NCERT Solutions Class 10 Social Science (History) Chapter 3 The Making of a Global World – Here are all the NCERT solutions for Class 10 Social Science (History) Chapter 3. This solution contains questions, answers, images, explanations of the complete chapter 3 titled The Making of a Global World of Social Science (History) taught in class 10. If you are a student of class 10 who is using NCERT Textbook to study Social Science (History), then you must come across chapter 3 The Making of a Global World. After you have studied lesson, you must be looking for answers of its questions. Here you can get complete NCERT Solutions for Class 10 Social Science (History) Chapter 3 The Making of a Global World in one place.
NCERT Solutions Class 10 Social Science History Chapter 3 The Making Of A Global World
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For a better understanding of this chapter, you should also see summary of Chapter 3 The Making Of A Global World , Social Science History, Class 10.
|Subject||Social Science History|
|Book||India And The Contemporary World II|
The Making Of A Global World
NCERT Solutions Class 10 Social Science History chapter 3 The Making Of A Global World
Class 10, Social Science History chapter 3, The Making Of A Global World solutions are given below in PDF format. You can view them online or download PDF file for future use.
The Making Of A Global World
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Question & Answer
Q.1: Explain what we mean when we say that the world ‘shrank’ in the 1500s.
Ans : The World 'Shrank' in the 1500s can be understood as follows (i) Europeans discovered the sea route to Asia and so trade activities became increased between Asia and Europe. (ii) The American continent was discovered only when the sea-route through the Atlantic Ocean to America was found. (iii) Due to both of the above reasons, there was increased interaction among the people living in various continents of the world, thus causing the world to 'Shrink' in metaphorical terms.
Q.2: Discuss the importance of language and popular traditions in the creation of national identity.
Ans : Language played a very important role in the creation of national Identity. Grimm brothers, namely Jacob and Wilhelm Grimm, born in Hanau, a German ciby, wrote 'Fairy Tales' which became popular among children and adults. They brought the folktales to the public through their creations in German language which encouraged the feelings of the people to achieve freedom of the press. The Grimm brothers tried to oppose French domination that was a danger to German culture. They did a lot of work for the development of German language and creation of German Nationality in reference to identity. They also published a 32 volume dictionary of German language which was also a wider effort to oppose French domination. Poems, music, stories. folk songs, folk dances, etc are means that create the idea of a nation. Besides it they help to express and farm national feelings through the creation of shared heritage and common culture. Collective identity among the French people was created by the French revolutionaries by discouraging local dialects and encouraging French. use of vernacular language in Poland became helpful in dissemination of modern nationalist feelings among the large illiterate population. After Russian occupation, the Polish language was forced out and the Russian language was imposed everywhere. Due to some reasons, Polish came in use for church gathering and preaching and in due course, Polish came to be seen as a symbol of the struggle against Russian domination.
Q.3: Who profits from jute cultivation according to the jute growers’ lament? Explain.
Ans : The jute growers lament was that only the traders and moneylenders profited from jute cultivation, not the growers. Peasants of Bengal cultivated raw jute which was processed in factories for export in the form of gunny bags. They grew raw jute hoping that a better time would come and there would be increase in exports. dut this did not happen as gunny exports collapsed due to the depression. Due to glut in the local market, the price of raw jute crashed by more than 60% and so they fell into heavy debt. Thus, only the traders and moneylenders profited from jute cultivation, not the farmers.
Q.4: Briefly summarise the two lessons learnt by economists and politicians from the inter-war economic experience?
Ans : Two lessons learnt by economists and politicians from the inter-war economic experience were (i) An industrial society based on large production is unsustainable without consumption on a large scale. For this high and permanent incomes through full employment are necessary. (ii) Economic links of country should be maintained with the outside world or other countries. To provide full employment, the governments must be well equipped with the power to control the flow of capital, labour and goods.
Q.5: Give two examples of different types of global exchanges which took place before the seventeenth century, choosing one example from Asia and one from the Americas.
Ans : Examples of the different types of global exchanges which took place before the seventeenth century: i) Textiles, spices and Chinese pottery were exchanged by China, India and Southeast Asia in return for gold and silver from Europe. ii) Gold and foods such as potatoes, soya, groundnuts, tomatoes and chillies were first exported from the Americas to Europe.
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