Prasanna

On this page, you will find NCERT Class 10 History Chapter 3 Notes Pdf free download. CBSE Class 10 Social Science Notes History Chapter 3 SST Nationalism in India will seemingly, help them to revise the important concepts in less time.

Nationalism in India Class 10 Notes Social Science History Chapter 3

CBSE Class 10 History Chapter 3 Notes Understanding the Lesson

1. In India, the growth of modern nationalism is closely connected to the anti-colonial movement. People began discovering their unity in the process of their struggle with colonialism.

2. The national movement began spreading to new areas and developing new modes of struggle after the First World War in 1919. The reason was clear. People were hopeful that their hardships would end after the war was over. But that did not happen. At this stage, a new mode of struggle was necessary to initiate under the guidance of a leader.

3. Mahatma Gandhi emerged as the new leader with his idea of satyagraha. The idea of satyagraha emphasized the power of truth and the need to search for truth. A satyagrahi could win the battle through non-violence. Mahatma Gandhi believed that non-violence could unite all Indians.

4. After arriving in India from South Africa, Mahatma Gandhi successfully organised satyagraha movements at various places such as Champaran in Bihar, Kheda and Ahmedabad in Gujarat, etc. and got huge success.

5. In 1919, Gandhiji decided to launch a nationwide satyagraha against the proposed Rowlatt Act (1919). This Act gave the government enormous powers to repress political activities and allowed detention of political prisoners without trial for two years.

6. Rallies began to be organized in various cities against such unjust laws. Workers went on strike in railway workshops, and shops were closed down. On 13 April, 1919 the infamous Jallianwala Bagh incident took place. Thousands of innocent people were killed when General Dyer opened fire on them.

7. This ghastly action of the British angered the common mass in India. They took to the streets in towns and attacked government buildings. The government responded with brutal repression, seeking to humiliate and terrorize people.

8. Mahatma Gandhi now launched a more broad-based movement in India. This movement came to be known as the non-cooperation movement. It began in 1920. Various social groups participated in this movement, each with its own specific aspiration.

9. Thousands of students left government-controlled schools and colleges, headmasters and teachers resigned and lawyers gave up their legal practices. But the effects on non-cooperation on the economic front were more dramatic. Foreign goods were boycotted, liquor shops picketed and foreign cloth burnt in huge bonfires.

10. The non-cooperation movement could not last for a long time. In February 1922, Mahatma Gandhi decided to withdraw this movement as he felt it was turning violent in many places and satyagrahis needed to be properly trained before they would be ready for mass struggles.

11. Within the Congress, some moderate leaders like C.R. Das and Motilal Nehru argued for a return to council politics but younger leaders like Nehru and Bose pressed for more radical mass agitation and for full independence.

12. In 1928, the Simon Commission arrived in India to look into the functioning of the constitutional system in the country (India) and suggest changes. But the commission was boycotted because it did not have a single Indian member. In an effort to win them over, the Viceroy, Lord Irwin, announced in October 1929, a vague offer of‘dominion status’ for India. But this did not satisfy the Congress leaders.

13. In December 1929, under the presidency of J.L. Nehru, the Lahore Congress formalized the demand of ‘Purna Swaraj’ or full independence for India. It was declared that 26 January 1930, would be celebrated as the Independence Day when people were to take a pledge to struggle for complete independence. But the celebrations could not attract much attention.

14. In 1930, Mahatma Gandhi launched the Civil Disobedience Movement when his demand to abolish the salt tax was not fulfilled. His famous salt march was accompanied by 78 of his trusted volunteers. The march was over 240 miles, from Gandhiji’s ashram in Sabarmati to the Gujarati coastal town of Dandi. Thousands joined Mahatma Gandhi. On 6 April, he reached Dandi and violated the law, by manufacturing salt.

15. The movement spread far and wide. Worried by the developments, the colonial government began arresting the Congress leaders one by one. This led to violent clashes in many places. A frightened government responded with a policy of brutal repression.

16. Mahatma Gandhi called off the movement and entered into a pact with Irwin on 5 March 1931, which came to be known as Gandhi-Irwin Pact. As per this Pact Gandhiji went to London in December 1931 for the Second Round Table Conference, but the negotiations broke down and he returned disappointed.

17. Back in India, he found that a series of measures had been imposed on Indian leaders to prevent them from organizing meetings, demonstrations and boycotts with great apprehension, Gandhiji relaunched the Civil Disobedience Movement. But it lost its momentum by 1934.

18. This movement had its own limitations. Some of the Muslim political organizations in  India were not enthusiastic in their response to this movement. So far dalit participation was concerned, it was also limited.

19. From the mid-1920s, relations between Hindus and Muslims began to worsen. Each community organized religious processions with militant fervour, provoking Hindu-Muslim communal clashes and riots in various cities. So, when the Civil Disobedience Movement was started, large sections of Muslims could not respond to the call for a united struggle.

20. Many Muslim leaders and intellectuals expressed their concern about the status of Muslims as a minority within India. They feared that the culture and identity of minorities would be lost under the domination of Hindu majority.

Nationalism in India Class 10 CBSE Notes Important Terms

Forced recruitment: A process by which the colonial state forced people to join the army.

Boycott: The refusal to deal and associate with people, or participate in activities, or buy and use things, usually a form of protest.

Picket: A form of demonstration or protest by which people block the entrance to a shop, factory, or office.

Begar: Labour that villagers were forced to contribute without any payment.

Khadi: Indian hand-spun cloth.

Satyagraha: Following the path of truth and non-violence,

Sanatan’s: The conservative high-caste Hindus.

Bhangis: The sweepers.

Harijaiv: The children of God.

Notes of History Class 10 Chapter 3 Time Period

1915: Mahatma Gandhi returned to India from South Africa.

1916: Mahatma Gandhi traveled to Champaran in Bihar.

1917: Mahatma Gandhi organized satyagraha to support the peasants of the Kheda district in Gujarat.

1918-19: Distressed UP peasants organized by Baba Ramchandra

April 1919: Gandhian hartal against Rowlatt Act; Jallianwalla Bagh massacre

January 1921: Non-cooperation and Khilafat movement launched

February 1922: Chauri Chaura; Gandhiji withdrew Non-cooperation movement

May 1924: Alluri Sitarama Raju arrested ending a two-year armed tribal struggle

December 1929: Lahore Congress; Congress adopted the demand for ‘Purna Swaraj’

1930: B.R. Ambedkar established Depressed Classes Association

March 1930: Gandhiji’ began Civil Disobedience Movement by breaking salt law at Dandi.

March 1931: Gandhiji ended Civil Disobedience Movement

Dec. 1931: Second Round Table Conference

1932: Civil Disobedience re-launched.

On this page, you will find NCERT Class 10 History Chapter 2 Notes Pdf free download. CBSE Class 10 Social Science Notes History Chapter 2 SST The Nationalist Movement in Indo-China will seemingly, help them to revise the important concepts in less time.

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

CBSE Class 10 History Chapter 2 Notes Understanding the Lesson

1. Nationalism in Indo-China, which comprises the modern countries of Vietnam, Laos and Cambodia, developed in a colonial context. The knitting together of a modern Vietnamese nation that brought the different communities together was in part the result of colonization but, as importantly, it was shaped by the struggle against colonial domination.

2. The history of Indo-China shows different groups of people living in this area under the shadow of the powerful empire of China. Even when an independent country was established in present-day northern and central Vietnam, its rulers continued to maintain the Chinese system of government as well as Chinese culture.

3. The colonisation of Vietnam by the French brought the people of the country into conflict with the colonizers. 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.

4. The French began to exploit the natural resources of Vietnam for their own benefit. They built canals and drained lands in the Mekong delta to increase cultivation. The vast system of irrigation works built mainly with forced labour increased rice production which ultimately benefitted the French. But the French did nothing to industrialize the economy of Vietnam.

5. French colonisation was also driven by the idea of a civilizing mission. The French claimed that they were bringing modem civilisation to the Vietnamese. Education was seen as one way to civilize the native. But the French feared that education might create problems. Once educated, the Vietnamese may begin to question colonial domination. Hence, they did not want to give the Vietnamese full access to French education.

6. The French systematically dismantled the traditional educational system and established French schools for the Vietnamese. It was decided that Vietnamese be taught in the lower classes and French in the higher classes. The few who learnt French and acquired French culture were to be rewarded with French citizenship.

7. School textbooks glorified the French and justified colonial rule. The Vietnamese were represented as primitive and backward. School children were told that only French rule could ensure peace in Vietnam.

8. The Tonkin Free School was started in 1907 to provide a Western-style education which included classes in science, hygiene and French. The school also 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.

9. Teachers and students began to oppose openly. As the numbers of Vietnamese teachers increased in the lower classes, they quickly modified the text and criticized what was stated. In 1926, a major protest erupted in the Saigon Native Girls school. This protest forced the government to change its decision in favour of the Vietnamese student.

10. Students elsewhere protested against the colonial government’s efforts to prevent the Vietnamese from qualifying for white-collar jobs. Schools thus became an important place for political and cultural battles which ultimately paved the path for the independence of Vietnam. In other institutions too the Vietnamese expressed their anger against the French.

11. Colonial domination was exercised by control over all areas of private and public life. The French occupied Vietnam militarily but they also sought to reshape social and cultural life. But when the French missionaries introduced Christianity, the Vietnamese resisted it. They were afraid of the spread of Catholicism and French power.

12. Many religious movements started in Vietnam one by one. Some of them supported the French, but others inspired movements against colonial rule. One such movement was the Hoa Hao which drew on religious ideas popular in anti-French uprisings of the nineteenth century.

13. The nationalist leaders of Vietnam cherished different opinions. Some approved the domination of the West while others rejected it. Phan Boi Chau and Phan Chu Trinh were two such nationalists. While the former believed in the anti-colonial resistance, the latter opposed to the idea of resisting the French. Phan Chu Trinh accepted the French revolutionary ideal of liberty but charged the French for not abiding by the ideal.

14. Early Vietnamese nationalists had a close relationship with Japan and China. In 1907-08, several Vietnamese students went to Japan to acquire modern education. But their primary objective was to drive out the French from Vietnam and re-establish the Nguyen dynasty that had been deposed by the French. These nationalists looked for foreign arms and help. Developments in China also inspired Vietnamese nationalists. In 1911, the long-established monarchy in China was overthrown by a popular movement. This motivated the Vietnamese.

15. The Great Depression of the 1930s had a deep impact on Vietnam. Prices of rubber and rice fell, leading to rural uprisings. But the French suppressed these uprisings with great severity.

16. In 1940, Japan occupied Vietnam, to control Southeast Asia. Now the nationalists had to fight against the Japanese as well as the French. The league for the Independence of Vietnam, which came to be known as the Vietminh, fought the Japanese occupation and recaptured Hanoi in 1945.

17. The Democratic Republic of Vietnam faced several problems. The French tried to regain control by using the emperor, Bao Dai, as their puppet. Faced with the French offensive, the Vietminh were forced to retreat to the hills. After eight years of fighting, the French were defeated in 1954 at Dien Bien Phu.

18. In the peace negotiations in Geneva that followed the French defeat, the Vietnamese were persuaded to accept the division of the country. North and south were split. This division turned Vietnam into a battlefield bringing death and destruction all around. As a result, the Bao Dai regime in the south was overthrown by a coup led by Ngo Dinh Diem. Diem built a repressive and authoritarian government which was opposed by a broad opposition united under the banner of the National Liberation Front (NLF).

19. Vietnam got united with the help of the Ho Chi Minh government in the north and the NLF. But the US viewed this alliance with fear. It sent in troops and arms. The Us entry into the war proved costly to both the Vietnamese and the Americans.

20. The Vietnamese fought bravely against the US with whatever resources it had. They built the Ho Chi Minh trial to supply men and materials from the north to the south. The US regularly bombed j this trail but never got success in destroying this supply line because they were rebuilt quickly.

21. The Vietnamese women played an important role in this war. They helped in nursing the wounded, constructing underground rooms and tunnels and fighting the enemy. Between 1965 and 1975, of the 17,000 youths who worked on the Ho Chi Minh trail, 70 to 80 percent were women.

22. The US, however, could not crush the Vietnamese resistance and faced severe criticism from all around. Finally, the war was ended with a peace settlement which was signed in Paris in 1974.

The Nationalist Movement in Indo-China Class 10 CBSE Notes Important Terms

Indentured labour: A form of labour widely used in the plantations from the mid-nineteenth century.

Syncretic: Characterised by syncretism which aims to bring together different beliefs and practices.

Concentration camp: A prison where people are detained without due process of law.

Republic: A form of government based on popular consent and popular representation. In other words, it is a form of government based on the power of the people as opposed to monarchy.

Obscurantist: Person or ideas that mislead.

Napalm: An organic compound which, when comes in contact with surfaces like human body, sticks and continues to burn.

Notes of History Class 10 Chapter 2 Time Period

1802: Nguyen Anh became emperor symbolising the unification of Vietnam under the Nguyen dynasty.

1867: Cochinchina (the south) became a French colony.

1887: Creation of the Indo-China Union, including Cochinchina, Annam, Tonkin, Cambodia and later, Laos.

1930: Ho Chi Minh formed the Vietnamese Communist Party.

1945: Vietminh started a general popular insurrection, Bao Dai abdicated. Ho Chi Minh declared independence in Hanoi.

1954: The French army was defeated at Dien Bien Phu.

1961: Kennedy decided to increase US military aid to South Vietnam.

1974: Paris Peace Treaty

1975 (April 30): NLF troops enter Saigon.

1976: The Socialist Republic of Vietnam was proclaimed.

On this page, you will find NCERT Class 10 History Chapter 1 Notes Pdf free download. CBSE Class 10 Social Science Notes History Chapter 1 SST The Rise of Nationalism in Europe will seemingly, help them to revise the important concepts in less time.

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

CBSE Class 10 History Chapter 1 Notes Understanding the Lesson

1. During the nineteenth century, nationalism emerged as a force which brought about sweeping changes in the political and mental world of Europe. The final result of these changes was the emergence of the nation-state in place of the multinational dynastic empire of Europe.

2. The first clear expression of nationalism came with the French Revolution in 1789. France was a full-fledged territorial state in 1789 under the rule of an absolute monarch. The political and constitutional changes that came in the wake of the French Revolution led to the transfer of sovereignty from the monarchy to a body of French citizens.

3. A new French flag, the tricolour, was chosen to replace the former royal standard. The Estates-General was elected by the body of active citizens and renamed the National Assembly. New hymns were composed, oaths taken and martyrs remembered, all in the name of the nation.

4. The news of the events in France reached the different cities of Europe. As a result, people in these cities began setting up Jacobin clubs. Their activities and campaigns prepared the way for the French armies which moved into Holland, Belgium, Switzerland and Italy and spread there the idea of nationalism. The cities like Brussels, Mainz, Milan and Warsaw also welcomed the French armies. They began to view the French armies as harbingers of liberty.

5. There were no nation-states in mid-eighteenth-century Europe. Germany, Italy and Switzerland were divided into several kingdoms. Eastern and central Europe were under autocratic monarchies within the territories of which lived diverse peoples. Often, they spoke different languages and belonged to different ethnic groups. The only tie binding these diverse groups together was a common allegiance to the emperor.

6. The continent of Europe was dominated by the landed aristocracy. Although it constituted a small group, it was very powerful. The majority of the population was made up of the peasantry. With industrialization, new social groups which included a working-class population, and middle classes made up of industrialists, businessmen, professionals etc. came into being. However, the educated, liberal middle classes began to think of ways to abolish aristocratic privileges.

7 . Ideas of national unity in early-nineteenth-century Europe were closely allied to the ideology of liberalism. For the new middle classes liberalism stood for freedom for the individual and equality of all before the law. In the economic sphere, liberalism stood for the freedom of markets and the abolition of state-imposed restrictions on the movement of goods and capital.

8. Napoleon, who ruled France for more than a decade, was defeated by the collective power of Britain, Russia, Prussia and Austria. Afterwards, the representatives of these European powers met at Vienna in 1815 and drew up the treaty of Vienna with the object of undoing most of the changes that had come about in Europe during the Napoleonic wars. The main intention was to restore the monarchies and create a new conservative order in Europe.

9. Conservative regimes set up in 1815 were autocratic. They did not tolerate criticism and dissent and imposed censorship on newspapers, books, plays and songs that reflected the ideas of liberty and freedom. Many liberal-nationalists, therefore, went underground. Secret societies in many European states began to train revolutionaries who aimed at the creation of nation-states.

10. One such revolutionary was Giuseppe Mazzini who hailed from Italy. He became a member of the secret society of the Carbonari. Afterwards he founded two more underground societies whose members were young men from Poland, France, Italy and the German states.

11. Revolutions led by the liberal-nationalists spread in many regions of Europe. The first upheaval took place in France in July 1830 as a result of which the Bourbon kings were overthrown and a constitutional monarchy with Louis Philippe as its head was installed. The July Revolution sparked an uprising in Brussels which led to Belgium breaking away from the United Kingdom of the Netherlands.

12. The growth of revolutionary nationalism in Europe gave rise to a struggle for independence amongst the Greeks. In 1832, the Treaty of Constantinople took place which finally recognized Greece as an independent nation.

13. Culture also played an important role in creating the idea of the nation. Art and poetry, stories and music helped express and shape nationalist feelings. Language too contributed a lot in the development of nationalist sentiments.

14. With an enormous increase in population in the nineteenth century Europe led to widespread poverty in town and country. In 1848, the poor people of Paris came out on the roads forcing Louis Philippe to flee. A National Assembly proclaimed a republic, granted suffrage to all adult males above 21, and guaranteed the right to work. National workshops to provide employment were set up.

15. Revolutions were also started by the educated middle classes belonging to Germany, Italy, Poland and the Austro-Hungarian Empire. They took advantage of the growing popular unrest to push their demands for the creation of a nation-state on parliamentary principles. Monarchs now began to realize that cycles of revolution and repression could only be ended by granting concessions to the liberal-nationalist revolutionaries.

16. As nationalist feelings were widespread among middle-class Germans, in 1848 they tried to unite the different regions of the German confederation into a nation-state governed by an elected parliament. Prussia took on the leadership of the movement for national unification. Its Chief Minister, Otto von Bismarck played an important role in this process. After the completion of the unification, the Prussian King, William I was proclaimed German Emperor in January 1871.

17. Like Germany, Italy too had a long history of political fragmentation During the middle of the nineteenth century, Italy was divided into seven states, of which only one, Sardinia-Piedmont was ruled by an Italian princely house. Even the Italian language had not acquired one common form.

18. Chief minister of Sardinia-Piedmont named Cavour led the movement to unify the regions of Italy.

19. Through a tactful diplomatic alliance with France engineered by him, Sardinia-Piedmont succeeded; in defeating the Austrian forces in 1859. Apart from regular troops, a large number of armed volunteers under the leadership of Giuseppe Garibaldi joined the fray. In 1860, they marched into South Italy and the Kingdom of the Two Sicilies and succeeded in driving out the Spanish rulers. In 1861, Victor Emmanuel II was proclaimed king of United Italy.

20. In Britain, the formation of the nation-state was not the result of a sudden upheaval or revolution.

21. It was the result of a long-drawn-out process. The new British nation was forged through the j propagation of a dominant English culture. The symbols of the new Britain – the British flag, the j national anthem, the English language etc. were actively promoted.

22. Artists in the eighteenth and nineteenth centuries began to represent a country as if it were a person.

23. Nations were then portrayed as female figures. The female form that was chosen to personify the nation did not stand for any particular woman in real life; rather it sought to give the abstract idea of the nation as a concrete form. Thus, the female figure became an allegory of the nation. In France, she was christened Marianne which underlined the idea of a people’s nation. Similarly, Germania; became the allegory of the German nation.

24. By the last quarter of the nineteenth-century nationalism no longer retained its idealistic liberal-democratic sentiment of the first half of the century, but became a narrow creed with limited ends. During this period, nationalist groups became increasingly intolerant of each other and ever ready to go to war.

25. It was this sentiment that led Europe to disaster in 1914 when the First World War broke out. However, the 19th century also witnessed the growth of anti-imperial movements in different parts of the world.

The Rise of Nationalism in Europe Class 10 CBSE Notes Important Terms

Absolutist: The term refers to a form of monarchical government that was centralized, militarized and repressive.

Utopian: A vision of a society that is so ideal that it is unlikely to actually exist.

Plebiscite: A direct vote by which all the people of a region are asked to accept or reject a proposal.

Suffrage: The right to vote.

Conservatism: A political philosophy that stressed the importance of tradition, established institutions and customs, and preferred gradual development to quick change.

Feminist: Awareness of women’s rights and interests based on the belief of the social, economic and political equality of the genders.

Ideology: System of ideas reflecting a particular social and political vision.

Ethnic: Relates to a common racial, tribal, or cultural origin or background that a community identifies with or claims.

Allegory: Expression of an abstract idea such as greed, envy, freedom, liberty through a person or a thing.

Feudalism: A social system that existed in Europe during the Middle Ages in which people worked and fought for nobles who gave them protection and the use of land in return.

Nationalism: Devotion for one’s own nation’s interests over those of all other nations.

Notes of History Class 10 Chapter 1 Time Period

1797: Italy invaded, beginning of Napoleonic wars

1804-15: Siberian Revolution against the Ottoman Empire

1815: Congress of Vienna

1821-29: Greek War of Independence against the Ottoman Empire

1830-31: Belgian Revolution

1830-31: Revolution in Poland and Lithuania

1846: Uprising in Greater Poland

1848: Nationalist revolts in Hungary, Italy and Germany

1859-61: Italy unified

1866-71: Germany unified

On this page, you will find NCERT Class 9 Geography Chapter 6 Notes Pdf free download. CBSE Class 9 Social Science Notes Geography Chapter 6 SST Population will seemingly, help them to revise the important concepts in less time.

Population Class 9 Notes Social Science Geography Chapter 6

CBSE Class 9 Geography Chapter 6 Notes Understanding the Lesson

1. Population is an important topic in social studies. Everything such as resources, calamities, disasters, etc. are meaningful only in relation to human beings.

2. Human beings are producers and consumers of earth’s resources. Therefore, it is important to know how many people are there in a country, where do they live, how and why their numbers are increasing and what are their characteristics. The Census of India provides us with information regarding the population of our country.

3. India’s population as on March 2011 stood at 1,210 million, which account for 17.5 per cent of the world’s population. These 1.21 million people are unevenly distributed.

4. The 2011 Census data reveals that Uttar Pradesh with a population size of 199 million people is the most populous state of India. On the other hand, Sikkim has a population of just about 0.6 million and Lakshadweep has only 64,429 thousand people.

5. Almost half of India’s population lives in just five states-Uttar Pradesh, Maharashtra, Bihar, West Bengal and Andhra Pradesh.

6. The population density of India in the year 2011 was 382 persons per sq. km. Densities vary from 1,102 persons per sq. km in Bihar to only 17 persons per sq. km in Arunachal Pradesh.

7. The numbers, distribution and composition of the population are constantly changing due to births, deaths and migrations.

8. Growth of population can be expressed in two ways-in terms of absolute numbers and in terms of percentage change per year.

9. India’s population has been steadily increasing from 361 million in 1951 to 1210 million in 2011. From 1951 to 1981, the annual rate of population growth was steadily increasing. Since 1981, however the rate of growth started declining gradually.

10. The declining trend of the growth rate is indeed a positive indicator of the efforts of birth control.

11. There are three main processes of change of population-birth rates, death rates and migration. The natural increases of population is the difference between birth rates and death rates.

12. In India, most migrations have been from rural to urban areas which provide increased employment opportunities and better living conditions.

13. The urban population has increased from 17.29 per cent of the total population in 1951 to 31.80 per cent in 2011. There has been a significant increase in the number of million-plus cities from 35 to 53 in just one decade, i.e. 2001 to 2011.

14. Age composition is one of the most basic characteristics of a population.

15. The population of a nation is generally grouped into three broad categories—Children below 15 years, Working age (15-59 years) and Aged (above 59 years).

16. Sex ratio is an important social indicator to measure the extent of equality between males and females in a society at a given time. The sex ratio in the country has always remained unfavourable to females.

17. Literacy is an important quality of a population. Low levels of literacy are a serious obstacle for economic improvement.

18. The percentage of population that is economically active is an important index of development.

19. A great number of occupations are found in any country. These occupations are generally classified as primary, secondary and tertiary.

20. The percentage of people working in different activities varies in developed and developing countries. Developed nations have a high proportion of people in secondary, and tertiary activities. Developing countries tend to have a higher proportion of their workforce engaged in primary activities.

21. Health is an important component of population composition. Sustained efforts of government programmes have made significant improvements in the heath conditions of the Indian population.

22. Despite considerable achievements, the health situation is a matter of major concern for India. The per capita calorie consumption is much below the recommended levels and malnutrition afflicts a large percentage of our population.

23. Adolescent population constitutes one-fifth of the total population of India. Adolescents are generally grouped in the age-grouped of 10 to 19 years. They are the most important resource for the future.

24. The diet available to adolescents is inadequate in all nutrients. A large number of adolescent girls suffer from anaemia.

25. The National Population Policy (NPP) provides a policy framework for imparting free and compulsory school education up to 14 years of age, reducing infant mortality rate to below 30 per 1000 live births, achieving universal immunisation of children against all vaccine-preventable diseases, etc.

26. Education and heath should be given much importance because a well-educated healthy population can play an important role in country’s development.

Population Class 9 CBSE Notes Important Terms

Adolescence: A period in which a person is no longer a child and not yet an adult. Such persons are grouped in the age-group of 10 to 19 years.

Birth rate: The number of live births for every 100 persons in a year.

Census: An official enumeration of population done periodically.

Population density: The number of persons per unit area.

Population growth: Change in the number of inhabitants of a country/territory during a specific period of time.

Death rate: The number of deaths per thousand persons in a year.

Migration: The movement of people across regions and territories.

Sex ratio: The number of females per thousand males.

Literacy: The ability to read, write and use arithmetic.

On this page, you will find NCERT Class 9 Geography Chapter 5 Notes Pdf free download. CBSE Class 9 Social Science Notes Geography Chapter 5 SST Natural Vegetation and Wildlife will seemingly, help them to revise the important concepts in less time.

Natural Vegetation and Wildlife Class 9 Notes Social Science Geography Chapter 5

CBSE Class 9 Geography Chapter 5 Notes Understanding the Lesson

1. India has a wonderful plant diversity. It is blessed with about 47,000 plant species. There are about 15,000 flowering plants in our country which account for 6 per cent in the world’s total number of flowering plants.

2. India also has approximately 90,000 species of animals as well as a rich variety of fish in its marine waters.

3. Natural vegetation grows naturally without human aid. Cultivated crops and fruits, orchards form part of vegetation but not natural vegetation.

4. The huge diversity in flora and fauna kingdom is due to the factors, such as—relief (land and soil), climate (temperature, sunlight and precipitation) and ecosystem.

5. All the plants and animals in an area are interdependent and inter-related to each other in their physical environment.

6. Human beings are also integral part of the ecosystem. They utilise vegetation and wildlife. But their greed leads to over-utilisation of these resources.

7. There are five types of vegetation-tropical evergreen, tropical deciduous, tropical thorn forests and scrubs, montane and mangrove forests.

8. Tropical evergreen forests are found in the heavy rainfall areas. They are at their best in areas having more than 200 cm of rainfall with a short dry season. The trees reach great heights up to 60 metres or even above. Trees like ebony, mahogany, rosewood, rubber and cinchona and animals like elephants, monkeys, lemur and deer are found in these forests.

9. Tropical deciduous forests are also called the monsoon forests and spread over the region receiving rainfall between 200 cm and 70 cm. On the basis of the availability of water, these forests are divided into moist and dry deciduous. Trees like teak, sal, peepal and neem and animals such as lion, pig, deer and elephants are found in these forests.

10. The thorn forests and scrubs are found in regions with less than 70 cm of rainfall. Acacias, palms, euphorbias and cacti are the main plant species. Animals such as rats, mice, rabbits tigers, etc. are found in these forests.

11. Montane forests are found in mountainous areas. Trees like oaks and chestnuts are found between a height of 1000 and 2000 metres. Between 1500 and 3000 metres, temperate forests containing coniferous trees like pine, deodar, silver fir, etc. are found. The common animals found in these forests are Kashmir stag, spotted deer, wild sheep, jackrabbit, Tibetan antelope, etc.

12. The mangrove tidal forests are found in the areas of coasts influenced by tides. Trees such as Sundari, palm, coconut, keora, etc. are found in these forests. Royal Bengal Tiger is the famous animal in these forests.

13. Wildlife: India is equally rich in its fauna. It has approximately 90,000 of animal species. Its shares between 5 and 8 per cent of the world’s amphibians, reptiles and mammals.

14. The elephants are found in the hot wet forests of Assam, Karnataka and Kerala. One-horn rhinoceroses live in swampy and marshy lands of Assam and West Bengal.

15. India is the only country in the world that has both tigers and lions. The natural habitat of the Indian lion in the Gir forest in Gujarat. Ladakh’s freezing high altitudes are home to yak, the shaggy homed wild ox, etc.

16. In the rivers, lakes and coastal areas, turtles, crocodiles and gharials are found. Birdlife in India is colourful. Peacocks, pheasants, ducks, parakeets, cranes and pigeons are found in the forests and wetlands of the country.

17. Due to excessive exploitation of the plants and animal resources by human beings, the ecosystem has been disturbed. About 1,300 plant species are endangered and 20 species are extinct.

18. Fourteen biosphere reserves have been set up in the country to protect flora and fauna. Project Tiger, Project Rhino, Project Great Indian Bustard and many other eco-developmental projects have been introduced by the government. National Parks, Wildlife sanctuaries and zoological gardens have been set up to protect natural heritage.

Natural Vegetation and Wildlife Class 9 CBSE Notes Important Terms

Vegetation: Plants considered collectively, especially those found in a particular area or habitat.

Flora: Plants a particular region or period.

Fauna: Species of animals.

Brome: A very large ecosystem on land having distinct types of vegetation and animal life.

Wildlife: Wild animals collectively, the native fauna and sometimes flora of a region.

Ecosystem: A biological community of interacting organisms and their physical environment.