CBSE Class 9

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.

If you have any doubts, please comment below. Learn Insta try to provide online tutoring for you.

NCERT Solutions for Class 9 Social Science Economics Chapter 3 Poverty as a Challenge

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Economics Chapter 3 Poverty as a Challenge.

NCERT QUESTIONS

Exercises

Question 1.
Describe how the poverty line is estimated in India.
Answer:
While determining the poverty line in India, a minimum level of food requirement, clothing, footwear, fuel and light, educational and medical requirements etc. are determined for subsistence. These physical quantities are multiplied by their prices in rupees.

The present formula for food requirement while estimating the poverty line is based on the desired calorie requirement. Food items such as cereals, pulses, vegetables, milk, oil, sugar etc. together provide these needed calories. The need of calories depends on age and the work done by a person. The accepted average calorie requirement in India is 2,400 calories per person per day in rural areas and 2,100 calories per person per day in urban areas.

The calorie requirement of the people in rural areas is higher than that of the people living in urban areas because they do more physical work as compared to urban people. On the basis of the calculations for the year 2011-12, the poverty line for a person was fixed at t 816 per month for the rural areas and ? 1,000 per month for the urban areas.

Question 2.
Do you think that the present methodology of poverty estimation is appropriate?
Answer:
I don’t think that the present methodology of poverty estimation is appropriate because each country uses an imaginary line that is considered appropriate for its existing level of development and its accepted minimum social norms. For example, a person not having a car in the United States may be considered poor. In India, owning a car is still considered a luxury.

Question 3.
Describe poverty trends in India since 1993.
Answer:
There is a substantial decline in poverty ratios in India from about 55 percent in 1973 to 36 percent in 1993. The proportion of people below the poverty line further came down to about 26 percent in 2000. If the trend continues, people below the poverty line may come down to less than 20 percent in the next few years. Although the percentage of people living under poverty declined in the earlier two decades (1973– 1993), the number of poor remained stable at around 320 million for a fairly long period. The latest estimates indicate a significant reduction in the number of poor to about 260 million.

Question 4.
Discuss the major reasons for poverty in India.
Answer:
The major reasons for poverty in India are:

1. Colonial rule. India went through a long phase of low economic development under the British colonial administration. The policies of the colonial government ruined traditional handicrafts and discouraged the development of industries like textiles.
2. High growth in population. The rapid growth of population, particularly among the poor, is one of the major reason for Indian poverty. Poor people are illiterate and have a traditional outlook. Hence, they are either ignorant of birth control measures or are not convinced of the need of birth control. Moreover, they consider a male child as an asset, i.e., as a source of income and a source of security in old age.
3. Low rate of economic development. The actual rate of growth in India has always been below the required level. This has resulted in less job opportunities. This has been accompanied by a high growth rate of population.
4. Unemployment. Another important factor for the incidence of high poverty in India is the high degree of unemployment and underemployment. The job seekers are increasing at a higher rate than the increase in the employment opportunities.
5. Unequal distribution. Although national income of India has been increasing since 1951, it was not properly distributed among different sections of the society. A large proportion of increased income has been pocketed by a few rich. They have become richer. A majority of people live below the poverty line.
6.  Social factors. Various social factors, viz., caste system, joint family system, religious beliefs, law of inheritance etc. have blocked the path of economic development.

Question 5.
Identify the social and economic groups which are most vulnerable to poverty in India.
Answer:
The social groups vulnerable to poverty are:

1. Scheduled castes households
2. Scheduled tribes households

The economic groups vulnerable to poverty are:

1. Rural agricultural labour households
2. Urban casual labour households

Question 6.
Give an account of inter-state disparities of poverty in India.
Answer:
The proportion of the poor is not the same in every state in India. Though there has been a decline in poverty in every state since from the early seventies, the poverty ratio varies from state to state. The states like Madhya Pradesh, Assam, Uttar Pradesh, Bihar, and Odisha had above all India poverty levels. Bihar and Orissa continue to be the two poorest states with poverty ratios of 33.7% and 32.6%.

Both rural and urban poverty is quite high in Odisha, Madhya Pradesh, Bihar, and Uttar Pradesh. On the other hand, states like Tamil Nadu, Andhra Pradesh, Gujarat, Maharashtra, Haryana, Kerala, Punjab, and West Bengal have shown a significant decline in poverty. Public distribution of food grains focuses on human resource development, high agricultural development, and land reform measures are some of the factors responsible for the decline in poverty in these states.

Question 7.
Describe global poverty trends.
Answer:
The proportion of people in developing countries living on less than $1.90 per day has fallen from 35 percent in 1990 to 10.68 percent in 2013. There has been a substantial reduction in global poverty. However, the reduction is marked with great regional differences. Due to rapid economic growth and massive investment in human resource development, poverty has declined substantially in China and Southeast Asian countries.

In South Asian countries (India, Pakistan, Sri Lanka, Nepal, Bangladesh, Bhutan), the decline has also been rapid. In Sub-Saharan Africa, poverty has declined from 54 percent in 1990 to 41 percent in 2013. It has also resurfaced in some of the former socialist countries like Russia, where officially it was non-existent earlier. In Latin America, the ratio of poverty has also declined from 16% in 1990 to 5.4% in 2013.

Question 8.
Describe the current government strategy of poverty alleviation.
Answer:
A common method used to measure poverty is based on income or consumption levels. A person is considered poor if his or her income or consumption level falls below a given “minimum level” necessary to fulfill basic needs.

Question 9.
Answer the following questions briefly:
(i) What do you understand by human poverty?
(ii) Who are the poorest of the poor?
(iii) What are the main features of the National Rural Employment Guarantee Act 2005?
Answer:
(i) Human poverty is a concept that goes beyond the limited view of poverty as a lack of income. It refers to the denial of political, social, and economic opportunities to an individual to maintain a “reasonable” standard of living. Illiteracy, lack of job opportunities, lack of access to proper healthcare and sanitation, caste and gender discrimination etc. are all components of human poverty.

(ii) Women, elderly people, and female infants are systematically denied equal access to resources available to the family. Therefore women, children (especially the girl child), and old people are the poorest of the poor.

(iii) The National Rural Employment Act provides 100 days assured employment every year to every rural household in 200 districts. Later, the scheme will be extended to 600 districts. One-third of the proposed jobs would be reserved for women. The central government will also establish National Employment Guarantee Funds. Similarly, state governments will establish State Employment Guarantee Funds for the implementation of the scheme.

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

If you have any doubts, please comment below. Learn Insta try to provide online tutoring for you.

NCERT Solutions for Class 9 Social Science Civics Chapter 3 Constitutional Design

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 3 Constitutional Design.

NCERT QUESTIONS

Exercises

Question 1.
Here are some false statements. Identify the mistake in each case and rewrite these correctly based
on what you have read in this chapter.
(a) Leaders of the freedom movement had an open mind about whether the country should be democratic or not after independence.
Answer:
Leaders of the freedom movement had been clear that the country should be democratic after independence.

(b) Members of the Constituent Assembly of India held the same views on all provisions of the Constitution.
Answer:
Members of the Constituent Assembly of India had different ideas on all provisions of the Constitution. They arrived at a solution only after long discussions and debates and a consensus was reached.

(c) A country that has a constitution must be a democracy.
Answer:
A country that has a constitution may not be a democracy.

(d) Constitution cannot be amended because it is the supreme law of a country.
Answer:
A constitution can be amended even if it the supreme law of a country’.

Question 2.
Which of these was the most salient underlying conflict in the making of a democratic constitution in South Africa?
(a) Between South Africa and its neighbours
(b) Between men and women
(c) Between the white minority and the black majority
(d) Between the coloured minority and the black majority
Answer:
(c) Between the white minority and the black majority.

Question 3.
Which of these is a provision that a democratic constitution does not have?
(a) Powers of the head of the state ‘
(b) Name of the head of the state
(c) Powers of the legislature
(d) Name of the country
Answer:
(b) Name of the head of the state.

Question 4.
Match the following leaders with their roles in the making of the Constitution:

Answer:
(a) Motilal Nehru – Prepared a Constitution for India in 1928
(b) B.R. Ambedkar – Chairman of the Drafting Committee ‘
(c) Rajendra Prasad – President of the Constituent Assembly
(d) Sarojini Naidu – Member of the Constituent Assembly

Question 5.
Read again the extracts from Nehru’s speech ‘TFyst with Destiny’ and answer the following:
(a) Why did Nehru use the expression “not wholly or in full measure” in the first sentence?
Answer:
Because the task of nation-building is very tremendous and cannot be achieved fully in one’s lifetime. It has to go for a long time.

(b) What pledge did he want the makers of the Indian Constitution to take?
Answer:
The pledge of dedication to the service of India and her people and to the still larger cause of humanity.

(c) “The ambition of the greatest man of our generation has been to wipe every tear from every eye. ” Who was he referring to?
Answer:
He was referring to Gandhiji.

Question 6.
Here are some of the guiding values of the Constitution and its meaning. Rewrite them by matching them correctly.

Answer:
(a) Sovereign – People have the supreme right to make decisions.
(b) Republic – Head of the state is an elected person.
(c) Fraternity – Poeple should live like brothers and sisters.
(d) Secular – Government will not favour any religion.

Question 7.
Here are different opinions about what made India a democracy. How much importance would you give to each of these factors?
(a) Democracy in India is a gift of the British rulers. We received training to work with representative legislative institutions under British rule.
Answer:
Democracy in India was not a gift of the British. We had fought with the British to get independence in 1947. It was decided by our Constituent Assembly which had decided that India will have a democratic form of government. At the same time, we cannot ignore the fact that India received some training to work with representative legislative institutions under the Acts of 1919 and 1935.

(b) Freedom Struggle challenged the colonial exploitation and denial of different freedoms to Indians. Free India could not be anything but democratic.
Answer:
It is true India had fought against the colonial exploitation and denial of different freedoms to the Indians. Under the leadership of Gandhiji, the Indians started a satyagraha against the Rowlatt Act 1919 and the Salt Act 1930. Thus after independence, there could have been no government except democracy.

(c) We are lucky to have leaders who had democratic convictions. The denial of democracy in several other newly independent countries shows the important role of these leaders.
Answer:
India had leaders like Mahatma Gandhi, Jawaharlal Nehru, Maulana Azad, Dr. Rajendra Prasad, Dr. B.R. Ambedkar who were in favour of democracy. So they drafted a democratic constitution. They were determined to live up to democratic ideals. Leaders like Kwame Nkrumah of Ghana, General Musharraf of Pakistan, and the military leaders of Myanmar left democratic convictions and denied democracy.

Question 8.
Read the following extract from a conduct book for ‘married women’, published in 1912.

‘God has made the female species delicate and fragile both physically and emotionally, pitiably incapable of self-defence. They are destined thus by God to remain in male protection—of the father, husband, and son— all their lives. Women should, therefore, not despair, but feel obliged that they can dedicate themselves to the service of men.

Do you think the values expressed in this para reflected the values underlying our constitution? Or does this go against the constitutional values?
Answer:
These values are not given in our constitution. The Indian constitution makes no differences in respect to sex. Equal rights are given to women that is, they can vote, take up any job, have a property, and are paid equal wages for equal work. This statement of 1912 makes women inferior to men and does not give them equal status.

Question 9.
Read the following statement about a constitution. Give reasons why each of these is true or not true.
(a) The authority of the rules of the constitution is the same as that of any other law.
Answer:
Not true. The constitution is the supreme law. Its authority cannot be challenged even by the government. It is not like an ordinary law.

(b) Constitution lays down how different organs of the government will be formed.
Answer:
Yes, it is true, It defines the role of the legislature, the executive, and the judiciary and how they should be formed.

(c) Rights of citizens and limits on the power of the government are laid down in the constitution.
Answer:
Yes, true the fundamental rights clearly states the rights of the citizens. They also state the
power of the executive, lay down the rules how the legislature and the judiciary can control as to the government accounting to three lists, that is Union List, State List and Concurrent List. No government can go against these.

(d) A constitution is about institutions, not about values.
Answer:
Not true. The constitution contains all the values, which the institutions have, to promote. The Preamble of the constitution is a shining example of this and states clearly that justice, liberty, equality and fraternity have to be promoted. Secularism should be followed, socialism and democracy should be the basis of the government.

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

If you have any doubts, please comment below. Learn Insta try to provide online tutoring for you.

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.

If you have any doubts, please comment below. Learn Insta try to provide online tutoring for you.

NCERT Solutions for Class 9 English Beehive Poem Chapter 1 The Road not taken are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Poem Chapter 1 The Road not taken.

NCERT Solutions for Class 9 English Beehive Poem Chapter 1 The Road not taken

COMPREHENSION QUESTIONS
Read the extracts given below and answer the questions that follow each :

I. Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveller, long I stood
And looked down one as far as I could
To where it bent in the undergrowth ; (Page 15)

Questions

1. Where did the two roads diverge ?
2. Why did the poet feel sorry ?
3. Why did the poet stand long ?
4. Give the meaning of ‘diverged’.

Answers

1. The two roads diverged in a yellow wood.
2. The poet felt sorry that he could not travel on both the roads.
3. The poet stood long trying to see one of the roads as far as he could see it.
4. It is ‘branched off.

II. Then took the other, just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear ;
Though as for that the passing there
Had worn them really about the same. (page 15)

Questions

1. What do the words ‘the other’ refer to ?
2. Why did the poet choose it ?
3. How had they been worn ?
4. Give the antonym of ‘fair’.

Answers

1. The words ‘the other’ refer to one of the two roads which the poet found in a forest. It (‘the other’) was the road which he finally took.
2. The poet chose it because it seemed to be better. It seemed more grassy and less worn.
3. These roads had been worn by the feet of the people who walked over them.
4. It is ‘unfair’.

III. And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day !
Yet knowing how way leads on to way,
I doubted if I should ever come back. (Page 15) (Imp.)

Questions

1. Who are the ‘both’ ?
2. Why did he keep the first for another day ?
3. What did he doubt ?
4. Give the meaning of ‘trodden’.

Answers

1. The ‘both’ refers to the two roads which the poet had found in a forest.
2. He could travel only on one of the two roads. He liked both of the roads. But he decided to travel on the second and keep the first for another day.
3. He doubted whether he would really be able to travel on the first road. The second road would connect him to many new roads.
4. It means ‘walking with heavy steps’.

IV. I shall be telling this with a sigh
Somewhere ages and ages hence ;
Two roads diverged in a wood, and I –
I took the one less travelled by,
And that has made all the difference. (page 15) ( V. Imp.) (CBSE 2017)

Questions

1. Which road did the poet choose ?
2. What made all the difference in poet’s life ?
3. What does the choice made by the poet indicate about his personality in the poem ?
4. Find a word in the extract that means ‘External in a different direction’.

Answers

1. The poet took the second road which had been less travelled by.
2. The poet wanted to take the first road first and later the second. But he couldn’t do so. This made all the difference in his life.
3. This ‘choice’ shows that the poet is wise, rational and careful of his choices in life. It is a different matter if he is or is not successful.
4. ‘diverged’.

TEXTUAL QUESTIONS
(Page 16)

Thinking About the Poem
I. 1. Where does the traveller find himself ? What problem does he face ?
2. Discuss what these phrases mean to you.

1. a yellow wood
2. it was grassy and wanted wear
3. the passing there
4. leaves no step had trodden black
5. how way leads on to way

3. Is there any difference between the two roads as the poet describes them

1. in stanzas two and three ?
2. in the last two lines of the poem ?

4. What do you think the last two lines of the poem mean ? (Looking back, does the poet regret his choice of accept it ?)

Answers
1. The traveller finds himself at an intersection of two roads in a forest. His problem is that it is not easy to decide which ‘road’ he should take.
2.

1. A forest at the time of autumn.
2. It had grass grown on it and wanted the people to walk on it.
3. It means walking on the road.
4. The leaves which had not been walked over.
5. How one road leads to another

3.

1. In stanzas two and three there is no difference between the two roads.
2. In the last two lines there is the difference. It is seen in ‘I took the one less travelled by’.

4. The last two lines contain the theme of the poem. These mean that the poet chose one kind of career, though he wanted to choose the other. And this had made all the difference in his life. He now thinks that if he had taken the other one, life would, perhaps, have been different.

II. 1. Have you ever had to make a difficult choice (or do you think you will have difficult choices to make) ? How will you make the choice (for what reasons) ?
2. After you have made a choice do you always think about what might have been, or do you accept the reality ?

Answers
1. Yes, I had to make a difficult choice once. It was very difficult to make it. But I had to do it. I had to go out to Chandigarh for an urgent piece of work on one weekend. But I had to postpone it. I thought that if the clerk would not be there what would happen. The next day was a holiday.

I would make the choice for various reasons. These would be like, peace of mind, contentment, livelihood, absence of risk or danger, etc.

2. I accept the reality after making a choice. Sometimes, I face odds or big difficulties. I think of what might have been if this thing had not come on the way. A person really tends to think of the choice made. It happens when one faces problems in the present. It is universal. Problems do keep coming. They make men think of their choices. These may be right or wrong. But choices can’t be redone.

We hope the NCERT Solutions for Class 9 English Beehive Poem Chapter 1 The Road not taken help you. If you have any query regarding NCERT Solutions for Class 9 English Beehive Poem Chapter 1 The Road not taken, drop a comment below and we will get back to you at the earliest.