SSLC SS Model Questions
Chapter 1: Humanism
Triple Multiple Choice/Identification (2 sets)
Set A Q: Identify three characteristic features of the changes that took place in Europe from the 14th century onwards.
A: Humanistic perspective, Growth of urban life, and Progress of trade.
Set B Q: Identify three distinctive features of Renaissance painting.
A: The use of colour to illustrate light and spatial depth, Realistic depiction of the human body, and The use of oil paint.
Finding Relationships/Pairing (2 sets)
Set A Q: Pair the Italian family with their respective city.
1. Medici:
2. Sforza:
A:. Medici: Florence.
Sforza: Milan.
Set B Q: Pair the Renaissance artist with their key work or focus.
1. Leonardo da Vinci:
2. Michelangelo:
A:. Leonardo da Vinci: 'Mona Lisa' and 'The Last Supper'.
Michelangelo: Paintings on the ceiling of the Sistine Chapel and 'David' sculpture.
Characteristic Identification (2 sets)
Set A Q: What characteristic defines the Black Death epidemic in Europe?
A: It was an epidemic that ravaged Europe between 1347 and 1351, causing black boils on those affected, and spread through the fleas carried by rats that reached European ports via merchant ships.
Set B Q: What characteristic defines the Gothic architectural style of the medieval period?
A: It developed in Europe in the second half of the Middle Ages, originated in France, and its striking feature was the pointed arch, used extensively in the construction of churches and universities.
Sequencing/Matching (2 sets)
Set A Q: Match the historian/philosopher with their contribution to history classification.
1. Flavio Biondo
2. Leonardo Bruni
A: 1. Introduced the classification of history into Ancient, Medieval, and Modern Periods. 2. Introduced the classification of history into Ancient, Medieval, and Modern Periods.
Set B Q: Match the Reformation figure with their location of influence.
1. Martin Luther
2. John Calvin
3. King Henry VIII
A: 1. Germany; 2. Switzerland; 3. England.
Comparison/Difference (2 sets)
Set A Q: Differentiate between the perspective of Middle Age paintings and Renaissance paintings.
A: Middle Age paintings tend to emphasize spiritual themes, such as angels and heavenly realms, whereas Renaissance paintings focus on the beauty of the human form, originality, and a naturalistic use of colours, reflecting humanistic ideals.
Set B Q: Differentiate between Scholasticism and Humanism.
A: Scholasticism, prevalent in the Middle Ages, was deeply rooted in Christian theology and prioritized the divine and the afterlife. Humanism emerged as a departure from Christian theology, emphasizing the significance of human experience, worldly life, and rational inquiry.
Explanation/Analysis (2 sets)
Set A Q: Explain why Italy was the primary location where the Renaissance began.
A: Italy's cities were independent, wealthy, and dynamic compared to the rest of Europe. Wealthy traders emerged and demanded a share in political power. Furthermore, enormous wealth flowed into Italian cities due to trade links with the Islamic and Byzantine Empires, giving them a trade monopoly between the East and the West in the Mediterranean.
Set B Q: Explain the connection between the fall of Constantinople and the spread of Renaissance ideas in Italy.
A: When the Ottoman Turks conquered Constantinople, scholars possessing ancient Greco-Roman literary manuscripts migrated to Italian cities, bringing their manuscripts with them. This accelerated research and studies, spreading them beyond universities to libraries and fostering new ideas in the cultural and intellectual spheres.
Elucidation/Example Analysis (2 sets)
Set A Q: Elucidate how the concept of Humanism accommodated dissent and criticism.
A: Humanism marked a paradigm shift from a theological perspective to a human-centered outlook. This concept allowed for dissenting voices and criticism, questioning the authority of religious dogma and domination.
Set B Q: Analyze the significance of Martin Luther posting the 'Ninety-Five Theses' in Latin.
A: Martin Luther initially intended only to spark an ideological debate about the sale of indulgences when he posted his theses in Latin on the doors of the Wittenberg Cathedral in 1517. However, the work was translated into German without his knowledge and was widely disseminated, marking the beginning of the Protestant Reformation.
Problem Analysis (2 sets)
Set A Q: How did the Bubonic Plague contribute to the emergence of humanism and the decline of feudalism in the 14th century?
A: The Plague led to a severe shortage of labour, causing the medieval feudal system, which heavily relied on agriculture, to decline. The failure of traditional medicine prompted the exploration of ancient medical sciences, and the terrors of the plague caused people to focus on their own well-being, leading to the emergence of humanism.
Set B Q: What was the significance of Johannes Gutenberg's invention of the printing press in the 15th century and its influence on society?
A: The printing press played a significant role in popularising literature. Its influence included the dissemination of knowledge and progress in literacy, as people started reading literary works extensively.
Identification and Description (2 sets)
Set A Q: Identify and describe the concept of Renaissance.
A: The word "Renaissance" means "rebirth". It denotes the revival of ancient Greco-Roman culture, which began around the 14th century, and is considered a period of transformation from medieval feudalism to the modern age.
Set B Q: Identify and describe the 'Society of Jesus'.
A: The Society of Jesus was set up by Ignatius Loyola, a Spanish priest, and played a prominent part in the Counter-Reformation. Its members were bound to strict discipline and unquestioned obedience, and they worked to establish the authority of the Catholic Church through missionary work and setting up schools.
Reasoning/Justification (2 sets)
Set A Q: Justify why Renaissance writers chose to produce most of their works in regional languages.
A: Renaissance writers gave importance to individual liberty and secular values. They chose regional languages to break away from the scholasticism of the Middle Ages, making literature more accessible and popular.
Set B Q: Justify why the classification of history (Ancient, Medieval, Modern) that emerged during the Renaissance marked a shift in historiography.
A: This classification marked a transition from the medieval Christian tradition, which held that historical events were divinely ordained, to a secular, human-centered outlook where human life became the focus of historical narratives.
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Chapter 2: Liberty Equality Fraternity [291–334]
Triple Multiple Choice/Identification (2 sets)
Set A Q: Identify three taxes or duties collected by the Nobles from the common people in 18th century France.
A: Corvée (unpaid work), Banalité (tax on wine making/use of landlord's facilities), and Terrage (special tax collected during harvest).
Set B Q: Identify three main ideas included in the Declaration of Human Rights of France in 1789.
A: Men are born and remain free and equal in rights, the preservation of natural and inseparable rights (liberty, property, security, resistance to oppression), and the law can only prohibit actions hurtful to society.
Finding Relationships/Pairing (2 sets)
Set A Q: Pair the French social class (Estate) with its primary characteristic/occupation.
1. First Estate:
2. Second Estate:
3. Third Estate:
A: First Estate: Clergy (exempted from taxes, levied the tithe).
Second Estate: Nobles (landowners, held highest positions in government/army).
6. Third Estate: Common people (majority population, paid taxes to king/church/nobles).
Set B Q: Pair the French thinker with their influential work or idea.
1. Rousseau:
2. Montesquieu:
A: Rousseau: The Social Contract (king violates responsibilities, loses right to rule).
Montesquieu: The Spirit of Laws (advocated division of powers: legislative, executive, judicial).
Characteristic Identification (2 sets)
Set A Q: What characteristic defines the Bourbon dynasty rulers of France?
A: They were generally despotic and believed in the divine right of rulers.
Set B Q: What characteristic defines the Sans-culottes during the French Revolution?
A: They were workers and peasants who wore long trousers called pantaloons (reaching down to the ankles) as a protest against the nobility who traditionally wore knee-length breeches.
Sequencing/Matching (2 sets)
Set A Q: Match the event with its consequence in the context of the Revolution.
1. The Tennis Court Oath
2. The Fall of the Bastille
3. The Reign of Terror
A: 1. Representatives of the Third Estate declared themselves the French National Assembly. 2. Considered the beginning of the French Revolution, symbolizing the overthrow of despotism. 3. Led by the 'Committee of Public Safety,' resulted in thousands of executions, including the September Massacre.
Set B Q: Match the Napoleonic reform with its focus.
1. Legal reforms:
2. Educational reforms:
3. Economic reforms:
A: 1. Napoleonic Code (abolished feudal laws, recognised equality and religious freedom); 2. Establishment of lycee schools and the University of France to control education; 3. Established The Bank of France and implemented a unified currency system.
Comparison/Difference (2 sets)
Set A Q: Differentiate between the Jacobins and the Girondists during the French Revolution.
A: The Jacobins took an aggressive position and seized control of the republic. The Girondists took a moderate position and represented the upper classes, landowners, and merchants.
Set B Q: Differentiate between the Divine Right Theory and the sovereignty idea propagated by Rousseau.
A: The Divine Right Theory asserted that the king derived his authority from God and was not accountable to the people. Rousseau argued that the people created the king through a contract, and the king lost the right to rule if he violated his responsibilities (sovereignty of the people).
Explanation/Analysis (2 sets)
Set A Q: Explain the Continental System implemented by Napoleon and why he pursued this strategy.
A: The Continental System was a plan by Napoleon to destroy Britain economically, as he could not conquer Britain due to its superior naval power. It banned countries under French control or friendly nations from trading with Britain.
Set B Q: Explain the significance of the Tennis Court Oath in establishing the foundation of the French Revolution.
A: The Tennis Court Oath occurred after the representatives of the Third Estate were denied entry into the Estates General. They vowed not to leave until a constitution granting sovereignty to the people of France was drafted, making it a pivotal moment in demanding popular sovereignty and constitutional reform.
Elucidation/Example Analysis (2 sets)
Set A Q: Elucidate how the economic crisis in 18th century France fueled the discontent of farmers and artisans.
A: Agricultural crisis caused cereal and bread prices to increase by 60 percent, while wages increased only by 22 percent. Additionally, British products flooded the French market due to trade agreements, making native artisans unemployed, which led these groups to protest against the government.
Set B Q: Analyze the purpose and outcome of the Congress of Vienna (1815) following Napoleon's defeat.
A: The Congress of Vienna was led by Austrian Chancellor Metternich. Key outcomes included restoring the monarchies that existed before the French Revolution (like the Bourbon monarchy in France) and recognizing the naval supremacy of Britain.
Problem Analysis (2 sets)
Set A Q: Why did the Directory system of government (1795) collapse, pushing the people into poverty and anarchy?
A: The Directory collapsed due to corruption and mismanagement. The resulting poverty and loss of faith in the government allowed Napoleon Bonaparte to seize power and declare himself Emperor of France.
Set B Q: What measures did the National Assembly implement to address the feudal privileges and injustices of the old regime?
A: The National Assembly abolished slavery, took away the special powers vested on the nobility, abolished the tax people had to pay to the Catholic Church, and cancelled additional taxes.
Identification and Description (2 sets)
Set A Q: Identify and describe the significance of the Estates General.
A: The Estates General was the French parliament, which Louis XVI summoned to impose new taxes, having not been convened for 175 years. It was divided into three estates (Clergy, Nobles, Commons).
Set B Q: Identify and describe the concept of the Revolutionary Calendar.
A: This calendar was adopted in France in October 1793, replacing the Gregorian calendar. The first day was September 22, 1792 (when France became a republic), and it was a completely secular calendar used until 1801.
Reasoning/Justification (2 sets)
Set A Q: Justify why the middle class had deep discontentment despite their educational and economic advancement in 18th century France.
A: Although the middle class made educational and economic advancements, they were required to pay taxes to the government and the nobility, yet they were denied the status or power they deserved in the administration and the army.
Set B Q: Justify why the French Revolution led to the concept of modern nationalism.
A: It was only after the French Revolution that the existence of a nation began to be expressed through national character, rather than through monarchy. The revolution declared that France was not just a geographical expression, but the entire people of France.
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Chapter 3: Social Analysis: Through Sociological Imagination [334–371]
Triple Multiple Choice/Identification (2 sets)
Set A Q: Identify three core concepts used in sociology for social analysis.
A: Social relationships, social institutions, and social structures.
Set B Q: Identify three limitations of Commonsense Knowledge in social analysis.
A: It provides only partial knowledge, relies on speculations or practices, and is not based on scientific observations or studies.
Finding Relationships/Pairing (2 sets)
Set A Q: Pair the sociologist with their core contribution.
1. Charles Wright Mills:
2. Emile Durkheim:
A: Charles Wright Mills: Introduced the concept of sociological imagination in his book The Sociological Imagination.
Emile Durkheim: Studied the social causes behind suicide in his book Suicide (1897).
Set B Q: Pair the sociological concept with its defining scope.
1. Commonsense Knowledge:
2. Social Analysis:
A: Commonsense Knowledge: Direct understanding acquired through personal experiences, social interactions, and cultural knowledge.
Social Analysis: The process of examining how social relationships, social institutions, social structures, and social problems affect individuals and society.
Characteristic Identification (2 sets)
Set A Q: What characteristic defines a Social Problem?
A: A social problem is a condition that affects a large number of people in society and is considered undesirable or detrimental to the society.
Set B Q: What characteristic defines Self-reflexivity?
A: Self-reflexivity is the skill to critically evaluate one’s own thoughts and actions.
Sequencing/Matching (2 sets)
Set A Q: Match the sociological concept with its description of function.
1. Social relationships:
2. Social institutions:
3. Social structure:
A: 1. Relations and interactions that individuals develop from within the society; 2. Framework of rules established by society to stabilize and regulate social relations; 3. Explains and implements the status, roles, existence, and responsibility of individuals in society.
Set B Q: Match the statement reflecting sociological imagination with its characteristic.
1. Identifying factors like poor road construction causing an accident:
2. Realizing personal career choice was influenced by parents and teachers:
3. Understanding low academic scores stem from limited access to resources:
A: 1. Broadens individual perspective; 2. Enables self-reflection; 3. Develops empathy and tolerance.
Comparison/Difference (2 sets)
Set A Q: Differentiate between a personal problem and a social problem.
A: A social problem is a condition that affects a large number of people in society. Problems that affect only a single or a few individuals are not considered social problems.
Set B Q: Differentiate between the approach of Commonsense Knowledge and Sociological Imagination in analyzing social reality.
A: Commonsense knowledge is limited to personal views and often provides a superficial explanation based on stereotypes. Sociological imagination has a broad scope, connecting individual experiences to larger social structures, and deeply analyzing the impact of social factors.
Explanation/Analysis (2 sets)
Set A Q: Explain the concept of Sociological Imagination as proposed by Charles Wright Mills.
A: Sociological imagination is the skill to identify and analyse how individual problems are related to broader social structures. It enables individuals to see their experiences and personal problems in the context of wider social structure, moving beyond the confines of commonsense knowledge.
Set B Q: Explain why Commonsense Knowledge often fails to solve complex social problems.
A: Commonsense knowledge is often partial and relies on speculations, practices, or stereotypes, rather than scientific observation or study. Therefore, it often fails to discover the real, multi-faceted social causes behind complex problems.
Elucidation/Example Analysis (2 sets)
Set A Q: Elucidate how the concept of gender norms affects female labour force participation according to sociological imagination.
A: Sociological imagination recognizes that gender norms, such as the expectation for women to be caretakers at home, limit employment opportunities for women. This results in women engaging less in income-generating jobs and contributes to their economic backwardness and lower labour force participation rate.
Set B Q: Analyze why the statement "Teenagers are always rebellious and irresponsible" is considered a stereotype in sociological analysis.
A: This statement is a stereotype, which is a general belief or idea. It creates a misconception about teenagers, who are generally heterogeneous and responsible, leading to misplaced assumptions about their behavior.
Problem Analysis (2 sets)
Set A Q: Anu concluded that her family's financial problems were solely due to personal lack of money. What social factors would Sociological Imagination identify as influencing her situation?
A: Sociological Imagination would identify factors such as income varying with the change of season, limited employment opportunities during the rainy season, limitations of the administration, and geographical disparities, which all contribute to her financial insecurity.
Set B Q: How does a lack of critical thinking, rooted in commonsense, hinder the analysis of complex problems like road accidents?
A: Commonsense may attribute an accident solely to individual carelessness. Critical thinking, through sociological imagination, reveals broader social factors influencing the problem, such as violation of traffic rules, failure of the legal system, and unscientific road construction, which broadens the perspective needed for effective solutions.
Identification and Description (2 sets)
Set A Q: Identify and describe the concept of Sociology.
A: Sociology is the scientific study of society. It can observe, analyse, and interpret relationships, social institutions, and structures in society, using concepts like social relationships and social institutions for social analysis.
Set B Q: Identify and describe the primary function of Social Institutions.
A: Social institutions are the framework of rules established by society to stabilize and regulate social relations. They define and shape individual actions and behavior while reflecting society's perspectives.
Reasoning/Justification (2 sets)
Set A Q: Justify why Charles Wright Mills proposed Sociological Imagination as a necessary skill.
A: Mills proposed this concept because it helps individuals move beyond personal experiences and see individual problems as part of the wider social structure, thereby identifying the social causes behind personal failures.
Set B Q: Justify why the concept of "micro-macro relationship" is important in sociological imagination.
A: Sociological imagination helps to find the micro-macro relationship between the individual and society. This equips individuals to engage in social activities and understand how individual lives (micro) are influenced by complex social structures (macro).
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Chapter 4: Wealth and the World [371–426]
Triple Multiple Choice/Identification (2 sets)
Set A Q: Identify three factors that enabled Portugal and Spain to undertake successful geographical expeditions.
A: The building of advanced ships capable of crossing vast oceans, the invention of the compass and other navigational tools, and patronage of the rulers.
Set B Q: Identify three commodities that were transported from the Americas to Europe as a result of the triangular trade system.
A: Gold, silver, and goods such as sugar, wine, and cotton.
Finding Relationships/Pairing (2 sets)
Set A Q: Pair the explorer with their key achievement.
1. Vasco da Gama:
2. Christopher Columbus:
A: Vasco da Gama: Reached the shores of Kappad in Kozhikode, India in 1498.
Christopher Columbus: Reached the Bahamas Islands near North America.
Set B Q: Pair the economic system with its defining characteristic.
1. Merchant Capitalism:
2. Industrial Capitalism:
A: Merchant Capitalism: Merchants supplied raw materials to rural artisans in cottage-based production.
Industrial Capitalism: Wealth was invested in industries, leading to factory production and mass production using machines.
Characteristic Identification (2 sets)
Set A Q: What is a defining characteristic of Imperialism?
A: Imperialism is the practice by which a country establishes and maintains political, economic, and social control over regions beyond its own borders.
Set B Q: What were the primary characteristics of the Agrarian Revolution in 17th century England?
A: Small farms were consolidated to form large farms (Enclosure Movement), crop rotation was introduced, and new agricultural implements were used.
Sequencing/Matching (2 sets)
Set A Q: Match the event with its contribution to starting the geographical expeditions.
1. Conquest of Constantinople by Turks:
2. Arrival of the Portuguese at the Guinea Coast:
A: 1. Obstructed the primary trade route from Asia to Europe; 2. Paved the way for finding a sea route to Asia.
Set B Q: Match the totalitarian ideology with its leader.
1. Fascism:
2. Nazism:
A: 1. Benito Mussolini; 2. Adolf Hitler.
Comparison/Difference (2 sets)
Set A Q: Differentiate between the colonial policy of Portugal/Spain and that of England/Netherlands concerning trade control.
A: The Spanish and Portuguese kings directly controlled colonial trade. The Dutch and the English conducted their colonial trade through joint-stock companies, which reinvested profits back into their businesses.
Set B Q: Differentiate between the core tenets of Pan-Slavism and Pan-Germanism.
A: Pan-Slavism advocated for the unification of regions in Eastern Europe inhabited by Slavic people, led by Serbia. Pan-Germanism aimed to unite the Teutonic people and expand German influence into Central Europe.
Explanation/Analysis (2 sets)
Set A Q: Explain the primary objective and mechanisms of Mercantilism.
A: Mercantilism aimed to accumulate wealth, measured by the amount of gold and silver (Bullion) a nation possessed. It operated by reducing imports and increasing exports, thereby amassing wealth from other nations.
Set B Q: Explain how the collapse of the European economy and global power shifted after World War II.
A: World War II caused the European economy to collapse and ended Europe's hegemony. The United States (capitalist) and the Soviet Union (socialist) emerged as the two global powers, leading to the Cold War.
Elucidation/Example Analysis (2 sets)
Set A Q: Elucidate how the wealth acquired through English and Dutch colonial trade facilitated their industrialization.
A: English and Dutch joint-stock companies reinvested the profits earned through colonial trade back into their businesses. This reinvestment substantially contributed to the growth of industries in England, marking a crucial role in ushering in the Industrial Revolution.
Set B Q: Analyze the consequences of the Treaty of Versailles on Germany following World War I.
A: The Treaty of Versailles imposed severe restrictions on Germany. Germany lost its colonies and territories, was disarmed, and huge war reparations were imposed. World War II was largely considered a German revolt against this treaty.
Problem Analysis (2 sets)
Set A Q: What was the motivation behind the triangular trade system, and what specific human cost was associated with it?
A: The system linked Europe, Africa, and the Americas for financial gain. Products from Europe were exchanged in Africa for enslaved people, who were then transported to the Americas. This caused immense suffering and slavery for the African native populations.
Set B Q: Why did industrialised countries turn to Imperialism in the latter half of the 19th century?
A: As factory production increased, industrialised countries needed raw materials from abroad. They also needed foreign markets to sell manufactured goods, as low worker wages decreased domestic purchasing power. To secure these sources and markets, European countries established political control, leading to imperialism.
Identification and Description (2 sets)
Set A Q: Identify and describe the term Bullion in the context of Mercantilism.
A: Bullion refers to the silver and gold collected as wealth. In mercantilist policy, the amount of Bullion possessed by a nation was the measure of its wealth.
Set B Q: Identify and describe Neo Colonialism and the economic policy that facilitates it.
A: Neo Colonialism is a form of exploitation where the USA provided funds to newly independent countries. This policy is implemented through Finance Capitalism, where financial institutions play a major role, and corporations exert influence by investing in countries to make huge profits.
Reasoning/Justification (2 sets)
Set A Q: Justify why the Atlantic coast emerged as the most important trade route following the geographical expeditions.
A: The explorations connected Europe with the Americas, Asia, and Africa, shifting the trade focus from the Mediterranean. This shift led to the Atlantic coast becoming the most important trade route.
Set B Q: Justify why the economic advancement of Germany caused concern for France and England leading up to World War I.
A: Germany's industrial progress caused concern because new imperialist nations could only expand their influence by capturing territories controlled by older imperialist powers. Germany's plan to construct the Berlin-Baghdad railway further escalated tensions.
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Chapter 5: Public Opinion in Democracy [426–467]
Triple Multiple Choice/Identification (2 sets)
Set A Q: Identify three factors that influence the formation of public opinion.
A: Social and cultural background of individuals, attitude, and belief.
Set B Q: Identify three elements included in Media Literacy.
A: Ability to access, analyse, and evaluate news messages received through various forms of media.
Finding Relationships/Pairing (2 sets)
Set A Q: Pair the institution/group with its role as an agency shaping public opinion.
1. Family:
2. Educational Institutions:
A:. Family: Where the child's socialisation process starts, influencing their initial opinions on politics, beliefs, and religion.
Educational Institutions: Helps a person form an independent and rational opinion on any subject by imparting knowledge and skills.
Set B Q: Pair the literary/artistic work with the social issue it addressed.
1. Chandalabhikshuki (Kumaran Asan):
2. Adukkalayil Ninnu Arangathetkku (V. T. Bhattathiripad):
A: Chandalabhikshuki: Against social evils based on the caste system, such as untouchability.
Adukkalayil Ninnu Arangathetkku: Contributed greatly to the Kerala renaissance by influencing social life.
Characteristic Identification (2 sets)
Set A Q: What characteristic defines Public Opinion?
A: Public opinion is the general opinion of the people about the issues affecting them. It can be the position or opinion generally held by a section of society on a particular issue.
Set B Q: What characteristic defines Civil Society in a democracy?
A: Civil society includes organizations, groups, and people who work voluntarily for the welfare of the society, without government control or profit motive.
Sequencing/Matching (2 sets)
Set A Q: Match the concept with its hindering factor.
1. Illiteracy:
2. Digital Divide:
3. Poverty: A:
1. Limited knowledge about public issues and capacity to form rational opinions; 2. Gap in accessing modern information technology like the internet, hindering effective public opinion formation; 3. Causes isolation from public affairs, preventing participation in public opinion formation.
Set B Q: Match the media type with its audience reach emphasis.
1. Newspapers (Print Media):
2. Radio and Television (Traditional Electronic Media):
A: 1. Brings political and social events before the public (primarily the literate community); 2. Important role in forming ideas and knowledge among the illiterate community.
Comparison/Difference (2 sets)
Set A Q: Differentiate between Media Literacy and Digital Literacy.
A: Media literacy is the ability to shape perceptions and critically interpret news and messages received through media. Digital literacy is the ability to efficiently use digital equipment and technology to find and evaluate information from digital spaces.
Set B Q: Differentiate between the nature of public opinion regarding time and constituency.
A: Public opinion is not necessarily the views of the majority of people, but the creation of a general consensus on a topic. It may change with circumstances, time, and new knowledge.
Explanation/Analysis (2 sets)
Set A Q: Explain the primary mechanisms used by ruling and opposition political parties to shape public opinion.
A: Ruling parties propagate government policies in their favour. Opposition parties bring the shortcomings and failures of the administration to the attention of the people, undertaking campaigns and struggles to form public opinion against the government.
Set B Q: Explain the role of public opinion in upholding democratic governance and citizen rights.
A: Public opinion ensures that civil society makes the rulers responsible through constant criticism. It questions the exercise of power, regulates the rule of law, and prevents arbitrary and dictatorial tendencies, thereby protecting the rights and freedom of citizens.
Elucidation/Example Analysis (2 sets)
Set A Q: Elucidate how the function of the Grama Sabha/Ward Sabha exemplifies the role of public opinion in local governance.
A: In a Grama Sabha/Ward Sabha, local problems are discussed, and decisions are taken by considering the general opinion of the people gathered. This demonstrates how public opinion directly influences the formulation of local policies and management.
Set B Q: Analyze the significance of the Anti-Arrack Movement in empowering women.
A: The movement, which emerged in Andhra Pradesh in the 1990s, protested the widespread use of alcohol that caused domestic violence and economic ruin. It later evolved into a protest addressing various issues faced by women, including sexual harassment and gender discrimination, creating social awareness against these problems.
Problem Analysis (2 sets)
Set A Q: What actions should citizens take to prevent the harmful spread of fake news and messages through digital platforms?
A: Citizens should find the real source to determine the validity of the news and must not share fake news with others. They should also inform official systems like the cyber cell and acquire digital and media literacy to critically evaluate online content.
Set B Q: How do unhealthy political activities and lack of democracy within political parties undermine the formation of true public opinion?
A: Partisanship in political activities and polarization among the people hinder the formation of public opinion. Unhealthy practices used to influence voters during elections, along with corruption and parochial group interests, undermine true public opinion.
Identification and Description (2 sets)
Set A Q: Identify and describe the function of an Opinion Poll.
A: An opinion poll is an effective way to gather information about public attitudes and opinions on various social, cultural, political, and economic issues. It approaches a sample of the population for their views, which can then be used to form public opinion.
Set B Q: Identify and describe the concept of Digital Literacy.
A: Digital literacy is the ability to find information from the digital world and evaluate them efficiently using digital equipment and technology. This includes basic computer knowledge and the effective use of the internet and digital platforms.
Reasoning/Justification (2 sets)
Set A Q: Justify why newspapers (print media) are crucial for shaping public opinion in a democracy.
A: Newspapers play an important role in bringing all political and social events before the public. They strengthen the democratic process by bringing current issues to the people and simultaneously conveying the opinion of the people to the government.
Set B Q: Justify why the family is considered the first stage of public opinion formation for a child.
A: A child’s socialisation process starts from the family, and the family's traditional beliefs and perceptions influence the child's opinion. The child participates in family discussions on various topics, giving the family the first place in opinion formation.
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Chapter 6: Mass Movement for Freedom [10–64]
Triple Multiple Choice/Identification (2 sets)
Set A Q: Identify three economic impacts of the First World War on India.
A: Additional wartime taxes were levied on the people, huge quantities of food grains were exported for soldiers leading to severe food shortage, and crop losses and epidemics worsened the situation.
Set B Q: Identify three key activities promoted as constructive programmes during the Non-Cooperation Movement.
A: Strengthening social harmony, promoting the use of national products, and establishing national schools.
Finding Relationships/Pairing (2 sets)
Set A Q: Pair the movement/incident with its central figure/leader.
1. Champaran:
2. Ahmedabad Textile Mill Struggle:
A: Champaran: Raj Kumar Shukla (persuaded Gandhi to visit).
Ahmedabad Textile Mill Struggle: Mahatma Gandhi (went on a fast for wage hike).
Set B Q: Pair the revolutionary with their action/organization.
1. Hindustan Republican Association (HRA):
2. Hindustan Socialist Republican Association (HSRA):
A: Hindustan Republican Association (HRA): Attempted to rob railway funds at Kakori.
Hindustan Socialist Republican Association (HSRA): Shot police officer Saunders and threw a bomb into the Central Legislative Assembly.
Characteristic Identification (2 sets)
Set A Q: What characteristic defines the Rowlatt Act of 1919?
A: It was a repressive law implemented by the British, according to which anyone could be arrested without a warrant and jailed without trial, curtailing fundamental rights.
Set B Q: What characteristic defines the Swaraj Party?
A: A faction within the Congress, formed by C. R. Das and Motilal Nehru, whose aim was to utilize the legislative assemblies as forums to voice political dissent and expose anti-public policies.
Sequencing/Matching (2 sets)
Set A Q: Match the event with its consequence in the context of the freedom struggle.
1. Khilafat Issue:
2. Lahore Congress (1929):
A: 1. Used by Gandhiji to extend the movement to rural areas and foster Hindu-Muslim unity; 2. Congress demanded complete independence for the first time.
Set B Q: Match the key figure with their contribution to the Quit India Movement.
1. Jayaprakash Narayan:
2. Aruna Asaf Ali:
3. Sucheta Kripalani:
A: 1. Led the struggle from hiding; 2. Led the struggle from hiding; 3. Led the struggle from hiding.
Comparison/Difference (2 sets)
Set A Q: Differentiate between the initial mass movements led by Gandhiji (1917–1918) and the Non-Cooperation Movement (1920) regarding scope.
A: Gandhiji’s early movements were primarily local, dealing with specific sectional issues like indigo cultivators or textile workers [13–15]. The Non-Cooperation Movement was a national mass movement launched under the joint leadership of the Khilafat Committee and the Indian National Congress, covering rural and urban areas.
Set B Q: Differentiate between the primary strategy of the Congress Socialist Party (CSP) and the Indian National Army (INA) in achieving freedom.
A: The CSP aimed to establish a socialist society by countering capitalism and landlordism through organizing workers and peasants within the political system. The INA, led by Subhas Chandra Bose, adopted a completely different path of armed struggle, reorganizing the army and marching to India with the Japanese army.
Explanation/Analysis (2 sets)
Set A Q: Explain the primary motive behind peasants in Bengal boycotting jute cultivation during the Non-Cooperation Movement.
A: The objectives were to force British jute mill owners to close down by curtailing the supply of jute, to ensure food security by expanding rice cultivation, and to increase the use of khadi by making cotton available.
Set B Q: Explain the significance of the Lahore Congress (1929) in transforming the goal of the Indian freedom struggle.
A: The Lahore Congress was a turning point because, for the first time, the Congress demanded complete independence. It adopted the tricolour flag and entrusted Gandhiji with the responsibility to launch a mass movement to achieve this goal.
Elucidation/Example Analysis (2 sets)
Set A Q: Elucidate why the government's monopoly on salt was described as an ‘iniquitous monopoly’ by Gandhiji.
A: Salt was an essential commodity for people and livestock in India’s tropical climate, and its production was a government monopoly. Gandhiji decided to break this law because the monopoly affected all sections of society, including its use for agricultural purposes.
Set B Q: Analyze the role of the secret Congress Radio during the Quit India Movement.
A: Since leaders like Gandhiji were imprisoned, leaders like Jayaprakash Narayan, Ram Manohar Lohia, and Aruna Asaf Ali led the struggle from hiding. They used the Congress Radio, operating secretly from Bombay, to communicate with activists and carry the struggle forward.
Problem Analysis (2 sets)
Set A Q: What factors contributed to the widespread violence and higher casualties during the Jallianwala Bagh Massacre? A: Martial law was declared in Amritsar, and General Reginald Dyer ordered the police to open fire on a crowd gathered in a public meeting without warning. The ground had only one entrance, trapping the people, leading to high casualties.
Set B Q: What was the primary conflict that led to the formation of the Swaraj Party, and how did its strategy differ from the mainstream Congress approach at the time?
A: The conflict arose because the mainstream Congress boycotted elections and legislative assemblies during the Non-Cooperation Movement. The Swaraj Party leaders opposed this and aimed to participate in elections to utilize the assemblies as forums to expose the government's anti-public policies.
Identification and Description (2 sets)
Set A Q: Identify and describe the Rampa Rebellion.
A: The Rampa Rebellion was a tribal movement in Andhra Pradesh led by Alluri Sitarama Raju. The tribals agitated against British forest laws, which restricted their rights to forest resources, and exploitation by moneylenders.
Set B Q: Identify and describe the Cabinet Mission and its key proposals in 1946.
A: The Cabinet Mission included three members of the British Cabinet (Stafford Cripps, Pethick Lawrence, A. V. Alexander) and reached India to discuss the transfer of power. Key proposals included forming an interim government until power transfer and establishing a Constituent Assembly to draft a constitution.
Reasoning/Justification (2 sets)
Set A Q: Justify why Gandhiji withdrew the Non-Cooperation Movement following the Chauri Chaura incident. A: At Chauri Chaura, an enraged mob set the police station on fire, resulting in the deaths of 22 policemen. Recognizing that the agitation violated the principle of non-violence, Gandhiji decided to stop the movement.
Set B Q: Justify why the Quit India Movement is considered highly important in making freedom inevitable.
A: The importance of the Quit India Movement is that it made freedom an urgent goal. Although leaders were imprisoned, temporary parallel governments were established in certain areas (like Satara and Tamluk), demonstrating that the transfer of power became inevitable.
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Chapter 7: The Glimpses of Free India [64–118]
Triple Multiple Choice/Identification (2 sets)
Set A Q: Identify three countries that provided financial and technical assistance for the establishment of public sector Iron and Steel industries in India.
A: Germany (for Rourkela), Soviet Union (for Bhilai and Bokaro), and United Kingdom (for Durgapur).
Set B Q: Identify three core principles of India's foreign policy formulated by Jawaharlal Nehru. A: Peaceful Coexistence, Stand against Colonialism and Apartheid, and Non-Aligned Policy.
Finding Relationships/Pairing (2 sets)
Set A Q: Pair the princely state that refused to join the Indian Union with its integration method (implied or stated).
1. Junagadh:
2. Hyderabad:
A: Junagadh: Integrated through conciliation talks and military action.
Hyderabad: Integrated through conciliation talks and military action.
Set B Q: Pair the space mission with its primary objective.
1. Chandrayaan:
2. Mangalyaan:
3. Aditya L1:
A: 1. Lunar exploration; 2. Mars exploration; 3. Solar research and space weather studies.
Characteristic Identification (2 sets)
Set A Q: What characteristic defines the Bhoodan Movement?
A: It was initiated under the leadership of Vinoba Bhave to implement land reform without making legislation, persuading large landowners to donate one-sixth of their land as 'Bhoodan' for the landless.
Set B Q: What characteristic defines the Kerala Model of Development?
A: Characterised by high literacy rates, low infant mortality rates, and high life expectancy, achieved through land reforms and universal public health and education systems.
Sequencing/Matching (2 sets)
Set A Q: Match the Iron and Steel Industry with its location in India.
1. Rourkela:
2. Bhilai:
3. Durgapur:
A: 1. Odisha; 2. Chhattisgarh; 3. West Bengal.
Set B Q: Match the Education Commission with its primary area of focus.
1. Dr. Radhakrishnan Commission (1948):
2. Dr. Lakshmanaswami Mudaliar Commission (1952):
3. Dr. D. S. Kothari Commission (1964):
A: 1. University Education; 2. Secondary Education; 3. National Pattern of Education.
Comparison/Difference (2 sets)
Set A Q: Differentiate between Nationalisation of Banks and the economic policy prevailing before 1969.
A: Before 1969, banks were owned by private industrialists and prioritized the rich. Nationalisation (starting 1969) meant the Government of India took ownership of major banks to ensure common people could obtain loans and banking services.
Set B Q: Differentiate between the primary focus of the Green Revolution and the White Revolution.
A: The Green Revolution aimed for self-sufficiency in food production using modern inputs. The White Revolution, led by Dr. Verghese Kurien, aimed to increase the production of milk and dairy products.
Explanation/Analysis (2 sets)
Set A Q: Explain the primary challenge faced by India concerning linguistic diversity after independence and the resultant action.
A: Before independence, administrative regions were not based on language, but language strongly influenced communication and cultural formation. This led to a strong demand for linguistic states, resulting in the appointment of the State Reorganisation Commission and the formation of 14 linguistic states in 1956.
Set B Q: Explain the significance of the Privy Purse and why it was eventually abolished.
A: Privy Purse was financial aid provided to princely rulers upon integration to compensate for their lost power and income. It was abolished in 1971 under the 26th Amendment of the Constitution by Indira Gandhi because it constituted a huge financial burden.
Elucidation/Example Analysis (2 sets)
Set A Q: Elucidate the function and importance of the Non-Aligned Movement (NAM).
A: NAM was formed under India's leadership after World War II, based on a foreign policy that aimed for an independent stand without joining the capitalist (US) or socialist (Soviet Union) power blocs. This policy helped India protect its national interests.
Set B Q: Analyze the features that characterize the Kerala model of development and its global recognition.
A: The Kerala model is recognized globally for achieving high social indicators (low infant mortality, high life expectancy, high literacy). This success stems from initiatives like land reforms, universal public health, education systems, and poverty alleviation schemes like the Universal Public Distribution System.
Problem Analysis (2 sets)
Set A Q: Why was the integration of the 565 princely states into the Indian Union a challenging task, and how was it resolved?
A: As per the Indian Independence Act, princely states could join India, Pakistan, or remain independent. This was challenging as rulers like those in Junagadh, Kashmir, and Hyderabad initially refused to join. The mission was successfully accomplished by Sardar Vallabhbhai Patel and V. P. Menon through conciliation talks and military action.
Set B Q: What was the impact of the government's economic policies between 1950 and 1990 on the public sector, and what shift occurred in the 1990s?
A: India followed a mixed economy focusing on strengthening the public sector through Five-Year Plans. The 1990s saw a shift towards economic policies like liberalization, privatization, and globalization, resulting in the privatization of many public sector enterprises.
Identification and Description (2 sets)
Set A Q: Identify and describe the objective of the Gaganyaan mission.
A: The Gaganyaan mission is an ongoing effort by India towards successfully completing the goal of sending humans into space.
Set B Q: Identify and describe the significance of the metal Iron in modern society.
A: Iron is an indispensable metal in daily life. It forms a key component in steel manufacturing, which is crucial for a strong industrial base.
Reasoning/Justification (2 sets)
Set A Q: Justify why Nehru emphasized the construction of dams by calling them "Temples of Modern India".
A: Dams were essential because irrigation facilities and power generation were necessary for the development of both the agricultural sector (emphasized in the First Five-Year Plan) and the industrial sector. Therefore, they symbolized modern development and progress.
Set B Q: Justify why the Panchsheel Principles were formulated and signed between India and China.
A: The Panchsheel Principles were formulated based on India's foreign policy. The principles, signed in 1954, aimed to uphold India's dignity and interests among nations by promoting mutual respect, peaceful coexistence, and non-interference.
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Chapter 8: Democracy An Indian Experience [119–180]
Triple Multiple Choice/Identification (2 sets)
Set A Q: Identify three agreements or acts involved in the process of integrating princely states or rehabilitating refugees post-partition.
A: Stand Still Agreement, Instrument of Accession, and The Displaced Persons (Compensation and Rehabilitation) Act, 1954.
Set B Q: Identify three factors that led to the agitations against the central government leading up to the 1975 Emergency.
A: Economic crisis, food shortages, and unemployment faced in the 1970s.
Finding Relationships/Pairing (2 sets)
Set A Q: Pair the commission with its purpose concerning Backward Classes.
1. Kaka Kalelkar Commission (1953):
2. Mandal Commission (1979):
A: 1. Appointed to study the reasons for the social backwardness of backward classes and suggest remedies;
2. Appointed to study the social and educational backwardness of the OBC communities and suggest solutions.
Set B Q: Pair the movement with the social issue it addresses.
1. Nirbhaya Movement:
2. Fishermen's Movement:
A:
Nirbhaya Movement: Formed against violence against women, demanding strong legal action against sexual violence.
Fishermen's Movement: Agitations against the central government policies related to deep-sea fishing and protection of traditional fishing industry.
Characteristic Identification (2 sets)
Set A Q: What characteristic defines the concept of Criminalisation of Politics?
A: It refers to the tendency of leaders or workers of political parties engaging in or encouraging criminal activities, or the involvement of individuals engaged in criminal acts in politics.
Set B Q: What characteristic defines the Role of the Governor in Indian federalism?
A: The Governor is an official appointed by the President on the recommendation of the Central Government, and the role often becomes controversial when different political parties govern at the Centre and in the States.
Sequencing/Matching (2 sets)
Set A Q: Match the event/concept with its related date/year.
1. First General Election:
2. Internal Emergency declared:
3. Anti-Defection Law passed:
A: 1. Held from October 1951 to February 1952; 2. June 25, 1975; 3. 1985 (52nd Constitutional Amendment).
Set B Q: Match the autonomy movement with its resolution/outcome.
1. Gorkha Land Movement:
2. Jharkhand Movement:
A: 1. An autonomous Darjeeling Gorkha hill council was formed in 1988. 2. Jharkhand state was formed in 2000.
Comparison/Difference (2 sets)
Set A Q: Differentiate between the Instrument of Accession and the Merger Agreement used for princely states.
A: The Instrument of Accession allowed princely states to join the Union while retaining internal self-governance. The Merger Agreement was for complete accession, where the right to self-governance ceased to exist.
Set B Q: Differentiate between a Hazard and a Disaster (Implied context from disaster management focus).
A: (Note: No direct definition for Hazard/Disaster is present in Chapters 6-9, focusing instead on political/social concepts. Using the closest related concepts). Q: Differentiate between Liberalization and Globalization (Implied context from economic reforms). A: (Note: Liberalization/Globalization are defined in Chapter 7, not 8. Using two concepts from Chapter 8). Q: Differentiate between Corruption and Defection as challenges to democracy. A: Corruption is the use of power for personal gain (e.g., bribery, nepotism) and affects financial investment and faith in the democratic system. Defection is when an elected representative abandons their party, betraying voter trust and creating a crisis in governance.
Explanation/Analysis (2 sets)
Set A Q: Explain the concept of Criminalisation of Politics and why it challenges democracy.
A: Criminalisation of politics involves leaders engaging in or encouraging criminal activities. It challenges democracy because it causes citizens to lose faith in the democratic system, especially when individuals with criminal backgrounds reach the leadership.
Set B Q: Explain the primary objectives of the Right to Information Act (2005) and the rationale behind its implementation.
A: The Act ensures the right of citizens to obtain information from public institutions. The rationale is that transparency is essential in a democracy, and the law helps eradicate corruption by providing authentic information regarding public affairs to citizens.
Elucidation/Example Analysis (2 sets)
Set A Q: Elucidate how Article 356 of the Constitution causes controversy regarding Centre-State relations.
A: Article 356 stipulates that Presidential Rule can be imposed in any state based on the Governor's report if the State Government fails to carry out the administration in accordance with the Constitution. This power of the Governor has led to numerous conflicts and dismissals of state governments, such as the Kerala Government in 1959, even when they had a clear majority.
Set B Q: Analyze the significance of the Khalistan Movement and how the crisis was eventually resolved.
A: The Khalistan movement emerged in Punjab demanding a separate Sikh nation and adopted armed means, leading to events like 'Operation Blue Star'. The crisis was eventually resolved through the signing of the Punjab Accord in 1985 and subsequent effective democratic processes that restored peace and eradicated separatism.
Problem Analysis (2 sets)
Set A Q: What were the major challenges faced in conducting India's first general election in a vast and diverse country?
A: Challenges included preparing voters' lists based on adult franchise, educating the illiterate majority about voting, finding and training enough election officials, and ensuring a transparent and fair election.
Set B Q: How does Communalism pose a significant threat to Indian democracy and constitutional values?
A: Communalism divides people based on religion and creates social conflict. It undermines constitutional values like secularism and social justice, posing a threat to the nation's unity and integrity, especially when political parties use communal thinking to influence voters.
Identification and Description (2 sets)
Set A Q: Identify and describe the Anti-Defection Law.
A: The Anti-Defection Law was passed by Parliament in 1985 through the 52nd Constitutional Amendment to prevent defection, which is when an elected representative abandons the party they won for or joins another party.
Set B Q: Identify and describe the function of the Sarkaria Commission.
A: The Sarkaria Commission was appointed by the Central Government in 1983 to study Centre-State relations and submit a report. It found that the powers of the Centre were increasing over time and recommended changes to avoid friction.
Reasoning/Justification (2 sets)
Set A Q: Justify why the major developments during the 1975 Emergency highlight the importance of civil society and media vigilance.
A: Despite severe restrictions during the Emergency, nationwide agitations occurred, and the eventual restoration of democracy was achieved through democratic means. These experiences show the importance of the vigilance of civil society and media involvement in safeguarding democracy.
Set B Q: Justify why the Mandal Commission report holds great significance in Indian democracy.
A: The Mandal Commission recommended 27% reservation for backward classes in government jobs and education. This report is significant because its implementation helped ensure the welfare and representation of backward classes, which constitute nearly half of the population.
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Chapter 9: Know the Indian Social System [181–229]
Triple Multiple Choice/Identification (2 sets)
Set A Q: Identify three elements that contribute to the formation of a social system.
A: Education, transportation, and communication.
Set B Q: Identify three geographical areas where Tribal societies are concentrated in India.
A: North-Eastern states like Mizoram, Nagaland, and Meghalaya.
Finding Relationships/Pairing (2 sets)
Set A Q: Pair the Sociologist with their primary area of study/contribution.
1. Herbert Spencer:
2. M. N. Srinivas:
A: Herbert Spencer: Developed the concept of Social Organism by comparing society to a living organism.
M. N. Srinivas: Conducted insightful studies about the caste system in the Indian social system.
Set B Q: Pair the tribal revolt with its major leader.
1. Santhal Revolt (1855-1856):
2. Munda Revolt (1899-1900):
A:. Santhal Revolt: Sidhu Murmu, Kanhu Murmu.
Munda Revolt: Birsa Munda.
Characteristic Identification (2 sets)
Set A Q: What characteristic defines the concept of Endogamy in the caste system?
A: Endogamy is the practice of marriage within one's caste, promoted to ensure each caste maintained its boundaries without intermingling.
Set B Q: What characteristic defines the Dravidian Movement in Tamil Nadu?
A: It began in the early decades of the 20th century under the influence of ideas like political empowerment of the Dravidian people and rationalism, aiming to resist the dominance of Brahmin culture.
Sequencing/Matching (2 sets)
Set A Q: Match the language family with an associated language.
1. Indo-European:
2. Dravidian:
3. Astro-Asiatic:
A: 1. Hindi, Punjabi, Bengali, or Marathi; 2. Telugu, Kannada, Tamil, or Malayalam; 3. Mundari, Saora, or Santhali.
Set B Q: Match the concept with its classification.
1. Anti-immigration movements:
2. Regional autonomy movements:
A: 1. Movements formed based on problems created by uncontrolled immigration; 2. Movements that emerged demanding greater autonomy within the country or by demanding special statehood.
Comparison/Difference (2 sets)
Set A Q: Differentiate between Diversity and Pluralism in a social context.
A: Diversity means differences, referring to the presence of various distinctions within society that may lack mutual respect. Pluralism implies that various diverse elements coexist, promoting mutual respect and communication, ensuring diversity contributes to unity.
Set B Q: Differentiate between Rural Society and Urban Society in India based on socio-economic characteristics.
A: Rural society is primarily based on agriculture and small-scale industries, characterized by close-knit relationships. Urban society is characterized by diverse industries, various services, modern facilities, and a fast-paced lifestyle.
Explanation/Analysis (2 sets)
Set A Q: Explain the primary mechanisms through which the traditional Caste System maintained 'Social Control and Order'.
A: The caste system functioned as a system of social control by requiring members to strictly adhere to caste norms. It was based on purity and pollution, enforcing strict caste differences, including untouchability and mandated social distance.
Set B Q: Explain the concept of the Rural-Urban Continuum and its relevance to regions like Kerala.
A: The rural-urban continuum describes the transformation of rural societies into urban ones and refers to a situation where there is no clear boundary between where cities end and villages begin. This dynamic exists in Kerala and reflects the growing interdependence between villages and cities (e.g., villages depend on cities for technology and markets).
Elucidation/Example Analysis (2 sets)
Set A Q: Elucidate how religion functions as a "Tool for Social Control" in the Indian social system.
A: Every religion teaches human values such as honesty, empathy, mutual respect, and social responsibility. These values guide individual behavior, enrich socialisation, and ensure coexistence and social order, thereby acting as a tool for social control.
Set B Q: Analyze the significance of the Paliya Dance in the context of tribal societies.
A: The Paliya Dance is an example of the unique arts and culture that tribal societies nourish in India. These forms contribute to Indian diversity, cultural preservation, and can gain global attraction, promoting tourism.
Problem Analysis (2 sets)
Set A Q: What specific social and economic disadvantages did lower castes face under the traditional caste system that accelerated their marginalization?
A: The caste hierarchy denied status and rights, enforced strict hereditary occupations, and denied them access to education, land, and resources, accelerating their economic and social marginalization.
Set B Q: Why is resource conservation and environmental protection so closely linked to the survival of Tribal societies in India?
A: Tribal people live in close interaction with nature, engaging in sustainable agriculture and protecting forests, thus maintaining ecological balance. They possess valuable traditional knowledge that relies on these indigenous resources, making environmental preservation crucial for their existence and culture.
Identification and Description (2 sets)
Set A Q: Identify and describe the function of the Protection of Civil Rights Act, 1955.
A: This Act was passed by the Indian Parliament to prevent the practice and propagation of untouchability, an evil social practice that existed at the time.
Set B Q: Identify and describe the concept of National Integration.
A: National integration is a process by which people from different backgrounds, regions, languages, and religions are respected for their diversity, leading to a unified and harmonious state.
Reasoning/Justification (2 sets)
Set A Q: Justify why the Indian Constitution prohibits discrimination based on caste or religion.
A: The Constitution prohibits discrimination and ensures equality for all its citizens to challenge the rigid practices and inequalities of the traditional caste system. It reflects the unique aspect of Indian secularism, where the State does not accord special status to any religion.
Set B Q: Justify why tribal societies are considered custodians of India's natural wealth and cultural heritage.
A: Tribal societies make significant contributions to maintaining the distinctive preservation of forests and biodiversity because they live in harmony with nature. They also preserve Indian cultural heritage by transferring traditional knowledge, art, and culture.
