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NCERT Solutions for Class 9 Social Science Geography Chapter 3 Drainage

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Geography Chapter 3 Drainage.

Question 1.
Choose the right answer from the four alternatives given below.

(i) Which one of the following describes the drainage patterns resembling the branches of a tree?
(a) Radial
(b) Dendritic
(c) Centrifugal
(d) Trellis
ans.
(b) Dendritic pattern.

(ii) In which of the following states is the Wular lake located?
(a) Rajasthan
(b) Uttar Pradesh
(c) Punjab
(d) Jammu and Kashmir
ans.
(d) Jammu and Kashmir state.

(iii) The river Narmada has its source at
(a) Satpura
(b) Brahmagiri
(c) Amarkantak
(d) Slopes of Western Ghats
Ans.
(c) Amarkantak

(iv) Which one of the following lakes is a salt water lake?
(a) Sambhar
(b) Dal
(c) Wular
(d) Gobind Sagar
Ans.
(a) Sambhar lake

(v) Which one of the following is the longest river of the Peninsular India?
(a) Narmada
(b) Krishna
(c) Godavari
(d) Mahanadi
Ans.
(c) Godavari river

(vi) Which one amongst the following rivers flows through a rift valley?
(a) Mahanadi
(b) Thngabhadra
(c) Krishna
(d) Tapi
Ans.
(d) Tapi river

Question 2.
Answer the following questions briefly.

(i) What is meant by a water divide? Give an example.
Ans. Water divide is an elevated area, such as a mountain or an upland, that separates two drainage basins. For example, the water divide between the Indus and the Ganga river system is Ambala.

(ii) Which is the largest river basin in India?
Ans. Ganga river basin is the largest one in India. The length of this basin is over 2,500 km.

(iii) Where do the rivers Indus and Ganga have their origin?
Ans. The river Indus has its origin in Tibet, near Mansarowar lake. The Ganga river originates at the Gangotri Glacier on the sourthern slopes of the Himalayas.

(iv) Name the two headstreams of the Ganga. Where do they meet to form the Ganga?
Ans. The two headstreams of the Ganga are—the Bhagirathi and the Alaknanda. They meet to form the Ganga at Devaprayag in Uttarakhand.

(v) Why does the Brahmaputra in its Tibetan part have less silt, despite a longer course?
Ans. The Brahmaputra in its Tibetan part carries a smaller volume of water and less silt as it is a
cold and dry area.

(vi) Which two peninsular rivers flow through trough?
Ans. The Narmada and the Tapi are the two peninsular rivers that flow through trough.

(vii) State some economic benefits of rivers and lakes.
Ans.
Economic benefits of rivers:

• Rivers provide water which is a basic natural resource for various human activities.
• They are used for irrigation, navigation and generation of hydroelectric power.
• They have a moderating influence on the climate of the surroundings and maintain the aquatic ecosystem.

Economic benefits of lakes:

• They help to regulate the flow of a river.
• They prevent flooding at times of heavy rainfall and during the dry season, they help to maintain an even flow of water.
• They also have a moderating influence on the surrounding climatic conditions and maintain the aquatic ecosystem.
• They enhance the natural beauty and recreational activities by encouraging tourism.
• Lakes are also used for the generation of hydroelectricity.

Question 3.
Below are given names of a few lakes of India. Group them under two categories- natural and created by human beings:
(a) Wular
(b) Dal
(c) Nainital
(d) Bhimtal
(e) Gobind Sagar
(f) Loktak
(g) Barapani
(h) Chilika
(i) Sambhar
(j) Rana Pratap Sagar
(k) Nizam Sagar
(l) Pulicat
(m) Nagarjuna Sagar
(n) Hirakund
Answer:
Natural Lakes:
(a) Wular
(b) Dal
(c) Nainital
(d) Bhimtal
(f) Loktak
(g) Barapani
(h) Chilika
(i) Sambhar
(l) Pulicat

Lakes Created human beings:
(e) Gobind Sagar
(j) Rana Pratap Sagar
(k) Nizam Sagar
(m) Nagarjuna Sagar
(n) Hirakund

Question 4.
Discuss the significant difference between the Himalayan and the Peninsular rivers.
Answer:

Question 5.
Compare the east-flowing and the west-flowing rivers of the Peninsular plateau.
Answer:

Question 6.
Why are rivers important for the country’s economy?
Answer:
Rivers are important for a country’s economy in the following ways:

• The rivers provide water as the basic resource that is used for various activities.
• The river banks have attracted settlers from ancient times. These settlements have now become major cities.
• Rivers provide water for irrigation, navigation, and for the generation of hydroelectric power.
• The rivers have also promoted agriculture, the most important economic activity of a country.
• The rivers tend to have a moderating influence on the climate of the surroundings. They also help to maintain the aquatic ecosystem.

Map Skills

(i) On the outline map of India mark and label the following rivers: Ganga, Satluj, Damodar, Krishna, Narmada, Tapi, Mahanadi, and the Brahmaputra.
(ii) On an outline map of India mark and label the following lakes: Chilika, Sambhar, Wular, Pulicat, Kolleru.

Hope given NCERT Solutions for Class 9 Social Science Geography Chapter 3 are helpful to complete your homework.

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NCERT Solutions for Class 9 Social Science History Chapter 2 Socialism in Europe and the Russian Revolution

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science History Chapter 2 Socialism in Europe and the Russian Revolution. Free PDF download of NCERT Solutions for Class 9 Social Science (India and the Contemporary World – I) Chapter 2 – Socialism in Europe and the Russian Revolution. All questions are explained by the expert Social Science teacher and as per NCERT (CBSE) guidelines.

Question 1.
What were the social, economic, and political conditions in Russia before 1905?
Answer:
The social, economic and political conditions in Russia, before 1905 was quite backward. Social inequality was very prominent among the working class. Workers were divided on the basis of their occupation. Workers whose jobs needed skill and training considered themselves on a higher plane than the untrained worker. Workers had strong links to the villages they came from and this also caused a social divide among workers.

Economically Russia was going through a very difficult period. The population had doubled and the economic conditions turned from bad to worse. The government introduced new programmes of industrialization which created employment. This Industrialization did not help the workers who were exploited and their living conditions only worsened.

Compared to other European nations, Russia was politically backward, during the thirteenth century. All political parties were illegal in Russia before 1914. The Russian peasants formed the Socialist Revolutionary Party in 1900, but as they were not a united group they were not considered to be part of a socialist movement.

Question 2.
In what ways was the working population in Russia different from other countries in Europe, before 1917?
Answer:
The working population in Russia was different from that of those in other countries in Europe before 1917 in the following ways.

1. The vast majority of Russians were agriculturalists. This proportion was higher than in most European countries. In France and Germany, this proportion was between 40% and 50%.
2. The cultivators in Russia produced for the markets as well as for their own needs.
3. Workers were divided social groups on the basis of skill. Metalworkers considered themselves aristocrats among other workers as their occupation demanded more training and skills.
4. Peasants in Russia had no respect for the nobility. Nobles got their power and position through the Tsar and not through local popularity, whereas in countries like France, peasants respected nobles.
5. In Russia, peasants had pooled their land together and divided the profits according to the family needs. In other parts of the world, agriculture was done individually by the peasants.

Question 3.
Why did the Tsarist autocracy in Russia collapse in 1917?
Answer:
During the winter of 1917, factory workers faced acute food shortages and extreme cold climate. Dissatisfaction was raging high among the workers.

A factory lockout on the right bank of the river Neva, triggered a strike in the month of February, 1917. 50 other factories joined in the strike. In many factories women led the strike. The government tried many measures to contain the strike. Curfew was imposed, the cavalry and police were called out to suppress the workers. The dissatisfied worker could not be contained. On the 27^th of February, the Police Head Quarters’ were ransacked.

The turning point of this revolt was when the government regiments joined the striking workers. They formed the ‘ Soviet’ or ‘Council’. The Tsar was advised to abdicate. Thus the February Revolution brought down the monarchy in 1917.

Question 4.
Make two lists: one with the main events and effects of the February Revolution and the other with the main events and effects of the October Revolution. Write a paragraph on who was involved in each, who were the leaders and what the impact of each was on Soviet history.
Answer:

No political party was involved in the February Revolution. It was a combined effort of the workers of fifty factories along with women who took up the leadership.

October Revolution:

Lenin led the October Revolution along with Leon Trotskii. Bolshevik supporters in army, Soviets and factories were mobilised for mass struggle. Lenin rose to power and set up a Bolshevik government in Soviet Russia.

Question 5.
What were the main changes brought about by the Bolsheviks immediately after the October Revolution?
Answer:

1. Banks and Industries were nationalised.
2. Land was declared as social property.
3. Peasants seized land from the nobility.
4. Large houses were partitioned according to family requirements.
5. The use of old titles by aristocrats was banned.
6. New uniforms were introduced for the army and officials. The famous soviet hat (budeonovka) was introduced.

Question 6.
Write a few lines to show what you know about:
(a) Kulaks
(b) the Duma
(c) women workers between 1900 and 1930
(d) the Liberals
(e) Stalin’s collectivisation programme
Answer:
(i) Kulaks
Well-to-do peasants were called ‘ kulaks’ during Stalin’s leadership. As food shortage continued Stalin decided to introduce the Collectivisation Programme. Under this programme, ‘kulaks’ were eliminated. That is land from these well-to-do peasants was forcibly taken and large state-controlled farms were established. This was done to modernize farming and increase production.

(ii) The Duma
The Duma is an elected consultative Parliament, which was set up during the 1905 Revolution. Though the Duma was accepted by the Tsar, they were constantly dismissed by the Tsar and new ones were set up. After the February Revolution when the Monarchy was overthrown, Duma leaders and Soviet leaders formed a Provisional Government in Russia.

(iii)Women workers between 1900 and 1930
Women workers made up 31% of the factory labour in the 1900s. They were paid only half or three-quarters of the men’s wages. During the February Revolution in 1917, many women workers led the strikes. The condition of the women workers continued to be grim until the 1930s. Slowly conditions improved and crèches were set up in factories for the children of women workers.

(iv) The Liberals
After the French Revolution people wanted a transformation in society. Many groups were formed with this intention. One such group was the ‘Liberals’. The Liberals wanted a nation with religious tolerance and individual rights. Though they wanted an elected parliamentary government, they wanted only men of property to have the right to vote. They were against women voting.

(v) Stalins collectivization programme
Stalin believed that collectivization of agriculture would help in improving grains supplies in Russia. He began collectivization in 1929. All peasants were forced to cultivate in collective farms (kolhoz). The bulk of land and implements were transferred to the ownership of the collective farm. Many peasants protested such attempts and destroyed livestock to show their anger. Collectivization did not bring the desired results in the food supply situation turned even worse in subsequent years.

Hope given NCERT Solutions for Class 9 Social Science History Chapter 2 are helpful to complete your homework.

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NCERT Solutions for Class 9 Social Science Geography Chapter 5 Natural Vegetation and Wildlife

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Geography Chapter 5 Natural Vegetation and Wildlife.

Question 1.
Choose the right answer from the four alternatives given below:

(i) To which one of the following types of vegetation does rubber belong to?
Ans:
(a) Thndra
(b) Tidal
(c) Himalayan
(d) Tropical Evergreen
Ans:
(d) Tropical Evergreen

(ii) Cinchona trees are found in the areas of rainfall more than
(a) 100 cm
(b) 50 cm
(c) 70 cm
(d) less than 50 cm
Ans:
(a) 100 cm

(iii) In which of the following states is the Simlipal’ bio-reserve located?
(a) Punjab
(b) Delhi
(c) Odisha
(d) West Bengal
Ans:
(c) Odisha

(iv) Which one of the following bio-reserves of India is not included in the world network of bioreserves?
(a) Manas
(b) Nilgiri
(c) Gulf of Mannar
(d) Nanda devi
Ans:
(a) Manas

Question 2.
Answer the following questions briefly.

(i) Define an ecosystem.
Ans:
An ecosystem refers to all the plants, animals and human beings interdependent and interrelated to

(ii) What factors are responsible for the distribution of plants and animals in India?
Ans:
The factors that are responsible for the distribution of plants and animals in India are:

Relief
(a) Land: The nature of land influences the type of vegetation. Land which is flat is devoted to agriculture, undulating land encourages the growth of grass and woodlands where animals live.
(b) Soil: Different types of soils support different types of vegetation. Cactus and thorny bushes grow well in the desert, marshy deltaic soils and conical trees in the hill slopes.

Climate
(a) Temperature affects the types of vegetation and its growth. Trees growth differ depending on where they are located in the mountains.
(b) The variation in the duration of sunlight affects the growth of trees. In summer trees grow faster as the sun shines for a longer time.
(c) Precipitation: Areas of heavy rainfall have denser vegetation than areas of less rain. There is a dense growth of trees in regions where the South West Summer Monsoons cause heavy rain e.g., windward slopes of the Western Ghats.

(iii) What is a bio reserve? Give two examples.
Ans:
A bio reserve is an ecosystem having plants and animals of unusual scientific and natural instincts. These are preserved in their natural environment.

(iv) Name two animals having their habitat in montane and tropical types of vegetation.
Ans:
The Tibetan antelope and the Kashmir stag have their habitat in the Montane vegetation. In the Tropical Evergreen Forests bats and sloths are found and in the Tropical Deciduous Forests, snakes and tortoises exist.

Question 3.
Distinguish between:

(i) Flora and Fauna
Ans:
The word ‘flora’ is used to denote plants of a particular region or period and the species of animals are referred to as ‘fauna’.

(ii) Tropical Evergreen and Deciduous Forests.
Ans:

Tropical Evergreen Forests are found in regions

• where rainfall is very heavy, over 200 cm of rain.
• forests appear green all the year round as the trees shed their leaves at different times of the year.
• vegetation is luxuriant, multilayered and of great variety.
• commercially important trees are ebony, mahogany, rosewood, rubber and cinchona.
• trees are tall and have straight trunks.

Deciduous Forests are also known as Monsoon Forests.

• These are found where the rainfall is between 70 cm-200 cm.
• Trees shed their leaves for about 6-8 weeks in the dry summer.
• These forests are divided between Dry and Wet Deciduous Forests.
• Wet Deciduous Forests are found in the northeast states, foothills of the Himalayas, Jharkhand, West Odisha,
• Chhattisgarh and the eastern slopes of the Western Ghats. Important trees are bamboo, sal, shisham, Khair, Arjun, etc.
• Dry Deciduous Forests are found in the plains of Bihar, Uttar Pradesh, and the rainier parts of the Deccan plateau.
• Important trees are teak, sal, peepal, and neem. Trees have been cleared in some parts for cultivation and for grazing.

Question 4.
Name different types of vegetation found in India and describe the vegetation of high altitudes.
Answer:
The different types of vegetation found in India are

• Tropical Evergreen Forests
• Tropical Deciduous Forests
• Tropical Thorn Forests and Scrubs
• Montane Forests
• Mangrove Forests

Vegetation of high regions: The vegetation changes according to the changes in temperature and rainfall in the mountainous regions.

• At heights of 1000 – 2000 metres wet temperate types of forests is found. Trees such as oaks and chestnuts predominate.
• Between 1500 and 3000 metres, temperate forests with coniferous trees like pine, deodar, silver fir, spruce and cedar are found. (Northeast India etc)
• At high altitudes, Alpine vegetation is found. Important trees are silver fir, pines, and birches.
• Shrubs and scrubs are merged into the Alpine grasslands and are used for grazing.

Question 5.
Quite a few species of plants and animals are endangered in India. Why?
Answer:
Many plants and animals are endangered in India due to a number of reasons:

• Hunting of animals for commercial purposes.
• Pollution due to chemical and industrial waste, acid deposits.
• Introduction of alien species.
• Reckless cutting of the forests to bring land under cultivation and inhabitation.

As a result of these activities about 1300 plant species are endangered and 20 plants species have become extinct. Quite a few animal species are also endangered.

Question 6.
Why has India a rich heritage of flora and fauna?
Answer:
India has a rich heritage of flora and fauna due to a large variety in relief features, soil, temperature, rainfall and the length of the day which determines the hours of sunlight. Moreover, India is a very vast country

Map Skills

Question 7.
On an outline map of India, label the following.
(i) Areas of Evergreen Forests
(ii) Areas of Dry Deciduous Forests
(iii) Two national parks each in Northern, Southern, Eastern and Western parts of the Country
Answer:

Hope given NCERT Solutions for Class 9 Social Science Geography Chapter 5 are helpful to complete your homework.

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NCERT Solutions for Class 9 Social Science History Chapter 4 Forest Society and Colonialism

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science History Chapter 4 Forest Society and Colonialism. Free PDF download of NCERT solutions for Class 9 Social Science (India and the Contemporary World – I) Chapter 4 – Forest Society and Colonialism. All questions are explained by the expert Social Science teacher and as per NCERT (CBSE) guidelines.

Question 1.
Discuss how the changes in forest management in the colonial period affected the following groups of people:
(a) Shifting cultivators
Ans. The colonial government put a ban on shifting cultivation as it was regarded as harmful for forests. Because of this, tribal communities were forced to leave their homes. Many had to change their occupations. There were some who took to protest the policies of colonial masters.

(b) Nomadic and Pastoralist Communities
Ans. In the process, many pastoralists and nomadic communities like the Korava, Karacha, and Yerukula of the Madras Presidency lost their livelihood. Some of them were dubbed as criminal tribes. They were forced to work in factories and plantations.

(c) Firms trading in timber/forest produce
Ans. In India trade in forest products was not new. We have records that show that Adivasi communities trading in goods like hides, horns, silk cocoons, ivory, bamboo, spices fibres, grasses, gums, and rising through nomadic communities like the banjaras. After the coming of the British, trade was completely controlled by the government. The British government gave the European companies the sole right to trade in the forest products.

(d) Plantation owners
Ans. In Assam, both men and women from forest communities like Santhals and Oraons from Jharkhand and Gonds from Chhattisgarh were recruited to work on tea plantations. Their wages were low and the condition of work was not good. They could not return easily to their home villages, from where they were recruited.

(e) Kings/British officials engaged in shikar
Ans. While the forest laws deprived people of their rights to hunt, hunting of big game became a sport. In India, it was the court’s culture to hunt tigers and other animals. However, under colonial rule, hunting increased to such an extent that many species became extinct. The British saw big animals as a sign of primitive society. They believed that by killing big animals, the British would civilise India. Tigers, wolves, and leopards were killed because they posed a threat to cultivators. A British administrator George Yule killed 400 tigers. Only after a long time environmentalists and conservators began to argue that these animals had to be protected.

Question 2.
What are the similarities between the colonial management of the forests in Bastar and in Java?
Answer:
Colonial management of the forests in Bastar and Java ran along the same lines. Bastar is located in India, while Java is an island in Indonesia. The people of Bastar had great respect for mother Earth. The people of Bastar lived in harmony within their own limited boundaries. When the Colonial Government introduced the ‘reservation of forests’ the people of Bastar were worried about their future. Most villagers were displaced while a few were allowed to stay and work for free for the forest department. The villagers of Bastar were deeply upset by this.

The famine in the early 1900s sparked a rebellion against forest reservations. But the rebellion was crushed by the British. The only victory for the villagers was that the colonial government reduced the ‘reserved forests’ by half. The plight of the forest-villagers in Java was very much the same as the people of Bastar. The Dutch were in control of Indonesia. The skilled forest – cutters of Java were in great demand. In the 18^th century, the Dutch slowly began to gain control over the forests in Java. The villagers rose in rebellion, but soon the uprising was suppressed. The Dutch enforced forest laws as in Bastar. The villagers were restricted from entering the forests and those who opposed the ban were severely punished.

Question 3.
Between 1880 and 1920, the forest cover in the Indian subcontinent declined by 9.7 million hectares,
from 108.6 million hectares to 98.9 million hectares. Discuss the role of the following factors in this
decline:
(i) Railways:
Ans. They were essential for colonial trade and movement of troops. To run locomotives, wood was needed as fuel, and to lay the railway lines sleepers were essential to hold the track together. By 1890, about 25,500 km of tracts were laid and more and more trees were cut. In Madras Presidency alone 35,000 trees were being cut annually for sleepers.
(ii) Shipbuilding:
Ans. In England, from the early 19th century, oak forests were disappearing. It created a shortage of timber for the Royal Navy. Ships could not be built without a regular supply of strong and durable timber. Ships were necessary for the protection of overseas colonies and trade. Within a decade trees were cut on a large scale and timber was exported from India.
(iii) Agricultural expansion:
Ans. The colonial government believed that forests were unproductive. They had to be brought under cultivation so that they could yield agricultural products and generate revenue. So between 1880 and 1920, the cultivation increased by 6.7 million hectares.
(iv) Commercial farming:
Ans. The British encouraged the production of commercial crops like jute, sugar, wheat and cotton. The demand for these crops increased in the 19th century Europe, where food grains were needed for growing population and raw material for industries.
(v) Tea/Coffee plantations:
Ans. To meet the growing needs for tea, coffee and rubber, large areas of forests were cleared for their plantation. The colonial government took over the forests and gave vast areas to European planters at cheap rates. These areas were planted with tea, coffee and rubber.
(vi) Adivasis and other peasant users:
Ans. From early times, Adivasis communities traded in goods like hides, horns, silk cocoons, ivory, bamboo, spices, fibres, grasses, gums and resins through nomadic communities like the banjaras. This further declined forest cover.

Question 4.
Why are forests affected by wars?
Answer:
The impact of the First and Second World War on forests was tremendous. In India, the forest department cut trees freely to meet British war needs. The British needed to strengthen their Navy and timber was needed to build warships.
In Java, the Dutch enforced ‘a scorched earth’ policy. They destroyed sawmills and burnt huge piles of giant teak logs so that the Japanese could not get it, during the war.

The Japanese, who invaded Indonesia exploited the forests for their own war needs. They made forest villagers cut down forests. Many villagers used this opportunity to destroy forests and expand cultivation. When the war was over the Indonesian forest service was unable to get the forest land back from the villagers.

Hope given NCERT Solutions for Class 9 Social Science History Chapter 4 are helpful to complete your homework.

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