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Class 10HistoryIndia and the Contemporary World – IIChapter 3

The Making of a Global World

≈ 55 min read · 4 Prelims and 2 Mains questions from this chapter
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Start here: why this chapter matters

In simple wordsLook at your lunch: chillies first grown in the Americas, rice and tea with long Asian histories, a phone made in China in your pocket. ‘Globalisation’ sounds new, but people, goods, money, ideas — and germs — have been travelling for thousands of years. This chapter tells that long story and asks who gained and who paid.

This chapter opens Section II, Livelihoods, Economies and Societies, of India and the Contemporary World – II. NCERT’s argument: what we call globalisation — often dated to the last fifty years or so — has a long history of trade, migration in search of work and movement of capital. It follows four phases: the pre-modern world (silk routes, food, conquest and disease); the nineteenth century, 1815–1914 (a world economy takes shape, technology, colonialism, rinderpest, indenture, Indian entrepreneurs and India’s place in world trade); the inter-war economy (war, mass production, the Great Depression and India); and rebuilding the world economy after 1945 (Bretton Woods, decolonisation, the end of fixed exchange rates and the start of globalisation).

Reading the Section II opener (page 51)A collage under the title ‘Livelihoods, Economies and Societies’: a carved stone relief of oared ships, a brightly coloured Indian print, a steam-powered machine at work in a field with horses and labourers, and a small engraving of a woman on an early cycle. The point: the section ties together trade, work, machines and everyday life — the global economy, industrialisation and print that the next three chapters cover.
The making of a global world, 1490–2000 (axis to scale)1500160017001800190020001492 · Columbus reaches the Americasmid-1500s · Spanish and Portuguese conquest under way; smallpox1634 · Winthrop on smallpox ‘clearing’ native lands (Box 1)1815–1914 · NCERT’s ‘nineteenth century’ of three flows1820s · opium exports to China grow rapidly1845–49 · Irish famine; 1846 · Corn Laws repealed (Beyond)1870s–80s · refrigerated ships carry frozen meat1884–85 · Berlin conference on Africa1887–97 · rinderpest from Eritrea to the Cape1914 · Ford’s $5 day; 1914–18 · First World War1921 · indenture abolished (NCERT; dates vary 1917–22)1929–mid-1930s · Great Depression1939–45 · Second World WarJuly 1944 · Bretton Woods conference1947 · IMF and World Bank begin operations1964 · Group of 77 (Beyond); 1974 · NIEO declaration1971–73 · fixed exchange rates end (Beyond dates)1978–91 · China’s reforms; Soviet collapse — ‘globalisation’Older links (Indus–West Asia trade, cowries, silk routes) lie far off this axis · labels evenly spaced
The chapter's modern dates on a to-scale axis, 1490–2000.
  • Links within this book: jess301 and jess302 (nationalism in Europe and India — the Depression here is the background to Civil Disobedience); Chapter 4, The Age of Industrialisation, continues the story of Indian textiles and the deindustrialisation debate; Chapter 5 covers print. The economics book’s Globalisation and the Indian Economy (jess204) takes the story from the 1990s onwards.
  • Live pages to pair with: kehs106 (displacing indigenous peoples — the Americas, Australia), kehs107 (paths to modernisation — China and the opium trade), lehs301 (colonialism and the countryside — indigo, cotton, revenue), keec101 (the Indian economy on the eve of independence — drain and home charges), keec103 (liberalisation and globalisation since 1991), leps104 (international organisations — IMF and World Bank today), leps107 and lesy206 (globalisation in politics and society).
  • UPSC: GS1 covers world history from the 18th century (industrialisation, colonisation, the world wars) and the effects of globalisation on Indian society; GS3 covers the Indian economy and its global links. Prelims has asked about the Bretton Woods conference (2008), the home charges (2011) and crops brought to India (2012); Mains about why indentured labour was taken from India and whether the diaspora kept its culture (GS1 2018) and about the Bretton Woods twins (GS2 2013).
WordWhat it means here
GlobalisationThe growing integration of the world through trade, migration, capital and ideas
Silk routesLand and sea routes linking Asia with Europe and northern Africa, named after Chinese silk
DissenterOne who refuses to accept established beliefs and practices (New words)
Corn LawsBritish laws restricting the import of grain, under pressure from landed groups
Three flowsTrade (goods), labour (migration for work) and capital (investment over long distances)
RinderpestA fast-spreading, deadly cattle plague
Indentured labourA bonded labourer under contract to work for an employer for a set time, to pay off the passage to a new country (New words)
Multilateral settlementSettling one country’s deficit with a second by its surplus with a third
Home chargesPayments from India to Britain: officials’ remittances, interest on debt, pensions
Assembly lineProduction in which each worker repeats one task as the product moves on a conveyor belt
Hire purchaseBuying on credit repaid in weekly or monthly instalments
TariffTax on a country’s imports, levied at the border or airport (New words)
Exchange rate; fixed; floatingThe link between currencies; held steady by governments; or left to demand and supply (New words)
Bretton Woods twinsThe IMF and the World Bank, founded at Bretton Woods in 1944
G-77; NIEOGroup of developing countries; the ‘new international economic order’ they demanded
MNCMultinational corporation: a large company operating in several countries at once (Box 4)

At a glance — the six ideas to carry away

  • Globalisation has a long history: Indus–West Asia trade, Maldivian cowries, the silk routes (goods, faiths such as Buddhism, germs).
  • After 1492: potatoes, maize, tomatoes and chillies from the Americas; silver for Europe’s Asian trade; smallpox devastates native peoples; slavery; trade’s centre moves west.
  • Three flows (1815–1914): trade, labour, capital. Corn Laws repealed → cheap food imports → land cleared abroad, London capital, ~50 million European emigrants; world trade up 25–40 times (1820–1914).
  • Darker side: Africa partitioned (Berlin, 1884–85); rinderpest kills ~90% of cattle (1890s); indentured Indians to Trinidad, Guyana, Surinam, Mauritius, Fiji — ‘a new system of slavery’ — yet Hosay and chutney music.
  • India in the system: cloth exports collapse, raw cotton and opium rise; Britain’s surplus with India settles its deficits and pays the home charges. 1920s: Ford’s assembly line, hire purchase.
  • Great Depression (1929–mid-1930s): overproduction, US loans withdrawn; India’s trade halves, wheat −50%, jute −60%, gold exported. Bretton Woods (July 1944): IMF, World Bank, $35/oz gold; G-77 and NIEO; floating rates; MNCs to Asia.

1. The pre-modern world: silk routes, food, conquest and disease

In simple wordsWhen two schools that never met start playing matches, they swap more than scores: songs, snacks, slang — and the flu. When Europe and the Americas met after 1492, they swapped crops and silver — and diseases one side had never faced, with terrible results.

Human societies have become steadily more interlinked. Travellers, traders, priests and pilgrims crossed vast distances for knowledge, opportunity, spiritual fulfilment or to escape persecution, carrying goods, money, values, skills, ideas, inventions — and germs. NCERT notes an active coastal trade linking the Indus valley with West Asia (it says as early as 3000 BCE); for more than a millennium cowries from the Maldives, used as currency, reached China and East Africa; and the long-distance spread of disease germs can be traced back to the seventh century, becoming an ‘unmistakable link’ by the thirteenth. The silk routes — several, over land and by sea — knitted Asia to Europe and northern Africa from before the Christian era until almost the fifteenth century. Chinese silk and pottery and Indian and Southeast Asian textiles and spices went west; gold and silver flowed from Europe to Asia. Trade and culture went together: early Christian missionaries and later Muslim preachers probably used these routes, and Buddhism spread from eastern India through their intersections.

Food travels. Noodles may have travelled west from China to become spaghetti — or Arab traders may have taken pasta to Sicily; similar foods were known in India and Japan, so the truth may never be known. Many common foods — potatoes, groundnuts, maize, tomatoes, chillies, sweet potatoes — reached Europe and Asia only after Christopher Columbus accidentally reached the Americas, coming from America’s original inhabitants. New crops could mean life or death: Europe’s poor ate better and lived longer with the potato, but Ireland’s poorest became so dependent on it that when disease destroyed the crop in the mid-1840s, vast numbers died.

Conquest, disease and trade. In the sixteenth century the world ‘shrank’ as European sailors found a sea route to Asia and crossed the western ocean to America. The Indian Ocean had long known bustling trade, with the Indian subcontinent at its centre; Europeans expanded or redirected some flows towards Europe. American silver, from mines in present-day Peru and Mexico, enhanced Europe’s wealth and financed its trade with Asia; expeditions hunted El Dorado. The Spanish and Portuguese conquest of America was under way by the mid-sixteenth century, but its most powerful weapon was not firepower: it was germs such as smallpox, to which the long-isolated original inhabitants had no immunity. Smallpox spread ahead even of the Europeans, decimating communities and paving the way for conquest; guns could be captured and turned against invaders, diseases could not. Meanwhile poverty, hunger, crowded cities, disease and religious persecution drove thousands from Europe to America, where by the eighteenth century slaves captured in Africa worked plantations of cotton and sugar for European markets. Until well into the eighteenth century China and India were among the world’s richest countries and pre-eminent in Asian trade; but from the fifteenth century China is said to have restricted overseas contacts, and with the Americas’ rise the centre of world trade moved west to Europe.

After 1492: what crossed the ocean, and what it did (NCERT 1.2–1.3)From the Americaspotatoes, maize, tomatoes, chillies,groundnuts, sweet potatoes (and soyain NCERT’s list); silver from mines inpresent-day Peru and MexicoTo the AmericasEuropean settlers and dissenters;germs — above all smallpox;enslaved Africans for cotton andsugar plantations (18th century)1492 →Europe and Asia eat bettere.g. potato; Ireland’s dependence → famineNative peoples decimatedno immunity: conquest made easierCentre of world trade shifts westwardssilver finances Europe’s trade with AsiaNCERT pages 54–56 · ‘soya’ is Asian in origin, not American — see the trap · an exchange chart, not a map
The two-way exchange after 1492 — a chart, not a map (NCERT pages 54–56).
Reading Fig. 1 — a ship on a memorial stone, Goa Museum, tenth century CE (page 53)A worn stone relief: figures crowd a boat with oars and a high prow above rows of carved panels. NCERT’s caption: from the ninth century, ship images appear regularly on memorial stones on the western coast. The point: oceanic trade mattered enough to be commemorated in stone.
Reading Fig. 2 — silk-route trade in a Chinese cave painting, eighth century, Cave 217, Mogao Grottoes, and Fig. 3 — merchants of Venice and the Orient, Marco Polo’s ‘Book of Marvels’, fifteenth century (page 54)
  • Fig. 2: a green, mountainous landscape with small figures, riders and pack animals on winding paths. The point: the routes were long, hard journeys remembered in art far inland.
  • Fig. 3: a manuscript illustration of merchants in Eastern and European dress exchanging goods from bags before a walled town and ships. The point: Europe’s image of Asian trade came through travellers’ accounts such as Marco Polo’s.
Reading Fig. 4 — ‘The Irish Potato Famine’, Illustrated London News, 1849, and Box 1 — ‘Biological’ warfare? (page 55)
  • Fig. 4: a gaunt young woman and children dig in a bare, harvested field. The caption: during the famine (1845–49) around a million died of starvation and twice that number emigrated. The point: dependence on one crop could be deadly — and it fed the migration of section 2.
  • Box 1, summarised: John Winthrop (NCERT spells it ‘Winthorp’), governor of the Massachusetts Bay colony, wrote in May 1634 that the natives were nearly all dead of smallpox, so that the Lord had ‘cleared our title’ to their land (quoted in Alfred Crosby’s Ecological Imperialism). The point: colonists saw epidemic death as providence that justified taking land. (The box’s question mark matters: these New England epidemics were not deliberately spread; deliberate attempts are recorded later, e.g. at Fort Pitt in 1763 — Beyond NCERT.)
Reading Fig. 5 — ‘Slaves for sale, New Orleans’, Illustrated London News, 1851, and the Discuss box (page 56)A prospective buyer inspects a line of enslaved people — seven men in top hats and suits, four women and two children — dressed in their best to attract buyers, outside a building marked with a sign. The point: the Atlantic economy rested on people sold as property. The Discuss question (what does it mean that the world ‘shrank’ in the 1500s?) is answered in the in-text section.
Dates and details to read carefully
  • Pasta and Sicily: NCERT’s ‘Arab traders took pasta to fifth-century Sicily’ is doubtful — Arab rule in Sicily began in the ninth century (from 827), and dried pasta-making there is first described by the geographer al-Idrisi in 1154 (Beyond NCERT). Safe line: ‘pasta’s origins are uncertain; Arab Sicily is one candidate’.
  • Soya is of East Asian origin, not American; NCERT’s list of foods from the Americas slips here. Potatoes, maize, tomatoes, chillies, groundnuts and sweet potatoes are American.
  • Indus–West Asia trade: Harappan–Mesopotamian contacts are usually dated to the mid-third millennium BCE (about 2600 BCE onwards); NCERT’s ‘as early as 3000 BCE’ is at the early end (see lehs101).
  • Irish famine: the text says ‘hundreds of thousands’ died; the caption says about a million. Standard estimates: about 1 million dead and over a million emigrants in the famine years (some 2 million over the decade). Safe line: ‘about a million died and more than a million emigrated’.
  • Columbus first landed in the Caribbean (the Bahamas) in 1492 (Beyond NCERT).
A debate, not a verdict: germs, guns and the ‘great divergence’
  • Alfred Crosby (The Columbian Exchange, 1972; Ecological Imperialism, 1986) and Jared Diamond (Guns, Germs and Steel, 1997) stressed disease and ecology in European conquest — NCERT’s line. Historians such as David S. Jones (2003) warn against reading this as a ‘natural’ outcome of immunity alone: war, enslavement, displacement and hunger made epidemics far deadlier.
  • On why Europe pulled ahead: Kenneth Pomeranz (The Great Divergence, 2000) argues that China’s richest regions matched Europe’s until about 1800 and that coal and New World resources made the difference; others stress European institutions, science or markets. NCERT’s ‘China and India among the richest until the eighteenth century’ fits the first view; its ‘China is said to have retreated’ is rightly hedged — private trade and silver imports continued.

2. The nineteenth century: a world economy takes shape

In simple wordsIf your town suddenly lets in cheap vegetables from far away, local farmers lose out, families eat better, and somewhere far away forests are cleared to grow those vegetables — with new roads, new loans and new workers arriving. Multiply that by a whole world, and you have the nineteenth-century economy.

The world changed profoundly in the nineteenth century. Economists identify three flows in international economic exchange: trade (largely in goods such as cloth or wheat), labour (migration in search of work) and capital (short- or long-term investment over long distances). All three were interwoven, though labour migration was often more restricted than goods or capital.

Three flows of the nineteenth-century world economy (NCERT page 57)1. Tradegoods: cloth, wheat, cottonBritain imports cheap foodafter the Corn Laws go;India exports raw cotton,indigo, opium, grain2. Labourpeople in search of work~50 million Europeans toAmerica and Australia;Indian indentured workersto Caribbean, Fiji, Mauritius3. Capitalshort- and long-term investmentLondon finances railways,harbours, farms abroad;Chettiars and Shikaripurishroffs lend in AsiaThe flows were interwoven — and labour moved under more restrictions than goods or capitalNCERT page 57 · examples from sections 2.1–2.6 · Discuss 7 asks for one Indian example of each
The three flows with nineteenth-century examples (NCERT page 57).

Start with food in industrial Britain. Population growth from the late eighteenth century raised demand for grain and pushed up prices; under pressure from landed groups the government restricted corn imports through the Corn Laws. Unhappy with high food prices, industrialists and urban dwellers forced their abolition. Food could now be imported more cheaply than it could be grown at home; NCERT says British agriculture could not compete, land was left uncultivated and thousands were thrown out of work, flocking to cities or migrating overseas. As food prices fell, consumption rose; faster industrial growth from the mid-century raised incomes and food imports. Lands were cleared in Eastern Europe, Russia, America and Australia; railways linked farms to ports; harbours were built and expanded; settlers built homes — all requiring capital (from financial centres such as London) and labour, which drove migration. Nearly 50 million people emigrated from Europe to America and Australia in the nineteenth century; some 150 million worldwide are estimated to have left their homes. By 1890 a global agricultural economy had taken shape: food came from thousands of miles away, grown by recently arrived workers on large farms that a generation earlier had been forest, and carried by railways and by ships increasingly manned by low-paid workers from southern Europe, Asia, Africa and the Caribbean.

Something similar, on a smaller scale, happened in west Punjab, where the British Indian government built irrigation canals to turn semi-desert into land for wheat and cotton for export: the Canal Colonies, settled by peasants from other parts of Punjab. Cotton, grown worldwide for British mills, and rubber tell similar stories. So rapidly did regional specialisation develop that between 1820 and 1914 world trade is estimated to have multiplied 25 to 40 times; nearly 60 per cent of it was in primary products such as wheat, cotton and coal.

⤵ From the Corn Laws to mass migration (NCERT’s Activity, page 59)
Population and cities growgrain demand and prices rise
Corn Laws restrict importslanded groups protected; food dear
Industrialists and townspeople force repealBeyond NCERT: 1846
Cheap food importsBritish farms lose out; consumption rises
Land cleared abroadAmerica, Australia, Russia, Eastern Europe
Railways, ports, settlementscapital from London
Labour needed where scarceabout 50 million Europeans emigrate
Reading Fig. 6 — ‘Emigrant ship leaving for the US’, M.W. Ridley, 1869, Fig. 7 — ‘Irish emigrants waiting to board the ship’, Michael Fitzgerald, 1874, and the two Activities (pages 58–59)
  • Fig. 6: a crowded deck — men waving hats, women and children packed by the rail. Fig. 7: a quayside throng of families with baskets and bundles, a steamer behind. The point: migration was a mass, family experience, pushed by hunger and pulled by work.
  • Activities: draw a flow chart from Britain’s food imports to migration (see the flow above); write as an Irish agricultural worker in America explaining why you came and how you earn a living (outline in the in-text section).
Read with care
  • The Corn Laws (from 1815 in their best-known form) were repealed in 1846 under Prime Minister Robert Peel (Beyond NCERT). British farming actually enjoyed a prosperous ‘high farming’ phase in the 1850s–60s; the large-scale abandonment of land and rural job losses came with cheap American grain from the 1870s. NCERT compresses three decades. Safe line: ‘repeal opened Britain to cheap imported food, which in time undercut British agriculture’.
  • The 50 million and 150 million migration figures and the 25–40 times growth of trade are estimates; quote them as such.

3. Technology and the meat trade

In simple wordsA fridge changes what a family can eat: food bought on Monday can be eaten on Friday. A refrigerated ship did the same for a whole continent — meat from the other side of the world could reach a worker’s table in London.

Railways, steamships and the telegraph were inventions without which the nineteenth-century world is unimaginable. But NCERT stresses that technological advances were often the result of social, political and economic factors: colonisation, for instance, stimulated investment in faster railways, lighter wagons and larger ships that moved food more cheaply. The meat trade shows the connection. Until the 1870s animals were shipped live from America to Europe and slaughtered on arrival; they took up space, and many died, fell ill or lost weight, so meat was a luxury beyond the European poor. Refrigerated ships changed this: animals were slaughtered in America, Australia or New Zealand and shipped as frozen meat. Shipping costs and prices fell; many of the poor could add meat, butter and eggs to a monotonous diet of bread and potatoes. Better living conditions, NCERT adds, promoted social peace at home and support for imperialism abroad.

⤵ How refrigeration changed the meat trade (NCERT 2.2)
Before the 1870s: live animals shippedspace, deaths, weight loss; meat a luxury
Refrigerated shipsslaughter at source: America, Australia, New Zealand
Frozen meat to Europelower shipping costs and prices
A more varied diet for many poormeat, butter, eggs
Political effect (NCERT)social peace at home; support for empire
Reading Fig. 8 — ‘The Smithfield Club Cattle Show’, Illustrated London News, 1851, and Fig. 9 — meat loaded on to the ship ‘Alexandra’, 1878 (page 60)
  • Fig. 8: a vast iron-and-glass hall crowded with visitors and cattle. NCERT notes that Smithfield was one of London’s oldest livestock markets and that a huge meat and poultry market rose near the railway linking it to meat-supplying centres. The point: railways had already reshaped domestic meat supply.
  • Fig. 9: dock workers hoist carcasses into a ship’s hold. The caption: meat exports were possible only once ships were refrigerated. The point: technology made long-distance trade in perishables possible.
Beyond NCERT — milestones of frozen meat
  • Early successful voyages: the French ship Le Frigorifique (1877, Argentina to France), the Strathleven (Australia to London, 1879–80) and the Dunedin (New Zealand to London, 1882).
  • Argentina, Uruguay, Australia and New Zealand became great meat exporters — part of the regional specialisation NCERT describes.

4. Late-nineteenth-century colonialism and rinderpest in Africa

In simple wordsIf you own a farm and a herd, why would you work in someone else’s mine for a small wage? The new owners of Africa faced exactly that ‘problem’ — and solved it with taxes, new laws and, as it happened, a cattle plague that wiped out the herds.

Trade and markets expanded in the late nineteenth century, but there was a darker side: for many, closer links with the world economy meant a loss of freedoms and livelihoods, and European conquest brought painful economic, social and ecological changes. Rival European powers drew some African borders as if with a ruler; in 1885 the big European powers met in Berlin to complete the carving-up of Africa. Britain and France made vast additions to their territories; Belgium and Germany became new colonial powers; and the US became a colonial power in the late 1890s by taking over some of Spain’s colonies.

Rinderpest. Africa historically had abundant land and a relatively small population; land and livestock sustained livelihoods, and few people worked for wages — there was little to buy with them. Europeans came for land and minerals, hoping to set up plantations and mines, and faced a shortage of labour willing to work for wages. They used many methods: heavy taxes payable only through wage work; changed inheritance laws, so that only one family member could inherit land and the rest were pushed into the labour market; and confining mineworkers in compounds. Then came rinderpest, a devastating cattle disease. It arrived in the late 1880s with infected cattle imported from British Asia to feed Italian soldiers invading Eritrea; entering in the east, it moved west ‘like forest fire’, reaching the Atlantic coast in 1892 and the Cape five years later, killing some 90 per cent of cattle. The loss destroyed African livelihoods; planters, mine owners and colonial governments monopolised the scarce cattle that remained, strengthening their power and forcing Africans into the labour market. Control over cattle, NCERT concludes, helped European colonisers conquer and subdue Africa.

From land and cattle to wage labour: Africa in the 1890s (NCERT 2.4)The colonisers’ ‘problem’plenty of land and cattle → few wanted wagesHeavy taxespayable only from wagesInheritance changedone heir; others pushed outMine compoundsworkers confinedRinderpest, 1887–97about 90% of cattle diedSettlers monopolise the cattle that remainAfricans forced into plantations and minesNCERT pages 62–63 · route: Italian-imported cattle in Eritrea → Atlantic coast 1892 → the Cape 1897
How land-and-cattle Africa was pushed into wage labour (NCERT pages 62–63).
Reading Fig. 10 — ‘Map of colonial Africa at the end of the nineteenth century’ (page 61)A coloured political map (described, not redrawn) shades the continent by colonial power — British, French, German, Belgian, Italian, Portuguese and Spanish possessions, British dominions and independent states — with names such as French West Africa, the Congo Free State (Belgian Congo), German East and South West Africa, Anglo-Egyptian Sudan and the Union of South Africa; only a few areas, such as Ethiopia, appear independent. NCERT points to borders that run in straight lines. The point: borders were drawn by rival European powers, not by Africans.
Reading Box 2 — ‘Sir Henry Morton Stanley in Central Africa’ and Fig. 11, Illustrated London News, 1871 (page 61)Summarised: Stanley, a journalist and explorer, was sent by the New York Herald to find the missionary-explorer Livingstone (NCERT: ‘Livingston’); like other explorers he went armed, mobilised local hunters, warriors and labourers, fought local groups, surveyed terrain and mapped regions. Fig. 11 shows a pith-helmeted European with rifle-carrying followers and porters bearing loads and a flag. The point: exploration was not an innocent search for knowledge — it was linked to imperial conquest. (Beyond NCERT: Stanley found Livingstone at Ujiji in 1871 and later worked for King Leopold II in the Congo; he was knighted only in 1899.)
Reading Fig. 12 — transport to the Transvaal gold mines, The Graphic, 1887, Fig. 13 — diggers in the Transvaal gold fields, 1875, and the Project (pages 62, 78)
  • Fig. 12: a horse-drawn coach with passengers fords a river, horses half-submerged. The caption: after gold was found at the Witwatersrand, Europeans rushed there despite disease and danger; by the 1890s South Africa produced over 20 per cent of the world’s gold.
  • Fig. 13: a rocky, crowded digging site with many labourers and a few overseers. The point: mineral wealth created the demand for cheap labour that the rinderpest story explains.
  • Project (page 78): who controlled South Africa’s gold and diamond companies, and how miners lived — see the in-text answers.
Read with care
  • The Berlin conference met from November 1884 to February 1885 (Beyond NCERT). It laid down rules for claiming African territory (such as ‘effective occupation’) and recognised the Congo Free State; most of the actual partition followed over the next two decades. NCERT’s ‘complete the carving up’ is loose. Safe line: ‘the Berlin conference (1884–85) set the rules for the partition of Africa’.
  • The US took the Philippines, Puerto Rico and Guam after the Spanish–American War of 1898 (Beyond NCERT).
  • Rinderpest: Eritrea (late 1880s; usually dated 1887) → Atlantic coast 1892 → the Cape 1897; about 90 per cent of cattle killed (an estimate). It was declared eradicated worldwide in 2011 — only the second disease, after smallpox, to be eradicated (Beyond NCERT).
Beyond NCERT — the human cost
  • The rinderpest years coincided with drought and the Great Ethiopian Famine (1888–92), in which a large share of the population is believed to have died.
  • Pastoral peoples such as the Maasai lost most of their herds and much of their population; historians link the depleted, wild-game-dominated landscape that followed to the spread of tsetse fly and to colonial land seizures.

5. Indentured labour migration and Indian entrepreneurs abroad

In simple wordsImagine signing a job offer you cannot read, for a place you have never heard of, promised a ticket home after five years — and then finding the work brutal and the promises broken. Many did exactly that. Yet their grandchildren became novelists and cricketers, and their festivals became part of other countries’ cultures.

Indentured migration shows the two-sided nineteenth-century world: faster growth and great misery, higher incomes for some and poverty for others, technological advance and new forms of coercion. Hundreds of thousands of Indian and Chinese labourers worked on plantations, in mines and on roads and railways worldwide. Indian indentured labourers were hired under contracts promising return travel after five years on the employer’s plantation. Most came from eastern Uttar Pradesh, Bihar, central India and the dry districts of Tamil Nadu, where in the mid-nineteenth century cottage industries declined, rents rose and land was cleared for mines and plantations; the poor fell behind on rent, sank into debt and were forced to migrate. The main destinations were the Caribbean (mainly Trinidad, Guyana and Surinam), Mauritius and Fiji; closer home, Tamils went to Ceylon and Malaya, and indentured workers were recruited for Assam’s tea gardens (compare jess302).

Recruiting agents, paid a small commission, tempted migrants with false information about destinations, travel, work and conditions — some were not even told of the sea voyage — and sometimes abducted the unwilling. Indenture has been described as ‘a new system of slavery’: on arrival, conditions were harsh and legal rights few. But workers found their own ways to survive. Many escaped into the wilds, facing severe punishment if caught; others created new forms of self-expression. In Trinidad the Muharram procession became a riotous carnival, ‘Hosay’ (for Imam Hussain), joined by workers of all races and religions; Rastafarianism is said to reflect links with Indian migrants to the Caribbean; ‘chutney music’ in Trinidad and Guyana expresses the post-indenture experience — cultural fusion that is part of the making of the global world. Most workers stayed on or returned to their new homes after a spell in India, creating large communities of Indian descent: the Nobel laureate V.S. Naipaul, and West Indies cricketers Shivnarine Chanderpaul and Ramnaresh Sarwan, descend from them. From the 1900s India’s nationalist leaders opposed indenture as abusive and cruel; NCERT says it was abolished in 1921. Descendants, often called ‘coolies’, long remained an uneasy minority; Naipaul’s early novels capture their loss and alienation.

⤵ An indentured migrant’s journey (NCERT 2.4)
Pressure at homecottage industry declines, rents rise, debt
The agentcommission-paid; false promises; sometimes abduction
Contract and voyagefive years; return passage promised
The plantationharsh work, few rights, jail for ‘failures’ (Source A)
Survival and creationescape; Hosay, chutney music
Staying onIndian-descended communities in the Caribbean, Fiji, Mauritius

Indian entrepreneurs abroad. Growing crops for the world market needed capital; plantations could borrow from banks, but peasants needed others. Bankers and traders such as the Shikaripuri shroffs and Nattukottai Chettiars financed export agriculture in Central and Southeast Asia, using their own funds or money borrowed from European banks; they had sophisticated systems for transferring money across distances and even indigenous forms of corporate organisation. Indian traders and moneylenders followed European colonisers into Africa; Hyderabadi Sindhi traders went beyond the colonies, setting up emporia at ports worldwide from the 1860s to sell curios to the growing numbers of tourists on safe, comfortable passenger ships.

Reading Figs. 14 and 15 — indentured labourers in a cocoa plantation in Trinidad; labourers photographed for identification (page 64)
  • Fig. 14: workers, men and women, sit around a great heap of cocoa pods under trees, with a man in a pith helmet standing among them. The point: the plantation economy of the Caribbean ran on Indian labour after slavery’s abolition.
  • Fig. 15: rows of numbered portrait photographs of bare-chested men holding number boards. NCERT’s caption: for the employers, numbers, not names, mattered. The point: indenture reduced people to units of labour.
Reading Fig. 16 — an indenture contract form, and Source A — the testimony of Ram Narain Tewary (page 65)
  • Fig. 16: a printed, ruled form with handwritten entries and columns. The point: indenture was a legal contract — which made breach a punishable offence.
  • Source A (an official 1916 record of the testimony of a labourer who spent ten years in Demerara in the early twentieth century), summarised: despite his efforts he could not do the work set; his hands were bruised, he missed a week and was prosecuted and jailed for fourteen days; new emigrants found the tasks too heavy for a day; wages were cut for work judged unsatisfactory, so many never earned full wages and were punished in other ways. The point: the contract’s promises collapsed in daily coercion.
Read with care
  • Abolition: dates vary — recruitment was stopped during the war (1917), remaining indentures were cancelled in 1920, and the Indian Emigration Act of 1922 ended assisted emigration for unskilled labour (Beyond NCERT). NCERT says 1921. Safe line: ‘indentured emigration was ended between 1917 and 1922’.
  • Fig. 14’s caption says ‘early nineteenth century’, but Indian indentured workers first reached Trinidad in 1845 (Mauritius from 1834; Guyana from 1838; Fiji from 1879 — Beyond NCERT). The photograph must be later; treat the caption date as an error.
  • The ‘Discuss’ box on page 64 (language and popular traditions in national identity) belongs to Chapter 1 — a printing slip (see jess301). NCERT also numbers two sections ‘2.4’.
  • ‘Hyderabadi Sindhi’ traders were from Hyderabad in Sindh, not the Deccan.
  • Naipaul won the Nobel Prize in Literature in 2001 (Beyond NCERT).
A debate, not a verdict: was indenture ‘a new system of slavery’?
  • The phrase is the title of Hugh Tinker’s study, A New System of Slavery (1974), which stressed deception, penal contracts, high mortality and abuse — NCERT’s emphasis, and the nationalist critique that ended the system (Gokhale, Malaviya, C.F. Andrews and Gandhi campaigned against it).
  • Other historians — for example Brij V. Lal on Fiji’s girmitiyas (1983) and P.C. Emmer — stress that many migrants chose to go to escape poverty or oppression, that contracts were limited in time, and that migrants exercised agency in building communities; they see coercion but not slavery.
  • NCERT itself holds both sides — misery and survival, coercion and cultural creativity. Present both, attributed.

6. Indian trade, colonialism and the global system

In simple wordsSuppose you sell a friend more than you buy from him, and use what he owes you to pay off your debts to three other people. Britain did this with India: its surplus in trade with India helped it pay its bills to the rest of the world.

Fine Indian cottons were long exported to Europe. With industrialisation, British manufacturers pressed the government to restrict cotton imports; tariffs on cloth imports into Britain cut the inflow of Indian cotton. From the early nineteenth century British manufacturers also sought markets abroad, and Indian textiles, shut out of Britain, faced stiff competition elsewhere. The share of cotton textiles in India’s exports fell from some 30 per cent around 1800 to 15 per cent by 1815 and below 3 per cent by the 1870s, while raw cotton rose from 5 to 35 per cent between 1812 and 1871. Indigo was another important export for decades, and opium shipments to China grew rapidly from the 1820s to become for a while India’s single largest export — Britain grew opium in India and used the earnings from China to finance its tea and other imports from China.

From cloth to raw cotton: shares of India’s exports (NCERT’s figures, bars to scale)Cotton textilesaround 1800about 30%by 181515%by the 1870sbelow 3%Raw cotton18125%187135%0%10%20%30%40%NCERT page 66 · shares of total exports by value · Britain’s tariffs closed its market to Indian cloth
NCERT’s export shares, drawn to scale (page 66).

Over the nineteenth century British manufactures flooded India while food grain and raw material exports grew. But the value of British exports to India was much higher than of British imports from India: Britain had a trade surplus with India, which it used to balance its deficits with countries from which it imported more than it sold — a multilateral settlement system. By helping Britain balance its deficits, NCERT concludes, India played a crucial role in the late-nineteenth-century world economy. The surplus also paid the so-called home charges: private remittances by British officials and traders, interest on India’s external debt and pensions of British officials in India.

How India helped Britain balance its accounts (NCERT 2.6)Indiaimports British manufacturesBritainexports more to India than it buysOther countriesBritain buys more than it sellssurplusdeficits settledThe surplus with India also paidthe ‘home charges’Home charges (NCERT)private remittances home by British officials and traders;interest on India’s external debt; pensions of British officials in IndiaMultilateral settlement: one country’s deficit with a second is paid from its surplus with a thirdNCERT page 67 · ‘drain’ readings of these flows are debated — see the box below
Multilateral settlement and the home charges (NCERT page 67).
Reading Fig. 17 — East India Company House, London, and Fig. 18 — a distant view of Surat and its river (page 66)
  • Fig. 17: a grand colonnaded building on a London street with carriages. NCERT: the nerve centre of the Company’s worldwide operations.
  • Fig. 18: a river shore with boats, cattle, porters and figures under umbrellas, the town in the distance. NCERT: through the seventeenth and early eighteenth centuries Surat was the main centre of overseas trade in the western Indian Ocean. The point: control of Indian trade shifted from Indian ports and merchants to a company headquartered in London.
Reading Fig. 19 — trade routes linking India to the world at the end of the seventeenth century (map, page 67)A map of the Indian Ocean world (described, not redrawn) shows sea routes as arrows and land routes as dashed lines connecting Indian ports — Surat, Goa, Madras, Masulipatam, Hoogly — with Basra, Bandar Abbas, Muscat, Jedda, Mocha, Mombasa and Mozambique to the west and Malacca, Acheh, Bantam, Batavia, Bangkok, Hanoi and Canton to the east, with overland links to Lahore, Bukhara and Yarkand; circles of different sizes mark the volume of trade through each port, Surat among the largest. The point: before colonial rule India sat at the centre of Indian Ocean trade.
A debate, not a verdict: drain or integration?
  • Economic nationalists — Dadabhai Naoroji (Poverty and Un-British Rule in India, 1901) and R.C. Dutt (The Economic History of India, 1902–04) — called the export surplus and home charges a ‘drain’ of wealth without return; later historians such as Amiya Kumar Bagchi and Utsa Patnaik developed estimates of its size.
  • Others — British officials then, and some later economic historians such as Tirthankar Roy — argue that part of the home charges paid for real services, capital (railway debt) and administration, and that integration into world markets brought some gains alongside losses.
  • S.B. Saul (Studies in British Overseas Trade, 1870–1914, 1960) showed how India’s surplus fitted Britain’s multilateral settlement — NCERT’s framing. The deindustrialisation side of the debate is in Chapter 4 (jess304). Present the views side by side, attributed.
Read with care
  • The export-share figures are NCERT’s (shares of total exports by value); quote them with their years.
  • Britain’s restrictions on Indian cloth began much earlier, with the Calico Acts of 1700 and 1721 (Beyond NCERT).
  • Home charges (UPSC 2011): India Office costs, salaries and pensions, interest on debt, remittances — not funds for Britain’s wars outside India.

7. War, recovery and mass production, 1914–1929

In simple wordsA family borrows heavily to get through a crisis, then finds the lender now calls the shots. Britain after 1918 was that family; the United States was the lender — and it went on to build cars on a conveyor belt and sell them on credit.

The First World War (1914–18), fought mainly in Europe, plunged the first half of the twentieth century into a crisis that took over three decades to overcome. It pitted the Allies — Britain, France and Russia, later joined by the US — against the Central Powers — Germany, Austria-Hungary and Ottoman Turkey. Expected to end by Christmas 1914, it lasted more than four years. It was the first modern industrial war: machine guns, tanks, aircraft and chemical weapons on a massive scale; millions of soldiers moved by ships and trains; 9 million dead and 20 million injured, mostly men of working age, shrinking Europe’s workforce and household incomes. Industries were restructured for war, and women took jobs once reserved for men. Britain borrowed heavily from US banks and the US public, so the war turned the US from an international debtor into a creditor.

Post-war recovery proved difficult. Britain, the leading pre-war economy, faced a prolonged crisis: industries had grown in India and Japan during the war, so Britain could not recapture its dominance of the Indian market or compete with Japan; it was burdened with debts to the US. The war boom ended; production contracted and the government cut war spending; in 1921 one in five British workers was out of work. Agricultural economies were also in crisis: when Eastern Europe’s wheat supply was disrupted, production in Canada, America and Australia expanded; once Eastern Europe revived, a glut pushed down prices and deepened farm debt.

In the US recovery was quicker, and the 1920s were marked by mass production. Henry Ford adapted the assembly line of a Chicago slaughterhouse to his car plant in Detroit: each worker repeated one task at a pace dictated by the conveyor belt, with no time to pause or talk, and cars came off the line at three-minute intervals; the T-Model Ford was the world’s first mass-produced car. Workers could not cope and quit in large numbers, so in January 1914 Ford doubled the daily wage to $5 — while banning trade unions — and recovered the cost by repeatedly speeding up the line; he later called it his best cost-cutting decision. Fordist practices spread in the US and were copied in Europe; mass production lowered prices, and higher wages let more workers buy cars — US production rose from 2 million (1919) to over 5 million (1929) — and refrigerators, washing machines, radios and gramophones on hire purchase, alongside a loan-financed housing boom. In 1923 the US resumed exporting capital and became the largest overseas lender, boosting European recovery and world trade for six years. ‘All this, however, proved too good to last.’

Reading Fig. 20 — workers in a munitions factory during the First World War, and Fig. 21 — T-Model automobiles lined up outside the factory (pages 68, 70)
  • Fig. 20: a long factory hall filled with rows of shells, with workers among them. The point: the war was fought by industry as much as by armies.
  • Fig. 21: hundreds of identical cars parked in rows before a huge multi-storey factory. The point: standardised mass production — the image of 1920s American prosperity.
A debate, not a verdict: Fordism
  • Admirers saw Fordism as the engine of a high-wage, mass-consumption society — NCERT’s ‘cycle’ of jobs, incomes and demand. The Italian Marxist Antonio Gramsci (‘Americanism and Fordism’, written in prison in the 1930s) saw it as a new way of disciplining workers’ whole lives.
  • Harry Braverman (Labor and Monopoly Capital, 1974) argued that assembly-line methods deskilled work; NCERT’s account of speed-ups and union bans points the same way. Present both, attributed.
Read with care
  • The war also involved Italy and Japan on the Allied side and Bulgaria with the Central Powers (Beyond NCERT); the US entered in 1917.
  • Ford’s $5 day began in January 1914 — before the war; the moving assembly line at Highland Park dates from 1913 (Beyond NCERT). The Model T was introduced in 1908.

8. The Great Depression and India

In simple wordsIf every farmer grows more because prices are falling, prices fall even further. If the bank that lent to everyone suddenly wants its money back, everyone is in trouble at once. In 1929 both happened — and because the world was now so connected, a crisis in New York reached a jute farmer in Bengal.

The Great Depression began around 1929 and lasted till the mid-1930s, with catastrophic falls in production, employment, incomes and trade. Agricultural regions were worst hit, because farm prices fell further and for longer than industrial prices. NCERT gives two main causes. First, agricultural overproduction: as prices fell, farmers produced more to keep their incomes up, worsening the glut — produce rotted for want of buyers. Second, many countries had financed investment through US loans: in the first half of 1928 US overseas loans exceeded $1 billion; a year later they were a quarter of that. Withdrawal of US loans brought bank failures in Europe and the collapse of currencies such as the pound sterling, and deepened the slump in raw material prices in Latin America. The US, trying to protect itself by doubling import duties, dealt another blow to world trade. The US itself was the industrial country worst hit: banks cut lending and called in loans; farms could not sell; households lost homes and cars; unemployment soared; by 1933 over 4,000 banks had closed and between 1929 and 1932 about 110,000 companies collapsed. By 1935 a modest recovery was under way, but the Depression’s effects on society, politics and people’s minds lasted much longer.

Why the world fell into depression, 1929–mid-1930s (NCERT 3.4–3.5)1. Agricultural overproduction (a vicious circle)prices fall → farmers grow even moreto keep incomes → bigger glut →prices fall further; produce rots2. Dependence on US loansUS overseas loans: over $1 billion(first half of 1928) → a quartera year later; borrowers in crisisUS doubles import duties; banks call in loansEuropebanks fail; pound collapsesLatin Americaraw-material prices slumpUSA4,000+ banks shut by 1933Indiatrade halves; wheat −50%NCERT pages 71–73 · historians add further causes (see the debate box below)
Causes and spread of the Great Depression (NCERT pages 71–73).

India and the Depression. The crisis shows how integrated the world economy had become. Colonial India exported agricultural goods and imported manufactures. Its exports and imports nearly halved between 1928 and 1934; prices plunged, and wheat prices fell by 50 per cent. Peasants suffered more than town-dwellers, because the colonial government refused to reduce revenue demands; those producing for the world market were worst hit. Bengal’s jute growers saw gunny exports collapse and raw jute prices crash by more than 60 per cent; those who had borrowed to grow more fell deeper into debt. Across India peasants used up savings, mortgaged land and sold jewellery and precious metals: India became an exporter of gold. J.M. Keynes thought these gold exports promoted global recovery; NCERT comments that they helped speed Britain’s recovery but did little for the Indian peasant. Rural India was seething with unrest when Gandhi launched Civil Disobedience. For urban India the Depression was less grim: people on fixed incomes — town-dwelling landowners receiving rents, salaried middle classes — were better off as prices fell, and industrial investment grew as the government extended tariff protection under nationalist pressure.

⤵ How the Depression reached an Indian village (NCERT 3.5)
World prices crashIndia’s trade nearly halves, 1928–34
Crop prices fallwheat −50%; raw jute −60%+
Revenue not reducedthe colonial government holds its demand
Debt and distress salessavings spent, land mortgaged, gold sold
Gold flows outhelps Britain’s recovery (Keynes) more than India’s peasants
Rural unrestthe setting of Civil Disobedience (jess302)
Reading Box 3 and Fig. 22 — Dorothea Lange’s ‘Migrant agricultural worker’s family’, 1936 (page 71)A mother with a worn, anxious face sits in a makeshift tent, a baby on her lap and two children leaning on her shoulders. Box 3 summarises Lange’s recollection (1960): she approached the hungry mother, did not ask her name, learnt she was 32 and that the family had been living on frozen vegetables from the fields and birds the children killed; the mother seemed to know the pictures might help her. The point: the Depression’s human face — and how photographs shaped public response. (Beyond NCERT: the photograph, known as ‘Migrant Mother’, was taken at Nipomo, California, in March 1936; the woman was later identified as Florence Owens Thompson.)
Reading Fig. 23 — people lining up for unemployment benefits, US, Dorothea Lange, 1938 (page 72)Seen from above, men in hats and coats queue along a wall. NCERT’s caption: when an unemployment census showed 10 million people out of work, many US states began small allowances; such queues came to symbolise the poverty of the Depression. The point: mass unemployment forced governments to intervene — the lesson NCERT draws in section 4.
Reading the Bengal jute growers’ lament and the Discuss box (page 73)Summarised: the song urges brothers to grow more jute in hope of cash, then warns that costs and debts will dash their hopes — after all the spending, traders sitting at home will pay only Rs 5 a maund. The point (and the Discuss answer): the traders and middlemen, not the growers, profited — peasants bore the costs, debts and price risk.
Read with care
  • NCERT says Gandhi launched Civil Disobedience ‘at the height of the depression in 1931’. It began in 1930 with the Salt March (March–April 1930); in March 1931 it was suspended under the Gandhi–Irwin Pact and resumed in 1932 (see jess302). Safe line: ‘Civil Disobedience began in 1930, amid the Depression’.
  • US bank failures: NCERT’s ‘over 4,000 by 1933’ understates the total — about 9,000 banks failed between 1930 and 1933, some 4,000 in 1933 alone (Beyond NCERT). Safe line: ‘thousands of US banks failed’.
  • The US tariff was the Smoot–Hawley Tariff Act of June 1930; Britain left the gold standard in September 1931 (Beyond NCERT).
A debate, not a verdict: why the Depression?
  • Keynesian readings (after J.M. Keynes, General Theory, 1936): a collapse of demand that markets could not correct by themselves — hence government spending.
  • Monetarist: Milton Friedman and Anna Schwartz (A Monetary History of the United States, 1963) blamed the US Federal Reserve for letting the money supply contract and banks fail.
  • International: Charles Kindleberger (The World in Depression, 1929–1939, 1973) — no power would stabilise the system: Britain could not, the US would not; Barry Eichengreen (Golden Fetters, 1992) — the gold standard spread and deepened the crisis.
  • NCERT’s two causes (overproduction and US loans) fit within these. Present several, attributed.

9. Rebuilding a world economy: Bretton Woods to globalisation

In simple wordsAfter a disastrous party, the hosts write house rules: steady prices, no sudden currency tricks, a fund to help anyone short of cash. For about 25 years the rules worked for the rich houses on the street — but the poorer ones felt the rules were written without them, and later the rules themselves broke down.

The Second World War, between the Axis (mainly Nazi Germany, Japan and Italy) and the Allies (Britain, France, the Soviet Union and the US), lasted six years. At least 60 million people — about 3 per cent of the world’s 1939 population — are believed to have died, many more civilians than soldiers; much of Europe and Asia lay devastated. Reconstruction was shaped by two influences: the US as the dominant Western power, and the Soviet Union, which had sacrificed hugely to defeat Nazi Germany and had become a world power while capitalism was stuck in depression.

Economists and politicians drew two lessons from the inter-war years. First, mass production needs mass consumption, which needs high, stable incomes and therefore steady, full employment — which markets alone cannot guarantee, so governments must intervene to limit swings in prices, output and employment. Second, full employment requires governments to have power to control flows of goods, capital and labour. The framework was agreed at the United Nations Monetary and Financial Conference at Bretton Woods, New Hampshire, in July 1944. It created the International Monetary Fund (to deal with members’ external surpluses and deficits) and the International Bank for Reconstruction and Development (the World Bank, to finance reconstruction) — the ‘Bretton Woods twins’, which began financial operations in 1947. Decision-making is controlled by the Western industrial powers, and NCERT says the US has an effective veto over key decisions. The system rested on fixed exchange rates: currencies such as the rupee were pegged to the dollar, and the dollar to gold at $35 an ounce.

The Bretton Woods system, 1944–early 1970s (NCERT 4.1–4.4)National currencye.g. the rupeeUS dollarpegged at a fixed rateGold$35 per ounceIMFdeals with members’ externalsurpluses and deficitsWorld Bank (IBRD)finances post-war reconstruction;from the late 1950s, development1960s: US costs abroad weaken the dollar against goldfixed rates collapse → floating exchange rates (Beyond NCERT: 1971–73)From the mid-1970s: borrowing from commercial banksdebt crises (Africa, Latin America); MNCs move to low-wage AsiaNCERT pages 75–77 · the Bretton Woods ‘twins’ began operations in 1947 · a system chart
The Bretton Woods order and how it ended (NCERT pages 75–77).

The system brought an era of unprecedented growth for the Western industrial nations and Japan: world trade grew over 8 per cent a year and incomes nearly 5 per cent between 1950 and 1970, with unemployment mostly below 5 per cent. Technology and enterprise spread; developing countries imported plant and equipment to catch up. Over two decades most colonies in Asia and Africa became independent, but they were burdened by poverty and the legacy of colonial rule. The IMF and World Bank, designed for industrial countries, were not equipped for development; as Europe and Japan recovered, from the late 1950s they turned more to developing countries. Ironically, newly independent nations came under the guidance of agencies dominated by former colonial powers, who still controlled vital resources in former colonies, while large corporations of powerful countries secured cheap rights to their resources. Most developing countries did not share the boom, so they organised as the Group of 77 (G-77) to demand a new international economic order (NIEO): real control over natural resources, more development assistance, fairer prices for raw materials and better market access for their manufactures.

The end of Bretton Woods. From the 1960s the rising costs of its overseas involvements weakened US finances; the dollar could not hold its value against gold, and fixed exchange rates gave way to floating exchange rates. From the mid-1970s developing countries had to borrow from Western commercial banks, leading to periodic debt crises, lower incomes and more poverty, especially in Africa and Latin America. Unemployment rose in the industrial world from the mid-1970s until the early 1990s, and from the late 1970s MNCs shifted production to low-wage Asian countries. China, cut off since its 1949 revolution, re-entered the world economy through new economic policies, as did Eastern Europe after the collapse of the Soviet Union; low wages made China attractive to MNCs — hence the TVs, phones and toys ‘made in China’. Relocation stimulated world trade and capital flows, and countries such as India, China and Brazil have been transformed.

Reading Fig. 24 — German forces attack Russia, July 1941, and Fig. 25 — Stalingrad devastated by the war (page 74)
  • Fig. 24: soldiers move past a burning vehicle under black smoke beside a tank. NCERT: Hitler’s invasion of Russia was a turning point of the war.
  • Fig. 25: the shells of ruined buildings stand on a flattened landscape. The point: the scale of destruction that made reconstruction — and the Soviet Union’s post-war weight — central.
Reading Fig. 26 — the Mount Washington Hotel, Bretton Woods, and the Discuss box (page 75)A long white hotel with red roofs before wooded hills — the venue of the July 1944 conference. The point: a few weeks of negotiation in a resort hotel set the rules of the post-war world economy. The Discuss box (the two lessons of the inter-war years) is answered in the in-text section.
Reading Box 4 — ‘What are MNCs?’ and the New words on exchange rates (pages 76–77)Summarised: multinational corporations are large companies operating in several countries at once; NCERT dates the first to the 1920s, with many more in the 1950s and 1960s as US business expanded and Western Europe and Japan recovered; high import tariffs pushed MNCs to set up factories and become ‘domestic producers’ in many countries. The New words define tariffs and fixed and floating exchange rates. The point: the post-war rules shaped where companies produced — and changing rules later moved production to Asia.
Dates and details to read carefully
  • Bretton Woods: 1–22 July 1944, Mount Washington Hotel, New Hampshire; the Articles came into force in December 1945; the IMF began operations on 1 March 1947 and the World Bank made its first loan (to France) in May 1947 (Beyond NCERT details). GATT was not created at Bretton Woods — it was signed in Geneva in 1947 (UPSC 2008’s stem lists it; the answer, Bretton Woods, is still right).
  • The ‘US veto’: major IMF decisions need an 85 per cent majority and the US holds about 16–17 per cent of votes, giving it a blocking share (Beyond NCERT).
  • End of fixed rates: President Nixon suspended the dollar’s convertibility into gold on 15 August 1971; general floating followed in 1973.
  • G-77 was formed in June 1964 at the first UNCTAD in Geneva; the UN General Assembly adopted the NIEO declaration on 1 May 1974 (Beyond NCERT). India was a founding member.
  • MNCs ‘first established in the 1920s’ is debatable: business historians date multinational manufacturing firms to the late nineteenth century (e.g. Singer sewing machines), and trading companies such as the East India Company are often called early multinationals. Safe line: ‘MNCs spread widely in the 1950s and 1960s’.
  • China’s reforms began in 1978; the Soviet Union dissolved in December 1991.
A debate, not a verdict: the Bretton Woods institutions
  • Supporters credit the system — designed chiefly by J.M. Keynes and the American Harry Dexter White — with the post-war ‘golden age’ of growth; John Ruggie called it ‘embedded liberalism’ (1982): open trade combined with national welfare and full-employment policies.
  • Critics from developing countries — Raúl Prebisch and the structuralist and dependency schools — argued that the system kept poorer countries as raw-material exporters facing worsening terms of trade; this fed the G-77 and NIEO. Later critics of 1980s–90s ‘structural adjustment’ loans (for example Joseph Stiglitz, Globalization and Its Discontents, 2002) argued that conditions imposed hardship; defenders reply that the loans helped countries out of crises.
  • NCERT’s ‘ironically… dominated by the former colonial powers’ is closer to the critics. Present both, attributed; today’s IMF and World Bank are studied in leps104.

NCERT’s Discuss boxes, Activities and Project — short answers

The chapter’s side questions in order. Short outlines follow.

Discuss (page 56): Explain what we mean when we say that the world 'shrank' in the 1500s.
Distances did not change, but connections multiplied: European sailors found a sea route to Asia and crossed the Atlantic to the Americas; regular voyages linked continents cut off for millennia; crops (potatoes, maize, chillies), silver, people (settlers, enslaved Africans) and germs (smallpox) moved between them; Indian Ocean trade was redirected towards Europe. Regions that had been worlds apart became parts of one connected system.
Activity (page 59): Prepare a flow chart to show how Britain's decision to import food led to increased migration to America and Australia.
Rising population and food prices -> Corn Laws abolished under pressure from industrialists and townspeople -> cheap food imports -> British agriculture cannot compete; rural workers lose jobs and move to cities or abroad -> rising British demand for imported food -> land cleared in America, Australia, Russia, Eastern Europe -> railways, ports and settlements built with London capital -> labour needed where it was scarce -> migration of about 50 million Europeans.
Activity (page 59): Imagine you are an agricultural worker who has arrived in America from Ireland. Write a paragraph on why you chose to come and how you are earning your living.
Points: the potato blight and famine of the 1840s, hunger, eviction and lack of work at home; relatives' letters and cheap passage; the crowded voyage; work now as a wage labourer on a large new farm cleared from forest, or on railway construction; low pay but regular food; sending money home; feeling of loss and hope.
Discuss (page 64): Discuss the importance of language and popular traditions in the creation of national identity.
This box belongs to Chapter 1 (a printing slip). Outline: Romantic nationalists (Herder) located the nation in folk songs, tales and dances; the Grimms' folktales and dictionary; Polish language and music under Russian rule; in India, Vande Mataram, Bharat Mata and folklore collections (Tagore, Natesa Sastri). In this chapter's context one could add how indentured migrants kept and blended traditions (Hosay, chutney music) to build new identities abroad.
Discuss (page 73): Who profits from jute cultivation according to the jute growers' lament? Explain.
The traders and middlemen 'sitting at home', who buy cheaply (Rs 5 a maund) after the peasant has borne the costs and debts of growing the crop; during the Depression raw jute prices fell over 60 per cent while peasants' debts remained, so the risk fell on the grower and the gains went to those who controlled trade.
Discuss (page 75): Briefly summarise the two lessons learnt by economists and politicians from the inter-war economic experience.
1. Mass production needs mass consumption, which needs high and stable incomes and therefore full employment; since markets alone cannot ensure this, governments must intervene to stabilise prices, output and employment. 2. Full employment requires that governments have power to control the flows of goods, capital and labour across borders. Hence the Bretton Woods system aimed at stability and full employment in the industrial world.
Project (page 78): Find out more about gold and diamond mining in South Africa in the nineteenth century. Who controlled the companies? Who were the miners and what were their lives like?
Diamonds were found at Kimberley (late 1860s) and gold on the Witwatersrand (1886). Companies came to be controlled by European capitalists - e.g. Cecil Rhodes's De Beers (diamonds) and the 'Randlords' of the gold mines - backed by British capital. Miners were mostly Black African migrant workers on short contracts, housed in closed compounds, poorly paid and subject to pass laws, alongside better-paid white skilled workers. Link to NCERT: taxes, inheritance rules, compounds and rinderpest pushed Africans into this labour.

NCERT exercise — answer outlines

‘Write in brief’ (five questions, the third with five parts) and ‘Discuss’ (four questions), page 78.

Write in brief 1: Give two examples of different types of global exchanges which took place before the seventeenth century, choosing one example from Asia and one from the Americas.
Asia: the silk routes - Chinese silk and pottery, Indian and Southeast Asian textiles and spices moving west, gold and silver east, and Buddhism and later Christian and Muslim preachers travelling the routes (also Maldivian cowries reaching China and East Africa). Americas: after 1492, potatoes, maize, tomatoes and chillies went to Europe and Asia and silver from Peru and Mexico financed Europe's Asian trade, while European germs such as smallpox travelled to the Americas.
Write in brief 2: Explain how the global transfer of disease in the pre-modern world helped in the colonisation of the Americas.
America's original inhabitants, isolated for millennia, had no immunity to European diseases. Smallpox carried by Spanish conquerors spread deep into the continent, even ahead of the Europeans, killing whole communities and weakening resistance; unlike guns, disease could not be captured and turned on the invaders. Colonists such as Winthrop saw the deaths as clearing land for settlement. (Historians add that war, enslavement and displacement made epidemics deadlier.)
Write in brief 3(a): Write a note to explain the effects of the British government's decision to abolish the Corn Laws.
Food could be imported more cheaply than grown in Britain; British agriculture could not compete (in time land went out of cultivation and rural workers lost jobs, moving to cities or overseas); food prices fell and consumption rose; demand for imports led to land clearance in America, Australia, Russia and Eastern Europe, railways and ports, flows of capital from London and mass migration - shaping a global agricultural economy by 1890.
Write in brief 3(b): Write a note to explain the effects of the coming of rinderpest to Africa.
Arriving in the late 1880s via cattle imported to Eritrea, it spread west to the Atlantic (1892) and south to the Cape (1897), killing about 90 per cent of cattle. African livelihoods based on land and livestock were destroyed; colonial governments, planters and mine owners monopolised the remaining cattle and forced Africans into wage labour on plantations and mines, strengthening colonial control - alongside taxes, inheritance rules and mine compounds.
Write in brief 3(c): Write a note to explain the effects of the death of men of working age in Europe because of the World War.
About 9 million died and 20 million were injured, mostly working-age men; the able-bodied workforce shrank; with fewer earners, household incomes fell after the war; women took up jobs earlier done only by men; recovery was harder, adding to the post-war economic crisis.
Write in brief 3(d): Write a note to explain the effects of the Great Depression on the Indian economy.
Exports and imports nearly halved (1928-34); prices crashed - wheat by 50 per cent, raw jute by over 60 per cent; the government refused to cut revenue, so peasants, especially those producing for world markets such as Bengal jute growers, fell into debt, used savings, mortgaged land and sold gold and jewellery - India exported gold, aiding Britain's recovery; rural unrest grew (the setting of Civil Disobedience, 1930). Urban fixed-income groups gained from lower prices, and industry gained from tariff protection.
Write in brief 3(e): Write a note to explain the effects of the decision of MNCs to relocate production to Asian countries.
From the late 1970s MNCs moved production to low-wage Asian countries such as China; this stimulated world trade and capital flows, created jobs and industrial growth in Asia, made China a manufacturing centre for goods such as TVs, phones and toys, and contributed to the rapid transformation of India, China and Brazil - while industrial countries faced unemployment from the mid-1970s to the early 1990s.
Write in brief 4: Give two examples from history to show the impact of technology on food availability.
1. Railways, steamships and larger ships after the Corn Laws' repeal carried cheap grain from America, Australia and Russia to Britain, lowering food prices. 2. Refrigerated ships from the 1870s-80s allowed meat to be slaughtered in America, Australia or New Zealand and shipped frozen to Europe, cutting prices so that many of the poor could add meat, butter and eggs to their diet. (Also: canal irrigation in Punjab's Canal Colonies.)
Write in brief 5: What is meant by the Bretton Woods Agreement?
The framework agreed at the United Nations Monetary and Financial Conference at Bretton Woods, New Hampshire, in July 1944 to preserve economic stability and full employment in the industrial world. It created the IMF (to deal with members' external surpluses and deficits) and the World Bank (IBRD, for post-war reconstruction), which began operations in 1947, and a system of fixed exchange rates in which currencies were pegged to the dollar and the dollar to gold at 35 dollars an ounce.
Discuss 6: Imagine that you are an indentured Indian labourer in the Caribbean. Drawing from the details in this chapter, write a letter to your family describing your life and feelings.
Points: why you left (debt, rents, declining crafts in eastern UP or Bihar); the agent's false promises and the long voyage; five-year contract; heavy tasks, wage deductions, punishment and jail for failing (Ram Narain Tewary's testimony); being a number not a name; loneliness and fear; small comforts - fellow workers, Hosay processions with people of all faiths, music; hope of return or of land after the contract; mixed feelings about staying on.
Discuss 7: Explain the three types of movements or flows within international economic exchange. Find one example of each type of flow which involved India and Indians, and write a short account of it.
Trade - goods: India's exports shifted from cotton cloth to raw cotton, indigo and opium (to China), while British manufactures flooded India. Labour - migration for work: indentured Indians went to the Caribbean, Mauritius and Fiji (and Tamils to Ceylon and Malaya). Capital - investment over distances: Nattukottai Chettiars and Shikaripuri shroffs financed export agriculture in Southeast and Central Asia; also British capital in Indian railways. The flows were interwoven.
Discuss 8: Explain the causes of the Great Depression.
Fragile post-war economy; agricultural overproduction - falling prices led farmers to produce more, deepening the glut; dependence of many countries on US loans, which were withdrawn from 1928-29 (over 1 billion dollars to a quarter of that in a year), causing bank failures and currency collapse in Europe and falling raw-material prices elsewhere; the US doubling import duties; US banks cutting loans, leading to the collapse of households, businesses and thousands of banks. Historians also stress falling demand (Keynes), monetary contraction (Friedman and Schwartz) and the gold standard (Eichengreen).
Discuss 9: Explain what is referred to as the G-77 countries. In what ways can G-77 be seen as a reaction to the activities of the Bretton Woods twins?
G-77: a group of developing countries (formed in 1964, now over 130 members) that organised to demand a New International Economic Order - control over natural resources, more development aid, fairer raw-material prices and better market access for their manufactures. Reaction: the IMF and World Bank were designed for industrial countries' needs, were dominated by former colonial powers and the US, and did not help developing countries share in the 1950s-60s boom; former colonial powers and big corporations still controlled their resources - so the G-77 sought a fairer system.

What to remember

Numbers

Indus–West Asia coastal trade (NCERT)as early as 3000 BCE (usually mid-3rd millennium)
Silk routesbefore the Christian era to almost the 15th century
Columbus reaches the Americas1492
Winthrop on smallpox (Box 1)May 1634
Irish potato famine1845–49; about 1 million dead
NCERT’s ‘nineteenth century’1815–1914
Corn Laws repealed (Beyond)1846
European emigrants / all migrants, 19th century~50 million / ~150 million
Global agricultural economy formedby 1890
World trade growth, 1820–191425 to 40 times; ~60% primary products
Berlin conference on Africa1884–85 (NCERT: 1885)
Rinderpest: Atlantic coast / the Cape1892 / 1897; ~90% cattle killed
South Africa’s share of world goldover 20% by the 1890s
Indenture contract / abolition5 years / 1921 (NCERT; 1917–22)
Indian emporia of Sindhi tradersfrom the 1860s
Cotton textiles in India’s exports~30% (1800) → 15% (1815) → <3% (1870s)
Raw cotton in India’s exports5% (1812) → 35% (1871)
First World War dead / injured9 million / 20 million
British unemployment1 in 5 workers (1921)
Ford’s $5 dayJanuary 1914
US car production2 million (1919) → 5 million+ (1929)
US becomes largest overseas lender1923
US overseas loansover $1 billion (H1 1928) → a quarter a year later
US banks closed / companies collapsed4,000+ by 1933 / ~110,000 (1929–32)
India’s trade; wheat; raw jutenearly halved 1928–34; −50%; −60%+
Second World War deadat least 60 million (~3% of 1939 population)
Bretton Woods conference / operationsJuly 1944 / 1947
Dollar–gold peg$35 per ounce
World trade / income growth, 1950–70over 8% / nearly 5% a year

One-liners

  • Globalisation has a long history of trade, migration and capital flows.
  • Silk routes carried silk, pottery, spices, precious metals — and Buddhism.
  • Potatoes, maize, tomatoes and chillies came from the Americas after 1492.
  • Smallpox, not just firepower, helped Europeans conquer the Americas.
  • Nineteenth-century exchange had three flows: trade, labour and capital.
  • Repeal of the Corn Laws opened Britain to cheap imported food.
  • Refrigerated ships made the long-distance meat trade possible.
  • Rinderpest killed about 90 per cent of Africa’s cattle in the 1890s.
  • Indentured Indians went chiefly to the Caribbean, Mauritius and Fiji.
  • India’s cloth exports collapsed while raw cotton exports rose.
  • Britain’s surplus with India settled its deficits with other countries.
  • The First World War turned the US from debtor to creditor.
  • Henry Ford’s assembly line made the T-Model the first mass-produced car.
  • The Depression came from overproduction and the withdrawal of US loans.
  • In the Depression India exported gold and its peasants fell into debt.
  • Bretton Woods (1944) created the IMF, the World Bank and fixed exchange rates.
  • The G-77 demanded a new international economic order.

Traps to avoid

  • Soya is East Asian, not American; potatoes, maize, tomatoes and chillies are American.
  • Arab rule in Sicily began in the ninth century — NCERT’s ‘fifth-century Sicily’ pasta story is doubtful.
  • The Corn Laws were repealed in 1846; the big decline of British farming came from the 1870s.
  • The Berlin conference (1884–85) set rules for partition; most partition came later.
  • Indenture to Trinidad began in 1845 — Fig. 14’s ‘early nineteenth century’ is wrong.
  • Indenture ended between 1917 and 1922; NCERT gives 1921.
  • Hyderabadi Sindhi traders came from Hyderabad in Sindh, not the Deccan.
  • Home charges did not include funds for British wars outside India (UPSC 2011).
  • Civil Disobedience began in 1930, not 1931 as this chapter says.
  • About 9,000 US banks failed in 1930–33, not just ‘over 4,000’.
  • GATT was signed in Geneva in 1947, not at Bretton Woods.
  • The IMF and World Bank began operations in 1947, three years after Bretton Woods (1944).
  • Fixed exchange rates ended in 1971–73; G-77 dates from 1964 and the NIEO declaration from 1974.

How to strategise

Prelims — what UPSC asks

  • Asked so far: the Bretton Woods conference (2008 — note the stem wrongly includes GATT); home charges (2011); crops not introduced by the English — tobacco and chillies came via the Portuguese from the Americas (2012); Gandhi and the end of indenture (2019, also on lehs303 — keyed ‘1 and 3’). Static facts likely in future: the IMF/World Bank twins and their dates, the $35 gold peg, G-77 and NIEO, Fordism, the three flows, rinderpest, the Corn Laws, indenture destinations, Chettiars.
  • Use the trap list: soya, pasta, the Corn Laws’ date, Berlin 1884–85, the abolition of indenture, bank-failure numbers and 1930 for Civil Disobedience are the details most often mis-stated.

Mains — where it appears and how to answer

  • GS1 society and history: indentured labour — why it was taken and whether the diaspora kept its culture (2018): push factors in UP, Bihar and Tamil Nadu, agents and contracts, plantation economies after slavery’s abolition; cultural survival and fusion (Hosay, chutney music, Ramayana and Bhojpuri traditions, Naipaul); present Tinker’s ‘new system of slavery’ alongside historians who stress migrant agency.
  • GS2/GS3 economy: the Bretton Woods twins (GS2 2013) — origins, mandates (IMF: balance of payments, exchange stability; World Bank: reconstruction then development), governance and critiques (G-77, NIEO, structural adjustment). Globalisation questions (GS1 2015–2026, GS3) gain depth from this chapter’s long view: the three flows, the colonial drain debate (attribute Naoroji and Dutt versus revisionists), the Depression’s impact on India, and the post-1970s shift of production to Asia.

Self-check

Tap an option. NCERT's own exercise questions come first; the rest test the figures and common confusions.

1. Which of these did NOT reach Europe and Asia from the Americas after 1492?

2. Economists describe three ‘flows’ in nineteenth-century international exchange. They are:

3. The abolition of the Corn Laws in Britain led directly to:

4. Rinderpest reached Africa in the late 1880s through:

5. Which statement about Britain’s trade with India in the late nineteenth century is correct?

6. Henry Ford adapted the assembly line from:

7. The IMF and the World Bank were created at the 1944 conference held at:

8. Under the Bretton Woods system:

UPSC questions from this chapter

Open any question to attempt it in the Question bank — your attempt is saved to your progress.

Prelims

4 questions · newest first
2019Prelims GSWith reference to the British colonial rule in India, consider the following statements : 1. Mahatma Gandhi was instrumental in the abolition of the system of indentured labour’, 2. In Lord Chelmsford’s ‘War Conference’, Mahatma Gandhi did not support the resolution on recruiting Indians for World War. 3. Consequent upon the breaking of Salt Law by Indian people, the Indian National Congress was declared illegal by the colonial rulers. Which of the statements given above are correct?Attempt →2012Prelims GSConsider the following : 1. Assessment of land revenue on the basis of nature of the soil and the quality of crops 2. Use of mobile cannons in warfare 3. Cultivation of tobacco and red chillies Which of the above was/were introduced into India by the English?Attempt →2011Prelims GSWith reference to the period of colonial rule in India, “Home Charges” formed an important part of drain of wealth from India. Which of the following funds constituted “Home Charges” ? 1. Funds used to support the India Office in London. 2. Funds used to pay salaries and pensions of British personnel engaged in India. 3. Funds used for waging wars outside India by the British. Select the correct answer using the codes given below :Attempt →2008Prelims GSHow is the United Nations Monetary and financial Conference wherein the agreements were signed to set up IBRD, GATT and IMF, commonly known?Attempt →

Mains

2 questions
2018GS1Why indentured labour was taken by British from India to other colonies? Have they been able to preserve their cultural identity over there? (Answer in 250 words)Write answer →2013GS2The World Bank and the IMF, collectively known as the Bretton Woods Institutions, are the two inter-governmental pillars supporting the structure of the world’s economic and financial order. Superficially, the World Bank and the IMF exhibit many common characteristics, yet their role, functions and mandate are distinctly different. Elucidate. (Answer in 150 words)Write answer →

4 Prelims and 2 Mains UPSC questions are linked to this chapter. More from India and the Contemporary World – II.