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346 views129 pagesArihant SST
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/ 129
As Per CBSE Term Il Sample Paper
Issued on 14 Jan, 2022
CBSE
SAMPLE
QUESTION
PAPERS
SOCIAL SCIENCE
Class 10 Term Il
Priyanka Ahir EXAM SAKHA
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= Video Solutions of CBSE Sample Papers
= Chapterwise Important MCQs
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‘Much more valuable content willbe available reguladly * Non-Metallic Minerals
+ Rock Minerals
* Conservation of Minerals
* Energy Resources
* Conventional and Non- Conventional
+ Conservation of Energy Resources
Note:The theoretical aspect of chapter ‘Minerals and Energy Resources to
‘be aszesed in the Perio Tests only and wil nt be evaluated in Board
Examination. However the map items ofthis chapter as given inthe
Map Uist wil be evaluated in Board Examination
Unit
Manufacturing Industries
+ Manufacturing Industries
* Importance of manufacturing
* Contribution of Industry to National Economy
* Industrial Location
© Classification of Industries
© Spatial distribution
* Industrial pollution and environmental degradation
© Control of Environmental Degradation
Lifelines of National Economy
© Transport - Roadways, Railways, Pipelines,
Waterways, Airways
* Communication
© International Trade
* Tourismas Trade
Democratic Politics - 11
Political Parties
+ Why do we need Political Parties?
+ How many Parties should we have?
+ National Political Parties
* State Parties
Challenges to Political Parties
How can Parties be reformed?
Outcomes of Democracy
* How do we assess democracy's outcomes?
+ Accountable, responsive and legitimate
government
* Economic growth and development
* Reduction of inequality and poverty
* Accommodation of social diversity
* Dignity and freedom of the citizens
Bring out the importance of industries in the
national economy as well as understand the regional
disparities which resulted due to concentration of
industries In some areas.
Discuss the need for a planned industrial
development and debate over the role of
government towards sustainable development.
Explain the importance of transport and
‘communication in the ever-shrinking world.
Understand the role of trade and tourism in the
economic development of a country.
‘Analyze party systems in democracies.
Introduction to major political parties,
challenges faced by them and reforms in
the country.
Evaluate the functioning of democracies in
comparison to alternative forms of governments.
Understand the causes for continuation
of democracy in India
Distinguish between sources of strengths and
weaknesses of Indian democracy. Syllabus
CBSE Term Il Class X
Themes
Unit 1: India and the Contemporary World - II
Section 1: Events and Processes
2. Nationalism in india
‘The First World War, Khilafat and Non - Cooperation
* Differing Strands within the Movement
* Towards Civil Disobedience
«The Sense of Collective Belonging
Section 2: Livelihoods, Economies and Societies
Noe: Any ane theme ofthe fllowingThe theme selected should
be assessed nthe periodic test only and wil nt be evaluated in
the board examination:
3. The Making of a Global World
The Pre-modern world
‘= The Nineteenth Century (1815-1914)
+ The Inter war Economy
‘= Rebuilding a World Economy: The Post-War Era
4. The Age of Industrialization
‘Before the Industrial Revolution
‘© Hand Labour and Steam Power
‘= Industralization in the colonies
+» Factories Come Up
‘= The Peculiarties of Industrial Growth
© Market for Goods
Unit 2: Contemporary India — II
3. Minerals and Energy Resources
© What isa mineral?
‘+ Mode of occurrence of Minerals
‘+ Ferrous and Non-Ferrous Minerals
Learning Objectives
Recognize the characteristics of Indian nationalism
through a case study of Non-Cooperation and Civil
Disobedience Movement.
Analyze the nature of the diverse social movements
ofthetime.
Familiarize with the writings and ideals of different
political groups and individuals.
Appreciate the ideas promoting Pan Indian
belongingness.
‘Show that globalization has a long history and
point to the shifts within the process.
‘Analyze the implication of globalization
for local economies.
Discuss how globalization is experienced differently
by different social groups.
Familiarize with the Pro- to-Industrial
phase and Early - factory system.
Familiarize with the process of industrialization and
its impact on labour class.
Enable them to understand industralization in the
colonies with reference to Textile industries.
Identify different types of minerals and energy
resources and places of their availability
Feel the need for their judicious utilization CBSE Circular
Exam Scheme Term | & Il
att seat fren até
(Ramsay, sae eee ana Ue Fa FEA)
CENTRAL BOARD OF SECONDARY EDUCATION
(tn pin mt yn a
hone
‘CBSEIDIR (ACADY/2021 Date: July 05, 2021
Circular No: Acad-81/2021
All the Heads of Schools affliated to CBSE
Subject: Special Scheme of Assessment for Board Examination Classes X
‘and XII for the Session 2021-22
COVID 19 pandemic caused almost all CBSE schools to function in a virtual mode
for most part of the academic session of 2020-21. Due to the extreme risk
associated with the conduct of Board examinations during the second wave in April
2021, CBSE had to cancel both its class X and Xl Board examinations of the year
2021 and results are to be dectared on the basis of a credible, reliable, flexible and
valid altemative assessment policy. This, in tum, also necessitated deliberations
over alternative ways to look atthe learning objectives as well as the conduct of the
Board Examinations for the academic session 2021-22 in case the situation remains
unfeasible.
(CBSE has also held stake holder consultations with Government schools as well as
private independent schools from across the country especially schools from the
femote rural areas and a majority of them have requested for the rationalization of
‘the syllabus, similar to last year in view of reduced time permitted for erganizing
online classes. The Board has also considered the concerns regarding differential
availabilty of electronic gadgets, connectivity and effectiveness of aniine teaching
land other socio-economic issues specially with respect to students from
‘economically weaker section and those residing in far flung areas of the country. In
‘a survey conducted by CBSE, it was revealed that the rationalized sylabus notified
for the session 2020-21 was effective for schools in covering the syllabus and
helped leamers in achieving learning objectives in a less stressful manner.
In the above backdrop and in line with the Board's continued focus on assessing
stipulated leaming outcomes by making the examinations competencies and core
‘concepts based, studeni-centric, transparent, technology-driven, and having
advance provision of alternatives for aifferent future scenarios, the following
‘schemes are introduced for the Academic Session for Class X and Class XIl 2021-22. u
4: Economics
Money and Credit
= Money as a medium of exchange
+ Modern forms of money
© Loan activities of Banks
+ Two different credit situations
* Terms of credit
» Formal sector credit in India
© Self Help Groups for the Poor
Globalization and the Indian Economy
‘= Production across countries
+ Interlinking production across countries
* Foreign Trade and integration of markets
+ What is globalization?
© Factors that have enabled Globalization
© World Trade Organization
© Impact of Globalization on india
* The Struggle for a fair Globalization
Understand poverty as a challenge.
Identify vulnerable group and interstate disparities.
Appreciate the initiatives of the government to
alleviate poverty.
Explain the working of the Global
Economic phenomenon. CENTRAL BOARD OF SECONDARY EDUCATION
(Antena Basta es he sy fez, etn
for 2021:
2
A. Academic session to be di
syllabus in each term:
‘The syllabus for the Academic session 2021-22 will be divided into 2 terms
by following a systematic approach by looking into the interconnectivily of
concepts and topics by the Subject Experts and the Board will conduct
‘examinations at the end of each term on the basis of the bifurcated syllabus.
‘This is done to increase the probability of having a Board conducted classes
X and XIl examinations at the end of the academic session.
B. The syllabus for the Board examination 2021-22 will be rationalized
similar to that of the last academic session to be notified in July 2021. For
‘academic transactions, however, schools will follow the curriculum and
syllabus released by the Board vide Circular no. F.1001/CBSE-
‘Acad/Curriculum/2021 dated $1 March 2021. Schools will also use alternative
academic calendar and inputs from the NCERT on transacting the
curriculum,
ded into 2 Terms with approximately 50%
C. Efforts will be made to make Internal Assessment! Practical/ Project
‘work more credible and valid as per the guidelines and Moderation Policy
to be announced by the Board to ensure fair distribution of marks.
Details of Curriculum Transaction
* Schools will continue teaching in distance mode till the authorities permit in-
person mode of teaching in schools,
+ Classes IX-X: Internal Assessment (Ihroughout the year-irrespective of
‘Team | and Il) would include the 3 periodic tests, student enrichment, portfolio
and practical work/ speaking listening activities’ project.
+ Classes XL-XII: Internal Assessment (throughout the year-irespective of
‘Team | and Il) would include end of topic or unit tests/ exploratory activities!
practicals! projects.
+ Schools would create a student profile for all assessment undertaken over
the year and retain the evidences in digital format.
* CBSE will facilitate schools to upload marks of Internal Assessment on the
(CBSE IT platform,
* Guidelines for internal Assessment for all subjects will also be released along
with the rationalized term wise divided syllabus for the session 2021-22.The
Board would also provide additional resources like sample assessments,
‘question banks, teacher training etc. for more reliable and valid internal
assessments, ela arate fren ae
va saree, ares weere a ane eas eas WTS)
CENTRAL BOARD OF SECONDARY EDUCATION
(on tras estat he ny ean, a
‘Term | Examinations:
+ Atthe end ofthe fist term, the Board will organize Term ! Examination in a
flexible schedule to be conducted between November-December 2021 with a
window period of 4-8 weeks for schools situated in different parts of country
and abroad, Dates for conduct of examinations willbe notified subsequently.
* The Question Paper will have Multiple Choice Questions (MCQ) including
case-based MCQs and MCQs on assertion-reasoning type. Duration of test
will be 90 minutes and it will cover only the ralionalized syllabus of Term |
only (i.e. approx. 50% of the entire syllabus).
+ Question Papers will be sent by the CBSE to schools along with marking
scheme.
+ The exams will be conducted under the supervision of the External Center
Superintendents and Observers appointed by CBSE.
+ The responses of students will be captured on OMR sheets which, after
scanning may be direclly uploaded at CBSE portal or alternatively may be
evaluated and marks obtained wil be uploaded by the school on the very
same day. The final direction in this regard will be conveyed to schools by the
Examination Unit of the Board
* Marks of the Term | Examination will contribute to the final overall score of
students.
Term Il Examination/ Year-end Examination:
‘= Al the end of the second term, the Board would organize Term Il or Year-
end Examination based on the rationalized syllabus of Term II only (ie.
approximately 50% of the entire syllabus).
‘+ This examination would be held around March-April 2022 at the examination
‘centres fixed by the Board.
‘+ The paper will be of 2 hours duration and have questions of different
formats (case-based/ situation based, open ended- short answer! long
answer type),
‘© In case the situation is not conducive for normal descriptive examination a 90
minute MCQ based exam will be conducted at the end of the Term Il also.
Marks of the Term II Examination would contribute to the final overall score. @ala areata fren ar
fora sister, wre eee ana ew ea TSA)
CENTRAL BOARD OF SECONDARY EDUCATION
(ts terrae Ogos My sa, oe)
Assessment / Examination as per different situations
A. In case the situation of the pandemic improves and students are able to
come to schools or centres for taking the exams.
Board would conduct Term | and Term Il examinations at schools/centres
and the theory marks will be distributed equally between the two exams.
B. In case the situation of the pandemic forces complete closure of
‘schools during November-December 2021, but Term Il exams are held
at schools or centres.
Term | MCQ based examination would be done by students online/offline
{from home - in this case, the weightage of this exam for the final score would
be reduced, and weightage of Term II exams will be increased for declaration
of final result
. In case the situation of the pandemic forces complete closure of
‘schools during March-April 2022, but Term | exams are held at schools
or centres.
Results would be based on the performance of students on Term | MCQ
based examination and intemal assessments. The weightage of marks of
Term I examination conducted by the Board will be increased to provide year
‘end results of candidates,
D. In case the situation of the pandemic forces complete closure of
‘schools and Board conducted Term | and Il exams are taken by the
candidates from home in the session 2021-22.
Results would be computed on the basis of the Intemal
AssessmentPractical/Project Work and Theory marks of Term-I and Il exams
taken by the candidate from home in Class X / XII subject to the moderation
or other measures to ensure validity and reliability of the assessment.
In all the above cases, data analysis of marks of students will be undertaken
to ensure the integrity of internal assessments and home based exams,
Dr. ee
Director (Academics) ONE DAY
REVISION ONE DAY
REVISION
Revise All the Chapters in a Day
Just Before the Examination.
UNIT 1: INDIA AND THE CONTEMPORARY WORLD-II
e Nationalism in India
® Inindia, the growin of modem nationalism is
connected to the anti-colonial movement. People
began discovering their unity in the process oftheir
struggle with colonialism. The Congress under the
leadership of Mahatma Gandhi tried to unite each
class and group together within one movement.
The First World War, Khilafat and
Non-Cooperation Movement
+ The First World War (1814) created anew economic
and poitical situation worldwide. India laced various
problem during the war period. For example
Detence expencitue increased
Custom duties were raised and income tax was
introdueess
Prices of food grins were increased and doubled
between 1979 and 1918
Villagers were eoruted forceful in erry.
~ Aitr the war in 1918-19 and 1920-21, nian
industies faced heavy loses, people sures fom
acute shortage of food, fuerza epidemic, etn
such acticl stuation, a new leader Mahatma
Gandhi came to nia from South Aca in
January, 1915.
The Idea of Satyagraha
+ Gandhi's method of movement and protest based
ontruth and non-violence was known a6
Satyagraha. Tho idea of Satyagraha emphasised
1 the powor of ruth,
+ In 1917, Gandhij travelled to Champaran in Bihar to
inspire he peasants to struggle against oppressive
plantation system In the same year Ganghij also
organised a Salyagraha to support the peasants in
Kheda district of Gujarat
«In 1918, Gandhiji went io Ahmedabad to organise a
Satyagraha movernent amongst cotton mill workers.
The Rowlatt Act
‘= The Rowiatt Act was passed through the Imperial
Legislative Council in 1919 but Indian members
‘opposed the Act. According to this act, the palitical
prisoners could be detained in prison fortwo years
without any til
= On ath Apri, 1919 Gandhi launched a nation wide
Satyagraha with a hartal.
= On 10th Apri, 1918 the police in Amritsar opened
fired on peaceful procession. Martial Law was
Imposed in Amritsar and the command of the area
was given to General Dyer.
Jallianwala Bagh Massacre
= On 13th April, 1919, a large crowd gathered in the
enclosed ground of Jallianwala Bagh in Amitear,
Punjab.
‘= General Dyer blocked the ext points ofthe ground and
(gave order to open freon the crowd. Hundreds of
people were kiledin this incident. As the news spread,
strikes, clashes withthe police and attacks on
government buildings started
'» Rabindranath Tagore returned his itl, Knighthood
during tis incident, Mahatma Gandhi called of the
Satyagraha Movement when he saw spread of
violence. ONE DAY REVISION
CBSE Sample Popers Social Science Class X (Term I!)
Khilafat Movement
* After the First World War, rumours were spread that 2
peace trealy was going to be imposed on Khalifa
(spiritual nead ofthe islamic world) of Ottoman Empire.
+ AKhilafat Committee was formed in Bombay under
tho loadiarship of Maulana Azad, Hakim Ajmal Khan
‘and Hasrat Mohani, Musiim leaders, Muhammad Alt
‘and Shaukat Ali began discussing with Gandhi about
‘.united mass action on the Khilefat issue. Gandhi
‘saw this as an opportunity of uniting Hindus and
Muslims,
+ The Congress passed the resolution in its Calcutta
Session in September 1920 to start a
Non-Cooperation movement in support of Khilafat as
well as for Swaral,
Non-Cooperation Movement
+ The Non-Cooperation Moverneat was adapted by tho
Congress curing tho Nagpur Conforenc in
Daoember 1920 and it began under the leadership of
Mahatma Gand
Differing Strands wi
the Movement
+ In January 1921, the Non-Cooperation-Khilafat
Movement stated. Various social groups participated in
the movement with thei oun speciic aspirations.
‘The Movements in the Towns
+ Non-Cooperation Khilafat Movement started inthe
cites with iciole-class participation in which
+ Students and teachers left government-controlled
‘school and lawyers let courts:
Foreign goods were boycotted.
«Liquor shops were picketed.
Council elactions were boycotted in most provinces
except Macras.
+ However, this movement gradually slowed down for
‘many reasons lke expensive Khao! clothes were not
suitable for poor people and no altemative institutions
wore setup
Rebellion in the Countryside
+ From cities, the Non-Cooperation Movement spread to
the countryside.
Peasant Movement in Awadh
+ In Awadh, the Peasant Movement developed under
the leadership of Baba Ramchandra (a Senyasi who
had earlier been to in Fij.as an indentured labourer).
This Peasant Movement demanded reduction of
revenue, aboltion of begar and social boycott of
‘oppressive landlords.
+ In October, 1920 the Oudh Kisan Sabha was set-up.
Itwas headed by Jawaherlal Nehru, Baba Ramchandra,
and a few others.
Tribal Movement in Andhra Pradesh
«lathe Gudem Hills of Andhra Pradesh, a militant
{Guerrilla Movement spread in the early 1920
Under the leadership of Alluri Sitaram Raju. aj
‘convinced people to wear ‘Khai’ and give up
‘inking according to Gandhian ideas,
‘= Raju was captured and executed in 1924 and
‘gradually he became a folk hero.
‘Swaraj in the Plantations
‘According to Indian Emigration Act of 1859,
plantation workers were not permitted to leave the
tea gardens without permission.
‘= When the news of Non-Cooperation Movement
spread tothe plantantion, they left their job and
headed towards their home. However they were
‘caught by the police and brutally beaten up.
Towards Civil Disobedience
+ In February 1922, Mahatma Gandhi decided to
withcraw the Noo- Cooperation Movernart
= Chaurl-Chaura incident was the main coason
boing withdrawing the Non-cooperation
Movement. The Chauri Chaura incident accurad
at Chauri Chaura in Gorakhpur district of United
Province on ath February, 1922,
Different Views within Congress
+ Some leaders within Congress ware tred of mass
struggle and wanted 10 participate inthe lection to
the provincial councis set up by the Government
‘of India Act of 1919,
‘+ CR Das and Motilal Nehru formed the Swara]
Party within the Conaress. Some younger leaders
tke Jawaharlal Nehru and Subhas Chandra
Bose argued for more strong mass agtation and
{or full independence
+ Inthis stuation of intemal debate and discussions,
two factors shaped incian poles towards the late
41820 which were
() The fst was the effect of the worewide
economic depression
(i) The second was agrcuitura prices which
‘began to fal fom 1926 and collapsed aftr
1900.
Formation of Simon Commission
«Simon Commission was constituted under John
‘Simon. The main objective of Simon Commission
‘was to review the functioning of the constitutional
system in India and suggest changes in the
system,
«= Indian leaders apposed the commission as there
‘wore no Indians init. When the commission arrived
in india in 1928, it was grected wath the slogan
Simon Go Back. CBSE Sample Papers Social Science Class X (Term Il)
Demand of Purna Swaraj
+ In October 1829, the Viceroy, Lord vin announced
an uncertain offer of dominion status for India anc a
Round Table Conference to discuss a future
Constitution.
+ In December 1828, under the Presidency of
Jawaharlal Nehru, the Lahore Congress formalisod
the demand of Puma Swaral or ful independence
for nla, it was declared that 26th January, 1930
‘would be celebrated as the Independance Day.
The Salt March and the Civil Disobedience
Movernent
© On Stst January, 1930, Mahatma Gandhi sent a
letter to Viceroy vin which claimed eleven demands
including the damand to abolish salt tax,
* Irwin was not ready to talk upon the demands, Thus,
Ganchhij took the decision to launch the movement.
‘The Civil Disobedience Movement
On 12th March, 1930, alongwith 78 followers,
Gandhj started Salt March trom Sabarmati
Ashram for Dandi, the coastal town of Gujarat.
+ On th Apri, he reached Dandi and broke the Salt
Law, This marked the beginning of the Civil
Disobedience Movement. As the movement
spread,
~ foreign clothes were boycotted,
~ peasants refused to pay revenue and chaukidri
taxes.
~ village officials resigned,
~ forest people violated forest laws in many places.
However, British government arrested allthe leaders
including Gandhi).
Calling Off the Civil Disobedience Movement
+ During Civil Disobediance Movement, peacatul
Salyagrahis wore attacked, women and children
‘were beaten and people were arrested.
+ When Abdul Gaffar Khan was arrested on Apri
11930, several violent incidents took place in
Peshawar. In this situation, Mahatma Gandhi call off
the movement and signed a pact with Lord Irwin on
5th March, 1981. This was calle Gandhi-trwin
Pact
Relaunching of Civil Disobedience Movement
+ ln December 1931, Gandhi went to Londion for the
‘Second Round Table Conference but the British
‘government refused to release the prisoners,
‘= When Gandhiji came back in india, he found that
Congress had bean declared illegal ang Abdul
Ghaffar Khan and Jawaharlal Nehru were
imprisoned.
‘As a esult, Mahatma Gandhi relaunched the Gv
Disobedience Movement. This movement was
Continued for @ year and lost its momentum by the
year 1934,
How Participants Saw the Movement
+ Meaning of Swaraj was diferent for ctfrent social
groups.
+ Inthe countyside, rich peasant communities ke the
Patidars of Gujarat and the Jats of Uttar Pradesh
‘wore supporters of the Civil Disobedience Movement
For them, the fight for Swaraj was a struggle against
high rovanues.
+ The poor peasantry found It ificult to pay their ent
tothe landlords as the depression continued. They
Joined a variety of radical movements often lad by
Socialists anc Communists in the hope that they
would not have to pay the rant any futher.
+ The Indian merchants and incustialists ke GD Birla,
Purushottam Thakur Das, et supported the Civil
Dieobedience Movement in the hope tht busines
restrtion would be ited.
They formed the Indian Industrial and Commerce
‘Congress in 1220 and the Federation ofthe Indian
‘Chamber of Commerce and Industries (FICC) in
1927,
+ The industrial working classes did not participate in
the Chil Disobedience Movernent in large numbers,
fect inthe Nagpur region.
+ large number of women participated inthis
movement. Women were inspired by Ganchis cal
and they began to see serve to the nation as thelr
sacred duly
Formation of Hindustan
Socialists Republican Army
11828, somenatoralsts ke Bhagat Singh, Jatin Das and Ajo
Choe founced the Hindustan Socialists epubican Amy
(GISAA) in T92Bata mesing in Farczshah Kota roundin Deh
The Limits of Civil Disobedience
« Dalits or untouchables and Muslims did not actively
Participated inthis movement,
‘+ Gandhij called Dalits Harijan or the Children of
God. He believed that Swaral would not come for
hhuncred years if untouchabilty was not eliminated.
He organised Satyagraha for thom, to secure thei
entry into tamples and access to public wels, tanks,
roads and schools.
‘+ Gandhij himself cleaned the toilets to dignity the
‘work of bhangi the sweepers). Gandhij urged the
Upper class to change their mindset regarding the
untouchables,
NOISIA3Y AVI JNO. ONE DAY REVISION
CBSE Sample Popers Social Science Class X (Term I!)
Stand of Dalit Leaders
+ Dr BR Ambedkar demanded reservad seats in
‘educational institutions and a separate electorate
thal would choose Dalit members for Legislative
Councis.
+ Ambedkar organised the Dalits into the Depressed
Classes Association in 1930.
+ When the British Government admitted
‘Ambedkar’s demand, Gandhi strongly opposed it
‘and began a fast unto death,
+ Ambedkar ultimately accepted Gandhi's postion
and as a result, Poona Pact of September 1932
was signed. This pact gave the depressed classes
teserved seats in Previncial and Central Lagislative
CCouneil but the veting was to be done by the
{general loctorate,
Hindu-Muslim Clash
* After the decline of the Nor-Cooperation and
Kilafat Movement, a large section of Mustims fat
separated from the Congress.
+ From the mid 1920, the Congress came to be
more associated with openly Hindu religious
rationalist groups lke the Hindu Mahasabha. As a
‘result, Hindu-Muslim communal clashes and rots
‘occurred in various cities,
* In 1930, Sir Muhammad Iqbal, the President of
Muslim League demanded the importance of
‘separate electorates for Musiims.
Difference between Hindu Mahasabha and Mustim
League
+ The only difference in the opinion of Congress and
Muslim League was based on the representation in
the future assemblies that were to be elected.
+ The leader of the Muslim League, Muhammad Ali
Jinnah wanted reserved seats for Muslims in
Central Assemly. He was wiling to give up the
‘emand for separate electorate for two conditions
() Muslims were assured reserved seats in the
Central Asserrbly.
(i) Representation would be in proportion tothe
population in Muslim dominated provinces (Bengal
‘and Punjab).
«ln 1928, at tho All Panes Conference, MR Jayakar of the
Hindu Mahasabha strongly opposed the demands of
sionah
The Sense of Collective Belonging
+The sonso of ealective botongingnass doveloped
through the exporonce of united sugges. History,
ficton folkore. songs, popular pins and symbols, all
played a pain the meng of nationalism
+The identy of nation is most often symbolised in a
‘igure or image. This mage of Bharat Mata was feet
created by Bankim Chandra Chattopadhyay in 1870,
won ho vote Vando Mataram for our mothand
“Te imago of Bharat Mata was tstpaintod by
‘Abanindranath Tagore,
+ In Bongal, Rabindranath Tagore and in Maca,
Natosa Sastri coloctod massive colloction of oktalos
‘and songs, which ld ha movoront for fk vial
+ During the Swadeshi Movement, ticolour
((26, green and yellow) fag was signed in Bengal t
had eight lotuses representing sight provinces and a
crescent moon representing Hindus and Mysims
+ By 1921, Gandhij hae designed he Swaraj Fag,
was a ticolour having a spining whe! inthe centre
representing the Gandhian ideal of self help.
Nationalism through Indian Ancient History
«Another means of erating teeing of national was
‘explaining the meaning of tistory again. The nationalist
vers urge the readers to take price in Inc's great
achieveriens inthe past and svuggl fo change the
miserable conditions of ife under Bish rl
+ But unification of people inaived some problems.
‘nen the past that was being glrfied was Hindu and
the mages celebrated were taken from Hindu
iconography, the people of other communes eet
ou.
UNIT 2 : CONTEMPORARY INDIA-II
e Manufactu
+ Production of goods in large quantties by
processing raw materials fo more valuable
products s calles manufacturing, Manufacturing
industies are known as secondary activities, as,
these industries manufacture primary material (like
cotton fib) nto Finishes goods (ike textes)
ing Industries
Importance of Manufacturing
«Manufacturing sector is very important and is
‘considered as the backbone of economic
development because
~ Manufacturing industies help in modemising
‘giculture which form the backbone of our economy, CBSE Sample Papers Social Science Class X (Term Il)
~ Manutacturing also reduces the heawy
dependence of people on agricultural income.
~ Industrial development helps in rermoval of
unemployment and poverty as it creates jobs and
~ Export of manufactured goods expands trade and
commerce and brings foreign exchange.
Agriculture and Industries
+ Agriculture and industries depend upon each other.
(On one hand many industries depend on
‘agricultural products like, cotton is the raw material in
Cotton textile mills. On the other hand, many
industrial products help in increasing agricultural
productivity
Contribution of industry to
National Economy
+ During the last 20 years, the share of the
‘manufacturing sector has stayed at 17 % of GDP.
‘The desited growth rate is expected to be 12% in the
next decade which has been 7% in the last decade.
+ Todevelop the sector of manufacturing industries,
government has set-up the National Manufacturing
Competitiveness Council (NMC). The objectives
tobring appropriate policy to improve productivity to
achieve desired growth rae.
Industrial Location
«+ The location ofan industy i influenced by
Government policies, availabilty of raw materia,
labour. capital, power and market feces.
+ The features that influence the ideal location of an
industry are
= Decision to locate factory at site,
~ Cost of obtaining raw materials at site,
= Gost of Production at site
= Cost ofcistribution of production.
Industry-Market Linkage
+ Industy and market are closely inked with each
other. A number of actors/ components which ink
those, are
~ Money i needed to uy inputs for production.
Inputs (ike raw materiale(component parts) are
needed to produce goods in industries.
Land, labour, capital, entropreneur and
infastructure are the actry of production.
‘A good network of transport is needed to supply
raw matorals rom source rogion to factories and
fished produc to markets.
~ Factors ar setup to produce ifront products
outputs
~ Aiter manufacturing the ished goods, a well
