CBSE Class 9

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.

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.

Nazism and the Rise of Hitler 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 3 Nazism and the Rise of Hitler 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.

Nazism and the Rise of Hitler Class 9 Questions and Answers History Chapter 3

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 9 SST History Chapter 3 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 3 Questions and Answers helps students to attempt the exam with confidence.

Nazism and the Rise of Hitler NCERT Intext Questions and Answers

Question 1.
Read sources A and B given on NCERT text book page 61 and answer these questions:
(i) What do they tell you about Hitler’s imperial ambition?
(ii) What do you think Mahatma Gandhi would have said to Hilter about these ideas?
Answer:
(i) The two texts tell that Hitler’s imperial ambition was to conquer the whole of the earth. He believed that an aggressive nation will find ways to adjust its territory to its population size.
(ii) Mahatma Gandhi would have told Hitler to say good bye to the idea of aggression against other nations. One should not adopt violent methods because these give birth to only violence. One should believe in peace and make efforts to establish peace on every inch of the earth.

Question 2.
(i) What does citizenship mean to you? Look at chapters 1 and 3 and write 200 words on how the French Revolution and Nazism defined citizenship.
(ii) What did the Nuremberg Laws mean to the ‘Undesirables’ in Nazi Germany? What other legal measures were taken against them to make them feel unwanted?
Answer:
(i) To me, citizenship means the right to live freely in the country of my birth. A citizen of a country is the person who lives there permanently and enjoys certain rights which include right to life, property, worship and political rights.

The french people thought that all men have equal rights as they are born equal. The rights of a citizen include the right to life, freedom of speech, freedom of opinion and equality before law. They believed in the rule of law and that no one can be above it. It was the duty of the state to protect each citizen’s natural rights.

But the Nazi deformation of citizenship was totally different. It was defined with the perspective of racial discrimination against all except the ‘pure, and healthy Nordic Aryans’. They alone were considered desirable. All others such as Jews, Gypsies, Blacks, Russians, and Poles were classed as ‘undesirable’. These people were widely persecuted.

(ii) The Nuremberg Laws meant that the ‘undesirables’ had no right to live along with the other citizens. These included Jews, Gypsies, Blacks, Russians and Poles. The Nuremberg Laws were promulgated in 1935 and started the following points:

• Only persons of German or related blood would be German citizens enjoying the protection of the German Empire.
• Marriages between Jews and Germans were forbidden.
• Extra marital relations between Jews and Germans became a crime.
• Jews were forbidden to fly the national flag.
• Jewish business were boycotted.
• Jews were expelled from government services.
• Their properties were sold and confiscated.

Question 3.
How would you have reacted to Hitler’s ideas if you were:
(i) A Jewish women.
(ii) A Non-Jewish German woman.
Answer:
(i) If I were a Jewish women I would have condemned Hitler’s ideas which hated our community and women.

(ii) Even though I were a non-Jewish German woman, I would not have appreciated Hitler’s ideas because of two reasons – firstly, Hitler was excessively ruthless towards Jews and other communities. I believe in the principle – Live and Let live. Hitler never followed this principle and viewed Jews with extreme hatred. Secondly, Hilter was against woman’s presence in public domain. I would like to ask Hitler if possible who was he to restrict woman’s activities? Who was he to send Jews to concentration camp?

Question 4.
What do you think this poster is trying to depict?
Answer:

A Nazi poster attacking Jews.
Caption above reads:’Money is the God of Jews. In order to earn money he commits the greatest crimes. He does not rest, until he can sit on a big sack of money, until he has become the king of money.

This Nazi poster is making fun of Jews by depicting that they are only interested in making money. Money is the God for them. In order to earn money they can commit even the most heinous crimes. The poster is trying to show that Jews are greedy people and always run after money. They do not rest until they can make huge money.

Question 5.
Look at figures given below (Figs 29 and 30 NCERT T.B page 70) and answer the following: What do they tell us about Nazi propaganda? How are the Nazis trying to mobilise different sections of the population?

The poster shows how the Nazis appealed to the peasants.

A Nazi party poster of the 1920s. It asks workers to vote for Hitler, the frontline soldier.

Answer:
The Poster in the left side is addressed to the German farmer while poster in the right side is addressed to the German worker. The purpose of both these posters was to win the support of the working classes in Germany. However, the left side poster is condemning the capitalists and the Bolsheviks, because they are born of Jewish thought and hate Nazis. The right side poster makes appeals to them to vote for Hitler, because he is their only saviour. Both these posters tell us about the Nazi art of propaganda. They show how Nazis tried to mobilise different sections of the population for their selfish cause.

History Class 9 Chapter 3 NCERT Textbook Questions and Answers

Question 1.
Describe the problems faced by the Weimar Republic.
Answer:
The following problems were faced by the Weimar Republic:
(i) It was created at a time of confusion and chaos after Germany had lost the First World War. Many people that Germany had received a very harsh deal in the treaty of Versailles and they resented the government for requiring it and agreeing to its conditions.

(ii) The republic faced violent uprisings from various groups. Many of the people in Germany were Communists who wanted to being in a Russian style Communist government. As a result, Communist uprisings become common. For instance, in 1919 the Spartacist rebelled in Berlin.

(iii) The Weimar Republic’s main crisis occurred in 1923, when Germany refused to pay war reparations on time, which set off several events- a French invasion of the Ruhr, a general strike, hyperinflation, etc.

Question 2.
Discuss why Nazism became popular in Germany by 1930.
Answer:
(i) In 1919, Hitler took over the German workers’ party and renamed it the National Socialist German Workers’ Party which later came to be known as the Nazi Party.

(ii) The Nazis could not effectively mobilise popular support till the early 1930s. It was during the Great depression that Nazism became a mass movement.

(iii) After 1929, banks collapsed and business shut down. Workers lost their jobs and the middle classes were threatened with destitution. In such a situation, Nazi propaganda stirred hopes of a better future.

(iv) In 1928, the Nazi Party was not popular in the German parliament. But it had become the largest party by 1932.

(v) Hitler’s personality also proved a contributing factor in popularising Nazism in Germany. He was a powerful speaker. His passion and his words moved people. He promised to build a strong nation, undo the injustice of the Versailles treaty and restore the dignity of the German people.

(vi) Nazis held massive rallies and public meetings to demonstrate the support for Hitler and instil a sense of unity among the people. Nazi propaganda projected Hitler as a messiah, a saviour, as someone who had arrived to deliver people from their distress. These factors popularised Nazism in 1930s.

Question 3.
What are the peculiar features of Nazi thinking?
Answer:
The peculiar features of Nazi thinking are:
(i) There is no equality among people. Only the ‘pure and healthy Nordic Aryans’ were considered ‘desirable’. All others were classed as ‘undesirable’.

(ii) Germans who were seen as impure or abnormal had no right to exist. Under the Euthanasia programme, many Germans who were considered mentally or physically unfit were condemned to death.

(iii) The Jews were considered the lowest race. Gypsies, Blacks, Russians and Poles were considered sub-human and hence undeserving to any humanity.

(iv) Nazism believed in the theory of the ‘survival of the fittest’. The Aryan race was the finest. It had to retain its purity, become stronger and dominate the world.

(v) Nazism also believed that new territories had to be acquired for settlement. This would enhance the area of the mother country, while enabling the settlers on new lands to retain an intimate link with the place of their origin.

(vi) It was also a part of peculiarity of the Nazi thinking that all mothers were not treated equally. Women who bore racially undesirable children were punished and those who produced racially desirable children were awarded.

Question 4.
Explain why Nazi propaganda was effective in creating a hatred for Jews.
Answer:
(i) Nazi ideas were spread through visual images, films, radio, posters, catchy slogans and leaflets.

(ii) Propaganda films were made to create hatred for Jews. The most infamous films was the Eternal Jew in which orthodox Jews were stereotyped and marked.

(iii) They were shown with flowing breads wearing kaftans. They were referred to as vermin, rats and pests. Their movements were compared to those of rodents.

(iv) Orthodox Jews were also stereotyped as killers of Christ and moneylenders. Stereotypes about Jews were even popularised through maths classes. Children were taught to hate Jews.

(v) Nazi propaganda was so effective that a large section of people began to see the world through Nazi eyes, and speak their mined is Nazi language. They felt hatred and anger surge inside them when they saw someone who looked like a Jew.

Question 5.
Explain what role women had in Nazi society. Return to Chapter 1 on the French Revolution. Write a paragraph comparing and contrasting the role of women in the two periods.
Answer:
In Nazi Germany women were radically different from men. The fight for equal rights for men and women that had become part of democratic struggles everywhere was wrong and it would destroy society. While boys were taught to be aggressive, masculine and steel-hearted, girls were told that they had to become good mothers and rear pure-blooded Aryan children. They had to be the bearers of the Aryan culture and race. All ‘Aryan’ women who deviated from the prescribed code of conduct were publicly condemned, and severely punished. Those who maintained contact with Jews, Poles and Russians were paraded through the town with shaved heads and blackened faces.

But this was not the case with the French women. They asserted themselves during the French Revolution. In order to discuss and voice their interests women started their own political clubs and newspapers. Numerous women’s clubs were formed. Women demanded equal rights as men. The government responded to them. It introduced laws to improve their fives. Unlike Nazi women who were confined to home and hearth, the French women could train for jobs, could become artists or run businesses. They also won the right to vote. But women in Nazi Germany had no such right.

Question 6.
In what ways did the Nazi state seek to establish total control over its people?
Answer:
Adolph Hitler became the Chancellor of Germany in 1933. Having acquired power, he took a number of steps to gain total control over its people:

(i) Hitler set out to dismantle the structures of democratic rule. A mysterious fire broke out in the German parliament building in February facilitated his move. He passed the Fire Decree on 28 February, 1933. The Decree indefinitely suspended civic rights like freedom of speech, press and assembly that had been guaranteed by the Weimar Constitution.

(ii) Then he turned on the Communists and sent them to the newly established concentration camps. The repression of the Communists was severe.

(iii) On 3 March 1933, the famous Enabling Act was passed. This Act established dictatorship in Germany. It gave Hilter all powers to sideline Parliament and rule by decree.

(iv) All political parties and trade unions were banned except for the Nazi Party and its affiliates. The state established complete control over the economy, media, army and judiciary.

(v) Special surveillance and security forces were created to control and order society in ways that the Nazis wanted. The police, the storm troopers, the Gestapo, and the security service were given extraordinary powers to control people. People could now be detained in Gestapo torture chambers, rounded up and sent to concentration camps, deported at will or arrested without any legal procedures.

Class 9 History Chapter 3 NCERT Intext Activity Questions and Answers

Question 1.
Write a one page history of Germany.
(a) as a schoolchild in Nazi Germany
(b) as a Jewish survivor of a concentration camp
(c) as a political opponent of the Nazi Regime
Answer:
(a) As a schoolchild in Nazi Germany, I have been conditioned to behave in the way Nazis wanted. Like other school children, I was taught to be loyal and submissive, hate Jews and worship Hitler. I was told that the fight for equal rights of men and women was a thing of the past. It had no relevance today. Boys were taught to be aggressive and masculine and girls were told that they had to become good mothers and rear pure-blooded Aryan children. Girls had to maintain the purity of the race, distance themselves from Jews, look after the home, and teach their children Nazi values. All boys between the ages of six and ten had to go through a preliminary training in Nazi ideology. At the end of the training they had to take an oath of loyalty to Hilter, proclaiming him as the saviour of the country. Since I was a boy, I had to follow these rules and formalities.

(b) As a survivor of a concentration camp, I am thankful to God. I am happy to have survived several years of torturous life in the concentration camp. But I am a little bit sad because I have seen many of my friends and relatives dying before my eyes. Those horrible days! I can’t forget.

(c) As a political opponent of the Nazi regime, it is difficult for me to sleep peacefully even for a single minute. I am dead against Hitler and his ruthless policies but can do nothing because he is in power. I do not find any logic in Hitler’s policy of aggression. War brings only death and destruction but Hitler is not ready to understand it. He has become insensitive towards people of other communities and is spreading hatred everywhere. Let’s see what happens. I just pray to god to set Hitler on the right path.

Question 2.
Imagine that you are Helmuth. You have had many Jewish friends in school and do not believe that Jews are bad. Write a paragraph on what you would say to your father.
Answer:
Do it yourself.

Hope the data shared above regarding the NCERT Class 9 Social Science History Chapter 3 Nazism and the Rise of Hitler 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.

Socialism in Europe and the Russian Revolution 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 2 Socialism in Europe and the Russian Revolution 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.

Socialism in Europe and the Russian Revolution Class 9 Questions and Answers History Chapter 2

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 9 SST History Chapter 2 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 2 Questions and Answers helps students to attempt the exam with confidence.

Socialism in Europe and the Russian Revolution NCERT Intext Questions and Answers

Question 1.
List two differences between the capitalist and socialist ideas of private property.
Answer:
(i) The capitalists believe that individuals have right to own private property whereas the socialists believe that all property should belong to the society as a whole, i.e. to the state.

(ii) The capitalists believe that the profits from the property should go to the owner of the property but the socialists believe that since profits are produced by workers, so their (profits) should be shared by them (workers).

Question 2.
Why were there revolutionary disturbances in Russia in 1905? What were the demands of revolution aries?
Answer:
There were several reasons for revolutionary disturbances in Russia in 1905—
(i) Russia had to face defeat in the Russo-Japanese war in 1904. As a result, prices of essential goods rose so quickly that real wages declined by 20 percent.

(ii) At the Putilov Iron Works, four members of the Assembly of Russian workers, which had been formed in 1904 were dismissed. This called for industrial action soon, there was strike.

(iii) One day a procession of workers was attacked by the police and the Cossacks in which over 100 workers were killed and about 300 wounded. The incident was known as Bloody Sunday.

(iv) This started a series of events that came to be known as the 1905 Revolution. Strikes took place all over the country which resulted in the creation of an elected Parliament or Duma.

The revolutionaries demanded three things.

• Reduction in the working day to eight hours.
• An increase in wages.
• Improvement in working conditions.

Question 3.
The year is 1916. You are a general in the Tsar’s army on the eastern front. You are writing a report for the government in Moscow. In your report suggest what you think the government should do to improve the situation.
Answer:
The government should do something to boost up the soldiers’ morale.

Question 4.
Look again at source A and Box 1 (on NCERT textbook page 36)
Source A
Women in the February Revolution
“Women workers, often … inspired their male co-workers … At the Lorenz telephone factory, … Marfa Vasileva almost single handedly called a successful strike. Already that morning, in celebration of Women’s Day, women workers had presented red bows to the men … Then Marfa Vasileva, a milling machine operator stopped work and declared an impromptu strike. The workers on the floor were ready to support her … The foreman informed the management and sent her a loaf of bread.

She took the bread but refused to go back to work. The administrator asked her again why she refused to work and she replied, “I cannot be the only one who is satiated when others are hungry”. Women workers from another section of the factory gathered around Marfa in support and gradually all the other women ceased working. Soon the men downed their tools as well and the entire crowd rushed onto the street.’
From: Choi Chatterji, Celebrating Women (2002).

(i) List five changes in the mood of the workers.
(ii) Place yourself in the position of a woman who has seen both situations and write an account of what has changed.
Answer:
Five changes in the mood of the workers:
(i) Earlier only meetings were being held in an organised way. Now the workers stopped work to press for their rights, as Marfa Vasileva did.

(ii) Earlier there were no women workers. But now the situation changed when a woman worker started the strike by stopping work.

(iii) Now the women presented red bows to the men, showing the unity. The men downed tools in support of the women who had gone on strike.

(iv) Now the workers showed that they would not just talk but take action. They become fearless. They were not afraid of some counter action from the management side.

(v) Unlike earlier days, they were more determined and positive.
I Since I have seen both situations, I can say that workers now were greatly changed. They could now handle the situation more smartly. They had become fearless and were willing to sacrifice their job. They welcomed women on the public platform which earlier only meant for men. Both men and women spoke in one voice and were ready to do anything for their collective benefit.

Question 5.
Why did people in Central Asia respond to the Russian Revolution in different ways?
Answer:
People in Central Asia responded enthusiastically to the February 1917 Revolutions because it freed them from the Tsar’s slavery. They could now decide their own fate. But their enthusiasm ceased when there occurred the October Revolution because it brought violence, pillage, extra taxes and another dictatorial power to rule over them. They feared that they might lose their autonomy.

Question 6.
Compare the passages written by Shaukat Usmani and Rabindranath Tagore. Read them in relation to sources C, D and E.
Answer:
Source C
Dreams and Realities of a Soviet Childhood in 1933 Dear grandfather Kalinin …
My family is large, there are four children. We don’t have a father – he died, fighting for the worker’s cause, and my mother … is ailing … I want to study very much, but I cannot go to school. I had some old boots, but they are completely torn and no one can mend them.

My mother is sick, we have no money and no bread, but I want to study very much. …there stands before us the task of studying, studying and studying. That is what Vladimir Ilich Lenin said. But I have to stop going to school. We have no relatives and there is no one to help us, so I have to go to work in a factory, to prevent the family from starving. Dear grandfather, I am 13, I study well and have no bad reports. I am in Class 5 …

Letter of 1933 from a 13-year-old worker to Kalinin, Soviet President From: V. Sokolov (ed), Obshchestvo I Vlast, v 1930-ye gody (Moscow, 1997).

Source D
Official view of the opposition to collectivisation and the government response
‘From the second half of February of this year, in various regions of the Ukraine … mass insurrections of the peasantry have taken place, caused by distortions of the Party’s line by a section of the lower ranks of the Party and the Soviet apparatus in the course of the introduction of collectivization and preparatory work for the spring harvest.

Within a short time, large scale activities from the above-mentioned regions carried over into neighbouring areas – and the most aggressive insurrections have taken place near the border.

The greater part of the peasant insurrections have been linked with outright demands for the return of collectivized stocks of grain, livestock and tools … Between 1st February and 15th March, 25,000 have been arrested … 656 have been executed, 3673 have been imprisoned in labour camps and 5580 exiled …’

Report of K.M. Karlson, President of the State Police Administration of the Ukraine to the Central Committee of the Communist Party, on 19 March 1930.
From: V. Sokolov (ed), Obshchestvo I Vlast, v 1930-ye gody

Source E
This is a letter written by a peasant who did not want to join the collective farm.
To the newspaper Krestianskaia Gazeta (Peasant Newspaper)

‘…I am a natural working peasant bom in 1879 … there are 6 members in my family, my wife was bom in 1881, my son is 16, two daughters 19, all three go to school, my sister is 71. From 1932, heavy taxes have been levied on me that I have found impossible. From 1935, local authorities have increased the taxes on me … and I was unable to handle them and all my property was registered: my horse, cow, calf, sheep with lambs, all my implements, furniture and my reserve of wood for repair of buildings and they sold the lot for the taxes. In 1936, they sold two of my buildings … the kolkhoz bought them. In 1937, of two huts I had, one was sold and one was confiscated …’

Afanasii Dedorovich Frebenev, an independent cultivator.
From: V. Sokolov (ed), Obshchestvo I Vlast, v 1930-ye gody.

(a) What did Indians find impressive about the USSR?
(b) What did the writers fail to notice?
Answer:
See the passages on NCERT Textbook Page 47 and sources C, D and E on pages 43 & 45.
(a) India was then ruled by the British. India was a country where there existed vast class and caste differences and a large section of people lacked education. So, they were impressed by the fact that all persons in Russia were treated equally. In spite of them being very prosperous, they were happily going about their work. Russia was such a country where Asians and Europeans could freely mingle but this could not happen in India at that time.

(b) But the two writers failed to notice that people were not free to do what they liked. The Bolsheviks ruled like dictators and followed repressive policies to develop the nation quickly. These writers were unaware of the miseries of the poor who led a very hard life.

History Class 9 Chapter 2 NCERT Textbook Questions and Answers

Question 1.
What were the social, economic and political conditions in Russia before 1905?
Answer:
The social, economic and political conditions in Russia before 1905 was quite backward.
(i) Social conditions: There was no equality among the working class. Workers were a divided group. Some had strong links with the villages from which they came. Others had settled in cities permanently. Workers were divided by skill. Workers whose jobs needed skill and training considered themselves aristocrats among other workers. Women were discriminated against. They were paid less than men. Divisions among workers showed themselves in dress and manners too. But there was unity among them. They could go on a strike when they disagreed with employers about dismissals or work conditions.

(ii) Economic conditions: Before 1905, the vast majority of Russia’s people were agriculturists. About 85% of the Russian population earned their living from agriculture. In the empire, cultivators produced for the market as well as for their own needs and Russia was a major exporter of grain. There were few industries. Craftsmen undertook much of the production, but large factories existed alongside craft workshops. Many factories were set up in the 1890s, when Russia’s railway network was extended, and foreign investment in industry increased. Coal production doubled and iron and steel output quadrupled. In spite of these improvements, Russia’s economic condition remained backward. There was acute employment problem among the workers.

(iii) Political conditions: Politically too Russia was a backward country. All political parties were illegal in Russia before 1914. The Russian peasants formed the Socialist Revolutionary Party in 1900, This party struggled for peasants’ rights and demanded that land belonging to nobles be transferred to peasants. But as they were not a united group, they were not considered to be part of a socialist movement started by Lenin.

Question 2.
In what ways was the working population in Russia different from other countries in Europe before 1917?
Answer:
The condition of Russian people, especially those of the working populations (farmers and factory workers) was pathetic in comparison to other European countries. In the countryside, peasants cultivated most of the land and lived a very miserable life. But the nobility, the crown and the Orthodox Church owned large properties. Peasants had no respect for the nobility. This was unlike France where, during the French Revolution in Brittany, peasants respected nobles and fought for them. In Russia, peasants wanted the land of the nobles to be given to them. Frequently, they refused to pay rent and even murdered landlords.

The factory workers too led a deplorable life. They were not allowed to form any trade unions and political parties to express their anguish. Most industries was the private property of industrialists. They exploited the workers by not giving them even the minimum fixed wages. There was no limit of working hours. They had to work from 12-15 hours a day.

Question 3.
Why did the Tsarist autocracy collapse in 1917?
Answer:
There were many factors that contributed to the fall of the Tsarist autocracy in Russia:
(i) The most prominent factor was the First World War. It made Russia economically very poor. As the war continued, the Tsar refused to consult the main parties in the Duma. Support went thin. Anti-German sentiment ran high. The Tsarina’s German origins and poor advisers made the autocracy highly unpopular.

(ii) The working population i.e. peasants and factory workers who formed large section of the population were miserable, deprived and frustrated. The Tsar didn’t pay any attention to them because he was a self-willed, corrupt and oppressive ruler.

(iii) The peasants did hard labour on the land but the produce went into the hands of landlords and the privileged classes. The workers were not given even the minimum fixed wages. They were forced to worked 12-15 hours a day. The Tsar remained silent spectator.

(iv) The bureaucracy that the Tsar recruited was inefficient and inflexible. Members were recruited on the basis of privileges and patronage, not on merit. This was a major cause of disappointment among the common people who in spite of having talents could not recruited for high posts.

(v) The liberal ideas of the west and growth of socialist ideology led to the formation of many socialist groups. These groups infused the’workers and peasants with a revolutionary spirit. These factors prepared the background and finally, the Tsar had to go.

Question 4.
Make two lists: One with the main events and effects of the February Revolution and the other with the main events and effects of the October Revolution. Write a paragraph on who was involved in each, who were the leaders and what was the impact of each on Soviet history.
Answer:
Main events and effects of the February Revolution:
(i) On 22 February, a lockout took place at a factory on the right bank of the river Neva.

(ii) On 23 February, workers in fifty factories called a strike in sympathy. In many factories, women led the way to strikes. Demonstrating workers crossed from the factory quarters to the centre of the capital—the Nevskii Prospekt. However the government suppressed their agitation by imposing curfew.

(iii) On 25 February, the government suspended the Duma. Politicians spoke out against the measure.

(iv) Demonstrators returned in force to the streets of the left bank on the 26th. On the 27th, the Police Headquarters were ransacked. The streets crowded with people raising slogans about bread, wages, better hours and democracy. The government tried to control the situation but nothing happened. The regiments supported the workers. Eventually ‘Soviet’ or ‘Council’ was formed.

(v) On 2nd March, the Tsar abdicated and Soviet leaders and Duma leaders formed a provisional government to run the country.
The February revolution was not led by any political party but people themselves led it. Petrograd had brought down the monarchy and gained an important place in the history of Soviet Union. Trade unions became active and their number grew.

Main events and effects of the October Revolution:

(i) Apprehensive of the Provisional Government Lenin on 16 October, 1917 persuaded the Petrograd Soviet and the Bolshevik Party to agree to a socialist seizure of power. A Military Revolutionary Committee was appointed by the Soviet under Leon Trotskii to organise the seizure. The date of the event was kept a secret.

(ii) On 24th October, the uprising began. But the Kerenskii government successfully seized the buildings of two Bolshevik newspapers with the help of troops. The Winter Palace and other government buildings were protected by troops.

(iii) The Military Revolutionary Committee responded swiftly. It ordered its supporters to seize government offices and arrest ministers.

(iv) The ship Aurora shelled the Winter Palace late in the day. By nightfall, the city was under the committee’s control and the ministers had surrendered.

(v) The Bolshevik action was approved. Uprisings took place in other cities too. By December, the Bolsheviks controlled the Moscow-Petrograd area. They successfully formed a communist government for the first time in Russia.

Question 5.
What were the main changes brought about by the Bolsheviks immediately after the October Revolution?
Answer:
The following main changes were brought about by the Bolsheviks soon after the October
Revolution:
(i) The Bolsheviks were against private property. Hence, most industries and banks were nationalised in November 1917. This meant that the government took over ownership and management.

(ii) Land was declared social property and peasants were allowed to seize the land of the nobility which they wanted from a long time. Thus, the nobles lost their power and position.

(iii) In cities, Bolsheviks enforced the partition of large houses according to family requirements. They banned the use of the old titles of aristocracy.

(iv) To assert the change, new uniforms were designed for the army and officials. The Soviets hat called budeonovka was chosen in 1918 in a clothing competition.

(v) The Bolshevik Party was given the name of the Russian Communist Party. In March 1918, the Bolsheviks made peace with Germany at Brest Litovsk. Russia became one-party state. Trade unions were kept under party control.

Question 6.
Write a few lines to show what you know about:

• Kulaks
• The Duma
• Women workers between 1900 and 1930
• The Liberals
• Stalin’s collectivisation programme

Answer:
Kulaks: It was the name given to prosperous peasants in the later part of the Russian Empire and early Soviet Union. Stalin was suspicious of them for hoarding. So, he introduced collectivisation of farming and raided them and seized their lands. Stalin believed that to develop modem farms, and run them along industrial lines with machinery, it was necessary to eliminate these Kulaks and establish state-controlled large-farms. Stalin’s move caused great anger among the Kulaks. They resisted collectivisation but were severely handled.

The Duma: Duma, an elected consultative Parliament, was created by the Tsar of Russia during the 1905 Revolution. In the beginning it promised that it would be a representative assembly and that its approval would be necessary for the enactment of legislation. But the fundamental laws, issued in April 1906, before the first Duma met in May 1906, deprived it of control over state ministers and limited its ability to initiate legislation effectively.

However, the Tsar dismissed the First Duma within 75 days and the re-elected second Duma within three months. He did not want any questioning of his authority or any reduction in his power. He changed the voting laws and packed the third Duma with conservative politicians, liberals and revolutionaries were kept out. The fourth Duma was also of limited political influence. Thus the Duma was reentered right from the start, and people knew it.

Women workers between 1900 and 1930: Women workers between 1900 and 1930 led a very miserable life. They made up 31 per cent of the factory labour force by 1914, but they were paid less than men (between half and three quarters of a man’s wage.) However, it was the women workers who led the way to strikes during the February Revolution in 1917. They often inspired their male co-workers.

The Liberals: They believed in the change of society. They wanted a nation which tolerated all religions. They also opposed the uncontrolled power of dynastic rulers. They wanted to safeguard the rights of individuals against governments.

They argued for a representative, elected parliamentary government, subject to laws interpreted by a well-trained judiciary that was independent of rulers and officials. However, they did not believe in Universal Adult Franchise. They were of the opinion that men of property mainly should have the right to vote. They also did not want the vote for women. In this way, we can say that liberals were not democrats.

Stalin’s collectivisation programme: Collectivisation was a policy of forced consolidation of individual peasant, households into collective farms called ‘Kolkhozes’. It was carried out by the Soviet Government in the late 1920s early 1930s. Stalin introduced this system to overcome the food crisis which was rampant in the country at that time and to increase peasant labour productivity.

The bulk of land and implements were transferred to the ownership of collective farm. Many peasants protested such attempts and destroyed livestock to show their anger. But Stalin’s collectiviasation programme did not bring the desired results. The food supply situation turned even worse in subsequent years because production did not increase immediately.

Class 9 History Chapter 2 NCERT Intext Activity Questions and Answers

Question 1.
Imagine that you are a striking worker in 1905 who is being tried in court for your act of rebellion. Draft the speech you would make in your defence. Act out your speech for your class.
Answer:
My lord, you think that I have committed a crime but I don’t think so. I have done what I should do. You know how the prices of bread has gone up. If may wages are not increased accordingly, how I and my family would survive. You’ll be surprised to know that nowadays we only eat one time in a day. We are in acute crisis.

We don’t have enough money to buy food. So what a wrong if I demand increase in wages? You also know that the standard working hours in a day is 8 hours but we the labourers are forced to work 12 hours a day. Is it right and humane? What is more, the working conditions of the workers are too poor to describe. We work hard for long hours in suffocative and filthy atmosphere. If I raise voice on behalf of my fellow workers, these is no wrong in it. We want justice and nothing else. Now it’s up to you whether you provide me that or not. But one thing is sure I am not a criminal. I only want to be treated like a human being.

Question 2.
Write the headline and a short news item about the uprising of 24 October 1917 for each of the following newspapers.
Answer:

• A conservative paper in France
• A Radical newspaper in Britain
• A Bolshevik newspaper in Russia.
• A conservative newspaper in France can never welcome the revolution and pray for its quick failure.
• A Radical newspaper in Britain, however, should be supporting the move.
• The Bolshevik newspaper in Russia should be glorifying the revolution.

Question 3.
Imagine that you are a middle level wheat farmer in Russia after collectivisation . You have decided to write a letter to Stalin explaining your objections to collectivisation. What would you write about the conditions of your life? What do you think would be Stalin’s response to such a farmer?
Answer:
I would write about the miseries of my life that I am facing due to collectivisation. The bulk of my land and implements have been transferred to the ownership of collective farms. I am forced to work on the land but the profit from the collective farms is shared. This has made my life miserable. I find it difficult to continue farming in future. Stalin’s response is not favourable. He is very strict and is not ready to listen anything against his collectivisation programme.

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The French Revolution 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 1 The French Revolution 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.

The French Revolution Class 9 Questions and Answers History Chapter 1

Make your learning experience enjoyable by preparing from the quick links available on this page. Use the Class 9 SST History Chapter 1 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 1 Questions and Answers helps students to attempt the exam with confidence.

The French Revolution NCERT Intext Questions and Answers

Question 1.
See figure given below. Explain, why the artist has portrayed the nobleman as the spider and the peasant as the fly.
Answer:

The reason is obvious. The spider is a parasite who feeds on the fly once it is trapped by the spider. Similarly, in the eighteenth century France the nobles exploited the poor peasants under the protection of the government. They extracted feudal dues from the peasants in the forms of tithes and taille. Peasants also had to render all kinds of services to the noblemen.

This system was highly exploitative. That’s why the artist has portrayed the nobleman as the spider and the peasant as the fly. What the artist wants to say is that the peasants easily came into the trap of the noblemen and were made to fulfil all their requirements by hook or by crook. Like the spider the nobles too fed on the peasants.

Question 2.
Fill in the blanks boxes in figure given below with appropriate terms from among the following:

Answer:

Question 3.
Representatives of the Third Estate take the oath raising their arms in the direction of Bailly, the President of the Assembly, standing on a table in the centre. Do you think that during the actual event Bailly would have stood with his back to the assembled deputies? What could have been David’s intention in placing Bailly the way he has done?
Answer:

Preparatory sketch for a large painting by Jacques-Louis David.
The painting was intended to be hung in the National Assembly.

I don’t think that during the actual event Bailly would have stood with his back to the assembled deputies. What David, the artist intend to show is that the constitution of 1791 that came into existence two years after the French Revolution, had turned its back on the hopes and aspirations of the peasants, labourers and women, instead of meeting them and listening to their problems. Despite the Declaration of the Rights of Man and Citizen, not all citizens had the right to vote. Only the rich and the propertied class enjoyed the voting right. The remaining men and women were classed as passive citizens.

Question 4.
Look carefully at the painting and identify the objects which are political symbols you saw in Box 1 on NCERT T.B pages 12-13 (broken chain, red cap, fasces, Charter on the Declaration of Rights). The pyramid stands for equality, often represented by a triangle. Use the symbols to interpret the painting. Describe your impressions of the female figure of liberty.
Answer:

Nanine Vallain, Liberty.
This is one of the rare paintings by a woman artist. The revolutionary events made it possible for women to train with established painters and to exhibit their works in the Salon, which was an exhibition held every two years.

The painting is a female allegory of liberty -that is, the female form symbolises the idea of freedom. The scroll in the right hand of the woman stands for the Declaration of the Rights of Man and Citizen. In the left hand she is holding aloft the red cap symbolising the torch of freedom. The pyramid in the background symbolises equality as all the three sides of a pyramid are equal. The female figure of liberty symbolises the equality of man and woman.

Question 5.
Describe the persons represented in figure given below – their actions, their postures, the objects they are carrying. Look carefully to see whether all of them come from the same social group. What symbols has the artist included in the image? What do they stand for? Do the actions of the women reflect traditional ideas of how women were expected to behave in public? What do you think: does the artist sympathise with the women’s activities or is he critical of them? Discuss your views in the class.
Answer:

This print is one of the many pictorial representations of the events of 5 October 1789,
when women marched to Versailles and brought the king back with them to Paris.

The persons represented here are the Parisian women who are on their way to Versailles. Being fed up with the king and the existing system these women are seen ready to do anything for the betterment of their condition. All these women are carrying agricultural implements to use them in the storming of Bastille.

Yes, all of them come from the same social group—the peasantry class. One of the woman is carrying aloft the symbol of justice. This symbolises that these women want justice and they won’t sit unless they get it. The woman on the horse symbolises power and strength. The drum symbolises that they are proclaiming their march to all concerned.

The actions of the women do not reflect the traditional ideas of how women were expected to behave in public. These women are not afraid of anyone. They are determined to force the king to pay attention to their condition.

Yes, the artist appears to be a great sympathiser of these women and their activities.

Question 6.
Compare the manifesto drafted by Olympe de Gouges with the Declaration of the Rights of Man and Citizen.
Answer:
The manifesto drafted by Olympe de Gouges gives emphasis on the equality of women. She says that women like men are born free and must remain equal to men in rights. On the other hand the Declaration of the Rights of Man and Citizen does not mention women at all. It only talks about men and their rights.

While Olympe de Gouges supports the idea of preservation of the natural rights of woman and man, the Declaration of the Rights of Man and Citizen supports the idea of preservation of the natural rights of man only.

Question 7.
Describe the picture in your own words. What are the images that the artist has used to communicate the following ideas; greed, equality, justice, takeover—by the state of the assets of the church?
Answer:

This anonymous print of 1790 seeks to make the idea of justice tangible.

Greed is symbolised by the fat clergyman on the extreme left.
The two men holding him symbolise government officials who under the instruction of the clergyman have taken over the assets of the church.
The man and woman in the extreme right symbolise equality.
In the middle is standing the press which symbolises justice.

History Class 9 Chapter 1 NCERT Textbook Questions and Answers

Question 1.
Describe the circumstances leading to the outbreak of revolutionary protest in France.
Answer:
The following circumstances led to the outbreak of revolutionary protest in France:

(i) The eighteenth century French society was divided into three estates the clergy, the nobility and the third estates which included businessman, officials, peasants and artisans. The clergy and nobility were exempted from taxes. Only the third estate had to pay taxes.

(ii) The population of France increased immensely in the 1780s. This led to a rapid increase in the demand for food grains. Production of grains could not keep pace with the demand. So the price of bread which was the staple diet of the majority rose rapidly.

(iii) Most of the workers were employed as labourers in workshops whose owner fixed their wages. But the wages did not keep pace with the rise in prices. So, the gap between the poor and the rich widened which created dissatisfaction among the poor.

(iv) To meet its regular expenses, such as the cost of maintaining an army, the court, running government offices or universities, the state was forced to increase taxes. The burden of increased taxes fell on the third estate only.

(v) On 5 May 1789, the King called together an assembly of the Estates General to pass proposals for new taxes. The first and second estates sent 300 representatives each, who were seated in rows facing each other on two sides, while 600 members of the third estate had to stand at the back. Voting in the Estates General in the past had been conducted according to the principle that each estate had one vote. This time too Louis XVI was determined to continue the same practice. But the members of the third estate demanded that each member would have one vote. When the king rejected this proposal, they walked out of the assembly in protest.

(vi) Meanwhile a severe winter in France caused severe hardships to the poor. Due to bad harvest, the price of bread rose. The bakers exploited the situation and hoarded supplies. After spending hours in long queues at the bakery, crowds of angry women stormed into the shops. At the same time, the king ordered troops to move into Paris. On 14 July 1789, the agitated crowd stormed and destroyed fortress-prison, the Bastille. This led to the outbreak of revolutionary protest in France.

Question 2.
Which groups of French society benefited from the revolution? Which groups were forced to relinquish power? Which sections of society would have been disappointed with the outcome of the revolution?
Answer:
(i) The wealthier middle class people who were also educated benefited from the revolution. These people were capable enough to seize power as soon as the Jacobin government fell.

(ii) The privileged class that included the clergy and the nobility was forced to relinquish power. The National Assembly passed a decree that abolished the age-old feudal system of obligations and taxes. Tithes, taxes levied by the church were also abolished and the lands owned by the church were also confiscated.

(iii) Non-propertied sections of society and women would have been disappointed with the outcome of the revolution. These people were classed as passive citizens having no right to vote. Women’s demand for voting rights continued for many years. It was finally in 1946 that they won this right.

Question 3.
Describe the legacy of the French Revolution for the peoples of the world during the nineteenth and twentieth centuries.
Answer:
(i) The ideals of liberty and democratic rights were the most important legacy of the French Revolution.
These ideals spread from France to the rest of Europe during the nineteenth century, where feudal system were abolished.

(ii) Political revolution in Europe began with the French Revolution. This revolution influenced the people in other European countries and political revolutions raged through Europe as people fought against the authority of kings.

(iii) Colonised peoples got inspired by the ideals of the French Revolution. They reworked the idea of freedom from bondage into the movements to create a sovereign nation state. Tipu Sultan and Rammohan are two examples of individuals who responded to the ideas coming from revolutionary France.

Question 4.
Draw up a list of democratic rights we enjoy today whose origins could be traced to the French revolution.
Answer:
The origins of many of the democratic rights we enjoy today could be traced to the Declaration of the Rights of Man and Citizen, constituted in 1791 after the French Revolution:

• Right to Life
• Right to Equality
• Freedom of Speech, Expression and Thought
• Equality before Law
• Right to Vote and be elected for political offices
• Right to Property
• Right to Resist oppression
• Right to Justice and Security.

Question 5.
Would you agree with the view that the message of universal rights was beset with contradictions? Explain.
Answer:
The message of universal rights was beset with contradictions:
(i) The Declaration of Rights of Man and Citizen laid stress on equality but a large section of society was denied to it. All rights were given to men with property. Non-propertied section and women were ignored totally. They had no right to vote.

(ii) The presence of a huge number of people as passive citizens, without voting rights, was like not putting into practice what you preach. The revolutionary journalist Jean-Paul Marat felt that the Constitution of 1791 had given the task of representing the people to the rich. And the poor were suppressed.

(iii) The Declaration of Rights failed to establish liberty to all. France continued to hold and expand colonies. It tried to give an image of liberator to the world but could not succeed.

(iv) Slavery continued to exist in France for a long time. It was finally abolished in French colonies in 1848.

(v) Jeans-Paul Marat felt that the Declaration of Rights was biased. The law was influenced by the rich. The women were regarded as passive citizens. They were also discriminated on the basis of gender. These were against the ideals of the universal rights.

Question 6.
How would you explain the rise of Napoleon?
Answer:
The fall of the Jacobin government allowed the wealthier middle classes to seize power. A new constitution was introduced which denied the vote to non-propertied sections of society. It provided for two elected legislative councils. These then appointed a Directory, an executive made up of five members. This was meant as a safeguard against the concentration of power in a one-man executive as under the Jacobians. However, the Directors often clashed with the legislative councils, who then sought to dismiss them.

The political instability of the Directory paved the way for the rise of Napoleon Bonaparte, a military dictator. In 1804, he crowned himself Emperor of France. Then he set out to conquer neighbouring European countries, dispossessing dynasties and creating kingdoms where he placed members of his family. Napoleon view himself as a moderniser of Europe.

He introduced many laws such as the protection of private property and a uniform system of weights and measures provided by the decimal system. In the beginning many saw Napoleon as a liberator who would bring freedom for the people. But soon the Napoleonic armies came to be viewed everywhere as an invading force. He was finally defeated at Waterloo in 1815.

Class 9 History Chapter 1 NCERT Intext Activity Questions and Answers

Question 1.
Find out more about any one of the revolutionary figures you have read about in this chapter. Write a short biography of this person.
Answer:
Do it yourself with the help of internet.

Question 2.
The French Revolution saw the rise of newspapers describing the events of each day and week. Collect information and pictures on any one event and write a newspaper article. You could also conduct an imaginary interview with important personages such as Mirabeau, Olympe de Gouges or Robespierre. Work in groups of two or three. Each group could then put up their articles on a board to produce a wallpaper on the French Revolution.
Answer:
Do it yourself.

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