NCERT Solutions For Class 10 History Chapter 3 The Making Of A Global World - Cbsestudyguru

NCERT Solutions for Class 10 History Chapter 3 The Making of a Global World

Class 10 History Chapter 3 The Making of a Global World

1. Exercise Questions
2. Intext Questions

NCERT Solutions for Class 10 History Chapter 3 The Making of A Global World, in this step-by-step answer guide. In some of State Boards and CBSE schools, students are taught thru NCERT books. As the chapter comes to an end, students are requested few questions in an exercising to evaluate their expertise of the chapter. Students regularly want guidance managing those NCERT Solutions.

It’s most effective natural to get stuck withinside the exercises while solving them so that you can assist students score higher marks, we’ve provided step by step NCERT answers for all exercises of Class ten Social Science the Making of A Global World so you can are looking for assist from them. Students should solve those exercises carefully as questions withinside the final exams are requested from those, so these exercises immediately have an impact on students’ final score. Find all NCERT Solutions for Class ten Social Science the Making Of A Global World below and prepare in your tests easily.

NCERT Solutions for Class 10 History Chapter 3 The Making of a Global World

Class 10 History Chapter 3 The Making of a Global World

Exercise Questions

Q.1 . Give two examples of different types of global exchanges which took place before the seventeenth century , choosing one example from Asia and one from the Americas .

Ans . Two examples of different types of global exchanges were :

( i ) Before the 17th century , China exported silk and pottery to Europe in exchange for gold and silver from Europe . This trade was carried out using the traditional silk routes .

( ii ) Many common food items like potatoes , soya , groundnuts , maize , tomatoes , chillies and sweet potatoes were introduced into Europe from America , after it was discovered by Christopher Columbus in the end of 15th century .

Q. 2. Explain how the global transfer of disease in the pre – modern world helped in the colonisation of the Americas .

Ans . The Portuguese and the Spanish had a strong fire power and army . But along with these , germs and viruses helped them in conquering parts of Americas .

As Americas was isolated earlier , the original inhabitants had no immunity against the germs . and viruses present in Europe .

The diseases once introduced , spread very fast . The disease like smallpox affected whole communities that were paving the way for the conquest of the colonisers .

These germs were more dangerous as compared to guns and firearms because guns could be bought or captured , but there was no ways to escape from these diseases .

Thus , the Portuguese and Spanish colonisers conquered the local population easily to enable the colonisation of Americas .

Q. 3. Write a note to explain the effects of the following :

( a ) The British government’s decision to abolish the Corn Laws .

( b ) The coming of rinderpest to Africa .

( c ) The death of men of working – age in Europe because of the World War .

( d ) The Great Depression in the Indian economy .

( e ) The decision of MNCs to relocate production to Asian countries .

Ans . ( a ) After the abolition of Corn Laws , food could be imported into Britain more cheaply than it could be produced within the country . Due to this , farmers did not grow corn , leaving the land uncultivated . This resulted in unemployment on a large scale and the people started migrating to the cities or migrating overseas , looking for work .

( b ) The coming of rinderpest to Africa caused a loss of livelihood for countless Africans . Rinderpest was a cattle plague spread by Asian cattle taken to Africa to feed the Italian soldiers by the European colonisers .

The disease affected the African cattle , which spread like forest fire . Rinderpest killed 90 percent of the cattle . This virtually destroyed the African economic system based on cattle and land .

Africans , who worked rearing cattle were unemployed and forced to earn their livelihood . by working in mines and on plantations set – up by Europeans .

Using this situation to their advantage , colonising nations successfully monopolised cattle resources . By this , they strengthen their power and forced Africans into labour market .

( c ) After the First World War , most men of working age were either injured or dead . Those deaths and injuries reduced the workforce of the able bodied people with fewer members in the family . Thus , household incomes declined after the war .

( d ) The great depression immediately affected Indian trade in agriculture goods . Indian exports and imports nearly halved between 1928-1934 .

As international prices crashed , prices in India also plunged . Wheat prices fell in India by 50 percent and prices of raw jute crashed by 60 percent . Peasants and farmers were worst hit . The colonial government refuse to reduce revenue demands in spite of this . The jute producers of Bengal faced a severe loss . The depression less affected urban land owners and salaried people who had fixed income .

( e ) Wages are relatively low in Asian countries due to excess supply of workers and a lower standard of living . Thus , they become attractive destination for investments by foreign MNCs competing to capture world markets . Most of the economies of Asian countries have a low cost structure .

Most of these countries also have a huge market . The low cost structure of these economies enabled mass production at a much lower cost . It led to a stimulation of world trade and capital flow . It benefitted the Asian countries by increase of employment and a quick economic transformation .

Q.4 . Give two examples from history to show the impact of technology on food availability .

Ans . Two examples of impact of food technology on food availability :

( i ) The technique of cold storage and use of refrigerated ships boosted the export of perishable foods over long distances . Meat exported from America , Australia and New Zealand could be sent to Europe where meat was not available easily or cheaply .

( ii ) Faster railways , larger ships and lighter wagons enabled cheaper and quicker movement of perishable foodstuffs from far away farms to their final markets . Now the poor in Europe could add meat ( even butter and eggs ) to their daily diet .

Q. 5. What is meant by the Bretton Woods Agreement ?

Ans . The Bretton Woods Conference was held in July of 1944 at Bretton Woods in Hampshire , USA . Under this system , the international monetary fund ( IMF ) and international bank of reconstruction and development ( IBRD ) popularly known as world bank were established .

Their objective was to preserve global economic stability and full employment in the industrialised world .

The IMF and World Bank are referred as Bretton Woods institutions or Bretton Woods twins .

Discuss

Q. 6. Imagine that you are an indentured Indian labourer in the Caribbean . Drawing from the details in this chapter , write a letter to your family describing your life and feelings .

Ans . To ,

XYZ , Block C – 69 , Vasant kunj

New Delhi

I am working in Trinidad ( Caribbean ) as an indentured labourer . Through this letter , I want to tell you about my hard ship and misbehaviour of the contractor towards me . The contractor at the time of hiring did not provide the correct information regarding place of work , mode of travel and living and working conditions .

Very few legal rights are provided to us . The contractor uses harsh and abusive language at the work site . He treats us like coolies and we are an uneasy minority in the cocoa plantation in Trinidad . Whenever I do not attend my work , I am prosecuted and sent to jail . There is lot of work at the plantations with heavy work load and sometimes I have to finish all of it in one day .

In case of unsatisfactory work ( in the contractor’s thinking ) , my wages are cut .

I am living a life of slave and is in great trouble .

Yours

XYZ .

Q. 7. Explain the three types of movements or flows within international economic exchange . Find one example of each type of flow which involved India and Indians , and write a short account of it .

Ans . The three types of movements or flows within international economic exchange are :

( i ) Flow of trade : This refers to trade in goods like wheat , cotton etc. Historically fine cotton cloth was produced in India by weavers and exported to European countries . But when the industrial revolution started in Europe and the European countries imposed tariff barriers , the export of textiles dropped drastically . In fact , India started exporting raw cotton and importing mill – made cloth from England .

( ii ) Flow of Labour : This refers to migration of people in search of employment . During the 19th century , a large number of Indian labourers migrated to Africa , the West Indies and other countries . They migrated to work on plantations , in mines , railways and road construction projects set up by the Europeans .

( iii ) Flow of capital : This refers to the movement of capital over long distances for short term and long term investments . Groups of Indian financers , traders like the Shroffs , Chettiars , etc financed agriculture and plantations in various Asian and African Countries . They use their own funds or those borrowed from European banks .

Q. 8 . Explain the causes of the Great Depression .

Ans . Covered in the self assessment part . 2 , Q. No. 11

Q. 9 . Explain what is referred to as the G – 77 countries . In what ways can G – 77 be seen as a reaction to the activities of the Bretton Woods twins ?

Ans . The developing countries did not benefit from the economic growth of the developed countries . To remove this disparity , these 77 countries organised themselves into a group called the G – 77 countries .

Later on , more developing countries joined the group and now it consists of about 130 countries . They have demanded a new international economic order ( NIEO ) in which they have a real control over their natural resources .

By NIEO , they get more development assistance and fairer prices for raw materials , and better access to the markets in developed countries for their manufactured goods . G – 77 is seen as a reaction to the activities of the Bretton Woods twins , because the Bretton Woods twins , IMF and world Bank were mainly set up to favour the developed nations .

They did not help the developing nations significantly as both of these institutions controlled their investment in the developing countries . So , the developing countries decided to set up their own group , the G – 77 .

Intext Questions

Q. 1. Explain what we mean when we say that the world’shrank ‘ in the 1500s . [ Discuss , Page no . 56 ]

Ans . The world shrank in 1500s can be understood as :

( i ) Europeans discovered the sea route to Asia and trade activities increased between Europe and Asia .

( ii ) The American continent was discovered only when the sea route through the Atlantic ocean to America was found .

Due to the above mentioned factors there was an increased interaction among people living in different continents of the world , thereby causing the world to shrink in a metaphorical term .

Activity ( Page no . 59 )

Q. 2. Imagine that you are an agricultural worker who has arrived in America from Ireland . Write a paragraph on why you chose to come here and how y you are earning your living .

Ans . The potato crop failed in Ireland last year and I was reduced to poverty . There was no food to eat and I had no money . The cities were very crowded and many diseases were prevalent . I immigrated to America for a better future . Here , I am earning my living as an agricultural labourer in a big wheat farm . I get a regular salary and I am happy that I left Ireland .

Q. 3. Discuss the importance of language and popular traditions in the creation of national identity . [ Discuss , Page no . 64 ]

Ans . A person is identified as belonging to a particular nation by his cultural traditions and the language that he speaks . The language as well as the traditional practices usually develop and get established over a long period of time . They gave an identity to the individual wherever he is . For example , A French man will speak the French language . He will also follow French customs and traditions wherever he is in the world as he would have imbibed them in his family from his childhood days . He will be identified as a French national everywhere .

Q. 4. Who profits from jute cultivation according to the jute growers ‘ lament ? Explain . [ Discuss , Page no . 73 ]

Ans . The jute growers ‘ lament was that only traders and moneylenders profited from the jute cultivation and not the jute growers . Peasants from Bengal cultivated raw jute which was processed in factories for export in the form of gunny bags . But as gunny exports collapsed , the price of raw jute crashed more than 60 per cent . Peasants who borrowed in the hope of better times or to increase output in the hope of higher incomes faced ever lower prices , and fell deeper and deeper into debt .

Q. 5. Briefly summarise the two lessons learnt by economists and politicians from the inter – war economic experience ? [ Discuss , Page no . 75 ]

Ans . The two lessons learnt by economists and politicians from the inter – war economic experience are :

( i ) An industrial society based on large production is unstable without consumption on a large scale . For this , high and stable incomes through full employment are necessary . But markets alone could not guarantee full employment . Therefore governments would have to step in to minimise fluctuations of price , output and employment . Economic stability could be ensured only through the intervention of the government .

( ii ) The second lesson related to a country’s economic links with the outside world . The goal of full employment could only be achieved if governments had power to control flows of goods , capital and labour .

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