Bhagya

Odisha State Board CHSE Odisha Class 12 Political Science Solutions Unit 3 Democratic Process in India-II Long Answer Questions.

CHSE Odisha 12th Political Science Unit 3 Democratic Process In India-II Long Answer Questions

Short Notes
Question:
Communalism
Answer:
The other long-term development during this period was the rise of politics based on religious identity, leading to a debate about secularism and democracy. We noted in Chapter Six that in the aftermath of the Emergency, the Bharatiya Jana Sangh had merged into the Janata Party. After the fall of the Janata Party and its break-up, the supporters of erstwhile Jana Sangh formed the Bharatiya Janata Party ( BJP) in 1980.

Initially, the BJP adopted a broader political platform than that of the Jana Sangh. It embraced ‘Gandhian Socialism’ as its ideology. But it did not get much success in the elections held in 1980 and 1984. After 1986, the party began to emphasise the Hindu nationalist element in its ideology. The BJP pursued the politics of ‘Hindutva’ and adopted the strategy of mobilising the Hindus. Hindutva literally means ‘Hinduness’ and was defined by its originator, V. D. Savarkar, as the basis of Indian (in his language also Hindu) nationhood.

It basically meant that to be members of the Indian nation, everyone must not only accept India as their ‘fatherland’ (pitrubhu) but also as their holy land (punyabhu). Believers of ‘Hindutva’ argue that a strong nation can be built only on the basis of a strong and united national culture.

They also believe that in the case of India the Hindu culture alone can provide this base. Two developments around 1986 became central to the politics of BJP as a ‘Hindutva’ party. The first was the Shah Bano case in 1985. In this case a 62-year old divorced Muslim woman, had filed a case for maintenance from her former husband. The Supreme Court ruled in her favour.

The orthodox Muslims saw the Supreme Court’s order as an interference in Muslim Personal Law. On the demand of some Muslim leaders, the government passed the Muslim Women (Protection of Rights on Divorce) Act, 1986 that nullified the Supreme Court’s judgefnent. This action of the government was opposed by many women’s organisations, many Muslim groups and most of the intellectuals. The BJP criticised this action of the Congress government as an unnecessary concession and ‘appeasement’ of the minority community.

Question:
Ayodhya dispute
Answer:
The second development was the order by the Faizabad district court in February 1986. The court ordered that the Babri Masjid premises be unlocked so that Hindus could offer prayers at the site which they considered as a temple. A dispute had been going on for many decades over the mosque known as Babri Masjid at Ayodhya.

Mughal emperor Babur’s General. Some Hindus believe that it was built after demolishing a temple for Lord Rama in what is believed to be his birthplace. The dispute took the form of a court case and has continued for many decades. In the late 1940s the mosque was locked up as the matter was with the court.

As soon as the locks of the Babri Masjid were opened, mobilisation began on both sides. Many Hindu and Muslim organisations tried to mobilise their communities on this question. Suddenly this local dispute became a major national question and led to communal tensions. The BJP made this issue its major electoral and political plank.

Along with many other organisations like the RSS and the Vishva Hindu Pari shad (VHP), it convened a series of symbolic and mobilisational programmes. This large scale mobilisation led to surcharged atmosphere and many instances of communal violence. The BJP, in order to generate public support, took out a massive march called the Rathyatra from Somnath in Gujarat to Ayodhya in UP.

Question:
Demolition and after. Explain.
Answer:
In December 1992, the organisations supporting the construction of the temple had organised a Karseva, meaning voluntary service by the devotees, for building the Ram temple. The situation had become tense all over the country and especially at Ayodhya. The Supreme Court had ordered the State government to take care that the disputed site will not be endangered.

However, thousands of people gathered from all over the country at Ayodhya on 6 December 1992 and demolished the mosque. This news led to clashes between the Hindus and Muslims in many parts of the country. The violence in Mumbai erupted again in January 1993 and continued for over two weeks.

Question:
Write about the Anti-Muslim riots in Gujarat
Answer:
In February-March 2002, large-scale violence against Muslims took place in Gujarat. The immediate provocation for this violence was an incident that took place at a station called Godhra. A bogey of a train that was returning from Ayodhya and was full of Karsevaks was set on fire. Fifty seven people died in that fire. Suspecting the hand of the Muslims in setting fire to the bogey, large-scale violence against Muslims began in many parts of Gujarat from the next day. This violence continued for almost a whole month.

Nearly 1100 persons, mostly Muslims, were killed in this violence. The National Human Rights Commission criticised the Gujarat government’s role in failing to control violence, provide relief to the victims and prosecute the perpetrators of this violence. The Election Commission of India ordered the assembly elections to be postponed. As in the case of anti-Sikh riots of 1984.

Question:
Popular movements
Answer:
Chipko movement: The movement began in two or three villages of Uttarakhand when the forest department refused permission to the villagers to fell ash trees for making agricultural tools. However, the forest department allotted the same patch of land to a sports manufacturer for commercial use. This enraged the villagers and they protested against the move of the government. The struggle soon spread across many parts of the Uttarakhand region.

Larger issues of ecological and economic exploitation of the region were raised. The villagers demanded that no forest-exploiting contracts should be given to outsiders and local communities should have effective control over natural resources like land, water and forests. They wanted the government to provide low cost materials to small industries and ensure development of the region without disturbing the ecological balance.

The movement took up economic issues of landless forest workers and asked for guarantees of minimum wage. Women’s active participation in the Chipko agitation was a very novel aspect of the movement. The forest contractors of the region usually doubled up as suppliers of alcohol to men. Women held sustained agitations against the habit of alcoholism and broadened the agenda of the movement to cover other social issues.

The movement achieved a victory when the government issued a ban on felling of trees in the Himalayan regions for fifteen years until the green cover was fully restored. But more than that, the Chipko movement, which started over a single issue, became a symbol of many such popular movements emerging in different parts of the country during the 1970s and later. In this chapter we shall study some of these movements.

Party based movements :
Popular movements may take the form of social movements or political movements and there is often an overlap between the two. The nationalist movement, for example, was mainly a political movement. But we also know that deliberations on social and economic issues during the colonial period gave rise to independent social movements like the anti-caste movement, the kiscm sabhas and the trade union movement in early twentieth century.

These movements raised issues related to some underlying social conflicts. Some of these movements continued in the post¬independence period as Well. Trade union movement had a strong presence among industrial workers in major cities like Mumbai, Kolkata and Kanpur. All major political parties established their own trade unions for mobilising these sections of workers.

Peasants in the Telangana region of Andhra Pradesh organised massive agitations under the leadership of Communist parties in the early years of independence and demanded redistribution of land to cultivators. Peasants and agricultural labourers in parts of Andhra Pradesh, West Bengal, Bihar and adjoining areas continued their agitations under the leadership of the Marxist-Leninist workers; who were known as the Naxalites (you have already read about the Naxalite movement in the last chapter). The peasants’ and the workers’ movements mainly focussed on issues of economic injustice and inequality.

These movements did not participate in elections formally. And yet they retained connections with political parties, as many participants in these movements, as individuals and as organisations, were actively associated with parties. These links ensured a better representation of the demands of diverse social sections in party politics.

Dalit Panthers:
It is a well-known Marathi poet Namdeo Dhasal. Do you know who these ‘pilgrims of darkness’ in this poem are and who the ‘sunflower-giving fakir’ was that blessed them? The pilgrims were the Dalit communities who had experienced brutal caste injustices for a long time in our society and the poet is referring to Dr. Ambedkar as their liberator. Dalit poets in Maharashtra wrote many such poems during the decade of : seventies.

These poems were expressions of anguish that the Dalit masses continued to face even after twenty years of independence. But they were also full of hope for the future, a future that Dalit groups wished to shape for themselves. You are aware of Dr. Ambedkar’s vision of socio-economic change and his relentless struggle for a dignified future for Dalits outside the Hindu caste-based social structure. It is not surprising that Dr.Ambedkar remains an iconic and inspirational figure in much of Dalit liberation writings.

Origins:
By the early nineteen seventies, the first generation Dalit graduates, especially those living in city slums began to assert themselves from various platforms. Dalit Panthers, a militant organisation of the Dalit youth, was formed in Maharashtra in 1972 as a part of these assertions. In the post-Independence period, Dalit groups were, mainly fighting against the perpetual caste based inequalities and material injustices that the Dalits faced in spite of constitutional guarantees of equality and justice. Effective; implementation of reservations and other such policies of social justice was one of their, prominent demands.

Bharatiya Kisan Union:
The social discontent in Indian society since the seventies was manifold. Even those sections that partially benefited in the process of development had many complaints against the state and political parties. Agrarian struggles of the eighties is one such example where better off farmers protested against the policies of the state.

Growth :
In January 1988, around twenty thousand farmers had gathered in the city of Meerut, Uttar Pradesh. They were protesting against the government decision to increase electricity rates. The farmers camped for about three weeks outside the district collector’s office until their demands were fulfilled.

It was a very disciplined agitation of the farmers and all those days they received regular food supply from the nearby villages. The Meerut agitation was seen as a great show of rural power of the Bharatiya Kisan Union (BKU), an organisation of farmers from western Uttar Pradesh and Haryana regions.

The BKU was one of the leading organisations in the farmers’ movement of the eighties. We have noted in Chapter Three that farmers of Haryana, Punjab and western Uttar Pradesh had benefited in the late 1960s from the state policies of green revolution’. Sugar aid wheat became the main cash crops in the region since then.

The cash crop market faced a crisis in mid-eighties due to the beginning of the process of liberalisation of Indian economy. The BKU demanded higher government floor prices for sugarcane and wheat, abolition of A Bhartiya Kisan Union Rally in Punjab.

Credit:
Hindustan Times restrictions on the inter-state movement of farm produce, guaranteed supply of electricity at reasonable rates, waiving of repayments due on loans to farmers and the provision of a government pension for farmers.

Characteristics:
Activities conducted by the BKU to pressurise the state for accepting its demands included rallies, demonstrations, sit-ins, and fail bharo (courting imprisonment) agitations.

Uttar Pradesh and adjoining regions. Throughout the decade of eighties, the BKU organised massive rallies of these farmers in many district headquarters of the State and also at the .national capital. Another novel aspect of these mobilisations was the use of caste linkages of farmers. Most of the BKU members belonged to a single community.

The organisation used traditional caste panchayats of these communities in bringing them together over economic issues. In spite of lack of any formal organisation, the BKU could sustain itself for a long time because it was based on clan networks among its members. Funds, resources and activities of BKU were mobilised through these networks.

Women Movements 
Arreck Movement
Origins :
In a village in the interior of Dubagunta in Nellore district of Andhra Pradesh, women had enrolled in the Adult Literacy Drive on a large scale in the early nineteen nineties. It is during the discussion in the class that women complained of increased consumption of a alcoholism had taken deep roots among the village people and was ruining their physical and mental health.

It affected the rural economy of the region a great deal. Indebtedness grew with increasing scales of consumption of alcohol, men remained absent from their jobs and the contractors of alcohol engaged in crime for securing their monopoly over the arrack trade. Women were the worst sufferers of these ill effects of alcohol as it resulted in the collapse of the family economy and women had to bear the brunt of violence from the male family members, particularly the husband.

Women in Nellore came together in spontaneous local initiatives to protest against arrack and forced closure of the wine shop. The news spread fast and women of about 5000 villages got inspired and met together in meetings, passed resolutions for imposing prohibition and sent them to the District Collector. The arrack auctions in Nellore district | were postponed 17 times. This movement in Nellore District slowly spread all over the State.

Linkages:
The slogan of the anti-arrack movement was simple — prohibition on the sale of arrack. But this simple demand touched upon larger social, economic and political issues of the region that affected women’s life. A close nexus between crime and politics was established around the business of arrack.

The State government collected huge revenues by way of taxes imposed on the sale of arrack and was therefore not willing to impose a bail. Groups of local women tried to address these complex issues in their agitation against arrack. They also openly discussed the issue of domestic violence.

Their movement, for the first time, provided a platform to discuss private issues of domestic violence. Thus, the anti-arrack movement also became part of the women’s movement. Earlier, women’s groups working on issues of domestic violence, the custom of dowry, sexual abuse at work and public places were active mainly among urban middle class women in different parts of the country.

Their work led to a realisation that issues of injustice to women and of gender inequalities were complicated in nature. During the decade of the eighties women’s | movement focused on issues of sexual family and outside.

These groups ran a campaign against the system of dowry and demanded personal and property laws based on the norms of gender equality. These campaigns contributed a great deal in increasing overall social awareness about women’s questions. Focus of the women’s movement gradually shifted , from legal reforms to open social confrontations like the one we discussed above.

As a result the movement made demands of equal representation to women in politics during the nineties. We know that 73rd and 74th amendments have granted reservations to women in local level political offices. Demands for extending similar reservations in State and Central legislatures have also been made.

A constitution amendment bill to this effect has been proposed but has not received enough support from the Parliament yet. Main opposition to the bill has come from groups, including some women’s groups, who are insisting on a separate quota for Dalit and OBC women within the proposed women’s quota in higher i political offices.

Narmada Bachao Andolan:
An ambitious developmental project was launched in the Narmada valley of central India in early eighties. The project consisted of 30 big dams,-135 medium sized and around 3,000 Small dams to be constructed on the Narmada and its tributaries that flow across three states of Madhya Pradesh, Gujarat and Maharashtra. Sardar Sarovar Project in Gujarat and the Narmada Sagar Project in Madhya Pradesh were two of the most important and biggest, multi-purpdse dams planned under the project.

Narmada Bachao Aandolan, a movement to save Narmada opposed the construction of these dams and questioned the themselves to mobilisation and collective action by women. Women’s studies and women’s movements are often used synonymously.

Of course, both are closely related and the former includes the latter but the focus of the present essay, as we have discussed in Chapter I, limited to a review of the literature on women’s collective actions. For that purpose, research- based monographs on women’s movements in India are relatively few.

Most of them are at an exploratory stage.Except for a few, many of the studies are anecdotal, impressionistic and polemical for action—prescription for action—written by feminist activists in journalistic style. For activists involved in feminist movements, feminism is not merely a discourse to be analysed, but ‘a method of bringing about social change’.

Whether one argues that the discourse and methodology—strategies, tactics and programmes—for social change are inseparable or not, the increasing literature certainly provides valuable theoretical and philosophical articulation and empirical data, posing relevant questions and hypotheses for in-depth studies on the social system in general and women’s position therein, in particular.

Some theoretical studies are also available, but more often than not, it is felt that they deal mainly with issues raised by western scholars. Even if this is so, this should not belittle the importance of such studies. Western influence, after all, affects all spheres of our life.

This is more so in the era of globalisation. Moreover, ‘women’s resistance to male domination’, as we understand it today, was the product of western education. British, women took the initiative in forming women’s organisations and defining their objectives!

Women’s liberation movements in India are believed to be largely influenced by women’s movements in the west, which emphasise the ‘universality’ of gender oppression and therefore ‘universal sisterhood’ of women. This has been questioned by many intellectuals.

Questions Solved

Question 1.
Which among the following statements about the partition is incorrect?
(a) Partition of India was the outcome of the “two-nation theory”.
(b) Punjab and Bengal were the two provinces divided on the basis of religion.
(c) East Pakistan and West Pakistan were not contiguous.
(d) The scheme of Partition included a plan for transfer of population across the border.
Answer:
(d)The scheme of partition included a plan for transfer of population across

Question 2.
Match the principles with instances:

(a) Mapping of boundaries on religious ground	(i)Pakistan and Bangladesh
(b) Mapping of boundaries on grounds of different languages	(ii)India and Pakistan
(c) Demarcating boundaries within a country by geographical zones	(iii)Jharkhand and Chhatisgarh
(d) Demarcating boundaries within a country on administrative and political grounds	(iv)Himachal Pradesh and Uttarakhand

Answer:
(a)-(ii), (b)-(iv), (c)-(i), (d)-(iii)

Question 3.
Take a current political map of India (showing outlines of states) and mark the location of the following Princely States,
(a) Junagadh
(b) Manipur
(c) Mysore
(d) Gwalior.

 

Answer:
The places are marked as 3(a), 3(b), 3(c) and 3(d).

Question 4.
Here are two opinions: Bismay: “The merger with the Indian State was an extension of democracy to the people of the Princely States.” Inderpreet: “I am not so sure, there was force being used. Democracy comes by creating consensus.” What is your opinion in the light of accession of Princely States and the responses of the people in these parts?
Answer:
Accession of Princely States and merger with Indian union was to expand democracy all over the country because princely states never enjoyed their political rights. Indian government central government used force to extend democracy to some extent as this was mandatory to have a uniform base in the country.

Question 5.
Read the following very different statements made in August 1947: “Today you have worn on your heads a crown of thorns. The seat of power is a nasty thing. You have to remain ever wakeful on that seat you have to he more humble and forbearing now there will be no end to your being tested. ” -M.K, Gandhi “India will awake to a life of freedom we step out from, the old to the new we end, today a period of ill fortune and India discovers herself again. The achievement we celebrate today is but a step, an opening of opportunity, -Jawaharlal Nehru Spell out the agenda of nation building that flows from these two statements. Which one appeals more to you and why?

Answer: These two statements focus on the agenda of secularism, democracy, sovereignty and freedom. It focuses on the path which will lead to the real development and prosperity of our country. The first statement appeals to me more than the second one because it invokes the countrymen to remain awake, alert and conscious as it is not the end of our struggle. The time to build the nation initiates now.

Question 6.
What are the reasons being used by Nehru for keeping India secular? Do you think these reasons were only ethical and sentimental? Or were there some prudential reasons as well?
Answer:
Reasons for keeping India secular:
1. All the Muslims did not leave India during participation, some muslims stayed in India as a minority and Jawaharlal Nehru wanted to deal with them in a very civilised and dignified manner.
2. He advocated security and democratic rights of Muslims as a citizen of India. No, these reasons were not only ethical and sentimental, but there were some prudential reasons also as:

•  India’s secular nature cherished its long term goals and principles like socialism, equality, liberty and fraternity.
•  Secularism stops any single faith to become superior and inferior to those who practicised another religion. Hence it considers all citizens equal irrespective of religious affiliation.

Question 7.
Bring out two major differences between the challenge of nation building for eastern and western regions of the country at the time of Independence.
Answer:
The two major differences between eastern (Bengal) and Western (Punjab)regions can be summed up as follows:1. These regions were the muslim majority provinces to be joined. Hence, it was decided that new country Pakistan will comprise two territories i.e. West and East Pakistan.
2. Secondly, there was a problem of minorities on both sides of border (East and West). Lakhs of Hindus and Sikhs in areas of Pakistan and Muslims on the Indian side of Punjab and Bengal found themselves trapped with no option except to leave their homes.

Question 8.
What was the task of the States Reorganisation Commission? What was its most salient recommendation?
Answer:
The State ReorganisationCommission was set up in 1953 by central government to look into the matter of redrawing of boundaries of state:
1. The commission evolved that states’ boundaries should reflect the boundaries of different languages to accommodate linguistic diversity.
2. The State Reorganisation Act was passed in 1 956 which resulted the creation of 14 states and 6 union territories.
3. Its most salient recommendation was the formation of linguistic states i.e. to reorganise states on the basis of accommodation of their languages to prepare a uniform base for the nation.

Question 9.
It is said that the nation is to large extent an “imagined community” held togetherby common beliefs, history, political aspirations and imaginations. Identify the features that make India a nation.
Answer:
India proved herselfthrough all stages of three challenges at the time of nation building like:
1. India is a secular country where people speak different languages and follow different cultures and religions to be recognised as a-nation of unity in diversity with common faith and beliefs.
2. Political aspiration ensures demo-xratic setup based on parliamentary form of government creating political competition in a democratic framework.
3. India’s imaginations established a welfare state on the principle of equality and special protection to socially disadvantaged groups and religions as well as cultural communities.

Question 10:
Read the following passage and answer the questions below:
“In the history of nation-building only the Soviet experiment bears comparison with the Indian. There too, a sense of unity had to be forged between many diverse ethnic groups, religious, linguistic communities and social classes. The scale-geographic as well as demographic was comparably massive. The raw material the state had to work with was equally unpropitious: a people divided by faith and driven by debt and disease.”—Ramachandra Guha
(a) List the commonalities that the author mentions between India and Soviet Union and give one example for each of these from India.
(b) The author does not talk about dissimilarities between the two experiments. Can you mention two dissimilarities?
(c) In retrospect which of these two experiments worked better and why?
Answer:
(a) Commonalities between India and Soviet Union:
(i) Both the nations shaped the nation on linguistic basis.
(ii) To promote welfare motives, the economic and technological developments took place in India also.
(iii) States were divided 6n the grounds of geographical boundary and strength of populations also in both the nations.

(b) Dissimilarities:
(i) Soviet Union was divided into 15 independent republics/countries to be disintegrated.
(ii) India maintained its unity and integrity even among diversified nature of’ ates and peoples without any more division.

(c) The Indian experiment worked better to promote linguistic and cultural plurality without affecting unity and integrity of the nation though India adopted some diplomatic measures to make country united.

Long Answer Type Questions With Answers

Question 1.
What forced the Union Government of India to appoint the State Reorganisation Commission in 1953? Mention its two main recommendations. Name any four new states formed after 1956.
Answer:
1. State Reorganisation Commission was appointed in 1953 by central Government to rearrange the boundaries of states.
2. Its main recommendations were to organise states on language basis as well as the boundaries of state could reflect the linguistic aspects also.
3. The Madras province under British India created following linguistic states:
(a) Andhra Pradesh (Telugu)
(b) Taniilnadu (Tamil)
(c) Kerala (Malayalam)
(d) Karnataka (Kannad)
4. The state Reorganisation Act was passed in 1956 which created 14 states and 6 Union territories.

Question 2.
Explain any three challenges faced by India at the time of its independence.
Answer: India had to face many challenges immediately after she got independence, which can be summed up as follows:
1. Challenge to Shape a Nation: India was divided among various states at the time of independence. Hence a great challenge arose to unify and integrate country into one bond. Sardar Vallabhbhai Patel took upon himself to integrate these states either wishfully or diplomatically to be completed into different stages.
2. To Establish Democratic Set up: India constituted representative democracy based on parliamentary form of government and it was a great challenge to develop these democratic practices in the nation.
3. To Ensure Development and Well Being ofthe Society: Indian polity made herself to achieve welfare goals with the evolvement of effective economic policies and eradication of poverty and unemployment.

Question 3.
How did the reorganisation of states take place in India after its independence? Explain.
Answer:
1. In the initial years it was felt that linguistic states may foster seperatism and create pressures on newly founded nation, but India considered democracy and federalism by making a favour to linguistic states only.
2. State Reorganisation Commission was appointed in 1 953 central Government to rearrange the boundaries of states.
3. Its main recommendations were to organise states on language basis as well as the boundaries of states could reflect the linguistic aspects also.
4. The State Reorganisation Act was passed in 1956 which created 14 states and 6 union territories.
5. Linguistic states enhanced democratic practices.
6. Linguistic states reduced separatist attitude by accepting the regional and linguistic claims of all regions.

Question 4.
Explain any three consequences of partition in India.
Answer:
1. In the name of religion, people of one community killed and mained people of the other community. Cities like Lahore, Kolkata and Amritsar were titled as communal zones.
2. People went through social sufferings also be forced to abandon their homes especially minorities, who took shelter in refugee camps.
3. To preserve the honour offamily, many women were killed even many children were separated from their family and if crossed borders, they did not have any home.
4. The partition did not only divide property, assets or liabilities but also the government employees and the railways, etc.

Question 5.
Assess the role played by Sardar Vallabhbhai Patel in nation building.
Answer:
Sardar Vallabhbhai Patel is also known as ‘Iron man of India, became India’s Deputy Prime minister and Home minister during integration of princely states. He played a historic role in negotiating the rulers of princely states and diplomatically brought most of them in Indian Union. It was very complicated which required skilful persuation i.e. there were 26 small states in today’s Odisha, Saurashtra Region of Gujarat had 14 states with 119 small states, etc.

Picture/Map Based Questions

A. Study the picture given below and answer the questions that follow:

Question 1.
What does this picture represent?
Answer:
This picture represents the painful scene of partition of country when people were supposed to leave their homes.

Question 2.
Mention some consequences of partition.
(i) Communal Riots (ii) Social Sufferings (iii) Administrative Concerns and Financial Strains.

Question 3.
Which year is being denoted in the picture?
Answer:
The year of 1947, most abrupt, unplanned year in the history.

B. Study the picture given below and answer the questions that follow:

Question 1.
Identify the person in the centre of the cartoon and mention the challenge surrounding him.
Answer:
The person is the first Prime Minister of India Pt. Jawahar Lai Nehru, who faced the first and foremost challenge of integration of princely states and formation of linguistic states.

Question 2.
What does the picture actually refer?
Answer:
The picture refers the problem of reorganization of states on linguistic basis with the fear of disintegration in the country.

Question 3.
How did India avoid all these conflicts?
Answer:
India identified and respected regional demands of the people and enhanced democracy by providing some autonomy to the states also.

C. On a political outline map of India locate and label the following and symbolise them as indicated:

Question 1.
Name and mark the original state from. which the following states were carved out.
(a) Gujarat (b) Meghalaya (c) Haryana (d) Chhattisgarh
Answer:
(a) Gujarat (from Bombay) (b) Meghalaya (from Assam) (c) Haryana (from Punjab) (d) Chhattisgarh (from Madhya Pradesh)

Question 2.
Name and mark the countries reorganised on religious grounds.
Answer:
(a) India (b) Pakistan

Question 3.
Demarcated boundaries of these countries by geographical zones.
Answer:
(a) Pakistan (b) Bang

Odisha State Board CHSE Odisha Class 12 Political Science Solutions Unit 3 Democratic Process in India-II Short Answer Questions.

CHSE Odisha 12th Class Political Science Unit 3 Democratic Process In India-II Short Answer Questions

Short Questions With Answers
Question 1.
Name three problems that the newly independent nation of lndia faced.
Answer:
Three problems that the newly independent nation of India faced:

• As a result of Partition, 8 million refugees had come into the country from Pakistan. These people had to be found homes and jobs.
• The Maharajas and Nawabs of the Princely States (almost 500) had to be persuaded to join the New Nation.
• A political system had to be adopted which would best serve the hopes and expectations of the Indian population.

Question 2.
What was the role of the Planning Commission?
Answer:
The Planning Commission was set up to help design and execute suitable policies for the economic development of India.

Question 3.
What did Dr Ambedkar mean when he said that “In politics we will have equality, and in social and economic life we will have inequality”?
Answer:
According to Dr Ambedkar, political democracy had to be accompanied by economic and social democracy. Giving the right to vote would not automatically lead to the removal of other inequalities such as between rich and poor, or between upper and lower castes. He believed that India needed to work towards eradicating all forms of inequality in the economic and social spheres. Only then would the equality granted by the Constitution in the sphere of politics (i.e., one vote for every adult Indian citizen) be of any value. Otherwise, India would just be a land of contradictions – following the principle of “one man, one vote and one value” in its political life and denying the principle of “one man, one value” in its economic and social lives.

Question 4.
After Independence, why was there a reluctance to divide the country on linguistic lines ? .
Answer:
In the 1920s, the Congress had promised that once the country won independence, each major linguistic group would have its own province. However, after independence, it did not take any steps to honour this promise. There was a reason for this. India had already been divided on the basis of religion. The joy of freedom had come along with the tragedy of Partition. This Partition had led to the killing of a million people in riots. Fresh divisions were not considered to be feasible. Congress leaders believed that any further divisions of the country would only disrupt its unity and progress. They felt that the need of the hour was for India to remain strong and united, and work towards becoming a nation, and anything that hindered the growth of nationalism had to be rejected.

Question 5.
Give one reason why English continued to be used in India after Independence.
Answer:
People of the south those who could not speak Hindi, opposed Hindi as National Language. They threatened to separate from India if Hindi was imposed on them. The Constituent Assembly finally decided that Hindi would be the “official language” of India and English would be used in the courts, the services, and communications between one state and another.

Question 6.
How was the economic development of India visualised in the early decades after Independence?
Answer:
The economic development of India visualised in the early decades after Independence were:

• Objectives: Lifting India and Indians out of poverty, and building a modern technical and industrial base were among the major objectives of the new nation.
•  Planning Commission and Five Year Plans: A Planning Commission was set up to help design and execute suitable policies for economic development.
• Mixed-economy: A mixed-economy model was agreed upon. In this economic model, both the State and the private sector would play important and complementary roles in increasing production and generating jobs.
• Focus on heavy industries and dams: In 1956, the Second Five Year Plan was formulated. This focussed strongly on the development of heavy industries such as steel, and on the building of large dams.
• The focus on heavy industry, and the effort at state regulation of the economy (which was to guide the economic policy for the next few decades) had many critics. This approach was criticised because:
  (i) It put inadequate emphasis on agriculture.
  (ii) It neglected primary education.
  (iii) It did not take into account the environmental implications of concentrating. on science and machinery.

Question 7.
Vhat are the challenges India face while building the nation?
Answer:
At the hour of midnight on 14-15 August 1947, India attained independence. Jawaharlal Nehru, the first Prime Minister of free India, addressed a special session of the Constituent Assembly that night. This was the famous ‘tryst with destiny’ speech that you are familiar with. This was the moment Indians had been waiting for. You have read in- your history textbooks that there were many voices in our national movement. But there were two goals almost everyone agreed upon one, that after Independence, we shall run our country through democratic government; and two, that the government will be run for the good of all, particularly the poor and the socially disadvantaged groups.

Now that the country was independent, the time had come to realise the promise of freedom. This was not going to be easy. India was born in very difficult circumstances. Perhaps no other country by then was born in a situation more difficult than that of India in 1947. Freedom came with the partition of the country. The year 1947 was a year of unprecedented violence and trauma of displacement. It was in this situation that independent India started on its journey to achieve several objectives. Yet the turmoil that accompanied independence did not make our leaders lose sight of the multiple challenges that faced the new nation.

Question 8.
Write Three Challenges of India face after independence.
Answer:
Broadly, independent India faced three kinds of challenges. The first and the immediate challenge was to shape a nation that was united, yet accommodative of the diversity in our society. India was a land of continental size and diversity. Its people-spoke different languages and followed different cultures and religions. At that time it was widely believed that a country full of such kinds of diversity could not remain together for long. The partition of the country appeared to prove everyone’s worst fears. There were serious questions about the future of India: Would India survive as a unified country ? Would it do so by emphasising national unity at the cost of every other objective? Would it mean rejecting all regional and sub-national identities? And there was an urgent question: How was integration of the territory of India to be achieved?

The second challenge was to -establish democracy. You have already studied the Indian Constitution. You know that the Constitution granted fundamental rights and extended the right to vote to every citizen. India adopted representative democracy based on the parliamentary form of government. These features ensure that the political competition would take place in a democratic framework.
A democratic constitution is necessary but not sufficient for establishing a democracy. The challenge was to develop democratic practices in accordance with the Constitution.

The third challenge was to ensure the development and well-being of the entire society and not only of some sections. Here again the Constitution clearly laid down the principle of equality and special protection to socially disadvantaged groups and religious and cultural communities. The Constitution also set out in the Directive Principles of State Policy the welfare goals that democratic politics must achieve. The real challenge now was to evolve effective policies for economic development and eradication of poverty.
Regionalism

The decade of 1980s also witnessed major developments in the State of Punj ab. The social composition of the State changed first with Partition and later on after the-carving out of Haryana and Himachal Pradesh. While the rest of the country was reorganised on linguistic lines in 1950s, Punjab had to wait till 1966 for the creation of a Punjabi speaking State. The Akali Dal, which was formed in 1920 as the political wing of the Sikhs, had led the movement for the formation of a ‘Punjabi suba’. The Sikhs were now a majority in the truncated State of Punjab.Political context.

After the reorganisation, the Akalis came to power in 1967 and then in 1977. On both the occasions it was a coalition government. The Akalis discovered that despite the redrawing of the boundaries, their political position remained precarious. Firstly, their government was dismissed by the Centre mid-way through its term. Secondly, they did not enjoy strong support among the Hindus. Thirdly, the Sikh community, like all other religious communities, was internally differentiated on caste and class lines. The Congress got more support among the Dalits, whether Hindu or Sikh, than the Akalis.

It was in this context that during the 1970s a section of Akalis began to demand political autonomy for the region. This was reflected in a resolution passed at their conference at Anandpur Sahib in 1973. The Anandpur Sahib Resolution asserted regional autonomy and wanted to redefine centre-state relationship in the country. The resolution also spoke of the aspirations of the Sikh qaum (community or nation) and declared its goal as attaining the bolbala (dominance or hegemony) of the Sikhs. The Resolution was a plea for strengthening federalism, but it could also be interpreted as a plea for a separate Sikh nation.

The Resolution had a limited appeal among the Sikh masses. A few years later, after the Akali government had been dismissed in 1980, the Akali Dal launched a movement on the question of the distribution of water between Punjab and its neighbouring States. A section of the religious leaders raised the question of autonomous Sikh identity. The more extreme elements started advocating secession from India and the creation of‘Khalistan’.

Question 9.
Discuss the North-East regional aspiration.
Answer:
In the North-East, regional aspirations reached a turning point in 1980s. This region how consists of seven States, also referred to as the ‘seven sisters’. The region has only 4 per cent of the country’s population but about twice as much share of its area. A small corridor of about 22 kilometers connects the region to the rest of the country. Otherwise the region shares boundaries with China, Myanmar and Bangladesh and serves as India’s gateway to South East Asia. The region has witnessed a lot of change since 1947. Tripura, Manipur and Khasi Hills of Meghalaya were erstwhile Princely States which merged with India after Independence. The entire region of North-East has undergone considerable political reorganisation. Nagaland State was created in 1960; Meghalaya, Manipur and Tripura in 1972 while Arunachal Pradesh and Mizoram became separate States only in 1986. The Partition of India in 1947 had reduced the North-East to a land locked region and affected its economy. Cut off from the rest of India, the region suffered neglect in developmental terms. Its politics too remained insulated. At the same time, most States in this region underwent major demographic changes due to influx of migrants from neighbouring States and countries. The isolation of the region, its complex social character and its backwardness compared to other parts of the country have all resulted in the complicated set of demands from different states of the North-East. The vast international border and weak communication between the North-East and the rest of India have further added to the delicate nature of politics there. Three issues dominate the politics of North-East: demands for autonomy, movements for secession and opposition to ‘outsiders’. Major initiatives on the first issue in the 1970s set the stage for some dramatic developments on the second and the third in the 1980s.

Question 10.
Write about the Demands for autonomy of states.
Answer:
At independence the entire region except Manipur and Tripura comprised the State of Assam. Demands for political autonomy arose when the non-Assamese felt that the Assam government was imposing Assamese language on them. There were opposition and protest riots throughout the State. Leaders of the major tribal communities wanted to separate from Assam. They formed the Eastern India Tribal Union which later transformed into a more comprehensiveA.il Party Hill Leaders Conference in 1960. They demanded a tribal State to be carved out of Assam. Finally instead of one tribal State, several States got carved out of Assam. At different points of time the Central Government had to create Meghalaya, Mizoram and Arunachal Pradesh out of Assam. Tripura and Manipur were upgraded into States too.
The reorganisation of the North-East was completed by 1972. But this was not the end of autonomy demands in this region. In Assam, for example, communities like the Bodos, Karbis and Dimasas wanted separate States. They worked for this demand by

f mobilising public opinion and popular movement as well as through insurgency. Often the , same area was claimed by, lore than one community. It was not possible to go on making | smaller and yet smaller States. Therefore, some other provisions of our federal set up were
used to satisfy their autonomy demands while remaining in Assam. Karbis and Dimasas have been granted autonomy under District Councils while Bodos were recently granted Autonomous Council.

Question 11.
Write about ‘Mandal Commission’.
Answer:
In the 1980s, the Janata Dal brought together a similar combination of political groups with strong support among the OBCs. The decision of the National Front government to implement the recommendations of the Mandal Commission further helped in shaping } the politics of ‘Other Backward Classes’. The intense national debate for and against reservation in jobs made people from the OBC communities more aware of this identity. Thus, it helped those who wanted to mobilise these groups in politics. This period saw the emergence of many parties that sought better opportunities for OBCs in education and employment and also raised the question of tlje share of power enjoyed by the OBCs. These parties claimed that since OBCs constituted a large segment of Indian society, it was only democratic that the OBCs should get adequate representation in administration and have their due share of political power.

Question 12.
Political fallouts of Dalits. explain.
Answer:
The 1980s also saw the rise of political organisation of the Dalits. In 1978 the L Backward and Minority Classes Employees Federation (BAMCEF) was formed. This ’organisation was not an ordinary’ trade union of government employees. It took a strong OBC and minorities. It was out of this that the subsequent Dalit Shoshit Samaj Sangharsh Samiti and later the Bahujan Samaj Party (BSP) emerged under the leadership of Kanshi Ram. The BSP began as a small party supported largely by Dalit voters in Punjab, Haryana and Uttar Pradesh. But in 1989 and the 1991 elections, it achieved a breakthrough in Uttar Pradesh. This was the first time in independent India that a political party supported mainly by Dalit voters had achieved this kind of political success.

In fact, the BSP, under Kanshi Ram’s leadership was envisaged as an organisation based on pragmatic politics. It derived confidence from the fact that the Bahujans (SC, ST, OBC and religious minorities) constituted the majority of the population, and were a formidable political force on the strength of their numbers. Since then the BSP has emerged as a major political player in the State and has been in government on more than one occasion. Its strongest support still comes from Dalit voters, but it has expanded its support now to various other social groups. In many parts of India, Dalit politics and OBC politics have developed independently and often in competition with each other.

Question 13.
What is the meaning of Regionalism?
Answer:
Regionalism means love for ones local or regional interests and values over and above the national interests and values.

Question 14.
What have been the main causes of Regionalism?
Answer:
The main causes of Regionalism have been
(1) Localism
(2) Religious fundamentalism
(3) Linguistic Regionalism
(4) Parochial approach
(5) Illiteracy and ignorance.

Question 15.
What major steps should be adopted for checking Regionalism?
Answer:
The steps should be adopted for checking regionalism are:
(1) Spread of education
(2) Rapid economic development in all parts of the country.
(3) Adoption of secularism as the way of life.
(4) Use of mass media for promoting rational integration.

Question 16.
What is Casteism?
Answer:
Casteism is the principle of giving caste undue importance in social and political relations. Caste based behaviour is casteism.

Question 17.
What is Caste?
Answer:
Caste is a kinship group in which every member is either an actual or a potential kin of another.

Question 18.
What is the role of casteism in Indian politics?
Answer:
Caste has been a factor in Indian politics. Some caste-based attempts atforcible imposition of particular demands and interests over other communities are at work. Caste has been a factor of party politics, voting behaviour and leadership behaviour.

Question 19.
What has been the most disturbing and inhuman impact of casteism?
Answer:
Caste based violence, murders, riots and mass killings constitute the biggest and most disturbing facts of our social and political life.

Question 20.
What is communalism?
Answer:
Communalism is the exploitation of Indian social pluralism for narrow and selfish ends by some groups. It involves communal tensions, communal violence and communal riots.

Question 21.
What are the forms of Communalism?
Answer:
The forms of Communalism are:
(1) Religious Communalism.
(2) Linguistic Communalism.
(3) Regional Communalism.
(4) Ethnic Communalism.

Question 22.
What is Communalisation of history?
Ans. It means attempts at presenting a distorted, nonobjectiv; and sectarian account as historical events and facts. Projection of our rational heroes as members of a particular region or community constitutes attempts at communalisation of history.

Question 23.
What is Terrorism?
Answer:
Terrorism begins with acts of violence designed to ‘violate’ the legal basis of the state and to injure permanently the instruments on which it depends for order.

Question 24.
What are the major factors which act as reasons behind the emergence of terrorism in a society?
Answer:
Terrorist violence and terrorism find a place in a society which is characterised by the socioeconomic, Underdevelopment, illiteracy, ignorance, poverty, sub-nationalism j and preserve of anti-national fundamentalist and bigotic elements.

Question 25.
What is son’s of the soil principle?
Answer:
Another form of regionalism in India has been the popularity of the principle of the sons of the soil. Acting under it, the states impose residential and domicile conditions for appointments within their respective administrations. This principle has a constitutional basis which empowers the legislatures to make residence within their states a qualification for employment.

Question 26.
What has been the role of Caste in Indian Politics?
Answer:
Caste continues to be a major determinant of Indian Politics. It has been acting as a big limiting factor of the process of national integration. Presence of caste and casteism has been adversely affecting the process of national integration. Unfortunately, caste continues to be a major determinant of electoral politics, political participation, voting j behaviour of Indian Politics.

Question 27.
What steps can be taken for checking casteism in our society and politics?
Answer:
The step can be taken for checking casteism in our society and politics are:
(1) Popularisation of secularism as the best way of life.
(2) Spread of Education. .
(3) Making education value-based;
(4) Use of mass media, particularly TV and films to highlight the uselessness of , caste distinctions and casteism.
(5) To promote and develop free flow of trade, commerce and business.
(6) To discourage the political parties from using caste as a basis of getting votes.

Question 28.
What is meant by Communalism of history?
Answer:
Communalism involves the exploitation of social pluralism of Indian Society by various fundamentalist groups, organisations and sects for securing their respective narrowly conceived political, religious and sectarian goals. Communalism has been showing its ugly presence in several forms, fanaticism, bigotism etc.

Question 29.
What are the major factors behind the emergence of terrorism in the world?
Answer:
(1) Religious fundamentalism and Jihadi terrorism.
(2) Presence of some elements of sub-nationalism.
(3) Ethnic nepotism and conflict.
(4) Availability of weapons in the international illegal arms market.
(5) Hostile neighbourhood activity as a source of cross-border terrorism.

Question 30.
Suggest some steps for meeting the challenge of terrorism.
Answer:
(1) Some groups resort to terrorism and violence for securing their narrow interests. The need is to prevent the organization and activities of such groups.
(2) The terrorists always use violence and terror as a means to create fear among the people.
(3) Efforts for encouraging the process of peaceful conflict-resolution in society must be consistly made.

Question 31.
What is Environmental Laws?
Answer:
The Government has enacted several laws for creating a legal framework capable of empowering the public authorities engaged in the works of environment protection and prevention and control of pollution. These have empowered and assigned the responsible for continuously working for securing a state, clean, green, healthy and sustainable environment in India.

Question 32.
What is the Environment Act. 1986?
Answer:
1986—The environment Act: It authorizes the Central government to protect and improve environmental quality, control and reduce pollution from all sources and prohibit or restrict the setting or operation of any industrial facility on environmental grounds.

Question 33.
What is 1989 Environmental Law?
Answer:
1989 – The manufacture, storage and important of hazardous Rules. These define the terms used in this context and sets up. an authority to inspect, once a year, the industrial activity connected with hazardous chemicals and isolated storage facilities.

Question 34.
What is the Environment Rules 1999?
Answer:
These lay down detailed provisions relating to areas to be avoided for siting of industries, precautionary measures to be taken for site selecting as also the aspects of environmental protection which should have been incorporated during the implementation of the Industrial Development Projects.

Question 35.
What is Noise Pollution Rules?
Answer:
2002- The Noise Pollution (Regulation and Control) Amendment Rules. These lay down such terms and conditions as are necessary to reduce noise pollution, permit use of loud speakers or public address systems during night hours (between 10..00 p.m. to 12.00 midnight) on or during any cultural or religious festive occasion.

Question 36.
What is the Laws relating to Water Resources of India?
Answer:

• 1882 – The Essement Act.
• 1897 – The Indian Fisheries Act.
• 1956 – The river boards Act.
• 1970 – The Merchant Shipping Act.
• 1974 – The Water (Prevention and control of pollution) Act.
• 1977 – The Water (Prevention and Control of Pollution) Cess Act.
• 1978 – The Water Cess Rules.
• 1991 – The Coastal Regulation Zone Notification.

Question 37.
What is the Easement Act. 1882 which relates to Water Resources of India.
Answer:
1882- The Easement Act. It allows private rights to use a resource that is, groundwater, by viewing it as an attachment to the land. It also states that all surface water belongs to the state and is a state property.

Question 38.
What is the Water (Prevention and Control of Pollution) Act 1974?
Answer:
1974- The Water (Prevention and Control of Pollution Act. It establishes an institutional structure for preventing and abating water pollution. It establishes standards for water quality and effluent. Polluting industries must seek permission to discharge waste into effluent bodies. The CPCB (Central Pollution Control Board) was constituted under this Act.

Question 39.
What is the laws for securing the purity of Air?
Answer:
The laws for securing the purity of air are:

• 1948 – The factories Act and Amendment in 1987.
• 1981 – The Air (Prevention and Control of Pollution) Act.
• 1982 – The Air (Prevention and Control of Pollution) Rules.
• 1982 – The Atomic Energy Act.
• 1987 – The Air (Prevention and Control of Pollution) Amendment.
• 1988 – The Motor Vehicles Act.

Odisha State Board CHSE Odisha Class 11 Political Science Solutions Unit 2 Basic Concept Long Answer Questions Part 1.

CHSE Odisha 11th Class Political Science Unit 2 Basic Concept Long Answer Questions Part 1

Long Answer Type Questions

Question 1.
Define liberty and discuss various kinds of liberty. Or
Make a classification of liberty.
Answer:
Liberty is a democratic concept that has been existing since the state of nature. Liberty is essential for the development of individual personality. An individual cannot lead a restricted life. Liberty is abstract and hypothetical in nature. It is difficult to give a comprehensive definition of liberty.

The word ‘Liberty’ has been derived from the Latin word ‘Liber’ which means ‘freedom’ But, liberty does not mean the absence of restraint. No individual in the modem society can be given the freedom to do whatever he likes. This is regarded as negative liberty. J.S. Mill, Locke, Spencer, and Friedman, etc.

supported this view of liberty. But negative liberty is founded on the postulate for an atomized and unsocial individual. So, Laski, Barker and Macpherson, etc. have talked of the positive aspects of liberty. Laski says, “Liberty is the eager maintenance of an atmosphere in which mean have the opportunity to be their best selves.” This means that individuals should be at free to avail opportunities to develop his personality but such freedom cannot be enjoyed in the absence of restraints.

Liberty is a product of rights. The. state through a grant of rights creates an atmosphere of self-realization. Thus, positive liberty looks upon the state as a positive agency to promote social welfare. Liberty in this sense means the removal of hindrances from the path of the good life and the creation of opportunity for all.

Classification of Liberty:
Liberty can be classified into natural, civil, political, economic, national and international liberty. It can be classified in the following manner.

Natural Liberty :
The idea of natural liberty has its origin from the state of nature and Rousseau is the principal exponent of this liberty. He said men in the state of nature enjoyed natural liberty or unrestricted freedom. But, with the emergence of civil society, the concept has lost its significance. Modern political thinkers consider natural liberty as vague and abstract. They say, there can be no liberty in the absence of the state.

Civil Liberty :
It is the liberty that man enjoys in a civil society. Civil liberty is considered useful, as it provides facilities of good life to the citizen. Civil liberty is available to an individual in the capacity of a person and it consists of the rights and privileges that the state creates and enforces such as freedom of thought and expression, freedom of religion, freedom of life, liberty and property, equality before law etc. It enables an individual the opportunity of self-expression and self-expansion.

Political Liberty :
Every democratic country grants political liberty to its citizens. It refers to the right to take part in the management of the state. Political liberty constitutes the right of the citizen to form and exercise control over the government. It includes the right to vote, the right to contest an election, to hold public office, to criticize Govt, or to form a political party etc. It can be enjoyed by educated citizens with adequate means of information.

Economic Liberty:
This kind of liberty enables an individual to earn his livelihood. It is available in the capacity of the worker. This means freedom of profession, occupation, trade or business. Economic liberty lies in the absence of exploitation, unemployment inequality, unfair wage and substandard living and it grants each person the security and opportunity to earn his daily bread. Economic liberty consists of the right to work, the right to a decent wage, right to leisure. It is the foundation of civil and political liberty.

National Liberty :
National liberty envisages that every nation must be free from foreign domination. It implies the right of the people to rule over themselves. It is opposed to colonialism and imperialism. National liberty means that the nation is free to exercise control over citizens and subjects residing within the territory of the state.

International liberty :
International liberty is a modem concept that means the renounciation of war, limitations on production and use of ornaments, giving up of the use of force, peaceful settlement of disputes etc. In the co-existence of nation-states, international cooperation and creation of a peaceful world order.

Moral Liberty:
It means the freedom of the person to act according to one’s conscience to sense of justice.lt refers to the freedom to act according to one’s real self. Moral liberty has meaning only in the context of the common good and it gives every individual the scope to develop his personality.

Question 2.
Describe the safeguard, of liberty. Or
Examine the various safeguards of liberty. Or
How liberty of an individual can be safeguard?
Answer:
Liberty is the product of rights available to the citizen in a democracy. Every democratic country grants certain rights to individuals and thereby enables him to seek the best possible development of his personality. Thus, there can be no liberty without rights and as the stage grants rights, without the state there can be no liberty for individuals.

Safeguards of Liberty: Liberty is a socially useful concept that every individual requires in his social life. It is guaranteed by a democratic state through the constitutional character of liberty. It is to be safeguarded from possible encroachments of the state and the legal system. The conditions essential for safeguarding liberty can be discussed below.

Rule of Law:
Law is the best safeguard of liberty. The state creates conditions of liberty through laws. Law treats each person equally and prevents discrimination on artificial grounds. Thus, law safeguards liberty from the arbitrary interference of the state.

Fundamental Rights :
The Constitutional guarantee of fundamental right also act as a safeguard of liberty. These rights restrict the scope of government activity and neither the legislature nor the executive can interfere in the affairs of the liberty of the individual.

Democratic System :
A democratic form of government is the best safeguard of liberty. Because in a democracy the people have ample opportunity to protect their right from all types of threats.

Separation of Powers :
It is another safeguard of liberty Concentration of powers in few hands endangers the liberty of the people. Unless the three branches, the executive, the legislature and the judiciary are separated from each other. There will be no mis-utilisation of public authority and the liberty of every individual shall be safeguarded. The separation will check every branch of government from encroaching upon individual liberty.

Independent Judiciary :
Individual liberty and rights cannot be safeguarded unless the judiciary is impartial and independent. If the Judges remain sub-servant to the executive or legislature, individual liberty is threatened. If the Judges remain free from the undue influences of the executive and legislature they can maintain the integrity of the Judiciary and the liberty of the citizens.

Absence of Special Privileges:
Liberty is the possession of every individual and it must be enjoyed by all equally. A society where special privileges are given to any class or group individual liberty and freedom s threatened.

Decentralization of Power:
It is another safeguard of liberty. The concentration of power in a few hands is inimical to liberty for which every democratic system, functional and territorial decentralization of authority is made. Devolution of powers to the democratic local bodies is considered to be a safeguard of individual liberty.

Eternal Vigilance:
It is said that, eternal vigilance is the price of liberty. This statement of Laski suggests that unless the people of a country are vigilant and conscious of their liberty and rights cannot be safeguarded. The people themselves must be conscious of defending their liberty against all sorts of encroachments. Laski says, “Liberty is never real unless the government is called to account when it invades the rights of the people”.

Organized Public Opinion:
Strong and effective public opinion is another safeguard of individual liberty. Where-the public opinion is vigorous and organized the Govt, cannot venture to invade individual rights, has the liberty of the individual remains safe.

Free Press and Well-organised Party-System:
Freedom of the press is another essential condition for the safeguarding of individual liberty. Press supplies useful information to the people and helps in the organization of public opinion. Free press criticizes the loops of the ruling party and opposition and that prevents the Govt, from endangering individual liberty. An organized party system and the presence of an organized opposition is other safeguards of individual liberty. Whether the people are courageous to oppose and resist the tyranny of the government they can enjoy liberty safely in that country.

Question 3.
Describe the relationship between law and liberty. Or
Explain how law is related to liberty. Or
Law is a Condition of liberty. Comment.
Answer:
The relationship between law and liberty is controversial. One cannot exactly point out what is the point of the relationship between law and liberty in concrete terms. A few political philosophers hold that law is detrimental for the realization of liberty. Law hinders the enjoyment of liberty. But there are others who point out that law does not go against liberty rather law creates conditions for the realization of liberty and without law there would be no liberty. It is law alone that safeguards and protects liberty from encroachments.

Whatever may be the differences among political scientists with regard to the exact relationship between law and liberty, whether law creates conditions for liberty or law destroys liberty can be discussed below.

• First view :
  According to some people, the law is the very opposite of liberty. The more there is law, the less there would be liberty. The Sophists in ancient Greece on the basis of the principles of laissez fairs theory advocated that the enactment of laws means the curtailment of liberty. The anarchists even went to the extent of advocating for the abolition of the state in order to ensure complete liberty for all individuals.
• Second view:
  But on the order hand, some people advocated that law is regarded as a condition of liberty. One must not consider liberty as a license. One should obey the laws of the state to enjoy liberty. From the above description of the two antagonistic views, it is very much clear that both schools have sufficient grounds for their argument. So what is the actual relationship between law and liberty? The true answer to this question lies in the reconciliation of the two views.

One can definitely say that a law supported by public opinion is undoubtedly a condition of liberty. Such type of law does not necessarily encroach upon liberty but such a law paves the way for the successful realization of liberty. In welfare countries where various welfare laws are passed by the state, i.e., fixation of wages for laborers, prohibition of child labor, legislation to stop economic exploitation etc. must be regarded as the conditions of liberty. The fixation of such laws guarantees the liberty of the workers against encroachment by selfish employers. But all laws are not welfare in nature. There are also laws that are passed with a view to meeting the callous and self-interest of the ruler. When such laws are passed in complete disregard of public opinion.

Liberty is being hampered and the disregard of such law does not go against the justice or the interest of the state. In conclusion, it can be told that all laws supported by public opinion are the conditions of liberty. Because good laws impose restrictions on individuals retaining them from doing harm to others. Laws which are protected and supported by public opinion are not detrimental to liberty. Thus, laws and liberty are both complementary and supplementary to each other and there is no contradiction between them.

Question 4.
Define equality and discuss various kinds of equality.
Answer:
In common parlance, equality refers to giving equal opportunities to all and the elimination of privileges for any particular section of society or the group of people living in the society. Equality implies a leveling process in which chances are given to all for the development of their potentialities. There should be no discrimination on the ground of sex, caste, color or creed and the state should provide equal and adequate opportunities to all for developing their abilities to their full stature. arouse out of two main incidents like the French and American Revolutions.

The American Declaration of Independence proclaims that, all men are created equal and the French Declaration proclaims that men are born and always continue free and equal in respect of their rights.” Whatever may be the opinions about the conception of equality but the term equality has no definite meaning. Perfect equality is an impossible task. When nature has created inequality among men, it is different to have perfect equality in society.

Equality is a leveling process that insists that all men are politically equal and entitled to take part in political life equally. According to Professor Laski, “Equality means that no man shall be placed in the society that he can overreach his neighbor to the extent which constitutes a denial of the latter’s citizenship. Another political philosopher Lipson defines, “Equality as the absence of man-made and socially fostered discriminations in the avenues of advancement.

So, from the above viewpoints, it is very much clear that equality has been derived from the supreme value of the development of personality in each alike and equally. Equally implies that all persons should be treated under any circumstances. It amounts to equal distribution of rights by the state.

Various kinds of Equality: There are various kinds of equality found in different societies and political systems which are discussed below.

Civil Equality:
Civil equality implies that all citizens be treated equally and alike in the matter of possession of their rights other than political rights. Civil equality in a slate refers to that all persons are subject to the same law in enjoyment of their various rights and duties, Particularly, in the context of the democratic setup of government, civil equality is highly honored.

Political Equality :
Political equality implies that all men should have an equal right to select their representatives for the management of the State or the opportunity to be elected to any public office without any discrimination Political right further spells that everybody should have equal access to all public offices of authority. Political equality refers to that everybody should have the right top form political parties, to contest the election and to form the government and for that there should not be any discrimination. All the above-mentioned political rights are normally seen in a democratic form of government.

Economic Equality:
Economic equality refers to the wealth that should be enjoyed by all. According to Lord Bryce, economic equality “is an attempt to expunge all differences in wealth allotting to every man and woman an equal share in worldly goods,” Economic equality in welfare states further implies that poverty should be abolished and basic amenities should be provided to all. Political equality or political democracy is meaningless without economic equality. The importance on economic equality is immense in all the communist countries which oppose the accumulation of wealth in the hands of a few people. But perfect economic equality seems to be an impossible phenomenon in complex economic situations.

Social Equality :
Social equality refers to that each and every member of society should be treated alike and there should be no such social barriers like caste, color or untouchability etc. Every member of society must enjoy equal opportunity and there should be the absence of privileges. So equality condemns any sort of inequality to the enjoyment of privileges by a particular caste or class of people in the social setup. It is not possible to do away with the social loopholes existing in society. Though there are legal provisions in India against social inequality, it has not been completely eliminated from society.

Natural Equality:
Natural equality means that all men are born free and equal and they are gifted with equal talents and abilities. It is a primitive notion that demands that the state should always try to reduce inequality or man¬made discrimination based on race, sex, color or caste. It is based On the feeling that

• all men are ruled by the law of nature.
• all men are the children of God, and
• the desires of all men are identical But, the idea of natural equality is an unattainable phenomenon.

International Equality:
It refers to the equality prevailing among sovereign nation-states. It means equality among the nation-states in the international community of nations. It prevents interference in the internal affairs of a nation. It believes in the settlement of inter-nation disputes through peaceful means, abandonment of use of force, eradication of distribution of scientific and technological knowledge among nations etc. Thus, equality can be classified into different forms, but perfect equality is an impossible disposition.

Question 5.
Examine the relationship between liberty and Equality. Or
“Liberty and Equality are antithetic,” Comment. Or
“Equality and Liberty are complementary to each other” Discuss. Or
“Both Liberty and Equality matter, but equality matters more than Liberty.” Discuss
Answer :
Liberty and equality are two different democratic concepts that an ordinary individual cannot understand. Both of them are not contradictory but related to each other in such a way that, one while enjoying liberty must be conscious of the liberty of others as it is the equal possession of all. Absolute liberty is inimical to the enjoyment of equality hence liberty is to be enjoyed under restraint. So far as, the relationship between liberty and equality is concerned two opposite views have been expressed.

• Liberty and equality are antithetical and
• Liberty and equality are complementary to each other.

Liberty and equality are antithetical:

1. Lord Action, Alex De Tocqueville, Lecky, Bagehot Hume, May, Cartland etc. hold that liberty and equality are opposed to each other. Lord Acton regards equality as opposed to being endowed with unequal capacities and powers, freedom of action would enable those with better talents to make better use of their opportunities and rise higher than the rest. Thus, equality destroys individual liberty. Absolute equality is neither possible nor desirable because man by birth is unequal. Some are physically strong while others are weak. Some are intelligent, and sharply minded while others are dull. Therefore, liberty gives rise to inequality. If an attempt is made to ensure equality then liberty is to be retained.
2. De Tocqueville says, the rise of equality implies the decline of liberty. Liberty believes in the absence of restraints while equality presupposes some restraints. Thus, the desire for equality1 results in limitations of liberty.
3. Equality is unfair to the honest and intelligent but liberty has no, meaning for the poor and distressed.
4. Equality demands positive state action which curtails individual liberty.

Liberty and equality are complementary to each other:

The second proposition is given by scholars like Harrington, Maitland, Laski, Barker, Pollard, etc. who say that liberty far from inimical to equality is necessary for it. Liberty would be hollow without equality and equality will be meaningless without liberty. Equality in no way hampers liberty.

• They say that the first group of thinkers: have defined liberty in the negative sense, as the absence of restraints, such a conception of liberty would amount to liberty for the privileged few and the absence of liberty for the vast majority. Liberty in order to be enjoyed by all should be qualified by equality.
• Equality does not mean mechanical uniformity in society and liberty is to be interpreted in a positive sense. Equality by securing legal capacity to all leads to the university of liberty.
• Democracy is meaningless without equality and liberty cannot be enjoyed outside a democratic policy. Hence, Liberty is related to equality.
• According to Pollard, liberty lies in inequality. Liberty without equality degenerates into license and equality in the absence of liberty lapses into uniformity.
• Liberty and equality both have a common goal, i.e, the development of human personality. A large measure of liberty is essential for equality. Thus, liberty and equality are complementary. Equality is the true basis of liberty. But, liberty is more useful for equality and equality serves the requirement of liberty.

Question 7.
Discuss, the detail about various civil rights of a citizen.
Answer:
The following are some of the civil rights of an individual.

Right of life:
The right of life is one of the be£ important civil rights of an individual. The individual must have after all the security to life and the state must provide adequate provision for the personal safety of an individual. The right to life may otherwise the termed as the right to self-defense and the prevention of suicide.

Right to Liberty :
The right to liberty would otherwise be termed as the right, to free movement in his own country. According to this right, the individual might tint he is detained ordinarily and if he happens to be detained there must be an adequate reason behind his detention. There must be adequate constitutional provisions for the right to liberty constitutionally.

Right to Property :
The right to property in almost all democratic countries has been guaranteed either in the form of a fundamental right or a legal right. Right to property is regarded as one of the best conditions for the enhancement of individual initiative. In socialistic countries there is provision for the abolition of the private property yet without the right to the property there is a very poor possibility of profit and adequate production.

Freedom of Press :
In a democratic country, the press has been democratically accepted as the fourth estate of democracy. The right to press ordinarily refers to the right of the individual to public opinion which is done lawfully. Freedom of the press in an essential requirement to moral public opinion and which is also necessary top have a check and balance on the working to democracy.

Right to Freedom of Speech :
Right to speech refers to the free expression of an individual to express his views without any restraint. Citizens must have a free opinion to raise their voice against injustice and unlawful acts of authority. So in the modern age right to freedom strives for the development of the individual.

Right to Contract :
Right to contract is one of the important civil rights of the life of the modem age in numerous manage to maintain his life. The individual must freely for work life, work and earn. The contract is the mutual agreement among the parties imposing some obligations on each other. The contract is also the basis of society.

Right to Association :
The civil right, the right to an association means to provide a free Option to the individual to act freely for the development of his inner dignity. Unlike the best, the human being cannot manage to live in isolation and he must collaborate with others for the satisfaction of his multifarious needs culminating in the formation of associations. It is only through mutual cooperation and association that human being would be able to develop his individuality.

Right to Religion and Conscience :
Man cannot manage to refrain from his inner urge to think about the ethical and spiritual aspects of life. The man’s salvation its inheritance, the migration of some, etc. for which there are different ways and means for the choice of which should n6t be any external barrier of a hindrance. Accordingly, it has been guaranteed through various civil laws of the land.

Right to Language and Culture :
Unlike beasts or any other creatures, human being cannot remain indifferent towards the long-established and long-existing values, beliefs, customs, traditions, etc. which are different to different sections of people. So the law provides that no culture should be hindered which does not go against the principles of humanity. Other than, the above-mentioned civil rights there are also other civil rights. The right to equality and the right to family are of such standard.

Odisha State Board CHSE Odisha Class 12 Foundations of Education Solutions Unit 3 Current Issues in Education Short Answer Questions.

CHSE Odisha 12th Class Foundations of Education Unit 3 Current Issues in Education Short Answer Questions

Short Type Questions With Answers

Question 1.
What is wastage?
Answer:
Wastage means the immature or premature withdrawal of students from any class before the completion of primary course. This is due to social, economic and geographical causes.

Question 2.
What is stagnation?
Answer:
According to Hartog Committee 1929, the retention of the children in primary classes for more than one year in a class, not promoted to next class is stagnation. It is due to educational defects.

Question 3.
Give three educational causes of wastage and stagnation?
Answer:
Three educational causes of wastage and stagnation are:

• Heavy and uninteresting curriculum.
• Defective method of teaching.
• Irregularities of attendance.

Question 4.
Give two activities which develop national integration in Elementary schools?
Answer:

•  By observing national days in the school.
• Co-curricular activities like games, sports, debates should be organised.

Question 5.
Give the function of DPEP?
Answer:

• Stress on child-centred education,
• Emphasis on minimum levels of learning.
• Emphasis on qualitative and quantiative education.
• Joyful learning and work education to be emphasized.

Question 6.
Give three steps for universalization?
Answer:

• Necessary teaching aids which are attractive.
• Midtime meals provision and supply of play materials,
• Stock of maximum play materials in school.

Question 7.
Give three causes of dropouts?
Answer:

• Poor economic condition of parents.
• Rapid population growth and lack of schools.
• Indifferent attitude towards women education.
• Geographical causes.

Question 8.
Give the elements of Operation Black-board?
Answer:

• Two classrooms with a big verandah.
• Supply of necessary play materials.
• Black-board, maps, and chart, globes and aids.

Question 9.
Give three educational functions of National Integration?
Answer:

• Evoke democratic thoughts among the children by discussion and seminars.
• All should participate in play, games, sports, visting etc. without feeling of caste, creed and religion.
• All should participate in the observation of National Days.

Question 10.
Give two measures to inculcate a spirit of N.I.?
Answer:
The measures to insulate the spirit of national Unity are:

• Celebrate various National days.
• The lives and works of great freedom fighters to be included in the curriculum
• Teachings of great religious leaders should be included in the curriculum.
• Organise inter matches.

Question 11.
Give three remedial measures to check wastage and stagnation?
Answer:

• School hours to be fixed to the geographical situation of the child.
• Enrolment system to be modified to the universal enrolment system.
• Necessary equipments and teaching aids to be provided to schools.

Question 12.
Give three causes that hampers universalization?
Answer:

• Universal provision.
• Apathy to the female education.
• Lack of proper facilities in the school.
• Poor condition of parents.

Question 13.
Give three obstacles of N.I?
Answer:

• Provincialism.
• Multilingualism.
• Unsuitable curriculum
• Lackofnatkaialsystonofeducatioa

Question 14.
Give two activities which develop national integration in Elementary Schools?
Answer:

• By observing national days in the school.
• Co-curricular activities like games and sports, debates should be encouraged.

Question 15.
Give two needs of national integration?
Answer:

• To safeguard the country from foreign aggression and terrorism.
• To safeguard our democracy.
• To develop the spirit of oneness without communal disparities.

Question 16.
Give two measures to inculcate the spirit of NI?
Answer:

• Celebrating various national days.
• The lives and works of great freedom fighters to be included in the curriculum
• Teachings of great religious leaders should be included in the curriculum

Question 17.
Explain three co-curricular activities to promote NI?
Answer:

• Observe national festivals.
• Holding picnics, NCC camps, NSS camps, etc.
• Holding picnics and excursions, debates and seminars, etc.

Question 18.
Give three Educational functions of NI?
Answer:

• Evoke democratic thoughts among the children by discussion and seminars.
• All should participate in play, games, and sports, visiting, etc. Without the feelings of caste, creed, and religion.
• All should participate in the national days celebration.

Question 19.
Explain three elements of values?
Answer:
In national curriculum such intrinsic elements are kept to develop value education such as:

• History of India’s freedom struggle.
• Constitutional rights and duties.
• Equality without men and women before law and other aspects.
• Develop scientific attitude.

Question 20.
What is Eternal values?
Answer:
Eternal values builds man with Saty-Siva-Sundar. Joy is the last aims of man. Such joy is eternal value. Idealists believe in eternal value because those values are spiritual, eternal and everlasting. It remains and remains forever in future. It is permanent and unchangeable.

Question 21.
Explain the main causes of wastage and stagnation?
Answer:
In 1929, Hartog Committee explored the causes and stagnation in Education. To him, the main impediment on the way of universal primary education is wastage and stagnation.
For wastage and stagnation, there are a number of causes, like social, economic, geographical, and educational They are as follows:

• Single-teacher school.
• Lack of trained teachers and women teachers.
• Lack of proper educational equipment and aids.
• Lack of suitable timetable.
• Lack of adequate teaching methods.
• Unsuitable curriculum.
• Lack of a national system of education.
• Poverty of parents.

Question 22.
What are the measures taken in the school to inculcate the spirit of National Integration?
Answer:
Education plays a major role in inspecting the national integration and the following measures are taken in promoting National Integration.

• Observance of various national days and foil participation of the teachers and students. .
• The lives of great men, their contributions and sacrifices of great freedom fighters and national leaders should be included in the curriculum.
• The curriculum should be designed according to national ideals and pay respect to the constitution the fundamental rights and duties.

Question 23.
Explain the major co-curricular activities which can promote national unity or national integration?
Answer:
The following are some of the major co-curricular activities which can promote national unity, are as follows :

• Observance of national festivals like Independence Day, Republic Day and Birth Anniversaries of National heroes should be celebrated in the school.
• Talks and seminars on national ideals.
• Co-curricular activities like sports and games, drama and debate.
• Stamp collection pen-friendship.
• In schools the students should be taken on tours, travels, excursions etc.

Question 24.
Discuss the factors of intrinsic values?
Answer:
In national education curriculum, the following intrinsic values are included. Such as:

• The history of India’s freedom struggle.
• Constitutional rights and duties. ‘
• Ancient heritage and cultural traditions.
• Equality despite ofmen and women.
• Eradication of social evils.
• Decision of snail family.
• Creation of scientific attitude.
• Common harmony, democracy and secularism.

Question 25.
Aims and objectives of value education?
Answer:
The aims and objectives of value education are as follows:

• To develop the moral, spiritual, aesthetic and cultural values among the children.
• To acquaint pupils with democracy, socialism, secularism, law and justice, scientific attitude, etc.
• To develop the character and morality of children.
• Purpose utilization of leisure.
• To develop cultural values among the children.
• To create the awareness of social service attitude and social efficiency with the school children.
• To make our children to be dutiful and an ideal citizen.

Question 26.
What are the problems on the way of value education?
Answer:
The main problems on the way of value education are as follows:

• Value education is a continuous process and so it is not possible to achieve values in one day or so.
• For change in value education there is need of patience.
• A child’s nearest environment is polluted choosing values because which is beautiful attractive, essential for one, it is ugly, unuseful to other.

Question 27.
What is Indian Values, Explain?
Answer:
From time immemorial for ages together India has influenced the world with the fight pf education and civilization. In the exploration of knowledge with world the role of India’s education, civilization and culture contributes greatly.

Dedication, tapasya (worship), and tapovan are the important characteristics of Indian culture. The whole world is a family in such feelings were created in Ancient education. Dharma, Artha, Kama and Mokshya were the four elements which helps in the salvation of man.

Indians are influenced by non-violence, simplicity, cooperation, peace, sanctity and love. Buddha, Shankaracharya, Kabir and Sura Das were the creator of such values.Under the leadership of Gandhi, India got its independence by non-violence and truth.

The fundamental principle of one national system of education are socialism, freedom, equality, brotherhood, nationality and international attitude. After independence Indian bears the values like modernisation, productivity, balance of environment, small family and national integration.

Question 28.
Explain, the ways and means of making universalization of primary education of our State successful?
Answer:
A few measures are suggested below for making universalization of primary education a success in our State.
(1) Workout universal provision – According to Article – 45 of the Indian Constitution 6 to 14 age groups of all children to be given free and compulsory education. Now every village having a school. To support this D.P.E.P. is working in the district level.

(2)Free education -Primary education has become free of tuition fee, provision of mid time meals for children, free medical service, supply of dress, scholarships and maintenance allowance for parents.

(3)Equal education facilities – Privileges equal educational opportunities is given, abolition of tuition fee from primary stage, supply of textbooks and development of an elaborate programme of scholarships, supply of bicycles, etc.

(4)Harnessing wastage and stagnation – Adequate steps taken to minimize of incidence of wastage.

Question 29.
Write down the advantages and disadvantages of I.T. in Education?
Answer:
Advantages –
Although CAI is developed on the principle of programmed learning it also utilises the concept of audio-visual education communication theory, system analysis, data processing and learning theory.

CAI provides learning experiences effectively and efficiently. A good amount of information stored in the computer is made available the learner more rapidly than any other media.
The interaction between a student and instrumental programme is made more dynamic and more individualised. A careful programming is essential for this.

Disadvantages –
CAI is extremely expensive which is not possible in a poor country like India. It is also mostly mechanical and deprived of human touch. So innovation will dehumanize the education system and the teaching-learning process will lifeless and mechanical

Question 30.
Discuss the role of CAI in the field of education?
Answer:
CAI can deal the problem of quality in education more effectively and more flexibly for a student. A learner can make progress at one’s pace receive immediate feedback on the basis of his personal needs and choose material level of instruction freely.

Since each learner’s performance is recorded and evaluated and education can be provided easily. Any lesson in any subject can be programmed for CAI if the objectives be clearly defined and learning materials be represented in words, visuals, and experiments. So CAI is beneficial to a student.

Question 31.
Explain the function of computer in Education?
Answer:
Now computer is considered as a super teaching machine. Its use in education is innovative. In developed countries, its teaching efficiency has proved. The computer has been helping the teacher in the following ways.

• Evaluation of students’ performance and classification of children according to abilities.
• Preparation of timetable and schedules.
• Allocation of fearing materials according to individual needs and interests.
• Maintenance of progress cards efficiently.
• Providing information/data for guidance and reference.
• Provision of direct interaction between pupils and subjects in tutorial work.
• Providing immediate feedback to students for better interaction and motivation.

Question 32.
What is Internet?
Answer:
The Internet is a vast computer network of information and technology in which large number of small network is connected. It is called the super highway of information. The importance of the internet is W (world wave) which is connected with persons, and institutions of the world. By online sendee telecommunication and e-mail, service is possible.

In this short time, information, letters, and pictures are sent from one computer to another computer. Now e-library facilities are there and qualitative information are collected.

For international qualitative education at the international level as well as an e-journal, e-leaming and e-governance is possible.

Question 33.
What is input devices? Give its kinds?
Answer:
An input device is a machine that feeds data into a computer. The input unit is actually a device that provides man-to-machine communication with the computer.

Data and instructions data. Input data may be characters, symbols, audio, visual, or audio-visual The following functions are performed by input devices,

• It accepts the list of instructions and data from the outside world,
• It converts these instructions and data into binary form for acceptance by the computer.
• It supplies converted instructions and data to a computer system for further processing.

The number of input devices inputting information into a computer such as – keyboard, mouse, joystick, lightpen, optical character, recognition bar code scanner, speed recognition, and graphic scanner, etc.

Question 34.
What is an output device? Give kinds of it.
Answer:
The device through which we get information from the computer is known as an output device.

The output coming from the CPU is in the form of electronic binary signals which needs conversion in the same form which can be easily understood by human beings, i.e. graphical
The output can be given:

• On the screen by the visual display unit.
• In printed form by printers.
• In graphic form by plotters.
• In audible sound form by speech.

The output devices may adopt, hard copy devices, and soft copy devices and hard copy devices produce a permanent record on media such as paper sheets.

Odisha State Board CHSE Odisha Class 11 Political Science Solutions Unit 3 Indian Constitution Long Answer Questions.

CHSE Odisha 11th Class Political Science Unit 3 Understanding Political Theory Long Answer Questions

Long Type Questions With Answers

Question 1.
Discuss the composition and functions of the constituent assembly of India. Or, Narrate the organization and role of the Indian Constituent Assembly?
Answer :
The constitution of free India was framed by a constituent assembly. The assembly was a representative body that was organized on the recommendation of the Cabinet mission and with the purpose of formulating a new constitution.

Composition :
The assembly comprised members elected from provincial legislatures. As per the recommendation, members were chosen in the ratio of one in every one million (10 lakh) population. Members were elected on the basis of propositional representation through a single transferable vote. There was a special provision for the election of members on communal lines. The total strength of the Assembly was 389, out of which 210 seats were reserved for general candidates. 78 for Muslims for sixth and the rest four for chief commissioner provinces. 93 seats out of 389 were reserved for the representatives of princely states.

Election to the Assembly was held in November 1946 in which the Congress was 211 seats out of 296, Muslim league won 73 and the rest 12 went to Sikhs, independents, and others. Princely states did not participate in the election to the constituent assembly. The dominance of the congress was unbearable for Muslim League for which it did not participate in tire assembly, The very first meeting of the constituent assembly was held in the central hall of Parliament under the presidentship of Dr. S.N. Sinha, Later Dr. Rajendra Prasad was elected as Chairman and Dr. H.C. Mukherji as vice chairman.

The first meeting was held on 9th December 1946. The assembly was represented by eminent lawyers. Statesmen said activists intellectuals and other luminaries of India. Status of the Assembly: The constituent Assembly was never a sovereign body and all its powers were derived from the authority of the British parliament. But, after formation, a resolution was passed to strengthen its states so that the British parliament could not dissolve it at will. After independence, the Assembly became fully sovereign and continued up to 25th January 1950.

Role and Functions:
The Assembly had to perform two major functions The making of the new constitution and Acting as the parliament of India till a new parliament is elected. The constituent assembly adopted the objective resolution on 22nd January 1947 and thereby specified its goal. On the 15th of August 1947, when India became free the assembly enjoyed sovereign states as the most powerful legislature of new India.
The Constituent Assembly was divided into several committees and sub-committees to expedite the process. These committees discharged.

their responsibility and committees discharged their responsibility and submitted the final proposal to the Assembly for approval. The Assembly tried to take all decisions by unanimity, not by majority. The Drafting committee played a very. crucial role in the making of the constitution of India. It was formed on 29th August 1947 with Dr. B.R. Ambedkar as its Chairman and seven other outstanding legal seminaries and its members.

The entire constitution was drafted by this committee after thorough examination, review, and discussion on all major issues.
The final draft was approved on 25th November 1949 by the constituent assembly. The constitution came into force on 26th January 1950.

Question 2.
Discuss the organization of the constituent assembly and its objective resolution. Or,’ Explain the composition and objective resolution of the constituent assembly?
Answer :
The Indian constitution is a hand made of constituent assembly. It was a representative body that took 2 years, 11 months, and 18 days to prepare the constitution of India. The Assembly was established under the provisions of the cabinet mission plan. The idea of the Constituent, Assembly, as a representative body, was framed specifically for the purpose of formulating the fundamental law of the nation.

Composition:
The Constituent Assembly consisted of the representatives of the principal communities in India. Seats were distributed roughly among the different provinces in the ratio of one member for every one million population. The legislative Assembly of each province elected this representative on the basis of proportional representation by means of a single transferable vote.

The total strength of the constituent assembly was fixed at 389, out of which 210 seats were reserved for the general candidates. 78 for the Muslims, four for the Sikhs, and the rest for the Chief Commissioners’ provinces, and 93 seats were reserved for the representatives of the princely states.

After the election to the Assembly Congress won 211 seats out of 296, Muslim League won 73, and the rest 12 went to the independents and other parties. The princely states did not join the Assembly for which its membership came down to 296. The dominance of the congress party was unbearable to the Muslim League which remain absent.

The Constituent Assembly for the first time met on 9th December 1946 with Dr. Rajendra Prasad as the Chairman and Dr. H.K. Mukherjee as Vice-Chairman. It was mostly represented by eminent lawyers, politicians, and statesmen. Dr. B.R. Ambedkar was the chairman of the Drafting Committee and for his contribution, he is regarded as the father of Indian constitution. The Assembly took a period of 2 years II months and 18 days to frame the new constitution.

Objective resolution :
The Constituent Assembly met in its second plenary session from January 20 to 309 in the year 1947 Pandit Nehru adopted an objective resolution in this session. The resolution declared that India must be a Sovereign Democratic Republic and the Programmes of the constitution were outlined thereon. The principles of the resolution may be discussed below.

The territories that now comprise British India, the territories that now form the Indian state, and such other parts of India as the outside. British India and the states as well as such other territories as they willing to be constituted into independent sovereign India shall be a union of them also.

The territories with their present boundaries and with such others as may be determined by the Constituent Assembly and thereafter according to the law of the constitution shall possess and retain the status of automatic units together with residuary powers and exercise all powers and functions of government and administration, except such powers and functions as are as assigned to the union or a’s are implied in the union or other form.

All powers and authority of sovereign India, its constituent parts, and organs of government are derived from the people.
The constitution shall guarantee and secure to the people of India, social, economic and political equality of status and opportunity and before the law freedom of thought, expression, faith, belief worship, vocation, association, and action subject to the law and public morality.

Adequate safeguards are provided for minorities of backward and tribal areas and other backward classes. The integrity and sovereignty shall be maintained on land, sea, and air according to the law of the nation. India will attain its honorable place in the world and make its constitution towards peace and welfare of mankind.

Question 3.
Explain the preamble to the Indian Constitution. Discuss the basic principles of the Preamble to the Indian Constitution. Or, Write an essay on the Preamble to the Indian Constitution?
Answer :
The Indian Constitution starts with the Preamble which outlines the aims, objectives, and ideals of the Constitution. It is the soul of the Constitution and an introduction to the political setup. The preamble reads “WE THE PEOPLE OF INDIA having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens. JUSTICE, social, economic, and political LIBERTY of thought expression, faith, belief, and worship.

EQUALITY of status and opportunity and to promote among them all. FRATERNITY assuring the dignity of the individual and die unity and integrity of die nation IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November; 1949 do hereby ADOPT ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. The 42nd Constitutional Amendment has introduced the words, SOCIALIST and SECULAR, in place of SOVEREIGN DEMOCRATIC REPUBLIC, and in plae of unity of the nation, the word ‘integrity’ has been added.

Significance :
The Preamble is considered to be the soul of the Constitution and it explains about the aims and objectives in a nutshell. The preamble speaks of four things.

• the source of the constitution.
• the aims and objectives of the constitution.
• the ideas and philosophy of the Constitution.
• and the data of its approval. The Preamble contains the fundamental principles of the Constitution and the words used in it make it sublime.

The Supreme Court has said that the preamble indicates the general purposes for which the people have ordained and established the Constitution. It explains about the nature and spirit of the Indian Policy.

Basic Principles:
The basic principles of the Preamble can be discussed below:
We the People of India :
The Preamble starts with the phrase we the people of India which boldly declares about popular sovereignty. The constitution is considered to be framed by the representatives of the Indian citizens and not an Imposition from above. The Constitution is made by the people and it embodies popular ideals and aspirations.

Sovereign, Socialist, Secular, and Democratic Republic:
The Preamble depicts India as a Sovereign Socialist Secular Democratic Republic.  India is a sovereign independent entity. It is externally free from the control and influence of others and internally, it is a component to adopt principles of governance. None can interfere in its domestic matters.

The term Socialist indicates the country’s determination to follow the principles of socialism like the nationalization of industries, protection of the interests of the economically backward sections of the society, etc. The term ‘secular’ represents tolerance towards minority groups and equality of opportunity and protection to all religious groups. Indian Political System is organized on the basis of democratic principles.

The Parliament and state legislatures are elective bodies. A franchise is extended universally to all adults above 18 years of age. The citizens are granted with rights and freedom and the Govt is responsible to the people, hence it is a democratic country. Republic represents the elective office of the President and the representative character of the Head of State.

Justice:
The Preamble also clarifies the intention of the Govt, to ensure justice in the social, economic, and political spheres. The Constitution has abolished untouchability and offered equal opportunity to all in matters of public employment to ensure social justice. Equitable distribution of national resources is meant to ensure economic justice and universal suffrage is guaranteed as a mark of political justice.

Liberty :
The preamble also emphasizes on grant of liberty to the Indian citizens, such as liberty of thought, freedom of expression, faith, belief, and worship. These are provided under the Fundamental Rights.

Equality :
Equality is an essential attribute of the state in India. The Constitution has assured equality of status and opportunity to all irrespective of discrimination. The enjoyment of equal rights and political equality are significant aspects of the principle of equality.

Fraternity :
The constitution has sought to maintain universal brotherhood among its citizens so as to maintain the unity and integrity of the nation in the face of disintegrating forces.

Date of adaptation :
The Preamble states that the Constitution has been adopted by the Constituent Assembly on 26th November 1949. The Preamble of the Constitution thus reflects the soul and substances of the Constitution in brief.

Question 4.
Discuss the salient features of the Indian Constitution, Or, Analyse the basic principles of Indian Constitution. Or, Brief the unique features of Indian Constitutional system?
Answer :
The Constitution is the basic law of the land or the principles of governance. Every democratic country today possesses a written Constitution of its own. Similarly, in India – there is a written Constitution which is prepared after going through some useful democratic constitutions of the world. The framers incorporated those principles which they felt suitable for our nation and the people. The basic feature of our Constitution can be discussed below.

Sovereign Socialist Secular Democratic and Republic :
Indian Constitution declares it to be Sovereign, the master of its’ own destiny. India is internally free to control it’s subjects and externally independent of all other sovereign states. The Constitution provides for a democratic election where people enjoy adequate rights and liberties.

Constitution clearly mentions about the republican aspect of the Constitution The head of the state, the President is indirectly elected by the people. Indian Constitution also provides for a secular state where everybody enjoys an opportunity to profess any religion, any belief or worship any God for his salvation. The minority community is not left unsafe.

There is tolerance of the minority. The state does not follow any particular religion and does not assign any privilege to any particular religion. All are equal before and must enjoy freedom equally. Liberty is guaranteed to every kind of religious person. Constitution provides for the socio-economic and political right of the individual.

The largest Constitution in the world :
At present, the constitution of India is the largest constitution in the world. It consists of 395 Articles and 12 Schedules with the inclusion of Panchayat Raj, the seventy-third Constitutional amendment of 1992.

Every possibility of efforts have been taken to reflect the will and opinion of the people in the Consti tution of India. The Constitutional fathers, considering the heterogeneity aspect of the Constitution, and the experiences of communalism, have taken all sorts of initiative to have a balanced and effective Constitution.

Again in other federal Constitutions like U.S.A. and Switzrland where lies a separate Constitution for the state, the same does not exist in India. The power and authority of state have been enumerated in the same Constitution. Various provisions have been made to meet the different needs of the people and there are also special provisions to safeguard the interests of the minority.

The Schedule Caste and Schedule Tribes have been accorded special benefits under the constitution. The detailed chapters on fundamental rights and directive principles of the state policy, emergency, provisions, fundamental duties have caused for large size of constitution.

Parliamentary form of Government :
The Constitution of India proposes a Parliamentary form of Government where there is daily and periodic assessment of responsibility of government. The Parliamentary form of Government was adopted in the Constitution of India because of our long association with British Government.

Federal in form but unitary in spirit:
Although there is no mention of the term federation yet the Constitution of India in its Article – 1 declares that India is a Union of States. In India there are the features of a federal like he dual polity, written constitutional government, independent judiciary etc. are reflected in the constitutional of India. Though there are, federal features in the Constitution of India but there is also strong unitary spirit in the Constitution. The central Government bears preferential treatment over the Stats Government.

The emergency provisions, the appointment of the Govemer by the Central Government, the provisions of all India services, the integrated judiciary, single citizenship etc. are clear illustrations of all those things. Often the Constitution of India has been criticized by critics as Quasi federal, federal in form but unitary in spirit etc.

Balance between rigidity and flexibility:
The constitution of India is a happy blending of both rigidity and flexibility. So far as the amendment of the Constitution is concerned a balanced is struck between rigidity and flexibility. A flexible constitution is one which can be easily amended without having any rigid procedure.

India is partly flexible because certain provisions of the Constitution can be simply amended by the simple majority of the Parliament but on the other hand a rigid Constitution is one whose amendment procedure is very much difficult. In India there are certain provisions which can not ordinarily be amended by the simple majority of the parliament and it requires ratification by the states.

In India the provisions like the creation of new states, abolition of the second chamber of the states, changes in citizenship requires simple majority. But other requires the two-third majority of the House. The presidential power, mode of election, the executive and legislative powers of the state provisions regarding the supreme court and high courts, etc.

a Majority of the total membership of the House of Parliament Not less than 2/3rds members of each House present and voting. Rectification by one-half of the states. The above analysis clearly shows how the Constitution of India, is a happy blending of both rigidity and flexibility.

Fundamental Rights :
Unlike the bill of rights of the American Constitution, the Constitution of India provides a scheme of fundamental rights which has been incorporated and discussed in the III part of our Constitution. The Constitution in its Articles 12 to 35 deals with the scheme of fundamental rights. There are six categories of fundamental rights. Those are

• Right to equality,
• Right to freedom,
• Right against exploitation,
• Right to freedom or religion,
• Cultural and educational rights
• Right to constitutional remedies.

Fundamental duties :
Rights without duty is meaningless which was realized in the 42nd constitutional amendment in 1976. A scheme of fundamental duties waš incorporated into the Constitution of India in Article 51A. The Constitution of India provides for 10 categories of fundamental duties.

Directive Principles of State Policy :
Following the Spanish and Irish Constitution, the Constitution of India have incorporated a scheme of Directive Principle of State Policy which are fundamental principles for the governance of the country. The Directive Principles óf State Policy contains the socialist Gandhian and the liberal ideals.

Single CitizenshIp :
Though there are federal principles in the Constitution of India yet it has not opted for double citizenship. In India, there is provision of single citizenship which implies that irrespective of birth or residence all are citizenship which implies that irrespective of birth or residence all are citizens of India are entitled to enjoy all civil and political rights. They are free to purchase land and to settle anywhere in the country. Single citizenship is a great step forward in the creation of an integrated Indian society.

Secular State :
The constitution of India in its preamble contains the secular conception of the state. The secular state assigns no special privilege or patronage to any particular kind of religion and the state has no religion. Article -16 of the Constitution provides for equal opportunity for employment under the stale without discrimination against any religious community. The state also does not possess any power for the imposition of any religious taxes.

Thus, an all-around attempt has been made by our Constitution makers to embody secularism in our Constitution and absolute freedom is given to the citizens to profess or practice and worship any kind of religion they prefer.

Integrated and Independent Judiciary :
Normally a federal state has a dual form of the judiciary at one the federal level the other in the states. But in India, there is the provision for an independent and integrìted Judiciary for the country. The judiciary is organized on a hierarchical basis which begins from the Supre Court to the level of Naya Panchayats.

The judiciary in India also remains independent from the legislature and executive. Originally the judiciary enjoys the powers of judicial review and it can declare any law as ultra vires or void if the law does not conform to the values and beliefs of the constitution.

Universal Adult Franchise :
The Constitution of India in its Article 326 provides a universal adult franchise which reads The election to the House of the People and the House of the State, Legislative Assembly shall be in the basis of Universal adult suffrage. In other words, it can be told that any person who is a òitìzen of India and have attained the age of eighteen will be entitled to cast his right to vote for the purpose of selection of representatives.

Parliamentary Form of Government and Judicial Supremacy:
Normally in all Parliamentary forms of government, the Parliament enjoys comparatively a high degree of power because there is no strict separation of power and the judiciary in the Parliamentary form of Government does not enjoy that much power by which it can declare any law of the state as ultra vires or void.

Though our Constitution is silent with regard to the power of the Supreme Court to declare any Act of Parliament as ultra vires but in practice, it is observed that the Supreme Court of India has got a limited judicial review. Again Parliament and amend the Constitution with the prescribed majority. Once the Constitution is amended the Supreme Court will accept it. Thus, the powers of the Parliament and judiciary are balanced.

Welfare State :
The Indian Constitution under Art. 38 does ordain to establish a welfare state. The directives inserted into the Constitution are intended to transform the policy into a welfare state. The Govt pledges to provide basic minimum needs to every Indian. It has undertaken a variety of steps to maintain social security, justice, and equality reducing the gap between rich and poor. Thus, the Indian Constitution is considered to be a model Constitution for new, independent backward nations.

Question 5.
Write an essay on Art. 368 of the Indian Constitution. Or, Discuss the procedure of Constitutional Amendment in India. Or, Is the Indian Constitution rigid?
Answer :
No democratic Constitution can be static. It must be dynamic and in course of time, it must be amended in response to the needs of society. Therefore, the framers of the Indian Constitution have adopted a flexible procedure of amendment with rigidity on federal matters to make the constitution a dynamic one.

The procedure of Amendment: The Indian Constitution under Art. 368 has Procedure of Amendment The Indian Constitution under Art. 368 has empowered the Parliament to make necessary alternations, revisions, addition, repeal, variation, or detection of any provision of the Constitution. Such a proposal can be introduced into either House of Parliament and after approval, in both Houses, the President can make necessary changes in the Constitution. Art. 368 prescribes three different procedures for amendment of the Constitution.

Flexible Procedure :
The first procedure is a flexible one and the provisions like

• Creation of a new state;
• Creation on the abolition of the second chamber of the states;
• Change in citizenship;
• Changes or alternations of the boundary of states; can be amended if the proposal is approved in both the Houses of Parliament by a simple majority of votes.

Neither rigid nor flexible :
The second procedure is a combination or rigidity and flexibility. In this procedure, most of the provisions of the Constitution can be amended such as; fundamental rights, directive principles, emergency provisions, etc. such a proposal of an amendment requires a special majority in both the Houses of Parliament, viz.

By 2/3rd majority of members present and voting in both houses and By majority membership in each house. Such a proposal shall be effective only after receiving President’s assent. The president can’t withhold assent to an amendment bill.

Rigid Process :
This is the most difficult process in which the federal provisions, mode of appointment and election of president his powers and procedure of removal, the appointment of High Court, Supreme Court judges center state relations, etc. can be amended. Any such proposal of amendment must e passed in both the Houses of Parliament by a special majority and must be ratified by at least half of the state legislature. Thereafter with presidential consent, the constitution stands amended.

Thus from the above description, it is clear that the procedure of amendment strikes a balance between rigidity and flexibility. In case of disagreement, the proposal is killed and a joint sitting can not be convened in matters of the amendment. However, due to party Govt, the procedure is more flexible than rigid.

Question 6.
“India is a Sovereign Socialist Secular Democratic Republic.” Justify?
Answer :
The Constitution of India in its Preamble states that we the people have solemnly resolved to constitute India into a sovereign socialist, secular, democratic, republic, lire following discussion illustrates the justification of the embodiment of above conception.

Sovereign :
The Constitution of India declares India to be a sovereign state. It is the sole proprietor of its own destiny. The supreme power of India is exercised that used not by any outside power but rather by its own authority. Internally it possesses the power to control and regulate the citizens and subjects residing within the territory of India. India possesses absolute jurisdiction over them. Viewed from an external point of view it is also independent of all other external or outside powers.

It possesses the right to maintain an independent and equal relationship in relation to foreign powers. Socialist: The Constitution of India also declares it to be a socialist state. It does not prefer the concentration of wealth in the hands of a few persons leading to a monopoly of production and exploitation. The state also endeavors to ensure the upliftment of the standards of the poor and downtrodden through its Directive principles of state policy.

Secular :
The socialist and secular conception of the Constitution of India was incorporated in the 42nd constitutional amendment. By which the state must honor all religions equally and internally. The state has no religion and the state will not hinder in the spread of any religion and the individual must not be compelled to accept or renounce any particular religion.

Rather maximum authority and independence is provided to every individual to profess and worship any kind of religion according to their sweet will. Article 16 provides for equal opportunity for employment under state government without any religious discrimination. The state-managed educational institutions are debarred from imparting any kind of religious instruction in the educational institutions. The Constitution also prohibits any kind of religious taxes etc.

Democratic :
Liberty, equality and fraternity, rule of law limited constitutional government, representative form of democracy, free press and public opinion and popular sovereignty, etc. are commonly accepted as the pillars of democracy. The Constitution of India has taken the best possible steps to owe and observe all those above-mentioned principles to materialize.

Maximum efforts has been taken to enhance the common good welfare conception of the state has been accepted. So India can be regarded as a democratic form of state when people by their franchise select the representatives and governs the state through their representatives.

Republic:
Finally, India is also a republic state. A republic state is one where the head of state must be directly or indirectly elected by the people. The constitution provides that with regard to the election of President of India who is the head of state is elected by an indirect election by an electoral college which is formed on behalf of the people.

Question 7.
Discuss the basic features of Indian Fundamental Rights?
Answer :
The Indian Constitution in Part – III under Art. 12-35 has provided six fundamental rights to Indian citizens. These rights are borrowed from the democratic constitutions of the USA, France, and Japan and they provide adequate opportunities to the people for self-development.

Features:
The basic features of Indian fundamental rights can be discussed below.

• The fundamental rights in India are elaborate and comprehensive in character. These are discussed in 24 articles. Initially, there were seven rights but after the 44th Amendment Act, of 1978 the people today enjoy only six rights.
• The fundamental rights do not contain any natural rights.
• The constitution has guaranteed certain special rights for the protection of minorities. It has been abolished untouchably and granted special rights for women and children.
• The Fundamental Rights contain both negative and positive rights. The negative rights impose restrictions on state activity
  while positive rights grant certain freedom to the citizen.
• No social and economic rights are included in the list of Fundamental Rights
• All the fundamental rights are guaranteed to the citizens but there are some rights available to the aliens, such as the right to equality before the law & freedom of religion, etc.
• The fundamental rights in India are not absolute in character. The parliament is empowered to impose reasonable restrictions on the enjoyment of these rights. The Supreme Court is there to find out whether parliamentary restrictions are reasonable or not.
• These rights are binding equally upon the Union, the State, and other state authorities.
• The constitution not only guarantees fundamental rights but also provides legal sanctions for the enforcement of these rights. The Supreme Court and High Courts can issue writs for protecting the rights of the people.
• Parliament of India can amend the fundamental rights excluding the basic structure.
• During an emergency under Art. 352 the rights guaranteed under Act. 19 and 3 / cease to have any value.
• The constitution under Art. 21-A has guaranteed the Right to Education to children belonging to the age group of 6 to 14 years.
• These rights are enjoyed by the citizens of India when they live in India and abroad.
• Parliament can modify by law as to the application of fundamental rights to the members of armed forces or to any other persons.
• These rights are superior to ordinary laws of the land and directive principles. If any law of the Union or state goes against any right it is declared void.

Question 8.
Describe the fundamental rights of the Indian citizens?
Answer :
a democratic constitutional Indian constitution has incorporated a list of fundamental rights for the citizens. These rights are mostly political in character and they are essential For the development of individual personality. Some of these rights are meant for aliens, but all them are useful for citizens. These fundamental rights are constitutional in character and justifiable in nature. In case of violation, the courts can enforce them by the issue of writs.

The original constitution prescribed for seven fundamental rights-, but the 44th Amendment Act of 1979 has deleted the right to property from fundamental rights, so we now enjoy only six fundamental rights which can be discussed below.

Right to Equality :
The constitution under Art. 14 to 18 has discussed about right to equality. Art. 14; guarantees equality before the law and equal protection of laws to all citizens within India. Art. 15 prohibits discrimination on grounds, of religion, race, caste, sex or place of birth, etc. in regard to access to shops, public restaurants, hotels and places of public entertainment, or the use of roads and place of public resorts ‘ maintained wholly or partly out of state funds.

But, the state can make special provisions for women and children, (c) Art. 16 grants of opportunity to all citizens in matters of employment under the state. But, reservations for backward classes does not hinder this equality, (d) Under Art. 17 untouchability is abolished and its practice in any form is forbidden, (e) Art. 18, denies conferment of titles and honors except that of military or academic in character.

Right to Freedom:
This right is mentioned from Arts. 19 to 22. As per Art. 19. All citizens of India shall have the right.

• to freedom of speech and expression;
• to assemble peacefully without arms;
• to form associations or unions;
• to move freely throughout India;
• to reside and settle in any part of India, and
• to practice any profession, trade, or business.

Article 19 (2) provides that the right to freedom is not absolute in nature, and the state can. impose reasonable restrictions on those rights in the interest of the state, and friendly relations with the foreign state. public order or in matters of Article – 20 provides that no person shall be deprived of his life or personal liberty except according to procedure established by law. Article – 22 deals with protection against arbitrary arrest and detention.

Right against Exploitation :
Article 23 of the constitution prohibits all forms of forced labor, unpaid labor, and traffic in human beings. It frees the poor, downtrodden, and dumb people of the Indian states from the curse of beggars. Further Article – 24 provides that no child below the age of 14 years shall be made to work in any factory or mines or engaged in any other hazardous work. Thus it gives security to the weaker sections.

Right to Freedom of Religion:
Article 25 provides that all persons are equally entitled to freedom of conscience and the right to profess, organize and propagate religion subject to public order, morality and health.

Article 26 provides, that subject to the moral order, public order health, every religion, denomination or any section thereof shall have the right to establish and maintain institutions for religious and charitable purposes, to manage its own affairs in matters of religions to owe and acquire movable and immovable property and to administer such property in accordance with the law.

Article-27 provides that no person shall ‘ be compelled to pay any tax which are expended for the purpose of promotion of any particular religion. Article 28 provides that no religious instruction shall be provided in any educational institution with entirely managed funds. But it is not applicable to institutions which have been established under an endowment or trust.

Cultural and Educational Rights:
Cultural and educational rights have been guaranteed from Article-29 to 30. Article 29 provides that any citizen residing in any part of the territory of India having a distinct language, script, or culture of its own, shall have the right to conserve the same. No citizen shall be prohibited to take admission into any educational institution maintained by the state or receiving aid from out-of-state funds.

According to Article 30, all minorities are guaranteed cultural freedom too. preserve its language, script and culture. All minorities possess right to establish and manage educational institutions at their own. The cultural and educational rights of minorities are constitutionally protected. 6. Right to Constitutional

Remedies:
The right to constitutional remedies refers to the enforcement of the rights mentioned in the Constitution. Article 32 provided that the Supreme Court shall uphold the fundamental rights and entitles the citizens to go to such court by appropriate proceedings for the enforcement of fundamental rights.

According to Article 32 the Supreme Court is the protector of fundamental rights. The Supreme Court can accept direct complaints for the violation of the fundamental right and may also hear appeals against the decision of the High Court. But in case of emergency, some of the fundamental rights can be suspended.

Question 9.
Discuss various writs issued by the judiciary for the protection of Fundamental Rights?
Answer :
The constitution has empowered the Supreme Court to act as the guardian of fundamental rights. The Supreme Court can protect it on the basis of issuing various writs which are five in number. These are Habeas Corpus, Mandamus, Prohibition, Quo-warranto, and Certiorari which are discussed below in detail.

Habeas Corpus :
Habeas Corpus is a Latin term which means to have the body. This is the power of the Supreme Court to ask the Government or the executive authority about the allegation against the person, whether the ‘person has been lawfully ‘detained or not.

If a person is found to have been arrested without having any valid reason, the court orders for his release. The sole purpose behind issuing the writ of Habeas Corpus is to ensure the liberty of a person who has been confined without any legal justification. This writ is issued by the Supreme Court and the High Court.

Mandamus :
Mandamus is a Latin word that refers to “We order”. Mandamus is an order which commands a person or to authority to do a certain thing that falls under his jurisdiction. Normally in India, this type of. writs are issued to. public officers. It is used for public purposes to ensure the performance of public duties.

Prohibition:
Usually, this type of write is issued to lower Courts prohibiting the lower court to, r Train from usurping a jurisdiction in which it is not legally competent. In other words, it is the authority of the Supreme Court and High Court in India to direct the lower court to keep itself within the jurisdiction what is assigned to lower court.

Certiorari:
Certiorari is the writ by which higher court can direct the lower court to transfer the case from lower court to higher court. It can be done before the trial or during a trial to quash an order which has been made without jurisdiction.

Quo-warranto:
The writ of Quo- warranto is issued by Supreme Court or High Court to prevent an illegal assumption to any public office. Quo-warranto means by what authority. Suppose a person who is contesting in the election is below 25 years of age and if he is elected the court can declare him unfit and the post vacant as he is under aged.

Before the enactment of the present constitution this type of writ was particularly exercised and issued by the High Court of Bombay, Madras, and Calcutta High Court but now it is being enjoyed by both Supreme Court and High Court.

Question 10.
Fundamental rights are neither fundamental nor right. Discuss?
Answer :
Though the Constitution of India has boldly declared about the fundamental rights in the Constitution, the heterogeneity and mutual opposition of certain articles of the Constitution has been subjected to scathing criticism. Many other critics are of the view that there are so many limitations on the working of the fundamental rights that practically the citizens do not enjoy much substantial rights, the fundamental rights have been described as neither fundamental nor rights because of the following reasons.

The provisions of preventive detentions suspension of Article-19 to 32 during emergency causes for direct encroach upon the fundamental rights of the people. What are given in the form of fundamental rights that are taken away on the assumption of national security and declaration of emergency by the Government of India

Further fundamental rights have left a number of important categories of rights such as the right to work, the right to rest and leisure, right to education and right to social security, So there is a vast gap between the fundamental rights guaranteed in the constitution and the limited reality of those rights in India nowadays.

Further, the frequent constitutional amendments have restricted the exercise of fundamental rights. The right to freedom which has been amended for so many times out of which the right to freedom has lost its concrete shape. Though Article 17 of the Constitution prohibits the systems of untouchability. evil still exists in various parts of the country. The frequent misuse of preventive detention has subordinated and decayed the sanctity of fundamental rights.

Though there are historic judicial interpretations in favor of the protection of fundamental rights like the judgment in 1967 in favor of the Right to property, there is no strict judicial review. Unlike the Constitution of America, the Supreme Court of India does not possess the power of judicial review which became clear in the 42nd Constitutional Amendment of 1976. In India, there is a parliamentary democracy where popular sovereignty resides in the Parliament and the Supreme Court processes no power to override the intention of the Parliament.

Further presence of Directive Principles of State Policy has caused a point of limitation over fundamental rights. In the 42nd constitutional the union legislature was of the opinion that Directive Principles of State Policy seek to promote and the interest of the community as a whole which intends to promote justice in the society but fundamental rights are concerned with the interest of the individual alone.

So the Directive Principles of State Policy should prevail over fundamental rights. From the above-mentioned reason, it is
clear that though constitutionally the fundamental rights have been guaranteed to citizens in India yet there are several loopholes that restrict the operation of fundamental rights. Various political philosophers criticize them as un fundamentalistic.

Question 11.
Make a brief statement of the Directive Principles of State policy as embodied in the constitutions?
Answer :
The Directive Principles of State Policy are the feature of the socialism, and liberalism. and Gandhism which has been discussed in Part. IV of the Constitution of India. India being a poor country where there is .uneven distribution of resources the economic fundamental rights is not possible for realization. Considering the lack of finance and backwardness of the nation the Constituent; Assembly made a special provision which are known as the Directives in order to protect the interest of all but not a few.

There are sixteen directives enumerated in the Constitution of India which extends from Articles 36 to 51 of the Constitution. The Directive Principles of State Policy are often considered guidelines to central government and the state governments. The state and central government at the time of formulation of laws should keep in mind the instructions contained in the Directive Principles of State Policy.

Those Directive Principles of State Policy are often considered as the fundamental principles for the governance of a state. Those principles are welfarist in nature and intend to promote the socio-political and economic well-being of the people. Unlike fundamental rights, the Directive Principles of State Policy are not enforceable in a court of law. But the working of the constitution since 1950 has proved that; Directive Principles of State Policy are superior in comparison to fundamental rights. Jha Directive Principles of State Policy can be broadly divided into three categories, viz.

the Gandhian Principles, the Marxian Principles, and the Liberal Principles which are discussed below:
Gandhian Principle:
Gandhian Principles are based on the ideology and principles of MK Gandhi. Those are the Revival and organization of Village Panchayats which will work as self-governing autonomous units. Promotion of village or cottage industries in rural areas. The state should take special initiative for an educational and economical promoters and progress of the backward and weaker section in society. Prevention of slaughter of cows, calves, and other milchy cattle. Prohibition of drugs and intoxicants, except for medical use.

Marxian or Socialist Principles:
Socialistic principles refer to abolition of the economic exploitation in society and the establishment of economic democracy on the basis of the socialistic pattern of society. The state should follow and implement the following principles in order to establish Marxian or socialistic principles in society. The state should endeavor to provide v adequate means of livelihood to all citizens. The state should ensure the equitable distribution of material resources of the country so as to prevent the concentration of wealth from leading to exploitation.

To ensure equal pay for equal work both for men and women. Promotion of the standards of the working class. To make provision for securing the right to work to education and to public assistance in case of unemployment, old age pension, sickness, and other similar cases.
To ensure a decent standard of living and facilities of leisure for all workers.

(3)Liberal Principles:
The third category of Directive Principles of State Policy contains some general principles which can be branded as liberal’ principles which are considered for the general well-being of the people. They are the following category. The state shall take steps to separate the judiciary from the executive in the public services of the state. Article-44provides that the state should provide for its citizens a uniform civil and criminal code throughout the territory of the country.

Article-49 provides that it shall be the obligation of the state to protect eve monuments of late or objects of historic interest. Article 51 states that the state shall endeavor to promote national peace and security, and will maintain just and honorable relations between nations in order to foster respect for international law and peace obligations, should encourage the settlement of an international dispute by peaceful arbitration.

Other than the above-mentioned principles the 42nd constitutions amendment of 1976 inserted new Jiree kinds of Directive Principle of State Policy as 39-A, 43-A & 48-A. Article-3 9-A reads that the state shall secure the operation of the legal system for the promotion of justice on the basis, of equal opportunity and shall provide free legal aid by suitable legislation or in any other way to ensure that the operation of justice is not, denied to anyone on the ground of economic or any other disabilities.

Article-43-(A) provides for the participation of workers in industries, undertakings or in any other organizations. Article-48-(A) reads that the state shall endeavor to protect and improve the environment and to safeguard the forest and will live off the country. The sole purpose behind the creation of Directive Principles State Policy is to have social and economic democracy in order to sustain the political democratic government in the interest of the state is gradually implementing the Directive Principles of State Policy.

Question 12.
Analyze the importance of Directive Principles of State Policy in the Constitutional setup of India?
Answer :
Directive Principles of State Policy is considered as the fundamental basis for the governance of India. It is a bunch of directions or principles, which are enlisted in the Constitution of India which the Central and the State Governments shall gradually implement in the administration of the state.

Originally those directive principles of state policy has been inherited Com the Irish and Spanish Constitution. The Directive Principles of State Policy are socioeconomic instructions to the government which guide the government in the affairs of formulation and execution of certain socioeconomic principles for the management of the affairs of the state.

These principles provide a criterion or standard to adjudge the performance of the ruling party. The Directive Principles of State Policy are positive in nature because it provides a wider scope to the government to enact them as the laws of the state. Unlike the fundamental rights, the Directive Principles of State Policy are not enforceable in a court of law but the Directive Principles of State Policy occupy a significant position in the administration of the state and the government should consider them with utmost importance and implement them gradually.

Significance:
The Directive Principles of State Policy are the directive or creative part of the Constitution of India. They are considered as the ideals of the Indian Constitution which seek, to promote the socioeconomic justice of the citizens of India.

The Directive Principles of State Policy are induced in the Constitution with a view to providing opportunities for state initiation in the socio-economic life of Indians. There was no legal basis behind the operation of Directive Principles of State Policy but the 42 Constitutional amendments of 1976 assigned a comparatively comfortable position to it.

Though it may not have the desired level basis yet it would be self-sufficient to say that the voice of people of public opinion is the real support in a democratic setup. If the government will display an apathetic posture toward the execution of Directive Principles of State Policy then it would likely to lose the support of the people.

The Directive Principles of State Policy act as a guideline for the legislators of the rulers in India in order to promote the welfare of the nation as a whole. The importance of Directive Principles of State Policy lies for the successful working of democracy. There is only a legal basis with regard to political democracy but it is well known and commonly accepted that political democracy without having a sound socio and economic basis would turn into a fiasco considering the socio-economic backwardness and lack of resources in India.

The Directive Principles of State Policy does riot provide an) legal basis but at the same time, it provides that the state must look after the Directive Principles of State Policy and, implement it gradually ir the interest of the community. The Directive Principles of State Policy is regarded as the foundation stone o socio-economic democracy in India. The Indian Constitution will be meaningless without Directive Principles of State Policy.

Thus, it is a matter of compulsion on the part of the particular political party not to exhibit any sign of indifferent attitude toward the execution .of tries principles because India essentially believes in socialism, and any political party may remain power but it should be instrumental for the execution of those principles.

The Constitution has specially given importance to fundamental rights and accorded it their legal status and any person or institution who violates those principles will be penalized by the legal procedure. But during the working of the Constitution since the 1950’s the Directive Principles of State Policy has enjoyed a preferential position over fundamental rights. Even the judiciary has recognized and upheld the importance of Directive Principles of State Policy.

Chief Justice Kania once remarked that Directive Principles of State Policy do not represent the will of the majority temporarily but it possesses the wisdom of the nation. Because the court was of the opinion that the fundamental rights are directed to remote political democracy and a safeguard for the protection of the individual interest but the Directive Principles of State Policy paves the way for socio and economic democracy without which no political democracy would be workable and which seeks to promote and protect the interest of all i.e.

the interest of the community. For the above reasons, Directive Principles of State Policy has been declared by the Constitution as the fundamental principles in the governance of the country. These are an asset to the progressive forces in the country which lays down the foundation stone of democracy.

Question 13.
Differentiate and distinguish between Fundamental Rights and Directive Principles of State Policy?
Answer :
The following points of distinction can be asserted between fundamental rights and Directive Principles of State Policy. The first point of difference between fundamental rights and Directive Principles of State Policy is that fundamental rights are justifiable but the Directive Principles of State Policy are not justifiable in a court of law.

If the fundamental rights are violated by any particular person or institution the aggrieved party may move to Supreme Court or High Court to get the right re¬enforced and his suffering might be redressed but if a Directive Principle is violated in cannot be re-forced in the court of law. The fundamental rights are considered as the foundation stone of the political democracy in India whereas the aim of the Directive Principles of State Policy is to ensure and achieve socioeconomic democracy in India.

Directive Principles of State Policy constitute very comprehensive political social and economic programs for the successful working, of a modem democratic state. The fundamental rights are prohibitory in nature and instruct the central and the state Government to refrain from doing certain things which would encroach upon the rights and liberties of the individual.

They are negative in character. But oft the other hand Directive Principles of State Policy are positive in nature. The Directive Principles, of State Policy, are a bunch of obligations of the state towards the citizens and the subjects which intend for the improvement or upliftment of the socio-economic conditions of the citizens.

These directives are affirmative instructions to the government to do certain things. The Directives are non-justifiable and in case of conflict between fundamental rights and directive principles these principles run subsidiary to the fundamental rights. The directives are to ‘ be implemented carefully so that fundamental rights are not infringed. In case of conflict, the rights prevail upon the directives.

Question 14.
Discuss the Fundamental Duties of the Indian Citizens?
Answer :
The Indian Constitution on the lines of the Japanese, Chinese and Soviet constitutions has mentioned about fundamental duties under Art. 51-(A) in Part IV-A. These duties were inserted. into the constitution after the 42nd Amendment Act of 1976. Initially, there were ten fundamental duties but after 86th Amendment Act, of 2002 one more duty was added making it eleven. The duties are the responsibilities of the I citizens and with their inclusion into the constitution it was expected that all Indians The duties are enumerated below:
would be playing their part in the die nation-building process.

• To abide by the constitution and respect its ideals and institutions, the National Flag and National Anthem.
• To Cherish and follow the noble ideals which inspired our national struggle for freedom.
• To uphold and protect sovereignty. Unity and integrity of India.
• To defend the country and render national service whenever called upon to do so.
• To promote harmony and spirit of common brotherhood among all the people of India and to renounce practices derogatory to the dignity of women.
• To value and preserve the rich heritage of Our composite culture.
• To protect and improve the natural environment including lakes, rivers, and wildlife, and to have compassion for living creatures.
• To develop scientific temper, humanism, and the spirit of inquiry arid reform.
• To safeguard public property and to abjure violence.
• To strive towards excellence in all spheres of individual collective activity so that the nation constantly rises to higher levels of endeavor and achievement.
• All Indian parents to send their children to school between the age of 6 to 14 years.

Question 15.
Narrate the Socialistic Principles of the Directives?
Answer :
The socialistic principles of the directives underline the goal of a welfare state. These principles are meant for the poor backward people, women children, and the working class. These principles can be enumerated below.

• The state shall strive to promote the welfare of the people by securing a social order in which social, economic and political justice will prevail. (Art. 38)
• The state shall provide adequate means of livelihood to all citizens, men, and women. (Art. 39)
• The state shall secure the equitable distribution of material resources of the community to ensure common good. (Art. 39-(b)
• The state shall regulate the economy. system in such a way as to prevent the concentration of wealth and means of production in a few hands. (Art. 39-(c))
• The state shall try to provide equal pay for equal work for both men and women. (Art. 39-(d))
• The state shall try to protect the health and strength of workers, men, and women, to protect the children from entering vocations. Unsuited to their age and strength. (Art. 39-(e))
• The state shall try to protect children and youth from exploitation, and moral and material abandonment. (Art. 39-(f))
• Art. 39-(A) has been added after the 42nd Amendment Act, 1976 which states that: the state shall provide free legal aid to people, to economically disabled persons to secure social justice; and to secure participation of works in the management of industries.
• The state shall try to secure right to work, to education, and to public assistance in cases of unemployment, old age, sickness, and disablement and in other cases of undeserved want. (Art. 41)
• The state shall try to make provisions for securing just and humane conditions of work and for maternity relief. (Art. 42)
• The state shall try to secure to all workers’ right to work, a living wage, conditions of work, a decent standard of life, and full enjoyment of leisure and socio-cultural opportunities. (Art. 43)
• The state shall try to promote the educational and economic interests of the weaker sections of the society and to protect them from injustice and all forms of exploitation. (Art. 46)
• The state shall try to raise the (eve: of nutrition and the living standards of the people and improve public health.