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The Dream of Worldwide Democratic and Social Republics - The Pact

Between Nations, a print prepared by Frédéric Sorrieu, 1848
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The dream of worldwide democratic and social republics

● The first print of the series, shows the peoples of Europe and America -
men and women of all ages and social classes - marching in a long train,
and offering homage to the statue of Liberty as they pass by it.

● She bears a torch in one hand and charter of the rights of man in the
other.

● On the earth in the foreground of the image lie the shattered remains of
the symbols of absolutist institutions.
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Sorrieu’s Utopian Vision

● The peoples of the world are grouped as distinct nations, identified through their flags and
national costume.
● Leading the procession, way past the statue of Liberty, are the United States and
Switzerland, which by this time were already nation-states.
● France, identifiable by the revolutionary tricolour, has just reached the statue.
● She is followed by the peoples of Germany, bearing the black, red and gold flag.
● Following the German peoples are the peoples of Austria, the Kingdom of the Two Sicilies,
Lombardy, Poland, England, Ireland, Hungary and Russia.
● From the heavens above, Christ, saints and angels gaze upon the scene.

Symbolise fraternity among the nations of the world.

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Connect with the theme of the chapter

The Rise of Nationalism Brought about sweeping changes in the political and mental
world of Europe.

Emergence of nation state in place of the multinational dynastic empire of Europe.

Modern State Nation State

The majority of its citizens, and not only its rulers, came to develop a sense of
common identity and shared history or descent.

Was it so easy?
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Nation State Created a sense of collective identity.

● This commonness did not exist from time immemorial.

● It was forged through struggles, through the actions of leaders and the common people.

Theme of the chapter

The diverse processes through which nation-states and

nationalism came into being in nineteenth-century Europe.
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What we are going to study in this chapter?

■ The French revolution and the idea of Nation

■ The making of nationalism in Europe

➢ The Aristocracy and the new middle class
➢ What did liberal nationalism stand for?
➢ A new conservatism after 1815
➢ The revolutionaries

■ The age of revolutions - (1830 - 1848)

➢ The romantic imagination and national feeling
➢ Hunger, Hardship, popular revolt
➢ 1848 - The revolution of the liberals
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What we are going to study in this chapter?

■ The making of Germany and Italy

➢ Germany - Can the Army be the architect
of a nation
➢ Italy unified
➢ The strange case of Britain

■ Visualising the nation

■ Nationalism and imperialism

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The French Revolution and the Idea of Nation

➔ The first clear expression of nationalism French Revolution in 1789

How?

The French revolution led to the transfer of sovereignty.

Monarchy Body of French citizens

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French Revolution in 1789 Shift of power

But how the sense of collective identity amongst the French people was created?

● The ideas of la patrie (the fatherland) and le citoyen (the citizen) emphasised the notion of a united
community enjoying equal rights under a constitution.
● A new French flag, the tricolour, was chosen to replace the former royal standard.
● The Estates General was elected by the body of active citizens and renamed the National Assembly.
● New hymns were composed, oaths taken and martyrs commemorated, all in the name of the
nation.
● A centralised administrative system was put in place and it formulated uniform laws for all citizens
within its territory.
● Internal customs duties and dues were abolished and a uniform system of weights and measures
was adopted.
● Regional dialects were discouraged and French, as it was spoken and written in Paris, became the
common language of the nation.
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Objective of French Revolution

The revolutionaries further declared that it was the mission

and the destiny of the French nation to liberate the peoples
of Europe from despotism.

Help other peoples of Europe to become nations.

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French Revolution Europe

● Jacobic clubs

● French armies which moved into Holland, Belgium,

Switzerland and much of Italy in the 1790s.

● Outbreak of the revolutionary wars, the French armies

began to carry the idea of nationalism abroad.

Napoleon and his role

Napoleon
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Napoleon France Europe

● Napoleon set about introducing many of the reforms that

he had already introduced in France.

● Through a return to monarchy Napoleon had, no doubt,

destroyed democracy in France, but in the administrative
field he had incorporated revolutionary principles in order
to make the whole system more rational and efficient.

Civil code of 1804 Napoleon

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Civil code of 1804

Usually known as napoleonic code.

● Did away with all privileges based on birth, established equality before the law and secured
the right to property.
● Napoleon simplified administrative divisions, abolished the feudal system and freed
peasants from serfdom and manorial dues.
● In the towns too, guild restrictions were removed.
● Transport and communication systems were improved.
● Peasants, artisans, workers and new businessmen enjoyed a new-found freedom.

Outcome
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The reactions of the local populations to French rule were mixed.

Explain

● Initially, in many places such as Holland and Switzerland, as well as in certain cities like
Brussels, Mainz, Milan and Warsaw, the French armies were welcomed as harbingers of
liberty.
● But the initial enthusiasm soon turned to hostility, as it became clear that the new
administrative arrangements did not go hand in hand with political freedom.

Increased taxation, censorship, forced conscription into the

How?
French armies required to conquer the rest of Europe, all seemed
to outweigh the advantages of the administrative changes.
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The Making of Nationalism in Europe

Making of nationalism No nationalism

No nation states

Explain

What we know today as Germany, Italy and Switzerland

were divided into kingdoms, duchies and cantons whose
rulers had their autonomous territories.
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The example of Habsburg Empire

● Ruled over Austria-Hungary, for example, was a patchwork of many different regions
and peoples.
● It included the Alpine regions - the Tyrol, Austria and the Sudetenland - as well as
Bohemia, where the aristocracy was predominantly German-speaking.
● It also included the Italian-speaking provinces of Lombardy and Venetia.
● In Hungary, half of the population spoke Magyar while the other half spoke a variety
of dialects.
● In Galicia, the aristocracy spoke Polish.
● Besides these three dominant groups, there also lived within the boundaries of the
empire, a mass of subject peasant peoples.
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The Aristocracy and The New Middle Class

Aristocracy New middle class

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Rich landed aristocracy Socially and politically a dominant class on the continent.

Aristocratic class

● United by a common way of life that cut across regional divisions.

● They owned estates in the countryside and also townhouses.
● They spoke French for purposes of diplomacy and in high society.
● Their families were often connected by ties of marriage.
● This powerful aristocracy was, however, numerically a small group.

Then who were in majority?

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The majority of the population was made up of the peasantry.

➢ To the west, the bulk of the land was farmed by tenants

and small owners.
➢ While in Eastern and Central Europe the pattern of
landholding was characterised by vast estates which
were cultivated by serfs.
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New middle class

The growth of towns and the emergence of

Industrial revolution commercial classes whose existence was based
on production for the market.

Outcome

Emergence of a working-class population, and middle classes made up

of industrialists, businessmen, professionals.

It was among the educated, liberal middle classes that ideas of national unity following the
abolition of aristocratic privileges gained popularity.
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Where did the new middle class emerged?

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What did Liberal Nationalism Stand for?

Liberal + Nationalism

Ideas of national unity in early-nineteenth-century Europe were

closely allied to the ideology of liberalism.

For the new middle classes liberalism stood

Liber It means ‘free’ in latin. for freedom for the individual and equality
of all before the law.

Liberalism

Political Economic
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Liberalism in Political Sphere

● It emphasised the concept of government by consent.

● Since the French Revolution, liberalism had stood for the end of autocracy and clerical
privileges.
● A constitution and representative government through parliament.
● Nineteenth-century liberals also stressed the inviolability of private property.

Yet, equality before the law did not necessarily stand for universal suffrage.

Connect with French Revolution

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Liberalism in Economic Sphere

The emerging middle classes demanded for the freedom of markets and the abolition of state
imposed restrictions on the movement of goods and capital.

Why?

● Challenges in the economic set up at that time.

● Differences in unit of weight and measurement of goods. (E.g. - Elle)
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Such conditions were viewed as obstacles to economic exchange

and growth by the new commercial classes.

∴ Creation of a unified economic territory was demanded.

● In 1834, a customs union or zollverein was formed at the initiative of Prussia

and joined by most of the German states.
● The union abolished tariff barriers and reduced the number of currencies from
over thirty to two.
● The creation of a network of railways further stimulated mobility, harnessing
economic interests to national unification.

A wave of economic nationalism strengthened the wider nationalist

sentiments growing at the time.
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A New Conservatism after 1815

Connect the story

Defeat of Napoleon, 1815 Spirit of conservatism

What is conservatism?

Conservatives + Ism

Conservatives believed that established, traditional institutions of state

and society - like the monarchy, the Church, social hierarchies, property
and the family - should be preserved.
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Were conservatives against the change?

● Most conservatives, did not propose a return to the society of pre-revolutionary days.

● Modernisation could in fact strengthen traditional institutions like the monarchy.

How?

A modern army, an efficient bureaucracy, a dynamic economy, the abolition of feudalism

and serfdom could strengthen the autocratic monarchies of Europe.
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Defeat of Napoleon, 1815 Spirit of conservatism Aftermath

Treaty of Vienna

● Representatives of the European powers - Britain, Russia,

Prussia and Austria - who had collectively defeated Napoleon,
met at Vienna to draw up a settlement for Europe.
● The Congress was hosted by the Austrian Chancellor Duke
Metternich.
● The main intention was to restore the monarchies that had
Duke Metternich
been overthrown by Napoleon, and create a new conservative
order in Europe.
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Changes introduced under treaty of vienna

● The Bourbon dynasty, which had been deposed during the French
Revolution, was restored to power.
● France lost the territories it had annexed under Napoleon.
● A series of states were set up on the boundaries of France to prevent
French expansion in future.

■ Thus the kingdom of the Netherlands, which included Belgium, was set up in the
north and Genoa was added to Piedmont in the south.
■ Prussia was given important new territories on its western frontiers, while Austria
was given control of northern Italy.
■ Russia was given part of Poland while Prussia was given a portion of Saxony.
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The new conservative regime V/S The society

● Conservative regimes set up in 1815 were autocratic.

● They did not tolerate criticism and dissent, and sought to curb activities that
questioned the legitimacy of autocratic governments.
● Most of them imposed censorship laws to control what was said in newspapers,
books, plays and songs and reflected the ideas of liberty and freedom associated
with the French Revolution.

Impact

The memory of the French Revolution nonetheless continued to inspire liberals.

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The Revolutionaries

Conservative regime after 1815 Drove many liberal nationalists underground.

Secret societies sprang up in many European states to train revolutionaries and spread their ideas.

Revolutionary

● A commitment to oppose monarchical forms that had been

established after the Vienna Congress, and to fight for liberty and
freedom.
● Most of these revolutionaries also saw the creation of
Giuseppe Mazzini and the nation-states as a necessary part of this struggle for freedom.
founding of Young Europe in
Berne 1833.
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Giuseppe Mazzini

● Italian revolutionary, born in Genoa in 1807.

● He became a member of the secret society of the Carbonari.
● As a young man of 24, he was sent into exile in 1831 for
attempting a revolution in Liguria.
● He subsequently founded two more underground societies.

➔ Young Italy in Marseilles.

➔ Young Europe in Berne.
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The idea of Giuseppe Mazzini

“He believed that God had intended nations to be the natural units of mankind.”

● Italy could not continue to be a patchwork of small states and kingdoms.

● It had to be forged into a single unified republic within a wider alliance of nations.
● This unification alone could be the basis of Italian liberty.

Mazzini’s relentless opposition to monarchy and his vision of democratic republics

frightened the conservatives.

➔ Metternich described him as ‘the most dangerous enemy of our social order’.
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The Age of Revolutions: 1830 - 1848

Connect the story

The Rise of Nationalism in Europe

Revolutions
French Revolution (1789)

Napoleonic wars begin (1797) ● France

● Belgium
Fall of Napoleon and Conservatives regime (1815 - 1830) ● Greece

Revolutions (1830 - 1848)

Led by the liberal-nationalists belonging to the educated middle-class elite.

Among whom were professors, schoolteachers, clerks and members of the commercial middle classes.
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July revolution in france

‘When France sneezes, the rest of Europe catches cold.’

- Duke Metternich

● The Bourbon kings who had been restored to power during the
conservative reaction after 1815, were now overthrown by liberal
revolutionaries.

● Installed a constitutional monarchy with Louis Philippe at its head.

Louis Philippe
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‘When France sneezes, the rest of Europe catches cold.’

July Revolutions

Sparked an uprising in Brussels which led to

Belgium breaking away from the United Kingdom
of the Netherlands.
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Greek War of Independence

● An event that mobilised nationalist feelings among the educated elite across Europe.
● Greece had been part of the Ottoman Empire since the fifteenth century.
● The growth of revolutionary nationalism in Europe sparked off a struggle for independence
amongst the Greeks which began in 1821.
● Nationalists in Greece got support from other Greeks living in exile and also from many
West Europeans who had sympathies for ancient Greek culture.
● Poets and artists lauded Greece as the cradle of European civilisation and mobilised public
opinion to support its struggle a gainst a Muslim empire.

➢ The Treaty of Constantinople of 1832 recognised Greece as an independent nation.

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Lord Byron

● English poet who fought for the Greek war of independence.

● He organised funds and later went to fright in the war, where

he died of fever in 1824.
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The Romantic Imagination and National Feelings

Theme

● Nationalism did not come about only through wars

and territorial expansion.
● Culture played an important role in creating the idea
of the nation: art and poetry, stories and music
helped express and shape nationalist feelings.
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Romanticism

● An ideology where culture, art and ideas are focused upon to create a form of
nationalist sentiments.

● Romantic artists and poets generally criticised the glorification of reason and
science and focused instead on emotions, intuition and mystical feelings.

● Their effort was to create a sense of a shared collective heritage, a common

cultural past, as the basis of a nation.
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Ideas of Johann Gottfried Herder

● Claimed that true German culture was to be discovered

among the common people - das volk.

● It was through folk songs, folk poetry and folk dances that
the true spirit of the nation (volksgeist) was popularised.

● So collecting and recording these forms of folk culture was

essential to the project of nation-building.

Johann Gottfried Herder

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Role of Vernacular language and local folklore

Helpful in recovering an ancient national spirit.

+
Important to carry the modern nationalist message to large audiences who were mostly illiterate.

Example of Poland

● Poland, had been partitioned at the end of the eighteenth century by the Great Powers -
Russia, Prussia and Austria.
● Even though Poland no longer existed as an independent territory, national feelings were
kept alive through music and language.
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Karol Kurpinski

Celebrated the national struggle

through his operas and music, turning
folk dances like the polonaise and
mazurka into nationalist symbols.
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Language too played an important role in developing nationalist sentiments.

● After Russian occupation, the Polish language was forced out of schools and the Russian
language was imposed everywhere.

● In 1831, an armed rebellion against Russian rule took place which was ultimately crushed.

● Following this, many members of the clergy in Poland began to use language as a weapon of
national resistance.

● Polish was used for Church gatherings and all religious instruction.

● The use of Polish came to be seen as a symbol of the struggle against Russian dominance.
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Hunger, Hardship and Popular Revolt

1830’s

The years of great economic hardship in Europe. Reasons

Increase in population

Unmployment Migration Overcrowded slums

+
The rise of food prices or a year of bad harvest led to widespread
pauperism in town and country.
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➔ Industrialisation in England further created hardships.

How?

● Imports of cheap machine-made goods from England.

● Small producers in town faced shift competition.
● Textile production (mainly at small scale) suffered a lot.

In those regions of Europe where the aristocracy still enjoyed power, peasants
struggled under the burden of feudal dues and obligations.

Outcomes
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Hunger + Hardship =*PeoplePopular Revolt

of France

Revolts of poor in France, 1848

*Louis Philippe
● Food shortages and widespread unemployment brought the population of Paris out on the roads.
● Barricades were erected and Louis Philippe was forced to flee.

Results

■ A National Assembly proclaimed a Republic.

■ Granted suffrage to all adult males above 21.
■ Guaranteed the right to work.
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The story of revolt is Silesia

The journalist Wilhelm Wolff described the events in a Silesian village as follows:
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1848: The Revolution of the Liberals

The revolutions in 1848

Revolt of the poor, 1848 Revolt of educate middle classes

● Events of February 1848 in France had brought about the abdication of the monarch and a
republic based on universal male suffrage had been proclaimed.
● In other parts of Europe where independent nation-states did not yet exist - such as
Germany, Italy, Poland, the Austro-Hungarian Empire.
● Men and women of the liberal middle classes combined their demands for constitutionalism
with national unification.

They took advantage of the growing popular unrest to push their demands for the creation of a nation
state on parliamentary principles - a constitution, freedom of the press and freedom of association.
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The revolution of liberals in Germany region

In German region

● Members were middle-class professionals, businessmen and prosperous artisans came

together in the city of Frankfurt.

To vote for an All - German National Assembly

● On 18 May 1848, 831 elected representatives marched in a festive procession to take their
places in the Frankfurt parliament convened in the Church of St Paul.
● They drafted a constitution for a German nation to be headed by a monarchy subject to a
parliament.
Outcomes
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All German National Assembly Wanted monarchy subject to the constitution.

Outcomes

● When the deputies offered the crown on these terms to Friedrich Wilhelm IV, King of
Prussia.
● He rejected it and joined other monarchs to oppose the elected assembly.
● While the opposition of the aristocracy and military became stronger, the social basis of
parliament eroded.
● The parliament was dominated by the middle classes who resisted the demands of workers
and artisans and consequently lost their support.
● In the end troops were called in and the assembly was forced to disband.
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The issue of extending political rights to women. Controversial

Explain

● Within the liberal movement, large numbers of women had participated actively over the
years.
● Women had formed their own political associations, founded newspapers and taken part
in political meetings and demonstrations.
● Despite this they were denied suffrage rights during the election of the Assembly.
● When the Frankfurt parliament convened in the Church of St Paul, women were admitted
only as observers to stand in the visitors’ gallery.
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The Frankfurt parliament in the

Church of St Paul.
Contemporary colour print. Notice
the women in the upper left gallery.
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Was the revolution of the liberals, 1848 a failed attempt?

Though conservative forces were able to suppress liberal movements

in 1848, they could not restore the old order.

Explain

● Monarchs were beginning to realise that the cycles of revolution and repression could only be
ended by granting concessions to the liberal-nationalist revolutionaries.
● Hence, in the years after 1848, the autocratic monarchies of Central and Eastern Europe began to
introduce the changes that had already taken place in Western Europe before 1815.
● Thus serfdom and bonded labour were abolished both in the Habsburg dominions and in Russia.
● The Habsburg rulers granted more autonomy to the Hungarians in 1867.
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The Making of Germany

Germany - Can the army be the architect of a Nation?

Connect the story

● After 1848, nationalism in Europe moved away from its association with democracy
and revolution.
● Nationalist sentiments were often mobilised by conservatives for promoting state
power and achieving political domination over Europe.

The making of Germany and Italy as nation state.

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Tried to unite the different regions of the

The liberal middle class Germans in 1848 German confederation into a nation-state
governed by an elected parliament.

Outcomes

This liberal initiative to nation-building was, however, repressed by the combined forces of the
monarchy and the military, supported by the large landowners (called Junkers) of Prussia.

Then how Germany was unified?

Army the architect of a nation

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➔ After the failed attempt of liberals, Prussia took on the

leadership of the movement for national unification.

How?

● Its chief minister, Otto von Bismarck, was the architect of this
process carried out with the help of the Prussian army and
bureaucracy.
● Three wars over seven years - with Austria, Denmark and
France - ended in Prussian victory and completed the process
Otto Von Bismarck
of unification.
● In January 1871, the Prussian king, William I, was proclaimed
German Emperor in a ceremony held at Versailles.
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Friedrich Wilhelm IV William I

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Unification of Germany VS Making of Germany

Explain

● The nation-building process in Germany had demonstrated the dominance of

Prussian state power.

● The new state placed a strong emphasis on modernising the currency, banking,
legal and judicial systems in Germany.

● Prussian measures and practices often became a model for the rest of Germany.
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Unification of Germany (1866-71)

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Italy Unified

Italy too had a long history of political fragmentation.

● During the middle of the nineteenth century, Italy was

divided into seven states, of which only one,
Sardinia-Piedmont, was ruled by an Italian princely house.
● The north was under Austrian Habsburgs.
● The centre was ruled by the Pope.
● The southern regions were under the domination of the
Bourbon kings of Spain.
● Even the Italian language had not acquired one common
form and still had many regional and local variations. Italian states before unification, 1858
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Then how Italy was unified?

● During the 1830s, Giuseppe Mazzini had sought to put together

a coherent programme for a unified Italian Republic.
● He had also formed a secret society called Young Italy for the
dissemination of his goals.

Failed

The failure of revolutionary uprisings both in 1831 and 1848 meant

that the mantle now fell on Sardinia-Piedmont under its ruler King
Victor Emmanuel II to unify the Italian states through war.
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How and Why would the King Victor Emmanuel II unify the Italian states?

How? Unification of Italy with the help of Cavour and Garibaldi.

+
In the eyes of the ruling elites of this region, a unified Italy
Why? offered them the possibility of economic development and
political dominance.
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➔ Contribution of chief minister cavour

● Chief Minister Cavour who led the movement to unify

the regions of Italy was neither a revolutionary nor a
democrat.
● Like many other wealthy and educated members of
the Italian elite, he spoke French much better than he
did Italian.
● Through a tactful diplomatic alliance with France
engineered by Cavour, Sardinia-Piedmont succeeded
in defeating the Austrian forces in 1859. Italy after unification.
The map shows the year in which
different regions become part of a
unified Italy.
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➔ Contribution of Giuseppe Garibaldi

● A large number of armed volunteers under the leadership of

Giuseppe Garibaldi fought for the unification of southern
part of Italy.
● In 1860, they marched into South Italy and the Kingdom of
the Two Sicilies and succeeded in winning the support of the
local peasants in order to drive out the Spanish rulers.

In 1861 Victor Emmanuel II was proclaimed king of united Italy.

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Unification of Germany VS Making of Germany

Explain

● Much of the Italian population, among whom rates of

illiteracy were very high, remained blissfully unaware of
liberal nationalist ideology.

● The peasant masses who had supported Garibaldi in

southern Italy had never heard of Italia, and believed that
*Victor Emmanuel
‘La Talia’ was Victor Emmanuel’s wife!
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The Strange Case of Britain

● In Britain the formation of the nation-state was not the result

Strange?? of a sudden upheaval or revolution.
● It was the result of a long-drawn-out process.

The primary identities of the people who inhabited the British Isles were ethnic ones.

● English
● Welsh
● Scot
● Irish

● The English nation steadily grew in wealth, importance and power, it was able to extend
its influence over the other nations of the islands.
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English Parliament Seized power from monarchy in 1688 at the end of a

protracted conflict.
+
● Between England and Scotland that resulted in the
Act of union 1707 formation of the ‘United Kingdom of Great Britain’.
● England was able to impose its influence on Scotland.
● The British parliament was henceforth dominated by
+ its English members.

Incorporation of Ireland
Impact
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Impact of Act of Union 1707

● The growth of a British identity meant that Scotland’s distinctive culture

and political institutions were systematically suppressed.
● The Catholic clans that inhabited the Scottish Highlands suffered terrible
repression whenever they attempted to assert their independence.

Catholics V/S Protestants

● The Scottish Highlanders were forbidden to speak their Gaelic language

or wear their national dress.
● Large numbers were forcibly driven out of their homeland.
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Incorporation of Ireland

● It was a country deeply divided between Catholics and Protestants.

● The English helped the Protestants of Ireland to establish their

dominance over a largely Catholic country.

● Catholic revolts against British dominance were suppressed.

● Revolt led by Wolfe Tone and his United Irishmen (1798).

● Ireland was forcibly incorporated into the United Kingdom in 1801.

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Forging a new British nation

A new ‘British nation’ was forged through the propagation of a dominant English culture.

The symbols of the new Britain - the British flag (Union Jack), the national anthem
(God Save Our Noble King), the English language - were actively promoted and the
older nations survived only as subordinate partners in this union.
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Visualising the Nation

How does one go about giving a face to a nation?

Artists in the eighteenth and nineteenth centuries found a way out by personifying a nation.

How?

● Nations were then portrayed as female figures.

● It sought to give the abstract idea of the nation a concrete form.
● The female figure became an allegory of the nation.
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French Revolution

● Artists used the female allegory to portray ideas such as Liberty, Justice and the Republic.
● These ideals were represented through specific objects or symbols.

+ = Liberty

Postage stamps of
= Justice 1850 with the figure of
Marianne
representing the
Republic of France.
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Allegory of France Marianne

● Underlined the idea of a people’s nation.

● Her characteristics were drawn from those of Liberty and

the Republic - the red cap, the tricolour, the cockade.

● Statues of Marianne were erected in public squares to

remind the public of the national symbol of unity and to
persuade them to identify with it.

● Marianne images were marked on coins and stamps.

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Allegory of Germany Germania

In visual representations, Germania wears a crown of oak

leaves, as the German oak stands for heroism.
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Nationalism and Imperialism

Nationalism VS Imperialism

By the last quarter of the nineteenth century nationalism no longer

retained its idealistic liberal-democratic sentiment.

Why?

● Nationalist groups became increasingly intolerant of each other and ever ready to go to war.
● The major European powers, in turn, manipulated the nationalist aspirations of the subject
peoples in Europe to further their own imperialist aims.
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Balkans

● A region of geographical and ethnic variation

comprising modern-day Romania, Bulgaria,
Albania, Greece, Macedonia, Croatia,
Bosnia-Herzegovina, Slovenia, Serbia and
Montenegro.
● Inhabitants were broadly known as the Slavs.

The Balkan area became most serious source

of nationalis tension in Europe after 1871.

Explain
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Ottoman Empire Disintegration of the Ottoman Empire

+
Spread of Romantic nationalism

The Balkan region became explosive.

● One by one, European subject nationalities broke away from its control and declared
independence.
● The Balkan peoples based their claims for independence or political rights on nationality
and used history to prove that they had once been independent but had subsequently been
subjugated by foreign powers.
● Hence the rebellious nationalities in the Balkans thought of their struggles as attempts to
win back their long-lost independence.
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Slavic Nationalities Struggle to define their identity and independence.

● Balkan area became an area of intense conflict.

● The Balkan states were fiercely jealous of each other and each hoped to gain more
territory at the expense of the others.
+
Balkan region became the ground for big power rivalry.

● Each power - Russia, Germany, England, Austro-Hungary - was keen on countering the
hold of other powers over the Balkans, and extending its own control over the area.

This led to a series of wars in the region and finally the First World War.
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Nationalism, aligned with imperialism, led Europe to disaster in 1914.

Is nationalism of no use?

Many countries in the world which had been colonised by the European
powers in the nineteenth century began to oppose imperial domination.

Anti-imperial movements = Nationalism

● In the sense that they all struggled to form independent nation-states, and were inspired
by a sense of collective national unity, forged in confrontation with imperialism.
● The idea that societies should be organised into ‘nation-states’ came to be accepted as
natural and universal.
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Introduction -

Nationalism Connect with the previous chapter

● Formation of nation-states.
● Change in people’s understanding of who they were, and
what defined their identity and sense of belonging.
● New symbols and icons, new songs and ideas forged new
links and redefined the boundaries of communities.

How did this consciousness emerge in India?

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Introduction -
Nationalism in India

Nationalism is intimately connected to the anti-colonial movement. Explain

● Discovering their unity in the process of their struggle with colonialism.

● But each class and group felt the effects of colonialism differently, their
experiences were varied, and their notions of freedom were not always
the same.

Question Then how did the Indian national movement became unified?

The Congress under Mahatma Gandhi tried to forge these groups together within one movement.
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Introduction -

Theme of the chapter

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Introduction -
What we are going to study in this chapter?
❖ The First World War, Khilafat and ❖ Towards Civil Disobedience
Non-Cooperation ➢ The Salt March and the Civil
➢ The Idea of Satyagraha Disobedience Movement
➢ The Rowlatt Act ➢ How Participants saw the Movement
➢ Why Non-cooperation? ➢ The Limits of Civil Disobedience
❖ Differing Strands within the Movement ❖ The Sense of Collective Belonging
➢ The Movement in the Towns
❖ Conclusion
➢ Rebellion in the Countryside
➢ Swaraj in the Plantations ❖ Quit India Movement
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The First World War, Khilafat and Non-Cooperation -

1919 and Nationalism

First World War 1914 - 18 Was India affected by the first world war?

Created a new economic Forged the feeling of

Explain
and political situation. nationalism.
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The First World War, Khilafat and Non-Cooperation -

Impact of the First World War on Indian National Movement

1. World War Increase in the defence expenditure.

By war loans and increasing taxes: customs duties were raised and income tax introduced.

2. Price of essential commodities increased Extreme hardship for common people.

3. Villages were called upon to supply soldiers, and the forced recruitment in rural areas
caused widespread anger.
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The First World War, Khilafat and Non-Cooperation -

4. Crop failures Acute shortage of food.

+
Outbreak of influenza epidemic

According to the census of 1921, 12 to 13 million people

perished as a result of famines and the epidemic.

Hopes V/S Reality

At this stage a new leader appeared and suggested a new mode of struggle.
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The Idea of Satyagraha -

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The Idea of Satyagraha -

➔ Mahatma Gandhi returned to India in January 1915.

Satyagraha Fought the racist regime in South Africa with a novel

method of mass agitation.
What is the idea of satyagraha?

Satya + Agraha [Truth + To hold firm]

● The idea of satyagraha emphasised the power of truth and the need to search for truth.
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The Idea of Satyagraha -

Philosophy of Satyagraha

● If the cause was true, if the struggle was against injustice, then physical force was
not necessary to fight the oppressor.
● Without seeking vengeance or being aggressive, a satyagrahi could win the battle
through nonviolence.

How?

● By appealing to the conscience of the oppressor.

● People – including the oppressors – had to be persuaded to see the truth, instead
of being forced to accept truth through the use of violence.
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The Idea of Satyagraha -

Experiments of Satyagraha in India

Champaran, Bihar
➔ In 1917 he travelled to Champaran in Bihar
to inspire the peasants to struggle against
the oppressive plantation system.
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The Idea of Satyagraha -

Kheda, Gujarat
➔ Then in 1917, he organised a satyagraha to support
the peasants of the Kheda district of Gujarat.
➔ Affected by crop failure and a plague epidemic, the
peasants of Kheda could not pay the revenue, and
were demanding that revenue collection be relaxed.

Ahmedabad, Gujarat
➔ In 1918, Mahatma Gandhi went to Ahmedabad to
organise a satyagraha movement amongst cotton
mill workers.
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The Rowlatt Act -

कहानी बड़ी है ?

Rowlatt Act Rowlatt Satyagraha Jallianwala Bagh Incident

+ NCM

Khilafat Movement

What was Rowlatt Act? What was Rowlatt Satyagraha?

A black law passed through the imperial Mahatma Gandhi wanted a non violent
legislative council. It gave the government civil disobedience against such unjust
enormous power to repress political laws and decided to make a hartal
activities and allowed detention of political against this on 6 April, 1919. (Peacefully)
prisoners without trial of two years.
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The Rowlatt Act -

The Rowlatt Satyagraha

The British administration decided to clamp down on nationalists. How?

● Local leaders were picked up from Amritsar.

● Mahatma Gandhi was barred from entering Delhi.
● On 10 April, the police in Amritsar fired upon a peaceful procession, provoking widespread
attacks on banks, post offices and railway stations.

Violence Martial law was imposed and General Dyer took command.
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The Rowlatt Act -

Jallianwala Bagh Incident

● On 13 April the infamous Jallianwala Bagh incident took place.

● On that day a large crowd gathered in the enclosed ground of Jallianwala Bagh.

● To protest against the government’s

Why?
new repressive measure.
● To attend the annual Baisakhi fair.

➔ Many villagers were unaware of the martial law that had been imposed.

Consequences
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The Rowlatt Act -

Jallianwala Bagh Incident and aftermath

● Crowds took to the streets in many north Indian towns.

● There were strikes, clashes with the police and attacks on
government buildings.

Government's response

● The government responded with brutal repression, seeking to

humiliate and terrorise people.

➔ Seeing violence spread, Mahatma Gandhi called off the movement.

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The Rowlatt Act -

➔ Rowlatt Satyagraha was limited mostly to cities and towns.

Mahatma Gandhi now felt the need to launch a more broad-based movement in India.

Problem

No such movement could be organised without

bringing the Hindus and Muslims closer together.

Khilafat Issue
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The Rowlatt Act -

Khilafat Issue

The First World War had ended with the defeat of Ottoman Turkey. And there
were rumours that a harsh peace treaty was going to be imposed on the Explain
Ottoman emperor - the spiritual head of the Islamic world (the Khalifa).

● A young generation of Muslim leaders like the brothers Muhammad Ali and Shaukat Ali,
began discussing with Mahatma Gandhi about the possibility of a united mass action on the
issue.
● Gandhiji saw this as an opportunity to bring Muslims under the umbrella of a unified
national movement.
∴ Calcutta session of the Congress in September 1920, he convinced other leaders of the
need to start a non-cooperation movement in support of Khilafat as well as for swaraj.
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Why Non-Cooperation -
Gandhi’s idea in Hind Swaraj (1909)

● Declared that British rule was established in India with the cooperation of Indians, and
had survived only because of this cooperation.
● If Indians refused to cooperate, British rule in India would collapse within a year, and
swaraj would come.

∴ Non-cooperation was essential Question

How could non-cooperation become a movement?

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Why Non-Cooperation -
Non-Cooperation Non-Cooperation movement

Movement should unfold in stages.

● It should begin with the surrender of titles that the government awarded, and a boycott of
civil services, army, police, courts and legislative councils, schools, and foreign goods.
● In case the government used repression, a full civil disobedience campaign would be
launched.
Many within the Congress were reluctant to boycott the
Challenge council elections scheduled for November 1920.

After and intense tussle with the Congress, finally, at the Congress session at Nagpur in December
1920, a compromise was worked out and the Non-Cooperation programme was adopted.
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Why Non-Cooperation -
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Differing Strands within the Movement -

Connect the dots
The movement in the
towns
Non-Cooperation - Khilafat Movement

● Began in January 1921. Rebellion in the

● Various social groups participated in this movement. countryside
● Each with its own specific aspiration.
● All of them responded to the call of Swaraj, but the
term meant different things to different people.
Swaraj in the plantations
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Differing Strands within the Movement -

First World War

● Resentment.
● Upcoming of Mahatma
Nationalist Force Intensified
Gandhi.
● Idea of Satyagraha.
Further accelerated due
to infamous Jallianwala Opportunity for a
Rowlatt Act
Bagh incident. nation wide movement.

+ Non-Cooperation
Khilafat Movement Movement
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The Movement in the Towns -

Cities Middle class participation How?

● Thousands of students left government-controlled schools and colleges,

headmasters and teachers resigned.
● Lawyers gave up their legal practices.
● The council elections were boycotted in most provinces except Madras.

Justice party refused to boycott the elections.

Why?
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The Movement in the Towns -

The effects of non-cooperation on the economic front were more dramatic.

● Foreign goods were boycotted.

● Liquor shops picketed.

● Foreign cloth burnt in huge bonfires.

● The import of foreign cloth halved between 1921 and 1922.

● Merchants and traders refused to trade in foreign goods or finance foreign trade.

● People began discarding imported clothes and wearing only Indian ones.

● Production of Indian textile mills and handlooms went up.

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The Movement in the Towns -

The boycott of foreign cloth, July 1922.

Foreign cloth was seen as the symbol of
Western economic and cultural
domination.
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The Movement in the Towns -

Limitation of the NCM in towns

● Khadi cloth was often more expensive than mass produced mill cloth and poor people
could not afford to buy it.
● Boycott of British institutions posed a problem.

■ Alternative Indian institutions had to be set up so that they could be used in place
of the British ones.
■ These were slow to come up. So students and teachers began trickling back to
government schools and lawyers joined back work in government courts.
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Rebellion in the Countryside -

Non-Cooperation Cities to countryside

Participation by peasants Participation by tribals

Connect with the broad topic

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Rebellion in the Countryside -

Participation by peasants

In Awadh, peasants were led by Baba Ramchandra.

● A sanyasi who had earlier been to Fiji as an

indentured labourer.
● The movement here was against talukdars and
landlords who demanded from peasants exorbitantly
high rents and a variety of other cesses.
● The peasant movement demanded reduction of
revenue, abolition of begar, and social boycott of
oppressive landlords.
● Nai-dhobi bandhs were organised.
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Rebellion in the Countryside -

NCM, congress and peasant participation

● In June 1920, Jawaharlal Nehru began touring around villages.

● By October, the Oudh Kisan Sabha was set up headed by Jawaharlal
Nehru, Baba Ramchandra and a few others. Why?
● Within a month, over 300 branches had been set up in the villages
around the region.

The effort of the Congress was to integrate the Awadh

peasant struggle into the wider struggle.

Limitation of peasant participation in NCM

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Rebellion in the Countryside -

Limitation of peasant participation in NCM

Violence

● The houses of talukdars and merchants were attacked, bazaars were looted, and grain
hoards were taken over.
● In many places local leaders told peasants that Gandhiji had declared that no taxes were
to be paid and land was to be redistributed among the poor.
● The name of the Mahatma was being invoked to sanction all action and aspirations.
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Rebellion in the Countryside -

Participation by tribals

● In the Gudem Hills of Andhra Pradesh, a militant

Why?
guerrilla movement spread in the early 1920s.

Strict Forest Law Enraged the hill people.

Livelihood of tribals people were affected and their

traditional rights were being denied.

➔ When the government began forcing them to contribute begar for road building,
the hill people revolted.
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Rebellion in the Countryside -

Alluri Sitaram Raju

➔ Claimed that he had a variety of special powers -

● Make correct astrological predictions.

● Heal people.
● He could survive even bullet shots.

➔ The rebels proclaimed that he was an incarnation of God.

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Rebellion in the Countryside -

Alluri Sitaram Raju

● Talked of the greatness of Mahatma Gandhi.

● Persuaded people to wear khadi and give up drinking.
● At the same time he asserted that India could be liberated only by
the use of force, not non-violence.

Consequences

● The Gudem rebels attacked police stations, attempted to kill British officials
and carried on guerrilla warfare for achieving swaraj.
● Raju was captured and executed in 1924, and over time became a folk hero.
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Swaraj in the Plantations -

Swaraj for plantation workers

➔ For plantation workers in Assam, freedom meant the right to move freely in and out of the
confined space in which they were enclosed, and it meant retaining a link with the village
from which they had come. Why?

Inland Emigration Act of 1859

Plantation workers were not permitted to leave the tea gardens without
permission, and in fact they were rarely given such permission.
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Swaraj in the Plantations -

Non-Cooperation Movement

● Thousands of workers defied the authorities, left the plantations and headed home.
● They believed that Gandhi Raj was coming and everyone would be given land in their
own villages.
● They, however, never reached their destination.
The notion of swaraj was interpreted in their own
Conclusion
ways, still it was pan India movement.

● Imagining it to be a time when all suffering and all troubles would be

over, they were also emotionally relating to an all-India agitation.
● They were identifying with a movement which went beyond the limits
of their immediate locality. E.g. Slogans of Swatantra Bharat.
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Swaraj in the Plantations -

Calling off of Non-Cooperation Movement

Chauri Chaura incident

● In February, 1922 at chauri chaura in Gorakhpur (UP).

● A peaceful demonstration in a bazaar turned into a violent
clash with the police.
● Hearing of the incident, Mahatma Gandhi called a halt to
the Non-Cooperation Movement.
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Toward Civil Disobedience -

C.R. Das Motilal nehru Jawaharlal Nehru Subhash Chandra Bose

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Toward Civil Disobedience -

Non-Cooperation Movement Civil Disobedience Movement
[1921 - 22] [1930 - 31]

What was happening in this time period?

Training of people for another mass struggle. Why?

➔ Within the Congress, some leaders were by now tired of mass struggles and wanted to
participate in elections to the provincial councils that had been set up by the Government
of India Act of 1919.

C. R. Das and Motilal Nehru formed the Swaraj Party within the
Explain Congress to argue for a return to council politics.

But younger leaders like Jawaharlal Nehru and Subhas Chandra Bose pressed for more
radical mass agitation and for full independence.
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Toward Civil Disobedience -

In such a situation of internal debate and dissension two factors again
shaped Indian politics towards the late 1920s.

Economic depression Simon Commission

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Toward Civil Disobedience -

Worldwide Economic Depression (1929) Explain

● Agricultural prices began to fall from

1926 and collapsed after 1930.
● Countryside was in turmoil.

As the demand for agricultural goods fell and

exports declined, peasants found it difficult to
sell their harvests and pay their revenue.
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Toward Civil Disobedience -

Simon Commission What? Why? When? How?

The new Tory government in Britain constituted a Statutory Commission under Sir John Simon,
to look into the functioning of the constitutional system in India and suggest changes.

एक दक्कत थी पर

The commission did not have a single Indian member. They were all British.

∴ When the Simon Commission arrived in India in

1928, it was greeted with the slogan ‘Go back Simon’.
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Toward Civil Disobedience -

Demonstration against Simon Commission

The viceroy, Lord Irwin, announced in October 1929, a vague

∴ To counter this offer of ‘dominion status’ for India in an unspecified future, and
a Round Table Conference to discuss a future constitution.

Response of Indians

● The radicals within the Congress, led by Jawaharlal Nehru and Subhas Chandra Bose,
became more assertive.
● The liberals and moderates, who were proposing a constitutional system within the
framework of British dominion, gradually lost their influence.
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Toward Civil Disobedience -

Lahore Congress Session

● In December 1929, under the presidency of

Jawaharlal Nehru, the Lahore Congress formalised
the demand of ‘Purna Swaraj’ or full independence
for India.
● It was declared that 26 January 1930, would be
celebrated as the Independence Day.
● But the celebrations attracted very little attention.

∴ Mahatma Gandhi had to find a way to relate this abstract

idea of freedom to more concrete issues of everyday life.
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The Salt March and the Civil Disobedience Movement -

Salt March

Background Why Salt? Irwin was unwilling to negotiate

● On 31 Jan 1930, Gandhiji sent a ● Gandhiji started his famous salt march
letter to Viceroy Irwin starting from his ashram in Sabarmati to the
eleven demands. Gujarati coastal town of Dandi.
● One demand was to abolish the salt ● Walked 240 miles for 24 days.
tax. ● On 6 April they reach Dandi, ceremonially
● It was an ultimatum to be fulfilled violated salt law by manufacturing salt.
by 11 March. If the demands were
not fulfilled by 11th march,
congress would launch a civil
Beginning of the Civil Disobedience Movement
disobedience Campaign.
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The Salt March and the Civil Disobedience Movement -

The Dandi march

During the salt march Mahatma Gandhi was accompanied by 78
volunteers. On the way they were joined by thousands.
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The Salt March and the Civil Disobedience Movement -

Dandi March Marked the beginning of the Civil Disobedience.

Question

How was this movement different from the Non-Cooperation Movement?

People were now asked not only to refuse cooperation with the British,
but also to break colonial laws.

Explain
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The Salt March and the Civil Disobedience Movement -

How did the Civil Disobedience movement unfolded?

● Thousands in different parts of the country broke the salt law.

● Manufactured salt and demonstrated in front of government salt factories.
● Foreign cloth was boycotted, and liquor shops were picketed.
● Peasants refused to pay revenue and chaukidari taxes, village officials resigned.
● Many places forest people violated forest laws - going into Reserved Forests to collect
wood and graze cattle.

Response of the government

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The Salt March and the Civil Disobedience Movement -

Response of the government

➔ The colonial government began arresting the Congress leaders Violent Clashes
one by one.
E.g. - Arrest of Abdul Ghaffar Khan.

● When Mahatma Gandhi himself was arrested, industrial workers

in Solapur attacked - all structures that symbolised British rule.

A frightened government responded with a policy of brutal repression.

Peaceful satyagrahis were attacked, women and children were

beaten, and about 100,000 people were arrested.
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The Salt March and the Civil Disobedience Movement -

● Mahatma Gandhi once again decided to call off the
Violence everywhere movement.
● Entered into a pact with Irwin on 5 March 1931.

Explain Gandhi-Irwin Pact

Gandhi agreed to call off the movement and consented to

participate in a Round Table Conference in London and the
government agreed to release the political prisoners.
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The Salt March and the Civil Disobedience Movement -

Gandhiji, second round table conference and outcome

● In December 1931, Gandhiji went to London for the conference.

● But the negotiations broke down and he returned disappointed.
Explain
● Back in India, he discovered that the government had begun a new
cycle of repression.

➔ Ghaffar Khan and Jawaharlal Nehru were both in jail.

➔ The Congress had been declared illegal.
➔ A series of measures had been imposed to prevent meetings,
demonstrations and boycotts.
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The Salt March and the Civil Disobedience Movement -

But this time the movement was

Why?
not so successful.

For over a year, the movement continued, but

by 1934 it lost its momentum.
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How Participants saw the Movement -

Connect the Topic

Different Social groups that participated in the Civil Disobedience Movement.

Village Town

1. Rich Peasant X 2. Poor Peasant 3. Industrialists X 4. Workers

5. Women
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How Participants saw the Movement -

1. Participation of rich peasants in Civil Disobedience Movement

➔ Being producers of commercial crops, they were very hard hit by

the trade depression and falling prices.
Supported Civil
∴ It was difficult for them to pay government’s revenue Disobedience
demand. Movement
+
The refusal of the government to reduce the revenue demand led
to widespread resentment.

For them the fight for swaraj was a

Their disappointment
struggle against high revenues.
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How Participants saw the Movement -

2. Participation of poor peasants in Civil Disobedience Movement

Interested in the lowering of the revenue demand.

+
They wanted the unpaid rent to the landlord to be remitted. Explain

∴ They joined a variety of radical movements,

often led by Socialists and Communists.

Apprehensive of raising issues that might upset the rich

Analyse peasants and landlords, the Congress was unwilling to support
‘no rent’ campaigns in most places.
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How Participants saw the Movement -

3. Participation of business class in Civil Disobedience Movement

First World War Indian merchants and industrialists had made huge profits
and become powerful.

Keen on expanding their business But, British rules were barrier.

Explain

● They wanted protection against imports of foreign goods.

● Rupee-sterling foreign exchange ratio that would discourage imports.
● They formed the Indian Industrial and Commercial Congress in 1920.
● The Federation of the Indian Chamber of Commerce and Industries (FICCI) in 1927.
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How Participants saw the Movement -

Participation and expectations from CDM

● Prominent industrialists like Purshottamdas Thakurdas and G. D. Birla, supported the Civil
Disobedience Movement.
● They gave financial assistance and refused to buy or sell imported goods.
● Most businessmen came to see swaraj as a time when colonial restrictions on business
would no longer exist and trade and industry would flourish without constraints.

➔ Failure of second round table conference. Disappointment

+
● They were apprehensive of the spread of militant activities.
● Worried about prolonged disruption of business.
● The growing influence of socialism amongst the younger members of the Congress.
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How Participants saw the Movement -

4. Participation of workers in Civil Disobedience Movement

● Participation was not in large numbers, except in the Nagpur region.

● As the industrialists came closer to the Congress, workers stayed aloof.

Participation of some workers adopting the idea of the Gandhian Programme.

● Boycott of foreign goods.

● There were strikes by railway workers in 1930 and dockworkers in 1932.
● In 1930 thousands of workers in Chotanagpur tin mines wore Gandhi caps and
participated in protest rallies and boycott campaigns.

★ Response of the Congress

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How Participants saw the Movement -

5. Participation of women in Civil Disobedience Movement

● During Gandhi's salt march, thousands of women came out of their homes to listen to him.
● They participated in protest marches, manufactured salt, and picketed foreign cloth and liquor
shops.
● They began to see service to the nation as a sacred duty of women.
● This increased public role did not necessarily mean any radical change in the way the position
of women was visualised.

■ Gandhiji was convinced that it was the duty of women to look

Explain after home and hearth, be good mothers and good wives.
■ The Congress was reluctant to allow women to hold any position
of authority within the organisation.
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How Participants saw the Movement -

Connect the Topic

Different Social groups that participated in the Civil Disobedience Movement.

Village Town

1. Rich Peasant X 2. Poor Peasant 3. Industrialists X 4. Workers

5. Women
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The Limits of Civil Disobedience -

Untouchables X Brahmins

● Begun to call themselves dalit or oppressed.

● For long the Congress had ignored the dalits, Sanatanis
for fear of offending. [High Caste Hindu]

Explain

➔ But Mahatma Gandhi declared that swaraj would not come for a hundred years if
untouchability was not eliminated.
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The Limits of Civil Disobedience -

➔ Efforts put in by Mahatma Gandhi for the upliftment of ‘untouchables’.

● He called the ‘untouchables’ harijan, or the children of God.

● Organised satyagraha to secure them entry into temples, and access to public wells,
tanks, roads and schools.
● He himself cleaned toilets to dignify the work of the bhangi.
● Persuaded upper castes to change their heart and give up ‘the sin of untouchability’.

➔ But many dalit leaders were keen on a different political solution to the problems of
the community.
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Demands of the dalit leaders for their community

● Reserved seats in educational institutions.

● Separate electorate that would choose dalit Political empowerment
members for legislative councils.

Connect with Civil Disobedience Movement

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The Limits of Civil Disobedience -

Dr. B.R. Ambedkar X Mahatma Gandhi

Organised the dalits into the Clashed with Mahatma Gandhi at the second
Depressed Classes Association in Round Table Conference by demanding
1930. separate electorates for dalits.

When the British government conceded Ambedkar’s

Explain
demand, Gandhiji began a fast unto death.

Poona Pact of September, 1932

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The Limits of Civil Disobedience -

Poona Pact

It gave the Depressed Classes (later to be known as the

Schedule Castes) reserved seats in provincial and
central legislative councils, but they were to be voted in
by the general electorate.

The dalit movement, however, continued to be apprehensive

of the Congress led national movement.
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The Limits of Civil Disobedience -

Muslim X Hindu

After the decline of the From the mid-1920s the Congress came to
Non-Cooperation-Khilafat movement, a be more visibly associated with openly
large section of Muslims felt alienated Hindu religious nationalist groups like the
from the Congress. Hindu Mahasabha.

Relations worsened

● Each community organised religious processions with militant fervour, provoking

Hindu-Muslim communal clashes and riots in various cities.
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The Limits of Civil Disobedience -

The Congress and the Muslim League made efforts to renegotiate an
alliance, and in 1927 it appeared that such a unity could be forged.

Debate over the question of representation in the future assemblies.

Muhammad Ali Jinnah X M.R. Jayakar

Willing to give up the demand for separate At the All Parties Conference in 1928 M.R.
electorates, if Muslims were assured reserved Jayakar of the Hindu Mahasabha strongly
seats in Bengal and Punjab. opposed efforts at compromise.

An atmosphere of suspicion and

Consequences
distrust between communities.
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The Sense of Collective Belonging -

● People begin to believe that they are all part of the same nation.
Nationalism
● When they discover some unity that binds them together.

Question

How did people belonging to different communities, regions or language

groups develop a sense of collective belonging?

● Through the experience of united struggles.

● Variety of cultural processes through which nationalism captured people’s imagination.

History and fiction, folklore and songs, popular prints and symbols, all played a part in the
making of nationalism.
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The Sense of Collective Belonging -

➔ The identity of a nation Symbolised in a figure or image Why?

This helps create an image with which people can identify the nation.

India = Bharat mata

● The image was first created by Bankim Chandra Chattopadhyay.

● In the 1870s he wrote ‘Vande Mataram’ as a hymn to the
motherland.
● Later it was included in his novel Anandamath and widely sung
during the Swadeshi movement in Bengal.
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The Sense of Collective Belonging -

➔ Painting of Bharat Mata painted by Abanindranath Tagore.

● Abanindranath Tagore painted his famous

image of Bharat Mata.
● Bharat Mata is portrayed as an ascetic figure.
● She is calm, composed, divine and spiritual. In
subsequent years, the image of Bharat Mata
acquired many different forms, as it circulated Bharat Mata, Abanindranath Tagore, 1905.
in popular prints, and was painted by different Notice that the mother figure here is shown as
artists. dispensing learning, food and clothing. The mala
in one hand emphasises her ascetic quality.
● Devotion to this mother figure came to be seen Abanindranath Tagore, like Ravi Varma before
as evidence of one’s nationalism. him, tried to develop a style of painting that
could be seen as truly Indian.
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The Sense of Collective Belonging -

Jawaharlal Nehru, a popular print

Nehru is here shown holding the image of Bharat Mata and the map of
India close to his heart. In a lot of popular prints, nationalist leaders are
shown offering their heads to Bharat Mata. The idea of sacrifice for the
mother was powerful within popular imagination.
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The Sense of Collective Belonging -

➔ Idea of Nationalism Movement to revive Indian folklore. Explain

● Nationalists began recording folk tales sung by bards and they toured villages to gather
folk songs and legends.

● These tales, they believed, gave a true picture of traditional culture that had been
corrupted and damaged by outside forces.

● It was essential to preserve this folk tradition in order to discover one’s national identity
and restore a sense of pride in one’s past.
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The Sense of Collective Belonging -

Movement to revive Indian folklore

● In Bengal, Rabindranath Tagore himself began collecting

ballads, nursery rhymes and myths, and led the movement
for folk revival. Rabindranath Tagore
● In Madras, Natesa Sastri published a massive four-volume
collection of Tamil folk tales, The Folklore of Southern India.

‘The most trustworthy manifestation of people’s real thoughts

and characteristics.’

Natesa Sastri
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The Sense of Collective Belonging -

➔ Nationalist used icons and symbols in unifying people and inspiring in them a feeling
of nationalism.

Tricolour flag used in Swadeshi movement

● A tricolour flag (red, green and yellow) was designed.

● It had eight lotuses representing eight provinces of
British India.
● A crescent moon, representing Hindus and Muslims.
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The Sense of Collective Belonging -

➔ Nationalist used icons and symbols in unifying people and inspiring in them a feeling
of nationalism.

Swaraj flag

● 1921, Gandhiji had designed the Swaraj flag. It was

again a tricolour (red, green and white).
● Had a spinning wheel in the centre, representing the
Gandhian ideal of self-help.
● Carrying the flag, holding it aloft, during marches
became a symbol of defiance.
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The Sense of Collective Belonging -

Feelings of nationalism was created through reinterpretation of history

➔ Many Indians began feeling that to instill a sense of pride in the nation, Indian history had
to be thought about differently. Why?

The British saw Indians as backward and primitive, incapable of governing themselves.

In response, Indians began looking into the past to discover India’s great achievements.

How?
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The Sense of Collective Belonging -

Nationalist’s efforts to reinterpret history

● They wrote about the glorious developments in ancient times when art and architecture,
science and mathematics, religion and culture, law and philosophy, crafts and trade had
flourished.
● This glorious time, in their view, was followed by a history of decline, when India was
colonised.
● Nationalist histories urged the readers to take pride in India’s great achievements in the
past and struggle to change the miserable conditions of life under British rule.

When the past being glorified was Hindu, when the images
Challenge celebrated were drawn from Hindu iconography, then
people of other communities felt left out.
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Conclusion -
Growing anger against the Brought various groups and
Colonial government classes together

How?

● The Congress under the leadership of Mahatma Gandhi tried to channel people’s
grievances into organised movements for independence.
● Through such movements the nationalists tried to forge a national unity.
● Diverse groups and classes participated in these movements with varied
aspirations and expectations.

Challenge
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Conclusion -
Challenge

∴ The Congress continuously attempted to resolve differences, and

ensure that the demands of one group did not alienate another.

● This is precisely why the unity within the movement

often broke down.
● Phases of disunity and inner conflict between groups.

What was emerging was a nation with many voices

wanting freedom from colonial rule.
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Quit India Movement -

Failure of Cripps Mission + Effects of World War II

Widespread discontentment in India.

● This led Gandhiji to launch a movement calling for complete withdrawal of

the British from India.
● The Congress Working Committee, in its meeting in Wardha on 14 July 1942,
passed the historic ‘Quit India’ resolution.

Immediate transfer of power to Indians and quit India.

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Quit India Movement -

How did the movement unfolded?

● On 8 August 1942 in Bombay, the All India Congress Committee endorsed the resolution
which called for a non-violent mass struggle on the widest possible scale throughout the
country.
● Gandhiji delivered the famous ‘Do or Die’ speech.
● The call for ‘Quit India’ almost brought the state machinery to a standstill in large parts of
the country as people voluntarily threw themselves into the thick of the movement.
● It also saw the active participation of leaders, namely, Jayprakash Narayan, Aruna Asaf
Ali and Ram Manohar Lohia and many women such as Matangini Hazra in Bengal,
Kanaklata Barua in Assam and Rama Devi in Odisha.
● The British responded with much force, yet it took more than a year to suppress the
movement.
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Quit India Movement -

Jayprakash Narayan Aruna Asaf Ali Ram Manohar Lohia

Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation
 Class 10th - History

The Making of Global World

Full Chapter Explanation
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Introduction

Understand the heading

The making of a Global World

Past Process Present

Class 10th - History - The Making of a Global World - Full Chapter Explanation

Pre - Modern world V/S Modern world

Role of various tangible and intangible factors

[Trade, Food, Disease, Technology etc in making of global world]

Economic development
War Rebuilding of world
(Globalisation)

Colonialism, Situation of Bretton Woods institution,

Entrepreneurs, economy society Decolonisation, Independence,
Trade etc and politics Beginning of globalisation

Western + Indian perspective

 Class 10th - History - The Making of a Global World - Full Chapter Explanation

What we are going to study in this video?

● The Pre-modern world

● The Nineteenth century (1815 - 1914)
● The inter - war economy
● Rebuilding a world economy: The post - war era
Class 10th - History - The Making of a Global World - Full Chapter Explanation

The Pre - Modern world

Modern V/S Global

Globalisation

The making of the global world has a long history – of trade, of migration, of
people in search of work, the movement of capital, and much else.

We need to understand the phases through which this world in which we live has emerged.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

From ancient times Travellers, traders, priests and pilgrims travelled

Why

Inter
● For knowledge, opportunity and spiritual connection
fulfilment, or to escape persecution.
● They carried goods, money, values, skills, ideas,
inventions, and even germs and diseases.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Silk Routes link the world

Good example of vibrant pre-modern trade and

Silk Routes
cultural links between distant parts of the world.

● Historians have identified several silk routes, over land and by sea, knitting together
vast regions of Asia, and linking Asia with Europe and northern Africa.
● They are known to have existed since before the Christian Era and thrived almost till
the fifteenth century
● Chinese pottery also travelled the same route, as did textiles and spices from India
and Southeast Asia.
● In return, precious metals - gold and silver-flowed from Europe to Asia.
Class 10th - History - The Making of a Global World - Full Chapter Explanation
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Trade and cultural exchange always went hand in hand.

● Christian missionaries almost certainly travelled this route to Asia.

● Muslim preachers came from these route.
● Buddhism emerged from eastern India and spread in several directions through
intersecting points on the silk routes.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Food Travels: Spaghetti and potato

Traders and travellers introduced new crops to the lands they travelled

Noodles Spaghetti

China To West

Arab traders took pasta to fifth-century Sicily, an island now in Italy.

Possibilities of long-distance cultural contact even in the pre-modern world.

 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Christopher Columbus Accidentally discovered Americas

● Many of our common foods such as

potatoes, soya, groundnuts, maize,
tomatoes, chillies, sweet potatoes, and
so on were not known.to our ancestors
until about five centuries ago.
● In fact, many of our common foods came
from America's original inhabitants - the
American Indians.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

The new crops could make the difference between life and death

How?

The introduction of potatoes made this possible.

● Europe's poor began to eat better and live longer

with the introduction of the humble potato.
● Ireland's poorest peasants became so dependent on
potatoes that when disease destroyed the potato
crop in the mid-1840s, hundreds of thousands died
of starvation.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Conquest, Disease and Trade

Connect with the making of modern world

European sailors found a sea route

to Asia and also successfully crossed Pre modern world shrank
the western ocean to America.

● Indian Ocean had known a bustling trade.

● The Indian subcontinent was central to these
flows and a crucial point in their networks.
● The entry of the Europeans helped expand or
redirect some of these flows towards Europe.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation
Vast lands and abundant crops and minerals
Discovery of America
began to transform trade and lives everywhere.

● Precious metals, particularly silver, from mines

located in present day Peru and Mexico also
enhanced Europe's wealth and financed its
trade with Asia.
● Expeditions of EL Dorado
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

The Portuguese and Spanish conquest and colonisation of America

● European conquest was not just a result of

superior firepower.
● In fact, the most powerful weapon of the Spanish
conquerors was the germs such as those of
smallpox that they carried on their person.

Explain
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

How disease helped the Europeans to conquest America?

America’s long isolation America's original inhabitants had no immunity

against these diseases that came from Europe.

Smallpox in particular proved & deadly killer.

● It spread deep into the continent, ahead even of

any Europeans reaching there
● It killed and decimated whole communities, paving
the way for conquest.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Until the nineteenth century, poverty and hunger were common in Europe.

Why

● Cites were crowded and deadly diseases were widespread.

● Religious conflicts were common, and religious dissenters
were persecuted.

∴ Thousands therefore fled Europe for America.

Many of them started plantation farming, which was

worked upon by the slaves captured from Africa
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Change in economic powers in making of Global World

● Until well into the eighteenth century, China and India were among the
world's richest countries.
● They were also pre-eminent in Asian trade.
● However, from the fifteenth century, China is said to have restricted
overseas contacts and retreated into isolation.
● China's reduced role and the rising importance of the Americas gradually
moved the centre of world trade westwards.
● Europe now emerged as the centre of world trade.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

The Nineteenth Century (1815 - 1914)

Economic, political, social, cultural and technological factors interacted

in complex ways to transform societies and reshape external relations.

Explain

Economists identify three types of movement or

'flows' within international economic exchanges.

Flow of Trade Flow of Labour Flow of Capital

 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Flow of Trade Flow of Labour Flow of Capital

Referred largely to trade in The migration of people in Short-term or long-term

goods (e.g., cloth or wheat). search of employment. investments over long distances.

All three flows were closely interwoven and affected people's' lives
more deeply now than ever before.

● The interconnections could sometimes be broken.

● For example, labour migration was often more restricted than
goods or capital flows.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

A World Economy Takes Shape

The changing pattern of food production and consumption in industrial Europe.

● Traditionally, countries liked to be self-sufficient in food.

● But in nineteenth-century Britain, self-sufficiency in food
meant lower living standards and social conflict.

Explain
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Eighteenth Century

Population Demand for food grains

The game of demand, supply and price

● As urban centres expanded and industry grew, the demand for agricultural products went
up, pushing up food grain prices.
● Under pressure from landed groups, the government also restricted the import of corn.
● The laws allowing the government to do this were commonly known as the Corn Laws.
● Unhappy with high food prices, industrialists and urban dwellers forced the abolition of the
Corn Laws.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Impact of the abolition of corn laws

● Food could be imported into Britain more cheaply than it

could be produced within the country.
● British agriculture was unable to compete with imports.
● Vast areas of land were now left uncultivated, and
thousands of men and women were thrown out of work.
● They flocked to the cities or migrated overseas.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Corn law Imports Food prices

As food prices fell, consumption in Britain rose.

Industrial growth led to higher incomes and more food imports

Around the world - in Eastern Europe, Russia,

America and Australia - lands were cleared and food Transport?
production expanded to meet the British demand.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

This is How a World Economy Took Shape

Migration Farming on Newlands Transportation connecting world

● Railways were needed to link the agricultural regions to the ports.

● New harbours had to be built and old ones expanded to ship the new cargoes.

● People had to settle on the lands to bring them under cultivation.

● This meant building homes and settlements.

Flow of labour and capital

Class 10th - History - The Making of a Global World - Full Chapter Explanation

Thus, by 1890, a global agricultural economy had taken shape, accompanied by

complex changes in labour movement patterns, capital flows, ecologies and technology

● Food no longer came from a nearby village

or town, but from thousands of miles away.
● It was not grown by a peasant tilling his
own land, but by an agricultural worker.
● It was transported by railway, built for that
very purpose, and by ships.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

What was the situation is our country when world economy was taking shape?

● Here the British Indian government built a network of

irrigation canals to transform semidesert wastes into
fertile agricultural lands that could grow wheat and
cotton for export.

The Canal Colonies

● The Canal Colonies, were settled by peasants from other

parts of Punjab.
● Similar story can be traced for cotton and rubber.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Role of Technology

The railways, steamships the telegraph, for example, were important inventions
without which we cannot imagine the transformed nineteenth-century world

Technological Advances Result of larger social, political and economic factors.

Example: Colonisation stimulated new investments and improvements in

transport faster railways, lighter wagons and larger ships helped move food more
cheaply and quickly from faraway farms to final markets.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

The Trade in meat offers a good example of this connected process.

Before 1870 After

● Animals were shipped live from America to Europe and then slaughtered when
they arrived there.
● But live animals took up a lot of ship space.
● Many also died in voyage, fell ill, lost weight, or became unfit to eat.
● Meat was hence an expensive luxury beyond the reach of the European poor.

Impact

High prices in turn kept demand and production down

 Class 10th - History - The Making of a Global World - Full Chapter Explanation

How technology solved this problem?

The development of new technology Refrigerated ships

Enabled the transport of perishable

Explain
foods over long distances.

● Now animals were slaughtered for food at the starting point-in America,
Australia or New Zealand - and then transported to Europe as frozen meat.
● This reduced shipping costs and lowered meat prices in Europe.
● The poor in Europe could now consume a more varied diet.
● Better living conditions promoted social peace within the country and support
for imperialism abroad.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Late Nineteenth - Century Colonialism

Nineteenth Century Trade flourished and markets expanded

● There was a darker side to this process.

● The expansion of trade and a closer relationship with the world economy
also meant a loss of freedoms and livelihoods.

European conquests produced many painful economic, social and ecological changes
through which the colonised societies were brought into the world economy.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Observation

● In 1885 the big European powers met in Berlin to

complete the carving up of Africa between them.
● Britain and France made vast additions to their
overseas territories in the late nineteenth century.
● Belgium and Germany became new colonial powers.
● The US also became a colonial power in the late 1890s
by taking over some colonies earlier held by Spain.

The destructive impact of colonialism on the

economy and livelihoods of colonised people. Rinderpest
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Rinderpest, or the Cattle Plague What, when, where and how?

Context: How the colonialism had a destructive impact on

the economy and livelihoods of colonised people?

History ● Africa had abundant land and a relatively small population.

● Land and livestock sustained African livelihoods, and people
rarely worked for a wage.
● In late nineteenth-century Africa, there were few consumer
goods that wages could buy.

Attracted by the vast resources of land and

Problem
minerals in Africa, Europeans arrived in Africa

A shortage of labour willing to work for wages.

Class 10th - History - The Making of a Global World - Full Chapter Explanation

Que. what steps were taken by Europeans to arrange labours?

● Employers used many methods to recruit and retain labour.

● Heavy Taxes were imposed which could be paid only by
working for wages on plantations and mines.
● Inheritance laws were changed only one member of a family
was allowed to inherit land, as a result of which the others
were pushed into the labour market.
● Mineworkers were also confined in compounds and not
allowed to move about freely.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Rinderpest arrived in Africa in late 1880’s

● It was carried by infected cattle imported from British Asia

to feed the Italian soldiers invading Eritrea in East Africa.
● Entering Africa in the east, rinderpest moved west 'like
forest fire', reaching Africa's Atlantic coast in 1892.
● It reached the Cape (Africa's southernmost tip) five years
later.
Rinderpest killed 90 per cent of the cattle.

Impact
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Impact of rinderpest on the Africa and its people

● The loss of cattle destroyed African livelihoods.

● Planters, mine owners and colonial governments
now successfully monopolised what scarce cattle
resources remained, to strengthen their power
and to force Africans into the labour market.
● Control over the scarce resource of cattle enabled
European colonists to conquer and subdue Africa.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Indentured Labour Migration from India

Indentured labour A bonded labourer under contract to work for

an employer for a specific amount of time, to
pay off his passage to a new country or home

Illustrates the two-sided nature of the nineteenth-century world.

● Faster economic growth ● Great misery

● Higher incomes ● Poverty for others
● Technological advances ● Coercion in others
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Indentured Labour Migration from India

● Went to work on plantations, in mines, and in road and railway construction

projects around the world.
● In India, indentured labourers were hired under contracts which promised return
travel to India after they had worked five years on their employer's plantation.
● Most Indian indentured workers came from the present-day regions of eastern
Uttar Pradesh, Bihar, central India and the dry districts of Tamil Nadu

Why Because these regions experienced many changes.

● Cottage industries declined, land rents rose, lands were cleared for mines and plantations.
● All this affected the lives of the poor: they failed to pay their rents, became deeply
indebted and were forced to migrate in search of work.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Indentured labour Migration from India

Where did they go?

● The main destinations of Indian indentured migrants

were the Caribbean islands (mainly Trinidad, Guyana and
Surinam), Mauritius and Fiji.
● Closer home, Tamil migrants went to Ceylon and Malaya.
● Indentured workers were also recruited for tea
plantations in Assam.
How?
Class 10th - History - The Making of a Global World - Full Chapter Explanation

How the indentured labourers were recruited?

● Recruitment was done by agents engaged by employers and paid a

small commission.
● Many migrants agreed to take up work hoping to escape poverty or
oppression in their home villages.
● Agents also tempted the prospective migrants by providing false
information about final destinations, modes of travel, the nature of
the work, and living and working conditions.
● Often migrants were not even told that they were to embark on a
long sea voyage.
● Sometimes agents even forcibly abducted less willing migrants.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Nineteenth - Century indenture = New system of slavery

Why

● On arrival at the plantations, labourers found conditions to be different

from what they had imagined.
● Living and working conditions were harsh, and there were few legal rights.

But workers discovered their own ways of surviving

How?
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

How did the Indentured labour survived the odds?

● Many of them escaped into the wilds, though if caught they faced severe punishment.
● Others developed new forms of individual and collective self-expression, blending
different cultural forms, old and new.
● In Trinidad the annual Muharram procession was transformed into a riotous carnival
called 'Hosay' (for Imam Hussain) in which workers of all races and religions joined.
● Similarly, the protest religion of Rastafarianism (made famous by the Jamaican reggae
star Bob Marley) is also said to reflect social and cultural links with Indian migrants to
the Caribbean.
● ‘Chutney music’, popular in Trinidad and Guyana, is another creative contemporary
expression of the post-indenture experience.

These forms of cultural fusion are part of the making of the global world, where things from different
places get mixed, lose their original characteristics and become something entirely new.
Class 10th - History - The Making of a Global World - Full Chapter Explanation
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Indentured labour in the modern world

● Most indentured workers stayed on after their contracts ended,

or returned to their new homes after a short spell in India.
● There are large communities of people of Indian descent in
these countries.
● Similarities in the name

From the 1900s India's nationalist leaders began opposing the

system of indentured labour migration as abusive and cruel

∴ It was abolished in 1921.

 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Indian Entrepreneurs Abroad

Indian Bankers The Shikaripuri shroffs and Nattukottai Chettiars

● They were amongst the many groups of bankers and traders who
financed export agriculture in Central and Southeast Asia, using either
their own funds or those borrowed from European banks.
● They had a sophisticated system to transfer money over large distances,
and even developed indigenous forms of corporate organisation.

Indian traders and moneylenders also followed European colonisers into Africa.
Example: Hyderabadi Sindhi traders and their flourishing trade.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Indian Trade, Colonialism and Global system

Traditionally Trade After the Indus Traditionally

Fine cottons produced in India ● British cotton manufacture began to expand, and
were exported to Europe industrialists pressurised the government to restrict
cotton imports and protect local industries.
● Tariffs were imposed on cloth imports into Britain.

Impact

Consequently, the inflow of fine Indian

cotton began to decline in Britain
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

➢ The inflow of fine Indian cotton began to decline

➢ The outflow of machine made British goods increased

Explain

● British manufacturers also began to seek overseas markets for their cloth.
● Excluded from the British market by tariff barriers, Indian textiles now faced
stiff competition in other international markets.
● Steady decline of the share of cotton textiles: from some 30 per cent around
1800 to 15 per cent by 1813.
● By the 1870s this proportion had dropped to below 3 per cent.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

What did India export then?

● While exports of manufactures declined rapidly,

export of raw materials increased equally fast. Why

Example
● Between 1812 and 1871, the share of raw cotton
exports rose from 5 per cent to 35 per cent.
● Some is the story for indigo opium.

➔ British manufactures flooded the Indian market.

➔ Food grain and raw material exports from India to Britain and the
rest of the world increased
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Britain had a ‘Trade surplus’ with India

● The value of British exports to India was much higher than the value of British imports
from India.
● Britain used this surplus to balance its trade deficits with other countries - that is, with
countries from which Britain was importing more than it was selling to.

It allows one country's deficit with another country

Multilateral settlement system
to be settled by its surplus with a third country.

➔ Britain's trade surplus in India also helped pay the so-called ‘home charges’.

Included private remittances home by British officials and traders, interest payments
on India's external debt, and pensions of British officials in India.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

The Inter-war Economy

First world war (1914-18)

Mainly fought in Europe its impact was felt around the world.

During this period, the world experienced widespread economic

and political instability, and another catastrophic war.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Wartime Transformations

Allies powers V/S Central powers

The First World War was a war like no other before.

The fighting involved the world's leading industrial nations, which now harnessed the vast
powers of modern industry to inflict the greatest possible destruction on their enemies.

“First modern industrial war”

Class 10th - History - The Making of a Global World - Full Chapter Explanation

Why the first world war is considered as the first modern industrial war?

● It saw the use of machine guns, tanks, aircraft, chemical weapons, etc. on a
massive scale.
● These were all increasingly products of modern large scale industry.
● To fight the war, millions of soldiers had to be recruited from around the
world and moved to the frontline on large ships and trains
● The scale of death and destruction - 9 million dead and 20 million injured -
was unthinkable before the industrial age, without the use of industrial arms

Impact
Class 10th - History - The Making of a Global World - Full Chapter Explanation
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Impact of the first world war?

1. The killed and maimed were men of working age

Reduced able - bodied work force in europe

Household incomes declined after the war

2. Industries were restructured to produce war related goods

As men went to battle, women stepped in to undertake jobs

that earlier only men were expected to do.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

3. The war led to the snapping of economic links between some of the
world's largest economic powers which were now fighting each other.
4. U.S became an international creditor

● Britain borrowed large sums of money from US banks as well as the US public.
● The US and its citizens owned more overseas assets than foreign governments
and citizens owned in the US.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Post War Recovery

Decline in the Increase in the Crisis in agricultural

position of Britain unemployment economics
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Decline in the position of Britain

Britain ➔ Which was the world's leading economy in the pre-war

period, in particular, faced a prolonged crisis.

How?

➔ While Britain was preoccupied with war, industries had developed in

India and Japan
➔ After the war, Britain found it difficult to recapture its earlier position of
dominance in the Indian market, and to compete with Japan
internationally.
➔ To finance war expenditures, Britain had borrowed liberally from the US.
at the end of the war, Britain was burdened with huge external debts.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Increase in the unemployment

War = Demand (war related products) = Production = Employment = Economic boom

➔ When the war boom ended, production contracted and unemployment

increased.
➔ At the same time, the government reduced bloated war expenditures to
bring them into line with peacetime revenues.

Impact?

● These developments led to huge job losses - in 1921 one in every

five British workers was out of work
● Indeed, anxiety and uncertainty about work became an enduring
part of the post-war scenario.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Crisis in Agricultural Economies

➔ Before the war, Eastern Europe was a major supplier of wheat in the world market.
➔ When this supply was disrupted during the war, wheat production in Canada, America
and Australia expanded dramatically.
➔ But once the war was over, production in Eastern Europe revived and created a glut in
wheat output.
➔ Grain prices fell, rural incomes declined, and farmers fell deeper into debt.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Rise of mass production and consumption

War Recovery

In U.S.A., recovery was quicker

One important feature of the US economy of

Mass production
the 1920s was mass production.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Mass production

● Pioneer of mass production was the car manufacturer Henry Ford

● He adopted the assembly line of a Chicago slaughterhouse, (in which
slaughtered animals were picked apart by butchers as they came down a
conveyor belt) to his new car plant in Detroit.
● He realised that the ‘assembly line’ method would allow a faster and
cheaper way of producing vehicles.
● The assembly line forced workers to repeat a single task mechanically
and continuously-such as fitting a particular part to the car at a pace
dictated by the conveyor belt.
● Standing in front of a conveyor belt, no worker could afford to delay the
motions, take a break, or even have a friendly word with a workmate.
Class 10th - History - The Making of a Global World - Full Chapter Explanation
Class 10th - History - The Making of a Global World - Full Chapter Explanation
Mass production model by Henry Ford
Advantages Challenges
● Ford's cars came off the ● At first workers at the Ford factory were
assembly line at three-minute unable to cope with the stress of
intervals. working on assembly lines in which they
could not control the pace of work.
● The T Model Ford was the
world's first mass-produced car. ● So they quit in large numbers.

Solution

● Ford doubled the daily wage to $5 in January 1914

● At the same time, he banned trade unions from operating in his plants.

“Best cost-cutting decision”

Class 10th - History - The Making of a Global World - Full Chapter Explanation

Fordist industrial practices soon spread in the US and Europe in the 1920's

Impact?

● Mass production lowered costs and prices of engineered goods

● Thanks to higher wages, more workers, could now afford to purchase durable
consumer goods such as cars.
● There was a spurt in the purchase of refrigerators, washing machines, radios,
gramophone players, all through a system of hire-purchase (i.e., on credit repaid
in weekly or monthly instalments.
● Boom in house construction and homeownership, financed once again by loans.

Cycle of higher employment and incomes, rising consumption demand, more

investment, and yet more employment and incomes
Class 10th - History - The Making of a Global World - Full Chapter Explanation

The Great Depression (1929 - 1930s)

● During this period most parts of the world experienced Catastrophic

declines in production, employment, incomes and trade.
● Agricultural regions and communities were the worst affected.
● This was because the fall in agricultural prices was greater and more
prolonged than that in the prices of industrial goods

Reasons for the great depression

Class 10th - History - The Making of a Global World - Full Chapter Explanation

Reasons for the Great depression

1. Agricultural overproduction remained a problem

➔ As prices slumped and acaluralincares declined, farmers tried to expand
production and firing a larger volume of produce to the market to maintain
their overall income
➔ This worsened the glut in the market, pushing down prices even further

2. Withdrawal of US loan
➔ In the mid-1920s, many countries financed their investments through loans
from the US.
➔ While it was often extremely easy to raise loans in the US when the going was
good, US overseas lenders panicked at the first sign of trouble.
➔ Countries that depended crucially on US loans now faced an acute crisis.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

USA and the Great Economic Depression

● The withdrawal of US loans affected much of the rest of the world,

though in different ways.
● In Europe it led to the failure of some major banks and the collapse
of currencies such as the British pound sterling.
● In Latin America, and elsewhere, it intensified the slump in
agricultural and raw material prices.
● The US attempt to protect its economy in the depression by doubling
import duties also dealt another severe blow to world trade.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

The impact on the US Economy

Fear of depression US banks reduced domestic lending

● Farm distress
● Households were ruined
Unemployment
● Business collapsed
● Banking system collapsed
● Failure in the repayment of loans and
were forced to give up their homes, cars
and other consumer durables.
● The consumerist prosperity of the 1920s
now disappeared in a puff of dust.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

India and The Great Depression

Impact of great depression on India Shows the integrated nature of the economy

India in the Nineteenth Century

● Exporter of agricultural goads

Depression affected Indian trade
● Importer of manufactured goads
Class 10th - History - The Making of a Global World - Full Chapter Explanation

India and The Great Depression

Peasants and farmers suffered more than urban dwellers. Explain

Impact on Rural area Impact on Urban area

Class 10th - History - The Making of a Global World - Full Chapter Explanation

Impact of the Great Depression on Rural area

● Agricultural prices fell sharply.

● The colonial government refused Peasants producing for the world
to reduce revenue demands. market were the worst hit.

Example of fall in the jute price

● Across India, peasants' indebtedness increased.
● They used up their savings, mortgaged lands, and sold whatever jewellery
and precious metals they had to meet their expenses.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Role played by India in the Recovery from Depression

● In these depression years, Who pro India became an

exporter of precious metals, notably gold.
● The famous economist John Maynard Keynes thought that
Indian gold exports promoted global economic recovery.
● They certainly helped speed up Britain's recovery, but did
little for the Indian peasant.
● Rural India was thus seething with unrest when Mahatma
Gandhi launched the civil disobedience movement at the
height of the depression in 1931.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Impact of the Great Depression on Urban area

➔ The depression proved less grim for urban India.

● Because of falling prices, those with fixed incomes (say

town-dwelling landowners who received rents and middle-class
salaried employees)now found themselves better off.
● Everything cost less
● Industrial investment also grew as the government extended
tariff protection to industries, under the of nationalist opinion.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Rebuilding a World Economy: The Post-War Era

Second world war (1939-45)

Axis power Allies power

Nazi Germany, Japan and Italy Britain, France, the Soviet

Union and the US

It was a war waged for six years on many fronts,

in many places, over land, on sea, in the air.

● Death and destruction was enormous

● At least 60 million people, or about 3 per cent of the world's 1939 population, are
believed to have been killed, directly or indirectly, as a result of the war.
● Millions more were injured.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Impact of Second World War

● Many more civilians than soldiers died from war-related causes.

● Vast parts of Europe and Asia were devastated, and several cities were destroyed by
aerial bombardment or relentless artillery attacks.
● The war caused an immense amount of economic devastation and social disruption.
● Two crucial influences shaped post-war reconstruction.
➢ US's emergence as the dominant economic, political and military power in the
Western world.
➢ The dominance of the Soviet Union.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Post-war settlement and the Bretton Woods institutions

Economists and Politicians drew two key lessons from inter-war economic experiences.

1. Mass production needs mass consumption

2. Country’s economic link with outside world should be controlled by government

Explain
Class 10th - History - The Making of a Global World - Full Chapter Explanation

i) Mass production needs mass consumption

Needs high and stable income

➔ But markets alone could not guarantee full employment

∴ Governments would have to step in to minimise

fluctuations of price, output and employment.

Economic stability could be ensured only

through the intervention of the government.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

ii) Country’s economic link with outside world should be controlled by government

The goal of full employment could only be achieved if governments had

power to control flows of goods, capital and labour.

Conclusion

The main aim of the post-war

international economic system was to
How
preserve economic stability and full
employment in the industrial world.

Its framework was agreed upon at the

United Nations Monetary and Financial
Conference held in July 1944 at Bretton
Woods in New Hampshire, USA.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

➔ Conference of Bretton Woods Outcome

The International bank for reconstruction and

International Monetary Fund (IMF)
development (World Bank)

Was established to deal with It was set up to finance

external surpluses and deficits post-war reconstruction.
of its member nations

● The IMF and the World Bank are referred to as the Bretton Woods
institutions, or sometimes the Bretton Woods twins.
● The post-war international economic system is also often described as the
Bretton Woods system.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

● The IMF and the World Bank commenced financial operations in 1947.
● Decision-making in these institutions is controlled by the Western industrial powers.
● The US has an effective right of veto over key IMF and World Bank decisions.

Impact
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Working of Bretton Woods system

● The international monetary system is the system linking national currencies

and monetary system.
● The Bretton Woods system was based on fixed exchange rates.
● In this system, national currencies, for example the Indian rupee, were pegged
to the dollar at a fixed exchange rate.
● The dollar itself was anchored to gold at a fixed price of $35 per ounce of gold.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

The early post-war years

➔ The Bretton Woods system inaugurated an era of unprecedented growth of trade and
incomes for the Western industrial nations and Japan.
● World trade grew annually at over 8 per cent between 1950 and 1970 and
incomes at nearly 5 per cent.
● The growth was also mostly stable, without large fluctuations.
● For much of this period the unemployment rate, for example, averaged less than
5 per cent in most industrial countries.

➔ The worldwide spread of technology and enterprise

Developing countries V/S Developed Countries

∴ They invested vast amounts of capital, importing industrial plant and
equipment featuring modern technology.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Decolonisation and Independence

➔ Situation after second world war Decolonisation

● Over the next two decades, most colonies in Asia and Africa emerged as free,
independent nations.
● They were, however, overburdened by poverty and a lack of resources, and their
economies and societies were handicapped by long periods of colonial rule.

Role of IMF and World Bank in the situation

Before After Process Outcome

 Class 10th - History - The Making of a Global World - Full Chapter Explanation

➔ Newly Independent Nation ➔ Challenges ➔ Need help

Role of IMF and World Bank

● The IMF and the World Bank were ● But as Europe and Japan rapidly rebuilt their
designed to meet the financial needs economies, they grew less dependent on the
of the industrial countries. IMF and the World Bank.
● They were not equipped to cope with ● Thus, from the late 1950s, the Bretton Woods
the challenge of poverty and lack of institutions began to shift their attention
development in the former colonies. more towards developing countries.

Challenge Neocolonialism
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Challenges faced by newly independent countries after independence

● As colonies, many of the less developed regions of the world had been part of Western
empires.
● Now, ironically, as newly independent countries facing urgent pressures to lift their
populations out of poverty, they came under the guidance of international agencies
dominated by the former colonial powers.
● Even after many years of decolonisation, the former colonial powers still controlled vital
resources such as minerals and land in many of their former colonies.
● Large corporations of other powerful countries, for example the US, also often managed
to secure rights to exploit developing countries' natural resources very cheaply.

● At the same time, most developing countries did not benefit from the fast growth the
Western economies experienced in the 1950s and 1960s.
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

Decolonisation and Independence ➔ Problems and Challenges

● Therefore, they organised themselves as a group - the Group of 77

(or G-77) - to demand a new international economic order (NIEO).
● By the NIEO they meant a system that would give them real
control over their natural resources, more development
assistance, fairer prices for raw materials, and better access for
their manufactured goods in developed countries' markets.
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End of Bretton Woods and the beginning of Globalisation

End of Bretton Woods The beginning of Globalisation

The collapse of the system of fixed exchange rates and

the introduction of a system of floating exchange rates.

Question
 Class 10th - History - The Making of a Global World - Full Chapter Explanation

➔ Reasons for the collapse of the system of fixed exchange rates and the introduction of
a system of floating exchange rates.

● From the 1960s, the rising costs of its overseas involvements weakened the
US's finances and competitive strength.
● The US dollar now no longer commanded confidence as the world's principal
currency.
● It could not maintain its value in relation to gold.
Class 10th - History - The Making of a Global World - Full Chapter Explanation

Changes in the International Financial System

● Earlier, developing countries could turn to international institutions for

loans and development assistance
● But now they were forced to borrow from Western commercial banks and
private lending institutions.

Impact
● This led to periodic debt crises in the developing world, and lower incomes
and increased poverty, especially in Africa and Latin America.

Industrial world Unemployment was rising (1970’s - 1990’s) why

MNCs also began to shift production operations to low-wage Asian countries.

 Class 10th - History - The Making of a Global World - Full Chapter Explanation

➔ Why MNCs also began to shift production operations to low-wage Asian countries?

➢ Low cost of production, fall of Soviet Union, new economic policies in China.
➢ Example of China

● Thus they became attractive destinations for investment by foreign MNCs competing to
capture world markets.
● The relocation of industry to low-wage countries stimulated world trade and capital flows.
● In the last two decades the world's economic geography has been transformed as countries
such as India, China and Brazil have undergone rapid economic transformation

Globalisation
 Class 10th - History

Print Culture and the Modern World

Full Chapter Explanation
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Introduction

Can you imagine the life without print?

Theme Print itself has a history which had shaped the contemporary world.

● What is this history?

● When did printed literature begin to circulate?
● How has it helped create the modern world?

Expansion of print from East Asia to its expansion in Europe and in India.
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What we are going to study?

➔ The first printed books

➔ Print comes to Europe

➔ The print revolution and its impact

➔ The reading mania

➔ The nineteenth century

➔ India and the world of print

➔ Religious reform and public debates

➔ New forms of publication

➔ Print and censorship

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The first printed books

The earliest kind of print technology

Hand printing
China, Japan and Korea

From AD 594 onwards, books in China

were printed by rubbing paper against Limitation
the inked surface of woodblocks.

As both sides of the thin, porous sheet could not be printed.

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Print and China

➔ The traditional Chinese ‘accordion book’

● Folded and stitched at the side.

● Superbly skilled craftsmen could duplicate, with
remarkable accuracy, the beauty of calligraphy.

➔ Chinese bureaucracy and its role in print

● China possessed a huge bureaucratic system which recruited
its personnel through civil service examinations.
● Textbooks for this examination were printed in vast numbers
under the sponsorship of the imperial state.
● From the sixteenth century, the number of examination
candidates went up and that increased the volume of print.
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As urban culture bloomed in China. Uses of print diversified.

Print was no longer used just by

They collected trade information.
scholar-officials. Merchants used print.

Reading became a leisure activity.

● The new readership preferred fictional narratives, poetry, autobiographies, anthologies

of literary masterpieces, and romantic plays.
● Rich women began to read, and many women began publishing their poetry and plays.
● Wives of scholar-officials published their works, and courtesans wrote about their lives.
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Role of technology in spreading reading culture.

● Western printing techniques and mechanical presses

were imported in the late nineteenth century as Western
powers established their outposts in China.
● Shanghai became the hub of the new print culture,
catering to the Western-style schools.
● Shift from hand printing to mechanical printing.
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Print in Japan

Buddhist missionaries from China introduced

hand-printing technology into Japan around AD 768-770.
Containing six sheets of text and woodcut illustrations.

Oldest Japanese book prints was Buddhist diamond sutra[A.D 868]

➔ Printing of pictures on textiles, playing cards and paper money

Printing to visual material

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Upcoming of visual material in printing.

● led to interesting publishing practices.

● In the late eighteenth century, in the flourishing urban circles at
Edo illustrated collections of paintings depicted an elegant urban
culture, involving artists, courtesans, and teahouse gatherings.
● Libraries and bookstores were packed with hand-printed material.
● Shift from hand printing to mechanical printing.
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Kitagawa Utamaro and ukiyo

Kitagawa Utamaro, born in Edo in 1753, was widely known for his contributions to an art form called ukiyo.
Pictures of the floating world' or depiction of ordinary human experiences, especially urban ones.
These prints travelled to contemporary US and Europe and influenced artists like Manet, Monet and Van Gogh.

A morning scene, ukiyo print by Shunman Kubo, late eighteenth century.

An ukiyo print by A man looks out of the window at the snowfall while women prepare tea
kitagawa utamaro and perform other domestic duties.
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Print comes to Europe

Silk route and its significance

● Silk and spices from China flowed into

Europe
● In the eleventh century, Chinese paper
reached Europe via the same route.
● Paper made possible the production of
manuscripts, carefully written by scribes.
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Marco Polo and his contribution.

● Then, in 1295, Marco Polo, a great

explorer, returned to Italy after
many years of exploration in China.
● China already had the technology of
woodblock printing.
Marco Polo brought this knowledge back with him.

Impact

● Italians began producing books with woodblocks.

● Soon the technology spread to other parts of Europe.
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Connect with the chapter age of industrialisation

Aristocrats and rich Class status and refinement

● Luxury editions were still handwritten on very expensive vellum.

● Aristocratic circles and rich monastic libraries scoffed at printed
books as cheap vulgarities

● Merchants and students in the university towns bought the

cheaper printed copies.

Impact
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Demand for books Bookseller Book fairs

How the increasing demand was met?

● Production of handwritten manuscripts was also organised in new ways

to meet the expanded demand.
● Scribes or skilled hand writers were no longer solely employed by
wealthy or influential patrons but increasingly by booksellers as well.
● More than 50 scribes often worked for one bookseller.

Limitations
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The production of handwritten manuscripts could not satisfy

the ever-increasing demand for books.

● Copying was an expensive, laborious and

time-consuming business.
● Manuscripts were fragile, awkward to Solution
handle, and could not be carried around
or read easily.

Woodblock Printing

With the growing demand for books, woodblock printing gradually became more and more popular.
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Further need of quicker and cheaper reproduction of texts.

Invention of a new print technology

● At Strasbourg, Germany, Johann Gutenberg developed the

first-known printing press in the 1430s.
● Gutenberg was the son of a merchant and grew up on a large
agricultural estate.
● From his childhood he had seen wine and olive presses.
● Subsequently, he learnt the art of polishing stones, became a
master goldsmith, and also acquired the expertise to create lead
moulds used for making trinkets.

He used all this knowledge to his invention.

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Gutenberg's Printing Press

● Gutenberg adapted existing technology to design his

innovation.
● The olive press provided the model for the printing
press.
● Moulds were used for casting the metal types for
the letters of the alphabet.
● By 1448, Gutenberg perfected the system.
● The first book he printed was the Bible.
● About 180 copies were printed and it took three
years to produce them.
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Gutenberg’s printing press explained

● Notice the long handle attached to the screw. This

handle was used to turn the screw and press down
the platen over the printing block that was placed
on top of a sheet of damp paper.
● Gutenberg developed metal types for each of the 26
characters of the Roman alphabet and devised a
way of moving them around so as to compose
different words of the text.
● This came to be known as the moveable type
printing machine, and it remained the basic print
technology over the next 300 years.
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A Printer's workshop, sixteenth century.

● This picture depicts what a printer's shop looked like in the sixteenth century, All
the activities are going on under one roof.
● In the foreground on the right, compositors are at work, while on the left galleys
are being prepared and ink is being applied on the metal types; in the background,
the printers are turning the screws of the press, and near them proofreaders are
at work.
● Right in front is the final product the double-page printed sheets, stacked in neat
piles, waiting to be bound.
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The new technology did not entirely displace the existing art of producing books by hand.

Explain

➔ Printed books at first closely resembled the written manuscripts in appearance and layout.

● The metal letters imitated the ornamental handwritten styles.

● Borders were illuminated by hand with foliage and other
patterns.
● Illustrations were painted.
● In the books printed for the rich, space for decoration was kept
blank on the printed page.
● Each purchaser could choose the design and decide on the
painting school that would do the illustrations.
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Between 1450 - 1550 Printing production expanded

● Printing presses were set up in most countries of Europe.

● Printers from Germany travelled to other countries, seeking work and helping
start new presses.
● The second half of the fifteenth century saw 20 million copies of Printed books
flooding the markets in Europe.
● The number went up in the sixteenth century to about 200 million copies.

This shift from hand printing to mechanical printing led to the print revolution.
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The Print Revolution and its Impact

Why Print revolution?

● It transformed the lives of people

● Changing their relationship to information and knowledge.
● It influenced popular perceptions
● Opened up new ways of looking at things.
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A new reading public

Printing press New reading public Impact

● Printing reduced the cost of books.

● The time and labour required to produce each book came down.
● Multiple copies could be produced with greater ease.
● Books flooded the market.
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Book Reading Public Created a new culture of Reading

● Earlier, reading was restricted to the elites. Common

people lived in a world of oral culture.
● Before the age of print, books were not only expensive
but they could not be produced in sufficient numbers.

Print revolution

Now books could reach out to wider sections of people.

Hearing public Reading public

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The transition from hearing public to reading public was not so simple. Problems

Books could be read only by the literate, and the rates of

literacy in most European countries were very low

How the publishers persuade people towards prints?

● Printers began publishing popular ballads and folk tales, and

such books would be profusely illustrated with pictures.
● These were then sung and recited at gatherings in villages and in
taverns in towns.
● Print was transmitted orally and the hearing public and reading
public became intermingled.
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Religious Debates and the Fear of Print

● Print created the possibility of wide circulation of ideas,

and introduced a new world of debate and discussion.

● Even those who disagreed with established authorities

could now print and circulate their ideas.

Not everyone welcomed the printed book,

and those who did also had fears about it.

Explain
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Fears associated with the spread of print?

Religious authorities, monarchs as well as many writers and artists

were apprehensive of the effects of the easy availability of printed.

● It was feared that if there was no control over what was printed
and read then rebellious and irreligious thoughts might spread.
● The authority of 'valuable' literature would be destroyed.
● This anxiety was the basis of widespread criticism of the new
printed literature that had begun to circulate.
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Martin Luther and the Protestant Reformation

● In 1517, the religious reformer Martin Luther wrote

Ninety Five Theses criticising many of the practices
and rituals of the Roman Catholic Church.
● It challenged the Church to debate his ideas.
● Luther's writings were immediately reproduced in
vast numbers and read widely.
● This lead to a division within the Church and to the
beginning of the Protestant Reformation.
● Deeply grateful to print, Luther said, 'Printing is the
ultimate gift of God and the greatest one.

Analyse the situation without print?

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Print and Dissent

Stimulated many distinctive individual interpretations

Print and popular religion literature
of faith even among little-educated working people.

Example: Menocchio, A miller in Italy, reinterpreted the message of the Bible and
formulated a view of God and Creation that enraged the Roman Catholic Church.

He was inquisitioned for expressing heretical ideas and executed

ஃ The Roman Church, imposed severe controls over publishers and booksellers
and began to maintain an Index of Prohibited Books from 1558.
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The reading Mania

Literacy rates( 17th and 18th century ) How

● Churches of different denominations set up schools in villages.

● Carrying literacy to peasants and artisans.
● As literacy and schools spread in European countries, there was
a virtual reading mania.
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New forms of popular literature appeared in print, targeting new audiences.

● Booksellers employed pedlars who roamed around villages, carrying little books for sale. There
were almanacs or ritual calendars, along with ballads and folktales.
● In England, penny chapbooks were carried by petty pedlars known as chapmen, and sold for a
penny, so that even the poor could buy them.
● In France, were the "Biliotheque Bleue", which were low-priced small books printed on poor
quality paper, and bound in cheap blue covers.
● Periodical press and newspapers carried the information about current affairs with
entertainment, wars and trade.
● The ideas of scientists and philosophers now became more accessible to the common people
Scientists like Isaac Newton began to publish their discoveries the writings of thinkers such as
Thomas Paine, Voltaire and Jean Jacques Rousseau were also widely printed and read.
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Tremble, therefore tyrants of the world

Understand the heading

By the mid-eighteenth century, there was a common conviction that
books were a means of spreading progress and enlightenment. How

● Books could change the world, liberate society from despotism and
tyranny, and herald a time when reason and intellect would rule.
● Louise - Sebastien Mercier a novelist declared “The printing press is the
most powerful engine of progress and public opinion is the force that will
sweep despotism Away”.
● Mercier proclaimed: Tremble, therefore, tyrants of the world! Tremble
before the virtual writer.

Mercier, his novels and the role of print

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Print culture and French revolution

Many historians have argued that print culture created the

conditions within which French Revolution occurred. How

Three types of arguments have been usually put forward.

First Print popularised the ideas of the Enlightenment thinkers.

● Their writings provided a critical commentary on tradition, superstition and despotism.

● Demanded that everything be judged through the application of reason and rationality.
● They attacked the sacred authority of the Church and the despotic power of the state,
thus eroding the legitimacy of a social order based on tradition.
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Second Print created a new culture of dialogue and debate.

● All values, norms and institutions were re-evaluated and discussed by a public that had
become aware of the power of reason.
● The need to question existing ideas and beliefs.

Third By the 1780s there was an outpouring of literature that mocked

the royalty and criticised their morality.

● Questions about the existing social order. (3 Estate)

● Cartoons and caricatures about the situation where the monarchy remained absorbed only in
sensual pleasures while the common people suffered immense hardships circulated.
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Condusion Did print culture led to the French Revolution

Print Spread of idea.

● But we must remember that people did not read just one kind of literature.
● If they read the ideas of Voltaire and Rousseau, they were also exposed to monarchical and
Church propaganda.
● They accepted some ideas and rejected others.
Print did not directly shape their minds, but it did open up the possibility of thinking differently.
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The nineteenth century

The nineteenth century saw vast leaps in mass literacy in Europe.

Impact

Increase in the large number of readers

Children Women Worker

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Children, women and worker

Children

As primary education became compulsory = Children became an important category of readers.

● Production of school textbooks became critical for the publishing industry.

● A children's press, devoted to literature for children alone, was set up in France in 1857.
● The Grimm Brothers in Germany spent years compiling traditional folk tales gathered
from peasants.
● Anything that was considered unsuitable for children or would appear vulgar to the
elites, was not included in the published version.
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Women

● Women became important as readers as well as writers.

● Penny magazines were especially meant for women, as were
manuals teaching proper behaviour and housekeeping.
● Some of the best-known novelists were women: Jane Austen, the
Bronte sisters, George Eliot.
● Their writings became important in defining a new type of woman:
a person with will, strength of personality, determination and the
power to think.
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Workers

● Lending libraries had been in existence from the

seventeenth century onwards.
● In the nineteenth century, lending libraries in England.
became instruments for educating white-collar
workers, artisans and lower-middle-class people.
● Sometimes, self-educated working, class people wrote
for themselves.
● After the working day was gradually shortened from
the mid-nineteenth century, workers had some time
for self-improvement and self-expression.
● They wrote political tracts and autobiographies in
large numbers.
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Further Innovations

Series of development occurred in printing technology

● By the mid-nineteenth century Richard M. Hoe of New York had perfected the
power-driven cylindrical press.
● In the late nineteenth century, the offset press was developed which could print up to
six colours at a time
● Electrically operated presses accelerated printing operations.
● A series of other developments followed.
➔ Methods of feeding paper improved, the quality of plates became better, automatic
paper reels and photoelectric controls of the colour register were introduced.

Impact
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Electrically Offset press Power-driven cylindrical press. Richard M.

operated Hoe
presses
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Printers and publishers continuously developed new strategies to sell their product.

● Nineteenth-century periodicals serialised important novels, which gave birth

to a particular way of writing novels.
● In the 1920s in England, popular works were sold in cheap series, called the
Shilling Series.
● The dust cover or the book jacket is also a twentieth-century innovation.
● Publishers feared a decline in book purchases. To sustain
Great depression
buying, they brought out cheap paperback editions.
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India and the world of print

Print and India

Before After

Manuscripts before the age of print Print comes to India

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Manuscripts Before the Age of Print

India Rich and old tradition of handwritten manuscripts

● Manuscripts were copied on palm leaves or on handmade paper.

● Pages were sometimes beautifully illustrated.
● They would be either pressed between wooden covers or sewn
together to ensure preservation.
● Continued till the introduction of print.

Problems
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Problems associated with manuscripts

● Highly expensive and fragile. They had to be handled carefully.

● They could not be read easily as the script was written in different styles.
● Manuscripts were not widely used in everyday life.

Pre Colonial Bengal An extensive network of village primary school was developed

● Students very often did not read texts.

● They only learnt to write.
● Teachers dictated portions of texts from memory and students wrote them down.

Many thus became literate without ever actually reading any kinds of texts.
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Print comes to India

The printing press first came to Goa with Portuguese missionaries in the mid-sixteenth century.

● Jesuit priests learnt Konkani and printed several tracts.

● By 1674, about 50 books had been printed in the Konkani and in Kanara languages.

● Catholic priests printed the first Tamil book in 1579 at Cochin.

● In 1713 the first Malayalam book was printed by them.

● By 1710, Dutch Protestant missionaries had printed 32 Tamil texts, many of them
translations of older works.
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Print comes to India The English language press

● The English language press did not grow in India till quite late.
● English East India Company began to import presses from the late seventeenth century.

From 1780, James Augustus Hickey began to edit the Bengal Gazette

● “A commercial paper open to all, but influenced by none”.

● Hickey published a lot of advertisements, including those
that related to the import and sale of slaves.
● He also published a lot of gossip about the Company's
senior officials in India.

Impact
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James Augustus Hickey Wrote against British

Enraged by this, Governor-General Warren Hastings persecuted Hickey.

Encouraged the publication of officially sanctioned

newspapers that could counter the flow of information that
damaged the image of the colonial government.

There were Indians, too, who began to publish Indian newspapers. Brought out by Gangadhar
Bhattacharya, who was close to Rammohun Roy.

Bengal Gazette
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Religious reform and public debates

From the early nineteenth century, there were intense debates around religious issues

Various interpretations

Some criticised existing While others countered

practices and campaigned the arguments of
for reform. reformers.

These debates were carried out in public and with print a wider public
could now participate in these public discussions and express their views.
New ideas emerged through these clashes of opinions.
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Time of intense controversies between social and religious reformers and the Hindu orthodoxy

Over matters like widow immolation, monotheism,

Brahmanical priesthood and idolatry.

Impact

● Tracts and newspapers proliferated; circulating a variety of arguments.

● The ideas were printed in the everyday, spoken language of ordinary people.
● Rammohun Roy published the Sambad Kaumudi from 1821 and the Hindu orthodoxy
commissioned the Samachar Chandrika to oppose his opinions.
● From 1822, two Persian newspapers were published, Jam-i-Jahan Nama and Shamsul Akhbar
● In the same year, a Gujarati newspaper, the Bombay Samachar, made its appearance.
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Rammohun Roy Bombay Samachar

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Religious reform and public debates Among Muslims

● Ulama were deeply anxious about the collapse of

Muslim dynasties.
● They feared that colonial rulers would encourage
conversion, change the Muslim personal laws.

To counter this, they used cheap lithographic presses,

published Persian and Urdu translations of holy
scriptures, and printed religious newspapers and tracts.

● The Deoband Seminary, founded in 1867,

published thousands upon thousands of fatwas
telling Muslim readers how to conduct themselves
in their everyday lives, and explaining the
meanings of Islamic doctrines.
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Religious reform and public debates Among Hindus

Among Hindus, too, print encouraged the reading of

religious texts. especially in the vernacular languages.

● The first printed edition of the Ramcharitmanas of Tulsidas, a

sixteenth-century text, came out from Calcutta in 1810.

● From the 1880s, the Naval Kishore Press at Lucknow and the
Shri Venkateshwar Press in Bombay published numerous
religious texts in vernaculars.

● Printed material was read by and read out to faithful.

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Conclusion

Religious texts, therefore, reached a very wide circle of people, encouraging

discussions, debates and controversies within and among different religions.

● It also connected communities and people in different parts of India.

● Newspapers conveyed news from one place to another, creating
pan-Indian identities.
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New forms of Publication

People wanted to see their own lives, experiences,

Print emotions and relationships reflected in what they read.

● New forms of publications emerged.

● For readers, it opened up new worlds of experience,
and gave a vivid sense of the diversity of human lives.

● New literary forms also entered the world of reading lyrics, short
stories, essays about social, political matters and Novels.
● They reinforced the new emphasis on human lives and intimate
feelings, about the political and social rules that shaped such things.
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Visual culture was taking shape

● With the help of printing presses, visual images and

printed material could be reproduced in multiple copies.

● Painters like Raja Ravi Varma produced images for mass

circulation.

● Poor wood engravers who made woodblocks set up shop

near the letterpresses, and were employed by print shops.

● Cheap prints and calendars, easily available in the bazaar,

could best even by the poor to decorate the walls of their
homes or places of work.

● Print began shaping popular ideas about modernity and

tradition, religion and politics, and society and culture.
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By the 1870s, caricatures and cartoons were being published in

journals and newspapers, commenting on social and political issues.

Content?

● Some caricatures ridiculed the educated Indians'

fascination with Western tastes and clothes.
● Others expressed the fear of social change.
The cover page of Indian Charivari. The Indian Charivari
● There were imperial caricatures lampooning nationalists. was one of the many journals of caricature and satire
published in the late nineteenth century. Notice that the
imperial British figure is positioned right at the centre.
● Nationalist cartoons criticising imperial rule. He is authoritative and imperial; telling the natives what
is to be done. The natives sit on either side of him, servile
and submissive. The Indians are being shown a copy of
Punch, the British journal of cartoons and satire. You can
almost hear the British master say - 'This is the model,
produce Indian versions of it.
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Women and Print

Women came in the center of print

● Women's reading, therefore, increased enormously in middle-class homes.

● Liberal husbands and fathers began educating their womenfolk at home,

and sent them to schools.

● Women's schools were set up in the cities and towns.

● Material was printed.

Problem
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Women and print Not all families were liberal.

● Conservative Hindus believed that a literate girl would be widowed

● Muslims feared that educated women would be corrupted by reading
Urdu romances.

Rebel women defied such prohibition.

Explain
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Sultana’s Dream

● Story of a girl in a conservative Muslim family of north

India who secretly learnt to read and write in Urdu.

Rashsundari Debi

● A young married girl in a very orthodox household, learnt

to read in the secrecy of her kitchen. Later, she wrote her
autobiography Amar Jiban which was published in 1876.
● It was the first full-length autobiography published in the
Bengali language.
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Print Possibility/Interest in highlighting what women

would have to say about their own lives.

● From the 1860s, a few Bengali women like Kailashbashini Debi wrote books
highlighting the experiences of women - about how women were
imprisoned at home, kept in ignorance, forced to do hard domestic labour Tarabai Shinde
and treated unjustly by the very people they served.
● In the 1880s, in present-day Maharashtra, Tarabai Shinde and Pandita
Ramabai wrote with passionate anger about the miserable lives of
upper-caste Hindu women, especially widows.
● A woman in a Tamil novel expressed what reading meant to women who
were so greatly confined by social regulations: For various reasons, my
world is small ... More than half my life's happiness has com from books.

Pandita Ramabai
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While Urdu, Tamil, Bengali and Marathi print culture had developed
early, Hindi printing began seriously only from the 1870’s

● Large segment of it was devoted to the education of women.

● Journals, written for and sometimes edited by women, became
extremely popular.
● They discussed issues like women's education, widowhood, widow
remarriage and the national movement.
● Some of them offered household and fashion lessons to women and
brought entertainment through short stories and serialised novels.

Vernacular?
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Women and print at vernacular level

In Punjab In Bengal

● Ram Chaddha published the fast-selling ● An entire area in central Calcutta - the Battala
Istri Dharm Vichar to teach women how to - was devoted to the printing of popular
be obedient wives. books.
● The Khalsa Tract Society published cheap ● Here you could buy cheap editions of religious
booklets with a similar message. tracts and scriptures, as well as literature that
was considered obscene and scandalous.
● Many of these were in the form of
dialogues about the qualities of a good ● Pedlars took the Battala publications to
woman. homes, enabling women to read them in their
leisure time.
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Ghor Kali The End of the World, coloured An Indian couple, black and white woodcut. The
woodcut, late nineteenth century. The artist's image shows the artist's fear that the cultural
vision of the destruction of proper family impact of the West has turned the family upside
relations. Here the husband is totally down. Notice that the man is playing the veena
dominated by his wife who is perched on his while the woman is smoking a hookah. The move
shoulder. He is cruel towards his mother, towards women's education in the late
dragging her like an animal, by the noose. nineteenth century created anxiety about the
breakdown of traditional family roles.
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Print and the poor

● Cheap small books were sold so that poor people can afford them.
● Public libraries were set up from the early Twentieth century, expanding
the access to books.
● For rich local patrons, setting up a library was a way of acquiring prestige.

Print and the poor What was the content written and read?
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Issues of caste discrimination began to be written about in many

printed tracts and essays

● Jyotiba Phule, the Maratha pioneer of low caste

protest movements, wrote about the injustices of
the caste system in his Gulamgiri (1871).
● B.R. Ambedkar in Maharashtra and E. V.
Ramaswamy Naicker in Madras, better known as
Periyar, wrote powerfully on caste and their
writings were read by people all over India. B.R. Ambedkar Jyotiba Phule

● Local protest movements and sects also created a

lot of popular journals and tracts criticising ancient
scriptures and envisioning a new and just future.

Ramaswamy Naicker
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Workers in factories were too overworked and lacked the education

to write much about their experiences

● Kashibaba, a Kanpur mill worker, wrote and published Chhote Aur Bade Ka
Sawal in 1938 to show the links between caste and class exploitation.
● The poems of another Kanpur mill worker, who wrote under the name of
Sudarshan Chakr between 1935 and 1955, were brought together and published
in a collection called Sacchi Kavitayan.
● By the 1930s, Bangalore cotton mill workers set up libraries to educate
themselves, following the example of Bombay workers.
● These were sponsored by social reformers who tried to restrict excessive
drinking among them, to bring literacy and, sometimes, to propagate the
message of nationalism.
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Print and censorship

Understand the heading

Censorship

Against Englishmen in India Against vernacular and nationalist press

Explain
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Print and censorship Against Englishmen in India

● Before 1798, the colonial state under the East India Company was not too concerned with
censorship.
● Its early measures to control printed matter were directed against Englishmen in India who
were critical of Company misrule and hated the actions of particular Company officers.
● The Company was worried that such criticisms might be used by its critics in England to
attack its trade monopoly in India.
● By the 1820s, the Calcutta Supreme Court passed certain regulations to control press
freedom and the Company began encouraging publication of newspapers that would
celebrate Britsh rule.

Demand for moderation was there Explain

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● In 1835, faced with urgent petitions by editors

of English and vernacular newspapers.
Why?
● Governor - General Bentinck agreed to revise
press laws.

Thomas Macaulay, a liberal colonial official, formulated Governor - General

Bentinck
new rules that restored the earlier freedoms.

Thomas Macaulay
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Print and censorship Against vernacular and nationalist press

Revolt of 1857 The attitude to freedom of the press changed.

Enraged Englishmen demanded a clamp down on the 'native' press.

In 1878, the Vernacular Press Act was passed.

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The vernacular press act

● Passed in 1878 was modelled on the Irish Press Laws.

● It provided the government with extensive rights to censor
reports and editorials in the vernacular press.
● From now on the government kept regular track of the
vernacular newspapers published in different provinces.
● When a report was judged as seditious, the newspaper was
warned, and if the warning was ignored, the press was liable to
be seized and the printing machinery confiscated.

Impact
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Despite repressive measures, nationalist newspapers grew in

numbers in all parts of India.

● They reported on colonial misrule and

encouraged nationalist activities.
● Attempts to throttle nationalist criticism
provoked militant protest.
● This in turn led to a renewed cycle of
persecution and protests.
● When Punjab revolutionaries were deported
in 1907, Balgangadhar Tilak wrote with great
sympathy about them in his Kesari. This led
to his imprisonment in 1908, Provoking in
turn widespread protests all over India.
Class 10th - Civics - Power Sharing - Full Chapter Explanation

Understand the Heading

Power Sharing
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

What we are going to study in this chapter?

❖ Belgium and Sri Lanka

❖ Majoritarianism in Sri Lanka

❖ Accommodation in Belgium

❖ Why Power Sharing is desirable?

❖ Forms of power-sharing
Class 10th - Civics - Power Sharing - Full Chapter Explanation
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Belgium and Sri Lanka

Ethnic composition of Belgium

● 59 per cent lives in the Flemish region

and speaks Dutch language.

● Another 40 per cent people live in the

Wallonia region and speak French.

● Remaining one per cent of the Belgians

speak German.

● In the capital city Brussels, 80 per cent

people speak French while 20 per cent
are Dutchspeaking.
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Reasons for Tension

● The minority French-speaking community was relatively rich and powerful.

● This was resented by the Dutch-speaking community who got the benefit of economic
development and education much later.

● The tension between the two communities was more acute in Brussels.

● Brussels presented a special problem: the Dutch-speaking people constituted a majority in

the country, but a minority in the capital.
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Ethnic composition of Sri Lanka

● Sri Lanka has a diverse population.

● The major social groups are the Sinhala-speakers (74 per

cent) and the Tamil-speakers (18 per cent).

Among Tamils there are two subgroups.

● Tamil natives of the country are called ‘Sri Lankan Tamils’

(13 per cent).

● The rest, whose forefathers came from India as plantation

workers during colonial period, are called ‘Indian Tamils’.
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Religious Composition

● Most of the Sinhala speaking people are Buddhists, while most of the Tamils
are Hindus or Muslims.

● There are about 7 per cent Christians, who are both Tamil and Sinhala.

Analyse the situation

Possibility of majority dominance and conflicts.

 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Majoritarianism in Sri Lanka

● Sri Lanka got independence in 1948.

Majority Sinhalas

Sought to secure dominance over

government by virtue of their majority.

Majoritarianism

A belief that the majority community should be able to

rule a country in whichever way it wants, by
disregarding the wishes and needs of the minority.
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Steps taken to establish Sinhala supremacy are -

● In 1956, an Act was passed to recognise Sinhala as the only official language, thus
disregarding Tamil.

● The governments followed preferential policies that favoured Sinhala applicants for
university positions and government jobs.

● A new constitution stipulated that the state shall protect and foster Buddhism.

Impact
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Impact of Steps taken to establish Sinhala supremacy

All these government measures increased the feeling of alienation among the Sri Lankan Tamils.

● They felt that the Buddhist Sinhala leaders were not sensitive to their language and culture.

● They felt that the constitution and government policies denied them equal political rights.

● Discriminated against them in getting jobs and other opportunities and ignored their interests.

As a result, the relations between the Sinhala and Tamil communities strained over time.
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Reaction of Sri Lankan Tamils

● The Sri Lankan Tamils launched parties and struggles for

the recognition of Tamil as an official language, for
regional autonomy and equality of opportunity in
securing education and jobs.
Civil War
● By 1980s several political organisations were formed
demanding an independent Tamil Eelam (state) in
northern and eastern parts of Sri Lanka.
The civil war has caused a
● The distrust between the two communities turned into
terrible setback to the social,
widespread conflict.
cultural and economic life of
the country.
Class 10th - Civics - Power Sharing - Full Chapter Explanation
Class 10th - Civics - Power Sharing - Full Chapter Explanation

V/S
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Accommodation in Belgium

Belgium Differences Diversity Conflicts

● The Belgian leaders took a different path.

● They recognised the existence of regional differences and cultural diversities.

Explain
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Some of the elements of the Belgian model of Accommodation are:

➔ Between 1970 and 1993, they amended their constitution four times so as to work
out an arrangement that would enable everyone to live together within the same
country.
1. Constitution prescribes that the number of Dutch and French-speaking ministers
shall be equal in the central government.

Thus, no single community can make decisions unilaterally.

2. Many powers of the central government have been given to state governments of
the two regions of the country. The state governments are not subordinate to the
Central Government.
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Some of the elements of the Belgian model of Accommodation are:

● Brussels*Reaction
has a separate government
of World in which both the communities have equal representation.
Community

The French Speaking people accepted equal representation in Brussels because the
Dutch-speaking community has accepted equal representation in the Central Government.

● Apart from the Central and the State Government, there is a third kind of government.

‘Community government’ is elected by people belonging to one language community - Dutch,

French and German-speaking - no matter where they live. This government has the power
regarding cultural, educational and language-related issues.
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Belgian model is very complicated.

● But these arrangements have worked well so far.

● They helped to avoid civic strife between the two

major communities and a possible division of the
country on linguistic lines.

● When many countries of Europe came together to

form the European Union, Brussels was chosen as
its headquarters.

Conclusion European Parliament in Brussels, Belgium

 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Why Power Sharing is Desirable?

Prudential Moral

Power sharing is good because it helps Power sharing is the very spirit
to reduce the possibility of conflict of democracy.
between social groups.

Explain
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Prudential reasons for power sharing

● Social conflict often leads to violence and political instability, power sharing is a good
way to ensure the stability of political order.

● Imposing the will of majority community over others may look like an attractive option
in the short run, but in the long run it undermines the unity of the nation.

● Tyranny of the majority is not just oppressive for the minority; it often brings ruin to the
majority as well.

It is prudential to share power because it helps to reduce the possibility of

conflict between social groups.
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Moral reasons for power sharing

● Power sharing is the very spirit of democracy.

● A democratic rule involves sharing power with those affected by its exercise,
and who have to live with its effects.

● People have a right to be consulted on how they are to be governed.

● A legitimate government is one where citizens, through participation, acquire

a stake in the system.

While prudential reasons stress that power sharing will bring out better outcomes,
moral reasons emphasise the very act of power sharing as valuable.
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Forms of Power Sharing

Power sharing and idea associated with it.

All power of a government must Emergence of democracy

reside in one person or group.

● People are the source of all political

power.
Why?
● Everyone has a voice in the shaping
of public policies.
∴ Political Power Should be distributed
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

In modern democracies, power sharing arrangements can take many forms.

1. Power is shared among different organs of government.

Horizontal distribution of power.

● Such a separation ensures that none of the organs can

exercise unlimited power.
● Each organ checks the others.
● This results in a balance of power among various
institutions.

System of checks and balances

 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Executive Legislature Judiciary

 Class 10th - Civics - Power Sharing - Full Chapter Explanation

2. Power can be shared among government at different levels.

Central

Vertical form of power sharing

State

Federal government
Local

● In a federal government power is shared between a general government for the entire
country and governments at the provincial or regional level.

Federal division of power

 Class 10th - Civics - Power Sharing - Full Chapter Explanation

3. Power may also be shared among different social groups.

Social Group Groups based on the basis of religion and language.

● ‘Community government’ in Belgium is a good example of this arrangement.

● In some countries there are constitutional and legal arrangements whereby socially
weaker sections and women are represented in the legislatures and administration.

Reserved Constituencies
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

Advantages of sharing power among different social groups

● This type of arrangement is meant to give space in the

government and administration to diverse social groups who
otherwise would feel alienated from the government.

● This method is used to give minority communities a fair share in

power.
 Class 10th - Civics - Power Sharing - Full Chapter Explanation

4. Power can be shared by political parties, pressure groups and movements.

Democracy Political parties Competition

● Such competition ensures that power does not remain in one hand.
● Power is shared among different political parties that represent different ideologies
and social groups.

Example -
➔ Coalition government.
➔ In a democracy, we find interest groups such as those of traders, businessmen,
industrialists, farmers and industrial workers.
 Class 10th - Civics - Federalism - Full Chapter Explanation

Connect with the previous chapter

Vertical division of power among different levels of government is one

of the major forms of power sharing in modern democracies.

Federalism

We will try to connect the topic - ‘Federalism’ in Indian context.

 Class 10th - Civics - Federalism - Full Chapter Explanation

What we are going to study in this chapter?

● What is federalism?

● What makes India a federal country?

● How is federalism practised?

■ Linguistic States
■ Language policy
■ Centre-State relations

● Decentralisation in India
Class 10th - Civics - Federalism - Full Chapter Explanation

What is Federalism?

Belgium and Sri Lanka

Recall and Analyse

● Belgium shifted from a unitary to a federal
form of government.
● Sri Lanka continues to be, for all practical
purposes, a unitary system where the
national government has all the powers.

Federalism Unitary System

 Class 10th - Civics - Federalism - Full Chapter Explanation

Federalism Unitary System

● Federalism is a system of government in which ● Federations are contrasted with

the power is divided between a central authority unitary governments.
and various constituent units of the country. ● Under the unitary system, either
● Usually, a federation has two levels of there is only one level of
government. government or the sub-units are
● One is the government for the entire country that subordinate to the central
is usually responsible for a few subjects of government.
common national interest. ● The central government can pass
● The others are governments at the level of on orders to the provincial or the
provinces or states that look after much of the local government.
day-to-day administering of their state.
● Both these levels of governments enjoy their
power independent of the other.
 Class 10th - Civics - Federalism - Full Chapter Explanation

Key feature of Federalism

1. There are two or more levels (or tiers) of government.

2. Different tiers of government govern the same citizens, but each tier has its own Jurisdiction
in specific matters of legislation, taxation and administration.
3. The jurisdictions of the respective levels or tiers of government are specified in the
constitution. So the existence and authority of each tier of government is constitutionally
guaranteed.
4. The fundamental provisions of the constitution cannot be unilaterally changed by one level
of government.
5. Courts have the power to interpret the constitution and the powers of different levels of
government. The highest court acts as an umpire if disputes arise between different levels
of government in the exercise of their respective powers.
6. Sources of revenue for each level of government are clearly specified to ensure its financial
autonomy.
 Class 10th - Civics - Federalism - Full Chapter Explanation

7. The federal system thus has dual objectives -

i. To safeguard and promote unity of the country.
ii. Accommodate regional diversity.

● Two aspects are crucial for the institutions and practice of federalism.
➢ Governments at different levels should agree to some rules of power-sharing.
➢ They should also trust that each would abide by its part of the agreement.

Ideal Federal System

Mutual trust and agreement to live together.

 Class 10th - Civics - Federalism - Full Chapter Explanation

The exact balance of power between the central and the state
government varies from one federation to another.

There are two kinds of routes through which federations have been formed.

Coming together federations Holding together federations

● Involves independent States coming ● A large country decides to divide its

together on their own to form a bigger power between the constituent States
unit, so that by pooling sovereignty and and the national government.
retaining identity they can increase their ● India, Spain and Belgium are examples.
security. ● the central government tends to be more
● USA, Switzerland and Australia. powerful vis-à-vis the States.
● All the constituent States usually have ● Very often different constituent units of
equal power and are strong vis-à-vis the the federation have unequal powers.
federal government. Some units are granted special powers.
Class 10th - Civics - Federalism - Full Chapter Explanation
 Class 10th - Civics - Federalism - Full Chapter Explanation

What makes India a Federal Country?

Try to understand the topic

The Constitution declared India as a Union of States. Although it

did not use the word federation, the Indian Union is based on the
principles of federalism.

Features of federalism Do these features apply to the provisions of Indian constitution?

 Class 10th - Civics - Federalism - Full Chapter Explanation

What makes a India a Federal Country?

1. The Constitution originally provided for a two-tier system of government, the Union
Government or what we call the Central Government, representing the Union of India
and the State governments.

Later, a third tier of federalism was added in the form of Panchayats and Municipalities.

2. Each tier of government has its own jurisdiction, specified in constitution.

The Constitution clearly provided a threefold distribution of legislative powers between

the Union Government and the State Governments.

Union list State list Concurrent list

 Class 10th - Civics - Federalism - Full Chapter Explanation

Union list

● Includes subjects of national importance such as defence of the country, foreign affairs,
banking, communications and currency.
● They are included in this list because we need a uniform policy on these matters
throughout the country.
● The Union Government alone can make laws relating to the subjects mentioned in the
Union List.

State list

● Contains subjects of State and local importance such as police, trade, commerce,
agriculture and irrigation.
● The State Governments alone can make laws relating to the subjects mentioned in the
state list.
 Class 10th - Civics - Federalism - Full Chapter Explanation

Concurrent list

● Includes subjects of common interest to both the Union government as well as the State
government, such as education, forest, trade unions, marriage, adoption and succession.
● Both the Union as well as the State Governments can make laws on the subjects mentioned
in this list.
● If their laws conflict with each other, the law made by the Union Government will prevail.

Question

3. Residuary Subjects All those subjects which do not fall in any of the list and
came up after the constitution was made.

Example : Computer Software

:Only central government can make laws on them.
 Class 10th - Civics - Federalism - Full Chapter Explanation

3. Holding together federation Do not give equal power to its constituent units.

● All States in the Indian Union do not have identical powers.

● Some States enjoy a special status.

● Earlier Jammu and kashmir had

its own constitution. Explain
● Article 371 gives many special
powers to some of the states.
E.g - States In North East
 Class 10th - Civics - Federalism - Full Chapter Explanation

Concept of Union territory

● Units of the Indian Union which enjoy very little power.

● These are areas which are too small to become an independent State but
which could not be merged with any of the existing States.

● These territories do not have the powers of a State.

● The Central Government has special powers in running these areas.

Example: Chandigarh, Lakshadweep and Delhi.

 Class 10th - Civics - Federalism - Full Chapter Explanation

4. The fundamental provisions of the constitution cannot be unilaterally changed by one

level of government.

● Basic to the structure of the Constitution.

Power Sharing ● It is not easy to make changes to this power sharing
arrangement.

● The Parliament cannot on its own change this arrangement.

● Any change to it has to be first passed by both the Houses of Parliament with
at least two-thirds majority.
● Then it has to be ratified by the legislatures of at least half of the total States.
 Class 10th - Civics - Federalism - Full Chapter Explanation

5. The judiciary plays an important role in overseeing the implementation of constitutional

provisions and procedures.

In case of any dispute about the division of powers, the High Courts and the Supreme Court
make a decision.

6. The Union and State governments have the power to raise resources by levying taxes in
order to carry on the government and the responsibilities assigned to each of them.
Class 10th - Civics - Federalism - Full Chapter Explanation

How is Federalism Practised?

Federalism V/S Success of federalism

● Constitutional provisions are necessary for the success of

federalism but these are not sufficient.
● The real success of federalism in India can be attributed to
the nature of democratic politics in our country.

Explain
 Class 10th - Civics - Federalism - Full Chapter Explanation

1. Linguistic States People who spoke the same language lived in

the same State.

The creation of linguistic states was the first and a major test for democratic politics in our country.
 Class 10th - Civics - Federalism - Full Chapter Explanation

Creation of linguistic states

● Some States were created not on the basis of

language but to recognise differences based on
culture, ethnicity or geography.

● These include States like Nagaland, Uttarakhand

and Jharkhand.
 Class 10th - Civics - Federalism - Full Chapter Explanation

● Some national leaders feared

Creation of linguistic state would lead to the disintegration of the country.

∴ The Central Government resisted linguistic States for some time.

Outcome

● But the experience has shown that the formation of linguistic

states has actually made the country, more united.

● It has also made administration easier.

 Class 10th - Civics - Federalism - Full Chapter Explanation

2. Language Policy

Connect with federalism

● Our Constitution did not give the status of
national language to any one language.

Is Hindi our national language?

● Hindi was identified as the official language.

● Besides Hindi, there are 21 other languages recognised as Scheduled Languages by the
Constitution.
● A candidate in an examination conducted for the Central Government positions may opt to take
the examination in any of these languages.
● States too have their own official languages.
 Class 10th - Civics - Federalism - Full Chapter Explanation

Hindi V/S English

● The leaders of our country adopted a very cautious attitude in spreading the use of Hindi.
According to the Constitution, the use of English for official purposes was to stop in 1965.

● Many non Hindi speaking States demanded that the use of English continue.

● In Tamil Nadu, this movement took a violent form.

● The Central Government responded by agreeing to continue the use of English along with
Hindi for official purposes.
 Class 10th - Civics - Federalism - Full Chapter Explanation

Accommodative promotion of Hindi

● Promotion of Hindi continues to be the official policy of the Government of India.

Right OR Wrong

Promotion does not mean that the Central Government can impose
Hindi on States where people speak a different language.

The flexibility shown by Indian political leaders helped our country avoid
the kind of situation that Sri Lanka finds itself in.
 Class 10th - Civics - Federalism - Full Chapter Explanation

3. Centre State Policy Constitutional arrangements for

sharing power work in reality
Influences the practice of federalism in the country. depends to a large extent on how
the ruling parties and leaders
follow these arrangements.

Centre - State relations and federalism

Before 1990s After 1990s

 Class 10th - Civics - Federalism - Full Chapter Explanation

Center - State Relations Center - State Relations

Before 1990s After 1990s
 Class 10th - Civics - Federalism - Full Chapter Explanation

Centre - State relations and federalism

Before 1990s After 1990s

● The same party ruled both at the Centre ● This period saw the rise of regional political
and in most of the States. parties in many States of the country.
● This meant that the State governments ● This was also the beginning of the era of
did not exercise their rights as Coalition Government at the Centre.
autonomous federal units. ● Since no single party got a clear majority in
● The Central Government would often the Lok Sabha, the major national parties
misuse the Constitution to dismiss the had to enter into an alliance with many
State governments that were controlled parties including several regional parties to
by rival parties. form a government at the Centre.
● This undermined the spirit of federalism. ● This led to a new culture of power sharing
and respect for the autonomy of State
Governments.
 Class 10th - Civics - Federalism - Full Chapter Explanation

Decentralisation in India

Federal System Two or more than two tiers of governments.

Federal power sharing in India needs another tier of government,

below that of the State governments.

Decentralisation

When power is taken away from Central and State governments and given to local government.
 Class 10th - Civics - Federalism - Full Chapter Explanation

The rationale behind decentralisation

● There are a large number of problems and issues which

are best settled at the local level.

● People have better knowledge of problems in their

localities.

● They also have better ideas on where to spend money and

how to manage things more efficiently.

● At the local level it is possible for the people to directly

participate in decision making.

● This helps to inculcate a habit of democratic participation.

 Class 10th - Civics - Federalism - Full Chapter Explanation

● There were several attempts to decentralise power.

Not very much successful Why?

● Panchayat and municipalities were set up in all the states but these
were directly under the control of state governments.

● Elections to these local governments were not held regularly.

● Local governments did not have any powers or resources of their own.

● Thus, there was very little decentralisation in effective terms.

 Class 10th - Civics - Federalism - Full Chapter Explanation

➔ A major step towards decentralisation was taken in 1992.

Constitutional Amendment (73rd and 74th) Why?

● Now it is constitutionally mandatory to hold regular elections to local government bodies.

● Seats are reserved in the elected bodies and the executive heads of these institutions for the
Scheduled Castes, Scheduled Tribes and Other Backward Classes.

● At least one-third of all positions are reserved for women.

● An independent institution called the State Election Commission has been created in each
State to conduct panchayat and municipal elections.

● The State governments are required to share some powers and revenue with local
government bodies. The nature of sharing varies from State to State.
Class 10th - Civics - Federalism - Full Chapter Explanation

Local self government

Rural local government Urban local government

OR OR
Panchayati Raj Municipalities
 Class 10th - Civics - Federalism - Full Chapter Explanation

Rural local government

Gram Panchayat

● Each village, or a group of villages in some States, has a gram panchayat.

● This is a council consisting of several ward members, often called panch, and a president or
sarpanch.
● They are directly elected by all the adult population living in that ward or village.
● It is the decision-making body for the entire village.
● The panchayat works under the overall supervision of the gram sabha.

Gram sabha is a body consisting of all adult voters in a gram panchayat.

It has to meet at least twice or thrice in a year to approve the annual budget of the
gram panchayat and to review the performance of the gram panchayat.
Class 10th - Civics - Federalism - Full Chapter Explanation
 Class 10th - Civics - Federalism - Full Chapter Explanation

Structure of rural local government

Gram Panchayat Zila

Panchayat Samiti/Block/Mandal Parishad

● A few gram panchayats are grouped together to form what is

usually called a panchayat samiti or block or mandal.
● The members of this representative body are elected by all the
panchayat members in that area.

● All the panchayat samitis or mandals in a district together constitute the zilla (district) parishad.
● Most members of the zilla parishad are elected.
● Members of the Lok Sabha and MLAs of that district and some other officials of other district level
bodies are also its members.
● Zilla parishad chairperson is the political head of the zilla parishad.
 Class 10th - Civics - Federalism - Full Chapter Explanation

Urban local government

Local government bodies for urban areas.

● Municipalities are set up in towns.

● Big cities are constituted into Municipal Corporations.

● Both municipalities and municipal corporations are controlled

by elected bodies consisting of people’s representatives.

● Municipal chairperson is the political head of the municipality.

● In a municipal corporation such an officer is called the Mayor.

 Class 10th - Civics - Federalism - Full Chapter Explanation

Local self government

Achievement

● There are now about 36 lakh elected representatives in the panchayats and municipalities
etc., all over the country.

● Constitutional status for local government has helped to deepen democracy in our country.

● It has also increased women’s representation and voice in our democracy.

Challenges
 Class 10th - Civics - Federalism - Full Chapter Explanation

Challenges

● While elections are held regularly and enthusiastically, gram sabhas are not held regularly.

● Most state governments have not transferred significant powers to the local governments.

● Nor have they given adequate resources.

● We are thus still a long way from realising the ideal of self-government.
 Class 10th - Civics

Gender, Religion and Caste

Full Chapter Explanation
It’s not our differences that divides us, it’s our
inability to celebrate them that divides us

“
Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Democracy Diversity Differences

Social differences that can take the

form of social divisions and inequalities.

Gender Religion Caste

Photo
nahi mili
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

What we are going to study in this chapter?

● Gender and politics

➢ Public/Private division
➢ Women’s Political Representation
● Religion, Communalism and politics
➢ Communalism
➢ Secular state
● Caste and politics
➢ Caste inequalities
➢ Caste in politics
➢ Politics in caste
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Gender and Politics

Gender division ● The gender division tends to be understood

as natural and unchangeable.

● However, it is not based on biology but on

social expectations and stereotypes.

Sex V/S Gender

 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Public/Private division

Sexual Division of Labour

● Boys and girls are brought up to believe that the

main responsibility of women is housework and
bringing up children.

● A system in which all work inside the home is

either done by the women of the family, or
organised by them through the domestic helpers.

Societal belief and reality

Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Teacher

Farmer

Nurse *Bhai me bhi

to teacher hu
Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Sexual division of labour

● Women do all work inside the home such as cooking, cleaning, washing
clothes, tailoring, looking after children, etc., and men do all the work
outside the home.

● When these jobs are paid for, men are ready to take up these works.

● Women do some sort of paid work but along with that it is presumed
that it is their responsibility to do domestic labour but their work is not
valued and does not get recognition.

Impact
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Sexual division of labour Reduction of women’s role in public life, especially politics.

● Earlier, only men were allowed to participate in

public affairs, vote and contest for public offices. Demanding equality
● Gradually the gender issue was raised in politics.

● There were agitations in different countries for the extension of

voting rights to women.

Feminist movements ● These agitations demanded enhancing the political and legal status
of women and improving their educational and opportunities.

● More radical women's movements aimed at equality in personal

and family life as well.
Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Advantage of Political expression of gender division and political mobilisation.

● Helped to improve women's role in public life.

● We now find women working as scientists, doctors, engineers,

lawyers, managers and college and university teachers which
were earlier not considered suitable for women.

● In Scandinavian countries such as Sweden, Norway and

Finland, the participation of women in public life is very high.

Situation in our country?

 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Patriarchal Society Women face disadvantage, discrimination

and oppression in various ways:

1. The literacy rate among women is only 54 percent compared with 76 per
cent among men. And the dropout rate among girls in high because
parents prefer to spend their resources for their ‘boys' education rather
than spending equally on their sons and daughters.
2. The proportion of women among the highly paid and valued jobs is still
very small. On an average an Indian woman works one hour more than
an average man every day. Yet much of her work is not paid and
therefore often not valued.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

3. The Equal Remuneration Act, 1976 provides that equal wages

should be paid to equal work. women are paid less than men,
even when both do exactly the same work.
4. In many parts of India parents prefer to have sons and find ways
Impact
to have the girl child aborted before she is born.

Such sex-selective abortion led to a decline in child sex

ratio (number of girl children per thousand boys) in
the country to merely 919. As the map shows, this
ratio has fallen below 850 or even 800 in some places.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

5. There are reports of various kinds of harassment, exploitation

and violence against women.

● Urban areas have become particularly unsafe for women.

● They are not safe even within their own home from
beating, harassment and other forms of domestic violence.
Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Women’s political representation

Problems Solution

More women as elected representatives Explain

Challenges

● The proportion of women in legislature has been very low.

● The percentage of elected women members in Lok Sabha has touched 12
percent of its total strength for the first time in 2014.
● Their share in the state assemblies is less than 5 per cent.
● Women's participation is among the bottom group of nations in the world
when compared for participation of the women in national parliament.
● Cabinets are largely all-male even when a woman becomes the Chief
Minister or the Prime Minister.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation
Solution to the problem of women’s political representation

1. One way to solve this problem is to make it legally binding to have a fair
proportion of women in the elected bodies
➢ One-third of seats in local government bodies - in panchayats and
municipalities - are now reserved for women.
➢ Now there are more than 10 lakh elected women representatives in
rural and urban local bodies.

Question

● Women's organisations and activists have been demanding a similar reservation of at least
one-third of seats in the Lok Sabha and State Assemblies for women.
● A bill with this proposal has been pending before the Parliament for more than a decade.
● There is no consensus over this among all the political parties. The bill has not been passed.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Gender division Shows that some form of social division needs to be

expressed in politics.

Why

This shows that disadvantaged groups do benefit when

social divisions become a political issue.

Do you think that women could have made the gains we noted above if
their unequal treatment was not raised in the political domain?
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Religion, Communalism and Politics

Social division based on religion

This division is not as universal as gender, but religious

diversity is fairly widespread in the world today.
India Northern ireland

Unlike gender differences, the religious differences are often expressed in the field of politics.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Connection between religion and politics

1. Gandhiji used to say that religion can never be separated from politics.
● By religion he does not mean any particular religion like Hinduism or Islam but moral
values that inform all religions.
● He believed that politics must be guided by ethics drawn from religion.

2. Human rights groups in our country have argued that most of the victims of communal
riots in our country are people from religious minorities.

Explain

They have demanded that the government take special steps to protect religious minorities.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

3. Women's movement has argued that FAMILY LAWS of

all religions discriminate against women.

How

ஃ They have demanded that government should

change these laws to make them more equitable.
Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Religion in Politics or Politics over Religion: Good or bad ?

● Ideas, ideals and values drawn from different religions

can and perhaps should play a role in politics.
● Those who hold political power should sometimes be
able to regulate the practice of religion so as to prevent
discrimination and oppression.
● These political acts are not wrong as long as they treat
every religion equally.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Communalism Idea of communalism

Religion As a basis of nation

People belonging to a same religion should form a nation and in the process the power
of state is used to establish domination of one religious group over the rest.

Question
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Broad understanding of communalism

Communalism

● Religion is expressed in politics in

exclusive and partisan terms, when one
religion and its followers are pitted
against another.
State power is used to
● Beliefs of one religion are presented as + achieve this
superior to those of other religions.
● The demands of one religious group are
formed in opposition to another.

Communal politics
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Communalism Communal politics

● The followers of a particular religion must

belong to one community.
● Their fundamental interests are the same.
Different religion
● It also follows that people who follow
different religions cannot belong to the
same social community.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Situation and understanding for different religion.

● If the followers of different religion have some commonalities

these are superficial and immaterial.
● Their interests are bound to be different and involve a conflict.
● In its extreme form communalism leads to the belief that people
belonging to different religions cannot live as equal citizens
within one nation.
● Either, one of them has to dominate the rest or they have to
form different nations.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Communalism This belief is fundamentally flawed.

● People of one religion do not have the same interests and

aspirations in every context.
● There are many voices inside every community. All these
voices have a right to be heard.

Any attempt to bring all followers of one religion together in

context other than religion is bound to suppress many voices
within that community.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Communalism can take various forms in politics?

1. The most common expression of communalism is in everyday beliefs. How

These routinely involve religious prejudices, stereotypes of religious

communities and belief in the superiority of one's religion over other religions.

2. A communal mind often leads to a quest for political dominance of one's

own religious community.

Major Community Minority Community

Communalism takes the form of Communalism can takes the form

majoritarian dominance. of desire to form a separate
political unit.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Communalism can take various forms in politics?

3. Political mobilisation on religious lines is another frequent form of communalism.

● This involves the use of sacred symbols, religious leaders, emotional

appeal and plain fear in order to bring the followers of one religion
together in the political arena.
● In electoral politics this often involves special appeal to the interests or
emotions of voters of one religion in preference to others.

4. Sometimes communalism takes its most ugly form of communal violence,

riots and massacre.
● India and Pakistan suffered some of the worst communal riots at the time of the Partition.
● The post-Independence period has also seen Large scale communal violence.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Secular state

Communalism Major challenge Solution Secularism

Secularism is reflected in several constitutional provisions of our constitution

Secularism refers to the separation of religion from the state. It means

that the state should not discriminate among its citizens on the basis
of religion. It should neither encourage nor discourage the followers
of any religion.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Constitutional provisions in the Indian secularism which makes India a secular state:
1. There is no official religion for the Indian state

● Unlike the status of Buddhism in Sri Lanka, that of Islam in Pakistan and
that of Christianity in England, our Constitution does not give a special
status to any religion.

2. The Constitution provides to all individuals and communities freedom to

profess, practice and propagate any religion, or not to follow any.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

3. The Constitution prohibits discrimination on grounds of religion.

4. At the same time, the Constitution allows the state to intervene in the
matters of religion in order to ensure equality within religious communities.
For example, it bans untouchability

Explain
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Secularism V/S Communalism

● Is not just an ideology of some ● Communalism should not be seen

parties or persons. as a threat to some people in India.
● This idea constitutes one of the ● It threatens the very idea of India.
foundations of our country.

ஃ Communalism needs to be combated

 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

How communalism can be combated?

● A secular Constitution like ours is necessary but not

sufficient to combat communalism.
● Communal prejudices and propaganda need to be
countered in everyday life and religion based mobilisation
needs to be countered in the arena of politics.
Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Caste and Politics

Expression of social division in politics

Gender Positive Religion Negative

Caste Both Positive and Negative

Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Caste Inequalities

Unlike gender and religion, caste division is special to India. Explain

Societies Have social inequality and some form of division of labour

In most societies, Occupations are passed on from one

generation to another.

Caste system is an extreme form of this. Hereditary occupational division

 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Caste system as the extreme form of social division

● In Indian society, hereditary occupational division was

sanctioned by rituals.
● Members of the same caste group were supposed to form
a social community that practiced the same or similar
occupation.
● Married within the caste group.
● Did not eat with members from other caste groups.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Caste system Based on exclusion of and discrimination against the 'outcaste' groups

They were subjected to the inhuman practice of untouchability Upliftment

That is why political leaders and social reformers like Jyotiba Phule,
Gandhiji, B.R. Ambedkar and Periyar Ramaswami Naicker advocated and
worked to establish a society in which caste inequalities are absent.
Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Factors responsible for the breaking down of caste system

● Social reformers
● Socio- economic changes
● Constitutional changes

Explain
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

How the castes and caste system in modern india have

undergone great changes due to socio-economic development?

● Economic development
● Large scale URBANISATION
● Growth of literacy and education
● OCCUPATIONAL MOBILITY
● The weakening of the position of landlords in the villages
● The old notions of CASTE HIERARCHY are breaking down.

Constitution of India prohibited any caste-based discrimination and laid

the foundations of policies to reverse the injustices of the caste system.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Caste system in contemporary india?

Not yet disappeared

● Some of the older aspects of caste have persisted.

● Even now most people marry within their own caste or tribe.
● Untouchability has not ended completely, despite
constitutional prohibition,

Caste continues to be closely linked to economic status

Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Caste in Politics

Casteism Rooted in the belief that caste is the sole basis of social community.

● People belonging to the same caste belong to a natural social

community and have the same interests which they do not
share with anyone from another caste.
● Such a belief is not borne out by our experience.
● Caste is one aspect of our experience but it is not the only
relevant or the most important aspect.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Caste can take various forms in politics

1. When parties choose candidates in elections, they keep in mind the caste
composition of the electorate and nominate candidates from different
castes so as to muster necessary support to win elections.
● When governments are formed, political parties usually take care
that representatives of different castes and, tribes find a place in it.

2. Political parties and candidates in elections make appeals to caste

sentiment to muster support.

● Some political parties are known to favour some castes and are
seen as their representatives.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

3. Universal Adult Franchise and the principle of one-person-one-vote

compelled political leaders to gear up to the task of mobilising and
securing political support.

● It also brought new consciousness among the people of castes that

were hitherto treated as inferior and low.

Explain
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Observation The focus on caste in politics can sometimes give an impression that
elections are all about caste and nothing else.

Not always

1. No parliamentary constituency in the country has a clear majority of one

single caste
● So, every candidate and party needs to win the confidence of more
than one caste and community to win elections.
2. No party wins the votes of all the voters of a caste or community.
● When people say that a caste is a 'vote bank' of one party, it usually
means that a large proportion of the voters from that caste vote for
that party.
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

3. Many political parties may put up candidates from the same caste.

● Some voters have more than one candidate from their caste while many
voters have no candidate from their caste.

4. The ruling party and the sitting MP or MLA frequently lose elections in our
country.

● That could not have happened if all castes and communities were frozen
in their political preferences.
Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Caste in politics Conclusion

● While caste matters in electoral politics, so do many other factors.

● The voters have strong attachment to political parties which is often
stronger than their attachment to their caste or community.
● People within the same caste or community have different interests
depending on their economic condition.
● Rich and poor or men and women from the same caste often vote very
differently.
● People's assessment of the performance of the government and the
popularity rating of the leaders matter and are often decisive in elections.
Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Politics in Caste

How politics influences the

What caste does to politics V/S caste system and caste
identities by bringing them
into the political arena

Explain

It is not politics that gets caste ridden, it is the caste that gets politicised.
Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Caste gets politicised in several ways

● Each caste group tries to become bigger by incorporating within it

neighbouring castes or sub-castes which were earlier excluded from it.
● Various caste groups are required to enter into a coalition with other
castes or communities and thus enter into a dialogue and negotiation.
● New kinds of caste groups have come up in the political arena like
backward' and 'forward' caste groups.

Good or Bad
 Class 10th - Civics - Gender, Religion and Caste - Full Chapter Explanation

Caste plays different kinds of roles in politics.

Positive Negative

● Expression of caste differences in politics ● As in the case of religion, politics

gives many disadvantaged communities based on caste identity alone is not
the space to demand their share of power. very healthy in a democracy.
● In this sense-caste politics has helped ● It can divert attention from other
people from Dalits and OBC castes to gain pressing issues like poverty,
better access to decision making. development and corruption.
● Several political and non-political ● In some cases caste division leads
organisations have been demanding and to tensions, conflict and even
agitating for an end to discrimination violence.
against particular castes, for more dignity
and more access to land, resources and
opportunities.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Introduction -
Political Parties Introduction
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Introduction -
Why do we need political parties?

Political Parties Most visible institution in a democracy.

At the same time this visibility does not mean popularity. Most
people tend to be very critical of political parties.

Question

● Do we need political parties at all?

● Why did political parties become so omnipresent in democracies
all over the world?
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Introduction -
What we are going to study in this chapter?

● Meaning and functions of political parties

● Necessity of political parties
● How many parties should we have?
● National parties
➢ All India Trinamool Congress (AITC), Bahujan Samaj Party (BSP), Bharatiya Janata Party
(BJP), Communist Party of India (CPI), Communist Party of India - Marxist (CPI-M),
Indian National Congress (INC) and Nationalist Congress Party (NCP)
● State Parties
● Challenges to political parties
● How can parties be reformed?
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Meaning and Functions -

“A political party is a group of people who come together
to contest elections and hold power in the government.”

Parties Persuade people By winning popular support through elections.

∴ parties reflect fundamental political divisions in a society.

Parties are about a part of the society and thus involve PARTISANSHIP.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Meaning and Functions -

A political party has three components:
● The leaders
● The active members
● The followers
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Meaning and Functions -

Political parties Fill political offices Exercise political power

How?

➔ Parties do so by performing a series of functions:

1. Parties contest elections.

● Candidate contest elections on behalf of party.

● Parties select their candidates in different ways.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Meaning and Functions -

2. Parties put forward different policies and programmes and the voters choose from them.

Democracy Different views on development, policies and opinions.

● A party reduces a vast multitude of opinions into a few basic positions which it supports.

➔ A government is expected to base its policies on the line taken by the RULING PARTY.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Meaning and Functions -

3. Parties play a decisive role in making laws for a country.

Legislature Members Political parties

∴ They go by the direction of the party leadership, irrespective of their personal opinions.

4. Parties form and run governments.

How?

Parties recruit leaders, train them and then make them ministers to run the government
in the way they want.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Meaning and Functions -

5. Those parties that lose in the elections play the role of opposition to the parties in power.

How?

● By voicing different views and criticising government for its failures or wrong policies.
● Opposition parties also mobilise opposition to the government.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Meaning and Functions -

6. Parties shape public opinion.

● They raise and highlight issues.

● Parties have lakhs of members and activists spread all over the country.
● Many of the pressure groups are the extensions of political parties among
different sections of society.
● Parties sometimes also launch movements for the resolution of problems
faced by people.
● Often opinions in the society crystallise on the lines parties take.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Meaning and Functions -

7. Parties provide people access to government machinery and welfare schemes implemented
by governments.

For an ordinary citizen it is easy to approach a local

How?
party leader than a government officer.

Conclusion

● Parties have to be responsive to people’s needs and demands.

● Otherwise people can reject those parties in the next elections.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Necessity -

Because parties perform all those functions discussed before.

Question

Why modern democracies cannot exist without political parties?

Imagine a situation without political parties

● Every candidate in the elections will be independent.

● So no one will be able to make any promises to the people about any major policy changes.
● The government may be formed, but its utility will remain ever uncertain.
● Elected representatives will be accountable to their constituency.
● But no one will be responsible for how the country will be run.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Necessity -
➔ The non-party based elections to the panchayat.

● Although, the parties do not contest formally, it is generally noticed that the village gets
split into more than one faction.
● Each of which puts up a ‘panel’ of its candidates.

This is exactly what the party does.

 Class 10th - Civics - Political Parties - Full Chapter Explanation

Necessity -
The rise of political parties is directly linked to the
Explain
emergence of representative democracies.

As society became large and complex There is need of an agency which can
perform certain function.

● Gather different views on various issues and to

present these to the government.
Political parties fulfill these ● Bring various representatives together so that a
needs that every representative
responsible government could be formed.
government has.
● A mechanism to support or restrain the government,
make policies, justify or oppose them.

∴ We can say that parties are a necessary condition for a democracy.

 Class 10th - Civics - Political Parties - Full Chapter Explanation

How many Parties should we have?

Situation in the country

Types of party system -

One party system Two party system

● Only one party is allowed to ● Power usually changes between two main
control and run the government. parties.

● In China, only the Communist Party ● Several other parties may exist, contest
is allowed to rule. elections and win a few seats in the national
legislatures.
● This is not a democratic option.
● The United States of America and the United
Kingdom are examples of two-party system.
Why?
 Class 10th - Civics - Political Parties - Full Chapter Explanation

How many Parties should we have?

Types of party system -

Multi party system

● If several parties compete for power, and more than two parties have a
reasonable chance of coming to power.
● Coalition government is observed.
● In India, we have a multiparty system.
● The multiparty system often appears very messy and leads to political
instability. At the same time, this system allows a variety of interests and
opinions to enjoy political representation.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

How many Parties should we have?

Question Which of these is better?

Perhaps the best answer to this very common question is that this is not a very good question.

Explain

● Party system evolves over a long time, depending on the nature of society, its social and
regional divisions, its history of politics and its system of elections.
● Each country develops a party system that is conditioned by its special circumstances.
● For example, if India has evolved a multiparty system, it is because the social and
geographical diversity in such a large country is not easily absorbed by two or even three
parties.
∴ No system is ideal for all countries and all situations.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
Countrywide parties, have their units in various states.
National Parties But by and large, all these units follow the same
policies, programmes and strategy that is decided at the
national level.

➔ Every party in the country has to register with the Election Commission.

While the Commission treats all parties equally, it offers some special facilities to large and
established parties.

Explain

● These parties are given a unique symbol.

Recognised political
● Parties that get this privilege and some other special facilities
party
are ‘recognised’ by the Election Commission for this purpose.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
➔ The Election Commission has laid down detailed criteria of the proportion of votes and
seats that a party must get in order to be a recognised party.

● A party that secures at least six per cent

of the total votes in Lok Sabha elections
or Assembly elections in four States.
● Wins at least four seats in the Lok Sabha
is recognised as a national party.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
➔ According to this classification, there were seven recognised national
parties in the country in 2019.

All India Trinamool Bahujan Samaj Party Bharatiya Janata Party Communist Party of
Congress (AITC) (BSP) (BJP) India (CPI)

Communist Party of Indian National Nationalist Congress

India - Marxist (CPIM) Congress (INC) Party (NCP)
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
All India Trinamool Congress (AITC)

● Launched on 1 January 1998 under the leadership of Mamata

Banerjee.
● Recognised as a national party in 2016.
● The party’s symbol is flowers and grass.
● Committed to secularism and federalism. Has been in power in
West Bengal since 2011.
● Also has a presence in Arunachal Pradesh, Manipur and Tripura.
● In the General Elections held in 2019, it got 4.07 per cent votes
and won 22 seats, making it the fourth largest party in the Lok
Sabha.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
Bahujan Samaj Party (BSP)

● Formed in 1984 under the leadership of Kanshi Ram.

● Seeks to represent and secure power for the bahujan
samaj which includes the dalits, adivasis, OBCs and
religious minorities.
● Draws inspiration from the ideas and teachings of
Shahu Maharaj, Mahatma Phule, Periyar Ramaswami
Naicker and Babasaheb Ambedkar.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
● Stands for the cause of securing the interests and
welfare of the dalits and oppressed people. It has
its main base in the state of Uttar Pradesh and
substantial presence in neighbouring states like
Madhya Pradesh, Chhattisgarh, Uttarakhand, Delhi
and Punjab.
● Formed government in Uttar Pradesh several times
by taking the support of different parties at
different times.
● In the Lok Sabha elections held in 2019, it polled
about 3.63 per cent votes and secured 10 seats in
the Lok Sabha.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
Bharatiya Janata Party (BJP)

● Founded in 1980 by reviving the erstwhile

Bharatiya Jana Sangh, formed by Syama Prasad
Mukherjee in 1951.
● Wants to build a strong and modern India by
drawing inspiration from India’s ancient culture and
values; and Deendayal Upadhyay's ideas of integral
humanism and Antyodaya.
● Cultural nationalism (or ‘Hindutva’) is an important
element in its conception of Indian nationhood and
politics.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
Objectives

● Wants full territorial and political integration of Jammu and Kashmir with India, a uniform
civil code for all people living in the country irrespective of religion, and ban on religious
conversions.
● Its support base increased substantially in the 1990s.
● Earlier limited to north and west and to urban areas, the party expanded its support in the
south, east, the north-east and to rural areas.
● Came to power in 1998 as the leader of the National Democratic Alliance (NDA) including
several regional parties.
● Emerged as the largest party with 303 members in the 2019 Lok Sabha elections.
● Currently leads the ruling NDA government at the Centre.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
Communist Party of India (CPI)

● Formed in 1925.
● Believes in Marxism-Leninism, secularism and
democracy.
● Opposed to the forces of secessionism and
communalism.
● Accepts parliamentary democracy as a means
of promoting the interests of the working class,
farmers and the poor.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
● Became weak after the split in the party in 1964 that led to the formation of the CPI(M).
● Significant presence in the states of Kerala, West Bengal, Punjab, Andhra Pradesh and Tamil
Nadu.
● Its support base had gradually declined over the years.
● It secured less than 1 per cent votes and 2 seats in the 2019 Lok Sabha elections.
● Advocates the coming together of all left parties to build a strong left front.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
Communist Party of India - Marxist (CPI-M)

● Founded in 1964.
● Believes in Marxism-Leninism.
● Supports socialism, secularism and democracy
and opposes imperialism and communalism.
● Accepts democratic elections as a useful and
helpful means for securing the objective of
socio-economic justice in India.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
● Enjoys strong support in West Bengal, Kerala and Tripura,
especially among the poor, factory workers, farmers ,
agricultural labourers and the intelligentsia.
● Critical of the new economic policies that allow free flow
of foreign capital and goods into the country.
● Was in power in West Bengal without a break for 34
years.
● In the 2019 Lok Sabha elections, it won about 1.75 per
cent of votes and 3 seats.

Jyoti Basu
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
Indian National Congress (INC)

● Popularly known as the Congress Party.

● One of the oldest parties of the world. Founded in 1885
and has experienced many splits.
● Played a dominant role in Indian politics at the national
and state level for several decades after India’s
Independence.
● Under the leadership of Jawaharlal Nehru, the party
sought to build a modern secular democratic republic in
India.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
● Ruling party at the centre till 1977 and then from 1980 to 1989.
● After 1989, its support declined, but it continues to be present throughout the country,
cutting across social divisions.
● A centrist party (neither rightist nor leftist) in its ideological orientation, the party espouses
secularism and welfare of weaker sections and minorities.
● The INC supports new economic reforms but with a human face . Leader of the United
Progressive Alliance (UPA) government from 2004 to 2019.
● In the 2019 Lok Sabha election it won 19.5% votes and 52 seats.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

National Parties -
Nationalist Congress Party (NCP)

● Formed in 1999 following a split in the Congress party.

● Espouses democracy, Gandhian secularism, equity, social
justice and federalism.
● Wants that high offices in government be confined to
natural born citizens of the country.
● A major party in Maharashtra and has a significant
presence in Meghalaya, Manipur and Assam.
● A coalition partner in the state of Maharashtra in alliance
with the Congress.
● Since 2004, a member of the United Progressive Alliance.
● In 2019 Lok Sabha election it won 1.4% votes and 5 seats.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

State Parties -
Parties other than the national parties are classified as
State parties
state parties. Also known as ‘Regional parties’.

● These parties need not be regional in their ideology or outlook, and play very important
role in national politics.
● The national parties are compelled to form alliances with State parties.
● Made the Parliament of India politically more and more diverse.
● Contributed to the strengthening of federalism and democracy in our country.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

State Parties -
➔ The proportion of votes and seats, a party
must get to be reorganised as state party.

● A party that secures at least six per cent

of the total votes in an election to the
Legislative Assembly of a State.
● Wins at least two seats is recognised as a
State party.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Challenges to Political Parties -

Political Parties Most visible face of democracy

∴ It is natural that people blame parties for whatever is wrong with the working of democracy.

➔ Popular dissatisfaction and criticism has focussed on four problem areas in the working of
political parties.

1. Lack of internal democracy

2. Challenge of dynastic succession
3. Growing role of money and muscle power
4. Parties do not seem to offer a meaningful choice to the voters
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Challenges to Political Parties -

1. Lack of internal democracy

Tendency in political parties towards the concentration of power in one or few

leaders at the top.

Impact

● Ordinary members of the party do not get sufficient information on what

happens inside the party.
● The leaders assume greater power to make decisions in the name of the party.
● Those who disagree with the leadership find it difficult to continue in the party.

More than loyalty to party principles and policies, personal

loyalty to the leader becomes more important.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Challenges to Political Parties -

2. Challenge of dynastic succession

Most political parties do not practice open and transparent procedures for their functioning.

● Less chances for an ordinary worker to rise to the top in a party.

● The top positions are always controlled by members of one family.

Impact

● This is unfair to other members of that party.

● This is also bad for democracy.

People who do not have adequate experience or popular support come to occupy positions of power.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Challenges to Political Parties -

3. Growing role of money and muscle power

Election Focus is on winning Shortcuts are used to win

Explain

● Political parties tend to nominate those candidates who have or can raise
lots of money.
● Rich people and companies who give funds to the parties tend to have
influence on the policies and decisions of the party.
● Parties support criminals who can win elections.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

Challenges to Political Parties -

4. Parties do not seem to offer a meaningful choice to the voters

● In order to offer meaningful choice, parties must be significantly different.

Explain

● There has been a decline in the ideological differences among parties in most parts of the world.
Example -
➔ The difference between the Labour Party and the Conservative Party in Britain is very little.
➔ In our country too, the differences among all the major parties on the economic policies have
reduced.

● Sometimes people cannot even elect very different leaders either, because the same set of
leaders keep shifting from one party to another.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

How can Parties be Reformed?

Challenges Reform is required to overcome such challenges.

Reform vs Willingness to reform

Some of the recent efforts and suggestions in our country to reform political parties and its leaders.

1. The Constitution was amended to prevent elected MLAs and MPs from changing parties.

To prevent defection Anti defection law

Now the law says that if any MLA or MP changes parties, he or she will lose the seat in the legislature.

+ This new law has helped bring defection down.

Anti defection law
- This has made any dissent even more difficult.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

How can Parties be Reformed?

2. Now, it is mandatory for every candidate who contests
elections to file an AFFIDAVIT giving details of his
property and criminal cases pending against him.

Explain

● The new system has made a lot of information available

to the public.
● But there is no system of check if the information given
by the candidates is true.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

How can Parties be Reformed?

3. The Election Commission passed an order making it necessary
for political parties to hold their organisational elections and
file their income tax returns.

Advantage

● The parties have started doing so but sometimes it is mere

formality.
● It is not clear if this step has led to greater internal democracy
in political parties.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

How can Parties be Reformed?

➔ Besides these, many suggestions are often made to reform political parties:

1. A law should be made to regulate the internal affairs of political parties.

● It should be made compulsory for political parties to maintain a register of its members.
● To follow its own constitution.
● To have an independent authority.
● To act as a judge in case of party disputes, to hold open elections to the highest posts.

2. It should be made mandatory for political parties to give a minimum number of tickets,
about one-third, to women candidates.

Similarly, there should be a quota for women in the decision making bodies of the party.

3. There should be state funding of elections.

 Class 10th - Civics - Political Parties - Full Chapter Explanation

How can Parties be Reformed?

Suggestions Not yet been accepted by political parties Should be accepted

But we must be very careful about legal solutions to political problems. Explain

● Over-regulation of political parties can be counterproductive.

● This would force all parties to find ways to cheat the law.
● Besides, political parties will not agree to pass a law that they do not like.
 Class 10th - Civics - Political Parties - Full Chapter Explanation

How can Parties be Reformed?

➔ There are two other ways in which political parties can be reformed.

Public pressure Public participation

People can put pressure on political parties, ● Political parties can improve if those
through petitions, publicity and agitations. who want this join political parties.
● It is difficult to reform politics if ordinary
citizens do not take part in it and simply
Impact
criticise it from the outside.
● The problem of bad politics can be
If political parties feel that they would lose solved by more and better politics.
public support by not taking up reforms, they
would become more serious about reforms.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Introduction -

Themes General Set Questions

● What does democracy do?

● What outcomes can be reasonably expect of democracy?
● Does democracy fulfil these expectations in real life?
● How to assess the outcomes of democracy?
● And many other questions like that.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Introduction -
What we are going to study in this chapter?

❖ How do we Assess Democracy’s Outcomes?

❖ Accountable, Responsive and Legitimate Government
❖ Economic Growth and Development
➢ Economic Outcomes of Democracy
❖ Reduction of Inequality and Poverty
❖ Accommodation of Social Diversity
❖ Dignity and Freedom of the Citizens
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

How do we Assess Democracy’s Outcomes?

Democracy Better form of government when compared with other alternatives.

Why?

● Promotes equality amongst citizens.

● Enhance the dignity of the individual.
● Improves the quality of decision making.
● Provides a method to resolve conflicts.
● Allows room to correct mistakes.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

How do we Assess Democracy’s Outcomes?

Expectations V/S Reality

Are these expectations realised under democracies?

Most of them support democracy against But not so many of them would
other alternatives, such as rule by a monarch be satisfied with the democracy
or military or religious leaders. in practice.

Democracy is seen to be good in principle, but felt to

be not so good in its practice.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

How do we Assess Democracy’s Outcomes?

Is it accepted only because of moral reasons or are there any
Democracies
prudential reasons also.

Democracies Many democracies How?

Democracies are very much different from each other in term of their social
situations, their economic achievements and their cultures.

But is there something that we can expect from every

Question
democracy, just because it is democracy?
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

How do we Assess Democracy’s Outcomes?

We = Democracy = Our expectations

● Democracy can address all socio-economic and political problem.

● If some of our expectations are not met, we start blaming the idea Wrong
of democracy.
● We start doubting is we are living in a democracy.

Democracy Just a form of government

It can only create conditions for achieving something.

The citizens have to take advantage of those conditions and achieve those goals.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Accountable, Responsive and Legitimate Government -

Democracy and our expectations

● People will have the right to choose their ruler.

● Citizens should be able to participate in decision making.

The most basic outcome of democracy should be that it produces a government

that is accountable to the citizens and response to the needs and expectations of
the citizens and this makes up a legitimate government.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Accountable, Responsive and Legitimate Government -

Is the democratic government efficient and effective.

Decision making

Democratic V/S Non-democratic

∴ It is right to expect
● Democracy is based on the idea of deliberation and democracy to produce a
negotiation. government that follows
● The democratic government will take more time to follow procedures and is
procedures before arriving at a decision.
accountable to the people.
● But because it has followed procedures, its decisions may
be both more effective.
● Transparency
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Accountable, Responsive and Legitimate Government -

If you wanted to measure democracies on the basis of this expected outcome, you would look for
the following practices and institutions:

● Regular free and fair elections.

● Open public debate on major policies and legislations.
● Citizens’ right to information about the government and its functioning.

Expectations V/S Reality

● Most democracies fall short of elections that provide a fair chance to

everyone and in subjecting every decision to public debate.
● Democratic government do not have a very good record when it
comes to sharing information to citizens.
All one can say in favour of democratic regimes is that they are much better than any
non-democratic regime in this report.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Accountable, Responsive and Legitimate Government -

Democracy Produces responsive form of government.

It maybe a reasonable to expect from democracy a government that is attentive to the

needs and demands of the people and is largely free of corruption.

Democratic V/S Non-democratic

 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Accountable, Responsive and Legitimate Government -

➔ Democratic government is certainly better than its alternatives in one aspect:

Explain Legitimate Government

● It maybe slow, less effective, not always very responsive or clean. But a democratic
government is people’s own government.
● People wish to be ruled by representatives elected by them.
● Democracy’s ability to generate its own support is itself an outcome that cannot be
ignored.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Economic Growth and Development -

Democracy = Good government, then it would produce development also.

Evidence shows that in practice many democracies did not fulfil this expectation. Explain

Democracies V/S Dictatorship

● Between 1950 and 2000, dictatorship have slightly higher rate of economic growth.
● But this alone cannot be reason to reject democracy.
● Economic development depends on several factors: country’s population size, global
situation, cooperation from other countries, economic priorities adopted by the
countries, etc.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Economic Growth and Development -

Democracy : Development is not guaranteed, but it can compete with dictatorship over
economic growth.

When we find such significant difference in the rates of economic growth

between countries under dictatorship and democracy, it is better to prefer
democracy as it has several other positive outcomes.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Economic Growth and Development -

Economic outcomes of democracy

Rates of economic growth for different countries,

1950-2000
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Economic Growth and Development -

 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Reduction of Inequality and Poverty -

Democracy Outcome we expect from it.

Perhaps more than development, it is reasonable to

expect democracies to reduce economic disparities.

Question

● Will wealth be distributed in such a way that all citizens of the country will have a
share and lead a better life?
● Is economic growth in democracies accompanied by increased inequalities among the
people?
● Do democracies lead to a just distribution of goods and opportunities?
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Economic Growth and Development -

Economic outcomes of democracy

Inequality of income in selected countries

 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Reduction of Inequality and Poverty -

➔ Democracies are based on political equality.

But at the same time we find growing economic inequalities.

Explain

● Economic disparity between rich and poor.

● A small number of ultra-rich enjoy a highly disproportionate share of
wealth and incomes.
● Share of rich in the total income of the country has been increasing.
● Those at the bottom of the society have very little to depend upon.
● Sometimes poor find it difficult to meet their basic needs of life, such
as food, clothing, house, education and health.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Reduction of Inequality and Poverty -

➔ Democracies do not appear to be very successful in reducing economic inequalities.

Democracy Constitute a large proportion of our voters.

● No party will like to lose their votes.

● Yet democratically elected governments do not appear to be as keen to
address the question of poverty.
● The situation is much worse in some other countries.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Accommodation of Social Diversity -

Democracy Our expectation from it towards a harmonious social life.

● Connect with previous topic.

● It should accommodate social diversity.
● This reduces the possibility of these tensions becoming explosive or violent.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Accommodation of Social Diversity -

Society Have different groups Conflicts

● No society can fully and permanently resolve conflicts among different groups.
● But we can certainly learn to respect these differences and we can also evolve mechanisms
to negotiate the differences.

Democracy is best suited to produce this outcome. Non-democratic regime

∴ Ability to handle social differences, divisions and conflicts is thus

a definite plus point of democratic regimes.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Accommodation of Social Diversity -

Question Why the situation was not same in Sri Lanka?

➔ Democracy must fulfil two conditions in order to achieve this outcome:

1. Democracy Not simply rule by majority opinion.

The majority always needs to work with the minority so that governments function to
represent the general view.

2. Rule by majority does not become rule by majority community in terms of religion or race
or linguistic group, etc.

Different persons and groups may and can form a majority, democracy remains democracy
only as long as every citizen has a chance of being in majority at some point of time.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Dignity and Freedom of the Citizens -

Democracy Our expectation from it in regards to the dignity of an individual.

Democracy stands much superior to any other form of

Outcome
government in promoting dignity and freedom of the individual.

➔ But it is difficult to achieve this in a society which have been built for long on the basis of
subordination and domination.

Example - Dignity of women in a male dominated societies.

- Caste based division.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Dignity and Freedom of the Citizens -

How dignity of women in a male dominated society can be ensured?

But once the principle is recognised, it becomes easier for

Not-Guaranteed women to wage a struggle against what is now unacceptable
legally and morally.

➔ Example of caste inequalities in India.

Democracy in India has strengthened the claims of the disadvantaged and discriminated
castes for equal status and equal opportunity.

It is the recognition that makes ordinary citizens value their democratic rights.
 Class 10th - Civics - Outcomes of Democracy - Full Chapter Explanation

Dignity and Freedom of the Citizens -

➔ Most distinctive thing about democracy is that its examination never gets over.

Explain

● As people get some benefits of democracy, they ask for more and want to make democracy
even better.
● People will always come up with more expectations and many complaints in a democracy.
● The fact that people are complaining is itself a testimony to the success of democracy.

It shows that people have developed awareness and the ability to expect and to look
critically at power holders and the high and the mighty.
 Class 10th - Geography
Resources
Resources and
and Development
Development
Full Chapter Explanation
Class 10th - Geography - Resources and Development - Full Chapter Explanation

Resources Development
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Technologically
accessible
Culturally
acceptable
Everything available in our environment
which can be used to satisfy our needs, Resources
provided, it is technologically accessible,
economically feasible and culturally
acceptable can be termed as ‘Resource’.

Economically
feasible
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Interdependent relationship between

c
nature, technology and institutions.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

What we are going to study in this chapter?

❖ Classification of resources Types of Resources

❖ Development of resources Agenda 21
❖ Resource planning Resource planning in India, Conservation of Resources
❖ Land resources
❖ Land utilisation
❖ Land use pattern in India
❖ Land degradation and conservation measures
❖ Soil as a resource Alluvial soils,Black soil,Red and Yellow soils,
laterite soil, Arid soils Forest soils.

❖ Soil erosion and soil conservation

 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Classification of Resources

a. On the basis of origin

I. Biotic - These are obtained from biosphere and

have life.
Example: Plants, animals, etc.

II. Abiotic - All those things which are composed of

non-living things are called abiotic resources.
Example: Air, water, etc.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

b. On the basis of exhaustibility

I. Renewable - The resources which can be renewed or

reproduced by physical, chemical or mechanical
processes are known as renewable or replenishable
resources.
Example: Solar energy and wind energy

II. Non renewable - These resources take millions of

years in their formation. Some of the resources like
metals are recyclable and some like fossil fuels
cannot be recycled and get exhausted with their use.
Example: Coal
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

c. On the basis of ownership

I. Individual Resources - These are owned privately by

individuals.
Example: Plot, houses and other properties

II. Community Owned Resources - There are resources

which are accessible to all the members of the
community.
Example: Burial ground, picnic spot, public parks
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

c. On the basis of ownership

III. National Resources - Technically, all the resources belong to the nation.

But for an understanding, resources coming under the territory of country are known as
natural resources.
Example: All the minerals, water resources, forests, wildlife, land within the political
boundaries and oceanic area up to 12 nautical miles (22.2 km).

IV. International Resources - Resources which are not being owned by any specific nation,
there are international institutions which regulate such resources.
Example: The oceanic resources beyond 200 nautical miles of the Exclusive Economic Zone
belong to open ocean and no individual country can utilise these without the concurrence
of international institutions.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

d. On the basis of status of development

I. Potential Resources - Resources which are found in a region, but have not been utilised.

II. Developed Resources - Resources which are surveyed and their quality and quantity have
been determined for utilisation. The development of resources depends on technology
and level of their feasibility.

III. Stock - Materials in the environment which have the potential to satisfy human needs but
human beings do not have the appropriate technology to access these, are stock.

IV. Reserves - Reserves are the subset of the stock, which can be put into use with the help of
existing technical ‘know-how’ but their use has not been started.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

d. On the basis of status of development

Potential Developed Stock Reserves

Availability of
technology

Willingness to use

Are we able to
use it?
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Development of Resources

Indiscriminate use Problems

● Depletion of resources for satisfying the greed of a Therefor for Sustainable

few individuals. existence Sustainable
● Accumulation of resources in few hands, which, in development is essential.
turn, divided the society into two segments i.e.
haves and have nots.
● Indiscriminate exploitation of resources has led to Rio De Janeiro Earth Summit,
global ecological crises such as, global warming, 1992
ozone layer depletion.
Agenda 21

An equitable distribution of resources has become essential

for a sustained quality of life and global peace.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Sustainable Development Rio de Janeiro Earth Summit, 1992

Sustainable economic development A summit where more than 100 heads of states
means ‘development should take place met in Rio de Janeiro, the Summit was convened
without damaging the environment, for addressing urgent problems of environmental
and development in the present should protection and socioeconomic development at the
not compromise with the needs of the global level.
future generations.’
The Rio Convention endorsed the global Forest
Principles and adopted Agenda 21.
Class 10th - Geography - Resources and Development - Full Chapter Explanation
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Agenda 21

Local government should draw it’s local

Agendas. Global co-operation on Declaration signed at Rio De Janeiro,
common interests, mutual needs and 1992 (UNCED)
shared responsibilities.

How?

Combat environmental damage, Achieving global sustainable

poverty and disease development
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Resource Planning

● Why do we need resource planning?

Explain
Unequal and uneven distribution of resources.

∴ Balanced resource planning at the national, state, regional and local levels is required.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

3 steps of resource planning in India -

1. Identifying 2. Planning Structure 3. Overall Development

 Class 10th - Geography - Resources and Development - Full Chapter Explanation

3 steps of resource planning in India -

I. Identification and inventory of resources across the regions of the country.

Surveying, mapping and qualitative and quantitative estimation and measurement

of the resources.

II. Evolving a planning structure endowed with appropriate technology, skill and
institutional set up for implementing resource development plans.

III. Matching the resource development plans with overall national development plans.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Availability of Resources Necessary for the development.

But merely availability of the resources in the absence of technology and institutions may
hinder development.

Explain

Rich in resources but economically backward.

Countries
Poor resources base but economically developed.

Connect with the History of Colonisation

 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Conservation of Resources

“There is enough for everybody’s need, but not for anybody’s greed”
Mahatma Gandhi

● He placed the greedy and selfish individuals and exploitative

nature of modern technology as the root cause for resource
depletion at the global level.
● He was against mass production and wanted to replace it with
the production by the masses.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

International efforts for conservation of resources

● At the international level, the Club of Rome

advocated resource conservation for the first
time in a more systematic way in 1968.
● Subsequently, in 1974, Gandhian philosophy
was once again presented by Schumacher in
his book Small is Beautiful.
● The seminal contribution with respect to
resource conservation at the global level was
made by the Brundtland Commission Report,
1987.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

● This report introduced the concept of

‘Sustainable Development’ and advocated
it as a means for resource conservation,
which was subsequently published in a
book entitled Our Common Future.
● Another significant contribution was made
at the Earth Summit at Rio de Janeiro,
Brazil in 1992.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Land Resources

➔ Uses It supports natural vegetation, wild life, human life, economic

activities, transport and communication systems.

➔ Limitations Land is an asset of finite magnitude.

➔ Distribution of Landmass

Plain area 43% Mountains 30% Plateau 27%

Significance
Class 10th - Geography - Resources and Development - Full Chapter Explanation
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Land Utilisation

● Forest

● Land not available for cultivation

a. Barren and waste land.
b. Land put to non agricultural use - Road, buildings, etc.

● Other uncultivated land (excluding fallow land)

a. Permanent pastures and grazing land.
b. Land under miscellaneous tree crops groves (not included in net sown area).
c. Culturable waste land (left uncultivated for more than 5 agricultural years).
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

● Fallow land
a. Current fallow-(left without cultivation for one or less than one agricultural year).
b. Other than current fallow-(left uncultivated for the past 1 to 5 agricultural years).

● Net sown area - Area sown at least once in a year.

Area sown more than once in an agricultural year plus net sown area is known as gross
cropped area.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Land use Pattern in India

Understand the heading

The use of land is determined both by physical factors such as topography, climate, soil
types as well as human factors such as population density, technological capability and
culture and traditions etc.

● Total geographical area of India 3.28 million sq. km

Land use data, however, is available only for 93 per cent of the total geographical area.

Why?
Class 10th - Geography - Resources and Development - Full Chapter Explanation
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

● The land under permanent pasture has also decreased.

Question

● Most of the other than the current fallow lands are either of poor quality or the cost of
cultivation of such land is very high.

● The pattern of net sown area varies greatly from one state to another.

Reasons for the

It is over 80 per cent of the total area in Punjab and Haryana and
variation
less than 10 per cent in Arunachal Pradesh, Mizoram, Manipur and
Andaman Nicobar Islands.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

● Forest Area 33 percent of geographical area.

Far lower than the desired percent outlined in the National Forest Policy (1952).

Understand the significance

❏ Essential for maintenance of the ecological balance.

❏ The livelihood of millions of people who live on the fringes of these forests depends upon it.

● Waste land includes rocky, arid and desert areas and land put to other non-agricultural uses
includes settlements, roads, railways, industry etc.

Challenges
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Land Degradation and Conservation Measures

Land and We

Ninety-five per cent of our basic needs for food, shelter and clothing are obtained from land.

Human activities have not only brought about degradation of land but have also aggravated
the pace of natural forces to cause damage to land.

Explain
Class 10th - Geography - Resources and Development - Full Chapter Explanation

Causes Measures
● Deforestation ● Afforestation
● Overgrazing ● Management of grazing land
● Mining and Quarrying ● Regulating mining
● Over irrigation ● Drip irrigation, sprinklers
● Minerals processing industries ● Plantation of shelter belts
growing thorny bushes.

Analyse
Class 10th - Geography - Resources and Development - Full Chapter Explanation
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Soil as a Resource

Question Difference between land and soil.

Soil Most important renewable natural resources.

● Medium of plant growth.

● Supports different types of living organisms.
● It is a living system.

➔ Relief, parent rock or bedrock, climate, vegetation and other

forms of life and time are important factors in the formation
of soil.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

On the basis of the factors responsible for soil

formation, colour, thickness, texture, age,
chemical and physical properties, the soils of India
are classified in different types.

● Alluvial soil
● Black soil
● Red and Yellow soil
● Laterite soil
● Arid soil
● Forest soil
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Alluvial Soil

Most widely spread and important soil.

Formation and location

● These have been deposited by three important

Himalayan river systems - the Indus, the Ganga and
the Brahmaputra.
● Also found in the eastern coastal plains particularly
in the deltas of the Mahanadi, the Godavari, the
Krishna and the Kaveri rivers.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Alluvial soils are very fertile

➔ Contain adequate proportion of potash, phosphoric

acid and lime.
➔ Ideal for the growth of sugarcane, paddy, wheat and
other cereal and pulse crops.

∴ Regions of alluvial soils are intensively cultivated

and densely populated.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

● The alluvial soil consists of various proportions of sand, silt and clay.

Duars, Chos, and Terai in Piedmont plains.

Apart from the size of their grains or components, soils are also described on the basis of their age.

Bangar Khadar

● Old alluvial ● New alluvial

● Less fertile due to higher concentration ● It is the more fertile than Bangar and it
of kanker nodules. consist of more fine particles.
Class 10th - Geography - Resources and Development - Full Chapter Explanation
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Black Soil

● Black in colour, also known as regur soils and cotton soil.

Formation and Location

➢ Climatic condition along with the parent rock material

are the important factors for the formation of black soil.
➢ This soil type is found in Deccan trap (Basalt) region is
made up of lava flows.
➢ They cover the plateaus of Maharashtra, Saurashtra,
Malwa, Madhya Pradesh and Chhattisgarh and extend in
the south east direction along the Godavari and the
Krishna valleys.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

● Black soils are made up of extremely fine clayey material.

Well-known for their capacity to hold moisture.

● Rich in soil nutrients, such as calcium carbonate, magnesium, potash and lime.
● These soils are generally poor in phosphoric contents.

Similar to dough

Impact
Develop deep cracks during hot weather
and sticky when wet.
Class 10th - Geography - Resources and Development - Full Chapter Explanation
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Red and Yellow Soil

Formation and Location

● Red soil develops on crystalline igneous rocks in areas of

low rainfall in the eastern and southern parts of the
Deccan plateau.
● Also found in the parts of Odisha, Chhattisgarh, southern
parts of the middle Ganga plain and along the Piedmont
Zone of Western Ghats.

● Reddish in colour Due to diffusion of iron in

crystalline metamorphic rocks.
● It looks yellow when it occurs in hydrated form.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Laterite Soil
Formation and Location

● The laterite soil develops under tropical and subtropical

climate with alternate wet and dry season.
● This soil is the result of intense leaching due to heavy
rain.
● Lateritic soils are mostly deep to very deep, acidic,
generally deficient in plant nutrients.

Occur mostly in southern states, Western Ghats region

of Maharashtra, Odisha, some parts of West Bengal and
North-east regions.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Characteristics

● Laterite soil is generally poor in humus. Impact

● Prone to erosion and degradation.

Due to their position on landscape.

● After adopting appropriate soil conservation techniques

particularly in the hilly areas of Karnataka, Kerala and Tamil
Nadu, this soil is very useful for growing tea and coffee.
● Red laterite soils in Tamil Nadu, Andhra Pradesh and Kerala
are more suitable for crops like cashew nut.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Arid Soil

● Sandy in texture and saline in nature.

In some areas the salt content is very high and

common salt is obtained by evaporating the water.

● Arid soil lacks humus and moisture. Why?

● The lower horizons of the soil are occupied by Kankar
because of the increasing calcium content downwards.

Agriculture

After proper irrigation these soils become cultivable as

has been in the case of western Rajasthan.
Class 10th - Geography - Resources and Development - Full Chapter Explanation
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Forest Soil

● Found in the hilly and mountainous areas where

sufficient rain forests are available.

Characteristics

Soil texture varies according to the mountain

environment where they are formed.

● Loamy and silty in valley sides.

● Coarse grained in the upper slopes.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

● In the snow covered areas of Himalayas, these

soils experience denudation and are acidic with
low humus content.

Explain

● The soils found in the lower parts of the valleys

particularly on the river terraces and alluvial fans
are fertile.
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Soil Erosion and Soil Conservation

What is soil erosion?

● The denudation of the soil cover and subsequent washing down is described as soil erosion.

Causes of soil erosion

Human activities Deforestation, overgrazing, construction and mining, defective farming method.
Natural forces Wind, glaciers and water leads to soil erosion.

● Gullies are being created due to running water.

● Bad land known as Ravines in chambal basin.
● Sheet erosion: When sheet of topsoil is washed away due to water flow.
● Wind erosion: When loose soil or soil at slope blows due to wind.
Class 10th - Geography - Resources and Development - Full Chapter Explanation
 Class 10th - Geography - Resources and Development - Full Chapter Explanation

Soil Conservation Methods

Contour ploughing Strip cropping

Terrace cultivation Shelterbelt farming

Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Class 10th - Geography

Forest And Wildlife Resources
Full Chapter Explanation
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Introduction

Forest and wildlife And we

We humans along with all living organisms form

a complex web of ecological system in which we
are only a part and very much dependent on this
system for our own existence.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Biodiversity or Biological diversity

Biodiversity or Biological Diversity is immensely rich

in wildlife and cultivated species, diverse in form
and function but closely integrated in a system
through multiple network of interdependencies.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

What we are going to study in this chapter

❖ Flora and Fauna in India

● Vanishing forest
● Asiatic Cheetah: Where did they go?
● Are colonial forest policies to be blamed?
● The Himalayan yew in trouble
❖ Conservation of Forest and Wildlife in India
● Project tiger
❖ Types and Distribution of Forest and Wildlife Resources
❖ Community and Conservation
● Sacred groves—a wealth of diverse and rare species
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Flora and Fauna in India

● India is one of the world’s richest countries in terms of its vast array of
biological diversity.

● They are under great stress, mainly due to insensitivity to our environment.

● Some estimates suggest that at least 10 percent of India’s recorded wild

flora and 20 percent of its mammals are on the threatened list.

● The cheetah, pink-headed duck, mountain quail, forest spotted owlet, and
plants like madhuca insignis (a wild variety of mahua) and hubbardia
heptaneuron, (a species of grass).

● We only talk of the larger and more visible extinct species.

Reality
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Vanishing forests

● The dimensions of deforestation in India are staggering.

● The forest and tree cover in the country is estimated at 807276 sq km which
is 24.56 per cent of the total geographical area
❏ Dense forest 12.4 percent;
❏ Open forest 9.26 percent;
❏ And mangrove 0.15 per cent.

● According to the State of Forest Report (2019), the dense forest cover has
increased by 3,976 sq km since 2017.

● However, this apparent increase in the forest cover is due to conservation

measures, management interventions and plantation, etc., by different
agencies.
Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Based on the International Union for Conservation of Nature and Natural

Resources (IUCN), we can classify as follows

Normal Species Endangered Species Vulnerable Species

Rare Species Endemic Species Extinct Species

 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Normal Species

● Species whose population levels are considered to

be normal for their survival.

● Such as cattle, sal, pine, rodents, etc.

 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Endangered Species

● These are species which are in danger of extinction.

● The survival of such species is difficult if the

negative factors that have led to a decline in their
population continue to operate.

● The examples of such species are black buck,

crocodile, Indian wild ass, Indian rhino, lion tailed
macaque, sangai (brow anter deer in Manipur), etc.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Vulnerable Species

● These are species whose population has declined to

levels from where it is likely to move into the
endangered category in the near future if the
negative factors continue to operate.

● The examples of such species are blue sheep, Asiatic

elephant, Gangetic dolphin, etc.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Rare Species

● Species with small population may move into the

endangered or vulnerable category if the negative
factors affecting them continue to operate.

● The examples of such species are the Himalayan

brown bear, wild Asiatic buffalo, desert fox and
hornbill, etc.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Endemic Species

● These are species which are only found in some

particular areas usually isolated by natural or
geographical barriers.

● Examples of such species are the Andaman teal,

Nicobar pigeon, Andaman wild pig, mithun in
Arunachal Pradesh.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Extinct Species

● These are species which are not found after searches

of known or likely areas where they may occur.

● A species may be extinct from a local area, region,

country, continent or the entire earth.

● Examples of such species are the Asiatic cheetah,

pink head duck.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Asiatic cheetah: Where did they go?

● The world’s fastest land mammal, the cheetah

(Acinonyx jubantus), is a unique and specialised
member of the cat family and can move at the
speed of 112 km./hr.

● Prior to the 20th century, cheetahs were widely

distributed throughout Africa and Asia. Today, the
Asian cheetah is nearly extinct due to a decline of
available habitat and prey.

● The species was declared extinct in India long

back in 1952.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

The cheetah is often mistaken for a leopard.

Its distinguishing marks are the long teardrop shaped lines on each side of the nose from
the corner of its eyes to its mouth.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

The Himalayan yew in trouble

● The Himalayan Yew (Taxus wallachiana) is a medicinal plant

found in various parts of Himachal Pradesh and Arunachal
Pradesh.

● A chemical compound called ‘taxol’ is extracted from the

bark, needles, twigs and roots of this tree, and it has been
successfully used to treat some cancers – the drug is now the
biggest selling anti-cancer drug in the world.

● The species is under great threat due to over-exploitation.

● In the last one decade, thousands of yew trees have dried up

in various parts of Himachal Pradesh and Arunachal Pradesh.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Depletion of the flora and fauna?

The negative factors that cause such fearful depletion of the flora and fauna?

Loss during colonial period

● Expansion of the railways, agriculture, commercial
and scientific forestry and mining activities.

● Enrichment activities

A single commercially valuable species was extensively planted

and other species eliminated. For instance, teak monoculture
has damaged the natural forest in South India and Chir Pine
(Pinus roxburghii) plantations in the Himalayas have replaced
the Himalayan oak (Quercus Spp.) and Rhododendron forests.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Agricultural expansion

● Between 1951 and 1980, according to the Forest

Survey of India, over 26,200 sq. km. of forest area
was converted into agricultural land all over India.

● Substantial parts of the tribal belts, especially in

the northeastern and central India, have been
deforested or degraded by shifting cultivation
(jhum), a type of ‘slash and burn’ agriculture.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Large scale developmental projects

● Since 1951, over 5,000 sq km of forest was cleared

for river valley projects.

● Clearing of forests is still continuing with projects

like the Narmada Sagar Project in Madhya Pradesh,
which would inundate 40,000 hectares of forest.

● Mining is another important factor behind

deforestation.

● The Buxa Tiger Reserve in West Bengal is seriously

threatened by the ongoing dolomite mining.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Debate

Many foresters and environmentalists hold

Substantial part of the fuel-fodder demand
the view that the greatest degrading factors
is met by lopping rather than by felling
behind the depletion of forest resources are
entire trees.
grazing and fuel-wood collection.

● The forest ecosystems are repositories of some of the country’s most valuable forest
products, minerals and other resources that meet the demands of the rapidly expanding
industrial-urban economy.

● These protected areas, thus mean different things to different people, and therein lies
the fertile ground for conflicts.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Human and Natural factors

● Habitat destruction, hunting, poaching,

over-exploitation, environmental pollution,
poisoning, and forest fires are factors, which have
led to the decline in India’s biodiversity.

● Unequal access, inequitable consumption of

resources and differential sharing of responsibility
for environmental well-being.

● Overpopulation in Third World countries is often

cited as the cause of environmental degradation.
Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Environmental degradation

Question. Who is consuming what, from where and how much?

● An average American consumes 40 times more resources than an

average Somalian.

● Similarly, the richest five percent of Indian society probably cause

more ecological damage because of the amount they consume than
the poorest 25 per cent.

● The former shares minimum responsibilities for environmental

well-being.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Impact of destruction of forest and wildlife

● 1/2 of Natural forests are gone Que. Is the destruction limited to

Biological issues?
● 1/3 of wetlands drained out
Ans. No, far more than that
● 70% of surface water bodies are polluted

● 40% Mangroves wiped out

Loss of cultural diversity
● Thousands of species are heading towards
extinction.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

❖ The destruction of forest and wildlife = Loss of cultural diversity

How?

Destruction of forest and wildlife

● Such losses have increasingly marginalised and

impoverished many indigenous and other
forest-dependent communities, who directly
depend on various components of the forest and
wildlife for food.

● women are affected more than men. How?

 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Environment degradation and impact on women

● Women bear the major responsibility of collection of

fuel, fodder, water, and other basic subsistence needs.

● As these resources are depleted, the drudgery of

women increases, and sometimes they have to walk
for more than 10 km to collect these resources.

● This causes serious health problems for women and

negligence of home and children because of the
increased hours of work, which often has serious
social implications.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

❖ The destruction of forest and wildlife = Loss of cultural diversity

Degradation

● Drought
● Deforestation—induced floods

Hits the poor the hardest

Poverty in these cases is a direct outcome of environmental destruction.

∴ It is imperative to adapt to sound forest and wildlife conservation strategies.

Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Conservation of forest and wildlife in India

Why do we need it? Steps taken for it? Project tiger

Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Conservation of forest and wildlife in India

Why do we need it?

● Conservation preserves the ecological diversity and our life support

systems – water, air and soil.

● It also preserves the genetic diversity of plants and animals for

better growth of species and breeding.

For example,

➢ In agriculture, we are still dependent on traditional crop varieties.

➢ Fisheries too are heavily dependent on the maintenance of aquatic

biodiversity.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Step taken Conservation of forest and wildlife in India

● The Indian Wildlife (Protection) Act was implemented in 1972.

● An all India list of protected species was also published.

● The thrust of the programme was towards protecting the remaining population of
certain endangered species by banning hunting, giving legal protection to their habitats,
and restricting trade in wildlife.

● Central and many state governments established national parks and wildlife sanctuaries.

● The central government also announced several projects for protecting specific animals,
which were gravely threatened, including the tiger, the one horned rhinoceros, the
Kashmir stag or hangul, three types of crocodiles – fresh water crocodile, saltwater
crocodile and the Gharial, the Asiatic lion, and others.
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 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Step taken Conservation of forest and wildlife in India

● Recently, the Indian elephant, black buck (chinkara), the great Indian bustard (godawan)
and the snow leopard, etc. have been given full or partial legal protection against hunting
and trade throughout India.

● The conservation projects are now focusing on biodiversity rather than on a few of its
components.

● There is now a more intensive search for different conservation measures.

● Increasingly, even insects are beginning to find a place in conservation planning.

● In the notification under Wildlife Act of 1980 and 1986, several hundred butterflies,
moths, beetles, and one dragonfly have been added to the list of protected species.

● In 1991, for the first time plants were also added to the list, starting with six species.
Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Project
tiger
∴ Project Tiger was started
Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Project Tiger

● Tiger is one of the key wildlife species in the faunal web.

● In 1973, the authorities realised that the tiger population had dwindled
to 1,827 from an estimated 55,000 at the turn of the century.

Reason
● The major threats to tiger population are numerous, such as poaching for trade,
shrinking habitat, depletion of prey base species, growing human population, etc.

● The trade of tiger skins and the use of their bones in traditional medicines, especially
in the Asian countries left the tiger population on the verge of extinction.

∴ Project Tiger was started

 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Project Tiger

● One of the well publicised wildlife campaigns in

the world, was launched in 1973.

● Tiger conservation has been viewed not only as an

effort to save an endangered species, but with
equal importance as a means of preserving
biotypes of sizeable magnitude.

● Corbett National Park in Uttarakhand, Sunderbans

National Park in West Bengal, Bandhavgarh
National Park in Madhya Pradesh, Saris ka Wildlife
Sanctuary in Rajasthan, Manas Tiger Reserve in
Assam and Periyar Tiger Reserve in Kerala are
some of the tiger reserves of India.
Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Types and distribution of forest and wildlife resources

Conservation Management

● In India, much of its forest and wildlife resources are either owned or managed by
the government through the Forest Department or other government departments.

● These are classified under the following categories.

Reserved forests Protected forests Unclassed forests

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Classification of forests

i. Reserved Forests: More than half of the total forest land has been declared
reserved forests. Reserved forests are regarded as the most valuable as far
as the conservation of forest and wildlife resources are concerned.

ii. Protected Forests: Almost one-third of the total forest area is protected
forest, as declared by the Forest Department. This forest land are protected
from any further depletion.

iii. Unclassed Forests: These are other forests and wastelands belonging to
both government and private individuals and communities.
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Reserved forests Protected forests Permanent forests

● Maintained for the purpose of producing timber and other forest produce, and for
protective reasons.
● Madhya Pradesh has the largest area under permanent forests, constituting 75 per
cent of its total forest area.
● Jammu and Kashmir, Andhra Pradesh, Uttarakhand, Kerala, Tamil Nadu, West Bengal,
and Maharashtra have large percentages of reserved forests of its total forest area
● Whereas Bihar, Haryana, Punjab, Himachal Pradesh, Odisha and Rajasthan have a bulk
of it under protected forests.
● All North-eastern states and parts of Gujarat have a very high percentage of their
forests as unclassed forests managed by local communities.
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Community and Conservation

Understand the heading

In some areas of India, local communities are struggling to conserve these habitats along with
government officials, recognising that only this will secure their own long-term livelihood.
Example:
● In Sariska Tiger Reserve, Rajasthan, villagers have fought
against mining by citing the Wildlife Protection Act.
● The inhabitants of five villages in the Alwar district of
Rajasthan have declared 1,200 hectares of forest as the
Bhairodev Dakav ‘Sonchuri’, declaring their own set of
rules and regulations which do not allow hunting, and
are protecting the wildlife against any outside
encroachments.
Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Chipko Movement

● Successfully resisted deforestation in several areas

● Also shown that community afforestation with

indigenous species can be enormously successful.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

❖ Farmers and citizen’s groups like the Beej Bachao Andolan in

Tehri and Navdanya have shown that adequate levels of
diversified crop production without the use of synthetic
chemicals are possible and economically viable.
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JFM(Joint Forest Management)

● In India joint forest management (JFM) programme furnishes a good

example for involving local communities in the management and
restoration of degraded forests.

● The programme has been in formal existence since 1988 when the
state of Odisha passed the first resolution for joint forest management.

● JFM depends on the formation of local (village) institutions that

undertake protection activities mostly on degraded forest land
managed by the forest department.

● In return, the members of these communities are entitled to

intermediary benefits like nontimber forest produces and share in the
timber harvested by ‘successful protection’.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Sacred Groves - A wealth of diverse and rare species

Nature worship is an age old tribal belief based on the

Advantage
premise that all creations of nature have to be protected.

Sacred Groves Preserved several virgin forests

(The forests of god and goddesses)

How?

These patches of forest or parts of large forests have been left untouched
by the local people and any interference with them is banned.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Sacred Groves

● Certain societies revere a particular tree which they

have preserved from time immemorial.

● The Mundas and the Santhal of Chota Nagpur

region worship mahua (Bassia latifolia) and
kadamba (Anthocaphalus cadamba) trees,

● And the tribals of Odisha and Bihar worship the

tamarind (Tamarindus indica) and mango
(Mangifera indica) trees during weddings.

● To many of us, peepal and banyan trees are

considered sacred.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Indian society comprises several cultures, each with its own set
of traditional methods of conserving nature and its creations.

● Sacred qualities are often ascribed to springs, mountain

peaks, plants and animals which are closely protected.

● Feeding Langurs and Macaques around temples.

● In and around Bishnoi villages in Rajasthan, herds of

blackbuck, (chinkara), nilgai and peacocks can be seen
as an integral part of the community and nobody harms
them.
 Class 10th - Geography - Forest and Wildlife Resources - Full Chapter Explanation

Conclusion

Both environmental destruction and reconstruction in India

● Local communities everywhere have to be involved in some kind

of natural resource management.

● But there is still a long way to go before local communities are at

the centrestage in decision-making.

● Accept only those economic or developmental activities, that are

people centric, environment-friendly and economically rewarding.
 Class 10th - Geography

Water Resources
Full Chapter Explanation
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Explanation

Water as a Resource

3/4 of earth surface is covered with water (but only a small part is usable)

Fresh water Usable part

v
Surface runoff Ground water

All water moves within the hydrological cycle ensuring that water is a renewable resource.
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What we are going to study in this chapter

● Water Scarcity and the Need for Water Conservation and

Management
● Multi -Purpose River Projects And Integrated Water Resourcess
Management
● Rainwater Harvesting
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Water scarcity and the need for water conservation and management

Abundance and renewability of water How can it be scarce?

The actual water scarcity and our understanding about it?

● The availability of Water Resourcess varies over space and

time, mainly due to the variations in seasonal and annual
precipitation.

● water scarcity in most cases is caused by over-exploitation,

excessive use and unequal access to water
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What is water scarcity

Water stress occurs when availability of water is

between 1,000. And 1,600 cubic meter per person
per year
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Why there is water scarcity?

Understand the Question

● Where and when the water scarcity is likely to occur?

● Is it possible that an area or region may have ample

Water Resourcess but is still facing water scarcity?

Quantitative reasons Qualitative reasons

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Reasons for water scarcity (Quantitative)

1. Water scarcity may be an outcome of large and growing population and

consequent greater demands for water, and unequal access to it.

2. Population = food demand

∴ To facilitate higher food-grain production, Water Resourcess are Impact?

being over-exploited to expand irrigated areas for dry-season
agriculture.
It may lead to falling groundwater levels, adversely affecting water
availability and food security of the people.

Solution

Developing drought resistant crops and dry farming techniques.

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3. Intensive industrialisation and urbanisation causing water scarcity.

● Industries, apart from being heavy users of water, also require power to
run them.
● Much of this energy comes from hydroelectric power.
● multiplying urban centres with large and dense populations and urban
How
lifestyles have not only added to water and energy requirements but
have further aggravated the problem.

Housing societies Have their own groundwater pumping devices to meet their water needs.

Fragile Water Resourcess are being over-exploited and

have caused their depletion in several of these cities.
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Reasons for water scarcity (Qualitative)

Situation where water is sufficiently available to meet the needs

of the people, but, the area still suffers from water scarcity.

Why?

Bad quality of water

Polluted by domestic and industrial wastes, chemicals, pesticides and

fertilisers used in agriculture, thus, making it hazardous for human use.
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The need for the water conservation and management

To save ourselves from

● Health hazards
● Ensure food security
● Degradation of natural ecosystem
● Over exploitation and mismanagement of Water
Resourcess will impoverish this resource and cause
ecological crisis

All these things will affect our lives negatively.

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Multi - purpose river projects and integrated Water Resourcess
management
Water Need Exploitation and Degradation Conservation
Resourcess

How do we conserve and manage water?

● Archaeological and historical records show that from

ancient times we have been constructing sophisticated
hydraulic structures like dams built of stone rubble,
reservoirs or lakes, embankments and canals for irrigation.

● Not surprisingly, we have continued this tradition in

modern India by building dams in most of our river basins.
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Hydraulic Structures in Ancient India

● In the first century B.C., Sringaverapura near Allahabad had

sophisticated water harvesting system channelling the flood
water of the river Ganga.
● During the time of Chandragupta Maurya, dams, lakes and
irrigation systems were extensively built.
● Evidences of sophisticated irrigation works have also been
found in Kalinga, (Odisha), Nagarjunakonda (Andhra
Pradesh), Bennur (Karnataka), Kolhapur (Maharashtra), etc.
● In the 11th Century, Bhopal Lake, one of the largest artificial
lakes of its time was built.
● In the 14th Century, the tank in Hauz Khas, Delhi was
constructed by Iltutmish for supplying water to Siri Fort rea.
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Explanation

What are dams? How they help us in conserving water?

Dams A dam is a barrier across flowing water that obstructs, directs or

retards the flow, often creating a reservoir, lake or impoundment.

● “Dam” refers to the reservoir rather than the

structure.
● Most dams have a section called a spillway or
weir over which or through which it is
intended that water will flow either
intermittently or continuously.
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What are dams? How they help us in conserving water?

Classification of Dam

● Based on structure and the materials used, dams are

classified as timber dams, embankment dams or masonry
dams, with several subtypes.
● According to the height, dams can be categorised as large
dams and major dams or alternatively as low dams,
medium height dams and high dams.
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timber dams Embankment dams or Masonry dams

large dams small dams

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Explanation

Dams Multi - Purpose Project.

● Dams were traditionally built to impound rivers

and rainwater that could be used later to irrigate
agricultural fields.
● Today, dams are built not just for irrigation but for
electricity generation.
● Water supply for domestic and industrial uses.
● Flood control
● Recreation
● Inland navigation and fish breeding.
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Multi - Purpose Project.

● Dams are now referred to as multi-purpose

projects where the many uses of the impounded
water are integrated with one another.
For example,
● The Sutluj-Beas river basin, the Bhakra – Nangal
project water is being used both for hydel power
production and irrigation.
● Similarly, the Hirakud project in the Mahanadi
basin integrates conservation of water with flood
control.
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Multi - Purpose project. “ Temples of Modern India ”

- Jawaharlal nehru

Why?

● The vehicle that would lead the nation to development

and progress, overcoming the handicap of its colonial
past.
● Integrate development of agriculture and the village
economy with rapid industrialisation and growth of the
urban economy.
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Opposition of multipurpose projects

Reason

1. Regulating and damming of rivers affect their natural flow causing poor sediment
flow and excessive sedimentation at the bottom of the reservoir,

Impact
● Resulting in rockier stream beds.
● Poorer habitats for the rivers aquatic life.
● Dam fragment rivers making it difficult for aquatic
fauna to migrate, especially for spawning.
● Submerge the existing vegetation and soil leading to its
decomposition over a period of time.
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Opposition of multipurpose projects

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Explanation

2. Multi-purpose projects and large dams have also been the cause of many new
environmental movements like the ‘Narmada Bachao Andolan’ and the ‘Tehri
dam Andolan’ etc.

Why?

● Large-scale displacement of local communities.

● Local people often had to give up their land,

livelihood and their meagre access and control
over resources for the greater good of the
nation.

Who gets the benefit?

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Explanation

3. Irrigation has also changed the cropping pattern of many regions with farmers
shifting to water intensive and commercial crops.

Impact

Salinisation of the soil Transformed Social Landscape

Excessive irrigation leads to increase Increasing the social gap between the
in the salt content in the soil. richer landowners and the landless poor
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4. The dams did create conflicts between people wanting different uses and benefits from
the same Water Resourcess.

● In Gujarat, the Sabarmati-basin farmers were agitated and almost caused

a riot over the higher priority given to water supply in urban areas.

5. Inter-state water disputes are also becoming common with regard to

sharing the costs and benefits of the multi-purpose project.

● Krishna - Godavari Dispute

● Kaveri Dispute
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Kaveri Dispute

Krishna - Godavari Dispute

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Explanation

6. Most of the objections to the projects arose due to their failure to achieve the
purposes for which they were built.

How
Dams Constructed to control flood X They have triggered the flood.

Explain

● Sedimentation in the reservoir

● Unsuccessful in controlling floods at the time of excessive rainfall.

Impact
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Negative impact of Dams and multi purpose projects

● Caused flood Floods have devastated life and property.

● Caused extensive soil erosion.

● Sedimentation also meant that the flood plains were

deprived of silt, a natural fertiliser, further adding on to the
problem of land degradation.

● It was also observed that the multi-purpose projects

induced earthquakes.

● Caused water-borne diseases and pests and pollution.

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Rainwater Harvesting

Many thought that given the disadvantages and

rising resistance against the multipurpose projects,
water harvesting system was a viable alternative.

Socio-economically and Environmentally

Explain
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In ancient India, along with the sophisticated hydraulic structures, there existed an
extraordinary tradition of water-harvesting system.

● In hill and mountainous regions, people built diversion

channels like the ‘guls’ or ‘kuls’ of the Western Himalayas
for agriculture.
● ‘Rooftop rainwater harvesting’ was commonly practised
to store drinking water, particularly in Rajasthan.
● In the flood plains of Bengal, people developed
inundation channels to irrigate their fields.
● In arid and semi-arid regions, agricultural fields were
converted into rainfed storage structures that allowed
the water to stand and moisten the soil like the ‘khadins’
in Jaisalmer and ‘Johads’ in other parts of Rajasthan
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Rainwater Harvesting

● Rooftop rainwater is collected using a PVC pipe

● Filtered using sand and bricks
● Underground pipe takes water to sump for
immediate usage
● Excess water from the sump is taken to the well
● Water from the well recharges the underground
● Take water from the well (later)
Class 10th10th
Class - Geography - Forest
- Geography and Wildlife
- Water Resources
Resources - Full -Chapter
Full Chapter Explanation
Explanation

(a) Recharge through Hand Pump. (b) Recharge through Abandoned Dugwell.
 Class 10th10th
Class - Geography - Forest
- Geography and Wildlife
- Water Resources
Resources - Full -Chapter
Full Chapter Explanation
Explanation

Rainwater Harvesting in India

● In the semi-arid and arid regions of Rajasthan, particularly in Bikaner,

Phalodi and Barmer, almost all the houses traditionally had
underground tanks or tank for storing drinking water.
● The tankas were part of the well-developed rooftop rainwater
harvesting system and were built inside the main house or the
courtyard.
● They were connected to the sloping roofs of the houses through a pipe.
● Rain falling on the rooftops would travel down the pipe and was stored
in these underground ‘tankas’.
● The first spell of rain was usually not collected as this would clean the
roofs and the pipes.
● The rainwater from the subsequent showers was then collected.
 Class 10th10th
Class - Geography - Forest
- Geography and Wildlife
- Water Resources
Resources - Full -Chapter
Full Chapter Explanation
Explanation

Advantages of Tankas

● The rainwater can be stored in the tankas.

● Reliable source of drinking water when all other sources
are dried up.
● Rainwater, or palar pani, as commonly referred to in these
parts, is considered the purest form of natural water.
● Many houses constructed underground rooms adjoining
the ‘tanka’ to beat the summer heat as it would keep the
room cool.
 Class 10th10th
Class - Geography - Forest
- Geography and Wildlife
- Water Resources
Resources - Full -Chapter
Full Chapter Explanation
Explanation

Rooftop Rainwater Harvesting in Present time

Today, in western Rajasthan, sadly the practice of

rooftop rainwater harvesting is on the decline as plenty
of water is available due to the perennial Indira Gandhi
Canal, though some houses still maintain the tankas
since they do not like the taste of tap water.

Is it of no use?
 Class 10th10th
Class - Geography - Forest
- Geography and Wildlife
- Water Resources
Resources - Full -Chapter
Full Chapter Explanation
Explanation

Gendathur Model

● In Gendathur, a remote backward village in Mysuru, Karnataka,

villagers have installed, in their household’s rooftop, rainwater
harvesting system to meet their water needs.
● Nearly 200 households have installed this system and the
village has earned the rare distinction of being rich in rainwater.
● Gendathur receives an annual precipitation of 1,000 mm, and
with 80 percent of collection efficiency and of about 10 fillings,
every house can collect and use about 50,000 litres of water
annually.
● From the 200 houses, the net amount of rainwater harvested
annually amounts to 1,00,000 litres.
 Class 10th10th
Class - Geography - Forest
- Geography and Wildlife
- Water Resources
Resources - Full -Chapter
Full Chapter Explanation
Explanation

Bamboo Drip Irrigation System

● In Meghalaya, a 200-year-old system of tapping stream and

spring water by using bamboo pipes, is prevalent.
● About 18-20 litres of water enters the bamboo pipe system,
gets transported over hundreds of metres, and finally reduces
to 20-80 drops per minute at the site of the plant.
 Class 10th10th
Class - Geography - Forest
- Geography and Wildlife
- Water Resources
Resources - Full -Chapter
Full Chapter Explanation
Explanation

Bamboo Drip Irrigation System

Picture 1: Bamboo pipes are Picture 2 and 3: The channel sections, made of bamboo, divert water to
used to divert perennial the plant site where it is distributed into branches, again made and laid
springs on the hilltops to the out with different forms of bamboo pipes. The flow of water into the
lower reaches by gravity pipes is controlled by manipulating the pipe positions.
 Class 10th10th
Class - Geography - Forest
- Geography and Wildlife
- Water Resources
Resources - Full -Chapter
Full Chapter Explanation
Explanation

Bamboo Drip Irrigation System

Picture 4: If the pipes pass a road, Picture 5 and 6: Reduced channel sections and diversion
they are taken high above the land. units are used at the last stage of water application. The last
channel section enables water to be dropped near the roots
of the plant.
Class 10th - Geography

Agriculture
Full Chapter Explanation
 Class 10th - Geography - Agriculture - Full Chapter Explanation

India Agriculture and We

Our dependence over agriculture.

● Occupation
● Food grains
● Industrial inputs
 Class 10th - Geography - Agriculture - Full Chapter Explanation

What we are going to study in this chapter?

➺ Types of farming -
● Primitive subsistence
● Intensive subsistence
● Commercial farming
➺ Cropping pattern - Rabi, Kharif and Zaid
➺ Major crops
➺ Technological and Industrial reforms
➺ Bhoodan Gramdan
➺ Contribution of agriculture to the national economy,employment, and output.
➺ Impact of globalisation on agriculture
 Class 10th - Geography - Agriculture - Full Chapter Explanation

India Types of Farming

c
Agriculture an age old economic activity Cultivation methods have changed significantly
depending upon the characteristics of physical
environment, technological know-how and
socio-cultural practices.

● Primitive Subsistence Farming

● Intensive subsistence Farming
● Commercial Farming
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Primitive Subsistence Farming

Understand the heading

● Agriculture is practised on small patches of land with the help of primitive tools.
● This type of farming depends upon monsoon, natural fertility of the soil and
suitability of other environmental conditions to the crops grown.

➔ It is a ‘Slash and Burn’ agriculture.

● Shifting allows Nature to replenish the fertility of the soil

through natural processes.
● It is known by different names in different parts of the country.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Slash and Burn in India Slash and Burn in World

It is jhumming in north-eastern states like The ‘slash and burn’ agriculture is known as
Assam, Meghalaya, Mizoram and ‘Milpa’ in Mexico and Central America,
Nagaland; Pamlou in Manipur, Dipa in ‘Conuco’ in Venezuela, ‘Roca’ in Brazil,
Bastar district of Chhattisgarh, and in ‘Masole’ in Central Africa, ‘Ladang’ in
Andaman and Nicobar Islands. Indonesia, ‘Ray’ in Vietnam.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Intensive Subsistence Farming

Understand the heading

● High population = More food for them

Limited land

How to produce more?

Intensive Subsistence Farming

It is labour intensive farming, where high doses of biochemical

inputs and irrigation are used for obtaining higher production.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Why there is a need for intensive Subsistence Farming?

Right of inheritance

● Reduce land size holding

● The farmer is forced to take maximum output from the
limited land.
● Creating enormous pressure on agriculture land.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Commercial Farming

Farming performed from the perspective of earning money by higher production through
the use of higher doses of modern inputs, e.g. high yielding variety (HYV) seeds, chemical
fertilisers, insecticides and pesticides.

The degree of commercialisation of agriculture

varies from one region to another.

Example - Rice is a commercial crop in Haryana and

Punjab, but in Odisha, it is a subsistence crop.
Class 10th - Geography - Agriculture - Full Chapter Explanation

Farming in USA Farming in India

 Class 10th - Geography - Agriculture - Full Chapter Explanation

● Plantation is also a type of commercial farming.

Plantation

● A single crop is grown on a large area.

The plantation has an interface of agriculture and industry. How?

● Cover large tracts of land.

● Capital intensive inputs.
● Migrant labourers.
● Raw material for industries in produced.
● Well developed network of transport and communication is essential.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

● In India, tea, coffee, rubber, sugarcane, banana, etc., are important plantation crops.
Class 10th - Geography - Agriculture - Full Chapter Explanation

Cropping Pattern
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Physical diversity and plurality of cultures in India Reflected in agricultural practices.

Three main types of cropping seasons are -

Kharif Rabi Zaid

Sowing period Onset of monsoon In winter March - April

[June - July] [October - November]

Harvesting period In September - October Summer [March - April] May - June

Crops Paddy, maize, jowar, Wheat, barley, peas gram Watermelon, muskmelon,
bajra, tur, moong, urad, and mustards. cucumber, vegetable and
cotton, jute, groundnut fodder crops.
and soybean.

Irrigation Rainfall Western temperate Private source of irrigation

cyclone and canals Ex. Tubewell, lakes & well
Class 10th - Geography - Agriculture - Full Chapter Explanation

Kharif Crops

Zaid Crops

Rabi Crops
 Class 10th - Geography - Agriculture - Full Chapter Explanation

● In states like Assam, West Bengal and Odisha, three crops of

paddy are grown in a year. These are Aus, Aman and Boro.

Aus, Aman and Boro

● Sugarcane takes almost a year to grow.

Why?
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Major Crops

Crops

Food Non-food

● Grains
● Food crops other than grains.

India Variations
Variety of crops

Soil, climate and cultivation practices.

 Class 10th - Geography - Agriculture - Full Chapter Explanation

Food Crops(grains)

Crops Cropping Temperature Rainfall Area State Key point

season

Rice Kharif crop Required 25o C Above 100 Northern plains Orissa, West Most
cm north-eastern Bengal, Bihar important
states, deltaic and Tamil Nadu cereal crop
region

Wheat Rabi crop Cool growing 50 to 75 cm Ganga-sutlej plain, Punjab, Second most
season bright black soil region of Haryana, U.P. important
sunshine Deccan and M.P. cereal crop
during harvest

Maize Kharif crop 21oC to 27oC 60 to 110 Old alluvial tracks U.P., Bihar and Used as both
(India 40) M.P. food and
fodder
Class 10th - Geography - Agriculture - Full Chapter Explanation

Rice Wheat Maize

Class 10th - Geography - Agriculture - Full Chapter Explanation

Millets

Jowar Bajra Ragi

Though, these are known as coarse grains, they have very high nutritional value.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Jowar

● Third most important food crop (area and production).

● It is a rain-fed crop. (hardly needs an irrigation)
● Major producing states : Maharashtra. Karnataka, Andhra
Pradesh and Madhya Pradesh.

Bajra

● Bajra grows well on sandy soils and shallow black soil.

● Major Bajra producing States are Rajasthan, Uttar Pradesh,
Maharashtra, Gujarat and Haryana.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Ragi

● Crop of dry region and grows well on red, black, sandy,

loamy and shallow black soils.
● Major ragi producing states are: Karnataka, Tamil Nadu,
Himachal Pradesh, Uttarakhand, Sikkim, Jharkhand and
Arunachal Pradesh.
● It is very rich in iron, calcium and other micro nutrient
and roughage.
Class 10th - Geography - Agriculture - Full Chapter Explanation

Pulses

India is the largest producer as well as the consumer of pulses in the world.

Major pulses grown in India.

● Tur (arhar)
● Urad
● Moong
● Masur
● Peas
● Gram
 Class 10th - Geography - Agriculture - Full Chapter Explanation

➔ Pulses need less moisture and survive even in dry conditions.

● Temperature - 25oC to 30oC

● Rainfall - Average 45 cm rainfall.

Pulses Leguminous crops [except arhar]

Helps in restoring soil fertility by fixing nitrogen from the air.

∴ These are mostly grown in rotation with other crops.

➔ Major pulse producing states in India are Madhya Pradesh, Rajasthan, Maharashtra, Uttar
Pradesh and Karnataka.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Food Crops other than Grains

Understand the heading

Sugarcane

Temperature - 21oC to 27oC

Rainfall - 75 cm to 100 cm

● Tropical as well as sub-tropical crop.

● Need manual labour.
● India is the second largest producer after Brazil.
● Raw material/source of jaggery, khandsari, sugar and molasses.
● U.P., Maharashtra, Karnataka.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Oil Seeds

● Main oil-seeds produced in India are groundnut, mustard,

coconut, sesamum (til), soyabean, castor seeds, cotton
seeds, linseed and sunflower.

Uses -
● Most of these are edible and used as cooking mediums.
● Used as raw material in the production of soap, cosmetics
and ointments.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Groundnut

● Kharif crop and accounts for about half of the major oil
seeds produced in the country.

● Gujarat was the largest producer of groundnut

followed by Rajasthan and Andhra Pradesh in 2019-20.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Linseed Mustard

Rabi Crops

● Sesamum is a kharif crop in north and rabi crop in south India.

● Castor seed is grown both as rabi and kharif crop.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Tea

● Tropical as well as subtropical crops.

● Plantation crop and beverages crops.

Explain

● Grow well on deep and fertile well drained soil.

● Requires warm and moist, frost free climate.
● Frequent and evenly distributed rainfall.
● Labour intensive industry.
● Processes within tea garden to restore freshness.
● Assam, Darjeeling, Jalpaiguri district of W.B.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Coffee

● Indian coffee is known for its quality.

[Arabic variety brought from Yemen]

● Indian produces 4% of the world’s coffee production.

● Initially produces in Baba Budan Hills.

● Now also its production is confined to Nilgiri in Karnataka,

Kerala and T.N.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Horticulture crops Fruits and vegetables

● In 2016, India was the second largest producer of fruits and vegetables in the world after China.
● India is a producer of tropical as well as temperate fruits.

● Mangoes of Maharashtra, Andhra Pradesh, Telangana, Uttar Pradesh and West Bengal.
● Oranges of Nagpur and Cherrapunjee (Meghalaya).
● Bananas of Kerala, Mizoram, Maharashtra and Tamil Nadu.
● Litchi and guava of Uttar Pradesh and Bihar.
● Pineapples of Meghalaya.
● Grapes of Andhra Pradesh, Telangana and Maharashtra.
● Apples, pears, apricots and walnuts of Jammu and Kashmir and Himachal Pradesh.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

● India is an important producer of pea, cauliflower, onion, cabbage, tomato, brinjal and potato.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Non-Food Crops

Understand the heading

Rubber

● Equatorial crop, but can be grown in tropical and

subtropical areas.
● It requires moist and humid climate.
● Rainfall more than 200 cm.

● Temperature more than 25oC.

● Important industrial raw material.
● Major areas - Kerala, T.N., Meghalaya, Andaman and
Nicobar.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Fibre crops

● Crops which are used as fibre [Cloths].

● Cotton, jute, hemp and natural silk are the four major
fibre crops grown in India.

Silk Which crop?

● Fibre is obtained from cocoons of the silkworms fed on

green leaves specially mulberry.

Sericulture
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Cotton

India Original home at cotton plant.

● Cotton is one of the main raw materials for cotton textile industry.
● Cotton grows well in drier parts of the black cotton soil of the Deccan
plateau.

Climate conditions

● It requires high temperature, light rainfall or irrigation, 210 frost-free

days and bright sun-shine for its growth.
● It is a kharif crop and requires 6 to 8 months to mature.
● Major producing state : Maharashtra, Gujarat, Madhya Pradesh, etc.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Jute Also known as golden fibre.

● Grows well on well-drained fertile soils in the flood plains where soils are renewed every year.
● High temperature is required during the time of growth.
● Major producers : West Bengal, Bihar, Assam, Odisha and Meghalaya.

Uses -
● It is used in making gunny bags, mats, ropes, yarn, carpets and other artefacts.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Jute v/s Nylon

Due to the high cost of jute, it is losing market.

Class 10th - Geography - Agriculture - Full Chapter Explanation

Technological and Institutional Reforms

Why reforms are required?

Sustained uses of land without compatible techno-institutional changes

have hindered the pace of agricultural development.

Explain

∴ Some serious technical and institutional reforms are required.

Technological reforms Institutional reforms

 Class 10th - Geography - Agriculture - Full Chapter Explanation

Initial institutional reforms

● Collectivisation, consolidation of holdings, cooperation and abolition of zamindari, etc.

● ‘Land reform’ was the main focus of our First Five Year Plan.

Limitations

∴ To improve indian agriculture in 1960s and 1970s government

Embarked upon Green revolution and White revolution.

This too led to the concentration of development in few selected areas.

Class 10th - Geography - Agriculture - Full Chapter Explanation
 Class 10th - Geography - Agriculture - Full Chapter Explanation

● In 1980s and 1990s A comprehensive land development programme was initiated.

Included both institutional and technical reforms.

● ● Provision for crop insurance against drought, flood,

cyclone, fire and disease.
● Establishment of Grameen banks.
● Cooperative societies and banks for providing loan
facilities to the farmers at lower rates of interest.
● Kisan Credit Card (KCC).
● Personal Accident Insurance Scheme (PAIS).
● Special weather bulletins and agricultural
programme for farmers on radio and television.
● Minimum support price.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Bhoodan - Gramdan Movement

➔ Who was Vinoba Bhave?

Spiritual heir of Mahatma Gandhi, after Gandhi's martyrdom,

Vinoba Bhave undertook padyatra to spread Gandhiji’s message
covered almost the entire country.

He believed in the idea of Gram Swaraj

 Class 10th - Geography - Agriculture - Full Chapter Explanation

Incident of Pochampalli, Andhra Pradesh

Some poor landless villagers demanded some land for their economic well-being.

➔ Shri Ram Chandra Reddy stood up and offered 80 acres of land to be distributed among 80
land-less villagers.

Bhoodan movement

➔ Some zamindars, offered to distribute some villages among the landless.

Gramdan movement

Bloodless revolution
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Contribution of Agriculture to the National Economy, Employment and Output

Agriculture sector

● Share in GDP ⇋ Share in employment [In 2011 about 54.6 percent of total workforce]

Matter of concern

➔ Any decline and stagnation in agriculture will lead to a

decline in other spheres of the economy having wider
implications for society.

Agriculture is an important sector ∴ Steps are taken to improve the situation.

 Class 10th - Geography - Agriculture - Full Chapter Explanation

● Government of India made concerted efforts to modernise agriculture.

● Establishment of Indian Council of Agricultural

Research (ICAR)
● Agricultural universities
● Veterinary services and animal breeding centres
● Horticulture development
● Research and development in the field of
meteorology and weather forecast.
● Improving the rural infrastructure
 Class 10th - Geography - Agriculture - Full Chapter Explanation

➔ Condition of agriculture sector in India

● The growth rate in agriculture has been decelerating and sufficient employment
opportunities are also not generated in the country.

⇋
Big challenge from Reduction in the public
international competition
Indian
Farmers ⇋ investment in agriculture sector

Reduction in import duties has led Reduction on subsidy of fertilizers

to increase in the competition.

Cost

Farmers are withdrawing their investment from agriculture causing a downfall in the employment in agriculture.
 Class 10th - Geography - Agriculture - Full Chapter Explanation

Impact of Globalisation on Agriculture

Globalisation Not a new phenomenon Explain

Under globalisation, particularly after 1990, the farmers

in India have been exposed to new challenges.

How?

Despite being an important producer of various crops, Indian product

Why?
were not able to compete with the products of developed countries.

Highly subsidised agriculture in those countries.

 Class 10th - Geography - Agriculture - Full Chapter Explanation

Indian agriculture finds itself at the crossroads.

Population Income Land size

● Proper thrust should be given to the improvement of the condition of marginal and small farmers.
● The green revolution promised much. But today it’s under controversies.

Solution
 Class 10th - Geography - Agriculture - Full Chapter Explanation

● Green revolution The keyword today is “gene revolution”, which includes genetic engineering.

● Organic farming It does not affect environment in a negative manner.

● Indian farmers should diversify their cropping pattern from cereals to high-value crops.

This will increase incomes and reduce environmental degradation.

Class 10th - Geography - Agriculture - Full Chapter Explanation

jatropha Jojoba
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Introduction -
Story of Haban
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Introduction -

Minerals, Energy, Resources and We

Minerals are an indispensable part of our lives. (Pin to Ship)

All living things and minerals.

All living things need minerals

Life processes cannot occur without minerals. Although our mineral
intake represents only about 0.3 percent of our total intake of nutrients,
they are so potent and so important that without them we would not be
able to utilise the other 99.7 percent of foodstuffs.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Introduction -
A bright smile from toothpaste and minerals

Toothpaste cleans your teeth. Abrasive minerals like silica, limestone,

aluminium oxide and various phosphate minerals do the cleaning.
Fluoride which is used to reduce cavities, comes from a mineral fluorite.
Most toothpaste are made white with titanium oxide, which comes from
minerals called rutile, ilmenite and anatase. The sparkle in some
toothpastes comes from mica. The toothbrush and tube containing the
paste are made of plastics from petroleum. Find out where these
minerals are found?
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Introduction -
What is a mineral?

“Homogenous, naturally occurring substance with a definable internal structure.”

Rocks Combinations of homogenous minerals (one or more)

Formation depends upon the physical and chemical conditions.

Impact
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Introduction -
Geographers and Geologists

Geographers Geologists

● Study minerals as part of the the ● Study formation of minerals, their age,
earth’s crust. physical and chemical composition.
● Area of study - Above the earth. ● Area of study - Below the earth.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Introduction -

Geographer Geologist
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Introduction -
➔ For general and commercial purposes minerals can be classified as under.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Introduction -
What we are going to study in this chapter?

➔ Mode of occurrence of minerals ➔ Non-conventional source of energy

➔ Ferrous minerals ■ Nuclear or atomic energy
■ Iron ore ■ Solar energy
■ Manganese ■ Wind power
➔ Non ferrous minerals (Mica) ■ Bio-gas
➔ Rock minerals (Limestone) ■ Tidal energy
➔ Hazards of mining ■ Geothermal energy
➔ Conservation of minerals ➔ Conservation of energy resources
➔ Energy resources
➔ Conventional sources of energy
■ Coal
■ Petroleum
■ Natural gas
■ Electricity
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Mode of Occurence of Minerals -

● Where are these minerals found?

Ores Accumulation of any mineral mixed with other elements.

Extraction should be commercially viable.

➔ The type of formation or structure in which they are found determines the relative ease
with which mineral ores may be mined.

∴ It is important to understand the types of occurrence of minerals.

 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Mode of Occurence of Minerals -

➔ Minerals generally occur in these forms:

Veins and Lodes Beds and Layers Residual mass of Alluvial deposits
weathered material

Ocean waters
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Mode of Occurence of Minerals -

 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Mode of Occurence of Minerals -

Veins and Lodes

In igneous and metamorphic rocks minerals may occur in the cracks, crevices, faults or joints.

Small occurrences Large occurrences

Veins Lodes

● They are formed when minerals in liquid/ molten and gaseous

forms are forced upward through cavities towards the earth’s
Formation
surface.
● They cool and solidify as they rise.
Example - Tin, Copper, Zinc and Lead.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Mode of Occurence of Minerals -

Beds and Layers

● Mostly found in sedimentary rocks and formed as a

result of deposition, accumulation and concentration
in horizontal strata.
● Coal and iron ore (heat and pressure).
● Gypsum and Potash salt (evaporate in arid regions).
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Mode of Occurence of Minerals -

Residual mass of weathered material

Decomposition of surface rocks.

Removal of soluble constituents.

Leaving a residual mass of weathered material containing ores.

Example - Bauxite.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Mode of Occurence of Minerals -

Alluvial deposits

Certain minerals may occur as alluvial deposits

in sands of valley floors and the base of hills.

Placer deposits

➔ Generally contain minerals, which are not

corroded by water.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Mode of Occurence of Minerals -

Ocean waters

● It contains vast quantities of minerals.

● Most of these are too widely diffused to be of
economic significance.

Example - Common salt, magnesium, bromine

and manganese nodules.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Mode of Occurence of Minerals -

Distribution of mineral resources

India have fairly rich and varied mineral resources, but these are unevenly distributed.

● Peninsular rocks contain most of the reserves of coal, metallic minerals, mica and
many other non-metallic minerals.
● Sedimentary rocks on the western and eastern flanks of the peninsula, in Gujarat and
Assam have most of the petroleum deposits.
● Rajasthan with the rock systems of the peninsula, has reserves of many non-ferrous
minerals.
● The vast alluvial plains of north India are almost devoid of economic minerals.

➔ Turning a mineral ‘deposit’ or ‘reserve’ into a mine.

Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Ferrous Minerals -
Ferrous Iron

● Accounts for about 3/4 of the total value of the production of metallic minerals.
● They provide a strong base for the development of metallurgical industries.

Iron ore Manganese

 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Ferrous Minerals -
Iron ore

● Iron ore is the basic mineral and the backbone

of industrial development.
● India is rich in good quality iron ores.

Magnetite Hematite

● It has excellent magnetic qualities. ● The most important industrial iron

● Valuable in the electrical industry. ore in terms of the quantity used.
● High content of iron upto 70 percent. ● Has a slightly lower iron content
than magnetite. (50-60 per cent).
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Ferrous Minerals -
➔ The major iron ore belts in India are -
Odisha-Jharkhand belt
● In Odisha high grade hematite ore is found in Badampahar mines in the Mayurbhanj and
Kendujhar districts.
● In the adjoining Singbhum district of Jharkhand haematite iron ore is mined in Gua and
Noamundi.

Durg-Bastar -Chandrapur belt

● Very high grade hematites are found in the famous Bailadila range of hills in the Bastar
district of Chhattisgarh.
● The range of hills comprise of 14 deposits of super high grade hematite iron ore.
● It has the best physical properties needed for steel making.
● Iron ore from these mines is exported to Japan and South Korea via Visakhapatnam port.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Ferrous Minerals -
Ballari-Chitradurga-Chikmagalur Tumkur belt
● The Kudremukh mines located in the Western Ghats
of Karnataka are a 100 percent export unit.
● The ore is transported as slurry through a pipeline to
a port near Mangalore.

Maharashtra-Goa belt
● Though, the ores are not of very high quality, yet they
are efficiently exploited.
● Iron ore is exported through Marmagao port.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Ferrous Minerals -
Manganese

● Manganese is mainly used in the manufacturing of

steel and ferro-manganese alloy.
● Nearly 10 kg of manganese is required to
manufacture one tonne of steel.
● It is also used in manufacturing bleaching powder,
insecticides and paints.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Ferrous Minerals -
Non-Ferrous Non iron content

● India’s reserves and production of non- ferrous minerals is not very satisfactory.
● However, these minerals, which include copper, bauxite, lead, zinc and gold play a vital
role in a number of metallurgical, engineering and electrical industries.

Copper Bauxite
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Ferrous Minerals -
Copper

● India is critically deficient in the reserve and

production of copper.
● Being malleable, ductile and a good conductor,
copper is mainly used in electrical cables,
electronics and chemical industries.
● The Balaghat mines in Madhya Pradesh, Khetri
mines in Rajasthan and Singhbhum district of
Jharkhand are leading producers of copper.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Ferrous Minerals -
Bauxite Alumina Aluminium

Important metal because it combines the

Bauxite deposits are formed by the
strength of metals such as iron, with extreme
decomposition of a wide variety of
lightness and also with good conductivity and
rocks rich in aluminium silicates.
great malleability.

● India’s bauxite deposits are mainly found in the Amarkantak plateau, Maikal hills
and the plateau region of Bilaspur-Katni.

➔ Odisha was the largest bauxite producing state in India in 2016-17.

➔ Panchpatmali deposits in Koraput district are the most important bauxite
deposits in the state.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Metallic Minerals -
Non-Metallic Minerals Not made up metals

Mica

● Mica is a mineral made up of a series of plates or leaves.

● Mica can be clear, black, green, red yellow or brown.
● Due to its excellent dielectric strength, low power loss factor,
insulating properties and resistance to high voltage, mica is
one of the most indispensable minerals used in electric and
electronic industries.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Metallic Minerals -
Major producing areas

● Mica deposits are found in the northern edge

of the Chota Nagpur plateau.
● Koderma Gaya – Hazaribagh belt of
Jharkhand is the leading producer.
● In Rajasthan, the major mica producing area
is around Ajmer.
● Nellore mica belt of Andhra Pradesh is also
an important producer in the country.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Rock Minerals -
Limestone

● Found in association with rocks composed of

calcium carbonates or calcium and magnesium
carbonates.
● It is found in sedimentary rocks of most
geological formations.
● Limestone is the basic raw material for the
cement industry and essential for smelting iron
ore in the blast furnace.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Hazards of Mining -
Understand the topic

Impact on Miners Impact on Environment

i. Risk of collapsing mine roofs. i. Water source get contaminated.

ii. Inundation and fire in coal mines. ii. Dumping of waste and slurry leads to
iii. Health issues. degradation of land, soil and increase in
stream and river pollution.
● Dust and noxious fumes are inhaled.

Make them vulnerable to pulmonary diseases.

Stricter safety regulations and implementation of environmental laws are

essential to prevent mining from becoming a “killer industry”.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Hazards of Mining -

Mine roof collapsing Fire in coal mine

Bird dying due to mining Contamination due to mining

 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conservation of Minerals -
➔ Why there is a need of conservation?

The total volume of workable mineral deposits is an insignificant fraction i.e. one percent
of the earth’s crust.

Consumption > Replenishment and mineral formation

∴ Mineral resources are finite and non-renewable.

➔ Rich mineral deposits are our country’s extremely valuable but short-lived possessions.

Explain

Continued extraction = Increasing costs mineral extraction comes from greater

depths along with decrease in quality.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conservation of Minerals -
Steps for conservation

● A concerted effort has to be made in order to use our

mineral resources in a planned and sustainable
manner.
● Improved technologies need to be constantly evolved
to allow use of low grade ores at low costs.
● Recycling of metals.
● Using scrap metals and other substitutes.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Energy Resources -
Energy It’s requirement How to obtain?

Energy can be generated from fuel minerals like coal,

petroleum, natural gas, uranium and from electricity.

Energy Resources

Conventional Non-Conventional

Firewood, cattle dung cake, coal, Non-conventional sources include solar,

petroleum, natural gas and electricity wind, tidal, geothermal, biogas and
(both hydel and thermal). atomic energy.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Energy Resources -

Non conventional Conventional

 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conventional Source of Energy -

Coal Petroleum Natural Gas Electricity

 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conventional Source of Energy -

Coal and our energy needs

● Most abundantly available fossil fuel.

● It provides a substantial part of the nation’s energy needs.
● It is used for power generation, to supply energy to industry as well as for domestic needs.

Depends upon the degrees of compression and the depth and

Formation
time of burial.

➔ Classification of coal On the basis of quality and age.

 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conventional Source of Energy -

Coal : On the basis of quality

Peat Lignite Bituminous Anthracite

Has a low carbon and - Low grade brown - Been buried deep and - Highest quality
high moisture contents coal, which is soft with subjected to increased - Hard coal
and low heating high moisture content. temperatures.
capacity. - The principal lignite - It is the most popular
reserves are in Neyveli coal in commercial use. -
in Tamil Nadu and are Metallurgical coal is high
used for generation of grade bituminous coal
electricity. which has a special value
for smelting iron in blast
furnaces.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conventional Source of Energy -

Coal : On the basis of ages

Gondwana Coal Tertiary Coal

● A little over 200 million years in age. ● About 55 million years old.
● Metallurgy coal ● Occur in the north eastern states of
● Damodar valley (West Bengal Jharkhand). Meghalaya, Assam, Arunachal Pradesh
Jharia, Raniganj and Bokaro. and Nagaland.

Coal Bulky material

● Loses weight on use as it is reduced to ash.

● Hence, heavy industries and thermal power stations are located on or near the coalfields.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conventional Source of Energy -

Petroleum and our energy needs

● The next major energy source in India after coal.

● It provides fuel for heat and lighting, lubricants for
machinery and raw materials for a number of
manufacturing industries.
● Petroleum refineries act as a “nodal industry” for
synthetic textile, fertiliser and numerous chemical
industries.

Explain
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conventional Source of Energy -

Occurrences Anticlines and fault traps in the rock formations of the tertiary age.

● The oil bearing layer is a porous limestone or

sandstone through which oil may flow.
● The oil is prevented from rising or sinking by
intervening non-porous layers.
● Petroleum is also found in fault traps between
porous and non-porous rocks.
● Gas, being lighter usually occurs above the oil.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conventional Source of Energy -

Mumbai High, Gujarat and Assam are major

petroleum production areas in India.

● Ankleshwar is the most important field of

Gujarat.
● Assam is the oldest oil producing state of India.
● Digboi, Naharkatiya and Moran-Hugrijan are
the important oil fields in the state.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conventional Source of Energy -

Natural Gas

● Clean energy resource found in association with or without

petroleum.
● Used as a source of energy as well as an industrial raw
material in the petrochemical industry.
● Environment friendly fuel : Low carbon dioxide emission

Krishna - Godavari basin,

Reserves Mumbai high, Gulf of Cambay
and Andaman and Nicobar
islands.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conventional Source of Energy -

The 1700 km long Hazira-Vijaipur Jagdishpur cross country gas
HVJ Pipeline pipeline links Mumbai High and Bassein with the fertilizer,
power and industrial complexes in western and northern India.

Provided an impetus to India’s gas production.

● The power and fertilizer industries are the key users of natural gas.
● Use of Compressed Natural Gas (CNG ) for vehicles to replace liquid fuels is gaining wide
popularity in the country.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conventional Source of Energy -

Electricity Its per capita consumption is considered as an index of
development.

Electricity is generated mainly in two ways:

Hydro electricity Thermal Power

By running water which drives By burning other fuels such as coal,

hydro turbines. petroleum and natural gas to drive turbines.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conventional Source of Energy -

Hydro electricity Thermal Electricity

● Generated by fast flowing water, which ● Generated by using coal, petroleum and
is a renewable resource. natural gas.
● India has a number of multi-purpose ● The thermal power stations use
projects like the Bhakra Nangal, non-renewable fossil fuels for generating
Damodar Valley corporation, the Kopili electricity.
Hydel Project etc. ● Major thermal power plant are - Singrauli,
Namrup, Tolcher, Neyveli, narawara.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

Need? Increase in the consumption of fossil fuels. Impact

Rising prices of oil and gas + Potential shortages

Raised the uncertainties about the security of energy supply in

future and caused serious environmental problem.

∴ There is a pressing need to use renewable energy sources like solar energy, wind, tide,
biomass and energy from waste material.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

India is blessed with an abundance of sunlight, water, wind and biomass. It has the largest
programmes for the development of these renewable energy resources.

Nuclear or Atomic Energy Solar Energy Wind Power

 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

Bio Gas Tidal Energy Geothermal Energy

 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

Nuclear or Atomic Energy

➔ It is obtained by altering the structure of atoms.

When such an alteration is made, much energy is released in

the form of heat and this is used to generate electric power.

Resources

● Uranium and Thorium, which are available in Jharkhand.

● The Aravalli ranges of Rajasthan are used for generating atomic
or nuclear power.
● The Monazite sands of Kerala is also rich in Thorium.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

Solar Energy

India Tropical country

● It has enormous possibilities of tapping solar energy.

● Photovoltaic technology converts sunlight directly into electricity.
● Solar energy is fast becoming popular in rural and remote areas.

Advantages of solar power plants

Will minimise the dependence of rural households on firewood and dung cakes.

Contribute to environmental conservation and adequate supply of manure in agriculture.

 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

Wind Power

● India has great potential of wind power.

● The largest wind farm cluster is located in
Tamilnadu from Nagercoil to Madurai.
● Apart from these, Andhra Pradesh, Karnataka,
Gujarat, Kerala, Maharashtra and
Lakshadweep have important wind farms.
● Nagarcoil and Jaisalmer are well known for
effective use of wind energy in the country.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

Biogas

Shrubs, farm waste, animal and human waste are used to produce biogas for domestic
consumption in rural areas.

Decomposition of organic matter Yields gas

Has higher thermal efficiency in

comparison to kerosene, dung
cake and charcoal.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

Biogas Plant

● Biogas plants are set up at municipal, cooperative and individual levels.

● The plants using cattle dung are known as ‘Gobar gas plants’ in rural India.

Twin benefits

i. Source of energy.
ii. Provide quality of manure + prevents the loss of trees and manure due to burning of fuel
wood and cow dung cakes.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

Tidal Energy

Oceanic tides can be used to generate electricity.

➔ How does it works?

● Floodgate dams are built across inlets.

● During high tide water flows into the inlet and gets trapped when the gate is closed.
● After the tide falls outside the flood gate, the water retained by the floodgate flows back to
the sea via a pipe that carries it through a power-generating turbine.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

Regions for generation of Tidal energy

In India the Gulf of Khambhat, the Gulf of

Kachchh in Gujarat on the western coast and
Gangetic delta in Sunderban regions of West
Bengal provide ideal conditions for utilising
tidal energy.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

Geothermal Energy

Geothermal energy refers to the heat and electricity

produced by using the heat from the interior of the Earth.

How does it works?

● The Earth grows progressively hotter with increasing depth.

● Where the geothermal gradient is high, high temperatures are found at
shallow depths.
● Groundwater in such areas absorbs heat from the rocks and becomes hot.
● It is so hot that when it rises to the earth’s surface, it turns into steam.
● This steam is used to drive turbines and generate electricity.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Non-Conventional Source of Energy -

➔ There are several hundred hot springs in India, which could be used to generate electricity.

Two experimental projects

1. The Parvati valley near Manikaran

in Himachal Pradesh.
2. Puga Valley, Ladakh.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conservation of Energy Resources -

Development = Increase in the need for energy.

Every sector of the national economy – agriculture, industry,

transport, commercial and domestic needs inputs of energy.

As a result, consumption of energy in all forms has been steadily rising all over the country.

Twins planks of sustainable energy

● Promotion of energy conservation.

● Increased use of renewable energy sources.
 Class 10th - Geography - Minerals and Energy Resources -Full Chapter Explanation

Conservation of Energy Resources -

➔ We have to adopt a cautious approach for the judicious use of our limited energy resources.

● Using public transport systems instead of individual vehicles.

● Switching off electricity when not in use.
● Using power-saving devices.
● Using non-conventional sources of energy.

“Energy saved is energy produced”

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Introduction -
Story of Harish
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Introduction -
Manufacturing + Industries

Production of goods in large quantities after processing from raw

materials to more valuable products is called manufacturing.

Secondary activities

The economic strength of a country is measured by the development of manufacturing industries.

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Introduction -
What we are going to study in this chapter?
❖ Importance of Manufacturing ❖ Mineral Based Industries
➢ Iron and Steel Industry
❖ Contribution of Industry to National
➢ Aluminium smelting
Economy
➢ Chemical Industries
❖ Industrial Location ➢ Fertilizer Industry
➢ Cement Industry
❖ Classification of Industries ➢ Automobile Industry
❖ Agro-Based Industries ➢ Information Technology and Electronics
➢ Cotton Textile Industry
➢ Jute Textiles ❖ Industrial Pollution and Environmental
➢ Sugar Industry Degradation
❖ Control of Environmental Degradation
❖ NTPC shows the way
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Importance of Manufacturing -
Manufacturing Backbone of development. Explain

1. Manufacturing industries helps in modernising agriculture, it reduce the heavy dependence

of people on agriculture income.

By providing them job

2. Industrial development is a precondition for eradication of unemployment and poverty

from our country.

∴ Public sector industries and joint sector ventures were set up in India. ( To bring down
disparities )
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Importance of Manufacturing -
3. Manufactured goods Export Brings much needed foreign exchange.

4. Manufacturing transform raw material in the country into finished good which provide
higher value for good.

Prosperity
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Importance of Manufacturing -
Agriculture and Industry Not exclusive of each other.

● The agro-industries in India

Raw material
have given a major boost to
agriculture by raising its
productivity.

● Industries depend on the

Agriculture for raw materials
and sell their products to
Machinery [Irrigation pumps, fertilisers, PVC pipes, etc] farmers.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Importance of Manufacturing -
Globalisation

Global competition

Self-sufficiency alone is not enough.

Our manufactured goods must be at par in

quality with those in the international market.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Contribution of Industry to National Economy -

Understand the heading

Over the last two decades

The share of manufacturing sector has stagnated at 17 per

cent of GDP - out of a total of 27 per cent for the industry
Good or Bad
which includes 10 per cent for mining, quarrying, electricity
and gas.

This is much lower in comparison to some East Asian economies, where it is 25 to 35 per cent.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Contribution of Industry to National Economy -

Analyse

● The trend of growth rate in manufacturing over the last decade has been around 7 per cent
per annum. The desired growth rate over the next decade is 12 per cent.
● Since 2003, manufacturing is once again growing at the rate of 9 to 10 per cent per annum.

Way forward

● With appropriate policy interventions by the government and renewed efforts by the
industry to improve productivity, economists predict that manufacturing can achieve its
target over the next decade.
● The National Manufacturing Competitiveness Council (NMCC) has been set up with this
objective.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Industrial Location -
Industrial location Influenced by many factors.

● Availability of raw material

● Labour
● Capital
● Market
● Power

It is rarely possible to find all these factors available at one place.

∴ Selecting an appropriate location is must.

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Industrial Location -
Industrialisation and urbanisation goes hand in hand Explain

● Cities provide markets and also provide services such as banking, insurance,
transport, labour, consultants and financial advice, etc. to the industry.

Concept of agglomeration economies

Agglomeration economies refers to the benefits received by the firms and people when they come
together to make use of the advantages offered by the urban cities that prove helpful to them.

Many industries tend to come together to make use of the advantages offered by the urban
centres/agglomeration economics.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Industrial Location -
Manufacturing units in pre-independence period

● Located in places from the point of view of overseas

trade such as Mumbai, Kolkata, Chennai, etc.
Reasons

Consequently, there emerged certain pockets of

industrially developed urban centres surrounded by
a huge agricultural rural hinterland.

● The key to decision of the factory location is the least cost.

● Government policies and specialised labour also influence
the location of industry.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Industrial Location -
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Industrial Location -
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Classification of Industries -
On the basis of source of raw material used

❖ Agro based -
➢ Cotton, woollen, jute, silk textile, rubber
and sugar, tea, coffee, edible oil.

❖ Mineral based -
➢ Iron and steel, cement, aluminium,
machine tools, petrochemicals.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Classification of Industries -
According to their main role

❖ Basic or key industries -

➢ Those which supply their products as raw
materials to manufacture other goods e.g.
iron and steel and copper smelting,
aluminum smelting.

❖ Consumer industries -
➢ That produce goods for direct use by
consumers-sugar, toothpaste, paper,
sewing machines, fans etc.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Classification of Industries -
On the basis of capital investment

I. Small scale industries

➔ Less than one crore.
➔ Toy industries.

II. Large scale industries

➔ One crore or more than one crore.
➔ Iron and steel industries.

❖ Limit has changed over a period of time.

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Classification of Industries -
On the basis of ownership

❖ Public sector -
➢ Owned and operated by government
agencies - BHEL, SAIL etc.

❖ Private sector -
➢ Industries owned and operated by
individuals or a group of individuals -
TISCO, Bajaj Auto Ltd., Dabur Industries.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Classification of Industries -
On the basis of ownership

❖ Joint sector industries -

➢ Jointly run by the state and individuals or a
group of individuals. Oil India Ltd. (OIL) is
jointly owned by public and private sector.

❖ Cooperative sector industries -

➢ Owned and operated by the producers or
suppliers of raw materials, workers or
both. Such examples are the sugar industry
in Maharashtra, the coir industry in Kerala.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Classification of Industries -
Based on the bulk and weight of raw material and finished goods

● Heavy industries such as iron and steel.

● Light industries that use light raw materials and produce

light goods such as electrical goods industries.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries -

Understand the heading

Textile industry Unique position Sugar industry

● Cotton textile ● Significant contribution in industrial production.

● Jute textile ● Employment generation.

● Foreign exchange earning.

● Contribution in GDP.

● Self-reliant and complete in value chain.

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries -

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries - Cotton Textile

Ancient India After 18th century

Hand spinning and handloom weaving Powerlooms

The first successful textile mill was established in Mumbai in 1854.

➔ Traditional textile industries Suffered a setback during the colonial period.

They could not compete with the mill-made

Why?
cloth from England.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries - Cotton Textile

● Localisation of textile industries in Gujarat and Maharashtra.

Reasons

● Availability of raw cotton

● Market

● Transport including accessible port facilities

● Labour, moist climate, etc.

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries - Cotton Textile

Cotton textile industry

Supported other industries chemicals

Closely linked with agriculture and
and dyes, packaging materials and
farmers.
engineering works.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation
Agro Based Industries - Cotton Textile
Challenges faced by cotton textile industries in India

I. Strong spinning units but weak weaving sector. Explain

● Spinning continues to be centralised in Maharashtra, Gujarat and Tamil Nadu, weaving is

highly decentralised to provide scope for incorporating traditional skills and designs.

● India has world class production in spinning, but weaving supplies low quality of fabric as
it cannot use much of the high quality yarn produced in the country.

Impact
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries - Cotton Textile

Impact

Many of our spinners export cotton yarn while apparel/garment

manufacturers have to import fabric.

Analyse

Why is it important for us to improve our weaving sector instead

of exporting yarn in large quantities?
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries - Cotton Textile

II. Erratic power supply.

III. Upgradation of machinery is required.

IV. Low output of labour.

V. Stiff competition with the synthetic fibre industry.

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries - Jute Textile

India
Largest producer of raw jute and jute goods and second largest exporter after Bangladesh.

Most of the mills are located in West Bengal, mainly along the banks of the Hugli river, in a narrow belt.

Factors responsible for the localisation

● Proximity to jute producing area.

● Inexpensive water transport.
● Good network of railways and roadways.
● Abundance of water for processing raw jute.
● Cheap labour from West Bengal and adjoining areas.
● Kolkata urban center provided banking, insurance and port facilities.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries - Jute Textile

● The first jute mill was set up near Kolkata in
1855 at Rishra.

● After Partition in 1947, the jute mills remained

in India but three-fourth of the jute producing
area went to Bangladesh (erstwhile East
Pakistan).
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries - Jute Textile

Challenges faced by Jute industry

I. Stiff competition by synthetic substitute in international market.

II. Competition from international competitors like Bangladesh, Brazil,
Philippines, Egypt and Thailand.
III. High cost.

National Jute Policy (2005)

● It had increased international demand for jute.
● Government had made it mandatory to use jute for packaging.
● Objective was to increase productivity/cultivation of jute and ensure
good prices to the jute farmers.

The growing global concern for environment friendly, biodegradable materials, has
once again opened the opportunity for jute products.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries - Sugar Industry

India Second largest producer of sugar.

Largest producer of Gur and Khandsari.

Sugar Industry

Raw material Bulky Transportation In haulage its sucrose content reduces.

∴ Industries should be situated near sugarcane producing area

[60% mill are in UP and Bihar]
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries - Sugar Industry

Sugar Industry Seasonal in nature
Why?
∴ Ideally suited to cooperative industry.

Shifted and concentrated in southern and western states, especially in Maharashtra. Why?

● Because the cane produced here has a higher

sucrose content.
● The cooler climate also ensures a longer
crushing season.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Agro Based Industries - Sugar Industry

Challenges faced by sugar industry

● Seasonal nature of industry.

● Old and inefficient methods of production.

● Transportation delays.

● Need to maximise the use of bagasse.

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry -

Mineral Based Industry

➔ Iron and Steel Industry

➔ Aluminium smelting

➔ Chemical Industries

➔ Fertilizer Industry

➔ Cement Industry

➔ Automobile Industry

➔ Information Technology and Electronics Industry

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Iron and Steel Industry

Iron and Steel industry Basic Industry

Dependence of other industries over it.

➔ Production and consumption of steel is often regarded as the index of a country’s development.

Iron and Steel industry Heavy Industry

Both raw material as well as finished goods are heavy and bulky.

Impact Heavy transportation cost

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Iron and Steel Industry

➔ Iron ore, coking coal and limestone are required in the ratio of approximately 4 : 2 : 1.

+ +

➔ Some quantities of manganese, are also required to harden the steel.

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Iron and Steel Industry

India’s position

● In 2018 with 106.5 million tonnes of crude steel production.

● India ranked 2nd among the world crude steel producers.

● It is the largest producer of sponge iron. Question

● In 2018 per capita consumption of steel in the country was only

around 70.9 kg per annum against the world average of 224.5 kg.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Iron and Steel Industry

Mini steel plants An integrated steel plant

Mini steel plants are smaller, have electric

An integrated steel plant is large, handles
furnaces, use steel scrap and sponge iron.
everything in one complex - from putting
They have re-rollers that use steel ingots as
together raw material to steel making,
well. They produce mild and alloy steel of
rolling and shaping.
given specifications.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Iron and Steel Industry

➔ In the 1950s China and India produced almost the same quantity of steel. Reason

● Today, China is the largest producer of steel.

● China is also the world’s largest consumer of steel.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Iron and Steel Industry

➔ Chotanagpur plateau has the maximum concentration of iron and steel industries.

Reasons

● Low cost of iron ore.

● High grade raw materials in proximity, cheap labour.

● Growth potential in the home market.

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Iron and Steel Industry

Challenges faced by iron and steel industry:
a. High costs and limited availability of coking coal.
b. Lower productivity of labour.
c. Irregular supply of energy.
d. Poor infrastructure.

Liberalisation and Foreign Direct Investment

Have given a boost to the industry with the efforts of private entrepreneurs.

There is a need to allocate resources for research and development to produce

steel more competitively.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Aluminium Smelting

➔ Second most important metallurgy industry. Aluminium

● It is light, resistant to corrosion, good conductor of heat,

malleable and becomes strong when mixed with other metals.

Uses

● Manufacturing aircraft
● Utensils
● Wires

● It has gained popularity as a substitute of steel, copper, zinc

and lead in a number of industries.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Aluminium Smelting

Bauxite Alumina Aluminium

4 to 6 tonnes of bauxite 2 tonnes of alumina 1 tonne of aluminium

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Aluminium Smelting

➔ Regular supply of electricity and an assured source of raw material at minimum

cost are the two prime factors for location of the industry.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Chemical Industry

Chemical industry Fast growing and diversifying.

● It comprises of both large and small scale manufacturing industries.

Inorganic Organic
Sulphuric acid [fertilisers, synthetic fibres, Petrochemicals [synthetic fibres and
plastic, adhesive, paints, dyes stuffs] nitric rubber plastic, dye-stuffs, drugs and
acid, alkalies soda ash. pharmaceuticals]

➔ The chemical industry is its own largest consumer.

Basic chemicals undergo processing to further produce other chemicals.

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Fertilizer Industry

❖ The fertilizer industry is centred around the production of nitrogenous fertilizers (mainly
urea), phosphatic fertilizers and ammonium phosphate (DAP) and complex fertilizers which
have a combination of nitrogen (N), phosphate (P), and potash (K).

❖ Potash is entirely imported in our country. Why?

No reserves of commercially usable potash or potassium compounds.

❖ Fertilizer industry Expanded after Green revolution.

❖ Prominents in the areas of Gujarat, Tamil Nadu, Uttar Pradesh, Punjab and Kerala.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Cement Industry

Cement

➔ Cement is essential for construction activity such as building houses, factories, bridges,
roads, airports, dams and for other commercial establishments.

Cement Industry

● Requires bulky and heavy raw materials like limestone, silica and gypsum.
● Coal and electric power are needed apart from rail transportation.

➔ The industry has strategically located plants in Gujarat that

Explain
have suitable access to the market in the Gulf countries.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Cement Industry

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Cement Industry

First Cement Plant Set up in Chennai in 1904.

➔ Improvement in quality Export

● This industry is doing well in terms of production as well as export.

● Efforts are being made to generate adequate domestic demand and
supply in order to sustain this industry.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Automobile Industry

➔ This industry provides base for transport [Goods and Passengers].
E.g. Trucks, buses, cars, motorcycle, etc.

➔ Liberalisation Competition Growth of industry

➔ Foreign direct investment brought in new technology and aligned

the industry with global developments.

➔ The industry is located around Delhi, Gurgaon, Mumbai, Pune,

Chennai, Kolkata, Lucknow. Indore, Hyderabad, Jamshedpur and
Bengaluru.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Information Technology and Electronic Industry

Covers a wide range of products Calculator to computer

Bengaluru Electronic capital of India.

● Other important centres for electronic goods are Mumbai, Delhi, Hyderabad, Pune, Chennai,
Kolkata, Lucknow and Coimbatore.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Mineral Based Industry - Information Technology and Electronic Industry

● A major impact of the industry has been on employment generation.

Share of women employed in the sector is very satisfactory.

● The continuing growth in the hardware and software is the key to the success of IT industry
in India.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Industrial Pollution and Environmental Degradation -

Industries

Contributes significantly to India’s economic growth and development.

At the same time causes pollution and environmental degradation.

● Air
● Water
Industries are responsible for four types of pollution:
● Thermal
● Noise
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Industrial Pollution and Environmental Degradation -

Air pollution
➔ Caused by the presence of high proportion of undesirable gases such as Sulphur dioxide
and carbon monoxide.
Chemical and paper
Particulate material In the form of By
Dust, spray mist factories, burning fossil
[Solid and liquid] and smoke fuels, Brick kilns,
refineries and
smelting, etc.

Leads to pollution and hazards to human

health,plant, animals and atmosphere. Ignore pollution norms

➔ Toxic gas leaks can be very hazardous. Bhopal Gas Tragedy

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Industrial Pollution and Environmental Degradation -

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Industrial Pollution and Environmental Degradation -

Water Pollution

➔ Caused by organic and inorganic industrial wastes and

effluents.
➔ Main culprits -
■ Paper, pulp, chemical, textile and dying, petroleum
refineries, tanneries and electroplating industries.
➔ These industries dump substances like dyes, detergents,
acids, salts and heavy metals like lead and mercury,
pesticides and fertilizers, plastic and rubber.
➔ Fly-ash, phospho-gypsum and iron & steel slags are the
major solid waste.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Industrial Pollution and Environmental Degradation -

Thermal Pollution

➔ When hot water from factories and thermal plants is

drained into river and ponds it causes water pollution.
Impact -
● Waste dumped is highly toxic. [Nuclear power plant]
leads to cancers, birth defects and miscarriage.
● It harms the aquatic life.

➔ Relation between soil and water pollution

■ Dumping waste on soil [Glass, harmful chemical, industrial effluents, etc].

■ Rain water percolates them down.

■ Ground water gets contaminated.

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Industrial Pollution and Environmental Degradation -

Noise Pollution

➔ Caused due to industrial and construction activities.

Machinery, factory equipment, generators, saws and

pneumatic and electric drills.

➔ Why there are no horn zones near Hospital and school?

Impact -
❖ Results in irritation and anger, it can also cause hearing
impairment, increased heart rate and blood pressure
and other physiological effects.
❖ Unwanted sound is source of stress and reasons for lack
of concentration.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Control of Environmental Degradation -

1 litre of waste water discharge Pollutes eight times the quantity of freshwater.

➔ How can the industrial pollution of fresh water be reduced?

I. Minimising use of water for processing by reusing and recycling it.

II. Harvesting of rainwater to meet water requirements.

III. Treating hot water and effluents before releasing them in rivers and ponds.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Control of Environmental Degradation -

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Control of Environmental Degradation -

➔ Treatment of industrial effluents can be done in three phases.

a. Primary treatment by mechanical means. This involves

screening, grinding, flocculation and sedimentation.
b. Secondary treatment by biological process.
c. Tertiary treatment by biological, chemical and physical
processes.

● Using of groundwater reserves by industries should be

regulated legally.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Control of Environmental Degradation -

➔ Particulate matters in air can be reduced by following methods:

● Fitting smoke stacks to factories with

➢ Electrostatic precipitators
➢ Fabric filters
➢ Scrubbers
➢ Inertial separators

● Smoke can be reduced by using oil or gas instead of coal in factories.

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Control of Environmental Degradation -

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Control of Environmental Degradation -

Scrubbers Inertial separators

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Control of Environmental Degradation -

➔ Steps to control noise pollution -

● Less sound generating machinery and equipment can be used.

● Generator should be fitted with silencers.

● Machinery can be redesigned to increase energy efficiency and reduce noise.

● Noise absorbing material may be used apart from personal use of earplugs and
earphones.

The challenge of sustainable development requires integration

of economic development with environmental concerns.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

Control of Environmental Degradation -

 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

NTPC shows the way -

➔ National Thermal Power Corporation has ISO certification for Environment Management
System (EMS).
➔ NTPC has taken proactive approach for preserving the natural environment and resources
in place where it is setting up power plants.

Steps taken -
a. Adopting latest techniques and upgrading existing equipment.
b. Minimising waste generation by maximise ash utilisation.
c. Providing green belts for nurturing ecological balance (Afforestation).
d. Ash pond management, ash water recycling system and liquid waste management to
reduce environmental pollution.
e. Ecological monitoring, reviews and online database management for all its power station.
 Class 10th - Geography - Manufacturing Industries - Full Chapter Explanation

NTPC shows the way -

Pond Management Green belt by NTPC Ramagundam Plant

CLASS 7th - GEOGRAPHY - CHAPTER - HUMAN ENVIRONMENT - SETTLEMENT, TRANSPORT AND COMMUNICATION
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Introduction -

Traders
[Transportation]
Supply location Demand location
(Industry) (Consumer)

∴ Pace of development depends upon the production of goods and services

as well as their movement over the space.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Introduction -
➔ Movement of goods and services can be over three important domains of our earth.

Land transportation Water transportation Air transportation

 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Introduction -
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Introduction -
Development in science and technology
Initially Trade and Transport
expanded trade and transport.

● Were restricted to limited space.

● Transport + Communication = Connectivity = Huge trade

[Railways, Waterways] [Radio, Internet] [Global village] [Local to international]

∴ Dense and efficient network of transportation and communication is

prerequisite for local, national and global trade of today.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Introduction -
What we are going to study in this chapter?
❖ Roadways
■ Classification of roads Land transportation
❖ Railways
❖ Pipelines
❖ Waterways
■ Major sea ports
❖ Airways
❖ Communication
❖ International trade
❖ Tourism as a trade
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Roadways -
➔ India has one of the largest road networks in the world, aggregating to about 56 lakh km.

In India, roadways have preceded railways Reasons

a. Construction cost is much lower.

b. Roads can transverse/cross comparatively more dissected and undulating topography.

c. Roads can negotiate higher gradients of slopes.

d. Road transportation is economical to transport goods and persons over short distance.

e. Provide door to door service, thus cost of loading and unloading is much lower.

f. Road transport is also used as a feeder to other modes of transport.

 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Roadways -
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Roadways : Classification of Roads -

Golden quadrilateral super highways

Major road development project linking Delhi-Kolkata -

Chennai - Mumbai and Delhi by six-lane Super Highways.

It consists of -
● The North South corridors linking Srinagar (Jammu
& Kashmir) and Kanyakumari (Tamil Nadu).
● East-West Corridor connecting Silchar (Assam) and
Porbandar (Gujarat) are part of this project.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Roadways : Classification of Roads -

Objectives

To reduce the time and distance between the mega

cities of India.

These highway projects are being implemented by

the National Highway Authority of India (NHAI).
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Roadways : Classification of Roads -

National Highways

● National Highways link extreme parts of the country.

● These are the primary road systems and are laid and
maintained by the Central Public Works Department
(CPWD).
● Spread all over the country.
● The historical Sher-Shah Suri Marg is called National
Highway No.1, between Delhi and Amritsar.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Roadways : Classification of Roads -

State Highway

● Roads linking a state capital with different district

headquarters are known as State Highways.
● These roads are constructed and maintained by the
State Public Works Department (SPWD) in State and
Union Territories.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Roadways : Classification of Roads -

District Roads

● These roads connect the district headquarters with other places of the district.
● These roads are maintained by the Zila Parishad.

Other Roads

● Rural roads, which link rural areas and villages with towns, are classified under this
category.
● These roads received special impetus under the Pradhan Mantri Grameen Sadak Yojana.
● Constructed to increase the connectivity between village and town by an all season
motorable road.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Roadways : Classification of Roads -

 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Roadways : Classification of Roads -

Border Roads

● Border Roads Organisation (BRO), established in 1960, a government

of India undertaking constructs and maintains Border Roads.

Roads made in the bordering areas.

Established in 1960 for the development of
BRO (Border Roads Organisation) the roads of strategic importance in the
northern and north-eastern border areas.

These roads have improved accessibility in areas

of difficult terrain and have helped in the
economic development of these area.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Roadways : Classification of Roads -

➔ Classification on the basis of the types of material used.

Metalled Roads - Unmetalled Roads -

➔ Made of cement, concrete or ➔ Made of mud and sand.
even bitumen of coal. ➔ Go out of use in Rainy season.
➔ All weather road.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Railways -
Railways Principal mode of transportation for freight and passengers in India.

Useful for multifarious activities.

Business, sightseeing, pilgrimage along with transportation of goods over longer distances.

● Railways in India bind the economic life of the country as well as accelerate the
development of the industry and agriculture.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Railways -
➔ The Indian Railways is the largest public sector undertaking in the country.

The first train steamed off from Mumbai to Thane in 1853.

Covering a distance of 34 km.

➔ The Indian Railway is now reorganised into 16 zones.

 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Railways -
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Railways -
The distribution pattern of the Railway

Largely influenced by physiographic, economic and administrative factors.

Northern Plain

● Vast level land, high population density and rich agricultural resources provided the most
favourable condition for their growth.
● However, a large number of rivers requiring construction of bridges across their wide beds
posed some obstacles.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Railways -
Peninsular Region

● Hilly areas.
● Railway tracks are laid through low hills, gaps or tunnels.

Himalayan Region

● Unfavourable for the construction of railway lines due to high

relief, sparse population and lack of economic opportunities.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Railways -
Challenges faced by Railways -

I. Difficulties to lay railway lines in areas such as -

● Sandy plains of Rajasthan.

● Swamps of Gujarat.

● Forested tracks of Madhya Pradesh, Chattisgarh, Odisha and Jharkhand.

● Stretch of sahyadri could be crossed only through gaps and passes.

 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Railways -
II. Sinking of track in some stretches and landslides.

III. Many passengers travel without tickets.

IV. Thefts and damaging of railway property has not yet

stopped completely.

V. People stop the trains, pull the chain unnecessarily

and this causes heavy damage to the railway.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Pipelines -
● New found means of transportation.

Pipelines as a means of transportation

● In the past, these were used to transport water to cities

and industries.
● Now, these are used for transporting crude oil, petroleum
products and natural gas fields to refineries, fertilizer
factories and big thermal power plants.
● Solids can also be transported through a pipeline when
converted into slurry.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Pipelines -
Pipelines Initially cost (establishment )

● Subsequent running costs are minimal.

● It rules out trans-shipment losses or delays.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Pipelines -
Important network of pipeline transportation -

I. Upper Assam to Kanpur

➔ Via Guwahati, Barauni and Allahabad.

II. From Salaya in Gujarat to Jalandhar in Punjab

➔ Via Viramgam, Mathura, Delhi and Sonipat.

III. From Hazira in Gujarat to Jagdishpur in U.P.

➔ Via Vijaipur, Kota, Shahjahanpur and Babrala.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Pipelines -
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Waterways -
India One of the seafaring country.

Its seamen sailed far and near, thus, carrying and spreading Indian commerce and culture.

● Waterways Cheapest means of transportation.

For heavy and bulky goods.

➔ It is a fuel-efficient and environment friendly mode of transport.

➔ India has inland navigation waterways of 14,500 km in length. Out National
Waterways
of these only 5685 km are navigable by mechanised vessels.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Waterways -

National Waterway No. 1 - The Ganga river between Allahabad and Haldia (1620 km).

National Waterway No. 2 - The Brahmaputra river between Sadiya and Dhubri (891 km).

National Waterway No. 3 - The West-Coast Canal in Kerala (Kottapuram-Kollam,

Udyogamandal and Champakara canals-205 km).

National Waterway No. 4 - Specified stretches of Godavari and Krishna rivers along with
Kakinada Puducherry stretch of canals (1078 km).

National Waterway No. 5 - Specified stretches of river Brahmani along with Matai river,
delta channels of Mahanadi and Brahmani rivers and East
Coast Canal (588 km).
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Waterways -
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Waterways -
Inland Waterways

● Inland waterways on which substantial transportation

takes place.
● These are Mandavi, Zuari and Cumberjua, Sunderbans,
Barak and backwaters of Kerala.

India’s trade with foreign countries is carried from the ports

located along the coast.

➔ 95 per cent of the country’s trade volume (68 per cent

in terms of value) is moved by sea.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Major Sea Ports -

The coastline = 7,516.6 km

● India is dotted with 12 major and 200 notified

non-majors (minor/intermediate) ports.

● These major ports handle 95 per cent of India’s

foreign trade.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Major Sea Ports -

Kandla Port

● First port developed soon after Independence to

ease the volume of trade on the Mumbai port, in
the wake of loss of Karachi port to Pakistan after
the Partition.
● Kandla also known as the Deendayal Port, is a
tidal port.
● It caters to the convenient handling of exports
and imports of highly productive granary and
industrial belt stretching across the states of
Jammu and Kashmir, Himachal Pradesh, Punjab,
Haryana, Rajasthan and Gujarat.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Major Sea Ports -

Mumbai Port

● The biggest port with a spacious natural and

well-sheltered harbour.
● The Jawaharlal Nehru port was planned with a
view to decongest the Mumbai port.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Major Sea Ports -

Marmagao Port

● The premier iron ore exporting port of the

country.
● This port accounts for about fifty per cent of
India’s iron ore export.

New Mangalore Port

● Located in Karnataka caters to the export of iron

ore concentrates from Kudremukh mines.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Major Sea Ports -

Kochi Port

● Extreme south-western port, located at the entrance

of a lagoon with a natural harbour.

Tuticorin Port

● Extreme southeastern port.

● This port has a natural harbour and rich hinterland.
● It has a flourishing trade handling of a large variety
of cargoes to even our neighbouring countries like
Sri Lanka, Maldives, etc.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Major Sea Ports -

Chennai Port

● The oldest artificial ports of the country.

● It is ranked next to Mumbai in terms of the volume
of trade and cargo.

Visakhapatnam Port

● The deepest landlocked and well-protected port.

● This port was, originally, conceived as an outlet for
iron ore exports.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Major Sea Ports -

Paradip Port

● Port located in Odisha, specialises in the export

of iron ore.

Kolkata Port

● Kolkata is an inland riverine port.

● This port serves a very large and rich hinterland
of Ganga-Brahmaputra basin.
● Being a tidal port, it requires constant dredging
of Hooghly.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Major Sea Ports -

Haldia Port

● Port was developed as a subsidiary port, in order

to relieve growing pressure on the Kolkata port.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Airways -
Airways Fastest, most comfortable and prestigious mode of transport.

It can cover very difficult terrains like high mountains, dreary deserts,
dense forests and also long oceanic stretches with great ease.

Explain

● The air transport was nationalised in 1953.

● Pawanhans helicopter Ltd. provides helicopter services to oil and natural gas corporation
in its offshore operations to inaccessible areas and difficult terrains.
● Indian airlines operation also extend to the neighbourhood countries.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Airways -
Air Travel

Is not within the reach of the common people.

It is only in the north-eastern states that special

provisions are made to extend the services to the
common people.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Communication -
Communication Not a new phenomenon.

But, the pace of change, has been rapid in modern times. Explain

Personal Communication Mass Communication

 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Communication -
➔ The Indian postal network is the largest in the world.

It handles parcels as well as personal written communications.

First class mail Second class mail

● Book packets, registered newspaper
● Cards and envelope.
and periodicals.
● Airlifted between station covering
● Carried by surface mail, covering land
both land and air.
and water transport.

➔ To facilitate quick delivery of mails in large towns and cities, six mail channels have been
introduced recently.
Rajdhani Channel, Metro Channel, Green Channel, Business Channel, Bulk Mail Channel
and Periodical Channel.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Communication -

First Class Mail Second Class Mail

 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Communication -
India One of the largest telecom network in Asia.

● More than two-thirds of the villages in India have already been covered with Subscriber
Trunk Dialling (STD) telephone facility.
● The government has made special provision to extend twenty-four hours STD facility to
every village in the country.
● Integrating the development in space technology with communication technology.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Communication -
Did you know?
Digital India is an umbrella programme to prepare India for a
knowledge based transformation. The focus of Digital India
Programme is on being transformative to realise - IT (Indian
Talent) + IT (Information Technology) = IT (India Tomorrow)
and is on making technology central to enabling change.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Communication -
Mass Communication

Provides entertainment and creates awareness among people

about various national programmes and policies.

➔ All India Radio (Akashwani)

➔ Doordarshan

The national television channel of India, is one of the largest terrestrial networks in the world.

➔ India publishes a large number of newspapers and periodicals annually.

➔ India is the largest producer of feature films in the world.

The Central Board of Film Certification is the authority to certify both Indian and foreign films.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Communication -
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

International Trade -
Trade International Trade

Market

Sea, air or land routes.

The exchange of goods among people, states and countries is referred to as trade.
Trade between two countries is called international trade.

Advancement of international trade of a country Economic barometer for a country.

is an index to its economic prosperity.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

International Trade -
Resources are space bound

∴ No country can survive without International trade.

International Trade

Import Export

Balance of trade
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

International Trade -
Balance of trade

The balance of trade of a country is the difference

between its export and import.

● Favorable balance of trade.

● Unfavorable balance of trade.
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

International Trade -
International trade and India

● Commodities which India exports: Agriculture products, ore and minerals, gems
and jewellery, etc.
● Commodities which India import: Petroleum and petroleum products, pearls and
precious metals, electronics items, etc.

India Software giant at the International level.

Helpful in earning large forigen exchange.

 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Tourism as a Trade -
A sector having potential to generate more employment and
Tourism
economic activities.

More than 15 million people are directly

engaged in the tourism industry.

How?
 Class 10th - Geography - Lifelines of National Economy - Full Chapter Explanation

Tourism as a Trade -
Benefits of tourism as a trade

● Promotes national integration.

● Provides support to local handicrafts and cultural pursuits.
● Helps in the development of international understanding
about our culture and heritage.

● Foreign tourists visit India for heritage tourism, eco tourism,

adventure tourism, cultural tourism, medical tourism and
business tourism.
CLASS 7th - GEOGRAPHY - CHAPTER - HUMAN ENVIRONMENT - SETTLEMENT, TRANSPORT AND COMMUNICATION
Class 10th - Economics - Development - Full Chapter Explanation

The idea of development

वकास
 Class 10th - Economics - Development - Full Chapter Explanation

The idea of development

Individual Country

The questions associated with it.

Development

● As an idea is complex, inter-disciplinary and related to the democratic political process.

 Class 10th - Economics - Development - Full Chapter Explanation

What we are going to study in this chapter?

● What development promises - Different people, different goals

● Income and other goals

● National development

● How to compare different countries and states?

● Income and other criteria

● Public facilities

● Sustainability of development
Class 10th - Economics - Development - Full Chapter Explanation

What Development Promises - Different People, Different Goals

Different People Different Goals

Boys
Farmer

Tribals
Girls

Businessman
Class 10th - Economics - Development - Full Chapter Explanation
 Class 10th - Economics - Development - Full Chapter Explanation

Notion for development is In fact, at times two person or groups may seek
different for different people. things which are conflicting.

Explain

A demonstration meeting against raising the height

of Sardar Sarovar Dam on Narmada River
Class 10th - Economics - Development - Full Chapter Explanation

Conclusion

So, two things are quite clear:

1. Different persons can have different developmental goals.

2. What may be development for one may not be development

for the other. It may even be destructive for the other.
 Class 10th - Economics - Development - Full Chapter Explanation

Income and other Goals

Try to understand the heading

Goals ≠ High Income only

There are goals other than income. Explain

● Besides seeking more income, one-way or the other, people also seek things like equal
treatment, freedom, security, and respect of others.
● Quality of our life depends on: Material + Non-material things.
● It will be wrong to conclude that what cannot be measured is not important.
● E.g. What factors would you see before accepting a job.

Similarly, for development people at a mix of goals.

Class 10th - Economics - Development - Full Chapter Explanation

Income and other Goals

 Class 10th - Economics - Development - Full Chapter Explanation

National Development

What is national development?

● Individuals seek different goals, then their notion of national development is also
likely to be different.

Similar to developmental goals

It is very important to keep in mind that different persons could have

different as well as conflicting notions of a country’s development.

● How to decide what is best? + Associated questions

 Class 10th - Economics - Development - Full Chapter Explanation

How to Compare different Countries or State?

Development Different notions for different people.

How come some countries are generally called developed and others under developed?

Understand with the example of comparing students in your class.

Usually we take one or more important characteristics of persons

and compare them based on these characteristics.
 Class 10th - Economics - Development - Full Chapter Explanation

Development How to compare countries?

Income is considered to be one of the most important

attributes of comparing countries.

Rich Nations Poor Nations

 Class 10th - Economics - Development - Full Chapter Explanation

What is the income of the country?

Income of all the resident of the country = Total income

Not such a useful measure. Why?

∴ Comparison should be based on the average income.

Total Income
Average Income =
Total Population

● It is also known as per capita income.

 Class 10th - Economics - Development - Full Chapter Explanation

World Development Report

● Brought out by the World bank.

● Used to compare countries on the basic of income.

● Countries with per capita income of US $49,300 per annum and above in 2019, are
called rich countries and those with per capita income of US $2500 or less are
called low-income countries.

● India comes in the category of low middle income countries because its per capita
income in 2017 was just US $6700 per annum.

● The rich countries, excluding countries of Middle East and certain other small
countries, are generally called developed countries.
 Class 10th - Economics - Development - Full Chapter Explanation

Limitation of average income

● Averages are useful for comparison, but they hide disparities.

Explain
● It does not tell how the income is distributed among the people.
 Class 10th - Economics - Development - Full Chapter Explanation

Income and other Criteria

We found that people not only think of better income but also have goals such as security, respect
for others, equal treatment, freedom, etc. in mind.

+
The same applies for the nation.

Analyse
Class 10th - Economics - Development - Full Chapter Explanation
 Class 10th - Economics - Development - Full Chapter Explanation

Public Facilities

“Money in your pocket cannot buy all the goods and services that you may need to live well.”

Example

● Pollution free environment.

● Protection from infectious disease.
 Class 10th - Economics - Development - Full Chapter Explanation

Significance of Public facilities

I. For many of the important things in life the best way,

also the cheapest way, is to provide these goods and
services collectively.

Example: Security, transportation.

 Class 10th - Economics - Development - Full Chapter Explanation

II. With the increase in public facilities other criteria also enhances.

Public facilities Health and Education Analyse

Development

Example -
● Kerala has a low Infant Mortality Rate because it has adequate provision of basic health
and educational facilities.
● Similarly, in some states, the Public Distribution System (PDS) functions well.
● Health and nutritional status of people of such states is certainly likely to be better.
 Class 10th - Economics - Development - Full Chapter Explanation

BMI (Body Mass Index)

+ +

Conclusion

Criteria used to find out whether a person is nourished, undernourished or overweight.

 Class 10th - Economics - Development - Full Chapter Explanation

How to find out BMI (Body Mass Index)?

Weight of the person in Kg, Height in meter square.

Weight (Kg) 25
Example: = = 25
Height (m)2 (1)2

In this case:
● Less than 18 = Undernourished
Exception -
● More than 25 = Overweight Growing childrens are not evaluated
on body mass index.
● Between 18-25 = Nourished
 Class 10th - Economics - Development - Full Chapter Explanation

Human Development Report

Income An inadequate measure of the level of development.

Then what is the other criterion?

Health, education and standard of living are also

some important factors.

Human Development Report

 Class 10th - Economics - Development - Full Chapter Explanation

UNDP (United Nation Development Programmes) Human Development Report

Compares countries based on the educational levels of the

people, their health status and per capita income.

HDI (Human Development Index)

 Class 10th - Economics - Development - Full Chapter Explanation

Analyse

● Do you think there are certain other aspects that should be considered
in measuring human development.
 Class 10th - Economics - Development - Full Chapter Explanation

Sustainability of Development

● What is sustainable development?

Challenges
Is development sustainable?

Development Requires consumption of resources. Depletion 🠋

∴ Sustainable use of resources is required and

development should be sustainable.
Class 10th - Economics - Development - Full Chapter Explanation
Class 10th - Economics - Development - Full Chapter Explanation

Conclusion
 Class 10th - Economics
Sectors of Indian Economy
Full Chapter Explanation
Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Economy People are engaged in various activities.

This makes up the different sectors of economy.

 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Primary Sector

Tertiary Sector

Secondary Sector

Interdependence
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Primary Sector

● Activities that are undertaken by directly using natural resources.

● When we produce a good by exploiting natural resources, it is an
activity of the primary sector.

Why Primary?

● Primary sector, it forms the base for all other products that we
subsequently make.
● Since most of the natural products we get are from agriculture,
dairy, fishing, forestry, this sector is also called agriculture and
related sector.
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Secondary Sector

● The secondary sector covers activities in which

natural products are changed into other forms
through ways of manufacturing that we associate
with industrial activity.

● This sector gradually became associated with the

different kinds of industries that came up, it is also
called as industrial sector.

● Example?
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Tertiary Sector

● These are activities that help in the development of the

primary and secondary sectors.

● These activities, by themselves, do not produce a good

but they are an aid or a support for the production
process.

● Since these activities generate services rather than goods,

the tertiary sector is also called the service sector.

● Example?

● Expanding nature of tertiary sector.

 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

What we are going to study in this chapter?

❖ Comparing the three sectors

➢ Historical change in sectors

❖ Primary, Secondary and Tertiary sectors in India

➢ Rising importance of the tertiary sector in production
➢ Where are most of the people employed?
➢ How to create more employment?

❖ Division of sectors as organised and unorganised

➢ How to protect workers in the unorganised sector?

❖ Sectors in terms of ownership: Public and Private sectors

Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Comparing the Three Sectors

● Large number of goods and services are produced.

Sectors of economy ● Huge employment is generated.
● Which sector contributes what in economy?

How do we calculate all this?

 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

● Practical problem in counting and comparing different sectors of economy.

[Nails to Cars]

∴ To get around this problem, economists suggest

that the values of goods and services should be used
rather than adding up the actual numbers.

Explain
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Comparing and calculating various sectors of economy Value is used, not the quantity.

!! Precaution !!

● Not every good (or service) that is produced and sold needs to be counted.
● The value of only “final goods and services” are to be included/calculated.
● Value of intermediate goods and services are not, to include/calculated.

How?

Because the value of intermediate goods and services are already in final
Explain
goods and services.
Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Why are only final goods and services counted?

 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

GDP (Gross Domestic Product)

The value of final goods and services produced in each sector during a particular
year provides the total production of the sector for that year.
+
The sum of production in the three sectors gives what is called the Gross
Domestic Product (GDP) of a country.

GDP is the value of all final goods and services produced within a country during a particular year.
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

➔ Mammoth task of measuring GDP.

Undertaken by a central government ministry.

This Ministry, with the help of various government

departments of all the Indian states and union
territories, collects information relating to total
volume of goods and services and their prices and
then estimates the GDP.
Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Historical Change in Sectors

Primary Sector Secondary Sector Tertiary Sector

● New methods of - In the past 100 years, there has

● Initial stage
manufacturing. been a further shift from
● Technological improvement
secondary to tertiary sector in
and increase in production.
● Coming up and expanding developed countries.
of factories. - The service sector has become
● Many people could now take ● Dominance of secondary the most important in terms of
up other activities. sector. total production.
- This is the general pattern
observed in developed countries.
Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Historical Change in Sectors

Primary Sector Secondary Sector Tertiary Sector

Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Primary, Secondary and Tertiary Sector in India

Analyse

Reasons behind the rising importance of

the tertiary sector in production?
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

➔ Reasons behind the rising importance of the tertiary sector in production?

I. Some services are basic services (hospitals, educational institutions, post and telegraph services,
police stations, courts, village administrative offices, municipal corporations, defence, transport,
banks, insurance companies, etc). In a developing country, the government has to take
responsibility for the provision of these services.
II. The development of agriculture and industry leads to the development of services such as
transport, trade, storage.
III. As income levels rise, certain sections of people start demanding many more services like eating
out, tourism, shopping, private hospitals, private schools, professional training etc.
IV. Over the past decade or so, certain new services such as those based on information and
communication technology have become important and essential. The production of these
services has been rising rapidly.

Disparities in the growth of the service sector.

 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Where are most of the People Employed?

Analyse

The shift in the GDP is not same to the share in the employment. Why?
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

➔ Why there has been no shift in the share of sectors in

employment as it has been share of sectors in GDP?

● It is because not enough jobs were created in the secondary and tertiary sectors.
● Even though industrial output or the production of goods went up by more than nine
times during the period, employment in the industry went up by around three times.
● While production in the service sector rose by 14 times, employment in the service
sector rose around five times.

● People in the primary sector are underemployment/distinguished unemployment.

● Example: Story of Laxmi.

This kind of underemployment is hidden in contrast to someone who does not have a job
and is clearly visible as unemployed. Hence, it is also called disguised unemployment.
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Underemployment/distinguished unemployment

● Founds mainly in agriculture sector. Why?

● This underemployment can also happen in other sectors.

Example: Casual workers (Painters, plumbers, repair persons

and others doing odd jobs)

● They may spend the whole day but earn very little.
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

How to Create More Employment?

➔ Connect with the story of Laxmi + Role of government

● Providing irrigation facilities

Reduction in disguised unemployment, employment in construction work.

● Investment in transportation and storage facilities

Employment to farmers and others involved in transport or trade.

Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

● Availability of cheap/credit loan

Useful in buying equipments and starting new work.

● Identify, promote and locate industries (small scale industries)

➢ Food processing
➢ Cold chain storage
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

➔ Exploring new sectors for employment

● Planning Commission (now known as NITI Aayog)

estimates that nearly 20 lakh jobs can be created in
the education sector alone.

● Similarly, if we are to improve the health situation,

we need many more doctors, nurses, health
workers etc. to work in rural areas.

● If tourism as a sector is improved, every year we

can give additional employment to more than 35
lakh people.
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

➔ The suggestion discussed till now would take a long time

to implement.

For short term, we need some quick measures to solve

the problem of unemployment.

∴ Recognising this, the central government in India made a

law implementing the Right to Work in about 625 districts of
India.

MGNREGA (Mahatma Gandhi National Rural

Employment Guarantee Act, 2005)
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

MGNREGA, 2005

● Mahatma Gandhi National Rural Employment Guarantee Act

2005.

● State funded work creation programme.

● Under MGNREGA 2005, all those who are able to, and are in
need of, work in rural areas are guaranteed 100 days of
employment in a year by the government.

● If the government fails in its duty to provide employment, it

will give unemployment allowances to the people.

● The types of work that would in future help to increase the

production from land will be given preference under the Act.
Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Division of Sectors as Organised and Unorganised

Division of sectors of economy

of the basis of work conditions.
Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Organised Sector Unorganised Sector

● Terms of employment are regular and people have assured ● The unorganised sector is
work. characterised by small and scattered
● They are registered by the government and have to follow its units which are largely outside the
rules and regulations such as the Factories Act, Minimum control of the government.
Wages Act, Payment of Gratuity Act, Shops and Establishments ● There are rules and regulations but
Act etc. these are not followed.
● Workers in the organised sector enjoy security of employment. ● No job security.
● They are expected to work only a fixed number of hours. ● Jobs here are low-paid and often not
● If they work more, they have to be paid overtime by the regular.
employer. ● There is no provision for overtime,
● They get paid leave, payment during holidays, provident fund, paid leave, holidays, leave due to
gratuity etc., medical benefits. sickness etc.
● When they retire, these workers get pensions as well. ● Employment is not secure.

Example
Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Organised Sector Most desirable

But the employment opportunities in the organised

sector have been expanding very slowly. Organised Sector

Exploitation of workers Need for protection

Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Rural Area Urban Area

Landless agricultural labourers, small and Workers in small-scale industry, casual workers in
marginal farmers, share croppers and construction, street vendors, head load workers,
artisans garment makers, rag pickers etc.

How to protect them?

● Timely delivery of seeds. ● Government should support in the

● Providing agricultural inputs. procurement of raw material.
● Cheap credits, storage facilities and ● Special government programme.
marketing outlets.
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Workers from scheduled castes,

tribes and backward communities.
Problems

Unorganised sector
Besides getting the irregular and low paid work,
these workers also face social discrimination.

Protection and support to the unorganised sector workers is thus necessary

for both economic and social development.
Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation
Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Sectors in terms of Ownership: Public and Private Sector

Ownership

Public Private

● Owned by government. ● Owned by private individuals or group.

Example - Railways Example - Reliance

Service motive v/s Profit motive

Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Public sector Service motive

● Modern day governments spend on a whole range

of activities. What are these activities?

● Why do governments spend on such activities?

 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Why government is needed to spend?

I. There are several things needed by the society as a whole but which the private sector will
not provide at a reasonable cost.
Explain

∴ Governments have to undertake heavy spending and ensure that these facilities are available for everyone.

II. There are some activities, which the government has to support, activities like selling electricity
at the cost of generation, PDS system, etc.

Why?
 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

Why?

● The private sector may not continue their production

or business unless government encourages it.
● Many units, especially small-scale units, might have to
shut down.

∴ Government has to bear part of the cost.

 Class 10th - Economics - Sectors of Indian Economy - Full Chapter Explanation

III. There are a large number of activities which are the

primary responsibility of the government.

● The government must spend on these.

● Example: Health and education
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Introduction -
Money and Credit

Importance of money in everyday life.

Goods are being bought and sold with the For some, there might not be any actual
use of money. In some of these transactions, transfer of money taking place now but
services are being exchanged with money. a promise to pay money later.

Money Credit
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Introduction -

Why only
money?

What was the

situation before the
invention of money?
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Introduction -

Case I Case II
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Introduction -
Money

In the absence of money we would have to rely on the double coincidence of wants.

What a person desires to sell is exactly

what the other wishes to buy.

The transaction in absence of money is known as Barter system.

A system where goods are directly exchanged without the exchange of money.
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Introduction -
Money as a medium of exchange

Economy with money Eliminate the need for double coincidence of wants.

Explain

Money Acts acts an intermediate in the exchange process.

∴ Money as a medium of exchange.

 Class 10th - Economics - Money and Credit - Full Chapter Explanation

What we are going to study in this chapter?

■ Money as a medium of exchange

■ Modern forms of money
➢ Currency
➢ Deposits with banks
■ Loan activities of banks
■ Two different credit situations
■ Terms of credit
■ Variety of credit arrangements
■ Formal sector credit in India
■ Self-help groups for the poor
➢ Grameen bank of Bangladesh
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Modern Forms of Money -

Money as a medium of
exchange for transaction.
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Modern Forms of Money -

Currency

● Modern form of money (paper notes and currency) Issue

● Modern currency is not made of precious metal

such as gold, silver and copper.
Fiat value, No intrinsic value
● Unlike grain and cattle, they are neither of
everyday use.
● The modern currency is without any use of its own.

Then why it is accepted as medium of exchange?

➔ Because it is authorised by the government of the country.
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Modern Forms of Money -

Authorised by the government of the country

● The Reserve Bank of India issues currency notes

on behalf of the central government.
● No other individual or organisation is allowed to
issue currency.
● No individual in India can legally refuse a
payment made in rupees.
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Modern Forms of Money -

Deposits with Banks

● Deposits with banks people have Also a type of money.

Questions

Extra cash People deposit it with bank (Bank account). क्यों?

● Banks pay an amount as interest on the deposits.

● People’s money is safe.
● People also have the provision to withdraw the money as
and when they require.
➔ Can be withdrawn on demand Demand deposits
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Modern Forms of Money -

➔ Demand deposits offer another interesting facility. Cheque

A cheque is a paper instructing the bank to pay a specific amount from the person’s account
to the person in whose name the cheque has been issued.

Advantages
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Loan Activities of Banks -

➔ What do the banks do with the deposits which they accept from the public?
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Loan Activities of Banks -

Loan activities of Banks - On ground

● Banks keep a small proportion of their deposits as cash with themselves.

● पैसों का करता क्या है बैंक?

■ Banks make use of the deposits to meet the loan requirements of the people.
■ Banks mediate between those who have surplus funds (the depositors) and those
who are in need of these funds (the borrowers).
■ Banks charge a higher interest rate on loans than what they offer on deposits.
■ The difference between what is charged from borrowers and what is paid to
depositors is their main source of income.
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Two Different Credit Situations -

Credit Loan

The lender supplies the borrower with money, goods or services in return for the promise of
future payment.

Story of Salim Story of Swapna

 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Two different Credit Situations -

Story of Salim Story of Swapna

Credit Helped him Credit Pushed her in debt trap

● Helps him to meet the ongoing ● The failure of the crop made loan
expenses of production, complete repayment impossible.
production on time, and thereby ● She had to sell part of the land to repay
increase his earnings.
the loan.
● Credit therefore plays a vital and
positive role in this situation.
Analyse

Whether credit would be useful or not, therefore, depends on the risks in the situation
and whether there is some support, in case of loss.
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Terms of Credit -
What is terms of credit?

➔ Interest rate, collateral and documentation requirement, and the mode of repayment
together comprise what is called the terms of credit.

DO CO MO Internet
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Terms of Credit -
Documentation Mode of
Interest Rate Collateral
requirement Payment

Borrower must pay to Collateral is an asset that Paperwork Installment/

the lender along with the borrower owns (such Lump Sum Cash/
the repayment of the as land, building, vehicle, Gold/ Property
principal. livestocks, deposits with
banks) and uses this as a
guarantee to a lender
until the loan is repaid.

➔ Terms of credit may vary depending on the nature of the lender and the borrower.
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Variety of Credit Arrangements -

Take an example of village
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Variety of Credit Arrangements -

 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Variety of Credit Arrangements -

 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Variety of Credit Arrangements -

 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Formal Sector Credit in India -

Formal sector loans Informal sector loans

Loans from banks and cooperatives. Moneylenders, traders, employers,

relatives and friends, etc.
The Reserve Bank of India supervises the
functioning of formal sources of loans. There is no organisation which supervises
the credit activities of lenders in the
informal sector.
How?

Why?
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Formal Sector Credit in India -

How reserve bank in India supervises the functioning of
formal sources of loans?

● The RBI monitors the banks in actually maintaining cash balance.

● The RBI sees that the banks give loans not just to profit-making
businesses and traders but also to small cultivators, small scale
industries, etc.
● Periodically, banks have to submit information to the RBI on how
much they are lending, to whom, at what interest rate, etc.
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Formal Sector Credit in India -

Credit activities in Informal sector

● Interest rate is high.

No organisation which supervise it ● Lender use unfair means to get their
money back.
Interest rate Cost of borrowing

Large part of the earnings of the borrowers is used to repay the loan.

Debt trap

➔ People who might wish to start an enterprise by borrowing may not do so because of the
high cost of borrowing.
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Formal Sector Credit in India -

What can done to improve the situation in informal sector?

➔ Banks and cooperative societies need to lend more. Why?

Cheap and affordable credit is crucial for the country’s development.

 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Formal Sector Credit in India -

Formal and Informal credit : Who gets what?

● Majority of poor household gets loans from informal sector.

● Majority of rich household gets loan from formal sector.

What’s the problem?

➔ The formal sector still meets only about half of the total credit needs of the rural people.
➔ The remaining credit needs are met from informal sources. Most loans from informal
lenders carry a very high interest rate and do little to increase the income of the borrowers.

Solution
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Formal Sector Credit in India -

 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Formal Sector Credit in India -

Solution

● Thus, it is necessary that banks and cooperatives increase their lending particularly in the
rural areas, so that the dependence on informal sources of credit reduces.
● Secondly, while formal sector loans need to expand, it is also necessary that everyone
receives these loans.
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Self-Help Groups for the Poor -

➔ Poor households Depends on informal sector Why?

● Banks are not present everywhere in rural India. Absence of collateral

● Getting a loan from a bank is much more difficult than taking a loan from informal sources.

● Absence of collateral is one of the major reasons which prevents, informal lenders know the
borrowers personally and hence are often willing to give a loan without collateral.

Problems ∴ Organising people into SHG (self help group) is necessary.

 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Self-Help Groups for the Poor -

What is self help group?

● Self Help Groups (SHGs) are small groups of poor people. The members of an SHG face
similar problems. They help each other, to solve their problems. SHGs promote small
savings among their members

Pool fund to help their members.

● Members can take small loans from the group itself to meet their needs.
● The group charges interest on these loans but this is still less than what the moneylender
charges.
● After a year or two, if the group is regular in savings, it becomes eligible for availing loan
from the bank.
● Empowerment of members (decision taking power, accountability).
● Provide a platform to discuss and act on a variety of social issues such as health, nutrition,
domestic violence, etc.
 Class 10th - Economics - Money and Credit - Full Chapter Explanation

Self-Help Groups for the Poor -

Grameen bank of Bangladesh

● It was started by Professor Muhammad Yunus, the founder of

Grameen Bank, and recipient of 2006 Nobel Prize for Peace.
● Started in the 1970s as a small project, Grameen Bank in 2018
had over 9 million members in about 81,600 villages spread
across Bangladesh.
● Almost all of the borrowers are women and belong to poorest
sections of the society.

Professor Muhammad Yunus

Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Introduction -
Globalisation

The Indian Economy

In a matter of years, our markets have been transformed!

Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Introduction -
What we are going to study in this chapter?

❖ Production across countries

❖ Interlinking production across countries
❖ Foreign trade and Integration of market
❖ What is globalisation?
❖ Factors that have enabled globalisation
➢ Technology
➢ Liberalisation of Foreign trade and Foreign investment policy
❖ World trade organisation
❖ Impact of globalisation in India
❖ The struggle for a fair globalisation
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Production Across Countries -

Before After
● Production was largely organised within ● Coming up of companies called
countries. multinational corporation (MNCs).
● Raw material, food stuff and finished ● Owns or controls production in more
products. than one nation.
● Trade was the main channel connecting
distant countries.

What are MNCs?

Multinational corporation are the large companies which owns or controls production in
more than one nation. They set up offices and factories for production in regions where
they can get cheap labour and other resources, so that they can earn greater profits.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Production Across Countries -

Analyse
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Production Across Countries -

Production is organised in increasingly complex ways.

The goods and services are produced globally

China Mexico and Eastern Europe India

● Advantage of being a
● Closeness to the markets ● Skilled engineers
cheap manufacturing
in the US and Europe. ● English speaking youth
location.

!!This process reduces the cost.!!

Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Interlinking Production Across Countries -

Who is Interlinking Production Across Countries? MNCs

How?

Factors’ MNCs consider before setting up any production units.

● Is it close to the markets .

● Is there skilled and unskilled labour Having assured of these conditions
available at low costs. MNCs invest in countries.
● Whether the availability of other factors of
production is assured.
● MNCs might look for government policies Foreign Investment
that look after their interests.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Interlinking Production Across Countries -

Ways through which MNCs set up their production are
I. MNCs set up production jointly with some of the local companies of these countries.

Why?

Benefits to Local Company Benefits to MNCs

● Get money for additional investments.

● MNCs might bring with them the latest
technology for production.
Local Companies + MNCs
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Interlinking Production Across Countries -

Collaboration of Ford Motors and Mahindra & Mahindra
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Interlinking Production Across Countries -

II. MNC buy up local companies and then expand production.

MNCs with huge wealth normally do this. Example

Parakh foods was bought up by the Cargill foods.

Why did MNCs do so?

Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Interlinking Production Across Countries -

III. Large MNCs in developed countries place orders for
production with small producers.

● Garments, footwear, sports items are examples of

industries where production is carried out by a large
number of small producers around the world.
● These products are then sold under the brand name of
MNCs.
Women at home in Ludhiana
making footballs for large MNCs

➔ These large MNCs have tremendous power to determine

price, quality, delivery, and labour conditions for these
distant producers.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Foreign Trade and Integration of Markets -

Foreign Trade Integration of market

Historical perspective.
E.g. East India Company coming to India.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Foreign Trade and Integration of Markets -

What is the basic function of Foreign Trade?

Producers Buyers

● Foreign trade creates an opportunity for ● Import of goods produced in another

the producers to reach beyond the country is one way of expanding the choice
domestic markets. of goods beyond what is domestically
● Producers can sell their produce not only produced.
in markets located within the country but ● Competition among the producers reduces
can also compete in markets located in the price and the quality improves.
other countries of the world.
● Cost of production is reduced.

Foreign trade thus results in connecting the markets or integration of markets in different countries.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Foreign Trade and Integration of Markets -

Foreign trade - Chinese toys in India

Chinese manufacturer started exporting

Toys were sold by domestic manufacturer.
toys in India.

High price V/S Low price

Buyers in India now have the option of choosing between Indian and the Chinese toys.

● Cheaper prices and new designs.

Analyse ● Chinese toys become more popular in the Indian markets.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

What is Globalisation?
➔ MNCs investing in various parts of the world.
+ Agent of Globalisation
➔ Foreign trade between countries has been rising rapidly.

Foerign Investment + Foerign Trade = Integration of production and

market across countries.

∴ Globalisation is this process of rapid integration or

interconnection between countries.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

What is Globalisation?
Globalisation : A broad concept

● World coming closer.

● Movement, of goods, services, investments and technology.
+
● Movement of people between countries. Why?

■ People usually move from one country to another in search of

better income, better jobs or better education.
■ However, there has not been much increase in the movement of
people between countries due to various restrictions.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Factors that have Enabled Globalisation -

Factors that have Enabled Globalisation

● Technology
● Liberalisation of foreign trade
and foreign investment policy.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Factors that have Enabled Globalisation -

Improvement in technology Stimulate the globalisation process.

Explain

Improvement in transportation Development in information and

technology communication technology

● This has made much faster delivery ● Telecommunication, computers and internet are
of goods across long distances some of the developments which are connecting
possible at lower costs. world to remote areas with satellite
communication devices.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Factors that have Enabled Globalisation -

Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Factors that have Enabled Globalisation -

Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Factors that have Enabled Globalisation -

Liberalisation of foreign trade and foreign investment policy

Connect with the imports of chinese toys.

● Role of liberalisation
● Role of trade barrier
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Factors that have Enabled Globalisation -

Trade barrier

Tax on import is an example of trade barrier, governments can use

trade barriers to increase or decrease (regulate) foreign trade. Why?

● This was considered necessary to protect the producers within the country from foreign
competition.
● Industries were just coming up in the 1950s and 1960s, and competition from imports at
that stage would not have allowed these industries to come up.

No Imports Only essential items were allowed.

Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Factors that have Enabled Globalisation -

Removing barriers or restrictions set by the government
Liberalisation
is what is known as liberalisation.

Explain

➔ Around 1991, some for reaching changes in policy were made in India.

● The government decided that the time had come for Indian producers to compete
with producers around the globe.
● It felt that competition would improve the performance of producers within the
country since they would have to improve their quality.
● This decision was supported by powerful international organisations.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Factors that have Enabled Globalisation -

Impact of liberalisation: Foreign trade, Foreign investment

● Goods could be imported and exported easily and also foreign

companies could set up factories and offices here.
● Businesses are allowed to make decisions freely about what
they wish to import or export.
● The government imposes much less restrictions than before
and is therefore said to be more liberal.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Impact of Globalisation in India -

Globalisation

Positive Negative

Advantages to consumers (particularly the Among producers and workers, the impact
well off section in urban areas). of globalisation has not been uniform.

● Greater choice. Explain

● Improved quality of product at lower
price.
● Enjoy much higher standards of living
than was possible earlier.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Impact of Globalisation in India -

Positive impact of globalisation on producers
1. MNCs have increased their investments in India.

● MNCs have been interested in industries such as cell phones, automobiles, electronics, soft
drinks, fast food or services such as banking in urban areas.

Impact

● In these industries and services, new jobs have been created.

● Local companies supplying raw materials, etc. to these industries have prospered.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Impact of Globalisation in India -

Positive impact of globalisation on producers
2. Several of the top Indian companies have been able to benefit from the increased competition.

How?

● They have invested in newer technology and production methods and raised
their production standards.
● Some have gained from successful collaborations with foreign companies.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Impact of Globalisation in India -

Positive impact of globalisation on producers
3. Globalisation has enabled some large Indian companies to emerge as multinationals
themselves.

● Tata Motors (automobiles), Infosys (IT), Ranbaxy (medicines), Asian Paints (paints),
Sundaram Fasteners (nuts and bolts)
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Impact of Globalisation in India -

Tata Motors (automobiles) Infosys (IT) Ranbaxy (medicines)

Asian Paints (paints) Sundaram Fasteners (nuts and bolts)

Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Impact of Globalisation in India -

Positive impact of globalisation on producers
4. Globalisation has also created new opportunities for companies providing services.

How?

● Example of IT services.
● A host of services such as data entry, accounting, administrative tasks, engineering
are now being done cheaply in countries such as India and are exported to the
developed countries.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Impact of Globalisation in India -

Negative impact of globalisation

Small producers: Compete or perish Competition and uncertain

Story of Ravi Story of Sushila

Analyse
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Impact of Globalisation in India -

Small producers: Compete or perish

Globalisation Posed challenges for small producers.

● Batteries, capacitors, plastics, toys, tyres, dairy products, and vegetable oil are
some examples of industries where the small manufacturers have been hit hard
due to competition.
● Several of the units have shut down rendering many workers jobless.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

Impact of Globalisation in India -

Competition and uncertain employment

Competition Most employers these days prefer to employ workers ‘flexibly’.

Explain
● Hiring of workers on
MNCs Try to cut their cost. temporary basis.
● Long working hours.
Look for the cheapest supplier. ● Low wages are paid to
the workers.

MNCs make large profits, workers are denied their fair share of benefits
brought about by globalisation.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

World Trade Organisation -

Recall Liberalisation: Supported by some very powerful international
organisations.

World Trade Organisation

Why do organisations like WTO support liberalisation?

● These organisations say that all barriers to foreign trade and investment are harmful.
● Trade between countries should be ‘free’.
● All countries in the world should liberalise their policies.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

World Trade Organisation -

World Trade Organisation

● An organisation whose aim is to liberalise international

trade.
● Started at the initiative of the developed countries.
● WTO establishes rules regarding international trade, and
sees that these rules are obeyed.
● About 164 countries of the world are currently members
of the WTO as on 2016.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

World Trade Organisation -

Questions on the working of WTO

WTO Supposed to allow free trade for all.

● In practice, it is seen that the developed countries have

unfairly retained trade barriers.

● WTO rules have forced the developing countries to remove

trade barriers.

Example: Current debate on trade in agricultural products.

Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

World Trade Organisation -

WTO : Debates on Trade Practices

India (Developing) V/S U.S. (Developed)

The agriculture sector provides the bulk Developed country such as the US with the
of employment and a significant portion share of agriculture in GDP at 1% and its
of the GDP in India. share in total employment a tiny 0.5%.

Impact

People who are engaged in agriculture receive massive support and subsidy for production and
export products. This is not the case in developing countries like India.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

World Trade Organisation -

Due to this massive money that they receive, US farmers can sell the
farm products at abnormally low prices. The surplus farm products are
Result
sold in other country markets at low prices, adversely affecting
farmers in these countries.

∴ Farmers in developing countries are facing problem, this

is the point of debate on trade practices in WTO.

Developing V/S Developed

Is this free and fair trade?

Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

The Struggle for a Fair Globalisation -

Why? Because not everyone has benefited from globalisation.

Question

Globalisation It is a reality, the question is how to make globalisation more ‘fair’?

What is a fair globalisation?

Fair globalisation would create opportunities for all, and also ensure
that the benefits of globalisation are shared better.
Class 10th - Economics - Globalisation and the Indian Economy - Full Chapter Explanation

The Struggle for a Fair Globalisation -

How to make globalisation more fair?

Government can play a major role.

● The government can ensure that labour laws are properly implemented and the workers
get their rights.
● It can support small producers to improve their performance till the time they become
strong enough to compete.
● The government can use trade and investment barriers.
● It can negotiate at the WTO for ‘fairer rules’.
● Developing countries can come together to fight against the domination of developed
countries in the WTO.
+
People can also play an important role. (Campaigns, demonstration, Protest, etc.)
CLASS 7th - GEOGRAPHY - CHAPTER - HUMAN ENVIRONMENT - SETTLEMENT, TRANSPORT AND COMMUNICATION