Teachers and Examiners (CBSESkillEduction) collaborated to create the Forest Society and Colonialism Class 9 MCQ. Al the important Information are taken from the NCERT Textbook Social Science.
Forest Society and Colonialism Class 9 MCQ
1. __________ is made of tendu leaves.
a. Bidis
b. Plates
c. Baskets
d. Umbrellas
2. What approach did the British take toward forests in India during the First and Second World Wars?
a. To provide Indians with jobs, more and more trees were planted.
b. To support British war efforts, the forest department freely cut down trees.
c. Everyone, including the British, was strictly prohibited from cutting trees.
d. None of the above
3. Between 1700 and 1995, what proportion of the world’s total forest land was cleared?
a. 8%
b. 9.3%
c. 12.5%
d. 15%
4. Which of the following is a group of skilled forest cutters?
a. Kalangs of Java
b. Gonds of Orissa
c. Mundas of Chotanagpur
d. None of the above
Forest Society and Colonialism Class 9 MCQ
5. Which of the following is a crop grown for business and trade?
a. Cotton
b. Wheat
c. Rice
d. None of the above
6. Which of the following was most necessary for trade and the movement of goods during colonial times?
a. Roadways
b. Railways
c. Airways
d. None of the above
7. Which of these crops was actively promoted by the British during the colonial period?
a. Cotton
b. Jute
c. Sugar and wheat
d. All of the above
8. Who controlled Indonesia during colonial times?
a. British
b. Dutch
c. French
d. Portuguese
9. Where did the Dutch start managing forests in Indonesia?
a. Java
b. Sumatra
c. Bali
d. None of the above
Forest Society and Colonialism Class 9 MCQ
10. Who was the author of the 1923 book “The Forests of India”?
a. David Spurr
b. E.P. Stebbing
c. Verrier Elvin
d. John Middleton
11. In South-East Asia shifting agriculture is known as______________.
a. Slash and burn method
b. Jhum
c. Lading
d. None of the above
12. Which of the following statements does not refer to India’s shifting agriculture?
a. Jhum
b. Bewar
c. Jhum and Podu
d. Lading
13. Which year did the Bastar Rebellion happen?
a. 1910
b. 1911
c. 1912
d. 1913
14. Which one of the following categories does the Gond forest community ______________
a. Chhattisgarh
b. Uttar Pradesh
c. Gujarat
d. None of the above
Forest Society and Colonialism Class 9 MCQ
15. Forests were unproductive in the perspective of colonial rulers because ___________.
a. The forests weren’t suitable for surviving in.
b. only wild trees that had grown organically were present in the forest.
c. The state’s earnings from the forest was not increased.
d. None of the above
16. Indian Forest Service was set up in the India in the year of ___________.
a. 1865
b. 1864
c. 1854
d. 1884
17. Which of the following refers to a group of skilled forest cutters?
a. Maasais of Africa
b. Mundas of Chotanagpur
c. Gonds of Orissa
d. Kalangs of Java
18. The Imperial Forest Research Institute was set up in ___________.
a. Dehradun
b. Chhattisgarh
c. Gujarat
d. Assam
19. Villagers desired forests to fulfil the purposes of __________.
a. Fuel, fodder and minerals
b. Fuel, fodder and fruit
c. Fuel, fodder and shelter
d. None of the above
Forest Society and Colonialism Class 9 MCQ
20. Java is famous for _____________
a. Rice production
b. Cotton production
c. Fruit production
d. None of the above
21. Forests were unproductive in the perspective of colonial rulers because _____________.
a. The forests weren’t suitable for living
b. Wild animals were abundant in the forests.
c. The state’s earnings from the forest was not increased.
d. None of the above
22. Which river flows through Bastar.
a. Brahmaputra
b. Ganga
c. Indrawati
d. Yamuna River
23. Which of the following issues afflicted the people of Bastar during the colonial period?
a. Villagers were relocated without receiving any kind of compensation notice.
b. Villagers suffered from increased rents and also demanded free labour and good.
c. Both a) and b)
d. None of the above
24. The Indian government banned shifting cultivation because ____________.
a. European foresters believed that shifting cultivation was harmful to the forests.
b. When a forest burned, there was a risk that the flames would spread and destroy valuable timber.
c. Calculating taxes for the government is more difficult in shifting cultivation.
d. All of the above
Forest Society and Colonialism Class 9 MCQ
25. In 1600, what percentage of India’s landmass was under cultivation?
a. One Sixth
b. One Fifth
c. One Third
d. None of the above
26. Which of the following is a crop grown for commercial purpose?
a. Rice
b. Wheat
c. Cotton
d. Maize
27. Wooden planks used to bridge railroad lines and hold them together are referred to as ___________.
a. Beams
b. Sleepers
c. Rail fasteners
d. none of these
28. What was the first thing Surontiko Samin of the teak forest community of Randublatung questioned?
a. State ownership of the forest
b. The foreign policy of the Indonesia
c. Both a) and b)
d. None of the above
29. In India, the railway system quickly increased after the year _________.
a. 1820s
b. 1830s
c. 1850s
d. 1860s
Forest Society and Colonialism Class 9 MCQ
30. The Imperial Forest Research Institute was set up at ___________.
a. Allahabad
b. Darjeeling
c. Dehradun
d. Shimla
31. What do you mean by ‘Scorched Earth’ policy during the First and the Second World Wars?
a. To increase tree growth, the land was further exploited.
b. Saw mills were damaged, and huge piles of giant teak logs were burnt.
c. Both a) and b)
d. None of the above
32. To protect dense forests in Kerala and Mizoram ___________ initiative taken by the villagers.
a. Some villagers have been keeping watch on their own forests.
b. Villagers have protected them in sacred groves
c. Both a) and b)
d. None of the above
33. In India large areas of natural forests is cleaned due to ______________.
a. Rubber plantations
b. Coffee plantations
c. Tea plantations
d. All of the above
34. Baigas are a group of people who live in a __________ forest.
a. Central India
b. North India
c. South india
d. North-east india
Forest Society and Colonialism Class 9 MCQ
35. What do you mean by scientific forestry in India.
a. System whereby the local farmers were allowed to cultivate temporarily within a plantation
b. System of cutting old trees and plant new ones
c. Division of forest into three categories
d. Disappearance of forests
36. The colony of ___________ was known as Java.
a. Dutch
b. French
c. African
d. None of the above
37. Of the following, which did not belong to a tribal community?
a. Korava
b. Jhum
c. Karacha
d. None of the above
38. Which is not related to swidden agriculture?
a. Bewar
b. Jhum
c. Karacha
d. None of the above
39. The Dutch were defeated by the Kalangs in the year of __________.
a. 1700
b. 1750
c. 1770
d. 1800
Forest Society and Colonialism Class 9 MCQ
40. For the villagers all around the Nation, What kind of issues does the Forest Act cause the villagers?
a. Cutting wood, grazing cattle, collecting fruits, roots, hunting and fishing became illegal
b. Guards harassed women who collected firewood.
c. People were forced to steal, and if they were caught, the forest guards demanded bribes.
d. All of the above
41. The British thought they could civilise India by killing wild animals. What actions did they take to promote these killings?
a. The killing tiger was eventually viewed as a sporting trophy.
b. During the years 1875 to 1925, about 80,000 tigers, 150,000 leopards, and 200,000 wolves were killed.
c. For killing tigers, wolves, and other large animals, they offered rewards.
d. All of the above
42. What approach did the British take toward forests in India during the First and Second World Wars?
a. The forest department cut trees freely to meet British war needs
b. Cutting of trees was strictly prohibited for everyone, including the British
c. More and more trees were planted to give employment to Indians
d. None of the above
43. Shifting agriculture is known as _____________.
a. Chitemene
b. Tavy
c. Lading
d. Milpa
44. Which Indonesian island has become well-known for producing rice?
a. Sumatra
b. Java
c. Lombok
d. Boreneo
Forest Society and Colonialism Class 9 MCQ
45. What was the outcome of the Dhurwas’ rebellion?
a. The amount of space to be reserved was about half from what was anticipated before 1910.
b. The reservation plan has been temporarily suspended.
c. In order to suppress the rebellion, the British sent troops.
d. All of the above
47. Where did the Dutch begin forest management in Indonesia?
a. Java
b. Bali
c. Komodo
d. None of the above
48. ___________ is colonial power in Indonesia.
a. English
b. Dutch
c. French
d. Portuguese
49. Which types of trees were preferred by the Forest Department for forests?
a. Forests having trees which provided fuel, fodder and leaves
b. Forests having soft wood
c. Forests having trees suitable for building ships and railways
Forest Society and Colonialism Class 9 MCQ
50. How did American author Richard Harding defend the attack of Central American country “Honduras”?
a. The semi-barbarians of Central America were ignorant of the significance of their own country.
b. It was not possible to permit unimproved land to stay with its original owner.
c. The colonisers had to take over the land and develop uncultivated land.
d. All of the above
51. Sarnas are _____________.
a. Industrial land
b. Forests
c. Sacred groves
d. None of the above
52. The Dutch in Java established a set of forest regulations that are _____________.
a. Villagers had limited access to the forest.
b. For grazing cattle, villagers faced punishment.
c. Only some purposes, such as building houses or riverboats, allowed the cutting of wood.
d. All of the above
53. What approach did the British take toward forests in India during the First and Second World Wars?
a. The forest department cut trees freely to meet British war needs
b. More and more trees were planted to give employment to Indians
c. Cutting of trees was strictly prohibited for everyone, including the British
d. All of the above
54. What was the “blandongdiensten” system?
a. The Education system
b. Land rent is charged first, then by an exemption.
c. Jobs Oriented programs
d. None of the above
Forest Society and Colonialism Class 9 MCQ
55. Which of these trade regulations imposed during the British Raj in India had a significant impact on pastoralist and nomadic communities?
a. Restrictions on grazing and hunting resulted in the loss of livelihood for many villages.
b. Others were referred to be criminal tribes.
c. Many tribes were forced to work as slaves on tea and coffee plantations.
d. All of the above
56. Where is Bastar located?
a. Southernmost part of Chhattisgarh
b. In Central Andhra Pradesh region
c. In Central Jharkhand region
d. None of the above
57. Why did India’s agricultural land increase between 1880 and 1920?
a. Commercial crops including jute, sugarcane, wheat, and cotton were actively supported by the British.
b. Europe’s expanding urban population required more agricultural and industrial raw materials.
c. Both a) and b)
d. None of the above
58. What was the “blandongdiensten” system?
a. A system of education
b. Industrialisation
c. First imposition of rent on land and then exemption
d. None of the above
59. Which of the following problems were faced by the Assam, Jharkahand and Chhattisgarh villagers in India?
a. In Tea plantation wages was minimal and the working conditions were poor.
b. When “shifting cultivation” was stopped, they were left without a support system and without source of earning.
c. They found it difficult to go back to the communities where they had lived before being recruited.
d. All of the above
Forest Society and Colonialism Class 9 MCQ
60. Who was Gunda Dhur?
a. Leader of Java tribe
b. Leader of Dhurwa tribe
c. Leader of Santhal tribe
d. None of the above