Comprehensive CBSE Question Bank in Social Science IX (Term-II)

CBSE II Question Bank in Social Science CLASS 9 Features Long Answer Type Questions Map Based Questions Strictly Based on the Latest CBSE Term-wise Syllabus Case Study Based MCQs Chapter at a Glance Very Short Answer Type Questions Short Answer Type Questions

Comprehensive CBSE Question Bank in Social Science Term–II (FOR CLASS IX



Comprehensive CBSE Question Bank in Social Science Term–II (FOR CLASS IX) (According to the Latest CBSE Examination Pattern) By G.D. SINGH   LAXMI PUBLICATIONS (P) LTD (An ISO 9001:2015 Company) BENGALURU • CHENNAI • GUWAHATI • HYDERABAD • JALANDHAR KOCHI • KOLKATA • LUCKNOW • MUMBAI • RANCHI NEW DELHI

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Contents Unit I: History (India and the Contemporary World–I) ... 1–72 1. Socialism in Europe and the Russian Revolution ... 3 2. Nazism and the Rise of Hitler ... 36 U nit II: Geography (Contemporary India–I) ... 73–136 3. Drainage ... 75 (Only Map Items will be evaluated in Board Examination) 4. Climate ... 82 5. Natural Vegetation and Wildlife ... 112 Unit III: Civics (Democratic Politics–I) ... 137–178 6. Electoral Politics ... 139 7. Working of Institutions ... 159 Unit IV: Economics ... 179–202 8. Poverty as a Challenge ... 181



Syllabus Social Science—IX (2021–22) Subject Code: 087 Course Structure (Term–II) M. MARKS: 40 No. Units No. of Periods Marks I India and the Contemporary World–I II Contemporary India–I 34 10 III Democratic Politics–I IV Economics 24 10 Total 18 10 10 10 86 40 Course Content (Term–II) Unit I: India and the Contemporary World–I Themes Learning Objectives Section 1: Events and Processes In each of these two themes in this unit (Theme Two and Three) students would get familiarized with distinct ideologies, extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students would learn how to interpret these kinds of historical evidences. 2. Socialism in Europe and the Russian Revolution ● The Age of Social Change ● Explore the history of socialism ● The Russian Revolution through the study of Russian ● The February Revolution in Petrograd Revolution. ● What Changed after October? ● Familiarize with the different types ● The Global Influence of the Russian of ideas that inspired the revolution. Revolution and the USSR 3. Nazism and the Rise of Hitler ● Birth of the Weimar Republic ● Discuss the critical significance of Nazism in shaping the politics of ● Hitler’s Rise to Power modern world. ● The Nazi Worldview ● Get familiarized with the speeches ● Youth in Nazi Germany and writings of Nazi leaders. ● Ordinary People and the Crimes Against Humanity

Unit II: Contemporary India–I Themes Learning Objectives 3. Drainage ● Identify the river systems of the country and explain the role of rivers ● Major rivers and tributaries in the human society. ● Lakes ● Role of rivers in the economy ● Pollution of rivers Note: Only Map Items as given in the Map List from this chapter to be evaluated in Board Examination. 4. Climate ● Concept ● Identify various factors influencing the climate and explain the climatic ● Climatic Controls variation of our country and its impact on the life of people. ● Factors influencing India’s climate ● Explain the importance and unifying ● The Indian Monsoon role of monsoons. ● Distribution of Rainfall ● Monsoon as a unifying bond 5. Natural Vegetation and Wildlife ● Factors affecting Vegetation ● Explain the nature of diverse flora and fauna as well as their distribution. ● Vegetation types ● Wildlife Conservation ● Develop concern about the need to protect the biodiversity of our country. Unit III: Democratic Politics–I Themes Learning Objectives 3. Electoral Politics ● Why Elections? ● Understand representative ● What is our System of Elections? democracy via competitive party ● What makes elections in India politics. democratic? ● Familiarize with Indian electoral system. ● Reason out for the adoption of present Indian Electoral System. ● Develop an appreciation of citizen’s increased participation in electoral politics. ● Recognize the significance of the Election Commission. 4. Working of Institutions ● How is the major policy decision taken? ● Get an overview of central governmental structures. ● Parliament ● Political Executive ● Identify the role of Parliament and its procedures. ● Judiciary

● Distinguish between political and permanent executive authorities and functions. ● Understand the parliamentary system of executive’s accountability to the legislature. ● Understand the working of Indian Judiciary. Unit IV: Economics Themes Learning Objectives 3. Poverty as a Challenge ● Two typical cases of poverty ● Understand poverty as a challenge. ● Poverty as seen by Social Scientists ● Identify vulnerable group and interstate disparities. ● Poverty Estimates ● Appreciate the initiatives of the ● Vulnerable Groups government to alleviate poverty. ● Interstate disparities ● Global Poverty Scenario ● Causes of Poverty ● Anti-poverty measures ● The Challenges Ahead

List of Map Items Class IX (2021-22) Term-II Subject–HISTORY Chapter-2: Socialism in Europe and the Russian Revolution Outline Political Map of World (For locating and labeling/Identification) ● Major countries of First World War (Central Powers and Allied Powers) Central Powers–Germany, Austria-Hungary, Turkey (Ottoman Empire) Allied Powers–France, England, Russia, USA Chapter-3: Nazism and Rise of Hitler Outline Political Map of World (For locating and labeling/Identification) ● Major countries of Second World War Axis Powers–Germany, Italy, Japan Allied Powers–UK, France, Former USSR, USA ● Territories under German expansion (Nazi Power) Austria, Poland, Czechoslovakia (only Slovakia shown in the map), Denmark, Lithuania, France, Belgium SUBJECT–GEOGRAPHY (Outline Political Map of India) Chapter-3: Drainage ● Rivers: (Identification only) ▪ The Himalayan River Systems—The Indus, The Ganges, and The Satluj ▪ The Peninsular rivers—The Narmada, The Tapi, The Kaveri, The Krishna, The Godavari, The Mahanadi ● Lakes: Wular, Pulicat, Sambhar, Chilika Chapter-4: Climate ● Areas receiving rainfall less than 20 cm and over 400 cm (Identification only) Chapter-5: Natural Vegetation and Wildlife ● Vegetation Type: Tropical Evergreen Forest, Tropical Deciduous Forest, Thorn Forest, Montane Forests and Mangrove-For identification only ● National Parks: Corbett, Kaziranga, Ranthambor, Shivpuri, Kanha, Simlipal and Manas ● Bird Sanctuaries: Bharatpur and Ranganthitto ● Wildlife Sanctuaries: Sariska, Mudumalai, Rajaji, Dachigam (Location and Labelling)

Unit I History (India and the Contemporary World–I) This unit consists of the following chapters: 1. Socialism in Europe and the Russian Revolution 2. Nazism and the Rise of Hitler



52 Social Science–IX (i) Hitler wanted to recover Germany from the losses it faced during the First World War. Various industries were set up to generate employment. Trade was also encouraged for the same reason. (ii) Hitler wanted to enhance Germany’s military power. (iii) Barring the Nazi Party, all other political parties were banned. As a result of this move, there was anarchy in Germany and many anti-Nazi leaders were assassinated. (iv) All the communist parties and a total of 65 trade unions were banned and repressed. 25. Why USA resisted its involvement in the Second World War? Which incident marked its entry into the war? Or Mention the situation or factors which forced the USA to enter into the Second World War. Ans. (i) USA did not joined war in starting. In the early years of World War II, the USA resisted involvement in the war. USA was unwilling to face the economic problems that the World War I had caused. (ii) Under the lend-lease agreement between Britain and the USA in 1941, the USA gave a large number of warplanes, ships and other defence equipments to the British with an understanding that they would pay for them after the war. (iii) However, the USA could not stay out of war for long; as relations became coarse between the USA and Japan. Japan was expanding its power in the East. She occupied French Indo-China and was planning to attack on US naval bases in the Pacific. (iv) Japan extended its support to Hitler and on 7th December 1941, Japan bombed US base at Pearl Harbor. Two days later the US entered the World War II. This turned the war in favour of the Allies. 26. Describe the ideology of racial hierarchy that was promoted by Hitler in Germany under his Nazi ideology. Ans. (i) Hitler’s ideology of racial hierarchy borrowed from Darwin’s concept of evolution and Herbert Spencer’s idea of survival of the fittest. (ii) According to Nazi ideology under Hitler, there was no equality between people but only a racial hierarchy. (iii) In his view, blonde, blue-eyed, Nordic German Aryans were at the top. (iv) Jews were located at the lowest place. They came to be regarded as an anti-race and the arch-enemies of the Aryans. (v) All other coloured people were placed in between depending upon their external features. 27. How were the ideas of Darwin and Herbert Spencer adopted by Hitler or Nazis? Ans. (i) Darwin was a natural scientist who tried to explain creation of plants and animals through the concept of evolution and natural selection. Herbert later added the idea of ‘survival of the fittest’. (ii) However Darwin never advocated human intervention. His thought was a purely natural process of selection.

Nazism and the Rise of Hitler 53 (iii) The ideas of these thinkers were used by racist thinkers and politicians like Hitler and Nazis. This is to justify imperial rule over conquered peoples, war and policies towards the Jews. (iv) The Nazis, under Hitler, argued the strongest race would survive and weak ones perish. (v) In their view, the Aryan race (Blue-eyed Nordic German Aryans) was the finest. It had to retain its purity, become stronger and dominate the world. 28. How was Hitler’s ideology related to geopolitical concept of ‘Lebensraum’ or living space? Ans. (i) “Lebensraum” meaning living space was an expansionist policy of Nazi Germany. (ii) Hitler believed that new territories had to be acquired for settlement. This would enhance the area of the mother country, while enabling the settlers on new lands to retain link with the place of their origin. (iii) It would also enhance the material resources and power of the German nation. (iv) Hitler wanted to extend German boundaries towards east. So that, all German states could concentrate geographically in one place. (v) Poland became the laboratory for this experimentation. 29. Why did Hitler develop hatred towards Jews? Ans. (i) The Jews remained the worst sufferers in Nazi Germany. Nazi hatred of Jews had a precursor in the traditional Christian hostility towards them. They had been stereotyped as murderers of Christ and usurers. (ii) Until the medieval times, Jews were barred from owning any land. They survived mainly through trade and money lending. They lived in separately marked areas called Ghettos. (iii) They were often persecuted through periodic organised violence, and expulsion from the land. However, Hitler’s hatred of Jews was based on pseudo-scientific theories of race, which held that conversion was no solution to ‘the Jewish problem’. It could be solved only through their total elimination. 30. Explain any three steps taken by Hitler to establish racial state. Or Describe any three steps taken by Hitler to establish a racial state in Germany. Ans. The three steps taken by Hitler to establish a racial state in Germany were: (i) The Nazis began to implement their dream creating a racial community of pure Germans by physically eliminating all those who were seen as undesirable in the extended empire. (ii) Jews, Blacks, Russians and Poles were widely persecuted. (iii) From 1933–1938 the Nazis terrorised, pauperised and segregated the Jews and from 1939–1945 aimed at concentrating them in certain areas and eventually killing them in gas chambers in Poland. 31. Describe the racial Utopia of the Nazis. Ans. (i) Under the shadow of war, the Nazis realised their gruesome intentions. Genocide and war became a way of life for them. (ii) Most of north-western Poland was annexed to Germany. The Polish people were compelled to leave their homes and leave it to be occupied by ethnic German races who came from occupied Europe.

54 Social Science–IX (iii) Poles were herded like cattle in the other part called the General Government, where all the ‘undesirables’ were made to live. Members of the Polish intelligentsia were mass-massacred to keep people intellectually and spiritually servile. (iv) Polish children, who resembled the Aryans were snatched from their mothers. 32. Highlight five important features of the education imparted in Nazi schools. Ans. Features of Education Imparted in Nazi schools: (i) Racial science was introduced to justify Nazi ideas of race. (ii) Stereotypes about Jews were popularised even through maths classes. (iii) Children were taught to be loyal and submissive, hate Jews and worship Hitler. (iv) Function of sports was to fill a spirit of violence and aggression among children. — Hitler believed that boxing could make children iron hearted, strong and masculine. (v) Youth organisations were educating German youth a spirit of National Socialism. 33. Hitler said, ‘In my state mother is the most important citizen.’ Explain the statement. Ans. In 1933, Hitler said: ‘In my state the mother is the most important citizen.’ But in Nazi Germany, (i) All mothers were not treated equally. (ii) Women who bore racially undesirable children were punished and those who produced racially desirable children were awarded. (iii) They were given favoured treatment in hospitals, concessions in shops, etc. (iv) Those who deviated from the prescribed court of conduct were publicly condemned and severely punished. 34. Explain what role women had in Nazi society. Or Explain the Nazi cult of motherhood. Or Explain what role women played in Nazi society. Ans. (i) Women in Nazi Germany were meant to be good mothers and rear pure-blooded Aryan children. Women’s duty was to rear and teach their children the values of Nazism. They were to be the bearers of the Aryan culture and race. (ii) Women who performed such duties were given favoured treatment in hospitals and were also given concessions in shops, on theatre tickets, and railway fares. (iii) To encourage women to give birth to more children, Honour Crosses were awarded. A bronze cross was awarded for four children, silver for six and gold for eight or more. (iv) All ‘Aryan’ women who deviated from the prescribed code of conduct were publicly condemned and severely punished. 35. How did the world come to know about the ‘Nazi’ Holocaust? Explain. Ans. (i) Information regarding the Holocaust leaked out of Germany during the last year of the regime. But the full horror of the ‘Holocaust’ was revealed only after Hitler was defeated. (ii) While Germans were preoccupied with their plight as a defeated nation, emerging out of the rubble; many Jews who had survived the Holocaust wanted to tell their stories. They wanted to tell the world what had happened in Nazi Germany. Spirit of the survivors as witness are sources of information.

Nazism and the Rise of Hitler 55 (iii) Other sources are diaries, notebooks and documents preserved by many ghetto and camp inhabitants, who did not survive. (iv) Knowledge about the Holocaust lives on in memoirs, fiction, documentaries, poetry, memorials and museums in many parts of the world. Long Answer Type Questions 1. “The World War had a devastating impact on the entire European continent both psychologically and financially.” Explain. Suggest any two ways to protect the World from another War. Ans. The war had a devastating impact on the entire European Continent both psychologically and financially. (i) Europe turned from a continent of creditors into one of debtors. (ii) Young Weimar Republic was to pay for the sins of the old empire. (iii) The republic carried burden of war guilt and humiliation. (iv) Weimar was financially cripped by being forced to pay compensation. (v) Those who supported the Weimar Republic, mainly Socialists, Catholics and Democrats became easy targets of attack in the conservative nationalist circles. (vi) They were mockingly, called the ‘November Criminals’. This mindset had a major impact on the political developments of the early 1930s. Ways to protect the world from another war: (i) Peace building initiatives between nations should be constantly undertaken and reviewed. (ii) Effective peace maintaining international bodies should be powerful. (iii) Blame game between nations should be avoided. (iv) UNO should be more active to prevent a war between two/more countries. 2. How was the Weimar Republic born in Germany? Explain. Ans. The Weimar Republic was born in Germany in the following ways: (i) The First World War ended with Germany being defeated. Its imperial dynasty also came to an unfortunate end. (ii) After the emperor was abdicated, the parliament established a democratic rule. (iii) A National Assembly met at Weimar where a democratic constitution establishing a federal structure in Germany was formed. (iv) Members of Deputies were now elected to the German Parliament, called Reichstag on the basis of Universal Adult Franchise. It means that the votes were cast by all adults, including women on equal and universal basis. (v) The Weimar Republic did not however receive the welcome that they had expected. The reason being that they were compelled to comply to the unjust terms of the Peace Treaty made at Versailles. 3. Describe the problems faced by the Weimar Republic. Or Explain any five drawbacks of the Weimar Constitution. Ans. (i) The Weimar Republic was not received well by its own people largely because of the terms it was forced to accept after Germany’s defeat at the end of the First World War. Germans held the new Weimar Republic responsible not only for the defeat in the war, but also for the disgrace at Versailles.

56 Social Science–IX (ii) Unfortunately, the infant Weimar Republic was being made to pay for the sins of the old empire. The republic carried the burden of the guilt of war and national humiliation, and was financially crippled by being forced to pay compensation. (iii) The birth of the Weimar Republic coincided with the revolutionary uprising of the Spartacist League on the pattern of the Bolshevik Revolution in Russia. The Weimar Republic crushed the uprising with the help of a war that was organised by veterans called Free Corps. (iv) The Weimar Constitution had some inherent defects which made it unstable and vulnerable to dictatorship. One was a proportional representation. This made achieving a majority by any one party a nearly impossible task, leading to rule by coalitions. (v) Another defect was Article 48, which gave the President the power to impose an emergency, suspend civil rights, and rule by decree. 4. Explain the impact of the Great Economic Depression on Germany. Or How did the Great Economic Depression of 1929 affect the life of the people of Germany? Explain. Ans. The Great Economic Depression of 1929–1934 had a great effect all over the world. It increased the economic crisis in Germany and nearly crippled German economy. (i) German investments and industrial recovery leading to economic stability between 1924–1928 was built on short term loans largely from the USA. This support was withdrawn, when the Wall Street Exchange crashed in the USA in 1929. (ii) In Germany by 1932, industrial output fell to 40% of the 1929 level. Workers lost their jobs and were paid reduced wages. Number of unemployed touched an unprecedented 6 million. (iii) Middle class lost its savings. It created deep anxieties among them. (iv) As jobs disappeared, unemployed youth took to criminal activities. (v) Large mass of peasantry was affected by a sharp fall in agricultural prices. (vi) Women were worried for their hungry children. (vii) Only organised workers could manage to keep their jobs; but unemployment weakened their bargaining power. (viii) Big businesses were in crisis. (ix) People lost confidence in the democratic parliamentary system. (x) It was during this period that Nazi Party became a mass movement. (xi) The depression contributed to the rise of Hitler and establishment of dictatorship in Germany. 5. How did Hitler come to power in Germany? Or Examine the circumstances that led to the rise of Hitler in Germany. Ans. (i) Hitler was born into poverty in the year 1889. He was a brave soldier who fought during the First World War. He enrolled in the army and acted as a messenger in the frontlines. He became a corporal and his valour earned him many rewards. (ii) He was horrified by the German defeat and the unjust terms of the Versailles Treaty. In 1919, he became a part of a small group called the German Worker’s Party. He later gained control over the organisation and renamed it the National Socialist German Worker’s Party. This later came to be known as the Nazi party.

Nazism and the Rise of Hitler 57 (iii) In the year 1923, Hitler planned to capture Baveria, march into to Berlin and take control there as well. He however failed in his attempt and was charged for treason. He was later released though. (iv) Nazism became a popular movement among the masses during the Great Depression. Banks collapsed, and businesses shut down at this time, and people were left unemployed. In such a situation, the Nazi propaganda gave hope for a better tomorrow. (v) Hitler was a powerful orator and his words stirred the people. He vowed to build a strong nation, and bring back all the lost glory to Germany by doing away with all the injustice that had been meted out to them. (vi) The Nazis came up with a new political wave. They held massive rallies and public meetings in support of Hitler and instilled a sense of unity among the Germans. The Red banners with the Swastika, the Nazi salute and the ritualised rounds of applause became important symbols of Nazism. (vii) The Nazis very tactfully projected Hitler as a saviour or a messiah, a person who had been sent to relieve people from suffering. Although he lost in the earlier elections, he was invited to join the government by President Hindenburg on 30th January 1933, and offered to become Chancellor of Germany, the highest position in the cabinet of ministers. 6. Discuss why Nazism became popular in Germany by 1930. Ans. Nazism became popular in Germany in 1930 because: (i) Germany lost in the First World War and they had to meet very harsh terms and conditions by the Allies in the Treaty of Versailles signed in 1919. (ii) Due to the Great Economic Depression (1929–1932–33), Germany faced many economic problems. Unemployment, poverty and rising prices were some of the major problems faced during this time. (iii) Adolf Hitler wrote a book named ‘Mein Kampf’ (My Struggle) that contains the philosophy and principles of Nazism. He motivated the Germans, and propagated and took various measures against the Jews. Hitler and most of the Germans hated and considered Jews responsible for the defeat of Germany in the First World War. (iv) Nazism became popular in Germany in 1930 because the public government which was formed after the First World War could not solve the existing problems. 7. What are the peculiar features of Nazi thinking? Ans. Hitler’s dictatorial rule, his cult, creed, and philosophy under the banner of the Nazi party are called Nazism. The peculiar/main features of Nazi thinking or Nazi ideology or Nazism were: (i) Totalitarian state: According to Nazi philosophy, the state is above all. All powers vest in it. People exist for the state rather than the state for the people. (ii) Racial hierarchy: Nazis only believed in racial hierarchy and there was no equality between people. In this hierarchy, the Nordic German Aryans were at the top, while Jews were at the bottom of the rung. They were arch-enemies of the Aryans. The Nazi believed that the strongest race would survive and the weak ones would perish. They believed in the supremacy of the Aryans (iii) Hatred of Jews: Their hatred for Jews was extreme. Jews were terrorised, pauperised, segregated, compelled to leave country, ghettoized and killed in gas chambers.

58 Social Science–IX (iv) Glorified war: They believed in extreme nationalism and glorified war to form a greater Germany and conquer land and territory. Also, they favoured military build-up. (v) Policy towards youth: Children were taught to be loyal, submissive, hate Jews and worship Hitler. At the age of 14 years, all the boys were forced to join the Nazi youth organisation—Hitler Youth—where they learnt to worship war, glorify aggression and violence, condemn democracy, and hate Jews, communists, Gypsies and all those categorised as ‘undesirable’. (vi) Policy towards women: Women were regarded different from men. The fight for equal rights for men and women was thought harmful for society. Women were seen as mere bearers of Aryan culture and race. (vii) No party formation: Nazism did not tolerate any opposition or criticism and allowed no party formation other than its own. 8. Describe the reign of terror let loose by Hitler soon after coming to power. Or Highlight the steps taken by Hitler to destroy democracy in Germany. Ans. (i) Once he acquired power, Hitler went on to destroy democracy. A fire broke out in the German parliament building in February helped him succeed in his motives. (ii) The fire decree of 28th February 1933 indefinitely suspended rights such as the freedom of speech, press and assembly, that had been guaranteed to the people by the Weimar constitution. (iii) Hitler later turned on his rivals, the communists, and democrats—most of whom had been sent off in haste to the newly-established concentration camps. (iv) On 3rd March 1933, the famous Enabling Act was coming into existence which established dictatorship in Germany. It gave Hitler the authority to sideline the parliament and rule by decree. The only party that was legally allowed to function was the Nazi party. (v) The state took complete control of the economy, media, army, and judiciary. 9. In what ways did the Nazi state seek to establish total control over its people? Ans. The ways of the Nazi state that sought to establish total control over its people were as follows: (i) Nazi state sought to establish total control over its people by dismantling democratic institutions and establishing a totalitarian government. (ii) All the opposition parties and trade unions were banned in Germany. In 1921, Nazi party was established. Only Nazi party and its affiliates were allowed. (iii) Civic rights like freedom of speech, press and assembly, guaranteed by the Weimar constitution, were suspended. (iv) Special surveillance and security forces were created to control and order society in ways that the Nazis wanted. (v) The whole system of education was put under the control of the state. School textbooks were rewritten. Racial science was introduced. Jews teachers and children cleansed out. (vi) Media was used skillfully to popularise its worldview. Nazi ideas were spread through visual images, films, radio, posters, catchy slogans and leaflets. In posters, groups identified as the ‘enemies’ of Germans were stereotyped, mocked, abused and described as evil.

Nazism and the Rise of Hitler 59 (vii) Subjecting the youth to intense period of Nazi ideological training both inside and outside school. (viii) Adolf Hitler’s book ‘Mein Kampf’ was used to glorify the use of force and brutality and the rule of a great leader. It ridiculed internationalism, peace and democracy. Throughout Germany, an atmosphere of terror was created. (ix) He clearly declared that he would not accept any terms of the unjust treaty of Versailles. After January 1933, the entire fabric of the democracy in Germany was shattered and Hitler’s dictatorship was established. 10. How did Hitler capture power in Germany? Ans. After being appointed Chancellor in January 1933, Hitler tried to consolidate Nazi power by destroying democracy. He captured all legal authority to rule, crushing political opposition and eliminating all rivals within the party. (i) Suspension of all Rights: The Fire Decree of 20th February 1933 enabled him to indefinitely suspend civic rights like freedom of speech, press and assembly that had been guaranteed by the Weimar Republic. — He eliminated key communists leaders, many of whom were exiled or sent to concentration camps. (ii) The Enabling Act: In March 1933, the Enabling Act was passed. This Act established dictatorship in Germany. It transferred all powers from the parliament to the government headed by Hitler. — Hitler outlawed all political parties. Trade Unions were banned. The Nazi party was the only legitimate party. — Nazi Germany became one party, one man rule as state established complete control over economy, army, education, judiciary and media. (iii) Total control: People were forced to swear their personal loyalty to Hitler and Nazi salute became a compulsory means of greeting. — Germany became a police state. A system of spying on the common man was introduced. Hitler despite the treaty of Versailles began to rearm and in 1936 marched into the Rhineland. Lack of action on the part of the western powers encouraged Hitler and set Germany on the path of war. (iv) Conspiracy: Through conspiracy and false accusations many potential rivals within the Nazi party were eliminated. After President Von Hindenburg’s death in July 1934, Hitler assumed offices of both the President and Chancellor. 11. Explain any four points of Hitler’s foreign policy. What did Schacht advise Hitler? Or Explain Hitler’s foreign policy. Ans. (i) Right from the beginning, Hitler followed an aggressive foreign policy and acquired quick successes. For him, War was the way out of approaching economic crisis. (ii) He pulled out of League of Nations in 1933 and reoccupied Rhineland in 1936. (iii) He integrated Austria and Germany in 1938 under the slogan; One people, One empire and One leader. (iv) In 1938, he went on to seize German speaking Sudentenland from Czechoslovakia and later gobbled up the whole country. These quick successes changed the destiny of Germany under Hitler. Till this point, England and France followed a policy of appeasement towards Hitler.

60 Social Science–IX (v) In September 1939, Germany invaded Poland. This started a war with France and England and involved the world into another World War. (vi) In September 1940, a Tripartite Pact was signed between Germany, Italy and Japan, strengthening Hitler’s claim to international power. — Puppet regimes supportive of Nazi Germany were installed in a large part of Europe. By the end of 1940, Hitler was at the peak of his power. (vii) Hitler attacked the Soviet Union in June 1941 to achieve his long-term aim of conquering Eastern Europe but was defeated after initial gain. He wanted to ensure food supplies and living space for Germans. 12. Who according to the Nazis were ‘desirables’? Who were considered as ‘undesirables’ by the Nazis and why? Ans. (i) Desirables: Pure and healthy Nordic Aryans alone were considered ‘desirables’ by the Nazis. (ii) Undesirables: (a) Jews, many Gypsies, blacks living in Nazi Germany. (b) Poles and Russian civilians belonging to German occupied territory. (c) Even Germans who were seen as ‘impure’ or abnormal. Why: (a) According to Nazi ideology, there was no equality between people, but only racial hierarchy. Blue-eyed Nordic German Aryans were at the top, while Jews occupied the lowest rung. All other coloured people, were placed in between depending upon their external features. (b) Hitler’s racism borrowed ideas of evolution and natural selection from Charles Darwin and Herbert Spencer. They gave the idea of survival of the fittest. This idea was used by Nazis to justify their racial policies. 13. Explain Hitler’s or Nazi policy towards Jews. Or Describe Hitler’s policy towards the Jews. Ans. (i) The Jews were considered ‘undesirables’ by the Nazis. They were given the lowest rung in racial hierarchy. (ii) The Jews remained the worst sufferers in Nazi Germany. They had been stereotyped as killers of Christ and usurers (moneylenders). Until the medieval times, Jews were banned from owning land. They survived mainly through trade and money-lending. (iii) They lived in separately marked areas called ‘ghettos’. They were often persecuted through periodic organised violence. (iv) Hitler’s hatred of the Jews was based on theories of race, which held that conversion was no solution to the Jewish problem. It could be solved only through their total elimination. (v) From 1933 to 1938, the Nazis terrorised the Jews compelling them to leave the country. The next phase 1939–1945 aimed at concentrating them in certain areas and eventually killing them in mass numbers in gas chambers in Poland. 14. How did Hitler establish a racist state? Or State any five measures taken by the Nazis to create a pure German racial state.

Nazism and the Rise of Hitler 61 Or Explain any five steps taken by Hitler to establish a racial state. Or Mention five steps adopted by the Nazis to establish a racial state. Ans. (i) As soon as the Nazis came into power, they started implementing methods to do away with those who were seen as ‘undesirable’, i.e., non-Aryan in order to establish a ‘pure’ race. (ii) Nazis wished for a society that only consisted of ‘pure and healthy Nordic Aryans’. (iii) This meant that even those Germans who were seen as ‘impure’ had no right to exist. Under the ‘Euthanasia Programme’, Nazi officials had forcefully condemned many Germans who were considered mentally or physically unfit to death. (iv) Apart from the Jews, many Gypsies and blacks living in Nazi Germany were considered racially ‘inferior’ and were seen as a threat to the biologically pure Aryan’ race. They too were widely persecuted. (v) Even Russians and Poles were considered inferior to the Aryans. When Germany occupied Poland and parts of Russia, the civilians were forced into slavery. Most of these workers were starved to death. (vi) The Jews suffered the most under Nazi rule. They were stereotyped as murderers of Christ. They were often persecuted through intermittent organised violence, and expulsions from their land. 15. What did the Nuremberg Laws mean to the ‘undesirables’ in Nazi Germany? What other legal measures were taken against them to make them feel unwanted? Ans. The Nuremberg Laws meant that the “undesirables” had no right to live among “desirables” as citizens. The Nuremberg Laws of Citizenship (1935) were: (i) Only persons of German or related blood would henceforth be German citizens enjoying the protection of the German Empire. (ii) Marriages between Jews and Germans were forbidden. (iii) Extramarital relations between Jews and Germans became a crime. (iv) Jews were forbidden to fly the national flag. Other legal measures against Jews included: (i) Boycott of Jewish business (ii) Expulsion from government services (iii) Forced selling and confiscation of their properties 16. How was Nazi schooling different from other schools? Ans. (i) After the establishment of the Nazi rule, all the schools were cleansed and purified, and all the Jewish teachers were made to leave. (ii) Children were demarcated, and Germans and Jews could not sit or play together. Physically handicapped children and Gypsies were thrown out of schools. And finally, in the 1940s, were taken to the gas chambers. (iii) ‘Good German’ children had to undergo the Nazi method of schooling. School textbooks were rewritten favouring the Nazi ideas of race with the setting up of a new subject called ‘Racial Science’. (iv) Children were taught that they had to hate the Jews and worship Hitler. Even the purpose of sports was to instil in them a spirit of violence and aggression.

62 Social Science–IX (v) Hitler believed that boxing could make children iron-hearted, strong and masculine. 17. How were schools in Germany ‘cleansed and purified’ under Nazi rule? Ans. (i) Total control over schools: Hitler put all schools under total control of the state. Undesirable children, i.e., Jews, Blacks and Gypsies were first segregated. Subsequently, ‘undesirable children’ were thrown out of school. And finally in the 1940’s they were taken to the gas chambers. (ii) Teachers: Jew teachers were dismissed. (iii) New education policy: He announced his new education policy. ‘Good German’ children were subjected to a process of Nazi schooling and ideological training. All school textbooks were rewritten. (iv) Spirit of violence and aggression: To increase the spirit of violence and aggression, new sports were introduced. Hitler believed that boxing could make children iron-hearted, strong and masculine. (v) Youth organisation: Youth organisations were made responsible for educating German youth in ‘the spirit of National Socialism’. The 10 year old had to join ‘Jungvolk’ and 14 year old ‘Hitler Youth’. (vi) At 18 years, they had to join compulsory military service, were recruited into labour service and required to enrol in one of the Nazi organisations. The Nazi hold on the youth was total and fanatical in its makeup. 18. What were the Nazi ideas of motherhood? Ans. (i) Nazis believed that women were radically different from men. They thought that if women fought for the same rights as men, society would be doomed. (ii) While boys were taught to be aggressive and masculine, girls were made to believe that their only duty was to become good mothers to their pure-blooded Aryan children. (iii) In order to maintain the ‘purity’ of their race, women had to maintain a distance from Jews, look after the homes, and impart their children with Nazi values. (iv) The women however were not treated equally. Those who bore ‘desired’ children were given favourable treatment in hospitals and were entitled to concessions in shops, theatre tickets and railway fares. (v) In order to produce more ‘pure-blooded’ children, honour crosses were awarded to women. A bronze cross was given for four children, silver for six and gold for eight and more. (vi) Any ‘Aryan’ woman who failed to abide by the prescribed code of conduct was publicly condemned and severely punished. 19. State three changes introduced in schools under Nazism. Ans. (i) Hitler felt that a strong Nazi society would be established only by teaching children Nazi ideology. This required a controlled schooling. (ii) All the schools were cleansed and purified. Children were first segregated or separated. The Germans and the Jews could not study or play together. (iii) Then the undesirable children comprising the Jews, the physically handicapped and the Gypsies were thrown out of schools. Later in 1940, they were taken to gas chambers. (iv) All good German children were subject to a process of Nazi schooling and long ideological training.

Nazism and the Rise of Hitler 63 (v) School textbooks were rewritten to justify the Nazi ideas of race. Children were taught to be loyal and submissive, and worship Hitler. (vi) Even supports were used to create a spirit of violence and aggression among children. Hitler believed that boxing could make children strong and masculine. 20. Explain why Nazi propaganda was effective in creating a hatred for the Jews. Ans. Nazi propaganda was effective in creating hatred for Jews because: (i) Responsible for their defeat in World War I: The Nazis condemned the Jews as the worst race on Earth and decided to eliminate them. They held the Jews responsible for their defeat in World War I. (ii) Traditional Christian hatred for Jews: There was a traditional Christian hatred for the Jews, because they were guilty of murdering Christ. This sentiment was fully exploited by the Nazis. (iii) Propaganda against the Jews: Propaganda films were made to create hatred. The most infamous film was ‘Eternal Jews’. Orthodox Jews were stereotyped and marked. They were shown with flowing beards wearing kaftans. The Jews were referred to as vermin, rats, and pests. Their movements were compared to those of rodents. (iv) Propaganda at home: Motherhood was used by the Nazis to propagate against the Jews. All the girls had to maintain the purity of the race. Mothers were supposed to teach their children Nazi values. There was a code of conduct for all the women. Those who maintained any contact with them were punished. (v) Propaganda at school: All the schools were cleaned and purified. This meant that teachers who were Jews were dismissed. Children were first segregated. Germans and Jews could not sit or play together. Subsequently, the undesirable children, i.e., Jews were thrown out of schools. And finally, in the 1940s, they were taken to the gas chambers. (vi) Tapped people’s emotions: Nazism worked on the minds of the people, tapped their emotions, and turned their hatred and anger to those marked as undesirable– especially the Jews. (vii) Code language: Mass killings (of Jews) were termed as a special treatment leading towards its final solution. (viii) Introduction of racial science: Racial science was introduced to justify the Nazi idea of race. Stereotypes about the Jews were popularised even through maths classes. Children were taught to be legal and submissive, hate Jews and worship Hitler. 21. Explain the meaning of Holocaust. How was it practised in Germany? Ans. Holocaust means atrocities and sufferings endured by Jews during Nazi killing operations. How it was practised in Germany: (i) The Nuremberg Laws of Citizenship of September 1935 laid steps for exclusion of Jews. (a) Only persons of German or related blood would henceforth be German citizens enjoying the protection of the German Empire. (b) Marriages between Jews and Germans were forbidden. Extramarital relations were made a crime. (c) Jews were forbidden to fly the national flag.

64 Social Science–IX (ii) The second step was Ghettoisation of Jews (1940–1944) and it was claimed the Jews had no right to live among Germans. (iii) All Jews had to surrender all their wealth before they were admitted into a ghetto. (iv) The third step of the Holocaust was annihilation (complete destruction) from 1941 onwards. Jews were made to feel they have no right to live. (v) During this time, Jews from their houses, concentration camps and ghettos from different parts of Europe were brought to death factories i.e., gas chambers in Poland. They were brought by goods trains; and mass killings took place within minutes with scientific precision. Case Study Based MCQs Case Study–1 Read the given extract/source/passage carefully and answer the questions that follow: Although Helmuth may not have realised all that it meant, his father had been a Nazi and a supporter of Adolf Hitler. Many of you will know something about the Nazis and Hitler. You probably know of Hitler’s determination to make Germany into a mighty power and his ambition of conquering all of Europe. You may have heard that he killed Jews. But Nazism was not one or two isolated acts. It was a system, a structure of ideas about the world and politics. In May 1945, Germany surrendered to the Allies. Anticipating what was coming, Hitler, his propaganda minister Goebbels and his entire family committed suicide collectively in his Berlin bunker in April. At the end of the war, an International Military Tribunal at Nuremberg was set up to prosecute Nazi war criminals for Crimes against Peace, for War Crimes and Crimes against Humanity. Germany’s conduct during the war, especially those actions which came to be called Crimes against Humanity, raised serious moral and ethical questions and invited worldwide condemnation. Under the shadow of the Second World War, Germany had waged a genocidal war, which resulted in the mass murder of selected groups of innocent civilians of Europe. The number of people killed included 6 million Jews, 200,000 Gypsies, 1 million Polish civilians, 70,000 Germans who were considered mentally and physically disabled, besides innumerable political opponents. Nazis devised an unprecedented means of killing people, that is, by gassing them in various killing centres like Auschwitz. The Nuremberg Tribunal sentenced only eleven leading Nazis to death. Many others were imprisoned for life. The retribution did come, yet the punishment of the Nazis was far short of the brutality and extent of their crimes. The Allies did not want to be as harsh on defeated Germany as they had been after the First World War. 1. Which of the following can best define Nazism? (a) Hitler’s ambition of conquering Russia (b) Hitler’s ambition of conquering the world (c) Hitler’s determination to make Germany a great nation (d) A system, a structure of ideas about the world and politics Ans. (d)

Nazism and the Rise of Hitler 65 2. Which country was defeated after the Second World War? (a) France (b) Germany (c) Russia (d) Britain Ans. (b) 3. Who was the propaganda minister of Hitler? (a) Hjalmar Schacht (b) Hindenburg (c) Goebbels (d) Helmuth Ans. (c) 4. Which of the following bodies was set up to try and prosecute the Nazi war criminals at the end of World War II? (a) Allied Judicial Court (b) British Military Tribunal (c) Allied Military Tribunal (d) International Military Tribunal Ans. (d) 5. Which of the following people were killed in Genocidal War? (a) Jews (b) Polish (c) Germans who were considered disabled (d) All of these Ans. (d) 6. Why did the Nuremburg Tribunal sentence only 11 Nazis to death for such a massive genocide? (a) Only these 11 Nazis were found guilty. (b) Germany promised never to repeat such an act. (c) Germany was ready to pay a huge compensation to the Allied countries for these killings. (d) The Allies did not want to be harsh on the defeated Germany as they had been after World War I. Ans. (d) Case Study–2 Read the given extract/source/passage carefully and answer the questions that follow: Germany, a powerful empire in the early years of the twentieth century, fought the First World War (1914–1918) alongside the Austrian empire and against the Allies (England, France and Russia.) All joined the war enthusiastically hoping to gain from a quick victory. Little did they realise that the war would stretch on, eventually draining Europe of all its resources. Germany made initial gains by occupying France and Belgium. However, the

66 Social Science–IX Allies, strengthened by the US entry in 1917, won, defeating Germany and the Central Powers in November 1918. The defeat of Imperial Germany and the abdication of the emperor gave an opportunity to parliamentary parties to recast German polity. A National Assembly met at Weimar and established a democratic constitution with a federal structure. Deputies were now elected to the German Parliament or Reichstag, on the basis of equal and universal votes cast by all adults including women. This republic, however, was not received well by its own people largely because of the terms it was forced to accept after Germany’s defeat at the end of the First World War. The peace treaty at Versailles with the Allies was a harsh and humiliating peace. Germany lost its overseas colonies, a tenth of its population, 13 per cent of its territories, 75 per cent of its iron and 26 per cent of its coal to France, Poland, Denmark and Lithuania. The Allied Powers demilitarised Germany to weaken its power. The War Guilt Clause held Germany responsible for the war and damages the Allied countries suffered. Germany was forced to pay compensation amounting to £6 billion. The Allied armies also occupied the resource-rich Rhineland for much of the 1920s. Many Germans held the new Weimar Republic responsible for not only the defeat in the war but the disgrace at Versailles. 1. Which among the following was the single most important factor in the victory of Allied powers in the World War I? (a) Axis Powers (b) US entry in 1917 (c) Russian Revolution of 1917 (d) Alliance of England, France and Russia Ans. (b) 2. Which of the following was the treaty signed by Germany after its defeat in the First World War? (a) Treaty of Paris (b) Treaty of Vienna (c) Treaty of Munich (d) Treaty of Versailles Ans. (d) 3. German defeat in the World War I (a) Led to the establishment of Nazi rule (b) Led to the restoration of monarchy (c) Led to the establishment of the Weimar Republic (d) Led to the adoption of declaration of rights of men and citizens Ans. (c) 4. Which nations were the Allied Powers in the World War I? (a) Germany, Italy, Japan (b) UK, France, Italy (c) Germany, Italy, Turkey (d) UK, France, USSR, USA Ans. (d)

Nazism and the Rise of Hitler 67 5. Reichstag refers to (a) Imperial Germany (b) German Parliament (c) French Parliament (d) Imperial England Ans. (b) 6. The peace treaty signed at the end of World War 1 was harsh for Germany because (a) Germany lost its overseas colonies and 13% of its population. (b) Germany lost 75% of its iron and 26% of its coal. (c) The western powers demilitarised Germany to weaken its power. (d) All of these Ans. (d) Case Study–3 Read the given extract/source/passage carefully and answer the questions that follow: This crisis in the economy, polity and society formed the background to Hitler’s rise to power. Born in 1889 in Austria, Hitler spent his youth in poverty. When the First World War broke out, he enrolled for the army, acted as a messenger in the front, became a corporal, and earned medals for bravery. The German defeat horrified him and the Versailles Treaty made him furious. In 1919, he joined a small group called the German Workers’ Party. He subsequently took over the organisation and renamed it the National Socialist German Workers’ Party. This party came to be known as the Nazi Party. In 1923, Hitler planned to seize control of Bavaria, march to Berlin and capture power. He failed, was arrested, tried for treason, and later released. The Nazis could not effectively mobilise popular support till the early 1930s. It was during the Great Depression that Nazism became a mass movement. As we have seen, after 1929, banks collapsed and businesses shut down, workers lost their jobs and the middle classes were threatened with destitution. In such a situation, Nazi propaganda stirred hopes of a better future. In 1928, the Nazi Party got no more than 2.6 per cent votes in the Reichstag–the German parliament. By 1932, it had become the largest party with 37 per cent votes. Hitler devised a new style of politics. He understood the significance of rituals and spectacle in mass mobilisation. Nazis held massive rallies and public meetings to demonstrate the support for Hitler and instill a sense of unity among the people. The Red banners with the Swastika, the Nazi salute, and the ritualised rounds of applause after the speeches were all part of this spectacle of power. 1. When did Hitler join German Worker’s Party? (a) 1918 (b) 1919 (c) 1920 (d) 1921 Ans. (b)

68 Social Science–IX 2. When did Hitler try to seize control of Bavaria and capture Berlin? (a) 1989 (b) 1919 (c) 1923 (d) 1932 Ans. (c) 3. What was not a factor in the rise of Hitler? (a) Weimar Republic (b) Disgrace of Versailles Treaty (c) Years of depression and economic crisis (d) Nazi propaganda and Hitler’s charismatic leadership Ans. (a) 4. Which of the given parties came to be known as Nazi Party? (a) German Workers’ Party (b) Socialist Democratic Party (c) National Socialist German Workers’ Party (d) Socialist Party Ans. (c) 5. The Nazi Party became the largest party by (a) 1930 (b) 1931 (c) 1932 (d) 1933 Ans. (c) 6. Which of the following were the features of the new Nazi style of politics? I. Massive rallies and public meetings II. Ritualised applause after the speeches III. Red banners with Swastika IV. Criticising the all foreign influences (a) I, II and IV (b) I, III and IV (c) I, II and III (d) II, III and IV Ans. (c)

Nazism and the Rise of Hitler 69 map sKILL Based QuestIons 1. On the outline political map of World, locate and label the countries that were Axis Powers in Second World War. Ans. The countries that were Axis Powers in Second World War are— (a) Germany (b) Italy (c) Japan 80N˚ 20˚ 20˚ N 6S0˚ 60˚ 180˚E 40˚ 40˚ 180˚E (c) 40˚ 20˚ 0˚ 160˚ 160˚ 100˚ 120˚ 140˚ 100˚ 120˚ 140˚ 80˚ 80˚ 40˚ 60˚ 40˚ 60˚ 0˚ 20˚ (a) 0˚ 20˚ (b) 160˚W 140˚ 120˚ 100˚ 80˚ 60˚ 40˚ 20˚ 20˚ 40˚ 5000 km 160˚W 140˚ 120˚ 100˚ 80˚ 60˚ Scale 2500 0 80N˚ 6S0˚ 60˚ 40˚ 20˚ 0˚

160˚W 140˚ 120˚ 100˚ 80˚ 60˚ 40˚ 20˚ 0˚ 20˚ 40˚ 60˚ 80˚ 100˚ 120˚ 140˚ 160˚ 180˚E (a) UK Ans. The countries that were Allied Powers in Second World War are— 2. On the outline political map of World, locate and label the countries that 70 Social Science–IX were Allied Powers in Second World War. (c) 8N0˚ 8N0˚ (a) 60˚ (b) 60˚ (b) France 40˚ (d) 40˚ 20˚ 20˚ (c) Former USSR (d) USA 0˚ 0˚ 20˚ 20˚ N 40˚ 6S0˚ 40˚ Scale 6S0˚ 0 2500 5000 km 160˚W 140˚ 120˚ 100˚ 80˚ 60˚ 40˚ 20˚ 0˚ 20˚ 40˚ 60˚ 80˚ 100˚ 120˚ 140˚ 160˚ 180˚E

Nazism and the Rise of Hitler 71 3. On the outline political map of World, locate and label the following territories under German expansion (Nazi Power): (a) Austria (b) Poland (c) Czechoslovakia (only Slovakia shown in the map) (d) Denmark (e) Lithuania (f) France (g) Belgium Ans. 80N˚ 20˚ 20˚ 20˚ 20˚ N 6S0˚ 0˚ 0˚ 180˚E (d) 40˚ 40˚ 180˚E (a) (e) 160˚ (g) (b) 60˚ 160˚ (f) (c) 100˚ 120˚ 140˚ 100˚ 120˚ 140˚ 40˚ 80˚ 80˚ 40˚ 60˚ 40˚ 60˚ 0˚ 20˚ 0˚ 20˚ 160˚W 140˚ 120˚ 100˚ 80˚ 60˚ 40˚ 20˚ 20˚ 40˚ 5000 km 160˚W 140˚ 120˚ 100˚ 80˚ 60˚ Scale 2500 0 80N˚ 6S0˚ 60˚ 40˚



Unit II Geography (Contemporary India–I) This unit consists of the following chapters: 3. Drainage 4. Climate 5. Natural Vegetation and Wildlife



Electoral Politics 155 Case Study Based MCQs Case Study–1 Read the given extract/source/passage carefully and answer the questions that follow: In our country we follow an area based system of representation. The country is divided into different areas for purposes of elections. These areas are called electoral constitutencies. The voters who live in an area elect one representative. For Lok Sabha elections, the country is divided into 543 constituencies. The representative elected from each constituency is called a Member of Parliament or an MP. One of the features of a democratic election is that every vote should have equal value. That is why our Constitution requires that each constituency should have a roughly equal population living within it. Similarly, each state is divided into a specific number of Assembly constituencies. In this case, the elected representative is called the Member of Legislative Assembly or an MLA. Each Parliamentary constituency has within it several assembly constituencies. The same principle applies for Panchayat and Municipal elections. Each village or town is divided into several ‘wards’ that are like constituencies. Each ward elects one member of the village or the urban local body. Sometimes these constituencies are counted as ‘seats’, for each constituency represents one seat in the assembly. When we say that ‘Lok Dal won 60 seats’ in Haryana, it means that candidates of Lok Dal won in 60 assembly constituencies in the state and thus Lok Dal had 60 MLAs in the state assembly. 1. For Lok Sabha elections, the country is divided into _______ constituencies. (a) 250 (b) 543 (c) 545 (d) None of these Ans. (b) 2. On what basis electoral constituencies are divided? (a) area (b) population (c) both (a) & (b) (d) None of these Ans. (a) 3. An elected member of Lok Sabha is called: (a) MP (b) MLA (c) Councilor (d) None of these Ans. (b) 4. An elected member of State Legislative Assembly is called (a) MP (b) MLA (c) MLC (d) None of these Ans. (b) 5. Constituencies called ‘wards’ are made for the election to: (a) Parliament (b) State Legislative Assembly (c) State Legislative Council (d) Panchayats and Municipal bodies Ans. (d) 6. MLAs are associated with: (a) Lok Sabha (b) Village Panchayat (c) State Assemblies (d) Municipal Ward Ans. (c)

156 Social Science–IX Case Study–2 Read the given extract/source/passage carefully and answer the questions that follow: In our country elections are conducted by an independent and very powerful Election Commission (EC). It enjoys the same kind of independence that the judiciary enjoys. The Chief Election Commissioner (CEC) is appointed by the President of India. But once appointed, the Chief Election Commissioner is not answerable to the President or the government. Even if the ruling party or the government does not like what the Commission does, it is virtually impossible for it to remove the CEC. Very few election commissions in the world have such wide-ranging powers as the Election Commission of India. EC takes decisions on every aspect of conduct and control of elections from the announcement of elections to the declaration of results. It implements the Code of Conduct and punishes any candidate or party that violates it. During the election period, the EC can order the government to follow some guidelines, to prevent use and misuse of governmental power to enhance its chances to win elections, or to transfer some government officials. When on election duty, government officers work under the control of the EC and not the government. In the last 25 years or so, the Election Commission has begun to exercise all its powers and even expand them. It is very common now for the Election Commission to reprimand the government and administration for their lapses. When election officials come to the opinion that polling was not fair in some booths or even an entire constituency, they order a repoll. The ruling parties often do not like what the EC does. But they have to obey. This would not have happened if the EC was not independent and powerful. 1. Who appoints the Chief Election Commissioner of India? (a) The President of India (b) The Prime Minister of India (c) The Council of Ministers (d) The Governor Ans. (a) 2. The Election Commission is answerable to: (a) Rajya sabha (b) President (c) Lok sabha (d) Constitution Ans. (d) 3. Who is responsible for conducting free and fair elections in any district? (a) Polling Agent (b) Political Worker (c) Returning Officer (d) District Officer Ans. (c) 4. Name the body which conducts the elections in India. (a) Supreme Court (b) Parliament (c) Cabinet (d) Election Commission Ans. (d) 5. When on election duty, the government officers work under the control of: (a) The Government (b) Election Commission (c) The Parliament (d) The Judiciary Ans. (b)

Electoral Politics 157 6. Which of the following guidelines has to follow by the government during the election period. (a) Not to transfer government officers. (b) Transfer government officers. (c) Both (a) and (b) (d) None of these Ans. (d) Case Study–3 Read the given extract/source/passage carefully and answer the questions that follow: Another way to check the quality of the election process is to see whether people participate in it with enthusiasm. If the election process is not free or fair, people will not continue to participate in the exercise. 1. People’s participation in election is usually measured by voter turnout figures. Turnout indicates the per cent of eligible voters who actually cast their vote. Over the last fifty years, the turnout in Europe and North America has declined. In India the turnout has either remained stable or actually gone up. 2. In India the poor, illiterate and underprivileged people vote in larger proportion as compared to the rich and privileged sections. This is in contrast to western democracies. For example, in the United States of America, poor people, African Americans and Hispanics vote much less than the rich and the white people. 3. Common people in India attach a lot of importance to elections. They feel that through elections they can bring pressure on political parties to adopt policies and programmes favourable to them. They also feel that their vote matters in the way things are run in the country. 4. The interest of voters in election related activities has been increasing over the years. During the 2004 elections, more than one-third voters took part in a campaign-related activities. More than half of the people identified themselves as being close to one or the other political party. One out of every seven voters is a member of a political party. 1. In India, who votes in a larger proportion in the elections? (a) Muslims (b) Rich and privileged (c) Hindus (d) Poor and illiterate Ans. (d) 2. Turnout figures mean. (a) The number of people in voter’s list (b) The number of candidates (c) Percentage of eligible voters who actually cast their votes (d) The number of winning candidates Ans. (c) 3. How much voters took part in the 2004 election? (a) Half (b) One-third (c) Two-thirds (d) Three-fourths Ans. (b)

158 Social Science–IX 4. The least number of people participated in 2004 elections in the USA are: (a) Poor American (b) African-Americans (c) Hispanics (d) Alll of these Ans. (d) 5. Over the last 50 years, the turnouts in Europe and North America has ____________. (a) inclined (b) declined (c) remained stable (d) none of these Ans. (b) 6. Which of the following statements are true? I. People’s participation is election is measured by voters turnout figures II. Common people in India attach a lot of importance to elections III. During the 2004 elections, more than three-fourths voters took part in a campaign-related activities. Choose the correct option: (a) I & III (b) I & II (c) II & III (d) I, II & III Ans. (a)

Unit IV Economics This unit consists of the following chapter: 8. Poverty as a Challenge



CHAPTER Poverty as a Challenge 8 (NCERT Textbook Chapter 3) Chapter at a Glance Poverty Poverty is a situation in which a person fails to satisfy the minimum basic needs such as food, clothing, housing, health, education, etc. We see poverty all around us. In fact, every fifth person in India is poor. This means, roughly 270 millions or 27 crore people in India live in poverty line. (2011-12.) Two Typical Cases of Poverty 1. Urban Case: Ram Saran (i) Daily wage labourer in a wheat floor mill near Ranchi in Jharkhand (ii) Monthly income `1500 (iii) Family of six including wife and four children. (iv) Wife works as a part time maid in a few houses and earns ` 800 per month. (v) His elder son works in a tea shop and earns ` 300 per month. (vi) None of the children go to school. (vii) The younger kids are undernourished. (viii) They have no access to healthcare when they fall ill. 2. Rural Case: Lakha Singh (i) Casual labourer in a village near Meerut in Uttar Pradesh. (ii) Does not have fixed job, gets ` 200 per day only, that also sometimes only. Gets sometimes wheat, dal or vegetables for full day’s work on agricultural land. (iii) Family of eight including his wife and eight children and ailing mother. (iv) Women in family spend the day chopping fodder and collecting firewood in the fields. (v) No kid works in the field. Issues related to poverty are landlessness, unemployment, size of families, illiteracy, poor health/malnutrition, Child labour and happiness. Poverty line is an imaginary line which divides the poor from the non-poor on the basis of their income or per day average of their food consumed. 181

182 Social Science–IX Poverty as seen by social scientist Poverty is looked through other social indicators like illiteracy level, lack of general resistance due to malnutrition, lack of access to healthcare, lack of job opportunities, lack of access to safe drinking water and sanitation. Social Exclusion According to this concept, poor people are derived of social equality and better surroundings. E.g., SC, ST and some casts of OBC’s. Vulnerability Poverty is a measure which describes the greater probabilities of certain communities of becoming, or remaining, poor in coming years. Poverty Line Poverty line is an imaginary line which divides the poor from the non-poor on the basis of their income or per day average of their food consumed. Poverty ratio is calculated by using the formula: P overty ratio = No. of people living below poverty line × 100 Total population Poverty line is estimated periodically (normally every five years) by conducting sample surveys by the NSSO (National Sample Survey Organisation). While determining the poverty line in India, a minimum level of food requirement, clothing, footwear, fuel and light, educational and medical requirement, etc. are determined for subsistence. Food requirement of a person is based on the desired calorie requirement. The calorie needs very depending on age, sex, and the type of work that a person does. Poverty Estimates Although the percentage of people living under poverty declined in the earlier two decades i.e., 1973 and 1993, the number of poor remained stable around 320 million for a fairly long period. However, the latest estimates indicate a significant reduction in the number of poor to about 260 million. Vulnerable Groups The production of people below poverty line is not same for all social groups and economic categories in India. Social groups – Most vulnerable groups are scheduled castes and scheduled tribe households. Economic groups – Among the economic groups, the most vulnerable groups are the rural agricultural labour households and the urban casual labour households. It has been seen that women, children, especially the girl child and old people are poorest of the poor, because they are denied equal access to resources available to the family. Inter-state Disparities The proportion of poor people is not the same in every state. In many states and union territories, the poverty ratio is less than the national average. Bihar and Odisha are the poorest states of India with poverty ratios of 33.7% and 32.6% respectively. Lowest incidence of poverty is found in Kerala with poverty ratio of just 7.1%.

Poverty as a Challenge 183 Global Poverty Scenario The ‘Global Poverty Scenario’ has been substantially declining in global poverty. However, it is marked with great regional differences. Poverty has declined more in China and South-East Asian countries. Causes of Poverty Rapid Growth: There are a number of causes for the widespread poverty in India. These are rapid growth of population, particularly among the poor, which is considered a major cause of Indian poverty. Agricultural Sector: Our agricultural sector has failed to generate much employment opportunities for farm labourers. Similarly, our industries cannot provide employment to job seekers. Unequal distribution: One of the major causes of poverty is the unequal distribution of land and other resources. Various land reform measures introduced after Independence could not improve the lives of the rural poor because of their poor implementation. Social Factors: People in India, including the very poor, spend a lot of money on social occasions like marriages, festivals, etc. Poor people hardly have any savings; thus circumstances force them to borrow, which they are unable to repay due to extreme poverty. The joint family system has also prevented people from working hard. Anti-Poverty Measures Removal of poverty has been one of the major objectives of Indian developmental strategy. The Government has started several anti-poverty strategies which are based on two planks – (i) Promotion of economic growth, and (ii) Targeted anti-poverty programmes. Our government’s strategy towards poverty reduction has been two-fold. One, promotion of economic growth and, two, targeted poverty-alleviation programmes. Some of these programmes are given below: – Prime Minister Rozgar Yojana (PMRY): The aim of this programme (which was started in 1993) was to create self-employment opportunities for the educated unemployed youth in rural areas and small towns. – Rural Employment Generation Programme (REGP): REGP was launched in 1995 to create self-employment opportunities in rural areas and small towns. – Swarnajayanti Gram Swarozgar Yojana (SGSY): SGSY was started in 1999. The programme aims at bringing the assisted poor families above the poverty line. – Pradhan Mantri Gramodaya Yojana (PMGY): PMGY was launched in 2000. Under PMGY additional central assistance is given to states for basic services such as primary health, primary education, rural shelter, rural drinking water and rural electrification. – Antyodaya Anna Yojana (AAY): AAY was for ‘the poorest of poor’ and elders. – National Food for Work Programme (NFWP): NFWP was launched in 2004. – National Rural Employment Guarantee Act (NREGA): NREGA was passed in September 2005. The Act provides 100 days assured employment every year to every rural household in 200 districts.

184 Social Science–IX The Challenges Ahead The Challenges ahead, though poverty has declined in India: Poverty reduction remains India’s most compelling challenge. We will have to do something special to fight against wide regional disparities. We must broaden the definition of poverty from ‘a minimum subsistence level of living to a reasonable level of living’. Bigger challenges before us are: providing healthcare, education and job security for taking care of gender equality. Very Short Answer Type Questions 1. “There is a strong link between economic growth and poverty reduction”. Explain the statement. Ans. Economic Growth brings reduction in poverty. Economic growth creates job opportunities for the people of the country. This brings more money in the hands of the people. 2. What is the most difficult challenge faced by independent India? Ans. Poverty is the most difficult challenge faced by Independent India. 3. Who are the poorest of the poor? Ans. Women, elderly people and female infants are the poorest of the poor. 4. Define poverty. Or What is poverty? Ans. Poverty is inability to afford even the minimum basic necessities of life such as, food, clothing and shelter . 5. Give a typical example of poverty based on social exclusion. Ans. The working of the caste system in India in which people belonging to certain castes are excluded from equal opportunities. 6. Mention any two indicators of poverty. Ans. (i) Level of income, (ii) Level of consumption 7. At what monthly income was poverty line for a person fixed for the year 2000 in India? Ans. ` 328 per person, per month in rural areas and ` 454 per person, per month in urban areas. 8. Which two economic groups are most vulnerable to poverty? Ans. (a) Rural agricultural labour households (b) Urban casual labour households 9. What is the accepted calorie requirement in India? Ans. The accepted calorie requirement in India is 2400 calories per person per day in rural areas and 2100 calories per person per day in urban areas. 10. Why is calorie requirement higher in rural areas than in urban areas? Ans. The calorie requirement is higher in rural areas since people are engaged in more physical labour than in urban areas. 11. Who are the urban poor ? Ans. The urban poor are mostly those who come from rural areas in search of better employment opportunities. They are the casual labourers, rickshaw pullers, vendors, domestic servants, etc.

Poverty as a Challenge 185 12. What does NASO stand for? Ans. NASO stands for National Sample Survey Organisation. 13. Name any two of the poorest states in India. Ans. Poorest states in India are Bihar and Orissa (Odisha). 14. Which two social groups are most vulnerable to poverty? Or Name any two social groups vulnerable to poverty. Ans. (a) Scheduled caste households (b) Scheduled tribe households. 15. What is International Poverty Line? Ans. Percentage of population living below one dollar a day. 16. When is a person considered poor? Ans. A person is considered poor if his/her income or consumption level falls below a given minimum level necessary to fulfil basic needs. 17. States like Punjab and Haryana have traditionally succeeded in reducing poverty. How did they make it possible? Ans. These states have reduced poverty with the help of high agricultural growth rates. 18. How have Andhra Pradesh and Tamil Nadu reduced poverty? Ans. These states have reduced poverty with the help of public distribution of food grains. 19. How is poverty defined by World Bank? Ans. All those persons living on less than $ 1 per day are considered to be extremely poor. 20. Which Asian country has shown a decline in poverty substantially according to the World Bank? Ans. Poverty declined substantially in China and Southeast Asian countries. This is due to the rapid economic growth and massive investment in human resource development. 21. What is the historical reason behind the widespread poverty in India? Ans. It is the low level of economic development under the British colonial administration. 22. What perpetuated the cycle of poverty in India? Ans. The failure at two fronts i.e., promotion of economic growth and population control perpetuated the cycle of poverty in the country. 23. Mention one major reason behind huge income inequalities. Ans. It is the unequal distribution of land and other resources. 24. What is both the cause and effect of poverty? Ans. The high level of indebtedness is both the cause and effect of poverty. 25. Name any two countries which have high percentage of population living below poverty? Ans. Nigeria and Bangladesh 26. The current anti-poverty strategy of the government is based broadly on two planks. Mention them. Ans. (i) Promotion of economic growth, (ii) Targeted anti-poverty programmes. 27. Which period in India has been characterized by higher economic growth? Ans. The period between the 1970s and 1990s has been characterized by higher economic growth.

186 Social Science–IX 28. How can you say that there is a strong link between economic growth and poverty reduction? Give one point. Ans. Economic growth widens opportunities and provides the resources needed to invest in human development. 29. What is the full form of NREGA? Ans. National Rural Employment Guarantee Act. 30. When was NREGA passed? Ans. NREGA was passed in September 2003. 31. What is the full form of PMGY? Ans. Pradhan Mantri Gramodaya Yojana 32. What is the extent of poverty of India? Ans. The number of people living below poverty line today are over 26 crores in India. 33. What is full form of NFWP? Ans. The National Food for Work Programme 34. When it was launched? Ans. It was launched in 2004 in 150 most backward districts of India. 35. Mention two major reasons for less effectiveness of the anti-poverty programmes. Ans. (i) The lack of proper implementation, (ii) Right targeting Short Answer Type-I Questions 1. Who are the main poorest of the poor? Ans. Scheduled tribes, urban casual labourers and landless agricultural rural labourers are the main poorest of the poor. Sometimes victims of the natural calamities are also poorest of the poor. 2. Explain how poverty begets poverty? Ans. Poverty begets poverty. It is both a cause as well as consequence. A poor country cannot save much out of its national income. As a result, it suffers from capital deficiency which adversely affects the level of production and income in the country. 3. “There is a strong link between economic growth and poverty reduction”. Explain the statement. Ans. Economic growth brings reduction in poverty. Economic growth creates job opportunities for the people of the country. This brings more money in the hands of the people. 4. Explain the concepts of Social exclusion to poverty. Ans. Social Exclusion to poverty: According to this concept, poverty must be seen in terms of the poor who have to live only in poor surroundings with other poor people. Poor people are excluded from better surroundings with better-off people. 5. Explain the concepts of Vulnerability to poverty. Ans. Vulnerability to poverty: There is a greater possibility of remaining poor in case of certain communities (such as members of backward classes, widows and physically handicapped persons). These groups of people face greater risks at the time of natural disasters (earthquakes and tsunami). Thus, vulnerability describes the greater possibility of being adversely affected in comparison to other people in odd times.

Poverty as a Challenge 187 6. What does the poverty line vary from time and place? Ans. The poverty line is estimated on the basis of income incurred on the consumption of minimum calorie intake. Since that varies from region to region, and the consumption expenditure is subject to prices of food items, the poverty line also varies. 7. Why do different countries use different poverty lines? Ans. Different countries use different poverty lines because the basic needs of different countries are different. For example, a person may be considered poor in America if he is not having a car, whereas in India, owning a car is still considered a luxury. 8. Describe about inequality of share of income within a family. Ans. There is also inequality of incomes within the family. – In poor families all suffer but some suffer more than others. – Women, elderly people and female infants are denied equal access to the available income. 9. Name four categories of people who are vulnerable to poverty. Ans. The followings are the four categories of people who are vulnerable to poverty: (i) Rural agricultural labourers (ii) Urban casual labourers (iii) Schedule castes (iv) Schedule tribes (v) Other backward class 10. Why is population of poor people not the same in every state? Explain in three points. Ans. Following are some reasons why population of poor people is not the same in every state: Fertility of land Irrigation facilities Rainfall Tendency of people about hard working Geographical conditions/land relief 11. Study the graph and do the following: No. of Poors in Millions 1800 Sub-Saharan Africa 1600 South Asia 1400 2010 Year 2013 Latin America & Carribbean 1200 East Asia & Paci c 1000 China 800 2015 600 400 200 0 2005

188 Social Science–IX (i) Identify the areas of the world, where poverty ratios have declined. (ii) Identify an area on the globe which has the largest concentration of the poor. Ans. (i) The areas where poverty has declined are China, South Asia, East Asia and Pacific. (ii) The areas where there is largest concentration of people are South Asia and Sub- Saharan Africa of poor. 12. Study the following table and answer the questions that follow: Estimates of Poverty in India (Tendulkar Methodology) Poverty ratio (%) Number of poor (in millions) Year Rural Urban Total Rural Urban Combined 1993–94 507 32 45 329 75 404 2004–05 42 26 37 326 81 407 2009–10 34 21 30 278 76 355 2011–12 26 14 22 217 53 270 Source: Economic Survey, 2017–18 (i) Even if poverty ratio declined between 1993–94 and 2004–05, why did the number of poor remain at about 407 million? (ii) Are the dynamics of poverty reduction the same in rural and urban India? Ans. (i) Due to population explosion, the number of poor people remained about 407 million. (ii) The dynamics of poverty reduction are not same in rural and urban areas. In urban areas, poverty has reduced because of better infrastructure and facilities. 13. Explain any two features of the global poverty scenario. Ans. Global poverty scenario is as below: World Bank has defined poverty, according to it, if a person is earning less than $ 1.90 per day, he/she is poor. (i) The proportion of people in different countries has fallen rapidly. (ii) Number of the poor in China has come down from 83.3 per cent in 1981 to 14.7 per cent in 2008 and 0.7 per cent in 2007. 14. Write a short note on unequal distribution of land. Ans. There is a huge differences between the farmers having land Some persons have no land, while some persons/families have hundreds of acres of land. Despite many policies, we are not able to solve this problem. This is also a major cause of poverty. 15. What are the main objectives of anti-poverty strategy taken by the government of India? Or “Removal of poverty has been one of the major objectives of Indian Development Strategy.” In the light of this statement explain two planks of Indian Government on anti-poverty strategy. Ans. Removal of poverty has been one of the major objectives Indian developmental strategy. The current anti-poverty strategy of the government is based broadly on two planks (i) Promotion of economic growth (ii) Targeted anti-poverty programmes.