Class 9

Students often refer to SCERT Class 9 Social Science Notes Kerala Syllabus and Std 9 Geography Chapter 6 Price and Market Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science Geography Notes Chapter 6 Price and Market

Class 9 Social Science Geography Chapter 6 Notes Question Answer Kerala Syllabus Price and Market

Class 9 Geography Chapter 6 Notes Kerala Syllabus English Medium

Question 1.

Observe the picture given above. We can see different things here which are helpful in our day to day life to satisfy our needs. Some of these are used to satisfy our basic needs and some others are used to fulfill our wants. Sort and write them in the table in an appropriate manner.

Answer:

Fulfills Basic Needs	Fulfill Wants
Food House Cloths	Vehicle Camera Computer

Question 2.
Complete the following word sun by including more inputs.

Answer:
(a) Water
(b) Raw Materials
(c) Electricity
(d) Labour

Question 3.
Complete the following diagram by including the features of short-run inputs.

Answer:
(a) Land
(b) Capital
(c) Fixed Inputs

Question 4.
What may be the factors, other than one’s income, that influence consumption?
Answer:

• Advertising and Marketing
• Social and Cultural Influences
• Economic Conditions
• Seasonality and Trends
• Technology
• Substitutes and complements of goods

Question 5.
The following diagram shows factors influencing consumption. Find out more factors and complete the diagram.

Answer:
(a) Quality and reliability of goods
(b) Advertising and marketing
(c) Technology

Question 6.
Discuss and make notes on the importance of sustainable production and sustainable consumption pattern in the modern world.
Answer
Sustainable production means making things in a way that is good for the environment, using fewer resources, and creating less waste. Sustainable consumption means using things wisely, without wasting, so we don’t harm the planet.

Importance:

• Protects the environment: It helps keep the air, water, and land clean by reducing pollution and saving natural resources like trees and water.
• Saves for the future: If we use resources carefully, it will be enough for future generations to live comfortably.
• Less waste: It encourages recycling and reusing, which helps in reducing waste.
• Better for people: Sustainable production can create better jobs, improve health, and make life better for people.
  (Using less energy and producing less waste helps slow down climate change, which is important for protecting our planet).

Question 7.
a) Find out the changes in your surroundings due to development activities and write them below.
b) Development activities are essential for the progress of the society. But what may be the impact of such activities on the environment and living creatures, including humans? Write them.
c) In what ways can the development activities be made possible by minimising such environmental problems? Discuss and consolidate your suggestions.
Answer:
a)

• Rocks and hills are levelled for constructing buildings, roads, etc.
• Unscientific construction activities
• Deforestation

b)

• Adversely affects the local climate
• Pollution
• Food availability
• The extinction of species
• Impact on the ecosystem and natural disasters

c) Development can be made sustainable by using clean energy like solar and wind, avoiding construction in sensitive areas, and promoting eco-friendly farming. Water conservation methods such as rainwater harvesting and recycling can save resources, while proper waste management reduces pollution.

Encouraging public transport and protecting green spaces improve air quality and reduce traffic. Protecting biodiversity ensures animals and plants are not harmed during development. Raising environmental awareness helps people make better choices. These steps allow development while minimising harm to the environment, ensuring a healthy future for all.

Question 8.
Prepare a seminar paper on ‘Sustainable Development and National Progress’ based on the indicators given below. Present the seminar report.
Indicators:

• Sustainable production, sustainable consumption, sustainable development.
• Importance of sustainable consumption and sustainable production in formulating sustainable development vision.
• Your responsibility as a student.
• Challenges faced by sustainable development and suggestions for solving them.

Answer:
Seminar Paper: “Sustainable Development and National Progress”
1. Sustainable Production, Consumption, and Development

• Sustainable production: Making goods in ways that protect the environment and reduce waste.
• Sustainable consumption: Using resources wisely to avoid harming the planet.
• Sustainable development: Combining both to ensure long-term progress for people and the environment.

2. Importance of Sustainable Practices
Sustainable production and consumption are key for building a future where the economy grows without damaging the environment. They help conserve resources and protect the planet for future generations.

3. Student Responsibility
As a student, we can:

• Save water, reduce waste, and recycle.
• Promote eco-friendly practices.
•  Participate in environmental activities like tree planting and clean-up campaigns.

4. Challenges and Solutions
Challenges like overuse of resources, pollution, and climate change can be addressed by:

• Using renewable energy (like solar and wind).
• Promoting eco-friendly farming and waste management.
• Educating others and supporting government policies for sustainability.

Question 9.
Observe the figure given below and prepare an analysis report based on the interrelationship between producers and consumers on economic activities.

Answer:
Producers and consumers have a close interrelationship in economic activities. Producers create goods and services, while consumers purchase and use them. This exchange is driven by supply and demand, where producers supply products, and consumers create demand for them. Prices are determined by the balance between how much consumers want and how much producers can provide.

Consumers push producers to improve quality and innovate, leading to better products over time. Additionally, the money consumers spend on goods helps producers pay for production, while consumers earn money by working for producers. This creates a continuous flow of economic activity, ensuring the economy runs smoothly.

Question 10.
Look at Figure. This is a market. What are the features of market you can see here?

Answer:

• Goods are being sold
• There are people who buy goods (buyers)
• There are people who sell goods (sellers)
• Price information, etc.

Question 11.
How much quantity is the consumer willing to buy when the price of the product is Rs. 5 and Rs. 25, respectively? (Refer the table in Demand Schedule)
Answer:
When the price of the product is Rs. 5, the consumer will purchase 50 kg . When the price of the product is increased to Rs. 25 the consumer will purchase 10 kg.

Question 12.
Based on the table in the Demand schedule and the graph of Demand curve, answer the following questions:
a) How much is the quantity demanded when the price of the product increases from Rs. 5 to Rs. 10 ?
b) Specify the relationship between quantity of the product and its price in the demand curve.
Answer:
a) When the price of the product increases from Rs. 5 to Rs. 10 the quantity demanded will decrease from 50 kg to 40 kg.
b) It shows the inverse relationship between the price and quantity demanded of a product.

Question 13.
What was the quantity the producer was willing to sell when the price of the product was Rs. 5 and Rs. 25, respectively? (Refer the table in Supply Schedule)
Answer:
For Rs. 5 and Rs. 25 the quantity supplied will be 10 kg and 50 kg respectively.

Question 14.
Based on the table in the Supply schedule and graph of the Supply curve, try to answer the following questions.
a) How much was the quantity the producer was ready to sell when the price of the product changed from Rs. 5 to Rs. 10?
b) Specify the relationship between the quantity supplied and the price in the supply curve.
Answer:
a) When the price of the product increases from Rs.5 to Rs.10, the quantity the producer ready to sell is changed from 10kg to 20 kg.
b) There is a direct relationship between the quantity supplied and the price in the supply curve.

Question 15.
In the table (price determination in market), what is the price, which equals to the quantity. demanded and quantity supplied?
Answer:
The price, which equals the quantity demanded and quantity supplied, is Rs. 15.

Question 16.

a) What do the DD and SS curves indicate?
b) What are the equilibrium price and the equilibrium quantity at Point E?
c) Is there any other situation at which demand and supply are equal in the figure?
Answer:
a) The DD curve shows the Demand curve, and the SS curve shows the Supply curve.
b) Equilibrium price and quantity at point ‘E’ are Rs 15 and 30 kg respectively.
c) No.

Question 17.
a) Does equilibrium condition always exist in the market?
b) Is there any situation where demand and supply are not equal?
Answer:
a) No. Market equilibrium is not always achieved in reality due to uncertain and dynamic supply and demand conditions and constantly changing economic variables.
b) Yes. The condition in which demand and supply are not equal in the market is called disequilibrium.

Question 18.
a) What may be the changes in the market in a situation where the demand for the product decreases and the availability (supply) increases?
b) What may be the changes in the market in a situation where the demand increases and the availability (supply) decreases?
Answer:
a)

• The price of the product decreases
• Disequilibrium in market
• Producer Losses

b)

• The price of the product increases
• Disequilibrium in market c. Increased Profits for Producers.

Question 19.
Given below are some marketing techniques that can be seen in the market. Observe and find out more and add them.

Answer:
a) Customer Testimonials and Reviews
b) Influencer Collaborations
c) Free Trials

Question 20.
How do the price controls by the government influence the producers and consumers? Discuss and prepare a note.
Answer:
Government price controls can impact both producers and consumers. When price ceilings are implemented below the equilibrium price, consumers benefit by increased affordability and consumption. However, producers may face reduced profit margins and production shortages.

On the other hand, price floors above the equilibrium price benefit producers by maintaining profit margins and encouraging higher production. However, consumers may face reduced purchasing power and decreased demand. Therefore, policymakers must carefully consider the potential consequences of price controls to maintain a healthy market system.

Question 21.
Prepare a seminar report based on the topic “Advantages and limitations of digital marketing”.
Answer:
Title: Advantages and limitations of digital marketing
Introduction: Marketing of goods and services with the help of digital channels by using information technology is called digital marketing. This seminar report deals with the advantages and limitations of digital marketing.

Advantages of digital marketing: (Elaborate the following points)

• Enhanced Targeting
• Targeted Advertising
• Cost-Effectiveness
• Flexibility and Speed
• Measurable Results
• Content Variety

Limitations of digital marketing: (Elaborate the following points)

• Saturation
• Lack of personalisation
• Privacy Concerns
• Depends on algorithm
• Rapid technological changes
• Over-reliance on paid advertising

Price and Market Class 9 Extended Activities

Question 1.
Visit a production centre (firm) and find out its production activities. Examine how far these activities go along with the concept of sustainable production? Prepare a note based on your observation and give suggestions.
Answer:
Visit a production centre or firm
Observe the following: (Elaborate the following points)

• Production activities like manufacturing products, sourcing of raw materials, quality assurance.
• Resource utilisation, such as energy use and water consumption.
• Waste management- Recycling initiatives, packaging.

Suggestions for improvement: (Elaborate the points)

• Enhance Supplier Sustainability Standards
• Adopt a Circular Economy Model
• Implement Comprehensive Monitoring

Question 2.
Need of the hour is to cultivate a consumption culture committed to social and environmental responsibilities. Evaluate the statements.
Answer:
The statement says that we need to develop habits where people think about how what they buy and use affects the world and other people. This means making choices that are good for both the environment and society. For example, using less plastic, recycling, or buying from companies that treat their workers fairly. If we don’t, it can harm the planet and create problems like pollution and unfair treatment of people. So, being responsible in what we buy and use helps to protect nature and make the world a fairer place for everyone.

Question 3.
Many features can be seen in digital marketing that are different from traditional markets. Find out more information about new digital marketing system and prepare a report.
Answer:
Digital marketing is the promotion of products or services using the internet and digital tools. It is different from traditional marketing, like ads in newspapers or TV commercials, in many ways. Here are some key features of digital marketing:

• Online Presence: Businesses use websites, social media (like Instagram and Facebook), and search engines (like Google) to reach customers. This helps them to connect with people around the world.
• Low Cost: Compared to traditional marketing (like printing posters or running TV ads), digital marketing is often cheaper and can reach a larger audience.
• Interactive: Customers can engage directly with ads by liking, sharing, or commenting on them. This two-way communication helps businesses understand what their customers want.

Std 9 Geography Chapter 6 Notes Kerala Syllabus Extra Question Answer

Question 1.
Meenu argued that there is a relationship between producers and consumers.

a) Do you agree with this statement? Explain.
Answer:
Yes, I do agree with this statement. There is a relationship between producers and consumers in economic activities. Producers produce goods and services according to the needs of the consumers and deliver to them. Consumers purchase the goods by paying the product value (price). When consumers supply labour for the production process, producers give wages to the consumers as rewards. The interrelationship between consumers and producers becomes possible through the market.

Question 2.
Define the terms given below.
a) Production function
b) Fixed input
Answer:
a) Production function is the technical relationship between inputs used in the production process and the produced outputs within a specific period of time.
b) Inputs that cannot be changed in a short period of time are called fixed inputs. Land, Organisation, etc, are examples of fixed inputs.

Question 3.
State True or False
a) Consumption of goods and services which minimises environmental impact is called sustainable consumption.
b) The collection of 15 goals set by the United Nations is known as sustainable development goals.
c) The situation in which at least one input is variable in the production process is called short-run production.
Answer:
a) True
b) False. (The collection of 17 goals set by the United Nations is known as sustainable development goals.)
c) False. (The situation in which at least one input is fixed in the production process is called short-run production.)

Question 4.
Define sustainable development.
Answer:
Sustainable development is when the needs of the present generation are met without compromising the needs of future generations. The collection of 17 goals set by the United Nations is known as sustainable development goals. We need a development approach that does not make a negative impact on the environment and species. Such development is the vision put forward by sustainable development.

Question 5.
Given below are the factors of production. Classify them into fixed inputs and variable inputs. (Land, labour, capital organisation)
Answer:
Fixed input: Land, organisation, Variable Input: capital, labour.

Question 6.
How sustainable production differs from sustainable consumption.
Answer:
The primary goal of sustainable production is to produce goods and services with minimum exploitation or misuse of natural resources and raw materials.
Other goals include:

• To reduce environmental impacts through efficient use of resources.
• To maximise the renewable possibility of resources.
• Eco-friendly production and consumption practices are to be followed to enrich sustainable development.

Question 7.
“We need a development approach that does not make a negative impact on the environment and species.” Identify the statement and write a note on it.
Answer:
Such development is the vision put forward by sustainable development. Sustainable development generally refers to the development that is achieved by controlling over exploitation of resources and reducing resources, reducing environmental impacts.

Question 8.
Fill in the blanks.
a) ……. is a person who buys goods and services.
b) Development activities lead to. ………… of the country.
c) ………… (a)…. is …..(b)….. generation.
Answer:
a) Consumer
b) Economic development
c) (a) sustainable development
(b) future

Question 9.
What is the major challenge faced by today’s economic system?
Answer:
The major challenge faced by today’s economic system is the conflict between unlimited human needs and wants and limited resources. The increasing population is another major reason for the exploitation and mismanagement of resources.

Question 10.
Write any five sustainable development goals.
Answer:
The collection of 17 goals set by the United Nations is known as sustainable development goals.

• No poverty
• Clean water and sanitation
• Zero Hunger
• Gender Equality
• Good health and well-being

Question 11.
Define the terms.
a) Demand
b) Supply
c) Disequilibrium
Answer:
a) Demand is the desire for a commodity backed up by the willingness and ability to pay.
b) Supply of a commodity is its quantity ready to be sold in the market at a given price for a specific period of time.
c) The condition in which demand and supply are not equal in the market is called disequilibrium.

Question 12.
Ann argues that ‘if disequilibrium exists in the market, then we can’t change this situation into equilibrium’. Do you agree or disagree with this statement? Explain.
Answer:
I’m not agreeing with this statement. If disequilibrium exists in the market for a long period, it will adversely affect the economic activities in the market. When the demand for a product is more than its supply, the producers try to make more profit by increasing the price of the product.

This kind of price increase will decrease the purchasing power of the consumers. As a result, the producers will be forced to reduce the price of the product. This leads to a reduction in the price of the product. Thus, the market reaches equilibrium, which is acceptable to both consumers and producers. In this way, the market will always try to maintain equilibrium.

Question 13.
Fill in the blanks.
a) There is an ……….relation between demand and price in the demand curve.
b) is the mechanism through which the exchange of goods and services between sellers and consumers takes place.
c) Supply curve moves ………… from left to right.
d) The point at which demand and supply interact with each other is called………….
Answer:
a) Inverse
b) Market
c) Upward
d) Equilibrium

Question 14.
What do you mean by price control?
Answer:
It is the government that fixes support prices for agricultural products to control the market price. Fixing the highest and the lowest price for goods and services by the government is known as price, control. The primary objective of price control is to intervene in the market, enable exchange at a reasonable price and to protect the interests of both producers and the consumers.

Question 15.
a) Explain digital marketing.
b) What are the major features of digital marketing?
Answer:
a) Marketing of goods and services with the help of digital channels by using information technology is called digital marketing. It is an advanced digital system that uses the internet extensively.
b)

• It saves time, diverse products, attractive
• Digital platforms create new job opportunities

Question 16.
What is the difference between demand and demand schedule?
Answer:
Demand is the desire for a commodity backed up by the willingness and ability to pay. Demand schedule is a table that shows the quantity demanded of a product at different price levels.

Question 17.
Why does the supply curve move upwards from left to right?
Answer:
The supply curve moves upward from the bottom left to the top right because, as the price of a product increases, the quantity supplied will also increase. There is a direct relation between price and quantity supplied.

Question 18.
What are the major Marketing Techniques?
Answer:
a) Discount, rebate
b) E-commerce
c) Online store
d) Sale of quality products

Question 19.
When the price of the product decreases, the quantity demanded will increase. Why?
Answer:
When the price of the product decreases, the quantity demanded will increase. This was mainly because of the indirect relationship between price and quantity demanded of a product. That’s why the demand curve slopes downward from left to right.

Students often refer to SCERT Class 9 Social Science Notes Kerala Syllabus and Std 9 Geography Chapter 5 Indian Economy Through Various Sectors Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science Geography Notes Chapter 5 Indian Economy Through Various Sectors

Class 9 Social Science Geography Chapter 5 Notes Question Answer Kerala Syllabus Indian Economy Through Various Sectors

Class 9 Geography Chapter 5 Notes Kerala Syllabus English Medium

Question 1.
Observe the picture given above. Categorise the economic activities given in the picture into their related sectors.

Answer:

• Agriculture
• Industry and Construction
• Service

Question 2.
Examine the following list of different economic activities and complete the illustration.

• Hotels and Restaurants
• Banking, Insurance
• Education
• Livestock rearing
• Agriculture and allied activities
• Real estate
• Construction works
• Health
• Industry
• Water supply
• Forestry

Answer:

Question 3.
Are we directly using all the products derived from the primary sector?
Answer:
No, we don’t directly use all the products from the primary sector. Many of these products, like raw crops, minerals, or crude oil, need to be processed or refined first. For example, wheat from farms is turned into flour, and crude oil is refined into fuel before we can use them.

Question 4.
Don’t we also use other products that are produced utilising the primary sector resources?
Answer:
Yes, we use many products made by processing resources from the primary sector. For instance, cotton is turned into dress, and milk from livestock is processed into cheese, wheat is processed into bread. The Industrial sector/ Secondary sector transforms these raw materials into finished products that we use every day.

Question 5.
How do the other two sectors help to raise the production of sugarcane in the primary sector?
Answer:

In order to increase the production of sugarcane
Receivables from the secondary sector	Receivables from the tertiary sector
Machinery Fertilizers Irrigation Infrastructure development Processing/ Package	Transportation Financial assistance Market Access Research/Education Communication tools

Question 6.
Analyse the picture and answer the following questions.

a. Which are the sectors helped by the primary sector? What are they? Name them.
b. What are the assistance received by the primary sector from the other sectors?
c. How are the Primary, Secondary and tertiary sectors mutually related?
Answer:
a. Extraction of natural resources, such as farming, fishing, mining, and forestry, is the primary sector’s responsibility. By supplying raw resources, this sector supports other sectors.

• Secondary Sector (Manufacturing): Uses raw materials from the primary sector to make products. For example, factories turn cotton into clothes or iron ore into steel.
• Tertiary Sector (Services): Depends on the primary sector for goods that are sold or transported.

b. The primary sector (farming, fishing, mining) gets help from other sectors:

From the Secondary Sector:

• Machines and Tools: Factories make tractors, harvesters, and other equipment that help farmers and miners do their work.
• Fertilisers and Chemicals: Factories produce fertilisers and pesticides that help crops grow better.

From the Tertiary Sector:

• Transport: Trucks and trains help to move products like crops or minerals to markets or factories.
• Banking: Banks give loans or insurance to help farmers and miners invest in their businesses.
• Marketing: Shops and services help farmers sell their products to people.

So, the primary sector gets tools, services, and support to work better and sell their products.

c. The primary, secondary, and tertiary sectors all depend on each other. The primary sector (farming, mining, fishing) provides the basic raw materials like food, minerals, and other natural resources. The secondary sector (factories) takes these raw materials and turns them into products, like making bread from wheat or cars from steel.

The tertiary sector (services) helps by selling these products, transporting them, and offering support like banking and technology. Each sector relies on the others. Without raw materials, factories can’t make products, and without services, the products can’t be sold or delivered to people. Together, they keep the economy running.

Question 7.
How does GNP differ from GDP?
Answer:
GDP is the sum total of the money value of all final goods and services produced within the domestic territory of a country. Thus, GNP is the sum total of the money value of all final goods and services produced by the residents of a country within the domestic territory and abroad. The major difference between both is net income from abroad.

Question 8.
What is the significance of calculating NNP?
Answer:
NNP (Net National Product) is important because it shows the actual value of goods and services produced by a country after accounting for the wear and tear (depreciation) of assets like machinery, buildings, and equipment.

Question 9.
What will happen to Percapita income if the population of a country increases more than the national income?
Answer:
The Per Capita income will decrease, if the population of a country increases more than its national income. This is because per capita income is calculated by dividing the total national income by the total population.

Question 10.
What happens to the Percapita income when the income of only a small segment of population increases? Discuss the consequence of such a change and prepare a brief note.
Answer:
Enhanced Inequality: The wealth disparity may expand. While a small percentage of people might become extremely wealthy, the majority might continue to live in poverty. Dissatisfaction and societal tensions may result from this.

Limited Economic Growth: If most people don’t have more money, they won’t spend as much on goods and services. This can slow down overall economic growth, as businesses depend on customer spending.

Less Access to Services: When only a few people are earning more, there may be less investment in public services like education and healthcare, which can affect the overall well-being of the population.

Question 11.
Find out the Percapital income of our country and state.
Answer:
India’s per capital net national income, or NNI, was around 184 thousand rupees in the financial year 2024. The per capital income of Kerala in 2024 is estimated to be ₹ 2,81,001 (US 3,400).

Question 12.
Analyse the graph and answer the following questions.

a. In your opinion, which sector shows a continuous declining trend as per the above mentioned values of GVA for different periods (1982-83 to 2022-23).
b. Which sector shows a continuous increase in the share of GVA?
c. Analyse various sectors GVA share during this period and prepare a note.
Answer:
a. From 1982 to 2023 , the agricultural sector/ primary sector shows a declining trend. The agriculture sector had a contribution of 44 percent during 1982-1983, it reduced to 38 percent in 1992-1993, and it reduced to 17 percent during 2022-2023.

b. The service sector shows a continuous increasing trend in GVA.

c. There are mainly three sectors in the economy. Agriculture sector, Industrial sector and Service sector. As per the above data agriculture sector shows a declining trend as compared to 1982 to 2023. The share of the agricultural sector during 1982-1983 was around 44 percent, and it reduced to 38 percent during 1992-1993. It again reduced by 9 percent, and its share during 200223 was 29 percent. Its contribution during 2012-13 was 21 percent, and it was 17 percent during 2022-23. The industrial sector shows ups and downtrend from 1982 to 2023.

Its share in 19821983 was around 23 percent and the same in 1992-1993. It increased by 2 percent, and its share was 25 percent in 2002-2003. It was 29 percent in 2012-13, and it declined to 23 percent during 2022-2023. The service sector has shown a tremendous increase over the years. Its share was 33 percent in 1982-1983, and it increased by 39 percent during 1992-1993. It increased 7 percent and increased by 46 percent in 2002-2003. Again, it shows an increasing trend of 50 percent by 2012-2013 and 55 percent by 2022-2023.

Question 13.
Observe the graph given below and analyse the GSVA of Kerala and the contribution made by its different sectors.

a. What changes do you observe in GSVA while comparing the contribution of the primary sector from 2019-20 to 2022-23?
b. Which sector has made outstanding contribution in GSVA of Kerala during the period 2022-23?
c. What changes did you notice in the contribution of the secondary sector while analysing the graph?
d. Prepare an analytical note on the contribution of different sectors to Kerala’s GSVA.
Answer:
a. The contribution made by primary sector to GSVA was 8.97 percent during 2019-20, and its contribution was 10.11 percent during 2020-2021. It slightly declined to 9.39 percent during 2021-22 and again declined to 8.98 percent in 2022-2023.

b. The service sector has made an outstanding contribution to GSVA of Kerala during 2022-2023, with its share of about 62.62 percent.

c. While analysing the graph secondary sector shows an increasing trend in 2020-2021(29.43 percent) as compared to 2019-2020 (26.82 percent). But it shows a slight decline of 28 percent in 2021-2022, and in 2022-2023, it was around 28.4 percent.

d. The contribution made by the primary sector to GSVA was 8.97 percent during 2019-20, and its contribution was 10.11 percent during 2020-2021. It slightly declines to 9.39 percent during 2021-22 and again declines to 8.98 percent in 2022-2023. The service sector has made an outstanding contribution to GSVA of Kerala during 2022-2023, with its share of about 62.62 percent.

While analysing the graph secondary sector shows an increasing trend on 20202021 (29.43 percent) as compared to 2019-2020 ( 26.82 percent). But it shows a slight decline of 28 percent in 2021-2022, and in 2022-2023, it was around 28.4 percent.

Question 14.
The knowledge-based sector plays an important role in strengthening the tertiary sector. Evaluate the statement.
Answer:
The tertiary sector is heavily dependent on the knowledge-based sector, which encompasses sectors like finance, education, research, and information technology (services). This is due to the fact that the knowledge-based economy offers specialised knowledge, technology, and skills that enhance services in industries like banking, education, healthcare, and communication.

For instance, IT makes firms work more smoothly by managing data and developing software, while research aids in the creation of new goods and services. Consequently, the knowledge-based sector strengthens and advances the tertiary sector by increasing productivity, innovation, and overall service quality.

Question 15.
Based on the following questions, examine the below graph which explains occupational structures in various sectors of the economy. Record your findings.
a. Which sector comprises the largest volume of labourers during the period 1991 to 2019-20?
b. What are the changes that can be noted in the occupational structure of secondary and tertiary sectors during this period?
c. Analyse the graph and prepare a brief note on employment structures of the various sectors in Indian economy.
Answer:
a. The largest volume of labourers was in primary sector. It was 66.8 percent in 1991 and 43.5 percent in 2019-2020.

b. The occupational structure of the secondary and tertiary sectors shows an increasing trend from 1991 to 2019-2020.

c. According to the graph shown above, the primary sector has the highest percentage of labourers from 1991 to 2019-20. But its percentage was declining compared with 1991. It was 66.8 percent in 1991, which reduced to 43.5 percent in 2019-20. The secondary sector shows an increasing trend in a number of labourers, from 12.7 percent in 1991 to 24.19 percent in 2019-2020. The tertiary sector also shows an increasing trend. It was 20.5 percent in 1991, which increased to 32.36 percentage during 2019-2020. Both the secondary and tertiary sector shows an increasing trend, but still the percentage is less than the primary sector.

Question 16.
Complete the table by finding more features of organised and Unorganised sectors.
Answer:

Organised Sector	Unorganised sector
Registered employment sector	Unregistered employment sector
Permanent jobs ensured	No assurance of permanent job
Comparatively high salary	Comparatively low salary
Job security	Lack of job security
Terms of employment are regular	No formal work arrangement
Have regulated work schedule	No regulated work schedule

Indian Economy Through Various Sectors Class 9 Extended Activities

Question 1.
Prepare a chart containing various examples of interdependence among primary, secondary and tertiary sectors which are seen around you. Present it in the class.
Answer:

Primary Sector	Secondary Sector	Tertiary Sector	Interdependence
Fishing	Fish Canning Factory	Grocery Stores (Sell canned fish)	Fishermen supply raw fish (Primary), factories can them (Secondary), and stores sell the product (Tertiary).
Dairy Farming (Milk Production)	Dairy Processing (Milk to butter, cheese)	Supermarkets (Sell dairy products)	Dairy farms provide milk (Primary),processing plants make’ dairy products (Secondary),and supermarkets sell them (Tertiary).

Question 2.
Find out the goods that can be used as final goods and intermediate goods at the same time. Prepare a list.
Answer:

Goods	Final Goods	Intermediate Goods
Flour	Purchased by households for making food at home	Used by bakeries or food processing industries to make bread, pasta, etc
Vegetables	Bought by consumers to cook meals at home	Used by restaurants or food processors in making dishes or packaged foods

Question 3.
List out the problems faced by the Unorganised sector workers in your area and suggest some remedial measures.
Answer:
Problems Faced by Unorganised Sector Workers:

• Lack of Job Security: Workers in the Unorganised sector do not have permanent employment, leading to uncertainty and irregular income.
• Low Wages: They often earn below the minimum wage or are paid on a daily or partial basis, leading to financial instability.
• Lack of Social Security Benefits: No access to healthcare, retirement benefits (like pensions), or insurance, making them vulnerable to illness, injury, and old age.
• Poor Working Conditions: Workers may face unsafe and unhealthy working environments with little regulation or oversight.

Remedial Measures

• Implementation of Minimum Wage Laws.
• Access to Social Security Schemes.
• Conduct educational programs to inform workers of their rights and available legal protections against exploitation.

Question 4.
Conduct a discussion on how a growth in the Unorganised sector confers various benefits on the economy and present the report of the same.
Answer:
(Based on the following hints, conduct a discussion)
Employment Generation: The unorganised sector provides jobs to millions of people, especially in rural and semi-urban areas. This helps to reduce unemployment and underemployment, allowing more individuals to earn a livelihood.

Flexibility and Adaptability: Businesses in the unorganised sector can quickly adapt to changes in demand. This flexibility allows them to respond to local needs and preferences effectively, which can boost economic activity.

Support for the Formal Sector: Many unorganised sector businesses supply goods and services to larger, formal companies. This interlinking supports the formal sector’s operations and growth.

Entrepreneurship and Innovation: The unorganised sector fosters entrepreneurship, allowing individuals to start small businesses. This can lead to innovation, as entrepreneurs often find creative solutions to meet local market demands.

Question 5.
Find out and prepare notes on policies and programmes that are implemented by the statecentral governments to minimise the inequalities that exist in health, education, and, employment sectors.
Answer:
Health Sector

• Ayushman Bharat: A flagship health initiative providing health insurance coverage to lowincome families, ensuring access to secondary and tertiary healthcare.
• National Health Mission (NHM): Aims to provide accessible, affordable, and quality healthcare, especially to vulnerable populations. It focuses on strengthening healthcare infrastructure and services.

Education

• Right to Education Act (RTE): Guarantees free and compulsory education for children aged 6 to 14 years, ensuring access to education for all, especially marginalised groups.
• Mid-Day Meal Scheme: Provides free lunches to school children in government and government-aided schools, improving nutrition and encouraging school attendance.

Employment Sector Initiatives

• Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA): To provide at least 100 days of guaranteed wage employment in a financial year to every rural household.
• Skill India Mission: To train youth in various skills to enhance employability.

Std 9 Geography Chapter 5 Notes Kerala Syllabus Extra Question Answer

Question 1.
“There is interdependence between primary sector and secondary sector”. Do you agree with this statement? Elucidate.
Answer:
Yes, I do agree with this statement. Interdependence between the various sectors is essential for ensuring economic growth.
For example, Fishermen supply raw fish (Primary), factories can supply them (Secondary), and stores sell the product (Tertiary).

Question 2.
Given below are some economic activities. Classify them into primary, secondary and tertiary sectors.
(Hotels and restaurants, education, forestry, industry, banking and insurance, construction works, farming, fishing, and electricity)
Answer:

Primary Sector	Secondary Sector	Tertiary Sector
Forestry	Industry	Education
Farming	Construction works	Hotels and restaurants
Fishing	Electricity	Banking and insurance

Question 3.
Why secondary sector is called as Industrial sector?
Answer:
This sector includes the economic activities related to industry and manufacturing. It involves the processing of raw materials from the primary sector into finished products. Since the secondary sector gives more importance to the industries, it is also called the Industrial sector.

Question 4.
Draw a diagram that shows the interdependence among various sectors.
Answer:

Question 5.
How can a balanced growth strategy be developed that promotes all three sectors of the economy?
Answer:
A balanced growth strategy focuses on developing the primary, secondary, and tertiary sectors together for stable and inclusive economic progress. This includes modernising agriculture, boosting manufacturing through better infrastructure and skills, and expanding services like IT, healthcare, and education. Linking these sectors, such as through agro-processing, helps them to support each other. The government plays a key role by investing in infrastructure, providing financial support, and ensuring sustainable practices so all sectors grow together and contribute to long-term development.

Question 6.
Fill in the blanks.
a. NSO was formed in …………….
b. ……………. is the process of allocating produced goods and services.
c. An economy Prospers when we boost up……………..
Answer:
a. 2019
b. Distribution
c. Production, Distribution and Consumption

Question 7.
Define national income.
Answer:
The national income is the sum total of the money value of all final goods and services produced in an accounting year. In India, the financial year commences from 1st April and closes on 31st March.

Question 8.
State True or false.
a. NNP=GNP-Depreciation
b. By expenditure method, we can calculate GNI
c. By income method, we can calculate GNI
d. GNP = GDP+ Income from abroad
Answer:
a. True
b. False, by expenditure method, we can calculate GNE
c. True
d. True

Question 9.
How expenditure method is different from income method?
Answer:
Through expenditure method, national income is calculated by adding together all the expenses incurred in the purchase of goods and services to carry out various economic activities. In Economics, investment is also considered as an expenditure. This is in addition to the expenditure for the purchase of goods and services.
The total expenditure of the economy includes government expenditure as well as net export value besides consumption expenditure and investment expenditure. Therefore, National Income (NI)=C+I+G+(X-M)

C= Consumption expenditure, I= Investment expenditure, G= Government expenditure, X-M= Net export where.(X) denotes the country’s Export and (M) denotes the country’s Import. By expenditure method, we are able to calculate the Gross National Expenditure (GNE). By using the income method, we can calculate GNI.

Question 10.
Arun argued that the service sector has been the highest contributor to GDP in recent years. Elucidate your opinion with reasons.
Ans:
I agree with Arun’s opinion. For the past few years service sector has shown tremendous growth and contributed more share to GDP as compared to other two sectors. The reasons are:

• Programmes implemented for the development of the health and education sector
• The growth of the banking and insurance sector facilitates the country’s trade and commerce
• Growth of transport and communication sector

Question 11.
Define the terms given below.
a. Tax
b. Subsidy
Answer:
a. Tax: Tax is a compulsory payment made by the public to the government to enable the latter to meet the expenses of public interest, like welfare measures and developmental activities.
b. Subsidy: Subsidy is the financial support or assistance provided by the government on goods. and services to individuals or institutions on the basis of socio-economic policies.

Question 12.
Match the following table A with B.

A	B
Product method	NI= C+I+G+(X-M)
Income method	NI=X1+X2+X3+X4……….. Xn
Expenditure method	NI= r+W+i+P

Answer:

A	B
Product method	NI= X1+X2+X3+X4……….. Xn
Income method	NI= r+W+i+P
Expenditure method	NI= C+I+G+(X-M)

Question 13.
What defines the Economic Territory of a country?
Answer:
Economic territory includes:

• Air space, territorial waters.
• The embassies and high commissions are situated in other countries.
• Zones where a country has exclusive rights, a part of the sea where it has the right to fish and collect fuel and minerals from the seabed.
• Free zones of offshore enterprises under the control of customs.

The embassies and high commissions owned by foreign countries in India are not included in our economic territory.

Question 14.
Answer the following.
a. Define GVA.
b. Write the formula for calculating GVA.
c. Define intermediate consumption.
Answer:
a. Gross Value Added is the sum total of the value of goods and services produced in an economy. Gross value added is calculated by subtracting value of intermediate consumption from gross product value.
b. Gross Value Added (G V A)= Gross Product Value – Value of intermediate consumption
c. Intermediate consumption indicates the consumption of raw materials used to produce goods or services.

Question 15.
Given below are some economic indicators. Derive the equations of the following terms:
a. GDP
b. NNP
c. GVA
Answer:
a. GDP = GVA + (Product tax- Product Subsidy)
b. NNP = GNP- Depreciation Cost
c. GVA = Gross Product value – Value of intermediate Consumption

Question 16.
Distinguish between final goods and intermediate goods.
Answer:
Final goods are those that can be consumed directly. A product that is used as a raw material to produce another product is known as intermediate goods.

Question 17.
How has India’s information and communication technology (ICT) sector contributed to its economy?
Answer:
India’s ICT sector has grown significantly, providing software and related services at an international level. This expansion has opened up new opportunities for the younger population, positioning India as a key player in the global technology and knowledge-based economy. It also contributes to overall economic progress and the enhancement of social welfare.

Question 18.
The knowledge-based sector effectively utilises knowledge and technology for economic growth. Elucidate.
Answer:
The knowledge-based sector drives economic growth by using knowledge and advanced technologies, leading to more efficient production and innovative solutions. Technology enables businesses to offer high-value services and products, which enhance competitiveness and increase contributions to the economy, especially in the service sector.

Question 19.
Given below are some common features of organised and unorganised sector. Classify them into a table.
(Registered employment sector, comparatively low salary, job security, permanent job ensured, no regulated work schedule, unregistered employment sector)
Answer:

Organised sector	Unorganised sector
Registered employment sector	Comparatively low salary
Job security	No regulated work schedule
Permanent job ensured	Unregistered employment sector

Question 20.
Explain the following.
a. Organised sector
b. Unorganised sector
c. Gig platform worker
Answer:
a. The enterprises under the Organised sector were under a proper legal authority.
b. The enterprises under the Unorganised sector are neither under any proper legal system nor do they keep any proper accounts.
c. Code on Social Security 2020 defines a gig platform worker as ‘a worker who works outside the conventional employer-employee relationship and earns money from it.’

Question 21.
“Importance was given to different sectors during different stages of economic growth.” Identify the statement. Explain.
Answer:
During the different phases of economic growth, there happens a change in the relative importance, of different sectors. This is referred to as Structural transformation. It implies a change in the contribution made by different sectors and their employment opportunities.

Question 22.
As compared to Akhil, Vickey’s job is less secure, and his salary is comparatively low.
a. Identify the job type mentioned above.
b. What are the major problems faced by employees in this sector?
Answer:
a. Unorganised sector
b. The workers of the Unorganised sector face many problems like unsafe workplaces, long working hours and low wages. This hinders the transformation of such employees into excellent human capital.

Question 23.
What is the major role of Technopark and Infopark in the modern economy?
Answer:
Now a days knowledge-based sector effectively utilises knowledge and technology to attain economic growth. Today, the modern technology and ICT possibilities have elevated the nation into a knowledge economy. Now a days, knowledge-based services, as part of the tertiary sector, have momentum. The government has given priority to the development of knowledge-based sectors. The Technopark and Infopark established by the government of Kerala are the best examples of this.

Question 24.
a. Which sector has the highest volume of labourers?
b. Does the volume of labourers increase in the service sector? Explain.
Answer:
a. Primary sector has the highest volume of labourers.
b. The number of labourers in sector during 1991 was around 20 percent, and it increased by 12 percent and reached around 32 percent in 2019-20. Thus, it shows an increasing trend.

Question 25.
Write a note on important laws that protect the employees of unorganised sector.
Answer:
The Unorganised worker’s social security Act- 2008
This law empowers the central and state governments to implement various policies to ensure healthcare of Unorganised workers, maternity benefits, old age protection, education, housing and various social security benefits.

The code on social security 2020
The Code on Social Security 2020 was formed in 2020 by giving importance to the measures that ensure the social security of employees under organised and unorganised sectors. This law confers various benefits to the self-employed, housekeepers, daily wage workers, workers from other states, and gig platform workers.

Students often refer to SCERT Class 9 Social Science Notes Kerala Syllabus and Std 9 Geography Chapter 4 Human Resources for National Development Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science Geography Notes Chapter 4 Human Resources for National Development

Class 9 Social Science Geography Chapter 4 Notes Question Answer Kerala Syllabus Human Resources for National Development

Class 9 Geography Chapter 4 Notes Kerala Syllabus English Medium

Question 1.
Can you find out the factors used in paddy cultivation?
Answer:

• Farm field
• Seed
• Labour
• Equipments
• Water
• Fertilizers
• Soil

Question 2.
Arrange the above factors you have identified, in the table given below.

Answer:

Land	Labour	Capital	Entrepreneurship
Soil	Skilled	Machinery	Land
Water	Unskilled	Other Equipment	Capital
Farm field	Semi-skilled	Tools	Labour

Question 3.
What are the different purposes for which the paddy cultivated in the farmlands can be used by the producers?
Answer:

• For food
• For sale
• Animal feed
• Soil improvement
• Biogas production
• Seed production
• Export

Question 4.
Can goods be exchanged for goods in all cases?
Answer:
Exchanging goods for goods can work, but it’s not always easy. Both sides need to want what the other has, and there can be rules and practical issues to deal with. Sometimes, people trade indirectly or use money instead because it is more simple.

Question 5.
Write down the disadvantages of the Barter System.
Answer:

• Difficulty in determining the price of goods
• Lack of common measure of values
• Difficulty in storage of goods
• Lack of double coincidence of wants
• Inability to pay deferred payment

Question 6.
Based on the given picture, discuss the topic ‘Evolution of Money’ and prepare a note by adding more ideas.

Answer:
During the early phase of evolution of money, animal skins, agricultural products, and livestock were commonly used as currency. As metals became available, gold and other metals of various forms were used as currency followed by metal coins. Paper money became the preferred trade medium due to its convenience. As markets expanded and technology became more prevalent, money evolved into modern forms like plastic cards and computerised payments. Long ago, people exchanged goods directly, like trading a chicken for a sack of grain.

But this wasn’t always practical, especially if someone didn’t need what the other person had to offer. So, they started using items with principle value, like shells or precious metals, as a medium of exchange. These items were easier to carry and had value everyone agreed on. Eventually, society introduced coins made up of metals like gold and silver, which made trading easier. Today, we use digital forms of money like credit cards and digital currencies, making transactions faster and more convenient. So, from bartering chickens to swiping cards, money has come a long way, making trade smoother and more efficient.

Question 7.
Observe the pictures given below, who are the most productive producers and what factors helped them to do so. Write it down.
Answer:
Producers in the picture (b) produces more yield as compared to producers in the picture (a). This was mainly because of the reason that producers (b) were using capital-intensive technology for production, but producers (a) were using labourintensive technology during the production process.

Question 8.
Can the entire population of a country be considered as human resources?
Answer:
Every person in a country has something valuable to offer, like skills, knowledge, or talent. Whether they’re working, going to school, or taking care of their families, they’re all part of what makes a country strong and successful. So, in a way, yes, the entire population can be seen as a country’s “human resources” because everyone has something important to contribute.

Question 9.
Observe the Population Pyramid of India (Refer: topic 2: population pyramid) and try to answer the following questions.
a. In which age group do we have the most number of people?
b. Which age group do you fall into?
c. Which age group has the least number of people?
d. Find the ratio of men and women (sex ratio) in each age group.

Answer:
Producers in the picture (b) produces more yield as compared to producers in the picture (a). This was mainly because of the reason that producers (b) were using capital-intensive technology for production, but producers (a) were using labourintensive technology during the production process.

Question 8.
Can the entire population of a country be considered as human resources?
Answer:
Every person in a country has something valuable to offer, like skills, knowledge, or talent. Whether they’re working, going to school, or taking care of their families, they’re all part of what makes a country strong and successful. So, in a way, yes, the entire population can be seen as a country’s “human resources” because everyone has something important to contribute.

Question 9.
Observe the Population Pyramid of India (Refer: topic 2: population pyramid) and try to answer the following questions.
a. In which age group do we have the most number of people?
b. Which age group do you fall into?
c. Which age group has the least number of people?
d. Find the ratio of men and women (sex ratio) in each age group.
Answer:
a. The greatest number of people is in the age group of 10-14
b. I fall into the age group of 10-14 or 15-19
c. The least number of people is in the age group of above 80
d.

Question 10.
Which age group is likely to have more willingness and ability to work? Why?
Answer:
According to the Periodic Labour Force Survey (PLFS) Report published by the Government of India in February 2023, the labour force of the country is the population of 15 years of age and above who are willing and able to work. If the number of people belonging to this age structure is high, it positively influences the income and growth of the economy.

Question 11.
Write down the forms of human capital you are familiar with.
Answer:

• Farmers
• Teachers
• Scientists
• Healthcare professionals
• Engineers
• Artisans

Question 12.
How can we strengthen the human capital?
Answer:

• Provide better health facilities
• Enable large-scale investment in education
• Emphasise skill development
• Create an employee-friendly work environment
• Support social and emotional development
• Provide financial support
• Promote training
• Investment in education

Question 13.
Observe the picture below and understand how education leads to the progress of the country. Discuss and note down the ideas.

Answer:
Through education, people can use modern technology effectively, acquire better jobs, earn more income, and thereby become an asset for the growth of the country. Through education, it is also possible to create a society with a high sense of values. Development of human resources into human capital requires massive investment in the public, cooperative and private sectors.

This funding allows for the implementation of educational policies and the development of innovative projects in the education sector. This is crucial for economic growth and development. Thus, education increases the ability, which leads to technological knowledge and skill development. This helps a person to find better jobs, which leads to better income. When a person is experiencing better time, it indicates it will improve their standard of living, which leads to national development.

Question 14.
How does declining health affect individual and national development?
Answer:

• Decrease productivity
• Slows down production
• Increases healthcare expenditure
• It hinders educational attainment
• It decreases labour force participation
• It increases social inequality and exclusion

Question 15.
What are the health care measures to be taken to increase the productivity of human resources? Give your suggestions.
Answer:

• Strengthen immune systems
• Give importance to hygiene
• Ensure adequate availability of nutritious foods
• Provide better medical facilities
• Promote regular exercise, balanced nutrition and stress management
• Establishment of workplace wellness programs
• Provide comprehensive health insurance coverage

Question 16.
Find out the various healthcare activities in your locality and prepare a note.
Answer:
In our locality, there are several healthcare activities aimed at keeping everyone healthy and well. These include regular health check-up camps organised by local hospitals and clinics, where people can get basic health screenings like blood pressure, blood sugar, and BMI checks for free or at a low cost.

Additionally, there are awareness programs conducted in schools and community centres about the importance of hygiene, nutrition, and exercise for maintaining good health. Vaccination is also common, ensuring that children and adults are protected against preventable diseases. These activities help to promote a healthier community and ensure that everyone has access to essential healthcare services.

Question 17.
Observe the picture given below and discuss how the causes and consequences of poverty are related.

Answer:
Poverty is a complex issue. It creates challenges for individuals and families. When people don’t have enough money to meet their basic needs, it is because of things like lack of job opportunities, low wages, or limited access to education and healthcare. These factors are all connected and can hold each other, creating a cycle of poverty that’s hard to break. For instance, when families struggle financially, they may not be able to afford to send their children to school, which can limit their future

Rural Employment Generation Programme (REGP), Swarna Jayanthi Gram Swarozgar Yojana (SGSY), Swarna Jayanthi Shahri Rozgar Yojana (SJSRY), National Rural Livelihood Mission (NRLM).

Wage Employment Programmes, National Food for Work Programme, Sampoorna Grameen Rozgar Yojana (SGRY), National Rural Employment Guarantee Programme (NREGP). In 2005 Indian Parliament passed the National Rural Employment Guarantee Act. The act guaranteed 100 days wages employment to every rural household. NREGP is now been renamed as Mahatma Gandhi National Rural Employment Guarantee Programme (MGNREGP).

Food Security Programmes: Public Distribution System, Integrated Child Development Scheme (ICDS), Mid-day meal scheme.

earning potential and create a cycle of poverty. Poverty creates a cycle where people can’t improve their situation because they lack resources. Breaking this cycle is crucial for developing human potential, and that means finding ways to boost people’s abilities and opportunities.

Question 18.
Collect information and make notes on various poverty alleviation programmes and policies implemented by Central and State Governments.
Answer:

• Growth-oriented approach: The growth oriented approach assumes that the economic growth of the economy will reduce the magnitude of poverty. It is based on the expectation that the effects of economic growth led to a rapid increase in gross domestic product, and per capita income would spread to poor sections of society.
• Creation of assets and employment to generate income Expanding self-employment and wage employment programmes are being considered as the major ways of addressing poverty.
• Self Employment Programmes, Prime Minister’s Rozgar Yojana (PMRY
• Social security programmes:Aam Aadmi Bima Yojana, Indira Gandhi National Old Age Pension Scheme, Janasree Bima Yojana, Atal Pension Yojana.

Question 19.
How does unemployment affect our lives?
Answer:

• The most immediate effect of unemployment is financial difficulties.
• Unemployment can lead to social isolation and feelings of loneliness.
• Unemployment has negative effects on physical health as well.
• Extended periods of unemployment can hinder career advancement and personal development.
• High levels of unemployment can have broader social and economic implications for communities.

Question 20.
Collect information related to unemployment from a few households in your neighbourhood. What type of unemployment is most prevalent? Discuss and write down the causes and solutions.
Answer:
Types of unemployment: The various types of unemployment are cyclical unemployment, structural unemployment, disguised unemployment, seasonal unemployment, etc.

Causes of unemployment:

• Economic recession
• Technological advancement
• Globalization
• Mismatched skills

Solutions to unemployment:

• Investment in Education and Training
• Promotion of Entrepreneurship
• Infrastructure Development
• Labor Market Policies
• Support for Displaced Workers

By using these hints, collect information from the neighbourhood

Human Resources for National Development Class 9 Extended Activities

Question 1.
‘A change in the productivity of the factors of production can increase the total output’. Based on this statement, find out various ways to make factors of production like land, labour, capital and entrepreneurship more productive.
Answer:

• Investment in Technology and Infrastructure: Upgrading machinery, adopting advanced technologies, and improving infrastructure can enhance the productivity of labour and capital.
• Education and Training: Providing education and training programs to workers can improve their skills and knowledge, making them more efficient in their tasks.
• Research and Development (R&D): Investing in R&D activities can lead to the development of new techniques, processes, and products, which can increase the productivity of labour and capital.
• Efficient Resource Allocation: Proper allocation of resources, including land, labour, and capital, to their most productive uses, can optimise output.
• Incentive Structures: Implementing incentive structures such as performance-based pay and profit-sharing can motivate workers and entrepreneurs to increase their productivity.

Question 2.
Collect information on the educational policies implemented by India since. Independence to modernise the education sector of the country. Prepare and present a seminar paper on it.
Answer:
Title: Educational Policies in India:
Journey Towards Modernisation Introduction: Education is the comerstone of socioeconomic development and national progress. Since gaining independence in 1947, India has implemented various educational policies aimed at modernising and reforming its education sector to meet the evolving needs of society.

The First FiveYear Plan (1951-1956): The first significant initiative in post-independence India was the implementation of the First Five-Year Plan. It emphasises the need for universal primary education and the expansion of educational infrastructure.

The Kothari Commission (1964-1966): The Kothari Commission Report of 1964 emphasised the importance of education in fostering national integration, democracy, and economic

development. It recommended the adoption of a national education system, universal primary education, and expansion of secondary and higher education. The report laid the foundation for subsequent educational policies.

National Policy on Education (NPE) 1968: The NPE 1968 aimed at promoting social justice and equality through education. It focused on reducing disparities in educational access and improving the quality of education.

New Education Policy (NEP) 1986: It emphasised the expansion of educational opportunities, improvement in quality, and promotion of excellence. Key features included the introduction of a 10+2+3 system of education, emphasis on teacher training, and promotion of adult education.

Right to Education (RTE) Act 2009: The RTE Act 2009 was a landmark legislation that made elementary education as a fundamental right for children aged 6 to 14 years.

National Education Policy (NEP) 2020: The recently introduced NEP 2020 is a comprehensive reform initiative aimed at transforming the education sector. NEP 2020 aims to make India a global knowledge superpower.
Conclusion: India has made significant steps in modernising its education sector since independence through various policy interventions.

Question 3.
Collect information about the various schemes initiated by the state government to improve general education.
Answer:

• Sarva Shiksha Abhiyan (SSA): SSA is a flagship program initiated by the Government of India to achieve universal elementary education in a time-bound manner.
• Mid-Day Meal Scheme (MDMS): The MidDay Meal Scheme aims to improve the nutritional status of school children and encourage school attendance.
• Rashtriya Madhyamik Shiksha Abhiyan (RMSA): RMSA is a centrally sponsored scheme aimed at enhancing access to secondary education and improving its quality.
• Scholarship Schemes: State governments offer various scholarship schemes to support students from economically disadvantaged backgrounds.
• Infrastructure Development Projects: State governments undertake infrastructure development.
  projects to improve the physical infrastructure of schools, including classrooms, laboratories, libraries, and sanitation facilities.

Question 4.
Collect information and prepare a note on the various schemes implemented by the central and state governments in the health sector.
Answer:
Note on Health Schemes by Central and State Governments
Central Government Schemes:

Ayushman Bharat Pradhan Mantri Jan Arogya Yojana (PMJAY): PMJAY, also known as Ayushman Bharat, is a flagship health insurance scheme aimed at providing financial protection to over 50 crore vulnerable individuals.

National Health Mission (NHM): NHM is one of the largest public health programs globally, launched with the aim of providing accessible, affordable, and quality healthcare to rural and urban populations.

Pradhan Mantri Surakshit Matritva Abhiyan (PMSMA): PMSMA is a maternity benefit program launched to ensure comprehensive and quality prenatal care to pregnant women. Under this scheme, pregnant women receive free check-ups and diagnostic services on the 9 th of every month at designated healthcare facilities.

State Government Schemes:

• Chief Minister’s Comprehensive Health Insurance Scheme (CMCHIS):
  Implemented by various state governments, CMCHIS aims to provide financial protection to vulnerable families by offering cashless healthcare services for specified ailments. The scheme covers hospitalisation expenses, including surgeries and treatments, up to a certain limit.
• Mukhyamantri Amrutum Yojana (MAY): MAY is a health insurance scheme launched by several states to provide free medical treatment to poor and vulnerable families. This scheme covers a range of medical services, including surgeries, hospitalisation, and follow-up care up to a predefined limit.
• State Health Assurance Mission (SHAM): Some states have launched SHAM to improve access to quality healthcare services for all residents.SHAM aims to strengthen healthcare infrastructure, provide free essential medicines, and promote preventive healthcare measures at the community level.

Conclusion: Central and state governments in India have implemented a range of health schemes. to address the diverse healthcare needs of the population. These schemes focus on providing financial protection, improving access to healthcare services, and promoting preventive and promotive healthcare measures.

Std 9 Geography Chapter 4 Notes Kerala Syllabus Extra Question Answer

Question 1.
Remuneration from labour is called-
Answer:
Wage

Question 2.
Discuss the role of economic resources in the production process.
Answer:
Economic resources play a crucial role in the production process by contributing to the creation of goods and services. Each type of resource has a specific function:

• Land provides raw materials and space for production.
• Labor performs the necessary tasks to transform raw materials into finished products.
• Capital facilitates production by providing tools, machinery, and infrastructure.
• Entrepreneurship combines the other factors of production, organises resources, and takes risks to create value and bring products to market

Question 3.
Write down the importance of health in human capital formation.
Answer:

• The World Health Organization (WHO) defines health as a state of physical, mental and social wellbeing.
• People with poor health cannot contribute effectively to the progress of the country unless they receive adequate consideration and healthcare.
• Healthcare plays a fundamental role in human resource development by influencing people’s productivity and by increasing the quality of life.

Question 4.
How can governments address the challenges of human capital formation?
Answer:
Governments can address the challenges of human capital formation through various measures such as:

• Investing in education and healthcare infrastructure.
• Implementing policies to improve access to quality education and healthcare services.
• Providing financial incentives and scholarships to encourage skill development and training.
• Promoting gender equality and ensuring equal access to education and employment opportunities.
• Implementing measures to retain skilled individuals and prevent brain drain, such as offering competitive salaries and creating conducive work environments.

Question 5.
Explain how education helps in the development of a country.
Answer:
Education helps in the development in the following ways:

• Improves the skills of individuals
• Helps to secure better job and income

Question 6.
Make a table showing the major factors of production and its remunerations.
Answer:

Factors of production	Remuneration
Land	Rent
Labour	Wage
Capital	Interest
Entrepreneurship	Profit

Question 7.
Write a note on challenges of human capital formation.
Answer:
The major challenges of human capital formation are Poverty and unemployment. Poverty, which means not having enough money for even our basic necessities, is the main hurdle in building human potential. Low income pushes people into poverty, making it hard for them to afford things like education and healthcare.

Poverty creates a cycle where people can’t improve their situation because they lack resources. Breaking this cycle is crucial for developing human potential, and that means finding ways to boost people’s abilities and opportunities. Central and state governments have been formulating and implementing various schemes, policies and laws periodically to free people from the clutches of poverty.

Unemployment is a condition in which a healthy and capable person who is willing to work at the prevailing wage rate cannot findwork. There are various types of unemployment in the country. The important ones are given below.

• Open unemployment, or willing to work but unemployed.
• Structural unemployment, or job loss due to the introduction of new technology.
• Seasonal unemployment, or employment during a particular season and remaining unemployed during the rest of the time.
• Disguised unemployment or a condition where more than the number of labourers required are employed in the production process without any change in total output.

Question 8.
The exchange of goods for goods is called ……………..
Answer:
Barter

Question 9.
What are the major factors of production?
Answer:
Inputs used for the production of commodities are called factors of production.

Question 10.
Explain the evolution of money.
Answer:
Evolution of Money: During the early phases of money’s evolution, animal skins, agricultural products, and livestock were commonly used as currency. As metals became available, gold and other metals of various forms were used as currency, followed by metal coins. Paper money became the preferred trade medium due to its convenience. As markets expanded and technology became more prevalent, money evolved into modern forms like plastic cards and computerised payments.

• Money acts as a common medium of exchange.
• Money is the basic unit of all economic activities.

Question 11.
What are the major drawbacks of barter system?
Answer:

• Lack of common measure of values
• Difficulty in storage of goods.
• Lack of double coincidence of wants
• Difficulty in determining the price of goods

Question 12.
Explain the major remunerations from the factors of production.
Answer:

Factors of production	Remuneration
Land	Rent
Labour	Wage
Capital	Interest
Entrepreneurship	Profit

Question 13.
What is meant by Human resources?
Answer:
The term ‘Human Resources’ denotes people who can work and can be used in the production process.

Question 14.
…………… is the critical component in determining the quality of human resources.
Answer:
Productivity

Question 15.
What is meant by productivity?
Answer:
Productivity is the critical component in determining the quality of human resources.
The phrase ‘Human Resources’ refers to individuals who can contribute to the manufacturing process. Productivity is a key factor in determining the quality of human resources. Productivity is the ability of each factor of production to produce goods and services. People of a country are one of the factors that provide the human resources of that country. The main factors influencing human resources are the size, composition, and skills of the population.

Question 16.
What are the major factors influencing human resources?
Answer:
Size, Composition and skills of the population are the major factors influencing human resources.

Question 17.
What is meant by population structure of a country?
Answer:
The population structure of a country consists of people belonging to different age groups. It is not the size of the population but its quality that determines human resource

Question 18.
Define human capital.
Answer:
Human capital is the economic value of human resources.

Question 19.
What are the major sources of human capital formation?
Answer:

• Human capital is the economic value of human resources.
• Human capital formation is the additions made over periods of time to the stock of human capital.
• Factors influencing human capital formation include education, healthcare, job training, migration and access to information.

Question 20.
Explain the role of education in human capital formation.
Answer:

• Through education, people can use modern technology effectively, acquire better jobs, earn more income, and thereby become an asset for the growth of the country.
• Through education, it is also possible to create a society with a high sense of values.
• Through education, péople can use modern technology effectively, acquire better jobs, earn more income, and thereby become an asset for the growth of the country.
• Through education, it is also possible to create a society with a high sense of values.

Question 21.
How health fosters human capital formation.
Answer:

• The World Health Organization (WHO) defines health as a state of physical, mental and social . well-being.
• People with poor health cannot contribute effectively to the progress of the country unless they receive adequate consideration and healthcare.
• Healthcare plays a fundamental role in human resource development by influencing people’s productivity and increasing the quality of life.
• Healthcare centers are functioning in public, private and cooperative sectors. Health c̣are activities are being carried out efficiently in the public sector with a focus on public welfare.
• Government investments in the health sector strengthen human capital formation.

Question 22.
Describe the role of job training and access to information in human capital formation.
Answer:

Job Training

• Certain jobs require skill development training. Professional skills are gained by doctors, engineers, and teachers through appropriate training courses.
• Acquiring job training can help to increase productivity, thus enabling higher output.
• Job training will bring human capital formation to its peak.

Access To Information

• Services in various sectors such as education, health and employment give push to human capital formation.
• Access to information needs to be fostered to help people gather information about the services provided.

Question 23.
Explain the causes of poverty.
Answer:
Types of unemployment: The various types of unemployment are cyclical unemployment, structural unemployment, disguised unemployment, seasonal unemployment, etc.

Causes of unemployment:

• Economic recession
• Technological advancement
• Globalization
• Mismatched skills

Solutions to unemployment:

• Investment in Education and Training
• Promotion of Entrepreneurship
• Infrastructure Development
• Labor Market Policies
• Support for Displaced Workers

By using these hints, collect information from the neighbourhood

Question 24.
Define poverty.
Answer:

• Poverty is the state of not being able to meet even our basic needs.
• It is the low income that pushes people into poverty. Due to low income, people are unable to meet even their basic needs like education and health, further leading to poverty.
  Poverty, which means not having enough money for even our basic necessities, is the main hurdle in building human potential. Low income pushes people into poverty, making it hard for them to afford things like education and healthcare. Poverty creates a cycle where people can’t improve their situation because they lack resources.
  Breaking this cycle is crucial for developing human potential, and that means finding ways to boost people’s abilities and opportunities. Central and state governments have been formulating and implementing various schemes, policies and laws periodically to free people from the clutches of poverty.

Question 25.
Define Unemployment
Answer:
Unemployment is a condition in which a healthy and capable person who is willing to work at the prevailing wage rate cannot find work. There are various types of unemployment in the country. The important ones are given below:

• Open unemployment: willing to work but unemployed.
• Structural unemployment: job loss due to the introduction of new technology.
• Seasonal unemployment: employment during a particular season and remaining unemployed during the rest of the time.
• Disguised unemployment: a condition where more than the number of labourers required are employed in the production process without any change in total output.

Question 26.
What are the major challenges of human capital formation?
Answer:
The major challenges of human capital formation are:

• Poverty
• Unemployment

Poverty

• Poverty is the state of not being able to meet even our basic needs.
• It is the low income that pushes people into poverty. Due to low income, people are unable to meet even their basic needs like education and health, further leading to poverty.
  Poverty, which means not having enough money for even our basic necessities, is the main hurdle in building human potential. Low income pushes people into poverty, making it hard for them to afford things like education and healthcare. Poverty creates a cycle where people can’t improve their situation because they lack resources.
  Breaking this cycle is crucial for developing human potential, and that means finding ways to boost people’s abilities and opportunities. Central and state governments have been formulating and implementing various schemes, policies and laws periodically to free people from the clutches of poverty.

Unemployment

Unemployment is a condition in which a healthy and capable person who is willing to work at the prevailing wage rate cannot find work. There are various types of unemployment in the country. The important ones are given below:

• Open unemployment: willing to work but unemployed.
• Structural unemployment: job loss due to the introduction of new technology.
• Seasonal unemployment: employment during a particular season and remaining unemployed during the rest of the time.
• Disguised unemployment: a condition where more than the number of labourers required are employed in the production process without any change in total output.

Students often refer to SCERT Class 9 Social Science Notes Kerala Syllabus and Std 9 Geography Chapter 3 Plateau Where the Earth’s History Slumbers Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science Geography Notes Chapter 3 Plateau Where the Earth’s History Slumbers

Class 9 Social Science Geography Chapter 3 Notes Question Answer Kerala Syllabus Plateau Where the Earth’s History Slumbers

Class 9 Geography Chapter 3 Notes Kerala Syllabus English Medium

Question 1.
Observe the map given below. Identify the physiographic division marked in it.

Answer:
Peninsular Plateau

Question 2.
Identify the states which wholly or partly belong to the Peninsular Plateau.
Answer:

• Madhya Pradesh
• Maharashtra
• Karnataka
• Tamil Nadu
• Andhra Pradesh
• Telangana
• Orissa
• Chhattisgarh
• Bihar
• Gujarat
• Rajasthan
• Jharkhand
• West Bengal
• Kerala

Question 3.
Analyse the impact of Sahyadris on the life of the people of Kerala and prepare a note.
Answer:
The Sahyadri mountain range located in the eastern part of Kerala has a significant impact on our climate, biodiversity and people’s lives. The Western Ghats are the source of about 42 west-flowing rivers, which supply rain to us by blocking the southwest monsoon winds, as well as enriching Kerala. The dense forests of the Western Ghats provide us with the necessary forest resources.

Question 4.
In which state is Anamudi located?
Answer:
Kerala

Question 5.
Find the exact location of Anamudi and include it in My Own Atlas.
Answer:

Question 6.
Find out the major peaks in the Western Ghats.
Answer:
Anamudi, Dodabetta

Question 7.
Which are the peninsular rivers cutting across the Eastern Ghats?
Answer:
Mahanadi, Godavari, Krishna and Kaveri.

Question 8.
Locate the major mountain ranges of the Eastern Ghats and include them in My Own Atlas.
Answer:

Question 9.
Locate the Nilgiri Hills and incorporate in My Own Atlas:
Answer:

Question 10.
Locate Mount Abu and incorporate ¡tin My Own Atlas.
Answer:

Question 11.
Which is the tributary flowing directly to River Ganga from the Central Highlands?
Answer:
Son River

Question 12.
Find out the tributaries of.River Yamuna originating from the Central Highlands.
Answer:
Chambal, Sindhu, Batwa, Ken

Question 13.
Locate the Chota Nagpur Plateau and incorporate it in My Own Atlas.
Answer:

Question 14.
Cool climate prevails over places such as Ooty, Kodaikanal and Wayanad in spite of being located in the tropical region. Why?
Answer:
Though areas like Ooty, Kodaikanal and Wayanad are located in the tropical region, they are located in the higher regions of the Western Ghats, and that is why they generally experience cold weather.

Question 15.
Try to understand the daily temperature characteristics of places like Hyderabad, Nagpur, Bengaluru, Mysuru etc.
Answer:

Hyderabad	• High daily temperatures • Summer heat and winter cold as a result of being located in the Deccan Mountains.
Nagpur	• Very high daily temperatures • Intense summer heat, and cold winters.
Bangalore, Mysore	• Moderate daily temperatures. • Moderate weather due to high altitude.

Question 16.
What is the reason for the very scanty of rainfall in the interior parts of Tamil Nadu and Karnataka during southwest monsoon?
Answer:
The southwest monsoon rainfall in the interior areas of Tamil Nadu and Karnataka is very low because these areas are the Rain shadow areas of the Western Ghats.

Question 17.
Identify the major east-flowing peninsular rivers and incorporate in My Own Atlas.
Answer:

Question 18.
Find out the tributaries of River Kaveri originating from Kerala
Answer:
Kabani, Bhavani

Question 19.
Find out the major rivers that originate from the Western Ghats and flow to the Arabian Sea through Kerala.
Answer:
Bharathapuzha, Chaliyar, Valapattanam river

Question 20.
Peninsular rivers are, in general, not navigable. Why?
Answer:

• While peninsular rivers generally have a very high flow of water during the monsoon, the water will be much less during the dry season. Due to this instability, water transport is difficult to integrate.
• Peninsular rivers are generally shallow, especially during droughts.
• Since peninsular rivers have large rocks and sandbars at the base, obstructing water transport.

Question 21.
Collect more information about multipurpose river valley projects.
Answer:
Multipurpose River Valley projects are projects that construct dams across a river for serving different purposes simultaneously. Flood control, irrigation, hydel-power generation, inland water transport, fishing and tourism are some of the main objectives of such projects.

Question 22.
Find out such river valley projects in Peninsular India.
Answer:

River Valley Project	River	State
Hirakud	Mahanadi	Gdisha
Thtmgabhadra	Thungabhadra (Tributary of Krishna)	Karnataka
Sardar Sarovai	Narmada	Gujarat
Krishna Raja Sagar	Kaveri	Karnataka
Nizam Sagar	Godavari	Andhra Pradesh

Question 23.
Which is the largest sugarcane producing state in India?
Answer:
Uttar Pradesh is the largest producer of sugarcane in India.Maharashtra ranks first in the plateau area.

Question 24.
Find out the location of major mining regions from the map given below. List out the major minerals found in each state.

Answer:

States	Minerals
Jharkhand, West Bengal and Odisha	Coal, iron ore, manganese, mica, bauxite and copper
Chhattisgarh, Madhya Pradesh, Telangana, Andhra Pradesh and Maharashtra	Manganese, bauxite, limestone, marble, coal, mica, iron ore and graphite
Karnataka, adjoining parts of Tamil Nadu	Iron ore, bauxite and lignite
western Karnataka and Goa	Iron ore, clay
Aravali range in Rajasthan, adjoining parts of Gujarat	Copper, lead, zinc, uranium and mica

Question 25.
Prepare a map showing the distribution of major minerals and incorporate in My Own Atlas.
Answer:

Question 26.
Find out the major metropolitan cities in the Peninsular Plateau.
Answer:
Bangalore, Hyderabad

Question 27.
Mark and label the major cities in the map and incorporate in My Own Atlas.
Answer:

Plateau Where the Earth’s History Slumbers Class 9 Extended Activities

Question 1.
Mark and label the major mountain ranges, hills and plateau regions of the Peninsular Plateau in a map and prepare a chart.
Answer:

Question 2.
Prepare a map showing the major rivers of the Peninsular Plateau and display it in the classroom.
Answer:

Question 3.
Mark the major mining regions of the Peninsular Plateau in a map with appropriate symbols and display in the Social Science Lab.
Answer:

Question 4.
Find out the major industries in the Peninsular Plateau and analyse the role of mineral resources and agriculture in their distribution pattern.
Answer:
Major Industries in the Peninsular Plateau

Mining and Mineral Processing:

• The Peninsular Plateau is rich in minerals such as iron ore, manganese, bauxite, and limestone.
• Major mining regions include the Chota Nagpur Plateau, known for coal and iron ore, and the Bellary district in Karnataka for iron ore.
• These minerals support industries like steel, aluminium, and cement manufacturing.

Iron and Steel Industry.

• Steel plants are prominent in areas like Jamshedpur (Jharkhand), Bhilai (Chhattisgarh), Rourkela (Odisha), and Visakhapatnam (Andhra Pradesh).
• The availability of iron ore and coal in nearby regions makes these locations ideal for steel production.

Cement Industry

• The presence of abundant limestone deposits supports cement industries in Madhya Pradesh, Andhra Pradesh, and Tamil Nadu.
• Key cement manufacturing hubs include Satna (Madhya Pradesh) and Ariyalur (Tamil Nadu).

Aluminum Industry.

• Bauxite reserves in Odisha, Madhya Pradesh, and Jharkhand lead to the establishment of aluminum plants.
• Major centers include Koraput (Odisha) and Renukoot (Uttar Pradesh).

Textile Industry

• The plateau’s black soil region (Deccan Trap) is suitable for cotton cultivation, promoting textile industries in Maharashtra and Gujarat.
• Major textile centres include Mumbai, Surat, and Ahmedabad.

Automobile Industry

• Proximity to raw materials and a skilled workforce have led to the growth of automobile manufacturing in cities like Pune (Maharashtra) and Chennai (Tamil Nadu).

Role of Mineral Resources

Availability of Raw Materials:

• The distribution of industries is heavily influenced by the availability of minerals. Iron and steel plants are established near iron ore and coal deposits to minimise transportation costs.
• Cement industries are located near limestone deposits, while aluminum plants are situated close to bauxite reserves.

Economic Development

Mineral-rich areas often see economic development through the establishment of large-scale industries, providing employment and infrastructure development.

Role of Agriculture
Agricultural Resources

• The fertile black soil of the Deccan Plateau supports cotton farming, leading to the growth of the textile industry.
• Regions producing sugarcane, such as Maharashtra and Karnataka, have sugar mills and related industries.

Agro-based Industries

• The availability of agricultural produce supports food processing industries. For instance, rice mills are common in Andhra Pradesh and Tamil Nadu due to substantial paddy cultivation.

Supply of Raw Materials

• Agricultural raw materials like jute and cotton support the jute and textile industries, respectively.

Std 9 Geography Chapter 3 Notes Kerala Syllabus Extra Question Answer

Question 1.
What are the different types of plateaus, and where does the Peninsular Plateau fit in?
Answer:
Plateaus can be broadly divided into three types based on their location: intermontane plateaus, piedmont plateaus, and continental plateaus. Intermontane plateaus are surrounded by mountains, piedmont plateaus are situated at the base of mountain ranges, and continental plateaus are extensive flat landforms at higher elevations than their surroundings. The Peninsular Plateau is a continental plateau.

Question 2.
Describe the general characteristics and geographical extent of the Peninsular Plateau of India
Answer:
The Peninsular Plateau of India is a triangular-shaped physiographic unit occupying a major part of Peninsular India, with an average altitude of 600 to 900 meters above mean sea level. It is characterised by extensive table lands, bordering mountain ranges, shallow river valleys, and diverse flora and fauna. This plateau is one of the oldest landforms in the world and extends over 16 lakh sq. km, lying south of the North Indian Plain and bordered by the Western Ghats in the west and the Eastern Ghats in the east.

Question 3.
What is the average summer temperature in the Peninsular Plateau, and what temperature does the Deccan Plateau typically reach in March?
Answer:
Barring the mountain region, the average summer temperature in the Peninsular Plateau is more than 30° C, and the temperature at the Deccan Plateau generally touches 38°C in March.

Question 4.
How do most west-flowing peninsular rivers reach the Arabian Sea?
Answer:
Most west-flowing peninsular rivers originate from the western slopes of the Western Ghats and swiftly flow into the Arabian Sea through the western coastal plains.

Question 5.
What happens when the southwest monsoon winds reach the Maharashtra coast?
Answer:
When the southwest monsoon winds reach the Maharashtra coast, they enter the peninsula through the Narmada and Tapti river basins, causing moderate rainfall throughout Central India. The Chota Nagpur Plateau also receives a small amount of rainfall during this period.

Question 6.
What is a plateau? Define
Answer:
1. Plateau estimated that the almost triangularshaped physiographic unit occupying a major share of Peninsular India is at an average altitude of 600 to 900 metres above mean sea level.
2. This unique physical division in terms of physical diversities, such as extensive table lands with bordering mountain ranges and hills, comparatively shallow river valleys and diverse flora and fauna, is known as the Peninsular Plateau.
3. The Peninsular Plateau is one of the oldest landforms in the world.
4. Plateaus are relatively flat and very extensive landforms situated at comparatively higher elevations than the surroundings.
5. Based on their location, plateaus can be broadly divided into three kinds.

• Intermontane plateaus
• Piedmont plateaus
•  Continental plateaus

6. The Peninsular Plateau lies south of the North Indian Plain, bordered by the Western Ghats in the west and the Eastern Ghats in the east.
7. This landform extends over 16 lakh sq. km

Question 7.
Where does the name Deccan originate from?
Answer:
The term ‘Deccan’ has been derived from the Sanskrit word ‘Dakshin’, meaning ‘the South’.

Question 8.
Describe the Formation of the Deccan Plateau
Answer:
The Deccan Plateau is made up of crystalline rocks, like basalt, granite and gneiss, formed by the lava flows millions of years ago.

Question 9.
Prepare a description of the Deccan Plateau
Answer:

• The term ‘Deccan’ has been derived from the Sanskrit word ‘Dakshin’, meaning ‘the South’.
• The Deccan Plateau is the extensive plateau to the south of the Satpura ranges between the Western Ghats and the Eastern Ghats.
• The Deccan Plateau is made up of crystalline rocks, like basalt, granite and gneiss, formed by the lava flows millions of years ago.
• The northwestern part of the Deccan Plateau is composed of lava. rocks called basalt. This region is called as Deccan Trap.
• The black soil formed by the weathering of basalt rocks is the peculiarity of this region. This soil is also known as Regur soil.
• Being highly fertile and with more water retaining capacity, it protects agricultural crops even in summer.This soil is also called as Black cotton soil.
• It is very useful for cotton cultivation.
• Minerals like lime, iron, magnesium and aluminium are characteristics of Regur soil.
• The Sahyaparvata range, situated in the eastern region of Kerala, exerts a significant influence on our climate, biodiversity, and the life of people.
• This mountain range, extending for about 1600 km from Kanyakumari in the south to the state of Gujarat in the north, is commonly known as the Western Ghats.
• The mountain range is the western edge of the Deccan Plateau.
• Anamudi ( 2695 metres), the highest peak in. Peninsular India, is located in Anamalai of the Western Ghats.
• The Western Ghat ranges, known as Anamalai and Elamalai in Kerala, are called as the Nilgiris in Karnataka and Tamil Nadu and the Sahyadri in Maharashtra.
• Dodabetta (2637 metres) in Nilgiris of Tamil Nadu is another major peak in this region.
• The total extent of the Eastern Ghats is about 800 km from the Mahanadi banks in Odisha to the Nilgiri ranges in Tamil Nadu.
• The hills in this area are comparatively lower in height compared to the Western Ghats range.
• The east-flowing peninsular rivers cut across the Eastern Ghats, breaking the continuity of these ranges and flowing over the eastern coastal plains.
• The Western Ghats and the Eastern Ghats join at the Nilgiri Hills.

Question 10.
Describe the features of the central highlands
Answer:

• Central Highlands are the extensive plateau region that lies to the north of Satpura ranges.
• The Aravali mountains are on the western margin of this table land known as the Malwa Plateau.
• Mount Abu, a major hill station, is in the Aravali ranges.
• Mount Abu is the highest peak in the Malwa Plateau.
• The plateau region along the eastern part of the Central Highlands is the Chota Nagpur Plateau.
• This plateau, situated at the south of Rajmahal Hills, is the richest storehouse of minerals.
• Metallic minerals such as iron ore, copper etc and non-metallic minerals such as limestone and coal make this region mineral rich
• The major economic activities in this region are mining and mineral-based industries.

Question 11.
Which is the most commonly experienced climatic category in the peninsular plateau?
Answer:

• The Peninsular Plateau generally experiences a tropical monsoon climate.
• But there is considerable variation in temperature and rainfall.

Question 12.
What are the factors influencing the climate of the peninsular plateau?
Answer:
The major factors influencing the climate of the Peninsular Plateau.

• Tropical location
• The peculiar shape of the Peninsula
• Distance from the ocean
• Orientation of mountain ranges
• Direction of Monsoon winds

Question 13.
In the interior of the plateau, the diurnal range of temperature increases greatly in winter. what is the reason for this?
Answer:
Barring the mountain region, the average summer temperature in the Peninsular Plateau is more than 30 Degree Celsius. Temperature at the Deccan Plateau generally touches 38 Degree Celsius in March.

Question 14.
what is Diurnal Rane of Temperature
Answer:
Diurnal range of temperature is the difference between the maximum temperature and minimum temperature recorded at a particular place in a day.

Question 15.
Define Rain Shadow Region?
Answer:
The winds descending along the eastern slopes of the Western Ghats are dry; the plateau regions situated close to the eastern slopes receive very less amount of rainfall (less than 50 cm ). Such regions are termed as Rain shadow regions.

Question 16.
Where do the peninsular rivers that reach the Gangas originate from?
Answer:

• The rivers originating from the Malwa Plateau flowing northward either to join River Yamuna or directly to River Ganga.
• Some of the important rivers are Chambal, Son, Ken, Batwa and Indus.
• In India, peninsular rivers are utilized for various projects like power generation, tourism, etc.

River valley projects in the Peninsular India.

River Valley Project	River	State
Hirakud	Mahanadi	Gdisha
Thtmgabhadra	Thungabhadra (Tributary of Krishna)	Karnataka
Sardar Sarovai	Narmada	Gujarat
Krishna Raja Sagar	Kaveri	Karnataka
Nizam Sagar	Godavari	Andhra Pradesh

Question 17.
Why are the peninsular rivers flowing north called peninsular tributaries of the Ganges?
Answer:
The peninsular rivers of the Ganges are called tributaries because all the peninsular rivers flowing north join the Ganges or the Yamuna.

Question 18.
What are the divisions of peninsular drainage?
Answer:
1. The general slope of the Peninsular Plateau is from west to east
2. The highest part of this plateau is the Western Ghats.
3. The Western Ghats is the major water divide in Peninsular India.
4. The Western Ghats, the mountain ranges of the Central Highlands and the Aravali ranges extending up to the Delhi ridges divide the peninsular drainage into three:

• The peninsular rivers flowing eastwards into the Bay of Bengal
• The Peninsular rivers flowing westwards into the Arabian Sea.
• Rivers that flow northwards to join Yamuna and Ganga.

Question 19.
Which rivers flow eastward on the peninsular plateau?
Answer:

• Most of the east-flowing peninsular rivers originate from the Western Ghats.
• Peninsular rivers are more seasonal in their flow.
• The water flow decreases during summer and overflows during monsoons.

River Valley Project	River	State
Hirakud	Mahanadi	Gdisha
Thtmgabhadra	Thungabhadra (Tributary of Krishna)	Karnataka
Sardar Sarovai	Narmada	Gujarat
Krishna Raja Sagar	Kaveri	Karnataka
Nizam Sagar	Godavari	Andhra Pradesh

• Godavari is the largest peninsular river.
• This river, having 1465 km in length and with a 3.13 lakh sq. km catchment area, is also called Dakshin Ganga.
• Rivers Krishna and Kaveri are the second and the third largest peninsular rivers.

Question 20.
What are the important natural vegetation groups found on the peninsular plateau?
Answer:
The natural vegetation of a region is in accordance with the physiography and climate of that region

Question 21.
What are the subdivisions of tropical deciduous forests?
Answer:

• These are the most widespread natural forests in the Peninsular Plateau.
• This vegetation is generally confined to the regions receiving 70 to 200 cm of annual rainfall.

Question 22.
What is the most widespread natural forest in the peninsular plateau?
Answer:
Tropical Deciduous Forest

Question 23.
Where are the shola forests found on the peninsular plateau?
Answer:
Tropical Thorn Forests

• This type of vegetation is common along the regions with high temperatures and an annual rainfall below 75 cm .
• Short trees are seen. Acacia, euphorbia, date palms, a few varieties of grass, etc, are the common ones. The semi-arid regions of Maharashtra and Karnataka to the east of the Western Ghats and the dry regions of Andhra Pradesh, Telangana and Tamil Nadu have this type of vegetation.

Question 24.
Where are the forests that are included in the category of Southern Mountain Forests located?
Answer:
Southern Montane Forests

• The vegetation along the higher reaches of the plateau, such as the Western Ghats, Vindhya ranges, the Nilgiri Hills, etc, are included
• The places situated above 1500 metres have temperate vegetation, below which sub-tropical vegetation is seen.
• The subtropical vegetation along the Nilgiris, Palani, Anamalai, etc, are called as Shola forests.

Question 25.
What is the peculiarity of the soil found in the peninsular plateau?
Answer:
Most of the soil types found in the Peninsular Plateau are in-situ soils.

Question 26.
What are the main soil types found in the peninsular plateau?
Answer:
The main Soil types found here are Black Soil, Red Soil, Laterite Soil, and Mountain Soil.
Black Soil

• Black soil is formed in the north-western part of the Deccan Plateau by the weathering of the lava rock Basalt.
• Black soils are found mainly in the states of Maharashtra and Madhya Pradesh and partly in Karnataka, Telangana, Andhra Pradesh, Gujarat and Tamil Nadu.

Red Soil

• Red soil is formed by the weathering of very old crystalline metamorphic rocks of the Peninsular Plateau.
• In some places, it also appears in brown, grey and yellow colours.
• The red colour is mainly due to the presence of a considerable quantity of iron in this soil.

Laterite Soil

• Laterite soil is formed as a result of the leaching of minerals such as silica and lime from the soil at places experiencing alternating periods of heavy rain and drought.
• Laterite soil is mainly found along the Western Ghats, the Eastern Ghats, the Rajmahal Hills, the Vindhya and Satpura mountains and the Malwa Plateau.
• Through fertilisation it is used extensively for plantation crops such as tea, coffee, rubber and arecanut.

Mountain Soil

• In South India, mountain soil is seen along the Western and the Eastern Ghats.
• This soil is suitable for plantation crops, especially tea, coffee, spices and tropical fruits in Karnataka, Tamil Nadu and Kerala.

Question 27.
Make a note about black soil
Answer:
Black Soil

• Black soil is formed in the north-western part of the Deccan Plateau by the weathering of the lava rock Basalt.
• Black soils are found mainly in the states of Maharashtra and Madhya Pradesh and partly in Karnataka, Telangana, Andhra Pradesh, Gujarat and Tamil Nadu.

Question 28.
Where is lateral soil found? What are the features?
Answer:
Laterite Soil

• Laterite soil is formed as a result of the leaching of minerals such as silica and lime from the soil at places experiencing alternating periods of heavy rain and drought.
• Laterite soil is mainly found along the Western Ghats, the Eastern Ghats, the Rajmahal Hills, the Vindhya and Satpura mountains and the Malwa Plateau.
• Through fertilisation it is used extensively for plantation crops such as tea, coffee, rubber and arecanut.

Question 29.
What are the main crops cultivated in mountainous soils in South India?
Answer:
Mountain Soil

• In South India, mountain soil is seen along the Western and the Eastern Ghats.
• This soil is suitable for plantation crops, especially tea, coffee, spices and tropical fruits in Karnataka, Tamil Nadu and Kerala.

Question 30.
Prepare a description of agriculture on the peninsular plateau
Answer:

• The plateau regions are not suitable for agriculture when compared to the plains.
• The main crops are rice, wheat, cotton, sugarcane, tobacco and plantation crops such as coffee and tea.
• Due to inferior topography, fluvial eroded surface soil, steep slopes, the thickness of topsoil, exposed rocks and frequent hills, cultivation is not possible in all parts of the plateau.
• Plantation crops dominate in the Western Ghats.
• Tea and coffee plantations are common in the Nilgiris.
• Paddy is also being cultivated here by making hill terraces.

Question 31.
Why is it said that the peninsular region is suited for sugarcane cultivation?
Answer:
1. The most favourable condition for sugarcane cultivation persists in the Deccan Plateau region even though the Northern Plains dominates in the area of cultivation.
2. Favourable Conditions for sugarcane cultivation :

• Black lava soil in the Deccan Plateau
• Tropical climate and long crushing season
• Comparatively high sucrose content in the tropical variety of sugarcane

Question 32.
Prepare a note about cotton cultivation
Answer:

• Cotton cultivation in Peninsular India begins in the month of October and is harvested from January to May.
• It is essential to have seven frost-free months in the early growing period.
• Cotton requires 21 Degrees Celsius to 30 Degrees Celsius of temperature and 50 to 100 cm annual rainfall.
• But cotton is also cultivated in low rainfall areas with the help of irrigation.
• The black soil in the Deccan-Malwa Plateau region is the most suited for cotton cultivation.
• Gujarat is the leading producer in India, followed by Maharashtra.

Question 33.
Which state is the leading producer of coffee in India?
Answer:
Karnataka

Question 34.
Which state is the leading producer of Cotton in India?
Answer:
Gujarat

Question 35.
Which Plateau is termed as the heartland of minerals?
Answer:
Chota Nagpur Plateau

Question 36.
What are the different mineral zones of the peninsular plateau?
Answer:
Based on the availability of mineral resources, the Peninsular Plateau can be divided into different mineral zones:

Northeastern Plateau Region

• The Chotanagpur- Odisha plateau region is the largest mineral belt.
• This region spreads over Jharkhand, West Bengal and Odisha.
• Minerals such as coal, iron ore, manganese, mica, bauxite and copper are being mined in this region.

Central Region

• Minerals such as manganese, bauxite, limestone, marble, coal, mica, iron ore and graphite are largely obtained from the central region.
• This region spreads over Chattisgarh, Madhya Pradesh, Telangana, Andhra Pradesh and Maharashtra.

Southern Region

• Minerals such as iron ore, bauxite and lignite are seen along this region which spreads over the Karnataka Plateau and the adjoining parts of Tamil Nadu.

Southwestern Region

• Iron ore, clay, etc., are largely obtained from this region, which spreads over western Karnataka and Goa.

Northwestern Region

• The Aravali range in Rajasthan and the adjoining parts of Gujarat are rich in copper, lead, zinc, uranium and mica.

Question 36.
Which is the largest mineral belt?
Answer:
Chotanagpur- Odisha plateau region

Question 37.
Which minerals are seen in the Northwestern Region?
Answer:
Iron ore, clay, etc., are largely obtained from this region, which spreads over western Karnataka and Goa.

Question 38.
Write a note about Central Region
Answer:
Central Region

• Minerals such as manganese, bauxite, limestone, marble, coal, mica, iron ore and graphite are largely obtained from the central region.
• This region spreads over Chattisgarh, Madhya Pradesh, Telangana, Andhra Pradesh and Maharashtra.

Question 39.
Why are Human settlements in the Peninsular Plateau limited?
Answer:
Human settlements in the Peninsular Plateau were limited due to non-arable topography and continental climate.

Question 40.
What are the reasons for the increasing population in the peninsular plateau?
Answer:

• The Peninsular Plateau is moderately populated.
• Human settlements in the Peninsular Plateau were limited due to non-arable topography and continental climate.
• With the beginning of mining activities, the development of road-rail networks and the emergence of mineral-based industries people were attracted to the plateau.
• The scope of commercial agriculture based on irrigation and technological possibilities also led to an increase in population.
• Gradually, the state capitals, as well as the mining and industrial centres, grew into larger urban centres.

Students often refer to SCERT Class 9 Social Science Notes Kerala Syllabus and Std 9 Geography Chapter 2 In the Expansive Plain Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science Geography Notes Chapter 2 In the Expansive Plain

Class 9 Social Science Geography Chapter 2 Notes Question Answer Kerala Syllabus In the Expansive Plain

Class 9 Geography Chapter 2 Notes Kerala Syllabus English Medium

Question 1.
Observe the map given below (North Indian Plains – Regional Division) and list out the rivers that flow through the Indo-Gangetic Brahmaputra Plain.

Answer:
Ganga,Yamuna ,Betwa ,Jhelum,Tenab, Ravi, Riyaz, Sutlej, Kali, Si, Ratwa, Takan Dasan, Dagamati. Ghaghra, Gandak, Dakasi, Brahmapupta, Tista, Manas, Yirang, Dalahit, Looney, Dibang, Lohit.

Question 2.
Rivers originating from the Himalayas are known as Himalayan rivers, while those originating from the peninsular plateaus are referred to as peninsular rivers. Categorize the rivers flowing through the Indo Gangetic Brahmaputra plain based on their place of origin as Himalayan rivers or Peninsular rivers, and list them accordingly.

Himalayan rivers	Peninsular rivers
Sindu, Jhelum, Chenab, Beas, Ravi, Sutlej, Kali, Ghaghara, Gandak, Koshi,Manas, Dibang,Lohith, Ganga (or the Ganges), Yamuna, and Brahmaputra.	Looni, Sind, Ken and Son

Question 3.
List the eastern and western boundaries of the North Indian Plains with the help of a physiographic map of India.
Answer:
Eastern boundaries of North Indian Plains upto Brahmaputra River and Western boundaries from Sindhu River.

Question 4.
Observe the map given below and list the four regional divisions of the North Indian Plain.

Answer:

• Rajasthan Plain
• Punjab- Haryana Plain
• The Ganga Plain
• Brahmaputra Plain

Question 5.
Locate the Aravali Mountain range with the help of a physiographic map of India.
Answer:

Question 6.
Find out the influence of the Aravali Mountain range in the climate of the Rajasthan Plain.
Answer:
Since the Aravali mountain lies parallel to the southwest monsoon winds in the south-west to east direction, the vapour-rich southwest monsoon winds do not cross the western side of the Aravali mountain. As a result, the western part of the Aravali mountain has become a dry region and the windward part has become a rainfed area. The Aravali mountain plays an important role in the biodiversity of Rajasthan.

Question 7.
Locate the significant landform to the west of the Punjab Haryana Plain by referring to an atlas.
Answer:
Rajasthan Plain

Question 8.
Based on geographical features, the Ganga Plain has been further divided into three regions. Upper Ganga Plain, Middle Ganga Plain, Lower Ganga Plain. Identify it in a Map.
Answer:

Question 9.
With the help of an atlas, identify and locate the Brahmaputra Plain in an outline map of India and include it in My Own Atlas.
Answer:

Question 10.
Observe the map given below and locate the major tributaries of the River Brahmaputra in the outline map of India. Include it in ‘My Own Atlas’.

Answer:

Question 11.
Prepare a digital album containing the pictures of river meandering and ox-bow lakes in different places of the world.
Answer:

Question 12.
Which one of the geographical divisions of the North Indian Plain is more suitable for agriculture?
Answer:
Alluvial Plains

Question 13.
Identify and list out the landforms that are formed due to the depositional process by rivers. Prepare a digital album containing pictures of such depositional landform features.
Answer:
Alluvial sediments are landforms formed as a result of the deposition process of a river, the Mianders, the oxbow lakes and Alluvial plains.

Question 14.
The North Indian Plain’s distance from the ocean contributes to the excessive heat experienced during the summer in these regions. Why is it so?
Answer:
As the distance increases, the amount of water vapour in the air decreases. As a result of this, the plains of northern India, situated far away from the sea, experience extreme heat during the summer season.

Question 15.
By observing the map given below, identify and list the two branches of the southwest monsoon winds. Try to understand their paths over the subcontinent.

Answer:

• The Arabian branch of the southwest monsoon winds.
• The Bay of Bengal branch of the southwest monsoon winds.

Question 16.
The rainfall received in Rajasthan from the southwest monsoon is very scanty. Why?
Answer:
The western parts of Rajasthan do not receive rain as the south-west monsoon winds, which cause rain in the plains of north India, pass parallel to the monsoon trough due to the location of the Aravali mountain ranges.

Question 17.
Identify the movement of winds that blow in the months of October and November. Locate them. in an outline map of India and include it in ‘My Own Atlas’.
Answer:

Question 18.
Locate the Sundarbans delta by referring to an atlas. With the help of information technology, prepare a note with pictures of the characteristic features of mangrove forests.
Answer:

The swamp forests are the natural vegetation found in the vast saline expanses of Rajasthan, freshwater lakes, the freshwater marshes of the Ganga Plain, the flood plains of the Brahmaputra, and the deltaic region of Sundarbans. The marshy and expansive deltaic region of Ganga Plain in West Bengal is Sundarbans.

The natural vegetation found luxuriously in this region is mangroves. This region serves as a natural habitat for the Royal Bengal Tiger. The roots of mangrove forests create a natural habitat for numerous aquatic species, including fishes. They are the abode of varied species of birds. Sundri, a type of mangrove, stands out as one of the distinctive features of the Sundarbans delta.

Question 19.
Identify and list the major natural vegetations in the North Indian Plain by analyzing the map.

Answer:

• The tropical Deciduous Forests
• The tropical Thron Forest
• Swamp Forests

Question 20.
Identify the distribution of different types of soils in the North Indian Plain by analysing the map given below and list them.

Answer:
Alluvial soil

• Red soil
• Forest Soil
• Laterite Soil
• Black Soil

Question 21.
Observe the table given below. In the table, the major crops cultivated in three different cropping seasons in the North Indian Plain are listed. Try to understand the duration of each cropping season and the crops cultivated in each season. Prepare a note on it by adding additional information with the help of information technology.

Cropping Seasons	Major Crops
Kharif (From June to September)	Tropical Crops- Rice, Cotton, Jute, Bajra, Tur, etc.
Rabi (From October to March)	Temperate-Subtropical Crops- Wheat, Gram, Mustard, Barely, etc.
Zaid (From April to June)	Vegetables, Fruits,Fodder etc.

Answer:
1. Rabi Season (Winter Season)

• Time Period: October to March
• Major Crops:
• Wheat: The primary staple crop, it is sown in November and harvested in March. The cool weather is ideal for its growth.
• Barley: Another important cereal crop, often grown in rotation with wheat.
• Gram (Chickpea): A significant legume that enriches the soil with nitrogen.
• Mustard: An essential oilseed crop that thrives in cooler temperatures.
• Peas: A valuable vegetable crop, often grown for both domestic consumption and market sales.

2. Kharif Season (Monsoon Season)

• Time Period: June to September
• Major Crops:
• Rice (Paddy): The dominant crop, requiring abundant water, is planted at the onset of monsoon and harvested in October.
• Maize: Grown for both grain and fodder, it benefits from the rainy season.
• Bajra (Pearl Millet): A drought-resistant crop well-suited to the semi-arid conditions of certain areas.
• Cotton: Cultivated in the well-drained soils of the region, crucial for the textile industry.
• Sugarcane: An important commercial crop, though it has a longer growing season, often overlapping with both Kharif and Rabi.

3. Zaid Season (Summer Season)

• Time Period: April to June
• Major Crops:
• Watermelon: Grown extensively due to its high water content, which makes it a popular summer fruit.
• Cucumber: Another summer favorite, cultivated for its refreshing properties.
• Moong (Green Gram): A short-duration pulse crop that enriches the soil and fits well between the Rabi and Kharif seasons.
• Pumpkin: Grown for both vegetable and ornamental purposes during the warm months. These cropping patterns reflect the adaptation to seasonal variations in temperature and rainfall in the North Indian Plain, optimizing agricultural productivity and sustainability.

In the Expansive Plain Class 9 Extended Activities

Question 1.
Project – ‘The significant role played by The North Indian Plain in shaping human life in India’.
Answer:
Introduction
The North Indian Plain, also known as the Indo Gangetic Plain, is one of the most fertile and densely populated regions in the world. Stretching across several Indian states, this vast plain has significantly influenced the development of human life in India, contributing to its cultural, economic, and social progress.

Geographical Overview

• Location: The North Indian Plain extends from the foothills of the Himalayas in the north to the Deccan Plateau in the south.
• States Covered: Punjab, Haryana, Uttar Pradesh, Bihar, West Bengal, and parts of Rajasthan and Assam.
• Major Rivers: The plain is primarily formed by the deposition of silt by rivers such as the Indus, Ganges, and Brahmaputra and their tributaries.

Economic Importance
Agriculture:

• Fertility: The alluvial soil is extremely fertile, supporting the cultivation of rice, wheat, sugarcane, and various other crops.
• Green Revolution: This region was the primary beneficiary of the Green Revolution in the 1960s, leading to increased agricultural productivity.

Industry:

• Textiles and Handicrafts: Traditional industries, including weaving and pottery, have flourished here due to the availability of raw materials.
• Modern Industries: Cities like Delhi, Kanpur, and Lucknow are industrial hubs, contributing significantly to India’s GDP.

Trade and Commerce:

• Trade Routes: Historically, the plain has been a major trade route, connecting various parts of India and facilitating commerce.
• Transport Infrastructure: Modern infrastructure, including roads, railways, and airports, is well-developed, enhancing trade and mobility.

Environmental Aspects

• Natural Resources:
• Water Resources: Abundant river systems provide water for irrigation, drinking, and other uses.
• Minerals: The region has some mineral resources, including natural gas and petroleum.

Challenges:

• Flooding: Annual monsoon rains often lead to floods, causing significant damage to life and property.
• Pollution: Industrial activities and agricultural runoff have led to pollution of rivers and soil degradation.
• Conservation Efforts:
• Sustainable Agriculture: Efforts are being made to promote sustainable farming practices to maintain soil health.
• River Cleaning Projects: Initiatives like the Namami Gange project aim to clean and rejuvenate the Ganges River.

Conclusion
The North Indian Plain has played a pivotal role in shaping human life in India. Its fertile land, historical significance, economic potential, and rich cultural heritage make it a cornerstone of Indian civilization. Understanding its contributions helps appreciate the complexity and diversity of human development in this region.

Question 2.
Conduct a seminar on the topic ‘Climate and Crops’.
Answer:
A. Introduction to Climate and Agriculture Understanding Climate

• Climate vs. Weather: Climate refers to longterm patterns and averages of meteorological conditions over extended periods (typically 30 years or more), while weather refers to shortterm conditions.
• Climate Zones: Different regions have varying climates (e.g., tropical, temperate, arid), affecting the types of crops that can be grown.

Role of Agriculture

• Agriculture is deeply intertwined with climate, relying on specific weather patterns for crop growth.
• Key climatic factors influencing agriculture include temperature, precipitation, and sunlight.

B. Impact of Climate Change on Crop Production Temperature Changes

• Increased Temperatures: Can lead to heat stress on plants, reduced yields, and altered growing seasons.
• Frost-Free Periods: Longer periods without frost can extend growing seasons but also affect the lifecycle of pests. Precipitation Patterns
• Changes in Rainfall: Altered rainfall patterns can lead to droughts or excessive flooding, both detrimental to crops.
• Water Availability: Changes in snowmelt and river flows impact irrigation systems.
  Extreme Weather Events
• Increased frequency and severity of storms, hurricanes, and other extreme weather events can devastate crops.
  CO₂ Levels
• Elevated CO₂ can enhance photosynthesis and growth in some crops but may also reduce the nutritional quality of others.

C. Case Studies of Climate Effects on Specific Crops
Wheat

• Heat Sensitivity: Wheat is particularly sensitive to high temperatures during flowering and grain-filling stages, which can reduce yields.
  Rice
• Flooding: Rice is highly susceptible to changes in water availability, with both drought and flooding posing significant threats.
• Temperature: Optimal growth occurs at specific temperature ranges, and deviations can affect productivity.
  Maize (Corn)
• Drought: Maize is vulnerable to drought, particularly during the flowering stage, impacting pollination and kernel development.
  Coffee
• Temperature and Pests: Coffee plants require stable temperatures, and climate change has increased the prevalence of pests like the coffee borer beetle.

D.Future Outlook and Technological

Innovations
Genetic Engincering

• CRISPR and other gene-editing technologies to develop crops with desired traits (e.g., drought tolerance, pest resistance).

Agroforestry

• Integrating trees and shrubs into crop systems to enhance biodiversity, improve soil health, and provide shade and wind protection.

Data Analytics

• Big data and machine learning to predict weather patterns, optimize planting schedules, and manage resources efficiently.

Global Collaboration

• International efforts and collaborations to share knowledge, resources, and innovations in agriculture and climate adaptation.

Question 3.
How is the formation of the North Indian Plains associated with the formation of the Himalayas? Elucidate.
Answer:
The formation of the North Indian Plains, also known as the Indo-Gangetic Plains, is closely associated with the formation of the Himalayas. This relationship is primarily driven by the tectonic activities involving the Indian Plate and the Eurasian Plate. Here’s how the two processes are connected:

A. Tectonic Plate Collision:

• Around 50 million years ago, the Indian Plate began its collision with the Eurasian Plate. This collision is a major tectonic event that led to the uplifting of the Himalayas.
• As the Indian Plate moved northwards and collided with the Eurasian Plate, the intense pressure and force caused the crust to buckle and fold, leading to the formation of the Himalayan mountain range.

B. Erosion and Sediment Deposition:

• The newly formed Himalayas were subjected to significant weathering and erosion due to climatic factors such as rainfall and glaciers.
• Erosion processes carried vast amounts of sediment from the mountains down to the plains. Rivers such as the Indus, Ganges, and Brahmaputra played a crucial role in transporting this eroded material.
• Over millions of years, these rivers deposited sediments over a vast area, creating the extensive alluvial plains known as the North Indian Plains.

C. Formation of the Plains:

• The sediments transported by the rivers settled in layers, gradually building up the plains. These alluvial deposits created the fertile soil characteristic of the IndoGangetic Plains.
• The continual deposition of sediments has led to the formation of one of the most extensive and fertile plains in the world.

D. River Systems and Drainage Patterns:

• The major river systems, originating in the Himalayas, carved out and shaped the plains. Their drainage patterns contributed to the distribution and depth of sediment deposits.
• Flooding and seasonal variations in river flow further influenced the sediment distribution, continuously shaping the landscape of the plains.

Question 4.
Draw the outline map of India and locate the divisions of the North Indian Plain. Exhibit it in your classroom.
Answer:

Question 5.
Draw the outline map of India and locate the major physiographic divisions using different colours to distinguish them. Also, draw the rivers flowing through the North Indian Plain and display the map in your classroom.
Answer:

Std 9 Geography Chapter 2 Notes Kerala Syllabus Extra Question Answer

Question 1.
What are the four main divisions of the Northern Indian Plains?
Answer:
The four main divisions of the Northern Indian Plains are the Punjab – Haryana Plains, Rajasthan Plains, the Ganga Plains, and the Brahmaputra Plains. These divisions are based on the river systems and the regions they cover.

Question 2.
What is called Doab? Give any two examples.
Answer:
A doab is a land lying between two rivers that join together later. For Example: Bari Doab Between the rivers Beas and Ravi.Rachna Doab – Between the rivers Ravi and Chenab.

Question 3.
Explain the reasons for the occurrence of various landforms on the earth’s surface.
Answer:
A variety of landforms on the Earth’s surface are caused by the constant action of external forces acting on the Earth’s surface, such as flowing water, wind, glaciers, and waves.

Question 4.
Explain the Four divisions of Northern Indian Plains?
Answer:
This extensive alluvial plain is also known as the Indo-Gangetic-Brahmaputra Plain and the North Indian Plains. The plain can be divided into four regional divisions: the Rajasthan Plain, the Punjab-Haryana Plain, The Ganga Plain and the Brahmaputra Plain.

Rajasthan Plain

• The Rajasthan Plain, which includes the Thar Desert, marks the westernmost end of the North Indian Plain.
• Two-thirds of the Thar Desert is situated in Rajasthan, while the remaining portion extends into the neighbouring states of Haryana, Punjab, and Gujarat.
• The Thar Desert is further divided into two significant regions: the actual desert area called Marusthali (the desert proper) and the semi-arid plain (semi-desert region) known as Rajasthan Bagar.
• The Rajasthan Plain is situated to the west of the Aravali Mountain range.

Punjab-Haryana Plain

• The Punjab-Haryana Plain is situated to the east and northeast of the Rajasthan Plain.
• This plain is the western part of the North Indian Plain and extends upto the Yamuna River.
• The Punjab Plain, a significant part of this region, is primarily formed by the deposition of sediments carried by rivers such as Satluj, Jhelum, Chenab, Ravi and Beas.

The Ganga Plain

• The division of the plain situated to the east of the Punjab-Haryana Plain is known as the Ganga Plain.
• The Ganga Plain stretches from Bangladesh in the east to the Yamuna River in the west.

Brahmaputra Plain

• The Brahmaputra Plain, known by various names such as Brahmaputra Valley, Assam Valley, and Assam Plain, constitutes the easternmost part of the North Indian Plain.
• Stretching from the easternmost edge of Assam to the west of Dubri, near the border of Bangladesh, it spans approximately 720 km in length, with the width ranging from 60 to 70 km .
• The major portion of the Brahmaputra Plain is located in the state of Assam.

Question 5.
What is Deposition?
Answer:
Deposition is the process by which rock material, which is crushed by physical, chemical and biological processes, is transported from one place to another by these external forces and deposited in low-lying areas.

Question 6.
Which rivers primarily define the Punjab Plains?
Answer:
The Punjab Plains are primarily defined by the five rivers of the Indus system: Jhelum, Chenab, Ravi, Beas, and Sutlej.

Question 7.
Describe the process of Formation of Indo -Gangetic- Brahmaputra.
Answer:

• Various types of landforms, such as lofty mountains, expansive plains, plateaus, scorching deserts and valleys, are found on the surface of the Earth. They were formed over millions of years.
• The physical division that lies between the south of the Northern Mountains and to the north of the Peninsular Plateau is known as the Northern Indian Plains.
• This extensive alluvial plain is also known as the Indo-Gangetic-Brahmaputra Plain and the North Indian Plains.
• Diverse landforms are formed on the surface of the Earth through the continuous processes driven by external forces, such as running water, wind, glaciers, and waves that operate on the Earth’s surface. Therefore, these external forces are called geomorphic agents, and the processes that lead to the formation of landforms are called geomorphic processes.

• The sediments or rock materials formed through the disintegration of rocks by various physical, chemical, and biological processes are transported by these external forces or geomorphic agents from one place to another.
• These materials are then deposited conveniently in low-lying regions. This process is called deposition.

• Rivulets originating from high altitudes form rills, and they join together to form streams.
• Rivers originating from high altitudes transport sediments down the stream and deposit them in low-lying areas. Over time, the deposition of sediments by rivers creates numerous depositional landforms, including expansive alluvial plains.
• The average depth of alluvial deposits in this plain ranges from 1000 metres to 2000 metres.
• The Indo-Gangetic-Brahmaputra Plain, extending approximately 3200 km from the mouth of River Indus to the mouth of River Ganga, is one of the largest alluvial plains in the world.
• It spreads over around 2400 km in India.
• The plain widens from east to west, with the width varying between 150 km and 300 km.
• This plain is bordered by the Shiwalik ranges in the north and the irregular edges of the Peninsular Plateau in the south.

• The plain can be considered a single physiographic unit, and it is based on the river system, the direction of the flow of rivers and topographical features.

Question 8.
Explain the four regional divisions of the North Indian Plain.
Answer:
The plain can be divided into four regional divisions:

• Rajasthan Plain
• Punjab-Haryana Plain
• The Ganga Plain
• Brahmaputra Plain

Rajasthan Plain

• The Rajasthan Plain, which includes the Thar Desert, marks the westernmost end of the North Indian Plain.
• Two-thirds of the Thar Desert is situated in Rajasthan, while the remaining portion extends into the neighbouring states of Haryana, Punjab, and Gujarat.
• The Thar Desert is further divided into two significant regions: the actual desert area called Marusthali (the desert proper) and the semi-arid plain
  (semi-desert region) known as Rajasthan Bagar.
• The Rajasthan Plain is situated to the west of the Aravali Mountain range.
• A significant river in this plain is the Luni, which is non-perennial in nature.
• There are numerous salt lakes in Rajasthan Plain, and some of the major salt lakes are Sambhar, Didwana, and Sargol.

Punjab-Haryana Plain

• The Punjab-Haryana Plain is situated to the east and northeast of the Rajasthan Plain.
• This plain is the western part of the North Indian Plain and extends upto the Yamuna River.
• The eastern border of this plain is defined by the River Yamuna.
• In India, this plain extends over the states of Punjab, Haryana, and Himachal Pradesh, covering an area of approximately 1.75 lakh sq. km. It gently slopes towards the west.
• The Punjab Plain, a significant part of this region, is primarily formed by the deposition of sediments carried by rivers such as Satluj, Jhelum, Chenab, Ravi and Beas.
• Punjab is etymologically known as the Land of Five Rivers.
• A doab is a land lying between two rivers that join together later.
• Punjab-Haryana Plain is divided into five major doabs.

The Ganga Plain

• The division of the plain situated to the east of the Punjab-Haryana Plain is known as the Ganga Plain.
• The Ganga Plain stretches from Bangladesh in the east to the Yamuna River in the west.
• This expansive plain covers the states of Uttarakhand, Uttar Pradesh, Haryana, Delhi, and parts of Jharkhand and West Bengal, spanning an area of approximately 3.75 lakh sq.km.
• This expansive plain was formed through the depositional processes by the River Ganga and its tributaries.
• The average elevation of the Ganga Plain is around 200 metres above mean sea level, and it exhibits a general slope towards the east and the southeast.

Brahmaputra Plain

• The Brahmaputra Plain, known by various names such as Brahmaputra Valley, Assam Valley, and Assam Plain, constitutes the easternmost part of the North Indian Plain.
• Stretching from the easternmost edge of Assam to the west of Dubri, near the border of Bangladesh, it spans approximately 720 km in length, with the width ranging from 60 to 70 km.
• The major portion of the Brahmaputra Plain is located in the state of Assam.
• The Eastern Himalaya in the north, the PatkaiNaga Hills in the east, and the Garo-Khasi Jaintia Hills and Mikir Hills in the south serve as their natural boundaries, separating the plain from the surrounding areas.
• The Lower Ganga Plain lies to the west of the Brahmaputra plain.
• The Brahmaputra Plain, spanning an area of approximately 56,275 sq.km, is formed through the depositional processes carried out by the Brahmaputra River and its tributaries. Teesta, Manas, Lohit and Dibang are some of the major tributaries of the Brahmaputra River.
• When rivers enter a plain from mountainous regions, their velocity decreases abruptly, and the sediments (alluvium) carried by the rivers get deposited in the form of fans. These depositional landform features are referred to as alluvial fans.

• Rivers that continue flowing through plains split into many channels. As the river’s velocity

• A river thus flowing in a sinuous manner is called river meandering.

Question 9.
Explain the major three zones of North Indian Plain?
Answer:

• The North Indian Plain can be divided into three zones from north to south based on its geomorphic features. They are:
  1. Bhabar
  2.Tarai
  3. Alluvial plains
• Bhabar: It is a narrow belt, approximately 8 to 10 km wide, running parallel to the Shiwalik mountain range at the break-up of the slope.
• It is situated to the south of the Shiwalik mountain range along its foothills.
• This zone of the plain is formed by the deposition of rocks and boulders brought by rivers flowing from the mountains.
• The rivers flowing through this region are not visible as they flow beneath the rocks and boulders.
• Tarai: The Tarai is a marshy and swampy tract, approximately 10 to 20 km wide, running parallel to the Bhabar belt.
• The rivers that disappear in the Bhabar region re-emerge in this area.
• The Tarai has a luxurious growth of natural vegetation and serves as a habitat for varied wildlife.
• Alluvial plains: To the south of the Tarai, the belt consisting of older and newer alluvial deposits forms the Alluvial plain.
• The older alluvium deposits are called the Bhangar, and the newer ones are referred to as the Khadar.
• The major characteristic features of this region include depositional landforms such as riverine islands, sandbars, and deltas.
• Braided streams, meanders and ox-bow lakes are also prominent features of this area.

Question 10.
What are geomorphic agents and geomorphic processes?
Answer:
Diverse landforms are formed on the surface of the Earth through the continuous processes driven by external forces, such as running water, wind, glaciers, and waves that operate on the Earth’s surface. Therefore, these external forces are called geomorphic agents, and the processes that lead to the formation of landforms are called geomorphic processes.

Question 11.
Describe the Monsoon Season in North Indian Plain.
Answer:
Northeast Monsoon:

• The low-pressure area that prevails over the North Indian Plain starts moving southward in response to the apparent movement of the sun towards the southern hemisphere.
• This season is named the retreating monsoon season.
• During this period, a high-pressure area develops over the North Indian Plain, and consequently, the wind starts blowing from here to the Indian Ocean.
• As these moisture-less winds blow from the northeast, this season is called the northeast monsoon season.
• The North Indian Plain generally experiences a dry climate during this season. Owing to the conditions of high temperature and atmospheric humidity, the weather becomes rather oppressive. This phenomenon is commonly known as the ‘October heat’.

Question 12.
Explain the Cold Weather season.
Answer:

• The cold weather season sets in by mid November in North India.
• December and January are the coldest months in the North Indian Plain, and excessive cold is experienced during this period.
• The major reasons for excessive cold weather in the North Indian Plain are: The major portion of the North Indian Plain is located far away from the moderating influence of the oceans, resulting in a continental climate,snowfall in the nearby
• Himalayan ranges contributes to strong cold waves,Cold winds from West Asia cause frost, fog and coldwaves in the western part of the North Indian Plain. The apparent movement of the sun from the northern hemisphere towards the southern hemisphere adds to the cold conditions.
• During the cold weather season, the North Indian Plain receives slight rainfall.

Question 13.
What is called ‘Loo’
Answer:
Hot, dry and oppressive wind blows from the desert region of Rajasthan to the Ganga Plain in the months of May and June this wind is called ‘Loo’.

Question 14.
Explain the direction of the Southwest Monsoon in North Indian Plains?
Answer:
Southwest Monsoon Season:

• The southwest monsoon season, experienced from June to September, is the main rainy season in the North Indian Plain.
• The southwest monsoon winds enter the Indian subcontinent as two branches.
• The Bay of Bengal branch, entering the land through the Sundarbans delta region, gets bifurcated into two sub-branches.
• One branch moves eastward and enters the Brahmaputra Plain, causing widespread rains, the other branch, moving westward along the Ganga Plain, causes rainfall in West Bengal, Bihar, Uttar Pradesh, and Delhi and proceeds further westward.
• The Punjab Plain this branch joins the Arabian branch which is moving parallel to the Aravali.
• Mountains and then brings rain to the foothills of the Western Himalayas.

Question 15.
What are the two divisions of Tropical deciduous forest?
Answer:
The Tropical deciduous forests are divided into two. They are the dry deciduous forests and the moist deciduous forests.

Question 16.
Describe a Tropical deciduous forest.
Answer:

• The Tropical deciduous forests are further divided into two. They are the dry deciduous forests and the moist deciduous forests.
• Dry deciduous forests are found in those regions where the annual rainfall ranges between 70 cm and 100 cm.
  
• In these forests, trees shed their leaves for approximately 6 to 8 weeks in the dry season when sufficient moisture is not available.
• The dry deciduous forests are found in the plains of Uttar Pradesh and Bihar.
• Moist deciduous forests are found in areas with moderate rainfall, ranging from 100 cm to 200 cm per annum.
  
• They are mainly seen along the strip of the Shiwalik range, including Tarai and Bhabar, and in certain parts of Odisha and West Bengal.
• Teak, sal, shisham, mahua, amla and sandalwood are the main species of the tropical deciduous forests.

Question 17.
Explain Tropical Thron Forest.
Answer:

• Tropical thorn forests are prevalent- in the semi-arid areas of southwest Punjab, Haryana, Rajasthan, and Uttar Pradesh.
• These forests consist of various grasses and shrubs, with important species such as babool, ber, wild date palm, khair, neem, khejri and palas.
• In certain regions Tussocky grass grows as undergrowth, reaching up to a height of 2 metres.

Question 18.
Explain Swamp Forests.
Answer:

• The swamp forests are the natural vegetation found in the vast saline expanses of Rajasthan, freshwater lakes, the freshwater marshes of the Ganga Plain, the flood plains of the Brahmaputra, and in the deltaic region of Sundarbans.
• The marshy and expansive deltaic region of Ganga Plain in West Bengal is Sundarbans.
• The natural vegetation found luxuriously in this region is mangroves.
• This region serves as a natural habitat for the Royal Bengal Tiger
• The roots of mangrove forests create a natural habitat for numerous aquatic species, including fishes.
• Sundri, a type of mangrove, stands out as one of the distinctive features of the Sundarbans delta.

Question 19.
Name the different types of soil in the North Indian Plain?
Answer:

• Alluvial Soil
• Red Soil
• Arid Soil

Question 20.
Explain Alluvial Soil?
Answer:
Alluvial soil

• The soil which is widespread in the North Indian Plain is alluvial soil.
• The alluvial soils vary in nature from sandy loam to clay.
• Alluvial soil is found in limited areas of Rajasthan and extensively in the plains of Gujarat. There are two different types of alluvial soils developed in the Ganga Plain: Khadar and Bhangar.
• The alluvial soil in the lower and middle Ganga plains and the Brahmaputra Valley are more loamy and clayey.
• Alluvial soil is well-suited for agriculture.

Question 21.
Name the soil found in the Sundarbans delta?
Answer:
Saline Soil

Question 22.
Write a short note on Saline Soil?
Answer:
The soil found in the Sundarbans delta region is saline soil which is characterised by a higher presence of salt. Saline soil consists of sand and loam. Seawater intrusions into the deltas cause the formation of saline soils. In certain areas of the North Indian Plain, where there is intensive cultivation with excessive irrigation, the fertile alluvial soil has turned saline.

Question 23.
Explain Arid Soil.
Answer:
Arid soil

• Arid soil is the soil extensively found in the western parts of the North Indian Plain, including Rajasthan.
• It is generally sandy and saline in structure.
• As this soil lacks humus and moisture, irrigation support is required for the plants to grow.

Question 24.
What significant contribution did the North Indian Plain make to the development of India’s agriculture-based economic system?
Answer:
The North Indian Plain plays a very significant role in building India’s economic system based on the agricultural sector. Wheat, rice, jute, and sugarcane are widely cultivated here. Extensive cultivation, supported by irrigation, has made this plain the granary of India. The entire plain, except the Thar Desert, has a well-developed network of roads and railways. This infrastructural development has facilitated largescale industrialisation and urbanisation of the region.

Question 25.
Which crop cultivated in between June to September?
Answer:
Rice (Paddy), Maize, Bajra (Pearl Millet), Cotton and Sugarcane.

Question 26.
Which crops cultivated in Rabi season?
Answer:
Wheat, Barley, Gram (Chickpea), Mustard and Peas

Question 27.
Which of the following is Zaid crop of North Indian Plain?

• Rice
• Maize
• Bajra
• Pumpkin

Answer:
Pumpkin

Students often refer to SCERT Class 9 Social Science Notes Kerala Syllabus and Std 9 Geography Chapter 1 On the Roof of the World Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science Geography Notes Chapter 1 On the Roof of the World

Class 9 Social Science Geography Chapter 1 Notes Question Answer Kerala Syllabus On the Roof of the World

Class 9 Geography Chapter 1 Notes Kerala Syllabus English Medium

Question 1.
Observe the map (Topic 1: India Physical) and finish the location of the Northern mountains. Identify the other mountain ranges that originate from the Pamir Knet and list them.
Answer:
Kunlun, Tian Shan, Hind,kush, Karakoram

Question 2.
Generally mountains are the land forms with an average elevation above 900 meters from the sea level. Observe the map (Topic 1: India Physical) and find the major mountain ranges in India and include them in My Own Atlas.
Answer:

Question 3.
Complete the following table with the help of the map (Topic 1.1 Himalayan Mountain Physiographic Divisions). The index of the map will help you complete this work.

Answer:

Trans Himalayas	Himalaya	Eastern Hills
Karakoram	Himadri	Naga Hills
Ladakh	Himachal	Patkai Bum
Zaskar	Shiwaliks	Garo, Khasi, and Jain hills
		Mizo hills

Question 4.
Observe the map (Topic 1.1 Himalayan Mountain Physiographic Divisions). Find the location of the Himadri, the Himachal, and the Shiwaliks from the map and list out the states in which these ranges are situated.
Answer:
The Himadri, Himachal, and Shiwaliks are situated in the Himachal Pradesh, Uttarakhand, and Jammu & Kashmir of India.

Question 5.
Do you know that the Himalayas, which is one of the lofty mountains of the world, is still growing? What may be the reason?
Answer:
It is due to plate tectonics, which are the crustal rock blocks of continental and oceanic parts. Asthenosphere is the zone beneath the lithosphere where the rocks are molten and are in a semi-plastic state due to the high temperature. The tectonic plates move very slowly above the asthenosphere. Earth process like orogenic are active along the plate boundaries.

Question 6.
In which plate boundary was the Himalayas formed?
Answer:
Convergent Boundary

Question 7.
The table below shows the three regional divisions of the Himalayas and the rivers that separate them. Mark the location of these divisions and rivers in the outline map of India with the help of the map (Topic 3.1 Himalayan Mountains Regional Divisions).

Himalayan Zone	Separating Rivers
Western Himalayas	Indus, Kali
Central Himalayas	Kali, Teesta
Eastern Himalayas	Teesta, Brahmaputra

Answer:

Question 8.
Why are the Himalayan rivers water-rich year round?
Answer:
Himalayan rivers water rich year-round because rivers rising in this area are perennial in nature. The glaciers from the mountains or by the heavy rainfall either feeds them.

Question 9.
Mark the important passes of the Himalayas in the outline map of India and include it in My Own Atlas.
Answer:

Question 10.
How are hot springs formed?
Answer:
Rainwater infiltrates the soil and integrates with the groundwater, which is then heated by subsurface rock layers in regions with ongoing mountain-building activities, resulting in the emergence of hot springs on the surface. Numerous hot springs can be seen in the Himalayan terrain such as Nubra Valley, Manikaran, and Kheerganaga. Electric power can be generated using this geothermal energy.

Question 11.
Find the parts of Central Himalayas in India from map (Topic 3.1 Himalayan Mountains Regional Divisions) and mark them in My Own Atlas.
Answer:

Question 12.
Why are there numerous hill stations in the Himalaya Mountains?
Answer:
Hill stations in the Himalayan Mountains are popular for their cooler climates and stunning scenery, making them ideal retreats from the heat of the plains. Additionally, the Himalayan range offers diverse landscapes, from lush forests to snow-capped peaks, providing a range of experiences for visitors.

Question 13.
The Himalayan Rivers are flood prone even during summer. Why?
Answer:
Due to several factors, including heavy rainfall, rapid snow melt from higher elevations, and the melting of glaciers. These combined factors can lead to an increase in water volume in rivers and streams, resulting in flooding downstream. Additionally, the region’s rugged terrain can exacerbate the effects of flooding by channeling water quickly towards lower areas.

Question 14.
Identify the Himalayan rivers from the map (Topic 4.2 Himalayan River System) and prepare a Himalayan drainage map for ‘My Own Atlas’.
Answer:

Question 15.
What could be the reason for the occurrence of alluvial soil in the valleys between the mountain ranges?
Answer:
Alluvial soil in valleys between mountain ranges is primarily due to erosion. Over time, rivers carry sediment from the mountains down into the valleys, depositing it as alluvium. This process repeats over centuries, gradually building up layers of fertile soil.

On the Roof of the World Class 9 Extended Activities

Question 1.
Prepare an essay on ‘Human life in the Northern Mountains’.
Answer:
Living in the mountains can be hard. About 70% of the mountain population is rural and relies on farming, fishing, animal rearing and tourism. Agriculture in mountainous regions is challenging due to elevation, steep slopes, poor soil, and low temperatures. Despite these challenges, communities engage in subsistence farming by terracing slopes to grow crops like paddy, potatoes, and wheat and temperature fruit crops during the spring. Tea is a major crop along mountain slopes and valleys of Eastern Himalayas, especially in the Assam and Darjeeling regions.

The tribal population of the North Eastern Hills, follows shifting cultivation.Climate varies according to elevation and the type of animals reared also varies accordingly. In valleys, goats and cattle are commonly kept, while in mountain slopes, sheep and horses are reared. At the extremely cold regions of Himachal and Ladakh, species that can resist severe cold such as yak are reared. Gujjars are the shepherd tribes who live in the mountain meadows of Western Himalayas.

Due to the favorable geographical conditions, the whole Himalayan area has become a zone with rich economic opportunities for tourism. The growth of tourism in these areas began with pilgrimages. Numerous pilgrimage sites exist here, including Kailas, Manasarovar, Amarnath, and Hema Kund Sahib. These places have been attracting travelers for centuries.

The second phase of tourism development in the Himalayan Mountain region began in the 19th century when the British identified the area’s favorable climate. The resort towns such as Shimla, Darjeeling, Shillong, Almora, Ranikhet, Mussoorie, and Nainital are important tourist centers.

The third stage of modern tourism development began in the Himalayan region after the conquest of Mount Everest by Sherpa Tenzing Norgay and Edmond Hillary on 29th May 1953. Today the adventure tourism sector promoting Mountaineering, Paragliding, skiing, etc. has developed significantly in this region.

Question 2.
Mark the mountain ranges that are part of the Northern Mountains and incorporate the same in ‘My Own Atlas’
Answer:

Question 3.
Prepare a pictorial wall magazine on the occupation of people in the Northern Mountains.
Answer:

Std 9 Geography Chapter 1 Notes Kerala Syllabus Extra Question Answer

Question 1.
Explain the three parallel mountain ranges in the Himalayas.
Answer:

• The Himadri: It is also known as the Greater Himalayas or the Inner Himalayas. It has an average elevation of about 6100 meters above the mean sea level. The width of the range is nearly 25 km . These are snowclad mountains.
• The Himachal: It is also known as the Lesser Himalayas. It has an average elevation ranging from 3500 to 4500 meters above the mean sea level. This range is and has a width ranging from 60 to 80 km.
• The Shiwaliks: It is also known as the Outer Himalayas. Southernmost of the Himalayan ranges and forms the borders of the Ganga plains. The width ranges from an average of 60 to 150 km.

Question 2.
Explain the features of Uttarakhand Himalaya.
Answer:
It is a part of Himalayas which extends from River Satluj to River Kali. Its western side is known as GAdwal Himalaya and the eastern side is known as Kumaon Himalayas. Peaks such as Nandadevi, Kamet, Badrinath, Kedarnath etc are situated here. The Gangotri and Yamunotri glaciers from where the rivers Ganga and Yamuna originate and freshwater lakes such as Nainital and Bhimtal are also situated here. Duns are the falt valleys seen in between Lesser Himalayas and the Shialik hill ranges. The alpine summer meadows along the higher altitude mountain slopes of this region are called ‘Bugyals’.

Question 3.
On what basis the Himalayas are classified into regions?
Answer:
The rivers that originate from the Himalayas create deep gorges in their course. The regional divisions of the Himalayas have been made on the basis of these cross-cutting rivers.

Question 4.
What is the drainage system of Eastern Himalaya?
Answer:
River Brahmaputra originating from Chemayungdung glacier near Manasarovar Lake and its tributaries, such as Dibang, Lohit, Manas etc. are the drainage system of the Eastern Himalaya.

Question 5.
Write a short note on the soil in the northern mountain range.
Answer:
Commonly we can see mountain and forest soil in the Himalayan terrain. According to the mountain environment, the soil texture and particle size vary. Valleys display fine grained soil with high humus content, while high slopes display coarse grained soil with low humus content. Alluvial deposition is seen in the valleys. Karewas, a human-rich fine soil in the Kashmir Valley, is a suitable location for saffron cultivation due to its glacial sediment deposit.

Question 6.
As the geographical conditions are favourable, the entire Himalayan region has become a zone with high economic potential for tourism. Justify.
Answer:

• Travels associated with pilgrimage were what initiated the development of tourism in these regions.
• There are several pilgrim centres in this region such as Kailas, Manasarovar, Amarnath and Hema Kund Sahib.These places have been attracting travellers for centuries.
• The second phase of tourism development in the Himalayan Mountain region began in the 19th century when the British identified the area’s favourable climate.
• The resort towns such as Shimla, Darjeeling, Shillong, Almora, Ranikhet, Mussoorie and Nainital are important tourist centres.
• The third stage of modern tourism development began in the Himalayan region after the conquest of Mount Everest by Sherpa Tenzing Norgay and Edmond Hillary on 29th May 1953.
• Today the adventure tourism sector promoting Mountaineering, Paragliding, skiing etc. has developed significantly in this region.

Question 7.
Which are the five physiographic divisions of India?
Answer:

• The Northern Mountain Region
• The North Indian Plain
•  The Peninsular Plateau
• The Indian Dessert
• The Coastal Plains and Islands

Question 8.
Write the extension of Northern mountain ranges.
Answer:
The Northern mountain ranges that form the north and the northeastern boundary of the Indian subcontinent include several mountain ranges that originate from the Pamir Knot known as “the Roof of the World” and it extends up to Purvachal in the east.

Question 9.
Which mountain range is known as the ‘the Roof of the World’?
Answer:
Pamir Knot

Question 10.
How the Himalayas and the Alps were formed?
Answer:
The Himalayas and the Alps were formed through a process called folding. Fold mountains are formed due to the compression of sedimentary rock strata of the earth’s crust.

Question 11.
Which Trans Himalayan range connects Himalayas with the Pamir Knot?
Answer:
Karakoram Range

Question 12.
What are known as Lithospheric plates?
Answer:
The lithospheric plate is composed of the crust and upper mantle, consisting of fragments of varying sizes. These parts, known as lithospheric plates, can have widths of thousands of kilometers and a thickness of nearly 100 km . These plates may cover the continental portion, ocean bottom or both.

Question 13.
What are the three types of plate boundaries?
Answer:

Question 14.
What causes the formation of fold mountains?
Answer:
Rock layers along the convergent boundary get folded due to the compression of lithosphere plates. This leads to the formation of fold mountains.

Question 15.
What are the main components of the lithosphere?
Answer:
The lithosphere comprises the Earth’s crust and the upper mantle.

Question 16.
What is the role of the asthenosphere in plate tectonics?
Answer:
The asthenosphere, beneath the lithosphere, consists of molten rocks in a semi-plastic state due to high temperatures, allowing tectonic plates to move slowly above it.

Question 17.
What is the extension of the Western Himalayas?
Answer:
The Westem Himalayas stretch from the Indus river valley to the north of Jammu and Kashmir up to the Kali a river valley in the eastern part of Uttarakhand.

Question 18.
Which is the world’s second highest peak, situated in the Karakoram range?
Answer:
Mount K2 (Godwin Austin-8611 meters)

Question 19.
What are passes?
Answer:
Passes are the comparatively easier natural passages in the mountainous terrains. An example is Banihal Pass across the Pir-Panjal Range which connects Jammu with the Kashmir Valley.

Question 20.
What are Margs?
Answer:
Margs are meadows formed along the mountain slopes during the summer season. As these margs get covered under snow during winter, the region attracts tourists for winter games such as skiing, Sonmarg, and Gulmarg are examples.

Question 21.
What are the factors affecting the climate of Himalayan mountain zone?
Answer:
Elevation and the topography

Question 22.
Indus, Ganga, and Brahmaputra rivers along with their tributaries are rain fed and snow fed, they are perennial (water-rich) throughout the year. Justify.
Answer:
They have turbulent flow in their mountains course. Flooding and channel deviation are common in the plains. These rivers create landforms such as V-shaped valleys, gorges and waterfalls.

Question 23.
What are some examples of the diverse wildlife found in the Himalayan region, and what conservation measures have been implemented to protect them?
Answer:
Himalayan region is the natural habitat of several wild animals like yak, musk deer, single-homed rhinoceros and snow leopard. Biosphere Reserves, National Parks and Wildlife sanctuaries have been established for wildlife protection in the Himalayan terrain.

Students often refer to SCERT Kerala Syllabus 9th Standard Social Science Notes Pdf and Class 9 History Chapter 8 Towards a Gender Neutral Society Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science History Notes Chapter 8 Towards a Gender Neutral Society

Class 9 Social Science History Chapter 8 Notes Question Answer Kerala Syllabus Towards a Gender Neutral Society

Class 9 History Chapter 8 Notes Kerala Syllabus English Medium

Question 1.
This is a news report about an observation made by the Honourable High Court of Kerala on 8 August 2023. What do you notice from this news?

Answer:

• Gender and Sex are two different concepts.
• Every individual has the right to choose gender.

Question 2.
In which official documents are mentioned the terms ‘gender’ and ‘sex?
Answer:

• Aadhaar card
• School admission records
• Birth certificate
• Ration card
• Passport
• Driving Licence

Question 3.
Expand the table.

Answer:

Sex	Gender
Refers to biological features	Refers to social, cultural and psychological features
Categorises individuals as biologically male or female	Makes masculinity or femininity
It is an ascribed status	Gender is an achieved status

Question 4.
Haven’t you listened to the conversation among three friends? What is your response to this conversation? Have you heard the statement that certain jobs should be done only by individuals of a certain gender? Do jobs actually need such gender discrimination?

Answer:
Yes, the statement point out that certain jobs are “better suited” to a specific gender, like saying men should be engineers or women should be teachers. However, jobs don’t actually require such gender- based restrictions. Skills, interests, and abilities are unique to each person, not tied to their gender. Limiting jobs by gender not only holds back talented individuals but also reinforces outdated stereotypes. When people choose work based on their strengths and passions, workplaces are more effective and diverse, benefiting everyone involved.

Question 5.
Are duties allocated based on gender in your school? Typically, who performs most of the following duties in your school? Complete the checklist.
Answer:

Duties	Boys	Girls
Singing the prayer song in school assembly	✓	✓
Arranging benches and desks	✓	✓
Arranging the digital tools in the classroom	✓
Discharge duties outside, which are not of the class	✓	✓

Question 6.
Look at the following statements. Classify them into laws and norms.

• Do not waste drinking water
• Do not physically harass anyone
• Respect the elderly citizens
• Two-wheeler riders should wear helmets
• Do not discriminate anyone on the basis of physical features
• Every individual has the right to legitimate elections
• Protect the elderly citizens
• Giving and accepting dowry is a crime

Answer:

Laws	Norms
Do not physically harass anyone	Respect the elderly citizens
Two-wheeler riders should wear helmets	Do not waste drinking water
Every individual has the right to legitimate elections	Protect the elderly citizens
Giving and accepting dowry is a crime
Do not discriminate anyone on the basis of physical features

Question 7.
Why do illegal norms still exist in society today? Write your comments in the activity book.
Answer:
Illegal norms still exist today because they’re often supported by long-standing beliefs, cultural traditions, or peer pressure, even when they go against the law. Sometimes, people are unaware of the law, or they may feel the rules are unfair and choose to ignore them. In other cases, these norms persist because the laws aren’t always enforced consistently, so people don’t see consequences for breaking them. Changing these norms takes time and often requires both stronger enforcement and a shift in societal attitudes.

Question 8.
Can you find out examples of gender stereotypes? Add them below.
Answer:

• Women are good as nurses. Men are not fit for that
• Men are suitable for military jobs.
• Men need freedom and respect, and women need care and protection.

Question 9.
Have you noticed the advertisements that appear on television and online streaming platforms? Who do you think comes more on screen to endorse the products? women or men. Note your observations.

• Curry powder
• Dishwashing implements
• Bikes and cars
• Cosmetics
• Sports products
• Utensils, stove and tools used in kitchen
• Financial institutions

Answer:

Generally Women	Generally Men
Curry powder	Bikes and cars
Dishwashing implements	Sports products
Cosmetics	Financial institutions
Utensils, stove and tools used in kitchen	Cement

Question 10.
Observe more advertisements. Which gender is predominantly represented among them?
Answer:
Women

Question 11.
Identify gender-inclusive terms in the languages, list the words and exhibit them in the classroom.
Answer:
Manager, professor, police, designer, photographer.

Question 12.
Organise a debate on “Language, family, art, literature, and educational institutions reinforce gender stereotypes” and make notes.
Answer:
Sides of the Debate:
For the Motion: These parts of society reinforce (or strengthen) gender stereotypes.

Against the Motion: These parts of society do not reinforce or break down gender stereotypes.
Points “For the Motion” (Yes, they reinforce gender stereotypes)

Language: Certain words or phrases can reflect gender stereotypes (e.g., “act like a lady” or “man up”).
Language often has gendered roles; for example, using “he” for leaders or doctors.

Family: Families sometimes have different expectations for boys and girls.
Some families encourage boys to be strong and girls to be nurturing, leading to stereotypes.

Literature: Books may show male characters as brave or adventurous and female characters as sensitive or caring.
Many classic stories often place women in support roles and men as main characters.
Educational Institutions: Schools may divide activities by gender, like boys in sports and girls in arts.
Some teachers or textbooks might unintentionally treat boys and girls differently, leading to stereotypes.
Points “Against the Motion” (No, they do not reinforce gender stereotypes)

Language: Language is evolving, and people are challenging gender stereotypes by using neutral terms like “they” or inclusive titles.
Words like “leader” or “hero” can apply to anyone, regardless of gender.

Family: Many families today encourage both boys and girls to follow their interests and treat them equally. Families are more aware of the importance of giving the same opportunities to all children.

Literature: Newer books often have diverse characters who don’t follow gender norms.
Authors create stories where characters break stereotypes, such as female heroes or sensitive male characters.

Educational Institutions: Schools encourage all students to try various activities, like sports, science, and arts. Many educational programs now focus on equality and reducing stereotypes.

Question 13.

a) What arc the social issues indicated in these news headlines?
b) Are these atrocities based on gender?
c) Is there gender equality in our society?
d) Is the existence of these types of atrocities apt for a just society?
Answer:
a) Sexual harassment, female foeticide, dowry issues, problems faced by transgenders.
b) Yes
c) No
d) No

Question 14.
Collect news and pictures related to gender violence and make a collage. Exhibit your response to gender violence in the form of slogans along with the collage. Also, prepare a short speech to be delivered in the exhibition.
Answer:

Slogans against gender discrimination:

• “Equal status, equal freedom!”
• “Forget the genders; see only human beings!”
• “It’s not you and me; it’s us. Let’s stop the violence!”

Speech

Dear classmates,
Good [morning/afternoon/evening], everyone,
Thank you for being herẹ today to discuss a very serious issue gender violence. This means any kind of harm or unfair treatment because of a person’s gender. It happens around the world in many forms, like at home, at work, or even online. The pictures and slogans you see here show both the pain of those affected and the hope for change. Ending gender violence is everyone’s responsibility. By supporting those who need it, speaking out, and treating everyone equally, we can make a big difference. Let’s work together to create a world free from violence. Thank you.

Question 15.
What can be done to eliminate gender discrimination and ensure constitutional equality and freedom for all genders? Discuss in the class.
Indicators for Discussion:
Education that promotes gender equality
Challenging gender stereotypes
Challenging norms that encourage gender stereotypes
Ensuring gender-inclusive and equitable workplaces
Answer:
Goal: To talk about ways to stop gender discrimination and make sure everyone is treated fairly and equally.

Key Points for Discussion

• Teaching Gender Equality in Schools
• Schools should teach kids that all genders are equal and deserve respect.
• Stories, games, and activities should show different types of strong characters-both girls and boys.
• Schools can help kids understand why treating everyone fairly is important.

Breaking Gender Stereotypes

• Encourage kids and adults to question ideas like “boys are tough” or “girls are gentle.”
• TV shows, movies, and books should show people in all types of roles-like men as nurses or women as scientists.
• Let everyone choose hobbies and activities based on what they like, not based on what’s “normal” for their gender.

Changing Gender “Rules” in Society

• Society often has “rules” for how boys and girls should act, like men being strong or women being caring. We need to break-these old ideas.
• Support public messages that promote equality.
• Celebrate people who break these “rules” so others see that it’s okay to be different.

Creating Fair Workplaces for All Genders

• Workplaces should have rules to make sure everyone is treated fairly, like equal pay for the same work.
• Companies should teach staff to respect all genders and create a safe work environment.
• Workplaces should support both moms and dads, like giving both parents time off for family.

Towards a Gender Neutral Society Class 9 Extended Activities

Question 1.
Collect real-life stories of women who fought against gender discrimination and develop a digital album.
Answer:

• She established the Mahila Seva Mandal to raise awareness on issues related to women’s rights.
• She also called for a gathering place for women who do not have caste discrimination or any kind of discrimination.
• She was also an anti-infanticide activist.
• she was opposed to child marriage and advocated widow remarriage.

• She worked to reclaim the civil rights of women and slaves.
• She was also active in social reform activities, especially in abolitionism.
• She founded the Women’s Loyal National League to campaign for the abolition of slavery.
• She campaigned for equal rights for African Americans and women, especially for the right to vote.

• She raised his voice against slavery and gender discrimination.
• She raised his voice for the rights of women and African Americans.

Question 2.
Collect and exibit in the class, reports on those who have survived discrimination based on gender.
Answer:

Std 9 History Chapter 8 Notes Kerala Syllabus Extra Question Answer

Question 1.
What is the difference between sex and gender?
Answer:
Sex refers to the biological characteristics that define males and females. It refers to the difference between males and females in chromosomes, physical structures, hormones, genitalia, and other physical factors. Gender refers to the social, cultural and psychological characteristics associated with the categories of male and female through particular social contexts.

Question 2.
What does the term ‘gender role’ mean?
Answer:
The term ‘Gender Role’ refers to the societal expectations regarding what men and women should do, think, say and wear, and how they should behave. Gender Roles represent the specific characteristics, attitudes, and actions that a society associates with masculinity and femininity.

Question 3.
What is the difference between ascribed status and achieved status?
Answer:
Ascribed status is the social status an individual gets by birth. Achieved status is the social status achieved by individuals through their own ability and choice. They are learned from society in course of time.

Question 4.
Who are considered transgender individuals?
Answer:
A transgender is a person whose gender does not correspond with the gender he was assigned at the time of birth. This includes Transman and Transwoman.

Question 5.
How do societies categorise high-status and low-status individuals?
Answer:
Every society categorises its members based on their status, leading to social stratification. Thus, individuals are defined as high status or low status individuals in the society.

Question 6.
What is an example of a gender role related to work?
Answer:
Men should be the primary breadwinners, while women should manage domestic duties.

Question 7.
Why is gender considered a social construct?
Answer:
Gender is considered a social construct because it is shaped by societal expectations, cultural norms, and social interventions rather than biological factors. It varies across cultures and changes over time.

Question 8.
Explain the given Terms.

• Social Stratification
• Socialisation

Answer:

• Social stratification is the social placement of individuals in society into different hierarchical layers or strata without equality. Historical examples of social hierarchies include slavery and the caste system.
• Socialisation is a lifelong process from birth and continues till death. In order to get integrated as a part of the society, they learn the values and practices of the society at different stages. This learning process is called socialisation.

Question 9.
Classify the following as Ascribed status and Achieved status.
(Age, educational qualification, Sex, income, occupational skills, race)
Answer:

Ascribed status	Achieved status
Age, race, sex	Educational Qualification, income, occupational Skills

Question 10.
What do you mean by stereotypes?
Answer:
A stereotype is a social classification of people into groups based on oversimplified and generalised assumptions. Stereotypes are formed on the basis of class, caste, religion, occupation, language, gender and the like.

Question 11.
Define ‘Just society’.
Answer:
A just society is one in which every individual receives equal social, economic and political justice irrespective of caste, religion or gender.

Question 12.
How are stereotypes formed?
Answer:
Stereotypes are formed on the basis of class, caste, religion, occupation, language, gender and the like.

Question 13.
What are the reasons for the gender inequality?
Answer:
Gender roles, norms, and stereotypes are the reasons for gender inequality.

Question 14.
What are the factors that reinforce gender stereotypes?
Answer:
Media, languages, family educational institutions, art and literature.

Question 15.
Write an example of the struggles fought by women who faced gender discrimination.
Answer:
Upper Cloth Revolt, Kallumala Uprising

Question 16.
What is gender discrimination?
Answer:
Gender discrimination is the process of suppressing other genders for the sake of dominance of one gender.

Question 17.
What is Article 15 of the Indian Constitution?
Answer:
The Article 15 states that no individual shall be discriminated against based on gender.

Question 18.
Match Coloum A with Coloum B.

Answer:

Article 14	Equality of all genders
Article 15	There shall be no gender-based discrimination against any individual
Article 16	Equality of opportunity for all genders
Article 19 (1) (a)	All genders have the right to freely express their gender identity through dress, behaviour and action
Article 21	All genders have the right to dignity, individual liberty and privacy
Article 15A (e)	It is the fundamental duty of the Indian citizens to renounce practices derogatory to the dignity of women

 

Students often refer to SCERT Kerala Syllabus 9th Standard Social Science Notes Pdf and Class 9 History Chapter 7 Extension of Democracy through Institutions Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science History Notes Chapter 7 Extension of Democracy through Institutions

Class 9 Social Science History Chapter 7 Notes Question Answer Kerala Syllabus Extension of Democracy through Institutions

Class 9 History Chapter 7 Notes Kerala Syllabus English Medium

Question 1.

In the news given above the different mechanisms that have been set up for the institutionalisation of democracy are mentioned. Can you find out what they are?
Answer:

• National Commission for minorities
• National Commission for Backward classes
• Election commission
• The national commission for scheduled caste and scheduled tribe
• The national commission for women

Question 2.

The images above depict various stages of the electoral process. Examine each picture and identify the specific step in the election process that it represents.
Answer:

• Queuing up to vote
• Voting machines

Question 3.
Prepare a digital album including the names of Election Commissioners of India and their tenures.
Answer:
(Hints: Complete the album by including the names and periods of the commissioners based on the hints given)

Question 4.
Collect more information regarding the activities of Election Commission.
Answer:

• Organising Elections
• Managing Voter Lists
• Provides Voter Education
• The Election Commission uses Electronic Voting Machines (EVMs) and other tools to make voting easy and transparent.
• It works with the police and security forces to keep elections peaceful and prevent any fraud or violence.
• The Commission looks into complaints about candidates or parties breaking election rules.

Question 5.
Can the voters caste their votes only in the polling booth? Has the Election Commission made any other arrangements? Organise a discussion in the class.
Answer:

• Postal Voting: Some people, like military personnel or voters living far away, can vote by sending their ballot through the mail (postal vote).
• Voting for the Elderly or Disabled: In some cases, people who are elderly or have disabilities may get special assistance to vote, like voting from home (home voting) or getting help at the polling booth.
• Online or Remote Voting: In some countries, there are discussions about using online voting, but it is not common yet in many places because of security concerns.

Question 6.
Note the date in the given calendar. Find out what is special about this day

Answer:
December 10 is observed as Human Rights Day. It is the day when the Universal Declaration of Human Rights was adopted by the United Nations General Assembly in 1948.

Question 7.
Hope you may make preparations for the observance of the International Human Rights Day under the auspices of the School Social Science Club, what would be the programmes that you plan in connection with this?
Answer:
Poster Exhibition, Seminar, Quiz competition, Speech, Video presentation

Question 8.
Media bring to us, from various parts of the world, a lot of news regarding the situations like wars, riots, terrorist attacks that make decent living of the people difficult. Do you know that such human rights violations happen in our locality? Have you come across such incidents? List them.
Answer:
Discrimination against children, Discrimination against women, Discrimination against Scheduled Castes and Scheduled Tribes, Discrimination against guest workers

Question 9.
Collect newspaper cuttings related to the activities of the National Human Rights Commission and prepare a digital album including the collected news.
Answer:
(Hints: Collect more newspaper reports as given below and prepare an album)

Question 10.
Identify the issues in which the National Human Rights Commission intervened recently.
Answer:
Discussion with Human Rights Defenders and NGOs (NHRC): Human Rights Defenders (HRDs) and NGOs jointly discussed the challenges they face and the need for legal and policy support for them. The Commission recognised that human rights defenders play a crucial role in highlighting people’s rights violations and raising awareness.

Involvement in Komamudra clashes: The NHRC has been monitoring objectionable incidents, such as clashes between the Meitei and Kuki communities in Manipur. The delay in government intervention in such conflicts and the issues have been highlighted by the NHRC and other human rights organisations.

Support for Backward Communities: The NHRC has made several interventions to protect the rights of Dalits, tribal groups, religious minorities, etc.

Question 11.
Amnesty International is a voluntary organisation working against human rights violations at the international level. Are there voluntary organisations of this type working in our country? Identify.
Answer:
People’s Union for Civil Liberties (PUCL): PUCL is one of the oldest human rights organisations in India. It works against unjust arrests, police atrocities, violations of agitations, etc.

Aishwarya Sena (AIDWA): It is an active organisation that works on issues such as violence against women and children, workers’ rights and poverty.

Equal Rights Trust: An organisation that works to promote equality and humanity in the Indian justice system and against oppression against anti-equality laws.

Snehalaya, Rescue Foundation: Snehalaya and Rescue Foundation are two separate NGOs in India, both working toward empowering marginalised individuals, particularly focusing on rescuing and rehabilitating victims of human trafficking, abuse, and exploitation.

Question 12.

Observe the picture above. What are the issues raised by women agitators? Have you n any other issues faced by women? Discuss them.
Answer:
Discrimination at working places, Sexual harassment, Domestic violence, Gender discrimi Discrimination in the field of education

Question 13.
Collect news and pictures about the activities of the National Women’s Commission. Include the collected information in the Social Science album.
Answer:
(Collect more pictures as given below)

Question 14.
Identify, with the help of teachers, the cases/incidents the National Women’s Commission intervened in for the protection of the rights of women.
Answer:
The National Commission for Women (NCW) has raised several issues as it has intervened in various cases of anti-women incidents and rights violations.

Sexual harassment cases: NCW has been actively involved in cases of sexual harassment faced by women in colleges, workplaces and public places.

Domestic Violence: NCW provides support for women to lodge complaints of domestic violence and seek safe shelter.

Internet Abuse: NCW also deals with complaints against cyberbullying on social media and other online platforms that violate women’s privacy.

Question 15.
Make preparations for the observance of the National Women’s Day in your school. Prepare an invitation letter for the same.
Answer:
Dear teachers and students,
National Women’s Day, which celebrates the rights and victories of women, is being celebrated with great enthusiasm in the school this year. Women’s Day is an opportunity to Remember women’s involvement, capabilities and virtues and to encourage their life’s successes.

Date of Observance: 8 March 2024
Location: School Auditorium
Time: From 10:00 am onwards
Sequences:
Chief Guest Greeting Speech: Women’s literacy, self-security, life successes, etc. were the topics. Cultural programmes: Dances and music performed by the students of the school.

Poster and dissertation competition: Issues related to women’s empowerment.
Awards: Awards are given to the winners of competitions that raise contemporary issues.
Contact: For information and participation, please get in touch with the class teacher or school coordinator. We hope that your presence will make our celebrations more prosperous.

With regards,
Principal.

Question 16.
Collect news about problems faced by women and intervention of the Women’s Commission in those issues and make a news album.
Answer:
(Collect more pictures as given below)

Question 17.

Read the television news given above. The news is about the demands raised by minority organisations about the various issues faced by the minorities. What are the issues raised here?
Answer:
Economic backwardness, Educational backwardness, Script Protection, Guarantee social progress Discrimination issues.

Question 18.
Collect news regarding the interventions of the National Minority Commission.
Answer:

Question 19.
Identify whether there are linguistic minorities in your area.
Answer:
Linguistic minorities are generally considered to be those who speak a language that is not dominant in a state or region. For example, In Kerala, minority languages are languages other than Tamil, Kannada, Telugu, Gujarati and Malayalam. (Based on this hint, speak with an adult in your area with the help of your family members to find out if there are linguistic min orities, and prepare a note about them.)

Question 20.
Discuss and prepare notes on the issues faced by the linguistic minorities and their remedies.
Answer:
Issues Faced by Linguistic Minorities
Education Challenges: Struggle to understand lessons if taught in a different language.
Job Limitations: Fewer job opportunities if they don’t speak the main language.
Loss of Culture: Pressure to use the main language can weaken their cultural identity.
Lack of Support: There is not enough help from the government to learn both languages.

Remedies
Bilingual Education: Classes in both languages help students learn comfortably.
Job Programs: Support to learn the main language for better job chances.
Cultural Events: Festivals and classes to celebrate their language and culture.
Government Help: Laws and resources to support minority languages.
Awareness: Programs to promote respect and inclusion for all languages.

Question 21.
What are the developmental activities that should be done for the Scheduled Caste-Scheduled Tribe sections, according to Nehru? Discuss.
Answer:

• Roads and communication facilities
• Healthcare activities
• Schools
• More industries

Question 22.
Find out and enlist the various welfare projects implemented by the government for the Scheduled Castes and Scheduled Tribes.
Answer:
Education Support
Scholarships: Provides money to SC and ST students so they can pay for school and college.
Hostels: Special hostel facilities are available for SC and ST students, so they have a place to stay while studying.

Employment and Skill Training
Skill Development Programs: Offers training programs to help SC and ST individuals learn skills for better jobs.
Job Reservations: Certain government jobs are reserved for SC and ST people to ensure they have good work opportunities.

Housing and Financial Help
Housing Schemes: Provides affordable houses and housing loans to help SC and ST families get homes.
Financial Aid for Businesses: SC and ST people get special loans and financial support to start small businesses.

Health and Medical Aid
Free Medical Camps: Organises free health check-ups and treatments in areas where SC and ST communities live.
Healthcare Insurance: Gives free or low-cost health insurance to SC and ST families to help with medical costs.

Question 23.
Collect newspaper reports regarding the interventions of the National Scheduled Castes and Scheduled Tribes Commissions.
Answer:

Question 24.
From the speech delivered by Dr. Ambedkar. What are the suggestions put forward by him for the progress of the backward sections?
Answer:

• Make higher education less costly
• Bring equality
• Give special consideration to those in the lower status
• Eliminate discrimination

Question 25.
Find out the present Chairpersons of the National and State Backward Classes Commissions.
Answer:

• Hansraj Gangaram Ahir is the chairman of the National Commission for Backward Classes.
• Justice G Sasidharan is the chairman of the State Backward Classes Commission.

Question 26.
Prepare a note on the activities of the National Commission for Backward Classes.
Answer:

• Identifies Backward Classes: NCBC creates and updates a list of Backward Classes to make sure they get the help they need.
• Advises the Government: It gives advice to the government on how to improve the lives of Backward Classes, like by creating new programs or laws.
• Monitors Programs: NCBC checks that government programs for Backward Classes are working well and reaching the people who need them.
• Protects Rights: It listens to complaints if Backward Classes face unfair treatment and helps find solutions.
• Promotes Education and Jobs: NCBC supports reservations (special seats) in education and government jobs for Backward Classes.

Question 27.
Organise a panel discussion in the class on ‘The Role of Institutions in the Extension of Democracy.’
Answer:
Panel Discussion: The Role of Institutions in Democracy
Steps:
Choose Panelists: Pick classmates to represent different groups (like Government, Courts, Election Commission, Media, and Schools).
Prepare Points:
Government: Makes rules for the people.
Courts: Protect people’s rights and make sure laws are followed.
Election Commission: Manages elections to keep them fair.
Media: Shares news so people know what’s happening.
Schools: Teach us about democracy and being good citizens.
Discussion:
Moderator (another classmate) asks each panelist, “How does your group help democracy?”
Each panelist shares their answer in a few sentences.
Questions: Classmates can ask simple questions to learn more.
Conclusion: Moderator shares the main points.

Extension of Democracy through Institutions Class 9 Extended Activities

Question 1.
Organise a seminar on the topic’ Women’s Safety’ in connection with International Women’s Day.
Answer:
Seminar on Women’s Safety (for International Women’s Day)
Objective: To learn about the importance of women’s safety

Introduction:
Date: Organise it around International Women’s Day (March 8).
Purpose: Understand why women’s safety is important and how everyone can contribute.

Guest Speakers:
Invite speakers, such as a local police officer, a counsellor, or a teacher, who can talk about women’s safety, self-defense tips, and laws that protect women.

Topics Covered:
Basic Safety Tips: How to stay safe in public places, online, and at school.
Support Systems: Knowing who to reach out to in case of danger (helplines, family, or teachers).
Respect and Equality: Why it’s important to treat everyone with respect and work together for safety.

Student Participation:
Encourage students to share their thoughts or ask questions about safety and equality.

Conclusion:
End with a few reminders about how each of us can help make our communities safer for everyone. This seminar helps us understand the importance of women’s safety and what we can do to support it.

Question 2.
You must have noticed the implementation of school parliament election in your school. Shall we conduct a model election in the class to assess the duties of the election commission? What are the preparations needed for that?
Answer:

• Create Election Guidelines
• Set Up a Campaign Period
• Prepare Voting Materials
• Set Up Voting and Counting Stations
• Announce the Results
• Reflection and Feedback

Question 3.
Collect boards and pictures and organise an exhibition for creating awareness about human rights violations and to suggest remedies for them.
Answer:
(Hints: Collect more pictures as shown below)

Question 4.
Stage a play on ‘the problems faced by women in the society and their solutions’ in the class.
Answer:
Title: “Girls Can Do Anything!”
Characters:
Aanya: A 15-year-old girl who wants to become a scientist.
Mom: Aanya’s supportive mother, but she is a worried mother.
Teacher: Encourages Aanya and her friends to follow their dreams.
Friend 1 and Friend 2: Aanya’s classmates who have different views on what girls can do.
Narrator: Explains each scene to the audience.

Scene 1: Classroom
Narrator says, “This story is about Aanya, who dreams of becoming a scientist.”
Aanya tells her friends, “I want to be a scientist!”
Friend 1 replies, “But isn’t science hard for girls?”
Teacher hears this and says, “Girls can do anything! Don’t let anyone tell you otherwise.”
Message: Girls should be free to choose any career, like boys.

Scene 2: At Home
Mom tells Aanya, “I worry about you coming home late from school.”
Aanya says, “But, Mom, I want to study hard so I can reach my goals.”
Mom thinks and says, “You’re right. I will support you.”
Message: Parents can help girls feel safe and confident in reaching their goals.

Scene 3: A Group Chat
Aanya and her friends talk about issues girls face, like being told they can’t do certain things or concerns about safety. They talk about solutions, like speaking up for each other, raising awareness, and learning to protect themselves.
Teacher joins and says, “If we support each other, things will improve.”
Message: Support from friends, family, and teachers can help girls reach their dreams.

Final Scene: Back in Class
Aanya thanks everyone for their support. She says, “With support, we can make a better world for girls!”
Narrator wraps up: “When everyone helps, girls can do anything!”
End Message:
All characters say together, “Girls dreams matter!”

Question 5.
Complete the table.
Enter the names and year of information of the various commission constituted for the extension of democracy in the table given below.

Answer:

	Name of Commission	Year of Formation
1	Election Commission	1950
2	National Human Rights Commission	1993
3	National Commission for women	1992
4	National Commission for minorities	1993
5	National Commission for Backward classes	1993

Std 9 History Chapter 7 Notes Kerala Syllabus Extra Question Answer

Question 1.
Where do constitutional institutions derive power from?
Answer:
Constitutional institutions derive their power and responsibilities from the Constitution of India. The supreme court, parliament, constituent assemblies, election commission, etc. are the main constitutional bodies.

Question 2.
What are the important constitutional institutions?
Answer:

• Election Commission
• Human Rights Commission
• Women’s Commission
• Commission for Scheduled Castes and Scheduled Tribes

Question 3.
Write the difference between constitutional institutions and extra constitutional institutions.
Answer:
Institutions can be classified into two: constitutional bodies and extra constitutional bodies. The constitutional bodies are autonomous bodies formed when the Constitution came into force. The Constitution is the source of power of the constitutional bodies. Constitutional amendment is essential for effecting any change in the power or structure of these bodies. Extra constitutional bodies are formed by the laws passed by the Parliament. They can be given constitutional status as and when required.

Question 4.
a. ‘In our country, it is the Election Commission that prepares the voter list and issues identity cards to the voters’. Do you agree with this statement?
b. Write down the duties of the Election Commission?
Answer:
a. Yes, I agree with this statement.
b.

• Preparation of electoral roll and issuance of identity card.
• Supervise, administer, and control the elections to the offices of the President and the Vice President of India, Members of the Lok Sabha and the Rajya Sabha, and State Legislative Assemblies.
• Promulgation and enforcement of the codes of conduct.
• Recognition of political parties and allotment of symbols to them.

Question 5.
Write a note on Representation of People Act 1951.
Answer:
The Representation of People Act 1951 is an act to provide for the conduct of elections to the Indian Parliament and State legislatures and, to determine the eligibility and disqualification of those elected, and provide for the settlement of election disputes.

It deals with the crimes related to election, and the eligibility and disqualification of the members of the Parliament. According to this act, any organisation that wants to become a political party has to register with the Election Commission. It also stipulates the criteria for national party and regional party status and the rules to obtain election symbols.

Question 6.
What is the name of the process by which the Chief Election Commissioner can be removed? Explain.
Answer:
Impeachment.
Impeachment is the process of removing persons holding constitutional positions through parliamentary proceedings.

Question 7.
When was the National Human Rights Commission came into being?
Answer:
October 12, 1993

Question 8.
‘The Human Rights Commission has three members’. Do you agree with this statement?
Answer:
The statement shown above is incorrect. The commission has six members, including the chairperson.

Question 9.
Who is the chairman of the Human Rights Commission?
Answer:
A retired High Court Chief Justice / High Court judge will be the chairman.

Question 10.
State the importance of the Human Rights Commission in society.
Answer:
The National Human Rights Commission plays an important role in the protection of the human rights of the citizens and thereby ensuring the extension of democracy. Human rights violations are denial of the civil rights and values promised by the

Constitution of India. Human Rights are the rights to life, liberty, equal treatment and dignity, as assured by the Constitution of India and international agreements ratified by India.

Question 11.
How is the State Human Rights Commission different from the National Human Rights Commission?
Answer:
Similar to the National Human Rights Commission, there are Human Rights Commissions in the States also. Kerala State Human Rights Commission came into existence on 11 December 1998. There are three members of the Commission, including the Chairperson. A retired Chief Justice/Judge of the High Court shall be the Chairperson of the Human Rights Commission. Members of the Commission are appointed by the Governor.

Question 12.
Define Dowry Prohibition Act, 1961
Answer:
The Dowry Prohibition Act was passed by the Parliament in 1961 to eradicate the evil practice of dowry from society and prevent atrocities in the name of dowry. Dowry is the exchange of wealth on the occasion of marriage as per prior agreement or under compulsion. If a person consents to marriage based on the promise of certain sum of money, jewellery or wealth, it is also dowry. Both, accepting and giving dowry are punishable under this law.

Question 13.
When is women’s day celebrated?
Answer:
March 8

Question 14.
What are the functions of national commission for women.
Answer:

• Examine the constitutional provisions and laws for the safety of women.
• Submit proposals for legislation to protect women’s rights.
• Activities for ensuring gender justice

Question 15.
Write down the major functions of the National Commission for minorities.
Answer:

• Evaluate the progress of the social development of the minorities
• Evaluate the functioning of the constitutional provisions and laws for the protection of the minorities.
• Submit reports on the issues and crises faced by minorities from time to time.
• Examine the complaints regarding the violation of the rights of minorities and make recommendations for further action.

Question 16.
How is the Scheduled Castes and Scheduled Tribes Commission different from the National Commission for Minorities?
Answer:
The Scheduled Castes and Scheduled Tribes Commissions were formed with the objective of protecting the Scheduled Castes and Scheduled Tribes from discrimination and exploitation and bringing them to the mainstream of society. It is important to protect their cultural diversities and identities along with this. Both the commissions came into existence in 2004. The commission consists of a Chairperson, a Vice Chairperson and three other members. The members of the commission are appointed by the President of India. The members term in office is three years.

Question 17.
State true or false
a) The National Election Commission was established in 1993.
b) The National Commission for Backward Classes was established in 1993.
c) The year in which the State Women’s Commission came into existence was March 18, 1996.
d) A retired high court judge will be the chairman of the Human Rights Commission.
Answer:
a) False – came into existence in 1950 .
b) True
c) False – March 16, 1996.
d) True

Question 18.
Define the role of institutions in the context of the spread of democracy.
Answer:
It is imperative to address the socio-economic backwardness of the different sections of people in our country with such a large geographical area, high population and cultural diversity. This backwardness can be redressed only by ensuring equality of opportunity, social justice and participation envisioned by the Constitution. The constitutional and extra constitutional bodies have an important role in ensuring the participation of different sections of the people in the political process.

For instance, the Election Commission expands the scope of political democracy by fostering an environment where citizens can exercise their political rights freely and without fear, and thereby broadening the foundation of democratic participation. Since 1951-52, the Election Commission has been taking measures to strengthen electoral democracy and to ensure free and just polls. The Election Commission’s functions, include the delimitation of electoral constituencies, preparation of electoral rolls, implementation of universal adult suffrage, recognition of political parties, implementation of electoral reforms, and promotion of electoral literacy, which have significantly strengthened Indian democracy.

Question 19.
Write a short note on the State Minority Commission of Kerala.
Answer:
The Kerala State Minority Commission was established in 2013. There are four members in the commission, including the chairperson and the vice chairperson. The state government nominates them. Their term in office is three years. The responsibility of the commission is to ensure that religious and linguistic minorities enjoy the constitutional rights granted to them. The commission also makes recommendations regarding the establishment of educational institutions by minorities.

Students often refer to SCERT Kerala Syllabus 9th Standard Social Science Notes Pdf and Class 9 History Chapter 6 From the Land of Cholas to Delhi Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science History Notes Chapter 6 From the Land of Cholas to Delhi

Class 9 Social Science History Chapter 6 Notes Question Answer Kerala Syllabus From the Land of Cholas to Delhi

Class 9 History Chapter 6 Notes Kerala Syllabus English Medium

Question 1.
Given below inscription describes the economic condition of the Chola kingdom. What information do we receive from this?

Answer:

• The people gave paddy, gold and money to the King as taxes.
• The Chola kingdom was prosperous.
• The king collected huge taxes from the people.

Question 2.
Observe the given map, identify and list the present south Indian regions that were included in the Chola kingdom.

Answer:
Madurai, Nagapattinam,Gangaikonda Cholapuram, Kanchipuram – Tamil Nadu

Question 3.
Analyse the role played by the agriculture sector in the economy of the Chola Kingdom.
Answer:
The Chola Kingdom was located in the Kaveri River Valley, which made the area rich in resources. Most of the people lived in villages as agriculture was their main occupation. They cultivated cereals, fruits, pulses, sugarcane, betel leaf, areca nut, ginger, turmeric and different varieties of flowers. The rulers recognised the significance of irrigation in agriculture and constructed different irrigation facilities.

These included ponds, tanks, canals and wells. In addition to this, bunds were constructed across the rivers and the water thus collected was distributed to different parts of the country through canals. Huge ponds were built in areas where there were no natural streams, and rainwater was collected in them during the rainy season.

These water reservoirs that were protected from going dry were called ‘Erippatti.’ Apart from this, cultivators were given tax concessions for the development of agriculture, and they were encouraged to bring barren land under cultivation.By donating land to temples and Brahmins, it became possible to expand agriculture to a larger area.

Question 4.
Observe the map and identify the lands with which the Chola Kingdom had trade relations.
Answer:
Indonesia, Sumatra, Malaysia, Thailand, Cambodia, Vietnam.

Question 5.
Assess the role played by temples in the socio-economic life of the Chola Kingdom.
Answer:
The world-famous temple located at Thanjavur, the capital of the Chola kingdom. It is the * Brihadiswara Temple built during the reign of Rajaraja Chola (985-1014). This temple of Gangaikondacholapuram was built during the reign of his successor, Rajendra Chola I (1014-1044). The rich exchequer inspired the kings to build temples.

Income from land got as gift, contributions from Grama Sabhas, tax collected from lands entitled to be taxed, contributions from devotees, the wealth derived from the economic transactions of the institution in the village, etc. were the sources of income of the temples. Educational institutions and hospitals functioned along with temples. A large number of people were employed in connection with the construction and maintenance of the temples. Artisans and craftsmen depended on the temples for their livelihood.

Question 6.
Discuss the role played by the Cholas in spreading the Tamil language and the culture of South India to Southeast Asia and their impact on the life of the people of Southeast Asia.
Answer:
In Sri Lanka, they had established their political domination in addition to trade relations. The Chola inscriptions, as well as the Sri Lankan literary works like Mahavamsa and Choolavamsa, confirm this. South India’s relationship with South East Asia became very close under the Cholas.

In addition to traders, the Buddhist and Hindu sages and scholars also travelled frequently from Cholanadu to Sumatra, Java and Malaysia. These travels resulted in the spread of language, religion, ideas, and architecture of the Chola kingdom in those lands.

Question 7.
Evaluate the efficiency of the Chola rule in comparison with the modern systems of governance.
Answer:
If the Chola system of governance is compared to our modern-day system of governance. The Cholas implemented special administrative reforms at the village level and created a unique system for the people and local bodies to get direct participation in the administration. Gram Sabhas, for example, Ur, Sabha and Nadu were actively engaged in the fields of rural development, tax collection, irrigation systems and public services.

This helped to solve the problems and needs of the villages in a democratic manner. During the Chola rule, tax collection was implemented in a very precise manner, through which public amenities, including irrigation and roads, were developed. On the industrial front, they improved maritime trade, regulated sea transport, and strengthened trade relations with foreign countries.

The rule of the Cholas was not merely a powerful military force, but an effective method for making comprehensive progress in many social and economic spheres. The efficiency of village importance and people’s participation elevates the system of governance they established in a similar way to modern times.

Question 8.
How did the geographical features of south India influence the temple construction of the Chalukyas?
Answer:
The Chalukyas built several temples, and they constructed rock-cut temples but later shifted to structured temples. The Megutti Jaina Temple of Aihole in Karnataka and the Virupaksha Temple of Pattadakkal are examples of the structural temples of the Chalukyas. Carvings can be seen on the pillars that support the roof of the temple.

Even though the temples of the Chalukyas evolved out of the Gupta style, they reflected the Dravidian style, which was the local traditional style of South India. The main feature of the Dravidian architectural style was the use of rock-cut stone for construction. Plenty of rocks were obtained from the Western Ghats and Deccan Plateau. Skilful sculptors carved beautiful temples out of natural rocks.

Question 9.
Observe the map and identify the present Indian states where the Chalukya kingdom had extended.
Answer:
Kerala, TamilNadu, Karnataka, Andra Pradesh, Maharashtra, Madhya Pradesh, Gujarat.

Question 10.
Compare the Chola and Chalukya reigns based on the following hints.
(Centralised Administration, Samanta Rule (Rule of feudatories), Local Administration, Influence of the Temples)
Answer:
Centralised Administration
Cholas: The centre of governance was the king. There was a committee of ministers to assist the king. They maintained a strong army. Taxes were collected.

Chalukyas: Although the authority was exercised by members of the royal family during the Chalukya rule, there was no centralised monarchy. There exists a monarchy controlled by temples, Brahmins and samantas.

Samanta Rule
There was no feudal rule in the Chola kingdom. But the rule of the Chalukyas was a monarchy controlled by the Samantas. The rule was centred on nobles based on soldiers.

Local Administration
Two types of Councils called ‘Ur’ and ‘Sabha’ existed during the Chola period. They had autonomous power. There is no evidence of the existence of local rule in the Chalukya kingdom.

Influence of the Temples
The temples were influenced by the Chola and Chalukya rule. However, the temples had the greatest impact on the socio-economic life ‘of the Chola kingdom.

Question 11.
The age of Pala rule was a period of the spread of Indian culture and Buddhism. Bring out a digital magazine based on this statement.
Answer:
Visual components:

• Maps: The geography of the rule of the Palas.
• Photos: Nalanda, Vikramshila, famous temples, sculptures

Question 12.
Prepare an album elucidating the achievements of Pratiharas in the fields of art and literature.
Answer:

• Include ‘Kavyameemamsa’ and ‘Karppuramanjari’ by Sanskrit poet and playwright Rajasekharan.
• Include images of the temple built during the Pratihara period.

Question 13.
Despite the progress they achieved in the fields of art and literature, could the Rashtrakuta society be considered an egalitarian one? Evaluate.
Answer:
During the period of the Rashtrakutas, society was further divided on the basis of caste. In addition to the Chaturvarnya, there were other sections of the society that were subjected to untouchability and discrimination. Carpenters, cobblers and fishermen were included in this section.

The dominant sections of the society-the Brahmins and the Kshatriyas-maintained their status. However, the fall of trade and the growth of agriculture led to the decline of the status of the Vaishyas and paved the way for the uplift of the status of the Sudras. As the Sudras had become members of the army, their status improved. Though women participated in the religious and administrative areas along with men, their status declined.

Question 14.
Evaluate the conditions that existed in the local kingdoms of India from the eighth to twelfth centuries CE.
Answer:
From the 8th to the 12th centuries CE, various regions of India saw the rise of local kingdoms, which contributed to distinct political and cultural progress. During this period, strong regional dynasties emerged in areas such as Kerala, Tamil Nadu, Karnataka, Rajasthan, the Gangetic Plains, and Punjab.

While dynasties like the Cholas, Pandyas, and Cheras gained prominence in South India, the Palas, Pratiharas, and Rashtrakutas were powerful in North and Western India. The Cholas expanded their empire in Southeast Asia through maritime trade and a powerful military. Additionally, they built irrigation systems to support agriculture, ensuring the prosperity of their regions.

Question 15.
Organise a panel discussion in the class on the ways to be adopted to reduce the public expenses of the governments and the everyday expenses of the people in modern times.
Answer:

• Include the ideas given below in the discussion.
• Control of prices of foodgrains
• Controlling the prices of all products
• Reduce military spending
• Reduce administrative costs
• Punish hoarders
• Market Regulation

Question 16.
How the agricultural progress during the reign of the Sultan influenced the country’s economy.
Answer:
In the Sultan period, cultivation was done twice or thrice a year. The majority of the population was farmers. But, continuous famines and wars made the life of farmers difficult. Sugarcane, wheat, indigo, cotton, oil seeds, fruits and flowers were cultivated. This led to the development of crafts like oil making, jaggery making, weaving and colouring of textiles. ‘Rahat Irrigation system’ in which water was drawn from a water body for irrigation by spinning a wheel using cattle was in practice. This led to agricultural progress during the reign of the Sultan period.

Question 17.
Compare the social life in ancient India with that in the Sultanate period based on the following hints. (Caste System and Status of Women)
Answer:

	Ancient India	Sultanate Rule
Caste System	• The caste system was rigid, with limited social mobility and defined roles for each caste, deeply influencing daily life and occupations.	• The caste system continued among Hindus, but new social hierarchies developed among Muslims based on their origins and status.
Status of Women	•  Women had some rights, such as access to education and participation in religious rituals, especially during early periods. • Over time, women’s status declined, leading to practices like child marriage and increased restrictions on their freedoms.	• Women faced more limitations on their freedoms, often living in seclusion (purdah) and having restricted roles. • Both Hindu and Muslim women had diminished public participation, although some elite women held influence in their households.

Question 18.
Organise a discussion on how the cultural contributions of the Sultanate period are still reflected in the culture of India.
Answer:
Include the ideas given below in the discussion.

• Musical instruments such as the sitar and the tabla came to India.
• Cultural integration.
• Many scientific texts have been translated into Arabic.
• The Persian language came to India.
• Literary works of Amir Khusrau.
• Development of Urdu language.

Question 19.
Organise a seminar on the influence of Sultan rule on the administrative and cultural life of India.
Answer:
Seminar Structure:

• An introduction to the Sultan’s rule in India.
• An overview of the administrative reforms and governance under the Sultanate rulers.
• An analysis of architectural achievements and their cultural significance.
• Examining the impact on trade, urbanisation, and literary development.
• Discuss religious integration and its implications.
• Conclusion highlighting the lasting impact of the Sultan’s rule on the administrative and cultural life of India.

From the Land of Cholas to Delhi Class 9 Extended Activities

Question 1.
Prepare a digital magazine showing the changes and influences in the field of architecture in India under the Sultans.
Answer:
The evolution of architecture in India: changes and influences
Slide 1: Introduction
A brief overview of Indian architecture.
The importance of cultural, historical, and technological influences.

Slide 2: Historical Influences
Indus Valley Civilization: Urban Planning and Drainage Systems
Maurya- Gupta periods: Stupas, architecture made of rock
Islamic architecture: mosques, forts, and palaces

Slide 3: Trends in Contemporary Architecture
Sustainable and eco-friendly designs
Use of technology: smart buildings, green roofs
Example projects: Lotus Temple, Infosys campuses

Slide 4: The Impact of Globalization
A combination of Western and Indian styles
Growth of global architectural institutions in India
Impact on urban topography and local communities

Slide 5: The Future of Architecture in India
Innovation in materials and construction technologies
Trends towards community-centric and holistic design
The role of technology in shaping the future

Slide 6: Conclusion
Summary of the major changes and their impact

Question 2.
Prepare a digital atlas including the maps of the important dynasties of south India and the Delhi Sultanate.
Answer:

Question 3.
Develop a digital presentation on the changes in the cultural life in India during the Sultanate period and present it in the class.
Answer:
Slide 1: Title: “Cultural Transformations in India During the Sultanate Period”

Slide 2: Introduction: Briefly introduce the Sultanate period (1206-1526) and its significance in shaping cultural life in India.

Slide 3: Architectural Innovations
Discuss the evolution of architecture, including Indo-Islamic styles characterised by arches, domes, and minarets.

Slide 4: Influence on Art
Describe how Persian and Indian styles blended, leading to unique art forms, including painting, calligraphy, and decorative arts.

Slide 5: Literature and Language
Explain the rise of Persian as a court language and its influence on regional languages and literature.

Slide 6: Conclusion
Visuals: Include images of architecture, paintings, and relevant cultural artifacts.

Std 9 History Chapter 6 Notes Kerala Syllabus Extra Question Answer

Question 1.
From ………….. to the ………….. century, south India was ruled by the Chola kingdom.
Answer:
From the ninth to the thirteenth centuries.

Question 2.
Which river was most helpful to the prosperity of the Chola kingdom?
Answer:
Kaveri River

Question 3.
What is ‘Erippatti’?
Answer:
Huge ponds were built in areas where there were no natural streams, and rainwater was collected in them during the rainy season. These water reservoirs that were protected from going dry were called ‘Erippatti.’

Question 4.
What are the main coastal commercial centers?
Answer:
Nagapattinam, Mahabalipuram, Kaveripoompattinam, Shaliyur and Korkai

Question 5.
Who was the ruler of the Chola kingdom?
Answer:
Kulothunga Chola

Question 6.
What is the capitai of the Cholas?
Answer:
Thanjavur

Question 7.
Point out the progress made by the Chola Kingdom in the Commercial Trade.
Answer:

• In the Chola period, both internal and overseas trade were developed.
• Several products were sold out in the local markets.
• Weaving was an important industry.
• Sugarcane was also an important commercial product.
• Pearl and coral were collected from the seashores and exported to foreign countries.
• Commercial Trade centres existed.
• Rich merchant guilds like Nagarathar and Manigramam made brisk trade possible.

Question 8.
Make a note on the system of administration of the Cholas.
Answer:
The kingdom was divided into Mandalas, Valanadus and Nadus for administrative convenience. The rulers built many roads for the development of trade and the movement of the army. In addition to land tax, forests, mines, and salt were also taxed. Sale tax and professional tax were also collected.

The unpaid service called ‘Vetti’ was also considered equal to the tax. The important evidence regarding village self-governance under the Cholas was the Uttharamaerur Inscription. Two types of Councils called ‘Ur’ and ‘Sabha’ existed during that period. They had autonomous power.

Question 9.
Evaluate the Chola community.
Answer:
The society of the Chola kingdom was not egalitarian. A caste system and several hierarchies existed there. Brahmins were the highest section in the society. There were many landless agricultural workers and slave labourers in the society.

Question 10.
Match the following.

A	B
Erippatti	Merchant Guilds
Kulothungacholapattanam	Sabha
Nagarathar	Irrigation System
Ur	Port

Answer:

A	B
Erippatti	Irrigation System
Kulothungacholapattanam	Port
Nagarathar	Merchant Guilds
Ur	Sabha

Question 11.
Who ruled South India and Deccan from C.E 6th to 12th Century?
Answer:
Chalukyas

Question 12.
Write examples of the structural temples of the Chalukyas.
Answer:
The Megutti Jaina Temple of Aihole in Karnataka and the Virupaksha Temple of Pattadakkal are examples of the structural temples of the Chalukyas.

Question 13.
How did the Chalukyas get the resources, labourers and wealth they needed to build their temples?
Answer:
Plenty of rocks were obtained from the Western Ghats and Deccan Plateau. Skilful sculptors carved beautiful temples out of natural rocks. They collected the required wealth from agriculture in the fertile Deccan region. They produced surplus through agriculture in the Krishna-Godavari Valleys. This surplus production made it possible to bring and employ the required workforce from outside.

Question 14.
How is the political composition of the Chalukyas different from that of the Cholas?
Answer:
There was no centralised monarchy like the Cholas. The monarchy was controlled by temples, . Brahmins who were the owners of the Brahmadeya land and the Samantas. Thus, the centres of power often shifted.

Question 15.
Write a note on the administrative system of the Chalukyas.
Answer:
The Chalukyas ruled from the sixth to twelfth century CE, concentrating their power in places like Vatapi, Venki and Kalyani. Although the Chalukyas had a centralised taxation system and an organised bureaucracy, the rule was centred on the military-powered lords. There was no standing army. Unlike the Cholas, there was no Council of Ministers to assist the king. The power was exercised by the members of the royal family.

Question 16.
Who was the ruler who rebuilt Nalanda University?
Answer:
Dharmapala ruler of the Pala Kingdom

Question 17.
What were the areas ruled by Shailendra kings?
Answer:
Shailendra kings ruled Malaya, Java and Sumatra

Question 18.
Which is the most notable work written by Amoghavarasan in Kannada?
Answer:
Kavirajamargam

Question 19.
Who were Pratiharas? Write the name of a Prathihara ruler.
Answer:
The Pratiharas were the rulers of the western part of north India in the same period (from the eighth to the tenth century CE) when the Palas were in power. Bhoja was the most prominent Pratihara ruler.

Question 20.
Write a short note on the Pala Dynasty.
Answer:
The Buddhist study centre Nalanda existed in India in the fifth century CE and was visited and studied by famous Chinese traveller Huan Tsang, but faced collapse later. But, the Pala king, Dharmapala, was one of the important rulers who rebuilt the Nalanda University. He granted 200 villages towards meeting the expenses of Nalanda. Moreover, he founded the Vikramashila University in Magadha on the top of a hill on the banks of the Ganga with the aim of spreading knowledge.

The Pala kings, who ruled from the eighth to mid-ninth century CE with their centre of power in Eastern India (Bengal), built a lot of Buddha Viharas. They established relations with the neighbouring country Tibet. As a result, many Buddhist followers came to Nalanda and Vikramashila for studies. The Palas maintained relations with the Caliphs of Arabia and South East Asia. The economic condition of the Pala state improved through trade with these areas. Besides, the Shailendra kings, who ruled Malaya, Java and Sumatra, had sent their diplomats to the palace of the Palas.

Question 21.
Write a short note on the Pratihara Dynasty.
Answer:
The Pratiharas were the rulers of the western part of north India in the same period (from the eighth to the tenth century CE) when the Palas were in power. A native of Baghdad, Al-Masudi, who visited Gujarat at the beginning of the tenth century CE, describes the achievements of the Pratihara kings. Bhoja was the most prominent Pratihara ruler. The Pratiharas promoted art and literature.

The Sanskrit poet and playwright Rajasekharan, who authored ‘Kavyameemamsa’ and ‘Karppuramanjari’, lived in the palace of the Pratiharas. They built many beautiful temples and buildings at Kanauj in modern Uttar Pradesh. During the eighth and ninth centuries CE, scholars from India were sent as diplomats to the palace of the Caliph of Baghdad. They spread Indian Science and Mathematics to the Arab world. In spite of the hostility between the Arab rulers of Sindh and the Pratiharas, the exchange of goods and travels of scholars between India and West Asia went on freely.

Question 22.
Understand the connection in the ‘a’ section and complete the ‘b’ section.
a) Thelikamandir: Pratiharar
b) Malkhed Fort : …………….
Answer:
(b) Rashtrakutas

Question 23.
What were the five dynasties during the Sultan’s reign?
Answer:
Mamluk, Khalji, Tughlaq, Sayyid, Lodi

Question 24.
During whose rule was market regulation implemented?
Answer:
Alauddin Khalji (1296-1316)

Question 25.
Which two Turkish rulers invaded India in the eleventh and twelfth centuries, and what was their main interest?
Answer:
Mahmud of Ghazni and Muhammed of Ghor invaded India in the eleventh and twelfth centuries CE. Their main interest was the wealth of India.

Question 26.
How many times did Mahmud of Ghazni invade India?
Answer:
Mahmud of Ghazni invaded India 17 times.

Question 27.
Who introduced the Market Control policy, and what was its main objective?
Answer:
Alauddin Khalji introduced the Market Control policy. Its main objective was to control the prices of products, especially foodstuffs, to support a large army with lower expenses on salaries.

Question 28.
What was a notable achievement of Sultana Razia’s rule?
Answer:
Sultana Razia’s rule was notable because she was the first woman to ascend the throne in Delhi, which was significant as it was uncommon to nominate a woman as ruler during that period.

Question 29.
What was the opinion of Ibn Battuta about India’s soil and agriculture?
Answer:
Ibn Battuta, the Moroccan traveller, observed that India’s fertile soil was very suitable for agriculture. He noted that cultivation could take place two or three times a year, and most of the population were farmers.

Question 30.
What challenges did farmers face in India during the fourteenth century?
Answer:
Farmers in India faced hardships due to continuous famines and wars, which made their lives difficult.

Question 31.
Which crops were cultivated in India, according to Ibn Battuta?
Answer:
According to Ibn Battuta, crops such as sugarcane, wheat, indigo, cotton, oil seeds, fruits, and flowers were cultivated in India.

Question 32.
How did agricultural development lead to the growth of different crafts?
Answer:
The agricultural development encouraged the growth of crafts like oil making, jaggery making, weaving, and textile colouring.

Question 33.
Describe the ‘Rahat Irrigation system’ practised in medieval India.
Answer:
The ‘Rahat Irrigation system’ involved drawing water from a waterbody by spinning a wheel using cattle, which was used for irrigation.

Question 34.
What factors contributed to the growth of trade in medieval India?
Answer:
Factors such as administrative stability, improvements in transportation, and a monetary system based on the Tanka (Silver) and Dirham (Copper) contributed to the growth of trade.

Question 35.
What were some of the main imports and exports of India during the fourteenth century?
Answer:
India imported goods like soft silk, glass, horses, Chinese vessels, ivory, and spices. Exports exceeded imports, leading to an influx of gold and silver into the country.

Question 36.
What were some prominent cities in India during this period?
Answer:
Delhi and Daulatabad were among the biggest cities of the eastern world, while Bengal and Gujarat were famous for their textiles. Lahore, Multan, and Lucknow were also busy towns.

Question 37.
Explain the Iqta system.
Answer:
The Iqta system was introduced during the reign of the Delhi Sultan Iltumish. This was the system under which the land of the country was divided into large and small units that were granted to soldiers, bureaucrats and nobles. The land granted was known as Iqta.

Question 38.
Write a short note on the social life during the Sultanate period.
Answer:
Medieval society was full of several inequalities. The Sultan, chief nobles, village chiefs called Muqdams, and lower nobles led their lives to high standards. Most of the people in the cities and villages underwent several sufferings. The existing social structure based on the caste system did not undergo any fundamental changes. Some people are of the opinion that there have been some changes in the status of women.

This progressive change can be seen in the women’s right over the property. However, the caste system did not limit the interaction between the Hindus and the Muslims. The leaders of the army and administration were often the Hindus.

Question 39.
How did the Sultanate’s rule impact the cultural life of India?
Answer:
The Sultanate’s rule significantly influenced India’s cultural life, especially in music, architecture, and literature. This influence emerged over time through a mutual relationship between Indian and Sultanate cultures.

Question 40.
Name some architectural contributions from the Sultanate period found in Delhi.
Answer:
Architectural contributions from the Sultanate period in Delhi include the Qutb Minar, Tughlaqabad Fort, Hauz Khas Complex, and Lodi Gardens.

Question 41.
Which language was introduced to India by the Turks, and who was a notable writer in this language?
Answer:
The Persian language was introduced to India by the Turks. Amir Khusru was a prominent writer known for his works in Persian.

Question 42.
What administrative changes occurred in Deccan and South India after the decline of Gupta rule?
Answer:
In Deccan and South India, small kingdoms were replaced by large states, local cultures strengthened, and a monarchical rule not based on individuals emerged.

Question 43.
Who conquered Sindh in the eighth century, and what did the Turks establish in India afterwards?
Answer:
The Arabs conquered Sindh in the eighth century, and later, the Turks established the rule of the Delhi Sultan, which lasted for about three centuries.

Question 44.
How did the interaction between Indian and Sultanate cultures unfold over time?
Answer:
The interaction between Indian and Sultanate cultures was a gradual process, resulting in a blend of influences that saw both growth and challenges, ultimately leading to lasting cultural exchanges in various fields.

Students often refer to SCERT Kerala Syllabus 9th Standard Social Science Notes Pdf and Class 9 History Chapter 5 Demographic Trends in India Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

Kerala Syllabus 9th Standard Social Science History Notes Chapter 5 Demographic Trends in India

Class 9 Social Science History Chapter 5 Notes Question Answer Kerala Syllabus Demographic Trends in India

Class 9 History Chapter 5 Notes Kerala Syllabus English Medium

Question 1.
What problems arise when the population increases?
Answer:

• Poverty
• Unemployment
• Starvation
• Resource depletion
• Environment degradation
• Insufficient public services

Question 2.
Will our country be able to achieve sustainable development?
Answer:
Creating a strong economy, implementing new technology, and Higher education will help our country to achieve sustainable development.

Question 3.
Shouldn’t the population be controlled in proportion to available resources on earth?
Answer:
Yes. An approach that focuses on sustainability, education, and responsible consumption may be more successful in ensuring a future with a healthy population.

Question 4.
When was the census started in India?
Answer:
There were earlier attempts at counting the population in India. The first was conducted in 1872 under British rule.

Question 5.
When was the last census conducted in India?
Answer:
The last census conducted in India was in 2011.

Question 6.
Prepare a note on population growth in India by observing the given table and graph.
Answer:
In 1901, India’s population was around 238 million. For the first 20 years (1901-1921), the growth wasn’t very fast. This was because some people sadly couldn’t survive due to illnesses. There was even a decrease in population around 1921. After 1921, the population started growing faster. By 2001, it had almost quadrupled (four times) to 1,029 million. Even by 2011, the population had grown more to 1,211 million. India’s population is still one of the largest in the world.

Question 7.
What might be the reasons for their migration in search of employment?
Answer:

• Better income
• High social status
• Better living standards and opportunities
• For career growth

Question 8.
Different types of migration are given below. Identify which migration they are and add more examples to the list.

• Malayalees working in foreign countries
• North Indian workers working in the construction sector in Kerala
• Students going abroad for higher studies.

Answer:

Internal migration	International migration
North Indian workers working in construction sector in Kerala.	Malayalees working in foreign countries.
A construction worker relocates from a town to a city with a high demand for construction services.	Students going abroad for higher studies.

Question 9.
Observe the table and graph given above and find out the trends of birth rate and death rate in India. Find out the birth rate and death rate in India as per the 2011 census.


Answer:
During (1901-1921), the birth rate remained relatively high. The death rate was high throughout this period, with fluctuations due to factors like famines and epidemics. After that, improvements in health care and sanitation led to a decline in the death rate, while the birth rate remained high(1921-1951). Thereafter, the death rate continued to decline, but the birth rate stayed high, leading to a rapid population explosion. During the 1980 s-2001, Family planning initiatives and social changes, like increased female education, resulted in a gradual decrease in the birth rate.

India’s birth rate in 2011 was around 21 per 1,000 people. This means for every 1,000 people, on average, about 21 babies were born that year. Similarly, the death rate was around 7.2 per 1,000 people in 2011.

Question 10.
Where do we register births and deaths in rural areas?
Answer:
In rural areas of India, births and deaths are registered at the Gram Panchayat.

Question 11.
Where do we register births and deaths in urban areas?
Answer:
Municipal Health Office/Health Department or at hospitals

Question 12.
Prepare a note discussing how epidemics, famines, and climate change affect mortality rates. Find out the birth and death rates in India and Kerala based on the 2011 census report and write it in your notebook.
Answer:
The rapid spread of infectious diseases like influenza, cholera, or COVID-19 can lead to a sudden increase in deaths. This is because many people might become infected within a short time. Severe food shortages due to droughts, wars, or crop failures can cause widespread malnutrition and starvation.

This weakens people’s immune systems, making them more susceptible to diseases and increasing the risk of death. The effects of climate change, such as extreme weather events like heat waves or floods, can directly cause deaths through accidents, injuries, or exposure. Additionally, climate change can disrupt food production and increase the spread of vector-borne diseases, resulting in higher mortality rates.

India’s birth rate in 2011 was around 21 per 1,000 people. This means for every 1,000 people, on average, about 21 babies were born that year. Similarly, the death rate was around 7.2 per 1,000 people in 2011.

Question 13.
Examine the 2011 Census report and identify the states with the highest population and population density, and the states with the lowest. Prepare the chart and display it in the class.
Answer:

Highest population density	Lowest population density
Bihar	Arunachal Pradesh
West Bengal	Mizoram
Delhi	Sikkim
Kerala	Jammu & Kashmir
UttarPradesh	Himachal Pradesh
Haryana

Question 14.
What are the social problems in densely populated areas? Complete the table.
Answer:

• Lack of open spaces
• Pollution
• Lack of water storage
• Crowding
•  Poverty and Inequality

Question 15.
Why do some Indian states have higher population growth and some have lower?
Answer:

• Climate
• Topography
• Availability of water
• Types of soil
• Cost of living
• Access to healthcare
• Development levels of states
• Education

Question 16.
Observe the table, discuss and make notes on the trends in Male – Female Sex Ratio and Child Sex Ratio in India. Compare the Male – Female ratio and Child Sex Ratio of Kerala.

Year	Male-Female ratio	Child Sex ratio
1961	941	960
1971	930	964
1981	934	962
1991	927	945
2001	933	927
2011	940	914

Answer:
Kerala has shown a positive trend in both the overall sex ratio (females per 1000 males) and the child sex ratio (girls under 6 per 1000 boys under 6 ) from 1961 bullet to 2011. Efforts to promote gender equality and women’s education, Better access to prenatal care and health care for girls, and Initiatives to raise awareness about the importance of girls enhance the Male-Female sex ratio and the child sex ratio. Research initiatives undertaken by organisations working on women’s empowerment and child rights in Kerala might greatly influence the Male-female sex ratio and child sex ratio.

Question 17.
What is the male-female ratio in India and Kerala as per the 2011 census?
Answer:
In 2011, Kerala had 1084 females per 1000 males.
The male-female ratio in India, according to the 2011 census, is approximately 943 females per 1000 males.

Question 18.
What might be the social problems created by the decreasing male-female ratio?
Answer:

• Gender Inequality
• Violence Against Women
• Strain on Social Services
• Lower Population Growth

Question 19.
The Government has implemented various programmes like Pakal Veedu, Vayoraksha Project, Vayomithram Project, Amritham Project, etc., to address the problem of old age people. Prepare a brief note on these and present it to the class.
Answer:
These programmes reflect the support of the government towards the various needs of the elderly people. By providing healthcare, social interaction, and nutritional support, these initiatives help to improve the quality of life for senior citizens.

1.Pakal Veedu (Day Care Home)
It is an initiative designed to provide daytime care and companionship for the elderly. It offers a safe environment where seniors can engage in various recreational activities, social interactions and receive basic medical care. This programme aims to reduce loneliness and provide a support system for elderly people.

2. Vayoraksha Project
The Vayoraksha Project focuses on the health and well-being of senior citizens. It includes regular health check-ups, provision of medicines, and awareness programmes on health-related issues. The project aims to ensure that elderly people receive timely medical attention and are educated about maintaining a healthy lifestyle.

3. Vayomithram Project
Vayomithram (Friend of the Elderly) is a comprehensive programme that offers healthcare, counselling, and recreational activities to senior citizens. It includes home visits by healthcare professionals, telephone counselling, and organising social events. The goal is to provide both physical and emotional support to elderly people.

4. Amritham Project
The Amritham Project is dedicated to improving the nutritional health of elderly people. It includes providing balanced and nutritious meals to senior citizens, mainly those who are economically backward.

Question 20.
Which day is observed as World Population Day? Prepare and display placards showing the messages of World Population Day.
Answer:

Question 21.

Age group of the population	Percentage of population
0 -14 age	29
15-59	63
60 years and above	8

a) Which age group has the largest population?
b) Which age group has the lowest population?
Answer:
a) 0-14 age has the largest population
b) 60 years and above has the lowest population

Question 22.
Conduct a discussion in your class by identifying the population age structure of India and Kerala as per the 2011 census and find out how ‘old age people’ affect the country and the state.
Answer:
Population Age Structure ( 2011 Census) India:
Children ( 0-14 years): 29.5 %
Working Age ( 15-59 years): 62.5 %
Elderly ( 60 years and above): 8 %

Population Age Structure (2011 Census) Kerala:
Children ( 0-14 years): 23.4%
Working Age ( 15-59 years): 61.5 %
Elderly ( 60 years and above): 12.6 %

Kerala’s age structure indicates a more advanced demographic change compared to the rest of India, with a higher proportion of elderly people. A larger elderly population can strain public resources as more funds are needed for pensions, healthcare, and social services. The working-age population must support a higher dependency ratio, thereby slowing economic growth if not managed properly. In Kerala, family structures and community-based support systems play an important role in taking care of elderly people. Programmes like Pakal Veedu, Vayoraksha, Vayomithram, and Amritham in Kerala are based on care for elderly people through day-care homes, healthcare services, nutritional support, and social interaction opportunities.

Question 23.
Discuss and prepare a note on what should be taken care of for India to achieve the benefits of the demographic dividend.
Answer:
The number of employed people is more than the number of unemployed among the working-age population. This is called the demographic gift or demographic dividend. Invest in improving the quality of education at all levels. Ensure that children and young adults receive not just basic education but also critical thinking and problem solving skills. Implement healthcare systems that ensure access to medical services for all, particularly preventive and primary healthcare.

Focus on reproductive health services to control birth rates and improve maternal and child health. Implement labour market reforms that make it easier for businesses to hire and train employees while protecting workers’ rights. Investing in transportation, energy, and communication networks, to support economic activities. Promote innovation and adoption of new technologies to enhance productivity.

Demographic Trends in India Class 9 Extended Activities

Question 1.
Visit the website www.censusindia.gov.in and gather more information related to population.
Answer:
The total population of India is approximately 1.21 billion and the total population of Kerala is around 33.4 million. Population Density of India is 382 persons per square kilometre. Kerala has the highest population density in the country which is about 860 persons per square kilometer. In 2011, Kerala had 1084 females per 1000 males. The male-female ratio in India, according to the 2011 census, is approximately 943 females per 1000 males.

India’s birth rate in 2011 was around 21 per 1,000 people. This means for every 1,000 people, on average, about 21 babies were born that year. Similarly, the death rate was around 7.2 per 1,000 people in 2011. In 1901, India’s population was around 238 million. For the first 20 years (1901-1921), the growth wasn’t very fast.

This was because some people sadly couldn’t survive due to illnesses. There was even a decrease in population around 1921. After 1921, the population started growing faster. By 2001, it had almost quadrupled (four times) to 1,029 million. Even by 2011, the population had grown more to 1,211 million. India’s population is the largest in the world.

Question 2.
Collect news about areas in Kerala where human resource decline is happening due to international migration, and prepare a collage.
Answer:

Question 3.
Visit the website of Ministry of External Affairs and collect the statistics of migration from India and prepare a chart and display it.
Answer:

Country	Number of Indian migrants (in millions)
United Arab Emirates	3.5
United States	2.7
Saudi Arabia	2.5
Kuwait	1.0
Oman	0.8
United Kingdom	0.7
Canada	0.5
Qatar	0.4
Australia	0.3
Singapore	0.2

Question 4.
You may find the female-male ratio Of other states on the NSO website (https://mospi.gov.in). Why is there a difference in the female-male ratio in different states? You may discuss and present it in your class.
Discussion points

• Female foeticide
• Preferential attitude towards boys
• Inadequate healthcare

Answer:

State	Female- male ratio (per 1000 males)
Kerala	1084
Haryana	879
Punjab	895
Tamil Nadu	996
Maharashtra	929
Uttar Pradesh	912
Rajasthan	928
West Bengal	950
Gujarat	919
Singapore	918

States with higher rates of female foeticide show significantly lower female-male ratios. Cultural traditions often value male children more than female children. This results in better care, nutrition, and opportunities for boys, affecting the survival and development rates of girls. Poor access to healthcare services, especially for women and girls, contributes to higher mortality rates.

Question 5.
The Kerala Government is implementing many schemes to improve the male-female ratio in Kerala and for the upliftment of women and children.

• Helping Hand
• Hope
• Viva Kerala

Collect the details of the above and prepare a brief note.
Answer:
Helping Hand: This scheme aims to provide financial assistance and support to economically backward women and children in Kerala. It offers various services such as financial aid, educational support, healthcare assistance, and vocational training to empower women and ensure the well¬being of children from lower backgrounds.

The ‘Hope’ initiative focuses on promoting gender equality and empowering women in Kerala. It includes measures to improve access to education, healthcare, employment opportunities, and legal rights for women. The scheme also emphasises raising awareness about gender-based discrimination and violence, advocating for women’s rights, and promoting a supportive environment for their socio-economic development.

Viva Kerala: This scheme is designed to address the issue of the declining male-female ratio in Kerala by promoting the birth and welfare of girl children. It provides incentives and benefits to families that have female children, encouraging them to invest in their education, health, and overall well-being.

Question 6.
Organise a seminar on population growth in Kerala. The seminar paper should be prepared considering the conceptual areas given below.

• Population of Kerala – District with the highest population
• Population Density of Kerala – District with the lowest population
• Migration – Domestic and International
• Birth and death rate
• Life expectancy
• Age structure
• Population, Dividends

Answer:
The population of Kerala has been steadily increasing over the years, contributing to its demographic significance. Among the districts, Thiruvananthapuram holds the distinction of having the highest population. Factors contributing to high population density in Thiruvananthapuram include urbanisation, employment opportunities, and infrastructure development.

Wayanad is known for its lower population density compared to other districts in Kerala. The hilly terrain and forest cover in Wayanad influence settlement patterns and contribute to its lower population density. Despite its lower population, Wayanad faces challenges related to sustainable development and resource management.

Domestic migration is primarily due to employment opportunities and urbanisation, with migrants moving from rural to urban areas within Kerala. International migration, especially to Gulf countries, plays a crucial role in Kerala’s economy. Kerala exhibits relatively low’ birth and death rates compared to other states in India. Factors such as high literacy rates, access to healthcare, and awareness of family planning contribute to lower birth rates. Factors contributing to higher life expectancy include access to quality healthcare, education, sanitation, and lifestyle choices.

Question 7.
Make a note of the social characteristics of demography.
Answer:
Social demography deals with the study of population structure and change and how it interacts with sociological factors (region, religion, caste, gender, etc). It emphasises the socioeconomic and political patterns of a region. It analyses how the demographics of an area relate to various social factors in that area.

Std 9 History Chapter 5 Notes Kerala Syllabus Extra Question Answer

Question 1.
Compare the male-female ratio and child-sex ratio.
Answer:
Sex Ratio (Sex Ratio) is the number of females per thousand males in a particular area during a specific period of time. The child sex ratio is defined as the number of females per 1000 males in the age group 0-6 years.

Question 2.
What are the indicators of demography?
Answer:

• Migration
• Birth rate and death rate
• Population density
• Male- female ratio & child sex ratio
• Life expectancy
• Age Structure
• Dependency ratio

Question 3.
Write an example of formal demography.
Answer:
Census

Question 4.
What is an ageing population?
Answer:
The age structure ratio of the relatively older age group is higher than that of the younger age group. This age structure is called the ageing population. This can happen due to a decrease in fertility rates and an increase in life expectancy. With the development of the country and standard of living also increases which leads to a further increase in Life Expectancy.

Question 5.
Explain the two major types of migration.
Answer:
Internal Migration
Migration within a country’s border is called internal migration. People of Kerala going to other states in search of employment and people from other states coming to Kerala are examples of internal migration.

International Migration
Migration across country borders is generally called international migration. An example of international migration is the movement of people from India to Gulf countries and European countries.

Question 6.
How will you find the population of an area?
Answer:
Population is the total number of people residing in an area during a given period of time.

Question 7.
What do you mean by demography?
Answer:
Demography is the branch of science that deals with the population structure such as birth and death rates, migration, and population density. Demography analyses the diverse human resources of an area and its structural changes. Demography is a detailed method of studying how these human resources can be utilised for the development of a society.

Question 8.
What are the factors which influence the population size?
Answer:

• Birth
• Death
• Migration
• Environmental factors (natural disasters, climate change etc..)
• Political factors (war, political instability, government policies)

Question 9.
What do you mean by Density of population?
Answer:
The population of an area is the total number of people residing in that area during a specific period of time. But the average population per square kilometre is called the Density of Population.

Question 10.
How the population growth affect the birth rate and death rate?
Answer:
Population growth is calculated based on the difference between birth rate and death rate. Population growth slows down when the birth rate is low and the death rate is high. Population increases when the birth rate exceeds the death rate.

Question 11.
Differentiate between the Male-female Sex ratio and child sex ratio.
Answer:
The male-female ratio influences population growth and its consequences. The male-female ratio in the population affects the birth rate, death rate, migration, etc. Sex Ratio (Sex Ratio) is the number of females per thousand males in a particular area during a specific period of time. The child sex ratio is defined as the number of females per 1000 males in the age group 0-6 years.

Question 12.
How does the rise in dependency ratio affect the development of the country?
Answer:
As the dependency ratio rises, then the number of old age population also increases, which is one of the problems that the country faces. The employable population (between the ages of 15 and 64)is forced to take up the responsibility of a large segment of the unemployed. This leads to a decrease in the economic development of the country.

Question 13.
What do you mean by demographic dividend or demographic gift?
Answer:
The number of employed people is more than the number of unemployed among the working-age population. This is called the demographic gift or demographic dividend.

Question 14.
What are the factors that contribute to the high life expectancy rate in Kerala?
Answer:

• High literacy rate and higher education
• Decentralised public health policy
• Cleanliness
• Food availability and public distribution