202110212-APEX-STUDENT-WORKBOOK-SOCIAL_STUDIES-G09-PART2

CHAPTER 17-COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 2. Match the following. Column A Column B i. Sea Borne Empire a. Belgium 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? (ii) Why was Japan interested in establishing colonies? (iii) Which continent was known as “Dark Continent”? (iv) In what way the colonization of China was different from that of other colonies? (v) What were Haciendas? (vi) Who formulated the “Munroe Doctrine”? (vii) What is Apartheid? (viii) Who established seaborne empire over the Indian Ocean? (ix) What was African fever? (x) What was the immediate result of the political revolution of 1861 in Japan? CHAPTER 17. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 99

CHAPTER 17-COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 4. Fill in the blanks. . (xi) Europeans called Africa as (xii) People of are called Dutch. (xiii) Pizarro 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. (xix) Central and South America are called countries. (xx) The colonial system also placed a lot of control on economy. 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 17. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 100

CHAPTER 17-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. a. Why is Japan described as a new power? b. Which nations are trying to establish their powers over China? AS5-Mapping Skills Short Answer Type Questions 8. Answer the following questions in 3-4 sentences. (i) Look at the picture and write about it. CHAPTER 17. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 101

CHAPTER 17-COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA (ii) Look at the old African map and Modern African Map. Write about modern Africa. (iii) Look at the map of the world given below. What did it represent? Long Answer Type Questions 9. Answer the following questions in 6-8 sentences. (i) Locate the following places on the map of Africa: South Africa, Egypt, Nigeria, Ghana (Or) Libya, Algeria, Angola, Congo CHAPTER 17. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 102

CHAPTER 17-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) Around 600 years ago, people usually travelled on horses or (A) Dogs (B) Sheep (C) Cows (D) Camels (ii) Japan had a political revolution in (B) 1851 (A) 1861 (C) 1856 (D) 1859 (iii) was working on behalf of the Spanish queen. (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. (A) 1820s (B) B 1780s (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 CHAPTER 17. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 103

CHAPTER 17-COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA (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 Emperor 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 (x) The Central America was discovered by Columbus in (A) 1498 (B) 1912 (C) 1492 (D) 1412 CHAPTER 17. COLONIALISM IN LATIN AMERICA, ASIA AND AFRICA 104

18. 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 SESSION 1. USAGE OF FORESTS IN BRITISH RULE AND ADIVASI RE... 105

CHAPTER 18- IMPACT OF COLONIALISM IN INDIA 1.2 Terminology 1. Reserved forest: The forest to be used in the future or for what it is needed. 2. Protected forest: The forest which was developed away from the people. 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 232 Q1] A. i. People used the forests for hunting, gathering tubers, fruits, flowers and herbs and for graz- ing their cattle. ii. They used forest lands for cultivation, wood for building their homes and to make implements. iii. Though they used forests for different purposes, they safeguarded the forests too. iv. When they needed wood, they would cut only 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. SESSION 1. USAGE OF FORESTS IN BRITISH RULE AND ADIVASI RE... 106

CHAPTER 18- IMPACT OF COLONIALISM IN INDIA Q2. Against whom did the Adivasis revolt ? In what ways did they demonstrate their anger and protest? Give some examples. [Refer to TB page 232 Q2] A. i. The Adivasis revolted against the forest department. ii. The forest department used to fine and beat up the people, forcibly entering into their homes to take away their things, ill–treating their women and also take bribes. iii. Under such adverse circumstances, they revolted against the forest department. iv. During the protest they would burn the police stations, posts of the forest department and houses of the money lenders. Example: • Protests were made by the Santhal Adivasis in Jharkhand, in 1856. • Koya Adivasis of A.P. in 1880 and 1922. • Maria and Muria Adivasis of Bastar etc. 1910. Q3. How were the revolts of Adivasis suppressed by the British? [Refer to TB page 232 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 quashed. 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. Seetha Rama Raju was trapped by the British in the forest of Chintapalli and shot dead. In this way a great revolt of the Adivasis in Andhra was controlled. v. The British by using different methods controlled the Adivasis revolts in many parts of India. Reading the Text, Understanding and Interpretation Q1. Read the para under the title ‘Adivasi Revolts’ of page 221 and comment on it. [Refer to TB page 232 Q11] A. After British subjugation of Indian territories, they started exploiting our rich resources in in a very ruthless manner. They started the exploiting the indigenous population residing in the forests mercilessly, vandalizing their houses, making them slaves to their expansionist policy and forced them to work in their factories in very inhuman working conditions. When the situation became intolerable and going became tough, they started revolting against these merciless exploiters. One after another, the rebellions were seen in several places of India. SESSION 1. USAGE OF FORESTS IN BRITISH RULE AND ADIVASI RE... 107

CHAPTER 18- IMPACT OF COLONIALISM IN INDIA i. Baiga, Muria, Bhil and Gond tribes rebelled in Madhya Pradesh and Chattisgarh. ii. Koya Reddy and Kolam tribes of Telangana and Andhra Pradesh iii. Saora Adivasis of Orissa. iv. Santhal Adiwasis of Jharkhand v. Munda adiwasis of Chhotanagpur Plateau vi. Adiwasis of Komaon region of Uttarakhand Many adivasi leaders like Birsa Munda, Alluri sitaram Raju, Mallu Dora , Gantam Dora , Komaram Bheem etc.,these adivasis set out on the freedom path for themselves. Jal, Jangul and Jameen became their slogan and they were ready to do or die for their motherland. Birsa Munda was considered as a God for Santhal tribals wheras Alluri Sitharam Raju sacrificed his life fighting for Adiwasi rights. Komaram Bheem fought for the freedom of tribals and oppose the taxes, imposed on them. This way, mass tribal uprisings all over the country brought the ruthlessness of British company’s out in open and forced the Queen of England to take action. Information Skills Q1. Make a timeline to show when Adivasi protests occurred in different parts of India. [Refer to TB page 232 Q4] A. 1) Santhals (1855–56) – Jharkhand 2) Munda Adivasis (1874 –1901) – Chotanagpur Plateau – Jharkhand 3) Kumaon Region (1921 – 22) – Uttarakhand 4) Alluri Seetha Rama Raju (1922) – Andhra Pradesh 5) KomaramBheem – Andhra Pradesh SESSION 1. USAGE OF FORESTS IN BRITISH RULE AND ADIVASI RE... 108

CHAPTER 18- IMPACT OF COLONIALISM IN INDIA Mapping Skills Q1. Find out where each of these adivasi struggles took place, and mark their locations on a map of India. [Refer to TB page 232 Q10] A. Uttar Pradesh Madhya Pradesh Andhra Pradesh SESSION 1. USAGE OF FORESTS IN BRITISH RULE AND ADIVASI RE... 109

CHAPTER 18- 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 would 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. After the coming of british, huge ships were built and mines were being opened. Large quanti- ties of wood were needed for all this, so trade of 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, felt that forest 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 or become bonded labourers in the fields of money lenders or farmers who had come from outside. ix. The adivasis started protesting. The Santhal adivasis revolted in Jharkhand in1856, Koya adivasis revolted Andhra in 1880 and 1922, the Maria and Muria adivasis of Bastar revolted in 1910, and Gond and Kolam adivasis revolted in 1940. x. The Santhals of Jharkhand had been resisting and protesting against British rule ever since the British came. In 1855–56 there was a massive revolt in which the Santhals began looting and killing the zamindars and money lenders. xi. Between 1874 and 1901, the Munda adivasis 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 prominent leaders and Birsa Munda died in the prison in 1900. xiii. Alluri Seetha Rama Raju 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 demand their rights. xvi. At last Komaram Bheem too left for his heavenly abode in the battle against army in Jodeghat forest. xvii. 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... 110

SESSION 2 THE BRITISH GOVERNMENT’S INDUSTRIAL POLICY 2.1 Mind Map 2.2 Terminology 1. Auctioning: Selling to the person who offers highest bid. 2. Social workers: Giving help and advice to people living in the community. 3. Industrialist: A person who is involved in the ownership and management of industry. SESSION 2. THE BRITISH GOVERNMENT’S INDUSTRIAL POLICY 111

CHAPTER 18- IMPACT OF COLONIALISM IN INDIA 2.3 Improve Your Learning Conceptual Understanding Q1. What problems did the Indian industrialists have with the British government ? [Refer to TB page 232 Q5] A. i. The British government had levied a special tax on cloth made by Indian weavers in order to help textile industry of 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 3.5 % tax on the cloth coming to India from Britain. iv. 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 232 Q6] A. i. Indian industry used to get very 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. iii. These companies had many advantages. iv. They had an easy access to all types of offices and authorities of the British government. v. Indians were never had 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 Indian industry, other helps too was needed from scientists, engi- neers and technicians. viii. Educated workers at all levels were needed. ix. But education was not given adequate importance in India. SESSION 2. THE BRITISH GOVERNMENT’S INDUSTRIAL POLICY 112

CHAPTER 18- IMPACT OF COLONIALISM 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 should 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 Indian industry. iv. By imposing a tax on goods made in Indian factories, the government had made it clear that it would mainly protect 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 113

SESSION 3 CONDITION OF LABOUR AND LABOUR MOVEMENTS IN INDIA 3.1 Mind Map 3.2 Terminology 1. Strike: To refuse to work as a protest. 2. Labour organisations: A group of labourers 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 labourers SESSION 3. CONDITION OF LABOUR AND LABOUR MOVEMENTS IN INDIA 114

CHAPTER 18- IMPACT OF COLONIALISM IN INDIA 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 232 Q7] A. The government implemented the First Factory Act in 1881. It made following rules especially for the welfare of working children: i. Labour laws were first made for child labourers because their tender age was not fit for continuous work. ii. In the First Act, children below 7 years couldn’t be employed, and children 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 and 4 days leave in each month. iii. In 1891, laws were made for the benefit of women labourers. iv. According to the laws, 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. v. Largest number of labourers in industries were men. The Factory Act of 1911 made sure that men worked 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. Mapping Skills Q1. Identify large industrial cities on out line map of India during 20th century? [Refer to TB page 232 Q9] A. 1) Durgapur (Iron & Steel) 2) Bokaro (Iron & Steel) 3) Jamshedpur (Iron & teel) 4) Rourkela (Iron & Steel) 5) Bhilai (Iron & Steel) 6) Mumbai (Cotton textile) 7) Ahmedabad (Cotton textile) 8) Madhura (Oil refinery) 9) Visakhapatnam.(Iron & Steel) 10) Bhadravathi (Iron & Steel) 11) Salem (Iron & 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 115

CHAPTER 18- IMPACT OF COLONIALISM IN INDIA SESSION 3. CONDITION OF LABOUR AND LABOUR MOVEMENTS IN INDIA 116

CHAPTER 18- IMPACT OF COLONIALISM IN INDIA Appreciation and Sensitivity Q1. How could education affect industrial development? Discuss in the class. [Refer to TB page 232 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. But education was not given adequate importance in India. iv. We had to depend on foreigners for industrial development because the number of scientists and engineers was very small even after independence. 3.4 Key Concepts i. From 1850 onwards, machine based industries had begun to be set up in India. ii. The biggest industry was the spinning and weaving of textiles. iii. In those days payment was made in proportion to the amount of goods produced. iv. All the labourers, women and children, had to work for 14 hours in the summers and 12 hours in the winters. v. In 1880, Electric bulbs began to be fitted in the mills which increased the hours of working. vi. For instance, in 1892, mill owners of Mumbai were thinking of making a reduction in the wages of labourers. vii. In such a situation labourers of all mills geared themselves up for a struggle. viii. The government had appointed an official for the inspection of factories. ix. During strikes labourers formed their own organizations with the help of some educated people. x. Slowly, the union became active not just during the strikes but all round the year, promoting the worker’s welfare and rights. xi. Such unions began to be established from the early 1920s. xii. People influenced by socialist thought were prominent among them. xiii. One such union formed was Girni Kangar Union with help of which labourers of Mumbai went on a very effective strike in 1928. xiv. 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 117

CHAPTER 18-IMPACT OF COLONIALISM IN INDIA —— CCE Based Practice Questions —— AS1-Conceptual Understanding Column B Very Short Answer Type Questions a. Andhra Pradesh 1. Match the following. b. Chhotanagpur Plateau Column A i. Santhal ii. Koya iii. Munda c. Madhya Pradesh iv. Saora d. Jharkhand v. Muria e. Odisha 2. Match the following. Column A Column B i. Rama Raju a. Mazdoor Mahajan ii. Komaram b. Jamshedpur iii. Jamshedji Tata c. Sankepally iv. Gandhi d. Mumbai v. Girni Kamgar Union e. Pandrangi 3. Answer the following questions in one sentence. (i) When did the government set up a Forest department? (ii) Which type of army did Komaram Bheem form? (iii) Name some Adivasi communities. (iv) Where was the first Indian cloth mill set up? CHAPTER 18. IMPACT OF COLONIALISM IN INDIA 118

CHAPTER 18-IMPACT OF COLONIALISM IN INDIA (v) When and where was Alluri Seeta Rama Raju born? (vi) What is the period of First World War? (vii) Where was Komaram Bheem born? (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 using the technique of shifting cultivation also known as cultivation. (xii) Komaram Bheem fought against the . (xiii) By 1910 more than kms of railway lines had been laid. (xiv) Full form of FICCI is (xv) The wood for sleepers was cut from the forests in the Himalayan and regions for laying new railway lines. (xvi) In 1880 began to be fitted in the mills. (xvii) Birsa Munda died in prison in . (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. CHAPTER 18. IMPACT OF COLONIALISM IN INDIA 119

CHAPTER 18-IMPACT OF COLONIALISM IN INDIA (xx) According to the Factory Act of 1881, women laborers cannot be made to work 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. 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. i. Why was the British government worried? ii. What did the British government decide? iii. Which type of trees the British wanted to plant? iv. Which types of trees are useful to common people? CHAPTER 18. IMPACT OF COLONIALISM IN INDIA 120

CHAPTER 18-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 labor organizations important for laborers? 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. (ii) Locate the following places on an outline map of India. 121 Bombay, Kolkata, Chennai, Delhi Or Bangalore, Visakhapatnam, Kerala, Tirupathi CHAPTER 18. IMPACT OF COLONIALISM IN INDIA

CHAPTER 18-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 labor organizations, what will laborers do to protect their interests? CHAPTER 18. IMPACT OF COLONIALISM IN INDIA 122

CHAPTER 18-IMPACT OF COLONIALISM IN INDIA Long Answer Type Questions 11. Answer the following questions in 6-8 sentences. (i) How the labor law would 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 (A) Adivasis protected the forests. (B) Koya (C) Tribal (D) Kolam (iii) In 1879 there were almost kms 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) Orissa (B) Assam (C)Andhra Pradesh (D)Madhya Pradesh CHAPTER 18. IMPACT OF COLONIALISM IN INDIA 123

CHAPTER 18-IMPACT OF COLONIALISM IN INDIA (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 Orissa. (A) Bhil (B) Mampa (C) Gond (D)Saora Adivasis (ix) During labourers formed their own organizations from the early 1920s. (A) Work time (B) Lock out (C)Rest time (D) Strikes (x) Who laid the condition “as much as you make, so much will you be paid”? (A) The government (B) contractors (C)Educated people (D)Industrial owners CHAPTER 18. IMPACT OF COLONIALISM IN INDIA 124

19. 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 search of pasture bring their tents and belongings with them for life and raise goats, sheep, camels etc. 2. Urbanization: Rapid and massive growth of 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 125

CHAPTER 19- EXPANSION OF DEMOCRACY 1.3 Improve Your Learning Conceptual Understanding Q1. 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 243 Q5] A. Person from Libya Person from Myanmar S.no 1. Hai, I am xxxx, as I have already told Yes, I came to know about that ! you the monarchy is over thrown in our who is ruling your country now. country. 2. Gaddafi has taken control of our In 1962, the government was country. What about your country. overthrown and ‘Ne Win’ military rule is going on. 3. First of all we thought he could rule us. Under military rule our country did He laid foundation for development. not make any progress. What is your country’s position? 4. UNO is supporting our people’s Other countries are also showing demands. sympathy towards us. 5. We protested against Gaddafi !! Suu kyi is in house arrest, she played good role. 6. Gaddafi is overthrown in 2012. O.K. We got new government in 2012. Bye. Bye. Q2. 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 243 Q3] A. 1. Elections play an important role in democracy. SESSION 1. CASE STUDIES OF LIBYA AND MYANMAR 126

CHAPTER 19- EXPANSION OF DEMOCRACY 2. The Libyan community was experiencing unforeseen and uncertain changes resulting from the severe political, economic and social repression from the last four decades under Gaddafi’s tyranny. 3. Libyan’s went to vote for the first time since 1965 which was 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 fulfilled by conducting elections. 7. In democracy we all will get right to vote for our government, but in dictatorship where some one takes government, this is not possible. 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 243 Q4] A. • The role of media and technology is very important. Rulers do not give freedom to the press to reveal news. • If the media reveals all the matters, rulers fear that the people might turn against them. • Now–a–days media is controlling the entire society. • It is transparent and reveals all the information. • Whatever information that we want to get, instead of depending on others, we search on the internet and in newspapers. • Media makes our life easy and comfortable. We can improve our knowledge, can get up to date information through media. • We can say that media plays an important role in our society. SESSION 1. CASE STUDIES OF LIBYA AND MYANMAR 127

CHAPTER 19- EXPANSION OF DEMOCRACY Mapping Skills Q1. Read the maps again and think about the following points. [Refer to TB page 243 Q2] a) Based on the maps can we say that 20th century was a significant era for the spread of democ- racy? b) During the early 20th century democracy was mostly in the continents like and While in certain continents like and there were almost no democratic countries. c) Even today there are certain areas that have not established democratic governments such as and . A. After World War — II many countries moved towards democracy. In 20th century, democracy be- came the slogan of anti — colonial struggles in Asia and Africa continents. Some countries were able to attain democracy, but some countries were still struggling for democracy. It means that 20th century was a significant era for the spread of democracy. b) During the early 20th century democracy was mostly in the continents like Europe and North America, while in certain continents like Africa and Asia, there were almost no democratic countries. c) Even today there are certain areas that have not established democratic governments such as Saudi Arabia, China and Kazakhstan. Appreciation and Sensitivity Q1. How do literacy and mass education help the functioning of democracy? [Refer to TB page 243 Q6] 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 integrative role in the social life. 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. SESSION 1. CASE STUDIES OF LIBYA AND MYANMAR 128

CHAPTER 19- EXPANSION OF DEMOCRACY Q2. What is the role played by Aung San Suu Kyi in fighting for democracy in Myanmar? [Refer to TB page 243 Q8] 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 even though she was in prison. iv. Suu Kyi was released from house arrest after the elections of 2010. v. She questioned the malpractices in elections. vi. In 2011 Suu Kyi’s ‘NLD’ contested in the elections and won 43 out of 45 parliamentary seats that were vacant. vii. The freeing of Suu Kyi and the successful participation of NLD in elections are considered the beginning of democracy in Burma. 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 were 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 18th 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 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 129

SESSION 2 SOME FEATURES OF DEMOCRATIC DICTATORSHIP 2.1 Mind Map 2.2 Terminology 1. Political corruption: Abuse of political power by the government leaders to extract and accumulate for private enrichment. 2. Dictatorship: An autocratic form of government in which the government is ruled by an individual. 3. Monarchy: It is a system of government characterized by a king or queen as the head of the government. SESSION 2. SOME FEATURES OF DEMOCRATIC DICTATORSHIP 130

CHAPTER 19- EXPANSION OF DEMOCRACY 2.3 Improve Your Learning Conceptual Understanding Q1. What is the difference between democracy and dictatorship? [Refer to TB page 243 Q7] 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 a single 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. 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) and India share borders with each other, 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 131

SESSION 3 THE MARCH OF DEMOCRACY 3.1 Mind Map SESSION 3. THE MARCH OF DEMOCRACY 132

CHAPTER 19- EXPANSION OF DEMOCRACY 3.2 Terminology 1. Feudalism: The system of political organization prevailing in Europe from 9th to 15th century, composed of a set reciprocal legal and military obligations among the warriors. SESSION 3. THE MARCH OF DEMOCRACY 133

CHAPTER 19- EXPANSION OF DEMOCRACY 3.3 Improve Your Learning Conceptual Understanding Q1. What is the role played by Aung San Suu Kyi in fighting for democracy in Myanmar? A. • Aung San Suu Kyi has been a central figure in the protests and the struggle establishment of democracy • She began to fight for reforms in Burma due to that pressures had to declare elections in 1990 in which Aung San Suu Kyi one eighty percent of the seats. Reading the Text, Understanding and Interpretation Q1. Read the last paragraph of this chapter and answer the question. What is the new kind of democ- racy? [Refer to TB page 243 Q9] A. • It is increasingly becoming clear to every body, that a democracy respects the freedom and rights of all citizens and it may be the best way to solve some of the complex problems, the countries face. • Today, a new kind of democracy is being forged across the world in which even the poorest and the most vulnerable people will have a voice and will be able to influence policies and ensure justice and peace for all. Mapping Skills Q1. a) On the basis of these maps identify up to three countries (in some cases you won’t find three countries) that were democratic in these continents for the given years and make a table as given below. [Refer to TB page 243 Q1] Year Africa Asia Europe South America 1900 2011 SESSION 3. THE MARCH OF DEMOCRACY 134

CHAPTER 19- EXPANSION OF DEMOCRACY b) Identify some African countries with democracy in 2011. 135 c) Make a list of big countries that were not democratic in 2011. SESSION 3. THE MARCH OF DEMOCRACY

CHAPTER 19- EXPANSION OF DEMOCRACY A. Africa Asia Europe South America Year – – 1900 Spain, France. Peru, Chile, Libya, Egypt India, England, Argentina 2011 and Tunisia Myanmar, Norway, Nepal, Germany Russia Almost all Almost all countries countries b) Egypt, Libya, Tunisia are countries which got independence in and around 2011. c) 1. Asian countries: China, Kazakhstan, Turkmenistan, Saudi Arabia etc., 2. African countries: Algeria, Ethiopia, Chad, Zaire, Morocco, Mauritania, Angola etc., The above countries were not democratic in 2011. SESSION 3. THE MARCH OF DEMOCRACY 136

CHAPTER 19-EXPANSION OF DEMOCRACY 3.4 Key Concepts i. In 20th century democracy became the slogan of anti–colonial struggles in Asia and Africa to build independent nations. ii. During the 20th century Communist system was formed. —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. Match the following. Column A Column B i. 1962 a. Communist system ii. 1947 b. Elections iii. 1951 c. Modern democracy iv. 20th Century d. Aung San v. 17th Century e. General Ne Win 2. Match the following. Column B Column A a. Gaddaffi b. Burma i. USSR dissolved c. Suu–kyi ii. Nobel Prize d. Aung San iii. National league for democracy e. 1991 iv. RCC v. Father of Aung San Suu–Kyi 3. Answer the following questions in one sentence. (i) Expand R.C.C. CHAPTER 19. EXPANSION OF DEMOCRACY 137

CHAPTER 19-EXPANSION OF DEMOCRACY (ii) When was the new government established in Libya? (iii) In what way did R.C.C want to develop Libya? (iv) Who led Burma towards independence? (v) Why was it difficult to encourage democratic participation of all people in Libya? (vi) Who is Aung San Suu Kyi? (vii) Why were Revolutionary Councils appointed? (viii) What is Autonomy? (ix) What were the factors because of which tribal way of life got eroded in Libya? (x) Expand U.S.S.R. 4. Fill in the blanks. (xi) Libya became free after a long struggle in . (xii) were established in Burma by army General Ne Win. (xiii) I.n 1969 Libya was declared as a (xiv) sanctions are used to bring pressure on the rulers. (xv) Most of the people in were poor nomadic animal herders who were also illiterate. (xvi) Aung San Suu Kyi was awarded the Nobel Prize for in 1991. (xvii) The R.C.C was very intolerant of and opposition. CHAPTER 19. EXPANSION OF DEMOCRACY 138

(xviii) CHAPTER 19-EXPANSION OF DEMOCRACY century witnessed the birth of modern democracy in England. (xix) Modern name of Burma is . (xx) appeared to create the frame work for just settlement of the problems of each distinct social system. Short Answer Type Questions 5. Answer the following questions in 3-4 sentences. (i) What were the reforms which led to the rapid growth of Libya under Gaddafi’s Government? (ii) What do you understand by Arab Spring? Long Answer Type Questions 6. Answer the following questions in 6-8 sentences. (i) Compare the features of democracy of Libya and Burma. (ii) What is the quest of democracy in Burma according to Aung San Suu Kyi? (iii) How did students and youth play an important role in bringing democracy to Burma? AS4-Reflection on Contemporary Issues and Questioning Short Answer Type Questions 7. Answer the following questions in 3-4 sentences. (i) What changes are being considered as the beginning of democracy in Burma? CHAPTER 19. EXPANSION OF DEMOCRACY 139

CHAPTER 19-EXPANSION OF DEMOCRACY AS5-Mapping Skills Long Answer Type Questions 8. Answer the following questions in 6-8 sentences. (i) Locate the following on world map: A) USSR B) England C) China D) Vietnam (ii) Locate the following on world map: A) Cuba B) Ukraine C) Estonia D) Poland CHAPTER 19. EXPANSION OF DEMOCRACY 140

CHAPTER 19-EXPANSION OF DEMOCRACY Objective Questions AS1-Conceptual Understanding 9. Choose the correct answer. (i) In 1959 vast reserves of petroleum were found in (A) Burma (B) India (C) Pakistan (D) Libya (ii) Average life expectancy in Libya increased from 50 years to _______. (A) 60 years (B) 77 years (C)70 years (D)40 years (iii) In Libya literacy rate for both men and women is over _____ today. (A) 90% (B) 100% (C) 80% (D) 78% (iv) The democratic bodies had to implement the decisions of leaders in the gov- ernment under Gaddafi. (A) elected (B) nominated (C) non–elected (D) political (v) A war within a country among different people, parties or regions is called (A) Civil war (B) Cold war (C)Proxy war (D)World war (vi) Burma was a colony of the (B) Russia (A) French (C) British (D) German CHAPTER 19. EXPANSION OF DEMOCRACY 141

CHAPTER 19-EXPANSION OF DEMOCRACY (vii) __________ was kept under house arrest in Burma. (A) Aung San Suu Kyi (B) Md. Gaddaffi (C)Aung San (D)General Ne Win (viii) Elections were held in 2010 in Burma under the observation of (A) League of Nations (B) World Health Organization (C)United Nations (D)Election Commission (ix) Industrialization and colonialism created conditions all over the world which favoured ideas. (A) Socialistic (B) Communist (C) Democratic (D) Aristocratic (x) In countries like military dictatorship and democratic rule kept coming in cycles. (A) USA (B) India (C) Pakistan (D) UK CHAPTER 19. EXPANSION OF DEMOCRACY 142

20. DEMOCRACY: AN EVOLVING IDEA SESSION 1 RESPONSIBLE GOVERNMENT AND INCLUSIVENESS 1.1 Mind Map 1.2 Terminology 1. USSR: USSR stands for “Union of Soviet Socialist Republics”. The USSR was a socialist state that existed from 1922 to 1991, consisting of Russia and many surrounding countries. SESSION 1. RESPONSIBLE GOVERNMENT AND INCLUSIVENESS 143

CHAPTER 20- DEMOCRACY: AN EVOLVING IDEA 1.3 Improve Your Learning Conceptual Understanding Q1. How does democracy produce an accountable, responsive and legitimate government? [Refer to TB page 253 Q1] A. Democracy is a political system in which all the members of the society have an equal share of formal political power. Democracy produces an accountable, responsive and legitimate govern- ment. Accountable: Democracy produces a government which is accountable to all the people. It is the basic outcome of democracy. It will produce a government which responds to people. Responsive: Democracy produces a government which responds to all the demands and needs of different people. Legitimate: In a democracy elections are conducted, through which people select their repre- sentatives. If they do not react to their demands they choose another representative in the next elections. 1.4 Key Concepts i. In the System of Democracy, the government gets their authority from the people and has to answer the people. ii. The elected government functionaries are answerable to the people. iii. Any citizen has a right to demand information on any work done by the government. Initially only a few propertied men could participate by voting. iv. The first large country to give universal voting rights was the USSR after the Russian Revolution in 1917. v. Democracy is based on fundamental principles of political equality and inclusiveness. SESSION 1. RESPONSIBLE GOVERNMENT AND INCLUSIVENESS 144

SESSION 2 ACTIVE PARTICIPATION OF CITIZENS AND CIVIL LIBERTIES 2.1 Mind Map 2.2 Terminology 1. Public discussions: Free and open discussion on some questions of public interest. 2. Civil liberties: A person’s rights to be subject only to laws established for the good of the community especially with regard to freedom of action and speech. 3. Social and economic equality: Economy in which all of the inhabitants are equally wealthy and have the same status in the economy. Social equality is a social state of affairs in which all people within a specific society are equal. It includes equal rights under the law. SESSION 2. ACTIVE PARTICIPATION OF CITIZENS AND CIVIL LIBE... 145

CHAPTER 20- DEMOCRACY: AN EVOLVING IDEA 2.3 Improve Your Learning Conceptual Understanding Q1. Give arguments to support or oppose the following assertions. [Refer to TB page 253 Q3] A. Industrialised countries can afford democracy but the poor need dictatorship to become rich. B. Democracy can’t reduce inequality of incomes between different citizens. C. Government in poor countries should spend less on poverty reduction, health, education and spend more on industries and infrastructure. D. In democracy all citizens have one vote, which means that there is absence of any domination and conflict. A. A. It is not necessary that poor need dictatorship to become rich. In dictatorships only a certain group of people are getting benefitted, so a democracy is the best platform to develop individually and collectively. B. Though inequalities exist in democratic countries comparatively with other form of government. We can say it is less. In democracies the government is concentrating on reducing inequalities between the people, it is not so in other forms of government. C. I will not agree, the government should first concentrate on health and education, Because these are the two basic things which can improve the personality development. So instead of industries they should spend more on education and health. D. A certain age is prescribed to get the right to vote. At the age of 18 all citizens will have the right to vote. So there is no question of domination and conflict. Q2. Studies on political and social inequalities in democracy show that. [Refer to TB page 253 Q5] A. democracy and development go together. B. inequalities exist in democracies. C. inequalities do not exist under dictatorship. D. dictatorship is better than democracy. A. Inequalities exist in democracies. Q3. Here is some information about six countries. Based on this information, how would you classify each of these countries. Write “democratic” “undemocratic” or “not sure” against each of these. [Refer to TB page 253 Q6] SESSION 2. ACTIVE PARTICIPATION OF CITIZENS AND CIVIL LIBE... 146

CHAPTER 20- DEMOCRACY: AN EVOLVING IDEA Country A : People who do not accept the country’s official religion and do not have a right to vote. Country B : The same party has been winning elections for the last twenty years. Country C : Ruling party has lost in the last three elections. Country D : The Parliament cannot pass a law about the army without the consent of the Chief of Army. Country E : The Parliament cannot pass a law reducing the powers of the judiciary. Country F : All: the major economic decisions about the country are taken by officials of the Central Bank which the Ministers can’t change. A. Country A : Undemocratic. Country B : Not sure. Country C : Democratic. Country D : Democratic. Country E : Democratic. Country F : Not sure. Q4. Each of these statements contains a democratic and an undemocratic element. Write out the two separately for each statement. . [Refer to TB page 253 Q7] A. minister said that some laws have to be passed by the Parliament in order to conform to the regulations decided by the World Trade Organisation. B. The Election Commission ordered re-polling in a constituency where large scale rigging was reported. C. Women’s representation in the Parliament has never reached 10 percent. This led women’s organisations to demand one-third seats for women. A. A. Passing of laws by the Parliament is democratic. Passing regulations by World Trade Organisation is undemocratic. SESSION 2. ACTIVE PARTICIPATION OF CITIZENS AND CIVIL LIBE... 147

CHAPTER 20- DEMOCRACY: AN EVOLVING IDEA B . Re–polling in a constituency is democratic. Rigging is undemocratic. C . Demand by women’s organisation to reserve 1/3 seats for women is democratic whereas less than 10% women’s representation in the Parliament is undemocratic. Appreciation and Sensitivity Q1. Give some examples which prove that democracy is practiced in our schools. [Refer to TB page 253 Q12] A. Democracy is the best situation for any human being. In a democracy, complete development of child is possible, especially in a country like India, where social bondage prevailed for centuries. Issues like untouchability, class–bias or gender bias still have its remnants scattered over in the present social structure. The efforts on part of the largest democracy in the world, like India have been trying hard to remove these anomalies from society and has succeeded to a great extent especially for the younger generation of the country. No more, the students are being segregated based on their caste or religion. Ina school, they are all equal. Their surname no longer creates that drift between them and their peers. Competitions in the field of various forms like arts, science etc., are open to all. No separate area of lunch for the forward or backward class. No class division in schools. Preferences are being given to students from SC or STs, but they remain in the official records only. Open discrimination are long forgotten. Hence, we can say that democracy is practiced in its healthiest form in schools. SESSION 2. ACTIVE PARTICIPATION OF CITIZENS AND CIVIL LIBE... 148