STD 8: SCERT

Unit 1: Invasion and Resistance

• Question (p. 11): After reading the above account, do you see how the English East India Company in England, which later conquered India, established trade links in the Eastern regions including India?
  • Answer: Yes, the account shows that the English East India Company established trade links in Eastern regions, including India, through successful expeditions. Their first expedition in April 1601 and a second in March 1604, to places like Sumatra and Java, yielded a cargo of pepper, cloves, and nutmegs, resulting in a 95% profit on their investment. This success motivated them to pursue further trade in the East.
• Question (p. 12): Let us examine what prompted the English East India Company to trade in such a difficult condition.
  • Answer: The main reasons prompting Europeans, including the English East India Company, to find eastward sea routes for trade by the end of the fifteenth century were:
    • Technological advances in European shipbuilding and sailing.
    • Growth in knowledge about geography.
    • Advances made in compass and map making.
    • Travel writings by voyagers provided knowledge about new territories and their wealth.
    • A significant commercial market for Asian products like pepper existed in Europe.
    • The conquest of Constantinople by the Turks in 1453, which prevented European land trade between Europe and Asia, forced them to seek alternate sea routes.
• Question (p. 14): Observe the map and find the following.
  • Answer:
    • The starting point of Vasco da Gama’s voyage: Portugal, as Vasco da Gama was from Portugal.
    • The place where Vasco da Gama arrived: Kappad near Kozhikode in 1498.
    • The oceans and continents he traversed: He traversed oceans from Europe to Asia (India).
• Question (p. 17): Find and list the Malayalam names of the things given in the picture.
  • Answer: The Malayalam words introduced from Portuguese, implying their influence, include:
    • Cashew tree (parangi mavu)
    • Papaya
    • Guava (perakka)
    • Pineapple
    • Table (mesha)
• Question (p. 18): Find out and list the impact of Portuguese contact in India in different areas.
  • Answer: The impact of Portuguese contact in India included:
    • Political field: Establishment of the first European Fort in India (Fort Manuel) in Kochi, and the rule over regions like Kochi, Goa, and Daman and Diu.
    • Agriculture sector: Introduction of plants such as cashew tree (parangi mavu), papaya, guava (perakka), and pineapple.
    • Knowledge sector: Printing technology was popularised.
    • Cultural sector: Art forms like Chavittunatakam and Margamkali were popularised, European style of construction was started, training was given in war tactics and European weapons, and Christian religious education centres were started.
• Question (p. 19): Identify the plant.
  • Answer: The book Hortus Malabaricus contains information about seven hundred and forty-two medicinal plants of Kerala. Without the image, a specific plant cannot be identified from the text.
• Question (p. 21): Look at the given map and find the major centres under the control of the Portuguese, Dutch and French.
  • Answer:
    • Portuguese occupied territories: Kochi, Daman, Goa, Diu.
    • Dutch occupied territories: Nagapattinam, Bharuch, Ahmedabad, Chinsura.
    • French occupied territories: Pondicherry (Pudhucherry), Yanam, Karaikal, Mahe.
• Question (p. 24): Discuss how the Company attained dominance in Madras, Bombay and Calcutta and interfered in the administration of these territories.
  • Answer: The English East India Company attained dominance and interfered in the administration of these territories through various means:
    • Madras (Chennai): In 1639, the native king Damarla Venkitadri Nayaka ceded the port of Madras to the British for a long period, on the condition of receiving half of the toll revenue.
    • Bombay (Mumbai): Bombay was gifted to the British King Charles II in 1662 upon his marriage to the Portuguese princess Catherine. It was later handed over to the English East India Company.
    • Calcutta (Kolkata): The British built Fort William in 1698 around the three villages of Sutanuti, Kalikata, and Gobindapur. This area gradually grew into a town known as Calcutta.
    • Interference: After establishing dominance in these key port cities, the Company began to interfere directly in their administration.
• Question (p. 25): "Send me two thousand soldiers, I will conquer India.” – Robert Clive. You have read the words of Robert Clive who was the military commander of the English East India Company. Why do you think he commented like this?
  • Answer: Robert Clive likely made this comment due to:
    • The disunity among Indian princely states.
    • The military and technological supremacy of the British.
• Question (p. 26): Prepare a flowchart of the main events of the English East India Company’s dominance in India and display it in the class.
  • Answer:
    • 1600: English East India Company established for trade with Asia.
    • Early 1600s: Captain William Hawkins secures permission from Mughal Emperor Jahangir for a factory in Surat; factories set up across India.
    • 1639: Acquisition of Madras from Damarla Venkitadri Nayaka.
    • 1662: Bombay gifted to British King Charles II, later handed to the Company.
    • 1698: Fort William built in Calcutta, leading to its development.
    • 1757: Battle of Plassey – Defeat of Nawab of Bengal, Siraj-ud-Daulah, establishing British political dominance in India.
    • 1764: Battle of Buxar – Company gains rights to collect taxes in Bihar, Bengal, and Orissa, strengthening administrative presence.
    • Anglo-Mysore Wars (1782-1799): Defeat of Hyder Ali and Tipu Sultan, Mysore brought under British control.
    • Anglo-Maratha Wars: Maratha territories come under British control.
    • Anglo-Sikh Wars: Sikhs defeated, Punjab comes under British rule.
• Question (p. 28): Let us examine the general features of the taxation systems implemented by the British.
  • Answer: The general features of the British taxation systems were:
    • Higher tax rate.
    • Farmers were forced to take loans from moneylenders to avoid losing their agricultural land.
    • Moneylenders gained power to seize farmers' land.
    • The new legal system and land tax systems encouraged moneylenders.
    • Farmers were forced to grow cash crops (e.g., indigo, cotton) instead of food crops, leading to food shortage.
    • Farmers were compelled to sell agricultural products at unfavourable prices after harvest.
• Question (p. 29): Let us examine how the British tax policies affected farmers.
  • Answer: British tax policies affected farmers in the following ways:
    • Farmers found it difficult to pay the high taxes.
    • There was no tax relief even when crops were damaged due to flood or drought.
    • Farmers had to rely on moneylenders to avoid losing their farmland.
    • Debt-ridden farmers lost their land.
• Question (p. 30): Discuss and prepare a note on how the economic policies of the British affected the farmers and artisans.
  • Answer: The economic policies of the British had a devastating impact on both farmers and artisans:
    • Farmers: The British implemented taxation systems like Permanent Land Revenue Settlement, Ryotwari System, and Mahalwari System, which imposed very high tax rates. This burden, coupled with a lack of tax relief for crop failures, forced farmers to borrow from moneylenders, often leading to indebtedness and loss of their agricultural land. Furthermore, the British coerced farmers to cultivate cash crops (like indigo and cotton) for British industries, reducing food crop production and causing food shortages and increased poverty. Farmers were also forced to sell their produce at low prices after harvest.
    • Artisans: Indian artisans faced severe competition from machine-made products imported from Britain. This led to the loss of markets for traditional handicraft products such as cotton-silk-wool clothes, pottery, leather goods, and edible oil. As a result, many artisans lost their employment and were forced to abandon their traditional occupations, making their lives miserable.
• Question (p. 31): You have read an excerpt from Bankim Chandra Chatterjee’s Bengali novel Anandamath. Discuss the plight of the people of Bengal at that time from the novel Anandamath and the circumstances that led to it.
  • Answer: The excerpt from Bankim Chandra Chatterjee’s Anandamath reveals the extreme suffering and desperation of the people of Bengal during a famine in 1773. The plight included:
    • Widespread famine due to the failure of crops (rain suddenly stopped).
    • The government's continued and compulsory collection of taxes and arrears despite the famine, exacerbating suffering.
    • People were forced to sell all their possessions—cattle, agricultural tools, seeds, jewellery, utensils, and even the doors of their houses—to survive.
    • Extreme hunger led villagers to eat grass, leaves, tubers, rats, cats, and dogs.
    • Widespread diseases like fever, plague, and smallpox, with no one left to care for the sick or bury the dead, resulting in rotting bodies in houses.
    • The text notes the East India Company made no effort to solve the problem of famine.
• Question (p. 33): Let us discuss the circumstances that led to the Neelam Peasant Revolt (1859) in Bengal.
  • Answer: The circumstances leading to the Neelam Peasant Revolt in Bengal were:
    • British planters forced farmers to cultivate the indigo plant (Amari plant) for their factories.
    • The indigo produced could only be sold to the British, giving them a monopoly.
    • The British paid farmers less than the market price for the indigo.
    • This system led to severe food shortage, exploitation, and economic hardship for the farmers.
    • The discovery of artificial dyes further decreased the demand for natural indigo, increasing farmer poverty and leaving them with no option but to agitate.
• Question (p. 36): Why do you think, the Santhal people fought against the British?
  • Answer: The Santhal people fought against the British because:
    • They were a tribal people who had migrated to the Rajmahal hills in Bengal in the eighteenth century.
    • They faced unjust extortion from landlords.
    • Usurers lent them money and then snatched their grain and forest resources.
    • All these injustices were perpetrated with the support of the British.
    • The British administration did not understand the tribal people’s relationship with the land and only saw it as a means to increase tax revenue.
• Question (p. 38): Let us examine the reasons for the Ulgulan (The Great Tumult) or the Munda Rebellion.
  • Answer: The reasons for the Ulgulan (Munda Rebellion) were:
    • British colonial exploitation and land grabbing.
    • Financial exploitation by moneylenders and merchants.
• Question (p. 43): Complete the flow chart by analysing the revolts that took place in India against the British.
  • Answer:
    • Anti-British revolts:
      • Sannyasi-Fakir rebellion (led by Bhavani Pathak and Majnu Shah)
      • Neelam Peasant Revolt (led by Digambar Biswas and Vishnu Biswas)
      • Santhal rebellion (led by Sidhu and Kanhu)
      • Ulgulan (Munda Rebellion) (led by Birsa Munda)
      • Kurichiya Rebellion
      • Pahariya Rebellion
      • Kol Rebellion
      • Bhil Rebellion
      • Khasi Rebellion
      • Poligar rebellion (e.g., Veerapandya Kattabomman, Marut Pandya brothers)
      • Vellore Mutiny (first military revolt against the British in India, 1806)
      • Attingal Revolt (first organised rebellion against the British in India, 1721)
      • Kittoor rebellion (led by Kittoor Rani Chennamma)
      • The Storm That Shook the British Empire (Revolt of 1857)
• Question (p. 46): Why did Kunwar Singh fight against the British? You must have realised that there were isolated struggles in many parts of India against the English East India Company. The Company troops suppressed all such struggles. What happened in 1857 was an organised rebellion in India against British imperialism. Therefore, historians consider this revolt as India’s first struggle for independence. It was the first anti-British struggle in which various sections of the society, including natives, peasants, artisans, native kings, soldiers, and landlords took part. What could be the factors that forced these different groups to participate in the rebellion? Administrative reforms implemented by the British led to the revolt. Two such British policies included the Subsidiary Alliance Policy and the Doctrine of Lapse.
  • Answer: Kunwar Singh fought against the British as a key leader in the organised Revolt of 1857, which was India’s first struggle for independence. The factors that forced various sections of Indian society (natives, peasants, artisans, native kings, soldiers, and landlords) to participate were:
    • British Administrative Reforms: Policies like the Subsidiary Alliance Policy and the Doctrine of Lapse generated widespread resentment.
    • Subsidiary Alliance Policy: Introduced by Lord Wellesley, it forced princely states to host a permanent Company army unit at their own expense, required Company approval for alliances with other European countries, and prohibited independent actions without consulting the British Governor-General. Violations led to annexation.
    • Doctrine of Lapse: Enacted by Lord Dalhousie, this policy abolished the traditional practice of adopting male heirs if a ruler died without one, leading to the direct annexation of such princely states by the East India Company. Many states, including Awadh (Oudh), were annexed under these policies.
    • Dissatisfaction of Indian Soldiers: Indian soldiers of the East India Company were paid less and given poorer food and accommodation than British soldiers. The final spark was the greased cartridges for new Enfield guns, rumoured to be smeared with cow and pig fat, offending their religious beliefs. Mangal Pandey's protest and execution ignited the widespread rebellion.
• Question (p. 49): Discuss how the Indian princely states were captured by the British with the Subsidiary Alliance Policy and the Doctrine of Lapse.
  • Answer:
    • Subsidiary Alliance Policy: This policy, implemented by Lord Wellesley, was designed to expand the British empire and strengthen its sovereignty. Princely states entering this alliance had to adhere to strict conditions:
      • They had to permanently station a unit of the Company's army within their kingdom and bear all its expenses.
      • Allied kings were forbidden from entering into alliances with other European countries or taking any action without the Company's approval.
      • A British Resident had to be accommodated in their country.
      • Violation of these conditions resulted in the annexation of the princely state by the British.
    • Doctrine of Lapse: Enacted by Lord Dalhousie, this policy effectively abolished the traditional right of Indian rulers to adopt an heir if they died without a natural male heir. In the absence of a male heir, the princely state would automatically fall under the direct control of the English East India Company.
    • Outcome: Both policies were powerful tools for territorial expansion, leading to the annexation of numerous princely states, such as Awadh (Oudh), to British India on various pretexts including "misrule" or lack of direct heir.
• Question (p. 53): The Rebellion of 1857 had certain limitations.
  • Answer: The limitations of the Rebellion of 1857 were:
    • The rebellion was confined to a few parts of northern India.
    • It lacked organised leadership.
    • The Company army possessed more improvised military and organisational skills than the mutineers.
    • The Indian middle class generally did not support the rebellion.
    • A section of princely rulers abstained from the rebellion.
• Question (p. 54): Though the revolt of 1857 was suppressed by the British, it had a significant impact on later Indian history. Let us check what they are.
  • Answer: The significant impacts of the Revolt of 1857 on later Indian history were:
    • The English East India Company’s rule in India ended.
    • The administration of India came under the direct control of the British Queen.
    • The position of Governor-General was replaced by Viceroy.
    • It inspired India’s later national movements.

Unit 2: Towards the Emergence of the National Movement

• Question (p. 57): What can be learned from this conversation?
  • Answer: From the conversation (part of Dinabandhu Mitra's Nil Darpan), we can learn:
    • The need to fight against foreign tyranny.
    • The necessity for emancipation from economic exploitation.
    • The importance of unity among Indians – not just as farmers but as a nation – to resist exploitation and reclaim dignity.
• Question (p. 61): How did western education help in developing nationalism among Indians? Discuss and prepare notes.
  • Answer: Western education significantly contributed to the development of nationalism among Indians:
    • It exposed educated Indians to ideals of democracy, freedom, egalitarianism, equal justice, scientific temper, and civil rights.
    • This new awareness led them to question British rule and constantly discuss the need to end it.
    • English became a common language, facilitating the exchange of ideas and fostering unity among people from diverse regions of the country.
    • Western education helped Indians understand the economic and social weaknesses of their own country, which further fuelled the emergence of nationalist sentiment.
• Question (p. 64): Prepare a short description on ‘The Role of Press in Developing Nationalism.’
  • Answer: The press played a crucial role in fostering nationalism in India. Numerous newspapers, both in English and regional languages, emerged, with figures like Raja Ram Mohan Roy pioneering Indian journalism (e.g., Sambad Kaumudi, Mirat ul-Akbar). These publications served as vital platforms to respond to and criticise British policies, thereby cultivating a critical mindset against exploitation among the populace. They disseminated information about the sufferings, neglect, and exploitation faced by people nationwide, effectively spreading awareness and fostering a sense of shared grievance and national identity. Even British attempts to control the press, such as the Vernacular Press Act, ironically strengthened Indian unity.
• Question (p. 68): Prepare a note analysing the activities of Raja Ram Mohan Roy, Jyotirao Phule and Pandita Ramabai.
  • Answer:
    • Raja Ram Mohan Roy (Bengal, born 1772): A multilingual scholar influenced by the French Revolution, Roy was a key social reformer. His activities included playing a crucial role in abolishing Sati, establishing schools for modern education, founding the Brahma Samaj, arguing for women's right to inheritance, and opposing idolatry, polytheism, child marriage, and polygamy.
    • Jyotirao Phule (Maharashtra): Fought for the rights of lower-caste people and women. He formed the Satyashodhak Samaj for social reformation, made efforts for widow marriage, provided protection to children of widows, and established many educational institutions for Women and Dalits. He was respectfully called 'Mahatma', and his wife, Savitribai Phule, also actively participated in establishing schools for girls and night schools.
    • Pandita Ramabai (Karnataka): A prominent feminine presence in social reforms, honoured with the title 'Pandita' for her Sanskrit knowledge. She fought against child marriage, started schools for widows and girls, established 'Arya Mahila Samaj' for social activities, and initiated 'Sharada Sadan' (shelter for widows) and 'Mukti Mission' (vocational training for women). She also participated in the Indian National Congress conference in 1889.
• Question (p. 70): Prepare a seminar paper on the topic ‘Factors that contributed to the growth of Indian nationalism.’
  • Answer: A seminar paper on 'Factors that contributed to the growth of Indian nationalism' would discuss:
    • Economic Policy: British economic exploitation, aiming to secure raw materials and markets, led to widespread unemployment and poverty. Detailed studies by early nationalist leaders like Dadabhai Naoroji (Drain Theory), R. C. Dutt, and Mahadev Govind Ranade exposed this economic drain, fostering a shared sense of grievance and national consciousness.
    • Western Education: The introduction of modern English education, while intended to serve British interests, unexpectedly exposed Indians to Western ideals of democracy, liberty, equality, and human rights. This inspired them to question colonial rule, and English became a common language for exchanging nationalist ideas across the country.
    • Literature and Newspapers: Literary works by writers like Bankim Chandra Chatterjee and Rabindranath Tagore reflected the suffering of the people and instilled nationalist sentiments. Newspapers, pioneered by Raja Ram Mohan Roy, served as powerful tools to criticise British policies, disseminate news, and foster a critical public opinion, even in the face of restrictive laws like the Vernacular Press Act.
    • Social Reform Movements: These movements, driven by modern education, aimed to eradicate social evils and superstitions. Reformers such as Raja Ram Mohan Roy, Jyotirao Phule, and Pandita Ramabai, through their efforts and organisations (e.g., Brahma Samaj, Satyashodhak Samaj), championed human rights, equality, and self-confidence, contributing to a unified social awakening that fed into nationalism.
    • Transport and Communication: The British developed railways, postal, and telegraph systems primarily for administrative and economic control. However, these inadvertently facilitated greater mobility, communication, and understanding among Indians from diverse regions, strengthening their sense of unity and national belonging. A unified administrative, legal, and currency system also reinforced this unity.
• Question (p. 71): Discuss and list the limitations of early political movements.
  • Answer: The limitations of early political movements were:
    • They were not all-India in nature, with their activities confined mostly to specific provinces and territories.
    • These organisations, predominantly led by the rich and middle class, largely failed to politically engage and create awareness among the masses.
• Question (p. 71): What have you learned regarding the formation of the Indian National Congress?
  • Answer: Regarding the formation of the Indian National Congress:
    • It was formed in 1885.
    • Its inaugural meeting was held on December 28, 1885, at 12 noon, in a spacious room at the Gokuldas Tejpal Sanskrit College, Bombay.
    • Seventy-two representatives from important organisations across different regions of India attended, representing diverse backgrounds.
    • An Englishman, Allan Octavian Hume, was one of the organisers.
    • W. C. Banerjee, a lawyer, presided over the first meeting.
• Question (p. 75): The early objectives of the Indian National Congress helped to develop a sense of nationalism in India. Discuss.
  • Answer: The early objectives of the Indian National Congress significantly contributed to developing a sense of nationalism in India by:
    • Fostering friendly relations among political activists from different parts of India, which built a pan-Indian network.
    • Promoting and strengthening a sense of national unity, irrespective of caste, religion, and province, thereby consolidating diverse identities into a common Indian one.
    • Formulating and articulating common needs and presenting them to the British Government, which united various regional grievances under a collective national voice.
    • Working to form public opinion and organise people across the country, mobilising a broader base for the nationalist cause.
    • Demanding centres in India for All India Competitive Examinations, which aimed to ensure equal opportunities for Indians and instilled pride.
• Question (p. 78): What was the real motive behind the partition of Bengal?
  • Answer: The real motive behind the Partition of Bengal was to weaken the Congress-led nationalist struggles. The British authorities aimed to divide the province of Bengal, which was a stronghold of the nationalist movement, into two. While Lord Curzon, the British Viceroy, publicly cited administrative efficiency for the vast province, an official note by Home Secretary H.H. Risley clearly stated the aim was to "split up and thereby weaken a solid body of opponents to our rule". This resulted in the creation of Hindu-majority West Bengal and Muslim-majority East Bengal.
• Question (p. 81): List the facts that can be gleaned about the Swadeshi Movement from this description.
  • Answer: From Surendranath Banerjee's description, the following facts about the Swadeshi Movement can be gleaned:
    • Wedding gifts comprising foreign materials were returned.
    • Priests objected to officiating ceremonies where foreign materials were offered to gods.
    • Guests refused to participate in celebrations where foreign salt and sugar were used.
    • The movement deeply "coloured the fabric of our social and domestic life", indicating its pervasive influence.
• Question (p. 83): Prepare a seminar paper on the topic ‘The influence of Swadeshi Movement in the Indian freedom struggle.’
  • Answer: A seminar paper on 'The influence of Swadeshi Movement in the Indian freedom struggle' would encompass:
    • Context and Origins: The movement was spurred by the Partition of Bengal in 1905, leading to widespread mourning and protests, including hartals and patriotic songs like 'Amar Sonar Bangla'.
    • Core Strategy: Its main mode of struggle was the use of Indian goods and the boycott of British goods.
    • Principle of Self-reliance: 'Self-reliance' was the central concept, aiming to promote Swadeshi industries and enterprises while simultaneously depriving the British government of trade revenue through boycotts.
    • Economic Impact: The movement spurred significant industrial growth, leading to the establishment of numerous textile mills, soap factories, match factories, handloom establishments, national banks, and insurance companies. Notable examples include Bengal Chemical Store, Swadeshi Store, Swadeshi Steem Navigation Company, and Jamshedji Tata's Steel Factory.
    • Mass Mobilisation: It marked a significant shift as, for the first time, common people, women, and students became active participants in a political movement.
    • Broad Influence: The movement's influence extended across cultural, educational, economic, and political spheres.
    • National Expansion: The Swadeshi Movement successfully spread the Indian freedom struggle at a national level and introduced 'Swadeshi' as a powerful new method of resistance, making the national struggle more accessible and relevant to the common people.
    • Organisational Structure: Voluntary organisations like Swadeshi Samitis (e.g., Swadeshi Bandhab Samiti) were formed to disseminate the movement's message, organise people, provide physical training, offer aid during epidemics, and establish Swadeshi Vidyalayas.
• Question (p. 84): Compare the working methods of the moderates with that of the extremists in the Indian National Movement and prepare a note.
  • Answer:
    • Moderates:
      • Represented the early leadership of the Indian National Congress.
      • Not ready for an open struggle against the British.
      • Their methods were characterised by peaceful and bloodless struggles, advocating their ideas through meetings, speeches, and resolutions.
      • Prominent leaders included Pherozshah Mehta, Gopalakrishna Gokhale, and Dadabhai Naoroji.
    • Extremists:
      • Emerged from dissatisfaction with the moderates' ideas and activities.
      • Believed that freedom could only be achieved through strong, open struggle.
      • Adopted more revolutionary methods of action, such as Swadeshi and boycott.
      • Key figures, collectively known as Lal-Bal-Pal, were Bal Gangadhara Tilak, Bipin Chandra Pal, and Lala Lajpat Rai.
    • Consequence: These differing approaches led to an acute division at the Surat Congress conference in 1907, resulting in a split within the Congress, which the British exploited effectively with their 'divide and rule' policy.
• Question (p. 87): The Partition of Bengal and the Minto-Morley Reforms are examples of the British policy of ‘divide and rule’. Record your response to this statement.
  • Answer: The statement is accurate. Both the Partition of Bengal and the Minto-Morley Reforms serve as clear examples of the British policy of 'divide and rule':
    • Partition of Bengal (1905): While publicly justified for administrative efficiency, its real motive was to divide Bengal, a stronghold of the nationalist movement, into Hindu-majority West Bengal and Muslim-majority East Bengal. This was a deliberate attempt to weaken the Congress-led struggles by fostering communal divisions, as explicitly stated by British officials like H.H. Risley, who aimed to "split up and thereby weaken a solid body of opponents to our rule".
    • Minto-Morley Reforms (1909): These reforms were implemented by the British to appease popular anger and influence moderates within the Congress. A key provision was the introduction of separate constituencies for Muslims. This move was a direct response to demands from a Muslim delegation led by Aga Khan and was designed to create a separate political identity for Muslims, thereby preventing a united front against British rule and further entrenching the policy of division.

Unit 3: Movements of the Earth: Rotation and Revolution

• Question (p. 93): Think about the condition of day and night if the Earth doesn't rotate!
  • Answer: If the Earth did not rotate, one side would continuously face the Sun, experiencing perpetual daytime, while the other side would remain in continuous darkness, experiencing perpetual night.
• Question (p. 93): Look at the given figure and answer the following questions related to rotation.
  • Answer:
    • Direction of the Earth’s rotation: From the west to the east.
    • Tilt of the Earth's axis: 23½°.
• Question (p. 95): Some facts related to rotation are given below. Complete the table by finding out the reasons behind these facts.
  • Answer:
    • The Sun rises in the east and sets in the west: This phenomenon occurs because the Earth rotates from the west to the east.
    • Freely moving bodies get deflected in their direction in both the hemispheres: This deflection is caused by the Coriolis Effect, which is a direct consequence of the Earth's rotation.
• Question (p. 95): Have you identified 2024 as a leap year from the given calendar? Find out five consecutive leap years after 2024.
  • Answer: Yes, 2024 is indicated as a leap year. Five consecutive leap years after 2024 are 2028, 2032, 2036, 2040, and 2044. (A leap year occurs every four years, where the fraction of ¼ days from the Earth's revolution is added to make February 29 days).
• Question (p. 99): Observe the picture 3.10 and find answers
  • Answer:
    • On which latitude do the Sun’s rays fall vertically? On the Equator.
    • On which days does this happen? On 21st March and 23rd September.
• Question (p. 99): Find out the duration of daytime at your place on 21st March and 23rd September based on the time of sunrise and sunset given in the calendar.
  • Answer: On both 21st March (Spring Equinox) and 23rd September (Autumnal Equinox), the duration of day and night will be equal on both hemispheres.
• Question (p. 100): Look at figure 3.11
  • Answer:
    • In which direction does the apparent position of the sun shift from 21st March onwards? The Sun’s apparent position shifts towards north from the Equator to the Tropic of Cancer.
    • On which latitude do the sun’s rays fall vertically on 21st June? On the Tropic of Cancer.
• Question (p. 100): What are the changes that happen to the length of day in the southern hemisphere on the summer solstice (June 21)?
  • Answer: On the summer solstice (June 21), when the northern hemisphere experiences its longest day, the southern hemisphere experiences its shortest day. For example, at 23½° South, the length of day is 10 hours 33 minutes, and at 66½° South and 90° South, there is continuous night ("Nil" daylight).
• Question (p. 102): What will be the duration of the night in the southern polar regions when there is daylight for six months in the northern polar regions?
  • Answer: When there is continuous daylight for six months in the northern polar regions (from March to September), the southern polar regions will experience continuous darkness for six months (from September to March).
• Question (p. 103): Observe figure 3.12
  • Answer:
    • In which direction does the Sun’s apparent position shift from 23rd September onwards? The Sun’s apparent position shifts from the equator to the Tropic of Capricorn in the southern hemisphere.
    • On which latitude do the Sun's rays fall vertically on 22nd December? On the Tropic of Capricorn.
• Question (p. 104): What are the changes that happens to the length of the day in the northern hemisphere on the Winter Solstice (December 22)?
  • Answer: On the Winter Solstice (December 22), the northern hemisphere experiences its shortest day and longest night. For example, the northern polar region (90° North) and 66½° North experience continuous darkness ("Nil" daylight).
• Question (p. 105): Complete the table.
  • Answer:

    Apparent position of the Sun	Date	Day	Northern Hemisphere (Length of day)	Northern Hemisphere (Length of night)	Southern Hemisphere (Length of day)	Southern Hemisphere (Length of night)
    Equator	March 21	Spring equinox	equal	equal	equal	equal
    Equator	September 23	Autumnal equinox	equal	equal	equal	equal
    Tropic of Cancer	June 21	Summer solstice	longest	shortest	shortest	longest
    Tropic of Capricorn	December 22	Winter solstice	shortest	longest	longest	shortest

• Question (p. 109): Observe the table about the different seasons in northern and southern hemispheres and write the answers for the questions given below.
  • Answer:
    • What change happens to the apparent movement of the Sun when it is summer season in the northern hemisphere? When it is summer in the northern hemisphere (June 21 to September 23), the Sun’s apparent position shifts from the Tropic of Cancer to the Equator.
    • What will the season be in the northern hemisphere when it is autumn in the southern hemisphere? When it is autumn in the southern hemisphere (March 21 to June 21), the season in the northern hemisphere will be Spring.
    • Which season is experienced in the southern hemisphere from 23rd September to 22nd December? From 23rd September to 22nd December, the southern hemisphere experiences Spring.
    • Name the season in the southern hemisphere when the Sun's apparent position shifts from the Tropic of Capricorn to the equator. When the Sun’s apparent position shifts from the Tropic of Capricorn to the equator (December 22 to March 21), the southern hemisphere experiences Summer.
• Question (p. 116): 1. What will be the time at 1° East and 1° West when it is 10:00 A.M. at Greenwich Meridian (0° longitude)? 2. When it is 9.00 P.M. at Greenwich Meridian (0° longitude) what will the time be at 30° East?
  • Answer:
    • 1. Time at 1° East and 1° West when it is 10:00 A.M. at Greenwich Meridian (0° longitude):
      • At 1° East: 10:00 A.M. + (1° × 4 minutes) = 10:04 A.M.
      • At 1° West: 10:00 A.M. - (1° × 4 minutes) = 09:56 A.M.
    • 2. When it is 9.00 P.M. at Greenwich Meridian (0° longitude) what will the time be at 30° East?
      • Time difference = 30° × 4 minutes = 120 minutes = 2 hours.
      • At 30° East: 9:00 P.M. + 2 hours = 11:00 P.M.
• Question (p. 116): What is the time difference between Greenwich Meridian (0° longitude) and Indian Standard Meridian (82½° East)?
  • Answer:
    • The Indian Standard Meridian is 82½° East.
    • The time difference is calculated as 82.5° × 4 minutes/degree = 330 minutes.
    • 330 minutes is equivalent to 5 hours and 30 minutes.
    • Since India is to the east of Greenwich, the Indian Standard Time is 5 hours and 30 minutes ahead of Greenwich Mean Time.
• Question (p. 119): In Figure 3.23 what is the time and date at 180° East and 180° West when it is December 25 evening 6 p.m. at Greenwich Meridian?
  • Answer: The 180° longitude is the International Date Line, where there is a 24-hour time difference on either side.
    • If it is December 25, 6 p.m. at Greenwich Meridian (0°):
      • At 180° East: This longitude is 12 hours ahead of Greenwich (180° / 15° = 12 hours). So, 6 p.m. on Dec 25 + 12 hours = 6 a.m. on Dec 26. Therefore, at 180° East, it would be 6:00 A.M. on December 26th.
      • At 180° West: This longitude is 12 hours behind Greenwich. So, 6 p.m. on Dec 25 - 12 hours = 6 a.m. on Dec 25. Therefore, at 180° West, it would be 6:00 A.M. on December 25th.

Unit 4: Basic Economic Problems and the Economy

• Question (p. 123): List the basic and gratifying needs in our life.
  • Answer:
    • Basic needs: Essential needs for the survival of life, such as food, clothing, and shelter.
    • Gratifying needs: Needs that make life more comfortable and happy, such as luxury cars, expensive jewellery, and costly dresses.
• Question (p. 124): Do these needs have any common characteristics? Let us check.
  • Answer: The common characteristics of human needs are:
    • Human needs are diverse and innumerable.
    • Some needs can be met alone, and others through collective efforts.
    • A need once fulfilled may be repeated.
    • Needs vary with time, place, and individuals.
    • With human progress, needs also change.
• Question (p. 125): Suppose the school decides to produce the vegetables needed for your school’s noon-meal scheme. What are the decisions to be taken regarding vegetable farming? List them.
  • Answer: The decisions to be taken regarding vegetable farming relate to the three basic economic problems a country faces in production:
    • What to produce? (What specific vegetables and in what quantity).
    • How to produce? (What methods, such as labour-intensive or capital-intensive, will be used, and what factors of production will be employed).
    • For whom to produce? (How the harvested vegetables will be distributed or sold, and how any profits will be shared).
• Question (p. 127): What are the products that produced in your area that meet your needs? Are they sufficient for your use?
  • Answer: (This question requires personal information and local observation from the student. The text highlights that human needs are numerous and resources are limited, implying that sufficiency is a common challenge).
• Question (p. 127): Look at the given pictures. What difference can be seen in the making of chapati in figures 4.3 and 4.4? What factors of production are mostly used here?
  • Answer: (Assuming Figure 4.3 depicts manual chapati making and Figure 4.4 depicts machine-based chapati making)
    • Difference: Figure 4.3 shows a method likely using more human labour, while Figure 4.4 shows a method using more capital (machines).
    • Factors of production mostly used: In Figure 4.3, labour is primarily used. In Figure 4.4, capital (machines) is primarily used.
• Question (p. 128): Similarly, observe the given pictures related to agriculture and note down what factors of production are used more.
  • Answer: (Assuming Figure 4.5 depicts traditional, manual agriculture and Figure 4.6 depicts mechanised agriculture)
    • In Figure 4.5 (traditional agriculture), labour is used more.
    • In Figure 4.6 (mechanised agriculture), machines (capital) are used more.
• Question (p. 130): List the production activities in your area using labour intensive technique and capital intensive technique.
  • Answer: (This question requires the student's local observation. The text defines the two techniques):
    • Labour Intensive Technique: Production method using more labour and less capital. Characteristics include low capital utilisation, more time, eco-friendly nature, and limited use of technology.
    • Capital Intensive Technique: Production method using more capital and less labour. Characteristics include less demand for labourers, more capital investment, ensured productivity, greater dependence on technology, and less time for production.
• Question (p. 132): Look at the situations given below. Identify and write down with which basic economic problem each situation is connected.
  • Answer:
    • The basic issue they have to decide (regarding starting a production unit and what to produce) relates to What to produce?
    • The discussion on the right proportion of labourers and machinery for agriculture relates to How to produce?
    • Deciding to sell surplus vegetables to those in need and distributing profit among members relates to For whom to produce?
• Question (p. 138): Organise a panel discussion and prepare a report on ‘Characteristics of Different Types of Economies.’
  • Answer: A report on 'Characteristics of Different Types of Economies' would outline:
    • Definition of Economy: An economy is a system by which a country organises the production, distribution, and consumption of goods and services to satisfy human needs using available resources. Economies are man-made, subject to change, and involve dynamic economic activities.
    • Capitalist Economy:
      • Ownership: Factors of production are primarily owned by individuals.
      • Features: Emphasis on maximum profit, individuals' right to own property, limited government intervention, consumer sovereignty (complete freedom in the market), and competition among industries. Modern capitalist economies may also show active government participation in development.
    • Socialist Economy:
      • Ownership: The government owns and controls all factors of production.
      • Features: Main objective is social welfare, government control over the market, decisions on economic activities made by a centralised planning committee based on resource availability and national objectives, and an aim to reduce income and wealth inequality. Private enterprise intervention is also observed in modern socialist economies.
    • Mixed Economy:
      • Ownership/Control: Combines features of both capitalist and socialist economies, marked by the coexistence of private and public sectors.
      • Features: Objectives include both profitability and social welfare, individual freedom in economic activities, financial planning for government schemes, government regulation of commodity prices in certain sectors, and priority given to essential goods and services. Basic economic problems are resolved through markets and centralised planning. India adopted a mixed economy post-independence.
• Question (p. 144): Names of some economists of India and their thoughts are given below. Find the missing ones.
  • Answer:
    • Chanakya (Efficient tax system)
    • Mahatma Gandhi (Self-sufficiency, Decentralisation, rural industries, local markets, alleviating economic inequality)
    • Abhijit Vinayak Banerjee (Poverty Eradication - experimental approach to global poverty eradication)
    • Dadabhai Naoroji (The Drain Theory - British draining wealth from India)
    • Amartya Kumar Sen (Welfare Economics - emphasis on education, healthcare, social justice; gender equality; evaluating development based on human rights and freedoms)

Unit 5: Constitution of India: Rights and Duties

• Question (p. 150): What are the rights mentioned in the conversation?
  • Answer: (Based on the introductory conversation in the chapter) The rights mentioned are:
    • Freedom to express our opinions.
    • The right to be protected from exploitation.
• Question (p. 150): Apart from these what are the other rights you want?
  • Answer: (This is an open-ended question for the student to reflect on personal desires. Based on the chapter's content, other fundamental rights enshrined in the Constitution include):
    • Right to Equality.
    • Right to Freedom (various freedoms beyond expression).
    • Right to Freedom of Religion.
    • Cultural and Educational Rights.
    • Right to Constitutional Remedies.
    • Rights to maximum survival and development, to be respected, protection against abuse, participation, protection from child marriage, and right to learn, rest, and leisure (as detailed in "Children's Rights").
• Question (p. 156): What were the factors that influenced the inclusion of Fundamental Rights in the Constitution of India? Complete the list.
  • Answer: The factors that influenced the inclusion of Fundamental Rights in the Constitution of India were:
    • The denial of rights experienced during colonial rule.
    • The existing conditions in the world, as seen in documents like the Magna Carta, the Declaration of Human Rights after the French Revolution, the United States Bill of Rights, and the United Nations’ Universal Declaration of Human Rights.
    • The values upheld by the freedom struggle.
    • The ideas of the Indian Renaissance Movement.
    • The rights mentioned in the constitutions of other countries and the Bills of Rights that are precursors of fundamental rights.
• Question (p. 157): Have you noticed any violations of the right to equality enshrined in the Constitution of India? Write down what they are.
  • Answer: (This requires personal observation. The text defines the Right to Equality as ensuring equality before the law, equal protection, and prohibiting discrimination based on religion, class, caste, sex, or place of birth, while guaranteeing equal access to public places, and opportunity in public jobs, and abolishing untouchability and titles). Violations would be instances where these principles are contravened in real life.
• Question (p. 158): Which right does the above picture indicate?
  • Answer: The bullet points provided on page 158 (Freedom to assemble peacefully, Freedom to practise any profession, Freedom to form associations, Freedom to move freely, Freedom of speech and expression, Freedom to reside and settle) indicate the Right to Freedom, which is enshrined in Articles 19 to 22 of the Constitution.
• Question (p. 159): Organise a panel discussion on ‘Freedom Guaranteed by the Constitution in Personal Life.’
  • Answer: A panel discussion on ‘Freedom Guaranteed by the Constitution in Personal Life’ would delve into the various freedoms outlined in Articles 19 to 22 of the Indian Constitution. This would include:
    • Freedom of speech and expression.
    • Freedom to assemble peacefully.
    • Freedom to form associations.
    • Freedom to move freely throughout the territory of India.
    • Freedom to reside and settle in any part of the territory of India.
    • Freedom to practise any profession or carry on any occupation, trade or business.
    • The Right to Education (Article 21A).
    • The Right to life and individual freedom. The discussion would also acknowledge that these freedoms are subject to reasonable restrictions for reasons like national integrity, sovereignty, and security.
• Question (p. 159): One of the exploitations against children is given in the picture. What other exploits have you noticed? Note down.
  • Answer: (This question requires personal observation, building on the context of child exploitation.) The text highlights the following exploitations prohibited by the Right against Exploitation:
    • Slavery.
    • Human trafficking.
    • Forced labour (prohibited by Article 23).
    • Child labour (prohibited by Article 24, specifically employing children under 14 in mines, factories, or hazardous workplaces).
• Question (p. 161): Organise a discussion and prepare a note on the topic ‘Religious Freedom Strengthens Indian Secularism.’
  • Answer: A note on ‘Religious Freedom Strengthens Indian Secularism’ would argue that:
    • The Indian Constitution guarantees to everyone the freedom to profess, practise, and propagate any acceptable religion, including the freedom to act according to their conscience.
    • This right ensures equal treatment and equal protection to all religions, meaning the state does not favour any particular religion over others, nor does it discriminate against any.
    • This principle is the cornerstone of Indian secularism, allowing for the coexistence of multiple faiths without state interference or imposition of religious beliefs.
    • By ensuring that religious freedom is subject only to restrictions of public order, health, and morality, the Constitution creates a balanced environment where religious diversity can thrive while maintaining societal harmony, thus profoundly strengthening the secular fabric of the nation.
• Question (p. 161): What are the minority groups in our state? Enquire and write.
  • Answer: (This question requires local enquiry by the student.) According to the text, minorities are groups of people who follow a common language, religion, or culture and are fewer in number than other groups in a particular part of the country or the whole country. The Constitution specifically protects the rights of religious, linguistic, and cultural minorities.
• Question (p. 162): Why is it said that the right to constitutional remedies is the most important of the fundamental rights?
  • Answer: The right to constitutional remedies is considered the most important of the fundamental rights because it acts as the ultimate safeguard for all other fundamental rights. Dr. B. R. Ambedkar famously described it as the "heart and soul of the Indian Constitution". If any fundamental right is violated, this right allows individuals to directly approach the Supreme Court (under Article 32) or the High Courts (under Article 226) for their restoration. The courts can then issue writs to protect these rights, making them enforceable and ensuring that they are not mere declarations but practical guarantees for a dignified life. Without this right, the other fundamental rights would be meaningless, as there would be no effective mechanism to enforce them.
• Question (p. 164): Organise a discussion and prepare a report on the topic ‘Role of fundamental rights in the dignified life of man.’
  • Answer: A report on ‘Role of fundamental rights in the dignified life of man’ would elaborate on how these rights are indispensable for human dignity:
    • Guarantee of Basic Human Dignity: Fundamental rights are internationally recognized as human rights, essential for the dignity, liberty, and survival of citizens in a democratic system.
    • Protection from Discrimination and Exploitation: Rights like the Right to Equality ensure that individuals are not discriminated against based on religion, caste, gender, or origin, promoting equal opportunity and access to public life. The Right against Exploitation safeguards individuals from egregious practices such as slavery, human trafficking, forced labor, and child labor, thus ensuring a life free from egregious forms of abuse.
    • Ensuring Freedoms and Personal Liberty: The Right to Freedom (Articles 19-22) empowers individuals with liberties such as freedom of speech and expression, peaceful assembly, association, movement, residence, and profession, allowing them to lead self-determined lives. The Right to Education further secures opportunities for personal growth and empowerment.
    • Religious and Cultural Identity: The Right to Freedom of Religion allows individuals to profess, practice, and propagate their chosen religion, fostering a secular environment where all faiths are treated equally. Cultural and Educational Rights enable minorities to preserve and develop their unique culture, language, and script, enriching the nation's diversity and allowing individuals to maintain their identity.
    • Judicial Protection and Redressal: Crucially, the Right to Constitutional Remedies provides a direct legal avenue (through the Supreme Court and High Courts using writs) for individuals to seek redressal if their fundamental rights are violated. This enforceability ensures that these rights are not merely aspirational but legally binding, thus concretely upholding the dignified life of every individual.
• Question (p. 166): What aspects of social life do the directive principles of state policy touch upon? List them.
  • Answer: The directive principles of state policy touch upon broad aspects of social life, aiming to establish a welfare state and ensure the welfare and progress of all sections of the people. These include:
    • Socio-economic justice.
    • People’s welfare.
    • International peace and security.
    • Uniform Civil Code for citizens.
    • Equal justice and free legal aid.
    • Provision of care and education for children under six years of age.
    • Environment, livestock, and wildlife conservation.
    • Wage for livelihood for workers.
    • Equal pay for equal work for men and women.
    • Participation of workers in the management of industries.
    • Right to employment.
    • Ensuring regular and humane working conditions and maternity benefits.
    • Organisation of Gram Panchayats.
    • Fostering cottage industries.
    • Agriculture and animal husbandry.
    • Prohibition of consumption of intoxicating drinks and drugs injurious to health.
    • Uplift of Scheduled Castes and Scheduled Tribes and other weaker sections.
• Question (p. 168): Identify and write the differences between fundamental rights and directive principles.
  • Answer:
    • Fundamental Rights:
      • Can be reinstated/enforced through the courts (justiciable).
      • Limit the powers of the government.
      • Primarily protect the rights of individuals.
      • Amendment requires complex procedures.
      • Implement political democracy.
    • Directive Principles:
      • Cannot be enforced through the courts (non-justiciable).
      • Compel/guide the government to do certain things (recommendations for policy-making and legislation).
      • Ensure the welfare of all sections of society.
      • Procedures for amending/implementing them are relatively simple (can be implemented through legislation).
      • Realise socio-economic democracy.
    • Relationship: They are complementary to each other.
• Question (p. 169): If the directive principle of free legal aid is not implemented, can one directly approach the Supreme Court against it?
  • Answer: No, one cannot directly approach the Supreme Court if a directive principle, such as free legal aid, is not implemented. Unlike fundamental rights, directive principles are not enforceable with the support of the courts.
• Question (p. 169): Why does the Constitution stipulate that Indian citizens have to perform certain duties?
  • Answer: The Constitution stipulates that Indian citizens have to perform certain duties primarily to protect the unity and integrity of the nation. Sardar Vallabhbhai Patel emphasised that citizens, while having rights, also have responsibilities. These duties are enshrined to ensure that when citizens enjoy their fundamental rights, they are also aware of their fundamental duties towards the nation and society.
• Question (p. 172): Some of the Fundamental Duties mentioned in the Indian Constitution are given below. Find out from the last part of the textbook what other duties Indian citizens have to perform according to the Constitution and discuss and make a note.
  • Answer: Other Fundamental Duties (from Article 51A) include:
    • To uphold and protect the sovereignty, unity, and integrity of India.
    • To defend the country and render national service when called upon to do so.
    • To promote harmony and the spirit of common brotherhood among all people, transcending religious, linguistic, and regional diversities, and to renounce practices derogatory to the dignity of women.
    • To value and preserve the rich heritage of our composite culture.
    • To protect and improve the natural environment including forests, lakes, rivers, wildlife, and to have compassion for living creatures.
    • To develop the scientific temper, humanism, and the spirit of inquiry and reform.
    • To safeguard public property and to abjure violence.
    • To strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievements.
    • For parents or guardians, to provide opportunities for education to their child or ward between the ages of six and fourteen years.

Unit 6: Resource Utilisation and Sustainability

• Question (p. 175): For what purposes gold is being used?
  • Answer: Based on the source, gold is used for:
    • Manufacturing of electronic goods.
    • Pharmaceutical manufacturing.
• Question (p. 175): Apart from gold, can you mention other materials used to meet the needs in our daily life?
  • Answer: Other materials used to meet daily needs, mentioned or implied as resources in the text, include:
    • Iron.
    • Silver.
    • Air.
    • Water.
    • Soil.
    • Non-material resources like knowledge and health.
• Question (p. 177): Can we use all the natural resources as we wish? Why can’t all resources be used the same way?
  • Answer: No, we cannot use all natural resources as we wish. The reasons include:
    • They are not available everywhere.
    • They run out with use.
    • Their availability and renewability varies.
• Question (p. 179): Classify and list out renewable and non-renewable resources from the above given resources. (Resources: water, metals, solar-energy, coal, wind and petroleum).
  • Answer:
    • Renewable Resources:
      • Water.
      • Solar energy.
      • Wind.
    • Non-Renewable Resources:
      • Metals (e.g., iron, gold).
      • Coal.
      • Petroleum.
• Question (p. 180): Identify the minerals containing metal from the list provided.
  • Answer: From the examples given in the text regarding minerals and ores:
    • Iron ore.
    • Bauxite (as aluminium is extracted from it).
• Question (p. 183): Identify the uses of the given metallic and non-metallic minerals and complete the table.
  • Answer:
    • Metallic minerals and uses:
      • Iron – construction.
      • Gold – manufacturing of electronic goods, pharmaceutical manufacturing.
      • Copper – (Specific use not listed in the provided text for this particular entry, though it is a metallic mineral).
    • Non-metallic minerals and uses:
      • Graphite – pencil making.
      • Petrol – (referred to as petroleum in the text) Used as a fuel.
      • Clay – (Specific use not listed in the provided text for this particular entry, though it is a non-metallic mineral).
• Question (p. 185): Locate in the map the major minerals and the states where they are distributed.
  • Answer:
    • Gold: Madhya Pradesh, Andhra Pradesh, Kerala, Karnataka, Jharkhand.
    • Iron: Odisha, Jharkhand, Chhattisgarh, Karnataka, Goa, Andhra Pradesh, Maharashtra, Tamil Nadu.
    • Coal: Jharkhand, Odisha, West Bengal, Chhattisgarh, Madhya Pradesh, Telangana.
    • Manganese: Odisha, Madhya Pradesh, Maharashtra, Andhra Pradesh, Karnataka, Goa.
    • Bauxite: Odisha, Jharkhand, Madhya Pradesh, Chhattisgarh, Gujarat, Maharashtra, Andhra Pradesh.
    • Petroleum and natural gas: Gujarat, Maharashtra (Mumbai High), Assam, Arunachal Pradesh, Andhra Pradesh, Tamil Nadu, Bay of Bengal, Arabian Sea.
    • Limestone: Rajasthan, Madhya Pradesh, Andhra Pradesh, Karnataka, Tamil Nadu, Gujarat, Maharashtra, Uttar Pradesh, Bihar, Jharkhand, Chhattisgarh, Odisha, Assam, Meghalaya, Himachal Pradesh, Jammu & Kashmir.
• Question (p. 189): ‘Iron industry is the foundation of the Indian economy.’ Discuss and write notes.
  • Answer: The statement ‘Iron industry is the foundation of the Indian economy’ is strongly supported by the text.
    • Basic Industry: The iron and steel industry is termed a basic industry because it provides the fundamental raw materials and products necessary for other industries.
    • Development Indicator: The level of industrial growth in any country is often assessed by its iron and steel consumption.
    • Economic Contribution: It significantly supports other industries and service sectors, directly contributing to the nation's income.
    • Employment and Living Standards: By generating numerous employment opportunities, it plays a vital role in enhancing the standard of living for the populace.
    • Historical and Modern Growth: India has a long history of metallurgy. Modern iron and steel industries, starting with TISCO in 1907, and further expanded by integrated projects like Bhilai, Rourkela, and Durgapur post-independence (managed by SAIL), have been central to India's industrial progress.
    • Thus, its foundational role in providing materials, boosting national income, and creating jobs makes it indispensable to the Indian economy.
• Question (p. 188): Look at the map and complete the given table.
  • Answer:
    • Iron-Steel Industry: Odisha, West Bengal, Chhattisgarh, Jharkhand, Karnataka, Andhra Pradesh, Tamil Nadu, Maharashtra, Telangana.
    • Cotton Industry: Maharashtra, Gujarat, Tamil Nadu, Uttar Pradesh, West Bengal, Punjab, Rajasthan, Madhya Pradesh, Karnataka, Andhra Pradesh, Telangana.
    • Petrochemical Industry: Gujarat, Maharashtra, Andhra Pradesh, Tamil Nadu, Uttar Pradesh, West Bengal, Assam.
    • Silk Industry: Karnataka, West Bengal, Jammu & Kashmir, Assam, Bihar, Jharkhand, Chhattisgarh, Odisha, Andhra Pradesh, Tamil Nadu.
    • Electronic Industry: Karnataka, Maharashtra, Tamil Nadu, Uttar Pradesh, Haryana, Delhi, Telangana, Andhra Pradesh.
• Question (p. 193): In the given map, locate the iron and steel industries and the states where they are located.
  • Answer:
    • Odisha: Rourkela, Paradweep, Kendujhargarh.
    • Jharkhand: Jamshedpur, Bokaro.
    • West Bengal: Durgapur, Burnpur.
    • Chhattisgarh: Bhilai, Raigarh.
    • Andhra Pradesh: Visakhapatnam.
    • Karnataka: Ballari.
    • Tamil Nadu: Salem.
    • Maharashtra: Chandrapur.
• Question (p. 195): Identify the factors that influenced the Tata Iron and Steel Plant from the figure.
  • Answer: Factors influencing the Tata Iron and Steel Plant (TISCO) would have included:
    • Availability of water (river).
    • Proximity to port (Kolkata).
    • Market (Kolkata, Mumbai).
    • Raw materials (access to high-grade iron ore and coal deposits from nearby regions).
    • Availability of labourers.
    • Transportation (excellent railway networks and highways for raw material transport and product distribution).
    • Capital and Organisation (implicit in being a pioneering industry).
• Question (p. 196): Did you notice the news headlines above? What are the problems mentioned here?
  • Answer: The problems mentioned in the news headlines are:
    • Water scarcity (Soft drink industry: Water scarcity is getting worse).
    • Water pollution (Poisonous Yamuna river).
    • Urbanisation/slums (One of the largest slums in the world is situated in Mumbai City).
    • Air pollution (Smoky Delhi: People’s lives become difficult).
• Question (p. 197): Discuss the issues related to pollution and prepare placards, posters and slogans to create awareness.
  • Answer: A discussion on pollution issues would cover:
    • Air Pollution: Caused by toxic gases (sulphur dioxide, carbon dioxide, carbon monoxide, methane) emitted from industries, threatening nature and human health.
    • Water Pollution: Resulting from industrial wastewater and chemical toxins discharged into rivers, lakes, and other water bodies, harming aquatic life and humans.
    • Soil Pollution: Occurs when industrial waste and e-waste alter the natural structure of the soil, negatively impacting agriculture and the environment.
    • Noise Pollution: Excessive noise from industries adversely affects the physical and mental health of people in surrounding areas.
    • Resource Depletion: Unscientific over-utilisation of resources in industries leads to environmental problems like deforestation, loss of soil fertility, and depletion of water and mineral resources.
    • Regional Inequality: Uneven distribution of industrial development due to natural resources and basic facilities leads to income and living standard disparities between regions.
    • Migration: Movement of people from less developed to industrial areas for employment, increasing population density in urban centres.
    • Urbanisation: Growth of cities due to rural-urban migration and natural population growth, causing socio-economic and environmental changes.
• Question (p. 201): Discuss in different groups the various activities that you can do in school to conserve resources and prepare a concept map and present it.
  • Answer: Various activities that can be done in school to conserve resources, based on the principles of resource conservation, include:
    • Recycling resources: Implementing systems for recycling paper, plastic, and other recyclable materials.
    • Water conservation: Promoting responsible water use (e.g., turning off taps), fixing leaks, and exploring rainwater harvesting.
    • Energy conservation: Encouraging students and staff to switch off lights and fans when leaving rooms, utilising natural light, and using energy-efficient equipment.
    • Forest conservation/Tree planting: Organising tree-planting drives on school grounds and promoting awareness about the importance of trees.
    • Reducing usage: Minimising waste generation, such as printing on both sides of paper and reducing single-use items.
    • Reusing materials: Reusing textbooks, stationery, and other items as much as possible.
    • Waste management: Composting organic waste from school kitchens or gardens.
    • Awareness campaigns: Educating the school community on the importance of sustainable development and resource depletion.

Unit 7: Media and Social Reflections

• Question (p. 205): Complete the list indicating what is included in different media for communication.
  • Answer:
    • Print media: news, articles, features, literary works, newspapers, magazines, books.
    • Radio: announcements, weather forecast, news, music, discussions, debates, sports.
    • Television: entertainment programmes, cinema, news, music, discussions, debates, sports.
    • Internet: online news, e-commerce, websites, blogs, live reports, social media.
• Question (p. 206): Prepare a letter to the editor on any news or article published in periodicals, indicating your evaluation and opinion, and present it in the class.
  • Answer: (This is a task for the student. The text mentions that print media provides comprehensive news, features, and literary works and that communication from print media to readers is one-way).
• Question (p. 208): How do you convey your opinions about radio and television programmes to the broadcasters?
  • Answer: Opinions about radio and television programmes can be conveyed to broadcasters primarily through letters. While the text states interaction is limited and feedback is delayed, other indirect methods might exist, but letters are explicitly mentioned.
• Question (p. 209): Do you use the ‘Samagra’ portal? What are its features? How does it support your learning activities?
  • Answer: (This question requires the student's personal experience. The text identifies 'Samagra' as a portal from the State Council of Educational Research and Training (SCERT) and an example of a digital platform that brings revolutionary changes with the advent of the Internet, facilitating social interaction and sharing information). The specific features are not detailed in the provided text.
• Question (p. 209): Do you observe educational blogs? What is the most important educational website you have visited recently? What factors influenced you on those websites? Discuss these in class.
  • Answer: (This question requires personal reflection and student activity. The text indicates that educational blogs and websites are part of digital media that facilitate social interaction and the sharing and discussion of information).
• Question (p. 210): What kind of support do social media provide for your learning needs?
  • Answer: Social media provide support for learning needs by:
    • Sharing learning resources.
    • Facilitating interpersonal relationships and social interactions related to learning.
    • Allowing consumers to create, share, and interact with content such as text, images, and videos.
    • Enabling various forms of communication like direct messaging, feedback, and general sharing.
• Question (p. 211): Prepare a poster showing the evolution of media development and present in the Social Science Club.
  • Answer: (This is a task for the student. A poster on media evolution would illustrate):
    • Ancient communication methods.
    • Print Media (newspapers, magazines, books).
    • Broadcast Media (radio, television).
    • Digital Media (websites, online news, blogs – with the advent of the Internet).
    • Social Media (online platforms for content creation and interaction).
    • The progression from one-way communication (traditional media) to two-way interaction (new media), driven by technological advancements.
• Question (p. 212): Put the strips in a box with the names of different forms of media (newspaper, magazine, radio, television, website, social media) written on them. Divide the class into different groups. Each group shall select a medium from the list. Find out how the following hints are presented in each medium.
  • Answer: (This is a classroom activity. The expected findings on audience reaction are summarised in the subsequent table provided in the text). Traditional media (print, broadcast) offer limited interaction and one-way communication, while new media (digital, social) offer high interaction and two-way communication.
• Question (p. 213): Find more differences and add them to the table.
  • Answer:

    Features	Traditional Media	New Media
    Communication	one-way communication (sender to receiver only)	two-way communication (between communicators and receivers)
    Interaction	interaction is limited	high interaction and participation
    Form	physical form (newspaper, radio, television)	digital form (internet-enabled devices)
    Recipients	limited participation	creative participation
    Availability	not always available due to time and location limitations	available internationally without limitation of time and location
    Content Updates	Static/scheduled updates (e.g., daily newspaper, fixed broadcast times)	Real-time/dynamic updates (e.g., online news, social media feeds)
    Production Cost	Generally higher (e.g., printing, broadcasting infrastructure)	Relatively lower; often user-generated content contributes to cost reduction
    Audience Control	Less control over content and timing of consumption	High control over content choice, on-demand access

• Question (p. 215): Find and add more problems that excessive use of social media creates.
  • Answer: Additional problems created by excessive use of social media include:
    • While facilitating short-term interactions, they fail to engage in meaningful and sustained relationships.
    • They can propagate inaccurate and unclear ideas, fuelling trends like the spread of fake news (e.g., false information during Covid-19).
    • They can lead to the false formation of public opinion.
    • Irresponsible use can lead to fraud, defamation, crimes, and other dangers.
• Question (p. 217): Find out how programmes on the Kite Victers Education Channel support your character development and social knowledge-building and present your observation notes in class.
  • Answer: (This question requires the student's personal observation of a specific educational channel. The text generally states that media influences how we intervene in society, what we desire, and personality development, also transmitting social values and attitudes across generations).
• Question (p. 219): Programmes in some media tend to be biased and reactionary. Have you noticed that inaccurate and unclear ideas are propagated through new media? The growth of social media has fuelled these trends. An example of this is that during the spread of Covid-19, fake treatments and myths related to the virus were circulated on some social media platforms.
  • Answer: Yes, the text explicitly states that programmes in some media tend to be biased and reactionary, and that inaccurate and unclear ideas are propagated through new media. It cites the example of fake treatments and myths related to the Covid-19 virus being circulated on social media platforms. This leads to the false formation of public opinion, and creating/spreading such false news is punishable under the Information Technology Act 2000.
• Question (p. 221): Discuss in the class what can be done to identify misperceptions and misinformation in the media, and record them on the chart.
  • Answer: (This question requires student discussion. Based on the text's focus on media and digital literacy): To identify misperceptions and misinformation in the media, one can:
    • Critically interpret messages received through various forms of media.
    • Access and analyse information by understanding how media content is produced and how it shapes perceptions.
    • Evaluate information for accuracy and reliability.
    • Develop digital literacy to effectively use digital tools and critically evaluate online content.
    • Be cyber aware and understand the risks of irresponsible digital media use.
    • Practise digital etiquette, ensuring responsible sharing and communication.
• Question (p. 222): Why do such advertisements in the image appeal to the public? Do the media influence your eating habits?
  • Answer: (This question asks for personal reflection. The text states that) advertisements through the media appeal to the public because they are influential in shaping consumption behaviour and fuel the growth of the global economy by increasing consumerism. Yes, the media significantly influence eating habits through food advertisements and cookery shows.
• Question (p. 223): Collect pictures of food advertisements in newspapers and magazines. Make a news collage discussing what changes they have made in your healthy eating habits.
  • Answer: (This is a task for the student. The text indicates that media advertisements and programmes are influential in shaping consumption behaviour and eating habits).
• Question (p. 224): What preconceptions are listed here? Are they factually correct?
  • Answer: The preconceptions listed are:
    • Men are the breadwinners and protectors of the family.
    • Low-income earners are uneducated.
    • Employed women are trendsetters and neglect family responsibilities.
    • Fairness creams should be used to enhance beauty.
    • Women’s place is in the kitchen and they are supposed to take care of the family.
    • Are they factually correct? No, the text identifies these as stereotypes, which are "simple, generalised beliefs or ideas about individuals based on race, gender, culture, colour, and the like". Stereotypes are preconceived notions that are often not factually correct but are reflected and maintained by various forms of media.
• Question (p. 225): In what media programmes are these reflected?
  • Answer: Stereotypes (and social attitudes) are reflected in various media programmes such as:
    • Serials.
    • Advertisements.
    • Movies.
    • News.
    • Social media.
• Question (p. 226): What are the social problems reflected here?
  • Answer: The social problems reflected in the news headlines and hashtag phrases are:
    • Natural disasters and their aftermath (e.g., rain, landslides, need for rehabilitation and financial assistance for survivors).
    • Poverty (Global poverty rates rise).
    • Environmental issues (Pollution and climate change).
    • Social justice (save our village for social justice, against discrimination).
• Question (p. 226): Prepare a news report on a social issue in your area and present it in the class. Discuss various solutions to solve the problem in the class.
  • Answer: (This is a task for the student. The text highlights that media is involved in bringing various social problems to the public and speeding up steps to solve them).
• Question (p. 227): What changes has artificial intelligence created in society?
  • Answer: Artificial intelligence (AI) has created significant changes in society:
    • It has led to major changes in the production, distribution, and consumption of information.
    • It increases the accessibility of media.
    • It enhances global communication by enabling engagement with content anytime, anywhere.
    • AI, along with big data and algorithms, is a driving force of personal and societal development.
    • It facilitates innovations like creating advertising models (e.g., AI models for government advertisements).
• Question (p. 229): Aren't you using digital platforms? What are the things to be aware of while using them?
  • Answer: While using digital platforms, one must be aware of:
    • The risk of fraud.
    • The potential for defamation.
    • The occurrence of crimes.
    • Other dangers associated with irresponsible use.
    • That creating and spreading false news is punishable under the Information Technology Act 2000.
    • The importance of Digital Etiquette, which involves respectful communication, being careful with messages, and responsible sharing of posts.
• Question (p. 230): Digital Etiquette refers to the proper and respectful behaviour that individuals are expected to follow while interacting in digital spaces. Digital etiquette includes guidelines for communication. What are they? Can you add more suggestions?
  • Answer: Guidelines for communication under digital etiquette include:
    • Respect others’ privacy.
    • Avoid abusive language.
    • Be careful of the messages in digital spaces.
    • Be careful when sharing posts.
    • (Additional suggestions, building on the concept of respectful and effective online interaction): Be truthful and verify information before sharing, maintain a positive and constructive tone, avoid cyberbullying, protect personal information, and be mindful of copyright.
• Question (p. 231): What are the benefits we gain by practising digital etiquette?
  • Answer: The benefits of practising digital etiquette are:
    • Respectful communication is possible.
    • Provides clarity and understanding in communication.
    • Forms positive online communities.
    • Cyber crimes decrease.
    • Leads society towards safer digital spaces.
    • Supports digital literacy.