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NCERT Solutions for Class 10 Social Science History Chapter 6 Work, Life and Leisure

These Solutions are part of NCERT Solutions for Class 10 Social Science. Here we have given NCERT Solutions for Class 10 Social Science History Work, Life and Leisure.

TEXTBOOK EXERCISES

Question 1.
Give two reasons why the population of London expanded from the middle of the eighteenth century.
Answer:
(i) Industrialisation was the most important factor which attracted people to London.
(ii) The textile industry of London attracted a large number of migrants, fit The city of London attracted people from all walks of life like clerks, shopkeepers, soldiers, servants, labourers, beggars, etc.

Question 2.
What were the changes in the kind of work available to women in London between the nineteenth and the twentieth centuries?
Answer:
Earlier in the late eighteenth and early nineteenth centuries, women used to work in factories. But with technological developments, women gradually lost their industrial jobs and were forced to adopt the following types of jobs:

1. They worked within households. Thus according to the 1861 census, there were a quarter of a million domestic servants in London of whom the vast majority were women. Many of them were recent migrants.
2. A large number of women used their homes to increase family income by taking in lodgers or through such activities as tailoring, washing or matchbox making.
3. There was a change once again in the twentieth century. Women got employment in war-time industries and offices. They withdrew from domestic service.

Question 3.
How does the existence of a large urban population affect each of the following? Illustrate with historical examples.
(a) A private landlord
(b) A Police Superintendent in charge of law and order
(c) A leader of a political party.
Answer:
(a) Effects of large urban population over a private landlord: As a result of industrialization, a large number of people from the rural areas moved to London, thereby increasing the population of London manifold. Such a situation created many problems for most of the residents of London.

However, some sections of the society, such as the private landlords stood to gain. They sold their land to the needy people a: very high rates. They built cheap tenements on their land, rented them to the poor workers, and amassed quite large sums of money as rents,

(b) Effects of large urban population on a police superintendent: A large urban population of London created many problems for the Police Superintendent, who was in charge of law and order

(i) The overcrowding of London led to the growth of crime in that city According to one estimate. there were about 20.000 criminals living in London in the 1870s. The presence of such a large number of criminals in London created a serious law and order problem for the Police Superintend.

(ii) When a fire in the slums burnt down many small tenements and killed many people, the police had a hard Time to control the situation.

(iii) Many movements of the workers for better wages, better housing facilities and Just voting rights meant a great headache for the police.

(c) Effects of a Large Urban Population on a Leader of a Political Party: A large City population was a great threat to the law and order of the city. The political parties could easily instigate such crowds to any agitation against the government. Most political movements of the 19th century, like the Chartist movement for the right to vote for every adult and 10 hours movement, etc., were the direct results of the overcrowding of London.

Question 4(a).
Give explanations for the following :
(а) Why well-off Londoners supported the need to build housing for the poor in the nineteenth century?
Answer:
(a) (i) Living in slums was very dangerous for the labourers. They lived upto an average age of 29 years as compared to the average life expectancy of 55 among the higher and the middle classes.
(ii) Such slums were not only harmful for the slum dwellers, but they were also a threat to the public health, and could easily lead to any epidemic,
(iii) Poor housing could prove a great fire hazard and could engulf other areas in the fire disaster.
(iv) Especially, after the Russian Revolution of 1917. it was felt that poor housing could lead to any social disaster, and could lead to rebellions by the poor slum dwellers.
(v) Lack of proper houses was also increasing the pollution level.

Question 4(b).
Why a number of Bombay films were about the lives of migrants?
Answer:
Most of the people in the film industry were themselves migrants who came from cities like Lahore, Calcutta, Madras and contributed to the national character of the industry. Those who came from Lahore, then in Punjab, were especially important for the development of the Hindi film industry. Many famous writers, like Ismat Chughtai and Saadat Hasan Manto, were associated with the Hindi cinema.

Question 4(c).
What led to the major expansion of Bombay’s population in the mid-nineteenth century?
Answer:
(c) (i) In 1819, Bombay became the capital of the Bombay Presidency. So it attracted more and more people towards the city.
(ii) With the growth of trade in cotton and opium, a large number of traders and bankers along with artisans and shopkeepers came to settle in Bombay or Mumbai.
(iii) As a result of the establishment of many industries along with the expansion of the cotton industry, more and more people migrated to Bombay from the neighbouring areas, especially from the nearby district of Ratnagiri.
(iv) Bombay dominated the maritime trade of India with the European countries.
(v) The introduction of railways, also encouraged a higher scale of migrants to this city.
(vi) Famine in the dry regions of Kutch drove a large number of people into Bombay or Mumbai.
(vii) When Bombay became the hub of Indian films, many new people—artists, dramatists, play writers, poets, singers, story writers flocked to this city despite its massive overcrowding.

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NCERT Solutions for Class 10 Social Science History Chapter 2 The Nationalist Movement in Indo-China

These Solutions are part of NCERT Solutions for Class 10 Social Science. Here we have given NCERT Solutions for Class 10 Social Science History Chapter 2 The Nationalist Movement in Indo-China.

TEXTBOOK EXERCISES

Question 1.
Write a note on :
(a) What was meant by the ‘civilising mission’ of the colonisers ?
(b) Huynh Phu So.
Answer:
Like the British in India, the French claimed that they were bringing modem civilisation to the Vietnamese. They were of the opinion that Europe had developed the most advanced civilization. So it became the duty of the Europeans to introduce modem ideas in their colonies.
(i) They introduced modern education.
(ii) Tonkin Free Schools were opened to provide modern education.

Motive: The real motive behind this motion was to exploit the natural and human resources of Vietnam.
(b) Huynh Fhu So was a Buddhist religious scholar who was a native of the Mekong river delta.
His role in arousing the anti-imperialist sentiments :

1. Founder of Hoa Hao Movement: Huynh Phu was the founder of the Hoa Hao Movement which drew on religious ideas popular in the anti-French uprisings of the nineteenth century.
2. Social reformer: He was a great social reformer as he opposed the sale of child brides, gambling, and the use of alcohol and opium.
3. Struggle against foreign rule: Huynh Phu So faced a great deal of trouble when he began to spread his ideas of religion because most of his followers were Vietnamese nationalists.
   The colonial government declared him mad, called him the Mad Bonze, and put him in a mental asylum. The French authorities exiled him to Laos and sent many of his followers to concentration camps.

Question 2.
Explain the following :
(a) Only one-third of the students in Vietnam would pass the school-leaving examinations.
(b) The French began building canals and draining lands in the Mekong delta.
(c) The government made the Saigon Native Girls School take back the students it had expelled.
(d) Rats were most common in the modern, newly built areas of Hanoi.
Answer:
(a)

1. In the sphere of education, the elites in Vietnam were powerfully influenced by Chinese culture. To consolidate their power, the French had to counter this Chinese influence. So they systematically dismantled the national educational system and established French schools for the Vietnamese.
2. However, in practice, only the Vietnamese elite that comprised a small fraction of the population could enroll in the schools and only one-third of the students would pass the school¬leaving examinations. This was done because of the deliberate policy of failing students, particularly in the final year.
3. The Vietnamese students were failed so that they could not qualify for the better-paid jobs.
4. The result of this policy was that in the year 1925, in a population of 17 million, there were less than 400 who passed the examination.

(b) Like other European countries, France too considered colonies necessary to supply natural resources and other essential goods. Thus, the French began building canals and draining lands in the Mekong delta to increase cultivation.

1. A vast system of canals and earthworks was built mainly with forced labour.
2. As a result of irrigation works, the rice production increased. Rice was exported to the international market.
3. The area under rice cultivation went up from 2,74,000 hectares in 1873 to 1.1 million hectares in 1900 and 2.2 million in 1930.
4. Vietnam by 1931 became the third largest exporter of the rice in the world and exported two-thirds of its rice production.

(c)

1. Under the pretext of their ‘civilising mission’, the French used education as one way to ‘civilise’ the native people. School textbooks glorified the French and justified colonial rule.
   The Vietnamese were considered primitive and backward, capable of manual labour but not of intellectual reflection. They could work in the fields but not rule themselves.
2. Such a system of education and its curriculum was sometimes opposed openly and at other times there was silent resistance. As an open protest, one incident took place in 1926 in the Saigon Native Girls School where the principal, a colon, (French people in the colonies) followed a policy of discrimination and asked a Vietnamese girl to move from front seat to the back of the class and allowed a French student to occupy the front seat. On her refusal to do so, she was expelled. When angry students protested, they were also expelled. This led to open protests. As the situation was getting out of control, the government made the school take back the students it had expelled. This incident shows that there was opposition to colonial education as well as their policy of discrimination by the Vietnamese.

(d) Rats were most common in the modern newly built areas of Hanoi. The circumstances leading to rats being common in the modern Hanoi were as mentioned below :

1. When the French set about creating a modern Vietnam, they rebuilt Hanoi using latest ideas about architecture and engineering skills.
2. The French part of Hanoi city was beautiful and clean with wide avenues and a well-laid-out sewer system.
3. On the other hand, there were no such modern facilities in the other part i.e., ‘native quarter’ of Saigon.
4. The refuse from this part of the city drained straight out into the river or, during heavy rains or floods, overflowed into the streets.
5. Thus, what was installed to create a hygienic environment in the French city became the cause of the plague.
6. The large sewers in the modern part of the city, a symbol of modernity, were ideal and protected breeding ground for rats.
7. The sewers also served as a great transport system because these sewers allowed the rats to move around the city without any problem. A-a result of it, the rats began to enter the homes of the French through sewage pipes. Thus, rats became common in the modern newly built areas of Hanoi and led to spread of plague.

Question 3.
Describe the ideas behind the Tonkin Free School. To what extent was it a typical example of colonial ideas in Vietnam?
Answer

1. Tonkin Free School was started in 1907 to provide a western-style education.
2. This education included classes in science, hygiene, and French.
3. According to the school’s approach it was not enough to learn science and western ideas but to be modem the Vietnamese had to also look modern.
4. The school encouraged the adoption of western styles such as having a short haircut.

It was a typical example of colonial ideas in Vietnam because the school encouraged the adoption of western styles such as short haircut that was a major break with their own identity since they traditionally kept long hair. To underline the importance of a total change there was even a ‘haircutting chant’.

Question 4.
What was Phan Chu Trinh’s objective for Vietnam? How were his ideas different from those of Phan Boi Chau?
Answer:
(1)

1. Phan Chu Trinh’s objective for Vietnam was to establish a democratic republic.
2. He was intensely hostile to the monarchy and opposed to the idea of resisting the French with the help of the court.
3. He accepted the French revolutionary ideal of liberty but charged the French for not abiding by the ideal.
4. He demanded that the French set up legal and educational institutions and develop agriculture and industries.

(2) The differences between the ideas of Phan Boi Chau a Confucian scholar-activist educated in the Confucian tradition and Phan Chu Trinh were as given below :

Phan Boi Chau

1. He advocated that first the foreign enemy should be driven out and after achieving independence, other things could be discussed.
2. He was of the opinion that the monarchy should be used to achieve their objectives.
3. He was not in favour of raising people to abolish the monarchy.

Phan Chu Trinh

1. He wished to overthrow the monarchy in order to create a basis for the promotion of popular rights.
2. He was absolutely against the monarchy. He was opposed to the idea of resisting the French with the help of the court.
   He wanted to establish a democratic republic. He was greatly influenced by the democratic ideals of the West. He accepted the French revolutionary ideal of liberty and demanded that the French set up legal and educational institutions and develop agriculture and industries.
3. He planned to raise up the people to abolish the monarchy.

Thus, the visions of Vietnamese independence and other ideas of both Phan Boi Chau and Phan Chu Trinh were different and diametrically opposed. They were pursuing one and the same goal, but their means were considerably different.

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NCERT Solutions for Class 10 Social Science History Chapter 5 The Age of Industrialisation

These Solutions are part of NCERT Solutions for Class 10 Social Science. Here we have given NCERT Solutions for Class 10 Social Science History Chapter 5 The Age of Industrialisation.

TEXTBOOK EXERCISES

Question 1.
Explain the following :
(a) Women workers in Britain attacked the Spinning Jenny.
(b) In the seventeenth century, merchants from towns in Europe began employing peasants and artisans within the villages.
(c) The port of Surat declined by the end of the eighteenth century.
(d) The East India Company appointed gomasthas to supervise weavers in India.
Answer:
(a) The Spinning Jenny was invented by James Hargreaves in 1764. This machine speeded up the spinning process and reduced labour demands. By the use of this machine, a single worker could make a number of spindles, and spin several threads at n time. It simply meant that as a result of this machine, many weavers would be left without any job and became unemployed. It was this lea: of unemployment which —ace women workers, who survived on hand spinning. began attacking the new machines.

(b) The earlier phase of industrialization in which large scale production was carried out for the international market not at factories but in decentralised units.
(i) Huge demand: The world trade expanded at a very fast rate during the 17th and 18th centuries. The acquisition of colonies
was also responsible for the increase in demand. The town producers failed to produce the required quantity.
(ii) Powerful town producers:

• The town producers were very powerful,
• The producers could not expand the production a: will. This was because in the towns, urban crafts and trade guilds were powerful. These were associations of producers that trained craftspeople, maintained control over production, regulated competition and prices, and restricted the entry of new people within the trade.

(iii) Monopoly rights: The rulers granted different guilds the monopoly right to produce and trade in specific products It was therefore difficult for new merchants to set up business in towns. So they turned to the countryside.

(iv) New economic situation in the countryside: Open fields were disappearing in the countryside and the commons were being enclosed. Cottagers and poor peasants who were earlier depended on common lands became jobless So when merchants came around and offered advances to produce, peasants households eagerly agreed.

(c) (i) Most of the European companies had huge resources, so it was very difficult for the Indian merchants and traders to face the competition.
(ii) The European companies were gaining power by securing a variety of concessions from the local courts.
(iii) Some of the companies got the monopoly rights to Dade.
All this resulted in the decline of the old ports of Surat and Hoogly through which local merchants had operand. Exports from these ports fell dramatically, the credit that had financed the earlier trade began drying up. and the local bankers slowly went bankrupt.
(iv) In the last years of the seventeenth century, the gross value of -race that passed through Sura: had been t 16 million. By the 1740s. it had slumped to 3 million rupees.
(v) With the passage of time. Surat and Hoogly decayed. Bombay (Mumbai), and Calcutta (Kolkata) grew.

(d) (i) Monopoly right : Once the East India Company established political power, it asserted a monopoly right to trade.
(ii) New system: After establishing monopoly over trade :t proceeded to develop a system of management and control that would eliminate competition, control costs, and ensure regular supplies of cotton and silk goods. This it did through a series of steps.
(iii) Appointing Gomasthas: The Company tried to eliminate the existing traders and brokers connected with the doth trade, and establish a more direct control over the weavers. It appointed a paid secant called the Gomostha to supervise weavers, collect supplies, and examine the quality of cloth.
(iv) System of advances: To have a direct control over the weavers, the company- started the system of advances. Once an order was placed, the weavers were given loans to purchase the raw material for their production. Those, who took loans had to hand over the doth they produced to the Gomastha. They could not take it to any other trader.
(v) Use of power: The places where the weaver refused to cooperate the Company used its police. At many places, weaver was often beaten and flogged for delays in supply.

Question 2.
Write True or False against each statement:
(a) At the end of the nineteenth century, 80 percent of the total workforce in Europe was employed in the technologically advanced industrial sector.
(b) The international market for fine textiles was dominated by India till the eighteenth century.
(c) The American Civil War resulted in the reduction of cotton exports from India.
(d) The introduction of the fly shuttle enabled handloom workers to improve their productivity.
Answer:
(a) False
(b) True
(c) False
(d) True,

Question 3.
Explain what is meant by proto-industrialisation.
Answer:
The parly phase of industrialization in which large-scale production was carried out for the international market not at factories but in decentralised units.

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NCERT Solutions for Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe

These Solutions are part of NCERT Solutions for Class 10 Social Science. Here we have given NCERT Solutions for Class 10 Social Science History Chapter 1The Rise of Nationalism in Europe.

TEXTBOOK EXERCISES

Answer the following questions briefly:

Question 1.
Write a note on :
(a) Giuseppe Mazzini
(b) Count Camillo de Cavour
(c) The Greek war of independence
(d) Frankfurt Parliament
(e) The role of women in nationalist struggles.
Answer:
(a) Giuseppe Mazzini :
Giuseppe Mazzini was born in Genoa in 1807, and he became a member of the secret society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German states. Mazzini believed that God had intended nations to be the natural units of mankind.

(b) Count Camillo de Cavour :
Chief Minister Cavour who led the movement to unify the regions of Italy was neither a revolutionary nor a democrat. Like many other wealthy and educated members of the Italian elite, he spoke French much better than he did Italian. Through a tactful diplomatic alliance with France engineered by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859. Apart from regular troops, a large number of armed volunteers under the leadership of Giuseppe Garibaldi joined the fray.

(c) The Greek war of independence:
An event that mobilised nationalist feelings among the educated elite across Europe was the Greek war of independence. Greece had been part of the Ottoman Empire since the fifteenth century. The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks which began in 1821. Nationalists in Greece got support from other Greeks living in exile and also from many West Europeans who had sympathies for ancient Greek culture.

(d) Frankfurt Parliament:
In the German regions a large number of political associations whose members were middle-class professionals, businessmen and prosperous artisans came together in the city of Frankfurt and decided to vote for an all-German National Assembly. On 18 May 1848, 831 elected representatives marched in a festive procession to take their places in the Frankfurt parliament convened in the Church of St Paul. They drafted a constitution for the German nation to be headed by a monarchy subject to a parliament. When the deputies offered the crown on these terms to Friedrich Wilhelm IV, King of Prussia, he rejected it and joined other monarchs to oppose the elected assembly.

(e) The role of women in nationalist struggles :

1. Artistic representations of the French Revolution show men and women participating equally in the movement.
2. Liberty is personified as a women.
3. Liberal nationalism propounded the idea of universal suffrage, leading to women’s active participation in nationalist movements in Europe.
4. Women had formed their own political associations, founded newspapers.
5. They had taken part in political meetings and demonstrations.
6. In France about sixty women’s clubs came up in different French cities.
7. The most famous was the society of Revolutionary and Republican women.
8. One of their main demands was to have same political rights as men had. They were, however, denied suffrage rights during the election to the Assembly.
9. Although women had actively participated in nationalist struggles, they were given little or no political rights, an example being the Frankfurt Parliament in the Church of St. Paul where women were admitted only as observers to stand in the visitors gallery.

Question 2.
What steps did the French revolutionaries take to create a sense of collective identity among the French people ?
Answer:
The following steps were taken by the French revolutionaries to create a sense of collective identity among the French people :

1. The ideas of the fatherland (la patrie) and the citizen (le citoyen) were introduced.
2. A new French flag, the tricolour, was chosen to replace the earlier royal standard.
3. The Estates General was renamed as National Assembly.
4. New hymns were composed, oaths were taken and martyrs commemorated, all in the name of the nation.
5. A centralised administrative system was established.
6. Uniform laws for all citizens were formulated.
7. Internal custom duties and dues were abolished.
8. A uniform system of weights and measures was adopted.
9. French, as it was written and spoken in Paris, became the common language of the nation. Regional dialects were discouraged.
10. It was decided that the French nation would liberate the peoples of Europe from despotism, and help other peoples to become nations.

Question 3.
Who were Marianne and Germania? What was the importance of the way in which they were portrayed? [CBSE 2016]
Answer
Female allegories were invented by artists in the nineteenth century to represent the nation. In France, she was christened Marianne, a popular Christian name, which underlined the idea of a people’s nation. Her characteristics were drawn from those of Liberty and the Republic – the red cap, the tricolour, the cockade. Statues of Marianne were erected in public squares to remind the public of the national symbol of unity and to persuade them to identify with it. Marianne images were marked on coins and stamps.

Similarly, Germania became the allegory of the German nation. In visual representations, Germania wears a crown of oak leaves, as the German oak stands for heroism.

Question 4.
Briefly trace the process of German unification.
Answer:
After 1848, nationalism in Europe moved away from an association with democracy and revolution. Nationalist sentiments were often mobilized by conservatives for promoting state power and achieving political domination over Europe. Thus, Germany and Italy were unified as nation-states as mentioned below :

1. Napoleon’s administrative measures had created out of countless principalities a confederation of 39 states. Each of these possessed its own currency and weights and measures.
   Such conditions were obstacles to economic exchange and growth by the new commercial classes.
2. In 1834, a customs union or Zollvere it was established. It allowed free trade among its members. It created a real national unity in economic matters, at a time when Germany was politically not united. A wave of economic nationalism strengthened the wider nationalist sentiments.
3. As a result of 1848 revolution in France, in Germany where a nation state did not exist the men and women of the liberal middle classes raised the demands for constitutionalism and national unification.
4. In May 1848, a large number of political associations decided to vote for an all-German National Assembly at Frankfurt and drafted a constitution for a German Nation to be headed by a monarchy subject to a parliament. The offer was made to Prussian King but it was rejected by him. Thus, the liberal initiative to nation building failed.
5. Thereafter the task of unification of Germany was taken over by Prussia and its chief minister, Otto von Bismarck who was architect of modern Germany.
6. Bismarck followed a policy of‘blood and iron’. He carried out his plans with the help of the Prussian army and bureaucracy.
7. In 1862, Bismarck reorganised the Prussion army and improved training in war. In 1864 he constructed an alliance with Austria to fight Denmark over Denmark’s southern provinces of Schleiswig while Austria administered Holstein. Bismarck provoked a conflict with Austria over an unrelated border dispute and in the subsequent Seven Weeks War, Prussia defeated Austria. The peace treaty transferred Holstein to Prussia and forced Austria to officially remove itself from all German affairs.
8. Next was war with France. In 1870, Bismarck forged a note from the French ambassador, implying that the ambassador had insulted the Prussian King. After he leaked this letter to both populations, there was a cry for war. At this stage, the southern provinces rallied to Prussia’s side. In 1870 France declared war on Prussia but was defeated. As a result of war, Alsace Lorraine was transferred to Germany.
9. Ultimately in January 1871, in the Hall of Mirrors at the Palace of Versailles, The Prussian King William I was proclaimed German Emperor. Thus, unification of Germany was completed. This demonstrated the dominance of Prussian state power. It was victory of Bismarck’s policy of ‘blood and iron’ and it tended to foster militarism and authoritarianism in Germany.The new state placed a strong emphasis on modernising the currency, banking, legal and judicial systems in Germany. Prussian measures and practices often became a model for the rest of Germany.

Question 5.
What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him ?
Answer:
Within the wide swathe of territory that came under his control, Napoleon set about introducing many of the reforms that he had already introduced in France. Through a return to monarchy Napoleon had, no doubt, destroyed democracy in France, but in the administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient.

The Civil Code of 1804 – usually known as the Napoleonic Code – did away with all privileges based on birth, established equality before the law and secured the right to property. This Code was exported to the regions under French control. In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues. In the towns too, guild restrictions were removed. Transport and communication systems were improved. Peasants, artisans, workers and new businessmen enjoyed new-found freedom.

Businessmen and small-scale producers of goods, in particular, began to realise that uniform law, standardized weights and measures, and a common national currency would facilitate the movement and exchange of goods and capital from one region to another.

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NCERT Solutions for Class 10 Social Science History Chapter 4 The Making of Global World

These Solutions are part of NCERT Solutions for Class 10 Social Science. Here we have given NCERT Solutions for Class 10 Social Science History Chapter 4 The Making of Global World.

TEXTBOOK EXERCISES

Question 1.
Give two examples of different types of global exchanges which took place before the seventeenth century, choosing one example from Asia and one from the Americas.
Answer:
(i) Exchange of food: Food offers many examples of long-distance cultural exchange. It is believed that ‘noodles’ travelled west from China to become ‘spaghetti’.

(ii) Exchange of germs: The Portuguese and Spanish conquests and colonisation of America were decisively underway by the mid-sixteenth century. The European conquest was not just a result of superior firepower. In fact, the most powerful weapon of the Spanish conquerors was not a conventional military weapon at all. It was the germs such as those of smallpox that they carried on their person. Because of their long isolation, America’s original inhabitants had no immunity against these diseases that came from Europe. Smallpox in particular proved a deadly killer. Once introduced, it spread deep into the continent, ahead even of any European reaching there. It killed and decimated whole communities, paving the way for conquest.

Question 2.
Explain how the global transfer of disease in the pre-modern world helped in the colonisation of the Americas.
Answer:
The colonisation of the Americas took place in the mid-sixteenth century. It was, however, not due to the superior military strength of the Spanish conquerors. The most powerful weapon of the Spanish conquerors was not a conventional military weapon at all but it was primarily due to the global transfer of disease that helped in the colonisation of the Americas. The Spaniards carried on their person, the germs such as those of smallpox into the Americas. The local inhabitants had no immunity against these diseases due to their long isolation. It resulted in – spread of these diseases in the continent. Smallpox in particular killed and decimated many communities and paved the way for conquest and colonisation of the Americas. It was not a warfare. John Winthorp, the first governor of the Massachusetts Bay colony in New England, wrote in May 1634 that smallpox signalled God’s blessing for the colonists ‘…. the natives …. were near all dead of smallpox, so as the Lord had cleared our title to what we possess.’ Thus it can be said that the guns could be bought or captured and turned against the invaders but not diseases such as smallpox to which the conquerors were mostly immune.

Question 3.
Write a note to explain the effects of the following :
(a) The British government’s decision to abolish the Corn Laws.
(b) The coming of rinderpest to Africa.
(c) The death of men of working-age in Europe because of the World War.
(d) The Great Depression on the Indian economy.
(e) The decision of MNCs to relocate production to Asian countries.
Answer:
(a) Effects of the British government’s decision to abolish the Corn Laws were as follows :

1. Food could be imported into Britain more cheaply than it could be produced within the country. ,
2. Vast areas of land were left uncultivated. As a result of it thousands of men and women became unemployed. They shifted to cities and settled there, Many migrated to overseas in search of work.

(b) The coming of rinderpest or cattle plague to’Africa : Rinderpest arrived in Africa in the late 1880s. It was carried by infected cattle imported from British Asia to feed the Italian soldiers invading Eritrea in East Africa. Entering Africa in the east, rinderpest moved west ‘like forest fire’ and reached Africa’s Atlantic coast in 1892.
It had a terrifying impact on people’s livelihood and the local economy as mentioned below :

1. On its way it killed 90 per cent of the cattle.
2. The loss of cattle destroyed African livelihoods.
3. Planters, mine owners and colonial governments monopolised the remaining cattle resources and strengthened their power. They forced the Africans into the labour market.
4. Control over the remaining cattle resource enabled European colonisers to conquer and sub-due Africa. The coming of rinderpest shows how in an era of conquest even a disease affecting cattle reshaped the lives and fortunes of thousands of people and their relations with the rest of the world.

(c) The death of men of working age in Europe because of the world war had the
following effects :

1. The death and injuries reduced the able-bodied work force in Europe.
2. Almost in every family some members had died during the war. Thus, with fewer numbers within the family, household incomes declined after the war.

(d) The effects of the Great Depression on the Indian economy were as given below :

1. By the early twentieth century the global economy had become integrated. The crisis in one part of the world quickly affected the other parts affecting lives, economies, and societies. Colonial India had become an exporter of agricultural goods and importer of manufacturers. Thus the depression affected Indian trade badly. The exports and imports decreased to half between 1928 and 1934.
2. Prices in India fell sharply. For example, between 1928 and 1934, wheat prices fell by 50 percent.
3. The peasants suffered more than the urban people. In spite of the fall in agricultural prices, the government did not reduce the land revenue. Peasants producing for the world market were the worst hit e.g., the collapse of gunny exports led to crash in the price of raw jute to more than 60 percent.
4.  In general peasants’ indebtedness increased. They used their savings, mortgaged lands, and sold their jewelry and precious metals to meet their expenses.
5. India, however, became an exporter of gold. The famous economist John Maynard Keynes thought that Indian gold exports promoted global economic recovery.
6. In urban India, the condition of people was, however, better because prices had fallen and they with their fixed incomes could purchase more. Industrial investment also increased due to tariff protection to industries under the pressure of the nationalists.
   Thus, the Great Depression had affected adversely the rural economy but it was less harmful for urban India.

(e) The decision of MNCs to relocate production to Asian countries had the following effects :

1. It stimulated world trade and capital flows.
2. Low wages in countries like China had made these countries attractive destinations for investments by foreign MNCs competing to capture world markets. For example, Indian markets are flooded with most of the TVs, mobile phones, and toys that are made in China. This is because of the low-cost structure of the Chinese economy, most importantly its low wages.
3. The world’s economic geography has been transformed as countries such as India, China and Brazil have undergone a rapid economic transformation. For example, India has followed policies of liberalisation and globalisation.

Question 4.
Give two examples from history to show the impact of technology on food availability.
Answer:
The impact of technology on food availability was significant. The railways, steamships, the telegraph were important inventions which transformed the nineteenth-century world as mentioned below :

1. Railways, lighter wagons, and larger ships helped move food more cheaply and quickly from faraway farms to final markets.
2. Earlier in the trade of meat, animals were shipped live from America to Europe and then slaughtered.
   This system had drawbacks as mentioned below :
   (a) Animals took more space on the ship.
   (b) Many died in voyage.
   (c) Many fell ill and lost weight.
   (d) Many became unfit to eat.
   In view of the above meat was expensive luxury beyond the reach of the European poor.
3. Earlier there was less demand due to high prices. The new technology i.e., refrigerated ships, enabled the transport of perishable foods over long distances because now the animals were slaughtered at the starting point and then transported to other places as frozen meat.
   This reduced the price of meat. The poor could also afford meat and add to their diet. Better living conditions promoted social peace within the country and support for imperialism abroad. Thus, technology made the availability of food products possible in different and faraway places.

Question 5.
What is meant by the Bretton Woods Agreement?
Answer:
The main aim of the post-war international economic system was to preserve economic stability and full employment in the industrial world. The United Nations Monetary and Financial Conference held in July 1944 at Bretton Woods in New Hampshire in the USA agreed upon its framework.
The Bretton Woods Conference established the following institutions :

1. International Monetary Fund: Its aim was to deal with external surpluses and deficits of its member nations.
2. The International Bank for Reconstruction and Development or World Bank was set “Up to finance post-war reconstruction.
3. The above institutions are known as The Bretton Woods institutions or Bretton Woods twins. The post-war international economic system is also often described as the Bretton Woods system. It was based on fixed exchange rates. National currencies were pegged to the dollar at a fixed exchange rate. The dollar itself was anchored to gold at a fixed price of $ 35 per ounce of gold.
4. The decision-making in these institutions is controlled by the western industrial powers. The US has an effective right of veto over key IMF and World Bank decisions.

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NCERT Solutions for Class 10 Social Science History Chapter 7 Print Culture and the Modern World

These Solutions are part of NCERT Solutions for Class 10 Social Science. Here we have given NCERT Solutions for Class 10 Social Science History Chapter 7 Print Culture and the Modern World.

TEXTBOOK EXERCISES

Question 1.
Give reasons for the following :
(a) Woodblock print only came to Europe after 1295.
(b) Martin Luther was in favour of print and spoke out in praise of it.
(c) The Roman Catholic Church began keeping an Index of Prohibited Books from the mid-sixteenth century.
(d) Gandhi said the fight for Swaraj is a fight for liberty of speech, liberty of the press and freedom of association.
Answer:
(a) Woodblock print only came to Europe after 1295 due to the following reasons :

1. The earliest kind of print technology – system of hand printing – was developed in China, Japan and Korea.
2. From AD 594 onwards, books in China were printed by rubbing paper – also invented there – against the inked surface of woodblocks.
3. Marco Polo, a great explorer, had gone to China for exploration.
4. In 1295 he returned to Italy and brought this knowledge with him.
5. From Italy this technology spread to other parts of Europe.
6. Religious preachers too were help in spreading print culture.
7. However, it may be mentioned here luxury editions were still handwritten on vellum meant for aristocratic people and rich monastic libraries which scoffed at printed books as cheap vulgarities. Merchants and students in the university towns bought the cheaper printed copies.
8. With the growing demand for books, woodblock printing gradually became more and more popular.
9. By the early fifteenth century, woodblocks were being widely used in Europe to print textiles, playing cards and religious pictures with simple brief texts.

(b) Because it was the printing press which gave him a chance to criticise many of the practices and rituals of the Roman Catholic Church.

(c) Print and popular literature encouraged many distinctive interpretations of religious faiths and ideas. In the 16th century, Manocchio, a miller in Italy began to read books available readily in his locality. He gave a new interpretation of the Bible and formulated a view of God, and creation that enraged the Roman Catholic Church.
As a result, Manocchio was hauled up twice, and ultimately executed when the Roman Church began its inquisition, and to repress the therapeutical ideas. After this several control measures were imposed on publishers and booksellers. In 1558, the Roman Church decided to maintain an Index of prohibited books.

(d) Mahatma Gandhi uttered these words in 1922 during the Non-Cooperation Movement (1920-1922). Because according to him without the liberty of speech, the liberty of the press, and freedom of association, no nation can even survive. If the country was to get free from foreign domination, then these liberties were quite important. If there is no liberty of speech, liberty of the press, and freedom of association, then there is no nationalism. Nationalism requires these three prerequisites for its survival. Mahatma Gandhi fully knew the fact. That is why, he said so, particularly about these three freedoms. How could one ever think of nationalism in the absence of these three essential conditions?

Question 2.
Write short notes to show what you know about:
(a) The Gutenberg Press
(b) Erasmus’s idea of the printed book
(c) The Vernacular Press Act.
Answer:
(a) The Gutenberg Press :

1. It was invented by Gutenberg by adopting existing technology to design his innovation.
2. He used olive press as a model for the printing press and moulds were used for casting the metal types for the letters of the alphabet.
3. By 1448, he perfected his system. Gutenberg developed metal types for each of the 26 characters of the Roman alphabet.
4. He devised a way of moving them around so as to compose different words of the text. This came to be known as the moveable type printing machine.
5. It remained the basic print technology over the next 300 years.
6. The Gutenberg press could print 250 sheets on one side per hour.
7. Bible was the first book that was printed by him. It took three years to print 180 copies but this was fast production at that time.

(b) Erasmus’s idea of the printed book : Erasmus was a Latin scholar and a Catholic reformer. He criticised the excesses of Catholicism. He, however, kept his distance from Luther and did not join his movement against the Church. He was worried about printing on a large scale because he thought that some of the books might be good in contributing some useful knowledge but most of the books are slanderous, scandalous, raving, irreligious and seditious. Such books are harmful and their number is so large that even valuable books lose their value. So, he was against printing of books.

(c) The Vernacular Press Act:
Causes :

1. Before 1857, the East India Company encouraged publication of newspapers.
2. During the period of William Bentick, Thomas Macaulay formulated new rules that restored the earlier freedoms of the press.
3. After 1857 the Indian press began publishing a lot of information which helped in the awakening of the masses.
4. The vernacular press became nationalist. The attitude of the press enraged the Englishmen and they demanded to put restrictions on the vernacular press.
   II. It was under above conditions that the Vernacular Press Act was passed in 1878. It was modelled on the Irish Press Laws. It provided the government with extensive rights to censor reports and editorials in the vernacular press. This Act was against the freedom of press and the vernacular press was kept under stringent control.
   For example when a newspaper report was judged as seditious, the newspaper was warned, and if the warning was ignored, the press was liable to be seized and the printing machinery confiscated. But in spite of this repressive measure, the nationalist newspapers grew in numbers in all parts of the country. They went on reporting misrule of the British government in India and encouraged nationalist activities.

Question 3.
What did the spread of print culture in nineteenth-century India mean to :
(a) Women
(b) The poor
(c) Reformers?
Answer:
(a) Women: The spread of print culture in nineteenth-century India was very important in the following ways for the women :

1. The lives and feelings of women began to be written in clear and intense ways.
2. Women’s reading increased enormously in middle-class homes.
3. Liberal husbands and fathers started educating women at home. When women’s schools were opened after the mid-nineteenth century, they sent them to schools for education.
4. Articles were written in journals about the need for education for women. Sometimes syllabus and suitable reading material was published which could be used for home-based schooling.
   Thus print culture helped in the improvement of the condition of women in society. Some of them wrote books and autobiographies. For example, Rashsundari Debi wrote her autobiography Amar Jiban which was published in 1876. Kailashbashini Debi (Bengal), Tarabai Shinde, and Pandita Ramabai (Maharashtra) were famous women writers. However, the conservative Hindus believed that a literate girl would be widowed. Muslims too feared that educated women would be corrupted by reading Urdu romances.
5. Women started writing about their own lives. From the 1860s, a few Bengali women like Kailashbashini Debi wrote books highlighting the experiences of women at home doing hard domestic labour and treated unjustly by the very people they served.
6. In 1880, in present-day Maharashtra, Tarabai Shinde, and Pandita Ramabai wrote with passionate anger about the miserable lives of the upper caste Hindu women.
7. In Hindi too, a large segment of printing was devoted to the education of women.

(b) The Poor : Print culture helped the poor people significantly in the following ways :

1. Very cheap small books were brought to the markets in nineteenth-century Madras towns and sold at cross-roads, allowing poor people travelling to markets to buy them.
2. Public libraries were set up from the early twentieth century, expanding the access to books. These libraries were located mostly in cities and towns, and at times in prosperous villages. For rich local patrons, setting up a library was a way of acquiring prestige.
3. From the late nineteenth-century, cases of caste discrimination were published. For example Jyotiba Phule, the Maratha pioneer of ‘low caste’ protest movements, wrote about the injustices of the caste system in his Gulamgiri (1871).
4. Social reformers tried to restrict excessive drinking among them to bring literacy and sometimes, to propagate the message of nationalism.

(c) (i) Reformers used newspapers, journals and books to highlight the social evils prevailing in the society. Raja Ram Mohan Roy published the Sambad Kaumudi to highlight the plight of widows.

(ii) From the 1860s, many Bengali women writers like Kailashbashini Debi wrote books highlighting the experiences of women about how women were imprisoned at home, kept in ignorance, forced to do hard domestic labour and treated unjustly by the menfolk, they served.

In the 1880s, in present-day Maharashtra, Tarabai Shinde and Pandita Ramabai wrote with passionate anger about the miserable lives of the upper-caste Hindu women, especially the widows. The poor status of women was also expressed by the Tamil writers.

(iii) Jyotiba Phule was a social reformer. He wrote about the poor condition of the ‘low caste’. In his book Gulamgiri (1871), he wrote about the injustices of the caste system.

In the 20th century, B.R. Ambedkar also wrote powerfully against the caste system. He also wrote against untouchability.
E.V. Ramaswamy Naicker, also known as Periyar, too wrote about the caste system prevailing in Madras (Chennai).

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NCERT Solutions for Class 12 Physics Chapter 13 Nuclei

NCERT Solutions for Class 12 Physics Chapter 13 Nuclei are part of NCERT Solutions for Class 12 Physics. Here we have given. NCERT Solutions for Class 12 Physics Chapter 13 Nuclei

Board	CBSE
Textbook	NCERT
Class	Class 12
Subject	Physics
Chapter	Chapter 13
Chapter Name	Nuclei
Number of Questions Solved	31
Category	NCERT Solutions

Question 1.
(a) Two stable isotopes of lithium \(_{ 3 }^{ 6 }{ Li } \) and \(_{ 3 }^{ 7 }{ Li } \) have respective abundance of 7.5% and 92.5%. These isotopes have masses 6.01512 u and 7.01600 u respectively. Find the atomic weight of lithium.
(b) Boron has two stable isotopes \(_{ 5}^{ 10 }{ Li } \) and \(_{5 }^{ 11 }{ Li } \) ^.Their respective masses are 10.01294 u and 11.00931 u and the atomic weight of boron is 10.811 u. Find the abundances of \(_{ 5 }^{ 10 }{ Li } \) and
\(_{5 }^{ 11 }{ Li } \)
Answer:
(a) Atomic weight of lithium


Question 2.
The three stable isotopes of neon :\(_{ 20}^{ 10 }{ Ne } \) and \(_{ 22}^{ 10 }{ Ne } \)  have respective abundance of 90.51%, 0.27% and 9.22%. The atomic masses of three isotopes are 19.99 u, 20.99 u and 21.99 u, respectively. Obtain the average atomic mass of neon.
Answer:

nuclear equation calculator is available in my webiste.

Question 3.
Obtain the binding energy of a nitrogen nucleus (\(_{ 7}^{ 14 }{ N } \)) from the following data :
m_H = 1.00783 u
m_n = 1.00867 u
_mn = 14.00307 u
Give your answer in MeV.
Answer:

Question 4.
Obtain the binding energy of the nuclei \(_{ 26 }^{ 56 }{ Fe } \) and
in units of \(_{ 83 }^{ 209 }{ Bi} \) from the following data:
m_H =1007825u
m_n =1008665u
m (\(_{ 26 }^{ 56 }{ Fe } \))= 55.934939 u
m (\(_{83}^{209 }{ Bi} \))
Which nucleus has greater binding energy per nucleon?
Answer:

Question 5.
A given coin has a mass of 3.0 g. Calculate the nuclear energy that would be required to separate all the neutrons and protons from each other. For simplicity assume that the coin is entirely made of \(_{ 29 }^{ 63 }{ Cu } \) atoms (of mass 62.92960 u). The masses of proton and neutron are 1.00783 u and 1.00867 u, respectively.
Answer:

Question 6.
Write nuclear equations for :
(a) the α-decay of \(_{ 86 }^{226 }{ Ra} \)
(b) the β^–-decay of \(_{ 15 }^{ 32 }{ p } \)
(c) the β⁺-decay of \(_{ 6 }^{ 11 }{ p } \)
Answer:

Question 7.
A radioactive isotope has a half-life of T years. After how much time is its activity reduced to 3.125% of its original activity (b) 1% of original value ?
Answer:

Question 8.
The normal activity of living carbon-containing matter is found to be about 15 decays per minute for every gram of carbon. This activity arises from the small proportion of radioactive \(_{ 6 }^{ 14 }{ C } \) present with the stable carbon isotope
\(_{ 12 }^{ 6 }{ C } \) When the organism is dead, its interaction with the atmosphere (which maintains the above equilibrium activity) ceases and its activity begins to drop. From the known half-life (5730 years) of \(_{ 6 }^{ 14 }{ C } \) , and the measured activity, the age of the specimen can be approximately estimated. This is the principle of \(_{ 6 }^{ 14 }{ C } \) dating used in archaeology. Suppose a specimen from Mohenjodaro gives an activity of 9 decays per minute per gram of carbon. Estimate the approximate age of the Indus-Valley civilisation.
Answer:

Question 9.
Obtain the amount of \(_{ 27 }^{ 60 }{ Co } \) necessary to provide a radioactive source of 8.0 mCi strength. The half­ life of \(_{ 27 }^{ 60 }{ Co } \) is 5.3 years.
Answer:

Question 10.
The half-life of \(_{ 38 }^{ 90 }{ Sr } \) is 28 years. What is the disintegration rate of 15 mg of this isotope?
Answer:

Question 11.
Obtain approximately the ratio of the nuclear radii of the gold isotope \(_{ 79 }^{ 197}{ Au } \) and silver isotope \(_{47}^{107 }{ Au } \).
Answer:

Question 12.

Answer:

Question 13.

Answer:

Here m_N stands for the nuclear mass of the element or particle. In order to express the Q value in terms of the atomic masses, 6 m_e mass has to be subtracted from the atomic mass of \(_{6}^{11 }{ Au } \) and 5 m_e mass has to be

Question 14.
The nucleus \(_{ 10 }^{ 23 }{ Ne} \) decays by β~ emission. Write down the p-decay equation and determine the maximum kinetic energy of the electrons emitted. Given that:
m(\(_{ 10 }^{ 23 }{ Sr } \)) = 22.994466 u
m(\(_{ 11 }^{ 23 }{ Sr } \)) = 22.989770 u.
Answer:

Question 15.
The Q value of a nuclear reaction A + b ⇒ C + d is defined by [Q = m_A + m_b-m_c– m_d] c² where the masses refer to nuclear rest masses. Determine from the given data whether the following reactions are exothermic or endothermic.

Answer:

Question 16.
Suppose, we think of fission of a \(_{ 26}^{ 56 }{ Fe} \) nucleus into two equal fragments, if \(_{ 13}^{ 28 }{ Al } \). Is the fission energetically possible ? Argue by working out Q of the process. Given, m (\(_{ 26}^{ 56 }{ Fe} \)) = 55.93494 u and m (\(_{ 13}^{ 28 }{ Al } \))= 27.98191
Answer:


Question 17.
The fission properties of \(_{ 94}^{ 239 }{ Pu} \) are very similar to those of \(_{ 92}^{ 235 }{ u} \)u. The average energy released per fission is 180 MeV. How much energy, in MeV, is released if all the atoms in 1 kg of pure
\(_{94}^{ 239 }{ Pu} \) undergo fission ?
Answer:

Question 18.
A 1000 MW fission reactor consumes half of its fuel in 5.00 y. How much
\(_{ 92}^{ 235 }{ u} \) did it contain initially ? Assume that all the energy generated arises from the fission of \(_{92}^{ 235 }{ u} \) and that this nuclide is consumed by the fission process.
Answer:

Question 19.
How long an electric lamp of 100 W can be kept glowing by fusion of 2.0 kg of deuterium ? The fusion reaction can be taken as

Answer:

Question 20.
Calculate the height of Coulomb barrier for the head on collision of two deuterons. The effective radius of deuteron can be taken to be 2.0 fm.
Answer:
The initial mechanical energy E of the two deutrons before collision is given by
E = 2 K.E.

Question 21.
From the relation R = R₀ A^1/3, where R₀  is a constant and A is the mass number of a nucleus, show that nuclear matter density is nearly constant (i.e. independent of A)
Answer:

Question 22.
For the β⁺ (positron) emission from a nucleus, there is another competing process known as electron capture (electron from an inner orbit, say, the K- shell, is captured by the nucleus and a neutrino is emitted).

Show that if β⁺ emission is energetically allowed, electron capture is necessarily allowed but not vice-versa
Answer:

Question 23.
In a Periodic Table the average atomic mass of magnesium is given as 24.312 u. The average value is based on their relative natural abundance on Earth. The three isotopes and their masses are \(_{ 12}^{ 24 }{ Mg} \) (23.98504u), ? \(_{12}^{ 25 }{ Mg} \) (24.98584) and \(_{ 12}^{ 26 }{ Mg} \) (25.98259u). The natural abundance of \(_{ 12}^{ 24 }{ Mg} \) is 78.99% by mass. Calculate the abundances of the other two isotopes.
Answer:

Question 24.
The neutron separation energy is defined as the energy required to remove a neutron from the nucleus. Obtain the neutron separation energies of the nuclei \(_{ 12}^{ 24 }{ Ca} \) and \(_{ 13}^{ 27 }{ Al} \) from the following data :

Answer:

Question 25.

Answer:

Question 26.
Under certain circumstances, a nucleus can decay by emitting a particle more massive than an α-particle. Consider the following decay processes :

(a) Calculate the Q values for these decays and determine that both are energetically possible.
(b) The Coulomb barrier height for α-particle

Answer:

Question 27.
Consider the fission of \(_{ 92}^{ 239}{u} \) by fast neutrons. In one fission event, no neutrons are emitted and the final stable end products, after the beta-decay of the primary fragments, are \(_{58}^{ 140}{Ce} \) and \(_{44}^{ 99}{Ru} \). Calculate Q for this fission process. The relevant atomic and particle masses

Answer:

Question 28.
Consider the D-T reaction (deuterium-tritium-fusion) given in eqn. :

(b) Consider the radius of both deuterium and tritium to be approximately 1.5 fm. What is the kinetic energy needed to overcome the Coulomb repulsion? To what temperature must the gases be heated to initiate the reaction?
Answer:
From the equation given in the question,

m_N refers to the nuclear mass of the element given in the brackets and m_n = mass of the neutron. If in represents the atomic mass, then


Question 29.
Obtain the maximum kinetic energy of p-particles and the radiation frequencies to y decay in the following decay scheme. You are given that
m (¹⁹⁸Au) = 197.968233 u
m (¹⁹⁸Hg) = 197.966760 u
Answer:
The total energy released for the transformation of \(_{79}^{ 198}{Au} \) to \(_{80}^{ 198}{u} \) can be found by considering the energies of ϒ-rays. We first find the frequencies of the ϒ-rays emitted.




Question 30.
Calculate and compare the energy released by (a) fusion of 1.0 kg of hydrogen deep within the sun and (b) the fission of 1.0 kg of ²³⁵U in a fission reactor.
Answer:

Question 31.
Suppose India had a target of producing by 2020 AD, 200,000 MW of electric power, ten percent of which was to be obtained from nuclear power plant. Suppose we are given that, on average, the efficiency of utilisation (i.e., conversion to electric energy) of thermal energy produced in a reactor was 25%. How much amount of fissionable uranium did our country need per year by 2000 ? Take the heat energy per fission of ²³⁵U to be about 200 MeV. Avogadro’s number = 6.023 x 10²³ mol^-1.
Answer:

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In Online Education NCERT Solutions for Class 8 Hindi Vasant Chapter 18 टोपी are part of NCERT Solutions for Class 8 Hindi. Here we have given NCERT Solutions for Class 8 Hindi Vasant Chapter 18 टोपी.

Board	CBSE
Textbook	NCERT
Class	Class 8
Subject	Hindi Vasant
Chapter	Chapter 18
Chapter Name	टोपी
Number of Questions Solved	12
Category	NCERT Solutions

Online Education NCERT Solutions for Class 8 Hindi Vasant Chapter 18 टोपी

प्रश्न-अभ्यास
(पाठ्यपुस्तक से)

कहानी से

प्रश्न 1. गवरइया और गवरा के बीच किस बात पर बहस हुई और गवरइया को अपनी इच्छा पूरी करने का अवसर कैसे मिला?
उत्तर :
गवरइया और गवरा के बीच आदमियों के द्वारा रंग-बिरंगे और सुंदर कपड़े पहनने की बात पर बहस हुई। गवरा कह रहा था कि कपड़े से आदमी की खूबसूरती बढ़ जाती है तथा वह सर्दी, गर्मी एवं वर्षा की मार से बचता है। इसके विपरीत गवरा कहता था कि आदमी कपड़े पहनने से बदसूरत लगने लगता है। उसकी शारीरिक क्षमता प्रभावित होती है। इसके अलावा कपड़ों से आदमी की हैसियत का पता चल जाता है। गवरइया को अपनी इच्छा पूरी करने का अवसर तब मिला जब वे दोनों घूरे पर दाना चुनने गए थे, जहाँ उन्हें रुई का फाहा मिला था। उसने उससे सूत कतवाया, कपड़े बनवाए तथा टोपी सिलाकर अपनी इच्छा पूरी की।

प्रश्न 2. गवरइया और गवरे की बहस के तर्को को एकत्र करें और उन्हें संवाद के रूप में लिखें।
उत्तर :
गवरइया और गवरे की बहस निम्नलिखित चार तर्कों पर हुई –

1. आदमियों द्वारा कपड़े पहनने पर।
2. गवरइया द्वारा टोपी पहनने पर।
3. रुई का फाहा मिलने पर।
4. गवरइया द्वारा टोपी पहनने के बाद।

इनके बीच हुई बहस को संवाद के रूप में इस प्रकार लिखा जा सकता है

1. आदमियों द्वारा कपड़े पहनने पर
   गवरइया – देखते हो, आदमी रंग बिंरगे कपड़े पहनकर कितना सुंदर दिखाई देता है।
   गवरा – पागल हो रही है क्या? आदमी कपड़े पहनकर बदसूरत दिखता है।
   गवरइया – लगता है आज लटजीरा चुग आए हो क्या? आदमी पर कपड़ा कितना फबता है?
   गवरा – खाक फबता है। कपड़े से मनुष्य की खूबसूरती ढक जाती है। अब तुम्हारे शरीर का एक-एक कटाव मैं जो देख रहा हूँ, कपड़े पहनने पर कैसे देख पाता।
   गवरइया – पर आदमी मौसम की मार से भी बचने के लिए कपड़े पहनता
   गवरा – कपड़े पहनने से आदमी की सहनशक्ति भी तो प्रभावित होती है। कपड़े पहनने से आदमी की हैसियत में भी तो फर्क दिखने लगता है। इसके अलावा उनकी हैसियत का भी पता चल जाता है।
2. गवरइया द्वारा टोपी पहनने पर
   गवरइया – आदमी की टोपी तो सबसे अच्छी होती है। मेरा भी मन टोपी पहनने को करता है।
   गवरी – तू टोपी की बात कर रही है। टोपी की तो बहुत मुसीबतें हैं। कितने राज-पाट बदल जाते हैं। लोग अपनी टोपी बचाने के लिए कितनों को टोपी पहनाते हैं। जरा-सी चूक हुई और टोपी उछलते देर नहीं लगती है। मेरी मान तो तू इस चक्कर में पड़ ही मत।
3. रुई का फाहा मिलने पर
   गवरइया – मिल गया, मिल गया! मुझे रुई का फाहा मिल गया।
   गवरा – लगता है तू पगला गई है। रुई से टोपी बनवाने का सफर कितना कठिन है।
   गवरइया – टोपी तो बनवानी है चाहे जैसे भी बने।
4. गवरड्या द्वारा टोपी पहने के बाद
   गवरइया – (गवरे से) देख मेरी टोपी सबसे निराली… पाँच हुँदने वाली।
   गवरा – वाकई तू तो रानी लग रही है।
   गवरइया – ‘‘रानी नहीं, राजा कहो मेरे राजा। अब कौन राजा मेरा मुकाबला करेगा।”

प्रश्न 3. टोपी बनवाने के लिए गवरइया किस-किसके पास गई? टोपी बनने तक के एक-एक कार्य को लिखें।
उत्तर :
टोपी बनवाने के लिए गवरइया निम्नलिखित चार लोगों के पास गई –

1. धुनिया के पास – घूरे पर मिला रुई का फाहा लेकर गवरइया सबसे पहले धुनिए के पास गई। वह पहले तो गवरइया का काम करने को तैयार न था पर आधी रुई मेहनताने के रूप में पाने पर काम करने के लिए तैयार हो गया और रुई धुन दी।
2. कोरी के पास – धुनिया से रुई धुनवाकर गवरइया सूत कतवाने धुनिए के पास गई। कोरी ने पहले तो मुफ्त में काम करने से मना कर दिया पर आधा सूत मेहनताना के रूप में पाने पर महीन सूत कात दिया।
3. बुनकर के पास – कोरी द्वारा काता महीन सूत लेकर गवरइया बुनकर के पास गई। बुनकर ने आधे कपड़े को पारिश्रमिक के रूप में लेकर महीन कपड़ा बुन दिया।
4. दर्जी के पास – पहले तो दर्जी गवरइया का काम करने को तैयार न था, परंतु जब गवरइया ने उससे कहा कि दो टोपियाँ सिलकर एक उसे दे दे तथा एक स्वयं ले ले तब वह सहर्ष काम करने को तैयार हो गया।

प्रश्न 4. गवरइया की टोपी पर दर्जी ने पाँच हुँदने क्यों जड़ दिए?
उत्तर :
गवरइया जब बुनकर द्वारा बुना महीन कपड़ा लेकर दर्जी के पास गई तो उसने दर्जी से कहा कि इस कपड़े से दो टोपियाँ सिल दे। उनमें से एक को अपने पारिश्रमिक के रूप में रख ले। इतनी अच्छी मजूरी मिलने की बात दर्जी सोच भी नहीं सकता था। वह बहुत खुश हुआ। उसने अपनी खुशी से गवरइया की टोपी पर पाँच हुँदने जड़ दिए।

कहानी से आगे

प्रश्न 1. किसी कारीगर से बातचीत कीजिए और परिश्रम का उचित मूल्य नहीं मिलने पर उसकी प्रतिक्रिया क्या होगी? ज्ञात कीजिए और लिखिए।
उत्तर :
मेरे घर के निकट एक बढ़ई रहता है। वह अपने काम के लिए प्रसिद्ध है। उसका बनाया सामान भी सुंदर, मजबूत तथा टिकाऊ होता है। एक बार एक धनी व्यक्ति ने काम के लिए उसे बुलाया। आधा काम हो जाने के बाद उसे पारिश्रमिक मिला जो बाजार रेट से काफी कम था। उस बढ़ई का वहाँ सामान लग चुका था, इसलिए काम करना उसकी मजबूरी थी। उससे जब मैंने बात की तो बढ़ई ने बताया कि उचित पारिश्रमिक न मिलने पर काम में मन नहीं लगता है। मन चिड़चिड़ा सा हुआ रहता है तथा काम में सुंदरता नहीं आ पाती है।

प्रश्न 2. गवरइया की इच्छा पूर्ति का क्रम घूरे पर रुई के मिल जाने से प्रारंभ होता है। उसके बाद वह क्रमशः एक-एक कर कई कारीगरों के पास जाती है और उसकी टोपी तैयार होती है। आप भी अपनी कोई इच्छा चुन लीजिए। उसकी पूर्ति के लिए योजना और कार्य-विवरण तैयार कीजिए।
उत्तर :
मैंने परीक्षा में प्रथम स्थान प्राप्त किया। मुझे उपहार स्वरूप 501 रुपये तथा सभी विषयों की किताबें एवं सी.डी. मिली। अब समस्या थी कि इस सी.डी. को मैं कहाँ देखें। घर में सी.डी. प्लेयर नहीं था। मैंने माँ से कुछ रुपये माँगे तथा कुछ पिताजी से। मैंने अपनी और भाई की गुल्लक से पैसे निकाले । एक मित्र से भी दो सौ रुपये लिए। अब मेरे पास कुल दो हजार दो सौ रुपये थे। मैं अपने पिताजी को पुस्तकें दिलाने के बहाने साथ ले गया और किताब की दुकान पर न जाकर इलैक्ट्रानिक्स की दुकान से सी.डी. प्लेयर दो हजार तीन सौ रुपये में खरीदा। एक सौ रुपये पिताजी ने दे दिए। इस प्रकार अपनी आवश्यक वस्तु पाकर मैं बहुत खुश हुआ।

प्रश्न 3. गवरइया के स्वभाव से यह प्रमाणित होता है कि कार्य की सफलता के लिए उत्साह आवश्यक है। सफलता के लिए उत्साह की आवश्यकता क्यों पड़ती है, तर्क सहित लिखिए।
उत्तर :
यह सत्य है कि कार्य की सफलता हेतु उत्साह की आवश्यकता होती है। उत्साह ही काम करने के लिए व्यक्ति को प्रेरित करता है तथा मार्ग में आने वाली बाधाओं से लड़ने की प्रेरणा देता है। उत्साह के अभाव में काम नीरस प्रतीत होता है तथा काम की सफलता संदिग्ध होती है। गवरइया भी फाहा मिलने के बाद उत्साह से भर उठी। वह धुनिए, कोरी तथा बुनकर के काम से उत्साहित हो उठी और दर्जी से अपनी टोपी बनवाने में कामयाब रही।

अनुमान और कल्पना

प्रश्न 1. टोपी पहनकर गवरइया राजा को दिखाने क्यों पहुँची जबकि उसकी बहस गवरा से हुई और वह गवरा के मुँह से अपनी बड़ाई सुन चुकी थी। लेकिन राजा से उसकी कोई बहस हुई ही नहीं थी। फिर भी वह राजा को चुनौती देने को पहुँची। कारण का अनुमान लगाइए।
उत्तर :
अपनी सुंदर सी टोपी पहन गवरइया ने गवरे को दिखाया। गवरे ने उसकी प्रशंसा की किंतु गवरइया टोपी दिखाने राजा के पास गई वह राजा को यह अहसास करवाना चाहती थी कि राजा ! तू प्रजा को बिना पारिश्रमिक दिए काम करवाता है। प्रजा को राजा के अलावा किसी का सहारा नहीं होता। यदि इन्हें उचित पारिश्रमिक न मिला तो ये लोग भूखों मर जाएँगे। गवरइया राजा की कार्यप्रणाली को भली प्रकार समझ चुकी थी। उसने धुनिए, कोरी एवं दर्जी को काम करते हुए यह सब प्रत्यक्ष देख लिया था कि वे राजा के काम को स्वेच्छा से नहीं बल्कि डर से कर रहे हैं, जबकि पारिश्रमिक पाने पर यही काम अच्छी तरह से करते हैं। इसके अलावा पारिश्रमिक देने पर काम जल्दी भी होता है। गवरइया राजा को यही सब एहसास करवाने एवं चुनौती देने गई थी।

प्रश्न 2. यदि राजा के राज्य के सभी कारीगर अपने-अपने श्रम का उचित मूल्य प्राप्त कर रहे होते तब गवरइया के साथ उन कारीगरों का व्यवहार कैसा होता?
उत्तर :
यदि राजा के राज्य के सभी कारीगर अपने-अपने श्रम का उचित मूल्य पाते तो वे राजा का काम पहले करते तथा उनका काम पूरा होने तक गवरइया के काम को हाथ न लगाते हाँ राजा का काम पूरा होने के बाद ही वे भले उसका काम करते अंन्यथा मना कर देते।

प्रश्न 3. चारों कारीगर राजा के लिए काम कर रहे थे। एक रजाई बना रहा था। दूसरा अचकन के लिए सूत कात रहा था। तीसरा बागी बुन रहा था। चौथा राजा की सातवीं रानी की दसवीं संतान के लिए झब्बे सिल रहा था। उन चारों ने राजा का काम रोककर गवरइया का काम क्यों किया?
उत्तर :
धुनिया, कोरी, बुनकर और दर्जी राजा का काम डर कर कर रहे थे, अपनी रुचि से नहीं। उन्हें राजा द्वारा कोई पारिश्रमिक भी नहीं दिया जा रहा था। गवरइया ने उन कारीगरों को उनकी कल्पना से भी अधिक मजदूरी दी, इसलिए उन्होंने राजा का काम रोककर गवरइया का काम पहले किया।

भाषा की बात

प्रश्न 1. गाँव की बोली में कई शब्दों का उच्चारण अलग होता है। उनकी वर्तनी भी बदल जाती है; जैसे – गवरइया, गौरैया का ग्रामीण उच्चारण है। उच्चारण के अनुसार इस शब्द की वर्तनी लिखी गई है। पूँदना, फुलगेंदा का बदला हुआ रूप है। कहानी में अनेक शब्द हैं जो ग्रामीण उच्चारण में लिखे गए हैं, जैसेमुलुक-मुल्क, खमी-क्षमा, मजूरी-मजदूरी, मल्लार-मल्हार इत्यादि। आप क्षेत्रीय या गाँव की बोली में उपयोग होने वाले कुछ ऐसे शब्दों को खोजिए और उनका मूल रूप लिखिए, जैसे-टेम-टाइम, टेसन/स्टेशन।
उत्तर :
क्षेत्रीय या गाँव की बोली में उपयोग होने वाली कुछ शब्द तथा उनके मूल रू

प्रश्न 2. मुहावरों के प्रयोग से भाषा आकर्षक बनती है। मुहावरे वाक्य के अंग होकर प्रयुक्त होते हैं। इनका अक्षरश: अर्थ नहीं बल्कि लाक्षणिक अर्थ लिया जाता है। पाठ में अनेक मुहावरे आए हैं। टोपी को लेकर तीन मुहावरे हैं; जैसेकितनों को टोपी पहनानी पड़ती है। शेष मुहावरों को खोजिए और उनका अर्थ ज्ञात करने का प्रयास कीजिए।
उत्तर :
टोपी से संबंधित मुहावरे एवं अर्थ ।

• टोपी उछलना – बेइज्जती या बदनामी हो जाना।
• टोपी के लिए टाट उलटना – इज्जत बचाने हेतु दल-बदल लेना।
• टोपी सलामत रखना – इज्जत बचाए रखना।
• टोपी पहनाना – खुशामद करना या चापलूसी करना।

We hope the NCERT Solutions for Class 8 Hindi Vasant Chapter 18 टोपी help you. If you have any query regarding NCERT Solutions for Class 8 Hindi Vasant Chapter 18 टोपी, drop a comment below and we will get back to you at the earliest.

Online Education NCERT Solutions for Class 8 Social Science Civics Chapter 9 Public Facilities

These Solutions are part of Online Education NCERT Solutions for Class 8 Social Science. Here we have given. NCERT Solutions for Class 8 Social Science Civics Chapter 9 Public Facilities

Question 1.
Why do you think there are so few cases of private water supply in the world?
Answer:
Water is an essential public facility that, needs to be provided for everyone without considering the aspect of profit or loss. But, the private companies operate mainly for-profit motives. They hardly care whether the product is within the reach of every person or not. Therefore, there are few cases of private water supply in the world. Since water is an essential facility, it becomes important for the government to ensure that this public facility is made available to everyone.

Question 2.
Do you think the water in Chennai is available and affordable by all? Discuss.
Answer:
Water in Chennai is not available and affordable by all.

• Water supply is marked by shortages especially. The municipality is able to meet only about half of the total need.
• Some areas have a regular supply, some close to storage points gets more water than others.
• The burden of shortfall falls mainly on the poor. The middle class is able to cope through private means like water tankers or bottled water. The wealthy have more choices.
• Even in the case of access to ‘safe’ water—the wealthy and middle class has options, like mineral water, and the poor again left out.

Question 3.
How is the sale of water by the farmer to water dealers in Chennai affecting the local people? Do you think local people can object to such exploitation of groundwater? Can the government do anything in this regard?
Answer:
Due to the sale of water by farmers to water dealers, the groundwater levels have dropped drastically in all these towns and villages. Local people are facing severe shortages of water. Local people can object to such exploitation of groundwater. Being, a natural resource, under-ground water should not be overused. The government can penalize the farmers as well as water dealers.

Question 4.
Why are most of the private hospitals and private schools located in major cities and not in towns or rural areas?
Answer:
Private hospitals and private schools are located only in major cities as the services they offer are very costly and only the affluent city dweller will be able to afford it.

Question 5.
Do you think the distribution of public facilities in our country is adequate and fair? Give an example of your own to explain.
Answer:
The distribution of public facilities in our country is not adequate and fair. For example, in Delhi, all public facilities like water, healthcare, and sanitation, electricity, public transport, schools, and colleges are available. But if we go few kilometers away, for example, Mathura or Aligarh the public facilities are not adequate. Electricity cut-offs, water shortages are normal routines of life. Public transport is also not properly developed.

Question 6.
Take some of the public facilities in your area, such as water, electricity, etc. Is there scope to improve these? What is your opinion should be done? Complete the table.

	Is it available?	How can it be improved?
Water
Electricity
Roads
Public Transport

Answer:

	Is it available?	How can it be improved?
Water	No, only one hour supply	By extending the hours of supply. quality of water should be checked regularly.
Electricity	No, 8 hours daily cut	strict action should be taken to prevent wastage of electricity such as -street lights are on in the daytime. – Public appeal to prevent wastage.
Roads	Yes	By making the roads with proper and good quality material. By regular repair and maintenance. By making footpath on both sides of the road to prevent breakage on the side.
Public Transport	No, fewer buses	By running more buses on busy routes. By deputing trained drivers. By arranging the service at the proper intervals.

Question 7.
Are the above public facilities shared equally by all the people in your area? Elaborate.
Answer:
Yes, the above public facilities are shared equally by all the people in our area.

Question 8.
Data on some of the public facilities are collected as part of the Census. Discuss with your teacher when and how the Census is conducted.
Answer:
Conduction of Census

• House listing one year before the actual Census.
• Census every 10 years.
• Target date: 1 March.
• Enumerators visiting each and every household.
• Collects information in a prescribed form.
• Compile them and handover them same to the cluster in-charge.
• He compiles them and sends them to the District office.
• After the collection Census Deptt. publishes the data.

Question 9.
Private educational institutions—schools, colleges, universities, technical and vocational training institutes are coming up in our country in a big way. On the other hand, educational institutes run by the government are becoming relatively less important. What do you think would be the impact of this? Discuss.
Answer:
Private educational institutions are coming up in a big way while educational institutes run by the government are becoming relatively less important. The impact of this Would be as follows:

1. Government institutions will gradually lose importance.
2. The poor people will not be able to get higher education since they cannot afford high fees in private institutions.
3. It will be unjust for the economically poor and weaker sections of our society.

We hope the NCERT Solutions for Class 8 Social Science Civics Chapter 9 Public Facilities, help you. If you have any query regarding NCERT Solutions for Class 8 Social Science Civics Chapter 9 Public Facilities, drop a comment below and we will get back to you at the earliest.

In Online Education NCERT Solutions for Class 12 History Chapter 11 Rebels and the Raj The Revolt of 1857 and its Representations are part of NCERT Solutions for Class 12 History. Here we have given NCERT Solutions for Class 12 History Chapter 11 Rebels and the Raj The Revolt of 1857 and its Representations.

Board	CBSE
Textbook	NCERT
Class	Class 12
Subject	History
Chapter	Chapter 11
Chapter Name	Rebels and the Raj The Revolt of 1857 and its Representations
Number of Questions Solved	9
Category	NCERT Solutions

Online Education NCERT Solutions for Class 12 History Chapter 11 Rebels and the Raj The Revolt of 1857 and its Representations

Question 1.
Why did the mutinous sepoys in many places turn to erstwhile rulers to provide leadership to the revolt ?
Solution :
The mutinous sepoys in many places turn to erstwhile rulers to provide leadership to the revolt due to the following factors :

1. To acquire a kind of legitimacy : On reaching Delhi the Sepoys of Meerut demanded that the Mughal emperor give them his blessing and to become their leader. Bahadur Shah had no other option but to become their nominal leader. The revolt thus acquired a kind of legitimacy because it could now be carried on in the name of the Mughal emperor. Similarly, Nana Sahib the successor to Peshwa Baji Rao II became the leader of the rebellion in Kanpur.
2. In Jhansi, Rani Lakshmi Bai was forced by the popular pressure to assume the leadership of the uprising.
3. There was also need for organisation that could carry on the rebellious activities in a proper manner. That guidance could be provided by the erstwhile rulers like Nana Sahib, Jhansi ki Rani and others.

Question 2.
Discuss the evidence that indicates planning and coordination on the part of the rebels.
Solution :
The rebellion was not abrupt and sporadic but to a great extent done with planning and care. This is brought out by the following points:

1. The rebels decided to strike when the large part of the British army was in Burma.
2. The time chosen for the rebellion was summer that is very hostile weather condition for the British. Summer was also the season when the entire countryside would be easy to navigate.
3. To spread the message of rebellion, the rebels used symbols bread and lotus from village to village.
4. Efforts were made to maintain Hindu-Moslem unity. Whenever an area would fail under rebel control, cow slaughter was banned.

Question 3.
Discuss the extent to which religious beliefs shaped the events of 1857.
Solution :
The religious beliefs shaped the events of 1857 in a significant way as mentioned below:

• The immediate cause of the revolt by the sepoys at Meerut was the bullets that were coated with the fat of cows and pigs and bitting those bullets would corrupt the caste and religion of both the Hindus and Muslims.
• There was also rumour that the British had mixed the bone dust of cows and pigs into the flour that was sold in the market.
• There was also fear and suspicion that the British wanted to convert Indians to Christianity

Question 4.
What were the measures taken to ensure unity among the rebels?
Solution :
A very important element of the revolt of 1857 was the unity shown by Hindus and Moslems in the struggle against the foreign rule. First the immediate cause of the rebellion was the use of cartridge greased with fat of cow and pig, angering Hindus and Moslems alike. After the rebels marched to Delhi, they declared the Mughal emperor Bahadurshah their all India leader. Thus, the Mughal emperor was the leader of Hindus and Muslems alike. Both Hindus and Muslims respected each others’ religious sentiments. Whenever a new area fell into the control of rebels, cow slaughter was made illegal to respect Hindu sentiments. Thus, Hindu-Muslim unity was the hallmark of the mutiny.

Question 5.
What steps did the British take to quell the uprising ?
Solution :
The British took the following steps to quell the uprising :

• The British passed a series of laws to quell the insurgency. By these Acts passed in May and June 1857, the whole of North India was put under martial law.
• The military officers and even ordinary Britons were given the power to try and punish Indians suspected of rebellion.
• The ordinary processes of law and trial were suspended and it was decided that rebellion would have only one punishment – death.
• The reinforcements were brought in from Britain.
• The British used military power on a gigantic scale.
• The British tried to break up the unity between big landholders and peasants in Uttar Pradesh by promising to give back to the big landholders their estates. Rebel landholders were dispossessed and the loyal rewarded.

Question 6.
Why was the revolt particularly widespread in Awadh? What prompted peasants, taluqdars and zamindar to join the rebellion?
Solution :
The Mutiny of 1857 which was rebellions of the sepoys of the Company, turned into mass uprising in certain areas of the country. The most prominent was the area that was erstwhile part of the kingdom of Oudh. One report of the government says that 75 percent of men in Oudh were involved in the rebellion. Following are the main reasons why it took a mass uprising in that area:
1. Unceremonious removal of the Nawab: The nawab of Oudh Wazid Ali Shah was removed by Dalhosies on the pretext of poor governance. The removal was looked upon by the people as high handed and insult to them. The local people sympathized with the nawab. Thus, the public sentiment was against the British government that got a vent out during the revolt.

2. The ruling elite of Oudh: The ruling elite of Oudh during the rule of Nawab was dislodged from the position of power and prestige. The ruling elite that was employed in the Court of nawab and other senior position was rendered unemployed. They began to feel hardships and it had a cascading impact, the people dependent on them also slipped in depravity. For all such people British rule was the culprit.

3. The agrarian unrest: There was strong anti-British sentiment in Oudh from the level of Talukdars to peasants. Talukdars were rich landlords collecting taxes and enforcing law and order. They enjoyed a lot of autonomy as long as they paid revenue to nawab. The talukdars faced the heavy hands of the British masters. Their autonomy ceased to exist. Their foot soldiers were disarmed and disbanded. The peasants were oppressed more as hardships engulfed the Talukdars. Peasants were over assessed and forced to pay higher taxes than in past.

4. Muslim Anger: The Muslems in North India looked upon British as snatcher of their empire. The Moslems thought themselves as natural rulers of India who were displaced from this position by the British. The Oudha which has the substantial Moslem population burst out against the Company’s rule when it got an opportunity viz. the mutiny of 1857. In fact the then government of East India Company described the mass uprising of Oudh as Moslem conspiracy.

Question 7.
What did the rebels want ? To what extent did the vision of different social groups differ ?
Solution :
(a) The Azamgarh Proclamation of 25 August, 1857 is the main source of information about what the rebels wanted. The objects mentioned in this Proclamation are as given below :

• Zamindars : lb reduce the Jumas, to protect their dignity and honour and to have absolute rule in their territories.
• Merchants : End of fraudulent practices, Right to trade of every article without exception both by land and water to all the native merchants of India.
• Public servants : Better salaries and appointment to high posts.
• Artisans : Employment in the service of the Kings, rajahs and the rich.
• Pundits, Fakirs and other learned persons : To protect their religions.

(b) Besides the objects mentioned in the Azamgarh Proclamation, the other objects of the rebels were as follows :

• To restore the life of people as it existed before the British rule.
• To save their livelihood, their faith, their honour and dignity.
• To have an egalitarian society by overturning traditional hierarchies.
• To restore the pre-British world of the eighteenth century i.e., Mughal world.

(c) From above it is clear that the vision of different groups differed from each other according to their problems. But on the whole they were against the British rule and wanted to get rid of it.

Question 8.
What do visual representations tell us about the revolt of 1857 ? How do historians analyse these representations ?
Solution :
(a) The visual representations give us the following information :

1. Information about saviours: Paintings such as “Relief of Lucknow” depicts British heroes – Colin Campbell, Outram and Havelock who saved the British and repressed the rebels in Lucknow.
2. Painting showing helpless and innocent women in fear of dishonour, violence and death. “In Memoriam’ is a painting that shows the condition of British women dming mutiny and what the mutineers were doing with them.
3. Women’s struggle to save their honour and their life. The sketch showing Miss Wheeler as defending herself against sepoys in Kanpur shows that the women too tried to save themselves. It has, however, a deeper religious connotation. It was a battle to save the honour of Christianity.
4. Vengeance and retribution : The visual representations such as Justice — an allegorical female figure in an aggressive posture depicts that there was great demand for a repressive policy and violent reprisal.
5. The performance of terror: The “British Lion’s Vengeance on the Bengal Tiger” and “Execution of Mutineers in Peshawar” proves that the British followed a repressive policy to create terror among the Indians.
6. No time for clemency: ‘The Clemency of Canning’ is a cartoon that shows that there was no time for leniency against the Indians.
7. Nationalist imageries : The nationalist considered it a First War of Independence. Rani Lakshmi Bai and others were depicted as heroic figures. Usually, Rani was portrayed in battle armour that symbolised her determination to resist injustice and alient rule.

Thus, the paintings and other visual representation tell us about the feeling of the people in India and Britain.

(b) The historians consider these pictorial images produced by the British as well as by the Indians an important source of information about the feelings and reaction of the people at that time. These images reflect the public opinion which influenced the policies of the British government. On the other hand, the national imageries depict the national feelings of the Indians.

Question 9.
Examine any two sources presented in the chapter, choosing one visual and one text, and discuss how these represent the point of view of the victor and the vanquished.
Solution :
(a)

The above picture shows Secundrah Bagh, Lucknow. This place was once the pleasure garden which was built by Nawab Wajid Ali Shah. After the rebellion, the British forces led by Cambell killed 2000 rebel sepoys who held the place in 1857. The skeleton strewn on the ground are meant to be a cold warning of the futility of rebellion. This shows that in Awadh where according to an estimate three-fourths of adult male population was in rebellion, too could not succeed and were under control in March 1858.

(b) Villagers as rebels
An officer reporting from rural Awadh (spelt as Oude in the following account) noted : The Oude people are gradually pressing down on the line of communication from the North … the Oude people are villagers … these villagers are nearly intangible to Europeans melting away before them and collecting again. The Civil Authorities report these villagers to amount to a very large number of men, with a number of guns.’

The above source depicts the way in which villagers in Awadh fought with the British forces. They could not be defeated easily because they used to melt away before the British but soon after they collected again. Thus, it was very difficult for the British to control them. The fighting in Awadh continued till March 1858. This shows that in Awadh the rebellion was spread. On the other hand, it shows that inspite of difficulties, the British were determined to suppress the rebellion. The forces were used on a gigantic scale and ultimately Awadh was brought under control.

We hope the NCERT Solutions for Class 12 History Chapter 11 Rebels and the Raj The Revolt of 1857 and its Representations help you. If you have any query regarding NCERT Solutions for Class 12 History Chapter 11 Rebels and the Raj The Revolt of 1857 and its Representations, drop a comment below and we will get back to you at the earliest.

In Online Education NCERT Solutions for Class 8 English It So Happened Chapter 7 The Open Window are part of NCERT Solutions for Class 8 English. Here we have given NCERT Solutions for Class 8 English It So Happened Chapter 7 The Open Window.

Board	CBSE
Textbook	NCERT
Class	Class 8
Subject	English It So Happened
Chapter	Chapter 7
Chapter Name	The Open Window
Category	NCERT Solutions

Online Education NCERT Solutions for Class 8 English It So Happened Chapter 7 The Open Window

TEXTUAL EXERCISES

COMPREHENSION CHECK (Page 57)
1. Why had Framton Nuttel come to the “rural retreat” ?
2. Why had his sister given him letters of introduction to people living there ?
3. What had happened in the Sappleton family as narrated by the niece 1

Answers
1. Framton Nuttel had been suffering from nervousness and worry. So he had come to the ‘rural retreat’ for cure.
2. His sister knew that he would meet very few people in the countryside. So he would feel very unhappy. His condition would become worse than before. So she had given him letters of introduction to the people she knew there.
3. A great tragedy had happened in the Sappleton family about three years ago. Her aunt’s husband and brothers had gone for hunting as usual. Unfortunately they were swal¬lowed up by the marsh.

COMPREHENSION CHECK (Page 60)
1. What did Mrs Sappleton say about the open window ?
2. The horror on the girl’s face made Framton swing around in his seat. What did he see ?

Answers
1. Mrs. Sappleton told Framton Nuttel that her husband and brothers were expected soon. They would enter the house through the window. Their dog would follow them as usual. That was why the window was kept open every evening till it is dark.
2. The girl looked through the open window. There was horror in her eyes. Framton swung around his seat and saw three figures coming towards the window.

COMPREHENSION CHECK (Page 61)
1. Why did Framton rush out wildly ?
2. What was the girl’s explanation for his lightning exit ?

Answers
1. The girl had told Framton a false story. She said that her aunt’s husband and brothers died in the marsh. But he saw them coming towards the house. He thought that they were ghosts. So he was terribly afraid and rushed out wildly.
2. The girl’s explanation was that Framton Nuttel was afraid of the dog. He had told her about his bitter experience of the dogs. So he made a sudden and quick exit.

EXERCISE (Page 61)
Discuss in small groups.

Question 1.
Is this a mystery story ? Give a reason for your answer.

Answer:
“Open Window” is a mystery story. A young girl, Vera, tells Framton about a great tragedy. Mrs. Sappleton’s husband and two brothers had gone for hunting birds in the marsh. They were swallowed up in the marsh. She adds that her aunt, Mrs. Sappleton, always thought that they would come back. That is why they kept the window open through which they went out. Mystery deepens further when these men are really seen walking towards the window.

Question 2.
You are familiar with the ‘irony’ of the situation in a story. (Remember The Cop and the Anthem in Class VII Supplementary Reader!) Which situations in ‘The Open Window’ are good examples of the use of irony ?

Answer:
There is irony of situation in the “Open Window”. Situational irony refers what is intended or expected and what actually occurs. The most ironical situation relates to Framton Nuttel. He was suffering from nervousness and worry. He had come to the calm and quiet
countryside for treatment. On the contrary, the story about Mrs. Sappleton’s husband and brothers disturbed his peace of mind. Again, he wanted to avoid any further reference to the incident. But Mrs. Sappleton too referred to the open window just as the girl had. Besides this, Framton had come with high expectations to this place. But he had to run away from the place. This was because the three men were seen walking towards the window.

Question 3.
Which phrases/sentences in the text do you find difficult to understand ? Select a few and guess the meaning of each. Rewrite a simple paraphrase of each.

Answer:
There are some phrases/sentences in the text which I found difficult to understand. Some of them are enlisted below :

• Bury yourself down there : You will feel very lonely.
• Came into the nice division : Can be placed in the category of the nice people.
• An undefinable something about the room seemed to suggest masculine habitation : There was something about the room which could not be described. It seemed to suggest that the room belonged to a man.
• Treacherous piece of bog : The bog was treacherous. Its surface was green but underneath it was a wet spongy ground.
• 5. Falteringly human : The girl’s voice broke off. She was overcome by her human feeling of pity for her aunt.
• ‘Bertie, why do you bound V : It is a popular song of twentieth century. ‘Bound’ means ‘jump’, but here there is play on words. ‘Bounder’ means a person whose behaviour is unpleasant to other people.
• Whirl of apologies : ‘Whirl’ means a rapid succession of activities. Here it means many apologies, one following the other quickly.
• Sympathetic comprehension: Understanding the whole matter and showing sympathy to the girl and her aunt.
• Romance at short notice : Finding occasions of fun and enjoyment without time for preparation.

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