Chapter 1 Humanism

        Possible Questions
        I. SCERT 5-Mark Questions and Answers
        Question 1: Explain the factors that led to Italy becoming the centre of the Renaissance.
        • Independent and Wealthy Cities: Italian cities like Venice, Florence, and Milan were very wealthy, independent, and full of energy....
        • Trade Monopoly: Italian merchants had a monopoly on trade between the East and West through the Mediterranean, bringing in massive wealth.
        • Cultural Exchange: The Crusades helped Europeans get acquainted with the rich cultures and lives of the people in the Eastern world.
        • Impact of the Black Death: The plague caused a labour shortage and the decline of feudalism, allowing a new commercial middle class to emerge.
        • Migration of Scholars: When Constantinople fell in 1453, scholars carrying ancient Greco-Roman manuscripts migrated to Italian cities.
        Question 2: Describe the characteristic features of Renaissance art, especially in painting and sculpture.
        • Realistic Depiction: Artists studied human anatomy to present human forms with great accuracy and detail.
        • Use of Light and Depth: Painters started using oil paints and techniques to show light and spatial depth in their landscapes and portraits.
        • Focus on Humanism: Paintings moved away from only spiritual themes to focus on the beauty of the human form and human emotions.
        • Secular Heroes: Sculptors like Donatello liberated sculpture from the medieval style to immortalise secular heroes and youthful figures.
        • Classical Influence with a Twist: Michelangelo and others depicted gods in human forms, which was a big change from traditional Greco-Roman styles.
        Question 3: How did Renaissance literature reflect the shift towards humanism?
        • Regional Languages: Writers stopped writing only in Latin and began producing great works in regional languages so that common people could read them.
        • Individual Liberty: The literature focused on human emotions, patriotism, and individual freedom rather than just religious ideas.
        • Prominence of Prose: This period saw the growth of prose literature, making it easier to communicate new ideas.
        • Political Thinking: Works like Machiavelli's The Prince introduced secular political thoughts about the duties of a ruler.
        • Invention of the Printing Press: Johannes Gutenberg's printing press helped disseminate these new literary works to a larger population.
        Question 4: Elucidate the role of the Renaissance in making historiography scientific.
        • Secular Narratives: History shifted from being about "divine plans" to focusing on human life and human-centred explanations.
        • Archaeological Evidence: Historians began to give more importance to evidence like inscriptions, coins, and ancient relics.
        • Critical Thinking: Scientific enquiry replaced old myths and stories in historical writing.
        • Periodisation of History: The modern classification of history into Ancient, Medieval, and Modern periods emerged during this time.
        • Relics and Manuscripts: There were intensive efforts to collect, preserve, and study ancient manuscripts and historical records.
        Question 5: What were the contributions of the Renaissance to the field of modern science?
        • Heliocentric Theory: Nicolaus Copernicus proved that the Sun is the centre of the universe and that the Earth revolves around it.
        • Discovery of Planets: Galileo Galilei used the telescope to discover the satellites of Jupiter and the rings of Saturn.
        • Theory of Gravitation: The findings of scientists like Kepler regarding planetary speeds laid the foundation for Isaac Newton's theory of gravitation.
        • Human Anatomy: Andreas Vesalius pioneered the study of human anatomy through the dissection of bodies.
        • Medicine and Research: Paracelsus conducted research on the causes of diseases and tried to find new remedies.

        II. Possible One-Mark Questions
            What does the word "Renaissance" mean? Answer: Rebirth.
            Who is the author of the famous work The Prince? Answer: Niccolò Machiavelli.
            Which city was the capital of the Eastern Roman Empire? Answer: Constantinople.
            Who established the first printing press in Europe? Answer: Johannes Gutenberg.
            Which scientist proved the heliocentric theory using a telescope? Answer: Galileo Galilei.
           Who is known for the painting Mona Lisa? Answer: Leonardo da Vinci.
            Which Italian family was a major patron of art in Florence? Answer: Medici family.
            What was the "Black Death" that ravaged Europe in the 14th century? Answer: Bubonic Plague.
            Who wrote The Divine Comedy? Answer: Dante.
            Which organisation was set up by Ignatius Loyola to establish the authority of the Catholic Church? Answer: The Society of Jesus. 

        III. Assertion-Reason Questions
        Option A: Both Assertion and Reason are true, and Reason is the correct explanation of Assertion. Option B: Both Assertion and Reason are true, but Reason is not the correct explanation of Assertion. Option C: Assertion is true, but Reason is false. Option D: Assertion is false, but Reason is true.
            Assertion (A): The Renaissance began in Italy during the 14th century. Reason (R): Italian cities were wealthy and became centres of art and literature under the patronage of rulers and merchants. Correct Option: A
            Assertion (A): The Reformation led to the establishment of several National Churches in Europe. Reason (R): Secular rulers wanted to limit the powers of the clergy and church courts over taxation and appointments. Correct Option: A
            Assertion (A): Renaissance painting focus solely on spiritual and heavenly themes. Reason (R): Humanistic ideals encouraged artists to represent human beings in their natural form and emotions. Correct Option: D 
        IV. Triple Match Reasoning Questions
        Identify the correct matching set (Author - Work - Country):
            a. Erasmus - In Praise of Folly - Netherlands b. Thomas More - Utopia - England c. Miguel de Cervantes - Don Quixote - Spain Correct Set: All are correct
            Identify the correct field (Person - Field - Achievement/Contribution): a. Andreas Vesalius - Anatomy - Dissection of cadavers b. Filippo Brunelleschi - Architecture - Designed Domes (Dumo) c. Nicolaus Copernicus - Astronomy - Heliocentric Theory Correct Set: All are correct 

        V. Statement-Statement Reasoning Questions
        Options:
        • (i) Statement 1 is correct, Statement 2 is incorrect.
        • (ii) Statement 1 is incorrect, Statement 2 is correct.
        • (iii) Both statements are correct.
        • (iv) Both statements are incorrect.

            Statement 1: Scholasticism encouraged research but prioritised the divine and the afterlife. Statement 2: Humanism was a paradigm shift that focused on a human-centred outlook instead of a theological one. Correct Option: (iii)
            Statement 1: The Council of Trent was convened by Martin Luther to start the Protestant Reformation. Statement 2: The Counter-Reformation was the Catholic Church's effort to reform itself and correct its erroneous tendencies. Correct Option: (ii)
            Statement 1: Leonardo Bruni and Flavio Biondo were historians who classification world history into three periods. Statement 2: Medieval historians only used archaeological evidence like coins and inscriptions to write history. Correct Option: (i) 

Chapter 2 French Revolution 
        Question 1: Explain the social system that existed in 18th-century France.
        • Three Estates System: French society was divided into three layers: the Clergy (First Estate), the Nobles (Second Estate), and the Commons (Third Estate).
        • The Clergy’s Privileges: The Catholic Church was very wealthy and owned huge lands; they were exempted from all taxes and collected a tax called 'tithe' from peasants.
        • The Nobles' Power: Nobles held top positions in the army and government, lived in luxury, and collected various taxes like Corvée (forced labour) from commoners.
        • The Burden on Commons: The Third Estate consisted of the middle class, workers, and peasants; they had no privileges and were the only ones who paid all the taxes to the king, church, and nobles.
        • Extreme Inequality: While the first two estates lived in luxury, the common people were crushed by poverty and were denied any status in administration.
        Question 2: How did the French thinkers influence the people and lead them towards revolution?
        • Voltaire’s Criticism: He used his writings to strongly criticise the powers of the clergy and religious intolerance.
        • Rousseau’s Social Contract: He argued that the king’s power comes from a contract with the people, not from God; his famous words were, "Man is born free, but everywhere he is in chains".
        • Montesquieu’s Division of Power: He proposed that the government should be divided into three branches—legislative, executive, and judicial—to protect individual freedom.
        • John Locke’s Ideas: He rejected the "Divine Right Theory" of kings and spoke against the tyranny of the monarchy.
        • Economic Influence: Thinkers known as 'Physiocrats' (like Turgot and Necker) suggested free trade and agricultural improvements to fix the economy.
        Question 3: Describe the circumstances that led to the Tennis Court Oath and its significance.
        • Meeting of Estates General: In 1789, King Louis XVI called the parliament after 175 years to impose new taxes.
        • Dispute over Voting: The Third Estate demanded a 'one person, one vote' system, but the first two estates insisted on the old 'one house, one vote' rule to maintain their majority.
        • Formation of National Assembly: When the King rejected their demands, the Third Estate declared themselves the "French National Assembly".
        • The Oath: Finding their meeting hall locked by the King, they gathered in a nearby tennis court on June 20, 1789, and vowed not to leave until they drafted a constitution.
        • Symbol of Sovereignty: This event marked the first time French citizens stood against the King’s authority to demand a written constitution.
        Question 4: Analyze the reforms implemented by the French National Assembly.
        • Abolition of Feudalism: The Assembly took away the special powers of the nobility and ended the system of slavery.
        • Tax Reforms: They abolished the taxes people had to pay to the Church and cancelled many additional unfair taxes.
        • Declaration of Rights: They passed the ‘Declaration of the Rights of Man and of the Citizen,’ ensuring liberty, property, and security for all.
        • Economic Measures: A new paper currency called 'Assignat' was issued, and properties of religious leaders were confiscated.
        • Religious and Administrative Changes: They declared complete religious tolerance and made the clergy salaried employees of the government.
        Question 5: What were the major consequences of the French Revolution?
        • End of Feudalism: The laws of the old regime disappeared, and lands owned by the Church and nobles were confiscated.
        • Metric System: France introduced a unified system of weights and measures (the metric system), ending old inaccuracies.
        • Growth of Nationalism: The concept of a 'nation' shifted from the King to the entire people of France, creating a strong national character.
        • Democratic Foundation: The revolution established the idea of "sovereignty of the people," laying the groundwork for democratic rule.
        • Global Inspiration: The ideals of the revolution influenced independence movements across Asia and Africa in the 19th and 20th centuries.
        Question 6: Evaluate the administrative reforms introduced by Napoleon Bonaparte.
        • Napoleonic Code: He abolished old feudal laws and implemented a unified legal code that recognised equality before the law and religious freedom.
        • Education Reforms: He started government-run schools called 'lycee' and established the University of France to control the country’s education.
        • Economic Stability: Napoleon established the 'Bank of France' and introduced a unified currency system throughout the country.
        • Religious Peace (Concordat): He signed an agreement with the Pope to restore the freedom of the Catholic Church while keeping it under state control.
        • Military Reorganisation: He reorganised the French army into efficient battalions, making it one of the strongest in Europe.

        Chapter 3: Social Analysis: Through Sociological Imagination,
        Question 1: What do you mean by "Commonsense Knowledge"?
        • Direct Understanding: It is the basic understanding that individuals get through their own personal experiences, cultural knowledge, and social interactions.
        • Not Formal Knowledge: This is not formal or scientific knowledge; rather, it consists of everyday practical assumptions like knowing "fire will burn" or "the sun rises in the east".
        Question 2: How does commonsense knowledge develop in a person?
        • Personal Life: It develops primarily through an individual’s own personal experiences and the process of socialisation.
        • General Observation: It is also formed by making general observations about the world and things happening around us every day.
        Question 3: Mention two major limitations of the commonsense knowledge approach.
        • Partial and Unscientific: It usually provides only a partial understanding of a situation and is not based on any scientific studies or observations.
        • Based on Stereotypes: It often relies on speculations and fixed beliefs (stereotypes) rather than analyzing the real causes of a problem.
        Question 4: What are "Social Factors"? Give examples.
        • Influence on Behaviour: Social factors are different elements of society that influence a person’s attitude, choices, and way of behaving.
        • Examples: Some common social factors include family, religion, education, the economic status of a person, and the governance system.
        Question 5: Define "Social Analysis".
        • Process of Examination: It is the process of studying how social institutions, relationships, and problems affect both the individual and the whole society.
        • Deeper Understanding: Social analysis helps us understand why certain social situations happen and gives us ideas on how to improve them.
        Question 6: What is "Sociological Imagination"? Who introduced this concept?
        • Skill of Connection: It is the skill to identify and understand how an individual’s personal problems are actually related to the bigger social structures.
        • Founder: This concept was introduced by the famous American sociologist Charles Wright Mills in his book published in 1959.
        Question 7: What are "Social Institutions"? Provide examples.
        • Framework of Rules: These are a set of rules and systems established by society to keep social relations stable and orderly.
        • Examples: Important social institutions include family, marriage, religion, and educational or judicial institutions.
        Question 8: Explain "Self-reflexivity" in the context of sociological imagination.
        • Critical Evaluation: It is the skill of a person to critically look at and evaluate their own thoughts, decisions, and actions.
        • Realising Influences: It helps a person realise that their choices (like choosing a career) are often influenced by others, such as parents or teachers, rather than being purely personal.
        Question 9: How does sociological imagination help in developing empathy and tolerance?
        • Understanding Context: It allows a person to see the social reasons behind why others behave in a certain way or face specific problems.
        • Diverse Perspectives: By understanding the social context of others' experiences, people can approach them with more support and kindness.
        Question 10: Differentiate between a "Personal Problem" and a "Social Problem".
        • Scope of Impact: A personal problem affects only one person or a very few people, while a social problem is a condition that affects a very large number of people in society.
        • Undesirable Conditions: Social problems are considered harmful to society; examples include poverty, inequality, and environmental pollution.

        Chapter 4: Wealth and the World
        One-Mark Questions
            Which city was conquered by the Turks in 1453, leading to geographical expeditions? Answer: Constantinople.
            Who reached the shores of Kappad in 1498? Answer: Vasco da Gama.
            Which economic policy measures a nation's wealth by the amount of gold and silver it possesses? Answer: Mercantilism.
            Who was the first explorer to circumnavigate the globe? Answer: Ferdinand Magellan.
            In which country did the Industrial Revolution begin? Answer: England.
            Two-Mark Questions (2 Answer Points)
            • Question 1: What were the main reasons for the 15th-century geographical expeditions?
            ◦ The capture of Constantinople by the Turks blocked traditional trade routes to Asia, forcing Europeans to find new sea routes.
            ◦ Europeans needed spices like pepper for food preservation and medicinal purposes.
            • Question 2: Define "Triangular Trade."
            ◦ It was a system where products from Europe were sent to Africa to buy enslaved people, who were then sold in the Americas.
            ◦ From the Americas, goods like sugar and cotton were shipped back to Europe.
            • Question 3: What is "Industrial Capitalism"?
            ◦ It is an economic system where wealth gained from colonies was invested in starting factories for mass production using machines.
            ◦ In this system, factory owners made huge profits compared to the earlier merchant capitalism.
            Three-Mark Questions (3 Answer Points)
            • Question 1: What factors enabled European nations to undertake successful expeditions?
            ◦ The building of advanced, sturdier ships capable of crossing vast and rough oceans.
            ◦ The invention of navigational tools like the compass and advances in cartography (map-making).
            ◦ Strong military power and the financial patronage provided by European rulers.
            • Question 2: What were the major consequences of the Industrial Revolution?
            ◦ Production: There was a massive increase in production as work shifted from cottages to mechanised factories....
            ◦ Urbanisation: It led to the rise of busy cities but also resulted in the growth of overcrowded and polluted slums.
            ◦ Labour: It created new jobs but also led to the exploitation of workers, including long hours and low wages for women and children.
            Reasoning Questions
            • Assertion-Reason:
            ◦ Assertion (A): The First World War led to the decline of European global domination.
            ◦ Reason (R): The war devastated European industrial and agricultural sectors and gave momentum to freedom movements in Asia and Africa.
            ◦ Answer: (a) Both A and R are true and R is the correct explanation.
            • Triple Match:
            ◦ Match: (1) Bartolomeu Dias — Cape of Good Hope — 1488. (2) Christopher Columbus — Bahamas — 1492. (3) Vasco da Gama — Kappad — 1498.
            ◦ Answer: All sets are correctly matched.
            • Statement-Statement:
            ◦ Statement 1: Fascism was the totalitarian ideology in Italy founded by Benito Mussolini.
            ◦ Statement 2: Nazism was the totalitarian ideology in Germany founded by Adolf Hitler.
            ◦ Answer: Both statements are correct. 

        Chapter 5: Public Opinion in Democracy, based on the SCERT textbook sources.
        Question 1: Define "Public Opinion" and explain its importance in a democratic system.
        • Definition: Public opinion is the general view or position held by a section of society on issues that affect them, such as public health, development, or environment.
        • Strengthens Democracy: It empowers citizens to take a scientific and rational stand on social issues, which makes the democratic system stronger.
        • Social Control: It acts as an effective method of social control over the government by encouraging debates and discussions on state policies.
        • Influences Policies: Democratic governments formulate their programmes and policies by considering the interests and opinions of the people.
        Question 2: What are the major characteristics of public opinion?
        • Reflects Diversity: Public opinion is not a single view; instead, it reflects various and diverse opinions existing within the society.
        • Consensus-Based: It is not always the opinion of the majority, but rather a general agreement or consensus reached on a specific topic.
        • Changes with Time: Public opinion is not fixed; it can change based on new knowledge, changing circumstances, or the time period.
        • No Fixed Place: There is no specific office or place to express it; citizens can express their opinions from anywhere, ensuring democratic communication.
        Question 3: How do family and educational institutions act as agencies in shaping public opinion?
        • First Stage (Family): A child’s socialisation begins at home, where discussions between parents on politics, religion, and social issues influence the child's initial perceptions.
        • Knowledge and Thinking (Schools): Educational institutions help develop a child's knowledge, scientific thinking, and critical thinking skills, which are essential for forming rational opinions.
        • Independent Opinion: Education helps an individual to look at a subject logically and form an independent view rather than just following others.
        • Platform for Expression: School activities like the school parliament, clubs, and cultural events provide a platform for students to practice expressing and forming public opinion.
        Question 4: Discuss the role of different types of media in shaping public opinion.
        • Newspapers (Print): They bring current political and social events to the public and act as a bridge by carrying the people's views to the government.
        • Radio and Television: These serve as a "mirror to social life" and are very important for sharing information and opinions among the illiterate sections of society.
        • Social Media: In the modern age, digital platforms allow for instant reactions to news, enabling a large number of people to participate in public discussions.
        • Digital/Media Literacy: To avoid being misled by fake news on media, citizens must develop the skill to critically evaluate and check the validity of messages received through digital platforms.
        Question 5: How do political parties influence and mobilise public opinion?
        • Political Thinking: The main goal of political parties is to make the general public think about common social issues from a political perspective.
        • Propagating Policies: Ruling parties use campaign strategies to explain government policies in their favour to gain support.
        • Highlighting Failures: Opposition parties bring the failures and shortcomings of the government to the people's attention to create an opinion against the ruling side.
        • Election Manifestos: During elections, parties use manifestos, rallies, and seminars to sway public opinion and ensure the participation of voters in the electoral process.
        Question 6: Explain how art and literature contribute to the formation of public opinion.
        • Influence of Cinema and Plays: Dramatic works like Patta Bakki and Adukkalayil Ninnu Arangathekku played a major role in changing the social life and views of people in Kerala.
        • Social Revolution: Literary figures like Rabindranath Tagore and Mahakavi Kumaran Asan used their writing to inspire the freedom movement and fight social evils like untouchability.
        • Traditional Art Forms: Folk arts like Ottanthullal and Chakyarkoothu were used to ignite social revolutions by criticising existing bad customs and social evils.
        • Inculcating Values: Art and literature reflect the ideals of unity, brotherhood, and humanity, helping people to develop a better perspective on society.
        Question 7: What are the major factors that hinder the formation of healthy public opinion?
        • Illiteracy: People who cannot read or write often have limited knowledge about public issues, making it hard for them to form rational or scientific opinions.
        • Digital Divide: The gap in accessing modern technology like the internet and smartphones prevents many people from participating in the modern opinion-forming process.
        • Poverty: Individuals living in extreme poverty are often isolated from public affairs and are unable to participate properly in the formation of public opinion.
        • Unhealthy Practices: Corruption, hero worship, regionalism, and negative propaganda during election campaigns often stop the formation of a true and fair public opinion.
        Question 8: Why is digital and media literacy essential for a citizen in a democracy?
        • Accessing Information: Digital literacy allows citizens to find and evaluate information from the digital world using computers and the internet efficiently.
        • Critical Interpretation: Media literacy helps people to critically interpret news and understand how certain messages are trying to shape their perceptions.
        • Identifying Fake News: It gives citizens the ability to find the real source of a message and avoid sharing "fake news" that could mislead society.
        • Safe Communication: Literacy in these areas helps citizens recognise traps in the digital world, such as cybercrimes, ensuring they communicate safely on digital platforms.

        Chapter 6: Mass Movement for Freedom
        Possible One-Mark Questions
            In which year did Mahatma Gandhi return to India from South Africa?
            ◦ Answer: 1915.
            Name the book written by Gandhiji in 1909 where he explained "Swaraj."
            ◦ Answer: Hind Swaraj.
            Which incident in 1922 led Gandhiji to stop the Non-Cooperation Movement?
            ◦ Answer: Chauri Chaura incident.
            Who was known as the "Frontier Gandhi"?
            ◦ Answer: Khan Abdul Ghaffar Khan.
            What was the famous mantra given by Gandhiji during the Quit India Movement?
            ◦ Answer: "Do or Die".
            Who was the first Prime Minister of independent India?
            ◦ Answer: Jawaharlal Nehru.
            Name the woman who led the 'Rani Jhansi Regiment' of the INA.
            ◦ Answer: Captain Lakshmi Sahgal.
            In which session did the Congress demand "Purna Swaraj" (Complete Independence) for the first time?
            ◦ Answer: Lahore Session (1929). 
        Assertion-Reason Questions
        Options: (a) Both A and R are true, and R is the correct explanation of A. (b) Both A and R are true, but R is not the correct explanation of A. (c) A is true, but R is false. (d) A is false, but R is true.
            Assertion (A): Gandhiji described the national hartal of April 6, 1919, as a ‘most wonderful spectacle.’ Reason (R): The Rowlatt Act allowed the British to arrest anyone without a warrant and jail them without trial.
            ◦ Answer: (a).
            Assertion (A): The Civil Disobedience Movement started with the Dandi March. Reason (R): Salt was an essential item for everyone, and the British government had an unfair monopoly on making it.
            ◦ Answer: (a).
            Assertion (A): The Swaraj Party was formed to support the boycott of legislative assemblies. Reason (R): C.R. Das and Motilal Nehru wanted to use the assemblies to voice political dissent.
            ◦ Answer: (d) (Assertion is false because they wanted to enter the assemblies, not boycott them). 
        Triple Match Reasoning Questions
        Identify the correctly matched set (Leader — Movement/Event — Year/Place):
            (a) Sardar Vallabhbhai Patel — Bardoli Movement — 1928 (b) Bhagat Singh — HSRA — 1928 (c) Subhas Chandra Bose — INA — Singapore
            ◦ Answer: All are correct....
            (a) Muhammad Ali — Khilafat Movement — Restoration of Caliph (b) Alluri Sitarama Raju — Rampa Rebellion — Andhra Pradesh (c) Pethick Lawrence — Cabinet Mission — 1946
            ◦ Answer: All are correct.... 
        Statement-Statement Reasoning Questions
        Options: (i) Statement 1 is correct, Statement 2 is incorrect. (ii) Statement 1 is incorrect, Statement 2 is correct. (iii) Both statements are correct. (iv) Both statements are incorrect.
            Statement 1: The Jallianwala Bagh massacre was led by General Reginald Dyer in 1919. Statement 2: The Hunter Commission was appointed to support General Dyer's actions.
            ◦ Answer: (i) (Statement 2 is incorrect because the commission was for inquiry, though Dyer's testimony was defiant).
            Statement 1: The Quit India Movement was the final mass movement led by Gandhiji. Statement 2: Aruna Asaf Ali and Jayaprakash Narayan led the movement from hiding.
            ◦ Answer: (iii).
            Statement 1: The Mountbatten Plan proposed partitioning India into India and Pakistan. Statement 2: India gained independence on August 15, 1947, through the Indian Independence Act.
            ◦ Answer: (iii). 
        Social Science I - Chapter 7: The Glimpses of Free India
        Question 1: What were the major challenges faced by India immediately after gaining independence?
        • Rehabilitation of Refugees: Following the partition, more than six million people from Pakistan came to India as refugees, and the government had to provide them with homes and work.
        • Integration of Princely States: Bringing 565 independent princely states into the Indian Union was a very difficult task for the new nation.
        • Reorganisation of States: There was a strong demand to redraw the boundaries of states based on the languages spoken by the people.
        • Economic Strengthening: The Indian economy had collapsed under British rule, and there was an urgent need to solve food scarcity and poverty.
        Question 2: Explain how the princely states were integrated into the Indian Union.
        • Leadership of Patel and Menon: This mission was successfully completed by a team led by Sardar Vallabhbhai Patel (Home Minister) and V.P. Menon.
        • Instrument of Accession: The princely states were invited to sign this document to give their consent to join the Indian Union while keeping some internal powers.
        • Use of Force and Talk: While most joined peacefully, states like Junagadh, Kashmir, and Hyderabad were integrated through military action or deep talks.
        • Privy Purse: As a reward for losing their power and income, the government gave a fixed amount of financial aid called the 'Privy Purse' to the ruling families.
        Question 3: Describe the steps taken for the linguistic reorganisation of states in India.
        • Early Committees: In 1948, the Dhar Commission and the J.V.P. Committee (Nehru, Patel, and Sitaramayya) were appointed to study if states should be formed based on language.
        • Formation of Andhra: After the death of Potti Sreeramulu during a hunger strike, the first linguistic state, Andhra, was created in 1953 for Telugu speakers.
        • State Reorganisation Commission: In 1953, the government appointed a commission led by Justice Fazal Ali, with H.N. Kunzru and Sardar K.M. Panikkar as members.
        • 1956 Act: Based on the commission's report, the Parliament passed a bill in 1956, forming 14 linguistic states and 6 Union Territories.
        Question 4: What were the key outcomes of the land reform laws implemented in Kerala?
        • Abolition of Landlordism: The old 'Janmi' system was ended, meaning landlords could no longer exploit the poor farmers.
        • Ownership Rights: The tenants who were actually farming the land received permanent ownership rights over that agricultural land.
        • Land Ceiling: A maximum limit was set on how much land one individual or family could own (e.g., 15 acres for a family) to prevent wealth concentration.
        • Elimination of Inequality: These laws helped to reduce the big gap between the rich and the poor in the villages and improved the social status of farmers.

        Chapter 8: Democracy: An Indian Experience
        One-Mark Questions
            Who was the first Prime Minister of independent India?
            ◦ Answer: Jawaharlal Nehru.
            Which commission was appointed in 1979 to study the backwardness of OBC communities?
            ◦ Answer: Mandal Commission (Second Backward Classes Commission).
            In which year was the National Emergency declared in India due to internal security threats?
            ◦ Answer: 1975.
            Name the law passed in 1985 to prevent elected members from abandoning their political party.
            ◦ Answer: Anti-Defection Law.
            Two-Mark Questions (2 Answer Points)
            • Question 1: Differentiate between the Instrument of Accession and the Merger Agreement.
            ◦ The Instrument of Accession was for princely states to join India while keeping their right to rule themselves internally.
            ◦ The Merger Agreement was for the complete joining of the state into India, where their right to self-governance ended.
            • Question 2: What is "One-Party Dominance" in the context of Indian politics?
            ◦ It refers to a period where a single political party (like the Congress) continuously wins elections with a large majority and stays in power.
            ◦ This dominance existed within a democratic framework and was based on the trust people put in that party.
            Three-Mark Questions (3 Answer Points)
            • Question 1: What were the major challenges in conducting India's first general election?
            ◦ The government had to draw boundaries for constituencies (delimiting) and prepare a massive list of voters based on adult franchise.
            ◦ It was difficult to educate the illiterate majority of the population about the importance and process of voting.
            ◦ Finding a sufficient number of election officials and training them to ensure a fair and transparent election was a huge task.
            • Question 2: Mention the impacts of the 1975 National Emergency on Indian democracy.
            ◦ Fundamental rights of citizens were frozen, the federal system was stopped, and the union government concentrated all power.
            ◦ Leaders of the opposition parties were put in jail without a trial, and strict censorship was put on newspapers and news.
            ◦ The power of the courts to review government decisions (judicial review) was abolished.
            • Question 3: Describe the goals and impact of the Dalit Panthers Movement.
            ◦ Formed in Maharashtra in 1972, this movement was led by educated Dalit youth to fight against caste discrimination.
            ◦ They used literature, cinema, and drama to bring the lives of marginalized people into the mainstream discussion.
            ◦ Their protests forced the government to take stronger actions against attacks on Dalits and inspired other social justice movements. 
        Reasoning Questions
        Assertion-Reason Questions
        Options: (a) Both A and R are true, and R is the correct explanation of A. (b) Both A and R are true, but R is not the correct explanation of A. (c) A is true, but R is false. (d) A is false, but R is true.

            Assertion (A): The Mandal Commission recommended 27% reservation for backward classes in government jobs. Reason (R): The commission found that these communities were socially and educationally backward.
            ◦ Answer: (a).
            Assertion (A): Sociological imagination connects individual experiences to larger social structures. Reason (R): Charles Wright Mills introduced this concept in his book published in 1959.
            ◦ Answer: (b).
            Triple Match Reasoning Questions
            Identify the correctly matched set (Leader/Event — Movement — Year/Details):
            (a) Sunderlal Bahuguna — Chipko Movement — Embracing trees. (b) Medha Patkar — Narmada Bachao Andolan — Sardar Sarovar project. (c) B.P. Mandal — Mandal Commission — OBC Reservation.
            ◦ Answer: All are correct.
            Statement-Statement Reasoning Questions
            Options: (i) Statement 1 is correct, Statement 2 is incorrect. (ii) Statement 1 is incorrect, Statement 2 is correct. (iii) Both statements are correct. (iv) Both statements are incorrect.
            Statement 1: The RTI Act ensures the right of citizens to get information from public authorities within 30 days. Statement 2: The RTI movement was started by the Mazdoor Kisan Shakti Sangathan in Rajasthan.
            ◦ Answer: (iii).
            Statement 1: Communalism is the idea of dividing people on the basis of language. Statement 2: Communalism divides people on the basis of religion and creates social conflict.
            ◦ Answer: (ii). 
          

Chapter 9: Know the Indian Social System

Question 1: How did Herbert Spencer explain the concept of a "Social Organism"?

• Comparison to the Body: Herbert Spencer was the sociologist who compared society to a living organism, noting that both have complex structures where parts perform specific functions.
• Interdependence: Just as body organs (like the heart or lungs) work together to keep a person alive, social institutions like family, education, and government work together to maintain social order.
• Maintenance of Stability: This coordination between different parts ensures the stability, growth, and orderly functioning of the entire social system.

Question 2: According to G.S. Ghurye, what are the distinctive features of the Indian social system?

• Complex Structure: The Indian social system has a complex structure that has evolved over thousands of years, reflecting the history and traditions of the country.
• Diversity and Continuity: It is uniquely characterised by a blend of diversity and continuity, where many different cultures exist together over time.
• Plurality: The system is rich in regional, linguistic, and religious plurality, with the caste system being one of its main defining features.

Question 3: Describe the main features of the Caste System in India.

• Social Hierarchy: Members are ranked into different layers or strata based on their birth, which determines their status and roles in society.
• Division of Labour: Specific hereditary occupations are assigned to each caste; for example, in ancient times, Shudras were assigned roles serving higher castes, leaving no room for social mobility.
• Endogamy: The system strictly promotes marriage within one's own caste to maintain boundaries and prevent the intermingling of different groups.

Question 4: What role does religion play as a tool for social control in India?

• Teaching Values: Every religion teaches human values like honesty, empathy, and social responsibility, which help in the process of socialisation.
• Guiding Behaviour: These religious values act as a guide for individual behaviour, helping to maintain coexistence and social order.
• Encouraging Righteousness: By emphasizing righteousness and morality, religion influences how people interact with one another in a society.

Question 5: Explain how language helps in unifying the Indian social system.

• Symbol of Identity: Language connects people to their specific identities; for example, Malayalam speakers are known as Malayalees, and Tamil speakers as Tamils.
• Organic Traditions: Languages carry the stories, values, and traditions of a society through both oral and written transmission over many generations.
• Fostering Coexistence: Learning more than one language allows people to understand different cultures, which develops broader perspectives and fosters respect for cultural diversity.

Question 6: Discuss the contributions of tribal societies to the Indian social system.

• Traditional Knowledge: Tribal communities possess valuable knowledge regarding sustainable agriculture, indigenous medicine, and the preservation of biodiversity.
• Environmental Protection: Because they live in close interaction with nature, tribal groups play a vital role in protecting forests and maintaining ecological balance.
• Cultural Enrichment: Tribal societies nourish Indian culture through unique art forms (like Warli painting), music, and festivals that uphold the ideal of 'unity in diversity'.

Question 7: How are rural and urban societies in India interdependent?

• Exchange of Resources: Cities depend on villages for food and raw materials, while villages depend on cities for technology and access to larger markets.
• Technological Support: Urban centres develop modern applications and tools, such as mobile apps to assist farmers, which help increase crop yields in rural areas.
• Cultural and Economic Links: Migration between rural and urban areas connects both societies, encouraging cultural exchange and providing modern employment opportunities.

Question 8: Differentiate between the concepts of "Diversity" and "Pluralism."

• Existence vs. Cultivation: Diversity refers to the natural presence of differences (religion, race, etc.) in a society, while pluralism is a conscious activity that must be intentionally cultivated.
• Interaction: In a diverse society, groups may not have mutual respect, but pluralism promotes active communication, love, and friendship between different social groups.
• Outcome: Pluralism ensures that differences do not lead to division, but instead contribute to unity and peaceful coexistence.

Question 9: What are the key features of "National Integration" in India?

• Respect for Backgrounds: It is a process where people from different regions, languages, and religions are respected for their diversity, leading to a harmonious state.
• Common Identity: It unifies various groups into a single national identity while still respecting their individual cultural and religious differences.
• Democratic Governance: National integration strengthens democratic rule by ensuring the equal participation and representation of all groups, including marginalised sections.