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5th Standard, E.V.S Science, Chapter 1, LIVING WORLD

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5th Standard, E.V.S Science, Chapter 1
LIVING WORLD

  1. What are living beings?
    Answer: Living beings are organisms that exhibit certain characteristics like growth, reproduction, and movement, and are made up of cells. Examples of living beings include animals, plants, and microorganisms like bacteria.
  2. What are the characteristics of living beings?
    Answer: The characteristics of living beings are as follows.
    a) Living beings are made up of cells. b) Living beings respire.
    c) Living beings eat food. d) Living beings grow.
    e ) Living beings move. f) Living beings excrete.
    g) Living beings reproduce h) Living beings respond to stimulus
    i) Living beings have life span.
  3. In the following chart some components of the environment and some living characteristics are given. Read carefully. If in each of the component the characteristics given in front of them are found, put () mark. If these characteristics are not found put () mark.
    Components of the environment Characteristics
    Growth Eating food Movement Respiration Excretion Response to stimulus Reproduction
    Mouse √ √ √ √ √ √ √
    Mango √ X X X X √ X
    Brick X X X X X X X
    Clock X X X X X X X
    Butterfly √ √ √ √ √ √ √
    Man √ √ √ √ √ √ √
    Frog √ √ √ √ √ √ √
    Paper X X X X X X X
    Mobile X X X X X X X
  4. Some of the components seen in environment are given below. Identify them as living beings or non-living things. Put () mark in front of the correct choice.
    Components of the environment Living being Non Living Being
    Birds √ X
    Balloon X √
    Water X √
    Mango tree √ X
    Vehicle X √
    Pen X √
  5. Activity: Make a list of other living beings and non-living things you have seen.
    Answer: The other living beings and non-living things are,
    Living beings: Man, Cows, Tigers, Birds, insects, worms, Plants, Trees, grass, fish, crocodile, frog, bacteria, virus etc.
    Non-living beings: Table, chair, book, pen, car, house, Water, rocks, air, sunlight, Phone, computer, clothes etc.
  6. Observe the given picture. Identify the picture and write here.

Answer: Respiratory system – Lungs

  1. The names of some living beings are given below. They help us to work. How do they help us? Write here.

Living Being Help (work)
Elephant Tourism attractions and some hard works
Bullock Transportation, ploughing
Dog Tracking, hunting, to guard our house

  1. Observe the picture. Four important components needed to produce food by the plants are given. An activity (which? From what?) is given below. Join the statements correctly and write.

Which? From What?
Solar energy Sun
Water, minerals, salt Soil
Carbon dioxide atmosphere
Chlorophyll green leaf

  1. In the preparation of food by the plants, glucose is produced and oxygen is released. Write here, the uses of these two for the living beings.
  2. Glucose – Glucose provides energy to individuals who are too sick to eat, Glucose is used to quickly raise low blood sugar levels (hypoglycaemia), the brain relies heavily on glucose for its energy needs.
    2. Oxygen – need for human for respiration, combustion, and in medicine also. It’s used to help living things breathe, to burn things (like fuel in a car or a fire), and in hospitals to help patients who are having trouble breathing.
  3. Observe the pictures given below. How do these plants obtain their food?
    Answer: Though plants like Drosera, Nepenthes, and Utricularia prepare their own food, they depend on insects for nitrogen. These are called insectivorous plants.
  4. What are the herbivorous animals?
    Answer: The Animals that eat only plants and plant products are called herbivorous animals.
  5. What are the carnivorous animals?
    Answer: The Animals that eat other animals are called carnivorous animals.
  6. What are the omnivorous animals?
    Answer: The Animals that eat both plants and animals are called omnivorous animals.
  7. With the help of these pictures list out herbivore, carnivore and omnivore in the chart below.
    Answer:
    Herbivore: Elephant, Rabbit,
    Carnivore: Lion, Tiger
    Omnivore: Cat, Dog, Parrot, Fox, Bear, Sparrow
  8. Certain statements related to growth are given below. Write the statements are true or false. Correct the incorrect statements and write.
    a) All organisms are small at the time of birth, later acquire definite height and size. (True)
    b) Growth takes place rapidly in one or two days. (False)
    Answer: Growth takes place in some days.
    c) Plant growth is observed at its stem tip or the size of the stem. (True)
  9. Animals move from one place to another. They have special organs for this. Some animal names are given below. Write their organs of movement here.
    Man – Legs (walking)
    Eagle – Wings (flying)
    Kangaroo – Legs (walking)
    Bat – Wings (flying)
  10. Why do animals move? Discuss in groups and write in the space given below.
    Answer: Animals move from one place to another. They have specified organs for this. They move to find foods, to escape from enemies and danger etc.
  11. Given below are certain statements related to reproduction. If the statements are correct, put () mark. If the statements are wrong, put () mark.
    a) Organisms continue their generation by reproduction. – Correct
    b) Due to reproduction, the other organisms in environment get food. – Wrong. Due to reproduction, the other organisms in environment cannot get food.
    c) Reproduction is seen only in animals. – Wrong. Reproduction is seen not only in animals but also in plants.
    d) There will not be any danger in the environment by over-reproduction of a single organism. – Correct
  12. List out the animals that lay eggs and those which directly give birth to young ones.
    Animals that lay eggs: Birds, reptiles, insects, fish etc.
    Animals those which directly give birth to young ones – Tiger, lion, horse, cow, donkey etc.
  13. List out the plants that reproduce through seeds and stems.
    The plants that reproduce through seeds: Mango, coconut, arecanut, jackfruit, papaya etc.
    The plants that reproduce through stems: rose plant, flower plants etc.
  14. Reproduction of plants is advantageous to animals including man in many ways. Discuss with your friends and list them.
    Answer: Plants are the foundation of most food chains, offering sustenance directly or indirectly through herbivores. They also produce oxygen, a vital component for animal respiration. Animals, including humans, rely on plants for direct consumption (fruits, vegetables, grains) or indirectly by consuming animals that eat plants. Plants release oxygen as a byproduct of photosynthesis, which is essential for the respiration of most animals. Plant reproduction ensures a continuous supply of food for various animal species, including humans.
  15. What are the ways that organisms respond to stimuli?
    Answer: Folding of leaves when touched, in touch me not plant, stinging of scorpion when some external thing touches it, flower of sunflower plant turning towards the sun- these are the ways that organisms respond to stimuli.
  16. What are the three types of life span can we seen in plants?
    Answer: The three types of life span can we seen in plants are, annuals, biennials and perennials.
    Annuals: Plants which bear flower, produce fruits and die in a year or a season.
    Biennials: Plants which live upto two years or two seasons produce flower, fruit and seeds and die.
    Perennials: Plants which live for many years and keep producing flower, fruit and seeds.
  17. List the annuals, biennials and perennial plants.
    Annuals: jowar, wheat, paddy, pumpkin, vegetables
    Biennials: carrot, ginger, cabbage, sugarcane, beetroot,
    Perennials: Mango, Lemon, Coconut, neem, jackfruit, Arecanut

7th Standard, Science Chapter 2, Nutrition in Animals

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7th Standard, Science Chapter 2
Nutrition in Animals
Exercises

  1. Fill in the blanks:
    (a) The main steps of nutrition in humans are ingestion, digestion, absorption, assimilation and egestion.
    (b) The largest gland in the human body is liver.
    (c) The stomach releases hydrochloric acid and digestive juices which act on food.
    (d) The inner wall of the small intestine has many finger-like outgrowths called villi.
    (e) Amoeba digests its food in the food vacuole.
  2. Mark if the statement is true or if it is false:
    (a) Digestion of starch starts in the stomach. (T/F)
    Answer: False
    (b) The tongue helps in mixing food with saliva. (T/F)
    Answer: True
    (c) The gall bladder temporarily stores bile. (T/F)
    Answer: True
    (d) The ruminants bring back swallowed grass into their mouth and chew it for some time. (T/F)
    Answer: True
  3. Tick ( ) mark the correct answer in each of the following:
    (a) Fat is completely digested in the
    (i) stomach (ii) mouth (iii) small intestine (iv) large intestine
    Answer: (iii) small intestine
    (b) Water from the undigested food is absorbed mainly in the
    (i) stomach (ii) foodpipe (iii) small intestine (iv) large intestine
    Answer: (iv) large intestine
  4. Match the items of Column I with those given in Column II:
    Column I Column II
    Food components Product(s) of digestion
    Carbohydrates Fatty acids and glycerol
    Proteins Sugar
    Fats Amino acids

Answer:
Column I Column II

Food components Product(s) of digestion
Carbohydrates Sugar
Proteins Amino acids
Fats Fatty acids and glycerol

  1. What are villi? What is their location and function?
    Answer: The inner walls of the small intestine have thousands of finger-like outgrowths. These are called villi (singular villus). The villi increase the surface area for absorption of the digested food. Each villus has a network of thin and small blood vessels close to its surface. The surface of the villi absorbs the digested food materials.
  2. Where is the bile produced? Which component of the food does it help to digest?
    Answer: The largest gland liver produce bile juice that is stored in a sac called the gall bladder. The bile plays an important role in the digestion of fats.
  3. Name the type of carbohydrate that can be digested by ruminants but not by humans. Give the reason also.
    Answer: Cellulose is type of carbohydrate that can be digested by ruminants but not by humans because ruminants have a large sac-like structure called Caecum between the oesophagus and the small intestine. The cellulose of the food is digested here by the action of certain bacteria which are not present in humans.
  4. Why do we get instant energy from glucose?
    Answer: Glucose is a most basic form of sugar. We get instant energy from glucose because. It carbohydrates when eat up easily digested and absorbed in blood. Because glucose is absorbed quickly and readily converted, it provides an immediate source of energy for cellular functions. If glucose is directly taken it does not have to be digested. That is why we get instant energy from glucose.
  5. Which part of the digestive canal is involved in?
    (i) absorption of food small intestine.
    (ii) chewing of food Buccal cavity.
    (iii) killing of bacteria Stomach.
    (iv) complete digestion of food small intestine.
    (v) formation of faeces large intestine.
  6. Write one similarity and one difference between the nutrition in amoeba and human beings.
    Answer:
    Similarities:
    ( i) Both Amoeba and human require energy for growth and maintains of their body.
    (ii) This energy is delivered from food that they eat.
    (iii) After swallow food broken down into simple form by the help of digestion.
    Differences:
    (i) In Amoeba digestive juice secreted by food vacuole. In Human digestive juice secreted in Buccal cavity, Stomach and small intestine.
    ( ii) In Amoeba mouth and complex digestive system absent. In Human mouth and complex digestive system present.
  7. Match the items of Column I with suitable items in Column II
    Column I Column II
    (a) Salivary gland (i) Bile juice secretion
    (b) Stomach (ii) Storage of undigested food
    (c) Liver (iii) Saliva secretion
    (d) Rectum (iv) Acid release
    (e) Small intestine (v) Digestion is completed
    (f ) Large intestine (vi) Absorption of water
    (vii) Release of faeces
    Answer:
    Salivary gland Saliva secretion
    Stomach Acid release
    Liver Bile juice secretion
    Rectum storage of indigestion food
    Small intestine Digestion is completed
    Large intestine Absorption of water
  8. Label Fig. 2.11 of the digestive system.

Additional questions and answers.

  1. What is rumination?
    Answer: Grass eating animals quickly swallow the grass and store it in a part of the stomach called rumen. Here the food gets partially digested and is called cud. But later the cud returns to the mouth in small lumps and the animal chews it. This process is called rumination and these animals are called ruminants.
  2. Can we survive only on raw leafy vegetable and grass? Discuss.
    Answer: No. Humans cannot survive only on raw, leafy vegetable and grass because, green is rich in cellulose which is type of carbohydrate. Humans are not able to digest cellulose due to absence of cellulose digesting bacteria. Leafy vegetables and grass are rich in cellulose, a type of carbohydrate that humans cannot digest. Humans lack the specific enzymes and bacteria needed to break down cellulose into usable energy. A diet solely of raw leafy vegetables and grass would lead to deficiencies in other essential nutrients like proteins, fats, and certain vitamins and minerals.
  3. Label the region of different tastes in a tongue.
    Answer:
  4. What is Absorption?
    Answer: The major digested of all component of food takes place in small Intestine. The digested food pass into blood vessels in intestine. This process is called Absorption.
  5. What is egestion?
    Answer: Undigested and unabsorbed food particles are discharged out of the body through anus is called egestion.
  6. What is assimilation?
    Answer: In small intestine digested food pass into blood vessel. Wall of intestine has like finger is called villi. The surface of villi absorbs the digested food. Absorbed food are transferred through blood vessels to different organs of the body. This process is called assimilation.
  7. Draw a diagram of amoeba and label its parts.
    Answer:
  8. What is caecum?
    Answer: Grass eating animals have sac-like structure between food pipe and small intestine. Cellulose rich in grass easily digested by action of certain bacteria present in caecum.
    Extended Learning – Activities and Project
  9. Visit a doctor and find out:
    (i) Under what conditions does a patient need to be on a drip of glucose?
    Answer: A patient may need a glucose drip, or intravenous glucose infusion, when they are experiencing dehydration or low blood sugar (hypoglycaemia). Glucose is a simple sugar that can be easily absorbed by the body and provides a readily available source of energy. It is particularly useful when a patient cannot take food or fluids orally. Glucose drips can also be used in the treatment of certain conditions like diabetic ketoacidosis and as part of parenteral nutrition (feeding a patient intravenously).
    (ii) Till when does a patient need to be given glucose?
    Answer: A patient needs glucose (usually via an intravenous drip) until their blood glucose levels return to a safe and stable range, they are able to eat and drink normally, and their overall condition improves. This is often necessary when a patient is experiencing low blood sugar (hypoglycemia), dehydration, or is unable to consume food or fluids orally.
    (iii) How does glucose help the patient recover?
    Answer: Glucose helps patients recover by providing a readily available source of energy. It’s quickly absorbed into the bloodstream and can be used by cells throughout the body, especially the brain, which is highly energy-dependent. This is particularly helpful for patients who are unable to eat or digest food properly, as glucose can be administered intravenously.
    Write the answers in your notebook.
  10. Find out what vitamins are and get the following information.
    (i) Why are vitamins necessary in the diet?
    (ii) Which fruits or vegetables should be eaten regularly to get vitamins?
    Write a one-page note on the information collected by you. You may take help of a doctor, a dietician, your teacher or any other person, or from any other source.
    Answer: Vitamins are crucial for maintaining overall health and well-being, as they support various bodily functions, including metabolism, immune function, and energy production. They act as catalysts for chemical reactions within the body, enabling the proper functioning of cells, tissues, and organs. Vitamins, particularly the B-complex vitamins, play a vital role in converting food into energy, ensuring that the body can effectively utilize carbohydrates, proteins, and fats. Vitamins like C and D are essential for a strong immune system, helping the body fight off infections and diseases. Vitamins D and K are crucial for maintaining healthy bones, supporting calcium absorption and preventing fractures.
    To get a good intake of vitamins, regularly consume a variety of fruits and vegetables, including leafy greens, citrus fruits, and colorful options. Examples include spinach, kale, oranges, strawberries, carrots, sweet potatoes, and broccoli. Citrus fruits like oranges, grapefruits, and lemons, as well as strawberries, papaya, and bell peppers are rich in Vitamin C.
  11. Collect data from your friends, neighbours and classmates to know more about ‘milk teeth’.
    Tabulate your data. One way of doing it is given below:

Age at which first tooth fell = 6 – 7 years
Age at which last tooth fell = 12 -13 years
Number of teeth lost = 20 Baby teeth
Number of teeth replaced = 32

9th Standard, Social, History CHAPTER 2 – INDIA FROM 6TH TO 14TH CENTURY

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9th Standard, Social History CHAPTER – 2
INDIA FROM 6TH TO 14TH CENTURY
EXERCISES
I. Fill in the blanks with suitable words.

  1. The founder of Gurjara-Pratihara Rajput dynasty was Harichandra.
  2. Prithviraj Chauhan defeated Mohammed Ghori in the first battle of Terrain.
  3. The chief commander of Mohammad Ghori was Qutubuddin Aibak.
  4. The first woman to rule among the Delhi Sultans was Razia Sultan.
  5. The famous Sultan of the Khilji dynasty was Allauddin Khilji.
  6. The capital was shifted from Delhi to Devagiri during the rule of the Tughlaq.
    II. Answer the following questions.
  7. Explain the contributions of the Rajput kings in the field of literature.
    Answer: The Rajput kings encouraged scholars and there by have contributed a lot to the field of literature. The Rajput kings Bhoja and Munja were scholars themselves. King Munja had poets Padmagupta and Halayudha in his court. During the rule of Bhojaraja great Jain scholars like Shantisena, Prabhachandrasuri and Ghanapala enjoyed his patronage. Great poetic works like ‘Gita Govinda’ of Jayadeva, ‘Kiratarjuniya’ of Bharavi, Ravanavadha of Bharthrahari, Kavyameemamsa of Mahendrapala were written in this period. Dramas like ‘Balaramayana’ and ‘Karpuramanjari’ of Rajasekhara, ‘Mahavira Charita’ and ‘Uttara Ramacharita’ of Bhavabhuti, historical works like ‘Rajatarangini’ of Kalhana, ‘Prithvirajavijaya’ of Jayanika and ‘Kumarapalacharita’ of Hemachandra are the significant works of this period. ‘Prithvirajaraso’ was written by Chand Bardai and ‘Bhoja prabandha’ was written by Ballala. During this period Gujarati, Rajasthani and Hindi languages saw lot of development. The Rajput kings encouraged the educational centers of Nalanda, Banaras, Vikramashila and Ujjain.
  8. Who was the important king of Karkota dynasty of Kashmir? How he expanded his Empire?
    Answer: Lalithaditya Muktapeeda was the important king of Karkota dynasty of Kashmir. He defeated Yashovarma of Kanauj. He laid his supremacy over Kabul by defeating Shahi dynasty. He maintained diplomatic relations with many of the kings of vindhyachal, making sure that no one became his enemy in these parts. He developed friendly relations with the Rastratutas also. He extended his empire’s influence upto Bengal in the East. Lalithaditya made friendship with the Tang kings of China. With their help, he fought against the Tibetians and liberated many of the kingdoms of north-west India that were under their control. And also he expanded Karkota kingdom upto Turkey. Thus, Karkota dynasty included Uzbekistan, Tajakistan, Krigistan and Kajakistan and Kabul.
  9. Describe in brief the administrative system under Iltamush.
    Answer: Iltamush divided his kingdom into provinces (ikta) and to oversee the administration, appointed provincial officers (iktadars). He appointed a group of 40 Sardars to advise him in the matters of administration and justice. The Prime Minister and the judges were advisors to the Sultan. Iltamush brought gold and silver coins into circulation. He completed the construction of Qutub Minar which was started in Qutubuddin Aibak’s time.
  10. What are the administrative reforms of Allauddin Khilji?
    Answer: Allauddin Khilji brought about many reforms in the administration. He abolished religious endowments, inams (gifts), land and subsidy. He established efficient intelligence network. He abolished consumption of alcohol, drugs and gambling. He also banned social gatherings of his lieutenants, their socialization with the public and inter-caste marriages. He directed his lieutenants to collect heavy tax from the public.
  11. What are the administrative reforms brought in practice by Mohammad bin Tughlaq?
    Answer: The administrative reforms brought in practice by Mohammad bin Tughlaq are,
    He compiled a detailed record of land taxes pertaining to land holdings. He established the Department of Agriculture. He rendered financial help to the farmers. He increased the taxes in Do-ab areas. Mohammad bin Tughlaq shifted his capital from Delhi to Devagiri in Madhya Pradesh. This resulted in innumerable people suffering a lot of problems. Mohammad bin Tughlaq adjusted the value of the currency to the value of gold and silver coins in circulation of his time. He brought gold coin name ‘Dinar’ and silver coin named ‘Adali’ into circulation. Minting of coins was not the monopoly of the government. Expensive administrative practices, severe famine, shifting of the capital and its re-shifting emptied the coffers of the kingdom. Mohammad bin Tughlaq carried on his administration in the areas he had conquered in the Deccan. In this manner, Mohammad bin Tughlaq became the first of the Delhi Sultans to establish his vast empire in India. Mohammad bin Tughlaq assembled a very large army without any farsightedness. As he did not try to expand his empire by invasions, he caused a heavy loss to the state exchequer.
  12. Illustrate the contributions of the Delhi Sultans to art and architecture with examples.
    Answer: The Delhi Sultans introduced a new style of architecture known as ‘Indo-Islamic’. Arches, domes and minarets form the main features of this style. The Delhi sultans constructed forts, mosques, palaces, public buildings, madrasas and choultries. Examples of Indo-Islamic style are: Kuwat-ul-Islam mosque, Qutub Minar, Alai Darwaza and Jamait Khana mosques at Delhi.
  13. What was the result of the First Battle of Panipat?
    Answer: Babar Delhi defeated Ibrahim Lodhi in the First Battle of Panipat. Sultan Ibrahim Lodhi of Lodhi dyanasty was incompetent. His governors, Alam Khan and Daulat Khan, invited the Afghans to invade India. Thus, Babar invaded India and in the First Battle of Panipat in 1526, defeated Ibrahim Lodhi and established Moghul Rule.
    III. Activities:
  14. Identify the Rajput kingdoms in the outline map of India.
    IV. Project:
  15. With the help of your teacher, collect pictures and information about the monuments constructed by the Rajputs and prepare an album.

8th Standard, Social, History Chapter 3, ANCIENT INDIAN CIVILIZATIONS: SINDHU-SARASWATI CIVILIZATION AND VEDIC CIVILIZATION

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8th Standard, Social History Chapter 3
ANCIENT INDIAN CIVILIZATIONS: SINDHU-SARASWATI CIVILIZATION AND VEDIC CIVILIZATION
EXERCISES
I. Fill in the blanks with suitable words:

  1. The script on the seals of Sindhu – Saraswati Civilization is called ‘Picture Script’.
  2. The important center of sea trade during Sindhu – Saraswati Civilization was Lothal.
  3. The place which had the best practice of Rain water management during this civilization Dholavira.
    II Answer the following questions in brief:
  4. How were the baths constructed during Sindhu – Saraswati civilization?
    Answer: The baths of the Sindhu Saraswati (Indus Valley) civilization, particularly the Great Bath at Mohenjo-Daro, were constructed with sophisticated techniques to ensure water tightness. A ground-level tank can be seen constructed in town Mohenjo-Daro. The experts have identified it as an open bath built with bricks and precautions were taken to ensure the structure was leak-proof. Stairs are located at two sides of the tank which has rooms built all around. Perhaps, the water to this tank was supplied from a nearby well, and the water was drained out after usage. Prominent people of the town would be bathing in this bath, it is presumed.
  5. How was the township construction done in Sindhu-Sarasvati civilization?
    Answer: Two or more divisions can be seen in Harappan towns. The western parts are called fort. The eastern parts are called villages. In town Mohenjo-Daro, an open bath built with bricks and precautions were taken to ensure the structure was leak-proof. Fire places are found in the towns of Kalibangan and Lothal. Well-arranged grainaries can be seen in Harappa, Mohenjo-Daro and Lothal. They were built well planned houses, roads and drains. The houses were built with bricks and walls were strong. The doors faced the street; none of the windows were street-facing, though. Every household having its own bath. Such information shows that the population led a prosperous life.
    In Sindhu-Sarasvati civilization Towns had internal drainage system, the drains of which were built with bricks and covered with stone slabs. The drains of houses were connected to the external drains. Cover slabs had holes to enable regular maintenance. Such well-equipped town construction is not seen in Egypt, Mesopotamia and other civilizations. Even in terms of physical expanse, the Sindhu-Sarasvati civilization was more advanced and bigger than the contemporary ones.
  6. List out the traces found to know about the cultural details of Sindhu – Saraswati Civilization.
    Answer: The traces found to know about the cultural details of Sindhu – Saraswati Civilization are as follows.
    a) Public bath at Mohenjo-Daro
    b) Swastik Sun Seal
    c) Sindhu Script
    d) Torso of a man
    e) metal and precious stones
    f) Beads and seals
    g) Pots with various designs
    h) Bangles made of metals
    i) shell material are found in abundance along with female figurines
    j) Seals of Pashupathi, Bull and Unicorn
    k) Shivling found at Kalibangan
    l) Female figurines in dancing posture,
    m) drum and string instrument sculptures,
    n) several varieties of masks
    o) Fire altar at Banavaali
    p) Mother Goddess Teracota Idol
  7. Explain the economic condition during Sindhu – Saraswati Civilization.
    Answer: The Sindhu-Saraswati civilization had a thriving agricultural economy supplemented by trade and craftsmanship. They cultivated crops like wheat, barley, and cotton, and domesticated animals such as cows, buffalo, and sheep. Their well-planned cities, like Mohenjo-Daro and Harappa, suggest organized trade and a system of weights and measures. They were also skilled in crafts like pottery, metalwork, and jewelry making, contributing to a diverse and prosperous economy. The fertile lands along the Indus and Saraswati rivers supported a variety of crops. Domestication of animals like cows, buffalo, sheep, and goats provided resources and contributed to trade.
  8. Analyse the social, political, religious and economic system of Pre-Vedic and Post Vedic period.
    Pre Vedic Period: Purushasukta that appears in the tenth mandala of RigVeda refers the varna system in society. There were four varnas – existed in the society. They were Brahmanas, Kshatriyas, Vyshyas and Shudras. The varnas were decided on the basis of profession, not by birth. Women had equal status in the society. King was termed as ‘Rajan’. The king was assisted by Sabha, Samiti and Vidata. Widow marraige was in practice. The main occupation was animal husbandry and farming.
    Post Vedic Period : A persons cast was determined by birth. The caste system became more complex. Women did not have equal status in the society. During this period they used to do Yajnas and Yagas. ‘Vidat’ was disappeared. Widow marriage system was banned. Dowry system, Parda system, and Child marriage came into existence. Agriculture became the main occupation rather than hunting and animal husbandry.
    III. Activities.
  9. Locate the important sites of Sindhu – Saraswati Civilization in the World Map.
    Answer:
  10. Collect more information about Vedic Culture.
    Answer: The Vedic culture, also known as the Vedic civilization, was a period in ancient India (roughly 1500-600 BCE) characterized by the composition of the Vedas, a collection of sacred texts foundational to Hinduism. It’s a significant era in Indian history, marking the transition from a semi-nomadic lifestyle to settled agriculture and the development of social, political, and religious structures. Vedas are the oldest scriptures of Hinduism, considered to be revealed knowledge. The four Vedas (Rigveda, Samaveda, Yajurveda, and Atharvaveda) are collections of hymns, prayers, rituals, and philosophical insights. The Vedic society was initially tribal, with a patriarchal and patrilineal structure. Over time, the society became more stratified, with the emergence of the four Varnas (Brahmana, Kshatriya, Vaishya, and Shudra). The Vedic society was initially tribal, with a patriarchal and patrilineal structure. Over time, the society became more stratified, with the emergence of the four Varnas (Brahmana, Kshatriya, Vaishya, and Shudra). The Vedic period saw a shift from pastoralism to settled agriculture, particularly in the fertile Gangetic plains. This period also saw the beginning of the Iron Age. Initially centered in the Punjab region, Vedic culture gradually expanded eastward into the fertile Gangetic plains.

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

            yakshadeepa
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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. 

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