Category: Class 9

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 17 Colonialism in Latin America, Asia and Africa.

AP State Syllabus 9th Class Social Studies Important Questions 17th Lesson Colonialism in Latin America, Asia and Africa

9th Class Social 17th Lesson Colonialism in Latin America, Asia and Africa 1 Mark Important Questions and Answers

Question 1.
Why had Europeans called Africa a ‘Dark Continent’? (SA-III : 2016-17)
Answer:
The Europeans did not know much about Africa until the 19th century.

9th Class Social 17th Lesson Colonialism in Latin America, Asia and Africa Important Questions and Answers

Question 1.
How is the word ‘discovery’ and ‘exploration’ used by Europeans? What did it mean to people who were already living in those geographical locations?
Answer:
Discovery:

• The word “discovery” means “finding something that we did not know about it before”.
• But in European concept “discovery” is to find faster and easier routes to countries like India, China, etc. without passing through regions controlled by Italian traders.

Exploration :

• The step next to discovery is exploration.
• Exploration in European context means “Sending expedition to countries and finding out what resources were available.”
• Europeans explored the backward African and Asian countries for natural resources like, gold, silver, silk, porcelain, etc.

Views of native people :

• But the Europeans did not explore these countries but exploited them.
• Virtually the Europeans enslaved them, plundered them, forced them to trade with them, etc.
• In South America the natives were deprived of their land and were massacred and driven to interiors.

Question 2.
What is “Munroe Doctrine”?
Answer:

• The President of USA James Munroe formulated the “Munroe Doctrine”.
• According to this no European power would be allowed to build colonies in the American continents and US would not interfere in the affairs of Europe or colonies in other continents.

Question 3.
Locate Mexico, Spain, Netherlands, USA, Indonesia, China, Italy, Turkey, India, West-Indies on the world map.
Answer:

Question 4.
Locate South Africa, Egypt, Nigeria, Ghana, Libya, Algeria, Angola, Congo on the political map of Africa.

Question 5.
What were the affects of colonizations?
Answer:

• Imperialist countries commercialised the cultivation.
• Due to that colonial countries were impoverished.
• No development took place in these countries.
• These countries could not develop industrially.

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 3C Homework Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 3C Homework

9th Class English Chapter 3C Homework Textbook Questions and Answers

Answer the following questions.

Question 1.
What is the main purpose of giving homework to children?
Answer:
Strengthening the child’s learning is the main purpose of homework.

Question 2.
How can excessive homework decrease students’ interest in studies?
Answer:
Excessive homework makes students dull in their studies. Heavy work makes them feel tired and bored. It decreases their interest in studies. Researches have proved this point beyond doubt.

Question 3.
Why do many teachers defend large amounts of homework?
Answer:
Many teachers defend heavy homework. They say it is necessary in the highly competitive atmosphere of these days.

Question 5.
How does homework take time away from important elements of daily life?
Answer:
Heavy homework takes the entire time of children. They don’t find time to play, exercise, develop social and family bonds, have fun and sleep for sufficient time.

Question 6.
Is the writer in favour of or against homework? Justify your reasons.
Answer:
The writer is against the heavy homework. He welcomes limited, interesting, enjoyable and productive homework. He lists the harmful effects of excessive homework.

Project Work

Conduct a survey to find out the kind of reading material the children like to be included in the textbook which makes them more interesting.

Ask them which of the following they enjoy most and complete the table :

Work in groups and consolidate the data you have collected.
Collect the data in the given format.

Prepare a pie chart with the collected data.
Analyse the pie chart and name the materials they enjoyed reading.

Homework Summary in English

The essay is an excellent analysis of the advantages and the otherwise of’homework.’ It uses a number of examples, statistics, arguments and critical surveys. Both the sides of the coin are presented in a balanced way.
Homework is mainly to strengthen the pupil’s learning. It should by rule be limited, interesting, enjoyable, purposeful and productive. In recent times, homework has, on the other hand, become heavy, boring and counter productive. Competition and baseless thinking on the part of some teachers and parents have added to the burden of homework.
Excessive homework is very harmful in more than one way. It eats into the child’s free time. Children miss their social life. Family relations do not develop in the desired manner. Children don’t find time to play and exercise. Even academically also, they become dull. Thus, burdensome homework injures children physically, mentally, emotionally, socially and morally. Hence ‘less is more’ should be the rule. Interesting, enjoyable homework in a limited quantity is advisable and welcome.

Homework Glossary

reinforce (v) : strengthen

counter-productive (adj) : harmful; producing negative results

curriculum (n) : syllabus

obesity (n) : over weight; a condition in which a person’s body is heavier than what is desirable, healthy

low self-esteem (n) : lower confidence levels

depression (n) : a state of total hopelessness

precious (adj) : very valuable

resort to (v) : adopt; follow

assignments (n-plural) : tasks to be completed; homework

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 1A The Snake And The Mirror Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 1A The Snake And The Mirror

9th Class English Chapter 1A The Snake And The Mirror Textbook Questions and Answers

Look at the picture and answer the questions that follow.

Question 1.
What did the lion do on looking at its own reflection?
(a)enjoyed its beauty
(b) felt threatened
(c) felt angry
Give reasons for your option.
Answer:
(c) felt angry
The lion was the king of the forest. It became angry when it saw another lion in his kingdom.

Question 2.
Have you ever heard or read a story of a pet or an animal looking into a mirror? If yes, how did the animal feel?
Answer:
Yes, I have heard of my friend’s dog looking at its reflection in a mirror. The dog barks at its own image till someone takes him away.

Comprehension

I. Answer the following questions.

Question 1.
The doctor heard a sound coming from above three times. What was it?
Answer:
The doctor heard a noise from above three times. It was made by the snake moving under the roof. But the doctor thought it was the movement of rats.

Question 2.
Why did the doctor sit like a stone?
Answer:
A full blooded cobra was coiling itself around the doctor’s left hand. The snake’s wide open hood was just four inches away from his face. Terrible fear made the doctor sit like a stone. His active mind told him any movement would make the snake bite him. So he remained like a statue.

Question 3.
What made the doctor forget his fears and have a sense of relief?
Answer:
The snake looked at its image in the mirror. It seemed it was interested in its beauty. It slipped down from the doctor’s hand on to the table. It moved closer to the mirror, the doctor felt relieved. He quietly rose from his chair. He ran out of the room.

Question 4.
Did the snake admire its beauty? Yes or no? Pick the lines from the passage in support of your answer.
Answer:
The snake appeared to admire its beauty. It was certainly looking at its image in the mirror. It wanted to enjoy its reflection at closer quarters.

Question 5.
Why did the doctor want to marry a woman doctor? What kind of woman doctor would he like to marry?
Answer:
The doctor says he was poor. So he wanted to marry a woman doctor with good practice and who had plenty of money. He also wanted her to be fat. That would help him – when he made some silly mistake – run away from her easily. That way he wanted to save himself from her possible attacks.

Question 6.
What did the doctor think about the snake when it looked into the mirror?
Answer:
The doctor thought that the snake was admiring its beauty. He also thought that it was going to take an important decision about its beauty. It was probably thinking of growing moustache or applying eye shadow and mascara.

Question 7.
Why did the doctor run to his friend’s house? Did the snake want to harm the doctor? Why or why not?
Answer:
The doctor ran to his friend’s house as he was afraid of the snake. But the snake had no interest in harming the doctor. Even when it was on the doctor’s hand, it did not harm him. Normally snakes harm persons when they feel threatened by those persons.

II. Here is a list of sentences from the story. Tick (✓) the sentences that tell you that the author was afraid of the snake.

Answer:

Vocabulary

I. Tick (✓) the correct meaning of the words underlined below.

1. The house was not electrified.
a) There was no electricity in the house.
b) The house was not away from the electricity board.
c) The house was not lit up.
Answer:
a) There was no electricity in the house.

2. The earnings were meagre.
a) very high
b) very small
c) nil
Answer:
b) very small

3. I also possessed one solitary black coat,
a) single
b) unique
c) expensive
Answer:
a) single

4. I made another earth-shaking decision,
a) valuable
b) dangerous
c) important
Answer:
c) important

5. The room was surrounded by darkness,
a) full of
b) covered
c) encircled
Answer:
a) full of

6. Some thief had removed most of my things.
a) damaged
b) destroyed
c) stolen
Answer:
c) stolen

II. Read the following sentence from the text and notice the underlined word. Suddenly there came a dull thud as if a rubber tube had fallen to the ground.
Thud’ means to fall with a low dull sound.

Here is a list of words related to sounds. Say what these words mean. Refer to a dictionary.

bang (n) : a sudden loud noise
clang (v) : make a loud ringing sound like that of metals being hit
buzz(n) : a continuous sound like the one a bee makes make
ring (v) : a sound like the telephone or a bell makes

III. Usethelinkersgivenintheboxtocompletethestory.Alinkermaybeusedmorethanonce.

A young doctor lived in a village. The doctor told his friends an interesting story about himself and a cobra. It was a hot summer night. ___(1)___ he opened the door, he heard a sound ___(2)___ was well known to him. He and rats shared the same room. There was no electricity in the house, ___(3)___ he took out a box of matches and lit a kerosene lamp. He took off his clothes and lay down ___(4)___ he could not sleep. He got up from the bed and started reading a story-book. Near the table there was a mirror, ___(5)___ tempted him to look at himself. He was unmarried ___(6)___ he was particular about his handsomeness. He wanted to marry a woman doctor ___(7)___ had plenty of money and should be fat. ___(8)___ he was having such thoughts, suddenly he felt ___(9)___ a rubber tube had fallen to the ground ___(10)___ a snake landed on his shoulder. At that time the only thing he could do was to pray to God. The snake would bite him at any moment ___(11)___ suddenly it turned its head and started admiring its beauty in the mirror. The doctor was thus saved.

Answer:

1. When
2. which
3. so
4. but
5. which
6. so
7. who
8. While
9. as if
10. but
11. but

Grammar

I. The Past Perfect and the Simple Past
Read the following sentences from the story.

We found we had little to carry. Some thief had removed most of my things.

In the above two sentences, the first one is in the simple past (found, had) and the second is in the past perfect tense (had removed).

As you can see, the action which occurred earlier, is expressed in the past perfect tense, whereas the action which occurred later, is expressed in the simple past tense. Here are a few more examples.
1. Sujatha had arrived at the station before the train came.
2. The doctor arrived after the patient had died.
3. I bought the ticket as soon as I boarded the bus.

When two actions occur nearly simultaneously in the past, both are expressed in the simple past tense.
Now combine the following pairs of sentences using the past perfect and the simple past.
(use after, before or when as linkers,)
The first one has been done for you.

1. I brushed my teeth. I took my breakfast.
Answer:
After I had brushed my teeth, I took my breakfast.
Or
I had brushed my teeth before I took my breakfast.

2. She started to go to market. It rained heavily.
Answer:
After she had started to go to market, it rained heavily.
Or
She had started to go to market before it rained heavily.

3. He completed his homework. He went to bed.
Answer:
After he had completed his homework, he went to bed.

4. I finished my dinner. Then my father came.
Answer:
When I had finished my dinner, my father came.

5. I fell seriously ill. I met my family doctor.
Answer:
When I had fallen seriously ill, I met my family doctor.

6. I locked the door. I went out to meet my friend at a restaurant.
Answer:
After I had locked the door, I went out to meet my friend at a restaurant.

II . Phrasal Verbs

Look at the following phrasal verbs and their meanings.

1. take out – to remove something from inside
2. set up – to arrange for something to happen / to start
3. take off – to remove
4. lie down – to take rest
5. take time off – to take some time for something
6. look into – to observe keenly
7. look at – to have a look at something
8. get up – to wake up
9. change into – to turn into
10. leave behind – to leave something as a token of memoray or gift

As you can see, a phrasal verb is a unit of a verb and one or more particles/a preposition. It cannot be understood on the basis of the meanings of the individual parts in isolation, but rather it must be taken as a whole.

Use the above phrasal verbs in the blanks. Make necessary changes in the verb forms.

Venkata Rao was a rich man. He wanted to ___(1)___ some business in the town. So he ___(2)___ a lot of money from the bank. On an auspicious day he started his medical business, which prospered by leaps and bounds. He became so busy that he could not ___(3)___ for any rest. He used to ___(4)___ very early in the morning and go to his office. In the afternoon he would ___(5)___ his shirt and ___(6)___ on his couch in the office. After a nap he would put on his shirt. Then he would ___(7)___ the mirror and ___(8)___ himself admiringly. Anyhow he ___(9)___ some fame in the town even when he went abroad. ___(10)___ a new man. Everybody believed that he
Answer:

1. set up
2. took out
3. take time off
4. get up
5. take off
6. lie down
7. look into
8. look at
9. left behind
10. had changed into

Writing

I. Write a descriptive essay on any unusual or humorous incident you may have witnessed or experienced.
Answer:
Have you ever heard of or seen a dog walking on water ? Most of or rather all of you would say a firm ‘No’. Nay, you may even doubt if there could be a more foolish question on this earth than the one above. You have every right to doubt and you are right in doubting too I But the world is so full of surprising and unusual incidents and creatures that we can’t believe their existence unless we see them !

I am lucky and also proud to be a witness to one of such unbelievable and exciting incidents. I have a friend whose uncle from the USA gifted him on his last birthday a very strange looking young dog. My friend Rohit named his prized possession ‘Walkie’. Rohit loves to spend every second of his free time with Walkie. Even Walkie likes to spend more with Rohit than with any other member of the family. Walkie accompanies Rohit to every place except, of course, school.

On one hot summer day we all thought of going to the river bank to cool ourselves by swimming in the river. As usual, Walkie joined us along with Rohit. And as Rohit walked into the water in his swim clothes, Walkie too stepped into the river. And then came the stunning discovery that made us dumbstruck ! Walkie was walking on the surface of the water as if it was land ! For a few moments, none of us could believe our eyes ! To be doubly sure of truth of what we saw, we made Walkie go this way, that way in – no, on – the river. And as if unaware of its unusual ability, Walkie jumped„hopped, leapt and ran all around the river – on the surface – to our commands.

That evening everyone of our friends was telling Walkie’s story to every person we came across. And everyone of us got the same response – “Don’t be a fool and don’t try to make us a fool !

The news spread like a wildfire ! The following day the whole village was on the bank of the river. And Walkie was the focus of everyone’s attention. And to thrill every spectator, Walkie crossed the river – walking on the surface – twice or thrice ! Walkie became the hero of our village and Rohit enjoyed his pet’s popularity to his heart’s content.

And it has become our hobby now to frequent to the riverside along with Walkie !

II. Preparation of a Poster :

Teli the names of some important events/happenings.
If you want to publicize the matter, what would you do?
Look at the poster given below.

Now reflect on the following questions.

1. What are the elements of an effective poster?
Answer:
All the elements like colour, size, layout, font size, language are important.

2. Who issued the poster?
Answer:
(Here) THE KANDUKURU LAUGHING CLUB, issued the poster.

3. What is the purpose of the poster?
Answer:
The purpose of the poster is to invite entries for Raja Babu award.

4. What is the deadline?
Answer:
July 27 is the dead line.

5. What are the other details highlighted?
Answer:
The other details highlighted are
1) Award value
2) Who can participate
3) Contact address, etc.

6. What should be highlighted in a poster?
Answer:
All the necessary details are to be highlighted.

7. Who are the target audience of the poster?
Answer:
(Here) The print media journalists in Telugu, Urdu and English are the target audience.

Now prepare a poster using the information given below by arranging it in a proper sequence.

Answer:

Study Skills

Here is a short narration. Read it carefully and make a list of important points. Suggest a suitable title for it.

The young doctor married a rich fat foreign woman. He told her ‘the episode of the snake and the mirror’. She laughed heartily. He went on talking about cobras and some funny facts (associated) related to them. He said to her “Cobras are the most poisonous, active and dangerous snakes. But, surprisingly, most Hindus worship them. It is funny to know that some women drop eggs and pour milk into the ant hills where cobras usually reside.

It is funny to know that some people believe cobras dance to the tunes of charmers. In fact, they have no ears. It is equally humorous to be aware of the fact that most cobra victims go to the charmers instead of the doctors. The charmers enchant some so-called mantras taking some neem leaves into their hands. The cobra victim dies and they say the victim came late to them. It is funnier to know that some farmers cremate cobras and perform funeral rites as if one of the members of their family has died.” “Are there any other funny stories related to cobras?” The young wife enquired. “Yes”. There are so many stories to tell but! will tell them tomorrow. The patients may be waiting for me at hospital.” The doctor said and left for hospital in a hurry.
Answer:
Cobras : Some Beliefs Among Hindus

• An Indian doctor tells his foreign wife about cobras and some beliefs about them.
• Cobras are the most poisonous, active, and dangerous snakes.
• Yet, most Hindu women worship cobras.
• Women offer eggs and milk to cobras.
• People believe cobras dance to the tunes of charmers. Cobras do not have ears.
• Cobra victims go to charmers, instead of to doctors.
• Some farmers cremate cobras and perform funerals.

Listening

Practise listening carefully. Then you will be able to speak.
Your teacher will tell you the story, ‘Master of the Game.’ Listen to it carefully and answer the following questions.

Master of the Game

An old man who lived in a small side street in the city of Mumbai had to put up with the nuisance of having boys play cricket outside his house, at night.

One evening when the boys were particularly noisy, he went out to talk to them. He explained that he was a pensioner, who was happiest when he could see or hear boys playing his favourite game, cricket. He said he would give them ? 25 each week to play in the street at night. The boys were thrilled. They were being paid to do something they enjoyed I At the end of the first week they knocked at the old man’s house and asked to be paid.

He did so.
The second week when they asked for payment he said he had run out of money and sent them away with only ₹15.

The third week the man said he had not yet received his pension and gave them only ₹10

The boys were very disappointed but there was not much they could do about it.

The fourth week the man said he could not afford to pay them ₹25 as he had promised, but would give them ₹ 5 each week without fail.

This was too much for the boys.
“You expect us to play seven days a week for a measly ₹5!” they yelied. “Go to blazes.” They stormed away and never played on the street again.

Now, answer the following questions.

1. What made the old man talk to the boys?
Answer:
The old man was living in a small side street in Mumbai. Some boys were playing cricke outside his house every night. They were very noisy. The old man Was unable to put up with that nuisance. So, he decided to talk to the boys.

2. Why did the boys stop playing cricket in the night outside the old man’s house?
Answer:
The old man promised to pay Rs. 25 a week to the boys for playing his favourite game near his house. After some time he paid Rs. 15 a week. Later he reduced it to Rs. 10. When he said he couldn’t pay more than Rs. 5 a week, the boys said it was too little for a week’s play. So they stopped playing cricket there.

The Snake And The Mirror Summary in English

Vaikom Muhammad Basheer is the writer of ‘The Snake and the Mirror”. He is a famous story teller from Kerala. The story is humorous. It tells us the experience of a young home doctor with a snake. The doctor was living alone in a small room with tiled roof. It was a hot summer night. He entered his room late at night. He tried to sleep but couldn’t. It was hot and he sat on a chair in front of a mirror and tried to read a book. There was a noise in the roof once or twice. But he did not bother about it because there were a lot many rats moving around. He started dreaming about marrying a fat, rich lady doctor.

Suddenly there was a ‘thud’ like sound. As he turned back to see what it was, there was a strong, long cobra coiling around his left hand with its hood wide open and just four inches away from his face. He at once became like a stone in fear. But his mind was active. As he was thinking of how to save himself, the snake saw its image in the mirror. It seemed that the snake was interested in its beauty. So it slipped down on to the table and moved towards the mirror. The doctor took this opportunity to run away from the room to a friend’s house. The following morning he came! back to his room with his friend. There was no snake. The room was almost empty. Some! thief had taken away all his belongings except a dirty vest. The doctor answers a listener’s question by saying he married a woman who was lean and an expert in running!

The Snake And The Mirror Glossary

coiled (v-past tense) : turned round and round

full-blooded (adj) : strong

homeopath (n) : a doctor practising home system

discuss (v) : talk about (Note : The word ‘discuss’ should not be followed by ‘about’. Its noun form ‘discussion’ can take ‘about’. The spelling of ‘discuss’ has two ‘s’ letters at the end.)

restaurant (n) : a place where food items are served (Make a note of the spelling !)

returned (v-past tense) : came back (Note : The word ‘back’ should NOT be used after ‘return’)

meagre (adj) : too small

solitary (adj) : single; only one

vest (n) : a sleeveless undershirt

gables (n-plural) : (here) long wooden bars supporting the roof

take time off (phrasal verb) : be free from work; take rest

parting (n) : the separating area

moustache (n) : hair grown on a man’s upper lip

earthshaking (adj) : very surprising; having great importance

resumed (v-past tense) : took back; occupied again

wriggled (v-past tense) : twisted and turned the body to move

Simultaneous (adj) : happening at the same time as another act

tremble (v) : shiver/shake in fear

slithered (v-past) : moved smoothly, glided

at closer quarters (phrasal verb) : from a short distance away

hood (n) : an expanded part of snake’s head

leaden (adj) : made of lead

lurked (v-past tense) : was around secretly

feebly (adv) : weakly

reflection (n) : image

mascara (n) : something applied on eye lashes to make them look dark and thick

vermilion (n) : bright red coloured powder applied on the forehead as a round spot

unwound (v-past tense) (wind-wound x unwound) : freed itself

crept (v-past tense of creep) : moved on all limbs

closer (adj-comparative degree) : nearer

no mere image cut in granite : no more afraid and so not like a statue

a man of flesh and blood : a normal man

leapt (v- past tense of leap) : jumped

heaved a sigh of relief : felt relieved

companion ife : wife

reedy (adj) : very thin like a reed

sprinter (n) : one who participates in running competitions

smeared (v-past tense) : applied; rubbed

taken with (phrasal verb) : attracted by

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 16 Social Protest Movements.

AP State Syllabus 9th Class Social Studies Important Questions 16th Lesson Industrialisation and Social Change

9th Class Social 16th Lesson Social Protest Movements 1 Mark Important Questions and Answers

Question 1.
Who were Luddists? Mention any one demand of the Luddists. (SA-I : 2019-20)
Answer:
Workers who destroyed machinery, especially in cotton and woollen mills, that they believed was threatening their jobs.
Demand of Luddists :

1. They demanded Minimum wage.
2. Control over the labour of women and children.
3. Work for those who had lost their jobs because of introduction of machinery.

9th Class Social 16th Lesson Social Protest Movements 2 Marks Important Questions and Answers

Question 1.
Write any two principles of Socialism? (SA-II : 2016-17)
Answer:
Principles of Socialism :

1. True socialists advocate a completely class less society, where the government controls all means of production and distribution of goods.
2. It believes the absence of private property.
3. Therefore, everyone receives equal earnings, medical care and other necessities.

Question 2.
Why the idea of socialism was appreciable? Write your views. (SA-I : 2018-19)
Answer:
Socialists generally aim to achieve greater equality in decision making and economic affairs, grant workers have greater control of the means of production and their work place, and to eliminate exploitation by directing the surplus value to employees.

9th Class Social 16th Lesson Social Protest Movements Important Questions and Answers

Question 1.
Write about early workers movements in England.
Answer:

• In England, political protest against the cruel working conditions infactories were increasing.
• Workers flooded towns and factories, they expressed their anger and frustration in numerous forms of protest.
• There were bread or food riots throughout the country from the 1790s onwards.
• The working population demanded for right to vote.
• The weavers demanded a legal minimum wage, which was refused by the Parliament.
• In Yorkshire, shearing-frames were destroyed by croppers.
• In the riots of 1830, the threshing machines were smashed.

Question 2.
What is Luddism?
Answer:

• Luddism is a social protest movement led by “General Ned Ludd”.
• Luddism was not merely a backward looking assault on machines.
• Its participants demanded a minimum wage, control over the labour of women and children, work for those who had lost their jobs because of the coming of machinery etc.

Question 3.
Name of few thinkers of socialist ideas as they expressed their views.
Answer:

• Some elements of socialist ideas can be seen in many thinkers down the ages like Plato and Thomas Moore.
• Another early socialist thinker was Saint Simon of France who advocated for public control of property through central planning.
• In England, Owen took an initative for building cooperative villages.
• Karl Marx and Friedrich Engels promoted present view of Socialism.
• Swami Vivekananda was deeply influenced by the ideas of Socialism.
• Many leaders like M N Roy, Bhagat Singh, Jawaharlal Nehru, etc. were enthusiastic socialists.

Question 4.
Why do you think social protest movements gained momentum?
Answer:

• Industrialisation gave birth to influencial industrial capitalists.
• Now, power and influence was in the hands of industrial capitalists and large landowners.
• The working class movements were becoming more organised.
• Workers realised their power when they were united.
• They understood that if they came together, they could bring stands till the economy.
• They were inspired by the ideas of French Revolution and Socialism.
• Similarly women demanded equal status and role in society, economy, polity and culture.

Question 5.
Read the following passage and answer the questions given below.
What is Socialism? It is a doctrine that calls for public rather than private ownership or control of property and natural resources. According to the socialist view, individuals do not live or work in isolation but live in cooperation with one another. Further, everything that people produce is in some sense a social product, and everyone who contributes to the production of a good is entitled to a share in it. Society as a whole, therefore, should own or at least control property for the benefit of all its members.

In this way, socialism contradicts the basic idea of capitalism which is based on private ownership of the means of production and free play of market in determining what is to be produced and who is to be given a share of the produce. Socialists complain that capitalism necessarily leads to unfair and exploitative concentrations of wealth and power in the hands of the relative few. The rich then use their wealth and power to’ reinforce their dominance in society.

Because such people are rich, they may choose where and how to live, and their choices, in turn, limit the options of the poor. As a result, terms such as individual freedom and equality of opportunity may be meaningful for capitalists. But for the working people, who must do the capitalists’ bidding if they are to survive, they can only hollow. As socialists see it, true freedom and true equality require social control of the resources that provide the basis for prosperity in any society.

Socialists also believe that given such unequal distribution of resources, there cannot really be genuine free competition as the rich and powerful manage to tilt the balance in their favour by hook or crook.
1) What is socialism?
Answer:
Socialism calls for public ownership rather than private control of property and natural resources.

2) What is the basic idea of capitalism?
Answer:
Capitalism is the private ownership of the means of production.

3) what is the complaint of socialists about capitalism?
Answer:
Socialists complain that capitalism distributes wealth and power in an unfair and exploitative manner. It gives all the money and power to a few individuals.

4) In the view of socialists, what is the basis for prosperity in any society?
Answer:
According to socialists, the true freedom and the true equality means that society should control of the resources that provide the basis for prosperity in any society.

5) What are the disadvantages of capitalism?
Answer:

• Unequal distribution of resources.
• Concentration of wealth in few hands

Question 6.
Read the following passage and answer the questions given below.
The movement for extending the right to vote to all sections of the population gained momentum in 1830 to 1870. In countries like England, women too came out in large numbers demanding right to vote. They were called ‘women’s suffragists’. They held demonstrations, meetings and wrote in newspapers, etc. and made appeals to the Parliament. Russian Revolution was the first to grant such rights to all women in 1917. The right to vote was extended to some women in England in 1918 and to all adult women by 1928. Gradually this was accepted by most democratic countries.
1) Who were “women’s suffragists”?
Answer:
Women who fought for their right to vote were called “women’s suffragists”.

2) How did they fight for the right to vote?
Answer:
They held demonstrations, meetings, wrote in newspapers etc. and made appeals to the Parliament.

3) Who was the first to grant right to vote?
Answer:
Russian revolution was the first to grant right to vote to all women in 1917.

4) When did England grant the right to vote to women?
Answer:
The right to vote was extended to some women in England in 1918 and to all adult women by 1928.

5) Do you feel that women should be granted with right to vote? If yes, why?
Answer:

• Women are born free and are entitled to all rights that are given to men.
• Therefore women should be given right to vote on par with men.

Question 7.
Gather some information regarding women protection movement and some information about women protection act.
Answer:

• There were social reform movements in India, which wanted to uplift the status of women.
• They fought against social evils like sati, killing of girl child at birth, enforced widowhood among women.
• Social reformers like GurajadaApparao and Raja Rammohan Roy fought for women’s rights.

The following are some acts that protect women.

• Prohibition of Dowry Act -1961
• The protection of women from “Domestic Violence” Act.
• Prohibition of Child Marriage Act – 2006.
• “Nirbhay” Act is passed to protect women from “Sexual assaults”.

Question 8.
Locate the following on the outline map of Europe.

1. London
2. Norway
3. North sea
4. Baltic Sea
5. Yorkshire
6. Manchester

Question 9.
Critically describe women social protest movements.
Answer:

• At the time of French revolution, they drafted ‘Declaration of the Rights of women’ which was never passed in Frency Assembly.
• They organised women’s suffragist movement which brought voting right to women in Russia in 1917, in England in 1918 (for some) and in 1928 (for all adult women).
• First – wave of feminism focused on absolute rights such as suffrage and Second-wave of feminism focused on other aspects of equality like education, health etc.
• Even though legal equality was achieved, real equality yet to be achieved.

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 12 Changing Cultural Traditions in Europe 1300-1800.

AP State Syllabus 9th Class Social Studies Important Questions 12th Lesson Changing Cultural Traditions in Europe 1300-1800

9th Class Social 12th Lesson Changing Cultural Traditions in Europe 1300-1800 1 Mark Important Questions and Answers

Question 1.
Define Renaissance. (SA-II : 2016-17)
Answer:
Renaissance means “Re birth”. It was a period in Europe, especially Italy when there was a new interest in art, literature, science and learning flourished.
(OR)
Renaissance means the cultural changes in Europe.

9th Class Social 12th Lesson Changing Cultural Traditions in Europe 1300-1800 2 Marks Important Questions and Answers

Question 1.
Study the map given below and answer the following questions. (SA-I : 2018-19)

a) From which country did Columbus start his journey?
b) Who discovered the sea route to India?
Answer:
a) Columbus started his journey from the country Spain.
b) Vosco da gama discovered sea route to India in the year 1498 A.D.

Question 2.
Observe the bar graph and answer the questions given (SA-I : 2019-20)

i) What trend does the bar graph show?
Answer:
The bargraph shows the European output of Books 500 -1800. It shows that Manuscript books were avilable from 6th century to 15th century and printed books were started from 15th century.

ii) What could be the possible reason for this trends?
Answer:
Invention of printing press.

Question 3.
What is the impact of the printing press and how did it change the world? (SA-I : 2019-20)
Answer:

• Printing press made it possible to read books, developing reading habit,s and think rationally.
• A printed book promoting new ideas could quickly reach hundreds of readers.
• Ideas, opinions, and information moves more widely and more rapidly than ever before.
• Humanist culture was spread into entire Europe due to printed books.

9th Class Social 12th Lesson Changing Cultural Traditions in Europe 1300-1800 4 Marks Important Questions and Answers

Question 1.
During medieval and early modern times, women the world over were dominated by men. Is it different now in our present society? Explain. (Sa-III : 2016-17)
Answer:
Compare with medieval and early modern times the present position of women is changing.

In earlier times, women were exploited through every possible means by the society. But at present women become self reliant. Along with the men, women also participated equally in education, medicine, space, agriculture fields, etc.

Not only this, women also participated in politics along with men. Some times they occupies heighest posts in India.

In some sectors, compared to men, women only are in forward position.

But still, in some areas, women were dominated by men and it shows our society is a male dominated society.

Question 2.
The Renaissance is a period from the 14 to the 17th century, considered the bridge between the Middle Ages and Modern history. It started as a cultural movement in Italy in the Late Medieval period and later spread to the rest of Europe.
In what way do you think that renaissance is a cultural movement? (SA-II : 2018-19)
Answer:

• The Renaissance was a cultural movement.
• It also a revival of the classical art and intellect of Ancient Greece and Rome.
• The art in Renaissance time was more life-like and contained perspective.
• Some famous artists from the Renaissance were Leonardo Davinci, Raphael etc. Now their paintings are really valuable and significant.
• Renaissance artists and architects produced some of the finest works that we know now.
• The Protestant Reformation during the 16th century in Europe ushered in a new artistic tradition that embraced the protestant agenda and diverged drastically from the Southern European tradition and the humanist art produced during the high Renaissance.

Question 3.

Based on the information given above and answer the following questions,
1. Who gave more importance to the future life than the present life?
2. In which theory can we notice the weakening of the control of religion over human life?
3. The famous statue that depicts Mary holding the body of Zesus reflects which theory?
4. Which theory opposed the glorification of science? (SA-III : 2016-17)
Answer:

1. Scholars of the Middle ages.
2. Humanism
3. Realism
4. Romanticism

Question 4.
The Italian Renaissance was a rebirth of learning that produced many great works of art and literature. (SA-I : 2019-20)
In the context of the above statement, describe how renaissance revolutionized the art and artistic styles?
Answer:

1. A reverent revival of classical Greek / Roman art forms and styles.
2. A faith in the nobility of man (Humanism).
3. The mastery of illusionistic painting techniques, maximising ‘depth’ in a picture, including;

linear perspective, foreshortening and the naturalistic realism of its faces.

9th Class Social 12th Lesson Changing Cultural Traditions in Europe 1300-1800 Important Questions and Answers

Question 1.
Do you think it is important for artists to paint things as they are, that is realistically? Give reasons.
Answer:

• I think it is important to paint realistically.
• Painters should understand the perspective of the painting.
• They should understand changing quality of light, richness of colours.
• They should not completely confine their paintings to rich, powerful, and successful people through this art.
• They should show great interest in the lives of the poor and their sufferings also.
• They should also come under the inflence of other nation’s artists to add life to their paintings.

Question 2.
Why do you think the Popes and bishops encourage the new art?
Answer:

• Before Renaissance, religious art emphasised on religious themes.
• It represented the religious ideals.
• Artists of Renaissance portrayed their surroundings, literature, feelings, and power of human beings.
• They represented the reality but not the religious ideals.
• The Popes and bishops encouraged the Renaissance art to paint for them, to design churches and chapels for them.
• The artists made elaborate graves and memorials for the Popes and bishops and designed cathedrals and churches and also covered their walls with paintings of best consideration.

Question 3.
What efforts did the artists make to achieve realism in their painting and sculpture?
Answer:

• They found the knowledge of geometry helpful.
• They understood the quality of lights to improve quality of their work.
• They made use of oil paints and are influenced by Chinese and Persian art.
• They took help of the subjects like anatomy, geometry, physics as well as a strong sense of what was beautiful.
• They adopted ‘perfectly’ proportioned figures of men and women.
• They imported the pigments of colours from China and Persia.
• They observed nature and people and places and represented them.

Question 4.
Do you think religious texts should only be in the language understood by the common people? Give your arguments.
Answer:

• I think religious texts should be in the language understood by common people.
• Otherwise, the people who knew the language in which the religious texts was, may interpret them to their advantage.
• Sooner or the later these texts needed to be in the reach of common people.
• Interpretations other than the genuine may be exposed and changes are irresistible.
• Religious texts are for common good and they should be made available to common people in their mother tongue.

Question 5.
Read the following passages and answer the following questions.

1) What are the names of the sailors mentioned in the above passage?
Answer:
Christopher Columbus, Amerigo Vespucci and Magellan were the sailors mentioned in the above passage.

2) Which island did Columbus want to discover?
Answer:
He wanted to discover East Indies.

3) What was the island discovered by Columbus?
Answer:
West Indies was discovered by Columbus.

4) To which country did Amerigo Vespucci belong?
Answer:
He belonged to Italy.

5) Who went around the world?
Answer:
Magellan, a sailor of Spain made a voyage round the world.

Question 6.
The 16th & 17th Centuries : A Timeline

1) Who introduced Gregorian calendar?
Answer:
Pope Gregory XIII introduced Gregorian calendar.

2) Where was Academy of Sciences set up?
Answer:
Academy of Sciences was set up in Paris.

3) When was the Bible translated into German?
Answer:
The Bible was translated into German in 1522.

4) Who prepared cylindrical map of the earth?
Answer:
Cylindrical map of the earth was prepared by Gerhardus Mercator.

5) Which book of Newton was mentioned in this timeline?
Answer:
Principia Mathematica.

Question 7.
Discuss in the class the kind of changes that are happening today in some of these aspects like films, buildings, religious beliefs, music, etc. What are the changes that you observe around you? What is causing these changes?
Answer:

• Newtechnologies in filming and audio are introduced like DTS (Digital Theatre Sound), Flow cam, etc.
• Readily built buildings are being placed now in the places where we need to construct them.
• Many new religious beliefs came into existence in place of the older ones.
• There are many other changes taking place around us.
• Most of these changes are caused as a part of cultural changes.

Question 8.
Have you seen people from distant places live in places near you? In what ways do you think they help in the spread of ideas from one place to another? Give examples while discussing.
Answer:

• I have seen a few people from distant places live in my place.
• They definitely spread the ideas from one place to another.
• They introduce their customs, traditions, and food habits and there may be a few takers over here.
• At the same time when they leave for their native places or shifts there, they definitely propagate what they learnt here over there.

Question 9.
Locate the following on the outline map of Europe.
1) Italy
2) England
3) Portugal
4) Spain
5) France.

Question 10.
Locate the following on the outline map of Europe.
1) Rome
2) Sicily
3) Adriatic Sea
4) Mediterranean sea
5) Venice.

Question 11.
Study the Geographical exploration map (Page No. 156) and locate the following on the world outline map.
1) Indian ocean
2) Atlantic ocean
3) Pacific ocean
4) Cape of Good Hope
5) Philippines
6) Voyage of Columbus
7) Voyage of Magellan
Answer:

Question 12.
What role did scientists and sailors play in modernizing our world?
Answer:

• Due to the work of Vesalius modern physiology developed.
• Harvey, Newton, Galileo, Copernicus changed the scenario of science in turn changed the world.
• Great sailors like Copernicus, Vasco-da-Gama, Magellan, etc. discovered new sea routes to different countries.
• Due to that, trade and commerce developed.
• Cultural diffusion took place and which in turn laid foundation for modernization.

Question 13.
Have you seen any painting by any famous artist? If so talk about it to your classmates. Was it realistic? What impression did it make upon your mind?
Answer:

• I have seen a famous painting of M.F. Hussain.
• It is a perfectly proportioned woman painting.
• It is with richness of colours used.
• The colours and designs of costumes are extraordinarily painted.
• The various perspectives of the paintings are worth praising.

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 3B Not Just a Teacher, but a Friend Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 3B Not Just a Teacher, but a Friend

9th Class English Chapter 3B Not Just a Teacher, but a Friend Textbook Questions and Answers

I. Answer the following questions.

Question 1.
Why does the student consider the teacher his friend?
Answer:
The student is sad. He has no one to share his sorrow. He doesn’t know where to go. Then, he meets his teacher. The teacher’s company makes him comfortable. Hence the boy consideres the teacher his friend.

Question 2.
How does the teacher take the student out of his gloom?
Answer:
The teacher listens to the boy. He offers the boy comfort. He provides the boy with the needed courage. He brings out the boy’s real soul. He finds time to see if the boy is fine. In the company of this teacher-friend, the boy is all smiles.

Question 3.
Why does the student fail to estimate the teacher correctly?
Answer:
The boy moves to the higher class. He is worried that he would miss his teacher-friend. As a young boy, he fails to understand that great teacher’s concern for him.

Question 4.
How does the poet glorify the relationship between the teacher and the student?
Answer:
The poet lays bare the boy’s heart. That brings out the dizzy heights of the teacher’s personality. The boy is sad. The teacher makes him glad. The boy feels lonely. The teacher makes him lively. The relationship between them is that of love and affection. They become a model teacher student pair. The bond between them makes everyone fond of them.

Not Just a Teacher, but a Friend Summary in English

The poem is a moving account of a noble teacher being a kind friend of a student with no one to depend on. The boy was sad. He had not a soul to share his sorrow with. He had nowhere to go. Then he saw this teacher. He trusted the teacher. He poured out his feelings. The teacher extended his healing hand. The boy felt relieved. Whenever the boy felt unhappy, he would go to his teacher and found comfort in his company.

When the boy moved to a higher grade, he was worried that he would miss his favourite teacher. But he was wrong. The relationship only grew strong. The teacher would find time to greet the boy. The boy would smile and feel happy. Hence the boy feels that the teacher is also his friend.

Not Just a Teacher, but a Friend Glossary

trust (v) : believe in ; have faith in

true soul (phrase) : the real self : the hidden power

next grade (phrase) : higher class

fade (v) : become dull; pale

fate (v) : destiny; future

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 3A Swami is Expelled from School Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 3A Swami is Expelled from School

9th Class English Chapter 3A Swami is Expelled from School Textbook Questions and Answers

Look at the picture and answer the questions that follow.

Question 1.
Why do you think the teacher is punishing that student?
Do you approve of this action of the teacher? Give at least one reason for your opinion.
Answer:
I think the teacher is punishing the student because he might cause nuisance. He might not finish his homework. He might be indisciplined in the class. I usually don’t approve this kind of action of the teacher because corporal punishment should not be initiated against children. It is common with the school children behaving improperly at their tender age. They don’t know the importance of education and how to behave. Teachers need great patience to change them.

Question 2.
Can you suggest a few steps to correct the students causing nuisance?
Answer:
Various different kinds of steps are at hand to correct erring students. Some of them are:

1. explaining to them in the way they appreciate what is wrong with them and how they can be good.
2. making them imagine that they are at the receiving end.
3. making them realise the value of the fruits of being good.
4. providing them with examples of bad behaviour ruining careers and lives.
5. engaging them in productive activities of their choice.
6. repeatedly attempting to understand their feelings, sentiments, and view points.
7. giving them opportunities to express themselves, to lead, to organise, to suggest programmes and activities.
8. ignoring their misdeeds and allowing and encouraging them to correct themselves.
9. informing their parents about their positive qualities.
10. encouraging them to participate in social service activities.

Comprehension

I. Answer the following questions.

Question 1.
Why do you think the headmaster entered the class with a flushed face and a hard ominous look?
Answer:
Swami and his friends had not attended the classes the previous day. Moreover they had broken the panes of ventilators of the headmaster’s room. The school peon saw that. And he Informed the headmaster. That was why the headmaster was very angry.

Question 2.
Why did the headmaster send for the peon?
Answer:
The headmaster sent for the peon. He wanted to show to the students the proof of their mischief. The peon was the witness to their wrong deeds.

Question 3.
“I don’t care for your dirty school.” Why did Swami mutter so?
Answer:
The headmaster went on beating Swami. Swami complained of severe pain. That Invited four more hits. Swami could no longer bear the pain. He was in a desperate situation, That made him bold. So he took his books and walked out of the class. He said he least cared for that dirty school,

Question 4.
Do you justify the headmaster’s behaviour? If not, state your reasons.
Answer:
No, I don’t justify the headmaster’s behaviour. Corporal punishment is not the correct way to correct the wrong doing. And continuous corporal punishment is the worst part of it. That only provokes revolt not remorse.

Question 5.
If you were in Swami’s place, how would you feel?
Answer:
If I were in Swami’s place, I would feel the same way as Swami did. But I doubt I would have broken the panes. And I am afraid I could have muttered as Swami did.

II. Here are some utterances from the story. Complete the table.

Answer:

III. Work in Groups

Give reasons for Swami’s decision to leave the school:
1. ________________
2. ________________
3. ________________
Answer:

1. Swami was unable to bear the pain of the cane any more.
2. The headmaster had any how announced his dismissal.
3. More than the physical pain, the insult was unbearable.
4. In the desperation, Swami couldn’t think of any other alternative.
5. Swami must have thought of joining another school.

Vocabulary

I. Pick out words from the story which are synonyms of the following words.

Answer:

II. Look at the following phrasal verbs taken from the text.

1. keep away
2. look around
3. look at
4. bring down
5. cut off

These phrases are verbs followed by prepositions or adverbial particles. You may understand that they are phrasal verbs.

You will notice that the following phrasal verbs ‘keep away’, ‘bring down’ and ‘cut off’ can be split as shown below.
Examples:

1. Keep the files away.
2. Bring the patient down.
3. Cut it off.

The other two phrasal verbs cannot be split.
Use the following phrasal verbs in your own sentences and decide whether you can split them as shown in the above examples.

Answer:

III. Refer to a dictionary and pick out the phrasal verbs that begin with the following verbs and write down sentences using them.

Grammar

I. Read the following imaginary conversation between Swami and the headmaster.

Headmaster : Why didn’t you come to school yesterday?
Swami : Sir, my mother was suffering from fever.
Headmaster : I don’t believe your words. You always say something or the other to escape from school.
Swami : I’m speaking the truth, sir.
Headmaster : Well, I’ll come to your house tomorrow and talk to your parents.

In the indirect speech, the above conversation can be written like this.

The headmaster asked Swami why he had not come to school the day before. Swami replied respectfully that his mother had been suffering from fever. The headmaster retorted that he did not believe his words and added that he always said something or the other to escape from school. Then Swami replied respectfully that he was speaking the truth. Then the headmaster told him that he would go to his house the next day and talk to his parents.

As you can see, while converting the direct speech into indirect speech, the words in the bold are added to express the feelings, emotions, attitudes of the speaker, and the sequences of the actions.

Read the imaginary conversation between Swami and his father:

Swami’s Father : My dear Swami, why are you looking so dull? Why haven’t you gone to school today?
Swami : Daddy, I don’t like the school. The headmaster beats me every day.
Swami’s Father : Why does your headmaster beat you every day without any reason? I’m sure you must be causing a lot of nuisance in school.
Swami : No, Dad. The headmaster beats all my friends in the same way.
Swami’s Father : OK. What do you want to do now? Don’t you go to school and continue your studies?
Swami : No, Dad. I’ll join some other school.

Now change the conversation into indirect speech.
Answer:
Swami’s father lovingly addressed his son and asked him why he was looking very dull. He further enquired why he had not gone to school that day. Swami replied with pain that he did not like the school and complained that the headmaster beat him everyday. Fatherdisbelievingly asked why the headmaster beat him every day without any reason. He added that he was sure Swami must be causing a lot of nuisance in school. Swami emphatically denied that and added that the headmaster beat all his friends in the same way. Father agreeingly asked what he wanted to do then. He further asked if he would not go to school and continue his studies. Swami replied that he would join some other school.

II. Noun Clause
Look at the sentences taken from the story.

1. One student said that he had an attack of a headache.
This sentence has two clauses.
a) One student said (Principal clause)
b) that he had an attack of a headache. (Subordinate clause)

The Subordinate clause is the object of the verb ‘said’. It is a noun clause. The noun clause can also appear in the subject position as can be seen in the following sentence.

2. What you say is not clear to me.
If we replace the underlined part with ‘it’ in the above sentence, the sentence structure will be complete.

Note: Sometimes the word ‘that'(conjunction) can be left out in spoken English.
e.g. He felt that punishment was not enough, (that- adjective)
Now read the following passage carefully and identify the noun clauses.
Replace the underlined words ‘that’, ‘so’, and ‘it’ with suitable noun clauses.

The headmaster entered the class furiously and said that he wanted to know the reason for the absence of some students in the class the day before. One student said that he had suffered from a severe headache. The headmaster said, “I don’t believe that”. The second said that somebody stopped him from coming to school. The headmaster said, “I don’t think so”. The third said that he too had suffered from a bad headache. On hearing that the headmaster shouted in anger. The fourth said that he had suffered from a terrible toothache. The headmaster said, “I don’t believe it”. The fifth said, “My grandmother died suddenly”. The headmaster retorted that he would ascertain it. He said, “I will come to your house tomorrow to know the fact.”
Answer:
A) Noun Clauses

1. that he wanted to know the reason for the absence of some students in the class the day before.
2. that he had suffered from a severe headache.
3. that somebody stopped him from coming to school.
4. that he too had suffered from a bad headache.
5. that he had suffered from a terrible toothache.
6. that he would ascertain it.

B) Replacing ’that1 ‘so1 and ‘it’ with suitable noun clauses.

1. “I don’t believe that.” = “I don’t believethat you have suffered from a severe headache”.
2. “I don’t thinkso” = “I don’t thinkthat somebody stopped you from coming to school”.
3. “I don’t believe it.” = “I don’t believethat you have suffered from a terrible toothache.”

III. Editing

Read the following passage and edit (correct) the underlined parts.

Swami went home and says that the headmasterbeats him severely. The parents asked that why the headmaster had beaten him. Swami said that the headmaster beats him yesterday. Swami’s father said why the headmaster has beaten him without any cause. Swami replied to his father that the headmasterbeats him every day. Swami’s mother told to Swami to attend the classes regularly.
Answer:
Swami went home and said that the headmaster had beaten him severely. The par¬ents asked why the headmaster had beaten him. Swami said that the headmaster had beaten him the day before/the previous day. Swami’s father asked Swami why the head- master had beaten him without any cause. Swami repted that the headmaster beats him every day. Swami’s mother told Swami to attend the classes regularly.

Writing

I. What do you think Swami might have thought after he had left his school? Write down his reflections in a paragraph.
Answer:
Swami controlled his tears with a great effort. He came out of the school muttering “I don’t care for your dirty school.” As he came out he must have thought thus, “What a wretched school! How cruelty has taken the shape of this headmaster? Don’t they understand our feelings? Weren’t they too children at one time? Didn’t they cause any nuisance when they were children? Yes, I did break the panes in a moment of childish behaviour. Have I not been honest in not denying the charge? Is it not enough to scold us in the whole class? He went on insulting us, beating us, and threatening us with dismissals. Is that the way to correct us? Shouldn’t they give us a chance to set ourselves right? I wish I weren’t a student of this horrible school. Thank God! At least now, I gathered enough courage to come out of the school. I can join some other school. I think any other school will definitely be better than this bloody school. Anyhow, I too should and will be more careful about my behaviour and friends. I should think of my studies and my parents too. Yes, in one way, the incident is a lesson for me. I should make utmost use of it!

II. Construction of a Narrative

Look at the concluding part of the story.
He restrained the tears that were threatening to rush out, jumped down, and, grasp¬ing his books, rushed out, muttering, ‘I don’t care for your dirty school.’
Now imagine what happens to Swami after going away from school. Write a narrative which should include dialogues, sensory perceptions etc.
You may include things such as the following.
1) Swami rushed out from the class.
2) His parents asked him what happened at school.
3) His mother looked at the scars on his shoulders.
4) His father wanted him to go to school.
5) Swami did not like to go to school.
Answer:
Swami rushed out of the school saying, “I don’t care for your dirty school.” As he walked homewards, the tears that had been controlled till then found their way out. And they came out in floods. Swami didn’t mind them. His mind was swarmed with different kinds of thoughts. His heart ached with insult. His body burned with pain. His mind was hot with a heavy flow of thoughts. He did not notice passing persons. He didn’t even take care to walk to the left of the road. In fact, his legs took him along the regularly used path. At last, somehow he reached home with school bag on his back. The face with the marks of tears, the shoulders with the prints of the cane, and the heart, most importantly, with the load of insult and suffering!

Swami’s mother was moved on seeing Swami’s pathetic state. Her eyes turned wet as she saw the red scars on Swami’s shoulders. With choked throat, she asked Swami what had happened. Even the anxious father eagerly looked forward to listening to Swami. His parents’ anxiety touched Swami. He tried to be as cool as possible. He started narrating the incident at school very briefly.

“Our headmaster beats me everyday. For one reason or the other, he scolds me, and that too in a foul way. He repeatedly warns me with dire consequences.” As he continued, it became difficult for him to control his tears. Still, he tried to suppress the sobs and paused for a while. Father took that opportunity to ask, “Why does your headmaster beat you alone everyday without any reason ?”

That question hit Swami’s heart like an arrow. Yet he restrained his feelings and said in an emotion filled voice, “Dad, he beats everyone, not me alone; that is his nature, his hobby, his practice. You can check it with any of our school students. The only difference is on the days of visits by officers or village elders.”

“Then,” interrupted mother with concern, “What shall we do ?” “I shall join some other school,” prompt was the reply from Swami lest Father should announce a different decision.

Noticing the resolute voice of Swami, even father wanted Swami’s words to prevail. Mother was too willing. She sighed in relief as there was no opposition from father. Swami started dreaming of his new school!

Study Skills

I. Read the data given in the table and answer the questions that follow.
Reasons for Dropouts among children Aged 5-14 Years – 1997-98

Source: Ministry of Human Resource Development (MHRD)
Answer the following questions:
1. What is the major reason for dropouts in rural and urban areas?
2. What percentage of female children are dropped out as their parents not being interested in their children’s studies in rural areas?
3. Which is the less significant reason for dropouts?
4. Which of the following statements are true with reference to the data given in the above table? Tick (S) the true statements.
a. The dropout-rate due to child not being interested in studies is more among the urban children than that of the rural children.
b. Participation in other economic activities is high among urban female children when compared with rural female children.
c. If we create interest in studies among the children, the literacy rate will increase in our country.
Answer:

1. The major reason for dropouts among children both in rural and urban areas is the child being not interested in studies.
2. 9.2 percent of girls are dropouts in rural areas because of lack of interest on the part of parents.
3. Working for wages/salaries is the least significant reason for dropouts.
4. a – ✗ b – ✓ c – ✓

II. Write a report on dropouts using the information given in the above table.

You may begin the report like this.
This report is based on the data provided by MHRDfor the year 1997-98for children who dropped out in the age group of 5-14 years…
Include the following.
1. The financial reasons for dropouts
2. Personal reasons for the dropouts
3. Whether the dropout rate is more among girls/boys
4. Whether the dropout rate is more among rural/urban
Answer:
This is a report on dropout rates among children aged between 5 -14. The information comes from the survey conducted by the Ministery of Human Resource Development (MHRD) for the year 1997-1998. Both the rural and urban areas (separately) were taken into consideration and the data categorises male and female children separately. Dropout rate caused by lack of interest on the part of the child tops the list with 37.2% in rural areas and 34.7% in urban areas. Working for wages is the least significant reason with just 2.5% in villages and 3.6% in towns. Dropout rate among girls is more than that of the boys by 10% in rural areas and by about 6% in urban areas. Economic, social, personal, and other reasons contribute for this undesirable state of affairs.

Listening

Practise listening carefully. Then you will be able to speak.
Listen to the 2 speeches and answer the questions that follow.

Speeches!
Speech 1
Good evening to all the people present here today. It’s a pleasure to start this occasion by welcoming everybody. I welcome our headmaster to preside over the function. Now I would like to invite the honourable chief guest, our M.L.A to come onto the dais. I welcome my teachers, my fellow – friends, and schoolmates. Today we all have gathered here for the Annual Day celebration. I welcome you all and I hope you enjoy the programme.
Now I request our headmaster to start the function.
Thank you.

Speech 2 :
I have a great pleasure in welcoming our principal to preside over the Children’s Day programme that we have today. It is a great privilege for me to invite our chief guest, the D.E.O. of our district, who has kindly consented to be the chief guest for the day, I also welcome other distinguished guests, who also have consented to be with us today despite their tight schedule. I cordially welcome my colleagues and non-teaching staff too. In today’s celebration our main heroes are our students. So I welcome them and their parents too along with all others.

I hope you enjoy every aspect of this event and request the president to begin the proceedings.
Thank you.
Now answer the following questions:
1. Who is the speaker of speech 1?
Answer:
A student is the speaker of speech 1.

2. What is the occasion mentioned in the first speech?
Answer:
The occasion is Annual Day celebration. (1st speech)

3. What is the occasion mentioned in the second speech?
Answer:
The occasion is Children’s Day programme. (2nd speech)

4. Who is the chief guest mentioned in the second speech?
Answer:
The D.E.O of the district is the chief guest. (2nd speech)

5. Who is addressing the gathering in the second speech?
Answer:
A teacher is addressing the gathering. (2nd speech)

Oral Activity

Imagine that you are the School Pupils’ Leader (SPL). Compere on the Republic Day celebrations in your school.
You may include the following in your speech :
1) Welcome address
2) Inviting the guests onto the dais
3) Importance of the occasion
4) Request to continue the proceedings
Answer:
A brilliant morning to every soul gracing the grand occasion of our Republic Day celebrations. A noble national festival and our patriotic feelings have brought us all together here. On this memorable event, I extend my warm welcome to you all and the greetings of the day too. Now I invite our honourable headmaster to come over to the dais to preside over the proceedings. I feel it my privilege and pleasure to invite our distinguished guest of the day, our beloved collector on to the dais. Let us all extend our thunderous applause as our collector comes to grace the occasion. It is my pleasure to invite on to the dais our dear teachers who have won our hearts with their excellent teaching skills and touching attitude.

Now my dear fellow students, parents, and guests let us cherish each moment of the programmes it gradually unfolds, majestically moves ahead, and colourfully culminates. May I now request the president of the programme to lead the proceedings.
Thank you one and all.

Swami is Expelled from School Summary in English

Rasipuram Krishnaswamy Narayan’s novel Swami and Friends is an interesting story of Swami. The present part deals with one incident in Swami’s school life. One day Swami and his friends did not attend classes. Moreover, they broke the window panes of the Headmaster’s room. The peon saw that act. The following day the headmaster entered Swami’s class with a cane and a furious face. He started scolding them. He also demanded every one to explain to him why they had been absent the previous day. When they cooked up some stories, he asked for proof. He used the cane, asked them to stand up on their benches, announced suspension, etc. When it was the turn of Swami, he had no stories to tell the headmaster. His silence added insult to the headmaster’s injury. He went on beating Swami on the shoulders, the back with his cane. Swami’s complaints of pain made the headmaster more violent. Not able to bear the torture any more, Swami left the class

Swami is Expelled from School Glossary

ominous (adj) : indicating the happening of bad

but (preposition) (here) : except

eminence (n) : fame, respect

loafer(n) : a person who wastes time without working

ascertain (v) : find to be true or not

pause(n) : a short stop ; gap

knuckles (n-plural-the first ‘k’ silent : joints in fingers
(Note : The ‘k’ at the beginning of a word followed by ‘n’ is silent, e.g. : know, knife, knight)

resolutely (adv) : with a strong decision

gazing (v-ing) : looking

intently (adv) : with all attention

acute (adj) : intense

rap (n) : a sharp hit

gaol(n) : jail, prison

discreet (adj) : careful; tactful

stammered (v-past tense) : spoke with difficulty ; repeating sounds

thrash (v) : hit, beat

sinister (adj) : evil, dangerous

grunted (v-past tense) : made short, low sounds in the throat to show Irritation

ventilators (n-plural) : window like arrangements close to the ceiling

zest (n) : enthusiasm

whack (n) : a hit

brigand (n) : a member of a group of criminals

defiant (adj) : refusing to obey

deny (v) : to refuse to admit

charge (n) : accusation

ejaculated (v-past tense) : shouted suddenly

staring (v+ing) : looking

idiot (n) : a stupid person ; a fool

desperation (n) : hopeless condition

restrained (v – past tense) : controlled

muttering (v + ing) : saying in a low voice

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 11 The Government Budget and Taxation.

AP State Syllabus 9th Class Social Studies Important Questions 11th Lesson The Government Budget and Taxation

9th Class Social 11th Lesson The Government Budget and Taxation 1 Mark Important Questions and Answers

Question 1.
Give examples of Indirect and direct taxes. (SA-III : 2016-17)
Answer:
Example of Direct tax :
1) Income tax
2) Corporate tax

Example of Indirect tax :
1) Sales tax
2) VAT, entertainment tax etc.

9th Class Social 11th Lesson The Government Budget and Taxation 2 Marks Important Questions and Answers

Question 1.
Read the paragraph and comment on it. (SA-II : 2017-18)
The increase in the price of petrol and diesel has led to an all round increase in prices. Fruits, vegetables, pulses and other food items, for example, have become more expensive.
Answer:

• Increase in the prices of diesel and petrol leads to the increase in the cost of transportation.
• Which in turn rise the prices of important commodities like fruits, vegetables pulses and other food items have become more expensive.

Question 2.
Raghav earns Rs. 20,000 per month. Given in the table below is his monthly family budget. Read the table to answer the question. (SA-II : 2018-19)

The government has decided to increase the prices of petrol by Rs. 3 per litre.
What will happen to Raghav’s family budget? And how will it effect his family?
Answer:

• The increase in the price of petrol influence the every family’s expenditure.
• Raghava’s family budget on transportation is increasing from Rs. 4,500 to 4,680 due to hike in petrol prices.
• Along with transportation important daily commodities prices also increases.
• So, Raghava family should reduce their daily expenditure to fulfill needs. It effect on Raghava’s family very badly.

9th Class Social 11th Lesson The Government Budget and Taxation Important Questions and Answers

Question 1.
What are taxes? How are they classified?
Answer:

1. Taxes are the compulsory payments and are the main sources of revenue for the government.
2. The taxes are broadly classified into two categories,
   a) Direct taxes
   b) Indirect taxes.

Question 2.
Write about Direct taxes.
Answer:

• The taxes that are directly levied on the individuals are direct taxes.
• e.g.: Income tax and corporate tax.
• The incidence and the effect will be on the same person.

Question 3.
Write about indirect tax.
Answer:
The indirect taxes are that type of taxes where tax is levied on one person but the tax burden is shifted to some other person.
e.g.: Sales tax, excise tax, customs tax, VAT, entertainment tax, etc.

Question 4.
What is subsidy? Why do you think government provides subsidy?
Answer:

• Money paid by government to reduce the cost of certain important goods such as fertilizers, foodgrains, diesel and other important goods so that their prices can be kept low and affordable to all.
• Government provides subsidies for many products by compensating the producer.
• Otherwise, producers may charge higher prices and products may be out of reach for poor.
• Subsidised prices keep goods affordable especially for those who need it most.
• In this way, government subsidises the price of kerosene, foodgrain from ration shops, LPG gas cylinders, etc.

Question 5.
What is revenue? Why is it necessary for government?
Answer:

• The money required for the different functions of the government is collected as taxes.
• The taxes collected constitute the revenue of the government.
• Revenues are necessary to finance the expenditures of the government.
• To fulfil various roles, the government must have adequate money, which it gets from taxes.

Question 6.
Name a few taxes.
Answer:
Value Added Tax (VAT), Service tax, Excise duty, Income tax, Property tax, Customs duty, etc.

Question 7.
What is service tax ? Give a few examples.
Answer:

• The tax on services is called ‘service tax’.
• Some common examples of service tax include speed post, telephone, mobile communication, restaurants, AC class/first class train travel.

Question 8.
Nowadays black money is hoarding. Make suggestions to government to get rid of it.
Answer:

• There are many ‘tax evaders’ and the black money, that is the money on which tax should have been paid but wasn’t goes on accumulating.
• To get hold of this hoard of black money the income tax departmentraids many people’s
• It has also tried to make the procedures more convenient for people to pay their own tax.
• Despite these efforts a large number of people do not pay income tax, or pay less than they should.

Question 9.
Government gets money from taxes. What considerations should be made while collecting taxes?
Answer:

• The government gets money from many kinds of taxes.
• It has to decided how much money to collect through each kind of tax.
• It has to consider : how many people would have to pay, whether this tax can be collected easily, how would it affect rich and poor; A related question is whether people pay their taxes or evade it.

Question 10.
What taxes are to be avoided in order to save the poor from the burden of taxation?
Answer:

• Tax on petrol and diesel leads to an all round increase in prices. Hence they are to be avoided.
• Indirect taxes do not distinguish between the rich and the poor. They are to be reduced.
• Taxes on essentials are to be reduced and tax on luxury items can be increased.

Question 11.
What measures are to be taken by government to have a fair taxation?
Answer:

• Taxation depends on the value that the society as a whole holds.
• Most societies have a few people who have lakhs of rupees while others don’t have enough to eat.
• Government should collect more taxes from the rich and the poor should be taxed minimally.
• Society can aspire to spend these taxes to raise the income of the poor by providing better opportunities and living conditions.

Question 12.
What measures are to be taken by government in increasing taxes in budget?
Answer:

• Taxes charged and collected have a strong impact on people’s lives.
• The tax on income falls more heavily on the rich and therefore can be considered more fair.
• But the taxes from income might not be enough to cover the large government expenditure.
• Any budget has to take into account all these considerations.
• That is why the time of the budget is of great importance for everyone.

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 2C V.V.S. Laxman, Very Very Special Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 2C V.V.S. Laxman, Very Very Special

9th Class English Chapter 2C V.V.S. Laxman, Very Very Special Textbook Questions and Answers

I. Answer the following questions.

Question 1.
What is Laxman’s philosophy of life as per the interview you have read?
Answer:
Laxman’s philosophy of life is to work hard continuously and treat success and failure equally.

Question 2.
What role did Laxman play in making India, No. 1 test cricket team?
Answer:
Laxman says that India hadn’t become No.l all of a sudden. It was a slow and long drawn process. He was frank in saying that he did not play in the World Cup that saw India as the No. 1 team. But he was proud to be the member of the world No.l team.

On the basis of your reading of V.V.S. Laxman’s interview with Sportstar magazine complete the following table.

Answer:

Writing

Write persona! views and reflections on V.V.S. Laxman in a paragraph of about 75-100 words.
Discuss the following questions in groups before writing the paragraph individually.
1) What is the main idea that you wish to project?
2) What are the supporting ideas that you think of?
3) How do you organize your ideas?
4) How do you link your thoughts?
5) How do you conclude?
Answer:
V.V.S. Laxman is both an excellent cricketer and a wonderful individual. As a cricketer, he reached dizzy heights and won for him a special title ‘Very Very Special.’ But as a human being, he exhibits very noble qualities. He loves his parents, wife, and children intensely. He is thankful to all those who helped him. He is frank in admitting his weak points. He is honest in declaring his sources of inspiration. He is free to announce his hobbies, food habits, and future plans. His philosophy to treat success and failure equally is highly admirable. On the whole, V.V.S. Laxman is a very, very special model to everyone.

Project Work

Collect the information from newspapers, magazines, periodicals, and books about two famous Indian sportswomen and prepare their profiles.

Fill the details of the following information and you may use them as tips for profile writing and speaking.

Talk about one profile in the class.

Answer:
Awards/Medals Received

1. Recipient of Arjuna Award, 1984.
2. Adjudged as the greatest women athlete, in 1985 Jakarta Asian Athletic Meet.
3. Padma Sree in 1984.
4. Best Athlete of the year Award from India Government in 1984,/85,/B6,/B7, and 89.
5. In 1986 Seoul Asian Games, won the Adidas Golden Shoe Award for the best athlete by the Asian Amateur Athletics Association, Seoul Asian Games, 1986.
6. Asian Amateur Athletics Association, Seoul Asian Games, 1986.
7. 33 medals including 13 gold medals in Asian Games and Asian Championships.
8. Won a total of 102 medals at National and International meets during her career.
9. Won 1 gold and 2 silver at the 1999 SAF Games held at Kathmandu.
10. Thirty International Awards, for her excellence in Athletics.
11. Kerala Sports Journalists Award for the year 1999.

Profile with more details

P.T. Usha was born, as the daughter of Paithal and Lakshmi, at Payyoli, a small village in Kozhikode, on June 27, 1964. Her full name is Pilavullakandi Thekkeparambil Usha. She was the queen of Indian track and field for two decades. P.T. Usha has been associated with Indian athletics since 1979. Usha made her international debut at the Moscow Olympics in 1980 but she shone into the limelight in the 1982 Asian Games in New Delhi, winning the silver in the 100 m and 200 m event. At the Asian Meet in Jakarta in 1985, Usha established herself as the Asian sprint queen with five gold medals (in the 100meters, 200m, 400m, 400m hurdles, and the 4 x 400m relay) besides a bronze in the 100m relay.

This magnificent performance was followed by an equally brilliant spell a year later at the Asian Games at Seoul where Usha notched up four golds and a silver medal.

The finest moment in Usha’s career and also perhaps the saddest however came in a single race at the 1984 Olympics in Los Angeles. In the 400m hurdles, Usha missed winning the bronze by just 1/100th of a second. She recorded her best time of 55.42secs in that race — still an Indian national record — but lost the medal in a photo-finish. Usha said that she cried after the event because “It was difficult to believe that I had missed an Olympic medal by a whisker.”

In 1976 the Kerala State Government started a Sports School for women, and Usha was chosen to represent her district, at a cost of Rs. 250 per month paid by the state. In 1979 she participated in the National School Games, where she was noticed by O. M. Nambiar, who coached her through most of the rest of her career. India Today describes the athletic situation in 1979 as a time when ‘athletics was very much a male sport and track-suited women a rarity’.

P.T Usha started a School of Athletics to impart training to girl children from all over the country. The School, located at Koyilandi near Kozhikode in Kerala, recruits children in the 10-12 age group for its training. She likes reading books and listening to music.

Awards and Medals Received

1. Recipient of Arjuna Award, 1984.
2. Adjudged as the greatest women athlete, in 1985 Jakarta Asian Athletic Meet Padma Sree in 1984.
3. Best Athlete of the year Award from India Government in 1984,/85,/86,/87, and 89.
4. In 1986 Seoul Asian Games, won the Adidas Golden Shoe Award for the best athlete by the Asian Amateur Athletics Association, Seoul Asian Games, 1986.
5. 33 medals including 13 golds in Asian Games and Asian Championships.
6. Won a total of 102 medals at National and International meets during her career.
7. Won 1 gold and 2 silver at the 1999 SAF Games held at Kathmandu.
8. Thirty International Awards, for her .excellence in Athletics.
9. In recognition of her achievements, a road at Payyoli, her home town, is named after her.
10. The Kerala Government has also set up a “PT Usha Sports Council” at Central Stadium, Thiruvananthapuram.
11. Kerala Sports Journalists Award for the year 1999.

Profile – 2

Awards and Medals Received

1. Asia’s youngest International Woman Master, 1999.
2. World under-14 championship, 2001, Castellan, Spain.
3. India’s youngest Woman Grand Master, 2001.
4. World Junior Championship, 2001, Athens.
5. World’s youngest Women Grandmaster to achieve full Grand Master status.
6. Arjuna Award in the year 2003.
7. In 2007, she was awarded with the prestigious Padma Shri award.
8. Humpy was also conferred upon the Raja Lakshmi Award in the year 2008 by Raja Lakshmi Foundation of Chennai.
9. become the second-highest ranked female player in history with more than 2600 points in FIDE rating in July 2009.

Profile with more details

Koneru Humpy is a popular femaie Indian chess player, and feasibly the best woman at the chess board. She is the world second ranking among the Female Chess PIaryers,’stayed behind only by Judit Polgar, who is world number one Female Chess Player.

She was born on 31st March, 1987 at Gudivada, Andhra Pradesh. Her father is Ashok Koneru worked as a lecturer in Chemistry and he was a quite well chess player. In 1985 he won the South India Open Championship. Humpy fell in love with the game of chess when she was just 5 years of old. In fact, in orderto guide her properly and to make sure she gets the best attention for improving her skills as a chess player her father introduced her to the game at quite an early age. The little Humpy showed her outstanding performance in chess and she won the Under 8 National Chess Championship in 1995.

After proved her brilliant performance at the National level, Humpy entered the international chess circle. She clinched the World Chess titles in the Under 10, Under 12 and Under 14 age groups, later, in 1990 Humpy holds an International Master title when she was 12 years. After, she gained her 3rd Grand Master norm in the Elekes Memorial Grand Master Tournament held at Budapest, Hungary. Koneru has set up a world record by getting the International Grand Master title at the age of 15 years old. She broke Judit Polgar record to achieve the feat, and she became the youngest woman ever to have got the coveted title. Further Hou Yifan broke Humpy’s record by taking the title, when she was 14 years. Humpy has been the First Indian Woman to have achieved an International Grand Master title in the chess game.

She likes reading books and spending with her family

For showing advanced talent as a chess player and making the nation proud at many times at the International level, Humpy has been honoured with a number of awards and recognitions.

Awards & Honours

1. Asia’s youngest International Woman Master, 1999.
2. World under-14 championship, 2001, Castellan, Spain.
3. India’s youngest Woman Grand Master, 2001.
4. World Junior Championship, 2001, Athens.
5. World’s youngest Women Grandmaster to achieve full Grand Master status.
6. Arjuna Award in the year 2003.
7. In 2007, she was awarded with the prestigious Padma Shri award.
8. Humpy was also conferred upon the Raja Lakshmi Award in the year 2008 by Raja Lakshmi Foundation of Chennai.
9. At Doha Asian Games 2006, Koneru Humpy bagged two Gold Medals in the Individual as well as Team event of Chess.
10. In 2007, she won the International Open Chess Tournament 2007 held at Kaupthing, Luxembourg.
11. Humpy scored a FIDE Elo rating of 2606 points
12. Humpy has broken the world record set by Susan Polgar who had a rating of 2577 points while she was at the World No. 2 spot,

V.V.S. Laxman, Very Very Special Summary in English

Vangipurapu Venkata Sai Laxman recently retired from cricket. Sportstar interviewed this sports star on that occasion. Laxman gives us lots of details. He says his parents Dr. V Shantaram and Dr. V. Satyabhama were his inspiration and influence. He adds that the Hyderabad Cricket Association encouraged him even as a boy. He acknowledges his uncle Baba Mohan’s help and his coaches’ guidance.

He cherishes his 281 against Australia in Kolkata in 2001. He remembers his embarrassment when he collided against Sourav in an Oval ODI. He fondly recollects his association with his captains Sourav, Sachin and Dhoni. He admires John Wright’s role as a coach. He repeatedly appreciates his wonderful wife and lovely kids. He is proud of his role in making India No. 1 in cricket. He is happy to put an end to his 16 year long loving cricket career. His message to the young is to work hard and to treat success and failure with equal ease. He gratefully declares that cricket has taught him character. He plans to start a school and an academy. He is confident of his success in his future ventures too.

V.V.S. Laxman, Very Very Special Glossary

fabulous (adj) : fantastic, excellent

leap (n) (here) : progress

on the verge of : very close to

culminated (v-past tense) : resulted in; ended

integral (adj) : essential, main

crucial (adj) : valuable, important

reckoning (n) : consideration

transformation (n) : change; new form

traits (n) (plural) : qualities

amazingly (adv) : surprisingly impressive

collided (v-past tense) : dashed against

disgusted (v-past tense) : disappointed

cuisine (n) : dish

SCERT AP Board 9th Class Social Solutions 1st Lesson Our Earth Textbook Questions and Answers.

AP State Syllabus 9th Class Social Studies Solutions 1st Lesson Our Earth

9th Class Social Studies 1st Lesson Our Earth Textbook Questions and Answers

Improve Your Learning

Question 1.
Look at the map of India in an Atlas and identify latitude and longitude for the following places.
a) Kanyakumari ………………. and ………………. .
b) Imohal ………………. and ………………. .
c) Jaisalmer ………………. and ………………. .
d) Pune ………………. and ………………. .
e) Patna ………………. and ………………. .
Answer:
a) Kanyakumari : 77°36′ E longitude and 8°35′ N latitude
b) Imphal : 93°58′ E longitude and 24°44′ N latitude
c) Jaisalmer : 26°55′ N latitude and 70°54′ E longitude
d) Pune : 18°32′ N latitude and 73°52’E longitude
e) Patna : 27°34′ N latitude and 81°46′ E longitude

Question 2.
Identify the words that match with Latitude and Longitude (parallel lines, vertical lines, horizontal lines)
Answer:
Latitudes are horizontal and parallel lines. Longitudes are vertical lines.

Question 3.
Look at the world map of time zones in the Text page 13.
a) If you travel from Vijayawada to Paris to which time zone are you moving?
b) If you are travelling from Hyderabad to Tokyo which time zone are you moving? ……………………… .
Answer:
a) – 5.30 hrs time zone
b) – 3.30 hrs time zone.

Question 4.
Why is it difficult to study the formation of the earth and its structure?
Answer:
Earth formed around 4.54 billion years ago by accretion from the solar nebula. Nearly all branches of natural science have contributed to the understanding of the main events of the earth’s past. The age of the earth is approximately one-third of the age of the universe. Biological and geographical change has been constantly occurring on our planet since the time of its formation. The process of plate tectonics has played a major role in the shaping of earth’s oceans and continents as well as the life on it.

It took us years of scientific investigation and analysis of data to form an understanding of the interiors of the earth. The main reason for this is that even the deepest mines we have dug do not go beyond a few kilometers under the surface while the radius or the distance to the centre of the earth is over 6000 kilometers.

Thus it is very difficult to study the formation of the earth and its structure.

Question 5.
Read the paragraph under the heading of “Internal structure of the earth” and answer the question.

How can you say the earth is still very active?
Answer:

• The matter deep inside the mantle shoots up through volcanoes and fissures on ocean floors.
• In many regions on the earth part of the earth’s crust enters into the mantle and once again becomes molten.
• The crust is still being changed by earthquakes, volcanoes, subduction of land and rise of mountains due to the processes happening deep down the earth.
• This constant process of formation and destruction of the earth’s crust explains the fact that the earth is still very active.

Question 6.
What is a grid and how does it help us?
(OR)
Write any two uses of the ‘Grid system’ located on the globe.
Answer:
Grid : A grid is a sqaure or a rectangle that is formed between when two latitudes and longitudes out across each other. In other words the network of latitudes and longitudes drawn on the globe is called a ‘grid’.

Uses of grid:
1. Network of latitudes and longitudes is called a Grid.

2. Uses of a grid :
a) To locate a place
b) How hot or cold it would be there,
c) To know the time.

Question 7.
Differentiate between
a) Local and Standard time
b) Equator and Prime meridian.
Answer:
a) Difference between Local and Standard time :

Example: If the 1ST is 12.00 noon, the local of Mumbai is 39 minutes – 1ST = 11.21 minutes a.m.
Since Mumbai is on 72°82′ east longitudes, it is 9°45′ behind the 82°30′. Thus the local time of Mumbai is 9.45 x 4 = 38 minutes.

b) Differences between Equator and Prime meridian :

Question 8.
If every state follows its local time then what problems will rise?
Answer:
If every state follows4ts local time, a lot of serious problems would rise. Some of them are being discussed hereunder.

1. At the time of national calamities and disasters, it is very difficult for the national government to make necessary emergency announcement.
2. At the time of wars and national emergency, it is very difficult for the national government to alert all the defensive forces stationed in all the state capitals and the naval forces of all the coastal states.
3. It is very difficult for Televisions and Radios to follow a single schedule to broadcast their programmes.
4. Railways faces a difficult problem in preparing a timetable for its trains that travel through many states.

Question 9.
With the help of your teachers find out the standard meridian of given countries.
1. Nepal
2. Pakistan
3. Bangladesh
4. England
5. Malasiya
6. Japan
Answer:
1. Nepal : 88°45’East is the Standard Time Meridian of Nepal
2. Pakistan : 74°22′ East .
3. Bangladesh : 90°24′ East
4. England : 0°07′ West
5. Malaysia : 100° East
6. Japan : 90° East

Question 10.
Make a thought provoking poster on the earth’s protection.
Answer:

9th Class Social Studies 1st Lesson Our Earth InText Questions and Answers

Question 1.
Tick the factors which cause the formation of seasons on the earth : (Text Book Page No. 3)
a) Daily rotation of the earth on its axis.
b) Monthly movement of the Moon around the Earth.
c) Rotation of the Sun on its axis.
d) Revolution of the Earth around the Sun.
e) Tilt of Earth’s axis of rotation to its orbital plane.
f) Spherical shape of the Earth.
g) Earth’s distance from Sun during the annual revolution.
Answer:
d) (✓)
e) (✓)
g) (✓)

Question 2.
We cannot hope to travel to the mantle to study it. But we can study substances from the mantle. Can you tell what these substances would be and how we can get them? (Text Book Page No. 5)
Answer:
1) The thickness of the mantle is 100 – 2900 kms. So we cannot hope to travel to the mantle to study it.
2) Interestingly the matter from the deep inside the mantle shoots up through volcanoes and fissures on ocean floors and cools down to form the earth’s crust.
3) Thus by studying the lava or magma or the substances brought up through the fissures, we can study the substances from the mantle.

Question 3.
When it is 12 noon in Greenwich (0°), what is the local time at: (Text Book Page No. 12)
a) Mumbai (73° E)
b) Chicago (87°30′ W)
c) Sydney (151° E)
Answer:
a) Mumbai (73° E) :
Local time at Mumbai is : 73 × 4 = 292 minutes, i.e. 4 hours 52 minutes. That means the local time at Mumbai is 4 hours 52 minutes after 12 noon i.e., 12.00 + 4.52 = 4.52 p.m.

b) Chicago (87°30′ W):
Local time at Chicago is : 87°30′ × 4 = 350 minutes, i.e. 6 hours 50 minutes. That means the local time at Chicago is 6 hours 50 minutes less than 12.00 noon at Greenwich. i.e. 12.00 – 6.50 = 5.10 a.m.

c) Sydney (151° E): Local time at Sydney is 151° × 4 = 604 minutes, i.e. 10 hours 4 minutes before Greenwich time.
That means the local time at Sydney is 12.00 + 10.04 = 10.04 p.m

Question 4.
Why do you think people today are curious to know about the secrets of distant stars and galaxies and the beginning of the universe? (Text Book Page No. 2)
Answer:
Today people are curious to know about the secrets of the distant stars and galaxies and the beginning of the universe
a) to understand the stars that shine there.
b) to understand the sun, the moon and the planets which keep moving across the sky.
c) to understand what are these and in what way they are related to us and how they affect us.
d) to know how they move and work.
e) to know whether there is any life on any other planet.

Question 5.
Swathi works for a call centre in Hyderabad. Her clients are in the U.S.A. She answers clients’ questions about the computer problems. She always works during the night. Why is this? Use geography to find out! (Text Book Page No. 12)
Answer:
Indian Standard Time is the time observed in India. Its time offset is UTC + 5.30.
United Standard Time is the Central Standard Time. Its time is GMT – 6.00. Thus there is a difference of 11½ hours between Indian Standard Time and American Standard Time. Thus if it is day time in America, in India it is night time. If an American client asks Swathi a question at 11 am in America, Swathi has to answer the same at 10.30 p.m the same day. Thus Swathi should always work at night to answer his clients from the U.S.A.

Question 6.
In earlier classes we have studied about hemisphere. Let us revise it in the image below. (Text Book Page No. 8)

With the help of the above maps complete the following table.

Answer:

Question 7.
Look at the following pictures. (Text Book Page No. 6)

Now answer the following questions.
1. Look carefully at the map of the world, do you find some continents looking as if they are two pieces of a jigsaw puzzle? Name those continents. (Text Book Page No. 7)
Answer:
By observing the maps of the world from 220 million years ago up to the present world, we can find the following continents look as if they are two pieces of jigsaw puzzle. They are :
1) North America and North West Africa.
2) South America and Western Africa.
3) Nothern Africa and Eurasia.
4) Eastern Africa and India.
5) South Eastern Africa and Antarctica.
6) Antarctica and Australia.

2. In which direction Australia is moving?
Answer:
Australia is moving in eastern direction.

3. In which direction India is moving?
Answer:
India is moving in northern direction.

Question 8.
Look at the following map. (Text Book Page No. 12)

Using your Atlas, find out how many standard time zones these countries have :
a) U.S.A
b) Australia
c) Russia
d) Japan
e) Zimbabwe and
f) Chile.
Answer:
a) U.S.A :
The United States uses nine standard time zones. From east to west they are Atlantic Standard Time, Eastern Standard Time, Central Standard Time, Mountain Standard Time, Pacific Standard Time, Alaskan Standard Time, Hawai – Aleutian Standard time, Samoa Standard Time and Chamorro Standard Time.

b) Australia :
Australia uses three standard time zones.
a) Australia Eastern Standard Time (GMT + 10)
b) Australia Central Standard Time (GMT + 9½)
a) Australia Western Standard Time (GMT + 8)

c) Russia :
There are 9 time zones in Russia.
a) Kaliningrad Time – UTC + 3
b) Moscow Time – UTC + 4
c) Yaketerinburg Time – UTC + 6
d) Omsk Time – UTC + 7
e) Krasnoyarsk Time – UTC + 8
f) Irkutsk Time – UTC + 9
g) Yakutsk Time – UTC + 10
h) Vladivostok Time – UTC + 11
i) Magadan Time – UTC + 12

d) Japan :
Japan Standard Time – UTC + 9

e) Zimbabwe :
Zimbabwe uses Central Africa Time zone : UTC + 2h standard time

f) Chile :
Since Chile uses daylight saving time, in total 4 time zones are used.

Question 9.
Initially people thought that the earth was in the centre of the universe and human beings the most important creation. What difference does it make to us to know that we are a small insignificant speck in this vast universe? (Text Book Page No. 2)
Answer:
The earth we live on seems big and very important to us. But in the universe as a whole, it is tiny and very insignificant speck of rock. To put things into perspective earth is just a small planet in the solar system, part of a family of bodies that circle round the sun. The sun is just one of billions of stars that makes up our galaxy, and this galaxy is just one of billions that make up a universe bigger than most of us can imagine.

Question 10.
Do you think the Earth was created suddenly or do you think it was formed by long drawn and complex processes? (Text Book Page No. 4)
Answer:
The Earth began to form around four and a half billion years ago. The earth has reached its present form through several phases but not created suddenly.

• It began as a ball of swirling dust and clouds and passed through a molten stage.
• The molten Earth was very hot and was constantly bombarded by massive rocks and other materials from the space. In this way the size of the earth grew.
• When the earth was so hot and in liquid form the heavier particles went to the bottom and formed core and the mantle.
• The lighter particles cooled at the top and formed the crust.
• While the earth’s interior was cooling, it contracted and outer crust wrinkled forming ridges (i.e., mountains) and basins (i.e., oceans)
• It took a long time for the air we breathe to develop.
  Thus we can say that the earth was not created suddenly but formed through several phases.

Question 11.
Some people believe that our being on this earth is the result of a series of fortuitous accidents – it is quite possible that there may not have been any life on the earth. Do you agree? Give your reasons. (Text Book Page No 4)
Answer:
Yes, the earth’s creatures have evolved through a series of contingent and fortuitous events.
1. Our earth is just the right distance from the sun to have a stable orbit. Our orbit keeps us from getting too hot or too cold to survive. Any closer we’d burn up, any farther away we’d freeze to death.

2. Our earth is perfect in both size and mass. Mass is critically important to the formation of an atmosphere. If the earth’s mass were less dense, an atmosphere could not have formed and remained. If it were more dense, the atmosphere would have been uninhabitable.

3. Our earth has just the right mix of the 27 elements needed for life, including carbon, oxygen, nitrogen, phosphorous, potassium, iron, sodium, and copper.

4. Our earth has just right amount of water in the proper ratios of liquid, solid, and gas.

A little more and the continents would probably be totally overrun with water and literally, drown. Any less and the temperature of the earth would probably be too hot making life unbearable here.

Thus we can say that our being on this earth is the result of fortuitous accidents.

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 20 Democracy: An Evolving Idea.

AP State Syllabus 9th Class Social Studies Important Questions 20th Lesson Democracy: An Evolving Idea

9th Class Social 20th Lesson Democracy: An Evolving Idea 2 Marks Important Questions and Answers

Question 1.
What is the most important reason to vote for and elect leaders in a democracy? (SA-II : 2018-19)
Answer:
Democracy is completely based on voting system.

• Right to vote create a chance to voters to select good government.
• People select the leader who is capable and solve their problems.
• Right to vote is most important, because people should express their opinion.

9th Class Social 20th Lesson Democracy: An Evolving Idea 4 Marks Important Questions and Answers

Question 1.
“Democracy which respects the freedom and rights of all people may be the best way to solve some of the complex problems the countries in the present day world.’
Do you agree which this statement? Justify your answer. (SA-II : 2018-19)
(OR)
Today a new kind of democracy is been forged across the world in which even the poorest and most vulnerable people will have a voice and will be able to influence policies and ensure justice and peace for all.
“Democracy is the best form of Government”. Comment on it. (SA-II : 2017-18)
Answer:
Democracy is the best form of government by following ways.

1. Democracy provide freedom.
2. Democracy represents the people.
3. It is better governance due to transparency.
4. Democracy gives respect to human rights.
5. It promotes the human rights.
6. It gives more freedom of speech and expression.

9th Class Social 20th Lesson Democracy: An Evolving Idea Important Questions and Answers

Question 1.
Observe the following table and answer the given questions.

1) Which country has more inequality?
Answer:
South Africa

2) What is the difference in USA?
Answer:
46

3) Among the given countries, which is the South American country?
Answer:
Brazil

4) Which country has least difference?
Answer:
Hungary

Question 2.
Read the following passage and answer the given questions.
Belgium : Belgium is a small country in Europe. Of the country’s total population, 59 per cent lives in the Flemish region and speaks Dutch language. Another 40 percent people live in the Wallonia region and speak French. Remaining one per cent of the Belgians speak German. In the capital city Brussels, 80 per cent people speak French while 20 per cent are Dutch- speaking.
1) Where is Belgium?
Answer:
Belgium is a small country in Europe.

2) Who speaks Dutch language?
Answer:
59% of population of Belgium lives in the Flemish region and speaks Dutch language.

3) Who speaks French?
Answer:’
40% lives in the Wallonia region and speaks French.

4) What per cent of people speak German?
Answer:
One per cent of people speak German.

5) What is the capital city of Germany?
Answer:
Brussels.

Question 3.
Read the following passages and answer the given questions.
In Sri Lanka, post its independence in 1948, the leaders of the Sinhala community sought to secure dominance over government by virtue of their majority. As a result, the democratically elected government adopted a series of majoritarian measures to establish Sinhala supremacy.

Sinhala was made the only official language, disregarding Tamil. The governments followed preferential policies that favoured Sinhala applicants for jobs. A new constitution stipulated that the state shall protect and foster Buddhism. All these government measures, coming one after the other, gradually increased the feeling of alienation among the Sri Lankan Tamils.

1) When did Sri Lanka get its independence?
Answer:
In 1948.

2) What community is mentioned here?
Answer:
Sinhala community.

3) What did the democratically elected government adopt?
Answer:
The democratically elected government adopted a series of majoritarian measures to establish Sinhala supremacy.

4) Sinhala was made the only official language, disregarding ___________
Answer:
Tamil.

5) A new constitution stipulated that the state shall protect and foster ___________
Answer:
Buddhism.

AP State Syllabus AP Board 9th Class Social Studies Important Questions Chapter 15 Industrialisation and Social Change.

AP State Syllabus 9th Class Social Studies Important Questions 15th Lesson Industrialisation and Social Change

9th Class Social 15th Lesson Industrialisation and Social Change 1 Mark Important Questions and Answers

Question 1.
In what way did Canal Transportation aid Industrial Revolution? (SA-I : 2019-20)
Answer:
Canals were the answer to moving heavy objects to large distances

9th Class Social 15th Lesson Industrialisation and Social Change 2 Marks Important Questions and Answers

Question 2.
Why did modem industrialisatfon first occured in Britain only? (SA-III : 2016-17)
(OR)
Why do you think Britain was the first country to Industrialize?
Answer:

• Britain was blessed with modest climate to suit cotton industry.
• There was no scarcity of power.
• There was availability of sufficient raw material.
• Coal and Iron were available in abundance side by side.
• It was convenient to transport the raw material by water.
• There was no dearth of capital and Bank of England was also helpful in raising capital.
• Workers were available in large numbers.
• It was ready to sea trade with a large number of ports.

Question 2.
20th century inventions were hugely influenced by major developments in technology and resources, enabling the inventions of key items and devices which changed the way we live today.
Mention any two inventions one each in transportation and medicine and mention briefly how they changed the way we live today. (SA-II : 2018-19)
Answer:
Transportation :
Aeroplanes, Motor vehicles, Railways, etc.

Medicine:
Anti-biotics, vaccines, chloroforms, Anti-virus, etc. Now-a-days world become a big village by a fastest means of transport. Even long distance also reached in a short time. Due to medicines, the life expectancy of human being is increased.

9th Class Social 15th Lesson Industrialisation and Social Change 4 Marks Important Questions and Answers

Question 1.
The road-builder John Metacalf, who personally surveyed surfaces for roads and planned them, was blind. The canal builder James Brindley was almost illiterate, with such poor spelling that he could never spell the word ‘navigation’, but he had tremendous powers of memory, imagination and concentration.
Read the paragraph given above and comment on that. (SA-III : 2016-17)
Answer:
According to the above para, if we want to invent a new thing we need more determination, interest, curiosity, even luck, than the application of scientific knowledge. Along with the above, memory, imagination, and concentration also need.

Question 2.
“Good transportation facilities leads to rapid industrialization” – Justify the statement. (SA-I : 2018-19)
Answer:

• Transport system really helps the industry.
• Without transportation, the products made by the industry cannot be sold in distant places.
• The industry has a particular transport system to send their products to places and sell them for profit.
• Without proper transport system, there is risk of damage of products.
• The invention of steam engine reduced the cost of transportation.
• Development of aircraft was useful for fastest means of transport.
• Good transport system leads to rapid industrialization.

Question 3.
Mobile phone – Internet – Computers – Airways
Choose any TWO of the inventions listed above Explain how they changed people’s lives. (SA-I : 2019-20)
Answer:
Mobile Phone:

• Mobile phones have completely changed the way people interact.
• Today, the mobile phone has become part and parcel of many people’s lives.
• You can call, send text messages, read emails, play games as well as read and edit documents.
• Through mobile phone, we can send money quickly to others who are in need.
• It create new market places.
• It help people find jobs.
• It help the farmers to get weather information.

Internet:

• The Internet creates new ways for us to communicate, work and share information.
• The main advantage of the internet is it ability to connect billions of computers and devices to each other.
• By it, we get more information.
• Enjoy virtual field trips.
• It creates assignment convenience and flexibility.

Computer:

• It act as highly reliable scientific equipment.
• They receive and store data and carries out logical and mathematical calculations too to provide fast and accurate results.
• It can store more data.

Airways :

• Through air ways we can reach our destination quickly.
• It transports people, goods, the military equipment around the world.
• It is the fastest means of transport.
• During the time of floods and calamities we can use more airways only to reach the place.
• It is supported to go to remote areas.
• It creates convenience to passengers.

Question 4.
Explain how the condition of the workers steadily declined in the early twentieth century Europe. (SA-I : 2019-20)
Answer:
Conditions of the worker.
1. The aboudance of labour in the market affected.

2. Seasonality of work :
It meant prolonged periods without work.

3. Low Real wages :
Wages are very low.

4. Poverty and Unemployment:
At the mid of 19th century, about 10 percent of Urban population was extremely poor.

The Unemployment rate was very high.

9th Class Social 15th Lesson Industrialisation and Social Change Important Questions and Answers

Question 1.
What is called ‘First Industrial Revolution?
Answer:
The transformation of industry and the economy in Britain between the 1780s and the 1850s is called the “First Industrial Revolution.”

Question 2.
Who used the term ‘Industrial Revolution’?
Answer:
The term ‘Industrial Revolution’ was used by European scholars – Georges Michelet in France and Friedrich Engels in Germany. It was used for the first time in English by the philosopher and economist Arnold Toynbee (1852-83), to describe the changes that occurred in British industrial development between 1760 and 1820.

Question 3.
What were the two main features of cotton industry?
Answer:
From the 1780s, the cotton industry symbolised British industrialisation in many ways. This industry had two features which were also seen in other industries. Raw cotton had to be entirely imported and a large part of the finished cloth was exported to other countries. Britain had its control over the sources of raw cotton as well as the markets. Where they sold cloth. This helped to increase its control over the colonies.

Question 4.
What was the new power source in England?
Answer:
Steam

Question 5.
Which country experienced modern industrialisation for the first time?
Answer:
Britain experienced modern industrialisation for the first time.

Question 6.
Name any bank in England.
Answer:
The Bank of England.

Question 7.
Who were used in coal mines to reach deep coal faces?
Answer:
Children were used in coal mines to reach deep coal faces.

Question 8.
Which countries lacked colonial resources?
Answer:
Germany and France lacked colonial resources.

Question 9.
What is Industrial revolution? Who coined this name?
Answer:

• The economy and industries in Britain changed completely between 1780s and 1850s.
• This phase is known as ‘First Industrial Revolution’.
• The term ‘Industrial Revolution’ was used by European Scholars George Michelet in France and Fredrich Engels in Germany.
• It was used for the first time in English by the Philosopher and economist Arnold Tonybee.

Question 10.
What do you know about the picture?

Answer:
This was the Cast Iron Bridge. It was near Coalbrookdale. It was designed by the third Darby.

Question 11.
What was it? How did it look like?

Answer:
This was James Watt’s steam engine. It was just looking like our present day tractor.

Question 12.
Compare the effects of the coming of the railways in different countries in the world.
Answer:

• The first steam locomotive, Stephenson’s Rocket, appeared in 1814. Railways emerged as a new means of transportation that was available throughout the year, both cheap and fast, to carry passengers and goods.
• They combined two inventions, the iron track which replaced the wooden track in the 1760s, and haulage along it by steam engine.
• The invention of the railways took the entire process of industrialisation to a second stage.
• The first railway line connected the cities of Stockton and Darlington in 1825, a distance of 9 miles that was completed in two hours at speeds of up to 24 kph (15 mph).
• The next railway line connected Liverpool and Manchester in 1830. Within 20 years, speeds of 30 to 50 miles an hour were usual.

Britain :
The railways changed British Society in numerous ways. It is nonetheless clear that the railways had a sizeable impact in many spheres of economic activity and daily life of the people.

Canada :
In Canada, the national government strongly supported railway construction for political goals.

India :
India provides an example of the British empire pouring its money into a very well built system designed for military reasons and with the hope that it would stimulate industry. The system was over built and much too elaborate and expensive for the small amount of freight traffic it carried.

Belgium :
Belgium took the lead in Industrial revolution on the continent starting in the 1820s. It provided an ideal model for showing the value of the railways for speeding the industrial revolution.

France:
In France, railways became a national medium for the modernisation of backward regions. Although starting the whole system at once was politically expedient, it delayed completion and forced even more reliance and temporary experts brought in from Britain.

Germany:
The take-off stage of economic development came with the railroad revolution in the 1840s. As a means of national defence, it facilitates the concentration, distributional direction of the army. It is a means to the improvement of the culture of the nation.

Russians:
It was Americans who brought the technology of railway construction to Russia in 1842. Russia was in need of big transportation system and geographically suited to railroads.

Thus the railways in different countries helped the industrial revolution in transportation.

Question 13.
Read the following passages and answer the given questions.

The Krupp Family

The Krupp family established what was going to become the world’s largest arms factory. This first factory specialised in field gun manufacture and, by 1887, it supplied arms to forty six different countries.

During World War I the Krupp factories made guns for the German artillery.

The Krupps supported Hitler in the German general election of 1933. As Nazi Germany occupied neighbouring countries, Alfred Krupp seized new land to make more factories. Many of these factories used slave-labour from the Nazi concentration camps.

1) What was the name of the family?
Answer:
The ’Krupp’ family.

2) What was the first factory?
Answer:
Gun manufacturing factory.

3) Which World War was mentioned here?
Answer:
First World War.

4) Whom did the Krupps support?
Answer:
The Krupps supported Hitler in the German general election of 1933.

5) Who were the workers in the factories?
Answer:
The slave – labour from the Nazi concentration camps.

Question 14.
Read the following passages and answer the given questions.
Steam power was first used in mining industries. As the demand for coal and metals expanded, efforts to obtain them from ever-deeper mines intensified. Flooding in mines was a serious problem and steam engines were used to drain the mines. But the technology was still very imperfect to be used on a large scale.

James Watt’s (1736-1819) invention converted the steam engine from being a mere pump into a ‘prime mover’ capable of providing energy to power machines in factories. Backed by the wealthy manufacturer Matthew Boulton (1728-1809), Watt created the Soho Foundry in Birmingham in 1775. From this foundry James Watt’s steam engines were produced in steadily growing numbers. By the end of the eighteenth century, Watt’s steam engine was beginning to replace hydraulic power. In 1840, British steam engines were generating more than 70 per cent of all European power.
1) Which power was first used in mining industries?
Answer:
Steam power

2) What was a serious problem?
Answer:
Flooding in mines was a serious problem.

3) Who was the wealthy manufacturer?
Answer:
Matthew Boulton.

4) In which foundry were the Watt’s engines produced?
Answer:
In Soho Foundry in Birmingham.

5) Appreciate the British steam engines.
Answer:
In 1840, British steam engines were generating more than 70% of all European power.

Question 15.
Read the following passages and answer the given questions.
Transportation
The need to transport raw materials and manufactured products led to the improvement of roads and the digging of canals in England. Me Adam devised the method of making ‘pakka’ or ‘macadamamised’ roads.

Canals were initially built to transport coal to cities. This was because the bulk and v/eight of coal made its transport by road much slower and more expensive than by barges on canals. The demand for coal, as industrial energy and for heating and lighting homes in cities, grew constantly. The making of the first English canal, the Worsley Canal (1761) by James Brindley (1716-72), had no other purpose than to carry coal from the coal deposits at Worsley (near Manchester) to that city. After the canal was completed the price of coal fell by half. Thousands of kilometres of canals were built by 1830 and were used to transport commodities cheaply. They were mostly built by landowners to enhance the value of their properties.
1) Which led to the improvement of roads and the digging of canals in England?
Answer:
The need to transport raw materials and manufactured products led to the improvement of roads and the digging of canals in England.

2) Which were initially built?
Answer:
Canals were initially built to transport.

3) Which grew constantly?
Answer:
The demand for coal, as industrial energy and for heating and lighting homes in cities, grew constantly.

4) What is the name of first English canal?
Answer:
Worsley Canal.

5) What was the interest of land owners in building the first canal?
Answer:
They were interested in enhancing the values of their properties.

6) Who built this canal?
Answer:
James Brindley.

Question 16.
Observe the following picture and answer the given questions.

Woman in gilt-button factory, Birmingham. In the 1850s, two thirds of the workforce in the button trade was women and children. Men received 25 shillings a week, women 7 shillings and children one shilling each, for the same hours of work.
1) Who was she?
Answer:
She was a woman in gilt-button factory.

2) Where was the factory?
Answer:
It was in Birmingham.

3) Which year did the picture belonged to?
Answer:
It belonged to the 1850s.

4) What were the earnings of the workers?
Answer:
Men – 25 shillings a week
Women – 07 shillings a week
Children – 01 shilling a week

5) Is there any difference in the working time?
A. No, it was equal to all.

Question 17.
Read the following passages and answer the questions given below.

The Workers

A survey in 1842 revealed that the average lifespan of workers was lower than that of any other social group in cities: it was 15 years in Birmingham, 17 in Manchester, 21 in Derby. More people died, and died at a younger age, in the new industrial cities, than in the villages they had come from. Half the children failed to survive beyond the age of five. The increase in the population of cities was because of immigrants, rather than by an increase in the number of children born to families who already lived there.

Deaths were primarily caused by epidemics of disease that sprang from the pollution of water, like cholera and typhoid, or of the air, like tuberculosis. More than 31,000 people died from an outbreak of cholera in 1832. Until late in the nineteenth century, municipal authorities were negligent in attending to these dangerous conditions of life. The medical knowledge to understand and cure these diseases was unknown.
1) When was the survey conducted?
Answer:
In 1842.

2) What was the average lifespan?
Answer:
It was 15 years in Birhingham, 17 in Manchester, and 21 in Derby.

3) What was the cause of the increase in population?
Answer:
The increase in the population of cities was because of immigrants, rather than by an increase in the number of children born to families who already lived there.

4) What are the diseases mentioned here?
Answer:
Cholera, Typhoid, and Tuberculosis.

5) Why were the municipal authorities negligent in attending to these diseases?
Answer:
The medical knowledge to understand and cure these diseases was unknown.

Question 18.
Read the lesson and prepare any four questions relating to it.
Answer:

• How can we say that England was fortunate?
• What was the serious problem in mines?
• Whom was the first locomotive connected to?
• Why did the Krupp family establish the world’s largest arms factory?

Question 19.
What were the relative advantages of canal and railway transportation?
Answer:

• Both were used to transport commodities cheaply.
• Both enhanced the values of the properties.
• The invention and usage took the entire process of industrialisation to a second stage.
• Both reduced the time taken to travel between two places.

Question 20.
Why was Britain the first country to experience modern industrialisation?
Answer:
Reasons:

1. Political stability
2. Modest climate
3. Availability of continuous water power
4. Transportation facilities
5. Abundant wealth
6. Availability of labour
7. Invention of machinery.

Question 21.
Write the favourable conditions which helped the inventions.
Answer:
It is interesting to read about the individuals who brought about these changes during industralisation. Few of them were trained scientists. Education in basic sciences like physics or chemistry was extremely limited until the late nineteenth century, even after the technological inventions described above. Since these inventions did not require a full knowledge of the laws of physics or chemistry on which they were based, advances in science could be and were made by brilliant, intuitive thinkers and persistent experimenters.

They were helped by the fact that England had certain features which other European countries did not. Dozens of scientific journals and published papers of scientific societies appeared in England between 1760 and 1800. There was a widespread thirst for knowledge even in the smaller towns. This was met by the activities of the Society of Arts (founded in 1754), by travelling lecturers, or in ‘coffee houses’ that multiplied through the eighteenth century.

Question 22.
Appreciate the efforts of German to become an Industrialised state.
Answer:

• Germany (erstwhile Prussia) exploited its rich coal fields (Silesia and Rhineland – the Rhur) and iron deposits (Bohemia) to flourish in steel industry.
• With the invention of electric dynamo, they lead electric industry in the world.
• Unification in 1871 made access to iron from Lorraine fields of iron from France.
• Government encouraged industry by providing road/rail transports and markets also.
• It also focused on arnament industry.
• Large banks provided the capital needed.
• By the beginning of 20^th century, Germany had developed a powerful industrial base.