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Case Study Question for Class 10 Social Science

Understudies can discover the chapter astute vital questions for course 10th Social Science within the table underneath. These imperative questions incorporate questions that are regularly inquired in a long time. Moreover, arrangements are to give for these questions, with extraordinary accentuation on ease-of-study. Tap on the joins underneath to begin investigating.

Case Study Question for Class 10 Social Science (History, Geo, Political Science, Economics)

Case study 01:.

‘It is said of “passive resistance” that it is the weapon of the weak, but the power which is the subject of this article can be used only by the strong. This power is not passive resistance; indeed, it calls for intense activity. The movement in South Africa was not passive but active …

‘Satyagraha is not physical force. A satyagrahi does not inflict pain on the adversary; he does not seek his destruction … In the use of satyagraha, there is no ill-will whatever. ‘Satyagraha is pure soul-force. Truth is the very substance of the soul. That is why this force is called satyagraha. The soul is informed with knowledge. In it burns the flame of love. … Nonviolence is the supreme dharma …‘It is certain that India cannot rival Britain or Europe in force of arms. The British worship the war-god and they can all of them become, as they are becoming, bearers of arms. The hundreds of millions in India can never carry arms. They have made the religion of non-violence their own …’

1.) Why did Gandhiji consider nonviolence as supreme dharma?

Ans. Gandhiji adopted nonviolence as a philosophy and an ideal way of life. According to him philosophy of nonviolence is not a weapon of the weak; it is a weapon, which can be tried by all.

2.) How was Gandhian satyagraha taken by the people who believed in his philosophy?

Ans. A satyagrahi does not inflict pain on the adversary; he does not seek his destruction. In the use of satyagraha, there is no ill-will.

3) Why was Gandhian satyagraha considered as a novel way to resist injustice?

Ans. (i) One could win the battle through nonviolence.

(ii) This could be done by appealing to the conscience of the oppressor.

(iii) People – including the oppressors – had to be persuaded to see the truth, instead of being forced to accept truth through the use of violence.

Case Study 02:

Ever since humans appeared on the earth, they have used different means of communication. But, the pace of change, has been rapid in modern times. Long distance communication is far easier without physical movement of the communicator or receiver. Personal communication and mass communication including television, radio, press, films, etc. are the major means of communication in the country. The Indian postal network is the largest in the world. It handles parcels as well as personal written communications. Cards and envelopes are considered first-class mail and are airlifted between stations covering both land and air. The second-class mail includes book packets, registered newspapers and periodicals. They are carried by surface mail, covering land and water transport. To facilitate quick delivery of mails in large towns and cities, six mail channels have been introduced recently. They are called Rajdhani Channel, Metro Channel, Green Channel, Business Channel, Bulk Mail Channel and Periodical Channel.

1.) Examine the role of the Indian postal network.

Ans. It has helped the country to engage in communication and social-economic development.

2) Differentiate between mass communication and personal communication.

Ans. Mass Communication is the medium which provides entertainment as well as creates awareness among the masses. It includes radio, television, newspapers, magazines, books, films etc. whereas Personal Communication is between person to person.

3) Analyse the significance of communication for a nation.

(i) This is the age of communication using the telephone, television, films, and the Internet.

(ii) Even books, magazines and newspapers are important means of communication.

(iii) Various means of communication have connected the world closer

(iv) It is the source of entertainment and knowledge.

Case Study 03:

Today, Indian agriculture finds itself at a crossroads. To make agriculture successful and profitable, proper thrust should be given to the improvement of the condition of marginal and small farmers. The green revolution promised much. But today it’s under controversy. The keyword today is “gene revolution”, which includes genetic engineering. Organic farming is [also] much in vogue today because it is practised without factory-made chemicals such as fertilisers and pesticides. A few economists think that Indian farmers have a bleak future if they continue growing food grains on the holdings that grow smaller and smaller as the population rises. India’s rural population is about 600 million which depends upon 250 million (approximate) hectares of agricultural land, an average of less than half a hectare per person. Indian farmers should diversify their cropping pattern from cereals to high-value crops. This will increase incomes and reduce environmental degradation simultaneously. Because fruits, medicinal herbs, flowers, vegetables, and bio-diesel crops like jatropha and jojoba need much less irrigation than rice or sugarcane. India’s diverse climate can be harnessed to grow a wide range of high-value crops. (Source: CBSE Addition Practice Question 2023).

1.) Give two reasons why the Green Revolution is under controversy.

Ans. The two reasons are –

Chemical fertilisers ruined the soil fertility.

Negatively affected biodiversity.

2.) . . … holdings that grow smaller and smaller as the population rises.’ Evaluate why this is a concern.

Answer: The sentence means that the yield per land holding will not be enough to feed the rising population hence a shift in agricultural practices is required.

3.) Bio-diesel crops like jatropha and jojoba have been referred to as high-value crops. Why?

Answer: Bio-diesel crops are high value as they act as alternatives to fuels from nonrenewable sources.

Another reason is that these crops do not require much water or farmers’ attention to grow.

Case Study 4:

Climate-smart agriculture (CSA) is an approach that helps guide actions to transform agri-food systems towards green and climate-resilient practices. CSA supports reaching internationally-agreed goals such as the Sustainable Development Goals and the Paris Agreement on climate change. CSA supports the Food and Agriculture Organisation Strategic Framework 2022-2031 based on the Four Betters: better production, better nutrition, a better environment and a better life for all, leaving no one behind. (CBSE Additional Practice Paper 2023 – 24)

Source (edited): Food and Agriculture Organisation

(i) A CSA expert suggested increased production and consumption of millets in India. Justify their stance. (1)

-Millets have high nutritional value.

-They are rainfed, hardly need any irrigation facilities and hence can be grown in arid and semi-arid regions.

(ii) What is the necessity to think of CSA in India? (1)

It is important to start planning for CSA in India because of the changing climate due to global warming.

(iii) Suggest two methods through which India can shift towards CSA. (2)

NCERT Social Science Extra Questions (Important for Term 2)

Map Skill Based Question 2023

Case Based Questions Class 10 Social Science Chapterwise

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Class 10 Social Science Case Study Questions

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If you’re looking for CBSE Class 10 Social Science case study questions, myCBSEguide provides all the resources you need. We have a wide range of Class 10 Social Science case studies covering various topics, and our team of experts is on hand to provide guidance and support to Class 10 students. Whether you’re struggling with a particular topic or just need some extra help, myCBSEguide is the perfect place to turn.

Purpose of Class 10 Social Science

Up to the secondary level of schooling, social science is a core course. It is an essential component of a general education because it assists Class 10 Social Science students in comprehending the environment as a whole and acquiring a broader perspective as well as an empirical, reasonable, and humanitarian outlook. This is critical because it helps Class 10 Social Science students into well-informed and responsible citizens with the required qualities and skills to effectively engage and contribute to the process of development and nation-building.

Case Study Questions in Class 10 Social Science

Class 10 social science curriculum includes a wide range of topics. One way to help students learn and retain information from these topics is to incorporate case studies into the classroom. Case studies can provide real-world examples of the concepts being taught, and help students to understand how the theory can be applied in practice.

Incorporating case studies into the Class 10 social science curriculum can also help to develop critical thinking and problem-solving skills. By working through a case study, Class 10 social science students can learn how to identify key issues, consider different options and make decisions. These skills will be valuable in their future studies and careers.

Whichever way case studies are used, they can be a valuable addition to the Class 10 social science curriculum.

Class 10 Social Science Case Study Questions Samples

Students must solve a range of Class 10 Social Science case study questions in order to achieve good grades in Social Science. Students in Class 10 Social Science must be looking for some samples of case study questions in order to improve their grades. myCBSEguide has collected a variety of case study questions for Class 10 Social Science that will undoubtedly assist all students studying the subject. We’ve put created a collection of Class 10 Social Science case study questions for you.

Class 10 Social Science Case Study Question 1

Class 10 HISTORY: The Rise of Nationalism in Europe

Read the source given below and answer the questions that follow: Frederic Sorrieu prepared a series of four prints visualizing his dream of a world made up of ‘democratic and social Republics’, as he called them. The first print of the series shows the peoples of Europe and America – men and women of all ages and social classes – marching in a long train, and offering homage to the Statue of Liberty as they pass by it. Artists of the time of the French Revolution personified Liberty as a female figure. She bears the torch of Enlightenment in one hand and the Charter of the Rights of Man in the other. On the earth in the foreground of the image lie the shattered remains of the symbols of absolutist institutions. In Sorrieu’s utopian vision, the peoples of the world are grouped as distinct nations, identified through their flags and national costume. Leading the procession, way past the Statue of Liberty, are the United States and Switzerland, which by this time were already nation-states. France, identifiable by the revolutionary tricolour, has just reached the statue. She is followed by the peoples of Germany, bearing the black, red and gold flag. Answer the following MCQs by choosing the most appropriate option:

Who was Frederic Sorrieu?

• French artist
• German Artist
• Italian Artist
• British Artist

In which year did Frederic Sorrier prepare a series of four prints?

Which of the following statements correctly describes “absolutist”?

• Monarchical Government
• Democratic Government
• Uncentralised Government
• Bureaucratic Government

Which of the following is correct with respect to “utopian vision”?

• Homogenous society
• Monarchical society
• Ideal society
• All are correct

Answer Key:

• (a) French artist
• (a) Monarchical Government
• (c) Ideal society

Class 10 Social Science Case Study Question 2

Class 10 GEOGRAPHY: Lifelines of National Economy

Read the extract and answer the question that follows:

We use different materials and services in our daily life. Some of these are available in our immediate surroundings, while other requirements are met by bringing things from other places. Goods and services do not move from supply locales to demand locales on their own. The movement of these goods and services from their supply locations to demand locations necessitates the need for transport. Some people are engaged in facilitating these movements. These are known to be traders who make the products come to the consumers by transportation. Thus, the pace of development of a country depends upon the production of goods and services as well as their movement over space. Therefore, efficient means of transport are pre-requisites for fast development.

The movement of these goods and services can be over three important domains of our earth i.e. land, water and air. Based on these, transport can also be classified into the land, water and air transport. For a long time, trade and transport were restricted to limited space. With the development in science and technology, the area of influence of trade and transport expanded far and wide.

Today, the world has been converted into a large village with the help of efficient and fast-moving transport. Transport has been able to achieve this with the help of an equally developed communication system. Therefore, transport, communication and trade are complementary to each other.

• Explain the necessity of means of transport in modern times. (1)
• Enumerate the domains and means of transport. (2)
• Why are efficient means of transport pre-requisites for the fast development of the country? (2)
• The movement of goods and services from their supply locations to demand locations necessitates the need for transport.
• The movement of these goods and services can be over three important domains of our earth i.e. land, water and air.
• Based on these, transport can also be classified into the land, water and air transport.
• (Any two relevant points)
• Efficient and good transport for speedy movement of goods and services to different parts of India and to fulfill the needs of the people is needed.
• Goods and services do not move from supply locations to demand locations on their own. This necessitates the need for transport.
•  Some people are engaged in facilitating these movements. They go to traders who make the products and take them to the consumers by transportation.
• Thus, the pace of development of a country depends upon the production of goods and services as well as their movements over space.

Class 10 Social Science Case Study Question 3

Class 10 POLITICAL SCIENCE: Power-sharing

Read the extract given below and answer the questions that follow: The Belgian leaders recognised the existence of regional differences and cultural diversities. Between 1970 and 1993, they amended their constitution four times so as to work out an arrangement that would enable everyone to live together within the same country. The arrangement they worked out is different from any other country and is very innovative. Here are some of the elements of the Belgian model:

• Constitution prescribes that the number of Dutch and French-speaking ministers shall be equal in the central government. Some special laws require the support of the majority of members from each linguistic group.
• Many powers of the central government have been given to state governments of the two regions of the country. The state governments are not subordinate to the Central Government.
• Brussels has a separate government in which both the communities have equal representation. The French-speaking people accepted equal representation in Brussels because the Dutch-speaking community has accepted equal representation in the Central Government.
• Apart from the Central and the State Government, there is a third kind of government. This ‘community government’ is elected by people belonging to one language community – Dutch, French and German-speaking – no matter where they live. This government has the power regarding cultural, educational and language-related issues.

Answer the following MCQs by choosing the most appropriate option:

• India, Srilanka
• Belgium, Sri Lanka
• Wallonia, Brussels
• Flemish, Wallonia
• Which of the following is not the element of “Belgian model”?
• Equal number of ministers for both the groups
• Setting up of Community Government
• More power to the central government
• Equal representation at the state and central level
• “Apart from the Central and the State Government, there is a third kind of government”. Which of the following is incorrect with respect to this?
• The unique government is Community Government
• A single social group is given powers to handle community-related affairs
• Elected by people belonging to Dutch, French and German-speaking
• Power regarding cultural, educational and language-related issues
• Which of the following title best describes the given passage?
• The ethnic composition of Belgium
• Accommodation in Sri Lanka
• Accommodation in Belgium
• The ethnic composition of Sri Lanka
• (b) Belgium, Sri Lanka
• (c) More power to central government. [Explanation: Many powers of the central government have been given to state governments of the two regions of the country. The state governments are not subordinate to the Central Government.]
• (b) Single social group is given powers to handle the community-related affairs. [Explanation: A community government is one in which different social groups are given powers to handle community-related affairs.]
• (c) Accommodation in Belgium

Class 10 Social Science Case Study Question 4

Class 10 ECONOMICS: Development

Read the extract given below and answer the questions that follow: Besides seeking more income, oneway or the other, people also seek things like equal treatment, freedom, security, and respect of others. They resent discrimination. All of these are important goals. In fact, in some cases, these may be more important than more income or more consumption because material goods are not all that you need to live. Money, or material things that one can buy with it, is one factor on which our life depends. But the quality of our life also depends on non-material things. Consider an example: If you get a job in a far-off place, before accepting it you would try to consider many factors, apart from income, such as facilities for your family, working atmosphere, or opportunity to learn. In another case, a job may give you less pay but may offer regular employment that enhances your sense of security. Another job, however, may offer high pay but no job security and also leave no time for your family. This will reduce your sense of security and freedom. Similarly, for development, people look at a mix of goals. It is true that if women are engaged in paid work, their dignity in the household and society increases. However, it is also the case that if there is respect for women there would be more sharing of housework and a greater acceptance of women working outside. A safe and secure environment may allow more women to take up a variety of jobs or run a business. Hence, the developmental goals that people have are not only about better income but also about other important things in life. Answer the following MCQs by choosing the most appropriate option:

• Opportunity to learn
• Working atmosphere
• Job security
• All of the above
• The approach of living a life in bungalows, with costly cars, bikes and international tours is ________ life.
• Materialistic
• Both a and c
• “Women, who are engaged in paid jobs are an example of persons who fulfil a mix of goals.” Which of the following statement is incorrect with the given statement?
• A secure environment may allow more women to take up a variety of jobs or run a business.
• If there is respect for women, there would be greater acceptance of women working outside.
• If women are engaged in paid work, their dignity in the household and society decreases.
• “Besides seeking more income, people also seek things like equal treatment, freedom, security and respect of others”. What does the given statement signify?
• Mixed goals are important for people for development.
• Common goals are important for people for development.
• Conflicting goals are important for people for development.
• Similar goals are important for people for development.
• (d) All of the above
• (a) Materialistic
• (c) If women are engaged in paid work, their dignity in the household and society decreases. [Explanation: If women are engaged in paid work, their dignity in the household and society increases.]
• (a) Mixed goals are important for people for development.

Class 10 Social Science curriculum at a glance

The material of the Class 10 Social Science curriculum is mostly drawn from history, geography, politics, and economics. There are also elements of Sociology and Commerce. They provide a holistic vision of society in space and time, as well as in relation to one another. The numerous methods of inquiry used in each topic assist Class 10 Social Science students in understanding society from various perspectives and forming a comprehensive vision. Class 10 Social Science curriculum is designed to provide students with a comprehensive understanding of various disciplines like History, Geography, Economics and Political Science.

The table below provides the complete syllabus structure for Class 10 Social Science curriculum.

Class 10 SOCIAL SCIENCE COURSE CONTENT

Reasons to choose myCBSEguide for class 10

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• First and foremost, myCBSEguide provides comprehensive and up-to-date study material for the entire syllabus including class 10 social science case study questions. In addition, myCBSEguide also provides practice questions, sample papers and previous year question papers to help students prepare for the exams.
• Another reason to choose myCBSEguide is the online tests. Online tests are a great way to test your knowledge and prepare for the exams.
• Finally, myCBSEguide also provides a “Home Work help” forum where students can ask questions and get answers.

In conclusion, myCBSEguide is the ideal resource for CBSE social science Class 10 students, offering everything they need to excel in their studies.

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Case Study Questions Class 10 History – The Age of Industrialization

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Case study Questions on Class 10 Social Science History Chapter 4  are very important to solve for your exam. Class 10 Social Science Chapter 4 Case Study Questions Class 10 History has been prepared for the latest exam pattern. You can check your knowledge by solving case study-based questions for Class 10 Social Science Chapter 4 The Age of Industrialization

Join our Telegram Channel, there you will get various e-books for CBSE 2024 Boards exams for Class 9th, 10th, 11th, and 12th.

In CBSE Class 10 Social Science Paper, Students will have to answer some questions based on  Assertion and Reason . There will be a few questions based on case studies and passage-based as well. In that, a paragraph will be given, and then the MCQ questions based on it will be asked.

The Age of Industrialization Case Study Questions With answers

Here, we have provided case-based/passage-based questions for Class 10 Social Science  Chapter 4 The Age of Industrialization

Case Study/Passage Based Questions

Case Study 1: Will Thorne is one of those who went in search of seasonal work, loading bricks, and doing odd jobs. He describes how job-seekers walked to London in search of work: ‘I had always wanted to go to London, and my desire … as stimulated by letters from an old workmate … who was now working at the Old Kent Road Gas Works … I finally decided to go … in November 1881. With two friends I started out to walk the journey, filled with the hope that we would be able to obtain employment, when we get there, with the kind assistance of my friend … we had little money when we started, not enough to pay for our food and lodgings each night until we arrived in London. Some days we walked as much as twenty miles and other days less. Our money was gone at the end of the third day … For two nights we slept out – once under a haystack and once in an old farm shed … On arrival in London we tried to find … my friend … but … were unsuccessful. Our money was gone, so there was nothing for us to do but to walk around until late at night and try to find someplace to sleep. We found an old building and slept in it that night. The next day, Sunday, late in the afternoon, we got to the Old Kent Gas Works and applied for work. To my great surprise, the man we had been looking for was working at the time. He spoke to the foreman and I was given a job.

(i) What was the status of human labour in Britain? Select the best suitable option from the following with reference to the context. (a) There was limited number of workers. (b) There was no shortage of labour. (c) Labour had to be imported . (d) There was uneven distribution of labour.

Answer: (b) There was no shortage of labour.

What kinds of production demanded seasonal labour? Identify the best suitable option from the following. (a) Steel and iron (b) Cotton and textiles (c) Handmade goods (d) Bookbinders and printers

Answer: (d) Bookbinders and printers

(iii) What was the possibility of getting a job with abundance of labour in cities such as London? With reference to the above context, infer the appropriate option. (a) Jobs were given on the basis of merit system. (b) Jobs were given who were registered with a particular factory. (c) A job depended on existing networks of friendship and kin relations in a factory. (d) All of the above

Answer: (c) A job depended on existing networks of friendship and kin relations in a factory.

(iv) What were the problems workers faced during the Industrialisation? Identify the best suitable option from the following. (a) Migration from one place to another in search of suitable job. (b) Spending nights under bridges or in night shelters. (c) Preferences given to the unskilled labour in the industries. (d) Both (a) and (b)

Answer: (d) Both (a) and (b)

(v) Two statements are given in the question below as Assertion (A) and Reason (R). Read the statements and choose the appropriate option. Assertion (A): Seasonality of work in any industries meant prolonged periods without work. Reason (R): The lives of the workers was adversely affected and they returned towards rural areas. (a) Both A and R are true and R is the correct explanation of A (b) Both A and R are true, but R is not the correct explanation of A (c) A is true, but R is false (d) A is false, but R is true

Answer: (a) Both A and R are true and R is the correct explanation of A

Which of the following aspect is correct regarding the given source? Identify the correct option (a) It is extracted from ‘Comers and Goers’. (b) It is quoted by Raphael Samuel. (c) It shows the realities of the Victorian City. (d) All of the above

Answer: (d) All of the above

Case Study 2:

The chapter “The Age of Industrialization” in Class 10 History explores the process of industrialization and its impact on societies during the 18th and 19th centuries. It delves into the transformation of agriculture, the growth of industries, and the emergence of factories and urban centers. The chapter discusses the role of technology, the expansion of railways and steamships, the growth of capitalism, and the experiences of workers and peasants during this period of rapid industrial change. It also highlights the social and environmental consequences of industrialization and the emergence of new social classes.

Which chapter in Class 10 History focuses on the process of industrialization during the 18th and 19th centuries?

a) Chapter 1: The Rise of Nationalism in Europe

b) Chapter 3: Nationalism in India

c) Chapter 5: The Age of Industrialization

d) Chapter 7: Print Culture and The Modern World

Answer: c) Chapter 5: The Age of Industrialization

What were some of the key features of industrialization during this period?

a) Transformation of agriculture, growth of industries, and emergence of factories

b) Decline of urban centers and expansion of rural areas

c) Focus on handcrafted production methods

d) Promotion of traditional agricultural practices

Answer: a) Transformation of agriculture, growth of industries, and emergence of factories

How did the expansion of railways and steamships contribute to industrialization?

a) They had no impact on industrialization.

b) They facilitated the movement of raw materials and finished goods.

c) They led to a decline in trade and transportation.

d) They resulted in the closure of factories and industries.

Answer: b) They facilitated the movement of raw materials and finished goods.

What were some of the social and environmental consequences of industrialization?

a) Emergence of new social classes and environmental degradation

b) Preservation of traditional social structures and sustainable practices

c) Decrease in urbanization and pollution levels

d) Promoting equality among different social groups

Answer: a) Emergence of new social classes and environmental degradation

Hope the information shed above regarding Case Study and Passage Based Questions for Class 10 Social Science History Chapter 4 The Age of Industrialization with Answers Pdf free download has been useful to an extent. If you have any other queries about CBSE Class 10 Social Science The Age of Industrialization Case Study and Passage-Based Questions with Answers, feel free to comment below so that we can revert back to us at the earliest possible By Team Study Rate

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Nationalism in India Case Extract Based Questions Class 10 History CBSE

• Post last modified: 17 October 2022
• Post category: Class 10 Social Science MCQs

Case study-based questions on the chapter ‘Nationalism in India’ are given here for class 10 History students. these questions would help students get practice in case study-based questions.

Click here for more class 10 History study materials

Case Study-Based Questions

Q. read the given case and answer the questions that follow: [od, 2022].

Mahatma Gandhi’s thoughts on Satyagraha

‘It is said of “passive resistance” that it is the weapon of the weak, but the power which is the subject of this article can be used only by the strong. This power is not passive resistance; indeed it calls for intense activity. The movement in South Africa was not passive but active …’

‘Satyagraha is not physical force. A satyagrahi does not inflict pain on the adversary; he does not seek his destruction … In the use of satyagraha, there is no ill-will whatever.’

‘Satyagraha is pure soul-force. Truth is the very substance of the soul. That is why this force is called satyagraha. The soul is informed with knowledge. In it burns the flame of love… Non-violence is the supreme dharma …’

‘It is certain that India cannot rival Britain or Europe in force of arms. The British worship the war-god and they can all of them become, as they are becoming, bearers of arms. The hundreds of millions in India can never carry arms. They have made the religion of non-violence their own …’ ( NCERT Textbook Page 31)

(1) What type of movement Gandhiji organised in South Africa? [1 mark] (2) Why is satyagraha considered as pure soul-force? [1 mark] (3) How has Gandhiji described passive resistance? [2 marks] (4). What did the idea of satyagraha mean? [1 mark]

• A. Power to awaken the conscience of the oppressor
• B. Power to defeat falsehood
• C. Power of fasting and praying
• D. Power of truth and the need to search for it

(1) Gandhiji successfully fought against the racist regime with a novel method of mass agitation, which he called satyagraha.

(2) Satyagraha is considered as a pure soul-force because the idea of satyagraha emphasised the power of truth and the need to search for truth. Truth is the very substance of the soul. That is why this force is called satyagraha. The soul is informed with knowledge.

(3) Satyagraha is said of “passive resistance”, that is it is the weapon of the weak, but the power which is the subject of this article can be used only by the strong. This power is not passive resistance; indeed, it calls for intense activity. Without seeking vengeance or being aggressive, a satyagrahi could win the battle through non-violence. This could be done by appealing to the conscience of the oppressor.

Q. Read the extract and answer the questions given below:

The Congress Working Committee, in its meeting in Wardha on 14 July 1942, passed the historic Quit India resolution demanding that the British immediately transfer power to Indians and leave India. On 8 August 1942 in Mumbai, the All India Congress Committee endorsed the resolution which called for a non-violent mass struggle on the widest possible scale throughout the country. It was on this occasion that Gandhiji delivered the famous ‘Do or Die’ speech. The call for ‘Quit India’ almost brought the state machinery to a standstill in large parts of the country as people voluntarily threw themselves into the movement. People observed hartals, and demonstrations and processions were accompanied by national songs and slogans. The movement was truly a mass movement which brought into its ambit thousands of ordinary people, namely students, workers and peasants. It also saw the active participation of leaders, namely, Jayprakash Narayan, Aruna Asaf Ali and Ram Manohar Lohia and many women leaders such as Matangini Hazra in Bengal, Kanaklata Barua in Assam and Rama Devi in Odisha. The British responded with force, yet it took more than a year to suppress the movement. ( NCERT Textbook Page 49 )

1. Where did Gandhiji give his famous do or die speech?

2. Which of the following was a demand of the ‘Quit India’ resolution?

• A. Separate nation for Hindus
• B. Freedom of Speech
• C. Freedom to observe hartals and demonstrations
• D. Immediate transfer of power to Indians

3. Name the famous female leader from Odisha who participated in the Quit India Movement

• A. Kanaklata Barua
• B. Aruna Asaf Ali
• C. Rama Devi
• D. Matangini Hazra

1. D. Mumbai

On 8 August 1942 in Mumbai, the All India Congress Committee endorsed the resolution that called for a non-violent mass struggle on the widest possible scale throughout the country. It was on this occasion that Gandhiji delivered the famous Do or Die speech.

2. D. Immediate transfer of power to Indians

The main demand of the Quit India movement was the immediate transfer of power to Indians and the British leaving India. The demand was accompanied by non-violent mass protest. In his speeches, M K Gandhi asked people to participate in the movement and fight for the freedom of the country.

3. C. Rama Devi

Rama Devi was a famous revolutionary leader from Odisha who participated in the Quit India Movement, in 1942.

Q. Read the extract and answer the questions given below.

On 6 January 1921, the police in United Provinces fired at peasants near Rae Bareli. Jawaharlal Nehru wanted to go to the place of firing but was stopped by the police. Agitated and angry, Nehru addressed the peasants who gathered around him. This is how he later described the meeting:

‘They behaved as brave men, calm and unruffled in the face of danger. I do not know how they felt, but I know what my feelings were. For a moment, my blood was up, non-violence was almost forgotten – but for a moment only. The thought of the great leader, who by God’s goodness has been sent to lead us to victory, came to me, and I saw the kisans seated and standing near me, less excited, more peaceful than I was – and the moment of weakness passed, I spoke to them in all humility on non-violence – I needed the lesson more than they – and they heeded me and peacefully dispersed.’

Quoted in Sarvapalli Gopal,  Jawaharlal Nehru: A Biography, Vol.   I.   (NCERT Textbook Page 35)

1. “The thought of the great leader, who by God’s goodness has been sent to lead us to victory, came to me, …” Jawaharlal Nehru is referring to which great leader?

• A. Baba Ramchandra
• B. Sarvapalli Gopal
• C. Alluri Sitaram Raju
• D. MahatmaGandhi

2. Who behaved as brave men?

3. ‘ and the moment of weakness passed, ‘ What was the moment of weakness?

4. Jawahar Lal Nehru felt angry at the action of the police. State True or false:

5. I needed the lesson more than they – and they heeded me and peacefully dispersed.’ What lesson is talked about here?

1. D. Mahatma Gandhi

2. the farmers

3. the moment when Jawahar Lal Nehru felt angry and agitated almost forgetting the lesson the non-violence.

5. The lesson of non-violence that emphasised on passive resistance

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CBSE Class 10 Social Science Exam Tomorrow: Practice Important Case Study Questions for High Score

Cbse class 10 social science case study questions: find here important case study questions to practise for the cbse class 10 social science exam which is scheduled for march 7, 2024. all questions are provided with answers for quick revision..

CBSE Class 10 Social Science Case Study Questions: CBSE Class 10 Social Science Paper which is scheduled for tomorrow, March 7, 2024, will have a section comprising, entirely, of questions based on case studies. Section E of the paper will have 3 case based questions (question no. 34 to 36) with each carrying 4 marks. In such questions, students will be given a passage discussing a specific global issue or an incident. Each passage or paragraph will be followed by a set of questions. These questions will have to be answered on a student’s understanding of the passage. In this article, we have provided some important case study based questions for Class 10 Social Science which are going to be very helpful in your last minute preparations for the CBSE Class 10 Social Science Board Exam 2023. Practise with all questions and answers given below to get prepared for the exam and secure maximum marks in CBSE Class 10 SSt Exam 2024.

CBSE Class 10 Social Science Case Based Questions 2024

1. Read the source given below and answer the questions that follow: The biological loss is strongly correlated with the loss of cultural diversity. Such losses have increasingly marginalized and impoverished many indigenous and other forest-dependent communities, who directly depend on various components of the forest and wildlife for food, drink, medicine, culture, spirituality, etc. Within the poor, women are affected more than men. In many societies, women bear the major responsibility of collection of fuel, fodder, water and other basic subsistence needs. As these resources are depleted, the drudgery of women increases and sometimes they have to walk for more than 10 km to collect these resources. This causes serious health problems for women and negligence of home and children because of the increased hours of work, which often has serious social implications. The indirect impact of degradation such as severe drought or deforestation-induced floods, etc. also hits the poor the hardest.

(i)Mention the importance of forests in our life.  (ii) How does biological loss of forest and wildlife correlate with the loss of cultural diversity?

(i)Importance of forests in our life: Forests provide us with wood, food, medicines, honey, etc. Forests are a habitat for a number of animals. Forests help to maintain ecological balance and food chain, rain, oxygen, etc. (ii)Loss of cultural diversity: Many indigenous communities depend on forests for various components of forest and wildlife will be increasingly marginalized and impoverished Women have to walk long distance to collect basic necessities, increased hours of work,this causes health problems. Natural calamities like severe drought and deforestation induced floods will increase. If forests are destroyed poor people will be deprived of the basic necessities.

Related:  C BSE Class 10 Social Science Important Questions for Board Exam 2024

2.Read the source given below and answer the questions that follow: Irrigation has also changed the cropping pattern of many regions with farmers shifting to water intensive and commercial crops. This has great ecological consequences like Stalinization of soil. At the same time, it has transformed the social landscape for e.g.; increasing the social gap between the richer land owners and landless poor. As a result, we can see, the dams did create conflicts between people wanting different uses and benefits from the same water resources. In Gujarat, the Sabarmati basin farmers were agitated and almost caused a riot over the higher priority given to water supply in Urban areas, particularly during droughts. Inter-state water disputes were also becoming common with regard to sharing the costs and benefits of multi-purpose projects. (i) How did cropping pattern change by irrigation? (ii) Analyse the statement “Dams created conflict between people.” (iii) What are the consequences of irrigation on Soil and social landscape

(i) Many farmers because of increased availability of water have switched over to the cultivation of water intensive commercial crops such as Jute/Cotton and Tea, rather than food grains such as Bajra, Wheat and Ragi. (ii) Dams cause mostly internal disputes for the sharing and non-sharing of water benefits to each other. Displacement of local people of the area. (iii) Water logging and salinisation of soil is common problem associated with irrigation.

3.Read the source given below and answer the questions that follow:

Industrial locations are complex in nature. These are influenced by availability of raw material, labour, capital, power and market, etc. It is rarely possible to find all these factors available at one place. Consequently, manufacturing activity tends to locate at the most appropriate place where all the factors of industrial location are either available or can be arranged at lower cost. After an industrial activity starts, urbanisation follows. Sometimes, industries are located in or near the cities. Thus, industrialisation and urbanisation go hand in hand. Cities provide markets and also provide services such as banking, insurance, transport, labour, consultants and financial advice, etc. to the industry. Many industries tend to come together to make use of the advantages offered by the urban centres known as agglomeration economies. Gradually, a large industrial agglomeration takes place. (i) On what factors are the location of the industry dependent on? (ii) What do you understand by agglomeration economies? (iii) How do industrialisation and urbanisation go hand in hand?

(i) It is dependent on availability of raw material, labour, capital, power and market, etc. (ii) Many industries tend to come together to make use of the advantages offered by the urban centres known as agglomeration economies. (iii) Cities provide markets and also provide services such as banking, insurance, transport, labour, consultants and financial advice, etc. to the industry.

4.Read the extract given below and answer the questions that follow: The value of final goods and services produced in each sector during a particular year provides the total production of the sector for that year. And the sum of production in the three sectors gives what is called the Gross Domestic Product (GDP) of a country. It is the value of all final goods and services produced within a country during a particular year. GDP shows how big the economy is. In India, the mammoth task of measuring GDP is undertaken by a central government ministry. This Ministry, with the help of various government departments of all the Indian states and union territories, collects information relating to total volume of goods and services and their prices and then estimates the GDP. When we produce a good by exploiting natural resources, it is an activity of the primary sector. The secondary sector in which natural products are changed into other forms through ways of manufacturing that we associate with industrial activity. After primary and secondary, there is a third category of activities that falls under the tertiary sector and is different from the above two. These are activities that help in the development of the primary and secondary sectors. These activities, by themselves, do not produce a good but they are an aid or a support for the production process. (i) Which sector has emerged as the largest producing sector in India? (ii) Life insurance is an activity of which sector? (iii) What is GDP?

(i)Tertiary Sector (ii) Tertiary Sector (iii) The money value of all the final goods and services produced within a country during a particular year.

5.Read the extract given below and answer the questions that follow: In 1956, an Act was passed to recognise Sinhala as the only official language, thus disregarding Tamil. The governments followed preferential policies that favoured Sinhala applicants for university positions and government jobs. A new constitution stipulated that the state shall protect and foster Buddhism. All these government measures, coming one after the other, gradually increased the feeling of alienation among the Sri Lankan Tamils. They felt that none of the major political parties led by the Buddhist Sinhala leaders was sensitive to their language and culture. They felt that the constitution and government policies denied them equal political rights, discriminated against them in getting jobs and other opportunities and ignored their interests. As a result, the relations between the Sinhala and Tamil communities strained over time. The Sri Lankan Tamils launched parties and struggles for the recognition of Tamil as an official language, for regional autonomy and equality of opportunity in securing education and jobs. But their demand for more autonomy to provinces populated by the Tamils was repeatedly denied. By 1980s several political organisations were formed demanding an independent Tamil Eelam in northern and eastern parts of Sri Lanka. 1.  What is the moral reason behind power sharing? A. It gives absolute power to the government B. It gives absolute power to the people. C. It is the very spirit of democracy D. It ensures development. 2. Which is the official language of Sri-Lanka? A. Hindi B. Tamil C. Sinhala D. None of these 3. Sri-Lanka emerged as an independent country in---- A.1956 B.1948 C .1947 D.1951 4. Sri-Lanka is an island nation, just a few kilometres off the southern coast of A. Tamil Nadu B. Kerala C. Goa D. Karnataka 5. Population of Sri-Lankan Tamils is concentrated in- regions of Sri-Lanka. A. North and East B. North and south C. North and West D. South and west

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Chapter 4 Class 10 History - The Age of Industrialization

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Do you know how the world changed from an agricultural society to an industrial one? How did machines, factories, railways, and steamships revolutionize the production and distribution of goods and services? How did industrialisation affect the lives of workers, consumers, farmers, and artisans? How did it create new social classes, political movements, and cultural expressions?

If you want to find out the answers to these questions, then you will enjoy this chapter. In this chapter, you will learn about the history of the age of industrialisation from the 18th century to the early 20th century . You will discover how industrialisation began in Britain and spread to other parts of Europe, America, Asia, and Africa. You will also examine how industrialisation shaped the economic, social, and political aspects of the modern world.

Some of the topics you will cover in this chapter are:

• The first industrial revolution: How innovations in textile, iron, and coal industries transformed Britain into the workshop of the world. 🧵🔩⛏️
• The coming of railways: How the development of steam engines and railways opened up new markets and opportunities for trade and travel. 🚂🛤️🌍
• The industrialisation in other countries: How countries like France, Germany, USA, Japan, and India experienced different paths and challenges of industrialisation. 🇫🇷🇩🇪🇺🇸🇯🇵🇮🇳
• The impact of industrialisation : How industrialisation affected the environment, health, education, culture, and leisure of people. 🌳🏥📚🎨🎭
• The responses to industrialisation: How workers, farmers, artisans, women, and children reacted to the changes brought by industrialisation. 🙋‍♂️👩‍🌾👨‍🎨👩‍💼👦
• The rise of socialism: How thinkers and activists like Karl Marx, Friedrich Engels, Robert Owen, and others proposed alternative visions of society based on equality and justice. 📚✊🏽❤️

By studying this chapter, you will gain a deeper understanding of how the world became more modern and complex due to industrialisation. You will also develop critical thinking skills to compare and contrast different sources and perspectives on industrialisation. You will also appreciate the diversity and creativity of human responses to the challenges and opportunities of industrialisation.

MCQ Questions (1 Mark)

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Final Rule: Greenhouse Gas Emissions Standards for Heavy-Duty Vehicles – Phase 3

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Rule summary, rule history, additional resources.

• Regulations for Greenhouse Gas Emissions from Commercial Trucks & Buses
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Para información en español, haga clic aquí .

On March 29, 2024, the U.S. Environmental Protection Agency (EPA) announced a final rule, “Greenhouse Gas Emissions Standards for Heavy-Duty Vehicles – Phase 3,” that sets stronger standards to reduce greenhouse gas emissions from heavy-duty (HD) vehicles beginning in model year (MY) 2027. The new standards will be applicable to HD vocational vehicles (such as delivery trucks, refuse haulers, public utility trucks, transit, shuttle, school buses, etc.) and tractors (such as day cabs and sleeper cabs on tractor-trailer trucks).

The final “Phase 3” standards build on EPA’s Heavy-Duty Phase 2 program from 2016 and maintain that program’s flexible structure, which is designed to reflect the diverse nature of the heavy-duty vehicle industry. The standards are technology-neutral and performance-based, allowing each manufacturer to choose what set of emissions control technologies is best suited for them and the needs of their customers.

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NCERT Solutions for Class 10 History Chapter 3 – The Making of a Global World

The NCERT Solutions for Chapter 3 The Making of a Global World are given below. Students should also check NCERT Solutions for Class 10 for other subjects.

1. Give two examples of different types of global exchanges which took place in the seventeenth century, choosing one example from Asia and one from the Americas.

Solution: The following are examples of cross-cultural exchanges from Asia and the Americas:

a.  The Silk Route (Asia): The Silk Route is a good example of cross-cultural trade and connectivity between distant parts of the world. The name ‘Silk Route’ points to the importance of Westbound Chinese silk cargoes along this route.

Trade and cultural exchange always went hand in hand. Early Christian missionaries almost certainly travelled this route to Asia, as did early Muslim preachers a few centuries later.

b.  Food from the Americas: The food that is part of our staple diet today, like potatoes, soya, groundnuts, maize, tomatoes, chillies, sweet potatoes etc., were not known to our ancestors until the accidental discovery of the Americas by Christopher Columbus.

These food items only made it to Europe and the rest of the world after the monumental discovery of the new continent.

2. Explain how the global transfer of disease in the pre-modern world helped in the colonisation of the Americas.

Solutions: The global transfer of disease in the pre-modern world helped in the colonisation of the Americas. The reason was that the native Americans were not immune to the diseases that the European settlers brought with them. The Europeans were, to a certain extent, immune to the effects of diseases like smallpox due to centuries of exposure. However, the native Americans had no such defence against this disease, as they were isolated from diseases native to the old world.

At times, settlers deliberately practised biological warfare on the natives by giving items laced with smallpox germs as ‘gifts of friendship’. The disease was far more effective in wiping out entire tribes and communities without having to resort to firearms.

3. Write a note to explain the effect of the following:

• The British government’s decision to abolish the Corn Laws.
• The coming of rinderpest to Africa.
• The death of men of working age in Europe because of the World War.
• The Great Depression on the Indian economy.
• The decision of MNCs to relocate production to Asian countries.
• The British government’s decision to abolish the Corn Laws was due to pressure from the landed groups, who were unhappy with the high price of food and the cheap inflow of agricultural products from Australia and America. As a result, many English farmers left their profession and migrated to towns and cities. Some went overseas. This indirectly led to global agriculture and rapid urbanisation, a prerequisite of industrial growth.
• Rinderpest (a fast-spreading disease of cattle plague) arrived in Africa in the late 1880s. It had a terrifying impact on people’s livelihoods and the local economy. It started in East Africa and soon spread to other parts of the continent. Within five years, it reached the Cape of Good Hope (Africa’s Southernmost tip), by which it had killed 90 % of the cattle population in that part of Africa. It spread through infected cattle imported from British Asia to feed the Italian soldiers invading Eritrea in East Africa. Using this situation to their advantage, colonising nations conquered and subdued Africa by monopolising scarce cattle resources to force Africans into the labour market. The Africans were forced to work for a wage due to the loss of their livelihood because of the effect of Rinderpest.
• The First World War was the first modern industrial war. It saw the use of machine guns, tanks, aircraft, chemical weapons etc., on a massive scale. To fight such a war, millions of soldiers had to be recruited from around the world and moved to the frontlines on large ships and trains. The scale of death and destruction was unlike any other conflict in the modern era. Most of the killed and maimed were men of working age; the deaths and injuries of these men drastically reduced the able-bodied workforce in Europe. With fewer members within the family, household incomes declined after the war. Thus, women stepped in to do the jobs that were earlier done by men. It increased the role of women and led to a demand for equal status in society. It made the feminist movement even stronger.
• In the nineteenth century, colonial India had become an exporter of agricultural goods and an importer of manufactures. The impact of the Great Depression on India was felt, especially in the agricultural sector. It was evident that the Indian economy was closely becoming integrated into the global economy. India was a British colony and exported agricultural goods and imported manufactured goods. As international prices crashed, so did the prices in India. Wheat prices in India fell by 50 % between 1928 and 1934.
• Wages were relatively low in Asian countries like China. Thus, they became lucrative destinations for investment by foreign MNCs competing to dominate world markets. The relocation of industry to low-wage countries stimulated world trade and capital flow.

The impact of MNC’s decision to relocate production to Asian Countries was as follows:

a. It provided a cheap source of labour for MNCs.

b. It stimulated world trade and increased capital inflow in Asian countries.

c. The local population had a greater choice of goods and services along with prospects of greater employment opportunities for them.

4. Give two examples from history to show the impact of technology on food availability.

• Improved transportation systems: Improved transportation systems helped the food items get delivered on time to the markets without any harm. Faster railways, lighter wagons and larger ships helped move food cheaply and quickly from faraway farms to final markets.
• Refrigerated ships: The development of refrigerated ships enabled the transport of perishable foods over long distances. Animals were slaughtered for food at the starting point – in America, Australia or New Zealand – and then transported to Europe as frozen meat. This reduced shipping costs and lowered meat prices in Europe. The poor in Europe could add meat to their diet, which was monotonous with only bread and potatoes.

5. What is meant by the Bretton Woods Agreement?

Solution: In order to preserve economic stability and full employment in the industrial world, the post-war international economic system was established. To execute the same, the United Nations Monetary and Financial Conference was held in July 1944 at Bretton Woods in New Hampshire, USA. The Bretton Woods Conference established the International Monetary Fund (IMF) to deal with external surpluses and shortages in its member nations. The International Bank for Reconstruction and Development (popularly known as the World Bank) was set up for financial post-war reconstruction, and it started its financial operations in 1947.

Under the agreement, currencies were pegged to the price of gold, and the US dollar was seen as a reserve currency linked to the price of gold. Decision-making authority was given to the Western industrial powers. The US was given the right to veto over key IMF and World Bank decisions. The Bretton Woods System was based on fixed exchange rates. The Bretton Woods System opened an era of unique growth of trade and income for the Western industrial nations and Japan.

6. Imagine that you are indentured Indian labour in the Caribbean. Drawing from the details in the chapter, write a letter to your family describing your life and feelings

Solution: Dear Ma and Pa,

My work as an indentured labourer in Jamaica is far from a walk in the park. Through this letter, I want to tell you about my life here.

When the contractor hired me, he was quite economical with the truth about the living and working conditions. To say nothing of the kind of work and place of work.

We have very few rights, with the contractor living up to the behaviour standards expected of them in the Caribbean – extremely harsh. He treats us like animals since we are a minority and thus easy targets for his wrath. Accidents are common in the sugar plantations in Jamaica. One time, I saw a worker burnt alive when the liquid sugar we were boiling accidentally spilt on him. Since he cannot work with his third-degree burns, the contractor saw it fit to throw him out without any due wages paid. We don’t have any rights to speak or to express our dissatisfaction about the working conditions. And if we do, we will face the overseer’s whips.

Whenever I do not attend my work, I am liable to be in jail. There is a lot of work at the plantations with a heavy workload and less time to finish it all.

In case of unsatisfactory work, my wages are cut. If there is hell on earth, it certainly is this. I know my writing will cause you anguish but rest assured, there is talk of new laws underway to protect labourers like us. Thus, this situation will pass soon.

7. Explain the three types of movements or flows within the international economic exchange. Find one example of each type of flow which involved India and Indians , and write a short account of it.

Solution: The three types of movements or flows within the international economic exchange are trade flows, human capital flows and capital flows or investments. These can be explained as the trade in agricultural products, migration of labour, and financial loans to and from other nations.

• The flow of trade (trade in goods, e.g. cloth or wheat)

India was a hub of trade in the pre-modern world, and it exported textiles and spices in return for gold and silver from Europe.

Fine cotton was produced in India and was exported to Europe. With industrialisation, British cotton manufacturing began to expand, and industrialists pressurised the government to restrict cotton imports and protect local industries. As a result of the tariffs that were imposed on cloth imports, the inflow of fine Indian Cotton began to decline.

• The flow of labour (the migration of people in search of employment)

In the field of labour, indentured labour was provided for mines, plantations and factories abroad, in huge numbers, in the nineteenth century. This was an instrument of colonial domination by the British. Indentured labourers were hired under contacts who promised return travel to India after they had worked five years on their employer’s plantation. The living conditions were harsh, and the labourers had little protection from the law or from it as they had few rights.

• The movement of capital (investments)

Britain took generous loans from the USA to finance the World War. Since India was an English colony, the impact of these loan debts was felt in India too. Food and other crops for the world market required capital. Large plantations could borrow it from banks and markets.

8. Explain the causes of the Great Depression.

Solution: The Great Depression was a result of many factors. Some of them are

• Agriculture overproduction was a major problem. As a result, agricultural prices fell. As prices fell, so did agricultural incomes. This increased the volume of goods in the market. The situation got worsened in the market. Prices fell further. Farm produce began to rot due to the lack of buyers.
• Prosperity in the USA during the 1920s created a cycle of higher employment and incomes. It led to a rise in consumption and demand. More investment and more employment created tendencies of speculation, which led to the Great Depression of 1929 up to the mid-1930s. The stock market crashed in 1929. It created panic among investors and depositors, who stopped investing and depositing. As a result, it created a cycle of depreciation.
• The withdrawal of US loans affected the rest of the world in many different ways. In Europe, it led to the failure of the major banks and the collapse of major currencies such as the British pound sterling. Some of the banks closed down when people withdrew all their assets, leaving them unable to invest. Some banks called back loans taken from them at the same dollar rate in spite of the falling value of the dollar.

9. Explain what is referred to as the G-77 countries. In what ways can G-77 be seen as a reaction to the activities of the Bretton Woods twins?

Solution: After the Second World War, many parts of the world were still under European colonial rule, and it took over two decades for the colonies in Asia and Africa to become free independent nations. When they became free, they faced many other problems, such as poverty, lack of resources, etc. Economies and societies were handicapped for being under colonial rule for long periods.

As colonies, many of the less developed regions of the world had been part of Western empires. The policy of the Bretton Woods twins tilted more in favour of the developed nations of the Western world. Now, ironically, as newly independent countries facing urgent pressures to lift their populations out of poverty, they came under the guidance of international agencies dominated by the former colonial powers.

Therefore, these colonies organised themselves as a group – the Group of 77 (or G-77) – to demand a new international economic order (NIEO). By the NIEO, they meant a system that would give them real control over their natural resources, more development assistance, fairer prices for raw materials, and better access to their manufactured goods in developed countries’ markets.

The Making of a Global World Summary

The NCERT Solutions for Class 10 Social Studies  History – India and the Contemporary World – II Chapter 3 talks about the following topics:

• The Pre-modern World

1.1 Silk Routes Link the World

1.2 Food Travels: Spaghetti and Potato

1.3 Conquest, Disease and Trade

• The Nineteenth Century (1815 – 1914)

2.1 A World Economy Takes Shape

2.2 Role of Technology

2.3 Late Nineteenth-century Colonialism

2.4 Rinderpest, or the Cattle Plague

2.4 Indentured Labour Migration from India

2.5 Indian Entrepreneurs Abroad

2.6 Indian Trade, Colonialism and the Global System

• The Inter-war Economy

3.1 Wartime Transformations

3.2 Post-war Recovery

3.3 Rise of Mass Production and Consumption

3.4 The Great Depression

3.5 India and the Great Depression

• Rebuilding a World Economy: The Postwar Era

4.1 Post-war Settlement and Bretton Woods Institution

4.2 The Early Post-war Years

4.3 Decolonisation and independence

4.4 End of Bretton Woods and the Beginning of Globalisation

‘India and the Contemporary World – II’ is an important book for Class 10 Social Sciences subject. Apart from this chapter, the full set of NCERT Solutions for Class 10 Social Science  is given in the linked article. Also, access the NCERT Solutions for Class 10 for other subjects to ace the Class 10 CBSE examinations.

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