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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.

8th Standard Social, GEOGRAPHY, CHAPTER 11 – THE EARTH – OUR LIVING PLANET

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8th Standard Social, GEOGRAPHY, CHAPTER-11

THE EARTH – OUR LIVING PLANET

EXERCISES

I. Fill in the blanks with suitable words:

1 The total geographical area of the Earth is 510 million Sq. Kms.

2 The shape of the Earth is Geoid.

3 The equatorial and polar diameters of the Earth is 12756 and 12714 Kms.

4 The 230.30l North latitude is called as Tropic of Cancer.

5 The Indian Standard Time is based on 820.30l East longitude.

II Answer the following questions briefly:

6. Why is the Earth called ‘Living Planet’?

Answer: The Earth is the home for all forms of life like plants, animals and human beings because of its suitable distance from the Sun, range of temperature, life supporting gases, atmosphere, water cycle etc. So the Earth is called ‘Living Planet’.

7 Why are the Northern and Southern hemispheres called Land and Water Hemispheres?

Answer: The Northern Hemisphere has 60% of land and 40% of water. Therefore it is called the ‘Land Hemisphere’. On the other hand there is 81% of water and 19% of land in the Southern Hemisphere and so it is called the ‘Water Hemisphere’.

8 What are latitudes and longitudes?

            Answer: Latitude is an imaginary line which joins all the places which have the same angular distance north or south of the equator. The imaginary lines that intersect equator at right angle joining the north and south are called longitudes.

9 Mention the difference between local time and standard time.

Answer: The time according to the longitude of a place or accord­ing to the position of Sun at that place is known as the Local time. In order to avoid confusion many countries follow uniform time throughout the country. Such uniform time is based on the central meridian of the country or the meridian on which the most impor­tant city is located. This uniform time which is followed throughout a country is called Standard Time of that country.

10 What is the International Date Line?

            Answer: Line passing through 1800 meridian diametrically opposite to the G.M.T was adopted as the point where circumnavigators should make adjustments. This line is supposed to pass Pacific Ocean along the 1800 meridian but makes short detours in order to avoid land masses. This is known as the International Date Line.

III Define the following:

11. Unique planet 14. Continents

12. Size of the Earth 15. Prime Meridian

13. Geoid 16. Indian Standard Time

11. Unique planet: The Earth is the home for all forms of life like plants, animals and human beings because of its suitable distance from the Sun, range of temperature, life supporting gases, atmosphere, water cycle etc. So the Earth is called ‘Unique Planet’.

12. Size of the Earth: The Earth is the fifth largest planet in the Sun’s family. The diameter of the Earth is approximately 4 times greater than the Moon and it is around 107 times less than that of the Sun. The total geographical area of the Earth is 510 million sq kms.

13. Geoid: The Earth is spherical in shape. The Earth’s shape is often described as Geoid, which literally means ‘Earth shaped’, or ‘Oblate Spheroid’. The Earth is flattened at the poles and bulged at the equator. The Equatorial diameter of the Earth is 12756 kms and the Polar diameter is 12714 kms Equatorial circumference – 40,076 kms and Polar circumference – 40,008 kms. The difference of 42 kms in diameter is the proof for regarding the earth as Geoid.

14. Continents: The land bodies of the Earth are known as Continents. The continents are land masses of large size. There are seven continents, namely Asia, Africa, North America, South America, Antarctica, Europe and Australia. The continents are land masses of large size. Asia is the largest continent in the world while Australia is the smallest continent.

15. Prime Meridian: Lines of longitude are called Meridians (‘meri’-mid and ‘dian’-day) because all places along the same meridian of longitude experience noon or mid-day at the same time. The meridian passing through Greenwich (England) has been chosen as Prime Meridian.

16. Indian Standard Time: In India, 820.30l East longitude is considered as the Standard Meridian of the country. It passes through Prayagraj of Uttar Pradesh. The time based on this Meridian is called the Indian Standard Time (IST). It is 5 hours and 30 minutes ahead of G.M.T.

IV Terms to Remember :

1. Living Planet 4. Antarctic circle

2. Equator 5. Zonal Time

3. Arctic circle 6. International date line

1. Living Planet: The Earth is the home for all forms of life like plants, animals and human beings because of its suitable distance from the Sun, range of temperature, life supporting gases, atmosphere, water cycle etc. So the Earth is called ‘Living Planet’.

2. Equator: Equator is the 00 latitude. Latitude is an imaginary line which joins all the places which have the same angular distance north or south of the equator. It is measured in degrees. The Equator (00) is the longest line of latitude known as the Great circle. It is equal to the circum­ference of the Earth.

3. Arctic circle: 660.30l North latitude is called Arctic Circle. The Arctic Circle is an imaginary line of latitude circling the Earth at approximately 66°33′44″ (66.5622°) north of the Equator. It’s one of the five major circles of latitude and marks the southernmost point where the sun can be seen for 24 hours during the summer solstice (around June 21st) and the northernmost point where the sun is not visible for 24 hours during the winter solstice (around December 21st). 

4. Antarctic circle: 660.30l South latitude is called Antarctic Circle. The Antarctic Circle is located at 66°33′47.5″ south latitude. It is an imaginary line that encircles the Antarctic region, marking the boundary of the southernmost extreme of the Earth’s surface where at least one full day of 24 hours of daylight or darkness occurs during the year. 

5. Zonal Time: In certain countries of the World, where the longitudinal extent is so large (more than 450 of longitude) that there is often a difference of three to four hours between one part and the other, the land surface is divided into Time Zones. The whole globe is divided into 24 such time zones so that the time in each zone differs from the other by only one hour.

6. International date line: The circumnavigation of the world brought a new problem in keeping the correct date and day in the week for the travellers. Therefore a line passing through 1800 meridian diametrically opposite to the G.M.T was adopted as the point where circumnavigators should make adjustments. This line is supposed to pass Pacific Ocean along the 1800 meridian but makes short detours in order to avoid land masses. This is known as the International Date Line because the date and day is changed whenever people cross this line by ships or aeroplanes.

V Activity:

  1. List out the countries of the Eastern hemisphere and Western hemisphere on the basis of longitudes.

Answer: The Eastern Hemisphere is defined as the half of the Earth east of the Prime Meridian (0° longitude) and west of the 180th meridian. It includes the majority of the world’s population.  

The countries of the Eastern hemisphere as follows.

  1. Countries in Asia like China, India, Japan, Indonesia, Russia (eastern part), Saudi Arabia, Iran, Iraq, Turkey, Israel, South Korea, North Korea, Malaysia, and many more. 
  2. Countries in Europe like Russia (western part), Germany, France, the United Kingdom, Italy, Spain, Greece, etc.
  3. Most African countries including Algeria, Egypt, Ethiopia, Nigeria, South Africa, etc. 
  4. Australia, New Zealand, Papua New Guinea, and many island nations. 

The countries of the Western hemisphere as follows.

  1. Countries in North America like Canada, United States, Mexico, Greenland, and various islands in the Caribbean and North Atlantic. 
  2. Countries in Central America like Belize, Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, and Panama. 
  3. Countries in South America like Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Guyana, Paraguay, Peru, Suriname, Uruguay, and Venezuela. 
  4. Countries in Caribbean like Antigua and Barbuda, Bahamas, Barbados, Cuba, Dominica, Dominican Republic, Grenada, Haiti, Jamaica, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Trinidad and Tobago, and many smaller island nations. 
  5. Parts of Europe and Africa: Western portions of countries like Spain, Portugal, Ireland, Iceland, and the United Kingdom are considered to be in the Western Hemisphere. Some countries like Algeria also have portions within the Western Hemisphere. 
  6. Other Territories: Some islands in Oceania are also part of the Western Hemisphere. 

Additional Questions and Answers:

  1. What are the other names of the Earth?

Answer: ‘Living Planet’, ‘Unique Planet’, ‘Watery Planet’, and ‘Blue Planet’ are the other names of the Earth.

  • Name the Continents in the Earth.

Answer: There are seven continents in the Earth. They are Asia, Africa, North America, South America, Antarctica, Europe and Australia.

  • What are Oceans? Which are the oceans in the Earth?

Answer: The large water bodies on the Earth are called oceans. There are four major oceans. They are the Pacific Ocean, the Atlantic Ocean, the Indian Ocean and the Arctic Ocean.

  • What is grid or graticule?

Answer: The horizontal lines are the lines of latitudes and the vertical ones are the lines of longitudes. These lines intersect each other at right angles and create a network called grid or graticule.

  • Define ‘Great Circle’.

Answer: Latitude is an imaginary line which joins all the places which have the same angular distance north or south of the equator. It is measured in degrees. The Equator (00) is the longest line of latitude known as the Great circle.

  • Name the important latitudes.

Answer: The important latitudes are as follows.

1. 00 latitude-Equator or Great Circle.

2. 230.30l North latitude – Tropic of Cancer.

3. 230.30l South latitude – Tropic of Capricorn

4. 660.30l North latitude – Arctic Circle.

5. 660.30l South latitude – Antarctic Circle.

6. 900 North – North pole.

7. 900 South – South pole

8th Standard, English, Second Language Prose 1 – A DAY IN THE ASHRAM

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8th Standard, English, Second Language Prose 1 

UNIT–1 EDUCATION FOR LIFE

A DAY IN THE ASHRAM

ILA Your teacher reads a passage. Listen to it. Then answer these questions. 

1. Why did Sangappa feel sad?

Answer: Sangappa seen some students were reading books and trying to get by heart some questions and answers. But Sangappa feel sad because his son had been sitting on a tree watching the birds singing instead of studying. 

2. What was his son doing?

Answer: His son had been sitting on a tree watching the birds singing. Also, he was trying to draw the birds in a book.

3. What did the headmaster say about learning?

Answer: The headmaster says that learning does not mean only reading books. Kids also have to study other things like son of  Sangappa, He also felt sad about other kids and said that Sangappa’s son is studying nature and he’s learning, but other kids are not.

4. Does learning mean only reading books and preparing for the examination? Share your views with your partners in the class.

Answer: No, learning does not mean only reading books and preparing for the examination. Apart from the books students have to learn other things like general knowledge, nature, sports, external activities etc. 

IRA Some statements are given below. If you agree tick [Yes]. If not tick [No].

1.  I love to get answers to all the questions by heart.  Yes No

Answer: No

2. We should play in the evening. Yes/ No

Answer: Yes

3. I learn a lot while I am outside the classroom. Yes/No

Answer: Yes

4. Learning must be an enjoyable experience. Yes/No

Answer: Yes

5. Singing, praying, practising yoga and drawing are also some of the ways of learning.  Yes/No

Answer:  Yes

Do you want to know that there exists a school where children learn with joy and freedom? If so, read the text silently.

C1 Answer the following questions and share your responses with your partner. 

1. Who named the school ‘Shantiniketan’?

Answer: Rabindranath Tagore named the school ‘Shantiniketan’

2. When does the day in Shantiniketan begin?

Answer: The day in Shantiniketan begins in long before sunrise, like the birds in our own amloki groves, our boys are awake.

3. What is termed by Gurudeva as, ‘the darling of our hearts’?

Answer: Shanthinikethan termed by Gurudeva as, ‘the darling of our hearts’. 

4. Which phrase used in paragraph 1 means ‘both the old and the young people’?

Answer: The phrase ‘old and young alike’ used in paragraph 1 means ‘both the old and the young people.

5. The boys in Shantiniketan get up early in the morning. Who else are the early risers?

Answer: The birds in own amloki groves are get up early in the morning with boys in Shanthinikethan. 

C2 Work in pairs. Answer the following questions and share your responses with your partners. 

1. What kind of work do the boys practise in the afternoon? 

Answer:   The boys practise the work like carpentry, mechanical work, spinning, weaving, drafting, painting and music in the afternoon.

2. What are Shantinikethan boys famous for?

Answer: Shantiniketan boys are famous everywhere for their sports and games.

3. How do the boys spend their evenings before they go to bed? 

Answer: The boys spend their evenings before they go to bed by telling fairy tales, recitation of short dramas. There are also Gurudeva’s songs are sung by the boys and different school gatherings are held.

4. Read the second paragraph carefully. What it describes is:

a) the greatness of the teacher

b) the song of the choristers

c) the lessons taught in the Ashram

d) the silent meditation of the inmates

 [Choose the right answer]

Answer: d) the silent meditation of the inmates. 

Glossary and Notes :

Gurudeva : Rabindranath Tagore

choristers : members who sing in the choir of a church 

choir : a group of singers singing hymns

hymn : a song of praise to God

amloki : a tree, like a mango tree

reverence : respect

meditate : to pray silently

draftsman : a designer or one who makes plans

recite : sing [a poem or a story] from memory

Read and write :

C3 Read and discuss your responses with your partner. Then write. 

1. What is the effect of the song of the choristers on the listeners?

Answer: The choristers are the first to rise, and they go round the Ashram, singing their morning hymn. We can hear the voices in the distance, drawing nearer and nearer; and then the sound dies away, as the choir passes on to another part of the Ashram, and then again it comes nearer and nearer. The beauty of the sound in the silent morning air and the sense of joy and reverence which it brings, give peace to the soul.

2. How are the classes held in the afternoon in Shantiniketan?

Answer: About two o’ clock in the afternoon the classes begin again; but at this time the work is chiefly with the hands as well as with the mind. Handiwork is practised, and the boys’ own natural tastes are very soon discovered. Some prefer carpentry; others prefer mechanical work; others enjoy spinning and weaving; others become skilled draftsmen or painters; others are musicians.

3. How do the boys spend their evenings in Shantiniketan?

Answer: In the evening, at sunset, they return from the fields and sit down once more, for a short time, to meditate in silence. As night comes, fairy tales are told, short dramas are recited, Gurudeva’s songs are sung, and different school gatherings are held.

4. How are the classes at Shantiniketan different from the classes in other schools?

Answer: Shantiniketan’s classes different significantly from other schools by prioritizing holistic education, fostering creativity, and integrating nature into the learning experience.  Shantiniketan often conducts classes outdoors, under trees, creating a natural and inspiring learning environment, unlike the enclosed classrooms of traditional schools. The school’s environment encourages students to live in harmony with nature, promoting a deep connection with the natural world. They are encouraging combining arts, music, literature, and traditional subjects with a focus on holistic development. The school encourages self-expression, critical thinking, and emotional development. Teachers at Shantiniketan encourage students to explore their creativity and develop critical thinking skills. Shantiniketan places a strong emphasis on Indian art, music, dance, and literature, fostering a love for the arts.

5. How does Shantiniketan prepare the boys for life? 

Answer: Shantiniketan prepares boys for life by  learning through experience, personal growth, and a connection with nature. Instead of memorization, students engage in activities tailored to their interests, develop expertise in their chosen fields, and cultivate a sense of peace and well-being.  Classes extend to the natural environment, encouraging students to learn from nature. The classes of afternoons for handicrafts like carpentry, spinning, weaving, and music, helping students develop practical skills and explore their talents. Education is tailored to each student’s tastes and preferences, allowing them to become experts in their areas of interest. The school’s environment and emphasis on meditation contribute to a sense of peace and tranquillity, preparing students for life’s challenges. 

C4. The writer has used the phrase ‘living education’ to describe the experience in Shantiniketan. Some features of education are given below. Classify them into the categories of ‘living education’ and ‘unimaginative instruction’. Discuss in groups. 

Living Education Unimaginative instruction.

Memorizing, meditating, punishing learners, learning outside in nature, dictating notes, open discussion, students asking questions to teachers, students passively listening, experimenting, creative thinking, identifying students’ natural taste, bookish learning. 

Answer:

Living education – open discussion, students asking questions to teachers, experimenting, creative thinking, identifying students’ natural taste, meditating, learning outside in nature,

Unimaginative instruction – punishing learners, dictating notes, Memorizing, students passively listening, bookish learning. 

C5 Write a paragraph describing your idea of a good school.

Answer: The main aim of the school is teaching. Teachers are the pillars of the School. Therefore, Teachers must be friendly and teaches good values to the students. The Teachers must be educated, kind, learned, disciplined and have lot of patience and must love their profession and children. Schools have good administration, authorities, rules, and regulations. Schools have good library for the studies and reading books and have a big playground. Schools must give prefer for discipline and health of the students. Every School should be very far from the industrial area.

C6 Write a few lines about your school using the following clues:

Name of the School

Location

School building

Facilities – about teachers, laboratory, library, sports etc.

Answer: For Student

My School is located in ________ city. Name of my school is ________. There are _____ buildings in our school. Our school building is near to ________. My School is famous in ______ district. Our school is providing many facilities for our students. There are more than ___well educated and trained teachers guiding us in our school. School administration providing good laboratory for us. Library of our school is very vast and neat. There are thousands of books to study for students. School is encouraging sports to every student.

 Vocabulary :

V1 Observe the use of nearer and nearer in the following example. 

e.g. You can hear the voices in the distance, drawing nearer and nearer [near].

Fill in the blanks in each of the following sentence with the help of the clues given in brackets.

1. When you blow air into a balloon it becomes bigger and bigger [big]

2. As the train approaches the station, the sound of its whistle becomes louder and louder. [loud]

3. If you practise harder and harder, you will feel more and more 

[much] confident to solve the problems.

4. Man has been constructing taller and taller [tall] buildings in the cities.

5. As you move away from a tree it looks smaller and smaller [small]

V2 Fill in the blanks using some and others.

e.g. Some prefer carpentry, others prefer mechanical work.

1. You can see shining objects in the sky at night. Some of them are planets, others are stars.

2. There are many fruits in the basket. some of them are mangoes, 

others are bananas.

3. After the bell, some boys went out to play, others went home.

4. There are a few books on the table. some of them are text 

books, others are not. 

5. Some of the apples in the basket are good. others are bad.

V3 Fill in the blanks choosing the appropriate words from the words 

given in brackets.

Last week [week, weak] I went to a shop to buy [by, buy] a pair of trousers. I bought one and returned home. When I tried to wear [wear, ware] it, I found that it was rather loose [loose, lose]. So I went to the shop in fury. But the shopkeeper was out. So I had to wait [wait, weight] for half an hour. When he returned. I shouted at him, “See, how big it is. It fits an elephant”. He replied coolly looking at my pot belly, “Therefore we offered it to you, Sir”.

V4 Fill in the blanks using the antonyms of the words underlined.

1. Krishna was a rich king, while his friend was a poor man.

2. Madanika is tall but her brother is short.

3. Radhika is strong but her sister is weak.

4. Silk is soft; iron is hard.

5. I can remember stories but forget lessons.

V5  Classify the following into prefixes and suffixes:

re, less, ful, mis, non, anti, ment, able, ish, in, ex, ion, ship, multi, sub, ive. One example for each is given.

Answer:

Prefixes – re, mis, non, anti, in, ex, multi, sub

Suffixes – less, ful, ment, able, ish, ion, ship, ive

V6  Fill in the blanks with the appropriate prefixes choosing from the ones given above [V5] :

1. The school re opens on June 1.

2. Manish eats meat. He is a non-vegetarian. 

3. Terrorists are anti-social.

4. Bakra Nangal is a multipurpose project.

5. Plastic chairs are in expensive.

V7  Fill in the blanks with appropriate suffixes choosing from the

ones given above [V5]:

1. He was comfortable in his seat on the train.

2. He was acting in a very childish way.

3.   She looked at her reflection in the mirror.

4. India has won the Championship at Sharjah.

5. The rate of employment in India has been rising steadily.

A. Listen and Speak

Vowels /i:/ and /I/

Task 1. Your teacher will say these pairs of words. Listen and repeat.

feel fill

heat hit

sleep slip

green grin

What difference in sound were you able to listen to between the two words in each pair? Yes, the sounds are different. The first word in each pair has a long vowel sound. The second has a short vowel sound. These vowel sounds are phonetically represented as /i:/ and /I/ respectively.

Task 2. Your teacher will say these words. Listen and write them in two different columns. A few examples are given :

lead, seek, clean, fit, mist, kit, priest, read, grin, speed, mix, meet, breed, sheet, win, mean, spit, chit, dream, fees, heed, lean, trim, hid.

words with /i:/

eg: mean

priest

words with /ɪ/

eg: spit

win

B. Spoken English

Greeting :

Steps: (To be followed for each piece of conversation)

1. Listen to your teacher reading the conversation.

2. Read it and practise speech .

3. Practise it with your partner/partners, taking notes.

Note : These instructions are to be followed for all speaking exercises 

given in the textbook)

Situation-1

(Rohit and Vidya, once classmates, meet after a long time) 

Rohit : Hi, Vidya.

Vidya : Hi, Rohit, how’re you?

Rohit : Fine, and you?

Vidya : Getting on well. By the by, where had you been all these 

 days?

Rohit : Been to my brother’s. You know he’s in Kolkata.

Situation-2

(A telephonic talk between two friends, Raj and Manoj)

Raj : Hello, Manoj, I’m Raj here.

Manoj : Hello, Raj. How’re you?

Raj  : I’m fine. How’re things going on?

Manoj : Fantastic ! You’re coming here, aren’t you?

Raj : Sure.

C. Reading

Reading Warning Signs

* Read the warning on each picture below.

Write the meaning of each warning in your note book choosing the

appropriate one from the list given below. 

WARNING :

Do not

incinerate

WARNING :

For external use only

WARNING :

Use with adequate ventilation

WARNING :

Keep

refrigerated

WARNING :

Keep out of reach of children

WARNING :

Meaning:

Do not use it in a closed room.

Do not eat or drink it.

Do not breathe it in.

Do not store it in a cupboard. Keep it cool.

Do not burn it.

Keep it in a place where a child cannot go near it.

D. Grammar

Task 1. Read the following passage. Underline the common

 nouns. Say whether they are countables, that is,

 whether they can be counted one, two etc., or whether

 they are uncountables, that is, they cannot be

 counted. List them under different columns. Two

 examples are given. 

There was a merchant in a town. His name was Parashuramappa. 

He had many friends. They helped him in selling milk all over the town. 

Parashuramappa loved to live in peace. Also, he always spoke the truth. 

These qualities endeared him to all the people in the locality.

Countable Nouns Uncountable Nouns

People truth

Articles

Task 2. Fill in the blanks using ‘a’, ‘an’ or ‘the’ only 

 where necessary. If no article is necessary write (Ø) in the

 blank.

1. Abdul is ………….. excellent football player. As ……………student, 

he won many prizes. Now he has joined. ……….. multinational 

company. ………. company encourages him to play for ………… 

state level tournaments

2. …. Democracy is ………best form of government for, all …… 

people have ……. right to vote. Even in …….. emergency, 

……… people do not lose their …….. rights, in that form of 

government.

3. ……… Peter lives in ………. same locality as I do. His father 

is ……… Assistant Engineer. He loves ……. music and 

…….. sports. His most favourite sports is ……. cricket.

Task 3. Look at the following pairs of sentences. Why is 

‘the’ (the definite article) used in some cases but not

in others? Discuss with your partner and write the 

reason.

e.g., 1. Man is mortal.

 2. The man going there is carrying a bag. The bag is full.

Reason :In (1) Man stands for all men in general. So, there is 

no article. In (2) the man ‘the’ is used, for, it stands for 

a particular person, not everybody. In (2) a bag takes 

an article ‘a’, for the writer and the reader do not know 

which bag the man is carrying, as it is used for the first

time, where as in the last sentence, the bag is used as 

both the reader and the writer have a definite bag (al-

ready referred to once) in their minds.

 1. I’d like to see a tiger.

 2. Would you? Then see the tiger in the calendar.

 A. Where is your father? B. He is in hospital.

 A. Which hospital? B. The Government hospital.

Answer the following questions by filling in the blanks:

1. A rose is a beautiful flower.

 2. The rose on your coat is fading.

1. Do you have the tickets? (The ticket collector to the passenger)

 2. Here are the tickets.

 1. It is an e-mail.

 2. I have not yet read the e-mail.

Task 4. What do you understand after doing these exercises?

Answer the following questions by filling in the blanks.

1. Nouns can be countable or ……………

2. Countable can be singular or …………

3. ‘a’, ‘an’ and ……… are articles.

4. ‘a’ and ‘an’ are used only with …………. nouns.

5. ‘The’ can be used with both singular and …… forms of nouns.

 6. ‘The’ is called the definite ……….; ‘a’ and ‘an’ are called ……..

articles.

Other Determiners

Apart from a/ an/ the, some of the other determiners 

are a few, many, several, a pair of, a piece of, a lot of 

etc.

Another type of determiners are Demonstratives 

namely

this – these 

that – those.

Task 5.

Frame sentences using the above determiners

E. Writing

Choice of words: 

Task . Read the following descriptions. Substitute each 

with an appropriate descriptive word from the ones 

given in brackets below. One example is given.

1. He often promises to do things, but half the time he forgets. 

(………………)

2. She is always here on time. ( punctual)

3. I don’t think he has done any work since he has been here. 

(…………..)

4. She finds it difficult to meet people and talk to strangers.

(…………….)

5. He can work in any department and it doesn’t matter to him if 

he is on his own or part of a team. (………………….)

 (punctual, forgetful, flexible, shy, lazy)

Suggested Reading :

Madam Maria Montessori – NCERT publication.

7th Standard, Social, Civics Chapter 9 – INTRODUCTION TO LEGISLATIVE, EXECUTIVE AND JUDICIAL TERMINOLOGIES

yakshadeepa
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0

7th Standard, Social, Civics Chapter 9

INTRODUCTION TO LEGISLATIVE, EXECUTIVE AND JUDICIAL TERMINOLOGIES

EXERCISES

Answer in one sentence:

1 What is the root word of Legislature?

Answer:  The root word of “legislature” is the Latin word “lex”, which means “law”. The word also incorporates the Latin suffix “-lator”, meaning “proposer”. Therefore, “legislature” refers to the body of people who propose and create laws. 

2 What is Legislature?

Answer: Legislature is called the ‘mirror of public opinion’ as it is a platform where representatives of the people of a nation come together to express their opinion.

3 What is Unicameral Legislature?

Answer: A Legislature which has only one house is Unicameral Legislature.

4 What is Bicameral Legislature?

Answer: A Legislature having two houses is Bicameral Legislature.

Additional Questions and Answers.

  1. What is the meaning of the word ‘Parliament’?

Answer: The word Parliament is derived from French word ‘Parler’ and Latin word ‘Parliamentum’. Which means to talk or discuss.

  • What are importance of Legislature?

Answer: The importance of Legislature can be realised from the following points:

1. Law making:

The Legislature constitutionally has the supreme power to enact laws necessary for the state.

2. Formation of the government:

The party that wins in the general elections forms the government, proving its majority in the Legislative assembly.

3. Amendment of the Constitution:

Legislature takes steps like amending articles of the constitution, makeing new statutes, inserting new articles etc.

4. Solutions to Public Grievances (Issues):

Legislature is a major platform to openly discuss the grievances of the citizens. Members of the Legislature draw the attention of the House by raising public issues.

5. Mirror of National Life:

The Legislature reflects the overall development of the nation by forming new policies and rules necessary to fulfil the aspirations of the people.

  • What are the two types of Legislature?

Answer: The Legislature is classified into two types. Namely

I. Unicameral Legislature

II. Bicameral Legislature

  • Describe Unicameral Legislature.

Answer: A Legislature which has only one house is Unicameral Legislature. The interest of the people can be expressed only in this Unicameral Legislature.

Unicameral Legislature avoids unnecessary repetition of debates. It protects the interest of the country by being economical. The countries which have Unicameral Legislature are Greece, Finland, Sweden, Denmark, Yugoslavia, Portugal, New Zealand etc.

  • Describe Bicameral Legislature.

Answer: A Legislature having two houses is Bicameral Legislature. The interest of the people are discussed in both the houses and the laws are made.

Bicameral Legislature came into being in England through a historical accident. Today, most of the countries of the world, have adopted this method. For example the Indian Legislature ‘Parliament’ is a Bicameral Legislature. Its lower house is called ‘Lok Sabha’ and ‘Upper House’ is called ‘Rajya Sabha’.

  • What are the powers and functions of Legislature?

Answer: There will be lot of debates and discussions on many issues and bills in the houses, on the opinions of the people. Executive is the external form of the government whereas Legislature is its internal form. The Legislature has the widespread powers.

Activities:

1 Organize a Mock Parliament in school.

2 Organize Mock Parliament in school sessions and discuss the matters in there assembly .

3 Inform the students to watch legislative assembly sessions telecasted in the television.

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