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Social Science is a compulsory subject up to secondary stage of school education. It is an integral component of general education because it helps the learners to understand the environment in its totality and developing a broader perspective and an empirical, reasonable and humane outlook. This is of crucial importance because it helps them grow into well-informed and responsible citizens with necessary attributes and skills for being able to participate and contribute effectively in the process of development and nation- building.

The Social Science curriculum draws its content mainly from History, Geography, Political Science and Economics. Some elements of Sociology and Commerce are also included. Together they provide a comprehensive view of society over space and time, and in relation to each other. Each subject’s distinct methods of enquiry help the learners to understand society from different angles and form a holistic view.

Objectives

The main objectives of this syllabus are to:

develop an understanding of the processes of change and development-both in terms of time and space, through which human societies have evolved
make learners realise that the process of change is continuous and any event or phenomenon or issue cannot be viewed in isolation but in a wider context of time and space
develop an understanding of contemporary India with its historical perspective, of the basic framework of the goals and policies of national development in independent India, and of the process of change with appropriate connections to world development
deepen knowledge about and understanding of India’s freedom struggle and of the values and ideals that it represented, and to develop an appreciation of the contributions made by people of all sections and regions of the country
help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their roles and responsibilities as effective citizens of a democratic society
deepen the knowledge and understanding of India’s environment in its totality, their interactive processes and effects on the future quality of people’s lives
facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity
develop an appreciation of the richness and variety of India’s heritage-both natural and cultural and the need for its preservation
- promote an understanding of the issues and challenges of contemporary India- environmental, economic and social, as part of the development process
- help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as individuals and groups and learn the art of living a confident and stress-free life as well as participating effectively in the community
- develop scientific temperament by promoting the spirit of enquiry and following a rational and objective approach in analysing and evaluating data and information as well as views and interpretations
- develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal forms - cooperating with others, taking initiatives and providing leadership in solving others’ problems
- develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially effective.

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French Revolution

Late 18th century France, under Louis XVI, faced acute financial crisis. French society comprised Three Estates, with only the Third Estate (majority) paying taxes. The Subsistence Crisis aggravated the economic situation. The middle class was inspired by philosophies of John Locke, Rousseau and Montesquieu. To increase taxes, Louis XVI called a meeting of all estates (Estates General) in 1789. The Third Estate demanded the principle of individual vote, which was rejected. So they walked out, and formed a National Assembly on 20th June. On 14th July, the Parisians destroyed the Bastille fortress-prison. Louis XVI recognized the National Assembly, which established a Constitutional Monarchy in 1791.

After this, the National Assembly fought against Prussia and Austria who planned to suppress revolutionary France. Political clubs were established to discuss government policies, of which the Jacobins, under Maximilian Robespierre, were most successful. In 1792, they held the king hostage. After this, the monarchy was replaced by a republic. The period of 1793-94 was a Reign of Terror, in which those suspected as the Revolutions enemies were guillotined. It ended with Robespierres arrest and execution. After this, a Directory ruled France, which was overthrown by Napoleon.

Women were key participants during the French Revolution. They had many demands, most of which were fulfilled by the revolutionary government. Women also established political clubs, which were closed down during the Reign of Terror, and many women were executed. Slave trade began in French colonies in 17th century, wherein slaves were transported from Africa to the Caribbean. Slavery was abolished in 1794, re-introduced by Napoleon, and finally abolished in 1848. After 1789, press censorship was abolished in France. Later, Napoleon, who became emperor in 1804, conquered most of Europe, where he introduced uniform laws, before his defeat in 1815.

Socialism in Europe and the Russian Revolution

The ideology of Socialism was inspired by the French Revolution. There were differing opinions on change among liberals, radicals and conservatives. Simultaneously, socio-economic changes took place in 19th century Europe, which also witnessed the growth of revolutionary organisations. The idea of Socialism developed with variations, like Cooperative Socialism and Scientific Socialism, the latter propounded by Karl Marx and Engels.

Pre-revolutionary Russia, a vast Russian Empire ruled by a Tsar, consisted of various religions and regions. The masses lived miserably, while the clergy and nobility were well-off. Socialism in Russia was started by the Natural Socialists. The Socialist Revolutionary Party, which stood for peasants land rights, got split into democrats (Menshevik) and revolutionaries (Bolshevik). Subsequently, a procession of workers led to the Bloody Sunday event, leading to events related to the 1905 Revolution, culminating in the creation a parliament Duma. But relations between Tsar and the Duma were tenuous. During First World War, popular opinion, initially in the Tsars favour, soon turned against him. Defeat of Russian army, and food shortages, led to popular revolt in Russia.

The February Revolution of 1917 was characterized by strikes in Petrograd. This culminated in the Tsars abdication and the creation of a Provisional Government. After Lenins return, the suppressed Bolsheviks captured power after the October Revolution. The new Bolshevik government made new reforms and rules. But it also faced opposition from anti-Bolsheviks during the Civil War. USSRs birth saw introduction of centralized five-year plans. After Lenin, Stalin introduced firm emergency measures, including Collectivisation, which proved disastrous for the Russian economy. However, Stalin punished his critics harshly.

Nazism and the Rise of Hitler

"During World War I, Germany and its allies, after making initial gains, eventually lost the War. Subsequently, a revolution in Germany, in 1918, forced the emperor to abdicate. A new democratic government â€“ Weimar Republic â€“ was established in Germany. After the War, Germany was humiliated by the Treaty of Versailles, which took away its colonies, resource-rich regions, military and navy; and forced Germany to pay war reparations. Germany, which also faced acute economic crisis, received financial aid from USA However, the Great Depression forced USAâ€™s withdraw of aid, leading to mass unemployment and political instability in Germany.

During this period, Adolf Hitler rose in importance as Nazi Party leader. Nazism promised a better future for Germans. It became a mass movement, as the Nazi Party became the largest party in German Parliament by 1932. During a period of acute crisis, Hitler, projected as a Messiah, promised to restore German dignity. Nazi public meetings and rituals captured German imagination. After becoming Chancellor in 1933, Hitler solidified Nazi power at democracyâ€™s expense, through a secret service. He also passed reforms to provide employment and make Germany economically self-reliant. Hitler conquered several European countries before and during World War II.

Nazi ideology believed in racial hierarchy, with Aryans at the top and Jews at the bottom. Nazis advocated Lebensraum policy to acquire territories. Nazis conducted euthanasia programmes to eliminate all â€˜undesirablesâ€™, especially Jews. Nazi education system expelled Jewish students and teachers, while German children were subjected to Nazi historical and biological views. Children were also made part of Nazi youth organisations. Boys were taught to be aggressive, while girls were taught to be good mothers. Nazis carefully used media to spread their propaganda, with Jews being their special targets. By 1945, Nazi Germany was defeated, and many Nazis were tried and executed."

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Many pastoral communities inhabited several parts of India. In northern India, Gujjar Bakarwals lived in Jammu and Kashmir, while Gaddi shepherds inhabited Himachal Pradesh; and the Bhotiyas, Sherpas, Kinnauris and Gujjar cattle herders lived in Kumaon and Garhwal regions. In Central India, Dhangars of Maharashtra reared sheep and buffalo, and traded manure with Konkan peasants for rice.

The Karnataka and Andhra regions were inhabited by Gollas who herded cattle, and Kurubas and Kurumas, who reared sheep and goats. The pastoral community of Banjaras, who live in several villages across India, traded cattle and other goods for grain and fodder. In Thar Desert of Rajasthan, Raikas herded camels, sheep and goats.

The colonial Indian government, which wanted to expand cultivation, occupied uncultivated lands, including pastoral lands, which led to a decline in pastures. The Criminal Tribes Act classified nomadic pastoralists as criminals, and restricted their movement.

The government also imposed a grazing tax on pastoralists. All these steps led to decline of grazing lands and pastures, resulting in death of underfed cattle. Consequently, pastoralists reduced their number of cattle and searched new areas for pastures. Yet, despite restrictions, number of pastoralists in India have actually increased.

Several pastoral communities in Africa sell animal products, combine pastoralism with agriculture, or do other jobs. The Maasai community in East Africa was badly affected by colonial policies, which reduced the amount of grazing lands. Occupied grazing lands were transformed into cultivable fields.

Overgrazing in available land reduced quality of pastures, while movement of Maasai people also got restricted. The British also appointed Maasai chiefs, who restricted raiding and warfare by Maasai warriors. Maasai chiefs got richer, while the rest, who lost large numbers of livestock, took to other occupations.

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Wednesday, July 27, 2022

Worksheets, Question Papers, Notes - Class 9 Social Science

Pastoralists in the Modern World

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