Class-8 Civic Chapter-19 National Movement and Achievement of independence

EVENTS CONVENT HIGH SCHOOL

25/02/2021          Class-8                SLOT-2
Civic
Chapter-19
National Movement and Achievement of independence

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1)    Choose the correct option of the following

 Question 1.When Rollat Act was passed?

(a) 7 April 1819

(b) 8 March 1919

(c) 2 January

(d) 6 March 1919

Answer:

(b) 8 March 1919

 

Question 2.Who was the Lt. Governor of Punjab during Jallianwala Bagh Massacre?

(a) Lord Dalhousie

(b) Lord Macually

(c) General O Dyer

(d) O Dyer

Answer:

(c) General O Dyer

 

Question 3.Who was the President of Swaraj Dal?

(a) Motilal Nehru

(b) Chittaranjan Das

(c) Gopal Krishan Gokhle

(d) Dada Bhai Naorozi

Answer:

(b) Chittaranjan Das

 

Question 4.When Salt Satyagrah Movement began?

(a) 5 March 1931

(b) 8 August 1942

(c) 12 March 1930

(d) none of the above

Answer:

(c) 12 March 1930

    

1.     Fill in the blanks:

1)    6 April 1919 was celebrated as Day of national dishonor

2)    Simon Commission came to India in On 3rd February 1928

3)    Gandhiji undertook the Dandi March to break the Salt Law.

4)    In 1940 the annual session of Muslim League was held at Lahore.

  

2.     Very Short Answer Type Questions

Question 1.Which title was given to Gandhiji by the British?

Answer:Gandhiji was offered Kaiser-I-Hind title by the British Govt.

 

Question 2.Give names of the prominent leaders of Swaraj Dal?

Answer:Chittaranjan Das and Moti Lal Nehru founded the Swaraj Dal. Chittaranjan Das was its President Vithallbhai Patel, Chittaranjan Das  and Moti Lal Nehru were its prominent leaders.

 

Question 3.When the Second World War broke out?

Answer:The Second World War broke out in September 1, 1939 when Germany invaded Poland. On September 3, Britain also joined war in favor of Poland. The Govt, of India immediately joined the War without consulting the national Congress. The annoyed Congressmen in protest tendered registrations in the seven Provinces.

  

3.     Short Answer Type Questions

 Question 1.Why Khilafat Movement was started?

Answer:At the end of First World War, Turkey defeated by the British forces suffered injustice at the Lands of Britain. Khalifa was dethroned from his post. He was the religious head of the Muslims and Muslim community in India opposed this heinous act against Turkey. In 1919 under the leadership of Mohammed Ali Jinnah, Shaukat Ali, Maulana Azad the Khilafat committee war formed.

The objective of Khilafat movement was to protest against the injustice done to Khalifa and Turkey. The Khilafat movement was given full supports by Gandhiji and the Indian National Congress.

 
Question 2.What were the major objectives of Swaraj Dal?

Answer:Main objectives of Swaraj Dal:

To achieve Swaraj

To interrupt official work

To oppose the policies of British Govt

To develop national awakening

To enter Councils by election.

The members of Swaraj Dal Vithallbhai Patel, Chittaranjan Das and Pt. Moti Lal Nehru and other members jointly formed an independent forum and put up demands before the Govt. when the Govt, did not consider the demands they interrupted the Govt, working.

 

Question 3.Why Gandhiji put off the Non-cooperation Movement?

Answer:Gandhiji withdraw Non-cooperation Movement because an excited crowd of people set fire to a police station at Chauri Chaura in Uttar Pradesh which caused the death of 22 policemen including as Inspector. Mahatma Gandhi was pained to see that the country had not understood the message of non-violence.

 Long Answer Type Questions

 Question 1.Describe about the Jallianwala Bagh Massacre?

Answer:There was a great resentment among the people on the restrictions on the entry of Gandhiji and other leaders in Punjab. This protest grew more intense when two leaders of Punjab Dr. Satpal and Dr. Saifuddin Kichlu were arrested without any reason by Deputy Commissioner of Amritsar. The people took out a peaceful rally in protest of this arrest. The police tried to stop the procession but failing to stop they fired.

 
After that the procession became very violent and people set houses on fire. The Govt, handed over the charge of Amritsar in the hands of General 0 Dyer on April 10, 1919. On the day of Baisakhi on April 13, 1919 a General Meeting was held at 4:30 p.m. in Jallianwala Bagh. Ten thousand people gathered there.

 

General Dyer reached there with 400 armed laced troops and without prior information to the crowd he ordered firing. The firing resulted in thousands of death and large number of people met fatal injuries. This heinous act of inhumanity hurt the feelings of Indians all over the country. They organised protests against British Government.

 

Question: 2.What were the key programmes of Non-Cooperation Movement?

Answer:In December 1920 in Nagpur the Congress session unanimously adopted the non-cooperation proposals mooted by Gandhiji. The movement was supposed to be fully peaceful. And to show non-cooperation with the Govt, at all level. The movements had two sides:

Answer: To denounce Govt, posts and titles.

Boycott Govt, schools and colleges.

Boycott Judiciary.

Not to pay taxes.

Boycott of foreign goods and clothes.

B. Positive side:

 

Establish national schools and colleges.

To settle disputes by Panchayats.

Stress on truth and non-violence.

To promote Charkha for spinning and weaving.

To enroll one crore volunteers to make the movement successful.

Class-7 Civic Chapter-26 Role of Gender

 

EVENTS CONVENT HIGH SCHOOL

25/02/2021              Class-7                SLOT-2
Civic
Chapter-26
Role Of Gender

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D.Answer the following questions:-

Que.1 What is gender discrimination? Explain in detail.

Ans .1unjust and undignified discrimination between male and female is called gender inequality or gender discrimination it is a social problem and has nothing to do with the biological factors associated were there is prejudice between males and females cannot progress..

 

Que .2Describe the place of women in the modern society?

Ans .2women are important in our society and every woman has her own job aur duty this modern society in which men are still the stronger gender.

 

Que .3What do you understand by sati system?

Ans .3Sati is a dispensable social level in which a window is forced to ban herself in the funeral pyre of a dead husband Arshi resist she is forced to do so.

 

Que .4What is dowry system ? what do we call it a social evil?

Ans dowry is a system in which the parents of girl child have to give money valuable and goods sector at the time of girls marriage due to the evils of dowry many girls are unmarried as their parents cannot afford dowry in many other cases they have to suffer a lot even after their marriage.

 

Que.5 What do you understand by women empower empowerment?

Ans .5Women empowerment means to give equal rights to women women have equal rights to participated in education society economy and politically.

 

Que When was sati system abolished?

Ans.Sati system was abolished in 1829.

Class-6 Social studies Civic Chapter-28 Rural Livelihood

 

EVENTS CONVENT HIGH SCHOOL

25/02/2021         Class-6                 SLOT-2
civic
Chapter-28
Rural Livelihood

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Que-1 Whom did Avinash sell his catch?

Ans- 1Avinash sale his catch to the auctioneers.

Que-2 What is livelihood? why do we need to adopt a livelihood?

Ans -2 Livelihood means securing the basic necessities of life. We need food clothing and shelter for our life easy and comfortable for catching such services and cure delete money to buy them so they need to adopt a livelihood.

Que-3 Name the different types of livelihood that rural people adopt

Ans-3 The main occupation of the rural people adopt are trade commerce manufacturing and transport and territory occupations.services.

Que-4 When does Anita pray for husband safety?

Ans-4 Then the weather is rough or the sea is called me then Anita pray for her husband safety.

Class-5 Maths (Slot-2 "Revision Question")

EVENTS CONVENT HIGH SCHOOL

70, LALA LAJPAT RAI COLONY, BAGH DILKUSHA BHOPAL

SLOT-2 REVISION QUESTIONS
 maths
class-5

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Class-4 Maths (Slot-2"Revision Questions")

EVENTS CONVENT HIGH SCHOOL

70, LALA LAJPAT RAI COLONY, BAGH DILKUSHA BHOPAL
SLOT-2 REVISION QUESTIONS
 MATHS
class-4
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Class-3 Slot- 2 Maths ("Revision Questions")

EVENTS CONVENT HIGH SCHOOL

70, LALA LAJPAT RAI COLONY, BAGH DILKUSHA BHOPAL

SLOT-2 REVISION QUESTIONS
 MATHS
class-3
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Class-9 History Chapter-14 Forest society and colonialism

 EVENTS CONVENT H. SCHOOL

24/02/2021             Class-9                 SLOT-2
History
Chapter-14
Forest society and colonialism

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Question-1Discuss how the changes in forest management in the colonial period affected the following groups of people:

Solution: (a) Shifting Cultivators: Shifting cultivation was a traditional agricultural practice in many parts of Asia, Africa, and South America. Parts of the forest are cut and burnt in rotation. After the first monsoon rains, seeds are sown in the ashes, and crops are cultivated. Cultivation is continued for a couple of years. Then the forest is allowed to grow in the area for 12 to 18 years. Then they are cut and burnt once more. This rotation is called Shifting cultivation.

 

 (b) Nomadic and Pastoralist Communities: Nomadic and pastoralist communities moved about in the mountains and deserts and in the plains and plateaus of India and Africa. The pastoralist communities formed an important part of the population in both countries during the Colonial era. When the Colonial government established control over the forests it affected the pastoralist communities in a big way.

The pastoralist communities always moved from place to place with their cattle. When forests were destroyed by the government to expand agriculture, the Nomads lost grazing fields for their cattle. This brought a lot of hardship to the pastoralist communities.

 

 

(c) Firms Trading in Timber/Forest Produce :Large expanses of forests were cut for timber and forest produce. The Colonial Government was worried about this reckless felling of trees. It passed the Indian Forest Act in 1865. This Act was amended in the year 1878. Under this amendment the forests were divided into 3 categories, – reserved, protected and village forests. Villagers and local firms trading in timber and forest produce could not take anything from the reserved or protected forests which had the best trees. This affected the traders immensely.

 

(d) Plantation Owners :Vast areas of forests were given to European Planters, at a very cheap rate by the Colonial government. Natural forests were cleared to cultivate tea coffee and rubber trees. There was a great demand for these commodities in Europe. These plantations were fenced off and others were not allowed inside.

 

(e) Kings/British Officials engaged in Shikar :Forest laws banned hunting of deer, partridges, and small animals. People who lived near the forests were deprived of their livelihood and food because of this ban. Contrary to this ban hunting of big animals like the tiger, leopard and wolves became a sport for the kings and the British.

 

Question-2What are the similarities between the colonial management of the forests in Bastar and in Java?

Solution:The similarities between the colonial management of forests in Bastar and in Java are as follows.

Colonial management in Bastar: In 1905, the colonial government proposed to reserve 2/3 of the forests, stop shifting cultivation, hunting and collection of forest produce.

The villagers were suffering from increased rents and demand for free labour and goods by colonial officials.

 

In Java, villagers were punished for grazing cattle, transporting goods without permit or travelling on forest roads.

The Dutch needed labour to cut trees, transport logs and prepare sleepers. They introduced the blcmdongdiensten system. According to this system, they first introduced rents on land being cultivated in the forest and then some villages were exempted from paying rent, if they worked collectively to provide free labour and buffaloes for cutting and transporting timber. It was similar to ‘forest villages’.

Question-3 Between 1880 and 1920, forest cover in the Indian subcontinent declined by 9.7 million hectares, from 108.6 million hectares to 98.9 million hectares. Discuss the role of the following factors in this decline:

Solution:Railways The expansion of the railways became a necessity as trade and transportation increased. Wood was needed as fuel to run the steam locomotives. Wood was also needed to lay railway line sleepers, which held the tracks together. So, forests were destroyed to provide the wood needed for the expansion of the railways.

 

Shipbuilding :The British Government needed huge ships for its Royal Navy. Ships are built of strong, durable timber. When the oak forests in England began to disappear the British attacked the forest resources in India.

Agricultural expansion:As the population increased over the centuries, demand for food also increased. To meet the increased demand for food more land had to be cultivated. If more land had to be cultivated, forests had to be destroyed and brought under the plough. So, forests were cleared to meet agricultural expansion.

 

Commercial farming:During the Colonial period the demand for commercial crops like jute , sugar, wheat and cotton increased. Europe needed more food grain for its growing population and more raw material for its growing industrial production. So, forests were destroyed to enable commercial farming.

 

Tea/Coffee plantations: Vast areas of forests were given to European Planters, at a very cheap rate by the Colonial government. Natural forests were cleared to cultivate tea and coffee as there was a great demand for these commodities in Europe.

 

The Adivasis were hired by the forest department, during the colonial period to cut trees and make sleepers for the railways. But the Adivasis were not allowed to cut trees to build their own houses.

 

Question-4Why are forests affected by wars?

Solution:The wars affected the forests. The First World War and Second World War left a deep impact on the forests. The working plans were given up and trees cut to fulfil the war needs. In Java, just before the Japanese attacked the Island, the Dutch followed ‘a scorched earth’ policy destroyed sawmills and burnt huge piles of teak wood. When the Japanese, came to Java, they exploited the forests for their own needs.