CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 2 Indian Social Structure Objective Questions and Answers.

CHSE Odisha 12th Class Sociology Unit 2 Indian Social Structure Objective Questions

Multiple Choice Questions With Answers

Question 1.
Caste system of
(a)Social Harmony
(b) Social order
(c) Social Institution
(d) Above all
Answer:
(a) Social Harmony

Question 2.
Caste is a ranked social diversion in which the membership of an Individual is determined by birth. Who said this?
(a) A.L.Agrawal
(b) M.N.Srinivas
(c) Karl Marx
(d) None of these
Answer:
(a) A.L.Agrawal.

Question 3.
“Caste system from a comparative standpoint as a part of the medieval economic organisation”. Who said this?
(a) A.L.Agrawall
(b) M.N.Srinivas
(c) Karl Marx
(d) Above all
Answer:
(b) M.N.Srinivas

Question 4.
Who says, “that unchangeable division of labour on the basis of caste is a fundamental quality of the Indian social system”?
(a) A.L.Agrawall
(b) M.N.Srinivas
(c) Karl Marx
(d) Above all
Answer:
(c) Karl Marx

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 5.
Who said that more than three thousand castes are seen in India?
(a) A.L.Agrawall
(b) J.H.Hutton
(c) GS.Ghurye
(d) Above all
Answer:
(b) J.H.Hutton

Question 6.
Who said this opinion that two hundred kinds of caste are seen in every linguistic area?
(a) J.H.Hutton
(b) G S.Ghurye
(c) L.K.Krishna
(d) Above all
Answer:
(b) G S.Ghurye

Question 7.
Who said this caste system was not only found in Indian society but also it was seen in ancient Egyptian society?
(a) L.K.Krishnalyer
(b) G S.Ghuiye
(c) Sir E.A.Gant
(d) J.H.Hutton
Answer:
(a) L.K.Krishnalyer

Question 8.
Who says that every caste and sub-caste are generally known as an endogamous group, smart has described the Indian caste system as the racial institution of the Aryans and compared in to the kin class of ancient Greek and Roman society.
(a) Sir E.A.Gant
(b) A.LAgrawall
(c) M.N.Srinivas
(d) J.H.Hutton
Answer:
(a)Sir E.A.Gant

Question 9.
Caste as derived from a
(a) Partiguege word caste
(b) Breed
(c) Race
(d) Above all
Answer:
(d) Above all

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 10
Caste in derived from Sanskrit roof
(a) Jana
(b) Caste
(c) Casta
(d) Above all
Answer:
(a) Jana

Question 11.
Who says that A caste is a closed and rigid social class?
(a) Madan and Mazumdar
(b) C.H.Cooley
(c) MacIver and page
(d) Above all
Answer:
(a) Madan and Mazumdar

Question 12.
Which of the following characteristics of caste?
(a) Segmental Division of society
(b) Hierarchy
(c) Restrictions in Social habits
(d) Above all
Answer:
(d) Above all

Question 13.
Which of the following merits of the caste system?
(a) Determination of social status
(b) Fixation of occupation
(c) Guarantee of social society
(d) Above all
Answer:
(d) Above all

Question 14.
Which of the following Dysfunction of the caste system?
(a) Derives of mobility of labour
(b) Untouchability
(c) Retards social solidarity
(d) Above all
Answer:
(d)Above all

Question 15.
Which of the following factors affects the caste system?
(a) Modem Education
(b) Industrialisation
(c) Urbanization
(d) Above all of them
Answer:
(d) Above all of them

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 16.
Which of the following Recent changes in the caste system?
(a) Dectioned superiority of Brahmins
(b) Change in the Restriction regarding social Habits
(c) Changes in the Restriction regarding marriage
(d) Above all of them
Answer:
(d) Above all of them

Question 17.
Which of the following caste and class?
(a) Stratification
(b) Structure
(c) Occupation
(d) Above all of them
Answer:
(d) Above all of them

Question 18.
A joint family has the following size _________.
(a) Small
(b) Medium
(c) Large
Answer:
(c) Large

Question 19.
Property in a joint family is ___________.
(a) Common
(b) Independent
(c) None of the above.
Answer:
(a) Common

Question 20.
Joint family promotes ___________.
(a) Quarrel
(b) Status of women
(c) Personality
Answer:
(a) Quarrel

Question 21.
Joint family limits ___________.
(a) Reproduction
(b) Social mobility
(c) Litigation.
Answer:
(b) Social mobility

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 22.
Which one is not a factor of disorganization of a Joint Family?
(a) Family conflict
(b) Industrialisation,
(c) None of the above.
Answer:
(b) Industrialisation.

Question 23.
Which of the following is not a feature of the joint family?
(a) Joint property
(b) Common religion
(c) Common occupation
(d) Small size.
Answer:
(d) Small size.

Question 24.
Which of the following are the merits are of the joint family system?
(a) It ensures economic progress
(b) It provides an opportunity for leisure
(c) It secures the economy of expenditure
(d) It helps in the development of personality.
Answer:
(a) It ensures economic progress.

Question 25.
A joint Family system is criticised because it
(a) denies privacy of the newlywed couple.
(b) prevents property from being divided
(c) becomes a home for ideas.
(d) provides little time to women for leisure.
Answer:
(a) denies privacy to the newlywed couple.

Question 26.
Which of the following factors are responsible for the disintegration of the joint family system in India?
(a) Industrialisation
(b) Social Legislation
(c) Education of women
(d) Women franchise
Answer:
(a) Industrialisation.

Question 27.
Village Community is
(a) A group of people
(b) A geographical area.
(c) A developed community.
Answer:
(a) A group of people

Question 28.
Who said this, “the real India lives in villages”.
(a) A.R.Desai
(b) M.N.Srinivas
(c) R.K.Mukhi
Answer:
(a) A.R.Desai

Question 29.
Who said this, “ a village is a body of people living in a restricted area, at some distances from other similar groups with extremely poor roads between them, the majority of people being engaged in agricultural activity, all closely dependent upon each other economically and otherwise, having a vast body of common experience must have some sense of unity”.
(a) M.N.Srinivas
(b) R.M.Mukherji
(c) R.N.Sharma
Answer:
(a) M.N.Srinivas

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 30.
Who said this, “a whole within a large whole”?
(a) Prof Mekin Marriot
(b) R.M.Mukherji
(c) M.N.Srinivas
Answer:
(a) Prof Mekin Marriott.

Question 31.
Topographical factors are
(a) Land
(b) Rural Economy
(c) Peace
Answer:
(a) Land

Question 32.
Economic factors is
(a) Rural Economy
(b) Land
(c) Peace
Answer:
(a) Rural Economy

Question 33.
Social factors is
(a) Peace
(b) Rural economy
(c) Water
Answer:
(a) Peace

Question 34.
Mention any one important characteristic of village community.
(a) Caste system
(b) Primary relations
(c) Above all
Answer:
(c) Above all

Question 35.
Who said that “A group of persons permanently residing in a geographical area and whose members have developed community consciousness and have their own cultural, social and economic relations which separate it from other communities.”
(a) M.N. Srinivas
(b) Maclver
(c) A.R. Desai
Answer:
(a) M.N. Srinivas

Question 36.
India lives in her villages, Who said this?
(a) M.K. Gandhi
(b) Srinivas
(c) Spencer
Answer:
(a) M.K. Gandhi

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 37.
‘Real India is found in rural society’ Who said this?
(a) A.R.Desai
(b) M.N.Srinivas
(c) GillinandGillin
Answer:
(a) A.R.Desai

Question 38.
Which of the following is the characteristic of a village community?
(a) community sentiment
(b) non-agricultural economy
(c) culture
Answer:
(a) community sentiment

Question 39.
Which of the following is the characteristic of the urban community?
(a) namelessness
(b) class extraness
(c) large people
Answer:
(a) namelessness

Question 40.
Which of the following factors is responsible for the village community?
(a) industrialisation.
(b) development of transport and communication.
(c) social legislation
Answer:
(b) development of transport and communication

Question 41.
In a community sentiment, there is
(a) strong sense of belongingness,
(b) sense of we-feeling
(c) sense of own community
Answer:
(a) strong sense of belongingness

Question 42.
The village community
(a) consists of a group of families.
(b) prescribes geographical area
(c) develops community consciousness:
Answer:
(a) consists of a group of facilities

Question 43.
Who said that “The urban community limited geographical area, inhabited by a largely and closely settled population having many common interests and institutions under a local government authorised by the state,”
(a) Havard Woolston
(b) M.N. Srinivas
(c) Maclver
Answer:
(a) Harvard Woolston

Question 44.
In a town.
(a) The population of that place should be more than 5000
(b) The density of the population should not be less than 400
(c) Not less than 75% of the adult-age population is engaged in non-agricultural activities.
Answer:
(a) The population of that place should be more than 5000

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 45.
Village community.
(a) Has been in existence since the pre-historic age.
(b) Arose when people began to lead to settled life?
(c) Arose when people became politically conscious.
Answer:
(b) Arose when people began to lead to settled life.

Question 46.
The primitive village community was.
(a) small in size
(b) based on cultural ownership of land
(c) based on joint family system
Answer:
(a) small in size

Question 47.
Which of the following statements is not true?
(a) The primitive village community was small in size, and the modem village community is large in size.
(b) In the primitive village community there was individual ownership of land, in the modem it is collective.
(c) In primitive village community land was cultivated joint in the modem it is not so cultivated.
Answer:
(c) In primitive village community land was cultivated joint in the modem it is not so cultivated.

Question 48.
In the modern community the bond of kinship has broken down because
(a) The village people have become rich
(b) agriculture has become mechanised
(c) Urbanisation has affected village life
Answer:
(b) Agriculture has become mechanised.

Question 49.
It is true to say that under the impact of urbanization the rural way of life.
(a) is withering
(b) is not withering
(c) has withered away
Answer:
(c) has withered

Question 50.
Which of the following is not a feature of the village community?
(a) Faith in religion
(b) Nuclear family system
(c) Community Consciousness
Answer:
(b) Nuclear family system

Question 51.
The village people have deep faith in religion because
(a) There are simple people
(b) They are untouched by modem urbanisation
(c) They are illiterate
Answer:
(a) They are simple people

Question 52.
Villages will grow on a place where
(a) Water facilities are available.
(b) Land is fertile
(c) People are intelligent
Answer:
(c) People are intelligent.

Question 53.
The characteristics of Indian villages are
(a) mechanical codes of cultivation.
(b) conservation
(c) poverty and illiteracy
Answer:
(c) poverty and illiteracy

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 54.
In the modern village community of India.
(a) Casteism has got strengthened
(b) Caste system has lost its hold
(c) Inter-caste marriages are common
Answer:
(a) Casteism has got strengthenes.

Question 55.
Which of the following statements is true?
(a) City is an open area with a large population
(b) City is a place where people are engaged in different occupations,
(c) There is no exact definition of a City.
Answer:
(c) There is no exact definition of City

Question 56.
The occupational criterion to distinguish the City from the village was used by
(a) Maclver
(b) Gist and Halbert
(c) Zimmerman and Sorokin.
Answer:
(a) Maclver

Question 57.
The concept of the rural-urban continuum suggests that
(a) The village and city are poles apart
(b) The differences between village and city are not qualitative per se.
(c) A definite line of demarcation can be drawn between village and city.
Answer:
(c) A definite line of demarcation can be drawn between village and city.

Question 58.
Village life differs from city life is that
(a) The city encourages impersonal rather than personal relationships.
(b) There is more cooperation in the city than in the village.
(c) The village people are polite, but the city people are not.
(d) The village life is peaceful city life is not.
Answer:
(d) The village life is peaceful city life is not.

Question 59.
The village is no longer a community of India
(a) The bond of kinship has disappeared
(b) Panchayat system has died out
(c) Community consciousness has decreased.
Answer:
(c) Community consciousness has decreased.

Question 60.
Which of the following statements is not true?
(a) In India the villages are passing through a transitional period.
(b) The village people in India are divided into political groups.
(c) Rural values have disappeared.
Answer:
(c) Rural values have disappeared.

Question 61.
Which of the following factors is responsible for breaking rural rules?
(a) the mechanisation of agriculture.
(b) political party system
(c) education of the rural people.
Answer:
(b) political party system

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 62.
Which of the following factors is responsible for breaking rural values?
(a) politically motivated
(b) an emphasis on the importance of the need for rural uplift.
(c) a sign of imbalance in Indian society.
Answer:
(a) politically motivated

One Word Answer Questions

Question 1.
Mention one of the characteristics of caste.
Answer:
Hierarchy

Question 2.
Mention one of the theory of the caste system.
Answer:
Traditional Theory

Question 3.
Mention one function of the caste system.
Answer:
Fixation of occupation

Question 4.
Mention one Dysfunction of the caste system.
Answer:
Derives of mobility of labour

Question 5.
Mention one factor affecting the caste system.
Answer:
Modem Education

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 6.
Mention one recent change in the caste system.
Answer:
Dectioned superiority of Brahmins.

Question 7.
Mention one Distinction between caste and class.
Answer:
Stratification

Question 8.
Mention one of the characteristics of a joint family.
Answer:
Common kitchen

Question 9.
Mention one of the functions of the Joint family.
Answer:
Provides social security.

Question 10.
Mention one of the dysfunctions of the Joint family.
Answer:
Encourages idleness

Question 11.
Mention any one of the recent changes of the Joint family.
Answer:
Industrialization

Question 12.
Hindu Marriage Act.
Answer:
1955

Question 13.
Child Marriage Act.
Answer:
1976

Question 14.
Equal Remuneration Restraint.
Answer:
1976

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 15.
Dowry Protection Act.
Answer:
1961

Question 16.
Medical Termination of Pregnancy Act.
Answer:
1971

Question 17.
Immoral Traffic (Prevention) Act.
Answer:
1986

Question 18.
The Hindu Adoption and Maintenance Act
Answer:
1956

Question 19.
The Hindu Minority and Guardianship Act.
Answer:
1956

Question 20.
The Hindu Succession Act
Answer:
1956

Question 21.
The Hindu Women’s Right of Property Act.
Answer:
1973

Question 22.
Indecent Representation of Women (Prohibition) Act.
Answer:
1986

Question 23.
Pre-mutual Diagnostic Techniques Regulation and Prevention of Misuse Act.
Answer:
1992

Question 24.
A village community is a definite geographical area.
Answer:
Village community

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 25.
Who said thus “the real India lives in villages.
Answer:
A.R. Desai

Question 26.
Who said thus “a whole within a large whole”.
Answer:
Prof Makim Marriot.

Question 27.
Arose when people began to lead a settled life.
Answer:
Village community

Question 28.
The occupational criterion to distinguish the city from the village was used by.
Answer:
Maclver

Question 29.
In the unity, the people in the midst of the multitude feel.
Answer:
Secure

Question 30.
The trend in India today is towards.
Answer:
Urbanisation.

Correct The Sentences

Question 1.
A caste is a closed and rigid Social class by C.H. Cooley.
Answer:
A caste is a closed and rigid social class by Madan and Mazumdar.

Question 2.
When a class is somewhat strictly hereditary are may call out a caste by Madan and Mazumdar.
Answer:
When a class in somewhat strictly hereditary are may call out a caste by C. H. Cooley.

Question 3.
Caste is derived from a portiguage word caste.
Answer:
Caste is derived from the Portuguese word caste.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 4.
Caste is an exgamous grory.
Answer:
Caste is an endogamous grory.

Question 5.
A caste is merely a flexible social class.
Answer:
A caste is merely a rigid social class.

Question 6.
Caste system is based upon social and religious stratification.
Answer:
Right

Question 7.
Caste bears a nominal name.
Answer:
Caste bears a particular name.

Question 8.
Caste is a fixed occupation.
Answer:
Right

Question 9.
Caste system plays a vital role on individual life.
Answer:
Right

Question 10.
Caste system provides nominal security.
Answer:
Caste system provide, adequate security.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 11.
Joint family property is held by a male member
Answer:
Joint family property is held jointly by all the male members.

Question 12.
Joint family take food cooked at separate health.
Answer:
Joint family take food cooked at one common health.

Question 13.
Joint family is a small size
Answer:
Joint family is large in size.

Question 14.
Joint family is regarded as a sufficient unit.
Answer:
Joint family is regarded as a self- supplement unit.

Question 15.
Joint family provides to not security.
Answer:
Joint family provides all security.

Question 16.
Tarward is a patrilocal Hindu Joint family.
Answer:
Tarward is a matrilocal Hindu Joint family. ,

Question 17.
Illom is a matrilocal Hindu Joint family.
Answer:
Illom is aprutrilocal Hindu joint family.

Question 18.
Hindu Widows Remarriage Act 1857.
Answer:
Hindu Windows Remarriage Act 1856

Question 19.
Villages will grow in a place where water facilities are available.
Answer:
Villages will grow in a place where the land is fertile.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 20.
The village community has been in existence since the prehistoric age.
Answer:
Village community arose when people began to lead a settled life.

Question 21.
The primitive village community was an isolated community.
Answer:
The primitive village community was small in size. ‘

Question 22.
The primitive village community was an isolated community.
Answer:
The primitive village community was small in size, the modem village community is large in size.

Question 23.
City is a large, dense and homogeneous area.
Answer:
City is a large, dense and heterogeneous area.

Question 24.
The city ends where the village begins.
Answer:
The city begins where the village ends.

Question 25.
The transition from a rural to an urban community is gradual.
Answer:
The transition from a rural to an urban community is gradual.

Question 26.
The city is more homogeneous than the village.
Answer:
The city is more heterogeneous than the village.

Question 27.
City dwellers are good neighbours.
Answer:
City dwellers are night dwellers, not neighbours.

Question 28.
In village status is ascribed in city it is achieved.
Answer:
In a village status is achieved in city it is ascribed.

Question 29.
A village is a dependent unit.
Answer:
A village is not a dependent unit.

Question 30.
Villagers have a high standard of living.
Answer:
The village has a low standard of living.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 31.
The degree of community sentiment is low in the village.
Answer:
The degree of community sentiment is high in the village.

Question 32.
There is no definite locality of the village.
Answer:
There is no definite locality of the village.

Question 33.
The degree of the neighbourhood is high in the towns.
Answer:
The degree of the neighbourhood is high in the village.

Question 34.
The inequalities of the towns are less than the village.
Answer:
Equalities of the towns are less than the village.

Question 35.
Village culture is dynamic.
Answer:
Village culture is static.

Question 36.
The village is characterised more by formal and secondary relations.
Answer:
The village is characterised more by formal and primary relations.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

Question 37.
Police law and court play important role in the village’s social control.
Answer:
Police, law and court play important role in the town social control.

Question 38.
In the towns, the relationship tends to move towards primary groups.
Answer:
In the towns, the relationship moves towards primary groups.

Question 39.
The city is a static counterpart of the village.
Answer:
The city is a dynamic counterpart of the village.

Fill in The Blanks

1. Caste bears a ________ name.
Answer: Particular

2. Caste system is divided into many __________.
Answer: Sub- castes

3. Caste system is based upon social and __________ stratification.
Answer: religious.

4. Caste system is not only _________ for its members.
Answer: Important

5. The caste system plays a vital role in the development of_________ a social nation.
Answer: Hindu

6. Caste system performs many __________ functions on community life.
Ans: religious

7. Caste system opposes __________
Answer: Democracy

8. Caste system hinders the __________ of human personality.
Answer: development

9. Caste system creates obstacle of the __________country.
Answer: Unity

10. Caste system and joint family are two __________parts of the Hindu society.
Answer: Important

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

11. Joint family is the __________habitation.
Answer: Common

12. Joint family take food cooked at one common ___________.
Answer: Hearth.

13. Joint family have common property which is shared by ___________.
Answer: all

14. Joint family is regarded as a self-sufficient __________.
Answer: Large ‘

15. Joint family is regarded as a self-sufficient __________.
Answer: unit

16. Joint family provides security to those members who are mentally and__________ weak.
Answer: Physically.

17. The members of joint family set more leisure time as it is based upon the principle ___________.
Answer: Division of labour!

18. Joint family provides psychological ___________to its members.
Answer: Security

19. Joint family satisfies the basic needs of its ___________ i.e. food, clothing and shelter.
Answer: members

20. Joint family is the _____________of quarrels,
Answer: centre

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

21. The joint family is very conservative in ____________.
Answer: nature

22. Joint family was the centre of ___________,___________ and ___________.
Answer: Production, distribution, consumption.

23. The women in the Joint Family lead a miserable___________.
Answer: Life

24. Joint family is more ___________ as compared to all other types of family.
Answer: conservative

25. Joint family had developed many new features as well as new __________ problems.
Answer: consequential

26. Tarward is a Hindu joint family.
Answer: matrilocal

27. Illom is the _________ Hindu joint family
Answer: patrilocal.

28. Village community arose when people began to lead a _________ life.
Answer: Settled

29. The primary village community was __________ in size.
Answer: Small

30. City is a _________ group.
Answer: Heterogeneous

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

31. Village community is a __________ community
Answer: Homogeneous.

32. God made __________and man-made ___________.
Answer: Country, city

33. Indian village community is ___________ community.
Answer: Little

34. Village is a __________ of life.
Answer: Way

35. Farmers and countrymen are almost ___________.
Answer: Same

36. Village community is a __________ republic.
Answer: Little

37. Rural community is similar to _________ water in a poll and the urban community __________ to water in a kettle?
Answer: Calm, boiling

38. Each village has primary ___________.
Answer: Relationship

39. The members of a village community _________.
Answer: Sentiment

40. Rural economy is a major __________.
Answer: Characteristic

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

41. Village has _________ size.
Answer: Small

42. __________ is an important base of stratification of Indian villages.
Answer: The caste system

43. The primary occupation of an Indian village is __________.
Answer: Closed

44. The villagers have much ____________upon religion.
Answer: Close

45. There is no clear ___________ of either the town or the village regarding their end and start.
Answer: Definition

46. Village is characterised by the __________ relationship.
Answer: Primary

47. The village the inequality of is very less demarcated than the town which leads to less conflicts in the village.
Answer: Classes

48. Village the primary __________ like family.
Answer: Groups

49. In the village the status of an individual is likely to be the _________ of the family.
Answer: Status

50. Jajman system is the __________ village community.
Answer: Traditional

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

51. Village is a necessity.
Answer: Historical

52. Village runs smoothly where there is a greater degree of ___________ among its members.
Answer: Co-operation

53. Population constitutes an important aspect of __________ community.
Answer: Rural

54. The sense of __________ in the village community is given considerable importance.
Answer: Neighbourhood

55. Caste is an important base of ____________ or rural Community.
Answer: Unique.

56. Joint family is an __________ feature in village community.
Answer: Important

57. The people of the village community are ____________ conservative in their outlook.
Answer: Primary

58. In the village community there is no or ___________ specialization.
Answer: Little

59. The Indian villages are _________ ridden.
Answer: Caste

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Objective Questions

60. The villagers are deeply influenced by ___________.
Answer: Religion.

61. Village differs from town on the basis of __________ problems.
Answer: Social.

CHSE Odisha Class 12 Sociology Unit 2 Indian Social Structure Short Answer Questions

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 2 Indian Social Structure Short Answer Questions.

CHSE Odisha 12th Class Sociology Unit 2 Indian Social Structure Short Answer Questions

Very Short-Answer Type Questions

Question 1.
What is Caste?
Answer:
A caste is a closed and rigid social class.

Question 2.
Define Caste.
Answer:
C.H Cooley when a class is somewhat strictly hereditary we may call it a caste.

Question 3.
Caste – Panchayat.
Answer:
There is a caste-panchayat or caste connect for every caste to supervise the conduct and behaviour of active members. Such a caste panchayat is constituted by some eminent members of the caste and works as a powerful weapon.

Question 4.
Mention two features of the caste system.
Answer:

  • Endogamy,
  • Hereditary occupation.

Question 5.
Mention two functions of the caste system.
Answer:

  1. Maintenance of Race party,
  2. (ii) Religious functions

Question 6.
Mention two Dysfunction of the caste system.
Answer:

  1. Denies of mobility of labour,
  2. Untouchability

Question 7.
Mention two factors affecting caste system.
Answer:

  • Modem Education,
  • Industrialisation

Question 8.
Mention two recent changes on the caste system.
Answer:

  • Declined superiority of Brahmins
  • Change in the Restrictions regarding social Habits.

Question 9.
What is the class?
Answer:
Class is a system in which a person’s social status in completely depends upon his activities. According to him, class is determined by its possession of such objective usually economic criteria like wealth, occupation and income etc.

Question 10.
Define class.
Answer:
According to Maclver and page “A social class any portion of a community marked off from the rest by social states.”

Question 11.
Mention two distinctions between caste and class
Answer:
Caste is based on the birth of a person whereas not is based on a person’s status. The caste is closed and rigid. But the structure of the class is open and flexible.

Question 12.
What is the village?
Answer:
A village is a community consisting of a group of people residing permanently in a definite geographical area and the members of which love developed community consciousness and cultural, social and economic relations, which separate them from other communities.

Question 13.
Define village community.
Answer:
According to Prof M.N. Srinivas, a village is a body of people living in a restricted area, at some distances from others similar with extremely poor roads between them, the majority of people being engaged in agricultural activity all closely dependent upon each other economically and otherwise, having a vast body of common experience must have some sense of unity.

Question 14.
Characteristics of the village community.
Answer:
The Indian village community has some specific characteristic features. We can have a better idea on the Indian village community when we come across its characteristics. The important characteristics are as follows:

  • Small size
  • Definite locality
  • Community sentiment.
  • Primary relation
  • Neighbourhood
  • Joint family system.

Question 15.
Types of villages.
Answer:
There are many types of villages in India. Some important types are given below:

  1. Nucleated
  2. Dispersed
  3. Linear village

Short-Answer Type Questions

Question 1.
Discuss the characteristics of the caste system.
Answer:
The membership of every caste is determined by birth. The members of a particular caste cannot marry outside their caste. There are marriage restrictions regarding food, drink and social intercourse in every caste. There is a hereditary occupation for every caste. There is a hierarchical gradation on the caste system in which the Brahmins occupy the top position.

Question 2.
Discuss the functions of the caste system.
Answer:
The caste system has occupied the highest place in the Indian social system.

  • Determination of social status
  • Fixation of occupation.
  • Guarantee of social security
  • Control over Behaviour.
  • Provide mental security.
  • Maintenance of Race purity.

Question 3.
Discuss the Dysfunctions of the caste system.
Answer:
Besides the mentioned functions caste system discharge many dysfunctions, also
1. Denies of mobility of labour
2. Untouchability
3. Retards social solidarity
4. Obstacle to social utility
5. Obstacle to social progress.
6. Oppose to Democracy.

Question 4.
Discuss the factors affecting the caste system.
Answer:
Under the impact of certain powerful functions caste system is undergoing drastic changes on modem India.

  • Modem Education
  • Urbanization
  • Rigid Development of Transportation and communication.
  • Social reform movement
  • Political movement
  • Religious movement

Question 5.
Recent changes in the caste system. Discuss.
Answer:
Change is a universal law of nature. The law of nature has been prevailing from the permissive period till now. Declined superiority of Brahmins. Change on the Restrictions regarding social Habits. Changes on the Restrictions regarding marriage. Change in the Restrictions regarding occupation. Change in caste structure.

Question 6.
The distinction between caste and class.
Answer:
Though caste and class function is two opposing groups yet there are many similarities between them. Caste is based on the birth of a person. Where as not is based on a person’s status power and occupation in class. The structure of caste is closed and rigid. But the structure of the class is open and flexible. There are some restrictions regarding the selection or choice of occupation on the caste system. But on the other hand in the class system, there is no restrictions regarding the choice of occupation.

Question 7.
Mention the various characteristics of a joint family.
Answer:
The various characteristics of a joint family are the following:

Large size :
The size of the joint family is also large. A single-family consists of only a husband wife and children. But a joint family consists of parents, children and other near relatives.

Common residence:
All the members of the joint family usually live in a common home which means they live under the same roof.

Common kitchen :
In every joint family, there is a common kitchen as the members of the joint family eat food cooked at one health.

Common property:
In a joint family, the own production and consumption of wealth of all the members of the family have equal rights on both movable and immovable property.

Common religion:
The members of a joint family believe in the same religion and worship similar deities. They perform jointly the religious rites and duties.

Rule by Karta:
A joint family is guided and regulated by the head or Karta controls and directs all the members. There is the supreme authority of the family.

Question 8.
Discuss the merits of joint family in India.
Answer:

Simple division of labour:
Every member of the family is given work according to his abilities without being compelled. There is separate work on the basis of age and sex.

Leisure:
It provides opportunities for leisure to its members. Due to the division of labour, the assigned work is completed within little time and takes rest.

Social insurance:
In joint families, orphans, widows, old and sick people get an opportunity to maintain a comfortable life.

Social virtues :
It fosters great virtues as sacrifice, love, affection, co-operation broadens among the members.

Socialism:
According to H. Maine, the joint family is like a corporation the trustee of which is the father or the head of the family. Everyone gets according to his capacity and also gets as per their need.

Question 9.
Discuss the dysfunctions of joint family.
Answer:
The dysfunctions of joint family are discussed below:
In a joint family, the condition of women is very inconvenient. They can neither talk nor express their views independently. Women are not permitted to move outside the family so their personality is not developed. A joint family encourages safety among the members. All the members of the joint family are sure of economic security. Therefore, some, members do not work for the progress of the family.

A joint family is the centre of the conflict. It creates conflict among the members at any time. Joint family acts as a great obstacle of social change. The members of the joint family are more conservative and they do not accept any change of society easily. They strictly follow the old traditional customs, folkways and modes. In that way, it hinders social change.

A joint family hinders the economic progress of society because those who work hard are not properly rewarded. There is always dissatisfaction among the earning members. It checks and hinders the economic progress of the family. A joint family disorganises society by creating of certain social problems. It creates social problems like population growth, juvenile delinquency, unemployment, divorce and so on.

Question 10.
Briefly discuss the changes in the joint family.
Answer:
Firstly, there has been a change in the traditional characteristics i.e. common residence and common kitchen of a joint family. Now- a – days joint family is found to be seen without these two characteristics. Secondly, there have been changes in the size of the joint family. As in the past joint family, today does not consist of many large families. Thirdly, there have been changes in the position of women in joint families.

Traditionally the condition of women was very pitiable in a joint family but now it is not so. There is much improvement in their status as a joint family. Fourthly, there have been changes in the absolute authority of the head. At present, the head of the joint family is no more enjoying such absolute power. Fifthly, there is a change in the role of joint family in providing recreation and entertainment to its members.

Question 11.
Write a short note on Illom.
Answer:
Illom is a kind of Hindu joint family found among the Nambudri Brahmins of Kerala. The property of Illom is impartible. Division of property in the Illom is not so easy as it requires, the consent of all the members of the family. The property is headed by the Illom as a whole. The continuation of the Illom is facilitated by the custom, according to which the eldest brother alone marries a girl from his own caste.

while all other brothers marry Nayar women, who along with their children stay in their matrilocal families. Only when the eldest son fails to have a child the next senior brother marries a girl of his own caste for the continuation of the family. In Illom the female members of the family have equal rights with men in the property. A female can set aside any alienation of property.

Question 12.
Write a short note on Tarwad.
Answer:
The matrilineal Hindujoint family of the Nayars of Kerala is known as the Tarward. lt is composed of a woman, her sons and daughters, daughter’s daughter and sons and so on. It does not include the children of son. All the male and female members of the Tarwad own its property.The property of a Tarwad is practically impartible though partition is theoretically allowed.

The eldest male member of the Tarwad is its manager and is known as the Kamavan. All the junior members of the Tarwad have rights to maintenance in the family property Kamavan has absolute authority over the family property but he cannot permanently alienate it. He may be removed from his position if required.

Question 13.
What is a Joint family?
Answer:
A joint family is a group of people who generally live under one roof who eat food cooked at one hearth who hold property on common and who participate in common worship and are related to each other as some particular type of kindred.

Question 14.
Define Joint family
Answer:
A joint family is one which consists of males having a common male ancestor, female offspring are not married and women brought in the group of marriage. All of these persons might live in common households near to one another. In any case so long as the joint family holds together its members are expected to contribute to the support of the where and to receive from it a share of the local product.”

Question 15.
Features of Joint family.
Answer:
(1) Common Habitation.
(2) Common Kitchen
(3) Common property
(4) Common worship.
(5) Exercise of Authority.

Question 16.
Impact of Industrialization of Joint Family.
Answer:
Industrialisation refers to the birth of the factory system of production. The growth of industries has contributed to the growth of the cities. As a result of industrialisation, people have started moving towards the industrial areas in search of employment. It has affected the character and the growth of a joint family.

Question 17.
Three important functions.
Answer:
A joint family has the responsibility to provide all sorts of facilities for the welfare of its members and society. It acts as an important institution because of the advantages it provides to its members.

  • Provides social security
  • Ensures economy of expenditure.
  • Provides division of work.
  • Provides Psychological security.

Question 18.
Three important dysfunctions of Joint Family.
Answer:
In spite of the advantages of a Joint Family, the Joint Family also suffers from a serious setback. Its disadvantages are in countable strength. The significant among them are : (1) Encourages idleness.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Long Answer Questions

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 4 Social Inequality, Exclusion and Movement Long Answer Questions.

CHSE Odisha 12th Class Sociology Unit 4 Social Inequality, Exclusion and Movement Long Answer Questions

Long Questions With Answers

Question 1.
What is caste? What are the important features of the caste system?
Answer:
The word ‘Caste’ owes, its origin to see. Spanish word ‘Caste’ means ‘breed’ race, strain or a complex of hereditary qualities. The Portuguese applied this term to the classes of people. In India, it is known by the name of Jati. The English word ‘caste’ is an adjustment in the original term.

Definition of Caste:

  • Maclver: “When a status is wholly predetermined so that men are born to their lot without any type of changing it, then class, takes the extreme forms of caste.”
  • A. W. Green: “Caste is a system of stratification which mobility up and down the status ‘ladder, at last, may not occur.”
  • Lundberg: “ A caste is nearly a rigid social class in to which members are bom from which they can withdraw or escape only with extreme difficulty.”

Important features of caste:
The caste system is highly complex in nature. The following have been the main traditional features of the caste system.

Caste – As a hierarchical Division of Society :
The Hindu society is a gradational one. It is divided into several small groups called castes and sub-castes. A sense of ‘highness’ and ‘lowness’ or ‘superiority’ and ‘inferiority’ is associated – with this gradation or ranking. The Brahmins are placed at the top of the hierarchy and are regarded as ‘pure’ supreme or superior.

The degraded caste or the so-called ‘untouchable’ (Harijans) have – occupied the other end of the hierarchy. All over India neither the supremacy of the Brahmins nor the degraded position of the – Harijans or outcastes has been questioned. It is taken for granted, but regarding the exact position of the intermediary castes, there are disputes ‘on the part of the members.

Caste – As a segmental division of society :
The Hindu society is a caste-ridden society. It is divided into a number of segments called, castes, It is not a homogeneous society. Castes are groups that defined boundaries of their own. The status of an individual is determined by his birth and not by selection or by accomplishment. No amount of power, prestige, and self can change the position of man.

The membership of the caste is hence unchangeable, acquirable, inalienable, unattainable, and non-transferable. Further, each caste in a way has its own way of life. Each caste has its own customs, traditions, practices, and rituals. It has its own informed rules, regulations, and procedures. Their members also. The caste used to help its members when they were found in distress. Indeed, the caste was its own ruler.

Caste Panchayat :
During the early days in every village, every caste used to have its own Caste Panchayat. It consisted of five chosen members who enjoyed much social privilege and respect. The Caste Panchayat used to perform a number of functions; It used to make the members comply with caste rules and regulations. Setting caste disputes and giving its final verdict on the issues referred to it, were also its other functions.

It was giving punishments to those who violated caste rules and obligations. Matters such as breaking the marriage promise, refusal on the part of the husband to take the wife to his house, cruelty to the wife, adultery on the part of the wife, killing the cow, insulting the Brahmins having illicit sexual relations with other caste people, etc. were dealt with by the Panchayat.

It was giving punishments such as arranging dinner parties for fellow caste-men, imposing frames, purification, pilgrimage, casting, etc. for the offenders. The Caste Panchayat was also striving to promote the welfare of the caste members. Safeguarding the interests of the caste members was yet another function of the Panchayat. These Caste Panchayats have become weak and ineffective nowadays.

Restrictions on food habits:
The caste system has imposed certain restrictions on the food habits of the members, they differ from caste to caste. Who should accept what kind of food and from whom? is often decided by caste. For example, in North India, a Brahmin would accept ‘Pakka’ food (cooked in ghee) only from some castes lower than his own.

But he would accept ‘kachcha’ food (prepared with the use of water) at the hands of no other caste except his own. As a matter of rule and practice, no individual would accept kachcha food prepared by an inferior caste man. Generally, any kind of food that is prepared by the Brahmins, is acceptable to all caste people.

This factor explains why the Brahmins dominated the hotel industry for a long time. Further, restrictions are also they’re still on the use of certain vegetables for certain castes. Even today, some traditional Brahmins do not consume onions, garlic, cabbage, carrot, beetroot, etc. Eating beef is not allowed except for the Harijans.

Restrictions on social relations :
The caste system puts restrictions on the range of social relations also. The idea of pollution makes this point clear. It means a touch of a lower caste man. (particularly Harijan) would pollute or defile a man of a higher caste man. In Kerala for a long time, Nayar could approach Anambra Brahmin but would not touch him.

Further, Taiwan was expected to keep himself at a distance of 36 steps from the Brahmin and a Pulaya a distance of 96 paces. In Tamilnadu, the Shanar toddy tapper was expected to keep a distance of 24 paces while approaching a Brahmin. This has resulted in the practice of untouchability. This practice has made the lower caste people to be segregated completely from the higher caste.

Social and religious disabilities of certain castes :
In the traditional caste society, some lower caste people (particularly, the Harijans) suffered from certain civil or social, and religious disabilities. Generally, the impure castes are made to live on the outskirts of the city or village. In South India, certain parts of the towns or villages are not accessible to the Harijans.

It is recorded that during the Peshwa rule in Maharastra the Mahars and Mangs were not allowed within the gates of Poona before 9 a.m. and after 3. p.m. The reason was during that time their bodies would cast too long shadows which if were to fall on the Brahmins would defile them. Socially Harijans or the so-called untouchables are separated from other members.

Even today, in many places they are not allowed to draw water from the public wells, during the early days, public places like hotels, hostels, public lecture halls schools, temples, and theatres were not kept open, for the lower caste people. Entrance to temples, and theatres were not kept open for the lower caste people. Entrance to temples and other places of religious importance was forbidden for them.

Educational facilities’ legal rights and political representation were denied to them for a long time. In South India, restrictions were placed on the mode of constructing houses of the lower caste people, and their types of dresses and patterns of ornamentation. The Toddy – tappers of Malabar were not allowed to cany umbrellas, to wear shoes or golden ornaments, or milk cows. They were forbidden to cover the upper part of their body.

The civil and religious privileges of certain castes :
If the lower caste people suffer from certain disabilities, some higher caste people like Brahmins enjoy certain privileges. Now there the Brahmins suffered from the disabilities acted above. They are given more liberty because they are believed to bom ‘pure’ and ‘ superior’. The Brahmins never saluted others, but they always had the privilege of being saluted by others.

They never even bowed to the idols of the lower caste people. Education and teaching were almost monopolies of the higher caste people. Chanting the Vedic mantras was a great privilege of the Brahmins. The upper caste people in general enjoyed social, political, legal, and religious privileges.

Restrictions on occupational choice:
In the caste-ridden society, there is a gradation of occupations also. Some occupations are considered to be superior and sacred while certain others degrading and interior. For a long time occupations were very much associated with the caste system. Each caste had its own specific occupation.

The caste members were expected to continue the same occupations. The caste members were expected to continue the same occupation. Occupations were almost hereditary. Weaving, shoe-making, oil-grinding, sweeping, scavenging, curing, hides, tanning, washing clothes, barbering, pottery, etc. were considered to be somewhat degrading.

Learning priesthood, and teaching were the prestigious professions that mostly the Brahmins pursued. Individual talents, aptitudes, interests, enterprise, abilities, and achievements were neglected. But agriculture, trade, and labor in the field were thrown open to all the castes. At the same time, no caste would allow its member to take up to any profession which is either degrading or impure.

Restrictions on marriage:
The caste system imposes also restrictions on marriage. A caste is an endogamous group. Endogamy is a rule of marriage according to which an individual has to many within his or her group. Each caste is subdivided into several sub-castes: which are again endogamous. For, example, layers, Iyengars, Smarthas, Madhava, Hawanga Brahmins, Kota, Shiva, Kandavara Brahmins, etc. are all Brahmin sub-castes which are again endogamous.

Similarly, the Vikkaliga caste consists of Morasu, Halikar, Nanaba, Gangadiga, and other sub-castes. According to the rule of endogamy a Shivallu Brahmin, for example, has to marry a Shivallu girl, an Iyengar, an Iyengar girl, and so on. Inter-caste marriages were strictly forbidden to them. Even at present, inter-caste marriages have not become popular.

Violation of the rule of endogamy was strictly dealt with during the early days. This mle of endogamy has resulted in a clause in breeding. Some workers like Hutton have regarded endogamy as the very essence of the caste system. The exception to this rule of endogamy is seen in places like the hill parts of Punjab and also in Malabar. The caste provides for some kind of exogamous marriage also.

Occupations are fixed :
Every caste regards some occupation as its own hereditary and exclusive calling and tries to debar the others from exercising it. The original and exclusive occupation of Brahmins was to perform priestly duties. The Kshatriyas and Vaisyas were to occupy themselves with defense and commerce and the function of Shudras was to serve the other three castes. In course of time, many adjustments and changes have, however, been made in these rigid pursuits of occupations.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Long Answer Questions

Question 2.
Explain the functions of the caste system.
Answer:
By functions of the caste system, we refer to those positive consequences of the system which are helpful for the society; the consequences that help in preserving social structure maintaining its continuity and bringing about peace and harmony. The caste system has many such functions or advantages. It is because of its functions that the system has been the pivot pillar of Indian social structure from time immemorial.

The functions of caste can be looked into from two viewpoints i.e.,

  • from the individual point of view and
  • from the social point of view.
    These functions of the caste system are discussed below.

Functions of the caste system from the viewpoint of the individual:

The caste system provides fixed social status to individuals:
Under the caste system, the social status of an individual is determined from his birth by his caste. As caste is based on the principle of birth, an individual by virtue of his in a particular caste, automatically becomes a member of it and gets the traditional status of that caste in society by ascription. This scripture’s status of the individual is fixed for all times, neither poverty nor wealth can alter his status. A Brahmin enjoys a high status in society because of his birth in it.

The caste system provides social security to individuals:
Caste provides social security to the individual from his birth to death. It provides him with an occupation, acts as a trade union, a benefit society, health insurance, and also provides for his funeral if it is needed.

Caste guides individual behavior:
The caste system like many other social institutions guides the behavior of the individual by providing ready-made behavior patterns in matters like diet, ceremonial observances, rituals at birth, marriage, imitation, death, etc.

Caste provides mental security to individuals:
It provides psychological security in the form of fixed social status. Making every provision for man’s happiness from birth to death it guarantees mental peace to individuals.

Caste determines the occupation of individuals:
What kind of occupation will be followed by an individual in his future life is determined by his caste from his birth. Every caste has some caste occupations which its members follow.

Functions of the caste system from the viewpoint of society:
Besides performing some functions for the individual caste system also performs some important functions from society’s point of view.
These functions are as follows:

Caste system transmits and preserves culture :
Every society as a distinct social system must have to transmit culture from one generation to another with little change.lt also preserves culture for transmission from one generation to another.

Caste system integrates society:
The caste system helps in the integration of society. It integrates different, diverse, racial religious, linguistic, and ethnic groups into a vast society. The caste system is capable enough in integrating different groups is such a way that it becomes part of the social whole and at the same time retains its own distinctive character and identity.

Brings stability to society:
The caste system has been responsible ging in society. It saved Hindu society from being disrupted by foreign invasions and upheavals of all kinds in the past Hindu society remained stable for a long time because it believed in the caste system.

The caste system also brings political stability to society:
It acts as an apolitical stabilizer in society. It provides a constitution for the Hindus. The caste system has been responsible for the preservation of India from barbarism and despotism. It acts as a sure basis for orderly government.

The caste system serves as a device for the division of labor:
The caste system continues to act as a unique system of division of labor in Hindu society. It has made arrangements for all kinds of occupations ranging from education to scourging. This distribution of occupations is supported by religious beliefs as a result it has become acceptable to people.

Maintains purity of blood:
Endogamy is the main principle of the caste system. By its insistence on endogamy, the caste system prevents hybridization and thereby purity of blood is maintained. Hence, it is said that the caste system has served as a method for maintaining the purity of blood.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Long Answer Questions

Question 3.
Discuss the dysfunctions of the caste system.
Answer:
By dysfunctions of the caste system, we refer to the negative consequences of the system that are harmful or detrimental to society as a whole. In a rudimentary sense, the dysfunctions of the caste system are in fact, disadvantages or demerits of the system. Along with its advantages, the caste system has a number of negative effects on social life. As has rightly been remarked by ‘P.N. Bose, the caste system has acted essentially to impose that attitude of mind needed to raise men from savagery but to stop them halfway on progress.

Some of its important dysfunctions are as follows:

Barriers on the way of modernization:
Modernization essentially needs a change in attitude and outlook along with socio-economic development. But the caste system stands as a great barrier. It also hinders economic development as well. Under this system, a man is not permitted to take up a profitable occupation.

Political disunity:
The caste system encourages individuals’ loyalties toward one’s own caste and sub-castes which creates Casteism. This Casteism stands as an obstacle in achieving complete political unity. Disunity among castes and thereby among Indians encourages many foreigners to invade India. It is found that in the past 2500 years India was a victim of foreign invasion at least 125 times.

The caste system perpetuates social inequalities :
The caste system by its differential distribution of privileges and disabilities to different caste people perpetuates social inadequacies. Higher caste people used the caste system as an instrument to maintain their privileged position in society. It creates permanent feelings of inferiority and insecurity in the minds of lower-caste people.

The caste system encourages the pitiable condition of women :
Another important dysfunction of the caste system is that it implies severe hardship on women. In a caste-based society when a caste wants to increase its “Status in the caste hierarchy follow certain customs like child marriage, the seclusion of women, and other which entails hardships for women. Because of the practice of the above custom women suffer a lot.

The caste system creates untouchability:
The caste system is solely responsible for the creation of untouchability in society. This untouchability is the ugliest expression of the caste system. It keeps a large number as untouchables who suffer from all civil and religious disabilities.

The caste system stands as an obstacle in the way of social progress as it does not allow changes to be introduced easily. Here the individual is not free to choose an occupation of his own liking and conform to the age-old customs and traditions. Any violation of this is seriously dealt with. This rigidity has almost paralyzed Hindu society.

Retards economic progress:
The caste system acts as an important stumbling block in the way of economic progress. An individual is compelled to follow his caste occupations against his liking. This leads to immobility and inefficiency and thereby economic backwardness.

Question 4.
Discuss the recent changes in the caste system.
Answer:
Under the impact of social, political, and economic forces a number of changes have taken place in the caste system.

Firstly, there has been a steep decline in the supremacy of the Brahmin in society. Under the caste system, the Brahmin in society. Under the caste system, the Brahmin occupies the highest position. In fact, the whole system revolved around the prestige of the Brahmin. But. today he does not enjoy the same high and dominant social position that he once used to.

The second important change in the system is the greater fluidity in its status structure. Traditionally caste, society was a closed and rigid society. Each caste had its own traditional status in the hierarchy of castes, which was more or less permanently fixed. But at present, the people of lower castes are adopting the lifestyles of higher castes and claiming an actually adverse highest status in society.

Thirdly, as a result of this governmental policy or protective discrimination, the socioeconomic conditions of the Harijans have been considerably improved. In the fourth place, there are changes in the functions of caste for example in a caste society ascription of social status to its members by virtue of their birth in it. was one of the traditional functions of caste.

But under the changed conditions of modem society, both is no longer regarded as the basis of social prestige. Today wealth and achievement have replaced birth as the basis of social status. As a result, caste has lost its traditional function of determining the status of individuals in society.

Fifthly, there is a relaxation in the miles of regulating marriage. Every caste or sub- caste was an endogamous group the members of which were put in ketkars words forbidden by an inexorable social law to marry outside the group. But at present, the barriers of endogamy are no longer inexorable. They are now increasingly being violated.

Sixthly, there are changes in ideas about pollution and other restrictions on food, drink, etc. But at present, these rules along with the ideas of pollution by touch have lost their significance in Hindu society. In the seventh place, there is a change in the restrictions regarding the choice of occupation was not free.

Each caste had its own traditional occupation. But nowadays people follow occupations, which they consider more creative than traditional ones.  Finally, the caste system has lost its grip on the minds of the people. Now they do not seem to be convinced of the theory that the caste system is a divine or dawned institution.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Long Answer Questions

Question 5.
Discuss the factors affecting the caste system.
Answer:
Changes in the caste system are due to many forces of modernization operating in Indian society, which can be discussed briefly as follows.

The system of modem education:
The system of modem education has given a heavy blow to the institution of caste. Modem education being essentially scientific and rational in nature has neglected all sorts of blind beliefs and faiths. Not the divine sanctions but the scientific laws govern the life and attitude of a modem-educated man.

He fought the principles of equality, fraternity, and democracy which directly go against the caste system. Again the common’ educational institutions and public schools at the primary level have made a Brahmin child feel equal to that of a Sudra child or a child from an untouchable caste.

He sits by his side, talks with him, plays with him, and enjoys many leisure hours with him which never gives a scope for the development of the idea of untouchability in his mind. Besides, as modem education is imparted through co-educational institutions, it encourages inter-caste marriage and at the same time, the untouchability principle cannot be followed in the classroom which affects the very basis of the caste system.

Industrial economy:
The industrial economy has also played an equally important role in undermining the importance of the caste system. The caste system is mainly based on the rural economy but the industrial economy strikes at the root of the caste system. Specialized caste occupations can not survive in the face of large-scale industrialization.

For example, weaving caste people with their traditional caste occupations cannot compete with modem textile mills. Hence, as a result of industrialization caste occupations are not followed by its members. Now members of all castes are engaged in modem factories. And while working in factories it is not possible to observe caste rules. Besides now- a- days there is much freedom in the choice of occupations.

Urbanization:
Urbanization is an offshoot of industrialization. It is possible to observe caste rules in an urban city. In an urban area, one is not interested in knowing another caste. The concept of purity and pollution has no value in urban areas. Hence, urbanization strikes at the root of the caste system by not allowing the observance of caste rules and restrictions.

Modern means of transportation:
Geographical isolation was a favorable condition for the continuation of the caste system. But due to the development of the modem transportation system, the spatial mobility of the people increased which ultimately put an end to the caste system. Besides while traveling by the modem means of transportation like buses and trains, it is not possible to observe caste rules and restrictions. The principle of palliation to touch has no meaning nowadays.

The increasing importance of wealth:
In present-day modem society, wealth is relating birth as the basis of social status. As a result, caste is no more the basis of individual status, In our modem society, a rich Sudra is more respected than a poor Brahmin. Wealth is the main criterion in the determination of social status.

New social movements:
In the past, a number of movements have been launched that struck at the root of the caste system. Raja Ram Mohan Roy started ‘Brahmo Samak’ and Dayananda Saraswati started ‘ Arya Samaj ’ which brings a lot of changes in the caste system. Ideas of these Samaj influence the intelligence of the country against the caste system as a result of which a number of changes are being introduced in the caste system.

Political change:
India national freedom movement launched a strong public opinion against the caste system. After independence, all discriminatory practices based on caste were abolished and a democratic pattern of society was established. Besides because of the spread of ideologies like capitalism and communalism new groups based on class interest emerged in the country which put an end to the caste system.

Introduction of New Legal System:
The introduction of a new legal system by the Britishers has played an important role in weakening -the influence of caste in India, under this new system the principle of equality before the law was established. As a result of which the age-old discrimination against the Sudra caste has been removed. Besides, the establishment of the Judicial Court put an end to the Caste Panchayat as a result of which caste cannot be enforced. Further, a number of acts have been passed which affect the caste system vehemently.

Constitution of India:
Indian constitution possesses a very serious threat to the very existence of the caste system. Different constitutional provisions under different articles of the Indian Constitution have helped in the eradication of the caste system. Article 15 of the constitution declares that all citizens are equal as a result of which the principle of inherited inequality of the caste system receives a major setback. Thus, because of the impact of the above factors, a number of changes are being introduced in the caste system. Caste rigidity is being broken down.

Question 6.
The distinction between caste and class.
Answer:
To explain the distinction between caste and class. Warner and Dorns say that caste may be defined as a rank order of superior super- ordinate orders with inferior subordinate orders that practice endogamy, prevent vertical mobility and inequality distribute desirable and undesirable social symbols whereas.

The class may be defined as a rank order of superior and inferior orders which allows both exogamy and endogamy, permits movements either up or down the status to which he has bom, it also unequally distributes the lower and higher evaluated symbols. The above quotation throws enough light on the difference between – caste and class.

The following points make the distinction more specific and clear.

The stratification in a caste society is based on birth whereas stratification is based on wealth in a class society. As the individual has no control over his birth, hence his caste position is essentially an ascribed one whereas his class position is mainly an achieved one, as the acquisition of wealth depends mainly on his abilities and hard work.

In a caste-based society, occupation was fixed for various castes. The members of each caste are required to follow their traditional caste occupations. But in a class-based society, no such restrictions are imposed on the choice of occupations. Here, it is individuals, that occupation determines their Class.

The caste system is believed to have a divine origin and is supported by religion. It is based on different religious dogmas like Karma, Karmaphala, Rebirth, etc. But the class system is believed to be secular in nature hence here nothing to do with religion. Another distinction between caste and class is regarding their structure.

The structure of the caste system is closed whereas the structure of the class system is open. As the case of an individual is determined by his change from one caste to another is impossible, but mobility from one class to another is quite easy as it is determined by individuals’ occupations and wealth.

The caste system imposed certain restrictions on the members of different castes in respect of food, drink, and social intercourse. But in a class system, no such restrictions are found to exist. In a caste-based society, there is an existence of Caste Panchayat which maintains the caste structure by punishing those who violate the customs and traditions of their respective castes.

But no such organization is found to exist in a class society. The caste system is based on un-democratic principles of inherited inequality, hence stands as an obstacle in the smooth function of democracy. But the class system is not based on such undemocratic principles and created no such problems for the smooth functioning of democracy.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Long Answer Questions

Question 7
Who are the Scheduled Castes? Discuss the constitutional provisions to safeguard the right of the Scheduled Caste.
Answer:
Indian society is stratified on the basis of the caste system. It has divided society into different segments. At the top of the caste hierarchy, there are Brahmins. The Sudras are at the bottom being the lower caste. It is said that all Sudras are not untouchables but all untouchables are Sudras.

The Scheduled Castes who comprise the bulk of untouchables are technically outside the four-fold vama scheme. These castes were imputed with the maximum degree of ritual and social impurity, while their occupations were treated as the lowest (defiling occupation) in the hierarchy.

Constitutional Safeguards:
Realizing the age-old backwardness of the SCs and STs the constitution of India and the five-year plans have regarded their progress as a major objective of national policy. The Constitution of India prescribes protection and safeguards for the SCs and STs and even for the OBCs with the object of removing their social disabilities and promoting their various interests.

The main safeguards are:

  • Abolition of untouchability
  • Protection from social injustice and various forms of exploitation.
  • Throwing open religious institutions of a public character to all sections.
  • Removal of restrictions on access to shops restaurants wells tanks and roads.
  • Giving them the right to move freely.
  • Right to acquire property
  • Right to admission to educational institutions and receiving grants out of the state funds,
  • Permitting the state governments to make reservations for them in services.
  • Giving them special representation in the LokSabha and VidhanSabha.
  • Setting up separate departments and advisory councils.
  • Prohibiting forced labor and
  • Making special provisions for the administration and control of the scheduled area.

The Government of India set up three Parliamentary Committees the first in 1968, the second in,1971, and the third in 1973 to examine the constitutional safeguards for the welfare of the SCs and STs. The state Government has separate departments to look after the welfare of the SCs and STs. It appears that their status has improved socially, economically, and politically very little.

Socially they have not changed their evil customs, economically more than 30 percent SCs live below the poverty line, educationally they are backward, politically they are not organized. After all, it is said that there are some trends of upward mobility among the SCS enjoying high administrative positions. Broadly speaking the SCs have registered little progress in the last decades.

Question 8.
Describe the tribal development and welfare measures adopted by Government.
Answer:
After independence, various efforts were made to improve the socioeconomic conditions of the tribal and to sustain the constitutional safeguard given to them. A number of safeguards are provided to the Scheduled Tribe to facilitate the implementation of the Directive Principles of State Policy and Article 46 of the constitution.

Article 40 provides for the promotion of the Educational and economic interests of SCs, STs, and Tribal areas. It makes provision for the inclusion of a fifth scheduled in the constitution for incorporating processions for the administration of Scheduled Areas. Article 275 relates to grants from the union Government to certain states for the welfare of STS and providing them with better administration.

Article 330 and Article 332 make provisions for reservation of the House of People and state legislative Assemblies respectively. In accordance with the constitutional provision, a commissioner is required to be appointed by the Union government for the SCs and STs. A number of commissions, committees, and working groups were formed from time to time to evaluate the conditions of Scheduled Tribes.

The different programs and schemes initiated by the government during the different plan periods can be grouped broadly into six categories economic, educational, health, sanitation, family welfare communication, housing, socio-cultural and political. If the first plan was mostly as part of the Community Development various programs were initiated with particular reference to health; housing etc.

The welfare of Scheduled Tribes:
The Indian Constitution has made important provisions for the welfare of Scheduled Tribes. The Central Government and State Governments have made an incessant effort in the direction of tribal welfare. Special programs for their welfare and development have been undertaken in the successive five-year plans.

The primary objective of the Community Development Programme was to achieve rural development. This was envisaged by making available the required services at people’s doors. But there were remote inaccessible areas and there was an almost total absence of additional infrastructural facilities.

Therefore special efforts and greater financial investments were required to extend the services available under the Community Development Programmes to tribal areas. Initially, 43 such blocks were selected for the purpose soon it was realized that it would not be possible to sustain such an intensive development approach for long.

The Tribal Development Blocks were introduced for the development of tribal areas. These Tribal Development blocks were expected to have their role in matters of economic development, education, health, and communication by the end of the Third Five-year plan. There were more than 500 such Tribal Development Blocks serving around 40 percent of the TDBS to other areas of tribal concentration that took place after the third five-year plan.

In the Fourth Five year plans a series of programs such as Small arguments Development Agencies (SFDA), Marginal Farmers, and Agricultural Development Agencies were conceived and implemented. The above-mentioned programs were introduced on an experimental basis in tribal areas.

The Tribal Development Agencies were identified on the same pattern as that of the Small farmer’s Development Agencies Each Tribal Development Agencies cornered a group of Tribal Development Blocks. During the fourth plan, six Tribal Agencies were started and another two were added during the fifth plan.

These Agencies were expected to incorporate elements of economic development, social service, and other progressive measures. In actual practice, the TDAs could not do anything other than agriculture development and construction of roads but the experience gained from the TDAS provided valuable means for evolving better policies and programs for the development of Scheduled Tribes.

The approach and strategy for tribal development were revised comprehensively on the eve of the Fifth Five plan. It was thought as recommended by the Shilo AO Committee that Tribal Development Blocks as an instrument of tribal development. Unsuitable to tackle complex tribal problems.

Besides the situation in tribal areas in terms of resource target groups, local priorities were different from non-tribal areas. Even within the tribal areas problems faced by the tribal people are not uniform in nature. To tackle the complex and diverse tribal problems effectively a comprehensive program of development known as Tribal Sub-plan Areas. A development block was taken as the smallest unit of development under this new strategy.

This unit is known as the Integrated Tribal Development Project (ITDP). The Tribal Sub-plan Approach includes.

Integrated Tribal Development projects comprising generally administrative units like subdivisions/Districts/ tehsils. With to percent or more scheduled tribal population. Pockets of tribal concentration have a total population of 10,000 or more and an ST population of 50 percent or more.

Primitive Tribal group projects :
The tribal sub-plan continued as the main instrument for the development of STs. The sixth plan attached primary importance to poverty alleviation among the STs effort was made under TSP to raise at least 50 percent of STs Effort was made under TSPs to raise at least 50 percent of the tribal population above the poverty line.

The major objective of Tribal Development has remained as follows.

To take up family-oriented programs in order to raise productivity levels of the beneficiary families in the fields of agriculture, horticulture, animal husbandry small-scale industries, etc. To liberate tribals from the exploitation of land grabbing, money-lending, debt bondage, forest- labor, etc. To improve the quality of life through education and training programs and To provide infrastructural facilities in tribal areas.

The constitution of India provides for a number of safeguards for the STS mainly to facilitate the implementation of the Directive Principles contained in Article 46 of the constitution. The important safeguards provided in the constitution include Article 46 promotion of Educational and Economic interests of Scheduled Castes, Scheduled Tribes, and other weaker sections 330 (Reservation of seats for Scs and Sts in the House of People 332 reservation of seats for SCs and STs in the Legislative Assemblies of the states 335 1 claims of the SCs and STs to service to posts, etc.

Programs for which central assistance is given can be divided into three groups namely education, economic upliftment, and health. The services provided to tribals under these programs are free education, provision for educational equipment Ashram schools scholarship, etc.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Long Answer Questions

Question 9.
Discuss the causes of the Agrarian unrest of the peasant movement.
Answer:
The peasant movement has been caused by various factors.
Those are:

  • Feeling of relative deprivation towards the Zamindars, enamdars during the British rule.
  • Foreign invasion atrocities towards the peasants and also exploitation of different kinds instigated the peasants to fight.
  • Destruction of cottage industries of the farmers.
  • The increasing burden of debt.
  • An increasing number of landless and the unemployed
  • Anti-Farmer measures of the Government.
  • Increasing political awareness among the farmers.
  • Use the modem technology.
  • The exploitation of the tribals.
  • Indian fanners at the beginning of the 21 st century, have faced the toughest challenges. So they agitated due to having the above factors.

Santha! Insurrection (1855-56):
There is the first peasant movement took place in India. The Santhals are a group of tribals largely concentrated in Bihar. They are mainly agriculturalists, Due to the establishment of the permanent settlement of 1793 by the Britishers, lands were taken away by that which the Santhals had cultivated for centuries.

The Zamindars took to land on auction from the British Government and gave it to the peasants for cultivation. They increased the land tax and the common peasantry was oppressed by them. Thus was unbearable for the Santhals and they took to insurrection. They go against Zamindar’s money lenders and traders. The Santhal insurrection was very strong but due to various reasons, it was suppressed.

The Blue mutiny (1859-1862):
Poor peasants and small landlords opposed indigo planters in Bengal. In this, they were helped by moneylenders whose own credit, and resources stood threatened by the structure of the monopolistic right of the planters.

The Pabna and Boora uprisings (1872-1875):
Rich cultivators benefiting from the commercialization of agriculture and producing cash crops protested to secure further their occupancy rights granted nominally in 1859.1n thus they succeeded by 1885 when the Bengal Tenancy Act was passed later by the middle twentieth century such tenants were transformed into rent-receivers.

The Mappila /Moplah Rebellions (1836-1921):
The Moplah peasant movement was engineered in 1921 among the peasants of the Malabar district in Kerala. The Moplah tenants were Muslims. They moved on to agitation against the Hindu landlords and the British Government. The land tenure system in Malabar was quite unfavorable to the Maplah tenants. They protested for the security of tenure. Thus was granted in 1887 and 1929.

But only a rich tenantry benefited from these movements. 1921 Moplah agitation was the Khilafat movement which constituted a wider part of the national struggle for Independence. The Moplahs took an active part in the Khilafat movement and Moplah tenants became so much mixed that the government issued prohibitory notices on all Khilafat meetings on 5th February 1921. This displeased the Maplahs and ended up with the agitation of the Maplah peasantry.

The Deccan Riots (1875):
Up against a heavy land revenue demand of the state. (1840-1870) Cultivators lost their lands to moneylenders from the town. The symbiosis of peasants with rural money lenders was upset as the dependence of these latter on the moneylenders was upset the dependence of these latter on money lenders of the towns developed. The protest against the standards of legal authority which allowed such land transfer took the farm of anti-moneylender riots.

Punjab Agrarian Riots (1907):
The state intervened to prevent the alienation of land from peasants to moneylenders in 1900 but Urban middle classes protested in nationalist idiom against government intervention. Riots broke out against money lenders. The government appeared pro-peasant as the peasants rioted against agriculturalist moneylenders who were landlords. Landlords were over the long term supported by British rule.

Peasant movement in India (1918-1922):
The peasants of eastern Uttar Pradesh defied large landlords through a tenant movement for the security of tenure, and oppressive traditions of forced labor were attacked through fierce agrarian riots. Small landlords and the rural poor supported and led the movement. Statutory rights of occupancy were secured in 1921. The movement marked a phase of retreat from landlordism.

The Champaran movement (1917-18):
It is a part of over national independence struggle. Thus the movement was led by Mahatma Gandhi in Champaran (Bihar). Thus the movement was considered a reformist movement. Its objective was to create an awakening among the peasants against the European planters. These planters resorted to illegal and inhuman methods of indigo cultivation. The peasants opposed the European planters as well as the Zamindars. Gandhi visited Champaran and became displeased by the abject poverty of the peasants.

Question 10.
What is Tribal movement? Discuss its Characteristics.
Answer:
The British policies disturbed the traditional tribal systems. The tribal land system was marked by outs conspiratorial ownership of land and the absence of landlords. But the British changed the land system of the tribals. They created the hitherto class of Zamindars (Landlords) in the tribal areas. Brahmins and Rajputs were brought in the tribal area of Chotanagpur to perform military and religious services.

Further roles, they were assigned the Zamindari rights on the land. The Zamindars were considered outsiders by the tribes. The tribals were reduced to the position of tenants. The clan councils of the tribals were replaced by the councils of Rajus consisting of their followers. The traditional land system of the British was turned into many systems.

The British also introduced contractors (Thikadars) in the tribal areas. The Zamindars and Thikadars introduced land to rent in the tribal areas. Following the introduction of the market economy a class of traders also developed in the tribal areas. The tribal tenants had to pay the rent in cash. As they did not have cash with them, they had to borrow from the money- lenders Hence, a class of moneylenders also came into being in the tribal area.

Salient Features of the Tribal movements:
The tribals responded to their exploitation and oppression in the form of revolts and movements. They identified their enemies in the outsider’s landlords, money lenders, theaters and mission arrive, and European Government officials. They launched movements against their oppressors in their respective regions. Their agitation against the outsiders could be called anticolonial.

They revolted against them because of their exploitation in the form of encroachment on their land, eviction from the land annulment of their traditional legal and social rights and customs against enhancement of rent, and for transfer of land to the filter abolition of the feudal and semifeudal form of land ownership on the while, these movements had social religious overtones.

But they were directed against the issues related to their existence. These movements were launched under the leadership of their respective chiefs. Although the movements initially began on social and religious issues and against the oppression of outsiders, in course of time, they merged with the national movement and with the no-tax campaign.

The tribals fought against their enemies with their traditional weapons i.e. bows, arrives, lathis and axes. Their movement often took a violent turn resulting in the murder of oppressors and the burning of their houses. Most of the movements were ruthlessly suppressed by the government.

The tribals had to comply with British policies which were detrimental to their interests. The government introduced protective administration in tribal areas. The Government thought that the normal laws could not be applied in the tribal areas. The Government passed the Scheduled District Act (1874) and categorized the tribal areas as excluded areas on the Govt of India Act of 1935.

CHSE Odisha Class 12 Sociology Unit 4 Social Inequality, Exclusion and Movement Long Answer Questions

Question 11.
Discuss major Tribal movements in India.
Answer:
The first stirrings of the tribal revolt were manifest in the later half of the 19th century. The tribals participated in 1857. the revolt which spread all over the tribal areas. The people found themselves involved in out. Some of the main tribal movements which were essentially anti-colonial in character are discussed in the following.

Tamar Revolts (1789 -1832) :
The tribals of Tamar revolted over 7 times between 1789-1832 against the British. They were joined in the revolt by the tribals of the adjoining area- Midnapur, Koelpur, Dhadha, Chatshila, Jada, and Silli. They revolted against the faulty alignment system of the government. The Tamar revolts were led by BholaNath Sahany of Tamar.

In 1832 the arrows of war circulated throughout the region, orations, and mandates, Honor Kols who had distinct social and cultural identities Joined the insurgents under the leadership of Ganga Narain Singh a member of the Banbhum Raj family. The tribals murdered the dikes in each village of the areas.

The Khervv ar movement of the Santhals (1833):
Their movement was motivated by the desire to return to an idealized past of tribal independence. The word Kherwar is said to be an ancient name of Santhals and in their opinion, It is linked to the Golden age of their history. At that time the Santhals (Kherwars) were supposed to have enjoyed absolute independence. They had to pay tribute to their chief for the protection that the provided to them.

Their movement started under the charismatic leadership of Bhagirath Majhi. He assumed the title of Babaji. He announced that he would restore the Golden age of Santhals if they returned to the worship of God and cleaned themselves from their sons. He vowed to liberate them from the oppression of officials, landlords, and moneylenders. He exhorted them to worship the Hindi God Ram. identifying him with Santhal Gaudo’.

Santhal Revolt of 1855:
Thus movements of the Santhals were against the exploitation of oppression by landlords who had unjust ownership of the land of the Santhals. Thus the movement was also directed against the village moneylenders and officials. The movement was led by two brothers, Sidhu and Kandu. They held a meeting at Bhagnadih and made the announcement that their oppression could be ended by taking back their land from their oppressors. Around 35,000 Santhals acted as their bodyguards at the meeting.

Boka Rising Sardari Larai or Mukti Larai movement of 1858-95:
Thus movement took place in various parts of Chotanagpur. It aimed at regaining the tribal’s ancient right on land by expelling the hated landlords. According to Kr. Suresh Singh thus movement evolved through three phases-

  • In the Agrian phase,
  • the Revivalistic phase and
  • the political phase.

The first two phases were marked by the clashes between the landlords and tribal tenants. The tribal tenants revolted against the rise in rent eviction from land and harassment of the tenants by the landlords and the tenants.

Birsa Munda Revolt (1895 – 1901):
The movement of Birsa Munda is the most popular movement of the Munda tribes of Singhbhum and Ranchi directs of the Chotanagpur region of Bihar. Like the movements discussed earlier this movement was also directed against the outsider’s dikes- landlords – traders merchants and government officers.

These classes were created by the British. Before the British policies on the areas inhabited by Ron and Munda, their traditional land and social systems existed. Their land system was known as the Khimkari system. The tribals enjoyed customary rights over their land. The system was marked by the absence of the class of landlords.

The tribals worked on their land and paid tributes to their chiefs. By 1874 the British replaced the traditional Khuntkari system with the Zamindars landlords the ryots (tenants). The tribals now had to pay to the landlords and failure to do so resulted in their eviction from the land.

Birsa Munda:
The exact date of Birsa Munda’s birth is not certain. According to Kr. Suresh Singh, the years 1874 or 1875 might be regarded as the year of this birth. He was bom in a poor Munda tribal family in a house built of bamboo strips without mud plaster or secure roots. Having passed the lower primary examination from the German mission of Buzru, he was sent to Chanibasa for further studies.

His long stay at Chanibasa from 1886 to 1890 constituted the formative period of his life. He was expelled from the school of his life. Impact of the movement: The Birsa Munda movement had its impact on the government’s attitude towards their problems. The authorities felt the need to prepare the land records so that they could safeguard the tribal interests.

The Government conducted surveys and settlement operations for the tribals between 1902 and 1910 for achieving this purpose.lt decided to abolish the tenancy Act of 1903 which recognized the Mundari Khunkati, System the Government also passed the Chotanagpur Tenancy Act in 1908. Birsa became a legend for the coming generations.

His movement inspired the future social, religious, and political movements of tribals. This movement contributed to the growth of consciousness among tribals. The Birsa of it is school and Thana Bhajans played an important role during the national movement in the 1920s. They fought against the British. They prayed of their explosion in the following way.

Further Tana pulls out the enemies on the border. Pull out the whiches and spirits pull out the British Government. Birsa’s name was evoked by the Indian National Congress and Forward Block to enlist the support of Sirsasthan in the national movement. Both Congress and Forward Block observed Birsa day in 1940.

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Long Answer Questions

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 3 The Challenges of Cultural Diversity Long Answer Questions.

CHSE Odisha 12th Class Sociology Unit 3 The Challenges of Cultural Diversity Long Answer Questions

Long Questions With Answers

Question 1.
Define national integration and discuss various factors disintegrating the Indian nation.
Answer:
Anation is a mosaic of cultures. It has many elements, many textures, and many colors. The Indian nation is such a rich mosaic of people, dress, diet, languages, and religious faiths. Diversity is mixed with unity. Neither do they oppose each other nor do they grow at each other’s cost. They support and sustain each other India sets a fine example of unity in diversity. Unfortunately, today’s country’s unity is seriously challenged.

The separatist forces have raised their head in different parts of the country. The forces of fundamentalism are at work. Besides the regional and casteist forces are out to divide the people into narrow lines. Looking at these unhealthy trends serious-minded people have started asking is the republic breaking up, Therefore, an understanding of the nature and problems of national integration is necessary.

Ordinarily by national integration, we mean the sentiment which blinds the people of a country together. If connotes a sense of oneness brotherhood and we-feeling. It creates a social bond which French sociologist Durkheim calls organic solidarity. Dr. S. Radhakrishnan says “integration is a thought which must go into the minds of the people. It is the consciousness which must awaken the people at large”.

According to Akin Benjamin, national integration means the assimilation of the entire people of a country to a common identity”. In the word Rasheeudin Khan term, National Integration means cohesion but not fashion, unity but not uniformity, and reconciliation but not the assimilation of the discrete segment of people constituting a political community or a state.

H. A. Gani writers, National integration is the socio-psychological and educational process through which a feeling of unity solidarity, and cohesion develops in the hearts of the people and a sense of common citizenship. Thus are define national integration as a sense of belongingness, a feeling of togetherness, and of unity. Some of the salient features of national integration are the following.

Firstly, national integration is a process in which people of a nation are made to know, feel and act as one people. Secondly, it means the composition of differences but not their complete disappearance. It does not require that the people of India should have one loyalty and that should be to India. A person can have a set of loyalties such as loyalty to the state he lives into his caste, religion, language, etc.

but at the same time, he is required to remain loyal to the nation. National loyalty is primary and should come first when it is in conflict with other loyalties. Thirdly, it stands for mental tolerance. It calls for the elimination of anti-national forces. Fourthly, it is a comprehensive process it includes political, social, cultural, and even emotional integration of people. Lastly, national integration requires secularism and democracy.

Dis- integrating factors:
Many disintegrating factors are coming up in the way of nation-building and have sorted out some major factors such as communalism, casteism, linguism, and regionalism.

Communalism:
Communalism means one’s loyalty to one’s community. This in itself is not bad but rather national. But when blind love of communal feelings turns one’s own community and religion it becomes a concern. Moreover, the interlinking of religion with politics makes the matter worse. Communalism has changed its scope. It is more confined to religion. It has spread to caste, class, ethnic groups, etc.

It is not only seen in urban areas but also found on rural areas. Communalism is the number one national enemy. It is very powerful and wide- spread. Religious sentiment is the most cherished and sacred sentiment of the common man. Communalists try to strive for the religious sentiments of a community through lies and disinformation. The distant history. They present facts that are half true and half lie.

They spread rumors against the rival communities which may be total lies. The irresponsible and dangerous game played by communal forces ends in riots causing mass disorder, rape, loot, etc. Poor of all the communities become poorer Business, industry, education, public utility services close, and health and sanitation all come to stand still. Thus, riots threaten the safety of the whole nation.

It also lowers the image of the country outside Enemies inside and outside the country take the upper hand. Recent happenings of communal violence on several parts of the country in general and the violence of Ayodhya and the destruction of Babri Masjid, in particular, prove this sufficiently.

Casteism:
Casteism is a grave menace to national integration. It is an abnormal feature of one caste system. When the consideration of superiority between he interest of one’s own caste as opposed to their castes are added to the caste. It is turned in to casteism. Casteism creates political or – side loyalty to fellow caste men, it generates inter- caste tensions Gandhiji compared casteism with that of the appendix in the human body.

As long as it continues to enjoy health it serves its purpose but when it becomes diseased it affects the whole system. So the sooner it is removed better for the health, indeed casteism has spread its roots and branches into various walks of socio-economic and political life. It has become a social evil.

Regionalism:
Regionalism is another major challenge to nation-building. It does not mean a attachment to one’s region but has come up to mean loyalty to the nation but has come up to mean loyalty to the nation or state. Before understanding regionalism let us know what the term region implies. A region refers to an area marked by certain physical and cultural characteristics which are different from those neighboring areas.

Love for a particular region in preference to the country and in certain cases in preference to the state of which the region is part is called regionalism. Regionalism is also understood as a consciousness of loyalty to a distinct area within a country, usually characterized by a common culture and language or historical or social background.

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Long Answer Questions

Question 2.
What do you mean by communalism? What are its causes? Suggest some remedial measures to abolish Communalism in India?
Answer:
Communalism is the number one national enemy. It is very powerful and widespread. Religious sentiment is the most cherished and sacred sentiment of the common man. Communalists try to the religious sentiments of a community through lies disinformation. they distort history. They present facts that are half true and half lie. They spread rumors against the rival communities which may be a total lie.

The irresponsible and dangerous game played by communal forces ends in riots causing mass murder, rape, loot, etc poor of all the communities become poorer. Business, industry, education, and public utility services like health and sanitation) all come to stand still. Thus riots weaken the safety of the whole nation. It also lowers the image of the country outside. Enemies inside and outside the country take the upper hand.

Recent happenings of communal violence in several points of the country in general and the violence of Ayodhya and the desecration of Babri Masjid, in particular, prove this sufficiently. Communalism means one’s loyalty to one’s community. This in our self is not bad but rather natural. But when blind love of communal feelings turns into one’s own community and religion it becomes cancerous.

Moreover, the interlinking of religion with politics makes the matter worse. Communalism has chaged its scope. It is no more confined to religion. It has spread to caste, class, ethnic groups, etc. It is not only seen in urban areas but also found in rural areas. Humayun Kabir, the former Minister for Education in the government of India has described communalism as a phenomenon by virtue.

persons belonging to a certain community are either discriminated against or shown favor to regardless of their merits or demerits just on the basis of their community. Harbans Mukhia defines communalism as the phenomenon of religious differences between groups often leading to tension and even rioting between them.

Briefly stated the characteristics of communalism are:

  • Communalism is an ideology
  • It is based on economic, political, and social interests.
  • It is an instrument in the hands of the higher class or elite people.
  • It is based on prejudice.
  • It drives the masses toward violence
  • It is dreadful and undesirable.
  • It is opposed to secularism and national integration.

Causes of Communalism:
Communalism is a multi-dimensional social phenomenon. Any single cause cannot, therefore, give a full explanation of communalism. Following are some of the causes of communalism.

Colonial past:
Many scholars have said that communalism is the consequence of the colonial past. The Britishers adopted the divide-and-rule policy. The communal award separates electorates etc are examples of this policy. The ultimate result of this policy was the partition of India into Pakistan and Hindustan.

Growth of Militant Nationalists during Indian Nationalism:
Indian nationalism gave birth to militant nationalists like Bal Gangadhar Tilak, Lala Lajpat Rai, etc. These leaders took Shivaji and Rana Pratap as their heroes. Tilak started the Ganapati festival and Shivaji festival to mobilize the masses against colonial rule. Of course, these great leaders were above communalism and gave a broader interpretation to the revival of this festival.

while infusing respect for tradition through these festivals. Hindus also hammered on respect for other- religions. But the fanatic Hindus took up only aspect of their gesture propagated Hindu communalism just as fanatic Muslims suspected those well-meaning. Hindu nationalists and fanned secret hatred for them among Muslims.

Political factor:
Communalism is essentially political in origin. The high-class people skillfully manipulate the religious sentiments of the community for their political gain. Some politicians have also linked with the anti-socials who create communal violence, Religion has come to stay in politics. Political parties use it as a tool to aim at the election. They connect the communal blocks to the vote banks.

Besides the religious teachers or priests viz. some Shankaracharyas, Shahi Imam of Jama Masjid in Delhi, etc. are also playing political roles. Over the years there is an increase in the number of visits to religious shrines by Hindu political leaders to pacify the Muslim fundamentalists India’s government changed the Supreme Court’s decision on the Shah Banu case through legislation.

Economic factors:
Bipin Chandra says that distorted capitalist development in India is responsible for the growth of communalism in two ways First the capitalist economy has failed to solve the basic problems of poverty unemployment and inequality. Asa result there is unhealthy competition to grab adequate economic and social opportunities.

Second capitalist development in agriculture and industry besides creating higher income has created a new social class. For example, green revolution has given birth to a new middle class. The development process in the past years have also widened the gap between the rich and the poor. Such a situation provides the basis for the growth of Communalism.

Psychological Factors:
Just like wars are born in the born in minds of the people, so also communalism is born in the mind of the people of India. Communal violence breaks out when mutual hatred and distrust between the Communities reach its height. Besides these communities have some communal stereotypes of fixed irrational beliefs towards one another.

for example, the Hindus believe that all Muslims are fundamentalists and fanatical by nature. They are unpatriotic and have a secret love for Islamic countries. On the other hand, Muslims hate Hindus as idolaters and thus Muslims also find that they are treated in India as Second rate citizens.

Demonstrative religiosity:
This means a deep emotional involvement with a ritualistic aspect of religion. It arouses a spirit of competition for the celebration of religious festivals among the members of different religious groups. Hindus beat drums and play music near mosques while taking processions and provoke Muslims giving rise to riots.

But Just as Hindus are not going to lose anything religion- else or they stop playing music in the procession near the mosque so also a true Muslim offering Namaj can be disturbed by music played on the road. It is only the human ego and demonstrative religion which is at the root of Communalism.

Misrepresentation of History:
The deserted view of Indian history is a major factor of the Communalism Falsification of India History was started by the Britishers. They tried to show that India had always been ruled by the tyrant Muslim rules. The Britishers had made the Hindus free from Muslim oppression. The Muslims and the Hindus had always been two rival camps, Indian History was divided into different periods such as the British period.

It has intentionally or unintentionally focussed the attention of the students separateness and rivalries among communities in N.C. Saxena writes the major ideology behind the writings of Indian history is communal, History, as it is taught in the schools, is either myths or half-truths.

Minorities’ tendency to remain aloof:
Another cause of communalism in India is the tendency of minority groups to remain away from the national mainstream. Most Muslims do not take part in the secular politics of the country. They organize themselves to maintain separate identities and sometimes give blackout to one who promises benefit for them as a community. Thus sometimes they choose to remain second-class citizens.

Encouragement from the outside countries:
Communalism gets encouragement from some other countries like Pakistan other big foreign powers also interfere in our internal politics and play one community against the other through their secret services of other countries like C.I.A. of the U.S.A has been suspected behind some large-scale communal riots.

Social factors:
The social practices, customs, traditions, laws ways of thinking, acting, and behaving of the Hindu and the Muslim Communities have marked differences. This creates a gap between them. The practice of polygamy and avoidance to adopt family planning by the Muslims create suspicion among the Hindus. Of course, such a feeling is baseless. Because very few Muslims practice polygamy. Among polygamous Muslims, the number of wives rarely exceeds two. This is not rare among Hindus either.

The Role of Mass – Media:
The press and other mass- media sometimes contribute to Communal tension in their own way. Many a time news items published are based on hearsay, rumours wrong interpretation of facts. Such news adds fuel to the fire of communalism.

Indian Constitution:
Kashyap in his book communalism and Constitution states that our constitution is in no way less Responsible for the growth of communalism absence and the presence of certain provisions in the Indian constitution contribute to the growth of communalism.

Suggestions to fight out communalism:
We have explained some of the courses promoting communalism. The task is to offer some suggestions to eradicate communalism. The committee on National Integration has given some valuable suggestions. Briefly stated they are as follows.

  • Celebration of community festivals jointly.
  • Cultivating respect for the religious beliefs and practices of the neighbors.
  • Prevention of destruction of idols and violation of customs observed by others.
  • The formation of Ekata Committees at the local level to cheek the growth of antisocial elements and to maintain a healthy atmosphere.

In addition to the above suggestions, we should like to add a few more. People should be educated so as to feed that their primary loyalty is to their country and considerations are secondary. Communal activities should be treated as offenses under the law. Religion should be separated from politics.

The communal political parties should be banned Indian History should be rewritten on the model of national integration. The intellectual, political and religious leaders, media, voluntary organizations, trade unions, Kishan Sabhas should be tagged the task of de-communalizing people at all levels.

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Long Answer Questions

Question 3.
What is Casteism? What are its causes, Suggest some remedial measures to abolish Casteism?
Answer:
Casteism is a grave menace to national integration. It is an abnormal feature of the caste system. When the consideration of superiority between the castes and the tendency to consider the interest of one’s own caste as opposed to other castes are added to the caste it is turned into Casteism. Casteism creates political or side loyalty to the fellow cautioned.

It generates inter-caste tensions. Gandhiji compared casteism with that of the appendix in the human body. As long as it continues to enjoy health it serves its surprise but when it becomes diseased it affects the whole system. So some it is removed better for the health. Indeed casteism has spread its roots and branches into various walks of socio-economic and political life. It has become a social evil.

According to Kaka Kalekar Casteism is an over-riding blind and supreme group loyalty that ignores the healthy social standards of justice, fair play, equality, and universal brotherhood K.M. Panikkar interprets casteism as loyalty to one’s sub-caste. In this way, it is only because of casteism that the smiths want to benefit only the smiths while the Joneses want to come to the aid of the other Joneses. It matters if the members of the other castes are irreparably harmed if it does not course any concern to the smiths and Joneses.

According to D.N. Prasad, casteism is a loyalty to the caste translated into politics. In this way, caste has beat dragged into the political areas in the form of casteism such as Brahminavada and Kayasthavada. We may define casteism as a phenomenon by virtue of which persons belonging to a certain caste group are either discriminated against or shown favor to regardless of their merits and demands, just on the basis of their caste.

Characteristics of casteism:
On the basis of the foregoing definitions, the following characteristics of casteism can be outlined.

  • Casteism refers to the blind caste or sub-caste loyalty. It does not care for the interests of other castes.
  • For a casteist my caste men and any caste only, right or wrong is the principle.
  • It submits one’s sense of justice fair play, and humanity to the interest of his own caste.
  • It is anti-democratic
  • It defines the constitution by discriminating on the basis of caste.
  • It is a barrier to national integration.

Casteism is very much active in the politics and administration in modem India The political leaders use caste links at the time of election. The candidates are put up in the constituencies on the basis of the number of castes formed on the area. Elections panchayats parliament are fought using caste as a mean village-level leaders are cultivating ministers for their privileges and favors ministers in return need the help of the village leaders to win in the election.

Many of the ministers at the national level, as well as provincial level, are the leaders of their caste groups, M.N. Srinivas writes regarding the state of affairs in Mysore not only the ministers even the secretaries are chosen on a caste basis. Caste seems to be the most important consideration on the selection of candidates to posts in their promotion certain percentages of seats in schools and colleges are reserved on the basis of caste. In this way, casteism has gone deep into our society.

Causes of Casteism:
Multiple factors are responsible for the growth and spread of casteism. Some of the important factors are:
Sense of Caste Prestige:
Caste prestige is considered to be one of the most important factors of casteism. In a caste society, an individual thinks that his status is linked with caste status. He does all sorts things fair of foul to improve the prestige of his caste. He may close his eyes to the interest of other caste people while doing something to increase caste prestige.

Endogamy:
In a caste, society marriage are confined to one’s own caste.No one is allowed to marry outside the caste, People related by marriage develop a deep sense of belonging towards one another. This strengthens caste consciousness.

Discrimination:
The discrimination against the backward castes in the matter of eating, drinking, marriage, and social interaction by the high castes makes them feel aggrieved. They are also aware that the economically, and politically powerful castes are hostile to their desire to move up. The high castes on the other hand, point to the discrimination practiced against admission to schools and colleges and in appointment to government posts. They say that merit is ignored in caste of caste. All in all inter- caste tension spreads. The after-effect of the execution of the Mandal Commission report is its burning sample.

Urbanization:
Due to urbanization, people from rural areas to urban areas face an impersonal world to live in. They feel insecure which compels them to seek timely help from their own caste people. So they prefer to stay in a cluster formed on the basis of caste.

Remedial Measures:
Casteism has become pervasive. Its root has gone deep into Indian soils. It can be uprooted overnight. It requires “a lot of beating” before it’s done away with However, different scholars have made different suggestions for its eradication. Some of the important M.N. Srinivas has suggested two types of measures for the abolition of casteism namely, short-term and long-term on a short-term basis through wide spread industrialization habits of urban life, co-education, and making inter-caste marriage popular can reduce inter-caste hatred.

On a long-term basis adult franchise, the industrial revolution through five-year plans, the spread of literacy and higher education among the lower castes, the legal rights to Harijans the privileges given to backward castes, and the greater Sanskritization of the way of life of the lower castes would gradually remove casteism. GS. Ghurye’s suggestion is that casteism can be removed by encouraging inter-caste marriage. Co-education will give an opportunity for the boys and girls to come together and inter-marry.

Mrs. Karve suggests the creation of economic and cultural equality between castes as a means to do away with casteism. According to P.N.H. Prabhu casteism can be eliminated if new attitudes in the people are developed. The cinema and other media can do much towards the creation of these attitudes.

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Long Answer Questions

Question 4.
What is regionalism? What are its causes? Suggest some remedial measures to abolish regionalism?
Answer:
Regionalism is another major challenge to nation-building. It does not mean an attachment to one’s region but has come up to mean deciding loyalty to the nation or state. Before understanding regionalism let us know what the term region implies. A region refers to an area marked by certain physical and cultural characteristics which are different from those of neighboring areas.

Love for a particular region in preference to the country and in certain cases in preference to the state of which the region is a part is called regionalism. Regionalism is also understood as a consciousness of loyalty to a distinct area within a country, usually characterized by a common culture and language or social background. Seligman and Johnson have defined regionalism as a counter-movement to any exaggerated or oppressive form of centralization.

According to Iqbal Narain “Regionalism has both a positive and negative dimension speaking on positive terms it embodies a Guest for self-fulfillment on the part of the people of an area. Negatively speaking regionalism reflects a psyche of relative deprivation resulting from specific grievances. In the words of A.T. Philip and K.H. Shivaji Rao Regionalism refers to sub-nationalism demanding preference of the region, as against the country as a whole.

Characteristics:
From the above definitions, we may note down the following characteristics of regionalism. Regionalism is a frame of mind. It is a live and loyalty shown to the region in preference to the state or nation. It is expressed on the ideas like the development of one’s own region even at the caste of other regions’ enjoyment of all benefits from the development by the people of the same regional one. It does not allow people from other regions to work and settle in the region.

Regionalism, today is expressed in the following ways:
The first is the demand for a separate state on the basis of language. The formation of Andhra Pradesh, the division of Punjab into three separate princes such as Punjab. Haryana and Himachal Pradesh the formation of a number of states in the North Eastern region outcomes of which demand.

The second is the slogan of the son of the soil. The essence of the demand is to secure preference for the local people-in matters of employment and protection of their trade and industries. The third is in the form of boundary disputes between the states. The fourth is in the form of the growth of militant regionalism in the name of various senses like Siva Sena in Maharasthra, Tamil Sena in Tamil Nadu, Hindu Sena in North India, etc.

The fifth expression of regionalism is in the form of demand for more state autonomy as is the demand by Assam Gana Parishad (A.GP.) or C.P.I.M. in West Bengal. Last out not least, the expression of regionalism is found in the inter-state water disputes. The conflict between Punjab and Haryana relating to the distribution of water from rivers like Ravi Beas and Sutlej and the fight between Karnataka and Tamil Nadu for the Cauvery Water, etc. can be cited as examples.

Causes of Regionalism
Regionalism is a complex social process. Its causes are many and varied. Some of the important factors promoting regionalism are discussed below:
Geographical factor:
India is a vast country. It has a number of distinct regions Each region has a number of distinct regions. Each region has a different kind of climate, topography, and settlement pattern. This Geographical difference gives people of a region a feeling that they are different from others.

Cultural factors:
Each region has its own customs, traditions, and culture. The people living in a region develop an identity with the culture. They develop a tendency to like at and treat the culture of other regions as alien.

Historical factors:
Many of the regions have their local history. Historical traditional and local heroes. The people of these regions get inspired by their regional history. If for any region the local personalities are ignored regionalism becomes pronounced.

Economic factor:
The economic factor is the root of regionalism, the uneven development of the country’s administration means of communication and education had affected the development of many regions during colonial rule. Even after independence regions have become more advanced economically, industrially, and agriculturally than others. Thus, the difference in economic development gives rise to the feeling of less developed regions have been relatively deprived. The recent movements for a separate LJttarkhand state, Jharkhand state, and Bodoland amply illustrate this.

Linguistic factor:
Language also strengthens the hand of regionalism. India is a country with many languages. People speaking the same language feel united. They develop an emotional attachment for the language and its literature. This at times turns into linguistic regionalism.

Political factors:
Political parties use regions to serve their political ends. They exploit regional sentiments as and when necessary. At the time of the election, they make regional problems an issue for campaigning. A good number of regional parties are also raising their heads. Some such parties are ADMK and AIDAMK in Tamilnadu, Akali Dal in Punjab, Jharkhand Party in Bihar, Assam Gana Parisad in Assam, etc.

Remedial measures:
The task before the nation is how to fight out regionalism. In this connection, the following remedial measures can be suggested.

  • Greater priority should be given to the economic development of the backward regions.
  • Cultural interaction between the regions should be promoted on a large scale.
  • A balanced distribution of national resources should be made for all the regions.
  • People should be educated to wipe out separatist feelings and develop patriotic feelings.

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Short Answer Questions

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 3 The Challenges of Cultural Diversity Short Answer Questions.

CHSE Odisha 12th Class Sociology Unit 3 The Challenges of Cultural Diversity Short Answer Questions

Short Type Questions With Answers

Question 1.
What do you mean by National Integration?
Answer:
National integration is the process that aims at building a nation-state. Unity in diversity is the other name of national integration.

Question 2.
What are the main obstacles to national integration?
Answer:
National integration is one danger in the face of fissiparous forces like communalism, terrorism, casteism and regionalism.

Question 3.
Define communalism?
Answer:
Prabha Dikhit writes “Communalism is a political doctrine which makes use of religious – cultural differences to achieve political ends”.

Question 4.
Give any two important characteristics of communalism?
Answer:

  • It is based on prejudice
  • It is dreadful and undesirable.

Question 5.
Mention any two important causes of communalism?
Answer:

  • Colonial past
  • Economic factors

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Short Answer Questions

Question 6.
Write down Bipin Chandra’s views on Communalism in India?
Answer:
Bipin Chandra explains communalism as an ideology with three basic elements. First, communal ideology is common among people who follow the same religion. They have not only religious beliefs but also common political, social and cultural interests. The second element is the belief that the secular interests (economic .social, political and cultural).

the followers of one religion are different from the secular interests of the followers of another religion. The third element is the belief that the secular interests of different communities are not only different but are hostile to each other.

Question 7.
Suggest any two remedies for the eradication of communalism?
Answer:
Prevention of destruction of idols and violation of customs observed by others. The formation ofAkata committed at the local level to check the growth of anti-social elements and to maintain a healthy atmosphere.

Question 8.
What is casteism?
Answer:
Casteism is a grave menace to national integration an abnormal feature of the caste system when the consideration of superiority between the castes and the tendency to consider the interest of one’s own caste as opposed to other castes are added to the caste. It is turned into casteism. Casteism creates a particular one- side- loyalty to fellow caste men. It generates inter-caste tensions.

Question 9.
Define Casteism?
Answer:
K.M. Panikkar interprets casteism as loyalty to one’s caste. In this way it is only because of casteism that the smiths not to benefit only the smiths while the Joneses want to come to the addition of the other Jones. lt matters like of the other castes are irreparably harmed of it does not cause any concern to the Smiths and Joneses.

Question 10.
Mention any two characteristics of casteism?
Answer:
Casteism refers to the blind caste or sub-caste loyalty. It does not care for the interests of other castes. For a casteist my caste men and my caste only, right or wrong is the principle.

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Short Answer Questions

Question 11.
Mention any two causes of casteism?
Answer:

  • Sense of caste prestige
  • Discrimination

Question 12.
Suggest any two remedies for the eradication of casteism?
Answer:

  • No use of the caste title
  • Economic development and realization of a welfare state.

Question 13.
What is regionalism?
Answer:
Regionalism is another obstacle that stand in the way of nation-building. By regionalism, we mean giving preference to a region over the state or the nation. The region constitutes the core of regionalism.

Question 14.
Define regionalism?
Answer:
According to Iqbal Narain “Regionalism has both a positive and negative dimension. Speaking on positive terms it embodies a Quest for self-fulfillment on the part of the people of an area. Negatively speaking regionalism reflects a psyche of relative deprivation resulting from specific grievance”.

Question 15.
Mention any two expressions of regionalism?
Answer:
It is expressed in the ideas like the development of one’s own region even at the cost of other regions, and enjoyment of all benefits from the development by the people of the same region alone. It is a love and loyalty shown to the region in preference to the state or nation.

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Short Answer Questions

Question 16.
Write any two causes of regionalism?
Answer:

  • Geographical factor
  • Historical factor

Question 17.
Suggest any two remedies for eradicating regionalism?
Answer:
Greater priority should be given to the economic development of the backward regions. Cultural integration between the regions should be promoted in a large scale.

Question 18.
Suggest any two remedies for bringing national integration?
Answer:

  • Development of backward regions.
  • A balanced distribution of developmental gains.

Question 19.
Define communalism and discuss its characteristics?
Answer:
“Harbans Mukhia defines communalism as the phenomenon of religious differences between groups often leading to tension and even rioting between them”.
Characteristics:

  • Communalism is an ideology
  • It is based on economic, political, and social interests.
  • It is an instrument on the hands of the higher class or elite people.
  • It is based on prejudice.

Question 20.
Briefly state the factors of communalism?
Answer:
Communalism is a multi-dimensional social phenomenon. Any struggle cause cannot, therefore, give a full explanation of communalism. Following are some of the factors of communalism:

  • Colonial past.
  • Growth of militant Nationalists.
  • Political factor.
  • Economic factor.

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Short Answer Questions

Question 21.
Write in brief the measures for the abolition of communalism?
Answer:
We have explained some of the causes promoting communalism. The task is to offer some suggestions to eradicate communalism. The Committee on National Integration has given some valuable suggestions. Briefly stated they are as follows. Celebration of community festivals jointly. Cultivating respect for the religious beliefs and practices of the neighbors. Prevention of restriction of idols and violation of customs observed by others.

Question 22.
What are the causes of casteism in India?
Answer:
Multiple factors are responsible for the growth and spread of casteism. Some of the important factors are:

  • Sense of caste prestige
  • Endogamy
  • Discrimination
  • Urbanization

Question 23.
What measures can be suggested for the abolition of casteism in India?
Answer:
Casteism has become pervasive. It not has gone deep into Indian soils. It cannot be uprotted overnight. It requires a lot of beatings before it is done away with. However, apparently, scholars have made different suggestions for its eradication. Casteism can be removed encouraging inter-caste marriages. Co-education will give an opportunity for the boys and girls to come together and inter-marry. Creation of economic and cultural equality between castes as a means to do away with casteism.

Question 24.
Mention different expressions of regionalism?
Answer:
Regionalism is another major challenge to nation-building. It does not mean a mere attachment to one’s region but has come up to mean deriding the nation or state. Before understanding regionalism let us know what the term region implies. A region refers to an area marked by certain physical and cultural characteristics which are different from those of neighboring areas. Love for a particular region in preference to the country and in certain cases in preference to the state of which the region is a point is called regionalism.”

Question 25.
Describe the factors responsible for regionalism in India?
Answer:
Regionalism is a complex social process. Its causes are many and varied. Some of the important factors promoting regionalism are:

  • Geographical factor.
  • Cultural factor.
  • Historical factor.
  • Linguistic factor.
  • Economical factor

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Short Answer Questions

Question 26.
What measures do you like to suggest to fight out regionalism?
Answer:
Greater priority should be given to the economic development of the backward regions. Cultural interaction between the regions should be promoted in a large scale. A balanced distribution of national resources should be made for all the regions.

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Objective Questions

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 3 The Challenges of Cultural Diversity Objective Questions and Answers.

CHSE Odisha 12th Class Sociology Unit 3 The Challenges of Cultural Diversity Objective Questions

Multiple Choice Questions With Answers

Question 1.
Who said that “Integration is a thought which must go into the minds of the people. It is the consciousness which must awaken the people at large”?
(a) Dr. S. Radhakrishnan
(b) Akin Benjamin.
(c) Rasheeudin
(d) H.A.Gani
Answer:
(a) Dr. S. Radhakrishnan

Question 2.
Who said that “Integration means assimilation of the entire people of a country to a common identity”?
(a) Radhakrishnan
(b) A. Gani
(c) Akin Benjamin
(d) Rasheeudin
Answer:
(c) Akin Benjamin

Question 3.
Who said that “National integration means cohesion but not fashion unity but not uniformity, reconciliation but not merger agglomeration but not the assimilation of the discrete segment, of people constituting a political community or a state”?
(a) Rasheeudin Khan
(b) Radhakrishna
(c) Akin Benjamin
(d) A. Gani
Answer:
(a) Rasheeudin Khan

Question 4.
Who said this, “National integration is a socio-psychological and educational process through which a feeling of unity solidarity and cohesion develops in the hearts of the people and sense of common citizenship or feeling of loyalty to the nation is fostered”?
(a) H. A. Gani
(b) Rasheeudin Khan
(c) Radhakrishnan
(d) Akin Benjamin
Answer:
(a) H.A. Gani

Question 5.
Who said this, “National integration is a strong feeling of brotherhood and nationhood that inspires a people on all spheres Of its thought and activity and helps it to sink and ignore all real differences individual, parochial, linguistic or religious?
(a) Report of the Committee on National Integration -1962.
(b) Dr. S. Radhakrishnan
(c) H.A. Gani
Answer:
(a) Report of the Committee on National Integration -1962.

Question 6.
Does social integration mean _______?
(a) Binds the people of the country
(b) Sentiment of the people
(c) Emotion and sentiment
(d) Above all
Answer:
(d) Above all

Question 7.
Does national integration mean _______?
(a) Feelingoftogethemess
(b) Asenseofunity
(c) Senseofbelongingness.
(d) above all
Answer:
(d) Above all

Question 8.
Who said this, “Communalism as a phenomenon by virtue of which persons belonging to a certain community are either discriminated against or shown favor to, regardless of their merits of demerits, just on the basis of their merits of demerits, just on the basis, of their community”?
(a) HumayunKabir
(b) Harbans Mukhia
(c) Bipin Chandra
Answer:
(a) HumayunKabir

Question 9.
Who said that “Communalism as the phenomenon of religious differences between groups often leading to tension and even rioting between them”?
(a) Bipin Chandra
(b) Harbans Mukhia
(c) HumayunKabitr
Answer:
(b) Harbans, Mukhia

Question 10.
Who said that “Communalism as an ideology with three basic elements for the communal idealism is song among the people who follow the same religion. They have not only religious beliefs but also common political social and cultural interests. The second element is the belief that the secular interests (economic, social, political, and cultural) of the followers of one religion are different from the secular interests of the belief that the secular interests of different communities are not only different but are hostile to each other”?
(a) HumayunKabir
(b) Bipin Chandra
(c) Harbans Mukhia
Answer:
(b) Bipin Chandra

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Objective Questions

Question 11.
Who said this, “Communalism is a political doctrine which makes use of religious – cultural differences to adhere powerful ends”?
(a) PrabhaDikhit
(b) Ajgar Ali Engineer
(c) Bipin Chandra
Answer:
(a) PrabhaDikhit

Question 12.
Who said this, “communalism as the art of skillfully manipulating the religious sentiments and cultural ethos of a people by to its political, economic and cultural arbitration by identifying these aspirations those of the entire community”?
(a) PrabhaDikshit
(b) Ajgar Ali Engineer
(c) Bipin Chandra
(d) Harbans Mukhia
Answer:
(b) Ajgar Ali Engineer

Question 13.
Which of the following characteristics of communalism?
(a) Commynalism is an idealism
(b) Economic, political and social interests
(c) It is based on prejudice
(d) Above all of them
Answer:
(d) Above all of them

Question 14.
Which of the following causes of communalism?
(a) Colonial past
(b) Economic factors
(c) Psychological Factors
(d) Above all of them
Answer:
(d) Above all of them

Question 15.
Which of the following suggestions are essential to flight out communalism?
(a) Celebration of community festivals Jointly,
(b) Cultivating respect for religious beliefs
(c) Prevention of idolts.
(d) Above all of them
Answer:
(d) Above all of them

Question 16.
“Casteism is an over-riding, blind and supreme group loyalty that ignores the healthy social standards of justice fair play, equality universal brotherhood”. Whose difference it is?
(a) KakaKalelkar
(b) K.M. Panik
(c) D. N. Prasad
Answer:
(a) Kaka Kalelkar

Question 17.
Casteism is loyalty to one’s sub-caste. Thus on his words, “In this way, it is only because of casteism that the smiths want to benefit only the smiths while the joneses want to come to the aid of the other joneses. It matters little of the members of the other castes are irreparably harmed if it does not cause any concern to the smiths and joneses”. Whose definition it is?
(a) KakaKalelkar
(b) K.M. Panikkar
(c) M.N. Srinivas.
Answer:
(b) K.M. Panikkar

Question 18.
Casteism is a loyalty to the caste translated into politics. In this way caste has been dragged into the political arena in the form of casteism such as Brahmanavada and Kayasthavada”. Whose difference it is?
Answer:
D.N. Prasad.

Question 19.
Which of the following are the characteristic of casteism?
(a) Blind caste
(b) Sub-caste loyalty
(c) Itisantidomocratic
(d) Above all of them
Answer:
(d) Above all of them

Question 20.
Which of the following are the causes of casteism?
(a) Endogamy
(b) Discrimination
(c) Urbanisation
(d) Sense of caste pressure.
(e) Above all of them
Answer:
(e) Above all of them

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Objective Questions

Question 21.
“Casteism can be eliminated if new attitudes on the people are developed. The common and other media can do much towards the creation of these attitudes”. Whose definition it is?
(a) IravatiKarve
(b) P.N.H. Prabhu
(c) M.N. Srinivas
(d) G.S. churye
Answer:
(c)P.N.H.Prabhu

Question 22.
“Regionalism has both a positive and negative dimension. Speaking in positive terms it embodies a Question test for self- fulfillment on the part of the people of an area. Negative speaking, regionalism reflects a psyche of relative deprivation resulting from speaking grievance.” Whose definition it is?
(a) Iqbal Narain
(b) A.T. Philip and K.H. Shivaji Rao
(c) Seligman and Johnson
Answer:
(a) Iqbal Narain

Question 23.
“Regionalism as a counter-movement to any exaggerated or oppressive form of centralization”. Whose definition it is?
(a) Seligman and Johnson
(b) IQuestion bal Naroism
(c) A.T. Philip and K.H. Shivaji
Answer:
(a) Seligman and Johnson

Question 24.
“Regionalism refers to sub- nationalism demanding preference of the region as against the country as a whole”. Whose definition it is?
(a) A.T. Philip and K.H. Shivaji Rao
(b) Iqbal Narain
(c) Seligman and Johnson
Answer:
(a) A.T. Philip and K.H. Shivaji Rao

Question 25.
Which of the following characteristics of regionalism?
(a) Frameofmind
(b) Loyalty is shown to the region
(c) Above all of them
Answer:
(c) Above all of them

Question 26.
Which of the following are the causes of regionalism?
(a) Geographical factor
(b) Culture factor
(c) Historical factor
(d) Economic factor
(e) Above all of them
Answer:
(e) Above all of them

Question 27.
The region also is expressed in the following ways?
(a) Demand a separate state on linguistic line
(b) The voice of the soil
(c) Demand for more state autonomy.
(d) Above all of them
Answer:
(d) Above all of them

Question 28.
Regionalism can be brought under check if the following measures are taken up?
(a) development of backward regions
(b) a balanced distribution of developmental gains
(c) educating people to caste-separate tendencies.
(d) Above all of them
Answer:
(d) Above all of them.

Question 29.
Some useful suggestions to root out casteism are?
(a) No use of the caste title
(b) Economic development and realization of a welfare state.
(c) Propaganda through various means of media against casteism
(d) Above all of them.
Answer:
(d) Above all of them.

Question 30.
The remedial measure to word off communalism are as follows?
(a) Observance of self-control
(b) Cultivating mutual respect for cultural practices.
(c) Formation of Ekatacommitee.
(d) Above all of them
Answer:
(d) Above all of them

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Objective Questions

One Word Answers

Question 1.
Give any one characteristic of communalism?
Answer:
Communalism is art ideology

Question 2.
Mention any one problem of national integration?
Answer:
communalism

Question 3.
Mention any one problem of national integration?
Answer:
Colonial past

Question 4.
Mention any one feature of national integration?
Answer:
Mutual tolerance

Question 5.
Mention any one suggestion to fight out communalism?
Answer:
Prevention of destruction of idols and violation of customs

Question 6.
Give any one cause of custom?
Answer:
Sense of caste prestige

Question 7.
Mention any one characteristic of regionalism?
Answer:
Regionalism is a frame of mind.

Question 8.
Give any one cause of regionalism?
Answer:
Geographical

Question 9.
Mention any one remedial measures of casteism?
Answer:
No use of the caste title

Question 10.
Give any one remedial measure of communalism?
Answer:
A joint celebration of festivals.

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Objective Questions

Correct Sentences

Question 1.
National integration of various people of a country together?
Answer:
National integration binds the people of a country together.

Question 2.
National integration as a sense of belongingness?
Answer:
National integration as a sense of belongingness.

Question 3.
National integration is a socio-psychological and educational process?
Answer:
National integration is a socio-psychological and educational process.

Question 4.
National integration is social solidarity?
Answer:
National integration is organic solidarity.

Question 5.
National integration is an assimilation of the entire people of a country?
Answer:
National integration is the assimilation of the entire people of a country.

Question 6.
Communalism is the number one national friend?
Answer:
Communalism is the number one national enemy.

Question 7.
Communalism means one’s loyalty to one’s Association?
Answer:
Communalism means one’s loyalty to one’s communalism.

Question 8.
Communalism is an ethics?
Answer:
Communalism is an ideology.

Question 9.
Communalism is a dimensional social phenomenon?
Answer:
Communalism is a multi-dimensional social phenomenon.

Question 10.
Communalism is a grave menace to social integration?
Answer:
Casteism is a grave menace to integration.

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Objective Questions

Question 11.
Casteism refers to the truth of caste or sub-caste loyalty?
Answer:
Casteism refers to the blind caste or sub-caste loyalty.

Question 12.
Casteism can be removed by encouraging inter- castes marriage?
Answer:
Casteism can be removed by encouraging inter-caste marriage.

Question 13.
Regionalism is another major challenge to nation building?
Answer:
Regionalism is another major challenge to nation-building.

Question 14.
Regionalism has both a direct and indirect dimension?
Answer:
Regionalism has both positive and negative dimensions.

Question 15.
Regionalism is a soul of mind?
Answer:
Regionalism is a frame of mind.

Question 16.
Regionalism is a simple social process?
Answer:
Regionalism is a complex social process.

Question 17.
Social integration is the other name of national integration?
Answer:
Units in diversity is the other name of national integration.

Question 18.
National integration is the process which aims at building a state?
Answer:
National integration is the process which aims at building a nation-state.

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Objective Questions

Fill In The Blanks

1. National integration is the process Which aims at building a _______ state.
Answer:
Nation

2. ______ is the other name of a national integration.
Answer:
Unity in diversity.

3. National integration is a danger in the race of fissiparous forces like ______, ______, and ______.
Answer:
Communalism, regionalism, casteism

4. Castismis ______ loyalty to one’s caste group.
Answer:
Blind

5. Casteism is propagated by a ______ of factors.
Answer:
Host

6. Regionalism is a ______ of mind.
Answer:
Frame

7. Regionalism has both a _______ and _______ dimension.
Answer:
positive, negative

8. Casteism is very much ______ in the politics and administration in modern India.
Answer:
active

9. Casteism is a grave ______ to national integration.
Answer:
menace

10. Communalismisa ________ dimensional social phenomenon.
Answer:
Multi

CHSE Odisha Class 12 Sociology Unit 3 The Challenges of Cultural Diversity Objective Questions

11. Communalism is the number one ______ enemy.
Answer:
National

12. Communalism means one’s _______ To one’s community.
Answer:
Loyalty

13. Communalismisan _______.
Answer:
Idealism

14. National integration is a sense of ______ a feeling of ______ and of unity.
Answer:
Belongingness, togetherness.

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Long Answer Questions

Odisha State Board CHSE Odisha Class 12 Political Science Solutions Unit 2 Democratic Process in India-I Long Answer Questions.

CHSE Odisha 12th Class Political Science Unit 2 Democratic Process in India-I Long Answer Questions

Long Questions With Answers

Provisions in the Indian Constitution of Federalism with strong central government

  • Formation of states or merger of states of two or more states into one is in the hands of Parliament, the parliament has powers to form a new state or merge with old states or change the name of any state.
  • Our centre has important and powerful emergency powers which can turn a federal system into highly centralised. During emergency, parliament takes the power of states from state list. That means, in these emergency situations, centre will legislate on state list.
  • Under normal conditions, centre has important financial powers, items generating revenue are under the control of central government, therefore, centre has many financial resources and states are dependent on grants and financial resources from centre.
  • In terms of planning and development of the entire country, it adopted centralisation. Planning Commission was appointed by union government that will control, supervise and manage the resources ofstates and union government uses its discretion to give grants and loans to states.
  • The position of governor in states is also a sign of centralisation. The Governor can recommend dismissal of state government and dissolution of assembly. He also has the power to keep the bill with himself rather than passing to president for his assent, this leads to delay in passing the bill by state legislation.
  • There may be situations where the centre needs to legislate in state list. This can happen if the Rajya Sabha agrees. The constitution clearly says that executive power of centre is superior than executive power of states. Article 257(1) says that executive power of states should be exercised in such a way that it does not disturb the functioning or exercise of powers of union, and the executive power of the union can give directions to state government if it appears necessary.
  • The central government may choose to give instructions to the state government.
  • We are also having an All India Services. These officers are under control of central government but serve in the administration of states. States cannot remove these officers nor can take disciplinary action.
  • Articles 33 and 34 authorise parliament to protect officers of union or states if these officers have taken any action during the martial law to maintain peace and order. Armed Forces Special Powers Act has been made on these basis but this act has created tensions because a officer will not be penalised or punished if he/she has done any wrong in a state or part of country where there is martial law.

Question 1.
How has central government controlled the financial resources of states?
Answer:
The central government has effective financial resources. Firstly, interims generating revenue are under the control of central government. Therefore, central government has many revenue sources and states are dependent on grants and financial assistance from centre. Secondly, union also appointed Planning Commission for the socio-economic progress and development of the country. This led to centralisation where the Planning Commission coordinated, controlled and supervised the resources ofthe states.

Question 2.
How does the position of governor led to the centralisation of resources?
Answer:
Governor has power to recommend the dismissal of state government and dissolution of state assembly. In normal circumstances also, Governor has the power to reserve a bill passed by state legislature for the assent of the President. This gives the central government an opportunity to delay the state legislation and examine bills and veto them.

Question 3.
How has all India services centralised our federal system?
Answer:
The all India services are common to the entire territory of India and officers selected serve in the states, states on the other hand cannot take disciplinary action nor can they remove these officers from service.

Question 4.
What is articles 33 and 34?
Answer:
Articles 33 and 34 authorise the parliament to protect the persons in the service of nation or a state in respect of any action taken by them during martial law to maintain law and order.

Conflicts in India’s Federal System:

Although the distribution of powers between centre and states is well defined in the Indian constitution. But still many conflicts has taken place between centre and states for demanding autonomy, for share in resources, for demanding new states and conflicts between states have also arisen. This topic will deal with some of these conflicts.

Centre states relations: Federalism in India has been influenced by political process of the country. In the 1950s and 1960s when there was Congress dominance in centre as well as states, the relations between centre and states have been quite peaceful and without tensions. The states shared the hope that they together will be making development and socio-economic progress. Also because states had the same party which was in centre, that is, Congress ruled both states and centre so there was not much tension.

But in the 1960s Congress dominance declined and in states large number of opposition parties came to power, they wanted greater autonomy and independence. They did not want centre to intervene in their state’s affairs everytime. And the Congress which was ruling at centre in 1960s was also not very comfortable in dealing with opposition parties in states.

And in 1990s coalition government came to power. Congress dominance had ended. And states also had different opposition parties. So there was a different government at centre and different government at states. So, this resulted in greater say for the states, a respect for diversity and beginning of more mature federalism. So, therefore, in this second phase, issue of autonomy became very powerful.

Question 1.
What has been centre state relations since the time of independence?
Answer:
In 1950s and 1960s when there was Congress dominance in centre as well as states, the relations between centre and states have been quite peaceful and without tensions. The states shared the hope that they together will be making development and socio-economic progress. Also because states had the same party which was in centre, that is, Congress ruled both states and centre so there was not much tension.

But in 1960s Congress dominance declined and in states large number of opposition parties came to power, they wanted greater autonomy and independence. They did not want centre to intervene in their state’s affairs everytime. And the Congress which was ruling at centre in 1 960s was also not very comfortable in dealing with different and opposition parties in states.

And in 1990s, coalition government came to power. Congress dominance had ended. And states also had different opposition parties. So there was a different government at centre and different government at states. So,this resulted in greater say for the states, a respect for diversity and beginning of more mature federalism. So, therefore, in this second phase, issue of autonomy became very powerful.

Question 2.
How was the centre state relations in the 1990s?
Answer:
In 1990s, coalition government came to power. Congress dominance had ended. And states also had different opposition parties. So there was a different government at centre and different government at states. So,this resulted in greater say for the states, a respect for diversity and beginning of more mature federalism. So, therefore, in this second phase, issue of autonomy became very powerful.

Question 3.
What kind of federalism did we see in 1990s?
Answer:
In 1990s we saw more of mature federalism where states had greater say and less intervention by centre, and coalition government came to power. Congress dominance had ended. And states also had different opposition parties. So there was:a different government at centre and different government at states. So, this resulted in a respect for diversity and beginning of more mature federalism. And the issue of autonomy became very powerful.

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Long Answer Questions

Demand for autonomy:

The other nature of conflict which arose in federalism was related to demand of autonomy. The states had started demanding more independence to govern their state of affairs. Now the question is what kind of autonomy? Autonomy means different things to different states and parties. Parties like DMK, akali dal, CPI-M, had demanded division of powers in favor of
states and more important powers to be assigned to states.

They also demanded financial autonomy. States should have independent sources of revenue and greater control resources. if you remember, we learnt that centre has control over items generating revenue. In 1977, left front government in West Bengal brought out a document demanding the restructuring of centre and state relations. Which means that the states wanted more independence to be given to them. Tamilnadu and Punjab also demanded greater financial powers

They are also angry about greater administrative control through All India Services. States do not want centre to control their administrative machinery.

The autonomy demands are also related to cultural and linguistic issues. For example, Tamilnadu was opposed to domination of Hindi and the Punjabi culture. In 1960, some states were opposed to the imposition of Hindi language. Because these states thought that they are trying to spread Hindi and Punjabi culture and this will destroy their own South Indian culture.

Question 1.
What kinds of autonomy demands were made by states?
Answer:
Autonomy demands made by states were:
Parties like DMK, Akali Dal, CPI(M) had demanded division of power in favor of states and more important powers to be assigned to states.

They also demanded financial autonomy. States should have independent sources of revenue and greater control of resources. if you remember, we learnt that centre has control over items generating revenue. In 1977, left front government in West Bengal brought out a document demanding restructuring of centre and state relations. Tamil Nadu and Punjab also demanded the same.

They are also angry about greater administrative control through All India Services. States do not want centre to control their administrative machinery.

The autonomy demands are also related to cultural and linguistic issues. For example, Tamil Nadu was opposed to the domination of Hindi and the Punjabi culture. In 1960, some states were opposed to the imposition of Hindi language. Because these states thought that they are trying to spread Hindi and Punjabi culture and this will destroy their own South Indian culture.

Role of Governors during President’s Rule:

The position of governor has also become a source of conflict for centre state relations and tension for federalism. The governor is not an elected office but many governors have been retired military officers or civil servants or politicians. And also governor is appointed by central government. So governor is seen as an interfere in the affairs of state. The Sarkaria Commission which was appointed in 1983 and submitted its report in 1988 to give recommendations of centre-state relations, recommended’ that appointments of governor should be strictly non partisan and impartial.

Article 356 is also a source of controversy as this article provides for President’s Rule in any state. It means that ifthe government ofthe state can not be carried in accordance of the provisions of the Constitution then the President’s Rule is declared. And the state government is taken over by Union Government. The President’s proclamation has to be ratified by parliament and President’s Rule can be extended till three years.

Governor has the power to dismiss the state government which means that governor can remove the state government in power or suspend it. This power was misused and in many cases state governments were dismissed even when they had majority for example: in Kerala in 1959.

Article 356 was used occasionally till 1967. After 1967 many states had non Congress states and the Congress was in centre. Sp centre used this provision of article 356 to remove elected governments as in Andhra Pradesh and Jammu and Kashmir in 1980’s.

Question 1.
How the position of governor has centralised our federalism?
Answer:
The position of governor has centralised our federalism. The governor is not an elected office and many governors have been retired military officers or civil servants or politicians. The appointment of governor has been by central government. So governor is seen as an interference in the affairs of state.

Article 356 has also been used by centre to assert its control over the state. This article provides for President’s Rule in any state. It means that if the government of the state cannot be carried in accordance of the provisions of the constitution then the President’s Rule is declared. And the state government is taken over by union government. And along with this Governor also has the power to dismiss the state government or suspend it. This power has been misused and in many cases state governments were dismissed even when they had majority for example: in Kerala in 1959, Andhra Pradesh and Jammu and Kashmir in 1980s.

Question 2.
What is Sarkaria Commission?
Answer:
Sarkaria Commission was the commission which was appointed in 1983 to look into centre-state relations.

Question 3.
What was the recommendation of the Sarkaria Commission ?
Answer:
The recommendation of the Sarkaria Commission was that appointments of governors should be strictly non partisan.

Question 4.
Why was the Sarkaria commission appointed?
Answer:
After the decline in the dominance of Congress in the states, states started demanding autonomy and less interference in their state’s affairs. Centre state relations were leading to constant source of tensions. That is why Sarkaria Commission was appointed.

Question 6.
What is article 356?
Answer:
Article 356 says that if a situation has arisen in which the government of the state cannot be carried in accordance with the provisions of the constitution, President’s Rule can be declared in that state.

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Long Answer Questions

Demand for New States :
The other factor which is leading to source of in our federal system is demands for new states. Initially the demand for new states was for conserving their identity and their culture. So in 1954, the states reorganization commission was set up and it recommended creation of states on a linguistic basis. It means that states will be formed on the basis of language. Gujarat and Maharashtra were created in 1960, Punjab and Haryana were separated in 1966. North East region was reorganised and several new states were formed like Meghalaya, Manipur and Arunachal Pradesh.

Since 1990s, demand for further states have been made. It is made on the reason that development have net been able to reach these parts ofthe country. Three new states have been formed Jharkhand from Bihar, Chattisgarh from Madhya Pradesh and Uttaranchal from UP. These areas remained backwards and were underdeveloped.

Following states have also been demanding new states on the reason of development. For example, Telangana in Andhra Pradesh and Vidarbha in Maharashtra.

Question 1.
Why was states reorganisation commission formed?
Answer:
States Reorganisation commission was formed in 1 954 to recommend creation of states on a linguistic basis.

Question 2.
On what basis has the states been formed?
Answer:
In 1950s, states were formed on the basis of language. For example, Haryana and Punjab in 1966, Gujarat and Maharashtra in 1960. But after the 1990s states are being formed on the need for development. For example, Jharkhand, Uttaranchal and Chattisgarh in the 1990s.

Question 3.
How did demand of new states become the source of conflict for federalism?
Answer:
Demand of new states became the source of conflict for federalism because in 1950s many groups rose to demand statehood for preserving their culture and identity. And post 1 990s, new states have been demanded on the basis of development.

Question 4.
When was Gujarat and Maharashtra formed?
Answer:
In 1960

Question 5.
When was Haryana separated from Punjab?
Answer:
In 1966

Inter-state conflict :
Another source of tension in federalism is inter-state conflicts. Till now we have read that there have been conflicts between centre and states. But there are conflicts between two or more states also. The prominent conflicts are over

  • boundary issues and
  • river disputes

Boundary issue:
States have been formed on the basis of language. But on the border sides, there is a possibility that people speaking more than 1 language resides. So, states lay claim over the territories. One of the long-standing dispute is between Maharashtra and Karnataka over the city of Belgaum. Both Punjab and Chandigarh has laid claims over Chandigarh and both declare Chandigarh as their capital. While border disputes are about sentiments. Other important source of conflicts is river dispute.

River dispute:
This is more important because water is required for agriculture and drinking purposes. Cauvery water dispute is a very famous dispute where Tamilnadu and Karnataka are fighting over the share of cauvery water. Gujarat, Madhya Pradesh and Maharashtra are fighting over Narmada river.

Question 1.
What are the source of inter-state conflicts?
Answer:
Boundary issue: States have been formed on the basis of language. But on the border sides, there is a possibility that people speaking more than 1 language resides. So, states lay claim over the territories. One of the long standing dispute is between Maharashtra and Karnataka over the city of Belgaum. Both Punjab and Chandigarh has laid claims over Chandigarh and both declare Chandigarh as their capital.

River dispute: This is more important because water is required for agriculture and drinking purposes. Cauvery water dispute is a very famous dispute where Tamilnadu and Karnataka are fighting over the share of Cauvery water. Gujarat, Madhya Pradesh and Maharashtra are fighting over Narmada river.

Question 2.
What are the causes of tension in our federalism?
Answer:
Centre- State relations
Demand for autonomy
Role of Governors and President’s Rule
Demand for new states
Inter state conflicts

Special Provisions: The most surprising feature of Indian federalism is that many. states are given differential treatment. We already know that in Rajya Sabha, states have got representation according to the size of states. UP have got largest number of members while small north eastern states have got 1 member in Rajya Sabha. But the division of powers is common to all states.

But constitution has given special provisions to north eastern states because of large tribal population, their different history and culture, which they wish to retain (Article 371). Article 370 has given special provisions to Jammu and Kashmir. Because after independence, there was a war between India and Pakistan over Kashmir. And Maharaja of Kashmir agreed to join India under certain conditions. That is why Jammu and Kashmir has been given special provisions in the Constitution. But these provisions have not been able to arrest the alienation and marginalization they are suffering.

Question 1.
What is Article 370?
Answer:
Article 370 gives special provisions to Jammu and Kashmir under Indian Constitution.

Question 2.
What is Article 371?
Answer:
Article 371 gives special provisions to North-Eastern States under Indian Constitution.
Non-serious
Non-serious federalism

Introduction
USSR broke into 15 Countries in 1991. Pakistan was also divided in 1971, from which Bangladesh was formed. Canada also came close to break up into english speaking and french speaking regions of the country.

It seems to be great achievement that India, which is so diverse in terms of language, regions, religions has remained united after Independence. What was our political system that kept India united despite being such a diverse country? This question will be answered in this Chapter.

Federalism:
Our constitution adopted a federal structure where states can govern independently yet centre will maintain its control over the states.

The characteristics of federalism are:

  1. There are two types of government one at the state level and other at the national level and these governments are independent. In some countries, like USA there is a system of dual citizenship which means that USA citizens has two citizenship, one of USA and other of there state, but in india we have only one citizenship that is of Indian nationality. Our Constitution does not recognise any other nationality that is of being Assamese, Bengali etc.
  2. But yes, if we are not having two types citizenship but we are surely having two types of identities, that is we are identified as Assamese, Bengali, Gujarati or Kashmiri but at the same time we are identified as an Indian also. Therefore, each level government has their own powers, responsibilities and a separate system of governance.
  3. The powers, responsibilities and their manner of governance are written in the constitution, which is considered supreme.
  4. And ifany conflict arises over the demarcation of power between centre and state, then the judiciary intervenes to settle the disputes.

Question 2.
What other factors besides politics keep the federations united?
Answer:
Besides politics, other factors which keep the federations united are culture, ideology and history. Culture of trust, cooperation, mutual respect and restraint has also helped in the smooth functioning of federations.

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Long Answer Questions

Federalism in the Indian Constitution:

If the countries have disintegrated like USSR, Pakistan; it does not mean that they did not have any federal system, these countries were also having federal system, but then why it lead to their disintegration?

Because simply having federalism is not enough, it also depends on the type of federalism you have, whether you have federalism with a weak centre or there is a federalism with a strong centre. USSR had federalism with a weak centre that is why the centre was not able to control its territories. But India has federalism with a strong centre and it was able to have a strong control over its states.

India is a diverse land with many languages, religions and regions. And to give them identity and recognition, leaders of our national movement thought that these units should govern themselves. But how much powers should be given to the states to govern themselves? Our Constituent Assembly decided to frame the government that would be based on principles ofunity and cooperation between centre and states and separate power to states.

The most important principle of the federal system adopted by Indian Constitution is that relations between states and centre would be based on cooperation, therefore, our constitution recognised diversity but at the same time it emphasised unity. And surprisingly, our constitution does not even mention the word federation. Article-1 simply says that India that is Bharat shall be a union of states which means states will live in unity.

Question 1.
What is the nature of our federal system?
Answer:
Our federal system is based on the principles of unity and cooperation between centre and states and separate powers to the states, therefore, our constitution recognises diversity and emphasies unity.

Question 2.
Why did our national leaders thought of centralised federal system?
Answer:
India is a diverse I md with many languages, culture, religions and regions. it was necessary to give recognition to them, and also India is a large country, so it was important to divide powers between provinces and central government, that is why our national leaders thought of federal system, but they wanted unity and cooperation between states. so they gave us a centralised federal system.

Division of powers:

As we have just read that our leaders of national movement divided the powers between centre and states, so there are two levels of government- one which governs the entire country that is national government and the other which governs the states is called state government. Both of these have been granted status by the constitution and their acreas of functions are clearly demarcated under union list, state list and concurrent list.

Under union list only, centre can legislate and work in these subjects, in state list, only state can legislate and work in these subjects and under concurrent both union and state can work. If there is any conflict in these lists, or if there is a conflict which subject to be done by whom, then judiciary intervenes and resolves the issues.

One important thing is that economic and financial powers are centralised and are in the hands of central government. that means though states have been given subjects to be worked under but they do not have financial resources to carry out their work. And if any matter is not mentioned in the lists, then it comes under residuary powers. and union legislature can alone legislate on these matters, state cannot legislate on these matters.

This means that there is a unitary federal structure.

Question 1.
What are the two levels of government in our political system?
Answer:
Our political system has two levels of government:

  • National level.
  • State level.

Question 2.
What are residuary powers?
Answer:
Subjects which do not come in any of the lists come under residuary powers. union legislature alone has the power to legislate on such matters. For example, Cyber Laws

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Long Answer Questions

Why did we adopt federalism with a strong central government?

As we have read in introduction that federal countries like USSR disintegrated, so the important question which comes is the nature of federalism, whether the federalism was with a weak central government who could not control the desire of states to separate from their country or federalism was with strong central government which would keep a check and control on states.

India is a diverse country and there was a requirement of federalism which will accommodate the demands ofall diversities, but at the same time it require a strong central government that will stop disintegration and bring about social and political change, with this idea in mind our constitution framers drafted the constitution and also at the time of independence. India was not only divided into Provinces by the British but there were more than 500 Princely States which had to be integrated into existing states or new states had to be created.

Besides unity as a factor, India needed to tackle socio-economic problems of the country. It required to eliminate poverty, illiteracy and inequalities of wealth. So it required strong central government in cooperation with states for development and unity.

Question 1.
Why did India adopt federalism with strong central government?
Answer:
The reasons for which India adopted federalism with strong central government:

  • India is a diverse country. So, there was a need of federalism which will accommodate the demands of all diversities. But at the same time it require a strong central government that will stop disintegration and bring about social and political change.
  • At the time of independence, India was not only divided into provinces by the British but there were more than 500 princely states which had to be integrated into existing states or new states had to be created.
  • Besides unity as a factor, India needed to tackle socio-economic problems of the country. It required to eliminate poverty, illiteracy and inequalities of wealth. So it required strong central government in cooperation with states for development.

Conflicts in India’s federal system:

Although the distribution of powers between centre and states is well defined in the Indian constitution. But still many conflicts has taken place between centre and states for demanding autonomy, for share in resources, for demanding new states and conflicts between states have also arisen. This topic will deal with some of these conflicts.

(a) Centre states relations: Federalism in India has been influenced by political process of the country. In the 1950s and 1960s when there was Congress dominance in centre as well as states, the relations between centre and states have been quite peaceful and without tensions. The states shared the hope that they together will be making development and socio-economic progress. Also because states had the same party which was in centre, that is, Congress ruled both states and centre so there was not much tension.

But in 1960s Congress dominance declined and in states large number of opposition parties came to power, they wanted greater autonomy and independence. They did not want centre to intervene in their state’s affairs everytime. And the Congress which was
ruling at centre in 1960s was also not very comfortable in dealing with opposition parties in states.

And in 1990s coalition government came to power. Congress dominance had ended and states also had different opposition parties. So there was a different government at centre and different government at states.

(b) Demand for autonomy: The other nature ofconflict which arose in federalism was related to demand of autonomy. The states had started demanding more independence to govern their state of affairs. Now the question is what kind of autonomy? Autonomy means different things to different states and parties.

  • Parties like DMK, Akali Dal, and CPI(M) had demanded division of powers in favor of states and more important powers to be assigned to states.
  • They also demanded financial autonomy. States should have independent sources of revenue and greater control resources.ifyou remember, we learnt that centre has control over items generating revenue. In 1977, left front government in West Bengal brought out a document demanding a restructuring of centre and state relations. Which means that the states wanted more independence to be given to them. Tamilnadu and Punjab also demanded greater financial powers
  • They are also angry about greater administrative control through All India Services. States do not want centre to control their administrative machinery.
  • The autonomy demands are also related to cultural and linguistic issues. For example, Tamil Nadu was opposed to the domination of Hindi and the Punjabi culture. In 1960, some states were opposed to the imposition of Hindi language. Because these states thought that they are trying to spread Hindi and Punjabi culture and this will destroy their own South Indian culture.

(c) Role of Governors and President’s Rule: The position of governor has also become a source of conflict for centre state relations and tension for federalism. The governor is not an elected office. Governor is appointed by central government. So governor is seen as an interfere in the affairs of state.

Article 356 is also a source of controversy as this article provides for President’s Rule in any state. It means that if the government of the state can not be carried in accordance of the provisions of the constitution then the President’s Rule is declared and the state government is taken over by Union government.

Governor has the power to dismiss the state government which means that governor can remove the state government in power or suspend it. This power was misused and in many cases state governments were dismissed even when they had majority for example: in Kerala in 1959, Andhra Pradesh and Jammu and Kashmir in 1980s.

(d) Demand for New States: The other factor which is leading to source of tension in our federal system is demands for new states. Initially the demand for new states was for conserving their identity and their culture. So the states were formed on the basis of language. Gujarat and Maharashtra were created in 1960, Punjab and Haryana were separated in 1966. North East region was reorganised and several new states were formed like Meghalaya, Manipur and Arunachal Pradesh.

Since 1 990s, demand for further states have been made. It is made on the reason that development have not been able to reach these parts of the country. Three new states have been formed Jharkhand from Bihar, Chattisgarh from Madhya Pradesh and Uttaranchal from UP. These areas remained backwards and were underdeveloped.

Following states have also been demanding new states on the reason of development.
For example, Telangana in Andhra Pradesh and Vidarbha in Maharashtra.

(e) Inter-state conflict: Another source of tension in federalism is inter-state conflicts. Till now we have read that there have been conflicts between centre and states. But there are conflicts between two or more states also. The prominent conflicts are over

  • boundary issue
  • river disputes

Boundary issue:
States have been formed on the basis of language. But on the border sides, there is a possibility that people speaking more than one language resides. So, states on the border lay claim over the territories. One ofthe long standing dispute is between Maharashtra and Karnataka over the city of Belgaum. Both Punjab and Chandigarh has laid claims over Chandigarh and both declare Chandigarh as their capital. While border disputes are about sentiments, other important source of conflicts is river dispute.

River dispute:
This is more important because water is required for agriculture and drinking purposes. Cauvery water dispute is a very famous dispute where Tamilnadu and Karnataka are fighting over the share of Cauvery water. Gujarat, Madhya Pradesh and Maharashtra are fighting over Narmada river.

Special Provisions:
The most surprising feature of Indian federalism is that many states are given differential treatment. We already know that in Rajya Sabha, states have got representation according to the size of states. UP have got largest number of members while small northeastern states have got 1 member in Rajya Sabha. But the division of powers is common to all states.

But constitution has given special provisions to northeastern states because of large tribal population, their different history and culture, which they wish to retain (Article 371). Article 370 has given special provisions to Jammu and Kashmir. Because after independence, there was a war between India and Pakistan over Kashmir. Maharaja of Kashmir agreed to join India under certain conditions. That is why Jammu and Kashmir has been given special provisions in the Constitution. But these provisions have not been able to arrest the alienation and marginalization they are suffering.

Constitution of India visualised village panchayats as units of self-government. Think over the situation described in the following statements and explain how do these situations strengthen or weaken the panchayats in becoming units of self-government.

  • Government of a State has allowed a big company to establish a huge steel plant. Many villages would be adversely affected by the steel plant. Gram Sabha of one of the affected villages passed a resolution that before establishing any big industries in the region, village people must be consulted and their grievances should be redressed.
  • The government has decided that 20 % of all its expenditure would be done through the panchayats.
  • A village panchayat kept on demanding funds for a building for village school, the government officials turned down their proposal saying that funds are allocated for certain other schemes and cannot be spent otherwise.
  • The government divided a village Dungarpur into two and made a part of village Jamuna and Sohana. Now village Dungarpur has ceased to exist in government’s books.
  • A village panchayat observed that water sources of their region are depleting fast. They decided to mobilise village youth to do some voluntary work and revive the old village ponds and wells.

Question 1.
Suppose you are entrusted to evolve a local government plan of a State, what powers would you endow to the village panchayats to function as units of self-government? Mention any five powers and the justification in two lines for each of them for giving those powers.
Answer:

  • Allowing panchayats to raise their own funds-This would reduce their dependency on the higher levels of government and make them more active in the development process.
  • Starting village co-operatives at the panchayat level-This would lead to development of village economy and cooperation between various panchayats. It would also generate employment and allow panchayats to directly market village produce and get better prices for the same.
  • Authority to create and maintain infrastructure in village-This would lead to less dependence on government officials for funds and consequently, lead to autonomy
  • Control of village panchayat over local resources-Resources like water and pastureland should come under the village panchayat to enable their maintenance and prevent their degradation. This would engage the entire community in their conservation.
  • Direct engagement of village panchayats with state government in matters related to development projects-This would allow them to get adequate compensation for development projects and land acquisition and reduce the role of middlemen.

Question 2.
What are the provisions for the reservations for socially disadvantaged groups as per the 73rd amendment? Explain how these provisions have changed the profile of the leadership at the village level.
Answer:
The socially disadvantaged groups like women, scheduled castes and scheduled tribes have been given reservations for various posts in the local government of rural India according to the proportion of their population. One-third of all positions in panchayats are reserved for women while Scheduled Castes and Scheduled Tribes have seats reserved as per the proportion to their population. States can also provide reservations to Other Backward Classes if they think it is necessary.

This has changed the profile of the leadership at the village level by transferring the leadership from the earlier dominant social groups to groups that were previously unable to have a say in the decision-making process. There is now a greater representation of all social groups in the panchayat institutions. Thus, more women and people belonging to Scheduled Castes and Tribes are now able to play important role in decisions that can bring benefits for their community.

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Long Answer Questions

Question 3.
What were the main differences between the local governments before the 73rd amendment and after that amendment?
Answer:
The main differences between the local governments before 73rd Amendment and after the amendment can be listed as:

  • After the implementation of the 73rd amendment, the local government has been divided into a uniform three-tier Panchayati Raj structure.
  • Earlier the state administration was responsible for conducting elections to the Panchayati Raj institutions but now the state government has to appoint a state election commission for this purpose.
  • After the dissolution of the Panchayati Raj before its term of five years, a fresh election has to be conducted within six months. This was not the case before the 73rd amendment was passed.
  • Distribution of revenue between the state government and local government and between rural and urban government is done by the state election commission. This was not the case before the 73rd amendment was implemented.
  • Reservation for women, scheduled castes and scheduled tribes and to other backward classes (if the state government thinks it is necessary for OBCs) is implemented for various positions in the local government according to the proportion of their population.
  • Twenty-nine subjects that were earlier in the State list of subjects in the Eleventh Schedule of the Constitution have been transferred to the Panchayati Raj institutions.

Agenda of the Gram Sabha:

  • Age of children: All children of the village from the age of5 years should be enrolled in the school.
  • School Building: The school building should be renovated with proper seats and blackboards in all classrooms.
  • Water and sanitation facility: The Gram Pradhan is made responsible for the water supply and better and separate sanitation facilities for boys and girls.
  • Syllabus: Sports and extra co-curricular activities will be included to lessen the pressure of study and cultivate physical development.
  • Mid-day meal: School principal would be responsible for the quality and quantity of the food provided to the students.
  • Free education: Every child till 14 years of age is eligible for free education.
  • Appointment of the staff: Helping staff can be recruited from the village and the secretary would be responsible for the appointment of the teachers.
  • Residential facility: Gram Pradhan has to approach the Block Development Officer for appealing to provide a residential facility to the teachers.
  • Hostel facility: Gram Pradhan has to approach the BDO to ask for a hostel facility near the village school to accommodate students from distant villages.
  • Compensation: Villagers whose land will be taken will be provided with appropriate compensation from the government.

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Short Answer Questions

Odisha State Board CHSE Odisha Class 12 Political Science Solutions Unit 2 Democratic Process in India-I Short Answer Questions.

CHSE Odisha 12th Class Political Science Unit 2 Democratic Process in India-I Short Answer Questions

Short Questions and Answers  

Question 1.
Which states have been given special provisions in our constitution?
Answer:
Jammu and Kashmir and North Eastern States like Nagaland, Manipur and Assam.

Question 2.
Point out one feature in the practice of federalism in India that is similar to and one feature that is different from that of Belgium.
Answer:
In India, just like in Belgium, the central government has to share its powers with the regional governments. However, unlike India, Belgium has a community government in addition to the central and the state government.

Question 3.
What is the main difference between a federal form of government and a unitary one? Explain with an example.
Answer:
In a federal form of government, the central government shares its powers with the various constituent units of the country. For example, in India, power is divided between the government at the Centre and the various State governments. In a unitary form of government, all the power is exercised by only one government. For example, in Sri Lanka, the national government has all the powers.

Question 4.
What are the characteristics of federalism?
Answer:
The characteristics of federalism are:

  • It is an institutional mechanism to accommodate two sets of polities – one at the regional level and other at the national level.
  • The people have two sets of identities and loyalties, each level of polity has distinct powers and responsibilities and has a separate system.
  • The details of the dual system of government are spelt out in the written constitution, which is considered to be supreme and is also the source of power of both sets of government.
  • To prevent conflicts between centre and state, there is an independent judiciary to settle disputes.

Question 5.
What other factors besides politics keep the federations united?
Answer:
Besides politics, other factors which keep the federations united are culture, ideology and history. Culture of trust, cooperation, mutual respect and restraint has also helped in the smooth functioning of federations.

Question 6.
What is Federation?
Answer:
In a federation, there is division of powers between one central government f and several state governments. Each government exercises power in its own area as demarcated by the constitution.

Question 7.
What is Unitary Government?
Answer:
Unitary Government is one in which all authority and power is in the hands of a single central government. Local governments get their powers from the central government.

Question 8.
Name two essential features of a federation.
Answer:
The name of two essential features of a federation are:

(1) Division of powers between the centre and states.
(2) Written, rigid and supreme constitution.

Question 9.
Write a major failure of unitary government.
Answer:
In a unitary state there is a single central government. There is one legislature 1 and one executive for the whole state.

Question 10.
What is main difference between a unitary state and federal state?
Answer:
In a federal state all powers stand divided between one central government and, several state governments. In a unitary state all powers are in the hands of one single central government.

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Short Answer Questions

Question 11.
List the four features of a federation.
Answer:
The four features of a federation are:
(1) Division of powers between the center and states.
(2) Written, rigid and supreme constitution.
(3) Dual Administration.
(4) Special role of Judiciary as the arbiter of centre-state.

Question 12.
What are the three main conditions for the success of a federation?
Answer:
The three main conditions for the success of a federation are:
(1) Desire for union among member states.
(2) Political maturity and educated citizenship.
(3) Similar political strictures and equality of all states of the federation.

Question 13.
How the Constitution of India described the State?
Answer:
The Constitution declares India to be a Union of States. It describes India neither as a federation nor as a unitary state. Indian Constitution has both federal and unitary features.

Question 14.
How the division of powers between the centre and states has been made?
Answer:
The Constitution contains three lists –
(1) Union List which specifies the powers of the Centre.
(2) State List which contains the powers of each state of India.
(3) Concurrent List specifies some powers given jointly to the centre and state.

Question 15.
What is the name and nature of rural local government in India?
Answer:
Rural local government is known as Panchayati Raj. It has a three-tier structure Gram Panchayat, Panchayat Samiti and Zilla Parishad. It is grass roots level system of rural local self-government.

Question 16.
Which are the Institutions of Urban Local Government?
Answer:
For very big cities, Municipal Corporations, for middle-level cities or towns Municipal Committees or Nagar Councils and Nagar Panchayats for semi-urban, semi-rural areas.

Question 17.
Which Constitutional amendments have been recently incorporated in respect of Local Government in India.
Answer:
The following Constitutional amendments have been recently incorporated in respect of local government in India.
(1) 73rd Amendment Act in respect of Rural Local Government.
(2) 74th Amendment Act in respect of Urban Local Government.

Question 18.
Which are the salient objectives of the 73rd and 74th Amendments?
Answer:
The salient objectives of the 73rd and 74th Amendments are:
(1) Continuity in the operation of local governments.
(2) More involvement of women in the working of local government.
(3) Empowerment of local government institutions.

Question 19.
What is Gram Sabha?
Answer:
It is the real grass roots level institution of Panchayati Raj. It is the assembly of all adult citizens of the village. It elects the village Panchayat which is its executive body.

Question 20.
What is Municipal Corporation?
Answer:
It is the biggest institution of Urban self-government. Each big city or metropolitan city has a Municipal Corporation. It performance both civic, development and welfare functions in its areas.

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Short Answer Questions

Question 21.
Define Panchayati Raj.
Answer:
Panchayati Raj can be defined as rural local-self government system which is at work in every village in India. Each village has its Panchayat which works for providing civic amenities to the people. It also tries to secure the socioeconomic development of the village.

Question 22.
What are the main functions of a Municipal Council?
Answer:
To provide civic amenities, to in sure public health and sanitation, maintain fire-fighting services, ensure water supply, to regulate construction of houses and other buildings in its area.

Question 23.
What are objectives of local government Institutions?
Answer:
The objectives of local government institutions are:

(1) Socioeconomic development of the local area.
(2) Undertaking civic and welfare functions.
(3) Ensuring all civic amenities in the local area.
(4) Provide an efficient system of self-government in the local area.

Question 24.
What are the main aims of Panchayati Raj?
Answer:
The main aims of the Panchayati Raj in India have been democratic decentralization, rural local-self government and machinery for rural development. Socioeconomic development of rural India can be described as the key aim of the Panchayati

Question 25.
What are the salient features of rural and urban local-self Government Institutions?
Answer:
The salient features of rural and Urban local-self government Institutions are:

(1) These are grass roots level democratic institutions.
(2) These are elected by the local people for securing local needs with the help of local resources.
(3) These act as training schools of Indian Democracy.

Question 26.
What is the dual administration feature of the Indian Constitution?
Answer:
Dual administration: India establishes a dual polity. Each citizen is a subject of two governments- the government of the state in which he resides and the government of India. He participates in elections for both these governments. He obeys both the central as well as state laws. He pays taxes to both the governments. Both governments act to provide him with services in their respective areas as stand demarcated by the Constitution.

Question 27.
What is the special role of Judiciary in the federal feature and the Indian Constitution?
Answer:
Special role of Judiciary: The constitution of India provides for an independent judicial system with the Supreme Court at its head. The Supreme Court has the power to settle the disputes arising between the Union and States as well as among the States. It is the final interpreter of the Constitution. It judges the Constitutional validity of laws of both the Union and States and in case any law or any part of the law is found to be unconstitutional.

Question 28.
What are the facts reflect very strong centre Unitarian features of Indian Federalism?
Answer:
A very strong Centre Unitarian features of Indian Federalism reflect the following facts reflect this feature.

(1) The Union List, over which the Union Government has the exclusive jurisdiction, Government has the exclusive jurisdiction is the largest List with 97 subjects.
(2) The Concurrent List contains 47 subjects. It is also virtually in the hands of the Union.
(3) The Constitution of India gives the residuary powers to the Union and not the States.
(4) The Constitutional history of India since 1950 shows that there has been a tendency to limit the state List by the incorporation of more and more subjects either in the Union List or in the Concurrent List.

Question 29.
Write about limitations on the Legislature Power of a State.
Answer:
The limitations on the Legislative Power of a state is:
(1) The Governor of State has the right to reserve any bill passed by a State Legislature.
(2) Upon a request made by two or more State Legislatures.
(3) During the period of emergency, the Union Parliament gets the power to legislate on State Subjects.
(4) The Union Parliament has the power to make any law necessary for meeting. any obligation resulting from an international treaty.

Question 30.
What is common Election Commission Unitarian feature?
Answer:
Common Election Commission: For organizing elections to the Union Parliament as well as to the State legislatures, the Constitution of India provides for a single Common Election Commission. The Election Commission of India has the sole responsibility for conducting all elections or by-elections for the Union Parliament and State Legislatures. The Parliament has the right to legislate on matters of election.

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Short Answer Questions

Question 31.
Unequal representation of the States in the Rajya Sabha.
Answer:
The States do not enjoy equality of representation in the Union. They get seats in the Rajya Sabha in proportion to their populations and as fixed by Constitution. These do not enjoy equal Seats in the Rajya Sabha. The Indian system of giving representation to the States in the Upper House as such is not based on the true federal principle of equal representation of all the federating States.

Question 32.
What have been the main changes introduced by the 73rd Amendment Act in the Panchayati Raj?
Answer:
The main changes introduced by the 73rd Amendment Act in the Panchayati Raj are:

(1) Reservation of seats for SCs and STs in a state.
(2) Reservation of the posts of chairpersons for the SCs and STs in a state.
(3) Reservation of not less than l/3rd of the elected seats in each Panchayat for women.
(4) Reservation of l/3rd posts of chairpersons for rural women and rotation of reservation of women among constituencies.
(5) Direct election of Panchayats and continuity in the working of Panchayati Raj institutions.

Question 33.
What is the composition of a Gram Panchayat?
Answer:
The membership of the Gram Panchayat varies considerably from 5 to 31. In most of the seats, Gram Panchayat have 5 to 9 members but in U.P. from 16 to 31 members and in Odisha 11 to 25 members. The members of the Panchayat i.e. Panchas are directly 1 elected by all the voters by a secret ballot. In all the seats l/3rd of the seats are reserved for women.

Question 34.
What are the major functions of the Gram Sabha?
Answer:
The major functions of the Gram Sabha are:

(1) To approve the plans, programmes and projects for socioeconomic development before these are taken up by the Grama Panchayat for implementation.
(2) To identify and select persons for getting benefits under poverty eradication and other such programmes.
(3) To consider and approve the budget of the Gram Panchayat.
(4) To consider proposed taxes, levies, rent, and fees.

Question 35.
What are the functions of the Sarpanch of a Gram Panchayat?
Answer:
Sarpanch presides over the meetings of the Gram Panchayat. He conducts and
regulates its proceedings. He also maintains records of the meetings. Signs documents on behalf of the Gram Panchayat, prepares all statements and reports, maintains and regulates the property of the Gram Panchayat and carries out all correspondence with the government and administration.

Question 36.
Write some functions of Gram Panchayat.
Answer:
Some functions of Gram Panchayat are:

(1) Maintenance of public places including its sanitation, the drainage systems.
(2) Maintenance of wells, water pumps, baolies, springs, ponds and tanks for the supply of water for drinking, washing and bathing.
(3) Maintenance of burial and cremation grounds.
(4) Registration of births and deaths.

Question 37.
What are the functions of the Panchayat Samitis?
Answer:
The functions of the Panchayat Samitis are Planning, execution and supervision of development programmes in the Samiti area, execution of community development projects, management of primary education, management of such trusts and institutions as stand entrusted to it by the Odisha government, supervision of laws relating to vaccination and registration of births and deaths, borrowing of funds and granting of loans, supervision of Gram Panchayats of the Samiti area.

Question 38.
Who are the members of the Zilla Parishad?
Answer:
Each Zilla Parishad in Odisha consists of both directly elected as well as ex-officio members. One member is directly elected on the basis of adult suffrage from each constituency within the areas of the Zilla Parishad. Ex-officio members include Chairman of all Panchayat Samitis and MLAs, MLCs and MPs who represent the Zilla Parishad area in the state legislature and the Union Parliament. Some seats are reserved for persons belonging to scheduled castes and scheduled tribes.

Question 39.
What are the obligatory functions of a Gram Panchayat in Odisha?
Answer:
The obligatory functions of a Gram Panchayat in Odisha are construction, repair and maintenance of streets, lighting, clearing of public street and places, removal of unauthorized constructions, laying and maintenance of drains and public urinals and latrines, water supply, scavenging and waste removal, checking epidemics, removal of harmful vegetation, checking of dangerous and offensive trade, registration of birth and death and marriages.

Question 40.
What are the main sources of income of the Zilla Parishad?
Answer:
The main sources of the income of the Zilla Parishad are:
(1) Central or state government funds allotted to the Zilla Parishad.
(2) Share in the land reserve collected from the Zilla Parishad area.
(3) Grants from All India bodies and Institutions for development of cottage, village and small scale industries.
(4) State taxes or fees as may be prescribed.
(5) Income from trusts administered by the Zilla Parishad.

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Short Answer Questions

Question 41.
What are the qualification for getting elected to a Municipal Corporation or a Municipal Committee?
Answer:
The qualification for getting elected to a Municipal Corporation or a Municipal Committee are:

(1) The person should be a citizen of India.
(2) His/her name should figure in the voters’ list of the city/word concerned.
(3) He/she must be at least 21 years or more of age.
(4) He/she should not hold any government office.
(5) He/she should not have been declared ineligible to contest elections for committing crime.

Question 42.
What are the Administrative functions of Municipal Corporation?
Answer:
The administrative functions of Municipal Corporation are:

  • It frames its own bylaws for proper municipal administration.
  • It imposes fines on those who violate its rules.
  • It recruits staff of the Municipal Corporation.
  • It can purchase and sell land.
  • It demolishes dilapidated and dangerous buildings and bridges.
  • It registers birth and death.
  • It makes arrangements for the cremation of the dead.
  • It welcome foreign guests.

Question 43.
What is the system of reservation of seats in a Municipal body?
Answer:
Reservation of seats:

(1) Scheduled Castes,
(2) Backward classes
(3) Women is a rule.

The ratio of seats reserved for scheduled castes is in proportion to the population of scheduled castes in the Municipal area. One seat is reserved for the Backward classes. No less than l/3rd of the seats are reserved for scheduled caste women.

Question 44.
In which area Nagar Panchayats are established?
Answer:
Nagar Panchayats are created for transitional areas or for very-small urban areas. For this purpose several factors are taken into consideration, the density of the population therein, the revenue generated for local administration, the percentage of employment in non-agricultural activities, the economic importance of the area.

Question 45.
What are the main sources of income of a Municipal Council?
Answer:
The main sources of income of a Municipal Council are:

  • Taxes for house, property, water and service.
  • Income from Municipal property, electricity supply and water supply.
  • Government grants.
  • Development loans from public financial institutions.

Federalism In West Indies:

As we all are aware the West Indies is not a country, then what is West Indies?

West Indies was a colony of British. In 1958, the Federation of West Indies came into being, it had a weak central government and the units(states) in it were independent, a weak central government is not able to maintain hold over the units, that is why it broke into several parts(states) in 1962. (In India, our central government is strong, that is why the units(states) were not able to go away or break from the country).

In 1973, by treaty of Chaguaramas independent islands joined together to form joint authorities in the form of common legislature, supreme court, common currency and to a ceration degree common market which is known as Caribbean community. Therefore, the units did not live separately also and neither together.

Question 1.
What is a treaty of Chaguaramas?
Answer:
In 1973, the Caribbean community was formed, independent islands established joint authorities in the form of Common Legislature, Supreme Court, a Common Currency and to a certain degree Common Market which is known as Caribbean Community.

Federalism In Nigeria:

As discussed above, there are other factors that decide the unity of federations, that is culture, ideology and history, so if there is a distrust or failure of trust between Communities, then also a federal community will not be able to survive. An example is Nigeria.

Till 1914, there were two colonies of British: Northern Nigeria and Southern Nigeria. After the independence, Nigerian leaders decided to form a federal constitution at Ibadan constitutional conference. ( federal constitution means where the regions were given independence to control their own affairs but it also had a central government to look after the affairs of the entire country, for example, issues like foreign policy does not affect one region but the entire country as a whole).

So three major ethnic groups of Nigeria controlled their own regions- Yoruba controlled West, Ibo controlled East and Hausa – Fulani controlled North. And when these groups tried to spread their influence in other regions, it failed and it led to fears and conflicts, it failed because there was lack of trust and faith, so it led to military regime, in 1979, no state was allowed to have any civil police because if each region would have their own police, so they would have protected their own region and harassed the other region, and also the region having police facility would have become powerful and it would have led to secession from the country.

Military regime finally gave way to democracy in 1999, religious differences and conflicts over who will control revenues from oil resources continue to be present, therefore, Nigeria is an example where religious, ethnic and economic differences is leading to problems in a federation.

Question 1.
Give an example where a trust deficit is leading to problems in federalism.
Answer:
Nigeria

Question 2.
Explain the federation problems in Nigeria.
Answer:
Till 1914, there were two Colonies of British: Northern Nigeria and Southern Nigeria. After the independence, Nigerian leaders decided to form a federal constitution at Ibadan constitutional conference. So three major ethnic groups of Nigeria controlled their own regions- Yoruba controlled West, Ibo controlled East and Hausa – Faulani controlled North. And when these groups tried to spread their influence in other regions,it failed and it led to fears and conflicts, military regime was established.

In 1 979, no state was allowed to have any civil police, a military regime finally gave way to democracy in 1 999, religious differences and conflicts over who will control revenues from oil resources continued to be present. Therefore, Nigeria is an example where religious, ethnic and economic differences is leading to problems in a federation.

Federalism In The Indian Constitution:

If the countries have disintegrated like USSR, Pakistan; it does not mean that they did not have any federal system, these countries were also having federal system, but then why it lead to their disintegration? Because simply having federalism is not enough, it also depends on the type of federalism you have, whether you have federalism with a weak centre or there is federalism with a strong centre.

USSR had a federalism with a weak centre that is why the centre was not able to control its territories but India has federalism with a strong centre and it was able to have a strong control over its states.

India is a diverse land with many languages, religions and regions. And to give them identity and recognition, leaders ofour national movement thought that these units should govern themselves. But how much power should be given to the states to govern themselves? our constituent assembly decided to frame the government that would be based on principles of unity and cooperation between centre and states and separate power to states.

The most important principle of federal system adopted by Indian constitution is that relations between states and centre would be based on cooperation, therefore, our constitution recognised diversity but at the same time it emphasised unity. And surprisingly, our constitution does not even mention the word federation, article simply says that India that is Bharat shall be a Union of States, which means states will live in unity.

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Short Answer Questions

Question 1.
What is the nature of our federal system?
Answer:
Our federal system is based on the principles of unity and cooperation between centre and states and separate powers to the states, therefore, our constitution recognizes diversity and emphasies unity.

Question 2.
What does Article 1 says?
Answer:
Article 1
(1) says that India, that is Bharat, shall be a Union of States.
(2) says that the states and territories there of shall be as specified in the first schedule.

Question 3.
Why did our national leaders thought of centralised federal system?
Answer:
India is a diverse land with many languages, culture, religions and regions. it was necessary to give recognition to them, and also India is a large country, so it was important to divide powers between provinces and central government, that is why our national leaders thought of federal system, but they wanted- unity and cooperation between states. so they gave us a centralised federal system.

Division Of Powers:

As we have just read that our leaders of national movement divided the powers between centre and states, so there are two level of government: one which governs the entire country that is national government and the other which governs the states is called state government, both of these have been granted status by the constitution and their acreas of functions are clearly demarcated under union list, state list and concurrent list.

Under union list only, centre can legislate and work in these subjects, in state list. only state can legislate and work in these subjects and under concurrent both union and state can work. If there is any conflict in these lists, or if there is a conflict which subject to be done by whom, then judiciary intervenes and resolves the issues.

One important thing is that economic and financial powers are centralised and are in the hands of central government. that means though states have been given subjects to be worked under but they do not have financial resources to carry out their work. And if any matter is not mentioned in the lists, then it comes under residuary powers. and union legislature can alone legislate on these matters, state cannot legislate on these matters.

This means that there is a unitary federal structure.

Question 1.
What are the two levels of government in our political system?
Answer:
Our political system has two levels of government:
(a) National level.
(b) State level.

Question 2.
What are residuary powers?
Answer:
Subjects which do not come in any of the lists come under residuary powers. union legislature alone has the power to legislate on such matters.
For example, Cyber Laws

Question 3.
List some subjects come under union list.
Answer:
Currency and coinage, foreign trade, defense, atomic energy

Question 4.
List some subjects which come under state list.
Answer:
Police, prison, agriculture and state public services.

Question 5.
List some subjects which come under concurrent list.
Answer:
Education, Forests

Question 6.
List some subjects which come under residuary list.
Answer:
Cyber Laws

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Short Answer Questions

Why did we adopt federalism with a strong central government?

As we have read in introduction that federal countries like USSR disintegrated, so the important question which comes is the nature of federalism, whether the federalism was with weak central government who could not control the desire of states to separate from their country or federalism was with strong central government which would keep a check and control on states.

India is a diverse country and there was a requirement of federalism which will accommodate the demands of all diversities, but at the same time, it requires a strong central government that will stop disintegration and bring about social and political change, with this idea in mind our constitution framers drafted the constitution, and also at the time of independence, India was not only divided into provinces by the British but there were more than 500 princely states which had to be integrated into existing states or new states had to be created.

Besides unity as a factor, India needed to tackle the socioeconomic problems of the country. lt required to eliminate poverty, illiteracy, and inequalities of wealth. So it required a strong central government in cooperation with states for development and unity.

Question 1.
Why did India adopt federalism with a strong central government?
Answer:
The reasons for why India adopted federalism with a strong central government:

  • India is a diverse country. So, there was a need for federalism that will accommodate the demands of all diversities. But at the same time, it requires a strong central government that will stop disintegration and brings about social and political change.
  • At the time of independence, India was not only divided into provinces by the British but there were more than 500 princely states which had to be integrated into existing states, or new states had to be created.
  • Besides unity as a factor, India needed to tackle the socioeconomic problems of the country. It is required to eliminate of poverty, illiteracy, and inequalities of wealth. So it required a strong central government in cooperation with states for development.

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

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

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

Long Type Questions With Answers

Question 1.
What is Universalization of Primary education? Explain the stage of Universalization.
Answer:
Article 45 of the Indian Constitution directs that the state shall endeavor to provide within the period of ten years from the commencement of constitution free and compulsory education for all until they complete the age of fourteen years. In 1950 January 26, when Indian constitution came into force, it was specified in it. But this target is not still fulfilled though 68 years have already been passed by.

After that so many commission and committees have been set up and have given their valuable recommendations and suggestions. Though some rules have been imposed by the Govt, of India, and this problem is included in the five year plans still the result is not satisfactory.
In a democratic country like India much more emphasis is given on education.

There is provision of free and compulsory education for all boys and girls, from age group. 6 to 14 irrespective of caste, creed, colour, sex and religion differences. Such universal education involves the following three stages as discussed below:

(1) Universal Provision:
Universality of provision means every child should avail the opportunity of primary education free and compulsory from 6 to 14 years. Every village should have a primary school or the primary school should be situated within easy walk of distance from the home of every children.
The children will be provided with mid time meal, free books and dress materials.

(2) Universality of Enrolment:
Universality of Enrolment means emphasis must be given for enrolment of children 5+ age in class -1 of the primary school and universal enrolment system or same age group admission system to be worked out through out the country. As a result the individual difference may be reduced to some extent.

(3) Universality of Retention:
The universality of retention means the consideration should be taken so that no child should leave the school before the completion of primary education. All necessary steps to be taken against the dropout, wastage of the children before the completion of primary course. It is needed that the parents should be financed for the study expenses of the children.

(4) Universality of Achievement:
Universality of achievement means no child should meet failure or detained before the completion of primary course. They will be awarded with grades. All to be given pass in every class, in primary level. So that they will be interested in study, otherwise there will be wastage and stagnation.

(5) Universal Participation:
Necessary steps are to be taken for universal participation. For this education workers, sikshya sahayaks are appointed to mobilise the parents to send their children to school Universal participation is desired for which mid-time meals, free dress materials and free books are supplied them to attract towards the school education.

Question 2.
Discuss the problems on the way of universalization.
Answer:
In 1950 our constitution came into force and Article 45 of the constitution worked out in which free and compulsory education is to be provided to all children without caste, creed, religion and sex with age group 6 to 14 years. It should be completed by 1960 but 68 years have already been elapsed and there was no improvement. There are contain hurdles on the way of such universalization. They are as follows:

1. Social Problems:
India’s tradition, culture, belief politics and social system is quite different from other countries. In India different religions of people and different cultures of people are dwelling together.

They have blind beliefs, superstitions like early marriage, pardah system, hate to women education, Intouchables which stands on the way of universalisation. As a result primary education in our country is not advancing and wastage, stagnation arises. Such wastage and stagnation is increasing day by day.

2. Geographical Problem:
Geographical problem is a major cause in the way of universalisation. If we put light into the geographical map of India we see different regions differ from one another. It is not suitable for education. It is filled with forests, hills, mountains, deserts, canals, oceans and there is no roads, no communication. The village are distanced and scattered.

So it is difficult on the part of tiny, little children to go alone to nearby school crossing the river, canals and forests. The parents are also not willing to send their children to such a distance school. In rain and winter it becomes too difficult to attend the school regularly.

3. Economic Problem:
In India 70 % of the population are still below the poverty line and they are exploited, turtured, humiliated by richer classes. So the poor parents do not care for the study o f their children. When the child becomes 7 to 8 years the poor parents engage or utilise their children in collecting wages and forest products and some others engage their children in household activities.

The poor parents are unable to bear the study expenses. The State Govt, unable to bear the study expenses of the pupils. So the economic problem is a major problem which stands on the way of universalisation.

4. Political Causes:
From the pages of history of India, it is been that British has ruled over India for 200 years. They do not think of the education of Indians. They knew that if Indians will be educated, they would demand their independence. So they neglected the Indians in education. After indpendence India faced Zamindari system, border problem India-China, and Indo-Pak wars. Indian got no time to think of the education of children.

After independence, the political leaders take no interest in the education of their children. In rural areas the schools opened having no school building, no trained teachers, no required talency for the teachers. The schemes introduced is not properly supervised. So the Govt, neglecting education in different ways as a result there is no progress.

5. Administrative Problems:
Generally primary education is the responsibility of local bodies. The members of such local bodies are the representatives of public. So with the idea of losing vote, they are not collecting fee for education and remain lose in administration. They are not managing the educational institutions properly. As a result primary education is not progressing.

6. Language Problems:
India is a land of languages. In India there are 16 national languages and 1752 dialects or regional languages. Though Hindi is our national language still regional languages have more importance. The South Indians oppose Hindi language. The tribal people use Palli, lipi and symbol language as their communication. So it is difficult to publish text books on those languages. Secondly, there is lack of language teachers. So language problem has become a major problem on the way of universalisation.

7. Rapid Population Growth:
In the expansion of primary education rapid population growth stand as a great wall. All the plans and projects gets failure because of rapid population growth. It is not possible to construct and open schools in comparison to the growth ofpopulation. The Govt, is unable to manage such schools. As a result rapid growth of population, the Govt, is unable to provide free and compulsory education for all.

8. Narrow Curriculum:
A narrow curriculum also is an obstacle on the way of primary education. Child centred education is the modem education system but present curriculum brings no improvement of the child. Such education system is aimless because it can not help for future engagements, does not help for self-supporting. So it should be changed to vocational centred.

9. Lack of Trained Teachers:
Lack of trained qualified teachers, women teachers is the major problem in the improvement of primary education. Though the teachers are not trained they have no interest for teaching. So lack of ideal teachers the primary education can not advance. Secondly, the teachers are low-paid and no social prestige. Thirdly, single teacher scheme is still in India which obstructs education in many ways.

Question 3.
What do you mean by wastage and stagnation? Give the major causes of wastage and stagnation and its remedial measures.
Answer:
Wastage and stagnation are major problems on the way of universalisation, which was explained by Hartog Committee in 1929.

(1)Wastage:
The term wastage is used to denote all kinds of wastes in the field of education. When the child leaves the school before the completion of primary course is wastage. So premature withdrawal of children from schools at any stage before the completion of elementary education is wastage.

(2)Stagnation:
The term stagnation means the detention or retention of a child is a class for more than one year, on account of his .unsatisfactory progress, not promoted to the next higher class for some reason like educational weaknesses causes of wastage and stagnation. The chief causes of wastage and stagnation are as follows:
1. Social causes.
2. Economic causes.
3. Geographical causes.
4. Educational causes.

1. Social Causes:
India is a traditionally a conservative country and the conservatives are trying to keep up their age-old traditions intact, following the older customs, blind beliefs, and superstitions.

In spite of all efforts of the social reformers and some regulations the practice of child marriage, contempt towards girls education, evil system still prevail in some sections of Indian society. Even today the child marriage system is prevailing. As a result of these evil practices, the girls remain uneducated and the boys face the same situation after marriage.

The Indians do not consider the education of girls economically profitable. They put the responsibility of earning on boys and engage themselves in collecting wages and family. Vocations at an early age. The social evils like untouchables, prejudices to pardah system, hate for women education and early marriage system cause wastage and stagnation.

2. Economic Causes:
India is an economically backward country in which 70% of the total population are poor, below the poverty line. They cannot arrange two meals a day. They send their children to school in ill-fed and ill-clad. When they became 7/8 years they engage their children in family vocation, agriculture work, collecting forest products and collecting daily wages. Their education come to an end. In tribal areas they collect forest products and so the tribal school remain closed. Dropouts is high in tribal areas.

3. Geographical Causes:
In India, in the hilly areas the villages arc scattered and distanced from the villages. The Govt, has no funds to open schools in every village. Some areas are filled with forests, canals, rivers, oceans, hills and mountains and there has no communication facility. The hills or forests stand on the way of their education. So it is difficult to implement universal primary education in those areas. Maximum wastage, and stagnation are seen. Secondly, due to the climate the teachers are not willing to stay that areas and teach. So schools are closed lack of teachers also.

4. Educational Causes:
The shortcomings of our educational system is and then important reason of wastage and stagnation. These shortcomings are as follows:

  1. Heavy and uniteresting curriculum
  2. Defective method of teaching.
  3. Overcrowded classes.
  4. Inefficient, untrained, unskilled teachers.
  5. Lack of learning materials.
  6. Large number of single teacher schools.
  7. Unsuitable school plant. v
  8. Language problem and lack of language teachers.
  9. Appointment of inadequate women teachers.
  10. Neglect rathe supply ofmid time meals, dress materials and textbooks.
  11. Lack of proper supervision.
  12. A wrong system of examination and evaluation
  13. Lack of life-centred education.

Remedial Measures:

  • Elementary system is to be modified. The enrolment to be done in same age groups within two months from the date of the commencement of the session. A fix time to be fixed for admission.
  • School hours to be fixed to the situation of the school in hilly and forest areas.
  • Appointment of skilled teachers and supply of textbooks free of cost in the right time.
  • There shall be the provision of first-aid and health services.
  • Adequate equipment and teaching aids to be supplied to schools.
  • Effective supervision and inspection may be provided.
  • Abolishment of single teacher school system.
  • Teachers are to be paid their real salary and social prestige to be given.
  • National system of education to be implemented and one type of school to be introduced, then the wastage and stagnation can be reduced.

Question 4.
Explain the steps taken to solve the primary education problem in India.
Answer:
To solve the problem arising in primary education and to reduce wastage and stagnation in universal primary education, the following steps are to be taken.

1. Suitable Planning and Projects:
Such planning is of two types scuh as – (i) Qualitative improvement and, (ii) Quantitative expansion.
For qualitative development in education qualitative teachers to be appointed aid necessary learning materials and aids to be supplied. First of all the aims and objectives of primary education to be selected.

2. Care from the Govt:
To solve the problem in primary education care should be taken in the Govt, level. Primary education is the responsibility of the public. So it is the duty of Govt, to give minimum education of masses. The Govt, should be careful for the qualitative and quantitative expansion of schools. Special care is to be taken in tribal areas.

3. Cooperation of the Public:
As primary education is the responsibility of the public so the expansion of schools should be done in a cooperative basis. The public should give the necessary learning materials and local public should be shared in the affairs ofthe school. A committee should be formed to proper supervision of school affiars then there would be an improvement.

4. To workout law:
Unitl primary education continue the optional duty of parents, there will be no development. In the legal duty of parents to give primary education to all children from age group 6 to 14 up to the level of elementary education. No children would go on wastage is the responsibility Govt, and public.

5. To improve the teachers condition:
To improve and expansion of primary education there is need to improve the condition of teachers. They should be given the adequate salary and social prestige. Special care is to be taken for their security. Likewise maximum women teachers are to be appointed in primary schools and care to be taken for their training.

6. Finance:
To the expansion of primary education, there is need of finance. In comparison to the leading countries of the world, the finance for education is very low in India. A special budget is to be made for it. As education is the joint responsibility of both the Central and State Govt, so both should allocate education budget rightly.

7. Administration:
There is need of administrative reformation in primary education. The duties given to Zilla Parishad, their right application is needed. The supervisors are to be appointed to supervise time to time, then primary education will prosper. The commission and committee are to be set up for the reformation and qualitative improvement of education.

8. Growth of Consciousness:
To eradicate the hazzards in primary education, there is need of consciousness among the people. The massmedia systems like television, radio, newspapers and radio, T.V. programmes, discussion and seminars to be organised. Education Commission should give wise suggestions for qualitative and quantitative improvement of primary education.

Question 5.
What do you mean by National Integration? What are its needs and essentials of it? Explain.
Answer:
“Unity in Diversity” is National Integration. It is a feeling among the people to share common objectives. Purposes despite of cultural differences and bring a synthesis among different religions, castes, languages and communities as a common whole. National Integration is a cementing force that binds the citizens of a country in a single unity.

(1) Needs and Essentials of National Integration :
National integration is needed for the unity and progress, prosperity, security and sovereignty of a country. The major needs and essentials are as follows:

(a) For building a Strong Nation:
To strengthen our Nation from all sides National Integration is essentially needed. There is need of the change of national culture. It is said, man of the character always work for the unity and integrity of the Nations. Ideal citizens are the builders of a nation. Integration is a binding force which can build a strong, progressive nation.

(b)To build an undivided Nation:
The factors like casteism, linguism, and provincialism always divides a united nation into small parts. The regional feelings among the regional leaders goes against the undivided nation. For strong unit among all sectors. National Integration is needed.

(c) For Social and Religious Cohesion:
India is a secular state in which religions play a dominant role in our social life. It stands as a wall, an obstacle between different social groups suc a thing happened in 1992 two major community of people like Hindus and Muslims in India, regarding the conflict Hindu Mandir and Babri Masjid integration hampers.

So national integration is the only answer to such social and religion differences. There is need of social and religious cohesion to establish communal harmony.

(d) To maintain peace and harmony:
India is a diversified land. To restore peace and harmony among the people integration is essential For social and economic progress of the state the national integration is the need of the time.
If internal disturbance will arise, then the country will be weakened. Peace and prosperty will be hampered. In such a state national unity is needed.

(e) For developing National Culture:
National culture demands national language. So a sound language policy is essential. It stands as a wall between different social groups and integration hampers. We have to pay respect our national language.

Question 6.
Discuss the major obstacles on the way of National Integration.
Answer:
After our independence India achieved political unity and it needs social and national integration. But on the way of national unity, major obstacles like caste system, communaiism lack of national system of education, linguism, economic differences, poverty, other social factors, lack of leadership, etc. stand as obstacles. Let us discuss the impendiments on the way of National Integration.

(1) Caste system:
In india about 3500 castes and sub-castes of people living together. Indian society is a caste-ridden society and people are divided into various castes and each caste consider superior to others. Such narrowness, narrow Caste loyalty create great hindrances on the way of national unity and emotional integration. The superior and inferior castes clash with each other and a social civil war broke out in India which hampers National Unity.

(2) Communalism:
There are different communities in India and they observe different religious festivals and ceremonies, religious customs. They have royalty to their own community, own religion makes them more blind. Both Hindus and Muslims oppose strongly to each other in religion.

As a result communal riots are taking place in India. Such a clash occured in 1992, between two major communities like Hindus and Muslims, regarding the issue ofHindu Temple and Babri Masjid. It hamper national integration with great loss of life and property. There is need of harmony.

(3) Provincialism:
In view of the language the provinces are built in India. The provincial leaders for their political interests handle the people. They seldom think of the whole of the country. They want to separate their province from India and build an independent separate state. Such demand is seen in the provinces like Andhra as Tehigudesham, Odisha as Utkaldesham and Punjab as Khalistan, and Jammu-Kashmir is demanding to separate from India.

The regional and provincial leaders become powerful for the maxim. It paces a great threat to the feeling of national Integration.Recently, Pakistan is going to be divided for the cause.

(4)Linguism:
India is a land of languages and dialects, even in each square kilometer, a language differs. Diversity of language is an obstacle on the way of national Integration. There is a conflict with regional languages. So a sound language policy is essential Language controversy is creating barriers in social groups and communities.

People of one region do not like the language of other region and never tolerate the improvement of others language. In India people are speaking in 1652 dialects are living together, which is a factor of diversity.

In tribal areas they speaking Palli, lipi and symbol languages. It obstructs in their education. There is no system of teaching in their languages. The merits of national Integration is only highlighted in sixteen national languages which is the obstacle to understand it.

(5)Economic Disparities:
The economic disparities is growing day by day in India. The rich becomes richer and the poor becomes poor. The gap between the ‘haves’ and ‘have nots’is increasing day by day.

The fruit of independence is enjoyed by the richer classes. So the poor sections revolt against the rich. Asa result lack of cooperation between the rich and the poor, a social civil war broke out. So economic differences is a great obstacle on the way of national Integration.

(6)Social Causes:
In a diversified land like India the caste differences, regional differences and economic differences gives rise to social differences. Each social groups clash with each other in observing the customs, festivals, and beliefs and worshipping their gods and goddess. So these things as a great obstacle on the way of national Integration.

(7)Political Cause:
India is a land of a multiparty system. The people are divided amongest themselves on account of political affiliation. So the political parties are fighting each other to run to power by any means which hamper national unity.

(8)Lack of Leadership:
India is a diversified land with a number of castes, religions and classes. To bring about a desired unity in diversity, leadership is essential There is lack of national leadership.

(9)Lack of Proper Education System:
In India national system of education not been implemented. In different provinces it differs. The right to education and universal system of education is not property implemented in India. The teachers are not well paid. In rural area only there is common school system shaving no library, no laboratory.

So the rural people are fighting against the town dwellers in respect of education. So integration hampers. So proper education policy is to be made for the country as a whole. Then the problem can be solved. There are the impediment that stand on the way of National Integration.

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

Question 7.
Discuss the role of education in promoting the National Integration.
Answer:
Education plays a number of significant roles in promoting National Integration. They are as follows:

(1) Providing a National System of Education:
To develop the feeling of nationalism, a national system of education is to be implemented, which is education for all. Right to Education for all children2009 is to be implemented. Such uniform pattern of education and a uniform curriculum will help us developing the feeling of nationalism and national integration

(2) School Uniform:-
The scheme of school uniform for stuedents and teachers is to be worked out. Then the difference of low and high may be reduced. The poor children go to school with ill clad and the high-class children with royal robes. It creates a meanness, and lownessamong them. To reduce such disparities shcool uniform should be strictly worked out.

(3) Reorganisation of Curriculum:
The curriculum should be redesigned on national ideals. The subjects to be taught as National history and geography should be taught from the national point of view. For example, from the history of national movement to be taught. Civics and political science are to be taught developing ideal citizenship. A national level curricutumis to be designed to develop integration.

(4) Reorganisation of Text Books:
To develop the national spirit among the children the textbooks are to be revised on the subjects as (Indian History, Geography, Civics, Literature, Language in appreciating social, cultural, historical, linguistic and religion solidarity books on regional national heros and their contributions should be published.

(5) Observing National Days:
In observing national days like Republic Day, Independence Day, Gandhi Jayanti, Children’s day, Teacher’s Day, the child develops with national spirit. By learning of the biography of freedom fighters, Indian National Movement, the history of national flag and singing national anthem the children can be inculcate the spirit of national integrity.

(6)Co-curricular Activities:
Co-curricular activities can also develop emotional and national integration by fostering the attitudes of tolerances accommodation, cooperation, respect and responsibility towards others.

It develops diverse culture. Tours of students to the place of historical importance, attending excursion, NCC, NSS Redcross and other social service programs. The students will develop cooperation. The extra activities like road play, drama, and cooperative match they will develop integrity.

(7) Suitable Language Policy:
A suitable language policy is to be introduced and worked out. Hindi as National language and regional languages are to be given importance. It will develop nationalism and patriotism. Along with this the humanitic education such as “Fatherhood of God and brotherhood of man” should be taught which will strengthen the feeling of emotional and national integration.

(8) Teaching of Religious and Normal education:
Moral and religious teaching will develop a brotherhood. Teaching about secularism also evokes such spirits. So our schools should emphasis on the basic unity of all religions and such feeling of secularism will foster emotional and national integration among the students.

(9) Role of Teacher:
The teacher also play a dominant role in promoting national unity. No programme of national integration can succeed unless the teacher remain above casteism, communalism and narrowness. A teacher can inculcate national values enabling them to outgrow the narrow loyalities of caste, religion and languages.

Teacher with strong national feeling can strengthen the students an idea of national unity, integrity, the teacher should quip students with the knowledge of national movement put emphasis on moral and spiritual education. Education is a potent force to bring about emotional and national integration.

Question 8.
What is Value Education? Give its characteristics.
Answer:
The term value has several connotations, has not a simple unitary meaning. Value signifies neither a thing nor an individual, but thought or point of view. Anything which is useful to a person becomes a value to him. Value has both usefulness and utility. Anything or everything which are good, useful, important signifies value. From the educational point of view it bears educational value.

To J.S. Bruebecker ‘To state on its aim of education is to state his educational value”. To Ralph Borsodi “Values are emotional judgment”. They are generated by feeling not cognition, they are emotional not intellectual judgment.

Nature / Characteristics of Value:
From a philosophical point of view, such responses are not mechanical responses, the responses are conditioned by man’s values. The nature of values are as follows:

(1) Aesthetic Value:
To John Keats, “A thing of beauty is joy forever”. Man reaches to everything he sees, he hears or senses. Fie makes an aesthetic judgement of beauty decides what is beauty and what is not ? His appreciation of beauty is known as ‘aesthetic values. By enjoying rising of sun, sea shore, place of monuments we derive pleasure is having aesthetic value.

(2) Social Values:
Individuals constitute society which has certain ideas, models and norms in general in respect to behaviour, love to humanity, universal brotherhood, sincerity, honesty, and integrity of character. The aim of education is to inculcate social values, activities like NCC, NSS, Boy Scouts, Girls Guide, helps the students to develop themselves physically and prepare them for safety and security. Social values have been emphasised at every stage of social development.

(3) Eternal Values:
Eternal values builds the man with beauty, joyous, beautiful and trust. The best aim of man is joyous. Idealists consider three jewells as truth, shire and beauty.

Such values are eternal spiritual, which cannot be changed. They are eternal, remains from immemorial period, continuing now and will remain in future. Such values are permanent, in changeable.

(4)Ethical Value:
Ethical value deals with the problem of good and evil. Plato, states it is not the ethical knowledge or sciences but that brings happiness and knowledge of good and evil.

(5)Moral Values:
Moral values the clean behaviour of man. From moral experience moral values are drawn “To judge right and wrong, moral values are evoked. To Taylor, the child develops moral values in direct ways. By education the behaviour is modified, character is built.

To build the child with dutifulness, and evoke the social potentialities truth, honesty, justice, and nonviolence is moral values.To Herbert, honesty, tolerance, justice, self-control and freedom includes moral values. Gandhi emphasized on character building aim of education. Idealistic behaviour inculcates moral values.

(6) Telic Value:
Telic value is connected with convictions and prejudices, ends and means, and also the important purpose to which man tries them to realize in life.

(7)Internal Value:
The supporter of inter value claim that values depends on the personal ideas and experiences of an individual For them whatever useful is good and whatever good is useful. A thing which is useless, becomes valueless also.

(8) External Value:
Supporter of external value claim that the social environment. influence the quality or the value of an object. They do not accept value as internal and objective. According to them, all activities are correlate with the individual but with the social environment.

(9) Economic Value:
Economic values are also known as utilitarian value. Man has wants and the wanting which satisfy our need are economic wants. Prices can be quantitatively measured. The needs and desires of man are measured quantitatively in pounds and shillings. To this value system economic value is measured. Man produce both useful things like rice, wheat, sugar, dress etc. which has a value.

(10) Recreational Value:
Schools undertake certain activities like sports and other activities to achieve high recreational values. Aparticular school of thought consider recreation as character builder. Qualities like fair play, locally preservation, etc. development of recreational value.

(11) Spiritual Values:
To inculcate spiritual values among the children is the main objectives of education. Gandhi brought with the weapon of spiritualism, non-violence and peace without bloodshed. The realisation of the ‘Fatherhood of God and brotherhood of Man is sure to make man happy and prosperous.

The great saints, sages have emphasized on the spiritual values. If our education system inspire children the spiritual values contentment will be the result. People can lead a happy life. So attempts should be made to reach the fundament al truth like reverence, restraint, broad-mindedness, truth, tolerance, cooperation, sympathy and non-violence etc. to our children. As a result of which they fight against materialism.

(12)Health Values:
For maintaining happy and good life health is the most important factor. So a philosopher like Vivekananda once remarked, “What India needs is not Bhagvad Gita but the football field. It is an undesirable fact that a sound mind can be built on a sound body only. So it achieved health values. So much emphasis should be given on the secondary school education.

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

Question 9.
Explain different methods imparting Value Oriented Education.
Answer:
a)In the age of science there is degradation of morality. For this a sound education system is essential. How the values can be achieved, inculcated among our children, can be imparted to the pupils on different methods. Such methods are of three types, such as:
1) Direct Method
2) Indirect Method
3) Informal Method

1) Direct Method:
Value education can be imparted in the classroom and when values can be taught, it should be pre-planned. Time table is to be fixed. In certain states moral teachings are imparted.

While imparting such value teachings the teacher should make discussions, story telling and examples, illustrations of great men, their biography. As a result valuable thinkings can be developed among the children. There will be a good relation of teacher and taught.

2) Indirect Method:
Now-a-days there is work load in classroom study. So far value education there is no chance of utilization of special curriculum for value education. Because of work load many educationists do not appreciate to impose value education in schools. They give opinion that such value education is to be imparted through co-curricular activities indirectly.

3)Informal Activities:
The children are supported with different textbooks. Thereare aimed for value education. The innate potentialities should be guided and it will be possible through dutiful conscious teachers.

For example, in teaching science, it should be done through open observation, scientific thought and truth arguments. This will develop values among the children. While teaching geography they should be taught about living style of the people of different countries.

While teaching mathematics, they will develop up the arguments, thinking values, likewise in upper class teachings S.U.P.W., cooperative values will develop. It will depends on the teacher and his method of teaching.

b) Co-curricular activities:-
Value education is also fruitful through different co-curricular activities. By organisation of such co-curricular activities, group thinking, tolerance, democratic living, secularism etc.

Values can be injected. The children will participate in games, gymnasium and NCC, NSS, Redcross, Scout and it will give a lot of chance of developing value education. By participating in such activities they will develop social culturally and intellectual values.

Question 10.
What is Value Education? Explain its Aims and Objectives.
Answer:
Value Education, what it means :

What is essential to us, what is acceptable has values. It may be material or non-material or spiritual like truth, beauty and goodness. Which things or materials fulfills our needs, aims and objectives hopes and aspirations has certain values.

The things, the more essential to us, the more the values of it. The social aims and religious beliefs is ideals, religions, philosophical and ideological aspects of culture is considered as values. (A.K.C. Ottaway).

Aims and Objectives of Value Education:

  • Peace, love, kindness, sympathy and cooperation has reduced because of the degradation of morality. For this value education is needed.
  • The leading and developed countries of the world are utilising the atomic energy in the destructive ways and it has brought a dangerous situation of the existence of human society with the world. In such a state there is need of developing morality among the people.
  • The evolution of idealism have reduced the impact of religion. Day by day the effects ofreligion has reduced. For this the love and affection among the people are declining day by day. To evoke the reiligion feelings among the people there is need of value education.
  • People now leading the life of white collared jobs and after education despise has increased in such type of feudalistic thought is harmful for the nation. To create interest towards labour and engage them in community work and S.U.P.W. activities there is need of value education.
  • The qualitative value injustice, vocations, morality, democracy, secularism, socialism in every aspects reduced. There is growth of inhumanity, violence war
    attitude, among the people. To avoid such thing and restore peace there is need of value education.
  • Now patriotism, national consciousness among the people become disorder. To evoke such type of values among our children, there is need of value education.
  • Because of population explosion people are facing wants. There is degradation of moral and social values. Asound taste, cooperation and aesthetic attitude has reduced from man. In such a situation value education is needed.
  • There is spreadof regionalism, communalism, caste feelings among the people. People have blinded to these things. People are disliking national integration and international understanding. Education is the only instrument which can solve all these problems. To build the nation and evoke social, moral, aesthetic, scientific and spiritual values among our children there is need of value education.

Question 11.
What is democratic value in Education? Explain.
Answer:
Down through the ages the world has experimented various forms of government. Among all the forms of government, democracy is accepted as the best for life values, are stated below:

(1) Develop love for work:-
The present system of education fits the student for getting themselves admitted into higher classes and units for life in order to create a democratic society. Education should took the lead of developing an attitude a love for work.

(2) Training for Leadership:-
In Indian the political leaders follows democractie. values. It inculcates democratic consciousness. The leaders get their second birthday education. They develop an adequate capacity to discharge their duties. They follow democratic principles and value in a democracy. The leaders try to speak the truths.

(3) Dignity of Labour:-
In a democracy the individuals participate and exercise of sovereign power. So the government is there to safeguard the security of its citizens, the dignity of all people. Democracy treats all equal with the feeling of caste, creed, colour and religion.

(4) Democracy as freedom:-
Theverynatuieofone’sindividualitydiffersfromhis fellow beings. Man wants to be free in a democratic state. The aim of education is allowing this freedom to ensure for the individual opportunity to express this unique personality.

(5) Social Values:-
Individuals constitute society which has certain ideals, conduct, duties and responsibilities towards one another. Schooling is preparatory state for cultivating the sense of social values. It develops scientific attitude towards the social life. The child participates in NCC SUPW activities, Redcorss, Community activities in the social school

Question 12.
Discuss the problems on the way of Value Education? Explain the role Of the teacher in this aspect?
Answer:
In the present day society there is no existence of value. There is a good number ofobstaclesonthe way of value.

  • Value education continues from birth to death in an integrated way. There is need of socialchange. It will take a long time and long patience to achieve value
  • The child is influenced by his pregroups like family, friends and mass media. The society is filled with social evils. There is no love affection, willingness, blessings for others.There stands suspense and disbelief. The human child cannot understand his duties and rights as a citizen. In such a state who thinks of value.
  • Education is a sub-process of the society. The value can return back by education. When all will conscious and teachers high ideal, duties, patriotic feelings, love for student will develop, then value education will be created.
  • There is individual differences and every individual chooses a value. What is good and beautiful to one becomes bad and ugly to others. It will be changed by value education.

Role of the teacher in Value Education :

The role of teacher is creating social, spiritual and aesthetic stand significant. The teachers are ideals for students. They are the source of inspiration for them. They are the symbol of incarnation of value, so they should be fight ideals, spotless character, modified behaviour, affectionate, a friend and a philosopher for a student.

The teacher is a sample for a student. Under his guidance and supervision the students can run. Their personality will fall upon them. Their ideal thinking will lead them in proper way. In the past the gurus are the genuine fire, false things violence, preference has no touches to them.

Gurus are Brahma, Vishnu and Maheswar who can sprint the innate potentialities of the children. It can elicit the ignorance from them and shows the light, then the value of education can be achieved.

Question 13.
What are the objectives and importance of Environmental Education?
Answer:
Environmental education means the educational process dealing with man’s relationship of population pollution resources, allocation and depletion, conservation, transportation, energy distribution all together with the Biosphere.

The environmental education brings knowledge of the causes of pollution, the adverse effects and solution of generation, the dangerous and bad impacts of pollution.

Objectives:

(1) Awareness:
To create awareness among all growth of the society relating to sources, causes, remedy of pollution.

(2) Knowledge:
To help social groups and individuals to gain variety of experiences and acquire basic understanding of environment and its associated problems.

(3) Attitude:
To help social groups and individuals acquire a set of value and feelings for the environment and motivation for actively participating in environmental improvement and protection.

(4) Skill:
To help social groups and individuals acquire the skills for identifying and solve the environmental problems.

(5) Participation:
To provide social groups and individuals with an opportunity to be actively involved all the levels in working towards the selection of environmental problems.

Importance:

  • Environmental education is very important for the child as well as the adult for self-fulfillment and social development. It helps on the maintenance of life and health. So far the preservation of human race are concerned.
  • To help to understand food chain relationship and ecological balance in nature.
  • It helps to understand and appreciate how the environment is used for making a living and for promoting material culture.
  • It stimulates concern for changing environment in a systematic manner not only for the future but also for immediate welfare of mankind.
  • It directs attentions towards the problems of population explosion, exhaustion of natural resources and pollution of environment and sheds light on methods of solving them.
  • Environmental education should consider the environment on its totality, natural and manmade, technological and social.
  • Focus on currents and potential environmental situations while taking into account the historical perspective.
  • Explicitly consider environmental aspects in plans for growth and development.

Question 14.
What is Environmental Pollution? Give the ad verse effects of pollution.
Answer:
Pollution is derived from the word ‘pollute’ which mean make dirty, destory purity. So pollution means the act of making dirty or the act of destroying purity.

Environmental pollution means destorying the environment in such a way that it is unable to play the role properly and polluted environment to sustain humanity. Such environmental pollution includes the pollute of natural environment by water pollution, air pollution, land pollution and noise pollution.

a) Water Pollution:
Water is polluted by industrial waste products and create infectious diseases. The main causes of water pollution are:

(1)Washing and Bathing:
It is a normal proactive that the bath and wash our clothesin rivers, ponds, canals and dead bodies of animals are thrown into rivers, which pollute the water level.

(2) Domestic Garbage:
The destroyed domestic garbage are thrown into the water. The water level become poisonous. The people use them directly suffer from diseases. The fishes are also destroyed.

(3) Industrial Wastage:
The industrial waste products are sent into the river, polluting the water.

(4) Sewerage:
The dirty water of sewarage pollute to water in rivers and canals, ponds.

(5) Pesticides and Biocides:
We use pesticides and biocides like DDT mercury and other such medicines for agricultural purposes which mixes the river water and pollute it.
(6) Fertilizers:
To increase production we use fertilizers and chemicals but the deposits of nitrates make river water poisonous.

(7) Detergents:
Differents kinds of detergents are used for cleaning purposes mixed river and phosphate deposits become harmful for use.

b) Air Pollution:
Air pollution occurs in different ways. They are as follows:

(1) Means of Transport:
The modem means of transport filled with carbon monoxide lead nitrogen which pollute the air.

(2) Industrialization:
The gas and smokes coming out from the factories cause air pollution. The factories produce hydrogen sulphate, oxides, chloride and dist, and other gases which pollute the air.

(3) Fuel:
Burning of raw coal produce carbon dioxide and other poisonous gases.

(4) Use of Insecticides:
The insecticides are used to destory insects which makes the air poisonous and causes air pollution.

(5) Deforestation:
Deforestation gives rise to carbon dioxide and pollutes the air.

(6) Garbage:
In cities and towns heaps of residual materials lying here and there, pollute the surroundings and create health hazards.

(c) Land Pollution:
Over fertility of land is descreasing as a result dust, storms, floods and irrational use of irrigation, the problem of soil erosion and salinity of the soil develops land pollution.

(1) Over Population:
Overpopulation cause land pollution. Form lands and grasslands are destroyed for residential purpose, constructing houses and opening of new industries, industrial estates.

(2) Deforestation:
Deforestation cause soil erosion and such soil erosion is seriously hampering agricultural industries.

(3) Use of chemicals:
Chemicals and synthetic manures are being used to increase production and such chemicals destory the fertility of the soil.

(4) Scientific Explosion:
Nuclear explosion hydrogen bombs, atomic experiments and nuclear explosion causes air and land pollution.

(5) Noise and sound pollution:
The vehicles producing the high sound and loudspeakers used for propaganda creates ear defects, the mass media’s like gramophones, tape recorders are hazzard for peace-loving citizens.

(d) Adverse Effects:-
(1) Adverse effects of Water Pollution:
It causes diseases, causes land pollution and adversely affect oceanic, vegetation and fisheries.

(2) Adverse effects of Air Pollution:
Climate becomes dirty and carbondioxide rises by 10 % and one cannot get fresh air. The buildings affect adversely due to air pollution. Productivity decreases and the quality ofagriculture deteriorate. Plants are affected by breathing an impure air causes different diseases and affects the future generations.

(3) The adverse effects of Land Pollution:
Decrease the grasslands, croplands, and farmlands and soil erosion are caused. It damages the soil and fertility. Shifting of cultivation takes place. Land pollution causes decrease in power of land fertility. It leads to the shortage of drinking water and wells water are polluted.

(4) Adverse effect on Sound Pollution:
Noise pollution causes deafness, noise causes accidents, high blood pressure, mental tension, irritation, heart diseases. Efficiency in work decreases with noise.

Question 15.
What is the Ecology of Education? What are the ecological factors that influence learning? Explain.
Answer:
Ecology of education as newly developed science and the term ‘Ecology’ has been borrowed from the field of biology and has been newly applied in the field at education. Just as the environment influences the organism, so also the organism affect the environment.

So ecology of education means the systematic study of how the school environment affects education, learning and growth of learners, how education improves the environment and how environment and education interact with each other.Ecology of education, means the educational environment of a particular institution as related to children’s learning.

Ecological factors influencing education:-
The over all growth and development and the changes of behaviour of a learner entirely depends on the environment. The environmental factors that influences the child’s development include:

  • Biotic and
  • Abiotic Factors

(1) Biotic Factors:
Biotic factors are living components such as teachers, students and administrators. The number of teachers, their educational qualifications, experiences and behaviour influences in what and how much the students can learn. Similarly, the number of students, their socio-economic background, the interaction pattern among them also influence education and development.

For example, if the classroom is over croweded it leads to low standard of education. Similarly, if the administration is autocratic and unsympathetic it may lead to number of problems. Teacher-pupil interaction also influence learning.

(2) Abiotic Factors:
Abiotic factors are non-living components, may be physical or chemical factors.Physical factors include temperature, light, location and type of building, furniture, laboratoiy, library, playground, equipment, etc. Chemical factors include sanitation, ventilation, pollutant gases, etc. and these factors influenced learning.

for example, the ancient systems classes were held in the open air and under the tree there was no formal school building. Sophisticated aids and equipments were not available at that period. Teaching style and the ability of analysis and expression of the Guru were the basic of education.

So both the biotic and abiotic factors make education and improve the education environment. It is through the programme of environmental education in schools, we can create awareness among the students to check environmental pollution and develop the quality of life.

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

Question 16.
Trace the background for Right to Education 2009.
Answer:
Right to free and compulsory education for children in the age group six years to fourteen years has a long background history. Its journey began in the year 1813 and ended on April 2010 taking almost two hundred years, with the enactment of Right of Children to Free and Compulsory Education Act 2009.
(1) Charter Act 1813 made it obligatory for the state to promote ‘knowledge of the science ’ among natives of India.
(2) Indian Education Commission, 1882 declared Elementary Education of the masses to be the major responsibility of the State.
(3) In March 1910, Gopal Krishnan Gokhle put forward the demand for bee and compulsory Elementary Education in the country. No progress was made. Again on March 16, 1911, Sri Gokhale moved his Private Bill deam and during gradual introduction of the principle of Compulsory Elementary Education for the country children. The bill was rejected.

(4) Basic Education:
The scheme of basic Education, conceptualized by Mahatma Gandhi and presented in 1935, recommended that education should be free for all boys and girls between the age of six and fourteen years. However, as a concession girls, if their guardians so desired, could be withdrawn from school after their twelfth year.

(5) The Sergeant Report:
The Sergeant Report of 1945, recommended that a system of universal compulsory and free education should be introduced for both boys and girls between the ages six to fourteen.

(6) 1947 Status:
By 1947 Primary Education had been made compulsory in 152 urban areas and 4995 rural areas. India Gests Freedom and After

(7)Constitutional Provision:
India became a free country in 1947. The framers of the constitution of Free India realized the importance of education. It was laid down in Article – 45 of the Directive Principles of State Policy. “The State shall endeavor to provide within ten years of the commencement of this constitution, for free and compulsory education for all children until they obtain the age of 14 years.

(8) Constitutional Amendment 2002:
Unfortunately, the goal fixed by the constitution for the attainment of universal primary education within 10 years, that is, 1960. could not be achieved. The Hon’ble Supreme Court also held that the right to free education falls in the ambit of the “right to life” enshrined in Article 21.

The 86th. Amendment Act, 2002 of the Indian Constitution declared – vide Article 21 A, that children in the age group 6 to 14 years shall receive free and compulsory education. Thus, Elementary Education becomes a fundamental right for children in the age group 6 to 14 years.

(9) The National Knowledge Commission’s Recommendations:
The National Knowledge Commission appointed by the Government of India in 2005 asserted that, “Providing universal access to quality school education is a cornerstone of development and a minimum necessary condition for any progress towards making India a knowledge society”.

So the commision pleaded for legislation at the cultural level to affirm the right to education, which is a fundamental right mandated by Article – 21 (A).

(10) RTE Act 2009:
The right of children to Free and Compulsory Education Bill 2008 was introduced in the Parliament. The said bill was passed by both the House of Parliament and received the assent of the President of India on the 26th. August 2009.

Question 17.
Right to Education is every child’s Fundamental right. Discuss.
Answer:
Rights of the Child:
All the rights granted under the Universal Declaration of Human Rights (UNO) in general and for Indian citizens particular granted under the constitutional right. Certain special provisions have been made for children. The fundamental rights become legal and constitutional on the 20th. November, 1959. Principle – 7 ofthe 10 principles clearly states “the child is entitled to receive education which shall be free and compulsory in Elementary stages.

In 1989,20th. Novermber, the General Assembly of united National Convention on the Rights of the child. Article 28,29 and 30 of the convention provides for educational and cultural rights of children which is ratified on 2nd. December, 1992. India has adopted in 1974 a National Policy for children doing the growing stages for their physical mental and social development.Right of Children to Free and Compulsory Education Act 2009

Right to Education of the constitution included in Article 21A draft of bill composed in the year 2005. Mandatory provision to provide 25 % reservation for disadvantaged children in private schools.

The bill approved by the Cabinet on 2nd July, 2009 and Rajya Sabha passed the Bill on 20th July 2009 and Lok Sabha on 4th. August 2009 and Presidential assent on 26th. August, 2009 as the children’s right to free and compulsory education, except Jammu and Kashmir. India become one of the 13 5 countries of the world to make fundamental right of every child and act come into force on April 1, 2009.

Main Provision / Key Features :
The right of the children to free and Compulsory Education Act, 2009 (Age group 6 to 14) was enforced on the 1st. April 2010. The following are the salient features of the Act.

  • Short Title – Right of children to free and Compulsory.Education Act 2009 (Except Jammu and Kashmir).
  • Right to Free and Compulsory Education – Every child (male or female) of the age 6 to 14 years shall have right to free and Compulsory Education (Section 3).
  • Special Provision for Admission – Where a child above six years foils to get admission in school or fails to complete his / her elementary education, then he/she shall be admitted in a class appropriate to his or her age (Section 4).
  • Right to Transfer to other schools – In case there is no provision for completion of elementary education, a child shall have the right to seek transfer to a school where he/she complete elementary education (Section 5).
  • Neighbourhood School – For carrying out the provisions of the Act, the appropriate Govt, and the local authority shall establish within such area or limits of the neighborhood, as may be prescribed, a school, where it is not so established within a period of three years from the commencement of this Act (Section 6).
  • Centre and States share financial responsibility – The Central and State Govt, s hall share financial responsibility for carrying out the provision of the Act (Section 7).
  • Appropriate Govt, to Ensure Admission, Attendance – The appropriate Govt, shall ensure compulsory admission attendance and completion of Elementary Education by every/ child of the age of 6 to 14 years, ensure availability of neighborhood schools, ensure zero discrimination to children belonging to disadvantaged groups or to weaker section, provide infrastructure, ensure quality primary education, provide training facility for teacher (Section 8).
  • Parents / Guardian’s Duty – Parents and guardians are duty-bound to get their children ward admitted to a neighborhood elementary school (Section 10).
  • No Capitation Fee – No school or person shall while admitting a child collect any capitation, free and subject the child or his or her parents or guardians to any screening procedures (Section 13).
  • Lack of Age no bar – No child shall be denied admission in a school for lack of age proof (Section 14(2).
  • No Holiday Back any child – No child admitted in a school shall be held back in any class or expelled from school till the completion of elementary education (Section 16).
  • No Physical punishment – No child shall be subjected to physical punishment or mental punishment (Section 17).
  • Certificate of Recognition Required – After the commencement of this Act, no school to be established by some private body shall be allowed to function without (19). obtaining a certificate of recognition from competent state authority. Recognition shall be granted only if the school fulfills the prescribed norms and standards (Section 18).
  • Teachers to posses minimum qualification – Persons to be appointed teachers must possess such minimum qualifications as laid down by a competent academic authority, authorised by the Central Govt. In case a teacher at the commencement of the Act does not possess the required minimum qualification he/she shall acquire the same within a period of five years (Section 23).
  • Pupil-teacher ratio – Every school shall maintain 14 specified pupil-teacher ratios (Section)
  • No private tuition by teachers – No teacher shall engage himself or herself in private tuition or private teaching activity (Section 28).

 

Question 18.
Explain the right to education Act – Criticism and evaluation.
Answer:
The following points of criticism have been raised against the Act.

1. Hastily Drafted:
There is general complaint that the act has been hastily drafted. A large number of groups or organisations active in education have not been consulted.

2. Quality of Education Sacrificed:
The framers of the Act have not been considered the quality of education provided by the Govt, system 80 % of schools suffers from getting trained teachers. There is infrastructural gaps. There is mismanagement. Average school teacher salaries in private rural schools in some states about 4000/-per month lower than Govt, schools.

3. Private Schools Discriminate against Weaker Sections:
Children attending the private schools are weaker sections. There is no free education. There is inferior quality of school education.

4. Infringement of Minority Rights:
The Act is a clear infringement of private and religious minority right to administer their educational systems.

5. Barter for Orphans:
The Act provides admission of children without any certification.Orphan children are unable to produce income, caste certificate and BPL cards and birth certificates. As a result the schools are not admitting them.

Evaluation and Conclusion:
It fills the gap in social system (Kapil Sibal) the RTE Act is an opportunity to break gender, caste, class and community barriers.

Question 19.
What is International Understanding? Discuss the role of education in promoting International Understanding.
Answer:
The international understanding means the understanding among the nations, to restore peace to wipe out war, to set up universal brotherhood. By international understanding we have to create a feeling of world community, world citizenship and world brotherhood.
The following programmed are to be launched and can be adopted in schools for promoting international understanding.

(a) Teaching About UNO:
The teacher should taught the students about the purposes, principles, structures and activities of UNO and its other organisations like UNICEF and UNESCO. The UNICEF is aimed at work for the growth mother and child, mother and child care in the world.

Such fund provides necessary funds to the world countries for physical care of mother and child. UNESCO works for the improvement of education, culture, science in the world. The teacher should taught this to their children. It will arouse an interest in children to tell the importance of world peace.

(b) Teaching of Social Studies:
By reading social studies the child would be able to understand himself and his human relationship. Simplified world history given to the students can create world understanding. History properly taught can help the children to become critical and human.

They must be given the knowledge about world citizenship and essentials to prompt world citizenship. By teaching geography they would learn about the geographical situation of different sub-continents.

(c) Teaching of Social Science:
In teaching science its social implication should be emphasized. The students must know how the scientific inventions and discoveries can be utilised for enhancing the progress and prospertiy of humanity. They should be given the impression that it is only science which has brought the nations closer and closer. It has conquered time and distance.

(d) Teaching of International Language:
We can develop respect for other people, if we can know them fully. So to know other people we must learn in international language or the language spoken by majority of the people of the world nations. The emotional attachment will be increased by languages we can understand them better and appreciate them better. For international communication English is to be taught.

(e) Art and Literature:
Art and literature have universal appeal. The children can enter into the feelings of other nation by studying their art and literature. They can compare their own art and literature with those of other nations.

The writers and artists of the nation directly and indirectly influence the articles of another nation, fully Indian writers like Rabindranath Tagore. The western writers are also influenced by Tagore. Tagore established Shantiniketan and Biswa Bharati University for East and West relationship.

(f) Celebration of International Days:
International understanding can be fostered by providing children the opportunities to celebrate international days like U.N. Day, World Labour Day, and other such world organisations days. They also learn about the functions of these international days. By observing such occasions they will arouse interest for world understanding. By globalisation, the whole world has become a family.

(g) Various co-curricular activities:
The various co-curricular activities can provide opportunity to achieve this goal. All among them School Assembly, Dramatic Presentation, Folklore, Music, Games and Sports, Newspapers, Magazines, Bulletins, Travels, Exchange Lectures and Conferences can develop and arouse the lasting freindship among different countries of the world. These items should be arranged in schools to develop global outlook among our students.

Question 20.
What do you mean by Computer Assisted Instructions (CAI)? Explain the advantages.
Answer:
Computer finds alternative implications in the field of education. It is said that which human brain fails to do is done by this big brainchild, the computer.
The computer can store a good amount of informations and can use selected portion to meet the needs of individual learners.
Computer Assisted Instruction is a natural out gorwth of the applications of programmed instruction. The aim of such computer programming is to provide individual instruction to meet the special needs of individual learners. Through a computer the child is capable of displaying messages generated by the computer. The form of numbers, words or patterns.
Earphones and microphones are also available to the child to interact with the computer. He can ask questions to the child to interact with the computer. He can ask questions to the computer and can receive answer in return. If the child makes any error, the computer is programmed to detect the error of the child.
The computer programmes are so designed that a child can get adequate knowledge and information correctly, accurately and at a rapid rate. When the child encounter difficulties and no progress occurs the computer notices the teacher who then gives the learner as much assistance as necessary.
Advantages of Computer-Assisted instructions :

  • A computer has a tremendous capacity to teach the learners. Because of its great speed of operation if can engage and instruct of group of students at a time.
  • There is scope for direct interaction with the computer. The child and the computer can communicate to teacher message can be typed out by the computer and the child in turn can enter his response by the keyboard.
  • Drill and practice become easier by computer concepts, ideal rules and formulation can be practised conveniently both by the teacher and the pupils. There are standardised programmes in elementary mathematics, science and lanugage for drill and practice,
  • Tutorial system is made available of the learners through the computer. The computer takes the responsibility of presenting a concept and developing a skill for its use, As both presentation and evaluation of programmes is done by the computer it acts like a tutor and suits all categories of learners.
  • The students can exchange dialogues with the computer. Subject matter is presented by a screen. The computer talks for the students and the students feeds the response in the keyboard. It is exactly like a teacher student dialogue in a classroom.
  • The computer provides individualised instruction. A studnet can take his own pace for learning programme on computer can engage as many students as possible depending on the number of terminals connected with it.
  • Through the computer the students can assimilate diverse curriculum as per their needs, interests. They can get information on any subject they like. Instead of search of many books the students can refer only the computer for variety information.
  • Teaching differs from teacher to teacher, because of human variables. At times, students get confused due to variations, presentation of concepts and data. Computer overcomes these variations and makes the instruction uniform for all.
  • Most of the paper works like correction of errors, tabulation of marks, gradation of students, achievements and certification of their performance can be done by a computer, the teachers are free from these monotonous stereotyped works. Teachers will devote more time in planning curriculum and co-curricular activities.
  • The wise use of computer in education provides opportunity and challenge for invocation in curriculum development and evaluation.

Question 21.
What are the major components of a computer?
Answer:
A computer is divided into two parts – (i) Hardware and (ii) Software

(1) Hardware:
It is the physical equipment in a system usually containing electronic component and performing some kind of function in information processing, i.e. the components which can be seen and touched. It includes all types of electrical and electronic components.
The hardware part is again dividied into two parts :

  • Peripherals
  • CPU (Central Processing Unit)
  • Some of the common input devices are keyboard, mouse, OCR, MICR, Barcode scanner, joystick, lightpens etc.

(2) Output device:
It is a device through which the result of the program are obtained.

(3) Backing storage:
The secondary storage are mainly hard disk, floppy disk, CDs, etc. which were store data and information.

(b) CPU (Central Processing Unit) :
It is the completely electronic part of the computer. The processor or microprocessor is the heart or brain of the computer. All processing are done here. The main work of the processor is :

  • Fetch the instruction.
  • Decode the instruction.
  • Execute the instruction.

(1) Fetch the Instruction:
The operation involves getting each instructions stored in the memory.

(2) Decode the Instruction:
After the instructions are fetched from memory are converted into a language understood by the computer. This language is known as machine language.

(3) Execute the Instruction:
After the instructions are decoded the computer understood the operation to be carried out and acts accordingly. This processes termed as execution ofinstruction.

The processor is a very fast and very powerful arithemetic machine of millions of calculations per second. The processor is based on the computing, adding and subtracting of ones and zeros.

Beyond arithmetic, basic processor functions include:
(1) Processing central instructions that tell the arithmetic and logic operations that makes use of small number-holding areas called registers.
Typical micro processor operations include adding, subtracting, comparing two numbers and fetching numbers from one are to another.

These operations are the result of a set of instructions that are part of the microprocessor design when the computer is turne ‘on the microprocessor is designed to get the instructions from the basic input / output systems(BIOS) that comes with the computer as part of its memory. After that, either the BIOS or the operating system or an application is driving the microprocessor, giving instructions to perform.

Processors are usually measured by their speed in terms of millions of cycles per second (magnetic). Each cycle is the period of time required for the processing of partial or complete instructions.

Basically, CPU does everything in binary language. It has three components parts:

  • ALU (Arithmetic Logic Unit)
  • CU (Control Unit)
  • Storage (Memory)

(a) ALU:
The ALU is the place where the actual data processing occurs. All calculations and comparisons made on this unit. The unit takes instructions from control unit. It takes data from memory unit and returns information to memory unit. Since it has to do calculations very fast all the components of ALU work very fast.

(1) ALU performs two functions:

  • It carries out arithmetic operations like addition, subtraction, multiplication and division.
  • It performs certain logical actions based on ‘AND’ or ‘OR’ functions.

This unit has a number of registers and accumulations of short-term storage of characters while given to a computer by the operations in computers language. This unit has an electronic clock that sends millions pulses in seconds on which computer works.
The control unit directs all operation inside the computer. It is known as Nerve centre of the computer because it controls and co-ordinates all hard work operations.

(2)It performs the following actions:

  • It gives commands to transfer data from the input device to the arithmetic and logic unit.
  • It also transfers the result from ALU to the memory and on to the output device for
    printing.
  • It stores the program in the memory takes instructions one by one, understands them and issues appropriate commands to other units,
  • It fetches the required instructions from the main memory. Then it interprets the instructions and gets it executed by sending a command signal to the concerned hardware device.

Storage on Memory:

Memory is basically a storage place. Input data programs and the results ready for output are stored in the main memory. Memory is the most important part ofthe computer. It determines the size and number of programs that can be simultaneously held within the computer as well as the amount of data than can be processed immediately. The memory is made up of several small storage areas called as location or cells. Each of these locations can store a fixed number of bits called as word length of that memory.

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

The Motherboard:
The Motherboard is the device that integrates the processor and other components including the memory disk drives, keyboard and displays.
The motherboard also contains one or more parts which enable the computer to communicate with peripherals devices.

Such as printers, modems, and scanners. Most personal computers have parallel parts commonly used for printers and serial parts commonly used for modems.
(1) Software:
It is a set-up program that carry out certain procedure and coordinates between hardware and user (operator). It includes two parts:

  • System software
  • Application software

(a) System Software:
System software is a special type of software. Without its presence, a computer can not be started. This is very essential to run a computer. It consists of operating systems and utilities.
Ex – DOS, Windows, Novell, OS/2, LINUX, UNIX, etc.

(b)Application Software:
Used for specific purposes. This is not essential for a computer. EX-MS Office, Word, Excel, Powerpoint, MS paint, DBMS, etc.

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

Question 22.
What are the different types of computers?
Answer:
The computer is an electronic digital data processing system. Depending on their function computers are classified into four categories.

  •  Micro Computers.
  • Mini Computers
  • Main Frame Computers.
  • Super Computers.

(1) Micro Computers:
The most familiar kind of computer is the microcomputer. Theseare typically found in homes and business centers. They can process about 200 millions operations per second. They can be used along or be connected other computers. They are produced in many shapes and sizes.
The microcomputers are called micro for two reasons.

One, because it is miniature in size (micro million times less than unit quantity) and another because it uses a microprocessor. Micro-processor is actually the data processing part of the computer. It is the heart of a computer. It is also known as a central processing unit (CPU).

The entire CPU of a microcomputer contained either in a single chip or thumbnail size of a few chips. Telecommunications database management, accounting, word processing. PC can also be played like a musical instrument.
Microcomputers can be classified as :

  • Desktop computers.
  • Workstations.
  • Portable computers.

(a) Desktop Computers:
Desktop computers are those used by most individuals one designed to be permanently positioned on a desk.

(b) Workstations:
Workstations are small but extremely powerful and expensive computers used mainly by engineers, scientists, people who work with graphics and other professionals who processed a lot of data. People who need to forum complex programs and display both work in progress and results graphically also use workstations.

Workstations use displays, screens, featuring high-resolution colour graphics and operating systems such as UNIX that permission multitasking, workstations also use powerful networking links to other computers. The more powerful workstations are called super micro.
Examples of well known workstations are those made by SUN, Apollo, Hewlett-Packard, IBM, etc.

(c) Portable Computers:
One type of PC that is rapidly growing in popularity is the portable computer which can be easily carried around. Laptop or Notebook PCS, subnotebooks and Personal Digital Assistant (PDA), if)

(2) Mini Computers:
Mini computers are also known as mid-range computers work first developed as special-purpose main frame computers. They are used to control machines in a manufacturing unit. However, now they are widely used as general-purpose computers. The more powerful mini-computer modes are called as superminis. Also the increasing power of microcomputer workstations have made it harder to distinguish between mini computer.

For example, an executive could use the server to search the company’s centralised database and retrieve selected data. He could then use a spreadsheet on his microcomputer to analyse the data.

(3) Main Frame Computers:
The scare the large size computer which occupies larger air-conditioned ram fiill, space and main memory size upto 128 megabytes. Since all its peripherals are mounted in a large cabinet type of frame. These computers are also known as mainframe computers.

Mainframe computers can process several million program instructions per second such a computer system can be used 128 uses simultaneously in time-sharing mode and employing mini computers as a front and processor.

Large organizations rely on these room-size systems to handle large programs with lots of data. Mainframes are mainly used by Insurance Companies, Banks and Railway reservations systems, etc. IBM’s 308 X 580 series, IBM 3090, 4300, 4381, DEC1070, 1090 Cyber’s 170, ICL’s Series 9, Honeywell DPS 88/860, UNIVAC 1100/60, and ACOS 100 are the popular mainframe computers.

A mainframe is associated with centralized rather than distributed computing. Today; IBM refers to its larger processors as larger servers and emphasizes that they can be used to serve distributed users and smaller servers in a computing network.

(4) Super Computers:
Supercomputers are the fastest calculating device ever invented. A desktop microcomputer processes data and instructions in millions of a second or microseconds, whereas a supercomputer can operate data speed measured in nanoseconds and picoseconds. The supercomputer is one thousand to one million times as last as microcomputers.

They are used for many scientific and technical applications including weather forecasting and automotive design and are also used to generate the extremely realistic graphs that does calculations one after another. This supercomputer has over 7000 processors that do 7000 calculations at a time.

CHSE Odisha Class 12 Psychology Unit 1 Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 12 Psychology Solutions Unit 1 Objective & Short Answer Type Questions.

CHSE Odisha 12th Class Psychology Unit 1 Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1:
Life span development psychology is the _____ psychology.
(a) Behaviour
(b) Development
(c) branch
(d) none of the above
Answer:
(c) branch

Question 2:
_____ has pointed out “not only description but also explication of age-related. changes is behaviour in terms of antecedent – consequent relationships”.
(a) La Bouvie
(b) Siegel
(c) Dietrich Tiedemarm’s
(d) both (a) and (b)
Answer:
(a) La Bouvie

Question 3:
Life span psychologists have six major objective ______.
(a) to find out what are the common and characteristic change.
(b) to find out when these changes occur.
(c) both (a) and (b)
(d) none of the above
Answer:
(c) both (a) and (b)

Question 4:
The baby biographies journals published in _____ year.
(a) 1787
(b) 1777
(c) 1767
(d) 1774
Answer:
(a) 1787

Question 5:
Who observations of his son’s sensory-motor, language and cognitive behaviour during the first 2.1/2 years.
(a) Siegel
(b) La Bouvie
(c) Dietrich Tiedemann’s
(d) none of the above.
Answer:
(c) Dietrich Tiedemann’s

CHSE Odisha Class 12 Psychology Unit 1 Objective And Short Answers Questions

Question 6:
In ____ year Daruin published notes on his son boddy’s sensory, cognitive and emotional development during his first twelve months.
(a) 1877
(b) 1904
(c) 1916
(d) 1922
Answer:
(a) 1877

Question 7:
Who has explained structures are “far from being static and given him the start?
(a) Van den Dacle
(b) Piaget
(c) GStancbey
(d) Daniel Uvirson.
Answer:
(b) Piaget

Question 8:
Who called the first year the oral stage.
(a) Freud
(b) Erikson
(c) Darkein
(d) none of the above
Answer:
(a) Freud

Question 9:
Categories of stress in middle Adulthood are
(a) Somatic stress
(b) Cultural stress
(c) Economic stress
(d) all the above
Answer:
(d) all the above

Question 10:
Who has explained “Life span psychology was preoccupied with ages and stages. Investigators sought to learn the typical age at which various stages of’ development occurred”
(a) La Bouvie
(b) Siegel
(c) Dietrich
(d) none of the above
Answer:
(b) Siegel

Question 11:
G. Stanley Hall, a pioneer in child study published “popular book is called _____.
(a) Adolescence
(b) Senescence
(c) baby biographies
(d) none of the above.
Answer:
(a) Adolescence

CHSE Odisha Class 12 Psychology Unit 1 Objective And Short Answers Questions

Question 12:
_____ causes more neonatal deaths.
(a) prematurity
(b) postmaturity
(c) both (a) and
(d) none of the above
Answer:
(a) prematurity

Question 13:
_____ theory is major impacts in education.
(a) Erikson
(b) Piaget
(c) Fraid
(d) None of the above
Answer:
(b) Piaget

Question 14:
Characteristics of adolescence is
(a) Adolescence is an important period.
(b) Adolencence is a transactional period.
(c) both (a) and (b)
(d) None of the above
Answer:
(c) both (a) and (b)

Question 15:
The word adult comes from the same Latin verb as the term adolescence – adult care which means _____.
(a) grown to full size and strength
(b) to grow to maturity
(c) only (a)
(d) none of the above
Answer:
(b) to grow to maturity

True/False questions

Question 1:
La Bounce has pointed out is “not only description but also explication of age-related changes in behaviour in terms of antecedent consequent relationships”
Answer:
True

Question 2:
Development psychologists study developmental change not covering life span.
Answer:
False

Question 3:
Baby biographies journal published in 1787 in England.
Answer:
False

Question 4:
In 1877 Drawin published notes on his son noddy’s sensory.
Answer:
True

CHSE Odisha Class 12 Psychology Unit 1 Objective And Short Answers Questions

Question 5:
Piget has pointed out “development implies qualitative change”
Answer:
False

Question 6:
Life span development is not branch of psychology.
Answer:
False

Question 7:
The human beings are never static.
Answer:
True

Question 8:
Miller has said, “In all the rest of his life there will never be such a sudden and complete change of locale”
Answer:
True

Question 9:
Prematurity causes more neonatal deaths.
Answer:
True

Question 10:
Freud the first year of the oral stage.
Answer:
True

Very short answer questions with answers

Question 1:
Appearance
Answer:
Developments that improve one’s appearance are welcome and lead to favorable attitudes while those that detract from one’s appearance are resisted and every possible attempt is made to camouflage them.

Question 2:
Cultural Values
Answer:
Each culture has certain values associated with different ages. Because maximum productivity is associated with young through early middle-age adulthood, attitudes toward this age group are more favorable than attitudes toward other ages.

Question 3:
Hereditary Endowment
Answer:
The first important happening at the time of conception is the determination of the newly created individual’s hereditary endowment. The contributions to this endowment from both parents and from both maternal and “paternal ancestors.

CHSE Odisha Class 12 Psychology Unit 1 Objective And Short Answers Questions

Question 4:
Number of Offspring
Answer:
The third important happening at the time of conception or shortly thereafter is the determination of the number of offspring there will be. While most humans are singletons, multiple births also occur.

Question 5:
Mental Development
Answer:
Mental similarities between identical twins are much greater than between nonidentical twins and this persists into old age. Identical twins also show strong similarities in terms of special abilities, such as musical and artistic aptitudes.

Question 6:
Personality Development
Answer:
Many twins have difficulty in developing a sense of personal identity. This is especially true of identical twins and of nonidentical twins of the same sex. Others enjoy the close relationship of twinship and the attention they receive as a result of their similarity in appearance. This leads to self-satisfaction and self-confidence.

Question 7:
Physical Hazards
Answer:
Each of the three major subdivisions of the prenatal period involves particular physical hazards. While these do not affect all individuals by any means, they do occur with some frequency and can be serious enough to affect the development of the individual throughout life.

Question 8:
Infancy Is a Hazardous Period
Answer:
Infancy is a hazardous period, both physically and psychologically. Physically, it is hazardous because of the difficulties of making the necessary radical adjustments to the totally new and different environment. The high infant mortality rate is evidence of this. Psychologically, infancy is hazardous because it is the time when the attitudes of significant people toward the infant are crystallized.

CHSE Odisha Class 12 Psychology Unit 1 Objective And Short Answers Questions

Question 9:
Elimination:
Answer:
The infant’s organs of elimination begin to work soon after birth; formerly, waste products were eliminated through the umbilical cord. Every newborn infant finds adjustment to postnatal life difficult at first. Some have trouble adjusting to temperature changes and develop colds, which may turn into pneumonia. Others find breathing difficult and must be given oxygen.

Question 10:
Prematurity:
Answer:
Prematurity causes -more neonatal deaths than any other condition. Prematurely born infants are also especially susceptible to brain damage at birth because the skull is not yet developed enough to protect the brain from pressures experienced during birth. Anoxia is another common problem since the premature baby’s respiratory mechanism is not fully developed.

Short answer questions with answers

Question 1:
Developmental tasks of early childhood.
Answer:
Although the foundations of some of the developmental tasks young children are expected to master before they enter school are laid in toddlerhood, much remains to be learned in the relatively short four-year span of early childhood. When toddlerhood ends, all normal babies have learned to walk, though with varying degrees of proficiency; have learned to take solid foods and have achieved a reasonable degree of physiological stability.

The major task of learning to control the elimination of body wastes has been almost completed and will be fully mastered within another year or two.While most babies have built up a useful vocabulary, have reasonably correct pronunciation of the words they use, can comprehend the meaning of simple statements and commands and can put together several words into meaningful sentences, their ability to communicate with others and to comprehend what others say to them is still on a low level. Much remains to be mastered before they enter school.

Similarly, they have some simple concepts of social and physical realities, but far too few to meet their needs as their social horizons broaden and as their physical environment expands.Few babies know more than the most elementary facts about sex differences and even fewer understand the meaning of sexual modesty. It is questionable whether any babies, as they enter early childhood, actually know what is sex- appropriate in appearance and they have only the most rudimentary understanding of sex-‘ appropriate behavior.

Question 2:
Nutrition.
Answer:
With the transition to early childhood, many children become unpredictable and choosy eaters. This decline in appetite is normal. It occurs because growth has slowed. Furthermore, preschoolers’ wariness of new foods may be adaptive. By sticking to familiar foods, they are less likely to swallow dangerous substances when adults are not around to protect them. Parents need not worry about variations in amount eaten from meal to meal.

Preschoolers compensate for a meal in which they ate little with a later one in which they eat more. Even though they eat less, preschoolers need a high-quality diet.They require the same foods adults do-only smaller amounts. Fats, oils, and salt should be kept to a minimum because of their link to high blood, pressure and heart disease in adulthood. Foods high in sugar should also be avoided. In addition to causing tooth decay, they lessen young children’s appetite for healthy foods and increase their risk of overweight and obesity.

The social environment powerfully influences young children’s food preferences. Children tend to imitate the food choices of people they admire-adults as well as peers. A pleasant mealtime climate also encourages healthy eating. Repeated exposure to a new food (without any direct pressure to eat it) increases children’s acceptance. Sometimes parents bribe their children, saying, “Finish your vegetables and you can have an extra cookie.

CHSE Odisha Class 12 Psychology Unit 1 Objective And Short Answers Questions

Question 3:
Piget Theory.
Answer:
Piaget’s theory has had a major impact on education, especially during early childhood. Three educational principles derived from his theory continue to have a widespread influence on teacher training and classroom practices:

Discovery learning:
In a Piagetian classroom,’ children are encouraged to discover for themselves through spontaneous interaction with the environment. Instead of presenting ready-made knowledge verbally, teachers provide a rich variety of activities designed to promote exploration-art materials, puzzles, table games, dress-up clothing, building blocks, books, measuring tools, musical instruments and more.

Sensitivity to children’s readiness to learn:
A Piagetian classroom does not try to speed up development. Instead, Piaget believed that appropriate learning experiences build on children’s current thinking. Teachers watch and listen to their students, introducing experiences that enable them to practice newly discovered schemes and that are likely to challenge their incorrect ways of viewing the world. But teachers do not impose new skills before children indicate they are interested and ready.

Acceptance of individual differences:
Piaget’s theory assumes that all children go through the same sequence of development but at different rates. Therefore, teachers must plan activities for individual children and small groups rather than just for the whole class. In addition, teachers evaluate educational progress by comparing each child to that child’s own previous development. They are less interested in how children measure up to normative standards or the average performance of same-age peers.

Question 4:
Erikson’s Theory.
Answer:
Erikson described early childhood as a period of “vigorous unfolding.” Once children have a sense of autonomy, they become less contrary than they were as toddlers. Their energies are freed for tackling the psychological conflict of the preschool years: initiative versus guilt. As the word initiative suggests, young children have a new sense | of purposefulness. They are eager to tackle new tasks, join in activities with peers and discover what they can do with the help Of adults. And they also make strides in conscience development.

Erikson regarded play as a central means through which young children find out about themselves and their social world. Play permits preschoolers to-tryout new skills with little risk of criticism and failure. It also creates a small social organization of children who must cooperate to achieve common goals. Around the world, children act out family scenes and highly visible occupations-police officer, doctor and nurse. It is known Erikson’s theory builds on Freud’s psychosexual stages.

In Freud’s well-known Oedipus and Electra v, conflicts, to avoid punishment and maintain the affection of parents, children form a superego, or conscience, by identifying with the same-sex parent. That is, they take the parent’s characteristics into their personality and as a result, adopt the moral and gender role standards of their society. Each time the child disobeys standards of conscience, painful feelings of guilt occur.

Question 5:
Define two characteristics of adolescence.
Answer:
Like every important period during the life span, adolescence has certain characteristics that distinguish it from the periods that preceded it and the periods that will follow it. These characteristics are explained briefly below.

Adolescence is an important period:
As all periods in the life span are important, some are more important than others because of their immediate effects on attitudes and behavior, whereas others are significant because of their long-term effects. Adolescence is one of the periods when, both the immediate effects and long-term effects are important. Some periods are important for their physical and some for their psychological effects.
Adolescence is important for both. Accompanying these rapid and important physical developments, especially during the early adolescent period, rapid mental developments occur. These give rise to the need for mental adjustments and the necessity for establishing new attitudes, values and interests.

Adolescence is a transitional period:
Transition does not mean a break with or a change from what has gone before but rather a passage from one stage of development to another. This means that what has happened before will leave its mark on what happens now and in the future. Children, when they go from childhood to adulthood, must “put away childish things” and they must also learn new patterns of behavior and attitudes to replace those they have abandoned.

Question 6:
What is the Goal of Life span Changes?
Answer:
It is to enable people to adapt to the environment in which they live. To achieve this goal, self-realization, or, as it is sometimes called, ‘Self-actualization,” is essential. However, this goal is never static. It may be considered an urge-the urge to do what one is fitted to do, the urge to become the person, both physically and psychologically, that one wants to be. The way people express this urge depends on the individual’s innate abilities and training, not only during the early, formative years of childhood but also as he or she grows older and comes under greater pressures to conform to social expectations.

Since self-realization plays an important role in mental health, people who make good personal and social adjustments must have opportunities to express their interests and desires in ways that give them satisfaction but, at the same time, conform to accepted standards. Lack of these opportunities will result in frustrations and generally negative attitudes toward people and toward life in general.

CHSE Odisha Class 12 Psychology Unit 1 Objective And Short Answers Questions

Question 7:
Write the aspects that influence attitudes toward Life span changes?
Answer:
Appearance: Developments that improve one’s appearance are welcome and lead to favorable attitudes while those that detract from one’s appearance are resisted and every possible attempt is made to camouflage them.

  1. Behaviour:
    As and when behaviour changes are disconcerting, as during puberty and senescence, they affect attitudes toward the changes unfavorably. The reverse is true when changes are favorable, as occurs, for example, when the helplessness of babyhood gradually gives way to the independence of childhood.
  2. Cultural Stereotypes:
    From mass media, people learn cultural stereotypes associated with different ages and they use these stereotypes to judge people of those ages.
  3. Cultural Values:
    Each culture has certain values associated with different ages. Because maximum productivity is associated with young through early middle-age adulthood, attitudes toward this age group are more favorable than attitudes toward other ages.
  4. Role Changes:
    Attitudes toward people of different ages are greatly influenced by the roles they play. When people change their roles to less favorable ones, as in the case of retirement or widowhood, social attitudes toward them are less sympathetic.
  5. Personal Experiences:
    Personal experiences have a profound effect on an individual’s attitude toward developmental changes. Since the authority and prestige of middle-aged executives decreases as they approach retirement, their attitudes toward aging are, for example, unfavorably affected. These attitudes are intensified by unfavorable social attitudes.

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-I Objective Questions

Odisha State Board CHSE Odisha Class 12 Political Science Solutions Unit 2 Democratic Process in India-I Objective Questions and Answers.

CHSE Odisha 12th Class Political Science Unit 2 Democratic Process in India-I Objective Questions

Multiple Choice Questions With Answers

Question 1.
What are the causes of tension in our federal system?
(a) Centre state relations
(b) Demand for autonomy
(c) Role of governors and president’s rule
(d) Demand for new states
Answer:
(a) Centre state relations

Question 2.
Into how many countries did USSR disintegrate?
(a) 14
(b) 15
(c) 16
(d) 17
Answer:
(b) 17

Question 3.
In which country Treaty of Chaguaramas was signed?
(a) West Indies
(b) Nigeria
(c) Uzbekistan
(d) Pakistan
Answer:
(a) West Indies

Question 4.
When was treaty of Chaguaramas signed?
(a) 1972
(b) 1973
(c) 1974
(d) 1975
Answer:
(b) 1973

Question 5.
When was federation of West Indies came into being?
(a) 1956
(b) 1957
(c) 1958
(d) 1985
Answer:
(c) 1958

Question 6.
When was USSR disintegrated?
(a) 1991
(b) 1989
(c) 1992
(d) 1993
Answer:
(a) 1991

Question 7.
Who settles disputes between center and states?
(a) executive
(b) legislature
(c) judiciary
(d) tribunals
Answer:
(c) judiciary

Question 8.
In which conference Nigerian federal constitution was formed?
(a) Ibadan
(b) Carribean
(c) Zizac
(d) Yoruba
Answer:
(a) Ibadan

Question 9.
When was Ibadan constitutional conference held?
(a) 1951
(b) 1950
(c) 1952
(d) 1953
Answer:
(b)1950

Question 10.
Which is not the ethnic group of Nigeria?
(a) Yoruba
(b) Ikoba
(c) Ibo
(d) Hausa fulani
Answer:
(b) Ikoba

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-1 Objective Questions

Question 11.
When was the democracy restored in Nigeria?
(a) 1998
(b) 1997
(c) 1999
(d) 2000
Answer:
(c) 1999

Question 12.
Which is not the List in our Constitution?
(a) Panchayat List
(b) Union List
(c) Concurrent List
(d) State List
Answer:
(a) Panchayat List

Question 13.
Any matter that is not mentioned in any of the Lists come under which List?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary List
Answer:
(d) Residuary List

Question 14.
In which List can both State and Union can legislate?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(c) Concurrent List

Question 15.
In which list does defense comes?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 16.
In which List does local government come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(b)State List

Question 17.
In which List does atomic energy come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 18.
In which list does foreign affairs come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 19.
In which list does war and peacemaking come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 20.
In which List does Banking come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-1 Objective Questions

Question 21.
In which list does railways come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 22.
In which list does education come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary
Answer:
(c) Concurrent List

Question 23.
In which list does cyber laws comes?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(d) Residuary Powers

Question 24.
In which list does state public services come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(b)State List

Question 25.
In which list does police come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(b) State List

Question 26.
In which list does airways come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 27.
In which list does currency and coinage come?
(a) Union List
(b) State List
(c) Concurrent List
(d) Residuary Powers
Answer:
(a) Union List

Question 28.
Article which protects officers during martial law?
(a) 33
(b) 35
(c) 36
(d) 37
Answer:
(a) 33

Question 29.
Article which shows that executive power of union is superior than states?
(a) 281
(b) 280
(c) 259
(d) 257
Answer:
(d)257

Question 30.
Which factor does not centralize the federal system?
(a) Financial.resources
(b) Chief Minister
(c) Power for formation of new States
(d) All India Services
Answer:
(b) Chief Minister

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-1 Objective Questions

Question 31.
Article which declares president’s rule in the state?
(a) Article357
(b) Article 355
(c) Article 356
(d) Article 358
Answer:
(c) Article 356

Question 32.
After which period did the imposition of president’s rule increase?
(a) 1967
(b) 1968
(c) 1969
(d) 1970
Answer:
(a) 1967

Question 33.
Which part in Andhra Pradesh has been demanding a separate statehood?
(a) Rayalseema
(b) Vidarbha
(c) Telangana
(d) Marijuana
Answer:
(c) Telangana

Question 34.
When was the states reorganisation committee set up?
(a) 1954
(b) 1955
(c) 1956
(d) 1957
Answer:
(a) 1954

Question 35.
In which year Gujarat and Maharashtra was created?
(a) 1964
(b) 1963
(c) 1962
(d) 1960
Answer:
(d) 1960

Question 36.
In which year Haryana and Punjab was separated?
(a) 1968
(b) 1967
(c) 1966
(d) 1965
Answer:
(c) 1966

Question 37.
The best form of federalism suited for countries like India is:
(a) Centralised federalism
(b) Bargaining federalism
(c) Cooperative federalism
(d) Conflicting federalism
Answer:
(c) Cooperative federalism

Question 38.
The Finance Commission is constituted to recommend criteria for
(a) Framing a finance bill.
(b) Preparing the annual budget of Union Govt.
(c) Distribution offinancial resources between union & the state.
(d) Auditing the receipts & expenditure of the union govt.
Answer:
(c) Distribution of financial resources between union & the state.

Question 39.
Sarkaria Commission Report was officially received by the Govt, in
(a) 1969
(b) 1970
(c) 1976
(d) 1988
Answer:
(d) 1988

Question 40.
Which of the following states has a separate constitution of its own?
(a) Andhra Pradesh
(b) Karanataka
(c) Tamil Nadu
(d) Jammu & Kashmir
Answer:
(d) Jammu & Kashmir

CHSE Odisha Class 12 Political Science Unit 2 Democratic Process in India-1 Objective Questions

Question 41.
The Members of the Finance Commission are appointed by the President & this qualifications are determined by-
(a) President
(b) Parliament
(c) Prime Minister
(d) Speakers of Lok Sabha
Answer:
(b) Parliament

Question 42.
Under which Article, the Governor can reserve the bill for the consideration of the President?
(a) 198
(b) 200
(c) 201
(d) 202
Answer:
(c) 201

Question 43.
Which of the following items has been added in the Union list?
(a) Deployment ofarmed forces of the Union is any state
(b) Fisheries
(c) Tanes on lands and buildings
(d) None of these
Answer:
(a) Deployment of armed forces of the Union is any state

Question 44.
Which of the following has been added to the Concurrent List?
(a) Social security
(b) Electricity
(c) Protection of wild animals & birds
(d) Social Planning
Answer:
(c) Protection of wild animals & birds

Question 45.
Match List I with List II
A. Union List 1. Forest
B. State List 2. Police
C. Concurrent 3. Banking
Code ABC
(a) 1 2 3
(b) 3 2 1
(c) 1 3 2
(d) 2 3 1
Answer:
(b) 3 2 1

Question 46.
Who describes the Indian Federation as a cooperative federation?
(a) Grandville Austin
(b) Sir Ivor Jennings
(c) K.C. Wheare
(d) Alex and Rowicz
Answer:
(a) Grandville Austin

Consider the following statements.
A. In a federation the powers of the federal and provincial governments are clearly
demarcated.
B. India is a federation because the powers of the Union and State Governments are specified in the Constitution and they have exclusive jurisdiction over their respective subjects.
C. Sri Lanka is a federation because the country is divided into provinces.
D. India is no longer a federation because some powers of the states have been
devolved to the local government bodies.

Question 47.
Which of the statements given above is correct?
(a) A, B and C
(b) A, C and D
(c) A and B only
(d) B and C only
Answer:
(c) A and B only