Answer Key of Thinkeractive Sat Workbook Class 8

HOLY FAITH
Social Science
Workbook
Answer Key
8
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C ON T E
N
T
S
HISTORY
1. How, When and Where 3
2. From Trade to Territory 4
3. Ruling the Countryside 7
4. Tribals, Dikus and the Vision of a Golden Age 11
5. When People Rebel 13
6. Weavers, Iron Smelters and Factory Owners 16
7. Civilising the “Native”, Educating the Nation 18
8. Women, Caste and Reform 20
9. The Making of the National Movement: 1870s–1947 22
10. India after Independence 25
GEOGRAPHY
1. Resources 29
2. Land, Soil, Water, Natural Vegetation and Wildlife Resources 31
3. Mineral and Power Resources 34
4. Agriculture 38
5. Industries 42
6. Human Resources 46
CIVICS
1. The Indian Constitution 48
2. Understanding Secularism 50
3. Why Do we need a Parliament? 52
4. Understanding Laws 54
5. Judiciary 56
6. Understanding our Criminal Justice System 59
7. Understanding Marginalisation 60
8. Confronting Marginalisation 62
9. Public Facilities 64
10. Law and Social Justice 66
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HISTORY
CHAPTER
1 How, When and Where
EXERCISES
1.1 How important are dates?
A. Fill in the blanks.

1. James Rennel 2. James Rennel, 1782 3. Warren Hastings
4. Lord Mountbatten 5. James Mill 6. Hindu, Muslim, British
B. State whether the following statements are true or false.
1. False 2. True 3. True
4. True 5. True
C. Answer the following questions.
1. James Rennel was an English geographer and supporter of the British. He thought that
preparation of maps will be essential for the process of dominance and conquest of
India.
2. Dates which focus on a particular set of events are important, for example the year a
particular battle was fought, the year a particular revolution took place, the year a king
was crowned, etc.
3. According to James Mill all Indian society is at a lower level of civilisation than Europe.
He has also described that before the British came to India, Hindu and Muslim despots
ruled the country. James Mill also tells that only British rule could civilise India because
at that time cast taboos, superstition and religious intolerance dominated Asian society.
4. James Mill divided Indian history into three periods: Hindu, Muslim and British.
This periodisation has its own problem. It is not justified to characterise an age only
through the religion of Hindu and Muslim rules of the time because a variety of faiths
existed simultaneously in these periods. Even rulers in ancient India did not all share
the same faith.
5. The British subjugated the nawabs and rajas and established their rule in India.
1. They established their control over the economy and society, collected revenue to
meet all their expenses, bought the goods they wanted at low prices and produced
crops they needed for export.
2. British rule also brought changes in values, customs and practices. In this way they
changed many things politically, socially, economically, culturally and subjugated
our country.
1.2 How do we know?

1. Official records 2. Archives, Museums 3. 1920s
4. Letters, Memos
ThinkerActive Social Science WB-VIII (Answer Key) 3

B.State whether the following statements are true or false.
1.True 2. True 3. True
C.Answer the following questions.
1.The British believed that the act of writing was important and every instruction, plan,
policy, decision, agreement, investigation had to be clearly written so that it could be
properly studied, debated and carefully preserved so that it could be used for better
and effective administration.
2. The important documents were preserved at the village tahsildar’s office. The
collectorate, the law courts and at the Commissioner’s office. The provincial secretaries
all had their record rooms. Specialised institutions like archives and museums were
also established to preserve important records.
3. The British preserved official documents so that it would be easy to study the notes and
reports of the past and use them in present time.
4. The practice of surveying became common under colonial administration. The
British believed that a country had to be properly known before it could be effectively
administered. So they started detailed surveys by the early nineteenth century in order
to map the entire country. In the village they started revenue surveys .They also made
efforts to know the topography, the soil quality, flora and fauna, the local histories and
the cropping pattern.
By the end of the nineteenth century they also introduced census operations every
10 years, which helped them in preparing detailed records of the number of people
in all the provinces of India, noting information of castes, religions and occupations
separately. They also carried several other surveys such as botanical surveys, zoological
surveys, archaeological surveys, etc.
5. The information printed in newspapers is based on the views of reporters, news editors
etc. and information found in the police reports is usually true and realistic.
Miscellaneous Section
Multiple-Choice Questions
1. Surveying 2. lower 3. Lord Mount Batten
4. (a)
CHAPTER
2 From Trade to Territory
EXERCISES
2.1 East India Company

1. Charter 2. Vasco da Gama, Portuguese
3. Hugli 4. Plassey
4 ThinkerActive Social Science WB-VIII (Answer Key)

1.False 2. True 3. True 4. True
5.False 6. False
1.All the companies were interested in buying fine qualities cotton and silk produced in
India. Indian spices such as pepper, cloves, cardamom and cinnamon too were in great
demand.
2. Competition amongst the European companies led to increase in the prices of goods
and this reduced the profit that could be earned. The urge to secure markets therefore
led to fierce battles. Through the 17th and 18th centuries the trading companies sank
each other’s ships, blocked their routes and prevented rival ships from moving with
supplies of goods. Trade was carried on with arms, and trading posts were protected
through fortification.
3. According to Aurangzeb’s Farman only the East India Company had the right to trade
duty free but officials of the company who were carrying on private trade on the side
were expected to pay duty. Thus they refused to pay causing an enormous loss of
revenue for Bengal.
4. In 1765, the Mughal emperor appointed the company as the Diwan of the provinces
of Bengal. The diwani allowed the company to use the vast revenue resources of
Bengal. This solved a major problem that the company had earlier faced. From the
early eighteenth century its trade with India had expanded but it had to buy most of
the goods in India with gold and silver imported from Britain. The outflow of gold from
Britain entirely stopped after the assumption of diwani. Now revenue from India could
finance company expenses. This revenue could be used to purchase cotton and silk
textiles in India, maintain company troops and meet the cost of building the company
fort and offices at Calcutta.
5. The Battle of Plassey was fought between Siraj-ud-Daulah, the Nawab of Bengal, and
the East India Company.
When Alvardi khan died in 1756 and Siraj-ud-Daulah became the Nawab of Bengal.
The company was worried about his power and was keen on a puppet ruler who would
willingly give trade concessions. The company had built a fortress around the trade
centre in Calcutta on the pretext of security reasons, without taking permission from
the Nawab. An infuriated Siraj-ud-Daulah asked the company to stop fortifications and
pay revenue. After negotiations failed the Nawab marched to Kolkata and destroyed
the fort. A small army led by Robert Clive reached Bengal to protect the Kolkata trade
centre. The British realised that it was not easy to defeat the Nawab. Therefore Robert
Clive took to treachery and made a plan to defeat the Nawab by hatching a conspiracy
with Mir Jafar, the commander-in-chief of the Nawab’s army and promised to make him
Nawab after crushing Siraj-ud-Daulah. So the main reason for the defeat of the Nawab
was that the forces led by Mir Jafar, one of Siraj-ud-Daulah’s commanders, never
fought the battle; as promised, the British appointed Mir Jafar as the Nawab of Bengal.
6. Through the early eighteenth century the conflict between the company and the Nawabs
of Bengal intensified and the Nawabs asserted their power and autonomy. They refused
to grant the company concessions, demanded large tributes for the company’s right to
trade, denied it any right to mint coins and stopped it from extending its fortifications.

The Nawabs claimed that the company was depriving the Bengal government of huge
amounts of revenue and undermining their authority. It was refusing to pay taxes. These
were the areas of conflict between the Bengal Nawabs and the East India Company.
7. After the Battle of Plassey, the British appointed Mir Jafar as the Nawab of Bengal.
However, with time Mir Jafar became hostile towards the British so the company
replaced him with his son-in-law Mir Qasim, who opposed the British for non-payment
of taxes. The officers were angry and both Mir Qasim and the company came face to
face and finally Mir Qasim was defeated in 1763. He escaped and went to Shah Alam
where he met the Nawab of Awadh, Shuja-ud-Daulah. These combined forces fought
with British East India Company in the Battle of Buxar in which British East India
Company emerged victorious.
2.2 Company rule expands

1. 1764 2. Mysore 3. Doctrine of Lapse
4. western 5. Salbai 6. steam technology
1. True 2. True 3. False
4. True 5. True 6. True
1. According to the terms of subsidiary Alliance, Indian rulers were not allowed to have
their independent armed forces. They were to be protected by the company but had
to pay for the ‘subsidiary forces’ that the company was supposed to maintain for the
purpose of this protection. If the Indian rulers failed to make the payment, then part of
their territory was taken as penalty.
2. Tipu Sultan, the son of Haider Ali, ruled from 1782 to 1799. Under the leadership
of Tipu Sultan, Mysore became very powerful and a profitable trade centre of the
Malabar coast where the company purchased pepper, cardamom and sandalwood.
In 1755 Tipu Sultan stopped the export of all these products through the ports of his
Kingdom and disallowed local merchants from trading with the company. Tipu Sultan
established a close relationship with the French in India and modernised his army
with their help. The British got furious and waged four wars with Mysore. Tipu Sultan
fought fearlessly. The last battle proved unfortunate for him. He was killed defending
his capital Seringapatam.
3. Once Tipu Sultan had gone hunting in the forest with a French friend. There he came
face to face with a tiger. His gun did not work and his dagger fell to the ground.
He battled with the tiger unarmed until he managed to reach down and pick up the
dagger. Finally he was able to kill the tiger in the battle. After this he came to be known
as the ‘Tiger of Mysore’.
4. The company claimed that its authority was paramount or supreme and therefore its
power was greater than that of Indian states.
5. Rani Channamma was put in prison where she died.
6. The Governor General, Lord Dalhousie, devised the policy of paramountcy and the
policy came to be known as the Doctrine of Lapse. The Doctrine of Lapse declared that
if an Indian ruler died without a male heir his Kingdom would lapse ‘that is become part

of company’s territory’. Applying this doctrine company annexed Satara, Sambalpur,
Udaipur, Nagpur and Jhansi. The Doctrine of Lapse was also the cause of the Revolt
of 1857.
2.3 Setting up a new administration
A.Fill in the blanks.

1.Bengal, Bombay, Madras 2. Criminal, Civil
3.Edmund Burke 4. 1857
1.True 2. False 3. True 4. False
1.The company divided its administrative units into presidencies whereas in India
administration units were divided into districts.
Presidency was ruled by a Governor and Districts were ruled by Collectors. The
supreme head of the administration was the governor general whereas in India the
head of the administration was a King.
The governor general introduced several administrative reforms whereas the
collector collected revenue, taxes and maintained law and order in his district.
2. The East India Company began recruitment for its own army which came to be known
as Sepoy army.
As warfare technology changed from the 1820 the cavalry requirements of the
company’s army declined.
The soldiers of the company’s army had to keep pace with changing military
requirements and its infantry regiment now become more important.
In the early nineteenth century the British began to develop a uniform military
culture. Soldiers were increasingly subjected to European style training, drill and
discipline that regulated their life far more than before.
1. Warren Hastings 2. Allivardi 3. Rayanna 4. (c)
CHAPTER
3 Ruling the Countryside
EXERCISES
3.1 The Company becomes the Diwan

1. Robert Clive 2. Famine 3. Zamindars
4. Munro System

1.False 2. True 3. True
4.False 5. True
1.The Bengal economy fell into a deep crisis when the company had become the Diwan
of Bengal, as the effort was to increase the revenue as much as it could and buy fine
cotton and silk cloth as cheaply as possible; within five years the value of goods bought
by the company in Bengal doubled. Before 1765 the company had purchased goods
in India by importing gold and silver from Britain. Now the revenue collected in Bengal
could finance the purchase of goods for export.
2. The Bengal economy faced a deep crises.
Artisans started to leave village since they were being forced to sell their goods to the
company at low prices. Peasants were not able to pay the dues. Agricultural cultivation
showed signs of collapse.
The worst consequence came in 1770, when a terrible famine hit Bengal which killed
ten million people –about one third of the population was wiped out.
3. The Company introduced the Permanent settlement in 1793.
According to this settlement rajas and talukdars who were recognised as zamindars
were to collect rent from the peasants and pay revenue to the company.
This amount paid was to be fixed permanently, that is it was not to be increased
even in future.
It was felt that this would ensure a regular flow of revenue into the company’s
coffers and at the same time encourage the zamindars to invest in imposing the land.
Since the revenue demand of the state would not be increased, the zamindar would
benefit from increased production from the land.
The revenue that had been fixed was so high that the zamindars found it difficult to
pay the revenue. Anyone who failed to pay the revenue lost his zamindari.
There was an increase in the income of the zamindar but no gain for the company.
It could not increase a revenue demand that had been fixed permanently.
4. After the failure of permanent settlement, Holt Mackenzie, an Englishman, devised
a new system called Mahalwari system which came into effect in 1822. Mahalwari
system was different from Permanent settlement.
Permanent Settlement Mahalwari System

1. In Permanent Settlement the rates of (a) In Mahalwari system, the rate
the revenue were fixed. of revenue would be revised
periodically.
2. In Permanent Settlement the (b) In Mahalwari system the charge of
zamindars collected revenue from collecting revenue was given to the
peasants and paid to the company. village headman.
5. Munro system which was previously called Ryotwari system was started by Captain
Alexander Read in some areas that were taken by the company after the wars with
Tipu Sultan.

Later on Thomas Munro, the Governor general of Madras, developed this system
and this system gradually extended all over South India.
In the South there were no traditional zamindars.
Hence the settlement was made directly with the cultivators (ryots) who had tilled
the land for generations.
The fields were separately surveyed before the revenue assessment was made.
Munro thought that British should protect the ryots under their charge.
6. The two problems which arose with the new Munro system of fixing revenue are given
below
1. Revenue officials fixed too high a revenue demand which the peasants were unable
to pay.
2. Ryots fled to the countryside and villages became deserted in many regions.
3.2 Crops form Europe

1.Kalamkari 2. indigo 3. industrialisation
4.synthetic dyes 5. St. Domingue
1.True 2. True 3. False
4.True 5. True
1.William Morris, a famous poet and artist of nineteenth-century Britain, designed a
floral cotton print known as Morris cotton print.
2. By the thirteenth century Indian indigo was being used by cloth manufactures in Italy,
France and Britain to dye cloth.
3. Woad was used to make violet and blue dyes.
4. In the eighteenth century, French planters produced indigo in the French colony of
St. Domingue in the Caribbean islands. The African slaves who worked on the plantation
rose in rebellion in 1791 burning the plantation and killing their rich planters in 1792.
France abolished slavery in the French colonies. These events led to the collapse of the
indigo plantation in the Caribbean islands.
5. There were two main systems of indigo cultivation (1) nij and (2) ryots.
6. The planters forced the ryots to sign a contract or an agreement. Those who signed
the contract got cash in advance from the planters at low rates of interest to produce
indigo.
But the loan committed the ryot to cultivating indigo on at least 25% of the area
under his holding.
The planter provided the seed and the drill, while the cultivators prepared the soil,
sowed the seed and looked after the crop.
When the crop was delivered to the planter after the harvest, a new loan was given
to the ryot.
Peasants who were initially tempted by the loans soon realised how harsh the
system was. The price they got for the indigo they produced was very low and the
cycle of loans never ended.

The planters usually insisted that indigo be cultivated on the best soils in which
peasants preferred to cultivate rice.
Indigo, moreover, had deep roots and it exhausted the soil rapidly.
After an indigo harvest the land could not be sown with rice for cultivation.
3.3 The “ Blue Rebellion” and after

1. indigo plants 2. Gomasthas 3. 1859
4. Hadji Mulla
1. True 2. False 3. True 4. False
C. Match the columns.*
1. (b), 2. (a), 3. (d), 4. (c)
D. Answer the following questions.
1. Blue Rebellion broke out in March 1859 – thousands of ryots in Bengal refused to grow
indigo. Indian farmers rebelled against being forced to grow indigo plants.
2. After the Blue rebellion, indigo production collapsed in Bengal and planters shifted
their operation to Bihar.
3. Lathiyals were the lathi-wielding strong men maintained by the planters.
4. Magistrate Ashley Eden in Barasat issued a notice stating that ryots would not be
compelled to accept indigo contracts. Word went around that Queen Victoria had
declared that indigo need not be sown.
5. After the revolt of 1857, Indigo production collapsed in Bengal.
But the planters now shifted their operations to Bihar with the discovery of synthetic
dyes in the late nineteenth century. Their business was severely affected, yet they
managed to expand production.
In 1917 Mahatma Gandhi visited Champaran to see the plight of the indigo cultivators
which marked the beginning of the Champaran movement against the indigo planters.
6. In March 1859 thousands of ryots in Bengal refused to grow indigo.
They became violent; ryots refused to pay rents to the planters and attacked indigo
factories armed with swords, spears, bows and arrows. The women also joined with
pots and pans.
The ryots got support of the local zamindars and village headmen mobilised the
indigo peasants and fought pitched battles with the Lathiyals.
In other places even the zamindars went around villages urging the ryots to resist
the planters.
Worried by the rebellion, the government brought in the military to protect the
planters from assaults and set up the indigo commission to enquire into the system of
indigo production.
The commissioners held the planters guilty and criticised them for the coercive
methods they used with indigo cultivators.
It declared that indigo production was not profitable for ryots.

The commission asked the ryots to fulfil their existing contracts but also told them
that they could refuse to produce indigo in future.
After this revolt, indigo production collapsed in Bengal.
1. (c) 2. (b) 3. (c)
4. Cultivators
CHAPTER
4 Tribals, Dikus and the Vision of a Golden Age
EXERCISES
4.1 How did Tribal group live?

1. uncivilised 2. shifting cultivation 3. fallow
4. Gaddis of Kulu 5. cultivating
1. False 2. True 3. True 4. False
1. Jhum cultivation was done on small patches of land, mostly in forests. The cultivators
used to cut the treetops to allow sunlight to reach the ground and burnt the vegetation
on the land to clear it for cultivation. They spread the ash from the fire, which contained
potash, to fertilise the soil. They used the axe to cut trees and the hoe to scratch the
soil in order to prepare it for cultivation. They broadcast the seeds, that is, scattered the
seeds on the field instead of ploughing the land and sowing the seeds. Once the crop
was ready and harvested, they moved to another field. A field that had been cultivated
once was left fallow for several years.
2. Shifting cultivators were found in the hilly and forested tracts of north east and central
India.
3. The Van Gujjars of the Punjab hills and the Labadis of Andhra Pradesh were cattle
herders.
4. Tribal groups often needed to buy and sell in order to be able to get the goods that were
not produced in the locality. This led to their dependence on traders and moneylenders.
4.2 How did Colonial Rule affect the Tribal Lives?

1. Sirdar’s (leaders) 2. European 3. forest
4. tea plantations, coal mines

1. True 2. False 3. False 4. True
1. The life of shifting cultivators was directly connected to the forest. British wanted
shifting cultivators to settle down and become peasant cultivators. So, when the British
brought changes in forest laws, their life was badly affected. The British extended their
control over all forests and declared that forests were state property. Some forests were
classified as Reserved Forests for they produced timber which the British wanted. In
these forests, people were not allowed to move freely, hunt animals, collect fruits or
practice jhum cultivations. As a result, many jhum cultivators had to move to other
areas in search of work.
2. Under British rule, the functions and powers of the tribal chiefs changed considerably.
They were allowed to keep their land titles over a cluster of villages and rent out lands,
but they lost much of their administrative power and were forced to follow laws made
by British officials in India. They also had to pay tribute to the British and discipline the
tribal groups on behalf of the British. They lost the authority they had earlier enjoyed
amongst their people and were unable to fulfil their traditional functions.
3. Colonial officials decided that they would give jhum cultivators small patches of land
in the forests and allow them to cultivate these on the condition that those who lived in
the villages would have to provide labour to the forest department and look after the
forests. So in many regions the Forest Department established forest villages to ensure
a regular supply of cheap labour.
4. Land settlement referred to the practice where British government measured the land
defined the rights of each individual to that land, and fixed the revenue demand for the
state.
4.3 A closer look

1. 1895 2. Diku, European power
3. Vaishnav
1. True 2. False 3. True
4. False 5. True
1. Tribal groups rebelled in different parts of the country against the changes in laws, the
restrictions on their practices, the new taxes they had to pay and the exploitation by
traders and moneylenders.
2. The Kols rebelled in 1831 – 32, Santhals revolted in 1855, the Bastar Rebellion in
central India broke out in 1910 and the Warli Revolt in Maharashtra in 1940.
3. Birsa was born in the mid-1870s. The son of a poor father, he grew up around the
forests of Bohonda, grazing sheep, playing the flute and dancing in the local akhara. As
an adolescent, Birsa heard tales of the Munda uprisings of the past and saw the sirdars
(leaders) of the community urging the people to revolt.
4. Satyug (the age of truth) was the golden age. Birsa was deeply influenced by many
ideas he came in touch with in his growing-up years. The movement that he led aimed

at reforming tribal society. He urged the Munda to give up drinking liquor, clean their
village, and stop believing in witchcraft and sorcery. He often remembered the gloden
past of the Mundas, when he lived a good life, constructed embankments, tapped natural
springs, planted trees and orchards and practised cultivation to earn their living. They
did not kill their brethren and relatives. They lived honestly. Birsa wanted to restore this
glorious past. Such a vision appealed to the people of the region because they could
relate to Birsa Munda’s vision of living a life free from the oppression of the dikus.
5. The tribals wanted to drive out the dikus—missionaries, moneylenders, Hindu
landlords, and the government because they saw them as the cause of their misery.
The following facts account for their anger against the dikus:
1. The land policies of the British were destroying their traditional land system.
2. Hindu landlords and moneylenders were taking over their land.
3. Missionaries were criticising their traditional culture.
1. (c) 2. (c) 3. (a)
4. (a) 5. (b)
CHAPTER
5 When People Rebel
EXERCISES
5.1 Policies and the People

1. nawabs, rajas 2. Nana Saheb
3. Awadh 4. English
1. Rani Lakshmibai of Jhansi wanted the Company to recognise her adopted son as the
heir to the kingdom after the death of her husband.
2. Since the mid-eighteenth century, nawabs and rajas had seen their power being eroded.
They had gradually lost their authority and honour. Residents had been stationed in
many courts, the freedom of the rulers reduced, their armed forces disbanded, and
their revenues and territories taken away in stages.
3. In the countryside peasants and zamindars resented the high taxes and the rigid
methods of revenue collection. Many failed to pay back their loans to the moneylenders
and gradually lost the lands they had tilled for generations.

4. The Indian sepoys in the employ of the Company also had reasons for discontent.
They were unhappy about their pay, allowances and conditions of service. Some of the
new rules, moreover, violated their religious sensibilities and beliefs.
5. In those days many people in the country believed that if they crossed the sea they
would lose their religion and caste. So when in 1824 the sepoys were told to go to
Burma by the sea route to fight for the Company, they refused to follow the order,
though they agreed to go by the land route.
6. In 1856 the Company passed a new law which stated that every new person who took
up employment in the Company’s army had to agree to serve overseas if required.
7. In 1850, a new law was passed to make conversion to Christianity easier. This law
allowed an Indian who had converted to Christianity to inherit the property of his
ancestors.
5.2 A Mutiny Becomes a Popular Rebellion

1.May 1857 2. Mangal Pandey 3. Delhi
1.True 2. False 3. True
1.Sepoys refused to do the army drill using the new cartridges as they were suspected of
being coated with the fat of cows and pigs.
2. 1. The response of the other Indian soldiers in Meerut was quite extraordinary. On
10 May, the soldiers marched to the jail in Meerut and released the imprisoned
sepoys.
2. They attacked and killed British officers. They captured guns and ammunition and
set fire to the buildings and properties of the British and declared war on the firangis.
3. The soldiers were determined to bring an end to British rule in the country.
3. 1. The Mughal dynasty had ruled over a very large part of the country. Most smaller
rulers and chieftains controlled different territories on behalf of the Mughal ruler.
2. Threatened by the expansion of British rule, many of them felt that if the Mughal
emperor could rule again, they too would be able to rule their own territories once
more, under Mughal authority.
3. The British had not expected this to happen.
4. But Bahadur Shah Zafar’s decision to bless the rebellion changed the entire
situation dramatically. Often when people see an alternative possibility they feel
inspired and enthused. It gives them the courage, hope and confidence to act.
5.3 The Company Fights Back

1. Delhi 2. Rani Lakshmibai
1. True 2. False

1. The last Mughal emperor, Bahadur Shah Zafar, was tried in court and sentenced to life
imprisonment. His sons were shot dead before his eyes. He and his wife Begum Zinat
Mahal were sent to prison in Rangoon in October 1858. Bahadur Shah Zafar died in
the Rangoon jail in November 1862.
2. The British tried their best to win back the loyalty of the people. They announced
rewards for loyal landholders, who would be allowed to continue to enjoy traditional
rights over their lands. Those who had rebelled were told that if they submitted to the
British, and if they had not killed any white people, they would remain safe and their
rights and claims to land would not be denied.
5.4 Aftermath

1.British Crown 2. 1857 3. Muslims
1. 1. The British Parliament passed a new Act in 1858 and transferred the powers of the
East India Company to the British Crown in order to ensure a more responsible
management of Indian affairs.
2. A member of the British Cabinet was appointed Secretary of State for India and
made responsible for all matters related to the governance of India. He was given
a council to advise him, which was called the India Council.
3. The Governor-General of India was given the title of Viceroy, that is, a personal
representative of the Crown.
4. Through these measures the British government accepted direct responsibility for
ruling India.
2. It was decided that the proportion of Indian soldiers in the army would be reduced and
the number of European soldiers would be increased. It was also decided that instead
of recruiting soldiers from Awadh, Bihar, central India and south India, more soldiers
would be recruited from among the Gurkhas, Sikhs and Pathans.
1. (c) 2. (a) 3. (d)
4. 3000 5. Meerut

CHAPTER
6 Weavers, Iron Smelters and Factory Owners
EXERCISES
6.1 Indian Textiles and the World Market

1.cotton textiles 2. chhint 3. spinning jenny 4. rangrez
5.Khadi 6. charkha 7. Bombay
4.True 5. False 6. False
1.Printed cotton cloths called chintz, cossaes (or khassa) and bandanna had a large
market in Europe.
2. Jamdani is a fine muslin on which decorative motifs are woven on the loom, typically
in grey and white.
3 Bandanna refers to any brightly coloured and printed scarf for the neck or head.
Originally, the term derived from the word “bandhna” (Hindi for tying), and referred
to a variety of brightly coloured cloth produced through a method of tying and dyeing.
4. The different textiles like ‘muslin’, ‘calico’, ‘chintz’ and ‘bandanna’ have a history to
their names:
Muslin: European traders first encountered fine cotton cloth from India carried by
Arab merchants in Mosul in present-day Iraq. So they began referring to all finely
woven textiles as “muslin”.
Calico: The cotton textiles which the Portuguese took back to Europe came to be
called “calico” (derived from Calicut), and subsequently calico became the general
name for all cotton textiles.
Chintz: It is derived from the Hindi word chhint, a cloth with small and colourful
flowery designs.
Bandanna: Bandanna refers to any brightly coloured and printed scarf for the neck
or head. Originally, the term derived from the word “bandhna” (Hindi for tying), and
referred to a variety of brightly coloured cloth produced through a method of tying and
dyeing.
5. By the early eighteenth century, textile industries had just begun to develop in England.
Unable to compete with Indian textiles, English producers wanted a secure market
within the country by preventing the entry of Indian textiles. Worried by the popularity
of Indian textiles, wool and silk makers in England began protesting against the import
of Indian cotton textiles.
6. The development of cotton industries in Britain affected textile producers in India
in several ways. First, Indian textiles now had to compete with British textiles in the

European and American markets. Second, exporting textiles to England also became
increasingly difficult since very high duties were imposed on Indian textiles imported
into Britain.
By the beginning of the nineteenth century, English- made cotton textiles successfully
ousted Indian goods from their traditional markets in Africa, America and Europe.
Thousands of weavers in India were now thrown out of employment. Bengal weavers
were the worst hit. English and European companies stopped buying Indian goods.
By the 1830s British cotton cloth flooded Indian markets. In fact, by the 1880s two-
thirds of all the cotton clothes worn by Indians were made of cloth produced in Britain.
This affected not only specialist weavers but also spinners. Thousands of rural women
who made a living by spinning cotton thread were rendered jobless.
7. In the first few decades of its existence, the textile industry in India faced many problems.
The industry found it difficult to compete with the cheap textiles imported from Britain.
In most countries, governments supported industrialisation by imposing heavy duties
on imports. This eliminated competition and protected infant industries. The colonial
government in India usually refused such protection to local industries.
6.2 The sword of Tipu Sultan and Wootz steel

1.Wootz 2. England 3. Rajhara Hills
1.1. One reason was the new forest laws. When the colonial government prevented
people from entering the reserved forests, how could the iron smelters find wood
for charcoal? Where could they get iron ore? Many gave up their craft and looked
for other means of livelihood.
2. In some areas the government did grant access to the forest. But the iron smelters
had to pay a very high tax to the forest department for every furnace they used.
This reduced their income.
3. Moreover, by the late nineteenth century iron and steel was being imported from
Britain. Ironsmiths in India began using the imported iron to manufacture utensils
and implements. This inevitably lowered the demand for iron produced by local
smelters.
4. Thus, the Indian iron smelting industry declined in the nineteenth century.
2. In 1914 the First World War broke out. Steel produced in Britain now had to meet the
demands of war in Europe.
So imports of British steel into India declined dramatically and the Indian Railways
turned to TISCO for supply of rails.
As the war dragged on for several years, TISCO had to produce shells and carriage
wheels for the war.
By 1919 the colonial government was buying 90 per cent of the steel manufactured
by TISCO. Over time TISCO became the biggest steel industry within the British
empire.

1. Britain 2. (d) 3. (c)
4. (a) 5. China
CHAPTER
7 Civilising the “Native”, Educating the Nation
EXERCISES
7.1 How the British saw Education

1. linguist 2. The Hindu 3. Macaulay’s
4. Calcutta, Madras and Bombay
4. False 5. True
1. He shared a deep respect for ancient cultures, both of India and the West. He felt
that Indian civilisation had attained its glory in the ancient past, but had subsequently
declined. In order to understand India it was necessary to discover the sacred and legal
texts that were produced in the ancient period. For only those texts could reveal the real
ideas and laws of the Hindus and Muslims, and only a new study of these texts could
form the basis of future development in India. He believed it would not only help the
British learn from Indian culture, but it would also help Indians rediscover their own
heritage, and understand the lost glories of their past.
2. As per James Mill, Indians should be made familiar with the scientific and technical
advances that the West had made, rather than with the poetry and sacred literature of
the Orient. Thomas Babington Macaulay urged the British government in India to stop
wasting public money in promoting Oriental learning, for it was of no practical use. He
felt that knowledge of English would allow Indians to read some of the finest literature
the world had produced; it would make them aware of the developments in Western
science and philosophy. Teaching of English could thus be a way of civilising people,
changing their tastes, values and culture.
7.2 What Happened to the Local Schools?

1. William Adam 2. higher 3. government grants

1. The system of education was flexible. There were no fixed fee, no printed books, no
separate school building, no benches or chairs, no blackboards, no system of separate
classes, no roll-call registers, no annual examinations, and no regular time-table. In
some places classes were held under a banyan tree, in other places in the corner of
a village shop or temple, or at the guru’s home. Fees depended on the income of
parents: the rich had to pay more than the poor. Teaching was oral, and the guru
decided what to teach, in accordance with the needs of the students. Students were
not separated out into different classes: all of them sat together in one place. The guru
interacted separately with groups of children with different levels of learning.
2. Adam discovered that flexible system was suited to local needs. For instance, classes
were not held during harvest time when rural children often worked in the fields. The
pathshala started once again when the crops had been cut and stored. This meant that
even children of peasant families could study.
3. The Company appointed a number of government pandits, each in charge of looking
after four to five schools. The task of the pandit was to visit the pathshalas and try and
improve the standard of teaching. Each guru was asked to submit periodic reports
and take classes according to a regular timetable. Teaching was now to be based on
textbooks and learning was to be tested through a system of annual examination.
Students were asked to pay a regular fee, attend regular classes, sit on fixed seats, and
obey the new rules of discipline.
7.3 The Agenda for a National Education.

1. Mahatma Gandhi 2. mind, soul 3. Tagore
1. False 2. False 3. False
1. Mahatma Gandhi wanted to teach children handicrafts, to work with their hands, and
know how different things operated as it would develop their mind and their capacity
to understand.
2. Mahatma Gandhi argued that colonial education created a sense of inferiority in the
minds of Indians. It made them see Western civilisation as superior, and destroyed
the pride they had in their own culture. It cast an evil spell on them. Charmed by the
West, appreciating everything that came from the West, Indians educated in these
institutions began admiring British rule. Mahatma Gandhi wanted an education that
could help Indians recover their sense of dignity and self-respect. There was poison in
this education, said Mahatma Gandhi; it was sinful, it enslaved Indians.
3. Tagore was of the view that creative learning could be encouraged only in a natural
environment. So he chose to set up his school 100 kilometres away from Calcutta, in a
rural setting. He saw it as an abode of peace (Santiniketan), where living in harmony
with nature, children could cultivate their natural creativity.

1. (c) 2. (a) 3. (b)
4. (a) 5. (d)
CHAPTER
8 Women, Caste and Reform
EXERCISES
8.1 Working towards change

1. Sanskrit, Persian, Indian, Europeon 2. widow remarriage
3. Punjab, Maharashtra 4. Ramabai
4. True 5. False 6. False
1. Raja Rammohun Roy founded a reform association known as Brahmo Sabha which
later came to be known as Brahmo Samaj in Calcutta.
2. Swami Dayanand founded the reform association known as Arya Samaj.
3. Tarabai Shinde, a woman educated at home at Poona, published a book, Stripurushtulna.
She has described a comparison between women and men and criticised the social
differences between men and women.
4. Leaders such as Jawaharlal Nehru and Subhas Chandra Bose lent their support to
demands for greater equality and freedom for women.
5. Whenever the reformers wished to challenge a practice that seemed harmful, they tried
to find a verse or sentence in the ancient sacred texts that supported their point of view.
They then suggested that the practice as it existed at present was against early tradition.
6. Earlier people feared that schools would take girls away from home, prevent them from
doing their domestic duties. Moreover, girls had to travel through public places in order
to reach school. Many people felt that this would have a bad influence on them. They
felt that girls should stay away from public spaces.
8.2 Caste and Social Reform

1. Paramhans 2. Ghasidas 3. Periyar
1. False 2. True 3. False 4. True

1. During the course of the nineteenth century, Christian missionaries began setting up
schools for tribal groups and “lower”-caste children. These children were thus equipped
with some resources to make their way into a changing world.
2. One of the most vocal amongst the “low caste” leaders was Jyotirao Phule. Born
in 1827, he studied in schools set up by Christian missionaries. On growing up he
developed his own ideas about the injustices of caste society. He set out to attack the
Brahmans’ claim that they were superior to others, since they were Aryans.
3. Jyotirao Phule founded an association known as the Satyashodhak Samaj to propagate
caste equality.
4. Dr. B.R. Ambedkar in western India and E.V. Ramaswamy Naicker in the south were
the great dalit leaders who continued the movement for caste reform.
5. Christian missionaries opened schools for tribal and lower caste children. Thus, many
orthodox people attacked the Christian missionaries whereas various social reformers
supported them for their work against social evils.
6. Education helps them change their world. The poor from the villages and small
towns, many of them from low castes, began moving to the cities where there was a
new demand for labour. Some also went to work in plantations in Assam, Mauritius,
Trinidad and Indonesia. Work in the new locations was often very hard. But the poor,
the people from low castes, saw this as an opportunity.
7. Jyotirao Phule set out to attack the Brahmans’ claim that they were superior to others
since they were Aryans. Phule argued that the Aryans were foreigners, who came from
outside the subcontinent, and defeated and subjugated the true children of the country
– those who had lived here from before the coming of the Aryans. According to Phule,
the “upper” castes had no right to their land and power: in reality, the land belonged
to indigenous people, the so-called low castes.
8. The Civil Rights Movement in America helped in ending slavery and racial
discrimination. Hence, Phule dedicated his book Gulamgiri to the American movement
to free slaves.
9. Earlier, dalits were not allowed to enter temples. By organising the temple entry
movement, Ambedkar wanted to regain the self-respect.
10. Jyoti Rao Phule was critical of nationalism preached by upper castes. He wrote that
they give advice to Shudra, Muslim and Parsi youth to forget their differences and
come together for progress of nation, later it will be “Me here and you over there” all
over again. E V Ramaswamy Naicker became member of Congress. But when he saw
seating arrangements on the basis of caste discrimination, he left it in disgust. Their
assertions, forceful speeches and writings did lead to a rethink and self-criticism among
the upper-caste nationalist leaders.
1. (c) 2. (a) 3. (d) 4. (c)

CHAPTER
The Making of the National Movement:
9 1870s–1947
EXERCISES
9.1 The Emergence of Nationalism

1. 1878 2. Viceroy Curzon 3. Congress, Muslim League
4. A.O. Hume
1. The Indian National Congress was established when 72 delegates from all over the
country met at Bombay in December 1885.
2. Dadabhai Naoroji, Pherozeshah Mehta, Badruddin Tyabji, W.C. Bonnerji, Surendranath
Banerji, Romesh Chandra Dutt, S. Subramania Iyer were among the early leaders of
Indian National Congress.
3. Tilak raised the slogan: “Freedom is my birthright and I shall have it.”
4. A group of Muslim landlords and nawabs formed the All India Muslim League at Dacca
in 1906.
5. Following are the reasons for dissatisfaction of people with British rule in the 1870s and
1880s:
1. The Arms Act was passed in 1878, disallowing Indians from possessing arms.
2. In 1878, the Vernacular Press Act was also enacted in an effort to silence those
who were critical of the government.
3. This act allowed the government to confiscate the assets of newspapers including
their printing presses if the newspapers published anything that was found
“objectionable.”
4. In 1883, there was a furore over the attempt by the government to introduce the
Ilbert Bill.
5. The bill provided for the trial of British or European persons by Indians and sought
equality between British and Indian judges in the country.
6. But white opposition forced the government to withdraw the bill.
6. The Indian National Congress wished to speak for the entire people belonging to
different communities of India.
7. In the first twenty years, the Congress was “moderate” in its objectives and methods.
1. During this period it demanded a greater voice for Indians in the government and
in administration.
2. It wanted that Indians should be given more representation in the Legislative
Councils and given more power.
3. Legislative councils should be introduced in provinces where they did not exist.
4. It demanded that Indians be placed in high positions in the government.

5. For this, it called for civil service examinations to be held in India as well, not just
in London.
6. The Moderate leaders developed public awareness about the unjust nature of
British rule. They published newspapers, wrote articles and showed how British
rule was leading to the economic ruin of the country.
7. They criticised British rule in their speeches and sent representatives to different
parts of the country to mobilise public opinion.
8. 1. The Radicals within Congress had different opinions.
2. The Radicals criticised the Moderates for their “politics of prayers’ and gave
emphasis on self-reliance and constructive work.
3. They argued that people must rely on their own strength, not on the “good”
intentions of the government.
4. They argued that people must fight for swaraj.
5. Unless they fought against the British rule unitedly, they would not bring
independence to their country.
9.2 The Growth of Mass Nationalism

1. First 2. 1915 3. Mahatma Gandhi
4. Patidar
1. The First World War altered the economic and political situation in India. It led to a
huge rise in the defence expenditure of the Government of India. The government
in turn increased taxes on individual incomes and business profits. Increased military
expenditure and the demands for war supplies led to a sharp rise in prices which
created great difficulties for common people. Demand for industrial goods (jute bags,
cloth, rails) and a decline of imports from other countries led to the expansion of Indian
industry. So, Indian business groups earned a huge profit. On the other hand, business
groups reaped fabulous profits from the war.
2. Mahatma Gandhi spent his first year in India travelling throughout the country
understanding the people, their needs and the overall situation. His earliest interventions
were in local movements in Champaran, Kheda and Ahmedabad where he came into
contact with Rajendra Prasad and Vallabhbhai Patel. In Ahmedabad he led a successful
millworkers’ strike in 1918.
3. Two important developments of the mid-1920s were the formation of Rashtriya
Swayamsevak Sangh (RSS), a Hindu organisation, and the Communist Party of India.
4. The Non-cooperation Movement remained non-violent at most of the places.
1. The Patidar peasants of Kheda (Gujarat) organised non-violent campaigns against
the high land revenue demand.
2. Liquor shops were picketed in coastal Andhra and interior Tamil Nadu.
3. The tribals and poor peasants in Guntur district (Andhra Pradesh) staged a number
of forest Satyagrahas to protest against the new forest laws.

4. The Khilafat Non-Cooperation Movement got enormous support in Sind and
Bengal.
5. In Punjab, the Akali agitation of the Sikhs demanded to remove the corrupt
mahants from gurdwaras.
6. In Assam, the tea garden labourers demanded a big hike in their wages.
7. They shouted the slogan, “Gandhi Maharaj Ki Jai”.
8. In many folk songs of Assam, Gandhiji was referred to as “Gandhi Raja.”
People’s respect for Gandhiji:
9. People thought of Gandhiji as a messiah, as someone who could help them
overcome their misery and poverty.
10. Agricultural labourers believed Mahatma Gandhi would provide them land and get
taxes reduced.
11. Gandhiji wished to build class unity, not class conflict; yet peasants could imagine
that he would help them in their fight against zamindars.
9.3 The March to Dandi.
1. 1930 2. 240
1. True 2. False
1. The Britishers started imposing a tax on salt. Mahatma Gandhi along with other
nationalists reasoned that it was sinful to tax salt since it is such an essential item of our
food. It is required equally by the rich and the poor. So, Gandhiji chose to break the
salt law.
2. Gandhiji and his followers marched for over 240 miles from Sabarmati to the coastal
town of Dandi where they broke the government law by gathering natural salt found
on the seashore and boiling sea water to produce salt and thus broke the salt law.
9.4 Quit India and Later
1. Mahatma Gandhi
1. True 2. False
1. The Muslim League resolution of 1940 asked for “Independent States’ for Muslims in
the north-western and eastern areas of the country. The resolution did not mention
partition or the name Pakistan.
2. Developments of 1937–1947 period leading to the creation of Pakistan:
1. Muslim League was formed in 1906 but Congress’s failure to mobilise the Muslim
masses in the 1920s allowed the League to widen its social support.
2. In the election results of 1937, the Muslim League got very less seats, even in
areas where a large number of Muslims lived making made them feel as a minority
community.

3. In 1940, two nation theory was floated by the Muslim League.
4. Elections in the provinces were again held in 1946. Congress did well in the
“General” constituencies but the League’s success in the seats reserved for Muslims
was spectacular. So the League persisted with its demand for “Pakistan”.
5. In March 1946 the British cabinet sent a three-member mission to Delhi to examine
this demand and to suggest a suitable political framework for a free India.
6. This mission suggested that India should remain united and constitute itself as a
loose confederation with some autonomy for Muslim-majority areas.
7. But it could not get the Congress and the Muslim League to agree to specific details
of the proposal.
8. After the failure of the Cabinet Mission, the Muslim League decided on mass
agitation for winning its Pakistan demand and announced 16 August 1946 as
“Direct Action Day”.
9. On this day riots broke out in Calcutta, lasting several days and resulting in the
death of thousands of people, mostly Hindus.
10. By March 1947, violence had spread to different parts of northern India.
11. Finally, the demand for the Partition of India was finalised, and “Pakistan” was
born.
1. (b) 2. (d) 3. (c) 4. (b)
CHAPTER
10 India after Independence
EXERCISES
10.1 A New and Divided Nation

1. monsoon 2. Maharaja, Nawab
1. False 2. True
1. India’s population in 1947 was large, almost 345 million. It was also divided. There
were divisions between high castes and low castes, between the majority Hindu
community and Indians who practised other faiths. The citizens of this vast land spoke
many different languages, wore many different kinds of dresses, ate different kinds of
food and practised different professions.

2. To the problem of unity was added the problem of development. During Independence,
the vast majority of Indians lived in the villages. Farmers and peasants were dependent
on the monsoon for their survival. So did the non-farm sector of the rural economy, for
if the crops failed, barbers, carpenters, weavers and other service groups would not get
paid for their services either. In the cities, factory workers lived in crowded slums with
little access to education or health care. Clearly, the new nation had to lift its masses
out of poverty by increasing the productivity of agriculture and by promoting new, job-
creating industries.
3. The three problems that the newly independent nation of India faced are given below:
1. 8 million refugees had come into the country from the newly born Pakistan.
2. There was a problem of the princely states. There were almost 500 princely states,
each ruled by a Maharaja or Nawab, and each of them had to be persuaded to join
the new nation.
3. The new nation had to adopt a political system that would best serve the hopes
and aspirations of the people.
10.2 A Constitution is written

1. Sikhs, Christians, Parsis, Jains 2. three
3. Hindi 4. Dr. B.R. Ambedkar
5. taxes, defence, foreign affairs 6. forest, agriculture
1. The Indian Constitution was adopted on 26 January 1950.
2. Universal Adult Franchise means all Indians above the age of 21 would be allowed to
vote in state and national elections. This was a revolutionary step — for never before
were Indians allowed to choose their own leaders.
3. In the United Kingdom and the United States, the voting right had been granted in
stages. First, only men of property had the vote. Then men who were educated were
also added on. Working-class men got the vote only after a long struggle. Finally, after
a bitter struggle of their own, American and British women were granted the vote.
4. Following different features were adopted by our Constitution:
1. Universal Adult Franchise
2. Guaranteed equality before the law to all its citizens
3. The practice of untouchability was abolished.
5. The Constitution sought to balance between the competing claims by providing three
lists of subjects:
1. Union List, with subjects such as taxes, defence and foreign affairs, which would
be the exclusive responsibility of the Centre;
2. State List of subjects, such as education and health, which would be taken care of
principally by the states;

3. Concurrent List, under which subjects would come such as forests and agriculture,
in which the Centre and the states would have joint responsibility.
6. “In politics we will have equality, and in social and economic life we will have inequality”,
by this statement, Dr. Ambedkar meant that in politics, we will be recognising the
principle of one man, one vote and one value. But this would not automatically remove
inequality between castes, rich or poor. In our social and economic life, the principle of
one man, one value will still be denied.
7. English continued to be used in India after Independence because south Indian states
expressed strong opposition to Hindi.
10.3 How were states to be formed?

1.Telugu 2. Andhra Pradesh
3.north 4. Potti Sriramulu
1.A veteran Gandhian named Potti Sriramulu went on a hunger fast demanding the
formation of Andhra state to protect the interests of Telugu speakers.
2. On 15 December 1952, fifty-eight days into his fast, Potti Sriramulu died.
3. In 1966, the state of Punjab was divided into Punjab and Haryana.
4. Back in the 1920s, the Indian National Congress — the main party of the freedom
struggle — had promised that once the country won independence, each major
linguistic group would have its own province. However, after independence, the
Congress did not take any steps to honour this promise. India had been divided on the
basis of religion, despite the wishes and efforts of Mahatma Gandhi, and freedom had
come not to one nation but to two. As a result of the partition of India, more than a
million people had been killed in riots between Hindus and Muslims.
Both Prime Minister Nehru and Deputy Prime Minister Vallabhbhai Patel were
against the creation of linguistic states.
10.4 Planning and Development

1. 1950 2. state 3. mixed, economy
1. The Second Five Year Plan focused strongly on the development of heavy industries
such as steel and on the building of large dams.
2. Lifting India and Indians out of poverty, and building a modern, technical and industrial
base were among the major objectives of the new nation.
3. Mixed economy means where both the State and the private sector would play
important and complementary roles in increasing production and generating jobs.

4. 1. Lifting India and Indians out of poverty, and building a modern, technical and
industrial base were among the major objectives of the new nation.
2. In 1950, the government set up a Planning Commission to help design and execute
suitable policies for economic development.
3. There was a broad agreement on what was called a “mixed economy” model.
4. Here, both the State and the private sector would play important and complementary
roles in increasing production and generating jobs.
5. What, specifically, these roles were to be — which industries should be initiated by
the state and which by the market, how to achieve a balance between the different
regions and states — was to be defined by the Planning Commission.
6. To make 5 years plan
5. In 1950, the government set up a Planning Commission to help design and execute
suitable policies for economic development. There was a broad agreement on the
“mixed economy” model. Here, both the State and the private sector would play
important and complementary roles in increasing production and generating jobs.
Now, it was on the Planning Commission to define which industries should be initiated
by the state and which by the market and how to achieve a balance between the
different regions and states.
10.5 The Nation, Sixty years on

1. 15 August 2007 2. economic development
1. True 2. False
1. In many parts of rural India, people were not allowed access to water sources, temples,
parks and other public places.
2. In India, people speak different languages, practise different faiths and still live unitedly
in one country and has never come in the way of national unity. Thus, we can say that
in India, we have unity in diversity.
1. (b) 2. (b) 3. (a) 4. (c)

CHAPTER GEOGRAPHY
1 Resources
EXERCISES
1.1 Introduction

1. worth 2. wheel 3. Time, technology
1. Anything that is useful to satisfy a need is a resource.
2. People themselves are the most important resource because it is their ideas, knowledge,
inventions and discoveries that lead to the creation of more resources. Each discovery
or invention leads to many others.
3. Technology is the application of the latest knowledge and skill in doing or making
things.
1.2 Types of Resources

1. natural, human made, human 2. renewable, non-renewable
3. Technology
1. Resources that are drawn from nature and used without much modification are called
natural resources.
2. Potential Resources Actual Resources
1. P
otential resources are those whose ctual resources are those resources
A
entire quantity may not be known. whose quantity is known.
2. P
otential resources are not being used Actual resources are being used
at present but could be used in future. currently.
3. T
he present level of technology is not he present level of technology is ef-
T
efficient enough to utilise them. ficient enough to utilise them.
4. T
he uranium found in Ladakh is an he rich deposits of coal in Ruhr region
T
example of potential resource that of Germany and petroleum in the
could be used in the future. West Asia, the dark soils of the Deccan
plateau in Maharashtra are all actual
resources.

3. 1. Based on their origin, resources can be abiotic or biotic.
2. Abiotic resources are non-living while biotic resources are living.
3. Soils, rocks and minerals are abiotic but plants and animals are biotic resources.
4.
Renewable Resources Non-Renewable Resources
Renewable resources are those which
1. on-renewable resources are those
N
get renewed or replenished quickly. which have a limited stock.
2. Example: solar and windenergy Example: coal, petroleum, natural gas
5.
Ubiquitous Resources Localised Resources
1.
Resources that are found everywhere, hose which are found only in certain
T
like the air we breathe, are ubiquitous. places are localised, like copper and
iron ore.
2.
Their presence is not administered by Their presence is administered by
physical condition. physical condition.
3. Example: air, water, soil, etc. Example: minerals, oil, etc.
6. Improving the quality of people’s skills so that they are able to create more resources is
known as human resource development.
7. Human resources are important because people can make the best use of nature to
create more resources when they have the knowledge, skill and the technology to do
so. That is why human beings are a special resource. People are human resources.
8. Resource conservation is the using of resources in an efficient way and allowing them
to be renewed.
1.3 Conserving Resources

1. resource conservation 2. sustainable development
3. reducing, recycling, reusing 4. trees
1. True 2. True 3. False 4. True
1. Using resources carefully and giving them time to get renewed is called resource
conservation.
2. Balancing the need to use resources and also conserving them for the future is called
sustainable development.
3. 1. Respect and care for all forms of life
2. Improve the quality of human life
3. Conserve the earth’s vitality and diversity
4. Minimise the depletion of natural resources
5. Change personal attitude and practices towards the environment
6. Enable communities to care for their own environment

1. (b) 2. (a) 3. (a)
CHAPTER
Land, Soil, Water, Natural Vegetation and
2 Wildlife Resources
EXERCISES
2.1 Land

1. Land 2. agriculture
1. True 2. False
1. The uneven distribution of population in different parts of the world is mainly due to
varied characteristics of land and climate.
2. 30% of earth’s surface is covered with land.
2.2 Land Use and Conservation of Land Resources

1. private land, community land 2. community
3. physical 4. destruction
1. Land is an important resource because it is used for different purposes such as
agriculture, forestry, mining, building houses, roads and setting up of industries.
2. 1. Ever-growing demand of the growing population
2. Destruction of forest cover
3. Human factors such as population and technology are important determinants of land
use pattern.
4. Land degradation, landslides, soil erosion and desertification are the major threats to
the environment.
5. Afforestation, land reclamation, regulated use of chemical pesticide and fertilisers and
check on overgrazing are some of the common methods used to conserve land.

2.3 Soil
1. fertile 2. Soil erosion, depletion
3. coastal, dry 4. soil moisture
1. False 2. True 3. True 4. True
1. The thin layer of grainy substance covering the surface of the earth is called soil.
2. The major factors of soil formation are the nature of the parent rock and climatic
factors. Other factors are the topography, role of organic material and time taken for
the composition of soil formation.
3. Temperature and rainfall are the two main climatic factors responsible for soil formation.
Rainfall contributes in breaking the rocks by applying pressure. Temperature fluctuations
between hot and cold also form cracks in the rocks.
4. Mulching, contour barriers, rock dam, terrace farming, intercropping, contour
ploughing, shelter belts
5. Factors which lead to soil degradation are deforestation, overgrazing, overuse of
chemical fertilisers or pesticides, rain wash, landslides and floods.
2.4 Water, Problems of Water Availability, Conservation of Water Resources
1. water 2. climatic zones 3. irrigating 4. Sprinklers
1. True 2. True 3. True 4. False
1. 1. Rainwater harvesting: It is a method of collecting water while it rains so that it may
be of use in the future.
2. The canals used for irrigation should be properly built so that loss of water does not
take place while the water is transported to the field.
3. In dry regions, drip or trickle irrigation is suggested.
2. Fresh water is found as ground water, as surface water in rivers and lakes, and as water
vapor in the atmosphere.
3. Water can neither be added nor subtracted from the earth. Its total volume remains
constant. Its abundance only seems to vary because it is in constant motion, cycling
through the oceans, the air, the land and back again, through the processes of
evaporation, precipitation and run-off. This cycle is termed as water cycle.
4. Water is used for drinking, washing, production, agriculture, industries, generating
electricity through reservoirs of dams and for many other purposes.
5. Most of Africa, West Asia, South Asia, parts of western USA, north-west Mexico, Parts
of South America and the entire Australia are facing the problem of shortages in fresh
water supply.
6. Discharge of untreated or partially treated sewage, agricultural chemicals and industrial
effluents in water bodies are major contaminants. They pollute water with nitrates,
metals and pesticides.

2.5 Natural Vegetation and Wildlife
1. bees 2. valuable 3. ecosystem
1. Plants provide us with timber, give shelter to animals, produce oxygen we breathe,
protect soils so essential for growing crops, act as shelter belts, help in storage of
underground water, and give us fruits, nuts, latex, turpentine oil, gum, medicinal plants
and paper.
2. Birds feed on insects and act as decomposers as well. Vulture, due to its ability to feed
on dead livestock, is a scavenger and is considered a vital cleanser of the environment.
3. Wildlife includes animals, birds, insects as well as aquatic life forms. They provide us
milk, meat, hides and wool. Insects like bees provide us honey, help in pollination of
flowers and have an important role to play as decomposers in the ecosystem. The birds
feed on insects and act as decomposers as well.
2.6 Distribution of Natural Vegetation

1. temperature, moisture 2. vanishing
3. crops 4. Polar
1. True 2. False 3. True 4. True
1. In the regions of moderate rainfall, short stunted trees and grasses grow forming the
grasslands of the world. In dry areas of low rainfall, thorny shrubs and scrubs grow. In
such areas, plants have deep roots and leaves have thorny and waxy surface to reduce
loss of moisture by transpiration.
2. Forests are broadly classified as evergreen and deciduous depending on when they
shed their leaves.
3. Forests are classified as tropical or temperate based on their location in different
latitudes.
4. Evergreen forests do not shed their leaves simultaneously in any season of the year.
Deciduous forests shed their leaves in a particular season to conserve loss of moisture
through transpiration.
2.7 Conservation of Natural Vegetation and Wildlife

1. Human 2. wealth 3. vulnerable, endangered, extinction
4. depletion

1.Steps taken by the government include establishment of natural parks and wildlife
sanctuaries in different parts of India. Their purpose is conservation of vegetation and
wildlife, respectively.
2. Deforestation, soil erosion, constructional activities, forest fires, tsunami and landslides
are some of the human made and natural factors which together accelerate the process
of extinction of the great natural resources.
3. Tiger, lion, elephant, deer, black buck, crocodile, rhinoceros, snow leopard, ostrich and
peacock need protection from the illegal trading of their nail, skin, teeth, etc.
4. Many countries have passed laws declaring that the trades as well as killing of birds and
animals are illegal.
In India, killing of lions, tigers, deer, great Indian bustards and peacocks have been
banned.
An international convention CITES has been established that lists several species of
animals and birds in which trade is prohibited.
Conservation of plants and animals is an ethical duty of every citizen.
5. CITES – Convention on International Trade in Endangered Species of Wild Fauna and
Flora
1. (b) 2. (c) 3. (c)
CHAPTER
3 Mineral and Power Resources
EXERCISES
3.1 Minerals and Types of Minerals

1. mineral 2. Arctic ocean bed, Antarctica
3. human 4. mining, drilling, quarrying
5. quarrying
1. False 2. True 3. False
4. True 5. True
1. Salt, Aluminum and iron are used every day.
2. Physical properties of minerals include colour, density, hardness, and chemical property
includes solubility.

3. <missing>Draw the chart of minerals showing the classification of minerals on the
basis of their composition.
Minerals
Metallic Non-Metallic
Ferrous Non-Ferrous
4. 1. Metals are hard substances.

2. They conduct heat and electricity.
3. They have lustre or shine.
5. Metallic minerals contain metal in raw form. Metals are hard substances that conduct
heat and electricity and have a characteristic lustre or shine, such as iron ore, bauxite etc.
6. Non-metallic minerals do not contain metals. Limestone, mica and gypsum are
examples of such minerals. The mineral fuels like coal and petroleum are also non-
metallic minerals.
7. Ferrous minerals like iron ore, manganese and chromites contain iron. A non-ferrous
mineral does not contain iron but may contain some other metal such as gold, silver,
copper or lead.
8. The process of taking out minerals from rocks buried under the earth’s surface is called
mining. Open cast mining and shaft mining are the ways of mining.
9. 1. Minerals that lie near the surface are simply dug out by the process known as
quarrying.
2. Quarrying can become a major environmental concern because it may destroy the
fertility of soil which is required for the growth of plants.
3. It also increases noise pollution as a lot of noise occurs due to the use of explosives
in order to break the huge chunks of rocks.
4. During this time, a lot of dust is generated which causes air pollution.
5. After quarrying, pits are not covered so they may cause environmental hazards.
3.2 Distribution of Minerals

1. three 2. copper 3. bauxite 4. Antarctica
1. True 2. True 3. False 4. False
1. Minerals rich in a particular element that can be extracted profitably are known as ores.
Minerals occur in different types of rocks. Some are found in igneous rocks, some in
metamorphic rocks while others occur in sedimentary rocks.
2. In Asia, China and India have large iron ore deposits.

3. Mineral deposits of copper, lead, zinc, manganese and nickel are found in eastern
Europe and European Russia.
4. In Africa, mineral oil is found in Nigeria, Libya and Angola.
3.3 Distribution in India

1. producers, exporters
2. Karnataka
3. iron
1. Salt is obtained from seas, lakes and rocks.
2. Copper is produced in Rajasthan, Madhya Pradesh, Jharkhand, Karnataka and Andhra
Pradesh.
3. Minerals such as iron, bauxite, mica, copper, manganese, limestone, gold and salt are
found in India.
3.4 Uses and Conservation of Minerals

1. gems 2. Copper 3. non-renewable
1. Minerals are a non-renewable resource. It takes thousands of years for the formation
and concentration of minerals.
2. Bauxite is used in automobiles and airplanes, bottling industry, buildings and even in
kitchen cookware.
3. Silicon, used in the computer industry, is obtained from quartz.
4. Mineral resources can be conserved by recycling metals.
3.5 Conventional Sources of Energy

1. thermal power 2. One-fourth
3. irrigation 4. Natural gas
1. Firewood is widely used for cooking and heating.
2. Remains of plants and animals which were buried under the earth for millions of
years got converted by the heat and pressure into fossil fuels. Fossil fuel such as coal,
petroleum and natural gas are the main sources of conventional energy. The reserves
of these minerals are limited.

3. The coal producing areas of India are Raniganj, Jharia, Dhanbad and Bokaro in
Jharkhand.
4. The producers of petroleum in India are Digboi in Assam, Bombay High in Mumbai
and the deltas of Krishna and Godavari rivers.
5. Hydel power stations in India are Bhakra Nangal, Gandhi Sagar, Nagarjunsagar and
Damodar valley projects.
6. Rain water or river water stored in dams is made to fall from heights. The falling water
flows through pipes inside the dam over turbine blades placed at the bottom of the
dam. The moving blades then turn the generator to produce electricity. This way
hydroelectricity is generated.
7. Russia, Norway, UK and the Netherlands are the major producers of natural gas. In
India, Jaisalmer, Krishna Godavari delta, Tripura and some areas off shore in Mumbai
have natural gas resources.
8. Coal is used abundantly in industries such as iron and steel. So, industries are
concentrated around coal mines so as to save the transportation cost.
9. The thick black liquid called petroleum is found between the layers of rocks and
is drilled from oil fields located in off-shore and coastal areas. This is then sent to
refineries which process the crude oil and produce a variety of products like diesel,
petrol, kerosene, wax, plastics and lubricants. Petroleum and its derivatives are called
Black Gold as they are very valuable.
10. Environmental aspects must be carefully looked into before building huge dams
because:
1. Dams create an imbalance in the earth’s equilibrium.
2. Large area of vegetation is submerged under the water.
3. Deforestation leads to environmental pollution.
4. People are displaced.
5. Cities/villages/towns are shifted causing untold hardships to people.
6. Flood threats loom large.
7. It leads to earthquake threats or flood threats.
8. Silting of lakes is a problem.
3.6 Non-Conventional Sources of Energy

1. Solar energy 2. Rajasthan, Jharkhand
3. geothermal energy 4. grinding grain, lifting water
1. Solar energy is used in solar heaters, solar cookers, solar dryers besides being used for
community lighting and traffic signals.
2. In India, the nuclear power stations are located in Kalpakkam in Tamil Nadu, Tarapur
in Maharashtra, Ranapratap Sagar near Kota in Rajasthan, Narora in Uttar Pradesh
and Kaiga in Karnataka.

3. Geothermal power plants are located in USA, New Zealand, Iceland, Philippines and
Central America.
4. Russia, France and the Gulf of Kachchh in India have huge tidal mill farms.
1. (c) 2. (b) 3. (c) 4. (d)
CHAPTER
4 Agriculture
EXERCISES
4.1 Introduction & Farming System

1. primary 2. agriculture 3. Secondary
4. Tertiary 5. dairy, poultry
1. False 2. True 3. False
4. True 5. True
1. Agriculture is a primary activity. It includes growing crops, fruits, vegetables, flowers
and rearing of livestock.
2. Favourable topography of soil and climate are the factors influencing agriculture.
3. There are three types of economic activities. They are primary, secondary and tertiary.
4. Secondary activities are concerned with the processing of natural resources.
Manufacturing of steel, baking of bread and weaving of cloth are examples of secondary
activities.
5. Distinguish between primary activities and tertiary activities.
Primary activities Tertiary activities

Primary activities include all those
1. ertiary activities provide support to
T
connected with extraction and the primary and secondary sectors
production of natural resources. through services.
Agriculture, fishing and gathering are
2. ransport, trade, banking, insurance
T
examples of primary activities. and advertising are examples of
tertiary activities.

6.
The land on which crops are grown is known as arable land.
7.
Ploughing, sowing, irrigation, weeding and harvesting are the operations involved in
farming.
8. 1. Primary activities include all those connected with extraction and production of
natural resources.
2. Agriculture includes growing crops, fruits, vegetables, flowers and rearing of
livestock.
3. Thus, in India, agriculture is a primary activity since it directly involves connection
with natural resources.
4.2 Types of Farming

1. intensive, primitive
2. ‘slash and burn’
3. machines
4. tropical
1. There are two types of farming: subsistence farming and commercial farming.
2. Shifting cultivation is practised in the thickly forested areas of Amazon basin, tropical
Africa, parts of southeast Asia and Northeast India, whereas nomadic herding is
practised in the semi-arid and arid regions of Sahara, Central Asia and some parts of
India, like Rajasthan and Jammu and Kashmir.
3. Commercial farming includes commercial grain farming, mixed farming and plantation
agriculture.
4. Shifting cultivation is a form of agriculture which involves clearing a plot of land by
cutting of trees and burning them. The ashes are then mixed with the soil and crops like
maize, yam, potatoes and cassava are grown. After the soil loses its fertility, the land is
abandoned and the cultivator moves to a new plot. Shifting cultivation is also known
as ‘slash and burn’ agriculture.
The disadvantages of Shifting Agriculture are given below:
1. Leads to deforestation
2. Small patches of cultivation
3. Loss of fertility of a particular land
4. Insufficient cultivation of crops for a large population
• Leads to soil erosion
• Burning of trees
5. 1. Plantation agriculture is a type of commercial farming where a single crop like tea,
coffee, sugarcane, cashew, rubber, banana or cotton is grown.
2. Large amount of labour and capital is required.

6. Distinguish between subsistence farming and intensive farming.
Subsistence farming Intensive farming

Subsistence farming is practised to
1. Intensive farming is a type of
meet the needs of the farmer’s family. subsistence farming that is done by
the farmer to increase production of
crops.
In subsistence farming, farmers use no
2. In intensive farming, efficient use of
fertilisers or pesticides. fertilisers and pesticides is done to
improve quality of crops.
3. The farming is done for personal The farming is done for gaining
consumption. profits.
4. Subsistence farming uses low levels of In intensive farming, a farmer uses
technology and household labour. The simple tools and more labour to
output produced is small. cultivate a small plot of land.
4.3 Major Crops

1. agro based 2. Rice 3. less, sandy 4. Maize
1. 1. Rice is the major food crop of the world.
2. It is the staple diet of the tropical and sub-tropical regions.
3. Rice needs high temperature, high humidity and rainfall.
4. It grows best in alluvial clayey soil, which can retain water.
5. China leads in the production of rice followed by India, Japan, Sri Lanka and
Egypt.
6. In favourable climatic conditions as in West Bengal and Bangladesh, two to three
crops a year are grown.
2. 1. Wheat requires moderate temperature and rainfall during growing season and
bright sunshine at the time of harvest.
2. It thrives best in well drained loamy soil.
3. Wheat is grown extensively in USA, Canada, Argentina, Russia, Ukraine, Australia
and India.
3. 1. Cotton requires high temperature, light rainfall, two hundred and ten frost-free
days and bright sunshine for its growth.
2. It grows best on black and alluvial soils.
3. China, USA, India, Pakistan, Brazil and Egypt are the leading producers of cotton.
4. It is one of the main raw materials for the cotton textile industry.
4. Tea:
1. Tea is a beverage crop grown on plantations.

2. This requires cool climate and well distributed high rainfall throughout the year for
the growth of its tender leaves.
3. It needs well-drained loamy soils and gentle slopes.
4. Labour in large number is required to pick the leaves.
5. Kenya, India, China and Sri Lanka produce the best quality tea in the world.
Coffee:
1. Coffee requires warm and wet climate and well-drained loamy soil.
2. Hill slopes are more suitable for growth of this crop.
3. Brazil is the leading producer followed by Columbia and India.
5. Jute and cotton are fibre crops.
Cotton grows well in high temperature, requires light rainfall, two hundred and ten
frost-free days and bright sunshine for its growth, whereas jute grows well on alluvial
soil and requires high temperature, heavy rainfall and humid climate.
4.4 Agriculture Development

1.Mechanisation 2. 250 hectares 3. intensive 4. storage
1.True 2. True 3. False 4. True
1.Agricultural development refers to efforts made to increase farm production in order to
meet the growing demand of increasing population.
2. Agricultural development can be achieved in many ways such as by increasing the
cropped area, the number of crops grown, improving irrigation facilities, use of fertilisers
and high yielding variety of seeds.
3. Different factors are responsible for growing of different crops, such as:
1. Amount of rainfall
2. Different types of soil
3. Favourable topography
4. Different climatic condition
5. Level of technology
6. Availability of good quality of seeds
7. Different lifestyles of the people living in different regions
Thus, due to all these reasons, different crops are grown in different regions.
1. (a) 2. (c) 3. (a)

CHAPTER
5 Industries
EXERCISES
5.1 Industries and Classification of Industries

1. Secondary 2. pulp
3. Agro 4. economic
1. True 2. False
3. True 4. False
1. Industry refers to economic activity that is concerned with the production of goods,
extraction of minerals, or provision of services.
2. Industries can be classified on the basis of raw materials, size and ownership.
3. Give two points of difference between small scale and large scale industries.
Small scale industries Large scale industries
Cottage or household industries are a
1. roduction of automobiles and heavy
P
type of small scale industry. machinery are large scale industries.
Small scale industries use lesser
2. Investment of capital is higher and the
amount of capital and technology as technology used is superior in large
compared to large scale industries. scale industries.
4.
Industries can be classified into private sector, state owned or public sector, joint sector
and co-operative sector.
Private sector industries are owned and operated by individuals or a group of
individuals.
Public sector industries are owned and operated by the government such as
Hindustan Aeronautics Limited and Steel Authority of India Limited.
Joint sector industries are owned and operated by the state and individuals or a
group of individuals. Maruti Udyog Limited is an example of joint sector industry.
Co-operative sector industries are owned and operated by the producers or
suppliers of raw materials, workers or both. Anand Milk Union Limited and Sudha
Dairy are success stories of a co-operative venture.
5. Food processing, vegetable oil, cotton textile, dairy products and leather industries are
examples of agro-based industries.

6. Distinguish between agro based industry and mineral based industry.
Agro based industry Mineral based industry
lants and animals are used as raw
P ineral ores are used as raw material
M
material in agro based industry. in mineral based industry.
xamples: Food processing, dairy industry, Examples: Iron and steel industry and
E
cotton textile industry and leather industry heavy machinery industries
7. Distinguish between public sector industry and joint sector industry.

Public sector industry Joint sector industry
It is operated and owned by It is operated and owned by government,
government. individuals or group of individuals.
xample: Steel authority of India,
E Example: Tata Industries, Maruti Udyog
Hindustan Aeronautics Limited Limited
5.2 Factors Affecting Location of Industries and Industrial System

1. development, growth 2. raw material, finished products
3. end 4. processes
1. The main factors affecting the location of industries are the availability of raw material,
land, water, labour, power, capital, transport and market.
2. In textile industry, the inputs are cotton, human labour, factory and transport cost. The
processes include ginning, spinning, weaving, dyeing and printing. The output is the
shirt.
3. The government provides incentives like subsidised power, lower transport cost and
other infrastructure to industries located in backward areas.
4. An industrial system consists of inputs, processes and outputs. The inputs are the raw
materials, labour and costs of land, transport, power and other infrastructure. The
processes include a wide range of activities that convert the raw material into finished
products. The outputs are the end product and the income earned from it.
5.3 Industrial Region and Distribution of Major Industries

1. temperate, sea, coal 2. older, emerging
3. Central California, Bangalore

1. India has several industrial regions like Mumbai- Pune cluster, Bangalore-Tamil
Nadu region, Hugli region, Ahmedabad-Baroda region, Chottanagpur industrial
belt, Vishakhapatnam-Guntur belt, Gurgaon-Delhi-Meerut region and the Kollam-
Thiruvanathapuram industrial cluster.
2. The world’s major industries are the iron and steel industry, the textile industry and the
information technology industry.
3. Textile industry is located in India, Hong Kong, South Korea, Japan and Taiwan.
4. The countries in which iron and steel industry is located are Germany, USA, China,
Japan and Russia.
5.4 Iron and Steel Industry

1. Steel 2. one million tonne, 30 million tonnes
3. Jamshedpur
1. Steel is often referred as the backbone of modern industry because ships, trains, trucks
and automobiles are made largely of steel. From safety pins to big ships — all are
made from steel. Oil wells are drilled with steel machinery. Steel pipelines transport
oil. Minerals are mined with steel equipment. Farm machines are mostly made of steel.
Large buildings have steel framework.
2. Bhilai, Durgapur, Burnpur, Jamshedpur, Rourkela and Bokaro are situated in a region
that spreads over four states — West Bengal, Jharkhand, Orissa and Chhattisgarh.
Bhadravati and Vijay Nagar in Karnataka, Vishakhapatnam in Andhra Pradesh, and
Salem in Tamil Nadu are other important steel centres utilising local resources.
3. Tata Iron and Steel Company
4. Factories of Pittsburgh area of America use steel as their raw material to make many
different products such as railroad equipment, heavy machinery and rails.
5.5 Cotton Textile Industry

1. hand spinning techniques, looms 2. Mumbai
3. 1859 4. Osaka
1. True 2. True 3. False 4. True
1. Cotton textile industry expanded rapidly in Mumbai initially because of the presence
of a lot of favourable conditions. Warm and moist climate, a port situated nearby to
import machinery, easy availability of raw material, and skilled labour were factors
behind this.
2. Textile industry is divided on the basis of raw materials used in them.
3. China, Japan and USA are the important producers of cotton textiles.

4. The Muslins of Dhaka, Chintzes of Masulipatnam, Calicos of Calicut and Gold-wrought
cotton pieces of Burhanpur, Surat and Vadodara were known worldwide for their
quality and design.
5. Coimbatore, Kanpur, Chennai, Ahmedabad, Mumbai, Kolkata, Ludhiana, Pondicherry
and Panipat are the important centres of cotton textile industry.
5.6 Information Technology

1. ‘Silicon Plateau’ 2. resource availability, cost, infrastructure
3. Karnataka 4. Bangalore
B. State whether the given statements are true or false.
1. True 2. True 3. False 4. False
1. 1. Bangalore is located on Deccan Plateau from where it gets the name ‘Silicon
Plateau’ whereas Silicon Valley is a part of Santa Clara Valley located next to the
Rocky Mountains of North America.
2. Both have a clean environment.
3. Low rents and low cost of living
4. Mild climate throughout the year (pleasant climate)
5. Close to major roads and airports
6. Skilled workforce
7. Connected to market properly
8. Well-developed and well-connected industries
9. Close to educational, scientific and technological centers
2. The information technology industry deals in the storage, processing and distribution
of information.
3. The major hubs of the IT industry are the Silicon Valley, California and Bangalore,
India.
4. Mumbai, New Delhi, Hyderabad, Chennai, Gurgaon, Pune, Thiruvanthapuram, Kochi
and Chandigarh are important centres of the IT industry.
5. Bangalore has a unique advantage of highest availability of top and middle level
management talent.
A. Multiple-Choice Questions
1. (a) 2. (c) 3. (b) 4. (a)
B. Give two examples of each of the following in the space provided.
(i) steel, forest
(ii) clothing, food
(iii) transfort, education
(iv) cotton textile, jute textile
(v) cotton weaving, silk weaving
(vi) food, housing

CHAPTER
6 Human Resources
EXERCISES
6.1 Introduction and Distribution of Population

1. resource 2. uneven 3. 10
1. The way in which people are spread across the earth’s surface is known as the pattern
of population distribution.
2. The crowded areas are south and south east Asia, Europe and north eastern North
America.
3. Almost three-quarters of the world’s people live in two continents— Asia and Africa.
4. Nature’s bounty becomes significant only when people find it useful. It is people with
their demands and abilities that turn them into ‘resources’. Healthy, educated and
motivated people develop resources as per their requirements. Hence, human resource
is the ultimate resource.
6.2 Density of Population and Factors Affecting Distribution of Population

1.45 2. agriculture 3. Industrial areas
1.True 2. True 3. False
C.Answer the following questions:
1.Population density is the number of people living in a unit area of the earth’s surface.
It is normally expressed as per square km.
2. The causes for the uneven distribution of population in the world are as follows:
1. Geographical Factors: Good and favourable topography, availability of
freshwater resources, pleasant climate and fertile soil are the some geographical
factors affecting the density of population.
2. Social and Cultural Factors: Areas with better housing, better opportunities
of health and education are more populated. Places of religious and cultural
significance also increase the density of population.
3. Economic Factors: Places having more industries, proper transportation system,
communication facilities, etc. provide more opportunities of employments and
attract people for their living.
3. People usually avoid extreme climates that are very hot or very cold like Sahara desert,
Polar Regions of Russia, Canada and Antarctica.

6.3 Population Change and Pattern of Population Change

1.Migration 2. Births, deaths
3.Immigrants 4. birth rate
1.True 2. False 3. True 4. True
1.The difference between the birth rate and the death rate of a country is called the
natural growth rate.
2. Birth rate means the number of live births per 1,000 people and death rate means the
number of deaths per 1,000 people.
3. Countries like the United States of America and Australia have gained in-numbers by
in-migration or immigration.
4. The general trend of international migrations is from the less developed nations to the
more developed nations in search of better employment opportunities.
5. In the United Kingdom, population growth is slow because of low death rates and low
birth rates.
6. The world population has grown very rapidly because of increasing medical facilities
and availability of employments due to industrialisation. Simply, increasing birth rates
and decreasing death rates increase the population rapidly.
7. Two factors influencing the population change are birth rate and death rate.
Birth rate is the number of births per 1,000 people.
Death rate is the number of deaths per 1,000 people.
Births and deaths are the natural causes of population change. When the birth rate
is higher than the death rate, it means that the population is increasing and when the
death rate is more than the birth rate, it means that the population is decreasing. Thus,
the birth rate and death rate influence the population change.
6.4 Population Composition

1. Population composition 2. males, females
3. age–sex pyramid
1. Population composition refers to the structure of the population of a particular region.
It shows the data related to the age, sex, literacy level, health condition, occupation
and income level of different age groups.
2. The composition of population helps us to know how many are males or females,
which age group they belong to, how educated they are and what type of occupations
they are employed in, what their income levels and health conditions are.
3. There are two groups of dependents – young dependents (aged below 15 years) and
elderly dependents (aged over 65 years).

4. The shape of the population pyramid tells the story of the people living in that particular
country. The numbers of children (below 15 years) are shown at the bottom and reflect
the level of births. The size of the top shows the numbers of aged people (above 65
years) and reflects the number of deaths.
5. The graphical representation used to study the composition of a country’s population
is called the population pyramid. It is also named as the age−sex pyramid. It gives
information about the number of males and females in the population and their precise
age groups. The age group distribution of population tells us the number of dependents
and economically active individuals present in the population. When the population of
a country has high birth and death rates, the population pyramid is broad at the base
and narrow towards the top.
1. (c) 2. (b) 3. (c) 4. (a)
CIVICS
CHAPTER
1 The Indian Constitution
EXERCISES
1.1 Why does a Country Need a Constitution?
1. 1934 2. constitution 3. minorities
4. political system
4. True 5. True
1. Constitution is a written document which contains the rules of governing a democratic
country.
2. 1. The constitution serves several purposes.
2. Firstly, it lays out certain ideals that form the basis of the kind of country that we as
citizens desire to live in.
3. A Constitution tells us what the basic nature of our society is.
4. A Constitution helps serve as a set of rules and principles that all persons in a
country can agree upon as the basis of the way in which they want the country to
be governed.
5. This includes not only the type of government but also an agreement on certain
deals that all persons in a country believe the country should uphold.

6. The second important purpose of a Constitution is to define the nature of a
country’s political system.
7. In a democracy, we choose our leaders so that they can exercise power responsibly
on our behalf.
8. Thus, a democratic country needs a constitution.
3. 1. If there were no restrictions on the power of elected representatives, then there
would always be the possibility that these leaders might misuse their authority.
2. This misuse of authority can result in injustice.
3. In democratic societies, the Constitution often lays down rules that guard against
this misuse of authority by our political leaders.
4. The Right to Equality is one of the Fundamental Rights guaranteed by the Indian
Constitution. The Indian Constitution guarantees the right to equality to all persons
and says that no citizen can be discriminated on grounds of religion, race, caste, gender
and place of birth.
1.2 The Indian Constitution: Key Features
1.Baba Saheb Dr. Ambedkar 2. Federalism 3. Panchayati Raj
1.True 2. False 3. True 4. True
1.According to the Constitution, there are three organs of government. These are the
legislature, the executive and the judiciary.
2. 1. Federalism:
(a) Federalism refers to the existence of more than one level of government in the
country.
(b) Due to the vast number of communities in India, we have governments at the
state level and at the centre.
(c) It is important to have another level of government in the states so that
decisions could be made for that particular area.
2. Separation of Powers:
(a) According to the Constitution, there are three organs of government. These
are the legislature, the executive and the judiciary.
(b) In order to prevent the misuse of power by any one branch of government, the
Constitution says that each of these organs should exercise different powers.
(c) Through this, each organ acts as a check on the other organs of government
and this ensures the balance of power between all three.
3. Fundamental Rights:
(a) Fundamental Rights protect citizens against the random and absolute exercise
of power by the State. It also guarantees the rights of individuals against the
State as well as against other individuals.
4. Parliamentary Form of Government:
(a) The Constitution of India guarantees universal adult suffrage for all citizens.

(b) All adult citizens have right to vote irrespective of their caste, income and
gender. This means that the people of India have a direct role in electing their
representatives.
(c) Also, every citizen of the country, irrespective of his/her social background,
can also contest in elections. These representatives are accountable to the
people.
3. The members of the constituent assembly had a huge task while drafting the constitution
as the country was made up of several different communities who spoke different
languages, belonged to different religions and had distinct cultures.
4. The key features of the Indian Constitution are as follows:
1. Federalism
2. Parliamentary Form of Government
3. Separation of Powers
4. Fundamental Rights
5. Secularism
1. (a) 2. 2015 3. (d)
4. 14 5. (b)
CHAPTER
2 Understanding Secularism
EXERCISES
2.1 What is Secularism? Why is it Important to Separate Religion from the State?
1. Secularism 2. Jewish State
3. Saudi Arabia 4. minorities
4. True 5. False
1. The most important aspect of secularism is its separation of religion from State power.
2. It is important to separate religion from the State in democratic societies because we
need to protect the freedom of individuals to exit from their religion, embrace another
religion or have the freedom to interpret religious teachings differently.
3. History provides us with many examples of discrimination, exclusion and persecution
on the grounds of religion.

1. Jews were persecuted in Hitler’s Germany and were killed.
2. In Saudi Arabia, non-muslims are not allowed to build a temple, church, etc. and
nor can they gather in a public place for prayers.
4. Almost all countries of the world have more than one religious group living that is in a
majority. If this majority religious group has access to state power, then it could quite
easily use this power and financial resources to discriminate against and persecute
persons of other religions. This tyranny of the majority could result in the discrimination
and at times even killing of religious minorities.
5. Any form of domination based on religion is in violation of the rights that a democratic
society guarantees to each and every citizen irrespective of their religion.
2.2 What is Indian Secularism?

1.Indian Constitution 2. religious domination
3.U.S.A. 4. Indian secularism
1.True 2. True 3. True 4. False
1. 1. There is one significant way in which Indian secularism differs from the dominant
understanding of secularism as practised in the United States of America.
2. This is because unlike the strict separation between religion and the State in
American secularism, in Indian secularism the State can intervene in religious affairs.
3. For example, you have read about how the Indian Constitution intervened in
Hindu religious practices in order to abolish untouchability.
2. The government will intervene if some religious group says that their religion allows
them to practise infanticide in order to end a social evil practice. Under this practice
the life of a newborn child is killed. The law does not allow anyone to kill a life. The
practice of infanticide is a crime.
3. According to the Constitution, only a secular State can realise its objectives to ensure
the following:
1. that one religious community does not dominate another;
2. that some members do not dominate other members of the same religious
community;
3. that the State does not enforce any particular religion nor take away the religious
freedom of individuals.
4. The Indian State works in various ways to prevent the domination.
1. First, it uses a strategy of distancing itself from religion, i.e. the Indian State is not
ruled by a religious group and nor does it support any one religion.
2. In India, government spaces like law courts, police stations, government schools
and offices are not supposed to display or promote any one religion.
3. The second way in which Indian secularism works to prevent the domination is
through a strategy of non-interference.
4. This means that in order to respect the sentiments of all religions and not interfere
with religious practices, the State makes certain exceptions for particular religious
communities.

5. The third way in which Indian secularism works to prevent the domination is
through a strategy of intervention.
6. For example, where members of the same religion (‘upper-caste’ Hindus) dominate
other members (some ‘lower castes’) within it. In order to prevent this religion-
based exclusion and discrimination of ‘lower castes’, the Indian Constitution
banned untouchability.
Multiple-Choice Questions.
1. Fundamental Rights 2. all of these
3. Both (a) and (b)
CHAPTER
3 Why Do we need a Parliament?
EXERCISES
3.1 Why should people decide?

1. 15 August 1947 2. British government
1. True 2. False
1. The British government did not allow for all adults to vote nor could people participate
in decision making. Under colonial rule, the people had lived in fear of the British
government and did not agree with many of the decisions that they took. The experience
of colonial rule as well as the participation of different people in the struggle for freedom
left little doubt in the minds of the nationalists that all persons in independent India
would be able to participate in making decisions. So our national movement supported
the idea that all adults have a right to vote.
2. In 1885, the Indian National Congress demanded that there should be elected members
in the legislature with a right to discuss the budget and ask questions.
3. The dreams and aspirations of the freedom struggle were made concrete in the
Constitution of independent India that laid down the principle of universal adult
franchise, i.e. that all adult citizens of the country have the right to vote.
4. The Government of India Act 1909, allowed for some elected representation.
3.2 People and their representatives

1. desire, approval, participation
2. people 3. The Parliament

1. True 2. True
1. The decision of people creates a democratic government and decides about its
functioning.
2. People would elect their representatives to the Parliament; then one group from among
these elected representatives forms the government. The Parliament, which is made
up of all representatives together, controls and guides the government. In this sense,
people, through their chosen representatives, form the government and also control it.
3.3 The role of the Parliament
1.principles of democracy 2. The Parliament 3. five
4.the President, the Rajya Sabha, the Lok Sabha
5.Lok Sabha 6. The Rajya Sabha
7.Parliament’s 8. Law making
1.True 2. False 3. True 4. False
5.True 6. True 7. True
1.Once elections to the Parliament have taken place, the Parliament needs to perform
the following functions:
A. To Select the National Government
B. To Control, Guide and Inform the Government
C. Law-Making
2. For a political party to form the government, they must have a majority of elected MPs.
Since there are 543 elected (plus 2 Anglo-Indian nominated) members in Lok Sabha,
to have a majority a party should have at least half the number, i.e. 272 members or
more.
3. The Opposition in Parliament is formed by all the political parties that oppose the
majority party/coalition formed. The largest amongst these parties is called the
Opposition party.
4. Often times it has been difficult for a single political party to get the majority that
is required to form the government. They then join together with different political
parties who are interested in similar concerns to form what is known as a coalition
government.
5. The Opposition parties play a critical role in the healthy functioning of a democracy as
they highlight drawbacks in various policies and programmes of the government and
mobilise popular support for their own policies.
6. The MPs as representatives of the people have a central role in controlling, guiding and
informing Parliament and this is a key aspect of the functioning of Indian democracy.
3.4 Who are the People in Parliament?
1. Representative 2. women 3. four

B.
State whether the following statements are True or False.
1.
True 2. True 3. True 4. False
C.
Answer the following questions.
1.
1. It has been observed that representative democracy cannot produce a perfect
reflection of society.
2. There is a realisation that when interests and experiences separate us, it is important
to ensure that communities that have been historically marginalised are given
adequate representation.
3. With this in mind, some seats are reserved in Parliament for SCs and STs.
4. This has been done so that the MPs elected from these constituencies will be
familiar with and can represent Dalit and Adivasi interests in Parliament.
1. 2004 2. 5 3. Vice president
4. all of these 5. Lok Sabha
CHAPTER
4 Understanding Laws
EXERCISES
4.1 Do Laws Apply to All?
1. equal 2. Sedition, 1870
3. Hindu Succession Amendment
1. Historians refute the claim that the British introduced the rule of law in India for the
following reasons:
1. First that colonial law was arbitrary, and
2. Second that the Indian nationalists played an important role in the development of
the legal sphere in the British India.
2. Members of the Constituent Assembly were agreed there should be no arbitrary
exercise of power in independent India. They, therefore, instituted several provisions in
the Constitution that would establish the rule of law. The most important of these was
that all persons in independent India are equal before the law.
3. Rule of law means that all laws apply equally to all citizens of the country and no one
can be above the law. Neither a government official nor a wealthy person nor even the
President of the country is above the law.

4. No in ancient India, there were innumerable and often overlapping local laws. Different
communities enjoyed different degrees of autonomy in administering these laws among
their own. In some cases, the punishment that two persons received for the same crime
varied depending on their caste backgrounds, with lower castes being more harshly
penalised.
5. 1. Indian nationalists began protesting and criticising the arbitrary use of authority by
the British. They also began fighting for greater equality and wanted to change the
idea of law from a set of rules that they were forced to obey, to law as including
ideas of justice.
2. By the end of the nineteenth century, the Indian legal profession also began
emerging and demanded respect in colonial courts. They began to use law to
defend the legal rights of Indians.
3. Indian judges also began to play a greater role in making decisions.
4. Therefore, there were several ways in which Indians played a major role in the
evolution of the rule of law during the colonial period.
4.2 How Do New Laws Come About?

1.The Parliament 2. 2002 3. 2006
B.State whether the following statements are True or False.
1.Domestic violence refers to the injury or harm or threat of injury or harm caused by an
adult male, usually the husband, against his wife. Injury may be caused by physically
beating up the woman or by emotionally abusing her. Abuse of the woman can also
include verbal, sexual and economic abuse.
2. Protection of Women from Domestic Violence Act is a civil law aimed at providing
relief to millions of women, including wives, mothers, daughters and sisters, affected
by violence in their homes.
3. The Protection of Women from Domestic Violence Act 2005 extends the understanding
of the term ‘domestic’ to include all women who ‘live or have lived together in a shared
household’ with the male member who is perpetrating the violence.
4. 1. From establishing the need for a new law to its being passed, at every stage of the
process the voice of the citizen is a crucial element.
2. This voice can be heard through TV reports, newspaper editorials, radio broadcasts
and local meetings – all of which help in making the work that Parliament does
more accessible and transparent to the people.
4.3 Unpopular and Controversial Laws

1. repressive 2. The court
B. State whether the following statements are True or False.
1. False 2. True

1.Sometimes a law can be constitutionally valid and hence legal, but it can continue to
be unpopular and unacceptable to people because they feel that the intention behind
it is unfair and harmful. Hence, people might criticise this law, hold public meetings,
write about it in newspapers, report to TV news channels, etc.
2. 1. If the law favours one group and disregards the other, it will be controversial and
lead to conflict.
2. For example, various municipal laws on the use of space within municipal limits
often make hawking and street vending illegal.
3. No one will dispute the necessity for some rules to keep the public space open so
that people can walk on the pavements easily.
4. However, one also cannot deny that hawkers and vendors provide essential
services cheaply and efficiently to the millions living in a large city. This is their
means of livelihood.
1. (c) 2. (a) 3. Jallianwala Bagh
4. President 5. U.S.A.
CHAPTER
5 Judiciary
EXERCISES
5.1 What is the Role of the Judiciary?
1. Courts 2. Supreme Court, High Court 3. Article 21
1. True 2. False
1. Broadly speaking, the work that the judiciary does can be divided into the following:
1. Dispute Resolution
2. Judicial Review
3. Upholding the Law and Enforcing Fundamental Rights
2. The judicial system provides a mechanism for resolving disputes between citizens,
between citizens and the government, between two state governments and between
the centre and state governments.
3. The judiciary is the final interpreter of the Constitution.
4. As the final interpreter of the Constitution, the judiciary also has the power to strike
down particular laws passed by the Parliament if it believes that these are a violation of
the basic structure of the Constitution. This is called judicial review.

5.2 What is an Independent Judiciary?
1. independence 2. Courts 3. the legislature, the executive
1. 1. We often hear of rich and powerful people in India trying to influence the judicial
process.
2. The Indian Constitution protects against this kind of situation by providing for the
independence of the judiciary.
3. It is the independence of the judiciary that allows the courts to play a central role
in ensuring that there is no misuse of power by the legislature and the executive.
4. It also plays a crucial role in protecting the Fundamental Rights of citizens because
anyone can approach the courts if he/she believes that his/her rights have been
violated.
5. Thus, an independent judiciary is necessary for ‘upholding the law and Enforcing
Fundamental Rights’.
2. 1. One aspect of the independence of the judiciary is the ‘separation of powers’. This
is a key feature of the Constitution.
2. It means that other branches of government – the legislature and the executive –
cannot interfere in the work of the judiciary.
3. The courts are not under the government and do not act on their behalf.
3. For the above separation to work well, it is also crucial that all judges in the High Court
as well as the Supreme Court are appointed with very little interference from these
other branches of government (the legislature and the executive). Once appointed to
this office, it is also very difficult to remove a judge.
5.3 What is the Structure of Courts in India?

1. three 2. one 3. Supreme Court
1. Supreme Court is the top court of India located in New Delhi and is presided over by
the Chief Justice of India.
2. Appellate Judicial System means that a person can appeal to a higher court if they
believe that the judgment passed by the lower court is not just appropriate.
3. Integrated Judicial System means that the decisions made by higher courts are binding
on the lower courts.
4. There are three different levels of courts in India.
1. At the district or Tehsil level or in towns, we have subordinate or district courts.
2. At the state level, we have several high courts.
3. At the central level, Supreme Court is the highest court of our country.

5. The subordinate court is more commonly known by many different names. These
include the Trial Court or Court of the District Judge, the Additional Sessions Judge,
Chief Judicial Magistrate, Metropolitan Magistrate and Civil Judge.
5.4 What are the different branches of the legal system?

1. Criminal Law 2. Civil Law
3. petition 4. Public Interest Litigation
1. False 2. False
1. FIR stands for First Information Report.
2. Criminal Law usually begins with the lodging of an FIR with the police who investigate
the crime after which a case is filed in the court. If any person found guilty, the accused
can be sent to jail and also fined.
5.5 Does Everyone Have Access to the Courts?
1. The courts 2. Right to Food
B. State whether the following statements are True or False.
1. 1. While the courts are available for all, in reality access to courts has always been
difficult for a vast majority of the poor in India.
2. Legal procedures involve a lot of money and paperwork as well as take up a lot of
time.
3. For a poor person who cannot read and whose family depends on a daily wage,
the idea of going to court to get justice often seems remote.
4. In response to this, the Supreme Court in the early 1980s devised a mechanism of
Public Interest Litigation or PIL to increase access to justice.
5. It allowed any individual or organisation to file a PIL in the High Court or the
Supreme Court on behalf of those whose rights were being violated.
6. The legal process was greatly simplified.
2. For a poor person who cannot read and whose family depends on a daily wage, the
idea of going to the court to get justice often seems remote.
3. The issue that affects the common person’s access to justice is the inordinately long
number of years that courts take to hear a case. Thus, the phrase ‘justice delayed is
justice denied’ is often used to characterise this extended time period that courts take.
1. 26th January, 1950 2. all of these 3. Criminal
4. Civil 5. (b)

CHAPTER
6 Understanding our Criminal Justice System
EXERCISES
6.1 What is the Role of the Police in Investigating a Crime?

1. the police 2. An investigation 3. The Supreme Court
4. False 5. True
1. Article 22 of the Constitution and criminal law guarantee to every arrested person the
following Fundamental Rights:
1. The Right to be informed at the time of arrest of the offence for which the person
is being arrested.
2. The Right to be presented before a magistrate within 24 hours of arrest.
3. The Right not to be ill treated or tortured during arrest or in custody.
4. Confessions made in police custody cannot be used as evidence against the
accused.
5. A boy under 15 years of age and women cannot be called to the police station only
for questioning.
2. It is with the registration of an FIR that the police can begin their investigations into a
crime.
3. The FIR usually mentions the date, time and place of the offence, and details the basic
facts of the offence, including a description of the events. If known, the identity of the
accused persons and witnesses is also mentioned. The FIR also states the name and
address of the complainant.
6.2 What is the Role of the Public Prosecutor?

1. criminal 2. Public Prosecutor
1. True 2. False
1. A criminal offence is considered to have been committed not only against the affected
victims but against society as a whole.
2. The Prosecutor must conduct the prosecution on behalf of the State. As an officer of
the court, it is his/her duty to act impartially and present the full and material facts,
witnesses and evidence before the court to enable the court to decide the case.

6.3 What is the role of the Judge?

1. judge 2. witnesses, evidence
1. True
1. The judge hears all the witnesses and any other evidence presented by the prosecution
and the defence. The judge decides whether the accused person is guilty or innocent
on the basis of the evidence presented and in accordance with the law.
2. If the accused is convicted, then the judge pronounces the sentence. He may send the
person to jail or impose a fine or both, depending on what the law prescribes.
1. (a) 2. 8 to 12 3. (b)
4. (e) 5. 15
CHAPTER
7 Understanding Marginalisation
EXERCISES
7.1 Who are Adivasis and Adivasis and Stereotyping

1. homogeneous, 500
2. Islam, Hinduism, Christianity
3. eight
1. True 2. True
1. 1. During school functions or other official events or in books and movies, Adivasis are
invariably portrayed in very stereotypical ways – in colourful costumes, headgear
and through their dancing.
2. Besides this, we seem to know very little about the realities of their lives. This often
wrongly leads to people believing that they are exotic, primitive and backward.
3. This has led to the marginalisation of Adivasis.
2. The term ‘Adivasi’ literally means ‘original inhabitants’. They are communities who
lived, and often continue to live, in close association with forests.

3. Adivasis are particularly numerous in states like Chhattisgarh, Jharkhand, Madhya
Pradesh, Odisha, Gujarat, Maharashtra, Rajasthan, Andhra Pradesh, West Bengal
and in the north-eastern states of Arunachal Pradesh, Assam, Manipur, Meghalaya,
Mizoram, Nagaland and Tripura.
4. Adivasi societies are most distinctive because there is often very little hierarchy among
them. This makes them radically different from communities organised around
principles of jati-varna (caste) or those that were ruled by kings.
5. Santhali is one of the common and popular languages spoken among the Adivasis.
7.2 Adivasis and Development

1. Forests 2. Adivasis
1. True 2. True
1. Till the middle of the nineteenth century, forests covered the major part of our country.
Forests were absolutely crucial to the development of all empires and civilisations,
and the Adivasis who lived in these forests had a deep knowledge of forests, access to
forest resources and control over most of these vast tracts at least till the middle of the
nineteenth century and empires heavily depended on Adivasis for the crucial access to
forest resources.
2. Economic changes, forest policies and political force applied by the state and private
industry forced the Adivasis to migrate from forest and live as workers in plantations,
at construction sites, in industries and as domestic workers.
3. When Adivasis are displaced from their lands, they lose much more than a source of
income. They lose their traditions and customs – a way of living and being. “They took
our farming land. They left some houses. They took the cremation ground, temple,
well and pond. How will we survive?” says Gobindha Maran, who was displaced due
to a refinery project in Odisha.
7.3 Minorities and Marginalisation.
A.
Fill in the blanks.
1.
Indian Constitution 2. marginalisation
B.
State whether the following statements are true or false.
1.
True 2. False
C.
1.
1. The Indian Constitution recognised that the culture of the majority influences the
way in which society and government might express themselves.
2. In such cases, size can be a disadvantage and lead to the marginalisation of the
relatively smaller communities.
3. Thus, safeguards are needed to protect minority communities against the possibility
of being culturally dominated by the majority.

2. The Constitution provides safeguards to religious and linguistic minorities as part of
our Fundamental Rights.
3. Minority communities should not get suppressed by majority communities; therefore
Constitution protects and safeguards minorities so as to promote equality and protect
India’s cultural diversity.
4. The term minority is most commonly used to refer to communities that are numerically
small in relation to the rest of the population.
1. Odisha 2. Christianity 3. 10,000
4. (b) 5. Christianity
CHAPTER
8 Confronting Marginalisation
EXERCISES
8.1 Invoking Fundamental Rights
1. The Constitution 2. marginalised 3. Article 15
1. Two Fundamental Rights in the Constitution that Dalits can draw upon to insist that
they should be treated with dignity and as equals are as follows:
1. Right to Equality 2. Right against Exploitation
2. Article 17 of the Constitution states that untouchability has been abolished – what
this means is that no one can henceforth prevent Dalits from educating themselves,
entering temples, using public facilities, etc. It also means that it is wrong to practise
untouchability and that this practice will not be tolerated by a democratic government.
In fact, untouchability is a punishable crime now.
3. In the case of cultural and educational rights, distinct cultural and religious groups like
the Muslims and Parsis have the right to be the guardians of the content of their culture,
as well as the right to make decisions on how best this content is to be preserved. Thus,
by granting different forms of cultural rights, the Constitution tries to ensure cultural
justice to such groups.
8.2 Laws for the Marginalised

1. marginalised 2. Reservation policy 3. ‘cut-off’

1. The laws which reserve seats in education and government employment for Dalits
and Adivasis are based on an important argument that in a society like ours, where for
centuries sections of the population have been denied opportunities to learn and to
work in order to develop new skills or vocations, a democratic government needs to
step in and assist these sections.
2. 1. Governments across India have their own list of Scheduled Castes (or Dalits),
Scheduled Tribes and backward and most backward castes. The central government
too has its list.
2. Students applying to educational institutions and those applying for posts in
government are expected to furnish proof of their caste or tribe status, in the form
of caste and tribe certificates. (Many government and educational institutions also
ask for candidates to mention their caste/tribe status.)
3. If a particular Dalit caste or a certain tribe is on the government list, then a candidate
from that caste or tribe can avail the benefit of reservation.
8.3 Protecting the Rights of Dalits and Adivasis

1.Rathnam’s 2. education
1.True 2. False
1.The powerful castes ordered his (Rathnam’s) community to ostracise him and his
family, and everyone was told that no one should speak or do any work for them or
with them.
One night some men entered their part of the village and set his hut on fire. He
managed to escape with his mother.
So he filed the complaint against the domination and violence of the powerful
castes of the village.
Rathnam then went to file a case in the local police station under the Scheduled
Castes and the Scheduled Tribes (Prevention of Atrocities) Act, 1989.
2. Dalit families were afraid of angering the powerful as many worked on their fields as
daily-wage labourers. If the dominant castes decided to not call them, then what would
they earn? How would they survive?
3. The Act distinguishes several levels of crimes. Firstly, it lists modes of humiliation that
are both physically horrific and morally reprehensible and seeks to punish those who
1. force a member of a Scheduled Caste or a Scheduled Tribe to drink or eat any
inedible or obnoxious substance;
2. forcibly removes clothes from the person of a member of a Scheduled Caste or
a Scheduled Tribe or parades him or her naked or with painted face or body or
commits any similar act which is derogatory to human dignity.
Secondly, it lists actions that dispossess Dalits and Adivasis of their meagre resources or
which force them into performing slave labour.

8.4 Adivasi Demands and the 1989 Act.
1. C.K. Janu
B. State whether the following statements is true or false.
1. False
1. The Adivasi activists including C.K Janu believe that Adivasis can also use this 1989
Act to fight dispossession because this Act merely confirms what has already been
promised to tribal people in the Constitution – that land belonging to tribal people
cannot be sold to or bought by non-tribal people. In cases where this has happened,
the Constitution guarantees the right of tribal people to re-possess their land.
1. (b) 2. (d) 3. (b) 4. (c)
5. (a) 6. (c) 7. (a)
CHAPTER
9 Public Facilities
EXERCISES
9.1 Water and the People of Chennai
A.
Fill in the blanks.
1.
Anna Nagar 2. two 3. Shortage of water
B.
State whether the following statements are true or false.
1.
True 2. False 3. True
C.
Similar: Both the areas where Subramanian and Padma live suffer from water
1.
shortage. In Mylapore where Subramanian lives, a private borewell meets some of the
residents’ water needs, and in Saidapet also, there is one common tap at one corner
for 30 hutments in which water comes from a borewell.
Different: Subramanian’s apartment in Mylapore gets municipal water once in two
days and a private borewell meets some of the residents’ water needs, whereas in
Saidapet for 30 hutments, there is one common tap at one corner in which water
comes from a borewell for 20 minutes twice daily.
Residents in Mylapore use borewell water in their toilets and for washing, for other
uses water is purchased from tankers and for drinking water residents have installed
water purification systems in their homes, whereas in Saidapet the same water is used
for drinking and washing.

9.2 Water as Part of the Fundamental Right to Life and Public Facilities

1. Water 2. diarrhoea, dysentery, cholera
3. Right to Life
1. The Constitution of India recognises the right to water as being a part of the Right to
Life under Article 21. This means that it is the right of every person, whether rich or
poor, to have sufficient amount of water to fulfil his/her daily needs at a price that he/
she can afford. In other words, there should be universal access to water.
2. Like water there are other essential facilities that need to be provided for everyone like
healthcare, sanitation, electricity, public transport, schools and colleges and are also
necessary. These are known as public facilities.
9.3 The Government’s Role

1. public facilities 2. profit
1. False 2. True
1. Private companies provide public facilities but at a price that only some people can
afford. Private companies supply water through tankers or supply drinking water in
sealed bottles. Hence, this facility is not available to all at an affordable rate.
2. Private hospitals and private schools are located in major cities and not in towns or
rural areas as the services provided by them are very costly and everyone cannot
afford it.
3. The main source of revenue for the government is the taxes collected from the people,
and the government is empowered to collect these taxes and use them for public
facilities.
9.4 Water Supply to Chennai: Is it Available to All and In Search of Alternatives

1. Private companies 2. municipal, government
3. Urban Water Commission 4. Mumbai
5. Sulabh
4. False 5. True
1. Water is not equally available to all citizens in Chennai. Certain areas like Anna Nagar
looks lush and green with lawns maintained by a generous spraying of water. Bungalows

here have tap water for major part of the day, while areas like Saidapet receive very
little water. Municipal supply meets only about half the needs of the people of the city,
on an average. There are areas which get water more regularly than others. Those
areas that are close to the storage points get more water, whereas colonies further away
receive less water. The burden of shortfalls in water supply falls mostly on the poor. The
middle class, when faced with water shortages, is a able to cope through a variety of
private means such as digging borewells, buying water from tankers and using bottled
water for drinking. Apart from the availability of water, access to ‘safe’ drinking water
is also available to some and this depends on what one can afford. Once again, the
wealthy have more choices, thanks to the booming market in bottled water and water
purifiers. People who can afford it have safe drinking water, whereas the poor are again
left out. In reality, therefore, it seems that it is only people with money who have the
right to water – a far cry from the goal of universal access to ‘sufficient and safe’ water.
2. The shortage of water has opened up opportunities for private companies in a big
way. Many private companies are providing water to cities by buying it from places
around the city. In Chennai, water is taken from nearby towns like Mamandur, Palur,
Karungizhi and from villages to the north of the city using a fleet of over 13,000 water
tankers. Every month the water dealers pay farmers an advance for the rights to exploit
water sources on their land. This is water taken away not just from agriculture but also
from the drinking water supplies of the villagers. Groundwater levels have dropped
drastically in all these towns and villages as a result. The local people have a right to
object to this exploitation and the government has the power to stop this.
3. Groundwater levels have dropped drastically in many small towns and villages because
many private companies are providing water to cities by buying water from the farmers
and pay them advance for the right to exploit water sources on their lands which is
supposed to be used for agriculture and drinking water.
1. 6–14 2. Buses 3. (d)
4. (b) 5. Brazil
CHAPTER
10 Law and Social Justice
EXERCISES
10.1 Bhopal Gas Tragedy

1. Bhopal
2. Union Carbide (UC)

1. True
1. No the victims of Bhopal gas tragedy did not get justice. Most of those exposed to
the poisonous gas came from poor, working-class families, of which nearly 50,000
people are today too sick to work. Among those who survived, many developed severe
respiratory disorders, eye problems and other disorders. Children developed peculiar
abnormalities. Despite the overwhelming evidence pointing to UC as responsible for the
disaster, it refused to accept responsibility. In the ensuing legal battle, the government
represented the victims in a civil case against UC. It filed a $3 billion compensation
case in 1985, but accepted a lowly $470 million in 1989. People are still fighting for
justice, for safe drinking water, for healthcare facilities and jobs for the people poisoned
by UC.
2. At midnight on 2 December 1984, methyl isocyanite (MIC) – a highly poisonous gas –
started leaking from UC plant.
10.2 What is a Worker’s Worth?

1. lower 2. lower safety
1. False 2. True
1. One reason why foreign companies come to India is for cheap labour. Wages that the
companies pay to workers, say in the U.S.A., are far higher than what they have to
pay to workers in poorer countries like India. For lower pay, companies can get longer
hours of work. Additional expenses such as for housing facilities for workers are also
fewer. Thus, companies can save costs and earn higher profits.
2. One part of the answer lies in what is perceived as the worth of an Indian worker.
One worker can easily replace another. Since there is so much unemployment, there
are many workers who are willing to work in unsafe conditions in return for a wage.
Making use of the workers’ vulnerability, employers ignore safety in workplaces.
Thus, even so many years after the Bhopal gas tragedy, there are regular reports of
accidents in construction sites, mines or factories due to the uncaring attitude of the
employers.
10.3 Enforcement of Safety Laws

1. the government
2. Article 21
1. False 2. True

1. Firstly, the safety laws were lax in India. Second, even these weak safety laws were
not enforced. As in case of Bhopal Gas Tragedy, some municipal officials in Bhopal
objected that the installation of an MIC production unit in 1978 was a safety violation.
Government inspectors continued to approve the procedures in the plant, even when
repeated incidents of leaks from the plant made it obvious to everybody that things
were seriously wrong. Instead of protecting the interests of the people, their safety
was being disregarded both by the government and by private companies. This is
obviously not at all desirable. With more industries being set up both by local and
foreign businesses in India, there is a great need for stronger laws protecting workers’
rights and better enforcement of these laws.
10.4 New Laws to Protect the Environment

1. The environment
2. The government
3. Fundamental Right to Life
1. True 2. False
1. The Bhopal disaster brought the issue of environment to the forefront. Several
thousands of persons who were not associated with the factory in any way were greatly
affected because of the poisonous gases leaked from the plant. This made people
realise that the existing laws, though weak, only covered the individual worker and not
persons who might be injured due to industrial accidents.
2. In response to this pressure from environmental activists and others, in the years
following the Bhopal gas tragedy, the Indian government introduced new laws on the
environment. Henceforth, the polluter was to be held accountable for the damage
done to environment. The environment is something that people over generations will
share, and it could not be destroyed merely for industrial development.
3. Public facilities relate to our basic needs. The environment is something that people over
generations will share, and it could not be destroyed merely for industrial development.
In Subhash Kumar vs. State of Bihar (1991), the Supreme Court held that the
Right to Life is a Fundamental Right under Article 21 of the Constitution and it includes
the right to the enjoyment of pollution-free water and air for full enjoyment of life.
Thus, we can say that a clean environment is a public facility.
1. (d) 2. (c) 3. vehicles
4. red 5. diesel

Answer Key of Thinkeractive Sat Workbook Class 8

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1 How, When and Where

A. Fill in the blanks.

1.2 How do we know?

A. Fill in the blanks.

ThinkerActive Social Science WB-VIII (Answer Key) 3

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2 From Trade to Territory

A. Fill in the blanks.

4 ThinkerActive Social Science WB-VIII (Answer Key)

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2.2 Company rule expands

A. Fill in the blanks.

6 ThinkerActive Social Science WB-VIII (Answer Key)

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2.3 Setting up a new administration

A.Fill in the blanks.

3 Ruling the Countryside

A. Fill in the blanks.

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Permanent Settlement Mahalwari System

8 ThinkerActive Social Science WB-VIII (Answer Key)

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3.2 Crops form Europe

A.Fill in the blanks.

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3.3 The “ Blue Rebellion” and after

A. Fill in the blanks.

10 ThinkerActive Social Science WB-VIII (Answer Key)

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4 Tribals, Dikus and the Vision of a Golden Age

A. Fill in the blanks.

4.2 How did Colonial Rule affect the Tribal Lives?

A. Fill in the blanks.

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4.3 A closer look

A. Fill in the blanks.

12 ThinkerActive Social Science WB-VIII (Answer Key)

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5 When People Rebel

A. Fill in the blanks.

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5.2 A Mutiny Becomes a Popular Rebellion

A.Fill in the blanks.

5.3 The Company Fights Back

A. Fill in the blanks.

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A.Fill in the blanks.

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6 Weavers, Iron Smelters and Factory Owners

A.Fill in the blanks.

16 ThinkerActive Social Science WB-VIII (Answer Key)

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6.2 The sword of Tipu Sultan and Wootz steel

A.Fill in the blanks.

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7 Civilising the “Native”, Educating the Nation

A. Fill in the blanks.

7.2 What Happened to the Local Schools?

A. Fill in the blanks.

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7.3 The Agenda for a National Education.

A. Fill in the blanks.