Category: CBSE Class 9

NCERT Solutions for Class 9 Social Science Economics Chapter 2 People as Resource

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Economics Chapter 2 People as Resource.

NCERT QUESTIONS

Exercises

Question 1.
What do you understand by ‘people as a resource’?
Answer:
People as a resource is a way of referring to a country’s working people in terms of their existing productive skills and abilities.

Question 2.
How is human resource different from other resources like land and physical capital?
Answer:
Human capital is in one-way superior to other resources like land and physical capital: human resource can make use of land and physical capital. Land and physical capital cannot become useful on its own.

Question 3.
What is the role of education in human capital formation?
Answer:
The role of education in human capital formation is as follows:

1. Educated people earn more than the uneducated people.
2. Literate population is an asset to an economy.
3. It leads to higher productivity.
4. It opens new avenues for a person.
5. It provides new aspirations and develops values of life.
6. It contributes to the growth of society.
7. It enhances the national income, cultural richness and the efficiency of the governance.

Question 4.
What is the role of health in human capital formation?
Answer:
The health of a person helps him to realise his potential and the ability to fight illness. An unhealthy person becomes a liability for an organisation. Health is an indispensable basis for realising one’s well being. Henceforth, improvement in the health status of the population has been the priority of the country. Our national policy, too, aimed at improving the accessibility of healthcare, family welfare, and nutritional service with a special focus on the underprivileged segment of the population.

Question 5.
What part does health play in the individual’s working life?
Answer:
Health plays a vital role in an individual’s working life since no firm would be induced to employ people who might not work efficiently as healthy workers because of ill health and not only that, people who are physically or mentally ill cannot work.

Question 6.
What are the various activities undertaken in the primary sector, secondary sector and tertiary sector?
Answer:
The various activities undertaken in these sectors are:

1. Primary sector: Agriculture, forestry, animal husbandry, fishing, poultry farming, and mining.
2. Secondary sector: Manufacturing and construction.
3. Tertiary sector: Trade, transport, communication, banking, education, health, tourism services insurance, etc.

Question 7.
What is the difference between economic activities and non-economic activities?
Answer:

Basis	Economic Activities	Non-economic Activities
(a) Meaning	It refers to a human activity related to production and consumption of goods and services for economic gain.	It is an activity performed gladly, with the aim of providing services to others without any regard to monetary gain.
(b) Objective	These activities add value to the national income.	These activities do not add any value to the national income, as these are only for self­consumption.
(c) Measurement	These are measured in monetary terms.	These are not measured in monetary terms.

Question 8.
Why are women employed in low paid work?
Answer:
Education and skill are the two determinants of the earning of any individual in the market. The women work in places where there is no job security. The various activities relating to legal protection are meagre. The majority of women has less education and low skill formation. All these factors lead to their irregular and low income. So, they are paid less as compared to men.

Question 9.
How will you explain the term unemployment?
Answer:
The term unemployment means a situation where a section of the people, who are able and willing to work, do not find any gainful work to do.

Question 10.
What is the difference between disguised unemployment and seasonal unemployment?
Answer:
Disguised UnEmployment Seasonal UnEmployment In case of disguised unemployment people appear to be employed. Seasonal unemployment happens when people are not able to find jobs during some months of the year. They have an agricultural plot where they find work. This usually happens among family members engaged in agricultural activity. People dependent upon agriculture usually face such kind of problem. The work requires the service of five people but engages eight people.

There are certain busy seasons when sowing, harvesting, weeding, threshing is done. Three people are extra. These three people also work in the same plot as five people.The contribution made by the three extra people does not add to the contribution made by the five people.If three people are removed the productivity of the field will not decline.The field requires the service of five people and the three extra people are disguisedly employed. Certain months do not provide much work to the people dependant on agriculture.

Question 11.
Why is educated unemployed a peculiar problem in India?
Answer:
Educated unemployed is a peculiar problem of India because they are not able to find jobs for themselves. This is a situation where the unemployment of graduates and post-graduates has increased faster than among the matriculates. A paradoxical situation is witnessed as there is surplus manpower in certain categories with a shortage of manpower in others. There is unemployment among technically qualified persons on one hand, while there are categories of technical skills required for economic growth. Thus, it is a peculiar problem in India.

Question 12.
In which field, do you think, India can build maximum employment opportunities?
Answer:
There is no further scope in the primary sector because there is already disguised unemployment. In the secondary sector, small scale manufacturing is the most labour absorbing sector. In the case of the tertiary sector, various new services like biotechnology and information technology are coming up and there is scope for further employment opportunities.

Question 13.
Can you suggest some measures in the education system to mitigate the problem of educated unemployed?
Answer:
Sriperambathur, Nanganneri, Koodangulam, etc. are some of the villages which did not have job opportunities earlier but later came up.

Question 14.
Can you imagine some village which initially had no job opportunities but later came up with many?
Answer:
Rampur was the village which initially depended on agriculture and on rainfall. Then, when electricity was provided, the people started using electricity to irrigate their fields and grow 2 to 3 crops in a year to get more work.

Some started small scale industries based on the use of electricity and provide employment to people. A school was established so that the people became educated and started getting employment in and outside the village. The village became prosperous and soon had better health, education, transport, and job facilities.

Question 15.
Which capital would you consider the best—land, labour, physical capital, and human capital? Why?
Answer:
Human capital is the best capital because it can make use of land, labour, and physical capital. The other factors cannot become useful on their own. The knowledge expertise in a human enables him to develop the land, labour, and physical capital to produce an output for his own use or to sell in the market.

Hope given NCERT Solutions for Class 9 Social Science Economics Chapter 2 are helpful to complete your homework.

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NCERT Solutions for Class 9 English Main Course Book Unit 4 Radio and Video Show Chapter 1 Radio Show are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 4 Radio and Video Show Chapter 1 Radio Show.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 4 Chapter 1
Chapter Name	Radio Show
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 4 Radio and Video Show Chapter 1 Radio Show

TEXTUAL EXERCISES
(Page 72)

Question 1.
First, you will hear a local radio programme, which will give you ideas for your own programme. You will hear the programme twice. First, listen without writing anything.

• Presenter 1 : A very good day to all our listeners. This is your local radio station, Class IX Local Radio – bringing you up-to-the – minute news, current affairs, music, interviews, round-ups – and much much more.
• Presenter 2 : Yes, and in today’s programme we have a special report from Ketaki Lahiri on “Safety at School”.
• Presenter 1 : Nikhil Gomes brings you his regular weekly review of “Beyond the Timetable”,
• Presenter 2 : And Leena invites you to “Meet the Teacher”.
• Presenter 1 : And lots more – jokes, news – you name it and we have it. We start with the round-up of School News by our roving correspondent – Anant Singh. Anant, over to you.

Anant : Good morning, everybody! The highlight of this weeks’ School News is that our school football team lost every single match it played in the YMCA football tournament at league level. The physical education teacher is so livid that he has threatened to make the school team practice on a double time schedule from tomorrow. So, friends, it’s “wake-up” at 4 a.m for all footballers henceforth.

The other news around school is that the tiny tots were taken on a visit to the zoo. Some, it is said, did not wish to return. One accompanying teacher, we are told, had a tough time convincing them that life outside is better!

Class XII put on a one-act play “Examination Fever” which was written, directed and produced by them. The proceeds from this show are being sent to “Prathyasha” – an organisation that helps handicapped children. Look out next week for new faces around the school. A group of 20 students from Japan are arriving on a cultural exchange programme, We might even get one of them on our next edition of The Class IX Radio Show!

Presenter 1 :
So … Lots happening at school, it seems,-and lots more on your Local Radio. It’s time for jokes now. Over to you, Hafeez and Aarohi.
Aarohi : Waiter, waiter, what’s wrong with these eggs?
Hafeez : I don’t know. I only laid the table;
Aarohi : Waiter, waiter, what’s this fly doing in my soup?
Hafeez : Breaststroke, I think, Sir,
Teacher : I wish-you would pay a little more attention.
Pupil : I’m paying as little as I can.
Teacher : You should have been here at 9 o’clock.
Pupil : Why, what happened?

Presenter 2 :
Thank you, Hafeez and Aarohi. And don’t forget, listeners, to send in your jokes. Every original joke will win you a reward of Rs10/- for each one played on your favourite radio programme – Class IX Local Radio – the station just for you.

Presenter 1 :
And now to your regular spot “Meet the Teacher”, in which Leena interviews one of your favourite teachers to discover the real person “behind the chalk dust”. So it’s all yours, Leena.
Leena : Thank you ! I’m delighted today to be able to interview the Head of the Science Department, Mr Chirag Sharma. Mr Sharma, what all our listeners are dying to know is – are you as strict at home as you are at school?
Mr Sharma : (Laughs heartily). I don’t have a bunch of forty naughty children at home.
Leena : Did you ever get into trouble when you were at school?
Mr Sharma : Have you ever thought about how I am able to catch you in your tricks? I was usually up to the same tricks at school! No, I’m afraid my teachers were not very happy with me.
Leena : How good were you in your studies, Sir?
Mr Sharma : Ah, that was my strong point. My work was always up-to-date and fairly good. I was naughty, but I was also keen to learn more.
Leena : How do you spend your evenings and holidays, Sir?
Mr Sharma : I like to spend time at home with my teenage children. We have common tastes in music.
Leena : Any message for our listeners Sir?
Mr Sharma : Yes. Fun and-play have their place in our lives. We must enjoy our play. At the same time, we must work with enthusiasm and sincerity.
Leena : Thank you, sir !

Presenter 2 :
Thank you Leena for that fascinating interview. I’m sure we all know, now what makes Mr Sharma ‘tick’. And now it’s time for a break. It’s “advert time”.
“Buy two but pay for one!”
Ruchita of VIIC has a fabulous offer. Two pencil boxes for the price of one. Pay Rs 5/ for the bargain.
Lost : A Keltron calculator. Krishna of Class XIIA has offered a treat in the
school canteen to the finder.

Presenter 1 : And now, a very serious subject. Ketaki has been researching the topic ‘Safety at School’. She has come up with some very disturbing findings. This is the report. Ketaki?
Ketaki : As I went around the senior school I was alarmed to find a number of broken electric sockets with exposed wires. Beware of this hidden danger, senior students. That brings me to another danger – this time in the primary block. The lid of the ground level water tank is broken. Till it is repaired, students are warned not to go anywhere near it.

Presenter 2 :
Well, time’s up boys and girls of Class IX Local Radio – bringing you news and entertainment of interest to you, in your school and locality. Until next week …
Answer :
No question asked.

Question 2.
Before you listen for the second time, discuss the following with your partner.
(a) Why are there two presenters ?
(b) What is the presenters’ role ?
(c) What is the presenters’ style ? Do you like their style ? Why / Why not ?
(d) Why do the presenters outline some of the contents right at the start of the programme ?
Answer :
(a) There are two presenters to give us an objective rendering of the programme. More-over, they lend a dramatic style in their conversation to the programme. It becomes interesting and lively. Secondly, it holds the attention of the listener to the items presented therein.

(b) The presenters’ role is mainly to present the programme. One presenter acts as an anchor. He introduces the participants in the programme to the listeners and ‘disappears’.

(c) The presenters’ style is lively and maintains the suspense. The style is, of course, liked. It builds up the interest and suspense of the listeners. It is objective and thrilling. It does not let the listeners get bored or feel disinterested in the programme.

(d) The presenters outline some of the contents right at the start of the programme. This is done to arouse the interest of the listeners and maintain it throughout. The listener wants to know what he is going to listen, from where and from whom, etc. A programme is meant to cater to the needs of all the listeners. So it is necessary to introduce it briefly to the listeners before it is actually started.

Question 3.
Now hear the Radio programme and fill in as much information as you can in the following table. Then exchange information with your partner to complete the table.


Is there enough variety of content?
Answer :
RADIO SHOW :

Yes, there is enough variety of contents. It is from ‘news’ spread over to jokes and social programme like ‘safety at school’.

Question 4.
Now it is your turn. Write and produce your own radio programme. You will need to select your own content. The following are some ideas. You are free, of course, to add your own ideas. Remember, the programme must be in English.

• News stories : about people in your class, about school, about sports (school and local), about the local community
• Comedy : jokes, short plays
• Interviews : with teachers, with exstudents of your school, with a Class IX student who has recently done something very interesting
• Games : general knowledge quiz, panel game, word game
• Advertasements : for shops/ industries in the local community, things ‘for sale’ and ‘wanted’ by students
• Local sites : monuments / sites of historical importance and of tourist interest Special reports: e.g. safety at school, examination results, school uniform, school assemblies
• Interesting people : role-play interviews with film stars, sports personalities, TV personalities, etc.
• Entertainment reviews : music, films, videos, books, etc.
• Plays :
  
• Songs : with lyrics
• Speeches : on important personalities
• Tele conference : with students, teachers, experts.

Answer :
Do yourself. No question asked.

Question 5.
As a class, you will need to follow these steps
(a) Decide the length of your programme
(b) Select two lively presenters whose job is to :

• discuss and agree with other students on their proposals for the programme.
• fix the duration of each item.
• ensure that the programme has enough variety of content.
• decide the sequence of items.
• supervise the script for each item.
• present the programme in a lively manner.
• Now enjoy performing / watching the show.

Answer :
Answers to point nos. Question 4, Question 5 are related to the task of producing ‘Class IX Radio Programme’. They can best be dealt with and organised at class level and guidance of class teacher. This all is to be done with the guidance, control and supervision of class teacher.

However, a specimen Class IX Radio Programme is given below prepared, as required, in answer to all these points :

Class IX local Radio Programme 

Presenter 1 :
Good morning to all our listeners. This is your local radio station Class IX Local Radio – bringing you the latest news, current affairs, tit-bits and jokes, interviews, ‘Advert Time’, special reports, music, etc, and more.

Presenter 2 :
Yes, and in today’s programme we have a special report from Praveen Kumar on “safety at school” and jokes from your favourite, Om Prakash Malik.

Presenter 2 :
And Suhail invites you to listen to his “Meet Our Old Students”. Jaggi will regale you with his melodious tunes.

Presenter 1 :
And much more in jokes, roving microphone, quiz contest, and our school orchestra—you name the programme and it is before you. We start with the “News of the week” from Ashish. Ashish over to you.

Ashish :
Good morning, everybody ! The highlight of this week’s school news is that our cricket team won the match with St. Joseph’s School at Ramlila Grounds by 3 wickets. T.K. Alias Tribhu scored a century, bagging the Running Trophy.

Our school organized a trip to Nek Chand’s famous Rock Gardens in Chandigarh. Our teachers, Shri. R.K. Singh, P. Kumar and Miss Ruchika led the school children round the unique creations of soldiers, policemen, and hawkers.

Class IX D put up a one-act hilarious comedy. “Mr. Pumpkin Gets Wedded” made all roll in laughter. The play centred on the social evil of child marriage. The proceeds of the play are being sent to ‘Koshish’. It is an organisation for the services of the spastic children. Look out next week for hearing our students who will be back from Moscow after a fortnight’s Tour to Russia.

Presenter 1 :
So Lots of things will be brought to you next week over your own Local Radio. It’s time now for jokes from Praveen Kumar. Over to Praveen Kumar and Ashu Purohit.
Praveen : Ashu, I hear your wife has been lost. Did you lodge an FIR with the Police Station ?
Ashu : No.
Praveen : Why not ? ,
Ashu : ….. because last time the police had brought her home. Extend programme yourself as above.

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 4 Radio and Video Show Chapter 1 Radio Show help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 4 Radio and Video Show Chapter 1 Radio Show, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 3 The Tragedy of Birlstone are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 3 The Tragedy of Birlstone.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 5 Chapter 3
Chapter Name	The Tragedy of Birlstone
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 5 Mystery Chapter 3 The Tragedy of Birlstone

Question 1.
Look at the picture below and list some phrases and words that come to your mind when you look at it.
Answer :

Question 2.
Can you make some guesses about the dead man ? Give reasons for your answers.
(a) Did the man die a natural death or was he murdered ?
(b) Was the dead man rich or poor ?
(c) Who is the man bending over him ?
Answer :
(а) No the man didn’t die a natural death. His dead body lying on the floor rules out this fact. Then the stick, his posture, the blood, etc, clearly show that he has been murdered.
(b) The dead man seems to be rich. It is clear from the clothes he wore and the house. A deep mystery is involved in his murder.
(c) The man bending over him is a detective. He is investigating his murder. He wants to know the reasons behind his murder. He is being assisted by other detectives.

Question 3.
Here are a police constable’s notes of his investigation of the murder at Manor House. After reading the notes, discuss where the murder could have taken place. What was the motive behind the evil act ? How was the act committed ?


image 3
Answer :
For discussion by the students as desired. Some relevant pointwise information is given below :
The murder had taken place in the Manor House or it might have taken place outside the Manor House. The reasons where it had taken place are not clear yet. The circumstantial evidence suggests that the motive behind the evil act could have been the great popularity of John Douglas. This was due to his cheery and genial nature and some jealousy in his wife’s heart. The disparity between the nature of the two due to nerve strain supports this aspect. Third, the frequent visit of an outsider Cecil Barker may form a love triangle. This sort of triangle usually leads to such tragic occurrences. The white-faced servants, frightened butler, injury signs deepen the mystery of the murder.

The murder could have been committed most mercilessly. The horrible injuries and their terrible marks indicate this aspect. Mr. Douglas could have resisted and struggled with the murderer with full force as per the situation. Then the murderer could have shot him dead. .

Question 4.
Dr. Wood, the capable general practitioner, has been requested to solve this case. He gathers information about the murder from the inmates of the house. The information is presented in two parts.
Parts A : Background story by Arthur Canon Doyle
Parts B : Conversation between Dr. Wood and Cecil Barker
Part A
Background Story
The village of Birlstone is a small and very ancient cluster of half-timbered cottages on the northern border of the county of Sussex. For centuries it had remained unchanged but its picturesque appearance has attracted well-to-do residents. A number of small shops have come into being to meet the wants of the increased population. About half a mile from the town, standing in an old park famous for its huge beech trees, was the ancient Manor House, with its many gables and its small diamond paned windows. The only approach to the house was over a drawbridge,the chains and windlass of which had been rusted and broken.

The family consisted of only two individuals – John Douglas and his wife. Douglas was cheery and genial to all and had acquired great popularity among the villagers. He appeared to have plenty of money. Thus it came about that John Douglas had, within five years,won himself quite a reputation in Birlstone. His wife was a beautiful woman, tall, dark, and slender, younger than her husband; a disparity which seemed in no way to mar the contentment of their family life. It was remarked sometimes, that the confidence between the two did not appear to be incomplete.

There were signs sometimes of some nerve strain upon the part of Mrs. Douglas. Cecil Barker, was a frequent and welcome visitor at Manor House, Barker was an easy going, free handed gentleman. It was on Jan 6th at 11:45 that the alarm reached the small local police station that John Douglas had been murdered. Dr. Wood seemed to be unnerved and troubled.

Part B
Conversation between Dr. Wood and Cecil Barker

Dr. Wood : We will touch nothing until my superiors arrive. (He spoke in a hushed voice, staring at the dreadful head)
C Barker : Nothing has been touched until now.
Dr. Wood : When did this happen?
C Barker : It was just half-past eleven. I was sitting by the fire in my bedroom when I heard the gun shot. In thirty seconds I was in the room.
Dr. Wood : Was the door open?
C. Barker : Yes, it was open. Poor Douglas was lying as you see him.
image 4
Dr. Wood : Did you see anyone?
C. Barker : No, I heard Mrs. Douglas coming down the stairs behind me, and I rushed out to prevent her from seeing this dreadful sight.
Dr. Wood : But I have heard that the drawbridge is kept up all night.
C. Barker : Yes, it was up until I lowered it.
Dr. Wood : Then how could any murderer have got away? It is out of question! Mr Douglas must have shot himself.
C. Barker : That was our first idea. But see! The diamond paned window is open to its full extent.
Dr. Wood : I think someone stood there while trying to get out.
C. Barker : You mean that someone waded across the moat?
Dr. Wood : Exactly!
C. Barker : I agree with you.
Dr. Wood : But what I ask you is, how did he even get into the house at all if the bridge was up?
C. Barker : Ah, that’s the question.
Dr. Wood : At what time was the bridge raised?
C. Barker : It was nearly 6 O’clock.
Dr. Wood : Then it comes to this, if anyone came from outside – if they did – they must have got in across the bridge before six and had been in hiding ever since. The man was waiting. He shot him, when he got the chance. – adapted

Answer :
No Question asked.

Question 5.
Answer the following questions by ticking the correct options.
1. The only change in Birlstone in years has been ___________ .

(a) the opening of a few shops.
(b) the timbered cottages.
(c) an improvement in its
(d) a number of well-to-do residents have

2. picturesque appearance. settled there ___________. The Manor House stood out because of its .

(a) diamond-paned windows.
(b) huge beech trees.
(c) drawbridge and windows.
(d) residents.

3. John Douglas had won quite a reputation for himself in Birlstone because of his ___________ .

(a) genial temperament.
(b) Manor House.
(c) his wealth.
(d) his beautiful wife.

4. Cecil Barker’s first reaction at the sight of the dead Douglas was to ___________.

(a) inform Mr Woods.
(b) stop Mrs Douglas from seeing the dead body,
(c) call for help.
(d) observe the open door.

Answer :

1. (a)
2. (a), (b) and (c)
3. (a)
4. (6)

Question 6.
In Question 3. you read an eye-witness account of a robbery. On the basis of your reading of the Birlstone tragedy, in about 125 words, write Dr. Wood’s account of the discovery of John Douglas’s body.
Answer :
Dr. Wood’s Account of the discovery of John Douglas’s body :
It was approaching midnight when I got a call from Mr. Barker that Mr. Douglas had been murdered. I rushed at once to the scene. I found to my utter astonishment that the drawbridge had been down which should have been up at this hour of the night. On reaching the murder scene I found Mr. Douglas’s body lying sprawled near the fireplace. His head was towards the fireplace. Mr. Barker was there when he should not and Mr. Douglas’s wife was in another room. This naturally raised some doubt in my mind as I apprehended some complexity between her and Mr. Barker.

When I asked Mr. Barker about the drawbridge etc, he told that the door was open when he arrived on the scene and he himself had lowered the drawbridge. He also added that usually the drawbridge was put up at 6 pm and nobody could enter the house during the night. A doubt in my mind lurked that the murderer might have entered the House before 6 pm and had hidden himself inside it to commit the crime at the right time. Mrs. Douglas and Mr. Barker also need to be investigated thoroughly to reach the truth behind this murder.

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 3 The Tragedy of Birlstone help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 3 The Tragedy of Birlstone, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Literature Chapter 5 Best Seller are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Literature Chapter 5 Best Seller.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Literature
Chapter	Chapter 5
Chapter Name	Best Seller
Number of Questions Solved	7
Category	NCERT Solutions

NCERT Solutions for Class 9 English Literature Chapter 5 Best Seller

TEXTUAL EXERCISES
(Page 43)

Question 1.
Before you read the story write down the answers to these questions.

1. Which was the latest hook that you read ?
2. Who was the author ?
3. Who were the main characters ?
4. When did you read the book ?
5. How long did you take to complete reading it ?
6. What genre did it belong to ?
7. Why would/ wouldn’t you recommend it ?

Answer

1. It was Jude the Obscure.
2. Thomas Hardy.
3. Jude, Sue, Arabella, Phillotson.
4. a month before.
5. 12-15 days.
6. Fiction.
7. I would recommend it to my friends to read it because it is a gripping story. In it the hero struggles hard to fulfil his dreams. But the more he tries the more he fails. It seems that his own natural instincts and pressures of life become hurdles for him. Finally, he feels defeated at the hands of fate and physical situations. In the end he dies a tragic death.

Question 2.
Now read the story :
Answer
For students to read the story.

Question 3.
Based on your reading of the story, answer the following questions by choosing the correct option.
(a) The narrator says that John was “___ of the stuff that heroes are not often lucky enough to be made of. ” His tone is sarcastic because___

1. he hated John.
2. he felt that John was a threat to him.
3. John was not particularly good-looking.
4. nobody liked John.

(b) Pescud felt that best-sellers were not realistic as _____

1. American farmers had nothing in common with European princesses.
2. men generally married girls from a similar background.
3. American men married girls who studied in America.
4. American men did not know fencing and were beaten by the Swiss guards.

(c) “Bully”, said Pescud brightening at once. He means to say that _____

1. he is a bully.
2. his manager was a bully.
3. he was being bullied by his co-workers.
4. he was doing very well at his job.

(d) The narrator says that life has no geographical bounds implying that _____

1. human beings are essentially the same everywhere.
2. boundaries exist only on maps.
3. one should work towards the good of mankind.
4. he was happy to travel to other countries.

Answer
(a) 3
(b) 1
(c) 4
(d) 1

Question 4.
Answer the following questions briefly.

1. One day last summer the author was travelling to Pittsburgh by chair car. What does he say about his co-passengers ?
2. Who was the passenger of chair No. 9 ? What did he suddenly do ?
3. What was John A. Pescud’s opinion about best sellers ? Why ?
4. What does John say about himself since his last meeting with the author ?
5. How did John’s first meeting with Jessie’s father go ? What did the author tell him ? [V. Imp.]
6. Why did John get off at Coketown ?
7. John is a hypocrite. Do you agree with this statement ? Substantiate your answer. [V. Imp.]
8. Describe John A. Pescud with reference to the following points:
   • Physical appearance ………………
   • His philosophy on behaviour …………….
   • His profession …………….
   • His first impression of his wife …………..
   • His success ……………

Answer
1. He says that the most of the passengers were ladies. They were in brown-silk dresses cut with square rocks, laced ones and with dotted veils. There was the usual number of men. They might be in almost any business and were going anywhere.

2. John A. Pescud was in chair No. 9. He suddenly hurled a book to the floor between his chair and the window. It was ‘The Rose Lady and Trevelyan’.

3. John Pescud’s opinion about best sellers was that these were the kind where the hero was an American wealthy man. He was in love with a royal princess from Europe. The man was travelling under a false name to the girl’s father’s kingdom.

4. John says about himself that his salary had been raised twice. He was getting some commission. He had bought some real estate. Next year he was expecting to buy some shares of the company. Also he had built a house in the East End and had married too.

5. John’s first meeting with Jessie’s father went on well. At first he felt quite nervous and developed cold feet. He felt that the Colonel would throw him out of the window. But he soon developed rapport with him and their talk went on for two hours.

6. John A. Pescud got down at Coketown. He wanted cuttings and blossoms of petunia flowers for his wife. She desired them as she had been growing them in her old Virginia home.

7. I think John is a hypocrite. He criticizes the plot of the best sellers. But he himself has supported it (himself being the hero of the novel) by illustrating it from his own story. His story is actually the same plot of the best seller ‘The Rose Lady and Trevelyan’ which he had been reading. In a way he is ‘Trevelyan’ himself. The narrator calls him as such in the end after Pescud has alighted at Coketown.

8. John A. Pescud was made of a stuff that heroes were not often lucky enough to be made of. He was a small man with a wide smile. He had an eye. It seemed to be fixed upon that little red spot on the end of his nose.

• His philosophy was that a man ought to be decent and law-abiding.
• Pescud’s profession was of a travelling salesman. He was, at present, the travelling salesman of a plate-glass company named Cambria steel works.
• His first impression of his wife was that she was the finest looking girl he had ever laid eyes on. She was not very spectacular. But she had the attributes that enabled her to be an ideal wife.
• Pescud had progressed much. His salary had been raised twice since he met the narrator last. He got a commission. He had also bought a neat piece of real estate. Next year he was buying some shares of the company. He had built a house in the East End and had married. He had been living in his own house with his wife Jessie and her Colonel father.

Question 5.
Complete the flow chart in the correct sequence as it happens in the story.
Hint : it begins from the time John Pescud first saw Jessie till the time they marry.

1. Jessie takes a sleeper to Louisville.
2. Pescud sees a girl (Jessie) reading a book in the train.
3. Pescud speaks to the girl (Jessie) for the first time.
4. Pescud follows her but finds it difficult to keep up.
5. Pescud goes to the village to find out about the mansion.
6. Jessie arrives at Virginia.
7. Pescud meets Jessie’s father.
8. They get married a year later.
9. Pescud instantly gets attracted to the girl (Jessie).
10. Jessie informs Pescud that her father would not approve of them meeting.
11. They meet alone two days later.

Answer.
The correct sequence as it happens in the story will be as follows :
2 → 9 → 4 → 1 → 6 → 5 → 3 → 7 → 10 → 11 → 8
2. Pescud sees a girl (Jessie) reading a book in the train.
↓
9. Pescud instantly gets attracted to the girl (Jessie).
↓
4. Pescud follows her but finds it difficult to keep up.
↓
1. Jessie takes a sleeper to Louisville.
↓
6. Jessie arrives at Virginia.
↓
5. Pescud goes to the village to find out about the mansion.
↓
3. Pescud speaks to the girl (Jessie) for the first time.
↓
7. Pescud meets Jessie’s father.
↓
10. Jessie informs Pescud that her father would not approve of them meeting.
↓
11. They meet alone two days later.
↓
8. They get married a year later.

Question 6.
Irony refers to the use of words to convey a meaning that is the opposite of their literal meaning. Working in pairs, bring out the irony in the following:

1. The title of the story, “The Best seller”.
2. Pescud’s claim, “When people in real life marry, they generally hunt up somebody in their own station. A fellow usually picks out a girl who went to the same high-school and belonged to the same singing-society that he did.”
3. The name Trevelyan.

Answer
Meant for class level and for working in pairs. The following hints shall enable the pairs to discuss the use of irony in these situations.
1. What a best seller should be is well defined by John A. Pescud. It should be a story taken from the real-life situations. It should not be purely imaginative and as per the set formula. But the story of Pescud, which is the best seller, is not as per this definition.

2. Pescud claims that usually people in real life marry among their own kith and kin and of their own community. They also marry among people with the equal social status. But Pescud who is Trevelyan himself of the best seller ‘The Rose Lady and Trevelyan’ doesn’t conform to this. He is a travelling salesman of a plate-glass company. But his wife is the daughter of Colonel Allyn, a British titled nobleman.

3. ‘Trevelyan’ is the hero of the best seller ‘The Rose Lady and Trevelyan’ but he is Pescud himself.

Question 7.
A newspaper reporter hears of the marriage of Pescud and Jessie. He interviews them and writes an article for the paper entitled: A Modern Romance.
Working in groups of four, write the article.
Answer
Meant for class level and for working in groups of four. The article is given below.

A MODERN ROMANCE

The literacy meaning of‘romance’ is an exciting relationship between two people who love each other. Modern romance knows no caste, creed, colour, status or traditions. But in the past such things carried weight. The marriage of Pescud and Jessie is an appropriate example of a modern romance. There is an element of excitement and adventure throughout the story. Pescud sees Jessie for the first time and in a second chooses her to be his wife. He forgets all about his plate glass business and follows her to her place of living.

Not only that, he gathers courage to meet her and her father. His pursuing Jessie from one station to another is no less than a film romance. The suspense is maintained throughout. He meets her father, the Colonel who could throw him before the fox-hounds. But he meets him and reveals to him his heart. He is specific in calling a spade a spade. He tells him that he will try to get Jessie like him. His conversation with the Colonel appeals to the latter. The Colonel and Jessie like Pescud.

For the Colonel humorous anecdotes strengthen friendship. Both enjoy the company of each other. Soon Pescud marries Jessie. They build a house in East End and live happily. The Colonel waits for Pescud to relate him another story.

We hope the NCERT Solutions for Class 9 English Literature Chapter 5 Best Seller help you. If you have any query regarding NCERT Solutions for Class 9 English Literature Chapter 5 Best Seller, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 Social Science Civics Chapter 6 Democratic Rights

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Civics Chapter 6 Democratic Rights.

NCERT QUESTIONS

Exercises

Question 1.
Which of the following is not an instance of an exercise of a fundamental right?
(a) Workers from Bihar go to Punjab to work on the farms.
(b) Christian missions set up a chain of missionary schools.
(c) Men and women government employees get the same salary.
(d) Parents’ property is inherited by their children.
Answer:
(d) Parents’ property is inherited by their children.

Question 2.
Which of the following freedoms is not available to an Indian citizen?
(a) Freedom to criticise the government
(b) Freedom to participate in armed revolution
(c) Freedom to start a movement to change the government
(d) Freedom to oppose the central values of the Constitution
Answer:
(d) Freedom to oppose the central values of the Constitution

Question 3.
Which of the following rights is available under the Indian Constitution?
(a) Right to work
(b) Right to adequate livelihood
(c) Right to protect one’s culture
(d) Right to privacy
Answer:
(c) Right to protect one’s culture

Question 4.
Name the Fundamental Right under which each of the following rights falls:

1. Freedom to propagate one’s religion
2. Right to life
3. Abolition of untouchability
4. Ban on bonded labour

Answer:

1. Right to Freedom of Religion
2. Right to Freedom
3. Right to Equality
4. Right against Exploitation

Question 5.
Which of these statements about the relationship between democracy and rights is more valid? Give reasons for your preference.
(a) Every country that is a democracy gives rights to its citizens.
(b) Every country that gives rights to its citizens is a democracy.
(c) Giving rights is good, but it is not necessary for a democracy.
Answer:
(a) Every country that is a democracy gives rights to its citizens.
Reasons:

• Rights are necessary for the very existence of democracy.
• In a democracy, every citizen has the right to vote.

Question 6.
Are there restrictions on the Right to Freedom justified? Give reasons for your answer.

1. Indian citizens need permission to enter some border areas of the country for reasons of security.
2. Outsiders are not allowed to buy property in some areas to protect the interest of the local population.
3. The government bans the publication of a book that can go against the ruling party in the next elections.

Answer:

1. It is justified. The security of the country is the first duty of a government, and this cause can stop the people from visiting the border areas.
2. This action is also justified. The local population may not be financially strong to protect its interests. Outsiders can take away their rights in their own area, so such a step of the government is correct.
3. Not justified. The publication of a book can only be banned if it disturbs the peace and hurts the sentiments of a section of people, and not on grounds of protecting the ruling party’s prospects in the next election.

Question 7.
Manoj went to a college to apply for admission into an MBA course. The clerk refused to take his application and said “You, the son of a sweeper, wish to be a manager! Has anyone done this job in your community ? Go to the municipality office and apply for a sweeper’s position”. Which of Manoj’s fundamental rights are being violated in this instance.
Answer:
In Manoj’s case, two fundamental rights are being violated.

1. Right to Equality. Everyone is equal in the eyes of law. No one can be denied admission on the grounds of his birth. The person is also practising untouchability which is a punishable offence. His right to opportunity is also being violated.
2. Right to Freedom. Manoj has the right to apply for any job anywhere as long as he is qualified for it. No one can force him to do a certain job against his wishes.

Question 8.
When Madhurima went to the property registration office, the Registrar told her, “You can’t write your name as Madhurima Banerjee d/o A.K. Banerjee. You are married, so you must give your husband’s name. Your husband’s surname is Rao. So your name should be changed to Madhurima Rao.” She did not agree. She said “If my husband’s name has not changed after marriage, why should mine?” In your opinion, who is right in this dispute? and why?
Answer:
In this dispute, Madhurima is correct. She is entitled to right to equality and therefore she can choose to use either her maiden name or her husband’s surname. Forcing her to use to her husband’s surname will result in infringement of her right.

Hope given NCERT Solutions for Class 9 Social Science Civics Chapter 6 are helpful to complete your homework.

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NCERT Solutions for Class 9 English Main Course Book Unit 7 Sports and Games Chapter 1 Grandmaster Koneru Humpy Queen of 64 Squares are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 7 Sports and Games Chapter 1 Grandmaster Koneru Humpy Queen of 64 Squares.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 7 Chapter 1
Chapter Name	Grandmaster Koneru Humpy Queen of 64 Squares
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 7 Sports and Games Chapter 1 Grandmaster Koneru Humpy Queen of 64 Squares

Question 1.
Avik, a correspondent for his school magazine, interviews Grandmaster Koneru Humpy. Let us read :

INTERVIEW WITH KONERU HUMPY :
Avik : Good morning, Ma’am! Congratulations on your achievements in the World G r a n d P r i x W o m e n ‘ s C h e s s Championship in Istanbul recently!
Koneru Humpy : Thank you! This is my biggest win in the women’s circuit. This is very significant, considering that it has come in an event which had three former world champions.
Avik : Indeed! Please tell us something about yourself, Ma’am!
Koneru Humpy : I was born in Gudivada, near Vijaywada, in Andhra Pradesh on March 31, 1987.I was originally named ‘Hampi’ (which means champion) by my father Mr Koneru Ashok, who later changed the spelling to Humpy, to give the name a Russian flavour. I write my family name, Koneru, before my given name, as is the convention with the Telugu speaking people. I started playing chess when I was 5 years old.

Avik : Who made you familiar to the game?
Koneru Humpy : My father acquainted me with the game. He is also my first coach. I first showed interest at the age of 6 years, when I watched him play a game and suggested a move. Indeed it was the move that actually got me into the game.
Avik : Your father left his teaching profession to make you a champion!
Koneru Humpy : Yes, when I took the 4th place in the Indian Under 8 Championship in 1995, he decided to leave his career and dedicate his time to me.
Avik : And you had won four World Championships at a very early stage.
Koneru Humpy : Yes, the World Girl Under 10, the World Girls Under 12, the World Girls Under 14 and World Girls Junior Championships. I acquired my IM title in 1999 and in May 2002, I achieved my 3rd GM Norms in Elekes Memorial Grandmaster Tournament in Budapest.
Avik : You held the record from 2002 to 2008 for the youngest woman ever to become a grandmaster!
Koneru Humpy : Yes, I achieved it at the age of 15 years, 1 month, 27 days, beating Judit Polgar’s previous record by 3months; which was later lost in the Women’s World Chess Championship in 2008 to Hou Yifan. I won the World Junior Girls Chess Championship in 2001 and won the edition or North Urals Cup, the Women’s Super Tournament held in Krasnoturinsk. In 2006 I participated in the Women’s World Chess Championship, but my campaign had to end early in the second round. I played in the first board of Monte Carlo Chess Club and won the last two editions of the European Club Cup.

Avik : You have got some awards also!
Koneru Humpy : Yes, Arjuna Award in 2003, Padmashri Award in 2007 and Raja-Lakshmi Award in 2008.
Avik : In India, many young chess players are ready to take a break in education and are fully focussed on chess preparations. What are your views?
Koneru Humpy : I don’t think that taking up chess as a career and completely neglecting studies will be necessary at an earlier stage. After getting to a certain level in the game, they themselves should decide their preferences i.e. whether to play seriously or not.

Avik : What advice would you offer to parents of enthusiastic and talented chess children?
Koneru Humpy : Parents should not compel children to play chess. If children are genuinely interested in the game, they should encourage them. But they shouldn’t hurry to get results.
Avik : How often do you exercise? Do you think daily physical exercise can help a chess player to cope with the pressure and increase the brain’s ability to concentrate?
Koneru Humpy : I spend around one hour per day on physical exercise. Exercise is a must for every chess player. As the proverb says, ‘a sound mind in a sound body’. Exercise shows a lot of impact on the brain.
Avik : Thank you for talking to me and giving valuable advice.
Koneru Humpy : Thank you.

Answer :
No Question Asked.

Question 2.
Now complete the Bio-data on koneru humpy.


Answer :

Question 3.
Grandmaster Koneru Humpy is visiting your school and you, as the Sports Captain, have to introduce her in the school assembly. With the help of Question 2, write out the Bio-sketch.
Answer :
Distinguished Guest, worthy Principal, staff and students :
I am very glad to introduce you to the distinguished guest Grandmaster Koneru Humpy. We are glad that she has spared some moments of her busy schedule to address you. I welcome her on your behalf.

Grandmaster Koneru Humpy was born on March 31, 1987 at Gudivada near Vijayawada in Andhra Pradesh. She was inspired and trained by her father Mr Koneru Ashok. Very quickly she got 4th place in Indian Under 8 Championship in 1995. She soon won four world Championships at a very early stage. Besides that she acquired her IM title in 1999 and in May 2002. She  achieved her 3rd GM Norms in Elekes Memorial Grandmaster Tournament in Budapest. She held the record from 2002 to 2008 for the youngest woman ever to become a Grandmaster.

She has profusely been honoured for bringing India on the world Chess map. She rightly got Arjuna Award in 2003, Padmashri Award in 2007 and Raja-Lakshmi Award in 2008. I welcome her again on your behalf. I hope you shall be inspired by this distinguished Grandmaster.

Question 4.
Know all about Chess, Read and enjoy : You now know a little about Koneru Humpychess player but do you know how to play chess? Let’s know more about it: Have you ever played chess? Did you know that chess is the oldest skill game in the world? But chess is more than just a game of skill.

It can tell you much about the way people lived in medieval times. If you look at the way a chess board is set up, then study the pieces and how they are used, you will realise that chess is a history of medieval times in miniature. The six different chess pieces on the board represent a cross section of medieval life with its many  ceremonies, grandeur, and wars.

Chess was played many centuries ago in China, India, and Persia. No one really knows for sure in which country it originated. Then, in the eighth century, armies of Arabs known as Moors invaded Persia. The Moors learned chess from the Persians. When the Moors later invaded Spain, the soldiers brought the game of chess with them. Soon the Spanish were playing chess, too. From Spain, chess quickly spread throughout all of Europe.

Europeans gave chess pieces the names we know today; they probably had trouble pronouncing and spelling the Persian names, so they modernized them to reflect the way they lived. Today, the names certainly aren’t modern but a thousand years ago they represented the very way in which both ordinary people and persons of rank lived their lives

The pawns on the chess board represent serfs, or labourers. There are more of them than any other piece on the board, and often they are sacrificed to save the more valuable pieces. In medieval times, serfs were considered no more than the property of landowners, or chattels. Life was brutally hard for serfs during this era of history. They worked hard and died young. They were often left unprotected while wars raged around them. They could be traded, used as a diversion, or even sacrificed to allow the landowners to escape harm.

The castle piece on a chess board is the home, or the refuge, just as it was a home in medieval times. In Chess, each side has two castles, or rooks, as they are sometimes called.

The knight on a chess board represents the professional soldier of medieval times whose job it was to protect persons of rank, and there are two of them per side in a game of chess. Knights in a game of chess are more important than pawns, but less important than bishops, kings, or queens. Their purpose in the game of chess is to protect the more important pieces, and they can be sacrificed to save those pieces just as pawns can.

There is a bishop in the game of chess, who represents the church. The Church was a rich and mighty force in medieval times, and religion played a large part in every person’s life. It is no wonder that a figure that represented the concept of religion found its way into the game. A bishop was the name for a priest in the Catholic church who had risen through the ranks to a more powerful position. In the game of chess, there are two bishops for each side.

The queen is the only piece on the board during a chess game that represents a woman, and she is the most powerful piece
of the game. There is only one queen for each side. Many people do not realize that queens in medieval times often held a powerful, yet precarious position. The king was often guided by her advice, and in many cases the queen played games of intrigue at court. But kings could set wives aside or even imprison them in nunneries with the approval of the church.

Many women schemed merely to hold their place at court. The machinations of queens working either for or against their kings are well noted in history throughout medieval times, and often the queen held more power than the king did.

The king is the tallest piece on the board, and is as well defended on the chessboard as in medieval life. In medieval times, the surrender of the king would mean the loss of the kingdom to invading armies and that could mean change for the worse. It was to everyone’s advantage, from the lowest serf to the highest-ranking official, to keep the king safe from harm. The king is the
most important, but not the most powerful piece in chess. If you do not protect your king, you lose the game.

The next time you set up your chessboard and get ready to play a friendly game or two, think of chess as a history lesson. The pieces on the board represent a way of life that is no more, and the real life dramas that occurred in medieval times are now only a game.
Answer :
No Question Asked.

Question 5.
On the basis of your reading of the extract on Chess, complete the following table with your partner.


Answer :

Question 6.
Below is some information about Jesse Owens, one of the most famous athletes of all times. His friend is planning to write his biography. Using information from the table, complete the biography. (The first gap has been completed for you, as an example.)

James Cleveland Owens (J.C. Owens) became famous as Jesse Owens

Jesse Owens was born in Alabama USA, in 1913. He was the youngest of ten children, and the family lived in a cramped shanty house. After the First World War, the family moved to Cleveland, where his school (1) __________________ his talents. He quickly became a local hero. Soon afterwards he gained a place not only at the Ohio State University, but also in the US Olympics team. On 25th May 1935, Jesse Owens performed athletics’ greatest feat when he (2) _______ at the Ohio state University Athletics Championships. A year later, at the Berlin Olympics, his greatness was confirmed; he (3) ______________________ for 100m, 200m, long jump and sprint relay. Because of his achievements in track and field events,1950 he (4) ________________.His last Olympic record (5) ____________________ only in 1960. This great athlete (6) _______ 1980.

Class discussion :
Is a biography written in a particular order of events? Which is the most common tense?
Answer :

1. recognised and developed
2. set six world records
3. won four gold medals
4. was voted the Greatest Track Athlete
5. was broken
6. died of lung cancer in

(i) Usually a biography is written in a particular order of events.
(ii) It is the simple past tense.

Question 7.
20 years from now, one of your class-mates becomes a famous sport-star. You have been asked to write his / her biography. Collect the necessary biographical details. Use your imagination to create his / her achievements in the sport concerned, and write the biography. Remember to write it in chronological order of events, and use the simple past tense as far as possible
Answer :
For self-attempt. Students can write on their own the biography in a chronological order. A sample answer is given below for their guidance.

Nitin Kumar, a talented sportsman

Who does not know the legendary Nitin Kumar ? He was born in a hut of poor parents in West Bengal on September 1,1978. He was the third son of eight children. His father was a worker in a Mill. Nitin was a gifted child. But he had a great liking for cricket. Playing it in the evening he had acquired some skill. The great cricketer Wankhede saw him playing the game one day. He, at once, saw that there was a player who could bring glory to the country in cricket. Impressed by Nitin’s playing, he met the President of the Board of Cricket Control. Nitin was admitted to a sports school at Kolkata. Kulanand, the coach, saw in him great qualities and a potential to shine in sports. He trained him with all the attention ; keeping in mind the international standards of the game.

Soon, the rigorous training of Kulanand bore rich fruits. Nitin was included in Indian Cricket Team visiting England in 1997. He took the maximum wickets in Test Matches there. He scored a century each in three one-dayers. In all, he took 16 wickets and was declared the Man of the Match.

In 2000, Nitin was made the Vice Captain of the Team. When captain Shamsher Singh could not participate in the World Cup, Nitin was entrusted with this responsibility. By dint of sheer hard work and dedication, Nitin and his team won the World Cup. His record of maximum wickets and runs is yet to be broken.

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 7 Sports and Games Chapter 1 Grandmaster Koneru Humpy Queen of 64 Squares help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 7 Sports and Games Chapter 1 Grandmaster Koneru Humpy Queen of 64 Squares, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 Social Science Economics Chapter 4 Food Security in India

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Economics Chapter 4 Food Security in India.

NCERT QUESTIONS

Exercises

Question 1.
How is food security ensured in India?
Answer:
Food security of a nation is ensured if all of its citizens have enough nutritious food available, all persons have the capacity to buy food of acceptable quality and there is no barrier to access to food.

Question 2.
Which are the people more prone to food insecurity?
Answer:
The people more prone to food insecurity are:

1. Landless people with little or no land to depend on.
2. Traditional artisans
3. Providers of traditional services, petty self-employed workers and destitutes, including beggars
4. Urban casual labourers engaged in seasonal activities.
5. The SCs, STs and some sections of the OBCs.
6. People affected by natural disasters.

Question 3.
Which states are more food insecure in India?
Answer:
The states of Uttar Pradesh (eastern and south-eastern parts), Bihar, Jharkhand, Orissa, West Bengal, Chattisgarh, parts of Madhya Pradesh and Maharashtra account for the largest number of food-insecure people in the country.

Question 4.
Do you believe that Green Revolution has made India self-sufficient in food grains? How?
Answer:
Green Revolution has made India self-sufficient in food grains. The country has avoided famines even during adverse weather conditions since the advent of the Green Revolution in the early 1970s. A variety of crops being grown all over the country is an outcome of the Green Revolution.

Question 5.
A section of people in India is still without food. Explain.
Answer:
A section of the people is insecure during a few months when they remain unemployed because of the seasonal nature of agricultural work. They are engaged in seasonal activities and are paid very low wages that just ensure bare survival. At times it so happens that they have to stay without food.

Question 6.
What happens to the supply of food when there is a disaster or a calamity?
Answer:
When there is a disaster or a calamity, the production of food grains decreases in the affected areas. This in turn creates a shortage of food in the area. Due to the food shortages, the prices go up. The raised prices of food affect the capacity of many people to buy the same. When a calamity occurs in a very wide area or is stretched over a long period of time, it may cause a situation of starvation. Massive starvation can take the form of famine.

Question 7.
Differentiate between seasonal hunger and chronic hunger.
Answer:
Hunger has chronic and seasonal dimensions.
Chronic Hunger Seasonal Hunger Chronic hunger is a consequence of diets persistently inadequate in terms of quantity and/or quality. Seasonal hunger is related to cycles of food growing and harvesting. Poor people suffer from chronic hunger because of their very low income and in turn inability to buy food even for survival. This is prevalent in rural areas because of the seasonal nature of agricultural activities and in urban areas because of casual labour.

Question 8.
What has our government done to provide food security to the poor? Discuss any two schemes launched by the government.
Answer:
The government has designed the food security system carefully to ensure the availability of food to all sections of society. The system is composed of two componfents, i.e.,

1.  Buffer Stock
2. Public Distribution System (PDS)

In addition to the above, the government has launched several Poverty Alleviation Programmes (PAPs) that comprise a component of food security. Some of these programmes are Mid-day Meals, Antyodaya Anna Yojana (AAY), and Food For Work (FFW).

The two schemes launched by the government in this direction are:

1. Antyodaya Anna Yojana (AAY). This scheme was launched in December 2000. Under this scheme, one crore of the poorer among the BPL families, to be covered by the Public Distribution System, were identified. Twenty-five kilograms of food grains were made available to each of the – eligible families at a highly subsidized rate. After about two years, the quantity was enhanced from twenty-five kg to thirty-five kg. In June 2003 and August 2004, an additional fifty lakh families were added to this scheme twice. In this way, about two crore families have been brought under the AAY.
2. Annapurna Scheme (APS). It was launched in 2,000 with a special target group of ‘indigent senior citizens’. The functioning of the scheme was linked with the existing network of the PDS. Under this scheme, 10 kg of food grains were made available to them free of cost.

Question 9.
Why buffer stock is created by the government?
Answer:
Buffer stock is created by the government to ensure the availability of food to all the sections of society. It helps to resolve the problem of shortage of food during adverse weather conditions or during periods of calamity.

Question 10.
Write notes on:
(a) Minimum Support Price
(b) Buffer Stock
(c) Issue Price
(d) Fair Price Shops
Answer:
(a) Minimum Support Price. This is the pre-announced price at which the government purchases food grains particularly, wheat and rice, from the farmers to create a buffer stock. This price is announced by the government every year before the sowing season as an incentive to the farmers to raise the production of the desired crop. The rising MSPs have raised the maintenance cost of procuring food grains by the government as well as induced farmers to divert land from the production of coarse grains to the production of these crops.

(b) Buffer Stock. It is the stock of food grains, particularly wheat and rice, which the government procures through the Food Corporation of India (FCI). The FCI purchases these cereals directly from the farmers of those states where they are in surplus. The price of these commodities are announced much before the actual sowing season of these crops. The food grains thus purchased by the FCI are kept in big granaries and called ‘Buffer Stock’.

(c) Issue Price. In order to help the poor strata of the society, the government provides them food grains from the buffer stock at a price much lower than the market price. This subsidised price is known as the ‘Issue Price’.

(d) Fair Price Shops. The food grains procured by the government through the Food Corporation of India are distributed among the poorer sections of the society through ration shops. These are called ‘Fair Price Shops’ because food grains are supplied to the poor through these shops at a price lower than the market price, which is often high.

Question 11.
What are the problems with the functioning of ration shops?
Answer:
Out of Syllabus.

Question 12.
Write a note on the role of co-operatives in providing food and related items.
Answer:
The cooperatives are also playing an important role in food security in India especially in the southern and western parts of the country. The cooperative societies set up shops to sell low priced goods to poor people. For example, out of all fair price shops running in Tamil Nadu, around 94 percent are being run by the cooperatives.

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NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 3 Children and Computers 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 3 Children and Computers.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 6 Chapter 3
Chapter Name	Children and Computers
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 6 Children Chapter 3 Children and Computers

Question 1.
Complete the following information about yourself SURVEY OM THE USE OF COMPUTERS.

Answer :

Question 2.
Divide yourselves into groups and collect information on the use of computers from five students each of classes VI, IX and XI. Compile and summarise your answers to the questions above in the following table.

Answer :
Students to exchange information as desired and asked under the supervision or guidance of the class teacher.

Question 3.
Exchange information with another group and record it. Then in groups of four discuss the results of the following :

• Do boys and girls spend the same amount of time at the computer ?
• Do their tastes and preferences change as they grow older ?
• Are the number of hours spent at the computer/studying at home/leisure/internet different between boys and girls ?
• Do the number of hours per week spent at the computer/studying at home/internet/ leisure activities change as students get older ?

Answer :
Students to attempt on their own under the guidance of their class teacher.

Question 4.
Now listen to two speakers debating on the topic, ‘Education of the Girl Child is a Burden’.

Answer :

Speaker for the motion 

Respected Chairperson, Honorable judges, members of staff and friends, I stand here to express my views for the motion: Education of the girl child is a burden.I would like to state that the education of the girl child is indeed a burden. In a poor family the education of the girl child comes outside the purview of the budget. When the resources are limited, the priority areas have to be fixed. In a poor family feeding all the members, clothing them and looking after their health is of primary concern to the head of the family. The rest of the resources of the family should be devoted to the education of the boys in the family. Later on if the boy is going to be the head of the family and will be the bread winner, he should be properly educated and groomed to take on the mantle. So, Sir, I feel that in such a case the education of the girl child will be a burden. Even if a girl child is educated and given the right kind of grooming, one day or the other, she might leave the family nest and get married.

So in that case, why should the family divert its precious resources in that direction? I feel that those resources should also be utilized for the boys so that they can come up in their life. Further, when the girl child stays at home she can look after and manage the house and learn to do all the household chores. If the girl starts going out of the house to attend school, college etc., who will do all the household work? Her duty later on in life is to look after the family and take care of the children. If she does not do that and is away from home for long periods, that will be an additional burden on the house. So I feel that by
educating the girl child the family will be inviting trouble and it should utilize its precious resources as economically as possible I support the motion that the education of the girl child is a burden.

Speaker against the motion 

Respected Chairperson, honourable judges, members of staff and friends. My knowledgeable opponent is of the opinion that the education of the girl child of the family is a burden. I strongly oppose the motion. May I ask how can educating the girl child, who is an equal partner in sharing the responsibilities and duties, be a burden? She will be sharing the burden and reducing its impact by supplementing the resources rather than reducing them. Let me draw your attention to the fact that such notions are a thing of the past. If the boys and girls are to be treated as equals, then both of them have right to education. If resources can be spared for the boy’s education then they have to be spared for the education of the girl too, as we have seen that educating a child is not a burden, but an investment. So the family has to devise means, squeeze its budget and make space for the education of the girl child, because the future of the family depends upon the growth and education of the girl child.

So I oppose this motion and I feel that it is regressive. It is a well established fact that education is a kind of investment. By educating the girl child the family is making a sound financial investment. When the girl child is educated, she will reduce the financial burden of her father and later her husband. So how can my friends say that it is a burden? My knowledgeable friend has stated that by providing for the education of the girl child a family diverts its precious resources. But I would like to inform my friend that at the school level and even at higher levels the government institutes are providing free education to the girl child and concessions are given. So in this case the family only has to spend on her books and clothes etc.

Moreover, my friend has stated that household work is the duty of the girl child. It is such traditionally ascribed gender roles that have led to gender inequality in society. Data shows that it is uneducated mothers who in greater percentage accept that their daughters shoulder all the household related work. It is education that will bring about a change in attitude of people towards stereotypical gender roles and result in greater equality. My friend, the community’s development is incomplete without the education of girls. Indeed it is rightly said: ‘If you educate a man, you educate an individual. If you educate a woman, you educate a nation.’
Thank you.

Question 5.
Did you notice the phrases used by debaters to emphasise/negate certain points? Given below are certain expressions that might be used by debaters.

1. I’d like to raise a/the question / argue …
2. In my opinion …
3. Nothing could be more illogical than …
4. I feel very strongly that …
5. I would like to draw attention to …
6. I fail to understand …
7. I think you are being unreasonable in suggesting …
8. I submit that …
9. My first / next / final argument against / in favour of …
10. I support the motion that …
11. My knowledgeable opponent has submitted that …
12. May I ask …
13. I strongly oppose / support the view that …
14. On the contrary …
15. It is unrealistic to say that …
16. I disagree …
17. I firmly reject …
18. I wholeheartedly oppose / support …

Answer :
Students to study the information given. (No question asked)

Question 6.
Study the following graph and the accompanying report.

Our study of the time spent by students at the computer and studying at home in three countries has revealed some interesting facts. First, the majority of boys and girls in the age groups of 14-16 in these countries spend more time at the computer than studying at home. Children in these countries spend an average of 20-30 hours per week in comparison to 10-15 hours of studying at home. The only exception is Burland where girls spend more time studying at home than at the computer. Secondly it is evident that in all three countries, time spent at the computer is having a serious impact on the number of hours spent studying at home. In fact, the greater the number of hours spent at the computer, the fewer number of hours are spent studying. For example boys in Burland spend an average of 32 hours at the computer while they spend about 8 hours studying at home.
Answer :
Students to study the information given (No question asked).

Question 7.
Now prepare a graph based on the students’ response to the survey you conducted in Question 2. Then write a report for the newspaper taking the help of Question 5, Question 3 and Question 6. You may follow this pattern:
Paragraph 1 : A suitable introduction as in Chapter 2 Question 4
Paragraph 2 : Hours per week spent on different activities – classes VI, IX and XI compared.
Paragraph 3 : How extra time would be used – Classes VI, IX and XI compared.
Paragraph 4 : Boys and girls compared – Classes VI, IX and XI.
To express proportion :
Most …
Many …
The majority of …
A large number of …
A small number of …
Very few …
Only a few …

To express frequency :
Most of the time …
Frequently …
Occasionally …
Often …
At times …

To express comparison and contrast :
… compared with …
On the other hand, …
In contrast, …
By comparison, …
… however, …
… in comparison with …
Answer :
Students to prepare a graph as asked for here and to write a report taking the help of Chapter 2 Question 5, Question 3 and Question 6 etc.
A sample graph is given below :

A Report 

A survey on the time spent by students of classes VI, IX and XI at the computer, studying at home and leisure time was conducted recently. It revealed some startling facts.

First, the students of classes IX and VI spend almost equal time at the computer ranging from 15-20 hours a week. However, students of class XI spend 20-24 hours at it. Regarding studying at home students of classes XI and IX devote equal hours ranging from 18-20 hours to it. It is less by 3 hours in the case of students of class VI.

Secondly, time spent on Internet varies from one class to the other. It was found that students of class IX spend more time on it as compared to those of classes XI and VI.

It is evident that time spent at the computer and Internet is having a serious impact on the number of hours spent studying at home. In fact, the greater the number of hours spent at the computer and the Internet, the fewer number of hours are spent on studying. Students of class XI have less number of hours for leisure as compared to the hours of leisure had by students of classes IX and VI. It is 8-10 hours in the case of students of class XI, 14-15 hours in the case of students of IX and 20-24 hours in the case of students of VI.

Question 8.
This is a meeting of the school’s Parent-Teacher Association.Some student representatives have also been invited to participate to discuss the role that Information Technology / Computers play in the growth and development of children.

Answer :
Students to read the information given.

Question 9.
You will now hold an actual class debate on the topic ‘Computers and Children : A Boon or a Bane’.
In groups of four decide whether your group is FOR or AGAINST the motion. Then draft your debate. Each member of the group must participate in the written as well as the spoken matter. The spoken matter can be divided thus

• One introduces the topic
• One discusses points favouring the motion
• One argues the opponent’s points
• One concludes

Answer :
Students to hold the actual debate on the topic. A sample debate is given below.

Computers and Children : A Boon or a Bane
(For the Motion : A Boon)

Respected chairperson, Honourable Judges, members of staff and students. I stand here to express my views for the motion, that is computers are a boon for the children. I would say that computers have really proved a boon for them because they have brought the entire information at their doorstep. You switch on your computer and just with a flick of the key you have all the knowledge of the world on your computer screen. If we enumerate the advantages of computers we’ll find little space to put all of them on the paper. For instance, computers help the children in their academic activities. They satisfy the curiosity of the children. In doing so, they increase their knowledge by providing every sort of information. It is a fact, you’ll agree with me, that visual aspect of knowledge gets embedded almost permanently on the children’s minds.So computers provide the children knowledge that becomes a part of their memory.

You’ll kindly see that children tend to play and gossip. In the area of playing too computers don’t lag behind. Children play all sorts of games – intellectual and/or otherwise, on their computers. We have seen that children play video games and thus entertain themselves through these. Thus computers provide all kinds of knowledge, entertainment, recreation etc. From these points I would definitely say that computers have proved a boon for the children and in their mental growth.
Thank you very much.

Computers and Children
(Against the motion : A Bane)

Respected Chairperson, Honourable Judges, members of staff and students. I stand before you to speak against the motion : Computers are a bane for the children. My knowledgeable friend has pointed out some positive points which justify the desirability of computers. You’ll agree with me if I say that computers have become an integral part of our lives. There is no human activity which doesn’t involve the usage of computers. I, too, agree with my friend on this side of the computers. But my knowledgeable Mend has overlooked the other side of computers, that is,computers are a bane for them. First of all, computers cause eye strain. You have seen that small children have started wearing spectacles as constant looking at computers’ screens harm their eyes. Secondly, computers reduce the children’s outdoor activities thus impairing their health.

We see obesity in children who are soon growing to be couch potatoes. Thirdly, children have access to sites that are inappropriate for their age. There are many undesirable sites which are very attractive to them. But they corrupt their innocent minds and drift them from our culture and its values. This sort of access damages their thinking and affects the whole  personality. It opens gates to various cultures that are unsuitable for our culture. Children get exposed to certain websites which are immoral seeing their ages and minds. I would say that parents should supervise their children while they are using their computers. This way we shall find the computers useful. But if unchecked, they are a bane for them.
Thank you very much.

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NCERT Solutions for Class 9 Social Science History Chapter 6 Peasants and Farmers

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science History Chapter 6 Peasants and Farmers. Free PDF download of NCERT solutions for Class 9 Social Science (India and the Contemporary World – I) Chapter 6 Peasants and Farmers. All questions are explained by the expert Social Science teacher and as per NCERT (CBSE) guidelines.

Question 1.
Explain briefly what the open field system meant to rural people in eighteenth-century England.
Look at the system from the point of view of:
(a) A rich farmer:
Ans. The open-field system was not beneficial to the rich farmer because he could not have exclusive control of the commons. He could not expand his area under cultivation beyond the strips which were allocated at the beginning of the year.

(b) A labourer:
Ans. This system was beneficial to labourer because it provided additional sources of livelihood. The labourer could hunt rabbits and catch fish for getting some nutritious food. The commons provided some source of livelihood during off-seasons when farm work was not available. They pastured their cows and grazed their sheep.

(c) A peasant woman:
Ans. For a peasant woman, the commons provided ample space for collecting firewood, fruits, and berries.

Question 2.
Explain briefly the factors which led to the enclosures in England.
Answer:
Individual landlords usually created the early enclosures. The state or the church did not support them. After the mid-eighteenth century, however, the enclosure movement swept through the countryside, changing the English landscape forever. Between 1750 and 1850, 6 million acres of land was enclosed. The British Parliament no longer watched this process from a distance. It passed 4,000 acts legalising these enclosures. The new enclosures were different from the old. Unlike the sixteenth-century enclosures that promoted sheep farming, the land being enclosed in the late eighteenth century was for grain production. The new enclosures were happening in a different context; they became a sign of a changing time.

Question 3.
Why were threshing machines opposed by the poor in England?
Answer:
Threshing machines reduced the need for manual labour. After the end of the Napoleonic Wars, many soldiers who came back to villages could not find jobs because of threshing machines. For them, the threshing machine was a symbol of joblessness and hence they opposed the threshing machines.

Question 4.
Who was Captain Swing? What did the name symbolise or represent?
Answer:
Captain Swing was a mythical person. During the riots, the letters seeking to destroy threshing machines and farmhouses left by the rioters-carried the signature of Captain Swing. The name symbolised the protest of the poor against the rich farmers and against the new technology.

Question 5.
What was the impact of the westward expansion of settlers in the USA?
Answer:
By the early twentieth century, this landscape had transformed radically. White Americans had moved westward and established control up to the west coast, displacing local tribes and carving out the entire landscape into different agricultural belts. The USA had come to dominate the world market in agricultural produce. The story of agrarian expansion is closely connected to the westward movement of the white settlers who took over the land.

After the American War of Independence from 1775 to 1783 and the formation of the United States of America, the white Americans began to move westward. By the time Thomas Jefferson became President of the USA in 1800, over 700,000 white settlers had moved on to the Appalachian plateau through the passes. Seen from the east coast, America seemed to be a land of promise. Its wilderness could be turned into cultivated fields.

Question 6.
What were the advantages and disadvantages of the use of mechanical harvesting machines in the USA?
Answer:
Advantages and Disadvantages
For the big farmers of the Great Plains, the mechanical harvesting machines had many attractions. The prices of wheat were high and the demand seemed limitless. The new machines allowed these big farmers to rapidly clear large tracts, break up the soil, remove the grass and prepare the ground for cultivation. The work could be done quickly and with a minimal number of hands. With power-driven machinery, four men could plough, seed, and harvest 2,000 to 4,000 acres of wheat in a season.

For the poorer farmers, machines brought misery. Many of them bought these machines, imagining that wheat prices would remain high and profits would flow in. If they had no money, the banks offered loans. Those who borrowed found it difficult to pay back their debts. Many of them deserted their farms and looked for jobs elsewhere. But jobs were difficult to find.

Mechanisation had reduced the need for labor. And the boom of the late nineteenth and early twentieth centuries seemed to have come to an end by the mid- the 1920s. After that, most farmers faced trouble. Production had expanded so rapidly during the war and post-war years that there was a large surplus. Unsold stocks piled up, storehouses overflowed with grain, and vast amounts of corn and wheat were turned into animal feed. Wheat prices fell and export markets collapsed. This created the grounds for the Great Agrarian Depression of the 1930s that ruined wheat farmers everywhere.

Question 7.
What lessons can we draw from the conversion of the countryside in the USA from a bread basket to a dust bowl?
Answer:
The conversion of the US countryside from a bread basket to a dust bowl teaches the importance of conservation of the ecosystem. Human development cannot take place at the cost of the natural environment. We need to respect nature and maintain its form in every possible way.

Question 8.
Write a paragraph on why the British insisted on farmers growing opium in India.
Answer:
The British were heavily dependent on China for tea imports. Since the Chinese authority did not allow foreign goods, so the British had to pay for tea in silver and billions. This had the potential danger of empting off the treasure of Britain. Opium was sought to be the commodity that could be easily smuggled into China. Profits from opium trade could thus be utilised to finance the tea imports. Therefore, the British insisted on farmers in India to grow opium.

Question 9.
Why were Indian farmers reluctant to grow opium?
Answer:
The Indian farmers were reluctant to grow opium, as they wanted to produce opium at a cheap rate and sell it at a high price to opium agents in Calcutta, who then shipped it to China. This difference between the buying and selling price was the government’s opium revenue. The prices given to the peasants were so low that by the early eighteenth century angry peasants began agitating for higher prices and refused to take advances. In regions around Benaras, cultivators began giving up opium cultivation. They produced sugarcane and potatoes instead. Many cultivators sold off their crop to traveling traders (pykars) who offered higher prices.

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NCERT Solutions for Class 9 Social Science Geography Chapter 4 Climate

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Geography Chapter 4 Climate.

Question 1.
Choose the correct answer from the four alternatives given below.

(i) Which one of the following places receives the highest rainfall in the world?
(a) Silchar
(b) Mawsynram
(c) Cherrapunji
(d) Guwahati
Ans:
(b) Mawsynram

(ii) The wind blowing in the northern plains in summers is known as:
(a) Kaal Baisakhi
(b) Loo
(c) TVade Winds
(d) None of the above
Ans:
(b) Loo

(iii) Which one of the following causes rainfall during winters in north-western part of India,
(a) Cyclonic depression
(b) Retreating monsoon
(c) Western disturbances
(d) Southwest monsoon
Ans:
(c) Western disturbances

(iv) Monsoon arrives in India approximately in:
(a) Early May
(b) Early July
(c) Early June
(d) Early August
Ans:
(c) Early June

(v) Which one of the following characterises the cold weather season in India?
(a) Warm days and warm nights
(b) Warm days and cold nights
(c) Cool days and cold nights
(d) Cold days and warm nights
Ans:
(c) Cool days and cold nights

Question 2.
Answer the following questions briefly.

(i) What are the factors affecting the climate of India?
Ans:
The factors controlling the climate of India are:

• Latitude
• Altitude
• Pressure and winds (jet streams)
• Distance from the sea
• Relief or mountains

(ii) Why does India have a monsoon type of climate?
Ans:
India has a monsoon type of climate because of the strong influence of the monsoon winds over the sub-continent. The summer monsoons cause heavy rainfall when they blow from sea to land. The winter monsoon winds blow from the interior of the continent to the sea and do not cause much rain. There is a seasonal reversal of the wind system ‘monsoon’.

(iii) Which part of India does experience the highest diurnal range of temperature and why?
Ans:
The Thar desert experiences the highest diurnal range of temperature. This is because during the day the temperature rises to over 50°C, and at night due to the absence of the sun and lack vegetation the temperature drops to below 15°C the same night.

(iv) Which winds account for rainfall along the Malabar Coast?
Ans:
Arabian Sea Branch of the South West summer Monsoons.

(v) What are jet streams and how do they affect the climate of India?
Ans:
Jet streams are a narrow belt of high altitude (above 12,000 m) westerly winds in the troposphere. Their speed varies from about 110 km/h in summer to about 184 km/h in winter. A number of jet streams exist but the most constant are the mid-latitude and the sub-tropical jet stream. The jet streams located over 27°-30° north latitudes are known as subtropical westerly jet streams. These jet streams blow south of the Himalayas throughout the year except in summer. These are responsible for the western cyclonic disturbances experienced in the north and north western parts of the country. These jet streams move north of the Himalayas with the apparent migration of the sun.
During the summers at about 14°N, an easterly jet stream called the subtropical easterly jet stream blows over peninsular India.

(vi) Define monsoons. What do you understand by “break” in monsoon?
Ans:
The word monsoon has been derived from the Arabic word ‘mausim’ which means season. In this season the winds blow from land to sea for 6 months and from sea to land for 6 months. The break in the monsoon rainfall refers to the dry spells when the monsoon rain takes place
only for a few days at a time. These breaks are related to the movement of the monsoon trough. When the axis of the monsoon trough lies over the plains, then the rainfall is heavier there. When the trough moves towards the Himalayas, the plains are dry but there is heavy rainfall occur over the mountains.

(vii) Why is the monsoon considered a unifying bond?
Ans:
The subcontinent of India has a great variation in temperature conditions, despite the moderating influence created by other factors. The monsoons have a unifying influence as the rainfall that is caused affects the entire country. Water is thus supplied for agricultural activities as well as to the rivers for use all over the country. The monsoons thus bind the entire continent, where all wait eagerly for their arrival.

Question 3.
Why does the rainfall decrease from the east to the west in Northern India?
Answer:
The low-pressure area in India lies in the northwest, towards which the South West Monsoon winds are attracted. After depositing moisture in south India, the Bay of Bengal branch of the South West Monsoons strikes the Khasi – Garo Hills. After causing heavy rainfall on the windward slopes, these winds turn westwards because of the presence of the lofty Himalayas. These winds then keep depositing rainfall they go up the Ganga valley towards the low-pressure area. The rainfall deposited thus keeps on decreasing as the winds proceed from east to west in Northern India, as this is the last region to be affected by the monsoons.

Question 4.
Give reasons as to why:

(i) Seasonal reversal of wind direction takes place over the Indian subcontinent?
Ans:
Land and water are of different densities, so the rate of heating and cooling varies. The Indian subcontinent is surrounded by water on three sides. In summer the land mass of India is warmer than the surrounding sea, therefore there is low pressure. The sea is cooler, thereby having higher pressure. So the winds blow from sea to land.
In winter the land has high pressure while the sea has low pressure. Therefore, the winds blow towards the sea. Thus a seasonal reversal of wind direction takes place.

(ii) The bulk of rainfall in India is concentrated over a few months.
Ans:
In India the bulk of the rainfall is concentrated over a few months. The main source of rainfall is the monsoon wind which blows when there is intense low pressure on the land. The surrounding waterbody is cool and has high pressure. This ideal temperature and pressure is caused in May, when the rain falls between June – September and it becomes cooler (high pressure). Rest of the year is practically dry.

(iii) The Tamil Nadu coast receives winter rainfall winds.
Ans:
During the winter season the Tamil Nadu coast receives rain from the north east Monsoon which blow from land to sea. They do not cause any rain in the northern part of the country. But while crossing the Bay of Bengal they pick up moisture-and cause rain on the eastern coat of south India, mainly the Tamil Nadu coast.

(iv) The delta region of the eastern coast is frequently struck by cyclones.
Ans:
The delta region of the eastern coast is frequently struck by cyclones as the low pressure conditions over north western India get transferred to the Bay the Bengal by early November. This shift is responsible for the occurrence of cyclonic depressions which originate over the Andaman sea. These then cross the eastern coast causing heavy widespread rain leading to great damage to life and property.

(v) Parts of Rajasthan, Gujarat and the leeward side of the Western Ghats are drought-prone.
Ans:
Relief/Mountains play an important role in the distribution of rainfall in India. The moisture laden winds (South West Monsoons) cause heavy rain on the windward slopes of the Western Ghats and Khasi-Garo hills. As the winds cross over to the leeward slopes, there is less rainfall as most of it has been deposited on the slope facing the winds. All the area on the leeward side is deprived of rain and is drought prone. Rajasthan also lies in the rain shadow of the Aravalli hills.

Question 5.
Describe the regional variations in the climatic conditions of India with the help of suitable examples.
Answer:
There is a great regional variation in the climatic conditions of India (mainly temperature and rainfall). In summer, the temperature rises above 50°C in some parts of Rajasthan while in Jammu and Kashmir it is about 20°C. The temperature in Drass during winters goes down to even minus 45°C while at Thiruvananthapuram it is 22°C.
The precipitation varies from over 400 cm in Meghalaya to less than 10 cm in Ladakh and western Rajasthan. While the precipitation in most of India is in the form of rain, the mountains experience snowfall. The larger part of the country receives rain between June to September. Parts of Tamil Nadu receive rain between November and December. Coastal regions have a moderate climate whereas areas in the interior have an extreme or continental climate.

Question 6.
Discuss the mechanism of monsoons.
Answer:
The following facts are important to understand the mechanism of the monsoons.

• The difference in the heating and cooling rate of land and water bodies. In summer there is low pressure on the land and high pressure in the sea.
• The shift of the position of the Inter-Tropical Convergence Zone in summer over the Northern Plains (its normal position is about 5°N of the Equator).
• The presence of the high-pressure area, east of Madagascar, affects the Indian Monsoons.
• The intense heating of the Tibetan plateau in summer causing low pressure.
• The movement of the westerly and easterly jet stream over the Indian peninsular during summer.

Question 7.
Give an account of weather conditions and characteristics of the cold season.
Answer:
During the cold season, the skies are clear, temperatures and humidity are low and the winds are feeble and variable.
The temperature is higher in the south due to the moderating influence of the sea but decreases as one goes northwards where it ranges between 10° and 15° Celsius. Frost is common in the north and there is snowfall in the higher slopes of the Himalayas. Winds blow from land to sea and are dry except when they pick up moisture from the Bay of Bengal and cause rainfall in Tamil Nadu.

A characteristic feature of the cold weather season is the low-pressure system which enters northwest India from the Mediterranean Sea. These are also known as the temperate or westerly depression cyclones and cause winter rain and snowfall in the hills/mountains. This rain is beneficial for the growth of ‘Rabi’ crops.

Question 8.
Give the characteristics and effects of the monsoon rainfall in India.
Answer:
The monsoon rain has certain characteristics which make it unique.
(a) Monsoon winds are unreliable, as the exact time of arrival and departure is not the same year after year.
(b) The rainfall is unevenly distributed. Certain areas receive heavy rainfall (windward slopes of the Western Ghats) while in other areas the rainfall is less (Thar Desert), causing floods and droughts.
(c) The monsoon rain is concentrated within the three months (June – September) of the year while the rest of the year is more or less dry.
(d) There is a seasonal reversal of winds.
The monsoon rains are important in India and its effect can be seen when they arrive. All over the country people eagerly wait for its arrival. The farmers are ready to sow their seeds and the agricultural activities begin. Water is provided to the rivers which carry it to different parts of the country. Plants and animals rejuvenate with the coming of the monsoons. The supply of water through rivers is very important for the generation of power.

Map Skills

Question 9.
On an outline map of India, show the following.
(i) Areas receiving rainfall over 400 cm.
(ii) Areas receiving less than 20 cm of rainfall.
(iii) The direction of the South-West Monsoon over India.
Answer:

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NCERT Solutions for Class 9 Social Science Civics Chapter 4 Electoral Politics

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Civics Chapter 4 Electoral Politics.

NCERT QUESTIONS

Exercises

Question 1.
Which of the following statements about the reasons for conducting elections are false?
(a) Elections enable people to judge the performance of the government.
(b) People select the representative of their choice is an election.
(c) Elections enable people to evaluate the performance of the judiciary.
(d) People can indicate which policies they prefer.
Answer:
Statement (c) is false.

Question 2.
Which of these is not a good reason to say that Indian elections are democratic?
(a) India has the largest number of voters in the world.
(b) India’s Election Commission is very powerful.
(c) In India, everyone above the age of 18 has a right to vote.
(d) In India, the losing parties accept the electoral verdict.
Answer:
(a) India has the largest number of voters in the world.

Question 3.
List all the different election-related activities mentioned in the chapter and arrange them in a time sequence, beginning with the first activity and ending with the last. Some of these activities are given below: Releasing election manifesto, counting of votes, making of voters’ list, election campaign, declaration of election results, casting of votes, ordering of re-poll, announcing election schedule, filing nomination.
Answer:
Election-related activities:

1. Announcing election schedule
2. Filing nominations
3. Making of voters’ list
4. Releasing election manifesto
5. Election campaign
6. Casting of votes
7. Counting of votes
8. Declaration of election results.
9. Ordering of re-poll.

Question 4.
Surekha is an officer in charge of ensuring free and fair elections in an assembly constituency in a state. Describe what should she focus on for each of the following stages of election:

1. Election campaign
2. Polling day
3. Counting day

Answer:

1. Election campaign:
   • Sulekha should ensure that the candidates are not bribing the voters.
   • She should ensure that no candidate appeals for votes in the name of caste and religion.
   • She should make sure that no candidate uses government resources for campaigning.
   • No candidate should be allowed to spend more than 25 lakhs in a constituency for the Lok Sabha elections.
2. Polling day:
   • Sulekha should ensure that voting takes place in a fairway.
   • No unfair means like booth capturing should take place.
   • Once the polling is over, EVMs should be sealed and taken to a secure place.
3. Counting day:
   • On a fixed day, only EVMs from constituency should be opened.
   • The agents of all contestants should ensure that counting is done properly.
   • If she finds any foul play, an objection can be raised to the Election Commission, which will verily it and may go for re-polling in that constituency.

Question 5.
The table below gives the proportion of different communities among the candidates who won elections to the US Congress. Compare these to the proportion of these communities in the population of the US. Based on this would you suggest a system of reservation in the US Congress. If yes, why and for which communities? If no, why not?

	proportion of the community
	House of Representatives	Population of US
Blacks	8	13
Hispanics	5	13
Whites	86	70

Answer:
Based on the table, a reservation for the Hispanic community is a good idea. This is to make their representation in proportion to the percentage of their population.

Question 6.
Chinappa was convicted of torturing his wife for dowry. Satbir was held guilty of practicing untouchability. The court did not allow either of them to contest elections. Does this decision go against the principles of democratic elections?
Answer:
No, this decision does not go against the principle of democratic elections because:

1. Chinappa is a criminal as he was convicted of torturing his wife for dowry.
2. Satbir is also guilty of practicing untouchability, which is a crime.
3. If there are serious criminal cases pending against candidates they are not allowed to contest elections.
4. This system has been introduced in the directions from the Supreme Court.

Hope given NCERT Solutions for Class 9 Social Science Civics Chapter 4 are helpful to complete your homework.

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