural vegetation to recover. Humans and animals use the vegetation on the upper tracks of mountains and in the foothills, which is not allowed to overgrow. The pastoralist's constant activity gives manure to the fields and allows the pastures to recover. Grazing on pastures avoids land from being overused for agriculture and other purposes.

Q2. Discuss Why the Colonial Government in India Brought In the Following Laws. In Each Case, Explain How the Law Changed the Lives of Pastoralists:

(i) Waste Land rules

Ans. The colonial rulers deemed all grazing grounds to be waste lands because they provided them no revenue. If this land could be converted to cultivated farmland, it would improve land revenue as well as agricultural production of jute, cotton, and wheat. It was for this reason that the Waste Land laws were created. They did, however, ring the death knell for pastoralists, because a rise in cultivated land meant a clear drop in pastures, and hence a loss of a source of income. 

(ii) Forest Acts

Ans. Forest Acts were implemented to conserve and preserve forests for commercially valuable timber. Pastoralists' lives were forever impacted as a result of these actions. Many forests that had formerly offered significant feed for their livestock were now closed to them. They were given licences that tracked their arrival and exit from the forests. They couldn't spend as much time in the woods as they wanted because the permit limited the amount of days and hours they could spend there.

(iii) Criminal Tribes Act 

Ans. The British authorities regarded nomadic people with suspicion and contempt, because of their constant migration. Unlike rural people in villages, who were simple to identify and control, they couldn't be traced down or confined to a certain location. As a result, colonial powers considered nomadic tribes to be criminals. In 1871, the Criminal Tribes Act was established, further destabilising the lives of pastoralists who were now required to live in registered settlements and were forbidden from leaving without a government authorization.

(iv) Grazing Tax

Ans. Grazing tax was imposed by the colonial authority in order to increase revenue. Pastoralists were required to pay a tax on each animal grazing on the pastures. Then the contractors were auctioned off this right. They charged the highest tax possible in order to recover the money they had paid to the government and make as much profit as possible. Later, the government began collecting taxes on its own. The pastoralists were harassed by tax collectors as a result of this. It became a financial burden for the pastoralists.

Q3. Give Reasons To Explain Why the Maasai Community Lost Their Grazing Lands.

Ans. In 1885, an international boundary was drawn between the two territories of British Kenya and German Tanganyika, dividing Maasai land in half.

The richest pastures were set aside for white communities, and the Maasai tribes in south Kenya and north Tanzania were assigned arid, small territories. Due to a shortage of suitable grazing places and a two-year drought, the Maasai tribes lost about 60% of their livestock. Their problems were worsened by increased cultivation and marketing of game reserves. As a result of the growing authority of colonies and negative impact on the Maasai's social life, this community gradually lost all of its grazing areas.

Q4. There Are Many Similarities in the Way in Which the Modern World Forced Changes in the Lives of Pastoral Communities in India and East Africa. Write About Any Two Examples of Changes Which Were Similar for Indian Pastoralists and the Maasai Herders.

Ans. Following were the similarities between the conditions of Indian Pastoralists and Maasai herders- 

1. Colonial powers regarded all uncultivated land as wasteland. It didn't generate any cash or produce any agricultural products. This land was turned over to agriculture. In most cases, the lands taken over were actually grazing tracts used by pastoralists on a regular basis, therefore the spread of cultivation ultimately resulted in the reduction of pastures, posing a dilemma for both Indian pastoralists and Maasai.

2. The colonial authority began placing limitations on pastoral groups in the nineteenth century. They were given permits that permitted them to move out with their stock, although obtaining permits without being harassed was difficult. Those found guilty of breaking the regulations received harsh punishment.

Topics Covered in Class 9 History Chapter 5 Pastoralists in the Modern World

Benefits of NCERT Solutions for Class 9 History Chapter 5 Pastoralists in the Modern World

Class 9 History Chapter 5 questions and answers provide clear context about the life and practices of pastoralist societies, colonial policies, and their impacts, enhancing overall comprehension.

Get insights into contemporary issues faced by pastoralists, linking historical events to present-day scenarios with Class 9 History Chapter 5 questions and answers.

Enhances understanding of environmental conservation and the socio-economic dynamics of land use, which are relevant today from Class 9th history chapter 5 question answer.

Class 9th history chapter 5 solutions are aligned with the updated CBSE guidelines for Class 9, ensuring students are well-prepared for exams.

Clear explanations of complex socialist ideas and principles help in grasping the core concepts in History Chapter 5 Class 9.

In pastoralists in the modern world class 9 questions and answers provide accurate answers to textbook questions and assist in effective exam preparation and better performance.

According to the CBSE syllabus for Class 9 History, these solutions enable students to grasp essential historical knowledge and skills required for academic success.

Along with NCERT Solutions History Class 9 Chapter 5, students can refer to Class 9 Pastoralists In The Modern World Revision Notes for effective learning.

Conclusion 

The NCERT Solutions for Class 9 Social Science Chapter 5: Pastoralists in the Modern World serves as an invaluable resource for students seeking a comprehensive understanding of the historical and contemporary issues faced by pastoralist communities. These solutions provide detailed explanations and context, making complex concepts more accessible and enhancing overall comprehension.NCERT Solutions for Chapter 5 empowers students with the knowledge and skills necessary to understand and analyse the interactions between pastoralist societies and external policies.

NCERT Solutions for Class 9 History - Other Chapter-wise Links for FREE PDF

Dive into our FREE PDF links offering chapter-wise NCERT solutions prepared by Vedantu Experts, to help you understand and master the social concepts.

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FAQs on NCERT Solutions for Class 9 History Chapter 5 Pastoralists In The Modern World

1. How can you Use the Class 9 SST Pastoralists in The Modern World Solution?

You can use the solution for Class 9 SST History Ch 5 as a reference to find out the best way to frame an answer related to the exercises. Your writing skill will increase and you will be able to concentrate better in this chapter.

2. Is it Easy to Prepare CBSE Class 9 History Pastoralists in The Modern World?

With the help of the NCERT Solution of History Class 9 Chapter 5, you can conveniently prepare the chapter. Use the answers to the exercise questions for better revision.

3. Why Should you Follow Vedantu’s Solution for Class 9 History Chapter 5 Pastoralists in The Modern World?

The answers are absolutely specific to the questions. They follow the CBSE rules and specified word count precisely.

4. How has pastoralism advanced in the modern world discussed in Pastoralists in the modern world class 9 questions and answers?

Pastoralism is a way of maintaining the cattle, sheep, camels, goats, and donkeys where these animals travel from one place to another in search of water and food. Nomads are the people who also move from place to place taking care of these animals. They produce milk, meat, animals, skin, and wool. These people earn through trade and transport whereas others combine pastoral activity with agriculture or do other odd jobs as the earnings are uncertain.

5. What is pastoralism in World History?

Nomads are people who move from one place to another for a living. It is a form of animal husbandry where domestic animals travel along with their owners. With changing laws and rules, the life of pastoralists is affected but they adapt to the changes. These pastoralists are never mentioned in most of the history textbooks. However, the world is now recognizing the importance of Pastoralism in hilly and dry areas in the world.

6. Where can students download the NCERT solutions for Chapter 5 of Class 9 Social Science?

Students can download the NCERT Solutions from the official website of Vedantu or they can use the Vedantu app and download the PDF of the solutions onto their phone. NCERT Solutions can be a great guidance for the students since they can study at their own pace and understand the concepts well. Vedantu’s NCERT Solutions provide all the questions and answers for Chapter 5 of Class 9 Social Science prepared by experts to help students ace their exam.

7. What are the topics covered in Chapter 5 of Social Science Pastoralists in the Modern World class 9 questions and answers?

There are several topics covered in Chapter 5 of Class 9 Social Science. These topics are -

Pastoral nomads and their movement

Colonial rule and pastoral life

Pastoral in Africa

To learn the topics in detail, the NCERT Solutions offered by Vedantu is the best choice. Subject experts carefully design these questions and answers to help the students understand these topics, clear all their doubts and get well-versed in this chapter.

8. What are the benefits of referring to the Class 9 History Chapter 5 pastoralists in the modern world question answer?

NCERT Solutions is the best reference material one can use to prepare for the exams. Vedantu, with the help of subject experts, created the NCERT Solutions Class 9 Social Science Chapter 5. To make studying easy and interesting, they designed a series of questions and answers that will help students get thorough in all the concepts. These solutions can be revision material for students to prepare before the exam. The Solutions contain the answers to all questions from the Class 9 Social Science NCERT textbook and are also available on the Vedantu app.

9. What topics are covered in class 9 history chapter 5 questions and answers?

Class 9 History Chapter 5 questions and answers cover the life and practices of pastoralist societies, the impact of British colonial policies, and the transformation of these societies in the modern world. It also discusses the challenges faced by pastoralists today, including issues related to land rights and access to resources.

10. How do NCERT class 9th history chapter 5 question answer help in understanding the impact of colonial policies on pastoralist societies?

The NCERT class 9th history chapter 5 question answer provides detailed explanations of how British colonial policies restricted pastoralist movements and altered their traditional lifestyles. These solutions include real-life examples and case studies that help students relate to the concepts and understand their practical implications.

11. How do pastoralists in the modern world question answer enhance analytical skills?

The pastoralists in the modern world question answer include questions that encourage critical thinking and analysis of historical events and their long-term effects on pastoralist societies. This helps students develop their ability to interpret data and draw informed conclusions.

12. What real-world applications are included in History Class 9 chapter 5 question answer?

History class 9 chapter 5 question answer discusses contemporary issues faced by pastoralists, such as land rights and resource access, linking historical events to present-day scenarios. This provides students with a better understanding of the ongoing struggles and resilience of pastoralist communities.

13. How do NCERT class 9 history ch 5 question answer help in understanding the transformation of pastoralist societies?

The class 9 history ch 5 question answer explains the socio-economic and cultural changes that occurred due to colonial and modern state interventions. They provide insights into how pastoralist societies have evolved and adapted to new challenges over time, enhancing students' understanding of historical continuity and change.

NCERT Class 9 Social Science India and the Contemporary World - I Chapter wise Solutions

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Pastoralists in the Modern World Class 9 Extra Questions History Chapter 5

Pastoralists in the modern world class 9 extra questions social science history chapter 5.

Extra Questions for Class 9 Social Science History Chapter 5 Pastoralists in the Modern world

Pastoralists in the Modern World Class 9 Extra Questions Very Short Answer Type Questions

Question 1. The Gujjar Bakarwals of Jammu and Kashmir are great herders of _________ . Answer: Goat and sheep

Question 2. When the high mountains were covered with snow, the herds were grazed in the _________ . Answer: Low hills

Question 3. The Gaddi shepherds belong to _________ . Answer: Himachal Pradesh

Question 4. The Gaddi shepherds spent their winter in _________ . Answer: The low hills of Siwalik range

Question 5. Why were wasteland rules enacted by the colonial officials ? Answer: To turn the uncultivated lands into cultivable lands.

Question 6. Africans depend on some form of pastoral activity for their _________ . Answer: Livelihood

Question 7. The Maasai cattle herders live primarily in _________ . Answer: East Africa

Question 8. Name the pastoral communities of the mountains. Answer: Gujjars, Gaddis, Bhotiyas and Sherpas

Question 9. The word Maasai means _________ . Answer: My people

Question 10. In 1885, Massailand was cut into half with an international boundary between : Answer: Kenya and Tanganyika

Question 11. Give one advantage of changing grazing lands into cultivated farms by British in India. Answer: Land revenue was one of the main sources of income, by expanding cultivation it would increase its revenue collection.

Question 12. Large areas of grazing land in East Africa were turned into _________ . Answer: Game reserves.

Question 13. When did European imperial powers divide Africa into different colonies? Answer: 1885.

Question 14. Maasai society was divided into two social categories _________ . Answer: Elders and warriors.

Question 15. What kind of permit was given to the pastoralists by the forest department? Answer: The permit specified the periods in which these pastoralists could live legally within a forest. If they overstayed they were made to pay fines.

Question 16. The Criminal Tribes Act, 1871 classified the communities of craftsman, traders and pastoralists as _________ . Answer: Criminal Tribes.

Question 17. What was the status of the Massai pastoralists in pre-colonial times ? Answer: They had dominated their agricultural neighbours both economically and politically.

Question 18. Who were called “The Elders’ in Maasai society? Answer: The Elders formed the ruling group and met in periodic councils to decide on the affairs of the community and settle disputes.

Question 19. What are the main occupations of Raikas? Answer: Raikas combined a range of different activities-cultivation, trade, and herding to make their living.

Question 20. Who were ‘Dhangars’ ? Answer: ‘Dhangars’ were an important pastoral community of Maharashtra.

Question 21. What are the major activities of the pastoral communities of Africa? Answer: They raise cattle, camels, goats, sheep and donkeys. They sell milk, meat, animal skin and wool.

Question 22. What kind of duty was assigned to the warriors? Answer: They defended the community and organised cattle raids.

Question 23. Where is the Serengeti National Park located? Answer: The Serengeti National Park is in Tanzania.

Pastoralists in the Modern World Class 9 Extra Questions Short Answer Type Questions

Question 1. Who are nomadic pastoralists ? Answer:

• Nomads are people who do not live at one place but move from one area to another to earn their living.
• In many parts of India, we can see nomadic pastoralists on the move with their herds of goats and sheep, or camels and cattle.
• They move place to place in search of new pastures for their herds of goats and sheep.

Question 2. What happened to the animal’s stock when pasture lands were turned into cultivated lands ? Answer: As pasturelands disappeared under the plough, the existing animal stock had to feed on whatever grazing land remained. This led to continuous intensive grazing of these pastures. Usually nomadic pastoralists grazed their animals in one area and moved to another area. These pastoral movements allowed time for the natural restoration of vegetation growth. When restrictions were imposed on pastoral movements, grazing lands came to be continuously used and the quality of pastures declined. This in turn created a further shortage of forage for animals and the deterioration of animal stock. Underfed cattle died in large numbers during scarcities and famines.

Question 3. What do you know about the lifestyle of Gujjars of Garhwal and Kumaun ? Answer:

• In Garhwal and Kumaun, the Gujjar cattle herders came to the dry forests of the bhabar in the winter, and went to the high meadows, the Bugyals, in summer.
• Many of them were originally from Jammu and came to the UP hills in the 19th century’ in search of good pastures.
• This pattern of cyclical movement between summer and winter pastures was typical of many pastoral communities of the Himalayas.

Question 4. Describe the life of pastoralists inhabiting the mountains of India. Answer: (a) The Gujjar Bakarwals of Jammu and Kashmir, the Gaddi shepherds of Himachal Pradesh, the Gujjar cattle herders of Garhwal and Kumaun, the Bhotiyas, the Sherpas and Kinnauris move annually between their summer and winter grazing grounds governed by the cycle of seasonal movements. (b) 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.

Question 5. Discuss the main features of the pastoral nomads of Karnataka and Andhra Pradesh. Answer:

• In Karnataka and Andhra Pradesh, we found the dry central plateau covered with stone and grass inhabited by cattle, goat and sheep herders.
• The Gollas herded cattle and the Kurumas and Kurubas reared sheep and goats and sold woven blankets. They lived near the woods, cultivated small patches of land, engaged in a variety of petty trades and took care of their herbs.
• The pastoral nomads of these two southern states lived near the forests, cultivated small patches of land, engaged themselves in different petty trades and took care of the herds.

Question 6. Name the pastoral communities of Africa. Where are they found ? What are their occupations ? Answer:

• The Bedouins, Berbers, Maasai, Somali, Boran and Turkana are some of the pastoral communities of Africa.
• Most of them are found in semi-arid grasslands or arid deserts where rainfed agriculture is difficult.
• They raise cattle, camels, goats, etc. and sell their products like milk and meat. Others earn their living through trade and transport. Some of then combine pastoral activity with agriculture while still others do a variety of odd jobs to supplement their meagre and uncertain earnings.

Question 7. Under colonial rule, what were the changes in the life of pastoralists ? Answer: Following were the changes that took place in the life of pastoralists under the colonial rule :

• Under colonial rule, the life of pastoralists changed dramatically. Their grazing grounds shrank.
• The revenue they had to pay was increased.
• Their movements were regulated.
• Their agricultural stock declined and their trades and crafts were adversely affected. (Any three points)

Question 8. What factors had to be kept in mind by the pastoralists in order to survive ? Answer: Following factors had to be kept in mind by pastoralists in order to survive :

• They had to judge how longtfie herds could stay in one area and know where they could find water and pasture.
• They needed to calculate the timing of their movements, and ensure that they could move through different territories.
• They also had to set up a relationship with farmers on the way, so that the herds could graze in harvested fields and manure the soil.
• They also had to combine a range of different activities-cultivation, trade and herding-to make their living. (Any three points)

Question 9. How did the Forest Acts change the life of pastoralists ? Answer: The Forest Acts change the life of pastoralists in the following ways : (a) Forest Acts were enacted to protect and preserve forests for timber which was of commercial importance. (b) They were now prevented from entering many forests that had earlier provided valuable forage for their cattle. Even in the areas they were allowed entry, their movement were regulated. (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 periods in which they could be legally within a forest. If they overstayed they were liable to fives.

Question 10. What was the impact of frequent drought on the pasture lands of Maasai community ? Answer: Drought affects the life of pastoralists everywhere. When rains fail, and pastures are dry, cattle are likely to starve unless they can be moved to areas where forage is available. But from the colonial period, the Maasai were bound down to a fixed area, confined within a reserve, and prohibited from moving in search of pastures. They were cut off from the best grazing lands and forced to live within a semi-arid tract prone to frequent droughts.

Since they could not shift their cattle to places where pastures were available, large numbers of Maasai cattle died of starvation and disease in these years of drought. An enquiry in 1930 showed that the Maasai in Kenya possessed 720,000 cattle, 820,000 sheep and 171,000 donkeys. In just two years of severe drought, 1933 and 1934, over half the cattle in the Maasai Reserve died.

Question 11. Who were Banjaras ? Answer:

• Banjaras were another well-known group of graziers. Banjaras were nomadic.
• They were to be found in the villages of Uttar Pradesh, Punjab, Rajasthan, Madhya Pradesh and Maharashtra.
• In search of good pastureland for their cattle, they moved over long distances, selling plough cattle and other goods to villagers in exchange for grain and fodder.

Question 12. What kind of life did the chiefs appointed by the colonial government lead ? Answer: The chiefs appointed by the colonial government often accumulated wealth over time. They had a regular income with which they could buy animals, goods and land. They lent money to poor neighbours who needed cash to pay taxes. Many of them began living in towns and became involved in trade. Their wives and children stayed back in the villages to look after the animals. These chiefs managed to survive the devastations of war and drought. They had both pastoral and non-pastoral income and could buy animals when their stock was depleted.

Question 13. Explain any three laws which were introduced by the colonial government in India, which changed the lives of pastoralists. Answer:

• From the mid-nineteenth century, Wasteland Rules were enacted in various parts of the country. By these rules uncultivated lands were taken over and given to selected ‘ individuals.
• By the mid-nineteenth century, various Forest Acts were also enacted in different provinces. Through these Acts some forests which produced valuable timber like deodar or sal were declared ‘Reserved’. No pastoralist was allowed access to these forests. Other forests were classified as ‘protected’.
• In 1871, the colonial government in India passed the ‘Criminal Tribes Act’. By this Act, many communities of craftsmen, traders and pastoralists were classified as Criminal Tribes. They were stated to be criminal by nature and birth. Once this act came into force, these communities were expected to live only in notified village settlements.
• To expand its revenue income, the colonial government looked for every possible source of taxation. So, tax was imposed on land, on canal water, on salt, on trade goods, and even on animals (the Grazing Tax). (Any three)

Question 14. Write a short note on Gujjar Bakarwals of Jammu and Kashmir. Answer: The Gujjar Bakarwals of Jammu and Kashmir are great herders of goat and sheep. Many of them migrated to this region in the nineteenth century in search of pastures for their animals. Gradually, over the decades, they established themselves in the area, and moved annually between their summer and winter grazing grounds.

In winter, when the high mountains were covered with snow, they lived with their herds in the low hills of the Siwalik range. The dry scrub forests here provided pasture for their herds. By the end of April, they began their northern march for their summer grazing grounds.

By end September the Bakarwals were on the move again, this time on their downward journey, back to their winter base. When the high mountains were covered with snow, the herds were grazed in the low hills.

Pastoralists in the Modern World Class 9 Extra Questions Long Answer Type Questions

Question 1. Where do the Raikas live ? Mention characteristics of their economy and life. Answer: The Raikas lived in the deserts of Rajasthan. The characteristics of their economy and life are :

• As the rainfall in Rajasthan,was meagre and uncertain, so the Raikas found the cultivation of their land tracts very difficult. Their harvest fluctuated every year. Over vast stretches, no crop could be grown. Therefore, the Raikas combined cultivation with pastoralism.
• During the monsoons, the Raikas of Banner, Jaisalmer, Jodhpur and Bikaner stayed in their home villages, where pasture was available.
• By October, when these grazing grounds were dry and exhausted, the Raikas moved out in search of other pasture and water, and returned again during herded next rainy season.
• One group of Raikas—known as the Maru (desert) Raikas—herded camels and another group reared goats and sheep.
• Therefore, we can say that the life of the Raikas as pastoral groups was sustained by a careful consideration of a host of factors. They had to judge how long the herds could stay in one area of Rajasthan, and know where they could find water and pasture in Rajasthan and nearby provinces.

Question 2. Discuss the main features of life of the Dhangars pastoral community of Maharashtra. Answer: The main feature of life of the Dhangars :

• Dhangars were an important pastoral community of Maharashtra. In the early twentieth century, their population in this region was about 4,67,000.
• Most of the Dhangars were shepherds, some were blanket weavers and still others were buffalo herders.
• The Dhangar shepherds stayed in the central plateau of Maharashtra during the monsoon. This was a semi-arid region with low rainfall and poor soil. It was covered with thorny scrub. Nothing but dry crops like bajra could be sown here.
• In the monsoon, the central plateau became a vast grazing ground for the Dhangar flocks.
• By October, the Dhangars harvested their bajra and started on their move towards west. After a march of about a month, they reached the Konkan. This was a flourishing agricultural tract with high rainfall and rich soil. Here, the shepherds were welcomed by Konkan peasants.

Question 3. Write down the main features of the life of Gaddi shepherds of Himachal Pradesh. Answer: The main features of the life of Gaddi shepherds of Himachal Pradesh as given below :

• In different areas of the mountains, the Gaddi shepherds of Himachal Pradesh had cycle of seasonal movement. In winter, they moved downward and in summer, they moved upward to the valley. Gaddi shepherds also spent their winter in the low hills of Siwalik range, grazing their flocks in scrub forests. By April, they moved north and spent the summer in Lahul and Spiti. When the snow melted and the high passes were clear, many of them move on to higher mountain meadows.
• By September, Gaddi shepherds bean their return movement. On the way, they stopped once again in the villages of Lahul and Spiti, reaping their Kharif crop and sowing their Rabi crop. Then,- they come down with their flock to their lower areas or plains on the Siwalik hills.
• Next April, with the coming of summer, Gaddi shepherds, once again, began their march with their sheep and goats, to the summer meadows.

Question 4. Describe the social organisation of the Maasai tribe in the pre-colonial times. What changes occurred in Maasai community during colonial period ? Answer: Maasai society was divided into two social categories – elders and warriors. The elders formed the ruling group and met in periodic councils to decide on the affairs of the community and settle disputes. The warriors consisted of younger people, mainly responsible for the protection of the tribe. They defended the community and organised . cattle raids. Raiding was important in a society where cattle was wealth. It is through raids that the power of different pastoral groups was asserted. Young men came to be recognised as members of the warrior class when they proved their manliness by raiding the cattle of other pastoral groups and participating in wars. They, however, were subject to the authority of the elders.

To administer the affairs of the Maasai, the British introduced a series of measures that had important implications. They appointed chiefs of different sub-groups of Maasai, who were made responsible for the affairs of the tribe. The British imposed various restrictions on raiding and warfare. Consequently, the traditional authority of both elders and warriors was adversely affected.

Question 5. How did the Indian pastoralists cope with the changes that was brought about by the British colonial officials ? Answer: Under colonial rule, the life of pastoralists changed dramatically. Their grazing grounds shrank, their movements were regulated, and the revenue they had to pay increased.

• Some reduced the number of cattle in their herds, since there was not enough pasture to feed large numbers.
• Others discovered new pastures when movement to old grazing grounds became difficult. After 1947, the camel and sheep herding Raikas, for instance, could no longer move into Sindh and graze their camels on the banks of the Indus, as they had done earlier
• In recent years they have been migrating to Haryana where sheep can graze on agricultural fields after the harvests are cut. This is the time that the fields need manure that the animals provide.
• Over the years, some richer pastoralists began buying land and settling down, giving up their nomadic life. Some became settled peasants cultivating land, others took to more extensive trading.
• Many poor pastoralists, on the other hand, borrowed money from moneylenders to survive. At times they lost their cattle and sheep and became labourers, working on fields or in small towns.

Pastoralists in the Modern World Class 9 NCERT Extra Questions

Question 1. Where do the Pastoralists normally live? Answer: The Pastorals normally live in the mountainous areas. These mountain areas are e generally covered with lots of shrub forests. These shrubs provide food for their cattle and sheep.

Question 2. Name the pastoralists in India and mention where they lived? Answer: There were seven major pastoralist communities in India. They were

• The Bakarwals of Jammu and Kashmir
• The Gaddi shepherds of Himachal Pradesh
• The Gujjar cattle herders of Garhwal and Kumaon
• Dhangars of Maharashtra.
• The Gollas, Kurumas and Kurubas of Karnataka and Andhra Pradesh.
• The Banjaras of Uttar Pradesh, Punjab, Rajasthan, Madhya Pradesh & Maharashtra
• The Raika of the Rajasthan desserts.

Question 3. Trace the movement of the Bakarwals of Jammu and Kashmir. Answer: The Bakarwals of Jammu and Kashmir reared goats and sheep. They lived with their herds on the low hills of the Siwalik range.

In winter, when the mountains were covered with snow they moved on to the valleys of Kashmir. Several families moved together in a Kafila. The crossed the Pir Panjal passes of the mountains and entered the valley. In summer when the snow melts, the Bakarwals return to the mountains which are now covered with lush green grasslands.

Question 4. Name the two groups in the Raikas of the Rajasthan deserts. Answer: The Raikas of the Rajasthan desserts can be classified into two groups according to the animals they reared. The Marus Raikas reared camels while the Raikas reared sheep and goats.

Question 5. What were the activities that the Raikas were involved in? Answer: The Raikas combined a range of different activities – cultivation, trade and herding – to make their living . During the monsoons, the Raikas of Barmer, Jaisalmer, Jodhpur and Bikaner stayed in their villages and cultivated crops. They traded with the local farmers to get their requirement. They also had to maintain good relations with the local farmers so that the farmers would let their cattle graze in harvested fields.

The Raikas had to be good in predicting the weather so that they would be able to move about safely. They had to be experts in sporting natural resources water and pasture.

Question 6. Write a note on the Dhangars of Maharashtra. Answer: Dhangars were an important pastoral community in Maharashtra. In the early twentieth century their population was estimated to be 467,000. The Dhangras were mainly shepherds. Some of them were blanket weavers, while a few reared buffaloes.

The Dhangars stayed in the central plateau of Maharashtra during the monsoons. The central plateau had very low rain fall and was very dry. It was covered with only thorny shrubs. As the soil was poor only dry crops like bajra could be grown there.

During monsoon the picture was entirely different. The area became a vast grazing ground for the Dhangar flocks. The Dhangars harvested their bajra by October every year and then moved westward.

The Dhangars reached Konkan in the month of March, annually. Konkan was a flourishing agricultural land with high rainfall and rich soil. The pastoralists were welcomed by Konkani peasants. The Konkani peasants also gave supplies of rice to the Dhangars , who took it back to the plateaus, where grain was scarce.

As the monsoons set, the Dhangars left the Konkan and the coastal areas with their flocks and returned to their settlements on the dry plateau as their sheep could not tolerate the wet monsoon conditions. Constant movement was the way of life of the pastoralists.

Question 7. What are Gujjar Mandaps? Answer: The huts in which the Gujjar cattle herders, of Ghahwal stay, are called Gujjar Mandaps. These huts are made up of bamboo and grass. They are situated at about 10,000 to 11,000 feet, as buffaloes cannot climb any higher. The mandap is also a work place for the herders. They make ghee in these huts.

Question 8. Mention the Acts that were enforced by the colonial government that affected the lives of the pastoralist community. Answer: The colonial government enforced four major laws that affected the pastoralists in a devastating manner. They were Waste Land rules Forest Acts Criminal Tribes Act Grazing Tax.

Question 9. How did the laws enforced by the colonial government affect the lived of the pastoralists? Answer: The laws brought a lot of hardship to the pastoralists. The laws led to a serious shortage of pastures, which was very important for the nomads. Under the new laws grazing lands were taken over and turned into cultivating fields and thus the available area of pastureland declined.

The reservation of forests meant that shepherds and cattle herders could no longer freely graze their cattle in the forests. The restrictions and reservations the laws enforced threatened the very livelihood of the pastoralists and many had to resettle and adapt themselves to the new ways of the world.

Question 10. How did the pastoralists cope with the changes brought about by the new laws? Answer: Pastoralists reacted to these changes in a variety of ways. Some reduced the number of cattle in their herds, since there was not enough pasture to feed large numbers. Others discovered new pastures, when old grazing grounds were banned by the government.

Over the years, some rich pastoralists began buying land and settling down, giving up their nomadic life they settled down to cultivating land. Others took to extensive trading.

Poor pastoralists, borrowed money from moneylenders to survive, at times they lost their cattle and sheep and became labourers, working on fields or in small towns. The changes that took place in India, was also seen in other parts of the world. New laws and settlement patterns forced pastoral communities to alter their lives.

Question 11. Mention a few Pastoral communities in Africa. Answer: There are over 22 million Africans depending on some form of pastoral activity or other for their livelihood, till today. Some of the Pastoral communities in Africa are :- Bedouins Berbers Maasai Somali Boran Turkana Most of them now live in the semi-dry grasslands or deserts where rain fed agriculture is difficult.

Question 12. What were the social changes that occurred in the Maasai pastoral community? Answer: The social changes in the Maasai society occurred at two levels. Firstly, the traditional difference based on age, between the elders and warriors, was disturbed, though it did not break down entirely. Secondly, a new distinction between the wealthy and poor pastoralists developed.

The pastoral communities in different parts of the world were affected in a variety of ways, by the changes in the modern world. New laws and new borders affected the patterns of their movement and their livelihood.

Question 13. How did the pastoralists in Africa adapt themselves to tide over the bad times? Answer: The life of poor pastoralists, in Africa, who depended mainly on their livestock, became very difficult in times of war and famine. during these times they lost every thing.

To tide over the bad times the pastoralists had to go looking for work in towns. Some found a living as charcoal burners and others did odd jobs. A few of the pastoralists were lucky to get more regular work in road or building construction.

Question 14. How did the British administer the affairs of the Maasai community? Answer: The British appointed chiefs of different sub-groups of the Maasai community to administer their affairs. They were made responsible for the affairs of the tribe. The chiefs appointed by the colonial government accumulated wealth over the years. They had a regular income with which they could buy animals, goods and land. Many of them began living in towns, and became involved in trade.

Question 15. What were the views of Environmentalists and economists on pastoral nomadism? Answer: Environmentalists and economists felt that pastoral nomadism was the way of life that was best suited to many hilly and dry regions of the world.

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NCERT Solutions for Class 9 History Chapter 5 Pastoralists In The Modern World | Question Answer PDF

NCERT Solutions for Class 9 History Chapter 5 Pastoralists In The Modern World has been published by Aglasem. You can now download the Class 9 History Ch 5 Questions and Answers PDF here. This NCERT Solutions for Class 9 History contains answers of all questions asked in Chapter 5 in textbook, India and The Contemporary World I . Therefore you can refer it to solve Pastoralists In The Modern World exercise questions and learn more about the topic.

NCERT Solutions for Class 9 History Chapter 5 Pastoralists In The Modern World

Class – Class 9 Subject – History Chapter – Ch 5 Chapter Name – Pastoralists In The Modern World Book – India and The Contemporary World I Study Material – NCERT Solutions

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NCERT Solutions for Class 9 History

There are more chapters to study besides Pastoralists In The Modern World in this subject. So here are NCERT solutions for all topics of History taught in 9th class here at aglasem.

• History – India and The Contemporary World I
• Chapter 1 The French Revolution
• Chapter 2 Socialism in Europe and the Russian Revolution
• Chapter 3 Nazism and the Rise of Hitler
• Chapter 4 Forest Society and Colonialism
• Chapter 5 Pastoralists In The Modern World
• Civics – Democratic Politics I
• Chapter 1 What Is Democracy? Why Democracy?
• Chapter 2 Constitutional Design
• Chapter 3 Electoral Politics
• Chapter 4 Working Of Institutions
• Chapter 5 Democratic Rights
• Geography – Contemporary India I
• Chapter 1 India – Size and Location
• Chapter 2 Physical Features of India
• Chapter 3 Drainage
• Chapter 4 Climate
• Chapter 5 Natural Vegetation and Wildlife
• Chapter 6 Population
• Chapter 1 The Story of Village Palampur
• Chapter 2 People as Resource
• Chapter 3 Poverty as a Challenge
• Chapter 4 Food Security in India

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If you’re seeking Class 9 Social Science Case Study Questions, you’ve come to the correct spot. Students can use Class 9 Social Science Case Study Questions to help them answer a variety of questions about the Class 9 Social Science case study.

The CBSE Board has included case study questions in Class 9 Social Science examination pattern. As a result, it becomes an indispensable study tool.

The need for a student-friendly app to explain and facilitate the understanding of the social sciences subject has been felt for a long. Especially for students who do not have a strong foundation in Class 9 Social Science. With myCBSEguide , class 9 social science students now have a place where they can find resources that are student-friendly, interesting and easy to understand.

Class 9 Social Science Case Study questions are intended to assess student’s abilities to apply their learning to practical scenarios. You’ll need to employ your critical thinking and problem-solving skills to come up with the best solution. Class 9 Social Science case study questions are designed to test your knowledge and help you improve your skills.

Class 9 Social Science Case Study Questions Samples

myCBSEguide has identified the essential themes connected to CBSE case study questions for Class 9 Social Science that every student should be aware of following a comprehensive examination of CBSE Sample Papers and Marking Scheme. Students in Class 9 Social Science will benefit from this information in understanding the changes in the Class 9 Social Science. For a better understanding and analysis, students should refer to the example of Class 9 Social Science case study questions attached below:

Class 9 Social Science Case Study Question 1

Read the source given below and answer the questions that follow: On the morning of 14 July 1789, the city of Paris was in a state of alarm. The king had commanded troops to move into the city. Rumours spread that he would soon order the army to open fire upon the citizens. Some 7,000 men and women gathered in front of the town hall and decided to form a peoples’ militia. They broke into a number of government buildings in search of arms. Finally, a group of several hundred people marched towards the eastern part of the city and stormed the fortress-prison, the Bastille, where they hoped to find hoarded ammunition. In the armed fight that followed, the commander of the Bastille was killed and the prisoners released – though there were only seven of them. Yet the Bastille was hated by all because it stood for the despotic power of the king. The fortress was demolished and its stone fragments were sold in the markets to all those who wished to keep a souvenir of its destruction. The days that followed saw more rioting both in Paris and the countryside. Most people were protesting against the high price of bread. Much later, when historians looked back upon this time, they saw it as the beginning of a chain of events that ultimately led to the execution of the king in France, though most people at the time did not anticipate this outcome. Answer the following MCQs by choosing the most appropriate option:

On 14th July, 1789 the people of the ________ estate attacked the Bastille prison and freed all the prisoners signalling the start of the _________.

• first, civil war
• fourth, Russian war
• second, movement
• third, revolution

Which of the following statement is incorrect?

• The Bastille was the fortress-prison.
• The Bastille stood for the democratic power of the king.
• On the morning of 14 July 1789, the people of Paris stormed Bastille
• All are correct

In the question given below, there are two statements marked as Assertion (A) and Reason (R). Read the statements and chose the correct option: Assertion (A): The people of France storm the Bastille. Reason (R): They were hopeful to find King Louis XIV and commander of the Bastille there.

• Both A and R are correct and R is the correct explanation of A.
• Both A and R are correct but R is not the correct explanation of A.
• A is correct but R is wrong.
• Both A and R are wrong.

What was the immediate cause of rioting in Paris?

• Atrocities by the commander
• The high price of bread
• The killing of women and children
• All of these

Answer Key:

• (d) third, revolution
• (b) The Bastille stood for the democratic power of the king. [Explanation: The Bastille stood for the despotic power of the king.]
• (c) A is correct but R is wrong. [Explanation: The people of France stormed the fortress-prison, the Bastille because they were hopeful to find hoarded ammunition there.]
• (b) high price of bread

Class 9Social Science Case Study Question 2

Read the extracts and answer the question that follows:

The Himalayas, geologically young and structurally fold mountains stretch over the Himalayas northern borders of India. These mountain ranges run in a west-east direction from the Indus to the Brahmaputra. The Himalayas represent the loftiest and one of the most rugged mountain barriers of the world. They form an arc, which covers a distance of about 2,400 Km. Their width varies from 400 Km in Kashmir to 150 Km in Arunachal Pradesh. The altitudinal variations are greater in the eastern half than those in the western half. The Himalaya consists of three parallel ranges in its longitudinal extent. A number of valleys lie between these ranges. The northern most range is known as the Great or Inner Himalayas. It is the most continuous range consisting of the loftiest peaks with an average height of 6,000 metres. It contains all the prominent Himalayan peaks.

The folds of Great Himalayas are asymmetrical in nature. The core of this part of Himalayas is composed of granite. It is perennially snow bound, and a number of glaciers descend from this range.

• The Great or Inner Himalayas is also known as?
• Give two features of the folds of Great Himalayas.
• Give two features of the Inner Himalayas.
• The Great or Inner Himalayas is also known as the ‘Himadri’.
• (Any two relevant points)
• The folds of Great Himalayas are asymmetrical in nature.
• The core of this part of Himalayas is composed of granite.
• It is perennially snow bound, and a number of glaciers descend from this range.
• Features of the Inner Himalayas:
• It is the most continuous range consisting of the loftiest peaks with an average height of 6,000 metres.
• It contains all the prominent Himalayan peaks.  

Class 9 Social Science Case Study Question 3

Read the source given below and answer the questions that follow: In Pakistan, General Pervez Musharraf led a military coup in October 1999. He overthrew a democratically elected government and declared himself the ‘Chief Executive’ of the country. Later he changed his designation to President and in 2002 held a referendum in the country that granted him a five-year extension. Pakistani media, human rights organisations and democracy activists said that the referendum was based on malpractices and fraud. In August 2002 he issued a ‘Legal Framework Order’ that amended the Constitution of Pakistan. According to this Order, the President can dismiss the national and provincial assemblies. The work of the civilian cabinet is supervised by a National Security Council which is dominated by military officers. After passing this law, elections were held to the national and provincial assemblies. So Pakistan has had elections, elected representatives have some powers. But the final power rested with military officers and General Musharraf himself. Clearly, there are many reasons why Pakistan under General Musharraf should not be called a democracy. People may have elected their representatives to the national and provincial assemblies but those elected representatives were not really the rulers. They cannot take the final decisions. The power to take final decision rested with army officials and with General Musharraf, and none of them were elected by the people. This happens in many dictatorships and monarchies. They formally have an elected parliament and government but the real power is with those who are not elected. In a few countries, the real power was with some external powers and not with locally elected representatives. This cannot be called people’s rule. Answer the following MCQs by choosing the most appropriate option:

What is the meaning of Referendum?

• Direct vote in which the entire electorate is asked to either accept or reject a particular proposal
• A form of government in which the rulers are elected by the people
• A system where the majority or elected representatives are allowed to take decisions on behalf of all the people

In the question given below, there are two statements marked as Assertion (A) and Reason (R). Read the statements and chose the correct option: Assertion (A): Pakistan not considered a democratic country even after having elections Reason (R): Despite elections to the national and provincial assemblies, the final powers rested with General Musharraf and military officers.

• Both A and R are true and R is the correct explanation of A.
• Both A and R are true but R is not the correct explanation of A.
• A is wrong but R is correct.

After the passage of the ________, elections were held to the national and state assemblies.

• Military rule
• Legal Framework Order
• Both (b) and (c)

Does the given source explain the significance of which feature of democracy?

• Democracy must be based on a free and fair election
• In a democracy, the final decision-making power must rest with those elected by the people
• In a democracy, each adult citizen must have one vote
• Democratic government rules within limits set by constitutional law and citizens’ rights
• (a) Direct vote in which the entire electorate is asked to either accept or reject a particular proposal
• (a) Both A and R are true and R is the correct explanation of A.
• (c) Legal Framework Order
• (b) In a democracy, the final decision-making power must rest with those elected by the people

Steps to Master Class 9 Social Science Case Study Questions

Class 9 Social Science case study questions can be daunting, but there are some strategies you can use to ace them. There is no one-size-fits-all answer to Class 9 social science case study questions. The best way to solve a social science case study will vary depending on the specific case in question. However, there are some general tips that can be followed in order to improve your chances of success while answering class 9 social science case study questions.

• First, make sure to read the question carefully and understand what is being asked. It is often helpful to re-read the question after gathering all of your information.
• Next, organize your thoughts and create an outline of your answer. This will help you to stay on track and include all relevant information.
• Finally, write your answer in a clear and concise manner.

Class 9 Social Science Content Structure

Class 9 social science content is divided into four parts: History, Geography, Economics and Political Science. Each part is further divided into smaller themes/chapters.

Each of these topics given in Class 9 Social Science is important in its own right, and together they provide a comprehensive overview that affect our world today. The content is structured in such a way as to provide Class 9 Social Science students with a broad understanding of each issue, while also allowing them to focus on specific areas that are of particular interest to Class 9 Social Science students.

Class 9 Social Science COURSE CONTENT 

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Class 9 History Chapter 5 Extra Questions and Answers Pastoralists in the Modern World

August 2, 2021 by Prasanna

CBSE Class 9 History Chapter 5 Extra Questions Pastoralists in the Modern World Pdf free download are part of Extra Questions for Class 9 Social Science . Here we have given NCERT Extra Questions for Class 9 Social Science SST History Chapter 5 Pastoralists in the Modern World.

You can also practice NCERT Solutions for Class 9 History Chapter 5 Questions and Answers on LearnInsta.com.

NCERT Class 9 History Chapter 5 Extra Questions and Answers Pastoralists in the Modern World

Very Short Answer Type Questions

Question 1. Name the regions of the cyclic movement of Kurumas and Kurubas. [CBSE 2015] Answer: The Kurumas and Kurubas lived in Karnataka and Andhra Pradesh. In the dry season they moved near the coast and left when the rains came.

Question 2. Which Pastoralist nomads live in Karnataka and Andhra Pradesh? [CBSE 2016] Answer: The pastoralist nomads who lived in Karnataka and Andhra Pradesh were: (a) The Gollas. (b) Kurumas and Kurubas.

Question 3. Why were the British officials suspicious of the nomadic people? Give one reason. [CBSE 2016] Answer: The British officials were suspicious of the nomadic people because they distrusted mobile craftmen and traders who sold their goods in villages, and pastoralists who changed their places or residence every season. They were considered as criminals.

Question 4. How did the Gaddis earn their livelihood? [CBSE 2016] Answer: They sold milk, ghee and other products.

Question 5. What are bugyals? Answer: Bugyals are vast natural pastures on the high mountains, about 12,000 feet. After April the entire mountainside is covered with a variety of grasses, roots and herbs. By monsoon these pastures are covered with thick vegetation and wild flowers.

Question 6. Who are Gujjar Bakarwals? Answer: Gujjar Bakarwals of Jammu and Kashmir are herders of goat and sheep.

Question 7. What is Bhabhar? Answer: It is a dry forested area in the foothills of Garwhal and Kumaun.

Question 8. Who were Bhotiyas, Sherpas and Kinnauris? Answer: They were the pastoral communities of the Himalayas.

Question 9. Name the most important pastoral community of Maharashtra. Answer: Dhangars were an important pastoral community of Maharashtra.

Question 10. Why were the Dhangars welcomed by the Konkani peasants? Answer: After the kharif crops were harvested, the field had to be fertilised for the rabi crops. Dhangar flocks manured the fields and fed on the stubble. Dhangars were also given supplies of rice which they supplied to the plateau where grain was scarce.

Question 11. Why did the Dhangars leave the Konkan and coastal areas before the onset of monsoon? Answer: The Dhangars left the Konkan and the coastal areas before the onset of monsoon because the sheep could not tolerate the wet monsoon conditions.

Question 12. What are ‘Kharif and ‘rabi crops’? Answer: Kharif is the autumn crop, usually harvested between September and October. Rabi, the spring crop, usually harvested after March.

Question 13. What is a Gujjar Mandap? Answer: A Gujjar Mandap is a place where the Gujjar cattle herders live. It is made of ringal and grass. A mandap was also a workplace, where the Gujjar made ghee for the purpose of sale.

Question 14. Name the cattle, goat and sheep herders found in Karnataka and Andhra Pradesh. Answer: The Gollas herded cattle, the Kurumas and Kurubas reared sheep and goat and sold woven blankets.

Question 15. What defined the seasonal rhythms of the movement of the pastoralists in Karnataka and Andhra Pradesh? Answer: It was the alternation of the monsoon and dry season which defined the seasonal rhythms of the movement of pastoralists in Karnataka and Andhra Pradesh. In dry season they moved to the coastal areas and left when the rains came.

Question 16. Who are the Banjaras? Where are they found? Answer: Banjaras are a well known group of graziers. They are found in the villages of Uttar Pradesh, Punjab, Rajasthan, Maharashtra and Madhya Pradesh.

Question 17. How did the Banjaras earn their living? Answer: By selling plough cattle and other goods to villagers in exchange for grain and fodder.

Question 18. Where did the Raikas live? What is their occupation? Answer: Raikas lived in the deserts of Rajasthan. Harvest fluctuated every year and no crop could be grown over large areas. So the Raikas combined cultivation with pastoralism.

Question 19. Who are Maru Raikas? What is their settlement called? Answer: The camel herders in the Thar desert near Jaisalmer in Rajasthan are called Maru (desert) Raikas, and their settlement is called a Dhandi.

Question 20. Name two places in Rajasthan where camel fair are held. Answer: The camel fairs are held at Balotra and Pushkar.

Question 21. What kind of forests were declared as ‘Reserved’ Forests? Answer: The forests that produced commercially valuable timber like sal and deodar were declared as Reserved Forests.

Question 22. Where do the Maasai cattle herders live? Answer: The Massai cattle herders live primarily in East Africa.

Question 23. What was the extent of area of Maasailand before colonial times? Answer: Before colonial period, Maasiland extended over a vast area from north Kenya to the steppes of north Tanzania.

Question 24. What happend to Maasailand in 1885? Answer: In 1885, the colonial powers scrambled for territorial possesions. Maasailand was cut into half with an international boundary between British Kenya and German Tanganyika. The Maasai lost 60 per cent of their pre-colonial land.

Question 25. What does the title ‘Maasai’ mean? What did they depend on for subsistence? Answer: The title ‘Maasai’ is derived from the word ‘maa’. Maa-sai means ‘My People’. Maasai are nomadic and pastoral people who depend on milk and meat for subsistence.

Question 26. State one measure introduced by the British to administer the affairs of the Maasai. Answer: (a) They appointed chiefs of different sub-groups of Maasai, who were made responsible for the affairs of the tribe. (b) The British imposed various restrictions on raiding and warfare. (Any one)

Question 27. What is meant by kafila? Answer: In winter, when the high mountains were covered with snow, the pastoralists lived with their herds in the low hills of the Siwalik range. The dry scrub forests here provided pasture for their herds. By the end of April they began their northern march for their summer grazing grounds. Several households came together for this journey, forming what is known as a kafila.

Question 28. According to environmentalists and economists why are nomadic pastoralists the important communities? Answer: Nomadic pastoralists are important communities because because they play a major role in the conservation of forests. People get useful products like milk, ghee, wool from herders.

Short Answer Type Questions

Question 29. Explain any three factors that the pastoral groups have to consider to sustain their life. [CBSE 2010, 2015, 2016] Answer: The three factors which the pastoral groups have to consider to sustain their life are: (a) They have to judge how long the herds could stay at one place and know where they could find water and pastures. (b) They had to calculate the timing of their movement and had to move through different territories. (c) They had to set up relationship with the farmers, on the way, so that herds could graze in the harvested fields and manure the soil. They combined number of activities like cultivation, herding, and trade to sustain themselves.

Question 30. Explain any three different livelihood practices adopted by the pastoralists in the 20th century, as they left their traditional occupations. [CBSE 2016] Answer: Three livelihood practices adopted by the pastoralists in the 20th century were as follows: (a) Richer pastoralists started buying land and settling down, giving up their nomadic life. (b) Some became settled peasants cultivating land. (c) Others took to trnding.

Question 31. Give one example to explain why the pastoralists have been compelled to change their movement in modern times. [CBSE 2016] Answer: The pastoralists have been compelled to change their movement in modern times. After 1947, the camel and sheep herding Raikas could no longer move into Sindh and graze their animals on the banks of Indus. The new political boundaries between Indian & Pakistan stopped their movement. In recent years, they have been migrating to Haryana where sheep could graze on agricultural land, after harvests are cut.

Question 32. Who are Gujjar Bakarwals of Jammu and Kashmir? Name their winter and summer grounds. Why did they go to these places? Or Describe the lifestyle of the Gujjar Bakarwals of Jammu and Kashmir. [CBSE 2010] Answer: Gujjar Bakarwals of Jammu and Kashmir are herders of goat and sheep. They move between their winter and summer grounds. In winters when the ground is covered with snow, they live with their herds in the Siwalik range. The herds feed on the dry scrub forests, By April, they start moving to their summer grazing grounds. After crossing the Pir Panjal passes they reach the Kashmir valley. With the onset of summer, the snow has melted, and the valley is covered with variety of flowers and grasses. They provide nutritious forage for the animals. By the end of September they come back to their winter homes in the Siwalik.

Question 33. Write about the life style of the Gujjars of Kangra. Answer: The Gujjar cattle herders live in Garhwal and Kumaon. In the winter, they come to the dry forest of the Bhabhar and go up to the high meadows-the bugyals-in summer. Gujjars are exclusively a pastoralist tribe in the hills, where they do not cultivate anything. Buffaloes are the main wealth of the Gujjars. They live near the boundary of the forests and the mainstay of their existence is the sale of milk, ghee and other products. The men graze the cattle. The women go -to the markets every morning, with little earthen pots filled with milk, butter milk and ghee. During the hot weather they move their herds to the upper ranges where the buffaloes enjoy the weather.

Question 34. Who were Dhangars? What were their occupations? Why were they continuously on the move? [CBSE 2010] Answer: The Dhangars were an important pastoral community of Maharashtra. Most of them were shepherds, some were blanket weavers and others were buffalo herders. They were continously on the move in search of pasture for their cattle.

Question 35. Discuss the various restrictions imposed on pastoral groups in Africa. [CBSE 2010] Or What restrictions were imposed by the colonial government on the African pastoralists? Answer: (a) The various pastoral groups were forced to live in special reserves. They were not allowed to move their stock without special permits which were not easy to get. Those who defied the rules were severely punished. (b) Pastoralists were not allowed to enter the markets area of the whites. (c) In many regions, they were prohibited from participating in any trading activity. Thus, the restrictions imposed on the pastoralists adversely affected their pastoral and trading activities.

Question 36. What are some of the problems that pastoralists face in the modern world ? How have these groups adapted to the new times? [CBSE 2010] Answer: Some of the problems that pastoralists face in the modern world are as follows. (a) New laws and new borders have affected the patterns of the pastoralists movement. (b) Now, they find it difficult to move in search of pastures. As pasture lands have shrunk, grazing has become a problem. (c) Remaining pastures deteriorate due to continuous over grazing. (id) Cattle die in large numbers during drought. This become the time of crises. (any three) They have adapted to new times by changing the paths of their annual movement and reducing their cattle numbers. They have also demanded rights in management of forests and water resources. Some became settled peasants cultivating land, some took to trading, while others became labourers.

Question 37. What are the similarities in the way in which the modern world forced changes in the lives of pastoral communities in India and East Africa? Answer: (a) In both countries Pastoralists reduced the number of cattle in their herds since there were not enough pasture fields to feed large numbers. (b) New pastures were found when movement to old grazing grounds become difficult. (c) Many combined pastoral activity with other forms of income and thus adapted to changes in the modern world.

Question 38. Why were the chiefs appointed by the British not affected by war or drought in Maasai land? Answer: The chiefs appointed by the colonial government often accumulated wealth over time. They had a regular income with which they could buy animals, goods and land. They lent money to poor neighbours who needed cash to pay taxes. Many of them began living in towns, and became involved in trade. Their wives and children stayed back in the villages to look after the animals. These chiefs managed to survive the devastations of war and drought. They had both pastoral and non-pastoral income, and could buy animals when their stock was depleted.

Long Answer Type Questions

Question 39. Who are pastoral nomads? Describe any four features of them? [CBSE 2015, 2016] Answer: Pastoral nomads are people who do not live at one place but move from one area to another to earn their living. They depend on livestock rearing, they move with their cattle and other animals. The four features of pastoral nomads are as follows. (a) Pastoral nomads had to adjust to seasonal changes and make best use of available pastures in different places. When the pastureland was exhausted they moved to a different place where pastures are available. (b) Cold and snow are not the only factors which defined their seasonal movement. In dry season they moved to coastal areas and left when the rain came. (c) They set up a relationship with farmers, so that the herds could graze in harvested fields and manure the soil. (id) They combine a range of different occupations – cultivation, trade and herding to earn their living. For example, the Gollas, Kurumas and Kurubas herded cattle, cultivated small patches of land and also engaged in a variety of petty trades.

Question 40. In which two social categories was the Maasai society divided in pre-colonial times? In what way did their roles change because of the colonial policies? [CBSE 2016] Or Describe the social organisations of the Massai’s in the pre-colonial times. What changes occured in Maasai’s society during the colonial rule? [CBSE 2010] Answer: The Massai society was divided into two social groups in pre-colonial times – elders and warriors. The elders were the ruling group and met in periodic councils to decide on the affairs of the community and settle disputes. The warriors consisted of young people, responsible for the protection of the tribe. They defended the community and organised cattle raids. Raiding was an important activity in a society where cattle was wealth. It was the way through which different pastoral groups asserted their superiority. The British introduced a number of measures which changed the lives of the Maasai. The chiefs of different sub-groups were appointed to look after the affairs of the tribe. Restrictions were imposed on raiding and warfare. So, the traditional authority of both the elders and warriors changed dramatically. The difference based on age, between elders and warriors broke down, and a new distinction was developed between the rich and poor pastoralists. The chiefs appointed by the colonial government became rich overtime. They had regular income with which they purchased land, goods, animals and also get involved in trade. But the poor pastoralists worked as charcoal, burners or work in road or building construction or did odd jobs.

Question 41. Which parts of the African continent are inhabited by the pastoralists? What are the different types of activities they are involved in? [CBSE 2016] Answer: Most of the pastoralists in Africa lived in semi-arid grasslands or arid deserts where rain-fed agriculture is difficult. The pastoralists are involved in different type of activities like they rear cattle, camels, goats, sheep and donkeys; and sell milk, meat, animal skin and wool. Some also earn through trade and transport, others combine pastoral activity with agriculture, still others do a variety of odd jobs to supplement their meagre and uncertain earnings from pastoralism.

Question 42. How did the pastoralists cope with the changes in new times? Answer: Pastoralists managed to cope with the changes in many ways. (a) Some pastoralists reduced the number of cattle because there were not enough pastures to feed large numbers. When pastureland in one place was closed to them, they changed the direction of their movement and combined pastoral activity with other forms of trade. (b) Some pastoralists found new pastures. (c) They exert political pressure on the government for relief, subsidy and other forms of support and demand a right in the management of forests and water resources. (d) Some rich pastoralists gave up their nomadic habits, purchased land and started leading a settled life. (e) Some became settled peasants cultivating land. Some borrowed money from the moneylenders to survive.

Question 43. Why were wasteland rules enacted in various parts of the country? Answer: The colonial government wanted to convert all grazing land into cultivated land. Land revenue was one of the main sources of its finance. By cultivation, it could yield more revenue and at same time produce more cotton, jute, wheat and other agriculture products that were required in England. To colonial official all uncultivated land was unproductive. It was seen as wasteland and had to be brought under cultivation. According to them forest which is used for grazing cannot be used for any other purpose and is unable to yield timber and fuel, which are the main legitimate forest produce. In 19th century wasteland rules were enacted in many parts of the country.

Question 44. Trace the movements of pastorals of India in the mountains. Answer: Ans. The Gujjar Bakarwals of Jammu and Kashmir are great herders of goat and sheep. Many of them migrated to this region in the nineteenth century in search of pastures for their animals. In winter, when the high mountains were covered with snow, they lived with their herds in the low hills of the Siwalik range. The dry scrub forests here provided pasture for their herds. By the end of April they began their northern march for their summer grazing grounds. Several households came together for this journey, forming what is known as a kafila. With the onset of summer, the snow melted and the mountainsides were lush green. The variety of grasses that sprouted provided rich nutritious forage for the animal herds. By end September the Bakarwals were on the move again, this time on their downward journey, back to their winter base. The Gaddi shepherds of Himachal Pradesh had a similar cycle of seasonal movement. By April they moved north and spent the summer in Lahul and Spiti. By September they began their return movement. On the way they stopped once again in the villages of Lahul and Spiti, reaping their summer harvest and sowing their winter crop. Then they descended with their flock to their winter grazing ground on the Siwalik hills. Next April, once again, they began their march with their goats and sheep, to the summer meadows. In Garhwal and Kumaon, the Gujjar cattle herders came down to the dry forests of the bhabar in the winter, and went up to the high meadows – the bugyals – in summer. This pattern of cyclical movement is common to Bhotiyas, Sherpas and Kinnauris.

Question 45. Trace the movement of pastoral nomads of India on the plateaus. [HOTS] Answer: (a) Dhangars were an important pastoral community of Maharashtra. Most of them were shepherds, some were blanket weavers, and still others were buffalo herders. The Dhangar shepherds stayed in the central plateau of Maharashtra during the monsoon. (b) Nothing but dry crops like bajra could be sown here. In the monsoon this tract became a vast grazing ground for the Dhangar flocks. By October they move to Konkan. This was a flourishing agricultural tract with high rainfall and rich soil. Here the shepherds were welcomed by Konkani peasants. (c) After the kharif harvest was cut at this time, the fields had to be fertilized and made ready for the rabi harvest. Dhangar flocks manured the fields and fed on the stubble. The Konkani peasants also gave supplies of rice which the shepherds took back to the plateau where grain was scarce. With the onset of the monsoon the Dhangars left the Konkan and.the coastal areas with their flocks and returned to their settlements on the dry plateau. The sheep could not tolerate the wet monsoon conditions. (d) In Karnataka and Andhra Pradesh the Gollas herded cattle. The Kurumas and Kurubas reared sheep and goats and sold woven blankets. (e) Unlike the mountain pastoralists, it was not the cold and the snow that defined the seasonal rhythms of their movement: rather it was the alternation of the monsoon and dry season that determined their movement. (f) In the dry season they moved to the coastal tracts, and left when the rains came. Only buffaloes liked the swampy, wet conditions of the coastal areas during the monsoon months. Other herds had to be shifted to the dry plateau at this time. (any five)

Question 46. Locate and label the places where the following nomadic tribes are found on the given outline map of India. Nomadic Tribes

• Gujjar Bakarwal
• Gaddi shepherds
• Maldhari herders

We hope the given CBSE Class 9 History Chapter 5 Extra Questions Pastoralists in the Modern World Pdf free download will help you. If you have any query regarding NCERT Extra Questions for Class 9 Social Science SST History Chapter 5 Pastoralists in the Modern World, drop a comment below and we will get back to you at the earliest.

CBSE Case Based Questions for Class 9 Social Science - Pdf PDF Download

CBSE Case Study Questions for Class 9 Social Science

Case based questions  are a type of exam question designed to assess the student’s ability to apply information from the Social Science syllabus in a practical situation. These questions typically involve the student being given a brief scenario or case study and then asked to answer questions based on the data provided.

The purpose of case based questions is to test the student's analytical and problem solving skills, as well as their knowledge of the Social Science syllabus. In addition, they allow teachers to assess the student’s ability to think critically and creatively in order to come up with effective solutions. Case based questions also help to ensure that students have a better understanding of how their knowledge can be applied in real-world situations.

Case based questions should be tailored to the specific grade level and topic under consideration. For example, a case-based question for Class 9 Social Science might involve the student analyzing a historical event or analyzing the impact of a government policy. The key is to provide the student with enough information to understand the scenario and formulate an appropriate response.

Case Based Questions For Class 9 History

Case-based questions for Class 9 History are a type of question that is based on a particular case study or event related to a historical event or period. These questions require students to apply their understanding of the historical context and analyze the case study to answer the questions. Case-based questions usually require students to identify the main issues or problems highlighted in the case study, evaluate the different perspectives or opinions presented, and make an informed judgment or conclusion based on the evidence presented. These questions test not only the student's knowledge of historical events but also their critical thinking and analytical skills.

Chapter Wise Case Based Questions for Class 9 History 

Chapter-wise case-based questions for Class 9 History are a set of questions that are based on a specific chapter or topic in the history textbook. These questions are designed to help students apply their understanding of historical events and concepts to specific case studies or scenarios.

The CBSE Class 9 Case Based Questions can be accessed from Chapetrwise Links provided below:

Chapter 1: The French Revolution

• Case Based Questions: The French Revolution

Chapter 2: Socialism in Europe and the Russian Revolution

• Case Based Questions: Socialism in Europe and the Russian Revolution

Chapter 3: Nazism and the Rise of Hitler

• Case Based Questions: Nazism and the Rise of Hitler

Chapter 4: Forest Society and Colonialism

Chapter 5: Pastoralists in the Modern World

Case Based Questions For Class 9 Geography

Case-based questions for Class 9 Geography are a type of question that requires students to apply their understanding of geography concepts and analyze a particular case study related to a geographical phenomenon. These questions often require students to analyze a specific situation or scenario related to a geographical concept or phenomenon and answer the questions based on their understanding of the concept and the given situation.

Chapter Wise Case Based Questions for Class 9 Geography

Chapter-wise case-based questions for Class 9 Geography are a set of questions that are based on a specific chapter or topic in the geography textbook. These questions are designed to help students apply their understanding of geographical concepts and phenomena to specific case studies or scenarios. The CBSE Class 9 Case Based Questions can be accessed from Chapetrwise Links provided below:

Chapter 1: India – Size and Location

• Case Based Questions: India – Size and Location

Chapter 2: Physical Features of India

• Case Based Questions: Physical Features of India

Chapter 3: Drainage

• Case Based Questions: Drainage

Chapter 4: Climate

• Case Based Questions: Climate

Chapter 5: Natural Vegetation and Wildlife

• Case Based Questions: Natural Vegetation and Wildlife

Chapter 6: Population

Case Based Questions For Class 9 Political Science

Case-based questions for Class 9 Political Science are a type of question that requires students to apply their understanding of political science concepts and analyze a particular case study related to a political phenomenon. These questions often require students to analyze a specific situation or scenario related to a political concept or phenomenon and answer the questions based on their understanding of the concept and the given situation.

Chapter Wise Case Based Questions for Class 9 Political Science

Chapter-wise case-based questions for Class 9 Political Science are a set of questions based on specific chapters or topics covered in the political science textbook. These questions are designed to help students apply their understanding of political science concepts to real-world situations and events.

Chapter 1: What is Democracy? Why Democracy?

• Case Based Questions: What is Democracy? Why Democracy?

Chapter 2: Constitutional Design

• Case Based Questions: Constitutional Design

Chapter 3: Electoral Politics

• Case Based Questions: Electoral Politics

Chapter 4: Working of Institutions

• Case Based Questions: Working of Institutions

Chapter 5: Democratic Rights

Case Based Questions For Class 9 Economics

Case-based questions for Class 9 Economics are a type of question that requires students to apply their understanding of economic concepts and analyze a particular case study related to an economic phenomenon. These questions often require students to analyze a specific situation or scenario related to an economic concept or phenomenon and answer the questions based on their understanding of the concept and the given situation.

Chapter Wise Case Based Questions for Class 9 Economics

Chapter-wise case-based questions for Class 9 Economics are a set of questions based on specific chapters or topics covered in the economics textbook. These questions are designed to help students apply their understanding of economic concepts to real-world situations and events.

Chapter 1: The Story of Village Palampur

• Case Based Questions: The Story of Village Palampur

Chapter 2: People as Resource

• Case Based Questions: People as Resource

Chapter 3: Poverty as a Challenge

• Case Based Questions: Poverty as a Challenge

Chapter 4: Food Security in India

Weightage of Case Based Questions in Class 9 Social Science

Why are Case Study Questions important in Social Science Class 9?

• Enhance critical thinking:  Case study questions require students to analyze a real-life scenario and think critically to identify the problem and come up with possible solutions. This enhances their critical thinking and problem-solving skills.
• Apply theoretical concepts:  Case study questions allow students to apply theoretical concepts that they have learned in the classroom to real-life situations. This helps them to understand the practical application of the concepts and reinforces their learning.
• Develop decision-making skills:  Case study questions challenge students to make decisions based on the information provided in the scenario. This helps them to develop their decision-making skills and learn how to make informed decisions.
• Improve communication skills:  Case study questions often require students to present their findings and recommendations in written or oral form. This helps them to improve their communication skills and learn how to present their ideas effectively.
• Enhance teamwork skills:  Case study questions can also be done in groups, which helps students to develop teamwork skills and learn how to work collaboratively to solve problems.

In summary, case study questions are important in Class 9 because they enhance critical thinking, apply theoretical concepts, develop decision-making skills, improve communication skills, and enhance teamwork skills. They provide a practical and engaging way for students to learn and apply their knowledge and skills to real-life situations.

Class 9 Social Science Curriculum at Glance

The Class 9 Social Science curriculum in India covers a wide range of topics and concepts. Here is a brief overview of the Social Science curriculum at a glance:

• History:  The History section includes topics such as the French Revolution, Nazism and the rise of Hitler, socialism in Europe and the Russian Revolution, and the Indian National Movement.
• Geography:  The Geography section includes topics such as India-Size and Location, Physical Features of India, Drainage, Climate, Natural Vegetation and Wildlife, Population, and Human Resource.
• Political Science:  The Political Science section includes topics such as Democracy in the Contemporary World, Constitutional Design, Electoral Politics, Working of Institutions, and Democratic Rights.
• Economics:  The Economics section includes topics such as The Story of Village Palampur, People as Resource, Poverty as a Challenge, Food Security in India, and Globalisation and the Indian Economy.

The Class 9 Social Science curriculum is designed to provide a strong foundation in social sciences and prepare students for higher education in the field. The curriculum is structured to develop critical thinking, problem-solving, and analytical skills, and to promote the application of social science concepts in real-life situations. The curriculum is also designed to help students understand the socio-economic and political structures of India and the world and prepare them for active participation in society.

Students can also access Case Based Questions of all subjects of CBSE Class 9

• Case Based Questions for Class 9 Maths
• Case Based Questions for Class 9 Science
• Case Based Questions for Class 9 English
• Case Based Questions for Class 9 Hindi
• Case Based Questions for Class 9 Sanskrit

Frequently Asked Questions (FAQs) on Case Based Questions for Class 9 Social Science

What are case-based questions in social science.

Case-based questions in social science are problem-solving tasks that require students to apply their knowledge and understanding of social science concepts and theories to real-world situations or scenarios.

How are case-based questions different from traditional social science questions?

Traditional social science questions typically focus on testing students' knowledge of specific facts, concepts, and theories. Case-based questions, on the other hand, require students to use their knowledge and understanding to analyze and interpret real-world situations and make informed decisions.

What are some common types of case-based questions in class 9 social science?

Common types of case-based questions in class 9 social science include analyzing historical events, interpreting data and statistics, and evaluating the impact of social policies and programs.

How can students prepare for case-based questions in social science?

To prepare for case-based questions in social science, students should practice analyzing real-world scenarios and interpreting data and statistics. They should also work on developing their critical thinking and problem-solving skills.

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NCERT Solutions for Class 9th History

Ncert solutions for class 9th history - (social science) india and the contemporary world i - free pdf download.

• Chapter 1- The French Revolution
• Chapter 2- Socialism in Europe and the Russian Revolution
• Chapter 3- Nazism and the Rise of Hitler
• Chapter 4- Forest Society and Colonialism
• Chapter 5- Pastoralists in the Modern World
• Chapter 6- Peasants and Farmers
• Chapter 7- History and Sport: The Story of Cricket  (Not included in the CBSE Syllabus)
• Chapter 8- Clothing: A Social History   (Not included in the CBSE Syllabus)

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• NCERT Solutions for Class 9 Social Science
• Class 9 History

NCERT Solutions for Class 9 History

Ncert solutions for class 9 history india and the contemporary world – i – free pdf download.

NCERT Solutions for Class 9 History help students learn about the things which occurred in our country. India is blessed with magnificent features, animal and plant life and rich culture. To learn the minute details clearly, students can make use of the solutions drafted by the subject experts at BYJU’S. The NCERT solutions are created by considering the understanding abilities of Class 9 students. The main objective is to help students learn all the dates and events accordingly and perform well in the final exam.

The primary focus of the CBSE Class 9 History textbook is on the emergence of the contemporary world. Students can also get to see how the story of India’s past is related to the broader history of the world from this subject. Here, we have compiled the NCERT Solutions for Class 9 History, which can help the students to remember the important dates of world history in an easy way. The NCERT Class 9 solutions , compiled chapter-wise, help students to revise the subject thoroughly for the exams.

NCERT Solutions for Class 9 History is a student-friendly resource which can be used by the students in case they have any queries regarding the chapter. The solutions are concept-oriented and not exam oriented so that students obtain a strong grip on the subject. The solutions are provided in PDF format, which can be used by the students to prepare for the exams at their own pace. Even though the solutions are precise, all the important topics are explained clearly to help students score well in the final exam.

These NCERT Class 9 Solutions are available for easy download and help the students to solve their doubts concerning any topic of the subject. Students can prepare efficiently for the exams and score well.

The chapter-wise solutions of NCERT Class 9 History can be accessed by using the links which are provided above. These solutions help students to remember all the dates and related events which are important from the exam perspective.

NCERT Solutions for Class 9 History Book Chapter-wise Overview

Chapter 1: the french revolution.

The French Revolution led to the end of the monarchy in France. A society based on privileges gave way to a new system of governance. The declaration of the ‘Rights of Man’ during the revolution announced the coming of a new time. The idea that all individuals had rights and could claim equality emerged as the central idea of a new age. But in different countries, the idea was reinterpreted and rethought in many different ways. The anti-colonial movements in India, China, Africa and South America produced ideas that were innovative and original, but they spoke in a language that gained currency only from the late eighteenth century.

Topics Covered in Class 9 History Chapter 1 The French Revolution:

• French Society During the Late Eighteenth Century
• The Outbreak of the Revolution
• France Abolishes Monarchy and Becomes a Republic
• Did Women have a Revolution?
• The Abolition of Slavery
• The Revolution and Everyday Life

List of Map Items in  C lass 9 History Chapter 1 The French Revolution:

Outline Political Map of France (For locating and labelling / Identification)

Chapter 2: Socialism in Europe and the Russian Revolution

The chapter talks about the emergence of socialism in Europe. The Russian Revolution changed society entirely and raised the question of economic equality and the well-being of workers and peasants. The chapter also includes topics such as the changes initiated by the new Soviet government, industrialisation and mechanisation of agriculture rights of citizens, etc.

Topics Covered in Class 9 History Chapter 2 Socialism in Europe and the Russian Revolution:

• The Age of Social Change
• The Russian Revolution
• The February Revolution in Petrograd
• What Changed after October?
• The Global Influence of the Russian Revolution and the USSR

List of Map Items in  C lass 9 History Chapter 2 Socialism in Europe and the Russian Revolution:

Outline Political Map of World (For locating and labelling/identification)

• Major countries of the First World War

(Central Powers and Allied Powers)

Central Powers – Germany, Austria-Hungary, Turkey (Ottoman Empire)

Allied Powers – France, England, Russia, U.S.A.

Chapter 3: Nazism and the Rise of Hitler

In this chapter, you will read about the rise of Hitler and the politics of Nazism, the children and women in Nazi Germany, schools and concentration camps. It further highlights the facts related to Nazism and how they denied the various minorities a right to live, anti-Jewish sentiments and battle against democracy and socialism.

Topics Covered in Class 9 History Chapter 3 Nazism and the Rise of Hitler:

• Birth of the Weimar Republic
• Hitler’s Rise to Power
• The Nazi Worldview
• Youth in Nazi Germany
• Ordinary People and the Crimes Against Humanity

List of Map Items in  C lass 9 History Chapter 3 Nazism and the Rise of Hitler:

Outline Political Map of the World (For locating and labelling / Identification)

• Major countries of Second World War

Axis Powers – Germany, Italy, Japan

Allied Powers – UK, France, Former USSR, USA

• Territories under German expansion (Nazi Power)

Austria, Poland, Czechoslovakia (only Slovakia shown in the map), Denmark, Lithuania, France, Belgium

Chapter 4: Forest Society and Colonialism

The chapter talks about the growth of industries and urban centres, ships and railways, and new interest in the forests for timber and other forest products. It also includes topics such as new rules of forest use, new ways of organising the forest, colonial control, how forest areas were mapped, trees were classified, and plantations were developed. The chapter will give you an idea of the history of such developments in India and Indonesia.

Topics Covered in Class 9 History Chapter 4 Forest Society and Colonialism:

• Why Deforestation?
• The Rise of Commercial Forestry
• Rebellion in the Forest
• Forest Transformations in Java

Chapter 5: Pastoralists in the Modern World

Pastoralists in the Modern World chapter discusses nomadic pastoralists. Nomads are people who do not live in one place but move from one area to another to earn a living. In this chapter, you also read how pastoralism has been influential in societies like India and Africa, the way colonialism impacted their lives and how they have coped with the pressures of modern society.

Topics Covered in Class 9 History Chapter 5 Pastoralists in the Modern World:

• Pastoral Nomads and their Movements
• Colonial Rule and Pastoral Life
• Pastoralism in Africa

Here, we have provided the NCERT Solutions for Class 9 Social Science subjects. It consists of answers to the entire list of questions present in the NCERT Class 9 Textbook , which are specially prescribed for CBSE students. If a student has any trouble finding answers to the complicated questions, they can refer to NCERT Solutions for Class 9 Social Science from the links given in the table above. By clicking on these links, students can also download the PDF for free, so that they can refer to it offline as well.

At BYJU’S, students are also provided with CBSE sample papers , syllabus and textbooks. Solving previous years’ question papers and sample papers will help the students to get acquainted with the latest exam pattern as well as understand the marking scheme.

Students can also access the various study materials of NCERT Solutions for Class 9 Social Science from the links given here.

• NCERT Solutions for Class 9 Geography
• NCERT Solutions for Class 9 Political Science
• NCERT Solutions for Class 9 Economics

Frequently Asked Questions on NCERT Solutions for Class 9 History

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NCERT Solutions for Class 9 (Social Science) History - India and the Contemporary World 1

Cbse class 9 social science solutions guide.

Shaalaa.com provides the CBSE Class 9 Social Science Solutions Digest. Shaalaa is undoubtedly a site that most of your classmates are using to perform well in exams.

You can solve the Class 9 Social Science Book Solutions CBSE textbook questions by using Shaalaa.com to verify your answers, which will help you practise better and become more confident.

CBSE Class 9 Social Science Textbook Solutions

Questions and answers for the Class 9 Social Science Textbook are on this page. NCERT Solutions for Class 9 Social Science Digest CBSE will help students understand the concepts better.

NCERT Solutions for Class 9 Social Science Chapterwise List | Class 9 Social Science Digest

The answers to the NCERT books are the best study material for students. Listed below are the chapter-wise NCERT Social Science Class 9 Solutions CBSE.

•  • Chapter 1: The French Revolution
•  • Chapter 2: Socialism in Europe and the Russian Revolution
•  • Chapter 3: Nazism and the Rise of Hitler
•  • Chapter 4: Forest Society and Colonialism
•  • Chapter 5: Pastoralists in the Modern World
• English Medium Class 9 CBSE

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NCERT Class 9 solutions for other subjects

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• NCERT solutions for Social Science History - India and the Contemporary World 1 Class 9 [इतिहास-भारत और समकालीन विश्व-१ कक्षा ९ वीं]
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Chapters covered in NCERT Solutions for Class 9 (Social Science) History - India and the Contemporary World 1

Ncert solutions for class 9 social science (9th) chapter 1: the french revolution, ncert class 9 social science (9th) chapter 1: the french revolution exercises.

NCERT Solutions for Class 9 Social Science (9th) Chapter 2: Socialism in Europe and the Russian Revolution

Ncert class 9 social science (9th) chapter 2: socialism in europe and the russian revolution exercises.

NCERT Solutions for Class 9 Social Science (9th) Chapter 3: Nazism and the Rise of Hitler

Ncert class 9 social science (9th) chapter 3: nazism and the rise of hitler exercises.

NCERT Solutions for Class 9 Social Science (9th) Chapter 4: Forest Society and Colonialism

Ncert class 9 social science (9th) chapter 4: forest society and colonialism exercises.

NCERT Solutions for Class 9 Social Science (9th) Chapter 5: Pastoralists in the Modern World

Ncert class 9 social science (9th) chapter 5: pastoralists in the modern world exercises.

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NCERT Solutions for Class 9 Social Science CBSE

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Question 1:

Explain why nomadic tribes need to move from one place to another. What are the advantages to the environment of this continuous movement?

Nomadic tribes need to move from one place to another because of seasonal changes. They seek to make effective use of pastures available in different areas. Many factors are taken into consideration to initiate movement to or from an area. These factors are availability of water and pasture, smooth movement through different territories, and cordial relationship with farmers while travelling so that their cattle can be allowed to graze (and in turn manure the soil). This also allows nomadic tribes to practice many occupations such as cultivation, trade and herding.

This continuous movement is advantageous to the environment because the nomadic tribes allow pastures to recover and regain fertility. Also, pastures are not rendered completely barren by exploitative and long use.

Page No 116:

Question 2:.

Discuss why the colonial government in India brought in the following laws. In each case, explain how the law changed the lives of pastoralists:

Waste Land rules

Forest Acts

Criminal Tribes Act

Grazing Tax

(a) Waste Land rules : The colonial government considered any uncultivated land as unproductive. If this land could be transformed into cultivated farmland, it would result in an increase in land revenue and production of crops such as jute, cotton and wheat. This is why the Waste Land rules were formulated. However, they sounded the death knell for pastoralists because increase in cultivated land meant an obvious decline in pastures, and a consequent loss of a means of livelihood for them.

(b) Forest Acts : These placed forests in two dominant categories — reserved and protected. Reserved forests were for commercial use only, and were inaccessible to the pastoralists. In protected forests, the movements of pastoralists were severely restricted. Even for this severely limited and regulated access, pastoralists had to rely on government permits. The government enacted these laws because the trampling herds would destroy any young shoots and saplings that were planted for long-term commercial purposes.

(c) Criminal Tribes Act : The British government eyed nomadic people with suspicion and disregard on account of their continuous movement. They could not be tracked down or placed in one particular place, unlike rural people in villages who were easy to identify and control. Hence, the colonial power viewed nomadic tribes as criminal. The Criminal Tribes Act was passed in 1871 and it further ruined the lives of the pastoralists who were now forced to live in notified settlements, and were disallowed from moving out without a government permit.

(d) Grazing Tax : This was introduced in the 1850s to increase the government’s revenue income. The pastoralists were also badly hit by the higher tax that contractors exacted from them in order to make some private profit. Pastoralists could not afford to pay tax on cattle per head, and the only means to enter a grazing tract was by payment. All this led to tremendous losses for them.

Question 3:

Give reasons to explain why the Maasai community lost their grazing lands.

The Maasai community lost its grazing lands because of the advent of colonial rule in Africa. In 1885 itself, Maasai land was cut in half by an international boundary drawn between the two colonies—British Kenya and German Tanganyika. The best pastures were reserved for white settlements, and the Maasai tribes were given arid, small areas in south Kenya and north Tanzania. This lack of good grazing lands and a two-year drought led to loss of almost 60% cattle belonging to the Maasai tribes. Increase in cultivation and promotion of game reserves added to their woes. Thus, with the increasing power of the colonists and their adverse impact on the Maasai’s social life, this community gradually lost all its grazing lands.

Question 4:

There are many similarities in the way in which the modern world forced changes in the lives of pastoral communities in India and East Africa. Write about any two examples of changes which were similar for Indian pastoralists and the Massai herders.

There are many similarities in the way in which the modern world forced changes in the lives of pastoral communities in India and East Africa. Two changes that were similar for Indian pastoralists and the Maasai herders are as follows:

(i) Both communities lost their grazing lands due to the preference given to cultivation.

(ii) Both communities were nomadic, and hence, were regarded with extreme suspicion by the colonial powers governing them. This led to their further decline.

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Class 9 History Case Study Questions Chapter 2 Socialism in Europe and the Russian Revolution

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Case study Questions on Class 9 Social Science Chapter 2  are very important to solve for your exam. Class 9 Social Science History Chapter 2 Case Study Questions have been prepared for the latest exam pattern. You can check your knowledge by solving case study-based questions for Class 9 History Case Study Questions Chapter 2 Socialism in Europe and the Russian Revolution

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In CBSE Class 9 Social Science Paper, Students will have to answer some questions based on Assertion and Reason. There will be a few questions based on case studies and passage-based as well. In that, a paragraph will be given, and then the MCQ questions based on it will be asked.

Socialism in Europe and the Russian Revolution Case Study Questions With Answers

Here, we have provided case-based/passage-based questions for Class 9 Social Science Chapter 2 Socialism in Europe and the Russian Revolution

Case Study/Passage-Based Questions

Case Study 1: Socialists were against private property and saw it as the root of all social ills of the time. Why? Individuals owned the property that gave employment but the propertied was concerned only with personal gain and not with the welfare of those who made the property productive. So, if society as a whole rather than single individuals controlled property, more attention would be paid to collective social interests. Socialists wanted this change and campaigned for it. Socialists had different visions of the future. Some believed in the idea of cooperatives. Robert Owen (1771-1858), a leading English manufacturer, sought to build a cooperative community called New Harmony in Indiana (USA). Other socialists felt that cooperatives could not be built on a wide scale only through individual initiative: they demanded that governments encourage cooperatives. In France, for instance, Louis Blanc (1813-1882) wanted the government to encourage cooperatives and replace capitalist enterprises. These cooperatives were to be associations of people who produced goods together and divided the profits according to the work done by members. Karl Marx (1818-1883) and Friedrich Engels (1820-1895) added other ideas to this body of arguments. Marx argued that industrial society was ‘capitalist’. Capitalists owned the capital invested in factories, and the profit of capitalists was produced by workers. The conditions of workers could not improve as long as this profit was accumulated by private capitalists. Workers had to overthrow capitalism and the rule of private property. Marx believed that to free themselves from capitalist exploitation, workers had to construct a radically socialist society where all property was socially controlled. This would be a communist society.

Which of the following statements correctly described the reason why socialists were against private property? (a) It made personal ideal (b) It was the root of all social ills (c) Individual owned it and used it for their own gain only not for others (d) Both (b) and (c)

Answer: (d) Both (b) and (c)

According to Karl Marx societies have all along been divided between (a) the educated and elite (b) the rich and the poor (c) the religious and the educated people (d) the rich and revolutionary people

Answer: (b) the rich and the poor

Socialists had a vision of the future. Select the best suitable option from the following in the reference to the context (a) Cooperative should be built for the sake of people interest. (b) Government should encourage cooperatives (c) Cooperatives were to be association of people who produced goods together and divided the profits. (d) All of the above

Answer: (d) All of the above

Why do socialists like Karl Marx and Engels, think that in communist societies property was socially controlled? (a) Because socialist were the well wisher of workers. (b) They thought capitalist exploited the worker. (c) They were against the capitalists, they believed in equality. (d) All of the above

Answer: (b) They thought capitalist exploited the worker.

Why Louis Blanc believed in cooperative society? (a) Because, in a cooperative society everyone will be treated equal (b) It is operated by democratic management. (c) Because cooperative societies realise the needs of its surrounding communities. (d) All of the above

Answer: (a) Because, in a cooperative society everyone will be treated equal

Two statements are given in the questions below as Assertion (A) and Reason (R). Read the statements and choose the appropriate option. Assertion (A) Capitalist had different vision of the future. Reason (R) Capitalist owned the capital invested in factories and the profit of capitalist was produced by workers. Codes (a) Both A and R are true and R is the correct explanation of A (b) Both A and R are true, but R is not the correct explanation of A (c) A is true, but R is false (d) A is false, but R is true

Answer: (d) A is false, but R is true

Case Study 2: In the late 19th century, Europe witnessed growing discontent among the working class due to their poor working conditions and low wages. Industrialization led to the rise of factories and a massive increase in the number of industrial workers. However, these workers faced long working hours, low wages, and hazardous working conditions. As a result, various socialist ideas began to emerge, advocating for a more equitable society where the means of production would be owned and controlled by the workers themselves. These ideas gained traction among the working class, leading to the formation of socialist political parties and trade unions across Europe.

What was the main cause of discontent among the working class in late 19th-century Europe? a) Lack of job opportunities b) High taxes imposed by the government c) Poor working conditions and low wages d) Lack of access to education

Answer: c) Poor working conditions and low wages

Which factor contributed to the rise of socialist ideas in Europe during this period? a) Increase in job opportunities b) Improved working conditions c) Industrialization and growth of factories d) Decrease in the number of industrial workers

Answer: c) Industrialization and growth of factories

What did socialist ideas propose regarding the means of production? a) They should be owned and controlled by the workers. b) They should be owned and controlled by the government. c) They should be owned and controlled by the wealthy capitalists. d) They should be abolished completely.

Answer: a) They should be owned and controlled by the workers.

What was the impact of socialist ideas on the working class? a) They led to increased job opportunities. b) They resulted in higher wages for workers. c) They gave rise to socialist political parties and trade unions. d) They caused a decline in the number of industrial workers.

Answer: c) They gave rise to socialist political parties and trade unions.

Hope the information shed above regarding Case Study and Passage Based Questions for Class 9 Social Science Chapter 2 Socialism in Europe and the Russian Revolution with Answers Pdf free download has been useful to an extent. If you have any other queries about CBSE Class 9 Social Science Socialism in Europe and the Russian Revolution Case Study and Passage-Based Questions with Answers, feel free to comment below so that we can revert back to us at the earliest possible By Team Study Rate

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Extra Questions for Class 9 History chapter 2 Socialism in Europe and the Russian Revolution

Class 9 Social Science History Chapter 2 Socialism in Europe and the Russian Revolution extra questions and answers available here in PDF format. Solving class 9 extra questions help students to revise the Chapter most competently. We prepared these questions with PDF as per the latest NCERT book and CBSE syllabus. Practising these questions before the exam will ensure excellent marks in the exam.

Class 9 History Chapter 2 extra Questions and Answers

Very short answer questions.

1. Who were ‘liberals’? Answer:  Liberals wanted a nation which tolerated all religions. They also opposed the uncontrolled power of dynastic rulers. 

2. Who were called ‘radicals’? Answer:  Radicals were the one who wanted a nation in which govt. was based on the majority of a country’s population. They opposed the privileges of great landowners and wealthy factory owners. 

3. What were the ideals of ‘Conservatives’? Answer: They were opposed to radicals and liberals. They believed that the past had to be respected and change had to be brought about through a slow process. 

4. What problems were brought by Industrialisation? Answer: Work hours were often long and wages were poor and unemployment created problems for them and housing and sanitation problems were also growing rapidly. 

5. Who all wanted revolutions to put an end to monarchical system? Answer: Some nationalists, liberals and radicals wanted to overthrow monarchy. 

6. What was the thinking of nationalists regarding existing monarchy? Answer: Nationalists wanted revolutions that would create ‘nations’ where all citizens would have equal rights. 

7. Give one characteristic of a socialist. Answer:  Socialists are against private property and saw it as the root of all social ills of the time. 

8. Who was Robert Owen? Answer: Robert Owen was a leading English manufacturer who sought to build a cooperative community called New Harmony in Indiana (USA).

9. Who was Louis Blanc? Answer: Louis Blanc was also a nationalist who wanted the government to encourage cooperatives and replace capitalist enterprises. 

10. Name two famous socialists who introduced a communist system. Answer:  Karl Marx and Friedrich Engels.

11. What was a communist society according to Karl Marx? Answer:  Marx believed that to free themselves from capitalist exploitation, workers had to construct a radically socialist society where all property was socially controlled. 

12. Name the socialist international body which coordinated their efforts. Answer:  The Second International

13.Which socialist parties were formed in Germany, Britain and France? Answer:  (i) Germany: The Social Democratic Party (SPD) (ii) Britain: Labour Party (iii) France: Socialist Party. 

14. What is ‘Russian Revolution’? Answer: The fall of monarchy in February 1917 and the events of October are normally called the Russian Revolution. 

15. Which territories were included in Russian Empire? Answer: Russian Empire included current day Finland, Latvia, Lithuania, Estonia, parts of Poland, Ukraine and Belarus. It also included today’s central Asian states as Georgia, Armenia and Azerbaijan. 

16. Which religions were followed in Russian Empire? Answer:   The majority religion was Russian Orthodox Christianity but there were Catholics, Protestants, Muslims and Buddhists also. 

17. What was the main occupation of Russians? Answer:  About 85 percent of the Russian Empire’s population earned their living from agriculture. 

18. Who owned most properties in Russian Empire? Answer: The nobility, the king himself and the Orthodox Church owned large properties.

19. How were Russian peasants different from other European peasants? Answer: They pooled their land together periodically & their commune divided it according to the needs of the individual families. 

20. Name the socialist party formed in Russia in 1898 on Marx’s ideas. Answer:  The Russian Social Democratic Workers Party. 

21. How did this socialist party work in monarchy? Answer:   It had to operate as an illegal organisation. It set up a newspaper, mobilized Workers and organised strikes.  

22. What role was played by ‘The Socialist Revolutionary Party’ in 1900 Russia? Answer: This party struggled for peasants rights and demanded that land belonging to nobles be transferred to peasants. 

23. Who were ‘Bolsheviks’? Answer:  It was a political organisation led by Lenin, who thought that in a repressive society like Tsarist Russia the party should be disciplined and should control the number and quality of its members. He believed in a socialist concept.

24. Who were Mensheviks? Answer:  ‘Mensheviks’ also was a political organisation, who thought that party should be open to all and accept the democratic set up of the government. 

25. What was the demand of workers of St. Petersberg in 1904? Answer:  The workers went on strike demanding a reduction in the working day to eight hours, an increase in wages and improvement in working conditions. 

26. Which incident was the immediate cause of 1905 Revolution in Russia? Answer:  ‘Bloody Sunday’ was the incident, where over 100 workers were killed and above 300 wounded on a Sunday. 

27. What was a ‘Duma’? Answer:  ‘Duma’ was a Parliament of elected consultative formed with the permission of Tsar after the success of 1905 Russian Revolution. 

28. Name the leader who led procession of workers to winter palace. Answer:  Father Gapon. 

29. Name the countries that formed allied Powers in World War I. Answer:  France, Britain and Russia. Later, Italy and Romania too joined them. 

30. Which countries formed central Powers bloc during World War I?

Answer:   Germany, Austria – Hungry and Turkey.

31. What was the new name of St. Petersburg? Answer:  It was a German name, so it was changed to Petrograd, a Russian name. 

32. Which world war situation discredited the government of Russia and the Czar? Answer:  There were over 7 million casualties by 1917 and the Russian army destroyed crops and buildings to prevent the enemy from being able to live off the land. This situation discredited the government of Russia and the Czar Nichalos II. 

33. What was located on the right bank of river Neva in Petrograd? Answer:  The workers, quarters and factories were located on the right bank of river Neva. 

34. Which buildings were located on the left bank of river Neva? Answer:  On the left bank were the fashionable areas, the winter Palace and official buildings, including the Palace where the Duma met. 

35. What is ‘Soviet’? Answer:  ‘Soviet’ was a council of soldiers and striking workers of Russia.

36. What was ‘Petrograd Soviet’? Answer:  When Soviet met in the same building where Duma met, it was named as ‘Petrograd Soviet’.

37. What was the result of February Revolution of 1917 in Russia? Answer:  It brought down monarchy and Duma leaders and soviet leaders formed a provisional government.

38. What was Lenin’s ‘April Thesis’? Answer:  The three demands of Lenin were called April Thesis. They were war to be closed, land to the tiller and banks to be nationalised. 

39. What new name was given to ‘Bolshevik Party’? Answer:  Bolshevik Party renamed itself ‘The Communist Party’ to indicate its new radical aims.

40. Who was the Prime Minister of Russia when October Revolution began? Answer:  Kerensky. 

41. Which secret police was formed to punish the one who criticised Bolsheviks? Answer:  The secret police called ‘Cheka’ first and later OGPU and NKVD.

42. Who controlled the Russian Empire in 1918 and 1919? Answer:  The ‘greens’ (Socialist Revolutionaries) and ‘whiters’ (Pro?Tsarists) controlled most of the Russian Empire. 

43. What was Centralised Planning? Answer:  A process of centralised planning was introduced by Bolsheviks. In it the officials assessed how the economy could work and set targets for a five year period called ‘Five Year Plans’.   

44. How centralised planning led to economic growth? Answer:  Industrial production increased by 100 percent in the case of oil, coal & steel and many new factory cities came into being.   

45. Who was Stalin? Answer: Stalin was a close associate of Lenin and came to power in Russian after Lenin’s death. He introduced firm emergency measures. 

46. Who were ‘kulaks’? Answer:  It was the name given to the well-to-do peasants of Russia. 

47. Why Kulaks needed to be eliminated? Answer:  To develop modern forms and run them along industrial lives with machinery, it was necessary to eliminate Kulaks, take away land from peasants and establish state controlled large farms. 

48. What does ‘Kolkhoz’ mean? Answer:  These were collective farms. Peasants worked on this land and the profit is shared amongst them. Those who resisted collectivisation were severely punished. 

49. What is Comintern?  Answer:  It is Communist International, a union of pro?Bolshevik Socialist parties.   

50. After 1905, which elected representative body was formed in Russia? Answer:  The elected representative body formed in Russia after 1905 was the Duma.

51. What was the root of all evils in society, according to socialism? Answer:  Private property was the root of all evils in society, according to socialism.

52. What kind of socialist society did the 19th century French socialist, Louis Blanc want? Answer:  Louis Blanc wanted the government to encourage cooperatives and replace capitalist enterprises.

53. Name the international body which formed in 1889 to coordinate the efforts of socialists all over Europe. Answer:   This organisation was known as the Second International.

54. Where did the Bolsheviks sign a peace treaty with the Germans in March, 1918? Answer:  The Bolsheviks signed a peace treaty with the Germans in March, 1918 at Brest Litovsk in Soviet Russia.

55. Name the ruler of Russia at the start of First World War. Answer:  Tsar Nicholas II was the ruler of Russia at the start of First World War.

56. What were the views of the liberals in 19th century Europe regarding universal adult franchise? Answer:  The liberals were opposed to universal adult franchise. They felt men of property mainly should have the right to vote. They also did not want the vote for women.

57. Which groups of workers were regarded as aristocrats among workers? Answer: The metal workers were regarded as aristocrats among workers.  

58. At the time of the revolution, what was the profession of the majority of Russia’s population? Answer:  The profession of the majority of Russia’s population was agriculture.

59. Mention the most significant result of the February Revolution. Answer:  The abdication of Tsar Nicholas II was the most significant result of the February Revolution.

60. By what other name was the Russian Revolution of 1917 known? Answer:  The Russian Revolution of 1917 was also known as the October Revolution.

61. Name the original initiator of the ideas of communism. Answer:  Karl Marx (1818-1883), a German philosopher, economist, sociologist, historian, journalist, and revolutionary socialist was the original initiator of the ideas of communism.

62. On which issues did the liberals and radicals of 19th century Europe differ? Answer:  The liberals and radicals differed on the issues of property and privileges. Many radicals supported women’s suffragette movements. Unlike liberals, the radicals opposed the privileges of great landowners and wealthy factory owners.

63. Point out the main features of 19th century Europe. Answer:  It was a time of profound social and economic changes in 19th century Europe, when new cities came up and new industrialised regions developed, railways expanded and the Industrial Revolution occurred.

64. Name some important socialists of 19th Century Europe. Answer:  Karl Marx and Friedrich Engels were important socialists of 19th century Europe

65. Explain the major demands of Lenin’s April Theses’. Answer:  The major demands of Lenin’s ‘April Theses’ were that the war be brought to a close, land be transferred to the peasants and banks be nationalised.

66. Explain the role of Alexander Kerenskii in the Russian Revolution. Answer:   He became second Prime Minister of the provisional government formed after the February Revolution.

67. What was ‘Cheka’ in Russia after the revolution? Answer:  The Russian Secret Police under Bolshevik rule was referred to by the name ‘Cheka’.

68. Mention the objective of the women’s suffragette movement. Answer:  Its objective was to get the right to vote for women.  

69. The event ‘Bloody Sunday’ was later on called by what name? Answer:  It was called as the 1905 Revolution.

70. Explain the significance of the Russian revolution. Answer:  The major significance of the Russian revolution was the establishment of a socialist state.

71. Who has sought to build a cooperative community called ‘New Harmony’? Answer:  Robert Owen has sought to build a cooperative community called ‘New Harmony.’

72. In which year Russian Social Democratic Workers Party was founded? Answer:  In 1898 Russian Social Democratic Workers Party was founded.

73. Name the religion which was followed by most of the people of Russia. Answer:  Russian Orthodox Christianity was followed by most of the people of Russia.

74. Mention the period of civil war in Russia. Answer:  The period of civil war in Russia was 1918-1920.

75. Who led the Bolsheviks in Russia after the division of Socialist Revolution Party? Answer:   Vladimir Lenin led the Bolsheviks in Russia after the division of Socialist Revolutionary party. 

76. What kind of members were incorporated in the Duma under the Tsar in Russia? Answer:  The conservatives were incorporated in the Duma under the Tsar in Russia.

77. Mention the other name of commune in Russia. Answer:  In Russia the commune of farmers was known as ‘Mir’.

78. In the context of Russia who launched the slogan ‘Peace, Land and Bread? Answer:  In the context of Russia Lenin launched this slogan.

79. In the context of Russia what was ‘Kolkhoz? Answer:  Kolkhoz was collective farm in Russia.

80. In the Russian civil war the Bolsheviks and the socialist revolutionaries were represented by which of the following colours?  Answer:  In the Russian civil war the Bolsheviks and the socialist revolutionaries were represented by red and green colours.

81. What was the root of all evils in society, according to socialism? Answer: Private property was the root of all evils in society, according to socialism. 

82. What was the boundary of the Russian empire during 1914? Answer:  In 1914, besides the territory around Moscow, the Russian empire included current day Finland, Latvia, Lithuania, Estonia, parts of Poland, Ukraine and Belarus, Georgia, Armenia and Azerbaijan. 

83. What was the significance of the Russian Revolution? Answer:  The most significant feature of the Russian revolution was the establishment of a socialist state. 

84. List the religious groups in Russia at the time of Tsar Nicholas II. Answer: At the time of Tsar Nicholas II, majority of Russians belonged to the Russian Orthodox Christians. Others were Catholics, Protestants, Muslims and Buddhists.

85. What was the April Theses’ of Lenin? Answer:   In his ‘April Theses’ Lenin declared that the war be brought to a close, land be transferred to the peasants and banks be nationalised. 

86. When did the Bolsheviks make peace with Germany at Brest-Litovsk? Answer:   In March, 1918, despite opposition by their political allies, the Bolsheviks made peace with Germany at Brest-Litovsk. 

87. When did Lenin persuade the Petrograd Soviet and the Bolshevik party to agree to a socialist seizure of power? Answer:  On 16th October, 1917 Lenin persuaded the Petrograd Soviet and the Bolshevik party to agree to a socialist seizure of power.

Short Answer Type Questions

1. How the cooperatives were to function, according to Louis Blanc?

Answer:  Louis Blanc: He wanted the government to encourage cooperatives and replace capitalist enterprises. He suggested cooperatives in order to guarantee employment for the urban poor. He believed that cooperatives should be formed with the cooperation of the people and its profit should be divided according to the work done by the members. 

2. How did the revolutionaries originate in the year 1815?

Answer:   Some nationalists, liberals and radicals wanted revolutions to put an end to the kind of governments established in Europe in 1815. In France, Italy, Germany and Russia, they became revolutionaries and worked to overthrow existing monarchs.

3. Explain the term Conservatives.

Answer:  The Conservatives were opposed to any change, i.e. they were opposed to radicals and liberals. By the 19th century, however, they accepted that some change was inevitable, but believed that the past had to be respected and change had to be brought about through a slow process.

4. What was the boundary of the Russian empire during 1914?

Answer:   In 1914, besides the territory around Moscow, the Russian empire included current day Finland, Latvia, Lithuania, Estonia, parts of Poland, Ukraine and Belarus, Georgia, Armenia and Azerbaijan.

5. Who were the Bolsheviks?

Answer: Bolshevism was born at the second congress of the Russian Social Democratic Labour Party (RSDLP) in 1903. Bolsheviks were the majority group of workers of Russia. They believed in revolutionary methods for bringing about changes in society and the state. After the October Revolution, Russia became a one-parry state, i.e., the Bolshevik Party, which was renamed as the Russian Communist Party (Bolshevik). They changed the whole structure of Russia and Russian Society.

6. Explain the term ‘Mensheviks’.

Answer:   Mensheviks were the minority group of the workers of Russia. They believed in parliamentary methods and participation in elections. They thought that the party should be open to all. They favoured parties as were existing in France and Germany, which took part in elections to the legislatures. Whereas the Bolsheviks argued that the working class should lead the revolution in alliance with the peasantry, the Mensheviks envisaged its being led by the bourgeoisie and favoured alliances with the liberals.

7. What was Paris Commune?

Answer:  There was a popular uprising in Paris between March and May, 1871. In March, 1871, elections were held in Paris to elect 90 members to serve as the Government of the Commune. The Paris Commune declared that its main purpose was to end exploitation of workers and monopolies. From this commune the concept of ‘Dictatorship of the Proletariat’ emerged. The French Government crushed this uprising ruthlessly. The uprising ended in May

8. What do you mean by the ‘reds’, ‘greens’ and ‘whites’ in the context of Russia?

Answer:   Lenin’s New Economic Policy, promulgated by decree on 21st March, 1921, was a temporary retreat from full socialism to partial capitalism for the purpose of rebuilding Russia’s economy. It permitted small businesses to make personal profits, while the state continued to control banks, foreign trade and large industries. Elements of capitalism such as individual profit and private ownership of land were permitted in order to revitalise the Russian economy.

9. Explain the New Economic Policy of Lenin.

Answer:   (i) Capitalists are owners of the industries in which they have invested capital. They believe in private property and a class based society. Socialists think that all property and means of production should be socially controlled. They believe in a classless society. (ii) Capitalists believe that the profit should be enjoyed by the owners of the industry. Socialists believe that the profits are the result of the workers ‘s labour, so the workers deserve to share it.

10. Why did people in Central Asia respond to the Russian Revolution in different ways?

Answer:   Although the liberals argued for a representative, elected parliamentary government, but they were not ‘democrats’ because (i) they did not believe in universal adult franchise, i.e., the right of every citizen to vote. (ii) they felt men of property mainly should have the right to vote. (iii) they were not in favour of women suffrage.

11. List two differences between the capitalist and socialist ideas of private property.

Answer:  The two differences are as follows (i) The capitalists believed that individuals owned private property whereas the socialists believed that all property belonged to the society as a whole, i.e., to the state. (ii) The capitalists believed that the profits from the property should belong to the property’s owners, whereas the socialist believed that profits are due to the workers’ labour and so should be shared by them.

12. What was the socialist system?

Answer:   Socialists were against private property and felt it to be the root cause of all social ills. They felt that though property provided employment, it gave personal gains to property owners, not to the one who contributed to make the property productive. Socialists wanted that landowners should pay attention to collective interest, rather than their own personal interest. 

13. Describe the visions of Robert Owen and Louis Blanc.

Answer:  (i) Robert Owen: He wanted to form a cooperative community called ‘New Harmony’, in Indiana. He felt that the government should also support such cooperatives and encourage them. (ii) Louis Blanc: He wanted the government to encourage cooperatives and replace capitalist enterprises. He believed that cooperatives should be formed with the cooperation of the people and its profit should be divided according to the work done by members. 

14. How were socialist parties formed in various parts of the world?

Answer:   Workers in England and Germany began forming workers associations, for a better living and working conditions. In Germany, these associations worked closely with the ‘Social Democratic Party’ and helped it win the parliament seats. They set up funds to help members in times of distress. In 1905, socialists and trade unionists formed a ‘Labour Party’ in Britain and ‘Socialist Party’ in France. 

15. What were the main causes of the 1905 Revolution?

Answer:   Main causes were: (i) Russia was an autocracy and its ruler was not subject to the parliament. (ii) Prices of essential goods rose rapidly and real wages declined by 20%. (iii) About 10,000 workers in St Petersburg went on a strike demanding a reduction in the working hours, increase in wages and improvement in the working conditions. (iv) Finally, the ‘Bloody Sunday’ incident at Winter Palace provoked the Russians to start the 1905 Revolution against the Tsar. 

16. What was the Duma? How far was it successful?

Answer:  Duma was an elected legislative body like the parliament having representatives of the third estate. The Tsar dismissed the first Duma within 75 days and the re-elected Second Duma within three months. He did not want any restrictions or reductions in his powers. He changed the voting laws and packed the Third Duma with the conservative politicians and liberals and revolutionaries were out. 

17. What was the impact of World War I on the Russian economy?

Answer:  Industrial equipment disintegrated more rapidly in Russia than any other European country. By 1916, railway lines began to break down and all able-bodied men were called up to the war. As a result, there were labour shortages and small workshops producing essential goods were shut down. Since more ration was sent for the army, there was shortage of bread for the civilians. By the winter of 1916, riots at bread shops were common. 

18. What were the three major demands of the Bolsheviks?

Answer:   In April 1917, the Bolshevik leader, Lenin returned to Russia from exile. He and other Bolshevik leaders opposed the war. So he put forward three demands, called as Lenin’s ‘April Theses’. (i) The war to be brought to an end and Russia should withdraw itself from the war. (ii) Land to be transferred to the peasants, thus feudalism to be banned. (iii) Banks be nationalised. 

19. How did the Mensheviks resist the protest of the Bolsheviks?

Answer:   In industries, committees were formed to question the industrialists about the way they ran the factories. Trade unions were formed and soldiers’ committees were formed in the army. In June, about 500 Soviets sent representatives to an All Russian Congress of Soviets. As the Provisional Government saw the grip of the Bolsheviks becoming stronger, they decided to take stern measures against the spreading discontent. 

20. What were the causes of the civil war between the Bolsheviks and the Russian army of the Non-Bolsheyik socialists?

Answer:  When Bolsheviks ordered land distribution, the Russian army began to break up. Non-Bolshevik socialists, liberals and supporters of autocracy condemned this. Their leaders moved to South Russia and organised troops to fight the Bolsheviks. These troops and Bolsheviks fought a civil war; and looting, banditry and famine became common. 

21. What was the impact of Stalin’s ‘Reign of Terror’? 

Answer:   There was criticism on the consequences of collectivisation of farms. Stalin and his supporters charged these critics with conspiracy against socialism. With the result, over two million people were either in prison or labour camps. A large number of them were forced to make false confessions under torture and were executed. Several punished people were talented professionally and were brought with false allegations 

22. What was the impact of industrial society on the social life of the people?

Answer:  (i) Industrialisation brought men, women and children to factories. (ii) Work hours were often long and wages were poor. (iii) Unemployment was common, particularly during times of low demand for industrial goods. (iv) Housing and sanitation were problems since towns were growing rapidly. (v) Liberals and radicals searched for solutions to these issues.      

23. What social changes can be seen in society after industrialisation?

Answer:   (i) Industrialisation brought men, women and children to factories. (ii) Work hours were often long and wages were poor. (iii) Housing and sanitation problems were growing rapidly. (iv) Almost all industries were properties of individuals. (v) Many liberals and radicals themselves were often property owners and employers. (vi) So, it was the time when new cities came up and new industrial regions developed, railways expanded and the Industrial Revolution happened.

Long Answer Type Questions

1. Who were the socialists in 19th century Europe? What kind of society did they envisage?

Answer:   Socialists were against private property and saw it as a root of all social evils. They believed in the idea of cooperatives. In cooperatives people made associations and produced goods together. The profits of the business were divided among all members of the association. However, different socialists had different views regarding how the cooperatives were to be built. Robert Owen, one of the founders of socialism, suggested that cooperatives be built on individual initiative. Other socialists like Louis Blanc wanted the government to encourage cooperatives and replace capitalist enterprises.

2. What was Bloody Sunday? Or Describe the incident known as ‘Bloody Sunday’? State any two events after the Bloody Sunday which led to the revolution of 1905 in Russia.

Answer:   On Sunday, 22nd January, 1905, the workers of Russia, led by Father Gapon, reached the winter palace of the Tsar to present a petition. But they were fired at indiscriminately by police and the cossacks resulting in the death of more than 100 workers with 300 workers wounded. This started a series of events that became known as the 1905 revolution. This incident is known as ‘Bloody Sunday’ in Russian history. (i) The news provoked unprecedented disturbances throughout Russia. Strike took place all over the country. (ii) The Universities of Russia were closed down when student bodies staged walkouts, complaining about the lack of civil liberties. (iii) Lawyers, doctors, engineers, middle class workers established Union of Unions and demanded a constituent assembly.

3. What was the Duma? How far was it successful?

Answer:  The Tsar of Russia allowed the creation of an elected consultative Parliament which was known as Duma. Duma had representatives from the third estate. The Tsar dismissed the first Duma within 75 days and the re-elected a second Duma within three months. He did not want any questioning of his authority. He changed the voting laws and packed the third Duma with conservative politicians.

In Russia, the ‘reds’ meant Bolsheviks, the ‘greens’ meant socialist revolutionaries and the ‘whites’ meant pro-Tsarists. The Bolsheviks were the majority group of workers under the leadership of Lenin. During 1918 and 1919, the ‘greens’ (Socialist Revolutionaries) and the ‘whites’ (pro-Tsarists) controlled most of the Russian empire. They were backed by French, American, British and Japanese troops who were opposed to the growth of socialism in Russia.

4. List two differences between the capitalist and socialist ideas of private property.

Answer:   The Bolsheviks controlled most of the former Russian empire by January 1920. People in Central Asia responded positively and with enthusiasm to the February Revolution of 1917 because the revolution freed them from the oppression of the Tsar’s regime and strengthened their hopes for autonomy. But they responded with fear to the October Revolution of 1917, because the autocracy of the Tsar was replaced by the autocracy of Bolsheviks. In Khiva in central Asia, Bolshevik colonists brutally massacred local nationalists in the name of defending socialism. In this situation, people in central Asia were confused about the real nature of the Bolshevik Government.

5. ‘Liberals of European states were not democratic’. Justify the statement by giving three examples.

Answer:  Karl Marx’s theories were central to the party ideology of Lenin’s Bolsheviks and had a key role to play in 1917 revolution and the establishment of the Russian communist state. Marx believed that all historical changes was caused by a series of class struggles between the bourgeoisie ‘haves’ and the proletariat ‘have nots’. Vladimir Lenin was majorly influenced by Marx’s writings. Karl Marx said that industrial society was capitalist under which workers did not get their share properly. He wanted the whole society to have the common control over the means of productions i.e., all production units should be nationalised. He thought that capitalism could be voted out only through revolution. Marx’s idea deeply influenced Lenin and the Bolshevik Revolution and they followed it whole heartedly.

6. What was the contribution of Karl Marx in beginning about the Russian Revolution of 1917?

Answer:   The First World War had a severe impact on Russian industry. (i) Russia’s own industries were few in numbers and the country was also cut off from other suppliers of industrial goods by German control of the Baltic sea. (ii) Industrial equipment disintegrated more rapidly in Russia than any other country in Europe. (iii) By 1916, railway lines began to breakdown. (iv) Able-bodied men were called up to the war and as a result there were labour shortages and small workshops producing essentials were shut down. (v) Large supplies of grains were sent to feed army, bread and flour became scarce and riots at bread shop became common incident.

7. Explain any three effects of the First World War on the industries in Russia. Or State any three effects of the First World War on the Russian Economy.

Answer:   (i) At the beginning of 20th century in Russia most industry was owned by industrialists. (ii) Government supervised large factories to ensure minimum wages and time of working hours. (iii) In crafts units and small workshops sometimes like working hours were 15 hours, compared with 10 or 12 hours in big factories. (iv) Workers were divided into different social groups and they were also divided by skill. (v) Women consisted of 31 percent of the factory labour force. The wages of a female worker was less than a male worker. (vi) Some workers formed associations to help other workers in times of hardship.

8. Describe the conditions of the workers under Tsar in Russia?  Or  Describe any three points regarding the condition of workers in Russia in the beginning of the 20th century. Or Explain the condition of workers in Russia before 1917.

Answer:   In Russia, the nobility, the crown and Orthodox Church owned large landed properties. (i) Unlike the peasants of France, the Russian peasants did not have any respect for the nobles. (ii) In Russia, the peasants wanted the land of the nobles and sometimes they refused to pay rent. Even the peasants murdered the landlords. (iii) In 1902, peasant agitation occurred on a large scale in South Russia and in 1905 it spread all over Russia. (iv) Russian peasants were different from the other European peasants. Sometimes they pooled their land together. (v) Peasants established commune (mir) which divided the land according to the needs of the individual family.

9. Discuss the relationship between peasants and nobles in Russia during early 19th century.

Answer:   At the beginning of the 20th century, the Russian people were mainly agriculturists. About 85 per cent of the Russian population was agriculturists which is higher than other European countries. (i) Industry in Russia was developed in some pockets like St Petersburg and Moscow. Large factories existed alongside craft workshops. (ii) Many factories were setup in the 1890s. The reason behind it was the extension of railway network and the increase of foreign investment. (iii) Coal production doubled and iron and steel output quadrupled at that time. (iv) Most industries were owned by industrialist, but government supervised the wage scale and timing of the factories.

10. Describe the economic condition of Russia before 1905.

Answer:   (i) In Russia the war was initially popular and the policies of Tsar Nicholas II were supported by the people. (ii) The First World War on the ‘Eastern front’ differed from that on the ‘Western front’. In the West, armies fought from trenches, but in the East, armies moved a good deal and fought battles leaving large casualties. (iii) Russia’s army lost badly in Germany and Austria between 1914 and 1916. There were over 7 million casualties by 1917. (iv) As the German armies moved forward, the Russian army destroyed crops and building to prevent the enemy to enter easily. (v) The situation discredited the Russian government and Tsar. (vi) The Russian Soldier did not wish to First Such a War. 

11. What was the condition of Russia during the First World War?

Answer:  In March 1917, Soviet leaders and Duma leaders formed provisional government to run the country. Lenin and Bolshevik party thought that the time wars not ripe for socialist revolution and the Provisional government needed to be supported.

(i) In the meantime Bolshevik influence grow and the Provisional government saw its power reduce. So it decided to take stern measures against the spreading discontent.  (ii) Peasants and their socialist leader wanted a redistribution of land which could not be fulfilled by the government. (iii) This government could not succeed to control over industry by the workers. (iv) But it resisted attempts by workers to run factories. (v) This government began arresting the leaders and the popular demonstrations staged by the Bolsheviks were repressed.   

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

Answer:   Social Conditions Russian society was divided into three classes, the clergy, nobility and the working class. Serfdom was abolished in 1861, but the peasants, who constituted 85 percent of the population, had to pay heavy taxes for small holdings. Economic Conditions After industrialisation, many factories were set-up by industrialists. The wages were minimum and the working hours were sometimes 15 hours. The condition of the workers was miserable. The state treasury was bankrupt due to heavy expenditure. Political Conditions Under the autocratic rule of Tsar Nicholas II, the Russian empire was vast and feudal. The disastrous defeat of Russia in the Russo-Japanese War of 1904 had eroded the prestige of Tsar Nicholas II. 

13. In what ways was the working population in Russia different from other countries in Europe, before 1917? Or Explain any five differences between the peasants of Russia and peasants of Europe.

Answer:  Working population of Russia was different from other European countries in the following ways (i) About 85 percent of Russians were agriculturists. In France and Germany, the farmers were between 40 per cent to 50 per cent. (ii) Industrialisation started late in Russia and industries were only found in small pockets. (iii) Workers were a divided social group and maintained strong links with the villages they come from. In Europe, the industrial revolution changed a mainly rural society into an urban one. (iv) In Russia sometimes the working hours for workers were 15 hours, compared with 10 or 12 hours in Europe. (v) Unlike European peasants, Russian peasants had no respect for nobles and some even tried to grab the land of nobles. 

14. Describe the main events of the October Revolution in Russia.

Answer:    The main events of the October Revolution in Russia were 

(a) On 16th October, 1917, Lenin persuaded the Petrograd Soviet and the Bolshevik party to agree to seizure of power. A military Revolutionary committee was appointed under the leadership of Leon Trotskii. 

(b) The uprising began on October 24, when pro-government troops were sent to take over telephone and telegraph offices and protect the Winter Palace. In a swift response, the Military Revolutionary Committee ordered its supporters to seize government offices and arrest ministers. 

(c) The city was under the committee’s control and the ministers had surrendered. Uprisings took place in other cities also. By December, the Bolsheviks controlled the Moscow Petrograd area. 

15. What was the Communist International?

Answer:   After the First World War, the Communist International was organised in 1919 on the lines of the First International (1864-76) and the Second International (1889-1914). It was founded in Moscow in March, 1919 on the initiative of the Bolsheviks after the October Revolution in Russia and at a time of revolutionary upsurge in central Europe. It is also called the Third International. Its main objectives were to establish unity among the workers of the world, to fix their daily hours of work, to oppose imperialism and colonialism, to oppose oppression and wars, to promote revolution, etc. Under its guidance, various communist parties were formed in many countries of the world. The Communist International was dissolved in June, 1943. 

16. What were the main changes brought about by the Bolsheviks immediately after the October Revolution?

Answer:   The main changes brought about by the Bolsheviks immediately after the October Revolution were (i) The Bolsheviks were totally opposed to private properties; thus most of industry and banks were nationalised. (ii) Lands  of  the clergy and nobility were confiscated and land was declared state property. (iii) In cities, the large houses were partitioned to accommodate other families. (iv) The use of old titles of aristocracy was banned. (v) To assert the social change, new uniforms, e.g.. Soviet hat, were designed for the army and the officials. (vi) The Bolshevik party renamed itself as the Russian Communist Party,  Russia became a one-party state. All Russian Congress of Soviets became the Parliament of the country. 

17. Why were there revolutionary disturbances in Russia in 1905? What were the demands of the revolutionaries?

Answer:  (a) The causes of the revolutionary disturbances in Russia in 1905 were (i) Russia’s defeat in the Russo-Japanese war of 1904 due to the poorly organised Russian army. (ii) The prices of essential commodities rose so that real wages declined by 20 per cent  (iii) Workers were dismissed at the Petiole Iron Works. (iv) The procession of workers led by Father Gapon reached the Winter Palace where it was attacked by the police. In this incident 100 workers were killed and 300 wounded. This is known as ‘Bloody Sunday’ which finally led to revolutionary disturbances in Russia in 1905. 

(b) The revolutionaries demanded a reduction in daily working hours to eight, increase in wages and improvement in working conditions.

18. Explain the views of socialist on private property. Name the international body set-up to spread and coordinate their efforts. Or Explain the views of the socialists on private property with special emphasis on Karl Marx. Name the International body setup to spread and coordinate their efforts.

Answer:  (i) Socialists were against private property. They saw it as the root of all social evils. (ii) Socialists favored society as a whole rather than single individually owned property, more attention would be  paid to collective social interests. (iii) Marx said that in capitalism, factories were owned by the capitalists and the profit of capitalists was produced by workers. (iv) But the workers had to overthrow capitalism and the rule of private property. (v) Marx suggested that to free themselves from the capitalist exploitation, the workers had to the construct a radically socialist society. In a socialist society, all property was socially controlled. (vi) Marx believed that workers would triumph in their conflict with capitalists and there should be ‘dictatorship of the proletariat’. This communist society is the natural society of the future. To coordinate their efforts, Socialists formed the international body, viz, the ‘Second International.’  

19. Describe the circumstances which were responsible for the Russian Revolution? Or Explain any five causes leading to the outbreak of Russian Revolution. Or  Highlight the social and political conditions that led to Russian Revolution?

Answer:  The Russian Revolution is the collective term for a series of revolution in Russia in 1917. The Emperor was forced to abdicate and the old regime was replaced by a provisional government during the first revolution of February 1917. In the second revolution, during October, the provisional Government was removed and replaced with a Bolshevik government.

The main circumstances which were responsible for the Russian Revolution are (i) Russia’s own industries were few in numbers and the industrial workers were exploited extremely. (ii) In Russia 85 per cent of people were agriculturists. The king nobles and church owned large landed properties. Like the industrial workers, peasants also lived in miserable conditions. (iii) Russia had an autocracy. Tsar Nicholas II was a deeply conservative ruler and maintained a strict authoritarian system. He cared little for the general people. He dragged the Russian into the First World War. (iv) Karl Marx’s theory communism appealed to the people. He said that workers had to overthrow capitalism and the rule of capitalists by the revolution. (v) The popularity of Bolshevik party increased steadily under the leadership of Vladimir Lenin.   The   Bolsheviks   had   formed committees   and  Soviets  and  created conditions which eventually led to the Russian Revolution. 

20. Mention the values which are associated with Stalin’s collectivization programme. Mention three values.

Answer:  By 1927 -1928, the towns in Soviet Russia were facing an acute problem of grain supplies. Stalin introduced collectivization programme. From 1929, the communist party forced all peasants to cultivate in collective farms (Kolkhoz). The bulk of land and implements were transferred to the ownership of collective farm. It was possible by eliminating the class of ‘kulaks’ well to do or rich farmers of Russia.

The values which are associated with Stalin’s collectivization programme are as follows (i) Promotion of State controlled large farms to increase production and solved the problem of grain scarcity. (ii) Transfer of Ownership of Land took away land from peasants and established the collective farm, the state controlled large farms. (iii) Elimination of a Social Class eliminated ‘kulaks’ the well to do peasants of Russia. 

21. What were the impacts of the Russian Revolution in Russia? Or Explain any five effects of the Russian Revolution of 1917 over Russia? 

Answer:   (i) The Russian Revolution put an end to the autocratic Tsarist rule in Russia. It abolished the Romanov dynasty. (ii) It led to the establishment of world’s first communist/socialist government. (iii) The new Soviet Government announced its with drawl from the First World War. (iv) The socialist government announced the nationalization of all industries, private lands. Banks, mines, railways, telephones, etc. These were declared as state’s property. (v) Planned economic development started at the time of Stalin. Collectivization of agriculture was introduced by Stalin. From 1929, the party forced all peasants to cultivate in collective farms. (vi) Planned economy soon turned the USSR into a powerful industrial nation by the Second World War. Poverty began disappearing from Russia. With the outbreak of World War II, USSR had given socialism a global face.

22. Why did the Tsarist autocracy collapse in 1917?

Answer:  The Tsarist autocracy collapsed in 1917 due to social, economic and political reasons. Social Reasons In the First World War the defeat of the Russian army was shocking and demoralising. There were over 7 million casualties, and 3 million refugees by 1917. The rest of the population became hostile to the Tsar. Economic Reasons There were labour shortages due to the participation of able-bodied men in the war which led to the shutdown of many small factories. Moreover, large quantities of grain were sent to feed the army. For the people in cities, bread and flour became expensive and scarce. This scarcity led to riots at bread shops. People became very dissatisfied with the policies of the Tsar.

Political Reasons Tsar Nicholas II was an autocratic, inefficient, weak ruler who believed in the Divine Rights of the king. The bureaucracy got special rights and privileges, but the general public got none. Moreover the Tsar had built a vast empire and imposed Russian language and culture on diverse nationalities. A large section of the Russian empire became hostile to the Tsar and his corrupt bureaucracy. All these factors led to discredit of the government and brought about the end of Tsarist autocracy. 

23. Why were there revolutionary disturbances in Russia in 1905? What were the demands of revolutionaries?

Answer:   The causes of the revolutionary disturbances in Russia in 1905 were (i) Due to Russia’s defeat in the Russo-Japanese War in 1904, prices of essential goods rose dramatically, so that real wages declined by 20 per cent. (ii) At the Putilov Iron Works, dismissal of some workers caused a strike. During the subsequent events, a procession of workers was attacked by police in which 100 workers died. This was known as ‘Bloody Sunday’. (iii) Subsequently, strikes took place all over the country, resulting in the creation of an elected Parliament or Duma. The revolutionaries demanded a reduction in daily working hours to eight, increase in wages and improvement in working conditions. 

24. Differentiate between the ideas of liberals, radicals and conservatives.

Answer:  (i) Liberals: They believed in changing the society. They wanted a nation which tolerated all religions. They wanted to safeguard the rights of individuals against government. However, they thought that only propertied men should have the right to vote. They also did not want women to vote. (ii) Radicals: In contrast, they believed in the rule of majority of the country’s population. They opposed the privileges of the landowners and factory owners and supported women’s right to vote. (iii) Conservatives: They opposed both the liberals and radicals. Earlier they opposed any kind of change but by the nineteenth century, they accepted the change but believed that the past has to be respected and change had to be brought through a slow process. 

25. Who was father Gapon? Narrate the events leading to the ‘Bloody Sunday’ incident and the 1905 Revolution.

Answer:  Father Gapon was the leader of the procession of workers who marched towards the Winter Palace in St. Petersburg. Events: (i) When this procession of workers reached the Winter Palace, it was attacked by the police. (ii) Over a hundred workers were killed and about three hundred wounded. (iii) This incident known as the ‘Bloody Sunday’ started a series of events leading to the 1905 Revolution. (iv) Strikes took place, universities closed down and student bodies staged walkouts. (v) Lawyers, doctors and engineers and other middle class workers formed unions and demanded constituent assembly. 

26. Who was Karl Marx? What was his theory of socialism?

Answer:  Karl Marx was a communist who introduced the concept of socialism. Karl Marx’s Theory: (i) He felt that the industrial society belonged to the capitalists. (ii) Capitalists owned the capital invested in industries, but the profit was produced by workers. (iii) He believed that the condition of workers would never improve, as long as profit is taken by the capitalists. (iv) Marx believed that to free themselves from the capitalists’ exploitation, workers had to form a socialist society where all property was socially controlled. This would be a communist society. 

27. What were the main causes of the Russian Revolution?

Answer:  Main causes were: (i) Autocratic rule of Tsars: In 1914, the Russian emperor was Tsar Nicholas II. He fought a number of wars to expand his empire in the north and west in Europe. He has borne the expenditure of war by taxing the common people of Russia.

(ii) Conditions of peasants: Majority of the Russians were agriculturalists. Major part of the land was owned by nobles and clergy and these peasants worked as farmers on daily wages. They were paid less and worked more and sometimes under debt, they were not even paid wages.

(iii) Status of industries: Industry was found in pockets. Prominent industrial areas were St. Petersburg and Moscow. Craftsmen undertook much of the production, but large factories existed alongside crafts workshops. Foreign investment in industries increased with the extension of Russia’s railway network.

(iv) Conditions of workers in the industries: Most industries were owned by private industrialists. Though the government supervised factories’ working hours and wages of the workers, but still rules were broken. Women workers were also paid less than men. Some workers formed associations to help members in times of unemployment and financial hardships.

(v) Formation of socialist parties: All political parties were illegal in Russia before 1914. The Russian Social Democratic Workers Party was founded in 1898 by socialists, who respected Marxist ideas. But because of government policies, it had to operate secretly as an illegal organisation. It set up a newspaper, mobilized workers and organised strikes.

28. Describe the history of the Socialist Movement in Russia.

Answer:   In 1898, the Russian Social Democratic Workers Party was formed on the lines of Karl Marx. Some socialists formed the Socialists Revolutionary Party in 1900, to struggle for peasants rights and demanded that land belonging to nobles be transferred to peasants. Lenin felt that these were peasants who were poor as well as rich, so they could not all be a part of the socialist movement. Lenin, who formed the Bolshevik group felt that in a society like Tsarist Russia, party should be disciplined and should control its members number and quality, whereas Mensheviks thought that the party should be open to all. The party was divided over the strategy of organisation, Bolsheviks and Mensheviks. Bolsheviks were led by Lenin and Mensheviks by Kerensky. 

29. Describe the condition of Russia during World War I.

Answer:   In Russia, the war was initially popular and people agreed to Tsar Nicholas’ policies. The First World War on the eastern front differed from western front. In the west, armies fought from trenches along eastern France. In the east, armies fought battles with large casualties. Defeats were shocking and demoralising. As German armies further moved, the Russian army destroyed crops and buildings to prevent the enemy to enter easily. Destruction of crops and buildings led to over three million refugees in Russia. The situation discredited the government of the Tsar. Even soldiers did not like to fight such a war.

30. State the main events leading to the February Revolution in Petrograd.

Answer:  All the workers’ quarters and factories were located on the right bank of the river Neva. On the left bank were the fashionable areas, the Winter Palace, official buildings and the palace where Duma met. In February 1917, there was severe food shortage in workers’ quarters. On 22 February, a lockout took place at a factory leading to a strike by the workers. In other factories also, workers went on strikes and women led the way to the strikes. This came to be called, ‘The International Women’s Day’. The workers ultimately crossed the river and surrounded the official buildings in protest. The government imposed a curfew and called out the cavalry and police to keep a check on them. 

31. How was the February Revolution able to bring down the monarchy in Russia?

Answer:   On Sunday the 25 February, the government suspended the Duma. Demonstrations returned back on the streets of the left bank. People raised slogans about bread, wages, better hours and democracy. The government tried to control the situation by calling the army but the cavalry refused to fire at the  demonstrators. Now soldiers also joined workers and had all gathered to form a Council called the ‘Soviet’. This was the Petrograd Soviet. The very next day, a delegation went to see the Tsar and advised him to accept defeat. He decided to abdicate on 2 March and the Soviet leaders and the Duma leaders formed a Provisional Government. New Russia’s future would be decided by the Constituent Assembly, elected on the  basis of universal adult franchise. Petrograd had led the February Revolution that brought down the monarchy in February 1917. 

32. Which events led to the October Revolution of 1917 in Russia?

Answer:  (i) A conflict grew between the Provisional Government and the Bolsheviks as Lenin feared that the Provisional Government may set up a dictatorship. (ii) On 16 October 1917, Lenin persuaded them to accept socialists’ power and appointed a Military Revolutionary Committee under Leon Trotskii to organise the seizure. (iii) The uprising began on 24 October and Kerenskii, the Prime Minister left the city to call troops. (iv) In a swift response, the Military Revolutionary Committee ordered its supporters to seize government offices and arrest ministers. (v) By nightfall, the city was under the Committee’s control and the ministers had surrendered. (vi) Uprisings took place in other cities. There was heavy fighting but by December, the Bolsheviks controlled the Moscow-Petrograd area.

33. What changes were brought about by the Bolsheviks immediately after the October Revolution?

Answer:   (i) Bolsheviks were totally opposed to private property. (ii) Most industry and banks were nationalised in November 1917. This meant that the government took over ownership and management. (iii) Land was declared a social property and peasants were allowed to seize the land of the nobility. (iv) In cities, they enforced the partition of large houses according to family requirements. (v) They banned the use of the old titles of aristocracy. (vi) The Bolshevik Party was renamed the Russian Communist Party. 

34. What do you know about Stalin’s Collectivisation Programme?

Answer:   From 1929, the party forced all peasants to cultivate in collective farms. The bulk of land and implements were transferred to the ownership of collective farms. Peasants worked on the land and the profit was shared. Enraged peasants resisted the authorities and destroyed their livestock. Those who resisted the collectivisation were severely punished. Many were deported and exiled. As they resisted collectivisation, peasants argued that they were not rich and they were not against socialism. Stalin’s government allowed some independent cultivation but treated such cultivators unsympathetically. 

35. What were the views of liberals about the transformation of society in the 18th century?

Answer:   Views of liberals: (i) Liberals wanted a nation which tolerated all religions. (ii) They also opposed the uncontrolled power of dynastic rulers. (iii) They wanted to safeguard the rights of individuals against governments. (iv) They argued for a representative, elected parliamentary government, subject to laws interpreted by a well-trained judiciary that was independent of rulers and officials. (v) However, they did not believe in universal adult franchise. They felt men who own property mainly should have the vote. They also did not want the vote for women. 

36. What were the effects of the Russian Revolution on the world? 

Answer:  (i) In many countries, communist parties were formed?like the Communist Party of Great Britain. (ii) The Bolsheviks encouraged colonial people to fight for their independence. (iii) Many Non-Russians from outside the USSR participated in the conferences held by socialists and the Bolshevik-founded Comintern (a Communists International). (iv) Some received education in the USSR’s Communist University of the Workers of the East. (v) With the outbreak of World War II, the USSR had given socialism a global face and world stature.    

37. Why the period after the success of French Revolution can be called the age of social change?

Answer:  (i) The French Revolution opened up the possibility of creating a dramatic change in the way in which society was structured.     (ii) Before the 18th century society was broadly divided into estates  and orders and it was the aristocracy and church which controlled  economic and social power. (iii) Suddenly, after the revolution, it seemed possible to change this. In many parts of the world including Europe and Asia, new ideas  about individual rights and who controlled social power began to  be discussed. (iv) In India, Raja Rammohan Roy and Derozio talked of the significance of the French Revolution and many others debated the ideas of post-revolutionary Europe. (v) The developments in the colonies, in turn, reshaped these ideas of societal change. 

38. “World War I left Russia in such a situation that it led to February revolution in Petrograd.” Do you agree?

Answer:   (i) In World War I, Russian defeats were shocking and demoralising, Russia’s army lost badly in Germany and Austria between 1914 and 1916.               (ii) As they retreated, the Russian army destroyed crops and  buildings to prevent the enemy from being able to live off  the land. The destruction of crops and buildings led to over 3 million refugees in Russia.                                   (iii) The war had a severe impact on industry. Russia’s own industries were few in number and the country was cut off from other  suppliers of industrial goods by German control of the Baltic Sea. (iv) Industrial equipment disintegrated more rapidly in Russia than elsewhere in Europe. By 1916, railway lines began to break down. (v) Able-bodied men were called up to the war. As a result, there was labour shortage and small workshops producing essentials were shut down. (vi) Large supplies of grain were sent to fed the army. For the people in the cities, bread and flour became scarce. By the winter of 1916, riots at bread shops were common. (vii) In the winter of 1917, conditions in the capital, Petrograd, were grim. In February 1917, food shortages were deeply felt in the workers quarters, leading to lockouts and about fifty factories called a strike. 

39. What was the global influence of Russian Revolution? 

Answer:  (i) In many countries, communist parties were formed like the  Communist Party of Great Britain.                 (ii) The Bolsheviks encouraged colonial people to follow their experiment of taking power. (iii) Many non-Russians from outside the USSR participated in the Conference of the People of East and the Bolshevik-founded Comintern (an international union of pro-Bolshevik socialist parties). (iv) Some received education in USSR’s Communist University of the Workers of the East. (v) By the time of the outbreak of the Second World War, the USSR had given socialism a global face and world stature.

• Constitutional Design Class 9 Case Study Social Science Political Science Chapter 2

Last Updated on September 10, 2024 by XAM CONTENT

Hello students, we are providing case study questions for class 9 social science. Case study questions are the new question format that is introduced in CBSE board. The resources for case study questions are very less. So, to help students we have created chapterwise case study questions for class 9 social science. In this article, you will find case study for CBSE Class 9 Social Science Political Science Chapter 2 Constitutional Design. It is a part of Case Study Questions for CBSE Class 9 Social Science Series.

Table of Contents

Case Study Questions on Constitutional Design Class 9

Read the following passage and answer the questions:

A Constitution is not merely a statement of values and philosophy. As we noted above, a Constitution is mainly about embodying these values into institutional arrangements. Much of the document called Constitution of India is about these arrangements. It is a very long and detailed document. Therefore, it needs to be amended quite regularly to keep it updated. Those who crafted the Indian Constitution felt that it has to be in accordance with people’s aspirations and changes in society. They did not see it as a sacred, static and unalterable law. So, they made provisions to incorporate changes from time to time. These changes are called Constitutional amendments.

The Constitution describes the institutional arrangements in a very legal language. If you read the Constitution for the first time, it can be quite difficult to understand. Yet the basic institutional design is not very difficult to understand.

Q 1. What are constitutional amendments?

Ans. The makers of the Constitution made a provision for making amendments to the Constitution from time to time. These changes are called constitutional amendments.

Q 2. Mention the two major aspects in the working of institutional design.

Ans. The two major aspects in the working of institutional design are :

(i) It lays down the procedure for choosing persons to govern the country, i.e., about elections.

(ii) It defines who will have much power to take the decision, i.e.. distribution of power among the Legislature, Executive and Judiciary.

Q 3. In what way institutional design puts limits to what the government can do?

Ans. Institutional design puts limits to what the government can do by providing some rights to the citizen that cannot be violated and are called fundamental rights.

• Electoral Politics Class 9 Case Study Social Science Political Science Chapter 3
• Food Security in India Class 9 Case Study Social Science Economics Chapter 4
• What is Democracy? Why Democracy? Class 9 Case Study Social Science Political Science Chapter 1
• Poverty as a Challenge Class 9 Case Study Social Science Economics Chapter 3
• People as Resources Class 9 Case Study Social Science Economics Chapter 2
• Drainage Class 9 Case Study Social Science Geography Chapter 3
• Physical Features of India Class 9 Case Study Social Science Geography Chapter 2
• India – Size and Location Class 9 Case Study Social Science Geography Chapter 1
• Forest Society and Colonialism Class 9 Case Study Social Science History Chapter 4
• Nazism and the Rise of Hitler Class 9 Case Study Social Science History Chapter 3

Socialism in Europe and the Russian Revolution Class 9 Case Study Social Science History Chapter 2

The french revolution class 9 case study social science history chapter 1, topics from which case study questions may be asked.

Here is a list of topics from which case study questions may be asked.

• Democratic Constitution in South Africa
• Why do We Need Constitution?
• Making of the Indian Constitution
• Guiding Values of the Indian Constitution

India became independent on 15th August, 1947. India was not completely free at that time because our administration was based on those laws which were passed by the British Parliament in England.

The Constitution of India is the most detailed one in the world. It has 395 articles and 12 schedules.

Frequently Asked Questions (FAQs) on Constitutional Design Class 9 Case Study

Q1: what are case study questions.

A1: Case study questions are a type of question that presents a detailed scenario or a real-life situation related to a specific topic. Students are required to analyze the situation, apply their knowledge, and provide answers or solutions based on the information given in the case study. These questions help students develop critical thinking and problem-solving skills.

Q2: How should I approach case study questions in exams?

A2: To approach case study questions effectively, follow these steps: Read the case study carefully: Understand the scenario and identify the key points. Analyze the information: Look for clues and relevant details that will help you answer the questions. Apply your knowledge: Use what you have learned in your course to interpret the case study and answer the questions. Structure your answers: Write clear and concise responses, making sure to address all parts of the question.

Q3: What are the benefits of practicing case study questions from your website?

A3: Practicing case study questions from our website offers several benefits: Enhanced understanding: Our case studies are designed to deepen your understanding of historical events and concepts. Exam preparation: Regular practice helps you become familiar with the format and types of questions you might encounter in exams. Critical thinking: Analyzing case studies improves your ability to think critically and make connections between different historical events and ideas. Confidence: Practicing with our materials can boost your confidence and improve your performance in exams.

Q4: What are the important keywords in this chapter “Constitutional Design”?

A4: Important keywords for CBSE Class 9 What is Constitutional Design are given below: Apartheid: The official policy of racial separation and ill-treatment of Blacks followed by the government of South Africa between 1948 and 1989 Clause: A distinct section of a document Constitution: Supreme law of a country, containing fundamental rules governing the politics and society in a country Constituent Assembly: An assembly of people’s representatives that writes a Cconstitution for a country Draft: A preliminary version of a legal document Philosophy: The most fundamental principles underlying one’s thoughts and actions Preamble: An introductory statement in a Constitution which states the reasons and guiding values of the Constitution Constitutional Amendment: A change in the Constitution made by the supreme legislative body in a country Treason: The offence of attempting to overthrow the government of the state to which the offender owes allegiance Tryst: A meeting or meeting place that has been agreed upon

Q5: Why did the White South African government put Nelson Mandela on trial?

A5: He was put on trial for opposing the apartheid regime in his country.

Q6: What is Racial Discrimination?

A6: When a person is treated less favourably than another person in a similar situation because of his colour, descent, national or ethic origin or immigrant status, it is known as Racial Discrimination.

Q7: What is aparthied?

A7: The official policy of racial discrimination and ill treatment of the Blacks followed by the government of South Africa between 1948 and 1989.

Q8: What basic rules are followed to form a Constitution?

A8: The basic rules followed to form Constitution are as follows: (i) The rules should lay down how the rulers are to be chosen in future. (ii) These rules determine what the elected governments are empowered to do and what they cannot do. (iii) These rules should decide the rights of the citizens and form a policy for the betterment of their citizens.

Q9: Who was Nelson Mandela?

A9: Nelson Mandela was the President of South Africa. He fought against the racial discriminatory policy known as apartheid under the banner of African National Congress (ANC). He was imprisoned by the White Minority Government for 28 years. After his release, the election followed and he became the President.

Q10: Are there any online resources or tools available for practicing “ Constitutional Design” case study questions?

A10: We provide case study questions for CBSE Class 9 Social Science on our website. Students can visit the website and practice sufficient case study questions and prepare for their exams.

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Case Study Questions for Class 9 Social Science History Chapter 2 Socialism in Europe and the Russian Revolution

• Last modified on: 1 year ago
• Reading Time: 4 Minutes

Case Study Questions

Question 1:

Read the following source carefully and answer the questions that follows:

On Sunday, 25th February, the government suspended the Duma. Politicians spoke out against the measure. Demonstrators returned in force to the streets of the left bank on the 26th. On the 27th, the Police

Headquarters were ransacked. The streets thronged with people raising slogans about bread, wages, better hours and democracy. The government tried to control the situation and called out the cavalry once again. However, the cavalry refused to fire on the demonstrators. An officer was shot at the barracks of a regiment and three other regiments mutinied, voting to join the striking workers. By that evening, soldiers and striking workers had gathered to form a ‘soviet’ or ‘council’ in the same building as the Duma met. This was the Petrograd Soviet. The very next day, a delegation went to see the Tsar. Military commanders advised him to abdicate. He followed their advice and abdicated on 2 March. Soviet leaders and Duma leaders formed a Provisional Government to run the country. Russia’s future would be decided by a constituent assembly, elected on the basis of universal adult suffrage. Petrograd had led the February Revolution that brought down the monarchy in February 1917.

Answer the following MCQs by choosing the most appropriate option:

(i) When did the government suspend the Duma? (A) 26th February (B) 25th February (C) 28th February (D) 27th February

(ii) The Police Headquarters were ransacked on: (A) 27th (B) 25th (C) 24th (D) 28th

(iii) The Tsar was advised by: (A) Governor (B) Ministry (C) Military Commanders (D) President

(iv) Petrograd had led __________Revolution. (A) October (B) March (C) November (D) February

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NCERT Solution for Class 9 Geography Chapter 2 Physical Features of India

Intext - questions, find out - 1.

Question.1. Find out the names of the glaciers and passes that lie in the Great Himalayas. Ans. (a) The names of the glaciers that lie in Great Himalayas are

• Siachen Glacier – Jammu and Kashmir
• Godwin Glacier – Jammu and Kashmir
• Gangotri Glacier – Uttarakhand
• Yamunotri Glacier – Uttarakhand

(b) Passes that lie in the Great Himalayas

• Himachal Pradesh –  Rohtang Pass, Karakoram Pass, Rupin Pass
• Sikkim – Nathu La, Jelep La
• Uttarakhand – Mohan Pass

Question.2. Find out the name of the states where highest peaks are located. Ans. States where highest peaks are located are

• Jammu and Kashmir (Nanga Parbat)
• Sikkim (Kanchenjunga)
• Uttarakhand (Nanda Devi, Kamet)

Find Out - 2

Question.1. Find out the location of Mussoorie, Nainital, Ranikhet from your atlas and also name the state where they are located. Ans. All the three towns are in the state of Uttarakhand in the range called lesser Himalaya or Himachal.

Question.1. Choose the right answer from the four alternatives given below.

(i) A landmass bounded by sea on three sides in referred to as

(a) coast (b) island (c) peninsula (d) None of these

(c) peninsula

(ii) Mountain ranges in the eastern part of India forming its boundary with Myanmar are collectively called as

(a) Himachal (b) Uttarakhand (c) Purvanchal (d) None of these

(c) Purvanchal

(iii) The Western coastal strip, South of Goa is referred to as

(a) Coromandal (b) Konkan (c) Kannad (d) Northern Circar

(iv) The highest peak in the Eastern Ghats is

(a) Anai Mudi (b) Kanchenjunga (c) Mahendragiri (d) Khasi

(c) Mahendragiri

Question 2. Answer the following questions briefly

(i) What are tectonic plates? Ans. The convectional currents below the Earth’s crust split the crust into a number of pieces. These pieces are called tecton plates. e.g., Eurasia plate, Indo Australian plate etc.

(ii) Which continents of today were part of the Gondwana land? Ans. The Gondwana land included India, Australia, South Alho and South America as one single land mass.

(iii) What is the Bhabar? Ans. Bhabar is a narrow belt of land about 8 to 16 km wide and covered with pebbles deposited by the rivers and lying parallel to the slopes of the Shiwaliks.

(iv) Name the three major divisions of the Himalayas from north to south. Ans. The 3 major divisions of the Himalayas from North to South are as follows:

• The Great or Inner Himalayas or the Himadri: It is a continuos range consisting of the highest peaks.
• Himachal or Lesser Himalayas: The range lying to the South of the Himadri is known as Himachal or Lesser Himalayas.
• Shiwaliks: The outermost range of the Himalayas is known as the Shiwaliks. These are the foothill ranges and represent the southernmost division of the Himalayas.

(v) Which plateaus lies between the Aravali and the Vindhyan ranges? Ans. Malwa plateau lies between the Aravali and the Vindhyan ranges.

(vi) Name of the Island group of India having coral Vindhyan Ans. Lakshadweep Islands are composed of small coral islands.

Question.3. Distinguish between

(i) Converging and diverging tetonic plates.

Ans. Difference between Converging plates and Diverging plates. Converging Tetonic Plates: The plates that come towards each other and form a convergent boundary. Diverging Tetonic Plates: The plates that move away from each other and form divergent boundary.

(ii) Bhangar and Khadar. Ans.

(iii) Western Ghats and Eastern Ghats. Ans.

Question 4. Describe how the Himalayas were formed. Ans.

• The oldest landmass of India (peninsular part) was a part of Gondwana land.
• Gondwana land included India, Australia, South Africa and South America as one single landmass.
• Convectional currents split the crust into a number of pieces, thereby leading to the drifting of the Indo Australian plate after being separated from the Gondwana land towards the North.
• The Northward drift resulted in the collision of the plate with the much larger Eurasian plate.
• Due to this collision the sedimentary rocks which were accumulated in the geosyncline known as the Tethys, were folded to form the mountain systems of Western Asia and Himalaya.
• The Himalayas represent a youthful topography with high peaks, deep valleys and fast following rivers.

Question.5. Which are the major physiographic divisions of India? Contrast the relief of the Himalayan region with that of the Peninsular plateau? Ans. The major physiographic divisions of India are: (i) The Himalayan mountains (ii) The Northern plains (iii) The Peninsular plateau (iv) The Indian desert (v) The Coastal plains (vi) The islands

Contrast between the Himalayan region and the Peninsular plateau

Question.6. Give an account of the Northern plains of India. Ans.

• The Himalayan uplift out of the Tethys sea and subsidence of the Northern flank of the peninsular plateau resulted in the formation of a large basin. In course of time, this depression gradually got filled with deposition of sediments from rivers flowing from the mountains in the north and led to formation of the fertile Northern plains.
• It spreads over an area of 7 lakh sq km. The plain is about 2400 km long and 240-230 km broad.
• It is a densely populated and an intensively cultivated area.
• With its adequate water supply and favourable climate, it is agriculturally a very productive part of India.
• The Northern plains are broadly divided into 3 sections.
• The Western part of the Northern plains is called the Punjab plains, formed by the Indus and its tributaries.
• The Ganga plain extends between the Ghaggar and the Teesta rivers, spread over the states of Haryana, Delhi, UP, Bihar and West Bengal.
• The Brahmaputra Plain to the East of the Ganga plains lies the Brahmaputra plain covering the areas of Assam and Arunachal Pradesh.

Question.7. Write short notes on the following (i) The Indian Desert Ans.

• The Indian desert lies towards the Western margin of the Aravali hills.
• It is an undulating sandy plain covered with sand dunes.
• This region receives very low rainfall, below 150 mm per year.
• It has arid climate with low vegetation cover.
• Streams appear during the rainy season. Soon they disappear into the sand as they do not have enough water to reach the sea.
• Luni is the only large river in this region.
• Barchan ( Crescent shaped duners ) cover the larger areas but longitudinal dunes become more prominent near the Indo-Pakistan border.
• The Indian desert is popularly known as the Thar desert .

(ii) The Central Highlands Ans.

• The Peninsular plateau consists of two broad divisions, namely the central highlands and the Deccan plateau.
• The part of the Peninsular plateau lying to the north of the Narmada river covering a major area of the Malwa plateau is known as the Central Highlands .
• They are bound by the Vindhya Range from the south and by the Aravali hills from the north-west.
• The further westward extension gradually merges with the sandy and rocky desert of Rajasthan.
• The flow of the rivers draining this region, namely the Chambal, the Sind, the Betwe and Ken is from south-west to north-east.
• The central highlands are wider in the west but narrower in the east.
• The eastward extensions of their plateau are locally known as ‘Bundelkhand’ and ‘Baghelkhand’ .
• The Chhotanagpur plateau marks the further eastward extension drained by the Damodar river.

(iii) The Island Groups of India Ans. India has two groups of islands namely the Lakshadweep group and the Andaman and Nicobar group .

(a) The Lakshadweep Islands Group lie close to the Malabar coast of Kerala.

• These islands are composed of small coral islands.
• Earlier, they were known as Laccadive , Minicoy and Amindive . In 1973 , these were renamed as the Lakshadweep .
• They cover a small area of 32 sq km.
• Kavaratti Island is the administrative headquarters of Lakshadweep.
• This island group has a great diversity of flora and fauna.
• The Pitti Island , which is uninhabited, has a bird sanctuary .

(b) Andaman and Nicobar Islands

• The elongated chain of islands located in the Bay of Bengal extending from north to south are the Andaman and Nicobar Islands.
• They are bigger in size and more numerous and scattered than the Lakshadweep Islands.
• The entire group of islands is divided into two broad categories, the Andaman in the north and Nicobar in the south.
• It is believed that these islands are an elevated portion of the submarine mountains.
• These islands are of great – strategic importance for the country. They have great diversity of flora and fauna.
• These islands lie close to the equator experience equatorial climate and have thick forest cover.

Project/Activity

Vertical : Chotanagpur: plateau in eastern India, in northwestern Chhattisgarh and central Jharkhand. Aravali : Rajasthan Konkan : Maharashtra Jaintia : Meghalaya Malwa : Madhya Pradesh Nilgiri : Tamil Nadu Shipkila : Himachal Pradesh Vindhya : Madhya Pradesh Bomdila : Arunachal Pradesh Sahyadri : Maharashtra and Karnataka Satpura : Madhya Pradesh

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