Ultimate Blogging Championship

Category: Classes

  • Long Walk to Freedom NCERT Solutions Class 10th (First Flight) English

    Page No: 18
    Comprehension Check
    1. Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstone?
    Answer
    The ceremonies took place in the campus of the Union Building of Pretoria.

    The Parliament House in New Delhi, the Rashtrapati Bhavan in New Delhi, the Supreme Court of India in New Delhi and Madras High Court in Chennai are some examples of Indian public buildings that are made of sandstone.

    2. Can you say how 10 May is an ‘autumn day’ in South Africa?

    Answer 

    10 May is an ‘autumn day’ in South Africa because on this day there was the largest gathering of international leaders on South African soil for the installation of South Africa’s first democratic, non-racial government.

    Page No: 19
    3. At the beginning of his speech, Mandela mentions “an extraordinary human disaster”. What does he mean by this? What is the “glorious … human achievement” he speaks of at the end?
    Answer
    By human disaster Mandela means to say that coloured people have suffered a lot due to discrimination in the hands of whites. He considered it as great glorious human achievement that a black person became the president of a country where the blacks are not considered as human being and are treated badly.
    4. What does Mandela thank the international leaders for?
    Answer
    Mandela felt privileged to be the host to the nations of the world because not too long ago, the South Africans were considered outlaws. He thus thanked all the international leaders for having come to witness his investiture as President since this event could be considered as a common victory for justice, peace and human dignity.
    5. What ideals does he set out for the future of South Africa?
    Answer 
    Mandela set out the ideals of poverty alleviation, removal of suffering of people. He also set the ideal for a society where there would be no discrimination based on gender or racial origins.
    Page No: 21
    Oral Comprehension Check 
    1. What do the military generals do? How has their attitude changed, and why?
    Answer 

    The highest military generals of the South African defence force and police saluted Mandela and pledged their loyalty.
    Their attitude towards blacks had taken great change. Instead of arresting a black they saluted him.

    2. Why were two national anthems sung?
    Answer
    On the day of the inauguration, two national anthems were sung, one by the whites, and the other by the blacks. This symbolized the equality of blacks and whites.

    3. How does Mandela describe the systems of government in his country (i) in the first decade, and (ii) in the final decade, of the twentieth century?

    Answer 

    (i) In the first decade of the twentieth century, the white-skinned people of South Africa patched up their differences and erected a system of racial domination against the dark-skinned people of their own land, thus creating the basis of one of the harshest and most inhumane societies the world had ever known.
    (ii) In the last decade of the twentieth century, the previous system had been overturned forever and replaced by one that recognized the rights and freedoms of all peoples, regardless of the colour of their skin.

    4. What does courage mean to Mandela?


    Answer


    For Mandela courage does not mean the absence of fear but a victory over fear. According to him brave men need not be fearless but should be able to conquer fear.

    5. Which does he think is natural, to love or to hate?

    Answer 

    For Mandela, love comes more naturally to the human heart than hate.

    Page No: 24

    Oral Comprehension Check 

    1. What “twin obligations” does Mandela mention?

    Answer 

    Mandela mentions that every man has twin obligations. The first is to his family, parents, wife and children; the second obligation is to his people, his community and his country.

    2. What did being free mean to Mandela as a boy, and as a student? How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?

    Answer 

    Like any other kid for Mandela also the freedom meant a freedom to make merry and enjoy the blissful life. Once anybody becomes an adult then antics of childhood looks like transitory because most of the childish activity is wasteful from an adult’s perspective. Once you are adult then someday you have to earn a livelihood to bring the bacon home, then only you get an honourable existence in the family and in the society.

    3. Does Mandela think the oppressor is free? Why/Why not?

    Answer 

    Mandela does not feel that the oppressor is free because according to him an oppressor is a prisoner of hatred, who is locked behind the bars of prejudice and narrow-mindedness. He feels that both the oppressor and the oppressed are robbed of their humanity.

    Thinking about the Text 

    1. Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?

    Answer 

    The presence of large number of international leaders was a gesture of solidarity from international community to the idea of the end of apartheid. It  signified the triumph of good over evil, the triumph of the idea of a tolerant society  without any discrimination.


    2. What does Mandela mean when he says he is “simply the sum of all those African patriots” who had gone before him?

    Answer 

    Mandela wants to pay his tribute to all the people who had sacrificed their lives for the sake of freedom. he feels that he is the sum of all those African patriots who had gone before him because those heroes of yesterday years had paved the path of co-operation and unity for him. Therefore, he got the support of his people to be able to come to power to bring equality for his own people.

    3.Would you agree that the “depths of oppression” create “heights of character? How does Mandela illustrate this? Can you add your own examples to this argument?

    Answer 

    Yes, I agree that the “depths of oppression” create “heights of character”. Nelson Mandela illustrates this by giving examples of great heroes of South Africa who sacrificed their lives in the long freedom struggle. India is full of such examples. During our freedom struggle there was a galaxy of leaders of great characters. Probably the oppression of British rule created so many men of such characters. If we compare this with the quality of political leaders India is having today, then Nelson Mandela seems to be absolutely right.

    4. How did Mandela’s understanding of freedom change with age and experience?

    Answer 

    With age Nelson Mandela realised that he had a lot of responsibilities of his people, his community and his country. As a boy, Mandela did not have a hunger for freedom because he thought that he was born free. He believed that as long as he obeyed his father and abided by the customs of his tribe, he was free in every possible manner. He had certain needs as a teenager and certain needs as a young man. Gradually, he realized that he was selfish during his boyhood. He slowly understands that it is not just his freedom that is being curtailed, but the freedom of all blacks. It is after attaining this understanding that he develops a hunger for the freedom of his people.

    5. How did Mandela’s ‘hunger for freedom’ change his life?

    Answer 

    Mandela realized in his youth that it was not just his freedom that was being curtailed, but the freedom of all blacks. The hunger for his own freedom became the hunger for the freedom of his people. This desire of a non-racial society transformed him into a virtuous and self-sacrificing man. Thus, he joined the African National Congress and this changed him from a frightened young man into a bold man.

    Thinking about Language 


    I. There are nouns in the text (formation, government) which are formed from the corresponding verbs (form, govern) by suffixing − (at)ion or ment. There may be change in the spelling of some verb − noun pairs: such as rebel, rebellion; constitute, constitution.

    1. Make a list of such pairs of nouns and verbs in the text.

    Noun
    Verb
    rebellion
    rebel
    constitution
    constitute

    Answer

    Noun
    Verb
    Rebellion
    Rebel
    Constitution
    Constitute
    Formation
    Form
    Government
    Govern
    Obligation
    Oblige
    Transformation
    Transform
    Discrimination
    Discriminate
    Deprivation
    Deprive
    Demonstration
    Demonstrate
    Oppression
    Oppress
    Imagination
    Imagine

    2. Read the paragraph below. Fill in the blanks with the noun forms of the verbs in brackets.

    Martin Luther King’s __________ (contribute) to our history as an outstanding leader began when he came to the __________ (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean __________ (subjugate) and __________ (humiliate) by the police and the legal system. Beatings, __________ (imprison) and sometimes death awaited those who defied the System. Martin Lither King’s tactics of protest involved non-violent __________ (resist) to racial injustice.

    Answer 

    Martin Luther King’s contribution (contribute) to our history as an outstanding leader began when he came to the assistance (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean subjugation (subjugate) and humiliation (humiliate) by the police and the legal system. Beatings,imprisonment (imprison) and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non-violent resistance (resist) to racial injustice.

    Page No: 25

    II. Here are some more examples of ‘the’ used with proper names. Try to say what these sentences mean. (You may consult a dictionary if you wish. Look at the entry for ‘the’)

    1. Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties.
    2. Many people think that Madhuri Dixit is the Madhubala of our times.
    3. History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as well.

    Answer 

    1. This means that Mr Singh regularly invites famous personalities such as Amitabh Bachchan and Shah Rukh Khan to his parties.
    2. This means that Madhuri Dixit is compared to a landmark in acting in the form of legendary actress Madhubala.
    3. This means that history is not only the story of the great fighters and leaders such as Alexander, Napoleon and Hitler, but also of ordinary people.
    Page No: 26

    III. Match, the italicised phrases in Column A with the phrase nearest meaning in Column B. (Hint: First look for the sentence in the text which the phrase in column A occurs.)

    A
    B
    1. I was not unmindful of the fact. (i) had not forgotten: was aware of the fact
    (ii) was not careful about the fact
    (iii) forgot or was not aware of the fact
    2. When my comrades and I were pushed to our limits (i) pushed by the guards to the wall
    (ii) took more than our share of beatings
    (iii) felt that we could not endure the suffering any longer
    3. To reassure me and keep me going (i) make me go on walking
    (ii) help me continue to live in hope in this very difficult situation
    (iii) make me remain without complaining
    4. The basic and honourable freedoms of … earning my keep… (i) earning enough money to live on
    (ii) keeping what I earned
    (iii) getting a good salary

     

    Answer
    A
    B
    1. I was not unmindful of the fact (i) had not forgotten; was aware of the fact
    2. When my comrades and I were pushed to our limits (iii) felt that we could not endure the suffering any longer
    3. To reassure me and keep me going (ii) help me continue to live in hope in this very difficult situation
    4. The basic and honourable freedoms of … earning my keep… (i) earning enough money to live on

  • A Letter to God NCERT Solutions Class 10th (First Flight) English Chapter 1

    By G.L. Fuentes

    Page No: 5
    Oral Comprehension Check
    1. What did Lencho hope for?
    Answer
    Lencho hoped for rains as the only thing that his field of ripe corn needed was a shower.
    2. Why did Lencho say the raindrops were like ‘new coins’?

    Answer

    Lencho’s crops were ready for harvest. As raindrops would have helped in getting a better harvest, resulting in more prosperity, so Lencho compared them with new coins.

    3. How did the rain change? What happened to Lencho’s fields?

    Answer 

    The rain was pouring down. But suddenly, a strong wind began to blow and very large hailstones began to fall along with the rain.
    All the crop in Lencho’s fields destroyed.

    4. What were Lencho’s feelings when the hail stopped?

    Answer 

    After hail stopped, Lencho’s soul was filled with sadness. He could see a bleak future for him and his family. Hew was worried about lack of food for the coming year.

    Page No: 6

    Oral Comprehension Check

    1. Who or what did Lencho have faith in? What did he do?

    Answer 

    Lencho had faith in God. He believed that God’s eyes see everything, even what is deep in one’s conscience. He wrote a letter to God saying that he needed a hundred pesos to sow his field again.

    2. Who read the letter?

    Answer 

    Postmaster read the letter.

    3. What did the postmaster do then?

    Answer 

    The Postmaster first laughed. But then he became serious. He was deeply moved by the writer’s faith in God. He did not want to shake this faith. So he decided to collect the money and send it to Lencho. 

    Page No: 7

    Oral Comprehension Check

    1.Was Lencho surprised to find a letter for him with money in it?

    Answer

    No. Lencho was not at all surprised to see the letter from God with money inside it. His confidence and faith in God was such that he had expected that reply from God.

    2. What made him angry?

    Answer 

    When he finished counting moneyhe found only seventy pesos. But he demanded hundred pesos. He was confident that God could neither make a mistake nor deny him what he had requested. Therefore, he concluded that the post office employees must have taken the remaining thirty pesos.

    Thinking about the Text

    1. Who does Lencho have complete faith in? Which sentences in the story tell you this? 

    Answer 

    Lencho had complete faith in God. The sentences in the story that show this are as follows:
    (i) But in the hearts of all who lived in that solitary house in the middle of the valley, there was a single hope: help from God.
    (ii) All through the night, Lencho thought only of his one hope: the help of God, whose eyes, as he had been instructed, see everything, even what is deep in one’s conscience.
    (iii) “God,” he wrote, “if you don’t help me, my family and I will go hungry this year.”
    (iv) He wrote ‘To God’ on the envelope, put the letter inside and, still troubled, went to town.
    (v) God could not have made a mistake, nor could he have denied Lencho what he had requested.
    (vi) It said: “God: of the money that I asked for, only seventy pesos reached me. Send me the rest, since I need it very much.”

    2. Why does the postmaster send money to Lencho? Why does he sign the letter ‘God’?

    Answer

    Postmaster was moved by Lencho’s complete faith in the God. So, he decided to send money toLencho. Moreover, the postmaster did not want to shake Lencho’s faith in God. So, he signed the letter ‘God’. It was a good ploy to convey a message that God had himself written the letter.

    3. Did Lencho try to find out who had sent the money to him? Why/Why not?

    Answer 

    No, Lencho does not try to find out who had sent the money to him. This is because he had great confidence in God and never suspected that it could be someone else other than God who would send him the money. His faith in God was so strong that he believed that God had sent him the money.

    4. Who does Lencho think has taken the rest of the money? What is the irony in the situation? [Remember that the irony of a situation is an unexpected aspect of it. An ironic situation is strange or amusing because it is the opposite of what is expected.]

    Answer 

    Lencho thinks that the post office people have taken the money. It is the post office people who send the money to Lencho. But, on the other hand, Lencho thinks they have stolen his money. He calls them crooks. Thus there is an element of irony in this situation.

    Page No: 8

    5.Are there people like Lencho in the real world? What kind of a person would you say he is? You may select appropriate words from the box to answer the question.

    Greedy
    Naïve
    stupid
    ungrateful
    selfish
    comical
    unquestioning

    Answer 

    I don’t think there can be any such people in the real world. Lencho is literate and yet he dosen’t know how his letter will reach God without any address.
    He probably would be naïve and unquestioning.

    6. There are two kinds of conflict in the story: between humans and nature, and between humans themselves. How are these conflicts illustrated?

    Answer 

    The conflict between humans and nature is shown by the destruction of Lencho’s crops by the hailstorm. As the crops failed by hail, Lencho started feeling sad and gloomy after the storm appropriately projects the conflict of the nature and the man. The Story also shown another conflict, between humans themselves. The postmaster, along with the help of the other post office employees, sent Lencho the money that they could manage to collect. They were not related to Lencho in any manner. It was an act of kindness and selflessness on their part. Even though they did a good deed, Lencho blamed them for taking away some amount of money. This shows that man does not have faith in his fellow humans, thereby giving rise to this conflict.

    Thinking about the Language 

    1. There are different names in different parts of the world for storms, depending on their nature. Can you match the names in the box with their descriptions below, and fill in the blanks? You may use a dictionary to help you.

    gale,
    whirlwind,
    cyclone,
    hurricane,
    tornado,
    typhoon

    1. A violent tropical storm in which strong winds move in a circle:
    __ __ c __ __ __ __
    2. An extremely strong wind: __ a __ __
    3. A violent tropical storm with very strong winds: __ __ p __ __ __ __
    4. A violent storm whose centre is a cloud in the shape of a funnel:
    __ __ __ n __ __ __
    5. A violent storm with very strong winds, especially in the western Atlantic ocean: __ __ r __ __ __ __ __ __
    6. A very strong wind that moves very fast in a spinning movement and causes a lot of damage: __ __ __ __ l __ __ __ __

    Answer

    1. Cyclone
    2. Gale
    3. Typhoon
    4. Tornado
    5. Hurricane
    6. Whirlwind

    2. Match the sentences in Column A with the meanings of ‘hope’ in Column B.

    A
    B
    1.
    		 Will you get the subjects you want to study in college?
    I hope so.
    −
    		 a feeling that something good will probably happen
    2.
    		 I hope you don’t mind my saying this, but I don’t like the way you are arguing.
    −
    		 thinking that this would happen (It may or may not have happened).
    3.
    		 This discovery will give new hope to HIV/AIDS sufferers.
    −
    		 stopped believing that this good thing would happen
    4.
    		 We were hoping against hope that the judges would not notice our mistakes.
    −
    		 wanting something to happen (and thinking it quite possible)
    5.
    		 I called early in the hope of speaking to her before she went to school.
    −
    		 showing concern that what you say should not offend or disturb the other person: a way of being polite
    6.
    		 Just when everybody had given up hope, the fishermen came back, seven days after the cyclone.
    −
    		 wishing for something to happen, although this is very unlikely

    Answer

    A
    B
    1.
    		 Will you get the subjects you want to study in college? I hope so.
    −
    		 wanting something to happen (and thinking it quite possible)
    2.
    		 I hope you don’t mind my saying this, but I don’t like the way you are arguing.
    −
    		 showing concern that what you say should not offend or disturb the other person: a way of being polite
    3.
    		 This discovery will give new hope to HIV/AIDS sufferers.
    −
    		 a feeling that something good will probably happen
    4.
    		 We were hoping against hope that the judges would not notice our mistakes.
    −
    		 wishing for something to happen, although this is very unlikely
    5.
    		 I called early in the hope of speaking to her before she went to school.
    −
    		 thinking that this would happen (It may or may not have happened.)
    6.
    		 Just when everybody had given up hope, the fisherman came back, seven days after the cyclone.
    −
    		 stopped believing that this good thing would happen

    Page No: 9

    3. Join the sentences given below using who, whom, whose, which as suggested.
    1. I often go to Mumbai. Mumbai is the commercial capital of India. (which)
    2. My mother is going to host a TV show on cooking. She cooks very well. (who)
    3. These sportspersons are going to meet the President. Their performance has been excellent. (whose)
    4. Lencho prayed to God. His eyes see into our minds. (whose)
    5. This man cheated me. I trusted him. (whom)

    Answer 

    1. I often go to Mumbai, which is the commercial capital of India.
    2. My mother, who cooks very well, is going to host a TV show on cooking.
    3. These sportspersons, whose performance has been excellent, are going to meet the President.
    4. Lencho prayed to God, whose eyes see into our minds.
    5. This man, whom I trusted, cheated me.

    Page No: 10

    4. Find sentences in the story with negative words, which express the following ideas emphatically.

    1. The trees lost all their leaves.
    _______________________________________________________________
    2. The letter was addressed to God himself.
    _______________________________________________________________
    3. The postman saw this address for the first time in his career.
    _______________________________________________________________

    Answer 

    1. The trees lost all their leaves.
    Not a leaf remained on the trees.
    2. The letter was addressed to God himself.
    It was nothing less than a letter to God.
    3. The postman saw this address for the first time in his career.
    Never in his career as a postman had he known that address.

    Page No: 11

    5. In pairs, find metaphors from the story to complete the table below. Try to say what qualities are being compared. One has been done for you.

    Object
    Metaphor
    Quality or Feature Compared
    Cloud
    		 Huge mountains of clouds The mass or ‘hugeness’ of mountains.
    Raindrops
    Hailstones
    Locusts
    An epidemic (a disease) that spreads very rapidly and leaves many people dead.
    An ox of a man.

    Answer

    Object
    Metaphor
    Quality or Feature Compared
    Cloud
    		 Huge mountains of clouds The mass or ‘hugeness’ of mountains
    Raindrops
    		 A curtain of rain The draping or covering of an area by a curtain
    Hailstones
    		 The frozen pearls The resemblance in colour and hardness of a pearl
    Locusts
    		 A plague of locusts The consequences (destruction) of plague
    Locusts
    		 A plague of locusts An epidemic (a disease) that spreads very rapidly and leaves many people dead
    Man
    		 An ox of a man The working of an ox in the fields (hard work)

  • First Flight Class 10th NCERT Solutions English Based On CBSE

    First Flight Textbook Solutions. This page will help in finding those NCERT Solutions of books. Here you find complete chapter detailed questions and answers of Class 10 English Language and Literature Course. The answer of each chapter is provided in the list so that you can easily browse throughout different chapters and select needy one. Also, you can read NCERT book online in this section.

    First Flight Chapters 

    (Poem)

    NCERT Solutions of Class 10th English

  • NCERT Solutions of Class 10th English

    NCERT solutions for class 10 English PDF download On ImperialStudy Also get All NCERT Solution Of Class 10 With PDF File, In This Post We Included NCERT Textbook Solutions Of English Class X Based On CBSE

     

  • Notes of Peasants and Farmers Class 9th History chapter 6

    • This chapter deals with the lives of peasants and farmers of three locations:
    → the small cottagers in England.
    → the wheat farmers of the USA.
    → the opium producers of Bengal.

    The Coming of Modern Agriculture in England

    • Before sixteenth century, in large parts of England, the countryside was open.
    • The common land was there which is accessible to all villagers where they can graze their animals, collect forest products, catch fish and hunt animals.
    • With the rise in population, the demand for food grains also increased.
    → Rich farmers began dividing and enclosing common land

    • After the mid-eighteenth century, this enclosure process expanded through the countryside.

    • British Parliament passed 4000 Acts legalizing these enclosures.

    New Demands for Grain

    • After mid-eighteenth century, the demand of foodgrains increased in England because:
    → Rise in Population
    → People began to live and work in urban areas
    → War between France and England

    The Age of Enclosures

    • In the nineteenth century grain production in England grew as quickly as population by
    (i) bringing new land under cultivation
    (ii) growing turnip and clover, these crops improved the soil and made it more fertile.

    What Happened To the Poor?

    • Enclosures found their customary rights gradually disappearing
    → Now everything was available on payment basis only

    • By 1800, labourers were being paid wages and employed only during harvest time.

    The Introduction of Threshing Machines

    • During the Napoleonic Wars, farmers began buying the new threshing machines that had come into the market, fearing a shortage of labour.
    • After the war, soldiers returned to the villages and needed alternative jobs to survive.
    • As their jobs were taken over by the machines, people were not able to find jobs.
    • Thus, they started threatening farmers through letters urging them to stop using machines that deprived workmen of their livelihood.
    → Most of these letters were signed in the name of Captain Swing.

    Bread Basket and Dust Bowl – Case Study of US

    • Till the 1780s, white American settlements were confined to a small narrow strip of coastal land in the east.
    • White Americans lived in a narrow strip of coastal land in the east.
    • Native American groups survived by hunting, gathering, fishing or by doing shifting cultivation.
    The Westward move and Wheat Cultivation
    • After the formation of USA, white settlers started moving towards west, America seemed to be a land of promise.
    • White settlers drove American Indians westwards and settled in the Applachian, than in Mississippi valley, cleared land and sowed corn and wheat.

    The Wheat Farmers

    • Rise in the urban population increased the demand for wheat and encouraged farmers to produce wheat.
    • Spread of Railways and First World War created more demand.

    The Coming of New Technology

    • Through the nineteenth century, the farmers entered the mid-western prairies and they needed new types of implements to break the sod and the soil.

    • Before the 1830s, to harvest crop they initially used cradle or sickle.
    → In 1831 Cyrus McCormick invented the first Mechanical reaper.

    • By early twentieth century, most farmers were using combined harvesters to cut grain.

    What Happened to the Poor?

    • Many of them bought these machines on loans, however, many were not able to pay back their debts, deserted their farms and looked jobs elsewhere

    • Unsold foodgrains stocks piled up.
    → Wheat prices fell and export markets collapsed.
    → This created the grounds for the Great Agrarian Depression of the 1930s.

    Dust Bowl

    • In the 1930s terrifying duststorms rolled in.

    • People were blinded and choked, cattle were suffocated to death.

    • Sand buried fences, covered fields and coated the surfaces of rivers till the fish died.
    → Machines were logged with dust, damaged beyond repair.

    • The entire landscape was ploughed, stripped of all grass, tractors had turned the soil over and broken the sod into dust.

    • They came because the early 1930s were years of persistent drought.


    The Indian Farmer and Opium Production

    • The British imposed a regular system of land revenue, increase revenue rates, and expand the area under cultivation.

    • By the end of the nineteenth century, India became a major center for the production of sugarcane, cotton, jute, wheat and several other crops for export.

    A Taste for Tea: The Trade with China

    • The English East India Company was buying tea and silk from China.

    • The Confucian rulers of China, the Manchus were not willing to allow the entry of foreign goods. → English could buy tea only by paying in silver coins or bullion which meant an outflow of treasure from England.

    • The English traders wanted a community which could be easily sold in China so that the import of tea could be financed in a profitable way.

    • Western merchants began an illegal trade in opium in the mid-eighteenth century.


    Where did Opium come from?

    • When the British conquered Bengal, they made a ffort to produce opium in the lands under their control.

    • With the growth of the market for opium in China, export from Bengal ports increased.

    • The Indian farmers were not willing to produce opium because:
    → They were not willing to divert their best fields for opium cultivation because it would have resulted in poor production cereals and pulses.
    → Many cultivators did not own land. For opium cultivation, they had to lease land from landlords and pay rent.
    → The cultivation of opium was a difficult process and time-consuming.
    → The government paid a very low price for the opium which made it an unprofitable proposition.

    How Were Unwilling Cultivators Made to Produce Opium?

    • By giving advance loan, the cultivator was forced to grow opium on a specified area of land and hand over the produce to the agents once the crop had been harvested.

    • The cultivator also had to accept the low price offered for the produce.

    • British wanted to buy very cheap and sell at high premium to the opium agents in Calcutta. Thus, the British wanted to earn huge profit in the opium trade.

    • By the early eighteenth century, the cultivators began to refuse the advances.
    → Many cultivators sold their crop to traveling traders who offered higher prices.

    • By 1773, the British government in Bengal had established a monopoly to trade in opium.

    • By the 1820s, the British found that there was a drastic fall in opium production in their territories.

    • The production of opium was increasing outside the British territories.
    → It was produced in Central India and Rajasthan which were not under British control. The local traders in these regions were offering much higher prices to peasants.

    • The Government instructed its agents in those princely states to confiscate all opium and destroy the crops.

    Also read:

  • Notes Of Political Parties Class 10th Civics Chapter 6

    Political Parties

    1. Define political parties

    Ans. 1) Political parties are a group of people which come together to contest elections and hold power in govt.
    2.) They agree on certain policies and program and aim for collective good.

    2. What are components of a political party?

    Ans. The leaders, active members, and followers.

    Function of political parties

    • Parties contest election elections are fought among candidates put up by political parties types of candidates.
    1. Party candidate ex. India
    2. Independent candidate ex. USA.
    • Parties put forward policies and programs and voters choose from them- a party reduces a vast multi-trade of opinion into a few basic positions which it supports. A govt. is expected a base its policies on to line taken by reading party.
    • Party places a decisive robs in making law for the country. For must be passed in parliament.
    • Parties from and run govt.
    • Partied recruit leaders train them to make them ministers to run the govt.
    • Those parties that loose in the election by the role of opposition parties.
    1. They express different views and criticize govt. for its failure.
    • Parties shape public opinion-
    1. They raise, highlight issues.
    2. Parties sometimes start a movement for the resolution the problem of people.
    • Parties provide people to access to govt. machinery and welfare scheme implemented by Govt.

    Necessity of Political parties-

    • If there are no political parties no one will be able to make promises to the people.
    • Though govt. can be formed, their ability is uncertain.
    • Elected representatives met be responsible for the welfare of the nation.

    How many parties should we have?

    • More than 750 parties are requested by election commission of India.
    • Usually, only a handful of parties are effective in the race to win elections and form the govt.

    Different parties system

    1. A) One party system- In some countries only one party is allowed to control and run govt. ex. China.
    2. B) It is not a democratic opinion. Any democratic system allows at least 2 parties to compete in election.
    3. II) A) Two party system- In some countries power usually changes between main parties.
    4. B) Though several parties exist only 2 main parties have the chance of winning a majority of seats. Ex. America, U.S.A.

    III)      A) Multiple party system- Many parties compete for power and more than 2 parties have a chance of coming to power.

    1. B) In the system govt. is formed by various parties coming together in a collection.
    2. C) When several parties in a multi-party system join hand for the purpose of contesting elections and using parties. It is called alliance or a front. For ex. National Democratic Alliance united progressive alliance and left the front.
    3. D) The multi-party system often leads to political instability.
    4. E) This system allows a variety of interest and opinions to enjoy political representation.
    • Party system evolves over a long time, depending on the nature of society, its social and geographical diversity in such a large country is not easily absorbed by 2 or even 3 parties.

    National Political Parties

    • Democracy that follow a federal system all over the world have 2 kind of political parties.
    1. Parties that present in only one of federal units.
    2. Parties that are present in several or all units of the federation.
    • National Parties- It is a country-wide party which units in the various state. All the units follow same policies and program.
    • State Parties- They are registered by the election commission. All the parties are treated equally by E.C. symbol are load by EC.
    1. What is meant by recognized political parties?

    Ans. i) The political parties that are recognized by E.C. These parties are given unique symbols.

    ii)Parties that enjoy these privileged and special privileges are called political recognized party.

    State parties A party that gets at least 6% of the total votes in an election to legislative assembly and aims at least 2 seats.

    National parties a party that gets at least 6% of that votes in an election to lok sabha and wins at least 4 seats.

    Indian National Congress-

    • It is the oldest party founded in 1885 and has experienced many splits.
    • Under Jawaharlal Nehru, the party will to build a modern secular democratic responsibility in India.
    • It was ruling party till 1977 and then found 1980 to 1989.
    • It believes in secularism and welfare of weaker section and memories.
    • It supports new economic reforms with a human face.

    Bharatiya Janta Party-

    • It was founded in 1980 by receiving the erstwhile Bharatiya jana sangh.
    • Drawaing Inspiration from India’s culture and values.
    • Cultural nationalism (or Hindustrea) is an important element in its conception of Indian nationhood and politics.
    • It wants full territorial and political integration of Jammu and Kashmir with India a uniform civil code for all people living in country irrespective of religion and ban on religious comorsion.
    • It has support throughout India come to power in 1988 as head of NDA(National Democratic Alliance)

    Bahujan Samaj Party

    • It was formed in 1984 under the leadership of Kanshi Ram
    • It seeks to represent and secure power for Bahujan Samaj which include the dalits, odinasis, OBC and religious minority.
    • Oraws inspiration from the Ideas and teaching of sahu maharaj, mahatma phale, periyar ramaswami naiker and Bhabasaheb ambedkar.
    • Stands for security interest and welfare of Dalits and oppression people.

    Communist party of India-

    • Formed in 1925 believes un Marxism-Leninism, secularism and democracy opposed to the forces of secessionism and communalism.
    • It splits into 2 in1964 and which lead to the formation of CPI(n).

    National Congress Party-

    • Formed in 1999 following a split in the congress party.
    • Espouses democracy, Gandhian soculorism equity, social justice ad federalism wants that high office in govt. be confined to internal born citizens of the country.

    Challenges of political parties

    1. Importance of state parties?

    Ans. 1) The No. And strength of state parties made the parliament of  India more desire.

    2)Since no national parties are able to form govt. at the center, they are formed to make alliances with state parties.

    3) This enables the state parties to be the part of central govt.

    4) This has strengthened democracy and federalism in India.

    1. Challenges to political parties?

    Ans. 1) Look of internal democracy within the party- Power is concentrated in the hands of few people. Parties do not keep member ship register, do nothold organized meetings, do not conduct internal elections so an ordinary worker do not get sufficient information of the happening inside the party.

    2)  Dynastic succession- In many parties, the top position are always controlled by members of one family. It is impossible for an ordinary worker to rise to the top of a party.

    3) Growing role of money and muscle power- In election, parties nominate the candidate who can raise money. In some cases parties nominal criminals to win election.

    4) Parties do not offer a meaningful choice to vote. In recent years there has been a decline in the ideological difference in parties. Ex. Labour parties and the Conservative party in Britain is very little. They agree on more fundamental aspect but differ only in details on how policies are to be formed and implemented.

    How can parties be reformed-

    1. Effects to reform political partied and leader?

    Ans. 1) Constitution was amended to prevent election M.P.s and M.A.s from changing parties. This is known as Anti-defection. If anybody does say he/she will lose sent in the legislature.

    2) It is mandatory for every candidate who contests election to file an efficient giving details of his property, criminal cases pending against him/her.

    3) The E.C. passed an order making at necessary for political parties to hold organisation election and to full income tax returns.

    2. Suggestion to reform political parties and leaders?

    Ans. 1) A law should be made to regulate the internal affairs of political parties. They should maintain member ship register to follow its own constitution.

    2) 1/3 seats must be reserved for women.

    3) There should be state funding of election.

    2. other ways in which parties can be reformed?

    Ans. 1) People can put pressure on political parties this can be done through politicians, publicity, and organization. Ordinary citizens, pressure groups and movement and media can play an important role in this If political parties feel they would lose public support by not taking up reforms, they would become more serious about reforms.

    2)  Political parties can improve if those wants this join political parties quantity of democracy depends on degree of public participation.

    Civics Class 10th | Notes, NCERT Solution, Extra Questions, PDF Download

     

  • Notes Of Water Resources Class 10th Geography Chapter-3

    Chapter-3
    Water Resources

    Notes

    Reasons for water scarcity

    • Due to the variations in special seasonal and animal precipitation.
    • Over Exploitation, excessive use and unequal access to water.
    • Water Scarcity is the outcome of large and growing population.
    • A large population means more water for domestic and of produce more food.
    • Water resources are exploited to expand agricultural production, which leads to decline in ground water level.
    • It affects water availability and food security of the people.
    • Intensive urbanization and industrialization.
    • 22% hydro-electricity in India is generated from water.
    • Most of the water is polluted by domestic and industrial wastes, chemicals, pesticides, fertilizers etc.

    Managing and conserving water resources is the need of the hour- Explain

    • To safeguard ourselves from health hazards.
    • To ensure food security.
    • For continuation of our livelihood and productive activities.
    • To prevent the degradation of eco-system.

    Hydraulic structure in Ancient India-

    • In the first century B.C. at sringaverapur water harvesting system was existed using the flood water from Ganga river.
    • During the time of Chandragupta Maurya, dams lakes etc.were built.
    • Irrigation system was found in Kalinga, NagarjunaKonda, Bennur and Kohlapur.
    • In the 11th Century, Bhopal lake was built.
    • In the 14th Century, Lltush constructed a tank in HousKhas(Delhi).

     

    Why are dams called Multi-purpose projects-

    Dams are built for irrigation, electricity generation, water supply for domestic and industrial uses, flood control, recreation, navigation, fishing etc.

    • Nehru “Dams are temples of modern India.”

     

     

    In recent years, multi-purpose projects are opposed by many-state-

    • Regulating and damming of rivers affect their natural flow, resulting in excessive sedimentation at the bottom of the reservoir.
    • Dams make it difficult for the aquatic fauna to migrate.
    • Existing vegetation and soils are submerged under water.
    • Building of dams creates large scale displacement of local communities. They have to give up their hand, livelihood etc.
    • Irrigation changed the cropping pattern. The farmers shift to intensive and commercial crops.
    • The social gap between rich and poor are widened.
    • Floods occur due to the sedimentation in the reservoir and life and property are devastated.
    • Earthquakes, water-borne diseases, pollution from the excessive use of water.

    Rain Water Harvesting

    Traditional methods in India used for water harvesting-

    • In the hilly areas, the people make diversion challenges like ‘guls’ or ‘kuls’.
    • Rooftop rainwater harvesting is being practiced to store drinking water in Rajasthan.
    • Innundation channels are developed in West-Bengal.
    • In the arid and semi-arid regions, agricultural fields are converted into rainfed storage structure. Eg- Khadins in Jaisalmer, Johads in Rajasthan.

    Geography Class 10th | Notes, NCERT Solution, Extra Questions, PDF Download

  • Notes Of Forest And Wildlife Resources Geography Class 10th

    Chapter-2
    Forest and Wildlife resources

    Notes

    According to I.U.C.N. existing plant and animal species are divided into 6 categories.

    1. Normal Species- The species whose population leaves are considered to be normal for their survival eg. Cattle, Sal.
    2. Endangered Species- The species which are in the danger of extinction. The survival is very difficult if the negative factors like- hunting, deforestation etc. continued. Eg- Indian Wild Ass.
    3. Vulnerable Species- The species whose population are declined. They may move into the endangered category in the near future. Eg- Asiatic elephant.
    4. Rare Species- The Species with small population. They may move into the endangered or vulnerable category in the near future.
    5. Endemic Species- The Species which are found only in particular areas. Eg- Nicobar Pigeon.
    6. Extinct Species– The Species which are nor found after searches. Eg- Pink head duck, etc.

    Causes for the Depletion of flora and fauna-

    1. Transforming nature into a resource. Eg- Tress into furniture.
    2. Expansion of railways, agriculture, scientific forestry etc. during colonial periods.
    3. Shifting cultivation (slash and burn) practiced in Tribal belts.
    4. Large scale development projects, Eg- Narmada valley project in Madhya Pradesh. Nearly 40000 hectares of land forest have inundated.
    5. Mining, Eg- Buna Tiger Reserve in west Bengal is threatened by the ongoing do lomite mining.
    6. According to the environmentalists, grazing and furl-wood collectors are the major causes for the depletion for the flora and fanna.

    Factors that led to the decline in bio-diversity-

    1. Habitat destruction, hunting, Poaching, Environmental pollution, Poisoning, forest fires etc. are some of the cause for the decline in bio-diversity.

    Causes for the environmental degradation-

    1. Inequitable consumption of resources, differential sharing of responsibility to protect the environment.
    2. Over population in third-world countries.

    The Destruction of forests and wildlife is not just a biological issue-Explain?

    1. Bio logical loss is correlated with the cultural loss.
    2. Many indigenous and forest dependent communities are marginalized and impoverished.
    3. Within the por, the women are affected more than men, because they take the responsibility of collection of fuel, fodder and water.
    4. Walking more than 10 km, per day to collect these, will create health problems to the women and also do not get time to look after home and children.
    5. Droughts and deforestation induced floods are the other results of deforestation.
    6. Poverty is the direct outcome of deforestation.

    Steps taken by the government to protect flora and fauna-

    1. The Indian wildlife act was implemented in 1972 to protect the habitats.
    2. It aimed banned hunting, protecting habitats and restricting trade in wildlife.
    3. Many national parts and wildlife sanctuaries were set up by central and state governments.
    4. Projects like tiger project, rhinocerous were announced.
    5. Under the wildlife the act of 1980 and 1986 several hundreds of butterflies, moths etc. were included in the list of protected species.
    6. In 1991, for the first time, six species of plants were also included in the list.

     

    Types and distribution of forests-

    1. Reserved Forests-More than half of the total forest area comes under reserved forests. They have great important to conserve forests and wildlife. Eg. J.K.
    2. Protected Forests- Almost one-third of the total forest area comes under protected forests. Eg- Punjab, Haryana, Bihar.
    3. Un classed Forests- The Forest and weste lands belongs to both government and private individuals and communities. Eg- North-Eastern states.

    Protected forests and Reserved forests are together known as permanent forests.

    Madhya Pradesh has largest area under permanent forests.

    How communities have conserved forests and wildlife-

    1. Many communities are struggling to conserve the habitats along with government officials.
    2. In Sariska Tiger reserve (Rajasthan) villagers fought against mining and protected the habitats of plants and animals.
    3. The inhabitants of 5 villages in Alwar district of Rajasthan have protected 1200 hectors of forest by making their own rules and regulations.
    4. The Chipko Movement in the Himalayan region resisted deforestation and encouraged afforestation program.
    5. The ecological farming like ‘BeelBachaoAndolan’ and ‘Navdanya’ were introduced by the farmers without the use of chemical fertilizers.
    6. The joint Forest Management (J.F.M.) programmed was started in Orissa in 1988 and introduced with the collaboration of villager.

    Get All geography class 10th Notes 

  • Class 9th CBSE Board Exam Sample Paper 2018

    CBSE Sample Papers for Class 9th exam 2018 are available here. These Sample Papers are based on guideline recently issued by CBSE for Class IX board exams which are scheduled to be held on Feb/March 2018. You can download these Sample Papers in PDF format To Download PDF

    9th Maths model Paper for 2018 (Direct Download Link)

    [table id=1 /]

    9th Science Sample Paper for 2018 (Direct Download Link)

    [table id=2 /]

    [showhide more_text=”Tags” less_text=”Hide Tags”]

    sample paper class 9th, sample paper class 9 maths, sample paper class 9 hindi, sample paper class 9 science, sample paper class 9 maths 2017, sample paper class 9 social science, sample paper class 9th english, sample paper class 9 maths 2018, sample paper class 9 science sa2, sample paper class 9 english sa1, sample paper class 9, sample paper class 9 english, sample paper class 9 hindi sa2, sample paper class 9 all subjects, sample paper class 9 amu, sample paper class 9 sa1 all subjects, sample paper for class 9 allen, sample paper for class 9 atoms and molecules, sample paper of class 9 aakash, sample paper of class 9 arihant, sample papers for class 9 aglasem, psa sample paper class 9 with answers, sample paper for class 9 hindi a sa2, sample paper class 9 sa2, sample paper class 9 sa2 science, sample paper class 9 maths sa2, sample paper class 9 english sa2, sample paper class 9 maths sa1, sample paper class 9 sa1, sample paper class 9 sa2 social science, sample paper class 9 biology, sample papers class 9 board exams, sample paper class 9 mp board, sample paper class 9 hindi b, sample paper of class 9 bengali, sample paper class 9 up board, sample paper for class 9 bio, sample papers class 9 cbse board social science, sample papers class 9 rajasthan board, sample papers class 9 cbse board science sa1, hindi b sample paper class 9, hindi course b sample papers class 9 sa2, hindi course b sample papers class 9 sa1, hindi course b sample papers class 9 sa2 2014, hindi course b sample papers class 9 sa2 2015, hindi b sample paper for class 9 sa2 2015, hindi b sample paper for class 9 sa2 with answers, cbse hindi course b sample papers class 9, c.b.s.e sample paper class 9, class 9 hindi course b sample paper term 1, sample paper class 9 cbse, sample paper class 9 computer, sample paper class 9 cbse 2017-18, sample paper class 9 cbse 2017, sample paper class 9 chemistry, sample paper class 9 cbse sa1, sample paper class 9 cbse.nic.in, sample paper class 9 cbse science, sample paper class 9 cbse social science sa2, sample paper class 9 cbse english sa2, science sample paper for 9 class c.b.s.e, sample paper class 9 download, sample papers class 9 dav board, psa sample paper class 9 download, sample paper class 9 sa2 download, science sample paper class 9 download, arihant sample paper class 9 download, sample paper of class 9 diversity in living organisms, psa sample paper class 9 download 2014, maths sample paper class 9 download, cbse sample paper class 9 download pdf, download sample paper class 9, download sample paper class 9 term 2, download sample paper class 9 sa1, download sample paper class 9 sa2, download sample paper class 9 term 1, download sample paper class 9 science, download sample paper class 9 pdf, download sample paper for class 9 maths, download sample paper for class 9 sa2 science, download sample paper for class 9 cbse sa1, sample paper class 9 english 2017-18, sample paper class 9 english sa1 2017, sample paper class 9 english 2018, sample paper class 9 english pt3, sample paper class 9 english pdf, sample paper class 9 english sa2 2015, sample paper class 9 english 2015, sample paper class 9 english 2014, ntse exam sample paper class 9, psa exam sample paper class 9, cbse exam sample paper class 9th, exam sample paper for class 9th maths, acer exam sample papers class 9, allen entrance exam sample paper class 9, fiitjee entrance exam sample paper class 9, chs entrance exam sample paper class 9, amu entrance exam sample papers class 9, chs entrance exam sample papers class 9 pdf, sample paper class 9 fit, sample paper class 9 fit 2017-18, sample paper class 9 full syllabus, sample paper class 9 fa1, sample paper class 9 for sa2, sample papers class 9 fa2, sample papers class 9 french, sample paper of class 9 for sa1, sample paper of class 9 fa3, sample paper of class 9 for science, sample paper class 9 german, sample paper for class 9 geography, sample paper for class 9 gseb, icse sample papers class 9 geography, fiitjee sample papers class 9 going 10, sample papers for class 9 gujarat board, cbse sample papers class 9 german sa1, german sample paper class 9 sa2, goyal sample paper class 9, german sample paper class 9 sa1, sample paper class 9 hindi 2017, sample paper class 9 hindi sa1, sample paper class 9 hindi 2018, sample paper class 9 hindi sa1 2017, sample paper class 9 hindi medium, sample papers class 9 half yearly, sample paper for class 9 hindi sa2 2014, sample paper class 9 icse, sample paper class 9 imo, sample paper class 9 in hindi, sample papers class 9 iit, sample papers class 9 icse english, sample papers class 9 icse physics, sample paper of class 9 in science, sample paper for class 9 it, sample paper of class 9 in english, chemistry sample paper class 9 icse, i cbse sample papers class 9, sample papers of class 9 jsunil tutorial, jac sample paper class 9, jstse sample paper class 9, ntse class 9 sample paper, jph sample paper class 9, jsunil sample papers class 9 sa2, jsts sample papers class 9 2013, jsunil sample papers class 9 sa1, jmo sample papers class 9, jsts sample papers class 9 2015, sample paper of class 9 kvs, sample question papers class 9 kerala syllabus, psa sample paper class 9 answer key 2014, kvs sample paper class 9 sa2, kvs sample papers class 9 sa1, kvpy sample papers class 9, sample paper of class 9 last year, sample papers class 9 english literature, cbse sample papers class 9 latest, sample papers class 9 icse english literature, sample paper for class 9 maths linear equations in two variables, sample papers for class 9 maths lines and angles, imo sample papers for class 9 level 2, latest sample papers class 9 maths, nso sample papers for class 9 level 2, learn cbse sample papers class 9, sample paper class 9 maths download, sample paper class 9 maths sa2 2017, sample paper class 9 maths pdf, sample paper class 9 maths sa1 2017, sample paper class 9 maths term 2, sample paper class 9 maths pre board, sample paper class 9 ncert, sample paper class 9 nso, sample paper class 9 new pattern, sample papers for class 9 ncert english, sample papers for class 9 nso 2013, sample paper for class 9 in hindi, sample paper of class 9 in pdf, me n mine sample papers class 9, sample paper class 9 of english, sample paper class 9 of science, sample paper class 9 of maths, sample paper class 9 of sst, sample paper class 9 of hindi, sample paper class 9 otba, oswaal sample paper for class 9, sample papers class 9 online, sample paper of class 9 of science for sa2, sample paper of class 9 of maths for sa2, sample paper class 9 physics, sample paper class 9 pdf, sample paper class 9 psa, cbse sample paper class 9 psa, sample paper for class 9 psa 2015, sample paper for class 9 physics sa2, fiitjee sample papers class 9 pdf, maths sa2 sample papers class 9 pdf, p s a sample paper for class 9, p s a sample paper for class 9th, psa sample paper class 9 qualitative reasoning, sample paper for class 9 quadrilateral, psa sample paper class 9 quantitative reasoning, psa sample paper class 9 qualitative, sample question paper class 9 sa2, sample question paper class 9, sample question paper class 9 sa2 english, sample question paper class 9 cbse sa2 science, sample question paper class 9 maths sa2, sample question paper class 9 cbse sa1 science, sample paper class 9 rbse, sample paper for class 9 rd sharma, psa sample paper for class 9 result, resofast sample paper class 9, rmo sample paper class 9, resonance sample paper class 9, rohit sample paper class 9, sample paper class 9 science 2017-18, sample paper class 9 science sa1, sample paper class 9 science 2018, sample paper class 9 sa2 maths, sample paper class 9 science pdf, sample paper class 9 solved, s.st sample paper class 9, s.st sample paper class 9 sa1, s.s.t sample paper class 9 sa2, sa1 sample papers class 9 english, s.st sample paper for class 9 sa2, s.st sample paper 2014 class 9, cbse s.st sample paper class 9, s.st sample paper 2013 class 9, s.st sample paper 2012 class 9, s.st sample paper 2015 class 9, sample paper class 9 term 2, sample paper class 9 term 2 maths, sample paper class 9 term 2 science, sample paper class 9 term 1, sample paper class 9 term 2 english, sample paper of 9th class, sample paper class 9 term 2 sst, sample paper class 9 term 1 cbse, hindi sample paper class 9 term 2, sst sample paper class 9 term 1, s.s.t sample paper class 9, sample paper of class 9 sst sa1, sample papers class 9 ulike, ulike sample paper class 9 maths, ulike sample paper class 9 science, ulike sample papers class 9 maths term 2, ulike sample papers class 9 science term 2, ulike sample papers class 9 hindi, ulike sample papers class 9 social science term 1, ulike sample papers class 9 social science term 2, ulike sample papers class 9 maths download sa2, u like sample paper class 9, u like sample paper class 9 maths, u like sample paper class 9 science, u like sample paper class 9 2016, u like sample paper class 9 2015, u like sample paper class 9th, u like sample paper class 9 term 2, ulike sst sample paper class 9, u like sample paper class 9 pdf, class 9 ulike sample paper for sa2, sample papers for class 9 vmc, sample papers of class 9 kendriya vidyalaya, view sample papers class 9 cbse, navodaya vidyalaya sample paper class 9, sample paper for class 9 maths surface area and volume, sample paper class 9 with solutions, sample paper of class 9 with answer, allen sample paper class 9 with answers, psa sample papers class 9 with answers 2013, psa sample papers class 9 with solutions, psa sample papers class 9 with answers free download, psa sample papers class 9 with answers pdf, sample papers for class 9 with otba, sample paper of maths class 9 with solution, cbse sample paper class 9 year 2013, sample paper of class 9 of year 2015, yatt sample papers class 9, previous year sample paper class 9, last year sample paper cbse class 9 sa2, last year sample paper cbse class 9 sa2 maths, sample paper class 9 sa 1, sample paper for class 9 1st term, sample paper class 9 sa 1 sst, sample paper class 9 sa 1 science, sample paper of class 9 maths sa1, maths sample paper class 9 1st term, sample paper class 9 sa 1 english, cbse sample papers class 9 1st term science, sa 1 sample paper class 9, sa 1 sample paper class 9 science, fa 1 sample paper class 9, term 1 sample papers class 9, sample papers for class 9 english sa1, hindi sa 1 sample paper class 9, english sa-1 sample paper class 9 2015, summative assessment 1 sample papers class 9 science, summative assessment 1 sample papers class 9, sample paper class 9 2018, sample paper class 9 2017, sample paper class 9 2017 maths, sample paper class 9 2016, sample paper class 9 2015, sample paper class 9 2014, sample paper class 9 2016 sa2, sample paper class 9 2016 science, sample paper class 9 2015 sa1, sample paper class 9 2015 science sa2, term 2 sample paper class 9, sa 2 sample paper class 9, sa 2 sample paper class 9 cbse maths, sa 2 sample paper class 9 english, sa 2 sample paper class 9 science, sa 2 sample paper class 9 hindi, sa 2 sample papers class 9 social science, summative 2 sample papers class 9, sanskrit sample paper class 9 sa2, nso level 2 sample papers class 9, sample paper of class 9 fa 3, sample paper of sa2 of class 9 of science cbse sample paper 3, fa 3 sample paper class 9, formative assessment 3 sample papers class 9

    [/showhide]

  • Notes of Pastoralists in the Modern World Class 9th History Chapter 5

    Who are Pastoralists?

    The goats, sheep or cattle farmers are known as Pastoralists.

    Pastoral Nomads and their Movements

    In the Mountains
    The Gujjar Bakarwals of Jammu and Kashmir

    • They are pastoral nomads who move in groups called ‘Kafila’.

    • Their movements are governed by the cold and snow.

    • In winters when the high mountains are covered with snow these  Gujjars move down to the low hills of the Sivalik range.

    • On the onset of summer, when the snow melts and the mountains become lush and green, these pastoralists move back to the mountains.


     The Gaddi Shepherds of Himachal Pradesh

    • They also spend the winter on the low Sivalik hills and the summers in Lahul and Spiti.

    The Gujjar cattle herders of Kumaon and Garhwal

    • They spend their summers in the ‘bugyals’ and their winters in the ‘bhabar’.

    The Bhotias, Sherpas and Kinnauri

    • They follow the cyclic movement which helps them to adjust to seasonal changes and make best use of pastures.


     On the plateaus, plains and deserts
    The Dhangars of Maharashtra

    • The Dhangars stay in the central plateau of Maharashtra during the monsoon.

    • This is a semi-arid region.

    • By October they begin their movement towards Konkan.

    → Here their cattle help to manure the fields and hence they are welcomed by the Konkani peasant. → As soon as the monsoon sets in, they retreat back to the semi-arid land of Maharashtra.


     The Gollas and Kurumas and Kurubas of Karnataka and Andhra Pradesh

    • The Gollas herded cattle.

    • The Kurumas and Kurubas reared sheep and goats and sold woven blankets.

    • They live near the woods and in the dry periods they move to the coastal tracts.

    The Banjaras of Uttar Pradesh, Punjab, Rajasthan, Madhya Pradesh and Maharashtra

    • They moved over long distances in search of good pastureland for their cattle.


     Raikas in the deserts of Rajasthan

    • The rainfall in the region was meagre and uncertain.

    • They combine cultivation with pastoralism.

    → When their grazing grounds become dry they move to new and greener pastures.

    Pastoral life was sustained by:

    • Their sense of judgement to know how long one must stay in an area

    • To know where they could find food and water

    • To assess and calculate the timings of their movement

    • Their ability to set up a relationship with the farmers so that the herds could graze on the harvested fields.


     Colonial Rule and Pastoral Life

    • Under colonial rule the life of the pastoralists changed completely.

    How?

    • All grazing lands became cultivated farms

    • Forests Act restricted movements of pastoralists in the forests

    → Some customary rights were granted to them.

    → Forests were marked as protected and reserved.

    → British officials were suspicious of these pastoral groups.

    → The Criminal Tribes Acts was passed in 1871.

    • Taxes were imposed on cattle which went up rapidly.

    How Did these Changes Affect the Lives of Pastoralists?

    • Natural restoration of pastoral growth stopped.

    • Cattle died due to the scarcity of fodder.

    • A serious shortage of pastures.

    How Did the Pastoralists Cope with these Changes?

    • Some reduced the number of cattle in their herds.

    • Some discovered new pastures when movement to old grazing grounds became difficult.

    • Over the years, some richer pastoralists began buying land and settling down, giving up their nomadic life.

    Pastoralism in Africa

    • Over half the world’s pastoral population lives in Africa.

    The Maasai – Changes in their way of life

    • Maasai live primarily in east Africa.

    • Before colonial times, Maasailand stretched over a vast area from north Kenya to the steppes of northern Tanzania.

    • In the late nineteenth century, European imperial powers cut Maasailand into half.

    • The best grazing lands were gradually taken over for white settlement and the Maasai were pushed into arid zone with uncertain rainfall and poor pastures.

    Land Cultivation

    • In pre-colonial period the Massai pastoralists dominated the agriculturalist both economically and politically, the British colonial government encouraged local peasants to cultivate land.

    The Borders are Closed

    • From the late nineteenth century, the colonial government began imposing various restrictions on the mobility of African pastoralists.

    Not All were Equally Affected

    • The Maasai society was divided into two social categories- elders and warriors.

    → The elders formed the ruling group while warriors consisted of younger people, who defended the community and organised cattle raids.

    • British appointed chiefs of different sub-groups of Maasai, who were made responsible for the affairs of the tribe.

    • The chiefs appointed by the colonial government often accumulated wealth over time.

    → They had both pastoral and non-pastoral income, and could buy animals when their stock was depleted.

    • However, the poor pastoralists who depended only on their livestock did not have the resources to tide over bad times.

    → In times of war and famine, they lost nearly everything.