Class 10 History Chapter 4 Extra Questions and Answers The Making of Global World

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Class 10 History Chapter 4 Extra Questions and Answers The Making of Global World

The Making of Global World Class 10 Extra Questions and Answer History Chapter 4 Very Short Answers Type

Question 1.
Why did people from ancient times travel vast distances?
Answer:
From ancient times people travelled vast distances for knowledge, opportunity and spiritual fulfilment, or to escape persecution.

Question 2.
What did travellers, traders, priests and pilgrims carry with them while they travelled vast distances?
Answer:
They carried goods, money, values, skills, ideas, inventions, and even diseases.

Question 3.
What purpose did the silk routes serve in the pre-modern trade?
Answer:
Historians have identified several silk routes over land and by sea. These routes knitted together vast regions of Asia, and linked Asia with Europe and northern Africa. Chinese pottery travelled the same route as did textiles and spices from India and Southeast Asia. In return precious metals flowed from Europe to Asia.

Question 4.
Who were the original inhabitants of America or Americas?
Answer:
They were American Indians.

Question 5.
Why did thousands of people flee Europe for America?
OR
Which problems were rampant in Europe all through the nineteenth century?
Answer:
Until the nineteenth century, poverty and hunger were common in Europe. Cities were crowded and deadly diseases were widespread. Religious conflicts were common and religious dissenters were persecuted. Hence, many people fled Europe for America.

Question 6.
Which two factors moved the centre of world trade westwards?
Answer:

China restricted overseas trade and retreated into isolation.
The importance of the Americas in the world trade grew.

Question 7.
Name the three types of flow that economists identify within international economic exchanges.
Answer:

The flow of trade in goods like cotton and wheat.
The flow of labours i.e. the migration of people in search of employment.
The flow of capital for short term or long term investments over long distances.

Question 8.
What had increased the demand for food grains in Britain from the late eighteenth century?
Answer:
Population growth from the late eighteenth century had increased the demand for food grains in Britain.

Question 9.
What were the Corn Laws?
Answer:
The laws that allowed the British government to restrict the import of com came to be known as the Corn Laws.

Question 10.
Which were the important inventions that transformed nineteenth-century world?
Answer:
The railways, steamships and the telegraph were important inventions that transformed nineteenth
century world.

Question 11.
Trade flourished and markets expanded in the late eighteenth-century world. It was undoubtedly a big achievement of the time but it had its darker side too. What was it?
Answer:
In many parts of the world colonised people lost their freedoms and livelihoods.

Question 12.
What was rinderpest? When did it arrive in Africa?
Answer:
Rinderpest was a fast-spreading disease of cattle plague. It arrived in Africa in the late 1880s.

Question 13.
Where did most Indian indentured workers come from?
Answer:
Most of the Indian indentured workers came from the present-day regions of eastern Uttar Pradesh, Bihar, central India and the dry districts of Tamil Nadu.

Question 14.
What were the main destinations of Indian indentured migrants?
Answer:
Their main destinations were the Caribbean Islands (mainly Trinidad, Guyana and Surinam), Mauritius and Fiji.

Question 15.
Nineteenth-century indenture has been described as a new system of slavery. Why?
Answer:
It was because on arrival at the plantations, labourers found conditions to be different from what they had been told. Living and working conditions were harsh, and there were few legal rights.

Question 16.
When was the system of indentured labour migration abolished?
Answer:
This system was abolished in 1921.

Question 17.
Britain had a trade surplus with India. What did this mean?
Answer:
This meant that the value of British exports to India was much higher than the value of British imports from India.

Question 18.
How did Britain use the trade surplus in India?
Answer:
Britain used this surplus to balance its trade deficits with other countries i.e., with other countries from which Britain was importing more than it was selling to.

Question 19.
The First World War was fought between two power blocs. Name them.
Answer:
The Allies – Britain, France, Russia and the US.
The Central Powers — Germany, Austria, Hungry and Ottoman Turkey.

Question 20.
What is meant by ‘mass production’?
Answer:
The manufacture of goods in large quantities by machinery and by use of techniques such as the assembly line and division of labour.

Question 21.
Who was Henry Ford?
Answer:
Henry Ford was the American car manufacturer who pioneered mass production. He used the ‘assembly line’ method to produce vehicles in a faster and cheaper way.

Question 22.
What was the duration of the Great Depression?
Answer:
The Great Depression began around 1929 and lasted till the mid-1930’s.

Question 23.
What did the period of the Great Depression witness?
Answer:
It witnessed catastrophic decline in production, employment, incomes and trade.

Question 24.
Name the two powers between which the Second World War was fought.
Answer:

The Axis Powers – mainly Nazi Germany, Japan and Italy.
The Allies – Britain, France, the Soviet Union and the US.

Question 25.
What was the main aim of the post-war international economic system?
Answer:
Its main aim was to preserve economic stability and full employment in the industrial world.

Question 26.
What is the full form of NIEO?
Answer:
New International Economic Order.

Question 27.
What are the International Monetary Fund (IMF) and the World Bank referred to?
Answer:
The IMF and the World Bank are referred to as the Bretton Woods institutions or sometimes the Bretton Woods twins.

Question 28.
Explain flexible or floating exchange rates.
Answer:
These rates fluctuate depending on demand and supply of currencies in foreign exchange markets, in principle without interference by governments.

The Making of Global World Class 10 Extra Questions and Answer History Chapter 4 Short Answers Type

Question 1.
Explain the role of the silk routes in establishing trade and cultural links between distant parts of the world. (Imp.)
OR
Why were the silk routes so important in world history?
Answer:
(i) The silk route refers to a network of ancient trade routes connecting Asia, Europe and northern Africa. Extending more than 6,500 kms, the silk route was mainly used to transport Chinese silk to Europe through Central Asia from 2nd century BC.

(ii) However, many trade routes over land and by sea, existed in much earlier times that connected the main silk route and traded in different commodities ranging from salt to gold.

(iii) The silk route’s contribution to world history was also noticeable in the exchange of ideas, art and science between Asia, Europe and Africa.

(iv) Early Christian missionaries almost certainly travelled this route to Asia, as did early Muslim preachers a few centuries later. Much before all this, Buddhism emerged from eastern India and spread in several directions through intersecting points on the silk routes.

Question 2.
Mention three factors that were responsible for the shift of trade westwards.
Answer:
(i) Before its discovery, America had been cut off from regular contact with the rest of the world for millions of years. But from the sixteenth century, its vast lands, abundant crops and minerals began to transform trade and lives everywhere.

(ii) Precious metals like silver from mines located in present-day Peru and Mexico also enhanced Europe’s wealth and financed its trade with Asia.

(iii) China and India were pre-eminent in Asian trade. But from the fifteenth century, China restricted overseas contacts and retreated into isolation. China’s reduced role and the rising importance of the Americas gradually moved the centre of world trade westwards. Europe now emerged as the centre of world trade.

Question 3.
What were the reasons for increase in the demand of food grains in the nineteenth century Britain?
OR
Britain lacked self-sufficiency in food in the nineteenth century. What were the reasons behind this?
Answer:

Britain witnessed fast population growth from the late eighteenth century.
As urban centres expanded and industry grew, the demand for agricultural products went up, pushing up food grain prices.
Agricultural lands in Britain began to shrink for the infrastructural development of the country which included roads, railways, ports, etc.

Question 4.
How did rinderpest or the cattle plague prove devastating for the Africans? (Imp)
OR
How did rinderpest, a devastating cattle disease, reshape the lives and fortunes of thousands of people in Africa?
OR
How did rinderpest help European colonisers to conquer and subdue Africa?
Answer:
(i) Before the arrival of rinderpest, Africa was a self-sufficient continent. It had abundant land and relatively small population. For centuries land and livestock sustained African livelihoods and people rarely worked for a wage.

(ii) In the late nineteenth century, Europeans were attracted to Africa for these reasons. They came to Africa hoping to establish plantations and mines to produce crops and minerals for export to Europe. But they found shortage of labour there.

(iii) Then came rinderpest in the late 1880s. It spread across Africa very fast and killed 90 per cent of the cattle. The loss of cattle destroyed African livelihoods. The European colonisers took advantage of the situation. They successfully monopolised what scarce cattle resources remained, dragged Africans into labour market and thus subdued them.

Question 5.
Mention three factors that forced the poor Indians to work as indentured labour on plantations.
Answer:

Most Indian indentured workers came from the present-day regions of eastern Uttar Pradesh, Bihar, central India and the dry districts of Tamil Nadu. In the mid-nineteenth century, these regions became victims of several drastic changes.
Cottage industries declined, land rents rose, lands were cleared for mines and plantations.
All this affected the lives of the poor. They failed to pay their rents, became deeply indebted and finally migrated to the Caribbean islands, Mauritius and Fiji to work on plantations as indentured labour.

Question 6.
Who were the Shikaripuri shroffs and Nattukottai Chettiars?
Answer:
They were amongst the many groups of bankers and traders who financed export agriculture in Central and Southeast Asia, using either their own funds or those borrowed from European banks. They had a sophisticated system to transfer money over large distances, and even developed indigenous forms of corporate organisations.

Question 7.
What factors led to the decline in the inflow of Indian textiles?
Answer:

Historically, fine cotton produced in India were exported to Europe. With industrialisation, British cotton manufacturer began to expand, and industrialists pressurised the government to restrict cotton imports and protect local industries.
Tariffs were imposed on cloth imports into Britain. As a result, the inflow of fine cotton began to decline.
From the early nineteenth century, British manufacturers also began to seek overseas markets for their cloth. Excluded from the British markets by tariff barriers, Indian textiles now faced stiff competition in other international markets.

Question 8.
‘India played a crucial role in the late-nineteenth century world economy’. Support the statement. (Imp)
OR
How did Britain’s trade surplus in India help it balance its deficits with other countries?
Answer:
(i) Over the nineteenth century, British manufacturers flooded the Indian market. Food grain and raw material exports from India to Britain and the rest of the world increased. But the value of British exports to India was much higher than the value of British imports from India. Thus, Britain had a trade surplus with India.

(ii) Britain used this surplus to balance its trade deficits with other countries – i.e., with countries from which Britain was importing more than it was selling to. By helping Britain balance its deficits, India played a crucial role in the late-nineteenth century world economy.

(iii) Britain’s trade surplus in India also helped pay the so-called ‘home charges’ that included private remittances home by British officials and traders, interest payments on India’s external debt, and pensions of British officials in India.

Question 9.
‘The First World War was a war like no other before’. Explain. (Imp)
Answer:
The First World War (1914-18) was the first modern industrial war. It saw the use of machine guns, tanks, aircrafts, chemical weapons, etc. on a large scale. To fight the war, millions of soldiers had to be recruited from around the world and moved to the frontlines on large ships and trains.

The scale of death and destruction was beyond imagination. About 9 million people were killed and 20 million injured. Most of the killed and maimed were men of working age. These deaths and injuries reduced the able-bodied workforce in Europe. Hence, it is rightly said that the First World War was a war like no other before.

Question 10.
‘The First World War was the first modern industrial war’? Do you agree to the statement? (Imp)
Answer:
The fighting of the First World War involved the world’s leading industrial nations. These nations now harnessed the vast powers of modern industry to inflict the greatest possible destruction on their enemies. This war was thus the first modern industrial war.

The First World War (1914-18) was the first modern industrial war. It saw the use of machine guns, tanks, aircrafts, chemical weapons, etc. on a large scale. To fight the war, millions of soldiers had to be recruited from around the world and moved to the frontlines on large ships and trains.

Question 11.
Describe how the First World War transformed the US from being an international debtor to an international creditor?
Answer:
The First World War led to the snapping of economic links between some of the world’s largest economic powers which were now fighting each other to pay for them. So Britain borrowed huge sums of money from the US banks as well as the US public. This transformed the economy of the country.

It was no longer an international debtor. Rather it became an international creditor. In fact, at the end of the war, the US and its citizens owned more overseas assets than foreign governments and citizens owned in the US.

Question 12.
What was the impact of the First World War on the British economy?
OR
Why was it difficult for Britain to recover post-war economic crisis?
OR
The post-war economic recovery proved difficult for Britain’. Explain. (Imp)
Answer:
Britain was the world’s leading economy in the pre-war period. But it faced a prolonged crisis after the war. There were several reasons behind it:

While Britain was preoccupied with war, industries had developed in India and Japan. After the war, Britain found it difficult to recapture its earlier position of dominance in the Indian market, and to compete with Japan internationally.
To finance war expenditures, Britain had borrowed liberally from the US. This pushed Britain into huge external debts from which it was difficult to come out within a short span of time.
Unemployment increased uncontrollably in Britain after the war. In 1921, one in every five British workers was out of work. Anxiety and uncertainty abc.jt work could be seen everywhere in Britain.

Question 13.
What lessons were learnt from inter-war economic experiences by the economists and politicians during the Second World War? Describe. (Imp)
Answer:
Economists and politicians drew two key lessons from inter-war economic experiences:
(i) An industrial society based on mass production cannot be sustained without mass consumption.
But to ensure mass consumption, there was a need for high and stable income. Income could not be stable if employment was unstable. Thus, stable income also required steady, full employment. But markets 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 was 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. Thus, the main aim of the post-war international economic system was to preserve economic stability and full employment in the industrial world.

Question 14.
Describe the effect of the Great Depression on the world. Who were the worst affected by this depression? (Imp)
Answer:
The Great Depression began around 1929 and lasted till the mid-1980s. During this period, most parts of the world experienced catastrophic declines in production, employment, income and trade. But in general, agricultural regions and communities were the worst affected. This was because the fall in agricultural prices was greater and more prolonged than that in the prices of industrial goods.

In Europe, depression led to the failure of some major banks and collapse of currencies such as the British pound sterling. In Latin America and elsewhere agricultural and raw material prices went down. The US was also the industrial country most severely affected by the depression. Farms could not sell their harvests, households were ruined, and businesses collapsed. The depression also affected Indian trade. India’s exports and imports nearly halved between 1928 and 1934. Peasants and farmers suffered more than urban dwellers.

Question 15.
How did the Great Depression affect the jute producers of Bengal?
Answer:
The jute producers of Bengal were severely affected by the depression. They grew raw jute that 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. They began using up their savings, mortgaging lands and selling whatever jewellery and precious metals they had to meet their expenses.

Question 16.
‘The new crops could make the difference between life and death’. Explain this statement in the light of the Irish Potato Famine.
Answer:

Europe’s poor started eating better and live longer with the introduction of the humble potato.
Ireland’s poorest peasants became so dependent on potatoes that when disease destroyed the po¬tato crop in the mid-1840s, hundreds of thousands died of starvation.
The hungry children of Ireland digged for potatoes in the fields that had already been harvested, hoping to discover some leftovers. During the Great Irish Potato Famine (1845 to 1849) people died of starvation in Ireland on a large scale.

Question 17.
How can you say that the Bretton Woods system inaugurated an era of unprecedented growth of trade and incomes for the Western industrial nations and Japan?
Answer:
It is a fact that the Bretton Woods system proved to be a great boon to the world trade. World trade grew annually at over 8 per cent between 1950 and 1970 and incomes at nearly 5 per cent. The growth was also mostly stable, without large fluctuations.

For much of this period the unemployment rate averaged less than 5 per cent in most industrial countries. These decades also saw the worldwide spread of technology and enterprise. Developing countries hurried to catch up with the advanced industrial countries. They invested vast amounts of capital, importing industrial plant and equipment featuring modern technology.

Question 18.
Why is the period from 1929 till the mid-1930s referred to as the period of Great Depression? Give three reasons.
Answer:
The Great Depression began around 1929 and lasted till the mid-1930s. During this period most parts of the world experienced catastrophic decline in production, employment, incomes and trade. The depression was caused by a combination of several factors:

(i) Agricultural overproduction remained a problem. This was made worse by falling agricultural prices. As prices fell and agricultural incomes declined, farmers tried to expand production and bring a larger volume of produce to the market to maintain their overall income. This worsened the glut (an excessive supply) in the market, pushing down prices even further. Farm produce rotted as there were no buyers.

(ii) In the mid-1920s, many countries financed their investments through loans from the US. While it was often extremely easy to raise loans in the US when the going was good, the US overseas lenders panicked at the first sign of trouble. In the first half of 1928, the US overseas loans amounted to over $1 billion. A year later it was one quarter of that amount. Countries that depended crucially on US loans now faced an acute crisis. The withdrawal of the US loans affected much of the rest of the world. In Europe, it led to the failure of some major banks and the collapse of currencies such as the British pound sterling. In Latin America and elsewhere it intensified the fall in agricultural and raw material prices.

(iii) The US attempt to protect its economy in the depression by doubling import duties also proved a severe blow to world trade. With the fall in prices and the prospect of depression, the US banks also slashed domestic lending and called back loans. Faced with falling incomes, many households in the US could not repay what they had borrowed. Ultimately, the US banking system collapsed. Thousands of banks went bankrupt and were forced to close.

Question 19.
‘The silk routes offer a good example of vibrant pre-modern trade and cultural links between distant parts of the world.’ Support the statement with three valid points.
Answer:
(i) Before its discovery, America had been cut off from regular contact with the rest of the world for millions of years. But from the sixteenth century, its vast lands, abundant crops and minerals began to transform trade and lives everywhere.

(ii) Precious metals like silver from mines located in present-day Peru and Mexico also enhanced Europe’s wealth and financed its trade with Asia.

The Making of Global World Class 10 Extra Questions and Answer History Chapter 4 Long Answers Type

Question 1.
Who were indentured labourers? How were they recruited? Why has the nineteenth-century indenture been described as a ‘new system of slavery’?
Answer:
The indentured labourers were mainly bonded labourers under contract to work for an employer for a specific amount of time to pay off their passage to a new country or home.

These indentured labourers were recruited by agents engaged by employers on a small commission. They agreed to take up work in order to get rid of the poverty or oppression in their native places. Agents usually gave them false information about final destinations, modes of travel, the nature of the work, and living and working conditions.

Often the migrants were not even told that they were to embark on a long sea voyage. Sometimes agents even forcibly abducted less willing migrants. The nineteenth century indenture has been described as a ‘new system of slavery’ because of the following reasons:

(i) On arrival at the plantations, indentured labourers found conditions to be different from what they had imagined. Their living and working conditions were very harsh. They could enjoy few legal rights.

(ii) The tasks allotted to them were extremely heavy and could not be completed in a day. Deductions were also made from wages if the work was considered to have been done unsatisfactorily.

(iii) They were not free to leave at will. Those who tried to run away were caught and punished in various ways. They were put into jail if they could not go to work for a week. Thus, the life of the indentured labourers was just like slaves. They were not called by their names but by numbers. For the employers, the numbers not the names mattered.

Question 2.
How did the indentured labourers maintain their cultural identity in different parts of the world?
Answer:
For the first time, weapons like machine guns, tanks, aircrafts, chemical weapons, etc. were being

(i) Although the life of the indentured labourers was very tough, they discovered their own ways of surviving. Many of them escaped into the worlds to breathe in free air, though if caught they faced severe punishment.

(ii) Others developed new forms of individual and collective self-expression, blending different cultural forms, old and new. In Trinidad, the annual Muharram procession was transformed into a riotous carnival called ‘Hosay’ in which workers of all races and religions joined.

(iii) The protest religion of Rastafarianism is also said to reflect social and cultural links with Indian migrants to the Caribbean.

(iv) ‘Chutney music’, popular in Trinidad and Guyana, is another creative contemporary expression of the post-indenture experience.

(v) These forms of cultural fusion helped in the process of globalisation, where things from different places get mixed, lose their original characteristics and become something entirely new.

Question 3.
The First World War was fought between two power blocs. Elaborate. Give a detailed description of wartime transformations. (Imp)
Answer:
The First World War (1914-1918) was fought between two power blocs. On the one side were the Allies formed by countries like Britain, France, Russia and the USA, and on the other side were Central powers which included Germany, Austria, Hungary and Ottoman Turkey. As the war lasted more than four years, it brought major transformation in the world. These are as follows:

(i) For the first time, weapons like machine guns, tanks, aircrafts, chemical weapons, etc. were being used in any war on a massive scale.

(ii) The war caused large scale death and destruction. Most of the killed and maimed were men of working age. These deaths and injuries reduced the able-bodied workforce in Europe. With fewer numbers within the family, household incomes declined after the war.

(iii) During the war, industries were restructured to produce war-related goods. Entire societies were also reorganized for war. As men went to battle, women came out for jobs that earlier only men were expected to do.

(iv) The war led to the snapping of economic links between some of the world’s largest economic pow¬ers which were now fighting each other to pay for them. So Britain borrowed large sums of money from the US banks as well as the US public.

(v) The war transformed the US from being an international debtor to an international creditor.

Question 4.
Describe how the First World War helped boost the US economy. (Imp)
OR
How did the US economy resume its strong growth in the early 1920s?
OR
‘In the US, the economic recovery after the First World War was quicker’. How did it become possible? Explain giving examples of result production. (Imp)
Answer:
Post-war economic recovery proved difficult for Britain but not for the USA. To finance war expenditures Britain borrowed large sums of money from the US banks as well as the US public. Thus, the war transformed the US from being an international debtor to an international creditor. This boosted the US economy. After a short period of economic trouble in the years after the war, the US economy resumed its strong growth in the early 1920’s.This was made possible due to mass production, an important feature of the US economy.

The move towards mass production had begun in the late nineteenth century, but in the 1920s it became a characteristic feature of industrial production in the US. Henry Ford, a car manufacturer is said to be the pioneer of mass production. He realised that the assembly line method would allow a faster and cheaper way of producing vehicles. The assembly line forced workers to repeat a single taste mechanically and continuously. This method increased the output per worker by speeding up the pace of work. As a result, Henry Ford’s cars came off the assembly line at three-minute intervals.

Mass production lowered costs and prices of engineered goods. With higher wages, more workers could now afford to purchase durable consumer goods such as cars. There was also a spurt in the purchase of refrigerators, washing machines, radios etc. all through a system of ‘hire purchase’.

There was also a boom in house construction and home ownership because loans were easily available. The housing and consumer boom of the 1920s created the basis of prosperity in the US. Large investments in housing and household goods seemed to create a cycle of higher employment and incomes, rising consumption demand, more investment and yet more employment and incomes.

Question 5.
What steps did economists and politicians of the world take to meet the global economic crises that arose after the Second World War?
OR
The main aim of the post-war international economic system was to preserve economic stability and full employment in the industrial world. How was this aim achieved?
Answer:
(i) The Second World War was a global war that lasted from 1939 to 1945. It caused death and destruction on a huge scale. The amount of economic devastation and social disruption was beyond imagination. Reconstruction promised to be long and difficult.

(ii) The main aim of the post-war international economic system was to preserve economic stability and full employment in the industrial world. Its framework was agreed upon at the United Na-tions Monetary and Financial Conference held in July 1944 at Bretton Woods in New Hampshire, USA.

(iii) The Bretton Woods Conference established the International Monetary Fund (IMF) to deal with external surpluses and deficits of its member nations.

(iv) The International Bank for Reconstruction and Development, known as the World Bank was set up to finance post-war reconstruction. The IMF and the World Bank are referred to as the Bretton Woods institutions or the Bretton Woods twins.

(v) The Bretton Woods institutions were successful in their aim as Europe and Japan rapidly built their economies. Afterwards institutions shifted their attention towards developing countries.

Question 6.
What factors led to the end of Bretton Woods and the beginning of globalisation? (Imp)
Answer:
(i) The Bretton Woods system worked well as it brought an era of unprecedented growth of trade and incomes in the industrial world. But from the 1960s the rising costs of its overseas involvements weakened the US’s finances and competitive strength.

The US dollar now no longer commanded confidence as the world’s principal currency. It could not maintain its value in relation to gold. This eventually led to the collapse of the system of fixed exchange rates and the introduction of a system of floating exchange rates.

(ii) From the mid-1970s the international financial system also changed. Now, developing countries were forced to borrow from Western commercial banks and private lending institutions. This led to periodic debt crisis in the developing countries.

(iii) Unemployment was at its height in the industrial world during the period from the mid-1970s and the early 1990s. From the late 1970s MNCs began to shift production operations to low-wage Asian countries.

(iv) China had been cut off from the post-war world economy since its revolution in 1949. But new economic policies in China and the collapse of the Soviet Union brought many countries back into the fold of the world economy.

(v) Wages were relatively low in countries like China. Thus, they became attractive destinations for investment by foreign MNCs competing to capture world markets. The relocation of industry to low-wage countries stimulated world trade and capital flow which eventually speeded up the process of globalisation.

Question 7.
Explain the impact of the Great Depression on the Indian economy. For whom did the depression prove less grim? (Imp)
Answer:
For the first part of the question, refer to Textbook Question 3 (d) under the heading “Write in Brief.
The answer of the second part is given below: The depression proved less grim for urban India where mostly people with fixed incomes lived. The town dwelling landowners who received rents and middle-class salaried employees found themselves better off. Because of falling prices, these people with fixed incomes lived their days more comfortably during the period of the Great Depression.

Question 8.
What was Henry Ford’s assembly line method? How did it prove to be a boon for the US economy? (Imp)
Answer:
Henry Ford, the car manufacturer, is said to be the pioneer of mass production. He adapted the assembly line of a Chicago slaughterhouse to his new car plant in Detroit. He realised that the assembly method would allow a faster and cheaper way of producing vehicles. The assembly line forced workers to repeat a single task mechanically and continuously – such as fitting a particular part to the car – at a pace dictated by the conveyor belt.

This was a way of increasing the output per worker by speeding up the pace of work. Standing in front of a conveyor belt, no worker could afford to delay the motions or take a break. As a result, Henry Ford’s cars came off the assembly line at three minutes intervals, a speed much faster than that achieved by previous method.

Henry Ford doubled the daily wage of the workers to boost them up mentally and physically. However, he recovered the high wage by repeatedly spending up the production line and forcing workers to work even harder. Fordist industrial practices soon spread in the US. They were also widely copied in Europe in the 1920s. Mass production lowered costs and prices of engineered goods.

And high wages prompted workers to purchase durable consumer goods such as cars, refrigerators, washing machines, radios, etc. on credit-repaid in weekly or monthly installments. Soon there was a boom in house construction and home ownership, financed once again by loans. These developments strengthened the US economy. Soon, it resumed exporting capital to the rest of the world and became the largest overseas lender.

The Making of Global World Class 10 Extra Questions and Answer History Chapter 4 Higher Order Thinking Skills (HOTS) Questions

Question 1.
‘The abolition of the Corn Laws became the solution of the food problem in Britain’. Explain.
OR
How was the food problem in Britain solved after the scrapping of the Corn Laws?
Answer:
Population growth from the late eighteenth century had increased the demand for food grains in Britain. As urban centre expanded and industry grew, the demand for agricultural products went up, pushing up food grain prices. Under pressure from landed groups, the British government restricted the import of corn by imposing the Corn Laws. But soon the government had to abolish these laws.

Now food could be imported into Britain more cheaply than it could be produced within the country. As food prices fell, consumption in Britain rose. From the mid-nineteenth century, faster industrial growth in Britain also led to higher incomes, and therefore more imports. Around the world in Eastern Europe, Russia, America and Australia lands were cleared and food production expanded to meet the British demand.

Question 2.
The period of the nineteenth century was no doubt a period of expanding trade and increased prosperity but there was also a darker side to this process. Explain giving one example from
Africa and one from India.
OR
The expansion of trade and a closer relationship with the world economy also meant a loss of freedoms and livelihoods. Explain highlighting the painful experiences of the Africans and the Indian indentured labourers.
OR
Give a brief account of the two-sided nature of the nineteenth-century world by giving examples from contemporary Africa and India.
OR
How did European conquests bring the colonised societies into the world economy?
Answer:
The nineteenth-century world was a world of faster economic growth as well as great misery, higher incomes for some and poverty for others, technological advances in some areas and new forms of coercion in others. We can prove this fact by giving examples from Africa and India.

Africa: For centuries, land and livestock sustained African livelihoods and people rarely worked for a wage. In the late nineteenth century, Europeans were attracted to this continent due to its vast resources of land and minerals. Europeans came to Africa hoping to establish plantations and mines to produce crops and minerals for export to Europe. But they found shortage of labour there. Europeans now applied several methods to drag Africans into the labour market.

Then came rinderpest, a devastating cattle disease. This disease spread across Africa like wild fire and killed 90 per cent of the cattle. Loss of cattle destroyed African livelihoods. Planters, mine owners and colonial governments now successfully monopolised what scarce cattle resources remained, to strengthen their power and to force African into the labour market. In this way, European colonisers subdued Africa and brought it into the world economy.

India: The example of indentured labour migration from India also illustrates the two-sided nature of the nineteenth century. In this period, hundreds of thousands of Indian labourers went to work on plantations, in mines and in road and railway construction projects around the world. These indentured labourers were recruited by agents of the employers. Many migrants agreed to take up work hoping to escape poverty or oppression in their home villages.

Agents also tempted the prospective migrants by providing false information about final destinations, modes of travel, the nature of the work, and living and working conditions. Often migrants were not even told that they were to embark on a long sea voyage. Sometimes agents even forcibly abducted less willing migrants. On arrival at the plantations, labourers found conditions to be different from what they had imagined. Living and working conditions were harsh, and there were few legal rights.

The Making of Global World Class 10 Extra Questions and Answer History Chapter 4 Value-based Questions (VBQs)

Question 1.
How did refrigerated ships benefit the common mass in Europe?
OR
How can you say that the invention of refrigerated ships proved to be a boon for the poor in Europe?
OR
Which values are associated with refrigerated ships?
Answer:

The invention of refrigerated ships enabled the transport of perishable foods like meat over long distances. Now animals were slaughtered for food in America, Australia or New Zealand and then transported to Europe as frozen meat.
This reduced shipping costs and lowered meat prices in Europe. The poor in Europe could now consume a more varied diet.
Earlier they had to depend on bread and potatoes. But now they could add meat to their diet.
Better living conditions promoted social peace within the country which ultimately became the basis of prosperity of that country.

Question 2.
How did the First World War empower women of Europe?
Answer:
During the First World War, industries expanded rapidly. As men went to battle, women stepped in to undertake jobs that earlier only men were expected to do. In 1918, nearly three million women workers were employed in food, textile and war industries. Many taboos and restrictions thrown up to keep women out of large scale productions industry were broken down. Women now worked as street car conductors, radio operators, and in steel mills and logging camps during the war.

The role of women began to change rapidly because of the war. Women maintained their households as well as played the roles of helping to support the war. Women worked long hours providing support that was needed. They learned many new skills which empowered them extraordinarily. During World War I, the labour forces of women expanded to almost three million. About twenty thousand women worked for the military.

Question 3.
Henry Ford with his assembly line method accelerated the production of vehicles in America. This helped the country’s economy resume its strong growth in the early 1920s. Mention some of the values associated with Fordist industrial practices.
OR
What role did Henry Ford play in the recovery of the US economy?
Answer:
Fordist industrial practices spread in the US. They were also copied in Europe in the 1920s. This helped the US economy resume its strong growth in the following ways

(i) Mass production lowered costs and prices of engineered goods. As workers’ wages had been doubled, they could now afford to purchase durable consumer goods like cars. Car production in the US rose from 2 million in 1919 to more than 5 million in 1929.

(ii) There was a similar spurt in the purchase of refrigerators, washing machines, radios, gramophone players, all through a system of ‘hire purchase’. The buyer could repay in weekly or monthly installments.

(iii) There was also a boom in house construction and home ownership, financed once again by loans. The housing and consumer boom of the 1920s created the bases of prosperity in the US.
(iv) Large investments in housing and household goods seemed to create a cycle of higher employment and incomes, rising consumption demand, more investment, and yet more employment and incomes.

(v) In 1923, the US resumed exporting capital to the rest of the world and became the largest overseas lender.

Question 4.
“Food offers many examples of long distance cultural exchange”. Elaborate the statement.
Answer:
Traders and travellers played an important role in introducing new crops to the lands they travelled. It is believed that noodles travelled west from China to become spaghetti or perhaps the Arab traders took pasta to fifth century Sicily. Similar foods were also known in India and Japan.

Many of our common foods such as potatoes, soya, groundnuts, maize, etc. were not known to our ancestors until about five centuries ago. These foods were introduced in Europe and Asia after Christopher Columbus discovered Americas.

In fact, many of our common foods came from America’s original inhabitants known as the American Indians. The poor in Europe began to eat better and live longer with the introduction of the potato. Ire¬land’s poorest peasants were very much dependent on potatoes.

The Making of Global World Class 10 Extra Questions and Answer History Chapter 4 Map-based Questions

Question 1.
On the given political map of Africa, mark the following:
(a) Two colonies of Britain
(b) Two colonies of France
(c) Two colonies of Italy
(d) Two colonies of Germany
(e) Two colonies of Belgium
Answer:
Class 10 History Chapter 4 Extra Questions and Answers The Making of Global World 1