202110247-TRIUMPH-STUDENT-WORKBOOK-SOCIAL_STUDIES-G09-PART1

SESSION 3 EUROPEAN COLONIALISM IN ASIA - CHINA 3.1 Mind Map SESSION 3. EUROPEAN COLONIALISM IN ASIA - CHINA 249

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 3.2 Improve Your Learning Conceptual Understanding Q1. How did the lives of native people in different countries affect the colonisation? Write two ideas each in the context of — crops cultivated I religion/ use of natural resources for the three conti- nents. [Refer to TB page 203 Q2] A. Crops cultivated: 1) The colonies were forced to cultivate commercial crops like sugar cane, tobacco or cotton. 2) These commercial crops were purchased by the colonial masters at cheap rates and exported to their countries to develop their industries. 3) This resulted in food shortage and the colonial people depended on other countries for food materials. Religion: 4) Most of the colonial people were troubled by their masters who were destroying their temples and converting them to Roman Catholic religion. 5) The Catholic Church also played an important role in the governance of the colonies. Natural resources: 6) The natural resources of Latin America was taken over and sold in different countries including England and France. 7) Spanish land lords exported large amounts of agricultural produce like sugar and meat besides metals like tin and copper. 8) France and Asian countries purchased goods like cotton, silk textiles, spices, steel and gained lot of profits. 9) From African countries many industrial raw materials like copper, tin, rubber, palm oil, cotton, tea, cocoa etc. purchased and gained a lot of profit. Q2. Compare the nature of colonial rule over China and India and Indonesia. What differences and similarities do you find between them? TB [Refer to TB page 203 Q3] SESSION 3. EUROPEAN COLONIALISM IN ASIA - CHINA 250

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA A. China India Indonesia Political conditions China had a most India was ruled by Indonesia did not powerful empire. It numerous kings. have any powerful was under the rule They were kingdom. of one powerful constantly at war empire. with one another. Resources Porcelain, tea and Cotton textiles, Rubber, sugarcane, silk sugar, silver. coffee, quinine, palmoil, tin, bauxite. Process of Opium trade was The Portuguese, the The Dutch colonisation imposed on China Dutch, the English government through opium wars and the French tried established by England. China to colonise India. monopolistic trade was forced to give Finally after 1757 relations with most favored the English Indonesia. In 1800 treatment to established political the Dutch England. control over India. government disbanded the company and established direct rule. Rule over countries China signed By 1857, the British The Dutch unequal treaties directly started government with all European ruling India. The established countries. Thus Portuguese were monopolistic trade China came to be limited to Goa. The relations with controlled Dutch were given Indonesia. In 1800 economically and away from India. the Dutch politically not by one The French were government country but by limited to disbanded the several European Pondicherry. company and countries. established direct rule. Freedom from After World War II Got independence After World War II colonisation in 1947. SESSION 3. EUROPEAN COLONIALISM IN ASIA - CHINA 251

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 3.3 Key Concepts i. The Portuguese in 16th century established a “seaborne empire” over the Indian Ocean. ii. The Portuguese control of the seas was finally broken by other European powers like Holland and England which too were reaching Asia for trade. iii. The Dutch introduced coffee, tea, cocoa, tobacco and rubber, and large expanses of land be- came plantations. iv. The Dutch Indonesia produced most of the world’s supply of quinine and pepper, over a third of its rubber, a quarter of its coconut products, and a fifth of its tea, sugar, coffee, oil. v. This power was ended by Japan during the Second World War (1939 – 45.) vi. China was also further east of India and Europeans could not establish control over it the way they could conquer Latin America or Indonesia. vii. The trade in Chinese silk and tea very profitable but since the Chinese did not want any Euro- pean goods; they had to use silver and gold to pay. viii. The European traders hit upon an item which was produced in India this was opium. ix. This opium was smuggled illegally into China and sold there. x. In return the Europeans purchased silk and tea which they sold in Europe. xi. As the smuggling of opium led to the Opium Wars, in which China was defeated by England which imposed a series of unequal treaties. xii. China was considered as semi–colony and not a fully fledged colony of any particular country. SESSION 3. EUROPEAN COLONIALISM IN ASIA - CHINA 252

SESSION 4 COLONIALISM IN AFRICA - CONGO AND SOUTH AFRICA 4.1 Mind Map 4.2 Terminology 1. Explorations: The act of travelling through a place in order to find out. 2. Apartheid: Racist policy founded in the belief of superiority of the white race. 3. Haciendas: Estates of thousands of acres. 4. Munroe doctrine: Even though there may be quarrals among them fight with others unitedly. 5. Opium wars: Wars between England and china for trade. SESSION 4. COLONIALISM IN AFRICA - CONGO AND SOUTH AFRICA 253

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 4.3 Improve Your Learning Mapping Skills Q1. Locate the Portuguese, Dutch, British and French colonies in the world map and fill with different colors. [Refer to TB page 203 Q4] A. 4.4 Key Concepts i. Europeans had called Africa a ‘Dark Continent’ as they had very little information about the interiors of the continent. ii. The European explorers were David Livingstone and H.M. Stanley, both of whom mapped vast areas of South Africa and Central Africa. iii. Arduous expeditions in the 1850s and 1860s by Richard Burton, John Speke and James Grant located the great central lakes and source of Nile. iv. By the end of the 19th century, Europeans had charted the Nile from its source, traced the courses of the Niger, Congo and Zambezi Rivers, and realized the vast resources of Africa. v. The European manufacturers also looked upon Africa as a major market for their produce. vi. A virtual ‘Scramble for Africa’ began in 1870s. vii. The African people fought against Apartheid Policy for almost the entire 29th century and finally ended it in 1994. SESSION 4. COLONIALISM IN AFRICA - CONGO AND SOUTH AFRICA 254

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. Match the following. Column A Column B i. Seaborne Empire a. Constantly at war with Europe ii. Pizarro b. Central America iii. Holland c. Silk iv. 1492 d. Sea route v. 1498 e. Netherlands 2. Match the following. Column B Column A a. Belgium i. Sea Borne Empire ii. Pissarro b. China and England iii. Opium war c. Conquered Peru iv. Arabia d. The Portuguese v. Ottoman empire e. Scents 3. Answer the following questions in one sentence. (i) What is imperialism? CHAPTER 15. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 255

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA (ii) Why was Japan interested in establishing colonies? (iii) Which continent is known as Dark Continent? (iv) What was the immediate result of the political revolution of 1861 in Japan? (v) What is Haciendas? (vi) In what way the colonization of China was different from that of other colonies? (vii) What is Apartheid? CHAPTER 15. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 256

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA (viii) Who formulated the Munroe Doctrine? (ix) What was African fever? (x) Who established seaborne empire over the Indian Ocean? 4. Fill in the blanks. (xi) Europeans called Africa as . (xii) People of are called Dutch. (xiii) Pissarro plundered and conquered . (xiv) The African people fought against policy for almost the entire 20th century and finally ended it in 1994. (xv) The First World War broke out in . (xvi) Simon Bolivar led a revolutionary army which was supported by slaves. (xvii) Madrid is the capital of . (xviii) , which had a powerful navy, supported the Munroe Doctrine. CHAPTER 15. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 257

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA (xix) Central and South America are called countries. economy. (xx) The colonial system also placed a lot of control on the Short Answer Type Questions 5. Answer the following questions in 3-4 sentences. (i) Why didn’t the early men travel much? Long Answer Type Questions 6. Answer the following questions in 6-8 sentences. (i) Explain how the Latin American nations got liberated from the European colonial power? CHAPTER 15. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 258

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA AS3-Information Skills Short Answer Type Questions 7. Answer the following questions in 3-4 sentences. (i) Read the given paragraph and answer the following questions: These European countries were joined by a new power that had emerged in Asia itself – Japan. Japan had a political revolution in 1861 and had begun a program of rapid industrialization and modernization. Japan too was seeking colonies from where it could get cheap raw materials and where it could sell its industrial products. It waged a war against China in 1894 and forced China to cede much territory and pay damages to Japan. 1. Why is Japan described as a new power? 2. Which nations are trying to establish their powers over China? AS4-Reflection on Contemporary Issues and Questioning Long Answer Type Questions 8. Answer the following questions in 6-8 sentences. (i) Compare the nature of colonial rule over China and India. What differences and similarities do you find between them? CHAPTER 15. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 259

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA AS5-Mapping Skills Long Answer Type Questions 9. Answer the following questions in 6-8 sentences. (i) Look at the map of the world given below. What did it represent? CHAPTER 15. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 260

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA (ii) Look at the picture and write about it. (iii) Look at the old African map and Modern African Map. Write about modern Africa. CHAPTER 15. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 261

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA CHAPTER 15. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 262

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA (iv) Locate the following places in African Map: South Africa, Egypt, Nigeria, Ghana Or Libya, Algeria, Angola, Congo CHAPTER 15. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 263

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA AS6-Appreciation and Sensitivity Long Answer Type Questions 10. Answer the following questions in 6-8 sentences. (i) How did the colonial powers keep their colonies underdeveloped? Write your answer in the wake of Spanish colonies. Objective Questions AS1-Conceptual Understanding 11. Choose the correct answer. (i) In ancient times people usually travelled on backs of horses or . (A) Dogs (B) Sheep (C) Cows (D) Camels (ii) Japan had a political revolution in . (A) 1861 (B) 1851 (C) 1856 (D) 1859 (iii) was working on behalf of the Spanish queen. CHAPTER 15. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 264

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA (A) Vasco Da Gama (B) Columbus (C)Living stone (D) Stanley (iv) By United States of America had emerged as a major economic and political power. (B) B 1780s (A) 1820s (C) 1880s (D) 1280s (v) Opium wars were fought between . (A) China and India (B) India and England (C)Japan and England (D)China and England (vi) was working for the Portuguese king. (A) Vasco Da Gama (B) Columbus (C)Living stone (D) Stanley (vii) The last powerful ruler of Mughal Empire was . (A) Akbar (B) Shah Jahan (C) Jahangir (D) Aurangzeb (viii) The original inhabitants of America are called today. (A) Americans (B) Native Indians (C)Red Indians (D)Original Americans (ix) like India was one of the most populous countries of the world and had a powerful empire. (A) China (B) Spain (C) Japan (D) Indonesia CHAPTER 15. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 265

CHAPTER 15- COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA (x) The Central America was discovered by Columbus in . (A) 1498 (B) 1912 (C) 1492 (D) 1412 CHAPTER 15. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 266

16. IMPACT OF COLONIALISM IN INDIA SESSION 1 USAGE OF FORESTS IN BRITISH RULE AND ADIVASI REVOLTS 1.1 Mind Map How were forests used before & during British rule. Adivasi Revolts 267 SESSION 1. USAGE OF FORESTS IN BRITISH RULE AND ADIVASI RE...

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA 1.2 Terminology 1. Reserved forest: The forest to be used in the future or what it is needed. 2. Protected forest: The forest which developed away from the people living areas. 1.3 Improve Your Learning Conceptual Understanding Q1. How did people use the forests before the rule of British ?Why was there less danger of the forests being fully destroyed in those days? [Refer to TB page 217 Q1] A. i. People used the forests for hunting, gathering tubers, fruits, flowers and herbs and for grazing their cattle. ii. They used forest lands for cultivation, wood for building their homes and to make implements. iii. Though they used forests for their purpose, they safeguarded the forests as well. iv. When they needed wood, they only cut old trees and allowed new trees to grow. v. They did not cut large tracts of forest but only small patches, So that the forest would not be destroyed. Q2. Whom did the Adivasis revolt against ? In what ways did they demonstrate their anger and protest? Give some examples. [Refer to TB page 217 Q2] SESSION 1. USAGE OF FORESTS IN BRITISH RULE AND ADIVASI RE... 268

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA A. i. The Adivasis revolted against the forest department . ii. The forest department fined and beat up the people, forcibly entering into people’s homes to take away their things, ill–treating women, taking bribes. iii. Against such adverse circumstances they revolted against the forest department. iv. During the protest they would burn the police stations, posts of the forest department, houses of the moneylenders. Ex.: 1) Protests were made by the Santhal Adivasis in Jharkhand in 1856, 2) Koya Adivasis of A.P. in 1880 and 1922, 3) Maria and Muria Adivasis of Bastar etc. in 1910. Q3. How were the revolts of Adivasis suppressed by the British? [Refer to TB page 217 Q3] A. i. To suppress the revolts of different Adivasis British used different methods. ii. Santhals of Jharkhand revolted with bows and arrows. They failed to fight with the gun–bearing British army. Santhals were killed and their revolt was controlled. iii. Munda Adiva´ sis under the leadership of Birsa started revolt in Jharkhand. By arresting important leaders including Birsa the revolt was controlled. iv. Alluri Seetha Rama Raju in Visakha district of A.P with the help of Adivasis started a revolt in the border areas of East Godavari and Visakha districts. v. Seetha Rama Raju was trapped by the British in the forest of Chintapalli shot dead with a rifle. In this way a great revolt of the Adivasis in Andhra was controlled. Reading the Text, Understanding and Interpretation Q1. Read the paragraph under the title “Adivasi Revolts”on page 206,207 and comment on it. [Refer to TB page 217 Q11] A. Students' activity. Information Skills Q1. Make a timeline to show when Adivasi protests occurred in different parts of India. Find out where each of these adivasi struggles took place and mark their locations on a map of India. [Refer to TB page 217 Q4] SESSION 1. USAGE OF FORESTS IN BRITISH RULE AND ADIVASI RE... 269

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA A. 1) Santhals 1855–56 Jharkhand. 270 2) Munda Adivasis 1874 -1901 Chotanagpur Plateau, Jharkhand. 3) Kumaon Region 1921 –22 Uttarakhand. 4) AlluriSeetha Rama Raju 1922 - 24 Andhra Pradesh . 5) Komaram Bheem Andhra Pradesh. SESSION 1. USAGE OF FORESTS IN BRITISH RULE AND ADIVASI RE...

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA Mapping Skills Q1. Find out the names of the places where adivasi struggles took place, and mark their locations on a map of India. [Refer to TB page 217 Q10] A. Uttar Pradesh Madhya Pradesh Andhra Pradesh SESSION 1. USAGE OF FORESTS IN BRITISH RULE AND ADIVASI RE... 271

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA 1.4 Key Concepts i. From time immemorial, adivasis and villagers living in and near forests got many things they needed for their daily lives from the forests. ii. They used the forest for hunting, gathering tubers, fruits, flowers and herbs and for grazing their cattle. iii. The farmers and adivasis who used these forests also protected them. They cut wood to build their homes and to make implements and took things for their personal use. iv. They did not blindly cut large tracts of forest, but only small patches so that the forest would not be destroyed. v. Huge ships were also being built and mines were being opened. Large quantities of wood were needed for all this, so that trade in timber increased rapidly. vi. The government set up a Forest Department in 1864 and held auctions to sell the contracts for cutting forests. vii. The Forest Department made new laws and rules to protect the new forests it was planting and felt the forests needed to be protected from the people living in or near them. viii. The conditions of the adivasi farmers who lived in the jungle worsened in British times. They had to become labourers for either the Forest Department for contractors, become bonded labourers in the fields of moneylenders or farmers who had come from outside. ix. The adivasis protested in many ways. Such protests were made by the Santhaladivasis in Jhark- hand in1856, by the Koyaadivasis of Andhra in 1880 and 1922, by the Maria and Muriaadivasis of Bastar in 1910, and by the Gond and Kolamadivasis in 1940. x. From the beginning, the Santhals of Jharkhand had been resisting and protesting against British rule. In 1855–56 there was a massive revolt in which the Santhals began looting and killing the zamindars and moneylenders. xi. Between 1874 and 1901, the Mundaadivasis of the Chhotanagpur Plateau, came together under the leadership of Birsa to do away with British rule. xii. In the end, the Munda rebellion was suppressed by arresting the leaders and Birsa Munda died in the prison in 1900. xiii. Alluri Seetha RamaRaju was born on July 4, 1897 in Pandrangi village in the Vishakapatnam district. His father was an official photographer in the central jail at Rajamundry. xiv. After the passing of 1882 Madras Forest Act, Raju led a protest movement in the bordered area of East Godavari and Vishakapatnam district of Andhra Pradesh. xv. Komaram Bheem was born in the year 1900 at Sankepally Village in Adilabad. Adivasis were impressed and inspired by the messages of Komaram Bheem to oppose the tax, racial freedom and rights. xvi. At last Komaram Bheem left his last breathe in the battle against army in Jodeghat forest. After his death Nizam appointed Haimendorf to do some research on lifestyle on tribals. SESSION 1. USAGE OF FORESTS IN BRITISH RULE AND ADIVASI RE... 272

SESSION 2 THE BRITISH GOVERNMENT’S INDUSTRIAL POLICY 2.1 Mind Map British Government’s Industrial policy. i. Levied a special tax on cloth made by Indian wearers in order to help cloth industry of Britain. ii. Government refused to levy a similar tax on India to help Indian industry. iii. Levied 3½% tax on cloth coming to India from Britain and even same tax on cloth made in India. iv. Protest to remove the tax continued. v. Indian Industry during World War I (1914 – 1918) SESSION 2. THE BRITISH GOVERNMENT’S INDUSTRIAL POLICY 273

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA vi. Import of foreign foods into India fell. vii. Shortage of ships. viii. Due to war fewer goods meant for Indian markets were available. ix. Factories in India started selling goods in greater quantities. x. Rapid, development of industries. xi. After war European machines were purchased in large numbers. xii. Indian industrialist began demanding to levy tax on foreign goods. xiii. Government accepted this demand. 2.2 Terminology 1. Auctioning:– Selling of the person who offers more money for them. 2. Social workers:– Giving help and advice to people living in the community. 3. Industrialist:– A person who owns a large factory. 4. Marwari Traders:– Money lenders. 2.3 Improve Your Learning Conceptual Understanding Q1. What problems did the Indian industrialists have with the British government ? [Refer to TB page 217 Q5] A. i. The British government had levied a special tax on cloth made by Indian weavers in order to help cloth industry of the British. ii. But the government refused to levy a similar tax in India on British cloth to help the Indian industry. . iii. Later the government levied 3 and a half percent tax on the cloth coming to India from Britain. Simultaneously the government levied the same amount of tax on cloth being made in India as well. Q2. During the British rule, why was it easier for the European companies rather than Indian compa- nies to set up industries? Give a few reasons. [Refer to TB page 217 Q6] A. i. Indian industry had got little help from the British government. ii. A very large number of factories, banks, ships etc., were in the hands of Europeans not in the hands of Indians. SESSION 2. THE BRITISH GOVERNMENT’S INDUSTRIAL POLICY 274

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA iii. These companies had many advantages. iv. They had an easy access to all types of officers and authorities of the British government. v. Indians were never likely to have such reach. vi. All the foreign trade was in the hands of European companies; hence they had no shortage of funds. vii. For the development of industry, help was needed from scientists, engineers and techni- cians. viii. Educated workers at all levels were needed. But education was not given adequate impor- tance in India. 2.4 Key Concepts i. In the 1850’s some Indian cloth mills were set up with much courage, first in Mumbai and then in Ahmedabad. ii. Thus cloth came to be made on machines in India too. Some educated people and factory owners demanded that a special tax to be levied on the clothes coming from Britain. iii. But the government refused to levy a similar tax in India on British cloth to help India industry. iv. By imposing tax on goods made in Indian factories, the government had made it clear that it would protect mainly the interests of the British factories. v. Under these circumstances, the factories that had been established in India started selling their goods in greater quantities. vi. The greatest achievements of Indian industrialists was the setting up of steel factory at Jamshed- pur by an industrialist named Jamsehdji Tata. SESSION 2. THE BRITISH GOVERNMENT’S INDUSTRIAL POLICY 275

SESSION 3 CONDITION OF LABOUR AND LABOUR MOVEMENTS IN INDIA 3.1 Mind Map Labour struggles & Labourers problems i. Struggled for rise in wages according to the cost of living ii. Fixed incomes & facilities given iii. Prices of goods increased iv. Development of Indian Industries stands still v. Development in the hands of labourers was realized 3.2 Terminology 276 1. Strike: To refuse to work as a protest. SESSION 3. CONDITION OF LABOUR AND LABOUR MOVEMENTS IN INDIA

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA 2. Labour organisations: A group of labour in order to achieve a particular aim. 3. Industrial Towns: The towns especially for factories. 4. Labour settlements: An official agreement that ends an argument between industrialists and labour. 3.3 Improve Your Learning Conceptual Understanding Q1. Labour laws were first made for child labourers, then for women and lastly for men. Why were these laws made in this order? [Refer to TB page 217 Q7] A. i. The government implemented first factory Act in 1881. Made following rules especially for the welfare of working children. ii. Labour laws were first made for child labourers because their tender age was not fit for continuous work. iii. In the first act children below 7 years couldn’t be employed, and children in between 7 to 12 age couldn’t be made to work more than 9 hours a day. Each day they were given a 1 hour break. 4 days leave in each month. iv. In 1891 laws were made for the benefit of women labourers. v. According to it they shouldn’t be made to work more than 11 hours a day. They were given 1½ hour break in each day after knowing their special problems. vi. Largest number of labourers in industries were men. The factory act of 1911 made sure men to work not more than 12 hours a day. After every six hours of work there would be a break of half an hour given to the males. The laws were made in such an order given the working abilities of children, women and men. Children belong to a tender age while interest of women labourers was more sensitive compared to men. Mapping Skills Q1. Identify large industrial cities on out line map of India during 20th century? [Refer to TB page 217 Q9] A. 1)Durgapoor (Iron and Steel) 2) Bokaro (Iron and Steel) 3)Jamshedpur (Iron and steel) 4) Rourkela (Iron and Steel) 5) Bhilai (Iron and Steel) 6) Mumbai (Cotton textile) SESSION 3. CONDITION OF LABOUR AND LABOUR MOVEMENTS IN INDIA 277

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA 7) Ahmedabad (Cotton textile) 8) Madhura (Oil refinery) 9)Visakha (Iron and steel) 10) Bhadravathi (Iron and Steel) 11) Salem (Iron and Steel) 12) Digboy (Oil refinery) 13) Kolkata (Textile industry) 14) Hyderabad (Textile Industry) 15) Chennai (Cement Industry) SESSION 3. CONDITION OF LABOUR AND LABOUR MOVEMENTS IN INDIA 278

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA Appreciation and Sensitivity Q1. How could education affect industrial development? Discuss in the class. [Refer to TB page 217 Q8] A. i. For the development of industry, help was needed from scientists, engineers and techni- cians. ii. Educated workers, at all levels were needed. iii. Education was the primary factor which would help generate young entrepreneurs and future industrialists. Education would impart the required know–how to the the youth, it would broaden their mind, help them to pick up skills that would allow them to take decisions and set up different industries and look after the varied requirements of an industry, 3.4 Key Concepts i. The biggest industry was the spinning and weaving of textiles. ii. In those days payment was made in proportion to the amount of goods produced. iii. All the labourers , women and children–had to work under such condition for 14 hours in the summers and12 hours in the winters. iv. In 1880 Electric bulbs began to be fitted in the mills which increased the hours of working. v. For instance, in 1892, mill owners of Mumbai were thinking of making a reduction in the wages of labourers. vi. In such a situation labourers of all mills geared themselves up for a struggle. vii. The government had appointed an official for the inspection of factors. viii. During strikes labourers formed their own organizations with the help of some educated people. ix. Slowly ,the union became active not just during the strikes but all around the year ,promoting the worker’ s welfare and rights. Such unions began to be established from the early 1920’s.People influenced by socialist thought were prominent among them. x. One such union formed was Girni Kangar Union with help of which labourers of Mumbai went on a very effective strike in 1928. xi. In Ahmedabad, under the influence of Gandhiji, a powerful union known as the Mazdoor Maha- jan was formed. SESSION 3. CONDITION OF LABOUR AND LABOUR MOVEMENTS IN INDIA 279

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. Match the following. Column A Column B i. Santhal a. Andhra Pradesh ii. Koya b. Chhotanagpur Plateau iii. Munda c. Madhya Pradesh iv. Saora d. Jharkhand v. Muria e. Odisha 2. Match the following. Column B Column A a. Mazdoor Mahajan b. Jamshedpur i. Rama Raju c. Sankepally ii. Komaram d. Mumbai iii. Jamshedji Tata e. Pandrangi iv. Gandhi v. Girni Kamgar Union 3. Answer the following questions in one sentence. (i) When did the government set up a Forest department? CHAPTER 16. IMPACT OF COLONIALISM IN INDIA 280

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA (ii) Which type of army did Komaram Bheem form? (iii) Name some Adivasi communities. (iv) Where was the first Indian cloth mill set up? (v) When and where was Alluri Seeta Rama Raju born? (vi) What is the period of First World War? 281 (vii) Where was Komaram Bheem born? CHAPTER 16. IMPACT OF COLONIALISM IN INDIA

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA (viii) Expand FICCI. (ix) Which type of taxes Nizam’s government used to collect? (x) What is a reserved forest? 4. Fill in the blanks. (xi) Many adivasis farmed by shifting cultivation also known as cultivation. (xii) Komaram Bheem fought against the . (xiii) By 1910 more than of railway lines had been laid. (xiv) The full form of FICCI is (xv) The wood for sleepers was cut from the forests in the Himalayan and regions. (xvi) In 1880 began to be fitted in the mills. (xvii) Birsa Munda died in prison in . CHAPTER 16. IMPACT OF COLONIALISM IN INDIA 282

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA (xviii) In Ahmedabad, under the influence of Gandhiji, a powerful union known as the was formed. (xix) According to the Factory Act of 1881, children below the age of could not be employed in factories. (xx) According to the Factory Act of 1881, women labourers cannot be made to work for more than hours a day. Short Answer Type Questions 5. Answer the following questions in 3-4 sentences. (i) Why were Adivasis forced to take loans from money lenders in British Rule? Long Answer Type Questions 6. Answer the following questions in 6-8 sentences. (i) Write a short essay on various Adivasi revolts. CHAPTER 16. IMPACT OF COLONIALISM IN INDIA 283

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA AS3-Information Skills Short Answer Type Questions 7. Answer the following questions in 3-4 sentences. (i) Read the following passage and answer the questions: The British government started getting worried as the timber trade increased. Where would it get wood for its future railways, ships and houses if the forests were cut down so rapidly? The government felt that it should do something to ensure a regular supply of wood. So it decided to plant new tree to replace the forests that were being cut down. But the government was not interested in planting trees that were useful to the common people, such as mango, mahua, neem etc. It wanted to plant only trees that provided the timber that was in great demand in the market. 1. Why was the British government worried? 2. What did the British government decide? 3. Which type of trees did the British want to plant? 4. Which types of trees are useful to common people? CHAPTER 16. IMPACT OF COLONIALISM IN INDIA 284

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA AS4-Reflection on Contemporary Issues and Questioning Short Answer Type Questions 8. Answer the following questions in 3-4 sentences. (i) Why are labour organizations important for labourers? AS5-Mapping Skills Long Answer Type Questions 9. Answer the following questions in 6-8 sentences. (i) Identify the person in this picture and write about him. CHAPTER 16. IMPACT OF COLONIALISM IN INDIA 285

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA (ii) Locate the following places in an outline map of India. Bombay, Kolkata, Chennai, Delhi Or Bangalore, Visakhapatnam, Kerala, Tirupathi CHAPTER 16. IMPACT OF COLONIALISM IN INDIA 286

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA AS6-Appreciation and Sensitivity Short Answer Type Questions 10. Answer the following questions in 3-4 sentences. (i) If there are no unions or labour organizations, what will labourers do to protect their interests? CHAPTER 16. IMPACT OF COLONIALISM IN INDIA 287

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA Long Answer Type Questions 11. Answer the following questions in 6-8 sentences. (i) How would the labour law have affected the industrialists? Objective Questions AS1-Conceptual Understanding 12. Choose the correct answer. (i) In a way, adivasis and villagers were the of the forests. (A) landlords (B) guardians (C) owners (D) children (ii) The farmers and the protected the forests. CHAPTER 16. IMPACT OF COLONIALISM IN INDIA 288

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA (A) Adivasis (B) Koyas (C) Tribals (D) Kolams (iii) In 1879 there were almost km of railway lines in India. (A) 8,000 km (B) 800 km (C)7,000 km (D)8,800 km (iv) The government set up a forest department in . (A) 1864 (B) 1874 (C) 1800 (D) 1819 (v) The Baiga, Muria, Gond and Bhil are tribes of . (A) Odisha (B) Assam (C)Andhra Pradesh (D)Madhya Pradesh (vi) Alluri Seetha Rama Raju was born on . (A) July 14, 1897 (B) July 4, 1897 (C)August 4, 1897 (D)July 10, 1897 (vii) The _______ Forest Act was passed in 1882. (A) Madras (B) Visakhapatnam (C) Bhimavaram (D) Mogallu (viii) are the tribal people of Odisha. (A) Sounders (B) Mampa (C) Gond (D)Saora Adivasis CHAPTER 16. IMPACT OF COLONIALISM IN INDIA 289

CHAPTER 16- IMPACT OF COLONIALISM IN INDIA (ix) During labourers formed their own organizations from the early 1920s. (A) work time (B) lock out (C)rest time (D) strikes (x) As much as you make, so much will you be paid in this condition. (A) The government (B) Contractors (C)Educated people (D)Industrial owners CHAPTER 16. IMPACT OF COLONIALISM IN INDIA 290

17. EXPANSION OF DEMOCRACY SESSION 1 CASE STUDIES OF LIBYA AND MYANMAR 1.1 Mind Map 1.2 Terminology 1. Nomadic animal herders: people who move from one place to another with cattle in searching pasture bring their tents and belongings with them for life and raise goats, sheeps, camels etc. 2. Urbanisation: Rapid and massive growth of towns and cities and migration to large cities. 3. House arrest: Arrest a person to his home instead of jail. It is imposed upon people who either were too powerful or too influential. SESSION 1. CASE STUDIES OF LIBYA AND MYANMAR 291

CHAPTER 17- EXPANSION OF DEMOCRACY 1.3 Improve Your Learning Conceptual Understanding Q1. Most countries often claim themselves to be democratic by conducting elections. How did this occur in the context of Myanmar and Libya? [Refer to TB page 228 Q2] A. 1. Elections play an important role in democracy. 2. The Libyan community was experiencing unforeseen and uncertain changes resulting from the severe political, economic and social repression from last four decades under Gaddafi tyranny. 3. Libyan people went to vote for the first time since 1965, a major step towards a more pluralistic Libya. 4. In Myanmar elections were held for the first time after almost 30 years in 1990. 5. In that National League for Democracy, led by Suu Kyi, won the elections. 6. It shows that democratic principle can be fulfilled by conducting elections. 7. In democracy we all will get right to vote for our government, but in dictatorship one person or a group takes over the government and runs the nation on his whim and fancy. Reflection on Contemporary Issues and Questioning Q1. Why do you think rulers try to control the media ? Do you know how is media controlled in your area? [Refer to TB page 228 Q3] A. The rulers try to control the media because the media plays a crucial role in mobilizing the thoughts of the people. They possess critical information which when presented to the public has the power to make or break a government. The rulers cannot afford negative publicity or exposure of their activities which could turn people against them. Hence they try to control the media. Appreciation and Sensitivity Q1. How do literacy and mass education help the functioning of democracy? [Refer to TB page 228 Q5] SESSION 1. CASE STUDIES OF LIBYA AND MYANMAR 292

CHAPTER 17- EXPANSION OF DEMOCRACY A. i. Education plays very important role in making democracy more meaningful. ii. Education offers common knowledge to all the citizens of the country making people aware about their rights and duties. iii. Education helps citizens to develop common virtues important for social integration. iv. Literacy and education play an important role in the development of individual and society. v. Knowledge liberates citizens from ignorance. vi. Any society needs a vigilant, conscious and informed public for the successful functioning of the democracy. vii. Education enables people to think critically, rationally and scientifically. viii. The right to vote can be properly exercised when a voter can read newspapers, follow na- tional and international developments and participate in democratic processes effectively. Hence, the proper functioning of democracy depends on the literacy and mass education. Q2. What is the role played by Aung San Suu Kyi in fighting for democracy in Myanmar? [Refer to TB page 228 Q7] A. i. Aung San Suu Kyi,was the daughter of Aung San who took the lead in staging protest against the military rule. ii. Suu Kyi fought for reforms in Burma. iii. She established a new political party “National League for Democracy (NLD) and won ma- jority (80%) of the seats in 1990 even though she was in prison. iv. But this win did not bring in much change as the Military rulers refused to give the power to NLD. v. In 2010, elections were held under the supervision of United nations, in which her party NLD refused to contest . Suu Kyi was barred from contesting. This resulted in the victory of the military general and his party. vi. Suu Kyi was released from house arrest after the elections of 2010 vii. She questioned the malpractices in elections. viii. In 2011 Suu Kyi’s ‘NLD’ contested in the elections and won 43 out of 45 parliamentary seats that were vacant. ix. The freeing of Suu Kyi and the successful participation of NLD in elections are considered the beginning of democracy in Burma. Q3. Write an imaginary dialogue between a person from Libya and Myanmar comparing the events and struggle for democracy in their respective countries–? [Refer to TB page 228 Q4] A. Student activity. SESSION 1. CASE STUDIES OF LIBYA AND MYANMAR 293

CHAPTER 17- EXPANSION OF DEMOCRACY 1.4 Key Concepts i. Libya was a poor country of North Africa which had been colonized by Italy. ii. Libya became free after a long struggle in 1951. iii. King Idris ruled the country with the help of a few rich and powerful. iv. The people mostly belonged to different tribes which were dominated by families of traditional tribal chiefs. v. In 1959 vast reserves of petroleum were found in Libya. vi. In 1969 Muammar Gaddafi took over the control of kingdom of Libya, through Free Officers Movement. vii. King Idris I fled the country, and the country was declared as the ‘Socialist Libyan Arab Republic’. viii. Libyan society was initially tribal led by families of tribal chiefs. ix. The government of Gaddafi created ‘Revolutionary Councils’, which was appointed and closely controlled by Gaddafi and RCC. x. There was no freedom of press, and independent organizations like trade unions or other asso- ciations were not allowed. xi. No political parties were allowed to function in Libya. xii. In the latter half of 2010 there were movements to establish democratic governments which began with Tunisia and spread to Egypt, Libya, Yemen, Bahrain and Syria amongst others. xiii. This revolutionary wave of demonstrations, protests, and wars occurring in the Arab world that began on the 18 of December 2010 is now famous as the ‘Arab spring’. xiv. The United Nations Organisation also intervened in support of the rebels by declaring Libya to be a ‘no fly zone’. xv. Burma was different from Libya in that aspect as it began with democratic system and slipped into army rule while Libya moved from monarchy and slipped into army rule. SESSION 1. CASE STUDIES OF LIBYA AND MYANMAR 294

SESSION 2 SOME FEATURES OF DEMOCRATIC DICTATORSHIP 2.1 Mind Map SESSION 2. SOME FEATURES OF DEMOCRATIC DICTATORSHIP 295

CHAPTER 17- EXPANSION OF DEMOCRACY 2.2 Terminology 1. Political corruption: Abuse of political power by the government leaders to extract and accumulate assets for private enrichment. 2. Dictatorship: An autocratic form of government in which the government is ruled by an individual, according to his own free will. 3. Monarchy: It is a system of government characterized by a king or queen as the head of the government. 2.3 Improve Your Learning Conceptual Understanding Q1. What is the difference between democracy and dictatorship? [Refer to TB page 228 Q6] A. Democracy Dictatorship S.no 1. Democracy is a political system in Dictatorship is a political system in which sovereignty vests with people. which sovereignty vests in person’s hands. 2. Free and fair elections are necessary Dictatorship does not require for the successful running of the elections. democracy. 3. Democracy operates on the recognition Right of dissent is not recognized. of dissent. 4. Public opinion has important place in Public opinion is not taken into democracy. consideration. 5. A high degree of social and economic Dictatorship leads to concentration equality is also essential for true of power and wealth in few hands. democracy. SESSION 2. SOME FEATURES OF DEMOCRATIC DICTATORSHIP 296

CHAPTER 17- EXPANSION OF DEMOCRACY 2.4 Key Concepts i. The revolution succeeded and Gaddafi was killed, A new government was established on 14th Nov 2012 and formulated an interim constitution. ii. Burma, (Myanmar) ––India shares borders with this country, was a colony of the British. iii. There were elections in the year 1951, 1956 and 1960. iv. Burma consisted of a large number of small states and ethnic–linguistic regions. v. In 1947 Aung San, a leader of the Burman ethnic group, had led the country to independence vi. The Burmese began with some welfare measures and land reforms but the army exploited the resources and people of the country were subjected to extreme poverty. vii. Both countries were ruled by people who got their main support from the army and did not allow free elections of functioning of political parties. SESSION 2. SOME FEATURES OF DEMOCRATIC DICTATORSHIP 297

SESSION 3 THE MARCH OF DEMOCRACY 3.1 Mind Map SESSION 3. THE MARCH OF DEMOCRACY 298