NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

Minerals and Energy Resources Class 10 Notes Social Science Geography Chapter 5

Minerals and Their Significance

People use metals to create different products everyday. The metals are made of different minerals embedded in the rocks. Metals are extracted from these minerals after proper refinement.
Thus, minerals have become an indispensable part of our lives.

Almost everything used every day is created out of minerals. The railway lines, tarmac (paving) of the roads, our implements and even the machinery are made from minerals.

Cars, buses, trains, aero planes are manufactured from minerals and run on power resources derived from the earth. Even our food contains minerals. Human beings have used minerals for their livelihood, decoration, festivities, religious and ceremonial rites in all stages of development.

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

Important:

  • Abrasive minerals like silica, limestone, aluminum oxide and various phosphate minerals form the contents of a toothpaste. Fluoride reduces cavities and comes from a mineral fluorite.
  • Toothpastes also contain titanium oxide, which comes from minerals called rutile, ilmenite and anatase and makes the toothpaste white.
  • The sparkle in toothpastes is from mica. The toothbrush and tube containing the paste are made of plastics from petroleum.

Life processes cannot occur without minerals. Our mineral intake represents onLy about 0.3 per cent of our total intake of nutrients, they are potent enough to render the other 99.7 per cent of foodstuffs useless.

Minerals can be defined as homogenous, naturally occurring substances with a definable internal structure. Minerals are found in varied forms in nature- at times, hard like the diamond and at times, soft like the talc.

Rocks are combinations of homogeneous substances called minerals. Limestone consists of a single mineral only, most rocks consist of several minerals in varying proportions. Few are abundantly found while the rest are rare.

Formation of a particular mineral depends upon the physical and chemical conditions under which the material forms. Thus, minerals come in a wide range of colours, hardness, crystal forms, luster and density. Geologists use these properties to classify the minerals.

Minerals are classified in various categories.

Important:
Geographers study minerals as part of the earth’s crust for a better understanding of landforms and economic activities associated with them. A geologist studies the formation of minerals, their age and physical and chemical composition.

Mode of Occurrence of Minerals

Minerals are usually found in “ores”. The term is used to describe an accumulation of any mineral mixed with other elements. It is necessary that the mineral content of the ore be in sufficient concentration to make its extraction commercially viable. The type of formation or structure in which they are found determines the relative ease with which mineral ores may be mined. The cost of extraction also depends on this.

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

Minerals generally occur in the following forms:
1. In igneous and metamorphic rocks, minerals occur in the cracks, crevices, faults, or joints.
The smaller occurrences are called veins and the larger are called lodes. Generally, these are formed when minerals in liquid/molten and gaseous forms are forced upward through cavities towards the earth’s surface. They cool and solidify as they rise. Metallic minerals like tin, copper, zinc and lead are obtained from veins and lodes.

2. In sedimentary rocks, minerals occur in beds or layers as a result of deposition, accumulation and concentration in horizontal strata. They accumulate over long periods under great heat and pressure. For example, coal and iron ore are sedimentary rocks formed in this way.

Important:
Few sedimentary rocks are gypsum, potash salt and sodium salt. These are formed as a result of evaporation especially in arid regions.

  • Another way of formation involves decomposition of surface rocks, removal of soluble constituents, leaving a residual mass of weathered material containing ores. For example, bauxite.
  • Minerals occur in alluvial deposits in sands of valley floors and base of hills. These deposits are called ‘placer deposits’ and generally contain minerals which cannot be corroded by water.
    For example, gold, silver, tin and platinum.
  • Ocean waters contain vast quantities of minerals. They are too diffused to be useful economically. Common salt, magnesium and bromine are derived from ocean waters. The ocean beds are rich in manganese nodules.

Important:

  • Most minerals in India are nationalised; this means their extraction is possible only after obtaining due permission from the government.
  • In tribal areas of northeast India, minerals are owned by individuals or communities.
  • Meghalaya has huge deposits of coal, iron ore, limestone and dolomite etc. Coal mining in Jowai and Cherapunjee is carried out privately through long narrow tunnels, known as ‘Rat hole’ mining.
  • The National Green Tribunal has declared such activities illegal.

India has rich and varied mineral resources. They are unevenly distributed.
Peninsular rocks contain reserves of coal, metallic minerals and other non-metallic minerals.

  1. Sedimentary rock reserves flank the western and eastern sides of the peninsula. Gujarat and Assam host most petroleum deposits.
  2. Rajasthan hosts rock systems of the peninsula, where non-ferrous minerals are found.
  3. The vast alluvial plains of north India are almost devoid of economic minerals. Variations occur because of differences in the geological structure, processes and time involved in the formation of minerals.

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

Frequently Asked:

  • The economic viability of a reserve depends upon the concentration of mineral in the ore, the ease of extraction, and closeness to the market.
  • A mineral ‘deposit’ or ‘reserve’ turns into a mine when the extraction is carried out.

Example 1.
Minerals are deposited and accumulated in the strata of which of the following rocks?
(a) Sedimentary rocks
(b) metamorphic rocks
(c) Igneous rocks
(d) none of the above
Answer:
(a) Sedimentary rocks

Ferrous Minerals:
Ferrous minerals account for about three-fourths of the total value of the production of metallic minerals. They help in the development of metallurgical industries. India exports a good quantity of ferrous minerals.

Iron Ore:
Iron ore is the backbone of industrial development. India has abundant resources of iron ore.

  • Magnetite is the finest iron ore.
  • It contains a high content of iron up to 70 percent.
  • It has excellent magnetic qualities which are valuable in the electrical industry.
  • Hematite is an important industrial iron ore but has a slightly lower iron content than magnetite. (50-60 percent).

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

The major iron ore belts in India are:
1. Odisha-Jharkhand belt: High-grade hematite ore is found in Badampahar mines in the Mayurbhanj and Keonjhar districts in Odisha. Haematite iron ore is mined in Gua and Noamundi in the district of Singhbhum in Jharkhand.

2. Durg-Bastar-Chandrapur belt of Chhattisgarh and Maharashtra: Very high-grade hematite are found in the famous Bailadila range of hills in the Bastar district of Chhattisgarh. These hill ranges comprise 14 deposits of super high-grade hematite iron ore. It has the best physical properties needed for making steel. Iron ore from these mines is exported to Japan and South Korea via Visakhapatnam port.

3. Ballari – Chitradurga – Chikkamagaluru Tumakuru belt in Karnataka: This belt has large reserves of iron ore. The Kudremukh mines located in the Western Ghats of Karnataka are a 100 percent export units. Kudremukh deposits hold the largest mineral reserves in the world. The ore is transported as slurry through a pipeline to a port near Mangalore.

4. Maharashtra-Goa belt: The belt covers the Goa and Ratnagiri districts of Maharashtra. The quality of iron ore found here is not very rich, however, they have been efficiently exploited. Iron ore is exported through Marmagao port.

Important:

  • Kudre in Kannada means horse. The highest peak in the western ghats of Karnataka resembles the face of a horse.
  • The Bailadila hills get their name from its appearance- which resembles the hump of an ox.

Manganese:

  • Manganese is mainly used in the manufacturing of steel and ferromanganese alloy.
  • Nearly 10 kg of manganese is required to manufacture one tonne of steel.
  • It is also used in manufacturing bleaching powder, insecticides and paints.

Non-Ferrous Minerals:
India’s reserves and production of non-ferrous minerals are not enough and satisfactory. Non- Ferrous minerals like copper, bauxite, lead, zinc, and gold play a vital role in a number of metallurgical, engineering and electrical industries.

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

Copper:

  • India is critically deficient in reserves and the production of copper.
  • Copper is mainly used in electrical cables, electronics, and chemical industries because it is malleable, ductile and a good conductor of electricity.
  • The BaLaghat mines in Madhya Pradesh, Khetri mines in Rajasthan and Singhbhum district of Jharkhand are leading producers of copper.

Bauxite:

  • Aluminum is extracted from bauxite.
  • Bauxite deposits are formed by the decomposition of rocks rich in aluminum silicates.
  • Aluminum combines the strength of metals such as iron, with qualities like extreme lightness, good conductivity and great malleability.
  • India’s bauxite deposits are mainly found in the Amarkantak plateau, Maikal hills and the plateau region of Bilaspur-Katni.

Important:

  • Bauxite is a day-Like substance that produces aiumina as an intermediate product and later aluminum is obtained.
  • Odisha was the largest bauxite-producing state in India in 2016-17. Panchpatmali deposits in Koraput district are the most important bauxite deposits in the state.

Non-Metallic Minerals:
Mica:
Mica is made of a series of plates or leaves. It splits easily into thin sheets. It can be clear, black, green, red, yellow or brown. Mica is highly useful in electric and electronic industries. It has an excellent di-eLectric strength, low power loss factor, insulating properties and resistance to high voltage. Mica deposits are found in the northern parts of Chota Nagpur plateau. Koderma Gaya – Hazaribagh belt of Jharkhand is the leading producer.

Ajmer in Rajasthan is the main mica producing area. Nellore mica belt of Andhra Pradesh is another important mica producing area.

Example 2.
Koderma, in Jharkhand, is the leading producer of which one of the following minerals?
(a) Bauxite
(b) Mica
(c) Iron ore
(d) Copper
Answer:
(a) Bauxite

Explanation: Mica deposits are found in the northern parts of the Chota Nagpur plateau. Koderma Gaya – Hazaribagh belt of Jharkhand is the leading producer.

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

Example 3.
Read the source given below and answer the questions that follow:
Mica is a mineral made up of a series of plates or leaves. It splits easily into thin sheets. These sheets can be so thin that a thousand can be layered into a mica sheet of a few centimeters high. Mica can be clear, black, green, red yellow or brown. Due to its excellent di-electric strength, low power loss factor, insulating properties and resistance to high voltage, mica is one of the most indispensable minerals used in electric and electronic industries. Mica deposits are found in the northern edge of the Chota Nagpur plateau. Koderma Gaya – Hazaribagh belt of Jharkhand is the leading producer.

In Rajasthan, the major mica producing area is around Ajmer. Nellore mica belt of Andhra Pradesh is also an important producer in the country.
(A) Which of the following characteristic features of Mica makes it an ideal electric insulator?
(a) It can be split into sheets.
(b) It can be melted.
(c) It can be changed into crystals.
(d) It has good resistance to high voltage and insulating properties.
Answer:
(d) It has good resistance to high voltage and insulating properties.

(B) Which of the following areas is not a producer of Mica?
(a) Chhota Nagpur Plateau
(b) Bengal Plateau
(c) Rajasthan
(d) Andhra Pradesh
Answer:
(b) Bengal Plateau

Explanation: Mica deposits are found in the northern edge of the Chhota Nagpur plateau. Koderma Gaya – Hazaribagh belt of Jharkhand is the leading producer. In Rajasthan, Mica is produced around Ajmer. Nellore mica belt of Andhra Pradesh is also an important producer in the country.

(C) Mention one property of Mica that is different from other minerals used to make electronic equipment?
Answer:
Mica can be converted into very thin sheets.

(D) Assertion (A): Mica is made up of thin plates and sheets.
Reason (R): It is manufactured in the laboratory using a special thickening technique.
(a) Both (A) and (R) are true and (R) is the correct explanation of (A).
(b) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(c) (A) is correct but (R) is wrong.
(d) (A) is wrong but (R) is correct.
Answer:
(c) (A) is correct but (R) is wrong.

Explanation: Mica is found in the form of crystals and individual mica crystals can easily be split into extremely thin elastic plates. This characteristic is described as perfect basal cleavage. They are thus converted into extremely thin sheets and stacked over each other to form mica sheets.

Rock Minerals:
Limestone is found in rocks composed of calcium carbonates or calcium and magnesium carbonates.

It is found in sedimentary rocks of most geological formations. Limestone is the basic raw material for the cement industry and essential for smelting iron ore in the blast furnace.

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

Frequently Asked Hazards of Mining:

  • The dust and noxious fumes inhaled by miners expose them to the risk of pulmonary diseases. The risk of collapsing mine roofs, inundation and fires in coal mines are a threat.
  • The water sources in the region get contaminated due to mining. Dumping of waste and slurry leads to degradation of land, soil leads to stream and river pollution.

Example 4.
Which one of the following minerals is formed by decomposition of rocks, leaving a residual mass of weathered material?
(a) Coal
(b) Bauxite
(c) Gold
(d) Zinc
Answer:
(b) Bauxite
To prevent mining from becoming a killer industry, stricter safety regulations and environmental Laws should be implemented.

Conservation of Minerals

There is a strong dependence of industry and agriculture upon mineral deposits and the substances manufactured from them. The total volume of workable mineral deposits is only one per cent of the earth’s crust.

Mineral resources which required millions of years to be created and concentrated are being consumed rapidly. The geological processes of mineral formation are slow. Rates of replenishment are infinitely small when compared to the rates of consumption. Mineral resources are infinite and non-renewable. Rich mineral deposits are short-lived possessions. Continued extraction of ores makes mineral extraction more difficult because extraction has to be done at greater depths. Ores extracted are of poor quality too.

An effort needs to be made to utilise mineral resources in a planned and sustainable manner. Improved technologies need to be evolved to allow use of low grade ores at low costs. Recycling of metals, using scrap metals and other substitutes help conserve our mineraL resources for the future.

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

Energy Resources

Energy is required to cook, to provide light and heat, to propel vehicles and to drive machinery in industries. Energy can be generated from fuel minerals like coal, petroleum, natural gas, uranium and from electricity.
Energy resources can be classified as conventional and non-conventional sources.

  • Conventional sources include firewood, cattle dung cake, coal, petroleum, natural gas and eLectricity (both hydel and thermal).
  • Non-conventional sources include solar, wind, tidal, geothermal, biogas and atomic energy. Firewood and cattle dung cakes are used in rural India. About 70 percent of the energy requirement in rural households is met by them. It is becoming difficult to continue this due to a decreasing forest area.

Important:
Dung cake consumes most valuable manure which could be used in agriculture. Hence they are being discouraged.

Conventional Sources of Energy

Conventional sources of energy are those energy sources which are non-renewable and hazardous.
Energy is produced from non-renewable sources of energy. These cannot be replaced by natural substances and takes billions of years to form.

Coal:
Coal is the most abundantly available fossil fuel in India. It is used for power generation, to supply energy to industry as well as for domestic needs. India is highly dependent on coal for meeting its commercial energy requirements. Coal is formed due the compression of plant material over millions of years. Coal is found in forms depending on the degrees of compression and the depth and time of burial.

Decaying plants in swamps produce peat.

  • Peat has a low carbon and high moisture contents and low heating capacity.
  • Lignite is a low-grade brown coal, which is soft with high moisture content. Lignite reserves at Neyveli in Tamil Nadu are used for the generation of electricity.
  • Coal that has been buried deep and subjected to increased temperatures is called bituminous coal. It is the most popular coal for commercial use.
  • Anthracite is the highest quality hard coal.

Important:
Metallurgical coal is high grade bituminous coal which has a special value for smelting iron in blast furnaces.

Frequently Asked:

  • Coal occurs in rock series of two main geological ages in India.
  • Condwana- they are a little over 200 million years in age and in tertiary deposits which are only about 55 million years old.
  • Metallurgical coal is a huge resource of Gondwana coal. Reserves are located in Damodar valley (West Bengal- Jharkhand). Jharia, Raniganj, Bokaro are important coalfields. The Godavari, Mahanadi, Son and
  • Wardha valleys also contain coal deposits.
  • Tertiary coals occur in the north eastern states of Meghalaya, Assam, Arunachal Pradesh and Nagaland.
    Heavy industries and thermal power stations are located on or near the coalfields.

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

Important:
Coal is a bulky material, which loses weight on use as it is reduced to ash.

Petroleum:
Petroleum or mineral oil is an important source of energy. Petroleum provides fuel for heat and lighting, lubricants for machinery and raw materials for industries. Petroleum refineries are nodal industries for synthetic textile, fertiliser and numerous chemical industries.

Petroleum occurrences in India are found in anticlines and fault traps in the rock formations of the tertiary age. In regions of folding, anticlines or domes, it occurs where oil is trapped in the crest of the upfold. The oil bearing layer is a porous limestone or sandstone through which oil may flow. The oil is prevented from rising or sinking by intervening non-porous layers.

Petroleum is also found in fault traps between porous and non-porous rocks. Gas being lighter floats above the oil.

  • Mumbai High, Gujarat and Assam are major petroleum production areas in India.
  • Ankeleshwar is the most important oil field in Gujarat.
  • Assam is the oldest oil producing state of India. Digboi, Naharkatiya and Moran-Hugrijan are the important oilfields in the state.

Natural Gas:
Natural gas is an important clean energy resource found in association with or without petroleum. It is used as a source of energy as well as an industrial raw material in the petrochemical industry. Natural gas is considered an environment-friendly fuel because of low carbon dioxide emissions and is, therefore, the fuel for the present century.

  • Large reserves of natural gas have been discovered in the Krishna-Godavari basin. Along the west coast, the reserves of the Mumbai High and allied fields are supplemented by finds in the Gulf of Cambay.
  • Andaman and Nicobar islands are also important areas having large reserves of natural gas.
  • The 1700 km long Hazira-Vijaipur-Jagdishpur cross country gas pipeline links Mumbai High and Bassein with the fertilizer, power and industrial complexes in western and northern India.
  • This artery has provided an impetus to India’s gas production. The power and fertilizer industries are the key users of natural gas. Use of Compressed Natural Gas (CNG) for vehicles to replace liquid fuels is gaining wide popularity in the country.

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

Electricity:
Per capita consumption of electricity is considered as an index of development for any country. Electricity is generated by running water which drives hydro turbines to generate hydro-electricity. Electricity is also generated by burning other fuels such as coal, petroleum and natural gas to drive turbines to produce thermal power.

Important:

  • Hydroelectricity is generated by fast-flowing water, which is a renewable resource.
  • India has a number of multi-purpose projects like Bhakra Nangal, Damodar Valley corporation, Kopili Hydel Project etc., which produce hydroelectric power. Thermal electricity is generated by using coal, petroleum and natural gas. The thermal power stations use non-renewable fossil fuels for generating electricity.

Non-Conventional Sources of Energy:
India is becoming increasingly dependent on fossil fuels such as coal, oil and gas for energy. Rising prices of oil and gas and their potential shortages threaten security of energy supply in future and also have serious repercussions on the growth of the national economy.

Use of fossil fuels cause serious environmental problems. Use of renewable energy sources like solar energy, wind, tide, biomass and energy from waste material is imperative. These are called non- conventional energy sources. India has an abundance of sunlight, water, wind and biomass and has programmes for the development of these renewable energy resources.

Nuclear or Atomic Energy:

  • Nuclear energy is obtained by altering the structure of atoms. Most energy released in the form of heat when alteration is made helps generate electric power.
  • Uranium and Thorium, available in Jharkhand and the Aravalli ranges of Rajasthan are used for generating atomic or nuclear power.
  • The Monazite sands of Kerala are also rich in Thorium.

Example 5.
Which one of the following minerals is contained in the Monazite sand?
(a) Oil
(b) Uranium
(c) Thorium
(d) Coal
Answer:
(c) Thorium

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

Solar Energy:

  • India is a tropical country with an enormous supply of solar energy. Photovoltaic technology converts sunlight directly into electricity.
  • Solar energy has been gaining popularity in rural and remote areas.
  • Solar power plants have been established in different parts of India to minimize the dependence of rural households on firewood and dung cakes,
  • This helps in environmental conservation and an adequate supply of manure in agriculture.

Wind power:

  • India has immense untapped potential for wind power.
  • In Tamil Nadu, from Nagercoil to Madurai, a huge wind cluster has been established for this purpose. Andhra Pradesh, Karnataka, Gujarat, Kerala, Maharashtra and Lakshadweep have important wind farms.
  • Nagarcoil and Jaisalmer have been able to use their wind energy very effectively.

Biogas:
Shrubs, farm waste, animal and human waste produce biogas for domestic consumption in rural areas. Their decomposition yields gas with higher thermal efficiency in comparison to kerosene, dung cake and charcoal.
Biogas plants are set up at municipal, cooperative and individual levels.

The plants which use cattle dung, called ‘Gobar gas plants’ in rural India, provide twin benefits to the farmer:

  1. in form of energy
  2. improved quality of manure.

Biogas uses cattle dung most efficiently. It prevents the loss of trees and manure due to burning of fuelwood and cow dung cakes.

Tidal Energy:
Oceanic tides generate electricity in the following ways:

  • Floodgate dams are built across inlets.
  • During high tide, water flows and gets trapped in the inlet when the gate is closed.
  • After the tide falls outside the flood gate, the water retained by the floodgate flows back to the sea via a pipe that carries it through a power-generating turbine.

The Gulf of Khambhat, the Gulf of Kachchh in Gujarat on the western coast and Gangetic delta in Sundarban regions of West Bengal provide ideal conditions for utilising tidal energy in India.

Geo-Thermal Energy:
Geo-thermal energy is the heat and electricity produced by using the heat from the interior of the Earth. Its source is the Earth which grows progressively hotter with increasing depth.
Groundwater in areas with shallower depth and higher temperatures absorbs heat from the rocks and becomes hot. It is hot enough to turn into steam as it rises to earth’s surface. It drives turbines and generates electricity.

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

Important:
Where the geothermal gradient is high, high temperatures are found at shallow depths. There are several hundred hot springs in India, which could be used to generate electricity.

Frequently Asked:

  • Two experimental projects have been set up in India to harness geothermal energy.
  • One is located in the Parvati valley near Manikarn in Himachal Pradesh and the other is located in the Puga Valley, Ladakh.

Conservation of Energy Resources

Energy is a basic requirement for economic development. Every sector of the national economy – agriculture, industry, transport, commercial and domestic – needs inputs of energy. The economic development plans implemented since independence need a large amount of energy to remain operational. This has increased the consumption of energy in all forms all over the country.

A sustainable path of energy development is urgently needed.

Important:
Promotion of energy conservation and increased use of renewable energy sources are the twin planks of sustainable energy.

India is presently one of the least energy-efficient countries in the world. It is imperative to adopt a cautious approach for the judicious use of energy resources.

  1. This can be done using public transport systems instead of individual vehicles
  2. This can also be done by switching off electricity when not in use.
  3. Another option is by using power-saving devices and using non-conventional sources of energy. Energy saved is energy produced.

→ Ores: Naturally occurring solid materials through which metals and minerals are extracted. Homogeneous: Constituting similar parts or quality or nature throughout.

→ Ferrous: Includes or contains iron.

NCERT Class 10 Geography Chapter 5 Notes Minerals and Energy Resources

→ Anthracite: Highest quality hard coal.

→ Lodes: Larger occurrence of igneous or metamorphic rocks or minerals in cracks or crevices. Slurry: Mixture of solid denser than water in liquid.

→ Kudre: Horse in the Kannada language.

→ Thermal Energy: Energy generated and measured by heat.

→ Gobar Gas Plant: Biogas plants that use cattle dungs to generate energy.

→ Non-porous: A surface that does not allow any kind of liquid or gas to pass through it.

Class 10 Social Science Notes

NCERT Class 10 Geography Chapter 4 Notes Agriculture

Agriculture Class 10 Notes Social Science Geography Chapter 4

Agriculture In India

Agriculture is the very backbone of Indian economy. responsible for producing the raw materialfor various Two-thirds of Indian population is engaged in industries.
agricultural activities. Agriculture, a primary activity, Agricultural products like tea, coffee, spices are also produces almost all the food humans have. It is exported

Types of Farming

Agriculture is one q£ the most ancient economic activities in India. Despite some changes in the cultivation methods have changed significantly depending upon the characteristics of physical ehvironment, technological understanding and socio-cultural practices.

Farming varies from subsistence to commercial type.

Different Types of Farming practiced are:
Primitive Subsistence Farming

  1. This type of farming is practiced in small patches ‘ of land with the help of primitive tools like hoe,
    dao and digging sticks, and family/community tabour.
  2. It depends upon monsoon, natural fertility of ‘the soil and suitability of other environmental conditions for a good yield.
  3. It is a ‘slash and burn’ agriculture.
  4. Farmers produce cereals and other food crops to sustain their family.
  5. Farmers shift and clear a fresh patch of land after one patch loses its fertility.

This can be called the natural way of replenishing the fertility of the soil through natural processes; land productivity is low as the farmer does not use fertilizers or other modern inputs.

NCERT Class 10 Geography Chapter 4 Notes Agriculture

Important:
Slash and Bum farming has different names varying according to their region:

  • North-eastern states like Assam, Meghalaya, Mizoram ‘ and Nagaland- Jhumming;
  • Pamela in Manipur, Dipa in Bastar district of Chhattisgarh, and in Andaman and Nicobar Islands.
  • The ‘slash and burn agriculture is known as ‘Milpa’ in Mexico and Central America, ‘Conuco’ in Venezuela, Roca‘ in 158 EduCart Social Science
  • Brazil, ‘Masole’ in Central Africa, ‘Ladang’ in Indonesia, ‘Ray in Vietnam.

In India, this primitive form of cultivation is called ‘Bewar’ or ‘Dahiya in Madhya Pradesh, ‘Podu‘ or ‘Penda’ in Andhra Pradesh, ‘Pama Dabi’ or Roman’ or Bringa’ in Odisha, ‘Kumari’ in Western Ghats, ‘Valre’ or ‘Waltre’ in South- 9 eastern Rajasthan, ‘KhW in the Himalayan belt, ‘Kuruwa’ in ‘Jharkhand, and ‘Jhumming’ in the North-eastern region.

Intensive Subsistence Farming

  • It is practiced in regions” of high population pressure on land. It is a labor intensive farming, where high doses of biochemical inputs and irrigation are used for obtaining higher production.
  • Land-holding size is uneconomical but farmers are able to achieve maximum output from the limited land in the absence of alternative sources of livelihood.
  • There is enormous pressure on agricultural land.

Important:
Right of Inheritance: It is about the successive division of landholdings.

Commercial Farming

  • It uses higher doses of modern inputs like high yielding variety (HYV) seeds, chemical fertilisers, insecticides and pesticides in order to obtain higher productivity.
  • The degree of commercialization of agriculture varies from one region to another.

Plantation Farming

  • Plantation is also a type of commercial farming.
  • A plantation is a place where a single crop is grown on a large area.
  • The plantation has an interface of agriculture and industry.
  • They cover Large tracts of land, capital intensive inputs through the help of migrant labourers. The production is mainly for market.
  • The produce is used as a raw material for food processing industries.
  • In India, tea, coffee, rubber, sugarcane and bananas are important plantation crops.
  • Tea in Assam and North Bengal coffee in Karnataka are some of the important plantation crops grown in these states.

A well connected transportation and communication connecting the plantation areas, processing industries and markets helps develop plantations.

NCERT Class 10 Geography Chapter 4 Notes Agriculture

Important:
Rice is a commercial crop in Haryana and Punjab, but in Odisha, it is a subsistence crop.

Cropping Patterns

Physical diversities and plurality of cultures in India are also reflected in agricultural practices and cropping patterns of the country. There are various types of food and fibre crops, vegetables and fruits, spices and condiments, etc. grown in the country.

India has three cropping seasons — Rabi, Kharif and Zaid.

Rabi Crops:
They are sown in winter from October to December. They are harvested in summer from April to June. Some examples are wheat, barley, peas, gram and mustard. These crops are grown in north and north-western parts such as Punjab, Haryana, Himachal Pradesh, Jammu and Kashmir, Uttarakhand and Uttar Pradesh.

Availability of precipitation during winter months due to the western temperate cyclone helps in the growth of Rabi crops.

Success of the green revolution in Punjab, Haryana, western Uttar Pradesh and parts of Rajasthan has contributed to the growth of Rabi crops.

Kharif Crops:
Kharif crops are grown with the onset of monsoon in different parts of the country and are harvested in September-October.

Some examples are paddy, maize, jowar, bajra, tur (arhar), moong, urad, cotton, jute, groundnut and Soya bean. Assam, West Bengal, coastal regions of Odisha, Andhra Pradesh, Telangana, Tamil Nadu, Kerala and Maharashtra, particularly the (Konkan coast), Uttar Pradesh and Bihar are some rice producing regions. Paddy has also become an important crop of Punjab and Haryana.

NCERT Class 10 Geography Chapter 4 Notes Agriculture

Frequently Asked:
In Assam, West Bengal and Odisha, three crops of paddy are grown in a year. These are Aus, Aman and Boro.

A short season during the summer months in between Kharif and Rabi crop season is called the Zaid season. Watermelon, muskmelon, cucumber, vegetables and fodder crops are some Zaid Crops.

Important:
Sugarcane requires a year to grow.

Major Crops

Variety of food and non food crops are grown depending upon the variations in soil, climate and cultivation practices. Some of these crops are Rice, wheat, millets, pulses, tea, coffee, sugarcane, oilseeds, cotton and jute.

Rice:

  • Rice is the staple food crop in India. India is the second largest producer of rice in the world after China.
  • Rice is a kharif crop and requires high temperature, (above 25°C) and high humidity with annual rainfall above 100 cm.
  • It requires development of artificial irrigation devices like dense network of canal irrigation and tubewells to grow rice in regions of less rainfall like Punjab, Haryana and western Uttar Pradesh and parts of Rajasthan.
  • Rice is grown in the plains of north and north-eastern India, coastal areas and the deltaic regions.

Wheat:

  • This is the second most important cereal crop. It is the main food crop in the north and north-western parts of the country.
  • The crop requires a cool growing season and bright sunshine for ripening. About 50 to 75 cm of annual rainfall evenly distributed over the growing season is required.
  • Important wheat-growing zones of the country are the Ganga-Satluj plains in the northwest and black soil region of the Deccan.
  • Major wheat growing regions of India are Punjab, Haryana, Uttar Pradesh, Madhya Pradesh, Bihar and Rajasthan.

NCERT Class 10 Geography Chapter 4 Notes Agriculture

Millets:

  • Jowar, bajra and ragi are few important millets grown in India. They are called coarse grains and have very high nutritional value.
  • Jowar is the third most important food crop. It is a rain-fed crop grown in the moist areas with irrigation facilities. Major Jowar producing states are Maharashtra, Karnataka, Andhra Pradesh and Madhya Pradesh.
  • Bajra grows well on sandy soils and shallow black soil. Bajra is produced in Rajasthan, Uttar Pradesh, Maharashtra, Gujarat and Haryana.
  • Ragi is very rich in iron, calcium, other micronutrients and roughage.
  • Ragi grows well on red, black, sandy, loamy, and shallow black soils. It is a crop of dry regions grown in Karnataka, Tamil Nadu, Himachal Pradesh, Uttarakhand, Sikkim, Jharkhand and Arunachal Pradesh.
  • Maize is a crop used as food and fodder. It is a kharif crop that requires temperature between 21°C to 27°C. It grows well in old alluvial soil.
  • Maize is grown in Bihar in the rabi season also.
  • Modern inputs such as HYV seeds, fertilisers and irrigation have contributed to the increasing production of maize. Karnataka, Madhya Pradesh, Uttar Pradesh, Bihar, Andhra Pradesh and Telangana are major producing states.

Pulses:

  • India is the largest producer and consumer of pulses in the world. Pulses in the major source of protein in a vegetarian diet. Tur (arhar), urad, moong, masur, peas and gram.
  • Pulses need less moisture to survive. Pulses (except arhar dal) are leguminous and help in restoring soil fertility by fixing nitrogen from the air.
  • To replenish the fertility of the soil, Pulses are grown in rotation with other mainstream crops. Madhya Pradesh, Rajasthan, Maharashtra, Uttar Pradesh and Karnataka are major pulse producing states.

Food Crops Other Than Grains

Sugarcane:

  1. It is a tropical as well as a subtropical crop. Sugarcane grows well in a hot and humid climate with a temperature of 21°C to 27°C and an annual rainfall between 75- 100 cm.
  2. Irrigation is required in regions of low rainfall. Sugarcane can be grown on a variety of soils and needs manual labour from sowing to harvesting.
  3. India is the second largest producer of sugarcane. Brazil is the largest producer. Sugarcane produces sugar, gur (jaggery), Khansari and molasses.
  4. Uttar Pradesh, Maharashtra, Karnataka, Tamil Nadu, Andhra Pradesh, Telangana, Bihar, Punjab and Haryana are the major sugarcane producing states.

Example 1.
Read the extract given below and answer the questions that follow:
It is a tropical as well as a subtropical crop. It grows well in hot and humid climates with a temperature of 21°C to 27°C and an annual rainfall between 75 cm. and 100 cm. Irrigation is required in the regions of low rainfall. It can be grown on a variety of soils and needs manual labour from sowing to harvesting. India is the second-largest producer. only after Brazil. It is the main source of sugar, gur (Jaggery), khandsari and molasses. The major. producing states are Uttar Pradesh, Maharashtra, Karnataka, Tamil Nadu, Andhra Pradesh, Telangana, Bihar Punjab and Haryana.
(A) Identify the crop mentioned in the source?
(a) Jowar
(b) Bajra
(c) Sugarcane
(d) Rice
Answer:
(c) Sugarcane

(B) Which of the following statements can be claimed positively about this crop?
(a) The crop is a Kharif Crop.
(b) The crop is a plantation crop.
(c) The crop is a labor-intensive crop.
(d) The crop is a rain fed crop.
Answer:
(c) The crop is a labour-intensive crop Explanation: The source says that the crop requires manual labour from sowing to harvesting.

(C) Mention one reason why this crop is not grown in Jammu and Kashmir?
Answer:
Jammu and Kashmir do not have the required climatic conditions in terms of temperature or rainfall.

(D) Assertion (A): The crop is a cash crop.
Reason (R): It produces so many products which are all meant for the market not consumption completely.
(a) Both (A) and (R) are true and (R) is the correct explanation of (A).
(b) Both (A) and (R) are true but (R) is not th correct explanation of (A).
(c) (A) is correct but (R) is wrong.
(d) (A) is wrong but (R) is correct.
Answer:
(a) Both (A) and (R) are true and (R) is the correct explanation of (A).

Explanation: It is the main source of sugar, gur (jaggery), khandsari and molasses.

NCERT Class 10 Geography Chapter 4 Notes Agriculture

Oilseeds:

  • Oilseeds means those crops or seeds which provide oils.
  • India was the second-largest producer of groundnut in the world in 2016. China was the largest.
  • In rapeseed production, India was the third-largest producer in the world after Canada and China in 2016. Oilseeds cover approximately 12 percent of the total cropped area of the country.
  • Main oilseeds produced in India are groundnut, mustard, coconut, sesamum (til) soybean, castor seeds, cotton seeds, linseed and sunflower.
  • Most of these are edible and used as cooking mediums. They are used as raw material in the production of soap, cosmetics and ointments.
  • Linseed and mustard are Rabi crops. Sesamum is a Kharif crop in north and Rabi crop in south India.
  • Castor seed is grown both as rabi and kharif crop.

Important:

  • Groundnut: Groundnut is a Kharif crop and accounts for about half of the major oilseeds produced in the country.
  • Gujarat was the largest producer of groundnut followed by
  • Rajasthan and Andhra Pradesh in 2016-17.

Tea:

  • Tea is cultivated through plantation agriculture. It is a beverage crop introduced in India initially by the British.
  • The tea plant grows well in tropical and sub-tropical climates endowed with deep and fertile well-drained soil, rich in humus and organic matter.
  • Tea bushes require warm and moist frost-free climate all through the year. Frequent showers evenly distributed over the year ensure the continuous growth of tender leaves.
  • Tea is a labor-intensive industry. It requires abundant, cheap and skilled labour.
  • Tea is processed in the tea garden to restore its freshness. Tea-producing states are Assam, hills of Darjeeling and Jalpaiguri districts, West Bengal, Tamil Nadu, Kerala, Himachal Pradesh, Uttarakhand, Meghalaya, Andhra Pradesh and Tripura.
  • In 2016, India was the second-largest producer of tea after China.

NCERT Class 10 Geography Chapter 4 Notes Agriculture

Coffee:

  • Indian coffee is known for its rich quality.
  • The Arabica variety brought from Yemen is also produced in this country which is in great demand.
  • Its cultivation began in the Baba Budan Hills. It is cultivated in Nilgiri in Karnataka, Kerala, and Tamil Nadu.

Horticulture Crops:

  • In 2016, India was the second-largest producer of fruits and vegetables in the world after China. India produces both tropical as well as temperate fruits.
  • Mangoes of Maharashtra, Andhra Pradesh, Telangana, Uttar Pradesh, and West Bengal, oranges of Nagpur and Cherrapunjee (Meghalaya), bananas of Kerala, Mizoram, Maharashtra, and Tamil Nadu, litchi and guava of Uttar Pradesh and Bihar, pineapples of Meghalaya, grapes of Andhra Pradesh, Telangana and Maharashtra, apples, pears, apricots and walnuts of Jammu and Kashmir and Himachal Pradesh are famous all around.
  • India is an important producer of pea, cauliflower, onion, cabbage, tomato, brinjal, and potatoes.

Non-Food Crops

Rubber:

  1. It is an equatorial crop and it is also grown in tropical and sub-tropical areas under special conditions. It requires a moist and humid climate with rainfall of more than 200 cm and a temperature above 25°C.
  2. Rubber serves as an important raw material for industries. It is grown in Kerala, Tamil Nadu, Karnataka and Andaman and Nicobar islands and Garo hills of Meghalaya primarily.

Fibre Crops:
Cotton, jute, hemp and natural silk are the four major fibre crops grown in India. Cotton, jute and hemp are grown in the soil, silk comes from cocoons of the silkworms fed on green leaves especially mulberry.

NCERT Class 10 Geography Chapter 4 Notes Agriculture

Frequently Asked:
Rearing of silkworms for the production of silk fibre is known as sericulture.

Cotton:

  1. India is the home of cotton plants. Cotton is the main raw material for the cotton textile industry. In 2016, India was the second-largest producer of cotton after China.
  2. Cotton grows well in drier parts of the black or regur soil of the Deccan plateau.
  3. Its main requirements for growth are high temperature, Light rainfall or irrigation, 210 frost-free days and bright sunshine.
  4. It is a Kharif crop. It requires 6-8 months to mature. Maharashtra, Gujarat, Madhya
  5. Pradesh, Karnataka, Andhra Pradesh, Telangana, Tamil Nadu, Punjab, Haryana, and Uttar Pradesh are cotton-producing states.

Jute:

  1. Jute is also called golden fibre. Jute grows well-drained fertile soils in the flood plains where
    soils are renewed every year. High temperature is required at the time of growth. Jute grows most in West Bengal, Bihar, Assam, Odisha and Meghalaya. Jute is used to create gunny bags, mats, ropes, yarn, carpets and other artefacts.
  2. It has been losing its market to synthetic fibres and packing materials like nylon.

Example 2.
Which one of the following describes a system of agriculture where a single crop is grown on a large area?
(a) Shifting Agriculture
(b) Plantation Agriculture
(c) Horticulture
(d) Intensive Agriculture
Answer:
(b) Plantation Agriculture

Example 3.
Which one of the following is a rabi crop?
(a) Rice
(b) Gram
(c) Millets
(d) Cotton
Answer:
(b) Gram

NCERT Class 10 Geography Chapter 4 Notes Agriculture

Example 4.
Which one of the following is a leguminous crop?
(a) Pulses
(b) Jawar
(c) Millets
(d) Sesamum
Answer:
(a) Pulses

Technological and Institutional Reforms in Agriculture

Continuous indiscriminate use of land resources without any compatible techno-institutional changes has obstructed agricultural development.

Despite the development of sources of irrigation, farmers in India depend upon monsoon and natural fertility for yield. Agriculture provides livelihood for more than 60 per cent of its population. It requires serious technical and institutional reforms. Collectivisation, consolidation of holdings, cooperation and abolition of zamindari were prioritised for institutional reforms in the country after Independence.

Important:

  • ‘Land reform’ was the main focus of our First Five Year Plan.
  • The ‘right of inheritance’ had already led to fragmentation of land holdings necessitating consolidation of holdings. Implementation of agricultural reforms was lukewarm and faulty. The Government of India introduced agricultural reforms to improve Indian agriculture during the mid 20th century. The Green Revolution was based on the usage of package technology.
  • The White Revolution (Operation Flood) was initiated to improve Indian agriculture. These revolutions developed certain fields and sectors only.
  • A comprehensive land development Programme including institutional and technical reforms was initiated.

NCERT Class 10 Geography Chapter 4 Notes Agriculture

Example 5.
Enlist the various institutional reform programs introduced by the government in the interest of farmers.
Answer:
Some institutional and technological reforms include:

  1. Provision for crop insurance against drought, flood, cyclone, fire and disease were introduced.
  2. Grameen banks, cooperative societies and banks were established to provide loan facilities to the farmers at lower rates of interests.
  3. Kissan Credit Card (KCC), Personal Accident Insurance Scheme (PAIS) were introduced as schemes by the Government.
  4. Special weather bulletins and agricultural programs for farmers were introduced on the radio and television.
  5. The government announces minimum support price, remunerative and procurement prices for important crops to check corruption.

Important:
Bhoodan – Gramdan

Mahatma Gandhi declared Vmoba Bhave as his spiritual heir. He also participated in Satyagraha. He was one of the votaries of Gandhi’s concept of gram swarajya. Vmoba Bhave undertook padyatra to spread the message of Gandhi.

Vinoba Bhave assured landless farmers some land and requested the Government of India regarding the provision of land for them if they undertook cooperative farming.

Shri Ram Chandra Reddy offered 80 acres of land to be distributed among 80 landless villagers. This act was known as ‘Bhoodan’.

Zamindars and land owners offered to distribute some villages among the landless. It was known as Gramdan. Many land-owners gave away their lands to the poor farmers due to the fear of land ceiling act. This Bhoodan-Gramdan movement initiated by Vinoba Bhave is also known as the Bloodless Revolution.

Contribution of Agriculture to The National Economy, Employment and Output

Agriculture is the backbone of the Indian economy however it has registered a declining trend from 1951 onwards.
More than half of the Indian population is dependent on agriculture for sustenance.

Stagnation in agriculture disrupts the functioning of the economy. The Government of India made concerted efforts to modernize agriculture.

  1. Indian Council of Agricultural Research (ICAR), agricultural universities, veterinary services and animal breeding centers, horticulture development, research and development in the field of meteorology and weather forecast, etc. were established.
  2. Infrastructure was also improved for the same.
  3. Despite agriculture’s rising growth rate in GDP, employment opportunities are not being generated. Growth rate is decelerating.

Indian farmers have been facing international competition and reduction in the public investment.
Subsidy on fertilisers has been decreasing. Cost of production has gone up. Reduction in import duties on agricultural products has obstructed the growth of agriculture.
Employment opportunities in agriculture are decreasing.

Impact of Globalisation On Agriculture

Globalisation has been present since the time of colonisation. Indian spices were exported to different countries of the world in the nineteenth century as well. Farmers of South India were encouraged to grow them. Spices form a huge part of Indian exports today too.

British were attracted to India cotton belts and cotton was exported to Britain as a raw material for their textile industries. Cotton textile industry in Manchester and Liverpool flourished due to the availability of good quality cotton from India.

NCERT Class 10 Geography Chapter 4 Notes Agriculture

Important:
The Champaran Movement started because farmers of that region were forced to grow indigo on their land as a raw material for their textile industries. They were unable to grow food grains to sustain their families.

Farmers in India have been exposed to challenges despite being a producer of rice, cotton, rubber, tea,
coffee, jute and spices. Our products have been incapable of matching the products from developed countries because of the highly subsidised agricultural practices.

Indian agriculture is facing the dangers of stagnation today. The proper thrust towards the improvement of the condition of marginal and small farmers will have to be given to improve the state of Indian agriculture. The green revolution has not been able to improve the state of Indian agriculture despite its promises. It has caused land degradation due to overuse of chemicals, drying aquifers and vanishing biodiversity.

Important:
Gene Revolution or Genetic engineering helps in invention of new hybrid varieties of seeds.
Organic farming is practised without factory made chemicals such as fertilisers and pesticides. Thus, the environment is not affected negatively.

Problems and Solutions For Accelerating The Growth of Indian Agriculture

Indian farmers might face issues if they continued growing food grains on fields and farm holdings. About 833 million rural population of India depends upon 250 million (approximate) hectares of agricultural land.

Diversification of the cropping pattern from cereals to high-value crops will be functional in fighting the impending stagnation in Indian agricultural sector. It will increase incomes and reduce environmental degradation. Fruits, medicinal herbs, flowers, vegetables, biodiesel crops like jatropha and jojoba need much less irrigation and attract better prices.

India’s diverse climate can support high-value crops.
Change in cropping pattern might force India to import food. India was a food insecure country in the 1960s but today it can afford this. If it imports cereals while exporting high-value commodities, it will be following successful economies like Italy, Israel and Chile. These countries export farm products (fruits, olives, speciality seeds and wine) and import cereals.

→ Subsistence: The state of having what is required to stay alive comfortably.

→ Equatorial: Close to the equator.

→ Subtropical: Relating to the regions of the Earth bordering on the tropics, just north of the Tropic of Cancer or just south of the Tropic of Capricorn.

NCERT Class 10 Geography Chapter 4 Notes Agriculture

→ Interface: A boundary common to two or more similar or dissimilar systems, professions or methods.

→ Leguminous: An adjective used to describe plants in the legume family.

→ Biodiesel crops: A form of diesel fuel derived from plants or animals.

→ Subsidy: Benefit given to an individual, business or institution, usually by the government to encourage some economical activity.

→ Vinoba Bhave: An Indian advocate of nonviolence and human rights, best known for the Bhoodan Movement. He is considered as a National Teacher of India and the spiritual successor of Mahatma Gandhi.

→ 1970s: Green Revolution

→ 1980s: Comprehensive Land Reform programme launched.

Class 10 Social Science Notes

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

Resource and Development Class 10 Notes Social Science Geography Chapter 1

Resources

Materials available in our environment which can be put to use to satisfy our needs and are technologically accessible, economically feasible, and culturally acceptable can be called ‘Resources’.
To transform these things from their natural state, an interactive relationship between nature, technology and institutions is required. One can interact with nature through technology and create institutions to accelerate his economic development.

Resources are often mistakenly considered to be free gifts of nature. Resources are actually functions of human activities. Humans are an essential component of the natural resources available today. They play an essential role in transforming the resources available in their natural state to a state where they can be put to use.

Important:
Resources can be classified in the following ways:

  • On the basis of origin – biotic and abiotic
  • On the basis of exhaustibility – renewable and non-renewable
  • On the basis of ownership – individual, community, national and international
  • On the basis of the status of development – potential developed stock and reserves.

Types of Resources

NCERT Class 10 Geography Chapter 1 Notes Resource and Development 1

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

Important:
Two types of renewable resources are Continuous Renewable Resources and Flow Renewable Resources. Most Non Renewable Resources like fossil fuels cannot be recycled. They get exhausted with time. Some resources like metals are recyclable and reusable.
NCERT Class 10 Geography Chapter 1 Notes Resource and Development 2
NCERT Class 10 Geography Chapter 1 Notes Resource and Development 3

Frequently Asked:
Following is a list of National Resources:

  • Roads, canals, railways;
  • Minerals, water resources, forests, wildlife;
  • Land within the political boundaries and oceanic area upto 12 nautical miles (22.2 km) from the coast termed as territorial water and resources found within this region are also national resources.

Oceanic resources beyond 200 nautical miles of the Exclusive Economic Zone are the property of no country but the open ocean.

Important:
India has the right to mine manganese noduLes from the bed oP the Indian Ocean from that area which lies beyond the exclusive economic zone.
NCERT Class 10 Geography Chapter 1 Notes Resource and Development 4

Development of Resources:
Resources are vital for human survival. They also help maintain the quality of life. Human beings have used resources like free gifts which have led to the following problems:

  • Depletion of resources has resulted in stunted growth and development for some vulnerable groups.
  • Accumulation of resources in few hands has divided the society into two segments i.e. haves and have nots.
  • Indiscriminate exploitation of resources has led to global ecological crises such as global warming, ozone layer depletion, environmental pollution and land degradation.

To maintain a sustained quality of life and global peace, equitable distribution of resources is very important. If the indiscriminate usage was not stopped, human survival on this planet may be threatened.
Resource planning is essential for sustainable existence of all forms of life.

Sustainable existence is an indispensable component of sustainable development.

Example 1.
Read the source given below and answer the questions that follow:
Resources are vital for human survival as well as for maintaining the quality of life. It was believed that resources are free gifts of nature. As a result, human beings used them indiscriminately and this has led to the following major problems.

  • Depletion of resources for satisfying the greed of a few individuals.
  • Accumulation of resources in few hands, which, in turn, divided the society into two segments i.e. haves and have nots or rich and poor. Indiscriminate exploitation of resources has led to global ecological crises such as, global warming, ozone layer depletion, environmental pollution and land degradation. An equitable distribution of resources has become essential for sustained quality of life and global peace. If the present trend of resource depletion by a few individuals and countries continues, the future of our planet is in danger. Therefore, resource planning is essential for the sustainable existence of all forms of life. Sustainable existence is a component of sustainable development.

(A) Which of the following statements is true about the distribution of resources?
(a) Equitable distribution can be done by the government only.
(b) Inequitable distribution divides the society into 2 classes- Haves and Have nots
(c) Resource distribution is important for global peace.
(d) Inequitable Resource Distribution does not affect the quality of life.
Answer:
(d) Inequitable Resource Distribution does not affect the quality of life.

Explanation: It completely affects the quality of life because it divides society and harms the development of the citizens.

(B) Which of the following levels can we see resource planning at?
(a) International Level
(b) Colony level
(c) Village level
(d) State level
Answer:
(b) Colony level

(C) Who said “There is enough for man’s need, not for man’s greed”?
Answer:
Mahatma Gandhi

(D) Assertion (A): Indiscriminate exploitation of resources has led to global ecological crises such as global warming.
Reason (R): Resources contribute to the development of the mankind.
(a) Both (A) and (R) are true and (R) is the correct explanation of (A).
(b) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(c) (A) is correct but (R) is wrong.
(d) (A) is wrong but (R) is correct.
Answer:
(b) Both (A) and (R) are true but (R) is not the correct explanation of (A).

Explanation: Indiscriminate exploitation of resources has led to global ecological crises such as global warming because it exhausts some of the most important resources necessary for ecological balance.

Sustainable Development

Sustainable development entails development without damaging the environment. It basically proposes that development in the present should not compromise with the needs of the future generations.

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

Frequently Asked:
Rio de Janeiro Summit or the Earth Summit, 1992 ^100 heads of states met in Rio de Janeiro in Brazil for the first International Earth Summit in June 1992 to address urgent problems of environmental protection and socio-economic development at the global level.

These leaders signed a Declaration on Global Climatic Change and Biological Diversity.
The Rio Convention endorsed the global Forest Principles and adopted Agenda 21 for achieving Sustainable Development in the 21st century.

Important:

  • Agenda 21
  • It is part of a declaration signed in 1992 at the United Nations Conference on Environment and Development (UNCED) at Rio de Janeiro, Brazil. It aims at achieving global sustainable development.
  • It is an agenda undertaken to combat environmental damage, poverty, disease through global cooperation on shared interests, mutual needs and responsibilities. Agenda 21 advocates that every local government should draw its own local Agenda 21.

Resource Planning

Planning is essential for judicious use of resources especially in India with enormous diversity in the availability of resources. The availability of resources in different regions is not equal and equitable. Certain regions are self-sufficient in terms of quantity of resources while others face acute shortage.

Jharkhand, Chhattisgarh and Madhya Pradesh are rich in minerals and coal deposits. Arunachal Pradesh has abundant water but no infrastructural development to utilise it. Rajasthan has abundant solar and wind energy but almost negligible water resources. Ladakh and its cold desert has a very rich cultural, heritage but it is deficient in water, infrastructure and vital minerals. Hence balanced resource planning at the national, state, regional and local levels, is of utmost importance.

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

Resource Planning in India:
Resource planning is a complex process involving:

  • Identification and inventory of resources across the regions of the country.
  • Survey, mapping and qualitative and quantitative estimation and measurement of the resources.
  • Evolution of a planning structure endowed with appropriate technology, skill and institutional setup for implementing the resource development plans.
  • Integrating the resource planning and national development plans together.

India has made concerted efforts for achieving the goals of resource planning right from its First Five Year Plan launched after Independence.

The availability of resources contributes to the development of any region, but mere availability of resources without any corresponding changes in technology and institutions to use them may hinder development.

In India, many regions rich in resources are economically backward and there are various economically rich regions without any resources.

The history of colonization resource-rich colonies were the main attractions for the foreign invaders. The higher level of technological development of the imperial rulers made them exploit resources and establish their supremacy over the colonies.

Resources can contribute to development when accompanied by appropriate technological development and institutional changes. In India, resource development involves the availability of resources, the technology, quality of human resources and the historical experiences of the people.

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

Example 2.
How have technical and economic development led to more consumption of resources?
Answer:
Technology advancement has increased the consumption of resources because more goods are being produced, populations are rising. Technical and economic development is leading to greater consumption of resources because the lifestyles of people are adapted to newer technologies, lavish lives.

For greater development and profit, more markets, more consumption is required and that entails using more resources and indiscriminate usage.

Conservation of Resources

Resources are vital for any developmental activity. Irrational consumption and over-utilisation of resources lead to socio-economic and environmental problems. Resource conservation at various levels is important. Inspiring leaders like Gandhiji have talked about the significance of resource conservation. Gandhi said, “There is enough for everybody’s need and not for anybody’s greed.”

Important:
Gandhiji believed that the exploitative nature of modern technology leads to depletion of resources globally. He was against mass production.

The Club of Rome began advocating resource conservation in 1968. In 1974, Gandhian philosophy was presented by Schumacher in the book “Small is Beautiful.” The Brundtland Commission Report, 1987. introduced the concept of ’Sustainable Development’ as a means for resource conservation. This was later published in a book called “Our Common Future.’’ The Earth Summit at Rio de Janeiro, Brazil in 1992 was also important in this regard.

Land Resources

The majority of our economic activities are performed on Land which makes land an important resource. It supports natural vegetation, wildlife, human life, economic activities, transport and communication systems. The land is a finite resource and should be used carefully.

  • About 43 percent of Indian land area is plain, providing facilities for agriculture and industry.
  • Mountains cover 30 percent of the total surface area of the country and provide facilities for tourism and ecological aspects.
  • About 27 percent of Indian Land is covered by plateau and possesses rich reserves of minerals, fossil fuels and forests.

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

Land Utilisation:
Land resources are used in the following ways:
1. Forests

2. Land not available for cultivation

  • Barren and waste land
  • Land put to non-agricultural uses, e.g. buildings, roads, factories, etc.

3. another uncultivated land (excluding fallow land)

  • Permanent pastures and grazing land,
  • Land under miscellaneous tree crops groves (not included in the net sown area),
  • Culturable waste land (left uncultivated for more than 5 agricultural years).

4. Fallow Lands

  • Current fallow-(left without cultivation for one or less than one agricultural year),
  • Other than current fallow-(left uncultivated for the past 1 to 5 agricultural years).

5. Net sown area
Area sown more than once in an agricultural year plus net sown area is known as gross cropped area.

Land Use Pattern In India

Physical factors such as topography, climate, soil types as well as human factors such as population density, technological capability and culture, and traditions determine the land use.
1. Land use data is available only for 93 per cent of the total 3.28 million sq km of Indian land. Land use reporting for most of the north-east states except Assam has not been done. Some disputed areas near Jammu and Kashmir have not been surveyed properly as well.

2. The land under permanent pasture has decreased.

3. The current fallow lands are of sub-standard quality or too expensive to cultivate. These lands are cultivated once in about two to three years; when included in the net sown area, the percentage of NSA in India is equal to 54 percent of the total reporting area.

4. Patterns of the net sown area vary greatly from one state to another. About 80 percent of the
total area in Punjab and Haryana and less than 10 percent in Arunachal Pradesh, Mizoram, Manipur, and Andaman Nicobar Islands are sown.

5. Forest area, considered essential for ecological balance, covers less than the desired 33 percent of the geographical area of the country, as outlined in the National Forest Policy (1952). The livelihood of people depends upon these forests.

6. Waste land and land put to other non-agricultural uses are other patterns of land use.
Waste land includes rocky, arid and desert areas while the land put to other non-agricultural uses includes settlements, roads, railways, industry etc.

Land degradation entails a continuous use of land over a long period of time without taking appropriate measures to conserve and manage it. This has serious repercussions on the environment.

Land Degradation And Conservation Measures

Ninety-five percent of a human’s basic needs for food, shelter and clothing are obtained from land. Human activities have also aggravated the pace of natural forces to cause damage to land and degraded land even more.
Human activities Like deforestation, overgrazing, mining and quarrying have caused land degradation.
Mining sites abandoned after excavation Leaves deep scars and traces of over-burdening.

Frequently Asked:

  • In Jharkhand, Chhattisgarh, Madhya Pradesh and Odisha, deforestation due to mining have caused severe Land degradation.
  • In Gujarat, Rajasthan, Madhya Pradesh and Maharashtra, overgrazing is one of the main reasons for land degradation. In Punjab, Haryana, western Uttar Pradesh, over-irrigation is responsible for land degradation due to waterlogging leading to increase in salinity and alkalinity in the soil.

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

Important:
Mineral processing like grinding of limestone for cement industry, calcite and soapstone for ceramic industry generate huge quantities of dust in the atmosphere. It retards the process of infiltration of water into the soil. Industrial effluents contaminate land and water.

Suggestions to Conserve Land

  • Afforestation and proper systematic management of grazing can help save water.
  • Planting of shelterbelts of plants, regulation of overgrazing, stabilisation of sand dunes
    by growing thorny bushes can check land degradation.
  • Proper management of waste lands, control of mining activities, proper discharge and disposal of industrial effluents can reduce land degradation in industrial and suburban areas.

Soil as a Resource

Soil is the most important renewable natural resource. The soil is a living system. Soil takes millions of years to form. Relief, parent rock or bedrock, climate, vegetation, micro-organisms and time are functional in the formation of soil. Forces of nature such as change in temperature, actions of running water, wind and glaciers, activities of decomposers contribute to the formation of soil.

Chemical and organic changes take place in the soil due to the organisms functional, in formation of the soil.
Soil also consists of organic (humus) and inorganic materials.

Frequently Asked:
On the basis of the factors responsible for soil formation, colour, thickness, texture, age, chemical and physical properties, the soils of India are classified in different types.

Classification of Soils

India has varied relief features, landforms, climatic realms and vegetation types.
Alluvial Soil

  1. This is the most widely spread and important soil.
  2. The Northern plains are covered with alluvial soil deposited by three important Himalayan river systems – the Indus, the Ganga and the Brahmaputra. They are also found in Rajasthan and Gujarat, the eastern coastal plains mainly in the deltas of Mahanadi, the Godavari, the Krishna and the Kaveri rivers.
  3. The alluvial soil consists of various proportions of sand, silt and clay.
  4. Soil particles increase in size towards the inner side of the river. In the upper reaches of the river valley i.e. near the place of the break of slope, the soils are coarse. They are generally found in piedmont plains such as Duars, Chos, and Terai.
  5. According to their age alluvial soils can be classified as old alluvial (Bangar) and new alluvial (Khadar).
    The bangar soil has higher concentration of kanker nodules than the Khadar.
    It has more fine particles and is more fertile than the bangar.
  6. Alluvial soils as a whole are very fertile due to adequate presence of potash, phosphoric acid and lime which are ideal for the growth of sugarcane, paddy, wheat and other cereal and pulse crops. Regions of alluvial soils are intensively cultivated and densely populated.
  7. Soils in the drier areas are more alkaline and can be productive after proper treatment and irrigation.

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

Black Soil:

  1. These soils are called Regur soils. Black soil is ideal for growing cotton, and their black colour gives it the name- black cotton soil.
  2. The deciding factors include climatic conditions along with the parent rock material. They are generally found in the Deccan trap (Basalt) region spread over the northwest Deccan plateau. This area is made up of lava flows.
  3. They cover the plateaus of Maharashtra, Saurashtra, Malwa, Madhya Pradesh and Chhattisgarh and extend in the south east direction to the Godavari and the Krishna valleys.
  4. They are made up of fine, clayey material. They retain moisture very well.
  5. They are rich in soil nutrients, such as calcium carbonate, magnesium, potash and lime.
  6. These soils are generally poor in phosphoric contents.
  7. Black soils develop deep cracks during hot weather and this aids the aeration of the soil. These soils are sticky when wet and difficult to work on.

Example 3.
Name three states having black soil and the crop which is mainly grown in it.
Answer:
Maharashtra, Chhattisgarh and Madhya Pradesh are the three states where black soil is found and cotton is the main crop grown in black soil.

Red and Yellow Soils

  • Red soil develops on crystalline igneous rocks in areas with low rainfall in the eastern and southern parts of the Deccan plateau.
  • Yellow and red soils are found in Odisha, Chhattisgarh, southern parts of the middle Ganga plain, along the piedmont zone of the Western Ghats.
  • They are red in colour due to the diffusion of iron in crystalline and metamorphic rocks. When hydrated, they are yellow in colour.

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

Laterite Soil:

  • The name of the soil is derived from the term ‘later’ which meant brick. It develops under tropical and subtropical climates with an alternate wet and dry season.
  • The soil was formed by intensive leaching due to heavy rain.
  • These soils are deep to very deep, acidic (pH < 6.0), deficient in plant nutrients and can be found in the southern states, the Western Ghats region of Maharashtra, Odisha, some parts of West Bengal and North-east regions.
  • When they are humus rich, they support deciduous and evergreen forests but under sparse vegetation and semi-arid environment, they are generally humus poor.
  • They are prone to erosion and degradation because of their position on the landscape. This soil is very useful for growing tea and coffee after adopting appropriate soil conservation techniques particularly in the hilly areas of Karnataka, Kerala and Tamil Nadu.
    (6) Red laterite soils in Tamil Nadu, Andhra Pradesh and Kerala are more suitable for crops like cashew nut.

Arid Soils:

  • Arid soils range from red to brown in color.
  • They are generally sandy in texture and saline in nature. The salt content is high and common salt can be obtained by evaporating.
  • Due to the high temperature, evaporation is faster and the soil lacks humus and moisture.
  • The lower horizons of the soil are occupied by Kankar. This is because of the high calcium content.
  • The Kankar layer formations in the bottom horizons restrict the infiltration of water which makes them not fit for cultivation. After proper irrigation, these soils become cultivable. The same has been done in Rajasthan.

Forest Soils:

  • Forest soils are found in the hilly and mountainous areas with sufficient rain forests. The soil texture varies according to where they are formed.
  • They are loamy and silty in valley sides and coarse-grained in the upper slopes.
  • These soils experience denudation and are acidic with low humus content in Himalayan regions.
  • These soils are found in the lower parts of the valleys, river terraces and alluvial fans are fertile.

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

Example 4.
Which one of the following types of resource is iron ore?
(a) Renewable
(b) Biotic
(c) Flow
(d) Non-renewable
Answer:
(d) Non-renewable
Explanation: Minerals are non-renewable resources.

Example 5.
Under which of the following types of resource tidal energy cannot be put?
(a) Replenishable
(b) Human-made
(c) Abiotic
(d) Non-recyclable
Answer:
(a) Replenishable
Explanation: Tidal Energy depends on the ocean and tides which is replenishable.

Example 6.
Which one of the following is the main cause of land degradation in Punjab?
(a) Intensive cultivation
(b) Deforestation
(c) Over irrigation
(d) Overgrazing
Answer:
(c) Over irrigation

Soil Erosion And Soil Conservation

Washing down of soil due to denudation of the processes of soil formation and erosion go together top layer of soil is described as soil erosion. They at the same time and are balanced. This balance can be disturbed due to human activities Like deforestation, overgrazing, construction, and mining. Natural forces Like wind, glacier and water also lead to soil erosion.

The running water cuts through the clayey soils and makes deep channels. The land that becomes unfit for cultivation is called bad land. These lands are called ravines in the Chambal basin.

  • Sometimes water flows as a sheet over large areas down a slope which washes away the topsoil. This is known as sheet erosion.
  • Wind blows loose soil off flat or sloping land known as wind erosion.
  • Soil erosion is also caused due to defective farming methods.
  • Plowing incorrectly can also form channels for the quick flow of water leading to soil erosion.

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

Important:
State of India’s Environment
Examples of villages of Sukhomajri and the district of Jhabua have shown that it is possible to reverse land degradation. Tree density in Sukhomajri increased from 13 per hectare in 1976 to 1,272 per hectare in 1992.

  • Regeneration of the environment leads to economic well-being because of greater resource availability, improved agriculture and animal care, and consequently, increased incomes.
  • People’s management is essential for ecological restoration.

Caution:
Land Degradation and Soil erosion are two different concepts and must not be confused. Methods to prevent and cause both are different however they might be caused due to the same reason- indiscriminate usage of resources.

Steps To Treat Soil Erosion

  1. Contour ploughing can treat soil erosion. Plowing along the contour lines can decelerate the flow of water down the slopes.
  2. Making terraces by cutting out steps can also help in soil conservation. Terrace cultivation restricts erosion. Western and central Himalayas have well-developed terrace farming.
  3. Large fields can be divided into strips. If grasses are left to grow between the crops, it breaks up the force of the wind. Strip Cropping is another method of saving soil from erosion.
  4. Planting lines of trees to create shelter beds also can be a method. These shelter beds help stabilize sand dunes and the deserts in Western India.

→ Replenishable: Ability to renew; make itself full or complete again on its own.

→ Culturable: Cultivable

→ Intensive: Giving concentrated force or emphasis on a single subject or into a short time; thorough.

→ Substratum: Underlying layer of a particular type of rock or soil beneath the surface.

→ Kanker: Nodules or pebbles of concentrated calcium carbonate, generally found in Bangar soil.

→ Aeration: To impregnate something with air, generally soil or liquid.

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

→ Denudation: Disintegration and decomposition of rocks along with the wearing away of the surface of the land.

→ Gullies: Ravine formed by trench cut into land caused by the erosion because of accelerated stream of water.

→ Deforestation: Large-scale removal of trees and forests for human activities.

→ Feasibility: Possibility of something done or carried out easily.

→ Flow Resources: A flow resource is a resource that is neither renewable nor non-renewable, and must be used where it occurs and replenishes itself.

Class 10 Social Science Notes

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

Print Culture and the Modern World Class 10 Notes Social Science History Chapter 7

The First Printed Books

The earliest print technology-a system of hand painting—was developed in China, Japan and Korea. Post AD 594, China started producing books and prints by rubbing paper against the inked surface of woodblocks. As the paper was porous both the sides could not be printed. The traditional Chinese ‘accordion book’ was folded and stitched at the side.
Superbly skilled craftsmen duplicated calligraphy accurately.

Important
The imperial state in China produced a huge amount of printed material. Since China recruited most bureaucrats by Civil service examinations, it had to provide the study material required for its aspiring students The imperial state of China sponsored the printing of these books.
The number and scale of production kept increasing due to rise in number of students from the 16th century onwards.
The 17th century saw diversification of the print due to the blooming of urban culture. Printed material went beyond the scholar-officials.

Merchants collected trade information on paper. Reading became a leisure activity.
Fictional narratives, poetry, autobiographies, anthologies of literary masterpieces, and romantic plays fascinated the new readership. Wives of the scholar-officials and women of the upper classes began to read and publish their own works. Even courtesans reproduced accounts of their lives.
The new reading culture brought with it a new technology in the form of mechanical printing. Western printing techniques and mechanical presses were imported in the late nineteenth century as Western powers established their outposts in China. Shanghai was made the centre of the new print culture and catered to the Western-style schools.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

Print in Japan:
Buddhist missionaries from China introduced hand-printing technology into Japan around AD 768-770.
The Buddhist Diamond Sutra, published in 868 AD was the oldest Japanese book to be printed. It had six sheets of text and woodcut illustrations.

Pictures were qlso printed on textiles, playing cards and paper money.
In medieval Japan, poets and prose writers regularly published their works. Printing of visual material caused interesting publishing practices. During the 18th century, in urban circles at Edo, paintings depicted an elegant urban culture. Libraries and bookstores had various hand-printed materials on women, musical instruments, calculations, tea ceremony, flower arrangements, proper etiquette, cooking and famous places.

Frequently Asked
Edo came to be known as Tokyo later.
The Tripitaka Koreana are a Korean collection of Buddhist scriptures. They were inscribed on the UNESCO Memory of the World Register in 2007.
Kitagawa Utamaro, born in Edo in 17S3, contributed to an art form called ukiyo (‘pictures of the floating world) or depiction of ordinary human experiences, especially urban ones.

Print Comes To Europe

Paper went through the same silk route from China to Europe which also facilitated the transportation of silk and spices.

Manuscripts written by scribes were printed on paper. The journey of print from China to Italy can be traced as follows:

  1. Marco Polo introduced the technique of woodblock printing to Italy after learning it during his exploration in China. Italians began producing books with woodblocks and transferred the technology all over Europe. Luxury editions were handwritten on expensive vellum, meant for aristocratic circles and rich monastic libraries because to them, printed books were cheap and of poor quality. Merchants and students from university towns bought the cheaper printed copies.
  2. Booksellers of Europe exported books to many different countries due to its rising demand. Book fairs were organized. New techniques of production of handwritten manuscripts were employed.
  3. Scribes or skilled hand writers were employed more often and by booksellers more than wealthy individuals. The ever-increasing demand for books could not be satisfied by the production of handwritten manuscripts.
  4. Copying was expensive, time-consuming and laborious. Manuscripts were fragile and could not be carried around. This limited their circulation.
  5. Woodblock printing became popular. By the early fifteenth century, woodblocks were being used to print textiles, playing cards, and religious pictures with short texts.

The invention of a new print technology at Strasbourg, Germany i.e. the printing press in the 1430s made printing cheaper. The printing press was developed by Johann Gutenberg.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

Example 1.
Source Based:
Read the source given below and answer the questions that follow:
Marco Polo brought this knowledge back with him. Now Italians began producing books with woodblocks, and soon the technology spread to other parts of Europe. Luxury editions were still handwritten on very expensive vellum, meant for aristocratic circles and rich monastic libraries which scoffed at printed books as cheap vulgarities. Merchants and students in the university towns bought the cheaper printed copies. As the demand for books increased, booksellers all over Europe began exporting books to many different countries. Book fairs were held at different places. Production of handwritten manuscripts was also organised in new ways to meet the expanded demand. Scribes or skilled handwriters were no longer solely employed by wealthy or influential patrons.
(A) Where did Marco Polo bring the information about printing from?
(a) Japan
(b) France
(c) India
(d) China
Answer:
(d) China
Explanation: Marco Polo went to China and explored its cultures and practices. Upon returning to Italy in 1295, he carried the knowledge of printing with him. There, he introduced it and brought a complete revolution.

(B) Which of the following statements about printing revolution and technology is true?
(I) Woodblock printing originated in China.
(II) From Italy, the technology spread all over Europe.
(III) Printing press was invented in Germany.
(IV) Prints were in wide demand but were not accepted by some aristocratic classes.
(a) (I) & (IV) only
(b) (II) only
(c) (III) & (IV) only
(d) (I), (II), (III) & (IV)
Answer:
(d) (I), (II), (III) & (IV)

Explanation: Woodblock printing originated in China where it caused a complete revolution. The demand of books and printing materials rose.
The technology of woodblock printing was carried to Italy by Marco Polo, from where the technology spread all over Europe.
The printing press was invented in Strasbourg, Germany by Johannes Gutenberg.
Prints were in wide demand but were not accepted by some aristocratic classes. They believed printed copies were cheap.

(C) What is vellum?
Answer:
Vellum was a parchment made of the skin of animals. It was used as a paper to write books for the rich.

(D) Assertion (A): Scribes or skilled hand writers were no longer solely employed by wealthy or influential patrons
Reason(R): They were employed by booksellers as well because the demand for the books was rising.
(a) Both (A) and (R) are true and (R) is the correct explanation of (A)
(b) Both (A) and (R) are true but (R) is not the correct explanation of (A)
(c) (A) is correct but (R) is wrong
(d) (A) is wrong but (R) is correct.
Answer:
(a) Both (A) and (R) are true and (R) is the correct explanation of (A)

Frequently Asked
The Jikji of Korea is among the world’s oldest existing books printed with movable metal type.
It contains the essential features of Zen Buddhism.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

Gutenberg and the Printing Press:
Gutenberg grew up on an agricultural estate where he had seen wine and olive presses. He learnt the art of polishing stones, became a master goldsmith, learnt how to create lead moulds used for making trinkets. Gutenberg adapted existing technology to design his innovation.

Moulds became metal types for the letters of the alphabet. The olive press provided a model for the printing press. He made the system perfect by 1448. He printed the Bible first. It took 3 years to produce 180 copies which was fast and efficient production at that time. The existing art of producing books by hand continued to be in use.

Printed books resembled the written manuscripts. The metal letters imitated the ornamental handwritten styles. Hand with foliage and other patterns were drawn on borders. Illustrations were painted. Space for decoration was kept blank on the printed page for the rich. The designs and the painting school that would do the illustrations could be personally chosen. Printing presses were set up in most countries of Europe by the 1550s. Printers from Germany travelled to other countries to spread the technology. Book production boomed.

Almost 20 million copies of printed books were printed by the end of the 15th century. This shift from hand printing to mechanical printing led to the print revolution.

The Print Revolution and Its Impact

The print revolution transformed the lives of people, heavily transforming their relationship with information, knowledge, institutions and authorities. It influenced popular perceptions.

A New Reading Public
The invention of printing press gave birth to a new and ever growing readership. Printing reduced the cost of books since multiple copies could be produced effciently and quickly with lesser labour involved.
A new reading culture was observed since the common people began shifting to written literature from oral culture where knowledge was transferred to them orally. This was prevalent because before the invention of the printing press, reproducing written texts was expensive.
In Europe rates of literacy were very low. Publishers had to keep in mind the wider reach of the printed work. They included popular ballads and folk tales for those who could not read but could at least listen to them being read out in gatherings. They were profusely illustrated with pictures. Oral culture thus entered print and printed material was orally transmitted. Gradually, the hearing public and reading public became intermingled.

Religious Debates and the Fear of Print:
Print created the possibility of wide circulation of ideas, and introduced a new world of debate and discussion. People who disagreed with authorities transmitted their ideas through print. Through this, they could persuade people and even mobilise them.

Some people like religious authorities and monarchs, as well as many writers and artists, were apprehensive of the effects created by printed books and materials upon people’s minds. Irregulated publishing could cause rebellious and irreligious thoughts to spread. This would destroy the authority of good literature. This resulted in widespread criticism of the new printed literature that had begun to circulate.

In 1517, the religious reformer Martin Luther wrote ninety five Theses criticising many of the practices and rituals of the Roman Catholic Church. He challenged the Church to debate his ideas. Quick printing and reproducing helped develop his ideas into a revolution which led to a division within the Church and to the beginning of the Protestant Reformation. Luther’s translation of the New Testament sold 5,000 copies within a few weeks. Luther thanked printing technology when he said that, ‘Printing is the ultimate gift of God and the greatest one.’

Print brought about a new intellectual atmosphere and helped spread the new ideas that led to the Reformation.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

Print and Dissent:
Print and popular religious literature stimulated individual and distinct interpretations of faith even among less educated or informed people such as the worker classes. Menocchio, an Italian worker, reinterpreted the message of the Bible and formulated a view of God and Creation that enraged the Roman Catholic Church. Menocchio was ultimately executed to repress heretical ideas. This led to the Roman Church imposing repressive control over publishers and booksellers and began to maintain an Index of Prohibited Books from 1558.

The Reading Mania

Literacy rates went up in Europe in the 17th and 18th Century. Churches set up schools in villages making peasants and artisans literate.

Literacy was as high as 60-80% by the end of the 18th century in parts of Europe. With the spread of education, there was a virtual reading mania. Readership was growing unprecedented.
New forms of popular literature began targeting new audiences. Pedlars who carried and sold little books were employed. Almanacs or ritual calendars, ballads and folk tales were printed and sold. Romances and histories (stories of the past) were also printed.

Important:
In England, petty pedlars known as chapmen, carried and sold penny chapbooks for the poor. “Biliotheque Bleue”, which were low-priced small books printed on poor quality paper, bound in cheap blue covers were sold in France.

The periodical press combined information about current affairs with entertainment from the early 18th century.

Newspapers and journals carried information about wars, trade and news of developments. Ideas of scientists and philosophers could be made more accessible to the common people. Ancient and medieval scientific texts were published along with maps and scientific diagrams. This helped them influence a lot of readers with scientific tempers. Thomas Paine, Voltaire and Jean Jacques Rousseau and their ideas about science, reason and rationality were widely printed and read. Books were seen as a means of spreading progress and enlightenment.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

Example 2.
Why did some people in eighteenth century Europe think that print culture would bring enlightenment and end despotism?
Answer:
People believed that books could change the world because they gave birth to modern and liberal ideas of freedom, liberty and equality. They could bring a revolution, liberate society from despotism and tyranny and could cause people with reason and intellect to rule. They believed that those who read books constantly would lead a revolution, spread these ideas far and across which would change the face of the world.

Frequently Asked
Louise Sebastian Mercier, of France, declared: ‘The printing press is the most powerful engine of progress and public opinion is the force that will sweep despotism away.”

Mercier’s heroes were generally transformed by acts of reading. They devoured books and became enlightened in the process.

It was his conviction and belief in the power of print in bringing enlightenment and destroying the basis of despotism, that made Mercier proclaim, ‘Tremble, therefore, tyrants of the world! Tremble before the virtual writer!’

Print Culture and the French Revolution

Example 3.
Why do some historians think that print culture created the basis for the French Revolution?
Answer:
Many historians have argued that print culture created the conditions within which French Revolution occurred.

Three types of arguments put forward are:
1. Print popularised the ideas of the enlightenment thinkers which provided a commentary on tradition, superstition and despotism. They argued for the rule of reason against established ideals and customs. They wrote discourses eroding the legitimacy of a social order based on tradition. The writings of Voltaire and Rousseau transformed the perception of their readers. They made them questioning, critical and rational.

2. Print created a new culture of dialogue and debate. All values, norms and institutions were re-evaluated by peopte with developed power of reason. New ideas of social revolution came into being.

3. By the 1780s, literature that mocked the royalty promoted questions about the existing social order. Monarchy was shown absorbed only in sensual pleasures while the common people suffered immense hardships in cartoons and caricatures. This literature circulated underground and led to the growth of hostile sentiments against the monarchy.

4. However, people did not read just this kind of literature, they were exposed to monarchical and Church propaganda also. They were not just blindly influenced, instead they interpreted it. They accepted some ideas and rejected others.
Print just opened up the possibility of thinking differently instead of moulding it in a certain way.

The Nineteenth Century

By the nineteenth century, a new set of readers emerged among children, women and workers.
Primary education became compulsory from the late nineteenth century which incentivised the production of school textbooks. A children’s press was set up in France in 1857. It published new works, fairy tales and folktales. The Grimm Brothers in Germany spent years compiling traditional folk tales gathered from peasants. Texts and stories considered unsuitable for children were not included in the published version of their stories. Accordingly, rural folk tales acquired a new form.

Important:
Women became important as readers as well as writers. Penny magazines were especially meant for women along with manuals teaching proper behaviour and housekeeping. Numerous women novelists like Jane Austen, the Bronte sisters, and George Eliot were writing at that time. Their writings defined women as a person with will, strength of personality, determination and the power to think.

Lending libraries which were established in the 17th century, became instruments for educating white- collar workers, artisans and lower-middle-class people in England. Self-educated working class people wrote for themselves. After work, workers took out time for self-improvement and self-expression. They wrote political tracts and autobiographies in large numbers.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

Further Innovations:
By the late eighteenth century, the press came to be made out of metal. Richard M. Hoe of New York had perfected the power-driven cylindrical press by the mid-19th century. It was useful for printing newspapers. The offset press was developed which could print up to six colours at a time in the late 19th century. Electrically operated presses accelerated printing operations in the 20th century.

A series of other developments that followed are:

  1. Methods of feeding paper improved. The quality of plates became better, automatic paper reels and photoelectric controls of the colour register were introduced.
  2. Several individual mechanical improvements transformed the appearance of printed texts.
  3. Nineteenth-century periodicals serialised important novels, which gave birth to a particular way of writing novels.
  4. In England, a cheap series called the Shilling Series was introduced. It contained popular classics. Book jacket and dust covers were also invented in the 20th century.
  5. Publishers feared a decline in book purchases due to the Great Depression of the 1930s. They brought out cheap paperback editions for sustenance.

India And The World of Print

India had a very rich and old tradition of handwritten manuscripts in Sanskrit, Arabic, Persian and various vernacular languages. Manuscripts were copied on palm leaves or on handmade paper.

Pages were illustrated and pressed between wooden covers or sewn together to ensure preservation. Manuscripts continued to be produced till the late nineteenth century.

They were however fragile and expensive. They were written in different styles and not used widely for everyday use. The students of pre-colonial Bengal’s village primary schools only learnt to write. Teachers dictated portions of texts from memory and students wrote them down. Hence, many literates had never read a book themselves.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

Print Comes to India
1. The printing press first came to Goa with Portuguese missionaries in the mid-sixteenth century. Jesuit priests learnt Konkani and produced about 50 books in the Konkani and in Kanara languages by 1674. Catholic priests printed the first Tamil book in 1579 at Cochin. They printed the first Malayalam book in 1713. By 1710, Dutch Protestant missionaries had printed 32 Tamil texts.

2. Despite the English East India Company beginning to import presses from the late seventeenth century, use of the English language did not grow.

Important:
From 1780, James Augustus Hickey began to edit the Bengal Gazette. Thus, a private English enterprise, independent from colonial influence, began English printing in India.
Hickey published a lot of advertisements also related to import and sale of slaves. He also published gossips about

Company’s senior officials in India. He was persecuted by the then Governor General, Warren Hastings.
Hastings encouraged the publication of officially sanctioned newspapers to counter the flow of information that damaged the image of the colonial government.

Indians began publishing Indian newspapers by the end of the 18th century. There were various magazines published by Indians spreading the message of nationalism and publishing other news in general, for example, the weekly Bengal Gazette, brought out by Gangadhar Bhattacharya, who was very close to Rammohun Roy.

Religious Reform and Public Debates

There were intense debates around religious issues from the 19th century. Different groups confronted the offered interpretations of the beliefs of different religions. Some criticised the established customs and practices, arguing for reforms, others countered the arguments of reformers. These debates were carried out in public and in print.
Printed tracts and newspapers also shaped the nature of the debate. The discussion involved participation from the wider public. New ideas emerged through these clashes of opinions.

Intense controversies were fought between social and religious reformers and the Hindu orthodoxy over matters like widow immolation, monotheism, Brahmanical priesthood and idolatry.

Tracts and newspapers circulated these arguments using everyday spoken language of ordinary people.
1. Rammohun Roy published the Sambad Kaumudi from 1821. The Hindu orthodoxy commissioned the Samachar Chandrika to counter them.

2. From 1822, two Persian newspapers- Jam- i-Jahan Nama and Shamsul Akhbar were published. A Gujarati newspaper, the Bombay Samachar, made its appearance.

3. In north India, the ulama feared that colonial rulers would encourage conversion, change the Muslim personal laws and that would lead to collapse of Muslim dynasties. They used cheap lithographic presses, published Persian and Urdu translations of holy scriptures, and printed religious newspapers and tracts to counter these arguments.

4. The Deoband Seminary, founded in 1867, published fatwas telling Muslim readers how to conduct themselves in their everyday lives, and explaining the meanings of Islamic doctrines.

5. Muslim sects and seminaries appeared with a different interpretations of faith to enlarge its following and countering the influence of its opponents. Urdu print helped them conduct these battles in public.

6. Print encouraged the reading of religious texts among Hindus, usually in the vernacular languages.

7. The first printed edition of the Ramcharitmanas of Tulsidas came out from Calcutta in 1810.

8. From the 1880s, the Naval Kishore Press at Lucknow and the Shri Venkateshwar Press in Bombay published numerous religious texts in vernaculars. They were portable and light. They could be read out in front of gatherings in villages.

9. Religious texts reached a very wide circle of people, encouraging discussions, debates and controversies within and among different religions. Print stimulated the publication of conflicting opinions amongst communities. It connected communities and people across India. Newspapers helped in creation of pan-Indian identities by conveying news from one place to another.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

New Forms of Publication

Printing created an appetite for new kinds of writing.
1. Fascinated by life accounts of the authors, they wanted to see their own lives, experiences, emotions and relationships reflected in what they read.

2. A literary firm in Europe, the novel, catered to this need. It acquired Indian forms and styles. It
described diversity in the lifestyles of Indians vividly.

3. Lyrics, short stories, essays about social and political matters were read widely as well. They reinforced the new emphasis on human lives and intimate feelings, political and social values which affected human life.

4. By the end of the nineteenth century, Visual images began to be reproduced in multiple copies. Raja Ravi Varma and other painters produced images for mass circulation.

5. Poor wood engravers who made woodblocks were employed by print shops. Cheap Prints and patterns became affordable for the poor as well. They moulded popular ideas about modernity and tradition, religion and politics, and society and culture.

6. By the 1870s, caricatures and cartoons commenting on social and political issues were being published in journals and newspapers.

7. They also mocked fascination, educated Indians had with Western tastes and clothes. Some expressed the fear of social change. They ridiculed nationalists as well as imperial rule.

Women and Print
Example 4.
What did the spread of print culture in nineteenth century India mean to Women?
Answer:
Due to the print technology lives and feelings of women began to be covered vividly by journals and prints. Middle class women began reading in large numbers. Liberal husbands and fathers educated womenfolk at home. Women were also sent to women’s schools which were later set up in the cities and towns. Journals carried articles on why women should be educated along with a syllabus and attached suitable reading material for home-based schooling.

Conservative Hindus however believed that a literate girl would be widowed and Muslims feared that educated women would be corrupted by reading Urdu romances. Some rebel women however, defied such prohibition. One of them was Rashsundari Debi who learnt to read in the secrecy of her kitchen. Later, she wrote her autobiography Amar Jiban, which was published in 1876. It became the first full- length autobiography to be published in the Bengali language.

In East Bengal, there was also a popular interest in reading the accounts of lives of women in their words. After the 1860s, few Bengali women like Kailashbashini Debi wrote books highlighting the ill- experiences of women at the hands of patriarchal society. During 1880-90s, in present-day Maharashtra, Tarabai Shinde and Pandita Ramabai wrote about the miserable lives of upper-caste Hindu women, especially widows.

Hindi printing began seriously only from the 1870s. Later, one significant segment of it was devoted to the education of women. Journals discussing issues like women’s education, widowhood, widow remarriage and the national movement written and edited by women, became extremely popular. Few offered household and fashion lessons to women. Few were devoted to bringing entertainment through short stories and serialised novels.

In Punjab, folk literature was widely printed from the early twentieth century. Ram Chaddha published Istri Dharm Vichar as a didactic discourse to teach women how to be obedient wives.

The Khalsa Tract Society published cheap booklets with a similar message. They were written in forms of dialogues revealing characteristics of good women. In Bengal, the Battala was devoted to the printing of popular books. Cheap editions of religious tracts and scriptures, obscene and scandalous literature texts were available here.

Pedlars took the Battala publications to homes. Women could read them during their leisure time.
These books were profusely illustrated with woodcuts and coloured lithographs by the 19th century.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

Print and the Poor People:
Very cheap small books were sold at crossroads and markets in Madras, allowing poor people travelling to markets to buy them. Public libraries, located in towns and prosperous villages, were set up in the early 20th Century, to expand the access to books. Patrons set up these to acquire prestige.

Issues of caste discrimination was the subject of discussion in many printed tracts and essays. Jyotiba Phule, wrote about the injustices of the caste system in his Gulamgiri (1871).

In the twentieth century, B.R. Ambedkar in Maharashtra and E.V. Ramaswamy Naicker in Madras, wrote popular discourses on caste. Local protest movements and sects criticised ancient scriptures through journals.

Example 5.
What were the effects of the spread of print culture for poor people in nineteenth century India?
Answer:
The factory workers lacked the education to write much about their experiences. Due to the spread of print culture, Kashibaba, a Kanpur millworker, wrote and published Chhote Aur Bade Ka Sawal in 1938 to show the links between caste and class exploitation.

Another Kanpur millworker under the name of Sudarshan Chakra wrote poems between 1935 and 1955, which were published as a collection called Sacchi Kavitayan.

By the 1930s, Bangalore cotton mill workers just like Bombay workers, set up libraries to educate themselves, sponsored by social reformers who tried to bring, literacy, to propagate the message of nationalism and to curb their bad habits.

Print And Censorship

Before 1798, the colonial state under the East India Company was more concerned about Englishmen in India who were critical of Company misrule. Most of their efforts at censorship were directed towards controlling printed matter published by them. They were worried that these criticisms could be used by officers who didn’t approve of them in attacking their trade monopoly.

Calcutta Supreme Court passed certain regulations to control press freedom by the 1820s. Company encouraged the publication of newspapers that would celebrate British rule. In 1835, upon insistence from the editors of English and vernacular newspapers, Governor-General Bentinck decided to revise press laws. Thomas Macaulay formulated new rules bringing back the lost freedom.

The relaxed attitude to freedom of the press changed after the 1857 revolt. English officers demanded restrictions on the ‘native’ press with rising nationalism in vernacular newspapers. The Vernacular Press Act (based on Irish Press Laws) was thus passed in 1878. It provided the government with extensive rights to censor reports and editorials in the vernacular press. The British government tracked the reports published in vernacular newspapers regularly seizing and confiscating the printing machinery upon repeated misactions. Despite the repression, nationalist newspapers rose, getting braver by the day, reporting on colonial misrule and encouraging nationalist activities. Attempts to throttle nationalist criticism provoked militant protest which led to another cycle of persecution and protests.

Frequently Asked
Bal Gangadhar Titak was imprisoned in 1908 because he wrote about the deportations of Punjab revolutionaries in 1907, in his newspaper Kesari.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

Example 6.
Explain how print culture assisted the growth of nationalism in India.
Answer:
Print culture brought a new vigor in the nationalist revolution among Indians. Messages and ideas began to be spread easily through articles in newspapers, journals and pamphlets. The unjust treatment meted out by English officials was criticised bitterly in the newspapers. Their acts of violence were condemned and a pan-India support was created through print media.

People from various provinces and corners in the country would come out in support of unknown freedom activists and leaders if a report containing the persecution was published.

Nationalism grew in the country despite the restrictions and the suppression by the British Government. The power of the printed word was seen as an obstruction in the way of governments and hence they sought to regulate and suppress print. The colonial government kept continuous track of all books and newspapers published in India and passed numerous laws to control the press.

However, thousands of nationalists still engaged in writing harsh attacks on the despotic rule of British and encouraged people to come together as a nation. Multiple acts and laws like the Defence of India
Act were passed, allowing censoring of reports of war-related topics. All reports about the Quit India Movement came under its purview. In August 1942, about 90 newspapers were suppressed.

→ Porous: Any substance that allows air or water to pass through.

→ Calligraphy: The art of beautiful and stylised writing.

→ Imperial state: A state that engages in imperialism- by controlling weak but resourceful countries.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

→ Courtesan: Ladies who served the courts and the kings.

→ Scribes: Professional copyist.

→ Vellum: A parchment made from the skin of animals.

→ Manuscripts: A book or text written by hand rather than typing.

→ Ballad: A historical account or folk tale in verse, usually sung or recited.

→ Protestant Reformation: A sixteenth-century movement to reform the Catholic Church dominated by Rome. Martin Luther was one of the main Protestant reformers.

→ Heretical: Those ideas and beliefs which do not follow the accepted teachings of the Church.

→ Almanac: An annual publication which gave astronomical data, about movements of the sun and moon, timing of full tides and eclipses.

→ Chapman books: Pocket size books.

→ Caricatures: Rendered images which show exaggeration by means of ludicrous distortion of parts or characteristics.

→ White: Collar workers- who performs professional, managerial, or administrative work.

→ Shilling Series: Cheap book series popular in England.

→ Vernacular: Regional.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

→ Kitagawa Utamaro: was a Japanese artist and highly regarded designers of ukiyo-e woodblock prints and paintings.

→ Marco Polo: Italian explorer

→ Johann Gutenberg: He was a German goldsmith, inventor, printer, and publisher. He introduced the printing revolution with his mechanical movable-type printing press in Europe.

→ Martin Luther: He was a German professor of theology, priest, author, composer, Augustinian monk and a seminal figure in the Reformation.

→ Erasmus: He was a Latin scholar and a Catholic reformer, who criticised the excesses of Catholicism.

→ Thomas Paine: He was an English-born American political activist, philosopher, political theorist, and a revolutionary.

→ Voltaire: He was a French Enlightenment writer, historian, and philosopher famous for his wit, his criticism of Christianity.

→ Jean Jacques Rousseau: He was a Swiss-born philosopher, writer, and political theorist. He wrote a lot about French Revolution and the Romantic generation.

→ Jane Austen: She was an English novelist. She was known for novels which interpret, critique and comment upon the British landed gentry at the end of the 18th century.

→ Bronte sisters: Charlotte and Emily Bronte were sisters and writers whose novels have become classics.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

→ George Eliot: Mary Ann Evans known by her pen name George Eliot, was an English novelist, poet, journalist, translator from the Victorian Era.

→ Richard. M. Hoe: He was an American inventor who designed a rotary printing press. He also designed the “Hoe web perfecting press” in 1871. It revolutionized newspaper publishing.

→ Warren Hastings: First Governor General of Bengal presidency in British India.

→ William Bentinck: Lord William Bentick was the first governor general of British-occupied India.

→ James Augustus Hickey: James Augustus Hickey was an Irishman who launched the first printed newspaper in India, Hickey’s Bengal Gazette.

→ Ram Mohan Roy: He founded the Brahmo Sabha and worked diligently for the religious and socio-cultural reformation of the country. He was given the title of Raja by Akbar II, the Mughal emperor.

→ Raja Ravi Varma: Indian Painter

→ Tarabai Shinde: She was a feminist activist who wrote about social evils like patriarchy and caste in 19th century India. She wrote the Stripurush Tulana (“A Comparison Between Women and Men”), published in Marathi in 1882.

→ Pandita Ramabai: Pandita Ramabai Sarasvati was a women’s right and education activist, indulged in education and emancipation of women in India and a social reformer.

→ B.R. Ambedkar: He was an Indian jurist, economist, politician and social reformer and the father of the Indian Constitution.

→ E.V. Ramaswamy Naicker: He was also called Periyar. He was an Indian social activist and politician who started the Self-Respect Movement.

→ Thomas Macaulay: He was a Britain historian and Whig politician. He played a major role in the introduction of English and western concepts to education in India, and published his argument on the subject in the “Macaulay’s Minute” in 1835.

→ Lakshminath Bezbaruah: He was a pioneering author of Assamese literature. He wrote Burhi Aair Sadhu (Grandma’s Tales) and other notable works. He penned the popular song of Assam, ‘O Mor Apunar Desh’ (O’ my beloved land).

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

→ Begum Rokeya Sakhawat Hossain: She was a noted educationist and literary figure, who strongly condemned men for withholding education from women.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World 1

→ To what corner of the world do they not fly, these swarms of new books? – Erasmus, a Latin scholar and Catholic reformer.

→ Printing is the ultimate gift of God and the greatest one. – Martin Luther King

→ The printing press is the most powerful engine of progress and public opinion is the force that will sweep despotism away.’ – Louise-Sebastien Mercier

→ Tremble, therefore, tyrants of the world! Tremble before the virtual writer!’ – Louise-Sebastien Mercier

→ The opponents of female education say that women will become unruly … Fie! They call themselves Muslims and yet go against the basic tenet of Islam which gives Women an equal right to education -Begum Rokeya Sakhawat Hossain,

→ Liberty of speech … liberty of the press …freedom of association. The Government of India is now seeking to crush the three powerful vehicles of expressing and cultivating public opinion. The fight for Swaraj, for Khilafat …means a fight for this threatened freedom. -Mahatma Gandhi

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

→ 594 AD: China begins printing books by rubbing paper.

→ 768-770 AD: China introduced hand-printing technology into Japan around.

→ 868 AD: Diamond Sutra is printed

→ 1295: Marco Polo returns to Italy.

→ 1448: Gutenberg perfects the system of printing press.

→ 1517: Martin Luther wrote Ninety Five Theses

→ 1579: First Tamil book is printed by Jesuit priests at Cochin

→ 1588: Roman Church begins to maintain Index of Prohibited Books.

→ 1713: First Malayalam book was printed by Jesuit Priests

→ 1780: James Augustus Hickey began to edit the Bengal Gazette.

→ 1810: The Ramcharitmanas of Tulsidas published in Calcutta

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

→ 1821: Sambad Kaumudi is published

→ 1822: Jam-i-jahan Nama and Shamsul Akhbar is published

→ 1835: Governor-General Bentinck agrees to revise press laws.

→ 1857: Children’s press is set up in France.

→ 1867: Deoband Seminary is founded

→ 1871: Gulamgiri is published.

→ 1876: Amar Jiban is published

→ 1878: Vernacular Press Act is passed

→ 1926: Begum Rokeya Sakhawat Hossain, condemned men for withholding education from women in the name of religion as she addressed the Bengal Women’s Education Conference.

→ 1938: Chhote Aur Bade Ka Sawal is printed by Kashibaba

Class 10 Social Science Notes

NCERT Class 10 History Chapter 5 Notes The Age of Industrialisation

The Age of Industrialisation Class 10 Notes Social Science History Chapter 5

Dawn of The Century

In 1900, E.T. Pauli produced a music book that had a picture on the cover page announcing the ‘Dawn of the Century’. The picture featured new machines and technology as symbols of progress in the background.

Multiple other art forms, pictures like “Two Magicians”, showcased wide differences between two parts of the world- Orient (the east) and Occident (the west). This picture featured Aladdin, a fictional character as the symbol of the east and a mechanic as a symbol of the West.
NCERT Class 10 History Chapter 5 Notes The Age of Industrialisation 1
It showcased that the eastern world was still indulged in rhetoric and fiction while the Western world was progressive and technology oriented.

These images offered us a triumphant account of the modern world.
The modern world is associated with rapid technological change and innovations, machines and factories, railways and steamships. The history of industrialisation thus became a story of development, and the modern age appeared as a wonderful time of technological progress.

Example 1.
Give two examples where modem development that is associated with progress has led to problems. You may like to think of areas related to environmental issues, nuclear weapons or disease.
Answer:
The invention of various technologies like television, electrical appliances like computers, mobile phones has reduced the physical activity of people and caused obesity and various other diseases among all age groups.

Invention of atomic and nuclear power/reactors had led to greatest tragedies like the Bhopal Gas Tragedy and Hiroshima, Nagasaki disaster and many more.

Before The Industrial Revolution

Most people believe that industrialisation began with the establishment of factories. Factories marked the beginning of the age of industrialisation However, evidence points to various processes, wf ch can be considered related to industrialisation, being carried out even when there were no factories.

NCERT Class 10 History Chapter 5 Notes The Age of Industrialisation

Example 2.
Explain what is meant by proto-industrialisation.
Answer:
Industrialisation has been associated with the growth of the factory industry to the extent that the history of industrialisation begins with the setting up of the first factories. However, there was large-scale industrial production for an international market even when factories had not been set-up. This phase of industrialisation was called proto-industrialisation.

In the seventeenth and eighteenth centuries, merchants migrated to the countryside to Lure them to produce for the international market. Demand for goods boomed due to expansion in world trade and the acquisition of colonies. However, the supply production could not be boosted within towns due to the presence of powerful urban crafts and trade guilds.

  1. Trade guilds comprised producers who trained craftspeople, monitored production, regulated competition and prices, and restricted the entry of new people into the trade.
  2. They were granted a monopoly to produce and trade in specific products. New merchants could not set up business in towns easily and had to turn to the countryside.
  3. Poor peasants and artisans were dependent on common lands for food and livelihood. They had to look for alternate opportunities as open fields were disappearing and commons were being enclosed. They began working for merchants because they provided them with advance payments.
  4. Income from proto-industrial production supplemented their shrinking income from cultivation.
  5. A close relationship developed between the town and the countryside. Merchants were based in towns but the work was done mostly in the countryside.
  6. The proto-industrial system was a part of a network of commercial exchanges where each step was carried out at a different location altogether.

The goods were produced by a vast number of producers working within their family farms.

Frequently Asked:
London came to be known as a finishing centre because maximum goods, especially textiles were produced, spun and then finished in London before being exported to international markets.

The Coming Up of the Factories:
Factories were first set up in England by the 1730s. The first symbol of the new era was cotton. Its production boomed in the late nineteenth century due to a number of changes within the process of production. Multiple inventions in the eighteenth century increased the efficacy of each step of the production process (carding, twisting, spinning, and rolling). They enhanced the output per worker and made the production of stronger threads and yarn possible.

Frequently Asked:
Richard Arkwright invented the cotton mill.
The cloth production which was otherwise spread all around the countryside could now be limited to the mill. The mill enabled all the processes to be carried out under one roof and management. It made possible stricter regulation over productivity of workers and control over the quality of the product.
Factories attracted the attention of the producers during the nineteenth century because they were unique and provided multiple facilities. Merchants forgot the older centres of production- the bylanes and the workshops.

NCERT Class 10 History Chapter 5 Notes The Age of Industrialisation

The Pace of Industrial Change:
In late eighteenth-century Britain, cotton and metal industries were the most dynamic. Cotton was the leading sector in the first phase of industrialisation up to the 1840s. Later, the iron and steel industry became popular.

With the expansion of railways, in England from the 1840s and in the colonies from the 1860s, the demand for iron and steel increased rapidly. The new industries could not easily displace traditional industries. Only a limited workforce was employed in these industries.

A great portion of the output was still produced within domestic units.
The traditional industries became technologically advanced too but the process was slow. Small innovations were the basis of growth in many non- mechanised sectors such as food processing, building, pottery, glass work, tanning, furniture making, and production of implements.

New technology was expensive and merchants and industrialists were cautious about using it and hence the technological advancement was very slow. Cost of maintenance was very high and the machines broke down frequently.
James Watt improved the steam engine produced by Newcomen and patented the new engine in 1781.

The new model was manufactured by Mathew Boulton. Even though it was a most powerful new technology that enhanced the productivity of the labour manifold, it was slow to be accepted by industrialists. Most people in the mid-nineteenth century were labourers and traditional craftspersons and not machine operators.

Hand Labour and Steam Power

There was no shortage of human labour in Victorian Britain. A large number of poor peasants and vagrants migrated to cities in search of livelihood. Since labourers were available in abundance, wages were low. On the other hand, machines were expensive, thus the industrialists did not want to increase their capital investment. The demand for labour was seasonal in most industries. Flence the industrialists usually preferred hand labour and employing workers for the season. Machines were oriented to producing uniforms, standardised goods for a mass market, but only handmade goods were refined with specific shapes and intricate.

In mid-nineteenth-century Britain, for instance, hammers and axes were produced. These required human skill.

Important
In Victorian Britain, the upper classes – the aristocrats and the bourgeoisie – preferred handmade goods. Such products came to symbolise refinement and class due to their intricate details. They were better finished, individually produced, and carefully designed. Machine-made goods were produced for exports to the colonies. In nineteenth- century America, which had severe shortage of labour, installed machines to produce goods. This was not the case in labour-abundant countries, like Britain.

Life of the Workers
Jobs were easily available to people with greater social connections in the cities and factories. But other workers had to wait for a long time in dire situations. Some workers stayed in night refuges that were set up by private individuals; others went to the casual wards maintained by the Poor Law authorities. Seasonality of work meant prolonged periods without work for many workers. Some workers were terminated without warning after the busy season was over.

Wages increased somewhat in the early nineteenth century. However during periods of inflation, these wages did not support the workers well. For example, during the Napoleonic wars, prices rose exponentially and workers faced dire economic situations.

The number of days of work which determined the average daily income of the workers were irregular. In periods of economic slump, like the 1830s, unemployment rates went up to anything between 35 and 75 per cent in different regions. The introduction of new technology brought about the fear of unemployment among the people. Women who were making handmade garments attacked the newly introduced spinning jenny machines when they were introduced in the woollen industries.

Frequently Asked
Spinning Jenny was devised by James Hargreaves in 1764. It speeded up the spinning process and reduced labour demand.

After the 1840s, building activity intensified in the cities, roads were widened, new railway stations came up, railway lines were extended, tunnels were dug, drainage and sewers laid, rivers embanked and this helped to widen opportunities for employment. In the 1840s the number of people working in the transport industries doubled and doubled again in the next 30 years.

Industrialisation in The Colonies

The pattern of industrialization was completely different among the colonies which were controlled and inhabited by developed nations. Britain was the first industrialised nation and the pattern of its industrialisation was organic. India, a colonialised country at that point industrialised according to how the British deemed it fit.

NCERT Class 10 History Chapter 5 Notes The Age of Industrialisation

The Age of Indian Textiles
Before the age of machine industries, silk and cotton goods from India dominated the international market, Indian variety was fine. Coarser cotton came from other countries.

Armenian and Persian merchants traded with merchants from Punjab to Afghanistan, eastern Persia and Central Asia. Trade was carried through mountain passes, across deserts and sea. Sea trade was carried through main pre-colonial ports such as Surat on the Gujarat coast connected India to the Gulf and Red Sea Ports; Masulipatam on the Coromandel coast and Hooghly in Bengal had trade links with Southeast Asian ports.

Indian merchants and bankers financed production and carried goods and supplied exporters. Supply
merchants linked the port towns to the inland regions, gave advances to weavers, procured the woven cloth from weaving villages, and carried the supply to the ports. Big shippers and export merchants had brokers at the ports to negotiate the price and buy goods from the supply merchants operating inland. This network broke down by the 1750s.
The European secured concessions and monopoly rights to trade from local courts. Old ports began declining.
Credit dried up and local bankers became bankrupt. Value of trade fell heavily. As old ports like Surat arid Hooghly declined in significance, Bombay and Calcutta grew. With growth in colonial power, trade was controlled by European companies.

Old trading houses collapsed, those who wanted to still operate, operated within a network shaped by European trading companies.

What Happened to Weavers?
The consolidation of East India Company power did not result in a decline in textile exports from India initially. Indian fine textiles were in great demand in Europe before the British industries showed up.
Before establishing political power in Bengal and Carnatic in the 1760s and 1770s, the East India Company had found it difficult to ensure a regular supply of goods for export. The French, Dutch, Portuguese traders along with local traders competed in the market to secure woven cloth. Weavers and supply merchants could bargain and sell the produce to the best buyer. Prices were very high. After asserting a monopoly right to trade, East India Company eliminated competition, controlled costs, and ensured regular supplies of cotton and silk goods.
The Company tried to eliminate the middlemen and establish a more direct control over the weaver.

Example 3.
How did the East India Company procure regular supplies of cotton and silk textiles from Indian weavers?
Answer:

  1. Paid servants called gomasthas were employed to supervise weavers, collect supplies, and examine the quality of cloth.
  2. Company weavers were prevented from dealing with other buyers- some through the system of advances. The system tied the weaver to the buyer who placed an order and gave him the advance.
  3. Gomasthas and weavers clashed because these supply merchants were outsiders and they had no sensitivity or long-term social link with the village, unlike the early supply merchants who developed and maintained close relationships with weavers.
  4. The new Gomasthas were arrogant and brutal. They flogged weavers if the supply was delayed. Weavers were forced to sell at low prices (already decided by the British traders). The loans tied them to the company and their freedom as producers had completely vanished.

Loans received by the weavers helped to cultivate the fields maintained on the side by them. But due to the high demand, the entire family with children and women, all were required to contribute. Hence the fields had to be sold or abandoned.

Weavers revolted, mass migrated to other villages to save themselves from debts and set up looms. At some places, weavers along with the village traders revolted, opposing the Company and its officials. Weavers gave up weaving and turned to agricultural labour.

The nineteenth-century brought with it new problems for the weavers.

NCERT Class 10 History Chapter 5 Notes The Age of Industrialisation

Manchester Comes to India:
Irrespective of the fine quality of goods produced by Indian producers, by the beginning of the nineteenth-century exports from India began declining.

As cotton industries developed in England, industrial groups pressurised the British government to impose import duties on cotton textiles. This was to boost the trade of Manchester goods in Britain against competition from foreign goods. They forced the East India Company to sell British manufactures in Indian markets. Hence, Indian exports to Britain reduced drastically while imports multiplied. The export market collapsed and the local markets shrank due to imports from Manchester creating double problems for cotton weavers. Imports were cheap due to mass mechanic production and indigenous products could not compete with them.

Weavers also could not get a sufficient supply of raw cotton of good quality. As American Civil War broke out, cotton supplies from the US were cut off and Britain had to turn to India. Exports of raw cotton increased and prices shot up.

Weavers in India were forced to buy raw cotton at exorbitant prices. Factories in India began production, flooding the market with machine goods. The weaving industries could not sustain this.

Factories Come Up

The first cotton mill in Bombay came up in 1854. Jute mills first came up in Bengal in 1855. In north India, the Elgin Mill was started in Kanpur in the 1860s. The first cotton mill of Ahmedabad was set up in 1861. First spinning and weaving mill of Madras began production in 1874.

The Early Entrepreneurs

  1. Industries were set up in different regions by varying sorts of people. From the late eighteenth century, the British in India began exporting opium to China and tea from China to England.
  2. Indian industrialists began providing finance, procuring supplies, and shipping consignments. They had a vision of developing industrial enterprises in India.
  3. Dwarka Nath Tagore indulged in trade in China and set up six joint-stock companies in the 1830s and 1840s. His businesses failed but other Chinese industrialists progressed.
  4. In Bombay. Parsis like Dinshaw Petit and Jamsetjee Nusserwanjee Tata earned through exports to China, and from raw cotton shipments to England.
  5. Seth Hukumchand was another such industrialist along with the family of GD Birla.
  6. Capital was accumulated through other trade networks. Merchants from Madras traded with Burma, others traded in the Middle East and East Africa.

Other commercial groups were not directly involved in external trade. They carried goods from one place to another, banking money, transferring funds between cities, and financing traders. They set up factories as well. Due to the colonial control over Indian trade, they could not function as freely as before.
They were barred from trading with Europe in manufactured goods. They were forced to export mostly raw materials and food grains on British demand. They were thrown out of the shipping business too.

Important
Till the First World War, European Managing Agencies like Bird Heiglers & Co., Andrew Yule, and Jardine Skinner & Co. controlled a large sector of Indian industries. Indian financiers provided the capital. European Agencies made all investment and business-related decisions. European agencies mainly controlled the market. These agencies mobilised capital, set up joint-stock companies and managed them. Indian businessmen were prohibited from entering into European merchant- industrialists groups.

Example 4.
Source Based:
Read the source given below and answer the questions that follow:
Industries were set up in different regions by varying sorts of people. Let us see who they were. The history of many business groups goes back to trade with China. From the late eighteenth century, as you have read in your book last year, the British in India began exporting opium to China and took tea from China to England. Many Indians became junior players in this trade, providing finance, procuring supplies, and shipping consignments. Having earned through trade, some of these businessmen had visions of developing industrial enterprises in India. In Bengal, Dwarkanath Tagore made his fortune in the China trade before he turned to industrial investment, setting up six joint-stock companies in the 1830s and 1840s.
(A) Which of the following was not an early industrialist?
(a) GD Birla
(b) Dwarkanath Tagore
(c) Dinshaw Petit
(d) Seth Hukumchand
Answer:
(a) GD Birla
Explanation: GD Birla’s grandfather was one of the earliest entrepreneurs of India.

(B) Who set up the first Indian jute mill in Calcutta in 1917?
(a) GD Birla
(b) Dwarkanath Tagore
(c) Dinshaw Petit
(d) Seth Hukumchand
Answer:
(d) Seth Hukumchand

(C) Name one item exported by British India to China.
Answer:
Opium

(D) Assertion (A): As colonial control over Indian trade tightened, the space within which Indian merchants could function became increasingly limited.
Reason(R): They were barred from trading with Europe in manufactured goods.
Options:
(a) Both (A) and (R) are true and (R) is the correct explanation of (A).
(b) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(c) (A) is correct but (R) is wrong.
(d) (A) is wrong but (R) is correct.
Answer:
(a) Both (A) and (R) are true and (R) is the correct explanation of (A)

Frequently Asked
In 1912, J.N. Tata set up the first iron and steel works in India at Jamshedpur.

NCERT Class 10 History Chapter 5 Notes The Age of Industrialisation

Where did the workers come from?
With the expansion of factories, the demand of workers increased. Workers were being recruited. Those peasants and artisans who were out of work, went to the industrial centres in search of work. Millworkers moved between the village and the city, returning to their village homes during harvests and festivals. Workers travelled great distances in the hope of work in the mills. Getting jobs was always difficult despite multiplication of mills and increase in the demand for workers. Job opportunities were always lesser than the number of applicants. Entry into the mills was also restricted.

Important
A jobber was employed to recruit new employees.
Jobbers employed their relatives and acquaintances and gained popularity and power due to this. He controlled the lives of the poor and obtained favours from people looking for jobs. Factory workers increased with time but were a small portion of the entire industrial force.

The Peculiarities of Industrial Growth

European Managing Agencies favoured certain kinds of products. They established tea and coffee plantations, acquiring land at cheap rates from the colonial government; and they invested in mining, indigo and jute. These products were cultivated for export purposes.

Indian businessmen avoided competing with Manchester goods in the Indian market. Early cotton mills in India produced coarse cotton yarn (thread) and the imported yarn was of superior variety.

The yarn produced in Indian spinning mills was used by handloom weavers in India or exported to China. By the first decade of the twentieth century a series of changes affected the pattern of industrialisation.
The Swadeshi movement gathered momentum and people boycotted foreign cloth.

Industrial groups forced the government to increase tariff protection and grant other concessions to protect their collective interests. Moreover, the export of Indian yarn to China declined since produce from Chinese and Japanese mills flooded the Chinese market. Industrialists shifted their focus to cloth production. Cotton piece goods production in India doubled between 1900 and 1912.

Example 5.
Why did industrial production in India increase during the First World War? [NCERT] Ans. (1) Industrial growth was slow till the First World War. As the war began, British mills became busy to fulfill the needs created because of the war, Manchester imports into India declined drastically.
(2) This gave Indian weavers a huge gap in the native market to cover.
(3) Indian factories also had to multiply their supply to fulfill war needs.
Thus, industrial production boomed.

Post First World War, Manchester could never recapture its old position in the Indian market again. As a result, the economy of Britain crumbled. Cotton production collapsed and exports of cotton cloth from Britain fell dramatically. Native Indian industrialists consolidated their position and captured the markets again.

Frequently Asked
Indian merchants in different regions formed Chambers of Commerce to regulate business and decide on issues of coilective concern. Madras Chamber of Commerce was one such chamber too.
Small-scale Industries Predominate
Large industries formed only a small segment of the economy while factory industries grew steadily. Most factories were located in Bengal and Bombay.
Small-scale production dominated the rest of the country. Only a small proportion of the total industrial labour force worked in registered factories, others worked in unregistered shops and small factories.

NCERT Class 10 History Chapter 5 Notes The Age of Industrialisation

Important
Handicrafts production and handloom sector expanded in the twentieth century. Despite the cheap machine-made thread driving weavers out of their jobs, they survived. Majority of the workers were not machine operators but traditional craftspersons and labourers.

Workers adopted new technologies like fly shuttles to boost their production. This increased productivity per worker, speeded up production and reduced labour demand. *-» Banarasi, Baluchari sarees and sarees with intricate and detailed work could not be produced by machines and mills could not imitate specialised weaves.

Some weavers produced coarse cloth while others wove finer varieties. Demand of coarser clothes fluctuated heavily.
Coarser clothes were bought by poorer classes. They could not buy clothes during famines and bad harvest seasons. Most of the time they were unable to even earn enough money to eat. The demand for the finer varieties was stable since they were bought by the rich who could buy clothes despite the economic depression.

Weavers and other craftspeople lived hard lives. Their families had to work at various stages of the production process. Their life and labour was integral to the process of industrialisation.

Market For Goods

British manufacturers attempted to take over the Indian market and were assisted by advertisements in persuading the consumers.

  • Advertisements make products appear presentable and essential.
  • Advertisements appear in newspapers, magazines, hoardings, street walls, television screens.
  • Advertisements have played an essential role in expanding the markets for products and in shaping a new consumer culture from the beginning of industrialisation.

Manchester industrialists put labels on the cloth bundles to make the place of manufacture and the name of the company familiar to the buyer and also as a mark of quality. Labels were also made to carry pictures to persuade and impress the consumers.

Images of Indian gods and goddesses regularly appeared on these labels to make the consumers feel familiar with the producer. Manufacturers printed calendars to popularise their products since they were used by a wider consumer base from every class and section of the society.

Figures of important personages, of emperors and nawabs were also used on advertisements and calendars as quality assurance.

Advertisements also became carriers of the nationalist message of swadeshi.
NCERT Class 10 History Chapter 5 Notes The Age of Industrialisation 2
Images of numerous Indian gods and goddesses – Karrika, Lakshmi. Saroswati and historical flgures like the image of Maharaja Ranjit Singh – were printed on cloth labels approving the quatity of the product being marketed.
The age of industrialisation experienced major technological changes, growth of factories, and the making of a new industrial Labour force. Despite that, hand Labour and small-scale industries were still operating and producing goods. The age of industriaLisation was seen as one of the most golden periods because of the amount of development it brought along with it. Hand Labour and other small industries however operated because of abundant labour.

Industrialists took their own time in adopting the new technology.

→ Orient: refers to the countries on the east of the Mediterranean Sea.

→ Occident: refers to the countries on the west of the Mediterranean Sea.

→ Consumer: One who consumes or uses a product

→ Carding, twisting, spinning, and rolling: Stages of production of yarn and thread.

→ Fly shuttle: A mechanical device used for weaving, moved by means of ropes and pulleys.

NCERT Class 10 History Chapter 5 Notes The Age of Industrialisation

→ Waterfront: A part of a town that borders the sea or a lake or river:

→ E.T. Pauli: Music producer who produced an album with the image, “Dawn of the century” on the top.

→ James Watt: A Scottish inventor, mechanical engineer, and chemist who improved on Thomas Newcomen’s 1712 steam engine, patented that and made it fundamental to the changes brought by the Industrial Revolution

→ Newcomen: An English inventor who created the atmospheric engine, the first practical fuel-burning engine in 1712.

→ Richard Arkwright: An English inventor and a leading entrepreneur during the early Industrial Revolution who created the cotton mill.

→ James Hargreaves: devised spinning jenny.

→ Jamsetjee Jeejeebhoy: He was a Parsi weaver and was involved in trade with China and shipping.

→ Dinshaw Petit: He was a Parsi entrepreneur and founder of the first textile mills in India. He was the grandfather of Rattanbai Petit, who was the wife of the founder of Pakistan, Muhammad Ali Jinnah.

→ Jamsetji Nusserwanji Tata: He was an Indian pioneer industrialist, who founded the Tata Group, India’s biggest conglomerate company. He established an iron and steel plant in Jamshedpur.

→ Dwarkanath Tagore: The first Indian industrialists to form an enterprise with British partners. He was the grandfather of Rabindranath Tagore. He invested in shipping, shipbuilding, mining, banking, plantations and insurance.

→ G.D. Birla: Ghanshyam Das Birla was a pioneering Indian businessman and member of the Birla Family.

→ 1730: Earliest factories come up in England.

→ 1764: Spinning Jenny was devised by James Hargreaves

→ 1781: James Watt patented the new steam engine.

→ 1854: First cotton mill in Bombay comes up

→ 1855: First Jute mill comes up in Bengal

→ The 1860s: Elgin Mill was started in Kanpur

→ 1863: London underground railways began operating

NCERT Class 10 History Chapter 5 Notes The Age of Industrialisation

→ 1874: The first spinning and weaving mill of Madras began production.

→ 1900: Dawn of the Century was published by E.T. Pauli Music Co.

→ 1912: First Iron and steel plant set up in Jamshedpur

→ 1917: Seth Hukumchand- set up the first Indian jute mill in Calcutta

Class 10 Social Science Notes

NCERT Class 10 History Chapter 4 Notes The Making of Global World

The Making of Global World Class 10 Notes Social Science History Chapter 4

The Pre-Modern World

Human societies developed links among each other through travellers, traders, priests and Pilgrims. These people travelled vast distances for knowledge, opportunity and spiritual fulfilment, or to escape persecution of their actions. Goods, money, values, skills, ideas, inventions, and even germs and diseases were exchanged on their journeys.

An active coastal trade linked the Indus Valley Civilisation with West Asia (present) even in 3000 BC. Evidence like cowries from the Maldives found in China and East Africa prove the presence of international trade.

Silk Routes Link the World:
Silk routes was the name given to land and sea routes, which carried West-bound Chinese silk cargo to distant countries of the western world. They knit together vast regions of Asia, and linked Asia with Europe and northern Africa. The silk route has been predominant even before the Christian Era and was in existence till the 15th Century. Chinese pottery, Indian textiles and South-East Asian spices were transported through the same routes. Precious metals such as gold and silver were sent back to Asia from Europe. They are examples of the vibrant pre-modern trade and cultural links between distant parts of the world.

However, culture and trade went hand in hand. Trade flourished using these routes and cuLtural representatives of the East and West, for example Christian missionaries, Muslim preachers and Buddhist monks travelled along the same routes.

NCERT Class 10 History Chapter 4 Notes The Making of Global World

Frequently Asked
Native Americans were popularly known as American- Indians.

Food Travels: Spaghetti and Potato:
The pre-modern world also saw long-distance cultural exchange through food.

  1. Travelling merchants carried their native food to the places they visited. Noodles came from China to the West and became spaghetti. Similarly, pasta travelled from Arab to Sicily in Italy.
  2. Even readymade foods found in a region of the world may owe its origin to another place in the world.
  3. Common foods such as potatoes, soya, groundnuts, maize, tomatoes, chillies, and sweet potatoes were introduced in Europe and Asia after Christopher Columbus accidentally discovered the Americas.
  4. We owe the origin of various everyday foods to the American Indians.
  5. Introduction of new food items made the lives of people easier. They became dependent on their growth for their sustenance.
  6. The humble potato became the staple food for Europeans, so much so that when the crop failed hundreds and thousands of people died of starvation.

Frequently Asked
Due to heavy dependence on potatoes (introduced in Ireland by travellers from America), around 1,000,000 people died of starvation in Ireland, and double the number emigrated in search of work during the Great Irish Potato Famine (1845 to 1849) when the potato crop was destroyed by a disease.

Conquest, Disease and Trade:
The discovery of sea routes to Asia and America brought the world closer during the sixteenth century.
The Indian Ocean steered a bustling trade, exchange of ideas, goods and customs for centuries prior to this discovery and the Indian subcontinent had been a crucial metaphorical bridge in this exchange. With the discovery of this route, trade flows were successfully directed towards Europe.

Example 1.
Explain what we mean when we say that the world ‘shrank’ in the 1500s.
Answer:
The world shrank after the discovery of sea routes to Asia and the Americas. The physical distances between continents were reduced metaphorically due to the now available transportation facilities. What seemed like the end of the world could now be visited and viewed hence making the vague image of how large our world was, more lucid and exact.

The world was now interconnected. This made it appear accessible and hence “smaller” in those terms.
America, which had been cut off from the rest of the world before the discovery of this route, transformed lives and trade through its products after the sixteenth century.

Places like present-day Peru and Mexico had reserves of precious metals, especially silver, which enhanced the wealth of Europe and made trade with Asia possible. Many legends about the wealth of South America and the city of gold, El Dorado were popular among seventeenth century Europeans triggering various expeditions to find these reserves and mines.

NCERT Class 10 History Chapter 4 Notes The Making of Global World

Example 2.
Explain how the global transfer of disease in the pre-modern world helped in the colonisation of the Americas.
Answer:
The Portuguese and Spanish conquest and colonisation of America was underway by the mid-sixteenth century. With these expeditions, exchange of food and goods, exchange and introduction of germs and diseases like smallpox also began. Americans encountering these diseases for the first time were non- immune to them and- died in large numbers decimating their own communities even before European conquest. Hence, it was not their superior firepower or military strength, but the germs helped Europeans to conquer America.

Cities in Europe until the nineteenth century were crowded where poverty and hunger were rampant. This led to widespread diseases which along with religious conflicts killed many. Fear of punishment due to religious dissent also encouraged Europeans to flee to America. America had by then become a colony where slaves captured from Africa grew cotton and sugar for European markets.

China and India, pre-eminent in Asian trade, had been the richest countries until the eighteenth century. China’s tendencies of isolation from overseas contact and the rising importance of the Americas changed the world’s economic order- making Europe- the centre of world trade.

Frequently Asked
The introduction of diseases and germs into colonies to destroy their civilisation can be termed as biological warfare or biological weapons.

The Nineteenth Century (1815 -1914)

Momentous changes in economic, political, social, cultural and technological factors during the nineteenth century transformed societies and reshaped external relations.

Economists identify three types of movement or ‘flows’ within international economic exchanges.

  • Flow of trade – trade of goods like wheat etc.
  • Flow of labour – the migration of people in search of employment.
  • Movement of capital in the form of investments over long distances.

These flows were usually interconnected and interdependent. Trade of slaves was restricted and rare as compared to exchange of goods or capital. However, the three flows together shaped the world economy.

A World Economy Takes Shape:
Changes in food production and consumption patterns can be observed as the first changes experienced due to the changing economic order of the world.

Population growth and high demand due to an increase in the number of urban centres and industries pushed up food grain prices. British government restricted the import of corn through the ‘Corn Laws’ under pressure of the landed aristocracy which was dominant in the British society.

NCERT Class 10 History Chapter 4 Notes The Making of Global World

Example 3.
Write a note to explain the effects of the British government’s decision to abolish the Corn Laws.
Answer:

  1. Industrialists and urban dwellers forced the government to abolish these laws, post which import of food became drastically cheap.
  2. This destroyed the native British agriculture and threw large numbers of men out of work who in turn migrated to cities or overseas for work.
  3. Fall in prices encouraged consumption and food imports grew as a consequence. Food imports also grew due to faster industrial growth during the mid-nineteenth century.

Around the world – In Eastern Europe, Russia, America and Australia – lands were cleared and food production expanded to meet the British demand. This was accompanied by the construction of houses and settlements of farming communities. There was a spurt in construction of railways, harbours, communication Infrastructure etc., for transporting of the cultivated products.

People had to settle on the lands to bring them under cultivation.

  1. Capital was facilitated from London and Labour was supplied in Australia and America through migration.
  2. By 1890, a global agricultural economy had taken shape, accompanied by complex changes in labour movement patterns, capital flows, ecologies and technology.

Similar changes could be noticed in India. The British Indian government built a network of irrigation canals to transform semi-desert wastes into fertile agricultural lands to grow wheat and cotton for export. These canal colonies were settled and inhabited by workers and farmers swiftly. Similar things happened to cotton and rubber growing areas.

World trade multiplied 25 to 40 times during the nineteenth and twentieth centuries. Most of this trade comprised primary agricultural products like wheat and cotton, and minerals such as coal.

NCERT Class 10 History Chapter 4 Notes The Making of Global World

Role of Technology:
Technological advances were often the result of larger social, political and economic factors and the colonisation stimulated new investments and improvements in transport, equipment and communication etc. The trade in meat changed completely due to this transformation. Earlier animals were slaughtered after reaching the destination in Europe, which made it an expensive commodity. Most of the time the animals arrived malnourished unfit for human consumption, or they fell ill and died on board the ships. All this led to a demand for meat. The Europeans found it difficult to consume meat due to high prices.

The answer to this was refrigerated ships, which were built enabling transportation of slaughtered animals from their starting point – in America, Australia or New Zealand – and then transported to Europe as frozen meat. Prices fell tremendously due to this and meat became widely available. Diets became richer due to its inclusion, promoting healthier living conditions and social peace within the country and support for imperialism abroad grew.

Late nineteenth-century Colonialism:
Trade flourished and markets expanded in the late nineteenth century. However, the expansion of trade led to loss of freedom and livelihoods to some people. European conquests produced economic, social and ecological changes through which the third world countries (other name for colonised nations) were born. For example, Europeans looked to Africa and carved up the continent for economic gain.

Frequently Asked
Cattle trade was widely prevalent. The livestock market in London at Smithfield was one of the oldest livestock markets.
In 1885, big European powers carved up Africa between them. They drew almost straight borders between countries demarcating their territories. Most territories were taken up by Britain and France.
Belgium, Germany and the US also became colonial powers.

Rinderpest- A Cattle Plague:
In Africa, cattle plague or the Rinderpest, affected the local economy and livelihoods of people. Widespread European imperial power drastically impacted colonised societies.

Africa had abundant land and a relatively small population. Land and livestock sustained African livelihoods. There was no reason to work for wages because there were not many consumer goods available and land and livestock fulfilled all the requirements. Europeans were attracted to Africa due to its vast resources of land and minerals in the late 19th century. They planned to establish plantations and mines to produce crops and minerals for export to Europe.

However, the labour was not willing to work for wages. They were forced through these methods:

  • Employers had to impose heavy taxes which could be paid only by working for wages on plantations and mines to recruit and make them work.
  • Inheritance laws were changed, only one was allowed to inherit and the rest were pushed to the labour market.
  • Mineworkers were also confined in compounds and not allowed to move about freely.

Rinderpest-a cattle disease- arrived in Africa in the late 1880s. It was carried by infected cattle imported from British Asia to feed the Italian soldiers invading Eritrea in East Africa. It reached Africa’s Atlantic coast in the west in 1892 and in the Cape five years later, killing 90% of the cattle. Livelihoods were destroyed and planters, mine owners and colonial governments monopolised the remaining cattle resources to strengthen their power and to force Africans into the Labour market. This is how Europeans subdued cattle-infected Africa

NCERT Class 10 History Chapter 4 Notes The Making of Global World

Indentured Labour Migration from India:
The nineteenth-century world was a world of faster economic growth as well as great misery,
higher incomes for some and poverty for others, technological advances and new forms of coercion in various areas. In the nineteenth century, many Indian and Chinese labourers were working on plantations, in mines, and road and railway construction projects around the world. In India, indentured labourers were hired with promises to return to travel to India after they had worked five years on their employer’s plantation.

Most Indian indentured workers came from the present-day regions of eastern Uttar Pradesh, Bihar, central India and the dry districts of Tamil Nadu. The mid-nineteenth century decline of cottage industries, rise of land rents and clearing of land for mining purposes affected the lives of the poor; they were forced to migrate in search of work due to these conditions. Indian indentured migrants were mainly stationed in tea plantations in Assam, Caribbean islands (usually in Trinidad, Guyana and Surinam), Mauritius and Fiji. Tamil migrants went to Ceylon and Malaya to work in tea and rubber plantations. Recruitment was done by agents who were paid a small commission.

Migrants were forced to take up the work by providing false information about final destinations, modes of travel, the nature of the work, and living and working conditions. Migrants took up these jobs to escape poverty and oppression. Sometimes, migrants were even abducted.

Important:
Nineteenth-century indentured labour has been described as a ‘New system of slavery’.
In plantations, living and working conditions were harsh, and there were few legal rights. Workers who escaped into the wilds were punished severely when found.

The immigrants found new forms of individual and collective self expression. These developed and blended in a whole new and different culture.

  • The annual Muharram procession was transformed into a riotous carnival called ‘Hosay’ in Trinidad.
  • The protest religion of Rastafarianism reflected social and culturaL Links with Indian migrants to the Caribbean.
  • ‘Chutney music’, popular in Trinidad and Guyana, is another creative contemporary expression of the post-indenture experience.

These forms of cultural fusion represented the spirit of the global world, where things from different places get mixed, lose their original characteristics and transform into something entirely new.

Indentured workers either stayed or Left to their new homes after a short spell to their original lands. This resulted in the formation of communities of people of Indian descent in foreign lands.

NCERT Class 10 History Chapter 4 Notes The Making of Global World

Frequently Asked
V.S.Naipaul, West Indies cricketers Shivnarine Chanderpaul and Ramnaresh Sarwan are few examples of people of Indian descent. Their ancestors and families were sent to their countries as indentured labourers.

After several protests from Indian leaders, the system was abolished in 1921. Despite that, descendants of Indian indentured workers remained a minority in the Caribbean islands who felt isolated, alienated and out of place.

Indian Entrepreneurs Abroad:
The growing food and agricultural crops were always in need of capital. Although banks did finance the large land holders, the humble peasants borrowed capital from bankers and traders like Shikaripuri shroffs and Nattukottai Chettiars who financed export agriculture in Central and Southeast Asia, using either their own funds or those borrowed from European banks. They had a sophisticated system to transfer money over large distances, and indigenous forms of corporate organisation helped transfer the capital.

By the 1860s, Indian traders and moneylenders also followed European colonists into Africa. Hyderabadi Sindhi traders, established flourishing emporia at various ports worldwide and sold local and imported curios to growing numbers of tourists.

The Indian Trade, Colonialism and Global System
Fine cottons produced in India were exported to Europe. Industrialists pressurised the government to restrict cotton imports to protect the local industries after industrialisation. Tariffs were imposed on cloth imports into Britain. This led to decreased inflow of fine Indian cotton.

From the early nineteenth century, British manufacturers also began to seek overseas markets for their cloth. Indian textiles now faced stiff competition in other international markets after being excluded from English markets.

Between 1812 to 1871, while exports of manufactures declined rapidly, export of raw materials increased equally fast.

  1. Raw cotton exports rose from 5 per cent to 35 per cent.
  2. Indigo used for dyeing cloth was another important export for many decades.
  3. Opium shipments to China grew rapidly and became India’s single largest item of export.
    Britain grew opium in India and exported it to China which financed its tea and other imports from China.

Over the nineteenth century, British manufacturers flooded the Indian market. Food grain and raw material exports from India to the world increased. Britain had a ‘trade surplus’ with India because its exports to India were greater than the value of British imports from India.

Britain used this surplus to balance its trade deficits with other countries, because of which India played a crucial role in the late-nineteenth-century world economy.

Britain’s trade surplus in India also helped pay the so-called ‘home charges’ that included:

  • Private remittances home by British officials and traders
  • Interest payments on India’s external debt
  • Pensions of British officials in India

The Inter-War Economy

Although the First World War (1914-18) was fought in Europe, its impact was felt around the world. It plunged in the first half of the twentieth century and recovery took a long time. This led to widespread economic and political instability, and another catastrophic war.

Important
The First World War was fought between Britain, France and Russia (later joined by the US) called the Allies and the other side by Germany, Austria-Hungary and Ottoman Turkey called the Central Powers.
During the First World War, the countries used their modern industries to inflict destruction on other countries, making it the first modern industrial war ever fought. The war saw the usage of machine guns, tanks, aircraft, chemical weapons, etc. on a massive scale. There was massive destruction and huge scale recruitment of soldiers. Millions of people were killed and most of them were young able-bodied men reducing the workforce in Europe drastically. Societies had to be rearranged because men were away at the war and women had to step in to play their roles. Industries were also restructured to produce war-related goods.

World’s largest economic powers fought against each other and used most of their funds for that. Every country was borrowing from the US. The US was transformed from an international debtor to an international creditor. The US possessed more assets after the war than before it.

NCERT Class 10 History Chapter 4 Notes The Making of Global World

Post-War Recovery:
Post-war economic recovery took decades. Britain, which was otherwise the world’s leading economy, faced a prolonged crisis. It could not capture its position and compete with Indian and Japanese industries again. Due to excessive borrowing, by the end of the war Britain was burdened with huge external debts.

The war had caused an economic by which led to a large increase in demand, production and employment. With the end of the war, the boom also ended, production contracted and unemployment increased. Peacetime has also led the governments to reduce bloated war expenditures. Jobs were lost. People were anxious and uncertain. Agricultural economies were in crisis. Grain prices fell, rural incomes declined, and farmers fell deeper into debt.

Rise of Mass Production and Consumption:
After the war, the US economy recovered the fastest. Mass Production was a feature of the US economy in the 1920s during its recovery. It was pioneered by car manufacturer Henry Ford who adapted the assembly line of a Chicago slaughterhouse to his new car plant in Detroit. The assembly line method which enabled faster production of vehicles, forced workers to repeat a single task mechanically and continuously at a pace dictated by the conveyor belt. The TModel Ford was the world’s first mass-produced car.

Many workers were unable to cope with this system of work on the conveyor belt. So, left jobs in large numbers. To earn their loyalties, Ford increased their wages and recovered these high wages by repeatedly speeding up the production line and forcing workers to work even harder. Mass production lowered costs and prices of engineered goods. Higher wages led to an increase in demand of luxury goods. There was a spurt in the purchase of refrigerators, washing machines, radios, gramophone players, all through a system of ‘hire purchase’, through a credit repaid in weekly or monthly instalments. Loans which led to surge in construction of houses, fueLLed the demand of these products too.

Large investments in housing and household goods created a cycle of higher employment and incomes, rising consumption demand, more investment, employment and incomes.

In 1923, the US became the largest overseas lender. Its imports and trade boosted European recovery, world economy and income growth over the next six years.

However, the world was hit by a severe economic depression in 1929.

The Great Depression

During the Great Depression. the world experienced major declines in production, employment, incomes and trade. Every country experienced the depression differently. The agricultural regions and communities were the worst affected due to greater fall in prices of agricultural goods.

The depression was caused by a combination of several factors.

  • The economy was fragile after the world war. Agricultural prices fell and overproduction was a problem. Farmers produced more to earn the bare minimum, which led to extra supply. Prices fell further.
  • Most countries financed their investments through loans from the US. US overseas loans lenders were hesitant to loan money which further destroyed the economy of these countries. It caused the failure of banks, slumping of agricultural prices etc.
  • The US attempted to save its own economy and hence doubled import duties. This made it even worse for other economies.
  • The industry of the US was also severely affected. Farmers of the US could not sell their harvests, households were ruined, and businesses collapsed because its banks called back loans.
  • People had to sell their property to repay their loans. Unemployment soared and the US banking system collapsed.
  • The Great Depression had wider negative implications on society, politics and international relations.
  • Countries could only recover slightly by 1935.

India and the Great Depression:
India was solely affected by the Depression due to its interconnectedness with the global economy, affecting lives, economies and societies worldwide.

Depression affected India’s exports and imports which nearly halved between 1928 and 1934. Agricultural prices fell drastically. The British government however continued with the same revenue demands despite the fall in prices and this added to the misery of farmers. For example, gunny exports collapsed, the price of raw jute crashed more than 60 per cent. Peasants who borrowed in the hope of better times or to increase output fell deeper and deeper into debt.

NCERT Class 10 History Chapter 4 Notes The Making of Global World

Example 4.
Source Based:
Read the source given below and answer the questions that follow:
Faced with falling incomes, many households in the US could not repay what they had borrowed and were forced to give up their homes, cars and other consumer durables. The consumerist prosperity of the 1920s now disappeared in a puff of dust. As unemployment soared, people trudged long distances looking for any work they could find.

Ultimately, the US banking system itself collapsed. Unable to recover investments, collect loans and repay depositors, thousands of banks went bankrupt and were forced to close. The numbers are phenomenal: by 1933 over 4,000 banks had closed and between 1929 and 1932 about 110,000 companies had collapsed. By 1935, a modest economic recovery was underway in most industrial countries. But the Great Depression’s wider effects on society, politics and international relations, and on peoples’ minds, proved more enduring.
(A) Which of the following statements are true about the Great Depression?
(a) The Great Depression occurred in African countries only.
(b) Industrial nations were worst affected.
(c) Countries that borrowed loans from the UK and Australia were severely affected.
(d) By 1935, a modest economic recovery was under way in most industrial countries.
Answer:
(c) Countries that borrowed loans from the UK and Australia were severely affected.

Explanation: The US was the universal lender for all the countries. Countries across the world borrowed money from the US since their economies were recovering after the First World War.

(B) Which of the following were the results of the Great Depression?
(I) Catastrophic declines in production, employment and prices.
(II) Fall in agricultural prices
(III) The US called back its loans.
(IV) Trade doubled and loans could be borrowed easily.
(a) (II) & (IV) only
(b) (I) only
(c) (I), (II) & (III) only
(d) (I), (II), (III) & (IV)
Answer:
(c) (I), (II) & (III) only

Explanation: Depression resulted in catastrophic declines in production, employment and severe fall in agricultural prices. The US called back its loans because it realised that countries would not be able to pay them back. It also required money to support its economy.

(C) Mention one effect of the Great Depression upon the USA.
Answer:
The US banking system collapsed as a result of the Depression.

(D) Assertion (A): With the fall in prices and the prospect of a depression, US banks had also slashed domestic lending.
Reason(R): The consumerist prosperity of the 1920s now disappeared in a puff of dust.
(a) Both (A) and (R) are true and (R) is the correct explanation of (A)
(b) Both (A) and (R) are true but (R) is not the correct explanation of (A)
(c) (A) is correct but (R) is wrong
(d) (A) is wrong but (R) is correct.
Answer:
(b) Both (A) and (R) are true but (R) is not the correct explanation of (A)

Explanation: The US was most severely affected by the depression. To save its economy, it had to stop lending and call back loans.

NCERT Class 10 History Chapter 4 Notes The Making of Global World

Example 5.
Who profits from jute cultivation according to the jute growers’ lament? Explain.
Answer:
Due to severe fall of agricultural prices worldwide, jute growers were miserable. They had to grow more to earn their livelihood since prices had reduced. They lamented that the fruits of their hard work were reaped by traders who were getting more goods for a lesser price. However during these years, India became an exporter of precious metals like gold which helped British to recover but the Indian peasant had to still sell or mortgage his property to pay his debts.

The Depression proved less grim for urban India. Falling prices profited salaried professionals with fixed incomes. Goods could be bought cheaper than before. Industrial investment grew.

Rebuilding A World Economy- The Post War Era

The Second World War, fought between Nazi Germany, Japan and Italy (Axis powers) and Britain, France, the Soviet Union and the US (the Allies) broke out in 1939. There was mammoth destruction. 3% of the population in the world in 1939 was killed and millions were injured.

Bombs and artillery attacks devastated cities, killing major parts of civilisation of the regions. There was immense social unrest and disruption.

After the peace returned, the world order saw a new morning characterised by dominance of two nations:

  1. The USA emerged as an economic, political and military power in the post-war Western world.
  2. On the other hand, Soviet Union, which had defeated Nazi Germany by humongous efforts and transformed itself from a backward agricultural country into a world power during years of the Great Depression, became dominant.

Post-War Settlement and The Bretton Woods Institutions:
Economists and politicians learnt that an industrial society based on mass production required mass consumption to sustain and flourish.
1. High consumption could only come from stable jobs and regular incomes which required steady, full employment. Governments had to intervene to support the falling economies because markets alone could not provide the stability among fluctuations of price, output and employment.

2. It also learnt that to achieve full employment, it was necessary for the government to control flows of goods, capital and labour to preserve economic stability and full employment in the industrial world was the main purpose of the post-war Industrial system.

3. Charged by this ambition, at the United Nations Monetary and Financial Conference held in July 1944 at Bretton Woods in New Hampshire, USA, twin institutions, also called as the Bretton Woods Twins was formed; the International Monetary Fund (IMF) and the International Bank for Reconstruction and Development or the World Bank were founded.

(4) International economic system post-war is described as the Bretton Woods System due to this monumental development.

5. Commencing its operations in 1947, these institutions began to deal with external surpluses and deficits of its member nations (the IMF) and to set up to finance post-war reconstruction (the World Bank). Western industrial powers, especially the US, have an effective right of veto over key IMF and World Bank decisions.

6. The international monetary system Linked national currencies and monetary systems.

7. The Bretton Woods economic system was based on fixed exchange rates.

8. National currencies were changed to the dollar (currency of the US was the international standard due to hegemony of the US) at a fixed exchange rate. The dollar was anchored to gold at a fixed price of $35 per ounce of gold.

NCERT Class 10 History Chapter 4 Notes The Making of Global World

The Early Post-War Years:
With the birth of the Bretton Woods system, unprecedented growth of trade and income was experienced in Western industrial nations and Japan. Growth remained stable and unemployment remained low.
Technology and enterprise grew with developing countries investing capital, importing industrial plants and equipment featuring modern technology to compete with Western developed economies.

Decolonisation and Independence:
With the end of the Second World War, many European colonies in Asia and Africa emerged as free, independent nations.

Their handicapped and overburdened economies needed monetary support and aid. They could not be aided by the IMF and the World Bank because they were designed to look after the requirements of the industrial countries.

Europe and Japan rapidly rebuilt their economies and required less attention from the Bretton Woods twins. These institutions shifted their attention more towards developing countries. Countries which had been parts of powerful Western countries had to receive aid from institutions which were run by their colonial rulers.

Ruling colonial powers still controlled their resources indirectly. They exploited this opportunity by using these resources very cheaply. For their interests, developing countries, by forming a group of 77 nations, demanded a new international economic order. With the new international economic order (NIEO) they expected better control over their natural resource, fairer price for their raw materials, and better access to their manufactured goods in foreign markets.

Important:
Most developing countries could not cash in on any benefits from the unprecedented growth experienced by Western economies. Grieved, they organised themselves as the group of 77 (or G-77) – to demand a new international economic order (NIEO).

End of Bretton Woods and the Beginning of ‘Globalisation’

  1. The finances and competitive strength of the USA was weakened by the rising costs of its overseas employment. Havoc once again wrecked the stable growth period.
  2. The US dollar became weaker and lost confidence in the market
  3. The Bretton Woods system of fixed exchange rates collapsed and a new system of floating exchange rates was introduced in the world economy. Now that the international financial system collapsed, developing countries had to borrow from Western commercial banks and private lending institutions. This led to more poverty in Africa and Latin America.
  4. Unemployment remained high till the 1990s. MNCs also began to shift production operations to low-wage Asian countries.
  5. Industries were relocated to low-wage countries which stimulated world trade and capital flows. India, China and Brazil have undergone a rapid economic transformation and emerged as most developing economies.

Important:
China became an attractive destination for investment by foreign MNCs due to its lower wages. Lower wages reduced the cost of production and made trade beneficiaL New economic policies in China (who had been away from world economics, trade or financial system) and the collapse of the Soviet Union and philosophy of communism, prevalent in Eastern Europe brought many countries back into the fold of the world economy.

→ Cowries: Seashells used as an Indian currency

→ Cargo: Freight; goods carried on a ship, aircraft, or motor vehicle

→ Caribbean: Area surrounding the Caribbean sea between the two Americas

→ Dissenters: One who refuses to accept established customs

NCERT Class 10 History Chapter 4 Notes The Making of Global World

→ Eminent: Famous within a sphere

→ Livestock: Domesticated animals in an agricultural setting

→ Tariff. Tax or duty to be paid off on exports and imports.

→ Indentured labour: A bonded labourer under contract to work for an employer to pay off his movement to a new country.

→ Home charges: Expenditure incurred in England by the Secretary of State on behalf of India in all spheres.

→ Economic boom: Large increase in demand and business

→ Hire repurchase: Credit repaid in weekly or monthly instalments

→ Consumerist: Related to a consumer

→ Unprecedented: Never experienced before

→ Communism: A theory that supports a classless, stateless society.

→ Christopher Columbus: An Italian explorer and navigator who completed four voyages across the Atlantic Ocean. His exploration paved the way for colonization of the Americas.

→ Sir Henry Morton Stanley: He was a Welsh-American journalist, explorer, soldier, colonial administrator, author and politician who was famous for his exploration of central Africa

→ Imam Hussain: Grandson of Prophet Muhammad, religious Islamic Figure

→ Bob Marley: Jamaican musician, song writer.

→ V. S. Naipaul: Nobel Prize winner, Trinidad and Tobago-born British writer of works of fiction and nonfiction in English.

→ Shivnarine Chanderpaul: Guyanese cricketer of Indian descent and former West Indian international cricketer.

→ Ramnaresh Sarwan: Cricketer of Indo-Guyanese origin and former captain of the West Indies cricket team

→ Henry Ford: American industrialist and business magnate who founded Ford Motor Company,

→ John Maynard Keynes: English economist, whose ideas fundamentally changed the theory and practice of macroeconomics.

→ 1885: European powers met in Berlin to carve up Africa between them. 1880-1892: Rinderpest strikes Africa.

→ 1914-1918: First World War

→ 1921: Indentured Labour is Abolished in India

NCERT Class 10 History Chapter 4 Notes The Making of Global World

→ 1923: The US resumes exporting capital to the rest of the world.

→ 1929-1935: Great Economic Depression

→ 1939-1945: Second World War

Class 10 Social Science Notes

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

The Nationalist Movement in Indo-China Class 10 Notes Social Science History Chapter 2

Growth of Nationalism in India

Growth of nationalism in India is directly connected to emergence of anti-colonial sentiments and movements against the British Government in India. People began identifying with each other as a part of the same nation during the struggle for nationhood, sovereignty and self-rule. A long struggle of appeasing the British and cooperating
with them from within the councils had faded without much effects. Leaders were perplexed because the constitutional methods had failed in achieving relief. Radical methods were quickly proving to be futile too. It was necessary to think of some new methods to earn Independence.

Effects of The First World War

The first World War affected the World in multiple ways. It destroyed economies of the most developed nations of the world. In India, these affects were severe too, not because India had participated in the war directly but because British had used India as their colony to represent them in the war. Indian soldiers were forcefully recruited and made to fight in the war.

Example 1.
How did the First World War help in the growth of the National Movement in India?
Answer:
The First World War created new economic and political situations in India.

  • Defence expenditure rose.
  • War loans and taxes were increased to meet up with this sudden surge.
  • Men from the villages were forcefully recruited in the army.
  • Prices doubled during the war and sustenance became even more difficult for the people.
  • Civil unrest grew and crop failure during 1918-19 and 1920-21 led to an acute shortage of food. Together with the influenza epidemic, the famine killed 13 million people.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

Each section of people was scared and frustrated with the effects of First World War on Indian Economy and society. Experience of these hardships gave birth to a common struggle and anger against the British. A national movement was hereafter born.

The economic effects of the First World War and economic effects of the Non-Cooperation Movement are different from each other in terms of scale and impact.

The Idea of Satyagraha

Mahatma Gandhi returned from South Africa in 1915 after his fight against the racist regimes using the method of mass agitation called Satyagraha.

Example 2.
What is meant by the idea of Satyagraha?
Answer:
The idea of Satyagraha focused upon the power and search of truth. The concept of satyagraha implied:

  1. In a struggle against injustice, a Satyagrahi did not need to use physical forces.
  2. A Satyagrahi could win the battle of truth without aggression or vengeance- through non-violence.
  3. A Satyagrahi should appeal to the conscience of the oppressor, not force truth upon him through violence.
  4. The dharma of non-violence would unite all Indians.

The concept of Satyagraha and Swadeshi are two different concepts. Swadeshi was a program which was used in the Non-cooperation Movement and other national movements while satyagraha was the method used during these movements.

Example 3.
What did Mahatma Gandhi mean when he said satyagraha is active resistance?
Answer:
Satyagraha was not the weapon of the weak, it called for intense activity. There was no ill-will, no infliction of pain on adversaries. Only the strong possessed the values of forgiveness and peace. Lifting weapons was easy and a sign of weakness. Truth was the substance of the soul and soul was informed with knowledge. Non-violence was supreme dharma. British were the bearer of arms, non-violence and truth was the religion of Indians.

Mahatma Gandhi organized a series of Satyagraha movements based on these principles in the following places:

  1. Champaran Satyagraha in Bihar by peasants against the oppressive Plantation System in 1917.
  2. Kheng Satyagraha in Gujarat by peasants for relaxation in revenue payments in 1917 for there was a disastrous crop failure.
  3. Ahmedabad Satyagraha by cotton mill workers in 1918.

Frequently Asked
In South Africa, in 1913, Mahatma Gandhi led the workers from Newcastle to Transvaal in a mass agitation and Satyagrahi march against the white racist regimes. These regimes deprived natives and non-whites of their political rights. Even Mahatma Gandhi faced this racial discrimination when he was in South Africa.

The Rowlatt Act:
The Rowlatt Act was passed through the Imperial Legislative Council in 1919. It enabled British officials to detain suspected revolutionaries for a period of two years without any trial.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

Example 4.
Why Indians were outraged by the Rowlatt Act?
Answer:

  1. The Imperial Legislative Council passed this act despite opposition from its Indian members.
  2. It empowered the British government to repress possibly suspicious political activities and allowed the detention of political prisoners for two years without any trial only on the basis of suspicion.
  3. This gave the British immense powers to brutally torture Indians in the name of suspicion and doubt and was a clear violation of Human Rights.

Mahatma Gandhi wanted to launch a non-violent Civil Disobedience Satyagraha against this law. A nation-wide struggle against the infamous Rowlatt Act was thus launched in 1919 after the overwhelming response received by other regional Satyagraha movements. A hartal was organised followed by rallies and strikes by workers in various cities. Protest against the Rowlatt Act was however limited to cities and towns.

The British suppressed the nationalists by arresting the local leaders and even barred Gandhi for entering Delhi.

Important
British administration tried to repress the protests and movement by open firing upon peaceful processions, arresting the most popular local leaders of Amritsar and imposing Martial Law. Gandhiji was barred from entering Delhi.

The Jallianwala Bagh Tragedy:
General Dyer open fired upon a large unsuspecting crowd accumulated in the ground of Jallianwala Bagh, Amritsar, Punjab. The people had congregated for the annual Baisakhi fair on 13th April. Many people who had come for the fair were not aware of the martial law. This led to a massacre of hundreds of people. This was done to spread fear and terror in the minds of Indian revolutionaries.

People struck back upon the government through rallies, strikes and violent clashes and attacks upon police officials and government buildings. Leaders and scholars like Tagore returned the titles and honours awarded to them to show their solidarity.

Post the Jallianwala Bagh massacre, any Satyagrahi who revolted was brutally repressed, forced to rub their noses on ground as punishment, salute the British officers and was flogged on the streets. Villages were bombed and people were terrorized. This widespread violence defeated the purpose of a peaceful civil disobedient movement and thus it was called off by Mahatma Gandhi.

The Khilafat Movement:
Mahatma Gandhi understood the need to bring the Hindu and Muslims communities together in order to launch a successful nation-wide movement. The Khilafat issue fulfilled his criterion.

The position of Spiritual head of Islamic world and the emperor of Ottoman Rule- the Khalifa- was threatened after the defeat of Ottoman Turkey in the First World War. A Khilafat Committee was formed in Bombay in 1919 to protect the powers of Khalifa.

Ali Brothers, Mohammad Ali and Shaukat Ali and Mahatma Gandhi decided to launch a united mass action against the British administration.

Gandhi convinced the members of Congress in its Calcutta session in September, 1920 to launch an integrated pan-nation Non-Cooperation movement for Swaraj and the Khilafat issue.

The Non-Cooperation Movement

Mahatma Gandhi declared in his book, Hind Swaraj (1909) that British rule in India could be established only because of the cooperation of Indians.

Important:
Gandhi was of the opinion that British had been able to capture and establish their empire in India only because Indians had not expressed their dissatisfaction with the English laws before. They had simply subjected themselves to Colonialism and obeyed all the laws which made the British even bolder.

The Non-Cooperation movement was the consequence of this realization and was based on the idea that to drive British out of India, it was important to show the British that Indians would no longer obey them or their laws.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

Non-Cooperation movement included the following programs:

  1. Surrender of titles and honors awarded by the government.
  2. Boycott of civil services, army, police, courts, elections, educational and legislative councils – all governmental institutions.
  3. Boycott of foreign-made goods. Indigenous goods would be encouraged and native cottage industries would be promoted through the Swadeshi program.

A Civil Disobedience movement was to be launched if the Government used repression. Support for this movement was garnered through public mobilization tours.

A few Congress members were unwilling to boycott elections of November 1920. They were scared that the movement might result in violence. Congress was divided into factions from within. A compromise was worked out in the Nagpur Congress session in December 1920.

The Non-Cooperation- Khilafat movement was adopted in 1920 and began in January 1921.

The Movement in the Towns:
The term Swaraj and this movement meant different things to different people. Movement began with middle-classes participation in the city. The lawyers gave up their practices. The students, teachers and headmasters boycotted educational institutions. Council elections were boycotted everywhere except Madras. The Justice Party in Madras, which was the party of the Non-Brahmins tried to gain power by entering the councils.

Economic effects of Non-Cooperation were severe. Foreign goods were burnt and boycotted, liquor shops were picketed and foreign clothes were burnt. Import of foreign goods halved, traders refused to trade in foreign goods.

Indian goods and clothes made of Khadi were promoted and worn, production of Indian textiles mills and handlooms rose.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

The Non-Cooperation movement failed in the towns due to following reasons:

  1. Khadi was expensive to wear hence people could not afford it for long.
  2. There were absolutely no Indian alternatives for British institutions. They were slow to develop.
    With no other alternative in sight, the protestors had to join back these institutions.

Non-Cooperation Movement in the Countryside
Non-Cooperation movement spread further to countryside. Peasants and exploited tribal groups were its main supporters who incorporated these ideals of program in their regional struggles.

Baba Ramchandra led the struggle from Awadh against the exorbitant rents and cess the talukdars and landlords were charging from the peasants. Peasants were required to do Begar and work without payment. Tenants had no security of work and no ownership of the lands they worked in, day and night.

Nai-dhobi bandhs were organised by Panchayats to deprive landlords, the services of washermen and barbers. The peasants in Awadh demanded a reduction of revenue, abolition of Begar and social boycott of oppressive landlords.

Example 5.
If you were a peasant in Uttar Pradesh in 1920, how would you have responded to Gandhiji’s call for Swaraj? Give reasons for your response.
Answer:
If I were a peasant in Uttar Pradesh, Gandhiji’s call for Swaraj would have meant complete freedom from the exploitative conditions at farms and fields, freedom from cruel and selfish talukdars and landlords.

  • I would have revolted against the unjust and inhumane treatment meted out to me.
  • I would have protested against Begar and working without being paid for it.
  • I would have demanded for a reduction in revenue and relaxation in collections.
  • I would have socially boycotted oppressive landlords.

Oudh Kisan Sabha was set up by Jawaharlal Nehru, along with Baba Ramchandra and few other revolutionaries in October, 1920.

The Awadh Peasant struggle was integrated into the Non-Cooperation movement by these leaders. The peasants invoked the name of Mahatma Gandhi. However, it grew violent and following incidents occurred:

  1. Bazaars were looted and houses of talukdars and merchants were attacked.
  2. Grain hoards were taken over.
  3. People misinterpreted the term Swaraj and declared that Gandhiji had suggested to not pay taxes and that the agricultural lands would be taken from landlords soon to redistribute among them.
  4. Gandhiji was used as a tool to invoke sanction on all kinds of action and aspirations without his knowledge.

Frequently Asked
Bardoli Satyagraha of 1928 was successfully led by Sardar Vallabhbhai Patel in Gujarat against rising rates of land revenue.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

Example 6.
Source-Based:
Read the source given below and answer the questions that follow:
This is how he Later described the meeting:
‘They behaved as brave men, calm and unruffled in the face of danger. I do not know how they felt but I know what my feelings were. For a moment my blood was up, non-violence was almost forgotten – but for a moment only. The thought of the great leader, who by God’s goodness has been sent to lead us to victory, came to me, and I saw the Kisans seated and standing near me, less excited, more peaceful than I was – and the moment of weakness passed, I spoke to them in all humility on non-violence -1 needed the lesson more than they – and they heeded me and peacefully dispersed.’
(A) Why was the speaker addressing the crowd here?
(a) He was encouraging these peasants to revolt against the viceroy of India.
(b) He was agitated due to the violence ensued in an incident.
(c) He was preparing for Civil Disobedience Movement
(d) He was disappointed that the Awadh Peasants movement did not work.
Answer:
(b) He was agitated due to the violence ensued in an incident.

Explanation: Police in Rae Bareilly, in United Provinces of the undivided India fired at a group of peasants who were peacefully protesting. The speaker was forbidden from going to the place. He is expressing his anger and pain of feeling helpless.

(B) Identify the speaker of the given words:
(a) C.R. Das
(b) Moti Lai Nehru
(c) Jawaharlal Nehru
(d) Mahatma Gandhi
Answer:
(c) Jawaharlal Nehru

Explanation: The speaker is Jawaharlal Nehru. He expresses his helplessness ana anger towards the authorities who open fired on his brothers who were protesting for their rights.

(C) Which great leader has been mentioned by the speaker in his address?
Answer:
He mentions Mahatma Gandhi who had arrived from South Africa and inspired them to begin this Satyagrahi mass agitation movement.

(D) Assertion (A): For a moment my blood was up, non-violence was almost forgotten – but for a moment only.
Reason(R): For a Satyagrahi knew, to support the truth violence was not required even when the other party was indulging in violence.
(a) Both (A) and (R) are true and (R) is the correct explanation of (A).
(b) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(c) (A) is correct but (R) is wrong.
(d) (A) is wrong but (R) is correct.
Answer:
(a) Both (A) and (R) are true and (R) is the correct explanation of (A).

Explanation: The speaker mentions his helplessness but the address is equally important to understand the mentality of a Satyagrahi and source of his inspiration. The strength to not indulge in violence came from their adherence to ideals and values, their unity and togetherness and their mutual love for their ideological leader- Gandhiji.

Tribal Movement in Andhra Pradesh
Tribal peasants completely misunderstood and misused the concept of Swaraj according to their own interpretation.

  1. A militant guerilla movement was arranged in Gudem Hills, Andhra Pradesh. The government had restricted natives from using the forest as grazing grounds or to cut wood for fuel and collect fruits.
  2. The hill people were furious since they could no longer earn their livelihood. They were then forced to contribute a beggar for road construction. This was the final straw.
  3. This Led to a revolution. Regional leader, Alluri Sitaram Raju led the hill people to revolt, but by violent methods. He claimed to be a reincarnation of God. He insisted that he could correct astrological predictions, heal people and could survive bullet shots.
  4. He was heavily influenced by Gandhi. He encouraged people to wear khadi and give up drinking. However, he did not identify with a non-violent and peaceful method of protest.
  5. He encouraged the raiding of police stations and killing British officers.
    Gudem rebels captured police men and continued revolting through guerilla warfare. Raju who became a successful native hero was executed after his arrest in 1924.

Swaraj in the Plantations:
Plantation workers had their own woes and understanding of Swaraj.

  1. Plantation workers in Assam were not allowed to move freely in and out of the plantations and communicate with their native villages.
  2. The Inland Emigration Act, 1859, forbade these workers from leaving the tea gardens without the permission of their employers.
  3. The declaration of the Non-Cooperation Movement gave them the impetus to revolt against injustice. They began defying the authorities and left the plantations for their villages under the name of Swaraj.
  4. They interpreted Swaraj as the Raj of Gandhi where land would be redistributed among them and thereafter, they would live a dignified life. They were brutally beaten up by the police upon being caught.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

Birth of National Unity:
Despite these movements which were not the true manifestations of the idea of Non-cooperation, people were finally identifying as a nation to issues that went beyond their immediate locality and region. Their various interpretations of Swaraj and selfish motives to revolt led them to emotionally relate to a vision of India as a united nation. This was the birth of national unity, on a scale never experienced before.

Example 7.
Why did Gandhiji decide to withdraw from the Non-Cooperation Movement?
Answer:
The rising violence in various regional movements, lack of training among the Satyagrahis and a common idea for protest and revolution led to the movement being called off by Mahatma Gandhi in February, 1922.

The Chauri Chaura incident of Gorakhpur district of United Provinces in February, 1922 was the immediate reason behind calling off the movement. Here a peaceful demonstration in a bazaar turned into a violent clash with the police.

Also, various Congress leaders wanted to contest elections to the Provincial Councils (set up by the Government of India Act of 1919) and reform the British policies through legislative methods, for they were exhausted by the mass struggle.

Within the Congress, some leaders were by now tired of mass struggles and wanted to participate in elections to the provincial councils that had been announced by the Government of India Act of 1919.
C. R. Das and Motilal Nehru formed the Swaraj Party within the Congress to argue for a return to council politics despite opposition from young leaders like Nehru and Bose who believed only mass agitation through peaceful methods could bring them independence.

Worldwide economic depression hit the economies of the countries as a consequence of the First World War. Agricultural prices dropped heavily causing problems for farmers and producers. This not only shaped Indian politics during 1920, but also brought turmoil among the farmers.

Towards The Civil Disobedience Movement

Post the Non-Cooperation Movement, Gandhiji was involved in gathering mass support for the next national movements. He visited affected places and talked to desolate people who had been tortured by British Policies. Meanwhile, the Congress tried to assert its influence over the British from outside and inside the Imperial Council.

The Simon Commission:
Frustrated and threatened by the Non-Cooperation movement, the new British Tory government tried to appease Indians by instituting a committee to review the functioning of the constitution and suggest changes against policies that were not useful anymore. However, not a single person in this committee was an Indian. All the members were British.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

Example 8.
Write a short note on the Simon Commission.
Answer:
A committee was instituted to review the working of the Indian constitution and suggest changes. Sir John Simon headed this all-British Commission. Despite multiple recommendations by Indian leaders regarding including Indian leaders in the administrative processes, this commission had no Indian member even though it was to research regarding Indian Constitution.

There were multiple protests and demonstrations against this commission which came to India in
1928. Muslim League and Indian National Congress participated with equal vigour in these movements.

Frequently Asked
Lala Lajpat Rai was assaulted by the British police during a peaceful demonstration against the Simon Commission.

Lala Lajpat Rai later succumbed to the beatings.

To handle the situation, a vague offer to grant ‘dominion status’ to India was announced in October, 1929, by Lord Irvin. It was an empty promise. A Round Table Conference was declared to discuss possible solutions. Congress was not satisfied and radical young leaders like Bose and Nehru who did not want dominion status under British rule but puma swaraj or full independence gained greater support. Democratic methods of reforming British institutions were unsuccessful and hence moderates began losing support.

To assert their demand, the Lahore Congress formalised the demand of ‘Purna Swaraj’ or full independence for India in December, 1929. 26 January 1930, was to be celebrated as the Independence Day to mobilise people to struggle for complete independence. The celebrations attracted very little attention. Mahatma Gandhi understood that abstract celebrations of independence would prove futile to unite Indians. Instead, a concrete, daily issue which affected each Indian alike would have to be used to mobilise them.

The tax on salt answered the riddle Gandhi was trying to solve.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

Example 9.
Discuss the Salt March to make clear why it was an effective symbol of resistance against colonialism.
Answer:
After sending Lord Irwin, a letter containing 11 demands in 1930. The letter contained demands from all classes including specific demands from industrialist and peasants. But the highlight of the letter was the demand to abolish Salt tax and British monopoly over production of salt. Salt was a commodity which was used by the rich and poor alike and was a universal dietary need. Lord Irwin was unwilling to negotiate. Gandhi launched a civil disobedience campaign, he began his Salt March, the March to Glory.

He marched from his ashram at Sabarmati to Dandi barefoot in April 1930. He was followed by 78 of his trusted disciples. On April 6, 1930, he ceremonially violated the law, manufacturing salt by boiling sea water which marked the beginning of the Civil Disobedience Movement.

Frequently Asked
In 1928, the Hindustan Socialist Republican Army (HSRA) was founded in Feroze Shah Kotla ground in Delhi led by Bhagat Singh, Jatin Das and Ajoy Ghosh.

The HSRA was a group of radical minded, brave patriotic individuals who believed that to create a revolution in society and to win bade independence; any measure could be and should be used.

In April 1929, Bhagat Singh and Batukeswar Dutta threw a bomb in the Legislative Assembly. They also attempted to blow up the train Lord Irwin was travelling in. Bhagat Singh was tried and executed by the colonial government.

He said, ‘Revolution is the inalienable right of mankind. Freedom is the imprescriptible birth right of all. The labourer is the real sustainer of society… Inquilab Zindabad”

Programs of the Civil Disobedience Movement:
Unlike the Non-Cooperation movement, people were now permitted to break colonial Laws. As a consequence, salt law was openly broken, foreign liquor shops picketed, foreign clothes boycotted. Peasants refused to pay taxes, Indian officials of villages resigned and people entered Reserved Forests violating forest laws.

British Government arrested important leaders Like Abdul Ghaffar Khan, Gandhi and others. Industrial workers attacked police posts, municipal buildings, law courts and railway stations – symbols of British rule. A policy of brutal repression was used to suppress the movement.

Gandhiji called this movement off due to the widespread violence in 1931 and signed the Gandhi Irwin Pact. Gandhiji agreed to attend the Second Round Table conference in London after boycotting the first and in return, the government released all political prisoners. The Conference was fruitless but upon his return, he realized the government had deceived him. All popular Leaders were in jail, Congress had been declared illegal and series of measures were in place to prevent demonstrations and boycotts.

The movement was re-launched but soon lost its vigour in 1934.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

Participants of the Civil Disobedience Movement:
Various groups and factions participated in Civil Disobedience Movement bearing their own interests in mind. The greater aspiration to secure Indian Independence was not as popular as their immediate demands.

Rich peasants participated to revolt against the high revenues. The government was not compassionate towards them even when they were hit by economic depression. As the movement was called off in 1931, without realization of their aspiration, they were disappointed and hence did not participate again in 1932.

The poor peasants wanted a reduction in revenue demand and unpaid rent to be remitted since they could not earn much due to trade depression and dwindling of cash incomes. They joined various radical movements led by Socialists and Communists. Congress was unwilling to garner its support to them because of its fear of losing the support of rich landlords and peasants.

The business classes were interested in making more profits and hence revolted against the economically discriminatory and repressive policies of the British. They wanted protection against imports of foreign goods and restriction on imports. They formed organisations like the Indian Industrial and Commercial Congress in 1920 and the Federation of the Indian Chamber of Commerce and Industries (FICCI) in 1927. They supplied financial assistance under leadership of famous industrialists like Purshottamdas Thakurdas and G. D. Birla. Swaraj was a period of freedom without any colonial restrictions on economy for them. They lost interest after the failure of Round Table Conference since they were worried about the prolonged disruption in business.

Industrialist working classes did not take much part in the movement except for some places. Some of them joined the struggle and adopted Gandhian dreams, principles and methods as part of their own movements against low wages and poor working conditions. Congress did not want to disappoint industrialists and hence did not support their demands.

Participation of women from all classes of the society in large numbers was a remarkable feature. They began to see service to the nation as a sacred duty and organised strikes, rallies, formed associations and even went to jail. However, the common perception that women were made to be mothers, wives, caretakers and caregivers did not change. Congress did not appoint women to authoritative positions. Their presence was an achievement but only in name.

The Limits of Civil Disobedience Movement:

  • The Indian society was heavily divided on the basis of caste.
  • The Indian social fabric had long been dominated by high class conservative Hindus or Satnamis. To attract their support, Congress had ignored low caste Hindus or the Untouchables, who called themselves Dalits or the Oppressed. They did not join the movement except for some places in Maharashtra.
  • Gandhiji called them Harijans and asserted that the society should respect them. He felt that India could never attain independence if untouchability was not eliminated. He protested against the discrimination based on caste and tried to dignify the work they did for living by doing it himself.
  • Dalit leaders however wanted political empowerment to resolve social discrimination. They demanded reserved seats in educational institutions, and separate electorates for legislative councils.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

Example 10.
Why did political leaders differ sharply over the question of separate electorates?
Answer:

  1. Dr B. R. Ambedkar. a Dalit leader fought for Separate electorates despite opposition from Gandhi till they were granted by the British.
  2. He feared that the large number of Hindus- especially upper caste Hindus will rule over Dalits, neglecting their demands.
  3. The only way to ensure representation and power to Dalits was through Separate Electorates.
  4. Gandhiji on the other hand believed that granting them that would develop emotions of separatism and isolation among them and they will not be able to fit and integrate into Indian society easily.

Later, Ambedkar conceded, ultimately accepting Gandhiji’s position that separate electorates would hinder the integration of Dalits in Indian Society and signed the Poona Pact of September 1932.

It gave the Depressed Classes reserved seats in provincial and central legislative councils instead of separate electorates.
Ambedkar established the Depressed Classes Association in 1930.

Rise of Communalism:
Certain Muslim Organisations were apprehensive of Congress’ movement and responded without enthusiasm. Congress’ association with the Hindu religious nationalist groups like the Hindu Mahasabha and failure of the Non-Cooperation movement for the Khalifa alienated them from Congress.

Various Hindu-Muslim Classes Resulted into Communal Riots:
Congress and the Muslim league could not resolve their differences about reserved seats for Muslims in the Central Assembly and representation in proportion to population in the Muslim-dominated provinces (Bengal and Punjab). The Muslim league representative. Muhammad Ah Jinnah was adamant about his demands. At the all-parties Conference in 1928, M. R. Jayakar of Hindu Mahasabha strongly argued against his demands and the gap between the two communities widened.

Muslims feared that their culture and identity as a minority community would be submerged under the domination of a Hindu majority and hence did not participate with whole hearts.

The Sense of Collective Belongingness

Apart from their struggle for nationhood and self-rule, the glorious history of India, literature, folk songs and fiction, art, symbols, popular prints and rich cultural heritage of India purged and evoked the emotions of nationalism, common belongingness among Indians.
1. To identify with their motherland, an image was created in the 20th century by Bankim Chandra Chattopadhyay which came to represent the ideals, aspirations and spirit of India as a nation.

2. His hymn to his motherland India, Vande Matram became the song of the nation. It was included in Anandmath and was widely sung during Swadeshi movement.

3. Abanindranth Tagore painted an image of Bharat Mata, portrayed as an ascetic figure; she is calm, composed, divine and spiritual. Devotion to this image became a way of expressing nationalism.

4. Indian folklores, folk tales and legends gathered and sung by bards spread the message of nationalism and revived true Indian culture which was otherwise, according to them adulterated by foreign forces. Preservation of this folk tradition in order to discover one’s national identity and restore a sense of pride in one’s past was important.

5. Symbols like popular prints, religious and cultural objects and images of popular leaders were used to unify Indians. In this picture, the sacred institutions of different faiths (temple, church, Masjid) frame the central figure of Bal Ganaadhar Tilak. a popular freedom fighter to signify the unity of Indians despite their religious entities.
NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China 1

6. Indians were thus brought together by growing common anger against the colonial government. The Congress and Mahatma Gandhi tried to channel people’s grievances into organized movements for independence, but despite their allegiance to their motherland, their personal differences, selfish aspirations brought periods of disunity between and during united struggles for Independence.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

Important
Various cultural processes and symbols helped to spread the feelings of unity and nationalism:

  1. In Madras, Natesa Sastri published a massive four- volume collection of Tamil folk tales, The Folklore of Southern India and in Bengal, Rabindranath Tagore himself collected legends and poetry.
  2. Symbols like flags were used to unify people. Swaraj Flag designed by Gandhiji himself in 1921, became the symbol of national unity and also defiance of British authority.
  3. Glorification and reinterpretation of Indian history to instil in every Indian a sense of pride for their motherland was also attempted in order to change the miserable situations under the British.
  4. Images for this retelling and rediscovery were however not free of the communal tensions. Other communities felt alienated when majorly Hindu imagery was promoted.

Frequently Asked
To finally drive British out of the country, Gandhiji launched a movement called the Quit India Movement. The Congress Working Committee, in its meeting in Wardha on 14 July 1942, passed the historic ‘Quit India’ resolution demanding the immediate transfer of power to Indians and quit India. On 8 August 1942 in Bombay, the All India Congress Committee endorsed the resolution which called for a non-violent mass struggle on the widest possible scale throughout the country.

People voluntarily observed hartals, and demonstrations brought into its ambit thousands of ordinary people, namely and processions were accompanied by national songs and students, workers and peasants, slogans. The movement was truly a mass movement which brought into its ambit thousands oP ordinary people, namely students, workers and peasants.

→ Colonialism: Practice of occupying another country and acquiring partial/complete control over its economic, political and social affairs

→ Epidemic: Widespread occurrence of an infectious disease in a place/country/area

→ Racist: One who discriminates between people based on their race or colour of their skin

→ Plantation system: A system of large-scale agriculture involving the cultivation of industrial and food crops like tea or coffee over a very large area.

→ Hartal: Strike

→ Martial Law: Rule of military over an area, when such a law is passed in an area, military gains complete control over it and obtains right to do anything for the security and harmony of the area.

→ Khadi: Native Indian homespun cotton fabric cloth

→ Cess: Tax

→ Succumb: To die

→ Dominion: Territory of a sovereign or government

→ Monopoly: Complete and singular control over something

→ Militant: One who favours violence as method of confrontation over conversation

→ Communalism: Ideology of allegiance to one’s community- characterised by similar race or religion

→ Separate Electorates: Separate Electorates are that type of elections in which minorities select their own representatives separately.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

→ Resolution: Firm decision

→ Mahatma Gandhi: He was the father of Indian Independence movement, lawyer and an anti-colonial nationalist. He led India to independence and spread the ideas of Satyagraha and Non-violence which became the spirit of the nation.

→ Motilal Nehru: He was an Indian lawyer, independence activist and one of the most active members of Congress. He was also the father of Jawaharlal Nehru, wrote Nehru report in 1928- famously known as India’s first constitution written by Indians. He formed Swaraj Party with C. R. Das.

→ Jawaharlal Nehru: Jawaharlal Nehru was an Indian independence activist, later the first Prime Minister of India, as well as a centralfigure in Indian Independence movement. He helped in writing Indian Constitution and served Independent India for 15 years as its premier.

→ Bal Gangadhar Tilalc Bal Gangadhar Tilak, or Lokmanya Tilak was an Indian nationalist, teacher, and an independence activist.

→ Lala Lajpat Rai: He was a veteran leader of the Indian Nationalist Movement, Indian independence movement and Hindu reform movements.

→ Bhagat Singh: He was one of the most brave Indian revolutionaries who also founded HSRA.

→ Sardar Vallabhbhai Patel: He was the man behind formation of an Indian nation and a very famous independence activist and member of Congress. He was the first deputy Prime Minister of India.

→ Atluri Sitaram Raju: A local leader Andhra Pradesh in undivided India who claimed he had a variety of special powers: he could make corrr ct astroLogical predictions and heal people, and he could even survive bulLet shots. He was executed in 1924.

→ Abdul Ghaffar Khan: He was a disciple of Gandhi and was called Frontier Gandhi. He was a famous independence activist of undivided India who fought bravely for our independence and went to Pakistan after Partition.

→ Dr. B.R Ambedkar: He was a lawyer, independence activist and the Father of Indian Constitution.

→ Muhammad Ali Jinnah: He was the member of Muslim League, led the demand of a separate Pakistan during Indian independence and was the first Prime Minister of independent Pakistan.

→ Baba Ramchandra: A ascetic led the Awadh Peasant Struggle in 1920-21.

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

→ Ali Brothers: Muhammad Ali and Shaukat Ali- Khilafat Movement activists M.R. Jaykar: An activist of Hindu Mahasabha

→ Rabindranath Tagore: He was the most famous Bengali poet, writer, composer, philosopher and painter. He was awarded Noble Prize in Literature.

→ Abanindranath Tagore: He was the nephew of Rabindranath Tagore and most famous artist of his times; he created an image of Bharat Mata.

→ Bankim Chandra Chattopadhyay: He was an Indian novelist, poet and journalist. He composed Vande Mataram, India’s national song, originally in Sanskrit and created an image of Bharat Mata. He wrote Anandmath.

→ General Dyer: English officer behind the Jallianwala Bagh Massacre Sir John Simon: He was a British politician and headed the Simon Commission.

→ Lord Irwin: Lord Irwin was the Indian Viceroy who held office from April 1926 till 1931

→ “Inquilab Zindabad!” —Bhagat Singh

→ “It is said of “passive resistance” that it is the weapon of the weak, but the power which is the subject of this article can be used only by the strong. This power is not passive resistance; indeed it calls for intense activity. The movement in South Africa was not passive but active…” —Mahatma Gandhi

→ “The thought of the great leader, who by God’s goodness has been sent to lead us to victory, came to me, and I saw the kisans seated and standing near me, less excited, more peaceful than I was – and the moment of weakness passed, I spoke to them in all humility on non-violence – ” —Jawaharlal Nehru

→ “Communalism in its higher aspect, then, is indispensable to the formation of a harmonious whole in a country like India.” —Muhammad Iqbal

→ 1859: Inland Emigration Act was passed

→ 1909: Hind Swaraj was written by Gandhiji 1915: Mahatma Gandhi returned to India.

→ 1916: Champaran Satyagaraha 1917: Kheda Satyagaraha 1918: Ahmedabad Satyagraha

NCERT Class 10 History Chapter 2 Notes The Nationalist Movement in Indo-China

→1919: Rowlatt Act was passed; Khilafat Committee was formed in Bombay; Hartal against Rowlatt Act; Jallianwala Bagh Massacre; General Dyer’s crawling orders were passed; Government of India act was passed and introduced provincial elections.

→ 1920: Non-Cooperation movement was adopted in Congress; Oudh Kisan Sabha was organised; Indian Industrial and Commercial Congress was formed.

→ 1921: The police in United Provinces fired at peasants near Rae Bareli.

→ 1922: Chauri Chaura Incident; Non-Cooperation movement was called off.

→ 1927: FICCI was formed.

→ 1928: Bardoli Satyagraha; Simon Commission arrived in India; HSRA was formed; All India Parties Conference was organised.

→ 1929: Lord Irwin’s offer of Dominion Status; demand of ‘Purna Swaraj’ or full independence for India was formalised; First Round Table Confrernce.

→ 1930: Gandhiji’s 11 demands to Irvin; Dandi March; Depressed Class Association was formed. Civil Disobedience Movement was launched.

→ 1931: Civil Disobedience movement was called off. Gandhi-lrwin Pact was signed; Second Round Table Conference in London

→ 1932: Poona Pact between Ambedkar and Gandhi

→ 1942: Quit India Resolution passed; Gandhiji gives Do or Die speech

Class 10 Social Science Notes

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

The Rise of Nationalism in Europe Class 10 Notes Social Science History Chapter 1

Sorrieu’S Democratic and Social Republics

In 1789, post French Revolution, during which the idea of nationalism and liberty came into being, multiple artists visualised the concept of national states. Frederic Sorrieu. one such French artist created a series of prints envisaging a world comprising Democratic and Social Republics in 1848. His vision was utopian and represented smashing of absolutist notions and institutions.

The painting showcased (in Example 1) many important features such as:

  1. Citizens of different nations were grouped together and shown marching towards the Statue of Liberty. Marching first were United States of America and Switzerland, two countries that had aLready attained Liberty.
  2. France came next, followed by Germany. Following the German people were citizens of Austria, the Kingdom of the two Sicilies, Lombardy, Poland, England, Ireland, Hungary and Russia.
  3. All the nations bore identification marks in the form of their flags and national colours/symbols.
  4. The Statue of Liberty in Sorrieu’s vision symbolises Liberty. She bore the torch of Enlightenment in one hand and the Charter of the Rights of Man in the other.
  5. On the foreground, the shattered remains of the symbol of absolutist institutions were seen lying.

Example 1.
In what way do you think, this print depicts a utopian vision?
NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe 1
Answer:
A Utopian vision is generally known to be on an idea, and ideal situation. It does not have much to do with the real situation.
Frederic Sorrieu imagined a world (which was still heavily divided into kingdoms and autonomous states) comprised of nation-states with united citizens and represented the same through his prints even though most of these states did not exist as nation-states during the time of this print. His vision was thus a far-fetched dream.

The French Revolution And The Idea of The Nation

With the radical constitutional changes that followed after the transfer of sovereignty from monarchy to a body of elected French citizens (National Assembly) in the wake of the French Revolution, the French revolutionaries introduced measures to unify French citizens.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

Example 1.
What steps did the French revolutionaries take to create a sense of collective identity among the French people?
Answer:
The French Revolutionaries introduced various measures to invoke in the French people, a sense of collective shared identity for their nation.

They are:

  • Notions of le citoyen (the citizen) and La patrie (the fatherLand) were introduced.
  • A new French flag, the tricolor, replaced the former royal standard.
  • New hymns were composed, oaths taken and martyrs were remembered.
  • A new centralised administrative system formulated uniform laws for all citizens and abolished internal duties.
  • They introduced a uniform set of weights, measures and currency to allow ease of trade.
  • Regional dialects were discouraged and French was made the common language of the nation.

With the aim of liberating surrounding European nations from despotism and making them nation-states, French armies moved from country to country – Holland, Belgium, Switzerland and Italy carrying the idea of nationalism. Jacobin clubs were set by educated middle classes to prepare the way for these armies.

Napoleon extended the implementation of the administrative reforms he had introduced in France to territories he had conquered, to make the system more efficient and smooth.

For example, he introduced The Civil Code of 1804 or the Napoleonic Code, comprising the following features:

  • Simplification of administrative divisions to encourage uniformity.
  • Abolition of all privileges based on birth.
  • The establishment of equality before law and right to property was secured.
  • Abolition of the feudal system. He freed peasants from serfdom and manorial dues.
  • Removal of restrictions on guilds in towns.
  • Improvement of the transport and communication systems.
  • Establishment of universal laws, standardization of weights and measures and a common national currency to facilitate the movement and exchange of goods from one region to another.

French Armies were received with mixed reactions in these territories. Initially welcomed as harbingers of peace and liberty, the French armies were later subjected to hostility. The local people had understood that the introduced administrative reforms were not accompanied by political freedom. Increased taxation, censorship and forced admission to French armies were forced upon the citizens along with the administrative reforms. This left a bad taste among locals.

Important:
French Revolution has been given the credit of being the first cry of nationalism in Europe. Ancient regimes were abolished in favour of establishment of constitutional monarchy in France.

The main power was supposed to be in hands of elected government which was instructed to rule according to the Constitution which embodied spirit of representative and liberal society. Monarchy was only a seal of approval. w Before 1789, France was an absolute monarchical kingdom, divided into multiple autonomous kingdoms. After 1789, it was converted into a constitutional monarchical republic where the government was elected. Napoleon was appointed as the first Consul in 1799.

Frequently Asked:
Napoleon lost the Battle of Leipzig in 1813. In a painting, he was portrayed as a courier postman of Rhineland who is shown as losing all the letters from his bag as he moves back to France. The letters represent lost territories.
NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe 2

The Making of Nationalism in Europe

Contemporary nation-states were autonomous Cantons and Duchies in mid-eighteenth century Europe. Eastern and Central Europe hosted diverse ethnic groups who did not share any common identity or a feeling of belongingness among themselves.

Habsburg Empire ruled over Austria-Hungary and included Alpine regions-the Tyrol, Austria,
Sudetenland and Bohemia with German-speaking aristocracy, and the Italian-speaking provinces of Lombardy and Venetia. Hungarians majorly spoke Magyar, Aristocrats of Galicia spoke Polish while peasant classes of these countries spoke various regional dialects. This difference did not give them the opportunity for political unity. Their allegiance to the Emperor was their only binding factor.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

The Aristocracy and the New Middle Class:
The continent of Europe was dominated by Landed Aristocrats who were united across the regions due to their common way of life. Numerically small, this estate-owning class spoke French and owned townhouses in the countryside. They were connected among themselves through ties of marriage. Peasants, serfs and landless tenants formed the majority of the population. They cultivated the estates of aristocrats.

In Western and parts of Central Europe, the growth of industrial production and trade led to growth of towns and emergence of commercial classes whose existence was based on production for the market. New social groups of working class population and middle classes including industrialists, businessmen and professionals came into existence. The idea of national unity , which were closely allied to ideology of Liberalism gained popularity among the educated and liberal middle class.

Liberal Nationalism
The term ‘Liberalism’ is derived from the Latin word Tiber’ meaning free.

Politically, liberalism endorsed:

  • Freedom of individual and equality of all before the law.
  • Establishment of government by consent.
  • A Constitution and representative government through Parliament.
  • End of autocracy and clerical privileges.
  • Inviolability of private property.

The new middle class asserted the significance of Liberalism.
Despite this assertion, Universal suffrage was still not considered or granted. Right to vote and to contest elections was given exclusively to property¬owning men. Men without property and women were excluded completely.

During a brief period under Jacobins, all males were granted right to vote. This was revoked with Napoleonic Code which granted limited suffrage. Women were treated as minors and inferiors and were subject to the control of males. Multiple opposition movements were staged by women and non-propertied men during nineteenth and early twentieth century for equal rights.

Economically, liberalism emphasised upon:

  • Freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital.
  • Abolition of custom barriers and standard weights, measures and currency in all regions.
  • Demand of a unified economic territory allowing the unhindered movement of goods, people and capital

In 1834, Zollverein was formed at the initiative of Prussia for German confederacies. It was a customs union created to bind Germans into a nation economically. It abolished tariff barriers and reduced the number of currencies, establishing a uniform platform for trade.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

A New Conservatism after 1815
After Napoleon’s defeat in 1815, European governments inferred that established traditional institutions of state and society like monarchy, the church, social hierarchy, property and the family had to be preserved. They asserted that a modern army, an efficient bureaucracy coupled with a dynamic economy, the abolition of feudalism and serfdom could strengthen the autocratic monarchies of Europe.

A treaty was drawn up by delegates of the countries which defeated Napoleon in 1815 to undo all the administrative and political changes brought about by Napoleon. Britain, Russia, Austria and Prussia drew up the Treaty of Vienna of 1815 in a congress hosted by Austrian Chancellor Duke Metternich.

The key features of this treaty were:

  • The Bourbon dynasty, deposed during the French Revolution, was restored to power.
  • France lost its territories annexed under Napoleon; these territories were redistributed. Only the German confederation of 39 states was left untouched.
  • The Kingdom of the Netherlands, which included Belgium, was set up in the north and Genoa was added to Piedmont in the south.
  • Prussia was given new territories on its western frontiers, including Saxony while Austria was given control of Northern Italy.
  • In the east, Russia was given part of Poland.
  • Numerous territories were set up on the boundaries of France to prevent its expansion in future.

The main intention of the Congress of Vienna was to restore the monarchies overthrown by Napoleon and to establish a new conservative order. These conservative regimes were very autocratic and repressive. Dissent was not tolerated. Censorship laws were imposed upon media (books, songs, and plays) and newspapers that reflected ideas of liberty and freedom of French Revolution. Memories of French Revolution inspired liberals to demand for freedom of press despite the repression meted out by conservative orders.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

Example 3.
Source Based:
Read the source given below and answer the questions that follow:
Napoleon’s administrative measures had created out of countless small principalities a confederation of 39 states. Each of these possessed its own currency, and weights and measures. A merchant travelling in 1833 from Hamburg to Nuremberg to sell his goods would have had to pass through 11 customs barriers and pay a customs duty of about 5 per cent at each one of them. Duties were often levied according to the weight or measurement of the goods. As each region had its own system of weights and measures, this involved time-consuming calculation. The measure of cloth, for example, was the elle which in each region stood for a different length. An elle of textile material bought in Frankfurt would get you 54.7 cm of cloth, in Mainz 55.1 cm, in Nuremberg 65.6 cm, in Freiburg 53.5 cm.
(A) Which of the following statement describes the market and trade of the given area the best?
(a) Market of the given area was integrated and trade was free and easy.
(b) Market of the given area is highly diverse due to absence of a single standardised currency, measures or weights.
(c) Having multiple measuring standards made trade profitable.
(d) Varieties of standards helped in stabilising the market during Napoleon’s times.
Answer:
(b) Market of the given area is highly diverse due to absence of a single standardised currency, measures or weights.

Explanation: Because of the numerous units of currencies, measures and weights, it became difficult for markets to integrate and it madetrade difficult. Trade was not free because of various categories of duties. This statement describes the market and business best in this confederation.

Trade Lost the opportunity of earning more profit due to closed doors and multiple standards.

(B) Which of the following is the correct definition of custom barrier?
(a) It is a measure of limiting trade across borders of different cities and principalities.
(b) It is a physical barrier between two cities.
(c) It is a tax collected at airports to boost exports.
(d) Custom duties decreased the price of products.
Answer:
(a) It is a measure of limiting trade across borders of different cities and principalities.

Explanation: Custom barrier is a limiting influence/limit placed upon trade/business to regulate it.

(C) What happened to this confederation of 39 states after Treaty of Vienna of 1815?
Answer:
After the Treaty of Vienna in 1815, the confederation of 39 states was left as it is. It was not distributed among the winning countries.

(D) Assertion (A): The measure of cloth, for example, was the elle which in each region stood for a different length.
Reason(R): Each of these possessed its own currency, and weights and measures.
(a) Both (A) and (R) are true and (R) is the correct explanation of (A).
(b) Both (A) and (R) are true but (R) is not the correct explanation of (A).
(c) (A) is correct but (R) is wrong.
(d) (A) is wrong but (R) is correct.
Answer:
(a) Both (A) and (R) are true and (R) is the correct explanation of (A).

The Revolutionaries
Fear of repression among nationalist-liberals gave birth to multiple secret societies in European states. These were dedicated to training of revolutionaries with the purpose of protesting against monarchical conservative regimes and fighting for freedom and liberty.

One such individual was the Italian revolutionary Giuseppe Mazzini.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

Example 4.
Write a note on Giuseppe Mazzini.
Answer:
Giuseppe Mazzini was an Italian revolutionary who asserted his influence to unify Italy and worked hard to achieve it.

  • He was born in Genoa in 1807.
  • He was a member of the secret society of the Carbonari.
  • He was sent into exile in 1831 for attempting a revolution in Liguria.
  • He formed two secret societies, Young Italy in Marseilles and Young Europe in Berne in 1833, which admitted young men from Poland, France, Italy and the German states.
  • He opined that nations had to be natural units of mankind according to god and hence Italy should be a united nation instead of patchwork of kingdoms.
  • Metternich called him “the most dangerous enemy of our social order.

Caution
Giuseppe Garibaldi and Giuseppe Mazzini, though both Italian revolutionaries, should not be confused with one another.
Giuseppe Mazzini’s attempts to unify Italy failed. He formed two secret societies Young Europe and Young Italy. Giuseppe Garibaldi joined these secret societies and helped Otto Von Bismarck achieve the unification.

Frequently Asked
Through economic liberalism and reforms, economists wanted to unify the divided and autonomous kingdom into a single state. They talked about national economy and benefits of integrating economies of autonomous kingdoms into one alliance. They wanted to strengthen the nation materially as much by protecting its interests externally as by stimulating its internal productivity. It ought to awaken and raise national sentiment through a fusion of individual and provincial interests. A free economic system was their means to engender national feeling.

Example 5.
Describe the political ends that list hopes to achieve through economic measures.
Answer:
Economists wanted to use economic reforms and measures to engender feelings of unity and nationalism among citizens. They believed that a common integrated economic system will bring people closer. They wanted to ease business and by doing so they wanted to reduce the ideological or psychological distances between the various states and kingdoms of Germany.

The Age of Revolutions: 1830-1848:
In Europe, liberalism and nationalism inspired various revolutions in Italian and German states, provinces of the Ottoman Empire, in Ireland and in Poland. Liberal-nationalists belonged to the educated middle class. They were professors, school teachers, clerks and members of the commercial middle classes.

The Bourbon kings, who were restored to power earlier, were overthrown by liberal revolutionaries in an upheaval in July, 1830. A constitutional monarchy with Louis Philippe as its head was placed at the apex. This revolution set a precedent for the rest of Europe. Belgium broke away from United Kingdom of Netherlands in another such revolution.
Greek War of Independence mobilised nationalist feelings among the educated class all across Europe.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

Example 6.
Write a note on Greek War of Independence.
Answer:

  • Greek war of Independence of 1821 was a successful war waged for independence of Greece which had been a part of Ottoman Empire since fifteenth century.
  • Revolutionary Nationalism inspired this struggle. West Europeans and Greeks in prison supported this struggle against the huge Muslim empire,
  • Greek poets and artists used the rich ancient heritage and culture of Greece to mobilise public opinion.
  • Treaty of Constantinople declared Greece Independent in July, 1832.

The Romantic Imagination and National Feeling
The idea of a nation was created with the help of culture- art and poetry, stories and music- apart from wars and territorial expansion. Cultural Movement of Romanticism emphasised upon emotions, intuition and mystical feelings to invoke a sense of shared cultural heritage and cultural past.

Romantics criticised glorification of reason and science. Johann Gottfried Herder claimed that
German culture and spirit could most authentically be found in common people- das volk. Volksgeist (true spirit of Nation) was embodied in folk stories, art forms and songs.

Vernacular language and native folklore was used to spread modern nationalist sentiments along with recovering ancient national spirit.

It was through music and language that nationalist sentiments were kept alive despite the breaking down of territories as in case of Poland. Karol Kurpinski tuned folk dances into nationalist symbols to spread message of rationalism amongst Polish people.

The language was used as a symbol for nation-building.

Example 7.
Discuss the importance of language and popular traditions in the creation of national identity. [NCERT ]
Answer:
Language became a popular tool of nation-buiLding along with local folklore, cultural rituals and traditions.
In Poland, many members of the clergy used language as a weapon of national resistance against Russian dominance. Use of native language brought citizens closer and made spreading of nationalistic ideas and messages among the uneducated classes easier. Revolutionaries used language and tradition as a common symbol of the nation across the nations to develop a sense of shared identity and collective belongingness.

Frequently Asked
Jacob and Wiihelm Grimm spent years collecting traditional folk and fairy tales from various villages. They wrote and compiled them together publishing the first edition in 1812 under the title Grimm’s Fairy Tales. Later, they supported Freedom of Press movement. They saw French domination as a threat to German culture and believed that the folktales they had collected were expressions of a pure and authentic German spirit.

Hunger, Hardship and Popular Revolt
A lot of economic hardship hit Europe in 1830s.

  1. The population was increasing.
  2. Job opportunities were decreasing; cities were becoming overcrowded due to mass migration.
  3. Native producers of partly mechanized businesses like textiles were facing stiff competition from imports of cheap-machine-made goods.
  4. Peasants struggled under feudal dues and obligations in rural areas of Europe.
  5. Food prices were rising exponentially.
  6. Bad harvest caused widespread pauperism in town and country.

Unemployment and food shortage instigated revolutionary sentiments among citizens of France in 1848. Post this uprising of peasants, King Louis Philippe fled and a republic was established by National Assembly.
Suffrage was granted to males above 21, and right to work was guaranteed. National workshops for employment were set up.
Earlier, another revolt was led in Silesia by weavers in 1845.

Example 8.
Describe the cause of the Silesian weavers’ uprising. Comment on the viewpoint of the journalist.
Answer:
Silesian weavers revolted against contractors because they cheated them by drastically reducing their payments after placing orders of finished textiles and providing them raw materials.

Journalist Wilhelm Wolff described their drastic and miserable conditions after being deceived. Workers attacked the house of the contractor, destroying and plundering the storehouse and forcing the contractor to flee. Later, the army was requisitioned and weavers were shot dead for revolting.

1848: The Revolution of the Liberals

  • In many European countries, the educated liberal middle classes revolted in 1848.
  • These events brought about the abdication of the monarch and a republic based on universal male suffrage had been proclaimed.
  • In Germany, Italy, Poland, and the Austro-Hungarian Empire -the middle classes combined their demands for constitutionalism with nationaL unification. They pushed their demands for the creation of a nation-state on parliamentary principles – a constitution, freedom of the press and freedom of association.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

Example 9.
Explain what is meant by the 1848 revolution of the liberals. What were the political, social and economic ideas supported by the liberals?
Answer:
The educated middle class led the Revolution of Liberals in 1848. They emphasised upon the following ideals:

  1. Politically, they stressed on the establishment of government by consent, freedom of press.
  2. Socially, they asserted the abolition of all hereditary privileges.
  3. Economically, they stood for abolition of trade restrictions imposed by the state.
  4. Middle-class professionals, businessmen and prosperous artisans came together in the city of Frankfurt to vote for an all-German National Assembly.

Example 10.
Write a note on Frankfurt Parliament.
Answer:
On 18 May 1848, 831 elected representatives marched in a festive procession to take their places in the Frankfurt Parliament convened in the Church of St. Paul.

  1. A Constitution was drafted which instructed the German nation to be headed by a monarchy subject to a parliament.
  2. King of Prussia, Friedrich Wilhelm IV joined other monarchs to oppose the elected assembly.
  3. The social basis of parliament eroded as opposition grew stronger.
  4. The parliament was dominated by the middle classes who resisted the demands of workers and artisans and consequently lost their support.
  5. Assembly was later disbanded.

Women were denied suffrage despite their enthusiastic participation in the liberal movement. During the movement, they had formed associations, wrote newspapers and taken up the cause of revolution with equal vigour. Even then, they were admitted only in the visitor’s gallery during the convening of Frankfurt Parliament. Different scholars were of different opinions regarding provision of equality and rights to women.

Despite the suppression of liberal movements, old conservative order could not be restored. To discourage rebellions, the Monarch considered granting of concessions to liberal nationalist revolutionaries. Like it was before 1815, serfdom and bonded labour were abolished both in the Habsburg dominions and Russia.
The Habsburg rulers granted more autonomy to the Hungarians in 1867.

Example 11.
Compare the positions on the question of women’s rights voiced by the three writers cited above. What do they reveal about liberal ideology?
Answer:

  1. Liberal politician Carl Welcker believed women and men were assigned different roles and functions according to their strength, while men, the stronger sex of the two, were providers; women, the weaker sex required protection. The two could not be treated equally.
  2. Louise Otto-Peters (1819-95) was a political activist who founded a women’s journal and a feminist political association. She opined that liberty was indivisible and should mean equal freedom for both men and women.
  3. Another scholar opined that women performed various functions without enjoying any rights. Men received the right to vote even when they were not educated or skilled while highly talented women were deprived only because of their sex. This was unfair.

The Making of Germany and Italy

Nation-making was a difficult feat to achieve. Every nation was formed in a different way. Some were formed as products of long political revolutions while others were formed by military intervention. Some nations were also formed as a result of political and social repression of a dominant nation over its neighbours. The dominant classes of the society in each nation played a fundamental role in the formation of the nation.

The Army Unifies Germany
Nationalism changed its tune after 1848. Nationalist sentiments were often mobilised by conservatives for promoting state power and achieving political domination over Europe.

After the attempt to unify Germany in 1848 which was repressed by the combined forces of the monarchy, the military and Junkers (landowners) of Prussia, Chief Minister Otto Von Bismarck orchestrated the process of unification of Germany with assistance from Prussian army and bureaucracy. In January 1871, the Prussian king, Kaiser William I, was proclaimed German Emperor in a ceremony held at Versailles after three wars over seven years.

The new German state stressed on modernising the currency, banking, legal and judicial systems in Germany.
The nation building process of Germany was a manifestation of Prussian state power.

Important
Otto Von Bismarck played a very significant role in unification of Germany. He led wars against armies of Austria and Spanish Bourbon Kings.
He led the German armies with courage and tactful diplomacy.

Frequently Asked
The chief commander of the Prussian army was General Von Roon. He helped Bismarck in the process of unification of Germany.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

Italy Unified
Italy had a history of political fragmentation. Its citizens were scattered across the multi-national Habsburg Empire. Only Sardinia- Piedmont, out of the seven divided states of Italy was ruled by an Italian Princely house. Others were ruled by royals from different nations. Regionalism was rampant and even the Italian language had several regional variants.

After Giuseppe Mazzini’s failed attempts to unify Italy, King Victor Emmanuel II of Sardinia-Piedmont took up the responsibility to unify Italy. Italy unified could reap the benefits of economic development and political dominance. Its Chief Minister Cavour tactfully aligned with France to defeat Austria in 1859. He was supported Giuseppe Garibaldi and his armed volunteers.

The Strange Case of Britain
Formation of a nation-state in Britain was a long and slow process. It was not replete with wars or revolutions. Britain was inhabited by people of different ethnicities (Welsh, Irish, English and Scottish) before its unification.
As England grew economically and politically, it established its supremacy over other nations of islands- Ireland and Scotland.
Britain was forged into existence as a nation-state with England at the centre through the English Parliament. Monarchy gave way to the establishment of English Parliament in 1688 after a conflict.

The Act of Union (1707) between England and
Scotland that resulted in the formation of the ‘United Kingdom of Great Britain’ aided England in imposing its influence over Scotland.

In expression of British identity and dominance, Scottish identity, its distinctive customs and institutions were severely repressed. The Scots were forbidden even to speak their native Gaelic tongue.

Ireland, a country deeply divided between Catholics and Protestants was forced into submission and incorporated into United Kingdom in 1801 after failed revolts from Wolfe Tone and his united Irishmen.

England helped Irish Protestants to dominate numerically larger Irish Catholics. Propagation of dominant English culture helped forge Britain.

The British flag (Union Jack), the national anthem (God Save Our Noble King), the English language were heavily influenced by English, while the other nations were made subordinate parts of this nation-state.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

Example 12.
How was the history of nationalism in Britain unlike the rest of Europe?
Answer:
History of the nation-building of Britain was unique. Britain was not unified through any struggle or war. Spread over a long time, the process was spearheaded by England’s economic, political and diplomatic development. It was able to supress others nations and the English Parliament thereafter forged the nation together through an act called “The Act of Union” in 1707.

Thereafter, the English dominated and suppressed Scottish identities. Ireland was also forced to join after the English helped the Protestant group to dominate Irish Catholics.

Visualizing the Nation

Nations were personified in eighteenth and nineteenth century by various artists in form of female figures. These female figures were allegories of the nations.

French artists symbolised abstract values like Liberty, Justice and the Republic in form of female figures and statues with specific symbols or objects. For example, Liberty wore a red cap or broken chain while Justice was represented with a blindfold carrying weighing scales in her hands.

Example 13.
Who were Marianne and Germania? What was the importance of the way in which they were portrayed?
Answer:
France’s allegory was named Marianne and she represented France as a nation of its people. She wore the red cap, the tricolour, the cockade like allegories of the Republic and Liberty. Her statues were erected in public spheres to persuade people to identify with this national symbol of unity.

Germania was the allegory of Germany. She wore a crown of oak leaves which represented heroism.
These figures were portrayed to bear national symbols and values in form of objects. These values were asserted upon the citizens to help them identify with each other.

Frequently Asked
Britannia was the allegory of Britain. She was shown ruling various colonies in a map celebrating the British Empire. Domination of world was shown as basis of Britain’s pride.

Given in this table are the commonly used symbols and the values attributed to them:

Attribute

Significance

Broken chains Being freed
Breastplate with eagle Symbol of the German empire strength
Crown of oak leaves Heroism
Sword Readiness to fight
Olive branch around the sword Willingness to make peace
Black, red and gold tricolor Flag of the Liberal nationalists in 1848, banned by the Dukes of the German states
Rays of the rising sun Beginning of a new era

Nationalism And Imperialism

Nationalism was transformed into a meaningless, narrow creed with selfish ends by the end of the nineteenth century-its idealistic democratic liberal character was lost. European powers began using this ideology and peoples’ aspirations as a weapon to satisfy their imperialistic aims.

The Balkans was one of the most serious sources of nationalist tension in Europe.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

Example 14.
Why did nationalist tensions emerge in the Balkans?
Answer:
Balkans was an area of growing nationalist tension in 1871. Balkans was inhabited by ethnically and geographically variant inhabitants called Slavs, and the region was ruled by the Ottoman Empire. The Ottoman Empire disintegrated and ideas of romantic nationalism grew among Balkans almost simultaneously. Despite modernisation and internal reforms in Ottoman Empire, it could not hold the numerous European subject nationalities. Balkans claimed for independence and political rights citing their history that they had been forcefully subjugated by foreign powers.

With Slavic nationalities struggling to define their identity and independence, the Balkan area became an area of intense conflict. Apart from asserting their Independence, they were also involved in power rivalry for more territory among themselves. Balkans also became the scene of big power rivalry. European powers were simultaneously involved in asserting the supremacy of their trade, territory, military and naval power among themselves and thus were especially enthusiastic on extending their control over the burning Balkan area.

Russia, Germany, England, Austro-Hungary were involved in battles among themselves which led to various wars and eventually the First World War in 1914.

Colonies dominated and ruled by European powers revolted against their imperial domination. The concept of nationalism which was manipulated thoroughly in Europe was reformed in these colonies. The idea of nationalism was inspired by a sense of collective national unity, forged in confrontation with imperialism. European notions were not repeated.

The idea that society ought to be reorganized into nation-states was accepted universally.

→ Nationalism: Nationalism is the sentiment of loyalty and devotion to one’s nation-state which surpasses
the interest of other individuals, groups or nation-states.

→ Nation-state: A sovereign state, resided by comparatively homogeneous group of people who share a feeling of common nationality.

→ Collective Identity: Feeling of belongingness towards a particular nation as citizens/ identification with other citizens on basis of similar history, descent or kinship.

→ Guild Systems: Group of people who use the same resources or pursue the same profession.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

→ Serfdom: A form of slavery with debt bondage.

→ Manorial dues: The fees that peasants /farmers /serfs owe to the nobles, who is their landlord.

→ Aristocracy: High class of society, comprising people of noble descent with clerical and other hereditary related privileges.

→ Conservatism: A philosophy that em’ hasises on importance of traditions, rules and conventions, along with traditional institutions.

→ Jacobins: A popular political group during French Revolution.

→ Confederation: United alliances of groups, parties, states.

→ Secret Societies: Groups which were made hidden from the authority, generally to plot a protest against the authorities.

→ Vernacular: Regional

→ Clergy: Priests and others ordained for religious duties.

→ Autocratic: Relating to a ruler with absolute power.

→ Junkers: Large landowners

→ Ethnic: Related to a common racial, tribal, or cultural origin or background that a community identifies with.

→ Allegory: Expression of an abstract idea through a human or animal.

→ Frederic Sorrieu: A French artist famous for a series of four prints which were prepared in 1848. They depicted the dream of a world consisting of‘Democratic and Social Republics’. These prints had a distinct feature of representing men, nations and allegories to convey Frederic’s utopian vision of the world.

→ Ernst Renan: A French Philosopher who gave the lecture, “What is a Nation?’’ in university of Sorbonne in 1822.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

→ Andreas Rebmann: Rebmann lived in the city of Mainz; he was a member of a German Jacobin group and was a journalist. He designed the cover of a German almanac, with an image of French Bastille being stormed by the revolutionary crowd. The cover was supplemented by the slogan “The people must seize their own freedom.”

→ Karl Kaspar Fritz: He was a German painter who painted ‘The Planting of Tree of Liberty’ in Zweibrucken, Germany.

→ Napoleon (1769-1821): A French military and political leader who attained prominence during the French Revolution. He ruled France from 1799 to 1815. He assumed absolute power in 1799 by becoming the First Consul. He was defeated at the Battle of Waterloo in 1815.

→ Giuseppe Mazzini: An Italian politician, journalist, activist, revolutionary who spearheaded unification of Italy and made several efforts by partaking in revolutions, setting up secret societies to spread the idea of unity and protest against the conservative regime.

→ Duke Metternich: An Austrian Chancellor who hosted the Congress which was held at Vienna in 1815 and was the chief architect of the Treaty of Vienna.

→ Eugene Delacroix: One of the most popular French painters who painted the Massacre at Chios in 1824.

→ Johann Gottfried Herder (1744-1803): Romantic German Philosopher.

→ Jacob and Wilhelm Grimm: They were brothers born in German city of Hanau in 1785 and 1786, studied law and collected fairy tales and folklores from various villages. They became active in liberal politics, especially the movement for freedom of the press. In the meantime they also published a 33-volume dictionary of the German language.

→ Karol Kurpinski: A romantic philosopher who celebrated national struggles by turning folk dances like the polonaise and mazurka into nationalist symbols.

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

→ Louis Philippe: The king who was installed as the apex of Constitutional Monarchy in France after Bourbon Dynasty was deposed in 1815.

→ Lord Byron: English poet and war soldier; participated in Greek War of Independence.

→ Kaiser William I: Prussian King.

→ Otto Von Bismarck: Prussian Chief Minister who helped in unification of Germany.

→ Victor Emmanuel II: King of Uniformed Italy

→ Giuseppe Garibaldi (1807-82): Italian freedom fighter; he joined the Young Italy movement and participated in a republican uprising in Piedmont in 1834. In 1854, he supported Victor Emmanuel II in his efforts to unify the Italian states. In 1860, Garibaldi led the famous expedition of the Thousand to South Italy. In 1867, Garibaldi led an army of volunteers (red shirts) to Rome to fight the last obstacle to the unification of Italy, against the Papal States which joined Italy in 1870.

→ Giuseppe Mazzini is ‘the most dangerous enemy of our social order’. – Duke Metternich (on Giuseppe Mazzini’s attempts to threaten the conservative program and unify Italy)

→ ‘When France sneezes, the rest of Europe catches cold.’ – Duke Metternich (about how France pioneers most changes that take place in Europe)

→ Do we require any further proof that given such differences, equality between the sexes would only endanger harmony and destroy the dignity of the family? – Carl Welcker (on how men and women should not be treated equally)

NCERT Class 10 History Chapter 1 Notes The Rise of Nationalism in Europe

→ 1688: Monarchy was replaced by English Parliament.

→ 1707: Act of Union

→ 1789: The French Revolution took place.

→ 1797: Napoleon invaded Italy; Napoleonic wars began.

→ 1801: Ireland joined into United Kingdom.

→ 1804: The Napoleonic Code was introduced.

→ 1812: Grimm’s Fairy Tales- first edition was published.

→ 1813: Battle of Leipzig

→ 1815: The defeat of Napoleon by European powers – Britain, Russia, Prussia and Austria. The Treaty of Vienna was signed. The conservative regimes were set up.

→ 1821: Greek War of Independence 1830: July Uprising of France.

→1831: Polish Rebellion against Russia 1832: Treaty of Constantinople 1834: Formation of Zollverein

→ 1848: Revolution of Liberals; Frederic Sorrieu prepared prints of “Democratic and Social Republic”; Frankfurt Parliament was convened in church of St. Paul.

→ 1859-1870: Unification of Italy

→ 1861: Victor Emmanuel II was proclaimed king of united Italy.

→ 1866-1871: Unification of Germany

→ 1867: Flabsburg rulers grant more autonomy to the Hungarians

→ 1871: Kaiser William I was proclaimed German Emperor in a ceremony held at Versailles.

Class 10 Social Science Notes

An Overview of Natural Resource Management Definitions, Equations and Examples

An Overview of Natural Resource Management

Sustainable management of natural resources is a difficult task. We need to accept that people will act with their own best interests as the priority. But the realization that such selfish goals will lead to misery for a large number of people and a total destruction of our environment is slowly growing. We need to tai¬lor our requirements, individually and collectively, so that the benefits of development reach everyone now and for all generations to come.

Example 1.
How can you as an individual contribute or make a difference to the management of
(A) forests and wildlife,
Answer:
Contribution towards management of forests and wildlife

  • The forest products should be used judiciously.
  • Poaching and hunting of wild animals for their skin, horn etc should be banned.
  • Afforestation should be practiced more and more
  • Management of forests should be handed over to the local people.

(B) water resources
Answer:
Contribution towards management of water resources.

  • Water pollution should be reduced by stopping dumping of industrial wastes in water bodies.
  • Use of fertilizers and pesticides should be minimized as they contaminate water bodies and soil.
  • Traditional methods of water harvesting should be revived and rainwater harvesting should be made compulsory in housing societies, schools, offices etc.

(C) coal and petroleum?
Answer:
Contribution towards management of coal and petroleum

  • Alternate renewable sources of energy should be developed that minimize environmental pollution.
  • Use of fuels that produce less pollution such as CNG and LPG should be promoted.
  • Use of energy-efficient devices and habits should be encouraged.

An Overview of Natural Resource Management Definitions, Equations and Examples

Example 2.
Can you suggest some changes in your school which would make it environment friendly? [NCERT]
Answer:
Following changes are suggested to make school environment friendly:

  1. Waste materials such as foils, used papers, empty packets should be first segregated and then disposed in separate bins.
  2. Use of non-biodegradable materials should be refused.
  3. Solar panels should be installed on rooftops to save electricity.
  4. Rainwater harvesting should be done so that groundwater is recharged.
  5. The 5R’s namely, Refuse, Reduce, Reuse, Re¬purpose and Recycle should be practised.

Example 3.
Case Based:
Find out about the international norms to regulate the emission of carbon dioxide. Have a discussion in class about how we can contribute towards meeting those norms.
There are a number of organisations that seek to spread awareness about our environment and promote activities and attitudes that lead to the conservation of our environment and natural resources. Find out about the organisation(s) active in your neighbourhood/village/town/city.
(A) Which of the following greenhouses gas is present in very large quantities?
(a) Ozone
(b) Methane
(c) Carbon dioxide
(d) Propane
Answer:
(c) Carbon dioxide

Explanation: The amount of carbon dioxide in the atmosphere is the highest among the greenhouse gases due to rampant burning of fossil fuels for heating and generation of electricity.

(B) Select the incorrect statement from the statements given below:
(a) Increased emission of greenhouse gases is a natural process.
(b) Life on earth is possible due to presence of greenhouse gases.
(c) Greenhouse effect is a natural process that maintains earth’s temperature.
(d) More is the emission of greenhouse gases, more is the temperature of the earth’s atmosphere.
Answer:
(a) Increased emission of greenhouse gases is a natural process.

Explanation: The greenhouse effect is a natural process that warms the Earth’s surface.

When the Sun’s energy reaches the Earth’s atmosphere, some of it is reflected back to space and the rest is absorbed and re-radiated by greenhouse gases. Greenhouse gases include water vapour, carbon dioxide, methane, nitrous oxide, ozone and some artificial chemicals such as chlorofluorocarbons (CFCs) The absorbed energy warms the atmosphere and the surface of the Earth. This process maintains the Earth’s temperature at around 33 degrees Celsius warmer than it would otherwise be, allowing life on Earth to exist.

The problem we now face is that human activities – particularly burning fossil fuels (coal, oil and natural gas), agriculture and land clearing – are increasing the concentrations of greenhouse gases. This is the enhanced greenhouse effect, which is contributing to warming of the Earth.

(C) Which of the following are the causes of increased emission of carbon dioxide in India?
(I) burning of coal for power generation
(II) Increased vegetation cover during mon-soon.
(III) Burning of agricultural wastes
(IV) Burning of fossil fuels for transportation
(a) Only (I)
(b) Only (II)
(c) (I), (II) and (IV)
(d) (I), (III) and (IV)
Answer:
(d) (I), (III) and (IV)

Explanation: The level of carbon dioxide in the atmosphere is very high in India due to the burning of fossil fuels such as coal, petroleum and natural gas for meeting our energy requirements. Also, burning of agricultural wastes or stubble is another factor contributing to increased level of CO2 gas. However, during monsoon, the vegetation cover increases which increases the rate of photosynthesis and hence level of CO2 is low during this period.

(D) Which one of the following cannot be a goal or an international norm to regulate the emission of carbon dioxide:
(a) To limit and reduce greenhouse gases (GHG) emissions in accordance with agreed individual targets.
(b) To monitor actual emission of greenhouse gases.
(c) To invest in technological development in the developing countries.
(d) To assist countries in adapting to the ad-verse effects of climate change.
Answer:
(c) To invest in technological development in the developing countries.

Explanation: The Kyoto Protocol is an inter-national treaty which extends the 1992 Unit¬ed Nations Framework Convention on Climate Change (UNFCCC) that commits state parties to reduce greenhouse gas emissions, based on the scientific consensus that (part one) global warming is occurring and (part two) that human-made C02 emissions are driving it. Although it has scope of assisting countries in adapting to the adverse effects of climate change, it does not have scope for investing in technological development in the developing countries.

(E) One of the ways individuals can contribute towards conservation of environment and natural resources is:
(a) Recycling, reusing, and composting
(b) Making better transport choices
(c) Reducing your electricity usage
(d) All of the above
Answer:
(d) All of the above

An Overview of Natural Resource Management Definitions, Equations and Examples

Example 4.
Make a list of forest produce that you use. What do you think a person living near a forest would use? What do you think a person living in a forest would use? Discuss with your classmates how these needs differ or do not differ and the reasons for the same. Find out about any two forest produces that are the basis for an industry. Discuss whether this industry is sustainable in the long run. Or do we need to control our consumption of these products?
(A) Which of the following are not products derived directly or indirectly from forest produce used by most urban people?
(a) Paper
(b) Natural gas
(c) Timber
(d) Dyes
Answer:
(b) Natural gas

Explanation: Forests give us a lot of useful products such as paper, timber, dyes, medicines, fruits, spices, dyes and oils. Natural gas on the other hand is a fossil fuel formed from the plants, animals, and microorganisms that lived millions of years ago.

(B) The table below lists the various stakeholders in forests. Select the row containing incorrect information:

Stakeholders Justification
(a) People who live in or around forests Dependent on forest produce for various aspects of their life
(b) Forest Department of the Government Owns land and controls the resources from forests
(c) Industrialists Dependent on forests in any one area as they use various forest produce
(d) wild life and nature enthusiasts Want to conserve nature in its pristine form

Answer:
(c) Stakeholders: Industrialist; Justification;
Dependent on forests in any one area as they use various forest products.

Explanation: Industrialists use various forest produce as raw materials or for business, but are not dependent on the forests in any one area.

(C) Which of the following forest produce are used by the persons living in a forest?
(I) Firewood and small timber
(II) Bamboo
(III) Various agricultural implements made of iron and steel
(IV) Fruits, nuts and medicines
(a) Both (I) and (II)
(b) Both (II) and (IV)
(c) (II), (III) and (IV)
(d) (I), (II) and (IV)
Answer:
(d) (I). (II) and (IV)

Explanation: The local people are dependent directly on forests as they need large quantities of firewood, small timber and thatch. Bamboo is used to make slats for huts, and baskets for collecting and storing food materials. Implements for agriculture, fishing and hunting are largely made of wood. Forests are sites for fishing and hunting. In addition to people gathering fruits, nuts and medicines from the forests, their cattle also graze in forest areas or feed on other fodder which is collected from forests.

(D) For which of the following needs are people living near forests dependent on forests?
(a) Fodder, fruit and agricultural implements
(b) Fuel, fodder and monoculture
(c) Fuel, fodder and cultivation
(d) Minerals, fodder and fuel
Answer:
(a) Fodder, fruit and agricultural implements

Explanation: People living near forests are dependent on forests for fodder for their cattle, fruits and nuts, agricultural implements as they are made largely of wood and bamboo to make slats for their huts.

(E) We should conserve forests because:
(a) Forest provide us with oxygen and they cause rainfall.
(b) Forest prevents soil erosion.
(c) Various forest products are used as raw materials in industries.
(d) All of the above
Answer:
(d) All of the above

Explanation: Conservation of forests is the need of the four as forests provide us with oxygen, they prevent soil erosion, various industries are dependent upon forests for their raw materials and medicines.

Class 10 Science Notes

Coal and Petroleum Definitions, Equations and Examples

Coal and Petroleum

Coal and petroleum were formed from the degradation of bio-mass millions of years ago and hence these are resources that will be exhausted in the future no matter how carefully we use them.

Since coal and petroleum have been formed from bio¬mass, in addition to carbon, these contain hydrogen, nitrogen and sulphur. When these are burnt, the products are carbon dioxide, water, oxides of nitrogen and oxides of sulphur. When combustion takes place in insufficient air (oxygen), then carbon monoxide is formed instead of carbon dioxide.

The oxides of sulphur and nitrogen and carbon monoxide are poisonous at high concentrations and carbon dioxide is a greenhouse gas.

Coal and petroleum are huge reservoirs of carbon and if all of this carbon is converted to carbon dioxide, then the amount of carbon dioxide in the atmosphere is going to increase leading to intense global warming. Thus, we need to use these resources judiciously.

Coal and Petroleum Definitions, Equations and Examples

Example 1.
Case-Based:
Coal is used in thermal power stations and petroleum products like petrol and diesel are used in means of transport like motor vehicles, ships and aeroplanes. We cannot really imagine life without a number of electrical appliances and constant use of transportation. So can you think of ways in which our consumption of coal and petroleum products be reduced?
You must have heard of the Euro I and Euro II norms for emission from vehicles. Find out how these norms work towards reducing air pollution
(A) Which of the following ways can help in reducing the consumption of coal and petroleum?
(I) Using filament type bulbs instead of Com-pact Fluorescent Lamps and LEDs.
(II) Avoid using the stairs.
(III) Wearing an extra sweater on cold days
(IV) Using pressure cookers for cooking food
(a) Both (I) and (il)
(b) Both (II) and (III)
(c) Both (III) and (IV)
(d) Both (I) and (IV)
Answer:
(c) Both (III) and (IV)

Explanation: Wearing an extra sweater on cold days will help in reducing the need for a heater and similarly using pressure cookers for cooking food will reduce the need for fuel. However, we should use energy efficient devices such as CFLs and LEDs instead of filament-type bulbs and use stairs instead of lifts to save energy and hence consumption of coal and petroleum.

(B) Coal and petroleum should be used judiciously to reduce:
(a) Floods
(b) Draughts
(c) Desertification
(d) Global warming
Answer:
(d) Global warming

Explanation: Burning of fossil fuels such as coal and petroleum produces carbon dioxide, among other harmful gases such as oxides of sulphur and nitrogen. As carbon dioxide is a greenhouse gas, it leads to global warming.

(C) Why is it important to increase efficiency of machines used for transportation?
Answer:
Fuel is most commonly used in internal combustion engines for transportation. Efficiency of these machines should be increased by ensuring complete combustion in these engines in order to reduce air pollution.

(D) What are Euro I and Euro II norms?
Answer:
Euro norms refer to the permissible emission levels, for both petrol and diesel vehicles, which have been implemented in Europe. The Euro norms require manufacturers to reduce the existing polluting emission levels in a more efficient manner by making certain technical changes in their vehicles.

(E) Assertion (A): Management and conservation of coal and petroleum is different from management of water, forests and wildlife.
Reason (R): Burning of coal and petroleum produces pollution.
(a) Both (A) and (R) are true and (R) is the correct explanation of the assertion.
(b) Both (A) and (R) are true, but (R) is not the correct explanation of the assertion.
(c) (A) is true, but (R) is false.
(d) (A) is false, but (R) is true.
Answer:
(b) Both (A) and (R) are true, but (R) is not the correct explanation of the assertion

Coal and Petroleum Definitions, Equations and Examples

Energy Conservation

Some simple choices can make a difference in our en¬ergy consumption patterns.

  1. Taking a bus, using your personal vehicle or walk¬ing/cycling.
  2. Using bulbs or fluorescent tubes in your homes.
  3. Using the lift or taking the stairs.
  4. Wearing an extra sweater or using a heating device (heater or ‘sign) on cold days.

Class 10 Science Notes

Water For All Definitions, Equations and Examples

Water For All

Water is a basic necessity for all terrestrial forms of life. Human intervention also changes the availability of water in various regions. Failure to sustain water availability underground has resulted from the loss of vegetation cover, diversion for high water demanding crops, and pollution from industrial effluents and urban wastes.

Irrigation methods like dams, tanks and canals have been used in various parts of India since ancient times. The use of this stored water was strictly regulated and the optimum cropping patterns based on the water availability were arrived and at on the basis of decades/centuries of experience and the maintenance of these irrigation systems was also a local affair. The arrival of the British changed these systems as it changed many other things.

The conception of large scale projects-large dams and canals traversing large distances were first conceived and implemented by the British and carried on with no less gusto by our newly formed independent government. These mega-projects led to the neglect of the local irrigation methods, and the government also increasingly took over the administration of these systems leading to the loss of control over the local water sources by the local people.

Water For All Definitions, Equations and Examples

Mismanagement of Water

  1. Canal systems leading from these dams can transfer large amounts of water great distances. However, mismanagement of the water has largely led to the benefits being cornered by a few people.
  2. There is no equitable distribution of water, thus people close to the source grow water-intensive crops like sugarcane and rice while people farther downstream do not get any water.
  3. The woes of these people who have been promised benefits which never arrived are added to the discontentment among the people who have been displaced by the building of the dam and its canal network.

Problems Caused by Building Dams

Criticisms about large dams address three problems in particular:

  1. Social problems because they displace large number of peasants and tribals without adequate compensation or rehabilitation.
  2. Economic problems because they swallow up huge amounts of public money without the generation of proportionate benefits.
  3. Environmental problems because they contribute enormously to deforestation and the loss of biological diversity.

Water For All Definitions, Equations and Examples

Watershed Management

  1. Watershed management emphasizes scientific soil and water conservation in order to increase biomass production.
  2. The aim is to develop primary resources of land and water, to produce secondary resources of plants and animals for use in a manner which will not cause ecological imbalance.
  3. Watershed management not only increases the production and income of the watershed community but also mitigates droughts and floods and increases the life of the downstream dam and reservoirs.
  4. Various organizations have been working on rejuvenating ancient systems of water harvesting as an alternative to the ‘mega-projects like dams.

Water Harvesting

Water harvesting is an age-old concept in India. Some of the ancient water-harvesting techniques used in different parts of our country are given below:

Region Ancient Water harvesting structure
Rajasthan Khakis, tanks and nadis
Maharashtra Banderas and tals
Madhya Pradesh and Uttar Pradesh Bundhis
Bihar Ahars and pynes
Himachal Pradesh Kulhs
Jammu region Ponds
Tamil Nadu Eris (Tanks)
Kerala Surangams
Karnataka Kattas

Water harvesting techniques are highly locale-specific and the benefits are also localized. In largely level terrain, the water harvesting structures are mainly crescent-shaped earthen embankments or low, straight concrete and rubble “check dams” built across seasonally flooded gullies. Monsoon rains fill ponds behind the structures. Only the largest structures hold water year-round; most dry up six months or less after the monsoons.

Their main purpose, however, is not to hold surface water but to recharge the groundwater beneath.

The advantages of water stored in the ground are many.

  1. It does not evaporate but spreads out to recharge wells.
  2. It provides moisture for vegetation over a wide area.
  3. It does not provide breeding grounds for mosquitoes like stagnant water collected in ponds or artificial lakes.
  4. The ground water is also relatively protected from contamination by human and animal waste.

Class 10 Science Notes