CBSE Class 10 Social Science Development, Resources, Power Sharing, Federalism and Nationalism in Europe Assignment Set 15

Answer: Human development means a better quality of life for people, measured not only by income but also by education and health. Besides income, people aspire for:
1. equal treatment and freedom,
2. security and respect from others,
3. a good quality of life, and
4. a decent job with regular work, along with access to education and healthcare.

Teacher's Note:
1. Development for different people can mean different things.
2. Human development looks at the quality of life, not just earnings.

Answer: Non-renewable resources such as coal, petroleum and minerals take millions of years to form and cannot be replaced once used.
1. Industries and transport that depend on fuels would slow down or stop.
2. Energy would become costly and shortages would hurt production and employment.
3. Future generations would be left without these resources, so development would not be sustainable.

Teacher's Note:
1. Non-renewable resources exist in limited stock.
2. Their over-use harms the needs of future generations.

Answer: Sustainable development means meeting the needs of the present without damaging the ability of future generations to meet theirs. It is important because:
1. resources like groundwater and fossil fuels are limited and are being used up fast,
2. over-use of resources causes pollution and environmental damage, and
3. development which ignores the environment cannot continue for long.

Teacher's Note:
1. Development that harms the environment cannot be continued for long.
2. Sustainability keeps resources available for the future.

Answer: Goods and services produced are counted by adding their values, not their numbers, because different goods are measured in different units.
Precaution: only final goods and services should be counted. Intermediate goods (for example, wheat used to make flour) are already included in the value of final goods, so counting them again would be double counting.

Teacher's Note:
1. Values, not quantities, are added to get the total production.
2. Double counting is avoided by counting final goods only.

Answer: 1. Nearly half of India's workers depend on agriculture and allied activities, even though the sector contributes only a small share of GDP.
2. Industry and services have not created enough jobs to absorb the surplus labour from farming.
3. Many farmers have small holdings and low incomes, and work is seasonal, which leads to underemployment.
So many people continue to work in the primary sector for a living.

Teacher's Note:
1. The share of employment has not fallen as fast as the share of GDP.
2. Many workers in agriculture are underemployed.

Answer: 1. Improve irrigation facilities and build small dams, tanks and wells so farmers can raise more crops and get more work.
2. Provide cheap loans and marketing support to farmers and small entrepreneurs.
3. Set up agro-based industries and small-scale industries in semi-urban and rural areas.
4. Expand education, health, tourism, transport and other services, and implement employment guarantee programmes such as MGNREGA.

Teacher's Note:
1. Jobs can be created by investing in agriculture, small industries and services.
2. Government employment programmes also help.

Answer: 1. Ownership: In the public sector, the government owns most of the assets and provides the services (for example Railways, post office). In the private sector, ownership of assets lies with individuals or companies (for example Tata Steel, Reliance).
2. Motive: The public sector aims at public welfare and provides basic services like roads and water; the private sector works to earn profit.
3. Services: The government raises money through taxes to run the public sector; private firms charge payments from users.

Teacher's Note:
1. The two sectors differ in ownership and in motive.
2. Public sector services are meant for the welfare of people.

Answer: Resource planning is the widely accepted strategy for judicious use of resources, so that they are available for present and future needs. The stages are:
1. Identification and inventory of resources across the regions of the country, through surveying, mapping and qualitative and quantitative estimation.
2. Evolving a planning structure endowed with appropriate technology, skill and institutional set-up for national development plans.
3. Matching the resource development plans with overall national development plans.

Teacher's Note:
1. Resource planning is needed because resources are unevenly distributed.
2. It ensures that resources are used wisely.

Answer: Soil erosion is the removal of the soil cover by natural agents and its washing or blowing away. It is caused by:
1. running water, which cuts channels (gullies) and removes the topsoil as sheet erosion,
2. wind, which blows away loose soil in flat areas,
3. deforestation, over-grazing, mining and construction, which loosen the soil and remove protective cover, and
4. wrong farming methods such as ploughing up and down the slope.

Teacher's Note:
1. Soil erosion removes the fertile top layer.
2. Human activities speed up the natural process.

Answer: Agenda 21 is a declaration signed by world leaders at the 1992 United Nations Conference on Environment and Development (the Earth Summit) in Rio de Janeiro, Brazil. It aims at achieving global sustainable development and asks every local government to draw up its own local Agenda 21 for sustainable development.

Teacher's Note:
1. It is an agenda for sustainable development in the twenty-first century.
2. It was adopted at the Rio Earth Summit.

Answer: 1. Resources are limited and many of them are non-renewable.
2. Irrational consumption and over-utilisation lead to depletion, accumulation of resources in a few hands, and environmental problems like global warming and pollution.
3. Conservation keeps the resources available for future generations.
As Gandhiji said, there is enough for everybody's need but not for anybody's greed.

Teacher's Note:
1. Resources are limited and unequally distributed.
2. Using them wisely protects the needs of future generations.

Answer: Jawaharlal Nehru called dams the 'temples of modern India' because they bring many benefits:
1. They control floods and conserve water for irrigation.
2. They generate hydroelectricity.
3. They supply water for homes and industry, and help in inland navigation, fish breeding and tourism.
Thus they promote overall development and integrate the economy.

Teacher's Note:
1. Nehru believed that dams would bring prosperity and progress.
2. A single project serves many purposes.

Answer: 1. Rooftop harvesting: rain falling on roofs is collected through pipes into storage tanks or recharge pits.
2. Guls and kuls (Himalayas): channels that bring river water to fields.
3. Inundation channels (Bengal), johads or small earthen check dams (Rajasthan) and khadins, which collect water for fields.
4. Tankas (Bikaner, Rajasthan): underground tanks for storing drinking water.
5. Recharging groundwater through trenches and ponds.

Teacher's Note:
1. Rainwater harvesting traditions differ by region.
2. All of them store rain so it can be used later.

Answer: Prudential reasons: it reduces the possibility of conflict between social groups and so ensures political stability; imposing the majority's will on others may lead to tyranny.
Moral reasons: power sharing is the very spirit of democracy, as it involves respecting those who are affected by its exercise, and gives citizens a voice in how they are governed.

Teacher's Note:
1. There are two kinds of reasons for power sharing, prudential and moral.
2. Both support peace and democracy.

Answer: Sinhalas (majority) and Sri Lankan Tamils (minority) fought over the Sinhala-only policy and the demand of Tamils for equal rights and an independent state, Tamil Eelam. The conflict turned into a civil war in which the LTTE fought the government forces.
Consequences: thousands of people were killed, many families fled as refugees or were forced to leave the country, the economy suffered, and the country's social life and image were damaged. The war ended in 2009.

Teacher's Note:
1. The root of the war was the majoritarian policies adopted by the Sinhala government.
2. The war caused heavy loss of life and property.

Answer: Belgium has Dutch-speaking Flemish people (about 59%), French-speaking Walloons (about 40%) and a small German-speaking community. The French-speaking minority was rich and powerful, which the Dutch-speaking community resented because they had become economically better off later. Tension also arose in Brussels, where the Dutch-speaking people are a minority in the capital but a majority in the country, while French speakers are a minority in the country but a majority in Brussels.

Teacher's Note:
1. Belgium's tension was mainly between two language groups.
2. Brussels made the problem more complicated.

Answer: 1. Levels: a federal system has two or more levels of government, while a unitary system has only one level, or the sub-units are subordinate to the central government.
2. Powers: in a federation the central and state governments have their own powers, which the other cannot take away; in a unitary system the centre can pass orders to the provincial governments.
3. Examples: India, USA and Switzerland are federations; the UK and China are unitary.

Teacher's Note:
1. The key difference is whether powers are shared between levels of government.
2. In a federation each level has its own independent powers.

Answer: 1. The creation of linguistic states strengthened federalism and unity.
2. The three-language formula gave importance to regional languages and Hindi.
3. Centre-state relations improved after the 1990s, with coalition governments recognising the importance of regional parties and respecting state autonomy.
4. Courts have protected the rights of states, and the Constitution has made the sharing of powers clear.

Teacher's Note:
1. Federalism has improved through linguistic states and a better respect for regional parties.
2. Coalition politics has also helped.

Answer: When power is taken away from the central and state governments and given to local government, it is called decentralisation.
Reasons: many issues are best dealt with at the local level because people know their problems best. Local people can decide how to spend money and solve problems better, and decentralisation also provides an opportunity for citizens to directly participate in decision making, which makes democracy stronger.

Teacher's Note:
1. Decentralisation takes decisions close to the people.
2. It gives people a direct role in governing themselves.

Answer: The Estates General was a political body of France to which the three estates (the clergy, the nobility and the Third Estate) sent their representatives. The king alone had the power to call its meetings; it had last met in 1614. In 1789 Louis XVI called it to pass proposals for new taxes.

Teacher's Note:
1. Each estate had one vote in the Estates General.
2. This is why the Third Estate demanded voting by head.

Answer: 1. Italy was divided into seven states in the mid-nineteenth century. Only Sardinia-Piedmont was ruled by an Italian princely house.
2. Giuseppe Mazzini worked to form a unitary republic, but his republican attempts failed.
3. Chief Minister Cavour of Sardinia-Piedmont led the movement by a diplomatic alliance with France, which helped defeat Austrian forces in 1859.
4. Giuseppe Garibaldi led an army of volunteers (the Red Shirts) in 1860 and marched into South Italy and Sicily, winning the support of the local peasants.
5. In 1861, Victor Emmanuel II was proclaimed King of united Italy.

Teacher's Note:
1. Italy was united by the efforts of Mazzini, Cavour and Garibaldi.
2. Victor Emmanuel II became the first king of united Italy.

Answer: The French revolutionaries introduced several measures to create a sense of collective identity:
1. The ideas of la patrie (the fatherland) and le citoyen (the citizen) emphasised the common rights of a united community.
2. A new French flag, the tricolour, replaced the royal standard.
3. The Estates General was elected by active citizens and renamed the National Assembly.
4. New hymns were composed, oaths were taken and martyrs were commemorated.
5. A central administrative system made uniform laws for all citizens, internal customs duties were abolished, and a uniform system of weights and measures was adopted.
6. French became the common language of the nation.

Teacher's Note:
1. These steps built the idea that all the French were citizens of one nation.
2. They became a model for other nationalist movements.

Answer: Romanticism was a cultural movement that created a particular form of nationalist sentiment.
1. Romantic artists and poets criticised the glorification of reason and science and focused on emotions, intuition and mystical feelings.
2. They tried to create a sense of a shared collective heritage, a common cultural past, as the basis of a nation.
3. They gave importance to folk songs, folk poetry and folk dances, since these showed the true spirit of the nation.
4. Johann Herder said that the true German culture was to be discovered among the common people (das volk), and the vernacular language was used to spread nationalist ideas to the largely illiterate people.

Teacher's Note:
1. Romantics stressed culture, language and folk traditions instead of reason.
2. These fed the feeling of belonging to a nation.

Answer: 1. There were no nation-states as we know them today. Europe was divided into kingdoms, duchies and cantons, with their own rulers; Germany, Italy and Switzerland were collections of small states.
2. Eastern and Central Europe were under autocratic monarchies, such as the Habsburg and Ottoman empires, whose subjects spoke different languages and belonged to different cultural groups.
3. The landed aristocracy was the dominant class; they spoke French for diplomacy and high society, and the peasants had little say.
4. The ties between the people were weak, since there was no common national feeling.

Teacher's Note:
1. Before nationalism, loyalty was to the ruler and not to a nation.
2. The empires had mixed populations with no common identity.