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UNIT – I: INDIA AND THE CONTEMPORARY WORLD-I (SECTION-I : EVENTS AND PROCESSES) CHAPTER-1 THE FRENCH REVOLUTION Topic-1 French Society During the Late Eighteenth Century Revision N...

UNIT – I: INDIA AND THE CONTEMPORARY WORLD-I (SECTION-I : EVENTS AND PROCESSES) CHAPTER-1 THE FRENCH REVOLUTION Topic-1 French Society During the Late Eighteenth Century Revision Notes  On the morning of 14th July 1789, the city of Paris was in a state of alarm. The King had commanded the troops to move into the city. Rumours spread that the King would soon order the army to open fire upon the citizens. Some 7,000 men and women gathered in front of the town hall and decided to form a peoples’ militia. They broke into a number of government buildings in search of arms.  Finally, a group of several hundred people marched towards the eastern part of the city and stormed the fortress- prison, the Bastille, where they hoped to find hoarded ammunition. In the armed fight that followed, the commander of the Bastille was killed and the prisoners were released.  The days that followed saw more rioting both in Paris and the countryside. Actually, it was the beginning of a chain of events that ultimately led to the execution of the king in France.  In 1774, Louis XVI of the Bourbon family of Kings ascended the throne of France.  Causes for an empty treasury of France under Louis XVI: (i) Long years of war had drained the financial resources of France. (ii) High cost of maintaining an extravagant court at the Palace of Versailles. (iii) Under Louis XVI, France helped the thirteen American colonies to gain their independence from the common enemy, Britain. (iv) The war added more than a billion Livres to a debt that had already risen to more than 2 billion Livres. (v) Lenders, who gave the state credit, now began to charge 10 per cent interest on loans.  The French Society in the eighteenth century was divided into three Estates, and only members of the Third Estate paid taxes. (i) The members of the First Estate, that was the clergy, enjoyed certain privileges by birth. The most important of these privileges was exemption from paying taxes to the State. (ii) The members of the Second Estate were the nobility. They enjoyed feudal privileges by birth. These included feudal dues, which they extracted from the peasants. They were also exempted from paying taxes. (iii) The Third Estate comprised peasants, artisans, landless labour, servants, lawyers, doctors, administrative officials, traders, etc., they had to pay all taxes to the State.  Peasants made up about 90 per cent of the population.  The Church too extracted its share of taxes called 'tithes' from the peasants.  All members of the Third Estate had to pay taxes to the state including a direct tax, called ‘taille’ and a number of indirect taxes which were levied on articles of everyday consumption like salt or tobacco. The Struggle to Survive  Increasing population of France led to a rapid increase in the demand for food grains. But the production of grains could not keep pace with the demand. So, the price of bread rose rapidly.  Wages of the workers did not keep pace with the rise in prices. So, the gap between the poor and the rich widened.  Things became worse whenever drought or hail reduced the harvest. This led to a subsistence crisis, something that occurred frequently in France during the Old Regime. 2 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX A Growing Middle Class Envisages an End to Privileges  The eighteenth century witnessed the emergence of social groups, termed the middle class. They earned their wealth through an expanding overseas trade and from the manufacture of goods such as woollen and silk textiles that were either exported or bought by the richer members of the society.  Members of the middle class were educated and believed that no group in the society should be privileged by birth. Rather, a person’s social position must depend on his merit.  In his Two Treatises of Government, Locke sought to refute the doctrine of the divine and absolute right of the monarch. Rousseau carried the idea forward, proposing a form of government based on a social contract between people and their representatives.  In The Spirit of the Laws, Montesquieu proposed a division of power within the government between the legislative, the executive and the judiciary. Key Terms  Bastille: The Bastille was a fortress in Paris that was used as a state prison by the Kings of France.  Bourbon family: It is the name of the Royal family of French origin, members of which became rulers of several European countries.  Taille: A tax levied on the common people by the kings in France before 1789.  Tithes: A tax levied by the Church, comprising one-tenth of the agricultural produce.  Constitutional Monarchy: Form of government in which a king or queen acts as Head of State.  Livre: A unit of currency formerly used in France. Key Fact  The storming of the Bastille is still honoured in France as a national holiday. Key Dates  10th May, 1774: Louis XVI ascended the throne after the death of Louis XV.  1789: The year of subsistence crisis. Topic-2 The Outbreak of the Revolution Revision Notes  Louis XVI planned to impose further taxes to be able to meet the expenses of the state.  On 5th May 1789, Louis XVI called together an assembly of the Estates General to pass proposals for new taxes. Peasants, artisans and women were denied entry to the assembly and from participating in the meeting.  Voting in the Estates General in the past had been conducted according to the principle that each estate had one vote. But this time, members of the third estate demanded that voting should be conducted by the assembly as a whole, where each member would have one vote. When the King rejected this proposal, members of the third estate walked out of the assembly in protest.  On 20th June 1789, the representatives of the third estate assembled in the hall of an indoor tennis court in the grounds of Versailles under the leadership of Mirabeau and Abbé Sieyès. They declared themselves a National Assembly and swore not to disperse till they had drafted a constitution for France that would limit the powers of the monarch.  Because of bad harvest, there was an increase in demand for food grains and which led to high price of bread. Due to this, people of France were becoming angry day by day. At the same time, the King ordered the troops to move into Paris. Finally, on 14th July, the agitated crowd stormed and destroyed the Bastille.  On the night of 4th August 1789, the Assembly passed a decree abolishing the feudal system of obligations and  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 3 taxes. Members of the clergy too were forced to give up their privileges. Tithes were abolished and lands owned by the Church were confiscated. As a result, the government acquired assets worth at least 2 billion Livres. France Becomes a Constitutional Monarchy  The National Assembly completed the draft of the constitution in 1791. Its main objective was to limit the powers of the monarch.  These powers were now separated and assigned to different institutions – The Legislature, Executive and Judiciary. This made France a constitutional monarchy.  The constitution began with a Declaration of the Rights of Man and Citizen. Rights such as the Right to Life, Freedom of Speech, Freedom of Opinion, Equality before the Law, were established as ‘Natural and Inalienable Rights’. These rights belonged to each human being by birth and could not be taken away. France Abolishes Monarchy and Becomes a Republic  Although Louis XVI had signed the Constitution, he entered into secret negotiations with the King of Prussia.  The National Assembly voted in April 1792 to declare war against Prussia and Austria. Thousands of volunteers thronged from the provinces to join the army.  Political clubs became an important rallying point for people who wished to discuss government policies and plan their own forms of action. The most successful of these clubs was that of the Jacobins, which got its name from the former convent of St. Jacob in Paris.  The members of the Jacobin club belonged mainly to the less prosperous sections of society. They included small shopkeepers, artisans such as shoemakers, pastry cooks, watch-makers, printers, as well as servants and daily- wage workers. Their leader was Maximilian Robespierre.  On the morning of August 10th, 1792, the Jacobins stormed the Palace of the Tuileries and held the King as a hostage for several hours. Later, the assembly voted to imprison the royal family. Elections were held.  From then onwards, all men of 21 years and above, regardless of wealth got the right to vote.  The newly elected assembly was called the Convention. On 21st September 1792, it abolished the monarchy and declared France a Republic.  Louis XVI was sentenced to death by a Court on the charge of treason. On 21st January 1793, he was executed publicly at the Place de la Concorde. The Reign of Terror  Robespierre’ rule in France (1793 to 1794) was known as the ‘Reign of Terror’  Robespierre followed a policy of severe control and punishment. All those whom he saw as being enemies of the Republic were arrested, imprisoned and then tried by a revolutionary tribunal.  Robespierre’ government issued laws placing a maximum ceiling on wages and prices.  Meat and bread were rationed.  Peasants were forced to transport their grain to the cities and sell it at prices fixed by the government.  The use of more expensive white flour was forbidden; all citizens were required to eat the pain d'egalite (equality bread) a loaf made of whole wheat.  Equality was also sought to be practiced through forms of speech and address.  The Churches were shut down and their buildings were converted into barracks or offices.  Finally, he was convicted by a court in July 1794, he was arrested, and on the next day, sent to the guillotine. A Directory Rules France  The fall of the Jacobin Government allowed the wealthier middle classes to seize power.  A new Constitution was introduced which denied the vote to non-propertied sections of society.  The political instability of the Directory paved the way for the rise of a military dictator, Napoleon Bonaparte. The French Revolution Let’s compare and contrast the conditions that prevailed in France that led to revolution with the conditions that led to the first war of Indian Independence. The comparison given below will help in giving a better understanding of the pre-revolt circumstances that led the general public to bring in the irreversible changes in France as well as India. Conditions Conditions that prevailed in France Conditions that prevailed in India i. Political The Bourbon king of France, Louis XVI was an The Policy of Annexation pursued by the British condition extremely autocratic and weak-willed king who led to the annexation of various native states, led a life of absolute luxury. This led to a lot of which made the people feel that their rights were disappointment among the general public who being usurped by the British Raj. then were leading life of extreme poverty and The Doctrine of Lapse also allowed the British to widespread hunger. annex any native state whose ruler died without a male heir. This led to great unrest among the people, as they felt that their rights were being snatched away. 4 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX ii. Social The social conditions in France in the late 18th The British Policy of Discrimination against condition century were highly unequal and exploitative. Indians also led to the revolt. The British favoured The first two Estates were the most privileged Europeans over Indians in all aspects of life, which classes in French society. They were excused from led to a feeling of bitterness among the people. the payment of taxes to the State. On the other The policy of introducing western education and hand, the Third Estate which formed the majority culture led to a feeling of alienation and anger of the population were charged with excessive among the people. taxes with no political and social rights. As a result, they were extremely discontent. iii. Economic There was an increase in the French population, The economic policies of the British also condition which resulted into more demand of food grains. contributed to the outbreak of the revolt. The tax So the price of bread rose rapidly, which the poor policies and other measures adopted by the British could not afford to buy. So the gap between the led to economic hardship for the people, which rich and poor widened. made them resentful of British rule. iv. Religious The revolution initially began with attacks on The British introduced the greased cartridges. conditions Church corruption and the wealth of the higher These cartridges had to be greased with tallow, clergy. which is a substance derived from animal fat. This led to great resentment among the Hindu and Muslim soldiers, as they felt that this was against their religious beliefs. Key Terms  Guillotine: A device consisting of two poles and a blade with which a person was beheaded.  Assembly of the Estates General: It was composed of three estates – the clergy, nobility and commoners.  Treason: The action of betraying one’s country or a government.  Chateaux: A large French country house or stately residence belonging to a king or a nobleman. Key Dates  1793 to 1794: This period is known as the 'Reign of Terror'.  5th May 1789: Louis XVI called together an assembly of the Estates General to pass proposals for the new taxes.  17th June 1789: Representatives of the Third Estate declared themselves as the National Assembly of the people of France, not of the Estates.  20th June 1789: The representatives of the third estate assembled in the hall of an indoor tennis court in the grounds of Versailles. They swore not to disperse till they had drafted a constitution for France.  14th July 1789: Storming of the Bastille; Beginning of the French Revolution.  4th August 1789: The National Assembly passed a decree abolishing feudal privileges and system of obligations and taxes.  1791: A Constitution is framed to limit the powers of the king and guarantee basic rights to all human beings.  21st September 1792: Abolition of the monarchy and declaration of France as a Republic.  21st January 1793: King Louis XVI was executed at the guillotine. Example “Robespierre’s rule in France was known as the were arrested, imprisoned and then tried by a Reign of terror.” Justify the statement. revolutionary tribunal. Answer: Step 3: If the Court found them ‘guilty’, they were Step 1: The period from 1793 to 1794 is referred to as guillotined. the ‘Reign of Terror’. Robespierre followed a policy Step 4: Robespierre’s Government issued laws, of severe control and punishment. placing a maximum ceiling on wages and prices. Step 2: All those whom he saw as being ‘Enemies’ Meat and bread were rationed. Peasants were forced to transport their grain to the cities and sell it of the Republic—ex-nobles and clergy, members at prices fixed by the Government. of other political parties, and even the members of Step 5: Churches were shut down and their his own party who did not agree with his methods, buildings converted into barracks or offices.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 5 Topic-3 Women Revolution and the Abolition of Slavery Revision Notes Did woman have a Revolution?  From the very beginning, women were active participants in the events which brought about so many important changes in the French society. Condition of Women During the French Revolution l The women hoped that their involvement would pressurise the revolutionary government to introduce measures to improve their lives. l Most women of the Third Estate had to work for a living. l Most women did not have access to education or job training. Only daughters of nobles or wealthier members of the Third Estate could study at a convent. l Their wages were lower than those of men.  In order to discuss and voice their interests, women started their own political clubs and newspapers. The Society of Revolutionary and the Republican Women was the most famous club.  Women of France demanded the Right to Vote, to be elected to the assembly and to hold political offices.  Laws introduced by the revolutionary government to improve the lives of women in France: l Together with the creation of state schools, schooling was made compulsory for all the girls. l Their fathers could no longer force them into marriage against their will. l Marriage was made into a contract entered into freely and registered under civil law. l Divorce was made legal and could be applied for by both women and men. l Women could now be trained for jobs, become artists, or run small businesses.  It was finally in 1946 that women in France won the right to vote. The Abolition of Slavery  One of the most revolutionary social reforms of the Jacobin regime was the abolition of slavery in the French Colonies.  A triangular slave trade began in the seventeenth century between Europe, Africa and America.  The exploitation of slave labourers made it possible to meet the growing demand in European markets for sugar, coffee and indigo.  Slavery was finally abolished in French colonies in 1848. The Revolution and Everyday Life  The years following 1789 in France saw many changes in the daily lives of men, women and children.  One important law that came into effect soon after the storming of the Bastille in the summer of 1789 was the abolition of censorship.  Effects of abolition of censorship: l Now, the Declaration of the Rights of Man and Citizen proclaimed Freedom of Speech and Expression to be a natural right. l Newspapers, pamphlets, books and printed pictures flooded the towns of France from where they travelled rapidly into the countryside. l They all described and discussed the events and changes taking place in France. l Freedom of the Press also meant that opposing views of events could be expressed. l Plays, songs and festive processions attracted large numbers of people.  In 1804, Napoleon Bonaparte crowned himself as the Emperor of France.  He introduced many laws, such as : l The protection of private property and l A uniform system of weights and measures provided by the decimal system.  Napoleon was finally defeated at Waterloo in 1815.  The ideas of liberty and democratic rights were the most important legacy of the French Revolution. These ideas spread from France to the rest of Europe during the nineteenth century, where feudal systems were abolished. 6 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX Key Fact  The Jacobins attempted to eradicate Christianity in France. (Source: https://www.britannica.com/facts/French-Revolution) Key Terms  Feudalism: A social system, in which the king would give a piece of land to the nobles who fought for him. While the peasants were obliged to live on their landlord’s land and serve him.  Jacobin club: A political club that existed during the French Revolution. Key Dates  1789: Abolition of censorship came into effect.  1804: Napolean crowned himself as the Emperor of France.  1815: Napoleon was finally defeated in the Battle of Waterloo.  1848: Abolition of slavery in France and its colonies.  1946: Women in France won the Right to Vote. CHAPTER-2 SOCIALISM IN EUROPE AND THE RUSSIAN REVOULUTION Topic-1 The Age of Social Change Revision Notes  The French Revolution opened up the possibility of creating a dramatic change in the way in which society was structured.  Through the Revolution in Russia, socialism became one of the most significant and powerful ideas to shape society in the twentieth century. View of Liberals, Radicals and Conservatives  One of the groups, which looked to change society were the liberals.  Liberals wanted a nation which tolerated all religions.  Liberals also opposed the uncontrolled power of dynastic rulers.  They wanted to safeguard the rights of individuals against governments.  They argued for a representative, elected Parliamentary Government, subject to laws interpreted by a well- trained Judiciary that was independent of Rulers and Officials.  However, they were not 'democrats'. They did not believe in Universal Adult Franchise.  Views of Radicals:  The Radicals wanted a nation in which government was based on the majority of a country’s population.  Unlike Liberals, they opposed the privileges of big landowners and wealthy factory owners.  They were not against the existence of private property, but disliked concentration of property in the hands of a few.  Views of Conservatives:  Conservatives were opposed to Radicals and Liberals. After the nineteenth century, they accepted changes but also believed that the past needed to be respected and change should begin slowly.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 7 Industrial Society and Social Change  This was a time when new cities came up and new industrialised regions developed, railways expanded and the Industrial Revolution took place.  Unemployment was common, particularly during times of low demand for industrial goods.  Housing and sanitation were problems since towns were growing rapidly. The Coming of Socialism to Europe  By the mid-nineteenth century in Europe, Socialism was a well-known body of ideas that attracted widespread attention.  Socialists were against private property and saw it as the root of all social ills of that time.  Some socialists believed in the idea of ‘cooperatives’. Robert Owen (1771–1858), a leading English manufacturer, sought to build a cooperative community called New Harmony in Indiana (USA).  In France, for instance, Louis Blanc (1813–1882) wanted the government to encourage cooperatives and replace capitalist enterprises.  Karl Marx (1818–1883) and Friedrich Engels (1820–1895) added other ideas to this body of arguments. Marx argued that industrial society was capitalist.  Idea of Communist Society:  Industrial society was capitalist. Capitalists owned the capital invested in factories and the profit of capitalists was produced by workers.  The conditions of workers could not improve as long as this profit was accumulated by private capitalists.  Marx believed that to free themselves from capitalist exploitation, workers had to construct a radically socialist society where all properties were socially controlled. This would be a ‘Communist Society.’  He was convinced that workers would triumph in their conflict with Capitalists. A communist society was the natural society of the future. Support for Socialism  By the 1870s, socialist ideas spread through Europe. To coordinate their efforts, socialists formed an international body–namely, the Second International. Workers in England and Germany began forming associations to fight for better living and working conditions.  By 1905, socialists and trade unionists formed a Labour Party in Britain and a Socialist Party in France. However, till 1914, socialists never succeeded in forming a government in Europe. Key Terms  Second International: It was an organisation of socialist and labour parties.  Suffragette movement: A movement to give women the right to vote. Key Dates  1870s: Spread of socialist ideas through Europe.  14 July 1889: Second International was formed.  1905: Socialists and trade unionists formed a Labour Party in Britain and a Socialist Party in France. Topic-2 The Russian Revolution Revision Notes  Socialists took over the Government in Russia through the October Revolution of 1917. The fall of monarchy in February 1917 and the events of October are normally called the Russian Revolution. The Russian Empire in 1914  In 1914, Tsar Nicholas II ruled over Russia and its empire. Besides the territory around Moscow, the Russian empire included present-day Finland, Latvia, Lithuania, Estonia, parts of Poland, Ukraine and Belarus. It stretched to the Pacific and comprised today’s Central Asian states, as well as Georgia, Armenia and Azerbaijan.  The majority religion was Russian Orthodox Christianity. 8 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX Economy and Society  In the beginning of the twentieth century, the vast majority of Russia’s people were agriculturists.  Russia was a major exporter of grain.  Industry was found in pockets. Prominent industrial areas were St. Petersburg and Moscow.  Most industries were the private properties of industrialists. Government supervised large factories to ensure minimum wages and limited hours of work.  Peasants cultivated most of the land but the nobility, the Crown and the Orthodox Church owned large properties.  Nobles got power and position through their services to the Tsar.  In Russia, peasants wanted the land of the nobles. Socialism in Russia  The Russian Social Democratic Labour Party was founded in 1898 by the socialists who respected Marx’s ideas.  Socialists formed the Socialist Revolutionary Party in 1900. This party struggled for peasants’ rights and demanded that land belonging to nobles be transferred to peasants.  Vladimir Lenin (who led the Bolshevik group) thought that in a repressive society like Tsarist Russia, the party should be disciplined and should control the number and quality of its members. A Turbulent Time : The 1905 Revolution  Russia was an Autocracy.  The year 1904 was a particularly bad one for Russian workers. Prices of essential goods rose so rapidly that real wages declined by 20 per cent. The membership of workers' associations increased dramatically.  When four members of the 'Assembly of Russian Workers' which had been formed in 1904, were dismissed at the Putilov Iron Works, there was a call for industrial action.  Over the next few days, more than 1,10,000 workers in St. Petersburg went on strike demanding a reduction in the working day to eight hours, an increase in wages and improvement in working conditions.  When the procession of workers led by Father Gapon reached the Winter Palace, it was attacked by the police and the Cossacks. Over 100 workers were killed and about 300 wounded. The incident, known as Bloody Sunday, started a series of events that became known as the 1905 Revolution.  During the 1905 Revolution, the Tsar allowed the creation of an elected consultative Parliament or Duma. The First World War and the Russian Empire 1. In 1914, war broke out between two European alliances – Germany, Austria and Turkey (the Central Powers) and France, Britain and Russia (later Italy and Romania). This was the First World War. 2. In Russia, the war was initially popular and people rallied around Tsar Nicholas II. 3. Defeats were shocking and demoralising. Russia's armies lost badly in Germany and Austria between 1914 and 1916. 4. The war also had a severe impact on industry. Russia's own industries were few in number and the country was cut off from other suppliers of industrial goods by German control of the Baltic Sea. 5. By 1916, Railway lines began to break down. 6. Able-bodied men were called up to the war. As a result, there was labour shortage and small workshops producing essentials were shut down. Key Terms  Bolsheviks: A fraction of the Russian Social Democratic Labour Party led by Lenin based on the ideology of Marx and Engels. It seized power in the October Revolution of 1917.  Bloody Sunday: A mass of peaceful workers were fired upon by the Russian troops when they went to the Winter Palace to present a petition to the Tsar. This incident occurred on Sunday 22nd January 1905.  Duma: Russian Parliament of Legislature.  Divine Right Theory: The theory that believed that the King was the representative of the God on Earth and no one has the right to deny him.  Jadidists: Muslim reformers in the Empire of Russia.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 9 Key Dates  1904: A strike began at the Putilov Iron Works in St. Petersburg.  22nd January, 1905: (Bloody Sunday) peaceful demonstrators arrived at the Winter Palace in St. Petersburg to present a petition to the Tsar. Topic-3 The February Revolution in Petrograd Revision Notes  In the winter of 1917, conditions in the capital, Petrograd, were grim.  In February 1917, food shortages were deeply felt in the workers’ quarters. The winter was very cold – there had been exceptional frost and heavy snow.  On 22nd February, a lockout took place at a factory on the right bank. The next day, workers in fifty factories called a strike in sympathy.  In many factories, women led the way to strikes. This came to be called the ‘International Women’s Day.’  Finally, on Sunday, 25th February, the Government suspended the Duma.  Demonstrators returned in force to the streets of the left bank on the 26th February. The streets thronged with people raising slogans about bread, wages, better hours and democracy.  By that evening, soldiers and striking workers had gathered to form a ‘Soviet’ or ‘Council’ in the same building as the Duma met. This was the Petrograd Soviet.  Finally the Tsar abdicated on 2nd March.  Soviet leaders and Duma leaders formed a Provisional Government to run the country.  Petrograd had led the February Revolution that brought down the monarchy in February 1917. After February  Army officials, landowners and industrialists were influential in the Provisional Government. But the liberals as well as socialists among them worked towards an elected government.  In April 1917, the Bolshevik leader Vladimir Lenin returned to Russia from his exile.  Three demands of Lenin’s ‘April Theses’: He felt, it was time for the Soviets to take over power. Land should be transferred to the peasants. Banks should be nationalised. The Revolution of October 1917  As the conflict between the Provisional Government and the Bolsheviks grew, Lenin feared the Provisional Government would set up a dictatorship.  On 16th October 1917, Lenin persuaded the Petrograd Soviet and the Bolshevik Party to agree to a socialist seizure of power.  A Military Revolutionary Committee was appointed by the Soviet under Leon Trotsky to organise the seizure.  At a meeting of the All Russian Congress of Soviets in Petrograd, the majority approved the Bolshevik action. Key Terms  The April Theses: They were a series of ten directives issued by the Bolshevik leader Vladimir Lenin upon his April 1917 return to Petrograd from his exile. Key Fact Lenin's eldest brother, Aleksandr, a student at the University of St. Petersburg, was hanged for conspiring with a revolutionary terrorist group that plotted to assassinate Emperor Alexander III. 10 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX Key Dates  22nd to 27th February, 1917: February Revolution.  2nd March, 1917: Abdication of the Tsar.  3rd April 1917: Return of Lenin and April Theses.  5th May 1917: Formation of new Provisional Government.  3rd June 1917: First All-Russian Congress of Soviets announced in Petrograd. Example How was a Socialist State established by Lenin? Step 2: Private property were abolished and Explain property was socially controlled. Answer: Step 3: An extended schooling system was Step 1: Centralized planning with a system of five- developed. year plan. Topic-4 Changes after October and the Global Influence Revision Notes Changes after October  The Bolsheviks were totally opposed to private property. Most industries and banks were nationalised in November 1917.  Land was declared social property and peasants were allowed to seize the land of the nobility.  In cities, Bolsheviks enforced the partition of large houses according to family requirements. They banned the use of the old titles of aristocracy.  The Bolshevik Party was renamed as the Russian Communist Party (Bolshevik).  In November 1917, the Bolsheviks conducted the elections to the Constituent Assembly, but they failed to gain majority support.  In the years that followed, the Bolsheviks became the only party to participate in the elections to the All Russian Congress of Soviets, which became the Parliament of the country. Russia became a One-Party State. The Civil War  During 1918 and 1919, the ‘Greens’ (Socialist Revolutionaries) and ‘Whites’ (Pro-Tsarists) controlled most of the Russian Empire.  As these troops and the Bolsheviks fought a civil war, looting, banditry and famine became common.  By January 1920, the Bolsheviks controlled most of the former Russian Empire. They succeeded due to cooperation with non-Russian nationalities and Muslim Jadidists.  Most non-Russian nationalities were given political autonomy in the Soviet Union (USSR) – the state the Bolsheviks created from the Russian Empire in December 1922. Making a Socialist Society  A process of centralised planning was introduced. Officials assessed how the economy could work and set targets for a five-year period. On this basis, they made the Five Year Plans.  Industrial production increased between 1929 and 1933 by 100 per cent in the case of oil, coal and steel.  An extended schooling system developed and arrangements were made for factory workers and peasants to enter universities.  Crèches were established in factories for the children of women workers.  Cheap public health care was provided. Model living quarters were set up for workers.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 11 Stalinism and Collectivisation  By 1927–1928, the towns in Soviet Russia were facing an acute problem of grain supplies. The Government fixed prices at which grain must be sold, but the peasants refused to sell their grain to government buyers at these prices.  Stalin, who headed the party after the death of Lenin, introduced firm emergency measures.  From 1929, the Party forced all peasants to cultivate in collective farms (Kolkhoz).  Those who resisted collectivisation were severely punished. Many were deported and exiled.  In spite of collectivisation, production did not increase immediately and due to bad harvests of 1930–1933 over 4 million people died. The Global Influence of the Russian Revolution and the USSR  In many countries, communist parties were formed like the Communist Party of Great Britain.  Many non-Russians from outside the USSR participated in the Conference of the Peoples of the East (1920) and the Bolshevik-founded Comintern (an international union of pro-Bolshevik socialist parties).  By the time of the outbreak of the Second World War, the USSR had given socialism a global face and world stature. Key Terms  The Bolsheviks: It was the communist party of Russia that was formed in the year 1917 by Lenin.  Soviet: Council of workers.  Serfdom: Russian type of feudalism under which peasants worked for the landlord in exchange for food and shelter. Key Dates  1917–1920: Civil War broke out in Russia.  1919: Formation of Comintern.  1929: Beginning of collectivisation.  1991: Break up of Soviet Union. CHAPTER-3 NAZISM AND THE RISE OF HITLER Topic-1 Birth of the Weimar Republic Revision Notes  Germany, a powerful empire in the early years of the twentieth century, fought the First World War (1914–1918) alongside the Austrian empire and against the Allies (England, France and Russia.)  The defeat of Imperial Germany and the abdication of the Emperor gave an opportunity to parliamentary parties to recast German polity.  A National Assembly met at Weimar and established a democratic constitution with a federal structure.  Deputies were now elected to the German Parliament or Reichstag, on the basis of equal and universal votes cast by all adults including women.  The War Guilt Clause held Germany responsible for the war and damages the Allied countries suffered. The Allied armies occupied Rhineland in the 1920s.  Many Germans held the new Weimar Republic responsible for not only the defeat in the war but the disgrace at Versailles. 12 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX The Effects of the War  The war had a devastating impact on the entire continent both psychologically and financially.  From a continent of creditors, Europe turned into one of the debtors.  The First World War left a deep imprint on European society and polity.  Soldiers came to be placed above civilians. Political Radicalism and Economic Crises  The birth of the Weimar Republic coincided with the revolutionary uprising of the Spartacist League on the pattern of the Bolshevik Revolution in Russia.  Those opposed to this – such as the Socialists, Democrats and Catholics – met in Weimar to give shape to the Democratic republic.  The Weimar Republic crushed the uprising with the help of a war veterans organisation called ‘Free Corps’.  Political radicalisation heightened by the economic crisis of 1923.  The image of Germans carrying cart loads of currency notes to buy a loaf of bread was widely publicised evoking worldwide sympathy. This crisis came to be known as hyperinflation; a situation when prices arise phenomenally high. The Years of Depression  The years between 1924 and 1928 saw some stability. German investments and industrial recovery were totally dependent on short-term loans, largely from the USA. This support was withdrawn when the Wall Street Exchange crashed in 1929.  On one single day, 24th October, 13 million shares were sold. This was the start of the ‘Great Economic Depression’.  Over the next three years, between 1929 and 1932, the national income of the USA fell by half. Factories shut down, exports fell, farmers were badly hit and speculators withdrew their money from the Market. The effects of this recession in the US economy were felt worldwide.  The German economy was worst hit by the economic crisis. Workers lost their jobs or were paid reduced wages.  As jobs disappeared, the youth took to criminal activities and total despair became common place.  Politically too, the Weimar Republic was fragile. The Weimar Constitution had some inherent defects, which made it unstable and vulnerable to dictatorship.  Another defect was Article 48, which gave the President the powers to impose emergency, suspend civil rights and rule by decree.  Yet, the crisis could not be managed. People lost confidence in the democratic parliamentary system, which seemed to offer no solutions. Key Fact The Weimar Republic was established as a representative democracy which aimed to give genuine power to all German adults. However, it had major flaws that contributed to its downfall in 1933–34. Key Terms  The Great Depression: A worldwide economic slump lasting from 1929 to 1935.  Reichstag: Name given to the German Parliament.  Proletarianisation: Process of becoming impoverished to the level of working classes. Key Dates  1918: Proclamation of the Weimar Republic.  1919: Germany signed the Treaty of Versailles.  1929: Wall street exchange crashed.  1929: The start of Great Economic Depression in USA.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 13 Topic-2 Hitler’s Rise to Power Revision Notes  The crisis in the economy, polity and society formed the background to Hitler’s rise to power. Born in 1889 in Austria, Hitler spent his youth in poverty.  In 1919, he joined a small group called the ‘German Workers’ Party. He subsequently took over the organisation and renamed it as the ‘National Socialist German Workers’ Party. This party later came to be known as the ‘Nazi Party’.  It was during the Great Depression that Nazism became a mass movement.  By 1932, the Nazi Party had become the largest party with 37 per cent votes.  Hitler effectively mobilised popular support in Germany: (i) Hitler was a powerful speaker. His passion and his words moved people. (ii) He promised to build a strong nation. (iii) He also promised to undo the injustice of the Versailles Treaty and restore the dignity of the German people. (iv) He promised employment for those looking for work and a secure future for the youth. (v) He promised to weed out all foreign influences and resist all foreign conspiracies against Germany. (vi) He understood the significance of rituals and spectacle in mass mobilisation. Nazis held massive rallies and public meetings to demonstrate the support for Hitler and instil a sense of unity among the people. (vii) The red banners with the Swastika, the Nazi salute, and the ritualised rounds of applause after the speeches were all part of this spectacle of power. The Destruction of Democracy  On 30th January 1933, President Hindenburg offered the Chancellorship, the highest position in the Cabinet of Ministers, to Hitler.  The Fire Decree of 28th February 1933 indefinitely suspended civic rights like Freedom of Speech, Press and Assembly that had been guaranteed by the Wiemar Constitution.  On 3rd March 1933, the famous ‘Enabling Act’ was passed. This Act established dictatorship in Germany. It gave Hitler all powers to sideline the Parliament and rule by decree. Reconstruction  In foreign policy also, Hitler acquired quick successes. He pulled out of the League of Nations in 1933, reoccupied the Rhineland in 1936, and integrated Austria and Germany in 1938 under the slogan, ’One People, One Empire and One Leader.’  In September 1940, a ‘Tripartite Pact’ was signed between Germany, Italy and Japan, strengthening Hitler’s claim to international power.  By the end of 1940, Hitler was at the pinnacle of his power. He attacked the Soviet Union in June 1941.  Meanwhile, the USA had resisted involvement in the war. It was unwilling to once again face all the economic problems that the First World War had caused.  When Japan extended its support to Hitler and bombed the US base at Pearl Harbour, the US entered the Second World War.  The war ended in May 1945 with Hitler’s defeat and the US dropping of the atom bomb on Hiroshima in Japan. Key Terms  Gestapo: The Secret State Police in Nazi Germany.  Holocaust: The persecution and mass murder of Jews by German Nazis between 1933 and 1945.  Concentration camp: A camp where people were isolated and detained without due process of law. Typically, it was surrounded by electrified barbed wire fences. 14 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX Key Personalities  Hindenburg: He was elected as the President of Germany in 1925  Hitler: Hitler rose to power as the leader of the Nazi Party, becoming the chancellor in 1933. He was the leader of Germany's Nazi Party. Key Dates  1933: Hitler was made Chancellor of Germany. He pulled out of the League of Nations.  1934: Hitler became the President of Germany.  1936: Hitler reoccupied Rhineland.  1938: Integration of Germany and Austria by Hitler.  1939: Germany invaded Poland.  1940: A Tripartite Pact was signed between Germany, Italy and Japan.  1940–1944: Ghettoisation of Jews.  June, 1941: Germany attacked the USSR.  1945: Hitler committed suicide by gunshot in Berlin. Example How was the Nazi Party formed? Step 3: The German defeat horrified him and Answer: Versailles Treaty made him furious. Later, he joined Step 1: The disintegration of Weimar Republic led a small group called the ‘German Workers' Party. to the formation of Nazi Party after the First World Step 4: Subsequently, he took over the organisation War. and renamed it the ‘National Socialist German Step 2: Hitler enrolled for the army when the First World War broke. He also earned medals for Workers' Party’. This party came to be known as bravery. 'Nazi Party'. Topic-3 The Nazi Worldview Revision Notes  Nazi ideology was synonymous with Hitler’s world view.  In this view blond, blue-eyed, Nordic German Aryans were at the top, while Jews were located at the lowest rank. They came to be regarded as an anti-race, the arch-enemies of the Aryans.  All other coloured people were placed in between, depending upon their external features.  The other aspect of Hitler’s ideology related to the geopolitical concept of Lebensraum, or living space. He believed that new territories had to be acquired for settlement. This would enhance the area of the mother country, while enabling the settlers on new lands to retain an intimate link with the place of their origin. Establishment of the Racial State  Nazis wanted only a society of ‘pure and healthy Nordic Aryans’. Only they were seen as worthy of prospering and multiplying against all others who were classed as ‘undesirable’.  Jews were not the only community classified as ‘undesirable’, many Gypsies and Blacks living in Nazi Germany were considered as racial ‘inferiors’ who threatened the biological purity of the superior Aryan race.  Jews remained the worst sufferers in Nazi Germany. They had been stereotyped as killers of Christ and usurers. They lived in separately marked areas called ‘Ghettos’.  From 1933 to 1938, the Nazis terrorised, pauperised and segregated the Jews, compelling them to leave the country.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 15  The next phase, 1939–1945, aimed at concentrating them in certain areas and eventually killing them in gas chambers in Poland. The Racial Utopia  Genocide and war became two sides of the same coin. Poland was divided and much of North-Western Poland was annexed to Germany.  People of Poland were forced to leave their homes and properties.  Members of the Polish intelligentsia were murdered in large numbers. Polish children who looked like Aryans were forcibly snatched from their mothers and examined by ‘race experts’. Key Personalities  Charles Darwin: Darwin was a natural scientist who tried to explain the creation of plants and animals through the concept of evolution and natural selection.  Herbert Spencer: He was an English philosopher who initiated a philosophy called 'Social Darwinism'. Key Terms  Genocidal: Killing on a large-scale leading to destruction of large sections of people.  Jungvolk: A separate section for Nazi boys up to 14 years of age.  Pauperised: Reduce to absolute poverty.  Usurers: Moneylenders charging excessive interest; often used as a term of abuse. Youth, Ordinary People and the Crimes Against Topic-4 Humanity Revision Notes  Hitler was fanatically interested in the youth of the country. He felt that a strong Nazi society could be established only by teaching children Nazi ideology. This required a control over the child both inside and outside school.  Effects of Nazism on the School System: (i) All schools were ‘cleansed’ and ‘purified’. This meant that teachers who were Jews or seen as politically unreliable were dismissed. (ii) Children were first segregated – Germans and Jews could not sit together or play together. (iii) Subsequently, undesirable children – Jews, the physically handicapped, Gypsies were thrown out of schools. (iv) ‘Good German’ children were subjected to a process of Nazi schooling, a prolonged period of ideological training. (v) School textbooks were rewritten. Racial science was introduced to justify Nazi ideas of race. (vi) Children were taught to be loyal and submissive, hate Jews and worship Hitler. (vii) Even the function of sports was to nurture a spirit of violence and aggression among children. Hitler believed that boxing could make children iron-hearted, strong and masculine.  Youth organisations were made responsible for educating German youth in the ‘The Spirit of National Socialism’. Ten year old German kids had to enter Jungvolk.  At 14, all boys had to join the Nazi Youth Organisation – Hitler Youth – where they learnt to worship war, glorify aggression and violence, condemn democracy and hate Jews, communists, Gypsies and all those categorised as ‘undesirable’.  At the age of 18, the youth had to serve in the Armed Forces and enter one of the Nazi organisations. The Youth League of the Nazis was founded in 1922. The Nazi Cult of Motherhood  Children in Nazi Germany were repeatedly told that women were radically different from men.  Boys were taught to be aggressive, masculine and steel-hearted and girls were told to become good mothers and rear pure-blooded Aryan children. 16 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX  Girls had to maintain purity of the race, distance from Jews, look after their home and teach their children Nazi values. But all mothers were not treated equally.  Honour Crosses were awarded to encouraged women to produce more children. The Art of Propaganda  Nazis termed mass killings as special treatment, final solution (for the Jews), euthanasia (for the Disabled), selection and disinfections.  ‘Evacuation’ meant deporting people to gas chambers. Gas chambers were labelled as ‘disinfection-areas’, and looked like bathrooms equipped with fake shower heads.  Nazi ideas were spread through visual images, films, radio, posters, catchy slogans and leaflets.  Orthodox Jews were stereotyped and marked and were referred to as vermin, rats and pests.  The Nazis made equal efforts to appeal to all the different sections of the population. Nazi's Propaganda  They sought to win their support by suggesting that Nazis alone could solve all their problems.  Many saw the world through Nazi eyes and spoke their mind in Nazi language. They felt hatred and anger surge inside them when they saw someone who looked like a Jew. But not every German was a Nazi. Knowledge about the Holocaust  The Nazi killing operation was also called the Holocaust. It comes from the Greek word ‘Holo’ and ‘Kaustos’, which literally means completely burnt. It is used to describe the mass murder of Jews by German Nazis between 1933 and 1945. Key Terms  Jungvolk: A separate section for Nazi boys upto 14 years of age.  Holocaust: Mass murder of Jews by German Nazis. Key Date  1933 to 1945: The mass murder of Jews by German Nazis. CONTEMPORARY INDIA- I CHAPTER-4 INDIA : SIZE & LOCATION Topic-1 Location and Size Revision Notes  India is considered as one of the ancient civilisations in the world.  India has achieved multifaceted socio-economic progress in the varied domains like: field of agriculture, industry, technology, overall economic development etc. Location  India lies in the Northern Hemisphere.  The mainland extends between latitudes 8°4'N and 37°6'N and longitudes 68°7'E and 97°25’E.  The Tropic of Cancer (23°30'N) divides the country into almost two equal halves.  To the southeast and southwest of the mainland, lie the Andaman and Nicobar islands and the Lakshadweep islands in Bay of Bengal and Arabian Sea respectively.  Indira Point is the southernmost point of the Indian Union. It got submerged under the sea water in 2004 during the Tsunami.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 17 Size  The total area of Indian landmass is 3.28 million square km.  India’s total area accounts for about 2.4 per cent of the total geographical area of the world.  India is the seventh largest country of the world.  India has a land boundary of about 15,200 km and the total length of the coast line of the mainland including the Andaman and Nicobar and the Lakshadweep is 7,516.6 km.  The Northwest, North and Northeast boundaries of India are characterised by the young fold mountains.  The latitudinal and longitudinal extent of the mainland is about 30°.  Time along the Standard Meridian of India (82°30'E) which passes through Mirzapur in Uttar Pradesh, is taken as the standard time for the whole country. It is also called IST. Key Terms  Equator: An imaginary line drawn around the middle of the earth that divides it into two equal halves.  Latitude: Latitude is the measurement of distance north or south of the Equator. It is measured with 180 imaginary lines that form circles around Earth east-west, parallel to the Equator.  Longitude: Longitude measures distance east or west of the prime meridian.  Strait: A narrow channel of sea which separates two land masses. Example India has a long coastline which is advantageous. Step 3: India's central location and long coastline Explain. have helped in interacting with the world. Answer Step 4: Major ports on the eastern and the western Step 1: The total length of the coastline of the coast help in the import and export of goods from mainland, including Andaman and Nicobar and India, developing its trade. Lakshadweep, is 7,516.6 km. Step 5: The coastline has contributed in the exchange Step 2: It is advantageous because of the following of ideas and commodities. reasons: Topic-2 India and the World; India's Neighbours Revision Notes India and the World  Location of India in the world plays an important role because of the following reasons: l The Indian landmass has a central location between the East and West Asia. l India is a Southward extension of the Asian continent. l The Trans-Indian Ocean routes connecting the countries of Europe in the West and the countries of East Asia provide a strategic central location to India. l The Deccan Peninsula protrudes into the Indian Ocean which helps it to establish close contact with West Asia, Africa and Europe from the western coast and with Southeast and East Asia from the eastern coast. l No other country has such a long coastline on the Indian Ocean as India has, and indeed, it is India’s strategic position in the Indian Ocean which justifies the naming of an ocean after it.  Distance between India and Europe has been reduced by 7,000 km after the opening of the Suez Canal in 1869.  India is connected with Europe, North America and South America with the Suez Canal and the Cape of Good Hope through the sea routes. India’s Neighbours  India has 28 states and 8 Union Territories.  India shares its land boundaries with Pakistan and Afghanistan in the Northwest, China (Tibet), Nepal and Bhutan in the North along with Myanmar and Bangladesh in the East. 18 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX  Our southern neighbours across the sea consist of the two island countries, i.e., Sri Lanka and Maldives.  Sri Lanka is separated from India by a narrow channel of sea formed by the Palk Strait and the Gulf of Mannar.  India has had strong geographical and historical links with its neighbours. CHAPTER-5 PHYSICAL FEATURES OF INDIA Major Physiographic Divisions and The Topic-1 Himalayan Mountains Revision Notes  India is a large landmass formed during different geological periods which has influenced its relief.  Besides geological formations, a number of processes such as weathering, erosion and deposition are also responsible for creating and modifying the relief to its present form.  The Gondwana land includes today Africa, South America, Australia, Antarctica, the Indian subcontinent and the Arabian Peninsula.  Geologically, the Peninsular Plateau constitutes one of the ancient landmasses on the earth’s surface. The Himalayas and the Northern Plains are the most recent landforms.  Most volcanoes and earthquakes in the world are located at plate margins, but some do occur within the plates. Major Physiographic Divisions  The physical features of India can be grouped under the following physiographic divisions:  The Himalayan Mountains  The Northern Plains  The Peninsular Plateau  The Indian Desert  The Coastal Plains  The Islands The Himalayan Mountains  The Himalayas, geologically young and structurally fold mountains, stretch over the northern borders of India.  These mountain ranges run in a West–East direction from the Indus to the Brahmaputra.  An arc is formed by the mountains that cover a distance of about 2,400 km.  The attitudinal variations are greater in the eastern half than those in the western half.  The Himalayas consist of three parallel ranges in its longitudinal extent.  Great or Inner Himalayas or the Himadri : The northern-most range, consisting of the loftiest peaks with an average height of 6,000 m.  Himachal or Lesser Himalaya : The range lying to the South of the Himadri forms the most rugged mountain system. The altitude varies between 3,700 to 4,500 metres and the average width is 50 km. The ranges are mainly composed of highly compressed and altered rocks.  Shivaliks: The outermost range of the Himalayas. Their width varies from 10–50 km and has an altitude varying between 900 to 1,100 m. These ranges are composed of unconsolidated sediments brought down by rivers from the main Himalayan ranges located farther north.  The longitudinal valleys lying between the lesser Himalayas and the Shivaliks are known as ‘Duns’.  Apart from longitudinal divisions, the Himalayas have also been divided by river valleys on the basis of regions from West to East.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 19 Key Terms  Gondwana land: It was an ancient supercontinent that broke up about 180 million years ago. The continent eventually split into landmasses that we recognise today as Africa, South America, Australia, Antarctica, the Indian subcontinent and the Arabian Peninsula.  Purvanchal: Mountains along the eastern boundary of India are called the Purvanchal. Topic-2 The Northern Plains and The Peninsular Plateau Revision Notes The Northern Plains  The Northern Plains have been formed by the interplay of the three major river systems, i.e., the Indus, Ganga and Brahmaputra along with their tributaries.  With rich soil cover, combined with adequate water supply and favourable climate, it is agriculturally a very productive part of India.  The Northern Plains are broadly divided into three sections—Punjab Plain, Ganga Plain and Brahmaputra Plain.  Bhangar is the largest part of the Northern Plains, formed of older alluvium.  Majuli in the Brahmaputra River is the largest inhabited riverine island in the world. The Peninsular Plateau  The Peninsular Plateau is a tableland composed of the old Crystalline, Igneous and Metamorphic rocks.  This plateau consists of two broad divisions — the Central Highlands and the Deccan Plateau.  The part of the Peninsular Plateau lying to the North of the Narmada River covering a major area of the Malwa Plateau is known as the Central Highlands.  The Deccan Plateau is a triangular landmass that lies to the South of the River Narmada.  The Western Ghats and the Eastern Ghats mark the western and the eastern edges of the Deccan Plateau respectively.  The highest peaks of the Western Ghats are the Anai Mudi (2,695 metres) and the Doda Betta (2,637 metres).  Mahendragiri (1,501 m) is the highest peak in the Eastern Ghats. Key Facts  The Indus–Ganga plains, also known as the "Great Plains", are large floodplains of the Indus, Ganga and the Brahmaputra river systems. Key Terms  Bhabar: Bhabar is a belt of pebbles extending from 8-16 km in width in which stream disappears.  Terai: Terai is a wet, swampy, marshy region with thick forests and wildlife.  Bhangar: Bhangar is a terrace-like feature made of old alluvium. It contains calcareous deposits called Kankar.  Khadar: Khadar is the flood plain which is renewed every year and is very fertile.  Doab: It is made up of two words- ‘do’ meaning two and ‘ab’ meaning water. 20 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX Example Q. Give an account of the Deccan Plateau. hill ranges from the West to East are the Garo, Khasi Answer: and the Jaintia Hills. The Western Ghats and the Step 1: It is a triangular landmass that lies to the Eastern Ghats mark the western and eastern edges South of the River Narmada. The Satpura range of the Deccan Plateau respectively. The Western flanks its broad base in the North, while the Ghats lies parallel to the Western Coast and Eastern Mahadev forms its eastern extensions. Ghats lies parallel to the Eastern Coast. Step 2: The Deccan Plateau is higher in the West and Step 3: An extension of the plateau is also visible in slopes gently Eastwards. It is separated by a fault the Northeast. It is locally known as the Meghalaya, from the Chota Nagpur Plateau. Three prominent Karbi-Anglong Plateau and North Cachar Hills. The Indian Desert , The Coastal Plains and The Topic-3 Islands Revision Notes The Indian Desert  The Indian Desert lies towards the western margins of the Aravalli Hills. It is an undulating sandy plain covered with sand dunes.  The region is characterized by arid climate, very low rainfall below 150 mm per year with scanty vegetation cover.  Luni is the only large river in this region. The Coastal Plains  The Peninsular Plateau is flanked by stretch of narrow coastal strips, running along the Arabian Sea in the west and the Bay of Bengal in the east.  The Western Coast consists of three sections— Konkan Coast, Kannad Plain and Malabar Coast.  The Eastern Coast is divided into the Northern Circars and Coromandel Coasts. The Islands  The small coral islands, the Lakshadweep Islands group, lies close to the Malabar Coast of Kerala.  Kavaratti Island is the administrative headquarters of Lakshadweep.  The elongated chain of islands extending from north to south is located in the Bay of Bengal. These are Andaman and Nicobar Islands.  These islands lies close to the Equator and experience equatorial climate and have thick forest cover.  India’s only active volcano is found on the Barren Island in Andaman and Nicobar group of Islands. Key Terms  Barchan: A crescent-shaped sand dune with the convex side in the direction of the wind.  Western Coastal Plain: A thin strip of coastal plain between the Western Ghats and the Arabian Sea.  Eastern Coastal Plain: A wide stretch of landmass of India, lying between the Eastern Ghats and the Bay of Bengal.  Coral polyps : Short-lived microscopic organisms, which live in colonies.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 21 CHAPTER-6 DRAINAGE Topic-1 Major Rivers and Tributaries Revision Notes Drainage Patterns  The term Drainage describes the river system of an area.  The area drained by a single river system is called a Drainage Basin.  Any elevated area, such as a mountain or upland, separates two drainage basins. Such upland is known as a Water Divide.  The world’s largest Drainage Basin is that of the Amazon River. Drainage System in India  The Drainage systems of India are mainly controlled by the broad relief features of the subcontinent.  The Indian rivers are divided into two major groups: the Himalayan rivers and the Peninsular rivers. (i) The Himalayan Rivers  The major Himalayan rivers include the Indus, the Ganga and the Brahmaputra. These rivers are long and are joined by many large and important tributaries.  Most of the Himalayan rivers are perennial, therefore, they have water throughout the year. (a) The Ganga River System  The headwaters of the Ganga, called the Bhagirathi, is fed by the Gangotri Glacier and joined by the Alaknanda at Devaprayag in Uttarakhand.  The Ganga is joined by many tributaries from the Himalayas, such as the Yamuna, the Ghaghara, the Gandak and the Kosi.  The delta formed by the Ganga and the Brahmaputra rivers is known as the Sunderban Delta.  The length of the river Ganga is over 2,500 kms. (b) The Brahmaputra River System  The Brahmaputra rises in Tibet, east of Mansarovar Lake, very close to the sources of the Indus and the Satluj.  Brahmaputra is known as Tsang Po in Tibet and Jamuna in Bangladesh.  The Brahmaputra has a braided channel in its entire length in Assam and forms many Riverine Islands.  Every year, during the rainy season, the river overflows its banks, causing widespread devastation due to floods in Assam and Bangladesh. (ii) The Peninsular Rivers  The main water divide in Peninsular India is formed by the Western Ghats, which runs from North to South, close to the Western Coast. A large number of Peninsular rivers are seasonal, as their flow is dependent on rainfall.  Major rivers of the peninsula are the Narmada and the Tapi, Mahanadi, Godavari, Krishna and Kaveri. They flow eastwards and drain into the Bay of Bengal. These rivers make deltas at their mouths.  The Narmada and the Tapi are the only long rivers, which flow westward and make estuaries. (a) The Narmada Basin  The Narmada rises in the Amarkantak Hills in Madhya Pradesh.  The Narmada basin covers parts of Madhya Pradesh and Gujarat. (b) The Tapi Basin  The Tapi rises in the Satpura ranges, in the Betul district of Madhya Pradesh. 22 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX  Its basin covers parts of Madhya Pradesh, Gujarat and Maharashtra. (c) The Godavari Basin  The Godavari is the largest Peninsular river.  It rises from the slopes of the Western Ghats in the Nashik District of Maharashtra. Its length is about 1,500 km.  The drainage basin of the Godavari River is the largest among the Peninsular rivers.  Important tributaries of the Godavari are the Purna, Wardha, Pranhita, Manjra, Wainganga and Penganga.  The Godavari River is also known as the ‘Dakshin Ganga’ because of its length and the area it covers. (d) The Mahanadi Basin  The Mahanadi rises in the highlands of Chhattisgarh.  It flows through Odisha to reach the Bay of Bengal. (e) The Krishna Basin  Rising from a spring near Mahabaleshwar, the Krishna flows for about 1,400 km and reaches the Bay of Bengal.  Tungabhadra, Koyana, Ghatprabha, Musi and Bhima are some of its tributaries. (f) The Kaveri Basin  The Kaveri rises in the Brahmagri range of the Western Ghats and it reaches to the Bay of Bengal.  The main tributaries are the Amravati, the Bhavani, the Hemavati and the Kabini.  Its basin drains parts of Karnataka, Kerala and Tamil Nadu. Key Terms  Perennial: It is a stream or river that exhibits continuous flow of water throughout the year.  Dendritic: The stream with its tributaries which resembles the branches of a tree. Thus, the name Dendritic.  Trellis: A river joined by its tributaries, at approximately right angles, develops a Trellis pattern.  Rectangular: A drainage pattern that develops on a strongly joint rocky terrain.  Radial: The Radial pattern develops when streams flow in different directions from a central peak or dome-like structure.  Tributary: A river or stream that flows into a larger river or lake.  Estuary: The tidal mouth of a large river, where the tide meets the stream. Topic-2 Lakes Revision Notes Lakes  Lake is a large area of water surrounded by land. Lakes of large extent are called the seas, like the Caspian, the Dead and the Aral Sea.  India has many lakes. These differ from each other in the size and other characteristics. Most lakes are permanent, while others contain water only during the rainy season.  Lakes are formed by the following processes: the action of glaciers and ice sheets, by wind, river action and human activities.  Most of the freshwater lakes are in the Himalayan region. They are of glacial origin.  The Wular Lake in Jammu and Kashmir is the largest freshwater lake in India.  Apart from natural lakes, the damming of the rivers for the generation of hydel power has also led to the formation of lakes such as Guru Gobind Sagar Lake (Bhakra Nangal Project).  Importance of lakes:  A lake helps to regulate the flow of a river.  During heavy rainfall, it prevents flooding, and during the dry season, it helps to maintain an even flow of water.  Lakes can also be used for developing hydel power.  They moderate the climate of the surroundings; maintain the aquatic ecosystem, enhance natural beauty, help develop tourism and provide recreation.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 23 Key Terms  Ox-bow lake: It is a U- shaped water body formed when a meandering river is cut off from the mainstream.  Lagoon: When the lake is formed by spits and bars in coastal areas, it is called a lagoon.  Glacial lake: A lake formed by melting of the glacier is called a glacial lake. Topic-3 Role of Rivers in the Economy and River Pollution Revision Notes Role of Rivers in the Economy  Rivers are of great value to human beings:  Rivers have been of fundamental importance throughout the human history.  Water from the rivers is a basic natural resource, essential for various human activities.  The river banks have attracted settlers from ancient times.  Using rivers for irrigation, navigation, hydro-power generation is of special significance – particularly to a country like India, where agriculture is the major source of livelihood of the majority of its population. River Pollution  The growing domestic, municipal, industrial and agricultural demand for water from rivers naturally affects the quality of water.  As a result more and more water is being drained out of the rivers reducing their volume.  On the other hand, a heavy load of untreated sewage and industrial effluents are emptied into the rivers.  This affects not only the quality of water but also the self-cleaning capacity of the river.  The increasing urbanisation and industrialisation are responsible for the rising pollution level of many rivers.  Concern over rising pollution in our rivers led to the launching of various action plans to clean the rivers. Key Terms  Irrigation: Supply of water for agriculture purpose from canals, wells and tanks artificially or manually.  Hydro-power: Power derived from running or falling water. Example Describe the major steps taken by the Government progress of the GAP and did necessary correction of India to control the pollution level in the River on the basis of lesson learnt and experiences gained Ganga. from GAP Phase-I. These have been applied to Answer: the major polluted rivers of the country under the Step 1: Major steps taken by Government of India to NRCP. The Ganga Action Plan (GAP) Phase-II, has control the pollution level in the River Ganga. been merged with the NRCP. The expanded NRCP Step 2: Treating of waste before dumping in the now covers 152 towns located along 27 interstate river. rivers in 16 states. Step 3: Taking projects to control river water Step 5: Under this action plan, pollution abatement pollution like Ganga Action Plan. The activities of works are being taken up in 57 towns. A total of Ganga Action Plan (GAP) Phase-I, initiated in 1985, 215 schemes of pollution abatement have been were declared closed on 31st March, 2000. sanctioned. So far, 69 schemes have been completed Step 4: The Steering Committee of the National under this action plan. A million litres of sewage is River Conservation Authority reviewed the targeted to be treated. 24 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX CHAPTER-7 CLIMATE Topic-1 Climate of India and Climate Controls Revision Notes Concept:  Weather describes the day-to-day meteorological conditions such as wind, temperature, cloudiness, moisture, rainfall, etc., affecting a place. Climate is the average weather, usually taken over 30-years period for a particular region and time.  ‘Monsoon’ refers to the seasonal reversal in the wind direction during the year. The two important elements of climate are temperature and precipitation. Indian Climate:  Despite an overall unity in the general pattern, there are perceptible regional variations in climatic conditions within the country.  Let us take two important elements – temperature and precipitation, and examine how they vary from place to place and season to season.  In summer, the mercury occasionally touches 50°C in some parts of the Rajasthan Desert, whereas it may be around 20°C in Pahalgam in Jammu and Kashmir. On a winter night, temperature at Drass in Jammu and Kashmir may be as low as minus 45°C. Thiruvananthapuram, on the other hand, may have a temperature of 22°C.  There are variations not only in the form and types of precipitation but also in its amount and the seasonal distribution.  The climate of India is described as the ‘monsoon’ type. In Asia, this type of climate is found mainly in the south and the southeast.  Climate refers to the sum total of weather conditions and variations over a large area for a long period of time (more than thirty years).  Weather refers to the state of the atmosphere over an area at any point of time. The elements of weather and climate are the same, i.e. temperature, atmospheric pressure, wind, humidity and precipitation.  India has both tropical and subtropical types of climate.  The climate of India is described as the ‘monsoon’ type. In Asia, this type of climate is found mainly in the south and the southeast. Climate Control:  Based on climatic differences, the world can be divided into a number of climatic regions. Each climatic region has its own characteristic vegetation and wildlife. The climatic conditions also influence the lifestyles of the people living in these regions. Factors Affecting India’s Climate:  The factors affecting the climate of a place are referred to as ‘controls’. There are six major controls of the climate of any place. These are: latitude, altitude, pressure and wind system, distance from the sea (continentality), ocean currents and relief features. (i) Latitude: Almost half of the country, lying south of the Tropic of Cancer, belongs to the tropical area. All the remaining area, north of the Tropic, lies in the sub-tropics. Therefore, India’s climate has characteristics of tropical as well as subtropical climates. (ii) Altitude: It is another factor controlling the climate of a place. Altitude refers to the height of a place above sea level. The higher one travels into the Troposphere, the lower the temperature becomes. (iii) Pressure and Wind: The pressure and wind conditions over India are unique. During winter, there is a high-pressure area north of the Himalayas. In summer, a low-pressure area develops over interior Asia as well as over northwestern India. This causes a complete reversal of the direction of winds during summer.  The differences in air pressures near the Equator and the Poles are the main factors that influence global pressure and wind systems. In India, the Tropic of Cancer passes through the central part of the country, from the Rann of Kutch in the west to Mizoram in the east. India has both Tropical and Subtropical types of Climate.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 25 (iv) Distance from Sea: The distance of a place from the sea is another important factor that regulates the climate of a place. As the distance from the sea increases, the weather conditions become extreme. Places away from the sea have very hot summers and very cold winters. This condition is known as Continentality. (v) Ocean currents: Ocean currents along with onshore winds affect the climate of the coastal areas, For example, any coastal area with warm or cold currents flowing past it, will be warmed or cooled if the winds are onshore. (vi) Relief: Relief too plays a major role in determining the climate of a place. High mountains act as barriers for cold or hot winds; they may also cause precipitation if they are high enough and lie in the path of rain- bearing winds. The leeward side of mountains remains relatively dry. Various disasters and its preventive protocols  Earthquakes: Identify safe spots in your home, workplace or school (under sturdy furniture, doorways, or against interior walls). Secure heavy items such as bookshelves, cabinets and water heaters to the walls Keep emergency supplies such as food, water, flashlights and first aid kits in accessible locations. Develop a family or workplace emergency plan, and practice it regularly.  Floods: Be aware of areas prone to flooding in your community and avoid them during heavy rainfalls. If possible, elevate your home’s foundation or install flood-resistant barriers. Create a household emergency plan that includes evacuation routes, contact information and emergency supplies. Monitor weather forecasts and warnings, and follow the instructions of local authorities.  Hurricanes: Install storm shutters or board up windows to protect against high winds and flying debris. Secure loose outdoor items, and bring indoors any lightweight objects that could become projectiles. Plan for evacuation if necessary, and identify a safe place to stay during the storm. Keep emergency supplies on hand, including food, water, first aid kit, flashlights, batteries and a portable radio.  Wildfires: Clear flammable vegetation and debris from around your home or property. Create a defensible space around your home by using fire-resistant materials for roofing, walls and landscaping. Have an evacuation plan, and be ready to leave if ordered to do so by authorities. Keep emergency supplies in a readily accessible location, and monitor the progress of the fire through local news and social media.  Tornadoes: Identify a safe room or shelter in your home, and make sure everyone knows where it is. Listen to local weather forecasts and warnings, and take shelter immediately if a tornado warning is issued. Secure outdoor objects that could become projectiles, and move vehicles into a garage or other protected area. Keep an emergency supply kit in your safe room or shelter, including food, water, first aid kit, and flashlights. Key Terms  Elements of weather: Temperature, Atmospheric pressure, Wind, Humidity and Precipitation are the elements of Weather and Climate.  Altitude: Altitude refers to the height of a place above the Sea level.  Continentality: As the distance from the sea increases, the weather conditions become extreme. Places away from the sea have very hot summers and very cold winters. This condition is known as Continentality. 26 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX Topic-2 The Seasons of India Revision Notes  The changes in weather conditions of India can be broadly categorised into four distinct patterns. These are the cold weather season, the hot weather season, the advancing monsoon and the retreating monsoon. The Cold Weather Season:  India has cold weather in the winter that begins in mid-November and lasts till February. The Northern parts of India are the first to experience the cold. December and January are the coldest months in Northern India. The southern parts of India do not experience very low temperatures.  Frost is a common phenomenon in the Northern plains, while the higher slopes of the Himalayas experience snowfall.  During winter, the north–east trade winds blow over the country. In most parts of India, the weather during the winter is dry. In some parts, like the coast of Tamil Nadu, the winds blow from the sea to the land. Hence, these places receive some amount of rainfall during the winter.  Other characteristic feature of the winter season experienced over the Northern Plains is the inflow of cyclonic disturbances from the West and the North–West. The winter rainfall is locally known as Mahawat. The Hot Weather Season:  The sea has a moderating influence over the Peninsular region of India. Hence, there are no drastic seasonal variations in temperature pattern, and winters are not as distinct as in the north. The hot weather season in India refers to the summers that begin in March and lasts till Mid-June.  In India, summer is caused due to the apparent northward movement of the Sun, which shifts the Global Heat Belt northward. ‘Loo’ are strong, gusty, hot, dry winds that blow during the day over North and North-western India.  In northern India, dust storms are also very common during the month of May. This is also the season for localised thunderstorms, associated with violent winds, torrential downpours, often accompanied by hail. Pre -monsoon showers are common, especially in Kerala and Karnataka and are often referred to as ‘Mango Showers,’ as they help in the early ripening of mangoes. Advancing Monsoon:  The advancing monsoon in India refers to the rainy season that lasts for a period of four months from June to September. The trade winds from the Southern Hemisphere, which originate over the warm subtropical areas of the southern oceans, bring the South-West Monsoon Winds into India.  Another characteristic feature of the monsoon is the ‘Breaks’ in rainfall and refers to the alternating wet and dry spells of rains. The Indian monsoon is very unpredictable. These breaks occur due to the movement of the Monsoon Trough.  The farming schedule of millions of farmers all over the country, which is dependent on the monsoons, can sometimes get disturbed. Retreating Monsoon:  The retreating monsoon refers to the transition season that lasts from October to December.  The months of October–November form a period of transition from the Hot Rainy Season to Dry Winter conditions. The main cause of this transition is the movement of the Sun towards the South. By the beginning of october, the monsoon withdraws from the Northern Plains. The retreating monsoon season is marked by clear skies and a rise in the temperatures. The land is still moist and the weather becomes hot and humid. The days can become quite oppressive. This is commonly known as ‘October Heat’.  Parts of western coast and northeastern India receive over about 400 cm of rainfall annually. However, it is less than 60 cm in western Rajasthan and adjoining parts of Gujarat, Haryana and Punjab.  Rainfall is equally low in the interior of the Deccan plateau, and east of the Sahyadris.  A third area of low precipitation is around Leh in Jammu and Kashmir.  The rest of the country receives moderate rainfall. Snowfall is restricted to the Himalayan region.  Owing to the nature of monsoons, the annual rainfall is highly variable from year to year. Variability is high in the regions of low rainfall, such as parts of Rajasthan, Gujarat and the leeward side of the Western Ghats.  As such, while areas of high rainfall are liable to be affected by floods, areas of low rainfall are drought-prone.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 27 Monsoon as a Unifying Bond:  Because of the unpredictable nature of the monsoon, the distribution of rainfall varies drastically from region to region. Major variations can also be seen in the annual precipitation from year to year. The phenomenon of monsoon is an integral part of the Indian landscape, animal and plant life, agricultural calendar, and the life of the people and their festivities.  Year after year, people of India from north to south and from east to west, eagerly awaits the arrival of the monsoon.  These monsoon winds bind the whole country water to set the agricultural activities in motion. Key Terms  Loo: ‘Loo’ are strong, gusty, hot, dry winds that blow during the day over North and North-Western India.  Mango Showers: Pre– monsoon showers are often referred to as ‘Mango Showers,’ as they help in the early ripening of mangoes.  Advancing Monsoon: An Advancing Monsoon in India refers to the Rainy Season that lasts for a period of 4 months from June to September.  Retreating Monsoon: The Retreating Monsoon refers to the transition season that lasts from October to December. CHAPTER-8 POPULATION Topic-1 Population: Size and Distribution Revision Notes  Population Size and Distribution:  Population is the pivotal element in social studies. Population is the point of reference from which all other elements are observed.  A Census is an official enumeration of the population of a country that is recorded periodically. The First census in India was held in 1872. Census has been held regularly after every 10 years.  The Census provides answers to three primary questions about the population: Population size and distribution Population growth and processes of population change Characteristics or qualities of the population  Almost half of India’s population lives in the following five states: Uttar Pradesh, Maharashtra, Bihar, West Bengal and Andhra Pradesh. Uttar Pradesh is the most populated state of India with 199 million people, according to the Census of 2011. Population density is the number of persons that live in one square kilometre of an area.  On the other hand, the Himalayan state of Sikkim has a population of just about 0.5 million and Lakshadweep has only 60 thousand people.  Population density is calculated as the number of persons per unit area.  India is one of the most densely populated countries of the world.  Rugged terrain and unfavourable climatic conditions are the main reasons for the sparse population in some areas. Moderate to low rainfall and less fertile soils also influence the population density. 28 Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX Key Terms  Census: A Census is an official enumeration of the population of a country that is recorded periodically.  Population Density: Population density is calculated as the number of persons per unit area. Population Growth and Processes of Population Topic-2 Change Revision Notes Different patterns of Population Growth:  In a population, some people are born, some die, some migrate internally or internationally. These three processes are known as birth rate, death rate and migration, respectively.  Birth rate: It is the number of live births per thousand persons in a year.  Death rate: It is the number of deaths per thousand persons in a year.  Migration: Migration is the movement of people across regions and territories. It can be internal as well as international. Factors affecting the size of a population:  Population grows through births and immigration and declines through deaths and emigration.  Internal migration influences the distribution of population within the nation.  In India, most migrations have been from rural to urban areas because of the “Push” factor in rural areas.  These are adverse conditions of poverty and unemployment in the rural areas and the “pull” of the city in terms of increased employment opportunities and better living conditions.  The urban population has increased from 17.29% of the total population in 1951 to 31.80% in 2011.  There has been a significant increase in the number of ‘million plus cities’ from 35 to 53 in just one decade, i.e., 2001 to 2011. Age Composition of Population:  Age composition indicates the number of people that belong to different age groups.  The population of a nation is generally grouped into three broad categories : Children (Below 15 years) Working age adults (15-59 years) Aged (Above 59 years) Dependency ratio is the ratio of the dependent population to the working-age population of the country. The  percentage of children and the aged affect the dependency ratio. Sex ratio is the ratio of males to females in a population. It is calculated as the number of females per 1000 males  of the population. The sex ratio in India has always remained unfavourable to females. Key Terms  Annual growth rate: The rate or pace of population increase. It is studied in per cent per annum.  Immigration: When people come to a country, it is called immigration.  Emigration: When people of a country leave that country, it is called emigration.  Composition of population: The age composition of a population refers to the number of people in different age groups in a country.  Oswaal CBSE Revision Notes Chapterwise & Topicwise, SOCIAL SCIENCE, Class-IX 29 UNIT-III: DEMOCRATIC POLITICS—I CHAPTER-9 WHAT IS DEMOCRACY? WHY DEMOCRACY? Topic-1 Democracy and its Features Revision Notes What is Democracy?  The word ‘Democracy’ has been derived from a Greek word ‘Demokratia’. ‘Demos’ means people and ‘Kratia’ means rule. So, democracy is the rule by the people.  Democracy is a form of government in which the rulers are elected by the people.  Democracy is the most prevalent form of government in the world today. Democratic Government (i) Government formed by people’s representatives. (ii) Representatives elected by free and fair election. (iii) Citizens have right to oppose any government action and policy. (iv) Citizens have right to protest, as long as the mode of protest is within the boundaries of law. Non-Democratic Government (i) Rule by force, by a person or by a group of person. (ii) No opposition is permitted. (iii) Citizens have no rights. (iv) Citizens cannot resort to any method of protest. Features of Democracy Major Decisions by Elected Leaders  In Pakistan, General Pervez Musharraf led a military coup in October 1999. He overthrew a democratically elected government and declared himself the ‘Chief Executive’ of the country. Later, he changed his designation to the President and in 2002 held a referendum in the country that granted him five-year extension.  In August 2002, he issued a ‘Legal Framework Order’ that amended the Constitution of Pakistan. According to this Order, the President can dismiss the national and provincial assemblies.  Though Pakistan has had elections — the elected representatives have fewer powers. The final power vests with military officers and General Musharraf himself.  Clearly, there are many reasons why Pakistan under General Musharraf should not be called a democracy. Among many reasons, the most significant is the power to take final decision rests with army officials and with General Musharraf and none of them was elected b