Dr.G.S.

Kalyanasundaram Memorial School

Patteswaram Road, ChozhanMaligai – 612 703

Social Science - 087

Grade 9 – (2023- 2024)
Study Material
Democratic Politics: Ch 5: Democratic Rights
Geography: Ch 6: Population
&
History: Ch 4: Forest Society and Colonialism
Prepared by:
Ms. J.R.Hemasri
Department of Social Science
 Chapter 5: Democratic Rights
5.1 Life Without Rights

Prison in Guantanamo Bay

1. About 600 people were secretly picked up by the US forces from all over
the world and put in a person in Guantanamo Bay, an area near Cuba
controlled by American Navy.
2. The American Government said that they were enemies of the US and
linked to the attack on New York on 11 Sep 2001.
3. Families of Prisoners media or even UN representatives were not allowed
to meet them.
4. Amnesty International, an international human rights organization,
collected information on the condition of the prisoners in Guantanamo Bay
and reported that the prisoners were being tortured in ways that violated
the US laws.
5. Prisoners were not released even after they were officially declared not
guilty.
6. An independent inquiry by the UN Secretary General said the prison in
Guantanamo Bay should be closed down.

Violation of Citizen Rights in Saudi Arabia.

 The Country is ruled by a hereditary king and the people have no role in
electing or changing their rules.
 The king selects the legislature as well as the executive. He appoints the
judge and can change any of their discussion.
 Citizens cannot form political parties or any political organizations. Media
cannot report anything that the monarch does not like.
 There is no freedom of religion. Every citizen is required to be Muslim. Non
Muslim residents can follow their religion in private but not in public.
 Women are subjected to much public restriction. The testimony of one man
is considered equal to that of two women.
Violation of Citizen rights in Kosovo (Yogoslovia)

 Kosovo was a province of Yugoslavia before its split.

 In this province the population was overwhelmingly ethnic
Albanians(Muslims) But in the entire country Serbs(Christians) were In
majority.
 A narrow minded Serb nationalist Milosevic had won the election.
 His Government was very hostile to the Kosovo Albanians.
 He wanted the serbs to dominate the country.
 Many Serb leaders thought that Ethnic minorities like Albanians should
either leave the country or accept the dominance of the Serbs.
What happened to an Albanian family in a town in Kosovo in April 1999?
 74 years old Batisha Hoxha was sitting in her Kitchen with her 77- year
old husband, lzet staying warm by the stove.
 She knew five or six soldiers had burst through the front door and
were demanding her Children.
 They shot izet three times in the chest, when her husband dying
before her the soldiers pulled the wedding ring off and before she
came out of the home they burnt the house.

This news report was typical of what happened to thousands of

Albanians in that period.

 This was one of the worst instances of killings based on ethnic

prejudices in recent times
 Finally Milosevic lost power and was tried by the international court
of Justice for crimes against humanity.

5.2 Rights in a Democracy.

What are rights?
Rights are reasonable claims of persons recognized by society and
sanctioned by law.
 Why do we need rights in a democracy?

 In a democracy every citizen has to have the right to vote and the
right to be elected to government.
 It is necessary that citizens should have the right to express their
opinion, from political parties and take part in political parties and
take part in political activities.
 Rights protect minorities from the oppression of majority.
 Rights ensure freedom from the repressive laws and policies.
 Rights protect citizens from the excesses of the government
machinery.

The Constitution of India provides Six fundamental rights to every

citizen of the country.
1. Right to equality
2. Right to freedom
3. Right against exploitation
4. Cultural and educational rights
5. Right to freedom of Religion
6. Rights to constitutional remedies
1.Right to Equality
According to constitution, the state shall not deny to any person in India
equality before law or the equal protection of law.
 Article 14-Equality before law : means that the laws apply in the
same manner to all, regardless of person’s status.
This is known as rule of law. It means that no person is above the law and
every person is subjected to same laws.
 Article 15- Right against Discrimination:
Prohibition of discrimination on grounds of religion, race, caste, sex or
place of birth.
 Article 16- Equality of opportunity:
 All Citizen have Equality of opportunity in matters of Public
Employment or appointment to any position in the government.
 Article 17- Abolition of Untouchability.
 The practice of untouchability has been abolished and its practices in
any form are forbidden.
 Article 18- Prohibits titles except Academic and Military
 The constitution Abolish the use of Titles, For example- the term
Nawab attached to a name indicated the royal status of that person.
2. Right to Freedom
 Article 19- Right to speech, Assembly, Association, Movement,
Residence and Occupation.
 Freedom of Speech and Expression
 Assembly in a Peaceful manner.
 Form Association and unions.
 Move freely throughout the country.
 Reside in any part of the country, and Practice any profession or to
carry on any occupation, trade or business.
 Article 20- Protection in respect of Conviction of offences.
 Article 21- Protection of life and Personal Liberty.
 Article 21 A- Right to Education
 Article 22- Protection against arrest and detention in certain
cases.
3.Right against Exploitation
 Article 23- Prohibition of traffic in human beings and Forced
Labour.
 Traffic here mean buying and selling of human beings
 Prohibition of forced labor or beggar in any form
 Beggar is a practice where the worker is forced to render service
to the master free of charge or a nominal remuneration.
 Article 24- Prohibition of Child labour – below the age of 14.
 No one can employ a child below the age of 14 to work in any
factory or mine or in any other hazardous work, such as railway
and ports.
4.Right to Freedom of Religion.
There is no state religion in India . All religion are given equal respect.
Every person has a right to profess, practice and propagate his own
or any religion.
 Article 25- Freedom of Conscience and Free Profession, Practice
and propagations of religion.
 Article 26 -Freedom to manage religious affairs.
 Article 27 Freedom as to payment of taxes for promotions of any
particular religion.
 Article 28- Freedom as to attendance at religion instruction or
religious worship in certain educational Institutions.
5.Cultural and Educational Rights.
Minorities have the right to converse their language and culture.
They have the right to establish their own educational institutions.
 Article 29- Protection of Interests of minorities
 Article 30 - Rights of minorities to establish and administer
educational Institutions.
 Article 31-Right to property : was deleted through 44th
Ammendment in 1978 and added into article 300 A as a legal
right.
6.Right to Constitutional Remedies.
 Article 32- Right to Constitutional Remedies.
 This is the Right that makes all right effective, if a citizens
fundamental rights are violated to take away, he/she can sek
remedy through courts.
 Dr.B.R.Ambedkar called the Right to Constitutional Remedies,
the “Heart and Soul of our Constitution.”
 National Human Right Commission.
This is an Independent Organisation established in 1993.
Its main work is to focus on human rights and the victims whose
rights are violated.
5.4 Expanding scope of Rights.
While the fundamental Rights are sources of all rights.
 Our Constitution and law offers a wider range of Rights. Over
the years the scope of rights has expanded.
 From time to time, the courts gave Judgments to expand the
scope of rights.
 Now school education has become a right for Indian citizens.
The governments are responsible for providing free and
compulsory education to all children up to the age of 14 yrs.
 Parliament has enacted a law giving the right to information to
the citizens.
 We have the right to seek information from government
offices.
 Recently the Supreme Court has expanded the meaning of the
right to life to include the right to food.
 The right to property, the right to vote in election is important
Constitutional Rights.
Constitution of South Africa guarantees its citizens several kinds
of new rights.
 Right to privacy, so that citizens or their home cannot be
searched their phone cannot be tapped, their
communication cannot be opened.
 Right to an environment that is not harmful to their health
or well being.
 Right to have access to health care services, sufficient food
and water: no one may be refused emergency medical
treatment.
 Geo Ln 6 :Population

 People are Producer and Consumer of Resource.

 It is people who form a nation and help to develop its economy.

1.“Population is the Pivotal Element in Social Studies”

 The People make and use resources and are themselves resources with
varying quality.
 Example coal is a piece of rock, until people were to invent technology to
obtain it and make it “resource”.
 A census is an official enumeration of population of a country that is
recorded primarily.

2.Population size and Distribution.

A.India’s Population size and Distribution by Numbers.
 As per census of March 2011 India’s Population stood 1,210.6 million and
accounted for 17.5% of the World’s Population.
 Uttar Pradesh is the most populous state and population size of 199
million.
 Uttar Pradesh accounts for about 16% of the country’s population.
 The Himalayan state of Sikkim has a population of just about 0.6 million.
 Almost half of India’s population lives in just 5 States.
 Andhra Pradesh- 7 % ,Uttar Pradesh – 18 % ,Maharashtra – 9 % ,Bihar- 9 %
and West Bengal – 8%

B. India’s Population Distribution by Density

 Population density is calculated as the number of person per unit area.

 India is one of the most densely populated countries of the world.
 The population density of India in the year 2011 was 382 persons per sq
km.
 1,102 Person per sq km in Bihar.
 17 persons per sq km in Arunachal Pradesh
 Rugged Terrain and unfavorable climate are responsible for spare
population in area like Arunachal Pradesh.
  The Northern Plains and Kerala in the south have very high population
densities because of the flat plain with fertile soil and abundant rainfall.
II. Population Growth and Processes of Population Change.
a. Population Growth
Growth of Population refers to the change in the number of inhabitant’s
of a country / territory during a specific period of time (10 years).
Such a change can be expressed in two ways:
Absolute Number (increase) Annual Growth Rate
 The Magnitude of increase  The rate or the pace of
in Population in each year or population increase is the
decade. other important aspect.
 Example It is obtained by  It is studied in percent per
simply subtracting the annum.
earlier population that of  Example: There was an
2001 from the later increase of 2 persons for
population that of 2011. every 100 person in the base
population.

b. Processes of population Change/Growth.

There are Three main processes of change of Populations: Birth rate,
Death rate and Migration.
i.Birth Rate: is the number of live births per thousand persons in a year.
ii.Death Rate: is the number of death per thousand persons in a year.
iii.Migration: is the movement of people across regions and territories.
It can be Internal within the Country) or international ( between the
countries)
Factors affecting the size of a population
 Population growth through births and immigration and decines
through deaths and emigration.
 Internal migrations influence 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.
  There are adverse conditions of poverty and unemployment in the
rural areas and the “Pull” of the city in times 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 that is 2001 to 2011.

Adolescent Populations: Adolescents are generally grouped in the age grouped

of 10 to 19 yrs.
 It Constitutes ¼ of the population of India.
 Nutrition requirements of adolescents are higher than those of a normal
child or adult.
 Poor nutrition can lead to deficiency and stunted growth
 But in India the diet available to adolescents is inadequate in all nutrients.
National Population Policy.
 The Government of India initiated a comprehensive Family Planning
Programme in 1952.
 The National Population Policy (NDP) 2000 is a culmination of years of
planned efforts.
 The NPP 2000 provides a policy framework for imparting- Free and
compulsory school education up to 14 yrs of age.
 Reducing infant mortality rate to below 30 per 1000 live births
 Achieving universal immunization of children against all vaccine
preventable diseases, promoting delayed marriage for girls, and
making family welfare a people centred programme.
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 Ch – 4: Forest Society and Colonialism
Unit 1- Why Deforestation?
1. Define Deforestation.
 The Comprehensive cutting down of trees (OR) The disappearance of
forests is referred as Deforestation.
 Processes of Deforestation under colonial rule had become systematic and
extensive.
 Between 1700 and 1995, the period of Industrialization, 13.9 million sq km
of forest or 9.3 % of the world’s total area was cleared.
Unit 1.1 Land to be Improved.
2. Why cultivation expanded rapidly in the colonial period?
The Expansion of cultivation takes place rapidly- for a variety of reasons-
 First: The British directly encouraged the production of commercial crops
like sugar, wheat and cotton to feed the growing urban population and Raw
Material for the Industries.
 Second: The Colonial Government thought that forests were unproductive.
So that the land could yield agricultural products and revenue, and
enhance the income of the state.
1.2.Sleepers on the Tracks.
3. Which type of forests in England were disappearing in the early 19th ce.
Trace the problems behind it.
 By 19th CE, Oak forest in England were disappearing . This created a
problem of timber supply for Royal Navy.
 For Imperial Ship building strong and durable wood were needed.
 By 1820’s search parties were sent to explore the forest resources of India.
 Within a decade trees were being felled on a massive scale and vast
quantities of timber were being exported from India.
4 .The spread of railways from the 1850’s created a new demand of timber
 To run locomotives, wood was needed as fuel,
 To lay railway lines sleepers were essential to hold the tracks together.
 Railways were essential for colonial trade and
 For the movement of imperial troops.
1.3 Plantation
5. Large areas of natural forests- were also cleared to make way for tea, coffee
and rubber plantations to meet Europe’s growing need for these commodities.
 The Colonial Government took over the forest, and gave vast areas to
European planters at cheap rates.
Unit 2: The Rise of Commercial Forestry.
6. British were worried that the use of forests by local people and the reckless
feeling of trees by traders would destroy forests.
 So they decided to invite a German Expert, Dietrich Brandsis, for advice
and made him the First inspector General of Forests in India.
 Brandis realized that a proper system had to be introduced to manage
the forests and people had to be trained in the science of conservation.
 Brandis set up the Indian Forest- Service in 1864.
 He helped in Formulating the first Indian Forest Act of 1865
 After the Forest Act was enacted in 1865, it was amended twice, once in
1879 and then in 1927.
 The 1879 Act divided forests into THREE Categories: Reserved, Protected
and Village forests.
 The best forests were called “Reserved Forests” Villagers could not take
anything from these forests, even for their own use. For house building
or fuel they could take wood from protected or village forests.
7. What is meant by “Scientific Forestry”
 The Imperial Forest Research Institute was set up at Dehradun in 1906.
The system they taught here was called scientific forestry.
 In scientific forestry, natural forest which had lots of different types of
tress were cut down. In their place, one type of tree was planted in
straight rows. This is called a plantation.
8. Classify the forest on the basis of forest act of 1878.
 Reserved Forest- villagers could not take anything.
 Protected Forest- villagers could collect wood under strict
supervision.
 Village forests- villagers could be use only domestic purpose.
2.1.How were the lives of People Affected?
9. “Foresters and villagers had very different ideas of what a good
forest should look like. Discuss about the different needs between
them.
Forest Department Villagers
Wanted trees which were suitable Wanted forest with a mixture of
for building ships and railways species
They needed trees that could It satisfies their different needs-
provide hard wood, and were tall such as fuel, fodder, leaves, etc…
and straight.
Particular species like teak and Sal
were promoted and others were
cut.
10.“Almost everything is available in the forest” Elobrate the
statement.
 Forest products such as Roots, leaves, fruits and rubber are useful
for many things.
 Fruits and tubers are nutritious to eat., especially during the
monsoon before the harvest has come in.
 Herbs are used for medicine.
 Wood for agricultural implements like yokes and ploughs.
 Bamboo makes excellent fences and also used to make baskets
and umbrellas.
 Leaves can be stitched together to make disposable plates and
cups.
 The siadi creeper can be used to make ropes, and the thorny bark
of the semur tress is used to grate vegetables.
 Oil for cooking and to light lamps can be pressed from the fruit of
the Mahua tree.
11. Analyse the Impact of Forest Laws.
A. After the implementation of act, almost all everyday practices of
native became illegal like
 Cutting wood for their houses,
 Grazing their cattle
  Collecting fruits and roots and other forest products
 Hunting and Fishing
 Collecting honey
 Collection of Mahua
B. People were now forced to steal wood from the forests, and if they were
caught , they were at the mercy of the forest guards who would take bribes
from them.
C. Women who collected fuel wood were especially worried for their safety.
It was also common for police constables and forests guards to harass
people by demanding free food from them.
2.2.How did forest Rules Affect Cultivation?
One of the major impacts of European colonialism was on the practice of
Shifting Cultivation or Swidden Agriculture.
Place Name of the Shifting cultivation
South- East Asia Lading
Central America Milpa
Africa Chitemene or Tavy
Sri Lanka Chena
India Dhya, Penda, Jewar, Nevad, Jhum,
Podu, Khandad and Kumri
 In the process, many pastoraist and nomadic communities like the Korava,
Karacha and Yerulula of the Madras Presidency lost their livelihoods.
 Some of therm began to be called Criminal Tribes .
 They were forced to work instead in factories , mines and plantations,
under government supervision.
12.In Shifting Cultivations.
 Parts of the forest are cut and burnt in rotation.
 Seeds are sown in the ashes after the first monsoon rains, and the crop is
harvested by October- November.
 Such plot are cultivated for a couple of years and then left fallow for 12 to
18 years for the forest to grow back.
 A mixture of crops is grown on these plots.
 13. Why Government decided to ban shifting cultivation.
 European foresters regarded this practice as harmful for the forests.
 They felt that land which was used for cultivation every few years could nor
grow trees for railway timber.
 It was harder for the government to calculate taxes.
 Therefore the Government decided to ban shifting cultivation.
 Unit- 2.3 Who Could Hunt?
14. “Forest laws deprived people of their customary rights to hunt, hunting of
big animals became a sport.”Comment on the above statement.
 The British saw large animals as signs of a wild, primitive and savage
society. They believed that by killing dangerous animals the British
would civilize India.
 Over 80,000 tigers, 150, 000 leopards and 200,000 wolves were killed
for reward in the period 1875- 1925.
 A British administrator, George Yule killed 400 tigers, Initially certain
area of forest were reserved for hunting.
2.4 : A New Trades, New Employments and New Services.
15. Many communities left their traditional occupations and started trading in
forest Products. Give Reason.
 Some people lost out in many ways after Forest Department took control of
the forests.
 Example: With the growing demand for rubber in the Mid- 19th CE. The
Mundurucu peoples of the Brazilian Amazon who lived in village’s on high
ground and cultivated manioc, began to collect latex from wild rubber trees
for supplying to traders.
 In India, the trade in forest products was not new. From the Medival period
onwards, we have record of Adivasi community trading in Elephants and
other goods like Hides, horns, silk coconsm, ivory, spices, Gums and resins,
Fibers Bamboos etc….
16. “New Opportunity of work did not always mean improved well being
for the people” Justify the statement with an Example.
  In Assam both men and women from forest communities like
santhals and oranons from Jharkhand and Gonds from Chhattisgarh
were recruited to work on tea plantations.
 Their wages were low and conditions were very bad.
 They could not return easily to their hoe villages from where they
had been recruited.
Unit – 3 Rebellion in the Forest.
In many parts of India,, and across the world, forest communities rebelled
against the changes that were being imposed on them.
17.Some of the main leaders of forest communities rebelled against the
British.
1.Siddhu and Kanu in the Santhal Parganas
2.Birsa Munda of Chhotanagpur
3.Alluri Sitaram Raju of Andhra Pradesh
3.1 The People of Bastar.
18. Brief about Bastar and its people.
 Bastar is located in the southernmost part of Chhattisgarh.
 It borders Andhra Pradesh, Orissa and Maharashtra.
 A number of different communities live in Bastar such as Maria and Muria
Gonds, Dhurwas ,Bhatras and Halbas.
 They speak different languages but share common customs and beliefs.
 The people of Bastar believe that each village was given its land by the
Earth, and in return, they look after the earth by making some offerings at
each agricultural festival.
3.2 The fear of the people.
19. Identify the reason for the fear and worries of Bastar people.
 Colonial government proposed to reserve two third of the forest in 1905
stop shifting cultivation hunting and collection of forest produce, the
people of Bastar were very worried.
 Some villages, were allowed to stay on in reserved forest on the condition
that they worked free for forest department in cutting and transporting
trees and protecting the forest from fires.
 These villages were called “forest villages” or “Van Gram”
  The Initiative of revolt in Bastar region was taken by Dhurwas of Kanger
forest once reservation was implemented.
 One of the important figures of this revolt was “Gunda Dhur”
20.Describe about the major victory for the rebels.
Though revolt was suppressed it was a major victory for the rebel.
 Work on reservation was suspended temporarily
 The area to be reserved was reduced to roughly half of that planned
before 1910.
 Revolt inspired the other tribal people regarding to unjust policies.
Unit 4 : Forest Transformations in Java.
Java is now famous as rice producing island in Indonesia, But once upon a time it
was covered mostly with forests.
4.1 The Wood cutters of Java
21. How Dutch began to gain control over forest in the 18th CE?
 The Kalangs of Java were a community of skilled forests cutters and
shifting cultivators.
 When the mataram kingdom of java split the 6,000 kalanga families
were equally divided between the two kingdom.
 Without their expertise, it would have been difficult to harvest teak
and for the kings to build their palaces.
 They tried to make the Kalangs work under them.
4.2 Dutch Scientific Forestry.
22. “In 19th CE it became important for Dutch to control territory and not just
people.” Support the above statement.
 After the enacted forest law in Java by the Dutch.
 Restricting villager’s access to forests.
 Wood could only be cut for specified purposes like making river boats or
constructing houses and only from specific forests under close supervision.
 Villagers were punished for grazing cattle in young stands, transporting
wood a permit, or travelling on forest roads with horse carts or cattle.
23. What is meant by Blandongdiensten?
The Dutch first imposed rents on land being cultivated in the forest and then
exempted some villages from paying it if they work collectively to provide free
labour and buffalos for cutting and transporting timber.
 This is known as Blandongdiensten (Blan-dong-dien-sten.)

4.3 Samin’s Challenge.

24.The Samins protested this advancement of Dutch
I.They were led by Surontiko Samin who argued that state had not created
the wind, water, earth and wood, so it could not own it any ask for taxes.
II. They protested by
 Lying down on their land when the Dutch came to survey it,
 Others refused to pay taxes or fines.
 They also refused to perform free labour.
4.4.War and Deforestation.
25. Explain how The First World War and the Second World war had a
mojor impact on Forest.
 In India working plans were abandoned at this time and forest
department cut trees freely to meet British war needs.
 In Java just before the Japanese occupied the region, the Dutch
followed “a scorched earth policy”, destroying saw mills, and
burning huge piles of gaint teak logs so that they would not fall
into Japanese hands.
 The Japanese then exploited the forests recklessly for their own war
industries, forcing forest villagers to cut down forests.
 Many villagers used this opportunity to expand cultivation in the
4.5.New Developments in Forestry.
26. “Conservation of forest is rather than collecting timber has become
a more important goal.”Explain the above statement.
 Since 1980’s Government across Asia and Africa have begun to
see that scientific forestry and the policy of keeping forest
communities away from forests has resulted in many conflicts.
 The Government has recognized that in order to meet this goal,
the people who live near the forests must be involved.
 In India from Mizoram to Kerala, dense forests have survived only
because villages protected them in sacred groves known as
sarnas, devarakudu, kan, rai, etc…
 Local forest communities and environmentalists today are
thinking of different forms of forest management.
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“The Capacity to learn is a Gift,

The ability to learn is a Skill,
The willingness to learn is a Choice”