Author name: Prasanna

Urban Livelihoods Class 6 Questions and Answers Provided helps you to answer complex Questions too easily. You can use them while preparing for board exams and all of them are given by subject experts. Reading NCERT Solutions for Class 6 Social Science Civics Chapter 9 Urban Livelihoods familiarizes you with the kind of questions appearing in the board exams. Students are advised to read these solutions on a regular basis to score well.

Urban Livelihoods Class 6 Questions and Answers Civics Chapter 9

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 6 SST Civics Chapter 9 NCERT Solutions and get to know different concepts involved. All the Solutions are covered as per the latest syllabus guidelines. Knowing the NCERT Class 6 Civics Chapter 9 Questions and Answers helps students to attempt the exam with confidence.

Class 6 Civics Chapter 9 NCERT Textbook Questions and Answers

Question 1.
What do you see in the Illustration?
Answer:
The given picture depicts comprehensive activities undertaken in the cities. There are cars, buses, auto-rickshaws, barbershops, newspaper vendors, vegetable vendors, milkmen, cattle rearing, rickshaw pullers, cycling, sweeper, hospital, industry, building, bus stop, bank, school and school-going children etc. All people seem busy in the picture.

Question 2.
You have already read about the work that people do in the rural areas. Now compare the work that people in this illustration are doing with the work that people do in rural areas.
Answer:
Cattle rearing, vegetable vender, school-going children, cycling are the common activities which are undertaken at both the places, rural and urban areas.

Question 3.
Some parts of the city are different from others. What differences do you notice in the illustration given in this illustration?
Answer:
Cars, buses, auto-rickshaws, barbershop, newspaper vendor, vegetable vendor, rickshaw puller, sweeper hawker, hospital, industry, buildings, bus stop, banking are some activities which may be different in rural and urban areas. However, nowadays many rural areas have been developed and cars, buses, hospitals, banks are found.

Question 4.
Why did Bachchu Manjhi come to the city?
Answer:
Bachchu Manjhi lived in a village. He had no land and he was doing masonry work. He did not get ma­sonry work regularly. The income that he earned was not sufficient for his family and hence he came in the city for earning the money.

Question 5.
Why can’t Bachchu Manjhi live with his family?
Answer:
Because he lived in a rented room with his friend in the city.

Question 6.
Talk to a vegetable vendor or hawker and find out how do they organize their work, their way of preparing, purchasing and selling etc.
Answer:
The students can do this with the help of their teachers.

Question 7.
Bachchu Manjhi has to think twice before taking a day off from work. Why?
Answer:
If he takes leave he will not be able to earn money for himself and his family.

Class 6 Civics Chapter 9 NCERT Textbook Questions and Answers

Question 1.
Read and discuss the following description of the living conditions of workers who come to the labour chowk.

Most workers that we find at the labour chowk cannot afford permanent accommodation and so sleep on pavements near the chowk, or they pay ₹ 6 a night for a bed at a nearby night shelter run by the Municipal Corporation. To compensate for the lack of security, local tea and cigarette shops function as banks, moneylenders and safety lockers, all rolled into one. Most workers leave their tools at these shops for the night for safekeeping and pass on any extra money to them. The shopkeepers keep the money safely and also offer loans to laborers in need.

Answer:
The workers of labour chowk has no permanent accommodation and most of them join shelters run by the Municipal Corporation and they have to pay ₹ 6 per night. Local tea and cigarette shops provide various services to the labourers where they deposit their earning and as it happens in banks, they take debt and keep their all objects including tools etc. These shopkeepers also provide them loan as and when required.

Therefore, it can be said that overall situation of laborers is very painful. Even after the hard work of the day, they barely survive.

Question 2.
Complete the following table and discuss how their work is different:

Answer:

Question 3.
In what ways is a permanent and regular job different from a casual job? Discuss.
Answer:
Permanent Job: In permanent job an employee gets salary on monthly basis. Apart from the salary, employee also enjoys holidays, EPF, medical, gratuity facilities etc., while in the casual jobs employees get a daily wage. When he works, he gets the wage. Except the salary, there is no other facility provided to them generally.

Question 4.
What benefits does Sudha get along her salary?
Answer:
Sudha gets benefits along with her salary. They are:

1. Sunday and National holidays leaves
2. She gets some annual leaves
3. Medical benefits to the self and family upto a certain limit
4. Old age saving.

Question 5.
Fill in the following table to show the services provided by people in the markets which you visit frequently.
The above list is only for the help of students. They are suggested that they prepare a list as per their frequent visit in the market.

Hope the data shared above regarding the NCERT Class 6 Social Science Civics Chapter 9 Urban Livelihoods PDF has aided in your exam preparation. If you ever need any assistance you can always reach us and our team will guide you at the soonest possibility.

Peasants and Farmers Class 9 Questions and Answers Provided helps you to answer complex Questions too easily. You can use them while preparing for board exams and all of them are given by subject experts. Reading NCERT Solutions for Class 9 Social Science History Chapter 6 Peasants and Farmers familiarizes you with the kind of questions appearing in the board exams. Students are advised to read these solutions on a regular basis to score well.

Peasants and Farmers Class 9 Questions and Answers History Chapter 6

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 9 SST History Chapter 6 NCERT Solutions and get to know different concepts involved. All the Solutions are covered as per the latest syllabus guidelines. Knowing the NCERT Class 9 History Chapter 6 Questions and Answers helps students to attempt the exam with confidence.

Peasants and Farmers NCERT Intext Questions and Answers

Question 1.
Look at the graph carefully. See how the price line moves up sharply in the 1790s and slumps dramatically after 1815. Can you explain why the line of the graph shows this pattern?

Answer:
At this time Britain was industrialising. More and more people began to live and work in urban areas. Men from rural areas migrated to towns in search of jobs. To survive they had to buy foodgrains in the market. As the urban population grew, the market for foodgrains expanded and when demand increased rapidly, foodgrain prices rose.

By the end of the eighteenth century, France was at war with England. This disturbed trade and the import of foodgrains from Europe. Prices of foodgrains in England increased sharply. This encouraged landowners to enclose lands and enlarge the area under grain cultivation.

However, after the Napoleonic wars ended in 1815, the foodgrain from Europe began flowing into England again. As a result, prices declined, and an Agricultural Depression set in. Anxious, landowners began reducing the area they cultivated and demanded that the imports of crops be stopped.

Question 2.
What happened to the women and children? Cow keeping, collection of firewood, gleaning, gathering of fruits and berries from the common lands was earlier mostly done by women and children. Can you suggest how enclosures must have affected the lives of women and children? Can you imagine how the disappearance of common lands might have changed the relationship between men, women and children within the family?
Answer:
So long the common lands were there, women and children carried out their traditional activities mentioned in the question. But they had to stop these activities when the landlords erected enclosures. Now everything belonged to the landlords, everything had a price which they could not afford to pay.

Due to disappearance of common lands, the traditional relationships in the families would have adversely affected. The menfolk would have stressful due to being not able to feed the family preferably. The women would have taken up odd jobs to earn money. The children might have involved in stealing activities to satisfy their needs.

Question 3.
On the arrows in the map indicate the commodities that flowed from one country to another. See the map given below:

The British traders took opium from India to China and tea from China to England. Between India and England trade flowed both ways. By the early 19th century, exports of handlooms from India declined while the export of raw materials (silk and cotton) and foodgrains increased. From England, manufactured goods flowed into India leading to a decline of Indian artisanal production.
Answer:
The commodities flowed from one country to another were:

• Opium – from India to China.
• Tea and Silk – from China to England.
• Sugar cane, cotton, jute, wheat and other crops – from India to England.
• Manufactured goods – from England to India.

Question 4.
Imagine that you were asked by the emperor of China to prepare a leaflet for young people about the harmful effects of opium. Find out about the effect of opium on the human body. Design your leaflet and give it an eye-catching title.
Answer:
Do it yourself.

History Class 9 Chapter 6 NCERT Textbook Questions and Answers

Question 1.
Explain briefly what the open field system meant to rural people in eighteenth century England. Look at the system from the point of view of:
(a) A rich farmer
(b) A labourer
(c) A peasant woman
Answer:
(a) A rich farmer – The open field system was not beneficial for the rich farmers because it hindered their agricultural activities. They simply wanted to expand their land holding by enclosing the open land. Their wish was fulfilled when enclosing of open fields started in the eighteenth century to increase grain production. Thus, enclosures filled their pockets and they became richer.

(b) A labourer- For the poor like labourers, the common land was essential for survival. Here, they pastured their cows and grazed their sheep, collected fuelwood for fire and berries and fruit for food. They fished in the rivers and ponds and hunted rabbit in common forests. In this way, the common land supplemented their meagre income, sustained their cattle and helped them tide over bad times when crops failed. When forces came up, the enclosed land became the exclusive property of one landowner. The poor could no long carry on their traditional activities. Everything belonged to the landlords, everything had a price which the poor could not afford to pay.

(c) A peasant woman – The open field system was beneficial for the peasant women. Here, they collected fuelwood for fire and berries and fruits for food. Enclosures adversely affected them. They could no longer carry on these activities.

Question 2.
Explain briefly the factors which led to the enclosures in England.
Answer:
The factors which led to the enclosures in England are given below:
(i) In the sixteenth century, the price of wool went up in the world market. This encouraged rich farmers to expand wool production to earn profits. Hence, they began dividing and enclosing common land and building hedges around their holdings to separate their property from that of others.

(ii) From the mid-eighteenth century, the English population expanded rapidly. This meant an increased demand for foodgrains to feed the population. So, unlike the sixteenth century enclosures that promoted sheep rearing , the land being enclosed in the late eighteenth century was for grain production.

(iii) Britain at this time was industrialising. More and more people began to live and work in urban areas. Men from rural areas migrated to towns in search of jobs. To survive they had to buy foodgrains in the market which promoted enclosures to increase grain production.

(iv) By the end of the eighteenth century, France was at war with England. This disrupted trade and the import of foodgrains from Europe. Prices of foodgrains in England soared high, encouraging landowners to enclose lands and enlarge the area under grain cultivation.

Question 3.
Why were threshing machines opposed by the poor in England?
Answer:
Before the introduction of threshing machines in England, the poor labourers had no dearth of work on the land of the rich farmers. To earn livelihood was not a tough job for them. During the Napoleonic wars when the rich farmers introduced the threshing machines, their life became miserable. The new technology reduced the demand for labour, as a result of which unemployment increased among the labourers. They wandered from village to village and those with uncertain jobs lived in fear of a loss of their livelihood. For them the threshing machines had become a sign of bad times. So, they opposed these machines and started destroying them and threatening the rich farmers to stop using them.

Question 4.
Who was Captain Swing? What did the name symbolise or represent?
Answer:
Captain Swing was a mythical name which the poor labourers in rural England used in the threatening letters written by them to the rich farmers telling them to stop using threshing machines or face the consequences. The rich farmers had introduced threshing machines, due to which demand for labour decreased which caused the labourers to become agitated. The name Captain Swing symbolised or represented the anger of the poor labourers in rural England who wanted to resume their work on the land of the rich farmers. This was possible only when there were no threshing machines.

Question 5.
What was the impact of the westward expansion of settlers in the USA?
Answer:
(i) With the westward expansion of the white settlers in the USA the landscape of the country got transformed radically. White Americans had moved westward and established control up to the west coast, displacing local tribes and carving out the entire landscape into different agricultural belts.

(ii) The USA came to dominate the world market in agricultural produce. The local American Indians were cleared from the land inspite of their resistance.

(iii) As the Indians retreated, the white settlers poured in. They settled on the Appalachian plateau by the first decade of the eighteenth century, and then moved into the Mississippi valley between 1820 and 1850.

(iv) They cleared the land for cultivation and built log cabins in the forest clearings. Then they cleared larger areas and enclosed them to grow wheat.

(v) When the soil got exhausted in one place, the settlers moved further west and raised a new crop. After the 1860s, they swept into the Great Plains across the River Mississippi. Thus, gradually they took over the whole of America.

Question 6.
What were the advantages and disadvantages of the use of mechanical harvesting machine in the USA?
Answer:
Advantages:
(i) The new machines helped in breaking the ground with tractors and disk ploughs, clearing vast stretches for wheat cultivation.

(ii) Before the 1830s, the grain used to be harvested with a cradle or sickle. At harvest time, hundreds of men and women could be seen in the fields cutting the crop. In 1831, Cyrus McCormick invented the first mechanical reaper, which could cut in one day as much as five men could cut with cradles and 16 men with sickles.

(iii) By the early twentieth century, most farmers were using combined harvesters to cut grain. With one of these machines, 500 acres of wheat could be harvested in two weeks.

(iv) The new machines allowed by farmers to rapidly clear large tracts, break up the soil, remove the grass and prepare the ground for cultivation.

(v) The work could be done quickly and with a minimal number of hands. With power-driven machinery, four men could plough, seed and harvest 2,000 to 4,000 acres of wheat in a season. Thus, the new machines were a boon for big farmers.

Disadvantages:
(i) These machines brought misery to the poorer farmers. Many of them bought these machines, thinking that wheat prices would remain high and profits would flow in. But this did not happen.As a result, they left their farms and looked for jobs elsewhere. But jobs were difficult to find.

(ii) Mechanisation reduced the need for labour. So, unemployment spread on a large scale. And the boom of the late nineteenth and early twentieth centuries end by the mid 1920s. After that, most farmers faced trouble.

(iv) Due to increased production, there was surplus of foodgrains. Storehouses overflowed with grain, and vast amounts of com and wheat were turned into animal feed. Wheat prices fell and export markets collapsed. This led to Agrarian depression that ruined wheat farmers.

(v) To expand cultivation, tractors had turned the soil over the broken the sod into dust. Over a period of time, overuse turned the whole region into a dust bowl, leading to terrifying dust storms called ‘black blizzards’ which blinded and choked the people. Animals were suffocated to death. The rivers were coated with dust till the fish died.

Question 7.
What lessons can we draw from the conversion of the countryside in the USA from a bread basket to a dust bowl?
Answer:
Tractors and machines that had ploughed the earth and harvested the wheat in the countryside in the USA were clogged with dust, damaged beyond repair. The bread basket had turned into a dust bowl. The rains failed year after year and temperatures soared. The wind blew with high speed. The dust swept in, blinding and choking people. Thus, the American dream of a land of plenty turned into a nightmare. The settlers had thought that they could conquer the entire landscape, turn all land over to growing crops that could yield profits. From this experience we learn that we should not overuse and over-exploit our resources because it leads to ecological damage and environmental imbalance. We must respect the ecological conditions of every region. We must respect our nature which is supreme.

Question 8.
Write a paragraph on why the British insisted on farmers growing opium in India.
Answer:
In the late eighteenth century, the English East India Company was buying tea and silk from China for sale in England. As tea became a popular English drink, the tea trade became more and more important over years, the profits of the East India Company came to depend on the tea trade. But this created a problem. England at this time produced nothing that could be easily sold in China. The Chinese were suspicious of all foreign merchants and foreign goods.

In such a situation, it was difficult for western merchants to finance the tea trade. If they bought tea by paying in silver coins or bullion, there would be overflow of treasure from England. So, merchants looked for other ways. They searched for a commodity they could sell in China, something they could persuade the Chinese to buy. Opium was such a commodity. They thought that the profit from the opium trade could be used to buy tea and silk from China. So, they started illegal trade in opium with Chinese merchants. To get opium they turned to Indian farmers and insisted them to grow this commodity.

Question 9.
Why were Indian farmers reluctant to grow opium?
Answer:
There were a variety of reasons behind this:
(i) The crop (poppy) had to be grown on the best land, on fields that lay near villages and were well manured. On this land peasants usually produced pulses. If they planted opium on this land, then pulses could not be grown there, or they would have to be grown on inferior land where harvests were poorer and uncertain.

(ii) Many cultivators owned no land. To cultivate, they had to pay rent and lease land from landlords. And the rent charged on good lands near villages was very high.

(iii) The cultivation of opium was a difficult process. The plant was delicate and cultivators had to spend long hours nurturing it. This meant that they did not have enough time to care for other crops.

(iv) The price the government paid to the cultivators for the opium they produced was very low. It was unprofitable for cultivators to grow opium at that price.

Class 9 History Chapter 6 NCERT Intext Activity Questions and Answers

Question 1.
Draw a timeline from 1650 to 1930 showing the significant agricultural changes which you have read about in this chapter.
Answer:

Question 2.
Fill in the following table with the events oui d in this chapter. Remember there could be more than one change in a country
Answer:

Hope the data shared above regarding the NCERT Class 9 Social Science History Chapter 6 Peasants and Farmers PDF has aided in your exam preparation. If you ever need any assistance you can always reach us and our team will guide you at the soonest possibility.

Rural Livelihoods Class 6 Questions and Answers Provided helps you to answer complex Questions too easily. You can use them while preparing for board exams and all of them are given by subject experts. Reading NCERT Solutions for Class 6 Social Science Civics Chapter 8 Rural Livelihoods familiarizes you with the kind of questions appearing in the board exams. Students are advised to read these solutions on a regular basis to score well.

Rural Livelihoods Class 6 Questions and Answers Civics Chapter 8

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 6 SST Civics Chapter 8 NCERT Solutions and get to know different concepts involved. All the Solutions are covered as per the latest syllabus guidelines. Knowing the NCERT Class 6 Civics Chapter 8 Questions and Answers helps students to attempt the exam with confidence.

Rural Livelihoods NCERT Intext Questions and Answers

Question 1.
Describe the work that you see people doing in the above pictures (given in the textbook, page 67)
Answer:
In the given picture, people are doing:

1. Working in the field;
2. Labouring
3. Masonry work;
4. Hawkers selling in the streets
5. Fishing
6. Collecting fruits and vegetables.

Question 2.
Identify the different types of work that are related to farming and those that are not. List these in a table.
Answer:

Question 3.
In your notebook draw some pictures of work that you have seen people do in rural areas and write a few sentences that describe the work.
Answer:
Students can do it themselves.

Question 4.
Describe the work that Thulasi does. How is it different from the work Ramn does?
Answer:
Thulasi: Thulasi works here on Ramalingam’s land. Ramalingam has 20 acres of paddy fields in Kala- pattu. Transplanting the paddy, weeding, harvesting are done by her. Apart from these Thulasi does all the tasks at home. She cooks food , cleans the house, and washes clothes, collecting firewood, fetching water, grazing their cattle.

Raman: Thulasi’s husband Raman is also a labourer. He sprays pesticides, loading sand from the river or stone from the quarry nearby. This is sent by truck to be used in nearby towns to make houses. Getting materials such as groceries for the house is also done by him.

Question 5.
Thulasi gets paid very little money for the work she does. Why do you think agricultural labourers like here are forced to accept low wages?
Answer:
Agricultural labourer are forced to work for little wages because there is no option for other work. In the villages hardly 2-3 landowners are there they pay almost equally. Thus we can say that due to the limited scope of work agricultural labourers are forced to accept low wages.

Question 6.
In what ways would her way of earning a living have been different if Thulasi owned some farmland? Discuss.
Answer:
In view of the livelihood, it is very significant to have some agricultural land in the village even a small piece of land. Those who are totally dependent on the labour work like Thulasi and her husband suffer much in comparison of those who own some land. If Thulasi had owned some farmland she would have cultivated her paddy with little outside help at the time of harvesting and could have a better life.

Question 7.
What are the crops grown in your region or nearby rural area? What kinds of work do agricultural labourers do?
Answer:
Paddy, wheat, sugar cane, peanut, potato etc., are grown in my region. Agricultural labourers do all types of work in the fields. They plough the land and to planting, watering, weeding and harvesting.

Question 8.
Read again Sekar’s and Thulasi’s accounts. What do they say about Ramalingam, the large farmer? Together with what you have read fill in the details below:

1. How much land does he have?
2. What does Ramalingam do with the paddy grown on his land?
3. Apart from farming how else does he earn?

Answer:

1. 20 acres.
2. The paddy is supplied in the rice mill for producing rice.
3. He gives loans to the poor and gets interest, buys paddy from the village and surrounding areas and sells it on profit, he has his own seeds and pesticides shop.

Question 9.
Would you say that majority of farmers are quite poor? What do you think can be done to change this situation?
Answer:
Yes. The government can work to improve their conditions by providing low-cost agricultural tools and seeds. Also, they should get loans on minimum interest.

Class 6 Civics Chapter 8 NCERT Textbook Questions and Answers

Question 1.
You have probably noticed that the people in Kalapattu are engaged in a variety of non­farm work. List five of these.
Answer:
Non-farming works undertaken in the village Kalapattu are:

1. Making basket;
2. Black smithy;
3. Cycle repair shop
4. Teaching;
5. Weaving

Question 2.
List the different types of people you read about in Kalapattu who depend on farming. Who is the poorest among them and why?
Answer:
These people are Ramalingam, Thulasi, Raman, Sekar, Aruna and Paarivelan.
Ramalingam is a big farmer while Sekar is a small farmer.

Thulasi and her husband Raman is the poorest among them. She works in Ramalingam’s field and earns? 40 per day only. Other people have more income. Sekar have his own land; whereas Aruna and Paarivelan have catamar and nets for fishing.

Question 3.
Imagine you are a member of a fishing family and you are discussing whether to take a loan from the bank for an engine. What would you say?
Answer:
As a member of a fishing family I will like to suggest my family that they try to get the required loan from the bank. It is well known that banks do not charge more rate of interest. They charge only as per government norms. On the other hand, local moneylenders charge a high rate and also create the unnecessary burden.

Question 4.
Poor rural labourers like Thulasi often do not have access to good medical facilities, good schools, and other resources. You have read about inequality in the first unit of this text. The difference between her and Ramalingam is one of inequality. Do you think this is a fair situation? What do you think can be done? Discuss in class.

Answer:
No, this is not a fair situation. Access to the good medical facilities, good schooling for the children, and other resources should equally reach each person without discrimination of rich or poor. Like Bhudan movement, smother movement will be useful wherein efforts should be made to provide some land to the landless from the landlords.

Apart from this, in many states ‘chakbandi’ is not undertaken timely, which provides land to the landless and poor people. I think both these efforts will be useful to provide support to the landless people.

Question 5.
What do you think the government can do to help farmers like Sekar when they get into debt? Discuss.
Answer:
Yes no doubt, Government can provide help to the farmers. It is needed to provide seeds, fertilizers and pesticides at the subsidized rate of interest to the farmers. Apart from this, farmers should be provided interest-free loan for undertaking the agricultural activities such as for bore-well, irrigation, cattle rearing etc. There is also need to provide better warehouse facilities and also a good price of their grains or produces.

Question 6.
Compare the situation of Sekar and Ramalingam by filling out the following table.

Hope the data shared above regarding the NCERT Class 6 Social Science Civics Chapter 8 Rural Livelihoods PDF has aided in your exam preparation. If you ever need any assistance you can always reach us and our team will guide you at the soonest possibility.

Urban Administration Class 6 Questions and Answers Provided helps you to answer complex Questions too easily. You can use them while preparing for board exams and all of them are given by subject experts. Reading NCERT Solutions for Class 6 Social Science Civics Chapter 7 Urban Administration familiarizes you with the kind of questions appearing in the board exams. Students are advised to read these solutions on a regular basis to score well.

Urban Administration Class 6 Questions and Answers Civics Chapter 7

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 6 SST Civics Chapter 7 NCERT Solutions and get to know different concepts involved. All the Solutions are covered as per the latest syllabus guidelines. Knowing the NCERT Class 6 Civics Chapter 7 Questions and Answers helps students to attempt the exam with confidence.

Urban Administration NCERT Intext Questions and Answers

Question 1.
List at least four different tasks that the Municipality does.

Answer:

• Urban planning.
• Regulation of land-use and construction of buildings.
• Roads and bridges and Water supply for domestic, industrial and commercial purposes.
• Public health, sanitation conservancy and solid waste management.

Question 2.
Fill in the blanks of the sentences below.

1. In the panchayat the elected members are called______________
2. The city is divided into several_____________
3. In a Municipal Corporation, the elected members are called______________
4. Groups of councillors deal with issues that affect the______________
5. Elections are held once every____________ years for the Panchayat as well as for the Municipality.
6. While the councillors make decisions, the administrative staff led by the Commissioner ___________ these.

Answer:

1. panch
2. wards
3. councilors
4. entire city
5. five implement

Question 3.
What was Gangabai protesting about?
Answer:
Gangabai was protesting about collection of garbage.

Question 4.
Why do you think Gangabai decided to approach the Ward Councillor?
Answer:
Because the matter was related to the Councillor.

Question 5.
What did Gangabai say when the Commissioner said that there were not enough trucks in the city?

Answer:
Gangabai replied to the Commissioner that they had enough trucks to collect the garbage from rich localities.

Question 6.
Did you know that your taxes enable the government to provide roads, bridges, parks, and street lights? List three more benefits that the taxes help in funding, after discussing with your family.

Answer:
Yes I know that taxes enable the government to provide roads, bridges, parks, and street lights. Taxes given to the corporation have the following benefits:

1. The funds are used in social cause such as fire, drought or earthquake etc.
2. The Municipal Corporation also help the weaker section of the society;
3. Burials and burial grounds; cremations, cremation grounds and electric crematoriums are arranged by the Municipal Corporation;
4. Promotion of cultural, educational and aesthetic aspects.

Class 6 Civics Chapter 7 NCERT Textbook Questions and Answers

Question 1.
Why did the children go to Yasmin Khala’s house?

Answer:
The street light was broken while children were playing cricket in the street. They wanted to replace it. Rehana’s mother told him that this is the work of the Municipal Corporation and Yasmin Khala was a retired officer of the Municipal Corporation and hence the children approached her.

Question 2.
List four ways in which the work of the Municipal Corporation affects the life of a city- dweller.

Answer:
The Municipal Corporation affects the life of a city-dweller for the following ways:

• It is responsible for water supply
• Sanitation
• Street lights, parks etc.
• Construction of building and flyovers.

Question 3.
Who is a Municipal Councillor?
Answer:
Municipal Councillor is an elected member of a ward. A Municipal Councillor is also called a Ward Member.

Question 4.
What did Gangabai do and why?
Answer:
Gangabai and other members of locality were very much upset from the garbage which was scattered in the streets. They wanted its solution. For this purpose they protested in front of the residence of the Councillor.

Question 5.
How does the Municipal Corporation earn the money to do its work?
Answer:
The Municipal Corporation earns the money through collecting the various taxes. The Municipal Cor­poration collects taxes on the following:

1. Property tax
2. Water surcharge
3. Development charges
4. Educational tax
5. Tax on movie ticket
6. Sometimes taxes on funerals
7. Sometimes taxes on entry of a park
8. Vehicle parking charges etc.

Question 6.
Discuss

In the two photographs you see different ways of collecting and disposing garbage.

(i) Which way do you think provides safety to the person disposing garbage?
(ii) What are the dangers of collecting garbage in the manner shown in the first photograph?
(iii) Why do you think that proper ways of disposing garbage are not available to those who work in municipalities?

Answer:
(i) Photo-2 provides safety to the person disposing garbage.

(ii) If a person is collecting garbage in the manner as shown in Picture-1 it is dangerous for health. Sometimes people add the objects such as broken glass, chemicals, and decayed objects etc., with home garbage which are harmful. Apart from this, the places where garbage of the locality is stored, due to the decaying, a bad smell is spread around the place. It can be estimated that the people who work in such places without sufficient precaution, their respiratory system and skin will be badly affected skin.

(iii) In most of the Municipal Corporation it can be seen that workers are not provided gum boots and gloves. Secondly, the Corporation does not have garbage trucks which can automatically lift the garbage.

Question 7.
Several poor people in the city work as domestic servants as well as work for the Corporation, keeping the city clean. Yet the slums in which they live are quite filthy. This is because these slums seldom have any water and sanitation facilities. The reason often given by the Municipal Corporation is that the land in which the poor have set up their homes does not belong to them and that slum-dwellers do not pay taxes.

However, people living in middle-class neighborhoods pay very little in taxes compared to the amount of money the corporation spends on them in setting up parks, street lighting facilities, regular garbage collection etc. Also as you read in this chapter, the property taxes collected by the Municipality makes up only 25-30 per cent of its money.

Why do you think it is important that the Corporation should spend more money on slum localities?
Why is it important that the Municipal Corporation provide the poor in the city with the same facilities that the rich get?

Answer:
Slum localities are those places where the poorest among the poor live. In most of the cases, slums are developed on unauthorized land of cities. Slums are developed on the bank of Nalas, side by side to the railway lines, or in the remote areas where the land is laying vacant. At such places there is no water facility, they have no toilets and bathrooms in the homes, and there is no proper electricity or medical facilities found. These are the places of dirt and filth.

A big population is live in a small area as well as a whole family lives in a quite small jhuggi. Therefore, these are disease catalyst places and hence it is very important that the Municipal Corporation should spend more money on such localities to improve the condition of these areas.

It is the responsibility of the Municipal Corporation that they provide neat and clean places, facility of drinking water, road, electricity, health facilities, schools etc., for dwelling, whether it is a place where the rich or poor live. As per our constitution, all people are equal and everyone has a right to live and discrimination is prohibited. Thus, the Municipal Corporation should provide same facilities to the rich and poor.

Hope the data shared above regarding the NCERT Class 6 Social Science Civics Chapter 7 Urban Administration PDF has aided in your exam preparation. If you ever need any assistance you can always reach us and our team will guide you at the soonest possibility.

Pastoralists in the Modern World Class 9 Questions and Answers Provided helps you to answer complex Questions too easily. You can use them while preparing for board exams and all of them are given by subject experts. Reading NCERT Solutions for Class 9 Social Science History Chapter 5 Pastoralists in the Modern World familiarizes you with the kind of questions appearing in the board exams. Students are advised to read these solutions on a regular basis to score well.

Pastoralists in the Modern World Class 9 Questions and Answers History Chapter 5

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 9 SST History Chapter 5 NCERT Solutions and get to know different concepts involved. All the Solutions are covered as per the latest syllabus guidelines. Knowing the NCERT Class 9 History Chapter 5 Questions and Answers helps students to attempt the exam with confidence.

Pastoralists in the Modern World NCERT Intext Questions and Answers

Question 1.
Read Sources A and B (on T.B. pages 98 and 101).
(a) Write briefly about what they tell you about the nature of the work undertaken by men and women in pastoral households.
(b) Why do you think pastoral groups often live on the edges of forests?
Answer:
Source A
Writing in the 1850s, G.C. Barnes gave the following description of the Gujjars of Kangra:
‘In the hills the Gujars are exclusively a pastoral tribe – they cultivate scarcely at all. The Gaddis keep flocks of sheep and goats and the Gujars, wealth consists of buffaloes. These people live in the skirts of the forests, and maintain their existence exclusively by the sale of the milk, ghee, and other produce of their herds. The men graze the cattle, and frequently lie out for weeks in the woods tending their herds.

The women repair to the markets every morning with baskets on their heads, with little earthen pots filled with milk, butter-milk and ghee, each of these pots containing the proportion required for a day’s meal. During the hot weather the Gujars usually drive their herds to the upper range, where the buffaloes rejoice in the rich grass which the rains bring forth and at the same time attain condition from the temperate climate and the immunity from venomous flies that torment their existence in the plains.’ From: G.C. Barnes, Settlement Report of Kangra, 1850-55.

Source B
The accounts of many travellers tell us about the life of pastoral groups. In the early nineteenth century, Buchanan visited the Gollas during his travel through Mysore. He wrote: ‘Their families live in small villages near the skirt of the woods, where they cultivate a little ground, and keep some of their cattle, selling in the towns the produce of the dairy. Their families are very numerous, seven to eight young men in each being common. Two or three of these attend the flocks in the woods, while the remainder cultivate their fields, and supply the towns with firewood, and with straw for thatch.’ From: Francis Hamilton Buchanan, A Journey from Madras through the Countries of Mysore, Canara and Malabar (London, 1807).
Answer:
(a) The nature of the work undertaken by men and women in pastoral households is well-defined. The men graze the cattle, and frequently he out for weeks in the woods tending their herds. The women repair to the markets every morning with baskets on their heads, with little earthen pots filled with milk, butter-milk and ghee.

(b) Pastoral groups often live on the edges of forests so that they could graze their flocks of animals in the forest as well as cultivate fields close to the forest area. It is also convenient for them to go to the local market to sell the produce of the dairy.

Question 2.
Write a comment on the closure of the forests to grazing from the standpoint of:
(a) a forester
(b) a pastoralist
Answer:
(a) From the standpoint of a forester, it is good that the forests have been closed for grazing. This will be of great advantage for the forests, because grazing harms proper growth of vegetation and trees. In order to conserve forest resources, grazing should not be allowed.

(b) From a pastoralists’s standpoint, the closure of the forests to grazing is very bad. Now, he could not graze his cattle in the forests. He would have to take his cattle far away in search of grass and vegetation. This would cause a lot of inconvenience to him.

History Class 9 Chapter 5 NCERT Textbook Questions and Answers

Question 1.
Explain why nomadic tribes need to move from one place to another. What are the advantages to the environment of this continuous movement?
Answer:
Nomads are people who move from one area to another to earn their living. They move with their herds of goats and sheep, or camels and cattle. Finding grazing grounds for their herds is the main purpose of their constant movement. They move annually between their summer and winter grazing grounds. In winter, when the high mountains are covered with snow, they live with their herds in the low hills. During summer, that is, by the end of April, the nomads pack their belongings, round up their herds and start trekking towards the high mountains.

As the snow melts and the mountain-sides are lush green, they get rich nutritious forage for the animal herds. When the pasture is exhausted or unusable in one place, they move their herds and flock to new areas. The continuous movement of the nomads with their herds ensures that the natural pastures are not over used. Their movement allow the grass and foliage to grow again and this preserves the environment.

Question 2.
Discuss why the colonial government in India brought in the following laws. In each case, explain how the law changed the lives of pastoralists:
(a) Waste Land rules
(b) Forest Acts
(c) Criminal Tribes Act
(d) Grazing Tax
Answer:
(a) Waste Land Rules – The colonial government considered all uncultivated land unproductive because it produced neither revenue nor agricultural produce. It was seen as ‘waste land’ that needed to be brought under cultivation. From the mid-nineteenth century, the government enacted Waste Land Rules in various parts of the country. By these rules uncultivated lands were taken over and given to select individuals to plough them. Some of the individuals were made headmen of villages in the newly cleared areas.

This assured the colonial government their loyalty and support. The waste lands that were taken over, were actually grazing tracts used regularly by pastoralists. When they were brought under cultivation by the new owners, the pastoralists not only lost their grazing grounds but also faced a lot of hardships.

(b) Forest Acts – By the mid-nineteenth century, various Forest Acts were enacted by the colonial government. Through these Acts some forests which produced commercially valuable timber like deodar or sal were declared ‘reserved’. No pastoralist was allowed access to these forests. The Forest Acts ensured that the total wealth of these forests could be enjoyed by the colonists alone.

The Forest Acts changed the lives of pastoralists. They were now prevented from entering many forests that had earlier provided valuable forage for their cattle. Even in the areas they were allowed entry, their movements were regulated. They needed a permit for entry. It specified the periods in which they could be legally within a forest. If they overstayed they were fined. This left the nomads with no pastures for their animals.

(c) Criminal Tribes Act – In 1871, the colonial government in India passed the Criminal Tribes Act. By this Act many communities of craftsmen, traders and pastoralists were classified as Criminal Tribes. They were stated to be criminal by nature and birth. Once this Act came into force, these communities were expected to live only in notified village settlements.

They were not allowed to move out without a permit. The village police kept a continuous watch on them. Such an Act was a great insult to the nomads. The colonial government wanted the rural people to live in villages, in fixed places with fixed rights on particular fields. Such a population was easy to identify and control.

(d) Grazing tax – The colonial government wanted to increase its revenue income by every possible source of taxation. So tax was imposed on land, on canal water, on salt, on trade goods, and even on animals. Pastoralists had to pay tax on every animal they grazed on the pastures. In the mid-nineteenth century, grazing tax was introduced in most pastoral tracts of India.

Each of the pastoralist was given a pass. To enter a grazing tract, a cattle herder had to show the pass and pay the tax. The number of cattle heads he had and the amount of tax he paid was entered on the pass. The taxation made the pastoralists’ lives miserable because it added to their burden.

Question 3.
Give reasons to explain why the Maasai community lost their grazing lands.
Answer:
(i) The Maasais are a community of cattle herders. They live primarily in east Africa in Southern Kenya and Tanzania.

(ii) Before colonial times, Maasai land stretched over a vast area from north Kenya to the steppes of northern Tanzania. These provided ample fodder for their herds.

(iii) In the late nineteenth century, European imperial powers scrambled for territorial possessions in Africa, slicing up the region into different colonies.

(iv) In 1885, Maasai land was cut into half with an international boundary between British Kenya and German Tanganyika. Subsequently, the best grazing lands were gradually taken over for white settlement and the Maasai were pushed into a small area in south Kenya and north Tanzania.

(v) From the late nineteenth century, the British colonial government in east Africa expanded cultivation. As a result, pasturelands were turned into cultivated fields.

(vi) Large areas of grazing land were also turned into game reserves like the Maasai Mara and Samburu National Park in Kenya and Serengeti Park in Tanzania. Pastoralists were not allowed to enter these reserves. Very often these reserves were in areas that had traditionally been regular grazing grounds for Maasai herds.

Question 4.
There are many similarities in the way in which the modern world forced changes in the lives of pastoral communities in India and East Africa. Write about any two examples of changes which were similar for Indian pastoralists and the Maasai herders.
Answer:
Example one
The British colonial government in east Africa encouraged the local peasant communities to expand cultivation. Pasturelands were turned into cultivated fields and the Maasai communities lost its grazing grounds. There is a similar story in case of Indian pastoralists. The colonial government enacted waste Land Rules. Under these rules, pastoral land was taken from the pastoralists and given to local individuals who in turn brought the land under cultivation. Thus, the Maasai’s and the Indian pastoralists lost their grazing lands.

Example Two
The colonial government in India passed out various Forest Acts. These Acts restricted the movement of the pastoralists. They were not allowed to enter the reserved forests which were rich in pasture. Similarly, the colonial government in east Africa converted grazing grounds into game reserves. The pastoralists were not allowed to enter these reserves. Thus, the pastoral communities in India and east Africa had to face many hardships. Yet, they adapted to new times.

Class 9 History Chapter 5 NCERT Intext Activity Questions and Answers

Question 1.
Imagine that it is 1950 and you are a 60-year-old Raika herder living in post-Independence India. You are telling your grand-daughter about the changes which have taken place in your lifestyle after Independence. What would you say?
Answer:
The colonial government took away all the pasture lands and now there is a crisis of grazing grounds for our animals. Whatever pastures are left, they have lost their quality. Yet, we have adapted to new times. We have reduced our cattle numbers to avoid inconvenience. We have also found alternative grazing grounds in some parts of India. But feeding the cattle is a persistent problem So, we are now thinking to buy some land for cultivation.

Question 2.
Imagine that you have been asked by a famous magazine to write an article about the life and customs of the Maasai in pre-colonial Africa. Write the article, giving it an interesting title,
Answer:
Do it yourself.

Question 3.
Find out more about some of the pastoral communities marked in Figs. 11 and 13.

This map indicates the location of only those pastoral communities mentioned in the chapter. There are many others living in various parts of India. The inset shows the location of the Maasais in Kenya and Tanzania.
Answer:
Do it yourself.

Hope the data shared above regarding the NCERT Class 9 Social Science History Chapter 5 Pastoralists in the Modern World PDF has aided in your exam preparation. If you ever need any assistance you can always reach us and our team will guide you at the soonest possibility.

Forest Society and Colonialism Class 9 Questions and Answers Provided helps you to answer complex Questions too easily. You can use them while preparing for board exams and all of them are given by subject experts. Reading NCERT Solutions for Class 9 Social Science History Chapter 4 Forest Society and Colonialism familiarizes you with the kind of questions appearing in the board exams. Students are advised to read these solutions on a regular basis to score well.

Forest Society and Colonialism Class 9 Questions and Answers History Chapter 4

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 9 SST History Chapter 4 NCERT Solutions and get to know different concepts involved. All the Solutions are covered as per the latest syllabus guidelines. Knowing the NCERT Class 9 History Chapter 4 Questions and Answers helps students to attempt the exam with confidence.

Forest Society and Colonialism NCERT Intext Questions and Answers

Question 1.
If you were the Government of India in 1862 and responsible for supplying the railways with sleepers and fuel on such a large scale, what were the steps you would have taken?
Answer:

• Trees of same nature would have been planted in order to maintain the forest cover.
• Restrictions would have been put on forest people to discourage them from trading in wood.
• Poachers would have been prevented from entering the forests.

Question 2.
Children living around forest areas can often identify hundreds of species of trees and plants. How many species of trees can you name?
Answer:
Do it yourself.

History Class 9 Chapter 4 NCERT Textbook Questions and Answers

Question 1.
Discuss how the changes in forest management in the colonial period affected the following groups of people:
(i) Shifting cultivators
(ii) Nomadic and pastoralist communities
(iii) Firms trading in timber (forest produce)
(iv) Plantation owners
(v) Kings/British officials engaged in Shikar (hunting)
Answer:
(i) Shifting Cultivators – European foresters regarded shifting cultivation as harmful for the forests. So, they banned this practice. As a result, many communities were forcibly displaced from their homes in the forests. Some changed their occupations, while some resisted through large and small rebellions.

(ii) Nomadic and pastoralist communities – The forest laws deprived these people of their customary rights. This caused severe hardships for them. They could not cut wood for their houses, could not graze their cattle or collect fruits and roots. Hunting and fishing were declared illegal. These developments forced them to steal wood. If they were caught, they were at the mercy of the forest guards and they would have to offer bribes to the guards.

(iii) Many pastoralist and nomadic communities like the Korava, Karacha and Yerukula of the Madras Presidency lost their livelihoods. Some of them began to be called ‘criminal tribes’, and were forced to work instead in factories, mines and plantations, under government supervision. They were also recruited to work in plantations. Their wages were low and conditions of work were very bad. They could not return easily to their home villages from where they had been recruited.

(iv) Firms trading in timber/forest produce—The British government gave many large European trading firms the sole right to trade in the forest products of particular areas. The government gave contracts to contractors who cut trees indiscriminately and made huge profits.

(v) Plantation owners – Large areas of natural forests were cleared to make way for tea, coffee and rubber plantations to meet Europe’s growing need for these commodities. The colonial government took over the forests, and gave vast areas to European planters at cheap rates. These areas were enclosed and cleared of forests, and planted with tea or coffee. The plantation owners recruited both men and women from forest communities to work on their plantations. They gave them low wages and thus made huge profits.

(vi) Kings/British officials engaged in Shikar (hunting) – In India, Shikar or hunting of tigers and other animals had been part of the culture of the court and nobility for centuries. Many Mughal paintings shows princes and emperors enjoying a hunt. But under colonial rule the scale of hunting increased to such an extent that various species became almost extinct. The British saw large animals as signs of a wild, primitive and savage society. They gave rewards for the killing of tigers, wolves and other large animals on the grounds that they posed a threat to cultivators.

Question 2.
What are the similarities between colonial management of the forests in Bastar and in Java?
Answer:
Colonial management of the forests in Bastar was in the hands of the British and in Java it was in the hands of the Dutch. There are following similarities between the two—
(i) Like the British, the Dutch wanted timber from Java to build ships and to make sleepers for railway tracks.

(ii) Both the British and the Dutch enacted forest laws to control the forests in their favour. Both colonial governments put restrictions on the customary rights of the local people. They were prevented from entering the forests.

(iii) Both the British and the Dutch introduced scientific forestry, in which natural forests which had lots of different types of trees were cut down. In their place, one type of tree was planted in straight rows.

(iv) Both the governments banned shifting cultivation.

(v) When the colonial exploitation became too much, the forest communities in Bastar and Java revolted. Both the revolts were suppressed.

Question 3.
Between 1880 and 1920, forest cover in the Indian subcontinent declined by 9.7 million hectares, from 108.6 million hectares to 98.9 million hectares. Discuss the role of the following
factors in this decline-
(i) Railways
(ii) Shipbuilding
(iii) Agricultural expansion
(iv) Commercial farming
(v) Tea/Coffee plantations
(v) Adivasis and other peasant users
Answer:
(i) Railways – The spread of the railways from the 1850s became a necessity with increase in trade and transportation. Railways were essential for colonial trade and for the movement of imperial troops. To run locomotives, wood was needed as fuel, and to lay railway lines sleepers were essential to hold the tracks together. From the 1860s, the railway network expanded rapidly. By 1890, about 25,500 km of track had been laid. In 1946, the length of the tracks had increased to over 765,000 km. As the railway tracks spread through India, a larger and large number of trees were felled. Forests around the railway tracks fast started disappearing.

(ii) Shipbuilding – The British Government needed huge ships for its Royal Navy. Ships are built of strong, durable timber. When the oak forests in England began to disappear the British attacked the forest resources in India. By the 1830s, trees were felled on a massive scale and vast quantities of timber were exported to England from India.

(iii) Agricultural expansion – As population increased over the centuries, demand for food also increased. To meet the increased demand for food more and land to be cultivated. But we should not forget that for land to be brought under the plough, forests have to be cleared.

(iv) Commercial farming – During the colonial period the demand for commercial crops like jute, sugar, wheat and cotton increased. Europe needed more food grain for its growing population and more raw material for its growing industrial production. So, forests were cleared to enable commercial farming.

(v) Tea/Coffee plantations – Large areas of natural forests were cleared to cultivate tea and coffee as there was a great demand for these commodities in Europe. The colonial government took over the forests, and gave vast areas to European planters at cheap rates. These areas were cleared of forests and planted with tea or coffee.

(vi) Adivasis and other Peasant users – In most parts of the world, shifting cultivation was done by the Adivasis and other peasant communities in India also. We know that in shifting cultivation, parts of the forest are cut and burnt in rotation. Seeds were sown in the ashes after the first monsoon rains and the crop was harvested by October-November. When fertility decreased, the process was repeated at another location. This practice led to the depletion of forests on a large scale.

Question 4.
Why are forest affected by wars?
Answer:
(i) Forests are affected by wars because forest products are needed for fulfilling various war requirements. The two world wars had a major impact on forests. In India, at this time, the forest department cut trees freely to meet British war needs.

(ii) During the Second World War in Java just before the Japanese occupied the region, the Dutch followed ‘a scorched earth policy’, destroying sawmills and burning huge piles of giant teak logs so that they did not fall into Japanese hands.

(iii) The Japanese exploited the forests recklessly for their war industries, forcing villagers to cut down forests. Many villagers took this opportunity to expand cultivation in the forests. Thus, wars also lead to the depletion of forests.

Class 9 History Chapter 4 NCERT Intext Activity Questions and Answers

Question 1.
Have there been changes in forest areas where you live? Find out what these changes are and why they have happened?
Answer:
Everywhere on the earth there have been changes in forest areas. Such changes can be seen in my town too.
Some of them are-

• Entry to forest area is restricted. The Forest Department has posted guards to check any illegal entry.
• The natives of the forests are gradually leaving their traditional occupations and moving to the towns/cities in pursuit of better opportunities.
• The number of wild animals and birds are decreasing.
• As deforestation on large scale has caused environmental degradation, therefore afforestation is being encouraged.
• Van Mahotsava is being organised time to time to spread awareness among common people.

Question 2.
Write a dialogue between a colonial forester and an adivasi discussing the issue of hunting in the forest.
Answer:
Prepare the dialogue yourself.

Hope the data shared above regarding the NCERT Class 9 Social Science History Chapter 4 Forest Society and Colonialism PDF has aided in your exam preparation. If you ever need any assistance you can always reach us and our team will guide you at the soonest possibility.