NCERT Class 10 Geography Chapter 4 Notes Agriculture

NCERT Class 10 Geography Chapter 4 Notes

On this page, you will find NCERT Class 10 Geography Chapter 4 Notes Pdf free download. CBSE Class 10 Social Science Notes Geography Chapter 4 SST Agriculture will seemingly, help them to revise the important concepts in less time.

Agriculture Class 10 Notes Social Science Geography Chapter 4

CBSE Class 10 Geography Chapter 4 Notes Understanding the Lesson

1. Agriculture is a primary activity in India. Two-thirds of the country’s population depends on agricultural activities.

2. At present, several farming systems are practised in different parts of India. These include primitive subsistence farming, intensive subsistence farming, commercial farming and plantation farming.

3. Primitive subsistence farming is practised on small patches of land with the help of primitive tools like hoe, dao and digging sticks, and family or community labour. It is also known as ‘slash and burn’

4. Intensive subsistence farming is done in areas of high population pressure on land. It is labour­intensive farming. Farmers generally use high doses of biochemical inputs and irrigation in their fields to get good production.

5. In commercial farming, higher doses of modern inputs such as HYV seeds, chemical fertilisers, etc. are used to get higher production.

6. Plantation is a type of commercial farming in which a single crop is grown on a large area. In India, tea, coffee, rubber, sugarcane, etc. are major plantation crops.

7. India has three cropping patterns – rabi, kharif and Rabi crops such as wheat, barley, peas, gram, etc. are sown in winter from October to December and harvested in summer from April to June. Kharif crops such as paddy, maize, jowar, bajra, etc. are sown in the rainy season and harvested in September-October. Zaid crops are watermelon, muskmelon, cucumber, etc.

8. A variety of food and non-food crops are grown in different parts of India. Rice, wheat, millets, pulses, maize, etc. are major food crops. Sugarcane, tea, coffee, oilseeds are food crops other than grains. Rubber and fibre crops like cotton, jute, hemp and natural silk are non-food crops.

9. Although India is an agriculturally important country but it has not achieved agricultural development in required potential. Most of the farmers in large parts of the country still depend upon monsoon and natural fertility in order to carry on their agriculture.

10. Agriculture in India needs some serious technical and institutional reforms, collectivisation, consolidation of holdings, cooperation and abolition of zamindari, were given priority to bring about institutional reforms in the country after Independence.

11. Agricultural reforms were introduced to improve Indian agriculture in the 1960s and 1970s. The success stories of the Green Revolution and the White Revolution or Operation Flood can be mentioned in this regard.

12. In the 1980s and 1990s, a comprehensive land development programme was initiated, which included both institutional and technical reforms. Provision for crop insurance, against natural calamities, establishment of Grameen banks, etc. were some important steps in this direction.

Note: Please note as per CBSE Curriculum 2017-18, content of pages 44-47 of NCERT TEXT BOOK has been deleted. Hence, in this book we have also excluded content and the questions related to this content.

Agriculture Class 10 CBSE Notes Important Terms

Agriculture: A primary activity which produces food that we consume.

Plantation: A type of farming in which a single crop is grown on a large scale.

Horticulture: Intensive cultivation of vegetables, fruits and flower crops.

Sericulture: Rearing of silk worms for the production of silk fibre.

Jhumming: Burning a piece of land for cultivation.

Globalization: The working of whole world together with cooperation and coordination in the form of a market.

Gramdan: Some Zamindars and owners of many villages offered to distribute some villages among the landless.

NCERT Class 10 Geography Chapter 3 Notes Water Resources

NCERT Class 10 Geography Chapter 3 Notes

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

Resource and Development Class 10 Notes Social Science Geography Chapter 3

CBSE Class 10 Geography Chapter 3 Notes Understanding the Lesson

1. Water is a valuable resource. It is essential for life on the earth. Human body contains 70% of water. Plants cannot grow without water. Other living beings including micro-organisms cannot survive without water.

2. Three-fourth of the earth’s surface is covered with water and water is a renewable resource. Still there are many countries and regions around the globe that suffer from acute water crisis. The reason is that only a small proportion of it accounts for freshwater (2.5 per cent) that we can put to use.

3. The freshwater is mainly obtained from surface run off and groundwater that is continually being renewed and recharged through the hydrological cycle.

4. India receives nearly 4 per cent of the global precipitation and ranks 133 in the world in terms of water availability per person per annum. By 2025, it is predicted that large parts of India will live in absolute water scarcity.

5. Although the availability of water resources varies over space and time, water scarcity in most cases is caused by over-exploitation, excessive use and unequal access to water among different social groups.

6. Water scarcity may be an outcome of large and growing population and consequent greater demand for water. A large population means more water for domestic use as well as to produce more food grain. To facilitate higher food grain production, water resources are being over-exploited to expand irrigated areas and dry-season agriculture. This leads to falling groundwater levels.

7. The growing number of industries has made matter worse by exerting pressure on existing freshwater resources. Multiplying urban centres with large and dense populations and urban lifestyles have also aggravated the problem.

8. There are many regions in India where scarcity is due to bad quality of water. Water in these regions get polluted by domestic and industrial wastes, chemicals, pesticides, and fertilisers used in agriculture.

9. Now it has become essential to conserve and manage our water resources, to safeguard ourselves from health hazards, to ensure food security and so on. Over-exploitation and mismanagement of water resources will impoverish this resource and cause ecological crisis.

10. Previously dams were seen as a way to conserve and manage water. Dams were traditionally built to impound rivers and rainwater that could be used later to irrigate agricultural fields. Today, the purpose behind building dams has been multiplied. Dams are built not just for irrigation but for electricity generation, water supply for domestic and industrial uses, flood control, etc.

11. In recent years, people have opposed multi-purpose projects and large dams due to a variety of reasons. Regulating and damming of rivers affect their natural flow causing several problems for human beings as well as for aquatic life. Also, big dams have mostly been unsuccessful in controlling floods at the time of heavy rainfall.

12. Water harvesting system is considered both socio-economically and environmentally viable. In ancient India, along with sophisticated hydraulic structures, there existed an extraordinary tradition of water-harvesting system. Roof-top rainwater harvesting was commonly practised to store drinking water particularly in Rajasthan.

13. In the semi-arid and arid regions of Rajasthan, almost all the houses traditionally had underground tanks or tankas for storing drinking water.

14. Rainwater stored in tankas can be an extremely reliable source of drinking water when all other sources are dried up, particularly in the summers.

15. Rooftop rainwater harvesting is being successfully adapted in many parts of rural and urban India to store and conserve water. Tamil Nadu is the first state in India which has made rooftop rainwater harvesting structure compulsory to all the houses across the state.

Water Resources Class 10 CBSE Notes Important Terms

Glacier: A mass or river of ice moving very slowly.

Aquifer: A layer of water-bearing rock or soil.

Dam: A barrier across flowing water that obstructs, directs or retards the flow, often creating a reservoir, lake or impoundment.

Groundwater: Water obtained from a depth of more than 15 metres.

Multi-purpose project: A large-scale hydro project serving a number of purposes such as irrigation, flood control, etc.

Rainwater harvesting: A technique of gathering, accumulating and storing of rainwater for different uses.

Hydro-electricity: Electricity produced by using water power.

Drip irrigation: A type of irrigation in which water gets dropped in the form of drips close to roots of the plants in order to conserve the moisture.

Water Scarcity: A situation in which water is not sufficiently available to meet the needs of the people.

NCERT Class 10 Geography Chapter 1 Notes Resource and Development

NCERT Class 10 Geography Chapter 1 NotesOn this page, you will find NCERT Class 10 Geography Chapter 1 Notes Pdf free download. CBSE Class 10 Social Science Notes Geography Chapter 1 SST Resource and Development will seemingly, help them to revise the important concepts in less time.

Resource and Development Class 10 Notes Social Science Geography Chapter 1

CBSE Class 10 Geography Chapter 1 Notes Understanding the Lesson

1. Resources facilitate the satisfaction of human needs. They are not free gifts of nature. Instead they are a function of human activities. Humans themselves are important components of resources. They convert material available in our environment into resources by their intelligence and technical knowledge and use them.

2. Resources can be classified on the basis of origin, exhaustibility, ownership and status of development.

  • On the basis of origin – biotic and abiotic.
  • On the basis of exhaustibility – renewable and non-renewable.
  • On the basis of ownership – individual, community, national and international.
  • On the basis of status of development – potential, developed, stock and reserves.

3. Resources are essential for human survival and for maintaining the quality of life. From this point of view, it is important that human beings use them judiciously. But the recent trend is something opposite.

4. The indiscriminate use of resources has posed several problems like depletion of resources, accumulation of resources in few hands, etc.

5. An equitable distribution of resources has become essential for a sustained quality of life and global peace. If the present trend of resource depletion continues, the future of our planet will be in danger. Therefore, resource planning is essential for sustainable existence of all forms of life.

6. Resource planning is important in a country like India, which has great diversity in the availability of resources. There are a few regions which are rich in certain types of resources but are deficient in some other resources. There are some regions which are self-sufficient in terms of the availability of resources and there are some regions which have acute shortage of some vital resources. This calls for balanced resource planning.

7. Resource planning is a complex process. India has made concerted efforts for achieving the goals of resource planning right from the First Five Year Plan.

8. The development of a region depends on two factors-availability of resources and corresponding changes in technology and institutions. There are many regions in our country that are rich in resources but are economically backward.

9. Resources are vital for any developmental activity. But irrational consumption and over-utilization of resources may lead to socio-economic and environmental problems. To overcome these problems, resource conservation at various levels is important.

10. Land is a resource of utmost importance. It supports natural vegetation, wildlife, human life, economic activities, transport and communication systems.

11. India has land under a variety of relief features – mountains, plateaus, plains and islands. About 43 percent of the land area is plain. Mountains account for 30 percent of the total surface area of the country. About 27 percent of the area of the country is the plateau region.

12. The use of land is determined both by physical factors such as topography, climate, soil types as well j as human factors such as population density, technological capability, culture and traditions etc.

13. Human activities such as deforestation, over-grazing, mining and quarrying have caused degradation of land. At present, there are about 130 million hectares of degraded land in India. There are many ways to solve the problems of land degradation. Afforestation and proper management of grazing can be helpful. Other methods include proper management of wastelands, control of mining activities, proper discharge and disposal of industrial effluents, etc.

14. Soil is a renewable resource. It is a living system. Indian soils are classified into various types – alluvial, black, laterite, red and yellow, arid, forest.

15. Alluvial soil is the most widely spread and important soil. It is a fertile soil and is also known as clayey or loamy soil. Due to its high fertility, regions of alluvial soil are intensively cultivated and densely populated.

16. Black soils are also called ‘regur soils.’ They are ideal for the growth of cotton. Laterite soil develops in areas with high temperatures and heavy rainfall. These soils are suitable for cultivation with adequate doses of manures and fertilizers.

17. Arid soils range from red to brown in colour. They are generally sandy in texture and saline in nature. Forest soils are found in the hilly and mountainous areas. They are loamy and silty in valley sides and coarse-grained in the upper slopes.

18. Human activities such as deforestation, over-grazing, construction and mining etc. lead to soil Various methods can be applied for soil conservation such as contour farming in mountainous regions, strip cropping in large fields, planting lines of trees to create shelter, terrace farming, etc.

Resource and Development Class 10 CBSE Notes Important Terms

Resource: Everything available in our environment which can be used to satisfy our needs.

Biotic resources: Resources which are obtained from biosphere and have life such as human beings, flora and fauna, fisheries, livestock, etc.

Abiotic resources: Resources which are composed of non-living things such as rocks and metals.

Renewable resources: Resources which can be reproduced by physical, chemical or mechanical processes such as solar and wind energy.

Non-renewable resources: Resources which cannot be recycled and get exhausted with their use such as minerals and fossil fuels.

Individual resources: Resources which are owned privately by individuals.

Community-owned resources: Resources which are accessible to all the members of the community.

National resources: Resources which belong to the nation. All minerals, water resources, forest, etc. are national resources.

Potential resources: Resources which are found in a region, but have not been utilized. Developed resources: Resources which are surveyed and their quality and quantity have been determined for utilization.

Reserves: They are the subset of the stock, which can be put into use with the help of existing technology.

Soil: The uppermost layer of the earth.

NCERT Class 10 History Chapter 8 Notes Novels, Society and History

NCERT Class 10 History Chapter 8 Notes

On this page, you will find NCERT Class 10 History Chapter 8 Notes Pdf free download. CBSE Class 10 Social Science Notes History Chapter 8 SST Novels, Society and History will seemingly, help them to revise the important concepts in less time.

Novels, Society and History Class 10 Notes Social Science History Chapter 8

CBSE Class 10 History Chapter 8 Notes Understanding the Lesson

1. The novel is a form of literature, born from print. It first took firm root in England and France. Novels began to be written from the seventeenth century, but they really bloomed from the eighteenth century with the emergence of new groups of lower-middle-class people in England and France.

2. With the growth of readership and expansion of the market for books, authors began to experiment with different literary styles. Walter Scott collected popular Scottish ballads which he used in his historical novels about the wars between Scottish clans. The epistolary novel used the private and personal form of letters to tell its story. Samuel Richardson’s Pamela told much of its story through an exchange of letters between two lovers.

3. Initially, novels were costly and therefore not accessible to the poor. But the establishment of circulating libraries in 1740 solved this problem. Technological improvements in printing brought down the price of books and innovations in marketing led to expanded sales.

4. By and by novels gained popularity. While reading novels, the reader was transported to another person’s world. In rural areas, people would collect to hear one of them reading a novel aloud, often becoming deeply involved in the lives of characters. When Charles Dickens’s Pickwick Papers was serialised in a magazine in 1836, it attracted a vast number of readers.

5. Some of the nineteenth-century novels focused on the terrible effects of industrialization on people’s lives and characters. For example, Charles Dickens’s Hard Times and Oliver Twist. Emile Zola’s Germinal on the life of a young miner in France explores in harsh detail the grim conditions of miners’ lives.

6. By the eighteenth century, novels began exploring the world of women-their emotions and identities, their experiences and problems. The novels of Jane Austen give us a glimpse of the world of women in genteel rural society in the early-nineteenth-century Britain. But other women novelists such as Charlotte Bronte’s Jane Eyre dealt with women who broke established norms of society before adjusting to them.

7. Novels for young boys were full of adventure set in places remote from Europe. Books like R.L. Stevenson’s Treasure Island and Rudyard Kipling’s Jungle Book became very popular. G.A. Henty’s historical adventure novels for boys were also popular during the height of the British empire.

8. For adolescent girls, there were love stories. Novels like Ramona by Helen Hunt Jackson and a series entitled What Katy Did by Sarah Chauncey Woolsey became very popular among girls.

9. Novels became popular in India too but from the nineteenth century when Indians got familiar with the Western novel. Some of the earliest Indian novels were written in Bengali and Marathi. The earliest novel in Marathi was Baba Padmanji’s Yamuna Paryatan, which used a simple style of storytelling to speak about the plight of widows. This was followed by Lakshman Moreshwar Halbe’s.

10. Novels began appearing in south Indian languages during the period of colonial rule. O. Chandu Menon’s Indulekha was the first modern novel in Malayalam. Kandukuri Viresalingam’s Rajashekhara Caritamu was in Telugu.

11. In the north, novels began to be written in Hindi. The first proper modern Hindi novel titled Pariksha  Guru was written by Srinivas Das of Delhi. But this novel could not win many readers, as it was perhaps too moralizing in its style.

12. However, a novel-reading public in Hindi was created by the writings of Devaki Nandan Khatri. His best-seller, Chandrakanta is believed to have contributed immensely in popularising the Hindi language and the Nagari script among the educated classes of those times. But Hindi novel achieved excellence with the writing of Premchand. His novels like Sevasadan, Rangbhoomi and Godan became great hits.

13. Many of the Bengali novels were located in the past, their characters, events and love stories based on historical events. Another group of novels dealt with the social problems and romantic relationships between men and women. The popular Bengali novelists were Bankim Chandra Chattopadhyay and Sarat Chandra Chattopadhyay.

14. Novels were a valuable source of information on Indian customs and traditions. They were also meant to popularise some ideas. Writers like Viresalingam used the novel mainly to propagate their ideas about society among a wider readership. Novels also helped in creating a sense of natural pride among their readers by glorifying accounts of the past.

15. The novel was a medium of entertainment among the middle class. The circulation of printed books allowed people to amuse themselves in new ways. There was a great demand for detective and mystery novels. Reading a novel was just like daydreaming.

16. Not all welcomed novels. There were many people who advised, especially women and children to stay away from the immoral influence of novels. Some parents kept novels in the lofts in their house, out of their children’s reach. Young people often read them in secret.

17. Women did not only read novels, they also began to write them. In the early decades of the twentieth century, women in south India wrote novels and short stories.

18. By and by novels began to be written to empower women. Rokeya Hossein’s novel Padmarag showed the need for women to reform their condition by their own actions. With growing trend of writing novels or reading them among women, many men became suspicious. As a result, women began to write in secret.

19. Novels were not only written by members of the upper caste but also by the lower caste. Potheri Kunjambu was a lower caste writer from north Kerala. He wrote a novel called Saraswativijayam in 1892, mounting a strong attack on caste oppression.

20. From the 1920s, in Bengal too a new kind of novel emerged that depicted the lives of peasants and low castes. Advaita Malla Burman’s Titash Ekti Nadir Naam is an epic about the Mallas, a community of fisherfolk.

21. Vaikkom Muhammad Basheer was a Muslim novelist in Malayalam. He wrote short novels and stories in the ordinary language of conversation. His novels spoke about details from the everyday life of Muslim households. He also brought into Malayalam writing themes which were considered very unusual at that time – poverty, insanity and life in prison.

22. The novel helped in popularising the sense of belonging to a common nation. Another way was to include various classes in the novel so that they could be seen to belong to a shared world. Premchand’s novels are filled with all kinds of powerful characters drawn from all levels of society.

Novels, Society and History Class 10 CBSE Notes Important Terms

Gentlemanly classes: People who claimed noble birth and high social position.

Epistolary: A type of novel written in the form of a series of letters.

Serialized: A format in which the story is published in installments, each part in a new issue of a journal.

Vernacular: The normal, spoken form of a language rather than the formal, literary form.

Satire: A form of representation through writing, drawing, painting, etc. that provides a criticism of society in a manner that is witty and clever.

Classical: Representing an exemplary standard within a traditional and long-established form or style.

Notes of History Class 10 Chapter 8 Time Period

1740: Introduction of circulating libraries.

1749: Henry Fielding’s Tom Jones was issued in six volumes.

1836: Charles Dickens’s Pickwick Papers was serialized in a magazine.

1852: Karuna o Phulmonir Bibaran, first novel in Bengali was published.

1857: Bhudeb Mukhopadhyay’s Anguriya Binimoy, the first historical novel in Bengal was written.

1882: Srinivas Das’s novel Pariksha Guru was published. It was the first proper modern novel.

1885: Emile Zola’s Germinal was published on the life of a young miner in France.

1894: Jungle Book of Rudyard Kipling became great hits.

1905: Rokeya Hossein’s Sultana’s Dream was published. In it, she shows a topsy-turvy world in which women take the place of men.

1936: Godan was published and became Premchand’s best-known work.

NCERT Class 10 History Chapter 7 Notes Print Culture and the Modern World

NCERT Class 10 History Chapter 7 Notes

On this page, you will find NCERT Class 10 History Chapter 7 Notes Pdf free download. CBSE Class 10 Social Science Notes History Chapter 7 SST Print Culture and the Modern World will seemingly, help them to revise the important concepts in less time.

Print Culture and the Modern World Class 10 Notes Social Science History Chapter 7

CBSE Class 10 History Chapter 7 Notes Understanding the Lesson

1. The earliest kind of print technology was developed in China, Japan and Korea. This was a system of hand-printing. From AD 594 onwards, books in China were printed by rubbing paper. The imperial state in China was the major producer of printed material. Textbooks for civil service examinations were printed in vast numbers under the sponsorship of the imperial state.

2. The uses of print diversified by the seventeenth century. A new readership emerged that preferred fictional narratives, poetry, autobiographies etc. This new reading culture was accompanied by a new technology. With the establishment of Western powers in China in the nineteenth century, western printing techniques and mechanical presses began to be imported. Shanghai became the centre of the new print culture.

3. In Japan, hand-printing was introduced around AD 768-770 by Buddhist missionaries from China. The Diamond Sutra is the oldest Japanese book printed in AD 868. In medieval Japan, books were cheap and abundant. In the late eighteenth century, libraries and book stores in Japan were packed with hand-printed material on various types such as books on women, etc.

4. Print came to Europe in 1295. The credit goes to Marco Polo who brought the technology of woodblock printing from China to Italy. Soon the demand for books increased in Europe and booksellers all over the continent began exporting books to many different countries. By the early fifteenth century, woodblocks were being widely used in Europe to print textiles, playing cards, etc.

5. The invention of a new print technology was needed for quicker and cheaper reproduction of texts. Gutenberg’s printing press, which came in the 1430s, solved this problem. The first book that Gutenberg printed was the About 180 copies were printed and it took three years to produce them. By the standards of the time this was the fast production.

6. Between 1450 and 1550, printing presses were set in most countries of Europe. As the number of printing presses grew, book production boomed. This resulted in the emergence of a new reading public. Earlier, reading was restricted to the elites. Now books could reach out to wider sections of people.

7. Books could be read-only by the literate, and the rates of literacy in most European countries were very low till the twentieth century. Hence, printers began publishing popular ballads and folk tales, and such books would be profusely illustrated with pictures. These were sung and recited at gatherings in villages and in tavern in towns. Oral culture thus entered print and printed material was orally transmitted.

8. A large section of people, however, did not welcome the printed book. Religious authorities and monarchs, as well as many writers and artists criticized the new printed literature. They had fears if there was no control over what was printed and read then rebellious and irreligious thoughts might spread.

9. But printing of books did not stop. With increase in literacy rates and number of schools in Europe, there was a virtual reading mania. New forms of popular literature appeared in print, targeting new audiences. Booksellers employed pedlars who roamed around villages, carrying little books for sale. Newspapers and journals were also printed which proved to be very informative. The ideas of scientists and philosophers now became more accessible to the common people.

10. By the mid-eighteenth century, there was a common conviction that books could change the world, liberate society from tyranny, and herald a time when reason and intellect would rule. Many historians opine that the French Revolution took place only because of the emergence of print culture.

11. Literacy rates continued to increase in Europe which in turn increased the number of new readers among children, women and workers. A children’s press was set up in France in 1857. This press published new works as well as old fairy tales and folk tales. There were penny magazines for women. The novels of Jane Austen, the Bronte sisters, George Eliot became popular among women in India, the printing press first came to Goa with Portuguese missionaries in the mid-sixteenth century.

12. In the beginning books were printed in different Indian languages such as Konkani and Kanara. The English language press began to grow in India from the eighteenth century. But at that time publication was restricted to officially sanctioned newspapers that could counter the flow of information that damaged the image of the colonial government.

13. By the close of the eighteenth century, a number of newspapers and journals appeared in print. There were Indians, too, who began to publish Indian newspapers, for example, the weekly Bengal Gazette.

14. Indian society in the early nineteenth century suffered from several evils. Many enlightened Indians like Raja Rammohun Roy criticised existing practices and campaigned for reform, while others countered the arguments of reformers. These debates were carried out in public and in print. Printed tracts and newspapers spread the new ideas and shaped the nature of the debate.

15. By the end of the nineteenth century, a new visual culture was taking shape in India. With the setting up of an increasing number of printing presses, visual images could be easily reproduced in multiple copies. Painters like Raja Ravi Varma produced images for mass circulation.

16. Cheap prints and calendars were now easily available in the market. These prints began shaping popular ideas about modernity and tradition, religion and politics, and society and culture. By the 1870s, caricatures and cartoons were being published in journals and newspapers, commenting on social and political issues.

17. Reading among Indian women increased enormously in the middle-class homes. Many journals began carrying writings by women, and explained why women should be educated. But conservative Hindus and Muslims were against women’s education. The rebel women defied these conservative people. In East Bengal, Rashsundari Debi wrote her autobiography Amar Jiban which was published in 1876. Other women writers were Tarabai Shinde and Pandita Ramabai.

18. While Urdu, Tamil, Bengali and Marathi print culture had developed early, Hindi printing began seriously only from the 1870s. In the early twentieth century, journals written for and sometimes edited by women, became very popular. They discussed issues like women’s education and the national movement.

19. From the late nineteenth century, issues of caste discrimination began to be written about in many printed tracts and essays. Jyotiba Phule wrote about the injustices of the caste system in his Dr. B.R. Ambedkar and E.V. Ramaswamy Naicker also wrote on caste and their writings were read by people all over India.

20. The colonial government never gave full freedom to the native press. As vernacular newspaper carried nationalist messages, the colonial government passed the Vernacular Press Act in 1878. It provided the government with extensive rights to censor reports and editorials in the vernacular press. Despite repressive measures, nationalist newspapers grew in numbers in all parts of India. They reported on colonial misrule and encouraged nationalist activities.

Print Culture and the Modern World Class 10 CBSE Notes Important Terms

Calligraphy: The art of beautiful and stylized writing, j Autobiography: The story of a person’s life written by that person.

Anthology: A published collection of poems or other pieces of writing,

Vellum: A parchment made from the skin of animals.

Platen: In letterpress printing, platen is a board which is pressed onto the back of the paper to get the impression from the type.

Compositor: The person who composes the text for printing.

Galley: Metal frame in which types are laid and the text composed.

Ballad: A historical account or folk tale in verse, usually sung or recited.

Taverns: Places where people gathered to drink alcohol, to be served food, and to meet friends and exchange news.

Inquisition: A former Roman Catholic court for identifying and punishing heretics.

Heretic: A person who holds an opinion contrary to accepted beliefs or teachings of the Church.

Heretical: Beliefs which do not follow the accepted teachings of the Church.

Satiety: The state of being fulfilled much beyond the point of satisfaction.

Denominations: Subgroups within a religion.

Almanac: An annual publication giving astronomical data, information about the movements of the sun and moon, timing of full tides and eclipses, and much else that was associated with people’s everyday life.

Chapbook: A term used to describe pocket-size books that are sold by travelling pedlars,

Despotism: A system of governance in which absolute power is exercised by an individual, unregulated by legal and constitutional checks.

mama: Legal scholars of Islam and the sharia (a body of Islamic law).

Fatwa: A legal pronouncement on Islamic law usually given by a mufti, a legal scholar, to clarify issues on which the law is uncertain.

Vernacular: The normal, spoken form of a language rather than the formal, literary form.

Notes of History Class 10 Chapter 7 Time Period

768-770AD: Buddhist missionaries from China introduced hand-printing technology into Japan.

868AD: The oldest Japanese book Diamond Sutra was printed.

1430S: Johann Gutenberg developed the first printing press.

1517: Martin Luther, the religious reformer wrote Ninety Five Theses.

1558: To control publishers and booksellers, an index of Prohibited Books was formulated.

1821: Sambad Kaumudi was published by Raja Rammohun Roy.

1878: Vernacular Press Act was passed.

1920s: Popular works were sold in cheap series, called the Shilling series in England.

1928: Begum Rokeya Hossein, a noted educationist criticized men for withholding education from women.