Exercise 1: MCQ

Development of a country can generally be determined by:

1. Its per capita income
2. Its average literacy level
3. Health status of its people
4. All the above

Correct answer: (iv) All the above

Explanation: Development is multidimensional. Income, education and health must all be considered.

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Exercise 2: MCQ

Which neighbouring country performs better than India in terms of human development?

1. Bangladesh
2. Sri Lanka
3. Nepal
4. Pakistan

Correct answer: (ii) Sri Lanka

Explanation: According to Table 1.6, Sri Lanka has a higher life expectancy, more years of schooling, higher per capita income and a better HDI rank than India.

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Exercise 3: MCQ

Four families have an average income of ₹5,000. Three families earn ₹4,000, ₹7,000 and ₹3,000. What is the fourth family’s income?

1. ₹7,500
2. ₹3,000
3. ₹2,000
4. ₹6,000

Correct answer: (iv) ₹6,000

Working:

\[ \text{Total income}=₹5,000\times4=₹20,000 \]\[ \text{Income of three families}=₹4,000+₹7,000+₹3,000=₹14,000 \]\[ \text{Fourth family’s income}=₹20,000-₹14,000=₹6,000 \]

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Exercise 4

What criterion does the World Bank use to classify countries? What are its limitations?

Answer:

The World Bank primarily uses per capita income, or average income, to classify countries.

\[ \text{Per Capita Income} = \frac{\text{Total Income of the Country}} {\text{Total Population}} \]

Limitations

1. It does not show how income is distributed.
2. It can hide poverty and inequality.
3. It ignores health and education.
4. It does not measure freedom, equality, dignity or security.
5. It ignores environmental sustainability.
6. It cannot fully represent people’s quality of life.

Therefore, per capita income is useful but insufficient as the sole measure of development.

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Exercise 5

How is the UNDP criterion different from the World Bank criterion?

Answer:

The World Bank mainly compares countries using per capita income.

The UNDP uses a broader human-development approach that includes:

• Health, measured through life expectancy
• Education, measured through educational achievement
• Income, measured through per capita income

Therefore, the World Bank approach is mainly income-based, while the UNDP focuses on the overall development and well-being of people.

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Exercise 6

Why do we use averages? What are their limitations? Give an example.

Answer:

Averages are used because they:

• Summarise a large amount of information
• Make comparison easier
• Allow comparison between populations of different sizes

However, an average hides differences within a group.

For example, Country A and Country B may both have an average income of ₹10,000. In Country A, all citizens earn nearly ₹10,000. In Country B, four citizens earn ₹500 each while one earns ₹48,000. The average is the same, but inequality is much higher in Country B.

Thus, averages must be studied together with distribution.

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Exercise 7

Kerala has lower per capita income than Haryana but better human-development indicators. Does this mean per capita income is useless?

Answer:

No. Per capita income is useful because it reflects average material resources and purchasing capacity. However, it is not sufficient by itself.

Kerala has lower per capita income than Haryana but:

• Higher literacy
• Higher school attendance
• Lower Infant Mortality Rate
• Better health and educational facilities

Therefore, states should be compared using a combination of income, health, education, public facilities and income distribution.

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Exercise 8

What energy sources are currently used in India? What could be used fifty years from now?

Answer:

Present energy sources

• Coal
• Petroleum
• Natural gas
• Hydroelectricity
• Firewood and biomass
• Nuclear energy
• Solar energy
• Wind energy
• Biogas

Possible energy sources fifty years from now

• Large-scale solar energy
• Offshore and onshore wind energy
• Green hydrogen
• Advanced batteries and storage
• Tidal and wave energy
• Geothermal energy
• Safer advanced nuclear energy
• Sustainable biofuels
• Cleaner electricity-based transport

Future energy systems should be renewable, affordable, efficient and less polluting.

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Exercise 9

Why is sustainability important for development?

Answer:

Sustainability is important because natural resources are limited and future generations will also need them.

Unsustainable development can cause:

• Resource exhaustion
• Water scarcity
• Pollution
• Climate change
• Loss of forests and biodiversity
• Decline in people’s quality of life

Sustainable development meets present needs without reducing the ability of future generations to meet their own needs.

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Exercise 10

“The Earth has enough resources to meet everyone’s needs, but not one person’s greed.” Explain its relevance to development.

Answer:

The statement distinguishes need from greed.

The Earth has sufficient resources to provide food, shelter, education, healthcare and a dignified life if resources are used carefully and distributed fairly. However, unlimited consumption by a small section causes overexploitation, inequality and environmental degradation.

Therefore, development should:

• Fulfil basic human needs
• Reduce inequality
• Avoid wasteful consumption
• Conserve natural resources
• Protect future generations

True development combines human well-being with responsible use of nature.

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Exercise 11

Give examples of environmental degradation observed around you.

Answer:

Examples include:

• Air pollution from vehicles and factories
• Polluted rivers and lakes
• Plastic waste
• Cutting of trees
• Falling groundwater levels
• Noise pollution
• Open burning of waste
• Loss of green spaces
• Improper sewage disposal
• Soil contamination from chemicals
• Excessive construction
• Decline in biodiversity

Students may add examples from their own locality.

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Exercise 12

For each item in Table 1.6, identify the country at the top and bottom.

Note: In HDI ranking, a smaller numerical rank represents better performance.

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Exercise 13

The table shows the percentage of adults aged 15–49 with BMI below 18.5.

(i) Compare Kerala and Madhya Pradesh.

Answer:

Kerala has a much better nutritional position than Madhya Pradesh.

• In Kerala, 8.5% of men and 10% of women have below-normal BMI.
• In Madhya Pradesh, 28% of both men and women have below-normal BMI.

Therefore, undernutrition is far more widespread in Madhya Pradesh.

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(ii) Why are nearly one-fifth of people undernourished even though the country has enough food?

Answer:

Undernutrition can continue despite adequate total food availability because:

• Poor families may not have enough purchasing power.
• Food may be distributed unequally.
• People may lack regular employment and income.
• The Public Distribution System may not function effectively everywhere.
• Nutritious food may be unaffordable.
• Food grains may be wasted or improperly stored.
• Poor sanitation and disease reduce nutrient absorption.
• Women and children may receive less food within households.
• Lack of nutritional awareness can cause an unbalanced diet.

Thus, food availability alone is not enough; people need affordable access to nutritious food, healthcare, sanitation and secure incomes.

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Additional Project/Activity

Project

Invite three speakers to discuss the development of your region and prepare a wall chart.

Suggested speakers

• Local government representative
• Farmer, worker, entrepreneur or shopkeeper
• Teacher, doctor, environmentalist or social worker

Questions to ask

1. What are the biggest development problems in the region?
2. Which groups require immediate support?
3. What employment opportunities are available?
4. How good are local schools and healthcare facilities?
5. Is drinking water easily available?
6. Are development projects harming the environment?
7. How should public money be used?
8. What should the region achieve in the next ten years?

Suggested wall-chart format

Conclusion

A good development plan should increase employment and public facilities while ensuring social justice, environmental protection and public participation.

NCERT In-text Questions and Answers

1. Developmental Goals of Different People

Table 1.1: Developmental Goals of Different Categories of Persons

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2. Different People, Different Goals

Question 1

Why do different persons have different notions of development? Which explanation is more important, and why?

1. Because people are different.
2. Because the life situations of people are different.

Answer:

The second explanation is more important: people have different notions of development because their life situations are different.

People differ in occupation, income, social position, gender, place of residence and access to opportunities. Therefore, their immediate needs and goals also differ.

For example:

• A landless labourer wants regular employment and better wages.
• An unemployed youth wants a secure job.
• A farmer dependent on rain wants irrigation.
• A girl may want equal freedom and educational opportunities.

Thus, developmental goals are shaped mainly by people’s circumstances.

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Question 2

Do the following statements mean the same? Justify your answer.

1. People have different developmental goals.
2. People have conflicting developmental goals.

Answer:

No, the statements do not mean exactly the same thing.

Different developmental goals mean that people want different things because their needs and circumstances differ. For example, a student may want better education, while a farmer may want irrigation.

Conflicting developmental goals mean that achieving one person’s goal may harm another person. For example, industrialists may support the construction of a large dam for electricity, but the dam may submerge tribal land and displace local communities.

Therefore, developmental goals can be merely different, or they can directly conflict with one another.

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Question 3

Give examples where factors other than income are important aspects of life.

Answer:

Factors other than income that are important include:

• Equal treatment and freedom from discrimination
• Job security
• Respect and dignity
• Freedom to make personal decisions
• A safe working environment
• Quality education and healthcare
• Clean surroundings
• Peace and social security
• Time for family and leisure
• Equal opportunities for women

For example, a person may prefer a regular job with moderate pay over a highly paid but insecure job.

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Question 4

Explain the important ideas of the section in your own words.

Answer:

The main ideas are:

1. Different people have different developmental goals because their circumstances are different.
2. The development of one person or group may be harmful to another.
3. Income is an important goal because it helps people fulfil material needs.
4. Development is not limited to income. People also want freedom, equality, security, dignity and respect.
5. People generally seek a combination of material and non-material goals.
6. A fair idea of development must consider the interests of different people.

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3. National Development

Question 1

What should be the developmental goals for an underdeveloped or poorly serviced area?

Answer:

Suitable developmental goals for such an area may include:

• Safe houses and proper roads
• Clean drinking water
• Electricity and sanitation
• Schools and healthcare centres
• Regular employment with fair wages
• Affordable public transport
• Proper drainage and waste disposal
• Safety and equal treatment
• Protection of the local environment
• Participation of local people in decision-making

Development should improve both people’s standard of living and their quality of life.

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Question 2: Toxic Waste in Abidjan

A multinational company arranged for toxic waste to be dumped in Abidjan, Ivory Coast.

(i) Who benefited and who did not benefit?

Answer:

The multinational company and the local company contracted to dispose of the waste benefited financially. They saved the cost of safe waste disposal.

The residents of Abidjan did not benefit. They suffered severe health problems, deaths, environmental pollution and damage to their livelihoods.

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(ii) What should be the developmental goal for this country?

Answer:

The country’s developmental goals should include:

• Strict environmental and safety laws
• Safe scientific disposal of hazardous waste
• Protection of public health
• Accountability of companies
• Compensation and medical treatment for affected people
• Clean air, water and land
• Employment that does not endanger human life
• Sustainable and responsible industrial development

Economic growth should never be achieved by sacrificing human health and the environment.

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Question 3

What could be the developmental goals for your village, town or locality?

Model answer:

Developmental goals for my locality would include:

• Clean and regular drinking water
• Better roads and street lighting
• Good schools and healthcare facilities
• Reliable electricity and internet access
• Employment and skill-training opportunities
• Affordable public transport
• Proper drainage and waste management
• Safe public spaces for women and children
• More parks and green areas
• Transparent and responsive local government

Students may modify this answer according to conditions in their own locality.

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Activity 1: A Development Controversy

Activity

Identify a controversy in which different groups disagree about the method of development. Present the arguments of the different sides.

Model response: Construction of a large dam

Arguments in favour

• It can produce hydroelectric power.
• It can provide irrigation and drinking water.
• It may control floods.
• It can support industries and create employment.
• It may contribute to regional economic growth.

Arguments against

• Villages and forests may be submerged.
• Adivasis and farmers may be displaced.
• People may lose land, homes, culture and livelihoods.
• Rehabilitation may be delayed or inadequate.
• River ecosystems and wildlife may be damaged.

Conclusion

The project should proceed only after a fair environmental assessment, public consultation, proper rehabilitation and consideration of less destructive alternatives. Development should benefit the majority without imposing unfair costs on vulnerable groups.

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4. Average Income and Comparison of Countries

Table 1.2 Calculation

Both countries have the same average income of ₹10,000. However, income is distributed much more equally in Country A. In Country B, four people are extremely poor and one is very rich.

Therefore, average income alone does not reveal income inequality.

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Question 1

Give three examples where an average is used for comparing situations.

Answer:

Examples include:

1. Average marks of students in different classes
2. Average rainfall of different regions
3. Average income of different countries
4. Average life expectancy
5. Average agricultural production

Any three suitable examples may be written.

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Question 2

Why is average income an important criterion for development?

Answer:

Average income is important because:

1. Countries have different populations, so total income alone cannot provide a fair comparison.
2. Average income shows the income available per person.
3. It provides a common basis for comparing people’s general material condition.
4. It is also known as per capita income.

However, it must be used with other indicators because it does not show income distribution, health or education.

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Question 3

Besides the size of per capita income, what other property of income is important when comparing societies?

Answer:

The distribution of income is also important.

Two societies may have the same average income but very different levels of inequality. A society in which income is distributed more equally is generally preferable to one in which a small number of people are very rich while most people are poor.

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Question 4

If average income has increased, can we conclude that all sections of society have become better off?

Answer:

No. An increase in average income does not prove that every section has benefited.

For example, suppose the income of a few rich people increases greatly while the income of workers and farmers remains unchanged. The average income will rise, but most people will not become better off.

Thus, we must also examine:

• Distribution of income
• Poverty
• Employment
• Wages
• Health
• Education
• Living conditions

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Question 5

Find the per capita income level of about 10–15 low-income countries according to the World Development Report.

Model activity answer:

According to the textbook’s World Bank classification, low-income countries have a per capita income of approximately US$2,300 or less per year, using the specified comparison method.

Countries commonly appearing in the low-income category include Burundi, Central African Republic, Chad, Democratic Republic of Congo, Liberia, Madagascar, Malawi, Mali, Mozambique, Niger, Rwanda, Sierra Leone, Somalia, South Sudan and Uganda.

Country classifications and thresholds can change. Students should use the World Development Report prescribed for their academic year.

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Question 6

What should India achieve to become a developed country?

Answer:

India should work towards higher and more equally distributed income, productive employment, quality education and accessible healthcare. It should reduce poverty, malnutrition, unemployment, gender inequality and social discrimination.

Development also requires reliable public facilities, modern infrastructure, transparent government and protection of natural resources. Growth should create opportunities for all sections of society and remain environmentally sustainable for future generations.

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5. Income and Other Criteria

Question 1

Is Haryana ahead of Kerala in literacy, infant mortality and school attendance just because its per capita income is higher?

Answer:

No. Haryana has a higher per capita income, but Kerala performs better in the other indicators.

A lower Infant Mortality Rate is better.

Therefore, higher per capita income does not automatically guarantee better health or education.

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Question 2

Give examples where collective provision of goods and services is cheaper than individual provision.

Answer:

Examples include:

• Government schools
• Public hospitals
• Public transport
• Community water supply
• Street lighting
• Public parks
• Drainage and sanitation systems
• Fire services
• Police and public security
• Public Distribution System

It would be extremely expensive and impractical for each family to arrange these services separately.

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Question 3

Does the availability of good health and education depend only on government expenditure? What other factors are relevant?

Answer:

No. Government expenditure is important, but it is not the only factor.

Other relevant factors include:

• Proper use of funds
• Availability of trained teachers and doctors
• Quality of administration
• Regular attendance of staff
• Accessibility of facilities
• Public awareness
• Clean water and sanitation
• Nutrition
• Social equality
• Effective monitoring
• Community participation

Thus, both the amount and the quality of public expenditure matter.

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Question 4

In Tamil Nadu, 90% of rural people used ration shops, while in West Bengal only 35% did so. Where were people likely to be better off, and why?

Answer:

People in rural Tamil Nadu were likely to be better off because a much larger proportion used the ration-shop system.

An effectively functioning Public Distribution System can:

• Supply essential food grains at affordable prices
• Improve food security
• Reduce hunger and malnutrition
• Protect poor families from high market prices

However, the conclusion assumes that the ration shops were regular, accessible and supplied good-quality food.

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Activity 2: Educational Achievement

Complete the paragraphs

(a)

The literacy rate for all age groups is 76% for rural males and 54% for rural females. However, it is not only that many adults could not attend school; there are children aged 10–14 who are currently not attending school.

(b)

• Rural girls not attending school:

  \[ 100-82=18\% \]

• Rural boys not attending school:

  \[ 100-85=15\% \]

• Illiteracy among rural girls aged 10–14:

  \[ 100-87=13\% \]

• Illiteracy among rural boys aged 10–14:

  \[ 100-90=10\% \]

Completed statement:

18% of rural girls and 15% of rural boys are not attending school. Illiteracy among children aged 10–14 is 13% for rural females and 10% for rural males.

(c)

This high level of illiteracy among the 10–14 years age group is disturbing.

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Activity 3: Body Mass Index

Question

How is BMI calculated, and what does the activity teach?

Answer:

Procedure

1. Record weight in kilograms.
2. Measure height accurately.
3. Convert height from centimetres to metres.
4. Square the height.
5. Divide weight by the square of height.
6. Compare the result with the age-appropriate BMI table supplied in the textbook.

Learning from the activity

BMI may provide an indication of undernutrition or excess weight. However, for adolescents, the result must be interpreted using age- and sex-specific tables.

The activity should be discussed sensitively. Students should examine nutrition, access to food and exercise habits without body shaming anyone. BMI alone is not a medical diagnosis.

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6. Human Development

Question

What other aspects should be considered when measuring human development?

Answer:

Human development should consider:

• Life expectancy and health
• Educational attainment
• Per capita income
• Nutrition
• Gender equality
• Employment opportunities
• Personal freedom
• Safety and dignity
• Access to public facilities
• Environmental quality
• Social equality
• Participation in decision-making

The central concern of human development is the well-being and capabilities of people.

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7. Sustainability of Development

Example 1: Groundwater in India

(a) Why is groundwater overused?

Answer:

Groundwater is overused because:

• Water-intensive crops are grown extensively.
• Farmers use powerful pumps and borewells.
• Electricity for pumping may be free or highly subsidised.
• Urbanisation and industry increase water demand.
• Rainwater recharge is inadequate.
• Groundwater extraction is poorly regulated.
• Traditional water-conservation systems have declined.

Groundwater is overused when extraction is faster than natural replenishment.

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(b) Can development take place without overusing groundwater?

Answer:

Yes. Development can occur without excessive groundwater use through:

• Rainwater harvesting
• Check dams and recharge structures
• Drip and sprinkler irrigation
• Less water-intensive crops
• Reuse of treated wastewater
• Regulation of borewells
• Proper pricing and metering of electricity
• Protection of ponds, wetlands and recharge zones
• Community management of water

Sustainable development requires using groundwater at a rate at which nature can replenish it.

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Example 2: Crude Oil Reserves

(a) Is crude oil essential for a country’s development?

Answer:

Crude oil is presently important because it is used in:

• Transport
• Industry
• Electricity generation
• Machinery
• Petrochemicals
• Plastics
• Fertilisers and several manufactured products

However, it is a non-renewable resource. Countries must gradually reduce dependence on it by developing renewable energy, electric transport, public transport and energy-efficient technology.

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(b) What problems could India face because it imports crude oil?

Answer:

India may face:

• A heavy import bill
• Pressure on foreign-exchange reserves
• Higher fuel prices
• Inflation
• Increased transport and production costs
• Dependence on oil-exporting countries
• Risk from wars and international supply disruptions
• Greater air pollution and carbon emissions

India should diversify energy sources and expand solar, wind, hydro, bioenergy and cleaner transport.