Based on CCE Solutions to Me ‘n’ Mine Social Science PULLOUT WORKSHEETS FOR CLASS IX Second Term By Niti Arora Kumkum Kumari B.A., Geog. Hons. B.Ed Delhi Public School Mathura Road, New Delhi New Saraswati House (India) Pvt. Ltd. EDUCATIONAL PUBLISHERS Second Floor, M.G.M. Tower, 19, Ansari Road, Daryaganj, New Delhi-110002 Ph: 43556600 • Fax: 43556688 E-mail: [email protected] Website: www.saraswatihouse.com Branches • Ahmedabad: (079) 22160722 • Bengaluru: (080) 26619880 • Chennai: (044) 24346531 • Dehradun: 09837452852 • Guwahati: (0361) 2457198 • Hyderabad: (040) 42615566 • Jaipur: (0141) 4006022 • Jalandhar: (0181) 4642600 • Kochi: (0484) 3925288 • Kolkata:(033) 22842222 • Lucknow: (0522) 4062517 • Mumbai: (022) 26874022 • Patna: (0612) 2570403 • Ranchi: (0651) 2210300 CONTENTS HISTORY Chapter Test .............................................................62-63 Forest Society and Colonialism Formative Assessment Worksheets 80 & 81 ...........................................63 Summative Assessment Worksheets 1 to 8 ............................................3-10 POLITICAL SCIENCE Chapter Test ..................................................................10 Electoral Politics Formative Assessment Summative Assessment Worksheets 9 & 10 .............................................11 Worksheets 82 to 88 ......................................64-69 Pastoralists in the Modern World Chapter Test .............................................................69-70 Summative Assessment Formative Assessment Worksheets 11 to 17 ......................................11-17 Worksheets 89 & 90 ...........................................70 Chapter Test .............................................................17-18 Working of Institutions Formative Assessment Summative Assessment Worksheets 18 & 19 ...........................................18 Worksheets 91 to 95 ......................................70-74 Peasants and Farmers Chapter Test .............................................................74-75 Summative Assessment Formative Assessment Worksheets 20 to 26 ......................................18-23 Worksheets 96 & 97 ...........................................75 Chapter Test ..................................................................24 Democratic Rights Formative Assessment Summative Assessment Worksheets 27 & 28 ...........................................24 Worksheets 98 to 102 ....................................75-79 History and Sports: The Story of Cricket Chapter Test .............................................................79-80 Summative Assessment Formative Assessment Worksheets 29 to 33 ......................................25-29 Worksheets 103 & 104 .......................................80 Chapter Test ..................................................................29 Worksheet 34 .................................................30-31 ECONOMICS Formative Assessment Poverty as Challenge Worksheets 35 & 36 ...........................................31 Summative Assessment Clothing: A Social History Worksheets 105 to 111 ..................................81-85 Summative Assessment Chapter Test .............................................................85-86 Formative Assessment Worksheets 37 to 43 ......................................32-37 Chapter Test .............................................................37-38 Worksheets 112 to 114 .......................................86 Formative Assessment Food Security in India Worksheets 44 & 45 ...........................................38 Summative Assessment GEOGRAPHY Worksheets 115 to 121 ..................................86-91 Chapter Test ..................................................................91 Climate Formative Assessment Summative Assessment Worksheets 122 & 123 .......................................92 Worksheets 46 to 55 ......................................39-46 Chapter Test ..................................................................47 DISASTER MANAGEMENT Formative Assessment Preventing Common Human Induced Disasters Worksheets 56 to 60 ...........................................48 Formative Assessment Natural Vegetation and Wildlife Worksheets 124 to 126 ..................................93-94 Summative Assessment Chapter Test ..................................................................94 Worksheets 61 to 67 ......................................48-54 Formative Assessment Chapter Test .............................................................54-55 Worksheets 127 & 128 ..................................94-95 Formative Assessment Community Planning for Disaster Management Worksheets 68 to 71 ...........................................56 Worksheet 129 ....................................................95 Population Formative Assessment Summative Assessment Worksheets 130 & 131 .......................................95 Worksheets 72 to 79 ......................................57-62 Practice Papers (1 to 5) ...............................96-140 HISTORY FOREST SOCIETY AND COLONIALISM SUMMATIVE ASSESSMENT WORKSHEET–1 1. They were skilled forest cutters in Java. 2. Collecting latex from wild rubber trees. 3. Rice production 4. Old men, women and children. 5. At Dehradun 6. Dietrich Brandis 7. Chhotanagpur 8. Scientific forestry refers to a system of cutting trees controlled by the forest department in which old trees are cut and new ones are planted. Under scientific forestry— (a) Natural forests which had different types of trees were cut down and new ones belonging to one type of tree was planted in straight rows. (b) Forest officials estimated how much of plantation area to be cut every year. (c) The area cut was replanted so that it was ready to be cut again in some years. 9. The practice of shifting cultivation was banned by the European foresters because: (a) They felt that land which was used for cultivation every few years could not grow trees for railway timber. (b) They felt that when a forest was burnt, there was danger of flames spreading and burning valuable timber. (c) Shifting agriculture also made it difficult for the government to calculate taxes. 10. (a) In shifting cultivation, parts of forests are cut and burnt in rotation. (b) Seeds are sown in the ashes after the first monsoon rains and the crop is harvested by October–November. (c) Such plots are cultivated for a couple of years or till the time the soil contains fertility and then abandoned or left fallow. (d) A mixture of crops is grown on these plots. WORKSHEET–2 1. The Dutch 2. The tree grows in straight lines having uniform height. 3. In 1906 4. Flowers of mahua trees can be eaten. They are used to make alcohol. Their seeds can be used to make oil. S O L U T I O N S E C O N D T E R M 3 5. Forests are important for us in many ways: (a) They help maintaining ecological atmosphere and serve as an important source of many useful products. (b) They provide us food, clothing, fuel, industrial raw material, fodder. (c) They provide us a variety of herbs and roots which are used for medicinal purposes. We can not think a life without forests. 6. The provisions of the Forests Act of 1878: (a) The Act divided forests into three categories–reserved, protected and village forests. (b) The best forests were called ‘reserved forests’. (c) Villagers could not take anything from these forests, even for their own use. (d) For house building or fuel, they could take wood from protected or village forests. 7. Causes for deforestation in India during British rule are: (a) Increase in population led to the growth in demand for food and expansion of cultivation. (b) Increased demand for timber due to expansion of railways and shipbuilding purposes. (c) Large areas of forests were cleared for plantation purposes. 8. World War I and World War II had a major impact on forests. (a) In India, wars led to reckless cutting of forests to meet British war needs. In Java, the Dutch followed ‘a scorched earth’ policy destroying sawmills and burning huge piles of giant teak logs so that they would not fall into the hands of the advancing Japanese. (b) After Java fell into the Japanese hands, the Japanese exploited the forests for their own war industries, forcing forest villagers to cut down forests. (c) Many local people took advantage of war situation and usurped forest lands and expanded cultivation. (d) The forests during war times became no man’s land and were subject to abundant plunder and destruction. WORKSHEET–3 1. Chhattisgarh 2. Pargana 3. In 1865 4. The need to manage forests for shipbuilding and railways led to the introduction of forest service. In 1882, 280,000 sleepers were exported from Java alone. Much labour was required to cut the trees, transport logs and prepare the sleepers. The Dutch had to take free labour. Hence, they first imposed rents on all the cultivated forest land. Then they exempted some villages from these rents if they were willing to work collectively to provide free labour and transport facilities. This practice was known as the Blandongdiensten system. 5. The Kalangs of Java were a community of skilled forest cutters and shifting cultivators. It was difficult to harvest teak without their expertise. The Dutch were aware of this. Hence, they wanted to make the Kalangs work for them when they started establishing control over the forests in the 18th century. But the Kalangs were not ready for this. They resisted by attacking a Dutch fort at Joana. However, their uprising was crushed. 6.