Haryana State Board HBSE 10th Class Social Science Solutions History Chapter 3 The Making of a Global World Textbook Exercise Questions and Answers.
Haryana Board 10th Class Social Science Solutions History Chapter 3 The Making of a Global World
HBSE 10th Class History The Making of a Global World Intext Questions and Answers
Discuss (Page No. 56)
The Making Of A Global World Solutions HBSE 10th Class Question 1.
Explain what we mean when we say that the world ‘shrank’ in the 1500s.
Answer:
Before 1500s, there was not much inter connection in trade and commerce among the people of various continents. But in the sixteenth century the exchange of commercial goods, cultural ideas and people increased in the continents of the world that stretched\ from America to Asia through Europe and Africa. Therefore, the word ‘shrank’ could be used for interaction among people of various continents of the world.
Discuss (Page No. 64)
Making Of A Global World Solutions HBSE 10th Class Question 2.
Discuss the importance of language and popular traditions in the creation of national identity.
Answer:
Language and tradition play an important role in the creation of national identity of a person. A person is recognised by his language and traditional practices, since the language that he speaks belongs to the nation, his motherland. The language and traditions of a land or territory develop over a long time, and thus get firmly established. People are born and die, but language and traditions always remain alive. They give an identity to an individual, wherever he goes.
Discuss (Page No. 73)
The Making Of A Global World Question Answer HBSE 10th Class Question 1.
Who profits from jute cultivation according to the jute growers’ lament ? Explain.
Answer:
According to the jute growers’ lament, the traders make maximum profits from jute cultivation. He said to the jute growers in his poem that they should grow more raw jute, in the hope of great money for export in the form of gunny bags. But as gunny exports collapsed, the price of raw jute crashed more than 60 percent. Peasants who borrowed money with the hope of better times, or to increase output with the hope of higher incomes, faced ever lower prices, and fell deeper and deeper into debt.
Discuss (Page No. 75)
Making Of A Global World Question Answer HBSE 10th Class Question 1.
Briefly summarise the two lessons learnt by economists and politicians from the inter-war economic experience.
Answer:
Economists and politicians learned two key lessons from inter-war economic experiences. First, an industrial society based on mass production cannot be sustained without mass consumption. But to ensure mass consumption, there was a need for high and stable incomes. Incomes could not be stable if employment was unstable. Thus, stable incomes also required steady, full employment. But, markets alone could not guarantee full employment. Therefore, governments would have to step into minimise fluctuations of price, output and employment. The second lesson was related to a country’s economic links with the outside world. The goal of full employment could only be achieved if governments had power to control the flows of goods, capital and labour.
Activity (Page No. 59)
The Making Of Global World Solutions HBSE 10th Class Question 1.
Imagine that you are an agricultural worker who has arrived in America from Ireland. Write a paragraph on why you chose to come and how you are earning your living.
Answer:
I am John Peter. I was a peasant from Ireland. But, I had to migrate to America. Due to the import of cheaper food items, there was the problem of unemployment of peasants in our country. Thus, we were ousted by the imported foodgrain and became unemployed. Then, I decided to migrate to America to work on large farms and I got a job in America. I live with my family near my employer’s farm. I work on his field and grow crops. In this way, I am earning my living.
Question 2.
Prepare a flow chart to show how Britain’s decision to import food led to increased migration to America and Australia.
Answer:
HBSE 10th Class History The Making of a Global World Textbook Questions and Answers
Question 1.
Give two examples of different types of global exchanges which took place before the seventeenth century, choosing one example from Asia and one from the Americas.
Answer:
- Export of silk from Asia (China) to western countries of Europe.
- Many of our common foods such as potatoes, soya, groundnuts, maize, tomatoes, chillies, sweet potatoes came from America’s original inhabitants – the Americans that travelled to Europe.
Question 2.
Explain how the global transfer of disease in the pre-modern world helped in the colonisation of America.
Answer:
America had been cut off from regular contact with the rest of the world for millions of years. Because of their long isolation, America’s original inhabitants had no immunity against these diseases that came from Europe. Smallpox proved to be a deadly killer. Once introduced by the European powers, it spread deep into the continent, and killed whole communities, paving the ways for conquest.
Question 3.
Write a note to explain the effects of the following :
(a) The British government’s decision to abolish the Com Laws.
(b) The coming of rinderpest to Africa.
(c) The death of men of working-age in Europe because of the First World War.
(d) The Great Depression on the Indian economy.
(e) The decision of MNCs to relocate production to Asian countries.
Answer:
(a) After the Corn Laws were scrapped, food could be imported into Britain more cheaply than it could be produced within the country. British agriculture was unable to compete with imports. Vast areas of land were now left uncultivated and thousands of men and women were thrown out of work. They flocked to the cities or migrated overseas.
(b) In Africa, in 1890s, a fast-spreading disease of cattle plague or rinderpest had a terrifying impact on people’s livelihoods and the local economy. It was carried by the Asian cattle taken to Africa to feed the Italian soldiers by its European colonisers. It killed 90 percent of the cattle in Africa. The loss of cattle destroyed African livelihoods. It increased unemployment, and Africans were forced to work in the European plantations and mines.
(c) In the First World War, most of the killed and maimed were men of working age. These deaths and injuries reduced the able-bodied workforce in Europe. With fewer numbers within the family, household incomes declined after the war. As men went to battle, women stepped in to undertake such jobs, that earlier only man were expected to do.
(d) The Great Depression adversely affected the Indian trade. India’s exports and imports nearly halved between 1928 and 1934. As international prices crashed, prices in India also plunged. Wheat prices in India fell by 50 per cent. Peasants and farmers suffered the most, as compared to urban dwellers. Though agricultural prices fell, the British colonial government India and the Contemporary World refused to reduce their revenue demands. Peasants who were producing for the world market were the worst hit.
(e) MNCs are Multinational Corporations/Companies which invest money in different countries. These have been operating in several countries since the late 1970s. They began to shift production operations to low-wage Asian countries. The relocation of industry to low-wage countries of Asia stimulated world trade and capital flow. Such a decision increased the job opportunities in the Asian countries and to a great extent, they helped in solving the unemployment problem. They proved to be of great help in the true beginning of globalization.
Question 4.
Give two examples from history to show the impact of technology on food availability.
Answer:
(i) Technological inventions like faster railways, lighter wagons and large ships, helped move food more quickly and more cheaply from far away farms to final markets.
(ii) The refrigerated ships greatly helped the transport of perishable foods to long distances. Especially, it greatly facilitated the transport of meat from America to different European countries. Meat was considered as an expensive luxury beyond the reach of the European poor, but as a result of the refrigerated ships, meat became a common and relished food for the European people.
Question 5.
What is meant by the Bretton Woods Agreement?
Answer:
- The Bretton Woods Agreement was signed between the world powers in July 1944, as a result of the United Nations Monetary and Financial Conference held at Bretton Woods in New Hampshire, U.S.A.
- The main aim of the Bretton Woods Agreement was to preserve economic stability and full employment in the industrial world.
- The Bretton Woods Conference established the International Monetary Fund (IMF) to deal with external surplus and deficits of its member nations. The World Bank was set up to finance post-war reconstruction. The IMF and the World Bank are referred to as the Bretton Woods institutions, or sometimes, the Bretton Woods twins.
- The Bretton Woods system was based on fixed exchange rates. In this system, national currencies were pegged to the dollar at a fixed exchange rate. The dollar itself was anchored to gold at a fixed price of $ 35 per ounce of gold.
Discuss
Question 6.
Imagine that you are an indentured Indian labourer in the Caribbean. Drawing from the details in this chapter, write a letter to your family describing your life and feelings.
Answer:
Respected Mother and Father,
I am feeling greatly depressed after coming here against your will. Here, nothing is so cheerful as I thought. The agent has deceived us. The life and working conditions are full of hardships. We have to work hard daily. If we are unable to complete our task at the stipulated time, our wages are cut. Many times, we are punished hard. Infact, the laborers have to spend their period of indenture in great trouble. I don’t want to live here even for a minute after the completion of my indenture.
With regards
Your loving son
Charandas
Question 7.
Explain the three types of movements or flows within the international economic exchange. Find one example of each type of flow that involved India and Indians, and write a short account of it.
Answer:
The three types of movements or flows within international economic exchange were :
(a) Flow of trade or trade in goods like cloth or wheat.
(b) Flow of labor in which people move from one place to another in search of work or employment.
(c) Flow of capital in which capital is invested for short or long-term not only in the native countries but also in other countries of the world.
(a) Flow of trade from India Indian raw materials, like all types of clothes and wheat were exported to Britain. Trade of Indigo was also prominent for the dyeing of clothes.
(b) Flow of labour from India:In the 19th century, hundreds of thousands of Indian labourers went to work on plantations, in mines and in road and railway construction projects around the world. Indentured labourers were hired under contracts, which promised return travel to India after they had worked five years on their employer’s plantation.
(c) The Flow of capital from India – Indian Bankers had a sophisticated system to transfer money over large distances and even developed indigenous forms to corporate organizations. They invested not only in India, but also in Africa and other European countries. Some of the famous capitalists of India were the Shikarpuri Shroffs, Nattukottai Chettiars and Hyderabadi Sindhi traders.
Question 8.
Explain the causes of the Great Depression.
Answer:
The Great Depression began around 1929 and lasted till the mid – 1980s. The main causes of the Great Depression were :
(i) War Indemnity or War loss The war led to the snapping of economic links between some of the world’s largest economic powers, which were fighting with each other to pay for them. When the war boom ended, production contracted and unemployment increased. Many agricultural economies also faced this crisis. Grain prices fell, rural incomes declined and farmers fell deeper into debt.
(ii) Over-production in Agriculture Agricultural over-production remained a problem between 1929 and 1930s. As prices slumped and agricultural incomes declined, farmers tried to expand production and bring a larger volume of produce to the market to maintain their overall income. This worsened the glut in the market, pushing down prices even further. Farm produce rotted for a lack of buyers.
(iii) Shortage of loans : In the mid-1920s, many countries financed their investments through loans from the United States of America (US). While it was often extremely easy to raise loans in the US when the going was good, US overseas lenders panicked at the first sign of trouble. In the first half of 1928, US overseas loans amounted to over $1 billion. A year later, it was one quarter of that amount. Countries that depended crucially on US loans, now faced an acute crisis.
Question 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?
Answer:
(i) G-77 Countries Group of 77 or G – 77 is a loose coalition of developing countries organised to demand a new international economic order (NIEO). There were 77 founding members, but the organisation has since expanded to 134 member countries.
(ii) G-77 as a Reaction to the Activities of Bretton Woods Twins In order to preserve economic stability and full employment in the industrial world, most of the developed countries held a conference in July, 1944, at Bretton Woods in New Hampshire,U.S.A. As a result of this conference, two institutions were established (i) International Monetary Fund (IMF) and (ii) International Bank for Reconstruction and Development (World Bank), which are called Bretton Woods institutions, or sometimes, the Bretton Woods twins.
Most of the developing countries did not benefit from the service provided by the Bretton Woods twins. As a reaction against these disparities, they organised themselves into a group known as G-77, to demand a new international economic order. By the New International Economic Order (NIEO), they meant a system, that would give them a real control over their natural resources, more development assistance, fairer prices for raw materials and better access for their manufactured goods in developed countries markets.
Knowledge Basket
Find out more about gold and diamond mining in South Africa in the nineteenth century. Who controlled the gold and diamond companies? Who were the miners and what were their lives like?
Answer:
Do it yourself.
Enlist some colonial African States at the end of the nineteenth century
Answer:
- Colonial African States
- The Union of South Africa
- Madagascar
- Angola
- Congo Free State, Cameroons
- Egypt
- Libya
- Morocco
- Rio de Oro
- Ivory Coast
Match the following terms of column ‘A’ with suitable options from column ‘B’:
| Column ‘A’ | Column ‘B’ |
| (a) MNC | (î) It is the process of integrations or interconnection between countries. |
| (b) Globalisation | (ii) Carnival in Trinidad. |
| (c) Hosay | (iii) Countries demanding a new international economic order. |
| (d) G-77 | (iv) Pre-modern trade links. |
Answer:
(a) → (v)
(b) → (i)
(c) → (ii)
(d) → (iii)
(e) → (iv)
(f) → (vi)
Use these clues and give one word answers:
- It was exported from China to the West in ancient times through routes specially made for the trade.
- One who rejects to accept established belief and practices.
- A disease which was more powerful then weapons.
- The fabled city of gold.
- Another name for cattle plague.
- Fusion music popular in Trinidad.
- Great Depression started here.
- Nobel prize winning writer who is a descendent of Indian indentured workers in Trinidad.
Answer:
- Silk
- Dissenter
- Small Pox
- Eldorado
- Rinderpest
- Chutney Music
- America
- V.S. Naipaul.