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9th Standard, Social, Sociology Chapter 9 – FAMILY

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9th Standard, Social, Sociology Chapter 9
FAMILY
EXERCISES
I. Fill in the blanks with suitable words.

  1. The living cell of the society is family.
  2. When the father is the head of the family, that family is called Patriarchal family.
  3. Nairs of Malabar in Kerala is an example of Matriarchal family.
    II. Answer the following questions.
  4. The family is a unit of society. How?
    Answer: Family is a unit of society. It is like a living cell. The community develops from a family, leading to the creation of a nation. Therefore the family is a unit of society.
  5. Name the different kinds of families.
    Answer: The different kinds of families are,
  6. Patriarchal family
  7. Matriarchal family
  8. Modern nuclear family
  9. What do you mean by ‘Undivided Family’?
    Answer: In an undivided family, there will be people of more than two generations consisting of parents, their children, grandchildren and great-grandchildren.
    Normally it is a group of people living under one roof, eating food prepared in one kitchen, having equal rights to the property, engaging in same type of worship and having specific blood relatives.
  10. What is meant by ‘Nuclear Family’?
    Answer: A family having husband, wife and their unmarried children is called a modern nuclear family. This type is also called Primary family, Individual family or divided family.
  11. What are the features of a family?
    Answer: The features of a family are,
    ( i) Family is universal, it is a social system seen in all times and all countries.
    ( ii) Family is the core of society’.
    ( iii) It is from the family that neighbourhoods, villages, cities and nations have evolved.
    ( iv) Right from their childhood, the members of the family not only realise their social responsibilities but also understand co-operation.
    (v) The social traditions, morality and behaviour are all controlled by the family.
    (vi) The family is called a universal, permanent and traditional structure.
  12. Mention the role of childhood and youth in the social developmental stages of an individual.
    Answer: Childhood and youth occupy an important place in the social development of an individual. Not only does the child learn the mother tongue but also the fundamental social tenets. A child growing in a familial and social atmosphere develops related characteristics and gains friendly relations with other children of the same age. By mingling with others, the child develops leadership qualities, social behaviour, his/her requirements and restrictions that influences a child resulting in the formation of healthy social relationships. Later in youth, it leads to friendship, independence, security and social acceptance. The behaviour and habits developed in the youth continue in the adult and old ages.
  13. Explain the features of an undivided family.
    Answer: The features of an undivided family are,
  14. Large size: Blood relatives live permanently in the same house. The size of the family is big.
  15. Property: All the members of the family are owners of the property. An undivided family runs on the basis of interpersonal co-operation of all the members. Its head acts as a religious head.
  16. Residence: All the members of the family normally live under the same roof.
  17. Kitchen: The members of an undivided family usually prepare the food in the same kitchen and consume it together.
  18. Religion: Normally all the members of an undivided family follow the same religion. They worship the same gods.
  19. Self-reliant: An undivided family is mostly self-dependent. It fulfils the majority of their needs. All members share the household chores. The work is divided according to the effort needed to do the job, the member’s age and gender.
  20. Structure of authority: The oldest member of the undivided family has the authority to take decisions. Even when he transfers it, the policy of seniority in age is followed.
  21. What are the reasons for the increase in the number of divided families?
    Answer: The reasons for the increase in the number of divided families are Privacy, personal happiness, self-contentment, property rights, changing social values, geographical and social structure, advances in science and technology, industrialisation, urbanisation, principles of democracy and equality, decline of religious faith and thinking, spread of materialistic attitude and freedom of women.
    III. Activities:
  22. Discuss the advantages and disadvantages of divided and undivided families.
    Answer:
    Nuclear Family (Divided): Advantages:
    Increased Privacy: Members enjoy more personal space and freedom to make individual decisions.
    Greater Independence: Individuals have more autonomy in daily life and decision-making.
    Stronger Parent-Child Bond: Parents can dedicate more focused attention to their children.
    Potential for Financial Stability: Smaller family size can lead to more manageable expenses.
    Disadvantages:
    Lack of Support: Reduced emotional and practical support during challenging times.
    Potential Isolation: May feel disconnected from extended family and community.
    Higher Childcare Costs: If both parents work, childcare expenses can be significant.
    Increased Financial Burden: May experience greater financial strain if one parent is solely responsible for income.
    Joint Family (Undivided): Advantages:
    Strong Emotional Support: Members can rely on each other for emotional and practical assistance.
    Financial Stability: Shared resources can reduce individual economic burdens and provide cost-effective living arrangements.
    Shared Responsibilities: Household chores and childcare tasks are distributed among family members.
    Enhanced Socialization: Children grow up with a strong sense of community and learn to share and cooperate.
    Tax Benefits: In some cases, Hindu Undivided Families (HUFs) can enjoy tax advantages.
    Disadvantages:
    Reduced Privacy: Lack of personal space and potential for interference in personal matters.
    Potential for Conflict: Disagreements and power struggles can arise among family members.
    Financial Disputes: Managing shared finances can lead to disagreements and tensions.
    Dependency: Members may become overly reliant on each other, hindering personal growth.
    Less Freedom: Individuals may have limited freedom to make their own decisions and pursue their own interests.
  23. Visit a tribal area and learn about their family system.
    Answer: Tribal societies often have strong kinship bonds, with extended families or clans forming the core of their social organization. Many tribal communities emphasize extended families, where multiple generations live together and share resources. Kinship ties are crucial, influencing social interactions, inheritance, and community decision-making. Clans, which are larger kinship groups, often play a significant role in tribal societies. Tribes may practice endogamy (marrying within the tribe) or exogamy (marrying outside the tribe), sometimes with specific rules for clans within the tribe. Marriage customs vary; some tribes have arranged marriages, while others allow for more freedom of choice in selecting a spouse. In some tribes, polygamy (having more than one spouse) is permitted, while in others, it is not. Gender roles and division of labour are often well-defined within tribal families. Family members are typically actively involved in the community’s economic activities, such as agriculture, hunting, gathering, or herding. Elders often play a respected role in family and community decision-making. Tribal families often maintain strong traditions and customs passed down through generations. Each tribe has its own unique social structure and kinship system, reflecting its history and environment.
    IV. Projects:
  24. Collect more information about matriarchal and patriarchal families.
    Answer: Patriarchal and matriarchal families represent opposite ends of the spectrum in terms of family structure and authority. In a patriarchal family, the father or eldest male is the head of the household, with authority and lineage typically traced through the male line. Conversely, in a matriarchal family, the mother or eldest female figure holds the primary authority and leadership role, with lineage and inheritance often passing through the female line.
    Matriarchal Family: Men are the head of the household and exercise authority. Lineage, inheritance, and succession are traced through the male line (patrilineal). Residence is typically patrilocal, with the wife joining the husband’s family. Women often have a secondary position and may be subject to male control.
    Patriarchal Family: The mother or eldest female is the head of the household. Decision-making power is centred around her. Lineage and inheritance may be traced through the female line (matrilineal). Residence may be matrilocal, with the husband joining the wife’s family.

10th Standard, English FL Poem 2 – Abraham Lincoln’s Letter to his Son’s Teacher

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10th Standard, English FL Poem 2
Abraham Lincoln’s Letter to his Son’s Teacher
II. COMPREHENSION QUESTIONS :
A. Answer the following questions briefly:

  1. In the first line, ‘he’ refers to Abraham Lincoln’s Son; and ‘I’ refers to Abraham Lincoln.
  2. The first line, “He will have to learn” means that
    a. the son has the choice either to learn or not to learn the values listed.
    b. the son has no choice.
    Answer: b. the son has no choice.
  3. ‘‘…….all men are not just
    all men are not true.’’ These lines convey
    a. a one-sided view of life.
    b. the harsh reality of life.
    c. Lincoln’s personal view.
    Answer: b. the harsh reality of life.
  4. The statement “for every scoundrel there is a hero” means
    a. the number of scoundrels in this world is equal to the number of heroes.
    b. for every bad person in this world, there is a good person.
    c. in spite of all the wickedness in this world, there is enough goodness.
    Answer: c. in spite of all the wickedness in this world, there is enough goodness.
  5. Why is it important for a child to learn that the world is also filled with heroes, dedicated leaders and friends?
    Answer: Learning about heroes, dedicated leaders, and friends is crucial for children because it fosters positive values, inspires them to strive for greatness, and helps them understand the importance of community and positive relationships.
  6. The first seven lines emphasize
    a. the value of positivity
    b. the negative aspects of life
    c. both the positive and the negative sides of life
    Answer: c. both the positive and the negative sides of life
  7. Pick out the line which says that hard earned money has greater value than easy money.
    Answer: The line which says that hard earned money has greater value than easy money is,
    ‘That a dollar earned is of far more value than five found…’
  8. What does the phrase “learn to lose” mean?
    Answer: The phrase “learn to lose” means to develop the ability to accept defeat or failure gracefully and to learn from the experience rather than being demoralized by it. Learning to lose involves accepting that you won’t always win, and that’s okay. It’s about not dwelling on the negative emotions associated with defeat and moving forward.
  10. In what sense is it more honourable to fail than to cheat?
    Answer: It’s considered more honourable to fail than to cheat because failure, while disappointing, allows for learning and growth, while cheating undermines one’s integrity and provides a false sense of achievement. In failure you are ready to learn from mistakes you can analyze what went wrong, identify areas for improvement, and develop strategies to overcome challenges in the future. Cheating bypasses the learning process and provides a temporary success without genuine knowledge or skill development.
  11. a. Why doesn’t the father want his son to follow the crowd?
    Answer: The father want his son to follow the crowd because he do not wants his son would be follow blindly of the crowd. The Crowd might be do something wrong. The father does not want his son to blindly follow the crowd because he wants his son to develop his own independent thinking and critical judgment.
    b. How can this value be linked to having faith in oneself?
    Answer: The father’s desire for his son not to follow the crowd might also stem from a belief that the crowd’s values are not necessarily aligned with his own. He wants his son to develop a strong moral compass and make choices based on his own understanding of right and wrong.
  12. What kind of a listener does the father want his son to be?
    Answer: The father want his son to be a listener like to filter all he hears on a screen of truth and take only the good that comes through.
    The father encourages his son to listen to everyone, but not to blindly accept everything he hears. He wants his son to filter information through a “screen of truth” and maintain his own individuality.
  13. a. Is it possible to laugh when one is sad?
    Answer: The poem doesn’t directly address the possibility of laughing when sad. But it is possible to laugh when one is sad. This can manifest in different ways, such as laughing during moments of sadness, or even experiencing a mix of emotions where laughter and tears occur simultaneously. Lincoln’s believes that learning to find joy even in difficult times is a valuable lesson.
    b. What value is the writer highlighting here?
    Answer: The poem includes the line, “Teach him, if you can, how to laugh when he is sad,” indicating Lincoln’s belief that learning to find joy even in difficult times is a valuable lesson.
  14. What does Lincoln mean when he says, “too much sweetness”?
    Answer: Abraham Lincoln says “too much sweetness,” he means that his son should be wary of people who are excessively flattering or overly kind. He advises his son’s teacher to teach him to be discerning and to recognize when someone’s behaviour is not genuine.
  15. What does the poet-father mean by “close his ears to a howling mob”?
    Answer: “close his ears to a howling mob” means to ignore the pressure and influence of the crowd, especially when it’s acting emotionally or irrationally. The poet wants his son to think for himself and not blindly follow the opinions or actions of others, even if those opinions are widely held or aggressively expressed.
  16. What is the ultimate teaching Lincoln recommends, and to what end?
    Answer: The ultimate teaching Lincoln recommends that his son have sublime faith in himself. Then his son will have Sublime faith in mankind.
  17. Lincoln does not want his son “to put a price tag on his soul”. What does he mean by this?
    Answer: The phrase “put a price tag on his soul” means that Lincoln does not want his son to compromise his morals or integrity for personal gain, popularity, or material wealth. He wants his son to value his inner self, his principles, and his conscience above all else.
  18. Why is it essential for someone to have “sublime faith in mankind”?
    Answer: Sublime faith in mankind is essential because it fosters optimism, encourages cooperation, and allows for the possibility of positive change. It promotes a belief in the inherent goodness of people and their potential for growth, which can lead to a more harmonious and productive society. Believing in the goodness of humanity can help individuals maintain a positive outlook, even when faced with negativity and adversity.
  19. In the line, “This is a big order”
    a. What does “this” refer to?
    Answer: In the line, “This is a big order,” the word “this” refers to the entire preceding list of values and character traits that the father wants his son to develop.
    b. What does “a big order” mean here?
    Answer: “A big order” means that the father is asking the teacher to undertake a demanding and challenging task, one that encompasses more than just academic learning.
  20. When the father says, “This is a big order,” it implies
    a. that the father has no faith in the teachers or the school.
    b. that the father has no faith in his son’s ability to acquire these values.
    c. that the task of teaching such values is too difficult for any teacher or school.
    Answer: c. that the task of teaching such values is too difficult for any teacher or school.
  21. There are a few other expressions which indicate that the task of inculcating such values is not easy for the teacher or the school. Pick out the expressions.
    Answer: A few other expressions which indicate that the task of inculcating such values is not easy for the teacher or the school are,
    a) It will take time, I know;
    b) Try to give my son
    c) Poet repeated ‘if you can’ many times
  22. The poem has a long list of contrasting values.
    e.g: scoundrel X hero
    selfish politician X dedicated leader.
    Pick out the rest from the poem.
    Answer:
    Enemy X friend
    A dollar earned X five found
    to lose X enjoy winning
    honourable to fail X cheat
    gentle X tough
    how to laugh X when he is sad…
    sell his brawn and brain to the highest bidders X never to put a price-tag on his soul
    Treat him gently X do not cuddle him
    courage to be impatient X patience to be brave.
    sublime faith in himself X Sublime faith in mankind
  23. Identify the lines which highlight the following qualities or values:
    a. to be positive and optimistic
    answer: ‘And take only the good that comes through’ & ‘how to laugh when he is sad’
    b. to be able to accept failure and defeat
    answer: Teach him to learn to lose
    c. to be able to appreciate what is beyond human understanding
    answer: But also give him quiet time to ponder the eternal mystery of birds in the sky, bees in the sun,
    d. to have faith and belief in oneself
    answer: Teach him to have faith in his own ideas, even if everyone tells him they are wrong…
    e. not to tread the beaten track
    answer: Try to give my son the strength not to follow the crowd
    when everyone is getting on the bandwagon
    f. not being gullible
    Answer: Teach him to listen to all men… but teach him also to filter all he hears
    g. to be able to discriminate the right from the wrong.
    Answer: Teach him to close his ears to a howling mob and to stand and fight
    if he thinks he’s right.
    B. Close Study
    Read the following extracts carefully. Discuss in pairs and then write the answers to the questions given below them.
  24. Teach him that for every enemy there is a friend.
    It will take time, I know;
    a) What does the first line mean?
    Answer: The first line means the importance of balance and hope in the face of adversity. It suggests that even when encountering negativity or opposition (enemies), there is always the potential for positive relationships and support.
    b) What human virtue is highlighted here?
    Answer: positive relationships and support.

c) What will take time?
Answer: The learning of these things will take time.

  1. Only the test of fire makes fine steel.
    a) Whom is this line meant for?
    Answer: This line is meant for Son.
    b) Explain the literal meaning of the line.
    Answer: It means that true strength and character are developed through facing and overcoming challenges and adversity.
    C ) What human virtue is emphasized here?
    Answer: The human virtue emphasized here is resilience. The phrase suggests that true strength and character as steel is made strong through the process of being heated and shaped by fire.

  2. III. PARAGRAPH WRITING :

  3. Discuss in pairs/groups of four each, the answers to the following questions. Individually, note down the important points for each question and then develop the points into one paragraph answers:
  4. “Teach him to listen to all men
    but teach him to filter all he hears on a screen of truth.”
    Bring out the different ideas conveyed in these lines.
    Answer: These lines from Abraham Lincoln’s letter to his son’s teacher conveys the importance of critical thinking and discernment. It emphasizes the need to be open-minded and receptive to different perspectives while simultaneously developing the ability to evaluate information for its truthfulness and validity. This involves listening to others without blindly accepting everything they say, and using one’s own judgment to determine what is accurate and reliable. The first part, “Teach him to listen to all men,” highlights the value of considering different viewpoints and experiences. The second part, “but teach him also to filter all he hears on a screen of truth,” emphasizes the importance of independent thought and judgment.
  5. Do you agree with the poet when he says,
    “Only the test of fire makes fine steel.”
    Give reasons to support your point of view.
    Answer: Yes I agree with the poet. It suggests that challenges and adversity are essential for developing strength, resilience, and ultimately, achieving excellence. The process of shaping steel involves intense heat and pressure, transforming raw metal into a strong and durable material. Similarly, facing difficult situations can mold a person’s character, making them more resilient and capable.

  7. IV. ACTIVITIES :
    Work in groups of four or five each.
  8. a) List all the values which the poet-father wants the teacher to teach his son.
    Answer:
    a) optimism
    b) faith in life;
    c) caution about sycophancy;
    d) assertiveness to demand his due at work;
    e) self-righteousness;
    f) courage to be impatient;
    g) patience to be brave;
    h) sublime faith in himself;
    i) Sublime faith in mankind.
    j) Awareness of all kinds of people, good and bad;
    k) importance of hard work;
    l) sportive spirit;
    m) a mind without any envy;
    n) joys of reading and also appreciating nature;
    o) honesty;
    p) self-confidence;
    q) gentleness with people;
    r) toughness with people;
    s) wisdom;
    t) positivity;

b) Pick out any three values which in your opinion your teachers should teach students. State your reasons.
Answer: Honesty, Courage and Sublime faith in himself are the three values in the poem.
Honesty: He asks the teacher to instill honesty and integrity, teaching his son that it is better to fail honestly than to cheat to succeed.
Courage: Lincoln wants his son to be brave, not just in the physical sense, but also to have the courage to be himself, to stand up for his beliefs, and to face challenges with a strong spirit.
Sublime faith in himself: Abraham Lincoln emphasizes the importance of instilling a “sublime faith in himself” in his son. He believes that this self-belief is fundamental for his son to navigate life, deal with challenges, and ultimately have faith in humanity.

C ) Make suggestions on how those three values in the poem could be taught. One from each group presents the answers to the whole class.
Answer: To teach the values of honesty, courage, and Sublime faith in himself from Abraham Lincoln’s letter to his son’s teacher, educators can use a combination of storytelling, role-playing, and real-life examples. For honesty, students can analyze scenarios and determine the ethical implications. Courage can be explored through historical accounts of individuals who stood up for what they believed in, and patience can be illustrated through activities requiring sustained effort and focus. Each group can then present their findings to the class, fostering discussion and deeper understanding.

  1. The poet-father contrasts each harsh lesson that his son will have to learn with a truth about the world. Write down five such examples. The first one is done for you.
    The harsh lesson that the The truth about the world/ father wants his son to learn People
  2. don’t follow the crowd 1. everyone is getting on the bandwagon.
    2.”For every scoundrel, 2. there is a hero,”
  3. “For every selfish politician, 3. there is a dedicated leader,”
  4. “For every enemy. 4. there is a friend,”
    5 “Teach him it is far more honorable 5. to fail than to cheat,”
    6 “Give him the strength. 6. not to follow the crowd
    V. ABOUT THE POET :
    Abraham Lincoln (1809-1865) was the sixteenth President of the United States of America. Born to parents who struggled to make a living in Kentucky, Lincoln made great efforts to acquire knowledge. An outspoken opponent of the system of slavery, Lincoln defeated the confederacy in the American Civil War and introduced the measures that abolished slavery.
    VI. SUGGESTED READING :
    a) “Our children” a poem by Kahlil Gibran.
    b) “Love for Learning” by Shivaram Karanth.
    c) Watch the movies i) To Sir with Love ii) Black.

5th Standard, E.V.S Social LESSON 2 – FAMILY

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5th Standard, E.V.S Social LESSON – 2

FAMILY

I . Answer the following.

  1. What is family?

Answer: A social unit consisting parent and their children is called family.

  • What is family tree?

Answer: A diagram showing the relationship between people in several generation of a family is called family tree.

  • What is nuclear family?

Answer: A family with only two generations living together in the same house is called nuclear family.

  • What is joint family?

Answer: A family with more than two generations living together in the same house is called joint family.

  • Write any five advantages of joint family.

Answer: The advantages of joint family are,

  1. Happiness doubles
  2. Members can learn the art of sharing.
  3. Learn to respect
  4. Love and care
  5. The feeling of togetherness

Write the disadvantages of the Joint family.

    Answer: The disadvantages of joint family are,

    1. Individual opinion cannot be considered while taking decisions.
    2. Lack of understanding among the family members.

    Write any four advantages of nuclear family.

      Answer: The advantages of nuclear family are,

      1. Independent decisions can be taken by the family members.
      2. Financial stability
      3. Privacy
      4. Freedom

      Write any three disadvantages of nuclear family.

        Answer: The disadvantages of nuclear family are,

        1. Children do not get a chance to have fun with family.
        2. Insecurity of children
        3. Loneliness

        Why do we need a family?

          Answer: family life help to lead a meaningful and successful life. So we need a family.

          1. What are the good qualities we learn from a family?

          Answer: The good qualities we learn from a family are,

          1. Human relationship
          2. Living together
          3. Respect for elders
          4. Love and affection
          5. Helping nature
          6. Co-ordination

          Write the differences between joint family and nuclear family.

            Answer: The differences between joint family and nuclear family are,

            Joint family                                                     Nuclear family

            Joint family has more members                     –           Nuclear family has less members

            Joint family has more than two generations    –   Nuclear family has only two generations

            Elder person of the family takes decision        –          Parents takes decision

            Each work is shared by the members of the family.   –    No work distribution

            Joint familyNuclear family
            Joint family has more membersNuclear family has less members
            Joint family has more than two generationsNuclear family has only two generations
            Elder person of the family takes decisionParents takes decision
            Each work is shared by the members of the family.No work distribution
            1. How do these people help in our work?
            2. Grandparents – tell stories and provide unconditional love
            3. Father – helps to fulfil our needs
            4. Mother – cooks food and helps in studies.
            5. Brother – helps to do homework
            6. Sister – helps in keeping things tidy

            II. Fill in the blanks.

            1. Father’s father or mother’s father is my Grandfather.
            2. Father’s mother or mother’s mother is my Grandmother.
            3. My Uncle’s son is my Cousin.
            4. My brother or sister’s son is my Nephew.
            5. My brother’s or sister’s daughter is my Niece.
            6. Father’s sister or mother’s sister is my Aunt.
            7. Father’s brother or mother’s brother is my Uncle.
            8. My grandmother’s father is my Great grandfather.

            10th Standard, Social, SOCIOLOGY, Chapter 8 – SOCIAL STRATIFICATION

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            10th Standard, Social, SOCIOLOGY Chapter – 8

            SOCIAL STRATIFICATION

            EXERCISES

            I. Fill in the blanks with suitable words:

            1. ‘Truly the whole mankind is one’ is declared by Pampa.

            2. ‘Untouchability is a stigma on Hindu religion’. This was told by Mahatma Ghandhi

            3. Section 17 of the Constitution declares that practice of untouchability is a punishable offence.

            II. Discuss the following in groups and write the answers:

            4. What is meant by social stratification?

            Answer: Social stratification refers to the practice of classifying people as upper class and lower class on the basis of income, education, caste, colour, gender, occupation, intelligence etc.

            5. How has social stratification been created?

            Answer: People practice various kinds of discrimination based on caste, gender, region, rich and poor, which create many prejudices in the minds of people. Prejudice is the opinion a person forms about another person or community even before he gets to know them. This kind of opinion may be positive or negative. However, prejudices created by discrimination lead to development of feelings like impatience, contempt, disrespect and hatred. That is how social stratification been created.

            6. What is meant by prejudices?

            Answer: Prejudice is the opinion a person forms about another person or community even before he gets to know them. This kind of opinion may be positive or negative.

            7. What are the constitutional and legal measures undertaken to eradicate untouchability? Explain.

            Answer: Section 17 of the Constitution prohibits the practice of untouchability. The ‘Untouchability Crime Act’ was implemented in 1955. Some lacunae of this Act were rectified and the Act was amended as ‘Citizens’ Rights Protection Act’ in 1976. According to this Act, practice of untouchability is a punishable offence. Besides, universal suffrage and right to equality have been guaranteed in the constitution to all citizens of the country. All people belonging to backward castes, especially the scheduled castes, have been provided reservation in educational, political, economic and employment opportunities. The Regulation of 1989 confers special responsibilities to the state governments with regard to eradication of untouchability. In this manner, independent India has been striving to provide equal opportunities to all its citizens by showing great interest in curbing the evil practice of untouchability.

            8. What are the suggestions to stop the social evil of untouchability?

            Answer: The constitution guarantees the provision of all facilities to people of all classes and castes. People belonging to backward castes and classes are getting special facilities. The practice of untouchability is dying down as a result of the gradual increase in literacy. This is a heartening development, and has helped to promote social harmony. Apart from this Spread of Education, Economic Facilities, Housing Facilities, Employment Facilities, Emancipation from Dirty Occupations, Abolition of Caste System, Encouragement to Inter-Caste Marriages and Propaganda against Untouchability can be done to stop the social evil of untouchability.

            III Activity:

            1. Read the biographies of social reformers who strived to eradicate untouchability.

            IV Project:

            1. Write down your suggestions for eradication of untouchability and discuss with your

            teacher.

            Answer: The suggestions for eradication of untouchability are,

            1. To effectively combat untouchability, a multi-pronged approach is needed. This includes promoting education and awareness, providing economic opportunities, and encouraging inter-caste interactions. 
            2. Strict enforcement of laws against untouchability and fostering a change in societal attitudes are crucial steps. 
            3. Ensuring access to quality education for all, especially those historically marginalized, is fundamental. 
            4. Launching targeted campaigns through various media to educate the public about the harmful effects of untouchability and promote equality and social justice. 
            5. Promoting and supporting inter-caste marriages as a way to break down social barriers and foster greater understanding and acceptance. 
            6. Organizing events, festivals, and gatherings that bring people from different castes together to foster social interaction and break down prejudices. 
            7. Establishing mechanisms for monitoring the implementation of laws and policies and evaluating their effectiveness in eradicating untouchability.
            8.  While abolishing the caste system entirely might be a long-term goal, efforts should be made to mitigate its impact by promoting social mobility and challenging its hierarchical structure. 
            9. Encouraging individuals to take responsibility for their actions and challenge discriminatory practices they witness. 

            Additional Questions:

            1. What is Social inequality?

            Answer: The system of social stratification leads to inequality and differences. It humiliates the people classified as the low class. For example, the blacks in America were not permitted to attend the schools of the whites. In India, untouchables were not allowed to take water from public wells or lakes.

            • Who made efforts to wipe untouchability in India?

            Answer: Jyotiba Phule, Swami Vivekananda, Dr.B.R.Ambedkar and others made immense efforts to wipe out the stigma of untouchability.

            • Which Act of the Constitution prohibits the practice of untouchability?

            Answer: Section 17 of the Constitution prohibits the practice of untouchability. The ‘Untouchability Crime Act’ was implemented in 1955. Some lacunae of this Act were rectified and the Act was amended as ‘Citizens’ Rights Protection Act’ in 1976. According to this Act, practice of untouchability is a punishable offence.

            10th Standard, Social, History, Chapter 2 – THE EXTENSION OF THE BRITISH RULE

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            10th Standard, Social, History Chapter – 2

            THE EXTENSION OF THE BRITISH RULE

            EXERCISES

            I. Fill in the blanks with suitable answers:

            1. At the end of First Anglo-Maratha war, Salbai agreement was signed between the Marathas and the British.

            2. The Subsidiary Alliance system was implemented by Lord Wellesley

            3. The Governor General who integrated Punjab in to the British Empire was Lord Dalhousie.

            4. The Doctrine of Lapse policy was implemented by Lord Dalhousie.

            II. Discuss in group and then answer the following:

            5. Explain the reasons for First Anglo-Maratha War.

            Answer: The Marathas installed Shah Alam-II back on the throne of Mughal Empire in Delhi. Shah Alam-II was under the control of the British after the defeat in Buxar war. Now, the Emperor gave Kara and Allahabad to Marathas, which he had earlier given to the British. This resulted in the enemity between the Marathas and the British. During this period, the death of the Maratha strong man Madhav Rao Peshwa was a major setback to Marathas. Though his brother Narayanrao came to power, he was murdered by his uncle Raghobha (Ragunatha Rao). This resulted in fighting for the Peshwa post. The Maratha federation brought Madhav Rao II the minor son of Narayana Rao to the post of Peshwa. Upset with this development, Raghobha approached the British for support. The British thought of exploiting this situation in their favour. A long war was waged from 1775 to 1782 between the Marathas and the British. These are the reasons for First Anglo-Maratha War.

            6. What were the conditions under Subsidiary Alliance? Explain.

            Answer: The conditions under Subsidiary Alliance are as follows.

            1. The Indian Kings had to keep the British Army in their kingdom.

            2. The state concerned had to bear the expenses of the army and the wages of soldiers, or had to give certain revenue lands for the same.

            3. The King had to have a British Resident in his Court.

            4. The King could not appoint any other European without the permission of the British.

            5. In order to enter into any agreement or pact with any Indian state, the permission of the Governor General was mandatory.

            6. In return for all these services, the Company would offer protection to the state from any internal or external aggression.

            7. Explain the Third Anglo-Maratha War.

            Answer: The Maratha families tried their best to protect their independence and honour. Even the Peshwa attempted to free himself from the clutches of the English. In 1817 the Peshwa attacked the British Residency in Poona and burnt it down. Appa Saheb of Nagpur and Malhar Rao Holkar rebelled against the British and were suppressed ruthlessly. Finally, in 1818 Peshwa Baji Rao II fought against the British at Koregaon and Ashti and later surrendered to the British. The British abolished the Peshwa post and granted a pension to Baji Rao II. They installed Pratapa Simha, the descendant of Shivaji as the ruler of Satara, a mini state, and named him as the traditional leader of Marathas and suppressed the Maratha resistance.

            8. How did the Doctrine of Lapse support the expansion of British Empire in India?

            Answer: Dalhousie who arrived in India as the Governor General in 1848 adopted the Doctrine of Lapse policy whereby the adopted children of Indian Kings were refused of their right to throne. According to this policy, “If any Indian ruler died childless, his adopted male child had no legal right over the throne”. Such a state was merged with the British Empire. The Governor General knew the conditions of some Indian states, he used this policy as a political weapon.  That is how the Doctrine of Lapse support the expansion of British Empire in India.

            9. Which were the states that came under the Doctrine of Lapse policy?

            Answer: Satara, Nagpur, Sambalpur, Udaipur, Jhansi, Jaipur states that came under the Doctrine of Lapse policy.

            Additional Questions and Answers;

            1. What are the two cunning policies implemented by British to expand their empire in India?

            Answer: The two cunning policies implemented by British to expand their empire in India are ‘Subsidiary Alliance’ and ‘Doctrine of Lapse’.

            • Explain the second Anglo-Maratha War.

            Answer: The differences among the Maratha Chieftains was the reason for this war. There was enemity between Yeshwanth Rao of Holkar family and Daulath Rao of Scindia family. Both wanted to establish control over the Peshwa Balaji Rao II. In 1802, the army of Holkar defeated the armies of Scindia and the Peshwa. The Peshwa appealed to the British for help. Lord Wellesley finally got an opportunity to meddle in the affairs of the Marathas. The Peshwa entered the Subsidiary Alliance system by accepting the Treaty of Bassein. Other Maratha families like Holkar, Gwalior and Bhonsle formed an alliance opposing this treaty. Lord Wellesley defeated the armies of various Maratha families from 1803 to 1805.

            • Describe the Anglo-Sikh Wars.

            Answer: A political anarchy broke out in the Punjab after the death of King Ranjith Singh in 1839. The British attempted to invade Punjab violating the Treaty of friendship of 1809, they had with the erstwhile King. In December 1845, a war broke out between the British and the Punjab. Sensing the danger from an outside force; the Hindus, Sikhs and Muslims got together to defeat the British. Finally, they had to accept defeat due to few traitor leaders. They signed a humiliating Lahore Agreement in 1846. With this the British Resident became the de facto ruler of the Punjab. Thus, Punjab became the dependent state of the British. In 1848, the Sikh opposed the attempts by the British to rule Punjab directly. The opposition was led by ‘Chattar Singh Attariwala’ in Lahore and ‘Moolraj’ in Multan. Again the people of Punjab were defeated. Finally, Lord Dalhousie merged the state of Punjab with the British Empire.

            III. Activity:

            1. Analyse the strategies adopted by the British to expand their empire in India and write an essay on the same.

            Answer: Through the Carnatic and Bengal wars British to expand their empire in India. Apart from the wars, they also annexed various kingdoms with cunning policies like ‘Subsidiary Alliance’ and ‘Doctrine of Lapse’. During this period, the British waged three Anglo-Maratha wars, four Anglo-Mysore wars and two Anglo-Sikh wars.

            First Anglo-Maratha War was waged from 1775 to 1782 between the Marathas and the British. Maratha federation was unable to sustain the war with the British and finally entered into ‘Salbai Agreement’ and ended the war. In second Anglo-Maratha War and third Anglo-Maratha War also Marathas were defeated by the British. Apart from these wars, British implemented some policies like ‘Subsidiary Alliance’ and ‘Doctrine of Lapse’ to expand their empire in India.

            Lord Wellesley brought ‘Subsidiary Alliance’ policy into effect in 1798 in order to bring the local kings under control. This was basically a military protection agreement between the East India Company and the Indian State. The British could place the Indian states under their control through this policy and the maintenance of the army became easy. The Indian states were subjected to severe economic exploitation. Hyderabad was the first state to enter into this agreement. Later, Mysore, Awadh, Tanjavur, Maratha Kingdom, Berar, Arcot, Pune, Gwalior and other states entered this agreement.

            Lord Dalhousie adopted the Doctrine of Lapse policy whereby the adopted children of Indian Kings were refused of their right to throne. According to this policy, “If any Indian ruler died childless, his adopted male child had no legal right over the throne”. Such a state was merged with the British Empire. Princely states like Satara, Nagpur, Sambalpur, Udaipur, Jhansi, Jaipur came under this policy. As the Governor General knew the conditions of these states, he used this policy as a political weapon.

            10th Standard, Social, History Chapter 1 – THE ADVENT OF EUROPEANS TO INDIA

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            10th Standard, Social, History Chapter – 1

            THE ADVENT OF EUROPEANS TO INDIA

            EXERCISES

            I. Complete the following blanks with suitable answers:

            1. In 1453, the Ottoman Turks occupied Constantinople

            2. The sea route between India and Europe was discovered by Vasco da Gama

            3. In 1741 Dutch declared war on Travancore

            4. The capital of the French in India was Puduchery or Pondichery.

                   5. The war broke out between Siraj-ud-daula and Robert Clive in 1757 was the Battle of Plassey

            6. The Diwani rights over Bengal were handed over to the British by Shah Alam-II

            7. The Dual government policy was implemented by Robert Clive in Bengal.

            II. Discuss in groups and answer the following questions:

            8. How did trade take place between India and Europe during Middle Ages?

            Answer: There were trade and commerce relations between India and Europe since ancient times. There was great demand for Indian pepper, cumin, cinnamon, cardamom, ginger and many other spices in Europe. The trade relations between India, Europe and other Asian countries continued even during the Middle Ages. The Arab merchants carried Asian merchandise to Constantinople of Eastern Roman (Byzantium) Empire. The Italian merchants would buy these goods and then sell them in European countries. Constantinople was thus the center of international trade and was considered as the ‘Gateway of European Trade’. While Arab merchants had gained monopoly over the trade in Asian countries, Italian traders had gained monopoly over trade in Europe. The merchandise from Asia brought good profits to Italian merchants.

            9. Discuss the causes that resulted in the discovery of a new sea route to India.

            Answer: Vasco da Gama, a Portuguese sailor left Lisbon and reached Kappad near Calicut on the West coast of India in 1498. Thus he was successful in discovering a new sea route to India. This route continued to be the route of trade between India and Europe for many years. the Portuguese were thus the first to re-establish trade between India and Europe. With the success of the Portuguese, the Dutch, French and the English of Europe arrived in India for trade. This development not only changed the history of colonised India, but also changed the history of European countries.

            10. List the Europeans who came to India for trade.

            Answer: The Europeans who came to India for trade are as follows.

            1. The Portuguese
            2. The Dutch
            3. The English (British)
            4. The French

            11. Explain how Marthanda varma checked the Dutch.

            Answer: Raja Marthanda Varma of Waynad ruled from 1729 to 1758 and saved from the surrounding rulers as well as foreigners. He made this as a great Kingdom among all. He stood against the foreigners who were greedy of pepper and brought many reforms in administration. He shifted his capital from Padmanabhapura to Thiruvananthapura and made his Kingdom as ‘world Travancore province’.

            By this time, the Dutch who were trying to monopolise was defeated by Marthanda Varma. He controlled the surrounding areas and made them to oppose the Dutch. The Dutch with help of the provinces like Kayamkulam, Kochi, Purakkad and Vadakunkur attacked on travancore, Raja Marthanda defeated them and captured Nedumangada and Kottarakara trading centres.

            In 1741 the Dutch declared war on Travancore with Kottarakara province in the forefront. But Marthanda Varma’s army strongly sent it back. The Dutch suffered huge losses. Finally on 15th August 1753 a treaty was signed and the Dutch forces surrendered its power to the Travancore province. This is how the period of Marthanda Varma has been recognised as an important phase in the history of India.

            12. Explain the Second Carnatic War.

            Answer: The Second Carnatic War started in1749 and ended in 1754. French made Salabath Jung, another son of Asaf Jha as the Nizam of Hyderabad. An officer named Bussy was appointed in Hyderabad for his protection by the French. In the Carnatic, Chandasaheb had become the Nawab with the help of French. Robert Clive of East India Company attacked Arcot, the capital city of Carnatic and defeated Chandsaheb. Chandsaheb was imprisoned and later he was killed in the war. In the place of Chandsaheb, the English named Mohammad Ali, the son of Anwaruddin, as the Nawab of Carnatic. The second Carnatic war ended with the Treaty of Pondicherry. The French recalled Dupleix. This war brought laurels to the English, while the French suffered a political setback.

            13. Explain the causes and results of the battle of Plassey.

            Answer: Ali Wardi Khan, the Nawab of Bengal died in 1756. His grandson Siraj-ud-Daula came to the throne. The Battle of Plassey took place between the young Nawab Siraj ud-Daulah and the British in 1757.

            Causes of the battle of Plassey:

            1. Misuse of Dastaks: Siraj ud-Daulah was furious that the Dastaks were misused by the officials of the company causing losses to the government treasury.

            2. Mending of the fort without permission : The British repaired the fort of Calcutta and placed canons in them. This further angered Siraj-ud-Daula and he ordered the removal of the canons from the fort. The British refused to do so, angering the Nawab further.

            3. Black Room Tragedy : Siraj ud-Daulah conquered Fort William easily and imprisoned some of the British. He imprisoned 146 Englishmen in a small room in the fort, of which 123 died. This is called the Black hole Tragedy. This enraged Robert Clive and arrived in Bengal with a huge army.

            Results of the battle of Plassey:

            1. This war brought out the immorality, lack of unity among the Indians and the greed of Indian businessmen.

            2. Mir Jaffar became the Nawab of Bengal.

            3. The company gained exclusive rights to trade in Bengal.

            4. Mir Jaffar had to pay Rupees seventeen crores and seventy lakhs as war indemnity to the British Company for the attack on the Fort William by Siraj-ud-Daulah

            14. What were the results of the Battle of Buxar?

            Answer: The results of the Battle of Buxar was as follows.

            1. Shah Alam-II accorded the ‘Diwani’ rights over Bengal to the British.

            2. Shah Alam-II gave away all the rights over Bengal to the British for an annual fee of Rupees 26 lakhs.

            3. Shuj-ud-daula the Nawab of Awadh had to pay war indemnity of Rupees 50 lakhs for waging a war against the company.

            4. With the death of Mir Jaffar, the company paid pension to his son and took over the entire administration of Bengal.

            III. Activity:

            1. Collect information on the Presidency cities built by the British.

            Answer: The British established three Presidency cities in India: Bombay (Mumbai), Calcutta (Kolkata), and Madras (Chennai). These cities served as major administrative and commercial centers during the British Raj. They were strategically developed to manage trade, governance, and military operations. Established as a trading post, it later became the capital of the Bombay Presidency. Developed as a major trading center and became the capital of the Bengal Presidency. Initially a trading settlement, it evolved into the capital of the Madras Presidency. These cities were not just trading hubs; they also housed army camps, educational institutions, museums, and libraries. The presidencies were crucial for the East India Company’s expansion and control over India. The presidencies were administrative divisions of British India. The British gradually gained sovereignty over India during the Company rule (1757-1858). These cities played a vital role in the spread of British trade and commerce. 

            9th Standard, Social, Political Science, Chapter 5 – OUR CONSTITUTION

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            9th Standard, Social, Political Science Chapter 5

            OUR CONSTITUTION

            EXERCISES

            I. Fill in the blanks with suitable words.

            1. The Law which governs the States is Constitution.

            2. The first meeting of Constituent Assembly was held on 9th December, 1946.

            3. The Chairman of the Drafting Committee of the Constitution was Dr.B.R.Ambedkar.

            4. Our Constitution provides for a Parliamentary/Federal system of Government. (Both answer is correct)

            5. Our Constitution provides for single citizenship to its citizens.

            6. The Right for Constitutional Remedies has been incorporated in Article 32.

            7. The Directive Principles of State Policy are borrowed from Irish Constitution.

            II. Answer the following questions.

            8. Who was the President of the Constituent Assembly?

            Answer: Dr. Rajendra Prasad was the president of the Constituent assembly.

            9. When did the constitution come into force?

            Answer: The Indian Constitution was came into force on 26 January, 1950. This day (January 26) is celebrated as Republic Day.

            10. What does the Preamble to the Constitution contain?

            Answer: The Preamble of the constitution contains the fundamental policies and ideals of the constitution. It is the sum of the structure, values, principles and goals of the constitution. It is based on the aspirations and ideals of the people of India.

            11. What do you mean by ‘Secularism’?

            Answer: Secularism is the assertion that all religions are treated equally. Secularism is to follow the policy of inter faith equality or equality among all religions.

            12. Explain the salient features of our Constitution.

            Answer: The salient features of our Constitution are as follows.

            Written and Lengthy Constitution: Our Constitution is in written form. The powers and functions of the organs of the government like the Legislature, Executive and Judiciary have been delineated in the constitution. Fundamental Rights, Duties, Directive Principles of State Policy etc. are all in the written form. After many amendments, our constitution has become a lengthy constitution with 25 parts, 12 schedules and approximately 470 Articles.

            Flexible and Rigid Constitution: The constitution which can be easily amended is called flexible or simple constitution. Constitutions that have special procedures for amendment are called rigid or complicated constitutions. Our constitution is neither too flexible nor too rigid.

            Parliamentary Form of Government: Our Constitution provides for a Parliamentary form of Government. The sovereign power of the nation is vested in the elected Parliament. Republican System: The Constitution has declared India a republic. Therefore, no one can come to power through hereditary principle. The word Republic indicated that India was not ruled by any hereditary kingdom or queen.

            Federal System: Our Constitution provides for a Federal System of Government because our country consists of different languages, castes, races and geographical regions. Administrative powers are shared by the Central and the State Governments.

            Fundamental Rights: The rights that the constitution has given to the people are called Fundamental Rights. Six Fundamental Rights are, Right to Liberty, Right to Equality, Right against Exploitation, Right to Religion, Right to Education and Culture, and Right to Constitutional Remedy. Hence, the Supreme Court is referred to as ‘The Protector of Fundamental Rights’.

            Fundamental Duties: Fundamental Rights and Duties are the two faces of the same coin. Through the 86th Amendment Act of constitution 2002. It has been made a duty of parents to provide an opportunity for education to the children for the aged between 6 to 14 years. This is the 11th fundamental duty mentioned in part 4A constitution.

            Directive Principles of State Policy: Directive principles have been adopted from the Ireland country Constitution. They are the basis for the establishment of social and economic equality. They are the basic principles required for the administration of the country. Independent and Centralized Judicial System: Our judiciary is independent and centralized. The courts have the authority to give bold judgments in order to protect the rights of people. Neither the legislature nor the executive has any right to interfere with the working of the judiciary. The Supreme Court is the highest court in the land.

            Single Citizenship: The Constitution makes provision for a single citizenship in order to curb narrow-minded regionalism, and promote nationalism.

            Universal Adult Franchise: The Constitution provides for adult franchise. All citizens above 18 years of age may exercise their right to vote.

            Bicameral Legislature or Central Legislature: Central Legislature is called as the Parliament which consists of two Houses – the Lower House (Lok Sabha) and the Upper House (Rajya Sabha).

            Party System: Political parties are the pillars of a democracy. There is a multi-party system in India. The party which wins the majority of votes in the general election becomes the ruling party whereas the rest will be the opposition parties.

            13. Which are the Fundamental Rights incorporated in our Constitution?

            Answer: The Fundamental Rights incorporated in our Constitution are as follows.

            1. Right to Liberty
            2. Right to Equality
            3. Right against Exploitation
            4. Right to Religion
            5. Right to Education and Culture
            6. Right to Constitutional Remedy.

            14. Make a list of the Fundamental Duties.

            Answer: Fundamental Rights and Duties are the two faces of the same coin. The Fundamental Duties are,

            1. To respect the Constitution, National Flag and National Anthem.

            2. To follow the noble ideals that inspired our National Struggle for Freedom.

            3. To protect the integrity of India.

            4. To defend the motherland when called upon to do so.

            5. To promote the spirit of common brotherhood amongst all the people of India.

            6. To preserve our rich heritage.

            7. To protect and improve the natural environment.

            8. To develop the scientific temper and the spirit of enquiry.

            9. To safeguard public property and to give up violence.

            10. To strive towards excellence in all spheres of individual and collective activities.

            11. The Parents or the guardians should provide an opportunity for education to their children between 6 and 14 years.

            15. Which are the Directive Principles of State Policy?

            Answer: The Directive Principles of State Policy are,

            1. To provide adequate means of livelihood to all citizens.

            2. To prevent the community wealth and resources from becoming the private property of a few people.

            3. To provide equal pay for equal work to both men and women and to protect labour welfare.

            4. To provide public assistance to those who are old, sick and weak or helpless.

            5. To implement a Uniform Civil Code throughout the country.

            6. To provide opportunities for the development of health and pre-school education to all children below 6 years.

            7. To protect historical monuments and maintain places of historical interest.

            8. To separate the Executive from the Judiciary.

            9. To protect international peace and to respect international law. To encourage the settlement of International disputes through arbitration.

            10. To establish Gram Panchayats.

            11. To encourage rural and cottage industries.

            12. To organise and develop agriculture and animal husbandry on modern lines.

            13. To ensure prohibition of liquor.

            14. To ensure development of farming based on scientific methods.

            III. Activities.

            1. Collect information with figures about the prominent leaders who were members of the Constituent Assembly.

            Answer:

            Dr. B.R. Ambedkar: Chairman of the Drafting Committee, a key architect of the Constitution. 

            Dr. Rajendra Prasad: President of the Constituent Assembly and later the first President of India. 

            Jawaharlal Nehru: First Prime Minister of India, also a prominent leader in the Assembly. 

            Sardar Vallabhbhai Patel: Deputy Prime Minister and Minister of Home Affairs, played a significant role in integrating princely states. 

            Maulana Abul Kalam Azad: First Minister of Education, a senior Congress leader. 

            Alladi Krishnaswamy Ayyar: A prominent lawyer and member of the Drafting Committee. 

            Hansa Mehta: An advocate for women’s rights and education. 

            Rajkumari Amrit Kaur: First Health Minister of India. 

            Sarojini Naidu: A women’s rights activist who advocated for gender equality. 

            2. List out the Fundamental Rights we enjoy.

            Answer: The Fundamental Rights incorporated in our Constitution are as follows.

            1. Right to Liberty
            2. Right to Equality
            3. Right against Exploitation
            4. Right to Religion
            5. Right to Education and Culture
            6. Right to Constitutional Remedy.

            3. List out the Fundamental duties.

            Answer: Fundamental Rights and Duties are the two faces of the same coin. The Fundamental Duties are,

            1. To respect the Constitution, National Flag and National Anthem.

            2. To follow the noble ideals that inspired our National Struggle for Freedom.

            3. To protect the integrity of India.

            4. To defend the motherland when called upon to do so.

            5. To promote the spirit of common brotherhood amongst all the people of India.

            6. To preserve our rich heritage.

            7. To protect and improve the natural environment.

            8. To develop the scientific temper and the spirit of enquiry.

            9. To safeguard public property and to give up violence.

            10. To strive towards excellence in all spheres of individual and collective activities.

            11. The Parents or the guardians should provide an opportunity for education to their children between 6 and 14 years.

            4. Discuss the hurdles to implement uniform civil code in our country.

            Answer: Implementing a Uniform Civil Code (UCC) in India faces significant hurdles due to the country’s diverse religious and cultural landscape, along with political and logistical complexities. A major challenge lies in balancing the concept of religious freedom with the pursuit of legal equality. India’s vast population comprises numerous religious and cultural communities, each with its own set of personal laws governing aspects like marriage, divorce, inheritance, and adoption. These laws are often based on religious texts, customs, and traditions, leading to significant variations across different groups. Many communities, particularly minority groups, view the ‘uniform civil code’ as an infringement on their religious freedom and cultural autonomy, fearing it may erode their unique identities. Some articles of our Constitution guarantees the freedom of conscience and the right to freely profess, practice, and propagate religion. Finding a balance between secularism and the protection of religious freedom is a major challenge in implementing a Uniform Civil Code (UCC).

            IV. Project.

            1. Write an essay on Fundamental Rights and Duties with the help of your teacher, and discuss them.

            Answer:

            Fundamental Rights provide the social and political atmosphere necessary for the development of the personality of citizens. They are required for a person to lead a civilised life in society. They are also essential for the success of a democracy. There were 7 Fundamental Rights mentioned in the part 3 of our Constitution. However, after the 44th Amendment Act, in 1978 the right to property has been abolished. There are 6 Fundamental Rights at present. They are, Right to Liberty, Right to Equality, Right against Exploitation, Right to Religion, Right to Education and Culture and Right to Constitutional Remedy.

            Rights and Duties are the two faces of the same coin. Rights without duties have no value or significance. Part 4A through the 42nd Amendment Act of constitution in 1976, 10 Fundamental Duties were included later in 2002 through the 86th Amendment act of constitution 11 Fundamental duties was added. They are,

            1. To respect the Constitution, National Flag and National Anthem.

            2. To follow the noble ideals that inspired our National Struggle for Freedom.

            3. To protect the integrity of India.

            4. To defend the motherland when called upon to do so.

            5. To promote the spirit of common brotherhood amongst all the people of India.

            6. To preserve our rich heritage.

            7. To protect and improve the natural environment.

            8. To develop the scientific temper and the spirit of enquiry.

            9. To safeguard public property and to give up violence.

            10. To strive towards excellence in all spheres of individual and collective activities.

            11. The Parents or the guardians should provide an opportunity for education to their children between 6 and 14 years.

            9th Standard, Social, GEOGRAPHY CHAPTER 10 – OUR STATE KARNATAKA – PHYSIOGRAPHIC DIVISIONS

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            9th Standard, Social, GEOGRAPHY CHAPTER – 10

            OUR STATE KARNATAKA – PHYSIOGRAPHIC DIVISIONS

            EXERCISES

            I. Fill in the blanks with suitable words:

            1. We celebrate Kannada Rajyotsava on November 1

            2. The year in which the State was named as Karnataka is 1956.

            3. The State to the east of Karnataka is Andhra Pradesh.

            4. The largest district in Karnataka is Belagavi 

            5. Karnataka is in the Southern part of India.

            6. The island located near Malpe is St. Mary’s.

            7. The Western Ghats of Karnataka are known as the Sahyadri Hills.

            8. Agumbe Ghat links Shivamogga and Udupi.

            9. Kashmir of Karnataka is called Kodagu district.

            II. Answer the following questions in brief:

            10. Give the latitudinal and longitudinal extent of Karnataka.

            Answer: Karnataka is one of the 28 States of India. It is situated in the Southern part of India, in the Western Central area of the peninsular region. It extends from 110 -31I North to 180 -45I North latitude and 740-12I East to 780 -40I East longitude.

            11. Name our neighbouring states.

            Answer:  Karnataka state has both land and water frontiers too. The Arabian Sea in the west, states of Maharashtra in the north, Andhra Pradesh in the east, Telangana in the North East. Tamil Nadu in the south and south-east, Kerala in the south-west, and Goa in the north-west form its frontiers. 

            12. Which are the four administrative divisions of Karnataka?

            Answer: The four administrative divisions of Karnataka are, Bengaluru, Mysuru, Belagavi and Kalaburagi.

            13. Explain the geographical location of Karnataka in India.

            Answer: Karnataka is one of the 28 States of India. It is situated in the Southern part of India, in the Western Central area of the peninsular region. It extends from 110-31I

             North to 180-45I North latitude and 740-12I East to 780 -40I East longitude. Its length is 750 km., stretching from Aurad taluk in Bidar district in the northern-most tip of the State to Chamarajnagar district is the south. Its width is 400 km. from west to east. Karwar in Uttar Kannada district is at the western end whereas Mulbagal taluk in Kolar district is at the eastern end. Karnataka state has both land and water frontiers too. The Arabian Sea in the west, states of Maharashtra in the north, Andhra Pradesh in the east, Telangana in the North East. Tamil Nadu in the south and south-east, Kerala in the south-west, and Goa in 

            the north-west form its frontiers. The shape of Karnataka resembles a cashewnut.

            14. Mention the important physical divisions of Karnataka.

            Answer: Karnataka can be divided into three important physical divisions. They are, 1. The Coastal plain 2. The Malnad and 3. The Maidan.

            15. Write a note on the relief features of Malnad region.

            Answer: The Western Ghats in our state are referred to as Malnad or the land of hills. They are also called the Sahyadris. These hills obstruct the rain-bearing winds from the Arabian Sea and cause heavy rains often more than 200 cms. The highest peaks in this region are Mullaiyanagiri, Kudremukh, Kalhattagiri, Rudragiri and  Deveerammanagudda. All these Peaks are in Chikkamagaluru district. Besides these the other peaks of Malnad region are  Ballalarayanadurga, Mertigudda, Pushpagiri and Kodachadri. Among them, Mullaiyanagiri (1913 mtrs) is the highest peak in the State. Since Malnad region receives heavy rainfall, it has attractive hill resort covered with dense evergreen forests. It is the birthplace of many rivers which, when they fast down the steep slopes, form wonderful waterfalls. The Jogfalls (Sharavathi river), is the highest waterfall of India. The other prominent water falls are the Unchalli, Magod, Gokak, Shivanasamudra and Abbey falls. The rivers have led to the formation of valleys and gorges. Coffee, tea, rubber plantations and spices are grown abundantly on the slopes. Chikkamagaluru is called ‘The Land of Coffee’. Kodagu district is known as the ‘Kashmir of Karnataka’ because of its cool weather. As oranges are grown abundantly in Kodagu district, it is also referred to as the ‘Land of Oranges’. At present, Malnad has been identified as ‘Biodiversity Zone’ and protected. Hassan, Kodagu, Shivamogga and Chikkamagaluru are the districts of Malnad region.

            16. Give an account on the coastal plains of Karnataka.

            Answer: Karnataka aquired sea coast and coastal plains as part of its territory. It is called the ‘Canara or the Karnataka Coastline’. Many fast flowing rivers cut through the coastal areas is formed by sea erosion. The rivers have formed estuaries. However, there are no deltas in this area. There are many ports along the coastline. Among them, ‘New Mangaluru’ is the major port in Karnataka. Bhatkala, Malpe, Karwar, Kumta, Belekere and Honnavar are fishing ports. Many beautiful beaches are formed along the sea-coast, attract tourists. Some of the prominent beaches are Panambur, Ullal and Someswara beaches near Dakshina Kannada district, Malpe of Udupi district, Karwar of Uttara Kannada district, Murdeshwar near Honnavar, Maravanthe and Om beach near Gokarna. There are some small islands located near the sea-coast. Among them are St. Mary’s Island (Coconut Island), near Malpe, Anja near Karwar and Devgadh, Kanjigudda islands are notable. The main occupation of the people near the coast is fishing. Agriculture is also another important occupation. Crops like cashew, coconut, arecanut, cardamom and paddy are grown here. Dakshina Kannada, Udupi and Uttarakannada are the coastal districts of Karnataka.

            17. Name the main hills of Southern maidan.

            Answer: There are many hills. They are, Chitradurga hills, Narayana durga, Savanadurga and Shivaganga in Bengaluru rural district, Madhugiri hill in Tumakuru district is the biggest ‘monolith hill’ in Asia, Nandi hills, Chennakeshava hill and Skandagiri hill (Harihareswara hill) in Chikkaballapura district, Adichunchanagiri hills in Mandya district, Biligirirangana hill, 

            Malemadeswara hill, Himavad gopalaswamy hills in Chamarajanagar district, Chamundi hill in Mysuru district are prominent.This area is in the rain-shadow of the Western Ghats.

            18. Mention the mountain passes in the Western Ghats.

            Answer: The routes, from the eastern plains of Karnataka to the coastal plains across the Western Ghats are called the mountain passes. The important passes are:

            1. Charmadi Ghat – It links Mangaluru and Chikkamagaluru.

            2. Shiradi Ghat – It links Hassan – Sakleshpur and Mangaluru.

            3. Agumbe Ghat – It links Shivamogga and Udupi.

            4. Hulikal Ghat – It links Shivamogga and Kundapur.

            III. Match the following:

            A                                                          B

            i. Jogfalls                                  a. Mangaluru

            ii. Om beach                            b. Northern maidan

            iii. Nandi hill station                c. Sharavati river

            iv. Monolith hill                       d. Gokarna

            v. Land of sunshine                 e. Chikballapur

                                                            f. Madhugiri hills

            Answer: 

            i. Jog falls –                               Sharavati river

            ii. Om beach –                          Gokarna

            iii. Nandi hill station –              Chikkaballapur

            iv. Monolith hill –                     Madhugiri hills

            v. Land of sunshine –               Northern Maidan

            IV. Activities:

            1. Draw an outline map of Karnataka, mark and name its districts and also indicate the latitudinal and longitudinal positions.

            2. Mark and name the coastal districts and the districts of Malnad on the map of Karnataka and collect pictures of famous waterfalls.

            V. Project:

            1. Draw an outline map of your district/town/city with the help of your teacher, indicate its latitudinal and longitudinal positions and mark the neighboring districts.

            8th Standard, Social, Sociology Chapter 9 – MAN AND SOCIETY

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            8th Standard, Social, Sociology Chapter 9

            MAN AND SOCIETY

            EXERCISES

            I. Fill in the blanks with suitable words:

            1. Man is a social animal.

            2. Formal education is provided by the School.

            3. The Father of Sociology is Auguste Compte.

            4. To become a human being social environment is necessary.

            5. Human beings express their feelings through language.

            II. Answer the following questions in 2/3 sentence each:

            6. Define Sociology.

                            Answer: Sociology has been derived from latin word ‘Socius’ and Greek word ‘Logos’. These two words jointly means the Study of Society.

            According to August Compte “Sociology is a scientific study of the factors related to Social order and Social progress.”

            According to Maciver and Page “Sociology is a study of Social relatonships”.

            7. What is socialization?

                            Answer: Answer: If we have to become members of society, we have to live amidst society. If we do not live among people, we will not be able to learn anything. This learning process of language, study, play games, experience thought processes or the body language from the people is called socialization.

            8. Describe Kamala, the one who was found in Midnapura.

            Answer: Kamala, a girl who was found in Midnapore in 1920, had spent nine years among the animals in the forest. She used to walk on all fours legs like an animal and eat raw flesh. Later, in the company of human beings, she learnt to eat cooked food, to speak and behave like other children. But she was not aware of her own nature. What is evident from this instance is that man, if he is not in human society, becomes an animal.

            9. Name some early sociologists.

            Answer: Auguste Compte, Herbert Spencer, Emile Durkheim, Max Weber, Karl Marx are the some early sociologists. G.S.Ghurye, M.N.Srinivas, A.R.Desai, Iravati Karve, S.C.Dubey and others are some leading Indian sociologists

            III. Answer the following questions in 4/5 sentences each :

            10. Explain ‘Man is a social being’.

            Answer: The relationship between man and society is unique. There is no society without man, nor man without society. That is the reason many sociologists are of the opinion that man is the creation of society, and society, that of man. The man would not able to live alone without a Society. Man is a social animal. He desires to live with others around him. Society is necessary for the development of all of us, because social relationships are necessary for man’s existence. That is the reason human society has been called a web of social relationships, and man, a social being.

            11. Explain the relationship between human beings and language.

            Answer: We can express hunger, thirst, sleepiness, sorrow and happiness through our bodily gestures and signals. But we cannot convey all our feelings only through body language. Language becomes inevitable in such situations. Thus language is needed to understand specific relationships and feelings perfectly. The world would be without language, there would be no textbooks, schools, mass media or civilization! Human society would be just like animal society. Therefore, while studying society, language is treated as a very important aspect of the society.

            12. What is the importance of studying sociology?

            Answer: The importance of studying sociology are as follows.

            1. Helps in personality development.

            2. Give solutions to social problems.

            3. Sociology gives knowledge about modern situations and developments.

            4. To promote social welfare of backward and weaker sections of society.

            IV. Activity :

            1. Collect the pictures of Sociologists.

            8th Standard, Social, Political Science Chapter 7 – MEANING AND IMPORTANCE OF POLITICAL SCIENCE

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            8th Standard, Social, Political Science Chapter 7

            MEANING AND IMPORTANCE OF POLITICAL SCIENCE

            EXERCISES

            I. Fill in the blanks with suitable words:

            1. The word Politics was derived from the Greek word ‘polis’.

            2. ‘Republic’ was the work of Plato.

            3. Aristotle wrote a book on political science and it is called “The Politics”.

            4. Kautilya’s work relating to political science is ‘Arthashastra’.

            II Answer the following questions in brief:

            5. What is political science?

                        Answer: Political science is one of the social sciences dealing with the political activities of man. It deals with the state and government. It is related to the origin and nature of state and forms of political institutions. The study of state is the main subject matter of political science.

            6. Who began the systematic study of Political Science?

                        Answer: The systematic study of political science began with the Greeks. Politics was given status of an independent science by Greeks.

            7. Who is called the Father of Political Science?

                        Answer: Aristotle, the ancient Greek thinker is called as the ‘Father of Political Science’ for his valuable contributions to its growth and development.

            8. Give a definition of Political Science.  

                        Answer: The science which deals with the study of origin and principles of state is political science.

            9. Mention uses of the study of Political Science?

                        Answer: The uses of the study of Political Science are as follows.

            1. Political Science helps to understand the birth and growth of a state.
            2. Political Science provides information about the origin and development of ideas.
            3. It provides information about the structure and functions of the state and central governments.
            4. Political Science helps to plan the future activities of the state.
            5. Political Science provides knowledge about the Constitution and laws of the state.
            6. The knowledge of Political Science helps to raise good leadership and good citizens
            7. Political Science helps to understand the important Political institutions.
            8. Political Science helps to understand about the organs of the government.
            9. Political Science provides the knowledge of international relations.

            III Activities:

            1. Prepare an album highlighting the nature of Political system existing during the kings.

            Answer: To Student

            • Discuss the statement of Aristotle given in the book in your classroom with the help of your teacher.

            Answer: Aristotle, the ancient Greek thinker is recognized as the ‘Father of Political Science’ for his valuable contributions to its growth and development. He wrote the first book on political science called “The Politics”. In his famous book Aristotle discussed the origin, development and functions of state. Aristotle believed that virtue is crucial for a fulfilling life. He identified virtues like courage, temperance, and justice, and emphasized that these are developed through habit and practice, not just through knowledge. In “Politics,” Aristotle explored different forms of government, identifying monarchy, aristocracy, and polity as desirable forms when properly practiced, and tyranny, oligarchy, and democracy as corrupt forms. He believed the purpose of the state is to promote the good life for its citizens. Aristotle emphasized the importance of practical wisdom, the ability to make sound judgments in specific situations. This is not just about theoretical knowledge, but also about experience and understanding the context. Aristotle is a towering figure in ancient Greek philosophy, making contributions to logic, metaphysics, mathematics, physics, biology, botany, ethics, politics, agriculture, medicine, dance and theatre. He was a student of Plato who in turn studied under Socrates.

            • ‘The social needs of man led to the rise of the state’ – is it so? Arrange a talk on the topic in your classroom.

            Answer: “The social needs of man led to the rise of the state” is a valid argument, and it’s a good topic for a classroom discussion. Humans are inherently social creatures, and this need for social interaction and cooperation has played a significant role in the development of complex societies and the formation of states. The evolution from small tribes to larger political entities like states was driven, in part, by the need for security, resource management, and social order. “The social needs of man, such as the need for security, cooperation, and a system of justice, were fundamental drivers in the development and rise of the state.” Early humans lived in small groups for protection. As populations grew, larger, more organized structures were needed to defend against threats (external enemies or internal conflicts). One explanation suggests this led to the formation of tribes and eventually, states with armies and formalized systems of defense. The state provides a monopoly on the legitimate use of force, ensuring internal order and external protection. States manage resources (land, water, food) for the benefit of the population. This includes agriculture, trade, and infrastructure development. States also establish systems for wealth distribution and economic activity. 

            IV Projects:

            1. Imagine that you are a member of ancient Greek city state and discuss any one particular issue of the city state.

                     2. Collect portraint’s of world is leading political thinkers and prepare an album.

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