(i) International Labour Organisation (ILO),
(ii) Food and Agriculture Organisation (FAO),
(iii) International Monetary Fund (IMF),
(iv) United Nations Educational,
(v) Scientific and Cultural Organisation (UNESCO),
(vi) World Health Organisation (WHO), and
(vii) World Bank.

(i) The German approach was emulated in East Asia by Japan. It had already taken Taiwan and Korea as colonies, and controlled Manchuria.
(ii) The government that came up after a military coup in Japan (1936) began to cast its covetous eye over Dutch East Indies, the British colonies in Malaya and Singapore, the French colonies in Indochina and the US-controlled Philippines.

On 10 May 1940 Germany invaded the Netherlands, Luxembourg, Belgium and France, launching its blitzkrieg (the lightning strike).

(i) When England made loans to India for the constructions of railways, the rails, engines and other required accessories were purchased in England again at a profit to English manufacturers.
(ii) Thus both investors and manufacturers found it in their interests to support colonialism
(iii) This alliance of industry and finance seeking profits in markets of goods and capital was the essential characteristic of imperialism.

(i) Cartels are associations of independent companies for the primary purpose of restricting competition in the sale of their products.
(ii) Cartels flourished because they enabled German producers to gain great leverage in world trade.

After the end of Civil War, the United States too underwent an economic transformation, marked by the proliferation of big business houses, and the massive development of agriculture attended with the rise of national labour unions.

(i) Fourier believed in the goodness of human nature and rejected the dogma of "originals in".
(ii) He saw harmony as the law of the cosmos and held that what is true for nature must be true for society.
(iii) He envisaged a harmonious self-contained co-operative society called phalansteres.

(i) Chartisni comprised a mixture of different groups holding different ideas.
(ii) Its leaders were divided between those who believed in winning over the existing rulers, and those who believed in overthrowing them.
(iii) Though Chartism was not successful its main demands, which were not conceded in the 1832 Reform Act, were later incorporated in the Parliamentary Reform Acts of 1867 and 1884.

The Declaration of Independence (1776):
1. It was Richard Lee who proposed that the colonies should be independent states.
2. A draft committee was formed to draft the declaration of independence whose members included Thomas Jefferson, Benjamin Franklin, and John Adams.

Townshend Act
1. Though the Stamp Act was abolished in 1766, in the very next year, an Act was passed that imposed taxes on certain goods imported from Britain.
2. Townshend, who was the Chancellor of Exchequer in Britain, brought this act into force and hence came to be called Townshend Act.

1. New industries like mining and smelting had sprung up and these enterprises were stimulated by technical advances.
2. There was also change-in business organisation.
3. Regulated companies came to be formed.
4. The regulated company was an association of merchants for a common venture.
5. A leading example of this type was an English company known as the Merchant Adventurers established for the purpose of trade with the Netherlands and Germany.

1. The most negative result of the Commercial Revolution was the revival of slavery.
2. Slavery had virtually disappeared from European society by the end of the first millennium.
3. But the development of mining and plantation farming in the Spanish, Portuguese and English colonies led to the recruitment of slaves as unskilled labourers.
4. The attempt to enslave native Americans ended in failure, as they proved too tough to manage.

1. The astronomical evidence for the heliocentric theory was furnished by the great of astronomer Galileo Galilei (1564-1642).
2. With a telescope, he discovered the satellites of Jupiter, the rings of Saturn and the spots on the sun.
3. He was made the professor of Medicine and Maths by the Medici family at the University of Padua (University of Republic of Venice).
4. He made efforts to make science stay detached from religion.
5. He accepted the views of Copernicus who propounded the heliocentric theory.

1. Zamindar referred to the class of landowners who had been designated during British rule as the intermediaries who paid the land revenue to the government under a Permanent Settlement.
2. They collected rent from peasants cultivating their land and were obliged to remit a fixed amount to the government as land taxes.

1) The Planning Commission was set up to formulate five year plans which would assess the resources of the country and specify targets for the growth of the economy as a whole and the various sub-sectors of the economy.
2) Considerable improvement has been made in literacy and establishment of schools and colleges in the country.
3) However, public investment on education has been low in India.
4) The main problem has been the high drop-out rate at all levels of schooling - primary to higher secondary schools - and this problem is more acute in backward areas, among the disadvantaged classes and particularly among girl children.

The Nehru Committee Report of 1928, Section 86 of the Nehru Report read: "The redistribution of provinces should take place on a linguistic basis on the demand of the majority of the population of the area concerned, subject to financial and administrative considerations".

East Pakistan (which became Bangladesh in December 1971) was constituted by putting together the eastern part of divided Bengal, Sylhet district of Assam, the district of Khulna in the region and also the Chittagong Hill tracts. Such districts of Bengal as Murshidabad, Maida and Nadia which had a substantially large Muslim population were left to remain in India. The exercise was one without a method.

1. Gandhi decided on the strategy of individual Satyagraha so that the war against fascism was not hampered.
2. The satyagraha were handpicked by Gandhi and their demand was restricted to asserting their freedom of speech to preach against participation in the war.
3. The chosen satyagraha was to inform the District Magistrate of the date, time and place of the protest.
4. On reaching there at the appointed time, and publicly declare the following: 'It is wrong to help the British War effort with men Of money. The only worthy effort is to resist all war efforts with non-violent resistance and offer arrest. The programme began on October 17, 1940 with Vinobha Bhave offering Satyagraha near his Paunar ashram in Maharashtra. Gandhi suspended the Satyagraha in December 1941.
5. It was revived with some changes and groups offered satyagrahas from January 1941 and was eventually withdrawn in August 1941.

1. Bose enlisted civilians too into the INA and one of the regiments was made up of women.
2. The Rani of Jhansi regiment of the INA was commanded by a medical doctor and daughter of freedom fighter Ammu Swaminathan from Madras, Dr Lakshmi.

Lal Chand, the principal spokesperson of the Punjab Hindu Sabha and later the leader of Arya Samaj, highlighted the extent to which some Municipalities were organised on communal lines: 'The members of the Committee arrange themselves in two rows, around the presidential chair. On the left are seated the representatives of the banner of Islam and on the right the descendants of old Rishis of Aryavarta. By this arrangement the members are constantly reminded that they are not simply Municipal Councillors, but they are as Muhammedans versus Hindus and vice-versa.

1) The Meerut Conspiracy Case of 1929, was, perhaps, the most famous of all the communist conspiracy cases instituted by the British Government.
2) The late 1920s witnessed a number of labour upsurges and this period of unrest extended into the decade of the Great Depression (1929-1939).
3) Trade unionism spread over 'to many urban centres and organised labour strikes. The communists played a prominent role in organising the working class throughout this period.
4) The Kharagpur Railway workshop strikes in February and September 1927, the Liluah Rail workshop strike between January and July 1928, the Calcutta scavengers' strike in 1928, the several strikes in the jute mills in Bengal during July-August 1929, the strike at the Golden Rock workshop of the South Indian Railway, Tiruchirappalli, in July 1928, the textile workers' strike in Bombay in April 1928 are some of the strikes that deserve mention.

1) It was as part of the British policy of rally the moderates and isolate the extremists' that the Indian Councils Act 1919 and the Rowlatt Act of the same year were promulgated.
2) Throughout the World War, the repressive measures against the terrorists and revolutionaries had continued. Many of them were hanged or imprisoned for long terms.
3) As the general mood was restive, the government decided to arm itself with more repressive powers.
4) Despite every elected member of the central legislature opposing the bill, the government passed the Rowlatt Act in March 1919.
5) This Act empowered the government to imprison any person without trial.

1) In the First World War the Sultan of Turkey sided with the Triple Alliance against the allied powers and attacked Russia.
2) The Sultan was also the Caliph and was the custodian of the Islamic sacred places.
3) After the war, Britain decided to weaken the position of Turkey and the Treaty of Sevres was signed.
4)  The eastern part of the Turkish Empire such as Syria and Lebanon were mandated to France, while Palestine and Jordan became British protectorates.
5) Thus the allied powers decided to end the caliphate.

1) From 1906, when the abrogation of partition was no longer in sight, the Swadeshi Movement took a different turn.
2) For many leaders, the movement was to be utilized for propagating the idea of the political independence or Swaraj across India
3) The constructive programmes came under heavy criticism from Aurobindo Ghose, Bipin Chandra Pal, and other militant leaders.
4) Under their new direction, the swadeshi agenda included boycott of foreign goods; boycott of government schools and colleges; boycott of courts; renouncing the titles and relinquishing government services; and recourse to armed struggle if British repression went beyond the limits of endurance.
5) The programme of this nature required mass mobilization. Using religion, combined with the invocation of a glorious past, became the essential features of their programmes.

1) Education in pre-colonial India was characterised by segmentation along religious and caste lines.
2) Among the Hindus, Brahmins had the exclusive privilege to acquire higher religious and philosophical knowledge.
3) They monopolised the education system and occupied positions in the society primarily as priests and teachers.
4) They studied in special seminaries such as Vidyalayas and Chatuspathis. The medium of instruction was Sanskrit, which was considered as the sacred language.