Social Workbook_8_P_2.pdf 1 10/17/19 6:34 PM Name: ___________________________________ Section: ________________ Roll No.: _________ School: __________________________________
Table of Contents Unit Theme Content Page No. 4. Social Organisation and 1 Inequalities 18. Rights Approach to Development 12 29 5. Religion and Society 19. Social And Religious Reform Movements 20. Understanding Secularism 6. Culture and 21. Performing Arts and Artists in Mordern 40 Communication Times 54 22. Film and Print Media 67 82 23. Sports: Nationalism and Commerce 24. Disaster Management Project Based Questions 94
18. RIGHTS APPROACH TO DEVELOPMENT SESSION 1 RIGHTS APPROACH TO DEVELOPMENT – RIGHTS APPROACH TO DEVELOPMENT 1.1 Mind Map SESSION 1. RIGHTS APPROACH TO DEVELOPMENT 1
CHAPTER 18-RIGHTS APPROACH TO DEVELOPMENT 1.2 Terminology 1. Human rights: The basic rights which can’t be denied to human beings irrespective of caste, gender, religion, country etc. 2. RTI: Right of human beings to receive on demand information from the government. 3. RTE: Rights to education for the children of the age of 6 to 14 years 4. Liberty: Freedom to express one’s views. 1.3 Improve Your Learning Conceptual Understanding Q1. Correct the false statement: [Refer to TB page 211 Q1] a) Welfare functions of the government need to be monitored. b) People need to allow the elected representatives alone to monitor the implementation of programmes. c) Information officers can withhold the information for indefinite period. d) By looking at various documents one can identify if the programmes are implemented without malprac- tices. A. A) No correction is needed. B) People must receive the information about the implementation of programmes from the elected representatives regularly and need not allow them alone to monitor the programmes. C) Information officers can’t withhold the information for indefinite period. D) By verifying the documents and monitoring the programmes it will give us the idea about the malprac- tices, if any, being committed. Q2. RTE is a boon to the children. Explain. [Refer to TB page 211 Q4] A. i. Right to education as an act was passed in 2009. This insists the states to provide free and compulsory education to all children between the age of 6 and 14. ii. It adds that the state has to ensure the building of sufficient schools in the neighbourhood for all children, appoint qualified teachers and make all necessary provisions. iii. It also declares that the education should ensure all round development of the children, learning through activities, discovery and exploration and child–friendly manner. iv. It encourages teaching in our mother tongue. v. It says that the students should be free from fear, trauma and anxiety and should be able to express their views freely. vi. Hence, we can say that RTE is a boon to the children SESSION 1. RIGHTS APPROACH TO DEVELOPMENT 2
CHAPTER 18-RIGHTS APPROACH TO DEVELOPMENT Reading the Text, Understanding and Interpretation Q1. Read the paragraph under the heading ‘Need for information to fight corruption and answer the following. ‘Observe any of the government programme and make a report of its implementation in your area’. [Refer to TB page 211 Q2] A. The government system is a very large and complex system. It is difficult to ensure that the policies and programmes are implemented properly. Programmes which are undertaken to benefit the poor and remove poverty often do not reach the needy and the funds get diverted due to corruption. The reason for the corruption is that the common people do not have proper information about the pro- grammes and how they are being implemented. If the common people are able to collect the information on how and where the money is spent by the government and local body institutions the corruption can be eradicated. For example : There was a programme conducted named Indiramma Baata’ in Khammam district for which above one crore was spent. The people gathered were given food packets, water packets etc. A lot of money was spent unnecessarily. The programme should have been for the development of SC and ST candidates. Information Skills Q1. Collect a few success stories with regard to Right to Information Act (RTI) from newspapers and tell them in your class. [Refer to TB page 211 Q3] A. Story 1 : A 70 year old lady Laxmi, lost her son Asoop Singh in Delhi road accident. He was a traffic constable there. His wife was given his pension. Later she remarried some other person. Laxmi was left as an orphan. She used this RTI Act to gain access to files regarding the pension and other benefits of her son. Story 2 : Kshetramai of Bhuvaneswar bought a small piece of land and got it registered. But the clerk in the Sub Registrar Office did not hand over the documents to her for 1½ years. She complained in the camp of RTI Act. She got her documents within hours on the same day. Story 3 : Aashiyana, a thirteen year old Lucknow girl, was raped by a gang of 6 boys. They registered a complaint in the police station. The prime accused showed up an evidence that he was a minor at that time and went for a trial in a Juvenile Court. Then Aashiyana’s father Sabruddin filed an application at District Magistrate Office under RTI Act. He has sought information that he was not a minor at the time of incident. Although it was late yet the application served its purpose. SESSION 1. RIGHTS APPROACH TO DEVELOPMENT 3
CHAPTER 18-RIGHTS APPROACH TO DEVELOPMENT Story 4 : RTI got dark films used in cars banned. Use of films or any other material upon the wind screen or the side windows is impermissible in law w.e.f 4.5.2012. Reflection on Contemporary Issues and Questioning Q1. Do you need any more rights? Why? [Refer to TB page 211 Q5] A. Feel that the students should be given sufficient time to play and learn. The exams system should be changed so that physical education yoga, moral education, and study about the things necessary in life should be made an important subject of study. The students should be freely allowed to select the schools and colleges where they want to get educated. Selecting courses to study should be the right to the children. Children should be provided a stress–free education. The marks should not decide the future of any student. These are the types of rights I think we need. Q2. What information would you ask your Headmaster according to Right to Information Act? [Refer to TB page 211 Q6] A. As a student, I will ask my Headmaster few questions to know clearly about Right to Information Act, 1. Who is Responsible for providing information at school level? 2. What are documents to be maintained for verification of District Educational Officer? 3. Who is the appellate authority for schools? 4. How much money is released by government for welfare of schools as grants and details of expenses? 5. What are the documents present with Headmaster about service details of teachers? 6. What are the rules covered under RTI Act for educating poor? Appreciation and Sensitivity Q1. How can you say that the Right to Information Act helps to face the corruption? [Refer to TB page 211 Q7] A. Since the government system is very large and complex it is not possible to directly communicate with the people about the programmes and policies implemented by them. Programmes implemented for poor may not reach them because of corruption present in many levels. Since common people don’t have any information regarding the policies and programmes the corruption is increasing. In a democratic system people’s money is being used by the government where it is the right of people to know about how and where it is being spent. Right to Information Act brings all the levels of government system into control. Any information like government orders, reports, advises, rules and regulations can be obtained by all under this Act. This makes people aware of everything what is provided by government directly so that the corrupt people won’t get any chance to commit corruption. This will help in bringing down corruption. SESSION 1. RIGHTS APPROACH TO DEVELOPMENT 4
CHAPTER 18-RIGHTS APPROACH TO DEVELOPMENT 1.4 Key Concepts i. All human beings, irrespective of their caste, gender, religion, country etc., have certain basic rights which can’t be denied to them. ii. These rights are called human rights. Two of the human rights, right to liberty and right to freedom are very important. iii. The right to liberty and freedom means that they can do, believe and speak out what they want without fear. iv. The government should ensure the fundamental rights of all people. v. In 1945, right to freedom and economic development are agreed as the fundamental rights of all human beings vi. In 1911, Gopala Krishna Gokhale demanded the British colonial government that they make a law for free and compulsory education for all children of the country. vii. In 2002, the Parliament recognized education as a fundamental right. viii. In 2002, the 86th Amendment of the constitution made the education a fundamental right. ix. In 2009, the right of children to free and compulsory education Act was passed. x. RTE law declares that all children of the age of 6 to 14 years have the right to free education and the state has to ensure building of sufficient schools in the neighbourhood of all children. Ensure qualified teachers and make all necessary provisions. xi. RTE also declares that the education should ensure all round development of children. SESSION 1. RIGHTS APPROACH TO DEVELOPMENT 5
CHAPTER 18-RIGHTS APPROACH TO DEVELOPMENT —— CCE Based Practice Questions —— AS1-Conceptual Understanding Very Short Answer Type Questions 1. Match the following. Column A Column B i. RTE a. Freedom fighter ii. RTI iii. MKSS b. Mazdoor Kisan Shakti Sangathan iv. 86th Amendment c. Right to children for free and compulsory educa- v. Gopal Krishna Gokhale tion d. Right to Information e. Made education a Fundamental Right 2. Match the following. Column A Column B i. Fundamental Right a. Officer in charge in every government office to answer ii. Jan Sunvayi questions under RTI b. To fight corruption iii. MKSS movement c. Right to Life iv. Right to Information d. Rajasthan v. Information Officer e. MKSS meetings 3. Answer the following questions in one sentence. (i) Who is an Information Officer? CHAPTER 18. RIGHTS APPROACH TO DEVELOPMENT 6
CHAPTER 18-RIGHTS APPROACH TO DEVELOPMENT (ii) Where is Right to Information recognized in the Constitution of India? (iii) Write any two human rights. (iv) Which act was passed by the Parliament in 2005? (v) Which act was passed by the Parliament in 2009? 4. Fill in the blanks. (vi) The state should provide free and compulsory education to all the children between . (vii) The of the Constitution that made education a fundamental right was passed in the year 2002. (viii) At the state and central government level, there should be independent . (ix) in 1911 demanded from the British colonial government that they make a law for free and compulsory education for all children of the country. (x) When United Nations was formed, all countries agreed that human rights, related to freedom and economic development are of all human beings. CHAPTER 18. RIGHTS APPROACH TO DEVELOPMENT 7
CHAPTER 18-RIGHTS APPROACH TO DEVELOPMENT (xi) MKSS used to conduct meetings, called . (xii) The Right to Life means that all have right to live in such a way that their human dignity is not compromised. (xiii) Information will make governments more in their functioning. (xiv) In the Parliament recognized education as a fundamental right. (xv) Those who argue for the rights perspective point out that these rights help people to live with . Short Answer Type Questions 5. Answer the following questions in 3-4 sentences. (i) What do you know about the Jan Sunvayi? Long Answer Type Questions 6. Answer the following questions in 6-8 sentences. (i) Write a note on Right to Information. CHAPTER 18. RIGHTS APPROACH TO DEVELOPMENT 8
CHAPTER 18-RIGHTS APPROACH TO DEVELOPMENT AS3-Information Skills Long Answer Type Questions 7. Answer the following questions in 6-8 sentences. (i) Read the text and answer the following questions: Law prescribes that any individual can get documents like government orders, reports, advices, log books, rules and regulation, attendance list, letters, etc. The person who wishes to get this information may have to pay a small amount that will meet the expenses like making a copy of the document. But if the person who is asking for the information is below poverty line then he or she need not pay this amount. a. What does this paragraph talk about? b. What kind of documents can an individual get? c. How expensive is it to get this information? d. Who can get this information without paying a fee? CHAPTER 18. RIGHTS APPROACH TO DEVELOPMENT 9
CHAPTER 18-RIGHTS APPROACH TO DEVELOPMENT Objective Questions AS1-Conceptual Understanding 8. Choose the correct answer. (i) When did the Parliament recognize education as a Fundamental Right? (A) 1998 (B) 2002 (C) 2006 (D) 1994 (ii) Law prescribes that in every there should be an officer in charge to respond to questions related to government document according to RTI Act. (A) Business field (B) Private office (C) Government office (D) International organization (iii) When was the United Nations Organization formed? (A) 1941 (B) 1943 (C) 1944 (D) 1945 (iv) The idea of has gained ground all over the world during the last 300 years. (A) Human Rights (B) Religious tolerance (C) Human information (D) International peace (v) Building contract is allotted to a contractor by a . (A) Parliament (B) State Assembly (C) Municipality (D) High Court (vi) When was the Right to Information Act passed by Parliament? (A) 1995 (B) 2005 (C) 2009 (D) 2012 CHAPTER 18. RIGHTS APPROACH TO DEVELOPMENT 10
CHAPTER 18-RIGHTS APPROACH TO DEVELOPMENT (vii) means that all human beings have a right to live in such a way that their human dignity is not compromised. (A) Right to Information (B) Right to Education (C) Right to Life (D) Right to Equality (viii) A group of people in organised themselves under the banner of Mazdoor Kisan Shakti Sangathan and demanded information. (A) Gujarat (B) Rajasthan (C) Telangana (D) Manipur (ix) After many years of struggle, a law, making it compulsory to give official information, was made in the state of ___________ in 1995. (A) Maharashtra (B) Rajasthan (C) Uttar Pradesh (D) Delhi (x) RTE Act declares that the education should ensure __________ of the children. (A) All round development (B) High school (C) College (D) Secondary education CHAPTER 18. RIGHTS APPROACH TO DEVELOPMENT 11
19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS SESSION 1 SOCIAL AND RELIGIOUS REFORM MOVEMENTS – SOCIO-RELIGIOUS REFORM MOVEMENTS IN THE 19TH AND 20TH CENTURIES 1.1 Mind Map 1.2 Terminology 1. Reforms: make changes in (something, especially an institution or practice) in order to improve it. SESSION 1. SOCIO-RELIGIOUS REFORM MOVEMENTS IN THE 19TH AND 20TH CENTURIES 12
CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS 1.3 Improve Your Learning Conceptual Understanding Q1. What was the importance of printing press in the development of reform movement? [Refer to [Refer to TB page 222 ] Q2] A. The Europeans introduced printing press in India. It made possible the appearance of many newspa- pers and magazines. Books were also published in different Indian languages. This made books acces- sible to a large number of people at a very low cost. People could now carry on debates and discussions through these newspapers, magazines and books and easily reach out to large number of people. Hence, printing press played an important role in spread of ideas and values in reform movement. Appreciation and Sensitivity Q1. What qualities of Social Reformers did you like? Why? [Refer to TB page 223 Q12] A. Social Reformers took a move towards welfare of the society opposing the prevalent evil practices in the society 200 years ago. Social reformers like Rammohan Roy began to campaign against the practicing of “SATI” which means burning women along with the bodies of the dead husbands, by showing such practice has no sanction according to religious texts. I like this because even the entire society opposes Rammohan Roy brought good reforms and change among the people. I also like the courage shown by Ishwar Chandra vidyasagar who fought for remarriage of widows, especially child widows. I also like his brave thinking and broad minded nature when he fought for education of girl child despite severe opposition. He helped in setting up schools for girls 1.4 Key Concepts i. Many Christian missionaries came to India along with the European companies to preach Christianity in India. ii. The Europeans introduced printing press in India. iii. In 1828 Ram Mohan Roy founded the Brahmo Samaj. iv. Swami Vivekananda was a disciple of Ramakrishna and he set up the Ramakrishna Mission. v. Swami Dayananda Saraswathi set up Arya Samaj in 1875. vi. The suppression of the revolt of 1857 had created a lot of bitterness between Muslims and the British. vii. Sir Syed Ahmed Khan started the Aligarh Movement for the spread of modern education and social reforms among the Muslims. SESSION 1. SOCIO-RELIGIOUS REFORM MOVEMENTS IN THE 19TH AND 20TH CENTURIES 13
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: T he practice in certain Muslim and Hindu societies of screening women from men or strangers, especially by means of a curtain. In Muslim societies It is a full gown in black colour is worn by Muslim women to cover whole body including face. 2.3 Improve Your Learning Conceptual Understanding Q1. Why do you think people like Ramabai paid special attention to the condition of widows? [Refer to TB page 223 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. SESSION 2. SOCIAL REFORM MOVEMENTS AND WOMEN 14
CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS Reading the Text, Understanding and Interpretation 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 223 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, 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. 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? [Refer to TB page 223 Q10] A. Social reform movement played major role in eradication of evil practices in Indian society. For example –end of Sati pratha and child marriges, widow remarriages, girls education etc. Our social reformers like Raja Rammohan Roy, Dayanand Saraswati, Swami Vivekanand etc. had played an important role in shaping up the society as it is today. However, 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 among the people regarding these. Governments must pass laws to prohibit these social evils and they must be implemented in all earnestness. Appreciation and Sensitivity Q1. Create a poster that reflects your ideas on girls education and that of Social Reforms? [Refer to TB page 223 Q11] A. Student 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 15
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 some years ago. But now untouchability is banned in India. SESSION 3. SOCIAL REFORM AND CASTE SYSTEM 16
CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS 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 223 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. 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 223 Q6] A. 1. Sir Syed Ahmad 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 a 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 223 Q9] A. In 1927, Dr.B.R. Ambedkar began public movements for Dalit’s rights to use public drinking water resources and to enter Hindu temples. This was called the temple entry movement. Ambedkar wanted to achieve equality and dignity for the marginalised through this movement. Reading the Text, Understanding and Interpretation Q1. The main idea behind religious reform was to end complex rituals, worshipping of many gods, idol worship and purdah system. Do you think people have accepted these reforms ? Explain. [Refer to TB page 223 Q3] SESSION 3. SOCIAL REFORM AND CASTE SYSTEM 17
CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS A. 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. 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 with leaders like Phule, Bhagya Reddy Varma, Narayana Guru, Ambedkar and Gandhiji. [Refer to TB page 223 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 Andhra. In 1906, he started “Jagan Mitra Mandali” to spread . awareness among Dalits by using popular folk arts. He took a . 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 irrests 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 Harijans. He started “Harijan” magazine to spread his views regarding Dalits. SESSION 3. SOCIAL REFORM AND CASTE SYSTEM 18
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 223 Q8] A. Even though a number of social reformers fought against caste system in India, the caste system still remains a controversial issue today. Our politics is caste–based and therefore caste groups are organized for political purposes. Caste still remains an important aspect of identity in India. Although there were many movements against the caste system, yet the movement initiated by Ambedkar was among the most important ones. 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 in Andhra 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 19
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 A Column B i. Gulamgiri a. Mahatma Gandhi ii. Independent Labour Party b. Jyotiba Phule iii. Harijans c. Bhagya Reddy Varma iv. Child marriages d. Dr. B.R.Ambedkar 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? CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 20
CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS (iii) Who started Aligarh movement? (iv) Who was the President of Drafting Committee of Constituent Assembly? (v) Who Started ‘Jagan Mitra Mandali’? 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 Rammohan Roy in 1833, Brahmo Samaj was led by . and (xi) Keshav Chandra Sen eventually became a disciple of . (xii) Ishwar Chandra Vidyasagar fought for remarriage of widows especially . (xiii) was started by Dayananda Saraswati to rejoin the Hindus, into Hinduism, who adopted other religions earlier. (xiv) Narayana Guru called upon the community to give up several aspects of their low caste status like making liquor and animal sacrifices. CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 21
CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS (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? 22 CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS
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 favour of women’s education and the abolition of purdah. He wanted to interpret Islam and bridge the gap between religion, modern science and philosophy. CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 23
CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS 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- ishadas 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 this view? ii. Why was it important to do away with ritualism? iii. What are Upanishads? iv. What are the positive qualities of European culture? (ii) Study the information and answer the following questions. CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 24
CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS 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 criticise 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 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 favour of womens education and the abolition of purdah. He women’s 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 which were considered untouchable. 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? CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 25
CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS 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 26
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 (B) Americans AS1-Conceptual Understanding (D) Africans 11. Choose the correct answer. (B) Swami Dayananda (i) Who introduced printing press in India? (D) Raja Rammohan Roy (A) Europeans organisation. (B) Arya Samaj (C) Indians (D) None of these (ii) Who founded Brahma Samaj? (A) Vivekananda (C) Jyotiba Phule (iii) Dayananda Saraswati established (A) Brahma Samaj (C) Ramakrishna Mission CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 27
CHAPTER 19-SOCIAL AND RELIGIOUS REFORM MOVEMENTS (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 (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) Rammohan Roy was born in . (A) 1727 (B) 1772 (C) 1872 (D) 1981 CHAPTER 19. SOCIAL AND RELIGIOUS REFORM MOVEMENTS 28
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 the Indian 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 a particular person or class of people. 1.2 Improve Your Learning Conceptual Understanding Q1. Find out some examples of different views within the same religion. [Refer to TB page 227 Q3] A. For example in Hindu religion, there are different sects of people called Shaivas, Vaishnavas, Alwars, Nayanars 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 Shia. 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 227 Q2] A. In India, the government will definitely intervene 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. 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 227 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. SESSION 1. INDIAN SECULARISM 29
CHAPTER 20-UNDERSTANDING SECULARISM 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 227 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 is separated from the religion. No government interferes in the freedom of the religion of the people. The Indian Constitution allows individuals the freedom to live by their religious beliefs and practices. Information Skills Q1. List the different types of religious practices that you find in your neighbouhood. 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 227 Q1] A. Hindu Muslim Christian Aspect Religion Religion Religion Pray the Lord Jesus 1. Prayer Pray by conducting yagnas and Pray by orally by kneeling down reciting before the altar in pujas etc. “Suras” of church. Quran. 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 one supreme God, though by different names. 3. Sacred sites Kasi, Tirupathi, Mecca and Jerusalem in Israel . Kanchi, Rameswaram, Amarnath, Madina in Kalahasthi etc. Saudi Arabia. SESSION 1. INDIAN SECULARISM 30
CHAPTER 20-UNDERSTANDING SECULARISM 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 the Muslim religion. Yes, it does indicate freedom of religious practice. 1.3 Key Concepts i. No one should be discriminated on 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 them. 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 ways to prevent religious domination. xv. The Indian constitution guarantees fundamental rights that are based on the secular principles. SESSION 1. INDIAN SECULARISM 31
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 can interfere in the affairs of one another? CHAPTER 20. UNDERSTANDING SECULARISM 32
CHAPTER 20-UNDERSTANDING SECULARISM (iii) In which country temple and church are not built? (iv) Who were persecuted by Hitler? (v) What does Indian Constitution guarantees that are based on the secular principles? 4. Fill in the blanks. (vi) The Indian Constitution mandates that the Indian state be . (vii) Hitler persecuted the in Germany. (viii) The 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 Constitution in the year . (xii) In the USA, in government schools children recite the every day. (xiii) and are situated 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. CHAPTER 20. UNDERSTANDING SECULARISM 33
CHAPTER 20-UNDERSTANDING SECULARISM 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. CHAPTER 20. UNDERSTANDING SECULARISM 34
CHAPTER 20-UNDERSTANDING 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. This is important for a country to function democratically. (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. CHAPTER 20. UNDERSTANDING SECULARISM 35
CHAPTER 20-UNDERSTANDING SECULARISM AS3-Information Skills Long Answer Type Questions 8. Answer the following questions in 6-8 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? CHAPTER 20. UNDERSTANDING SECULARISM 36
CHAPTER 20-UNDERSTANDING SECULARISM AS4-Reflection on Contemporary Issues and Questioning Short Answer Type Questions 9. Answer the following questions in 3-4 sentences. (i) Do you think secularism in India has undergone a change since reasons times? Give evidence to support your answer. 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? CHAPTER 20. UNDERSTANDING SECULARISM 37
CHAPTER 20-UNDERSTANDING SECULARISM 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? Objective Questions AS1-Conceptual Understanding 12. Choose the correct answer. (i) No one should be discriminated against on 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 CHAPTER 20. UNDERSTANDING SECULARISM 38
CHAPTER 20-UNDERSTANDING SECULARISM (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) Law courts (B) Police stations (C) Government schools (D) All of the above (vi) refers to separation of religion from the State. (A) Democracy (B) Republic (C) Equality (D) Secularism (vii) In 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 Aradia (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 39
21. PERFORMING ARTS AND ARTISTS IN MODERN TIMES SESSION 1 PERFORMING ARTS AND ARTISTS IN MODERN TIMES – PERFORMING ARTS 1.1 Mind Map SESSION 1. PERFORMING ARTS 40
CHAPTER 21-PERFORMING ARTS AND ARTISTS IN MODERN TIMES 1.2 Terminology 1. Cymbals: A musical instrument in the form of a round metal plate. It is hit with a stick, or two cymbals are hit against each other. 2. Anklets: An ornament worn round an ankle. 1.3 Improve Your Learning Conceptual Understanding Q1. Correct the False Statements. [Refer to TB page 237 Q1] a) All dance forms emerged as part of devotion. b) Historically artistes were supported by Zamindars. c) Burrakatha was adopted to mobilise people. d) Today Bharathanatyam is largely taught by nattuvanars. A. A) Dance forms emerged as a part of devotion, cultivation and love. B) Historically Artistes were supported by Zamindars or kings or emperors. C) True. D)Today Bharathanatyam is largely taught by experienced dancers and musicians. SESSION 1. PERFORMING ARTS 41
CHAPTER 21-PERFORMING ARTS AND ARTISTS IN MODERN TIMES Q2. Discuss the changes that have come about in the lives of folk artistes during last 50 years. [Refer to TB page 237 Q2] A. i. Films and Television are turning people away from traditional forms of performing folk arts. ii. The landlords and headmen no longer patronize the artists like in the past. iii. The livelihood of folk artists is badly affected. iv. The Government tries to use the services of the artists to propagate its programmes. v. Many traditional artists perform plays on sanitation, health care, girl’s education, family planning and environment. vi. Some families of tholubommalata artists work for the production of decorative lampshades and wall hangings of leather. Q3. Why has it always been difficult for artistes to earn their livelihood by practicing their art ? How can artistes be supported to stand on their own feet? [Refer to TB page 237 Q7] A. i. There has been no patronage to folk arts and artists in modern times. ii. People regard them as old and outdated. iii. Modern means of information and Television consume most of the time of our people. Ways of supporting them: i. Government should sponsor the performances of folk artists in promotion of certain social issues. ii. People should welcome them to their villages on festivals and special occasions. iii. Some of the villagers should patronise their performances. iv. Instead of serials, television should broadcast the performances of artists. Reflection on Contemporary Issues and Questioning Q1. Is it possible to orient folk art to new requirements of modern life and revive them? [Refer to TB page 237 Q4] A. Yes, It is possible to orient folk art to new requirements of modem life to some extent only. The following measures are needed. i. Folk art should be patronized by the Government. ii. Folk art should be utilized to spread social issues like literacy AIDS and environmental pollution. iii. Social evils should be the centre of their propagation. iv. The performances of folk art should be broadcast over Television. v. Society should also patronise them. Q2. Do you think folk arts are declining? What loss do you think it will cause to our culture? [Refer to TB page 237 Q3] SESSION 1. PERFORMING ARTS 42
CHAPTER 21-PERFORMING ARTS AND ARTISTS IN MODERN TIMES A. Yes, I think all folk arts are not only declining but also disappearing in the modern times. i. We are unable to receive the aesthetic experiences given by folk artists. ii. People forget the spiritual messages propagated by folk artists. iii. Folk artists criticize the ills of our society and suggest an alternative. We will lose their good service . iv. We will forget their special type of dresses and unique costumes. v. We miss some of their special songs, special language and the special words used by folk artists. 1.4 Key Concepts i. The work of artists have to be performed a fresh every time. ii. Artists do not only entertain people but also give them aesthetic experience. iii. Artists travelled from one place to other place for performing. iv. Burrakatha is a Telugu art of storytelling. v. Burrakatha played an effective role in awakening the people against the British. vi. Traditional performers have left their arts as they have no patrons in villages. SESSION 1. PERFORMING ARTS 43
SESSION 2 PERFORMING ARTS AND ARTISTS IN MODERN TIMES – BHARATANATYAM 2.1 Mind Map 2.2 Terminology 1. Alms: The offerings of one person to other person as charity are called Alms. 2. Mime: The movement of action without sound and voice is called mime. 3. Tarangam: Tarangam is one of the dancing styles in kuchipudi. In Tarangam style, dancing with feet settled on the rims of a brasslet, with two biyas (small oil–burning candle) in his /her hands while balancing a kundi (small vessel) containing water with his/her head. 2.3 Improve Your Learning Conceptual Understanding Q1. What are the major changes that have taken place in Bharatanatyam since the days of Sadir ? [Refer to TB page 237 Q5] SESSION 2. BHARATANATYAM 44
CHAPTER 21-PERFORMING ARTS AND ARTISTS IN MODERN TIMES A. i. Sadir was a traditional dance of Tamil Nadu. ii. Those were performed by devadasis in temples. iii. Nattuvanars were their gurus. iv. Under British rule, propaganda prevailed against Indian art, misrepresenting it as crude, immoral and inferior to the concepts of western civilization. v. Later social reformers launched Anti–Nautch and anti –devadasi campaign to eradicate the prostitu- tion that had come to be associated with devadasis. vi. E.Krishna lyer, Rukmini Devi tried to gain respect to this dance. vii. The four sons of Tanjavur Nattuvanar Subbarayan and Muthu Swamy Dikshitar changed this dance from Sadir to Bharatanatyam. Q2. Who among the following were the supporters of devadasi system and those who opposed it and those who wanted to reform it? [Refer to TB page 237 Q6] Balasaraswati, Rukmini Devi, Veeresalingam, Bhagya Reddy Varma, Krishna Iyer, Bangalore Nagarat- namma A. Devadasi System Supporters Opposers Reformers Rukmini Devi Veerasalingam Krishna Iyer Bangalore Nagaratnamma Bhagya Reddy Varma Balasaraswathi 2.4 Key Concepts i. The classical dance of Bharatha Natyam was performed by Devadasis as part of temple worship. ii. After abolition of the Devadasi system, Bharathanatyam was completely wiped out in the 19th century. iii. Nattuvanaras trained many dancers during their revival period. iv. Kalakshetra trained many teachers to train the next generation in dancing. SESSION 2. BHARATANATYAM 45
CHAPTER 21-PERFORMING ARTS AND ARTISTS IN MODERN TIMES —— CCE Based Practice Questions —— AS1-Conceptual Understanding Short Answer Type Questions 1. Answer the following questions in 3-4 sentences. (i) What is called the action without sound and voice? (ii) Who wrote Perini Nrityam? (iii) What do you understand by performing art? 46 CHAPTER 21. PERFORMING ARTS AND ARTISTS IN MODERN TIMES
CHAPTER 21-PERFORMING ARTS AND ARTISTS IN MODERN TIMES AS2-Reading the Text, Understanding and Interpretation Short Answer Type Questions 2. Answer the following questions in 3-4 sentences. (i) Read the text and comment on it. Performing artistes could play a powerful social role by mobilizing people for important social causes. Fakeerpatalu, Bairagipatalu, Dandaganam, Latkorusaab etc. were songs sung by travelling fakirs and bairagis. 3. Answer the following questions in 3-4 sentences. (i) Read the text and comment on it. Many are forced to use recorded music in dance performances to keep the costs down. Dancers today usually can’t make a living by performing. With a few exceptions, Bharatanatyam is today a secondary career, or a profession for those with family support. CHAPTER 21. PERFORMING ARTS AND ARTISTS IN MODERN TIMES 47
CHAPTER 21-PERFORMING ARTS AND ARTISTS IN MODERN TIMES AS3-Information Skills Long Answer Type Questions 4. Answer the following questions in 6-8 sentences. (i) Read the text and answer the following questions: With the advent of modern means of information and entertainment like films and television, people are turning away from traditional forms of performing arts. The landlords and head men no longer patronize artistes as they did in the past. As a result, the folk artistes are facing a decline and crisis of livelihood. i. Why are traditional performing arts suffering? ii. What do you think can be done to prevent their decline? (ii) Study the information and answer the following questions. 48 CHAPTER 21. PERFORMING ARTS AND ARTISTS IN MODERN TIMES
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