Class 8

SCERT AP Board 8th Class Social Solutions 8th Lesson Impact of Technology on Livelihoods Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 8th Lesson Impact of Technology on Livelihoods

8th Class Social Studies 8th Lesson Impact of Technology on Livelihoods Textbook Questions and Answers

Question 1.
Narahari created the following list of activities where technology is not used. Do you agree with him? If not, prove him wrong.
a) While singing a song
b) While cooking idli
c) While performing drama on the stage
d) While making garland for sale
Answer:
I do not agree with Narahari. I think his words are wrong.
Technology is the practical application of knowledge in our everyday lives that leads to a new product or an improvement in the way something works or how something is done. There is no question of this and that. It is useful in all the activities.

Question 2.
Describe how the situation of labour has changed in powerlooms and mills. Do you think this change is beneficial to the labourers or to the owner? Give reasons for your answer.
Answer:
Textile mills have a large number of workers. They have workers’ unions or labourer unions. These unions fight for their rights and their better conditions. Powerlooms are small units. Compared to mills, powerlooms pay a very low salary. While mills pay workers monthly salary, workers in powerlooms are paid on piece rate basis. If there is any powercut, powerloom workers are not given salaries. Trade unions do not exist in most powerloom clusters. They have no pensions or other social security provisions.
Due to these reasons, we can say that this change is beneficial to the owners.

Question 3.
What are the advantages of using CHs? Who benefits most? Why do farmers use CH?
Answer:
Advantages of using CHs:

1. CH harvests the crop, threshes and cleans the grian from chaff.
2. Use of CH helps in timely harvest of paddy. It takes less time, reduces the crop loss and helps farmers to tackle the peak time labour shortage.
3. It also saves from vagaries of weather in coastal regions of Tamil Nadu, Andhra Pradesh and Odisha.
4. The farmers are able to sow the second crop without much delay.
5. Their dependency on labourers is also reduced.
   The farmers benefit most.
   Due to excess benefits by using CH, the farmers are using these CHs.

Question 4.
Changes in technology lead to changes in job opportunities. Do you agree with this statement? Why?
Answer:
I agree with this statement.
Reason: Technology with skills creates new jobs.
e.g.: Many landline companies and mobile companies were started. These companies export these phones to many countries.
It created new jobs for young people to work in multi-national companies, producing mobile handsets, telephone booths, mobile sales, repair and recharge/top-up shops.

Question 5.
Prabhavathi feels that it is true that telephone technology has changed. She feels that new jobs are available to only educated persons. She also says that many people in India are not literate and hence modern technology is always biased to the educated. Do you agree with her? Give your reasons.
Answer:
I don’t agree with Prabhavathi.
Technology changed as she said, but it is useful to all. e.g.: Now fishermen, rickshaw pullers etc., are using cell phones.
With a minimum educational qualification so many are working as mechanics and technicians. Skill is needed in some works and technology instead of education.

Question 6.
In this chapter, changes in technology in three sectors are discussed. In the following table identify a different example for each of these sectors that is not discussed here:

Sl.No.	Sector	Older technology	Newer technology	Any impact on livelihood/ amount of production/increase or decrease in human effort
1	Agriculture
2	Industry
3	Service

Answer:

Sl.No.	Sector	Older technology	Newer technology	Any impact on livelihood/ amount of production/increase or decrease in human effort
1	Agriculture	Transporting coal in trolleys in mines	Through conveyor belt.	Production increased, human effort decreased.
2	Industry	Techniques & Tricks old cameras in film industry	Computers, digital cams, graphics	Livelihood, amount of production increased, human effort decreased.
3	Service	Surface railway lines	Metro Railways	Human effort decreased.

Question 7.
Read the paragraph under the heading “New Skills and New Jobs” and answer the following:

Many private companies including the government-owned ones provide both landline and mobile connections. Private companies continue to expand their share in the telecommunication services. Many companies are being established in India to manufacture handsets. These companies are now exporting to more than 80 countries around the world. The telephone/ mobile technology also came up with the need for new skills. It created new jobs for young people to work in multinational companies, producing mobile handsets, telephone booths, mobile sales, repair and recharge/ top-up shops.

What are the newly created jobs for young people in your area?
Answer:
Work in multinational companies, producing mobile handsets, telephone booths, mobile sales repair and recharge/top up shops are the newly created jobs for young people in our area.

Question 8.
Locate the following in the world map:
1) England 2) USA 3) India
Answer:

Question 9.
The people live in forest and adjacent to forest cannot afford to use latest technology. What measures do you suggest for improving their lives?
Answer:
We should not think using technology is only as improvement. The people living in forest and adjacent to forest are living in Nature’s lap. They are living in groups. All the blood relations live mostly in the same group. So they may not need phones or technology. The government should introduce technology to them. It should create better conditions to improve their lives. Then only they can lead an improvised life.

Project work

Mallaiah is a farmer in Sripuram village. There are about 100 houses in the village. Today all the work like planting, weeding, harvesting, spraying pesticides and fertilisers is done by machines. In olden days, it was all done manually. There are more than 33 tractors and about 15 harvesters available in his village. A few of them are given on hire. The owners of the tractors charge Rs. 300 per hour for tilling the fields. More and more farmers are now using these machines in their fields. Based on this information, create a wall paper with illustrations and possible discussions between different groups of people in the village.

Answer:
Wall Paper
a) Mr. Mallalah: I need a tractor on hire
Tractor Owner: How many acres to be ploughed?
Mr. Mallaiah: 3 acres.
Tractor Owner: For one hour, Rs. 300. When do you need?
Mr. Mallaiah: Today only.
Tractor Owner: I already agreed for others.
Mr. Mallaiah: I pay Rs. 400 per acre
Tractor Owner: 0k. I will send traàtor by evening.

b) Tractor Owner: Tractor is under repair.
Mechanic: What is the problem?
Tractor Owner: Tractor’s wheel is caught. It is not working.
Mechanic: Tractor lost bearings. It will cost Rs.1000/-
Tractor Owner: 0k repair it. I have many works.
Mechanic: Not now, by evening I will do it.

c) Old Man: In our days we used to do all these works manually.
Young man: What are the works?
Old Man: Sowing, ploughing and transplanting.
Young man: Today we need not do all works.
Old Man: Yes, you all have machines.

d) Farmer: Mastri, I need 30 labourers.
Mastri: For what work?
Farmer: For harvesting.
Mastri: Now we are not doing all these works.
Farmer: Why?
Mastrl: Now combined harvesters is going on.
Farmer: Is it available!
Mastri: Our charges are high it will be ready by tomorrow morning.
Farmer: I cant pay so much for labourers. I will wait for combined harvester.

8th Class Social Studies 8th Lesson Impact of Technology on Livelihoods InText Questions and Answers

Question 1.
What are the advantages of using CH (Combined Harvester) in agricultural production? Make a list from the above text. (Textbook Page No. 94)
Answer:
Advantages of using CH in agricultural production:

1. CH is one of the important machines used for paddy harvest.
2. It harvests the crop, threshes and cleans the grain from chaff.
3. It helps in timely harvest of paddy.
4. It takes less time, reduces the crop loss and helps farmers to tackle the peak time labour shortage.
5. It also saves the crop from the vagaries of weather in coastal regions of Tamilnadu, Andhra Pradesh and Odisha.
6. The farmers were able to sow the second crop.
7. Their dependency on labour is also reduced.

Question 2.
List the jobs lost by agricultural labourers when Combined Harvesters are used. (Textbook Page No. 94)
Answer:
They lose the jobs of harvesting the crop, threshing and cleaning the grains from chaff when CHs are used.

Question 3.
Fill in the blanks: (Textbook Page No. 97)
i) The production of cloth is classified into four categories as mill, handlooms ———– and ———–.
ii) ———– state had the largest number of handlooms in 1988.
iii) ———– state had the largest number in 2009.
iv) Which state had the lowest number of handlooms in 2009?
v) The ———– pays the worker a salary while the ———– pays the workers on ———– rate.
Answer:
i) hosieries; powerlooms.
ii) Tamilnadu
iii) Tamilnadu
iv) Punjab
v) mill, powerloom, piece

Question 4.
Do you think it is appropriate to use CHs in India where a large section of people working in agriculture as labourers, are poor, and there is so much problem of rural unemployment? (Textbook Page No. 94)
Answer:
We can think in two angles about this problem.
We can say that it is not appropriate by keeping the following in view:

1. Rural unemployment
2. More dependency on agriculture. They may lose their livelihood.
3. While keeping the development of the country in view – it is appropriate.

Extensive farm mechanisation is widely prevalent in developed countries. These human resources can be used in other sectors by providing various job opportunities. This helps the development of the country.

Question 5.
In this chapter, we saw the photos of many women engaged in technology. Many of them like the one above does not have an Engineering degree. Conduct a debate in classroom what biases/ stereotypes exist about women getting educated as engineers. (Textbook Page No. 99)
Answer:
“Women education brightens the future”. Degree is an acknowledgement to their knowledge. There are so many skilled persons in many areas without qualifications, e.g.: The village farmers have more knowledge than agricultural graduates.
If the women acquire Engineering graduation, they will get higher positions. They educate their families. They lead their families and nation to development.

Question 6.
Who were the contributors to this industrial revolution? (Textbook Page No. 90)
Answer:

Inventions	Their inventors
1. Spinning Jenny	James Hargraves
2. Steam Engine	James Watt
3. Steel Making	Henry Bessem
4. Electricity and Light bulb	Thomas Aiwa Edison
5. Telegraph	Samuel F.B. Morse
6. Telephone	Alexander Grahambell etc.

These persons were contributors to this industrial revolution.

Question 7.
Find out the story of the first steam engine. How did this lead to establishment of Railways in India? (Textbook Page No. 91)
Answer:
Steam Engines were used to pump water out of mines in England when James Watt was born. The discovery that steam could be harnessed and made to work is not credited to James Watt. We do not know that exactly who made that discovery, but we do know that the ancient Greeks had crude steam engines. James Watt however is credited with inventing the first practical steam engine. And so the history of the modern steam engine often begins with James Watt.
There were no railway lines in India upto 1850. It was almost 100 years to the British. Colonial rule in India. They need transport facilities in this vast country. So they inaugurated the first railway line in 1853 which ran from Bombay to Thana. Since then the distance is reduced in India.

Question 8.
It is argued that new jobs can be created in rural areas through infrastructure works. Link roads, tanks, bunds etc., can be created through labour intensive schemes. If you live in rural area, find out if any such activities are being done and discuss if these will suffice the livelihoods of the people there. (Textbook Page No. 94)
Answer:
A few years back the then government introduced a scheme ‘Food for Work’. Many works were undertaken in our village. Digging out soil from ‘Cheruvus’ is one of those works. They used this soil to lay roads. They used quarry dust also in laying roads. Digging drainage canals was also a work in this scheme. But the labourers were given ‘rice’ instead of money.
One cannot lead their life only with rice. So they started exchanging the rice with money. As a result the purpose of the scheme got sidetracked. Even then we can say that this scheme helped the labourers in rural areas. These are helpful to them in non-crop season.

Question 9.
How have computers changed the life around you? (Textbook Page No. 91)
Answer:
Computers have changed our lives in many different ways and aspects. Almost everyone depends on computers. People depend on computers for bank transactions, bus reservations etc. People may not even leave the houses for shopping. Meetings and tele conferrences are also conducted by using computers and internet.

Question 10.
Did you see solar energy being used in your neighbourhood, town or city? Make a short list. Why is this source of energy not used even more widely? Discuss. (Textbook Page No. 91)
Answer:
We live in Sai Sri Nilaya apartments in S.N. Puram, near (Boys) Z.P. High school in Vijayawada. We use solar water heaters in our apartment. On the roof of our apartment, there are many solar panels. We get hot water throughout the day. But to get them we have to waste some cold water. The following solar instruments are used by our neighbours.

1. Solar heaters.
2. Solar lanterns / lamps.
3. Solar cookers.
4. Solar stoves.
5. Solar batteries/inverters

The reason for not using them widely:

1. Installation Price: Cost of installing solar technology is too expensive.
2. Variable sunlight: Inconsistency of Sunshine throughout the year.
3. An aesthetic appeal: The opinions of the people who think solar panels look ugly.
4. Day purpose only: They can be used only in daytime only.
5. Clouds: If it is cloudy, we get less amount of energy.

Question 11.
In many villages, agricultural labourers, women labourers, in particular, were found to be upset seeing the operation of CH. Why? (Textbook Page No. 94)
Answer:
The operation of CH lessens the work opportunities and income to the agricultural labourers, particularly women labourers. This machine does almost all the works of women labourers. If this machine is used widely, they lose their livelihood. So, they were found upset.

Question 12.
Find out the current rates of phone calls and discuss reasons for the difference in the rates for between companies and why they are decreasing? (Textbook Page No. 99)
Answer:
At present the rates were very low.
For e.g.:

Some phones are giving free offers to some selected numbers.
Every company is planning to increase their connections. So they are decreasing their rates. So the differences occur in rates.

SCERT AP Board 8th Class Social Solutions 11th B Lesson National Movement: The Last Phase 1919-1947 Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 11th Lesson National Movement: The Last Phase 1919-1947

8th Class Social Studies 11th Lesson National Movement: The Last Phase 1919-1947 Textbook Questions and Answers

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Question 1.
Create a table to show the various efforts of Gandhiji in the national movement.

Event	Gandhiji’s Role

Answer:

Event	Gandhiji’s Role
1917 & 1918 Peasants’ struggle	His earliest interventions were in local movements in Champaran and Kheda where he led peasants in their struggles against unfair terms and excessive taxes.
1919 Mill workers strike	In Ahmedabad he led a successful textile workers strike in 1919.
1919 Rowlatt Act	Gandhiji gave a call for Satyagraha against the Rowlatt Act.
1920 Punjab wrongs	Gandhiji supported the Muslims call and urged the Congress to campaign against “Punjab wrongs”, the Khilafat wrong.
1920-22 Non-Cooperation Movement	Gandhiji demanded Swarajya and abruptly called off Non­Cooperation movement.
1930 Salt Satyagraha, Civil Disobedience	He led a campaign to Dandi village from Sabarmathi Ashram in Ahmedabad and refused the British laws.
1942 Quit India movement	Quit India resolution was passed on 8-8-1942 at Bombay. “British Rule in India must end immediately”; Gandhiji addressed memorable words to the Indian People.
194, Aug 15	He rendered his services till we attained our independence.

Question 2.
The national movement fought all attempts of the British government to deny democratic freedom and rights of the people. Give examples of the rights which the government tried to curtail and the movement launched against it.
Answer:

1. In 1919 the British introduced and passed the Rowiatt Act. The act curbed the fundamental rights of citizens and strengthened police powers.
   The National leaders declared 6-4-1919 “the day of humiliation and prayer” and hartal, Satyagraha sabhas were set up to launch the movement.
2. In 1920 the British imposed a harsh treaty on the Turkish Sultan or Khalifa.
   The nationalist leaders and Muslim League opposed this as Punjab wrongs’ and ‘Khilafat wrong’ and demanded swaraj. They announced Non-Cooperation movement.
3. The British government decided to convert Chirala-Perala into a municipality. They forced high taxes. The people refused, under the leadership of Duggirala Gopalakrishnayya, to pay the taxes. They migrated to a new settlement called Ramnagar and remained there for eleven months.
4. The Britishers imposed tax on ‘Common salt’. The nationalists opposed this and started civil disobedience movement.
   Thus the Indian Nationalists opposed all the negative activities of the British government.

Question 3.
To what extent was the Salt Satyagraha successful in its objectives? Give your assessment.
Answer:
A wave of enthusiasm swept the country during the Salt Satyagraha. Sait laws were broken at many places and even women took part in the Civil Disobedience Movement. In Delhi alone, 1600 women were imprisoned. This movement was not confined to the Salt Satyagraha alone. Foreign-cloth shops and liquor shops were picketed and were burned. Hand spinning was taken up as a movement. British schools, colleges, and services were boycotted. The people joined in large numbers in this movement.

The combined struggles of the Indian people bore fruit when the Government of India Act of 1935 prescribed provincial autonomy and the government announced elections to the provincial legislatures in 1937.
Thus it was successful in its objectives.

Question 4.
Which of the following was part of the national movement?
a. Picketing shops that sell foreign clothes
b. Hand spinning thread to weave clothes
c. Burning imported clothes d. Wearing khaddar
e. All the above
Answer:
e) All the above

Question 5.
What were the different events that led to the partition?
Answer:

1. In 1940, the Muslim League had moved a resolution demanding the Independent States for Muslims.
2. From the late 1930s, the League began viewing the Muslims as a separate ‘nation’ from the Hindus.
3. The provincial elections of 1937 seemed to have convinced the League that Muslims were a minority and they would always have to play second fiddle in any democratic structure.
4. Muslim League sought to enlarge its support in the early 1940s when most Congress leaders were in jail.
5. At the end of the war in 1945, the British opened negotiations between the Congress, the League but failed.
6. In 1946 elections the Congress did well in the ‘Genera! Constituencies’ but the League’s success in the seats reserved for Muslims was spectacular. It persisted with its demand for “Pakistan”.
7. The Cripps Mission could not get the Congress and the Muslim League to agree to specific details of the proposal – the United India.
8. Muslim League announced 16th August, 1946 as ‘Direct Action Day’. By March, 1947 violence spread to different parts of northern India.
9. Louis Mountbatten was not able to resolve the differences between the Muslim League and the Congress Party.
10. India became independent on 15th August, 1947 while Pakistan celebrated its independence on 14th August.

Question 6.
Look at the India map and fill colors in Pakistan and Bangladesh which are our adjacent countries.
Note: The students are advised to fill colours in Pakistan and Bangladesh in practise.
Answer:
Both Pakistan and Bangladesh are our neighbouring countries.

Question 7.
Read the first paragraph under the heading ‘The Happenings of 1922-1929’ and answer this, ‘Gandhiji called off the movement after the violence. How do you support it?
Answer:
The Non-Cooperation Movement held in February 1922 turned violent. A crowd of peasants set fire to a police station in Chauri Chaura. Twenty-two policemen were killed on that day. Realizing that the situation was going bad to worse, Gandhiji abruptly called off the movement.

Gandhiji followed non-violence and Satyagraha. Those were against this violence. Hence I support Gandhiji’s decision.

Question 8.
As a part of Non-Cooperation movement, what incidents took place in our state?
Answer:
Guntur district was at the centre of nationalist activity and the participation was very widespread including not only students, but also merchants and peasants in the villages. A highlight of the Non-Cooperation movement was the famous Chirala Perala movement. The government decided to convert this town into a municipality and forced high taxes. About 15,000 people of the town led by Duggirala Gopalakrishnayya refused to pay the taxes and migrated to a new settlement called Ramnagar and remained there for eleven months. There was a powerful movement of non-payment of land revenue by the peasants and mass resignations of village officers. People said, “Gandhiji’s swaraj is coming and we will not pay taxes to this government.”

Another major development was the Forest Satyagraha in Palnati taluka of Guntur district and also in Rayachoti taluka of Kadapa district. Peasants began sending herds of cattle into the forests without paying grazing fees to the forest department. In many villages of Palnadu, people declared Gandhi Raj and attacked police parties. People were convinced that the colonial rule was coming to an end and the forests would be back in the control of the village people. In the two taluqs, the forest administration had to virtually close down during the agitation period.
These were some of the incidents that took place in our state as a part of Non-Cooperation movement.

Question 9.
Write a brief note on Quit India Movement.
Answer:

1. On 8th August, 1942 the Quit India Movement was launched.
2. In this movement all the categories of people from throughout India participated.
3. Younger activists organized strikes and acts of sabotage all over the country.
4. In several districts, such as Satara in the west and Medinipur in the east, “independent” governments were proclaimed.
5. The young in very large members, left their colleges to go to jail.
6. During this time Mahatma Gandhi addressed these memorable words to the Indian people. “Every one of you should from this movement onwards consider yourself a free man or woman and act as if you are free. I am not going to be satisfied with anything short of complete freedom. We shall “do or die”. We shall either free India or die in the attempt”. Like this he encouraged all people to participate in this movement. Due to the above reasons Quit India movement become popular.

Question 10.
Prepare a timeline chart on Freedom Struggle from 1885 to 1947.
Answer:

Year	Events
1) 1885	Indian National Congress established.
2) 1886	Congress representatives were elected for local bodies (436).
3) 1885-1905	The period of Moderates
4) 1903	Swadeshi movement.
5) 1905	‘Vande Mataram1 movement against the partition of Bengal.
6) 1905-1920	The period of Extremists.
7) 1907	A split in Congress
8) 1915	Home Rule movement by Tilak and Annie Besant.
9) 1916	Congress united in Lucknow pact.
10) 1915	Gandhiji arrived – joined in Indian freedom movement.
11) 1917	Champaran local movement
12) 1918	Kheda struggle
13) 1919	Ahmedabad Mill workers strike, Satyagraha against the Rowlatt Act.
14) 1920	Khilafat movement
15) 1921	Non-Cooperation Movement
16) 1922	Chauri-Chaura incident, called off Civil disobedience
17) 1930	Dandi Satyagraha – Civil disobedience recalled on.
18) 1935	Government of India Act
19) 1937	Elections to the provincial legislatures
20) 1940-1945	Radical Nationalists period
21) 1942	Quit India Movement
22) 1942-44	Parallel government of Midnapur people
23) 1946	Elections, Muslim League persisted for separate Pakistan
24) 1946	Cripps Mission, Muslim League announced as Direct Action Day
25) 1947	Violence spread to different parts of northern India.
26) 1947-14th Aug	Independence to Pakistan
1947-15th Aug	India became independent

Question 11.
Did the fruits of sacrifices of many great leaders of Independence movement reach all the people? Mention your opinion on this.
Answer:
My opinion: I think that the fruits of sacrifices of many great leaders of independence movement reached all the people in the early period after independence. But it is sorry to say that the spirit of independence is hanged at present.
Reasons:

1. corruption
2. violence
3. lack of belongingness etc.

8th Class Social Studies 11th Lesson National Movement: The Last Phase 1919-1947 InText Questions and Answers

Question 1.
Do you think it is right to give the police such powers to suppress revolts? (Textbook Page No. 130)
Answer:
Terrorism and showing anger through demonstrations are two delicate issues. The police should recognise the tenderness and difference between these two. Then only it is right to give such powers.

Question 2.
Find out more about Chirala Perala Movement and the Forest Satyagraha. Prepare a skit and enact it in the class. (Textbook Page No. 132)
Answer:

Independence Movement -1919

Ram Nagar Camp (Chirala I Perala)
Ramudu: Arey! Raja, why did you leave our village?
Raja: Not only myself, totally our Chirala / Perala villagers left our village.
Sekhar: What? I think this ¡s our fate, we have to leave our houses.
Yaswanth: That is not our fate. That is the fate of the Britishers. They tried to raise our tax Rs. 4000/- to Rs. 40,000/-. It is really a cruel action.
Ramudu: Leave it. Gandhiji gave us a beautiful idea.
Raja: Yes ra! His idea, the leadership of Duggirala Gopalakrishnayya are very well. Let us hope that these British will leave us soon.
Yaswanth: Are you right? Will they leave us?
Sekhar: Why do they leave us? They arrest us for our retort.
Raja: Let them do that. We will sacrifice our lives but we dont leave them.
All: Okay ra! Let us do like that.

Gandhiji – Jai
Duggirala – Jai
Bharat Matha – Jai
Jai – Jai

1921 – Forest Satyagraha
Mono Action
Kanneganti Hanumanthu – Palnati Warrior
Age: 30 years
In Palnati Forest

Orey Britishoda ! Who is the person that asked us to pay pullari tax. We, the sons of this land, you, the dependent on this land. Why should we pay tax to you ? Is it just ? Is it Dharma? Do you think that the son of this Palnadu will do this – English dogs.

Orey Rutherford! This forest is our mother. Our own mother. Why should we pay you for our mother’s blessings.
Neeru pettava ? Naru vesava ? Kota kosava ? Kuppa nurchava ? Enduku kattalira sistu, Enduku kattalira neeku sistu.
Enduku, Enduku ?
Amma, Amma, if you kill me ….
Amma – Thousands of Hanumanthus will born ….
You, the Britishers, will be chased – chased and necked out of our country.
Amma-Amma Vande Mataram.
Vande Mataram.
Ammaaa
Bharatha Matha – Selav.
In the next birth also I will be your son – I will play in freedom.
Van … de … maa …. tar.. am.
…. (died)….

Question 3.
Why do you think were people against such laws during the freedom movement? (Textbook Page No. 180)
Answer:

1. Most of the police and higher officials were Britishers at that time.
2. It was most difficult for the people to been the dictatorship.
3. Introducing such laws at that time was like pouring ghee into the fire. So they were against such laws.

 

SCERT AP Board 8th Class Social Solutions 7th Lesson Money and Banking Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 7th Lesson Money and Banking

8th Class Social Studies 7th Lesson Money and Banking Textbook Questions and Answers

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Question 1.
Fill in the following table with some examples of transactions.

Transactions involving rupee notes and coins	Transactions not involving rupee notes and coins

Answer:

Transactions involving rupee notes and coins	Transactions not involving rupee notes and coins
1) Train journey	1) Crossing the canal on boat in villages.
2) Purchase of Electricals e.g.: 1. I travel from Khazipet to Hyderabad by paying for a ticket. 2. We purchase a tubelight for Rs. 45.	2) Purchase of salt and ‘Muggu powder”, e.g.: 1. We pay two bags of paddy to the person who helps us to cross the Godavari in his boat. 2. My grandmother purchases salt and ‘Muggu Powder’ by giving handful of paddy.

Question 2.
Can there be any difficulties or disadvantages in keeping money in a bank? Think and write.
Answer:
There will be no problems in keeping money in a bank. But there may be problems due to computers, ATMs and the negligence of employes, e.g.:

1. Many problems may arise while withdrawing amount from ATMs.
2. Deducting the EMis of loans twice a month by overlook.
3. Blocking the accounts.

Question 3.
In what ways have cheques made exchange of money more convenient?
Answer:
Nowadays cheques are widely used for making payments and receiving money. When you want to give money to someone, you write a cheque on that person’s name. When you want to send money to someone who lives in a different place, you can send a cheque to her by post. You can also use your cheque to transfer money electronically into the other person’s account through a bank. For business purposes, where money is frequently received and paid, cheques are very important as a medium for transactions.

Thus cheques have made exchange of money more convenient.

Question 4.
Only a part of the total deposits is kept as cash in the bank-safe. Why is this so and how does this benefit the bank ?
Answer:
Banks keep only a part of the total deposits as cash in the bank of safe. This is so because it helps the daily cash transactions of the bank.
The banks lend the remaining amount to their customers on interest. Thus the banks earn profits.

Question 5.
If a very large number of account – holders do not wish to keep their money in the bank, how will it affect the bank s working?
Answer:
If a large number of account – holders do not wish to keep their money in the bank.
This affects the reserves of a bank.
The bank cannot lend loans to customers. This affects their income. As a result it is impossible to run a bank.

Question 6.
If many loans are written off (that is, borrowers are not required to pay back the money), how will this affect the working of the bank?
Answer:
A bank is a business enterprise. It has to pay interest to its depositors, pay salary to its employees, has to buy and maintain equipment, pay rent and bear all the cost of running a bank and also make profit.
If the loans are written off, the bank cannot perform all these activities. So the banks cannot write off the loans. In any case if the government writes off the loans, then the government should bear the losses.

Question 7.
People have to pay a higher interest on loans than the interest they receive on a fixed deposit for the same time-period. Why do you think this is so?
Answer:

1. Bank trade with money.
2. Fixed deposits means money that is to be kept with the bank for agreed and specified period. When one has to disturb this arrangement, he has to pay penalty for the same.
3. Hence banks charge more interest on fixed deposit loans than what they give.
4. An other important aspect is discouraging loans on fixed deposits.
5. Not only that, the banks should reach number of expenses such as payment of salaries to its employees, has to buy and maintain equipments, pay rents and bear all the cost of running a bank and also make profit. That’s why we should pay more interest on loans.

Question 8.
Suppose this year the rains are poor and the crop yield is only half as much as was originally expected. Some people say that if this happens the farmers should be asked to pay back only half the amount they have taken as loans. However, other people say that full amount should be repaid, keeping in view the next year’s crop. In your opinion, what should the bank do and why?
Answer:

1. Whatever the situation, normally banks ask for full payment of loan.
2. When there is a crop failure or less yield, farmers are unable to repay their loans.
3. In such situation banks have to reschedule the repayment procedure and has to provide crop loans to the farmers for the next season.
4. Government shall support the farmers by waiving interest component and directing the banks to provided necessary loans for next crop.

Question 9.
Read the Paragraph under the header ‘Types of Loans’ and answer the following question:
Types of Loans
Banks give loans and advances to different sections of the public like traders, industrialists, students (educational loans), farmers, artisans, SHG, etc. Let us examine some of them.
“What sort of loans are more common in your area?”
Answer:

1. Crop loans
2. Housing loans
3. SHG loans

Question 10.
Do you feel that the loans taken from SHGs are helpful to the members? How?
Answer:
These are very useful to them.

1. They need not ensure the bank with securities.
2. The group will ensure that loans are paid back by its members.
3. Interest is also nominal.
4. The loan can be repaid in easy monthly installments.

8th Class Social Studies 7th Lesson Money and Banking InText Questions and Answers

Question 1.
Are you aware of any exchanges that are done without money?
Answer:
I know about Barter System. In this system goods are directly exchanged for each other without the use of money.

Question 2.
You may have bought things in exchange of old clothes, plastic, newspapers, hair, paddy, etc. Discuss the transaction. (Textbook Page No. 77)
Answer:

1. Old clothes : We usually exchange old clothes with steel utensils. This depends mostly on the seller.
2. Plastic and Newspapers : We usually exchange these with onion traders. He gives 11/2 kg onions for 1 kg plastic or newspaper.
3. Hair: They offer money for hair.
4. Paddy: In our village paddy is exchanged for services rendered by washerman, barber etc.

Question 3.
Complete the following table:
a)

	Gopal	Seenu	Ramu
Wishes to buy
Wishes to sell

b) What can we conclude from the above table?
(Textbook Page No. 78)
Answer:
a)

	Gopal	Seenu	Ramu
Wishes to buy	rice	goat	wheat
Wishes to sell	goat	wheat	rice

b)

1. Trading between these three people is impossible.
2. Gopal needs rice. Srinu does not need goat.
3. Money helps this transaction.

Question 4.
Explain in your own words why exchange is not possible between Gopal and Seenu. (Textbook Page No. 78)
Answer:
Gopal needs rice. Seenu has rice. But he doesn’t need goat. He needs wheat. So the transaction between Gopal and Srinu is not possible.

Question 5.
a) Will the use of money help? Fill in the blanks. (Textbook Page No. 78)
Answer:
The use of money helps this type of transaction.
b) If Gopal exchanges for money, his goat with —–(i)—– then Gopal uses this —–(ii)—– to buy rice from —–(iii)—– Now —–(iv)—– can use this money to buy —–(v)—– from Seenu.
Answer:
i) Seenu
ii) money
iii) Ramu
iv) Ramu
v) wheat

Question 6.
Ask your parents how washermen, barbers, neeti kaavalikaru were paid for their work in villages and towns. (Textbook Page No. 78)
Answer:
Nowadays they are paid money only. But 15 years back our parents paid them in the form of paddy.

Question 7.
How can money be used in the transactions between Gopal, Seenu and Ramu ?
Explain with the help of a flow chart. (Textbook Page No. 78)
Answer:

Gopal should sell his goat for money.
↓
He should purchase rice with that.
↓
Seenu should sell wheat for money.
↓
He should purchase goat with that.
↓
Ramu should sell rice for money.
↓
He should purchase wheat with that.

Question 8.
If the role of money as described above were stated as a medium of exchange, would you agree? Explain. (Textbook Page No. 78)
Answer:
Yes, I agree with the above statement. In the barter system the calculation of valuation is not logical and scientific. So I agree with this.

Question 9.
For how much rice should Gopal exchange his goat? (Textbook Page No. 78)
Answer:
This depends on the demand of goat. If the demand is high, the rice should be in the quantity demanded by Gopal. Otherwise he should accept the offer of the seller.

Question 10.
In a barter system how do you pay to a person who cuts your hair? Discuss. (Textbook Page No. 79)
Answer:
In barter system I give one kg of rice to the person who cuts my hair. At present the price of one kg of rice is Rs.30/-. The rate of hair cut is also equal to it.

Question 11.
In the above example, complete the conversation, so that they are able to trade. (Textbook Page No. 79)
Gopal: How many bags of rice will you give for this goat?
Seetaiah: Two bags.
Gopal: I was offered 4 bags for it in other village.
Seetaiah: And I can get a goat for just one bag in that village.
Gopal: ……………………………………..
Seetaiah: …………………………………….
Answer:
Gopal: I can give this at least for 3 bags.
Seetaiah: Okay. Take it.

Question 12.
If money was not used by you or any of the traders in your santhalu or weekly market what would happen? Describe in a paragraph. (Textbook Page No. 79)
Answer:
Nowadays money is mostly used as medium of exchange. No one can decide the value of the commodities. Employees and other workers have money only for exchange. The conditiion is unpredictable.

Question 13.
Do you think money can act as a measure of value of goods and services? Explain.
(Textbook Page No. 79)
Answer:
Yes, money can act as a measure of value of goods and services. Public services and private services can be measured. But we cannot and should not measure the values of services of our parents and blood relations.
e.g.: Public Services : Transportation – APSRTC
Medical facilities – Government hospitals.
Private Services : Transportation – Private buses
Medical facilities – Private hospitals

Question 14.
Can you think of situations when this trust of the goldsmith could break? (Textbook Page No. 82)
Answer:
The trust of the goldsmith could break in the following situations:

1. debasing the coins
2. maintaining difference in the quality of coins
3. fail to give the coins whenever they asked
4. and any action of cheating

Question 15.
What was the problem faced by the traders in Amsterdam and how did they find a way out? (Textbook Page No. 82)
Answer:
Amsterdam was a major trading centre in Europe. Here, there were 846 silver and gold coins recognised by the government that could be accepted for exchange. However, traders were always suspicious of each other – everyone would doubt the purity and weight of these coins. The merchants of Amsterdam got together and solved this problem in a unique manner. They created a bank owned by the city.

Question 16.
Draw the picture of a bank cheque in your notebook and pay Rs.1,50,000/- to your friend sitting next to you. (Textbook Page No. 84)
Answer:

Question 17.
a) If Suresh Babu wants to deposit 1,75,000, electronically into Kancharla Sujatha’s account through his bank, how can this be done ?
b) What more information would he require ? Visit a bank and find out. (Textbook Page No. 84)
Answer:
a) This can be done through NEF transfers. According to this process any account holder can transfer to another account holder of any other bank in the country without any charges. The maximum limit is Rs.2,00,000.
b) For this she needs the account number, name of the receiver, branch name and city of Sujatha.

Question 18.
Discuss and make a list of the payments that people make electronically without using a cheque. (Textbook Page No. 84)
Answer:
People can make payments electronically without using cheques by using internet.

1. Sale and purchase of goods
2. Raising capitals
3. Repaying debts
4. Paying electricity and Phone bills
5. Transfer of money
6. Paying income tax
7. Paying house taxes etc.

Question 19.
What is the difference between a savings account and a current account? (Textbook Page No. 84)
Answer:
Savings account: The savings account holders are mostly employees and common people. They get interest on their amount in the account. Money wil be safe. The account holder can withdraw it at any time he/she wants. The bank promises to pay on demand. Current Account : Business people and traders maintain this account. There are no restrictions on the number of times you can deposit or withdraw the money from a current account. Transactions can be made by way of cheque. The bank does not pay any interest on money deposited in a current account but will collect service charges.

Question 20.
Match the statement in column A with the word(s) / terms in column B. (Textbook Page No. 86)

Answer:
a-iv, b-i, c-v, d-ii, e-iii

Question 21.
When should one opt fixed deposits for savings? (Textbook Page No. 86)
Answer:
The money invested in fixed deposits should not be withdrawn in the given period. Then only one can use fixed deposits for savings.

Question 22.
How is an SHG loan different from an individual loan? (Textbook Page No. 88)
Answer:
One should mortgage one’s property when he/she takes individual loan. The SHG will ensure that loans are paid back by its members. They need not mortgage any asset.

Question 23.
a) Hari cultivates vegetables like tomatoes, okra, green leaves etc. He wants to buy fertiliser after three months. He can’t keep these vegetables with him to pay for the fertiliser after three months. If he does not use money what arrangement will he get into with the person supplying fertilisers?
b) Do you find any such arrangements in villages around you?
c) Many a times farmers may not benefit from such arrangements. Discuss. (Textbook Page No. 79)
Answer:
a) Hari should sell his vegetables to the trader of fertilisers. Then in future he can get the fertilisers for the same rate. Thus they should enter into an agreement.
b) We have no such arrangements in our village.
c) These arrangements are beneficial to the farmers. Values differ in different seasons. So government should plan the substitutes.

Question 24.
Have you ever been inside a bank? What are the names of some banks you know? (Textbook Page No. 82)
Answer:
Yes. I have visited the banks many times.
Names of Banks:

1. Kotak Mahindra
2. State Bank of India
3. Andhra Bank
4. Indian Bank
5. Vijaya Bank
6. Dena Bank
7. Kanakadurga Grameena Bank

Question 25.
If you step inside a Bank, you will find some employees sitting at different counters with their computers/ ledgers and dealing with the customers. You can also observe people depositing money at some counters and withdrawing money at other counters. There is one cabin where the manager sits. What do these bank employees do? (Textbook Page No. 82)
Answer:
My name is Subba Rao. Once I went to the State Bank of India branch in Mudinepalli One gentleman sat inside a cabin. There is a name plate before him.

ANASINGARAJU VENKATA CHALAPATHI RAO – B.M.

He was going through some documents and discussing with some others. My mother came there to withdraw some amount. She filled up the withdrawal form and handed over it to the person in counter no. 2. The person in the counter verified the form and the book. He signed it and gave us a token no. 4. We waited there for sometime. In the meanwhile one known person Sri K. Yagnaiah came there and deposited some amount. He wished my mother and went away. Rama Krishna, my brother’s friend, came to the bank to open a new account. He was enquiring about it. Bank people were drafting D.D.s, verifying accounts, opening new accounts and helping the locker holders etc. After 40 minutes there was a call from No. 6 counter. We went to the counter and took our money. I was told by my mother that the Manager looks after the bank management issues and any other problems.

Question 26.
Read the promise on paper notes used today. Who is making the promise and to whom? Why is this important? Discuss. (Textbook Page No. 82)
Answer:
I find the following promise on the hundred rupee note.

“I PROMISE TO PAY THE BEARER THE SUM ON ONE HUNDRED RUPEES.”
– GOVERNOR.

This promise is given by the Reserve Bank Governor, Dr. Raghuram Rajan. This promise is given to the owner of the note. Without this promise this note can be treated as a paper. So this is important.

Question 27.
Visit a commercial bank which is near to your locality and fill up the following table. (Textbook Page No. 88)

S.No.	Type of loan	Loan amount	Duration of loan	Documents required	Interest rate	Mode of payment	Security, if any
1.	Vehicle
2.
3.

Answer:

S.No.	Type of loan	Loan amount	Duration of loan	Documents required	Interest rate	Mode of payment	Security, if any
1.	Vehicle	6,00,000	84 months	1) Six months bank state­ment etc. 2) 2 photos	10.50% p.a.	Monthly EMI
2.	Housing Loan	15,00,000	15 years	1) IT Pancard Address proof	10% p.a.	“	Government employee’s signature or any other security
3.	Educa­tion loan	4,00,000	3 years	“	13.50% p.a.	After getting job or 6 months after completion of the education	Signature of a government official or any other security

Question 28.
Why were metals preferred for use as money? (Textbook Page No. 80)
Answer:
Copper, bronze, silver and gold are durable, can be divided into parts and be carried around Since they were scarce they became acceptable by all. So the metals were preferred for use as money.

Question 29.
Do you think minting of coins was a good idea? (Textbook Page No. 80)
Answer:
Yes, I think so. But the quality and measurement should be perfect as per norms.

Question 30.
In what ways would minting of coins benefit the rulers? Can you think of three different reasons? (Textbook Page No. 80)
Answer:

1. The trade transactions in their kingdom will be perfect. This strengthens their treasury.
2. Minting coins is an industry. The income through this also strengthens their treasury.
3. They print their favourite designs on the coins. This act enables the future generation to know about the interest of the past people.
   Eg. : If we find any musical instrument on the coin, it tells us that they were the lovers of music.

Question 31.
Why do the receipts of the goldsmith work as money? (Textbook Page No. 82)
Answer:
The goldsmiths charged fees for keeping their valuables safe and making them available whenever they wanted. This practice became popular and the trust in some of the goldsmiths or shroffs grew. These goldsmiths would also give loans and had branches in many cities leading to a new system of paper money or hundis. With the great confidence on the goldsmiths, the people treated the receipts as money.

Question 32.
Why is a crossed cheque safe? Discuss. (Textbook Page No. 84)
Answer:
The crossed cheque can be deposited and cashed in the account holder’s account only. No other person can cash it. This system can create confidence in the customers. Otherwise it can be misused.

Question 33.
Why do banks ask for security while lending? (Textbook Page No. 88)
Answer:
There is no personal relation and identification between the bank people and their customers. If the bank people failed to recollect the debts, it leads to bankrupt. So banks ask for security while lending.

Question 34.
Which is a better source of loans — banks or money lenders? Why? (Textbook Page No. 88)
Answer:
Banks are a better source of loans.
Reasons:

1. The Bank interest is nominal.
2. The loan can be paid in easy instalments.
3. If any customer fails to repay, the bank gives reasonable time for the repayment.

Question 35.
After two centuries, this bank collapsed. Can you guess what could have been the reasons for this? Discuss. (Textbook Page No. 82)
Answer:
Amsterdam Bank opened many branches in many European countries. It was called ‘Wissel Bank’ in Dutch. There was debasement problem in Dutch. It was often. Due to that the customers of the Bank usually repaid the coins of lesser values. So the customers were dissatisfied. As Dutch was a small country, the problem raises many times. Due to this the name of the bank was defamed.

The decline of the Bank accelerated with the fourth Anglo-Dutch war (1780-84). The British blockade of Holland and the capture of many Asian colonies put tremendous pressure on the Dutch East India Company. Loans were issued to all. The metallic stock of the bank was dropped from 20 million to 6 millions (1780-84). The French revolution led the bank towards failure. At last it was closed in 1819.

Question 36.
How would she (Geeta) withdraw the money from an ATM? (Textbook Page No. 82)
Answer:
1) Geeta would follow the instructions displayed on the screen of the ATM.

Instructions :
a) Insert the card/Remove the card
b) Feed the PIN number
c) Feed the amount, press ok
d) Take the money
e) Take the receipt
f) Press the ‘Clear’ Button
g) Leave the room
2) By following the given instructions Geetha would withdraw the money from an ATM.

Question 37.
What would she (Geeta) do if she went to her bank branch? (Textbook Page No. 82)
Answer:
She would stand in a queue for 30 to 40 minutes to get the amount. She had to fill the withdrawal slip and stand in the queue. When her turn comes she gives the slip and passbook in the counter. Then she gets token. After a few minutes she will be paid in another counter.

Question 38.
How much money will Manaswini get from her Fixed Deposit till five years, if the rate of interest is 8%? (Textbook Page No. 86)
Answer:
Manaswini gets Rs. 15000/- approximately after the period of 5 years.

Question 39.
Suppose she needs the money urgently for some medical treatment. Can she withdraw it from the Fixed Deposit at the bank? What will happen? (Textbook Page No. 86)
Answer:
She can withdraw her deposit whenever she wants. But she will not receive 8% of interest. She receives less percentage as per bank norms.

Question 40.
Will the same rate of interest be charged for all types of borrowers from a bank? (Textbook Page No. 87)
Answer:
The rate of interest changes from loan to loan.
For e.g.: They charge 8% on housing loans and 14% on personal loans.

Question 41.
What will happen if some borrowers do not repay the bank loan? (Textbook Page No. 87)
Answer:
The bank collects the loan from the guarantors or disposes the mortgage.
For e.g.: If any customer fails to repay the housing loan, the bank sells the house in auction. It takes the loan amount and gives the remaining amount to the customer.

Classroom Activity

Suppose you need Rs. 2,000. You fill a cheque and give it to your sister and send her to get the money in cash.
Answer:
Self cheque:

1. I will write a cheque for Rs. 2,000/- on my friend’s name and ask her to get cash from the bank.
2. I will sign on the down and back of the cheque.
3. I will give her instructions where to handover the cheque in the bank and how to receive cash in counter.
4. No need of any account to my friend in the bank.

Cross cheque: If I wrote an amount on cross cheque, my sister needs an account in any of the banks to change the check into cash.

Project
Question 1.
Visit a bank or invite a bank employee to the school and find out:
a) How to open a saving account in your name?
b) How are cheques cleared by the banks?
c) How do banks make NEFTransfers? (National Electronic Funds Transfer)
d) What security precautions are necessary for an ATM to work? What does the computer check?
e) Apart from cheques, people can also exchange money through Bank Drafts/online transaction etc. Find out.
f) For the person receiving the money, what is the advantage of online transaction compared to a cheque?
g)

The following Interest rates on saving deposit.
Interest rate on fixed deposit
Interest rate for loans given to farmers
Interest rate for loan given to housing
Interest rate for loans given for education

Answer:
a) The person should take two photographs, address proof, income proof, personal identifi¬cation to the bank. He/she should fill the application form and get the introduction signa¬ture. He/she should handover these papers in the counter, his/her account can be opened.

b) Cheques are cleared by the banks in the Clearing Bank.

c) All the banks in the country are interconnected with computers and internet. A person can transfer a particular amount (less than 2,00,000/-) from his account to others account in other bank. This transaction can be done through NEFT. The Bank will not charge any rate for this.

d) Security precautions necessary, for an ATM to work :

1. Computer should be checked whether working properly or not.
2. Receipt system and printer should be checked.
3. The machine should understand the orders of the user.
4. The count of notes should be proper.
5. There must be a watchman.
6. A camera should be fixed in the ATM room.
7. In addition to the PIN number, a system should be improved which records the thumb prints. Computer checks the PIN number and balances in the accounts.

e) Yes, there are bank drafts and online transactions etc., to exchange money.
Drafts take sometime to be encashed. But online transactions take no time. One can withdraw the amount immediately after a click.

f) When compared to a cheque, online transaction is the best. The person can receive the money without any delay. But a cheque takes 2 to 4 days time to be encashed. So the receiver can save his time.

g)

Interest rate on savings deposit	4%
Interest rate on fixed deposit	1 year – 8.50%. 3 to 6 months: 6.50%
Interest rate for loans given to farmers	I year 8% II year – 9%
Interest rate for loan given to housing	10 .50%
Interest rate for loans given to education	13.50% – 14%

Question 2.
Please visit www.rbi.org.in and read comics on financial inclusion / financial literacy themes.
Answer:
Student Activity.

SCERT AP Board 8th Class Social Solutions 11th A Lesson National Movement: The Early Phase 1885-1919 Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 11th Lesson National Movement: The Early Phase 1885-1919

8th Class Social Studies 11th Lesson National Movement: The Early Phase 1885-1919 Textbook Questions and Answers

Improve your learning

Question 1.
Correct the false statements:
a. In the early phase of Indian National Congress it included only people from Bombay.
b. Indian industrialist began to establish companies in different parts of India.
c. People in India expected that India would become democratic after the First World War.
Answer:
a) In the early phase of Indian National Congress it included the intellectuals all over the Nation.
b) Swadeshi Movement gave tremendous impetus to Indian industry.
c) Everyone expected that the British would accept the just demands for democratic rule in India and bring in the constitutional reforms.

Question 2.
Write an imaginary dialogue between the extremist and moderate activists of Indian National Congress in the context of their a) main demands; and b) mode of mobilisation.
Answer:

Lucknow Meeting

Moderates: We will request them to increase our representation in our ‘Imperial Ligislative Council.
Extremists: Why should we request them ? Choice is ours. We need not request them. We should chose them and send out from our country.
Moderates: Let us agree it. But upto that we should pass our time. Our people should be in authority for our safety. So we are requesting to conduct civil services in our country.
Extremists: We cannot have independence with the policy of pray, petition and protest. We cannot get the support of our people also. Let us unite together and fight. Let us take the problem to the public. Let us have their support. We will neck out the British soon.
Moderates: Okay. We change our way as peoples’ way. Let us join our hands to them and have our independence.
All: “Vande Mataram” “Vande Mataram”.

Question 3.
After reading this chapter, Mariamma thinks that the early phase of national movement was largely participated by educated Indians. And many of their ideas were of western origin. Would you agree with her? Give reasons.
Answer:
Yes. I agree with her.
Reasons:

1. With the growth of English education in some major cities, a new consciousness, began to develop.
2. They opposed the inequalities and injustices of the old social system.
3. They pointed out the exploitation and injustice caused by the British rule and fought to end it. Thus they sprouted the nationalism in the minds of common people.

Question 4.
Why was it important to understand the economic impact of British rule in India?
Answer:
It was important to understand the economic impact of British rule in India to understand

1. how they were draining our resources.
2. how our crafts lost their status.
3. the reasons for our poverty.

Question 5.
What do you understand by swadeshi? What were the major areas of its impact?
Answer:
I understood Swadeshi ‘as goods produced in our own country’.
The major areas of its impact were:

1. Political
2. Social
3. Industrial
4. Foreign trade
5. Spiritual
6. Business (national trade)
7. Education
8. Cultural
9. Judicial

Question 6.
How did different parts of the country and people respond to division of Bengal ?
Answer:
One major trigger for the movement was the proposal for partition of Bengal into East and West Bengal in 1903 by Lord Curzon. The Nationalists immediately saw this as a political act by the government to divide the Bengali people and also weaken the national movement. Even the ordinary people of Bengal were enraged by this act and took to streets to protest against it. There were massive protests, petitions and campaigns but they were not heeded to and the government partitioned Bengal in 1905. Several protest meetings were held and together they decided to boycotting English cloth and salt. There was a tremendous mass response to this call. Boycott and public burning of foreign cloth, picketing of shops selling foreign goods became common in remote corners of Bengal as well as in many important towns and cities throughout the country. Women refused to wear foreign bangles and use foreign utensils, washermen refused to wash foreign clothes and even priests declined offerings which contained foreign sugar. This spontaneous unity of diverse social groups was the basis of Indian nationalism. The early nationalists were successful in germinating this nationalism.
There was also a call for boycott of all government institutions like schools, colleges, courts etc. People set up Swadeshi schools and colleges and parallel courts in which they settled their mutual disputes. Thus the people responded to division of Bengal.

Question 7.
Locate the following in map India:

1. Calcutta (Kolkata)
2. Madras (Chennai)
3. Bombay (Mumbai)
4. Lucknow

Answer:

Question 8.
Locate the following in the World map:

1. Britain
2. France
3. Russia
4. Germany

Answer:

Question 9.
A few leaders like Gandhiji, Tilak, Subhash Chandra Bose, Bhagat Singh sacrificed their lives for the sake of our nation.
What would have happened, if they did not do so?
Answer:
The British would have plundered our nation’s wealth more and more. The people of our country would have been suffered as slaves under the British rule and India would have become a very poor country.

Question 10.
Are there any movements taken place in your region recently? Why?
Answer:
Recently ‘Jai Andhra’ movement took place in our region on the occasion of separating Telangana from Andhra Pradesh.
Reasons:

1. Regional imbalances
2. Political ill healthness
3. Lack of broad outlook

Project

Question 1.
Collect photos of national leaders who participated in freedom struggle and prepare an album. Make a report on it and present in the class.
Answer:
Report :

1. The National Movement in India was an important epoch in the history of India and it helped to weld diverse people and sections of society into one nation. Ail the sections came together to not only fight aganist the British rule but also to build a new country.
2. The seeds of a new consciousness were sown in the second half of 19th century.
3. The educated Indians, after understanding the nature of British rule and enter into free-dom movement.
4. The early leaders like Dadabhai Naoroji, Pherozeshah Mehta, W.C Banerjee, etc, they realised that the unity of all people could be built only by accommodating the special requirements of different regions and religious communities of India.
5. The famous leaders they left their jobs and families and move throughout the country given speeches and create awareness about Indian Independence and to send out the British from India.
6. They promote democratic ideas among the people.
7. They gave call for Swadeshi and boycott for foreign goods.
8. After First World War they raised their voice against British and started movements very actively.
9. Like this so many of our leaders participated in the freedom movement and sacrifice their lives and given a great freedom for us now we are enjoying that.
10. If they did not sacrifice their lives for the sake of our nation, then we would not have achieved freedom from the British rule and would have continued to be their slaves till date.

8th Class Social Studies 11th Lesson National Movement: The Early Phase 1885-1919 InText Questions and Answers

Question 1.
Imagine yourself as a student participating in a burning of foreign cloth. Describe what all would have happened on that day and your feelings at that time. (Textbook Page No. 126)
Answer:
My name is Sarath Chandra Chatterji. I was studying B.A. – I year in Calcutta College. Britishers occupied our country. They were trying to cut it into pieces as a cake. Till now we, the Indians, are in faith of Law of ‘Karma’. But we wanted to teach them a lesson. We planned to burn the foreign goods in our area.

It is our centre. The roads were clear upto 2 p.m. But all of sudden they were crowded. In the junction we lit a fire. We, all our neighbourhood, threw the foreign cloths and all the foreign goods into the fire. The fire brightened the sky. We gave our slogan ‘Vande Mataram’ and it sounded as ‘Om’. Our eyes were flooded with tears. The light of the fire revealed our attitude towards freedom to the world. Our anger frightened the British.

We decided to attain freedom even by sacrificing our lives.

“Vande Mataram”
“Vande Mataram”

Question 2.
If authorities do not agree to the just requests of people, what do you think the people should do? (Textbook Page No. 126)
Answer:
The requests should be not only just but also legal. If the authorities do not agree, one should oppose them democratically and attain them.

Question 3.
During that period there were massive movements of people who opposed the war
and asked their governments to cease fighting with other countries and restore peace. Do you think it was correct? (Textbook Page No. 127)
Answer:
Yes, I think it was correct.
The reason:
India had no rivalry with Germany or its alliance. We were appealing and fighting with the British to quit India. So it seemed jovial to fight for them. So I think it was correct.

Question 4.
Do you know of any association in your village or town which discusses problems faced by all the people (not just of one caste or community)? What do they discuss? What suggestions do they have for solving those problems? Discuss some examples in the class. (Textbook Page No. 122)
Answer:
Yes, we have one such association in our village. It is ‘Mytri Sangham’. It has its members from all the levels and categories. This association looks after the law and order in our village. They conduct discussions at the time of critical problems. They intimate the issues to police authorities in time. If the people fail to receive, protection or just, they would question the authorities also.

Their suggestions: If the enemy is strong and foolish, we should make him to listen to our words with our own tricks. Later we should gather our own majority. Then only we should fight with him.
e.g.: A tiger puts three steps backward when it starts its trial for hunt. That is the technique.

Question 5.
Find out more about the First World War and its impact on the lives of ordinary people. (Textbook Page No. 127)
Answer:
We can say that World War – I broke out between the capitalists and communists. It continued for nearly 5 years. All the nations with its people took part in it. More than 10,000,000 people lost their lives. 6,500,000 were injured. 6,000,000 were missed. Many nations suffered a lot. Whole world shivered with the feeling of insecurity.

Question 6.
Why did the early nationalists believe that the British were responsible for the poverty and famines in India? (Textbook Page No. 124)
Answer:
Early nationalists were educated and intellectuals. They studied the economic impact of the British rule. They understood that the British was draining the Indian wealth in many ways.
e.g.: Enabling cheap selling of British goods in India and retraining Indian crafts and industries.
So they believed that the British were responsible for the poverty and famines in India.

Question 7.
Why do you think the early nationalists did not want to re-establish the rule of the old kings of India? Would it not have been better than the British rule? (Textbook Page No. 124)
Answer:
Yes. It would not have been better than the British rule.
Reasons:

1. Early nationalists treated India as a nation. Old kings divided India into small kingdoms.
2. The British rule was like hot pan, the old kings’ was like stove.
3. Many old kings were foreigners. ‘Swadeshi’ was their goal.

SCERT AP Board 8th Class Social Solutions 6th Lesson Minerals and Mining Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 6th Lesson Minerals and Mining

8th Class Social Studies 6th Lesson Minerals and Mining Textbook Questions and Answers

Improve your learning

Question 1.
Create a flow chart showing the visit to the underground mining.
Answer:

Visit to a mine
↓
Seeking permission
↓
Meeting safety officer
↓
Taking safety kit
↓
Report at muster point for online registration
↓
Getting into Hollage, Bell signal
↓
Mine shaft
↓
Coal seam
↓
Dolomited walls
4
Reaching face
↓
Ready for blasting, blasting
↓
Observing the blasted area
↓
Transport through conveyor belts
↓
Trucks & trains
↓
Sent for sale

Question 2.
Create a table to classify major health challenges; precautions; and care taken towards protecting mine workers as follows: 1. While working in the mines 2. While being employed.
Answer:
The people, who work in mines, mainly have a chance of getting lung problems, knee pains and eyesight. There is a chance of occurring accidents also.
While being employed they may get diseases according to the nature of their work, e.g.:

1. Throat problems to teachers.
2. eyesight and joint pains to drivers.
3. backbone pains to coolies.

There is a chance of mental problems to workers who work with tension and stress. Doing pranayama, meditation, and walking etc., are some steps to be followed by them.

The workers in mines should wear mask (nasal), shoes, gloves. The machines in the mines should be checked daily, properly and thoroughly.
Doctors and oxygen cylinders should be in reach.

Question 3.
Janaki is currently a farm labourer. She wants to become a miner. Can you explain what changes will occur in her nature of work; employment scenario; health risks etc.
Answer:
Nature of work: “Janaki, now you are working in green fields, and in pleasant situation. Here you are working during day time. But in mines it is too dangerous and in shift system. Night shift may be a hurdle to you. When compared to farm work, mining work is difficult.”

Employment scenario : “Janaki, to get a job in mines is difficult. You will be selected as a daily labour. You have to go to a long distance, where the mine is located. Even though both are in the agriculture sector, the nature of works is totally different. Sometimes you have to prepare for a blast also.”

Health problems: “Janaki, working in mines is a health hazard. You should work in dust. You should wear helmet, gloves and socks/shoes. Your life might be at risk, if any accident occurs.” “Please think yourself in all the angles and take a decision. Have a nice time. All the Best”.

Question 4.
Narrate the difference in requirement of labour in mine while using machines and human labour.
Answer:
If the mines are not provided with machines, human labour is needed more. If they are provided with machines, vice-versa, e.g.: In recent past the coal in mines was taken to lifts in trolleys. At present it is through conveyor belt. Because of the usage of machines, the percentage of recruitments in mines is decreased.

Question 5.
How has been the contribution of mining to economy identified in this chapter?
Answer:
India is underdeveloped country immediately after independence. These mines yield income to the government and also get royalty, when the mines were given to others. So I think this is the contribution of mining to economy.
(Note: The bove given answer is an example. Students can write the minerals found in their own districts by seeing the map.)

Question 6.
See the map of Andhra Pradesh showing minerals in this chapter and identify the minerals found in your district.
Answer:
Our district is Kurnool Lime stone is available in our district.

Question 7.
Read the paragraph under the heading. To whom do the minerals belong’ and answer the following:

Minerals usually occur deep in the earth. They in fact do not belong to any particular owner but belong to all people of the country and have to be used in everyone’s interest. That is why all mineral wealth of a state is considered the property of the government. The government uses the minerals keeping in mind the interests of all people of the country.

The minerals do not belong to any particular person but they belong to all people. How do you justify?
Answer:
Minerals usually occur deep in the earth. The things which we get from the earth is property of government. They, in fact, do not belong to any particular owner but belong to all people of the country and have to be used in everyone’s interest. So government uses the minerals by keeping this in view.

Question 8.
Look at the image below. There are two different statements made by two different people. What aspect of mining are they talking about?
Answer:
We cannot live because of minerals: This person lost his land, house etc., for these mines. So he said this.
We cannot live without minerals: This person took the land for mine on lease. So he said these words.

Question 9.
How are minerals helping the country in development?
Answer:

1. There are different types of resources, who supports to a country’s development.
2. Human resources take a vital role by the usage of natural resources.
3. Mineral resources is the most precious transfer for the economy.
4. Extraction of minerals is a good source of employment opportunities.
5. Many basic minerals are necessary to run industries.
6. Minerals are useful for the development of agricultural sector.
7. Minerals are also help to develop transport facilities.

Question 10.
Prepare a table showing different minerals and their uses.
Answer:

Minerals	Uses
1) Aluminium	Transportation, packaging, building, electrical and machinery.
2) Copper	Construction, electrical & electronic products, transportation equipment, roofing, chemical & pharmaceutical machinery and alloys etc.
3) Gold	Jewellery adarts, dentistry and medicine, in medallions and coins etc.
4) Iron ore	Manufacture of steels of various types, magnets, high frequency cores etc.
5) Silver	Coins, medals, electrical & electronic devices, industrial application etc.

8th Class Social Studies 6th Lesson Minerals and Mining InText Questions and Answers

Question 1.
Can you think of some mineral which renews itself and we can help to increase it? (Textbook Page No. 63)
Answer:
Underground water renews itself. We can help to increase it in the following ways.

1. Rainwater harvesting pits should be dug.
2. Trees also increase underground water, so trees should be grown.
3. The excess water in fields should be collected in a pond and makd them to absorb in the ground.
4. Unused drainage canals can be modified to increase recharge.

Question 2.
Can you think of some source of energy which will not diminish with our use of it which will keep renewing itself even if we don’t do anything? (Textbook Page No. 63)
Answer:
Air.

Question 3.
Classify the following natural objects into renewable and non-renewable resources. Put a tick (✓) against those which are minerals and cross (✕) which are not minerals.
Bamboo, Coal, Sea water, Mud, Ants, Sand, Iron Ore, Diamond, Trees, Petroleum, Grass, Air, Marble rock, Fishes, Well water, Sunshine.

Renewable resource	Non-renewable resource	Minerals
Bamboo		✕
	Coal	✓

Answer:

Renewable resource	Non-renewable resource	Minerals
Bamboo		✕
	Coal	✓
Sea water		✕
	Mud	✕
Ants		✕
	Sand	✕
	Iron ore	✓
	Diamond	✓
Trees		✕
	Petroleum	✓
Grass		✕
Air		✕
	Marble rock	✕
Fishes		✕
	Well water	✕
Sunshine		✓

Question 4.
Can you classify the following minerals into metallic, non-metallic and energy source? (Textbook Page No. 64)

Metallic	Non- metallic	Energy Source
Iron ore

Answer:
Iron ore, bauxite (aluminum ore), coal, copper ore, limestone, gypsum, mica, groundwater petroleum, rock salt, sand, gem stones.

Metallic	Non- metallic	Energy Source
Iron ore	Coal	Coal
Bauxite	Limestone	Petroleum
Copper	Ground water
	Petroleum
	Rock Salt
	Sand
	Gem stones
	Gypsum
	Mica

Question 5.
How does the government use the minerals?
Answer:

1. In 1970s the government took over all the mines.
2. Then it owned and operated most of the mines and sold the minerals to various factories or traders or exported them.
3. The income thus received by the government is being spent on developmental activities of the people.

Question 6.
a) Discuss the pros and cons of allowing private companies to mine our minerals.
b) How do you think they can be regulated?
c) How do you think can the environmental concerns can be taken care of? (Textbook Page No. 68)
Answer:
a) Pros: A New National Mineral Policy was announced in 1993, and the government allowed private companies to lease mines and operate them. The companies were to pay a royalty to the government for the minerals they extracted and sold. In this way the govern¬ment could retain regulatory control over the mining, get income from them and at the same time encourage private companies to invest money and bring in new technologies.
Cons: On the other hand, there has also been uncontrolled mining by the private companies far in excess of the permits given to them and disregard for environmental and safety measures. Excess mining means that more quantity is mined than is sustainable on a long term. It also means that the minerals are taken away by companies without paying royalty to the government – thus the people to whom the minerals really belong to do not get anything. It can also be environmentally very harmful.

b) Mines should be under the control of the government. If they are given to others, there should be the supervision of higher officials and local people.

c) Preference should be given to the mining people, who are interested in underground mining. The pit and the mound of rubble which is created should be properly disposed of.
Necessary steps should be taken to control the sand pits.

Question 7.
If all people of the country are the real owners of the mineral resources, how can we ensure that they are used for the benefit of all? (Textbook Page No. 68)
Answer:
The income received through this should be spent on developmental activities of transport facilities, health facilities, and other subsidies to the people.

Question 8.
Do you think the generations to come, that is our children and our grand children too should be able to use these resources? How can we ensure that they are available to them too and not exhausted? (Textbook Page No. 68)
Answer:
I think so. Our future generations too should be able to use these resources.
We should invent and use substitutes. The usage of minerals should be minimised.
Then we can ensure the future generations.

Question 9.
Can you imagine a world in which we cannot run motors or trains? (Textbook Page No. 63)
Answer:
If the trains and cars are not invented, that would be different. But when we cannot run motors or trains, it seems critical. The distance on the globe would increase.

Question 10.
Look at the following pictures and guess which of them is open cast mine, underground mine and drill mining for oil. (Textbook Page No. 66)

Answer:
(i) Drill mining for oil
(ii) Open cast mine
(iii) Underground mining

Question 11.
a) Can you name these instruments? (Textbook Page No. 69)

Answer:
Yes. Helmet, Lanthern, Safety belts etc. are the instruments in safety kit used in coal mines.

b) What is the use of the stick?
Answer:
The stick is used to check the blasted place in the mine by tapping.

c) Why is there a light on the helmet?
Answer:
It is too dark in the mine. To see the forth covering area there is a light on the helmet,

d) Did you identify the lamp in the picture? What purpose does it serve?
Answer:
Yes. Its a Lantern. T1 lantern is used in mines. Lantern gives indications of dangers like leakage of poisonous gases etc.

Question 12.
Find out about the uses of Barytes from the box given in page 64. Why do you think demand for Barytes is increasing? (Textbook Page No. 73)
Answer:
Barium obtained from Barytes is used for industrial and medical purposes. Barytes is used in drilling deep holes for petroleum and natural gas.
Nowadays, extracting these petroleum and natural gas is increased. The industrial sector is also developed. So the use of Barytes is also increased.

Question 13.
a) Describe what is happening in the following figure.

b) How many people do you think would be employed for this operation?
c) Can you see the collection of underground water in the top left corner of the picture? What will happen to this water?
Answer:
a) The truck is being loaded with Barytes by using crane.
b) 10 to 15 people may be needed for this.
c) This may be absorbed in the ground or may be pumped to another place.

Question 14.
If there is mining activity in your area, find out about the people who work and live there and also about how it affects the environment around it. Also find out how many people benefit from it. (Textbook Page No. 66)
Answer:
My father, Sri M. Rama Chandra Rao, is working in G.M’s office SCCL in Bhupalpalli, Bhupalpaili mandal near Parakal, Warangal district. Here are 6 underground mines and one open cast. The population of Bhupalpalli is 70,000 to 80,000. Out of these 60% to 70% belong to the families of SCCL. Here the mines were inaugurated by our ex -Chief Minister, late Sri N. T. Rama Rao in 1989. The names of these mines are like ‘Kakatiya Incline I, II, III, V, VI, VII etc. SCCL has a sentiment regarding number IV. So they never use ‘4’. The number of trees is very less here. Summers are too hot. No crops are found while we travel from Parakala to Bhupalpalli. If we take Kakatiya Incline -1 as our example, there are 2000 workers and official staff in this. SCCL takes necessary steps like plantation etc., to protect environment. In this district mines are only in Bhupalpalli.

Question 15.
a) How do you think this dilemma can be resolved?
b) Is it fair to produce coal at a low price when it causes the loss of livelihood, lands and damages the environment? (Textbook Page No. 73)
Answer:
a) We should invent and use the substitutes for the production of electricity, e.g.: Sea water, sunlight etc.
b) This is not fair. Due to this we feel no difference between the public sector and private sector.

Question 16.
Compare the mining in the coal belt with the mining in Mangampeta. What are the similarities and what are the differences? (Textbook Page No. 75)
Answer:
Similarities:

1. Both are minerals.
2. Both are under government supervision.
3. Detonators are used for blasting purpose in both the places.
4. For quality, the minerals are collected from deep layers.
5. Necessary steps are taken for the safety of the workers.

Differences:

Mining in coal belt	Mining in Mangampeta
1) These are extended in a large area – 4 districts.	1) These are at only one place – Mangampeta.
2) These are of 2 types – underground mines and open cast.	2) These are open cast.
3) The employees are in thousands.	3) The employees are in hundreds.
4) Men only work in these mines.	4) Both men and women work in these mines.
5) These were working prior to independence.	5) These were started in 1967.

SCERT AP Board 8th Class Social Solutions 1st Lesson Reading and Analysis of Maps Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 1st Lesson Reading and Analysis of Maps

8th Class Social Studies 1st Lesson Reading and Analysis of Maps Textbook Questions and Answers

Question 1.
Study the school atlas carefully by looking at various thematic maps.
Answer:
Self-exercise.

Question 2.
Do you think the use of maps has changed between the time of ancient Greeks and now? In what way is it similar and different?

	in ancient Greece	Now
Similarities
Differences

Answer:
Yes, I think so.

	In ancient Greece	Now
Similarities	They tried to make the maps accurate with the help of longitudes and latitudes.	The maps are very accurate and detailed with the help of satellites.
Differences	Maps were made to help the sailor.	Maps are used extensively for planning, development of countries.

Question 3.
Many people believe that making of maps by the Colonial powers was a more powerful tool for exploitation and control of the colonies than guns. Do you agree? Why?
Answer:
Yes, 1 agree with the given statement.
The reasons are –

1. When European powers coionised the entire continents like North and South Americas, Africa, Australia and Asia they needed to know about the places, their climate, crops, mineral resources and about the people living there.
2. They sent scientific expeditions consisting of map makers and others to explore the different parts of the world and prepare maps.
3. These teams fought their way into interiors of continents crossing mountains, deserts and rivers, fighting local peoples to get the necessary information. ,
4. This information and the maps enabled the colonial powers to establish their rule over these areas and also exploit their resources.

Question 4.
In what ways were the maps prepared by the British different from the one made by Ptolemy or Idrisi?
Answer:

British maps	Maps of Ptolemy or idrisi
1. They prepared maps to establish their rule over the areas and .also exploit their resources.	1. They prepared their maps for their kings and their interests.
2. These maps give more information of their colonies.	2. These maps give more correct information of Europe and nearby countries.
3. These are relevant to present day maps.	3. They show their continents in the centre of the earth.
4. These show the north towards the top of the map.	4. Al-Idrisi’s map shows the south towards the top of the map.

Question 5.
Read the text the “Use of maps in our times” and answer the following question:

As we saw above, maps were made and used for a variety of purposes: for trade, sailing, for conquests and colonising and for fighting wars. In our own times maps are used extensively for planning, development of countries. This requires planners to identify the problems faced by a region and its resources etc. This is done with the help of maps. For example, we can make a map of regions which have very little drinking -water. We can compare this map with maps showing water resources – rainfall, groundwater and rivers. Based on this comparison we can decide what is the best way to make drinking water available to all the people of the region – by sinking tube wells, or building dams across streams or making tanks (cheruvus) or bringing water from distant places in large pipes. Similarly, we can plan agricultural development, setting up new industries, building roads, hospitals and schools with the help of maps.

What are the various purposes for which maps are used in our times?
Answer:

1. In our own times maps are used extensively for planning and development of countries.
2. We can plan agricultural development, setting up new industries, buildings, roads,
   hospitals and schools with the help of maps.
3. Maps are also used by companies to plan their business work.

Question 6.
Prepare a few questions to know about different types of maps.
Answer:

1. How many kinds of maps are there?
2. What are different kinds of maps?
3. What are thematic maps?
4. What are political maps?
5. What do the physical maps show?
6. Which kind of maps show information about the climate of an area?
7. What are road maps?

8th Class Social Studies 1st Lesson Reading and Analysis of Maps InText Questions and Answers

Question 1.
In what ways do you think the sailors influenced the making of maps in early times?
(Textbook Page No. 6)
Answer:
The sailors travelled widely and wrote down descriptions of the land and people and their histories they saw or heard about. They prepared maps based on these travels and descriptions. Though these maps have not survived, historians have tried to recreate them with the help of their descriptions.

Question 2.
Do you think this free access to maps is a good thing? Why? (Textbook Page No. 8)
Answer:
No, I do not think so. Any government has to maintain secrecy in access to maps. Otherwise it helps the enemies. But at present satellite images reveal every place on the earth.

Question 3.
If someone wants to choose an appropriate place to set up a hospital, what kind of maps would be useful to her? Make a list.
Answer:

1. Map showing hospitals
2. Map showing laboratories
3. Map showing scanning centres
4. Map showing ill-health
5. Map showing bus routes
6. Map showing train routes and
7. Map showing blood banks.

Question 4.
Can you suggest how maps can be used to plan setting up new schools and colleges? What different kinds of maps would have to be studied for this? (Textbook Page No. 8)
Answer:
One has to observe the following matters to establish educational institutions.

1. School going children or college going youth.
2. Up locations of their schools and colleges.
3. Their distances
4. Area/land for establishing the institution.
5. Their financial status for fees determination, etc.

For this one has to Study

1. Population map
2. Residential area map
3. Transport map
4. Water facilities map, etc.

Question 5.
Find out about the lives of some of the great explorers like David Livingstone, Stanley, Amundsan, etc. Find out who sponsored their expeditions and why? (Textbook Page No. 8)
Answer:
a) David Livingstone: 19-3-1813 to 1-5-1873 – Scotland – UK – Explored Africa. Sponsored by London Missionary Society.
To develop trade and spread of Christianity
b) Sir Henry Morton Stanley : 28-1-1841 to 10-5-1904 – Denbigh – Wales – UK. Sponsored by New York Herald – To find David Livingstone.
c) Roald Amundsan: 16-7-1872 to 18-6-1928 – Borge – Ostfold – Norway.
Sponsored by Belgian Antarctic expedition – To discover the South pole.
d) Alfonsa – De – Albuquerque: 1453 to 16-12-1515 – Portuguese Sponsored by King Manuel I of Portugal.
To establish Portuguese colonial empire in the Indian Ocean.

Question 6.
Why do you think the map makers place their own country in the middle of the map? (Textbook Page No. 6)
Answer:
The map makers in the olden days were mostly depended on the books written by sailors. They were really patriots. They thought that their country was centre of the world and most important in the world. So they placed their own country in the middle of the map.

Question 7.
Why do you think the colonial powers invested so much money to prepare detailed maps? (Textbook Page No. 8)
Answer:
The information from the maps and map makers enabled the colonial powers to establish their rule over their colonies and also exploit their resources. So the colonial powers invested so much money to prepare detailed maps.

Question 8.
Why do you think maps are useful to armies in times of war? (Textbook Page No. 8)
Answer:
Maps were also in great demand during times of war as armies and airforces needed them.
They use strategy maps to illustrate an organization’s vision, mission, overarching strategies and key goals and initiatives.

Question 9.
Can you guess why? Can you locate India and Srilanka (which was shown much bigger that it is)? (Textbook Page No. 4)
Answer:
Peninsular India is-pushed into the northern India in Al Idrisi’s map. The coast has become more east-west aligned. The Deccan is surrounded on two sides of coasts running North- South ending in sharp point, Cape Comorin.
Sri Lanka is shown much bigger than it is. So it is not easy to locate India and Sri Lanka in Al Idrisi’s map. But I will try.
Note: To read this map we should turn it upside down.

Question 10.
Can you identify India, Arabia and Africa in map (Map of Da Ming Hun Yi Tu of China)? (Textbook Page No. 5)
Answer:
In this map India, Arabia and Africa were mapped from an Indian Ocean perspective. They are mis-shaped. They are on the bottom of left side of the map.

SCERT AP Board 8th Class Social Solutions 14th Lesson Parliament and Central Government Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 14th Lesson Parliament and Central Government

8th Class Social Studies 14th Lesson Parliament and Central Government Textbook Questions and Answers

Improve your learning

Question 1.
Why were the first elections difficult to conduct? List as many reasons as you can.
Answer:
An Election Commission was set up to conduct the elections in a free and fair manner. Making arrangements for the first elections was a large and complex task. First, a house-to-house survey was carried out to register the eligible voters.

People who contested elections belonged to political parties or were Independents. Election Commission gave a symbol to each of these candidates. These symbols were painted on the ballot boxes in which the votes had to be cast. The voters had to put their ballot paper into the box of the candidate they wanted to vote for. Screens were set up so that the voting (ballot) was secret.

Over 2,24,000 polling booths were set up across the country. Over 25,00,000 steel ballot boxes were made. Nearly 62,00,00,000 ballot papers were printed. About 10 lakh officials supervised the polls. Nearly 17,500 candidates had contested the elections across the coun¬try. Finally, 489 people were elected to the first Lok Sabha. The elections were conducted in a fair, free, impartial and orderly manner, with very little violence.
So we can say that the first elections were a large and complex task.

Question 2.
Why do you think elections need to be free and fair?
Answer:
The winners in the elections are the writers of our future. So the elections should not be influenced by any issue. They should be free and fair.

Question 3.
For which of the following subjects can laws be made by the Members of Parliament, which by the state assembly, and which can be made by both: agriculture, railways, village hospitals, police, posts and telegraph, electricity, factories?
Answer:

1. Agriculture – State
2. Railways – Centre
3. Village hospitals – State
4. Police – State
5. Posts and telegraph – Centre
6. Electricity – State and Centre both
7. Factories – State and Centre both

Question 4.
Name the two houses of the Parliament. Draw a table to show the similarities/ differences between them on the following aspects: term, number of members, more or less powerful, election process, voting for the President.
Answer:
There are two houses in the Parliament – Lok Sabha and Rajya Sabha.
Similarities / Differences

Aspect	Lok Sabha	Rajya Sabha
1) Term	5 years	6 years
2) No. of members	545	250
3) More or less powerful	More powerful	Less powerful
4) Election process	Direct	Indirect
5) Voting for the President	All the elected members have the right	All the elected members have the right

Question 5.
In the 2009 Parliamentary Elections, no single party won a majority. How was the government formed? Discuss with the help of your teacher and write a paragraph.
Answer:
The ‘Like-minded Parties’ who won in the elections formed as a Front ‘UNITED PROGRESSIVE ALLIANCE’. This front formed the government. In this Front INC has a majority.

Question 6.
Who is responsible for making the laws that are applicable for the entire country?
Answer:
Parliament is responsible for making the laws that are applicable for the entire country.

Question 7.
There are some gaps in the information given in the Table below. Discuss with your teacher to find the missing information and fill in the blanks.

Position	Who elects	Length of term	Eligibility (min. age, residence, etc)
MLA		5 years
MP Lok Sabha			Minimum age: 25 years
MP Rajya Sabha
Chief Minister	Members of each state majority Party
Prime Minister			Must be an M.P.
President			Minimum age: 35 years

Answer:

Position	Who elects	Length of term	Eligibility (min. age, residence, etc)
MLA	Voters in state	5 years	25 years; must be a resident of the state.
MP Lok Sabha	Voters in country	5 years	Minimum age: 25 years, must be a resident of the country.
MP Rajya Sabha	MPs, MLAs of all states	6 years	30 years; must be a resident of the nation
Chief Minister	Members of each state majority Party	5 years	25 years; must be a resident of the state. Must be an M.L.A.
Prime Minister	Majority of the members in the Lok Sabha	5 years	25 years; must be a resident of the nation. Must be an M.P.
President	MLAs, MPs of both the houses (Rajya Sabha, Lok Sabha)	5 years	Minimum age: 35 years, Must be a resident of the nation.

Question 8.
Do you think the parties should be made to put up more women candidates for elections? Why?
Answer:
Nowadays women are participated in all activities along with the men equally. They also thinking globally.
Parties should be made to put up more women candidates for elections in order to promote women’s participation in the electoral process. Women, too can express their problems and get them discussed.
A number of countries are exploring measures that may increase women’s participation in government at all levels, from the local to the national.

Question 9.
Following is a study of women’s representation in Parliament houses including that of India and other nations:
Based on the above information write an essay analysing the following aspects:
i) Is there an adequate representation of women in our legislative houses?
ii) How is the idea of representation important to the idea of democracy?
iii) What solution can be achieved for the above? How will you address this issue if you are member of the Parliament? How do you think have certain countries achieved better representation of women in Parliament?
Answer:
i) No.
ii) ‘Democracy’ means people’s government. So the idea of representation is important.
‘People’s means ‘all the nation’, but not only one.
iii) Encouraging women in politics is the only solution for this.
If I were the parliamentarian I support reservations for women in the houses of law and solve this problem. I think certain countries have achieved better representation of women in Parliament in this way.

Project

When the Parliament is in session, listen to the news on the radio or television or look in the newspapers and make a list of the events that take place. Write a page on any issue discussed in the Parliament, or draw a picture of the scene in Parliament when it is being discussed.
Answer:
The issue is belongs to separation of Telangana state. Separate Telangana state bill was introduced in the Loksabha. There was a long discussions and debates conducted in the Loksabha.

On the basis of petitions of Telangana people the government was decided to separate the Telangana people from A.P State. But in the Parliament majority of members were not accepted. During this time the members of the house joined together and conducted voting among them. And this was introduced in the Rajyasabha also and conducted voting in that house and was the final decision taken about the separate Telangana state.

8th Class Social Studies 14th Lesson Parliament and Central Government InText Questions and Answers

Question 1.
What do you think are the advantages of having a Parliamentary form of government in which the government members are answerable to the Parliament? (Textbook Page No. 162)
Answer:
Advantages:

1. It is faster and easier to pass legislation.
2. Power is more divided.
3. Easy to remove the executive.
4. It feels more responsibility.

Question 2.
Should the Parliament only make laws and not control the government in its functioning? Discuss in the class. (Textbook Page No. 162)
Answer:
There should be government control on laws made by government. Otherwise the implementation of it will be questionable. So the condition is framed.

Question 3.
Can you identify the basic difference between Rajya Sabha and Lok Sabha? (Textbook Page No. 162)
Answer:
The basic difference is –
The election for the Lower House or Lok Sabha is direct election.
The election for the Upper House or Rajya Sabha is indirect election.

Question 4.
Discuss the meaning of the following with your teacher. (Textbook Page No. 166)

1. Candidate
2. Constituency
3. Ballot
4. EVM
5. Election campaign
6. Election Commission
7. Voters’ List
8. Procedure of voting
9. Free and fair elections

Answer:

1. Candidate: The person who contests in the election.
2. Constituency: States and Union territories are divided into constituencies.
3. Ballot: The paper which is used in election for voting. It contains the symbols of the contestants.
4. EVM: Electronic Voting Machine.
5. Election campaign: The constants request the voters to vote for them. This procedure is called election campaign.
6. Election Commission: It is an independent institution which conducts free and fair elections.
7. Voters’ list: A list with the names of voters.
8. Procedure of voting: The voters give their votes secretly.
9. Free and fair elections: The elections in which the voters give their vote without any influence or pressure.

Question 5.
Discuss with your teachers and parents to learn about how elections are conducted today. (Textbook Page No. 166)
Answer:
At present the elections are conducted peacefully and in a democratic way.
Elections:

Nowadays, the elections are conducted in a procedure as mentioned above.

Question 6.
Write down some differences between the first elections and elections held today – ballot box and sheets, age of voting.
Answer:

Subjects	First Elections	Present Elections
1) Ballot Box	used sealed iron boxes.	using electronic voting machines.
2) Ballot papers	used printed ballot papers.	votes are printed and recorded in EVMs.
3) Age of voting	21 years	18 years.

Question 7.
Recall the laws about which we studied last year. Find out the new laws that are being discussed in state legislative houses and Parliament during their last meeting. (Textbook Page No. 166)
Answer:

1. Establishment of women courts,
2. If any minor, aged 16 years, is accused in sexual harassment cases, he should be trailed by the criminal court instead of Juvenile courts.

These two bills, are discussed by the Parliament during the last meeting.

Question 8.
Correct the false statements: (Textbook Page No. 166)

1. The President and the Vice-President are both elected by the same set of people.
2. Every voter in India elects the President.
3. All the MLAs of the Vidhan Sabha of Andhra Pradesh participate in the election of the President.
4. All the MLAs of all the Vidhan Sabhas and Delhi and Pondicherry and all the MPs of the Rajya Sabha and the Lok Sabha elect the President.

Answer:

1. The MLAs of all the states and the members of both houses of the Parliament elect the President. Both the houses of the Parliament elect the Vice-President.
2. Every voter, who participated in election, elects the President indirectly.
3. Correct statement.
4. The MLAs of all Assemblies and the elected members of Lok Sabha and Rajya Sabha elect the President.

Question 9.
Which of the following is correct about formation of government? (Textbook Page No. 170)
A) Party or coalition that has support of the President forms the government.
B) Party/Coalition with most number of seats forms the government.
C) Party or coalition with more than half the seats forms the government.
D) Election Commission selects the party that will form the government.
E) The person who has won with the largest number of votes in the Lok Sabha election will be the Prime Minister.
Answer:
‘B’ is correct.

Question 10.
Azhar feels that it is better to give more powers to Rajya Sabha because they are mostly wiser people belonging to different political parties.
Mumtazfeels Rajya Sabha should not be given any more powers because they are not directly elected by people. What do you think about their feelings ? (Textbook Page No. 164)
Answer:
I support both the arguments. The thoughts of wiser people are always to be supported. So they should be given more powers. Likewise it is true that they are not elected by the people directly. So we should elect the wise people directly in election.

Question 11.
Can you think why the following illustration has Parliament on one side and people on the other ?
Answer:
The population of the country and the number of members of Parliament are in proportionate. If there is no support of the people, the parliament would be weakened. So it is shown like that.

Question 12.
How many Lok Sabha elections have been held? (Textbook Page No. 167)
Answer:
16 Lok Sabha elections have been held.

Question 13.
A survey showed that among the uneducated and poor, the percentage of people who voted in 1996 was 61 %. However, it was only 53% among graduates. What could be the reasons for this difference? Discuss. (Textbook Page No. 167)
Answer:
The winners in the elections are doing no favour to the people. They are interested in improving their financial balances, assets and developing their personal relations. This may be the feeling of the graduates.

Question 14.
Find out about some important policies and laws made by the Parliament. Make a presentation about it in the class. (Textbook Page No. 161)
Answer:
The important laws made by the Parliament:
1) The Dowry Prohibition Act -1961
2) The Prevention of Terrorist Activities Act – 2002.

Procedure relating to any ordinary bill in the Union Parliament
↓
First reading/introduction stage
↓
Second reading/Discussion stage
↓
Third readingA/oting stage
↓
Bill in the other house
↓
In case deadlock between the two houses – A joint-session of both houses
↓
President approval
↓
Act

Question 15.
Find out if there are other kinds of government where the government is not answerable to the Parliament or legislature. (Textbook Page No. 162)
Answer:
Monarchial and dictatorial form of governments are not responsible to the Parliament or legislature.

Question 16.
See the map and tables given in Text book P.No. 163 and answer the following questions. (Textbook Page No. 164)

1. What is the number of Lok Sabha Constituencies in your state and two neighbouring states?
2. Which states have more than 30 Lok Sabha Constituencies?
3. Why do so many states have such large number of Constituencies?
4. Why are some Constituencies small in area while others are very big?
5. Are the Constituencies reserved for the SCs and STs evenly spread all over the entire country or are there more in some areas?

Answer:

1. In our state Andhra Pradesh: 25
   Telangana: 17
   Tamilnadu: 39
2. Bihar, Maharashtra, Tamilnadu, Uttar Pradesh and West Bengal.
3. The population is high in many states. So the Constituencies are also high.
4. Some Constituencies are large and some are small in accordance with the population and extent they have.
5. Schedule castes are spread all over the country equally.
   Schedule tribes are there more in some areas.

Question 17.
Who is the Lok Sabha member from your area? Name a few other MPs from your state or neighbouring states. Find out which political parties they belong to. (Textbook Page No. 166)
Answer:
The Lok Sabha member from our area: Kesineni Srinivas (Nani) – TDP.
Names of a few other M.P.s from our state :

1. Pusapati Ashok Gajapathi Raju – TDP
2. Maganti Venkateswara Rao (Babu) – TDP
3. Nirmala Sitharaman – BJP
4. Y. Avinash Reddy – YSRCP

Question 18.
Find out the symbols used by different political parties
Answer:

1. Congress Party – ‘Hastam’
2. BJP – Lotus
3. BSP – Elephant
4. Communists – Hammer, Sickle/Kanki, Sickle
5. TRS – Car
6. T.D.P. – Cycle

Question 19.
Collect the photos of the current ones of the following and paste in the given boxes. (Textbook Page No. 170)
Answer:

Question 20.
Who is the current Prime Minister? Can you name a few earlier Prime Ministers?
Answer:
Our present Prime Minister is Hon’ble Dr. Narendra Modi. (Textbook Page No. 170)
Some of our earlier Prime ministers :

1. Dr. Manmohan Singh
2. Sri Atal Bihari Vajpai
3. Sri Rajiv Gandhi
4. Smt. Indira Gandhi
5. Sri Lai Bahadur Sastry
6. Sri Jawaharlal Nehru

Question 21.
Find out if there are any ministers from your state in the current Central government. (Textbook Page No. 170)
Answer:
Sri P. Ashok Gajapathi Raju – Minister of Civil Aviation.

Question 22.
Identify few important ministries and government.
Answer:

Important ministries	Their incharges
1) Defence	Rajnath Singh
2) Agriculture	Narendra Singh Tomar
3) Finance	Nirmala Sitharaman
4) External affairs	Subrahmanyam Jaishankar
5) Home affairs	Amit Shah
6) Communication and Information Technology	Ravi Sankar Prasad
7) Railways	Piyush Goyal
8) Prime Minister	Narendra Modi
9) Women and Child Development	Smriti Zubin Irani

Question 23.
If you had been living at that time, which side would you have agreed with? Would you have considered it a good idea for India to try to have universal adult franchise and conduct elections? Give reasons. (Textbook Page No. 165)
Answer:
If I had been living at that time, I would have agreed with the optimists. There may be some obstacles to any positive work. We should not deviate from it. So I would have considered it a good idea for India.

Question 24.
Why were the first elections a large and complex task”? (Textbook Page No. 166)
Answer:
Refer answer (1) In Improve your learning.

Question 25.
Why should the voting be secret? (Textbook Page No. 166)
Answer:
To maintain the self-confidence in the voters, the voting should be secret.

Question 26.
Why do you think it is important to look at the percentage of people who cast their votes? What does it tell us? (Textbook Page No. 167)
Answer:
It shows the confidence of people in elections and also the pattern of voting. So it is important.

Question 27.
Why do you think many eligible voters vote? Discuss the possible reasons. (Textbook Page No. 167)
Answer:
Many of the voters are less interested or uninterested in the election procedure. They feel that whoever may be the winners, the living conditions of the voters remain the same. So many eligible voters did not vote.

Question 28.
What were the opinions expressed by different people at the time of the first elections? (Textbook Page No. 167)
Answer:
Some people said, “The elections are ‘a leap in the dark’, not suitable for a country like India. India is a caste-based society in which many people do not accept the idea that everyone is equal. So it won’t be possible to have a democratic election.”

There were other people who were very hopeful. They said, “Indians have participated in the National Movement to gain freedom from the British. They want to elect a government of their own choice. They want the government to work towards creating a society where every¬one is treated equally. They also want the government to improve the living conditions of the people. Thus everyone should have an equal opportunity to elect a government of their choice.” To such people, the elections were ‘an act of faith’.

SCERT AP Board 8th Class Social Solutions 10th Lesson Landlords and Tenants under the British and the Nizam Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 10th Lesson Landlords and Tenants under the British and the Nizam

8th Class Social Studies 10th Lesson Landlords and Tenants under the British and the Nizam Textbook Questions and Answers

Improve your learning

Question 1.
Make simple questions based on each section of the chapter (Landlords and Tenants under the British and the Nizam) and ask one another. Check if the answers are correct.
Answer:

1. What is Khudkasht?
   Answer:
   It means self-cultivated land.
2. Who introduced the Permanent Settlement of Tax and when?
   Answer:
   Cornwallis introduced this in 1793.
3. What happened if the Zamindars could not pay the tax?
   Answer:
   They became defaulters.
4. What are ‘ceded’ districts?
   Answer:
   Bellary, Ananthapur, Kurnool and Kadapa.
5. Who built the Prakasam Barrage?
   Answer:
   Sir Arthur Cotton.
6. Based on how many years, the Ryotwari war fixed?
   Answer:
   20, 30 years.
7. When was the American Civil War started?
   Answer:
   In 1861.
8. What was the forced labour without payment called?
   Answer:
   Vetti
9. What were the forms of income did the Zamindars expect from farmers?
   Answer:
   Ghee, milk, vegetables, gur, grass/straw, cowdung cakes etc.
10. With what did they compensate the old landlords in Hyderabad state?
    Answer:
    They paid ‘Rusum’, an annual payment.
11. Write an example for severe famine.
    Answer:
    Ganjam Famine.
12. Write the names of any two peasant movements.
    Answer:
    The Deccan riots of 1860s, Rampa fituries, Moppila agitations etc.

Question 2.
Compare the condition of tenant farmers before freedom and farmers of today. What differences and similarities do you find?
Differences:
Sometimes the tenant farmers could not pay the rent and deserted the lands. They borrowed loans from moneylenders. If they could not repay their loans on time, the moneylenders went to court to get their land auctioned to recover the loan money. The rent was 3 to 7 times more than its revenue.
The farmers of today are fixing and paying rents in a proper method. In time of need they borrow money from the banks.
Similarities:
Their conditions are pitiable in both periods. The owners of the lords are not working for the developmental activities. The cultivators are becoming permanent debtors.

Question 3.
During the freedom movement, the zamindars normally supported the British. Can you explain why?
Answer:
The policies of zamindars created a gap between them and their people. They earned more assets in the British reign. So they normally supported the British during the freedom movement.

Question 4.
What role did the moneylenders play in the lives of the peasants? In what way do you were they think supported by the British government?
Answer:
Farmers borrowed loans many times from moneylenders to pay revenues. If they could not repay their loans on time, the moneylenders also went to court to get their land auctioned to recover the loan money.

Due to this British rule, for collecting land revenue, many peasants fell into deep debt trap. The moneylenders became richer and richer as more and more peasants came under their grip.

The British government did not show any interest in the welfare of the farmers as it showed in collecting revenue. Thus the moneylenders were supported by the British.

Question 5.
What were the similarities and differences between the Doras and the Zamindars of Awadh?
Answer:
Differences :

1. Doras were under the Nizam’s rule. Zamindars were under the British rule.
2. Doras paid revenue collection to Nizam, but Zamindars paid to the British.
3. Doras illtreated their tenants and farmers, Zamindars made them suffer only economically.

Similarities :

1. Both suffered the peasantry.
2. Both had large fields.
3. They were independent in others’ rule.

Question 6.
What kind of measures did the British take to improve agriculture? Did it have the desired impact? Give your reasons.
Answer:
Some British administrators believed that it is the duty of the government to invest in large scale irrigation works. They built anicuts and canals. They recognised the ownership of the land. They fixed the revenue per acre by taking the yield, prices, market conditions, crops etc., into consideration.

Before the cultivation they made necessary advances to the ryots to purchase seeds, implements, bullocks and to repair old wells or dig new ones. This proved very effective and that year saw a bumper crop and good revenue collection. So I think their approach was right.

Question 7.
How did the Ryotwari settlement also give rise to landlordism?
Answer:
Even in the Ryotwari areas the land revenue was fixed at a very high level. Unlike in the Zamindari areas it was fixed for twenty to thirty years. After expiry of the tenure period the revenue was revised, taking the changed conditions into consideration. The land revenue was so high that in the beginning it had to be collected by force. Soon however as prices rose faster than the land revenue and the ryots found it more profitable to employ tenants to cultivate their lands and receive rent from them.

Soon the Ryotwari area too was full of landlords who rented out their lands to helpless tenants for very high rents. The tenants had to pay rent that was three to seven times more than the land revenue paid by the ryots to the government. (That is if a ryot paid Rs.100/- as land revenue for a piece of land to the government, he was able to get Rs. 300/- to 700/- from the tenants for the same land.) As a result they too did not have any interest in investing in improving agriculture, but only in renting it out at higher and higher rates.
Thus the Ryotwari settlement also gave rise to landlordism.

Question 8.
Why were famines caused under British rule? Do you think it was because of failure of rains or floods?
Answer:
The rains and floods caused one or two famines during the British rule. Most of the famines occurred due to their dictatorial rule. They exported food grains in the famines. They had no interference when the merchants created artificial scarcity by hoarding food grains. They didn’t work for the welfare of the people in India. So the famines were caused.

Question 9.
In what way can a government help to prevent famines even in times of crop failure?
Answer:
A government can help even in times of crop failure :

1. by supplying agricultural products from the areas of surplus.
2. by providing water facilities.
3. by postponing the E.M.Is of their loans.
4. by drying and storing the surplus crop.

Question 10.
Imagine that you are giving a representation to a British Government Enquiry committee. Write down the grievances of tenant farmers in the form of an appeal.
Answer:

Memorandum

13-07-1845.

Sir,

Being Indians, we are ashamed of paying more rents for our own lands. Peasants, landlords and zamindars are not interested in any developmental activities. So we have no irrigation facilities and others. We are not able to get even common yield. The revenue system introduced by the British government is not favourable to us. The rents are increasing day by day. At present they are seven times more than the revenue. Our assets are ready to be auctioned. So we request you to handle the situation carefully keeping all these things in view. Once again we request you to improve our living standards.

Thanking you,

Yours obediently,
Andhra Pradesh Tenant Farmers Association

Question 11.
Locate the following in the given India map.

1. Ganjam
2. Awadh
3. Hyderabad
4. River Godavari

Answer:

Question 12.
Read the paragraph under the heading ‘Countless Collections, Cesses and Payments’ and answer the following:
How are we paying the taxes nowadays?
Answer:
Now-a-days we are paying some taxes directly govt, through its related department. Some other taxes are paid indirectly.

Project

Question 1.
Make teams of five students and interview five elders of the village to know about how things were during the British days. At least two of them should be women, and at least one person should be from the artisans. Talk to them at length and prepare detailed reports about what they have to say.
Report
Answer:
Britishers developed India according to their needs. They were selfish in this attitude. Some people supported and some opposed them. During the colonial period some gained some lost. We were treated as second class civilians in our own motherland. Women were uplifted with the introduction of women education, abolition of child marriages and widow re-marriages. But the handicrafts were suppressed. The introduction of motors and machines caused this. They are still in the same situation. On the whole the British rule caused mixed results.

Question 2.
Find out about famines in your area. What did people do in those times?
Answer:
Our area is located in Chittoor district. There is a great famine in recent year. It is caused due to lack of rainfall and crop failure. In these times people are migrated due to lack of rainfall and crop failure to urban areas in search of livelihood. These people mostly worked as daily – wage labourers, watchmen in colonies, apartments and shops. Some of them also engaged in granite and construction industry on the city’s outskirts.

Question 3.
Find out about families that migrated to distant places like Kuwait, Saudi Arabia from your area.
Answer:
Ours is a Village in Kadapa district in Andhra Pradesh. Once many people worked in our fields. But many of them went to Saudi and Kuwait for household and industrial works. They earned good incomes there and increased their assets here. We can say that the rich people in our area are mostly the migrated ones.

8th Class Social Studies 10th Lesson Landlords and Tenants under the British and the Nizam InText Questions and Answers

Question 1.
Did the Zamindar own all the lands of the villages in the Mughal times? (Textbook Page No. 111)
Answer:
No. They owned some of the village lands. They had the power to collect revenue from the villagers. Rest of the land was owned by peasants and others.

Question 2.
What did the Zamindars do for the Mughal government and what did they get in return? (Textbook Page No. 111)
Answer:
The Zamindars collected the revenue from the peasantry on behalf of Mughal emperors. In return they received a share of revenue collected. Sometimes they also had right to collect some small local taxes.

Question 3.
How the changes would have affected the position of the farmers who tilled the land for several generations? (Textbook Page No. 113)
Answer:

1. This settlement inadvertently converted all the peasants into the tenants.
2. Since rent collected was much higher than the revenue, the cultivators could not pay and sometimes deserted the lands. These were the affects.

Question 4.
What is the difference between revenue and rent? (Textbook Page No. 113)
Answer:
Revenue: Tax on land which is paid to the zamindars or government.
Rent: Amount paid to the owners of the land for using and cultivating it.

Question 5.
In what ways did the government invest in agriculture during the early British rule? Do you think it could have been done by farmers themselves? (Textbook Page No. 115)
Answer:

1. The Britishers made necessary advances to the ryots to purchase seeds, implements, bullocks and to repair old wells or dig new ones.
2. They constructed anicuts & canals.
   It could not have been done by farmers themselves.

Question 6.
How did the land revenue lead to peasants losing their lands to the money lenders? What would the money lenders have done with the land? (Textbook Page No. 114)
Answer:
The peasants were forced to work on the zamindars’ fields and many peasants could not cultivate their own fields properly. They could not improve their fields. Their plight can be seen in a government report written in 1878. The report says that the peasants do not try to dig well on their lands or irrigate it, nor do they try to bund their fields or dig drains or use fertilisers. “They do nothing to improve their land because they fear they can be evicted from their land at any time. If they improve their farming, the zamindar immediately increases the share he takes from them. But the zamindars also prevent the peasants from improving their fields because they are afraid that the peasants would then start asserting their rights over the land.”

Question 7.
In what forms did the zamindars take away the produce of the tenants? (Textbook Page No. 118)
Answer:

1. The peasants were forced to do ‘Vetti’ in the lands of zamindars.
2. The zamindars also tried to extract as much money as they could from the peasants under a variety of pretexts.
3. The peasants also had to regularly supply ghee, milk, vegetables, gur, straw, cow dung cakes etc., free of cost to zamindar’s house.
   Thus they paid in form of labour, cash and kind.

Question 8.
How did the position of the revenue collectors change in the Nizam state? (Textbook Page No. 119)
Answer:
In the Hyderabad State under the Nizam rule there were many forms of subordinate chieftaincies like Jagirdars, Samsthanamdars and Inamdars which ruled like independent chiefs. They collected revenue from the lands under them, and gave a small part to the Nizam as ‘peshkash’ and kept the remaining with them. They were also responsible for the administration of their areas.

The large landlordsrwere called ‘Doras’. The Doras lived in large fortified houses called ‘gadi’ and had a large retinue of servants and soldiers. They had vast lands cultivated by tenants and also lands directly cultivated with forced labour. They acted as village money lenders too. They also had judicial powers over the entire village. They settled all village disputes and were usually partisan towards the upper castes.
Thus their position was raised to higher cadre.

Question 9.
How was a ‘dora’ different from an ordinary landlord? (Textbook Page No. 119)
Answer:
The large landlords were called Doras. They had a large retinue of servants and soldiers. Ordinary landlords were under the control of these ‘doras’. Landlords should follow the orders of ‘Doras’. This is the difference between them.

Question 10.
Do you think the Zamindars would have helped the independent cultivators in any way? Give reasons for your answer. (Textbook Page No. 112)
Answer:
Zamindars were acted as mediaters during Mughal period and helped the cultivators. But during the British they didn’t help the cultivators. As a result in the long run, the zamindars also suffered and became defaulters. Numerous zamindaris were sold off at auctions organised by the East India Company. Anyone who failed to pay the revenue, lost his zamindari.

Question 11.
How do you think it was possible for the zamindars to keep increasing their incomes without increasing investment in the land? (Textbook Page No. 114)
Answer:
The prices of grains in the market rose and cultivation slowly expanded. This meant an increase in the income of the zamindars but no gain for the Company as it could not increase the revenue demand that had been fixed permanently. Even then the zamindars did not have an interest in improving the land. Some had lost their lands in the earlier years of the settlement; others now saw the possibility of earning without the trouble and risk of investment. As long as the zamindars could give out the land to tenants and get rent, they were not interested in improving the land.

Question 12.
Who do you think would have benefited from the Ryotwari Settlement – the farmers, the landlords or the British? Give reasons. (Textbook Page No. 116)
Answer:
The landlords would have benefited from the Ryotwari settlement.
Reasons:

1. There was an increase in the number of landlords in the Ryotwari area.
2. They showed much interest in giving their lands on rents rather than cultivation.

Question 13.
Compare these actual outcomes with what you had predicted. How similar or different was it? (Textbook Page No. 116)
Answer:
I think that the conditions of the cultivators may get improved with the Ryotwari system. But my prediction goes on wrong. Farmers became as landlords and the tenants as coolies.

Question 14.
Why do you think the ryots not invest in improving agriculture or extending agriculture? (Textbook Page No. 116)
Answer:
The prices rose faster than the land revenue and the ryots found it more profitable to employ tenants to cultivate their lands and receive rent from them. So they did not invest in improving agriculture or extending agriculture.

Question 15.
Imagine and describe the condition of the landless tenants of the ryots. (Textbook Page No. 116)
Answer:
The landless tenants had to pay the revenue and the rent many times more than their yield. They had no chance to develop their fields or to invest on it. They had to approach moneylenders to meet their expenditure. If they could not repay their loans on time, the moneylenders also had to go to court to get their land auctioned to recover the loan money.

The agricultural prices were determined by the international market. As a result the tenants had to bear more losses. If they cultivated cash crops, it would have resulted in scarcity of food. As a result, they had to desert the lands. Many people migrated to South Africa, Mauritius, Fiji and other distant places as coolies during ‘Ganjam Famine’.

Question 16.
Discuss the changes in the lives of traditional crafts persons and village artists. (Textbook Page No. 118)
Answer:
Traditional crafts persons are adding technology to their tradition. As the prices are high, there is no demand for their products. Village artists had enjoyed the encouragement of the Kings and Zamindars. Now they lack it. So their lives are in worse condition.

Question 17.
Why do you think it was necessary to defeat the palegars before the Ryotwari Se ttlement could be introduced? (Textbook Page No. 115)
Answer:
Palegars resisted the imposition of British rule and indulged in constant war and looting. They had armed followers. Identifying the orizinal land owners was very difficult. So they should be subdued first. I think law and order should be restored before the Ryotwari settlement.

Question 18.
If you live in the ‘Ceded Districts’, find out about the palegars who fought with the British. (Textbook Page No. 115)
Answer:
Mahy wars were broken out between Palegars and the British from 1798 to 1805. First war was fought between Veerapandya and the British in 1799. Second main war was fought between a group of Palegars and the British. After a long andexpensive campaign-the-British finally defeated the revolting Palegars of whom many were beheaded and hanged while others were deported to the Andaman Islands. Of the Palegars who submitted to the British some of them granted Zamindari status, which had only tax collection rights and disarmed them completely.

Question 19.
Who ultimately profited from production for export market and why? (Textbook Page No. 117)
Answer:
Peasants very often borrowed money from moneylenders in order to pay land revenue. As usually the peasants borrowed money from them for the production so as to do export market. As the demand was reduced, they incurred losses. They suffered a lot as they could not earn enough to pay back the loans they had taken. The moneylenders became richer and richer as more and more peasants came under their grip.

Question 20.
Have you heard of any similar rapid rise or decline in prices of any agricultural produce in our own times? Find out about its impact on the farmers. (Textbook Page No. 117)
Answer:
In recent past, there was an increase in the prices of rice and red gram. Later they were reduced by the government. Peasants grew some crops thinking of high profits. If the demand fell, they would get losses that year.

Question 21.
Why do you think the zamindars kept the soldiers and small forts? (Textbook Page No. 112)
Answer:
Zamindars had some villages under their control. They were the mediators between the rulers and the ruled. They had much income also. So they lived in small forts. To protect their people from thefts and attacks, to collect revenues they needed soldiers. So they maintained them.

Question 22.
Who do you think gained the most from the ‘Permanent Settlement’- the British Government, the zamindars or the peasants? Give your reasons. (Textbook Page No. 113)
Answer:
The Zamindars gained most from the ‘Permanent settlement’.
Reasons:

1. The zamindars paid only 10% of prefixed revenue. They did not pay the surplus collection to the British.
2. Peasants had to pay more revenue. Those who could not pay the revenue, lost their land. They changed as tenant farmers.

Question 23.
In what ways did the zamindari system fail in the objectives with which the British had introduced it? (Textbook Page No. 114)
Answer:

1. Zamindars did not develop the lands.
2. They did not invest on lands.
3. Land revenue is very high.
4. There were no exceptions at the time of famines and crop failures.
5. East India Company frequently changed the zamindars in auctions.
6. The Zamindars were interested in their earning but not in constructive ideas and works.
7. Some landlords and moneylenders got profited.
   Due to these reasons the Zamindari system failed in the objectives.

Question 24.
When the ‘Permanent Settlement’ was introduced, there was no detailed lanjd survey. Why do you think was it needed for the ‘Ryotwari Settlement’? (Textbook Page No. 115)
Answer:
As the Zamindars were middlemen, the Britishers could not get proper income. Peasants suffered a lot from lack of developmental activities. So the British planned to collect revenue directly from the peasants by providing various facilities. So the detailed land survey is needed for the ‘Ryotwari Settlement’.

Question 25.
Why did the high revenue rates prevent zamindars and farmers from improving agriculture? (Textbook Page No. 117)
Answer:
As they paid heavy rates of rents and revenue from their income, they were not able to improve agriculture. They used the remaining amounts for their household purposes.

Question 26.
Why did the war in America lead to increase in prices of cotton in India? (Textbook Page No. 117)
Answer:
In 1861, there was Civil war in America and British factories turned to India for supply of cotton. As a result cotton prices soared high.

Question 27.
Why do you think the peasants were not willing to invest in their lands? (Textbook Page No. 118)
Answer:
They had no funds to invest in their lands. They had fear that they could be evicted from their land at anytime. If they improved their forming, the Zamindars immediately increased the share he took from them. But the Zamindars also prevented the peasants from improving their fields because they were afraid that the peasants would then start asserting their rights over the land.

Question 28.
Among all forms of exploitation, the peasants hated ‘vetti’ the most? Can you explain why? (Textbook Page No. 119)
Answer:
During the colonial period the peasants were forced to do ‘vetti’ on the personal land of the landlords. The soldiers would even catch peasants walking on the road and force them to do vetti in the zamindar’s fields.

1. Many peasants could not cultivate their own fields properly.
2. They could not improve their fields.
3. They could not earn incomes.
4. This was an inhumane activity.
   So the peasants hated ‘vetti’.

 

SCERT AP Board 8th Class Social Solutions 5th Lesson Forests: Using and Protecting Them Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 5th Lesson Forests: Using and Protecting Them

8th Class Social Studies 5th Lesson Forests: Using and Protecting Them Textbook Questions and Answers

Improve your learning
Question 1.
Do you agree with the following statements? Give reasons for your agreement or Contradiction.
a) The notion of private property is important to protect the forest.
b) All forests need to be protected by human beings.
c) Over the centuries most people living on earth have reduced their dependence on forest for their livelihood.
Answer:
a) I agree with this statement. They were sent out of their homes and they lost that ‘ours’ feeling.
b) I agree with this statement. The trees and human beings are interdependent. So all forests need to be protected by human beings.
c) Yes, I agree with this. Many other kinds of employment and business opportunities were created on the earth. So the dependence on forests is reduced.

Question 2.
Create a timeline to show the major changes in use of forest over centuries. It may be necessary to look at your textbooks from previous classes.

Event	Changes affecting tribal life	Impact on forest
Emergence of agriculture
Arrival of the colonial rulers
Government rules

Answer:

Event	Changes affecting tribal life	Impact on forest
1. Emergence of agriculture	Due to this the tribals changed their traditional foods, and began to cultivate crops like cereals, grains etc.	Due to this tribals started shifting or podu cultivation. Forest land changed as agricultural land, but they took care to ensure the regeneration of animals and trees.
2. Arrival of the colonial rulers	After their arrival the tribals lost their control and rights over the forests. The laws restricted the customary rights of tribals and uses of forests. They became homeless.	Forests were under the control of Britishers and Forest Department. The land was handed over to farmers and zamindars. Britishers consumed much wood as the industries were developed.
3. Government rules	Things did not really change for the better of the tribal people even after independence. The govt, continued to follow the British forest policy. As a result of these policies the condition of the tribal people continued to worsen.	In 1988, the government declared National Forest Policy. The primary task is to associate the tribals in the protection and regeneration of forests. This led to Joint Forest Management (JFM). Next the Parliament passed Forest Rights Act in 2006 and resto­red the tribals rights on forests. At last the forests came into the hands of tribals.

Question 3.
Based on the details given in the above text, or from what you already know about the forests, compare the type of forest that is closest to your area of living on the following aspects.

Density of trees	Types of trees found	Special features of trees

Answer:
Ours is a Maredumilli village in East Godavari district. Our forest is as follows.

Density of trees	Types of trees found	Special features of trees
650 to 750 trees per acre	1) Maredu	– called as Bilwavriksh; favourite of Lord Shiva.
	2) Peepal	– favourite of Lord Vishnu. It has more electromagnetic power.
	3) Neem	– It is a form of energy. We treat it as ‘Amma’.
	4) Amla	– Medicinal plant (Lord Vishnu).
	5) Teak	– Hard wood; used for household purpose.
	6) Devdar	– It is descended directly from ‘Devlok’.
	7) Sal	– Hard wood; favoured by Vishnu; best for construction.

Question 4.
Observe the map of forests in Andhra Pradesh and find out which district (s) has/have the maximum forest covered area?
Answer:
Visakhapatnam, East Godavari, Srikakulam and Prakasam districts have the maximum forest covered areas in our state.

Question 5.
A few children in a school participated in Vanamahotsavam programme and they planted some saplings. How do you respond to this?
Answer:
I appreciate this action very much. The children’s participation in this brightens the future of the country. But they should take care of their plants till they grow.

Question 6.
Read the paragraph under the heading ‘Forests of Andhra Pradesh’ and answer the question:
You read about some of the important kinds of forests in our state But how large are our forests? Are they increasing or decreasing? Let us find out. About 64,000 sq kilometres of the state are declared as forest by the government. This is about 23% of all land in the state.

However, all this is not really forested as only about 16% of our land has tree cover to qualify as forest. This means that is about 7% of our forest lands are open grounds and with very few trees. Even this forest cover is dwindling due to felling, encroachment, mining etc. Every year about one hundred sq kilometres of forests are lost in our state
What suggestions do you have for increasing the forest cover in our state?

Answer:

1. Government should adopt social forestery scheme.
2. Plantations should be taken in bare lands in forests.
3. Consumption of forest products should be minimised.
4. Renewable sources of energy should be invented.
5. Forests should be protected from illegal activities.
6. Awareness should be created about the necessity of forests among the common people.
7. Plantations should be taken in the area of used up mines.

Question 7.
Locate the various places mentioned below different photographs of forests given in this chapter in an Atlas. What similarities and differences can you find among them?
Answer:
Similarities & Differences

Name of the Forest	Physiographic conditions	Location	Trees
1. Evergreen Forests	Regions which get very high rainfall and also have a very warm climate.	Equatorial regions or regions like Kerala and Andamans in India have evergreen forests. We do not have such forests in our state.	Dense forests with a very large variety of trees. Jamun, canes, bamboos, kadam etc. are some characteristic trees.
2. Decidious Forests	These grow in regions when it rains in only some months and is warm and dry during most of the year.	Most of the forests of our state fall in this catageory.	Vegi, Ageisa maddi, Billu Neem, Teak, Velaga, Yepi, Buruga and Moduga etc.
3. Thorny Forest	These grow in very dry areas with little rainfall and high temperatures.	These are located in Y.S.R. Kadapa, Chittoor Anantapur districts in our state.	Babul (Thumma) Balusu, Regu, Sandal Neem etc.

Question 8.
What are the differences between Ever green forests and Deciduous forests?
Answer:
Difference between Evergreen forests and Deciduous forests:

1. Evergreen forests: Evergreen plants in evergreen forests have leaves or needles that stay on the plant throughout all of the seasons. This does not mean that the needles or leaves never die or fall off. It means that when they do, they are replaced by new ones and the plant is never without greenary.
2. Deciduous forests: Deciduous trees in deciduous forests lose their leaves flow September onwards, with some trees, this is accompanied by stunniodelus autumn colours. This happens at different points throughout the autumn, depending upon, the species of tree and weather at the point that this occurs.

Question 9.
Observe the pictures and write a comment.

Answer:
Tragically, human beings operate under the belief, that they have the right to do what they please to animals.
On the earth, the plant kingdom and the animal kingdom appeared first, before human kingdom. But now the later occupied more land on the earth. So the forests and wild life are to be protected.
Additional Information:

Mineral kingdom
↓
Plant kingdom
↓
Animal kingdom
↓
Human kingdom

8th Class Social Studies 5th Lesson Forests: Using and Protecting Them InText Questions and Answers

Question 1.
You have read about forests and people living forests in the previous classes. Can you recall some of them and talk about people who live in the forests? (Textbook Page No. 49)
Answer:
“Good morning all of you. Forests are lifeline of the lives. The area of forest should be 33% of the area of any country. But in India it is 23% only. These figures show our critical condition. Adivasis are 8% of our total population. Approximately 60% of them live in forests. They lead their lives in the lap of nature. Their traditions, customs, religious rituals, groups, agriculture – in every issue, they are different from others. Their welfare is our welfare. Save trees, they save us. Thank you one and all”.

Question 2.
What is a forest? There can be many ways of defining a forest. Write a definition of forests. Then discuss jointly in the class and write down points which seem to be correct to most students. (Textbook Page No. 50)
Answer:
A large tract of land covered by trees is called a forest.
Definitions:

1. A forest is best defined as an ecosystem or assemblage of ecosystems dominated by trees and other woody vegetation.
2. A place where the environment is covered from all sides with trees and wildlife means.

Correct points:

1. It is ecosystem.
2. It is dominated by trees.
3. There are another woody vegetations also.
4. Its place is covered with trees, from all sides.
5. There is wildlife also.

Question 3.
Find out how the mangrove trees adapt to the special conditions of sea coasts.
(Textbook Page No. 54)
Answer:
Mangroves, like desert plants have special adaptations for growing in low moisture and high salt conditions.
One special strategy for coping with high concentrations of salt is special salt – excreting glands on leaves.
Another is exclusion of salt from entering roots with water uptake. They have specialised aerial breathing roots known as pneumatophores.

Question 4.
You may remember reading about Equatorial forests in Nigeria. What are the main differences between the forests of Andhra Pradesh and the Equatorial forests? (Textbook Page No. 54)
Answer:

Forests of equatorial regions	Forests of Andhra Pradesh
1. These are extended on either side of the equator.	1. These are only to the north of the equator.
2. These are highly densed.	2. These are less densed.
3. The ground is wet and swampy.	3. The ground is semi wet and semi dry.
4. More species are found here.	4. Limited species are found here.
5. These are not fit for transport facilities.	5. These are fit for transport facilities.

Question 5.
Do you think there is any difference between a plantation of Eucalyptus trees or tea shrubs and a forest? Discuss in the class. (Textbook Page No. 57)
Answer:
Forest trees grow in both height and breadth. The diameter at the top should be more or less equal to its height.
Eucalyptus trees are long, but at the top they are not broad enough. The plantations in tea estates are grown upto a height of 3 to 4 feet. Otherwise, it will be useless. So I think there is a difference between these three varieties.

Question 6.
What was the difference between the protection of forests by the tribal people and by the Forest Department? (Textbook Page No. 58)
Answer:
Tribals treated the forest as their mother. Their birth, life, death-every event was in the laps of forests. They felt no difference between them and forest. So they didn’t cause any harm or loss to the forests. In agriculture also they took necessary safety measures.

But the Forest Department officials usually belonged to distant and rich communities. They regarded the tribal people as ignorant and dangerous. They had no positive feeling about the forests.

This is the difference between protection of forest by the tribal people and by the Forest Department.

Question 7.
Can each of you draw a picture of a forest and compare them? (Textbook Page No. 49)
Answer:
In some pictures the forests are dense.
In some pictures there are gaps between tree trunks.
In some pictures some plain ground is visible in the forest.

Question 8.
Write a caption on the above cartoon in the contest of forest. (Textbook Page No. 50)
Answer:

1. “More usage makes us stand on the edge of a blade”.
2. “In front, there is crocodiles’ festival”. (Jovial cartoon)

Question 9.
Do you think it is important to have forests ? What will happen if all the forests are cleared and used up for growing crops, building factories or mines or houses for people to live ? Can’t we live without forests? Discuss in your class. (Textbook Page No. 51)
Answer:
Both plant and human kinds are interdependent. We cannot live or lead life on the earth without forests. We breathe in O₂ and breathe out CO₂ and the plants vice-versa. 1/3 of the total land on the earth should be covered with trees or forests. Otherwise it leads to natural disasters.

Question 10.
“Every year about 100 sq. km of forests are lost in our state” – Is this a satisfactory situation? Discuss in your class. (Textbook Page No. 54)
Answer:
No, this is not a satisfactory situation. This affects our biodiversity, rainfall and soils etc. We can say this as critical condition.

Question 11.
Discuss in the class which way would have been better. (Textbook Page No. 58)
Answer:
It would have been better if the tribal people left alone to lead their traditional lives in the forests. Our government also followed the British policy which was not fair.

Question 12.
In what way do you think it (Forest Right act) makes up for the injustice done to the tribal people in the past 200 years?
Answer:
The act confers on forest dwellers and other traditional users of forests, their traditional rights over the forest and also title to lands they use. If implemented properly, this act can be used to undo the wrongs done to the tribal people for generations.

Question 13.
Discuss this in the class – do you think it is the correct way to redress the wrongs done to the tribal people? How will it help in protecting the forests? What other steps need to be taken for this? (Textbook Page No. 61)
Answer:
I think this is the right way to redress the wrongs done to the tribal people. They are the children of the forests and they alone can protect them. But there should be some supervision on them to avoid the usage of forest products for commercial purpose. If they are provided with some minimum needs this could be controlled.

Question 14.
Some of you may be familiar with a nearby forest – its trees, plants, animals, rocks, streams, birds and insects. Describe to the class the forest in detail and what you do there. (Textbook Page No. 49)
Answer:
Ours is Maredumilli in East Godavari district. Our village is itself in a forest. This is on Bhadrachalam road. We are in the lap of nature’s beauty. Bamboo, Peepal, Neem, Amla, Teak, Sal etc., are the main trees here. Coffee and rubber plantations are also here. We can see wild animals also rarely. Different birds, colourful flies make us happy. Visitors from different places come here to enjoy the nature. We collect and eat the tubers, fruits, honey. If they are excess, we will take them to our nearest town to sell them. With these earnings we take our grains and cereals from the town.

Question 15.
Have you ever been to a forest to collect firewood, leaves or fruits and tubers? Tell everyone in the class about it and also make a list of all the things people in your area collect from the forests. How are they used? (Textbook Page No. 49)
Answer:
We live in Salur, Salur mandal in Vizianagaram district. My father Ramachandra Rao works in Private company Once we planned for ‘Chandi Homam’. We had to collect ‘Samidhalu’ (dry sticks of sacred trees) from the nearest forest. My friends and I went to the forest. We collected Peepal’s, Bilwa’s samidhalu. During that time we were afraid very much.
The people of this forest collect honey, medicinal plants, tree barks, amla, gum, tamarind etc., from the forest. They use them as their food and sell the unused in the nearest towns.

Question 16.
Our folk tales and Puranas and stories repeatedly mention forests. Can you relate in the class some such stories about the forests ? (Textbook Page No. 49)
Answer:
Ramayana and Mahabharata are the two great epics of our country. These two tell us about the ‘Aranya vasa’. This is the story of Ramayana. After the announcement of ‘Rama Pattabhishekam’, Kaika sent him to forests for 14 years. Rama went to the forest of ‘Dandakaranya’ with his brother Lakshmana and wife Sita. It is in Bastar district in central India. As the forest is known for this ‘Dandana’ (punishment), it got its name Dandakaranya. He lived there for a few years. When Ravana took away Sita with him, Rama went to Lanka to kill him. Later he killed Ravana in the war and returned to ‘Ayodhya’ after 14 years of exile.

Question 17.
Many forests are sacred and are worshipped by the people. Some forests are famous as the abode of some gods and goddesses. Find out about them and tell everyone in the class about them. (Textbook Page No. 49)
Answer:
At the end of ‘Dwapara yuga’ all the rishis and sages went to ‘Lord Brahma’. They requested ‘Brahma’ to suggest them a ‘sacred’ place to continue their further penance and to save themselves from the effect of ‘Kali’. Then Brahma took a sacred wheel and rolled it down on the earth and said wherever that wheel stopped, that would be the place. It stopped in ‘Naimisha’ which was in between Panchala and Kosala kingdoms. At present it is Sitapur, in Uttar Pradesh. It is on the banks of ‘Gomathi’ river. Now it is famous with its name ‘Naimisaranya’. This story is mentioned in Mahabharatha, Siva Purana etc.

Question 18.
Look at the map of Andhra Pradesh given on the showing the distribution of forests. Find out if your district has any forest and if yes, what kind of forest. (Textbook Page No. 54)
Answer:
Ours is East Godavari district. We have mangrove forest in our area.

Question 19.
Find out from your elders about their experience of CFM and also Social Forestry projects. (Textbook Page No. 60)
Answer:
Madras Forest Act was introduced in 1882 and later it was changed as A.P. Forest Act 1882. Again another act was introduced in 1915. Other forest policies and rules were declared in 1956, 1967, 1970 and 1971. Joint Forest Management (J.F.M.) was introduced in 1990. It was changed as Community Forest Management (C.F.M) in Telangana. While this programme helped to bring together the Forest Department and the local communities, it only forced the tribal people to give up their earlier podu lands for forest regeneration. During the same time, several Tiger Sanctuaries were established in the forests to protect wild life.

In 1976 government introduced Social Forestry Scheme. Its aim was taking the pressure off the forests making use of unused and fallow land. These should be afforested. With the introduction of this, government formally recognised the local communities right to forest resources.

Question 20.
Which is the nearest forest area from your village or town ? Find out why this area still has tree cover and has not been converted into fields or habitations or mines. (Textbook Page No. 51)
Answer:
Ours is Maredumilli village in East Godavari district. It is situated on a hill top. Rampachodavaram is very very near to us. These two are forest areas. These two stood independent in the British period also. Most of the area was under the control of tribals. No minerals were found in this area.

Question 21.
Due to historical factors and physical conditions, this remains as forest only.
a) Do you think it is possible for people to take care of forests and use them as well?
b) What would they have done if someone had tempted them to cut trees and sell them in the markets? (Textbook Page No. 56)
Answer:
a) It is possible. In present society many people are cultivating fruits and vegetables. They are protecting their gardens by selling the fruits and vegetables.
b) They definitely oppose and reject the suggestion. For ex: All their festivals are related to trees. Mamidi panduga, Gongura panduga, Mutyalamma panduga etc. They may cut a branch or some else but not the trees. They don’t cut their home.

Question 22.
List all the causes for the decline of forests in the last 200 years. Do you think Poducultivation was also responsible for this? Give your arguments. (Textbook Page No. 58)
Answer:
Causes for decline of forests :

1. Agriculture
2. Cattle rearing
3. Mega projects
4. Fires
5. Logging
6. Mangroves and shrimp farming
7. Mining, oil and gas

We can say that ‘Podu’ is also one of the reasons. The tribals left their traditional food, and depended on crops. So the land in forests is changed as agriculture land.

Question 23.
Why do you think the tribal people were not able to pay the land revenue demanded by the government? (Textbook Page No. 58)
Answer:
By one stroke of the government the tribal people were rendered homeless in their own homes. The government handed over these lands to zamindars and cultivators. The evicted tribal people had to work for these landlords. On the lands which the tribal people were to cultivate, they had to pay very high revenue. They had no habit or chance of saving money. So they were not able to pay the taxes.

Question 24.
Why do you think the government thought that forest was not important for tribal people’s development? (Textbook Page No. 60)
Answer:
I think that the government had lost its foresight and thought that forest was not important for tribal people’s development.

SCERT AP Board 8th Class Social Solutions 13th Lesson The Indian Constitution Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 13th Lesson The Indian Constitution

8th Class Social Studies 13th Lesson The Indian Constitution Textbook Questions and Answers

Improve your learning

Question 1.
Damanpur is ruled by its king based on a set of rules written down by the priest and ministers. He has also divided his kingdom into 16 provinces to which he appoints his officers as governors. Can we say that this is a democratic country? Is it a constitutional country? Give reasons for your answer.
Answer:
I cannot say it is a democratic country and a constitutional country.
Reasons:

1. The king came to throne on heredity.
2. Purohits and ministers were not elected but selected.
3. The officials were selected and appointed by the king.

Question 2.
Which of the following statements is correct?
a. Constitution determines the relationship between people and government.
b. Democratic countries generally contain a Constitution.
c. To make a Constitution to a diverse country like India is not an easy task.
d. All are correct.
Answer:
d (All are correct).

Question 3.
Match the following leaders with their roles in the making of the Constitution:
a. Motilal Nehru         [ ]   i) President of the Constituent Assembly
b. B. R. Ambedkar       [ ]  ii) Member of the Constituent Assembly
c. Rajendra Prasad      [ ]  iii) Chairman of the Drafting Committee
d. Sarojini Naidu         [ ]  iv) Prepared a Constitution for India in 1928
Answer:
a) iv
b) iii
c) i
d) ii

Question 4.
Read again the extracts from Nehru’s speech and answer the following:
a. What pledge did he want the makers of the Indian Constitution to take?
b. “The ambition of the greatest man of our generation has been to wipe every tear from every eye.” Who was he referring to?
Answer:
a) The pledge he wanted the makers of the Indian Constitution to take was ‘incessant striving’.
b) He was referring to Mahatma Gandhiji.

Question 5.
Here are some of the guiding values of the Constitution and their meaning. Rewrite them by matching them correctly.
a) Sovereign   i) Government will not favour any religion.
b) Republic     ii) People have the supreme right to make decisions.
c) Fraternity    iii) Head of the state is an elected person.
d) Secular       iv) People should live like brothers and sisters.
Answer:
a) ii
b) iii
c) iv
d) i

Question 6.
What values are embedded in the preamble of the Indian Constitution?
Answer:
Preamble of the Indian Constitution: The values that inspired and guided the freedom struggle formed the foundation for India’s democracy. These values are embedded in the ‘Preamble’ of the Indian Constitution, which is a short statement of its basic principles and objectives. They guide all the provisions of Indian Constitution.

Question 7.
“All are equal before law”- Explain this with examples.
Answer:
EQUALITY: Our Constitution does not promise equality in all respects (like income or property) but it seeks to ensure that all people will enjoy the same status – that is, everyone will be governed by the same laws. Secondly, it promises equality of ‘opportunity’. This means that all public offices shall be open to all, irrespective of caste or religion. If an office requires special qualification, access to that qualification too will be made equal to all.

Question 8.
Identify correct statements from the following:
a. The Constitution defines powers of the Legislative houses.
b. The Constitution cannot be changed under any circumstances.
c. Ideals that are in the preamble are reflected in the design of institutions.
d. Laws for the entire country are designed centrally.
Answer:
a and c are correct statements.

Question 9.
On what occasions equal justice is seen? Mention with examples.
Answer:
No discrimination will be made to any citizen. On account of his/her, birth, beliefs, wealth or status.
eg:

1. Right to vote
2. Right to freedom of religious
3. Right to equality etc.

Project

Question 1.
Compare the preambles to the Constitutions of the United States of America, India and South Africa.
a. Make a list of ideals that are common to all these three.
b. Note down at least one major difference among these.
c. Which of the three makes a reference to the past?
d. Which of these does not invoke God?
Answer:

Preamble of Constitution of United States of America
We the people of the United States in order to form a more perfect union establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity do or dain and establish this Constitution for the United States of America.

Preamble of Constitution of South Africa
We the people of South Africa, Recognize the injustices of our past; Honour those who suffered for justice and freedom in our land; Respect those who have worked to build and develop our country; and Believe that South Africa belongs to all who live in it, united in our diversity. We therefore, through our freely elected representatives, adopt this Constitution as the Supreme law of the republic so as to- heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; Lay the founda¬tions for a democratic and open society in which government is based on the will of the people and every citizen is equally protected by law; Improve the quality of life of all citizens and free the potential of each person; and Build a united and democratic South Africa able to take its rightful place as a sovereign state in the family of nations.

May God protect our people.
God bless South Africa.

Preambles to the Constitutions:

America	India	South Africa
	Sovereign, socialist, secular, democratic, justice, liberty equality, fraternity.	Social justice, fundamental human rights, democratic and open society, equal protection by law, improvised quality of life.

a) List of ideals: Sovereign, socialism, secular, democratic.
b) The date is mentioned in the Indian Constitution but not others.
c) South Africa makes a reference to the past.
d) Indian Constitution and American Constitution do not invoke God.

8th Class Social Studies 13th Lesson The Indian Constitution InText Questions and Answers

Question 1.
If you and your classmates were asked to formulate five goals for the country – what would they be? How would you arrive at those five goals? Discuss in the class and work with the help of your teacher. (Textbook Page No. 150)
Answer:

1. Universal Education
2. Universal Health
3. Economic development
4. Peace and Living together
5. Non-violence, opportunities to all

I create awareness in the officials and rulers about these goals. I will make the people believe in peace, non-violence and living together.
I will bring the change in the society.

Question 2.
Can you list out some of the inequalities and discriminations prevalent in our society at the time of Independence? (Textbook Page No. 151)
Answer:
Inequalities:

1. Economic inequalities
2. Social inequalities

Discriminations :

1. Racial discrimination
2. Gender discrimination

Question 3.
Here is a set of statements that is put in pairs, but some of it has wrong information. Can you correct them?
a) A model constitution was drafted + Motilal Nehru
b) Leaders agreed that illiterate people should not vote
c) Provincial legislature + Constitution adopted some colonial laws
d) Partition + large number of people were killed and forced to migrate
e) Restriction on women voting + commitment to social reform in India. (Textbook Page No. 151)
Answer:
a) Motilal Nehru and eight other Indian National Congress leaders drafted a Constitution for India.
b) The government would be built by general elections based on the principles of ‘universal adult franchise or right of every adult citizen irrespective of gender, caste, religion, education or wealth to vote in elections.
c) Correct
d) Correct
e) Voting right to women + commitment to social reform in India.

Question 4.
What were the sources of inspiration and ideas for framing our Constitution? (Or)
What thoughts inspired the framing of our Constitution? (Textbook Page No. 152)
Answer:
First of all, the framers were inspired by the struggle waged by the diverse kinds of Indian people and their aspiration for a better world to live in. They knew that it was their sacred duty to help build an India in which all these diverse kinds of people may realise their aspirations. They were also deeply influenced by the thoughts of Mahatma Gandhi and other national leaders.

Secondly, many of our leaders were inspired by the ideals of French Revolution, the prac-tice of parliamentary democracy in Britain and the Bill of Rights in the USA. The socialist revolution in Russia and China had inspired many Indians to think of shaping a system based on social and economic equality. All these factors influenced the making of our Constitution.

Thirdly, the British too had introduced some basic institutions of democratic rule in India. However, only certain categories of people could vote in the elections. British had introduced very weak legislatures. Elections were held in 1937 to Provincial Legislatures and Ministries all over British India. These were not fully democratic governments. But the experience gained by Indians in the working of the legislative institutions proved to be very useful for the country in setting up its own institutions and working in them. That is why the Indian Constitution adopted many institutional details and procedures from colonial laws.

Question 5.
The people of India decided (resolved) to achieve two objectives. What were these? (Textbook Page No. 155)
Answer:
The following objectives were resolved by the Indian people.

1. To establish a republican country.
2. To secure to all its citizens, justice, liberty, equality and fraternity.

Question 6.
What did they do in order to achieve these objective?
Answer:

1. To achieve the objectives, we incorporated the objectives in our constitution.
2. For republican country we are electing the head of the nation.
3. To secure the remaining objectives we added secularism, socialism in our constitution.
4. Provide justice and equal opportunities to all people without discrimination.
5. To achieve these universalising literacy and education, protection of environment, reducing inequalities etc. are kept infront of the government.
6. Maintain brotherhood nature among all people.
7. To achieve these, we are following parliamentary system and federal system.

Question 7.
Can you identify one idea that is common to all these three? (Textbook Page No. 155)
Answer:
‘Equality’ is the common idea to all these three.

Question 8.
What are the differences in their ways of expressing that common idea? (Textbook Page No. 155)
Answer:
A) Mahatma Gandhi: There shall be no high class and low class of people.
B) B.R. Ambedkar: How long shall we continue to live this life of contradictions?
C) Jawaharlal Nehru: It means the ending of poverty and ignorance and disease and inequality of opportunity.
The three expressed the same idea in different words.

Question 9.
Discuss why the leaders who fought for freedom did not want India to be ruled by kings and queens. (Textbook Page No. 150)
Answer:
Kings and queens ruled the country mostly dictatorially. They ruled India by dividing it into small kingdoms. They failed in answering foreign invasions.
The freedom fighters were all nationalists. They prayed and dreamed India as a huge nation. They wished democratic rule.
So they did not want India to be ruled by kings and queens.

Question 10.
Find out from your grandparents or old neighbours who were there at the time of independence about how things were at that time and what they felt about the future of the country. (Textbook Page No. 151)
Answer:
Things at the time of independence :

1. Apart from social and cultural diversity, there were huge differences between rich and poor, upper and lower castes, men and women.
2. Literacy levels and education were very low.
3. There was acute poverty.
4. There were sharp differences of opinion among the leaders of the national movement, about how we could make a better society after Independence.

Our grandparents/Old neighbours felt about the future of the country in the following way.

1. The dreams of Gandhiji would be true.
2. There would be a plenty of food in the country.
3. People would be happy with their shelters and clothes.
4. There would be no inequalities.
5. There would be no discriminations.
6. All would be equal before law etc.

Question 11.
Why do you think the kings were allowed to nominate members to the Constituent Assembly? (Textbook Page No. 153)
Answer:
The kings were familiar with the ideas of their people. They could integrate the ideas of their people. So the kings were allowed to nominate members to the Constituent Assembly.

Question 12.
Why do you think there were so few women members? Do you think it would have been better if there had been more women members? (Textbook Page No. 153)
Answer:
At that time the educated women and the women politicians were very less in number. Even today we are fighting for 33% of women reservations. So there were so few women members. Yes, I think it would have been better if there had been more women members.

Question 13.
Which of the guiding principles in the Objective Resolution, do you think is the most important? Give your reasons for it. Do other students have a different opinion about this? (Textbook Page No. 154)
Answer:
“Welfare of all mankind” – This guiding principle in the Objective Resolution is the most important.
Reasons:
The welfare of all mankind is the welfare of the Earth.
This leads to world peace. Other students have no different opinions.

Question 14.
Why is it necessary for an elected parliament to make laws? Why can’t they be made by learned lawyers and judges? (Textbook Page No. 157)
Answer:
Our Constitution provides a Parliamentary form of government. The Parliament, consisting of representatives of the people makes laws. These laws are according to the needs and views of the citizens/people. Judiciary comments on this.
Learned lawyers and judges can make laws legally but not for the welfare of the people. They don’t have the support of the people. So they cannot make laws.

Question 15.
Why do you think the Prime Minister and his Cabinet should get their decisions and actions approved by the Parliament and answer the questions raised by the members of Parliament? Will it be better if they were answerable only to the President? (Textbook Page No. 157)
Answer:
The Prime Minister and the Cabinet are answerable to the Parliament. The members of Parliament are the representatives elected by the civilians directly. So they are answerable to them.
It will not be better if they are answerable only to the President as it is against the democracy.
So they should get their decisions approved by the Parliament.

Question 16.
Some countries have a different structure in which there is only a central government that makes laws for the entire country and governs all the provinces or states. Do you think such a system is suited for India? Discuss in the class. (Textbook Page No. 158)
Answer:
India is a land of many diversities. The laws of only central government are not correct to this kind of nation. Different regions have different cultures. All these things should be taken into consideration to make laws. So such system is not suited for India.

Question 17.
Discuss why the courts and judges should be independent of the state and central government authorities. (Textbook Page No. 158)
Answer:
To safeguard the Constitution, the courts and judges should be independent. Otherwise there is a chance of sidetrack. So they should be independent.

Question 18.
Why should the Election Commission be autonomous? (Textbook Page No. 158)
Answer:
The Election Commission should be autonomous to conduct free and fair elections.

SCERT AP Board 8th Class Social Solutions 9th Lesson Public Health and the Government Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 9th Lesson Public Health and the Government

8th Class Social Studies 9th Lesson Public Health and the Government Textbook Questions and Answers

Improve your learning

Question 1.
Correct the false statements.
a. Most rural areas have trained doctors.
b. There are more facilities in hospitals of private sector than the public sector.
c. Nutritious food helps in improving the health scenario.
d. Some doctors may involve in unnecessary treatments to make money.
Answer:
a) Most rural areas have trained doctors. (False)
Correction: Most rural areas have untrained doctors.
b) True
c) True
d) True

Question 2.
Jayamma uses the following. Which of these will you include in basic public facilities?
a. Drives Scooter to school,
b. Sends her child to Anganwadi.
c. Owns a television set.
d. Has a mobile phone,
e. Sends letters by post office.
Answer:
b. Sends her child to Anganwadi.
c. Sends letters by post office.

Question 3.
Identify the sentences in this chapter that discuss the role of the government in providing public health.
Answer:
“Self exercise” – The student should underline the sentences in this chapter.

Question 4.
Discuss which among the following measures will you consider as instances – OR not an instance of improving the healthcare. Write down the reasons for your answer.
a. TB patients are given free medicines.
b. In some villages clean drinking water facilities are arranged.
c. Shopkeepers selling medicines for cold, fever, headache etc.
d. The government provides foodgrains in Fair Price shops.
Answer:
I consider a, b, d as instances of improving the health care. Selling medicines by shop-keepers is trade.

Question 5.
Priyamvada runs a private hospital. This has more facilities than that are available in a government hospital. Satyanarayana works as a government doctor in a Mandal. Can you write an imaginary dialogue between them about access to health services?
Answer:
Priyamvada: Hello Doctor, how are you?
Satyanarayana: Fine doctor. You are working in?
Priyamvada: I run my own hospital in the town. You?
Satyanarayana: I am working in the government Mandai Hospital here?
Prlyamvada: Oh I am very sorry. All of our friends opened many super specialty hospitals and are running them successfully. But you…?
Satyanarayana: Oh I Don’t say sorry. This is my ambition.
Priyamvada: What is this doctor? We are working regularly in one hospital while visiting four to five others daily. A handful of income, sophisticated facilities. We have everything what we need. Operation theatres, oxygen facilities, ambulances etc. All the facilities are in our reach. Why
are you missing them?
Satyanarayana: Sorry Miss. Pnyamvada. I like my profession and this job. The people in villages are approaching untrained persons for treatment. We are in this profession to serve the people only.
It is the same either in villages or in towns. We have also many facilities in our hospitals.
Priyamvada: Very sorry doctor, very sorry. I misunderstand you. You are rendering more services to the people who are in need.
Now onwards I also will come and treat the patients without fees. All the best doctor.

Question 6.
Health is not limited to providing medicines. In this chapter there are other aspects of health that are mentioned (like clean water etc). Bring them together and write a paragraph about such aspects.
Answer:
Health is not limited to providing medicines only. The people should be given nutritious food. Safety Drinking water facilities should be arranged. First aid should be provided to the needy. Proper housing facilities, healthy environment should be created. Through these steps alone we can get good health.

Question 7.
Following figure shows how people get money for hospitalization in Andhra Pradesh. Nearly 65% of the people below poverty line have to borrow money. Identify this in the chart and mark the percentage. Those above poverty line spend 45% of the hospitalization expenditure from their savings. Identify this in the chart and mark the percentage. Those above poverty line borrow only 35%. Identify this in the chart and mark the percentage.
Can you also roughly estimate share of other means through which people meet their hospitalization expenses in the chart below?
Answer:

Below the poverty line		Above the poverty line
Others	7%	Others	3%
Self assets	11%	Self assets	3%
Savings	10%	Reimbursement	3%
Borrow	65%	Savings	45%
Current income	7%	Borrow	35%
		Current income	11%

They find their money for hospitalization as above.

Question 8.
Conduct a survey on government welfare schemes on health. List the beneficiaries in your area.
Answer:

1. Aarogya Sri Scheme: White card holders.
2. ESI: People working in public & private companies, factories etc.
3. Reimbursement facilities: To State/Central government employees.

Question 9.
To know about the prevention of contageous diseases, what questions do you ask your region’s Health worker?
Answer:

1. How can we prevent Malaria?
2. What is the preventive medicine for Typhoid?
3. Is there any preventive drug for Cholera?
4. What are the preventive steps of govt, to control eye diseases?

Question 10.
What type of services would be rendered by ‘108′ during emergencies?
Answer:
All types of emergency cases are handled by 108 services, including pregnancy cases, accidental, unconscious, paralysis, inflation, fever, heart attack and all types of emergencies.

Project

Consult any five of your friends and fill the table with the following particulars, then analyse and discuss In the class.

Sl.No.	Name of the student	How often the nails are cut?	How often the hands are washed?	Where are the leftover food items throwning mid-day meais?	How often he/she participates in school cleanliness?	What kinds of work they do for dean Siness of their houses?
1.	Saroja	Once in a week	Each time before eating	In dustbin	Once in a month	Grooming
2.	Dhanush	Once in a week	3 – 4 times	In drain	Once in 6 – months	Not interested
3.	Sarath	10 – days	5 – 8 times	Nil	Twice in a month	Helping mother
4.	Sampath	15 days	Regular	Offer to street children	10 – days	Helping mother
5.	Sravya	20 – days	10-12 times	Nil	Once in a month	Grooming cleasing vessels etc.

Answer:
“Health is wealth”. Everyone knows about this. If we maintain cleanliness of our hands and nails we can protect ourselves from epidemic diseases. If we keep our surrounding clean & neat we will protect ourselves from mosquitoes and other insects and be safe from dangerous diseases, If we are in healthy manner we will develop ourselves and our country will also be in prosperous.

That’s why Indian Government introduced Swatch Bharat Programme and protect our people from dangerous diseases like Dengue, Swineflu, Zika, etc.,
Finally everyone will be habituate for cleanliness.

8th Class Social Studies 9th Lesson Public Health and the Government InText Questions and Answers

Question 1.
What steps can be taken to prevent Malaria?
Answer:

1. Necessary preventive measures should be taken from mosquito bites.
2. We should use mosquito nets.
3. Creams like Odomos.
4. We should take care of drainage canals and small kuntas. Stagnated water should be dried.
5. The smoke of Neem and Tulasi sticks should be spread in houses during evenings.
6. Water tanks should be cleaned once in a month.
   With these we can prevent malaria.

Question 2.
Why are children given food in the anganwadis? Do they get adequate food to eat in the anganwadis of your area? (Textbook Page No. 101)
Answer:
In Andhra Pradesh about 33% of children below 5 years of age were characterised as underweight. This is due to hunger and malnutrition. So the government decided to feed these children through Anganwadis.

We have two Anganwadi Kendras in our village. They provide nutrition in a certain quantities like Soya powder, Soya granules, Chips etc., to the children below 5 years.

Question 3.
What problems did Kiran face in the Government Hospital? How do you think could the hospital could work in a better manner? Discuss. (Textbook Page No. 103)
Answer:

1. Kiran had to spend 3 hours standing in a queue for consultation.
2. Again he spent two hours for blood test.
3. He had to come on the second day for blood report by consultation.
4. He took week days to go to his school regularly.

These hospitals can work in a proper manner. They can create more facilities to the patients. Seating arrangements can be provided. The test reports also can be issued on the same day.

Question 4.
What problems do we face in private hospitals? Discuss. (Textbook Page No. 103)
Answer:
Problems in private hospitals:

1. We should pay more money here.
2. Medicines also cost very high.
3. Some may cause unnecessary tensions to the patient families.

Question 5.
Where do you go when you are ill? Are there any problems that you face? Write a paragraph based on your experience. (Textbook Page No. 103)
Answer:
Once I suffered from Typhoid. My father is a Railway employee. He joined me in Railway hospital. I stayed there for 10 days. Several blood tests were done. They treated me well. But they never disclose the results of any report. The patients were given a hospital uniform. I didn’t like wearing this uniform. On the whole I hate that atmosphere.

Question 6.
Why do you think do people in the rural areas go to untrained practitioners, even though they know that they are not properly trained? Keep in mind the following aspects in discussion- trained doctors do not work in villages; people have faith in injection; treat on credit; accepts payments like grains or chicken. (Textbook Page No. 104)
Answer:
Even though they are untrained practioners, they treat small diseases like fever, cold, cough etc., well. Some may have undergone RMP training, some may have worked under a trained doctor. Many of the people have faith on injections. They call it as ‘Soodi Mandu’. Many practitioners take the benefit of this belief. The fee can be paid in instalments or in barter system. These practitioners help the rural people by introducing them to specialists in the time of need and urgency. Due to all these reasons, the medical practitioners are treated as small gods in villages.

Question 7.
In India about one lakh women die each year of complications from pregnancy, it was observed that poor maternal health and nutritional status and inappropriate management of labour during delivery were responsible for many of the deaths of children. Do you think that 104 and 108 services have made a difference to the above situation? Discuss. (Textbook Page No. 109)
Answer:
I think 104 and 108 services have made a difference to the above situation.
Hiring an Ambulance from private is very expensive. But 108 reaches the patient within a short time, takes him/her to the nearest hospital by providing medical aid.
104 service creates awareness in the rural people. And they give medical assistance to needy people.

Question 8.
What should be available in every village as part of the public health system? (Textbook Page No. 104)
Answer:
Asha worker, nutrition, immunisation facilities, weighing machine etc., should be available in every village as part of the public health system.

Question 9.
List some public health centres or hospitals near your place. From your experience (or by visiting any one of them) find out the facilities provided and people who run the centre. (Textbook Page No. 104)
Answer:
1. Government General Hospital. 2. Primary Health Care Centre.

Facilities:

1. Laboratory
2. UltraSound Scanning.
3. X-ray
4. Pharmacy etc.

Government employees run the centre.

Question 10.
Mark sentences that highlight the relationship between public health and expectations from the government. (Textbook Page No. 106)
Answer:
“Self exercise” – The student should identify the sentences from this chapter.

Question 11.
Is the water you drink at school clean? (Textbook Page No. 101)
Answer:
Yes, the water at our school is clean. Our school is in Vijayawada Municipal Corporation. We have a water tank near our school. We get clean water from that tank. We clean our school tank once a month.

Question 12.
Private health services can mean many things. Explain with the help of some examples from your area. (Textbook Page No. 104)
Answer:
We live in Vijayawada. Many types of hospitals are presented here. Those are:

1. Multispeciality Hospitals: The treatment is available for all kinds of diseases.
   For e.g.: Ramesh Multispeciality Hospital.
2. Special Hospitals: The treatment here is related to some particular part/organ/body.
3. Private Hospitals: Those are our family hospitals. They treat us for normal diseases. For e.g.: Dr. Prakash’s Hospital.
4. Medical Centres: These are run by Medical Practitioners.
   For e.g.: M.B. Sarada Medical Centre.

Question 13.
Write a short note on the health facilities available in your village or town. What are the problems that people of your neighborhood face when they go to government/ private hospitals? (Textbook Page No. 108)
Answer:
Ours is Tenali town. It is in Guntur district. Once here was only one doctor Dr. Sri- Buddhavarapu Krishna Rao. But we have many at present. The facilities in government hospital are a bit little than those in private hospitals.

More facilities are available in private hospitals. Here we have visited “Kanaka Durga Nursing Home”. The doctor is Buddhavarapu Satyanarayana, M.S. Ortho. This is in a single storeyed building. X-ray, blood test, medical shop – all facilities are available here. Sophisticated operation theatre is an asset to this hospital. The doctor is dedicated and service oriented. The premises is very neat and clean. The consultation fees is also in the reach of middle class ‘people. They render free service to the poor people.

The patients who approach government hospital are losing their valuable time. Corruption is also a curse on this department. The people who approach private hospitals are losing money.

Question 14.
Use the following questions to do a small survey on immunisation of children in your area (in five households having children under 2 years).
a. Do you have an immunization card for the child?
b. Did your child get a vaccine on the left arm that has left a mark? (Look for a scar if you can.)
c. Did your child get vaccination on the buttock?
d. Did your child get polio drops? How many times?
e. Did your child get a vaccination on the thigh at 9 months along with a spoon of medicine?
f. Did your child get any vaccination at 18 months of age (if the child is older than this)? Did she/ he get any medicine to drink also?
For each question, answer with Yes / No; No. of doses (where applicable); DK (for don’t know)/ NA (not applicable; for example, question ‘V will not be applicable if the baby is 1 year old). Discuss your results. (Textbook Page No. 108)
Answer:
1) Family of Sai Kanaka Durga:
a) Yes b) Yes c) Yes d) Yes, 4 times e) Yes f) Yes – Deepa – 4 years – Yes.

2) Family of Krishnarao & Durgamba:
a) Yes b) Yes c) Yes d) Yes, 4 times e) Yes f) Yes – Babji – Age : 1 year Yes.

3) Family of Madhavarao & Rajya Lakshmi:
a) Yes b) Yes c) Yes d) Yes 3 times e) Not applicable – Bobby – 6 months – Yes.

4) Rambabu & Subbha Lakshmi Family:
a) Yes b) Yes c) Yes d) Yes, 2 times e) Yes f) Yes

5) Hanumantharao & Kameswari’s family:
a) Yes b) Yes c) Yes d) Yes, 5 times e) Yes f) Yes
After my sincere observation I came to a conclusion that all parents are caring for their children’s health.

Question 15.
The Aarogyasri scheme was started as a medical insurance scheme to white card holding families, for treatment that requires hospitalisation. The scheme covers very large number of illnesses and includes many private hospitals as providers. Discuss with some people in your neighbourhood and write a short note on the effectiveness of the scheme. (Textbook Page No. 109)
Answer:
‘Aarogyasri’ scheme is really helpful to the poor people. Once my father joined in a private hospital. Then I noticed that many people had undergone free treatment. But at present many diseases are outlisted. So this is not useful to all in all times.

Question 16.
In your opinion, what is one most important improvement that should be made for the mid-day meal being served at your school? (Textbook Page No. 109)
Answer:
The quality of rice should be changed. Better quality should be maintained.

Question 17.
What are the reasons for doctors not accepting rural posting? (Textbook Page No. 101)
Answer:

1. Rural backwardness.
2. Lack of modern facilities.
3. More financial benefits are not available.
4. Lack of medical facilities.
5. Interest in private practice. These are the reasons behind it.

Question 18.
Why did Saritha have to spend so much money? Give reasons. (Textbook Page No. 103)
Answer:
Soon after Saritha got viral fever, her father took her to a private hospital and got her tested.
The doctor recommended a number of blood tests and a chest X-ray. He also prescribed several medicines. She had to spend money for all these tests and medicines to get well soon. She became healthy within 3 days and went to school.

Question 19.
Most of the medical facilities in both the private and public sectors are located in urban areas. A study conducted during 2003 based on a sample survey in selected areas found that most of the qualified private doctors (79 per cent) were in the urban areas. The actual availability of doctors in rural areas, though officially posted in these areas, may be negligible, given the widespread prevalence of absenteeism. Discuss the reasons for this situation. Talk to people in your area about this problem and in what ways this be can tackled. (Textbook Page No. 108)
Answer:
Reasons:

1. Medical education is very costly.
2. The persons, who incur expenditure on studies, try to get back the same.
3. There is a rapid growth in urbanization.
4. All the facilities for treatment are cheap in cities and towns.

Transport facilities, housing facilities and drinking water facilities are nominal in the rural areas.
So these conditions arise.
This can be tackled by creating social awarness in the medical students. “Villages and villagers are the backbone of the nation”. This concept should be injected into their minds.

SCERT AP Board 8th Class Social Solutions 4th Lesson The Polar Regions Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 4th Lesson The Polar Regions

8th Class Social Studies 4th Lesson The Polar Regions Textbook Questions and Answers

Improve your learning
Question 1.
Re-write the false statements with correct facts:
a) Animal body parts were used only in clothing.
Answer:
True: Animal body parts were used in food, construction of houses, clothes and in making weapons.

b) Major part of the food includes vegetables.
Answer:
True: Major part of the food includes animal meat and fish.

c) Popular games amongst the people in Tundra are closely related to their daily lives.
Answer:
True

d) Contact with people from outside impacted their health.
Answer:
True

Question 2.
Based on what you studied about equator regions in Class VII, how is polar region different?
Answer:

Equator region	Polar region
1. This extends from 0° to 23\(\frac { 1 }{ 2 } \)° North and South latitudes.	1. This extends from 66\(\frac { 1 }{ 2 } \)° N latitude to 90°N.
2. The Sun’s rays fall straight on this region.	2. The Sun’s rays fall slantingly on this region.
3. This region has 3 main seasons.	3. This region has 2 main seasons.
4. Formation of day and night occurs in one day.	4. Formation of day and night occurs in one year.
5. The people of this region lead settled life.	5. The people of this region lead nomadic life.
6. They have contacts with rest of the world.	6. They have less contacts with rest of the world.

Question 3.
What are the ways in which life of people in Tundra are dependent on climate of the region? Describe in the context of following aspects:

Food	Dress	Travel	Shelter

Answer:
Climate influences the people of the Tundra.

Food	Dress	Travel	Shelter
Cereals and grains are not cultivated here due to frozen ice. They should lead their life with meat and fish. They cannot even cook the food. So they should eat raw meat. They store the food in the frozen ice.	These people wear skins of animals and their fur. They should wear clothes from top of the head to bottom of the feet. They wear two piece dresses and and designed.	They need vehicles which are wide in shape to travel in ice. So they travel on platform like vehi­cles called sledges. These are drawn by polar dogs. They use kayaks and umiyaks to travel in waters in summers.	The land is covered with a layer of snow. Laying foundation is not possible. So they live in wooden tents covered with animal skins. And also they construct houses of ice blocks. They use ice blocks to sleep as cots.

Question 4.
In this chapter there are many aspects that are very different from the place where you live. Look at the subheadings in this chapter and make a list of them. Now create a wall paper with illustrations and descriptions comparing life in your location with that in the Tundra.
Answer:
The comparison between the life of the people of N. polar region and that of the people of the equatorial region

Question 5.
Imagine one entire day (24 hours) when the Sun does not set and another day when there is no Sun. What changes will you make in your daily lives ? Write a short note on them.
Answer:
When the Sun does not set: We should shut all the doors and windows of our house and make it dark to sleep. Rest of the day will be okay.
When there is no Sun: We should arrange lights probably flood lights to get light everywhere. Then we should perform our daily works.
This is possible for only one day.

Question 6.
Find out the five living places of Eskimos in the world map
Answer:
Greenland, Alaska, Canada, Siberia, Lapland are the five places shown in the below map.

8th Class Social Studies 4th Lesson The Polar Regions InText Questions and Answers

Question 1.
Which continent parts fall within this region? (Textbook Page No. 40)
Answer:
North America, Europe and some parts of Russia fall within this region.

Question 2.
Try to recall what happens as we move away from the equator. (Textbook Page No. 40)
Answer:
Temperature falls when we move from the equator to the poles.

Question 3.
Mention five points about the summer in Tundra. (Textbook Page No. 42)
Answer:

1. The Sun begins to shine in the tundra around February-March. In the beginning the Sunsets within a short time.
2. For almost three months from May to July, the Sun never sets.
3. The Sun does not rise overhead. It just hovers a little above the horizon. So it is never very warm.
4. Due to the relatively warm weather, some of the ice melts. The rivers, lakes melt and begin to flow.
5. When summer approaches, many multi-coloured plants, lichens, grass, shrubs and berries sprout around.

Question 4.
Fill in the blanks : (Textbook Page No. 42)
1. The Sun does not appear during the month of November, December and January.
2. At this time, the water freezes and the plants cover with the snow.

Question 5.
How do the people of Tundra get light in winter ? (Textbook Page No. 42)
Answer:
There will be no sunlight during the winter in the polar region. At this time, the light of stars
falls on the ice, reflects, and fills the region with bright colourful lights. These are known as ‘Aurora Borialisis’. During winter they get light with these Aurora borialisis, oil and fat lamps.
In what ways are the resources available in their surroundings used for making houses? (Textbook Page No. 45)

1. They use skins of animals and wood for tents.
2. They use logs and whale ribs in building round houses.
3. They form ice blocks (like bricks) and build domed houses.

Thus they use available resources in the surroundings.

Question 6.
Did you see any tree in the pictures on the previous page? (Textbook Page No. 42)
Answer:
No. Grass and small bushes are visible in the pictures given.

Question 7.
Look at the pictures in this chapter (The Polar Region). How has that dress and hunting changed? (Textbook Page No. 48)
Answer:
The people of the earlier times wore raw skins of animals. They are too heavy. They use the horns of animals, harpoons, sharp edged instruments to hunt.
In the modern times they wore designed caps, dresses which are light in weight. Guns occupied the place of traditional weapons.

Question 8.
Why do you think people probably always did not live in the Tundra region? (Textbook Page No. 43)
Answer:
There are no seasons or seasonal differences in tundras. They have likely temperatures and seasons. They face nominal summers. So they cannot cultivate crops here. They have no tasty foods and different kinds of foods. During winters the whole region becomes dark, deserted and desolate. So they did not live here throughout the year.

Question 9.
How is the house impacted by the climate? (Textbook Page No. 45)
Answer:
Their houses are called igloos. In summer, most Eskimos live in tents made of animal skins. In some areas, they made tents of wood and animal skins. They use logs and whale ribs also for this. They use stone slabs in some areas. Snow houses are made from blocks of packed snow, built into a dome. They build snow platforms for their sleep. As the area is covered with snow they cannot lay foundations and they cannot lead a settled life. Thus the house is impacted by the climate.

Question 10.
Do you think lives of people in Tundra have changed for better or worsened because of their interaction with outside world? Give reasons for your answer. (Textbook Page No. 48)
Answer:
The lives of people in Tundra have changed for better or worst both because of their interaction with the outside world.

The pattern of relations between the Eskimos and outsiders has been described as “boom and bust”. Waves of outsiders have brought brief periods of wealth, education, and employment. This was followed by periods of poverty and disorganisation. Peak periods have been those of whaling (1859 to 1910), the modern fur trade (1925 to about 1950), the building of military and defence bases (the mid-1950s), the building of urban centres (mid- 1960s), and oil exploration and development (the 1970s).

Each wave of activity has drawn the Eskimos into contact with different social and economic forces. The once isolated northlands have been opened up by air travel, highways, powerful modern ships, and satellite communications. These changes have produced great strains on the Eskimo way of life.