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DELHI PUBLIC SCHOOL Assignment Booklet
Indirapuram, Ghaziabad (Class - IX : SOCIAL SCIENCE)
SYLLABUS
The unit wise distribution of marks over the two terms for Summative Assessment will be as
follows.
TERM 1 TERM 2
UNIT
Marks Marks
India and the Contemporary World I 23 23
India-Land and the People 23 23
Democratic Politics I 22 22
Understanding Economic Development I 22 22
TOTAL 90 90
The prescribed syllabus will be assessed using formative and summative assessments in the
following manner:
I Term II Term
Formative Assessment 1, 2, 3 and 4 20% 20% 40%
Summative Assessment 1 and 2 30% 30% 60%
TOTAL 50% 50% 100%
Term II Sub Unit 1.2: Economics and Livelihoods (ANY ONE OF THE
FOLLOWING)
Pastoralists in the Modern World (Chapter 4)
Forest Society and Colonialism (Chapter 5)
Farmers and Peasants (Chapter 6)
Term III Sub Unit 1.3: Culture Identity and Society (ANY ONE OF THE
FOLLOWING)
Sports and politics (Chapter 7)
#1#
Term I
1. Introduction of Disaster Management (Chapter 1)
2. Common Hazards (Chapter 2)
Term I
3. Manmade Disasters (Chapter 3)
#2#
HISTORY MODULES
Module: 01 & 02
Chapter: The French Revolution Contents :
(i) Introduction.
(ii) French society during the late eighteenth century.
(iii) Role of the middle class.
(iv) The outbreak of the Revolution.
(v) France becomes a Constitutional Monarchy.
Learning Objectives
After studying the contents the students will be able to: -
(i) Understand the concept of Revolution.
(ii) Assess the role played by the middle class in providing the philosophical edifice to
the Revolution.
(iii) Trace the events that occurred on the 14th of July 1789 and led to the outbreak of
the Revolution.
(iv) Examine France‟s transition to a Constitutional Monarchy. (v) France becomes
a Constitutional Monarchy.
Key Terms
Revolution, Estates, Clergy, Tithes and Estate General
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module: 03 & 04
Chapter: The French Revolution (Contd.) Contents :
(i) France abolishes Monarchy and becomes a Republic.
(ii) The Reign of Terror
(iii) Did women have a Revolution?
(iv) The Abolition of Slavery.
(v) The Revolution and everyday life.
Learning Objectives
After studying the contents, the students will be able to understand: -
(i) The role played by the Jacobins in the establishment of the French Republic.
(ii) Understand the „reign of terror‟ unleashed by the Jacobins and the role played
by Robespierre in the same.
#3#
Key Terms
Republic, Liberty, Equality, Fraternity, Convention, Slavery, Censorship.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module: 05 & 06
Chapter: Nazism And The Rise Of Hitler Contents :
(i) Introduction.
(ii) Birth of the Weimar Republic.
(iii) The Effects of the First World War.
(iv) Political Radicalism and Economic Crisis. (v) The Years of Depression.
Learning Objectives
After studying the contents, the students will be able to:
(i) Understand how Germans had waged a genocidal war under the garb of the Second
World War.
(ii) Trace the process of the establishment of the Weimar Republic following the defeat
of the Imperial Germany in the First World War.
(iii) Examine the consequences of the disastrous Treaty of Versailles on the social,
financial and the psychological fabric of Germany.
(iv) Draw inferences of the impact of the Great Economic Depression that originated
in the 1930‟s in the US; on the already crisis ridden economy of Germany.
Key Terms
Genocidal war, Weimar Republic, Political Radicalism, Reparation, Great Economic
Depression
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module: 07
Chapter: Nazism And The Rise Of Hitler (Contd.) Contents :
(i) Hitler‟s Rise to power.
(ii) The Destruction of Democracy.
(iii) Economic Reconstruction of Germany. (iv) The Nazi worldview: An
introduction.
#4#
Learning Objectives
After studying the contents, the students will be able to:
(i) Recall Hitler‟s initial attempts to assume power in Germany and his consequent
arrest.
(ii) Examine how Nazism gained popularity and became a mass movement during the
Great Economic Depression.
(iii) Gain an indepth understanding of Hitler‟s personality, his political philosophy as
explained in the Mein Kamph and the new style of Politics evolved by him.
(iv) Understand how Hitler skillfully eliminated all competition and assumed dictatorial
powers.
(iv) Examine Hitler‟s intentions behind territorial expansion in Europe. Key Terms
Nazi Propaganda, Mass Mobilization, Concentration camps, Blitzkrieg.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module: 08
Chapter: Nazism And The Rise of Hitler (Contd.) Contents :
(i) Establishment of the Racial state.
(ii) The Racial Utopia.
(iii) Youth in Nazi Germany.
(iv) The Art of Propaganda.
(iv) Ordinary People and the crime against humanity.
Learning Objectives
After studying the contents, the students will be able to:
(i) Understand Hitler‟s dream of creating an exclusive racial community of pure
Germans
(Nordic German Aryans) by physically eliminating all those who were seen as
undesirable viz. the Jews, The Gypsies, the Blacks etc.
(ii) Examine the measures taken by the Nazis to realize the racial utopia.
(iii) Examine how language and media were used as an effective weapon of
disseminating the Nazi ideology.
(iv) Empathise with those that suffered on account of the holocaust unleashed by the
Nazis.
Key Terms
Nordic German Aryans, Usurers, Racial Utopia, Jungvolk, Holocaust
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module: 9 & 10 Revision for SA I
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Module: 11
#5#
Learning Objectives
After studying the contents, the students will be able to: -
(i) Evaluate the uprising of the woodcutters of Java against the Dutch
Colonies.
(ii) Understand the line between war and deforestation.
(iii) Appreciate the endeavors made by the government to conserve the forests.
Key Terms
Swidden, Agriculture, Customary Rights, Adivasis Conservation.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module: 14
Chapter: Clothing – A Social History Contents :
(i) Sumptuary laws and social Hierarchy and introduction.
(ii) Clothing and Notions of Beauty.
(iii) How did women react to these norms?
Learning Objectives
After studying the contents, the students will be able to:
(i) Assess the history of the clothes we wear.
(ii) Analyse the „Sumptuary Laws‟ followed after the French Revolution.
(iii) Analyse the different dresses for the various sections of the society.
(iv) Understand the reaction of the reformers and women against the dress designs.
Key Terms
Stays, Sumptuary laws, Corset, Sufferage
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module: 15
Chapter: Clothing – A Social History (Contd.) Contents :
(i) New Times.
(ii) New Materials.
(iii) The War.
Learning Objectives
After studying the contents, the students will be able to :
(i) Understand the values which created the pressure for change.
(ii) Analyse the different style of dresses of women and the impact of the two world
wars on the design of dresses.
#7#
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module: 16
Chapter: Clothing – A Social History (Contd.) Contents :
(i) Transformations in colonial India.
(ii) Caste conflicts and Dress change. (iii) British Rule and
Dress code.
Learning Objectives
After studying the contents, the students will be able to:
(i) Analyse how people reacted in India during the colonial period.
(iii) Assess the reaction of British to Indian ways of dressing and vise – versa.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module: 17
Chapter: Clothing – A Social History (Contd.) Contents :
(i) Designing the National Dress.
(ii) The Swadeshi Movement.
(iii) Mahatma Gandhi‟s Experiments with clothing. (iii) Not all could wear
Khadi.
Learning Objectives
After studying the contents, the students will be able to:
(i) Understand how the experiments with swadeshi gave Mahatma Gandhi important
ideas about using cloth as a symbolic weapon against the British Rule.
(ii) Understand Mahatma‟s experiments with clothing.
(iii) Trace the process of the evolution of the Indian National Dress and Mahatma
Gandhi‟s contribution to the same.
(iv) Analyse the reaction of the people for khadi.
Key Terms
Chintz, Dress code, National dress, Chapkan, Shoe respect
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module: 18
Revision Module for SA II
(i) Adequate revision from Module 11 to 17 will be done.
(ii) Assignments will be discussed.
(iii) Adequate map practice will be done.
#8#
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
=============================================
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
#9#
HISTORY ASSIGNMENTS
3. How did the following symbols convey the content of the Declaration of Rights?
5. Long questions –
1. Discuss the position of the French women during and after the days of the
Revolution.
2. Describe the circumstances leading to the outbreak of revolutionary protest in
France.
# 10 #
3. Which group of the French society was benefited from the Revolution? Which
groups were forced to relinquish power? Which sections of society would have
been disappointed with the outcome of the Revolution?
4. Describe the legacy of the French Revolution for the people of the world during the
19th and 20th centuries.
5. Briefly explain the „Reign of Terror‟ unleashed by the Jacobins.
=============================================
Nazism And The Rise Of Hitler
1. Define the following terms:
(i) Allies (iv) Genocide
(ii) November criminals (v) Propaganda
(iii) Concentration camp (vi) Blitskrieg
(iii) Racial Utopia (vii) Holocaust
2. Name the following: -
1. Hitler‟s propaganda minister who along with his family committed suicide in
Hitler‟s bunker in April 1945.
2. A Nazi center where people were killed in gas chambers.
3. The allies of Germany during the First World War.
4. The member states of Triple Entente.
5. The humiliating peace treaty concluded with the Germans following the end of the
First World War I.
6. The crash of this famous stock Exchange signaled the beginning of the Great
Economic Depression.
7. The German Parliament.
8. The Party formed by Hitler.
9. The famous Act passed on 3rd March 1933 that led to the establishment of
dictatorship in Germany.
10. The secret state police set up by the Nazis.
11. The powers known as the Axis Powers.
12. The Japanese raided this American base during the Second World War.
13. The communities classified as „undesirable‟ by the Nazis.
14. The Nazis considered themselves members of this race.
15. The most infamous propaganda film produced to create hatred for the Jews.
3. Give reasons for the following: -
1. Germany faced an economic crisis in 1923.
2. On one single day, 24 October, 13 million shares were sold.
3. A National Assembly met at Weimar and established a Democratic
Constitution with a Federal structure.
4. Jews remained the worst sufferers in Nazi Germany.
# 11 #
# 12 #
6. What was the impact of the two World Wars on the forests in India and Java?
7. Mention any four steps which were taken by the British government or Dietrich
Brandis to conserve forests in India.
8. What is shifting cultivation?
9. Explain the relationship between the natural resources and the people of Bastar
before the arrival of the Britishers.
5. Long Answer type questions given in the exercise. (To be done in the note – book)
=============================================
Clothing: A Social History
1.
1. Sumptuary Laws 5. Stays
2. Cockade 6. Sans culottes
3. Chintz 7. Suffrage
4. Chapkan 8. Phenta
2. Answer the following questions briefly.
1. Between which years were the Sumptuary Laws strictly enforced in France?
2. How did the members of the Jacobin clubs distinguish themselves from the
aristocracy?
3. Name two American women who campaigned for dress reform.
4. Before the 17th century, the most ordinary women in Britain possessed clothes
made of which materials?
5. In India, what did the western clothes come to signify?
6. Following the establishment of British rule in India how did the Parsis start dressing
up?
7. Who was Manockjee Cowasjee Entee?
8. Which British Governor General introduced the concept of „Shoe Respect in
India‟?
9. Who was Jnanadanandini Devi? What is she remembered for?
10. Name the important textile weaving centers of India.
11. For which historic event was the use of Khadi made a patriotic symbol?
3. Answer the following questions:-
1. What were the implications of the Sumptuary Laws for the people of France?
2. What was expected of women in Victorian England? How were these notions
reflected in the norms of clothing?
3. Explain the impact of the World War II on women‟s clothing.
4. When the western – style of clothing came to India in the 19th century, how did the
Indians react to it?
5. Briefly explain Mahatma Gandhi‟s experiment with clothing and its impact.
# 13 #
6. Why did Gandhiji‟s emphasis on khadi was adopted by only a few people? Give
reasons. =============================================
(i) Who has been given the task of representing the people? What was the reaction the
people towards them?
(ii) What values would have prevented the aristocrats of France to usurp all the power?
Chapter : Clothing
Q.2 The most familiar image of Mahatma Gandhi is of him seated, bare-chested and in a short
dhoti, at the spinning wheel. He made spinning on the charkha and the daily use of khadi
or coarse clothe made from home spun yarn, very powerful symbols. These were not only
symbols of self reliance, but also of resistance to the use of British mill made clothe.
(i) According to Gandhiji, what were the powerful nationalist symbols? (ii)
What values do you infer from the given extract?
=============================================
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
============================================= CIVICS MODULES
Module : (1, 2 & 3)
Chapter : 1. Democracy in the Contemporary World Contents :
(i) Two tales of democracy.
(ii) Democracy in Poland.
(iii) Two features of democracy.
(iv) The changing map of democracy.
(v) Phases in the expansion of democracy.
(vi) End of colonialism.
(vii) Democracy at the global level.
Learning Objectives
After studying the chapter the students will (i)
develop an understanding of democracy.
(ii) be able to compare democracy with other forms of government.
# 14 #
Learning Objectives
After studying the above chapter the students will
(i) To develop conceptual skills of defining democracy.
(ii) To understand how different historical processes and forces have promoted
democracy.
(iii) Develop a sophisticated defense of democracy against common prejudices. (iv)
Know about the constitutional and legal aspects of democracy.
Key Terms
Democracy, Dictatorship, Universal Adult Franchise, Citizen
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Module : (7, 8)
Chapter : 3. Constitutional Design Contents :
(i) How and why did India become a democracy?
(ii) How was the Indian Constitution framed?
(iii) Why do we need a Constitution? Struggle against apartheid. Democratic
constitution in South Africa.
(iv) What are the salient features of the Indian Constitution? Guiding values of the
Indian Constitution.
(v) How is democracy being constantly designed and redesigned in India? Philosophy
of the constitution, Institutional design
Learning Objectives
After studying the lesson, the students will be able to :
(i) Develop a historical sense of the choice and nature of democracy in India.
(ii) Introduction to the process of constitution making..
# 15 #
(iii) Children will know about the life and struggle of Nelson Mandela who fought
against apartheid.
(iv) Develop respect for the Constitution and appreciation for constitutional values.
(v) Recognise that Constitution is a living document that undergoes changes.
(vi) Introduce the idea of representative democracy via competitive party
politics.
Key Terms
Apartheid, Constitution, Sovereign, Socialist, Democratic, Secular, Republic.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : (9 & 10) Revision for the SA I
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : (11 & 12)
Chapter :4. Electoral Politics Contents :
(i) Why do we need elections? How do we elect representatives? What makes an
election democratic? Is it good to have political competition?
(ii) What is our system of election? Electoral constituencies, reserved constituencies,
voter‟s list, nomination of candidates, election campaign, polling and counting of
votes.
(iii) What makes elections in India democratic? Participation, acceptance of election
outcome, challenges to free and fair elections.
Learning Objectives
After studying the lesson, the students will be able to :
(i) Introduce the idea of representative democracy via competitive party
politics.
(ii) Familiarize students with the idea of elections.
(iii) Familiarize students with our electoral system and reasons for choosing this.
(iv) Develop an appreciation of citizen‟s increased participation in electoral politics.
(v) Recognise the significance of the Election Commission.
(vi) Familiarize the students with the entire process of election.
Key Terms
Election, Constituency, Booth Capturing, By Election, Mid Term Elections, Turn Out
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : (13 & 14)
Chapter :5. Working of Institutions Contents :
(i) How is the country governed? Who are the decision makers? Need for political
institutions. Parliament, why do we need a parliament?
# 16 #
(ii) Two houses of Parliament, Political and Permanent Executive. Prime Minister and
his powers and functions.
(iii) The Cabinet ministers, Ministers of State and Deputy ministers; Powers and
functions of the President.
(iv) The Judiciary: Appointment, removal, functions of the judges of the Supreme, High
and subordinate courts.
Learning Objectives
After studying the lesson, the students will be able to :
(i) Provide an overview of central governmental structures.
(ii) Sensitise to the key role of the Parliament and its procedures..
(iii) Acquaint the students with the Lok Sabha and Rajya Sabha.
(iv) Distinguish between nominal and real executive authorities and their functions.
(v) Understand the parliamentary system of executive‟s accountability to the
legislature.
(vi) Develop an understanding of the role of the Indian President.
(vii) Understand the role played by the judiciary..
(viii) Realise the importance of independence of the judiciary.
Key Terms
Coalition govt., Executive, Judiciary, Legislature, Office memorandum, State, Ordinance
etc.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Module : (15, 16 & 17) Chapter :6.
Democratic Rights Contents :
(i) Life without rights, examples from Saudi Arabia and Kosovo. Rights in a
democracy.
(ii) What are rights? Why do we need rights in a democracy? Fundamental Rights:
Right to Equality, Right to Freedom
(iii) Right Against Exploitation, Right to Freedom of Religion, Cultural and
Educational Rights.
(iv) How can we secure the Fundamental Rights? National Human Rights Commission.
(v) Expanding scope of rights. International covenant in economic, social and cultural
rights.
Learning Objectives
After studying the lesson, the students will be able to:
(i) Develop citizens‟ awareness of their rights.
(ii) Understand the need for rights.
(iii) Introduction to and appreciation of the Fundamental Rights.
(iv) Recognition of the ways in which these rights are exercised and denied in real life
situations.
(v) Understand the methods to prevent exploitations of the weaker sections of the
society.
(vi) Understand the essence of a secular state.
# 17 #
# 18 #
8. Write a short note on Arab Socialist Ba‟ath Party highlighting the role of Saddam
Hussein.
9. Do you think is it good to elect someone president for life? Or is it better to have regular
elections after every few years?
# 20 #
1. Find out from the reference books which countries in the world have written
Constitution. (Give 5 names at least) and the name of a country with an unwritten
Constitution.
2. Find out why it is said that the „Indian Constitution is partly rigid and partly
flexible‟?
3. Which article of the Indian Constitution describes the procedure of its amendment?
4. Find out two situations where the Indian Parliament can legislate on the subjects
provided in the State list. =============================================
Chapter-4 – Electoral Politics
Q.I. Define the following terms:
Election Petition, Manifesto, General Election, By-Election, Constituencies, Interest
Group, Secret Ballot, Electoral Roll or Voter‟s List, Election Photo Identity Card, Garibi
Hatao, Safe Democracy, Land to the tiller, Protect the self respect of the Telugus, Election Day,
E.V.M., Repoll Q.II. Short Answer Questions:
1. What do you understand by the term Universal Adult Franchise?
2. Explain the term one person one vote.
3. What do you understand by the term Public Opinion?
4. Why are elections an important part of democracy?
5. What is a coalition government?
6. Why do candidates need symbols while contesting elections?
7. Name the various channels through which campaigning is done before elections.
8. Write in brief about the change of government in Haryana in 1987?
9. Why do we need elections?
10. What different choices do the voters make in an election?
11. What demerits do an electoral competition has?
12. Why our constitution makers opted for free competition in election as the way to
select our future leaders?
13. Which declarations have been made compulsory by the Supreme Court for a
candidate contesting an election?
14. Write the four different provisions of our election law.
15. What are the „model code of conduct‟ that are applicable during the election
campaign?
16. Which different electoral malpractices have been reported by the media?
# 21 #
=============================================
Chapter-5 – Working of Institutions Q.I. Define
the following terms:
Judicial Review, Zero hour, Question hour, Budget, Bicameral legislature, No confidence
Motion.
# 23 #
10. In what ways can independence of judiciary be ensured so that the judges can
discharge their duties fearlessly?
11. What is the significance of the Lok Adalats and Public Interest Litigation?
12. How Mandal Commission Report was implemented in India?
13. What arguments were given in support and against of the implementation of
Mandal Commission Reprt?
14. Define Parliament. What are the functions of Parliament?
15. Discuss how Lok Sabha is more powerful than Rajya Sabha?
16. What are the power of the Prime Minister and President of India?
Q.V. Distinguish between:
1. Composition of the Lok Sabha and Rajya Sabha.
2. Money Bill and Ordinary Bill.
3. Political Executive and Permanent Executive.
4. District Judge and Sessions Judge.
5. Civil case and Criminal case.
6. Appellate Jurisdiction and Administrative Jurisdiction. Q.VI. Write a short
note on each of the followings:
1. The speaker of the Lok Sabha.
2. Qualifications of the members of the Lok Sabha and Rajya Sabha.
3. Union Public Service Commission.
4. Lok Adalats.
5. Public Interest Litigation.
6. Composition of the High Court. Q.VII. Give reasons for the following:
1. The Supreme Court is called the Guardian of the Constitution.
2. The Supreme Court plays a very vital role in a federal state. Q.VIII. Research
work.
1. Find out the achievements of the current President.
2. Give the names of the earlier Presidents along with their tenure.
3. Find out the name of the current Chief Justice of the Supreme Court, his monthly
salary and other benefits.
4. Where is the high Court of your state located?
5. Find out the name of the Chief Justice of the High Court of your state and 2 other
judges.
=============================================
Chapter-6 – Democratic Rights Q.I. Define
the following terms briefly.
# 24 #
Begar, Traffic, Bonded Labour, Child Labour, National Human Rights Commission,
Preventive Detention, Writs. Q.II. Short Answer Questions:
1. Why are the rights guaranteed by the Indian Constitution known as Fundamental
Rights?
2. Mention the 6 Fundamental Rights which presently exist. Which right has been
abolished and when?
3. How does the Right to Freedom of Religion establish a secular polity in India?
4. Give the restrictions that have been imposed on the Right to Freedom and Right to
Equality.
5. Mention any two exceptions to the Right to Equality.
6. When can the Fundamental Rights be suspended?
7. Distinguish between the Fundamental Rights and Directive Principles of State
Policy.
8. Give examples of one Gandhian and one Socialist Directive Principles of State
Policy.
9. Define the term Directive Principles of State Policy.
10. Do you think, the reservations given by the government are against the right to
equality?
11. What procedures does a police officer have to follow after arresting or detaining a
person?
Q2. Ecosystem is very important for the living beings. How can you contribute to conserve it?
Express your views.
OR
How can we conserve ecosystem? Explain with three examples.
# 26 #
In scientific forestry, natural forests which had lots of different types of trees were cut
down. In their place, one type of tree was planted in straight rows. This is called a
plantation. Forest officials surveyed the forests, estimated the area under different types
of trees, and made working plans for forest management. They planned how much of the
plantation area to cut every year. The area cut was then to be replanted so that it was ready
to be cut again in some years.
(a) In the above paragraph from "Forest Society and Colonialism", why
"scientific forestry" is considered as a pseudo-science theory?
(b) What do you think such type of plantation can be considered as good forest
management?
Answer:
(a) Many ecologists truly believe this kind of theory adopted by Colonists has no
scientific basis. It was meant for commercial purpose so that plants of one type be
grown in the forests. It had adverse effect on the ecosystem and threat to
biodiversity. e.g. medicinal plants were cut and replaced by commercial plants like
timber. It also led to economic loss of nearby villagers who were solely dependent
on these forests. No doubt it was a pseudoscientific theory.
(b) Planting one kind of plants cannot be considered a good forest management. It
cannot be considered as sustainable development because it created an imbalance
among environment, social and economical factors.
Q4. The Pentangular tournament was played by five teams in India during colonial rule. They
were i) The European, ii) The Parsis, iii) The Hindus, iv) The Muslims, v) The rest which
comprised all the communities left such as the Indian Christians. Mahatma Gandhi
condemned the Pentangular as a communally dividing competition that was out of place
in a time when nationalists were trying to unite India‟s diverse population. Give any 3
values which can be reflected from this tournament?
Q5. Hockey, like many other modern games, was introduced into India by the British army in
colonial times. The first hockey club in India was started in Calcutta in 1885-1886. India
was represented in the hockey competition of the Olympic
Games for the first time in 1928. India reached the finals defeating Austria, Belgium,
Denmark and Switzerland. In the finals, India defeated Holland by three goals to nil.
In the era of colonialism, India won gold in Olympic Games in 1928. What values do you see?
Answer:
1. It gave a sense of patriotism and nationalism among Indians.
2. It gave an International platform to Indians to show their team work and sports
skills and brilliance.
Q6. Which values should contestants keep in mind during the election campaign of a country
(Any three)
Answer: Although the first candidate is well educated person, but there is no information
available whether he would promote welfare projects once elected. Whether he is
approachable or not to citizens. Voting to him is doubtful.
# 28 #
The answer is NO for the second candidate. We should exercise vote as our moral
and social duty. We should not vote out of fear and must not elect anti-social
elements.
Third candidate is educated and has been a social worker. She seems to be a selfless person and
looks a promising candidate. We should vote in her favour.
(b) While resolving the issues, following values were kept in mind:
• Social justice to backward community.
• To ensure equal representation and opportunities of all citizens of India
irrespective of caste or creed.
• Socio-economic welfare
Q10. There are various schemes by the Indian Government to eradicate poverty directly or
indirectly.
(a) Mention any three anti-poverty programmes launched by the government to
eradicate poverty.
(b) What values can be added to improve the result of these anti-poverty programmes?
Answer: (a) Various schemes run by the Indian Government to eradicate poverty directly or
indirectly are:
• Prime Minister Rojgar Yojna 1993
• Rural Employment Generation Programme
# 29 #
ECONOMICS MODULES
Module : 1, 2, 3 & 4
Chapter : The Story of Village Palampur. Contents :
(i) Introduction
(ii) Organisation of Production.
(iii) Farming in Palampur: land is fixed, how to grow more from the same land, will the
land sustain.
Learning Objectives
# 30 #
(i) The students will become aware of the basic facilities available in the village
Palampur.
(ii) The students will understand the concepts related to production.
(iii) The students will know about the factors of production.
(iv) The students will know about the various aspects of farming.
Key Terms
(i) Production (ii) Capital (iii) Land
(iv) Fixed Capital (v) Working Capital (vi) Labour
(vii) Human Capital (viii) Yield (ix) Hectare
(x) Multiple Cropping (xi) Green Revolution (xi) HYV Seeds
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : 5 and 6
Chapter : The Story of Village Palampur. Contents :
(i) How is land distributed between the farmers of Palampur? (ii)
Who will provide the labour?
(iii) The capital needed in farming
(iv) Sale of Surplus Farm Products
(v) Non-Farm activities in Palampur – Dairy, Small scale manufacturing, Shopkeeping
and Transport.
Learning Objectives
(i) The students will know how is land distributed among the farmers of Palampur.
(ii) The students will understand the concept of capital and also what type of capital is
needed for the farming.
(iii) The students will understand the various Non-Farm Activities that are carried out
in Palampur like transport, dairy, shopkeeping and small scale manufacturing.
(iv) The students will understand how do farmers obtain capital for farming.
Key Terms
(i) Surplus (ii) Wages in cash and kind
(iii) Farm labourers (iv) Small Scale manufacturing
(v) Minimum wages (vi) Non Farm activities
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : 7
Chapter : People as Resource. Contents :
(i) Introduction – People as Resource
(ii) Economic and Non-Economic Activities
# 31 #
Key Terms
(i) Economic and Non-economic activities.
(ii) Human Resource. (iii) Primary, Secondary and Tertiary activities.
(iv) Investment (v) Productivity
(vi) Human Capital Formation (vii) GNP
(viii) Self-consumption (ix) Own-account production
(x) Literacy rate (xi) Birth and Death rate
(xii) Life expentancy (xiii) Infant Mortality Rate
(xiv) Sarva Shiksha Abhiyan (xv) Market and non-market activities
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Module : 8
Chapter : People as Resource. Contents :
(i) Unemployment.
(ii) Seasonal and disguised unemployment.
(iii) Educated unemployment (iv) Self-Employment.
(v) Causes and consequences of unemployment.
Learning Objectives
(i) The students will understand the concept of unemployment.
(ii) The students will understand the concepts of seasonal, disguised and educated
unemployment.
(iii) They will become aware of the causes of unemployment.
(iv) They will analyse the adverse effects of unemployment on the economy.
Key Terms
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Key Terms
(i) Food security (ii) Public distribution system
(iii) Buffer Stock (iv) Minimum Support Price
(v) Issue Price (vi) Rationing
(vii) Fair Price shops (viii) Self Sufficiency
(ix) Famine (x) Malnutrition
(xi) Subsidy (xii) FCI
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Module : 16 and 17
Chapter : Food Security in India. Contents :
(i) Current status of Public distribution system. (ii)
Role of cooperatives in food security.
Learning Objectives
(i) The students will learn about the current status of Public distribution system. (iii)
The students will understand the role of cooperatives in food security.
Key Terms
(i) Antyodaya Anna Yojna (ii) Co-operatives.
(iii) PDS (iv) Targeted PDS
(v) Revamped PDS (vi) Annapurna Scheme
(vii) APL (viii) BPL
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Module : 18 Revision for S. A. – II
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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ECONOMICS ASSIGNMENTS
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4. Tools, machinery and buildings which are used in the production over many years
is called working capital.
5. Palampur is an under developed village with no schools and health center.
Q.4. Give reasons :-
1. Land is fixed.
2. Every production is organized by combining land, labour and capital.
3. Modern farming increases the production from the same land.
4. Green revolution is associated with the loss of soil fertility.
5. Many farmers cultivate small or very small plots of land.
6. Human capitalization is an essential input for production of goods & services.
7. Modern farming methods have over used the natural resource base. (Value Based
Question)
=============================================
Lesson – 1 The Story of Village Palampur. [B] Q.1. Give one
word for the following statements:
1. All wealth which is used for the further production of goods and services.
2. Growing more than one crop on the same piece of land during a year.
3. It provides minerals which dissolve in water and are immediately available to
plants.
4. Exchange of goods.
5. Unlike farmers they do not have a right over the crops grown on the land. Q.2.
Answer the following questions:
1. Differentiate between multiple cropping and modern farming.
2. What do you mean by working capital?
3. Why was Mishrilal not able to increase his profit?
4. What are the non farm activities in the village?
6. Is it important to increase the area under irrigation? Why?
7. How do farmers obtain capital for farming in the village Palampur?
8. How are farm labourers different from farmers?
9. How is the land distributed between the farmers of Palampur? Do you find the same
inequality in the distribution of agricultural land in Indian Villages?
10. Define sustainability of land.
11. What should be done to promote non farm activities in Palampur?
12. Why are wages for farm labourers less than the minimum wages?
13. Modern farming methods require more inputs which are manufactured in industry.
Do you agree?
14. What are the different ways of increasing production on the same piece of land?
Use examples to explain.
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15. On what terms did Savita get a loan from Tejpal Singh? Would Savita‟s condition
be different if she could get a loan from bank at a low rate of interest? (Value Based
Question)
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Lesson – 2 People as Resource [A] Q.1. Fill in
the blanks:
1. Population becomes _____________when an investment is made in the form of
education
2. Total productivity adds to the growth of ____________.
3. Investment in human capital yields a return just like investment in __________.
4. The economic activities are classified into _____, _______ and ______ sectors.
5. _______ and _______ are the major determinants of the earnings of any individual
in the market.
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4. A person is considered poor if his or her income rises above the minimum level
necessary to fulfil basic needs.
5. Vulnerability to poverty must be seen in terms of the poor living in a poor
surrounding with other poor people, excluded from enjoying social equality.
6. Women, elderly people and female infants are given equal access to the resources
available to the family.
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5. Rationing can keep consumer prices low and maintain higher income for domestic
producers.
Module : (1)
Chapter 1 : India –Size and Location Contents :
(i) Geographical location of India on the globe in relation to other continents. (ii)
India‟s location in terms of trade, commerce and defense. (iii) Indian Subcontinent.
Learning Objectives
(i) The hemispheres in which India is located.
(ii) Degrees of latitudes and longitudes within which it is located.
(iii) The frontiers and its length, its coastal waters and coastline.
(iv) The strategic location in terms of trade and defense, India‟s neighbouring
countries. Activity :
Study the world map given in the atlas and make a list of STRAITS, CAPES, BAYS and
GULFS from various parts of the world in the folders titled with the names of the
continents or plot them on continent maps.
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Module : (2)
Chapter 1 : India – Location and Size Contents :
(i) The formation of Indian Sub-continent.
(ii) Political units of India.
(iii) Vast extent of the country. Learning Objectives
(i) Understanding the Significance of 300 differences in latitude – on amount of
insolation received, affecting climate and duration of daylight with the change of
season in the southern and the northern most part of India.
(ii) Understanding the significance of 300 difference in longitude resulting in 2 hours
difference in the local time of the eastern most and the western most places in India.
(iii) Importance of having a standard time for the whole country, know the political
units within the sub-continent, neighbouring countries, states with their capital and
union territory.
Activity :
On a political map of India, show the following neatly:
(i) Tropic of cancer
(ii) Standard meridian of India.
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Module : (3 & 4)
Chapter 2 : Physical features Contents :
(i) Geological formation of the country‟s tall mountain and the
vast northern
plains
(ii) Six physiographic divisions of India. (iii) Detailed study of
Himalayas. Learning Objectives
(i) Understand the past geological set up of Pangea, Laurasia, Gondwanaland and the
Tethys Sea.
(ii) Understand the fold formation of the Himalayas in parallel ranges.
(iii) Understand that each range of the Himalayas i.e. Himadri, Himachal, Shiwalik
have distinct characteristics.
Activity :
Collect information and prepare a report on the „Theory of Plate Tectonics‟ and the
„Continental Drift Theory‟ giving suitable reasons.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Module : (5)
Chapter 2 : Physical features Contents :
(i) Northern plains
(ii) Peninsular plateau Learning Objectives
(i) The northern plain comprise of the Indus, Ganga and Brahmaputra river basins.
One of the most fertile plains of the world. It supports a large population.
(ii) Identify the Deccan plateau from the central highlands. Appreciate that this is a
mineral rich rock structure and the oldest feature of our country. Should recognize
the local names for different features.
Activity :
Locate and label the following items neatly on a political map of India.
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Module : (6)
Chapter 2 : Physical features Contents :
(i) The Indian desert
(ii) Eastern and Western coastal plains. (iii) Island groups of
India.
Learning Objectives
(i) Location and importance of Indian desert.
(ii) Understand the western coast is narrower than eastern coast and reason as to why.
(iii) Location, origin of the Lakshadweep and Andaman and Nicobar group of islands
is very different – should appreciate this fact.
Activity :
Identify the following physical features on the political map of India.
1. Mountain Ranges – Karakoram, Zaskar, Shivalik, Aravali, Vindhya, Satpura
2. Plateaus – Deccan Malwa, Chota Nagpur
3. Coastal Strips – Coromandel, Northern Circars, Malabar, Konkan
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Module : (7) Chapter 3:
Drainage Contents :
(i) Major rivers, lakes and Seas (ii)
Role of rivers in the economy (iii)
Pollution of the rivers.
(iv) Measures to control water pollution.
Learning Objectives
(i) Origin of the various rivers.
(ii) Drainage patterns.
(iii) Rivers and the birth of civilizations.
(iv) Pollution of rivers, its causes and measures to control it.
(v) Emphasis on the „Ganga Action Plan‟.
(vi) Origin, Catchment areas and tributaries of the Indus, Ganga and Brahmaputra.
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(vii) Origin and catchment areas of Southern rivers like Krishna, Kaveri, Godavari,
Mahanadi, Narmada etc.
(viii) Difference between the Himalayan and the Peninsular rivers.
Activity :
(i) Identify the major rivers on the political map of India.
Indus, Ganga, Brahmaputra, Sathij, Narmada, Tapi, Mahanandi, Godavari, Krishna
and Kaveri.
(ii) Locate and Label the major lakes on a political map of India. Chilika, Pulicat,
Kolleru, Vembanad, Sambhar.
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Module : (8) Chapter 4 :
Climate Contents :
Factors that govern the climate of India.
Contrasts, variations and similarities in temperature and rainfall in the country.
Learning Objectives
Factors that govern the climate -
(i) Location (ii) Relief features
(iii) Surface winds (iv) Upper air circulation
Activity :
Locate and Label the important cities on a political map of India.
Thiruvananthapuram, Chennai, Jodhpur, Jaipur, Bangalore, Mumbai, Kolkata, Leh,
Shillong, Delhi, Nagpur.
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Module : (9 & 10) Revision for Summative Assessment I
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Module : (11) Chapter 4 :
Climate Contents :
Mechanism of Monsoon – Role of Southern oscillation and jet streams. Four
seasons in the country.
Learning Objectives
Regularity of monsoon is related to the conditions over the S. E. Pacific region, Indian
ocean and the weather conditions over the Sub-Continent.
Activity :
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Activity :
Construct a climate diagram for any one station on a graph paper with the help of climatic
data provided in the climate chapter in the text book on page 41 and draw your own
inferences.
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Module : (13)
Chapter 5 : Natural Vegetation & Wild Life Contents :
Major Vegetation belts.
Reasons for varied flora in India.
Distribution of vegetation belts in India.
Learning Objectives
Understand the significance of flora to a country.
Wide variety found due to variations in relief, climate, soil etc.
Naming the vegetation belts and giving example of tree types found in each.
Activity :
Identify the major forest zones on an outline map of India.
Activity :
Collect demographic data for any one Indian state to study the quantitative (total
population and density of population) and qualitative (age composition, sex ratio, literacy
rate, occupational structure and health status) characteristics with respect to the national
average figures.
(iv) Literacy
(v) Health
(vi) Migration
(vii) Adolescent population and the role of N.P.P. Learning Objectives
(i) Census takes into account not only count of people every decade but also their
social – economic status.
(ii) Distribution of people in primary, secondary and tertiary sectors.
(iii) Sex ratio of the country as compared to the world.
(iv) Distribution of population in the productive and the dependent groups.
(v) Reasons for population growth.
(vi) Literacy level and its link to the growth rate.
(vii) Health of people in general and the adolescent group in particular.
(viii) Migration and the growth of population. (ix) Role of the National Population
Policy.
Activity :
Locate and Label the following states on the political map of India.
(i) The state having the highest density of population.
(ii) The state having the lowest density of population.
(iii) The state having the highest sex ratio.
(iv) The state having the lowest sex ratio.
(v) The most popular state of India.
(vi) The least popular state of India.
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Chapter 2 – Physical Features
Q.1. Describe three parallel ranges of the Himalayas
Q.2. Explain how the Himalayas act as a boon for India.
Q.3. Describe the two divisions of the peninsular plateau of India.
Q.4. Give reasons for the following:
1. Himalayas are young fold mountains.
2. Himalayan rivers are perennial.
Q.5. Distinguish between –
1. Gorge and Rift valley.
2. Eastern and Western Coastal Strips
Q.6. Explain how the physiographic divisions of India are complementary to each other.
Chapter 2
Q. India is a vast country with varied relief features. Each region complements the other and
strengthens the ecology. What lesson do you take from it? How can we apply these in our
classrooms or family? What values do we need to develop among ourselves to make our
society richer and stronger?
Chapter 3
Q. „Interlinking of rivers‟ is the solution given by the scientists to solve water problem in India.
How can it be worked out politically? Give your suggestions.
(i) Name the coldest station. What is its minimum winter temp. can you comment on
the form of precipitation here?
(ii) Name the station located to the south of Tropic of Cancer.
(iii) Name the station that gets hottest in summer. Which are the summer months here?
(iv) Name the station with least annual range of temperature. What is the reason for the
same?
Q.4. Why do the S. E. Trade winds take the S. W. direction after crossing the equator? Further
why do they split into two branches?
(ii) Luxuriant vegetation where trees have no definite time to shed leaves such that the
forest appear green all through the year.
(iii) Vegetation where trees grow widely spaced and shed leaves for 6 to 8 weeks in
summer season.
(iv) Dense vegetation of the coastal / deltaic regions where roots of the plants remain
submerged in water.
(v) Species of plants and animals that are so few in number that they are in danger of
becoming extinct.
(vi) Species of plants and animals that have ceased to exist and are not sighted any
more.
Q.8. Why are Evergreen forests found on the western slopes of the Western Ghats? Give
three characteristics of these forests.
============================================= Chapter 6 – Population
Q.1 Give a term for the following :
(i) An official enumeration of population of a country, done periodically.
(ii) That section of the population which is economically unproductive and need to be
provided for.
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(iii) That section of the population which is economically productive and biologically
reproductive.
(iv) Number of females per 1000 males in the population.
(v) A person who can read and write with understanding any of the languages.
(vi) Activities which deal with extraction and production directly from nature.
(vii) Activities that deals with processing and manufacturing of raw material. (viii)
Activities that deals with distribution and provision of services.
Q.2 Define the following:
(i) Population Density (vi) Adolescents
(ii) Annual Growth Rate (vii) Infant mortality rate.
(iii) Birth Rate (viii) Life expectancy
(iv) Death Rate (ix) Million plus cities.
(v) Migration (x) Age structure
Q.3 Why are people termed as human resource?
Q.4 What factors affect distribution of population? Illustrate with examples.
Q.5 Categorize states of India under three population density regions. Give reasons for the
same.
Q.6 What are three main causes of population growth in the country?
Q.7 How can be the growth rate controlled?
Q.8 Give two reasons for unfavourable sex ratio.
Q.9 How is dependency linked to development?
Q.10 Give three reasons for steady migration of people from rural to urban areas.
Q.11 Which Indian State has the highest sex ratio i.e. more no. of females as against
1000 males? Why?
Q.12 What is the percentage of population in the adolescent group in India? What is its
significance?
Q.13 Distinguish between –
(i) In Migration and Out Migration.
(ii) Internal and International migration
============================================= Value Based Questions for SA –II
Chapter 4
Q. „Monsoon is considered as a unifying bond.‟ What values do you derive from this
law of nature?
Chapter 5
Q. Govt. has planned and proposed many conservation strategies for our varied & rich flora
fauna. What role can we citizens play in making these strategies successful?
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Chapter 6
Q. Birth of the girl child is not being promoted by most of the families in the Indian society. As
a responsible citizen what steps you would suggest to check female foeticide or killing of
the girl child.
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6. CLIMATE
Important Cities
Identification only
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(ii)
What impact do disasters have on the society?
(iii) Mention the most common natural hazards leading to disasters.
(iv)
How are disasters classified?
(v)
When does a hazard lead to a disaster?
(vi)
What is vulnerability?
(vii)
What is disaster risk?
(viii) What is Disaster Management?
(ix)
Explain the different phases of disaster Management. (x) Give the full forms of
NGO and TFM.
=============================================
Chapter 2 – Specific Hazards and Mitigation
=============================================
Chapter 3 – Preventing Common Human Induced Diasaters
Q.1. What is meant by Weapons of Mass Destruction?
Q.2. Explain the controversy about the use of the term WMA since 1937 until 2003.
Q.3. What is a nuclear weapon?
Q.4. Explain the two basic types of nuclear weapons.
Q.5. What are dirty bombs?
Q.6. How can we protect ourselves from nuclear radiation and attacks?
Q.7. Mention the three important uses of chemicals.
Q.8. Name some household products containing hazardous chemicals.
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Chapter 4 – Community Planning for Disaster Management
Q.1. What is the main objective of the Disaster Risk Management Programme?
Q.2. What does the Government of India advocate to effectively mitigate hazards?
Q.3. Why should the community be at the heart of any disaster management initiative?
Q.4. What is discussed in the meeting at the office of the Block Development Officer?
Q.5. Explain the role of Village Disaster Management Committee.
Q.6. Mention the names of the various disaster management teams.
=============================================
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
============================================= SAMPLE QUESTIONS FOR SUMMATIVE
ASSESSMENT – I
General Instructions :–
(i) The question paper has 31 questions in all. All questions are compulsory.
(ii) Marks are indicated against each question.
(iii) Questions from serial number 1 to 10 are Multiple Choice Questions. Each question
carries one mark.
(iv) Questions from serial number 11 to 22 are 3 mark questions. Answer of these questions
should not exceed 80 words each.
(v) Questions from serial number 23 to 30 are 5 mark questions. Answer of these questions
should not exceed 120 words each.
(vi) Question number 31 is a map question of 4 marks from Geography only.
After completion, attach the map inside your answer book.
=============================================
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1. Which one of the following refers to a „direct tax‟ in France under the system of estates?
[1]
(a) Tithe (c) Livres
(b) Taille (d) Mir
2. Who wrote the book „Two Treatise of Government‟? [1]
(a) John Locke (c) Louis XIV
(b) Jean Jacques Rousseau (d) Montesquieu
3. Which one of the following states shares an international boundary? [1]
(a) Haryana (c) Uttara khand
(b) Jharkhand (d) Madhya Pradesh
4. An area drained by a single river system is called: [1]
(a) drainage basin (c) drainage
(b) water divide (d) doab
5. Which of the following incidents accelerated the process of democracy in the world after 1990?
[1]
(a) Democracy in Nepal
(b) Democracy in Pakistan
(c) Disintegration of Soviet Union
(d) Poland‟s freedom from Soviet control
6. Which was the first country to grant Universal Adult franchise to its citizens? [1]
(a) New Zealand (c) France
(b) Japan (d) India
7. In the context of our Constitution, what does „Republic‟ mean? [1]
(a) Head of the state is an elected person
(b) Government will not favour any religion
(c) Both (a) and (b)
(d) None of the above
8. Which factor of production is most abundant in Palampur village? [1]
(a) Land (c) Labour
(b) Capital (d) None of the above
9. Which of the following is a non-economic activity? [1]
(a) A teacher teaching in a school
(b) A doctor caring the patient
(c) A mother cooking for her family
(d) A nurse working in a hospital
10. Which Sector includes agriculture and animal husbandry? [1]
(a) Primary Sector (c) Tertiary Sector
(b) Secondary Sector (d) None of these
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11. Explain any three impacts of the Great Economic Depression in Germany. [3]
OR
How did the Bolshevik leader Lenin contribute to the Russian Revolution? [3]
12. Why did Nazism become popular in Germany in 1930? Describe its reasons. [3] OR
Differentiate between the policies of the Bolsheviks and the Mensheviks.
13. Why is India said to enjoy a strategic position with reference to the International trade Route?
Give three reasons. [3]
24. What was the financial position of France at the time of Louis XVI? In which three estates was
French society divided during this period? Write one main feature of each. [5]
25. What were the methods used by the Nazi State to establish total control over its people? [5]
OR
Describe the condition of society before the Russian Revolution.
26. How are the physiographic divisions of India complementary to each other?
Explain. [5]
27. What is a military coup? Why can‟t Pakistan under General Musharraf be called a true
democracy? [5]
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28. What was Apartheid? How were the Blacks of South Africa segregated under the system of
„apartheid‟? [5]
29. What is meant by physical capital? What are the two types of physical capital? Write the main
feature of each with example. [1+1+3=5]
30. Explain two types of unemployment in rural areas. Illustrate your answer by giving examples.
[2½+2½=5]
31. Two features A and B are marked on the political outline map of India. Identify these features
with the help of following information and write their correct names
on the lines marked in the map. [2+2=4]
(A) The upper Western Coastal strip
(B) A river
AND
Locate and label the following on the same political map of India.
(A) The standard Meridian of India
(B) Naga Hills
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General Instructions :–
(i) The question paper has 31 questions in all. All questions are compulsory.
(ii) Marks are indicated against each question.
(iii) Questions from serial number 1 to 10 are Multiple Choice Questions. Each question
carries one mark.
(iv) Questions from serial number 11 to 22 are 3 marks questions. Answer of these
questions should not exceed 80 words each.
(v) Questions from serial number 23 to 30 are 5 marks questions. Answer of these
questions should not exceed 120 words each.
(vi) Question number 31 is a map question of 4 marks for Geography. After completion,
attach the map inside your answer book.
=============================================
1. Who among the following enjoyed certain privileges by birth in France during the late 18th
century? [1]
(a) Big businessmen and merchants
(b) Peasants and artisans
(c) Clergy and nobles
(d) Court officials and lawyers
2. In which book did John Locke refute the doctrine of the divine and absolute right of the
monarch? [1]
(a) The Social Contract
(b) The Spirit of Laws
(c) Two Treatises of Government
(d) Das Capital
3. Which of the following Indian state does not share its boundary with Nepal? [1]
(a) Himachal Pradesh
(b) Uttar Pradesh
(c) Assam
(d) Bihar
4. Which type of drainage pattern develops where the river channel flows down the
slope of the terrain? [1]
(a) Trellis
(b) Rectangular
(c) Dendritic
(d) Radial
5. Which term is used for the sudden overthrow of a government illegally? [1]
(a) Military Dictatorship
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(b) Coup
(c) Illegal government
(d) Agitation
6. Who was the founder leader of the Socialist Party of Chile? [1]
(a) Salvador Allende
(b) Augusto Pinochet
(c) Michelle Baschelet
(d) Alberto Baschelet
7. Who amongst the following was the president of the Constituent Assembly? [1]
(a) Dr. B.R. Ambedkar
(b) Dr. Rajendra Prasad
(c) Jawaharlal Nehru
(d) Sarojini Naidu
8. Which of the following is a fixed capital? [1]
(a) Tools
(b) Raw materials
(c) Money
(d) Labour
9. Sarva Shiksha Abhiyan is a step towards providing – [1]
(a) Higher education
(b) Secondary education
(c) Elementary education
(d) All the above
10. Infant Mortality Rate refers to the death of a child under the age of; [1]
(a) 1 year
(b) 2 years
(c) 4 years
(d) 5 years
11. Explain any three factors which led to the incident known as „Bloody Sunday‟?[3] OR
Explain the inherent defects of the Weimer Constitution that made the republic
unstable and vulnerable to dictatorship? [3]
12. Explain any three ideas of Karl Marx. [3]
OR
Explain any three steps taken by Adolf Hitler to establish racial state.
13. „India has an important position on the globe‟. Justify by giving three arguments.
[3]
14. Name the two island groups of India. Explain two main features of each. [3]
15. Explain the three types of movement of tectonic plates with the main characteristics of each
one of them. [3]
workers. [3]
21. What is meant by „People as Resource‟? Explain how human resource is different from other
resources like land and physical capital. [3]
22. Explain in three points the role of health in human capital formation. [3]
23. Explain the role of philosophers in the French Revolution of 1789. [5]
24. Highlight any five features of the Constitution of 1791 in France. [5]
25. Explain any five effects of the Russian Revolution of 1917 over Russia. [5] OR
What happened in schools under Nazism? Explain in five points.
26. Which is the oldest land mass of India? Name its two broad divisions and explain any three
features of each. [5]
29. Explain the four requirements for production of goods and services. Name the
most important factor of production. [4+1=5]
30. „Unemployment leads to wastage of man power resource.‟ Justify the statement
with suitable examples. [5]
31. (i) Two features (A) and (B) are shown on the political outline map of India. Identify
these features with the help of the following information and write their correct names on
the lines marked on the map.
(A)
The Mountain Range
(B) The River
(ii) On the same political outline map of India, locate and label the following
items with appropriate symbols: [1 4=4]
Set - A
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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ SOLUTIONS FOR SA I
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HISTORY
A.1. (c) Clergy and nobles [1]
A.2. (c) Two treaters of government [1]
A.11. (a) The Weimar constitution had. Some inherent defects, which made it unstable and
vulnerable to dictatorship one was proportional representation this made achieving
majority by one party impossible task.
(b) Another defect as Article 48, which gave the president, the powers to impose emergency
suspend civil rights and rule by ****
(c) Within its short time, Weimar Republic saw twenty different cabenets lasting on average
239 days and a liberal use of Article
(d) Any other relevant point. [3]
A.12. (a) Nazis wanted only a society of pure and healthy Nordic Aryans they alone were considered
durable.
(b) Jews were not only the community ***** as undesirables. Many **** and blacks
living in Nazi Germany were considered inferior who threatened the biological
purity of the superior Aryan race.
(c) Hitler‟s halted of Jews was bared on pseudoscrentific theories of race which held
that conversion was no solution to „Jewish problem‟. It could be solved through
their total elevation.
(d) Any other relevant point. [3+1]
A.23. (a) In his two treatise of government locke sought to refute the dowine of the divine and absolute
right of the monarch.
(b) Rourreau carried the idea forward proposing a form of govt bared on social contract
between people a their representatives
(c) In the spirit of the Laurs, Montesquiu proposed adivision of power within the
government between the legerlative, executive and judiciary.
(d) Mirabeau was born in a noble family but was convined of the need to do awaywith a
society of Feudal privilege
(e) Abbe Seayes originally a preast wrote an influential pamphlet called what is the third
Estate?
(f) Any other relevant point. [5]
A.24. (a) The constitution of 1791 verted the power to make laws in the national assembly. Which
was indirectly elected.
(b) Citizens voted for groups of electors, who in turns chose the assembly.
(c) Only men above 25 yrs of age who paid taxes equal to at least 3dyas of a labourer‟s
wage were given the statues of active citizens.
(d) To qualify as an alector and then as a member of the assembly a man had to belong to
the height bracket of tax payer.
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(e) The constitution began with a declaration of the rights of man and citizen rights such
right to life, freedom of speech, freedom of openion, equality before law was
established. (f) Any other relevant point.
A.25. (a) All schools were learned and purified. This meant that teachers who were Jew & or seen as
politically unreliable were *****
(b) School tectbook were rewrillen racial screen was introduced to justofy Nazi ideas of
race.
(c) Strereotypes about Jews were popularred through math class.
(d) Children were taught to be loyal and subressive, hate Jews and worship
Hitlar.
(e) Even the functiona of sport was to nurture spirit of violence and aggrreon among
children.
(f) Any other relevant point. [5]
ECONOMICS
5. (b) coup
6. (a) Salvador Allende
7. (b) Dr. Rajendra Prasad
17. (i) After being elected the President of Chile, Allende took several policy decisions· to help
the poor and the workers. These included reform of the land to the landless farmers.
(ii) He opposed the foreign companies for taking away the natural resources, like copper, of
the country.
(iii) The landlords, the rich, and the church opposed his policies.
18. (i) Rulers elected by the people take all the major decisions.
(ii) Elections offer a choice and fair opportunity to the people to change the current rulers,
if they wish to.
(iii) This choice and opportunity is available to all the people on an equal basis, and
(iv) The exercise of this choice leads to a government limited by basic rules of the
constitution and citizen‟s rights.
[any other relevant points]
19. (i) First, it generates a degree of trust and coordination that is necessary for different kind of
people to live together.
(ii) Second, it specifies how the government will be contributed, and who will have the
power to take which decisions.
(iii) Third, it lays down limits on the power of the government and tells us what the rights of
the citizens are, and
(iv) Fourth, it expresses the aspirations of the people about creating a good society.
27. (i) Leaders keep changing in democracy. This leads to instability.
(ii) Democracy is all about political competition and power play. There is no scope for
morality.
(iii) So many people have to be consulted in a democracy which leads to delays.
(iv) Elected leaders do not know the best interest of the people. It leads to bad decisions.
(v) Democracy leads to corruption for it is based on electoral competition.
(vi) Ordinary people don't know what is good for them, they should not decide anything.
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Guiding Values
SAMPLE QUESTIONS
FOR SUMMATIVE
ASSESSMENT –
II
Time : 3hr.
Maximum Marks: 90
General Instructions :–
(i) The question paper has 31 questions in all. All questions are compulsory.
(ii) Marks are indicated against each question.
(iii) Questions from serial number 1 to 10 are Multiple Choice Questions. Each question
carries one mark.
(iv) Questions from serial number 11 to 22 are 3 mark questions. Answer of these questions
should not exceed 80 words each.
(v) Questions from serial number 23 to 30 are 5 mark questions. Answer of these questions
should not exceed 120 words each.
(vi) Question number 31 is a map question of 4 marks from Geography only.
After completion, attach the map inside your answer book.
=============================================
1.A When did the West Indies win its first Test Series against England ? [1]
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12.A What were the changes brought in the game of cricket by the MCC‟s revision of the laws
during the second half of the 18th century ? Mention any three charges.
[3]
OR
12.B What was the main objective of sumptuary laws ? Mention any two restrictions imposed under
these laws. [1+2=3]
13. What is the meaning of “burst” of the monsoon ? Mention any two features of it.
[1+2=3]
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14. Explain any three factors controlling climate of any place. [3]
15. Describe the major vegetation zones of the Himalayan region. [3]
16. Describe any three significant features of Adolescent Population in India. [3]
17. Name the movement led by Choudhary Devi Lal of Haryana in 1987. What promise did he
make to lure the voters before election ? Which political party did he form ? [1+1+1=3]
18. Mention any three challenges to the free and fair elections in India. [3]
19. What was Mandal Commission ? Why was it appointed ? State its major recommendations.
[1+1+1=3]
23.A Explain any five main causes of the rebellion by the people of Bastar against the colonial Rule.
[5]
OR
23.B Describe in five points the life of the maasai community during colonial and post-colonial
period. [5]
OR
23.C Mention any five uses of commons for the villagers of England. [5]
24. Write any three main features of shifting cultivation. Why was this system considered harmful
for the forests, by the European? [3+2=5]
OR
Explain any five factors responsible for the continuous loss of grazing land in
Maasai land. [5]
OR
How can the history of opium production in India be linked up with the story of
British trade with China ? Explain. [5]
25. Critically examine the landmarks in the game of cricket in the later half of 20th century. [5]
OR
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What were the different reactions of Indians to western style of clothing? [5]
26. What does the Occupational structure of India reflect? [5]
27. What is meant by the term „executive‟ ? Why should the ministers have the final say on all
important policy matters ? Explain. [2+3=5]
28. Explain the problems faced by the minority Albanian population in Yugoslavia.
[5]
29. Describe in brief any two targeted anti-poverty programmes initiated by
Government of India. [5]
30. Explain with examples the role of Co-operatives in food security in India. [5]
31. Two features (A) and (B) are shown in the political outline map of India. Identify these features
with the help of following information and write their correct names on the line marked in the
map. [2]
(A) A type of Forest
(B) The state having the lowest density of population.
AND
On the same political outline map of India, locate and label the following items with appropriate
symbols. [2]
(A) Jaipur : A meteorological station.
(B) Simlipal : A National Park.
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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ SAMPLE QUESTIONS FOR S A II (SOLVED)
General Instructions :–
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General Instructions :–
(i) The question paper has 30 questions in all. All questions are compulsory.
(ii) Marks are indicated against each question.
(iii) Questions from serial number 1 to 9 are Multiple Choice Questions. Each question
carries one mark.
(iv) Questions from serial number 10 to 20 are 3 marks questions. Answer of these
questions should not exceed 80 words each.
(v) Questions from serial number 21 to 29 are 5 marks questions. Answer of these
questions should not exceed 120 words each.
(vi) Question number 30 is a map question of 3 marks for Geography. After completion,
attach the map inside your answer book.
=============================================
1.1 Who among the following was the captain of the West Indies Test team in 1960?
[1]
(a) Frank Worrell
(b) Eric William
(c) Palwankar Vithal
(d) Clive Lyod
OR
1.2 Which Governor – General decided to partition Bengal in 1905 - [1]
(a) Lord Cornwallis
(b) Lord Curzon
(c) Lord Hastings
(d) Lord Lytton
2.1 When were the leg pads introduced in the game of cricket? [1] (a) 1846
(b) 1847
(c) 1848
(d) 1849
OR
2.2 The parsi style of wearing sari was called: [1]
(a) Parsi sari
(b) Brahmo sari
(c) Brahmika sari
(d) Non-Brahmo sari
3. Which is the natural habitat of the Indian Lion? [1]
(a) Corbett park
(b) Sunderban
(c) Gir Forests
(d) Rann of Kutchch
4. Which one of the following is not a Fundamental Right? [1]
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12. What are the three characteristic features of Hot Weather Season? [3]
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13. What are jet streams? How do they affect the climate of India? [3]
14. „The Monsoon is considered a unifying bond in India.‟ What moral values can you inculcate
from this statement? Explain with three examples. [3]
15. How has the interest of the voters in the election related activities increased in the recent years
in India? [3]
21.1 Who was the First Director General of Forests in India? When did he set up the Indian Forest
Service? Explain any three main features of Scientific forestry. [5]
OR
21.2 What was meant by Reserved Forests? How did the Forest Acts change the lives of the
pastoralists? Explain. [5]
OR
21.3 Describe the history of opium production in India. [5]
22.1 Explain some of the common customs and beliefs of the Bastar people. [5]
OR
22.2 “Pastoralists are not relics of the past but they are still perfectly suited to many hilly
areas”. Explain the statement with any five suitable facts. [5]
OR
22.3 Describe any five advantages of the use of machines to the big farmers of the Great
Plains of the USA. [5]
23.1 Describe the main five changes that occurred in the game of cricket in the 19th century.
[5]
OR
23.2 How did the women react to the ideals of womanhood in Victorian England? To what extent
were they successful in bringing some reforms by the end of the 19th century? [5]
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24. What do you understand by the occupational structure of population? How is the occupational
structure of the developed countries different from that of the developing countries? Explain.
[2+3=5]
25. What is meant by migration? Explain the factors that affect migration. How is migration a
determinant factor of population change? Explain. [1+2+2=5]
26. Why is it said that the Prime Minister is the strongest person in the Council of Ministers?
Give three arguments in support of your answer. [5]
27. What is the relationship between the citizens and the government of Saudi Arabia as far as
human rights are concerned ? State in five points. [5]
28. “The PDS of India has proved to be the most effective instrument taken by the Government
of India towards ensuring food security." Explain the statement by highlighting any 5
advantages of PDS. [5]
29. What is the need of food security? How is food security affected during a natural calamity?
[3+2=5]
30. (i) Two items A and B are shown on the given political outline map of India. Identify these
items with the help of the following information and write their correct names on the lines
marked on the map. [2]
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1.1 (a)
OR
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1.2 (b)
2.1 (c) 1848
OR
2.2 (c)
3 (c)
4 (a)
5 (a)
6 (c)
7 (a)
8 (d)
9 (d)
10.1 (i) The British directly encouraged the production of commercial crops like Jute, sugar, wheat
and cotton.
(ii) The demand for crops increased in 19th Century.
(iii) The raw materials were required to feed the growing urban population. (iv)
For raw material for industrial production (v) Need for deforestation being
unproductive.
(vi) To obtain agricultural products and revenue.
(vii) To enhance income of the state.
(any three)
OR
10.2 Gujjars the herders of goats and sheep living in the region of Jammu and Kashmir. Their
herds moved out this area between summer and winter and travelled in groups in Kafilas.
They earned their livelihood by selling milk, Ghee, and other produce of their herds. The
women went to the markets and sold home made products like pots filled with buttermilk,
honey, etc. while the men took the cattle to graze.
OR
10.3 The enclosure movement of 18th century was different from earlier enclosures. In the end
of. 18th century land was enclosed mainly for grain production. This was to solve the
problem of increasing population and increasing demand of food grain.
(i) By the 18th century the war between England and France disrupted trade and the
import of food grains from Europe.
(ii) Prices of food grains in England-sky rocketed encouraging the landowners to
enclose lands and enlarge the area under grain cultivation. Profits flowed and
landowners pressurised the parliament to pass the enclosure act.
(iii) Moreover industrialization led to migration of rural areas to work in urban areas.
As the urban population grew market for food grains grew. To ensure constant
supply of food landowners enclosed land.
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11.1 (i) Britain's military success was based on the values taught in the schools.
(ii) Eaton was the famous school.
(iii) Leadership qualities developed in the sports fields.
(Any other relevant points)
OR
11.2 (a) By Jnanadanandini Tagore in 1870s .
(b) In this style, the sari is pinned on the left shoulder with a brooch and has to be worn with
a blouse and shoes.
12 (l ) From March to May it is hot weather season in India.
(2) The summer months experience rising temperature and falling air pressure in the
northern part of the country.
(3 ) A striking feature of this season is the Loo-blowing during the day over the north and north
western India.
Explain each point
13 The upper air circulation in India is dominated by fast blowing westerly winds, blowing in the
troposphere called as Jet streams. Their speed varies from about 110 km/ h in summers to about
184 km/h in winters. Sub-tropical Jet streams are located over 27|- 30| north latitude, South of
Himalayas in winter months. They brought in the western disturbances from the Mediterranean
region Tropical easterly jet stream blows over 14| north over the peninsular India during
summer months intensifies the monsoons which bring good rainfalls in India.
(ii) The aim of the programme is to create self - employment opportunities for educated
unemployed youth in rural areas and small towns. (iii) They are helped in setting up small
business and industries.
19 Causes of poverty
(1) Low level of economic development under colonial rule
(2) Less job opportunity ·
(3) Low growth rate of incomes
(4) High growth rate of population
(5) Low per capita income
(Any other relevant point)
(Any three to be explained) page 38
20 (i) Landless people.
(ii) Traditional artisans
(iii) Petty self-employed workers
(iv) Destitutes including beggars
(v) People employed in ill paid occupations
(vi) SC and ST, & some sections of the OBCs
(viii) People affected by natural disasters. (Any three)
21.1 Dietrich Brandish was appointed as the first Director General of Forests in India He set
up the Indian Forest Service in 1864.
(i) In Scientific Forestry natural forests which had lots of different types of trees were cut
down. In their place, one type of tree we planted in straight rows
(ii) Forest officials surveyed the forests, estimated the area under different types of trees
and made working plans for forest management
(iii) They planned how much of the plantation area is to be cut every year. The area cut
was then to be replanted so that it was ready to be cut again in some years. OR
21.2 Forest which produced commercially valuable timber like deodar or sal were declared
'Reserved Forests' No pastoralist were allowed access to these forests. Forests Acts changed the
lives of pastoralists in the following manner:
(i) They were prevented from entering many forests that had earlier provided valuable
forage for their cattle.
(ii) In 1871, the colonial government in India passed the Criminal Tribes Act. By this act
many communities of craftsmen, traders and pastoralists work classified in the criminal
tribes. They were not allowed to move out without a permit. The village police kept a
continuous watch on them.
(iii) By the 1880 the government began collecting taxes directly from the pastoralists. Each
of them was given a pass.
OR
21.3 (i) The history of opium production in India was linked up with the story of
British trade with china.
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(ii) In the late 18th century, the English East India Company was buying tea and silk from
china for sale in England but produced nothing that could be easily sold in china.
(iii) This meant an out flow of treasure from England.
(iv) They searched for a commodity they could sell in China: opium was such commodity.
(v) As the market for opium expanded in China, larger volumes of opium flowed out of
Bengal ports.
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(iii)Women‟s magazines described how tight dresses and corsets caused deformities and
illness among young girls.
(iv) Such clothing restricted body growth and hampered blood circulation.
(v) In America similar movement developed among the white settlers on the east coast.
They argued that long skirts swept grounds, were unhealthy and hampered movement.
(vi) In 1970s National women's suffrage Association headed by Mrs. Stanton and women's
suffrage association dominated by Luey Stone continued the movement.
24 Occupational structure of developed and developing countries.
(1) The distribution of the population according to different types of occupation is referred
to as occupational structure.
(2) Classification of occupation as primary, secondary and tertiary.
(3) Occupations vary in developed and developing countries.
(4) Most of the people of developed countries are engaged in secondary and tertiary
occupations.
(5) Developing countries tend to have a higher proportion of their work force engaged in
primary occupation.
(6) About 64 percent of the population of India is engaged only in agriculture.
(7) Due to high rate of industrialization and urbanization in developed countries, a large
number of people have shifted to secondary and tertiary occupations.
-Any other relevant point.
Explanation of any five points.
25 (i) Migration is an important determinant of population change. It changes not only the
population size but also the population composition of urban and rural populations in terms
of age and sex composition.
(ii) In India the rural-urban migration has resulted in a study increase in the percentage of
population in cities and towns.
(iii) The urban population has increased from 17.29% of total population in 1951 to 27.78%
in 2001.
(iv) There has been a significant increase in a number of million plus cities from 23 to 35
within 10 years from 1991 to 2001.
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