CBSE Class 9

NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 3 Children and Computers are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 3 Children and Computers.

CBSE Class 9 English Main Course Book Unit 6 Children Chapter 3 Children and Computers

Question 1.
Complete the following information about yourself SURVEY OM THE USE OF COMPUTERS.

Answer :

Question 2.
Divide yourselves into groups and collect information on the use of computers from five students each of classes VI, IX and XI. Compile and summarise your answers to the questions above in the following table.

Answer :
Students to exchange information as desired and asked under the supervision or guidance of the class teacher.

Question 3.
Exchange information with another group and record it. Then in groups of four discuss the results of the following :

• Do boys and girls spend the same amount of time at the computer ?
• Do their tastes and preferences change as they grow older ?
• Are the number of hours spent at the computer/studying at home/leisure/internet different between boys and girls ?
• Do the number of hours per week spent at the computer/studying at home/internet/ leisure activities change as students get older ?

Answer :
Students to attempt on their own under the guidance of their class teacher.

Question 4.
Now listen to two speakers debating on the topic, ‘Education of the Girl Child is a Burden’.

Answer :

Speaker for the motion 

Respected Chairperson, Honorable judges, members of staff and friends, I stand here to express my views for the motion: Education of the girl child is a burden.I would like to state that the education of the girl child is indeed a burden. In a poor family the education of the girl child comes outside the purview of the budget. When the resources are limited, the priority areas have to be fixed. In a poor family feeding all the members, clothing them and looking after their health is of primary concern to the head of the family. The rest of the resources of the family should be devoted to the education of the boys in the family. Later on if the boy is going to be the head of the family and will be the bread winner, he should be properly educated and groomed to take on the mantle. So, Sir, I feel that in such a case the education of the girl child will be a burden. Even if a girl child is educated and given the right kind of grooming, one day or the other, she might leave the family nest and get married.

So in that case, why should the family divert its precious resources in that direction? I feel that those resources should also be utilized for the boys so that they can come up in their life. Further, when the girl child stays at home she can look after and manage the house and learn to do all the household chores. If the girl starts going out of the house to attend school, college etc., who will do all the household work? Her duty later on in life is to look after the family and take care of the children. If she does not do that and is away from home for long periods, that will be an additional burden on the house. So I feel that by
educating the girl child the family will be inviting trouble and it should utilize its precious resources as economically as possible I support the motion that the education of the girl child is a burden.

Speaker against the motion 

Respected Chairperson, honourable judges, members of staff and friends. My knowledgeable opponent is of the opinion that the education of the girl child of the family is a burden. I strongly oppose the motion. May I ask how can educating the girl child, who is an equal partner in sharing the responsibilities and duties, be a burden? She will be sharing the burden and reducing its impact by supplementing the resources rather than reducing them. Let me draw your attention to the fact that such notions are a thing of the past. If the boys and girls are to be treated as equals, then both of them have right to education. If resources can be spared for the boy’s education then they have to be spared for the education of the girl too, as we have seen that educating a child is not a burden, but an investment. So the family has to devise means, squeeze its budget and make space for the education of the girl child, because the future of the family depends upon the growth and education of the girl child.

So I oppose this motion and I feel that it is regressive. It is a well established fact that education is a kind of investment. By educating the girl child the family is making a sound financial investment. When the girl child is educated, she will reduce the financial burden of her father and later her husband. So how can my friends say that it is a burden? My knowledgeable friend has stated that by providing for the education of the girl child a family diverts its precious resources. But I would like to inform my friend that at the school level and even at higher levels the government institutes are providing free education to the girl child and concessions are given. So in this case the family only has to spend on her books and clothes etc.

Moreover, my friend has stated that household work is the duty of the girl child. It is such traditionally ascribed gender roles that have led to gender inequality in society. Data shows that it is uneducated mothers who in greater percentage accept that their daughters shoulder all the household related work. It is education that will bring about a change in attitude of people towards stereotypical gender roles and result in greater equality. My friend, the community’s development is incomplete without the education of girls. Indeed it is rightly said: ‘If you educate a man, you educate an individual. If you educate a woman, you educate a nation.’
Thank you.

Question 5.
Did you notice the phrases used by debaters to emphasise/negate certain points? Given below are certain expressions that might be used by debaters.

1. I’d like to raise a/the question / argue …
2. In my opinion …
3. Nothing could be more illogical than …
4. I feel very strongly that …
5. I would like to draw attention to …
6. I fail to understand …
7. I think you are being unreasonable in suggesting …
8. I submit that …
9. My first / next / final argument against / in favour of …
10. I support the motion that …
11. My knowledgeable opponent has submitted that …
12. May I ask …
13. I strongly oppose / support the view that …
14. On the contrary …
15. It is unrealistic to say that …
16. I disagree …
17. I firmly reject …
18. I wholeheartedly oppose / support …

Answer :
Students to study the information given. (No question asked)

Question 6.
Study the following graph and the accompanying report.

Our study of the time spent by students at the computer and studying at home in three countries has revealed some interesting facts. First, the majority of boys and girls in the age groups of 14-16 in these countries spend more time at the computer than studying at home. Children in these countries spend an average of 20-30 hours per week in comparison to 10-15 hours of studying at home. The only exception is Burland where girls spend more time studying at home than at the computer. Secondly it is evident that in all three countries, time spent at the computer is having a serious impact on the number of hours spent studying at home. In fact, the greater the number of hours spent at the computer, the fewer number of hours are spent studying. For example boys in Burland spend an average of 32 hours at the computer while they spend about 8 hours studying at home.
Answer :
Students to study the information given (No question asked).

Question 7.
Now prepare a graph based on the students’ response to the survey you conducted in Question 2. Then write a report for the newspaper taking the help of Question 5, Question 3 and Question 6. You may follow this pattern:
Paragraph 1 : A suitable introduction as in Chapter 2 Question 4
Paragraph 2 : Hours per week spent on different activities – classes VI, IX and XI compared.
Paragraph 3 : How extra time would be used – Classes VI, IX and XI compared.
Paragraph 4 : Boys and girls compared – Classes VI, IX and XI.
To express proportion :
Most …
Many …
The majority of …
A large number of …
A small number of …
Very few …
Only a few …

To express frequency :
Most of the time …
Frequently …
Occasionally …
Often …
At times …

To express comparison and contrast :
… compared with …
On the other hand, …
In contrast, …
By comparison, …
… however, …
… in comparison with …
Answer :
Students to prepare a graph as asked for here and to write a report taking the help of Chapter 2 Question 5, Question 3 and Question 6 etc.
A sample graph is given below :

A Report 

A survey on the time spent by students of classes VI, IX and XI at the computer, studying at home and leisure time was conducted recently. It revealed some startling facts.

First, the students of classes IX and VI spend almost equal time at the computer ranging from 15-20 hours a week. However, students of class XI spend 20-24 hours at it. Regarding studying at home students of classes XI and IX devote equal hours ranging from 18-20 hours to it. It is less by 3 hours in the case of students of class VI.

Secondly, time spent on Internet varies from one class to the other. It was found that students of class IX spend more time on it as compared to those of classes XI and VI.

It is evident that time spent at the computer and Internet is having a serious impact on the number of hours spent studying at home. In fact, the greater the number of hours spent at the computer and the Internet, the fewer number of hours are spent on studying. Students of class XI have less number of hours for leisure as compared to the hours of leisure had by students of classes IX and VI. It is 8-10 hours in the case of students of class XI, 14-15 hours in the case of students of IX and 20-24 hours in the case of students of VI.

Question 8.
This is a meeting of the school’s Parent-Teacher Association.Some student representatives have also been invited to participate to discuss the role that Information Technology / Computers play in the growth and development of children.

Answer :
Students to read the information given.

Question 9.
You will now hold an actual class debate on the topic ‘Computers and Children : A Boon or a Bane’.
In groups of four decide whether your group is FOR or AGAINST the motion. Then draft your debate. Each member of the group must participate in the written as well as the spoken matter. The spoken matter can be divided thus

• One introduces the topic
• One discusses points favouring the motion
• One argues the opponent’s points
• One concludes

Answer :
Students to hold the actual debate on the topic. A sample debate is given below.

Computers and Children : A Boon or a Bane
(For the Motion : A Boon)

Respected chairperson, Honourable Judges, members of staff and students. I stand here to express my views for the motion, that is computers are a boon for the children. I would say that computers have really proved a boon for them because they have brought the entire information at their doorstep. You switch on your computer and just with a flick of the key you have all the knowledge of the world on your computer screen. If we enumerate the advantages of computers we’ll find little space to put all of them on the paper. For instance, computers help the children in their academic activities. They satisfy the curiosity of the children. In doing so, they increase their knowledge by providing every sort of information. It is a fact, you’ll agree with me, that visual aspect of knowledge gets embedded almost permanently on the children’s minds.So computers provide the children knowledge that becomes a part of their memory.

You’ll kindly see that children tend to play and gossip. In the area of playing too computers don’t lag behind. Children play all sorts of games – intellectual and/or otherwise, on their computers. We have seen that children play video games and thus entertain themselves through these. Thus computers provide all kinds of knowledge, entertainment, recreation etc. From these points I would definitely say that computers have proved a boon for the children and in their mental growth.
Thank you very much.

Computers and Children
(Against the motion : A Bane)

Respected Chairperson, Honourable Judges, members of staff and students. I stand before you to speak against the motion : Computers are a bane for the children. My knowledgeable friend has pointed out some positive points which justify the desirability of computers. You’ll agree with me if I say that computers have become an integral part of our lives. There is no human activity which doesn’t involve the usage of computers. I, too, agree with my friend on this side of the computers. But my knowledgeable Mend has overlooked the other side of computers, that is,computers are a bane for them. First of all, computers cause eye strain. You have seen that small children have started wearing spectacles as constant looking at computers’ screens harm their eyes. Secondly, computers reduce the children’s outdoor activities thus impairing their health.

We see obesity in children who are soon growing to be couch potatoes. Thirdly, children have access to sites that are inappropriate for their age. There are many undesirable sites which are very attractive to them. But they corrupt their innocent minds and drift them from our culture and its values. This sort of access damages their thinking and affects the whole  personality. It opens gates to various cultures that are unsuitable for our culture. Children get exposed to certain websites which are immoral seeing their ages and minds. I would say that parents should supervise their children while they are using their computers. This way we shall find the computers useful. But if unchecked, they are a bane for them.
Thank you very much.

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NCERT Solutions for Class 9 Social Science History Chapter 6 Peasants and Farmers

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 6 Peasants and Farmers. Free PDF download of NCERT solutions for Class 9 Social Science (India and the Contemporary World – I) Chapter 6 Peasants and Farmers. All questions are explained by the expert Social Science teacher and as per NCERT (CBSE) guidelines.

Question 1.
Explain briefly what the open field system meant to rural people in eighteenth-century England.
Look at the system from the point of view of:
(a) A rich farmer:
Ans. The open-field system was not beneficial to the rich farmer because he could not have exclusive control of the commons. He could not expand his area under cultivation beyond the strips which were allocated at the beginning of the year.

(b) A labourer:
Ans. This system was beneficial to labourer because it provided additional sources of livelihood. The labourer could hunt rabbits and catch fish for getting some nutritious food. The commons provided some source of livelihood during off-seasons when farm work was not available. They pastured their cows and grazed their sheep.

(c) A peasant woman:
Ans. For a peasant woman, the commons provided ample space for collecting firewood, fruits, and berries.

Question 2.
Explain briefly the factors which led to the enclosures in England.
Answer:
Individual landlords usually created the early enclosures. The state or the church did not support them. After the mid-eighteenth century, however, the enclosure movement swept through the countryside, changing the English landscape forever. Between 1750 and 1850, 6 million acres of land was enclosed. The British Parliament no longer watched this process from a distance. It passed 4,000 acts legalising these enclosures. The new enclosures were different from the old. Unlike the sixteenth-century enclosures that promoted sheep farming, the land being enclosed in the late eighteenth century was for grain production. The new enclosures were happening in a different context; they became a sign of a changing time.

Question 3.
Why were threshing machines opposed by the poor in England?
Answer:
Threshing machines reduced the need for manual labour. After the end of the Napoleonic Wars, many soldiers who came back to villages could not find jobs because of threshing machines. For them, the threshing machine was a symbol of joblessness and hence they opposed the threshing machines.

Question 4.
Who was Captain Swing? What did the name symbolise or represent?
Answer:
Captain Swing was a mythical person. During the riots, the letters seeking to destroy threshing machines and farmhouses left by the rioters-carried the signature of Captain Swing. The name symbolised the protest of the poor against the rich farmers and against the new technology.

Question 5.
What was the impact of the westward expansion of settlers in the USA?
Answer:
By the early twentieth century, this landscape had transformed radically. White Americans had moved westward and established control up to the west coast, displacing local tribes and carving out the entire landscape into different agricultural belts. The USA had come to dominate the world market in agricultural produce. The story of agrarian expansion is closely connected to the westward movement of the white settlers who took over the land.

After the American War of Independence from 1775 to 1783 and the formation of the United States of America, the white Americans began to move westward. By the time Thomas Jefferson became President of the USA in 1800, over 700,000 white settlers had moved on to the Appalachian plateau through the passes. Seen from the east coast, America seemed to be a land of promise. Its wilderness could be turned into cultivated fields.

Question 6.
What were the advantages and disadvantages of the use of mechanical harvesting machines in the USA?
Answer:
Advantages and Disadvantages
For the big farmers of the Great Plains, the mechanical harvesting machines had many attractions. The prices of wheat were high and the demand seemed limitless. The new machines allowed these big farmers to rapidly clear large tracts, break up the soil, remove the grass and prepare the ground for cultivation. The work could be done quickly and with a minimal number of hands. With power-driven machinery, four men could plough, seed, and harvest 2,000 to 4,000 acres of wheat in a season.

For the poorer farmers, machines brought misery. Many of them bought these machines, imagining that wheat prices would remain high and profits would flow in. If they had no money, the banks offered loans. Those who borrowed found it difficult to pay back their debts. Many of them deserted their farms and looked for jobs elsewhere. But jobs were difficult to find.

Mechanisation had reduced the need for labor. And the boom of the late nineteenth and early twentieth centuries seemed to have come to an end by the mid- the 1920s. After that, most farmers faced trouble. Production had expanded so rapidly during the war and post-war years that there was a large surplus. Unsold stocks piled up, storehouses overflowed with grain, and vast amounts of corn and wheat were turned into animal feed. Wheat prices fell and export markets collapsed. This created the grounds for the Great Agrarian Depression of the 1930s that ruined wheat farmers everywhere.

Question 7.
What lessons can we draw from the conversion of the countryside in the USA from a bread basket to a dust bowl?
Answer:
The conversion of the US countryside from a bread basket to a dust bowl teaches the importance of conservation of the ecosystem. Human development cannot take place at the cost of the natural environment. We need to respect nature and maintain its form in every possible way.

Question 8.
Write a paragraph on why the British insisted on farmers growing opium in India.
Answer:
The British were heavily dependent on China for tea imports. Since the Chinese authority did not allow foreign goods, so the British had to pay for tea in silver and billions. This had the potential danger of empting off the treasure of Britain. Opium was sought to be the commodity that could be easily smuggled into China. Profits from opium trade could thus be utilised to finance the tea imports. Therefore, the British insisted on farmers in India to grow opium.

Question 9.
Why were Indian farmers reluctant to grow opium?
Answer:
The Indian farmers were reluctant to grow opium, as they wanted to produce opium at a cheap rate and sell it at a high price to opium agents in Calcutta, who then shipped it to China. This difference between the buying and selling price was the government’s opium revenue. The prices given to the peasants were so low that by the early eighteenth century angry peasants began agitating for higher prices and refused to take advances. In regions around Benaras, cultivators began giving up opium cultivation. They produced sugarcane and potatoes instead. Many cultivators sold off their crop to traveling traders (pykars) who offered higher prices.

Hope given NCERT Solutions for Class 9 Social Science History Chapter 6 are helpful to complete your homework.

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NCERT Solutions for Class 9 Social Science Geography Chapter 4 Climate

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 4 Climate.

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

(i) Which one of the following places receives the highest rainfall in the world?
(a) Silchar
(b) Mawsynram
(c) Cherrapunji
(d) Guwahati
Ans:
(b) Mawsynram

(ii) The wind blowing in the northern plains in summers is known as:
(a) Kaal Baisakhi
(b) Loo
(c) TVade Winds
(d) None of the above
Ans:
(b) Loo

(iii) Which one of the following causes rainfall during winters in north-western part of India,
(a) Cyclonic depression
(b) Retreating monsoon
(c) Western disturbances
(d) Southwest monsoon
Ans:
(c) Western disturbances

(iv) Monsoon arrives in India approximately in:
(a) Early May
(b) Early July
(c) Early June
(d) Early August
Ans:
(c) Early June

(v) Which one of the following characterises the cold weather season in India?
(a) Warm days and warm nights
(b) Warm days and cold nights
(c) Cool days and cold nights
(d) Cold days and warm nights
Ans:
(c) Cool days and cold nights

Question 2.
Answer the following questions briefly.

(i) What are the factors affecting the climate of India?
Ans:
The factors controlling the climate of India are:

• Latitude
• Altitude
• Pressure and winds (jet streams)
• Distance from the sea
• Relief or mountains

(ii) Why does India have a monsoon type of climate?
Ans:
India has a monsoon type of climate because of the strong influence of the monsoon winds over the sub-continent. The summer monsoons cause heavy rainfall when they blow from sea to land. The winter monsoon winds blow from the interior of the continent to the sea and do not cause much rain. There is a seasonal reversal of the wind system ‘monsoon’.

(iii) Which part of India does experience the highest diurnal range of temperature and why?
Ans:
The Thar desert experiences the highest diurnal range of temperature. This is because during the day the temperature rises to over 50°C, and at night due to the absence of the sun and lack vegetation the temperature drops to below 15°C the same night.

(iv) Which winds account for rainfall along the Malabar Coast?
Ans:
Arabian Sea Branch of the South West summer Monsoons.

(v) What are jet streams and how do they affect the climate of India?
Ans:
Jet streams are a narrow belt of high altitude (above 12,000 m) westerly winds in the troposphere. Their speed varies from about 110 km/h in summer to about 184 km/h in winter. A number of jet streams exist but the most constant are the mid-latitude and the sub-tropical jet stream. The jet streams located over 27°-30° north latitudes are known as subtropical westerly jet streams. These jet streams blow south of the Himalayas throughout the year except in summer. These are responsible for the western cyclonic disturbances experienced in the north and north western parts of the country. These jet streams move north of the Himalayas with the apparent migration of the sun.
During the summers at about 14°N, an easterly jet stream called the subtropical easterly jet stream blows over peninsular India.

(vi) Define monsoons. What do you understand by “break” in monsoon?
Ans:
The word monsoon has been derived from the Arabic word ‘mausim’ which means season. In this season the winds blow from land to sea for 6 months and from sea to land for 6 months. The break in the monsoon rainfall refers to the dry spells when the monsoon rain takes place
only for a few days at a time. These breaks are related to the movement of the monsoon trough. When the axis of the monsoon trough lies over the plains, then the rainfall is heavier there. When the trough moves towards the Himalayas, the plains are dry but there is heavy rainfall occur over the mountains.

(vii) Why is the monsoon considered a unifying bond?
Ans:
The subcontinent of India has a great variation in temperature conditions, despite the moderating influence created by other factors. The monsoons have a unifying influence as the rainfall that is caused affects the entire country. Water is thus supplied for agricultural activities as well as to the rivers for use all over the country. The monsoons thus bind the entire continent, where all wait eagerly for their arrival.

Question 3.
Why does the rainfall decrease from the east to the west in Northern India?
Answer:
The low-pressure area in India lies in the northwest, towards which the South West Monsoon winds are attracted. After depositing moisture in south India, the Bay of Bengal branch of the South West Monsoons strikes the Khasi – Garo Hills. After causing heavy rainfall on the windward slopes, these winds turn westwards because of the presence of the lofty Himalayas. These winds then keep depositing rainfall they go up the Ganga valley towards the low-pressure area. The rainfall deposited thus keeps on decreasing as the winds proceed from east to west in Northern India, as this is the last region to be affected by the monsoons.

Question 4.
Give reasons as to why:

(i) Seasonal reversal of wind direction takes place over the Indian subcontinent?
Ans:
Land and water are of different densities, so the rate of heating and cooling varies. The Indian subcontinent is surrounded by water on three sides. In summer the land mass of India is warmer than the surrounding sea, therefore there is low pressure. The sea is cooler, thereby having higher pressure. So the winds blow from sea to land.
In winter the land has high pressure while the sea has low pressure. Therefore, the winds blow towards the sea. Thus a seasonal reversal of wind direction takes place.

(ii) The bulk of rainfall in India is concentrated over a few months.
Ans:
In India the bulk of the rainfall is concentrated over a few months. The main source of rainfall is the monsoon wind which blows when there is intense low pressure on the land. The surrounding waterbody is cool and has high pressure. This ideal temperature and pressure is caused in May, when the rain falls between June – September and it becomes cooler (high pressure). Rest of the year is practically dry.

(iii) The Tamil Nadu coast receives winter rainfall winds.
Ans:
During the winter season the Tamil Nadu coast receives rain from the north east Monsoon which blow from land to sea. They do not cause any rain in the northern part of the country. But while crossing the Bay of Bengal they pick up moisture-and cause rain on the eastern coat of south India, mainly the Tamil Nadu coast.

(iv) The delta region of the eastern coast is frequently struck by cyclones.
Ans:
The delta region of the eastern coast is frequently struck by cyclones as the low pressure conditions over north western India get transferred to the Bay the Bengal by early November. This shift is responsible for the occurrence of cyclonic depressions which originate over the Andaman sea. These then cross the eastern coast causing heavy widespread rain leading to great damage to life and property.

(v) Parts of Rajasthan, Gujarat and the leeward side of the Western Ghats are drought-prone.
Ans:
Relief/Mountains play an important role in the distribution of rainfall in India. The moisture laden winds (South West Monsoons) cause heavy rain on the windward slopes of the Western Ghats and Khasi-Garo hills. As the winds cross over to the leeward slopes, there is less rainfall as most of it has been deposited on the slope facing the winds. All the area on the leeward side is deprived of rain and is drought prone. Rajasthan also lies in the rain shadow of the Aravalli hills.

Question 5.
Describe the regional variations in the climatic conditions of India with the help of suitable examples.
Answer:
There is a great regional variation in the climatic conditions of India (mainly temperature and rainfall). In summer, the temperature rises above 50°C in some parts of Rajasthan while in Jammu and Kashmir it is about 20°C. The temperature in Drass during winters goes down to even minus 45°C while at Thiruvananthapuram it is 22°C.
The precipitation varies from over 400 cm in Meghalaya to less than 10 cm in Ladakh and western Rajasthan. While the precipitation in most of India is in the form of rain, the mountains experience snowfall. The larger part of the country receives rain between June to September. Parts of Tamil Nadu receive rain between November and December. Coastal regions have a moderate climate whereas areas in the interior have an extreme or continental climate.

Question 6.
Discuss the mechanism of monsoons.
Answer:
The following facts are important to understand the mechanism of the monsoons.

• The difference in the heating and cooling rate of land and water bodies. In summer there is low pressure on the land and high pressure in the sea.
• The shift of the position of the Inter-Tropical Convergence Zone in summer over the Northern Plains (its normal position is about 5°N of the Equator).
• The presence of the high-pressure area, east of Madagascar, affects the Indian Monsoons.
• The intense heating of the Tibetan plateau in summer causing low pressure.
• The movement of the westerly and easterly jet stream over the Indian peninsular during summer.

Question 7.
Give an account of weather conditions and characteristics of the cold season.
Answer:
During the cold season, the skies are clear, temperatures and humidity are low and the winds are feeble and variable.
The temperature is higher in the south due to the moderating influence of the sea but decreases as one goes northwards where it ranges between 10° and 15° Celsius. Frost is common in the north and there is snowfall in the higher slopes of the Himalayas. Winds blow from land to sea and are dry except when they pick up moisture from the Bay of Bengal and cause rainfall in Tamil Nadu.

A characteristic feature of the cold weather season is the low-pressure system which enters northwest India from the Mediterranean Sea. These are also known as the temperate or westerly depression cyclones and cause winter rain and snowfall in the hills/mountains. This rain is beneficial for the growth of ‘Rabi’ crops.

Question 8.
Give the characteristics and effects of the monsoon rainfall in India.
Answer:
The monsoon rain has certain characteristics which make it unique.
(a) Monsoon winds are unreliable, as the exact time of arrival and departure is not the same year after year.
(b) The rainfall is unevenly distributed. Certain areas receive heavy rainfall (windward slopes of the Western Ghats) while in other areas the rainfall is less (Thar Desert), causing floods and droughts.
(c) The monsoon rain is concentrated within the three months (June – September) of the year while the rest of the year is more or less dry.
(d) There is a seasonal reversal of winds.
The monsoon rains are important in India and its effect can be seen when they arrive. All over the country people eagerly wait for its arrival. The farmers are ready to sow their seeds and the agricultural activities begin. Water is provided to the rivers which carry it to different parts of the country. Plants and animals rejuvenate with the coming of the monsoons. The supply of water through rivers is very important for the generation of power.

Map Skills

Question 9.
On an outline map of India, show the following.
(i) Areas receiving rainfall over 400 cm.
(ii) Areas receiving less than 20 cm of rainfall.
(iii) The direction of the South-West Monsoon over India.
Answer:

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

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NCERT Solutions for Class 9 Social Science Civics Chapter 4 Electoral Politics

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Civics Chapter 4 Electoral Politics.

NCERT QUESTIONS

Exercises

Question 1.
Which of the following statements about the reasons for conducting elections are false?
(a) Elections enable people to judge the performance of the government.
(b) People select the representative of their choice is an election.
(c) Elections enable people to evaluate the performance of the judiciary.
(d) People can indicate which policies they prefer.
Answer:
Statement (c) is false.

Question 2.
Which of these is not a good reason to say that Indian elections are democratic?
(a) India has the largest number of voters in the world.
(b) India’s Election Commission is very powerful.
(c) In India, everyone above the age of 18 has a right to vote.
(d) In India, the losing parties accept the electoral verdict.
Answer:
(a) India has the largest number of voters in the world.

Question 3.
List all the different election-related activities mentioned in the chapter and arrange them in a time sequence, beginning with the first activity and ending with the last. Some of these activities are given below: Releasing election manifesto, counting of votes, making of voters’ list, election campaign, declaration of election results, casting of votes, ordering of re-poll, announcing election schedule, filing nomination.
Answer:
Election-related activities:

1. Announcing election schedule
2. Filing nominations
3. Making of voters’ list
4. Releasing election manifesto
5. Election campaign
6. Casting of votes
7. Counting of votes
8. Declaration of election results.
9. Ordering of re-poll.

Question 4.
Surekha is an officer in charge of ensuring free and fair elections in an assembly constituency in a state. Describe what should she focus on for each of the following stages of election:

1. Election campaign
2. Polling day
3. Counting day

Answer:

1. Election campaign:
   • Sulekha should ensure that the candidates are not bribing the voters.
   • She should ensure that no candidate appeals for votes in the name of caste and religion.
   • She should make sure that no candidate uses government resources for campaigning.
   • No candidate should be allowed to spend more than 25 lakhs in a constituency for the Lok Sabha elections.
2. Polling day:
   • Sulekha should ensure that voting takes place in a fairway.
   • No unfair means like booth capturing should take place.
   • Once the polling is over, EVMs should be sealed and taken to a secure place.
3. Counting day:
   • On a fixed day, only EVMs from constituency should be opened.
   • The agents of all contestants should ensure that counting is done properly.
   • If she finds any foul play, an objection can be raised to the Election Commission, which will verily it and may go for re-polling in that constituency.

Question 5.
The table below gives the proportion of different communities among the candidates who won elections to the US Congress. Compare these to the proportion of these communities in the population of the US. Based on this would you suggest a system of reservation in the US Congress. If yes, why and for which communities? If no, why not?

Answer:
Based on the table, a reservation for the Hispanic community is a good idea. This is to make their representation in proportion to the percentage of their population.

Question 6.
Chinappa was convicted of torturing his wife for dowry. Satbir was held guilty of practicing untouchability. The court did not allow either of them to contest elections. Does this decision go against the principles of democratic elections?
Answer:
No, this decision does not go against the principle of democratic elections because:

1. Chinappa is a criminal as he was convicted of torturing his wife for dowry.
2. Satbir is also guilty of practicing untouchability, which is a crime.
3. If there are serious criminal cases pending against candidates they are not allowed to contest elections.
4. This system has been introduced in the directions from the Supreme Court.

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

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NCERT Solutions for Class 9 Social Science History Chapter 1 The French 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 1 The French Revolution. Free PDF download of NCERT solutions for Class 9 Social Science (India and the Contemporary World – I) Chapter 1 – The French Revolution. All questions are explained by the expert Social Science teacher and as per NCERT (CBSE) guidelines.

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

1. Louis XVI was an autocratic ruler who could not compromise with his luxurious life. He also lacked farsightedness.
2. When he ascended the throne the royal treasury was empty. Long years of war had drained the financial resources of France. Added to this was the cost of maintaining an extravagant court at the immense palace of Versailles.
3. Under Louis XVI France helped the thirteen American colonies to gain their independence from Britain the war added more than a billion lives to a dept credit, now began to charge 10% interest on loans. So the French government was obliged to spend an increasing percentage of its budget on interest payments alone.
4. The state finally increased taxes to meet its regular expenses such as the cost of maintaining an army, running government offices and universities.
5. The French society was divided into three estates but only members of the first two estates i.e,, the clergy and the nobles were exempted to pay taxes. They belonged to the privileged classes. Thus the burden of financing activities of the state through taxes was borne by the third estate only.
6. The middle class that emerged in the 18th century France was educated and enlightened. They refuted the theory of divine rights of the kings and absolute monarchy. They believed that a person’s social position must depend on his merit. They had access to the various ideas of equality and freedom proposed by philosophers like John Locke, Jean Jacques Rousseau, Montesquieu etc. Their ideas got popularised among the common mass as a result of intensive discussions and debates in saloons and coffee houses and through books and newspapers.
7. The French administration was extremely corrupt. It did not give weightage to the French Common man.
   The state finally increased taxes to meet its regular expenses such as the cost of maintaining an army, running government offices and universities.

Question 2.
Which groups of French society benefited from the revolution? Which groups were forced to relinquish power? Which sections of society would have been disappointed with the outcome of the revolution?
Answer:

1. The wealthy class of the third estate which came to be known as the new middle class of France benefited the most from the revolution. This group comprised of big businessmen, petty officers, lawyers, teachers, doctors and traders. Previously, these people had to pay state taxes and they did not enjoy equal status. But after the revolution they began to be treated equally with the upper sections of the society.
2. With the abolition of feudal system of obligation and taxes, the clergy and the nobility came on the same level with the middle class. They were forced to give up their privileges. Their executive powers were also taken away from them.
3. The poorer sections of the society, i.e. small peasants, landless labourers, servants, daily wage earners would have been disappointed with the outcome of the revolution. Women also would have been highly discontented.

Question 3.
Describe the legacy of the French Revolution for the peoples of the world during the nineteenth and the twentieth centuries.
Answer:
The French Revolution proved to be the most important event in the history of the world.

1. The ideas of liberty and democratic rights were the most important legacy of the French Revolution. These ideas became an umpiring force for the political movements in the world in the 19th and 20th centuries.
2. The ideas of liberty, equality and fraternity spread from France to the rest of Europe, where feudal system was finally abolished.
3. Colonised people reworked on the idea of freedom from bondage into their movements to Create a sovereign nation state.
4. The idea of Nationalism that emerged after the French Revolution started becoming mass movements all over the world. Now people began to question the absolute power.
5. The impact of the French Revolution would be seen in India too. Tipu Sultan and Raja Rammohan Roy got deeply influenced by the ideas of the revolution. In the end, we can say that after the French Revolution people all over the world became aware of their rights.

Question 4.
Draw up a list of democratic rights we enjoy today whose origins could be traced to the French Revolution.
Answer:
Some of the democratic rights which we enjoy today can be traced to the French Revolution are as follows:

1. Right to equality including equality before law, prohibition of discrimination and equality of opportunity in matters of employment.
2. Right to freedom of speech and expression including right to practice any profession or occupation.
3. Right against exploitation.
4. Right to life.
5. Right to vote.

Question 5.
Would you agree with the view that the message of universal rights was beset with contradictions? Explain.
Answer:

1. The message of universal rights was definitely beset with contradictions. Many ideals of the “Declaration of Rights of Man and Citizen” were not at all clear. They had dubious meanings.
2. The French Revolution could not bring economic equality and it is the fact that unless there is economic equality, real equality cannot be received at any sphere. The Declaration of Rights of Man and Citizen laid stress on equality but large section of the society was denied to it. The right to vote and elect their representatives did not solve the poor man’s problem.
3. Women were still regarded as passive citizens. They did not have any political rights such as right to vote and hold political offices like men. Hence, their struggle for equal political rights continued.
4. France continued to hold and expand colonies. Thus, its image as a liberator could not last for a long time.
5. Slavery existed in France till the first half of the 19th century.

Question 6.
How would you explain the rise of Napoleon?
Answer:

1. The political instability of the Directory paved the way for the rise of Napoleon Bonaparte Napoleon had achieved glorious victories in wars. This made France realise that only a military dictator like Napoleon would restore a stable government.
2. In 1804, he crowned himself the emperor of France. He set out to conquer neighbouring European countries, dispossessing dynasties and creating kingdoms where he placed members of his family. Napoleon viewed himself as a moderniser of Europe.
3. He introduced many laws such as the protection of private property and a uniform system of weight and measures provided by the decimal system. But his rise to power did not last for a long time. He was finally defeated at Waterloo in 1815.

Hope given NCERT Solutions for Class 9 Social Science History Chapter 1 are helpful to complete your homework.

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