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Print Culture and the Modern World Class 10 Extra Questions History Chapter 7

QUESTIONS OF 1 MARK

Answers should not exceed 30 words.

Question 1.
Give some examples of print around us.
Answer:
The examples of print around us are books, journals, newspapers, paintings, official circulars, calenders, diaries, advertisements, cinema posters etc.

Question 2.
What is calligraphy ?
Answer:
Calligraphy is art of beautiful and stylised writing.

Question 3.
How books were printed in China since AD 594 ?
Answer:
Books were printed in China by rubbing paper against the inked surface of woodblocks.

Question 4.
When was hand-printing technology introduced in Japan and by whom ?
Answer:
Buddhist missionaries from China introduced hand-printing technology in Japan around AD

Question 5.
Who was the major producer of printed material in China ?
Answer:
The imperial state in China was the major producer of printed material.

Question 6.
By whom the textbooks for civil service examination were printed in China ?
Answer:
Textbooks for the civil services examination were printed under the sponsorship of the imperial state.

Question 7.
When and how were the western printing techniques and mechanical presses imported in China ?
Answer:
Western printing techniques and mechanical presses were imported in the late nineteenth century as western powers established their outposts in China.

Question 8.
Which city of China became the hub of new print culture ? [CBSE 2016-17]
Answer:
Shanghai became the hub of the new print culture, catering to the western-style schools. From hand printing there was now a gradual shift to mechanical printing.

Question 9.
What was the ancient name of Tokyo ?
Answer:
Edo.

Question 10.
Which is the oldest printed book of Japan ?
Answer:
Diamond Sutra.

Question 11.
Who brought the knowledge of woodblock printing to Europe/Italy ?
Answer:
Marco Polo, a great explorer, returned to Italy after many years of exploration in China. He brought wood-block printing technology with him in 1295.

Question 12.
Answer:
Johann Gutenberg.

Question 13.
Which was the first book printed by Johann Gutenberg ? How many copies were printed in how many years ?
Answer:
The first book he printed was the Bible. About 180 copies were printed and it took three years to produce them.

Question 14.
What is platen ?
Answer:
In letter press printing, platen is a board which is pressed onto the back of the paper to j get the impression from the type. At one time it used to be wooden board, later it was made of steel.

Question 15.
Who is compositor ?
Answer:
The person who composes the text for printing is called compositor.

Question 16.
What is galley ?
Answer:
Galley is a metal frame in which types are laid and the text composed.

Question 17.
What is a ballad ?
Answer:
Ballad is a historical account or folk tale in verse, usually sung or recited.

Question 18.
What were taverns ?
Answer:
Taverns were places where people gathered to drink alcohol, to be served food and tomeet friends and exchange news.

Question 19.
What was written by Martin Luther in 1517 ?
Answer:
In 1517, the religious reformer Martin Luther wrote Ninety Five Theses criticising many of the practices and rituals of the Roman Catholic Church.

Question 20.
What was Protestant Reformation ? [CBSE 2016-17]
Answer:
It was a sixteenth-century movement to reform the Catholic Church dominated by Rome. Martin Luther was one of the main Protestant reformers. Several traditions of anti-Catholic Christianity developed out of the movement.

Question 21.
Answer:
Martin Luther said, “Printing is the ultimate gift of God and the Greatest one.”

Question 22.
What was Inquisition ?
Answer:
Inquisition was a former Roman Catholic court for identifying and punishing heretics.

Question 23.
What do you understand by heretical ?
Answer:
Heretical means beliefs which do not follow the accepted teachings of the Church. In medieval times, heresy was seen as a threat to the right of the Church to decide on what should be believed and what should not. Heretical beliefs were severely punished.

Question 24.
Who was Erasmus ?
Answer:
Erasmus was a Latin scholar and a Catholic reformer, who criticised the excesses of Catholicism but kept distance from Luther, expressed a deep anxiety about printing.

Question 25.
State any one effect of high literacy rates by the end of the 18th century.
Answer:
There was a virtual reading mania and people wanted books to read and printers produced books in ever increasing numbers.

Question 26.
What was a chapbook ?
Answer:
Chapbook is a term used to describe pocket-size books that are sold by traveling pedlars called chap men.

Question 27.
What were ‘Biliotheque Bleue’ ?
Answer:
Biliotheque Bleue were books which were low priced small books printed on poor quality paper and bound in cheap blue covers.

Question 28.
Describe effects of development of press in 18th century. Mention any one.
Answer:
The ideas of scientists and philosophers became more accessible to common people.

Question 29.
Which books were especially meant for women ?
Answer:
Penny magazines.

Question 30.
What do you understand by Almanac ?
Answer:
It stands for an annual publication giving astronomical data, information about the movement of the sun and moon, timings of full tides and eclipses and much else that was of importance in the everyday life of people.

Question 31.
What did Mercier proclaim about the power of print in bringing enlightenment and destroying the basis of despotism ?
Answer:
Louise-Sebastien Mercier, a novelist in eighteenth-century France declared, “The printing press is the most powerful engine of progress and public opinion is the force that will sweep despotism away.”

Convinced of the power of print in bringing enlightenment and destroying the basis of despotism, he proclaimed, “Tremble, therefore, tyrants of the world, Tremble before the virtual writer.

Question 32.
How far the print culture was responsible for the French Revolution ? State any one point.
Answer:
The print popularised the ideas of the Enlightenment thinkers as their writings provided a critical commentary on tradition, superstition and despotism.

Question 33.
“The 19th century saw vast leaps in mass literacy in Europe bringing in large numbers of new readers among children, women and workers.” State any one reason.
Answer:
Primary education became compulsory from the late nineteenth century. As a result children became an important category of readers.

Question 34.
When was the Paperback edition of books intrpduced in Europe ?
Answer:
Paperback edition of books was introduced during the onset of the Great Depression.

Question 35.
Who perfected the power-driven cylindrical press and when ?
                                        Or
Mention one major contribution of Richard M. Hoe in developing printing press.
Answer:
By mid-nineteenth century, RicharcfM. Hoe of New York perfected the power-driven cylindrical press. This was capable of printing 8,000 sheets per hour. This press was particularly useful for printing newspapers.

Question 36.
In India why the circulation of hand written manuscripts remained limited before the age of print ? Give any one reason.
Answer:
Manuscripts were highly expensive and fragile.

Question 37.
Who brought the first printing press to India and when ?
Answer:
Portuguese missionaries in mid-16th century.

Question 38.
From 1780 who began to edit the Bengal Gazette ?
Answer:
James Augustus Hickey.

Question 39.
Who started publishing the Sambad Kaumudi and from when ?
Answer:
Raja Rammohan Roy started publishing the Sambad Kaumudi from 1821.

Question 40.
Who are Ulama ?
Answer:
Ulama are legal scholars of Islam and the sharia, a body of Islamic law.

Question 41.
What is fatwa ?
Answer:
A fatwa is a legal pronouncement on Islamic law usually given by a mufti (legal scholar) to clarify issues on which the law is uncertain.

Question 42.
From 1880s, which two presses published numerous religious texts in vernacular ?
Answer:
The Naval Kishore Press at Lucknow and the Shri Venkateshwar Press in Bombay.

Question 43.
Name some new forms of publication created by printing in India.
Answer:
Novels, lyrics, short stories, essays about social and political matters.

Question 44.
Give some examples of visual culture in India.
Answer:

1. Visual images by Raja Ravi Verma.
2. Cheap prints and calendars.
3. Caricatures.
4. Cartoons.

Question 45.
Who wrote Amar Jiban and when was it published ?
Answer:
Amar Jiban was written by Rashsundari Debi (East Bengal). It was published in 1876. It was the first full-length autobiography published in the Bengali language.

Question 46.
What type of books were written by Kailashbashini Debi ?
Answer:
Bengali writer, Kailashbashini Debi wrote books highlighting the experiences of women – how women were imprisoned at home, kept in ignorance, forced to do hard domestic labour etc.

Question 47
What was the main theme of ‘Gulamgirv written by Jyotiba Phule ?
Answer:
Injustices of the caste system was the main theme of Gulamgiri.

Question 48.
Who published Istri Dharm Vichar and what was its object ?
Answer:
In Punjab, Ram Chaddha published Istri Dharm Vichar. Its object was to teach women how to be obedient wives.

Question 49.
Name one paper of Bal Gangadhar Tilak.
Answer:
Kesari.

Question 50.
Which book was written by Kashibaba and what was its theme ?
Answer:
Kashibaba a Kanpur mill worker, wrote and published Chote Aur Bade Ka Sawal in 1938 to show the links between caste and class exploitation.

QUESTIONS OF 3/4 MARKS

Answers should be in about 80/100 words.

Question 1.
Describe the woodblock printing. [CBSE 2016-17]
Answer:

1. Woodblock printing was the earliest kind of print technology.
2. It was developed in China, Japan and Korea.
3. This was a system of hand-writing.
4. From AD 594 onwards, under this system, books in China were printed by rubbing paper against the inked surface of woodblocks.
5. As both sides of the thin, porous sheet could not be printed, the traditional Chinese ‘accordion book’ was folded and stitched at the side.
6. Superbly skilled craftsmen could duplicate with remarkable accuracy the beauty of calligraphy.

Question 2.
Which Asian country was the major producer of printed material in the 16th century and why ?
[CBSE 2016-17]
Answer:
(1) The imperial state in China was the major producer of printed material for a long time.
(2) It was the major producer of printed material due to the following factors :

1. China had a large bureaucratic system which recruited its personnel through civil service examinations.
2. Textbooks for this examination were printed in vast numbers under the sponsorship of the imperial state.
3. From the sixteenth century, the number of examination candidates went up and that increased the volume of print.

Question 3.
“By the seventeenth century, as urban culture bloomed in China, the uses of print diversified.” Explain.
                                              Or
Describe the major uses of print culture in the seventeenth century in China. What were its effect ?
                                             Or
What were the reasons favouring shift from hand printing to mechanical printing in China ?
Answer:
(1) In the seventeenth century, many cities had come up in China. As the urban culture spread, the uses of print also increased. It was used in different fields as mentioned below :

1. It was used by scholar officials.
2. Merchants used it to collect trade information.
3. Reading printed material became a leisure activity. So, people started reading fictional narratives, poetry, autobiographies, anthologies of literary masterpieces, and romantic plays.
4. Women began publishing their poetry and plays.
5. Wives of scholar-officials published their works and courtesans wrote about their lives.

(2) The new reading culture had the following effects :

1. It brought western printing techniques and mechanical presses into China.
2. Shanghai became the hub of the new print culture.
   Thus, there was natural change from hand-printing to mechanical printing.

Question 4.
How did the Buddhist missionaries from China introduce printing technology into Japan around AD 768-770 ? Explain. [CBSE 2016-17]
                           Or
Who introduced print culture to Japtu ? [CBSE 2016-17]
                          Or
Describe the development of print in Japan.
Answer:
The development of print in Japan took place as mentioned below :

1. Buddhist missionaries from China introduced hand-printing technology in Japan around AD 768-770.
2. The oldest Japanese book printed in AD 868 was the Buddhist Diamond Sutra. It contained six sheets of text and woodcut illustrations.
3. Pictures were printed on textiles, playing cards and paper money,
4. In medieval Japan, the poets and prose writers regularly published their works.
5. Printing of visual material led to interesting publishing practices. For example, in the late eighteenth century, at Edo (modern Tokyo) illustrated collections of paintings depicted an elegant urban culture, involving artists, courtesans, and teahouse gatherings.
6. Libraries and bookstores were full with hand-printed material of various types such as books on women, cooking, famous places, musical instruments, calculations, tea ceremony and flower arrangements.

Question 5.
Write a short note on Ukiyo. [CBSE 2016-17]
Answer:

1. Kitagawa Utamaro, born in Edo in 1753, widely known for his contributions to an art form called Ukiyo (pictures of the floating world) or depiction of ordinary human experiences, especially urban ones.
2. These prints travelled to contemporary US and Europe and influenced artists like Manet, Monet and Van Gogh.
3. Publishers like Tsutaya Juzaburo identified subjects and commissioned artists who drew the theme in outline.
4. Then a skilled woodblock carver pasted the drawing on a woodblock and carved a printing block to reproduce the painter’s lines.
5. In the process, the original drawing would be destroyed and only prints would survive.

Question 6.
How was the increase in demand for books met in Europe in the fourteenth century ?
Answer:
The expanded demand for books in Europe was met in the following ways :

1. Booksellers all over Europe began exporting books to many different countries.
2. Book fairs were held at different places.
3. Production of handwritten manuscripts also continued to meet the expanded demand. Skilled handwriters were employed by booksellers. Sometimes more than 50 scribes were employed by one bookseller.
4. Woodblock printing was widely used to meet the demand, i But in spite of the above efforts, there was still a great need for even quicker and cheaper reproduction of texts which was fulfilled by the development of the printing press by Johann
   Gutenberg in the 1430s.

Question 7.
How did Gutenberg get the idea of a printing press and perfected it ? Which was his first printed book ? [CBSE 2016-17]
                         Or
Name the first book printed by Gutenberg press. [CBSE 2016-17]
Answer:
(1)

1. Gutenberg was the son of a merchant and grew up on a large agricultural estate. From his childhood, he had seen wine and olive presses.
2. Subsequently, he learnt the art of polishing stones, became a master goldsmith, and also acquired the expertise to create lead moulds used for making trinkets.
3. Drawing on this knowledge, Gutenberg adapted existing technology to design his innovation.
4. The olive press provided the model for the printing press.
5. Moulds were used for casting the metal types for the letters of the alphabet.
6. By 1448, Gutenberg perfected the system.

(2) The first book he printed was the Bible. About 180 copies were printed and it took three years to produce them. By the standards of the time this was the fast production.

Question 8.
What is a manuscript ? Why production of handwritten manuscripts could not satisfy the ever-increasing demand for books ?
                                  Or
Explain the limitations or short-comings of handwritten manuscripts.
Answer:
(1) Manuscript is a document or book written by hand.
(2) The production of handwritten documents could not satisfy the ever-increasing demand for books for the reasons as mentioned below :

1. Copying was an expensive, laborious and time consuming business.
2. Manuscripts were fragile, awkward to handle, and could not be carried around or read easily.
   As a result of the above factors, the circulation of manuscripts remained limited and by the early 15th century, woodblocks were being widely used in Europe.

Question 9.
“The new technology did not entirely displace the existing art of producing books by hand.” Explain.
Answer:
It is true that the new technology did not displace the existing art of producing books by hand. At the same time Gutenberg personalise the printed books suiting to the tastes and requirement of others as mentioned below :

1. The metal letters imitated the ornamental handwritten styles.
2. Borders were illuminated by hand with foliage and other patterns, and illustrations were painted.
3. In the books printed for the rich, space for decoration was kept blank on the printed page.
4. Each purchaser could choose the design and decide on the painting school that would do the illustrations.
5. No two copies of the first printed Bible were same and every copy could be claimed as unique, for no one else owned a copy that was exactly the same.

Question 10.
How were the printing presses setup in most of the countries of Europe between 1450 and 1550 ? What were its effects ?
                                            Or
‘The shift from handwriting to mechanical printing led to the print revolution.’ Explain.
Answer:
(1)

1. In the hundred years between 1450 and 1550, printing presses were set up in most countries of Europe.
2. Printers from Germany traveled to other countries-seeking work and helping start new presses.

(2) Effects :

1. As the number of printing presses grew, book production boomed.
2. The second half of the fifteenth century saw 20 million copies of printed books flooding the markets in Europe.
3. The number of books went up in the 7-i-xteenth century to about 200 million copies.
4. The above shift from hand printing to mechanical printing led to the print revolution.
   It was a new way of producing books. It transformed the lives of people, changing their
   relationship to information and knowledge and with institutions and authorities. It influenced ’ popular perceptions and opened up new ways of looking at things.

Question 11.
How did access to books create a new culture of reading ? Examine any three points.
                                                      Or
State reasons for increase in reading public by the end of 18th century in Europe.
                                                      Or
How did the print revolution create a new reading public and new culture of  reading ?
Answer:
(1) The print revolution created a new reading public as mentioned below :

1. A new reading public emerged because printing reduced the cost of books,
2. Books could be produced at a faster rate and were available in the market in large numbers.
3. The books flooded the market, reaching out to an over-growing readership.

(2) Print revolution created a new culture of reading as mentioned below :

1. Earlier books were read by the elites. Common people were illiterate and lived in a world of oral culture. They heard sacred texts read out, ballads recited and folk tales narrated.
2. Knowledge was transferred orally. People collectively heard a story or saw a performance.
3. Before the age of print, books were not only expensive but they could not be produced in sufficient numbers. Now books could reach out to wider sections of people. If earlier there was a hearing public, now a reading public came into being.

Question 12.
“The transition from a hearing public to reading public was not simple.” Explain. How the hearing public and reading public became intermingled ?
Answer:
The transition from a hearing public to reading public was not simple due to the reasons as mentioned below :

1. Books could be read only by the literate people.
2. Rates of literacy in most European countries were very low till the twentieth century.
3.  To reach and persuade the common people to welcome the printed books, publishers had to keep in mind the wider reach of the printed work so that even those who did not read could certainly enjoy listening to books being read out. So printers published popular ballads and folk tales and illustrated such books with pictures. These were then sung and recited at gatherings in villages and in taverns in towns. Oral culture thus entered print and printed material was orally transmitted. As a result of it, the hearing public and reading public intermingled.

Question 13.
How did print introduce a new world of debate and discussion ? What were its implications in the sphere of religion ?
Answer:
(1) Print introduced a new world of debate and discussion as mentioned below :

1. Print created the possibility of wide circulation of ideas.
2. Even those who disagreed with established authorities, could now print and circulate
   their ideas. .
3. Through the printed message, people could be persuaded to think differently, and move to action. This had significance in different spheres of life.

(2) Debates and discussions had effects on religion as mentioned below :

1. Martin Luther’s Ninety Five These criticism many practices and rituals of the Roman Catholic Church led to a division within the Church and to the beginning of the Protestant Reformation.
2. Several scholars think that print brought about a new intellectual atmosphere and helped spread the new ideas that led to the reformation.
3. Print revolution led to distinctive interpretations of faith even among little-educated working people. For example, Manocchio, a miller in Italy, reinterpreted the Bible in his own way that enraged the Roman Catholic Church which imposed severe controls over publishers and booksellers and began to maintain an Index of Prohibited Books from 1558.

Question 14.
Why was there fear of print among some people in Europe ? Explain.
Answer:

1. The printed book was not welcomed by all. Even those who did it also had some fears about it.
2. On the other hand, many were apprehensive of the effects that the easier access to the printed word and the wider circulation of books, could have on people’s minds.
3. It was feared that if there was no control over what was printed and read then rebellious and irreligious thoughts might spread. If that happened the authority of ‘valuable’ literature would be destroyed. This fear or anxiety was the main basis of criticism of the new printed literature.

Question 15.
What was Reading Mania ? What was its impact on children and women ? [CBSE 2016-17]
                                              Or
Which factors led to reading mania in the seventeenth and eighteenth centuries in Europe ?
                                              Or
Describe the causes for extreme enthusiasm for reading in the seventeenth and eighteenth centuries in Europe.
Answer:
Causes were as given below :

1. Rise in literacy rate : Literacy rates increased during the seventeenth and eighteenth centuries. Churches all over Europe set up schools in villages, carrying literacy to peasants and artisans. In the eighteenth century, literacy rates were as high as 60 to 80 per cent, in some parts of Europe. As the literacy rate increased and schools spread, people wanted books to read and printers increased their production.
2. New forms of popular literature : New forms of popular literature, such as almanacs or ritual calendars, folktales, chapbooks, Bilio the que Bleue, were printed. Booksellers employed pedlars for sale of this printed literature. Chapbooks were sold for a penny and the poor could buy such books easily. Books of various sizes, serving many different purposes and interests were published.
3. Rise of periodical press : From the early eighteenth century, the periodical press printed information about current affairs with entertainment. Newspapers and journals wrote about wars and trade, and developments in other places.
4. Ideas of scientists and philosophers : The ideas of scientists and philosophers were published with maps and scientific diagrams. It attracted people. For example, the discoveries of Isaac Newton influenced large number of people. The writings of thinkers such as Thomas Paine, Voltaire and Rousseau were widely printed and read.

Question 16.
Why did some people in eighteenth century Europe think that print culture would bring enlightenment and end despotism ?
Answer:
Some people in eighteenth century Europe thought that print culture would bring enlightenment and end despotism. Printing pr^ss was the most powerful engine of progress and public opinion was the force that would destroy the basis of despotism. Such were the views of Louise-Sebastien Mercier, a novelist in eighteenth century France. In many of Mercier’s novels, the heroes are transformed by acts of reading. They devour books, are lost in the world books create, and become enlightened in the process. He was convinced of the power of print and proclaimed : ‘Tremble, therefore, tyrants of the world! Tremble before the virtual writer’.

Question 17.
“The print culture created the conditions within which the French Revolution occurred.” Give three arguments in favour of the statement. [CBSE 2016-17]
Answer:
It is correct to say that the print culture created the conditions within which the French Revolution occurred.
The following arguments are given in support of this view :

1. Popularisation of ideas of the Enlightenment thinkers : It is stated that print culture popularised the writings of Rousseau, Voltaire and others. These thinkers were against the sacred authority of the Church and the despotic power of the state. Rousseau’s ideal of ‘liberty, equality and fraternity’became the motto of the revolutionaries. These ideas enlightened the masses.
2. New culture and dialogue and debate : With the coming of print culture, people became aware of the power of reason. They started questioning the existing ideas and beliefs and authority of the Church. Within this public culture, new ideas of social revolution came into being.
3. Criticism of royalty of their morality : New literature criticised royalty for their lavish life style at a time when people were suffering from hunger. Cartoons and caricatures showed that the monarchy was absorbed in sensual pleasures. The ordinary people i.e., peasants, artisans and workers, had a hard time while the nobility enjoyed life and oppressed the poor. Such writings led to the growth of hostile sentiments against the monarchy.It played a significant role by influencing the people to think in different ways and questioning the authority of the monarchs as well as the Church.However it may be added that print helped the spread of ideas but people read all types of literature. There was monarchical and Church propaganda. They were not influenced by one idea. They accepted some and rejected other ideas. So it can be said that the print did not directly shape their minds but it did open up the possibility of thinking differently.

Question 18.
What kind of material was printed for children and women during the nineteenth century that made them an important category of readers ?
Answer:
The following types of printed material was responsible for increase in readership of children and women in the 19th century :
(1) Children :

1. Primary education became compulsory from the late 19th century.
2. A children’s press set up in France in 1857 devoted to literature for children alone.
3. Old fairy tales and folk tales were published.
4. The Grimm Brothers in Germany compiled traditional folk tales gathered from peasants. A collection of stories was published in 1812.
5. Anything that was considered unsuitable for children or would appear vulgar to the elites, was not included in the published version.Rural folk tales thus acquired a new form. In this way, print recorded old tales but also changed them.

(2) Women:

1. Penny Magazine was published between 1832 and 1835 in England. It was aimed primarily at the working class and women.
2. There were manuals teaching proper behaviour and house keeping.
3. Novels were written in the nineteenth century by women like Jane Austen, the Bronte sisters, George Eliot. Their writings became important in defining a new type of woman, a person with will, strength of personality, determination and the power to think.

Question 19.
Describe the role played by lending libraries in the growth of readers in the 19th century.
Answer:
Lending libraries became instruments for educating white-collar workers, artisans and lower-middle class people. In due course of time, when the working day was shortened from the mid-nineteenth century, workers had sometime for self-improvement and self-expression. They wrote political tracts and autobiographies in large numbers.

Question 20.
Explain any five innovations in print technology in Europe that took place after the 18th century.
[CBSE 2016-17]
Or
Mention one major contribution of Richard M. Hoe in developing printing press.
Answer:
The following innovations took place in printing technology in the nineteenth century :

1. Power-driven cylindrical press by Richard M. Hoe of New York : This was capable of printing 8,000 sheets per hour. It was useful for printing newspapers.
2. Offset Press : This could print up to six colours at a time.
3. Electrically operated presses : These further accelerated printing operations.
4. Other developments :
   • Methods of feeding paper improved.
   • The quality of plates became better.
   • Automatic paper reels and photo electric controls of the colour register were introduced.
     All the above innovations transformed the appearance of printed texts.

Question 21.
Describe the strategies developed by the printers and publishers in the nineteenth century to sell their products.
Answer:
The printers and publishers developed the following strategies to sell their products :

1. Periodicals serialised novels : Nineteenth century periodicals serialised important novels. This became popular among the people.
2. Shilling series : In the 1920s in England, popular works were sold in cheap series, called the Shilling Series.
3. Dust cover or the book jacket : It was also innovated and used in the 20th century.
4. Paperback editions : During the Great Depression in the 1930s, publishers brought out cheap paperback editions in order to sustain buying and to avoid a decline in book purchases.

Question 22.
What is manuscript ? Mention any two limitations of it during 19th century.
                                                          Or
Why were manuscripts not widely used in everyday life ? Give three reasons. [CBSE 2016-17]
Answer:
(1)

1. There were handwritten manuscripts in Sanskrit, Arabic, Persian and various vernacular languages.
2. Manuscripts were copied on palm leaves or on handmade paper.
3. There were illustrations on pages.
4. To preserve them, these were either pressed between wooden covers or sewn together to ensure preservation.

(2)
The manuscripts were not widely used in everyday life due to their drawbacks/ limitations as mentioned below :

1. Manuscripts were, however, highly expensive and fragile.
2. They had to be handled carefully.
3. They also could not be read easily as the script was written in different styles.
   In view of the above, manuscripts were not widely used in everyday life. Their use remained limited. Even in schools, teachers used to dictate portions of texts to students. Many people, thus, became literate without ever actually reading any kind of texts.

Question 23.
Explain briefly the initial efforts made by foreigners to introduce printing press in India.
Answer:

1. The printing press came to India with Portuguese missionaries in Goa in the mid-sixteenth century. Jesuit priests learnt Konkani and printed several tracts. By 1674, about 50 books had been printed in Konkani and Kanara languages.
2. Books in different languages were printed as given below :
   1. In 1579 – First Tamil book was printed by Catholic priests at Cochin.
   2.  In 1713 – Printing of first Malayalam book.
   3. By 1710 – Dutch Protestant missionaries had printed 32 Tamil texts, many of them were translations from older works.
3. English printing :
   1. From 1780, James Augustus Hickey began to edit the Bengal Gazette, a weakly magazine that described itself as ‘a commercial paper open to all but influenced by none’. It was a private enterprise, proud of its independence from colonial influence. It was the beginning of English printing in India.
   2. By the end of eighteenth century, a number of newspapers and journals were being printed.
   3. Indians too began to publish newspaper. Weekly Bengal Gazette was the first to be brought out by Gangadhar Bhattacharya.

Question 24.
How did print help connect communities and people in different parts of India ? Explain with examples.
                                                   Or
“Print did not only stimulate the publication of conflicting opinions amongst communities, but it also connected communities and people in different parts of India.” Support the statement with examples. [CBSE 2016-17]
Answer:
From the early nineteenth century, there were intense debates around religious issues. Different interpretations about the beliefs of different religions were given. Print culture published such ideas which resulted in more participation in public discussions. For example, there were controversies between social and religious reformers and Hindu orthodoxy over matters like widow immolation (sati system), monotheism, idolatry. The newspapers published these controversies in the spoken language of ordinary people.

In North India, The ulama were worried that the colonial rulers would encourage conversion and change the Muslim personal laws. They, therefore, started cheap lithographic presses. Islamic doctrines were explained. A number of Muslim sects appeared giving different interpretation of faith. In all these activities, Urdu print helped them conduct these battles in public.
Among Hindus, too, print encouraged the reading of religious texts in vernacular languages. For example, Ramcharitmanas of Tulsidas was published from Calcutta in 1810.

Thus, religious texts reached a large number of people and encouraged them to take part in discussions, debates and controversies. It is, therefore, rightly said that print encouraged the publication of conflicting opinions among communities. ‘
However, newspapers conveyed news from one place to another, creating pan-Indian identities. It, therefore, connected communities and people in different parts of India.

Question 25.
Explain the visual culture (picture, calendar and cartoon etc.) in print developed in the 19th century.
Answer:
By the end of the 19th century, a new visual culture was taking place. It was as mentioned below :

1. With the setting up an increasing number of printing presses, visual images could be easily reproduced in multiple copies. Painters like Raja Ravi Varma produced image for mass circulation. Poor wood engravers who made woodblocks setup shop near the letter presses and were employed by print shops.
2. Cheap prints and calendars were easily available in the bazaar. These could be bought even by the poor to decorate the walls of their homes or places of work. These prints began shaping popular ideas about modernity and tradition, religion and politics and society and culture.
3. By the 1870s, caricatures and cartoons were published in journals and newspapers, commenting on social and political issues. Some caricatures ridiculed the educated Indians’ fascination with the western tastes and clothes, while other expressed the fear of social change. There were imperial caricatures lampooning nationalists as well as nationalist cartoons criticising imperial rule.

Question 26.
Describe the attitude of liberal and conservative Indians towards women’s reading.
Answer:
See Textbook Question 3(a).

Question 27.
Write a short note on the folk literature written in Punjab in 20th century.
Answer:

1. In Punjab, folk literature was widely printed from the early 20th century.
2. Ram Chaddha published the best selling Istri Dharm Vichar to teach women how to be obedient wives.
3. The Khalsa Tract Society published cheap booklets with a similar message as that of Istri Dharm Vichar.
4. Most of the literature was in the form of dialogue about the qualities of a good woman.

Question 28.
Write a short note on the Batala publications.
Answer:

1. In Bengal, an entire area in central Calcutta — The Battala — was devoted to the printing of popular books.
2. Cheap editions of religious tracts and scriptures, as well as literature that was considered obscene and scandalous was available in Battala.
3. By the late nineteenth century, a lot of these books were being profusely illustrated with woodcuts and coloured lithographs.
4. Pedlars took the Battala publications to homes, enabling women to read them in their leisure time.

Question 29.
What was the effect of print on the poor in the 20th century ?
Answer:
With the coming of print, issues of caste discrimination etc. were raised in the late 19th century by Jyotiba Phule.

1. In the twentieth century, B.R. Ambedkar in Maharashtra and E.V. Ramaswamy Naicker in Madras, better known as Periyar, wrote on caste and their writings were read by people all over India.
2. Local protest movements and sects also created a lot of popular journals and tracts criticising ancient scriptures and envisioning a new and just future.
3. Workers in factories were too overworked and lacked education to write much about their experiences. But Kashibaba, a Kanpur mill-worken wrote and published Chhote Aur Bade Ka Sawal, in 1938 to show the link between caste and class exploitation.
4.  The poems of another mill-worker wTio wrote under the name of Sudarshan Chakr were published in a collection Sacchi Kavitayan.
5. By the 1930s, Bangalore cotton millworkers setup libraries to educate themselves, following the example of Bombay workers. These were sponsored by social reformers who tried | to restrict excessive drinking among them, to bring literacy and, sometimes, to propagate the message of nationalism.

Question 30.
How did the Governor-General William Bentinck react to the petition Bled by the editors of English and Vernacular newspapers ?
Answer:

1. Before 1798, the colonial state under the East India Company was not concerned with censorship. But its early measures to control printed matter were directed against English¬men in India who were critical of Company misrule and hated the actions of particular Company officers.
2. The Company was worried that such criticisms might be used by its critics in England
   to attack its trade monopoly in India.
3. By the 1820s, the Calcutta Supreme Court passed certain regulations to control press
   freedom and the Company began encouraging publication of newspapers that would celebrate British rule.
4. In 1835 faced with urgent petitions by editors of English and vernacular newspapers, Governor-General Bentinck agreed to revise press laws.
5. Thomas Macaulay, a liberal colonial official, formulated new rules that restored the earlier freedoms.

Question 31.
Critically examine the Vernacular Press Act of 1878.
                                     Or
What steps were taken by the British to curb the freedom of press ?
Answer:
See Textbook Question 2(c).

Question 32.
What was the contribution of print culture in the growth of nationalism in India ? How did the British attempt to check them ?
Answer:
(1) Nationalist newspapers grew in numbers in all parts of India. They reported on colonial misrule and encouraged nationalist activities. Government’s attempts to censor nationalist criticism provoked militant protest. For example, when Punjab revolutionaries were deported in 1907, Bal Gangadhar Tilak wrote with great sympathy about them in his Kesari. He was arrested and this provoked widespread nationalist protests. The vernacular press brought cases of misrule to the notice of the masses.

(2) After the revolt of 1857, the attitude to freedom of the press changed. Enraged Englishmen demanded a clamp down on the ‘native’ press. As vernacular newspapers became assertively nationalist, the British government passed the Vernacular Press Act in 1878. It was based on the Irish Press Laws. It provided the government with extensive rights to censor reports and editorials in the vernacular press.

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The Age of Industrialisation Class 10 Extra Questions History Chapter 5

QUESTIONS OF 1 MARK

Answers should not exceed 30 words.

Question 1.
What was the title of the picture on the cover page of music book published by E.T. Pauli, a popular music publisher ?
Answer:
The title was ‘Dawn of the Century’.

Question 2.
State any one reason why during the phase of proto-industrialisation the merchants could not expand production within towns ?
Answer:
In towns urban crafts and trade guilds were very powerful. They trained crafts people, maintained control over production, regulated competition and prices, and restricted the entry of new people into the trade.

Question 3.
In the seventeenth and eighteenth century in the countryside why the peasants readily agreed to work for the merchants ? State any one reason.
Answer:
Many peasants had small plots of land which could not provide work for all members of the household.

Question 4.
Who was a stapler ?
Answer:
A person who ‘staples’ or sorts wool according to its fibre.

Question 5.
Who is a Fuller ?
Answer:
A person who ‘fulls’ or gathers cloth by pleating.

Question 6.
What is Carding ?
Answer:
The process in which fibres, such as cotton or wool, are prepared prior to spinning.

Question 7.
What was the first symbol of new era in England ?
Answer:
Cotton.

Question 8.
By whom the cotton mill was created ?
Answer:
Richard Arkwright.

Question 9.
Why did the technological changes occur slowly in Britain ? Give one reason.
Answer:
Technological changes occurred slowly in Britain because it was expensive and merchants and industrialists were cautious about using it.

Question 10.
Who produced the steam engine ? Who improved it ?
Answer:
The steam engine was produced by Newcomen. It was improved by James Watt.

Question 11.
Why did some industrialists in nineteenth century Europe prefer hand labour over machines ? State any one factor.
Answer:
In industries such as gas works, breweries, where production fluctuated with the season, industrialists usually preferred hand labour over machines.

Question 12.
By whom was Spinning Jenny devised ?
Answer:
Spinning Jenny was devised by James Hargreaves in 1764.

Question 13.
What was the advantage of Spinning Jenny ?
Answer:
Spinning Jenny speeded up the spinning process and reduced labour demand. By turning one single wheel a worker could set in motion a number of spindles and spin several threads at the same time.

Question 14.
What was the importance of Surat port in the sixteenth century ?
Answer:
A vibrant sea trade operated through Surat on the Gujarat coast. It connected India to the Gulf and Red Sea Ports.

Question 15.
How the European powers gradually gained power in the eighteenth century ? State any one factor.
Answer:
European powers secured a variety of concessions from local courts and thereafter monopoly rights to trade.

Question 16.
How did the East India Company ensure a regular supply of goods for export ? Mention any two steps taken by the company.
Answer:

1. It appointed a paid servant called the gomastha to supervise weavers, collect supplies and examine the quality of cloth.
2. Those weavers who had taken advances from the Company could not take cloth to any other trader.

Question 17.
Who was ‘sepoy’ ?
Answer:
This was how the British pronounced the word Sipahi, meaning an Indian soldier in the service of the British.

Question 18.
Mention any one reason that led to clashes between weavers and gomasthas.
Answer:
The gomasthas were outsiders, with no long-term social link with the village. They acted arrogantly, marched into villages with sepoys and peons, and punished weavers for delays in supply – often beating and flogging them.

Question 19.
What did Henry Patullo, a company official, say about Indian textiles ?
Answer:
Henry Patullo, a company official said that the demand for Indian textiles could never reduce, since no other nation produced goods of the same quality.

Question 20.
In India by 1850s and in subsequent years as the imports of cotton goods increased, which two problems were faced by th6 weavers in India ?
Answer:

1. Their export market collapsed.
2. The local market shrank due to import of Manchester goods.

Question 21.
When and where was the first cotton mill established in India ?
Answer:
The first cotton mill came up in Bombay in 1854.

Question 22.
Which mill was started in Kanpur in the 1860s ?
Answer:
Elgin Mill.

Question 23.
Name a few leading early Indian entrepreneurs of India in the 19th century.
Answer:

1. Dwarkanath Tagore
2. Dinshaw Petit
3. Jamsetjee Nusserwanjee Tata
4. Seth Hukumchand.

Question 24.
Name any two European Managing Agencies which till the First World War controlled a large sector of Indian industries.
Answer:

1. Bird Heiglers and Co.
2. Jardine Skinner and Co.

Question 25.
Generally from where did the workers come from to work in factories ?
Answer:
In most industrial regions workers came from the districts around e.g., the mills of Kanpur got most of their textile workers from the villages within the district of Kanpur.

Question 26.
Who established six joint-stock companies in India during 1830-40 ?
Answer:
Dwarkanath Tagore.

Question 27.
What type of restrictions were imposed on the Indian merchants in the 19th century ? Mention any two.
Answer:

1. They were debarred from trading with Europe in manufactured goods.
2. They were gradually edged out of the shipping business.

Question 28.
What was the main function of a jobber ?
Answer:
The main function of the jobber was to get new recruits.

Question 29.
How were the working conditions in the 19th century in India ?
Answer:
The working conditions were not good e.g., the shift was 10 hours from 5 pm to 3 am.

Question 30.
In what fields were the European Managing Agencies interested ? State any two.
Answer:
The European Managing Agencies which dominated industrial production in India were interested in establishing tea and coffee plantations and invested in mining, indigo and

Question 31.
Describe any one change that affected the pattern of industrialisation in India during the first decade of the 20th century.
Answer:
As the Swadeshi Movement gathered momentum, nationalists mobilised people to boycott foreign cloth.

Question 32.
What was the impact of World War I on Indian industries ?
Answer:
The Indian factories were called upon to supply war needs : jute bags, cloth for army uniforms, tents and leather boots and a host of other items.

Question 33.
What was the main advantage of the Fly Shuttle ?
Answer:
The Fly Shuttle made it possible for weavers to operate large looms and weave wide pieces of cloth.

Question 34.
Between 1900 and 1940 which class of weavers were in a better position and why ? 1
Answer:
Weavers who produced coarse cloth were in-a better position because the coarser cloth was bought by the poor and its demand fluctuated violently.

Question 35.
How people were attracted towards the new products ? State any two ways.
Answer:

1. Through advertisements.
2. By putting label mentioning the place of manufacture.

Question 36.
How does advertisement help us to create new consumer ?
Answer:
It makes product appear desirable and necessary.

QUESTIONS OF 3/4 MARKS

Answers should be in about 80/100 words.

Question 1.
What does publisher E.T. Pauli want to convey by the picture ‘Dawn of the Century’ on the cover page of his music book ?
Answer:
Publisher E.T. Pauli wants to convey the ideas as mentioned below :

1. Glorification of machines and technology.
2. At the center of the picture is a goddess-like figure, the angel of progress, bearing the flag of the new century. She is gently perched on a wheel with wings, symbolising time.
3. Her (Goddess) flight is taking her into the future. Floating about behind her, are the signs of progress – railway, camera, machines, printing press and factory.
   This figure thus gives us a triumphant account of the modern world that is associated with rapid technological change and innovations, machines, factories, railways and steam ships and computers.

Question 2.
What was proto-industrialisation ? Explain the importance of proto-industrialisation.
Answer:
(a) Proto-industrialisation – This was the early phase of industrialisation in Europe and England when there was large-scale industrial production for an international market. This was not based on factories. Many historians refer to this phase of industrialisation as proto¬industrialisation.
(b) The features of proto-industrialisation were as mentioned below :

1. It was a decentralised system of production. It was part of a network of commercial exchanges.
2. Control of production was in the hand of merchants.
3. Goods were produced by a vast number of producers working in their family farms, not in factories.
4. Whole of the family was involved. It allowed peasants a fuller use of their family labour resources.
5. At each stage of production – spinning, dying etc., 20 to 25 workers were employed by each merchant. This meant that each clothier was controlling hundreds of workers.
6. By working for the merchants, workers could remain in the countryside and continue to cultivate their small plots. Income from proto-industrial production supplemented their income from cultivation.

Question 3.
Why did the merchants from the towns in Europe move to countryside during the 17th and 18th centuries ? Why were the merchants not able to expand production with in the towns of England?
[CBSE 2016-17]
Answer:
See Textbook Question 1(6).

Question 4.
What were guilds ? How did they make it difficult for new merchants to set . business in towns of England. Explain. [CBSE 2016-17]
Answer:
See Textbook Question 1(6).

Question 5.
In the seventeenth century Europe, the peasants and artisans in the country¬side readily agreed to work for merchants. Explain.
Answer:
In the seventeenth and eighteenth centuries, merchants from the towns in Europe began moving to the countryside, supplying money to peasants and artisans, persuading them to produce for an international market. With the expansion of world trade and the acquisition of ? colonies in different parts of the world, the demand for goods began growing. In the countryside poor peasants and artisans readily agreed to work for the merchants due to the reasons as mentioned below :

1. This was a time when open fields were disappearing and commons were being enclosed.
2. Poor peasants and cottagers who had earlier depended on common lands for their survival, gathering their firewood, berries, vegetables, hay and straw, had to now look for alternative sources of income.
3. Many had tiny plots of land which could not provide work for all members of the household.
   In view of the above factors when merchants came around and offered advances to produce goods for them, peasants and artisans readily agreed to work for them.

Question 6.
How did the cotton factories become an intimate part of English landscape in the early 19th century ?

Or

What were the causes for increase in the import of raw cotton in the late eighteenth century in Britain ? What were its results ?
Answer:
The causes for increase in the import of raw cotton were as given below :

1. In the late eighteenth century in England a number of cotton factories had been set up.
   It was the first symbol of new era of cotton. Its production boomed in the late nineteenth century. In 1760 Britain was importing 2.5 million pounds of raw cotton to feed its cotton industry. By 1787 this import soared to 22 million pounds.
2. There were number of inventions in production process i.e., carding, twisting and spinning. These changes or inventions enabled each worker to produce more. It also made possible to produce more stronger threads and yarn.
3. Creation of cotton mill : Till then the cloth production was being done within households. Later Richard Arkwright created the cotton mill. Earlier cloth production was carried in the countryside within village households. But now all the processes i.e., spinning, weaving and dying etc., could be done in a mill under one roof and management.
4. This allowed a more careful supervision over the production process, a watch over quality, and the regulation of labour.
   As a result of above, in the early nineteenth century, factories increasingly became an integral part of the English landscape. New mills were visible everywhere. These were result of the new technology. The contemporaries were dazzled. They concentrated their attention on the mills, almost forgetting the by lanes and the workshops where production still continued.

Question 7.
Describe the main features of the pace of industrial change in Britain in the nineteenth century.
Answer:
The main features of the pace of industrial change were as mentioned below :

1. The most dynamic industries in Britain were clearly cotton and metals.
2. Growing at a rapid pace, cotton was the leading sector in the first phase of industrialisation up to the 1840s.
3. After cotton, the iron and steel industry led the way because with the expansion of railways, the demand for iron and steel increased rapidly. By 1873 Britain was exporting iron and steel worth about 77 million double the value of its cotton export.
4. The new industries could not easily displace traditional industries.
   (a) Ordinary and small innovations were the basis of growth in many non-mechanised sectors such as food processing, building, pottery glass work, tanning, furniture making and production of implements.
5. Technology changes occurred slowly as these were expensive and their repair was too costly

Question 8.
‘Technological changes occurred slowly in Britain.’ Give three reasons for this.
Answer:
Technological changes occurred slowly in Britain due to the following reasons :

1. New technology was expensive so the merchants and industrialists were cautious about using it.
2. The machines often went out of order and repair was costly.
3. The machines were not as effective as their inventors and manufacturers claimed. For example, take the case of the steam engine. James Watt improved the steam engine produced by Newcomen and patented the new engine in 1781. His industrialist friend Mathew Boulton manufactured the new model. But at the beginning of the 19th century, there were no more than 321 steam engines all over England. So even the powerful new technology that enhanced the productivity of labour manifold was slow to be accepted by the industrialists.

Question 9.
Why do historians agree that the typical worker in the mid-nineteenth century was not a machine operator but the traditional crafts person and labourer ?
Answer:
The historians recognise that the typical worker in the mid-nineteenth century was not a machine operator but the traditional crafts person and labourer due to the following reasons :

1. Role of. traditional industries : Although cotton and metal were the most dynamic industies but the traditional industries could not be displaced because a large portion of work even in the textile industries was being done within domestic units. Even at the end of the nineteenth century, less than 20 per cent of the total workforce was employed in technologically advanced sector.
2. Changes in the ‘traditional’ industries : The pace of change in the traditional industries was not set by steam-powered cotton or metal industries. Only ordinary and small innovations became the basis of growth in many non-mechanised sectors such as food processing, building, pottery, glass work, furniture work and production of implements.
   Technological changes occurred slowly : See question 8 above.

Question 10.
Why were the Victorian industrialists not interested to introduce machines in England ? Give any four reasons.
                                       Or
Why did industrialists not want to get rid of hand labour once machines were introduced ?
                                       Or
Why did some industrialists in the 19th century Europe prefer hand labour to machines ? Give four reasons.
Answer:
The Victorian industrialists were not interested to introduce machines in England. They preferred hand labour to machines. The reasons for this were as mentioned below :

1. Abundance of labour and low wages : There was no shortage of human labour. People had migrated to the cities in large numbers. The wages were also low. On the other hand, machines required huge capital investment.
2. Seasonal demand for labour : Some industries such as gas works and breweries were especially busy through the cold months. So they needed more workers to meet their peak demand. Book binders and printers, catering to Christmas demand, too, needed extra-workers before December. At the waterfront, winter was the time that ships were repaired and spruced up. In all such industries where production fluctuated with the season, industrialists usually preferred hand labour, employing workers for the season.
3. Production of goods with different shapes by hand only : Uniform and standard goods could be produced by machines but some goods with intricate and specific shapes could be made by hand only. In mid-nineteenth century, there were 500 varieties of hammers and 45 kinds of axes that were being produced. Such goods required human skill and not mechanical technol¬ogy.
   (iv) Preference for handmade goods by the upper classes : In the Victorian age, the upper classes preferred handmade goods to symbolise refinement and class. Handmade goods had good finishing. Machinemade goods were generally exported to the colonies.
4. In countries with labour shortage, industrialists were interested in using machines to minimise need for human labour. This was the case in nineteenth-century America. However, Britain had no problem of labour.

Question 11.
Explain how the condition of workers steadily declined in the early 20th century Europe.
Answer:
The factors were as follows :

1. Abundance of labour and wait for jobs : There was abundance of labour in the market. Job-seekers had to wait for weeks. They had to spend nights under bridges or in the night Shelters or in Night Refuges or Casual Wards maintained by the Poor Law authorities. One could get a job quickly if he had social connections.
2. Seasonal work : Work in many industries such as gas works, breweries was seasonal. There were, therefore, long periods without work. As a result of this, some returned to the countryside while other did odd jobs.
3. Low wages and less period of employment : Wages were increased to some extent in
   the early mid-nineteenth century but as the period of employment was less, the average income was low. About 10 per cent of the urban population was very poor. In periods of economic slump, like the 1830s, the proportion of unemployed went up to between 35 and 75 per cent in different regions
4.  Introduction of new technology : The workers were against the introduction of new technology due to fear of unemployment. So, when the Spinping Jenny was introduced in the woolen industry, women workers attacked the new machines.
5. The condition of workers was, therefore, “hot satisfactory. However after the 1840s employment opportunities increased due to building activities and transport industry.

Question 12.
How did the job-seekers spend their nights in Britain ? [CBSE 2016-17]
Answer:
The job-seekers spent their nights as mentioned below :

1. Many job-seekers had to wait weeks spending nights under bridges or in night shelters.
2. The shelters were maintained under the supervision of the Poor Law Commissioners for the ‘destitute, wayfarers, wanderers and foundling.’ Staying in these warehouses was a humiliating experience. Everyone was subjected to a medical examination to see whether they were carrying disease, their bodies were cleansed and their clothes purified. They had to also do hard labour.
3. Some stayed in Night Refuges that were set up by private individuals.
4. Some went to the Casual Wards maintained by the Poor Law authorities.

Question 13.
Why was getting jobs in the British mills always difficult for the workers in the 19th century ? Give reasons.
Answer:
Getting jobs in the British mills always was difficult for the workers in the 19th century due to the reasons as mentioned below :

1. There was plenty of labour.
2. Wages were low.
3. In many industries the demand for labour was seasonal. For example, gas works and breweries were especially busy through the cold months. So they needed more workers to meet their peak demand.
4. As there was abundance of labour, the actual possibility of getting a job depended on existing networks of friendship and kin relations. Many job-seekers had to wait for weeks by spending nights under bridges or in night shelters.

Question 14.
Describe the factors that were responsible for increasing the employment opportunities in Britain after 1840s.
Answer:
The factors responsible for increase in employment opportunities after 1840s were as mentioned below :

1. Building activity was intensified in the cities opening up greater opportunities of employment.
2. Roads were widened.
3. New railway stations were built.
4.  Railway lines were extended.
5. Tunnels were dug.
6. Drainage and sewers were laid.
7. Rivers were embanked.
   A large number of workers were employed in above activities. The number of workers employed in the transport industry doubled in the 1840s and doubled again in the subsequent 30 years.

Question 15.
How the foreign trade from India conducted before the age of machine industries ? Explain.
Answer:
Before the age of machine industries the foreign trade was conducted as mentioned below :

1. Silk and cotton goods from India dominated the international market in textiles.
2. Coarser cottons were produced in many countries but Indian cottons were of finer varieties.
3. Bales of fine textiles were carried on camel back via the north-west frontier, through mountain passes and across deserts.
4. A vibrant sea trade operated through the main pre-colonial ports i.e., Surat, Masulipatam and Hoogly.
   (v) A variety of Indian merchants and bankers were involved in this network of export trade – financing production, carrying goods and supplying exporters. They gave advances to weavers, procured the woven cloth from weaving villages, and carried the supply to the ports. At the port, the big shippers and export merchants had brokers who negotiated the price and bought goods from the supply merchants operating inland.

Question 16.
Why did the network of export trade in textiles that was controlled by Indian merchants, break down by the 1750s ? What were its effects ?
Answer:
(a) Causes : Following were the causes for breaking down of the network of export trade :

1. The European companies gained power by securing a variety of concessions from local courts (rulers or officials).
2. They got the monopoly rights to trade.
3. European companies started their operations from new ports of Bombay and Calcutta.
4. Trade through the new ports was controlled by the European companies and was carried in European ships.

(b) Effects :

1. Old ports of Surat and Hoogly declined.
2. Exports from these ports fell, the credit that had financed the earlier trade dried up and the local bankers went bankrupt. The gross value of trade at Surat fell from ? 16 million in the last years of the seventeenth century to ? 3 million in 1740s.
3. Export from Bombay and Calcutta grew with the growth of colonial power. Trade was now controlled by European companies and was carried out in European ships.
4. It also led to collapse of old trading houses.

Question 17.
How did East India Company ensure regular supply of cotton and silk goods from Indian weavers ? Explain.
                    Or
How did East India Company develop a system of management and control that would eliminate competition, control costs, and ensure regular supplies of cotton and silk goods ? What were its results ?
Answer:
(a) Before establishing political power, the East India Company had found it difficult to ensure regular supply of goods for exports due to tough competition with the French, Dutch, Portuguese and local traders. The weaver and the supply merchants used to sell the produce to the best buyer. But once the company established political power, it could assert a monopoly right to trade. Therefore, the East India Company took the following steps :

1. It appointed a paid servant called the gomastha to supervise weavers, collect supplies, and examine the quality of cloth.
2. It prevented Company weaver from dealing with other buyers by system of advances because the weavers who took loans had to hand over the cloth they produced to the gomastha.

(b) Results : The condition of weavers became bad. They took advances to earn more. In the process they had to devote all their time to weaving and had to lease out their small plots of land. The weavers had to sell their cloth only to the Company. They could not bargain. The prices they got were low and the advances tied there to the Company. At many places weavers deserted villages and migrated to other villages. Some took to agricultural labour.

Question 18.
Explain any three reasons for the clashes between the weavers and the gomasthas.
                              Or
Who were gomasthas ? How did they become good partners of the British management system.
Answer:
(a) Gomastha was a paid servant of the East India Company. After establishing their political power, the company could assert a monopoly right to trade. So it proceeded to develop a system of management and control that would eliminate competition, control costs and ensure regular supplies of cotton and silk goods.
Various steps were taken by the Company to achieve its objects. These steps were as mentioned below :

1. In order to eliminate the existing traders and brokers in the cloth trade, and establish a more direct control over the weaver, Gomastha was appointed to supervise weavers, collect supplies and examine the quality of cloth.
2. It prevented company weavers from dealing with other buyers.
3. Gomasthas became good partners of the British management system because the weavers who took loans from the Company had to handover the cloth they produced to gomasthas. They could not sell it to any other trader.

(b) Soon, however, in many weaving villages there were clashes between weavers and gomasthas due to the reasons as mentioned below :

1. Earlier supply merchants very often lived within the weaving villages. They used to help the weavers in times of crisis. Therefore there were good relations between them.
2. The new gomasthas were outsiders. They had no social link with the village.
3. Gomasthas acted arrogantly. They punished weavers for delay in supply. They often beat and flogged them.
4. The weavers could not bargain for prices or sell to different buyers and the price paid by the Company was low.

Question 19.
Describe the results of clashes between the gomasthas and the weavers.
Answer:
The results/effects of clashes between the gomasthas and the weavers were as mentioned below :

1. In many places in Carnatic and Bengal, weavers deserted villages and migrated, setting up looms in other villages where they had some family relation.
2. At some places, weavers along with the village traders revolted, opposing the Company and its officials.
3. Over time many weavers began refusing loans.
4.  At some places weavers closed down their workshops and took to agriculture labour.

Question 20.
By the beginning of the nineteenth century why was there a long decline of textile exports from India ? Explain.
Answer:
In 1772, Henary Patullo, a company official, had ventured to say that the demand for Indian textiles could never reduce, since no other nation produced goods of the same quality. Yet by the beginning of the 19th century there was a long decline of textile exports from India from 33% in 1811-12 to no more than 3 per cent by 1850-51. The reasons for this were as mentioned below :

1. With the development of cotton industries in England the government imposed import duties on cotton textiles so that Manchester goods could sell in Britain without facing any competition from outside.
2. At the same time industrialists persuaded the East India Company to sell British manufactures in Indian markets as well.
3. Exports of British cotton goods increased dramatically in the early nineteenth century.
   At the end of the eighteenth century there had been virtually no import of cotton piece-goods into India. But by 1850 cotton piece-goods constituted over 31 per cent of the value of Indian imports and by the 1870s it increased to over 50 percent.

Question 21.
Why did Indian businessmen/manufacturers avoid competing with Manchester goods in the Indian markets. Explain the reasons.
Answer:
At end of the eighteenth century, there was virtually no import of cotton piece-goods into India but by 1870 it was over 50 per cent. The Indian businessmen/manufacturers avoided competing with Manchester goods due to the reasons as mentioned below :

1. The market was glutted with Manchester imports.
2. Produced by machines at lower costs, the imported cotton goods were very cheap that the weavers could not easily compete with them.
3. Insufficient supply of raw cotton of good quality : During the American Civil War,
   Britain could not get cotton supplies from the US. Thus, raw cotton was exported from India to | Britain. As a result of this, the Indian weavers could not get supplies and sometimes, they were forced to buy at high prices.

Question 22.
Describe the contribution of Dwarkanath Tagore as an entrepreneur of Bengal. [CBSE 2016-17]
                                               Or
Analyse the contribution of Dwarkanath Tagore in the field of industrial development.
Answer:
The contribution of Dwarkanath Tagore was as mentioned below :

1. He made his fortune in the China trade before he turned to industrial investment.
2. He set up six joint-stock companies in the 1830s and 1840s.
3. Tagore’s enterprises sank along with those of others in the wider business crises of the 1840s.

Question 23.
Which restrictions were imposed by the British government upon the Indian merchants in the 19th century ? State any three.
Answer:
The following restrictions were imposed upon the Indian merchants in the 19th century :

1. The functioning of the Indian merchants was limited. For example, they were debarred from trading with Europe in manufactured goods.
2. The Indian merchants could export mostly raw materials and food grains which were needed by the British.
3. Gradually, shipping business was controlled by the European companies and Indian merchants were edged out of this business.

Question 24.
What was the condition of Indian industries at the time of the First World War?
Answer:
Till the First World War, the condition of Indian industries had become as mentioned below : 

1. A large sector of Indian industries was controlled by European Managing Agencies.
2. These Agencies mobilised capital, set up joint-stock companies and managed them.
3.  In most instances, Indian financiers provided the capital while the European Agencies
   made all investment and business decisions.
4. The European merchant-industrialists had their own chambers of commerce which Indian businessmen were not allowed to join.

Question 25.
Where did the workers come from to work in factories in India ?
Answer:
With the expansion of factories, the demand for workers increased. In 1901, there were 584,000 workers in Indian factories. By 1946, the number increased to 2,436,000. This large number of workers came from the places as mentioned below :

1. In most industrial regions the workers came from the districts around because peasants and artisans who found no work in the village went to the industrial centers in search of work. For example in the Bombay cotton industries in 1911, over 50 per cent workers came from the neighbouring district of Ratnagiri.
2. Sometimes, workers came from distant places in search of work in the mills. For example, many workers from the United Provinces went to work in the textile mills of Bombay and in the jute mills of Calcutta.

Question 26.
Who was a jobber ? Describe his functions and position. [CBSE 2016-17]
Answer:
He was a person who was employed by the industrialists to get new recruits. He was generally an old and trusted worker.
Functions and position of a jobber :

1. His main function was to get new recruits.
2. He generally got people from his village and ensured them jobs.
3. He helped them settle in the city and provided them money in times of crisis.
4. He was a person with some authority and power.
5.  He often began demanding money and gifts for his favour and controlling the lives of workers. For example, Vasant Parkar, a millworker said, “The workers would pay the jobbers money to get their sons work in the mill.”

Question 27.
Describe major peculiarities of industrial growth in India in the 19th century.
Answer:
Major peculiarities of industrial growth in India were as given below :

1. European Managing Agencies dominated the industrial production in India.
2. The agencies were interested in certain kind of products only.
3. They established tea and coffee plantations, acquiring land at cheap rates from the colonial government.
4. They invested in mining, indigo and jute.
5. These products were required primarily for export trade and not for sale in India.
6. When Indians set up industries they avoided competition with Manchester goods in the Ihdian market. So, the early cotton mills in India produced coarse cotton yarn rather than fabric. This yarn was used by handloom weavers in India or exported to China.

Question 28.
How a series of changes affected the pattern of industrialisation by the first decade of the 20th century ?
Answer:
(a) The various changes that affected the pattern of industrialisation in India were
as given below :

1. During Swadeshi Movement, people boycotted foreign cloth.
2. Industrial groups put pressure on the government to increase tariff protection and grant other concessions.
3. From 1906, Chinese market was flooded with Chinese and Japanese mills’ products. This resulted in decline of export of Indian yarn to China.

(b) Results : Indian industrialists shifted from yam to cloth production. Thus, cotton piece-goods production in India doubled between 1900 and 1912.

Question 29.
Explain the impact of First World War on Indian industries.
Why did the Indian industrial growth suddenly shot up in the years after the First World War ? Describe three reasons of its effects on Britain.
Answer:
(a) The industrial production in India increased during the First World War due to the following factors :

1. As the British mills were busy with war production to meet the needs of the army, Manchester (British goods) imports into India declined.
2. Indian mills got a vast home market to supply.
3. As the war prolonged, Indian factories were called upon to supply war needs i.e., jute bags, tents, leather goods etc.
4. New factories were set up to meet above needs.
5.  Multiple shifts were run in the factories.
6. New workers were employed and they were asked to work for extra-hours.
   The above factors led to increase in industrial production during the First World War.

(b) Effects :

1. In Britain cotton production collapsed and export of cotton cloth fell dramatically.
2.  As Britain was unable to modernise and compete with the US, Germany and Japan, British economy crumbled.
3. Within the colonies, local industrialists had gradually consolidated their position substituting foreign manufacturers and capturing the home markets.

Question 30.
Give reasons why the handloom weavers in India survived the onslaught of the machine made textiles of Manchester.
                             Or
‘In the twentieth century, handloom cloth production in India expanded steadily : almost trebling between 1900 and 1940.’ How did this happen ?
Answer:
The handloom weavers in India survived the onslaught of the machine made textiles of Manchester and at the same time were able to expand the production due to the following factors :

1. Technological changes : Handicrafts people adopted new technology without excessively pushing up costs. For example, they used fly shuttle. By 1941, over 35 per cent of handlooms in India were fitted with fly shuttles. In regions like Travancore, Madras, Mysore, Cochin, Bengal the proportion was 70 to 80 per cent. Some other small innovations helped weavers improve their productivity and compete with the mill sector.
2. Demand for finer varieties : These were bought by rich and their demand was stable than the coarse qualities because the rich could buy these even when the poor starved. Famines did not affect the sale of Banarasi or Baluchari saris.
   (iii) In addition to this, the mills could not imitate specialised weaves. For example, Saris with woven borders, or the famous lungis and handkerchiefs of Madras, could not be easily displaced by mill production.
   However the weavers and other craftspeople who continued to expand production through the twentieth century, did not necessarily prosper. They lived hard lives and worked long hours. But they were not simply remnants of past times in the age of factories. Their life and labour was integral to the process of industrialisation.

Question 31.
‘Industrialisation in India was a mixed blessing.’ Justify the statement.
Answer:
It is true to say that industrialisation in India was a mixed blessing because it had both positive and negative aspects as mentioned below :
(a) Positive aspects of industrialisation :

1. A large number of people got employment in factories. For example, people from the United Provinces went to work in the textile mills of Bombay and in the jute mills of Calcutta.
2. During the First World War new factories were set up and old one ran multiple shifts. Many new workers were employed and everyone was made to work longer hours.
3. People started working in factories. There was migration of people from rural to urban areas. There was now less pressure on agriculture.

(b) Negative aspects of industrialisation :

1. The condition of weavers was affected badly. With the arrival of Manchester goods, the local market shrank.
2. There was decline in most of weaving region in India.
3. The weavers could not get sufficient supply of raw cotton of good quality.

Question 32.
What steps were adopted by the producers in India to expand the market for their goods in the 19th century ?
                          Or
How did the British manufacturers attempt to take over the Indian market with the help of
advertisement ?
                         Or
How were people persuaded to use the new products ?
                          Or
Explain the ways which were adopted to persuade the people to use the new products.
Answer:
People were persuaded by the following ways to use the new products :

1. Advertisements : Advertisements played an important part in expanding markets for products and in shaping a new consumer culture. Now-a-days the advertisement appear in newspapers, magazines, television screen etc.
2. Labels : Labels are needed to tell the consumer, the place of manufacture and the name of the company and about the quality of the product. If a buyer is familiar to the company and is confident about it, he will buy that product. Generally, a person buys a branded shirt or any other product because he knows that a particular company is a company of repute. So, label do help in attracting consumers to buy a product.
3. Printing of calendars : Calendars are also printed to popularise the products. They are hung in tea shops, homes and other places. People see the calendars daily and slowly they are attracted towards that product.
4. Figures of important persons, emperors etc. : These figures are used to convey the message that if you respect the royal figure, then respect this product too. If the royal person is using a product, its quality cannot be questioned. So, use of a royal figure popularise that product.
5. Advertisement of nationalist message : In such advertisement, people are told that if
   you love your country then use that product. Such advertisements were used by Indian manufacturers. ‘
   Thus, various ways were adopted to persuade people to buy new products.

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CBSE Class 10 Economics Chapter 4 Extra Questions and Answers Globalisation and the Indian Economy Pdf free download are part of Extra Questions for Class 10 Social Science. Here we have given NCERT Extra Questions for Class 10 Social Science SST Economics Chapter 4 Globalisation and the Indian Economy.

Learnintsa.com Committed to provides Extensive NCERT Solutions for Class 10 Economics Chapter 4 Globalisation and the Indian Economy, Students can read and score more marks in your CBSE board examination.

Globalisation and the Indian Economy Class 10 Extra Questions Economics Chapter 4

VERY SHORT ANSWER QUESTIONS

Answers should not exceed 30 words.

Question 1.
In matter of years, how have markets been transformed ?
Answer:
The markets have been transformed because now latest models of cameras, cars,watches, mobile phones etc. are available there.

Question 2.
What is MNC or Multi-National Corporation ?
Answer:
MNC or Multi-National Corporation is a company that owns or controls production in : more than one nation.

Question 3.
In which regions MNCs set up offices and factories for production ?
Answer:
MNCs set up offices and factories in regions with features as mentioned below :

• Close to the market.
• Availability of skilled/unskilled labour at low cost.
• Favourable government policies.

Question 4.
What is investment and foreign investment ?
Answer:
The money that is spent to buy assets such as land, building, machines and other equipment is called investment. Investment made by MNCs is called foreign investment.

Question 5.
How MNCs control production across globe ? Mention any one way.
Answer:
Large MNCs in developed countries place orders for production with small producers such as garments, footwear etc.

Question 6.
What is Ford Motors ? When did it come to India and what did it do ?
Answer:

1. Ford Motors, an American company, is one of the world’s largest automobile manufacturers with production spread over 26 countries of the world.
2. Ford Motors came to India in 1995 and spent ?1700 crore to set up a large plant near Chennai. This was done in collaboration with Mahindra and Mahindra.

Question 7.
What was effect of importing Chinese toys to India ?
Answer:
Chinese toys became popular in the Indian markets.Within a year, 70 to 80 per cent shops have replaced Indian toys with Chinese toys.

Question 8.
What is the result of greater foreign investment and greater foreign trade ?
Answer:
Greater foreign investment and greater foreign trade leads to greater integration of production and markets across countries.

Question 9.
What is globalisation ?
Answer:
Globalisation is process of rapid integration or interconnection between countries. The countries are connected by movements of goods, services, investments and technology.

Question 10.
How information and communication technology is useful in foreign trade ?
Answer:
Telecommunication facilities – telegraph, telephone including mobile phones, fax etc. are used to contact one another around the world, to access information instantly, and to communicate from remote areas.

Question 11.
What is a trade barrier ?
Answer:
Restrictions on foreign trade are called trade barrier. For example tax on imports is a trade barrier.

Question 12.
Why had the Indian government after independence put barriers to foreign trade and foreign
investment ?
Answer:
The Indian government put barriers to protect the producers within the country from foreign competition. Industries were just coming up and the competition from imports would not allow the Indian industries to come up.

Question 13.
What is liberalisation ?
Answer:
Removing barriers or restrictions set by the government is known as liberalisation.

Question 14.
When did the policy of liberalisation start in India ?
Answer:
Around 1991.

Question 15.
What is the aim of World Trade Organisation ?
Answer:
The aim of World Trade Organisation is to liberalise international trade.

Question 16.
Which country gives a massive sum of money to farmers so that they can sell their farm products at abnormally low prices in other countries ?
Answer:
USA.

Question 17.
Which Indian companies have emerged as multi-national companies as a result of globalisation ? Name any two.
Answer:

1. Tata Motors (Automobiles)
2. Infosys (IT)
3. Ranbaxy (Medicines)
4. Asian Paints (Paints).

Question 18.
How many workers are employed in small-scale industries in India ?
Answer:
The small-scale industries in India employ the largest number of workers (20 million) in the country, next only to agriculture.

Question 19.
How have workers suffered under the flexible labour laws ? Mention any two points.
Answer:

1. Workers are now employed on a temporary basis so that the employers do not have to pay workers for the whole year.                                                  ,
2. Wages are low and workers are forced to work overtime to make both ends meet.

Question 20.
How can the globalisation be made more fair ? Write two steps and what will be its effect ?
Answer:
(1)

1. The government must protect the interest of all the people in the country.
2. The government can ensure that labour laws are properly implemented and the workers get their rights.

(2) Fair globalisation would create opportunities for all, and also ensure that the benefits of globalisation are shared better.

QUESTIONS OF 3/5 MARKS

Answers should he in about 80/100 words.

Question 1.
What changes have taken place in our markets during the last few years ?
Answer:
In the last few years, our markets have been transformed as mentioned below :

• There is a wide choice of goods and services in the markets.
• The latest models of digital cameras, mobile phones and televisions made by the leading manufacturers of the world are available in the markets. Not only this these products are affordable and within reach of the people.

Thus a few years back, there were only few brands of different goods in the markets. A consumer did not have real choice and had no option to purchase a particular brand. But now he has a number of options between Indian as well as foreign brands.

Question 2.
How are MNCs controlling and spreading their productions across the world ? Explain. [CBSE 2015]
Answer:
See Textbook Question 4.

Question 3.
“Foreign trade integrates the markets in different countries.” Support the statement with arguments.  [CBSE 2015]
Answer:
See Textbook Question 8.

Question 4.
“Information and communication technology has played a major role in spreading out production of services across countries.” Justify the statement with examples.      [CBSE 2016]
Or
Explain the factors that have enabled globalisation.
Or
How has information and communication technology stimulated globalisation ? Explain with example.
Answer:
The factors that have enabled globalisation are as given below :
1. Technology :

• In the past fifty years, several improvements in technology have taken place.
• For example, in transportation technology, containers are used for the transportation of goods which are placed in containers that can be loaded intact on to ships, railways, planes and trucks. Containers have led to huge reduction in port handling costs and increased the speed with which exports can reach markets.
• Similarly, the cost of air transport has fallen. This has enabled much greater volumes of goods being transported by airlines.

(2) Information technology :

• Telecommunication facilities – telegraph, moblie phones, fax – are used to contact one another around the world and to communicate from remote areas.
• This has been facilitated by satellite communication devices.
• Internet enables to send instant electronic mail and talk across the world at negligible costs.
• Now a news magazine published for London readers can be designed and printed in Delhi.
• The designing is done on a computer.
• After printing, the magazines are sent by air to London.
• Even the payment of money for designing and printing from a bank in London to a bank in Delhi is done instantly through the Internet e., e-banking.

(3) Liberalisation of foreign trade and foreign investment policy :

• Removing barriers or restrictions set by the government is liberalisation. Under liberalisation goods can be imported and exported easily.
• Foreign companies are allowed to set up factories and offices in other countries.
• Thus liberalisation has enabled MNCs to increase their investments in other countries as India.
• As a result of greater foreign investment and greater foreign trade, there is greater integration of production and markets across countries.
• Globalisation is this process of rapid integration of interconnection between countries.

Question 5.
“Globalisation and competition among producers has been of advantage to the consumers.” Give arguments in support of this statement.
Answer:
Globalisation and competition among producers has been of advantage to the consumers in the ways as mentioned below :

• Now there is more choice for the consumers in the markets. For example in the field of toys, the markets are flooded with Chinese toys which are cheaper and of better quality than Indian toys. People now have a choice between Indian toys and Chinese toys.
• The consumers now have products of better quality.
• The prices of various products have come down due to competition among the producers/manufacturers.
• Globalisation has led to improvement in the standard of living of people.

Question 6.
What is a trade barrier ?
“Tax on imports is one type of trade barrier. The government could also place a limit on the number of goods that can he imported. This is known as quotas. Can you explain using the example of Chinese toys, how quotas can be used as trade barriers ? Do you think this should be used ? Discuss.
Answer:

1. Trade barrier means restrictions to increase or decrease foreign trade and to decide what kinds of goods and how much of each should come into the country.
2. Tax on imports is a trade barrier because this will lead to increase in the price of the product. In such a situation foreign products will become costlier than Indian goods and the Indian producer will be in a position to sell their products and earn profits.
3. In case of Chinese toys, quotas can be used as trade barrier because the government can put restrictions on the number and type of toys that can be imported into the country In such case, there will be less competition between Indian toys and Chinese toys. The Indian toy makers may also not suffer losses. Quotas should be used as trade barriers in the interest of the Indian toy makers.

Question 7.
Barriers on foreign trade and investment were removed to a large extent in India since 1991.” Justify the statement.  [CBSE 2016]
Or
Why had the Indian government put barriers to foreign trade and foreign investments after
independence ?  [CBSE 2016]
Answer:
See Textbook Question 2.

Question 8.
Give arguments in favour of WTO.
Or
Write a short note on World Trade Organisation.
Ans.
(1) World Trade Organisation was set up in 1995 at the initiative of the developed countries. Its aim is to liberalise international trade. Its headquarters is at Geneva. WTO establishes rules regarding international trade among countries of the world in an open,uniform and non-discriminatory manner. In 2006,149 countries of the world were its members.
(2)

1. With the liberalisation of foreign trade and investment, it is necessary to have an international organisation to supervise the trade between countries.
2. It sees that all the countries in the world liberalise their policies.
3. It allows free trade for all i.e., in developing and developed countries.
4. It implements the rules for trade in all the countries.
5. WTO looks after to make globalisation more fair to create opportunities for all and also ensure that the benefits of globalisation are shared better.

Question 9.
The impact of globalisation has not been uniform.” Discuss with the help of examples.
                                                Or
Discuss the impact of globalisation on India. [CBSE 2016]
Answer:
See Textbook Question 6.

Question 10.
Describe the major problems created by the globalisation for a larger number of small producers and workers.
                                                Or
Describe the effects of globalisation on small producers and workers.
Answer:
Small producers such as producing batteries, capacitors, toys have been hit hard due to competition with the MNCs. They could not compete on the issue of price and quality. As a result of it, their production decreased and many units were closed. Many workers became jobless. Many employers prefer to employ workers on temporary basis which means workers’ jobs are no longer secure. Women are denied their fair share of benefits. Workers have to put in very long working hours without any overtime.
Also see Textbook Question 6.

Question 11.
What steps have been taken by the government to attract foreign investment ?
Answer:
The steps taken by the government to attract foreign investment are as mentioned below :

1. Industrial zones, called Special Economic Zones (SEZs) are being set up.
2. SEZs are to have world class facilities : electricity, water, roads, transport, storage etc.
3. Companies who set up production units in the SEZs do not have to pay taxes for an initial period of five years.
4. The government has also allowed flexibility in labour laws g., workers can be hired for short period.

Question 12.
Describe the steps that may be taken make globalisation more ‘fair’.
Answer:
The following steps may be taken to make globalisation more fair :

• Labour laws should be implemented properly to avoid exploitation of the workers.
• The government should protect the interest of the small producers by using trade and investment barriers till they are in a position to compete with large producers or MNCs.
• The government should negotiate at the WTO for “fairer rules”.
• The government should align with other developing countries to fight against the domination of developed countries.

We hope the Extra Questions for Class 10 Social Science Economics Chapter 4 Globalisation and the Indian Economy help you. If you have any query regarding Extra Questions for Class 10 Social Science Economics Chapter 4 Globalisation and the Indian Economy, drop a comment below and we will get back to you at the earliest.

CBSE Class 10 Civics Chapter 1 Extra Questions and Answers Power Sharing Pdf free download are part of Extra Questions for Class 10 Social Science. Here we have given NCERT Extra Questions for Class 10 Social Science SST Civics Chapter 1 Power Sharing. (Power Sharing Class 10 Extra Questions)

Learnintsa.com Committed to provides Extensive NCERT Solutions for Class 10 Civics Chapter 1 Power Sharing, Students can read and score more marks in your CBSE board examination.

Power Sharing Class 10 Extra Questions Civics Chapter 1

QUESTIONS OF 1 MARK

Answers should not exceed 30 words.

Question 1.
Which are the border states of Belgium ?
Answer:
The border states of Belgium are Netherlands, France and Germany.

Question 2.
What is the meaning of ethnic ?
Answer:

1. Ethnic means a social division based on shared culture.
2. People belonging to the same ethnic group believe in their common descent because of similarities of physical type or of culture or both,
3. They need not always have the same religion or nationality.

Question 3.
Which languages are spoken in Belgium ? What is their percentage ?
Answer:

1. Dutch language – 59 per cent
2. French language – 40 per cent
3. German language – 01 per cent.

Question 4.
What is the percentage of French and Dutch-speaking people in the capital city of Brussels ?
Answer:

1. French-speaking – 80 per cent
2. Dutch-speaking – 20 per cent.

Question 5.
State one special problem in Brussels.
Answer:
In Brussels the special problem was that the Dutch-speaking people constituted a majority in the country but a minority in the capital (Brussels).

Question 6.
Which language is spoken by majority of Sri Lanka ?  [CBSE 2016-17]
Answer:
Sinhala is spoken by 74 per cent people in Sri Lanka.

Question 7.
What is the percentage of Tamil-speaking people ?
Answer:
18 per cent people speak Tamil.

Question 8.
What is majoritarianism ?
Answer:
Majoritarianism is a belief that the majority community should be able to rule a country in whichever way it wants, by disregarding the wishes and needs of the minority.

Question 9.
When was the Act passed to recognise Sinhala as the only official language in Sri Lanka ?
Answer:
In 1956.

Question 10.
What was the result of policy of majoritarianism in Sri Lanka ?
Answer:
It increased the feeling of alienation among the Sri Lankan Tamils.

Question 11.
What was the object of constitutional amendments between 1970 and 1993 in Belgium ?
Answer:
The object was to work out an arrangement that would enable everyone to live together within the same country.

Question 12.
The community government in Belgium is a good example of which form of power sharing ?
[CBSE 2016-17]
Answer:
Power sharing among governments at different levels.

Question 13.
Which is third unique form of govt, practiced in Belgium ? [CBSE 2016-17]
Or
Apart from the central and the state government, what is the other form of government in Belgium ?
Answer:
Apart from central and the state government there is a third kind of government viz community government elected by people belonging to one language community – Dutch, French and German-speaking – no matter where they live.

Question 14.
Which type of powers does the community government of Belgium enjoy ? [CBSE 2016-17]
Answer:
The community government has the power regarding cultural, educational and language related issues.

Question 15.
Which are the two reasons for power sharing and mention one advantage of each ?
Answer:

1. Prudential reason : It helps to reduce the possibility of conflicts between social groups.
2. Moral reason : It is good for democracies. It is the very spirit of democracy.

Question 16.
Mention four types of power sharing.
Answer:

1. Power sharing among different organs of government.
2. Power sharing among government at different levels.
3. Power sharing among different social groups.
4. Power sharing among political parties, pressure groups and movements.

Question 17.
What is horizontal distribution of power ?
Answer:
Under horizontal distribution, power is shared among different organs of government, such as legislature, executive and judiciary.

Question 18.
How power can be shared among governments at different levels ?
Answer:
Under this, there is a general government for the entire country (central government) and governments at the provincial or regional level (state government).

Question 19.
What are the features of sharing power among governments at different levels ? State any one.
Answer:

1. Under this power sharing, there is division of power between central and state governments.
2. It is vertical division of power.

Question 20.
Give an example of power sharing among different social groups such as the religious and linguistic groups.
Answer:
Community government in Belgium is a good example of power sharing among different social groups.

Question 21.
Why the system of ‘reserved constituencies’ is adopted in India ?
Answer:
The system of ‘reserved constituencies’ is adopted to give space/representation in the government and administration to diverse social groups who otherwise would feel alienated from the government.

Question 22.
Give an example of power sharing among different political parties in a democracy.
Answer:
Some time different political parties with different ideologies form an alliance. They contest elections jointly and after winning in the elections, these parties form a coalition government. The example is present NDA government.

QUESTIONS OF 3/5 MARKS

Answers should he in about 80/100 words.
Question 1.
Describe the geographical and ethnic composition of Belgium.
Answer:
The geographical and ethnic composition of Belgium is given below :
(1) Geographical composition :

1. Belgium is a small country in Europe. It is smaller in area than the State of Haryana in India.
2. It has borders with Netherlands, France and Germany.
3.  Its population is little over one crore. It is half of the population of Haryana state.

(2) Ethnic composition :

1. 59 per cent of the population lives in the Flemish region. They speak Dutch language.
2. 40 per cent people live in the Wallonia region. They speak French.
3. Remaining one per cent speak German.
4. Brussels is the capital of Belgium. Here, 80 per cent people speak French and 20 per cent speak Dutch.
   Thus, Belgium is a country of diversities based on languages. Dutch-speaking people are in majority in the country, but a minority in the capital city of Brussels.

Question 2.
What was the cause of tension between Dutch-speaking and French-speaking communities during 1950s and 1960s ?
Answer:
The minority French-speaking community was relatively rich and powerful. On the .pther hand Dutch-speaking community got the benefit of economic development and education much later. This was the cause of tension between two communities during the 1950s and 1960s.

Question 3.
Describe the geographical and ethnic composition of Sri Lanka.
Answer:
The geographical and ethnic composition of Sri Lanka is given below :

Geographical composition :

1. Sri Lanka is an island nation just a few kilometers off the southern coast of Tamil Nadu.
2. Its population is about 2 crore.

Ethnic composition :

1. The major social groups are the Sinhala-speakers (74 per cent) and Tamil-speakers (18 per cent).                              ‘
2. Tamil-speakers are further divided into two groups – Sri Lankan Tamils and Indian Tamils.
3. Sri Lankan Tamils are the natives of Sri Lanka. The Indian Tamils’ forefathers migrated from India as plantation workers during colonial period.
4. Sri Lankan Tamils live in the north and east of the country.
5. Most of the Sinhala-speaking people are Buddhist, while most of the Tamils are Hindus or Muslims.
6. There are about 7 per cent Christians, who are both Tamil and Sinhala.

Question 4.
Explain the three measures taken by Sri Lanka as per the Act passed in 1956. [CBSE 2016-17]
                                                      Or
How was majoritarianism practiced in Sri Lanka ?
                                                     Or

What were the reasons for alienation of Sri Lankan Tamils ? What were its effects ?
                                                     Or
Which policies of the Sri Lankan government have led to the feeling of alienation among Sri Lankan Tamils ?
                                                     Or
Why Sri Lankan Tamils felt alienated ?
Answer:
(1) Sri Lanka emerged as an independent country in 1948. The Sinhala community was majority community. Their leaders sought to secure dominance over government. Thus the democratically elected government adopted the following majoritarian measures :

1. In 1956, an Act was passed to recognise Sinhala as the only official language thus disregarding Tamil.
2. The governments followed preferential policies that favoured Sinhala applicants for university positions and government jobs.
3. A new constitution stipulated that the state shall protect and foster Buddhism.

(2) Effects : The above measures gradually increased the feeling of alienation among the Sri Lankan Tamils.

1. They felt that none of the major political parties led by the Buddhist Sinhala leaders were sensitive to their language and culture.
2. They felt that the constitution and government policies denied them equal political rights.
3. They also felt that they were being discriminated in getting jobs and other opportunities. Thus the relations between the Sinhala and Tamil communities strained and a feeling of alienation grew among the Sri Lankan Tamils.

Question 5.
What were the effects of feeling of alienation among the Sri Lankan Tamils ?
Answer:
The effects of the feeling of alienation among the Sri Lankan Tamils were as mentioned below :

1. The Sri Lankan Tamils launched parties and struggles for the recognition of Tamil as an official language.
2. They demanded regional autonomy.
3. They also demanded equality of opportunity in securing education and jobs.
4. Their demand for regional autonomy was repeatedly denied.
5. By 1980s several political organisations were formed and they demanded an s independent Tamil Eelam (state) in northern and eastern parts of Sri Lanka.
6. The distrust and alienation turned into widespread conflict between the two communities. It soon turned into a civil war.
7. In the civil war, thousands of people of both the communities were killed. Many
8. families were forced to leave the country as refugees. Many lost their livelihoods. Thus although Sri Lanka had excellent record of economic development, education and health, but  the civil war has caused a terrible setback to the social, cultural and economic life of the country.

Question 6.
What are some of the basic elements of the Belgium model of power sharing ?
                                                                     Or
Describe the path of accommodation adopted in Belgium. What were its consequences
Answer:
The Belgian leaders recognised the existence of regional differences and cultural diversities. So they adopted a path of accommodation. Its features were as mentioned below :

1. Between 1970 and 1993, the constitution was amended four times so as to work out an arrangement that would enable everyone to live together within same country.
2. The constitution prescribes that the Dutch and French-speaking ministers shall be equal in the Central Government.
3. Some special law’s require the support of majority of members from each linguistic group. No single community not even majority community (Dutch-speaking) can make deci­sions unilaterally.
4. The State Governments are not subordinate to the Central Government. Many powers of the Central Government have been given to State Governments.
5. There is a separate government in Brussels, the capital of Belgium. Both the commu­nities i.e., French-speaking and Dutch-speaking, have equal representation in the Brussels government. The French-speaking people accepted equal representation in Brussels because the Dutch-speaking community has accepted equal representation in the central government.
6. A third government which is called “community government” is elected by people belonging to one language community – Dutch, French and German-speaking – no matter
   where they live. The community government has power regarding cultural, educational and language-related issues.The above model is complicated but it has worked so well that there is no civil strife between the two communities. There is no danger of division of the country on the linguistic basis.

Question 7.
How the composition of the capital city of Brussels is different from Belgium as a country ?
Answer:
In Belgium, the composition of different communities is as given below :

1. Dutch-speaking — 59 per cent
2. French-speaking — 40 per cent
3. German-speaking — 01 per cent

On the other hand, the composition of Brussels is as follows :

1. French-speaking — 80 per cent                                                       .
2. Dutch-speaking — 20 per cent

Thus, Dutch-speaking people are in majority in the country but they are in minority in the capital city of Brussels. On the other hand, French-speaking people are in minority in the country but they are in majority in the capital citymf Brussels. This composition of different communities has led to the acceptance of principle of accommodation in Belgium by them.

Question 8.
What do you learn from the principles followed in Belgium and Sri Lanka i.e., majoritarianism in Sri Lanka and accommodation in Belgium ?
Answer:
We learn the following lessons from the principles of majoritarianism and accommo­dation followed in Sri Lanka and Belgium :

1. In Belgium, the leaders respected the feelings and interests of all communities and were successful in maintaining the unity of the country. They recognised the existence of regional differences and cultural diversities. They took various steps such as amendments to the constitution in order to work out an arrangement that would enable everyone to live together within the same country. The arrangements such as equal number of ministers of Dutch and French-speaking people in Brussels and central govt, have worked successfully.
2. On the other hand in Sri Lanka, the Sinhala community tried to secure dominance over government and adopted a series of majoritarian measure. The result was alienation of Sri Lankan Tamils and civil war.
   Thus it proves that the policy and path of accommodation is better than the path of major itarianism.

Question 9.
Describe basic principles of democracy about power sharing. [CBSE 2016-17]
Or
Power sharing is the very spirit of democracy.  [CBSE 2016-17]
Or
Why is power sharing desirable ?    [CBSE 2016-17]
Answer:
See Textbook Question 2.

Question 10.
What are the different forms of power sharing in modem democracies ? Explain any two.[CBSE 2016-17]
Answer:
Different forms of power sharing are given below :

(1) Power sharing among different organs of government :

1. The power is shared by three organs of government i.e., legislature, executive and judiciary.
2. Generally, legislature enacts laws, executive executes the laws, makes policies and takes decisions,
3. Judiciary interprets the law and protects the rights of the people,
4. It is called horizontal distribution of power’because it allows different organs of government placed at the same level to exercise different powers,
5. Such a separation ensures that none of the organs can exercise unlimited power.
6. Each organ checks the others and a balance of power is maintained.
   For example in India, executive i.e., Council of Ministers is responsible to Lok Sabha. The Council of Ministers must enjoy the support of the majority in the Lok Sabha. If they loose confidence of the Lok Sabha, they have to resign. Similarly judges are appointed by the executive, but they check the function of executive or laws made by the legislatures.

(2) Power sharing among governments at different levels :

1. There are governments at the National, State and Local levels.
2. Powers are divided among these governments. For example in India, there is a division of powers between Center and the States. There are three lists i.e., Union list, State list and Concurrent list. The residuary powers which have not been included in the three lists are with the Central Government,
3. Some powers have been given to local governments under the Panchayati Raj system,
4. Such a system is followed in countries where there federal form of government as in the USA and Belgium,
5. Such division of powers involving higher and lower levels of government is called vertical division of power.
6. However, in countries where there is unitary form of government as in the Great Britain, there is no division of powers. All the powers are vested in the central or national government.

(3) Power sharing among different social groups :

1. Sometimes religious and linguistic groups too share power as is the case in Belgium where there is a “community government” which is elected by people belonging to one language community no matter where they live.
2. Such government enjoys power regarding cultural, educational and language related issues,
3. In India, seats are reserved for SCs and STs in assemblies and parliament. Such a system is adopted to give minority communities a fair share in power so that they are not alienated from the government as has happened in Sri Lanka.

(4) Power sharing among political parties, pressure groups and movements :

1. When no party gets an absolute majority in legislature, different parties come together and form a coalition government and share power in a democracy. For example, the present NDA (National Democrative Alliance) government headed by Shri Narendra Modi is a coalition government in which power is shared by different political parties that represent different ideologies and social groups.
2. In addition to this, different pressure groups, interest groups and movements also directly or indirectly influence the decision making process of the government. Thus there is power sharing among political parties, pressure groups and movements.

Question 11.
Differentiate between horizontal and vertical power sharing in modem democracies.
Answer:
The differences between horizontal and vertical power sharing in modern democracies is as mentioned below:

Question 12.
“Both Belgium and Sri Lanka are democracies but they follow different systems of power sharing.” Support the statement by giving three points of difference.
Answer:
The points of difference between systems of power sharing in Belgium and Sri Lanka are as mentioned below :

Question 13.
Describe basic principles o f democracy about power sharing.
Answer:

1. They elect their representatives through direct or indirect election. Those who win and secure majority in the legislature form government at various levels i.e., national, state or local.
2. In democracy due respect is given to all social groups including minorities. For example in India, minorities enjoy educational and cultural rights. Reservation has been made for SCs/STs in Parliament and State Assemblies. Thus, in democracy power is shared at various levels and among various social groups.
   It is based on prudence or on careful calculation of gains and losses.

We hope the Extra Questions for Class 10 Social Science Civics Chapter 1 Power Sharing help you. If you have any query regarding Extra Questions for Class 10 Social Science Civics Chapter 1 Power Sharing, drop a comment below and we will get back to you at the earliest.

CBSE Class 10 History Chapter 2 Extra Questions and Answers The Nationalist Movement in Indo-China Pdf free download are part of Extra Questions for Class 10 Social Science. Here we have given NCERT Extra Questions for Class 10 Social Science SST History Chapter 2 The Nationalist Movement in Indo-China.

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The Nationalist Movement in Indo-China Class 10 Extra Questions History Chapter 2

VERY SHORT ANSWER QUESTIONS

Answers should not exceed 30 words.

Question 1.
Which modern countries were part of Indo-China ?
Answer:
Indo-China comprises the modern countries of Vietnam, Laos and Cambodia.

Question 2.
State one feature of early history of Indo-China.
Answer:
Its early history shows many different groups of people living there under the shadow of the powerful empire of China. Even after independence, its rulers continued to maintain the Chinese system of government as well as Chinese culture.

Question 3.
How was the maritime silk route useful for Vietnam ? [CBSE 2015]
Answer:
Vietnam was linked through the maritime silk route that brought in goods, people and ideas.

Question 4.
What was the importance of the port of Faibo ?
Answer:
This port was founded by Portuguese merchants. It was one of the ports used by European trading companies much before the nineteenth century.

Question 5.
What was one most visible form of French control over Vietnam ?
Answer:
The most visible form of French control was military and economic domination but the French also built a system that tried to reshape the culture of the Vietnamese.

Question 6.
Who was Francis Gamier ?
Answer:
Francis Gamier was part of the French team that explored the Mekong river. In 1873 he was commissioned by the French to try and establish a French colony in Tonkin in the north. Gamier carried out an attack on Hanoi but was killed in the fight.

Question 7.
French colonisation of Vietnam was based on which two issues ?
Answer:

1. To supply natural resources.
2. Civilising mission i.e., to bring the benefits of civilisation to backward people.

Question 8.
By 1931 what was the position of Vietnam as an exporter of rice in the world ?
Answer:
By 1931 Vitenam had become the third largest exporter of rice in the world.

Question 9.
According to Bernard what were the barriers to economic growth in Vietnam ? Mention any three.
Answer:

1. High population levels.
2. Low agricultural productivity.
3. Extensive indebtedness amongst the peasants.

Question 10.
What do you understand by indentured labour ?
Answer:

1. It was a form of labour widely used in the plantations from the mid-nineteenth century.
2. Labourers worked on the basis of contracts that did not specify any rights of labourers but gave immense power to employers.
3. Employers could bring criminal charges against labourers and punish and jail them for non-fulfillment of contracts.

Question 11.
What was the basis of colonial economy in Vietnam ?
Answer:
The colonial economy in Vietnam was primarily based on rice cultivation and mbber plantations owned by the French and a small Vietnamese elite.

Question 12.
Who was Jean Dupuis ?
Answer:
Jean Dupuis was a French weapons merchant who explored the regions in the hope of making profit from trade. He was one of those who persuaded the French to try and establish a base in Vietnam.

Question 13.
Who were called colons in Vietnam ? [CBSE 2016]
Answer:
French citizens living in Vietnam were called colons.

Question 14.
State any one problem that was faced by the French in the field of education if. Vietnam.
Answer:
The problem was that the elites in Vietnam were powerfully influenced by the Chinese culture.

Question 15.
There were two opinions about the medium of education in Vietnam. State a ay one opinion.
Answer:
One opinion was that the French language should be the medium of instruction because by learning the language they would be introduced to the culture and civilisation of France. This would help create an ‘Asiatic France solidly tied to European France.’

Question 16.
How were Vietnamese represented in the textbooks ?
Answer:
The Vietnamese were represented as primitive and backward, capable of manual labour but not of intellectual reflection. They could work in the fields but not rule themselves.

Question 17.
When was Tonkin Free School started and why ?
Answer:
The Tonkin Free School was started in 1907 to provide a western style education.

Question 18.
How did the school encourage the Vietnamese to look modem ?
Answer:
The school encouraged the adoption of Western styles such as having a short hair cut. For the Vietnamese this meant a major break with their own identity since they traditionally kept long hair.

Question 19.
By 1920s the students in Vietnam were publishing nationalist journals. Name one such journal.
Answer:
Annanese Student.

Question 20.
How did the teachers oppose the French educational system with silent resistance ?
Answer:
While teaching, Vietnamese teachers quietly modified the text and criticised what was stated. As the number of teacher in lower classes was large, it was difficult to control what was actually taught.

Question 21.
State any one difference between the French part of Hanoi and the ‘native quarter’.
Answer:
The French part of Hanoi was built as a beautiful and clean city with wide avenues and well-laid-out sewer system, while the ‘native quarter’ was not provided with any modern facilities.

Question 22.
In which year was the modern part of Hanoi struck by bubonic plague ?
Answer:
In 1903, the modern part of Hanoi was struck by bubonic plague.

Question 23.
What does the rat menace show about the French in Vietnam ?
Answer:
The rat menace shows the limits of French power and contradictions in their ‘civilising mission’.

Question 24.
What were the religious beliefs of the Vietnamese ?
Answer:

1. Vietnam’s religious beliefs were a mixture of Buddhism, Confucianism and local practices.
2. The Vietnamese tendency was to revere the supernatural.

Question 25.
When and why was the Scholars Revolt started ?
Answer:

1. The Scholars Revolt started in 1868. 4
2. It was an early movement against French control and the spread of Christianity. This revolt was led by officials at the imperial court angered by the spread of Catholicism and French power.

Question 26.
What do you understand by syncretic traditions ?
Answer:
Syncretic traditions aim to bring together different beliefs and practices seeing their essential unity rather than difference.

Question 27.
What was a concentration camp ?
Answer:
Concentration camp was a prison where people were detained without due process of law. The word evokes an image of a place of torture and brutal treatment.

Question 28.
Who was founder of Hoa Hao movement ?
Answer:
The founder of Hoa Hao movement was Huynh Phu So.

Question 29.
State any one main idea of Phan Boi Chau.
Answer:
He maintained that first the foreign enemy should be driven out, and after their nation’s independence was restored other things could be done later.

Question 30.
Describe one main idea of Phan Chu Trinh.
Answer:

1. He was intensely hostile to the monarchy and opposed to the idea of resisting the French with the help of the court.
2. His desire was to establish a democratic republic.

Question 31.
Which provinces were called the ‘electrical fuses’ of Vietnam ?
Answer:
Nghe An and Ha Tinh were called the ‘electrical fuses’ of Vietnam.

Question 32.
Which was Phan Boi Chau’s most influential book ?
Answer:
The History of the Loss of Vietnam was Phan’s most influential book.

Question 33.
What was the main clause of the peace negotiations in Geneva ?
Answer:
In the peace negotiations in Geneva, the Vietnamese were persuaded to accept the division of the country. North and south were split; Ho Chi Minh and the communists took power in the north while Bao Dai’s regime was put in power in the south.

Question 34.
What is a Republic ?
Answer:
Republic is a form of government based on popular consent and popular representation. It is based on the power of the people as opposed to monarchy.

Question 35.
When did ‘go east movement’ become popular ?
Answer:
In the first decade of the twentieth century, a ‘go east movement’ became popular.

Question 36.
When was the monarchy overthrown in China and what was the result ?
Answer:
In 1911, monarchy was overthrown by a popular movement under Sun Yat-sen and a republic was setup.

Question 37.
Why did the US enter into the war in Vietnam ?
Answer:
With the help of the Ho Chi Minh government in the north, the NLF fought for the unification of the country. The US feared that this alliance would help the communists to gain power. This made the US worried and it decided to intervene decisively sending in troops and arms.

Question 38.
Why the phase of struggle with the US is considered brutal ? State one reason.
Answer:
The phase of struggle with the US was considered brutal because civilians died in large numbers. Many villages were destroyed and jungles decimated as a result of use of chemical weapons – Napalm, Agent Orange, and phosphorous bombs.

Question 39.
How Vietnam was divided in Geneva ?
Answer:
North and south were split: Ho Chi Minh and the communists took power in the north while Bao Dai’s regime was put in power in the south.

Question 40.
Which film was made in Hollywood in support of war in Vietnam in 1968 ?
Answer:
John Wayne’s Green Berets.

Question 41.
What is the importance of Ho Chi Minh trail ?
Answer:

1. It symbolises how the Vietnamese used their limited resources to great advantage.
2. It was used to transport men and materials from the north to the south.

Question 42.
Who were Trung sisters ?
Answer:
Trung sisters were rebel women. They had fought against Chinese domination in 39-43 CE. They were idealised and glorified. It is said that they gathered a force of over 30,000 and resisted the Chinese for two years. When defeated they committed suicide instead of surrendering to the enemy.

Question 43.
When was peace settlement signed and with what results ?
Answer:

1. A peace settlement was signed in Paris in January 1974.
2. This ended the conflict with US.

Question 44.
When and how was Vietnam unified ?
Answer:

1. After Paris Settlement, fighting between the Saigon regime and the NLF continued.
2. The NLF occupied the presidential palace in Saigon on 30 April 1975 and unified Vietnam.

QUESTIONS OF 3/5 MARKS

Answers should be in about 80/100 words.

Question 1.
How the French established their control over Vietnam ? What were its results ?
Answer:
(1) The French established their control over Vietnam by their military power as
mentioned below :

1. French troops landed in Vietnam in 1858 and by the mid 1880s they had established a firm grip over the northern region.
2. After the Franco-Chinese war the French assumed control of Tonkin and Anaam.
3. In 1887, French Indo-China was formed.

(2) Effects :

1. There was conflict in all the spheres of life between the people of Vietnam and the French colonisers.
2. French control was maintained through military and economic domination but they also tried to re-shape the culture of the Vietnamese. This led to the emergence of nationalism in Vietnam and the different sections of society fought against the French and their activities.
3. As the French consolidated their position, the people in Vietnam began reflecting on the nature of the loss that Vietnam was suffering. This increased the nationalist resistance.
4. The knitting together of a modern Vietnamese nation that brought the different communities together was in part the result of colonisation.

Question 2.
Describe any five steps taken by the French for the development of the Mekong Delta Region.
[CBSE 2015]
Answer:
The steps taken by the French for the development of the Mekong Delta Region were as mentioned below : 

1. The French built canals.
2. They started the draining of lands to increase cultivation.
3. A vast system of earthworks was built mainly with forced labour.
4. Trans-Indo-China rail network was constructed. It linked the northern and southern parts of Vietnam and China. The final link with Yunan in China was completed by 1910.
5. Another line linking Vietnam to Siam (Thailand), via the Cambodian capital Phnom Penh was also built.
   Also see Textbook Question 2(b).

Question 3.
How did Paul Bernard argue in favour of economic development of Vietnam ? [CBSE2015]
Answer:
(1) Generally, the colonies serve the interests of the mother country. Paul Bernard believed that the economies of the colonies should be developed because the aim of acquiring colonies was to make profits. He argued that if the economy was developed and the standard of living of the people improved, they would buy more goods. The market would consequently expand, leading to better profits for French business.

(2) According to Bernard there were following barriers to the economic growth of Vietnam :

1. High population level.
2. Low agricultural productivity.
3. Extensive indebtedness amongst the peasants.

(3) Bernard suggested that to reduce poverty and increase agricultural productivity, it was necessary to carry out land reforms as the Japanese had done in 1890s. However, this could not ensure sufficient employment. As the experience of Japan showed, industrialisation would be essential to create jobs.

Question 4.
Describe the features of colonial economy in Vietnam.
Answer:
The features of colonial economy in Vietnam were as mentioned below :

1. The colonial economy was primarily based on rice-cultivation and rubber plantations owned by the French and a small Vietnamese elite.
2.  Rail and port facilities were set up to service this sector.
3. Indentured Vietnamese labour was widely used in the rubber plantations.
4. The French did little to industrialise the economy.
5. In the rural areas, landlordism spread and the standard of living declined.

Question 5.
Why did French Policy makers want to educate the people of Vietnam ? What were the problems before the French in spreading education to the Vietnamese ?
                                               Or
Describe the major problems in the Held of education for the French in Vietnam. [CBSE 2015]
Answer:
(1) French colonisation was based on economic exploitation as well as on the idea of a ‘civilising mission’ like the British in India. Education was seen as one way to civilise the ‘native’ or the Vietnamese people.
Secondly the French needed an educated local labour force.

(2) Problems : The French faced the problems in the sphere of education as mentioned below :

1. They feared that once educated, the Vietnamese may begin to question colonial domination.
2. The French citizens living in Vietnam, called colons, feared that they might lose their jobs as teachers, shopkeepers, policemen to the educated Vietnamese. Thus they opposed the idea of giving to the natives full access to education.
3. In addition to above the elites in Vietnam were under the influence of Chinese culture. It was necessary for the French to counter that influence too.

Question 6.
“French tried to solve educational problems in Vietnam in different ways.” Support the statement with examples. [CBSE 2016]
Answer:
(1) Problems before French : See Question Number 5 above.
(2) To solve the problem in the educational field, the French took the steps as mentioned below :

1. They systematically dismantled the traditional educational system. French schools were established for the Vietnamese e.g., Tonkin Free School.
2. School textbooks glorified the French and justified colonial rule,
   (1) The Vietnamese were represented as primitive and backward and capable of manual labour but not of intellectual reflection.
   (2) The Vietnamese could work only in the fields and could not rule themselves,
   (3) They were ‘skilled copyists’ but not creative. School children were told that only French rule could ensure peace in Vietnam. “Since the establishment of French rule the Vietnamese peasant no longer lives in constant terror of pirates. Calm is complete and the peasant can work with a good heart.”
3. Although the French opened schools to spread a Western-style education, they also adopted a policy of failing the Vietnamese students so that they could not qualify for better-paid jobs. For example, in 1925, in a population of 17 million, there were less than 400 who passed the examination.
4. Results : The French policy of education resulted in resistance from the Vietnamese to their system of education.
   Also see Textbook Question 2(a) and 3.

Question 7.
Why did the question of medium of education arise in Vietnam ? What were different opinions about it ? Explain.
Answer:
The elites in Vietnam were powerfully influenced by Chinese culture. To consolidate their power it was necessary for them to counter this influence. So they systematically dismantled the traditional educational system and established French schools for the Vietnamese. But the question arose about the medium of instruction in the educational system. Whether it should be French or Chinese used by elites. There was difference of opinion as mentioned below :
(1) Use of French language : It had following advantages :

• Vietnamese would know about French culture and civilisation,
• This would help create an ‘Asiatic France, solidly tied to European France’,
• The educated people in Vietnam would respect French sentiments and ideals. They would see the superiority of French culture, and work for the French.

Mixed use of languages : Other opinion was in favour of mixed use of languages i.e., use of Vietnamese in lower classes and French in the higher classes. It was argued that the few who learnt French and acquired French culture might be given French citizenship as a reward.
However in practice only a small fraction of the population – only the Vietnamese elite – could enroll in the schools and only a few among those admitted ultimately passed the school leaving examination.

Question 8.
Describe the major protest which erupted in Saigon Native Girls School in 1926 Vietnam. [CBSE 2015]
Answer:
(1) A major protest erupted in 1926 in the Saigon Native Girls School because a Vietnamese girl sitting in one of front seats was asked to move to the back of the class and allow a local French student to occupy the front bench. She refused. The principal, a colon (French people living in the colonies), expelled her, leading to a further spread of open protests. Seeing the situation getting out of control, the government forced the school to take the students back. The principal reluctantly agreed but warned the students, “I will crush all the Vietnamese under my feet. Ah! You wish my deportation. Know well that I will leave only after I am assured Vietnamese no longer inhabit Cochinchina.”
(2) Effects and Importance :

1. Elsewhere the students fought against the colonial government’s effort to prevent the Vietnamese from qualifying for white collar jobs.
2. The students were inspired by patriotic feelings that it was duty of the educated to fight for the benefit of society.
3. This led to a conflict with the French.
4. By the 1920s, students formed various political parties such as the Party of Young Annan.
5. Students started publishing nationalist journals such as Annanese Student.

Question 9.
Compare the role and effect of education as envisaged by the French and the Vietnamese intellectuals.
                                   Or
Why the schools in Vietnam had become an important place for political and cultural battles ?
Answer:
The schools in Vietnam had become an important place for political and cultural battles due to fact that the role and effect of education were different as envisaged by the French and the Vietnamese intellectuals.

1. • The French sought to strengthen their rule in Vietnam through the control of education.
   • They tried to change the values, norms and perceptions of the people, to make them believe in the superiority of French civilisation and the inferiority of the Vietnamese.
2. •  Vietnamese intellectuals, on the other hand, feared that Vietnam was losing not just control over its territory but its very identity.
   • They thought their own culture and customs were being devalued and the people were developing a master-slave mentality.
     As a result of above, the battle against French colonial education became part of the larger battle against colonialism and for independence.

Question 10.
“The measures taken by the French to control the spread of Bubonic plague in Hanoi created a serious problem.” Explain the statement.
Answer:
The measures taken by the French to control the spread of bubonic plague in Hanoi wfere as mentioned below :

1. A rat hunt was started in 1902.
2. The French hired Vietnamese workers and were paid for each rat they caught. Bounty was paid when a tail was given as proof of killing a rat.

Results :

1. Thousands of rats were caught.
2. Vietnamese got a lesson in the success of collective bargaining because they came together and successfully negotiated with the government for a higher bounty.
3. The rat-catchers discovered new ways to earn more profit, such as clipping the tails of the rats and raising of rats to earn money. This led to scrapping of the bounty programme. The
   spread of plague became a serious problem. It swept through the area in 1903 and the subsequent years.

Results and importance :

1. The rat menace marks the limits of French power and contradictions in their ‘civilising mission’.
2. The actions of the rat-catchers tell us of the numerous small ways in which colonialism was fought in everyday life.

Question 11.
How did nationalism emerge in Vietnam through the efforts of different sections of society to fight against the French ? Analyse. [CBSE 2016]
Answer:
Nationalism emerged in Vietnam through the efforts of different sections of society to fight against the French as mentioned below :

1. Religious movements : The Christianity could not tolerate the reverence of super natural powers by the Vietnamese. This led to the Scholars Revolt in 1868 and Hoa Hao Movement in 1839.
   These movements were against French control and spread of Christianity. They were anti¬colonial. Thus, these movements played an important role in arousing anti-colonial feelings in Vietnam.
2.  In the late 19th century, the resistance to French domination was led by Confucian Scholars – Phan Boi Chau and Phan Chu Trinh.
3.  Another movement ‘Go East Movement’ in the first decade of the 20th century too helped in emergence of nationalism.
4.  Developments in China i.e., setting up a republic under Sun Yat-sen too aroused the feeling of nationalism in Vietnam.

Question 12.
Describe the role of religious groups in the development of anti-colonial feeling in Vietnam.
Answer:
In Vietnam, the French tried to control all areas of private and public life. People in Vietnam believed in Buddhism, Confucianism and local practices. They had an easy going attitude. They revered the supernatural powers. The Christianity, however, could not tolerate such feelings of the Vietnamese. This resulted in the following movements that were hostile to the western presence :

1. The Scholars Revolt in 1868 — This revolt was led by officials at the imperial court angered by the spread of Catholicism and French power. This led to general uprising in Ngu An and Ha Tien provinces. The French crushed the movement but this uprising served to inspire other patriots to rise up against them.
2. Hoa Hao in 1939 — See Textbook Exercise Question 1(6).
   These movements were against the French and played an important role in arousing feelings of nationalism among the Vietnamese people.
   Also see next questions on Phan Boi Chou and ‘Go East Movement’.

Question 13.
Evaluate the role of Phan Boi Chou as an activist to resist the French domination in 19th century.
Answer:
In the late 19th century, resistance to French domination was very often led by Confucian scholar-activists, who saw their world crumbling. One such nationalist was Phan Boi Chou. His role in resistance to French domination was as mentioned below :

1. He formed the Revolutionary Society (Duy Tan Hoi) in 1903 with Prince Cuong De as the head.
2. He met the Chinese reformer Liang Qichao in Yokohama in 1905.
3. His most influential book, The History of the Loss of Vietnam was written under the strong influence and advice of Qichao. It became a widely read best seller in Vietnam and China and was even made into a play.
4. The book focuses on two connected themes : The loss of sovereignty and the severing of ties with China — ties that bound the elites of the two countries within a shared culture. It is this double loss that Phan laments, a lament that was typical of reformers from within the traditional elite.

Question 14.
Describe the ‘Go East Movement’ of the first decade of the 20th century.
Answer:
(1) The early Vietnamese nationalists had a close relationship with Japan and China because they provided models for those looking to change. They provided a refuge to escape French police and enabled them to have contact with a wider Asian network of revolutionaries.
(2)

1. One such movement was ‘Go East Movement’. In 1907-08, some 300 Vietnamese students went to Japan to acquire modem education.
2. Their primary objective was to drive out the French from Vietnam, overthrow the puppet emperor and re-establish the Nguyen dynasty that had been deposed by the French.
3. These nationalists looked for foreign arms and help.
4. They appealed to Japan as fellow Asians. It may be mentioned that Japan had modernised itself and had resisted colonisation by the west. It had defeated Russia in 1907 and proved its military capabilities.
5. Vietnamese students established a branch of the Restoration Society in Tokyo but after 1908, the Japanese Ministry of Interior clamped down on them. Many including Phan Boi Chau were deported and forced to seek exile in China and Thailand.

Question 15.
How did the development in China in the early 20th century inspire the Vietnamese nationalists ?
Answer:
(a) Developments in China inspired the Vietnamese nationalists. For example in 1911 the long established monarchy in China was overthrown by a popular movement under Sun Yat- Sen. A Republic was set up.
(b)

1. Inspired by these developments, Vietnamese students organised the Association for the Restoration of Vietnam.
2. Now the objective of the anti-French independence movement was no longer to set up a constitutional monarchy but a democratic republic.

Question 16.
Describe the effects of Great Depression of the 1930s on Vietnam.
Answer:
The effects of the Great Depression of the 1930s on Vietnam were as mentioned below :

1. The prices of rubber and rice fell.
2. As a result of falling prices, the rural debts rose.
3. Unemployment increased.
4. There were rural uprisings as in the provinces of Nghe An and Ha Tinh which were among the poorest and had an old radical tradition.
5. In February 1930, Ho Chi Minh brought together competing nationalist groups to establish the Vietnamese Communist Party later renamed the Indo-Chinese Communist Party. He was inspired by the militant demonstrations of the European communist parties.

Question 17.
How was the Democratic Republic of Vietnam formed ? What were the problems before the republic ?
Answer:
(1)

1. The World War II started in September 1939.
2. In 1940, Japan occupied Vietnam as part of its imperial drive to control Southeast Asia.
3. As a result of Japanese occupation, nationalists now had to fight against the Japanese as well as the French.
4. The League for the Independence of Vietnam which came to be known as the Vietminh fought the Japanese occupation and recaptured Hanoi in September 1945.
5. The Democratic Republic of Vietnam was formed and Ho Chi Minh became chairman.

(2) The problem/challenges faced by the new Republic of Vietnam were as mentioned below:

1. The French tried to regain control by using the emperor, Bao Dai, as their puppet.
2. As a result of French offensive, the Vietminh retreated to the hills. Fighting continued for almost eight years.
3. In 1954, the French were defeated at Dien Bien Phu. More than 16000 soldiers of the French were taken prisoner.
4. Peace negotiations at Geneva were held and peace was restored.

Question 18.
What was the result of the peace-negotiations in Geneva that followed the French defeat in Vietnam. [CBSE 2016]
                                             Or

“The peace-negotiations in Geneva followed the division of Vietnam that set in motion a series of events that turned Vietnam into a battle field.” Analyse the statement with arguments. [CBSE 2016]
Answer:
As a result of peace-negotiations in Geneva in 1954, Vietnam was divided into two i.e., North and South Vietnam. Ho Chi Minh and the Communists took over power in the north while Bao Dai’s regime came to power in the south. This division set in motion a series of events that turned Vietnam into a battlefield as mentioned below :

1. Bao Dai regime was overthrown by a coup led by Ngo Dinh Diem who established a repressive and authoritarian government.
2. Diem’s rule was opposed by a broad opposition led by National Liberation Front.
3. With the help of Ho Chi Minh’s government (communist government) in the north, the National Liberation Front struggled for the unification of the country. Thus, if united, the country would become a communist. The alliance between the National Liberation Front and the government of Ho Chi Minh was, therefore, watched with fear by the United States which was against communist expansion. So, it decided to intervene in the civil war in Vietnam. This brought more misery and destruction for all.
4. Ultimately a peace settlement was signed in Paris in January 1974. The conflict with the US came to an end.
5. The fighting between the Saigon regime and NLF came to an end on 30 April 1975 and unified Vietnam came into existence .
   From above it is clear that the Vietnam remained a battle field from 1954 to till its unification in April 1975.

Question 19.
“US entry into war in Vietnam marked a new phase that proved costly to Vietnamese as well as to Americans.” Analyse the statement. [CBSE 2016]
Answer:
US entry into the war in Vietnam marked a new phase that proved costly to Vietnamese as well as to the Americans as mentioned below :
To Vietnamese :
(1) Effects on Vietnam :

1. The widespread attacks and use of chemical weapons destroyed many villages and decimated jungles.
2. Civilians died in large numbers.

(2) Effects of US involvement on life within US itself were as follows :

1. Many people became critical of the government for involvement in the war that was seen as indefensible.
2. Compulsory service in the armed-forces was introduced. It mostly affected the minorities and the children of working-class families because it could be waived for university graduates who belonged to the privileged elite.
3. The US media and films played a major role in both supporting as well as criticising the war. For example, John Wayne’s Green Berets (1968) supported the war. It was responsible for motivating many young men to die in the war. Some films were more critical as they tried to understand the reasons for the war. Francis Ford Coppola’s Apocalypse Now (1979) reflected the moral confusion that the war had caused in the US.

Question 20.
What was the fear among US policy-planners about Vietnam ? Were they right in estimating the power of Vietnam ?
Answer:
(1) The fear among US policy-planners was that the victory of Ho Chi Minh would lead to establishing communist governments in other countries in the area.
(2) The US policy-planners, however, underestimated the power of nationalism to move people to action, inspire them to sacrifice their home and family, live under horrific conditions, and fight for independence.

They also underestimated the power of a small country to fight the most technologically advanced country in the world. Thus, Vietnamese struggled against all odds and ultimately the Socialist Republic of Vietnam was set up.

Question 21.
“The Ho Chi Minh Trail became advantageous to Vietnamese in the war against US.” Support the statement with argument. [CBSE 2016]
Answer:
The Ho Chi Minh Trail became advantageous to Vietnamese in the war against US as mentioned below :

1. It symbolises how the Vietnamese used their limited resources to great advantage.
2. The trail, an immense network of footpaths and roads, was used to transport men and materials from the north to the south.
3. From 1967 about 20,000 North Vietnamese troops came south each month on this trail.
4. The trail had support bases and hospitals along the way.
5. In some parts supplies were transported in trucks, but mostly they were carried by porters who were mainly women. These porters carried about 25 kilos on their backs or about 70 kilos on their bicycles.
6. Most of the trail was outside Vietnam in neighbouring Laos and Combodia with branch ‘’’lines extending into south Vietnam.
7. The US regularly bombed the trail trying to disrupt supplies, but efforts to destroy this important supply line by intensive bombing failed because they were rebuilt very quickly.

Question 22.
Describe the role of woman in the anti-imperial struggle in Vietnam.
Answer:
Role of women in the anti-imperial struggle was significant as given below :

1. Women rebelled against social conventions. For example, in the 1930s, a famous novel by Nhat Linh showed a woman leaving a forced marriage and marrying someone of her choice, someone who was involved in nationalist politics.
2. The Heroism of the Trung sisters against Chinese domination in 39-43 CE was idealised and glorified.
3. In third century CE, Trieu Au who was orphaned in childhood lived with her brother. On growing up she left home, went into the jungles, organised a large army and resisted the Chinese rule. When her army was crushed, she drowned herself. She became a sacred figure who fought for the honour of the country.
4. Women took part in women militia and proved themselves to be brave fighters such as Nguyen Thi Xuan who shot down a jet with just twenty bullets.
5. Women helped in nursing the wounded and fighting the enemy. They took part in various activities along the Ho Chi Minh trail.
6. According to one estimate, there were 1.5 million women in the regular army, the militia, the local forces and professional teams.

Question 23.
How was the US government pressurised to negotiate an end to the war in Vietnam ?
Answer:
The US government was pressurised in the following ways to negotiate an end to the war :

1. US had failed to achieve its objectives.
2. The Vietnamese resistance could not be crushed.
3. The US could not get the support of the Vietnamese people.
4. Thousands of young US soldiers had lost their lives.
5. The scenes of the war were shown on the television. There were strong reactions in the US as well as other countries.
6. Writers such as Mary McCarthy and actors like Jane Fonda visited North Vietnam and praised their heroic defence of the country.
7. The scholar Noam Chomsky called the war ‘the greatest threat to peace, to national self-determination, and to international cooperation’.
   Under above circumstances, a peace-settlement in Paris was signed in January 1974 and war with US came to an end.

Question 24.
“Women were represented as warriors as well as workers in Vietnam in the 1960s.” Analyse the statement with examples. [CBSE 2016]
Answer:
Women were represented as warriors as well as workers in Vietnam in the 1960s as mentioned below :

1. Photographs in magazines and journals showed women as brave fighters.
2. There were pictures of women militia shooting down planes.
3. They were portrayed as young, brave, and dedicated.
4. They were shown as very happy while joining the army and could carry a rifle.
5. Some stories spoke of their incredible bravery in single-handedly killing the enemy – Nguyen Thi Xuan, for instance, was reputed to have shot down a jet with just twenty bullets.
6. Women were represented as workers too as mentioned below :
   1. They were shown with a rifle in one hand and a hammer in the other.
   2. Whether young or old, women began to be depicted as selflessly working and fighting to save the country.
   3. As casualties in the war increased in the 1960s, women were urged to join the struggle in large numbers.
   4. Many women joined the resistance movement. They helped in nursing the wounded, constructing underground rooms and tunnels and fighting the enemy. They took significant part in Hochi Minh Trail. One military historian argues that there were 1.5 million women in regular army, the militia, the local forces and professional teams.

Hope given Extra Questions for Class 10 Social Science History Chapter 2 are helpful to complete your homework.

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