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Regd. Trade Mark No. 325406

SUMMATIVE ASSESSMENT

CBSE

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SOCIAL SCIENCESOCIAL SCIENCE

CLASS–IX

2015

TERM-II

Based on

CONTINUOUS ANDCOMPREHENSIVE

EVALUATION

CCE

( )Solved

Sure ShotSure Shot

K

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Based on the

Latest Guidelines

issued by

CBSE

125.00

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Notes to the Maps : The external boundary and coastline of India on all the maps included in this book agree with the Record/Master Copy certified by the Surveyor General of India, Dehradun vide Letter No. TB– 326/62-A-3/A, Dated 24-01-2007. Outlineof the other maps included in the book are based upon Survey of India maps printed in 2007.

© Government of India copyright 2007.

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Themes

Sub-unit 1.2 : Livelihoods, Economies and Societies:

The themes in this section will focus onhow different social groups grapple withthe changes in the contemporary worldand how these changes affect their lives.

Any one of the following :IV. Forest Society and Colonialism :

(a) Relationship between forests andlivelihoods. (b) Changes in forestsocieties under colonialism.Case studies : Focus on two forestmovements one in colonial India(Bastar) and one in Indonesia.

(Chapter 4)V. Pastoralists in the Modern World :

(a) Pastoralism as a way of life.(b) Different forms of pastoralism.(c) What happens to pastoralism under

colonialism and modern states?Case studies : Focus on two pastoralgroups, one from Africa and onefrom India. (Chapter 5)

VI. Peasants and Farmers :(a) Histories of the emergence of

different forms of farming and

Objectives

❑ Discuss the social and cultural worldof forest communities through thestudy of specific revolts.

❑ Understand how oral traditions canbe used to explore tribal revolts.

❑ Point to the varying patterns ofdevelopments within pastoral societiesin different places.

❑ Look at the impact of colonialism onforest societies, and the implication ofscientific forestry.

❑ Show the different processes throughwhich agrarian transformation mayoccur in the modern world.

❑ Consider what happens topastoralists and pastoralism in themodern world, with the formation ofmodern states, marking ofboundaries, processes ofsedentarization, contraction ofpastures, and expansion of markets.

❑ Understand how agricultural systemsin India are different from that inother countries.

SYLLABUS

SOCIAL SCIENCE-IX

TERM–II

Time: 3 Hrs Marks : 90

UNITS TERM-2

1. India and the Contemporary World-I 232. India–Land and the People 233. Democratic Politics-I 224. Understanding Economic Development 12+10 (OTBA)5. Disaster Management (Through Project & Assignments) –

Total 90

Unit 1 : India and the Contemporary World–I 40 Periods

The Formative Assessment will comprise of projects, assignments, activities and class tests/periodic tests for which Board has already issued guidelines to the Schools. The SummativeAssessment will comprise of Theory Paper as per the prescribed design of the Question Paper.Note: The text of OTBA for SA-II will be from Unit-IV; Understanding EconomicDevelopment-I (Chapter-3: Poverty as a challenge facing India) for 2014-15.

Syllabus.p65 10/12/2014, 10:39 AM1

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Themes

4. Climate : Factors influencing the climate;monsoon–its characteristics, rainfall andtemperature distribution; seasons; climateand human life. (Chapter 4)

5. Natural Vegetation and Wild Life:Vegetation types, distribution as well asaltitudinal variation, need forconservation and various measures. Majorspecies, their distribution, need forconservation and various measures.

(Chapter 5)

Objectives

❑ To explain the importance andunifying role of monsoons.

❑ To find out the nature of diverseflora and fauna as well as theirdistribution.

❑ To develop concern about the needto protect the bio-diversity of ourcountry.

Unit 2 : India–Land and the People

peasant societies. (b) Changes withinrural economies in the modern world.Case studies : Focus on contrastingforms of rural change and differentforms of rural societies (expansion oflarge-scale wheat and cotton farmingin USA, rural economy and theAgricultural Revolution in England,and small peasant production incolonial India). (Chapter 6)

Map Work Based on theme 4/5/6. (Internalchoice will be provided) 3 MarksSub-unit 1.3 : Everyday Life, Culture and

Politices:The themes in this unit will consider howissues of culture are linked up to themaking of contemporary world.

Any one of the following :VII. History and Sports: The Story of

Cricket:(a) The emergence of cricket as anEnglish sport. (b) Cricket and colonia-lism. (c) Cricket nationalism anddecolonialization. (Chapter 7)

VIII. Clothing: A Social History:(a) A short history of changes inclothing. (b) Debates over clothing incolonial India. (c) Swadeshi and themovement for Khadi. (Chapter 8)

Themes Objectives

❑ Familiarize students with the ideathat large scale farming, small scaleproduction, shifting agricultureoperate on different principles and

have different histories.

❑ Suggest how sports also have ahistory and that it is linked up withthe politics of power and domination.

❑ Introduce students to some of thestories in cricket that have historicalsignificance.

❑ Show how clothing has a history, andhow it is linked to questions ofcultural identity.

❑ Discuss how clothing has been the

focus of intense social battles.

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Unit 3 : Democratic Politics–I 40 Periods

Themes

4. Electoral Politics:

Why and how do we electrepresentatives? Why do we have asystem of competition among politicalparties? How has the citizens’participation in electoral politicschanged? What are the ways to ensurefree and fair elections? (Chapter 4)

5. Working of Institutions:How is the country governed? Whatdoes Parliament do in our democracy?What is the role of the President ofIndia, the Prime Minister and theCouncil of Ministers? How do theserelate to one another?

(Chapter 5)5. Democratic Rights:

Why do we need rights in aConstitution? What are theFundamental Rights enjoyed by thecitizen under the Indian Constitution?How does the judiciary protect theFundamental Rights of the citizen?How is the independence of thejudiciary ensured? (Chapter 6)

Objectives

❑ Develop an appreciation of citizen’sincreased participation in electoralpolitics.

❑ Recognise the significance of theElection Commission.

❑ Provide an overview of centralgovernmental structures.

❑ Sensitise to the key role of theParliament and its procedures.

❑ Distinguish between nominal and realexecutive authorities and functions.

❑ Understand the parliamentary systemof executive’s accountability to thelegislature.

❑ Develop citizens awareness of theirrights.

❑ Introduction to and appreciation ofthe Fundamental Rights.

❑ Recognition of the ways in whichthese rights are exercised and deniedin real life situations.

❑ Introduction to judicial system andkey institutions like the SupremeCourt, High Courts and NationalHuman Rights Commission.

Project/Activity:Learners may identify songs, dances, festivals and special food preparations associated

with certain seasons in their particular region, and whether they have some commonalitywith other regions of India.

Collection of material by learners on the flora and fauna of the region in which theirschool is situated. It should include a list of endangered species of the region and also

information regarding efforts being made to save them.

Posters : River pollution Depletion of forests and ecological imbalance.

❑ To analyse the uneven nature of pop-ulation distribution and show concernabout the large size of our population.

❑ To understand the various occupationsof people and explain various factors ofpopulation change.

❑ To explain various dimension of nationalpolicy and understand the needs ofadolescents as under served group.

Themes Objectives6. Population : Size, distribution, age-sex

composition, population change-migration as a determinant ofpopulation change, literacy, health,occupational structure and nationalpopulation policy : adolescents asunder-served population group withspecial needs. (Chapter 6)

Map Work (3 marks)

(iii)

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(iv)

Suggested Activities/Instructions :

Theme I : Give more examples of activities done by different workers and farmers.

Numerical problems can also be included.

Some of the ways through which description of villages are available in the writings ofPrem Chand, MN Srinivas and RK Narayan. They may have to be referred.

Theme II : Discuss the impact of unemployment.

Debate on whether all the activities done by women should be included or not.

Is begging an economic activity? Discuss.

Is it necessary to reduce population growth or family size? Discuss.

Theme III : Visit a few farms in a village and collect the details of foodgrains cultivated.

Visit a nearby ration shop and collect the details of goods available.

Visit a regulated market yard and observe how goods are transacted and get the detailsof the places where the goods come and go.

3. Man-made disasters: Nuclear, Biological and Chemical. (Chapter 3)

4. Community Based Disaster Management. (Chapter 4)

Unit 5 : Disaster Management 25 Periods

Unit 4 : Understanding Economic Development 40 Periods

Themes

3. Poverty as a Challenge: Who is poor(through two case studies : one ruralone urban); indicators; absolutepoverty (not as a concept butthrough a few simple examples)–why people are poor; unequaldistribution of resources;comparison between countries; stepstaken by government for povertyalleviation. (Chapter 3)

4. Food Security in India: Source ofFoodgrains, variety across the nation,famines in the past, the need for self -sufficiency, role of government in foodsecurity, procurement of foodgrains,overflowing of granaries and peoplewithout food, public distributionsystem, role of cooperatives in foodsecurity (foodgrains, milk andvegetables, ration shops, cooperativeshops, two-three examples as casestudies). (Chapter 4)

Objectives

❑ Understanding of poverty as a challengeand sensitization of the learner.

❑ Appreciation of the governmentinitiative to alleviate poverty.

❑ Exposing the child to an economic issuewhich is basic necessities of life.

❑ Appreciate and critically look at the roleof government in ensuring food supply.

Syllabus.p65 10/12/2014, 10:39 AM4

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Questions Paper Designs 2013-14.p65 10/12/2014, 10:42 AM5

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CONTENTS

Sample Question Paper-I (Solved) S-1–S-14

Sample Question Paper-II (Solved) S-15–S-26

(Based on the latest guidelines issued by CBSE)

CHAPTER-WISE IMPORTANT QUESTIONS (SOLVED)

HISTORY

SECTION-II

(Livelihoods, Economics and Societies)

1. Forest Society and Colonialism H-1– H-13

2. Pastoralists in the Modern World H-14–H-23

3. Peasants and Farmers H-24– H-35

SECTION-III

(Everyday Life, Culture and Politics)

4. History and Sports : The Story of Cricket H-36–H-42

5. Clothing : A Social History H-43– H-49

GEOGRAPHY

(India–Land and the People)

1. Climate G-1–G-16

2. Natural Vegetation and Wildlife G-17–G-30

3. Population G-31– G-42

DEMOCRATIC POLITICS

1. Electoral Politics P-1–P-12

2. Working of Institutions P-13–P-28

3. Democratic Rights P-29–P-38

Contents-New-Term-II.p65 10/13/2014, 12:57 PM1

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ECONOMICS

1. Poverty as a Challenge E-1– E-9

2. Food Security in India E-10– E-17

Model Question Papers for Practice

Model Question Paper–1 M-1– M-5



Model Question Paper–4 M-16–M-19







Contents-New-Term-II.p65 10/12/2014, 10:29 AM2

SOCIAL SCIENCE S-1

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SAMPLE QUESTION PAPER-I (SOLVED)

(Based on the latest guidelines issued by CBSE)

Social Science

Class—IX

IInd Term

Time Allowed: 3 Hours Maximum Marks: 90

Instructions:

� The question paper has 30 questions in all. All questions are compulsory.

� Marks are indicated against each question.

� Questions from serial numbers 1-8 are Very Short Answer Questions (VSAQ).

Each question carry one mark

� Questions from serial numbers 9-20 are three marks each. Answer to these

questions should not exceed 80 words.

� Questions from serial numbers 21-28 are five marks each. Answer to these

questions should not exceed more 120 words each.

� Question number 29-30 are map based questions from History and Geography.

Each questions carries three marks each.

� After completion, attach the map inside your answer book.

Note : The question paper will include a section of Open Text Based Assessment

(questions of 10 marks).

Q. 1. Why are clothes important? Give two reasons. ½ + ½ = 1

Ans. Clothes are important because:

(i) they reflect social norms.

(ii) they define the identity of the people, the way they see themselves and

the way they want others to see them.

Or

Write two changes which transformed cricket.

Ans. Changes which transformed cricket are given below:

(i) Introduction and success of one day game

(ii) Change in global commerce and technology

Q. 2. Define the term ‘Climate’. 1

Ans. The term climate refers to the sum total of weather conditions and variations

over a large area for a long period of time.

Q. 3. What are elections? 1

Ans. In a democratic country like India, the administration is run by the

representatives elected by the people. The process by which the people elect

these representatives is called election.

Q. 4. What do you understand by Coalition Government? 1

Ans. A coalition government is formed by an alliance of two or more political parties,usually when no single party enjoys the majority support of members in a

legislation.S-1

Sample Q Paper-IX(E)-II- F.p65 10/12/2014, 10:53 AM1

MBD SURE SHOT SAMPLE PAPERS (IX C.B.S.E.)S-2

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Q. 5. What are Rights? 1

Ans. The facilities and opportunities provided by the society for the development of

personality of its citizens are called Rights.

Q. 6. Define the concept of ‘Absolute Poverty’. 1

Ans. The concept of ‘Absolute Poverty’ refers to the determination of poverty on the

basis of the minimum level of income and expenditure.

Q. 7. Why does inflation hit the poor hard? 1

Ans. The poor have lesser purchasing capacity/power. When inflation increases, the

prices of the commodities rise. Thus, we can conclude that inflation hits the

poor hard.

Q. 8. How is food security ensured in India? Give two reasons. 1

Ans. Food security is ensured in India by:

(i) Creating buffer stock.

(ii) Introducing Public Distribution System (PDS).

Q. 9. Why did the European foresters discourage the practice of shifting

cultivation? Give three reasons. 1 × 3 = 3

Ans. The European foresters discouraged the practice of shifting cultivation on

account of the following reasons:

(i) They considered this type of agriculture harmful for the forests.

(ii) They found it difficult to calculate and charge taxes on forests.

(iii) They wanted to preserve the valuable timber.

Or

Why do the nomadic tribes need to move from one place to another?

Give three reasons. 1 × 3 = 3

Ans. The nomadic tribes need to move from one place to another because:

(i) They do not have regular fields to get fodder for the herds or to graze them

in their own livestock.

(ii) They have to judge how long to stay at a place (area), because of the limited

availability of water and pastures.

(iii) During the winter months, when the high mountains are covered with

snow, they live in the lower reaches of the hills. The dry scrubs provide

pasture for their herds. In summer, they again begin their march up the

mountain slopes, for their summer grazing ground. They complete a cyclic

movement between summer and winter in the hilly region.

Or

What factors promoted the farmers to introduce the threshing

machine? 3 × 1 = 3

Ans. The factors that promoted the farmers to introduce the threshing machines were:

(i) Due to Napolenic wars, prices of foodgrains shot up. This encouraged the

farmers to produce vigorously. Fearing the shortage of labour, they

introduced threshing machines.

(ii) Insolence of labour, their drinking habits and the difficulty to manage

their work.

(iii) Machines helped the farmers to reduce their dependence on labour.


SOCIAL SCIENCE S-3

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Q. 10. How did commercial farming lead to the decline in forest cover during

the colonial period? 3

Ans. The British government accorded the Indian forestry, the status of commerce

for her own interests. Earlier, forests were the means of sustenance of life

and entertainment. But, the colonial power used it for its own interest and

exploited the forest commercially. They gave encouragement to grow cash

crops like jute, tea, rubber, sugar, cotton, etc. These crops were in great

demand in Europe to feed its growing urban population, as well as to increase

industrial production. Thus, deforestration took place on a large scale to pave

the way for commercial farming.

Or

Who were the Raikas? Write any two features of their life style.

1 + 2 = 3

Ans. Raikas is a tribal pastoralist community of Rajasthan.

Features:

(i) They combined agriculture with pastoralism.

(ii) They are divided into two groups known as Raikas and Maro Raikas. The

Raikas herded camels while the other group reared sheep and goat.

(iii) During the monsoon season, they stay at their native village where pasture

land is available. By October, when the grazing ground are dry and

exhausted, they shift to other area in search of, better pasture.

Or

Describe the varieties of wheat grown in U.S.A. 3

Ans. The following varities of wheat are grown in U.S.A. :

(i) They are Durum, Hard Red Spring, Hard Red Winter, Hard White and

Soft White in which Hard Red Spring wheat is produced in these regions.

(ii) Another variety of wheat is Hard Red Winter which is produced in Dakota

and south of Minnesota. This variety is protein rich wheat used for making

bread, hard baked goods and as an adjunct in other flour, to increase

protein.

(iii) The Soft Red Winter wheat is mainly produced in the states of Ohio,

Pennsylvania, Illions and Indiana. Protein wise, this variety is not very

rich.

(iv) Soft wheat is also cultivated on a large scale. The surplus is exported to

the Asian countries. It is soft, light coloured and very low in protein content.

It is grown in the temperate and moist areas.

Q. 11. Explain why cricket became popular in India and the West Indies.

Give three reasons. 1 × 3 = 3

Ans. Cricket became popular in India and West Indies because of the following

reasons:

(i) Both the countries were once a part of the British colonial empire.

(ii) It was popularlised in these countries by the settlers and the local elites.

(iii) The local elites of both these nations, wanted to copy the habits of their

colonial masters.



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Or

“In America, traditional feminine clothes were criticised for a variety

of reasons”, why? Give reasons. 1 × 3 = 3

Ans. (i) It was felt that the long skirts swept the grounds and collected flith and

dirt, which causes illness.

(ii) It also hampered their movement and prevented them from working and

earning.

In the 1870’s, the National Women Suffrage Association set up by Mrs. Stanton

and the American Woman Suffrage Associated headed by Lucy Stone were

started to compaign for dress reform. The arguments of these two movement

were:-Simplify dress, shorten skrits and abandon corsets.

Q. 12. Distinguish between weather and climate by giving three points.

1 × 3 = 3

Ans. Following are the points of distinction between weather and climate:

Weather Climate

1. Weather stands for the actual atmos- 1. Climate is the aggregate of atmos-

pheric conditions prevailing over an pheric condition prevailing over an

area for a shorter period. area for a longer period.

2. It keeps on changing on a day-to-day, 2. It is constant and does not change

basis that can not be generalised. so frequently.

3. It depends upon the dominant 3. It is a composite picture of all the

element prevailing at a particular elements spread over a longer

time like rainfall, temperature, etc. period.

Q. 13. What are the objectives of a biosphere reserve? 3 × 1 = 3

Ans. Biosphere reserves have been set up to conserve our biodiversity. These are

multi-purpose protected areas. Their objectives are:

(i) To conserve and maintain our natural heritage of physical environment.

(ii) To preserve the ecosystem.

(iii) To promote research on ecological conservations.

Q. 14. “The sex ratio has been generally declining ever since 1901”. Critically

examine the statement and give reasons for the declining trend.

3

Ans. The sex ratio of India, in 2011, is 940 per thousand males. There is a general

declining trend in the sex ratio. The ratio in 1901 was 972 which declined to 940

in 2011. This decline has been due to the social evils present in our society.

In our society, the female child is neglected. The male population dominates

our society. There is a high death rate among females, which is particularly

high among married women. Women labourers migrate largely to mining and

industrial, centres which also results in the declining of sex ratio.


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Q. 15. Why election reforms are necessary in India? Give reasons. 6 × ½ = 3

Ans. Electoral reforms are necessary in India to:

(i) Uphold the value system and maintain the same.

(ii) Debar criminals from contesting election.

(iii) Ensure proper representation of women and minorities.

(iv) Ensure voters’ awareness and participation.

(v) Make election machinery effective and credible.

(vi) Regulate the functioning of the political parties.

Q. 16. How is the Lok Sabha more powerful than the Rajya Sabha? Give

three reason. 1 × 3 = 3

Ans. The Lok Sabha is more powerful than the Rajya Sabha as:

(i) The members of the Lok Sabha are directly elected, while those of the

Rajya Sabha are elected indirectly.

(ii) The money bill cannot be introduced in the Rajya Sabha as it orginates in

the Lok Sabha only. It is sent for recommendation to the Rajya Sabha and

not for passing. If the Rajya Sabha returns it after 14 days, it is assumed

to be passed.

(iii) The Lok Sabha controls the executive, whereas, the Rajya Sabha has no

effective control over the executive.

Q. 17. Describe three major constitutional provisions for the protection of

women and children in India. 1 × 3 = 3

Ans. Three major constitutional provisions for the protection of women and children

in India are listed below:

(i) Article 23 of the Indian Constitution states that trafficking of human

being and begar and any other forms of forced labour is prohibited.

(ii) No children below 14 years of age shall be employed in any factory, mine

or other hazardous employment.

(iii) Equal pay for equal work for both male and female.

Q. 18. Explain any three features of Public Distribution System. 3 × 1 = 3

Ans. Three features of Public Distribution System (PDS) are:

(i) It is an important activity of the state, which ensures food security for the

people, particularly the poor.

(ii) The prices of the goods sold through Public Distribution System in fair

prices shops will be less than that of the market price. The cost of this

price difference is borne by the government.

(iii) PDS controls unscrupulous rise in prices of essential goods in the market.

Q. 19. ‘There is a strong link between economic growth and poverty

reduction.’ Justify by giving examples. 3

Ans. (i) Since the 1980’s, India’s economic growth has been one of the fastest

in the world. The growth rate jumped from the average of about 3.5 percent

a year in the 1970’s to about 6 percent during the 1980’s and 1990’s.



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The higher growth rates have helped significantly in the reduction of

poverty.

(ii) Economic growth widens opportunities and provides the resources needed

to invest in human development.

(iii) This also encourages people to send their children, including the girl child,

to schools in the hope of getting better economic returns from investing in

education.

Q. 20. What are the three factors which ensures food security? 3 × 1 = 3

Ans. The three things which ensures food security in India are:

(i) Availability: Food should be easily available to all.

(ii) Affordability: All person must be capable of buying food of acceptable

quality.

(iii) Accessibility: Food should be within the access of people.

Q. 21. What are the similarities between the colonial management of forest

in Java and Bastar? Write any five. 5 × 1 = 5

Ans. Similarities between colonial forest management in Java and Bastar are:

(i) In both Java and Bastar, forests were owned by the state.

(ii) In both cases, villagers were banned from practicing shifting cultivation.

(iii) At both places, forests laws were enacted to restrict the villager’s access

over forests grazing, etc.

(iv) Colonial management in Java and Bastar was exloitative in nature. They

displaced the local communities from their traditional means of livlihood.

(v) Colonial management of forests, both in Bastar and Java, introduced

exploitative policies to gain the support of gain the locals. For example, in

Bastar they introduced ‘Forest Villages’. In these villages, only those

villagers were allowed to settle who would agree to work on the condition

that they would work free for the forest department in cutting and

transporting trees. In Java, Blandongdiensten system was introduced by

the colonial government. Under this system, villagers were exempted from

paying tax, if they agreed to work collectively to provide free labour and

animals for cutting and transporting timber.

Or

There are many similarities in the way in which the modern world

forced changes in the lives of pastoral communities in India and East

Africa. Write about any two examples of changes which were similar

for Indian pastoralists and the Masai herders. 2½ + 2½ = 5

Ans. As we know that India and Africa were both colonies of the European colonial

power, therefore, their exploitation was of a similar pattern.

(i) One of the problems which the Masai faced is the continuous loss of their

grazing lands. The colonial government also encouraged the local peasants

to expand cultivation. In India, the colonial power transfered the pasture

land from the common people to certain individuals. Large areas of grazing

lands was turned into game reserves in Africa. The pastoralists were not

allowed to enter the reserves. In India also, pastoral lands were reserved


SOCIAL SCIENCE S-7

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for commercial use or entertainment complex.

(ii) In India and Africa, some forests were reserved, while others were declared

protected. As a result, the pastoralists were not allowed to enter them and

to graze their animals. They lost their traditional forest rights like use of

timber, forest produce fuels and fodder for their livestock.

Or

What were the advantages and disadvantage of the use of mechanical

harvesting machine in USA? Write any three advantages and two

disadvantages. 3 + 2 = 5

Ans. Advantages of the use of mechanical harvesting machine in USA:

(i) It saved the use of physical labour and increased the agricultural output

manifolds. For example, the mechanical reapers could cut in a day as much

as five men could cut with cradles and 16 men with sickles.

(ii) With the uses of mechanical harvesting machines, USA became one of the

largest producer and exporter of wheat in the world.

(iii) It also led to the encouragement of trade and commerce.

(iv) The new machines allowed the big farmers to clear large forests, break up

the soil, remove the grass and prepare the land for cultivation.

Disadvantages of the use of mechanical harvesting machine in USA:

(i) Poor labourers had to face loss of jobs and starvation because a single

machine could do the work of scores of labourers.

(ii) For the poor families, machines brought misery. Many of them took bank

loans to buy machines, but could not repay their loans.

(iii) The expansion of wheat agriculture also led to the Dust Bowl tragedy.

Q. 22. Who set up the first cricket club in India and when? Explain their

contribution in the field of cricket. 2 + 3 = 5

Ans. Parsis were the first to set up a cricket club in India. In 1848, they set up the

Orient Cricket Club in Bombay.

Contribution:

(i) They were the first to come into close contact with the Britishers, because

of their trading interest. They were also the first Indian Community to

Westernise.

(ii) They built their own gymkhana to play cricket in Bombay (now Mumbai).

(iii) The Parsis cricket team in 1889 defeated a British team, which filled their

heart with triumph and soul with pride. Thus, they became the pioneers

of Indian cricket and set an examples for other Indians to establish their

own cricket club.

Or

Explain the impact of the World Wars on the clothing pattern of women.

5

Ans. (i) Clothes became abbreviated during the First World War (1914–1918) due

to practical necessity. During the war, many women in Britain were

employed in munitions factories,where they wore a working uniform

consisting of a blouse and trousers, with accessories such as head scarves,



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which were later replaced by khaki overalls and caps.

(ii) Bright colours gave way to sober hues, as the war progressed. As a result,

clothes became plainer and simpler.

(iii) Women workers’ uniforms depended on dress codes appropriate to the

work. Skirts became shorter and trousers became a vital item of clothing.

(iv) These changes were made to support the free movement during working

hours. Most important change was that women took to cutting their hair

short for safety and convenience, in action-oriented roles or factory

workshops.

(v) By the 20th century, plain and austere styles came to reflect seriousness

and professionalism.

(vi) New schools for children now attached more importance to plain dressing

and discouraged ornamentation. Gymnastics and games entered the school

curriculum for women. As women took part in sports in greater numbers,

they had to wear clothes that did not hamper movement.

Q. 23. “Parts of Rajasthan, Gujarat and leeward side of the Western Ghats

are drought prone.” Why? 5

Ans. Parts of Rajasthan, Gujarat and the leeward side of the Western Ghats are

drought prone. This is on account of the following reasons:

(i) Rajasthan is under the influence of South-West summer monsoons. The

Aravalli mountains lie parallel to the direction of these winds, coming from

the Arabian Sea. These low mountains are unable to check these winds.

Thus, western Rajasthan is particulary dry, while the southern parts receive

very little rainfall.

(ii) This area lies very far away from the Bay of Bengal. Thus, the Bay of Bengal

monsoon winds are already dry, as they lose their moiture, when they reach

Rajasthan.

(iii) This area is also far away from the mountain region. Thus, it is not influenced

by the monsoons, causing rain in the sub-Himalayan region.

(iv) Gujarat has high variability in rainfall. Thus, it is a drought prone area.

(v) The leeward slopes of the Western Ghats are in the rain shadow region.

Q. 24. What factors control the diversity and growth of fauna and flora?

Explain. 5 × 1 = 5

Ans. The growth of fauna and flora depends on the following factors:

(i) Temperature: The character and extent of vegetation is mainly

determined by the temperature along with humidity in the air, precipitation

and soil. On the slope of the Himalayas and the mountains of the Peninsula

above the height of 21.5 metres, the fall in the temperature affects the

types of vegetation and its growth and changes it from tropical to sub-

tropical temperature and alpine.

(ii) Sunlight: The variation in the Sun’s radiant energy at different places is

due to differences in latitude, atlitude, season and duration of day. Due to

long duration of sunlight, trees grow faster in summer.

(iii) Precipitation: Almost the entire rainfall is caused by the advancing South-

West monsoon and the retreating North-East monsoon. Areas of heavy


SOCIAL SCIENCE S-9

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rainfall have dense vegetation as compared to the other areas.

(iv) Soil: The soil is one of the major factor effecting the growth of flora and

fauna. Changes in soil condition have given rise to a peculiar type of

vegetation in many areas, such as mangrove forests, swamps and sandy

coastal forests.

(v) Relief: It is another major factor affecting the vegetation of a region. Plain,

plateaus and mountains have different types of vegetation.

Q. 25. How does the Indian Parliament control the Executive? Explain. 5

Ans. The Indian Parliament controls the Executive in the following ways:

(i) The Prime Minister and the other ministers are elected from the Parliament

and after becoming ministers, they remain the members of the Parliament.

They participate in the meetings of the Parliament.

(ii) The ministers are accountable for their actions and policies to the

Parliament.

(iii) The members of the Parliament can ask the ministers questions regarding

the functioning of the administration. The ministers should give a

satisfactory reply to all these questions.

(iv) The members of the Parliament, by introducing the ‘Adjournment Motion’,

can invite the attention of the government to a serious problem or event.

(v) During discussion on budget, the members of the Parliament discuss the

working of different departments of the government and criticise the

policies of the government.

(vi) The Cabinet continues to remain in office, according to the wishes of the Lok

Sabha. It can seek the removal of the Cabinet by passing a no-confidence

motion or by rejecting an important government bill or by passing a

resolution for reducing the salary of the particular minister.

Q. 26. Explain the Right to Personal Liberty. 5

Ans. Articles 20-22 aim at protecting the individual’s life and personal liberty.

(a) No person shall be convicted of any offence, except for violation of a law.

(b) No person shall be subjected to a penalty greater than that which might

have been inflicted under the law.

(c) No person shall be deprived of his life or personal liberty except according

to procedure established by the law.

(d) The State shall not deny to any person equality before law.

(e) No person can be arrested in any arbitrary manner, nor can he be detained

for an indefinite period.

(f) The Constitution also provides some safeguards to persons arrested under

the preventive detention law.

Defence against Imprisonment (Article 22)

1. The imprisoned person must be introduced to the reasons of his

imprisonment.

2. He should be free to contact his advocate.

3. He should be presented before a magistrate within 24 hours of his


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