202110210-APEX-STUDENT-WORKBOOK-SOCIAL_STUDIES-G08-PART2

SESSION 2 SOCIAL AND RELIGIOUS REFORM MOVEMENTS – SOCIAL REFORM MOVEMENTS AND WOMEN 2.1 Mind Map 2.2 Terminology 1. Sati: In some parts of the country, upper caste women were burnt along with the bodies of their dead husbands. This was called ‘sati’. 2. Purdah: Purdah is a full gown in black colour, which is worn by Muslim women to cover whole body including face. 3. Widow Marriages: The marriages, which are done to the widows are called widow marriages. 2.3 Improve Your Learning Conceptual Understanding Q1. Evaluate the following statement with examples, “Western education and Christian Missionaries influenced the Social and Religious reform movement in India”. [Refer to TB page 222 Q1] A. Many Christian Missionaries came to India along with the European companies to preach Christianity in India. They severely criticized the existing religious practices and beliefs and tried to persuade people to adopt Christianity. They helped in spreading many new ideas among people. Soon a lively debate ensued between the missionaries and leaders of Hinduism and Islam as each tried to defend their own religious ideas. Like this Western education and Christian Missionaries influenced the social and religious reform movement in India. For example SESSION 2. SOCIAL REFORM MOVEMENTS AND WOMEN 99

CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS i) Raja Rammohan Roy elevated rational thinking in religious practices and condemned practices of sati, child marriages, sacrifices, blind beliefs etc., as influenced by Western education. ii) Swamy Vivekananda adopted some positive qualities of European culture like freedom and respect for woman, work ethics, technology, etc., because he was influenced by English education and Christian Missionaries. iii) Swamy Dayananda Saraswathi rejected the orthodox ritualistic Hinduism, many gods, idol and temple worship and Brahmanic priesthood and caste system. All these were possible to Dayananda as he wanted to revive Hinduism and defend it from Christian Missionaries. Q2. Why do you think people like Ramabai paid special attention to the condition of widows? [Refer to TB page 222 Q4] A. Most of the social and religious reformers like Ramabai paid special attention to the condition of widows because women in those days were in miserable conditions, such as forced to wear white sarees and shave off their heads and not take part in auspicious activities. To bring out widows from these miserable situations, many social reformers like Rammohan Roy, Pandita Ramabai, Kandukuri Veeresalingam etc., paid special attention to them. Reflection on Contemporary Issues and Questioning Q1. How in your opinion were the movements of social reform effective in ridding Indian society of social evils? What social evils do you find today? Which reform movements should be started to combat them? [Refer to TB page 222 Q10] A. The movements of social reforms in India didn’t play an effective role getting rid of social evils in Indian society. We still see a number of social evils such as, child marriages, dowry system, caste system, widow discrimination, untouchability and in some remote areas even female infanticide is practiced. The people of India even today follow these social evils. To combat these social evils, some new reform movements have been started. These movements should be accepted by all sections of people including governments. NGOs should take part in these movements. Print and Electronic media should give importance and spread awareness in the people regarding social evils. Governments must pass laws to prohibit these social evils and they must be implemented. Appreciation and Sensitivity Q1. Create a poster that reflects your ideas of girls education and that of Social Reforms? [Refer to TB page 222 Q11] A. Student’s Activity 2.4 Key Concepts i. Kandukuri Veereshalingam was a social reformer of Andhra region. ii. Savithribai Phule along with her husband Jyothiba Phule played an important role in improving women’s rights in Maharashtra. iii. Ramabai devoted her life in helping women, especially widows. SESSION 2. SOCIAL REFORM MOVEMENTS AND WOMEN 100

SESSION 3 SOCIAL AND RELIGIOUS REFORM MOVEMENTS – SOCIAL REFORM AND CASTE SYSTEM 3.1 Mind Map 3.2 Terminology 1. Untouchable: The people of low castes in India, were treated as untouchables in some years ago. But now untouchability was banned in India. 3.3 Improve Your Learning Conceptual Understanding Q1. Explain the role of Raja Rammohan Roy as a social reformer in India in 19th century? [Refer to TB page 222 Q5] A. 1. Raja Rammohan Roy was born in Bengal in 1772. 2. He studied several religious philosophies and was convinced that there was only one God. SESSION 3. SOCIAL REFORM AND CASTE SYSTEM 101

CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS 3. He was convinced that all religions had the same common beliefs and it was incorrect to criticize the religions of others. 4. He also believed that we should accept a religious belief only if it is rational and if it is beneficial to people. 5. He published his ideas in many magazines and books. 6. He set up ‘Brahmo Samaj’. 7. He tried to abolish ‘Sati’. 8. He worked hard for the upliftment of women. Q2. What was the main concern of Sir Syed Ahmad Khan in promoting English Education? [Refer to TB page 222 Q6] A. 1. Sir Syed Ahmed Khan was convinced that the bitterness between Muslims and the British must end. 2. In order to progress, Muslims should participate in government and get larger share in government jobs. 3. He thought that this was possible only through modern education. This was the main concern of Sir Syed Ahmed Khan in promoting English education. Q3. What did Ambedkar want to achieve through the temple entry movement? [Refer to TB page 222 Q9] A. In 1927, Dr.B.R. Ambedkar began public mass movements for dalit’s rights to use public drinking water resources and to enter Hindu temples. This was called temple entry movement. By conducting this move- ment, Ambedkar wanted to make upper castes in Hindu community to consider that dalits are also part of the Hindu community. Reading the Text, Understanding and Interpretation Q1. The main idea behind religious reform was to end complex rituals, worshipping of many gods and idol worship. Do you think people have accepted these reforms? Explain. [Refer to TB page 222 Q3] A. The main idea behind religious reforms was to end the complex rituals, worshipping of many gods and idol worship. I think people have not accepted these reforms, because if they have accepted these reforms, complex religious rituals, worshipping of many gods and idol worship would have stopped. But, even today the above things are going on among the people of Hindu community. Hence, I think people have not accepted these reforms and still they practice them. SESSION 3. SOCIAL REFORM AND CASTE SYSTEM 102

CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS Information Skills Q1. Different leaders thought of different ways in which the ‘untouchable’ castes can be made the equals of all others. Make a table with the suggestions of leaders like Phule, Bhagya Reddy Varma, Narayana Guru, Ambedkar and Gandhiji. [Refer to TB page 222 Q7] A. SNo Name of the Suggestions leader 1. Jyotiba Phule He proposed that Shudras and Adi shudras should unite to challenge caste discrimination. He founded ‘Satya Shodhak Samaj’ to build a new society based on truth & equality. Phule and his Samaj campaigned for special schools, colleges and hostels for the children of untouchables. He called upon the low castes to conduct marriage and death ceremonies without the Brahmins. 2. Bhagya Reddy He was from Andhra Pradesh. He called dalits as Adi Varma Andhras. In 1906, he started “Jagan Mitra Mandali” to spread awareness among dalits by using popular folk arts. He took keen interest in the teachings of the Buddha and promoted the adoption of Buddhism by dalits. 3. Narayana Guru Narayana called upon the Ezhava community to give up several aspects of their low caste status like making liquor and animal sacrifices. He set up temples where no caste discrimination would be practised. He actively criticized caste system and called for an end to all forms of caste discriminations. 4. Dr. B.R. Arnbedkar In 1927, Ambedkar began public movements for dalits (untouchables) rights to use public drinking water resources and to enter Hindu temples. He argued that the dalits should vote separately for dalit candidates to the legislatures. He founded an independent labour party to respect the interests of the dalits. He introduced reservations provision for dalits in Indian Constitution as a drafting committee Chairman. 5. Mahatma Gandhi’s Around 1932 Gandhiji started a movement against untouchability. He called them as Harijans. He wanted to ensure equal access to temples, water sources and schools to Harijanas. He started “Harijan” magazine to spread his views regarding dalits. SESSION 3. SOCIAL REFORM AND CASTE SYSTEM 103

CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS Reflection on Contemporary Issues and Questioning Q1. Why does caste remain such a controversial issue today ? What do you think was the most important movement against caste in colonial times? [Refer to TB page 222 Q8] A. Even though a number of social reformers fought against caste system in India, the caste system still re- mains a controversial issue today. The caste system is getting stronger day by day in India. Even among educated people also casteism is growing as a main aspect. People, belonging to different castes are being gathered into different groups. Caste politics in India is becoming strong and leading main politics. Hence, caste system still remains a controversial issue. In the colonial times different, famous movements against caste system had taken place. Among them, Ambedkar’s movement, Jyotiba Phule’s movement, Bhagya Reddy Varma’s movement, Narayana Guru’s movement, Ramaraya Ningar’s anti Brahmanical caste move- ments etc. But Ambedkar’s movement against caste was the most important one in the colonial rule. 3.4 Key Concepts i. Jyothiba Phule founded Satya Shodhak Samaj to build a new society based on truth and equality. ii. Narayana Guru was a religious leader who preached the idea of “One Jathi, One God and One Religion for all”. iii. Some of the reformers called dalits of Andhra Pradesh as ‘Adi Andhras’. iv. Gandhiji encouraged women to participate in the Non–Cooperation Movement and Satyagrahas. v. Ambedkar founded an independent Labour Party to represent the interests of the dalits. SESSION 3. SOCIAL REFORM AND CASTE SYSTEM 104

CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. Match the following. Column A Column B i. Brahma Samaj a. Jyotiba Phule ii. Ramakrishna Mission b. Narayana Guru iii. Arya Samaj c. Swami Vivekananda iv. Satya Shodhak Samaj d. Raja Rammohan Roy v. Ezhava community e. Dayananda Saraswati 2. Match the following. Column B Column A a. Mahatma Gandhi b. Jyotiba Phule i. Gulamgiri c. Bhagya Reddy Varma ii. Independent Labour Party iii. Harijans d. Dr. B.R.Ambedkar iv. Child marriages v. Adi Hindus e. Kandukuri Veeresalingam 3. Answer the following questions in one sentence. (i) What was the original name of Swami Vivekananda? (ii) Who emphasized the teachings of Upanishads? (iii) Who started Aligarh movement? (iv) Who was the President of the Drafting Committee of the Constituent Assembly? (v) Who started ‘Jagan Mitra Mandali’? CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 105

CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS 4. Fill in the blanks. (vi) Many came to India along with the European companies to preach Christianity in India. (vii) In Gandhiji started a movement against untouchability. (viii) Swami Dayananda Saraswati wrote a book called . (ix) Ramakrishna Paramahamsa preached ardent devotion to . (x) After the death of Ram Mohan Roy in 1833, Brahmo Samaj was led by and Keshav Chandra Sen. (xi) Keshav Chandra Sen eventually became a disciple of . (xii) Ishwar Chandra Vidyasagar fought for especially . (xiii) was started by Dayananda Saraswati to rejoin the Hindus who adopted other religions into Hinduism. (xiv) is called as the Gadya Tikkana of the Andhra Desha for his writings in prose. (xv) was started by Ramabai in Pune to rehabilitate the famine victims. Short Answer Type Questions 5. Answer the following questions in 3-4 sentences. (i) What was the Brahmo Samaj movement about? Who was its exponent? Long Answer Type Questions 6. Answer the following questions in 6-8 sentences. (i) Describe the life and teachings of Swami Vivekananda. What do you know about his Chicago speech? (ii) What do you know about Pandita Ramabai Saraswati? CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 106

CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS AS2-Reading the Text, Understanding and Interpretation Short Answer Type Questions 7. Answer the following questions in 3-4 sentences. (i) Read the text given below and comment on it. Having studied various religious books, he was convinced that there is only one God and that worship- ping of idols and making sacrifices were incorrect. He was convinced that all great religions had the same common beliefs and it was incorrect to criticize the religions practiced by others. (ii) Read the text and comment on it. Sir Syed started the Aligarh Movement for the spread of modern education and social reforms among the Muslims. He was in favor of women’s education and the abolition of purdah. He wanted to interpret Islam and bridge the gap between religion, modern science and philosophy. AS3-Information Skills Long Answer Type Questions 8. Answer the following questions in 6-8 sentences. (i) Read the text given below and answer the following questions. He believed that Hindu religion was superior to all others. He emphasized on the teachings of Upan- ishads which were being translated and printed in large numbers. At the same time, he wanted Hindu religion to get rid of ritualism, superstitions etc. and adopt some of the positive qualities of European culture like freedom and respect for women, work ethic, technology etc. i) Who propagated the above view? ii) Why was it important to do away with ritualism? iii) What are Upanishads? iv) What are the positive qualities of European culture? CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 107

CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS (ii) Study the information and answer the following questions. Personalities Role Raja Ram Mohan Roy Heaving studied various religious books, he was convinced that there is only one God and that worshipping of idols and making sacrifices were incorrect. He was convinced that all great religions had the same common beliefs and it was incorrect to criticize the religions practiced by others. Swami Vivekananda He wanted to revive a reformed Hindu religion and to engage in social work and social service for national reconstruction. Swami Dayananda He was a social reformer who rejected the orthodox ritualistic Saraswati Hinduism and became a wandering sanyasi. He advocated the worship of one Supreme God through simple rituals and recitation of Vedic mantras. Sir Syed Ahmed Khan Sir Syed started the Aligarh Movement for the spread of modern education and social reforms among the Muslims. He was in favor of women’s education and the abolition of purdah. He wanted to interpret Islam and bridge the gap between religion, modern science and philosophy. Jyotiba Phule Jyotiba Phule founded Satya Shodhak Samaj to build a new society based on truth and equality. He and his wife, Savitribai Phule, started a school for girls of the Mahar and Maang castes considered as untouchables. i) Who started the Aligarh Movement and Why? ii) What was the objective of the school founded by Jyotiba Phule and his wife? iii) Who preached that there was only one Supreme God? iv) Who emphasized on the need for national reconstruction? AS4-Reflection on Contemporary Issues and Questioning Short Answer Type Questions 9. Answer the following questions in 3-4 sentences. (i) How different do you think is your society today as compared to the times to which these reformers belonged? (ii) Who was Savitribai Jyotirao Phule? What had she done for the society? CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 108

CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS AS6-Appreciation and Sensitivity Long Answer Type Questions 10. Answer the following questions in 6-8 sentences. (i) There were several reformers who worked for the betterment of the lower castes, untouchables and Dalits. Do you think the fight continues to this date? Objective Questions AS1-Conceptual Understanding 11. Choose the correct answer. (i) Who introduced printing press in India? (B) Americans (A) Europeans (C) Indians (D) Africans (ii) Who founded Brahma Samaj? (B) Swami Dayananda (A) Vivekananda (C) Jyotiba Phul (D) Raja Ram Mohan Roy (iii) Dayananda Saraswati established ____________ organization. (A) Brahma Samaj (B) Arya Samaj (C) Ramakrishna Mission (D) None of these (iv) Aligarh Movement was started by____________. (A) Mohammed Ali Jinnah (B) Abdul Kalam Azad (C) Sir Syed Ahmed khan (D) Mohammed Iqbal (v) Eshwari Bai constructed school in ____________. (A) Rajahmundry (B) Chilkalguda (C) Kakinada (D) Vijayanagaram CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 109

CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS (vi) Savitri Phule set up a school for girls of untouchable castes in _________. (A) 1948 (B) 1884 (C) 1848 (D) 1984 (vii) Who called Dalits ‘Harijans’? (B) Bhagya Reddy Varma (A) Dr. B.R. Ambedkar (C) Gandhiji (D) Narayana Guru (viii) Dayananda Anglo Vedic School was set up in ___________. (A) 1875 (B) 1880 (C) 1885 (D) 1883 (ix) The first widow remarriage was celebrated in India in ___________. (A) 1866 (B) 1856 (C) 1865 (D) 1875 (x) Raja Rammohan Roy was born in_____________. (A) 1727 (B) 1772 (C) 1872 (D) 1981 CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 110

20. UNDERSATNDING SECULARISM SESSION 1 UNDERSTANDING SECULARISM – INDIAN SECULARISM 1.1 Terminology 1. Fundamental Rights: “Fundamental Rights” is a charter of rights contained in the constitution of India. There are six fundamental rights in India constitution at present. 2. Democracy: Democracy is a form of government by the people, in which the supreme power is vested in the people and exercised through the elected representatives. 3. Tyranny: A government in which a single ruler is vested with absolute power. 4. Personal Law: Law that applies to particular person or class of persons only wherever situated, distin- guished from territorial law. 1.2 Improve Your Learning Conceptual Understanding Q1. Find out some examples of different views within the same religion. [Refer to TB page 226 Q3] A. For example in Hindu religion there are different sects of people called Shaivas, Vaishnavas, Alwars, Naya- nars etc., These sects of people have different views regarding the Hindu religion. Like this in Christian religion there are different denominations, such as catholics, Lutherans, Protestants etc., In Islam religion we find two sects called Sunni and Shias. All these different sects of people in different religions have different views on religion. Q2. Will the government intervene if some religious group says that their religion allows them to practice infan- ticide? Give reasons for your answer. [Refer to TB page 226 Q2] A. In India, the government will definitely intervenes if some religious group says that their religion allows them to practice infanticide. Because in our country, each and every citizen including a new born baby has the right to live according to the 21st article of the constitution of India. Indian government usually does not interfere in the religious matters due to its secular status. But if the fundamental rights are not given to a person in the name of religion, government interferes into that matter and definitely obstructs such religious practice. For example the Indian Constitution intervened in Hindu religious practices in order to abolish untouchability. SESSION 1. INDIAN SECULARISM 111

CHAPTER 20-UNDERSTANDING SECULARISM Q3. The Indian State both keeps away from religion as well as intervenes in religion. This idea can be quite confusing. Discuss this once again in class using examples from the chapter as well as those that you might have come up with. [Refer to TB page 226 Q4] A. In Indian secularism, though the state is not strictly separate from religion, it does maintain a principled distance vis–a–vis religion. This means that any interference in religion by the state has to be based on the ideals laid out in the Constitution. Unlike the strict separation between religion and the state in secularism, in Indian secularism the state can intervene in religious affairs. For example, Indian Constitution intervened in Hindu religious practices in order to abolish untouchability. In other aspect, Government in India separated from the religious matters, but it is in normal situations. Whenever religious riots take place, the state definitely involves in controlling the riots. Reading the Text, Understanding and Interpretation Q1. Read the paragraph under the heading ‘What is Secularism’ and comment on it. In the previous chapter, you read about how the Indian Constitution contains Fundamental Rights that protect us against State power as well as against the tyranny of the majority. The Indian Constitution allows individuals the freedom to live by their religious beliefs and practices as they interpret these. In keeping with this idea of religious freedom for all, India also adopted a strategy of separating the power of religion and the power of the State. Secularism refers to this separation of religion from the State. [Refer to TB page 226 Q5] A. Secularism refers to the separation of religion from the state. In India we adopted secularism, this means the state as well as government are separated from the religion. No government involves in the freedom of the religion of the people. The Indian Constitution allows individuals the freedom to live by their religious beliefs and practices as they interpret these. Information Skills Q1. List the different types of religious practices that you find in your neighbourhood. This could be different forms of prayers, worship of different gods, sacred sites, different kinds of religious music and singing. Does this indicate freedom of religious practice? [Refer to TB page 226 Q1] A. Hindu Muslim Christian Aspect Religion Religion Religion 1. Prayer Pray by conducting yagnas, yagas, Pray by Pray the Lord Jesus pujas and etc. reciting orally by kneeling down “Suras” of before the alter in Quran. church. SESSION 1. INDIAN SECULARISM 112

CHAPTER 20-UNDERSTANDING SECULARISM 2. Worship of Lord Shiva, Only believe in Only believe in different Lord Krishna, Gods Lord Venkateswara, one God one God called Lord Vinayaka, Goddess Lakshmi, called ‘Allah’. Jesus Christ. Goddess Durga etc., They worship many Gods. 3. Sacred sites Kasi, Tirupathi, Macca and Jerusalem in Israel Kanchi, Rameswaram, Amarnath, Madina in country. Kalahasthi etc. Saudi Arabia country. 4. Religious Bhajans, reciting slokas, No music and Songs by praising the music and keerthanas etc., to please the singing is Lord Jesus Christ. singing different gods and goddesses. used in Muslim religion. 1.3 Key Concepts i. No one should be discriminated the grounds of their religious practices and beliefs. ii. Jews were persecuted by Hitler in Germany and millions of Jews were killed. iii. In Saudi Arabia, non–Muslims are not allowed to build a temple, church etc, nor can they gather in a public place for prayers. iv. The acts of discrimination take place more easily when one religion is given official recognition by the state at the expense of other religions. v. No one can be discriminated against, because of their religion nor dominated by another religion. vi. The Indian constitution allows individuals, the freedom to live by their religious beliefs and practices as they interpret these. vii. Secularism refers to the separation of religion from the state. viii. Any form of domination based on religion is in violation of the rights that are democratic. ix. The Indian constitution mandates that the Indian state be secular. x. In India, public places such as law courts, police station ,government schools and offices are not sup- posed to display or promote any one religion. xi. The Indian constitution bans untouchability according to the article 17. xii. The Indian constitution grants the rights to religious communities to set up their own schools and colleges. xiii. In USA the separation between state and religion means that neither the state nor religion can interfere in the affairs of one another. xiv. The Indian state is secular and it works in various way to prevent religious domination. xv. The Indian constitution guarantees fundamental rights that are based on the secular principles. SESSION 1. INDIAN SECULARISM 113

CHAPTER 20-UNDERSTANDING SECULARISM —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. Match the following. Column A Column B i. Secularism a. Different religions ii. Indian secularism b. Discrimination of ‘lower castes’ iii. Pledge of Allegiance c. Non-interference iv. Untouchability d. USA v. India e. Separates state from religion 2. Match the following. Column A Column B i. Indian State a. Germany ii. Intervention of the State b. Secular iii. Hitler c. Financial aid iv. Fundamental Rights d. Ban on wearing religious signs v. France e. Based on secular principles 3. Answer the following questions in one sentence. (i) What refers to the separation of religion from the state? (ii) In which country, neither state nor religion interfere in the affairs of one another? (iii) In which country are temple and church not built? (iv) Who were persecuted by Hitler? (v) What does Indian Constitution guarantee on the basis of secular principles? CHAPTER 20. UNDERSTANDING SECULARISM 114

CHAPTER 20-UNDERSTANDING SECULARISM 4. Fill in the blanks. (vi) The Indian Constitution mandates that the Indian state be . (vii) Hitler persecuted the in Germany. (viii) gives individuals the freedom to live by their religious beliefs and practices as they interpret them. (ix) Indian Constitution intervened in Hindu religious practices in order to abolish . (x) The Indian Constitution grants the right to religious communities to set up their own . (xi) The word secular is added to the Preamble of the Constitution in the year . (xii) In the USA, in government schools, children recite the every day. (xiii) and are not allowed to be built in Saudi Arabia. (xiv) The Indian state is secular and it works in various ways to prevent domination. (xv) refers to the separation of religion from the state. Short Answer Type Questions 5. Answer the following questions in 3-4 sentences. (i) What is the most important aspect of secularism? Long Answer Type Questions 6. Answer the following questions in 6-8 sentences. (i) What do you understand by secularism? Explain Indian Secularism? AS2-Reading the Text, Understanding and Interpretation Short Answer Type Questions 7. Answer the following questions in 3-4 sentences. (i) Read the text and comment on it. The most important aspect of secularism is its separation of religion from State power. This is important for a country to function democratically. CHAPTER 20. UNDERSTANDING SECULARISM 115

CHAPTER 20-UNDERSTANDING SECULARISM (ii) Read the text and comment on it. Another reason that it is important to separate religion from the State in democratic societies is because we also need to protect the freedom of individuals to exit from their religion, embrace another religion or have the freedom to interpret religious teachings differently. AS3-Information Skills Short Answer Type Questions 8. Answer the following questions in 3-4 sentences. (i) Read the text and answer the following questions: In the United States of America, most children in government schools have to begin their school day by reciting the “Pledge of Allegiance”. This pledge includes the words “under God”. It was established more than 60 years ago that government school students are not required to recite the pledge if it conflicts with their religious beliefs. Despite this, there have been several legal challenges objecting to the phrase ‘under God’ saying that it violates the separation between church and State that the first amendment of the US Constitution guarantees. i) What is the “Pledge of Allegiance”? ii) Why were government school students not required to recite the pledge? iii) What did it violate or believed to violate? iv) What does the first amendment of US Constitution guarantee? AS4-Reflection on Contemporary Issues and Questioning Short Answer Type Questions 9. Answer the following questions in 3-4 sentences. (i) Gather information in support of the interfernce of our constitution with religion. Long Answer Type Questions 10. Answer the following questions in 6-8 sentences. (i) Can you point out three ways in which India practices secularism that you see around you? AS6-Appreciation and Sensitivity Long Answer Type Questions 11. Answer the following questions in 6-8 sentences. (i) Do you think that the teachings of different religions are same? If yes,how? CHAPTER 20. UNDERSTANDING SECULARISM 116

CHAPTER 20-UNDERSTANDING SECULARISM Objective Questions AS1-Conceptual Understanding 12. Choose the correct answer. (i) No one should be discriminated against on the grounds of their practices and beliefs. (A) Religious (B) Political (C) Social (D) None of these (ii) Jews were persecuted by Hitler in (B) Germany (A) France (C) Russia (D) Italy (iii) In which country are non–Muslims not allowed to build a temple,church etc.? (A) India (B) The USA (C) Saudi Arabia (D) England (iv) protect us against state power as well as against the tyranny of the majority. (A) Directive Principles of State Policy (B) Fundamental Rights (C) Religious Rights (D) Political Rights (v) Which places, in India, are not supposed to display or promote any one religion? (A) Courts (B) Police stations (C) Government schools (D) All of the above (vi) refers to the separation of religion from the state. (A) Democracy (B) Republic (C) Equality (D) Secularism CHAPTER 20. UNDERSTANDING SECULARISM 117

CHAPTER 20-UNDERSTANDING SECULARISM (vii) In the , the separation between State and religion means that neither the State nor religion can interfere in the affairs of one another. (A) USA (B) Pakistan (C) Saudi Arabia (D) India (viii) passed a law banning students from wearing any conspicuous religious symbols. (A) Argentina (B) France (C) China (D) India (ix) Indian secularism works to prevent religious domination through a strategy of ________. (A) Tyranny (B) Coercion (C) Noninterference (D) Discrimination (x) The Indian Constitution grants the right to religious communities to set up their own ________. (A) Schools and colleges (B) Courts (C) Auditoriums (D) None of the above CHAPTER 20. UNDERSTANDING SECULARISM 118

24. DISASTER MANAGEMENT SESSION 1 DISASTER MANAGEMENT – TYPES OF DISASTERS AND MANAGING DISASTERS 1.1 Mind Map SESSION 1. TYPES OF DISASTERS AND MANAGING DISASTERS 119

CHAPTER 24-DISASTER MANAGEMENT 1.2 Terminology 1. Multi Hazard zone: A region which is likely to be hit by many disasters is called Multi Hazard zone. 2. Human Induced Hazard: Disasters caused by human activities are called Human Induced Hazards. 3. Famine: The higher stage of drought is called famine. It is the state of not having even fodder for animals. 4. Pest Infection: If the plants and vegetables are being eaten away by pests, it will be called pest Infection. 5. Environmental Degradation: Deterioration of the environment through depletion of resources such as air, water and soil; the destruction of ecosystems and the extinction of wildlife. SESSION 1. TYPES OF DISASTERS AND MANAGING DISASTERS 120

CHAPTER 24-DISASTER MANAGEMENT 1.3 Improve Your Learning Conceptual Understanding Q1. How was that disaster managed? [Refer to TB page 261 Q2] A. The local government officials shifted the people to the schools and community halls in the area. They supplied food packets and drinking water. Some people donated bedsheets, old clothes to the needy. Thus the disaster was managed. i. Disaster management covers the range of activities designed to maintain control over disasters or emergency situations. ii. It provides a framework for helping people to avoid, reduce the effect or recover the impact of the disaster. iii. These activities are related to preparedness, mitigation or emergency response. iv. Relief and recovery may be conducted before, during or after a disaster. Q2. How can the disaster be prevented/managed? [Refer to TB page 261 Q2] A. Cyclones and floods are some of the disasters in our area. i. A disaster cannot be prevented but can be managed. ii. Complete awareness of disaster should be created. iii. We must use all means of communication and transport for transmission of emergency information. iv. Men and material should be kept ready to be able to face any situation. v. The people living in disaster prone areas must be alert. vi. The help of Government and other agencies must be taken. Information Skills Q1. Discuss elder’s experience with regard to the disasters and the management and write notes. [Refer to TB page 261 Q3] A. (Student’s activity) SESSION 1. TYPES OF DISASTERS AND MANAGING DISASTERS 121

CHAPTER 24-DISASTER MANAGEMENT Reflection on Contemporary Issues and Questioning Q1. Do you suggest any precautions to people? [Refer to TB page 261 Q4] A. i. People and their families must be aware of warnings. ii. Make yourself comfortable during the excavation. iii. Use Radio or Television for updates of emergency information. iv. Always reach the upper floors of the buildings. v. Use cellphone for emergency calls only. vi. Stay out of the building if water remains around it. Q2. Have you ever observed any disaster in your locality? Explain. A. Drought is a disaster which I observed in our area. There was insufficient rainfall. This resulted in crop failure this year. This caused shortage of food grains in our area. Drinking water was scarce . Agricultural activity slowed down. There was shortage of employment in agricultural sector. Scarcity of fodder also prevailed. This resulted in the death of cattle. Some families starved and some migrated in search of employment. Q3. Describe any disaster that occurred in your area or that you watched on television. What measures could you have been taken to reduce its impact? [Refer to TB page 261 Q1] A. Recently, floods occurred in our area due to heavy rains in catchment areas. Rivers, tributaries, streams were over flowing. Ten people were killed in different places. Thatched houses collapsed. There was a shortage of drinking water. People were left in knee deep water. Low line areas were inundated. Power supply interrupted. Our entire area was plunged into darkness. Roads were cut off and railway lines are badly damaged. Measures to reduce its impact: i. Additional information could have been given to all people. ii. People should have been evacuated by Revenue authorities. iii. Boats should be made available to save the people. iv. Cyclone shelters should be established. Mapping Skills Q1. Mention the effects of drought. [Refer to TB page 261 Q5] A. Lack of sufficient rainfall leads to drought. The quantum of rainfall is very important. Certain regions due to their geographical conditions and locations tend to receive less rainfall. These are identified and called as Drought Prone Areas. Effects of drought: SESSION 1. TYPES OF DISASTERS AND MANAGING DISASTERS 122

CHAPTER 24-DISASTER MANAGEMENT • Average crop rate falls. • Adequate drinking water will not be available. • Hydro–electricity cannot be generated. • Extreme dryness in forests may cause wild fires because of high temperature. • Businesses depending on agriculture may face losses. • Migration of wild life, loss of wetlands. • Wind and water erosion of soils increase. • Health problems increases which leads to loss of human life. • Anxiety and depression about economic losses caused by drought. Appreciation and Sensitivity Q1. Mention the occasions where the water is wasted and suggest the preventive measure. [Refer to TB page 261 Q6] A. Water is essential to all living being, no one can live without food and water. Due to Industrial waste, increased technology, developments like establishing industries, increase of pollution, the water is contam- inated. Industries are using water in large amount and toxic wastes they are leaving into rivers and canals pollute water. The industries should utilize water to the extent they require and the excess water has to be purified and has to be utilized for other purposes. Overwatering the lawns is also an occasion of wasting waters. Lawns should be watered slowly and to restrict the excess flow of water flow restrictors have to be inserted in lawns. Using water in households for washing, cooking is also occasion where water is being used extensively. Water should be used carefully for household consumptions. Everyone should use water carefully to ensure that it will be available for future generations. 1.4 Key Concepts i. Natural disasters occur in different parts of India varying intensity. ii. When the people are not adequately prepared to face the disasters, there is an increase in the damage caused. iii. Disasters can be categorized into various types based on speed, origin and cause. iv. Disaster management includes control over emergency situation to help people to reduce and recover from the impact of a disaster. v. Tsunamis are huge waves generated by earthquakes, volcanic eruptions or underwater landslides in oceans. vi. The tsunami danger period can continue for many hours after a major earthquake. vii. Satellite Technology provides immediate warning of natural disasters effectively. viii. The deficiency of rainfall is called drought. ix. The regions receiving less rain fall because of their geographical location are called drought prone areas. x. The main objective of Integrated Watershed Management Programme is to enable the community to plan for proper utilisation of natural resources. SESSION 1. TYPES OF DISASTERS AND MANAGING DISASTERS 123

CHAPTER 24-DISASTER MANAGEMENT —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. Match the following. Column A Column B i. Slow onset disaster a. Caused by nature ii. Natural disaster b. Emergency calls iii. Telephones c. Afforestation iv. Malnutrition d. Pest infection v. Watershed development e. Children 2. Match the following. Column A Column B i. Jaipur serial blasts a. Rayalaseema and Telangana ii. Drought prone areas b. 2008 iii. IWMP c. Natural disasters iv. Tsunamis and floods d. 2003 v. Kumbakonam school fire tragedy e. Government initiative 3. Answer the following questions in one sentence. (i) How is deficient rainfall determined? (ii) When did Jaipur serial blast occurred? (iii) Name any two natural disasters. (iv) What is agricultural drought? (v) Which areas are called drought prone areas? CHAPTER 24. DISASTER MANAGEMENT 124

CHAPTER 24-DISASTER MANAGEMENT 4. Fill in the blanks. (vi) and regions are often experience severe drought. (vii) The regions that receive less rainfall are called . (viii) Based on speed, disaster can be termed as slow or . (ix) The plants and vegetables are being eaten away by pests. It is called . (x) The word, ‘tsu’ means . (xi) A region which is likely to be hit by many disasters is called . (xii) are an example of natural disaster. (xiii) The loss of forests, water resources and land resources are called . (xiv) The incident of Rajadhani Express Train derailment happened in . (xv) In Rayalaseema and Telangana regions the probability of drought occurrence is twice in every years. Short Answer Type Questions 5. Answer the following questions in 3-4 sentences. (i) What are natural disasters? Explain the following natural disasters: i. Earthquake ii. Tsunami iii. Cyclone iv. Drought (ii) What is Drought? Mention its impact and measures to overcome. Long Answer Type Questions 6. Answer the following questions in 6-8 sentences. (i) Mention 5 reasons why tsunami occurs and 5 ways to take precautions after tsunami. (ii) What is rain water harvesting? Describe the different ways of harvesting rain water. CHAPTER 24. DISASTER MANAGEMENT 125

CHAPTER 24-DISASTER MANAGEMENT AS4-Reflection on Contemporary Issues and Questioning Short Answer Type Questions 7. Answer the following questions in 3-4 sentences. (i) What are the 5 ways we waste water in our daily life and 5 ways to take remedial measures to save water? AS5-Mapping Skills Long Answer Type Questions 8. Answer the following questions in 6-8 sentences. (i) On an outline map of India locate the states that were hit by Tsunami in the Eastern and Southern Coastal India. CHAPTER 24. DISASTER MANAGEMENT 126

CHAPTER 24-DISASTER MANAGEMENT Objective Questions AS1-Conceptual Understanding 9. Choose the correct answer. (i) Which of the following is an example of natural disaster? (A) Earthquakes (B) Floods (C) Cyclones (D) All of the above (ii) The term “Tsunami” has been coined from words “tsu” and “name”. (A) Indian (B) Japanese (C) Russian (D) Chinese (iii) Tsunamis are generated by earthquakes, volcanic eruptions, or under water landslides. (A) Small waves (B) Long waves (C) Huge waves (D) Ocean current (iv) Which of the following is an example of human induced disaster? (A) Bhopal Gas tragedy 1984 (B) Cyclones (C) Volcanoes (D) Droughts (v) When did Kumbakonam School tragedy occur? (B) 2005 (A) 2003 (C) 2013 (D) 2001 (vi) Tsunami can move at per hour on coastal plain, faster than a person can run. (A) 60 kmph (B) 50 kmph (C) 100 kmph (D) 20 kmph (vii) It is one of the impacts of drought. (B) Increasing of population (A) Scarcity of food grains (C) Increasing of birth rate (D) Pollution (viii) What does IWMP stand for? CHAPTER 24. DISASTER MANAGEMENT 127

CHAPTER 24-DISASTER MANAGEMENT (A) Integrated Watershed Management Programme (B) Industrial Water Maintenance Project (C) Integrated Weather Management Pact (D) International water management Programme (ix) transmit warnings of buoys on the sea surface, which relay it to satellites. (A) Thermometers (B) Tsunameters (C) Speedometer (D) Richter scale (x) How is excess rainfall determined? (A) +20 percent or more of the average rainfall (B) +19 percent to –19 percent of the average rainfall (C) –20 percent to –59 percent of the average rainfall (D) –60 percent or less of the average rainfall CHAPTER 24. DISASTER MANAGEMENT 128

PROJECT BASED QUESTIONS —— Project Based Questions —— (i) Choose any one moderate nationalist leader and one extremist nationalist leader and carry out a com- parative study. Through this study try to establish whether their backgrounds played a major role in moulding their political ideals. (ii) You have read about Indian constitution. Research on the constitutions of USA and UK and create a comparative analysis and the three constitutions in a tabular format. (iii) We follow a parliamentary government headed by the Prime Minister and his Cabinet. USA follows a Presidential form of government headed by the President. But they also have a parliament known as Congress. Differentiate between the systems in India and USA along the following lines: a. Election of members of the Parliament and Congress b. The Houses of the Parliament and Congress c. How Parliament and Congress functions? d. Who is the leader of the Parliament and Congress? *Include any other points you deem important. (v) India boasts of a number of social reformers. There are famous reformers in Europe and Britain as well. Choose any such reformer and draw a comparison with an Indian social reformer of your choice. What were their backgrounds? What made them take up the social clause? What was the ideology that guided them? How did they try to bring about reforms? What were the challenges faced by them? Were they successful? (vi) In recent times the Right to Information Act (RTI) has been in the limelight. Find out the controversies surrounding the Act. What is the latest status of the Act? Project Based Questions 129

Additional Map Based Practice Questions CHAPTER 11A-NATIONAL MOVEMENT - THE EARLY PHASE (1885 TO 1919) Q1. Read the following questions. Mark the places on an outline map of India. (i) Where was the first session of the Indian National Congress (INC) held? (ii) Where did the INC split in 1907? (iii) Where did the two factions of INC come together in 1916? Additional Map Based Practice Questions 130

CHAPTER 14-PARLIAMENT AND THE CENTRAL GOVERNMENT Q1. Refer to the map given below (textbook page 164) and answer the following questions. (i) Which state has the maximum number of Lok Sabha constituencies? (ii) Which states have the least number of Lok Sabha constituencies? (iii) Name the union territory which has the most Lok Sabha constituencies. CHAPTER 17-UNDERSTANDING POVERTY Q1. On an outline map of India, mark the states where Public Distribution System (PDS) worked efficiently. Additional Map Based Practice Questions 131

CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS Q1. Read the questions given below and mark the answers on the given map of India. (i) Where was Raja Rammohan Roy born? (ii) Name the place where the foundation of Prarthana Samaj was laid. (iii) Where was Gurukul Kangri University set up? (iv) Where did Begum Rokeya Sakhawat Hossain start schools for Muslim girls? (v) Which place did Eshwari Bai belong to? Additional Map Based Practice Questions 132

CHAPTER 20-UNDERSTANDING SECULARISM Q1. Read the following questions. Mark the places on an outline map of the world given below. (i) In which country are non-Muslims not allowed to build a temple, church, etc.? (ii) In which country do most children in government schools have to begin their school day by reciting the ‘Pledge of Allegiance’? (iii) Which country passed a law banning students from wearing any conspicuous religious or political signs or symbols? (iv) Name the French colonies whose immigrants reside in France. Additional Map Based Practice Questions 133

CHAPTER 24-DISASTER MANAGEMENT Q1. Refer to the map given below and answer the following questions. (i) Which coast of India was hit by tsunami? (ii) In which water body did tsunami waves emerge from? (iii) Name the places in Andhra Pradesh which were hit by tsunami. Additional Map Based Practice Questions 134