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NCERT Solutions For Class 10 Geography Chapter 1 Resources And Development Long Questions And Answers

Question 1. What are the steps involved in the complex process of resource planning? Why is resource
planning important in the context of a country like India?

Answer:

Resource planning is a complex process which involves:

1. Identification of resources across the country through surveying, mapping, and preparation of an inventory of resources through their quantitative and qualitative estimation and measurement.
2. Developing a planning structure for resource development taking into account technology, skill, and infrastructure available for implementing the plans.
3. Matching the resource development plans with overall national development plans.
   • This involves systematic planning of the exploitation of resources. Resource planning is important in a country like India, which has enormous diversity in the availability of resources.
   • While some regions are rich in certain types of resources, they may be deficient in some other types of resources.
   • For example, a mineral-rich region may be poor in infrastructure or may be socio-culturally backward and included in economically backward regions.
   • Some regions are self-sufficient in terms of availability of resources, while, on the other hand, there are regions that face an acute shortage of resources.
   • Thus, for proper development, distribution, sharing, and utilization of resources, taking into consideration the technology, quality of human resources, and historical experiences of the people, resource planning is essential for development.
   • India has made concerted efforts to achieve the goals of resource planning right from the First Five-Year Plan launched after Independence.

Resources and Development NCERT Class 10 Geography Solutions

Read and Learn More Class 10 Social Science Solutions

Question 2. What are the main types of soil found in India? Which type of soil is the most widespread and important soil of India? Describe in detail about this soil type.

Answer:

The main types of soil found in various parts of India are as follows:

1. Alluvial soil
2. Black soil
3. Red and Yellow soil
4. Laterite soil
5. Arid or Desert soil
6. Forest and Mountainous soil

Alluvial soil is the most fertile, widespread, and important soil of India. It is a riverine soil transported and deposited by the three great river systems the Indus, the Ganga, and the Brahmaputra – which have formed the entire Northern Plains.

It is also found in the deltas of the Mahanadi, the Godavari, the Krishna, and the Kaveri rivers along the Eastern Coastal plains. It also extends in a narrow corridor to Rajasthan and Gujarat.

The fertility of the alluvial soil has made the Northern Plains and the Eastern Coastal Plain the most productive agricultural regions of India with a high-density population.

The alluvial soil contains an adequate proportion of potash, phosphoric acid, and lime which are ideal for the cultivation of paddy, wheat, other cereals and pulses, and sugarcane. The alluvial soil consists of various proportions of sand, silt, and clay.

The soil near the floodplain is more or less fine and in the deltas, it is the finest. This soil is coarse in the upper reaches of the river valley, especially near breaks of slope and in pediment plains like Duars, Chos, and Terai.

Alluvial soil is renewed every year during annual floods. The new, fertile, light-colored, and fine alluvial soil deposited near the river is called khadar.

The old alluvial soil deposited earlier is found at about 30 meters above the flood level of the rivers. It is clayey, dark in color, coarse with kanker nodules, and less fertile.

Class 10 Geography Chapter 1: Resources and Development Summary

Question 3. What is soil erosion? How do human activities and natural forces cause soil erosion? Suggest measures of soil conservation in hilly, and mountainous areas and in desert areas.

Answer:

The denudation or destruction of the soil cover and their subsequent natural removal is termed soil erosion. Human activities as well as natural forces cause denudation of the topsoil.

The soil nutrients are subsequently washed away by running water or blown away by wind. Human activities like deforestation, overgrazing, construction, and mining as well as faulty methods of farming lead to soil erosion.

Natural forces like wind, water, and glaciers can cause soil erosion. Surface runoff leads to the formation of gullies, badlands, and ravines by cutting out channels in the soil.

Entire topsoil may be washed off under the impact of sheet erosion caused by large water flows down a slope.

Loose soil may be blown away by wind easily. In hilly and mountainous areas, the following measures can help to control soil erosion :

1. Contour plowing or plowing along the contour lines of a highland can decelerate the flow of water down the slopes.
2. Terrace cultivation or cutting of steps around the slopes to provide land for agriculture also checks the downhill flow of water and controls soil erosion, for example., as in the Western and Central Himalayan regions.
3. Afforestation can help in soil conservation in hilly areas. In dry desert areas, planting rows of trees known as shelter belts to check the velocity of wind can control soil erosion.
4. These shelter belts have contributed significantly to the stabilization of sand dunes and checking the spread of desert in Western India.

NCERT Class 10 Geography Chapter 1: Resources and Development Key Concepts

Question 4. What is the need for ‘conservation of resources”? Elucidate in the light of Gandhiji’s view.

Answer:

Irrational consumption and over-exploitation of resources without consideration for future generations have led to grave socio-economic and environmental problems.

Social and economic distinctions on the basis of haves and have-nots and global ecological problems like global warming, ozone layer depletion, environmental pollution, and land degradation are all consequences of uncontrolled exploitation of resources.

To overcome these problems and to preserve resources for future generations as well, the conservation of resources is essential.

Gandhiji expressed his concern about resource conservation through these words, “There is enough for everybody’s need but not for anybody’s greed.”

According to Gandhiji, greedy and selfish individuals and the exploitative nature of modern technology are the root causes of resource depletion at the global level.

He advocated production by the masses and was against mass production which leads to uncontrolled exploitation of resources.

Accumulation of resources in a few hands due to indiscriminate exploitation of resources has divided society into rich and poor.

An equitable distribution of resources has become essential for sustained quality of life and global peace.

This can reduce tension between countries and lead to planned and judicious use of resources. Similarly, the conservation of resources can also help tackle the ecological crisis at the global level.

NCERT Solutions for Resources and Development Class 10 Geography

Question 5. What does the term land degradation’ mean? Which human activities have contributed significantly to land degradation? Suggest measures to solve the problems of land degradation.

Answer:

Continuous use of land over a prolonged period of time, without taking necessary steps to conserve and manage it, has resulted in land degradation, i.e., qualitative degradation of land. The quality of the land becomes poorer due to the gradual loss of fertility due to unplanned use. Unplanned use and overexploitation by humans have led to the degradation of land and have also aggravated the pace of natural forces to cause damage to land. Human activities such as deforestation, overgrazing, mining, and quarrying have contributed significantly to land degradation. Faulty methods of cultivation and over-irrigation have also caused land degradation in some areas. Mineral processing like grinding of limestone for the cement industry, industrial effluents, and wastes causes pollution and leads to land degradation.

The problem of land degradation may be tackled by adopting certain measures to conserve land.

1. Afforestation or large-scale plantation of trees and proper management of grazing.
2. Planting of shelter belts of plants and stabilization of sand dunes by growing thorny bushes in windy, arid areas like the desert of Rajasthan.
3. Proper management of wasteland and control of mining activities.
4. Proper discharge and disposal of industrial effluents and waste after treatment in industrial and suburban areas.

Resources and Development: NCERT Class 10 Geography Chapter 1 Questions and Answers

Question 6. What is resource planning? Why is resource planning essential? Explain with three
reasons.

Answer:

Resource planning is a widely accepted strategy for judicious use of resources. It is a complex process which involves :

1. Identification and inventory of resources across the regions of the country through surveying, mapping, and qualitative and quantitative estimation and measurement of resources.
2. Evolving a planning structure endowed with appropriate technology, skill, and institutional set-up for implementing resource development plans.
3. Matching the resource development plans with overall national development plans. Resource Planning is essential mainly for the following reasons.

Resources are not equally distributed throughout the world. Within a country also some regions may be rich in resources and self-sufficient in terms of availability of resources while some other regions may have acute shortages of some vital resources.

There are regions that are rich in certain types of resources but are deficient in some other resources.

Some regions in the country that are rich in natural resources may be included among economically backward regions. On the other hand, there are some regions which have a poor resource base but are economically developed.

Technology, the quality of human resources, and the historical experiences of the people influence resource development. In a country like India which has an enormous diversity in the availability of resources, resource planning is indispensable.

Resources and Development NCERT Class 10 Explanation and Notes

Question 7. Explain human activities that are responsible for land degradation of soil in India.

Answer:

Continuous use of land over a prolonged period of time without taking necessary steps to conserve and manage it has resulted in land degradation. Four human activities responsible for land degradation in India are as follows:

• In states like Jharkhand, Chhattisgarh, Madhya Pradesh, and Odisha, deforestation due to mining has caused severe land degradation.
  • Mining sites are dug, drilled quarried, and abandoned after excavation work is over, leaving the landowner burdened and in a highly degraded state.
• Mineral processing like the grinding of limestone for the cement industry and calcite and soapstone for the ceramic industry generates a huge quality of mineral dust in the atmosphere which ultimately settles down on the land.
  • It retards the process of infiltration of water into the soil, thus, degrading the land. The discharge of industrial effluents and wastes causes pollution and land degradation in industrial regions.
• In states like Gujarat, Rajasthan, Madhya Pradesh, and Maharashtra, overgrazing is one of the main reasons for land degradation.
• In Punjab, Haryana, and Western Uttar Pradesh, over-irrigation is responsible for land degradation. It leads to water logging which in turn increases salinity and alkalinity in the soil and reduces its fertility.

NCERT Class 10 Geography: Resources and Development – Detailed Solutions

Question 8. Explain any three factors responsible for soil formation.

Answer:

Soil is the medium of plant growth and supports different types of living organisms, including animals and human beings, by providing them with food for their survival.

Human existence and settlement are determined by soil fertility as it determines the agricultural productivity of an area.

Soil determines the natural vegetation and type of crop production of an area. It also influences the land use of an area. Areas of fertile soil are agriculturally productive and densely populated.

It is one of the most important renewable natural resources. Relief, the nature of the parent rock or bedrock, climate, vegetation, and other forms of life (especially decomposers), and time are important factors in the formation of soil.

The three most important factors of soil formation are:

1. Nature of parent rock. It influences the color and texture of the soil. The mineral content of the soil also depends on the parent rock from which it is formed.
2. Climate influences the rate and types of weathering and erosion of the rocks. Weathering of the parent rocks due to climatic factors and natural forces leads to the disintegration of rocks which leads to the formation of soil.
3. Time determines the maturity of the soil. The soil is a living system. It takes millions of years to form soil upto a few centimeters in depth.

NCERT Solutions for Chapter 1: Resources and Development – Class 10 Geography

Question 9. Classify resources on the basis of ownership into four categories. Mention the main
features of each.
Or
How will you classify resources on the basis of their ownership? Explain.

Answer:

On the basis of ownership, resources can be classified into the following categories:

• Individual Resources: Individual resources are owned privately by individuals or groups of individuals.
  • Plots of lands owned by farmers, pasture lands, ponds, orchards, and water in wells, are examples of resources owned by individuals in the villages.
  • Plots of land, houses, cars, and other properties are some examples of individual resources in urban areas. Plantations are also individual resources.
  • A plot of land, management, revenue, products, and profits are under individual ownership.
• Community-Owned Resources: Community-owned resources are accessible to all members of the community.
  • These resources can be used by all people living in the area.
  • Picnic spots, maidans, village ponds, grazing grounds, burial grounds, etc., in the villages; playgrounds, public parks, markets, etc., in the urban areas, are examples of community-owned resources.
• National Resources: National Resources mean all resources owned by a nation.
  • All the forests, wildlife, minerals, water resources, and land within the political! boundaries of a nation and oceanic area upto 12 nautical miles, i.e., 19.2 km.
  • From the coast termed territorial water, resources therein belong to the nation and are termed as national resources.
• International Resources: International Resources are under the jurisdiction and regulation of international organizations.
  • The oceanic resources beyond 200 km of the Exclusive Economic Zone belong to open oceans and no individual country can utilize these without the concurrence of international institutions, for example., manganese nodules in the bed of the Indian Ocean.

Resources and Development Class 10 NCERT Geography Review

Question 10. Why is there a need for resource planning?
Answer:

1. Most of the resources are limited in supply.
2. Most of the resources are unevenly distributed over the country.
3. Overutilization of resources may lead to pollution of the environment.
4. Underutilization of resources will lead to the underdevelopment of the economy.
5. There is a need to plan human resources because only then we would be able to develop our natural resources.

NCERT Solutions for Class 10 Geography Chapter 1: Resources and Development

Question 11. How does industry cause land degradation

Answer:

1. The industrialisation process requires minerals and the extraction of minerals generates heavy amounts of dust and smoke in the atmosphere.
2. During the processing of minerals, industries release many harmful chemicals which have a negative impact on the fertility of the soil.
3. The sources of energy in the industries like coal, petroleum, etc., also release harmful gases into the atmosphere.
4. The dumping of waste from factories and waste chemicals on any land leads to the degradation of land.

The Age Of Industrialisation Long Questions And Answers

Question 1. Explain the main features of Proto-industrialisation.

Answer:

The main features of Proto-industrialisation were:

1. Production was not based on factories.
2. Large-scale home-based production for the international market.
3. Merchants moved to the countryside and supplied money for artisans to produce for the international market.
4. It provided an alternative source of income.
5. Income from pro-industrial production supplemented their shrinking income.
6. It helped in fuller use of their family labour resources.

Read and Learn More Class 10 Social Science Solutions

The Age of Industrialisation NCERT Class 10 History Solutions

Question 2. How did the British market expand their goods in India?

Answer:

1. Advertisements make products appear desirable and necessary. They try to shape the minds of people and create new needs. During the industrial age, advertisements played a major role in expanding the market for products.
2. The labels were needed to make the place of manufacture and the name of the company familiar to the buyer. When buyers saw ‘MADE IN MANCHESTER’ written in bold on a label, they felt confident about buying the clothes.
3. Images of Indian Gods gave approval to the goods being sold. Images of Krishna and Saraswati were intended to make the manufacture from a foreign land appear somewhat familiar to the Indian People.
4. Printing calendars to popularise their products. Unlike newspapers and magazines, calendars were used even by people who could not read. They were hung in the tea shops and in poor people’s homes, just as much as in the offices and in the middle-class houses.

Question 3. The Industrial Revolution was a mixed Blessing. Explain.

Answer:

Blessings of the Industrial Revolution:

1. Production by machines has met the growing needs of the growing population of the world.
2. Only machines have made it possible for mankind to meet the primary necessities of food, clothes and shelter.
3. Machines have relieved man of the drudgery of tiring and unpleasant jobs.
4. Machines have brought more leisure.
5. Harmful Effects of the Industrial Revolution:
6. The Industrial Revolution shattered the rural life by turning the farmers into landless labourers.
7. Rural unemployment forced the unemployed farmers to migrate to cities in search of jobs.
8. The cities became overcrowded and many problems of insanitation and housing arose.
9. The Industrial Revolution gave birth to imperialism.

Class 10 History Chapter 5: The Age of Industrialisation Summary

Question 4. Why did the system of advances prove harmful for the weavers?

Answer:

The system of advance proved harmful for the weavers on account of given below reasons:

1. No chance of bargaining: The weavers lost any chance of bargaining.
2. Leasing of land: Most of the weavers had to lease out the land and devote all their time to weaving.
3. Dependency for food on others: Most of the weavers after losing their land became dependent on others for food supplies.
4. Clashes with gomasthas: Gomasthas acted arrogantly, marched into villages with police and punished weavers for the delay in supply.

Question 5. Explain the miserable conditions of Indian weavers during the East India Company’s regime in the eighteenth century.

Answer:

Once the East India Company established political power, it started asserting monopoly rights to trade.

It proceeded to develop a system which gave it control to eliminate all competition, control costs and ensure a regular supply of cotton and silk goods.

It took the following steps. First, it eliminated the existing traders and brokers and established direct control over the weaver.

It appointed a special officer called ‘gomastha’ to supervise weavers, collect supplies and examine the quality of the clothes. Secondly, it prevented the Company weavers from dealing with other buyers.

They advanced loans to weavers to purchase the raw materials, after placing an order. The ones who took loans had to give their clothes to the Yamashita. They could not sell it to any other trader.

Weavers took the advance, hoping to earn more. Some weavers even leased out their land to devote all their time to weaving. The entire family became engaged in weaving.

But soon there were fights between the weavers and the gomasthas. The latter used to march into villages with sepoys and often beat up the weavers for delays in supply.

In many places like Carnatic and Bengal, weavers deserted the villages and had to migrate to other villages. In many places, they revolted against the Company and its officials.

Weavers began refusing to accept loans after some time, closed down their workshops and became agricultural labourers.

NCERT Class 10 History Chapter 5: The Age of Industrialisation Key Concepts

Question 6. How had a series of inventions in the 18th century increased the efficiency of each step of the production process in the cotton textile industry? Explain.

Answer:

A series of inventions in the 18th century increased the efficiency of each step of the production process in the cotton textile industry.

1. Each step means carding, twisting, spinning and rolling. They enhanced the output per worker, enabling each worker to produce more and produce stronger threads and yarn.
2. Richard Arkwright created the cotton mill. Before this, cloth production was carried out within village households. Now costly machines could be set up in the mill and all the mill processes were completed under one roof.
3. Spinning Jenny devised by James Hargreaves in 1764 speeded up the spinning process and reduced labour demand. By turning one single wheel, a worker could set in motion a number of spindles and spin several threads at a time.
4. The steam engine, invented by James Watt in 1781, was used in cotton mills.
5. Factories came up in large numbers and by 1840, cotton textile became the leading sector in industrialisation. The expansion of railways also helped in the production of textile goods.

Question 7. State reasons for the increase in production of cotton textiles.

Answer:

The reasons for the increase in cotton textile production were:

1. Inventions of the 18th century, For Example., Cotton Mill by Richard Arkwright.
2. Enhanced output per worker by machines like cotton mills.
3. Quality products with stronger threads, etc.
4. Maintenance of mills is made easier if located in one place.
5. Efficient management due to regulations.

The Age of Industrialisation NCERT Chapter 5 Questions and Answers

Question 8. How did industrial production in India increase during the First World War?
Or
“The First World War created favourable conditions for the development of industries in India.” Justify the statement.

Answer:

Industrial production in India increased during the First World War because of the following reasons:

1. British mills became busy with war production and Manchester imports into India declined.
2. Suddenly Indian factories had a vast home market to supply goods.
3. Indian factories were called upon to supply war needs: jute bags, cloth for army uniforms, tents and leather boots, horse and mule saddles and a host of other items.
4. New factories were set up and old ones ran multiple stuffs. Many new workers were employed and everyone was made to work longer hours. Over the war years industrial production boomed.
5. After the war, Manchester could not recapture its old position in the Indian market. The economy of Britain collapsed after the war, and cotton production and exports fell. Local industrialists in India consolidated their position, substituting foreign goods and capturing the home market.

NCERT Class 10 History Chapter 5: The Age of Industrialisation Activities

Question 9. “The modern industrialisation could not marginalise the traditional industries in England.” Justify the statement with suitable arguments.

Answer:

1. The new industries could not easily displace traditional industries. At the end of the 19th century itself, less than 20% of the total workforce was employed in advanced technological industrial centres.
2. Textile industry itself produced a large portion of its output not within the factories, but outside, within domestic units.
3. In non-mechanised sectors such as food processing, building, pottery, glasswork, tanning, furniture making and production of implements, ordinary and small innovations were the basis of their grants.
4. Technological changes were not accepted at once by the industrialists. Their growth was slow as new technology was expensive and often broke down, and repairs were costly.
5. The autocratic class preferred handmade items as they defined class and status.
6. The traditional craftsmen and the labourers, and not machine operators were still more popular. Hand-made things were popular, as machines produced mass designs and there was no variety.
7. For example, human skill produced 45 kinds of axes and 500 varieties of hammers, which no machine could produce.

NCERT Solutions for The Age of Industrialisation – Class 10 History

Question 10. How did the seasonality of employment affect the lives of workers?

Answer:

Seasonality of employment badly affected the lives of workers in the following ways:

1. It prolonged the period of unemployment and the poor workers came to the streets again.
2. A few of them went back to the countryside.
3. Most of them looked for odd jobs in the cities.

The Age of Industrialisation NCERT Class 10 History Explanation

Question 11. Why did cotton and textiles become the chief industry in England?

Answer:

Cotton and textiles became England’s chief industry because:

1. England had a climate favourable for the cotton and textile industry.
2. The cotton and textile industry had already been started in the middle of the 16th Century in England.
3. Ores and coal required for machines and factories were available in plenty.
4. Cotton was also easily available in England from her colonies.

NCERT Solutions For Class 10 History Chapter 1 The Rise Of Nationalism In Europe Long Questions And Answers

Question 1. What were the main features of the first print prepared by Frederic Sorrieu?

Answer:

Following were the main features of the first print prepared by Frederic Sorrieu:

1. It shows the people of Europe and America offering homage to the Statue of Liberty.
2. United States of America and Switzerland led the procession which had become the nation-states at that time.
3. France was identifiable by its revolutionary tricolour which had just reached the statue. France was followed by Germany. The flag used by Germany was black, red, and gold which represented the expression of liberal hopes in 1848 to unify the numerous German-speaking principalities into a nation-state under a democratic constitution.
4. Following the German people were the people of Austria, the Kingdom of Two Sicilies, Lombardy, Poland, England, Ireland, Hungary, and Russia.
5. From the heavens above, Christ, saints, and angels gaze upon the scene. They have been used by the artist to symbolize fraternity among the nations of the world.

The Rise of Nationalism in Europe NCERT Class 10 History Solutions

Read and Learn More Class 10 Social Science Solutions

Question 2. The first clear expression of nationalism came with the French Revolution. Why?

Answer:

The following are the reasons for the emergence of nationalism with the French Revolution:

1. At that time, France was a full-fledged territorial state in 1789 under the rule of an absolute monarch, Louis 16.
2. The political and constitutional changes that came after the French Revolution led to the transfer of sovereignty from the monarch to a body of French citizens.
3. The revolutionary proclaimed that it was the people who would henceforth constitute the nation and shape its destiny.
4. From the very beginning, the French revolutionaries introduced various measures and practices that could create a sense of collective identity amongst the French people.
5. The ideas of la patrie and le citoyen emphasized the notion of a united community enjoying equal rights under a constitution.
6. New hymns were composed, oaths taken and martyrs commemorated, all in the name of the nation.
7. A centralized administrative system was put in place and it formulated uniform laws for all citizens within its territory.
8. French, as it was spoken and written in Paris, became the common language of the nation.
9. The French armies carried the ideas of nationalism abroad when the revolutionary wars broke out.

Class 10 History Chapter 1: The Rise of Nationalism in Europe Summary

Question 3. Describe any five features of the Civil Code of 1804.
Or
By what other name Civil Code of 1804 was known? Write its four features also.

Answer:

The Civil Code was also known as the Napoleonic Code. The following were its main features:

1. It did away with all the privileges based on the birth.
2. It established equality before the law and secured the right to property.
3. This Code was exported to the regions under French control.
4. In the Dutch Republic in Switzerland, Italy, and Germany, Napoleon simplified administrative divisions.
5. It abolished the feudal system and freed peasants from serfdom and manorial dues.
6. In the towns too, guild restrictions were removed.
7. Transport and communication systems were improved.
8. Peasants, artisans, workers, and new businessmen enjoyed a new-found freedom.
9. Uniform laws, standardized weights and measures, and a common national currency would facilitate the movement and exchange of goods and capital from one region to another.

Question 4. What was the political condition of Europe in the mid-18th century?

Answer:

Following were the main features of the political condition of Europe in the mid-18th century:

1. There was no nation-state in Europe in the mid-18th century.
2. Germany, Italy, and Switzerland were divided into kingdoms, duchies, and cantons.
3. People spoke different languages and belonged to different ethnic groups.
4. The Habsburg Empire consisted of different regions and people.
5. They did not share a collective identity or a common culture.
6. It included German-speaking people of Bohemia as well as Italian-speaking people of Lombardy and Venetia.
7. Half of the population of Hungary was Magyar.
8. These differences did not promote a sense of political unity. The only bonding force for these groups was a common allegiance to the emperor.

NCERT Class 10 History Chapter 1: The Rise of Nationalism in Europe Key Concepts

Question 5. Explain the social condition of landed aristocracy and peasantry in Europe in the mid-18th century.
Or
Describe the social condition of Europe in the mid-18th century.

Answer:

Following was the social condition of Europe in the mid-18th century:

1. Socially and politically, a landed aristocracy was the dominant class on the continent.
2. The members of this class were united by a common way of life that cut across regional divisions.
3. They owned estates in the countryside and also townhouses.
4. They spoke French for purposes of diplomacy and in high society.
5. Their families were often connected by ties of marriage.
6. This powerful aristocracy was numerically a small group.
7. The majority of the population was made up of peasants.
8. To the west, the bulk of the land was farmed by tenants and small owners, while in Eastern and Central Europe, the pattern of landholding was characterized by vast estates that were cultivated by serfs.
9. There was the emergence of commercial classes. In western parts of Central Europe, the growth of industrial production and trade meant the growth of towns and the emergence of the commercial classes.
10. The existence of the commercial classes was based on production for the market.
11. Industrialization began in England in the second half of the eighteenth century. However, in France and parts of Germany, it began only in the nineteenth century.
12. A new working class and middle class came into existence. These consisted of industrialists, businessmen, and professionals.
13. It was among the educated, liberal middle classes that ideas of national unity following the abolition of aristocratic privileges gained popularity.

Question 6. What did Liberal Nationalism stand for? Explain.

Answer:

Ideas of national unity in early-19th century Europe were closely allied to the ideology of liberalism. The term ‘liberalism’ derives from the Latin root liber, meaning free. For the new middle classes, liberalism meant freedom for the individual and equality of all before the law.

Politically it emphasised the concept of government by consent. Nineteenth-century liberals also stressed the inviolability of private property.

Yet, equality before the law did not necessarily stand for universal suffrage. The right to vote and to get elected was granted exclusively to property-owning men.

Men without property and all women were excluded from political rights. Throughout the 19th and early 20th centuries, women and non-propertied men organized opposition movements demanding equal political rights.

In the economic sphere, liberalism stood for the freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital. During the nineteenth century, this was a strong demand of the emerging middle classes.

Rise of Nationalism in Europe NCERT Chapter 1 Questions and Answers

Question 7. Describe the causes of the Silesian weavers’ uprising. Comment on the viewpoint of the journalist.
Or
What were the causes of the revolt of weavers in Silesia in 1845?

Answer:

The uprising of the Silesian weavers broke out in 1845. The main cause of the uprising was a drastic reduction in the payment to the weavers.

They were paid by the contractors. These contractors supplied the raw materials to the weavers and gave orders for finished textiles.

Hence, a large number of weavers marched to the mansions of the contractors to demand higher wages.

The viewpoint of the journalist was unsympathetic. It was biased against the weavers. The journalist favored the weaving contractors and failed to recognize the sufferings of the weavers.

Question 8. Napoleon’s administrative measures were seen as obstacles to growth. How?

Answer:

Napoleon’s administrative measures had created countless small areas, a confederation of 39 states. Each of these possessed its own currency weights and measures.

A merchant traveling in 1833 from Hamburg to Nuremberg to sell his goods would have to pass through eleven customs barriers and pay a customs duty of about 5% at each one of them.

Duties were often levied according to the weight or measurement of the goods. Each region had its own system of weights and measures. This involved time-consuming calculations.

For example, Elle was a measure of cloth. In each region, it stood for a different length.

An Elle of textile material bought in Frankfurt would get 54.7 cm of cloth, in Mainz 55.1 cm, in Nuremberg 65.6 cm, in Freiburg 53.5 cm.

Such conditions were viewed as obstacles to economic exchange and growth by the new commercial classes who argued for the creation of a unified economic territory allowing the unhindered movement of goods, people, and capital.

NCERT Solutions for The Rise of Nationalism in Europe – Class 10 History

Question 9. Why was Zollverein introduced? What was its effect?

Answer:

Napoleon’s administrative measures had created countless small areas, a confederation of 39 states. Each of these possessed its own currency weights and measures.

Such conditions were viewed as obstacles to economic exchange and growth by the new commercial classes who argued for the creation of a unified economic territory allowing the unhindered movement of goods, people, and capital.

To correct these, in 1834, a customs union Zollverein was formed. It was formed at the initiative of Prussia and joined by most of the German states.

Effect of the introduction of Zollverein:

1. The union abolished tariff barriers and reduced the number of currencies from over thirty to two.
2. A network of railways was created to increase mobility, to harness economic interests to national unification.
3. The industry grew due to free trade.
4. A wave of economic nationalism strengthened the wider nationalist sentiments growing at the time.

The Rise of Nationalism in Europe NCERT Class 10 History Explanation

Question 10. Explain the features of the Congress of Vienna.
Or
What do you know about the Treaty of Vienna? What were its provisions?
Or
Describe any four features of the Vienna Treaty of 1815.

Answer:

In 1815, representatives of the European powers-Britain, Russia, Prussia, and Austria who had collectively defeated Napoleon, met at Vienna to draw up a settlement for Europe.

The Congress was headed by the Austrian Chancellor Duke Metternich. The delegates drew up the Treaty of Vienna of 1815 with the intention of undoing most of the changes that had come about in Europe during the Napoleonic wars.

Features or Provisions

• The Bourbon dynasty which had been deposed during the French Revolution was restored to power.
• France lost the territories which were annexed under Napoleon.
• A series of states were set up on the boundaries of France to prevent French expansion in the future.
• Thus, the kingdom of Netherlands which included Belgium, was set up in the north.
• Genoa was added to Piedmont in the south.
• Prussia was given significant new territories on its western frontiers.
• Austria was given control of northern Italy.
• In the east, Russia was given part of Poland while Prussia was given a portion of Saxony.
• The main purpose was to restore the monarchies that had been overthrown by Napoleon and create a new constitutional order in Europe.

Question 11. Why were secret societies formed after 1815? Explain with special reference to the activities of Mazzini.

Answer:

During the years following 1815, the fear of repression drove many liberal-nationalists underground. Secret societies were formed in many European states.

Their aims were to oppose the monarchial government and to fight for freedom and liberty. They trained revolutionaries and spread their ideas.

Most of the revolutionaries also saw the creation of nation-states as a necessary part of this struggle for freedom.

Mazzini was an Italian revolutionary. He became a member of the secret society of the Carbonari. At the age of 24, he was sent into exile in 1831 for attempting a revolution in Liguria.

He founded two more secret societies, the Young Italy in Marseilles and then, Young Europe in Berne whose members were like-minded young men from Poland, France, Italy, and German states.

Mazzini believed that God had intended nations to be the natural units of mankind.

As a result of the secret societies, the conservatives were frightened. Metternich described Mazzini as the most dangerous enemy of social order.

NCERT Class 10 History Chapter 1: The Rise of Nationalism in Europe Activities

Question 12. Why were the 1830s, years of great economic hardship in Europe?

Answer:

The first half of the 19th century saw an enormous increase in population all over Europe. In most countries, there were more job seekers than employment.

Population from rural areas migrated to the cities to live in overcrowded slums.

Small producers in towns were often faced with stiff competition from imports of cheap machine-made goods from England where industrialisation was more advanced than other parts of the continent.

In the areas of aristocracy, peasants’ conditions were deplorable. They struggled under the burden of feudal dues and obligations.

Question 13. Compare the position on the question of women’s rights voiced by three writers (Carl Welcker, Louise Otto-Paters, and an anonymous reader) cited above. What do they reveal about liberal ideology?

Answer:

1. The three writers cited above present three different views about women’s rights.
2. One of these writers is opposed to any political right to women.
3. The second writer is criticizing the men who had political rights. At the same time, the second writer advocates that women should be given political rights.
4. The third writer is in favor of the question of women’s rights. He cited a comparative study between the position of men and women insofar as political rights were concerned.
5. First, second, and third writers tell us that there were big divisions in the liberal ideology.
6. The liberal thinkers and writers were divided on the question of women’s rights.

Rise of Nationalism in Europe: NCERT Class 10 History Review and Analysis

Question 14. What were the reactions of the local populations of the area under French rule?

Answer:

The reactions of the people of such areas were a mixed one. Initially, in many places such as Holland and Switzerland as well as in certain cities like Brussels, Mainz, Milan, and Warsaw, the French armies were welcomed as harbingers of liberty.

However, it was soon felt that the new administrative arrangements did not go hand in hand with political freedom. The enthusiasm turned to hostility.

Increased taxation, censorship, and forced conscription into the French armies required to conquer the rest of Europe, all seemed to outweigh the advantages of the administrative changes.

Question 15. How has French artist, Frederic Sorrieu, visualized in his first print, of the series of four prints, his dream of a world made up of democrats and social republics? Explain.

Answer:

Fredric Sorrieu, a French artist prepared a series of four prints in 1848 in which he visualized his dream of a world that was made up of democratic and social republics.

1. In the first print, he showed, that European and American people are marching in a long train and offering homage to the Statue of Liberty when they pass by it.
2. It also shows that a female carries a torch of enlightenment in one hand and the Charter of Rights of Man in the other. On the earth shattered remains of symbols of absolutist institutions of monarchy lie.
3. People of the world are grouped in distinct nations which are identified by their flags and national costumes in Surrieu’s Utopian Vision.
4. Countries are going through a long procession led by the USA and Switzerland which were followed by France and Germany. Germany was followed by Austria, the Kingdom of two Sicilies, Lombardy, Poland, England, Ireland, Hungary, and Russia.
5. Christ, saints, and angels are looking at the scene from the heavens above. Here, the artist has shown the fraternity among different nations of the world.

NCERT Solutions for Class 10 History Chapter 1: The Rise of Nationalism in Europe Revision Notes

Question 16. Why did Nationalism rise in Europe?
Or
Which factors led to the rise of Nationalism in Europe after the 1830s?

Answer:

Nationalism was one of the important forces of 19th century Europe which gave birth to many new countries. Certain factors were responsible for the rise of nationalism. These factors are given below:

1. Feudalism emerged in the medieval period in Europe and became one of the most powerful forces in Europe.
   • It was one of the great obstacles in the way of nationalism because it became very powerful with the passage of time. But due to certain reasons, it fell down and declined.
   • Some feudal lords died in mutual wars and cru- sades also led to their fall. Without the decline of feudalism, Nationalism could not have risen to this much extent.
2. In the medieval period, the church was very powerful and had great power all over the world. But people were awakened by the movements like Renaissance and Reformation.
   • It led to a decline in the authority and power of the Pope. So the decline of the Pope’s authority led to the establishment of the national church in many countries.

Question 17. Which obstacles were there in the way to the unification of Italy? Write any three.

Answer:

Many obstacles were there in the way to Italian unification. Some of the main obstacles are given below:

1. Small States: In the 16th century, Italy became a very weak country. It was divided into many smaller states which were too weak to counter the attack of any foreign ruler.

They always used to quarrel with each other and that’s why they had no unity among them.

2. Rule of Foreign Countries: Italy was invaded by many foreign rulers many a time because of the weakness of the smaller states.

Some states like Modens Tuscany were under the influence of France and some states like Venetia and Lombardy were under the influence of Austria.

Even Napoleon had won all of the Italian states. So the rise of foreign countries was a great obstacle.

3. Congress of Vienna, 1815: In 1815, Napoleon was defeated by the unified forces. Italy, which was under the occupation of Napoleon, was divided by winners of the War of Waterloo.

Some states were given to France and some were given to Austria. The rule of old rulers was restored in those states.

So Congress of Vienna had divided Italy and it was also one of the great obstacles in the way of unification of Italy.

4. Pope: The Pope was the spiritual head of Christians and had dominance over Pa- pal state, i.e. Rome. He was known as the spiritual head of all the Christian states in the world.

He had kept foreign forces in Rome for his security and always remained away from the Nationalists. So Pope was also one of the obstacles to Italian Unification.

Chapter 2 The Nationalist Movement in Indo-China Long Questions And Answers

Question 1. How did France achieve its aim to exploit the natural resources of Vietnam?

Answer:

Colonies were considered essential to supply resources and other essential goods.

Like other Western nations, France also thought it was the mission of the advanced European countries to bring the benefits of civilization to backward people.

Read and Learn More Class 10 Social Science Solutions

The Nationalist Movement in Indo-China NCERT Class 10 History Solutions

• France colonized Vietnam by taking the following steps: The French began building canals and draining lands in the Mekong Delta to increase cultivation.
• A vast system of canals and earthworks was developed with the help of forced labor. This system of irrigation work increased rice production in Vietnam.
• This increase in rice production helped Vietnam to export rice to the international market. In fact, Vietnam expanded two-thirds of its rice production and by 1931 had become the third largest exporter of rice in the world.
• This was followed by infrastructure projects to help transport goods for trade, move military garrisons, and control the entire region.
• Construction of a trans-Indo-China rail network that would link the northern and southern parts of Vietnam and China was begun.
• The final link to Yunan in China was completed by 1910. The second line was also built, linking Vietnam to Siam via the Cambodian capital of Phnom Penh.
• By the 1920s, to ensure higher levels of profits for their businesses, French business interests were pressurizing the government in Vietnam to develop the infrastructure further.
• With the help of all these, France achieved its objective in Vietnam.

Question 2. Explain the education system adopted by France in Vietnam.
Or
Describe the key features of the education system adopted by France in Vietnam.

Answer:

Education was seen as one way to civilize the natives of Vietnam. The elites in Vietnam were powerfully influenced by the Chinese culture.

To consolidate their power, the French had to counter this Chinese influence. So they traditionally dismantled the traditional education system and established French schools for the Vietnamese.

However, there was no unanimity regarding the language to be used to impart education to the Vietnamese.

There were two broad opinions on this issue. Some policymakers felt that the French language should be used as a medium of instruction.

They thought that by learning the French language Vietnamese would be able to understand the culture and civilization of France.

This would help in the creation of an ‘Asiatic France solidly tied to European France’.

The educated people in Vietnam would respect French sentiments and ideals, seeing the superiority of French culture and work for the French.

But there were other policymakers who were opposed to the idea of making French the medium of instruction. They suggested that Vietnamese be taught in the lower classes and French in the higher classes.

The few who learned French and acquired French culture were to be awarded French citizenship.

School textbooks glorified the French and justified colonial rule. The Vietnamese were represented as primitive and backward. They were supposed to do manual labor only and were not fit for intellectual responsibility.

They were skilled copyists but not creative. On the other hand, a few could pass the school leaving examination.

This was largely because of a deliberate policy of failing students so that they could not qualify for better-paid jobs.

Class 10 History Chapter 2: The Nationalist Movement in Indo-China Summary

Question 3. How did the teachers and the students resist the French educational curriculum in Vietnam?

Answer:

Teachers and students did not blindly follow the curriculum. Sometimes there was open opposition, at other times there was silent resistance.

They adopted the following ways to resist the French educational curriculum in Vietnam:

• In lower classes, the number of Vietnamese teachers increased and it became difficult to control the subject of teaching.
  • While teaching, Vietnamese teachers quietly modified the text and criticized what was stated.
• There were open protests against the policy of the government. In 1926, there was a major protest erupted in the Saigon Native Girls School.
  • In a class, a Vietnamese female student who was sitting in the front seat was asked to move to the back of the class and allow a local French student to occupy the front seat.
  • The girl refused to do so and consequently was expelled from the school by the principal. It was vehemently opposed and finally, the girl was allowed to attend the school.
• In other places, students fought against the colonial government’s efforts to prevent the Vietnamese from qualifying for the white collar jobs.
  • They were inspired by patriotic feelings and the conviction that it was the duty of the educated to fight for the benefit of society. This brought them into conflict with the French.
• By the 1920s, students were forming various political parties such as the Party of Young Annan, and publishing nationalist journals such as the Annanese Student.

Question 4. How did schools become an important place for political and cultural battles in Vietnam?
Or
How did students in Vietnam fight against the colonial government’s efforts to prevent Vietnamese from qualifying for ‘white collar jobs’? Explain.

Answer:

The schools became an important place for political and cultural battles because the French sought to strengthen their rule in Vietnam through control over schools and education in the following ways:

• School textbooks glorified the French and justified colonial rule.
• The Vietnamese were represented as primitive and backward.
• They were supposed to be capable of manual work but not fit for intellectual reflection.
• It was taught that Vietnamese could work in the fields but not rule themselves. They were skilled copyists but not creative.
• Schoolchildren were taught that only French rule could ensure peace in Vietnam.
• Tonkin Free School was started in 1907 to provide a Western-style education. This education included classes in science, hygiene, and French.
• The school encouraged the adoption of Western styles such as having a short haircut.
• Through schools, the French tried to change the values, norms, and perceptions of the people to make them believe in the superiority of French civilization and the inferiority of the Vietnamese.
• On the other hand, while teaching, Vietnamese teachers quietly modified the text and criticized what was stated.
• There were open protests against the policy of the government. In 1926, there was a major protest erupted in the Saigon Native Girls School on the issue of the rustication of a female student.

Vietnamese intellectuals, on the other hand, feared that Vietnam was losing not just control over its territory but its very identity also.

Its own culture and customs were being devalued and the people were developing a master-slave mentality.

NCERT Class 10 History Chapter 2: The Nationalist Movement in Indo-China Key Concepts

Question 5. How did religious groups help in the development of anti-colonial feelings in Vietnam? How did the French try to suppress it?

Answer:

Religion played an important role in strengthening colonial control in Vietnam for the French, it also provided ways of resistance.

Vietnam’s religious beliefs were a mixture of Buddhism, Confucianism, and local practices. Christianity introduced by the French missionaries was intolerant to Vietnamese.

From the 18th century, many religious movements were hostile to the Western presence. An early movement against French control and the spread of Christianity was the Scholar Revolt in 1868.

This revolt was led by the officials at the imperial court angered by the spread of Catholicism and French power. This led to a general uprising in Ngu An and Ha Tien provinces.

In these provinces thousands of Catholics were killed. Catholic missionaries have been active in winning converts since the early 17th century.

There were many popular religions in Vietnam that were spread by people who claimed to have seen a vision of God. Some of these religious movements supported the French, but others were hostile to them.

Hoa Hao movement was one such movement that opposed the French. It began in the year 1939 and gained popularity in the fertile Mekong Delta area.

It drew on religious ideas popular in the anti-French uprisings of the 19th century. Huyn Phu So was the founder of the Hoa Hao movement. He performed miracles and helped the poor.

His criticism against useless expenditure had a wide appeal. He also opposed the sale of child brides, gambling, and the use of alcohol and opium.

The French tried to suppress these movements, especially the Hoa Hao movement. They declared Huyn Phu So mad and called him the Mad Bonze and put him in a mental asylum.

But the doctor declared him perfect and became his follower. The French authorities exiled him to Laos and sent many of his followers to concentration camps.

Nationalist Movement in Indo-China NCERT Chapter 2 Questions and Answers

Question 6. How did Nationalism in Vietnam emerge through the efforts of different sections of the society to fight against the French? Explain.

Answer:

Nationalism in Vietnam emerged through the efforts of the following sections of the society that fought against the French:

• The colonization of Vietnam had brought various sections of Vietnamese society to fight against the French.
• The most visible form of French control was military and economic domination which aroused the feelings of nationalism among all the sections of Vietnamese society.
• Irrigation and railway networks were laid down to promote rice cultivation and plantation crops for exports.
• As a result, the economic conditions of the poor sections of society deteriorated further. This section of society became opposed to the French role.
• The French denounced the religion and culture of Vietnam as backward and tradition-ridden and praised Christianity and Western values sky-high.
• This step of the French aroused the feelings of the religious leaders of Vietnam. Hence, the nationalists of Vietnam armed themselves up to fight against the French.
• The French imposed their language on the natives. They couldn’t tolerate it. As a result, the students, teachers, and intellectuals all united to fight against the French.
• In short, the people of Vietnam resented all these forms of domination by the alien rulers. They were only waiting for a spark to ignite the fire of nationalist revolution.

Question 7. What were different opinions regarding the vision of modernization in Vietnam? Explain.

Answer:

There were different opinions regarding the vision of modernization in Vietnam.

• Some intellectuals felt that Vietnamese tradition had to be strengthened to resist the domination of the West, while others felt that Vietnam had to learn from the West even while opposing foreign domination.
• In the late 19th century, resistance to French domination was offered by Confucian scholar-activists like Phan Boi Chau.
• Phan Boi Chau became a major figure in the anti-colonial resistance from the time he formed the Revolutionary Society in 1903, with Prince Cuong de as the head.
• Phan Boi Chau was in favor of severing ties with China that bound the elites of the two countries within a shared culture.
• Other nationalists strongly differed with Phan Boi Chau. One such nationalist was Phan Chu Trinh. He was intensely hostile to the monarchy and opposed the idea of resisting the French with the help of the court.
• He desired to establish a democratic republic influenced by the democratic ideals of the West. He was not in favor of the complete rejection of Western civilization.
• He accepted the French revolutionary ideal of liberty but charged the French for not abiding by the ideal.
• In the first decade of the nineteenth century, a movement was started that encouraged the students of Vietnam to go to Japan. This movement was known as ‘Go East movement’.
• Vietnamese students went to Japan to get a modern education. For many of the students, the primary objective was to drive out the French from Vietnam and to overthrow the puppet emperor to re-establish the Nguyen dynasty that was deposed by the French.
• Developments in China also inspired the Vietnamese nationalists. In 1911, San Yat Sen overthrew the long-established monarchy and set up a Republic. Inspired by these developments, the Vietnamese students organized the Association for the Restoration of Vietnam.

Soon, the anti-imperialist movement in Vietnam came under a new type of leadership.

NCERT Solutions for The Nationalist Movement in Indo-China

Question 8. Write a note on the Ho Chi Minh Trail.
Or
What do you know about Ho Chi Minh Trail? Explain.

Answer:

The Ho Chi Minh Trail plays a significant role in the war between the US and Vietnam. This trail symbolizes the skill of the Vietnamese in using their limited resources to great advantage.

Most of the trail was outside Vietnam in neighboring Laos and Cambodia with branch lines extending into South Vietnam.

The trail, an immense network of footpaths and roads, was used to transport men and materials from the north to south.

There were hospitals and support bases along the trail. In some parts, supplies were transported in trucks but mostly they were carried by porters who were mainly women.

These porters carried about 25 kilos on their heads or about 70 kilos on their bicycles. The US continuously bombed the trail during the war to disrupt the supplies.

However, these efforts failed to produce the desired results. The Vietnamese rebuilt the trail very quickly.

Question 9. The effect of the Vietnam War was felt within the US as well. Explain.

Answer:

The US entry into the war marked a new phase that proved costly to Vietnam as well as to the Americans. The phase of struggle with the US was brutal.

Thousands of US troops arrived equipped with heavy weapons and tanks and, backed by the most powerful bombers of the time- B52s.

The widespread attacks and use of Napalm, Agent Orange, and phosphorous bombs destroyed many villages and decimated jungles. Civilians died in innumerable numbers.

But this policy of the US did not go unopposed. Many were critical of the policy of the government for getting involved in a war that they saw indefensible.

When the youth were drafted for the war, the anger spread. The US media and films played a major role in criticizing the war.

John Ford Coppala’s film Apocalypse Now reflected the moral confusion that the war had caused in the US.

Writers such as Mary McCarthy and actors like Jane Fonda even visited North Vietnam and praised the people for their heroic defense of their country.

The scholar Noam Chomsky called the war ‘the greatest threat to peace, to national self-determination, and to international cooperation’.

The Nationalist Movement in Indo-China NCERT Class 10 History Explanation

Question 10. Explain the role of women in the anti-imperialist movement in Vietnam.

Answer:

Women in Vietnam traditionally enjoyed greater equality than in China, particularly among the lower classes.

But their role was limited in determining their future and they were not allowed to play any role in public life.

• During the nationalist movement, a new image of womanhood emerged.
• In the 1930s, a famous novel by Nhat Linh showed a woman coming out of a forced marriage and marrying a man of her choice who was involved in nationalist politics.
• This rebellion against social convention marked the arrival of the new woman in Vietnam society.
• Trung sisters fought against the Chinese domination in 39-43 CE. Phan Boi Chau glorified these sisters as patriots in his play.
• In the third century CE, Trie Au left home, went into jungles organized a large army, and resisted Chinese rule.
• Nguyen Thi Xuan was reputed to have shot down a jet with just twenty bullets.
• Women were represented not only as warriors but also as workers. They were shown with a rifle in one hand and a hammer in the other. As casualties in the war increased, women were urged to join the struggle in large numbers.
• Many women responded and joined the resistance movement. They helped in nursing the wounded, constructing underground rooms and tunnels, and fighting the enemy.
• Women also guarded and maintained the 2, 195 km Ho Chi Minh Trail.

Question 11. There was a conflict against the French in every sphere of life in Vietnam. Justify.

Answer:

The French established their control over Vietnam through their military power. French troops landed in Vietnam in 1858 and by the mid-1880s they had established a firm grip over the northern region.

After the Franco-Chinese War, the French assumed control of Tonkin and Annam, and in 1887, French Indo-China was formed.

The French control brought the people of the country into conflict with the colonizers in all areas of life.

The most visible form of French control was military and economic domination.

The French also built a system that tried to reshape the culture of Vietnam.

Nationalism in Vietnam emerged through the efforts of different sections of the society to fight against the French and all they represented.

As the French sought to consolidate their position, the people of Vietnam began reflecting on the nature of the loss that Vietnam was suffering.

Teachers and students did not blindly follow the curriculum. Sometimes there was an open opposition, at other times there was a silent resistance.

Religion played an important role in strengthening colonial control in Vietnam for the French. It also provided ways of resistance.

Vietnam’s religious beliefs were a mixture of Buddhism, Confucianism, and local practices.

Christianity introduced by the French missionaries was intolerant to Vietnamese. From the 18th century, many religious movements were hostile to the Western presence.

NCERT Class 10 History Chapter 2: The Nationalist Movement in Indo-China Activities

Question 12. Explain the contribution made by the French in the development of agriculture in Vietnam.
Or
What were the contributions made by the French to the development of agriculture in Vietnam?

Answer:

• Vietnam had fertile land, suitable for the cultivation of rice and plantation crops. The French could sense a business opportunity to earn huge profits from these activities.
• To earn a huge profit and amass a great fortune, the French began by building canals and draining lands in the Mekong Delta to increase cultivation.
• So they built a vast system of irrigation works, consisting of a canal and earthworks with the help of forced labour.
• They also built a network of railways which helped in faster movement of goods and agricultural products.

Agricultural products could be speedily moved from the hinterlands to other parts of the country to ports for export.

As a result, rice production increased manifold in Vietnam; two-thirds of its rice production was exported to international markets. Vietnam became the third-largest exporter of rice in the world.

Question 13. What ideas did Phan Boi Chau and Phan Chu Trinh share in common? What did they differ on?

Answer:

1. Common elements of Chau and Trinh: Both were nationalists and wanted to free their motherland.
2. Different (uncommon) elements of Chau and Trinh:
   • Chau had an anti-French alliance with the elite classes of Vietnam and China. He even set up a revolutionary society. On the contrary, Trinh always opposed alliances with the monarchy or the elite classes.
   • Chau was inclined toward Chinese culture while Trinh was inclined toward the ideal of the French Revolution.
   • Chau never appreciated or demanded reform of legal, educational, or agricultural spheres, as was done by the French. On the other hand, Trinh wished that these fields should be reformed by the French authorities.

Nationalist Movement in Indo-China: NCERT Class 10 Review and Analysis

Question 14. The founder of the Hoa Hao movement was a man called Huyn Phu So. He performed miracles and helped the poor. He also opposed the sale of child brides, gambling, and the use of alcohol and opium. Out of these three which has more negative influence on life?

Answer:

The sale of child brides has a more negative influence on life and society. Childhood is not the right age for marriage. It is the time to grow and play.

At this stage, a child does not understand the complexity of marriage. Moreover, child marriage deprives the girls of many opportunities in life.

They do not get the time to get an education. This proves a vicious circle for them. They remain in the darkness of ignorance and their children may also suffer due to their ignorance.

The sale of a child bride is also against humanity.

NCERT Solutions For Class 10 History Chapter 3 Nationalism In India Long Questions And Answers

Question 1. What were the causes of the Jallianwala Bagh massacre? What were its effects?

Answer:

The following were the causes of the Jallianwala Bagh massacre:

• Rowlatt Act was passed through the Imperial Legislative Council despite the opposition of the Indian members.
• Rowlatt Act gave the government enormous powers to suppress political activities and allowed the detention of political prisoners without trial for two years.
• Mahatma Gandhi decided to start a non-violent civil disobedience movement against the Rowlatt Act.
• Rallies were organised in various cities and workers went on strike.
• Local leaders were picked from Amritsar and Mahatma Gandhi was barred from entering Delhi.
• On 10 April, police fired upon a peaceful procession in Amritsar provoking widespread attacks on banks, post offices, and railway stations.
• Martial Law was declared in Amritsar and General Dyer took command.
• On 13 April, a large crowd was gathered in the Jallianwala Bagh to protest against the government’s new repressive measures.
• Dyer entered the area, blocked the exit, and opened fire killing hundreds.

Nationalism in India NCERT Class 10 History Chapter 3 Solutions

Read and Learn More Class 10 Social Science Solutions

Jallianwala Bagh massacre Effects

• As the news of the Jallianwala Bagh massacre spread, crowds came to the streets in many north Indian towns.
• There were strikes, clashes with the police, and attacks on government buildings. The government retaliated with brutal repression.
• Satyagrahis were forced to rub their nose on the ground, crawl on the streets, and salute all officers. People were flogged and villages were bombed.

Question 2. Which incident marked the beginning of the Civil Disobedience Movement? How was the Civil Disobedience Movement different from the Non-Cooperation Movement?

Answer:

On 6 April 1930, Gandhiji reached Dandi and violated the law, manufacturing salt by boiling seawater. This marked the beginning of the Civil Disobedience Movement.

Difference between the Civil Disobedience Movement and the Non-Cooperation Movement

Nationalism in India NCERT Class 10 History Chapter 3 Solutions

Question 3. Why did Mahatma Gandhi take up the Khilafat issue?

Answer:

Satyagraha was a widespread movement. But it was limited only to cities and towns. Mahatma Gandhi now felt the need to launch a more broad-based movement in India.

But any movement of this type was not possible without bringing the Hindus and the Muslims closer together. Gandhiji was well aware of this fact. So he felt that one way of doing this was taking up the Khilafat issue.

The First World War ended with the defeat of Ottoman Turkey. There were rumors that a harsh peace treaty was going to be imposed on the Ottoman the spiritual head of the Islamic world to be called Khalifa.

In March 1919 in Bombay, a Khilafat Committee was formed. Leaders like Muhammad Ali and Shaukat Ali began discussing with Mahatma Gandhi the possibility of a united mass action under the umbrella of a unified national movement.

At the Calcutta session of the Congress in September 1920, it was decided to start a non-cooperation movement in support of Khilafat as well as Swaraj.

Question 4. Write a note on the rebellion in the countryside during the Non-Cooperation Movement.

Answer:

From the cities, the movement spread to the countryside. It drew into its fold the struggles of peasants and tribals which were developing in different parts of India in the years after the war.

Baba Ramchandra, a sanyasi, led the peasants of Awadh in the
Non-Cooperation Movement. Baba Ramchandra had earlier been to Fiji as an indentured laborer.

The movement was aimed against landlords who demanded from peasants extraordinarily high rents and a variety of other cesses.

Peasants had to begar and work at landlords’ farms without any payment. The peasant’s movement demanded reduction of revenue, abolition of begar, and social boycott of oppressive landlords.

In many places, nai-dhobi bandhs were organized by the panchayats to deprive landlords of the services of even barbers and washermen.

The name of the Mahatma was invoked to sanction all actions and aspirants. In the early 1920s, in the Guden Hills of Andhra Pradesh, a militant guerrilla movement spread.

Alluri Sitaram Raju was the leader of the revolt in the Guden Hills of Andhra Pradesh. He claimed that he had a variety of special powers.

He could make correct astrological predictions and heal people, and he could survive even bullets.

Captivated by Raju, the rebels proclaimed that he was an incarnation of God. Raju talked of the greatness of Mahatma Gandhi.

Inspired by the Non- Non-Cooperation Movement he persuaded the people to wear khadi and give up drinking. But at the same time, he also asserted that India could be liberated only by the use of force, not non-violence.

The Guden rebels attacked police stations, attempted to kill British officials, and carried on guerilla warfare to achieve Swaraj. Raju was captured and executed in 1924 CE and over time became a folk hero.

NCERT Solutions for Nationalism in India – Class 10 History

Question 5. Describe the revolt of plantation workers of Assam. What was its result?

Answer:

For plantation workers of Assam, freedom meant the right to move freely in and out of the confined space in which they were enclosed and it meant retaining a link with the village from which they had come.

Under the Inland Emigration Act of 1859, plantation workers were not allowed to leave the tea gardens without permission, and in reality, they were rarely given such permission.

Result:

During the Non-Cooperation Movement, countless workers defied the authorities, left the plantations, and headed home.

They believed that Gandhi Raj had been established and everyone would get land in his own village. But they were caught on the way and beaten up by the police.

The visions of these movements were not defined by the Congress program. They interpreted the term Swaraj in their own ways, imagining it to be a time when all suffering and troubles would be over.

The tribals raised slogans of ‘Swatantra Bharat’ and identified themselves with an all-India agitation and acted in the name of Mahatma Gandhi.

Question 6. Why did Mahatma Gandhi choose the abolition of the Salt Tax in his demand?

Answer:

The demand for the abolition of the Salt Tax was the most stirring demand. Salt was one of the most essential items of food. It was something consumed by the rich and the poor alike.

The tax on salt and the government monopoly over its production revealed the most oppressive face of British rule. So Mahatma Gandhi decided to choose the abolition of the Salt Tax in his demand.

Question 7. The industrial working class did not participate in the Civil Disobedience Movement in large numbers. Why?

Answer:

The industrial working class did not participate in the movement in large numbers except in the Nagpur region. As the industrialists came closer to Congress, workers stayed aloof.

Congress was also not willing to include worker’s demands as part of its program of struggle. It felt that this would alienate the industrialists and divide the anti-imperial forces.

Question 8. Why did various classes and groups of Indians participate in the Civil Disobedience Movement?

Answer:

The various classes and groups of Indians participated in the Civil Disobedience Movement to fulfill their own interests. They craved their own meaning for Swaraj.

For example:

1. For the businessmen, swaraj meant a time when colonial restrictions on business would no longer exist and trade and industry would flourish without constraints.
2. Similarly to the rich peasant classes, swaraj was a struggle against high land revenue.
3. Women took swaraj as the attainment of elevated status and equality with men in Indian society.
4. Poor peasants considered that they would have their own land, and would not have to pay rent or do begar when they have Swaraj.
5. The working class dreamed of high wages and excellent working conditions.

Question 9. How did the growth of Indian literature awaken the feeling of nationalism among the people?

Answer:

With the advent of the Press in India, Indian literature started to grow in the country.

Thus Indian literature played a very important role in awakening the feeling of nationalism among the people in the 19th century. Many great writers wrote a lot about nationalism.

Some of these great writers were Rabindranath Tagore, Bankim Chandra Chattopadhyay, Navin Chandra Sen, D.L. Roy, etc. Bankim Chandra Chattopadhyay wrote Vande Mataram as a hymn to the motherland.

Later on, it was included in his novel Anandamath and widely sung during the Swadeshi movement in Bengal. Rabindranath Tagore himself began collecting ballads, rhymes, and myths and led the movement of the folk revival.

At the same time writings of Western thinkers like Rousseau, Voltaire, Montesquieu, Mill, etc., also revolutionized the minds of the people.

NCERT Class 10 History Chapter 3: Nationalism in India Discussion

Question 10. How did the national movement become a mass movement after the First World War?

Answer:

Certain factors contributed to the changing of the national movement into a mass movement after the First World War. These factors are stated below:

1. During the First World War Gandhiji came to the scene of Indian politics. His methods of non-violence, Satyagraha, truth, etc., changed national movements into mass movements.
2. Britishers had spent a lot of money to win the First World War. They imposed many taxes on Indians to levy that money. General masses turned against this step of the government.
3. In 1919, the Britishers introduced many reforms but they were not according to the aspirations of Indians. Indian masses got angry and turned against the government.
4. In 1919, the Jallianwala Bagh Massacre took place. People became angry with this and turned against the government.

Nationalism in India: NCERT Class 10 History Review and Analysis

Question 11. How did economic exploitation of the country arouse national consciousness among Indians in the late 19th century?
Or
“Economic exploitation aroused the feeling of national consciousness among the Indian people in the late 19th Century”? Justify.

Answer:

1. Britishers came to India just in the form of traders. But slowly and slowly they gained political control over here and captured the whole of India. They started to exploit India economically.
2. They imposed heavy taxes on farmers and peasantry because of which they became starved of everything. Even landlords left them at the mercy of moneylenders.
3. Unemployed and exploited peasantry joined the national movement for freedom. Britishers also destroyed indigenous trade and industry.
4. They started to take raw materials at low prices and started to sell finished products at higher prices. With this people became poor and then joined a national movement to win freedom from the Britishers.

Chapter 2 Forest And Wildlife Resources Long Questions And Answers

Question 1. Mention the negative factors which since pre-independence to the present period have contributed significantly to the fearful depletion of flora and fauna in India.

Answer:

The negative factors which since pre-independence to the present period have contributed significantly to the fearful depletion of flora and fauna in India can be outlined as follows:

Read and Learn More Class 10 Social Science Solutions

Forest and Wildlife Resources NCERT Geography Chapter 2 Explanation

1. The expansion of railways, agriculture, commercial and scientific forestry, and mining activities during the colonial period have inflicted the greatest damage on Indian forests.
2. ‘Enrichment plantation’ promoting a few favored species and eliminating other species, for example., teak monoculture in South India and chir pine plantation in the Himalayan region, has damaged the natural forests.
3. Even after independence, agricultural expansion, to meet the food requirement of a huge and growing population continues to be one of the major causes for depletion of forests.
4. Shifting cultivation or jhumming in the tribal belts, especially in the northeast and central India has led to deforestation or degradation of forests.
5. Large-scale development projects like the river valley projects have contributed significantly to the loss of valuable forests.
6. Mining causes deforestation disturbs the natural habitats of many animals and blocks the migration route of several other species.
7. Grazing and fuel wood collection lead to the depletion of forest resources according to many environmentalists.
8. However, a substantial part of the fuel and fodder demand is met by lopping rather than felling of entire trees; thus they do not cause total deforestation.
9. Habitat destruction and over-exploitation
10. Hunting and poaching
11. Environmental pollution and water poisoning
12. Forest fires

Forest and Wildlife Resources NCERT Class 10 Geography Solutions

Question 2. The destruction of forests and wildlife is not just a biological issue. The biological loss is strongly correlated with the loss of cultural diversity. Elucidate.

Answer:

The destruction of forests and wildlife is not just a biological issue. The biological loss is strongly correlated with the loss of cultural diversity.

Many Indigenous and other forest-dependent communities have been increasingly marginalized and impoverished by such losses as they directly depend on various components of the forest and wildlife for food, drink, medicine, culture, spirituality, etc.

In many societies, women bear the major responsibility of collecting fuel, fodder, water, and other basic subsistence needs.

Depletion of these resources increases drudgery of women affecting their health as well as leading to negligence of home and family due to longer hours required to acquire the resources.

This often has serious social implications. The indirect impact of degradation is severe drought or deforestation-induced floods dust storms due to soil erosion, etc.

These hit the poor the hardest. Poverty in these cases is a direct outcome of environmental destruction. The indigenous culture of these forest-dependent communities is severely affected as a result.

Question 3. Why was the Project Tiger launched? What are its objectives? What are its effects on the conservation of wildlife?

Answer:

The tiger is one of the key wildlife species in the faunal web. In 1973, government authorities realized that the tiger population had dwindled to 1827 from an estimated 55,000 at the turn of the century.

The major threats to the tiger population include poaching for trade, shrinking habitat, depletion of prey-based species, growing human population, and deforestation.

Among these poaching for the trade of skins and bones is the primary reason behind the dwindling of the tiger population to such an extent, that it is on the verge of extinction.

Since India and Nepal provide habitat to about two-thirds of the surviving tiger population in the world, these two countries became prime targets for poaching of tigers and illegal trading.

Thus, the central government announced Project Tiger intending to protect this species which was gravely threatened.

‘Project Tiger’ one of the well-publicised wildlife campaigns in the world, was launched in India in 1973.

The objectives of Project Tiger are as follows:

1. To ban hunting and poaching of tigers.
2. To restrict the trade of tiger skin, bones, etc.
3. To give legal protection to their habitats by creating tiger reserves, for example., Corbett National Park in Uttarakhand and the Sunderbans in West Bengal. There are 27 tiger reserves in India covering an area of 37,761 sq. km.
4. To increase the tiger population through natural breeding within the reserves.
5. To conduct periodic censuses of the tiger population. Initially, the Project Tiger showed success as the tiger population rose to 4002 in 1985 and 4334 in 1989.

But in 1993, the population of tigers had dropped to 3600. Presently, their number has further dwindled at an alarming figure. Tiger conservation has been viewed not only as an effort to save an endangered species but with equal importance as a means of preserving biotypes of sizeable magnitude.

Class 10 Geography Chapter 2: Forest and Wildlife Resources Summary

Question 4. Discuss the role of local communities in the conservation of forests with the help of examples.

Answer:

Indian forests are home to some of the traditional communities that are dependent on forests for their livelihood.

These local communities are struggling to conserve forests along with government officials in some areas and in many areas, villagers themselves are protecting the habitats and explicitly rejecting government involvement.

In Sariska Tiger Reserve, Rajasthan, villagers have fought against mining and the destruction of forests by citing the Wildlife Protection Act.

The inhabitants of five villages in the Alwar district of Rajasthan have declared 1,200 hectares of forest area the Bhairodev Dakav ‘Sonchuri’, enforcing their own set of rules and regulations.

They do not allow hunting and are protecting the wildlife against any outside encroachments. On account of nature worship prevalent mainly among the tribals, several virgin forests have been preserved in their pristine form as ‘Sacred Groves’.

The Bishnois of Rajasthan are well known for protecting black bucks (chinkara), an endangered species, and herds of black buck, nilgai, and peacocks can be seen as an integral part of the community and nobody harms them.

The famous Chipko Movement in the Himalayas led by local communities, especially women, successfully resisted deforestation in several areas.

They have also shown that community afforestation with indigenous species can be enormously successful. Traditional conservation methods are revived through the Beej Bachao Andolan in Tehri and Navdanya.

The Joint Forest Management program furnishes a good example of involving local communities in the management and restoration of degraded forests.

NCERT Class 10 Geography Chapter 2: Forest and Wildlife Resources Key Concepts

Question 5. What are ‘sacred groves’? Cite examples of some species of flora which are worshipped by the tribals. How has the ‘sacredness’ ascribed to plants and animals helped in protecting them?

Answer:

Nature worship is an age-old tribal belief based on the premise that all creations of nature; i.e., plants, animals, all living things, and the surrounding abiotic environment, are sacred and should be protected.

On account of nature worship several virgin forests have been preserved in their pristine form and are called ‘Sacred Groves’ or forests of Gods and Goddesses.

These patches of forests or parts of large forests have been left untouched by local communities and any interference with them is banned. These sacred groves have a wealth of diverse and rare species.

Certain tribal societies revere a particular species of flora which they have preserved from time immemorial. The Mundas and the Santhals of the Chhotanagpur region worship Mahua (Bassia latifolia) and Kadamba (Anthocaphalus cadamba) trees.

The tribals of Odisha and Bihar worship tamarind (Tamarindus indica) and mango (Mangifera indica) trees during weddings. On account of the ‘sacredness’ ascribed to them, certain plants and animals have been protected.

Peepal and banyan trees and tulsi plants are considered sacred by many of us. These trees themselves or their leaves are part of worship during pujas and rituals. These trees are revered and protected.

In and around Bishnoi village of Rajasthan herds of black buck (chinkara), nilgai and peacocks can be seen as an integral part of the community. The Bishnois consider these animals sacred and protect them.

Forest and Wildlife Resources NCERT Chapter 2 Questions and Answers

Question 6. Write a short note on Joint Forest Management. What have been the effects of Beej Bachao Andolan on the conservation of forests?

Answer:

In India, the Joint Forest Management Programme furnishes a good example of involving local communities in the management and restoration of degraded forests.

Under the Joint Forest Management Programme, the local communities form local (village) institutions that undertake protection activity, mostly on degraded forest land managed by the forest department.

In return, members of these local communities are entitled to intermediary benefits like non-timber forest products like fruits, nuts, leaves, litter, honey, lac, etc., and share in the timber harvested by ‘successful protection.’

The Joint Forest Management program has been in formal existence since 1988 when the state of Odisha (then Orissa) passed the first resolution for Joint Forest Management.

Ecological farming involves attempts to revive traditional conservation methods for developing new methods of farming that will not degrade the land.

The Beej Bachao Andolan in Tehri and Navdanya are movements towards ecological farming.

Farmers and citizen’s groups leading the Beej Bachao Andolan and Navdanya have shown that adequate levels of diversified crop production without the use of synthetic chemicals are possible and economically viable.

Question 7. Why is the conservation of forests and wildlife necessary?

Answer:

Conservation of forests and wildlife is necessary because it preserves the ecological diversity and our life support system. The National Forest Policy outlines the following for the protection, conservation, and development of forests in India:

1. Maintenance of environmental stability through preservation and restoration of ecological balance.
2. Substantial increase in forest tree cover through massive afforestation and social forestry programs.
3. Steps to meet the requirements of good fuel in the form of firewood and leaves, litter, fodder, and minor forest products by increasing the productivity of forests.
4. Encouragement of efficient utilization of forest produce and optimum substitution of wood.
5. Steps to create a massive people’s movement with the involvement of women to achieve the conservation of our national heritage and minimize the pressure on existing forests.

NCERT Solutions for Chapter 2: Forest and Wildlife Resources

Question 8. Which steps would you like to suggest for the conservation of wildlife?

Answer:

For the conservation of wildlife, the following steps have been undertaken in India:

1. Development of 88 national parks, 490 wildlife sanctuaries, and 13 biosphere reserves.
2. Implementation of Wildlife Protection Act.
3. Protection of the remaining population of endangered species by banning hunting, giving legal protection to their habitats, and restricting trade in wildlife.
4. Project Tiger, Project Rhino, Project Elephant, etc., for protection of threatened species in their natural habitats. 27 tiger reserves have been set up under Project Tiger.
5. Four coral reefs have been identified for conservation and management. Many wetlands in the country are linked with river systems.

NCERT Solutions For Class 10 Political Science Chapter 1 Power Sharing Long Answer Questions

Question 1. Describe the main forms of power-sharing arrangements in modern democracies.

Answer:

In modern democracies, power sharing can take different forms.

1. Horizontal Power Sharing: It refers to power sharing among different organs of government. For example: the Legislature makes law, the Executive implements the law and the Judiciary gives justice. Each organ works as a check on other organs and maintains the balance of power. This system is known as A system of Checks and Balances.
2. Vertical Power Sharing: In this type of power-sharing, power is shared among governments at different levels. The different levels of Government are Central Government, State Government, and Local Government. Powers are divided among these governments.
3. Power Sharing among different social groups
   • Religious Groups
   • Linguistic Groups, etc.
4. Power Sharing among political parties, pressure groups, and movements competition:
   • Different parties come together and form a coalition government when no party gets an absolute majority in the legislature.
   • Different pressure groups, interest groups, and movements also directly and indirectly influence the decision-making process of government.
   • Example: Former UPA Government at Centre.

Power Sharing NCERT Class 10 Political Science Chapter 1 Solutions

Read and Learn More Class 10 Social Science Solutions

Question 2. Write a note on power sharing in Sri Lanka.
Or
How is power shared in Sri Lanka?

Answer:

Sri Lanka became an independent country in 1948. On the basis of their majority, the people belonging to the ‘Sinhala’ community tried to establish their supremacy in administration. They tried to ignore the “Tamils”.

In 1956, a law was passed declaring ‘Sinhala’ as the national language. Preference was given to Sinahalese in government jobs and universities. A provision was made in the constitution to give preference to Buddhism.

As a result of these measures, conflicts started between the Sinhalese and the Tamils. Tamils organised themselves and started their struggle against these measures and oven put forward demand for a separate homeland or independent state.

This led to a Civil war in the country in which thousands of people were killed and a large number of them settled in other countries after leaving their own homeland.

Even today, a civil war is going on with the Sinhalese, due to their majority not being prepared to share power with the Tamils.

Class 10 Political Science Chapter 1 Power Sharing Summary

Question 3. What are the interesting elements of the Belgian Government?

Answer:

According to the Belgian Constitution, the number of Dutch and French-speaking ministers in the central government will be equal. Since both linguistic communities will have their own problems, no single community can make decisions.

The state governments have been given many powers by the central government. The state governments are not subordinate to the central government.

Equal representation of both communities has made the Brussels government a unique one.

Because the Dutch-speaking community has accepted equal representation in the central government, the French-speaking people have accepted equal representation in Brussels.

NCERT Class 10 Political Science Chapter 1 Power Sharing Key Concepts

Question 4. How did the Belgian Government solve its ethnic problem?
Or
Describe the steps taken by the Belgian government to solve the ethnic problem.
Or
Write the main features of power power-sharing arrangement made in Belgium.

Answer:

In Belgium, leaders recognised the existence of regional differences and cultural diversities. The Belgian government accommodated its diverse ethnic population in the following manner:

1. An equal number of ministers for both groups: The Constitution says that the number of Dutch and French-speaking ministers shall be equal in the central government.
2. More powers to state government: Many of the powers of the central government have been given to the state governments of the two regions of the country. The state governments are not subordinate to the central government.
3. Equal representation at the state and the central level: Brussels has a separate government in which both communities have equal representation.
4. Community government: There is a third kind of government called the ‘community government’. This government is elected by the people belonging to one language community, French and German speaking, no matter where they live. This government has the power relating to culture, education, and language issues. These arrangements helped to avoid a civic strife between the two major communities and a possible division of the country on linguistic lines.

Question 5. What do you understand by community government?

1. Where was it established?
2. What values does it promote?

Answer:

Community government is a form of government in which different social groups ‘ are given power to handle the affairs related to their communities.

This type of government is expected to work jointly for the benefit of the common masses without undermining any one community.

1. It was established in Belgium.
2. The promotion and safeguarding of culture and language.

In modern democracies, power can be shared in many forms, for example., horizontal power sharing or vertical power sharing.

Power Sharing in Democracy NCERT Class 10 Questions and Answers

Question 6. The government of Sri Lanka has avoided the sharing of powers in their country and its outcomes are very painful. Even then the majority of people are not learning lessons. Explain it.

Answer:

It is because an animal instinct to rule over others is the strongest drive that believe in partisan or split impressions.

“Mine is better and yours is worse” like presumptions and their imprints deep-rooted in minds give birth to clashes, conflicts, and even civil wars as Sri Lanka had faced some years ago.

The priests, teachers, ancestors, and commentators can only immunize the youngsters of this country from this ailment that finally, brings consequences like civil war. Self-dependence and reflexivity can only alleviate the situation.

Question 7. The Belgian model of sharing power is very complicated but it has so far worked well. Explain the statement.

Answer:

The Belgian model of sharing power in their democratic set-up is very complicated. It is so because many provisions have been made by their constitution.

These provisions are not easy even for the people of Belgium to understand easily. But the people of Belgium are lucky because all political arrangements made by their constitution have so far worked well and successfully.

These provisions have helped avoid civil strife between the two major communities and a possible division along linguistic lines.

Power Sharing NCERT Chapter 1 Political Science Explanation

Question 8. Annette studies in a Dutch medium school in the northern region of Belgium. Many French-speaking students in her school want the medium of instruction to be French. selvi studies in a school in the northern region of Sri Lanka. all the students in her school are Tamil-speaking and they want the medium of instruction to be Tamil.

if the parents of Annette and Selvi were to approach their respective governments to realize the desire of their children, who is more likely to succeed? why?

Answer:

Annette’s parents would likely succeed, because, the constitution of Belgium declares that the community government has the power regarding cultural, educational, and language-related issues.

It can solve their issue, but in the case of Sri Lanka, Sinhalas have established their supremacy; so there is no chance of Selvi’s parents succeeding.

Question 9. Mention the four elements in Belgian power-sharing mode.

Answer:

1. No single community can make decisions unilaterally. The Constitution prescribes the equal representation of the number of Dutch and French ministers in the central government.
2. The state government is not subordinate to the central government.
3. Brussels has a separate government where both communities have equal representation.
4. Thirdkind of government, i.e., ‘community government’ is elected by the people belonging to one language community, i.e., either Dutch, French, or German-speaking community.

NCERT Solutions for Chapter 1 Power Sharing in Political Science

Question 10. Describe any three demands of the Sri Lankan Tamils. How did they struggle for their demands?

Answer:

1. There were various demands of the Sri Lankan Tamils. These included political, religious, linguistic, social, and economic demands. Their demands are related to the legislature.
2. In Sri Lanka, the Sinhala language is encouraged. Tamils demanded that ‘Tamil ’ must be recognized as an official language.
3. Annoyed by facing various political biases for years, Tamils have demanded the establishment of regional autonomy.
4. Even today, Tamils are struggling for equality of opportunity in securing education and jobs.

Political Science Chapter 1: Power Sharing NCERT Class 10 Activities

Question 11. What’s wrong if the majority community rules? If Sinhalas don’t rule in Sri Lanka, where else will they rule?

Answer:

There is nothing wrong with it. The democratic system proves beneficial for the majority community to come to power. Based on the democratic set up it was imminent for Sinhala to come to power in Sri Lanka.

Their rule was not beneficial for minority people living there. This policy of majoritarianism led to violence. As a result, civil war broke out in Sri Lanka which resulted in bloodshed killing thousands on both sides