PODAR INTERNATIONAL SCHOOL (CBSE)

Class Test
Grade: IX Topic: Ch 1. The French Revolution
Subject: Social Science Maximum Marks: 25

Question 1
(a) Why were the ‘Directory’ appointed? [1]
(b) Who were known as ‘active citizens’ in the National Assembly? [1]
(c) What was a ‘Chateau’? [1]
(d) Which proposal of the third estate was rejected by Louis XVI? [1]
(e) What did the ‘law tablet’ symbolise in the Declaration of [1]
Rights?
(f) What thought was put forward by John Locke in his book ‘Two
Treatises of Government’?
(g) What was the Estates General? [1]

Question 2
(a) While the National Assembly was busy at Versailles drafting the [3]
constitution, the rest of France seethed in turmoil. State
whether the statement is true or false. Explain.
(b) Why were the Jacobins known as ‘sans-culottes’? [3]
(c) Explain the landmark decisions were taken by the National [3]
Assembly led by the Third Estate on 4th August, 1789.

Question 3
(a) Discuss the participation of women in political clubs, their [5]
activities and demands.

Question 4 Map Work [4]

On an outline map of France, mark the following:
i. Paris
ii. Nantes
iii. Bordeaux

CB/IX/2021 Class Test page 1 of 2

 iv. Marseilles
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

CB/IX/2021 Class Test page 2 of 2

Chapter: The French Revolution
Subject: History
Class: IX

Chapter-1: The French Revolution

(Extra Q&A)
Very Short Answer Questions
1. The Third Estate comprised of what?
Poor servants and small peasants, landless labourers, peasants, artisans, big businessmen, merchants, lawyers, etc.
2. Who advocated ‘each member should have one vote’?
Rousseau
3. What decision was taken by the convention?
It declared France a Republic
4. How does a ‘Subsistence Crisis’ happen?
‘Subsistence Crisis’ happened in France due to the following reasons: (i) Bad harvest; (ii)Scarcity of grains; and
(iii) High prices of food
5. In the war against Prussia and Austria, the army sang which patriotic song?
‘Marseillaise’ written by the poet Roget de Lisle
6. Who wrote the pamphlet called ‘What is the Third Estate’?
Abbe Sieyes
7. A guillotine was ...
A device consisting of two poles and a blade with which a person was beheaded.
8. When did the French Revolution begin?
July 14, 1789
9. The word “Livres” stands for _______
Unit of currency in France
10. What was the effect of the rise of population of France from about 23 million in 1715 to 28 million in
1789?
Rapid increase in the demand for food grains.
11. What was the ‘Subsistence Crisis’ which occurred frequently in France?
An extreme situation endangered the basic means of livelihood.
12. What was the name of tax which was directly paid to the state by the Third Estate?
Taille
13. What was ‘Estates General’?
A political body
14. Which social groups emerged in the 18th century?
Lawyers, Administrative officials, Middle class
15. The term ‘Old Regime' is usually used to describe ______
Society and institutions of France before 1789 A.D.
16. In which of these countries was the model of government as advocated by Montesquieu put into effect?
USA
17. ‘Two Treatises on Government’ book was written by whom?
John Locke
18. When did Louis XVI call an assembly of Estates General to pass proposals for new taxes?
05 May, 1789
19. In the meeting of the Estates General, the members of the Third Estate demanded that ___
All the three Estates should have one vote.
20. On 20th June, the representatives of the Third Estate assembled in the indoor tennis court of Versailles
for __________
Drafting a Constitution for France which limited the king’s power.
Chapter: The French Revolution
Subject: History
Class: IX

21. Who led the representatives of the Third Estate in Versailles on 20th June?
Mirabeau And Abbe Sieyes
22. What did Louis XVI do, seeing the power of his revolting subjects?
He accorded recognition to the National Assembly and accepted checks on his powers.
23. According to the new constitution of 1791, the National Assembly was to be ____
Elected indirectly
24. Which people were entitled to vote in France?
Only men above 25 years of age and who paid taxes equal to at least 3 days of a labourer’s wage
25. Whom did Louis XVI marry?
Louis XVI married to the Austrian princess Marie Antoinette.
26. Who was common enemy of France and America?
Britain
27. Who owned the lands in French society?
About 60% of the land was owned by Nobles, the Church and other richer members of the third estate. Peasants
comprised of 90% of the total population, however only a small number of them owned the land they cultivated.
28. Which privileges was enjoyed by the first two estates?
The members of the first two estates, i.e. the clergy and the nobility, enjoyed certain privileges by birth. The most
important of these was exemption from paying taxes to the state. The nobles further enjoyed feudal privileges.
These included feudal dues, which they collect from the peasants.
29. Which thought was put forward by John Locke in his book Two Treatises of Government?
He refuted the doctrine of the divine and absolute right of the monarch. Rousseau carried the idea forward,
proposing a form of government based on a social contract between people and their representatives.
30. Which thought was put forward by Montesquieu?
In the Spirit of the Laws, Montesquieu proposed a division of power within the government between the
legislative, the executive and the judiciary.
31. How was ideas of the philosophers spread among people?
The ideas of these philosophers were discussed intensively in salons and coffee-houses and spread among people
through books and newspapers. These were frequently read aloud in groups for the benefit of those who could not
read and write.
32. Name two important leaders of the National Assembly.
Mirabeau and Abbe Sieyes were two important leaders of the National Assembly.
33. What was the important decree the Assembly legislated?
The Assembly passed a decree abolishing feudal system of obligations and taxes.
34. Name the popular political club of France.
The Jacobin Club was one of the most popular political clubs in France.
35. Name the leader of the Jacobin Club.
Maximilian Robespierre was leader of the Jacobin Club.
36. On what a charge was Louis XVI and Marie Antoinette beheaded?
Both Louis XVI and later Marie Antoinette were beheaded on charges of treason.
37. The 'Reign of Terror is referred to which period in French revolutionary history?
Reign of Maximilian Robespierre, from 1793-94 is referred to as the 'Reign of Terror.'
38. What is meant by the term 'Directory'?
The term 'Directory' refers to the executive board made up of five members.
39. What does a broken chain signify?
A broken chain signifies act of becoming free, as chains were used to imprison and exploit slaves.
40. Give the name of any one women's club.
The 'Society of Revolutionary and Republican Women' was the most famous women's club.
41. When did French women get voting rights?
After a long struggle in 1946
Chapter: The French Revolution
Subject: History
Class: IX

42. Which factor contributed to the rise of Napoleon?

The political instability of the Directory contributed to the rise of Napoleon.
43. When was Napoleon defeated at Waterloo?
Napoleon was defeated at Waterloo in the year 1815
44. Who authored the book 'The Spirit of the Laws'? What was proposed in this book?
Montesquieu was the author of The Spirit of the Laws. In the book, he proposed a division of power within the
government between the legislative, the executive and the judiciary.
45. Which cities became prosperous because of the slave trade?
Port cities like Bordeaux and Nantes prospered due to the flourishing slave trade.
46. When did the Assembly pass a decree abolishing the feudal system of obligations and taxes?
4 August 1789
47. Who was the president of USA during French revolution?
George Washington became the first president of USA at that time.
48. Arrange the following events of French Revolution in chronological order (what happened next).
(i) Louis XVI is guillotined.
(ii) the Oath of the Tennis Court
(iii) The Bastille falls
(iv) French Republic is declared.
(v) The Great Fear
The correct sequence is (ii) - (iii) - (v) - (iv) - (i)
49. When did Louis XVI call for The Estates General? When was it convened last time?
Louis XVI called for The Estates-General on May 5, 1789. It was called after a gap of 175 years since 1614
50. From where Jacobin's club got its name? Who was the leader of Jacobin's club?
It got its name from the former convent of St Jacob in Paris. Maximillian Robespierre was the leader of Jacobins.
51. What was the outcome of Battle of Waterloo? When did this battle occur?
The Battle of Waterloo was fought in 1815 between Napolean Forces and the allied army of Prussia, UK and
Netherlands. In this battle, Napolean was defeated.
52. What was a Manor?
Manor was an estate consisting of the lord's lands and his mansion.
53. When had France become a Republic?
The newly elected assembly was called the Convention. On 21st Sep. 1792, it abolished the monarchy and
declared France a republic.

Short Answer Type Questions

1. What was the system of voting in the Estates General? What changes did the Third Estate want in this
system?
Voting in the Estates General had been conducted from the past. According to the principle, each estate had one
vote. Members of the Third Estate demanded that voting must to be conducted by the assembly as a whole, where
each member would have one vote. However, their demand was denied that made them to initiate protests.

2. Describe the incidents that led to the storming of the Bastille.

National Assembly was busy in drafting a constitution at Versailles while the rest of France was disturbed with
the agitations and protests. Due to the severe winter there was bad harvest which resulted in the increased prices
of bread. Bakers exploited the situation and hoarded supplies. After spending hours in long queues at the bakery,
crowds of angry women stormed into the shops. At the same time, the rumour spread that the king ordered troops
to move into Paris. Anticipating the attack by king’s troops, the agitated crowd stormed and destroyed Bastille on
14th July, 1789.

3. What were ‘natural and inalienable rights’?

Rights such as the right to life, freedom of speech, freedom of opinion, equality before the law were established
as ‘natural and inalienable rights’, i.e., they belonged to each human being by birth and could not be taken away.
It was the duty of the state to protect each citizen’s natural right.
Chapter: The French Revolution
Subject: History
Class: IX

4. Who formed the National Assembly? On which date is ‘Bastille Day’ celebrated and why?
The representatives of the Third Estate assembled at Versailles on 20th June, 1789 and declared themselves a
National Assembly. The Bastille Day is celebrated on 14th July every year because on this day the unruly Paris
mob stormed and attacked the prison of Bastille which was considered a symbol of terror and dictatorship.

5. What is the importance of the document 'Declaration of Rights of Man and Citizen'?
OR
Why 'Declaration of Rights of Man and Citizen' is considered as a revolutionary document in French
revolution?
Declaration of the Rights of Man and Citizen is regarded as a revolutionary document because:
(i) It abolished the privileges and power given to the French feudal classes i.e. First Estate and Second
Estate.
(ii) It provided equal distribution of the burdens of taxation and rights to public property among all citizens.
(iii) The Declaration emphasized equality before law and freedom of speech and press. Every citizen has
right to speak, print and express.

6. What was the important aim of setting up Directory? What was the final outcome of appointing the
Directory?
After the fall of the Jacobin government, the two elected legislative Council appointed an executive of five
members called Directory. The main objective of the directory was to work as a safeguard against the
concentration of power in the hands of one-man as under the Jacobins. However, the Directors often clashed with
the legislative councils, who then sought to dismiss them. The political instability of the Directory paved the way
for the rise of a military dictator, Napoleon Bonaparte.

7. Who were allowed to vote for the formation of the National Assembly?
Only men above 25 years of age and those who paid taxes equal to at least 3 days of a labourers wage were given
the status of active citizens. And they were entitled to vote. The remaining men and women were classified as
passive citizens and were not allowed to vote. To qualify as an elector and then as a member of the assembly, a
man had to belong to the highest bracket of taxpayers.

8. What was Rousseau's concept about the state?

Rousseau, a thinker and a French philosopher, is regarded as an inspiration behind the French Revolution. He
carried the idea of Locke forward, proposing a form of government based on a social contract between people and
their representatives. According to him, the society creates a Political state for a stable life. If the state failed to
abide by the terms of the contract, people have natural and moral rights to overthrow the state authority.

9. How did women suffer in France?

Most of the women had to work for a living. They worked as laundresses or seamstresses sold flowers, fruits and
vegetables or were employed as domestic servants. They could not get education or job training. Working women
had also to take care of their families, that is cook, fetch water, queue up for bread and look after children. Their
wages were also lower than men.

10. What happened after the fall of Robespierre’s government?

OR
Write a short note on the Directory.
After the fall of Jacobins, a new Constitution was formed which denied the right to vote to non-propertied men.
It provided two elected legislative Councils, who appointed a Directory, an executive body made up of five
members. Directory was formed to prevent the concentration of power in a one man executive as under the
Jacobins. However, the directors often clashed with the legislative councils and were finally dismissed. With this,
political instability emerged in France which gave rise to a military dictator “Napoleon Bonaparte”.

Long Answer Type Questions

1. Describe the circumstances leading to the outbreak of revolutionary protest in France. (Also in NCERT
Textbook)
The outbreak of revolutionary protest in France was a culmination of social, political, economic and intellectual
factors:
Chapter: The French Revolution
Subject: History
Class: IX

(i) Social Causes or Social Conditions: French society was divided into privileged (Clergy and Nobility)
and non-privileged sections (Third Estate). Clergy and Nobility were exempt from payment of state taxes.
The third estate consisted of the lower and middle classes who bore the burden of taxes. Besides, they
did not have any political rights and social status which caused a feeling of resentment in them from
privileged sections.
(ii) Political Causes: Louis XVI, the king of France was an autocratic, inefficient ruler who led a luxurious
life with his queen Marie Antoinette. People of France became tired of this system of administration and
wanted a change.
(iii) Economic Causes: The treasury of the king was empty on account of long wars, involvement in the
American War of Independence, luxurious living of the king and faulty system of taxation.
(iv) Intellectual Causes Philosophers like Rousseau, Voltaire and Montesquieu played a significant role. The
ideas of these philosophers were discussed intensively in salons and coffee-houses and spread among
people through books and newspapers.
Forced by financial bankruptcy, Louis XVI was compelled to call an assembly of the Estates General to pass
proposals for new taxes in 1789. This time, voting method was not accepted by the third estate. They demanded
each member should have one vote. This controversy led to agitation among the people which became the
immediate cause of the French Revolution.

2. Describe the legacy of the French Revolution for the peoples of the world during the 19th and 20th
centuries. (Also in NCERT Textbook)
The legacy of the French Revolution for the peoples of the world during the nineteenth and twentieth centuries
was as follows:
(i) Ideas of equality and democratic spread from France to other European countries and feudalism was
abolished;
(ii) Colonial people reworked the idea of freedom from bondage into their movements to create sovereign
nation states;
(iii) It was the first movement to adopt the ideals of liberty, equality and fraternity;
(iv) The declaration of the Rights of Man and Citizen gave rights such as right to life, freedom of speech,
equality before law, etc.;
(v) Women were given many rights. They could not be forced to marry against their will, divorce was made
legal, schooling was made compulsory and they could train for jobs.

3. What was the impact of the French Revolution in France?

The impact of the French Revolution in France can be summarized as:
(i) End of Monarchy: It marked the end of absolute monarchy and paved way for a republic government.
(ii) Laid the foundation of Democratic Principles: It upheld the theory of sovereignty and laid the foundation
of the democratic principles i.e. government decisions should be based on the consent of her citizens.
(iii) Ideas of Liberty, Equality and Fraternity: The slogans of Liberty, Equality and Fraternity became the
founding milestones for a democratic nation.
(iv) Declaration of Rights and Equality: The declaration provided equality among the citizens for all public
offices, freedom of speech and expression was granted and freedom from arrest without a proven cause
was implemented.
(v) Abolition of Censorship: Mass media was allowed Freedom of the press was granted.
(vi) Taxes to be paid by all: Taxes would be borne by all the people irrespective of their status.
(vii) Religious Freedom: It guaranteed the free exercise of religious worship and abolished the taxes collected
by the churches.
(viii) Reforms and New Initiatives: New initiatives and reforms were carried out in education, administration
and judiciary domain.

4. Explain 'Reign of Terror'.

OR
Describe the causes for the fall of Jacobin government in France.
The period from 1793 to 1794 is referred to as the 'Reign of Terror' because during this time, Robespierre followed
a policy of severe control and punishment. During this period,
(i) All of those whom he considered being enemies of the Republic (e.g. nobles, clergy, members of other
political parties) were arrested. They were arrested and more than 15,000 persons including Queen of
France were guillotined;
(ii) Meat and bread were rationed;
(iii) Peasants were forced to sell their grains at the prices fixed by the government.
Chapter: The French Revolution
Subject: History
Class: IX

(iv) Use of expensive white flour was forbidden and all citizens were forced to eat the equality bread i.e., a
loaf made of whole wheat.
(v) Churches were shut down and their buildings were converted into barracks or offices.
Finally, Robespierre was convicted and guillotined in July, 1794 and the Reign of Terror ended with his death.

5. What role did women of France of the third Estate play in French revolution?
Women of the third estate of France played a crucial role in the revolution: During Revolutionary years, women
started their own political clubs and newspapers. They set up about sixty women clubs in different cities of France.
The most famous among them was the Society of Revolutionary and Republican Women. They also demanded
to enjoy the same political rights as men, i.e., right to vote, to be elected to the Assembly and to hold
political office. However, the women were disappointed because they were not given same political rights as
enjoyed by the men of France.

6. Explain how did the freedom of speech and expression under the revolutionary government in France
promote the ideals of Liberty and Equality into everyday practice.
(i) The Declaration of Rights of Man and Citizen emphasized that freedom of speech and expression be
established as established as ‘natural and inalienable’ right;
(ii) The ideas of these philosophers were discussed intensively in salons and coffeehouses and spread among
people through books and newspapers;
(iii) Newspapers, pamphlets, books and printed pictures flooded the towns of France from where they
travelled rapidly into the countryside;
(iv) Freedom of the press also meant that opposing views of events could be expressed;
(v) Plays, songs and festive processions attracted large numbers of illiterate people to help them grasp and
identify with ideas such as liberty or justice that political philosophers wrote about.

7. How was slavery abolished in France?

OR
Explain the process of slavery abolition in France.
One of the most revolutionary social reforms of the Jacobin regime was responsible for the abolition of slavery.
An acute shortage of labour in the French Caribbean colonies, Martinique, Guadeloupe and San Domingo, led to
a triangular slave trade between Europe, Africa and America in the 17th century. The National Assembly held
long debates and finally, the Convention in 1794 passed laws freeing slaves in the French overseas possessions
but it was last for a short period. After ten years, slavery was reintroduced by Napoleon and it was finally abolished
in 1848.

8. What was the role of French philosophers and revolutionary thinkers in the French Revolution?
The 18th century witnessed the emergence of revolutionary thinkers such as John Locke, Jean Jacques Rousseau
and Montesquieu. They didn't play an active role in the events of the revolution but their ideas inspired the
revolutionary movement. Their revolutionary ideas encouraged people to fight for their rights.
(i) Voltaire's ideas revolved around individual liberties and he believed that man’s destiny is in his own
hands;
(ii) John Locke criticised the divine and absolute rights of the rulers;
(iii) Rousseau put forward the idea of formation of a government based on a social contract between people
and their representatives. Men had the right to change their government, if they were not satisfied with
it;
(iv) Montesquieu believed that all powers should not be concentrated in one person's hand. They should be
divided between the Legislature, the Executive and the Judiciary.
The ideas of these philosophers were discussed and debated in salons and coffee houses and spread among people
through books and newspapers. This founded the way to the revolution of 1789.

9. What was The Great Fear of French revolution?

After the storming of the Bastille, the National Assembly was busy at Versailles drafting a constitution, the rest
of France was disturbed with the agitations and protests.
(i) In the countryside rumours spread from village to village that the royalists of the Manor had hired bands
of brigands who were on their way to destroy the ripe crops;
(ii) Rumours also spread that King’s men were planning to kill National assembly representatives;
(iii) Peasants feared of killing seized hoes and pitchforks and attacked chateaux in several districts. They
looted hoarded grain and burnt down documents containing records of manorial dues.
(iv) A large number of nobles fled from their homes, many of them migrated to neighbouring countries.
Chapter: The French Revolution
Subject: History
Class: IX

This turmoil at that time is termed as The Great Fear.

10. What is the significance of The Tennis Court Oath' in the French Revolution?
The representatives of the third estate viewed themselves as spokesmen for the whole French nation. They
assembled in the hall of an indoor tennis court in the grounds of Versailles on 20th June, 1789. They declared
themselves as a National Assembly and decided not to disperse until they had drafted a constitution for France
which would curtail the power of the monarch. Mirabeau and Abb'e Sieye's were the prominent leaders of National
Assembly while the National Assembly was busy at Versailles, drafting a constitution. Bastille was stormed and
peasants revolt spread in the countryside.

11. How was slave trade started? When and how was it abolished?
OR
Prepare a short note on 'Slave Trade'.
There was a shortage of labour at the plantation. So, Europeans solved this problem by a triangular slave trade
between Europe, Africa and America. Slave trade began in the 17th century when French merchants sailed to the
African coast to buy slaves from their local chieftains. The slaves were packed in the ships for a three month
voyage across the Atlantic to the Caribbean. There, they were sold to plantation owners. Exploitation of slave
labour made it possible to meet the growing demand in European markets for sugar, indigo and coffee. In France,
the National Assembly held long discussions to provide rights to all the people living in France but it did not pass
any law. Ultimately, in 1794 the 'Convention' passed a law to free all the slaves in the French colonies but this
was a short-term measure as later, Napoleon Bonaparte reintroduced slavery.

12. How did the French people ultimately get the right to vote for all citizens?
In the summer of 1792, the Jacobins planned an insurrection of a large number of Parisians who were angered by
the short supply and high prices of food. On the morning of August 10, they stormed the palace of Tuileries,
massacred the king's guards and held the king hostage for several hours. Later the Assembly voted to imprison
the royal family. Elections were held and from then, all men of 21 years and above regardless of wealth, got the
right to vote.
CHAPTER WISE TEST PAPER
Made by Digraj Singh Rajput

CLASS IX
SOCIAL SCIENCE - HISTORY
CHAPTER - THE FRENCH REVOLUTION

Time Allowed: 1 Hours Maximum Marks: 30

---------------------------------------------------------------------------------------------------------------------------------------
General Instructions:
I. This question paper is divided into four sections-Section A, B, C and D.
II. All questions are compulsory.
III. Section-A: Question no. 1 to 5 are objective type questions of 1 marks each.
IV. Section-B: Question no. 6 to 8 are defined type questions, carrying 2 marks each. Answer to each
question should not exceed 40 words.
V. Section-C: Question no. 9 to 11 are Short answer type questions, carrying 3 marks each. The answer to
each question should not exceed 80 words.
VI. Section-D: Question no. 12 and 13 are Long answer type questions, carrying 5 marks each. Answer to
each question should not exceed 120 words.

All the best!!

SECTION-A
Objective Type Questions 1X5=5

1. The idea of …………………… and ……………………… were the most important legacy of the French
Revolution.

2. Tax to be paid directly to the state in French society is known as _____________ .

3. The law is the same for all, and all are equal before it, during the French Revolution this idea is expressed by
what?
A. The winged woman
B. Red Phrygian cap
C. The Law Tablet
D. Statue of Liberty

4. Assertion (A): According to the Constitution of 1791, Not all citizens had the right to vote.
Reason (R): Only men above 18 years of age who paid taxes equal to at least 3 days of a labourer’s wage were
given the right to vote.
Codes:
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. A is false, but R is true.
5. Match the column A with column B -
Column A Column B
A. Rousseau I. Political body
B. Mirabeau II. Noble family
C. Estate General III. The fortress-prison
D. Bastille IV. The social contract

A. A - II, B - IV, C - III, D - I

B. A - IV, B - II, C - I, D - III
C. A - III, B - II, C - I, D - IV
D. A - II, B - I, C - IV, D - III

SECTION-B
Define Type Questions 2X3=6

Write a short note on:

6. Slave Trade
7. National Assembly
8. Napoleon Bonaparte

SECTION-C
Short Type Questions 3X3=9
9. Differentiate between Active and passive citizens.

10. Which laws were made to improve the status of women in French society?

11. What led to the subsistence crises occurring in France under the Old Regime?

SECTION-D
Long Type Questions 5 X 2 = 10
12. Who formed the Jacobin Club? What measures had he taken to remove discrimination in the French society
and form a French Republic?

13. Describe the state of France at the time when Louis XVI got over the throne. Explain why it was so?

OR

What was the role of Philosophers in upbringing the French Revolution?

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 SYLLABUS
CLASS IX
Time : 3 Hrs. Max. Marks : 80

History (Indian and the Contemporary World - I) Suggestive no. of 20 inclusive of

periods = 60 Map pointing
Section Chapter No Chapter Name No. of Periods Marks allocated
I The French Revolution 15
I II Socialism in Europe and the 15
18+2 map pointing
Events and Process Russian Revolution
III Nazism and the Rise of Hitler 15
IV Forest, Society and Colonialism 5
Interdisciplinary project as
II
part of multiple assessments
Livelihoods, (Internally assessed for 5 marks)
Economies and
V Pastoralists in the Modern 10
Societies
World (To be assessed as part
of Periodic Assessment only)
Geography (Contemporary India - I) Suggestive no. of 20 inclusive of
periods = 55 Map pointing
Chapter No Chapter Name No. of periods Marks allocated
1 India – Size and Location 17
2 Physical Features of India 17+3 map
3 Drainage 10 pointing*
4 Climate 12
5 Natural Vegetation and Wildlife (Only map pointing 3
to be evaluated in the annual examination.)
Interdisciplinary project as part of multiple 5
assessments (Internally assessed for 5 marks)
6 Population 8 * Marks as
mentioned above
Political Science (Democratic Politics - I) Suggestive no. of 20 Marks
periods = 50
Chapter No. Chapter name No. of Periods Marks allocated
What is Democracy?
1 10
Why Democracy?
2 Constitutional Design 10
20
3 Electoral Politics 8
4 Working of Institutions 12
5 Democratic Rights 10
Economics Suggestive no. of 20 Marks
periods = 50
Chapter No. Name of the Chapter No. of Periods Marks allocated
1 The Story of Village Palampur 10
(To be assessed as part of Periodic Assessment only)
2 People as Resource 10
3 Poverty as a Challenge 15 20
4 Food Security in India 15

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 COURSE CONTENT
History: India and the Contemporary World - I
Chapter No. Specific Learning Objectives Suggestive Teaching Learning Learning Outcome With Specific
and Name Process Competencies
I ● C ompare & contrast the ● C lass room discussions to ● C ompare and contrast the
The French conditions that prevailed in compare and contrast the conditions that prevailed in
Revolution France with the situations conditions that prevailed in France that led to revolution
prevailed in India pre 1857 war. France that led to revolution with the conditions that led
● Critically examine the need with the conditions that led to the first war of Indian
of voting rights of Common to the first war of Indian Independence. (1857).
people in France which laid Independence. (1857). ● Critically Examine the situations
the foundation of future ● Graphic Organisers to critically that made the raise in demand
Democracies. examine the situations that of voting rights by passive
● Examine various solutions to made the raise in demand of citizens as well as women
address imbalances that may voting rights by passive citizens ● Propose solutions to address
lead to revolutions. as well as women such imbalances and
● Debates to propose solutions to discriminations that lead to
address such imbalances and revolutions
discriminations that lead to ● Appraise the impact of the
revolutions French revolution on the world.
● Inquiry based learning to
appraise the impact of the
French revolution on the
world. Conclude with group
Presentations
II ● A
 nalyse the situations that ● I nteractive Textual ● T
 o compare and contrast the
Socialism in led to the rise of Russian and interpretations to compare and situations that led to the rise of
Europe and French revolutions. contrast the situations that led Russian& French Revolutions.
the Russian ● Evaluate the reasons that led to to the rise of Russia & French ● Cite the impact of Collaboration
Revolution the rise of Lenin’s communism Revolutions and communication rendered
and Marxist Socialism ● Student led seminar to cite the by the philosophers and leaders
impact of Collaboration and in creating awareness amongst
communication rendered by the common people
the philosophers and leaders in ● Evaluate the situations that
creating awareness amongst the enabled Lenin’s Communism.
common people ● Interpret the different ideas of
● World café’ strategy to evaluate philosophers and leaders that
the situations that enabled shaped the revolution.
Lenin’s Communism.
● Socratic Discussions to
Interpret the different ideas of
philosophers and leaders that
shaped the revolution
III ● A nalyse the manipulated ● Watch Video clipping from the ● C ite the events that helped
Nazism and control of situations led by an last days of Adolf Hitler and Hitler’s rise to power
the Rise of individual. discuss the reasons for rise and ● Evaluate various character traits
Hitler ● Analyse the role of the “Treaty fall of Hitler of Hitler
of Versailles in that led to the ● Dramatize the Nazi ● Compare and contrast the
rise of Hitler. Propaganda/ racial characteristics of Bismarck and
● Examine the circumstances that discrimination against Jews Hitler
led to the rise and fall of Hitler ● Cartoon interpretation/ Image ● Analyse the role of “Treaty of
● Discuss the critical significance interpretation Versailles in the rise of Nazism
of Nazism in shaping the ● Read passages from “Dairy of and Hitler
politics of the modern world. Anne frank “and other related ● Critique the genocidal war
● Appraise the war compensation literature and discuss the waged against Jews by the
compelled on Germany in the impact of Nazism Nazis.
name of the “treaty of Versailles ● Jig saw strategy to critique the ● Discuss the critical significance
led to the rise of Hitler genocidal war waged against of Nazism in shaping the
● Compare and contrast the Jews by the Nazis politics of modern world.
Nazi ideology with fascism of
Mussolini
IV ● Inter Disciplinary Project ● Refer Annexure II ● Refer Annexure II
Forest, with Chapter 5 of Geography
Society and “Natural Vegetation and Wild
Colonialism Life

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 V ● A nalyse the situations that have ● T charts and similar graphic ● C ompare and contrast the
Pastoralists created Nomadic society organizers to compare and lives of Pastoralists pre & post
in the ● Draw comparisons of African contrast the lives of Pastoralists colonialism
Modern pastoralists and Indian pre & post colonialism. ● Analyse the situations that have
World Pastoralists during colonial rule. ● Art integration to depict the created Nomadic society
● Examine the how the colonial evolution of nomadic society. ● Compare and contrast the lives
laws impacted livelihood in ● Research based presentations and the reasons for poverty of
pastoral communities using resources provided to pastoral nomads of India with
● Appraise the contribution of compare and contrast the lives African Pastoral Nomadic tribes.
Pastoralists in the modern and the reasons for poverty of ● Analyse and infer varying
economy. pastoral nomads of India with patterns of developments within
African Pastoral Nomadic tribes. pastoral societies in different
● Think- Pair- Share and places in India.
summarize the reading of ● Analyse the impact of
resources to analyse and colonialism on forest societies
infer varying patterns of leading to scientific forestry.
developments within pastoral ● Enumerate the different
societies in different places in processes through which
India. transformation of livelihood
occur in the modern world.
Political Science: Democratic Politics - I
Chapter No. Specific Learning Objectives Suggested Teaching Learning Learning Outcome With Specific
and Name Process Competencies
1 ● E xamine the concept /structural ● W orld café and Café ● C ompare and Contrast working
What is components of Democracy and conversations strategies for of democracies of India and
Democracy? its forms/ features in different introduction of concepts of North Korea and infer on their
Why countries Democracy & features of differences and significance in
Democracy? ● Examine and analyse the Democracy each country.
working structure of the ● 4 corners strategy to discuss ● Define Democracy and
governments of India and “What & why of democracy? enumerate its features.
North Korea ● students create democratic ● Evaluate the authenticity
● Analyse and infer on the governance model in the class. of the voting rights of the
different historical processes ● Cartoon interpretation to Indian population versus the
and forces that have contributed summarize the benefits of population of Iran.
for the promotion of democracy. democracy. ● Interpret the statement
“Democracy provides a method
to deal with differences and
conflicts” with reference to India.
● Summarize the features and
benefits of democracy
2 ● C omprehend the purpose of ● G roup Discussion to ● A nalyse the difference
Consti- constitution. comprehend the purpose of between written or unwritten
tutional ● Enumerate the essential features constitution constitutions with reference to
Design that need to be kept in mind ● Poster making/ wall magazine India and USA.
while drafting any constitution. for Comparing and contrasting ● Describe the situation that led to
● Examine the guiding values that between Preamble of South creation of Indian Constitution.
created the Indian constitution. African constitution with the ● Compare and contrast between
● Comprehend the roles and preamble of Indian constitution Preamble of South African
responsibilities as citizens of ● Role play strategy for creation constitution with the preamble
India. of Indian constitution of Indian constitution.
● Declamation strategy for roles ● Enumerate the roles and
and responsibilities of citizens responsibilities as citizens of India
3 ● C omprehend the concept and ● R ole play/ have school council ● E valuate the role of political
Electoral system of elections. elections. parties to adhere to electoral
Politics ● Evaluate the conditions that ● Design and present election promises.
make Elections in India manifesto ● Create a solution for eradication
democratic. ● Create multiple parties and of malpractices in elections
● Analyse the implications of create symbols for elections ● Differentiate between
power of vote and power of ● Use street play to create representative democracy and
recall. awareness about the right to competitive party politics.
● Appraise the role of election vote. ● Summarize the essential features
commission for the conduct of of the Indian Electoral system.
free and fair elections. ● Examine the rationale for
adopting the present Indian
Electoral System.

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 4 ● E xamine the roles, ● W atch videos of Parliament ● A nalyse and infer how the three
Working of responsibilities and and discuss the importance of organs are interdependent and
Institutions interdependency of all the 3 question hour independent to execute their
organs of the Government. ● Present Moot court to evaluate roles
● Examine the rule of law in India the rule of Law ● Summarize and evaluate the
and its relevance ● Examine the relevant case rule of law in India.
● Understand the power and studies to evaluate the rule of ● Represent the role of Parliament
working of Indian Judiciary law and its procedures.
system and comprehend the ● Present Mock Parliament session ● Distinguish between political
hierarchy system of the judiciary to convert a bill into law and permanent executive
in India. ● Conduct a mock interview with authorities and functions.
a parliamentarian ● Understand the parliamentary
● Role play on features of the system of executive’s
political and permanent accountability to the legislature.
executive ● Understand the working of
Indian Judiciary.
5 ● C omprehend what it is to be ● Declamation on need to have ● A
 nalyse the need of having
Democratic a responsible citizen while rights and the importance of rights and categorize the rights.
Rights performing their prescribed performing duties. ● Evaluate the statement
duties versus claiming rights ● Debate the need to have rights “Democracy is meaningless
● Evaluate the role of rights in in the light of study of Saudi without rights”
Democracy. Arabia. ● Analyse their role as responsible
● Case study to analyse the role citizens.
of citizens when the rights are ● Summarize the flipped
exercised or otherwise. coexistence of rights versus
● 6 thinking hats to discuss the duties
current issues. ● Apply the process available to
● Organize a moot court to discuss citizens for safeguarding rights.
the violation of individual
rights.
● Graphic organizer to summarize
the coexistence of rights vs
duties
Geography: Contemporary India - I
Chapter No. Specific Learning Objectives Suggested Teaching Learning Learning Outcome With Specific
and Name Process Competencies
1 ● Examine how the location of ● Use GeoGebra, Google earth to ● Justify the reasons for the
India - Size an area impacts its climate and represent and justify the reasons differences in climatic
and Location time with reference to longitude for the differences in climatic conditions, local and standard
and latitude. conditions, local and standard time.
● Explore and analyze the trading time. ● To Infer how the conditions and
and cultural relationships of ● Carousel brainstorming strategy relationships of the people living
India with its neighboring for inferring conditions and in states that are sharing border
countries. relationships of the people living with the neighbouring countries
● Evaluate the situation & reasons in states that are sharing border impact trade and culture.
that made 82.5E* longitude as with the neighbouring countries ● Justify the selection of 82.5E*
Time meridian of India. impact trade and culture. (Link longitude as Time meridian of
● Examine how location of India for Carousel Brain storming India. (IST)
enables its position as a strategic Strategy https://www.youtube. ● Critically analyse the role
partner in the subcontinent. com/watch?v=zZxaS7v1-jo) of opening of Suez Canal in
● On map of India hypothetically improvement of foreign trade.
design two to four alternate ● Propose alternative solution for
longitudes on either side of the problems that arise due to
82.5*E and conclude on the the size & location.
selection
● Draw out the rationale/ reasons
behind fixing (82.5E) as a time
meridian for India
● PPT presentation to present
alternate solutions.

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 2 ● J ustify why India is a sub- ● Use Art integrated strategies like ● Conclude why India is a
Physical continent gallery walk/Model making to subcontinent based on study of
Features of ● Examine the geological process demonstrate how physical features different physical features.
India that played a crucial role in the make India a sub-continent. ● Analyse the conditions and
formation of diverse physical ● Role play to depict the lives relationships of the people
features in India and relationships amongst living in different physiographic
● Analyse the conditions and physiographic areas. areas.
relationships of the people ● Collaborative brainstorming ● Enumerate the different
living in different physiographic and presentation using different environmental issues in India
areas. modes such as flipped books, and propose solutions for these
● Examine various environmental Journals, Collage and other issues.
issues. suitable presentations.
3 ● J ustify the statement that the ● Choice Board strategy where ● E nlist the different rivers, the
Drainage rivers are lifeline of economy each group to take up one river areas they serve and their impact
with reference to India. and focus on the areas they serve on the economy of That area.
● Examine the information about and the impact on Economy of ● Enumerate the different lakes
different lakes and infer on their that area. and describe their contribution
contribution to Indian ecology ● Students will prepare a PPT on to the Indian ecology.
● Distinguish between the rivers lakes. ● Present creative solutions to
of north and south India ● Street play strategy/ poster overcome the water pollution also
● Analyse the flow of different making/ save River songs/ to to increase the contribution of
rivers of India to infer on their present awareness on water water bodies to Indian economy
impact on livelihood. pollution and suggest solutions. ● Identify the river systems of the
country and explain the role of
rivers in human society.
4 ● E xamine and analyse the factors ● C ollect and Read the Weather ● I nfer how the factors determine
Climate that determine the climate of reports and have a class room the climate of India.
India discussion to conclude about the ● Analyse and infer the effect of
● Discuss the mechanisms factors controlling climate monsoon winds on rainfall of
of monsoons in Indian ● Watch videos and summarize the Indian subcontinent.
subcontinent. the findings ● Analyse the temperatures
● Analyse and infer the reasons ● Use Mind map/ graphic organizers between plateau region,
behind the wide difference to Enumerate and summarize Himalayan region, desert region
between day and night the reasons for the wide and coastal region.
temperatures at different difference between the day and ● Enumerate and summarize the
geographical locations of India. night temperatures at different reasons for the wide difference
● To interpret how monsoon acts geographical locations of India between temperatures at
as a Unifying bond ● Read Newspapers, prepare and different geographical locations
present mock drills on protocols of India
as preventive action for various ● Propose protocols as preventive
disasters action for various disasters
5 Natural Inter disciplinary project with Refer annexure II Refer annexure II
Vegetation chapter no IV of History “Forest,
and Wild Society and Colonialism”
life
6 ● Examine the reasons behind ● Research based learning/ art ● Analyse and infer the reasons
Population the uneven distribution of integration strategy (4 grid analysis) behind the uneven distribution
population in India with to analyse and infer the reasons of population in India with
specification to UP & Rajasthan behind the uneven distribution specification to UP & Rajasthan
and Mizoram and Karnataka. of population in India with and Mizoram and Karnataka.
specification to UP & Rajasthan ● Enlist the factors that affect the
and Mizoram and Karnataka population density.
Economics
Chapter No. Specific Learning Objectives Suggested Teaching Learning Learning Outcome with Specific
and Name Process Competencies
1 ● E valuate the prevailing farming ● Visit a nearest village, interview ● Analyse and infer how the
The Story conditions in different states a farmer/ visit local markets and prevailing farming conditions
of Village with reasons interview farmers and present impact economic development
Palampur ● Examine the factors of it in the class. (Experiential of different states
production and interdependence learning strategy) ● Enlist the requirements of
of the requirements. ● Poster making/ Concept map production and summarize
● Examine the contribution and gallery walk to enlist the the interdependence of these
of non-farm activities to the requirements of production and requirements.
economic growth of the village. summarize the interdependence ● Enlist non-farm activities and
of these requirements. depict the link with economic
● Present a business plan for non- growth.
farm activities by using the four
factors of production.

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 2 ● E xamine the various factors ● Case study on quality of ● Analyse and infer the reasons
People as that constitute the quality of population. (Class room that contribute to the quality of
Resource population discussion) population
● Analyse the role of government ● Collect sources from ● Enumerate the different
in improving the quality of Newspaper/ Media and present schemes of Government in some
population. the findings in the form of a states and infer on the quality of
● Examine the factors that collage or an album people there by.
contribute to unemployment. ● Neighbourhood survey on ● Propose solutions to resolve
employment /employability in unemployment problem
neighbourhood, analyse the
quality of neighbourhood and
present in PPT format.
3 ● C omprehend that poverty is a ● PPT presentation using case ● Analyse and infer the reasons of
Poverty as a multifaceted concept inherent in study given in NCERT text on poverty in the rural and urban
Challenge the rural and urban conditions. the reasons of rural and urban areas.
● Examine the measures taken poverty. ● Evaluate the efficacy of
by the government to eradicate ● Declamation with data to government to eradicate
poverty. Evaluate the efficacy of poverty.
government to eradicate poverty ● Compare how poverty estimates
● Debate whether education can have transformed from 1993-
remove poverty 94 to 2011-12 Examine the link
between education and poverty.
4 ● E xamine the critical role of food ● Case study and group discussion ● E numerate various aspects of
Food security for its masses. to substantiate the link between food security that will ensure
Security in ● Justify the rationale for the a well-structured food security continuity of supply to the
India system of food security in India. system and continuity of supply masses.
● Appraise the contributory role to masses. ● Examine, analyse and infer
of Public Distribution system to ● Invite relevant Govt. officials to various sources of data that
address FSI speak on FSI & PDS. point to the rationale of FSI
● Substantiate the role of green ● Panel discussion/ seminar on the ● Enumerate different features of
revolution in strengthening the impact of the green revolution PDS that directly address FSI.
PDS. and PDS. ● Analyse and infer the impact
of Green revolution in
strengthening the PDS.

LIST OF MAPS
Sr. Subject Name of the Chapter List of Areas to Be Map Pointed
No.
I History French Revolution Outline political map of France Locate/label/identify;
● Bordeaux, Nantes, Paris and Marseille
Socialism in Europe Outline political map of world locate/label/identify major countries
of World War: central powers - Germany, Austria-Hungary, Turkey
(Ottoman Empire) Allied Powers-France, England, Russia and USA
II Geography India: size & location ● India - States with Capitals
● Tropic of Cancer, Standard Meridian (Location and Labelling)
● Neighbouring countries
India physical features ● Mountain Ranges: The Karakoram, The Zasker, The Shivalik, The
Aravali, The Vindhya, The Satpura, Western & Eastern Ghats
● Mountain Peaks – K2, Kanchan Junga, Anai Mudi
● Plateau - Deccan Plateau, Chota Nagpur Plateau, Malwa Plateau
● Coastal Plains - Konkan, Malabar, Coromandel & Northern Circar
(Location and Labelling)
Drainage system Rivers: (Identification only)
● The Himalayan River Systems-The Indus, The Ganges, and The Sutlej
● The Peninsular Rivers-The Narmada, The Tapi, The Kaveri, The
Krishna, The Godavari, The Mahanadi
● Lakes: Wular, Pulicat, Sambhar, Chilika
Climate ● Annual rainfall in India, Monsoon wind directions
Population ● Population density of all states
● The state having highest and lowest density of population

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 INTERNAL ASSESSMENT: 20 MARKS
Type of Assessment Description Marks Allocated
Periodic Assessment Pen Paper Test. 5
Multiple Assessment Quiz, debate, role play, viva, group discussion, visual expression, 5
interactive bulletin boards, gallery walks, exit cards, concept maps,
peer assessment, Self-assessment etc. through Inter disciplinary project
Subject Enrichment Activity Project work on Disaster Management 5
Portfolio Classwork, work done (activities / assignments) reflections, narrations, 5
journals, etc. Achievements of the student in the subject throughout
the year Participation of the student in different activities like Heritage
India quiz

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 Summary 13 – 50

History

1. The French Revolution 53 – 64

2. Socialism in Europe and the Russian Revolution 65 – 76

3. Nazism and the Rise of Hitler 77 – 86

4. Forest Society and Colonialism 87 – 96

5. Pastoralists in the Modern World  97 – 106

Geography

1. India—Size and Location 109 – 118

2. Physical Features of India 119 – 128

3. Drainage 129 – 138

4. Climate 139 – 148

5. Natural Vegetation and Wildlife 149 – 158

6. Population 159 – 164

Political Science

1. What is Democracy? Why Democracy? 167 – 175

2. Constitutional Design 176 – 185

3. Electoral Politics 186 – 198

4. Working of Instiutions 199 – 210

5. Democratic Rights 211 – 220

Economics

1. The Story of Village Palampur 223 – 232

2. People of Resource 233 – 243

3. Poverty of Challenge 244 – 253

4. Food Security in India 254 – 262

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 dsUnzh; ek/;fed f'k{kk cksMZ
(f'k{kk ea=ky;] Hkkjr ljdkj osG v/khu ,d Lok;Ùk laxBu)
CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organisation under the Ministry of Education, Govt. of India)

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‘Shiksha Sadan’, 17, Rouse Avenue, Institutional Area, New Delhi - 110002

फ़ ोन /Telephone: 011-23212603,23233227 व े ब स ाइ ट /Website :h�p://www.cbseacademic.nic.in ई -म े ल /e-mail: mailto:[email protected].

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 HISTORY

The French Revolution CHAP T ER :1

IMPORTANT DATES
1774 – Louis XVI of the Bourbon family
kings ascended the throne of France.
5 May 1789, Louis XVI called together
an assembly of the Estates General to
20 June 1789, representatives of the
pass proposals for new taxes.
Third estate assembled in the hall of an
indoor tennis court in the grounds of
Versailles.

4 August 1789, the Assembly passed a 14 July 1789, the agitated crowd
decree abolishing the feudal system of stormed and destroyed the Bastille.
obligations and taxes.

1791, The National Assembly

April 1792, the National Assembly completed the draft of Constitution
voted to declare war against Prussia and Declaration of the right of Man
and Austria. and Citizen.

21 September 1792, Convention

21 January 1793, Louis XVI was abolished the monarchy and declared
executed publicly at the Place de la France a republic.
Concorde.

1793 to 1794 is referred to as the

July 1794, Maximilien Robespierre was Reign of Terror.
arrested and on the next day
beheaded.

1804 – Napoleon Bonaparte crowned

himself Emperor of France.
1815 – Napoleon was defeated in
Battle of Waterloo
1848 – Slavery was abolished in
French Colonies.
1946 – Women in France won the right
to vote.

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 14 | CBSE Question Bank Social Science – IX

IMPORTANT PERSONALITIES
• Louis XVI: The King of France at the time of the revolution was an averagely intelligent man who disliked
intellectual activities. The king believed in the Divine Right of Kings and was blind to the new ideas that were
spreading across his country and oblivious to the fears and needs of his subjects. He was obsessed with his
beautiful wife and spent his money on lavish celebrations. He drove France into useless wars bringing the
country to the verge of bankruptcy.
• Maximilien Robespierre: The leader of the Jacobin Club whose policies led to the Reign of Terror. In 1794,
he was sentenced to death by guillotine.
• Napoleon Bonaparte: The military dictator of France who conquered many European countries until he was
defeated at the Battle of Waterloo.
• Olympe de Gourges: In 1791, she wrote a Declaration of the Rights of Woman and Citizen. Critical of the
Jacobin government, she was charged with treason and executed. She was one of the most important
politically active women in revolutionary France.
• Montesquieu: The French thinker and author of the ‘Spirit of Laws’ believed that executive, legislative and
judicial powers should not be concentrated in one person as this can lead to tyranny. He emphasized
individual liberty and separation of powers.
• Jean Jacques Rousseau: He believed that government should be based on the consent of the governed. His
writings played a significant role in bringing about the French Revolution and encouraged people to fight for
their rights. In his most famous work “The Social Contract” he talks about a contract between the ruler
and his subjects in which the former guarantees the freedom and happiness of his subjects. It is implied in
his writings that men have a right to change their government if they are not satisfied.
• Voltaire: He was a famous and influential French writer who emphasized religious toleration as well as
freedom of speech and is credited with the statement, ‘I do not agree with a word you say, but I will defend
your right to say it to the death’. He savagely attacked all things he considered sham or superstition and he
was a vehement critic of the Catholic Church.

POLITICAL SYMBOLS USED IN FRENCH REVOLUTION

The majority of men and women in the eighteenth century could not read or write. So images and symbols
were frequently used instead of printed words to communicate important ideas.
• The broken chain: Chains were used to fetter slaves. A broken chain stands for the act of becoming
free.
• The bundle of rods or fasces: One rod can be easily broken, but not an entire bundle. Strength lies in unity.
• The eye within a triangle radiating light: The all seeing eye stands for knowledge. The rays of the sun
will drive away the clouds of ignorance. The entire sentence depicts that knowledge will remove ignorance.
• Sceptre: Symbol of royal power. Sceptre is a state or wend held in the hand by ruling monarch as an item
of royal.
• Snake biting its tail to form a ring: Symbol of Eternity. A ring has neither beginning nor end.
• Red Phrygian cap: Cap worn by a slave, it became an emblem of liberty during French Revolution.
• Blue-white-red: The national colours of France.
• The winged woman: Personification of the law.
• The Law Tablet: The law is the same for all, and all are equal before it.

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 History

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 Chapter
The French Revolution
1
Multiple Choice Questions
1. Society based on freedom, equal laws and opportunities 7. Study the picture and answer the question that follows:
for all was advocated by: [NCERT]
(a) Middle class and people of the third estate
(b) Clergy and nobility
(c) Philosophers such as John Locke and Rousseau
(d) Arthur Young
Ans. (c) Philosophers such as John Locke and Rousseau
2. Identify the main objective of the National Assembly to
complete the draft of the constitution in 1791.
[NCERT]
(a) To increase the powers of the monarch
(b) To increase the powers of the clergy Which of the following aspects best signifies sans-
(c) To limit the powers of the monarch culottes men wearing the red cap? [NCERT Exemplar]
(d) To limit the powers of the third estate (a) Liberty (c) Royalty
Ans. (c) To limit the powers of the monarch (b) Fraternity (d) Unity
3. Which freedom among the following is included in the Ans. (a) Liberty
Declaration of the Rights of Man and Citizen? 8. Name the French Revolutionary who edited the paper
(a) Freedom of women (c) Freedom of nobility L'Ami du peuple. [NCERT]
(b) Freedom of opinion (d) Freedom of clergy (a) Jean-Paul Marat
Ans. (b) Freedom of opinion (b) Voltaire
4. In which of the following book Montesquieu proposed (c) Abbe-Sieyes
a division of power within the government between the (d) Montesquieu
legislature, the executive and the judiciary? Ans. (a) Jean-Paul Marat
(a) The Social Contract 9. The French revolution was__________?
(b) Two Treatises of Government (a) against the dictatorial policies of the monarch
(c) The Spirit of the Laws (b) against the clergy
(d) L’ Ami du peuple (c) against the society
Ans. (c) The Spirit of the Laws (d) against the democracy
5. Which group of people among the following enjoyed Ans. (a) against the dictatorial policies of the monarch
certain privileges by birth?
Explanation:
(a) The clergy and the merchants
(b) The clergy and the lawyers The French society was divided into estate i.e Clergy,
Noble and Common men. All the tax burden was laid
(c) The nobility and big businessmen
on Common men by the order of Monarch, Clergy and
(d) The clergy and the nobility
Nobles were free from all the taxes. Due to which French
Ans. (d) The clergy and the nobility revolution started against the dictatorial policies of the
6. Who among the following was defeated at the battle of monarch.
Waterloo in 1815? 10. The term ‘Old Regime’ is usually used to describe what
(a) Louis XVI among the following?
(b) Napoleon Bonaparte (a) The reign of king Louis XVI
(c) Desmoulins (b) The society of France before the French Revolution
(d) Robespierre (c) After making national assembly
Ans. (b) Napoleon Bonaparte (d) None of the Above

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 54 | CBSE Question Bank Social Science – IX
Ans. (b) The Society of France before the French Revolution Taille was the direct tax given to the government by the
common man.
Explanation:
15. The storming of the Bastille marked the beginning of
In 11th century Feudalism was established in France which the_________.
divided the society into estate system giving powers in (a) National assembly
the hand of Nobles that is land lords, Clergy at the top
(b) French revolution
as first estate and common men with all the burden of
(c) The Directory Rules
paying taxes. Due to this, Common men raised their voice
and started French Revolution. So, the term Old Regime is (d) Constitution
used to describe The Society of France before the French Ans. (b) French revolution
Revolution (1789). Explanation:
11. The society of estates was part of the:
Bastille a fortress prison was hated by all due to the
(a) Feudal System
despotic power of the king. So, the storming of the Bastille
(b) Ryotwari System marked the beginning of the French Revolution.
(c) Zamindari System 16. Bastille Prison was stormed by revolutionaries on the
(d) New revenue system morning of:
Ans. (a) Feudal System (a) 14th June 1798
Explanation: (b) 14th July 1770
(c) 14th July 1789
In 11th century feudalism was established in France which (d) 14th August 1770
divided the society into Estate system giving powers in
Ans. (c) 14th July 1789
the hand of Nobles that is land lords. So, the society of
Estates was a part of Feudalism. 17. Who among the following formed Jacobin Club?
12. Which among the following century saw the rise of the (a) Maximilian Robespierre
middle class? (b) John Locke
th (c) Napoleon Bonaparte
(a) 14 Century
(b) 18th Century (d) Marie Antoinette
(c) 19th Century Ans. (a) Maximilian Robespierre
(d) 13th Century Explanation:
Ans. (b) 18th Century
Maximilian Robespierre was one of the leading radical
Explanation: revolutionaries who planned the rise of the French
The 18th century saw the rise of middle class as they Revolution and the downfall of the king.
were against the idea of Monarch. The group consisted of 18. Why was the subsistence crisis caused in France?
lawyers, traders and merchants. (a) The wages of people were low
13. 18th Century French Society was divided into: (b) Widespread unemployment
(a) castes (c) Increase in population lead to a rapid increase in
(b) four Estates demand for foodgrains
(c) three Estates (d) Option (a) and (c)
(d) two Estates Ans. (c) Option (a) and (c)
Ans. (c) three Estates Explanation:
Explanation:
The population increased from 23 million in 1715 to 28
Due to the Feudalism in France the society was divided million in 1789. With income dwindling, this ensured a
into Three Estates. struggle for survival for the French population giving rise
14. Identify the tax levied by the Church on the Third to subsistence crisis in France.
Estate from the following: 19. National Anthem of France is:
(a) Taille (a) Reichstag
(b) Tithe (b) Marseillaise
(c) Indirect Tax (c) Duma
(d) Direct Tax (d) Sans-Culottes
Ans. (b) Tithe Ans. (b) Marseillaise
Explanation: Explanation:
As France was divided into estates and monarch has The anthem came to be called “La Marseillaise” because
given a higher status to the Clergies by keeping them of its popularity with volunteer army units from Marseille.
on first estate as they are connected with the Church. The Convention accepted it as the French National
So, Tithe was the tax paid to clergies in a form of kind as Anthem in a decree passed on July 14, 1795.

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 The French Revolution | 55

Fill in the Blanks

20. On the night of 4 August 1789, the Assembly passed a 28. The members of the Jacobin club belonged mainly to
decree abolishing the …………… of obligations and taxes. the ____________________sections of society.
 [NCERT]
(a) prosperous (c ) educated
Ans. feudal system
21. In the summer of 1792 the .............………… planned an (b) middle (d) less prosperous
insurrection of a large number of Parisians who were Ans. (d) less prosperous
angered by the short supplies and high prices of food. 29. The period from 1793 to 1794 is referred to as
Ans. Jacobins the___________________.
22. In 1774 Louis XVI of the Bourbon family of kings
(a) Reign of Terror (c) Reign of Monarch
ascended the throne of .............. .
(b) Reign of revolt (d) Reign of Peace
Ans. France.
23. The Constitution began with a Declaration of the Rights Ans. (a) Reign of Terror
of ............. . 30. In 1774, _________of the Bourbon family of kings
Ans. Man and Citizen. ascended the throne of France.
24. The members of the Jacobin club belonged mainly to Ans. Louis XVI
........................... .
31. The term _________is usually used to describe the
Ans. the less prosperous sections of society
society and institutions of France before 1789.
25. The term Old Regime is usually used to describe the
society and institutions of France before _________. Ans. Old Regime
(a 1789 (c) 1889 32. The eighteenth century witnessed the emergence of
(b) 1779 (d) 1879 social groups, termed the______________, who earned
Ans. (a) 1789 their wealth through an expanding overseas trade and
26. The population of France rose from about 23 million in from the manufacture of goods such as woollen and
1715 to 28 million in 1789 which led to a rapid increase silk textiles that were either exported or bought by the
in the demand for ___________: richer members of society.
(a) housing (c) foodgrains Ans. middle class
(b) water (d) jobs
33. The Constitution of 1791 vested the power to make
Ans. (c ) foodgrains laws in the_______________, which was indirectly
27. Divison of power within the government between the elected.
legislative, the executive and the judiciary was put into
force in ___________ Ans. National Assembly
(a) Britain (c ) France 34. The patriotic songs was the Marseillaise, composed by
(b) USA (d) Germany the poet___________
Ans. (b) USA Ans. Roget de L'Isle

Match the Following

35. COLUMN-A COLUMN-B (3) Manor (c) Tax to be paid directly to the state

(1) National Assembly (a) Napoleon Bonaparte (4) Taille (d) Castle or stately residence
belonging to a king or a nobleman
(2) Jacobin club (b) Rousseau
(3) Military dictator (c) Mirabeau and Abbé Sieyès Ans. (1)-(b), (2)-(d), (3)-(a), (4)-(c)
(4) The Social Contract (d) Maximilian Robespierre
37. Year Important Events
[NCERT]
(1) 1774 (a) France becomes a republic, the king
Ans. (1)-(c), (2)-(d), (3)-(a), (4)-(b)
is beheaded.
36. Term Explanation (2) 1789 (b) Napoleon defeated at Waterloo.
(1) Treason (a) An estate consisting of the lord’s
(3) 1792-93 (c) Louis XVI becomes king of France
lands and his mansion
(2) Chateau (b) Betrayal of one’s country or (4) 1815 (d) Convocation of Estates General
government Ans. (1)-(c), (2)-(d), (3)-(a), (4)-(b)

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 Geography

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 Chapter
India—Size and Location
1
Multiple Choice Questions
1. Which of the following figures shows the total area of (c) Dadra and Nagar Haveli
India’s landmass? (d) Puducherry
(a) 2.4 million square km Ans. (c) Dadra and Nagar Haveli
(b) 3.28 million square km
9. India is located in which hemisphere?
(c) 32.8 million square km
(a) Northern hemisphere
(d) 3.28 million km
(b) Southern hemisphere
Ans. (b) 3.28 million square km
(c) North Eastern hemisphere
2. Which of the following group of islands belonging to
the Indian territory lies in the Arabian Sea? (d) South Western hemisphere
(a) Andaman and Nicobar Ans. (a) Northern hemisphere
(b) Sri Lanka Explanation:
(c) Lakshadweep
India is located above the equator i.e., in Northern
(d) Maldives
hemisphere. It means India lies in the Northern
Ans. (c) Lakshadweep hemisphere.
3. Which one of the following straits separates India from
10. The latitude that divides India in almost two equal
Sri Lanka?
halves is:
(a) Sunda Strait (c) Bering Strait
(a) Equator (c) Tropic of Capricorn
(b) Johor Strait (d) Palk Strait
(b) Arctic Circle (d) Tropic of Cancer
Ans. (d) Palk Strait
4. Which neighbouring country would you reach if you Ans. (d) Tropic of Cancer
had to sail across the Palk Strait? Explanation:
(a) Myanmar (c) Sri Lanka
As India lies above the Equator at 8º4’N and 37º6’ N.
(b) Maldives (d) Bangladesh Tropic of Cancer lies at 23º`30’N dividing India into two
Ans. (c) Sri Lanka equal halves. So the latitude that divides India into equal
5. The neighbouring countries that share their land halves is the Tropic Of Cancer.
boundaries with India are: 11. Which southernmost point of the Indian Union got
(a) Pakistan and Afghanistan submerged under the sea water in 2004 during the
(b) Myanmar and Bangladesh Tsunami?
(c) China and Nepal (a) Kavaratti (c) Indira Point
(d) All of the above (b) Port Blair (d) Kanyakumari
Ans. (d) All of the above
Ans. (c) Indira Point
6. Which of the following places of India is located on the
conjunction point of three seas? Explanation:
(a) Port Blair (c) Kanyakumari Indira Point lies in the southernmost and towards the
(b) Kavaratti (d) Kochi eastern part of Nicobar island. It is located in the eastern
Ans. (c) Kanyakumari Indian Ocean at 6º 45’N. This is not the Indian mainland,
7. India achieved multi-faceted socio-economic progress but within the Union Territory of Andaman and Nicobar
during which of the following periods? Islands. So when Tsunami came the Indira Point got
(a) Since ancient times submerged under the sea water in 2004.
(b) During medieval period 12. The route where India has a strategic central location
(c) In the 21st century and which connects European countries to East Asian
(d) During the last five decades countries is the:
Ans. (d) During the last five decades (a) Trans Arabian Sea route
8. Which of the following Union Territories is located (b) Trans Indian Ocean route
along the west coast of India? (c) Trans Bay of Bengal route
(a) Andaman and Nicobar Islands (d) None of the above
(b) Chandigarh Ans. (b) Trans Indian Ocean route

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 India—Size and Location | 115
Explanation:
The landmass of India has an area of 3.28 million sq km accounting for about 2.4% of the total geographical area of the world
which makes it the 7th largest country in the world. Therefore, it is true that India is a vast country.

Case/Source Based Questions

71. Read the given extract and answer the questions that including Andaman and Nicobar and Lakshadweep, is
follow: 7,516.6 km.
The Indian landmass has a central location between the (i) What is the area acquired by the Indian landmass?
East and the West Asia. India is a southward extension of (a) 3.28 million km (c) 3.78 million sq km
the Asian continent. The trans-Indian Ocean routes, which (b) 4.28 million sq km (d) 3.28 million sq km
connect the countries of Europe in the West and the Ans (d) 3.28 million sq km
countries of East Asia, provide a strategic central location (ii) How long is the land boundary of India?
to India. Note that the Deccan Peninsula protrudes into (a) 15,200 km (c) 14,680 km
the Indian Ocean, thus helping India to establish close (b) 17,390 km (d) 12,000 km
contact with West Asia, Africa and Europe from the Ans. (a) 15,200 km
western coast and with Southeast and East Asia from (iii) What is total length of the Indian coastline?
the eastern coast. No other country has a long coastline (a) 3489.2 km (c) 1723.8 km
on the Indian Ocean as India has and indeed, it is India’s (b) 7516.6 km (d) 9560.4 km
eminent position in the Indian Ocean, which justifies the Ans. (b) 7516.6 km
naming of an Ocean after it. (iv) Where does India rank in terms of area in the world?
(a) 4th position (c) 7th position
(i) India’s location is …...……. in Asia. (Southern/Central)
(b) 1st position (d) 9th position
(ii) Match the following in relation to location of Indian Ans. (c) 7th position
peninsula : (v) What percentage of the total geographic area of the
world is held by India?
Direction Region (a) 2.4% (c) 4.9%
(A) Far West (1) East Asia (b) 8.1% (d) 6.5%
Ans. (a) 2.4%
(B) Southwest (2) Asia 73. Read the given extract and answer the questions that
(C) Southeast (3) West Asia follow :
The various passes across the mountains in the north
(D) Far East (4) Africa have provided passages to the ancient travellers which
contributed in the exchange of ideas and commodities. The
(a) (A)-(4),(B)-(3),(C)-(2),(D)-(1) ideas of the Upanishads and the Ramayana, the stories of
(b) (A)-(3),(B)-(4),(C)-(2),(D)-(1) Panchtantra, the Indian numerals and the decimal system
(c) (A)-(1),(B)-(2),(C)-(3),(D)-(4) could reach many parts of the world. The spices, muslin
and other merchandise were taken from India to different
(d) (A)-(2),(B)-(1),(C)-(4),(D)-(3)
countries while the influence of Greek sculpture, and the
(iii) Which one of the following justifies India’s strategic architectural styles of dome and minarets from West Asia
location? can be seen in different parts of India.
(a) Trans oceanic routes (i) Which of the following contributions has/have been
(b) Connection with Europe made by India because of the passes across the
(c) Connection with Asia mountains ?
(d) All of the above (a) Ideas of the Upanishads and the Ramayana
(b) Indian numerals
(iv) Which one of the following is true in terms of the Indian (c) Decimal system
Ocean? (d) All of the above
(a) Only ocean which has named after a country’s name. Ans. (d) All of the above
(b) India shares the longest coastline (ii) Which of the following commodities reached many
(c) Occupies important position. parts of the world due to the passages provided by the
(d) All of the above. passes across the mountains ?
Ans. (i) Southern (a) Spices (c) Handicraft
(b) Muslin (d) All of these
(ii) (b) (A)-(3),(B)-(4),(C)-(2),(D)-(1) Ans. (d) All of these
(iii) (d) All of the above (iii) From which country was the sculpting style brought to
India by the ancient mountain passes and routes ?
(iv) (d) All of the above
(a) Mesopotamia (c) Egypt
72. Read the given extract and answer the questions that (b) Greece (d) China
follow : Ans. (b) Greece
The land mass of India has an area of 3.28 million sq km (iv) From which region was the architectural style of dome
which accounts for about 2.4% of the total geographical and minarets brought to India by the ancient routes of
area of the world. India is the seventh largest country mountain passes ?
of the world. India has a land boundary of about 15,200 (a) West Asia (c) South Australia
km and the total length of the coastline of the mainland, (b) North Africa (d) East America

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 116 | CBSE Question Bank Social Science – IX
Ans. (a) West Asia 76. Read the given extract and answer the questions that
(v) Which of the following routes were amongst the follow :
ancient routes for travellers ? The Indian landmass has a central location between the
(a) By sea
East and the West Asia. India is a southward extension
(b) By land
(c) By passes across the mountains of the Asian continent. The Trans-Indian Ocean routes,
(d) By air connecting the countries of Europe in the west and the
Ans. (c) By passes across the mountains countries of East Asia, provide a strategic central location
74. Read the given extract and answer the questions that to India.
follow: (i) State the context of the above passage.
India’s contacts with the world have continued through
ages but her relationships through the land routes are Ans. The above passage refers to India’s position in the world
much older than her maritime contacts. The various passes and the significance of the Trans-Indian Ocean routes.
across the mountains in the north have provided passages (ii) Which two regions of the world are connected by the
to the ancient travellers, while the oceans restricted such Trans-Indian Ocean routes ?
interaction for a long time. These routes have contributed
in the exchange of ideas and commodities since ancient Ans. The Trans-Indian Ocean routes connect the Europe in the
times. west and East Asia.
(i) The above passage is referring to which context? (iii) Why is India considered a southward extension of the
Ans. This passage refers to India‘s trade relation with rest of Asian continent ?
the world through land and sea routes.
(ii) Name the land route which connects India to rest of the Ans. The Himalayan ranges act as a barrier for India which
world. makes it a southward extension of Asia.
Ans. Silk Route. (iv) Name the only ocean which has been named after a
(iii) How was India connected to world across the northern country.
mountains?
Ans. The Indian Ocean is the only ocean in the world that has
Ans. India was connected to world across the northern
mountains through passes. These passes paved ways to been named after the country, India.
travellers and traders. (v) Why is the Indian Ocean named after India ?
(iv) What helped India to maintain maritime relations with Ans. India has the longest coastline on the Indian Ocean and
rest of the world?
possesses an eminent position in the Indian Ocean. This
Ans. Long coastline and favourable geographical conditions,
situated at the head of the Indian Ocean, helped India to justifies the naming of the Indian Ocean after India.
maintain maritime relationship with rest of the world. 77. Look at the picture below and answer the questions
75. Read the given extract and answer the questions that that follow:
follow : 20
17.09
India occupies an important strategic position in South 18
Area (in sq.km.)

16
Asia. It shares its land boundaries with Pakistan and 14
Afghanistan in the northwest, China (Tibet), Nepal and 12
9.98 9.83 9.60
10 8.51
Bhutan in the north and Myanmar and Bangladesh in 8 7.69
the east. Sri Lanka, the southern neighbour of India, is 6
3.28
4
separated from India by a narrow channel of sea formed 2
by the Palk Strait and the Gulf of Mannar, while Maldives, 0
Russia Canada USA China Brazil Australia India
the other southern neighbour, is situated to the south of Country
the Lakshadweep Islands.
Source: United Nations Demographic Year Book 2015- Largest countries of
(i) State the context of the above passage.
the world in terms of area
Ans. The above passage refers to the strategic position of India
in South Asia and India’s neighbouring countries. (i) Identify and name the largest country of the world.
(ii) Which two countries share their land boundary with Ans. Russia.
India in the northwest ?
(ii) Name the two largest countries of Asia in terms of area.
Ans. Pakistan and Afghanistan share their land boundaries
with India in the north-west. Ans. China and India
(iii) Which ocean surrounds the islands of Maldives? (iii) Where does India rank in terms of area?
Ans. The Indian Ocean surrounds the islands of Maldives. Ans. In terms of area, India is the seventh largest country of the
(iv) Which water bodies separate India and Sri Lanka? world .
Ans. The Palk Strait and the Gulf of Mannar separate India and
Sri Lanka. (iv) Identify any two largest countries of the world in terms
(v) Name the eastern neighbours of India. of area.
Ans. The eastern neighbours of India are Myanmar and Ans. Russia and Canada.
Bangladesh.

Map Skill Based Questions

78. On the Map of India mark and locate the following:
India - States with Capitals

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 India—Size and Location | 117
Ans.

Ladakh INDIA
States and Union Territories

N
Srinagar Leh

TA
Jammu &

IS
AN
Kashmir

GH
Jammu

AF
Himachal
Pradesh
Shimla
Punjab
Chandigarh Dehradun CHINA
PAKISTAN
Uttarakhand (TIBET)
Haryana hal
nac
Sikkim Aru adesh
Delhi NewDelhi NEP Pr
AL Itanagar
Gangtok BHUTAN
Jaipur Uttar Pradesh
Assam Nagaland
Rajasthan Dispur
Kohima
Lucknow Shillong
Bihar
Meghalaya Imphal
Patna
BANGLADESH Manipur

Jharkhand West Agartala Aizawl

Gandhinagar Bhopal Bengal Tripura
Ranchi Mizoram
Gujarat Madhya Pradesh Kolkata

har
MYANMAR

isg
Raipur Odisha (BURMA)

hat
Daman Bhubaneswar

Ch
Dadra & Nagar
Haveli and Maharashtra
BAY
Daman & Diu
Mumbai OF
Telangana BENGAL

Hyderabad
ARABIAN
SEA Yanam
Amarawati (Puducherry)
Panaji
Goa Karnataka Andhra
Pradesh

Bengaluru Chennai
LA (IND

Andaman &
Mahe Puducherry
KS

(Puducherry)
HA IA)

Karaikal Port Blair

Tamil Nadu
DW

Ker

Kavaratti (Puducherry)
(India)
ala
EEP

Nicobar Isl
Thiruvananthapuram
Palk Strait

International Boundary
State/UT Boundary
ands

SRI
LANKA Country Capital
State/UT Capital

INDIAN OCEAN

79. On the outline political map of India, locate and label the following:
(a) Tropic of Cancer (b) Standard Meridian
Ans.

INDIA
Tropic of Cancer & Standard Meridian
82º30' E

Tropic
o f Canc
er
23º30' N
Standard Meridian

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 118 | CBSE Question Bank Social Science – IX

Self-Assessment
80. Which of the following countries are part of the Indian 90. How has the long coastline been beneficial to India?
Subcontinent? 91. Read the given extract and answer the questions that
(a) Afghanistan, Pakistan, Tibet, Myanmar and India follow:
(b) India, Nepal, Bangladesh, Pakistan, Bhutan, Sri Lanka
India is a vast country. Lying entirely in the Northern
and Maldives
hemisphere the mainland extends between latitudes
(c) India, Sri Lanka, Nepal, Bangladesh and China
8°4’N and 37°6’N and longitudes 68°7’E and 97°25’E.
(d) India, Maldives, Nepal, Bhutan and Myanmar
The Tropic of Cancer (23°30’N) divides the country into
81. Which group of Indian states has common frontiers
almost two equal parts. To the southeast and southwest
with Pakistan?
of the mainland, lie the Andaman and Nicobar Islands and
(a) Maharashtra, Gujarat, Himachal Pradesh and Punjab
the Lakshadweep Islands in Bay of Bengal and Arabian
(b) Jammu and Kashmir, Punjab, Rajasthan and Gujarat
Sea respectively. The landmass of India has an area of 3.28
(c) Jammu and Kashmir, Punjab, Uttrakhand and
million square km. India’s total area accounts for about 2.4
Maharashtra
per cent of the total geographical area of the world. From
(d) Punjab, Haryana, Gujarat, Jammu and Kashmir and
Gujarat to Arunachal Pradesh there is a time lag of two
U.P.
hours. Hence, time along the Standard Meridian of India
82. Which group of Indian states has common frontiers
with Myanmar? (82°30’E) passing through Mirzapur (in Uttar Pradesh)
(a) Sikkim, West Bengal, Assam, Arunachal Pradesh and is taken as the standard time for the whole country. The
Nagaland latitudinal extent influences the duration of day and night,
(b) West Bengal, Nagaland, Tripura, Arunachal Pradesh as one moves from south to north.
and Meghalaya (i) The southernmost point that got submerged under the
(c) Arunachal Pradesh, Assam, Manipur and Tripura sea water in 2004 during the Tsunami:
(d) Bihar, Sikkim, Arunachal Pradesh and Tripura (a) McMahon Line (c) Radcliffe Line
83. 'No other country has a long coastline on the Indian (b) Wagah Border (d) Indira Point
Ocean as India'. List the benefits that India enjoys of this.
(ii) The Standard Meridian of India passes through:
84. What is the longitude of the westernmost point of India? (a) Muzaffarnagar (c) Moradabad
85. Name the island groups of India lying in the Arabian Sea (b) Mirzapur (d) Modinagar
and the Bay of Bengal? (iii) This island lies in the Bay of Bengal:
86. How many hours, the Indian Standard Time (IST) is ahead (a) Seychelles
of or behind Greenwich Mean Time (GMT)? (b) Mauritius
87. What was the political division of India before (c) Andaman and Nicobar
Independence? (d) Lakshadweep
88. India has an important position on the globe. What factors (iv) From Gujarat to Arunachal Pradesh, there is a time lag
make it so? of:
89. Name the two Indian group of islands. Write a note on (a) 2 hours (c) 4 hours
each, describing its geographic position with relation to (b) 3 hours (d) 5 hours
India.


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 Political Science

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 Chapter
Constitutional Design
2
Multiple Choice Questions
1. Identify the appropriate reason for the formation of Ans. (d) Elected mainly by the members of the existing
Constituent Assembly from the options given below: Provincial Legislatures
(a) For the formation of the Constitution 6. Which guiding value of the Constitution says that
(b) For the formation of the Parliament people should live like brothers and sisters?
(c) For the formation of Election Commission (a) Socialist (c) Fraternity
(d) For the formation of the constituencies for elections (b) Liberty (d) Sovereign
Ans. (a) For the formation of the Constitution Ans. (c) Fraternity
2. 7. Identify a sovereign country:
(a) Canada (c) India
(b) USA (d) All of these
Ans. (d) All of these
8. Most countries in the contemporary world have chosen
to begin their constitutions with a Preamble, inspired
from:
(a) South African model
(b) French model
(c) American model
(d) Parliamentary democracy in Britain
Ans. (c) American model
9. Indian National Congress adopted the Resolution for
the Indian Constitution in:
Which one of the following options best signifies this
(a) 1928, Delhi (c) 1930, Lucknow
sign board?
(a) The oppression of the black during the apartheid (b) 1929, Lahore (d) 1931, Karachi
system Ans. (d) 1931, Karachi
(b) The oppression of the black in US during the Civil 10. Sarojini Naidu was appointed as the Governor of:
Rights Movement (a) Uttar Pradesh (c) Madhya Pradesh
(c) The oppression of the whites in South Africa by the
blacks (b) Bihar (d) Kerala
(d) The oppression of the blacks by the Americans in Ans. (a) Uttar Pradesh
South Africa 11. The correct meaning of ‘Republic of India’ is:
Ans. (a) The oppression of the black during the apartheid (a) Hereditary rule
system
(b) Head of the State is elected
3. What was the native population, known as the Blacks
of Africa in 17th century? (c) Head is nominated
(a) Two-third (c) Three-fourth (d) None of these
(b) Half (d) One fourth Ans. (b) Head of the State is elected
Ans. (c) Three-fourth 12. Which revolution in the world inspired the Indians to
4. An introductory statement in a constitution which state set up a socialist economy?
the reasons and guiding values of the constitution: (a) Russian Revolution
(a) Treason (c) Preamble (b) French Revolution
(b) Apartheid (d) Tryst (c) American Revolution
Ans. (c) Preamble (d) First World War
5. The members of the Constituent Assembly were Ans. (a) Russian Revolution
chosen by: 13. What kind of Equality does our Preamble provide?
(a) Karachi Session of Indian National Congress (a) Job and opportunity
(b) British Queen (b) Status and opportunity
(c) Directly by the people of India (c) Law and status
(d) Elected mainly by the members of the existing (d) All of these
Provincial Legislatures Ans. (b) Status and opportunity

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 Constitutional Design | 177
14. Who was the chairman of the Drafting Committee of Ans. (b) Motilal Nehru
the Constituent Assembly? 17. What is apartheid?
(a) Abul Kalam Azad (c) Dr. B.R. Ambedkar (a) Discrimination based on education
(b) Dr. Rajendra Prasad (d) H.C. Mookherjee (b) Discrimination based on race
Ans. (c) Dr. B.R. Ambedkar (c) Discrimination based on caste
15. Freedom to follow any religion is known as: (d) Discrimination based on economy
(a) Secularism Ans. (b) Discrimination based on race
(b) Socialism 18. The Apartheid system was particularity oppressive for
(c) Federalism whom?
(d) Democracy (a) Blacks
Ans. (a) Secularism (b) Whites
16. Who was the first one to draft a constitution for India? (c) Coloured
(a) Jawaharlal Nehru (c) Mahatma Gandhi (d) None of these
(b) Motilal Nehru (d) H.C. Mookherjee Ans. (a) Blacks

Fill in the Blanks

19. An assembly of people’s representatives that writes 24. The act of separating or setting apart people from
a ________for a country is called the Constituent others or from the main body or group, especially
Assembly. when applied to separate people by race is known as
Ans. Constitution __________
20. The ________was the umbrella organisation that led the Ans. segregation
struggle against the policies of segregation. 25. ___________ was the great leader of the Indian freedom
Ans. African National Congress (ANC) movement was not a member of the Indian Constituent
21. The Preamble of the Constitution contains the ________ Assembly.
on which the entire Constitution has been built. Ans. Mahatma Gandhi
Ans. Philosophy 26. The Constituent Assembly adopted the Constitution of
22. Nelson Mandela, was being tried for treason by the India on___________________.
________ government. Ans. 26th November 1949
Ans. white South African 27. The ______________includes the rights of citizens, the
23. The People of India having solemnly resolve to powers of the government, and how the government
constitute India into a ________, ________, ________ and should function.
to secure to all its citizen. Ans. Constitution
Ans. Sovereign, Socialist, Secular

Match the Following

28. (3) Apartheid (c) The policy of racial

COLUMN A COLUMN B
discrimination and ill-
(1) People have the supreme right to (a) Republic treatment of the blacks
make decisions (4) Constituent Assembly (d) The Constitution of the
country
(2) Head of the state is an elected (b) Secular
person. (5) South Africa (e) Every citizen is entitled
to all the constitutional
(3) People should like lits brothers (c) Sovereign rights and all are equal
and sisters before law.
Ans. (1)-(e), (2)-(d), (3)-(c), (4)-(a),5-(b)
(4) The government will not favours (d) Fraternity
any religion. 30. Year Event
[NCERT] (1) 1928 (a) South Africa became a democratic
Ans. (1)-(c), (2)-(a), (3)-(d), (4)-(b) country
(2) 1931 (b) Congress leaders drafted a
29. Term Explanation Constitution for India.
(1) Political Equality (a) The drafting of the (3) 1946 (c) Karachi session of the Indian National
Constitution by an Congress,
assembly of elected (4) 1950 (d) Constituent Assembly was formed by
representatives. the elections held
(2) Supreme law of the (b) Rainbow nation (5) 1994 (e) Constitution comes into force.
country Ans. (1)-(b), (2)-(c), (3)-(d), (4)-(e), 5-(a)

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 178 | CBSE Question Bank Social Science – IX

Very Short Answer Type Questions

31. What do you know about ‘The Long Walk to Freedom’? 40. What do you mean by the term secular?
Ans. ‘The Long Walk to Freedom’ is the autobiography of Ans. It means citizens have complete freedom to follow any
Nelson Mandela. religion, but there is no official religion of the state
32. One of the guiding values of the Constitution is (country).
sovereignty which means ............ .
41. Why was Nelson Mandela and other leaders sentenced
Ans. One of the guiding values of the constitution is sovereignty
to life imprisonment in 1964? [NCERT]
means, political entity represented by a centralized
Ans. Nelson Mandela and seven other leaders were sentenced
government that has supreme legitimate authority over
territory. to life imprisonment in 1964 by the white South African
33. The famous speech given by Pt. Nehru on the eve of government for daring to oppose the apartheid regime in
Independence day is known as ............ . his country.
Ans. Tryst with Destiny. 42. Which party led the struggle against the apartheid
34. What is Constitutional amendment? system?
Ans. A constitutional amendment refers to a change in the Ans. The African National Congress (ANC) led the struggle
Constitution. against the apartheid system.
35. Who was the chairman of the drafting committee of 43. What does the Preamble of the Indian Constitution
Indian Constitution, social revolutionary, thinker and provide to its citizen?
agitator against caste divisions? [NCERT]
Ans. The Preamble of Indian constitution describe it as a
Ans. Dr. Bhim Rao Ambedkar was the chairman of the drafting
sovereign, Socialist secular and democratic republic and
committee of Indian Constitution, social revolutionary
declares to secure justice, equality. Liberty and fraternity
thinker and agitator against caste divisions.
to all the citizens of the country.
36. Define justice.
44. What do you understand by the term Liberty as
Ans. Justice is defined as prohibition of discrimination and mentioned in the Preamble to the Indian Constitution?
reduction in social inequalities. Government should work
Ans. There are no unreasonable restrictions on the citizens in
for the welfare of all, especially of the disadvantaged
what they think, how they wish to express their thoughts
groups.
and the way they wish to follow up their thoughts in
37. What is the full form of ANC?
action.
Ans. ANC full form is The African National Congress. 45. Who was Jaipal Singh?
38. Who was the first President of the newly born
Ans. Jaipal Singh was the member of Constituent Assembly
democracy in South Africa?
of India. He was the Captain of the first national Hockey
Ans. Nelson Mandela was the first President of the newly born team and founder President of Adivasi Maha Sabha.
democracy in South Africa. 46. What is a Constitution?
39. Who was Dr. Rajendra Prasad? Ans. A country’s constitution is a set of written rules that are
Ans. Dr. Rajendra Prasad was the President of the Constituent recognized by all of the people who live in that country.
Assembly and the first President of India after The constitution is a supreme law that establishes the
Independence. relationship between citizens and the government.

Short Answer Type Questions

47. How does the Indian Constitution describe the (ii) Makers of the Indian Constitution felt that it has to
institutional arrangements in a very legal language? be in accordance with people’s aspirations and
Ans. (i) The Indian Constitution lays down a procedure for changes in society. They did not see it as a sacred,
choosing persons to govern the country. static and unalterable law. Therefore, they made
provisions to addition, removal and changes from
(ii) It defines who will have how much power to take
time to time.
which decisions.
49. What is meant by Constituent Assembly Debates?
(iii) It limits to what the government can do by providing
Ans. Several rounds of thorough discussions took place on
some rights to the citizens that cannot be violated.
the draft constitution, clause by clause. Every document
48. Why constitutional amendment is needed?
submitted in the Constituent Assembly, as well as every
Ans. Need of constitutional amendment : word said, has been documented and preserved. These
(i) Constitution needs to be amended over a period of records are called Constituent Assembly Debates.
time to adjust provisions that are inadequate, for 50. Though the whites tortured and caused immense
to respond to new needs, including supplementing hardships for the blacks, the black leaders appealed to
rights, etc. forgive the whites. Explain. [NCERT]

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 Constitutional Design | 179
Ans. After the emergence of the new democratic South Africa, 53. Discuss how the South African constitution inspires
black leaders appealed to fellow blacks to forgive the democrats all over the world.
whites for the atrocities they had committed while in Ans. The South African constitution inspires democrats all
power. over the world as:
(i) They wanted to build a new South Africa based on (i) A state denounced by the entire world till recently as
equality of all races of men and women, on democratic the most undemocratic one is now seen as a model of
values, social justice and human rights. democracy.
(ii) The party that ruled through oppression and brutal (ii) This change was made possible by the determination
killings and the party that led the freedom struggle of the people of South Africa to work together, to
sat together to draw up a common constitution. transform bitter experiences into the binding glue of
51. What were the compromises made by the whites and a rainbow nation.
blacks? 54. Explain the terms justice and equality as stated in the
Ans. After long negotiations, the whites and blacks came to a Constitution of India. [NCERT]
compromise. Ans. Justice
(i) The whites agreed to the principle of majority rule (i) Citizens cannot be discriminated on the grounds of
that is one person one vote one value. caste, religion and gender.
(ii) The whites also agreed to accept some basic rights (ii) Social inequalities have to be reduced.
for the poor and the workers. (iii) Government should work for the welfare of all,
(iii) The blacks agreed that majority rule would not be especially the disadvantaged groups.
absolute and would not take away the property of the Equality
white minority. (i) All are equal before the law.
52. Elucidate on the South African Constitution as the (ii) The traditional social inequalities have to be ended
world's finest so far.
(iii) The government should ensure equal opportunity for
Ans. After two years of discussion and debate the South
all.
Africans and whites came out with one of the finest
55. Define apartheid? How was it oppressive for the
constitutions that the world has ever had.
blacks?
(i) This constitution gave its citizens the most extensive
rights available in any country. Ans. Apartheid was the name of a system of racial
(ii) It was a unified decision that in search for a solution, discrimination unique to South Africa. The white
no one would be excluded and no one would be Europeans imposed this system on South Africa. The
treated as a demon. system of apartheid divided the people and labelled
(iii) They agreed that everybody should become part them according to their skin colour. This policy prohibited
of the solution, whatever they might have done or black people from entering urban areas without
represented in the past. permission.

Long Answer Type Questions

56. Highlight on the matter of anxiety of Dr.Ambedkar while (i) Many of the leaders were inspired by the ideals of
concluding the speech at the Constituent Assembly. French Revolution, the practice of parliamentary
Ans. Dr Ambedkar in his concluding speech to the Constituent democracy in Britain and the Bill of Rights in the US.
Assembly expressed his anxiety for the dalits. (ii) The socialist revolution in Russia had inspired many
Indians to think of shaping a system based on social
(i) He was worried that in politics the dalits would enjoy and economic equality.
equality but in social and economic life they would (iii) However, they simply did not imitate what others had
not be treated equally. done. At each step they questioned that if the point
(ii) In politics, the dalits will also get the right to the was applicable to situation in India.
principle of one-man, one vote, one value. However, All these factors contributed to the making of the Indian
in social and economic life, they would be denied the Constitution.
principle of one man, one value as per the social and 58. Why should we still accept the Indian Constitution
made by the Constituent Assembly more than 70 years
economic structure of India.
ago?
(iii) If equality is denied for long, it will put political Ans. There are several reasons as to why we still accept
democracy in peril. our Constitution which was made by the Constituent
57. How did years of thinking, deliberation and learning Assembly more than 70 years ago.
from other countries help the Indian leaders frame the (i) The Constitution does not reflect the views of the
members alone but a broad consensus of its time. No
Constitution?
large social group or political party has questioned
Ans. Years of thinking and deliberation on the framework of the legitimacy of the Indian Constitution.
the constitution, and the learning from other countries (ii) Though there was no universal adult franchise at
helped the Indian leaders in framing the Constitution. that time, the members were mainly elected by the

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 180 | CBSE Question Bank Social Science – IX
members of the existing Provincial Legislatures. This elect their leaders and hold them accountable. The
ensured a fair geographical share of members from government is run according to some basic rules.
all the regions of the country. (v) Republic: The head of the State is an elected person
(iii) The Assembly was dominated by the Indian National and not a hereditary position.
Congress but INC itself included a variety of political 60. Give a description of the Preamble to the Constitution.
groups and opinions. There were many members who Ans. Values that inspired and guided the freedom struggle and
did not agree with the Congress. were in turn nurtured by it, formed the foundation for
(iv) The Assembly itself INC represented members from India’s democracy.
different language groups, castes, classes, religions (i) These values are embedded in the Preamble of the
and occupations. Indian Constitution.
(v) The way the Constituent Assembly worked gives (ii) They guide all the articles of the Indian Constitution.
sanctity to the Constitution. It prepared the The Constitution begins with a short statement of
Constitution in systematic, open and consensual its basic values. This is called the Preamble to the
manner. Constitution.
59. Explain the philosophy on which the entire Constitution (iii) Taking inspiration form the American model, most
has been built, put forth in our Preamble. countries in the contemporary world have chosen to
Ans. The Indian Constitution mentions India as a Sovereign, begin their constitutions with a Preamble.
Socialist, Secular, Democratic and a Republic. (iv) The Preamble of the Constitution reads like a poem
(i) Sovereign: People have the supreme right to make on democracy. It contains the philosophy on which
decisions on internal as well as external matters. No the entire Constitution has been built.
external power can dictate the government of India. (v) It provides a standard to examine and evaluate any
(ii) Socialist: India is a socialist country. Wealth is law and action of government, to find out whether it
generated socially and should be shared equally by is good or bad. It is the soul of the Indian Constitution.
society. Government should regulate ownership 61. What are the four main functions of the Constitution?
of land and industry to reduce socio-economic Ans. Four main functions of the Constitution are:
inequalities. (i) It establishes a trust and coordination decree that is
(iii) Secular: The State does not have any official religion. required for diverse types of people to coexist.
Citizens have complete freedom to follow the religion (ii) It specifies how the government will be organized and
of their choice. Government treats all religious beliefs who will have the authority to make decisions.
and practices with equal respect. (iii) It establishes boundaries on the government’s
(iv) Democratic: India has a democratic form of powers and informs us about citizen’ rights.
government where people enjoy equal political rights, (iv) It encapsulates people’s hopes for a better society.

Assertion and Reason Based Questions

Directions : In the questions given below, there are two Explanation:

statements marked as Assertion (A) and Reason (R). Read Those who drafted the constitution believed it needed to
the statements and choose the correct option : reflect people’s aspirations and societal changes. They did
(a) Both A and R are true and R is the correct explanation of not see it as a sacrosanct, unchangeable law. As a result,
A. they made mechanisms to absorb adjustments as needed.
(b) Both A and R are true but R is not the correct explanation Constitutional amendments are the name of these
of A. modifications.
64. Assertion (A): A state denounced by the entire world till
(c) A is correct but R is wrong. recently as the most undemocratic one is now seen as a
(d) A is wrong but R is correct. model of democracy.
Reason (R): What made this change possible was the
62. Assertion (A): Many sensitive whites also joined the
determination of the people of South Africa to work
ANC to oppose apartheid and played a leading role in this together, to transform bitter experiences into the binding
struggle. glue of a rainbow nation.
Reason (R): Since 1950, the Americans fought against the Ans. (a)  Both A and R are correct and R is the correct
apartheid system. explanation of A.
Ans. (c) A is correct but R is wrong. Explanation:
Explanation: South Africa has become a model of democracy, having
Since 1950, the blacks, coloured and Indians fought crafed one of the best constitutions in the world, providing
its citizens with a wide range of rights that are rarely
against the apartheid system.
found in other countries. They refer to themselves as the
63. Assertion (A): Those who drafted the Indian Constitution
made provisions to incorporate changes from time to Rainbow Nation since it represents multi-cultureless and
time. the coming together of people of various ethnicity.
Reason (R): They did not see it as a sacred, static and 65. Assertion (A): Apartheid was the name of a system of
unalterable law. discrimination unique to South Africa.
Ans. (a) Both A and R are true and R is the correct Reason (R): The white Europeans imposed this system on
explanation of A. South Africa.

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 Economics

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 Chapter
People as Resource
2
Multiple Choice Questions
1. Population becomes human capital when there is (a) Education (c) Health
investment made in the form of: (b) Training (d) None of these
(a) Education (c) Medical care Ans. (a) Education
(b) Training (d) All of the above 7. Which type of unemployment is shown in the given
Ans. (d) All of the above picture?
2. Japan has become developed by:
(a) Investing in human capital
(b) Borrowing money
(c) Developing agriculture sector
(d) Improving infrastructure
Ans. (a) Investing in human capital
3. Tertiary sector of economy includes:
(a) Seasonal unemployment
(a) Tourism (c) Quarrying
(b) Educated unemployment
(b) Forestry (d) Agriculture (c) Disguised unemployment
Ans. (a) Tourism (d) None of the above
4. Which of the following is the primary activity? Ans. (c) Disguised unemployment
(a) Fishing (c) Education 8. Which of the following options best describes the
(b) Transport (d) Shopkeeping picture?
Ans. (a) Fishing
5. Study the picture and answer the questions that follow:
 [NCERT]

(a) Primary activity (c) Tertiary activity

(b) Secondary activity (d) None of the above
Ans. (c) Tertiary activity
It is an activity of which sector? 9. Why is literacy rate low among the females?
(a) Primary sector (c) Tertiary sector (a) Lack of equal education opportunities
(b) Secondary sector (d) None of the above (b) Lack of infrastructure
Ans. (c) Tertiary sector (c) Lack of income
(d) None of these
6. Which of the following options best signifies the
picture? [NCERT] Ans. (a) Lack of equal education opportunities
Explanation:
Due to the patriarch norms in India, that is discrimination
towards women, there is a lack of equal education
opportunities among male and females.
10. In which state the literacy rate is highest in India?
(a) Bihar (c) Rajasthan
(b) UP (d) Kerala
Ans. (d) Kerala

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 234 | CBSE Question Bank Social Science – IX
Explanation: nutritious values, the life expectancy increases leading a
good quality of life.
In Kerala, government has laid more emphasis on Human
resource by investing in education and health care in 16. Self-consumption is:
order to reduce poverty. (a) Non- economic activity
11. Which of the following is a significant step towards (b) Production activity
providing elementary education to all the children in (c) Economic activity
the age group of 6-14 years? (d) None of these
(a) Sarv Shiksha Abhiyan Ans. (a) Non- economic activity
(b) Navodaya Vidyalaya
Explanation:
(c) Mid-day meal
(d) Sainik school When work is done to fulfill our own or family needs at
home or for self-consumption in which money is not
Ans. (a) Sarv Shiksha Abhiyan
earned, is known as Non-economic activity.
12. Which of the following is an economic activity?
17. Secondary sector includes:
(a) Production of sugar
(a) Forestry (c) Trade
(b) A Teacher teaching in school
(b) Manufacturing (d) Farming
(c) Recitation among friends
Ans. (b) Manufacturing
(d) All of the above
Ans. (b) A Teacher teaching in school Explanation:

Explanation: In secondary sector raw materials are converted into

finished goods with the help of tools and machines. Thus
Economic activity is an activity in which work is done to the sector includes manufacturing of goods.
earn the money. Here a teacher teaching in school is an 18. Full form of IMR is_______.
economic activity.
(a) Indian Monetary Rate
13. Tertiary sector is also called:
(b) Infant Monetary Rate
(a) Primary sector
(c) Infant Mortality Rate
(b) Service Sector
(d) Indian Mortality Rate
(c) Manufacturing sector
Ans. (c) Infant Mortality Rate
(d) None of these
Ans. (b) Service Sector Explanation:

Explanation: Infant Mortality Rate is the number of deaths under one

year of age occurring among the live births in a given
Tertiary sector is a sector in which service is provided to geographical area during a given year, per 1,000 live
the people. For eg. doctors, lawyers, teachers etc. births.
14. The largest number of people in India are engaged in: 19. Disguised unemployment is mostly found in_______.
(a) Service sector (c) Public sector (a) Cities (c) Rural areas
(b) Primary sector (d) Secondary sector (b) Metropolitans (d) Urban areas
Ans. (b) Primary sector Ans. (c) Rural areas
Explanation: Explanation:
As civilisation started near the river banks so the first Disguised unemployment is a kind of unemployment found
thing which people learnt, was agriculture. So a large in rural areas in agriculture sector where people look like
number of people in India are engaged in primary sector. being employed but are actually not employed fully, e.g.
15. Increase in longevity of life is an indicator of: six persons are working on a field, but requirement is of
(a) Good quality of life four only, means two extra are disguisedly unemployed.
(b) Improvement in health sector 20. Working population of a country is known as:
(c) Human Development Index (a) Liability (c) Literate
(d) All of the above (b) Asset (d) Uneducated
Ans. (d) All of the above Ans. (b) Asset

Explanation: Explanation:

If a person is provided with better health facility and People who are contributing for the development of
country and not dependent on others are known as Asset.

Fill in the Blanks

21. _______is the number of women per thousand of men in 22. PHC means _______.
a population. Ans. Primary Health Centre.
Ans. Sex Ratio.

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 People as Resource | 235
23. Navodaya Vidyalayas have been started for _______. 27. Education and health are primary investments for the
Ans. Talented school children residing in rural areas. generation of ________ capital.
24. Education helps individual to _______. Ans. human
Ans. Make better use of the economic opportunities available 28. Non-market activities are generally associated with the
to him. production for ________ consumption.
25. Quarrying and manufacturing is included in the _______. Ans. self
Ans. Secondary sector. 29. Banking comes under the domain of _________ activity.
26. Population can be turned into an_______for the Ans. tertiary
country. 30. In India, women are paid ______ than the men.
Ans. asset Ans. less

Match the Following

31. Column A Column B (3) It supports primary (c) Market and non-
and secondary sector market activities
(1) Stock of skill and (a) Human resource
(4) Type of economic (d) Tertiary sector
productive knowledge
activities
(2) Positive side of a large (b) Primary activities Ans. (1)-(b), (2)-(a), (3)-(d), (4)-(c)
population 33. Column A Column B
(3) Agriculture, forestry, (c) Human capital (1) Manufacturing (a) Market Activity
fishing etc. (2) Agriculture (b) Secondary Activity
(4) Trade, transport, (d) Tertiary activities (3) Transport (c) Primary Activity
communication etc. (4) Remuneration (d) Tertiary Activity
Ans. (1)-(c), (2)-(a), (3)-(b), (4)-(d) Ans. (1)-(b), (2)-(c), (3)-(d), (4)-(a)

32. Column A Column B 34. Column A Column B

(1) Economic activities (a) Non-economic (1) GDP (a) Technology

activities (2) GER (b) Economy
(2) Housewife working at (b) Add value to the (3) Infant Mortality Rate (c) Education
home, social service National Income
(4) IT (d) Health
etc.
Ans. (1)-(b), (2)-(c), (3)-(d), (4)-(a)

Very Short Answer Type Questions

35. Why are people considered as a resource? 40. How does the society benefit from investment in
Ans. People as a resource means people are asset rather than a humans?
liability, i.e., the working population of a country. Ans. The society is indirectly benefited from the investment in
36. When does population become human capital? humans, as one educated person can educate more and
Ans. Population becomes human capital when there is healthier population can participate in nation's overall
investment made in the form of education, training and growth.
medical care. It adds up to the productive power of a
41. How is human capital superior to other resources?
country.
37. What is the positive side of a large population? Ans. Human capital is superior to other resources because
other resources can be developed only by human beings
Ans. A large population, from productive aspect, contributes to
Gross National Product. with their skills and knowledge. Also, other resources are
38. What is human capital? only useful when humans use them.
Ans. When investment is made in the form of education, 42. Why do educated parents invest heavily in the
training and medical care, the quality of population education of their children?
improves and becomes a great asset. It is known as human Ans. Educated parents invest more in the health and education
capital. of their children because they are aware of the benefits of
39. How can investment be made in humans? [NCERT] higher education.
Ans. Investment can be made in humans by providing
43. How illiterate parents create a vicious cycle for their
education, training and making provisions of health care
facilities. children?

https://oswalpublishers.com/books/social-science-most-likely-question-bank-cbse-class-9/
The French Revolution Class 9
Notes Social Science History
Chapter 1
After analysis of the previous 3 years’ examination papers, it is concluded that
the following topics are the most important concepts from this chapter and
should be focussed upon.

 The outbreak of the French Revolution

 Changes after Revolution
 Classes of French Societies
 Facts about Napoleon, the former emperor of France.
 The French Society during the Late 18th Century-

The French Society comprised :

 1st Estate: Clergy

 2nd Estate: Nobility
 3rd Estate: Big businessmen, merchants, court officials, peasants,
artisans, landless laborers, servants, etc.

Some within the Third Estate were rich and some were poor

The burden of financing activities of the state through taxes was borne by the
Third Estate alone.

The Struggle for Survival: Population of France grew and so did the
demand for grains. The gap between the rich and poor widened. This led to
subsistence crises.
The Growing Middle Class: This estate was educated and believed that
no group in society should be privileged by birth. These ideas were put forward
by philosophers such as Locke the English philosopher and Rousseau the
French philosopher. The American Constitution and its guarantee of individual
rights was an important example of political theories of France. These ideas
were discussed intensively in salons and coffee houses and spread among
people through books and newspapers. These were even read aloud.

The Outbreak of the Revolution

The French Revolution went through various stages. When Louis XVI became
the king of France in 1774, he inherited a treasury which was empty. There was
growing discontent within the society of the Old Regime.

1789: Convocation of Estates General. The Third Estate forms National

Assembly, Tennis Court Oath the Bastille is stormed, peasant revolts in the
countryside, Assembly issues Declaration of the Rights of Man.

1791: A constitution is framed to limit the powers of the king and to guarantee
the basic right to all human beings.

1792-93: Convention abolishes Monarchy; France becomes a republic. The

Jacobin Republic overthrown, a Directory rules France.

1795: New Constitution is adopted. A new Convention appointed a five-man

Directorate to run the state from 26th October 1795. Churches reopened.

1799: The Revolution ends with the rise of Napoleon Bonaparte, Napoleon’s
coup abolishes Directory and establishes Consulate.

Time Line: The French Revolution

1770s-1780s: Economic decline: French Government in deep debt. In 1774,

Louis XVI ascends to the throne.

1788-1789: Bad harvest, high prices, food riots.

1789, May 5: Estates-General convened, demands reforms.

1789, July 14: National Assembly formed. Bastille stormed on July 14. French
Revolution starts.

1789, August 4: Night of August 4 ends the rights of the aristocracy, the
surrender of feudal rights.

1789, August 26: Declaration of the Rights of Man

1790: Civil Constitution of the Clergy nationalizes the Church.

1791: Dissolution of the National Constituent Assembly.

1792: Constitution of 1791 converts absolute monarchy into a constitutional

monarchy with limited powers.

1792: Austria and Prussia attack revolutionary France, Robespierre, elected the
first Deputy for Paris to the National convention.

1793: Louis XVI and Marie Antoinette were executed.

1792-1794: In 1793, the Reign of Terror starts. Austria, Britain, the

Netherlands, Prussia, and Spain are at war with France.

RobespieRRe’s committee of public safety repels back

foreign invaders.

Executes many ‘enemies of the people’ in France itself.

1794: Robespierre is executed. France is governed by a Directory, a committee

of five men. The Reign of Terror ends.

1795: National convention dissolved.

1799: Napoleon Bonaparte becomes the leader of the French Revolution ends.

women’s Revolution

 From the very beginning, women were active participants in the events
which brought about so many changes in French society.
 Most of the women of the third estate had to work for a living.
 Their wages were lower than those of men.
  They demanded equal pay for equal work.
 In order to discuss and voice their interests, women started their own
political clubs and newspapers.
 One of their main demands was that women must enjoy the same
political rights as men.
 Some laws were introduced to improve the position of women.
 Their struggle still continues in several parts of the world.
 It was finally in 1946 that women in France won the right to vote.

The Abolition of Slavery

 There was a triangular slave trade among Europe, Africa, and America.
 In the 18th century, there was little criticism of slavery in France.
 No laws were passed against it.
 It was in 1794 that the convention made free to all slaves.
 But 10 years later slavery was reintroduced by Napoleon.
 It was finally in 1848 that slavery was abolished in the French colonies.

The Revolution and Everyday Life

 The years following 1789 in France saw many changes in the lives of
men, women, and children.
 The revolutionary governments took it upon themselves to pass laws
that would translate the ideals of liberty and equality into everyday
practice.
 One important law that came into effect was the abolition of censorship.
 The ideas of liberty and democratic rights were the most important
legacy of the French Revolution. These spread from France to the rest of
Europe during the 19th century.
Napoleon

 In 1804, Napoleon crowned himself emperor of France.

 He set out to conquer neighboring European countries, dispossessing
dynasties and creating kingdoms where he placed members of his
family.
 He saw his role as a modernizer of Europe.

He was finally, defeated at Waterloo in 1815.

 DEHRADUN PUBLIC SCHOOL
ASSIGNMENT (2022-23)
SUBJECT - SOCIAL SCIENCE (087)
CLASS - IX

HISTORY
CHAPTER-1 THE FRENCH REVOLUTION
Q1. Objective Type Questions
Select the correct answers for the following questions.
i. Who wrote an influential pamphlet 'What is the third Estate’?
a. Mirabeau b. Abbe Sieyes
c. Jean-Paul Marat d. Olympe de Gouges
ii. Who led the representatives of the Third Estate in Versailles from 20th June 1789?
a. Mirabeau b. Abbe Sieyes
c. Louis XVI d. Both a and b
iii. Who were not considered ‘passive citizens’?
a. Women b. Children
c. Non-propertied men d. 25 year old men who paid taxes
iv. Which of the following decisions was taken by the Convention?
a. Declared France a constitutional monarchy
b. Abolished the democracy
c. All men and women above 21 years got the right to vote
d. Declared France a Republic
v. Which of the following statements is false about the Third Estate?
a. The Third Estate was made of the poor only.
b. Within the Third Estate some were rich and some were poor.
c. Richer members of the Third Estate owned lands.
d. Peasants were obliged to serve in the army or build roads.

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): During the eighteenth century, France witnessed the emergence of a middle class.
Reason (R): The emergence of the middle class happened on account of royal patronage.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A) : A large group among the Jacobins decided to start wearing long striped trousers.
Reason (R): This was to make themselves a part of the fashionable section of society.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
The population of France rose from about 23 million in 1715 to 28 million in 1789. This led to a rapid
increase in the demand for foodgrains. Production of grains could not keep pace with the demand. So
the price of bread which was the staple diet of the majority rose rapidly. Most workers were

SSC/IX/ASGMT Page 1 of 35
 employed as labourers in workshops whose owner fixed their wages. But wages did not keep pace
with the rise in prices. So the gap between the poor and the rich widened. Things became worse
whenever drought or hail reduced the harvest. This led to a subsistence crisis, something that
occurred frequently in France during the Old Regime.

i. How does a subsistence crisis happen?

a. Bad harvest leads to scarcity of grains.
b. Food prices rise and the poor cannot buy bread.
c. Things became worse due to drought or hail.
d. All of the above
ii. Where were most of the workers employed as?
a. Artisans b. Labourers
c. Small scale businessmen d. None of the above
iii. Why was there a rapid increase in the demand for food grains in France?
a. Due to war b. Because of flood
c. Due to increase in population d. None of those
iv. What problem did the French people face?
a. Wages of workers did not keep pace with the rise in prices.
b. Gap of rich and poor narrowed.
c. Prices of the basic commodities were under control.
d. None of the above

Q4. Answer the following questions.

i. What was ‘Marseillaise’?
ii. Who consisted the third estate?
iii. What was the slogan of the French revolutionaries?
iv. What was feudal system?
v. What was the role of the philosophers in the French Revolution?
vi. Which laws were made to improve the status of women in the French society?
vii. What compelled Louis XVI to raise taxes in France?
viii. How did peasants contribute to the outbreak of the French Revolution? Explain.
ix. Explain any five features of the constitution of 1791.
x. What was convention? What was its main role in France?

Q5. Map Based Question

On the Outline Political map of France locate and label the following places.
i. Bordeaux ii. Nantes

CHAPTER-2 SOCIALISM IN EUROPE AND THE RUSSIAN REVOLUTION

Q1. Objective Type Questions

Select the correct answers for the following questions.
i. Which among the following groups was against any kind of political or social change?
a. Nationalists b. Conservatives
c. Liberals d. Radicals
ii. How can you say that the liberals were not democrats?
a. They did not believe in Universal Adult Franchise.
b. They felt that only men of property should have a right to vote.
c. They believed that women should not have right to vote.
d. All of the above

SSC/IX/ASGMT Page 2 of 35
 iii. Who conspired in Italy to bring about a revolution?
a. Bismarck b. Karl Marx
c. Giuseppe Mazzini d. None of the above
iv. Why did the support of people to the Tsar for war gradually started decreasing?
a. Because of rising prices.
b. Army was sick and tired of war.
c. Because Tsar Nicholas II refused to consult the main parties in Duma.
d. None of the above.
v. Who started ‘Collectivisation Programme’ in Russia?
a. Lenin b. Stalin
c. Karl Marx d. Rasputin

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A) : The Russian Social Democratic Workers Party had to operate as an illegal organization.
Reason (R) : All political parties were illegal in Russia before 1914.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): Germany, Italy and Switzerland were divided into kingdoms, duchies and cantons whose
rulers had their autonomous territories.
Reason (R): They were closely bound to each other in spite of their autonomous rule.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
The Bolsheviks were totally opposed to private property. Most industry and banks were nationalised
in November 1917. This meant that the government took over ownership and management. Land
was declared social property and peasants were allowed to seize the land of the nobility. In cities,
Bolsheviks enforced the partition of large houses according to family requirements. They banned the
use of the old titles of aristocracy. To assert the change, new uniforms were designed for the army
and officials, following a clothing competition organised in 1918 – when the Soviet hat (budeonovka)
was chosen.
The Bolshevik Party was renamed the Russian Communist Party (Bolshevik). In November 1917, the
Bolsheviks conducted the elections to the Constituent Assembly, but they failed to gain majority
support. In January 1918, the Assembly rejected Bolshevik measures and Lenin dismissed the
Assembly. He thought the All Russian Congress of Soviets was more democratic than an assembly
elected in uncertain conditions. In March 1918, despite opposition by their political allies, the
Bolsheviks made peace with Germany at Brest Litovsk. In the years that followed, the Bolsheviks
became the only party to participate in the elections to the All Russian Congress of Soviets, which
became the Parliament of the country. Russia became a one-party state.

i. Identify the important steps taken by the Bolsheviks.

a. Most industry and banks were nationalized.
b. Land was declared social property.

SSC/IX/ASGMT Page 3 of 35
 c. Peasants were allowed to seize the land of the nobility.
d. All of the above
ii. Dividing the large houses according to family requirement was an important step taken by
a. The Mensheviks b. Constituent Assembly
c. The Bolsheviks d. The Duma
iii. Why did Lenin dismiss the Constituent Assembly?
a. It maintained old laws.
b. All Russian Congress of Soviet was more democratic than an assembly.
c. The members were mainly the Mensheviks.
d. None of the above
iv. Which of the following reason correctly described that Russian became a one-party state?
a. Constituent Assembly banned all the parties except the Bolsheviks.
b. Lenin was the leader of Bolsheviks.
c. The Bolsheviks only participated in the election to the All Russian Congress of Soviet.
d. None of the above

Q4. Answer the following questions.

i. What new name was given to Bolshevik Party?
ii. What were Lenin’s ‘April Theses’?
iii. Who was the Prime Minister of Russia when October Revolution began?
iv. What was Petrograd Soviet?
v. How did the Mensheviks resist the protest of the Bolsheviks?
vi. What were the views of liberals about the transformation of society in the 18th century?
vii. What was the global influence of Russian Revolution?
viii. What conditions led to the Russian Civil War in 1918-1920? Give any three points.
ix. Why did ‘the Kerenskii government’ in Russia fall?
x. How did industrialization change the lives of people in Europe? Explain.

Q5. Map Based Question

On the Outline Political map of World locate and label the following.
Allied Powers - France, England, Russia, U.S.A.

CHAPTER-3 NAZISM AND THE RISE OF HITLER

Q1. Objective Type Questions
Select the correct answers for the following questions.
i. The Treaty of Versailles signed at the end of World War I, was harsh and humiliating for Germany,
because
a. Germany lost its overseas colonies, and 13 per cent of its territories.
b. It lost 75% of its iron and 26% of its coal to France, Poland, Denmark, Lithuania and was forced
to pay compensation of 6 billion pounds.
c. The western powers demilitarized Germany and they occupied resource-rich Rhineland in the
1920s.
d. All of the above
ii. Which of the following bodies was set up to try and prosecute the Nazi war criminals at the
end of World War II?
a. International Military Tribunal b. British Military Tribunal
c. Allied Military Tribunal d. Allied Judicial Court
iii. What was the most important result of the Spartacist League uprising in Germany in
1918-19?
a. The Weimar Republic crushed the rebellion.
SSC/IX/ASGMT Page 4 of 35
 b. The Spartacist founded the Communist Party of Germany.
c. The Weimar government accepted the demands of the Spartacist League.
d. Both a and b
iv. What was the slogan coined by Hitler when he followed his aggressive foreign policy?
a. Messenger from God b. Conquer the World
c. One people, one empire and one leader d. We are Aryans, the real rulers
v. What was Hitler’s ideology of ‘lebensraum’ or living space?
a. Multi-storied buildings should be built in Germany to increase the living space.
b. The world must be occupied enabling the material resources and power of the German nation.
c. New territories had to be acquired for settlement.
d. Both b and c

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A) :Nazism became a mass movement only after the Great Depression.
Reason (R) : The Great Depression created heavy discontent among the people.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): Nazi ideology was synonymous with Hitler’s world view.
Reason (R) : Hitler was inspired by the writing of Charles Darwin and Herbert Spencer.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
The war had a devastating impact on the entire continent both psychologically and financially. From
a continent of creditors, Europe turned into one of debtors. Unfortunately, the infant Weimar
Republic was being made to pay for the sins of the old empire. The republic carried the burden of
war guilt and national humiliation and was financially crippled by being forced to pay compensation.
Those who supported the Weimar Republic, mainly Socialists, Catholics and Democrats, became easy
targets of attack in the conservative nationalist circles. They were mockingly called the ‘November
criminals. This mindset had a major impact on the political developments of the early 1930s. The
First World War left a deep imprint on European society and polity. Soldiers came to be placed above
civilians. Politicians and publicists laid great stress on the need for men to be aggressive, strong and
masculine. The media glorified trench life. The truth, however, was that soldiers lived miserable lives
in these trenches, trapped with rats feeding on corpses. They faced poisonous gas and enemy
shelling, and witnessed their ranks reduce rapidly. Aggressive war propaganda and national honour
occupied centre stage in the public sphere, while popular support grew for conservative
dictatorships that had recently come into being. Democracy was indeed a young and fragile idea,
which could not survive the instabilities of interwar Europe.

i. Which war had a devastating impact on the entire continent, both psychologically and financially?
a. The Civil War in Russia b. The First World War
c. The Second World War d. None of these

SSC/IX/ASGMT Page 5 of 35
 ii. Identify the ‘November Criminals’.
a. Socialists b. Catholics
c. Democrats d. Conservatives
iii. Which of the following statements regarding the influence of the First World War is true?
a. After war soldiers were honoured more than civilians.
b. Politicians thought that man should be aggressive, strong and masculine.
c. The trench life was glorified.
d. All of the above
iv. Why democracy became a fragile idea after the First World War?
a. It could not survive in the instabilities of Europe due to interwar between different
countries.
b. Politicians discarded the concept of democracy.
c. Society was not prepared to accept the idea.
d. Both b and c

Q4. Answer the following questions.

i. What was Jungvolk?
ii. What was Genocidal war?
iii. What was Article 48 of Weimer Republic?
iv. Which incident persuaded the USA to join the war?
v. Explain the three fold plan of Hitler becoming chancellor of Germany to consolidate the Nazi
power.
vi. Describe the events leading to the economic crisis in Germany.
vii. Trace any three main features of the foreign policy of Hitler.
viii. Write any five clauses of Treaty of Versailles.
ix. What was the great economic depression and what were its impacts?
x. “The Nazi regime used language and media with great effect.” Justify the statement.
xi. What steps were taken by Adolf Hitler for the destruction of democracy?
xii. What did Hitler do to overcome the economic crisis that badly hit the German economy?

Q5. Map Based Question

On the Outline Political Map of World locate and label the following places
Axis Powers-Germany, Italy, Japan

CHAPTER – 4 FOREST SOCIETY AND COLONIALISM

Q1. Objective Type Questions
Select the correct answers for the following questions.
i. Name the present state of India in which Bastar is located.
a. Madhya Pradesh b. Gujarat
c. Chhattisgarh d. Andhra Pradesh
ii. Name the country which occupied Indonesia during the Second World War.
a. Russia b. Britain
c. Japan d. North America
iii. Which trees are used for building ships?
a. Teak & Sal b. Palm & Sheesham
c. Mangrove & Sheesham d. Teak & Mangrove
iv. Name the act which was passed in 1865 to save forests.
a. The Imperial Forest Act b. The Indian Forest Act
c. The Colonial Forest Act d. The Imperial and Colonial Forest Act

SSC/IX/ASGMT Page 6 of 35
 v. How many tigers were killed between the years 1875-1925?
a. About 80000 tigers b. About 90000 tigers
c. About 85000 tigers d. About 100000 tigers

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): The expansion of railway became a major reason of deforestation.
Reason (R): The introduction of railways was an important chapter in the history of mankind, but
it also turned to be a disaster for the forests.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): There was rapid expansion of cultivation during colonial rule.
Reason (R): The British directly encouraged the production of commercial crops and demand for
these crops increased in nineteenth century.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
A number of different communities live in Bastar such as Maria and Muria Gonds, Dhurwas, Bhatas,
and Halbas. They speak different languages but share common customs and beliefs. The people of
Bastar believe that each village was given its land by the Earth, and in return, they look after the
earth by making some offerings at each agricultural festival. In addition to the Earth, they show
respect to the spirits of the river, the forest and the mountain. Since each village knows where its
boundaries lie, the local people look after all the natural resources within that boundary. If people
from a village want to take some wood from the forests of another village, they pay a small fee called
devsari, dand or man in exchange. Some villages also protect their forests by engaging watchman and
each household contributes some grain to pay them.
i. Name the different communities that live in Bastar.
a. Maria and Muria Gonds b. Garo and Khasi
c. Dinka and Pokfulam d. Miao and Haenyeo
ii. What do the people of Bastar believe?
a. They are slaves. b. Each village is given its land by the Earth.
c. Their lands are reserved. d. They are the king of their land.
iii. What is dand?
a. Reward b. A small fee
c. Punishment d. Religious Tax
iv. How do some people of Bastar protect their forests?
a. By looking after the boundaries themselves b. By putting a tax on the entry
c. By engaging watchman d. None of these

Q4. Answer the following questions.

i. Who were the people who move from one place to the other to herd their sheep, goat and cattle?
ii. Name the forest act according to which forests was divided into three categories.
iii. Java was in the possession of which colonial power?

SSC/IX/ASGMT Page 7 of 35
 iv. Who was the Inspector General of Forest in India?
v. Who was Richard Harding?
vi. What is scientific forestry? Why was it introduced?
vii. What are the main reasons for rapid disappearance of forests?
viii. How did the changes in forest management in colonial period affect the life of plantation owners?
ix. Explain any five ways in which the lives of the villagers were affected by the Forest Acts.
x. How did the construction of Indus Valley Railway network cause a heavy destruction to the forests
of Sindh and Punjab?
xi. Describe the events that led to the revolt in Bastar against the British.
xii. How forest products are useful for Tribal people? Explain with examples.

CHAPTER–5 PASTORALISTS IN THE MODERN WORLD

Q1. Objective Type Questions
Select the correct answers for the following questions.
i. The Maru Raikas herded
a. Camels b. Goats
c. Sheep d. All the three
ii. Why were some forests classified as ‘protected’?
a. In these the customary grazing rights of pastorals were granted but their movements were
severely restricted.
b. They were protected by the pastoralists.
c. The colonial officials believed that grazing destroyed the saplings and young shoots of trees
that germinated on the forest floor.
d. Both a and c
iii. Which seasonal movements affect the Dhangars of Maharashtra?
a. Cold and snow b. Climatic disturbance
c. Drought and flood d. Alternate monsoon and dry season
iv. Raika pastoral community belongs to
a. Himachal Pradesh b. Rajasthan
c. Jammu and Kashmir d. Maharashtra
v. Where are the Banjaras found?
a. Odisha b. Punjab, Rajasthan
c. Assam d. Jammu & Kashmir
Q2. Assertion and Reason Type Questions
Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): Pastoralists are important in India.
Reason (R): Pastoralists help in the maintenance of ecological balance.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A):The Forest Act changed the lives of pastoralists.
Reason (R): Droughts made a severe effect on pastoral tribes.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

SSC/IX/ASGMT Page 8 of 35
Q3. Source Based Questions
Read the source given below and answer the following questions.
Several households come together for this journey, forming what is known as kafila. They crossed
the Pir Panjal passes and entered the valley of Kashmir. With the onset of summer, the snow melted
and the mountainsides were lush green. The variety of grasses that sprouted provided rich nutritious
forage for the animal herds. By end September the Bakarwals were on the move again, this time on
their downward journey, back to their winter base. When the high mountains were covered with
snow, the herds were grazed in the low hills. In a different area of the mountains, the Gaddi
shepherds of Himachal Pradesh had a similar cycle of seasonal movement. They too spent their
winter in the low hills of Shivalik range, grazing their flocks in scrub forests. By April they moved
north and spend the summer in Lahul and Spiti.
i. What is Kafila?
a. Households who come together for journey b. The travellers
c. The villagers d. The tourists
ii. Which pass the kafila has to cross to enter Kashmir?
a. Namcha Baruwa b. Pir panjal
c. Kongka d. Jalori
iii. At which place did Gaddi shepherds spend their winters?
a. Low Hills of Shivalik Range b. Himalayan Range
c. Konkan Range d. None of these
iv. Why do shepherds come down to lower hills during winters?
a. They are habitual of moving b. In search of food and water
c. To avoid the cold winters of high mountains d. None of these

Q4. Answer the following questions.

i. When did European imperial powers divide Africa into different colonies?
ii. Where is the Serengeti National Park located?
iii. What does the word Maasai mean?
iv. Where did the Gaddi shepherds belong to?
v. What factors had to be kept in mind by the pastoralists in order to survive?
vi. What kind of life did the chiefs appointed by the colonial government lead?
vii. Write a short note on Gujjar Bakarwals of Jammu and Kashmir.
viii. What happened to the animal’s stock when pasture lands were turned into cultivated lands?
ix. How did the Forest Acts change the life of pastoralists?
x. What was the impact of frequent drought on the pasture lands of Maasai community?
xi. Where do the Raikas live? Mention characteristics of their economy and life?
xii. How did the Indian pastoralists cope with the changes that were brought about by the British
colonial officials?

GEOGRAPHY
CHAPTER- 1 INDIA – SIZE AND LOCATION
Q1. Objective Type Questions
Select the correct answers for the following questions.
i. Which line divides India into approximately two equal parts?
a. Equator b. Tropic of Cancer
c. Tropic of Capricorn d. None of these
ii. What is the position of India in the world in respect of area?
a. Eighth position b. Seventh position
c. Sixth position d. Second position

SSC/IX/ASGMT Page 9 of 35
 iii. Which of the following is the oldest route of contact between India and other countries of the
world?
a. Ocean routes b. Maritime contact
c. Land routes d. Air routes
iv. Which of the following has reduced India’s distance from Europe by 7000 km?
a. Indira Gandhi Canal. b. Panama Canal
c. Suez Canal d. Buckingham Canal
v. Which of the following longitudes is selected as the Standard Meridian for India?
a. 68°7′ E b. 82°30′ E
c. 97°25′ E d. 23°30′

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A) : India is located in Northern hemisphere.
Reason (R) : Tropic of Capricorn divides India into two halves.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): No other country has a long coastline on the Indian Ocean as India has.
Reason (R): It justifies the naming an Ocean after it.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
India is a vast country lying entirely in the Northern hemisphere. The main land extends between
latitudes 8˚4’N and 37˚6’N and longitudes 68˚7’E and 97˚25’E. The Tropic of Cancer (23˚ 30’N)
divides the country into almost two equal parts. To the southeast and southwest of the mainland, lie
the Andaman and Nicobar islands and the Lakshadweep islands in Bay of Bengal and Arabian Sea
respectively. The land mass of India has an area of 3.28 million square km. India’s total area accounts
for about 2.4 per cent of the total geographical area of the world. It is clear that India is the seventh
largest country of the world. India has a land boundary of about 15,200 km and the total length of the
coast line of the mainland including Andaman and Nicobar and Lakshadweep is 7,516.6 km.
i. To which direction the Andaman and Nicobar islands lie from the Indian mainland?
a. Southwest b. Southeast
c. Northeast d. Northwest
ii. India’s total area accounts for what percentage of the geographical area of the world?
a. 2.9% b. 3.2%
c. 2.4% d. 4.2%
iii. Where do the Lakshadweep islands lie?
a. Indian Ocean b. Bay of Bengal
c. Arabian Sea d. None of these
iv. Which of the following influences the duration of the day and night as one moves from south
to north?
a. Longitudinal extent b. Latitudinal extent
c. Standard Meridian d. All of these

SSC/IX/ASGMT Page 10 of 35
Q4. Answer the following questions.
i. In which year did ‘Indira Point’ submerge under water due to Tsunami?
ii. What is the total area of Indian landmass?
iii. Name the place situated on three seas of India.
iv. “India has a large coastline which is advantageous.” Explain.
v. Why is the difference between the durations of day and night hardly felt at Kanyakumari but not so
in Kashmir?
vi. What is meant by Indian standard time? Why do we need a standard meridian in India?
vii. India has had strong geographical and historical links with its neighbours. Explain.
viii. What are India’s unique locational features?
ix. Why is India called a subcontinent?
x. Write a short note about the neighbours of India.

Q5. Map Based Question

On the Outline Political Map of India locate and label the following.
i. Tropic of Cancer ii. Standard Meridian

CHAPTER-2 PHYSICAL FEATURES OF INDIA

Q1. Objective Type Questions
Select the correct answers for the following questions.
i. The soil containing calcareous deposits is locally known as _________________.
a. Bhangar b. Khadar
c. Bhabar d. Kankar
ii. Which is the highest peak in the Eastern Ghats?
a. Anai Mudi b. Doda Betta
c. Ooty d. Mahendragiri
iii. What is the northern part of the western coast called?
a. Konkan b. Kannad plain
c. Malabar coast d. Coromandel coast
iv. What are the mountain ranges in the eastern part of India forming its boundary with
Myanmar collectively called?
a. Himachal b. Uttarakhand
c. Purvanchal d. None of the above
v. The Himalayas consist of three parallel ranges in its longitudinal extent. Which of the
following is the name of the northern-most range?
a. The Himadri b. The Himachal
c. The Shivaliks d. The Purvanchal

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option
i. Assertion (A): Although only the southern part of India lies in tropical region, the whole area has
tropical climate.
Reason(R): Himalayan mountain ranges protect it from the northerly cold winds.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): The Indian desert receives very low rainfall below 150 mm per year.
Reason (R): It has arid climate with low vegetation cover.

SSC/IX/ASGMT Page 11 of 35
 a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
The oldest landmass, (the Peninsula part) was a part of the Gondwana land. The Gondwana land
included India, Australia, South Africa, South America and Antarctica as one single land mass. The
convectional currents split the crust into a number of pieces, thus leading to the drifting of the Indo-
Australian plate after being separated from the Gondwana land, towards north. The northward drift
resulted in the collision of the plate with the much larger Eurasian Plate. Due to this collision, the
sedimentary rocks which were accumulated in the geosynclines known as the Tethys were folded to
form the mountain system of western Asia and Himalaya. The Himalayan uplift out of the Tethys sea
and subsidence of the northern flank of the peninsular plateau resulted in the formation of a large
basin. In due course of time this depression, gradually got filled with deposition of sediments by the
rivers flowing from the mountains in the north and the peninsular plateau in the south.
i. What caused Gondwana Land split into a number of pieces?
a. An earthquake b. Tsunami
c. Convectional currents d. None of these
ii. What is a landmass bounded by sea on three sides is referred to?
a. Coast b. Island
c. Peninsula d. None of these
iii. Which continents of today were parts of the Gondwana land?
a. Asia and Africa b. Europe and Asia
c. Europe and Africa d. Australia and South America
iv. Which of the following countries or continents was not a part of the ancient landmass of
Gondwana land?
a. India b. Australia
c. Europe d. South America

Q4. Answer the following questions.

i. What was Gondwana land?
ii. What are Duns?
iii. What are the three types of plate movements on the earth?
iv. Describe the three parallel ranges of the Himalayas.
v. Give a brief account on the importance of the Ganga plain.
vi. Differentiate between The Himalayan region and The Peninsular plateau.
vii. What is a delta? Name some deltas of the Indian subcontinent.
viii. Why are northern plains agriculturally productive parts of India? Explain.
ix. Distinguish between Bhabar and Terai.
x. “The land of India displays great physical variations.” Justify the statement with five examples.

Q5. Map Based Question

On the Online Political Map of India locate and label the following.
i. Mountain Ranges: The Satpura, The Aravalli
ii. Mountain Peaks- K2, Kanchan Junga
iii. Deccan Plateau, Malwa Plateau

SSC/IX/ASGMT Page 12 of 35
 CHAPTER-3 DRAINAGE
Q1. Objective Type Questions
Select the correct answers for the following questions.
i. Which type of lakes contain water only during the rainy season?
a. Oxbow lakes b. Lagoons
c. Lakes in basins of inland drainage d. Glacial lakes
ii. Which one of the following lakes is a saltwater lake?
a. Wular lake b. Sambhar lake
c. Barapani lake d. Dal lake
iii. Which river is called the Dihang when it enters India in Arunachal Pradesh?
a. The Ganga b. The Brahmaputra
c. The Godavari d. The Kaveri
iv. Which of the following is the result of concern over rising pollution in our rivers?
a. Banning hydroelectric projects b. Various river action plans
c. Rainwater harvesting d. None of the above
v. Which of the following lakes is formed as a result of tectonic activity?
a. Wular Lake b. Kolleru Lake
c. Loktak Lake d. Dal Lake

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): The Narmada and the Tapi are west flowing rivers and drain into the Arabian Sea.
Reason(R) :It is due to tilting of the peninsular block from southeast to the northwest direction.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): River pollution is increasing day by day.
Reason (R) : Sewage and industrial effluents are emptied into the rivers.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
Q3. Source Based Questions
Read the source given below and answer the following questions.
The main water divide in Peninsular India is formed by the Western Ghats, which runs from north to
south close to the western coast. Most of the major rivers of the Peninsula, such as the Mahanadi, the
Godavari, the Krishna and the Kaveri flow eastwards and drain into the Bay of Bengal. These rivers
make deltas at their mouths. There are numerous small streams flowing west of the Western Ghats.
The Narmada and the Tapi are the only long rivers, which flow west and make estuaries. The
drainage basins of the peninsular rivers are comparatively smaller in size.
The Narmada rises in the Amarkantak hills in Madhya Pradesh. It flows towards the west in a rift
valley formed due to faulting. On its way to the sea, the Narmada creates many picturesque locations.
The ‘Marble rocks’, near Jabalpur, where the Narmada flows through a deep gorge, and the ‘Dhuadhar
falls, where the river plunges over steep rocks, are some of the notable ones. All tributaries of the
Narmada are very short and most of these join the main stream at right angles. The Narmada basin
covers parts of Madhya Pradesh and Gujarat.

i. Which are the only long rivers that flow West and make estuaries?
a. Narmada and Tapi b. Krishna and Kaveri
SSC/IX/ASGMT Page 13 of 35
 c. Ganga and Yamuna d. Mahanadi and Kaveri
ii. The drainage basin of the Narmada is not shared by which of the following state?
a. Madhya Pradesh b. Gujarat
c. Maharashtra d. Both a and b
iii. In which direction do most of the major rivers of the Peninsula flow?
a. Westwards b. Eastwards
c. Southwards d. Northwards
iv. From where does the Narmada rise?
a. Western Ghats b. Brahmagiri Range
c. Gobind Sagar d. Amarkantak Hills

Q4. Answer the following questions.

i. What is a gorge?
ii. Give full form of GAP & NRCP.
iii. Name the tributaries which join Indus in Kashmir.
iv. Write a short note on the Krishna Basin.
v. What are the major sources of river pollution?
vi. Write a short note on National River Conservation Plan (NRCP).
vii. Write a short note on the Sunderban delta.
viii. How do urbanization and industrialization cause river pollution? Suggest three measures to
control river pollution.
ix. Explain the term water divide with example.
x. What types of lakes are found in India? Give suitable examples.
xi. Why are the rivers considered as the lifeline of human civilization?
xii. What do you know about the Ganga River System?

CHAPTER-4 CLIMATE
Q1. Objective Type Questions
Select the correct answers for the following questions.
i. Which one of the following places receives the highest rainfall in the world?
a. Silchar b. Mawsynram
c. Cherrapunji d. Guwahati
ii. Which one of the following causes rainfall during winters in north-western part of India?
a. Cyclonic depression b. Retreating monsoon
c. Western disturbances d. Southwest monsoon
iii. What prevents the southwest monsoon winds from escaping India?
a. The Indian deserts b. The Himalayas
c. Low pressure over Central Asia d. None of these
iv. Which of the following is a component of westerly flow?
a. North-easterlies b. Jet streams
c. South-west monsoon d. Kaal Baishakhi
v. By which of the following dates do southern parts of our islands receive their first monsoon
showers?
a. First week of April-May b. First week of May-June
c. First week of June d. Mid-October

SSC/IX/ASGMT Page 14 of 35
Q2. Assertion and Reason Type Questions
Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): India has a tropical monsoon type climate.
Reason(R): India is located exactly between the tropical latitudes.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): Himalayas act as a barrier to cold winds that blow from central Asia.
Reason(R): It prevents the northern India from becoming freezing cold.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
The cold weather season begins from mid-November in northern India and stays till February.
December and January are the coldest months in the northern part of India. The temperature
decreases from south to the north. The average temperature of Chennai, on the eastern coast, is
between 24° - 25° Celsius, while in the northern plains, it ranges between 10°-15° Celsius. Days are
warm and nights are cold. Frost is common in the north and the higher slopes of the Himalayas
experience snowfall. During this season, the northeast trade winds prevail over the country. They
blow from land to sea and hence, for most part of the country, it is a dry season. Some amount of
rainfall occurs on the Tamil Nadu coast from these winds as, here they blow from sea to land. In the
northern part of the country, a feeble high-pressure region develops, with light winds moving
outwards from this area. Influenced by the relief, these winds blow through the Ganga valley from
the west and the northwest. The weather is normally marked by clear sky, low temperatures and low
humidity and feeble, variable winds. A characteristic feature of the cold weather season over the
northern plains is the inflow of cyclonic disturbances from the west and the northwest. These low-
pressure systems, originate over the Mediterranean Sea and western Asia and move into India, along
with the westerly flow. They cause the much-needed winter rains over the plains and snowfall in the
mountains. Although the total amount of winter rainfall locally known as ‘mahawat’ is small, they are
of immense importance for the cultivation of ‘rabi’ crops.
i. The cold weather season begins from ___________ in Northern India and stays till ____________.
a. December, January b. Mid-November, December
c. Mid-November, February d. December, February
ii. Which of the following is the feature of cold weather season?
a. Days are warm and nights are cold b. Frost is common in the North
c. Snowfall on the higher slopes of Himalayas d. All of these
iii. During cold weather season, which type of winds prevail over India?
a. Horse latitudes b. Westerlies
c. North-East trade winds d. Doldrums
iv. What do you understand by Mahawat?
a. A type of wind b. Winter rainfall
c. A type of crop d. A type of season

Q4. Answer the following questions.

i. What is Coriolis force?
ii. What is loo?
SSC/IX/ASGMT Page 15 of 35
 iii. Name two branches of monsoon.
iv. What does the word ‘monsoon’ imply?
v. Why hills are cooler during summer season?
vi. “India’s climate has characteristics of tropical as well as sub-tropical climates.” Discuss.
vii. What do you understand by October Heat? Explain.
viii. What do you know about rainfall distribution in India?
ix. Give a brief account of the condition and characteristics of the retreating monsoon.
x. “India has diverse climatic conditions.” Elaborate using suitable examples.
xi. Distinguish between southwest monsoon and northeast monsoon.
xii. What are the major controls of the climate? Explain them.

L-5 NATURAL VEGETATION AND WILDLIFE

Q1. Objective Type Questions
Select the correct answers for the following questions.
i. To which one of the following types of vegetation does rubber belong to?
a. Tundra b. Tidal
c. Himalayan d. Tropical Evergreen
ii. In which of the following state is the Simlipal bio-reserve located?
a. Punjab b. Delhi
c. Odisha d. West Bengal
iii. The yak, shaggy-horned wild ox and the Tibetan antelope are found in which one of the
following regions?
a. Tibet b. Uttarakhand
c. Himachal Pradesh d. Ladakh
iv. Why are the southern slopes in Himalayan region covered with thick vegetation?
a. On account of more exposure to sunlight b. On account of more precipitation
c. On account of less exposure to colder winds d. All of these
v. Which one of the following state of India has the least percentage of its area under forest cover?
a. Bihar b. Punjab
c. Madras d. Sikkim

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): The tropical rain forests are mostly evergreen.
Reason(R): These forests get abundant rainfall and have low temperature.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): Rhinoceros are found in Assam and northwest Bengal.
Reason(R): Because swampy and marshy climate suits them.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
Tropical Evergreen forests are restricted to heavy rainfall areas of the Western Ghats and the island

SSC/IX/ASGMT Page 16 of 35
 groups of Lakshadweep, Andaman and Nicobar, upper parts of Assam and Tamil Nadu coast. They
are at their best in areas having more than 200 cm of rainfall with a short dry season. The trees
reach great heights up to 60 metres or even above. Since the region is warm and wet throughout
the year, it has a luxuriant vegetation of all kinds — trees, shrubs and creepers giving it a
multilayered structure. There is no definite time for trees to shed their leaves. As such, these forests
appear green all the year round.
Some of the commercially important trees of this forest are ebony, mahogany, rosewood, rubber and
cinchona. The common animals found in these forests are elephant, monkey, lemur and deer. One
horned rhinoceroses are found in the jungles of Assam and West Bengal. Besides these animals,
plenty of birds, bats, sloth, scorpions and snails are also found in these jungles.

i. In which part of India tropical evergreen forests are found?

a. Lakshadweep Islands b. Andaman and Nicobar Islands
c. Western Ghats d. All of these
ii. How much rainfall do tropical evergreen forests need to grow?
a. 100 cm b. 200 cm
c. 300 cm d. 400 cm
iii. What is the multilayered structure of tropical evergreen forests made up of?
a. Trees b. Shrubs
c. Creepers d. All of these
iv. Which of the following are commercially important trees of tropical evergreen forests?
a. Ebony b. Sal
c. Teak d. Mulberry

Q4. Answer the following questions.

i. What are biomes?
ii. What is virgin vegetation?
iii. What does ‘Natural Vegetation’ mean?
iv. What is an ecosystem? How do human beings influence the ecology of a region?
v. How do human beings influence the ecology of a region?
vi. Explain ‘natural ecosystem’. Why is any attempt to tamper with the ecosystem fraught with
grave risks?
vii. “Human beings are the integral part of the ecosystem and are largely responsible for the changes
that occur around.” Explain.
viii. Write a short note on Mangrove Forests.
ix. Compare the wildlife of the Himalayas and the wetlands of our country.
x. What steps have been taken by the government to protect flora and fauna of the country?
xi. How do the forests play both a productive and protective role?
xii. Give a brief description of Tropical Evergreen Forests.

Q5. Map Based Question

On the Outline Political Map of India locate and label the following.
i. National Parks: Corbett, Ranthambor, Kanha
ii. Wildlife Sanctuaries: Sariska, Rajaji, Mudumalai

CHAPTER-6 POPULATION
Q1. Objective Type Questions
Select the correct answers for the following questions.
i. Which is least densely populated state of India?
a. Madhya Pradesh b. Andhra Pradesh
c. Arunachal Pradesh d. Karnataka
SSC/IX/ASGMT Page 17 of 35
 ii. What is NPP?
a. Nation Population Policy b. National Population Policy
c. National Pollution Policy d. National Pharmacy Policy
iii. In which year NPP was framed?
a. 2005 b. 2000
c. 2007 d. 2020
iv. Which is the most populated state of India?
a. Uttar Pradesh b. Madhya Pradesh
c. Gujarat d. Haryana
v. Which state has the highest literacy rate in India?
a. Uttar Pradesh b. Kerala
c. Bihar d. Mizoram

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): Population of a region does not change.
Reason (R): Birth rate, death rate and migration affect the population of a region.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): Northern Indian Plain is thickly populated.
Reason (R): Northern Plains are having suitability of soils, economic activity and favorable
climatic conditions.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
Primary activities include agriculture, animal husbandry, forestry, mining, and quarrying etc.
Secondary activities include manufacturing industries, building and construction work etc. Tertiary
activities include transport, communications, commerce, administrations and other services.
The proportion of people working in different activities varies in developed and developing
countries. Developed nations have a high proportion of people in secondary and tertiary activities.
Developing countries tend to have a higher proportion of their workforce engage in primary activities.
In India about 64 percent of the population is engaged only in agriculture. The proportion of
population dependent on secondary and tertiary sectors is about 13 to 20 percent respectively. There
has been an occupational shift in favour of secondary and tertiary sectors because of growing
industrialization and urbanization in recent times.
i. What do secondary activities include?
a. Agriculture and animal husbandry b. Manufacturing Industries
c. Transport communication d. All the above
ii. In which activities do the maximum proportion of people of developing countries work?
a. Primary activities b. Secondary activities
c. Tertiary activities d. None of these
iii. Why there has been an occupational shift in favour of secondary and tertiary sectors?
a. Growing Population b. Growing Industrialisation
c. Advanced Technology d. All of these
SSC/IX/ASGMT Page 18 of 35
 iv. In which activity is mining included?
a. Primary b. Secondary
c. Tertiary d. Others

Q4. Answer the following questions.

i. What is the distribution of population according to different types of occupation is referred?
ii. What is defined as the number of females per thousand males in the population?
iii. What is the number of deaths per thousand persons in a year?
iv. Which activities include transport, communications, commerce, administration and other
services?
v. What is migration? What are its types?
vi. What is age composition? Name three broad categories of population.
vii. Explain three classifications of occupations.
viii. What is Sex Ratio? Give reasons responsible for unfavorable sex ratio in India.
ix. Write a short note on National Population Policy.
x. What are the features of population change?
xi. Write short note on Adolescent population of India. Explain the problems faced by them.
xii. What are the factors responsible for the uneven population distribution of India?

Q5. Map Based Question

On the Outline Political Map of India locate and label the following.
The states having highest and lowest density of population.

POLITICAL SCIENCE
CHAPTER-1 WHAT IS DEMOCRACY? WHY DEMOCRACY?
Q1. Objective Type Questions
Select the correct answers for the following questions.
i. Which body in Indian political system is an example of direct democracy?
a. Zila Parishad b. Panchayat Samiti
c. Gram Sabha d. Vidhan Sabha
ii. Institutional Revolutionary Party is the famous political party of which country?
a. China b. Saudi Arabia
c. Mexico d. Fiji
iii. In which case was the real power with external powers and not with the locally elected
representatives?
a. India in Sri Lanka b. USSR in Communist Poland
c. US in Iraq d. Both b and c
iv. What is Constitutional Law?
a. Provisions given in the Constitution b. Law to make Constitution
c. Law to set up Constituent Assembly d. None of these
v. A democratic government has to respect some rules after winning the elections. Which of
these points is not a part of those rules?
a. Respecting guarantees given to the minorities.
b. Every major decision has to go through a series of consultations.
c. Office-bearers are not accountable.
d. Office-bearers have some responsibilities.

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): Democracy is not a legitimate government.
SSC/IX/ASGMT Page 19 of 35
 Reason (R): Regular, free and fair elections are the spirit of democracy.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): A democratic government is not a magical solution for all the problems.
Reason (R): Democracy as a form of government only ensures that people take their decisions.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
In Pakistan, General Pervez Musharraf led a military coup in October 1999. In August 2002 he issued
a ‘Legal Framework Order’ that amended the Constitution of Pakistan. According to this Order, the
President can dismiss the national and provincial assemblies. The work of the civilian cabinet is
supervised by a National Security Council which is dominated by military officers. So Pakistan has
had elections, elected representatives have some powers. But the final power rested with military
officers and General Musharraf himself. Clearly, there are many reasons why Pakistan under General
Musharraf should not be called a democracy. But let us focus on one of these. Can we say that the
rulers are elected by the people in Pakistan? Not quite. People may have elected their representatives
to the national and provincial assemblies but those elected representatives were not really the rulers.
They cannot take the final decisions. The power to take final decision rested with army officials and
with General Musharraf and none of them were elected by the people. This happens in many
dictatorships and monarchies. The National People’s Congress has the power to appoint the
President of the country. It has nearly 3,000 members elected from all over China. Some members
are elected by the army. Before contesting elections, a candidate needs the approval of the Chinese
Communist Party. Only those who are members of the Chinese Communist Party or eight smaller
parties allied to it were allowed to contest elections held in 2002-03. The government is always
formed by the Communist Party.

i. Why can the Chinese government not be called a democratic government even though
elections are held there?
a. Army participates in election.
b. Government is not accountable to the people.
c. Some parts of China are not represented at all.
d. Government is always formed by the Communist Party.
ii. What was the effect of Legal Framework order that was issued by President Musharraf in August
2002?
a. It changed the policies of the country. b. It changed the borders of the country.
c. It amended the constitution of Pakistan. d. All of these
iii. The work of the civilian cabinet is supervised by the National Security Council. Who
dominates it?
a. Ministers b. Military officers
c. Civil officers d. The President
iv. What is false about a dictatorship?
a. Final power resides with the dictator.
b. Cabinet works independently without any pressure of the dictator.
c. Most of the times same party wins the election.
d. Constitution is modified according to the will of the dictator.
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Q4. Answer the following questions.
i. What does referendum mean?
ii. Which party of Zimbabwe led the struggle for independence?
iii. “Democracy is better than other forms of government because it allows us to correct its own
mistakes.” Do you agree with it or not?
iv. How does democracy provide a platform to deal with differences and conflicts?
v. “Democracy is the most popular form of government emerging in modern times.” Justify the
statement.
vi. What is democracy?
vii. Write down the three features of democracy.
viii. Why was every election won by the party called PRI in China? Explain any three reasons.
ix. Explain the major features of democracy.
x. ‘Democracy improves the power of decision making.” Explain.

CHAPTER-2 CONSTITUTIONAL DESIGN

Q1. Objective Type Questions
Select the correct answers for the following questions.
i. Every document presented and every word spoken in the Constituent Assembly has been
recorded and preserved. These are called______.
a. Constituent Assembly Debates b. Constituent Assembly Minutes
c. Constituent Assembly Agenda d. Constituent Assembly Daily
ii. The drafting of the document called the constitution was done by an assembly of elected
representatives. What was that assembly called?
a. Constitutional Assembly b. Constituent Assembly
c. Electoral Assembly d. None of these
iii. In the constituent assembly, the first captain of the Indian hockey team____________ also had a
role.
a. Baldev Singh b. Somnath Lahiri
c. Jaipal Singh d. K.M. Munshi
iv. Which of these positions is correct in relation to the ‘Sovereign’ status of India?
a. USA can decide India’s foreign policy.
b. USSR can support the CPI (M) in setting up its government here.
c. The Indian government only can decide its internal and external policies.
d. Pakistan can control India’s Armed Forces.
v. Match these guiding values with their meanings.
A. Secular (i.) Wealth is generated socially and should be shared equally by society.
B. Republic (ii.) Citizens have complete freedom to follow any religion.
C. Fraternity (iii.) Head of the state is an elected person.
D. Socialist (iv.) There should be a feeling of brotherhood among all the people.

a. A-(iii.), B-(i.), C-(ii.), D-(iv.)

b. A-(ii.), B-(iii.), C-(iv.), D-(i.)
c. A-(i.), B-(iv.), C-(iii.), D-(ii.)
d. A-(iv.), B-(iii.), C-(i.), D-(ii.)

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): Constitution lays down how different organs of the government will be formed.
Reason (R) : A constitution is about institutions, not about values.
a. Both and R are true and R is the correct explanation of A.
SSC/IX/ASGMT Page 21 of 35
 b. Both and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): The Indian Constitution came into force with effect from 26th January 1950.
Reason (R) : 26th January is celebrated as the Republic Day.
a. Both and R are true and R is the correct explanation of A.
b. Both and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
Long years ago we made a tryst with destiny, and now the time comes when we shall redeem our
pledge, not wholly or in full measure, but very substantially. At the stroke of the midnight hour, when
the world sleeps, India will awake to life and freedom. A moment comes, which comes but rarely in
history, when we step out from the old to the new, when an age ends, and when the soul of a nation,
long suppressed, finds utterance. It is fitting that at this solemn moment we take the pledge of
dedication to the service of India and her people and to the still larger cause of humanity.
Freedom and power bring responsibility. The responsibility rests upon this Assembly, a sovereign
body representing the sovereign people of India. Before the birth of freedom we have endured all the
pains of labour and our hearts are heavy with the memory of this sorrow. Some of those pains
continue even now. Nevertheless, the past is over and it is the future that beckons to us now. That
future is not one of ease or resting but of incessant striving so that we may fulfill the pledges we have
so often taken and the one we shall take today. The service of India means the service of the millions
who suffer. It means the ending of poverty and ignorance and disease and inequality of opportunity.
The ambition of the greatest man of our generation has been to wipe every tear from every eye. That
may be beyond us, but as long as there are tears and suffering, so long our work will not be over.
i. “The ambition of the greatest man of our generation has been to wipe every tear from every eye”.
Who is being referred to as the greatest man?
a. Sardar Patel b. Mahatma Gandhi
c. Somnath Lahiri d. Baldev Singh
ii. What is the meaning of the quotation given in question one?
a. Ending of freedom in Indian society b. Ending of laws in Indian society
c. Ending of inequality in Indian society d. Both a and b
iii. What does ‘sovereign’ mean?
a. The head of the state is an elected person and not a hereditary position.
b. A form of government where people enjoy equal political rights, elect their rulers and hold them
accountable.
c. Wealth is generated socially and should be shared equally by society.
d. People have the supreme right to make decisions on internal and external matters.
iv. “There are no unreasonable restrictions on the citizens in India, in what way they think,
how they wish to express their thoughts.” This means they enjoy
a. Liberty b. Secularism
c. Fraternity d. Socialism

Q4. Answer the following questions.

i. What do you mean by secular state?
ii. Explain the ideals of the Preamble of the Indian Constitution.
iii. Why do we need a constitution?
iv. Why Preamble is called the preface of the Indian Constitution?
v. “India emerged as an independent country amidst heavy turmoil”. Justify the statement
SSC/IX/ASGMT Page 22 of 35
 by explaining the challenges before the constitution makers of India.
vi. What is Preamble? Explain any four guiding principles enshrined in Preamble to the Indian
Constitution.
vii. Explain the term ‘Liberty’.
viii. What is meant by ‘Constituent Assembly Debates’?
ix. What is meant by apartheid? How was it oppressive for the blacks?
x. What are constitutional amendments? Why are they essential?

CHAPTER-3 ELECTORAL POLITICS

Q1. Objective Type Questions
Select the correct answers for the following questions.
i. Which of these is not a feature of Indian democracy?
a. India has the largest number of voters in the world.
b. India’s Election Commission is very powerful.
c. In India, everyone above the age of 18 has a right to vote.
d. In India, the losing parties refuse to accept the electoral verdict.
ii. In India, elections for which of these bodies are held after every five years?
a. Rajya Sabha b. Lok Sabha and Vidhan Sabha
c. Vidhan Parishad d. Only Lok Sabha
iii. What is an election held for only one constituency to fill the vacancy caused due to the death or
resignation of a member called?
a. By-election b. Mid-term election
c. General election d. None of these
iv. What are the details the candidates have to give in the legal declaration before contesting
the elections?
a. Serious criminal cases pending against them
b. Details of assets and liabilities of the candidate and his or her family
c. Educational qualification of the candidate
d. All of the above
v. When on election duty, under whose control does the government officers work?
a. Central Government
b. Election Commission
c. District Magistrate
d. District Court

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): In India people do not elect their own representatives.
Reason(R): India is a democratic country.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): In India the judiciary is independent of the executive.
Reason(R): Judiciary favours the government and helps in the implementation of its plans.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

SSC/IX/ASGMT Page 23 of 35
Q3. Source Based Questions
Read the source given below and answer the following questions.
Elections can be held in many ways. All democratic countries hold elections. But most non-
democratic countries also hold some kind of elections. How do we distinguish democratic elections
from any other election? We discussed many examples of countries where elections are held but they
can’t really be called democratic elections. Let us recall what we learnt there and start with a simple
list of the minimum conditions of a democratic election:
 First, everyone should be able to choose. This means that everyone should have one vote and
every vote should have equal value.
 Second, there should be something to choose from. Parties and candidates should be free to
contest elections and should offer some real choice to the voters.
 Third, the choice should be offered at regular intervals. Elections must be held regularly after
every few years.
 Fourth, the candidate preferred by the people should get elected.
 Fifth, elections should be conducted in a free and fair manner where people can choose as they
really wish.
These might look like very simple and easy conditions. But there are many countries where these
are not fulfilled. We will apply these conditions to the elections held in our own country to see if
we can call these democratic elections.

i. People have a right to vote and every vote have equal value only in __________________.
a. monarchy b. democratic elections
c. non-democratic countries d. All of the above
ii. The presence of different _________________ during elections, offer real choice to the voters.
a. parties b. ballot boxes
c. voters d. countries
iii. Which of the following means people can choose whom they really wish without any
pressure?
a. One vote one value b. Elections at regular intervals
c. Free and fair elections d. Candidates free to contest elections
iv. Which is a condition for democratic elections in true sense?
a. Multi-party system b. Everyone having a single vote
c. No class or caste difference d. No fixed time period of election

Q4. Answer the following questions.

i. What are electoral constituencies?
ii. What does EPIC stand for?
iii. What are the two merits of electoral competition?
iv. What is the ‘Model Code of Conduct’ for election campaign?
v. In what manner does the Election Commission monitor the election campaign?
vi. What do booth capturing and rigging mean during elections?
vii. What legal declaration is required to be submitted by each candidate who wishes to contest
an election?
viii. List the ways to regulate and ensure free and fair elections.
ix. How was the system of reserved constituencies introduced for the SCs and STs?
x. What is the importance of Election Manifesto?

SSC/IX/ASGMT Page 24 of 35
 CHAPTER-4 WORKING OF INSTITUTIONS
Q1. Objective Type Questions
Select the correct answers for the following questions.
i. What is ‘Parliament’?
a. Assembly of elected representatives at the national level
b. A body consisting of appointed ministers
c. Body comprising judges
d. Assembly of only appointed members
ii. Apart from Lok Sabha and Rajya Sabha, who else constitutes the Parliament?
a. The Prime Minister b. The Chief Minister
c. The Governor d. The President
iii. Who appoints the judges of the Supreme Court and High Courts?
a. The President, according to his own wishes
b. The President, on the advice of the PM
c. The President on the advice of the PM in consultation with the Chief Justice of India
d. None of these
iv. Which of the following institutions can make changes to the existing law of the country?
a. The Supreme Court b. The President
c. The Prime Minister d. The Parliament
v. Why do the political executives have more powers than the permanent executive?
a. Because hardly any expertise is required in taking policy decisions.
b. Because political executives consist of the direct representatives of the people.
c. Political leaders are more educated.
d. None of the above

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): The President is the head of the state and is the highest formal authority in the
country.
Reason(R): The President can make any law and people have to follow it.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): Political executives are appointed for a specific period.
Reason(R): They remain in office even when the the ruling party changes.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
In a democratic country, two categories make up the executive. One that is elected by the people for a
specific period, is called the political executive. Political leaders who take the big decisions fall in this
category. In the second category, people are appointed on a long-term basis. This is called the
permanent executive or civil services. Persons working in civil services are called civil servants. They
remain in office even when the ruling party changes. These officers work under political executive
and assist them in carrying out the day-to-day administration. The civil servant is usually more

SSC/IX/ASGMT Page 25 of 35
 educated and has more expert knowledge of the subject. The advisors working in the Finance
Ministry know more about economics than the Finance Minister.
Sometimes the ministers may know very little about the technical matters that come under their
ministry. This could easily happen in ministries like Defence, Health, Science and Technology, Mines,
etc.
In a democracy the will of the people is supreme. The minister is an elected representative of the
people and thus empowered to exercise the will of the people on their behalf. She is finally
answerable to the people for all the consequences of her decision. That is why the minister takes all
the final decisions. The minister decides the overall framework and objectives in which decisions on
policy should be made. The minister is not, and is not expected to be, an expert in the matters of her
ministry. The minister takes the advice of experts on all technical matters. But very often experts
hold different opinions or place before her more than one option. Depending on what the overall
objective is, the minister decides.
i. In a democratic country two categories make up the executives. These are
a. Political executives b. Selected executives
c. Permanent executives d. Both a and c
ii. Permanent executives are
a. Officers work under political executive
b. Assisting political executive in carrying out the day-to-day administration
c. More educated than political executive and have more expert knowledge of the subject
d. All of the above
iii. Why the ministers of Finance, Defence, Health, Science and Technology, Mining, etc. are always
dependent on the advisors of their ministries?
a. The advisors are highly educated and have relevant knowledge.
b. The advisors rule the department.
c. The advisors have great influence on common men.
d. None of the above
iv. Why does the minister take all the final decisions?
a. The Minister is an elected representative of the people.
b. The Minister is empowered to exercise the will of the people on their behalf.
c. The Minister is finally answerable to the people for all the consequence of her decision.
d. All of the above

Q4. Answer the following questions.

i. What is SEBC?
ii. Who are cabinet ministers?
iii. How does judiciary act as guardian of the Fundamental Rights?
iv. Why is there a need for political institutions?
v. What do integration of judiciary mean?
vi. Why had the Mandal Commission become a debatable issue in India?
vii. What do you mean by PIL?
viii. “Lok Sabha is more powerful than the Rajya Sabha”. Elaborate.
ix. What is job reservation? What is its importance?
x. Explain the major powers and functions of the parliament.

CHAPTER-5 DEMOCRATIC RIGHTS

Q1. Objective Type Questions
Select the correct answers for the following questions.
i. About 600 hundred people from all over the world were put in a prison in Guantanamo Bay
by the

SSC/IX/ASGMT Page 26 of 35
 a. US forces b. Japanese forces
c. German forces d. British forces
ii. The National Human Rights Commission of India was set up in
a. 1993 b. 1994
c. 1995 d. 1996
iii. Which book of Salman Rushdie was banned in India?
a. Midnight’s children b. Two years eight months
c. The moor’s last sigh d. The Satanic Verses
iv. Which of the following statements is wrong?
a. We have freedom to travel to any part of the country.
b. We have freedom of speech and expression.
c. Untouchability is not a punishable offence.
d. Everyone is equal before the law.
v. Which of the Fundamental Rights is called ‘the heart and soul’ of the Indian Constitution?
a. Right to Equality b. Right to Freedom of Religion
c. Right to Constitutional Remedies d. Cultural and Educational Rights

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): Rights are necessary for the sustenance of a democracy.
Reason(R): Rights protect minorities from the oppression of majority.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): People of India have been given the Right to Freedom of Speech and Expression.
Reason(R): People are not free to defame others by saying false and mean things.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
Amnesty International, an international human rights organization, collected information on the
condition of the prisoners in Guantanamo Bay and reported that the prisoners were being tortured in
ways that violated the US laws. They were being denied the treatment that even prisoners of war
must get as per international treaties. Many prisoners had tried protesting against these conditions
by going on a hunger strike. Prisoners were not released even after they were officially declared not
guilty. An independent inquiry by the UN supported these findings. The UN Secretary General said
the prison in Guantanamo Bay should be closed down. The US government refused to accept these
pleas.
The case of Guantanamo Bay looks like an exception, for it involves the government of one country
denying rights to citizens of another country. Looking at the case of Saudi Arabia and the position of
the citizens with regard to their government:
 The country is ruled by a hereditary king and the people have no role in electing or changing their
rulers.
 The king selects the legislature as well as the executive. He appoints the judges and can change
any of their decisions.

SSC/IX/ASGMT Page 27 of 35
  Citizens cannot form political parties or any political organizations. Media cannot report anything
that the monarch does not like.
 There is no freedom of religion. Every citizen is required to be Muslim. Non-Muslim residents can
follow their religion in private, but not in public.
 Women are subjected to many public restrictions. The testimony of one man is considered equal
to that of two women.
i. Which of the following statements about Saudi Arabia is not true?
a. Country is ruled by a hereditary king.
b. The king selects the legislature as well as the executive.
c. Citizens cannot form political parties or political organizations.
d. There is freedom of religion. Every citizen has the right to choose their religion.
ii. What type of government does Saudi Arabia have?
a. Democracy b. Monarchy
c. Dictatorship d. Federal Government
iii. Which body exposed to the world that prisoners at Guantanamo Bay were being tortured in
ways that violated US laws?
a. United Nations b. Amnesty International
c. International Court of Justice d. None of these
iv. Which of the following terms is correct for the feature of the Indian constitution stating
that no person is above the law?
a. State of law b. Application of law
c. Rule of law d. Governance by law

Q4. Answer the following questions.

i. What are writs?
ii. What is Amnesty International?
iii. Mention any two limitations of freedom of speech and expression.
iv. What are Human Rights?
v. Why did Dr. Ambedkar call the Right to Constitutional Remedies ‘the heart and soul’ of our
constitution?
vi. Write a short note on the National Human Rights Commission.
vii. “Rights are claims of person over other fellow beings, over the society and over the
government.” Explain the statement.
viii. Mention the restrictions that can be imposed on various forms of freedoms granted by the
Constitution.
ix. What are Fundamental Rights? Name the Fundamental Rights provided in the Indian
Constitution. Which Fundamental Right protects the rest of the Fundamental Rights?
x. What was the Amnesty International’s report regarding the prisoners in Guantanamo Bay? State
the condition of prisoners according to the report of Amnesty International in Guantanamo Bay.

ECONOMICS
CHAPTER-1 THE STORY OF VILLAGE PALAMPUR
Q1. Objective Type Questions
Select the correct answers for the following questions.
i. The Green Revolution introduced the farmers to
a. Cultivation of wheat and rice using HYV seeds b. Cultivation of green vegetables
c. Cultivation of sugar cane d. Cultivation of forests
ii. The new ways of farming need
a. Less land b. More capital
c. Machinery d. All of the above

SSC/IX/ASGMT Page 28 of 35
 iii. Which one of the following is not an effect of the modern farming?
a. Soil degradation b. Deforestation
c. Decrease in groundwater d. Water pollution
iv. Where do most of the small farmers borrow money to arrange for the capital in Palampur?
a. Banks b. Co-operative Societies
c. Village money lenders d. Friends and relatives
v. ‘Operation Flood’ is related to
a. Control flood b. Produce fish
c. Dairy farming d. Rain water harvesting

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): Till the mid 1960’s the seeds used in cultivation were traditional ones with
relatively low yields.
Reason (R): Traditional seeds needed less irrigation. Farmers used cow dung and the other natural
manure as fertilizers.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): To grow more than one crop on a piece of land during the year is known as Green
Revolution.
Reason (R): Multiple cropping is the most common way of increasing production on a given piece
of land.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
Savita is a small farmer. She plans to cultivate wheat on her 1 hectare of land. Besides seeds,
fertilizers and pesticides, she needs cash to buy water and repair her farm instruments. With an
estimate of her working capital requirement, she decides to borrow money from Tejpal Singh, a large
farmer. He agrees to give Savita the loan at an interest rate of 24 per cent for four months, which is a
very high rate. Savita also has to promise to work on his field as a farm labourer during the harvest
season at Rs 35 per day. She knows that it’s highly difficult for a small farmer to get loans and so she
agrees as to the terms whatsoever. As large farmers often have their own savings from farming, they
can easily arrange the required capital and therefore lend money to small farmers at a higher rate of
interest. Considering all factors of production, labour is the one available in abundance. Though both
land and capital are scarce, there is a basic difference between the two factors of production. Land is
a natural resource, whereas capital is man-made. It is possible to increase capital, whereas land is
fixed. After the harvest, a part of the crop is retained for personal consumption and the surplus is
sold. However, small farmers do not have the privilege of this. Large and medium farmers sell it to
the traders in the market who buy the wheat and sell it further to shopkeepers in the towns and
cities.
i. What does fixed capital stand for?
a. Tools, machines, building etc. which can be used in production over many years
b. Money deposited in the bank
c. Money with the proprietor
SSC/IX/ASGMT Page 29 of 35
 d. Total share of capital
ii. What is the meaning of surplus?
a. Insufficient production b. Inadequate supply
c. An excess of production and supply d. None of the above
iii. Why do small farmers need to take loans?
a. To fulfill their fixed capital requirement b. To fulfill their working capital requirement
c. None of these d. Both of these
iv. Which of the statements is false?
a. Land is a natural resource.
b. Capital is a man made resource.
c. It is very easy for small farmers to take loans.
d. Large farmers lend money to small farmers on very high rate of interest.
Q4. Answer the following questions.
i. What is the basic difference between the two factors of production –land and capital?
ii. What is multiple cropping?
iii. Who are the small farmers?
iv. How can you say that the use of modern farming methods is beneficial for Indian farmers?
v. Differentiate between physical capital and human capital.
vi. Distinguish between traditional and modern farming methods.
vii. What are the essential four requirements for production?
viii. What was the major disadvantages associated with HYV seeds? Explain.
ix. What do you mean by Green Revolution? What are its ill effects?
x. How can you say that Palampur is a well-developed village?
xi. Differentiate between fixed capital and working capital.
xii. How is land distributed amongst the farmers of Palampur?

CHAPTER-2 PEOPLE AS RESOURCE

Q1. Objective Type Questions
Select the correct answers for the following questions.
i. Which of the following is a significant step towards providing basic education to the children in
the age group of 6-14 years?
a. Sarva Shiksha Abhiyan b. Adult Education Programme
c. Mid-day meal d. Education for all
ii. Why are market activities performed?
a. To exchange b. To earn income
c. To earn profit d. All of these
iii. Which one from the following is included in Secondary sector?
a. Trade b. Marketing
c. Manufacturing d. Education
iv. In which category services of housewives are included?
a. National income b. Domestic income
c. House hold income d. None of these
v. Which one of the following is considered important to create a ‘virtuous cycle’ by the
parents?
a. To send their children to the school.
b. To take care of the health and education of their children.
c. To send their children to corporate schools.
d. To provide good food to their children.

SSC/IX/ASGMT Page 30 of 35
Q2. Assertion and Reason Type Questions
Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A) : Rakesh is an educated and skilled worker who earns a high monthly salary as he is
employed in a private bank in a city.
Reason (R) : Due to his education and skill he is able to earn well.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): Unemployment leads to wastage of manpower resource.
Reason (R) : Unemployment turns people into an asset.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
Like other resources population also is a resource — a 'human resource'. This is the positive side of a
large population that is often overlooked when we look only at the negative side, considering only
the problems of providing the population with food, education and access to health facilities. When
the existing 'human resource' is further developed by becoming more educated and healthy, we call
it 'human capital formation' that adds to the productive power of the country just like 'physical
capital formation'. Investment in human capital (through education, training, medical care yields a
return just like investment in physical capital. This can be seen directly in the form of higher incomes
earned because of higher productivity of the more educated or the better trained persons, as well as
the higher productivity of healthier people.
i. What kind of resource is population?
a. Natural resource b. Human resource
c. Man-made resource d. Both a and b
ii. What is positive about a large population?
a. It is a liability for a country.
b. We need to provide food and health facilities on a very large scale.
c. It has ability to contribute to the Gross National Product.
d. None of these
iii. What are the different ways to invest in human capital?
a. Education b. Training
c. Health care d. All of these
iv. The large population of India can be turned into a _______________ by providing it good health
and education.
a. Responsibility b. Liability
c. Asset d. All of these

Q4. Answer the following questions.

i. What do you mean by unorganised sector?
ii. What is the aim of Sarva Shiksha Abhiyan?
iii. When does population become human capital?
iv. What do you understand by Seasonal Unemployment?
v. What kind of unemployment exists in urban areas?
vi. ‘Health is wealth’ is it true? Describe the role played by health in an individual’s working life.
SSC/IX/ASGMT Page 31 of 35
 vii. What is the main difference between ‘Human Capital’ and ‘Human Capital Formation’?
viii. What are the two types of economic activities? Explain.
ix. How does investment in human capital yield a return just like investment in physical capital?
x. What different strategies should be made by the government to solve the unemployment in India?
xi. What is an economic activity? What are the various activities undertaken in the primary sector,
secondary sector and tertiary sector?
xii. “Unemployment has a detrimental impact on the overall growth of an economy.” Justify the
statement.

CHAPTER-3 POVERTY AS A CHALLENGE

Q1. Objective Type Questions
Select the correct answers for the following questions.
i. What does NFWP stand for?
a. National Federation for Work and Progress b. National Forest for Wildlife Protection
c. National Food and Wheat Processing d. National Food for Work Programme
ii. In which state have the land reform measures helped to reduce poverty?
a. Tamil Nadu b. Punjab
c. West Bengal d. Kerala
iii. Which of the following is responsible for high poverty rates?
a. Huge income inequalities
b. Unequal distribution of land
c. Lack of effective implementation of land reforms
d. All of the above
iv. Who advocated that India would be truly independent only when the poorest of its people
become free of human suffering?
a. Mahatma Gandhi b. Indira Gandhi
c. Jawahar lal Nehru d. Subhash Chandra Bose
v. Which of the following is not a valid reason for the poverty alleviation programme in India?
a. Lack of proper implementation b. Lack of right targeting
c. Corruption at the highest level d. Overlapping of schemes

Q2. Assertion and Reason Type Questions

Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): The amount of poverty line for rural areas is less than the amount for urban areas.
Reason (R): The urban people actually require more calories than the people of rural areas.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): Punjab and Haryana have succeeded in reducing poverty.
Reason (R): It has happened due to high agricultural growth rates.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
Many other socio cultural and economic factors also are responsible for poverty. In order to fulfill
social obligations and observe religious ceremonies, people in India, including the very poor, spend a
SSC/IX/ASGMT Page 32 of 35
 lot of money. Small farmers need money to buy agricultural inputs like seeds, fertilizer, pesticides,
etc. Since poor people hardly have any savings, they borrow. Unable to repay because of poverty,
they become victims of indebtedness. So the high level of indebtedness is both the cause and effect of
poverty.
i. Why do even poor people in India spend a lot of money?
a. To fulfill social obligation. b. To buy agricultural inputs.
c. To observe religious ceremonies. d. All of these
ii. Indebtedness is a cause and effect of what?
a. Poverty b. Unemployment
c. Liability d. Hunger
iii. Why do poor people have hardly any savings?
a. Due to poverty b. Due to low income
c. Due to less production d. Due to low consumption
iv. Another word for debt is _____________
a. Borrow b. Investment
c. Loan d. Capital

Q4. Answer the following questions.

i. What does PMRY stand for?
ii. Give three indicators of poverty.
iii. Which social groups are most vulnerable to poverty?
iv. On which two planks does the current anti-poverty strategy of the government is based upon?
v. What are the major reasons for less effectiveness of the anti-poverty measures?
vi. Describe the aims of Swarnajayanti Gram Swarozgar Yojana and the Pradhan Mantri Gramodaya
Yojana.
vii. Explain the principle measures taken in Punjab, Kerala and Andhra Pradesh to reduce poverty.
viii. “The proportion of poor people is not the same in every state”. Justify.
ix. There is a strong link between growth and poverty reduction. Explain.
x. Elucidate the targeted anti-poverty programmes undertaken by the government.
xi. What is poverty? What are the dimensions of poverty?

CHAPTER-4 FOOD SECURITY IN INDIA

Q1. Objective Type Questions
Select the correct answers for the following questions.
i. Since independence, India is aiming at self-sufficiency in
a. Food security b. Food grain
c. Work force d. National security
ii. Antyodaya cards are given to the
a. Poor b. Poorest of the poor
c. Those below poverty line d. People with average income
iii. Which of the following group of people are not affected by food insecurity?
a. Landless people with little or no land b. Traditional artisans
c. Petty self-employed workers d. Shopkeepers
iv. In which of the following years was the food grain stock with the FCI the maximum?
a. 2001 b. 2009
c. 2002 d. 2000
v. MSP refers to
a. Minimum Support Price b. Maximum Support Price
c. Marginal Support Price d. Minimum Suggested Price

SSC/IX/ASGMT Page 33 of 35
Q2. Assertion and Reason Type Questions
Two statements are given in the questions given below as Assertion (A) and Reason (R).
Read the statements and choose the appropriate option.
i. Assertion (A): Food security, credit facilities guarantee social protection to the poor.
Reason (R): Leakages in the administrative system perpetuates poverty.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.
ii. Assertion (A): Buffer stock is the stock of food grains, namely wheat and rice procured by the
government.
Reason (R): Government procures buffer stock to export grains to other countries.
a. Both A and R are true and R is the correct explanation of A.
b. Both A and R are true but R is not the correct explanation of A.
c. A is true but R is false.
d. A is false but R is true.

Q3. Source Based Questions

Read the source given below and answer the following questions.
The introduction of Rationing in India dates back to the 1940s against the backdrop of the Bengal
famine. The rationing system was revived in the wake of an acute food shortage during the 1960s,
prior to the Green Revolution. In the wake of the high incidence of poverty levels, as reported by the
NSSO in the mid-1970s, three important food intervention programmes were introduced: Public
Distribution System (PDS) for food grains (in existence earlier but strengthened thereafter);
Integrated Child Development Services (ICDS) (introduced in 1975 on an experimental basis) and
Food-for -Work** (FFW) (introduced in 1977–78). Over the years, several new programmes have
been launched and some have been restructured with the growing experience of administering the
programmes. At present, there are several Poverty Alleviation Programmes (PAPs), mostly in rural
areas, which have an explicit food component also. While some of the programmes such as PDS, mid-
day meals etc. are exclusively food security programmes, most of the PAPs also enhance food
security. Employment programmes greatly contribute to food security by increasing the income of
the poor.

i. When was rationing introduced in India?

a. 1950s b. 1940s
c. 1990s d. 1970s
ii. What is NSSO?
a. National Security Service Office b. National Sample Survey Organisation
c. National Sample Survey Office d. National Secret Service Organisation
iii. How are Poverty Alleviation Programmes helpful to the poor?
a. They provide money to the poor. b. Enhance food security
c. Make the poor self sufficient d. Both b and c
iv. Which of these food intervention programmes were started by the government?
a. Public Distribution System b. Food For Work
c. Integrated Child Development Services d. All of these

Q4. Answer the following questions.

i. Write a short note on the Green Revolution.
ii. Define the term Public Distribution System. Mention any two benefits of the system.
SSC/IX/ASGMT Page 34 of 35
 iii. What is buffer stock?
iv. What are the three kinds of ration cards?
v. State the reason why the Food Corporation of India purchases food grains from the farmers.
vi. Write a note on the National Food Security Act, 2013.
vii. Differentiate between seasonal hunger and chronic hunger. Which are the factors that cause
seasonal hunger? Mention any two.
viii. Describe the Antyodaya Anna Yojana (AAY).
ix. What are the roles of cooperatives with regards to food security in India?
x. Agriculture is considered as a seasonal activity. Why?

SSC/IX/ASGMT Page 35 of 35
JMS CLASS IX WORKSHEET SUBJECT: SOCIAL STUDIES

HISTORY

Chapter1 The French Revolution

Quest1) Answer the following questions briefly:

a. How was the French society organized before the Revolution of 1789?
b. Outline the laws introduced by Revolutionary government for improving women’s condition?
c. What were the main ideas behind the French Revolution?
d. Give significance of Tennis Court Oath in French Revolution?
e. Why were the political clubs formed in France?
f. What was Marseillaise? Who composed it?
g. Name the commodities supplied by French colonies in the Caribbean?
h. What actions proved Napoleon as the modernizer of Europe?

Quest2) Define the given terms:

a. Tithes & Taille b. Chateaux c. Subsistence crisis d. Guillotine e. Estate General

Quest3) When did the following event occur? :

a. Slavery was abolished in French colonies b. Reign of Terror c. Execution of Louis XVI
d. Declaration of Rights of man & citizen e. Overthrow of Jacobin f. Storming of Bastille

Quest4) Answer the following questions in detail? :

a. Write some of the main features of the French Constitution of 1791?

b. What were the causes of the empty treasury of France under Louis XVI?
c. “The revolutionary government took it upon themselves to pass laws that would translate the
ideals of liberty and equality into everyday practice.” Discuss this statement with special
emphasis on the abolition of censorship?
d. Explain the role of philosophers in the French Revolution of 1789.
e. Emergence of middle class and their belief gave last blow to monarchy rule in France.
Explain?

Chapter 2 Socialism and The Russian Revolution

Quest1) Answer the following questions briefly:

a. Which event in Russian history is known as Bloody Sunday?

b. How did the Bolshevik Party contribute to the Russian Revolution of October 1917?
c. What were the main demands of “April Theses”.
d. How did the 1905 Revolution in Russia prove to be a dress rehearsal of October 1917
Revolution?
e. How was the bad condition of women responsible for Russian Revolution?
f. Differentiate between the ideas of the liberals and radicals in Europe.
g. What was the global impact of the Russian Revolution?
h. Why were socialists against private property and saw it as the root of all social ills?

Quest2) Write a note on the following personalities:

a. J. Stalin b. Vladimir Lenin c. Robert Owen d. Karl Marx e. Tsar Nicholas II

Quest3) Explain the following terms:

a. Nomadism b. kulaks c. Cheka first

d. Petrograd Soviet e. Duma f. Jaddists

Quest4) Answer the following questions in detail? :

a. List out Lenin’s early measures.

b. Explain the collectivization program of Stalin?
c. What were the conditions that led to Civil War in Russia?
d. What made the Czarist government bow to the demands of the common man?
e. What was the cause for the French Revolution?

Chapter 3 Nazism and the Rise of Hitler

Quest1) Answer the following questions briefly:

a. What was Enabling Act?

b. What was the work entrusted to International War Tribunal?
c. Give main features of foreign policy of Hitler?
d. What happened as a result of Treaty of Versailles?
e. What promises did Hitler make to the German people to mobilize them?
f. Give steps taken by Hitler for destruction of democracy?

Quest2) Give significance of the following:

a. Proletarinisation b. Concentration camps c. Ghettoisation d. Usurers e. Synagouges

Quest3) When did the following event occur? :

a. Exclusion of Jews b. Genocidal war c. Youth league came into existence

d. Second World War e. Great depression f. Hitler’s rise to power
Quest4) Answer the following questions in detail? :

a. ‘In my state the mother is the most important citizen’. Discuss the statement.
b. What were the main effects of Nazi rule on Germany?
c. Why Nazism was considered as a calamity for Germany as well as the entire Europe?
d. Trace the events that led to the birth of Weimar Republic.
e. Write about the role of Spartacist League.

GEOGRAPHY

Chapter 1 India- Size and Location

Quest1) Answer the following questions briefly:

a. What are the degrees of the southernmost latitude of mainland India?

b. What ideas of India could reach the world?
c. Name the states of India which have common border with Pakistan?
d. Mention the types of states in India present before 1947?
e. Name the states through which Tropic of Cancer passes.

Quest2) Answer the questions in detail:

a. Justify the naming of Indian Ocean after India.
b. What do you know about India and her neighbors?
c. India’s land routes have been important since ancient times. Explain.
d. Why are Ahmadabad and Kolkata able to see the noon seen exactly overhead twice a year but
not Delhi?

Chapter2 Physical features of India

Quest1) Answer the questions briefly:

a. Why is the soil in the Northern Plain fertile?

b. How the Himalayas have been divided on the basis of regions from west to east?
c. Which plateau lies between the Aravali and the Vindhya Range? Write a brief note on this
plateau.
d. Write a short note on ‘coral polyps’.
e. Why are the Himalayas called as young mountains?
f. Write a short note on Deccan Plateau.

Quest2) Name the following:

a. The Northern Plains has been formed by the interplay of three major river systems
b. The most continuous range consisting of the loftiest peaks with an average height of 6,000
meters
c. The western and the eastern edges of the Deccan Plateau
d. The mountain ranges located in the eastern part of India
e. The hillsof Purvanchal or the Eastern hills are composed of?

Ques3) Compare the following:

a) Coastal plains & Islands b) Nepal and Kumaon Himalayas

Quest4) Answer in detail:

a. Write in detail about the Himalayan Mountains.
b. How do different physiographic regions of India complement each other?
c. Write a detailed note on the Purvanchal Himalayas.
d. Differentiate between Western Himalayas and Eastern Himalayas.
e. Distinguish between Bhabhar and Terai

Chapter 4 Climate
Quest1) Answer the questions briefly:

a. How does the distance from the sea affect climate of a region?
b. Give important features of Jet Streams?
c. What is ITCZ?
d. Give two important features of Advancing Monsoon?
e. What is October heat?
f. Why does India have a monsoon type of climate?

Quest2) Give reasons for the following:

a. Latitude plays a major role in affecting climate of a region.
b. Houses in Assam are made on stilts.
c. The high pressure area East of Madagascar affects monsoon in India.
d. The monsoon type of climate is characterized by a distinct seasonal pattern.

Ques3) Compare the following:

a) Southwest & Northeast monsoon b) Cold weather season & Hot weather season

Quest4) Answer in detail:

a Write a note on withdrawal & retreat of monsoon.
b. What is the effect of western cyclonic disturbances on Indian climate?
c. What are the variations in precipitation in India?
d. Write about the Arabian Sea branch of monsoon
e. Write about the major controls of climate and explain them.
Chapter 5 Natural Vegetation and Wildlife

Quest1) Answer the questions briefly:

a. Write a note on wildlife of India?

b. What are Tropical Rain forests?
c. What does Natural Vegetation mean?
d. Define Tundra vegetation?.
e. Which type of forests does Sundari tree belong to?
f. Where is Teak found?

Quest2) Define the following:

a. Virgin vegetation b. Photoperiodism c. Invasive species d. Biodiversity e. Endemic species

Ques3) Where are the following located? :

a) Kanha National Park b) Manas National Park c) Guindy National Park d) Sariska Sanctuary
e) Vedanthangal Bird Sanctuary f) Pocharam Sanctuary g) Rajgir National Park

Quest4) Answer in detail:

a. Explain Biosphere Reserves and their importance. Give examples.
b. Write a note on medicinal plants with examples?
c. Discuss how rainfall and relief affects the vegetation of an area.
d. What are the steps taken by Govt. of India to protect flora and fauna?
e. India is an important mega biodiversity hotspot. Explain.

MAP SKILLS- Identify the following on the physical map of India:

a. Coastal plains b. Western Ghats c. The Islands d. Khasi hills e. Assam Himalayas

f. Northern plains g. Rajaji National Park h. Mangrove forests i. Dudhwa National Park

CIVICS
Chapter 1 What is Democracy? Why Democracy?

Quest1) Answer the questions briefly:

a. Define democracy in your own words?

b. Who issued referendum in Pakistan?
c. What is free and fair electoral competition.
d. Give two examples of the countries where there were no equal voting rights.
e. What do you know about ZANU-PF?
f. Give two merits of democracy.

Ques2) Explain the following terms:

a) Referrendum b) Direct democracy c) universal adult suffrage d) Legal Framework Order

Quest3) Answer in detail:

a. Give differences between democratic and non democratic forms of government.
b. Democracy provides a method to deal with differences and conflicts. Explain?
c. Give demerits of democracy.
d. Why has India not experienced a famine as severe as China in 1958-61?
e. How far is it correct that no country has a perfect democracy?

Chapter2 Constitutional Design

Quest1) Answer the questions briefly:

a. What do you understand by the term ‘the Preamble to the Constitution’??

b. What is the significance of the phrase ‘We the people of India’ in the Preamble??
c. What determines the rights of citizens and the powers of the government?
d. Name the umbrella organisation that led the struggle against the policies , of segregation in
South Africa.
e. How was apartheid oppressive for the blacks?
f. What is the full form of ANC?

Quest2) Explain the following:

a. Constituent Assembly
b. Path to Constitution
c. Philosophical base of Constitution of India
d. Constitutional amendments

Quest3) Answer in detail:

a. What are the four main ideals enshrined in the Preamble of the Indian Constitution?
b. What were the steps involved in the framing of the Indian Constitution?
c. What are constitutional amendments?
d. “The South African Constitution inspires democrats all over the world” Comment.
e. What was the situation at the time India achieved independence?

Chapter3 Electoral Politics

Quest1) Answer the questions briefly:

a. Why do we need elections?

b. What is EPIC?
c. What are by- elections?
d. Give two practices not allowed under model code of conduct in election campaign?
e. Who is CEC? Who appoints CEC?
f. What is an electoral roll?

Quest2) Define the following:

a. Voter turnout
b. Rigging
c. Both capturing
d. Model code of conduct

Quest3) Answer in detail:

a. Write the important powers of Election Commission?
b. Write a note on reserved constituencies?
c..Define Election campaign? What are the common unfair practices used?
d. Give basic requisites for democratic elections?
e. Give merits and demerits of electoral competition?
JMS CLASS IX WORKSHEET SUBJECT: SOCIAL STUDIES

HISTORY

Chapter1 The French Revolution

Quest1) Answer the following questions briefly:

a. Why was the Bastille hated by all?

b. What was the issue most French people were protested against?
c. What do you mean by the term Old Regime?
d. What privileges were enjoyed by the clergy and the nobility by birth?
e. What did the educated section of the third estate believe?
f. Which rights were established as ‘natural and inalienable’ rights by the constitution?
g. Who had participated in revolts against increasing taxes and food security in the past?
h. What idea did Rousseau propose?

Quest2) Give the important events that occurred in the following period:

a. 1791 b. 1789 c. 1815 d. 1804 e.

Quest3) Explain the following terms:

a. Livres b. Phrygian cap c. Reign of Terror d. Sceptre

Quest4) Answer the following questions in detail? :

a. “Women had been active participants in the events which brought about many important
changes in French society. Still their condition did not improve.” Explain.
b. Describe the triangular slave trade that was carried on during the eighteenth and nineteenth
centuries?
c. Under what circumstances did the representatives of the third estate form the National
Assembly?
d. Describe how France became a republic?
e. How did the French Revolution impact the world?

Chapter 2 Socialism and The Russian Revolution

Quest1) Answer the following questions briefly:

a. What was the main occupation of Russians?

b. Name two famous socialists who introduced a communist system.
c. Who was Louis Blanc?
d. What was the symbolic colour of the socialist revolutionaries in Russia?
e. Name the countries which formed central power bloc during world war –I.
f. Name the leader who led procession of workers to winter palace.

Quest2) Give significance of the following:

a. Conservatives b. Comintern c. April Theses d. Collectivisation e. Oct Revolution

Quest3) Highlight the ideology of the following:

a. Liberals b. Radicals c. Karl Marx

d. Bolshevik Party e. Mensheviks f. Autocratic ideology of Tsar

Quest4) Answer the following questions in detail? :

a. What social changes were seen in the society after industrialization?

b. What was the impact of industrialization on Tsarist Russia?
c. Describe the economic condition of Russia before 1905.
d. Mention any five effects of the Petrograd Revolution.
e. Explain the main objectives of the Russian Revolutionaries.

Chapter 3 Nazism and the Rise of Hitler

Quest1) Answer the following questions briefly:

a. Highlight the effects of the recession of 1930 on the US economy.

b. Why did the Allies avoid harsh
punishments of Germany?
c. Highlight three main features of the political system setup after the defeat of
Imperial Germany in the First World War.
d. Why did Germany suffer from hyper- inflation in 1923?
e. State the reasons responsible for USA to join the Second World War.
f. What do you know about the Battle of Stalingrad in Second World War?

Quest2) Explain the following:

a. Nazism b. Jungvolk c. Annhilation d. Genocidal war e. Nazi salute

Quest3) State the remarkable events that occurred in the following year :

a. 1917 b. 1932 c. 1938

d. 1933-38 e. 1940-44 f. 1930

Quest4) Answer the following questions in detail? :

a. Highlight the effects of the recession of 1930 on the German economy.

b. Give the important features of the education imparted in Nazi Schools.
c. What were the different provisions which were made by Nazis for German Youth to
enter the Nazi organizations.
d. How was the Great Economic Depression of 1929-1932 destroyed German economy?
e. “Politically, the Weimer Republic was fragile”. Explain.

GEOGRAPHY

Chapter 1 India- Size and Location

Quest1) Answer the following questions briefly:

a. What is the latitudinal extent of India?

b. In which year did Indira point submerge under water due to Tsunami?
c. What is the total area of Indian landmass?
d. In which year Suez Canal opened?
e. How had India kept her relationship with the world in ancient times?

Quest2) Answer the questions in detail:

a. India occupies an important strategic position in South Asia. Discuss.
b. Discuss how geographical features of India have fostered unity in Indian society.
c. What is a subcontinent? How is India different from other countries of Asia?
d. Write the key points about the size and extent of India.
e. Why is the difference between durations of day and night hardly felt at Kanyakumari but nt in
Kashmir?

Chapter2 Physical features of India

Quest1) Answer the questions briefly:

a. Which are the three main ranges of the Himalayas?

b. What do you mean Great Himalayas? Write its two characteristics.
c. How was the Great Northern Plains of India formed?
d. Write a short note on the Western Coastal Plains.
e. Write any three features of the Shiwalik range.
f. Describe the river systems of the Northern Plains.
Quest2) Name the following:
a. The deposition of silt, the rivers in their lower course split into numerous channels
b. Crescent-shaped dunes found in the Indian desert
c. The highest peak in India
d. Largest delta in the world
e. The part of the Himalayas lying between the Kali and the Teesta rivers
Ques3) Distinguish between:
a) Eastern & Western Ghats b)Peninsular plateau & Northern plains

Ques4) Answer in detail:

a. State any three differences between Himadri range and Shiwalik range.
b. Describe any three features of coastal plains of India.
c. Name two island groups possessed by India. Mention one feature of each.
d. Explain the formation of the Peninsular Plateau. Write any four of its distinct features.
e. The diverse physical features of India are of immense value’.
Justify the statement by giving suitable examples.

Chapter 4 Climate

Quest1) Answer the questions briefly:

a. List the important climate controls?

b. What is weather?
c. How monsoon acts as a unifying bond?
d. What happens during Western disturbance?
e. Give features of Hot weather season.
f. What do you know about mango showers?

Quest2) Give reasons for the following:

a. Most of the world’s desert is located in the western margin of the continents in subtropics.
b. Altitude plays a major role in affecting climate of a region.
c. Coastal areas experience less contrast in temperature conditions.
d. Climate of India is strongly influenced by monsoon winds.

Ques3) Compare the following:

a) Advancing & Retreating monsoon b) Loo and Kalbaisakhi

Quest4) Answer in detail:

a State three dominant characteristics of Indian monsoon.
b. What do you mean by SO? Explain.
c. Write a note on Trade winds.
d. What do you know about the rainfall distribution in India?
e. Why do Western Ghats receive more rainfall than Eastern Ghats?

Chapter 5 Natural Vegetation and Wildlife

Quest1) Answer the questions briefly:

a. What are alien species?

b. What do you know about migratory birds?
c. Mention an important step taken by government for the conservation of wildlife.
d. When was Project Tiger started and why?
e. Name two evergreen broad leaf trees?
f. How humans influence ecology of a region?

Quest2) Give reasons for the following:

a. India has a rich heritage of flora and fauna.
b. Wildlife conservation is crucial to human existence.
c. Arjun & Babool are used as medicinal plants.
d. Temperature affects the kind of vegetation at a particular place.

Ques3) Compare the following:

a) Native species and Endangered species b) Montane & Mangrove forests
c) Flora & Fauna d) Core & Buffer regions of BR

Quest4) Answer in detail:

a. Discuss how flora and fauna are interrelated to one another?
b. Explain the key characteristics of dry and moist deciduous forests?
c..Give measures for the conservation of biodiversity
d.What do you know about soil as an important factor in determining the vegetation of a region?
e. What do you know about the productive and protective role of forests?

MAP SKILLS- Identify the following on the physical map of India:

a. Tropic of Cancer b. Eastern Ghats c. Deccan Plateau d. Purvanchal e. Nepal Himalayas

f. Simplipal BR g. Nanda devi BR h. Tropical Evergreen forests i. Kanha National Park

CIVICS

Chapter 1 What is Democracy? Why Democracy?

Quest1) Answer the questions briefly:

a. Why is democracy considered as the best form of government?

b. Democracy enhances dignity of citizens. How?
c. How does democracy improves quality of decision making.
d. Give broader meaning of democracy.
e. What does one vote, one value mean?
f. In which country women did not have voting rights?

Quest2) Give reasons for the following:

a. There’s strength and weakness to democracy depending on the way it is employed in a
country.
b. Democracy is a term not just suitable from political viewpoint but has significance in day to
day life.
c. A democratic government rules within the limits set by constitutional law and citizen’s rights.
d. Almost every government that holds election can’t be called democratic.

Quest3) Answer in detail:

a. Why did the PRI in Mexico never lose any election till 2000?
b. What were the steps taken by Musharraf in Pakistan to empower himself?
c. Compare the merits and demerits of democracy.
d. What according to you is ideal democracy?
e. Give various aspects of democracy.

Chapter2 Constitutional Design

Quest1) Answer the questions briefly:

a. What do you know about ‘The Long Walk to Freedom’?

b. Name the introductory statement in a constitution which states the reasons and guiding values
of the constitution?
c. What is the official policy of racial separation of ill treatment of blacks followed by the
government of South Africa?
d. When did the process of the Making of the Indian Constitution begin?.
e. Who played a key role in the making of the Indian Constitution?
f. What is meant by ‘Constituent Assembly Debates’?

Quest2) Give significance of the following terms:

a. Secular e. Preamble
b. Sovereign f. Socialist
c. Fraternity g. Democratic
d. Liberty

Quest3) Answer in detail:

a. What is the significance of the phrase ‘We the people of India’ in the Preamble?
b. How did the Constituent Assembly work to prepare the Constitution for India?
c. On what terms did the blacks agreed upon while making a Constitution for South Africa?
d. Why is South Africa called a ‘rainbow nation’ today?
e. Why should we accept the Constitution made by the Assembly more than fifty years ago?

Chapter3 Electoral Politics

Quest1) Answer the questions briefly:

a. How many seats are reserved for ST and SC candidates under reserved constituencies?
b. Name the movement started by Chaudhary Devi Lal?
c. What is voter’s list?
d. How is the counting of votes done?
e. What are polling booths?
f. Who all are eligible for voting in India?

Quest2) Give your views on the following:

a. Elections are too expensive for India.
b. Use of place of worship is not allowed in election campaign.
c. The voters are required to carry a card to the polling booth.
d. Indian elections are democratic in nature.

Quest3) Answer in detail:

a. What is EC? Who are CEC and his powers?
b. What makes election in India democratic?
c. Write a note on popular slogans given by political parties with their meanings?
d. What is the procedure for nomination of candidates?
e. Why do we need elections?
 FLORENCE INTERNATIONAL SCHOOL
CLASS- IX
WORKSHEET NO: 15
HISTORY
NAME: DATE: 18/04/2020
Instructions:
1. Please do S.ST assignments in a separate notebook for given work.
2. Use black pen for questions and blue for answers
3. Write all the Answers in points.
4. Please refer below additional link for more insight on same chapter:
https://www.youtube.com/watch?v=gY
https://www.youtube.com/watch?v=gY-7kUlOmns
Topic: French Revolution
Keywords:
Livre : Unit of Currency in France discontinued in 1794.
Clergy : Group of persons invested with special functions in the church.
Tithe : A Tax levied by the church, comprising one tenth of the agricultural produce.
Taille : Tax to be paid directly to the state.
Subsistence crisis : An extreme situation where the basic means of livelihood are
Endangered
Endangered.
Anonymous : One whose name remains unknown.

Background Scene
In 1789, in the wake of early morning, the city of Paris was in a state of alarm. Rumors spread that
the King would open fire upon the citizens. People started gathering and they started breaking a
number of government buildings in search of arms. The commander of the Bastille was killed in
the armed fight and the prisoners were released. People hated the Bastille as it stood for the
despotic power of the king. People protested against the high price of bread. A new chain of
events began which led to the execution of the King in France.
Introduction
 French revolution started in 1789. The series of events started by the middle
class
lass shaken the upper classes.
 The people revolted against the cruel regime of monarchy.
 This revolution put forward the ideas of liberty, fraternity, and equality.
 The revolution began on 14th July 1789 with the storming of the fortress-prison,
fortress the Bastille.
 The Bastille, the fortress prison was hated by all, becau
becausese it stood for the despotic power of
the king.
 The fortress was demolished.
Social Causes
French Society during the Late Eighteenth Century. The term Old Regime’ is usually used to
describe the society and institutions of France before 1789.

The society was divided into three estates.

1) 1st Estate: Clergy (Group of persons involved in church matters)
2) 2nd Estate: Nobility (Persons who have high rank in state administration)
3) 3rd Estate: (Comprises of Big businessmen, merchants, court officials,
Lawyers, Peasants and artisans, landless labor, servants)
• First two classes were exempted from paying taxes. They enjoyed privileges by
birth. Nobility classes also enjoyed feudal privileges.
• Only the members of the third estate had to pay taxes to the state.
Direct tax called taille and also a number of indirect taxes which were charged on articles of
everyday consumption like salt or tobacco.
• A tax called Tithe was also collected by the church from the peasants.
• Clergy and Nobility were 10% of the population but possessed 60% of lands.
Third Estate was 90% of the population but possessed 40% of the lands.
Economical Causes
 The population of France rose from about 23 million in 1715 to 28 million in 1789.
 This increased the demand for the food grains. However, production could not keep pace
with the demand which ultimately increased the prices of the food grains.
 Most workers work as laborer’s in the workshops and they didn’t see increase in their
wages.
 Situation became worse whenever drought or hail reduced the harvest.
 This led to the scarcity of food grains or Subsistence Crisis which started occurring
frequently during old regime.
Political Cause
 Louis XVI came into the power in 1774 and found empty treasury.
 Long years of war had drained the financial resources of France.
 Under Louis XVI, France helped the thirteen American colonies to gain their
independence from the common enemy, Britain which added more than a billion
 livres to a debt that had already risen to more than 2 billion livres.
 An extravagant court at the immense palace of Versailles also costs a lot.
 To meet its regular expenses, such as the cost of maintaining an army, the
court, running government offices or universities, the state was forced to
increase taxes.
Growing Middle Class
Peasants used to participate in revolts against taxes and food scarcity. Group of the third estate
had become prosperous and had access to education and new ideas. In the eighteenth century,
new social groups emerged, termed the middle class, who earned their wealth through expanding
overseas trade and by manufacturing woollen and silk textiles that were either exported or bought
by the richer members of society. The third estate included professions such as lawyers or
administrative officials. A person’s social position was dependent on their merit.
All of these were educated and believed that no group in society should be privileged by birth.
Rather, a person’s social position must depend on his merit. A new form of government was
proposed by Rousseau based on a social contract between people and their representatives.
Similarly, Montesquieu proposed a division of power within the government between the
legislative, the executive and the judiciary. In the USA, this model of government was put into
force. Louis XVI planned to impose further taxes to meet the expenses.

Middle Class Views

 The eighteenth century witnessed the emergence of social groups, termed the middle class,
who earned their wealth through overseas trade, from manufacturing of goods and
professions.
 This class was educated believed that no group in society should be privileged by birth.
 They were inspired by the ideas put forward by the various philosophers and became a
matter of talk intensively for these classes in salons and coffee-houses and spread among
people through books and newspapers.
 The American constitution and its guarantee of individual rights was an important example
for political thinkers in France.
The Outbreak of the Revolution
 In France, the monarch didn’t have the power to impose taxes. They had to call a meeting of
the Estates-General, a political body to which the three estates sent their representatives, to
pass proposals for new taxes.
 Louis XVI, on 5 May 1789, called an assembly to pass proposals for new taxes.
Representatives from the first and second estates were present, and the third estate was
represented by its prosperous and educated members.
 According to the principle each estate had one vote. But, representatives from the third estate
demanded each member would have one vote. The demand was rejected so members of the
third estate walked out to protest. They swore not to disperse till a constitution drafted for
France that would limit the powers of the monarch.
 Due to the severe winter, bread price rose, and people had to spend hours in long queues.
Rumors spread that the lords of the manor hired bands of brigands to destroy the ripe crops.
In fear, peasants started looting hoarded grain and burnt down documents containing records
of manorial dues. Nobles fled from their homes.
 Louis XVI accorded recognition to the National Assembly and accepted the principle that his
powers would from now on be checked by a constitution. The Assembly passed a decree
abolishing the feudal system of obligations and taxes on 4 August 1789. Tithes were
abolished and lands owned by the Church were confiscated.
Important Dates
Dates Details
1794 Louis XVI becomes king of France, faces empty treasury and
growing discontent within society of the Old Regime
1789 Convocation of Estates General, Third Estate forms National
Assembly, the Bastille is stormed, peasant revolts in the
countryside
1791 A constitution is framed to limit the powers of the king and to
guarantee basic rights to all human beings.
1792-93 France becomes a republic; the king is beheaded. Overthrow of
the Jacobin republic, a Directory rules France.
1804 Napoleon becomes emperor of France, annexes large parts of
Europe.
1815 Napoleon defeated at Waterloo.

EXERCISE
a) Fill in the blanks:
1. In 1774, Louis XVI of the Bourbon family of Kings ascended the throne of ________.
2. The newly elected assembly was called ___________.
3. The burden of financial activities of state during the Old Regime was borne by the
________.
4. In France, the eighteenth century witnessed the emergence of a social group, termed as
the ____________.
5. The agitated crowd stormed and destroyed the Bastille on __________.

b) Answer the following Questions:

Q1. Name the special tax levied by the church on peasants?
Ans.__________________________________________________________________________
______________________________________________________________________________
Q2. What did the fall of Bastille signify?
Ans.__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q3. What did the French revolution of 1789 stand for?
Ans.__________________________________________________________________________
______________________________________________________________________________
Q4. How was the French society organized before the revolution of 1789?
Ans.__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q5. Describe the circumstances leading the outbreak of revolutionary protest of France?
Ans.__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q6. Which groups of French society benefited from the revolution? Which groups were
forced to relinquish power? Which sections of society would have been disappointed
with the outcome of the revolution?
Ans.__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
c) Activity:

Fill in the blank boxes in below figure with appropriate terms from among the following:
1. Food riots
2. Scarcity of grain
3. Increased number of deaths
4. Rising food prices
5. Weaker bodies

The course of a subsistence crisis.

 MODULE 1
HISTORY
Chapter 1 FRENCH REVOLUTION
Introduction
• The Revolution started on 14th July 1789.
• As fortress-prison, the Bastille was storming which was hated by all
because it stood for the despotic power of the king.
• Common man was having huge revolt against monarchy and the feeling
for which was increasing.
• The fortress was demolished.
• Three ideas were propagating-
Equality, Fraternity and Liberty
• These were ideas which people were trying to spread.
• It led to end of Monarchy in France.

French Society During the Late Eighteenth Century

• French Revolution started with the Bourbon family.

• Bourbon family had king known as Louis XVI.
• In 1774- Louis XVI of Bourbon family ascended to throne (20 yrs. old)
and married to Marie Antoinette.
• When he came to throne, he found that the treasure was empty and
even to maintain expenses of palace of Versailles, there was no money
to spend.
• He helped 13 American Colonies gain independence from Britain.
There were various colonies in America which has been held by France
to get liberated from Britain.
• War added to debt- about 2 billion livres (French currency)
The war which was going on behalf of France, added to the debt.
France treasure which was already empty was getting further empty by
the debt that was growing through the war.
• Due to which government started borrowing money from lenders.
• These lenders were charging high interest rate of around 10%.
• This increased the expense of government and the treasure was empty.
Figure: A Society of Estates
• The system of France was divided into 3-
▪ Clergy
▪ Nobility
▪ Third Estate

❖ CLERGY: Group of Leaders to perform religious activities in

Church

• However, the whole and sole responsibility of paying taxes was with the
Third Estate not the First and Second Estate, the Clergy and Nobility
were not liable to pay any taxes.
• All the taxes that had to be paid were given by members of 3rd estate.
• They were paying 3 types of taxes:
1st- to the feudal or noble
2nd- Direct tax to govt.
3rd- Indirect tax- paid to the Church

Types of taxes-
o Tithe- It was the tax collected by church as 1/10th of agricultural
produce.
o Taille- it was the Direct Tax paid to government.

Peasants- 90% population, very less land.

Nobles, Church and Rich- Owned 60% land.
Clergy and Nobility- enjoyed privileges by births
Only 3rd estate- to pay taxes
Nobles- feudal dues from peasants (was obliged to work in his house and
fields)

• The 3rd estate was mainly comprised of peasants and workers.

• These peasants and workers were not much literate and could not raise
their voice but slowly and gradually there were members like teachers,
lawyers getting into power. So, all those who were literate were trying
to raise voice.
• Once, these educated sections started to raise voice there was a kind of
shift in the philosophy that existed in France which later formed basis for
French Revolution.
 14th July 1789

• King ordered troops to move into city.

• People formed militia and broke in govt buildings in search of arms and
marched till Bastille (fortress prison).
• Bastille was demolished and fragments sold in market as souvenir of
destruction.
• Population increased from 23 million in 1715 to 28 million in 1789.
• Production could not meet the demand.
• Rich and Poor Gap widened.
• People protested against price rise of bread- lead to Subsistence Crisis.
(Food riots, scarcity of grains, higher deaths, increased prices and
weaker bodies)

❖ SUBSISTENCE CRISIS: is a crisis caused by economic factors

(generally high food prices), which maybe caused by either
natural or man-made factors.

Growing Middle Class- New Wave

• Peasants and workers lacked idea to bring social change.
• 18th century law emergence of social groups (middle class)-
Expansion of trade, professionals like lawyers and administrative
officials- who were educated

IMPORTANT SCHOLARS

SCHOLARS BOOK
John Locke: Two Treaties of Government
Rousseau: Social Contract
Montesquieu: The Spirit of the Laws

Belief: No group should be privileged by birth but by merit.

▪ Montesquieu- Division of power between Judiciary, Executive and

Legislative.
Timeline
➢ 1774: Louis XVI becomes king of France, faces empty treasury and growing discontent
within society of the Old Regime.
➢ 1789: Convocation of Estates General, Third Estate forms National Assembly, the Bastille is
stormed, peasant revolts in the countryside.
➢ 1791: A constitution is framed to limit the powers of the king and to guarantee basic rights
to all human beings.
➢ 1792-93: France becomes a republic, the king is beheaded. Overthrow of the Jacobin
republic, a Directory rules France.
➢ 1804: Napoleon becomes emperor of France, annexes large parts of Europe.
➢ 1815: Napoleon defeated at Waterloo.
➢ 1830: July Revolution

✓ Jacobin Club was the important club which was formed at that time.

❖ Jacobin Clubs- where liberal ideas or liberal movements were

flowing

Outbreak of Revolution
• Old Regime- taxes imposed to be decided by meeting of Estate General
(had representatives from three estates)
• Monarch could decide when the meeting was called- last in 1614, next
on 5th May 1789 for new tax proposal.
1st estate- 300 representatives
2nd estate- 300 representatives
3rd estate- 600 representatives (stand at back)

Who were denied entry to assembly?

Peasants, artisans and women- demands were listed in 40,000 letters.
Till now- 1 vote for 1 estate
Now Demand- 1 vote for 1 member (as under Social Contract)
Rejected by kings and members of 3rd estate walled out in protest.
On 20th June-
They gathered in ground of Versailles to declare National Assembly and draft
constitution to limit powers of monarch (were led by Mirabeau- born in noble
family but was convinced with need to do away with feudal privilege and Abbé
Sieyès- originally a priest wrote pamphlet “What is Third Estate?”)

Simultaneously in remaining France,

Severe Winter - Bad Harvest – Price Rise – Bakers exploited and hoarded
supplies.

14th July- Bastille was destroyed

Rumours that lords of manor had hired brigands to destroy ripe crops-
peasants seized hoes and attacked Chateaux (residence of nobleman).

4th Aug 1789- Assembly abolished feudal system of obligations and taxes, no
privilege to clergy, tithe was abolished and land owned by Church was
confiscated.
❖ FEUDAL SYSTEM: Holding of land in exchange for service and
labour.

Useful links: -
http://ncert.nic.in/textbook/textbook.htm?iess3=1-5

https://www.youtube.com/watch?v=o4FSq5Wq65Q&feature=youtu.be

https://www.studyrankers.com/2017/07/notes-of-ch-1-french-revolution-class9th-history.html
Self-Assessment Questions-
1. Which estate of French society paid all taxes. Name the taxes.
2. Who wrote ‘The Spirit of the Laws’ and what was it about?
3. What were the reasons of outbreak of revolution?
4. Which book was written by John Locke and what was his belief?
5. What do you mean by Subsistence Crisis?
6. Which classes formed the privileged estates?
CH. CHHABIL DASS PUBLIC SCHOOL
SESSION 2021-22

SOCIAL SCIENCE
CLASS IX
 CHAPTER 1 (HISTORY)

THE FRENCH REVOLUTION

1. Who formed the First and Second Estate of French Society?

2. Define Tithe and Taille.
3. Which social groups emerged as “middle class” in 18th century in France?
4. What was the most important legacy of the French Revolution?
5. When was slavery finally abolished in France?

6. How was the society divided in France?

7. Discuss the role of philosophers in the French Revolution.

8. Differentiate between Active and Passive Citizens.

9. Which incident had led to the outbreak of the revolution in France?

10. Describe the Reign of Terror and role played by Robespierre in it.

11. Discuss the various causes of French Revolution.

12. Highlight the main features of the constitution of 1791 drafted by the
National

Assembly.

13. How did the fall of Bastille prison become the immediate cause of the
French Revolution?
14. Elucidate the participation of women in political clubs, their activities
and

demands.

15. Who was Napoleon Bonaparte? Why was he called a liberator?

On the outline map of France label the following-

A) Paris
B) Bordeaux
C) Marseilles
 CHAPTER 2 (HISTORY)

SOCIALISM IN EUROPE AND THE RUSSIAN REVOLUTION

1. Who were Liberals? Why do you think they were not democrats?
2. Who was the ruler of Russia and its empire in 1914?
3. List the major change during industrialisation.
4. What was Bloody Sunday?
5. What were Stalin’s views about rich peasants and traders?
6. What was the impact of World War I on the Russian economy?
7. Discuss the viewpoints of conservatives.
8. What were the main causes of 1905 Revolution?
9. How did Social Democrats disagree with Socialist Revolutionaries?
10. What were the demands referred in Lenin’s “April Theses”?
11. Discuss the role and importance of Lenin in the history of USSR.
12. Critically examine Stallin’s Collectivisation Programme.
13. Explain the impact of the Russian Revolution on the world.
14. Elaborate the main causes of the Russian Revolution.
15. Why did Kerenskii government become unpopular in Russia?

On the outline map of World locate the following-

Central Powers of First World War-

a) Germany

b) Austria- Hungary

c) Turkey.

On the same outline map of World locate and label the following-

Allied Powers of First World War-

a) France

b) England

c) Russia

d) America.
 CHAPTER 3 (HISTORY)

NAZISM AND THE RISE OF HITLER

1. Who were called November Criminals?

2. Who founded the Communist Party of Germany?
3. What is proportional representation?
4. Name two thinkers who influenced the racial ideology of Hitler?
5. How was the Hitler projected by the Nazi Propaganda?
6. “The Treaty of Versailles was humiliating on the Germans.” Give three
examples in support of the statement.
7. What was Hitler’s aim in conquering Eastern Europe? What was its result?
8. How did the common people react to Nazism?
9. Discuss the events which happened in 1945 when Germany surrendered to
Allies?

10. What do you mean by “Hyperinflation”?

11. What was the impact of First World War on European and

German Society?

12. Describe the problems faced by the Weimar Republic.

13. Discuss the consequences of Nazism in Germany.

14. What steps were taken against the Jews between 1933-39?

15. Highlight any five events that led to the destruction of democracy in
Germany

when Hitler came into power?

On the outline map of World locate and label the following-

i) Axis Powers of II World War- a) Germany b) Italy c) Japan.

ii) Allied Powers of II World War- a) UK b) France c) USA d) Former USSR.

On the same outline map of World identify the following-

Territories under German Expansion ( Nazi Power)

a) Austria b) Poland c) Czechoslovakia (only Slovakia) d) Denmark e) France
f) Belgium g) Lithuania.
 CHAPTER 1 (GEOGRAPHY)

INDIA – SIZE AND LOCATION

1. Write the degrees of the northernmost and southern most latitudes of India.
2. What are the degrees of the easternmost and westernmost longitude of India?
3. What is the southernmost point of the Union of India?
4. Which route connects countries of Europe in the west to the countries of
East Asia?
5. In which year was Suez Canal opened? Write its significance.
6. Which ideas of India could reach the world?
7. Name two water bodies which separate India from Sri Lanka.
8. Mention the two types of states in India present before 1947.
9. Name the states through which the Tropic of Cancer passes.

10. Why is the north- south extent of India larger than east-west extent even
though

the latitudinal and the longitudinal extent in degrees is of the same value?

11. From which regions and styles India got influenced in ancient times?
12. What is a subcontinent? Name the countries that constitute the Indian
subcontinent.
13. Justify the naming of Indian Ocean after India.
14. Why are Ahmedabad and Kolkata able to see the noon seen exactly
overhead twice a year but not Delhi?
15. Describe how the geographical features of India have fostered unity and
homogeneity in the Indian society.

MAP SKILLS

On the political map of India mark and name the following-

a) The easternmost and westernmost longitudes with their degrees.

b) The northernmost and southernmost latitudes with their degrees.
c) Standard Meridian of India.
d) Gulf of Mannar, Gulf of Kutchch and Palk Strait.
e) Cape Comorin or Kanyakumari.
f) Union Territories.
g) Island groups of India.
 CHAPTER 2 (GEOGRAPHY)

PHYSICAL FEATURES OF INDIA

1. What is the Theory of Plate Tectonics?

2. Give the reason for variation of soil colour at different places.
3. Mention six Tectonic Plates of the Earth’s crust.
4. Which areas comprised the Gondwana land?
5. Name the major physical divisions of India.
6. Why is Himadri mountain range named so?
7. Why our Shiwaliks more prone to earthquake and landslides?
8. How are riverine Islands found give an example?
9. Mention the divisions of northern planes

10. Which is the only largest river in the Indian desert?

11. Name the island groups which has an active volcano

12. Which physical features of India is known as Granaries of the world?

13. Give an account of four divisions of Himalayas from west to east along with

Purvachal hills.

14. Mention division of normal plains marked by Rivers.

15. How do the physical divisions of India Compliments each other?

MAP SKILLS

On the political map of India mark and name the following-

1. Mountains Ranges- The Karakoram, the Shiwalik, the Aravali, the

Western Ghats and Eastern Ghats.
2. Mountain peaks- K2 , AnaiMudi, Kanchenjunga
3. Coastal Plains- Konkan, Malabar, Coromandel, Northern Circars
 CHAPTER 4 (GEOGRAPHY)

CLIMATE

1. Name the elements of weather and climate.

2. What does the word ‘Monsoon’ mean?
3. What are Jet stream?
4. Why the houses in Rajasthan have thick walls and flat roofs?
5. Explain the term ‘Brust’ of the Monsoon.
6. Give two examples of pre- monsoon shower.
7. Bring out any two differences between Weather and Climate.
8. “India has characteristics both of tropical and temperate types of climate.”
Discuss how climate influences diversity in India.
9. Explain the three factors affecting the mechanism of monsoons.

10. Discuss the different factors that affect the climate of India.

11. Write the difference between Advancing monsoon and Retreating monsoon.

12. “ The monsoon is considered as a unifying bond in India” Justify the

statement.

13. Give the reasons for the uneven distribution of rainfall in India.

14. Write the characteristics of Indian monsoon.

15. “Indian monsoon is said to be a unifying bond for the people of the country.”

Suppose the monsoon is disturbed for a prolonged period of time. What do

you

think, how will it affect the country?

MAP SKILLS

On the political map of India mark the following-

1. Areas receiving rainfall less than 20 cm and over 400 cm.

2. Cities – Chennai, Jodhpur, Bangalore, Mumbai, Kolkata, Leh, Shillong,
Delhi, Nagpur and Thiruvananthpuram.
 CHAPTER 5 (GEOGRAPHY)

NATURAL VEGETATION AND WILDLIFE

1. Define Natural Vegetation and Wildlife.

2. Why is there a great diversity of flora and fauna?
3. Why are the southern slopes of the Himalayas covered with thicker
vegetation as compared to northern slopes?
4. Name any two bird sanctuaries in India.
5. Differentiate between Endemic and Exotic plants.
6. Which forest is the most widespread forest of India? What is its other name?
Give an example of any two specious of trees of these forests.
7. What are the main reasons for deforestation? Suggest some measures to
conserve forests.
8. Discuss the major vegetation zones of the Himalayan region.
9. “Bird life in India is colourful.” Explain.

10. “Forest play a productive role in human’s life” Do you agree? Explain.

11. Discuss the different steps taken by the government to protect flora and
fauna of

the country.

12. Describe the features of Mangrove forest.

13. Great variety of flora and fauna is found in India. Give 3 geographical
factors

responsible for the diversification of flora.

14. Explain how Tropical Deciduous forests are different from Tropical
Evergreen

forests.

15. “The main reason for the dwindling wild life resources in India is hunting by

Greedy hunters.” Support this statement and suggest some steps to overcome
this threat.
MAP SKILLS

On the political map of India mark the following-

1. Vegetation type- Tropical evergreen forest, Thorn forest, Mangrove

2. National parks- Corbett, Kaziranga, Simlipal and Manas.
3. Wild life Sanctuaries- Rajaji, Dachigam, Sariska and Mudumalai.
 CHAPTER 1 (CIVICS)

WHAT IS DEMOCRACY? WHY DEMOCRACY?

1. What is the origin of the word democracy?

2. How does Abraham Lincoln define democracy?
3. What is a referendum?
4. What major political incident happened in Pakistan in the year 2002?
5. Which type of party system is there in China?
6. What is PRI?
7. How can you say that media is not independent in Zimbabwe?
8. Robert Mugabe changed the constitution several times. Why?
9. Why Pakistan under Pervez Musharraf can not be called a democracy

10. Mention the essential features of democracy.

11. In what ways a Democratic Government is different from Non-Democratic

Government?

12. Why is Democracy better than any other form of government? Write five

arguments in support of your answer.

13. Which methods were adopted by PRI to win elections in Mexico?

14. What are the shortcomings of Democracy?

15. Write any 3 instances of denial of equal right to vote in the world politics?
 CHAPTER 2 (CIVICS)

CONSTITUTIONAL DESIGN

Q1. What does the Constitution include?

Q2. What does the term “Apartheid” mean?

Q3. Who integrated the Indian princely states? How many princely states were
there?

Q4. What was Constituent Assembly? When was it first meeting held?

Q5. What is a Preamble?

Q6. Why do we need to make amendments to our constitution?

Q7. What is the unusual achievement of our constitution?

Q8. What compromises were made by Black majority and White minority in South
Africa?

Q9. How difficult it was for India to frame a constitution for united India after
Independence?

Q10. Why is constitution of India acceptable to Indians even today?

Q11. How was Apartheid system practiced in South Africa?

Q12. Mention any three changes that were brought about in the constitution of
South Africa after 1994.

Q13. What did Mahatma Gandhi want the constitution to do as expressed in his
magazine “Young India” in 1931?

Q14. Assess the contribution made by Constituent Assembly to form the Indian
Constitution.

Q15. Explain the major ideals enshrined in the Preamble to the constitution
 CHAPTER 3 ( CIVICS)

ELECTORAL POLITICS

1. Which movement was launched by Chaudhary Devi Lal in the year 1987?

2. How many seats are reserved for Schedule Castes and Schedule Tribes in Lok
Sabha?

3. How many Constituencies do we have for Lok Sabha?

4. Why are elections necessary in a democracy?

5. What do you mean by a) Code of Conduct b) Reserved Constituencies

6. Give any two advantages of Political Competition.

7. Mention any two challenges of free and fair elections in India.

8. How are General Elections different from By- Elections?

9. Write any one power of Election Commissioner.

10. Into how many constituencies our state is divided during election?

11. What are the trends of outcome of elections in India?

12. What legal declaration is required to be submitted by each candidate who

wishes to contest an election?

13. Write the demerits of Political Competition.

14. Why did the makers of the Constitution feel that the weaker sections might not
be able to win elections in an open electoral competition? How did they solve this
problem?

15. “Election Commission is an independent and powerful body.” In

the light of this statement explain the composition and powers of the Election
Commission.
 CHAPTER 4 (CIVICS)

WORKING OF INSTITUTIONS

Q1. Who is the member of the Political Executive- District Collector or Home
minister?

Q2. What is a Coalition Government?

Q3. Define the terms –

a) Government b) An Office Memorandum

Q4. Can the houses be dissolved or are they permanent?

Q5. Who chairs the Cabinet meetings?

Q6. How is the Prime Minister appointed?

Q7. Name two houses of the Parliament.

Q8. How does the President give his assent to a bill?

Q9. How does a person who is not a member of Parliament can become a minister?

Q10. What is the need for Political Institutions?

Q11. How was the dispute of Mandal Commission resolved?

Q12. Compare the powers of Lok Sabha and Rajya Sabha.

Q13. “Prime Minister is the head of the government”. Justify the statement.

Q14. Discuss the election, powers and position of the President of India.

Q15. How are the judges of Supreme court and High court appointed? How can
they be removed?
 CHAPTER 1 ( ECONOMICS)

THE STORY OF VILLAGE PALAMPUR

1. What was the benefit of electricity in Palampur?

2. What do you mean by production?
3. Name the kharif and rabi crops grown in Palampur.
4. What was the main reason for the growth of three different crops in a year?
5. Which is the most labour absorbing sector of the economy?
6. What do the medium and large farmers do with the surplus from farm
production?
7. Why small farmers have to arrange capital by borrowing?
8. Suggest any three ways to sustain land.
9. Distinguish between Modern Farming Methods and Traditional Farming
Methods.

10. Green Revolution is associated with loss of soil fertility. In the light of this

statement, mention three problems caused by modern farming.

11. Discuss the requirements of production.

12. Explain the term physical capital. Mention its different types with
examples.

13. How can you say that the distribution of land is unequal in Palampur?

14. Land being a natural resource, is necessary to be carefully used. Why?

15. Explain the economic condition of the village Palampur.

 CHAPTER 2 (ECONOMICS)

PEOPLE AS RESOURCE

1. What do you understand by “People as a Resource”?

2. When does population become human capital?

3. How can investment be made in humans?

4. Why do educated parents invest heavily in the education of their children?

5. What kind of jobs in the organized sector attract humans?

6. Which factors decide the growth of the country?

7. What do you know about SarvaShikshaAbhiyan?

8. Mention 2 things necessary for good health?

9. What is Infant Mortality Rate?

10. Mention 3 sectors of economic activity with their example?

11. “Unemployment leads to low income or low saving and hence low demands
and low

production.This is the identification of a depressed economy.” Support the

statement with 3 arguments.

12. Describe different types of unemployment found in India?

13. Explain the difference between economic activity and non economic activity?.

14. “Human resource is superior to any other resource”. Explain with the help of

arguments?

15. Discuss any 3 ways through which a large population considered as liability
can be

converted into a productive asset?

 CHAPTER 3 (ECONOMICS)

POVERTY AS A CHALLENGE

1. What kind of people in India are considered poor?

2. State any 2 consequences of poverty?
3. Define Poverty line?
4. What is the average number of calories required per person per day in rural
and urban areas?
5. How is poverty line estimated periodically?
6. Give the definition of poverty line as defined by the World Bank?
7. What lead to the substantial decline in poverty in china?
8. How is regular growth of population one of the major cause of poverty?
9. Who implements the NFWP ?
10. What are the 2 methods to estimate poverty line?
11.Analyse the factors responsible for contributing to decline in poverty in
Kerala, Andhra Pradesh, Tamil Nadu and Punjab?
12. ‘In poor families all suffer, but some suffer more than others’. Explain the
statement?
13.What are the different causes of poverty. Explain?
14. “The proportion of poor people is not the same in every state.” Justify the
statement?
15. Elucidate the targeted anti-poverty programmes under taken by the
government.
 1

Work Sheet (Class 9)

Subject:History

Lesson 1: French Revolution

Total mark 80

Note:-This work sheet has the following sections-

1. I. Multiple Choice Questions(MCQ) (1X10=10 mark)

2. II.1 mark questions (1x10=10 mark)
3. III.2 mark questions (2x10=20)
4. IV.3 mark questions (3x5=15)
5. V. 5 mark questions (5x5=25)

I Multiple Choice Questions(MCQ) (1X10=10 mark)

1. The most important of the privileges enjoyed by the clergy and nobility:
(a) Right to collect dues
(b) Ownership of land
(c) Participate in wars
(d) Exemption from taxes to the state
2. What did the term ‘Old Regime’ mean?
(a) History of France before 1789 A.D.
(b) Administration of France before 1789 A.D.
(c) Society and institutions of France before 1789 A.D.
d) None of the above
3. What was ‘Estates General’?
(a) Head of the Army
(b) A political body
(c) Persons of high rank in state administration
(d) Head of Church
4. The Third Estate comprised
(a) Poor servants and small peasants, landless labourers
(b) Peasants and artisans
(c) Big businessmen, merchants, lawyers etc.
(d) All the above

5. Who wrote the pamphlet called ‘What is the Third Estate’?

(a) Mirabeau, a nobleman
(b) Abbe Sieyes
(c) Rousseau, a philosopher
 2

(d) Montesquieu
6. What was the name of tax which was directly paid to the state by the Third Estate?
(a) Tithes
(b) Livres
(c) Taille
(d) All of the above

7. Who among the following consisted in the Second Estate ?

(a) Nobles and Landlords
(b) Priests and Church officials
(c) Common People
(d) Middle Class people

8. Which of the following was a factor in the rise of Napoleon ?

(a) Fall of the Jacobin government
(b) Robespierre’s Reign of Terror
(c) Political instability of the Directory
(d) Nationalist forces

9. In the meeting of the Estates General, the members of the Third Estate demanded
that
(a) All the three Estates should have one vote altogether
(b) Each member of the three Estates should have one vote
(c) Each Estate should have one vote
(d) None of the above

10. The most important of the privileges enjoyed by the clergy and nobility:
(a) Right to collect dues
(b) Ownership of land
(c) Participate in wars
(d) Exemption from taxes to the state
II1 mark questions (1x10=10 mark)
11. The books “Two Treatises on Government” was written by ______________.
12. Louis XVI sentenced to death on charges of _________________.
13. ‘Subsistence Crisis’ in France was ________.
14. The red cap worn by Sans Culottes in France symbolise ____________________.
15. The ‘sans-culottes’. What does it mean?
16. Why is the period from 1793 to 1794 referred to as the ‘Reign of Terror’?
17. Who among the following reintroduced slavery in France after it was abolished by
Jacobin regime ?
18.__________________ proposed the Social Contract theory.
20. The greatest achievement of the National Assembly convened in France in 1789
was_______________________________.
III2 mark questions (2x10=20)
21. Name the three ‘Estates’ into which the French society was divided before the
Revolution.

22. Write the date and year of the beginning of French revolution.
23. What was tithes?
 3

24. What was the slogan of the French revolutionaries?

25. What was feudalism?
26. Give the titles of the books written by :
(a) Rousseau
(b) Charles Montesquieu
27. What was the theme of the book ‘The Spirit of the Laws’ written by Montesquieu?
28. Name any four French philosophers who inspired the French people to revolt.
29. When did France abolish the monarchy and became republic?
30. Which period of Famce’s history is known as ‘the Terror’.
IV 3 mark questions (3x5=15)
31.“Ideas of liberty and democratic rights were the most important legacy of the French
Revolution”. Explain the statement in the light of French Revolution.
32. Explain the impact of the French Revolution on the life of people of French.
33.What compelled Louis XVI to raise taxes in France?
34.Describe the status of the nobles in France before the revolution.
35.How did philosophers influence the thinking of the people of France?
V 5 mark questions (5x5=25)
36. What measures were taken by Robespierre to bring equality in the French Society?
37.State the events that led to the formation of the National Assembly.
38.‘Social disparity was one of the major causes of the French Revolution.’ Justify by giving
examples.
39. Explain the role of thinkers and philosophers in the French Revolution.
40.Explain the role of Mirabeau and Abbe’ Sieye’s in the French Revolution.

***************************************************************************
 UNIT – I: INDIA AND THE CONTEMPORARY WORLD-I

(SECTION-I : EVENTS AND PROCESSES)

CHAPTER-1
THE FRENCH REVOLUTION

Topic-1 French Society During the Late Eighteenth Century

Revision Notes
 On the morning of 14th July 1789, the city of Paris was in a state of alarm. The King had commanded the troops to
move into the city. Rumours spread that the King would soon order the army to open fire upon the citizens. Some
7,000 men and women gathered in front of the town hall and decided to form a peoples’ militia. They broke into
a number of government buildings in search of arms.
 Finally, a group of several hundred people marched towards the eastern part of the city and stormed the fortress-
prison, the Bastille, where they hoped to find hoarded ammunition. In the armed fight that followed, the
commander of the Bastille was killed and the prisoners were released.
 The days that followed saw more rioting both in Paris and the countryside. Actually, it was the beginning of a
chain of events that ultimately led to the execution of the king in France.
 In 1774, Louis XVI of the Bourbon family of Kings ascended the throne of France.
 Causes for an empty treasury of France under Louis XVI:
(i) Long years of war had drained the financial resources of France.
(ii) High cost of maintaining an extravagant court at the Palace of Versailles.
(iii) Under Louis XVI, France helped the thirteen American colonies to gain their independence from the
common enemy, Britain.
(iv) The war added more than a billion Livres to a debt that had already risen to more than 2 billion Livres.
(v) Lenders, who gave the state credit, now began to charge 10 per cent interest on loans.
 The French Society in the eighteenth century was divided into three Estates, and only members of the Third
Estate paid taxes.
(i) The members of the First Estate, that was the clergy, enjoyed certain privileges by birth. The most important
of these privileges was exemption from paying taxes to the State.
(ii) The members of the Second Estate were the nobility. They enjoyed feudal privileges by birth. These included
feudal dues, which they extracted from the peasants. They were also exempted from paying taxes.
(iii) The Third Estate comprised peasants, artisans, landless labour, servants, lawyers, doctors, administrative
officials, traders, etc., they had to pay all taxes to the State.
 Peasants made up about 90 per cent of the population.
 The Church too extracted its share of taxes called 'tithes' from the peasants.
 All members of the Third Estate had to pay taxes to the state including a direct tax, called ‘taille’ and a number of
indirect taxes which were levied on articles of everyday consumption like salt or tobacco.
The Struggle to Survive
 Increasing population of France led to a rapid increase in the demand for food grains. But the production of
grains could not keep pace with the demand. So, the price of bread rose rapidly.
 Wages of the workers did not keep pace with the rise in prices. So, the gap between the poor and the rich widened.
 Things became worse whenever drought or hail reduced the harvest. This led to a subsistence crisis, something
that occurred frequently in France during the Old Regime.
2 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

A Growing Middle Class Envisages an End to Privileges

 The eighteenth century witnessed the emergence of social groups, termed the middle class. They earned their
wealth through an expanding overseas trade and from the manufacture of goods such as woollen and silk textiles
that were either exported or bought by the richer members of the society.
 Members of the middle class were educated and believed that no group in the society should be privileged by
birth. Rather, a person’s social position must depend on his merit.
 In his Two Treatises of Government, Locke sought to refute the doctrine of the divine and absolute right of the
monarch. Rousseau carried the idea forward, proposing a form of government based on a social contract between
people and their representatives.
 In The Spirit of the Laws, Montesquieu proposed a division of power within the government between the legislative,
the executive and the judiciary.

Key Terms

 Bastille: The Bastille was a fortress in Paris that was used as a state prison by the Kings of France.
 Bourbon family: It is the name of the Royal family of French origin, members of which became rulers of several
European countries.
 Taille: A tax levied on the common people by the kings in France before 1789.
 Tithes: A tax levied by the Church, comprising one-tenth of the agricultural produce.
 Constitutional Monarchy: Form of government in which a king or queen acts as Head of State.
 Livre: A unit of currency formerly used in France.

Key Fact

 The storming of the Bastille is still honoured in France as a national holiday.

Key Dates
 10th May, 1774: Louis XVI ascended the throne after the death of Louis XV.
 1789: The year of subsistence crisis.

Topic-2 The Outbreak of the Revolution

Revision Notes
 Louis XVI planned to impose further taxes to be able to meet the expenses of the state.
 On 5th May 1789, Louis XVI called together an assembly of the Estates General to pass proposals for new taxes.
Peasants, artisans and women were denied entry to the assembly and from participating in the meeting.
 Voting in the Estates General in the past had been conducted according to the principle that each estate had one
vote. But this time, members of the third estate demanded that voting should be conducted by the assembly as
a whole, where each member would have one vote. When the King rejected this proposal, members of the third
estate walked out of the assembly in protest.
 On 20th June 1789, the representatives of the third estate assembled in the hall of an indoor tennis court in the
grounds of Versailles under the leadership of Mirabeau and Abbé Sieyès. They declared themselves a National
Assembly and swore not to disperse till they had drafted a constitution for France that would limit the powers of
the monarch.
 Because of bad harvest, there was an increase in demand for food grains and which led to high price of bread.
Due to this, people of France were becoming angry day by day. At the same time, the King ordered the troops to
move into Paris. Finally, on 14th July, the agitated crowd stormed and destroyed the Bastille.
 On the night of 4th August 1789, the Assembly passed a decree abolishing the feudal system of obligations and
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 3
taxes. Members of the clergy too were forced to give up their privileges. Tithes were abolished and lands owned
by the Church were confiscated. As a result, the government acquired assets worth at least 2 billion Livres.

France Becomes a Constitutional Monarchy

 The National Assembly completed the draft of the constitution in 1791. Its main objective was to limit the powers
of the monarch.
 These powers were now separated and assigned to different institutions – The Legislature, Executive and
Judiciary. This made France a constitutional monarchy.
 The constitution began with a Declaration of the Rights of Man and Citizen. Rights such as the Right to Life,
Freedom of Speech, Freedom of Opinion, Equality before the Law, were established as ‘Natural and Inalienable
Rights’. These rights belonged to each human being by birth and could not be taken away.

France Abolishes Monarchy and Becomes a Republic

 Although Louis XVI had signed the Constitution, he entered into secret negotiations with the King of Prussia.
 The National Assembly voted in April 1792 to declare war against Prussia and Austria. Thousands of volunteers
thronged from the provinces to join the army.
 Political clubs became an important rallying point for people who wished to discuss government policies and
plan their own forms of action. The most successful of these clubs was that of the Jacobins, which got its name
from the former convent of St. Jacob in Paris.
 The members of the Jacobin club belonged mainly to the less prosperous sections of society. They included small
shopkeepers, artisans such as shoemakers, pastry cooks, watch-makers, printers, as well as servants and daily-
wage workers. Their leader was Maximilian Robespierre.
 On the morning of August 10th, 1792, the Jacobins stormed the Palace of the Tuileries and held the King as a
hostage for several hours. Later, the assembly voted to imprison the royal family. Elections were held.
 From then onwards, all men of 21 years and above, regardless of wealth got the right to vote.
 The newly elected assembly was called the Convention. On 21st September 1792, it abolished the monarchy and
declared France a Republic.
 Louis XVI was sentenced to death by a Court on the charge of treason. On 21st January 1793, he was executed
publicly at the Place de la Concorde.
The Reign of Terror
 Robespierre’ rule in France (1793 to 1794) was known as the ‘Reign of Terror’
 Robespierre followed a policy of severe control and punishment. All those whom he saw as being enemies of the
Republic were arrested, imprisoned and then tried by a revolutionary tribunal.
 Robespierre’ government issued laws placing a maximum ceiling on wages and prices.
 Meat and bread were rationed.
 Peasants were forced to transport their grain to the cities and sell it at prices fixed by the government.
 The use of more expensive white flour was forbidden; all citizens were required to eat the pain d'egalite (equality
bread) a loaf made of whole wheat.
 Equality was also sought to be practiced through forms of speech and address.
 The Churches were shut down and their buildings were converted into barracks or offices.
 Finally, he was convicted by a court in July 1794, he was arrested, and on the next day, sent to the guillotine.
A Directory Rules France
 The fall of the Jacobin Government allowed the wealthier middle classes to seize power.
 A new Constitution was introduced which denied the vote to non-propertied sections of society.
 The political instability of the Directory paved the way for the rise of a military dictator, Napoleon Bonaparte.
The French Revolution
Let’s compare and contrast the conditions that prevailed in France that led to revolution with the conditions that led
to the first war of Indian Independence. The comparison given below will help in giving a better understanding of the
pre-revolt circumstances that led the general public to bring in the irreversible changes in France as well as India.
Conditions Conditions that prevailed in France Conditions that prevailed in India
i. Political The Bourbon king of France, Louis XVI was an The Policy of Annexation pursued by the British
condition extremely autocratic and weak-willed king who led to the annexation of various native states,
led a life of absolute luxury. This led to a lot of which made the people feel that their rights were
disappointment among the general public who being usurped by the British Raj.
then were leading life of extreme poverty and The Doctrine of Lapse also allowed the British to
widespread hunger. annex any native state whose ruler died without
a male heir. This led to great unrest among the
people, as they felt that their rights were being
snatched away.
4 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

ii. Social The social conditions in France in the late 18th The British Policy of Discrimination against
condition century were highly unequal and exploitative. Indians also led to the revolt. The British favoured
The first two Estates were the most privileged Europeans over Indians in all aspects of life, which
classes in French society. They were excused from led to a feeling of bitterness among the people.
the payment of taxes to the State. On the other The policy of introducing western education and
hand, the Third Estate which formed the majority culture led to a feeling of alienation and anger
of the population were charged with excessive among the people.
taxes with no political and social rights. As a
result, they were extremely discontent.
iii. Economic There was an increase in the French population, The economic policies of the British also
condition which resulted into more demand of food grains. contributed to the outbreak of the revolt. The tax
So the price of bread rose rapidly, which the poor policies and other measures adopted by the British
could not afford to buy. So the gap between the led to economic hardship for the people, which
rich and poor widened. made them resentful of British rule.
iv. Religious The revolution initially began with attacks on The British introduced the greased cartridges.
conditions Church corruption and the wealth of the higher These cartridges had to be greased with tallow,
clergy. which is a substance derived from animal fat. This
led to great resentment among the Hindu and
Muslim soldiers, as they felt that this was against
their religious beliefs.

Key Terms
 Guillotine: A device consisting of two poles and a blade with which a person was beheaded.
 Assembly of the Estates General: It was composed of three estates – the clergy, nobility and commoners.
 Treason: The action of betraying one’s country or a government.
 Chateaux: A large French country house or stately residence belonging to a king or a nobleman.

Key Dates
 1793 to 1794: This period is known as the 'Reign of Terror'.
 5th May 1789: Louis XVI called together an assembly of the Estates General to pass proposals for the new taxes.
 17th June 1789: Representatives of the Third Estate declared themselves as the National Assembly of the people
of France, not of the Estates.
 20th June 1789: The representatives of the third estate assembled in the hall of an indoor tennis court in the
grounds of Versailles. They swore not to disperse till they had drafted a constitution for France.
 14th July 1789: Storming of the Bastille; Beginning of the French Revolution.
 4th August 1789: The National Assembly passed a decree abolishing feudal privileges and system of obligations
and taxes.
 1791: A Constitution is framed to limit the powers of the king and guarantee basic rights to all human beings.
 21st September 1792: Abolition of the monarchy and declaration of France as a Republic.
 21st January 1793: King Louis XVI was executed at the guillotine.

Example
“Robespierre’s rule in France was known as the were arrested, imprisoned and then tried by a
Reign of terror.” Justify the statement. revolutionary tribunal.
Answer: Step 3: If the Court found them ‘guilty’, they were
Step 1: The period from 1793 to 1794 is referred to as guillotined.
the ‘Reign of Terror’. Robespierre followed a policy Step 4: Robespierre’s Government issued laws,
of severe control and punishment. placing a maximum ceiling on wages and prices.
Step 2: All those whom he saw as being ‘Enemies’ Meat and bread were rationed. Peasants were
forced to transport their grain to the cities and sell it
of the Republic—ex-nobles and clergy, members
at prices fixed by the Government.
of other political parties, and even the members of
Step 5: Churches were shut down and their
his own party who did not agree with his methods,
buildings converted into barracks or offices.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 5

Topic-3 Women Revolution and the Abolition of Slavery

Revision Notes
Did woman have a Revolution?
 From the very beginning, women were active participants in the events which brought about so many important
changes in the French society.
Condition of Women During the French Revolution
l The women hoped that their involvement would pressurise the revolutionary government to introduce
measures to improve their lives.
l Most women of the Third Estate had to work for a living.
l Most women did not have access to education or job training. Only daughters of nobles or wealthier members
of the Third Estate could study at a convent.
l Their wages were lower than those of men.
 In order to discuss and voice their interests, women started their own political clubs and newspapers. The Society
of Revolutionary and the Republican Women was the most famous club.
 Women of France demanded the Right to Vote, to be elected to the assembly and to hold political offices.
 Laws introduced by the revolutionary government to improve the lives of women in France:
l Together with the creation of state schools, schooling was made compulsory for all the girls.
l Their fathers could no longer force them into marriage against their will.
l Marriage was made into a contract entered into freely and registered under civil law.
l Divorce was made legal and could be applied for by both women and men.
l Women could now be trained for jobs, become artists, or run small businesses.
 It was finally in 1946 that women in France won the right to vote.
The Abolition of Slavery
 One of the most revolutionary social reforms of the Jacobin regime was the abolition of slavery in the French
Colonies.
 A triangular slave trade began in the seventeenth century between Europe, Africa and America.
 The exploitation of slave labourers made it possible to meet the growing demand in European markets for sugar,
coffee and indigo.
 Slavery was finally abolished in French colonies in 1848.
The Revolution and Everyday Life
 The years following 1789 in France saw many changes in the daily lives of men, women and children.
 One important law that came into effect soon after the storming of the Bastille in the summer of 1789 was the
abolition of censorship.
 Effects of abolition of censorship:
l Now, the Declaration of the Rights of Man and Citizen proclaimed Freedom of Speech and Expression to be a
natural right.
l Newspapers, pamphlets, books and printed pictures flooded the towns of France from where they travelled
rapidly into the countryside.
l They all described and discussed the events and changes taking place in France.
l Freedom of the Press also meant that opposing views of events could be expressed.
l Plays, songs and festive processions attracted large numbers of people.
 In 1804, Napoleon Bonaparte crowned himself as the Emperor of France.
 He introduced many laws, such as :
l The protection of private property and
l A uniform system of weights and measures provided by the decimal system.
 Napoleon was finally defeated at Waterloo in 1815.
 The ideas of liberty and democratic rights were the most important legacy of the French Revolution. These
ideas spread from France to the rest of Europe during the nineteenth century, where feudal systems were
abolished.
6 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

Key Fact
 The Jacobins attempted to eradicate Christianity in France.
(Source: https://www.britannica.com/facts/French-Revolution)

Key Terms
 Feudalism: A social system, in which the king would give a piece of land to the nobles who fought for him. While
the peasants were obliged to live on their landlord’s land and serve him.
 Jacobin club: A political club that existed during the French Revolution.

Key Dates
 1789: Abolition of censorship came into effect.
 1804: Napolean crowned himself as the Emperor of France.
 1815: Napoleon was finally defeated in the Battle of Waterloo.
 1848: Abolition of slavery in France and its colonies.
 1946: Women in France won the Right to Vote.

CHAPTER-2
SOCIALISM IN EUROPE AND THE RUSSIAN
REVOULUTION

Topic-1 The Age of Social Change

Revision Notes
 The French Revolution opened up the possibility of creating a dramatic change in the way in which society was
structured.
 Through the Revolution in Russia, socialism became one of the most significant and powerful ideas to shape
society in the twentieth century.
View of Liberals, Radicals and Conservatives
 One of the groups, which looked to change society were the liberals.
 Liberals wanted a nation which tolerated all religions.
 Liberals also opposed the uncontrolled power of dynastic rulers.
 They wanted to safeguard the rights of individuals against governments.
 They argued for a representative, elected Parliamentary Government, subject to laws interpreted by a well-
trained Judiciary that was independent of Rulers and Officials.
 However, they were not 'democrats'. They did not believe in Universal Adult Franchise.
 Views of Radicals:
 The Radicals wanted a nation in which government was based on the majority of a country’s population.
 Unlike Liberals, they opposed the privileges of big landowners and wealthy factory owners.
 They were not against the existence of private property, but disliked concentration of property in the hands
of a few.
 Views of Conservatives:
 Conservatives were opposed to Radicals and Liberals. After the nineteenth century, they accepted changes
but also believed that the past needed to be respected and change should begin slowly.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 7
Industrial Society and Social Change
 This was a time when new cities came up and new industrialised regions developed, railways expanded and
the Industrial Revolution took place.
 Unemployment was common, particularly during times of low demand for industrial goods.
 Housing and sanitation were problems since towns were growing rapidly.
The Coming of Socialism to Europe
 By the mid-nineteenth century in Europe, Socialism was a well-known body of ideas that attracted widespread
attention.
 Socialists were against private property and saw it as the root of all social ills of that time.
 Some socialists believed in the idea of ‘cooperatives’. Robert Owen (1771–1858), a leading English manufacturer,
sought to build a cooperative community called New Harmony in Indiana (USA).
 In France, for instance, Louis Blanc (1813–1882) wanted the government to encourage cooperatives and replace
capitalist enterprises.
 Karl Marx (1818–1883) and Friedrich Engels (1820–1895) added other ideas to this body of arguments. Marx
argued that industrial society was capitalist.
 Idea of Communist Society:
 Industrial society was capitalist. Capitalists owned the capital invested in factories and the profit of capitalists
was produced by workers.
 The conditions of workers could not improve as long as this profit was accumulated by private capitalists.
 Marx believed that to free themselves from capitalist exploitation, workers had to construct a radically socialist
society where all properties were socially controlled. This would be a ‘Communist Society.’
 He was convinced that workers would triumph in their conflict with Capitalists. A communist society was the
natural society of the future.
Support for Socialism
 By the 1870s, socialist ideas spread through Europe. To coordinate their efforts, socialists formed an international
body–namely, the Second International. Workers in England and Germany began forming associations to fight
for better living and working conditions.
 By 1905, socialists and trade unionists formed a Labour Party in Britain and a Socialist Party in France. However,
till 1914, socialists never succeeded in forming a government in Europe.

Key Terms
 Second International: It was an organisation of socialist and labour parties.
 Suffragette movement: A movement to give women the right to vote.

Key Dates
 1870s: Spread of socialist ideas through Europe.
 14 July 1889: Second International was formed.
 1905: Socialists and trade unionists formed a Labour Party in Britain and a Socialist Party in France.

Topic-2 The Russian Revolution

Revision Notes
 Socialists took over the Government in Russia through the October Revolution of 1917. The fall of monarchy in
February 1917 and the events of October are normally called the Russian Revolution.
The Russian Empire in 1914
 In 1914, Tsar Nicholas II ruled over Russia and its empire. Besides the territory around Moscow, the Russian empire
included present-day Finland, Latvia, Lithuania, Estonia, parts of Poland, Ukraine and Belarus. It stretched to the
Pacific and comprised today’s Central Asian states, as well as Georgia, Armenia and Azerbaijan.
 The majority religion was Russian Orthodox Christianity.
8 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

Economy and Society

 In the beginning of the twentieth century, the vast majority of Russia’s people were agriculturists.
 Russia was a major exporter of grain.
 Industry was found in pockets. Prominent industrial areas were St. Petersburg and Moscow.
 Most industries were the private properties of industrialists. Government supervised large factories to ensure
minimum wages and limited hours of work.
 Peasants cultivated most of the land but the nobility, the Crown and the Orthodox Church owned large properties.
 Nobles got power and position through their services to the Tsar.
 In Russia, peasants wanted the land of the nobles.
Socialism in Russia
 The Russian Social Democratic Labour Party was founded in 1898 by the socialists who respected Marx’s ideas.
 Socialists formed the Socialist Revolutionary Party in 1900. This party struggled for peasants’ rights and demanded
that land belonging to nobles be transferred to peasants.
 Vladimir Lenin (who led the Bolshevik group) thought that in a repressive society like Tsarist Russia, the party
should be disciplined and should control the number and quality of its members.
A Turbulent Time : The 1905 Revolution
 Russia was an Autocracy.
 The year 1904 was a particularly bad one for Russian workers. Prices of essential goods rose so rapidly that real
wages declined by 20 per cent. The membership of workers' associations increased dramatically.
 When four members of the 'Assembly of Russian Workers' which had been formed in 1904, were dismissed at the
Putilov Iron Works, there was a call for industrial action.
 Over the next few days, more than 1,10,000 workers in St. Petersburg went on strike demanding a reduction in
the working day to eight hours, an increase in wages and improvement in working conditions.
 When the procession of workers led by Father Gapon reached the Winter Palace, it was attacked by the police
and the Cossacks. Over 100 workers were killed and about 300 wounded. The incident, known as Bloody Sunday,
started a series of events that became known as the 1905 Revolution.
 During the 1905 Revolution, the Tsar allowed the creation of an elected consultative Parliament or Duma.
The First World War and the Russian Empire
1. In 1914, war broke out between two European alliances – Germany, Austria and Turkey (the Central Powers)
and France, Britain and Russia (later Italy and Romania). This was the First World War.
2. In Russia, the war was initially popular and people rallied around Tsar Nicholas II.
3. Defeats were shocking and demoralising. Russia's armies lost badly in Germany and Austria between 1914 and
1916.
4. The war also had a severe impact on industry. Russia's own industries were few in number and the country was
cut off from other suppliers of industrial goods by German control of the Baltic Sea.
5. By 1916, Railway lines began to break down.
6. Able-bodied men were called up to the war. As a result, there was labour shortage and small workshops
producing essentials were shut down.

Key Terms
 Bolsheviks: A fraction of the Russian Social Democratic Labour Party led by Lenin based on the ideology of
Marx and Engels. It seized power in the October Revolution of 1917.
 Bloody Sunday: A mass of peaceful workers were fired upon by the Russian troops when they went to the
Winter Palace to present a petition to the Tsar. This incident occurred on Sunday 22nd January 1905.
 Duma: Russian Parliament of Legislature.
 Divine Right Theory: The theory that believed that the King was the representative of the God on Earth and
no one has the right to deny him.
 Jadidists: Muslim reformers in the Empire of Russia.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 9

Key Dates
 1904: A strike began at the Putilov Iron Works in St. Petersburg.
 22nd January, 1905: (Bloody Sunday) peaceful demonstrators arrived at the Winter Palace in St. Petersburg to
present a petition to the Tsar.

Topic-3 The February Revolution in Petrograd

Revision Notes
 In the winter of 1917, conditions in the capital, Petrograd, were grim.
 In February 1917, food shortages were deeply felt in the workers’ quarters. The winter was very cold – there had
been exceptional frost and heavy snow.
 On 22nd February, a lockout took place at a factory on the right bank. The next day, workers in fifty factories
called a strike in sympathy.
 In many factories, women led the way to strikes. This came to be called the ‘International Women’s Day.’
 Finally, on Sunday, 25th February, the Government suspended the Duma.
 Demonstrators returned in force to the streets of the left bank on the 26th February. The streets thronged with
people raising slogans about bread, wages, better hours and democracy.
 By that evening, soldiers and striking workers had gathered to form a ‘Soviet’ or ‘Council’ in the same building
as the Duma met. This was the Petrograd Soviet.
 Finally the Tsar abdicated on 2nd March.
 Soviet leaders and Duma leaders formed a Provisional Government to run the country.
 Petrograd had led the February Revolution that brought down the monarchy in February 1917.
After February
 Army officials, landowners and industrialists were influential in the Provisional Government. But the liberals as
well as socialists among them worked towards an elected government.
 In April 1917, the Bolshevik leader Vladimir Lenin returned to Russia from his exile.
 Three demands of Lenin’s ‘April Theses’:
• He felt, it was time for the Soviets to take over power.
• Land should be transferred to the peasants.
• Banks should be nationalised.
The Revolution of October 1917
 As the conflict between the Provisional Government and the Bolsheviks grew, Lenin feared the Provisional
Government would set up a dictatorship.
 On 16th October 1917, Lenin persuaded the Petrograd Soviet and the Bolshevik Party to agree to a socialist
seizure of power.
 A Military Revolutionary Committee was appointed by the Soviet under Leon Trotsky to organise the seizure.
 At a meeting of the All Russian Congress of Soviets in Petrograd, the majority approved the Bolshevik action.

Key Terms
 The April Theses: They were a series of ten directives issued by the Bolshevik leader Vladimir Lenin upon his
April 1917 return to Petrograd from his exile.

Key Fact
Lenin's eldest brother, Aleksandr, a student at the University of St. Petersburg, was hanged for conspiring with
a revolutionary terrorist group that plotted to assassinate Emperor Alexander III.
10 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

Key Dates
 22nd to 27th February, 1917: February Revolution.
 2nd March, 1917: Abdication of the Tsar.
 3rd April 1917: Return of Lenin and April Theses.
 5th May 1917: Formation of new Provisional Government.
 3rd June 1917: First All-Russian Congress of Soviets announced in Petrograd.

Example
How was a Socialist State established by Lenin? Step 2: Private property were abolished and
Explain property was socially controlled.
Answer: Step 3: An extended schooling system was
Step 1: Centralized planning with a system of five- developed.
year plan.

Topic-4 Changes after October and the Global Influence

Revision Notes
Changes after October
 The Bolsheviks were totally opposed to private property. Most industries and banks were nationalised in
November 1917.
 Land was declared social property and peasants were allowed to seize the land of the nobility.
 In cities, Bolsheviks enforced the partition of large houses according to family requirements. They banned the use
of the old titles of aristocracy.
 The Bolshevik Party was renamed as the Russian Communist Party (Bolshevik).
 In November 1917, the Bolsheviks conducted the elections to the Constituent Assembly, but they failed to gain
majority support.
 In the years that followed, the Bolsheviks became the only party to participate in the elections to the All Russian
Congress of Soviets, which became the Parliament of the country. Russia became a One-Party State.
The Civil War
 During 1918 and 1919, the ‘Greens’ (Socialist Revolutionaries) and ‘Whites’ (Pro-Tsarists) controlled most of the
Russian Empire.
 As these troops and the Bolsheviks fought a civil war, looting, banditry and famine became common.
 By January 1920, the Bolsheviks controlled most of the former Russian Empire. They succeeded due to cooperation
with non-Russian nationalities and Muslim Jadidists.
 Most non-Russian nationalities were given political autonomy in the Soviet Union (USSR) – the state the
Bolsheviks created from the Russian Empire in December 1922.
Making a Socialist Society
 A process of centralised planning was introduced. Officials assessed how the economy could work and set targets
for a five-year period. On this basis, they made the Five Year Plans.
 Industrial production increased between 1929 and 1933 by 100 per cent in the case of oil, coal and steel.
 An extended schooling system developed and arrangements were made for factory workers and peasants to
enter universities.
 Crèches were established in factories for the children of women workers.
 Cheap public health care was provided. Model living quarters were set up for workers.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 11
Stalinism and Collectivisation
 By 1927–1928, the towns in Soviet Russia were facing an acute problem of grain supplies. The Government fixed
prices at which grain must be sold, but the peasants refused to sell their grain to government buyers at these
prices.
 Stalin, who headed the party after the death of Lenin, introduced firm emergency measures.
 From 1929, the Party forced all peasants to cultivate in collective farms (Kolkhoz).
 Those who resisted collectivisation were severely punished. Many were deported and exiled.
 In spite of collectivisation, production did not increase immediately and due to bad harvests of 1930–1933 over 4
million people died.
The Global Influence of the Russian Revolution and the USSR
 In many countries, communist parties were formed like the Communist Party of Great Britain.
 Many non-Russians from outside the USSR participated in the Conference of the Peoples of the East (1920) and
the Bolshevik-founded Comintern (an international union of pro-Bolshevik socialist parties).
 By the time of the outbreak of the Second World War, the USSR had given socialism a global face and world
stature.

Key Terms
 The Bolsheviks: It was the communist party of Russia that was formed in the year 1917 by Lenin.
 Soviet: Council of workers.
 Serfdom: Russian type of feudalism under which peasants worked for the landlord in exchange for food and
shelter.

Key Dates
 1917–1920: Civil War broke out in Russia.
 1919: Formation of Comintern.
 1929: Beginning of collectivisation.
 1991: Break up of Soviet Union.

CHAPTER-3
NAZISM AND THE RISE OF HITLER

Topic-1 Birth of the Weimar Republic

Revision Notes
 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.)
 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.
 The War Guilt Clause held Germany responsible for the war and damages the Allied countries suffered. The
Allied armies occupied Rhineland in the 1920s.
 Many Germans held the new Weimar Republic responsible for not only the defeat in the war but the disgrace at
Versailles.
12 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

The Effects of the War

 The war had a devastating impact on the entire continent both psychologically and financially.
 From a continent of creditors, Europe turned into one of the debtors.
 The First World War left a deep imprint on European society and polity.
 Soldiers came to be placed above civilians.
Political Radicalism and Economic Crises
 The birth of the Weimar Republic coincided with the revolutionary uprising of the Spartacist League on the
pattern of the Bolshevik Revolution in Russia.
 Those opposed to this – such as the Socialists, Democrats and Catholics – met in Weimar to give shape to the
Democratic republic.
 The Weimar Republic crushed the uprising with the help of a war veterans organisation called ‘Free Corps’.
 Political radicalisation heightened by the economic crisis of 1923.
 The image of Germans carrying cart loads of currency notes to buy a loaf of bread was widely publicised evoking
worldwide sympathy. This crisis came to be known as hyperinflation; a situation when prices arise phenomenally
high.
The Years of Depression
 The years between 1924 and 1928 saw some stability. German investments and industrial recovery were totally
dependent on short-term loans, largely from the USA. This support was withdrawn when the Wall Street
Exchange crashed in 1929.
 On one single day, 24th October, 13 million shares were sold. This was the start of the ‘Great Economic Depression’.
 Over the next three years, between 1929 and 1932, the national income of the USA fell by half. Factories shut
down, exports fell, farmers were badly hit and speculators withdrew their money from the Market. The effects of
this recession in the US economy were felt worldwide.
 The German economy was worst hit by the economic crisis. Workers lost their jobs or were paid reduced wages.
 As jobs disappeared, the youth took to criminal activities and total despair became common place.
 Politically too, the Weimar Republic was fragile. The Weimar Constitution had some inherent defects, which
made it unstable and vulnerable to dictatorship.
 Another defect was Article 48, which gave the President the powers to impose emergency, suspend civil rights
and rule by decree.
 Yet, the crisis could not be managed. People lost confidence in the democratic parliamentary system, which
seemed to offer no solutions.

Key Fact
The Weimar Republic was established as a representative democracy which aimed to give genuine power to all
German adults. However, it had major flaws that contributed to its downfall in 1933–34.

Key Terms
 The Great Depression: A worldwide economic slump lasting from 1929 to 1935.
 Reichstag: Name given to the German Parliament.
 Proletarianisation: Process of becoming impoverished to the level of working classes.

Key Dates
 1918: Proclamation of the Weimar Republic.
 1919: Germany signed the Treaty of Versailles.
 1929: Wall street exchange crashed.
 1929: The start of Great Economic Depression in USA.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 13

Topic-2 Hitler’s Rise to Power

Revision Notes
 The 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.
 In 1919, he joined a small group called the ‘German Workers’ Party. He subsequently took over the organisation
and renamed it as the ‘National Socialist German Workers’ Party. This party later came to be known as the ‘Nazi
Party’.
 It was during the Great Depression that Nazism became a mass movement.
 By 1932, the Nazi Party had become the largest party with 37 per cent votes.
 Hitler effectively mobilised popular support in Germany:
(i) Hitler was a powerful speaker. His passion and his words moved people.
(ii) He promised to build a strong nation.
(iii) He also promised to undo the injustice of the Versailles Treaty and restore the dignity of the German people.
(iv) He promised employment for those looking for work and a secure future for the youth.
(v) He promised to weed out all foreign influences and resist all foreign conspiracies against Germany.
(vi) 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 instil a sense of unity among the people.
(vii) 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.
The Destruction of Democracy
 On 30th January 1933, President Hindenburg offered the Chancellorship, the highest position in the Cabinet of
Ministers, to Hitler.
 The Fire Decree of 28th February 1933 indefinitely suspended civic rights like Freedom of Speech, Press and
Assembly that had been guaranteed by the Wiemar Constitution.
 On 3rd March 1933, the famous ‘Enabling Act’ was passed. This Act established dictatorship in Germany. It gave
Hitler all powers to sideline the Parliament and rule by decree.

Reconstruction
 In foreign policy also, Hitler acquired quick successes. He pulled out of the League of Nations in 1933, reoccupied
the Rhineland in 1936, and integrated Austria and Germany in 1938 under the slogan, ’One People, One Empire and
One Leader.’
 In September 1940, a ‘Tripartite Pact’ was signed between Germany, Italy and Japan, strengthening Hitler’s claim
to international power.
 By the end of 1940, Hitler was at the pinnacle of his power. He attacked the Soviet Union in June 1941.
 Meanwhile, the USA had resisted involvement in the war. It was unwilling to once again face all the economic
problems that the First World War had caused.
 When Japan extended its support to Hitler and bombed the US base at Pearl Harbour, the US entered the Second
World War.
 The war ended in May 1945 with Hitler’s defeat and the US dropping of the atom bomb on Hiroshima in Japan.

Key Terms
 Gestapo: The Secret State Police in Nazi Germany.
 Holocaust: The persecution and mass murder of Jews by German Nazis between 1933 and 1945.
 Concentration camp: A camp where people were isolated and detained without due process of law. Typically, it
was surrounded by electrified barbed wire fences.
14 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

Key Personalities
 Hindenburg: He was elected as the President of Germany in 1925
 Hitler: Hitler rose to power as the leader of the Nazi Party, becoming the chancellor in 1933. He was the leader of
Germany's Nazi Party.

Key Dates
 1933: Hitler was made Chancellor of Germany. He pulled out of the League of Nations.
 1934: Hitler became the President of Germany.
 1936: Hitler reoccupied Rhineland.
 1938: Integration of Germany and Austria by Hitler.
 1939: Germany invaded Poland.
 1940: A Tripartite Pact was signed between Germany, Italy and Japan.
 1940–1944: Ghettoisation of Jews.
 June, 1941: Germany attacked the USSR.
 1945: Hitler committed suicide by gunshot in Berlin.

Example
How was the Nazi Party formed? Step 3: The German defeat horrified him and
Answer: Versailles Treaty made him furious. Later, he joined
Step 1: The disintegration of Weimar Republic led a small group called the ‘German Workers' Party.
to the formation of Nazi Party after the First World Step 4: Subsequently, he took over the organisation
War.
and renamed it the ‘National Socialist German
Step 2: Hitler enrolled for the army when the
First World War broke. He also earned medals for Workers' Party’. This party came to be known as
bravery. 'Nazi Party'.

Topic-3 The Nazi Worldview

Revision Notes
 Nazi ideology was synonymous with Hitler’s world view.
 In this view blond, blue-eyed, Nordic German Aryans were at the top, while Jews were located at the lowest rank.
They came to be regarded as an anti-race, the arch-enemies of the Aryans.
 All other coloured people were placed in between, depending upon their external features.
 The other aspect of Hitler’s ideology related to the geopolitical concept of Lebensraum, or living space. He 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 an intimate link with the place of their origin.
Establishment of the Racial State
 Nazis wanted only a society of ‘pure and healthy Nordic Aryans’. Only they were seen as worthy of prospering
and multiplying against all others who were classed as ‘undesirable’.
 Jews were not the only community classified as ‘undesirable’, many Gypsies and Blacks living in Nazi Germany
were considered as racial ‘inferiors’ who threatened the biological purity of the superior Aryan race.
 Jews remained the worst sufferers in Nazi Germany. They had been stereotyped as killers of Christ and usurers.
They lived in separately marked areas called ‘Ghettos’.
 From 1933 to 1938, the Nazis terrorised, pauperised and segregated the Jews, compelling them to leave the
country.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 15
 The next phase, 1939–1945, aimed at concentrating them in certain areas and eventually killing them in gas
chambers in Poland.
The Racial Utopia
 Genocide and war became two sides of the same coin. Poland was divided and much of North-Western Poland
was annexed to Germany.
 People of Poland were forced to leave their homes and properties.
 Members of the Polish intelligentsia were murdered in large numbers. Polish children who looked like Aryans
were forcibly snatched from their mothers and examined by ‘race experts’.

Key Personalities
 Charles Darwin: Darwin was a natural scientist who tried to explain the creation of plants and animals through
the concept of evolution and natural selection.
 Herbert Spencer: He was an English philosopher who initiated a philosophy called 'Social Darwinism'.

Key Terms
 Genocidal: Killing on a large-scale leading to destruction of large sections of people.
 Jungvolk: A separate section for Nazi boys up to 14 years of age.
 Pauperised: Reduce to absolute poverty.
 Usurers: Moneylenders charging excessive interest; often used as a term of abuse.

Youth, Ordinary People and the Crimes Against

Topic-4 Humanity

Revision Notes
 Hitler was fanatically interested in the youth of the country. He felt that a strong Nazi society could be established
only by teaching children Nazi ideology. This required a control over the child both inside and outside school.
 Effects of Nazism on the School System:
(i) All schools were ‘cleansed’ and ‘purified’. This meant that teachers who were Jews or seen as politically
unreliable were dismissed.
(ii) Children were first segregated – Germans and Jews could not sit together or play together.
(iii) Subsequently, undesirable children – Jews, the physically handicapped, Gypsies were thrown out of schools.
(iv) ‘Good German’ children were subjected to a process of Nazi schooling, a prolonged period of ideological
training.
(v) School textbooks were rewritten. Racial science was introduced to justify Nazi ideas of race.
(vi) Children were taught to be loyal and submissive, hate Jews and worship Hitler.
(vii) Even the function of sports was to nurture a spirit of violence and aggression among children. Hitler believed
that boxing could make children iron-hearted, strong and masculine.
 Youth organisations were made responsible for educating German youth in the ‘The Spirit of National Socialism’.
Ten year old German kids had to enter Jungvolk.
 At 14, all boys had 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’.
 At the age of 18, the youth had to serve in the Armed Forces and enter one of the Nazi organisations. The Youth
League of the Nazis was founded in 1922.
The Nazi Cult of Motherhood
 Children in Nazi Germany were repeatedly told that women were radically different from men.
 Boys were taught to be aggressive, masculine and steel-hearted and girls were told to become good mothers and
rear pure-blooded Aryan children.
16 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

 Girls had to maintain purity of the race, distance from Jews, look after their home and teach their children Nazi
values. But all mothers were not treated equally.
 Honour Crosses were awarded to encouraged women to produce more children.
The Art of Propaganda
 Nazis termed mass killings as special treatment, final solution (for the Jews), euthanasia (for the Disabled),
selection and disinfections.
 ‘Evacuation’ meant deporting people to gas chambers. Gas chambers were labelled as ‘disinfection-areas’, and
looked like bathrooms equipped with fake shower heads.
 Nazi ideas were spread through visual images, films, radio, posters, catchy slogans and leaflets.
 Orthodox Jews were stereotyped and marked and were referred to as vermin, rats and pests.
 The Nazis made equal efforts to appeal to all the different sections of the population.
Nazi's Propaganda
 They sought to win their support by suggesting that Nazis alone could solve all their problems.
 Many saw the world through Nazi eyes and spoke their mind in Nazi language. They felt hatred and anger surge
inside them when they saw someone who looked like a Jew. But not every German was a Nazi.
Knowledge about the Holocaust
 The Nazi killing operation was also called the Holocaust. It comes from the Greek word ‘Holo’ and ‘Kaustos’,
which literally means completely burnt. It is used to describe the mass murder of Jews by German Nazis between
1933 and 1945.

Key Terms
 Jungvolk: A separate section for Nazi boys upto 14 years of age.
 Holocaust: Mass murder of Jews by German Nazis.

Key Date

 1933 to 1945: The mass murder of Jews by German Nazis.

CONTEMPORARY INDIA- I

CHAPTER-4
INDIA : SIZE & LOCATION

Topic-1 Location and Size

Revision Notes
 India is considered as one of the ancient civilisations in the world.
 India has achieved multifaceted socio-economic progress in the varied domains like: field of agriculture,
industry, technology, overall economic development etc.
Location
 India lies in the Northern Hemisphere.
 The mainland extends between latitudes 8°4'N and 37°6'N and longitudes 68°7'E and 97°25’E.
 The Tropic of Cancer (23°30'N) divides the country into almost two equal halves.
 To the southeast and southwest of the mainland, lie the Andaman and Nicobar islands and the Lakshadweep
islands in Bay of Bengal and Arabian Sea respectively.
 Indira Point is the southernmost point of the Indian Union. It got submerged under the sea water in 2004
during the Tsunami.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 17
Size
 The total area of Indian landmass is 3.28 million square km.
 India’s total area accounts for about 2.4 per cent of the total geographical area of the world.
 India is the seventh largest country of the world.
 India has a land boundary of about 15,200 km and the total length of the coast line of the mainland including
the Andaman and Nicobar and the Lakshadweep is 7,516.6 km.
 The Northwest, North and Northeast boundaries of India are characterised by the young fold mountains.
 The latitudinal and longitudinal extent of the mainland is about 30°.
 Time along the Standard Meridian of India (82°30'E) which passes through Mirzapur in Uttar Pradesh, is taken
as the standard time for the whole country. It is also called IST.

Key Terms
 Equator: An imaginary line drawn around the middle of the earth that divides it into two equal halves.
 Latitude: Latitude is the measurement of distance north or south of the Equator. It is measured with 180
imaginary lines that form circles around Earth east-west, parallel to the Equator.
 Longitude: Longitude measures distance east or west of the prime meridian.
 Strait: A narrow channel of sea which separates two land masses.

Example
India has a long coastline which is advantageous. Step 3: India's central location and long coastline
Explain. have helped in interacting with the world.
Answer Step 4: Major ports on the eastern and the western
Step 1: The total length of the coastline of the coast help in the import and export of goods from
mainland, including Andaman and Nicobar and India, developing its trade.
Lakshadweep, is 7,516.6 km. Step 5: The coastline has contributed in the exchange
Step 2: It is advantageous because of the following of ideas and commodities.
reasons:

Topic-2 India and the World; India's Neighbours

Revision Notes
India and the World
 Location of India in the world plays an important role because of the following reasons:
l The Indian landmass has a central location between the East and West Asia.
l India is a Southward extension of the Asian continent.
l The Trans-Indian Ocean routes connecting the countries of Europe in the West and the countries of East Asia
provide a strategic central location to India.
l The Deccan Peninsula protrudes into the Indian Ocean which helps it to establish close contact with West
Asia, Africa and Europe from the western coast and with Southeast and East Asia from the eastern coast.
l No other country has such a long coastline on the Indian Ocean as India has, and indeed, it is India’s
strategic position in the Indian Ocean which justifies the naming of an ocean after it.
 Distance between India and Europe has been reduced by 7,000 km after the opening of the Suez Canal in 1869.
 India is connected with Europe, North America and South America with the Suez Canal and the Cape of Good
Hope through the sea routes.
India’s Neighbours
 India has 28 states and 8 Union Territories.
 India shares its land boundaries with Pakistan and Afghanistan in the Northwest, China (Tibet), Nepal and
Bhutan in the North along with Myanmar and Bangladesh in the East.
18 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

 Our southern neighbours across the sea consist of the two island countries, i.e., Sri Lanka and Maldives.
 Sri Lanka is separated from India by a narrow channel of sea formed by the Palk Strait and the Gulf of Mannar.
 India has had strong geographical and historical links with its neighbours.

CHAPTER-5
PHYSICAL FEATURES OF INDIA

Major Physiographic Divisions and The

Topic-1 Himalayan Mountains

Revision Notes
 India is a large landmass formed during different geological periods which has influenced its relief.
 Besides geological formations, a number of processes such as weathering, erosion and deposition are also
responsible for creating and modifying the relief to its present form.
 The Gondwana land includes today Africa, South America, Australia, Antarctica, the Indian subcontinent and
the Arabian Peninsula.
 Geologically, the Peninsular Plateau constitutes one of the ancient landmasses on the earth’s surface. The
Himalayas and the Northern Plains are the most recent landforms.
 Most volcanoes and earthquakes in the world are located at plate margins, but some do occur within the plates.
Major Physiographic Divisions
 The physical features of India can be grouped under the following physiographic divisions:
 The Himalayan Mountains
 The Northern Plains
 The Peninsular Plateau
 The Indian Desert
 The Coastal Plains
 The Islands
The Himalayan Mountains
 The Himalayas, geologically young and structurally fold mountains, stretch over the northern borders of India.
 These mountain ranges run in a West–East direction from the Indus to the Brahmaputra.
 An arc is formed by the mountains that cover a distance of about 2,400 km.
 The attitudinal variations are greater in the eastern half than those in the western half.
 The Himalayas consist of three parallel ranges in its longitudinal extent.
 Great or Inner Himalayas or the Himadri : The northern-most range, consisting of the loftiest peaks with an
average height of 6,000 m.
 Himachal or Lesser Himalaya : The range lying to the South of the Himadri forms the most rugged mountain
system. The altitude varies between 3,700 to 4,500 metres and the average width is 50 km. The ranges are
mainly composed of highly compressed and altered rocks.
 Shivaliks: The outermost range of the Himalayas. Their width varies from 10–50 km and has an altitude
varying between 900 to 1,100 m. These ranges are composed of unconsolidated sediments brought down by
rivers from the main Himalayan ranges located farther north.
 The longitudinal valleys lying between the lesser Himalayas and the Shivaliks are known as ‘Duns’.
 Apart from longitudinal divisions, the Himalayas have also been divided by river valleys on the basis of regions
from West to East.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 19

Key Terms
 Gondwana land: It was an ancient supercontinent that broke up about 180 million years ago. The continent
eventually split into landmasses that we recognise today as Africa, South America, Australia, Antarctica, the
Indian subcontinent and the Arabian Peninsula.
 Purvanchal: Mountains along the eastern boundary of India are called the Purvanchal.

Topic-2 The Northern Plains and The Peninsular Plateau

Revision Notes

The Northern Plains

 The Northern Plains have been formed by the interplay of the three major river systems, i.e., the Indus, Ganga
and Brahmaputra along with their tributaries.
 With rich soil cover, combined with adequate water supply and favourable climate, it is agriculturally a very
productive part of India.
 The Northern Plains are broadly divided into three sections—Punjab Plain, Ganga Plain and Brahmaputra Plain.
 Bhangar is the largest part of the Northern Plains, formed of older alluvium.
 Majuli in the Brahmaputra River is the largest inhabited riverine island in the world.
The Peninsular Plateau
 The Peninsular Plateau is a tableland composed of the old Crystalline, Igneous and Metamorphic rocks.
 This plateau consists of two broad divisions — the Central Highlands and the Deccan Plateau.
 The part of the Peninsular Plateau lying to the North of the Narmada River covering a major area of the Malwa
Plateau is known as the Central Highlands.
 The Deccan Plateau is a triangular landmass that lies to the South of the River Narmada.
 The Western Ghats and the Eastern Ghats mark the western and the eastern edges of the Deccan Plateau
respectively.
 The highest peaks of the Western Ghats are the Anai Mudi (2,695 metres) and the Doda Betta (2,637 metres).
 Mahendragiri (1,501 m) is the highest peak in the Eastern Ghats.

Key Facts
 The Indus–Ganga plains, also known as the "Great Plains", are large floodplains of the Indus, Ganga and the
Brahmaputra river systems.

Key Terms
 Bhabar: Bhabar is a belt of pebbles extending from 8-16 km in width in which stream disappears.
 Terai: Terai is a wet, swampy, marshy region with thick forests and wildlife.
 Bhangar: Bhangar is a terrace-like feature made of old alluvium. It contains calcareous deposits called Kankar.
 Khadar: Khadar is the flood plain which is renewed every year and is very fertile.
 Doab: It is made up of two words- ‘do’ meaning two and ‘ab’ meaning water.
20 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

Example
Q. Give an account of the Deccan Plateau. hill ranges from the West to East are the Garo, Khasi
Answer: and the Jaintia Hills. The Western Ghats and the
Step 1: It is a triangular landmass that lies to the Eastern Ghats mark the western and eastern edges
South of the River Narmada. The Satpura range of the Deccan Plateau respectively. The Western
flanks its broad base in the North, while the Ghats lies parallel to the Western Coast and Eastern
Mahadev forms its eastern extensions. Ghats lies parallel to the Eastern Coast.
Step 2: The Deccan Plateau is higher in the West and Step 3: An extension of the plateau is also visible in
slopes gently Eastwards. It is separated by a fault the Northeast. It is locally known as the Meghalaya,
from the Chota Nagpur Plateau. Three prominent Karbi-Anglong Plateau and North Cachar Hills.

The Indian Desert , The Coastal Plains and The

Topic-3 Islands

Revision Notes
The Indian Desert
 The Indian Desert lies towards the western margins of the Aravalli Hills. It is an undulating sandy plain covered
with sand dunes.
 The region is characterized by arid climate, very low rainfall below 150 mm per year with scanty vegetation cover.
 Luni is the only large river in this region.
The Coastal Plains
 The Peninsular Plateau is flanked by stretch of narrow coastal strips, running along the Arabian Sea in the west
and the Bay of Bengal in the east.
 The Western Coast consists of three sections— Konkan Coast, Kannad Plain and Malabar Coast.
 The Eastern Coast is divided into the Northern Circars and Coromandel Coasts.
The Islands
 The small coral islands, the Lakshadweep Islands group, lies close to the Malabar Coast of Kerala.
 Kavaratti Island is the administrative headquarters of Lakshadweep.
 The elongated chain of islands extending from north to south is located in the Bay of Bengal. These are Andaman
and Nicobar Islands.
 These islands lies close to the Equator and experience equatorial climate and have thick forest cover.
 India’s only active volcano is found on the Barren Island in Andaman and Nicobar group of Islands.

Key Terms
 Barchan: A crescent-shaped sand dune with the convex side in the direction of the wind.
 Western Coastal Plain: A thin strip of coastal plain between the Western Ghats and the Arabian Sea.
 Eastern Coastal Plain: A wide stretch of landmass of India, lying between the Eastern Ghats and the Bay of
Bengal.
 Coral polyps : Short-lived microscopic organisms, which live in colonies.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 21

CHAPTER-6
DRAINAGE

Topic-1 Major Rivers and Tributaries

Revision Notes

Drainage Patterns
 The term Drainage describes the river system of an area.
 The area drained by a single river system is called a Drainage Basin.
 Any elevated area, such as a mountain or upland, separates two drainage basins. Such upland is known as a
Water Divide.
 The world’s largest Drainage Basin is that of the Amazon River.
Drainage System in India
 The Drainage systems of India are mainly controlled by the broad relief features of the subcontinent.
 The Indian rivers are divided into two major groups: the Himalayan rivers and the Peninsular rivers.
(i) The Himalayan Rivers
 The major Himalayan rivers include the Indus, the Ganga and the Brahmaputra. These rivers are long and are
joined by many large and important tributaries.
 Most of the Himalayan rivers are perennial, therefore, they have water throughout the year.
(a) The Ganga River System
 The headwaters of the Ganga, called the Bhagirathi, is fed by the Gangotri Glacier and joined by the Alaknanda
at Devaprayag in Uttarakhand.
 The Ganga is joined by many tributaries from the Himalayas, such as the Yamuna, the Ghaghara, the Gandak and
the Kosi.
 The delta formed by the Ganga and the Brahmaputra rivers is known as the Sunderban Delta.
 The length of the river Ganga is over 2,500 kms.
(b) The Brahmaputra River System
 The Brahmaputra rises in Tibet, east of Mansarovar Lake, very close to the sources of the Indus and the Satluj.
 Brahmaputra is known as Tsang Po in Tibet and Jamuna in Bangladesh.
 The Brahmaputra has a braided channel in its entire length in Assam and forms many Riverine Islands.
 Every year, during the rainy season, the river overflows its banks, causing widespread devastation due to floods
in Assam and Bangladesh.
(ii) The Peninsular Rivers
 The main water divide in Peninsular India is formed by the Western Ghats, which runs from North to South, close
to the Western Coast. A large number of Peninsular rivers are seasonal, as their flow is dependent on rainfall.
 Major rivers of the peninsula are the Narmada and the Tapi, Mahanadi, Godavari, Krishna and Kaveri. They flow
eastwards and drain into the Bay of Bengal. These rivers make deltas at their mouths.
 The Narmada and the Tapi are the only long rivers, which flow westward and make estuaries.
(a) The Narmada Basin
 The Narmada rises in the Amarkantak Hills in Madhya Pradesh.
 The Narmada basin covers parts of Madhya Pradesh and Gujarat.
(b) The Tapi Basin
 The Tapi rises in the Satpura ranges, in the Betul district of Madhya Pradesh.
22 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

 Its basin covers parts of Madhya Pradesh, Gujarat and Maharashtra.

(c) The Godavari Basin
 The Godavari is the largest Peninsular river.
 It rises from the slopes of the Western Ghats in the Nashik District of Maharashtra. Its length is about 1,500 km.
 The drainage basin of the Godavari River is the largest among the Peninsular rivers.
 Important tributaries of the Godavari are the Purna, Wardha, Pranhita, Manjra, Wainganga and Penganga.
 The Godavari River is also known as the ‘Dakshin Ganga’ because of its length and the area it covers.
(d) The Mahanadi Basin
 The Mahanadi rises in the highlands of Chhattisgarh.
 It flows through Odisha to reach the Bay of Bengal.
(e) The Krishna Basin
 Rising from a spring near Mahabaleshwar, the Krishna flows for about 1,400 km and reaches the Bay of Bengal.
 Tungabhadra, Koyana, Ghatprabha, Musi and Bhima are some of its tributaries.
(f) The Kaveri Basin
 The Kaveri rises in the Brahmagri range of the Western Ghats and it reaches to the Bay of Bengal.
 The main tributaries are the Amravati, the Bhavani, the Hemavati and the Kabini.
 Its basin drains parts of Karnataka, Kerala and Tamil Nadu.

Key Terms
 Perennial: It is a stream or river that exhibits continuous flow of water throughout the year.
 Dendritic: The stream with its tributaries which resembles the branches of a tree. Thus, the name Dendritic.
 Trellis: A river joined by its tributaries, at approximately right angles, develops a Trellis pattern.
 Rectangular: A drainage pattern that develops on a strongly joint rocky terrain.
 Radial: The Radial pattern develops when streams flow in different directions from a central peak or dome-like
structure.
 Tributary: A river or stream that flows into a larger river or lake.
 Estuary: The tidal mouth of a large river, where the tide meets the stream.

Topic-2 Lakes

Revision Notes
Lakes
 Lake is a large area of water surrounded by land. Lakes of large extent are called the seas, like the Caspian, the
Dead and the Aral Sea.
 India has many lakes. These differ from each other in the size and other characteristics. Most lakes are permanent,
while others contain water only during the rainy season.
 Lakes are formed by the following processes: the action of glaciers and ice sheets, by wind, river action and
human activities.
 Most of the freshwater lakes are in the Himalayan region. They are of glacial origin.
 The Wular Lake in Jammu and Kashmir is the largest freshwater lake in India.
 Apart from natural lakes, the damming of the rivers for the generation of hydel power has also led to the
formation of lakes such as Guru Gobind Sagar Lake (Bhakra Nangal Project).
 Importance of lakes:
 A lake helps to regulate the flow of a river.
 During heavy rainfall, it prevents flooding, and during the dry season, it helps to maintain an even flow of
water.
 Lakes can also be used for developing hydel power.
 They moderate the climate of the surroundings; maintain the aquatic ecosystem, enhance natural beauty,
help develop tourism and provide recreation.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 23

Key Terms
 Ox-bow lake: It is a U- shaped water body formed when a meandering river is cut off from the mainstream.
 Lagoon: When the lake is formed by spits and bars in coastal areas, it is called a lagoon.
 Glacial lake: A lake formed by melting of the glacier is called a glacial lake.

Topic-3 Role of Rivers in the Economy and River Pollution

Revision Notes

Role of Rivers in the Economy

 Rivers are of great value to human beings:
 Rivers have been of fundamental importance throughout the human history.
 Water from the rivers is a basic natural resource, essential for various human activities.
 The river banks have attracted settlers from ancient times.
 Using rivers for irrigation, navigation, hydro-power generation is of special significance – particularly to a
country like India, where agriculture is the major source of livelihood of the majority of its population.
River Pollution
 The growing domestic, municipal, industrial and agricultural demand for water from rivers naturally affects the
quality of water.
 As a result more and more water is being drained out of the rivers reducing their volume.
 On the other hand, a heavy load of untreated sewage and industrial effluents are emptied into the rivers.
 This affects not only the quality of water but also the self-cleaning capacity of the river.
 The increasing urbanisation and industrialisation are responsible for the rising pollution level of many rivers.
 Concern over rising pollution in our rivers led to the launching of various action plans to clean the rivers.

Key Terms
 Irrigation: Supply of water for agriculture purpose from canals, wells and tanks artificially or manually.
 Hydro-power: Power derived from running or falling water.

Example
Describe the major steps taken by the Government progress of the GAP and did necessary correction
of India to control the pollution level in the River on the basis of lesson learnt and experiences gained
Ganga. from GAP Phase-I. These have been applied to
Answer: the major polluted rivers of the country under the
Step 1: Major steps taken by Government of India to NRCP. The Ganga Action Plan (GAP) Phase-II, has
control the pollution level in the River Ganga. been merged with the NRCP. The expanded NRCP
Step 2: Treating of waste before dumping in the now covers 152 towns located along 27 interstate
river. rivers in 16 states.
Step 3: Taking projects to control river water Step 5: Under this action plan, pollution abatement
pollution like Ganga Action Plan. The activities of works are being taken up in 57 towns. A total of
Ganga Action Plan (GAP) Phase-I, initiated in 1985, 215 schemes of pollution abatement have been
were declared closed on 31st March, 2000. sanctioned. So far, 69 schemes have been completed
Step 4: The Steering Committee of the National under this action plan. A million litres of sewage is
River Conservation Authority reviewed the targeted to be treated.
24 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

CHAPTER-7
CLIMATE

Topic-1 Climate of India and Climate Controls

Revision Notes
Concept:
 Weather describes the day-to-day meteorological conditions such as wind, temperature, cloudiness, moisture,
rainfall, etc., affecting a place. Climate is the average weather, usually taken over 30-years period for a particular
region and time.
 ‘Monsoon’ refers to the seasonal reversal in the wind direction during the year. The two important elements of
climate are temperature and precipitation.
Indian Climate:
 Despite an overall unity in the general pattern, there are perceptible regional variations in climatic conditions
within the country.
 Let us take two important elements – temperature and precipitation, and examine how they vary from place to
place and season to season.
 In summer, the mercury occasionally touches 50°C in some parts of the Rajasthan Desert,
whereas it may be around 20°C in Pahalgam in Jammu and Kashmir. On a winter night, temperature at Drass
in Jammu and Kashmir may be as low as minus 45°C. Thiruvananthapuram, on the other hand, may have a
temperature of 22°C.
 There are variations not only in the form and types of precipitation but also in its amount and the seasonal
distribution.
 The climate of India is described as the ‘monsoon’ type. In Asia, this type of climate is found mainly in the south
and the southeast.
 Climate refers to the sum total of weather conditions and variations over a large area for a long period of time
(more than thirty years).
 Weather refers to the state of the atmosphere over an area at any point of time. The elements of weather and
climate are the same, i.e. temperature, atmospheric pressure, wind, humidity and precipitation.
 India has both tropical and subtropical types of climate.
 The climate of India is described as the ‘monsoon’ type. In Asia, this type of climate is found mainly in the south
and the southeast.
Climate Control:
 Based on climatic differences, the world can be divided into a number of climatic regions. Each climatic region has
its own characteristic vegetation and wildlife. The climatic conditions also influence the lifestyles of the people
living in these regions.
Factors Affecting India’s Climate:
 The factors affecting the climate of a place are referred to as ‘controls’. There are six major controls of the climate
of any place. These are: latitude, altitude, pressure and wind system, distance from the sea (continentality), ocean
currents and relief features.
(i) Latitude: Almost half of the country, lying south of the Tropic of Cancer, belongs to the tropical area. All the
remaining area, north of the Tropic, lies in the sub-tropics. Therefore, India’s climate has characteristics of
tropical as well as subtropical climates.
(ii) Altitude: It is another factor controlling the climate of a place. Altitude refers to the height of a place above
sea level. The higher one travels into the Troposphere, the lower the temperature becomes.
(iii) Pressure and Wind: The pressure and wind conditions over India are unique. During winter, there is a
high-pressure area north of the Himalayas. In summer, a low-pressure area develops over interior Asia as
well as over northwestern India. This causes a complete reversal of the direction of winds during summer.
 The differences in air pressures near the Equator and the Poles are the main factors that influence global pressure
and wind systems. In India, the Tropic of Cancer passes through the central part of the country, from the Rann of
Kutch in the west to Mizoram in the east. India has both Tropical and Subtropical types of Climate.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 25
(iv) Distance from Sea: The distance of a place from the sea is another important factor that regulates the climate
of a place. As the distance from the sea increases, the weather conditions become extreme. Places away from
the sea have very hot summers and very cold winters. This condition is known as Continentality.
(v) Ocean currents: Ocean currents along with onshore winds affect the climate of the coastal areas, For
example, any coastal area with warm or cold currents flowing past it, will be warmed or cooled if the winds
are onshore.
(vi) Relief: Relief too plays a major role in determining the climate of a place. High mountains act as barriers
for cold or hot winds; they may also cause precipitation if they are high enough and lie in the path of rain-
bearing winds. The leeward side of mountains remains relatively dry.
Various disasters and its preventive protocols
 Earthquakes:
• Identify safe spots in your home, workplace or school (under sturdy furniture, doorways, or against interior
walls).
• Secure heavy items such as bookshelves, cabinets and water heaters to the walls
• Keep emergency supplies such as food, water, flashlights and first aid kits in accessible locations.
• Develop a family or workplace emergency plan, and practice it regularly.
 Floods:
• Be aware of areas prone to flooding in your community and avoid them during heavy rainfalls.
• If possible, elevate your home’s foundation or install flood-resistant barriers.
• Create a household emergency plan that includes evacuation routes, contact information and emergency
supplies.
• Monitor weather forecasts and warnings, and follow the instructions of local authorities.
 Hurricanes:
• Install storm shutters or board up windows to protect against high winds and flying debris.
• Secure loose outdoor items, and bring indoors any lightweight objects that could become projectiles.
• Plan for evacuation if necessary, and identify a safe place to stay during the storm.
• Keep emergency supplies on hand, including food, water, first aid kit, flashlights, batteries and a portable
radio.
 Wildfires:
• Clear flammable vegetation and debris from around your home or property.
• Create a defensible space around your home by using fire-resistant materials for roofing, walls and
landscaping.
• Have an evacuation plan, and be ready to leave if ordered to do so by authorities.
• Keep emergency supplies in a readily accessible location, and monitor the progress of the fire through local
news and social media.
 Tornadoes:
• Identify a safe room or shelter in your home, and make sure everyone knows where it is.
• Listen to local weather forecasts and warnings, and take shelter immediately if a tornado warning is issued.
• Secure outdoor objects that could become projectiles, and move vehicles into a garage or other protected
area.
• Keep an emergency supply kit in your safe room or shelter, including food, water, first aid kit, and flashlights.

Key Terms
 Elements of weather: Temperature, Atmospheric pressure, Wind, Humidity and Precipitation are the elements of
Weather and Climate.
 Altitude: Altitude refers to the height of a place above the Sea level.
 Continentality: As the distance from the sea increases, the weather conditions become extreme. Places away from
the sea have very hot summers and very cold winters. This condition is known as Continentality.
26 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

Topic-2 The Seasons of India

Revision Notes
 The changes in weather conditions of India can be broadly categorised into four distinct patterns. These are the
cold weather season, the hot weather season, the advancing monsoon and the retreating monsoon.
The Cold Weather Season:
 India has cold weather in the winter that begins in mid-November and lasts till February. The Northern parts of
India are the first to experience the cold. December and January are the coldest months in Northern India. The
southern parts of India do not experience very low temperatures.
 Frost is a common phenomenon in the Northern plains, while the higher slopes of the Himalayas experience
snowfall.
 During winter, the north–east trade winds blow over the country. In most parts of India, the weather during the
winter is dry. In some parts, like the coast of Tamil Nadu, the winds blow from the sea to the land. Hence, these
places receive some amount of rainfall during the winter.
 Other characteristic feature of the winter season experienced over the Northern Plains is the inflow of cyclonic
disturbances from the West and the North–West. The winter rainfall is locally known as Mahawat.
The Hot Weather Season:
 The sea has a moderating influence over the Peninsular region of India. Hence, there are no drastic seasonal
variations in temperature pattern, and winters are not as distinct as in the north. The hot weather season in India
refers to the summers that begin in March and lasts till Mid-June.
 In India, summer is caused due to the apparent northward movement of the Sun, which shifts the Global Heat
Belt northward. ‘Loo’ are strong, gusty, hot, dry winds that blow during the day over North and North-western
India.
 In northern India, dust storms are also very common during the month of May. This is also the season for localised
thunderstorms, associated with violent winds, torrential downpours, often accompanied by hail. Pre -monsoon
showers are common, especially in Kerala and Karnataka and are often referred to as ‘Mango Showers,’ as they
help in the early ripening of mangoes.
Advancing Monsoon:
 The advancing monsoon in India refers to the rainy season that lasts for a period of four months from June to
September. The trade winds from the Southern Hemisphere, which originate over the warm subtropical areas of
the southern oceans, bring the South-West Monsoon Winds into India.
 Another characteristic feature of the monsoon is the ‘Breaks’ in rainfall and refers to the alternating wet and
dry spells of rains. The Indian monsoon is very unpredictable. These breaks occur due to the movement of the
Monsoon Trough.
 The farming schedule of millions of farmers all over the country, which is dependent on the monsoons, can
sometimes get disturbed.
Retreating Monsoon:
 The retreating monsoon refers to the transition season that lasts from October to December.
 The months of October–November form a period of transition from the Hot Rainy Season to Dry Winter
conditions. The main cause of this transition is the movement of the Sun towards the South. By the beginning of
october, the monsoon withdraws from the Northern Plains. The retreating monsoon season is marked by clear
skies and a rise in the temperatures. The land is still moist and the weather becomes hot and humid. The days can
become quite oppressive. This is commonly known as ‘October Heat’.
 Parts of western coast and northeastern India receive over about 400 cm of rainfall annually. However, it is less
than 60 cm in western Rajasthan and adjoining parts of Gujarat, Haryana and Punjab.
 Rainfall is equally low in the interior of the Deccan plateau, and east of the Sahyadris.
 A third area of low precipitation is around Leh in Jammu and Kashmir.
 The rest of the country receives moderate rainfall. Snowfall is restricted to the Himalayan region.
 Owing to the nature of monsoons, the annual rainfall is highly variable from year to year. Variability is high in the
regions of low rainfall, such as parts of Rajasthan, Gujarat and the leeward side of the Western Ghats.
 As such, while areas of high rainfall are liable to be affected by floods, areas of low rainfall are drought-prone.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 27
Monsoon as a Unifying Bond:
 Because of the unpredictable nature of the monsoon, the distribution of rainfall varies drastically from region
to region. Major variations can also be seen in the annual precipitation from year to year. The phenomenon of
monsoon is an integral part of the Indian landscape, animal and plant life, agricultural calendar, and the life of the
people and their festivities.
 Year after year, people of India from north to south and from east to west, eagerly awaits the arrival of the
monsoon.
 These monsoon winds bind the whole country water to set the agricultural activities in motion.

Key Terms
 Loo: ‘Loo’ are strong, gusty, hot, dry winds that blow during the day over North and North-Western India.
 Mango Showers: Pre– monsoon showers are often referred to as ‘Mango Showers,’ as they help in the early
ripening of mangoes.
 Advancing Monsoon: An Advancing Monsoon in India refers to the Rainy Season that lasts for a period of 4
months from June to September.
 Retreating Monsoon: The Retreating Monsoon refers to the transition season that lasts from October to
December.

CHAPTER-8
POPULATION

Topic-1 Population: Size and Distribution

Revision Notes
 Population Size and Distribution:
 Population is the pivotal element in social studies. Population is the point of reference from which all other
elements are observed.
 A Census is an official enumeration of the population of a country that is recorded periodically. The First
census in India was held in 1872. Census has been held regularly after every 10 years.
 The Census provides answers to three primary questions about the population:
• Population size and distribution
• Population growth and processes of population change
• Characteristics or qualities of the population
 Almost half of India’s population lives in the following five states: Uttar Pradesh, Maharashtra, Bihar, West
Bengal and Andhra Pradesh. Uttar Pradesh is the most populated state of India with 199 million people,
according to the Census of 2011. Population density is the number of persons that live in one square kilometre
of an area.
 On the other hand, the Himalayan state of Sikkim has a population of just about 0.5 million and Lakshadweep
has only 60 thousand people.
 Population density is calculated as the number of persons per unit area.
 India is one of the most densely populated countries of the world.
 Rugged terrain and unfavourable climatic conditions are the main reasons for the sparse population in some
areas. Moderate to low rainfall and less fertile soils also influence the population density.
28 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

Key Terms
 Census: A Census is an official enumeration of the population of a country that is recorded periodically.
 Population Density: Population density is calculated as the number of persons per unit area.

Population Growth and Processes of Population

Topic-2 Change

Revision Notes
Different patterns of Population Growth:
 In a population, some people are born, some die, some migrate internally or internationally. These three processes
are known as birth rate, death rate and migration, respectively.
 Birth rate: It is the number of live births per thousand persons in a year.
 Death rate: It is the number of deaths per thousand persons in a year.
 Migration: Migration is the movement of people across regions and territories. It can be internal as well as
international.
Factors affecting the size of a population:
 Population grows through births and immigration and declines through deaths and emigration.
 Internal migration influences the distribution of population within the nation.
 In India, most migrations have been from rural to urban areas because of the “Push” factor in rural areas.
 These are adverse conditions of poverty and unemployment in the rural areas and the “pull” of the city in terms
of increased employment opportunities and better living conditions.
 The urban population has increased from 17.29% of the total population in 1951 to 31.80% in 2011.
 There has been a significant increase in the number of ‘million plus cities’ from 35 to 53 in just one decade, i.e.,
2001 to 2011.
Age Composition of Population:
 Age composition indicates the number of people that belong to different age groups.
 The population of a nation is generally grouped into three broad categories :
• Children (Below 15 years)
• Working age adults (15-59 years)
• Aged (Above 59 years)
Dependency ratio is the ratio of the dependent population to the working-age population of the country. The

percentage of children and the aged affect the dependency ratio.
Sex ratio is the ratio of males to females in a population. It is calculated as the number of females per 1000 males

of the population. The sex ratio in India has always remained unfavourable to females.

Key Terms
 Annual growth rate: The rate or pace of population increase. It is studied in per cent per annum.
 Immigration: When people come to a country, it is called immigration.
 Emigration: When people of a country leave that country, it is called emigration.
 Composition of population: The age composition of a population refers to the number of people in different age
groups in a country.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 29

UNIT-III: DEMOCRATIC POLITICS—I

CHAPTER-9

WHAT IS DEMOCRACY? WHY DEMOCRACY?

Topic-1 Democracy and its Features

Revision Notes

What is Democracy?
 The word ‘Democracy’ has been derived from a Greek word ‘Demokratia’. ‘Demos’ means people and ‘Kratia’
means rule. So, democracy is the rule by the people.
 Democracy is a form of government in which the rulers are elected by the people.
 Democracy is the most prevalent form of government in the world today.
Democratic Government
(i) Government formed by people’s representatives.
(ii) Representatives elected by free and fair election.
(iii) Citizens have right to oppose any government action and policy.
(iv) Citizens have right to protest, as long as the mode of protest is within the boundaries of law.
Non-Democratic Government
(i) Rule by force, by a person or by a group of person.
(ii) No opposition is permitted.
(iii) Citizens have no rights.
(iv) Citizens cannot resort to any method of protest.
Features of Democracy
Major Decisions by Elected Leaders
 In Pakistan, General Pervez Musharraf led a military coup in October 1999. He overthrew a democratically elected
government and declared himself the ‘Chief Executive’ of the country. Later, he changed his designation to the
President and in 2002 held a referendum in the country that granted him five-year extension.
 In August 2002, he issued a ‘Legal Framework Order’ that amended the Constitution of Pakistan. According to
this Order, the President can dismiss the national and provincial assemblies.
 Though Pakistan has had elections — the elected representatives have fewer powers. The final power vests with
military officers and General Musharraf himself.
 Clearly, there are many reasons why Pakistan under General Musharraf should not be called a democracy. Among
many reasons, the most significant is the power to take final decision rests with army officials and with General
Musharraf and none of them was elected by the people.
 But in a democracy, the final decision-making power must vest with those who are elected by the people.
Free and Fair Electoral Competition
 In China, elections are regularly held after every five years for electing the country’s parliament, called Quanguo
Renmin Daibiao Dahui (National People’s Congress). The National People’s Congress has the power to appoint
the President of the country.
 Only those, who are members of the Chinese Communist Party or eight smaller parties allied to it, were allowed
to contest elections held in 2002–2003. The government is always formed by the Communist Party.
 Mexico got its independence in 1930, holds elections after every six years to elect its President. The country has
never been under a military or dictator’s rule. But in the year 2000, every election was won by a party called PRI
(Institutional Revolutionary Party).
 Opposition parties in Mexico did contest elections, but never managed to win. It was because the PRI played
many dirty tricks to win elections.
30 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

l But in a democracy, there must be a free and fair election where those currently in power have a fair chance of
losing.
One Person, One Vote, One Value
 Many instances of denial of equal right to vote in the world:
l Until 2015, in Saudi Arabia women did not have the right to vote.
l Estonia has made its citizenship rules in such a way that people belonging to Russian minority find it difficult
to get the right to vote.
l In Fiji, the electoral system is such that the vote of an indigenous Fiji has more value than that of an Indian-
Fijian.
 Democracy is based on a fundamental principle of political equality. Thus, in a democracy, each adult citizen must
have one vote and each vote must have one value.
Rule of Law and Respect for Rights
 Zimbabwe attained independence from White minority rule in 1980. Since then, the country has been ruled
by ZANU-PF, the party that led the freedom struggle. Its leader, Robert Mugabe, ruled the country since
independence till 2017. Elections have been held regularly and always won by ZANU-PF.
 Over the years, his government changed the constitution several times to increase the powers of the President
and make him less accountable. Opposition party workers were harassed and their meeting disrupted. He was
forced out of office in 2017.
 The example of Zimbabwe shows that popular approval of the rulers is necessary in a democracy, but it is not
sufficient. If we wish to assess a democracy, it is important to look at the elections.
 Thus, in a democratic government, rules within limits are set by constitutional law and citizens’ rights.

Key Fact
 Democracy provides an environment that respects human rights and fundamental freedoms, and in which the
freely expressed will of people is exercised.

Key Terms
 Universal Adult Franchise: Any person who is above 18 years of age has the right to vote, irrespective of caste,
colour, status, religion, etc.
 Constitutional monarchy: A government headed by a king or queen whose powers are limited by a Constitution.

Topic-2 Need and Broader meaning of Democracy

Revision Notes

Arguments against Democracy

 Leaders keep changing in a democracy. This leads to instability.
 Democracy is all about political competition and power play. There is no scope for morality.
 So many people have to be consulted in a democracy that it leads to delays.
 Elected leaders do not know the best interest of the people. It leads to bad decisions.
 Democracy leads to corruption as it is based on electoral competition.
 Ordinary people don’t know what is good for them; they should not decide anything.
Arguments for Democracy
 A democratic government is a better government because it is a more accountable form of government.
 Democracy improves the quality of decision making.
 Democracy provides a method to deal with differences and conflicts.
 Democracy enhances the dignity of citizens. Democracy is better than other forms of government because it
allows to correct its own mistakes.
Broader Meaning of Democracy
 In countries which we call as democratic, all the people do not rule. A majority is allowed to take decisions on
behalf of all the people. Even the majority does not rule directly. The majority of people rule through their elected
representatives.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 31
 This has become necessary because:
l Modern democracies involve such a large number of people that it is physically impossible for all of them to
sit together and take a collective decision.
l Even if they could, the citizens do not have the time, the desire or the skills to take part in all the decisions.
 It gives us a clear but minimal understanding of democracy and helps us to distinguish democracies from non-
democracies.
 A democratic decision involves consultation with and consent of all those who are affected by that decision.
 This can apply to a government or a family or any other organisation. Thus, democracy is also a principle that can
be applied to any sphere of life.
 In a democracy, every citizen must be able to play an equal role in decision making.
The working structure of the Government of India and Government of North Korea to have a better and deep
understanding of the functioning of both the governments and how they are different from each other in various ways.
Serial No. India North Korea
i. India is a Sovereign, Socialist, Secular, North Korea is an "independent socialist state" with a
Democratic Republic with a parliamentary totalitarian dictatorship.
form of government which is federal in
structure with unitary features.
ii. There is a Council of Ministers with the Prime The head of government is the premier, assisted by
Minster as its head to advice. The President several vice-premiers and a cabinet, the members
who is the constitutional head of the country. of which are appointed by the Supreme People’s
Assembly (SPA).
iii. Under the Constitution, there are three primary In the North Korean , the Cabinet is the administrative
branches of government: the legislative, the and executive body. The North Korean government
executive and the judiciary, whose powers are consists of three branches: administrative, legislative,
vested in a bicameral Parliament, President, and judicial. They are not independent of each other,
aided by the Council of Ministers, and the but all branches are under the exclusive political
Supreme Court respectively. leadership of the Workers' Party of Korea.
iv. The President of India is the head of state and In practice, the government is under one-man
the Commander-in-Chief of the Indian Armed leadership of Kim Jong-Un. He is the supreme
Forces, whilst the elected Prime Minister acts as commander of the Korean People’s Army and general
the head of the executive and is responsible for secretary of the Korean Workers’ Party (KWP).
running the Union government.
There are several key differences between the two. Let us have a look at few of them:
 The Indian Parliament is made up of two houses - the Lok Sabha (lower house) and the Rajya Sabha (upper
house) - and members are elected through a democratic voting system. The judiciary is independent, and the
Supreme Court is the highest court in the country.
 In contrast, North Korea is a totalitarian state with a single-party system. The head of state and government is the
Supreme Leader. The Workers’ Party of Korea is the only dominating political party , and the country operates a
command economy, with the government controlling all economic activity. There is no independent judiciary in
North Korea, and the legal system is controlled by the government.
 Overall, while India operates under a democratic system where the citizens have a voice in governance; North
Korea operates under an authoritarian system where the government has complete control over the population.
Voting rights of the Indian population Vs the population of Iran
 There are significant differences in the voting rights of India and Iran and their way of approaching electoral
systems and the level of inclusivity they offer to their respective citizens.
 India, as the world’s largest democracy, has a robust and inclusive electoral system. Universal adult suffrage
is guaranteed under the Indian Constitution, granting voting rights to all citizens above the age of 18. This
inclusive approach ensures that every eligible citizen, regardless of their gender, religion, caste, or socioeconomic
background, has the right to vote. India conducts periodic elections at the national, state, and local levels, allowing
citizens to choose their representatives through a secret ballot system. The Election Commission of India oversees
the electoral process, ensuring free and fair elections.
 In contrast, Iran’s voting rights are subject to certain limitations and restrictions. While the country holds elections,
including presidential and parliamentary polls, the process is tightly controlled by the theocratic regime. Iran
follows an Islamic Republic System, where the Supreme Leader holds ultimate authority, and the Guardian
32 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

Council, a body of clerics, screens candidates for elections. This vetting process excludes candidates deemed unfit
or opposed to the principles of the Islamic Republic, limiting the choices available to voters. Additionally, certain
groups, such as religious and ethnic minorities, face challenges in exercising their voting rights.
 In conclusion, while India upholds a comprehensive and inclusive voting rights framework, Iran’s system places
certain restrictions on the electoral process, limiting the choices available to its citizens. Both countries face their
own unique challenges, and ongoing efforts are needed to ensure that voting rights are protected, expanded, and
made accessible to all eligible individuals, regardless of their background or beliefs.

Key Terms
 Minimal democracy: A system of government in which citizens give teams of political leaders, the right to rule in
periodic elections.
 Representative democracy: A type of democracy founded on the principle of elected officials representing a
group of people, as opposed to direct democracy.

Example
‘Democracy is an ideal form which is not limited to Step 3: Democratic temperament: The teacher
the government alone. It goes far beyond and has a should allow students to ask questions in class.
broader meaning.’ Justify.
Step 4: One leader and his family members take
Answer: decisions – this is not democracy.
Step 1: In order to justify the statement, we can
Step 5: True democracy will come to the country
make use of the term democracy for the organisation
other than the government. only when no one goes hungry to bed.
Step 2: Democratic family: All sit down and take a
decision. Everyone’s opinion matters.

CHAPTER-10
CONSTITUTIONAL DESIGN

Topic-1 Democratic Constitution in South Africa

Revision Notes
There are certain basic rules that the citizens and the government have to follow. All such rules together are called the
Constitution. As the supreme law of the country, the Constitution determines the rights of citizens, the powers of the
government and how the government should function.
Democratic Constitution in South Africa
Struggle against Apartheid
 Apartheid was the system of racial discrimination or segregation on the grounds of race unique to South
Africa. The Europeans imposed this system on South Africa. The system of apartheid divided the people and
labelled them on the basis of their skin colour.
 The apartheid system was particularly oppressive for the blacks.
• The non-whites did not have the voting rights.
• They were forbidden from living in white areas.
• They could work in white areas only if they had a permit.
• Trains, buses, taxis, hotels, hospitals, schools and colleges, libraries, cinema halls, theatres, beaches, swimming
pools, public toilets, were all separate for the whites and blacks. This was called ‘segregation’.
• They could not even visit the churches where the whites worshipped.
• Blacks could not form associations or protest against the terrible treatment.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 33
 The African National Congress (ANC) was the umbrella organisation that led the struggle against the policies
of segregation. This included many workers’ unions and the Communist Party. Many sensitive whites also joined the
ANC to oppose apartheid and played a leading role in this struggle.
Towards a New Constitution
 Finally, at the midnight of 26 April 1994, the new national flag of the Republic of South Africa
was unfurled, marking the democracy in the world. The apartheid government came to an end, paving way for the
formation of a multi-racial government.
 After two years of discussion and debate, they came out with one of the finest constitutions the world
has ever had. The characteristics of the South African Constitution are :
• This constitution gave its citizens the most extensive rights available in any country.
• Together, they decided that in the search for a solution to the problems, nobody should be excluded; no one
should be treated as a demon.
• They agreed that everybody should become part of the solution.

Key Terms

 Treason: The offence of attempting to overthrow the government of the

state for which the offender owes allegiance.
 Apartheid: The official policy of racial separation and ill-treatment of blacks
followed by the Government of South Africa between 1948 and 1989.

Why do we Need a Constitution? Making of the

Topic-2 Indian Constitution.

Revision Notes
 When we see the example of South Africa, then we understand why we need the constitution and what constitu-
tions do.
How was this Compromise to be Implemented?
 The constitution of a country is a set of written rules that are accepted by all people living together in a country.
The constitution is the supreme law that determines the relationship among people living in a territory and also
the relationship between the people and government.
 A constitution does many things:
l It generates a degree of trust and coordination that is necessary for different kind of people to live together.
l It specifies how the government will be constituted, who will have power to take which decisions.
l It lays down limits on the powers of the government and tells us the rights of the citizens.
l It expresses the aspirations of the people about creating a good society.
 The Constitution of India was drawn up under very difficult circumstances.
 The country was born through a partition on the basis of religious differences and was a traumatic experience for
the people of India and Pakistan.
 The British had left it to the rulers of the princely states to decide whether they wanted to merge with India or
with Pakistan or remain independent.
 The merger of these princely states was a difficult and uncertain task.
 When the Constitution was being written, the future of the country did not look as secure as it does today.
The Making of the Constitution
 In 1928, Motilal Nehru and the eight other Congress leaders drafted a Constitution for India.
 In 1931, the resolution at the Karachi session of the Indian National Congress dwelt on how independent India’s
Constitution should look like. Both these documents were committed to the inclusion of Universal Adult Franchise,
right to freedom and equality and to protecting the rights of minorities in the Constitution of independent India.
 Our leaders gained confidence to learn from other countries, but on our own terms.
The Constituent Assembly
 The drafting of the document called the Constitution was done by an assembly of elected representatives called
the Constituent Assembly.
34 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

 Elections to the Constituent Assembly were held in July 1946. The Assembly adopted the Constitution on 26th
November 1949, but it came into effect on 26th January 1950. To mark this day, we celebrate January 26 as Republic
Day every year.
Guiding Values of the Indian Constitution
 First, understand the overall philosophy of what our Constitution is all about.
 Read the views of some of our major leaders on our Constitution and read what the Constitution says about its
own philosophy.
 This is what the preamble to the Constitution does.
The Dream and the Promise
 There were many members who followed the vision of Mahatma Gandhi.
 This dream of an India that has eliminated inequality was shared by Dr. Ambedkar.
 Dr Ambedkar played a key role in the making of the Constitution, but his vision of removing inequalities from
India was different from Gandhiji.
Philosophy of the Constitution
 Values that inspired and guided the freedom struggle and were, in turn, nurtured by it, formed the foundation
for India’s democracy. These values are embedded in the Preamble of the Indian Constitution.
 The Constitution of India begins with a short statement of its basic values. This is called the Preamble to the
Constitution.
Institutional Design
 A constitution is not merely a statement of values and philosophy. It is mainly about embodying these values into
institutional arrangements.
 It is a very long and detailed document. Therefore, it needs to be amended quite regularly to keep it updated.
Those who drafted the Indian Constitution felt to make provisions to incorporate changes from time to time.
These changes are called Constitutional Amendments.
Roles and Responsibility as a Citizen of India
 To abide by the constitution and respect its ideals and institution, the National Flag and the National Anthem.
 To cherish and follow the noble ideals which inspired our national struggle for freedom.
 To uphold and protect the sovereignty, unity and integrity of India.

Key Terms
 Constituent Assembly: An assembly of people’s representatives that drafts a Constitution for a country.
 Constitutional Amendment: A change in the Constitution made by the supreme legislative body in a country.
 Preamble: An introductory statement in a constitution which states the reasons and guiding values of the
Constitution.

Example
Assess the Constitution made by the Constituent Step 3: Discussions of several rounds occurred,
Assembly of India. clause by clause.
Answer: Step 4: They worked for 114 days, spread over three
Step 1: It worked in a systematic, open and years.
consensual manner. Step 5: Every document was recorded and
Step 2: Basic principles were decided and Drafting preserved to form twelve bulky volumes of the
Committee prepared a draft of the constitution. Constituent Assembly debates.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 35

CHAPTER-11
ELECTORAL POLITICS

Topic-1 Why Elections?

Revision Notes
 Why do we Need Elections?
 In any democracy, elections take place regularly. But elections are also held in many countries that are not
democratic.
 In most democracies, people rule through their representatives.
 The process by which people choose their representatives at regular intervals is known as Election.
 In an election the voters make many choices:
 They can choose who will make laws for them.
 They can choose who will form the government and take major decisions.
 They can choose the party whose policies will guide the government and law making.
 What Makes an Election Democratic?
The process of election in democratic countries differs from that of non-democratic countries. In a democratic
election, the preferred contestant is elected. The elections are carried out in a free and fair manner.
A simple list of the minimum conditions of a democratic election are:
 Everyone should be able to choose his/her representative, i.e., everyone should have one vote and every
vote should have equal value. This is termed as Universal Adult Franchise.
 There should be parties and candidates to choose from, freedom to contest and a wide choice for people.
 Elections must be held at regular intervals.
 Candidate preferred by the people should be elected.
 Elections should be held in a fair and free atmosphere to be democratic.
 Is it Good to have Political Competition?
Actually, elections are all about the political competition. The most obvious form is the competition among
political parties. At the constituency level, it takes the form of competition among several candidates. If there
is no competition, elections will become pointless.
There are some demerits and merits of the political competition.
Demerits:
 Creates a sense of disunity and ‘party politics’.
 Parties level allegations against each other by using dirty tricks to win elections.
 Long-term policies cannot be formulated.
 Good people do not enter politics.
 Merits:
 Elections are good because they force the ruling party to perform. The government is aware that it will
be voted out of power if it does not perform as the people expected.
 It forces parties and leaders to perform, so competition is good.

Key Terms
 Election: The process by which people choose their representatives at regular intervals is known as election.
 Electorate: It refers to the entire body of people who are qualified to vote in the elections for the legislatures or
local bodies.
 Franchise: It refers to the right of people to vote and elect their representatives to make laws.
36 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

Topic-2 What is Our System of Elections?

Revision Notes
 An election is carried out every five years to the Lok Sabha or the Vidhan Sabha, it is known as a general election.
 Sometimes, the Lok Sabha and the Vidhan Sabha are dissolved and an election is held before the expiry of their
full term of five years. Such an election is called a mid-term election.
 Electoral constituencies
 In India, we follow an area based system of representation. The country is divided into different areas for
purposes of elections. These areas are called Electoral Constituencies. 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.
 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.
 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.
 Reserved Constituencies:
 The Constitution of India entitles every citizen to elect her/his representative and to be elected as a
representative.
 The Constitution of India states a special system of reserved constituencies for the Scheduled Castes (SC) and
Scheduled Tribes (ST) as well as Other Backward Classes (OBC).
 One-third of the seats are reserved in rural and urban local bodies for women candidates.
 Voters’ List:
 In a democratic election like in our country, the list of those who are eligible to vote is prepared much before
the election and given to everyone. This list is officially called the Electoral Roll and is commonly known as
the Voters’ List.
 The Indian Government has introduced the Election Photo Identity Card [EPIC] System. Every eligible voter
on the list is issued a Photo Identity Card. Carrying this EPIC is not mandatory. Instead, voters can provide
proof of identity like ration card or driving licence to exercise their right to vote.
 Nomination of Candidates:
 Any citizen of India who can be a voter can also become a candidate in elections. The only difference is that in
order to be a candidate, the minimum age is 25 years.
 Political parties nominate their candidates who get the party symbol and their party worker’s support. Party’s
nomination is often called ‘party ticket’.
 Every person who wishes to contest an election has to fill a ‘nomination form’ and give some money as
‘security deposit’.
 Election Campaign:
 The main purpose of election campaign is to have a free and open discussion about who is a better
representative, which party will make a better government or what is a good policy.
 Sometimes it is necessary to regulate campaigns to ensure that every political party and candidate gets a fair
and equal chance to compete.
According to our election law:
 Political parties or candidates cannot bribe or threaten voters.
 They cannot ask for votes on the grounds of caste or religion.
 They cannot make use of government resources or places of worship for campaigning.
 They cannot spend more than ` 25 lakh per constituency for a Lok Sabha election or more than ` 10 lakh
per constituency in a state legislative assembly election.
 The Indian Constitution provides equal rights of representation to all the citizens of India.
 There is a common Code of Conduct for election campaigns, which all political parties in India have to follow.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 37
 Polling and Counting of Votes
The final stage of an election is the day when the voters cast or ‘poll’ their vote. That day is usually called the
election day.
Every person whose name is on the voters’ list can go to a nearby polling booth, and cast his/her votes.
Nowadays, electronic voting machines (EVMs) are used to record votes.
Once the polling is over, all the EVMs are sealed and taken to a secured place.
A few days later, on a fixed date, all the EVMs from a constituency are opened and the votes secured by each
candidate are counted. Within a few hours of counting, all the results are declared and it becomes clear as to
who will form the next government.
 There is a common Code of Conduct for election campaigns, which all political parties in India have to follow.

Key Terms
 Campaigning: It refers to a process by which a candidate tries to persuade the voter to vote for him rather than
for others.
 Election Photo Identity Card: The voters are required to carry this card when they go out to vote.
 Voter’s List: List of those who are eligible to vote, that is prepared before the election.
 Electoral Roll: Voter’s list is also known as Electoral Roll.
 Election Manifesto: A document published by every political party before elections containing the policies and
programmes of that party.
 Code of Conduct: A set of norms and guidelines to be followed by political parties and contesting candidates
during the election time.

Example
Analyse the concept of one person, one vote, one should have equal value. No one should be denied
value. the right to vote without a good reason.
Ans. Step 4: Citizens differ from one another in many
Step 1: The Indian Constitution provides equal ways : some are rich, some are poor, some are highly
rights of representation to all the citizens of India in educated, some are not so educated or not educated
elections and to choose their representatives. at all, some are kind, others are not. But all of them
Step 2: All citizens of age 18 years or above are are human beings with their own needs and views.
eligible to vote and a citizen aged 25 years or above Step 5: That is why all of them deserve to have an
is also eligible for contesting an election. equal say in decisions that affect them especially
Step 3: According to Universal Adult Franchise,
politics.
everyone should have one vote and each note

Topic-3 What Makes Elections in India Democratic?

Revision Notes

Independent Election Commission:

 India has a democratic election system. The election system in India is controlled and governed by an
independent and very powerful body called the Election Commission (EC). The EC is headed by the Chief
Election Commissioner, who is assisted by several Election Commissioners.
 The Election Commission of India performs several functions, starting from the announcement of the elections
to the final declaration of the result.
 It drafts and implements the Model Code of Conduct for elections and takes disciplinary action against parties
violating it.
38 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

 The Election Commission is authorised to advise the government on decisions affecting the election and control
the transfer of government officials. The Election Commission also has the function of controlling the work of
government officials on election duty. The Election Commission has the power to order a re-poll in case it finds
evidence of unfair practices during polling.
Popular Participation:
 The quality of the election process can also be checked by seeing the participation of people. Some conclusions
about participation in India:
(i) People’s participation in the election is measured by voter turnout figures. Turnout indicates the percentage
of eligible voters, who actually cast their vote.
(ii) In India, the poor, illiterate and underprivileged people vote in larger proportion as compared to the rich and
privileged sections.
(iii) Common people in India feel that through elections they can bring pressure on political parties to adopt
policies and programmes favourable to them.
(iv) The interest of voters in election related activities has been increasing over the years.
Acceptance of Election Outcome:
 One final test of the free and fairness of the election is the outcome of the election.
(i) The ruling parties routinely lose elections in India both at the national and state level.
(ii) In India, about half of the sitting MPs or MLAs lose elections.
(iii) Candidates who are known to have spent a lot of money on ‘buying votes’ and those with known criminal
connections often lose elections.
(iv) Barring very few disputed elections, the electoral outcomes are usually accepted as ‘people’s verdict’ by the
defeated party.
Challenges to Free and Fair Elections
 Elections in India are basically free and fair. Sometimes this may not be true for every constituency.
 There are many limitations and challenges to Indian elections. These include :
(i) Candidates and parties with a lot of money enjoy a big and unfair advantage over smaller parties.
(ii) Candidates with criminal connections have been able to push others out of the electoral race and to secure a
‘ticket’ from major parties.
(iii) Tickets are distributed to relatives from their families.
(iv) Elections offer little choice to ordinary citizens as major parties are quite similar to each other, both in policies
and practice.
(v) Smaller parties and independent candidates suffer a huge disadvantage compared to bigger parties.

Key Terms
 Incumbent: The current holder of a political office.

CHAPTER-12
WORKING OF INSTITUTIONS

How is a major policy

Topic-1 decision taken?; Parliament

Revision Notes
A Government Order
 On August 13, 1990, the Government of India issued an Order.
 It was called an Office Memorandum.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 39
 According to this order, other than SC and ST the 27% job reservation benefit will be given to a new third category
called Socially and Educationally Backward Classes (SEBC).
 Only persons who belong to backward classes, were eligible for this quota.
The Decision Makers
 In a Democratic Government, the decision making power is divided in three separate organs – the legislature, the
executive and the judiciary.
 The legislature makes the laws, the executive implements them, and the judiciary resolves disputes that arise out
of major policy decisions. It consists of an assembly of the people’s representatives which has the power to enact
laws for a country.
 Any major policy decision is conveyed through a government order. A government order is also called an office
memorandum. This Office Memorandum was the culmination of a long chain of events.
 The Second Backward Classes Commission in India was established in 1979 by the Janata Party Government
under the then Prime Minister Morarji Desai. It was popularly known as the Mandal Commission.
 As per the Mandal Commission recommendations, a government order announced that 27 per cent of vacancies
in civil posts and services under the Government of India would be reserved for Socially and Economically
Backward Classes (SEBC). The reservations issue was strongly protested by the people stating that this largely
affected everyone’s job opportunities.
Need for the Political Institution
 A democracy works well when political institutions perform functions assigned to them.
 Institutions involve Meetings, Committees and Routines.
 This often leads to delays and complications.
 Some of the delays and complications introduced by institutions are very useful as they provide an opportunity
for a wider set of people to be consulted.
 Institutions make it difficult to have a good decision taken very quickly. But, they also make it equally difficult
to rush through a bad decision.
 There are several such institutions at work : The Prime Minister and the Cabinet are institutions that make
all the important policy decisions. The civil servants are responsible for taking steps to implement the policy
decisions effectively. The Supreme Court, as an institution, resolves the disputes between the citizens and the
government.
Why Do We Need Parliament
 The Parliament is a national assembly of elected representatives of the people. The Parliament has the authority
of enacting laws. It can add new laws, and change or abolish existing laws. National policy and important public
issues are discussed and debated in the Parliament.
Two Houses of Parliament
 The Parliament consists of the office of the President of India and two houses—the Rajya Sabha or the Council of
States, and the Lok Sabha or the House of the People.
 The Rajya Sabha is the Upper House of the Parliament of India. It consists of 250 members, of which 12 are
nominated by the President of India. The remainder of the Rajya Sabha is elected by state and territorial
legislatures. The term of office is 6 years, and 1/3rd of the members retire every 2 years. The Vice President is the
ex-officio Chairman of the Rajya Sabha.
 The Lok Sabha is directly elected by the people of India. The Lok Sabha can have a maximum of 552 members,
including 20 members from the Union Territories and 2 from the Anglo Indian community. The Speaker presides
over the sessions.
 Though the Rajya Sabha has some special powers, the Lok Sabha has supreme powers. The Lok Sabha can be
dissolved by the President. Once the Lok Sabha passes the budget or a law related to money, the Rajya Sabha
cannot reject it.

Key Terms
 Office memorandum: A communication issued by an appropriate authority stating the policy or decision of the
government.
 Reservations: A policy that declares some positions in government employment and educational institutions
‘reserved’ for people and communities who have been discriminated against, are disadvantaged and backward.
 Lok Sabha: It is the Lower House of the Parliament. The Lok Sabha is directly elected by the people of India.
40 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

 Rajya Sabha: The Rajya Sabha is the Upper House of the Parliament of India. The Rajya Sabha is indirectly elected
by members of state assemblies.
 Speaker: He is the presiding officer of the Lok Sabha and is responsible for the efficient conduct of business in the
Lok Sabha.
 Ordinance: Temporary law promulgated by the President of India on the recommendations of the Union Cabinet.
It can only be issued when the Parliament is not in session. It has to be approved by the Parliament within six
weeks of its first sitting otherwise the ordinance would be considered null and void.
 Money Bills: Bills dealing with money matters like taxes, income, expenditure and grants.

Example
‘‘Parliament is the supreme legislature of India.’’ Step 2: In India, such a national assembly of elected
Justify the statement. representatives is called Parliament. At the state
level, it is called Legislature or Legislative Assembly.
Answer:
Step 3: Parliament is the final authority for making
Step 1: In all democracies, an assembly of elected laws in any country.
representatives exercises supreme political authority Step 4: Parliaments all over the world can make new
on behalf of the people. laws, change existing laws or abolish existing laws
and make new ones in their place.

Topic-2 Political Executive

Revision Notes
Political and Permanent Executive
 A group of functionaries is called the executive. The executive has two categories: political and permanent. The
political executive consists of political leaders who are elected by the people for a specific term.
 The permanent executive includes members who are appointed on a long-term basis. The permanent executive is
also called the civil services. The political executive has more powers and the final say in all important decisions,
as they are the representatives of the people.

Prime Minister and Council of Ministers

 The political executive includes the Prime Minister and the Council of Ministers. The President appoints the
leader of the majority, or the coalition party that has a majority in the Lok Sabha, as the Prime Minister. Prime
Minister is the most important political institution in the country.
 The remaining ministers are appointed by the President based on the Prime Minister’s advice. These ministers
are usually from the party or the coalition that has a majority in the Lok Sabha. The group of minister is called the
Council of Ministers. It usually has 60 to 80 Ministers of different ranks. The Council of Ministers includes Cabinet
Ministers, Ministers of State with independent charge and other Ministers of State.

Powers of Prime Minister

 The Prime Minister has several powers as the Head of the Government. He chairs cabinet meetings, and assigns
work to the other ministers. He also has the power to dismiss ministers. If the Prime Minister resigns, the entire
ministry is supposed to resign.
 The Prime Minister is the most powerful member in the Cabinet. The power of the Prime Minister in all
parliamentary democracies of the world has increased so much in the recent decades that parliamentary
democracies are sometimes seen as the Prime Ministerial form of Government.

The President
 The President is the Head of the State and has nominal powers. The President supervises the overall functioning
of all political institutions in the country to achieve the objectives of the state. The President is not directly elected
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 41
by the people. All the Members of Parliament (MPs) and the members of the state legislative assemblies elect the
President.

Powers of President
 All major government activities, policy decisions and laws are issued in the name of the President. The President
takes all major decisions based on the advice of the council of ministers.
 One major decision that the President makes on his or her own is to appoint the Prime Minister. The President
appoints the leader of the majority party or coalition that enjoys a majority support in the Lok Sabha as the Prime
Minister.

Key Terms
 Cabinet : A body of senior ministers who controls important ministers.
 Collective responsibility: For any decision or action of the Cabinet, the Council of Ministers is collectively
responsible. If any cabinet decisions is not approved by the Parliament, the entire Council of Ministers has to
resign.
 Emergency: Extraordinary or abnormal situation in a country which can pose threat to the constitution or security.

Topic-3 The Judiciary

Revision Notes
 The judiciary includes all the courts at different levels in a country and consists of the Supreme Court, High
Courts and District Courts. The Supreme Court is the top legal organisation.
 The Indian courts of law are further divided into two groups : civil courts and criminal courts. The civil courts deal
with general disputes regarding land, property and rights. The criminal courts deal with cases of murder, riot and
looting.
 The Supreme Court controls the judicial administration in the country and resolves disputes between citizens
and the government, between two or more states and between states and the union governments.
 The Supreme Court is the highest court of appeal in civil and criminal cases. It can hear appeals against the
decisions of the High Courts.
 The Indian judiciary is known for being independent of the legislature and the executive and is non-partisan.
The judges do not act on the direction of the government or the ruling party. The judges for the Supreme Court
and High Courts are appointed by the President on the advice of the Prime Minister and in consultation with the
Chief Justice of Supreme Court.
 The senior judges of the Supreme Court select the new judges of the Supreme Court and the High Courts. There
is very little scope for interference by the political executive. Once a person is appointed as judge of the Supreme
Court or the High Court, it is nearly impossible to remove him or her from that position. It is as difficult as
removing the President of India.
 A judge can be removed only when an impeachment motion is passed separately by a two-third majority of
members of each of the two houses of the Parliament.
Powers of Judiciary
 The Supreme Court and the High Courts have the power to interpret the Constitution. If the courts feel that any
law or action of the government is against the Constitution, they can declare it invalid.
 The judiciary can review laws and government actions. The Indian judiciary is independent in the appointment
and removal of judges, and in the execution of its powers.
 Anyone can approach the court if public interest and human rights are affected by the actions of the government.
This is called a Public Interest Litigation. The courts can intervene to ensure that the government and its officials
are not misusing the powers.

Key Term
 Impeachment: A special parliamentary procedure to prosecute or to remove the President and other judges for
the violation of the constitution.
42 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

CHAPTER-13
DEMOCRATIC RIGHTS

Topic-1 Life Without Rights; Rights in a Democracy

Revision Notes
 Violation of Citizens’ Rights by the USA:
 About 600 people were secretly picked up by the US forces from all over the world and put in a prison in
Guantanamo Bay, an area near Cuba controlled by the American Navy.
 The American Government said that they were enemies of the US and linked to the attack on New York on 11th
September 2001.
 Families of prisoners, media or even UN representatives were not allowed to meet them. The US Army arrested
them, interrogated them and decided to keep them there. There was no trial before any magistrate in the US.
 Amnesty International, an International human rights organisation, collected information on the condition of the
prisoners in Guantanamo Bay and reported that the prisoners were being tortured in ways that violated the US
laws.
 Prisoners were not released even after they were officially declared not guilty. An independent inquiry by the UN
supported these findings. The UN Secretary General said the prison in Guantanamo Bay should be closed down.
The US Government refused to accept these pleas.
 Violation of Citizens’ Rights in Saudi Arabia:
 The country is ruled by a hereditary king and the people have no role in electing or changing their rulers.
 The king selects the legislature as well as the executive. He appoints the judges and can change any of their
decisions.
 Citizens cannot form political parties or any political organisation. Media cannot report anything that the
monarch does not like.
 There is no freedom of religion. Every citizen is required to be Muslim. Non- muslim residents can follow their
religion in private, but not in public.
 Women are subjected to many public restrictions. The testimony of one man is considered equal to that of two
women.
 Violation of Citizens’ Rights in Yugoslavia (Kosovo):
 Kosovo was a province of Yugoslavia before its split. In this province, the population was overwhelmingly ethnic
Albanian Muslims. But in the entire country, Serbs (Christians) were in majority.
 A narrow-minded Serb nationalist Milosevic had won the election. His government was very hostile to the Kosovo
Albanians. He wanted the Serbs to dominate the country. Many Serb leaders thought that ethnic minorities like
Albanians should either leave the country or accept the dominance of the Serbs.
 74 year old Batisha Hoxha was sitting in her kitchen with her 77 year old husband Izet, staying warm by the
stove. She knew five or six soldiers had burst through the front door and were demanding her children.
 They shot Izet three times in the chest. When her husband was dying, the soldiers pulled the wedding ring off
and even before she came out of the house, they burnt her house.
 This was typical of what happened to thousands of Albanians in that period. This was one of the worst instances
of killings based on ethnic prejudices in the recent times. Finally, Milosevic lost power and was tried by an
International Court of Justice for crimes against humanity.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 43
 What are Rights? Why Do We Need Rights in a Democracy?
 Rights are reasonable claims of persons recognised by society and sanctioned by law.
 Rights are necessary for the very sustenance of democracy.
 In a democracy, every citizen has to have the right to vote and the right to be elected to government.
 For democratic elections to take place, it is necessary that citizens should have the right to express their opinion,
form political parties and take part in political activities.
 Rights protect minorities from the oppression of the majority. They ensure that the majority cannot do whatever
it likes. Rights are guarantees which can be used, when things go wrong.
 The government should protect the citizens’ rights. But sometimes, elected governments may not protect or may
even attack the rights of their own citizens.
 That is why some rights are needed to be placed higher than the government so that the government cannot
violate them. In most democracies, the basic rights of the citizen are written down in the Constitution.

Key Term

Amnesty International: Amnesty International is an international organization of volunteers who campaign for

human rights. This organisation brings out independent reports on the violation of human rights all over the
world.

Rights in the Indian Constitution; Expanding scope

Topic-2
of Rights

Revision Notes
 Some rights which are fundamental to our life are given a special status. They are called Fundamental Rights.
 The Fundamental Rights guaranteed by the Indian Constitution are:
(i) Right to Equality:
 Right to Equality means that the laws apply in the same manner to all, regardless of a person’s status. This is
called the Rule of Law. Rule of Law is the foundation of democracy.
 The government shall not discriminate against any citizen on the grounds of religion, caste, ethnicity, sex or place
of birth.
 Every citizen shall have access to public places like shops, restaurants, hotels and cinema halls. Similarly, there
shall be no restriction with regard to the use of wells, tanks, bathing ghats, roads, playgrounds and places of
public resorts maintained by government or dedicated to the use of general public.
 All citizens have equality of opportunity in matters relating to employment or appointment to any position in the
government. No citizen shall be discriminated against or made ineligible for employment.
 The Constitution mentions one extreme form of social discrimination, the practice of untouchability and clearly
directs the government to put an end to it. The practice of untouchability has been forbidden in any form.
(ii) Right to Freedom:
Under the Indian Constitution, all citizens have the right to
(i) Freedom of speech and expression:
(ii) Freedom to assemble in a peaceful manner.
(iii) Freedom to form associations and unions.
(iv) Freedom to move freely throughout the country.
(v) Freedom to reside in any part of the country.
(vi) Freedom to practice any profession, or to carry on any occupation, trade or business.
(vii) Citizens have the freedom to hold meetings, processions, rallies and demonstrations on any issue.
(viii) Your freedom should not cause public nuisance or disorder. You are free to do everything which injures no
one else.
44 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

(iii) Right Against Exploitation:

 Right against Exploitation prevents the exploitation of weaker sections of society.
 Our Constitution forbids human trafficking.
 The Constitution bans practices of bonded or forced labour.
 The Constitution also prohibits child labour. Under this a child who is below 14 years, is restricted to work.
(iv) Right to Freedom of Religion:
 As India is a secular country, every citizen is free to profess, propagate and practice any religion he/she believes
in.
 This ensures that no one can force anyone to convert his/her religion, but a person is free to convert religion on
his/her own will.
 It does not mean that one can do whatever he/she wants in the name of religion.
 Also, the government cannot pressurise any person to pay any tax for promotion of any religion or religious
institutions.
(v) Cultural and Educational Rights:
 This protects the right of every citizen to maintain their culture, language or script.
 Admission to any educational institution maintained by government or receiving government aid cannot be
refused to anyone on the ground of religion or language.
 This ensures right of minorities to establish and administer educational institutions of their choice.
(vi) Right to Constitutional Remedies:
 The Fundamental Rights in the Constitution are important because they are enforceable. We have a right to seek
the enforcement of the above mentioned rights. This is called the Right to Constitutional Remedies.
 This Fundamental Right makes other rights effective.
 Courts also enforce the Fundamental Rights against private individuals and bodies. The Supreme Court and High
Courts have the power to issue directions, orders or writs for the enforcement of the Fundamental Rights.
 A person can go to court against the violation of a Fundamental Right. If it is of social or public interest, it is called
Public Interest Litigation (PIL). Under the PIL, any citizen or group of citizens can approach the Supreme Court
or a High Court for the protection of public interest against a particular law or action of the government.
 The flipped coexistence of rights versus duties refers to a philosophical concept that challenges the conventional
understanding of the relationship between individual rights and societal duties. Traditionally, it has been
widely accepted that individuals possess certain rights that are protected by law, while duties usually are seen
as obligations individuals owe to society. However, the flipped coexistence theory proposes a reversal of this
perspective, suggesting that duties should be given priority over rights.
 Advocates of the flipped coexistence argue that by focusing on duties, individuals become more mindful of
the impact of their actions on others and are motivated to actively contribute to the betterment of society. By
reframing the relationship between rights and duties, the theory seeks to foster a more holistic approach to
societal functioning that takes into account the well-being of the entire community.
 However, critics of the flipped coexistence theory raise concerns about the potential for an overbearing state or
society that prioritises duties at the expense of individual freedoms. Balancing the rights of individuals with their
corresponding duties remains a complex challenge, requiring careful consideration and dialogue to ensure that
neither aspect is disproportionately favoured or undermined.
 In conclusion, the flipped coexistence theory challenges the traditional understanding of the relationship between
rights and duties by proposing that duties should take precedence over rights. By emphasizing the importance
of societal responsibilities, the theory seeks to promote a more balanced and harmonious society. While it offers
potential benefits such as fostering a sense of civic responsibility, critics caution against potential infringements
on individual freedoms. Achieving a proper balance between rights and duties is an ongoing challenge that
requires thoughtful deliberation and consideration of societal well-being.
Additional Rights Guaranteed by Indian Constitution
 Over the years the scope of rights has expanded. From time to time, the courts gave judgments to expand the
scope of rights.
 Now, school education has become a right for Indian citizens. The governments are responsible for providing free
and compulsory education to all children up to the age of 14 years.
 Parliament has enacted a law giving the right to information to the citizens. We have a right to seek information
from government offices.
 Recently, the Supreme Court has expanded the meaning of the right to life to include the right to food.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 45
 The right to property and right to vote in elections are important Constitutional Rights.
Constitution of South Africa guarantees its citizens several kinds of new rights:
 Right to privacy, so that citizens or their homes cannot be searched, their phones cannot be tapped, their
communication cannot be opened.
 Right to an environment that is not harmful to their health or well being.
 Right to have access to adequate housing.
 Right to have access to health care services, sufficient food and water; no one must be refused of emergency
medical treatment.
Human right activists all over the world seek a set of rights as a standard of human rights. These include:
 Right to work: opportunity to everyone to earn livelihood by working.
 Right to safe and healthy working conditions, fair wages that can provide decent standard of living for the
workers and their families.
 Right to adequate standard of living including adequate food, clothing and housing.
 Right to social security and insurance.
 Right to Health: Medical care during illness, special care for women during childbirth and prevention of
epidemics.
 Right to education: Free and compulsory primary education, equal access to higher education.

Key Terms
 Writ: A formal document containing an order of the court to the government issued only by the High Court or
the Supreme Court.
 National Human Rights Commission: It is an independent organization established in 1993. Its main work is to
focus on human rights and help the victims, whose rights are violated.

Example
Explain the Right to Culture and Education for aid cannot be denied to any citizen on the ground of
minorities. religion or language.
Ans. Step 3: All minorities have the right to establish
Step 1: The Constitution specifies the cultural and and administer educational institutions of their
educational rights of the minorities. Any section of choice. Here minority does not mean only religious
citizens with a distinct language or culture has a minority at the national level.
right to conserve it. Step 4: In some places, people speaking a particular
Step 2: Admission to any educational institution language are in majority while, people speaking a
maintained by government or receiving government different language are in a minority.

UNIT-IV ECONOMICS
CHAPTER-14
PEOPLE AS RESOURCE

Topic-1 Quality of Population

Revision Notes
Introduction
 Various activities have been classified into three main sectors: Primary, Secondary and Tertiary.
46 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

l Primary sector includes agriculture, forestry, animal husbandry, fishing, poultry farming, mining, and
quarrying.
l Manufacturing is included in the secondary sector.
l Trade, transport, communication, banking, education, health, tourism, services, insurance, etc., are included in
the tertiary sector. The activities in this sector result in the production of goods and services.
 Since these activities add value to the national income, they are called economic activities.
l Economic activities have two parts – market activities and non- market activities.
l Market activities involve remuneration to anyone who performs, i.e., activity performed for pay or profit.
These include production of goods or services including government service.
l Non-market activities are the production for self-consumption. These can be consumption and processing of
primary products and own account production of fixed assets.
l A division of labour exists between men and women in the family because of the historical and cultural reasons.
l The household work done by women is not recognized in the national income.
l Among the organized sector, teaching and medicine attract the women the most. Some women have
entered administrative and other services including job that needs high levels of scientific and technological
competence.
Quality of Population
 The quality of population depends upon:
l The literacy rate.
l Health of a person is indicated by life expectancy.
l Skill formation acquired by the people of the country.
Education
 Education is an important input for the growth of a person.
l It opens new horizons for the person.
l Provides new aspiration.
l Develops values of life.
l Contributes towards the growth of the society.
l Enhances the national income and cultural richness.
l Increases the efficiency of governance.
 The policies that can add to the literate population of India:
l Schools like Navodaya Vidyalaya have been established in each district.
l Vocational streams have been developed to equip large number of high school students with occupations
related to knowledge and skills.
l “Sarva Siksha Abhiyan” is a significant step towards providing elementary education to all children in the age
group of six to fourteen years by 2010.
l The bridge courses and back-to-school camps have been initiated to increase the enrolment in elementary
education.
l Mid-day meal scheme has been implemented to encourage attendance and retention of children and improve
their nutritional status.
 The eleventh plan endeavoured to increase the enrolment in higher education of the 18 to 23 years age group to
15 percent by 2011–2012 and to 21 percent by twelfth plan.
Health
 The health of a person helps him to realize his potential and provides the ability to fight illness.
 Improvement in the health status of the population has been the priority of the country.
 Our national policy aims at improving the accessibility of health care, family welfare and nutritional service, with
a special focus on the under-privileged segment of the population.
 Increase in longevity of life is an indicator of the good quality of life marked by self-confidence.
 Reduction in infant mortality involves the protection of children from infection, ensuring nutrition along with
mother and child care.

Key Terms
 GNP (Gross National Product): It is the sum total of all the final goods and services produced by the normal
residents of a country during an accounting year.
 Human capital formation: When the existing human resource is further developed by becoming more educated
and healthy, human capital formation takes place. It adds to the productive power of the country, just like physical
capital formation.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 47
 Literacy rate: Percentage of people above a certain age, who can, along with understanding, both read and write
short simple statements in everyday life.
 Infant mortality rate: The number of death of infants under one year of age occurring among the live births per
thousand of the births in a year.
 Death rate: Death rate is the number of deaths per thousand persons in a year.
 Birth Rate: It is the number of babies born for every 1,000 people during a particular period of time.
 Life expectancy: The average period that a person may expect to live.

Example

“Health should be treated as an important asset Step 3: The National Health Policy 2002 aims at
for human capital”. Analyse the statements with achieving an acceptable standard of health for the
reference to our national health policy. general population of the country.
Ans. Step 4: To achieve the objective, a comprehensive
Step 1: Improvement in the health status of the approach was advocated, which included
population has been the priority of the country. improvements in individual health care, public
health, sanitation, clean drinking water, access
Step 2: The country has a well structured three tier to food and knowledge of hygiene and feeding
public health infrastructure comprising Community practices.
Health Centres, Primary Health Centres and Sub-
Step 5: Over the last five decades India has built
Centres spread across rural and semi-urban areas
up a vast health infrastructure and has developed
and tertiary medical care providing multi- speciality manpower required at primary, secondary and
hospitals and medical colleges located almost tertiary sector in Government as well as in the
exclusively in the urban areas. private sector.

Topic-2 Unemployment

Revision Notes
 Unemployment is said to exist when people who are willing to work at the prevailing wages cannot find jobs.
 In case of India, we have unemployment in rural and urban areas. However, the nature of unemployment differs
in rural and urban areas. In case of rural areas, there is seasonal and disguised unemployment. Urban areas
mostly have educated unemployment.
 Seasonal unemployment takes place when people are not able to find jobs during some months of the year.
People, dependent upon agriculture, usually face such kind of problem.
 In case of disguised unemployment, people appear to be employed. They have an agricultural plot where they
find work. This usually happens among family members engaged in agricultural activity. The work requires the
service of five people, but engages eight people. Three people are extra. These three extra people are disguised
unemployed.
 Unemployment leads to wastage of manpower resource. People who are an asset for the economy turn into a
liability.
 Unemployment has a detrimental impact on the overall growth of an economy.
 Unemployment tends to increase economic overload. The dependence of the unemployed on the working
population increases. The quality of life of an individual as well as of society is adversely affected.
 Increase in unemployment is an indicator of a depressed economy.
 In case of India, statistically, the unemployment rate is low. A large number of people represented with low
income and productivity are counted as employed.
 The employment structure is characterized by self-employment in the primary sector. Agriculture is the most
labour absorbing sector of the economy, though the rate has been declining in recent years because of disguised
unemployment.
 Some of the surplus labour in agriculture has moved to either the secondary or the tertiary sector.
48 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

 Encourage entrepreneurship: Encouraging people to start their own businesses can help create new jobs.
Governments can offer incentives and tax breaks to entrepreneurs and provide access to funding and resources
to help them get started.
 Invest in education and training: Governments can invest in education and training programs to help workers
develop new skills and adapt to changing industries. This can make them more employable and help them find
jobs in growing industries.
 Create public works programs: Governments can create public works programs to help create jobs in areas such
as infrastructure development, construction, and environmental projects.
 Increase public sector employment: Governments can increase public sector employment to provide job
opportunities for people who are struggling to find work in the private sector.
 Provide unemployment benefits and support: Governments can provide unemployment benefits and support to
help people who are out of work to meet their basic needs and find new job opportunities.
 Promote international trade: International trade can create new job opportunities and stimulate economic
growth. Governments can negotiate trade agreements and provide support for businesses that want to export
their products and services.
 Implement a living wage: Implementing a living wage can help lift people out of poverty and reduce the number
of people who are unemployed or underemployed.
 Address discrimination and inequality: Discrimination and inequality can prevent some people from accessing
job opportunities. Governments can implement policies to address these issues and ensure that everyone has an
equal chance to succeed.

Key Terms
 Educated Unemployment: This type of unemployment occurs in urban areas when the educated and qualified
youth is not able to get employment.

CHAPTER-15
POVERTY AS A CHALLENGE

Topic-1 Poverty–Introduction, Indicators and Estimates

Revision Notes
l Poverty can be defined as the lack of common things like food, clothing, shelter, safe drinking water, medical
care and education, which determine the quality of life. Poverty exists in both urban and rural areas of India.
l There are certain things that are common in the life of poor people in urban and rural India. These include
hunger and malnutrition, lack of proper housing and shelter, no healthcare in case of illness and no regular
job and income, lack of sanitation and safe drinking water, no education for children, hopelessness and ill-
treatment.
l The most commonly-used indicators to understand poverty are related to the levels of income of people and
their consumption of goods.
l Poverty is looked through other social indicators like illiteracy level, lack of general resistance due to
malnutrition, lack of access to health care, lack of job opportunities, lack of access to safe drinking water,
sanitation, etc.
l The concept of social exclusion states that poor people have to live in poor surroundings excluded from
neighbourhoods of people who are better off.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 49
l Social exclusion can be both an effect and a cause of poverty. A person may be forced to live in poor
surroundings, because he or she is poor. Social exclusion excludes people from equal opportunities of
education, healthcare, employment and general quality of life.
l Vulnerability is the measure of the probability of certain groups of people becoming poor or remaining poor
in future.
l Vulnerability is determined by the availability of options for employment, education, healthcare, etc. Poor
people are more vulnerable to poverty.
 Poverty line and Vulnerable groups (Indicators)
l A person is considered poor if his or her income or consumption level falls below a given“minimum level”
necessary to fulfill the basic needs.
l Poverty line may vary with time and place. In India, the determination of the poverty line takes into
consideration the minimum requirements of food, clothing, footwear, fuel, power, education and healthcare
for the subsistence of an individual.
l Minimum requirement of food is done by taking the minimum calorie requirement into consideration. In
India, the minimum daily requirement is fixed at 2,400 calories per person in rural areas and 2,100 calories per
person in urban areas.
l Though the calorie requirement for the people in rural areas is more, their poverty line income is less than the
people in urban areas.
l The poverty line is revised periodically to accommodate rising prices and the changing requirements of
people through nationwide surveys conducted by the National Sample Survey Organization. The percentage
of population living under poverty line in India has reduced. Some groups and communities are more
vulnerable to poverty than others.
l Even within a family, some people are more vulnerable and suffer more than the others due to poverty, like
the elderly, women and children, especially the girls.
 Estimates of Poverty : The incidence of poverty in India was around 55 per cent in 1973 which declined to 36 per
cent in 1993 and further to 26 per cent in 2000.

Key Terms
 Poverty line: The concept of poverty line is based on the fact that a person must have a minimum level of income
and consumption to satisfy the basic needs of food, clothing, clean water, education and healthcare.

Inter-State Disparities and Global Poverty

Topic-2 Scenario; Causes of Poverty, Anti-Poverty
Measures and the Challenges Ahead

Revision Notes
 Poverty in India also has another aspect or dimension. The proportion of poor people is not the same in every
state. The success rate of reducing poverty varies from state to state.
 Odisha with a poverty ratio of 47 percent and Bihar with a poverty ratio of 43 percent are the two poorest states
in India. The poverty ratios in Madhya Pradesh, Assam, Tripura and Uttar Pradesh are also much higher.
 The states that have shown the most significant decline in poverty are Jammu and Kashmir, Punjab, Haryana,
Gujarat, West Bengal, Andhra Pradesh, Tamil Nadu and Kerala. The decline in poverty in Punjab and Haryana
was driven by high agricultural growth rates after the Green Revolution in India.
 In West Bengal, the decline in poverty is associated with land reforms that aimed to improve the condition of small
farmers and agricultural workers. In Andhra Pradesh and Tamil Nadu, a well-implemented Public Distribution
System of food grains is the cause of the decline in poverty.
 Kerala has the highest literacy rate in India for both its male and female population. The focus on education and
training and development of human resources has led to the decline of poverty of Kerala.
50 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

 Global Scenario:
 The proportion of people in different countries living in extreme economic poverty— defined by the World Bank
as living on less than $1.90 per day—has fallen from 36 per cent in 1990 to 10 per cent in 2015.
 The rapid decline in poverty in China, and Southeast Asian countries is associated with rapid economic growth
and huge investments in human resource development in these regions.
 In Sub-Saharan Africa, poverty in fact declined from 51 per cent in 2005 to 40.2 per cent in 2018 .
 In Latin America, the ratio of poverty has also declined from 10 per cent in 2005 to 4 per cent in 2018.
 Poverty has also resurfaced in some of the former socialist countries like Russia, where officially it was non-
existent earlier.
 The proportion of people living under poverty in different countries as defined by the international poverty line.
Causes of Poverty:
 The main causes of poverty in India include low economic growth during the colonial rule, population
explosion, lack of job opportunities, irregular low-paying employment, inequitable distribution of resources
and indebtedness.
Anti-Poverty Measures and the Challenges Ahead
 Anti-poverty measures taken by the Indian Government are based on two main objectives: Increasing economic
growth in the country and launching anti-poverty programmes for specific groups of people.
 The Government of India has launched several anti-poverty programmes like the Prime Minister Rozgar Yojna,
Rural Employment Guarantee Programme and Swarnajayanti Gram Swarozgar Yojna which are aimed at
generating self-employment opportunities in rural areas.
 Human poverty extends beyond the traditional definition of poverty to include lack of housing, education,
healthcare, job security, and lack of equal opportunities or dignity, due to discrimination based on caste, colour
or gender.
 India’s future in combating poverty appears bright. Rising economic growth, falling population growth rate,
radical schemes for free elementary education for all and empowerment of women and the weaker sections of
society, should result in an appreciable reduction of poverty in the years to come.

Key Terms
 Inter-state disparities: It is the proportion of poor people in different states of the country and varies from state
to state.

Example
NREGA 2005 is an important anti-poverty Step 3: It initially started for 625 districts, but later
programme. Explain. on it was extended to all districts of India. One-third
Answer of the proposed jobs were reserved for women.
Step 1: NREGA stands for National Rural Step 4: The Central Government established
Employment Guarantee Act, 2005. National Employment Guarantee Funds and
Step 2: It aims at providing 100 days assured State Government established State Employment
employment every year to every rural household. If
Guarantee Funds for implementation of the scheme.
an applicant is not provided employment within 15
days he/she will be entitled to a daily unemployment
allowance.

CHAPTER-16
FOOD SECURITY IN INDIA

Topic-1 Introduction to Food Security

Revision Notes

 What is Food Security?

l Food security means availability, accessibility and affordability of food to all people at all times.
 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 51
 Why Food Security?
l People living in poverty suffer from lack of food security most of the time as they cannot afford food. In
situations of natural disasters like flood, drought and earthquake, the problem of food security assumes
larger proportions and affects a larger number of people.
l Natural calamities like flood and drought destroy crops and existing food stocks triggering a chain reaction.
Destruction and decrease in the production of food causes decrease in the availability of food. A decrease
in the availability of food causes food prices to rise. The rise in food prices decreases the afford ability, and
more people are unable to buy food.
l A natural calamity affecting a large area for a long duration of time leads to starvation and conditions of
famine.
l A famine is characterized by wide spread deaths due to starvation and epidemics caused by forced use of
contaminated water or decaying food and loss of body resistance due to weakening from starvation.

 Who are Food-Insecure?

l A large section of people suffers from food and nutrition insecurity in India, the worst affected groups are
landless people with little or no land to depend upon, traditional artisans, providers of traditional services,
petty self-employed workers and destitute including beggars.
l In the urban areas, the food insecure families are those whose working members are generally employed in
ill-paid occupations and casual labour market.
l The people affected by natural disasters, who have to migrate to other areas in search of work, are also
among the most food insecure people.
l A large proportion of pregnant and nursing mothers and children under the age of 5 years constitute an
important segment of the food insecure population.
l Hunger is another aspect indicating food insecurity. Hunger has chronic and seasonal dimensions. Chronic
hunger is a consequence of diets persistently inadequate in terms of quantity and/or quality. Seasonal
hunger is related to cycles of food growing and harvesting.

 Food Security in India

l India has become self-sufficient in food grains during the last thirty years because of a variety of crops
grown all over the country.
l The introduction of modern farming methods brought about the Green Revolution in India and was marked
by a dramatic increase in the production of food grains.
l The availability of food grains at the country level has further been ensured with a carefully designed food
security system by the government. This system has two components: buffer stock and public distribution
system.
l Buffer Stock is the stock of food grains, namely wheat and rice procured by the government through Food
Corporation of India (FCI).
l The food procured by the FCI is distributed through government regulated ration shops among the poorer
section of the society. This is called the public distribution system (PDS).
l Public Distribution System (PDS) is the most important step taken by the Government of India (GoI) towards
ensuring food security.

Key Terms

 Food Corporation of India: Since the Green Revolution, food grain production in India has increased manifold.
The food security system in India consists of the creation of buffer stocks of food grains and their distribution
through the public distribution system. Every year, after the harvest of food grains like wheat and rice, the
government buys food grains from farmers through the Food Corporation of India.
 Wheat Revolution: It was a special stamp released in July 1968 by Indira Gandhi, the Prime Minister of India,
to officially record the impressive achievement of the Green Revolution.
52 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX

Example
What are the problems of the functioning of ration open market to make profits, selling poor quality
shops? grains at ration shops, irregular opening of the
Answer: shops, etc. Such actions make safe and nutritious
Step 1: The public distribution system (PDS) food inaccessible and unaffordable for many of the
is the most important step taken by the Indian poor.
government towards ensuring food security. Step 5: Under the targeted public distribution
However, there have been several problems related system, there are three kinds of ration cards:
to the functioning of ration shops. Antyodaya cards (for the poorest of the poor), BPL
Step 2: The food grains supplied by the ration shops cards (for those below poverty line) and APL cards
are not enough to meet the consumption needs (for all others). Prices of the food materials are fixed
of the poor. As a result, they have to depend on accordingly. Under this system, any family above
markets instead. the poverty line gets very little discount at the ration
shop. The price of food items for an APL family is
Step 3: The average all-India level of consumption
almost as high as in the open market, so there is
of PDS grains is only 1 kg per person per month.
little incentive for them to buy the items from the
Step 4: Most public-distribution-system dealers’ ration shop.
resort to malpractices like diverting food grains to

Topic-2 Role of Cooperatives in Food Security

Revision Notes
 Cooperative societies in India are playing a significant role in ensuring food security and are more active in
western and southern regions of the country. In Tamil Nadu, around 94% of all fair price shops run under the
Public Distribution System are managed by cooperatives.
 Mother Dairy is a cooperative that sells milk and vegetables at fixed rates decided by the Delhi Government.
 Anand Milk Union Limited or Amul, Gujarat is one of the most successful cooperatives in India. Amul gave a
tremendous boost to milk production leading to the White Revolution in India. Amul not only encourages dairy
farming, but also provides a variety of milk products to consumers all over the country.
 The Academy of Development Sciences in Maharashtra is a society devoted to welfare of tribal and rural
communities. ADS has set up grain banks in tribal and rural areas with the help of local NGOs to food security.
 A grain bank functions like a normal bank. The members can make deposits of surplus grain after the harvest
and make withdrawals during lean periods. Grain bank members can also take loans in the form of grain and
repay the loans with interest at the time of the next harvest.

 Class 9 Social Studies Hist. Ch 1: French
Revolution
Worksheet

Question 1.
In 1774, Louis XVI of the Bourbon family of Kings ascended the throne of ________ .
Question 2.
What was newly elected assembly called ?
Question 3.
The burden of financial activities of state during the Old Regime was borne by the
________ .
Question 4.
In France, the eighteenth century witnessed the emergence of a social group, termed
as the ________ .
Question 5.
The American constitution and its guarantee of individual rights was an important
example for political thinkers in ________ .
Question 6.
The constitution of 1791 vested the power to make laws in the ________ .
Question 7.
The constitution began with a Declaration of the rights of ________ .
Question 8.
The National Assembly of France voted in April 1792 to declare war against ________
.Question 9.
Who introduced Reign of Terror and where ?

Question 10.
The members of the Jacobin Club belonged mainly to ________ .
Question 11.
One important law that came into effect soon after the storming of the Bastille in
1789 was the ________ ..

Question 12.
In 1804, Napoleon Bonaparte crowned himself as Emperor of the ________ .
Question 13.
The political body representing the three estates of pre-revolutionary France was
known as ________ .
Question 14.
Which theory was proposed by Montesquieu ?
Question 15.
Who proposed the Social Contract theory ?
Question 16.
A triangular slave trade started among ________ .
Question17.
What did the French Revolution of 1789 stand for ?
Question 18.
What did the fall of Bastille signify ?
Question 19.
Name the special tax levied by the church on peasants.
Question 20.

On what principle was voting conducted in the Estates General ?

Question 21.
What is a Guillotine ?

Question 22.
What idea did the ‘Law Tablet Convey’ ?
Question 23.
Who was the leader of the Jacobin club ?
Question 24.
What was the Estates General ?
Question 26.
Who was Robespierre ? Why Is his reign referred as the ‘Reign of Terror’ ?

Question 27.
How was the French society organised before the revolution of 1789 ?
Question 28.
How was the Church responsible for the French Revolution ?
Question 29.
State the election process of the National Assembly in France.
Question 30
What were the main ideas behind the French Revolution ?

Question 31.

Write some of the main features of the French Constitution of 1791.

Question 32.
What was subsistence crisis ? Mention two factors responsible for this crisis ?
Question 33.

What were the causes of the empty treasury of France under Louis XVI ?
Question 34.
Which laws were introduced by revolutionary government to improve the condition of
women in France ?
Question 35.
“The revolutionary government took it upon themselves to pass laws that would
translate the ideals of liberty and equality into everyday practice.” Discuss this
statement with special emphasis on the abolition of censorship.
Question 36.
Describe the social conditions in France before the French Revolution.
Question 37.
Describe causes for the fall of Jacobin government in France.
Question 38.
Explain the role of philosophers in the French Revolution of 1789.

-------------------------------------------------------------------------------------------------------------------------------
 PODAR INTERNATIONAL SCHOOL (CBSE)
Practice Sheet 2
Grade: IX Topic: Ch 1. The French Revolution
Subject: Social Science Maximum Marks: 10

Question 1 Choose the correct option.

(a) Which of the following statements is true? [1]
i. In the 18th century, the French society was divided into four
estates.
ii. In the 18th century, peasants formed about 70 percent of the
population in France.
iii. In 18th century France, members of the third estate had to pay an
direct tax called taille.
iv. In the 18th century, the population of France reduced from 28
million to 23 million.
(b) Which of the following books was written by Jean Jacques Roussseau? [1]
i) L’Ami du peuple
ii) What is the Third Estate?
iii) The Spirit of the Laws
iv) Two Treatises of Government
(c) Which among the following was considered a natural right under the [1]
Declaration of the Rights of Man and Citizens in France?
i) Right to constitutional rememdies
ii) Freedom to practise one’s own religion
iii) Freedom of speech
iv) Right to vote
(d) In 18th century France, which type of societies did the philosophers [1]
envisage?
i) Society based on privileges
ii) Society based on merit and end of privileges
iii) Society based on gender inequality
iv) Society based on equal laws and social position determined by
birth

CB/IX/2021 Practise Sheet 2 page 1 of 2

 (e) Which of the following was not a cause of empty treasury during Louis [1]
XVI’s accession to the throne?
i) Stringent revenue collection measures
ii) Long years of war
iii) Extravagant court at the Palace of Versailles
iv) Debt burden due to French involvement in the American War of
independence
Question 2 Correct the following statement and rewrite. [1]
(a) The term Old Regime is used to describe the society of France in the late
1900s.
(b) In 1792, a new assembly called the Convection was formed that [1]
established monarchy in France.
Question 3 Answer the following questions.
(a) What is subsistense crisis? [1]

(b) What was the main principle proposed by Rousseau in Social Contract? [1]

(c) What was the main demand of the Society of Revolutionary and [1]
Republican Women?
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

CB/IX/2021 Practise Sheet 2 page 2 of 2

The French Revolution Class 9
Notes Social Science History
Chapter 1
After analysis of the previous 3 years’ examination papers, it is concluded that
the following topics are the most important concepts from this chapter and
should be focussed upon.

 The outbreak of the French Revolution

 Changes after Revolution
 Classes of French Societies
 Facts about Napoleon, the former emperor of France.
 The French Society during the Late 18th Century-

The French Society comprised :

 1st Estate: Clergy

 2nd Estate: Nobility
 3rd Estate: Big businessmen, merchants, court officials, peasants,
artisans, landless laborers, servants, etc.

Some within the Third Estate were rich and some were poor

The burden of financing activities of the state through taxes was borne by the
Third Estate alone.

The Struggle for Survival: Population of France grew and so did the
demand for grains. The gap between the rich and poor widened. This led to
subsistence crises.
The Growing Middle Class: This estate was educated and believed that
no group in society should be privileged by birth. These ideas were put forward
by philosophers such as Locke the English philosopher and Rousseau the
French philosopher. The American Constitution and its guarantee of individual
rights was an important example of political theories of France. These ideas
were discussed intensively in salons and coffee houses and spread among
people through books and newspapers. These were even read aloud.

The Outbreak of the Revolution

The French Revolution went through various stages. When Louis XVI became
the king of France in 1774, he inherited a treasury which was empty. There was
growing discontent within the society of the Old Regime.

1789: Convocation of Estates General. The Third Estate forms National

Assembly, Tennis Court Oath the Bastille is stormed, peasant revolts in the
countryside, Assembly issues Declaration of the Rights of Man.

1791: A constitution is framed to limit the powers of the king and to guarantee
the basic right to all human beings.

1792-93: Convention abolishes Monarchy; France becomes a republic. The

Jacobin Republic overthrown, a Directory rules France.

1795: New Constitution is adopted. A new Convention appointed a five-man

Directorate to run the state from 26th October 1795. Churches reopened.

1799: The Revolution ends with the rise of Napoleon Bonaparte, Napoleon’s
coup abolishes Directory and establishes Consulate.

Time Line: The French Revolution

1770s-1780s: Economic decline: French Government in deep debt. In 1774,

Louis XVI ascends to the throne.

1788-1789: Bad harvest, high prices, food riots.

1789, May 5: Estates-General convened, demands reforms.

1789, July 14: National Assembly formed. Bastille stormed on July 14. French
Revolution starts.

1789, August 4: Night of August 4 ends the rights of the aristocracy, the
surrender of feudal rights.

1789, August 26: Declaration of the Rights of Man

1790: Civil Constitution of the Clergy nationalizes the Church.

1791: Dissolution of the National Constituent Assembly.

1792: Constitution of 1791 converts absolute monarchy into a constitutional

monarchy with limited powers.

1792: Austria and Prussia attack revolutionary France, Robespierre, elected the
first Deputy for Paris to the National convention.

1793: Louis XVI and Marie Antoinette were executed.

1792-1794: In 1793, the Reign of Terror starts. Austria, Britain, the

Netherlands, Prussia, and Spain are at war with France.

RobespieRRe’s committee of public safety repels back

foreign invaders.

Executes many ‘enemies of the people’ in France itself.

1794: Robespierre is executed. France is governed by a Directory, a committee

of five men. The Reign of Terror ends.

1795: National convention dissolved.

1799: Napoleon Bonaparte becomes the leader of the French Revolution ends.

women’s Revolution

 From the very beginning, women were active participants in the events
which brought about so many changes in French society.
 Most of the women of the third estate had to work for a living.
 Their wages were lower than those of men.
  They demanded equal pay for equal work.
 In order to discuss and voice their interests, women started their own
political clubs and newspapers.
 One of their main demands was that women must enjoy the same
political rights as men.
 Some laws were introduced to improve the position of women.
 Their struggle still continues in several parts of the world.
 It was finally in 1946 that women in France won the right to vote.

The Abolition of Slavery

 There was a triangular slave trade among Europe, Africa, and America.
 In the 18th century, there was little criticism of slavery in France.
 No laws were passed against it.
 It was in 1794 that the convention made free to all slaves.
 But 10 years later slavery was reintroduced by Napoleon.
 It was finally in 1848 that slavery was abolished in the French colonies.

The Revolution and Everyday Life

 The years following 1789 in France saw many changes in the lives of
men, women, and children.
 The revolutionary governments took it upon themselves to pass laws
that would translate the ideals of liberty and equality into everyday
practice.
 One important law that came into effect was the abolition of censorship.
 The ideas of liberty and democratic rights were the most important
legacy of the French Revolution. These spread from France to the rest of
Europe during the 19th century.
Napoleon

 In 1804, Napoleon crowned himself emperor of France.

 He set out to conquer neighboring European countries, dispossessing
dynasties and creating kingdoms where he placed members of his
family.
 He saw his role as a modernizer of Europe.

He was finally, defeated at Waterloo in 1815.