202110732-PERFORM-STUDENT-WORKBOOK-SOCIAL_STUDIES-G09-FY_Optimized

6. Population Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEET Introduction • Meaning- Population, Census PS – 1 • Population as a pivotal element in social PS – 2 Population size and PS – 3 distribution studies Population growth and • Important questions concerned with the PS – 4 processes of population PS – 5 change study of population Age composition, Sex • India’s population and distribution PS – 6 ratio & Literacy rate in • Meaning- Population density India • Reasons for uneven distribution of PS – 7 Occupational structure, Self-evaluation Health population Adolescents population, • Meaning- Population growth, Annual Sheet NPP 2000 and Maps growth rate of population • Processes of population change- birth rate, death rate and migration • Factors responsible for internal migration • Categories of age composition in India • Meaning- Sex ratio • Reason for unfavourable sex ratio in India • Meaning- Literate • Scenario of literacy rate in India • Meaning- Occupational structure • Classification of occupational structure in India • Important composition of population -Health • Importance of adolescents population • Significant features of NPP 2000 • Measures taken by NPP 2000 to protect adolescent population • Location and labelling (Maps) • The state having highest and lowest density of population • The state having highest and lowest sex ratio • Largest and smallest state according to area Worksheet for “Population” Evaluation with self-check or Peer check* 37

PRACTICE SHEET - 1 (PS-1) 1. How did people play an important role to develop the economy and the society? 2. What is census? Why is it important for a country to conduct censuses periodically? 3. What are the major questions that we are concerned with the study of population? 4. ‘Population is the pivotal element in social studies.’ Explain this statement. PRACTICE SHEET - 2 (PS-2) 1. What is meant by the density of population? 2. Describe the size and distribution of population in India. 3. Why is there sparse population in some states of India? 4. Why do some states in India have moderate population density? 5. Why are the northern plains and Kerala in the south have high to very high population density? PRACTICE SHEET - 3 (PS-3) 1. What is meant by annual growth rate of growth can be expressed? population? 7. Explain the processes for change of population. 8. What are the major factors responsible or 2. What is meant by population growth and how do you calculate it? internal migration? 9. Write two reasons for the migration of people 3. What is migration? 4. Define internal migration. from the rural to urban areas in India. 5. Define international migration. 10. Migration is an important determinant of 6. Mention two ways through which population population change. Explain this statement with examples. PRACTICE SHEET - 4 (PS-4) years in 1951 to 67.9 years in 2012? 4. ‘Health situation in India is still a cause of 1. What is sex ratio? 2. What is literate? serious concern.’ Give reason. 3. Categorise the population of a nation into three broad categories on the basis of age composition and explain it. 4. State the scenario of literacy rate in India (based on Census 2011). PRACTICE SHEET - 5 (PS-5) 1. What is occupational structure? 2. Explain the types of occupational structure of India. 3. Why has there been a decline in death rate from 25 per 1000 population in 1951 to 7.2 per 1000. Why has life at birth has increased from 36.7 38

PRACTICE SHEET - 6 (PS-6) 1. Why does the adolescent population require much attention and care? 2. What are the significant features of NPP 2000? 3. What are the measures taken by the NPP 2000 to protect adolescent population? 4. Locate and label the following with appropriate symbols on the given outline political map of India. • The states having highest and lowest density of population • The states having highest and lowest sex ratio • Largest and smallest states according to area India Political lVIap ',. . 0 a. Rajasthan - • b. West Bengal - c. Arunachal Pradesh - d. Kerala - e. Delhi - f. Goa - 39

PRACTICE SHEET - 7 (PS-7) I. Choose the correct option: i. Children, ii. Adults, iii. Aged a. All 1. Population of India according to 2011 Census is ______ billion. b. only i a. 121 b. 12.1 c. Both the i& iii c. 1.21 d. 1210 d. Only iii 2. The state with lowest population in India is Study the table showing seven highly densely a. Sikkim populated states of India. Answer the questions b. Lakshadweep 9 &10 c. Uttarakhand d. Uttar Pradesh # State Density 3. The literacy rate in India as per the Census of - India 382 2011 is________ percent. 1 Uttar Pradesh 829 a. 64.84 b. 75.26 2 Maharashtra 365 c. 82.14 d. 74.04 3 Bihar 1,106 4. The growth rate of population in India is 4 West Bengal 1,028 decreasing because, a. death rate increased 5 Andhra Pradesh 308 b. birth rate decreased c. migration increased 6 Madhya Pradesh 236 d. sex ratio decreased 7 Tamil Nadu 555 5. NPP (National Population Policy) 2000 identifies _________sections of the population 9. How many states have more density than that need greater attention. average density of India? a. children a. 4 b. aged b. 3 c. adolescents c. 6 d. All of them d. All 6. Low female sex ratio in India indicates 10. Which state has highest density in India? a. gender equality a. Madhya Pradesh b. gender discrimination b. West Bengal c. female superiority c. Bihar d. high female birth d. Uttar Pradesh 7. Arrange the following countries in descending II. Short Answer Questions: order of their population. i. Brazil ii. USA iii. China iv. India v. Indonesia 1. Internal migration plays an important role in a. i, ii, v, iii, iv changing the composition and distribution b. iii, ii, iv, v, i of Population. Explain the statement taking c. iii, iv, ii, i, v example of India. d. iii, iv, ii, v, i 2. Despite the considerable achievement in life 8. Which of the following age groups in India are expectancy and health and sanitation facilities, economically unproductive? the health situation is a matter of major concern for India. Analyse the Statement. 3. On the given outline map of India locate and label the following. i. The most populous state in India. ii. The state with sex ratio of 1084 iii. The least densely populated state 40

PRACTICE SHEET - 7 (PS-7) III. Long Answer Questions: 1. Why do adolescent population need more India Political lVIap attention? What are the policies recommended by NPP2000 for their betterment? 2. Population of a country is human resource that can utilise all other resources. Therefore it is very important to know about them. Explain. ',. . 0 • 41

Self-Evaluation Sheet Marks: 15 Time: 30 Mins 1. Name the five states in India where half of India’s population lives. (1 Mark) 2. Name states in India having the highest 7. Why has there been a sudden abrupt rise in population and highest density of population.  (1 Mark) 3. Which are the important components of population of India since 1961? (5 Marks) population composition that affect the process of development?  (1 Mark) 4. Define million-plus cities. (1 Mark) 5. Why do Assam and peninsular states have moderate population density?  (3 Marks) 6. What is the relation between occupational structure and development?  (3 Marks) 42

1. The French Revolution Learning Outcomes • Explain the Declaration of the Rights of men and citizens At the end of this chapter, students will be able to: • Understand the causes of French Revolution • Understand the rise of Jacobin club • Explain the social, economic and political causes of • Know why 1793-1794 was called the Reign French Revolution of Terror • Understand the rule during Louis XVI • Explain the fall of Jacobin government • Explain the reason for growing middle class and • Understand the role of women during their role in French Revolution this period • Recognize the contribution of various philosophers • Interpret the basic rights set forth in the in the revolution Olympe de Gouges’ declaration Concept Map The French Revolution The French society The outbreak of France abolishes Did women have a Abolition of slavery The revolution and during the late 18th revolution monarchy and revolution everyday life becomes a republic century Causes Role of Jacobin club Growing middle Reign of terror class Philosophers and their contribution Key Points • There was the rise and emergence of many social groups in France in the 18th century. They were traders, 1. The French society during the late 18th century businessmen, lawyers and teachers. They believed that • The storming of the Bastille prison on 14 July 1789 the members of the first two estates should also pay taxes to the state. marked the beginning of the French Revolution. • French society was divided into three estates. The first • When the king called the meeting of an assembly of the Estates Generals to pass proposals of new taxes, estate consisted of the clergymen; the second estate the members of the third estate walked out from the consisted of the nobles and the third estate consisted of meeting, demanding that every person in the Assembly the common people, most of whom were peasants. should have one vote contrary to the existing practice of • One of the many reasons why the revolution broke out one estate having one vote. was because only the members of the third estate paid taxes to the state. The members of the first and second 2. The outbreak of revolution estates were exempted from paying any taxes to the • Wars had drained the French treasury. The state was king. • The nobility and the clergy enjoyed many privileges in under heavy debt and had to pay hefty interests to French society. creditors. • The nobles extracted feudal dues from the peasants. • To improve the finances of the state, the king decided to • The Church also collected religious taxes from the people increase the taxes levied on people. When the king called known as ‘tithes’. The members of the third estate had to pay direct tax to the state known as ‘taille’. 43

1. The French Revolution the meeting of an assembly of the Estates Generals to pass 6. The revolution and everyday life proposals of new taxes, the members of the third estate • The political instability in France paved a way for the rise walked out from the meeting demanding that every person in the Assembly should have one vote contrary to of military dictatorship under Napoleon Bonaparte. the existing practice of one estate having one vote. • He, along with his troops, carried on the ideas of the 3. France abolishes monarchy and becomes a republic • The Jacobin Club in France was formed by the French Revolution in Europe. He introduced laws such as revolutionary forces of the country. It included small protection of private property and the uniform systems shopkeepers, watch makers, pastry cooks, printers, daily of weighs and measurements. wage earners and servants. • The ideas of liberty, equality and democratic rights were • Monarchy was abolished and France became a republic. the greatest gifts of the French Revolution to the world. • King Louis XVI was executed publicly on 21 January 1793 • In India, Tipu Sultan and Raja Ram Mohan Roy keenly on the charges of treason. observed the French Revolution and exalted the ideals • Robespierre, the head of the Jacobin Club, followed the of the French Revolution. policy of severe control and punishment. • Robespierre’s government put a definite limit on the wages and the prices of essential goods. Peasants were also forced to sell grains at a price fixed by the Government. Churches were closed. • Finally, he was convicted by a court in July 1794 and was guillotined. • After the fall of the Jacobin Government, the wealthier middle class took the power into their own hands. They introduced a constitution which did not give voting rights to the non-propertied class. • The period from 1793 to 1794 is referred to as the Reign of Terror. 4. Did women have a revolution? • Women in France were not empowered. Most of the women of the third estate had to work to earn their livelihood. • Women started their own clubs in order to raise their own voices. A famous women’s club was the Society of Revolutionary Republican Women. This club demanded that women be given the same political rights as men. • In the beginning, many laws were implemented to improve the condition of women in French society. Schooling was made compulsory for all girls. Fathers could no longer marry off their daughters without obtaining their consent. Divorce was made legal and women began to be trained for various jobs. • During the Reign of Terror, many laws were issued which ordered the closing of women’s clubs. Many women were tried and guillotined. 5. Abolition of slavery • One of the important reforms of the Jacobin Club was the abolition of slavery in French colonies. • Slaves were brought from Africa by the Europeans and were then sold to plantation owners. • After being banned by the Jacobins, slavery was again reintroduced by Napoleon Bonaparte. 44

1. The French Revolution Work Plan CONCEPT COVERAGE CONCEPT DETAILS PRACTICE SHEET The French society during • causes of French revolution PS-1 the late 18th century • growing middle class • philosophers and their contributions The outbreak of revolution The outbreak of revolution PS-2 France abolishes monarchy • role of Jacobin club PS-3 and becomes a republic • reign of terror 1 Did women have a • role of women PS-4 revolution? • role of slaves PS-5 • impact of revolution in other parts PS-6 2 Abolition of slavery 3 The revolution and of the world everyday life Worksheet for “The French Revolution” PS-7 Evaluation with self-check Self-evaluation or peer check* Sheet 45

PRACTICE SHEET - 1 (PS-1) 1. Describe the incident which sparked the Revolution. 2. What debt did France incur due to her involvement in the American War of Independence? 3. Name the three main social classes of 18th century France. 4. Name the special tax levied by the Church on peasants. 5. How was the system of estates organised in the French society? PRACTICE SHEET - 2 (PS-2) 1. What was the Estates-General? 2. When did the National Assembly complete the draft of the constitution? What was its main objective? 3. What did the following symbols convey in the Declaration of Rights? (i) The broken chain (ii) The bundle of rods or fasces (iii)Sceptre (iv)Snake biting its tail to form a ring (v) Red Phrygian cap (vi)The law tablet PRACTICE SHEET - 3 (PS-3) 1. Which song is remove the national anthem of France? 2. Which section of the society did the members of the Jacobin Club usually belong to? 3. When did France abolish monarchy and become a republic? 4. Write a note about the Jacobin Club. 5. What landmark decisions were taken by the National Assembly, led by the Third Estate on 4th August, 1789? PRACTICE SHEET - 4 (PS-4) 1. When did women in France win the right to vote? 2. Who was Olympe de Gouges? 3. Discuss the participation of women in political clubs, their activities and demands. 46

PRACTICE SHEET - 5 (PS-5) 1. When was slavery abolished in French colonies? 2. List four commodities supplied by the French colonies in the Caribbean. 3. Define the term triangular trade. PRACTICE SHEET - 6 (PS-6) 1. Which law came into effect soon after the storming of the Bastille in the summer of 1789? 2. List the names of two Indians who responded to the ideas of Revolutionary France. 3. Which was the one important law that changed the lives of men, women and children after the Revolution. 4. Explain how slavery was abolished in France. 5. Two places A and B are marked on the outline political map of France. Identify these places with the help of the following information and write their correct names on the lines marked near them: a. A port city which, much like another port city’s name, owed its economic prosperity to the flourishing slave trade. b. The city with the fortress-prison, Bastille. 47

PRACTICE SHEET - 7 (PS-7) I. Choose the correct option: c. Estate General d. Manor 1. What did the fall of Bastille signify? a. Fort Prison 9. What did the French Revolution stand against? b. Dread Criminals a. Slavery c. Inmates tortured b. Inequality d. Represented the despotic rule of the king. c. Monarchy d. Republic 2. What was Merseillaise? a. King’s palace 10. Who was the active woman participant of b. National song of France French revolution? c. Prison a. Olympe de Gouges d. Assembly. b. Nania c. Antoinette 3. Mention the name of the book proposed by d. Desmoulins. Montesquieu. a. Two Treaties Of Social contract II. Short Answer Questions: b. The Spirit of Laws. c. Feudal privileges 1. Evaluate the role of women in France. d. Old regime 2. On ascending the throne, Louis XVI found the 4. Name the device used by Robespierre to punish treasury empty. Why was it empty? people. a. Militia 3. Locate the following places in the France outline b. Directory map. c. Guillotine i. Port of slave trade in seventeenth century d. Sword. ii. National anthem got its name from this place. iii. Center of peasants panic movement. 5. Who crowned himself as the emperor of France? a. Louis XVI b. Marie Antoinette c. Maxmillan  Robespierre d. Napoleon Bonaparte. 6. Mention the direct tax paid by the third estate to the state? a. Livre b. Taille c. Tithe d. Revenue 7. The rapid increase of population of France led to a. low wages b. Serve army c. demand for food d. Drought. 8. Men, women and children do not have vote are known as  a. Active citizens b. Passive citizens 48

PRACTICE SHEET - 7 (PS-7) III. Long Answer Questions: 1. Discuss the reasons for the occurrence of French Revolution. 2. List out the political symbols of France. 49

Self-Evaluation Sheet Marks: 15 Time: 30 Mins 1. Why did women start their own political 7. Describe the Reign of Terror and the role clubs? (1 Mark) played by Robespierre in it.  (5 Marks) 2. Name two French ports which owed their prosperity to the slave trade. (1 Mark) 3. What led to the triangular slave trade?  (1 Mark) 4. In which famous battle, Napolean was finally defeated? (1 Mark) 5. What were the causes for an empty treasury during the time of Louis XVI? (3 Marks) 6. Name three famous writers and philosophers who influenced the French Revolution. What were their ideas? (3 Marks) 50

2. Socialism in Europe and the Russian Revolution Learning Outcomes • Understand the events of February revolution in Pertograd At the end of this chapter students will be able to: • Understand the difference between liberals, • Know the role of women during the February revolution radicals and conservatives • Explain how industrialisation changed society • Explain the effects of February revolution • Understand the views of socialists • Understand the changes that Bolsheviks brought • Understand the economy and society in Russia after October Revolution during 1914 • Interpret Stalin’s ideas and collectivization • Explain the scenario of socialism in Russia • Explain the reason for civil war during Bolsheviks • Explain the 1905 revolution and the Bloody period Sunday • Understand the decline of socialism in USSR Concept Map Socialism in Europe and the Russian revolution The age of social The Russian The February What changed after The Global influence change revolution revolution in October of the Russian Petrograd revolution and the USSR Liberals, radicals and The Russian empire in After February The civil war conservatives 1914 Industrial society and Economy and society The revolution of Making a socialist social change October 1917 society The coming of Socialism in Russia Stalinism and socialism to Europe collectivisation Support of socialism A turbulent time:the 1905 revolution The WWI and the • Conservatives: They resisted change. After the rev- Russian empire olution, they started accepting change provided it was slow and had links to and respected the past. Key Points • This was the time of economic and social change. It 1. The age of social change was also the beginning of the industrial revolution. • Not everyone in Europe wanted a complete trans- Men, women and children were pushed into factories for low wages. formation. Some were conservatives, while others were liberals or radicals. • Socialism in Europe: Socialists were against private • Liberals: Wanted a nation which tolerated all property and saw it as root of social evils. Some religions. They were against the uncontrolled power demanded that governments must encourage co- of the dynastic rulers. They were not democrats operatives. because they did not believe in universal adult franchise. • Karl Marx and Friedrich Engels added that industrial • Radicals: Wanted a nation in which government was society was capitalist. based on the majority of a country’s population. 51 They disliked concentration of property in hands of a few, not the existence of private property.

2. Socialism in Europe and the Russian Revolution • Socialists formed an organization called ‘Second • An officer was shot at the barracks of a regiment International’ to spread socialist ideas. Workers in and other regiments mutinied, voting to join Germany and England began forming associations the striking workers gathered to form a soviet or to fight for better living conditions. council. This was the Petrograd Soviet. 2. The Russian Revolution • A delegation went to meet the Tsar; military • Most of the Russian population (about 85 %) were commanders advised him to abdicate. agriculturalist. Industries were being set up which • A provincial government was formed by the Soviet was mostly private property of industrialists. and Duma leaders to run the country. • The Russian Socialist Democratic Labour Party was formed in 1898. It struggled to give peasants their • Restrictions on public meetings and associations rights over land that belonged to nobles. were removed. • As land was divided among peasants periodically which makes them, natural socialist and it was felt • Soviets were set up everywhere. that peasants and not workers, would be the main • In individual areas, factory committees were formed source of the revolution. But Lenin did not agree with this as he felt that peasants were not one which began questioning the way, industrialists social group. The party was divided into Bolsheviks ran their factories. and Mensheviks. • The provisional government saw its power declining • Russia was an autocracy. The Tsar was not subject and Bolshevik influence grow. It decided to take to the parliament. Liberals wanted to end this stern measures against the spreading discontent. state of affairs. They worked towards demanding a 4. What changed after October? constitution during the Revolution of 1905. • Lenin persuaded the Petrograd Soviet and • Prices of essential goods rose so quickly by 1904 Bolshevik Party to agree to a socialist seizure of that the real wages declined by 20%. Over 110,000 power. workers in St. Petersburg went on strike demanding • Uprising began on 24th October. Prime Minister a reduction in working hours and increase in wages. Kerenskii left the city to summon troops. • The Tsar allowed the creation of an elected • In response, Military Revolutionary Committee consultative Parliament or Duma. The Tsar ordered to seize government offices and arrest the dismissed the first Duma within 75 days and ministers. announced the election of a second Duma. • Heavy fighting in Moscow: By December, the • The First World War and the Russian Empire: In Bolsheviks controlled the Moscow – Petrograd area. Russia, the war was initially very popular but later • The people involved were Lenin, the Bolsheviks, the support grew thin. Anti-German sentiments ran and pro-government troops. high. Russian armies lost badly in Germany and • Most industry and banks were nationalised in Austria. November 1917. • The war also affected remove industry. There was • Land was declared social property and peasants labour shortage, railway lines were shut down and were allowed to seize the land of the nobility. small workshops were closed down. • Russia became a one-party state. • An extended schooling system developed. 3. The February revolution in Petrograd • Collectivisation of farms started. • In the winter of 1917, Petrograd was grim. There • Stalin believed that rich peasants and traders stocked supplies to create shortage of grains. was food shortage in the workers’ quarters. Hence, collectivisation was the need of the hour. • 22nd February : a lockout took place at a factory. 5. Global influence of the Russian revolution and the USSR Workers of 50 other factories joined in sympathy. • The idea of a state of workers inspired many people. Women also led and participated in the strikes. Communist party was formed in many countries. This came to be called the International Women’s • In Russia, industries and agriculture had developed Day. and the poor were being fed but it had denied the • On the 24th and 25th, the government called out essential freedom to its citizens and developmental the cavalry and police to keep an eye on them. projects were being carried out through repressive • On 25th February, the government suspended the measures. Duma and politicians spoke against this measure. • The USSR as a socialist country had declined. The people were out with force once again. 52

2. Socialism in Europe and the Russian Revolution Work Plan CONCEPT COVERAGE CONCEPT DETAILS PRACTICE SHEET The age of social change • Liberals, radicals and conservatives • Industrial society and social change • The coming of socialism to Europe PS-1 • Support of socialism The Russian Revolution • The Russian empire in 1914 • Economy and society • Socialism in Russia PS-2 • A turbulent time-the 1905 revolution • The First World War and the Russian Empire The February revolution in • After February PS-3 Petrograd • Revolution of 1917 What changed after • The Civil War PS-4 October? • Making a socialist society • Stalinism and collectivisation Global influence of the • Influence of Russian revolution in Russian revolution and the other parts of the world PS-5 USSR Worksheet for “Socialism in Europe and the Russian Revolution” PS-6 Evaluation with self-check Self-evaluation or peer check* Sheet 53

PRACTICE SHEET - 1 (PS-1) helped it win parliamentary seats b. The place where workers began forming 1. What according to socialism, was the root cause of all evils in the society? associations to fight for better living and working conditions. 2. List names of two advocates of cooperatives. 3. List two similarities between the liberals and 54 the radicals. 4. Who were the liberals, the radicals and the conservatives? 5. Give a brief note on Karl Marx. PRACTICE SHEET - 2 (PS-2) 1. What was the most significant feature of the Russian Revolution? 2. Which two prominent political groups was the Russian Socialist Democratic Labour Party divided into in 1898? 3. List one contribution of Lenin. 4. What according to Lenin, were the prerequisites necessary to make the Revolution a success? PRACTICE SHEET - 3 (PS-3) 1. Mention the main events of the February Revolution of 1917. PRACTICE SHEET - 4 (PS-4) 1. State two objectives of Stalin’s Five Year Plan. 2. What was the basis of a socialist society? 3. Who succeeded to the power after Lenin? 4. What were the factors behind Bolshevik success in the Civil War? 5. Explain the collectivisation programme of Stalin. PRACTICE SHEET - 5 (PS-5) 1. Who is the author of the Hindi novel ‘The Red Revolution’? 2. What was the impact of the Russian Revolution on India? 3. Explain why workers associations were formed in France, Britain and Germany? 4. What was the impact of Industrialisation? 5. Analyse how Russia’s participation in the World War cause the fall of the Tsar. 6. Two places A and B are marked on the outline political map of Europe. Identify these places with the help of the following information and write their correct names on the lines, marked near them: a. The place where associations worked closely with the Social Democratic Party (SPD) and

PRACTICE SHEET - 6 (PS-6) I. Choose the correct option: c. radicals d. April Theses  1. Name the title associated with the Russian ruler. a. Emperor 9. What refers to women’s right to vote? b. Kaiser a. Franchise c. Tsar b. Suffrage d. King c. Suffragette d. Electoral Movement 2. Which of the countries were formed as Central power during the first world war? 10. Stalin introduced Collectivisation Programme of a. England,Germany, Italy   farms in the USSR to b. Turkey,Germany, France. a. eliminate Kulaks c. Austria,Germany, Turkey b. modernize agriculture d. France,England, Russia. c. solve food shortage d. All of these. 3. In the context of Russia, Duma refers to  a. A judicial body   II. Short Answer Questions: b. An executive body c. An army 1. Descrbe the incident Bloody Sunday? (Under- d. An elected consultative parliament. stand) 4. Which of the following are/ is one of the 2. Differentiate Mensheviks with Bolsheviks.   prominent industrial areas in Russian Empire? a. Withdrawal of Russia from the World war I 3. Locate the following in the given political map b. Formation of USSR of Europe. c. End of the monarchy i. An Allied Power of World War I d. End of Provisional Government ii. A Central Power of World War I iii. Capital of Russia 5. The major outcome of February Revolution of 1917 was a. Mother’s day b. Father’s day c. Kulak’s day d. International women’s day  6. Name the change of assertion made in army uniform in Soviet.  a. Jadidists b. Budeonovka c. Duma d. Bolsheviks 7. Why was the name of St. Petersburg changed to Petrograd? a. Russians did not like the previous one b. Anti- German sentiments during war c. Rasputin ‘s advise d. Wanted a simpler name. 8. How were the demands of Lenin known as? a. Mensheviks b. Bolsheviks 55

PRACTICE SHEET - 6 (PS-6) III. Long Answer Questions 1. Elucidate the changes brought about by industrialisation in Russia. 2. What were the developments taken place in support of Socialism? 56

Self-Evaluation Sheet Marks: 15 Time: 30 Mins 1. What was the name of the cooperative 7. List out the socialist ideas of the mid 19th community build by Robert Owen? (1 Mark) century. (5 Marks) 2. Why did Stalin introduce collectivisation?  (1 Mark) 3. What was the significance of the Russian Revolution? (1 Mark) 4. Who were the Bolsheviks?  (1 Mark) 5. Briefly explain the term ‘Bloody Sunday’.  (3 Marks) 6. What factors contributed to the industrialisation in Russia in the last quarter of the 19th century?  (3 Marks) 57

3. Nazism and the Rise of Hitler Learning Outcomes • Explain how Hitler destroyed democracy and it was restored back At the end of this chapter students will able to: • Understand why Germans were not happy with the • Explain the involvement of Hitler in World War • Understand how Nazis view the Jews Weimar Republic • Know the kind of hardships, Jews had to go • Explain how the war affected the Germans • Understand the situation of Germany during the through during the reign of Hitler • Explain how Nazi ideology was taught in school great depression • Understand the status of women during this • Understand how Hitler rose to power period Concept Map Nazism and the rise of Hitler Birth of the Hitler's rise to The Nazi Youth in Nazi Ordinary people Weimar Republic power worldview Germany and the crimes against humanity The effects of the The destruction of Establishment of The Nazi cult of war democracy the racial state motherhood Political Reconstruction The racial Utopia The art of radicalism and propaganda economic crisis The year of depression Key Points population, 13% of its territories to France, Poland, Denmark and Lithuania. To weaken its power, the 1. Birth of the Weimar Republic Allied Powers demilitarized Germany. • Germany fought the First World War (1914-1918) • The War Guilt Clause forced Germany to pay com- pensation amounting to £6 billion. Because of alongside the Austrian empire and against the Al- these developments, many Germans were not hap- lies (England, France and Russia). The Allies were py with the Weimar Republic. strengthened by the US entry in 1917 and won the • The Weimar Republic was forced to pay for the sins war in November 1918. of the old empire. • The defeat of Imperial Germany paved the way for • After the First World War, aggressive war democratic republic in Germany. propaganda and national honour became the • The parliamentary parties met at the National theme of public debate Assembly at Weimar and established a democratic • The Spartacist later founded the Communist Party constitution with a federal structure of Germany. • But after the First World War, Germany was forced • The economic crisis of 1923 further heightened the to accept certain terms which hurt the pride of the political radicalization in Germany. German people. • As per the peace treaty signed at Versailles, Germany lost its overseas colonies, a tenth of its 58

3. Nazism and the Rise of Hitler • America decided to bail out Germany from this 3. The Nazi worldview mess and introduced the Dawes Plan. According to • The Nazi ideology did not believe in equality among this plan, the terms of reparations were reworked to ease the financial burden on Germany. people but only in a racial hierarchy. According to this, the Nordic German Aryans were at the top and • The German economy was the worst hit by Great the Jews were at the bottom. Depression. By 1932, industrial production became • The Nazis quickly began to implement their dream 40% of what it was in 1929. Number of unemployed of creating an exclusive racial community of pure touched a high of 6 million. Unemployment also GermAns: They did this by physically eliminating led to an increase in criminal activities. all those who were seen as ‘undesirable’ in the extended empire. 2. Hitler’s rise to power • The Jews, the Russians and the Poles; all of • Hitler served in the army during the First World War them were widely persecuted. After the German occupation of Poland and parts of Russia, the where he rose through the ranks. captured civilians were forced to work as slave • In 1919, he joined a small group called the German labourers. • The Nazis wanted a complete elimination of the Workers’ Party. Subsequently, Hitler took over Jews. From 1933 to 1938, the Jews were compelled the organization and renamed it, the Nationalist to leave the country through different means of Socialist German Workers’ Party. This came to be terror and segregation. known as the Nazi Party. • In 1923, Hitler made an unsuccessful bid to capture 4. Youth in Nazi Germany power at Berlin. He was arrested, tried for treason • Hitler felt that by teaching the Nazi ideology to and later released. • Hitler was a powerful orator. He promised to build children, a strong Nazi society could be established. a strong nation and restore the dignity of German All schools were ‘cleansed’ and ‘purified’ to people. propagate the Nazi ideals. • After acquiring power, Hitler began to dismantle • Children were taught to be loyal and submissive, the structures of democratic rule. hate Jews and worship Hitler. The sport of boxing • The famous Enabling Act was passed on 3rd March was promoted to instill mental strength among 1933. This Act gave all the powers to Hitler and students. established dictatorship in Germany. • Youth organisations were given the responsibility • The responsibility of economic recovery was given of educating the German youth in the spirit of to the economist Hjalmar Schacht. The famous National Socialism. Ten-year-olds had to enter Autobahn and Volkswagen were the results of this Jungvolk. At 14 years of age, all boys had to join the period. The economy was on the road to prosperity. Nazi youth organization; Hitler Youth • Hitler was convinced that expansion of territory • Women who bore racially undesirable children was a surefire way to acquire resources and more were punished. resources would help tide the economic crisis. • The Nazi regime used the language and media with • Hitler attacked the Soviet Union in June 1941 which great effect. proved to be a historic blunder. With this step, the western front of Germany was exposed to British 5. Ordinary people and the crimes against aerial bombing and the eastern front was exposed humanity to the powerful Soviet armies. • The USA did not want to face all the economic • Information about Nazi atrocities had trickled out problems which were caused by the First World of Germany during the last years of the regime. But War. Hence, the USA was unwilling to get involved it was only after the end of the war that the world in the Second World War. But Japan’s advances in came to realize the horrors, suffered by the Jews the east, its support to Hitler and bombing at the and other ‘undesirables’. US base at Pearl Harbor, forced the US to enter the Second World War. The US dropped the atom bomb on Hiroshima in Japan and the war ended in May 1945 with Hitler’s defeat. 59

3. Nazism and the Rise of Hitler Work Plan CONCEPT COVERAGE CONCEPT DETAILS PRACTICE SHEET Birth of the Weimar Republic • The effects of the war PS-1 • Political radicalism and economic Hitler’s rise to power The Nazi worldview crisis Youth in Nazi Germany • The years of depression Ordinary people and the crime against humanity • The destruction of democracy PS-2 • Reconstruction • Establishment of the radical state PS-3 • The racial Utopia • The Nazi cult of motherhood PS-4 • The art of propaganda • Knowledge about the Holocaust PS-5 Worksheet for “Nazism and the Rise of Hitler” PS-6 Evaluation with self-check Self-evaluation or peer check* Sheet 60

PRACTICE SHEET - 1 (PS-1) a. The place where Germany made initial gains by occupying. 1. Name the four countries included in the Allied Powers in World War II ? b. The place where Germany was expanding its power in the east. 2. Who were called the ‘November Criminals’? 61 3. Mentioned two most important clauses of the Treaty of Versailles. PRACTICE SHEET - 2 (PS-2) 1. What was the original name of the Nazi Party? 2. What was the name given to the German Parliament? 3. Which treaty was signed by Germany, after its defeat in the First World War? 4. When did Germany attack the Soviet Union? PRACTICE SHEET - 3 (PS-3) 1. Hitler’s ideas on racialism were influenced by which thinkers? 2. Give the name of the book written by Hitler. Mention two ideas expressed by Hitler in the book. 3. Who, according to Hitler, topped the racial hierarchy? Who formed the lowest rung of the hierarchy? PRACTICE SHEET - 4 (PS-4) 1. What sport did Hitler promote? 2. Name one propaganda film that was made to create hatred for Jews. 3. When was the Youth League of the Nazi formed? 4. What was expected of the youth in Nazi Germany? 5. How were women treated in Nazi Germany? PRACTICE SHEET - 5 (PS-5) 1. When did the Second World War end in Europe? 2. Trace the events that led to the birth of the Weimar Republic. 3. Explain why Nazi propaganda was effective in creating a hatred for Jews. 4. Explain the reaction of the common people to Nazism. 5. Two places A and B are marked on the outline political map of World. Identify these places with the help of following information and write their correct names on the lines, marked near them:

PRACTICE SHEET - 5 (PS-5) 62

PRACTICE SHEET - 6 (PS-6) I. Choose the correct option: 8. Mention the reason for hatred for Jews? a. War guilt clause 1. Which of the following was the people’s car in b. November Criminals Germany? c. Great depression a. Renault d. Stereotyped as killers of Christ b. Bentley c. Volkswagen 9. Elimination of large section of people is known d. Mercedes Benz as  a. Nazism 2. In 1940, Tripartite Pact was signed  by the b. Lebensraum following group c. Auschwitz a. Italy, Germany., Japan.  d. Genocidal War b. Germany, Austria, Russia. c. Japan, Italy, France 10. When was the enabling act passed? d. Austria, Germany, France. a. March 3,1933 b. Oct 4, 1943 3. Which of the following incidents started the c. Feb 28, 1933 process of the second world war? d. Jan 4,1923 a. Annexation of Czechoslavakia by Germany b. Japanese attack on Pearl Harbour II. Short Answer Questions: c. Invasion of Poland by Germany 1. How were the youth organisations  in Germany d. Attack on Soviet Union made responsible for enhancing the spirit of 4. Why was article 48 considered harmful  for national socialism? Germany? 2. Locate, label and identify the following places a. Trade Unions had more power in the map of World political. b. Provided a complex system of proportional i. An Axis Power in the World War II. Axis powers: representation Germany, Italy, Japan. c. Prevented Weimar Republic from forming a ii. An Allied Power in the World War II. stable government iii. The country where Jews were killed in gas d. Gave the President to impose emergency and chambers Allied powers:U.K,France, U.S.A rule by decree. ,Former USSR. WORLD POLITICAL MAP 5. Which organisation consisted the German boys of 14 to 18years of age? 3. State the inherent defects of Weimar a. Hitler Youth Constitution. b. Jungvolk c. Labour Service d. Youth League 6. What was the name of the German Parliament? a. Gestapo b. Hjalmar c. Hindenburg d. Reichstag 7. What was the result of First world war? a. Treaty of Versailles b. Democratic Republic c. Wall Street exchange d. Genocidal War 63

PRACTICE SHEET - 6 (PS-6) III. Long Answer Questions: 1. Describe the consequences of Nazism in Germany. 2. How did the Nazis proceed to realise their murderous racial ideology by eliminating the undesirables? Explain. 64

Self-Evaluation Sheet Marks: 15 Time: 30 Mins 1. Where and when did Hitler and his propaganda 7. Describe the problems faced by the Weimar minister Goebbels commit suicide?  (1 Mark) Republic. (5 Marks) 2. What was Auschwitz notorious during the Nazi period for? (1 Mark) 3. Who according to the Nazis were ‘desirable’?  (1 Mark) 4. What event brought the end of World War II?  (1 Mark) 5. What are the peculiar features of Nazi thinking?  (3 Marks) 6. Why did Germany want Sudentenland? (3 Marks) 65

4. Forest Society and Colonialism Learning Outcomes At the end of this chapter students will be able to: • Discuss how Indian Forest Act affected the life of • Understand the role of forest in supporting human people. life. • Explain why people of Baster rebelled. • Explain how and why deforestation started during • Realize how World Wars had a major impact on colonial rule. forests. • Understand the need of sleepers for railways. • Understand the changes that occurred in Java. • Understand the changes brought to Indian forests • Analyze the need for conservation of forest. after the Indian Forest Act. Concept Map Forest society and colonialism Why deforestation? Rise of commercial Rebellion in forest Forest forestry transformations in Java Land to be How were the lives The people of The woodcutters of improved of people affected? Bastar Java Sleepers on the How did forest rules The fear of the Dutch scientific track affect cultivation? people forestry Plantations Who could hunt? Samin's challenge New trade created War and new employment deforestation and new services New development in forestry Key Points • Oak forests in England were disappearing. There was no timber supply for the ship building 1. Deforestation: industry. Forest resources of India were used to • As population increased over the centuries and make ships for the Royal Navy. the demand for food went up, peasants extended • Spread of railways required two things: land to be the boundaries of cultivation by clearing forests. cleared to lay railway tracks and wood as fuel for • The British encouraged the production of locomotives and for railway line sleepers. commercial crops like jute, sugar, wheat and cotton for their industries as raw material. • Large areas of natural forests were cleared for tea, • The British thought that forests were unproductive coffee and rubber plantations. land as they yielded no revenue nor agricultural 66 produce. Cultivation was viewed as a sign of progress.

4. Forest Society and Colonialism 2.  The rise of commercial forestry 4.  Forest transformations in Java • The British were worried that the use of forests • Java is now famous as a rice producing island of by local people and the reckless felling of trees by Indonesia. traders would destroy forests. • Kalangs were skilled forest cutters and shifting • They invited German expert Dietrich Brandis as first Inspector General of Forests in India. cultivators. They rose in rebellion against the Dutch • Brandis helped formulate the Indian Forest Act of in 1770 but their uprising was suppressed. 1865. • Forest laws were enacted in Java. The villagers • Forest management plans were made by forest resisted these laws. officials. They planned how much of the forest had • The Dutch government used the to be cut and how much had to be replanted. ‘balandongdiensten’ system for extracting free • The forest officials saw shifting cultivation as a labour from the villagers. danger of fire and also that no trees could grow on • Samin of Randublatung village (a teak forest this kind of land. village) questioned the state ownership of forests. • Lives of the forest people and nearby villagers A widespread movement spread. depended upon the forests. As these people • The world wars had a major impact on forests. The were not allowed to use forests, their life became forest department cut freely to meet the British difficult. demands. • The forest laws stopped the villagers from hunting • Conservation and preservation of forests has now in the forests but encouraged hunting as a big become the focus. It has also been realised that if sport. forests are to survive, the local community needs • New opportunities opened in trade as the forest to be involved. department took control of the forests. • Many pastoral communities lost their means of livelihood. 3.  Rebellion in the forest • The people of Bastar believed that the land was given to them by the Earth and in return they look after the Earth. • The initiative was taken by the Dhurwas of the Kanger forest where reservation first took place. The British sent troops to suppress the rebellion. • A victory for the people of Bastar was that the work on reservation was suspended and the area was reduced to half. 67

4. Forest Society and Colonialism Work Plan CONCEPT COVERAGE CONCEPT DETAILS PRACTICE SHEET Why deforestation? • Land to be improved PS-1 • Sleepers on the tracks • Plantations Rise of commercial forestry • How were the lives of people PS-2 affected? • How did the forest rules affect cultivation? • Who could hunt? • New trade created new employment and new services Rebellion in forest • The people of Bastar PS-3 • The fears of the people Forest transformations in • The wood cutters of Java PS-4 Java • Dutch scientific forestry • Samin’s challenge • War and deforestation • New development in forestry Worksheet for “Forest Society and Colonialism” PS-5 Evaluation with self-check Self-evaluation or peer check* Sheet 68

PRACTICE SHEET - 1 (PS-1) 1. Why were railways essential for the colonial government? 2. Name some of the products, provided by forests. 3. What is deforestation? 4. How was increasing population responsible for deforestation? 5. Explain any three causes of deforestation in India under the colonial rule. PRACTICE SHEET - 2 (PS-2) 1. Who was Dietrich Brandis? Why was he invited to India? 2. Name the Act which was enacted to protect the forests. 3. What are reserved forests? 4. Why did cultivation expand rapidly during the colonial period? 5. How did increase in plantation affect the forest cover? PRACTICE SHEET - 3 (PS-3) 1. Who was Gunda Dhur? 2. Which pastoralist and nomadic communities were affected due to forest regulations? 3. Which communities live in Bastar? 4. What were the results of the Bastar rebellion? 5. Why did foresters and villagers have very different ideas about forests? PRACTICE SHEET - 4 (PS-4) 1. Who was Surontiko Samin? 2. Name the famous rice producing island in Indonesia. 3. What was single quotes system? 4. What changes one can observe towards forest policy since 1980’s? 5. The ship industry of England was also responsible for deforestation in India. Give reason. 6. Explain what is shifting cultivation. Why did European foresters regard this practice as harmful for forests? 7. ‘While people lost out in many ways, after the forest department took control of the forests, some people benefitted from the new opportunities that had opened.’ Explain by giving examples. 69

PRACTICE SHEET - 5 (PS-5) I. Choose the correct option: 8. Who was the revolutionary revolted against the Dutch and questioned the state ownership of 1. Where was the first Imperial Forest Imperial forests? Institute set up? a. Brandis a. Java b. Surontiko Samin b. Bastar c. Koravas c. Dehradun d. Marias d. Madras 9. Which tree’s fruit is used for lighting lamps and 2. The system introduced by the Dutch to exempt cooking oil? some villages from paying rents, instead pro- a. Bamboo vide free labour and buffaloes is known as  b. Citrus a. Devarakudu c. Mahua b. Blandongdiensten system d. Bottle gourd  c. Scientific Forestry d. Sweden Cultivation II. Short Answer Questions: 1. Descibe the reason for the revolt of Bastar. 3. Who among the following were skilled forest 2. What is shifting cultivation? Why did the British wood cutters? a. Maasais of Africa     ban shifting cultivation? b. Mundas of Chotanagpur 3. Who was the Dietrich Brandis? Explain three c. Gonds of Orissa       d. Kalangs of Java reforms introduced by him. 4. Who was appointed as the first inspector III. Long Answer Questions: general of forests in India? 1. How did commercial farming lead to decline in a. Surontiko Samin b. Dietrich Brandis forest cover during colonial period? c. Bhatras 2. Who were kalangs of Java? How did Samin’s d. George Yule challenge  the Dutch? 5. Name the colonisers who followed ‘Sorched Earth policy” in Java. a. Zambians b. British c. French d. Dutch 6. Why did the Oak trees fall in England? a. Furniture making b. Plantation cultivation c. Build ships d. Civilisation 7. Which river flows in Bastar region? a. R. Ganga b. R. Krishna c. R. Indravat i d. R. Yamuna 70

Self-Evaluation Sheet Marks: 15 Time: 30 Mins 1. Who set up the Indian Forest Service in India? 7. Explain the impact of various forest laws and  (1 Mark) policies which were raised by the colonial rulers over the colonial people.  (5 Marks) 2. Mention two factors responsible for (1 Mark) deforestation.  3. What are sleepers?  (1 Mark) 4. When was the Imperial Forest Research set up in Dehradun?  (1 Mark) 5. Explain plantation.  (3 Marks) 6. Name the categories of forests, under the 1878 Forest Act.  (3 Marks) 71

5. Pastoralists in the Modern World Learning Outcomes At the end of this chapter students will be able to: • Discuss how nomadic people were viewed with • Understand the various communities living in the suspicion by the colonial rulers. mountains. • Explain how taxation changed the lives of • Explain how the nomads maintain their livelihood. pastoralists. • Understand how life of pastoralists changed under • Understand how colonialism affected the lives of the colonial rule. Maasai tribes in Africa. • Understand how waste land rule affected the lives • Realise the various measures the British of pastoralists. introduced to administer the affairs of the Maasai. Concept Map Pastoralists in the modern world Pastoral nomads Colonial rule and Pastoralism in and their pastoral life Africa movements In the mountains How did these Where have the changes affect the grazing lands gone? lives of pastoralists? On the plateaus, How did the The borders are plains and deserts pastoralists cope closed with these changes? When pastures dry Not all were equally affected Key Points • The Gujjar cattle herders live in Garhwal and Kumaon. During winter, they come down to the dry 1.  Pastoral nomads and their Movements forests of the Bhabar. • Gujjar Bakarwals live in the mountains of Jammu & • Bhotiyas, Sherpas and Kinnauris are some other Kashmir. They herd goat and sheep. pastoral communities of the Himalayas which also • The Gaddi shepherds live in Himachal Pradesh. follow the cyclical movement between summer and winter pastures. They also spend winter in the low hills of the 72 Shiwalik. By April, they move towards north to spend summers in Lahul and Spiti.

5. Pastoralists in the Modern World • Dhangars were important pastoral community of 3.  Pastoralism in Africa Maharashtra. Most of them were shepherds but • Over half of the world’s pastoral population lives some were blanket weavers and some others were buffalo herders. in Africa. Even today, more than 22 million Africans depend on some form of pastoral activity. • The Gollas lived in the plateaus of Karnataka and • Bedouins, Berbers, Maasai, Somali, Boran and Andhra Pradesh. They were cattle herders. Turkana are some of the pastoral communities of Africa. • The Kurumas and Kurubas also lived in Karnataka • Most of them live in the semi-arid grasslands or and Andhra Pradesh. arid deserts. • They raise cattle, camels, goats, sheep and donkey • The Banjaras lived in villages of Uttar Pradesh, and they sell milk, meat, animal skin and wool. Punjab, Rajasthan, Madhya Pradesh and • The European colonial powers began the slicing Maharashtra up of Africa in order to get control of the African continent during the late nineteenth century. The • The Raikas lived in the deserts of Rajasthan. During Maasai land was cut into half in 1885. the monsoons, the Raikas of Barmer, Jaisalemer, • Due to these developments, the Maasai lost more Jodhpur and Bikaner used to stay in their home than 60% of their pastureland from the pre-colonial villages because pasture was available. period. • From the late nineteenth century, the local peasant 2.  Colonial rule and pastoral life communities were encouraged by the British gov- • The life of pastoralists changed dramatically under ernment to expand cultivation. • The Kokoland herders traditionally moved between the colonial rule. Kokoland and Ovamboland in Namibia. • The colonial rulers wanted to transform all grazing • During pre-colonial period; the Maasai society was divided into two social groups, viz. elders and lands into cultivated farms. This was necessary to warriors. The elders formed the ruling group. increase land revenue. • The warriors consisted of younger people who were • Waste Land Rules were enacted in different parts of mainly responsible for the protection of the tribe. the country from the mid-nineteenth century. • The British introduced a series of measures to ad- • The expansion of cultivated land resulted in minister the affairs of the Maasai. Chiefs were ap- significant reduction in grazing grounds. pointed for different sub-groups of Maasai. • This created huge problem for the pastoralists. • New Forest Acts were enacted by the mid- nineteenth century. Pastoralists were not allowed in the reserved forests. • The nomadic people were viewed with suspicion by the colonial rulers. • The colonial government looked for every possible source of taxation, in order to increase its revenue income. • Grazing tax was introduced in the mid-nineteenth century, in most of the pastoral tracts of India. 73

5. Pastoralists in the Modern World Work Plan CONCEPT COVERAGE CONCEPT DETAILS PRACTICE SHEET Pastoral nomads and their • In the mountains PS-1 Movements • On the plateaus, plains and deserts Colonial rule and pastoral • How did these changes affect the PS-2 life lives of pastoralists? • How did the pastoralists cope with these changes? Pastoralism in Africa • Where has the grazing land gone? • The borders are closed • When pastures dry PS-3 • Not all were equally affected • conclusion Worksheet for “Pastoralists in the Modern World” PS-4 Evaluation with self-check Self-evaluation or peer check* Sheet 74

PRACTICE SHEET - 1 (PS-1) 1. Who are nomads? 2. Mention the state to which the following communities belong. i) Gujjar Bakarwals    ii) Gaddi 3. Mention any two pastoral communities of South India. 4. Explain the annual movement of Gujjar Bakarwals. 5. Write a short note on the Dhangar community of Maharashtra. PRACTICE SHEET - 2 (PS-2) 1. Name the Act through which uncultivated lands were taken over and given to the selected individuals. 2. Name the Act which was passed by the British government to limit the movement of nomadic people. Mention any two features of the Act. 3. Which forests were declared ‘Reserved Forests’? 4. Mention the Acts that were enforced by the colonial government that affected the lives of the pastoralist community. PRACTICE SHEET - 3 (PS-3) 1. Name any two nomadic communities of Africa. 2. What are the major activities of the nomadic communities of Africa? 3. Which two social categories were the Maasai tribes divided into? 4. Which areas were covered under Maasailand, before colonial times? 5. Explain how the pastoralists coped with the changes brought by the colonial rule. 6. Analyse how the colonial rules and laws changed the lives of the peasants. 75

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: a. Selling plough, cattle. b. Agriculture 1. Name the two places where camel fair are held? c. Sold milk, ghee and other produce a. Kenya, U.S d. Hunting b. Uganda, Egypt c. Balotra, Pushkar 9. Which of the following refers to Bugyal? d. Kashmir, Haryana. a. Large cultivated area of plains b. Vast meadows in high mountains 2. The camel herders in Rajasthan are known as  c. Hilly regions in Aravallis a. Maasai d. Coastal regions of Kerala b. Maru Raikas c. Bakarwals 10. What was the annual movement of Gujjar d. Dhangars Bakarwals of Jammu and Kashmir known as ? a. Nomadism 3. Where is Serenti National park situated? b. Pastoralism a. Kerala c. Hunting b. Madhya Pradesh d. Kafila c. Gujarat d. Tanzania II. Short Answer Questions: 1. Explain why the pastoralists of India were 4. Why did the colonial government pass Criminal Tribes Act? compelled to change their movement in modern a. To detect crimes among tribal people. times along with an example? (Understand) b. Colonial officials distrusted the tribals and were suspicious of nomadic people. 2. Discuss the various restrictions imposed on c. To stop criminal activities in the state pastoral groups in Africa? d. To identify and control the tribal people. 3. Why were the chiefs appointed by the British 5. The forests changed the lives of  not affected by war or drought in Maasai land? a. Pastoralists b. Nomads III. Long Answer Questions: c. Gaddis 1. Who are pastoral nomads? Describe their d. Kurumas features. 6. Maasai were the nomadic people and pastoral people who depend on milk and meat 2. In which two categories was the Maasai society for subsistence. The word ‘Maasai’ means  divided?In what way their roles change because a. Herders of the colonial policies? b. My people c. Our people d. Blood relation 7. Which of the following refers to the changes brought by the enactment of Waste Land Rules? a. All sterile lands were declared as waste lands b. All uncultivated land was taken over by the government and given to the selected individuals c. Farmers were compelled to cultivate waste lands d. Pastoralists were made to settle in waste lands 8. How did Gaddis earn their livelihood? 76

Self-Evaluation Sheet Marks: 15 Time: 30 Mins 1. Name any two nomad communities of India. 7. In what ways, the British administered the  (1 Mark) affairs of the Maasai? What was its impact on the community? (5 Marks) 2. Who were the Dhangars? (1 Mark) 3. Name the pastoral community of Kenya. (1 Mark) 4. Why did feeding the cattle become a persistent problem for the Maasai? (1 Mark) 5. Why did the colonial government introduce the Waste Land Rules? (3 Marks) 6. Why was Criminal Tribes Act passed? (3 Marks) 77

1. What is Democracy? Why Democracy? Learning Outcomes At the end of this chapter students will be able to: • Debate the merits and de-merits of democracy • Define what is democracy with few examples • Justify why democracy, and its purpose. • Explain various features of democracy • Understand the arguments ‘For’ & ‘Against’ de- mocracy with examples • Narrate the broader meaning of democracy Concept Map – What is Democracy and Why Democracy What is Democracy? Why Democracy? Features of Merits and Meaning of Argument for and Democracy De-Merits of Democracy Aganist Democracy Democracy Key Points contesting, the candidate needs the approval of the Chinese communist party. Only those who are • Democracy: is the form of government in which the members of the communist party or eight smaller rulers are elected by the people. parties allied to it, were allowed to contest election held in 2002-03. • Features of Democracy: • Since 1930, Mexico holds elections after every 6 • Major decisions are taken by elected leaders. years to elect the President. Since 2000, the elec- • In Pakistan, Major Musharraf led a military coup in tion is won by (Institutional Revolutionary Party) PRI. This party is known to use dirty tricks to win. 1999.He overthrew democratically elected govern- All those who were employed by the government ment and declared himself as the chief executive. had to attend the party meetings; teachers of the Later in 2002, he changed his designation as Pres- government schools used to force parents to vote ident. He held a referendum in the country that for PRI. Media also did not support the opposition granted him five years more extension. But this party. Sometimes polling booths were shifted from was opposed by media, democracy activists and one place to another in the last moment. This made human right associations. It was said that referen- the people difficult to cast their vote. dum was based on malpractices and fraud. In Au- • A democracy must be based on a free and fair election gust 2002, he issued a ‘Legal Framework Order’ and where those currently in power, have a fair chance of amended the constitution and acceding to that he losing. could dismiss national and provincial assemblies. • In democracy, each adult citizen must have one The work of the civilian cabinet was supervised by vote and each must have one value. a national security council. This was dominated by • A democratic government rules within the limits the military council. After passing this act elections set by the constitutional law and citizens’ rights. were held to the national and provincial assem- • Arguments against democracy: blies. Elected representatives had some powers. o Leaders keep changing in a democracy. This But final decision was rest with General Musharraf. • Fist feature of democracy: In democracy, the final leads to instability. decision making power must rest with elected by o Democracy is all about political competition and the people. • Free and fair electoral compilation. power play. There is no scope for morality. • In China, elections are held after every five years o So many people have to be consulted in democ- for electing the country’s parliament called Quan- guo Renmin Daibaio Dahui (National People’s racy that it leads to delays. Congress) The National People’s congress has the o Elected leaders do not know the best interest of power to appoint the president of the country. It has 3000 members elected all over China. Before the people. It leads to bad decisions. 78

1. What is Democracy? Why Democracy? o Democracy leads to corruptions for it is based on o It is better than other form of government be- electoral competition. cause it allows us to correct our own mistakes. o Ordinary people do not know what is good for • Broader meaning of democracy: them, they should not decide. • Representative democracy: • Modern democracies involve in such a large num- • Arguments for democracy: o Democratic government is a better government ber of people that it is physically impossible for them to sit together and take collective decisions. because it is more accountable form of govern- • Even if they could, the citizens do not have the time, ment. the desire or skills to take part in all the decisions. o Democracy improves the quality of decision making. o Democracy enhances the dignity of citizens. Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEET What is Democracy The word “ Democracy” PS-1 Definition of Democracy Features of Democracy • Decision Making powers and the Elected Leaders PS-2 • Healthy Environment for elections • The value of vote • Human Rights and the Law Why Democracy • The reasons for democracy • Merits of democracy • Demerits of democracy PS-3 • Healthy arguments \"For\" and \"Against\" democracy Broader Meaning of • Understanding of democracy by the Democracy people Analysing Democracy • Based on the learning, analyzing PS-4 situations and applying knowledge Worksheet for “What is Democracy? Why Democracy?” PS-5 Self Evaluation • Self assessment and evaluation 79

PRACTICE SHEET - 1 (PS-1) 1. Where did the word democracy originate from and what is the meaning of democracy ? 2. What is democracy ? 3. While the definition of democracy is Ideal, what democratic values are we seeing in the real, practical world? PRACTICE SHEET - 2 (PS-2) 1. List the four most important features of democracy. 2. Name the party which led to the freedom struggle in Zimbabwe and who was the leader of the party. 3. Give two examples where, “one person, one vote, one value” was not practiced. 4. President of China, Xi Jinping, could opt to be the leader of China for lifetime. Can India have similar policy? Why or Why not ? PRACTICE SHEET - 3 (PS-3) 1. Why is democracy adopted by more and more countries ? 2. List three demerits of democracy. 3. What is an ideal democracy? Explain with an example. 4. Can the word democracy be used in a generic context, which is not necessarily connected with politics or government ? Give examples. PRACTICE SHEET - 4 (PS-4) 1. What is a famine and how can a democracy help manage a famine? 2. Can a country make a decision to use or block the usage of specific websites ? Give examples of any country using or blocking few sites. 3. Explain the role of media such as newspapers, television and even social media (Facebook, WhatsApp, etc.) during the elections. Bring out few merits and demerits of media. 80

PRACTICE SHEET - 5 (PS-5) I. Choose the correct option: b. free and fair election are conducted c. universal adult franchise is provided to all the 1. The word ‘Democracy’ is derived from the _____________ word ‘Demokratia’. citizens. a. Latin d. the final decision making power rests with b. French c. Greek elected representatives. d. German 9. Study the cartoon, which was drawn when elec- 2. Saudi Arabian Woman got Right to Vote in the tions were held in Iraq in the presence of US and year other countries, (given below) and answer the a. 20015 question. b. 2000 c. 2010 What does the gun in the cartoon represent? d. 2005 a. Free and fair elections. b. use of force to restore democracy. 3. The Parliament of China Is Called c. revolution against democratic government. a. Duma d. All the above. b. Reichstag c. Congress 10. In the question given below there are two d. National People’s Congress statements marked as Assertion (A) and Reason (R). Read both the statements carefully and 4. What does the phrase ’one person one vote one choose the correct option: value’ represent? Assertion (A): In India all the laws are made by a. socialism legislatures of the governments at state and b. democracy central level. c. Political equality Reason (B): In a democracy final decision making d. social equality power rests with the elected representatives a. Both the Assertion and the Reason are correct 5. PRI is a political party in and the Reason is the correct explanation of a. Pakistan the Assertion. b. Mexico b. The Assertion and the Reason are correct but c. Zimbabwe the Reason is not the correct explanation of the d. China Assertion. c. Our Assertion is true but the Reason is false. 6. Fiji cannot be called a democratic country d. The statement of the Assertion is false but the because Reason is true. a. women do not have right to vote b. Minority community cannot get right to vote II. Short Answer Questions c. it does not follow the norm ‘one person one 1. Since its Independence in1930, Mexico holds vote one value’. d. only one party wins in every elections. elections after every six years to elect its President. The country has never have been 7. Find the odd one out of the following. under a military or dictator’s rule. Can we take a. India Mexico as a best example for a democratic b. USA country? c. France d. North Korea 81 8. Which of the following is not a feature of a democratic country? Democracy is a form of government in which a. we don’t find social and economic inequalities.

PRACTICE SHEET - 5 (PS-5) 2. Can you name any non-democratic country in III. Long Answer Questions: the present day world? Why don’t you think it as 1. How can you say democracy is better than any a democratic country? other forms of government? Explain with 3. Asses any three features of democracy which examples. make India one of the democratic countries of 2. ‘No country in the world is a perfect the world. democracy’. Comment. 82

Self-Evaluation Sheet Marks: 15 Time: 30 Mins 1. What is the simple definition of democracy. 6. Does democracy exist in real life situations also.  (1 Mark) Give examples of:  (3 Marks) a. Democratic family b. Democratic educational institutions c. Democracy in public transport system 2. Which country has made it difficult for the Russian minorities to vote? (1 Mark) 3. Give an example for ‘free and fair electoral competition’. (1 Mark) 4. Explain how decision making is found to be 7. Explain the challenges involved in managing a democratic government in a country like India and why have people of India chosen democracy as the best option of governance. (5 Marks) better in democracy. (1 Mark) 5. Does democracy provide equal opportunity to all the eligible citizens to become a leader, irrespective of differences such as, caste, religion, gender, rich or poor. Explain with examples.  (3 Marks) 83

2. Constitutional Design Learning Outcomes At the end of this chapter students will be able to: • Describe making of the Indian constitution and • Explain what apartheid is, struggle against some of the leaders involved in framing the constitution. apartheid, and how a democratic constitution evolved in South Africa. • Learn the guiding values of the Indian • Understand why a country needs a constitution. Constitution and the philosophy behind making List few benefits of constitution and how it helps the constitution the citizens. Concept Map – Constitutional Design Constitutional Design 1.Democratic Constitution in 2. Why do we need a 3. Making of the Indian 4. Guiding Values of South Africa constitution ? Constitution Indian Constitution -Apartheid ANC – Nelson -Generates Trust and coordination -Visionaries & many leaders -The dream and the Mandela for people to live together -Path to Constitution promise -26th April 1994 -Specifies how the government -26th Jan 1950 -The Philosophy of the -1950s to 1990s – struggle will be constituted & its powers -1757 to 1947 – Freedom Struggle constitution against Apartheid towards -Limits the power to government -Constituent Assembly -The institutional a new constitution & tells about citizens’ rights design -Expresses the aspiration of people to build a good society Key Points suppress the blacks. Nelson Mandela was freed from jail in 1994. Democratic constitution in South Africa? • Common constitution was formed. The constitu- • Nelson Mandela and seven other leaders were im- tion gave to its citizens, the most extensive rights available in any country. All are given equal rights. prisoned in 1964 for daring to oppose the apartheid Why do we need a constitution? regime in the country. He spent next 28 years in a • Both the parties in South Africa agreed for one per- dreaded prison, Robben Island. Apartheid system son, one vote. of racial discrimination was unique to South Africa. • Some basic rights were given to the labourers. Apartheid divided the people on the basis of their • Later, all these were written in the form of constitu- colour: Natives as ‘blacks’ and migrated Indians as tions. ‘coloured’. All non-whites were treated as inferior • Constitution of a country is a set of written rules and they did not have the power to vote. They were that are accepted by all people living together in a prohibited from all the public places. country. Constitution is the supreme law that de- • Blacks could not form associations or protest termines the relationship between the people and against the terrible treatment. government. • In 1950, natives and migrated Indians fought • A constitution does many things. against the Apartheid system. • First, it generates a degree of trust and coordina- • The African National Congress (ANC) was formed tion that is necessary for different kinds of people included many workers organisations, some sensi- to live together. tive whites also joined the ANC. Different countries • Second, it specifies how the government will be also opposed the system. But white government continued with the same and killed many blacks and coloured people. • The government realised it could no longer 84

2. Constitutional Design constituted, who will have power to take which de- was done by an assembly of representatives called cisions. Constitutional Assembly. Election to constitutional • It lays down limits on the power of the government assembly was held in July 1946. and tells us what are the rights of the citizens and • First meeting was held in December 1946. • Fourth, it expresses the aspirations of the people • Soon after the division of country, the constitution- about creating a good society. al assemblies were also divided. The Constitutional Making of the Indian Constitution: Assembly of India has 299 members. The assembly • Making a constitution for a huge and diverse coun- adopted the constitution on 26th November, 1949, try like India was not an easy task. but it came into effect on 26th January, 1950. • 1928 Motilal Nehru and eight other Congress lead- • To mark this day, we celebrate Republic Day ers drafted a constitution for India. In 1931, a reso- lution was passed in Karachi session of the Indian National Congress dwelt on how Indian Constitu- tion should look like. • Both these documents committed to the universal franchise, equality, right to freedom and protecting the right of minorities. The Constituent Assembly: • Drafting of the document called the Constitution 85

2. Constitutional Design Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEET Democratic Constitution in Apartheid and the struggle against PS-1 South Africa apartheid. Nelson Mandela and South Africa Towards a new constitution Why do we need a Reasons for a constitution constitution 1. G enerates Trust and coordination necessary for a harmonious living PS-2 2. S pecifies power & how the government is constituted 3. Limits the power of the government and talks about a citizen’s rights 4. E xpresses the aspiration of people about creating a good society Making of the Indian The path to constitution Constitution Our leaders and their contribution in making the Indian constitution The Constituent Assembly PS-3 Leaders of Constituent Assembly Guiding values of Indian The dream and the promise constitution Visionaries of Indian constitution Extract from the famous speeches, rendered by our leaders PS-4 Philosophy of the constitution Extract from the constitution of India and South Africa as examples Institutional Design Analysing Constitution Based on the learning, analysing the PS-5 constitution and applying knowledge Worksheet for “Constitutional Design” PS-6 Self-assessment and Self-Evaluation evaluation* sheet 86