202110731-PERFORM-STUDENT-WORKBOOK-SOCIAL_STUDIES-G08-FY_Optimized

Self-Evaluation Sheet Marks : 15 Time : 30 Mins I. Answer the following questions in one word or III. Think and answer: (5 Marks) sentence: (4Marks) 1. Gandhiji could emerge as a national leader 1. Who raised the slogan, “Freedom is my and win the respect of all because of his firm birthright and I shall have it”? political policies. Elaborate. 2. How did Rabindranath Tagore express the pain and anger of the country onJallianwala Bagh massacre 3. What is meant by illegal eviction? 4. Who reorganised Muslim League after 1934 and demanded Pakistan for Muslims? II. Answer the following questions briefly: (6 Marks) 1. How was the politics of the Radicals within the Congress different from that of the Moderates? 2. Muslims demanded Pakistan mainly because of insecurity Justify. 87

10. India After Independence Learning Outcomes At the end of this lesson, you will be: velop and progress socially and economically. • Understand the problems faced by refugees after • Critically analyse the condition of Indian society the partition. since independence and suggest remedial mea- • Explain the features of Indian Constitution. sures to overcome the problems of poverty and • Validate the reason for division of states. lack of facilities. • Illustrate the efforts of independent India to de- Concept Map Divided Nation Constitution Democratic Socialist tRheefiur gsetreusgagnleds Secular Difcfeurletunrcee in DeUvneliotypfmorent India After Independence Lignrgouuipstsic StatetiFoonrma- IndeIpnedniadent FIonrdeeipgnenPdoelincty seDpeamraatnedsstafoters Unity in dPelvaenlnoipnmg feonrt diversity EqfouraeliLtyawbe- Key Points • People migrated to city for work and they lived in slums and did not have basic facilities. • The biggest challenge faced by independent India was rehabilitation of refugees after the • New nation had to focus on lifting its masses partition. out of poverty by increasing the productivity of agriculture and by promoting new job-creating • The divisions between rich and poor, higher industries. caste and lower caste and majority (Hindus) and minority (other religions) were difficult to deal • Itwasessentialtobringinunityanddevelopment with. to avoid violent and costly conflicts between the rich and the poor. • Majority lived in villages and depended on agriculture for living. • Some three hundred Indian leaders regularly met between 1946 December to 1949 November • The peasants depended totally on monsoon in New Delhi and framed the Indian Constitution. for their survival and rural economy was badly 88 affected if the crops failed.

10. India After Independence and traditions, India is still united as a nation. • Indian Constitution came into effect on 26th • In rural India, discrimination on the basis of January 1950. castes, religion and financial position still persist • Indian Constitution offers universal adult • Even though equality before law is franchise - voting right to all citizens above guaranteed to all, it is not fully in practice. 18 years of age - that is the first and most • Republic of India is not a great success but it important feature of Indian Constitution. is not a failure either. • In Sri Lanka, domination and partiality to • Even in the most advanced countries like Sinhalas resulted in Civil war. the UK and the USA, people gained the right to vote gradually. 89 • Second feature of the Constitution is that it guarantees equality before law to all citizens • Third feature is the reservation for the poor and the backward castes. • India has a Central government and state governments with specific powers. • Union List, State List and Concurrent List provide guidelines to the specific powers of Central and State governments. • Union List: Taxes, defence and foreign affairs are exclusive responsibility of Centre. • State List: Education, health are taken care of by States. • Concurrent List: forests and agriculture- looked after by both State and the Centre. • Hindi is regarded as one of the official language of India and English as the language of courts, the services and communication between one state and another. • Dr B R Ambedkar, the Chairman of the Constitution Drafting Committee stated that political democracy had to be accompanied by economic democracy and social democracy. • States were formed on the basis of languages • There have been demands from different groups for independent states- Andhra speaking people demanded independent state. • State Reorganisation Commission was set up to make a report based on which states were formed on the basis of languages. • Technical and industrial developments were planned and executed. • State and private sectors together worked to produce more job opportunities . • Five-year plans were formulated for agricultural, industrial and technical growth. • Independent foreign policy was formulated by the Prime Minister Jawaharlal Nehru who was also the Foreign Minister of independent India– Non alignment became the identity of India’s foreign policy. • In spite of the diversity in language, culture

10. India After Independence Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEETS Divided Nation- India and • Partition of the country into India and Pakistan- flood of Pakistan refugees- 8 million refugees to rehabilitate. PS-1 • Difference in culture-castes and communities-finding job Ps-2 and settlement issues. PS-3 • Need of unity for development • Ways to tackle differences PS-4 PS-5 Indian Constitution- Drafting • Constituent assembly Self-evaluation and features Some 300 met at Delhi frequently over a period Sheet • Framing of indian constitution Features • Universal adult franchise. Equality before law. • Reservation for the disadvantaged. • • • Constituent Assembly • Constituent assembly’s efforts to address all the problems Responsibilities of the Cen- existed tre and States • Decision about the nature of governing system- power sharing-centre and states • Union list, state list and concurrent list • Need for political, economic and social democracy State Formation, Indepen- • Linguistic groups dent India • Demands for separate states Problems and Planning • Planning for development • Problems after independence • Independent foreign policy • Non-alignment, Unity in diversity, Equality as per Constitu- tion and in reality Worksheet for \"Indian After Independence\" Evaluation with self-check or Peer check* 90

PRACTICE SHEET - 1 (PS-1) I. Answer each of the following: 1. Why does independent India need a new political system? 2. What had made Jawaharlal Nehru state: “The light had gone out of our lives and there is darkness everywhere...”. 3. State the major challenge faced by the independent India. 4. Explain the reason for the economic issues in independent India. 5. Describe the threat to unity and development faced by India soon after independence. PRACTICE SHEET - 2 (PS-2) I. Answer each of the following: 1. How was Indian Constitution framed? 2. When did Indian Constitution come into effect? 3. Explain universal adult franchise. 4. Why is universal adult franchise considered as a revolutionary step in India? 5. How is equality given as a Constitutional Right? 6. Why was equality before law insisted on as a Constitutional right by the Constituent Assembly? 7. How did the Constitution take care of the poor and disadvantaged Indians? 8. Why were people against having a strong Central Government? 9. How did the Constitution seek to balance the powers of Central and State governments? 10. What did the Constituent Assembly decide about official language in India? 91

PRACTICE SHEET - 3 (PS-3) I. Answer each of the following: 1. What was the promise of the Indian National Congress regarding the formation of provinces? 2. After gaining freedom, why was the promise regarding formation of provinces based on language not fulfilled by the Indian National Congress? 3. Why were Prime Minister Nehru and Deputy Prime Minister Vallabhbhai Patel against the creation of linguistic states? 4. From where was the strongest protest against not fulfilling the promise of linguistic states? 5. On a political map of India, mark the Princely States of Jammu and Kashmir, Rajputana, Hyderabad, Mysore and Eastern India as it was beforeIn1d4iathPAouligticuaslt 1lV9Ia4p7. ',. . 0 • 6. What were the major objectives of independent India? 7. What is mixed economy? 8. What was the main focus of the Second Five Year Plan? 9. Why were there protests against the Second Five Year Plan? 10. On a political map of India locate Madhya Pradesh, Orissa, Assam, Andhra and Madras as it was before 1st November 1956. PRACTICE SHEET - 4 (PS-4) I. Answer each of the following: 1. Explain Cold War. 2. What was the political scenario during 1950s and 1960s in colonial states? 3. Explain the foreign policy developed by the Prime Minister Jawaharlal Nehru? 4. Why did people feel that India would not survive as a single nation? 5. Do you think the Constitutional guarantee of equality solved all the problems in India? 92

PRACTICE SHEET - 5 (PS-5) I. Choose the correct option: 10. The focus of second five-year plan was mainly 1. ___________ was India’s population in 1947. on ___________. a. 150 million a. Agriculture b. 345 million b. Heavy industry c. 400 million c. Education d. 225 million d. Mining 2. Indian constitution has come into effect on II. Short Answer Questions: _______. 1. Write any two features of Indian constitution. a. 26th January 1948 2. Why was English not used after independence? b. 2nd October 1948 3. Discuss in your class whether Mira Behn was c. 15th August 1947 right in her view that science and machinery d. 26th January 1950 would create problems for human beings. Give two 3. Franchise is the right to _________. examples on how this is happening. a. vote III. Long Answer Questions: b. speak c. live 1. Identify the new states formed after 1956 from d. freedom the above map. 4. __________ was the chairman of the drafting 2. Imagine a conversation between a father and committee of the constitution. son in a Muslim family. After partition, the son a. Mahatma Gandhi thinks it would be wiser for them to move to b. Jawaharlal Nehru Pakistan while the father believes that they should c. B.R. Ambedkar continue to live in India. Act out what each would d. Sardar Valla Bhai Patel say. 5. Andhra Pradesh was formed on ___________. a. 1st October 1953 b. 2nd November 1955 c. 26th January 1961 d. 2nd July 1985 6. States were formed on the basis of ________ in India. a. religion b. language c. caste d. gender 7. A separate state for Telegu people was formed after _______ passed away. a. Mahatma Gandhi b. Valla bhai Patel c. Potti Sriramulu d. Jayashankar 8. The state of Punjab was divided into Punjab and Haryana in the year __________. a. 1958 b. 1960 c. 1965 d. 1966 9. The second five-year plan was formulated in __________. a.1956 b. 1951 c. 1958 d. 1960 93

Self-Evaluation Sheet Marks : 15 Time : 30 Mins I. Answer the following questions in one word III. Think and answer (5 Marks) or one sentence: (4 Marks) 1. Explain the reasons for civil war in Sri Lanka. 1. Who conveyed a warning in the Constituent Assembly on behalf of South Indians against imposing Hindi? 2. Who was the Chairman of Constitution Drafting Committee? 3. When was the state of Punjab divided into Punjab and Haryana? 4. Name the follower of Gandhiji who wrote 1949 against the focus on heavy industries in the Second Five Year Plan. II. Answer the following questions briefly: (6 Marks) 1. Why was reservation introduced? 2. Describe the situation that led to the setting up of States Reorganisation Commission.

1. The Indian Constitution Learning Outcome At the end of this chapter, you will be: • Explain the key features of Indian Constitution. • Define Constitution and understand the importance • Discuss the role of constitution in a democratic of Constitution. society . • Differentiate between monarchy and democracy. • Appreciate and stand by the fundamental rights • Feel motivated to protest against injustice and of the citizens of India. discrimination. Concept Map The Indian Constitution Importance of Significance The Indian Constitution Democracy constitution: Key Protecting Rights Tyranny of majority Defining duties and Protection of minority features Rights Federalism Separation of power Fundamental rights -Central government -Legislature --Right to equality -State government -Executive -Right to freedom -Panchayat raj -Judiciary -Right against exploitation -Right to freedom of religion -Constitutional -Cultural Key Points • Constitution is the written document that states • All democratic countries are likely to have a rules and regulations for a country. constitution. But it is not necessary that just because a country has a constitution, it is democratic. • Constitutions showcases the ideals of a country. • Constitution states fundamental rights and re- • Key features of Indian Constitution: federalism, parliamentary form of government, separation of sponsibilities. power, fundamental rights and secularism. • Constitution serves as a set of rules and principles • Federalism refers to existence of more than one that all persons of the country should follow. level of government-Centre, State and local self • Nepal moved from monarchy to democracy. government in India. • Democracy is the government of the people, by the Keywords: polity, tyranny, sovereign, arbitrary, people and for the people. trafficking • Discrimination on the basis of caste, religion, sex etc. is banned by law. • Constitution checks tyranny of majority and oppression of minority. 95

1. The Indian Constitution Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEETS PS-1 Importance of Constitution • Protecting Rights PS-2 • Duties and Rights PS-3 Significance • Democracy Self-evaluation Sheet • Tyranny of majority • Protection of minority The Indian constitution: Key • Federalism features • Separation of powers • Fundamental rights Worksheet for “The Indian Constitution” Evaluation with self- check or Peer check* 96

PRACTICE SHEET - 1 (PS-1) 1. What is meant by constitutive rules of a game? 2. Define Constitution. 3. When did Indian National Congress make demand for a Constituent Assembly? 4. When was the Constitution for independent India drafted by the Constituent Assembly? 5. What kind of governing system existed in Nepal until recently? 6. When was democracy established in Nepal? 7. Why do the games need constitutive rules? 8. Why is it important for a country to have a constitution? 9. How is constitution acting as a check system in a democracy? 10. What is Right to Equality? PRACTICE SHEET - 2 (PS-2) 1. What are the key features of the Indian Constitution? 2. Who is regarded as the father of Indian Constitution? Why? 3. What is meant by federalism? 4. What form of government do we have in India? What are the features of it? 5. What are the Fundamental rights guaranteed by our constitution? 6. What can be done if we are denied of our fundamental rights? 7. Why is fundamental rights called as the ‘conscience of Indian Constitution’? 8. What is meant by fundamental duties? Why is it important to have fundamental duties? 9. What is meant by secularism? 10. Why is it important for India to be secular? 11. What is meant by trafficking? 12. Why is democracy better than monarchy? 13. What is meant by polity? 14. What is meant by Right to Constitutional Remedies? 15. Explain with example how tyranny of majority hampers the peace of a country? 97

PRACTICE SHEET - 3 (PS-3) I. Choose the correct option: 9. You have been stopped from publishing an article 1. In the year __________ Nepal became indepen- in a newspaper. What can be done here? dent from monarchy. a. Use right to freedom a. 2006 b. Use right to education b. 2007 c. Use right to constitutional remedies c. 2008 d. Keep quiet and hide the article d. 2009 10. Not promoting one religion as state religion is 2. Existence of more than one level of government is called ___________. called _________. a. socialism a. democracy b. federalism b. federalism c. democracy c. secularism d. secularism d. monarchy II. Short Answer Questions: 3. According to constitution there are ________ 1. Why did the people of Nepal want a new constitu- organs of government. tion? a. 4 2. Which fundamental rights will the following situa- b. 5 tions violate? c. 3 3. What are the key features of a) Federalism b) Sep- d. 6 aration of powers? 4. The right that states that everybody is equal be- fore the law is Right to ________. III. Long Answer Questions: a. Equality 1. What are the key features of the Indian constitu- b. Freedom tion? c. Speech 2. Write down the names of Indian states which d. Education share borders with the following countries. 5. Right to freedom includes right to ________ and _________. a. Speech and expression b. Speech and education c. Expression and education d. Education and equality 6. Human trafficking can be prohibited with the help of __________. a. Right to equality b. Right against exploitation c. Right to freedom d. Right to education 7. One can choose their own religion through ________. a. secularism b. Right to freedom of religion c. Right to equality d. Right expression 8. There is a Muslim university in your neighbour- hood. With which right has the university been established? a. Cultural and educational rights b. Religion rights c. Minority rights d. Right to freedom 98

SELF-EVALUATION SHEET Marks: 15 Time: 30 Mins I. Answer the following questions in one word or one sentence: (4 Marks) 1. Who is regarded as the architect of Indian Constitution? 2. What do you call a state that is impartial to III. Answer the following questions briefly: all religions? (5 Marks) 1. What is meant by separation of powers? Why is it needed? 3. What was the political system in Nepal till 2005? 4. If a child of ten years is working in a mine, which fundamental right is violated? II. Explain the following questions briefly: (6 Marks) 1. Explain Right to freedom. 2. How can people of India ensure the right functioning of democracy? 99

2. Understanding Secularism Learning Outcome By the end of this chapter, you will be: • Develop an understanding of the rule of law and • Define secularism and understand the importance our involvement with the law. of it. • Understand the Constitution as the primary • Understand the Indian ideology of secularism source of all our laws. • Respect the sentiments of the minority and treat • Compare between Indian and American them in a fair way. secularism. Concept Map Key Points • State does not favour any particular religion. • Government Schools cannot promote any one • When one religion is given official recognition, they tend to dominate. religion. • Non-interference is the Indian policy to prevent • Indian Constitution ensures Fundamental Rights to protect citizens from tyranny of majority. domination. • In the USA, the power of religion is totally separated • In India, one religious community does not dominate another. from the power of the State. Religion cannot control the State and the State does not interfere • The state does not enforce any particular religion in religious faith. nor take away the religious freedom of individuals . • If a religious custom is against the Constitutional Rights, the State can intervene. • India adopted a strategy of separating the power of • Hindu religious practice of untouchability was religion and the power of the State. abolished by Law. • Citizens have the freedom to embrace any religion they want. • Secularism ensures that one religious community does not dominate another. • It ensures that some members don’t dominate other members of the same religion. 100

2. Understanding Secularism Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEETS Secularism-Right to faith- Practical problems in the absence of secularism- Religious tolerance case study-equal treatment-religious tolerance Need to separate religion from Majority tend to rule- discrimination, coercion- PS-1 state violation of fundamental right-freedom to hold faith-fair treatment Indian Secularism The Indian Constitution mandates that the Indian State be secular. No domination-no partiality-no special treatment-Cordial co-existence-protection PS-2 of minority-support on non-preferential basis- PS-3 State can intervene in religious affairs-Can abolish social evils by law-constitution guarantees fundamental rights Worksheet for “Understanding Secularism” PS-4 Evaluation with self- check or Self-evaluation Sheet Peer check* 101

PRACTICE SHEET - 1 (PS-1) 1. Give an example for tyranny of majority. 2. How are the religious minority treated in Israel? 3. How does Saudi Arabia assert religious supremacy? 4. What is the policy adopted by India to avoid religious offence? 5. Why is it important to avoid giving official recognition to one religion in a country? 6. Why did India adopt the policy of keeping religious powers away from the powers of the State? 7. Why is secularism important? 8. How does secularism help individuals? 9. What would have happened if Hinduism were adopted as State Religion? PRACTICE SHEET - 2 (PS-2) 1. Why does the Indian Constitution mandate that Indian State be secular? 2. How does the Indian State work to prevent domination? 3. Why is celebration of religious festivals not permitted in Government Schools? Why is the rule not applicable to private schools? 4. Explain the strategy of intervention. Why is it required? 5. Why do you think most religious festivals are made public holidays? What can happen if it were not so? 6. What is the advantage of adopting the policy of non-interference? 7. What can happen if the State does not uphold the policy of non-interference? 8. Is it proper for a secular State to intervene in the matters of religious concern? Why do you think so? PRACTICE SHEET - 3 (PS-3) 1. Why is the Indian policy of secularism better than that of the USA? 2. Does the State policy help in having absolutely no violation of rights in India? How does the State policy help? 3. Describe two incidents in our country, where the secular ideals of our Constitution were violated? 4. What can be done to ensure that the secular policy of our country is never violated? 5. How did France make its secular stand clear by law? 6. How was the law to establish secularism in France viewed by immigrants? 102

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: 9. Influencing an issue with the principles of consti- 1. India has adopted a strategy to separate _______ tution is called _______. and ________. a. intervene a. Power of religion and region b. coercion b. Power of religion and state c. democracy c. Power of state and people d. socialism d. Power of religion and people 10. Your friend is a Sikh and he doesn’t wear helmet. 2. Having no religion as state religion is called What do you understand from this? __________. a. He is careless. a. Socialism b. He doesn’t respect traffic rules. b. Federalism c. He is living in a secular state. c. Secularism d. He has right to live. d. Democracy II. Short Answer Questions: 3. ________ are not supposed to display or promote 11. Why is it important to separate religion from the any religion. state? a. Government spaces 12. What is Indian secularism? b. Private offices 13. List the different types of religious practice c. Schools that you find in your neighbourhood. This could be d. Colleges different forms of prayer, worship of different gods, 4. You saw your neighbouring school celebrating sacred sites, different kinds of religious music and Diwali in their school. This is called ________. singing etc. Does this indicate freedom of religious a. violating law practice? b. obeying laws III. Long Answer Questions: c. disrespecting other religion 14. Find out some examples of different views with- d. promoting your religion in the same religion. 5. Schools in United states begin their day with 15. Will the government intervene if some religious ________. group says that their religion allows them to prac- a. Religious pledge tise infanticide? Give reasons for your answer. b. Pledge of allegiance c. Pledge of democracy d. Pledge of god 6. France passed a law banning students from wear- ing religious dresses in the year _____. a. 2001 b. 2002 c. 2003 d. 2004 7. _______ is forcing someone to do something. a. Coercion b. Intervene c. Mandate d. Secularism 8. A person’s liberty to develop their own under- standing and meaning of the religion they practice is the freedom to ________. a. speak b. live c. interpret d. none of the above 103

SELF-EVALUATION SHEET Marks: 15 Time: 30 Mins I. Answer the following questions in one word III. Think and answer: (5 Marks) or one sentence: (4 Marks) 1. In India, the State can intervene in religious 1. Which is the official religion of Saudi Arabia? affairs if required. Justify with example. 2. Define secularism? 3. What is the policy of the USA in terms of secularism? 4. Which community in India is exempted from wearing helmet? Why? II. Answer the following in your own words:  (6 Marks) 1. How can the strategy of non-interference help in ensuring social peace? 2. Do you think the policy adopted by the French government in terms of secularism was right? Why do you think so? 104

3. Why do we need Parliament? Learning Outcome By the end of this chapter, you will be: • List out the houses in the parliament. • Describe India’s emergence as a socialist, secular, • Elaborate on the role of Parliament . • Realise the power of universal adult franchise. democratic, sovereign. • Define democracy and explain the process of election. Concept Map Why do we need Parliament? Why should people decide? The role of parliament People and their • To select national government representatives • To control guide and inform the government • Law Making Who are the people in the parliament? Key Points • Prime minister is the leader of ruling party in Lok Sabha. • Democracy is based on the idea of consent - the desire, approval and participation of people in • Other ministers are selected by Prime Minister decision making. who take charge of different areas of government functioning. • Individual or citizen is the most important person in democracy. • When a single party doesn’t get majority to form the government, then different political parties join • Parliament is made up of a group of elected repre- to form a coalition government. sentatives to form the government. • Member of Rajya Sabha are elected by the elected • Lok Sabha is elected once in 5 years. members of the Legislative Assemblies of various • Parliament consists of the President, Lok Sabha states. and Rajya Sabha. • Rajya Sabha can initiate legislation and a bill is • Lok Sabha selects executive, which is a group of required to be passed to make it a law. persons who work together to implement the law • The question hour is used by the MP’s to elicit made by the parliament. information about the working of the government. Keywords: approval, coalition, unresolved 105

3. Why do we need Parliament? Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEETS PS-1 Why Should People Decide? • Involvement of people • Approval PS-2 • Responsibility PS-3 PS-4 The role of Parliament • To select national government Self-evaluation Sheet • To control guide and inform the government • Law Making Who are the people in the parliament? Worksheet for “Why do we need Parliament” Evaluation with self- check or Peer check* 106

PRACTICE SHEET - 1 (PS-1) 1. What is the basic idea behind democracy? 2. What is the need for parliament? 3. What is a constituency? 4. Name the two houses of the Indian Parliament. 5. What were the rights Indians were deprived of during British Rule? 6. Why were the Indians eager to have the power to choose leaders? 7. How are people involved in ruling? PRACTICE SHEET - 2 (PS-2) 1. How long is the term of a Lok Sabha member? 2. What is meant by opposition party? 3. What is a question hour? 4. What is the role of opposition parties in functioning of democracy? 5. How are elections to the Parliament held? PRACTICE SHEET - 3 (PS-3) 1. How is the national government selected? 2. What is a coalition government? 3. Describe the functions of Rajya Sabha. 4. How are members elected to Rajya Sabha? 5. Why is question hour important? 6. How does the Parliament control, guide and inform the Government? 7. Why are seats reserved in the parliament? 107

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: 9. Percentage of voters who turned out in 8th Lok 1. In representative democracies, people do not Sabha elections are________. participate ________. a. 70.6 a. directly b. 64.01 b. indirectly c. 58.6 c. voting d. 49.05 d. counting 10. The elections conducted in 2014 were the 2. People choose their ___________ through an ___________ Lok Sabha elections. election process. a. 15th a. MP’s b. 14th b. representatives c. 16th c. Chief minister d. 17th d. Prime minister II. Short Answer Questions: 3. These days, a government cannot call itself 1. Who is an MLA and how does he gets elected? democratic unless it allows what is known as 2. You have read that most elected members wheth- ____________. er in the Panchayat, or the Vidhan Sabha or the Par- a. universal adult franchise liament are elected for a fixed period of five years. b. democratic Why do we have a system where the representatives c. secular are elected for a fixed period and not for life? d. social 3. Why do you think our national movement sup- 4. Everyone has a right to vote at the age of ported the idea that all adults have a right to vote? _________. III. Long Answer Questions: a. 18 1. What are the functions of the parliament? b. 21 2. Fill in the following table with information on the c. 25 various representatives from your area d. 14 5. In the 16th Lok Sabha elections, BJP had ________ seats in the parliament. a. 250 b. 260 c. 270 d. 282 6. In the 16th Lok Sabah elections, congress became the opposition with _______ seats. a. 65 b. 85 c. 38 d. 44 7. _________ is the leader of ruling party in Lok Sabha. a. Prime minister b. Chief minister c. President d. Governor 8. The fourth Lok Sabha elections were held in the year _________. a. 1960 b. 1967 c. 1975 d. 1958 108

PRACTICE SHEET - 4 (PS-4) State govern- Central gov- ment ernment Which political party/parties is/ are currently in pow- er? Who (name) is the current representative from your area? Which political parties currently form the Opposi- tion? When were elec- tions last held? When will the next elections be held? How many wom- en representa- tives are there (from your state)? 109

SELF-EVALUATION SHEET Marks: 15 Time: 30 Mins I. Answer the following in one word or sentence:  III. Think and answer: (5 Marks) (4 Marks) 1. Do you think reservation is required in a 1. When did the International Congress demand country where equality is a constitutional right?WW the British, Indian representation in the Government? 2. What is the minimum voting age for an Indian citizen? 3. How long is the term of a Lok Sabha member? 4. Name the two houses of the Indian Parliament. II. Answer in brief:  (6 Marks) 1. What are the problems faced by the leaders while forming a coalition government? 2. Why do you think it is important for the people to choose their leaders? 110

4. Understanding Laws Learning Outcome By the end of this chapter, you will be: • Understand that the public can approach court if • Explain law and describe the law making process. they feel any law is repressive. • Understand the need of having legal system. • Realise that all citizens are equal before law. • Discuss that it’s the duty of every citizen to abide • Analyse the role of public and parliament in by the laws of the country. maintain law and order. • List out some unpopular and controversial laws. Concept Map Understanding Laws Rule of Law Unpopular Law New Laws Equality Repressive Public Need Evolution Controversy Mass movements Amendment Mass Protest Parliamentary Initiative Key Points • Periodical revision and amendments make law so- cially valid. • Rule of law- to avoid arbitrary exercise of power. • All are equal before law regardless of gender, reli- • Public can voice their opinion for new laws. • When Indian women protested against the unfair gion or caste. • All laws apply equally to all citizens and no one can treatment by spouse and society, Protection of Women from Domestic Violence Act came into ef- be above the law. fect in 2006. • Law cannot discriminate between persons- Neither • Media plays an important role in reaching out and spreading messages to unite people to demand a government official nor a wealthy person nor justice. even the President of India is above law. • Parliament needs to be sensitive to the • Separate laws for separate communities existed in requirements of the mass. olden days. • Controversial or repressive laws are questioned by • The British rulers tried to make it uniform by mak- the public - the Municipal laws prohibiting street ing amendments. vendors were viewed as repulsive . • Indian nationalists took maximum care to frame • The vendors and those who buy things from them laws befitting democracy. got affected. • Indian legal profession began emerging and de- • People are free to approach the court of law if they manded respect in colonial court. feel any law is controversial or repulsive. • Indian judges began to play a greater role in mak- • The matter will be studied and proper steps will be ing decisions. taken if needed. 111

4. Understanding Laws Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEETS Rule of Law All are equal before law- change from arbitrary PS-1 rules- evolution of impartial law- amendments as and when required New Laws, Unpopular Laws New Laws: Public need- Mass movement PS-2 demanding justice- role of Parliament in making PS-3 new laws or amendments in existing laws Unpopular Laws- Legally valid and Constitutionally right- in favour of only a few- feeling of being treated in an unfair way- mass protest- amendment of enforcement considering the welfare of the State Worksheet for “Understanding Laws” PS-4 Evaluation with self- check or Self-evaluation Sheet Peer check* 112

PRACTICE SHEET - 1 (PS-1) 1. What does the Constitution mean when it states ‘all are equal before law’? 2. What are the reasons for protests against the colonial laws? 3. Explain the efforts taken by the Indian nationalists in establishing Indian legal system? 4. Explain the Sedition Act 1870. 5. What is Rowlatt Act? Why was it arbitrary? 6. Explain Jallianwala Bagh massacre. 7. Give an example of new changes introduced in Indian Law. PRACTICE SHEET - 2 (PS-2) 1. How are new laws made? 2. What is meant by domestic violence? 3. Name the Act passed to end domestic violence. What does it assure? 4. Why did the women want a new law in 1990s? 5. Who initiated the demand for new law in 1990s? What did they do? 6. Why were there protests after presenting the Domestic Violence Bill? 7. How did the public express their unhappiness against ‘domestic violence’? PRACTICE SHEET - 3 (PS-3) 1. Why do certain laws become unpopular? 2. What is meant by repressive law? 3. Why do people feel that certain laws are unfair? 4. How do people express their protest against an unpopular law? 5. What can people do if they are not happy with a particular law? 6. Give an example for repressive law. 7. Who was Rosa Parks? 8. What do you know about Civil Rights Movement? 9. Explain Civil Rights Act. 10. How does the involvement of people help the Parliament to function properly? 113

PRACTICE SHEET - 4 (PS-4) I. Choose the correct option: 9. Domestic violence act was launched in the year 1. _________ is an injury or threat of injury caused __________. by an adult male. a. 2002 a. Domestic violence b. 2003 b. Harassment c. 2005 c. Accident d. 2006 d. Abuse 10. Hindu succession act amendment was imple- 2. The civil rights act came into existence in the year mented in the year ______. ________. a. 2005 a. 1960 b. 2006 b. 1964 c. 2007 c. 1968 d. 2008 d. 1972 II. Short Answer Questions: 3. When you find fault or disapprove it is called to 1. What do you understand by ‘domestic violence’? _______. List the two rights that the new law that helped a. mistake women who are survivors of violence. b. abuse 2. State one reason why you think the Sedition Act c. criticize of 1870 was arbitrary. In what ways does d. blame the Sedition Act of 1870 contradict the rules of law? 4. Evolution is a process of developing ________ to 3. Can you list one process that was used to make __________ form. more people aware of the need for law? a. simple, complex III. Long Answer Questions: b. complex, simple 1. What do you understand by unpopular controver- c. simple, simple sial laws? d. complex, complex 2. What do you understand by the phrase ‘Equal 5. ______ is resistance or rebellion against govern- Relationships are Violence Free’? ment. a. Repression b. Sedition c. Criticism d. Evolution 6. ________ is controlling free and natural develop- ment. a. Repressive b. Criticize c. Evolution d. Sedition 7. A government officer’s son is hiding so that he can escape his jail sentence. What is this called? a. Respecting law b. Escaping law c. Violating law d. Showing partiality 8. Sedition act was implemented in the year _______. a. 1850 b. 1860 c. 1870 d. 1880 114

SELF-EVALUATION SHEET Marks: 15 Time: 30 Mins I. Answer the following questions in one word or III. Think and answer: (5 Marks) sentence: (4 Marks) 1. What is meant by ‘Equal relationships are 1. What was the main complaint of the Indian violence free’? nationalists against the colonial law? 2. When was the Sedition Act passed? 3. Name the law that ensured all the children and wife of a male inherits his property? 4. Which is the law passed for the protection of women? II. Answer the following questions briefly: (6 Marks) 1. What was the drawback of law in ancient India? 2. What is sedition? Why were the Indian nationalists against it? 115

5. Judiciary Learning Outcomes role of Judiciary in ensuring Law and order. • Feel motivated to abide by the laws of the At the end of this lesson, students will be able to: • Understand that independent judiciary is the country and spread awareness about the rights of citizensm strength of a country. • Trust firmly in the power of Judiciary and uphold • Explain how people can approach courts in case the noble ideals of the country. of violation of fundamental rights. • Describe cases and situations to highlight the Concept Map ReDsiospluuttieon Roles IndNepaetunrdeent Nobt yinpflouwenecred JRuedviiceiwal GNoovetrunnmdeenr t Emnpsisuourwseeesronfo FuEnLnRadfwiaogmrhactneisnndgtal Judiciary Supreme Court StrCuocuturrtes of LBergaanlcShyessteomf Criminal Law High Court SubCoorudritnsate Civil Law hiAghpeprecaol utorts Key Points the centre and state governments. • Judicial Review: Judiciary can strike a particular • All citizens of India are equal before law. • On violating law, certain set of fixed procedure law passed by the Parliament if there is a violation of basic structure of Constitution. needs to be followed. • It is the responsibility of Judiciary to uphold • We have judicial system to ensure that rules are the Law and enforce Fundamental Rights to all citizens. not violated. • Citizens can approach the Supreme Court or • One can approach court in case someone High Courts if they feel that they were deprived of any rights. violates rules of law. • When a person was denied of treatment in • Court can take decisions on wide variety of hospitals after an accident, the Supreme issues. 116 • Judicial system resolves disputes between citizens, between citizens and government, between two state governments and between

5. Judiciary or can be fined. • Civil Law deals with any harm or injury to Court declared that Article 21 provides Fundamental Right to Life and it includes the rights of individuals- property disputes, Right to Health. disputes on purchase of goods, rent matters, • If the State fails to protect the Right to life divorce cases etc. and right to Health of a citizen, the person is • A petition has to be filed in the concerned entitled to claim compensation. court by the affected party only. • Judiciary is independent and has the power • The court gives the specific relief asked for, to take decision against anyone who violates after hearing the case carefully. law. • Even though the courts are meant for all the • Indian Constitution protects the Judiciary by citizens, in reality, access to court has always giving it independence to ensure justice. been difficult for a vast majority. • Neither Legislature nor Executive has the • Legal procedures are expensive and the power to influence the Judiciary. paper work takes a lot of time. • The Courts are not under the government • Public Interest Litigation has been devised and do not act on their behalf. by the Supreme Court to increase access to • All the judges of High Court and Supreme justice. Court are appointed with very little influence • A letter or telegram addressed to High from the other branches of government. Court or Supreme Court on any issue will be • Once appointed, it is very difficult to remove considered at PIL and quick resolutions are the judge. offered. • Independence of Judiciary ensures that • Midday meal for children at school is a right there is no misuse of power by legislature or granted through PIL. executive. • There can be difference in opinion regarding • There are three levels of courts in India. the decisions of the court- eviction of slum • The courts, most people interact with, are dwellers as part of cleaning the city can be subordinate courts-district or tehsil or in viewed as depriving the poor place to live. town. • Long number of years taken for legal • Each state is divided into districts that are procedure makes common man feel that presided over by a District Judge. “Justice delayed is justice denied”. • Each state has a High Court which is the • However, power of Judiciary is the reason for highest court of the state. the development of democratic India. • At the top is the Supreme Court, located in Delhi and presided over by the Chief Justice. 117 • The decision made by the Supreme Court should be followed by all other courts in India. • Different levels of courts are connected to each other- decisions taken at higher court should be followed by lower courts. • If a person is not content with the verdict of lower court, he can appeal to the high court. • If a person is convicted by the lower court, he can go to High Court with appeal and at times the High Court decision may be in favour of the convict. • Again, if the case is taken to Supreme Court, the appeal will be considered and at times, the Supreme Court decision may be against that of the High Court. • Criminal Law deals with acts that are defined as offence by law- theft, harassment, murder. • Criminal Law procedure begins with lodging of a First Information Report (FIR) with the police who investigates the crime after which the case is filed in the court. • If found guilty, the accused can be sent to jail

5. Judiciary Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEETS Role of Judiciary- Taking • Dispute Resolution- decision on various issues • Resolution to dispute between citizens, PS-1 • Between citizens and government, • Between two state governments, PS-2 • Between centre and state governments. PS-3 • Judicial Review- Striking down laws passed by PS-4 the Parliament, in case, if there is any violation of PS-5 Constitutional structure. Self-evaluation • Upholding Law and enforcing Fundamental Rights sheet Independent Judiciary, • Courts cannot be influenced by the power of an individual Structure of Courts in India • Politicians have no rights to interfere with the court procedures or decision Courts are not under government • No external interference in appointment of judges and once appointed, Judges cannot be removed easily from office. • Structure of Courts- Subordinate Courts- High Courts- Supreme Court Different Branches of Legal • Criminal Law System • Civil Law • Equality before Law • Complications with Legal Procedures • time consuming and expensive • Public Interest Litigation to make legal procedures quick and easy Worksheet for \"Judiciary\"  Evaluation with self-check or Peer check 118

PRACTICE SHEET - 1 (PS-1) I. Answer each of the following: 1. What are the major roles of the Judiciary in India? 2. How does the Judiciary help in resolving disputes? 3. Explain Judicial Review. 4. How does the Judiciary help in upholding the law and enforcing Fundamental Rights? 5. How did the Supreme Court make the West Bengal Government more vigilant in terms of health care? PRACTICE SHEET - 2 (PS-2) I. Answer each of the following: 1. How can powerful people be a threat to the independence of Judiciary? 2. How does Indian Constitution ensure the independent nature of Judiciary? 3. Why are courts not under government? 4. What are the measures taken to avoid the judges of Supreme Court and High Courts not getting affected by anyone? 5. How does the legal system help in protecting the fundamental rights? PRACTICE SHEET - 3 (PS-3) I. Answer each of the following: 1. Explain the structure of courts in India. 2. Illustrate with an example that the decision taken at a lower court can be altered at the higher courts. 3. What is meant by appeal? 4. Explain the term ‘aquitted’. 5. Name a common situation in which public step in to protest against a decision taken at a lower court and try to get the verdict altered. What are the methods adopted generally? PRACTICE SHEET - 4 (PS-4) I. Answer each of the following: 1. Explain the code of criminal procedure. 2. What is Civil law? 3. Why is justice not easy to get in the case of ordinary people? 4. What did the Supreme do to make legal process easy for the public? 5. Describe a situation where the decision taken by the court proved to be just from one angle but unjust from another. PRACTICE SHEET - 5 (PS-5) I. Choose the correct option: 1. There are _______ levels of courts in our country. a. 5 b. 3 c. 4 d. 6 2. District courts are presided by ______. a. district judge b. chief justice c. high court judge d. session judge 119

PRACTICE SHEET - 5 (PS-5) 3. High courts were established in 1862 in the 9. Where do you find a huge gap in the above table? following cities _________. a. Number of sanctioned vs working judges in supreme a. Hyderabad, Delhi, Madras court b. Delhi, Bombay, Madras b. Number of sanctioned vs working judges in high court c. Calcutta, Bombay, Madras c. Number of sanctioned vs working judges in district d. Calcutta, Delhi, Hyderabad courts 4. High court in Delhi was established in d. Number of vacancies in district and sub ordinate _______. courts a. 1974 10. The highest number of judges are in ___________. b. 1947 a. Supreme court c. 1985 b. High court d. 1966 c. Session court 5. ______ has been started to increase the d. District court access to justice. II. Short Answer Questions: a. Courts 1. Write 3 differences between criminal and civil law. b. Judges 2. Fill in the following table from what you have learnt. c. Public interest litigation d. Lawyers Type of dispute Example 6. Breaking of a law is called __________. a. violation Dispute between centre b. appeal and state c. eviction d. compensation Dispute between two 7. Acquit means __________. states a. filing a petition in higher court b. declaring a person not guilt for a crime Dispute between two c. give money for injury or loss citizens d. removal of persons from land 8. Protection of Livelihood and Regulation Laws that are in violation of Street Vending Act started in the of the constitution year________. a. 1980 3. List two reasons why you believe an independent b. 1990 judiciary is essential to democracy. c. 2014 III. Long Answer Questions: d. 2008 1. What is the role of Judiciary? Read the following table and answer the 2. Fill in the following table. following questions. Description of Branch of law Procedure violation to be followed A group of girls are Name of the Sanctioned Working persistently harassed No. court strength strength by a group of boys while walking to school. A Supreme 31 28 A tenant who is being court 1079 645 forced to move out 22644 17509 files a case in court B High court against the landlord. C District and subordinate courts 120

Self-Evaluation Sheet Marks : 15 Time : 30 Mins I. Answer the following questions in one word or III. Think and answer: (5 Marks) sentence: (4 Marks) 1. Right to Life includes Right to Livelihood- 1. When was the Supreme Court of India Justify in the light of the judgement of Olga established? Tellis vs Bombay Municipal Corporation. 2. How many High Courts are there in a state? 3. Who presides over the Supreme Court? 4. Name the two states sharing the High Court at Chandigarh II. Answer the following questions: (6 Marks) 1. Explain the efforts of women to bring an end to dowry deaths. 2. Mention three major changes that could be brought through Public Interest Litigation. 121

6. Understanding Our Criminal Justice System Learning Outcomes At the end of this lesson, students will be able to: maintain proper records of the procedure • Understand the code of legal procedure in case of • Describe the role of Public Prosecutor and Judge a criminal offence in criminal procedure • Explain the role of police in investigating a crime • Analyse a given situation to know if the accused • Realise that the police is also expected to is given a fair trial as guaranteed by the follow the Law and the officials are expected to Constitution Concept Map Lodging FIR Copysohfeceht arge Investigation PCroricmeidnuarle aRcigcuhst eodf No harassment cShuatobrgmceoitsuthrinteget taeoLtxadspwteeafyneteesnre'ds Uncdriemrssiyntasatnledjmuinstgicoeur Police Key Player Fair Trail Open court apnrdloPasduwebecyflueeicrtnocre examCrionsastion Judge Pwrietnseensst Key Points • Based on the FIR, the police initiate investigation. • We know that when a person violates the law, the police arrest him. • Sometimes wrong people are suspected and unfairly treated. • We tend to think that it is the police who decide whether he is guilty or not. • At times, the suspected person is arrested and is kept in police custody. • It is not the police but the court of law that decides if the accused person is guilty or not. • If the person doesn’t have anyone to bail him/ her out, the accused will have to stay in police • According to the Constitution, every individual custody waiting for the legal proceedings. charged of a crime has to be given a fair trial. • The charge sheet is then presented before the • When there is a theft or any other crime, it is court and a copy of the same is given to the supposed to be reported to the police. accused. 122 • The Police record the First Information Report (FIR).

6. Understanding Our Criminal Justice System • The accused can either arrange for a lawyer designations. to defend her or the State arranges a lawyer • A memo of arrest with details like time and for the accused. date should be prepared. At the time of • Article 22 of the Constitution states that arrest, there should be at least one witness every person has the Fundamental Right to which could be preferably a family member be defended by a lawyer. of the accused. The memo should be counter signed by the person arrested. • As per Article 39 A of the Constitution, it is • The person arrested, detained or being the duty of the State to provide a lawyer to interrogated has a right to inform a relative, any citizen who is unable to engage, one friend or well wisher. due to poverty or other, disability. • When a friend or relative or well-wisher lives outside the district, the time, place of arrest • The accused can either plead guilty and take and venue of custody must be notified by punishment or pay fine as per the order of police within 8 to 12 hours after arrest. the court. • When a person complaints about an offence to the police, the official in charge is • Otherwise the accused can plead not guilty supposed to register an FIR with the details and request for a trial. of the offence including date, time, place and description of the offence. • If there is no solid proof or witness to the • FIR must contain the details of the crime, the benefit of doubt goes to the complainant and if possible about the accused. accused. It should be signed by the complainant and the complainant is • In certain cases, the charge against the entitled to get a copy of it. accused may not be true. • A criminal offence is considered as a public wrong not just against the victim but to the • Sometimes, the real culprit may be caught society. during or after the trial. • When the police present the charge sheet in the court after investigation, the role of the • If the charges are not proven with solid Public Prosecutor begins. evidence and witness, the accused will be • Public Prosecutor must be impartial acquitted. and must present the full material facts, witnesses and evidence before the court to • The key roles in the criminal justice system enable the court to decide the case. are that of the Police, the Public Prosecutor, • The judge must hear the case and trial the defence lawyer and the judge. carefully and give out the verdict in accordance with Law. • The Police investigate the crime recording • If convicted, the judge may send the person the statements of witness and collecting to jail, impose fine or both based on the Law. different kinds of evidence. • In a fair trial, the accused should be given a copy of charge sheet, the trial must be in the • Based on the investigation, the police form presence of the accused in an open court and an opinion and once, if they are ready with there should be proper cross examination. it, they present the charge sheet before the • The prosecution must prove beyond court. reasonable doubt that the accused is guilty and then only, the person can be punished. • The Police have set of rules to follow during arrest, detention, investigation, and interrogation. • The police has no right to inflict any kind of pain on any person whatever be the charge against him . • As per Article 22, the accused should be informed of the offence at the time of arrest. • Within 24 hours, the person has to be presented before a magistrate. • The accused has the right not to be ill- treated or tortured during arrest or custody. • Confession made in Police custody cannot be used as evidence against the accused. • A boy under 15 years of age and women cannot be called to the police station only for questioning • Supreme Court clearly insists that the police officials who carry out the arrest should wear clear, accurate and visible identification and name tags with their 123

6. Understanding Our Criminal Justice System Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEETS PS-1 Criminal Law Procedure • Lodging FIR • Interrogation by police PS-2 • Investigation, submitting the charge PS-3 • Sheet at the court PS-4 Role of the Police; Rights of • Police also must follow the laws- PS-5 the accused • Proper identity to be carried during arrest and interrogation, maintain proper records. • Rights of the accused- entitled to be treated fair, get a copy of the charge sheet, a lawyer to defend, a fair trial • Role of Public Prosecutor • Be impartial, present full and material facts, witness and evidence before court. Key players- Police, Public • Role of Judge- Prosecutor, Defence Lawyer, • Hear the trial and study the case Judge, Fair Trial • Analyse in detail • Give verdict in accordance with the Law. • Fair trial in the open court Worksheet for \"Understanding Our Criminal Justice System\"  Evaluation with self-check Self evaluation or Peer check sheet 124

PRACTICE SHEET - 1 (PS-1) I. Answer each of the following: 1. What is the first step to be taken in case of a criminal offence? 2. Who is a Public Prosecutor? 3. Who is defence lawyer? 4. Who is the authority to decide if a person accused of a crime is guilty or not? 5. What is meant by testimony of the witness? PRACTICE SHEET - 2 (PS-2) I. Answer each of the following: 1. How do the police go about on receiving a complaint about any offence? 2. Do you think the police has the right to conduct the investigation just the way they want? Why do you think so? 3. What is meant by ‘detention’? 4. What are the guidelines given by the Supreme Court for the police to follow during a criminal procedure? 5. How is an accused expected to be treated while in custody? 6. What are the Fundamental Rights of the accused? 7. Explain First Information Report (FIR). 8. Why do you think is the confession made in police custody not taken as evidence against the accused? PRACTICE SHEET - 3 (PS-3) I. Answer each of the following: 1. Name the four key players in a criminal procedure. 2. Why is it said that a criminal offence is a public wrong? 3. How is a Public Prosecutor expected to work? 4. What is the role of the judge? 5. Do you think all the timeS the accused are really guilty? How does the court deal with this situation? PRACTICE SHEET - 4 (PS-4) I. Answer each of the following: 1. Explain the Article 21 of Indian Constitution 2. Why is it insisted that a fair trial should be carried out before convicting an accused? 3. What are the requirements for a fair trial? 4. How does the court decide whether the witnesses are genuine or not? 5. Define the term ‘cross examine’. 125

PRACTICE SHEET - 5 (PS-5) 9. Any act that the law defines as a crime is called _________ I. Choose the correct option: a. fundamental right 1. _____ article states that every person has a b. freedom fundamental right to be defended by a lawyer. c. democracy a. Article 22 d. offence b. Article 21 10. __________ is a person who writes judgement. c. Article 25 a. Lawyer d. Article 30 b. Accused 2. Article 29A places a duty on state to provide a c. Judge _________ to any citizen who cannot engage one. d. Witness a. police II. Short Answer Questions: b. lawyer 1. What is the role of the police in investigating a c. doctor crime? d. engineer 2. What is the role of the public prosecutor? 3. Police officers should wear __________ with their 3. What did the judge say in Shanti’s case after designations while carrying investigation. hearing the testimony of all the witnesses? a. uniform III. Long Answer Questions: b. visible identification 1. What is a fair trial? c. shoes 2. State two reasons why you believe that different d. police Hat persons need to play different roles as part of the 4. A person who is arrested has a right to inform criminal justice system ? _________. a. the higher officials b. local minister c. his relatives d. his lawyer 5. Police can begin their investigation with a _________. a. complaint b. FIR c. verbal confirmation d. phone call 6. A person who is tried by a court is called _______. a. victim b. abused c. accused d. prisoner 7. Detention is the act of being kept in __________ custody by the police. a. legal b. secret c. illegal d. silent 8. _________ is a person who provides first-hand account of what he has seen. a. Witness b. Lawyer c. Judge d. Relative

SELF-EVALUATION SHEET Marks: 15 Time: 30 Mins I. Answer the following questions in one word III. Think and answer: (5 Marks) or sentence: (4 Marks) 1. How does the legal system ensure that the 1. What is meant by cognizable? police follow the code of criminal procedure? 2. Which Article of the Constitution states that every person has the Fundamental Right to be defended by a lawyer? 3. Who is supposed to register FIR? 4. When is an accused convicted? II. Answer the following questions briefly: (6 Marks) 1. How does the Constitution try to protect the people from being unfairly treated, in case of accused of a crime? 2. How does the judge decide if a person is guilty or innocent? 127

7. Understanding Marginalisation Learning Outcomes • Describe the stereotyped presentation of Adivasi life. At the end of this lesson, students will be able to: • Understand the meaning and effect of • Compare and contrast the life of Adivasi and other minorities with the main stream. marginalisation. • Explain the condition of marginalised groups. • Illustrate the social effects of marginalisation. Concept Map DEcifofenroemncice Reasons Effect Exclude dSiocffuceilrateulnraacnleds Deprirgivhetsd of Diffetaresntece in MUanrdgeinrsatlaisnadtiinogn powSeernlseessonfess Copnrsiimdeitrievde as Adivasis Minorities eocSooncoiomic Forfcoerdesotust of refroms Commpigerlaleted to Dcuifsfetoremnst EduScLtaaottwuiosnal Key Points • Marginalised groups are often viewed with hostility and fear. • To be marginalised, means to be sidelined and not to be allowed to be at the centre of things. • Marginalised people experience a sense of disadvantage and powerlessness. • When you are different from others in taste or custom or even language of other, you are often • In all spheres of life, marginalised people are treated as odd one out. made to feel inferior by the majority main stream. • In social environment, certain groups or communities feel excluded from the main • History shows how tribals lived close to nature stream. depending totally on forests. • Language, custom and religious faith can lead • They were chased out of their comfortable zone to marginalisation. denying them access to forest by various power groups. • Socio economical and educational differences 128 are also reasons for marginalisation.

7. Understanding Marginalisation • Safeguards are needed for avoiding minorities being culturally dominated by • From tribal villages, people were evacuated the majority. for starting with mining and other activities. • Constitution provides these safeguards • The poor helpless people were forced to sell because it is committed to protect India’s their land at low price and migrate to other cultural diversity places. • Muslim community in India is socially, • These backward communities were economically and educationally backward marginalised and exploited by the majority. in general. • Adivasis by literal meaning are the original • The life style and customs of Muslims like inhabitants of a place- they live in close wearing burqa, sporting long beard etc. association with forests. make them distinctly different from others. • In many states of India, there are many • Discrimination and domination has led to different adivasi tribes who are radically hatred and violence in many situations. different from others in the states. • For the development of the country, • Adivasis follow tribal religion and worship marginalisation should be avoided. ancestors, village and nature spirits. • Marginalised communities struggle to • The village spirit is often worshipped at maintain their cultural distinctiveness and specific sacred groves within the village they seek justice. boundary. 129 • Adivasis have always been influenced by different surrounding religions like Shakta, Buddhist, Vaishnav, Bhakti and Christianity. • Adivasi religions also influenced dominant religions of the empire around them in places like Orisa and Bengal. • Adivasis have their own language – most of them different from the main language of the state and as old as Sanskrit. • Adivasis are stereotyped as exotic, primitive, and backward. • Adivasis are blamed for lack of advancement and blamed for not being open for change. • Being close to nature, Adivasis had clear ideas about the presence of metal ores like iron, copper, gold, silver, coal and diamond and helped the civilised people in finding them. • They guided the people to invaluable timber, most medicinal herbs and since they knew the routes and had control over the vast tracts of forests, they were depended on by people. • Forest policies, political force applied by the State and private industry forced the adivasis to migrate in search of livelihood. • Adivasis are working in plantations, at construction sites, industries and as domestic help. • Losing access to forest is not just losing livelihood for adivasis but also their traditional life. • Adivasis live in poverty and deprivation struggling to make their living. • Other minority groups like Muslims are also marginalised due to their socio economic and educational difference.

7. Understanding Marginalisation Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEET PS-1 Marginalisation- • Reasons for marginalisation PS-2 Meaning and effect, • Difference in custom, language, faith, ideologies, tastes. Picture Story PS-3 Effect • Excluded, sense of being at disadvantage and PS-4 PS-5 powerless- hatred and fear- • Evacuation of tribal village for mining • People forced to sell out land • Struggle for survival, migration, marginalised in the new environment • Life of Adivasis • Close to nature-dependent on forest, Worshippers of ancestors and nature spirits, Know the forest and deposits of resources well. Problems Compelled to evacuate their homes Adivasis- Life and • Promised job at mines Problems faced by them • • Forced to migrate • Struggles for survival • Stereotyped as primitive, exotic and backward • Help of Adivasi in development- in searching out resources • Marginalised Other Minorities- • Minorities with cultural difference are marginalised Marginalised due to • Muslim minority socio economic and • Backward socially, economically and educationally- educational differences • Feeling of being excluded • Hatred and violence as a result of oppression Worksheet for \"Understanding Marginalisaton\" Evaluation with self- Self Evaluation Sheet check or Peer check 130

PRACTICE SHEET - 1 (PS-1) I. Answer each of the following: 1. What is meant by marginalisation? 2. Why do differences among people lead to marginalisation? 3. How does marginalisation affect the society? 4. Why do the marginalised groups feel powerless? 5. Why do the marginalised people feel that they are lesser humans? PRACTICE SHEET - 2 (PS-2) I. Answer each of the following: 1. How were tribal villages affected by tyranny of majority? 2. How did the Company people try to fool the villagers for vacating the place? 3. How did the villagers respond when they were asked to sell their land? 4. Why did people from tribal villages migrate to other places during British rule? 5. How was the life of the villagers after selling their lands? PRACTICE SHEET - 3 (PS-3) I. Answer each of the following: 1. Who are adivasis? 2. Name the states of India where there are adivasi settlements 3. What do you know about the religious faith of the adivasis? 4. How are adivasis stereotyped? 5. How did the civilised people depend on adivasis in the past? 6. Adivasis were displaced for setting up wildlife sanctuaries. What do you understand from the given statement? 7. What are the after effects of eviction and migration in the lives of adivasis? 8. How does displacement lead to bitterness and violence? PRACTICE SHEET - 4 (PS-4) I. Answer each of the following: 1. Why does the Constitution provide safeguards to religious and linguistic minorities? 2. How does being minority lead to fear and hatred? 3. Why are Muslims considered to be marginalised community in India? 4. What are the other dimensions of marginalisation experienced by the Muslims? 5. Define Ghettoisation. 131

PRACTICE SHEET - 5 (PS-5) I. Choose the correct option: 7. How many Muslim people have access to tap water? 1. Tribals are also referred to as ________. a. 40.5 % a. Dalits b. 35.8 % b. Adivasis c. 65.7 % c. Schedule caste d. 75.2 % d. Gonds 8. How many sikh people has access to electricity? 2. Indian government uses __________ term to refer a. 65.4 % to Adivasis. b. 43.7 % a. Schedule caste c. 79.3 % b. Schedule tribes d. 96.0 % c. Adivasis 9. How many Hindus have pucca houses? d. Dalits a. 70.3 % 3. There are over __________ different adivasi b. 65.4% groups in India. c. 38.5% a. 250 d. 47.1% b. 300 10. How many Christians has access to tap water? c. 450 a. 48.0% d. 500 b. 58.3% 4. There are over ________ of Adivasis in Assam. c. 68.2% a. 15 lakh d. 98.1% b. 45 lakh II. Short Answer Questions: c. 70 lakh 1. Write a short note on Adivasis and d. 85 lakh stereotyping? 5. Niyamgiri hill in Kalahandi district is inhabited by 2.How do you describe the development of ________. Adivasis? a. Gonds 3. List five products that you use at home that b. Dongarria konds come from the forests. c. Santhali III. Long Answer Questions: d. Adivaisi 1. Why was Dadu forced to leave his village in 6. Adivasis use approximately _________ number of Odisha? plant spices. 2. You are participating in a debate where a. 5000 you have to provide reasons to support the b. 6000 following statement: ‘Muslims are a marginalised c. 7000 community’. Using the data provided in the d. 8000 chapter Understanding Marginalisation, list two Read the following table and answer the following reasons that you would give. questions. Religious Pucca Electricity Tap community house 75.2 water 65.4 43.7 Hindu Muslim 63.8 67.5 35.8 Christian 69.3 86.2 48.0 Sikh 91.3 96.0 49.3 132

Self-Evaluation Sheet Marks : 15 Time : 30 Mins I. Answer the following questions in one word or III. Think and answer: (5 Marks) sentence each: (4 Marks) 1. Suggest a few measures to overcome the 1. How many different adivasi groups are there in marginalisation of Muslims. India? 2. Who do the adivasis worship? 3. What is meant by malnourished? 4. What is meant by militarised? II. Answer the following questions briefly: (6 Marks) 1. How did marginalisation affect the cultural life of tribals? 2. Why are adivasis blamed to be backward? 133

8. Confronting Marginalisation Learning Outcomes At the end of this lesson, students will be able to: marginalisation. • Understand the struggles of Adivasis and Dalits to • Analyse the social injustice done to the fight for Fundamental Rights. marginalised groups and suggest remedial • Explain the Acts passed for ensuring that measures. minorities are treated fair. • Appreciate the efforts of the government to uplift • Describe the Constitutional guarantees against the condition of the marginalised. Concept Map Resolilgaicoeus etEqofufgoaarltiintsy InRviogkhitnsg Article 17 sAtrrumgegdle Article 15 Eedcouuanpcnaolditfmitoinc Feiqguhatlfiotyr MaCrogninfraolnistaintigon JSuosctiiacel margLianwalfiosar tion oPfrAetvreonctiitoiens humilNiaotation Act 1989 displaNcoement Reservation Naossseaxuultal Key Points • Since the Constitution guarantees Fundamental Rights to all citizens, • Even though marginalised groups were marginalised groups could demand justice powerless, they fought for justice through quoting it. protests and struggles against being excluded. • Marginalised group also insisted that the government should enforce the laws. • Marginalised people formulated their own strategies to overcome the issue. • In certain cases, the marginalised groups could influence the government to form new • Religious solace, armed struggle, self- laws to ensure justice, keeping in line with improvement, education and economic- law. uplift all these ways were tried to ensure justice. • Article 17 states that untouchability has been abolished and hence nobody can prevent • Marginalised groups started demanding dalits from getting educated, entering fair treatment quoting equality to be temples and public places. Fundamental Right 134 • Government also has taken measures to improve the plight of the marginalised.

8. Confronting Marginalisation approaches court of law and such customs are called off. • It also shows that untouchability is a • In 1970s and 1980s, there were strong punishable crime. protests by assertive Dalit groups against the humiliation and ill treatment by the powerful • Article 15 of the Constitution notes that castes in southern parts of India. no citizen of India shall be discriminated • During 1970s and 1980s Adivasi groups also against on the basis of religion, caste, race, demanded equal rights and for their land sex or place of birth. and resources to be returned to them. • Due to these violent protests new Act came • Dalits quoted Article 15 to seek justice- they into effect insisting on fair treatment. can invoke or draw on Fundamental Rights • The Act lists modes of humiliation both in case they are ill-treated. physical and emotional as punishable offence. • Other minority and marginalised groups • The Act also sets out to punish anyone who have also drew upon the right to freedom of wrongfully occupies or cultivates any land religion or educational rights. owned by or allotted to a Dalit or Adivasi. • The Act also seeks to penalise any kind of • Muslims and Parsis sought justice in terms of assaults or uses of force on any woman upholding their customs and culture. belonging to Dalit or Adivasi. • Manual scavenging is the labour of cleaning • The Constitution guarantees cultural justice human and animal wastes using broom and to ensure nobody dominates over these tin plates and carrying it on head to disposal groups. grounds. • Manual scavengers end up with serious • There are specific laws for the marginalised health hazards such as infections and in our country. respiratory issues and are paid too low. • Human scavengers are still treated • There are policies and schemes like setting as untouchables and live in separate committee, conducting survey etc . settlements. • In 1993, the government passed the • The state as well as central government Employment of Manual Scavengers and implements special schemes for uplifting the Construction of Dry Latrines (Prohibition) marginalised. Act preventing manual scavenging and construction of dry latrines. • Government provides free or subsidised • The 1989 Act makes forcing the tribals out of hostels for Dalit and Adivasi communities so their land punishable by law and the tribal they can avail education facilities. land sold or bought by non-tribal people can be repossessed by the triabls. • Reservation is a policy to ensure education • C K Janu, an Adivasi activist noted that in and employment to the Dalits and Adivasis. case the Adivasis cannot get their land back, they should be compensated. • State governments and Central government • Existence of right or law or even a policy have their own lists of Scheduled Castes and on paper does not make life easy for the Scheduled Tribes. marginalised but it gives them the right to demand justice and approach court of law. • Students applying at educational institutions and for government jobs should prove their 135 identity to get the reservation. • For admission to colleges, the governments define a set of cut off marks and candidates qualifying that would get admission. • In certain villages, there are disgusting rituals where Dalits are made to wash the feet of the priests and then bathing in the water used for this. • When educated Dalits refused to do that, it ends up in humiliation and harassment- as punishment they are not called for work and are made to starve. • The powerful castes and even the Dalits refuse to cooperate with such youngsters and their families they are declared as outcastes and nobody even talks to them. • There are instances in which the concerned

8. Confronting Marginalisation Work Plan CONCEPT COVERAGE COVERAGE DETAILS PRACTICE SHEETS PS-1 Efforts of Adivasis and Dalit • Marginalised group protested against injustice to gain equality, Invoking Quoted Constitutional guarantees to demand PS-2 Rights justice PS-3, PS-4 • Religious solace, armed struggle, self improvement, education, economic uplift Policies, schemes and laws • Social justices to promote equality and • not compelling the Adivasis and Dalits to do social justice , Protecting traditional rituals which are unfair the rights of Dalits and Adivasis • Arrogance of the powerful and non cooperation of people from their own group Assistance of court Prevention of Atrocities, • Struggles of Adivasis and dalits in 1970s and Act 1989, Manual 1980s for equal treatment Scavenging-Adivasi Demands and Act of 1989 • Efforts of Government to ensure equality to all- No humiliation • Dalits and Adivasis should not be asked to leave their land • Adivasi land cannot be sold or bought- Adivasis can claim the land back • Dalit and Tribal women should be treated fairly Worksheet for \"Confronting Marginalisaton\" PS-5 Evaluation with Self Evaluation Sheet self-check or Peer check* 136