NCERT Solutions History Chapter 6: Displacing Indigenous Peoples

Last Updated : 03 May, 2024

Displacing Indigenous Peoples – Class 11 NCERT Solution discusses the displacement of indigenous peoples from their homelands. It begins by defining the term “indigenous” and explaining how it was used by Europeans to describe the inhabitants of colonized countries. These NCERT Solutions are prepared by our Top Social Science Experts to take care of all Important Topics that might be asked in the upcoming examination 2024-2025. So, Students can refer to these solutions for their final Examination preparation.

These Class 11 Social Science Chapter 6 Displacing Indigenous Peoples NCERT Solutions are carefully developed using easy-to-understand language while adhering to the guidelines for solving NCERT Solutions for Class 11. Working through these solutions can be highly beneficial for students in their board exams, as well as in preparing for future competitive Exams.

NCERT Solutions Class 11 Social Science Chapter 6 – Displacing Indigenous Peoples

Exercise Page No 134 (Activity)

Q. If you compare the four timelines given in the book, you will find that the chronological reference periods in the lefthand column differ. Can you think of the reasons for this? Try and design a timeline of your own, giving reasons for your selections.

Answer:

The differences in the chronological reference periods in the timelines provided in the book may be due to various factors, including regional context, cultural emphasis, historiographical perspectives, and audience considerations.

To design a timeline of my own, I would consider factors such as scope, key events, historical significance, cohesiveness, and inclusivity. By carefully considering these factors, I can create a concise and informative timeline that effectively communicates the chronological progression of historical events and developments.

Exercise Page No 141 (Activity 1)

Q. Discuss the different images that Europeans and native Americans had of each other, and the different ways in which they saw nature.

Answer:

Europeans often viewed Native Americans as “savages” lacking civilization, while Native Americans initially saw Europeans as potential allies but later as invaders. Europeans perceived nature as a resource to exploit, while Native Americans had a spiritual connection, viewing it as sacred and practicing sustainable land management. These differing perspectives influenced interactions and conflicts during the colonial period.

Exercise Page No 144 (Activity 2)

Q. Comment on these two sets of population data.

	USA: 1820	Spanish America: 1800
Natives	0.6 million	7.5 million
Whites	9.0 million	3.3 million
Mixed Europeans	0.1 million	5.3 million
Blacks	1.9 million	0.8 million
Total	11.6 million	16.9 million

Answer:

During the early 19th century, the USA had a smaller native population but larger white and black populations compared to Spanish America. Spanish America had a significantly larger mixed European population due to extensive intermarriage. Despite differences in individual population groups, Spanish America had a larger total population than the USA. These demographic disparities reflect the diverse colonial histories and societal structures of the two regions.

Exercise Page No 148 (Activity 3)

Q. Comment on the following statement by the American historian Howard Spodek: ‘For the indigenous [people] the effects of the American Revolution were exactly opposite to those of the settlers – expansion became contraction, democracy became tyranny, prosperity became poverty, and liberty became confinement.’

Answer:

Spodek’s statement contrasts the impacts of the American Revolution on settlers and indigenous peoples:

Settlers experienced expansion, democracy, prosperity, and liberty.

Indigenous peoples faced contraction, tyranny, poverty, and confinement.

Exercise Page No 150 (Activity 4)

Q. In 1911, it was announced that New Delhi and Canberra would be built as the capital cities of British India and of the Commonwealth of Australia. Compare and contrast the political situations of the native people in these countries at that time.

Answer:

In 1911, New Delhi was announced as the capital of British India and Canberra as the capital of the Commonwealth of Australia. However, the political situations of native peoples in these countries differed:

In British India, native Indians were under British colonial rule, facing oppression and discrimination, while also engaging in the Indian independence movement.

In Australia, Indigenous Australians experienced dispossession, discrimination, and forced assimilation by European settlers, with ongoing social and economic disadvantages.

Exercise Page No 152

Q1. Comment on any points of difference between the native peoples of South and North America.

Answer:

Native peoples of South and North America differ in several ways:

South America boasts diverse indigenous cultures like the Inca and Maya, while North America is home to groups like the Navajo and Inuit, each with unique traditions.

South American civilizations were often urban and centralized, while North American societies were more nomadic or semi-nomadic, living in smaller communities.

South American indigenous civilizations faced conquest and forced labor under Spanish and Portuguese rule, while North American indigenous groups experienced displacement and treaty conflicts with European settlers.

Indigenous peoples in South America adapted to Andean or tropical environments, while those in North America developed skills for surviving Arctic or Subarctic conditions.

Q2. Other than the use of English, what other features of English economic and social life do you notice in nineteenth-century USA?

Answer:

In nineteenth-century USA, besides the use of English, several features of English economic and social life were noticeable:

American institutions were influenced by English precedents, including common law and parliamentary principles.

English concepts of land ownership, feudalism, and property rights influenced land distribution in early American settlements.

Similar to England, the USA had a class structure with wealthy elites, a middle class, and a working class.

English cultural traditions, including literature, art, and religion, shaped American cultural identity.

The Industrial Revolution in England influenced industrial development and urbanization in the USA, with similar patterns emerging in American cities.

American educational institutions were based on English models, with universities, colleges, and public schools following English educational principles.

Q3. What did the ‘frontier’ mean to the Americans?

Answer:

To Americans, especially in the nineteenth century, the “frontier” had multiple meanings. Firstly, it symbolized opportunity, serving as a symbol for economic advancement, land ownership, and social mobility. Secondly, the frontier represented the westward expansion of the United States, representing the nation’s ambition to expand its territory and influence. Thirdly, it evoked notions of freedom and independence, offering individuals a chance to break free from urban constraints and establish their own destinies.

The frontier was also viewed as a place of exploration and adventure, as settlers faced unfamiliar environments, customs, and difficulties. However, it was also a zone of conflict and conquest, marked by clashes with indigenous peoples and competition for land and resources. With its combination of opportunity, growth, freedom, adventure, and conflict, the frontier ultimately had a major effect on American identity and history.

Q4. Why was the history of the Australian native peoples left out of history books?

Answer:

The history of Australia’s Indigenous peoples was left out of textbooks due to deep-rooted prejudices and colonial goals. Indigenous experiences were marginalized in academic stories that were controlled by Eurocentric ideas. To defend colonization and eviction, colonial governments promoted assimilation and erasing strategies. Negative perceptions have been maintained by racism and bigotry, which further degraded Indigenous history and traditions. Furthermore, the absence of acknowledgment and representation of Indigenous voices in historical discourse prevented their incorporation into textbooks.

Curriculum materials emphasized European history at the expense of Indigenous perspectives. The attempts to decolonize historical narratives and give Indigenous perspectives more prominence have only surfaced in the last few decades. Recognizing the significance of Indigenous histories and contributions in forming Australia’s past is part of this. These historical silences must be addressed to promote understanding, peacemaking, and a more inclusive portrayal of Australian history.

Q5. How satisfactory is a museum gallery display in explaining the culture of a people? Give examples from your own experience of a museum.

Answer:

The effectiveness of a museum gallery display in explaining the culture of a people can vary depending on several factors, including the quality of curation, presentation, and interpretation. While museum displays can offer valuable insights into the culture of a people, they may not always provide a comprehensive or nuanced understanding.

For example, during a visit to a museum dedicated to Indigenous cultures in Canada, I encountered a gallery display showcasing traditional artifacts, artwork, and oral histories. While the exhibit offered valuable glimpses into Indigenous lifeways, it fell short in adequately conveying the diversity and complexity of Indigenous cultures. Additionally, the interpretive panels lacked depth and failed to address contemporary issues faced by Indigenous communities.

Conversely, another museum exhibit exploring ancient Egyptian civilization impressed me with its immersive displays, detailed explanations, and multimedia presentations. Through the use of artifacts, reconstructions, and interactive elements, the exhibit provided a rich and engaging exploration of ancient Egyptian culture, religion, and daily life.

Q6. Imagine an encounter in California in about 1880 between four people: a former African slave, a Chinese labourer, a German who had come out in the Gold Rush, and a native of the Hopi tribe, and narrate their conversation.

Answer:

Four people from different origins are conversing around a campfire in 1880s California. Former African slave Elijah talks about his journey to freedom and his aspirations for a better life. Chinese laborer Chang talks about the difficulties that other immigrants, including himself, had while constructing the railroad. German immigrant Johann tells tales of adventure and adversity in his search for wealth. Kachina, a Hopi tribal member, provides information about her people’s ongoing ties to the land and their fight against invading settlers in the meantime. Despite their differences, the group comes together over their shared experiences of seeking opportunity and persevering in California’s challenging environment.

Summary – NCERT Solutions History Chapter 6: Displacing Indigenous Peoples

Chapter 6 of NCERT Solutions History discusses the displacement of indigenous peoples from their homelands. It begins by defining the term “indigenous” and explaining how it was used by Europeans to describe the inhabitants of colonized countries. The chapter then goes on to discuss the different ways in which indigenous peoples were displaced, including through the establishment of European colonies, the expansion of agriculture, and the discovery of natural resources. The chapter also discusses the impact of displacement on indigenous peoples. It explains how displacement led to the loss of land, culture, and identity. It also discusses the violence and discrimination that indigenous peoples faced as a result of displacement.

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