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Social StudiesClass 10CBSE

Which are manufacturing industries?

Toys , utensils, clothes , gadgets, watches, timepieces and the list is endless. The modern day marketplace is full of a huge number of vibrant and captivating products catering to the needs of diverse customers. Now the question is where do these products come from? One simple word that answers all the queries is “ Industries” or more elaborately ‘Manufacturing Industries’. The chapter focuses on establishing the meaning and the importance of the manufacturing sector and its contribution to the economy. Explores the domains of the manufacturing sector, distribution of industries, types of industries and the factors affecting their location.The hazards of Industrial Pollution and the ways to mitigate it have been well discussed in the chapter. Apart from the development aspect, it is also important to address the environmental concerns. The chapter focuses on finding solutions to the environmental concerns and developing a sustainable development approach.

Social StudiesClass 10CBSE

What are energy and mineral resources?

“From discovery of fire, invention of wheel, steam engine to the introduction of railways, bullet trains and modern commute systems; humans have come a long way.” The surroundings of the modern day world are full of scientific marvels and discoveries. The means of transportation and communication have become more advanced and user friendly. The availability of and use of minerals and the energy resources deserve a huge credit for the modern advancements. The chapter Minerals and Energy Resources defines the meaning , usage and distribution of minerals and energy resources.It also outlines the hazards of mining and the conservation measures required to conserve minerals and energy resources. It focuses on the importance of finding alternative sources of energy and the need for sustainable development.

Social StudiesClass 10CBSE

What is agriculture class 10 NCERT?

“Farmers are the feeders of the nation.” Food is something that we all love to eat and explore. There are various lip-smacking cuisines that we all crave for. Do you think that those cuisines would have been possible without the crops, fruits and vegetables that are grown with utmost dedication and hardwork by the farmers? Absolutely, not. It is rightly said that ‘ necessity is the mother of invention’. This has been proved true each time humans had a necessity or want.The science of agriculture generated with diversifying wants of humans for food. Agriculture and farmers play an important role in maintaining the food security of any nation. The chapter agriculture discusses the various farming methods , types and distribution. It focuses on the geographical aspects of farming and the categorisation of food, non-food and commercial crops. The different cropping patterns and the crop distribution have been well discussed in the chapter. It also outlines the various technological and institutional reforms made to upscale agriculture and make it globalization ready. It discusses in detail the impact of globalization and the need for a fair share in that.

Social StudiesClass 10CBSE

What are water resources?

“ Water, water everywhere, not a drop to drink.”Water is the most important component of sustaining life on planet Earth. And going by the stats , nearly 2 billion people could possibly be facing water scarcity by the year 2025. Now the question that arises is that despite Earth’s most part being covered by water, why is the global population facing water scarcity? The answer lies in the limited availability of potable water. The chapter water resources explores in depth the availability, usage and distribution of potable water.The issues of water scarcity and water conservation and management are well discussed in the chapter. The chapter outlines the various man made factors that have pushed the global water crisis. It discusses in detail the multi-purpose projects, their pros and cons and the movements that opposed them. It also discusses in detail the various water conservation and rainwater harvesting techniques that have been used over the years.

Social StudiesClass 10CBSE

What is Forest and Wildlife Resources 

“ Nature always wears the colour of the spirits”. The words of Ralph Waldo Emerson truly outline the impact nature and environment have on the different living species. Humans share this world with a multitude of organisms thereby forming an ecological system which is very important even for the existence of the human race. Forests and wildlife not only add to the diversity of the beautiful nature but also play an important part in maintaining the ecological balance. The chapter deals with the themes of wildlife exploration, factors affecting the natural habitats of the flora and fauna and the IUCN categorisation of the flora and fauna according to the threat levels.It also focuses on the causes of destruction and ways to conserve biodiversity . It discusses the different movements and initiatives that have been rolled out in the past and present to conserve biodiversity.

Social StudiesClass 10CBSE

What is resource and development?

Earth has an abundance of resources that can be used to satisfy the needs of human beings. The chapter deals with the idea of resources , its types and distribution. The chapter focuses on the problem of the uneven distribution of resources and how it can be managed using careful Resource Planning. The chapter also deals with the pattern of land distribution and the causes for land degradation. It focuses on the key aspects of conserving land and increasing the forest cover. Soil is an important component which is also the house for a number of useful microbes. Degradation of soil has an adverse effect on the surroundings. The chapter explores the various ways of land degradation and how it can be checked. Also, it explores the possibility of development by the judicious use of the different types of resources keeping in mind the issue of sustainability.

Social StudiesClass 8CBSE

What was Birsa’s vision of a golden age? Why do you think such a vision appealed to the people of the region?

Birsa’s vision of a golden age was to have their land free of dikus. He considered that age to be the ‘age of truth’. According to Birsa, in the golden age, the tribal sirdars will be able to rule themselves and no one will be there to dictate terms to them. His golden age vision was to have an age with no vices like liquor, witchcraft, sorcery and uncleanliness. He did not want any role of outsider participants like missionaries, Hindu landlords, moneylenders, traders and Europeans.

Social StudiesClass 8CBSE

What accounts for the anger of the tribals against the dikus?

Tribals were not happy with the dikus who were considered as ‘outsiders’ by them. The tribals wanted to be shifting cultivators and not be peasant cultivators. The dikus were settling in at the tribals’ lands, wanting the latter to sell their lands or rent their lands at very high-interest rates. This made the tribals unhappy. Also, the tribal chiefs lost their administrative powers under the British rule. Later, the tribals were evacuated from their lands, and they had to look for other livelihood options.

Social StudiesClass 8CBSE

How did the powers of tribal chiefs change under colonial rule?

Under the British rule, the functions and powers of the tribal chiefs changed considerably. They were allowed to keep their land titles over a cluster of villages and rent outlands, but they lost much of their administrative power and were forced to follow laws made by the British officials in India. They also had to pay tribute to the British, and discipline the tribal groups on behalf of the British. They lost the authority that they had earlier enjoyed among their people and were unable to fulfil their traditional functions.

Social StudiesClass 8CBSE

What problems did shifting cultivators face under British rule?

The British always had problems with shifting cultivators, as they were always moving for pasture lands. The British wanted the shifting cultivators to become peasant cultivators. The British thought it was easier to control and administer peasant cultivators than shifting cultivators. Hence, shifting cultivators faced problems when the company planned the land revenue system.

Social StudiesClass 8CBSE

State whether true or false: (a) Jhum cultivators plough the land and sow seeds. (b) Cocoons were bought from the Santhals and sold by the traders at five times the purchase price. (c) Birsa urged his followers to purify themselves, give up drinking liquor and stop believing in witchcraft and sorcery. (d) The British wanted to preserve the tribal way of life.

(a) Jhum cultivators plough the land and sow seeds – False (b) Cocoons were bought from the Santhals and sold by the traders at five times the purchase price – True (c) Birsa urged his followers to purify themselves, give up drinking liquor and stop believing in witchcraft and sorcery – True (d) The British wanted to preserve the tribal way of life – False

Social StudiesClass 8CBSE

(a) The British described the tribal people as ____________. (b) The method of sowing seeds in jhum cultivation is known as ____________. (c) The tribal chiefs got ____________ titles in central India under the British land settlements. (d) Tribals went to work in the ____________ of Assam and the ____________ in Bihar.

(a) The British described the tribal people as wild and savage. (b) The method of sowing seeds in jhum cultivation is known as broadcasting. (c) The tribal chiefs got land titles in central India under the British land settlements. (d) Tribals went to work in the tea plantations of Assam and the coal mines in Bihar.

Social StudiesClass 8CBSE

Why did Mahatma Gandhi think that English education had enslaved Indians?

Mahatma Gandhi argued that colonial education created a sense of inferiority in the minds of Indians. It made them see Western civilisation as superior and destroyed the pride they had in their own culture. Gandhi thought that there was poison in English education, that it was sinful, it enslaved Indians and cast an evil spell on them. Charmed by the West and appreciating everything that came from the West, Indians educated in these institutions began admiring British rule. Mahatma Gandhi wanted an education that could help Indians recover their sense of dignity and self-respect. During the national movement, he urged students to leave educational institutions in order to show to the British that the Indians were no longer willing to be enslaved.

Social StudiesClass 8CBSE

Why did Mahatma Gandhi want to teach children handicrafts?

According to Mahatma Gandhi, education should be all-round, drawing out of the best in child and man, encompassing body, mind and spirit. His beliefs were that literacy is not the end of education and not even the beginning. He thought that literacy was only one of the means by which men and women could be educated. Therefore, he thought that the child’s education should begin by teaching them useful handicrafts and enabling them to create something from the moment they begin training. “I hold that the highest development of the mind and the soul is possible under such a system of education. Only every handicraft has to be taught not merely mechanically as is done today but scientifically, i.e. the child should know the why and the wherefore of every process,” quotes by Gandhi.

Social StudiesClass 8CBSE

Why did James Mill and Thomas Macaulay think that European education was essential in India?

James Mill and Thomas Macaulay felt that the knowledge of English would allow Indians to read some of the finest literature that the world had produced; it would make them aware of the developments in Western science and philosophy. The teaching of English could thus be a way of ‘civilising’ people, changing their tastes, values and culture. They also felt that the aim of education should be to teach what was useful and practical. So, Indians should be made familiar with the scientific and technical advances that the West had made, rather than with the poetry and sacred literature of the ‘Orient’.

Social StudiesClass 8CBSE

Why did William Jones feel the need to study Indian history, philosophy and law?

William Jones shared a deep respect for ancient cultures, both India and the West. Indian civilisation, he felt, had attained its glory in the ancient past but had subsequently declined. In order to understand India, it was necessary to discover the sacred and legal texts that were produced in the ancient period. Only those texts could reveal the real ideas and laws of the Hindus and Muslims. William Jones believed that only a new study of these texts could form the basis of future development in India.

Social StudiesClass 8CBSE

State whether true or false: (a) James Mill was a severe critic of the Orientalists. (b) The 1854 despatch on education was in favour of English being introduced as a medium of higher education in India. (c) Mahatma Gandhi thought that the promotion of literacy was the most important aim of education. (d) Rabindranath Tagore felt that children ought to be subjected to strict discipline.

Answer. (a) True (b) True (c) False (d) False

Social StudiesClass 8CBSE

Match the following: William Jones Promotion of English education Rabindranath Tagore Respect for ancient cultures Thomas Macaulay Gurus Mahatma Gandhi Learning in a natural environment Pathshalas Critical of English education

Answer. William Jones Respect for ancient cultures Rabindranath Tagore Learning in a natural environment Thomas Macaulay Promotion of English education Mahatma Gandhi Critical of English education Pathshalas Gurus

Social StudiesClass 8CBSE

Why were Jyoti Rao Phule and Ramaswamy Naicker critical of the national movement? Did their criticism help the national struggle in any way?

Jyoti Rao Phule and Ramaswamy Naicker both were critical of the national movement, as they thought that there were no differences between anti-colonialists and colonialists. Phule thought that the upper-caste people who wanted to fight against the British would want to rule once the British left. Phule was always against the upper caste people, as he called them the ‘outsiders.’ Naicker was a part of the Congress party, and his experiences led him to believe that the party was not free from the taint of casteism. So, he was reluctant to take part in the anti-British national movement that was not concerned about creating a caste-less society. Their criticism helped strengthen the national struggle. Reformists started restructuring their thoughts to get rid of the differences between the upper caste and lower caste. The national struggle became the tool to eradicate caste differences, and religious and gender inequality.

Social StudiesClass 8CBSE

What did Ambedkar want to achieve through the temple entry movement?

n 1927, Ambedkar started a temple entry movement, in which his Mahar caste followers participated. Brahman priests were outraged when the Dalits used water from the temple tank. His aim was to make everyone see the power of caste prejudices within society.

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