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Social Science (Part I) Questions and Answers

Chapter 1: Medieval India

1. List the existing countries where the Mughals had extended their rule.

   • Afghanistan.

2. What can you understand about the Mughal ruler Akbar from the Jesuit priest Pierre Jaric's note?

   • Akbar was a powerful ruler.
   • His subjects loved, respected, and were submissive to him.
   • He administered equal justice without any distinction of high-low castes, familiar-unfamiliar.
   • He considered Hindu/Christian/Muslim alike.
   • He treated the strong with force and the weak with mercy.

3. What was Akbar's aim in building Ibadat Khana?

   • To create a place where scholars and dignitaries of various religions used to gather for discussions.

4. Discuss the Mansabdari system of the Mughals.

   • 'Mansabdari' was the military system implemented by Akbar.
   • Each officer had a regiment under him.
   • The title 'mansab' referred to the number of cavalry each officer was required to maintain.
   • The rank of the Mansab was determined by the number of soldiers maintained.
   • Mansabdars were allotted land according to their ranks.
   • The Mansabdar maintained his army by collecting tax from the allotted land.

5. Find out the countries in which these Mughal cities are located now:

   • Dhaka: Bangladesh.

6. Compare and list the common features of the Mansabdari and Amaranayaka systems.

   • Both were systems where military commanders (Mansabdars / Amara-Nayakas) were given land or territory (Jagir / Amara).
   • The commanders were responsible for collecting tax from this land to maintain a certain number of soldiers.
   • Both systems aimed to maintain the army without paying directly from the state exchequer.

7. Compare and complete the table by comparing the common features of the Mughal and Vijayanagara administrative systems.

   • Both systems had Monarchy.
   • The country was divided into various administrative units (e.g., Suba/Mandalam, Sarkar/Nadu).
   • The King was the Supreme Judge and appellate authority.
   • Ministers and heads of departments were appointed to advise the King.

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Chapter 2: Medieval India: Cultural Movements

8. Make a note on the changes that South Indian Bhakti movement brought about in the social system.

   • The Bhakti movement emerged as a popular movement.
   • It questioned the meaningless customary practices that prevailed in the society.
   • It helped spread devotion among people through vernacular languages.
   • It attracted all sections of the society, irrespective of caste.

9. List out the key features of the social conditions during Basavanna's period.

   • Caste discrimination existed.
   • People followed superstitions.
   • Child marriage was prevalent and was considered a hindrance to girls' health and education.
   • Discrimination based on birth and occupation was common.

10. The Vira Shaiva movement questioned the caste system and inequalities. Evaluate this statement.

    • Brahminical supremacy and the authenticity of the Vedas were questioned.
    • The movement educated people against caste discrimination and discrimination against women.
    • Basavanna put forward a vision based on freedom, equality, and social justice.
    • He opposed child marriage and encouraged marriage after puberty and widow remarriage.
    • He stressed that all human beings have equal rights irrespective of caste.

11. Share the ideas you have discovered from Kabir’s Dohas and stories.

    • The Almighty is known by many names like Allah, Ram, Karim, Kesav, Hari, Hazrath.
    • Kabir made people think against superstitions.
    • He argued that magical spells cannot cure disease, only treatment can cure the disease.
    • He emphasized the greatness of work and labour (weavers, metalworkers, woodcutters, farmers, and cobblers).

12. Make a note on the methods adopted by Guru Nanak to propagate the ideas of religious tolerance and universal brotherhood.

    • He attempted to harmonize the ideas of different religions.
    • He propagated the message of One God.
    • He promoted the ideals of equality, brotherhood, love, goodness, and religious tolerance.
    • He rejected caste discrimination, idolatry, and pilgrimage.
    • He emphasized the importance of the 'Langar' or community kitchen where all classes of people could eat together.

13. Prepare a note on how the Bhakti movement helped in growing vernacular languages.

    • Bhakti-Sufi propagators used vernacular languages to spread their ideas among common people.
    • This led to the growth of regional languages like Tamil, Punjabi, Bengali, Marathi, Telugu, Kannada, and Malayalam.
    • Urdu, a combination of Persian and Hindi, was formed, serving as an example of cultural integration.
    • Literary works like Mahabharata and Ramayana were translated into various regional languages.

14. List the influence of Bhakti-Sufi ideas (beyond those given in the illustration).

    • Contributed to religious tolerance.
    • Fostered an attitude against caste discrimination.
    • Developed an attitude to question imposed customs.
    • Helped reduce conflicts and created an atmosphere of peace and harmony.
    • Contributed to the evolution of modern Indian society hallmarks like communal harmony, unity in diversity, fraternity, equality, and pluralism.

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Chapter 3: Constitution: Path and Guiding Light

15. What ideas did Gandhiji wish to have in the future Constitution of India?

    • Sovereignty.
    • Equality.
    • Fraternity.
    • Gender justice.
    • The constitution should release India from all thralldom and patronage.
    • The poorest should feel that it is their country.
    • All communities shall live in perfect harmony.
    • There should be no room for the curse of untouchability, intoxicating drinks, or drugs.

16. Indian freedom struggle became the foundation of our constitution. Evaluate.

    • The main objectives of the struggle were to end foreign rule and ensure a better social and political life for every Indian.
    • The nationalist movement proceeded by upholding basic ideas and values.
    • The leaders wished that the ideas of freedom, equality based on social justice, brotherhood, and religious harmony should be the foundation of our constitution.

17. Find out the features of the Government of India Act (1935).

    • Bicameral Legislature in six provinces.
    • Bicameral Legislature at the centre.
    • Power divided between the Centre and the Provinces.
    • The Act contained 321 sections and 10 schedules.
    • Special constituencies for weaker sections, women, and workers were provided.

18. List out the laws related to children's rights mentioned in the collage.

    • Child Labour Prohibition Act.
    • Right to Education Act.
    • Juvenile Justice Act.

19. Apart from being the system and source of law, what other functions does the Constitution perform?

    • It stands as the fundamental document that directs the nation.
    • It defines the basic values and ideals of the nation.
    • It defines and delimits the powers of the government.
    • It acts as a safeguard against tyranny and abuse of power.
    • It establishes the rights and duties of citizens.
    • It ensures that all administrative systems function according to the constitution.
    • It helps in preserving unity in diversity.

20. Check the following statements. Draw ✓ against the correct ones and × to the wrong ones.

    • Our courts work under governments. (×).
    • Certain powers are vested exclusively with the State governments. (✓).
    • Everyone who turns 18 has the right to vote. (✓).
    • No one is above the law. (✓).
    • A person in India has state citizenship in addition to national citizenship. (×).
    • In democracy, the people are sovereign. (✓).
    • As we have rights, so we have duties too. (✓).
    • No one has control over our rulers. (×).

21. Look at the figure (Fig. 3.8) and write the answers to the questions given below.

    • Which ideas were newly added to the Constitution in 1976?
      • Socialism, Secularism, and Integrity.
    • In which year did the Constitution of India come into force?
      • 26 January 1950.
    • What was the first amendment made in the constitution and in which year?
      • The number of Schedules increased to 9 (Amendment 1) in 1951.
    • Is Education a fundamental right in India? Since when?
      • Yes, Education became a fundamental right in 2002 (by the 86th Constitutional Amendment).

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Chapter 4: From Injustice to Justice

22. Identify other causes of marginalisation.

    • Loss of assets caused due to natural disasters such as floods, earthquakes, landslides, etc.
    • Loss of assets caused due to man-made disasters such as war, accidents, and industrial disasters.
    • Intentional exclusion of people based on their caste-religion-tribe-gender status.
    • Denial of opportunity for education or employment.

23. What are the challenges women have to face from society, and what is the reason?

    • Challenges: Women were forbidden to engage in artistic activities. They faced violence, such as stoning and attempts on life, for acting in plays (Nilambur Ayisha's experience).
    • Reason: A misconception persisted in society that women deserve only lower status in the field of arts, education, work, and domestic spheres.

24. Why did our constitution completely prohibit discrimination?

    • Discrimination hinders social progress.
    • It creates economic inequality.
    • It denies a safe physical environment.

25. Find out which laws and articles exist in India against caste discrimination. Expand the list.

    • Article 14 (guarantees equality to all citizens).
    • Article 15 (stipulates no discrimination on grounds of religion, race, caste, sex and place of birth).

26. Let's expand the list by finding the social factors that consider everyone for an ideal society.

    • More policies for equality.
    • More laws to prevent discrimination.
    • Access to quality education for all.
    • Measures to ensure equality in all sectors of employment.
    • Ensuring participation for all sections of society.

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Chapter 5: Our Earth

27. What information do you get about the interior of the Earth?

    • The interior of the earth is divided into different layers.
    • The outermost layer is the Crust.

28. The features of each layer of the Earth’s interior are given in the table. Draw '✓' towards the correct ones and '×' towards the wrong ones.

    • The crust is the outermost solid part of the earth which is made up of rocks. (✓).
    • Lithosphere is made up of crust and upper mantle. (✓).
    • The asthenosphere is the molten part formed by the molten rock particles (magma). (✓).
    • The outer core is in liquid state. (✓).
    • The continental crust and the oceanic crust are the two parts of the crust. (✓).
    • The core is also known as NIFE. (✓).

29. Apart from Oxygen and Carbon dioxide what are the other gases present in the atmosphere?

    • Nitrogen.
    • Argon.
    • Neon.
    • Helium.
    • Krypton.
    • Xenon.
    • Hydrogen.

30. Let’s see how dust particles reach the atmosphere.

    • Lifted from the earth by wind.
    • Coming out during volcanic eruptions.
    • Ash produced during burning of meteors.

31. What activities cause atmospheric pollution? List out.

    • Burning of coal, petroleum fuels, diesel.
    • Smoke and dust from industries.
    • Smoke and dust from construction activities.
    • Smoke and dust from vehicles.
    • Burning of agricultural residues.

32. List the layers of the atmosphere.

    • Troposphere.
    • Stratosphere.
    • Mesosphere.
    • Thermosphere.
    • Exosphere.

33. Why is the troposphere called the most important layer of the atmosphere?

    • Atmospheric phenomena such as cloud formation, rain, snow, wind etc., occur in this layer.
    • Dust particles and water vapour are most abundant in this layer.

34. Why do the high altitude regions like Ooty, Munnar, Kodaikanal etc. feel cold?

    • In the troposphere, the temperature of the atmosphere decreases at the rate of 1 degree Celsius for every 165 metres from the surface of the earth. This is called Normal Lapse Rate.

35. Match the atmospheric layers and their features correctly.

    • Temperature increases with increase in altitude: Thermosphere.
    • The layer with the lowest temperature: Mesosphere (-100 degree Celsius).
    • The layer where meteors burn to ash: Mesosphere.
    • Air molecules gradually reduce and dissolve into space: Exosphere.
    • The layer in which temperature decreases at a certain rate: Troposphere.
    • Zone where ozone is present: Stratosphere.
    • Located at an altitude of 80 to 400 kilometre: Thermosphere.

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Chapter 6: Indian Subcontinent

36. Identify the countries that belong to Indian subcontinent from the map (Fig 6.2).

    • India.
    • Bangladesh.
    • Pakistan.
    • Nepal.
    • Bhutan.
    • Maldives.
    • Sri Lanka.

37. Are the major crops cultivated in the Western Ghats and North Indian plain the same? Identify the crop grown in the Western Ghats from the given pictures (Fig. 6.7, 6.8).

    • The major crops are not the same (they vary according to physiography and climate).
    • Crop grown in Western Ghats: Cardamom cultivation (Fig. 6.7).

38. List the cropping seasons in India.

    • Kharif.
    • Rabi.
    • Zaid.

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Chapter 7: From food production to food security

39. What kind of food-crops do they (Neetu’s family) cultivate for daily purpose?

    • Paddy.
    • Vegetables: eggplant, brinjal, yard long beans, snake gourd, lady’s finger, spinach, yam, sorghum (and others).

40. How is surplus production used?

    • My mother gave some to Keerthi’s house.
    • Sold the rest in the market.

41. What are the benefits of Mixed Farming?

    • Livestock feed comes from agriculture.
    • Manure required for agriculture is also obtained from livestock.
    • The cost of production will be relatively low.

42. Expand the list by adding more features to different types of farming methods.

    • Subsistence Farming: Production for own consumption. Cultivation is possible even in small plot of land.
    • Cultivation of Plantation Crops: Cost of production is relatively low. Large scale production.
    • Cultivation of Commercial Crops: High capital investment. Provides raw materials for industries.

43. Find the food crops and cash crops of our country and complete the list.

    • Food crops: Rice, Wheat.
    • Cash crops: Cotton, Rubber.

44. What are the following minerals used for? Find their usages and complete the list.

    • Hematite: Manufacture of iron bars.
    • Bauxite: Aircraft and electrical equipment.
    • Coal: Railway, Iron and Steel production.

45. What are the reasons for the problems faced by the Indian agriculture sector during the pre-independence and post-independence period?

    • The land tax system implemented by the British.
    • The neglect of food crops (pre-independence).
    • Limited infrastructure in the post-independence agricultural sector.
    • Outdated technologies.

46. Add more to the benefits and limitations of the Green Revolution.

    • Benefits: Increase in the production of food grains. Ensured self-sufficiency in food. The price of food grains dropped. The black marketing and hoarding of food grains declined.
    • Limitations: Due to excessive use of water, groundwater level decreased drastically. Excessive use of fertilizers and pesticides reduced natural fertility of the soil.

47. Complete the sun diagram by finding out other causes that lead to poverty.

    • Unemployment.
    • Inequality of opportunity.
    • Price rise.
    • Over population.
    • Indebtedness.

48. Which are the government agencies that distribute food grains at subsidy rates? Find more and complete the list.

    • Civil Supplies.
    • Triveni Super Market.

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Social Science (Part II) Questions and Answers

Chapter 8: Power to the People

49. What are the factors that have become the driving force behind the developmental progress of Pookkottumala village?

    • The active participation of the people in grama sabhas.
    • The planning and timely intervention of officers.
    • The commitment of the people.
    • Implementation of developmental activities like self-sufficiency in food, development of watersheds, Jalasamridhi Project, and filament-free village.

50. Find out the following from Nivin’s post (Fig. 8.2).

    • What is referred to in the post?
      • Grama Sabha (or Ward Sabha in cities).
    • What are discussed in grama sabhas?
      • Discussions regarding the development of the place.
      • The day-to-day problems of people.
    • Who presides over a grama sabha?
      • The Panchayat President.
    • What is the system in cities which is equal to grama sabhas?
      • Ward Sabha.
    • Who is the convenor of the grama sabha?
      • The Ward Member.

51. Find out the vision of Gandhiji concerning the development of villages.

    • It should be a complete republic.
    • It should attain self-sufficiency in catering to the major needs of the village.
    • The village's first concern will be to grow its own food crops and cotton for its cloth.
    • It should have a reserve for cattle, recreation and playground for adults and children.

52. Discuss the features of decentralisation of power.

    • Importance to regional development.
    • Common people have more power and participation in the administration.
    • Development of the local economy.
    • Women and the marginalised get leadership and administrative experience.
    • Developmental needs get prioritised.

53. Find out and list the recommendations of the Balwantrai Mehta Committee and Ashok Mehta Committee that were included in the 73rd and 74th amendments of the Constitution.

    • The three-tier panchayat system.
    • Reservation for the Scheduled Caste and the Scheduled Tribe.
    • Reservation for Women.
    • The election charge was given to the State Election Commission.
    • Finance Commission once in five years.
    • Formation of grama sabhas/ward sabhas.

54. What are the responsibilities and services that can be availed from the local self-governments?

    • Register births/deaths.
    • Collect statistical data.
    • Supervision and responsibility of primary schools.
    • Mother and child development.
    • Sanction permission for building construction.
    • Conservation of traditional water resources.
    • Garbage treatment.
    • Granting licence to domestic dogs.

55. Complete the list by identifying the different sources of revenue of local self-government bodies.

    • Various types of taxes (e.g., building tax, professional tax, entertainment tax).
    • Funds and grants from the State and Central governments.
    • Fee from permits and registration.
    • User fee (from bus stands, markets, playgrounds).
    • Fines that are levied by the panchayat.
    • Different types of loans that are approved by the government.
    • Shares from beneficiaries and contributions.

56. List the major challenges and problems faced by local self-government institutions.

    • A condition in which the plan share is not available on time.
    • A situation in which decentralisation is not executed completely.
    • The less participation of people in grama sabhas.
    • Dip in panchayat’s own revenue in the rural sector.
    • Inadequacy of infrastructure.

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Chapter 9: Maps and Technology to Know the Earth

57. What are the situations in which maps are used?

    • To locate a place.
    • To find the route to a destination scientifically.
    • To understand the geographical features.

58. Classify and list the major characteristics of globes and maps.

    • Characteristics of Globes:
      • A real model of the earth.
      • Spherical representation of the earth.
      • Longitudinal lines are illustrated as semicircles and latitudinal lines as concentric circles.
      • Gives a comprehensive visual sense of the earth.
    • Characteristics of Maps:
      • Two-dimensional image of the earth.
      • Representation on a plain surface.
      • Latitudes and longitudes are illustrated as straight lines.
      • Very useful for collecting information of a specific place and for planning the route for a trip.

59. How can maps be classified based on their function?

    • Physical Maps: Depict natural features such as topography, soil, rivers, climate, and vegetation.
    • Cultural Maps: Depict man-made features such as political divisions, roads, railways, ports, and population distribution.
    • Thematic Maps: Focus on a particular topic or specific theme (e.g., Soil Map).

60. Classify and list the following maps as physical maps and cultural maps: physiographic map, soil map, climate map, vegetation map, river map, political map, population map, economic map, transportation map.

    • Physical Maps: physiographic map, soil map, climate map, vegetation map, river map.
    • Cultural Maps: political map, population map, economic map, transportation map.

61. If the road distance from point A to point B is 23 cm on the map based on the scale of 1 cm = 1 km, what will be the actual distance?

    • The actual distance will be 23 km.

62. Find out how maps are classified based on scale.

    • Large-scale maps: Depicts more information about a small area (e.g., topographical map, village map).
    • Small-scale maps: Depicts only less information of a large area (e.g., World Map, Map of India).

63. List the factors that help us in map reading.

    • Title.
    • Scale.
    • Direction.
    • Latitude.
    • Longitude.
    • Conventional colours/symbols.
    • Index.

64. Observe the table (Fig. 9.10) and find out the geographical information that each colour represents.

    • Green: Natural vegetation.
    • Yellow: Agricultural land.
    • Red: Habitats, roads.
    • Black: Railway lines, latitudes, longitudes, telephone lines.
    • Blue: Waterbodies.
    • Brown: Rocky surfaces, sand dunes, mountains.

65. What is Remote Sensing?

    • Collecting information on an object, region or a phenomenon from a distance without direct contact with the help of devices is called remote sensing.

66. Identify the Remote Sensing platforms that are available and list them.

    • Balloon.
    • Aeroplanes.
    • Artificial satellites.

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Chapter 10: Budget: The True Record of Development

67. What are the expenses mentioned in the conversation (Fig. 10.1)?

    • Paying off debts.
    • Buying a new dress for Ammu.
    • Father’s medicine.
    • Paying the electricity bill.
    • Remitting the monthly payment for the chitty.
    • Returning the money borrowed from a friend.

68. Complete the list by giving more examples for expected and unexpected expenditure.

    • Expected Expenditure: Education, food, electricity bills, travel, loan repayment.
    • Unexpected Expenditure: Accident, natural disasters, diseases.

69. What suggestions can you give to turn this family budget into a surplus one?

    • Recognising different sources of income.
    • Adjusting the expenditure to match the income.
    • Practice moderate expenditure.
    • Use locally available resources for food and cultivate own food resources.

70. Categorise the following expenditure as developmental expenditure and non-developmental expenditure.

    • Developmental Expenditure (Production Costs): Construction of roads, energy generation, construction of schools, industries.
    • Non-Developmental Expenditure: Interest, epidemic, war, welfare pension, defence, liability, public administration, subsidies.

71. Find more examples of direct and indirect taxes and list them.

    • Direct Tax: Income tax, Building tax.
    • Indirect Tax: Sales tax, Entertainment tax, Goods and Services Tax (GST).

72. Budgets can be divided into three categories on the basis of revenue and expenditure. List them.

    • Balanced Budget: Equal income and expenditure.
    • Deficit Budget: Less income, more expenditure.
    • Surplus Budget: More income, less expenditure.

73. What are the objectives of Fiscal Policy?

    • Accelerate the economic growth.
    • Create job opportunities.
    • Regulate additional expenditure.
    • Eliminate the inequality in the distribution of revenues.

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Chapter 11: Against Discrimination

74. Who practiced racial discrimination in South Africa?

    • The white domination / The South African Party led by the Whites...

75. Let’s examine how the colonisation projects of the British affected the Boers.

    • Restrictions were imposed on Dutch language; English was made the sole language.
    • British abolished slavery in their colonies, which adversely affected the Boers who used slaves to cultivate their lands.

76. Let’s examine the circumstances which became the causes of the Second Boer War.

    • Disputes over the asset from the gold mines and the control over them.
    • The Boer administrators instituted tax on the gold mines.
    • The British demanded the right to vote for their labourers in the mines.

77. What are the oppressions the South African people had to face (based on Nelson Mandela’s quote)?

    • They were born in ‘Africans Only’ hospitals.
    • They could hold ‘Africans Only’ jobs, rent houses, and ride trains.
    • They could be stopped at any time and ordered to produce a pass.
    • Their life was circumscribed by racist laws and regulations that crippled their growth.

78. List the laws that were introduced for executing the apartheid.

    • Native Pass Law Act: Blacks needed special passes for moving.
    • Group Areas and Segregation Act (Great Apartheid): People were transported to different locations based on race.
    • Population Registration Act: Identity card was made compulsory for all who completed 18 years of age.
    • Reservation of Separate Amenities Act: Signboards were installed in public places for segregation.
    • The Bantu Education Act: Blacks were restricted to undergo traditional education only.

79. A new mode of struggle named ‘Stay-at-home’ was organised. What were the demands?

    • Demanding the right to vote.
    • Demanding a constitution without apartheid.
    • Demanding the retrieval/abolition of ‘Pass Laws’.

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Chapter 12: The Foundation Stones of History

80. Can you find out the sources used for preparing this write-up (on Vizhinjam)?

    • Archaeological evidence: Remains of a fort, Roman coins, Chinese and Roman vessels.
    • Inscriptions: Stone inscriptions.
    • Literary works: Sangam literature, Leelathilakam, Kuvalayamala.
    • Foreign travelogues: Periplus of the Eritrean Sea.

81. List the main sources for writing history.

    • Archaeological remains.
    • Monuments.
    • Literary works.
    • Travelogues.
    • Newspapers.
    • Official documents.

82. Several such inscriptions have been found from different parts of Kerala. List the major inscriptions found in Kerala.

    • Tharisappally inscriptions (Kollam).
    • Jewish Copper Plate (Mattancherry).
    • Paliyam Copper Plate (Alappuzha).

83. What information can we learn from the coins issued at different times?

    • The period in which the coin was made.
    • The authorities who made the coins and released them.
    • The economic, political and cultural history of the period.

84. What can you find out from Abdur Razzaq's description about Kozhikode port?

    • Merchant ships from different parts of the world came here.
    • Security measures and law enforcement were effective.
    • Pepper is the important export item from here.
    • The people here are good at maritime business.
    • The King took responsibility for goods if a merchant died or a ship capsized.

85. What other information can we find for writing history through local observation?

    • Food.
    • Clothing.
    • Shelter.
    • Health, Education.
    • Language, Literature, Art.
    • Entertainment, Travel, Communication.

86. Which are the regional varieties of paddy seeds referred to in the lines from Unnineeli Sandesam?

    • Kooran, Chozhan, Pazhavari, Kurakkonganam, Vennakkannan Modan, Kadan, Kuruva, Kodiyan, Panki, Ponkali, Chennel, Anakkodan, Kiliyira Kanangariyan Veeravithan.