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NCERT Solutions for Class 8 Social Science History Chapter 3 Ruling the Countryside

These Solutions are part of NCERT Solutions for Class 8 Social Science.Here we have given NCERT Solutions for Class 8 Social Science History Chapter 3 Ruling the Countryside

Question 1.
Match the following:

Answer:

Question 2.
Fill in the blanks:

1. Growers of woad in Europe saw Indigo as a crop which would provide competition to their earnings.
2. The demand for indigo increased in late eighteenth-century Britain because of industrialization
3. The international demand for indigo was affected by the discovery of synthetic dyes
4. The Champaran movement was against indigo planters

Question 3.
Describe the main features of the Permanent Settlement.
Answer:
Main features of the permanent settlements:

1. Permanent Settlements benefited landlords more than the government. The Zamindars and revenue collectors were converted into numerous landlords.
2. They were not only to act as agents of the Government in collecting land revenue from the ryot but also to become the owners of the entire land in their Zamindaris.
3. Their right of ownership was made hereditary and transferable. On the other hand, the cultivators were reduced to the low status of mere tenants and were deprived of long-standing rights to the soil and other customary rights.
4. The Zamindars were to give 10/11th of the rental they derived from the peasantry to the state, keeping the only 1/11th for themselves.
5. If the rental of a Zamindar’s estate increased he would keep the entire amount of the increase. The state would not make any further demand upon him. At the same time, the Zamindar had to pay his revenue rigidly on the due date even if the crop had failed for some reason; otherwise, his lands were to be sold.

Question 4.
How was the Mahalwari system different from the Permanent Settlement?
Answer:
Difference between Mahalwari System and Permanent Settlement:

1. Under the permanent settlement, the revenue rate was fixed Permanently, not to be increased. But in the Mahalwari System, it was decided that the rate of revenue would be revised periodically.
2. Zamindars collected the revenue from peasants in Permanent Settlement and gave a fixed part to the company. In Mahalwari this work was done by village headmen.

Question 5.
Give two problems that arose with the New Munro System of Fixing Revenue.
Answer:

• The ryots were supposed to improve their lands, but they did not. The system supposed peasants to get changed into rich enterprising farmers, but this did not happen.
• The revenue officials fixed too high a revenue demand. Ryots were not able to pay this much revenue.

Question 6.
Why were ryots reluctant to grow indigo?
Answer:
The reluctance of Ryots to grow Indigo:

1. The planters generally forced the ryots to sign a contract.
2. Cash advances were given at low-interest rates but that loan committed the ryots to cultivate at least 25% of holding with indigo.
3. The planter provided seed, drill, etc. and actual cultivation was done by the cultivator.
4. After the delivery of the harvested crop to the planter, a new loan was given to the ryot.
5. This way the ryot \yas trapped in a cycle of the loan. They realized that they were actually getting a low rate for their hard labour.
6. Planters forced the ryots to grow indigo on the best soils. Whereas the cultivators wanted to use that for rice.

Question 7.
What were the circumstances which led to the eventual collapse of indigo production in Bengal?
Answer:

1. The indigo cultivators in Bengal were given loans but for that, they had to grow indigo on at least 25 percent of the area under their holdings.
2. The planters provided only seed and drill. The rest of the works till the crop was harvested, was to be done by the ryots.
3. The price the ryots got for their indigo, was very low. They had to take loans to repay their previous loans. Thus, the cycle of loans was never-ending.
4. The planters usually insisted that indigo should be cultivated on the best soils in which peasants preferred to cultivate rice.
5. The indigo crops exhausted the soil rapidly. After an indigo harvest, the land could not be sown with rice. These were certain circumstances which led to the eventual collapse of indigo production in Bengal.

Question 8.
Find out more about the Champaran movement and Mahatma Gandhi’s role in it.
Answer:
Hints: Discuss the following points:

• The oppressive attitude of the British Government.
• The rebellion of the Ryot peasants.
• Gandhiji’s role in it.

Question 9.
Look into the history of either tea or coffee plantations in India. See how the life of workers in these plantations was similar to or different from that of workers in indigo plantations.
Answer:
Hints: Life in Tea Plantations of Assam:

• Estate owners
• Workers
  (a) Wages (b) Habitation (c) Facilities
• Problems.
  Life in the Indigo Fields
• Cultivators or Zamindars were the owners.
• Generally, cultivators worked in fields themselves.

Objective Type Questions

1. Match the following:

Answer:
(i)   c
(ii)  d
(iii) e
(iv) a
(v)  b
(vi) f

2. State whether True or False:

1. The demand for indigo increased in the late seventeenth century. False 
2. Revenues were fixed in the permanent settlement. True 
3. The company purchased goods in India before 1865 through gold and silver imports. True 
4. Mahalwari system came into existence in 1700. False 
5. The very high rate of revenue was the major problem of the ryotwari system. True 
6. Weekly markets were very flourishing during the economic crisis of Bengal. False 
7. The company introduced the Permanent Settlement in 1793. True

3. Fill in the blanks:

1. Gomasthas were the agents of planters 
2. The Mughal emperor appointed the East India Company as the Diwan of Bengal.
3. The painter was commissioned by Clive to record memorable events of his life.
4. Ryotwari system was also known as Munro System
   
5. Ryoti is cultivation on Ryot’s lands.
6. Bigha is the unit of land measurement by the British in Bengal.

 Multiple Choice Questions

Choose the correct answer:
1. The Champaran movement was against
(a) peasants
(b) East India Company
(c) the oppressive attitude of the planters
(d) none of the above

2. The Company was appointed as the Diwan of Bengal in
(a) 1762
(b) 1763
(c) 1764
(d) 1765

3. Gandhiji visited Champaran
(a) to see the plight of Indigo planters in Champaran
(b) to see the progress of indigo plantation
(c) to see the managing system of the company
(d) none of the above

4. Who devised the new-system of revenue called Mahalwari?
(a) Queen Elizabeth
(b) Holt Mackenzie
(c) Queen Victoria
(d) Gandhiji

5. Growers of woad in Europe saw ……. crop as competition to their earnings.
(a) tea
(b) rubber
(c) indigo
(d) coffee

6. Indigo production came down in Bengal in
(a) 1850
(b) 1852
(c) 1855
(d) 1859

7. Who had developed the Munro system?
(a) Captain Alexander
(b) Holt Mackenzie
(c) Thomas Munro
(d) None of these

8. How much proportion of Indigo was imported from India by Britain in 1810?
(a) 75%
(b) 95%
(c) 90%
(d) 85%

9. Colebrook describes the conditions of the under-tenant farmers in
(a) 1800
(b) 1805
(c) 1806
(d) 1810

10. After harvest, the indigo plant was taken to the …….. in the indigo factory.
(a) dye
(b) vat
(c) farm
(d) machine

11. The international demand for indigo was affected by the discovery of
(a) synthetic dyes
(b) woad
(c) blue colour
(d) none of these

We hope the NCERT Solutions for Class 8 Social Science History Chapter 3 Ruling the Countryside, helps you. If you have any query regarding NCERT Solutions for Class 8 Social Science History Chapter 3 Ruling the Countryside, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Social Science History Chapter 12 India After Independence

These Solutions are part of NCERT Solutions for Class 8 Social Science. Here we have given. NCERT Solutions for Class 8 Social Science History Chapter 12 India After Independence

Question 1.
Name three problems that the newly independent nation of India faced.
Answer:

1. As a result of Partition, 8 million refugees had come into the country from what was now Pakistan. These people had to be found homes and jobs.
2. There was the problem of the princely states, almost 500 of them, each ruled by a maharaja or a nawab. Each of whom had to be persuaded to join the new nation.
3. The new nation had also to adopt a political system that would best serve the hopes and expectations of its population.

Question 2.
What was the role of the Planning Commission?
Answer:
Role of Planning Commission

1. Lifting India and Indians out of poverty, and building a modem technical and industrial base were among the major objectives of the new commission.
2. A broad agreement was reached on “mixed economy” model.
3. In mixed economy both the State and the private sector would play important and complementary roles in increasing production and generating jobs.
4. These roles were:
   • Which industries should be initiated by the state.
   • Which industries by the market.
   • How to achieve a balance between the different regions and states.
5. Roles of state and private sectors were to be defined by the Planning Commission.
6. To make 5-year plans.

Question 3.
Fill in the blanks:

1. Subjects that were placed on the Union List were Taxes, defense, and foreign affairs 
2. Subjects on the Concurrent List were forests and agriculture
3. Economic planning by which both the state and the private sector played a role in development was called a mixed economy model.
4. The death of Potti Sriramulu sparked off such violent protests that the government was forced to give in to the demand for the linguistic state of Andhra.

Question 4.
State whether True or False:

1. At independence, the majority of Indians lived in villages. True 
2. The Constituent Assembly was made up of members of the Congress party. False 
3. In the first national election, only men were allowed to vote. False 
4. The Second Five Year Plan focused on the development of the heavy industry. True

Question 5.
What did Dr. Ambedkar mean when he said that “In politics, we will have equality, and in social and economic life we will have inequality”?
Answer:

1. Dr. Ambedkar pointed out that political democracy had to be accompanied by economic and social democracy.
2. He wanted to say that giving the right to vote would not automatically lead to the removal of other inequalities such as between rich and poor, or between upper and lower castes.
3. He meant that with the new Constitution, India was going to enter into a life of contra¬dictions. In politics, we will be recognizing the principle of one man one vote and one value. While in our social and economic life, we shall, by reason of our social and economic structure, continue to deny the principle of one man one value.

Question 6.
After independence, why was there a reluctance to divide the country into linguistic lines?
Answer:
India got independence at the cost of its division. This division had been done on the basis of religion. As a result of this division, more than a million people had been killed in riots between Hindus and Muslims. In such circumstances, it was not wise to further divide the country on the basis of language. Therefore, both Prime Minister Nehru and Deputy Prime Minister Patel were against the creation of linguistic states.

Question 7.
Give one reason why English continued to be used in India after independence.
Answer:
Since a vast majority of the population of southern India did not speak Hindi but English, they could threaten to separate from India if Hindi was imposed on them.

Question 8.
How was the economic development of India visualized in the early decades after
independence?
Answer:
1. In 1956, the Second Five Year Plan
2. This plan focused strongly on the development of heavy industries like steel, and on the building of large dams.
3. These sectors would be under the control of the State.

• The focus on heavy industry and the effort at state regulation of the economy was to guide economic policy for the next few decades.
• This approach had many strong supporters, but also some vocal critics.

Question 9.
Who was Mira Behn? Find out more about her life and her ideas.
Answer:
(1) Mira Behn was an English women and her original name Was Madelene Slade. She was like a daughter of Bapu and often acted as a bridge between him and the British bureaucracy.
(2)

• Mira Behn (November 22, 1892— July 20, 1982) was the daughter of a British admiral. She left her home in England to live and work with Gandhi.
• She devoted her life to human development, the advancement of Gandhi’s principles, and the freedom struggle in India. She was awarded Padma Vibhushan in 1982.

Question 10.
Find out more about the language divisions in Pakistan that led to the creation of the new nation of Bangladesh. How did Bangladesh achieve independence from Pakistan?
Answer:
(1) When the State of Pakistan was formed in 1947, it had two wings, one to the West of India and the other to the East. The two regions were split along cultural, geographical, and linguistic lines. In 1948, the government of Pakistan ordained Urdu as a sole national language which sparked extensive protests among the Bengali-speaking majority of East Pakistan. The Bengali Language Movement of 1952 was the first sign of friction between the two wings of Pakistan. This movement was a political effort in then East Pakistan, which advocated the recognition of the Bengali language as an official language of Pakistan.

(2) Apart from linguistic discrimination, political and economic neglect led to popular agitations against West Pakistan. This led to the war of independence in 1971. With the help of Indian troops in the last few weeks of the war, East Pakistan defeated West Pakistan on December 16, 1971. This resulted in the establishment of Bangladesh. In February 1974, Pakistan also agreed to recognize the independent state of Bangladesh.

Objective Type Questions

1. Match the following:

Answer:
(i)   a
(ii)  e 
(iii) f
(iv) b
(v)  c
(vi) d

2. State whether True or False:

1. At Independence, the majority of Indians lived in cities.  False   
2. The Constituent Assembly was made up of members of the Muslim League.  False   
3. In the first national election, only men of age 30 were allowed to vote.  False   
4. The Second Five Year Plan focuses on the development of agriculture.  False   
5. B.R. Ambedkar was the Chairman of the Drafting Committee of the Constitution,  True   
6. The Second Five Year Plan was formulated in 1952.  False   
7. The population of India in 1947 was 38 crore.  False   

3. Fill in the blanks:

1. Nathurain Godse assassinated Gandhiji.
2. On 26 January 1950, our Constitution was adopted.

Multiple Choice Questions

Choose the correct answer:
1. How many countries of the world joined the conference of Bandung in Indonesia?
(a) 29 countries
(b) Less than 20 countries
(c) More than 100 countries
(d) 100 countries

2. Dharavi, the largest slum of the world, is situated in
(a) Calcutta
(b) Chennai
(c) Delhi
(d) Mumbai

3. The leader who went on hunger strike for Andhra Pradesh to protect the interest of Telugu speakers is
(a) Chitta Ranjan Das
(b) Potti Sriramulu
(c) Krishna Menon
(d) None of these

4. The Bhilai steel plant was set up in the year
(a) 1950
(b) 1952
(c) 1955
(d) 1959

5. How many Indians formed the Constituent Assembly?
(a) One hundred
(b) Two hundred
(c) Three hundred
(d) Four hundred

6. New state of Andhra Pradesh came into being
(a) on 1 October 1953
(b) on 15 October 1953
(c) on 1 May 1953
(d) on 15 May 1953

7. Mukti Vahini was formed by the Bengali Population under the leadership of
(a) Mira Behn
(b) Muziburr Rehman
(c) Potti Sriramulu
(d) None of these

8. Which is NOT the features of our constitution?
(а) Adoption of Universal Adult Franchise
(b) Preference to Hindu Religion
(c) Equal rights to all citizens
(d) Special privileges for the poorest and most disadvantageous Indians

9. Up to which date was many of the princely states retained as administrative units?
(a) Up to October 15, 1947
(b) Up to October 31, 1947
(c) Up to October 15, 1955
(d) Up to October 31, 1956

10. The United Nations was formed in
(a) 1940
(b) 1945
(c) 1947
(d) 1950

11. India, celebrated its 60^th year of independence
(a) on August 15, 2007
(b) on August 15, 2009
(c) on January 26, 2005
(d) on January 15, 2005

12. Pakistan was divided into two parts because of
(a) the imposition of Persian on the Bengali speaking of the east
(b) the imposition of Islamic language on the Bengali speaking of the east
(c) the imposition of Urdu on Bengali speaking population of the east
(d) none of the above

We hope the NCERT Solutions for Class 8 Social Science History Chapter 12 India After Independence, help you. If you have any query regarding NCERT Solutions for Class 8 Social Science History Chapter 12 India After Independence, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Social Science Civics Chapter 6 Understanding Our Criminal Justice System

These Solutions are part of NCERT Solutions for Class 8 Social Science. Here we have given. NCERT Solutions for Class 8 Social Science Civics Chapter 6 Understanding Our Criminal Justice System

Question 1.
In a town called Peace Land, the supporters of the Fiesta football team learn that the supporters of the Jubilee football team in the nearby city about 40 km away have damaged the pound on which the Final between both teams to be held the following day. A crowd of Fiesta fans armed with deadly weapons attacks the homes of the supporters of the Jubilee football team in the town. In the attack, 10 men are killed, 5 women are gravely hurt, many homes are destroyed and over 50 people injured.

Imagine that you and your classmates are now part of the criminal justice system. First  divide the class into the following four groups of persons:

1. Police
2. Public Prosecutor
3. Defence lawyer
4. Judge

The column on the right provides a list of functions. Match these with the roles that are listed on the left. Have each group pick the functions that it needs to perform to bring justice to those who were affected by the violence of the Fiesta fans. In what order will these functions be performed?

Roles	Functions
1. Police	(i) hear the witnesses
	(ii) record the statements of witnesses
2. Public Prosecutor	(iii) cross-examine the witnesses
	(iv) take photographs of burnt homes
3. Defence Lawyer	(v) record the evidence
	(vi) arrest the Fiesta fans
4. Judge	(vii) writes the judgment
	(viii) argue the case for the victims
	(ix) decide for how many years the accused will be put in jail
	(x) examine the witnesses in court
	(xi) pass the judgment
	(xii) get the assaulted women medically examined
	(xiii) conduct a fair trial
	(xiv) meet the accused persons

Answer:
1. (ii), (iv), (v), (vi), (xii)
2. (viii), (x)
3. (iii), (x)
4. (i), (vii), (ix),(xi), (xiii)

Question 2.
Now take the same situation as question 1. but ask one student who is a supporter of the Fiesta Club to perform all the functions listed above.
Do you think the victims would get justice if only one person performed all of the functions of the criminal justice system? Why not?
State two reasons why you believe that different persons need to play different roles as a part of the criminal justice system.
Answer:
No, the victims will not get justice if only one person performs all the functions of the criminal justice system because of the following reasons :

1. One person can become partial.
2. If the person, who has committed the crime, belongs to majority group or has political approach, will put pressure on the single person and. can win the case.
3. It is difficult for one person to perform all the functions of police, Public Prosecutor, Defence Lawyer as well as judge.
4. If all the functions of the criminal justice system are performed by a single person, it will not remain a fair trial but a biased and partial trial.

 We hope the NCERT Solutions for Class 8 Social Science Civics Chapter 6 Understanding Our Criminal Justice System, help you. If you have any query regarding NCERT Solutions for Class 8 Social Science Civics Chapter 6 Understanding Our Criminal Justice System, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Social Science History Chapter 7 Weavers, Iron Smelters and Factory Owners

These Solutions are part of NCERT Solutions for Class 8 Social Science.Here we have given. NCERT Solutions for Class 8 Social Science History Chapter 7 Weavers, Iron Smelters and Factory Owners

Question 1.
What kinds of cloth had a large market in Europe?
Answer:
Chintz, cossaes or khassa and bandanna.

Question 2.
What is jamdani?
Answer:
Jamdani is a fine muslin on which decorative motifs are woven on the loom, typically in grey and white. Often a mixture of cotton and gold thread was used.

Question 3.
What is bandanna?
Answer:
Bandanna is a brightly coloured and printed scarf for the neck or head. Originally, the term derived from the word ‘bandhna’ and referred to a variety of brightly coloured cloth produced through a method of tying and dying.

Question 4.
Who are the Agaria?
Answer:
The Agaria refers to a community of iron smelters. They were specialized in the craft of iron smelting.

Question 5.
Fill in the blanks:

1. The word chintz comes from the word Chhint (Hindi word)  
2. Tipu’s sword was made of Wootz steel.
3. India’s textile exports declined in the 19th century.

Question 6.
How do the names of different textiles tell us about their histories?
Answer:
Muslin: European traders first encountered fine cotton cloth from India carried by Arab merchants in Mosul in present-day Iraq. So, they began referring to all finely woven textiles as “muslin”.

Calico: When the Portuguese first came to India in search of spices, they landed in Calicut on the Kerala coast in South-West India. The cotton textiles which they took back to Europe, along with the spices, came to be called “Calico” which was derived from Calicut. Subsequently, Calico became the general name for all cotton textiles.

Chintz: It was derived from the Hindi word “Chhint”.

Bandanna: This term also derived from the Hindi word “bandhna”, i.e., tying.

Question 7.
Why did the wool and silk producers in England protest against the import of Indian textiles in the early eighteenth century?
Answer:
At this time textile industries had just begun to develop in England. Unable to compete with Indian textiles, English producers wanted a secure market within the country by preventing the entry of Indian textiles.
So, by the early eighteenth century, worried by the popularity of Indian textiles, wool and silk makers in England began protesting against the import of Indian textiles. In 1720, the British government enacted legislation banning the use of printed cotton textiles — chintz. The Act was known as the “Calico Act”.

Question 8.
How did the development of cotton industries in Britain affect textile producers in India?
Answer:
The development of cotton industries in Britain badly affected textile producers in India:

1. Indian textiles now had to compete with British textiles in the European and American markets.
2. Exporting textiles to England became increasingly difficult since very high duties were imposed on Indian textiles imported into Britain,
3. Thousands of weavers in India became unemployed. Bengal weavers were the worst hit.
4. By the 1830s British cotton cloth flooded Indian markets. This affected not only specialist weavers but also spinners.

Question 9.
Why did the Indian iron smelting industry declined in the nineteenth century?
Answer:
This has the following reasons:

1. The new forest laws were enacted. When the colonial government prevented people from entering the reserved forests, it became difficult for the iron smelters to find wood for charcoal and to get iron ore.
2. In some areas, the government did grant access to the forest. But the iron smelters had to pay a very high tax to the forest department for every furnace they used.
3. By the late nineteenth century, iron and steel were being imported from Britain. This inevitably lowered the demand for iron produced by local smelters.
4. By the early twentieth century, the artisans producing iron and steel-faced a new competition.

Question 10.
What problems did the Indian textile industry face in the early years of its development?
Answer:
In the early years of its development the Indian textile industry faced several problems:

1. It found it difficult to compete with the cheap textiles imported from Britain.
2. In most countries, governments supported industrialization by imposing heavy duties on imports. This eliminated competition and protected newly born industries. But the colonial government in India refused such protection to local industries.
3. However, during the First World War when textile imports from Britain declined Indian factories were called upon to produce cloth for military supplies. This boosted up cotton factory production in India.

Question 11.
What helped TISCO expand steel production during the First World War?
Answer:

• As the First World War broke out in 1914, steel produced in Britain now had to meet the demands of the war in Europe. So, the import of British steel into India declined dramatically.
• Indian railways also turned to TISCO for the supply of rails. As the war dragged on for several years.
• TISCO had to produce shells and carriage wheels, for the war.
• By 1919, the colonial government was buying 90% of the steel manufactured by TISCO.
• Over time TISCO became the biggest steel industry within British rule.

Question 12.
Find out about the history of any craft around the area you live. You may wish to know about the community of craftsmen, the changes in the techniques they use, and the markets they supply. How have these changed in the past 50 years?
Answer:

1. I found out about the history of carpets around my area.
2. The origin of carpet weaving in our area is very ancient. This can be traced back to the Buddhist and Mauryan times.
3. The carpet weaving craft is practiced by Mushhar and shepherds which are semi-nomadic.
4. The generally traditional and strong influence of Tibetan and Persian Art is seen in the designs. The images of Hindus Gods and deities, natural scenarios of the hills and geometrical motifs, etc. are included.
5. The techniques of weaving have been changed to a great extent. Now electrical appliances are also used in this process. Its market has also expanded over time.
6. However, due to the spread of education, many people have shifted to other jobs. Currently, many women from other communities have also taken to carpet weaving. Thus, it is expanding in our area.

Question 13.
On a map of India, locate the centers of different crafts today. Find out when these centers came up.
Answer:

Objective Type Questions

1. Match the following:

Answer:
(i)  f
(ii)  e
(iii) c 
(iv) a
(v)  b
(iv) d

2. State whether True or False:

1. The Wootz steel-making process was widely known in north India. False
2. The importance of Surat declined in the eighteenth century. True
3. Charkha was put at the center of the tricolour flag of the Indian National Congress adopted in 1931. True
4. Tipu Sultan fought seven wars with the British. False
5. Tipu Sultan ruled Mysore till 1812. False
6. During British rule, the Sugar industry was focused. False

3. Fill in the blanks:

1. In the mid-nineteenth century, Patola was highly valued in Indonesia 
2. TISCO became the biggest steel industry within British rule.
3. The first cotton mill in India was set up in 1854
4. Khadi slowly became a symbol of nationalism.
5. Michael Faraday was the discoverer of electricity and electromagnetism.

Multiple Choice Questions

Choose the correct answer:

1……… cloth had a large market in Europe.
(a) Chintz    
(b) Patola
(c) Jamdani
(d) None of these

2. women and men who carried basket loads of iron ore on their heads were called
(a) wootz
(b) agaria
(c) bandanna
(d) cossies

3. In which century did India’s textile industry decline?
(a) 17^th century
(b) 18^th century
(c) 19^th century    
(d) 20^th century

4. TISCO expanded steel production during the
(a) First World War 
(b)Second World War
(c) Third World War
(d) None of these

5. Portuguese first came to India in search of
(a) cotton
(b) spices
(c) steel
(d) muslin

6. What things did the Portuguese take back to Europe?
(a) Steel
(b) Sugar
(c) Cotton textile
(d) Coffee

7. Tipu Sultan’s sword was made of
(a) stainless  steel
(b) wootz
(c) silver
(d) none of these

8. Which of the following was NOT the name of Indian textile?
(a) Chintz
(b) Cossaes
(c) Calico
(d) Agaria

9. Michael Faraday spent four years studying
(a) the property of Indian steel
(b) the ancient Indian culture
(c) the properties of Indian Wootz
(d) none of these

10. Which place in India had one of the finest ores in the world?
(a) Raniganj
(b) Jharia
(c) Rajhara  Hills
(d) None of these

11. Spinning Jenny was invented by
(a) Weld
(b) John Kaye
(c) Dorabji
(d) none of these

We hope the NCERT Solutions for Class 8 Social Science History Chapter 7 Weavers, Iron Smelters, and Factory Owners, help you. If you have any query regarding NCERT Solutions for Class 8 Social Science History Chapter 7 Weavers, Iron Smelters, and Factory Owners, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Social Science History Chapter 11 The Making of the National Movement 1870s – 1947

These Solutions are part of NCERT Solutions for Class 8 Social Science. Here we have given. NCERT Solutions for Class 8 Social Science History Chapter 11 The Making of the National Movement 1870s – 1947

Question 1.
Why were people dissatisfied with British rule in the 1870s and 1880s?
Answer:

1. The Arms Act was passed in 1878, disallowing Indians from possessing arms.
2. The Vernacular Press Act was enacted in an effort to silence those who were critical of the government.
3. In 1883, the government attempted to introduce the Ilbert Bill. The bill provided for the trial of British persons by Indians. But when white opposition forced the government to withdraw the bill, Indians became enraged.
4. Many political associations came into existence in the 1879s and 1880s which highlighted the issues.

Question 2.
Who did the Indian National Congress wish to speak for?
Answer:

1. The need for an all-India organization of educated Indians had been felt since 1880.
2. The Ilbert Bill controversy deepened this desire.
3. The Indian National Congress was established when 72 delegates from all over the country met at Bombay in December 1885 to speak for the people of India to the government.

Question 3.
What economic impact did the First World War have on India?
Answer:
The First World War had the following economic impact on India:

1. In order to meet a huge rise in defense expenditure, the government increased taxes on individual incomes and business profits.
2. Increased military expenditure and the demands for war supplies led to a sharp rise in prices which created great difficulties for the common people.
3. The war created a demand for industrial goods like jute bags, cloth, rail, etc., and caused a decline of imports from other countries into India.
4. Indian industries expanded during the war and Indian business groups began to demand greater opportunities for development.
5. Business groups reaped fabulous profits from the war.

Question 4.
What did the Muslim League resolution of 1940 ask for?
Answer:
In 1940 the Muslim League demanded “Independent States” for Muslims in the north-western and eastern areas of the country.
1. The resolution did not mention partition or Pakistan.
2. From the late 1930s, the League began viewing the Muslims as a separate “nation” from the Hindus.
3. Besides, the provincial elections of 1937 convinced the League that Muslims were a minority, and they would always have to play second fiddle in any democratic structure.

• It feared that the Muslims may even go unrepresented.
• The Congress rejected the League’s desire to form a joint Congress-League’s government in the United Province (now Uttar Pradesh) in 1937.
• This also annoyed the League.

Question 5.
Who were the Moderates? How did they propose to struggle against British rule?
Answer:
(1) Those Congress leaders were called Moderates who were “moderate” in their objectives and methods.

(2)

• They proposed a greater voice for Indians in the government and in administration.
• They wanted the Legislative Councils to be made more representative, given more power and introduced in provinces that did not exist.
• They demanded that Indians be placed in high positions in the government.
• The moderate leaders wanted to develop public awareness about the unjust nature of British rule.
• They wanted to make the government aware of the feelings of Indians.

Question 6.
How was the politics of the Radicals within the Congress different from that of the Moderates?
Answer:
By the 1890s a large number of Indians began to raise questions on the political style of the Congress.

• In Bengal, Maharashtra and Punjab, leaders like Bipin Chandra Pal, Bal Gangadhar Tilak, and Lala Lajpat Rai began to explore more radical objectives and methods. They were popularly called: Lal-Bal-Pal.
• They criticised the Moderates for their “politics of prayers”.
• They emphasised the importance of self-reliance and constructive work.
• They argued that people must rely on their own strength, not on the “good” intentions of the government.
• They also said that people must fight for
• Tilak raised the slogan, “Freedom is my birthright and I shall have it!”

Question 7.
Discuss the various forms that the Non-Cooperation Movement took in different parts of India. How did the people understand Gandhiji?
Answer:

1. In kheda, Gujarat, Patidar peasants organized non-violent campaigns against the high land revenue demand of the British.
2. In the Guntur district of Andhra Pradesh, tribals and poor peasants staged a number of “Forest satyagrahas”.
3. In coastal Andhra and Tamil Nadu, liquor shops were picketed.
4. In sind and Bengal, the khilafat non-cooperation alliance gave enormous communal unity and strength to the national movement.
5. In Punjab, the Akali agitation of the Sikhs sought to remove corrupt mahants from their gurudwaras.
6. In Assam, tea garden labourers demanded a big increase in their wages.

Question 8.
Why did Gandhiji choose to break the salt law?
Answer:
Gandhiji’s Choice to Break Salt Law

• In 1930, Gandhiji led a march to break the salt law.
• According to this law, the state had a monopoly on the manufacture and sale of salt.
• Mahatma Gandhi along with other nationalists reasoned that it was sinful to tax salt since it is such an essential item of our food.

Question 9.
Discuss those developments of the 1937-47 period that led to the creation of Pakistan.
Answer:

1. The Congress’ failure to mobilize the Muslim masses in the 1930s allowed the League to widen its social support.
2. The League sought to enlarge its support in the early 1940s when most Congress leaders were in jail.
3. After the Second World War, the British opened negotiations between Congress, the League, and themselves. The talks failed because the League saw itself as the sole spokes-persons of India’s Muslims. Congress did not accept it.
4. In provincial elections, 1946, the League’s success in the seats reserved for Muslims was spectacular. It persisted with its demand for “Pakistan”.
5. In March 1946, the British Cabinet mission could not get Congress and the Muslim League to agree to specific details of the proposal.
6. The League announced 16 August 1946 as “Direct Action Day”. On this day riots broke out in Calcutta and by March 1947, violence spread to different parts of northern India.

Question 10.
Find out how the national movement was organized in your city, district, area or state. Who participated in it and who led it? What did the movement in your area achieve?
Answer:
(Students to do it as per their area)
Organization of National Movement in our city:
Hints:

• Visit of Gandhiji.
• Formation of Action Committees.
• Meetings and awareness of different events at the national level.
• Prabhat Pheries and Rallies.
• Protest march to district headquarters.
• Mass arrests.
• Hanging of the freedom fighters.
• Award after getting independence.

Question 11.
Find out more about the life and work of any two participants or leaders of the national movement and write a short essay about them. You may choose a person not mentioned in this chapter.
Answer:
(1) Kunwar Singh: Babu Veer Kunwar Singh (1777-1858) was a zamindar of Jagdishpur near Arrah in the state of Bihar. At the age of 80 years, during India’s First War of Independence (1857-58), he assumed command of the soldiers who had revolted at Danapur on 5 July 1857. Two days later, he occupied Arrah which was relieved by Major Eyre on 3rd August. He recorded victories in many battles. In his last battle which was fought on 23 April 1858 near Jagdishpur, Kunwar Singh had a victory over the force led by Captain Le Grand. On 26 April 1858, he died in his village.

(2) Sarojini Naidu: Sarojini Naidu (February 13, 1879— March 2, 1949), “the Nightingale of India” was a distinguished poet, renowned freedom fighter, and one of the great Orators of her time. In 1898, she got married to Govindarajulu Naidu, a doctor by profession.

She presided over the annual session of the Indian National Congress at Kanpur (1925).
She had a leading role in Salt Satyagraha and consecutive struggles. She was President of the National Women’s Conference for many years and trained many volunteers who took up women’s cause. She was the first woman to be appointed in 1947 as the Governor of the United Province (Presently—Uttar Pradesh).

Objective Type Questions

1. Match the following:

Answer:
(i)  d
(ii)  c 
(iii) a
(iv) e
(v)  f 
(vi) b

2. State whether True or False:

1. People were satisfied with British rule in the 1870s and 1880s. False
2. The Arms Act was passed in 1875. False
3. O. Hume was a Chinese educationist. False
4. Muslim League demanded “Independent States” for Muslims in 1940. True
5. The Congress in the first twenty years of its formation was “moderate”. True
6. In 1930, Gandhiji led a march to break the salt law. True
7. The leaders of the Khilafat agitation were Mohammad Ali and Shaukat Ali. True

3. Fill in the blanks:

1. The Arms Act disallowed Indians from having arms.
2. Gandhiji and his followers marched from Sabarmati to Dandi.
3. 16 August 1946 was announced as Direct Action Day by the Muslim League.
4. C. Rajagopalachari is popularly known as Rajaji.

Multiple Choice Questions

Choose the correct answer:

1. Marathi newspaper ‘Kesari’ was edited by
(a) Lala Lajpat Rai
(b) Bal Gangadhar Tilak
(c) Chitta Ranjan Das
(d) Sarojini Naidu

2. Lala Lajpat Rai was a nationalist from
(a) Bengal
(b) Bihar
(c) Punjab
(d) Haryana

3. Which of the following movement is associated with Chitta Ranjan Das?
(a) Quit India Movement
(b) The Salt March
(c) Non-Cooperation Movement
(d) None of these

4. The founder of Khudai Khidmatgars was
(a) Mohammad Ali
(b) Shaukat Ali
(c) Badshah Khan
(d) None of these

5. Who established the Natal Congress?
(a) Jawaharlal Nehru
(b) Mahatma Gandhi
(c) Balgahgadhar Tilak
(d) Lala Lajpat Rai

6. Bengal was divided by the British in the year
(a) 1900
(b) 1910
(c) 1905 
(d) 1920

7. Hindustan Socialist Republic Association was related to the nationalist
(a) Lala Lajpat Rai
(b) Bal Gangadhar Tilak
(c) Bhagat Singh  
(d) None of these

8. The Vernacular Press Act was enacted in
(a) 1840
(b) 1857
(c) 1878    
(d) 1890

9. Ilbert Bill was introduced in
(a) 1860
(b) 1878
(c) 1883 
(d) 1890

10. Naoroji was……… settled in London.
(a) a businessman and publicist   
(b) an artist
(c) an educationist
(d) none of these

11. Second World War ended in
(a) 1910
(b) 1920
(c) 1945
(d) 1920

12. The fight for Purna Swaraj was fought under the presidentship of
(a) Mahatma Gandhi
(b) Jawaharlal Nehru
(c) C. Rajagopalachari
(d) Sardar Vallabhbhai Patel

13. Who was the first Indian Governor-General of free India?
(a) Mahatma Gandhi
(b) Jawaharlal Nehru
(c) C. Rajagopalachari 
(d) Sardar Vallabhbhai Patel

We hope the NCERT Solutions for Class 8 Social Science History Chapter 11 The Making of the National Movement 1870s – 1947, help you. If you have any query regarding NCERT Solutions for Class 8 Social Science History Chapter 11 The Making of the National Movement 1870s – 1947, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Social Science Civics Chapter 1 The Indian Constitution

These Solutions are part of NCERT Solutions for Class 8 Social Science. Here we have given. NCERT Solutions for Class 8 Social Science Civics Chapter 1 The Indian Constitution

Question 1.
Why does a democratic country need a Constitution?
Answer:
A democratic country needs a Constitution because:

1. It lays out certain important guidelines that govern decision-making within these societies.
2. It lays down rules that guard against the misuse of power by our political leaders.
3. It ensures that a dominant group does not use its power against other, less powerful people or groups.

Question 2.
Look at the wordings of the two documents given below. The first column is from the 1990 Nepal Constitution. The second column is from the more recent Interim Constitution of Nepal.

1990 Constitution of Nepal Part 7: Executive	2007 Interim Constitution Part 5: Executive
Article 35: Executive Power: The executive power of the kingdom of Nepal shall be exercised exclusively by His Majesty.	Article 37: Executive Power: The executive power of Nepal shall be vested in the Council of Ministers.

What is the difference in which exercises ‘Executive Power’ in the above two Constitutions of Nepal? Keeping this in mind, why do you think Nepal needs a new Constitution today?
Answer:
Following are the differences in the exercises of ‘Executive Power’ in the above two Constitutions of Nepal:
Differences in the “Executive Power”

1990 Constitution of Nepal	2007 Interim Constitution
1. Nepal was Monarchy. 2. All the executive power of the kingdom of Nepal was exercised exclusively by His Majesty. 3.  According to it, final authority rested with the king.	1. Nepal is going to be democratic. 2. The executive power of Nepal is according to the constitution and other laws; and is exercised by the Council of Ministers. 3. According to it, all powers would be resting in the hands of the people through the Council of Ministers.

 Because the new constitution would guarantee them democracy for the times to come.

Question 3.
What would happen if there were no restrictions on the power of elected representatives?
Answer:
If there were no restrictions on the power of elected representatives, then

1. The leader might misuse their authority which can result in gross injustice.
2. The leader will start enforcing decisions which might go against the public interest.

Question 4.
In each of the following situations, identify the minority. Write one reason why you think it is important to respect the views of the minority in each of these situations:

1. In a school with 30 teachers, 20 of them are male.
2. In a city, 5 percent of the population are Buddhists.
3. In a factory mess for all employees, 80 percent are vegetarians.
4. In a class of 50 students, 40 belong to more well-off families.

Answer:

1. Female teachers are in the minority – It is necessary to respect the views of the lady teachers also as their viewpoints may also be in the best interest of the students.
2. Buddhists are in the minority – Every individual has the right to follow the religion of his choice.
3. Non – vegetarians are in the minority – The food a person eats is his personal wish and so he should have the freedom to eat what he wants.
4. The underprivileged are in a minority – Citizens cannot be discriminated against by their birth so their views have to be respected.

Question 5.
The column on the left lists some of the key features of the Indian Constitution. In the other column write two sentences, in your own words, on why you think this feature is important:
Answer:

Key Feature	Significance
Federalism	Both center and states have their respective powers and they cooperate with each other keeping in view the unity and integrity of the nation.
Separation of Powers	Separate powers are given to the legislative, executives, and the judiciary. It also acts as checks and balances.
Fundamental Rights	Are given to all the citizens without any discrimination on the basis of caste, creed, religion, and sex for their development. These rights protect citizens against the absolute exercise of power by the state.
Parliamentary Form of Government	Parliament has two wings Lok Sabha and Rajya Sabha. A bill becomes an act after passing by both of them and consented by the President of India. Every citizen can contest in elections to be a member of the Lok Sabha.

Question 6.
Colour in the following countries in this map: 
(a) Colour India in blue.
(b) Colour Nepal in dark blue.
(c) Colour Bangladesh in white.
Answer:

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NCERT Solutions for Class 8 Social Science Geography Chapter 5 Industries

These Solutions are part of NCERT Solutions for Class 8 Social Science. Here we have given. NCERT Solutions for Class 8 Social Science Geography Chapter 5 Industries

1. Answer the following questions.
Question 1(1).
What is meant by the term ‘industry’?
Answer:
The industry refers to economic activity that is concerned with the production of goods, extraction of minerals or the provision of services.

Question 1(2).
Which are the main factors which influence the location of an industry?
Answer:
Main factors which influence the location of an industry.

• Availability of raw materials
• Transport and communication
• Land
• Power
• Water
• Capital
• Labour
• Market

Question 1(3).
Which industry is often referred to as the backbone of the modern industry and why?
Answer:
The iron and steel industry is often referred to as the backbone of the modern industry because almost everything we use is either made of iron or steel or has been made with tools and machinery of these metals.

Question 1(4).
Why cotton textile industry rapidly expanded in Mumbai?
Answer:
The cotton textile industry has rapidly expanded in Mumbai because of the following favourable conditions
(a) Warm and moist climate
(b) Port for importing machinery
(c) Availability of raw materials
(d) Skilled labour

Question 1(5).
What are the similarities between the information technology industry in Bangalore and California?
Answer:
Some of the points of similarity between the information technology industry in Bangalore and Silicon Valley are:

• Educational and technological institutions: Bangalore has the largest number of educational institutions and IT colleges in India and Silicon Valley is also situated close to some reputed scientific and technological centers of the world.
• Environment: Both of Bangalore and Silicon Valley have low pollution levels and have a clean environment.

Question 2.
Tick the correct answer.
1. Silicon Valley is located in 
(a) Bangalore
(b) California
(c) Ahmedabad.

2. Which one of the following industries is known as the sunrise industry?
(a) Iron and steel industry
(b) Cotton textile
(c) Information technology.

(3) Which one of the following is a natural fiber?
(a) nylon
(b) jute
(c) acrylic

Question 3.
Distinguish between the following.
(1) Agro-based and mineral-based industry
(2) Public sector and joint sector industry.
Answer:
(1) Distinction between Agro-based and Mineral-based Industry

Agro-hased Industries	Mineral-based Industries
1. The industries which obtain raw materials from agriculture are called agro-based industries. 2. These industries provide employment in rural areas. 3. Agro-based industries are mostly in private or co-operative sectors. 4. Examples: Jute, sugar, cotton textile, vegetable oil, and plantation.	1. Industries based on minerals for their raw materials are termed mineral-based industries. 2. They provide employment both to rural and urban labour. 3. These industries are generally located in the public sector due to the huge investments involved. 4. Examples: Iron and steel industry, machine tools industry.

(2) Distinction between Public Sector and Joint Sector Industry

Public Sector Industry	Joint Sector Industry
1. The industry which is owned and controlled by State Govt, or the Central Govt, is called Public Sector Industry. 2. Examples: Indian Railways, Steel plants at Durgapur, Bhilai, HMT, Heavy Electrical, etc.	1. The industry which is owned and controlled by government and individuals are called joint sector industries. 2. Examples: Cement industries, paper industries, information technology, MUL (Maruti Udyog Limited).

Question 4.
Give two examples of the following in the space provided.

1. Raw Materials: Iron ore and limestone.
2. End product: Iron and steel.
3. Tertiary Activities: Transport and banking.
4. Agro-based Industries: Sugar and vegetable oil.
5. Cottage Industries: Basket making and weaving.
6. Co-operatives: Sugar and Amul milk union.

Question 5.
Activity
How to identify a location for establishing an industry—
Divide your class into groups. Each group is a Board of Directors faced with the problem of choosing a suitable site for an iron and steel plant of Developer Dweep. A team of technical experts has submitted a report with notes and a map. The team considered access to iron ore, coal, water, and limestone, as well as the main market, sources of labour, and port facilities. The team has suggested two sites, X and Y. The Board of Directors has to take the final decision of where to locate the steel plant.

• Read the report submitted by the team.
• Study the map to find out the distances of the resources from each site.
• Give each resource a ‘weight’ from 1 to 10, according to its importance. The greater the ‘pull’ of the factor on the industry the higher the weight from 1 to 10.
• Complete the table below.
• The site with the lowest total should be the most satisfactory site.
• Remember each group of directors can decide differently.

Report

Factors/resources affecting the location of a proposed iron and steel plant on Developen Dweep.

• Iron ore: This is a very large deposit of low-grade iron ore. Long-distance transportation of the ore would be uneconomic.
• Coal: The only coalfield that contains rich deposits of high-grade coal. Transportation of coal is by railway, which is relatively cheap.
• Limestone: This is widely available over the island, but the purest deposits are in the China Mountains.
• Water: Both the tributaries of River Neel carry sufficient water to supply a large iron and steel plant in all seasons. The seawater because of its high salt content is unsuitable.
• Market: It is expected that the chief market for the Plant’s products will be the engineering works of Rajdhanipur. Transport costs for the products—mainly small steel bars and light steel plates would be relatively low.
• Labour supply: This will have to be recruited mainly from the unskilled workers in
  the 3 fishing villages of Hill, Rah, and Sing. It is expected that most workers will
  commute daily from their present homes.
• Port facilities: These are at present minimal. There is a good, deep natural harbour at port Paschimpur developed to import metal alloys.

Resource	Distance from X	Distance from Y	Weighting 1-10	Distance V weight for site X	Distance x weight for site Y
Iron ore	8	3	1	8	3
Coal	12	17	1	12	17
Limestone	11	6	2	22	12
Water	1	1	2	2	2
Chief market	20	25	5	100	125
Labour supply	8	13	3	24	39
			Total =	168	198

The smaller the pull, the higher the weighting.
Answer:
Site X is more suitable.

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NCERT Solutions for Class 8 Social Science Civics Chapter 4 Understanding Laws

These Solutions are part of NCERT Solutions for Class 8 Social Science. Here we have given. NCERT Solutions for Class 8 Social Science Civics Chapter 4 Understanding Laws

Question 1.
Write in your own words what you understand by the term the ‘rule of law’. In your response include a fictitious or real example of a violation of the rule of law.
Answer:
Rule of law means that all laws apply equally to all citizens of the country and no one can be above the law. Neither a government official nor a wealthy person. Even the President of the country is not above the law.. For example,

• While driving the car, if a person crosses the red light, it means he has broken the traffic rule. It is a case of violation, of law.
• Last month a person entered our neighbour’s house in their absence and stole all the gold ornaments and money. That person has committed a crime. It is also a case of violation of the law.

Question 2.
State two reasons why historians refute the claim that the British introduced the rule of law in India.
Answer:
Historians refute the claim that the British introduced the rule of law in India on the following basis :

• The colonial rule was arbitrary.
• The Indian nationalists played a prominent role in the development of the legal sphere in British India.

Question 3.
Re-read the storyboard; on how a new law on domestic violence got passed. Describe in your own words the different ways in which women’s groups worked to make this happen.
Answer:
Domestic violence against women was very common in India in the early 1990s. Throughout the 1990s, the need for a new law was raised in different forums like Public meetings and women’s organizations. In 1999, Lawyers Collective, a group of lawyers, law students and activists, after nation-wide consultations took the lead in drafting the Domestic Violence (Prevention and Protection) Bill. This draft bill was widely circulated. Meetings were held all over the country supporting the introduction of this Act.

The Bill was first introduced in Parliament in 2002, but it was not to the satisfaction of all. Several women’s organizations, like the National Commission for Women, made submissions to the Parliamentary Standing Committee requesting changes in the Bill. In December 2002, after reviewing the request made by the National Commission for Women, the Parliamentary Standing Committee submitted its recommendations to the Rajya Sabha and these were also tabled in the Lok Sabha. The Committee’s report accepted most of the demands of the women’s groups.

Finally, a new Bill was reintroduced in Parliament in 2005. After being passed in both houses of Parliament, it was sent to the President for his assent. The Protection of Women from Domestic Violence Act came into effect in 2006.

Question 4.
Write in your own words what you understand by the following sentence.
‘They also began fighting for greater equality and wanted to change the idea of law from a set of rules that they were forced to obey, to the law as including ideas of justice.’
Answer:
The Britishers ruled India for a long period of time. Their law was arbitrary. They used to introduce any law at any time which they deemed correct. But the fact was that the laws were applied to harass or humiliate Indians.

For example, Rowlatt Act was passed which allowed the British government to imprison people without due trial. Britishers discriminated against Indians on the basis of their colour and race. Different laws were made for Whites (Britishers) and Blacks (Indians).

Indian nationalists began protesting and criticizing the arbitrary use of authority by the British. They asked for a greater share of Indians in the government. They fought for their identity and self-respect. They asked the British government to make some rules for both the Britishers and the Indians. Nationalists defy to obey their set of rules and openly broke several laws made by the Britishers. Masses came on roads to follow their leaders and asked the Britishers to do justice with them by making proper and rational laws.

We hope the NCERT Solutions for Class 8 Social Science Civics Chapter 4 Understanding Laws, help you. If you have any query regarding NCERT Solutions for Class 8 Social Science Civics Chapter 4 Understanding Laws, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Social Science History Chapter 2 From Trade to Territory

These Solutions are part of NCERT Solutions for Class 8 Social Science.Here we have given NCERT Solutions for Class 8 Social Science History Chapter 2 From Trade to Territory

Question 1.
Match the following:

Answer:

Question 2.
Fill in the blanks:
(a) The British conquest of Bengal began with the Battle of Plassey
(b) Haidar Ali and Tipu Sultan were the rulers of Mysore
(c) Dalhousie implemented the Doctrine of Lapse  
(d) Maratha kingdoms were located mainly in the western part of India.

Question 3.
State whether True or False:
(a) The Mughal empire became stronger in the eighteenth century False  
(b) The English East India Company was the only European Company that traded with India.False 
(c) Maharaja Ranjit Singh was the ruler of Punjab.True  
(d) The British did hot introduce administrative changes in the territories they conquered. False  

Question 4.
What attracted European trading companies to India?
Answer:
The European Companies saw great opportunities in trade with India. They could buy goods at a cheaper rate in India and carry them back to Europe to sell at a higher price. This opportunity attracted them to India.

Question 5.
What were the areas of conflict between the Bengal nawabs and the East India Company?
Answer:
Areas of conflict between the Nawabs of Bengal and the East India Company:

1. Requests to grant concessions to Company.
2. The demand of large tributes from the Company for the right to trade.
3. Denial of right to minting (making) coins.
4. Stoppage of fortification expansion.
5. Nawab claimed that the company was depriving the Bengal government of a huge amount of revenue.
6. Undermining the authority of the nawab.

Actions are taken by the Company

1. Refusal to payment of taxes by the Company.
2. Writing of disrespectful letters by the Company.
3. Trying to humiliate the nawab and his officials.
4. Enlargement of settlements by the Company, Buying villages.
5. The rebuilding of forts.

Question 6.
How did the assumption of Diwani benefit the East India Company?
Answer:
The assumption of Diwani benefited the East India Company in the following ways:

• The Diwani allowed the Company to use the vast revenue resources of Bengal.
• The outflow of gold and silver which the Company imported to buy goods in India was stopped.
• The revenue from Bengal now could be used to purchase cotton and silk textiles in India, maintain Company troops, and meet the cost of building the Company fort and offices at Calcutta.

Question 7.
Explain the system of “subsidiary alliance”.
Answer:
Under the subsidiary alliance;

1. Indian rulers were not allowed to have their independent armed forces.
2. The rulers were to be protected by the Company, but for this, they had to pay money.
3. If the Indian rulers failed to make the payment, then part of their territory was to be taken away as a penalty.

Question 8.
In what way was the administration of the Company different from that of Indian rulers?
Answer:
Administration of Company was different from that of Indian Ruler

Company’s Administration	Indian Rulers’ Administration
Administrative units divided into Presidencies. Three Presidencies—Bengal, Madras, and Bombay. Each Presidency ruled by Governor and districts by collectors Governor-General—the Supreme head. The presidency was further divided into districts and the collector was head of the district.	Four parts of each kingdom—District, Pargana, Tehsil, and Villages. Controlled by zamindars and peasants. King, the supreme head.

Question 9.
Describe the changes that occurred in the composition of the Company’s army.
Answer:

1. The East India Company recruited professional soldiers in place of sawars and paidal soldiers.
2. The soldiers were trained in new warfare technology in European style.
3. The soldiers were armed with muskets and matchlocks.

Question 10.
After the British conquest of Bengal, Calcutta -grew from a small village to a big city. Find out about the culture, architecture, and the life of Europeans and Indians of the city during the colonial period.
Answer:
Hints: Visit the school library or get information from the internet.
Indians were influenced by the British culture, architecture, and lifestyle.

• Culture: British influence began.
• Architecture: Influenced by British Architecture (fortification of the city, churches, etc.). Rich Indians started constructing bungalows in the English style.
• Life: English education, English clothes, became be popular.

Question 11.
Collect pictures, stories, poems, and information about any of the following—the Rani of Jhansi, Mahadji Sindhia, Haidar Ali, Maharaja Ranjit Singh, Lord Dalhousie, or any other contemporary ruler of your region.
Answer:
The Rani of Jhansi: Collect information and photographs
Hints:

1.  Early childhood
2. Early marriage
3. Death of husband
4. Adopted son
5. Fight with British
6. Died fighting with the British.
7. History would always remember her.

1. Rani Of Jhansi:

Lakshmibai was born probably on 19 November 1828 in the holy town of Varanasi in a Marathi brahmin family. Her father was Moropant Tambe. Her father worked for a court of Peshwa of Bithoor district. Peshwa brought Manikarnika up like his own daughter. The Peshwa called her “Chhabili”, which means “playful”.

She was educated at home and was more independent in her childhood than others of her age; her studies included archery, horsemanship, and self-defense.

Rani Lakshmibai was accustomed to ride on horseback accompanied by a small escort between the palace and the temple. The Rani Mahal, the place of Rani Lakshmibai, has now been converted into a museum. She died, fighting British Army bravely, to save her state Jhansi.

2. Mahadaji Shindhia

Mahadaji Shinde (1730-1794 A.D.) also spelled as Mahadji Scindia or Mahadaji Scindia, was a Maratha ruler of the state of Gwalior in central India.

Mahadaji was instrumental in resurrecting Maratha power in North India after the Third Battle of Panipat in 1761 and rose to become a trusted lieutenant of the

Peshwa, leader of the Maratha Empire. During his reign, Gwalior became the leading state in the Maratha Empire and one of the foremost military powers in India.

He accompanied Shah Alarm II (Mughal Badshah) in 1771 to Delhi in order to restore the Mughals in Delhi. The Marathas were practically at that time ruling Delhi.

He annihilated the power of Jats of Mathura and during 1772-73 and destroyed the power of Pashtun Rohillas in Rohilkhand and captured Najibabad. His role during the First Anglo Maratha War was greatest from the Maratha side since he humbled the British in Central India, single-handed, which resulted in the Treaty of Salbai in 1782, where he mediated between the Peshwa and the British.

3. Hyder Ali Of Mysore

Hyder Ali (1721-1782) was the sultan and de facto ruler of the Kingdom of Mysore in southern India. Born Hyder Naik, he distinguished himself militarily, eventually drawing the attention of Mysore’s rulers. Rising from the post of Dalavayi (commander-in-chief) to Krishnaraja Wodeyar II, he came to dominate the titular monarch and the Mysore government. He became the de facto ruler of Mysore as Sarvadhikari (Chief Minister) by 1761. He offered strong anti-colonial resistance against the military advances of the British East’India Company during the First and Second Anglo Mysore Wars and he was the innovator of military use of the ‘iron-cased Mysorean rockets.

4. Maharaja Ranjit Singh

Ranjit Singh was born to Sardar Maha Singh and Raj Kaur on 13 November 1780, in Gujranwala, Punjab (now in Pakistan). As a child, he suffered from smallpox which resulted in the loss of one eye. At the time, much of Punjab was ruled by the Sikhs under a Confederate Sarbat Khalsa system, which had divided the territory among factions known as misls Ranjit Singh’s father was the commander of the Sukerchakia Misl and controlled a territory in west Punjab based around his headquarter at Gujranwala.

In 1799, Ranjit Singh captured Lahore (now in Pakistan) from the Bhangi Misl and later made it his capital. This was the first important step in his rise to power. In the following years, he brought the whole of central Punjab from the Sutlej to the Jhelum under his sway. This area includes north of Satluj (Jullundhar, Amritsar, Pathankot, etc.); and Lahore, Multan, etc. of Pakistan.

5. Lord Dalhousie

Governor-general of India (1848 to 1856): Lord Dalhousie is one the most negatively remembered personality in the rule of East India Company. He ruled India with his full efficiency from 1848 to 1856 A.D. In India, he was famous for various negative and positive reasons.
Positive:

1. Starting of Railway in 1853 A.D. for the first time, between Bombay to Thane.
2. Starting of postal and telegraph services in India.
3. Starting of widow remarriage in 1856 A.D.
4. Completion of Ganges Canal.
5. Reform in Indian civil services.

Negative

1. East India Company captured the princely state of Punjab in 1849 A.D.
2. Second Anglo-Burmese War.
3. The doctrine of Lapse (Most Controversial).
4. The annexation of Awadh.

Objective Type Questions

1. Match the following:

Answer:
(i)  c
(ii) d
(iii) a
(iv) b
(v)  f
(vi) e

2. State whether True or False:

1. The British originally came as traders. (True)
2. The battle of Buxar ended in 1764. (True)
3. The second Anglo Maratha war was fought in 1757. (False)
4. Maratha kingdoms were located mainly in the northern part of India. (False)
5. The army was known as the sepoy army during the company’s rule. (True)

3. Fill in the blanks:

1. Indian rulers’ administrative units were divided into District, Parganas, and Tehsil 
2. The new system of justice was set up in the year 1772  
3. The first English factory was set up on the banks of the River Hugli
4. Queen Elizabeth granted the East India Company the sole right to trade with the East.
5. After the defeat at Plassey, Mir Jafar was made the Nawab.
6. Lord Dalhousie devised the policy of Doctrine of Lapse.

Multiple Choice Questions

Choose the correct answer:
1. Which of the following was NOT the Presidency?
(a) Bengal
(b) Madras
(c) Bombay
(d) Kalikata

2. Tipu Sultan stopped export through his kingdom in
(a) 1764
(b) 1772
(c) 1785   
(d) 1790

3. The first English factory was set up in the year
(a) 1600
(b) 1651
(c) 1655
(d) 1665

4. Who discovered the sea route to India in 1498?
(a) Columbus
(b) Dutch
(c) East India Company
(d) Vasco-da-Gama

5. Robert Clive committed suicide in the year
(a) 1770
(b) 1743
(c) 1767
(d) 1774

6. The Third Battle of Panipat was fought in the year
(a) 1743
(b) 1752
(c) 1761
(d) 1763

7. Rani Channamma was the ruler of
(a) Bengal
(b) Kitoor
(c) Agra
(d) Delhi

8. Haidar Ali was the ruler of
(a) Bengal
(b) Delhi
(c) Bombay
(d) Mysore

9. European trading companies were attracted to India due to
(a) cheap land
(b) cheap labour
(c) raw material like cotton silk and spices
(d) none of these

10. Competition among the companies resulted in
(a) reduced profits of companies
(b) quality of goods
(c) price became low
(d) none of these

We hope the NCERT Solutions for Class 8 Social Science History Chapter 2 From Trade to Territory, help you. If you have any queries regarding this NCERT solution for Class 8 Social Science History Chapter 2 From Trade to Territory, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 4 Life Skills are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 4 Life Skills.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 6 Chapter 4
Chapter Name	Life Skills
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 6 Children Chapter 4 Life Skills

Question 1.
Read the following and share your feelings with the class.

SELF AWARENESS :
Knowing your strengths and weaknesses will help you succeed.

Knowing our strengths helps us in acknowledging our success as well as appreciating our capacity to do something with or without support from others. This gives us a sense of well being and we are able to learn new skills and develop assets, thereby developing our confidence. Confident people attract friends and other stable relationships.In due course we are ready to accept various challenges with the right kind of investment of energy towards task completion. Knowing our weaknesses helps us in accepting our limitations, and developing a willingness to take help when offered and enabling us to overcome our deficits. This paves way to expansion of skills and qualities, which prove useful in the long run. It is worthwhile to introspect and reflect so as to realise our potential. This helps to bring about a change in us and we are able to meet challenges.

If Shreya had introspected or had been helped by her parents or teachers to reflect on herself, she would have understood her positive and negative qualities, her likes, dislikes, strengths, weaknesses, feelings, emotions, outlook, choices, values and attitude towards life. Self-awareness paves the way to progress with respect to relationships, academic success, professional and personal fulfillment.

Adapted from The Quest,
The Hindu.

Answer :
No question asked.

Question 2.
Copy the worksheet in your notebooks and work in pairs to complete the worksheet to know all about yourself. This will enable you to discover your hidden strengths, work on your weakneses, and develop your personality. Johari Window Work Sheet

Answer :
This activity is to be done at class level under the supervision and guidance of the class teacher. Students to collect information in pairs on various points given in the box. This is a kind of‘play’ to be enacted by the students at class level. The points are to be transferred from the Johari window activity worksheet to the table given below as given in the box.

Question 3.
Several youngsters have problems in dealing with their parents. With your partner, discuss the difference in views and complete the table below. Sometimes there may be no contradiction between the two views.

Answer :

Question 4.
In pairs, choose one topic from the table in Question 3. Imagine that you and your parents are expressing your views on the topic. Use your notes from the table and write out the dialogue that would take place. Make it funny ! Speak your dialogue with the rest of the class.
Answer :
We have taken one topic from the above topics, viz. Study now, it’s time (similar to how much we study) to give a Sample answer, as desired. Students can practise themselves on other topics on these lines as given in the Sample answer.

Study now, it’s time

Ashish, now that you have been home for a week for summer vacation, start studying. ‘I shall start studying after a month.’ ‘What about your homework ? If you start late, you won’t be able to cope with the load of work then. Besides, you are to take up the term examination after the summer vacation is over.’

‘Mummy, there, is no need to hurry up. I shall manage all.’ ‘But, your credit card shows that you don’t fare well.’ ‘I rank 30th in a class of 50 students. Besides, I don’t see any need to get to the top bracket since there won’t be any jobs after completing my education.’

‘This is not the question of jobs. You know that boys who work hard get to the top places, career-wise, in their lives. Work always gets rewarded’. ‘Our senior Manish was a fool. He always trailed in the class. Yet he has got a lucrative post because of his father’. ‘We can’t match him or his father. Besides, we can’t pay any money for securing a job. Suresh of our locality was industrious from the beginning. He persisted in his efforts and now he is in a Medical College, of course,topping the list always’.

‘You demoralise me by giving such examples. I feel belittled. You treat me like a kid, brainless child.’ ‘It is not a question of demoralising you nor do I treat you like that. What I mean is that you must know the reality of life, of the family and our  growing old age. Your father will soon retire and we have to marry Reena and Madhu also’. ‘What that has got to do with me ?’ Why didn’t you think of it before you bro me or them ?

‘Perhaps, you misinterpret. I never meant to hurt your sentiments. Your father and I expect you to rise up in your life and progress well. Hard work only can help you in making a good career. You know that energetic and hard-working young men always succeed. Time once lost can never come back. Only another day shall arrive’.

‘All right, if you insist, I shall start after another week. But that will mean spoiling my week of vacation. Vacations always mean viewing a lot of TV, playing, sleeping, hearing music for concentration and gossiping. But you people, do not know it all’.

‘I regret I hurt your feelings. But your father and I had a lurking fear that some bad company shall spoil you. And you are not what we wanted to see you! However, it is never too late to mend.’

Question 5.
Ravi has a problem, so he asks his friends for advice. Read the conversation below and underline the expressions that are used for giving advice. (This could be done as role-play).
Ravi : My neighbours play very loud music, which disturbs me when I’m studying.
Mohan : Why don’t you try persuading them to turn down the volume ?
Mohan : If that doesn’t work you could think of changing your study time.
Raghim : Why should Ravi have to do that ? He really ought to report such anti-social behaviour to the police.
Shaila : Before taking drastic action like that, I would advise you to sort it out amicably with your neighbours.
Rahim : If I were you, I would play my music even louder !
Mohan : That won’t solve his problem. Ravi, I think you should ask your father to take it up with your neighbours.
Answer :
Ravi : My neighbours play very loud music, which disturbs me when I’m studying.
Mohan : Why don’t vou trv persuading them to turn down the volume ?
Shaila : If that, doesn’t work vou could think of changing your study time.
Rahim : Why should Ravi have to do that ? He really ought to report such anti – social behaviour to the police.
Shaila : Before taking a drastic action like that I would advise vou to sort it out amicably with vour neighbours.
Rahim : If I were you. I would play my music even louder !
Mohan : That won’t solve his problem. Ravi, I think vou should ask vour father to take it up with vour neighbours.

Question 6.
In groups of four, use the language used in Question 5 to give advice in the following situations :

Answer :
1. I think you should take your mother into confidence and explain the situation with a cool mind. Do let her know of your embarrassing position. You really ought to tell her everything frankly.
2. You really ought to feel a bit ashamed of your activity. But it is never too late to reform yourself. I would advise you to admit your guilt before your mother at once. Mothers are always the real friends and one’s well-wishers. They will always be loving their children howsoever they may spoil themselves.
3. I think you should write to your friend a very polite letter explaining your desire to make amends. You could do so by inviting him over a cup of tea or coffee at a convenient place. Or why don’t you send some of your friends, who are very intimate with your friend also, to tell about your wish ?

Question 7.
You are on the editorial board for the column ‘Your Problems’ in The Teenager magazine. You have received these two letters asking for your advice. (They appear to have come from the same family.)


In pairs, decide what advice to give to each of them. Then write one letter each, so that both father and son get a reply from The Teenager. Remember to use some of the language in Question 5.
Answer :
We have received two letters from a father and a son.The father is disturbed because of his son’s obsession with western music, his wearing ultra-mod dresses and eating ‘junk-food’.The son does not like his father’s calling the music ‘jarring’ one.He resents when the latter ‘advises’ him. This is a case of generation gap. We feel the father should also restrain himself. His over enthusiasm might lead to some bad and undesirable consequences. The father must plan ways and means to create in his son a liking for Indian music. We would advise that he should get the version of the ‘junk food’ prepared frequently a home. Then he could ask his son to eat that with him too. The son may start liking home-made food than the outside one. Career-oriented talks in a loving and affectionate environment would surely boost his son’s inspiration. He may talk of great men in between as examples.

The son must also think that, perhaps, no father in the world thinks bad of his children. A father puffs with pride when his son/s becomes/become something. What makes a man, rather a young man, smart and modern, is not wearing faded jeans, gaudy T-shirts or eating hot stuff. A sober dress has its own appeal. Decorating the walls with full blown posters never inspires. He really ought to select which western music gives him pleasure. But he should also try to derive joy in Indian music too.We advise both of them to have love for each other.
Yours sincerely,
The Teenager,
Avanti,
Editor.

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 4 Life Skills help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 4 Life Skills, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Beehive Chapter 1 The Fun They Had are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Chapter 1 The Fun They Had.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Beehive
Chapter	Chapter 1
Chapter Name	The Fun They Had
Category	NCERT Solutions

NCERT Solutions for Class 9 English Beehive Chapter 1 The Fun They Had

TEXTUAL EXERCISES
(Page 10)

THINKING ABOUT THE TEXT
Activity : Calculate how many years and months ahead from now Margie’s diary entry is.

Answer:
Margie’s diary entry is 13 days and 149 years ahead as on 4 May, 2008.

I. Answer these questions in a few words or a couple of sentences each.

1. How old are Margie and Tommy ?
2. What did Margie write in her diary ?
3. Had Margie ever seen a hook before ?
4. What things about the book did she find strange ?
5. What do you think a telebook is ?
6. Where was Margie’s school ? Did she have any classmates ?
7. What subjects did Margie and Tommy learn ?

Answers

1. Margie was eleven and Tommy was thirteen years old.
2. She wrote in her diary : Today (17 May, 2157) Tommy found a real book’.
3. No, Margie had never seen a book before. If she had, she could not have written the sentence in her diary.
4. She found its yellow and wrinkled pages strange. She also found the words strange. It was so as they stood still instead of moving.
5. A telebook is a book meant only for television. It is what moves on a television screen having the qualities of a book.
6. Margie’s school was her own room. Her mechanical teacher (computer) was placed therein to teach her. She did not have any classmates.
7. Margie learnt Geography and Mathematics. Tommy learnt History and Mathematics.

II. Answer the following with reference to the story.
1. “I wouldn’t throw it away.”

1. Who says these words ?
2. What does ‘it’ refer to ?
3. What is it being compared with by the speaker ?

2. “Sure they had a teacher, but it wasn’t a regular teacher. It was a man.”

1. Who does ‘they’ refer to ?
2. What does ‘regular’ mean here ?
3. What is it contrasted with ?

Answers
1. (i) Margie says it.
(ii) ‘It’ refers to the book.
(iii) It is being compared with the television screen or the telebook.
2. (i) ‘They’ refers to Tommy’s grandfather’s grandfather.
(ii) ‘Regular’ here means who is present daily and is never absent.
(iii) It is contrasted with a television teacher (mechanical teacher).

III. Answer each of these questions in a short paragraph (about 30 words).
1. What kind of teachers did Margie and Tommy have ?
Or
Describe the teachers Margie and Tommy had. (CBSE)
2. Why did Margie’s mother send for the County Inspector ? (CBSE)
3. What did he do ?
4. Why was Margie doing badly in geography ? What did the County Inspector do to help her ? (CBSE)
5. What had once happened to Tommy’s teacher ? (CBSE)
6. Did Margie have regular days and hours for school ? If so, why ?
Or
Did Margie have regular days and hours for school ? Why or why not ? (CBSE)
7. How does Tommy describe the old kind of school ? (CBSE 2017)
8. How does he describe the old kind of teachers ?

Answers
1. They had mechanical teachers in the form of television or computer teachers. It was the year 2157. Science had replaced ‘men’ teachers with ‘computer’ teachers.

2. She sent for the County Inspector. Margie’s mechanical teacher had been giving trouble in its Geography sector. It had been too quick. Margie couldn’t follow it.

3. He visited Margie’s home. He took away the mechanical teacher. He set its Geography level equal to Margie’s mental level. It was there before Margie to learn from.

4. Margie had been doing badly because the Geography sector had been too quick for her to follow. Margie’s mental level was not in tune with it. The County Inspector came. He checked the mechanical teacher. Then he reset the mechanical teacher’s mental level equal to that of Margie.

5. The History sector of Tommy’s mechanical teacher had blanked out completely. So they took it away for nearly a month. Tommy relaxed for that period without any worry.

6. Yes, Margie had regular days and hours for school. It is clear in her mother’s calling her to ‘study’ then. Tommy had been to her house then.

7. He describes that they had a special building. All the kids went there. They learned the same thing. They helped each other in that. They laughed and shouted in the schoolyard. They sat together in the schoolroom. Thus, they had a great fun together.

8. He describes the old teachers by saying that they didn’t live in the house. They had a special building.. They went there. They gave the boys and girls homework. They asked them questions. They were human beings.

IV. Answer each of these questions in two or three paragraphs (100-150 words).

1. What are the main features of the mechanical teachers and the schoolrooms that Margie and Tommy have in the story ? (CBSE)
2. Why did Margie hate school ? Why did she think the old kind of school must have been fun ?
3. Do you agree with Margie that schools today are more fun than the school in the story ? Give reasons for your answer. (CBSE)

Answers
1. The main features of the mechanical teachers and the schoolrooms are that they are computers with screens. They are fixed in their schoolrooms. When there is time to study, both Tommy and Margie sit before them. Then they switch on them. Then their lessons appear on the screen.

These mechanical teachers have slots at appropriate places. They flash on their screens. Margie or Tommy inserts her/his homework into the slot. It is evaluated by them through punch code system. Then it is given back to them. By this they are assessed of their progress in their studies.

These mechanical teachers have subjects like Geography, Mathematics and History. The subjects are made equal to the mental levels of each and every child. Margie is doing bad in Geography because it is too fast. The County Inspector sets it right equal to Margie’s mental level.

2. Margie hated school because her ‘school’ was the mechanical teacher. It had been fixed in her schoolroom. She had to sit alone at the fixed time and do sums or learn things. Her hatred was more due to the Geography sector. It had gone too quick. Secondly, Margie’s mental level was not upto that mark. So she had been facing problems with Geography. The County Teacher set it right as per her mental level.

But behind her hatred was a valid reason. It was that she had no company of boys and girls of her age. Every boy and girl in her neighborhood studied like that, in their dwn studyrooms. There were no schools as there are today. She learnt about such schools. It increased her hatred for her mechanical teacher more and more.

3. Yes, it is true that schools today are more fun than the school in the story. This school is nothing but a computer with a screen and a slot. Its instructions flash on its screen. It asks what to do and what not to do. It also tells her how to put the homework. There is no human interaction.

But in the schools today, kids of the same age go to schools in neighborhood. They go to them laughing and shouting. They play together. They enjoy their stay at school. They go home together at the end of the day. They learn the same thing. Thus they can help one another on the homework. They can talk about it also. Thus they do not feel lonely and bored. They play together and enjoy the fun of being together.

THINKING ABOUT LANGUAGE
I. Adverbs
Read this sentence taken from the story :
They had once taken Tommy’s teacher away for nearly a month because the history sector had blanked out completely.
The word complete is an adjective. When you add, -ly to it, it becomes an adverb.
1. Find the sentenced in the lesson which have the adverbs given in the box below.

1. awfully
2. sorrowfully
3. completely
4. loftily
5. carefully
6. differently
7. quickly
8. nonchalantly

Answers
awfully … and it was awfully funny … (para 1)
sorrowfully … until her mother had shaken her head sorrowfully … (para 3)
completely … the history sector had blanked out completely (para 5)
loftily He added loftily … (para 6)
carefully … pronouncing the word carefully, … (para 6)
differently … each kid has to be taught differently. (para 8)
quickly I didn’t say I didn’t like it’, said Margie quickly. (para 8)
nonchalantly ‘May be’, he said nonchalantly. (para 9)

2. Now use these adverbs to fill in the blanks in the sentences below.

1. The report must be read ……… so that performance can be improved.
2. At the interview, Sameer answered our questions ………., shrugging his shoulders.
3. We all behave ……… when we are tired or hungry.
4. The teacher shook her head ……… when Ravi lied to her.
5. I …….. forgot about it.
6. When I complimented Revathi on her success, she just smiled ……. and turned away.
7. The President of the Company is ……. busy and will not be able to meet you.
8. I finished my work …… so that I could go out to play.

Answers

1. loftily
2. carefully
3. differently
4. sorrowfully
5. completely
6. nonchalantly
7. awfully
8. quickly

Remember:
An adverb describes action. You can form adverbs by adding -ly to adjectives.
Spelling Note : When an adjective ends in -y, the y changes to i when you add -ly to form an adverb.
For example : angr-y → angr-i-ly

3. Make adverbs from these adjectives.

1. angry ……
2. happy …..
3. merry …..
4. sleepy ……
5. easy ……
6. noisy ……
7. tidy ……
8. gloomy …….

Answers

1. angry – angrily
2. happy – happily
3. merry – merrily
4. sleepy – sleepily
5. easy – easily
6. noisy – noisily
7. tidy – tidily
8. gloomy – gloomily

II. If Not and Unless

• Imagine that Margie’s mother told her, ‘You’ll feel awful if you don’t finish your history lesson.”
• She could also say : ‘You’ll feel awful unless you finish your history lesson.”

Unless means if not. Sentences with unless or if not are negative conditional sentences.
Notice that these sentences have two parts. The part that begins with if not or unless tells us the condition. This part has a verb in the present tense (look at the verbs don’t finish, finish in the sentences above).
The other part of the sentence tells us about a possible result. It tells us what will happen (if something else doesn’t happen). The verb in this part of the sentence is in the future tense (you ’ll feel/you will feel).
Notice these two tenses again in the following examples :

Complete the following conditional sentences. Use the correct form of the verb.

1. If I don’t go to Anu’s party tonight, ……
2. If you don’t telephone the hotel to order food, ……
3. Unless you promise to write back, I ……..
4. If she doesn’t play any games, …….
5. Unless that little bird flies away quickly, the cat ……

Answers

1. If I don’t go to Anu’s party tonight, she will be angry.
2. If you; don’t telephone the hotel to order food, you may go hungry.
3. Unless you promise to write back, I will stay here.
4. If she doesn’t play any games, she will be unhealthy.
5. Unless that little bird flies away quickly, the cat will catch it.

WRITING
A new revised volume of Isaac Asimov’s short stories has just been released. Order one set. Write a letter to the publisher, Mindfame Private Limited, 1632 AsafAli Road, New Delhi, requesting that a set be sent to you by Value Payable Post (VPP), and giving your address. Your letter will have the following parts.

• Addresses of the sender and receiver
• The salutation
• The body of the letter
• The closing phrases and signature

Note. These days commas are not used after “Dear Sir/Madam’ or Tours sincerely’ or in dates.

Answers
1212, Sector 14
Urban Estate
Gurgaon
Date : 15 April, 20xx
M/s. Mindfame Private Limited
1632, Asaf Ali Road
New Delhi

Dear Sir

I have come to know that you have just released a new revised volume of Isaac Asimov’s short stories. I hereby place an order for one set for the same. Kindly send it by Value Payable Post (VPP) at the address given above.

Yours sincerely .
Yashdev

SPEAKING
In groups of four discuss the following topic.
‘The Schools of the Future Will Have No Books and No Teachers !”
Your group can decide to speak for or against the motion. After this, each group will select a speaker to present its views to the entire class.
You may find the following phrases useful to present your argument in the debate.

• In my opinion …..
• I/we fail to understand why ……
• I wholeheartedly support/oppose the view that ….
• At the outset let me say …..
• I’d/we’d like to raise the issue of/argue against …..
• I should like to draw attention to …..
• My/our worthy opponent has submitted that …..
• On the contrary ……
• I firmly reject ……

Answers
Note: Students to do as desired. For a full speech they may expand the following points for and against the motion.
For the motion

1. Future to be exclusively scientifically and technologically more and more advanced.
2. Life to depend heavily on latest gadgetry.
3. New experiments in all fields including education.
4. Future schools to have no books, no teachers.
5. Concentration of mind more and more.
6. Knowledge widespread, more advanced.
7. Human teachers to be replaced by mechanical ones.
8. Each student’s mechanical teacher to be upgraded as per the mental calibre.
9. Individual talents to be sharpened to make him or her utility oriented.
10. An important step in scientific progress.

Against the motion

1. Future to be governed and controlled by scientific, electronic or technological gadgetry.
2. Human side of life totally absent.
3. All human beings like machine tools.
4. Interaction among them at human, social, emotional level to be negligible.
5. Schools and human teachers absent but their absence to be felt greatly.
6. Human beings’ growth at human level to be zero.
7. They would exist as human beings. But won’t know emotions of fellow-feeling, sympathy, pity, mercy, love, likes/dislikes.
8. These emotions very necessary for balanced growth of human personality.
9. So future bleak and bad for humans in such an age of science and technology.
10. ‘Old is Gold’ saying to be missed greatly.

We hope the NCERT Solutions for Class 9 English Beehive Chapter 1 The Fun They Had help you. If you have any query regarding NCERT Solutions for Class 9 English Beehive Chapter 1 The Fun They Had, drop a comment below and we will get back to you at the earliest.