Explore topic-wise InterviewSolutions in .

Power sharing keeps up with the 'Spirit' of Democracy as:

(i) Power sharing ensures that all people have a stake in government.

(ii) Power sharing ensures maximum participation. It upholds the concept of people's rule. It always brings better outcomes in democracy. It ensures the political stability in democracy.

(iii) Power sharing accommodates diverse groups. It helps to reduce the possibility of conflict between social groups.

A political party in India which grew out of a movement is :
(1) Asom Gana Parishad
(2) DMK (Dravida Munnetra kazhagam)
(3) AIADMK ( All India Anna Dravida Munnetra Kazhagam)
(4) AAP (Aam Admi Party)

Political party in India which grew out of a movement is : 

(1) Asom Gana Parishad 

(2) DMK (Dravida Munnetra Kazhagam) 

(3) AIADMK ( All India Anna Dravida Munnetra Kazhagam) 

(4) AAP (Aam Admi Party)

The main motive of the French was to exploit the natural resources and other essential goods from Vietnam.

The following points state that, the French succeeded in their mission

(i) For development of their own business profit, the French began to develop the infrastructural projects in Vietnam.

(ii) The French began by building canals and
draining lands in the Mekong delta of Vietnam to increase cultivation.

(iii) The vast system of irrigation works canals and earthworks built mainly with forced labour of the natives, increased rice production.

(iv) The area under rice cultivation went up from 2,74,000 hectares in 1873 to 1.1 million hectares in 1900 and 2.2 million in 1930.

(v) It exported two-third of its rice production and by 1931, Vietnam became the third largest exporter of rice in the world.

A political party is a group of people who come together to contest elections and hold power in the government.

Industries are responsible for four types of pollution i.e.,:

(i) Air, (ii) Water, (iii) Noise, (iv) Land.

(i) Air pollution is caused by the presence of high proportion of undesirable gases, such as sulphur dioxide and carbon monoxide. Smoke is emitted by chemical and paper factories, brick kilns, refineries and smelting plants, and burning of fossil fuels in big and small factories.

(ii) Water pollution is caused by organic and inorganic industrial wastes and affluents discharged into rivers. The main culprits in this regard are paper, pulp, chemical, textile and dyeing, petroleum refineries and electroplating industries that let out dyes, detergents, acids, salts and heavy metals like lead and mercury, pesticides, fertilisers, synthetic chemicals with carbon, plastics and rubber, etc., into the water bodies.

(iii) Noise pollution is due to industrial and construction activities. Machinery, factory equipment, generators, saws and pneumatic and electric drills cause hearing problems and irritation.

He/She should look for the desired information on the product.

Pulses are mostly grown in rotation with other crops because:

(i) Pulses need less moisture and survive even in dry conditions.

(ii) Being leguminous crops, all these crops help in restoring soil fertility by fixing nitrogen from the air.

(iii) Major pulse producing states are: Madhya Pradesh and Uttar Pradesh.

Investment made by the MNCs from foreign countries is called foreign investment.

Nghe An and Ha Tinh provinces of Vietnam were among the poorest and had an old radical tradition.

(b) The drawing of a ship on a seal

1. The production of handwritten manuscripts could not satisfy the ever increasing demand for books.

2.Copying was an expensive, labourious and time consuming exercise.

3. Manuscripts were fragile(easily broken), difficult to handle and could not be cared for read easily

4.Though woodblock printing was popular there was clearly a need for quicker and cheaper reproduction of texts.

(i) As the middle classes became more affluent, woman got more leisure time to read and write novels.

(ii) Novels began to explore the world of women their emotions, identities, experiences and problems.

(iii) Domestic life became an essential subject of novels-a field women had an authority to speak about.

(i)  In 1903, the modern part of Hanoi was struck by bubonic plague. The large sewers in the modern part of the city, a symbol of modernity, were an ideal and protected breeding ground for rats. The sewers also served as a great transport system, allowing the rats to move around the city without any problem.

(ii)  A rat hunt was started in 1902. The French hired Vietnamese workers and paid them for each rat they caught. The bounty was paid when a tail was given as proof that a rat had been killed. So the rat-catchers took to just clipping the tails and releasing the rats, so that the process could be repeated, over and over again. Some people, in fact, began raising rats to earn a bounty.

(iii)  The rat menace marks the limits of French power and the contradictions in their civilising mission. And the actions of the rat-catchers tell us of the numerous small ways in which colonialism was fought in everyday life.

If a person holding money can easily exchange it for any commodity or services that he or she might want.

Example: The shoe manufacturer will first exchange shoes that he has produced for money and then exchange the money for wheat.

The correct option is (b) Lothal.

(i) The production of hand written manuscript could not satisfy the ever-increasing demand for books.

(ii) Copying was expensive, laborious and time taking.

(iii) Manuscript were fragile, difficult to handle and could not be cared for or read easily.

The major protest erupted in Saigon Native Girls School in 1926, in Vietnam, when a Vietnamese girl sitting in the front seat was asked to move to the back for a local French student to occupy the front bench to which she refused and was expelled by the Principal.

When angry student protested they too were expelled leading to a. futher spread of open protests. Seeing the situation getting out of control, the Government forced the school to like the students back. The Principal reluctantly agreed after warning the students.

Education policy unfavorable to the Vietnamese students:

(i) The Tonkin Free School was started in 1907 to provide a Western-style education. This education included classes in science, hygiene, and French

(ii) The school encouraged the adoption of Western styles such as having a short haircut.

(iii) For the Vietnamese, this meant a major break with their own identity.

(iv) Teachers and students did not blindly follow the curriculum. Sometimes there was open opposition and at other times there was silent resistance.

(v) As the number of Vietnamese teachers increased in the lower classes, it became difficult to control what was actually taught.

(vi) School textbooks glorified the French and justified the colonial rule.

(vii) The Vietnamese were represented as primitive and backward capable of manual labor but not of intellectual reflection.

The following were the main reasons for the nationalists upsurge in the 19th century Europe.        

(a) Apart from war and territorial expansion, it was culture which played an important role in creating the idea of nation. Whether it was music or art, poetry, or stories, every form of art contributed to expressing nationalist feelings nationalist feelings.

(b) Romantic artists created a sense of common cultural heritage as the basis of nation building.

(c) Vernacular language became one of the important reasons as folklore, folksongs etc. promoted the spirit of nationalism.   

Cavour was the Chief Minister of Sardinia-Piedmont. 

His contributions to the unification of Italy were : 

(i) He was a good administrator. He led the movement to unify the regions of Italy.

(ii) He was a tactful diplomat, he spoke French much better than he did Italian. 

(iii) Through a tactful diplomatic alliance with France engineered by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859.

Cavour was the Chief Minister of Sardinia- Piedmont. 

His contribution to the unification of Italy was :

(i) He was a good administrator.

(ii) He worked for the unification of Italy. Through a tactful diplomatic alliance with France engineered by Cavour Sardinia-pied mont.

(iii) He led the movement to unify the regions of Italy.

(iv) He was a tactful diplomat. He succeeded in defeating the Austrian forces in 1859.

Cavour was the Chief Minister of Sardinia-Piedmont. 

His contributions to the unification of Italy were : 

(i) He was a good administrator. He led the movement to unify the regions of Italy.

(ii) He was a tactful diplomat, he spoke French much better than he did Italian. 

(iii) Through a tactful diplomatic alliance with France engineered by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859.

(i) From 594 A.D the books were printed in china by rubbing paper against the inked surface of woodblocks.

(ii) The imperial court got many textbooks printed for the civil services examination and remained the target user of printed books in china.

(iii) By the 17th century urban culture developed in China and it added merchants. wives of rich men, scholars and officials who not only started reading printed books but also began to write their autobiographies.

(iv) in the late 19^th century, the western powers established mechanical printing press in shanghai and shifted to mechanical printing.

The writer of the book "The History of the Loss of Vietnam" is Phan Bai Chau.

The writer of the book "The History of the Loss of Vietnam" is Phan Boi Chau.

The problems faced by the French in the education sphere in Vietnam were: 

1. The elites were highly influenced by the Chinese culture. 
2. The French in order to establish their power had to demolish Chinese influence. 
3. Few people could take admission in schools and few could pass the school leaving exams

The French tried to solve educational problems in Vietnam in the following ways :
(i) They countered and dismantled the traditional education system.
(ii) They established French schools.

(iii) They introduced the French language for Vietnamese.
(iv) They introduced a deliberate policy of failing children.
(v) Their text glorified French culture and justified colonial rule.
(vi) Their education system induded classes of French, science and hygiene

(i) Mining sites are abandoned after excavation work is completed leaving deep scars and traces of over burdening.

(ii) In states like Jharkhand, Chhattisgarh, Madhya Pradesh and Orissa deforestation due to mining have caused severe land degradation.

(iii) In the states of Punjab, Haryana and Western Uttar Pradesh, over irrigation is responsible for degradation due to water logging leading to increase in salinity and alkalinity in the soil.

(iv) The Mineral processing like grinding of limestone for cement industry and calcite and soapstone for ceramic industry generate large quantity of dust in the atmosphere.

(v) It retards the process of infiltration of water into the soil.

That none of the organs of the government can exercise unlimited power.

The female figures as an allegory of the nation : Artists found a way out to represent a country in the form of a person. Then nations were portrayed as female figures.
The female figure was chosen to personify the nation did not stand for any particular woman in real life. It gave the abstract idea of the nation a concrete form. Thus, the female figure became an allegory of the nation.
During the French Revolution, artists used the formal allegory to portray ideas such as Liberty, Justice and the Republic.

(i) In olden times the best way to present an idea was through symbolic personifications. This was the most common and appealing way to invite people’s attention. 

(ii) From 1789 females appeared in paintings as symbol of liberty and revolution. 

(iii) During the French Revolution, many symbolic personifications of ‘Liberty’ and ‘Reason’ appeared. Marianne was the female figure invented by artists in the nineteenth century to represent the French nation. Her characteristics were drawn from those of Liberty and the Republic—the red cap, the tricolour, the cockade.

 (iv) Statues of Marianne were erected in public places to remind the public of the national symbol of unity and to persuade them to identify with it. 

(v) Marianne images were marked on coins and stamps. 

(vi) Similarly, Germania became the symbol of the German nation. This work was done by the artist Philip Veit. He depicted Germania as a female figure standing against a background where beams of sunlight shone through the tricolour fabric of the national flag. Germania was wearing a crown of oak leaves, as the German oak stands for heroism.

Women were represented not only as warriors but also as workers; they were shown with a rifle in one hand and a hammer in the other. Whether young or old, women began to be depicted as selflessly working and fighting to save the country. As casualties in the war increased in the 1960’s, women were urged to join the struggle in large numbers.

Women were represented not only as warriors but also as workers; they were shown with a rifle in one hand and a hammer in the other. Whether young or old, women began to be depicted as selflessly working and fighting to save the country. As casualties in the war increased in the 1960’s, women were urged to join the struggle in large numbers.

(a) In the seventeenth and eighteenth centuries, merchants from the towns in Europe began moving to the countryside, supplying money to peasants and artisans, persuading them to produce for an international market. 

(b) With the expansion of world trade and the acquisition of colonies in different parts of the world, the demand for goods began growing. But merchants could not expand production within towns because here urban crafts and trade guilds were powerful. 

(c) These were the associations of producers that trained craftspeople, maintained control over production, regulated competition and prices, and restricted the entry of new people into the trade. 

(d) Rulers granted different guilds the monopoly right to produce and trade in specific products. It was therefore difficult for new merchants to set up business in towns. 

(e) So, they turned to the countryside. In the countryside, poor peasants and artisans who had lost their common lands began working for merchants and produced goods and indirectly served the international market.

(i) For plantation workers in Assam, freedom meant the right to move freely in and out of the confined space in which they were enclosed, and it meant retaining a link with the village from which they had come.

(ii) The government had passed the Inland Emigration Act of 1859 under which plantation workers were not permitted to leave the tea estates without permission, and in fact, they were rarely given such permission.

(iii) When the plantation workers heard of the Non-Cooperation Movement, thousands of them defied the authorities, left the plantations and headed towards their homes.

(iv) The plantation workers believed that the Gandhi Raj was coming, and everyone would be given land in their own villages.

(a) Traders and travellers introduced new crops to the lands they travelled.

(b) Even 'ready' foodstuff in distant parts of the world might share common origins like spaghetti and noodles or, perhaps Arab traders took pasta to fifth-century Sicily, an island now in Italy.

(c) Similar foods were also known in India and Japan, so the truth about their origins may never be known. Yet such guesswork suggests the possibilities of long-distance cultural contact even in the pre-modern world.

(d) Many of our common foods such as potatoes, soya, groundnuts, maize, tomatoes, chillies, sweet, potatoes, and so on were not known to our ancestors until about five centuries ago.

(e) These foods were only introduced in Europe and Asia after Christopher Columbus accidentally discovered the vast continent that would later become known as America.

(i) Traders and travellers introduced new crops to the lands they travelled.
(ii) It is believed that noodles traveled west from China to become spaghetti.
(iii) Arabs traders took pasta to 5th century Sicily, an island now in Italy.
(iv) Many of our common foods such as potatoes, soya, groundnuts, maize tomatoes, chillies, sweet potatoes and so on were not known to our ancestors.

(i) Women’s political representation: To reduced discrimination against women, they should be elected in different bodies so that they can raise their voice. One-third of seats in local government bodies - in panchayat and municipalities are reserved for women. There should be reservation of at least one-third of seats in the Lokh Sabha and State Assemblies for women.

(ii) Education: Gandhi Ji said if we educate men only a person is educated and if we educate women then the entire family is educated. This stated that the education of women is very important for the development of a nation. It improves the social status of women and can participate in every decision-making process.

This statement can easily be justified by the following points:

(i) Traders and travellers introduced new crops to the lands they travelled.

(ii) Noodles travelled west from China to become spaghetti and Arab traders took pasta to Sicily.

(iii) Most of the common Indian food such as maize, tomatoes, groundnuts, potatoes, soya and

(iv) Chillies were not known to our ancestors. They were introduced to Europe from America.

Dietrich Brandis, a German expert, was appointed the first Inspector-General of Forests in India.

His ideas and achievements for the management of forests are stated in the points below:

(i) He formulated new forest legislation and helped establish research and training institutions. The Imperial Forest Research Institute at Dehradun was founded by him in 1906.

(ii) He set up the Indian Forest Service (IFS) in 1864 and helped to formulate the Indian Forest Act of 1865.

(iii) He took an interest in the forest flora of North-West and Central India and Indian trees.

(iv) He was among the earliest expert in India to formally link forest protection with local people.

Provisions of Treaty of Vienna : 

(i) Bourbon Dynasty was restored to power in France. 

(ii) France lost the territories it had annexed under Napoleon. 

(iii) The kingdom of Netherlands was set-up in North and Genoa was added to Piedmont in the South. 

(iv) Prussia was given new territories on its Western frontier. 

(v) Austria was given control of Northern Italy. 

(vi) Russia was given part of Poland and Prussia was given a part of Saxony.

Proto-industrialisation is the phase of industrialisation that was not based on the factory system. Before the coming of factories, there was large-scale industrial production for international market. However, the pace of this production was not on the level as seen during the industrial revolution. This part of industrial history is known as proto-industrialisation.

It was a gateway to the subcontinent, both laid claims over it. 

The image represents a sculpture in Mahabalipuram. 

1.  Good maps were necessary to understand the landscape and know the topography.

2.  Town maps give information regarding the location of hills,rivers and vegetation,all important for planning structures for defense purposes. 

3. They also show the location of ghats,density and quality of  houses and alignment of roads,used to gauge commercial possibilites and plan strategies of taxation

The image represents the Varaha or boar avatar of Vishnu.

Correct option a. Both A and R are true and R is the correct explanation of A

Correct option: d. 3,4,2,1