Introduction to Indian Society
Q.1 (A) Complete the following statements by choosing the correct alternative given in the bracket and rewrite it.
(1) Monks in Buddhist monasteries were called ……….. . (Bhikkus, Bhikkunis, Rishis)
Answer: Bhikkus.
(2) The Special Marriage Act was passed in the year ……….. . (1950, 1952, 1954)
Answer: 1954.
(B) Correct the incorrect pair and rewrite it.
(i) Raj Marg – Hinduism
(ii) Teerthankar – Jainism
(iii) Saint Thomas – Sikhism
(iv) Eight-fold Path – Buddhism
Answer:
Incorrect Pair: Saint Thomas – Sikhism
Correct Pair: Saint Thomas – Christianity
(C) Identify the appropriate term from the given option in the box and rewrite it against the given statement.
(1) An association established by Raja Rammohan Roy.
Answer: Brahmo Samaj.
(2) Head of the Drafting Committee of the Constitution of India
Answer: Dr. B. R. Ambedkar.
(D) Correct the underlined words and complete the statement.
(1) Elementary education was imparted in Khanqahs during the medieval period.
Answer: Maktabs
(2) The Satya Shodhak Samaj was the initiative of Radhakant Deb.
Answer: Jyotiba Phule
Q.2 Write short notes.
(1) Education during the Early Vedic period.
Answer: During the Early Vedic period, education was based on sacred literature written in Sanskrit, primarily the Vedas. It was imparted orally through rote-learning, focusing on enunciation and pronunciation. The Upanayana ceremony was a prerequisite for students of the first three varnas (Brahmins, Kshatriyas, Vaishyas) to enter Vedic schools, where they observed Brahmacharya (celibacy). Education aimed to sharpen intellect and build character, emphasizing values like truthfulness, duty (dharma), and devotion to the guru. Brahmins studied the Vedas extensively, Kshatriyas learned warfare and administration, Vaishyas focused on trade, and Shudras were trained in agriculture and animal husbandry. Women also had access to Vedic education, with notable scholars like Gargi and Maitreyi.
(2) Status of women during the Medieval period.
Answer: The status of women in Medieval India deteriorated significantly due to invasions and rigid Brahmanical laws. Women’s freedom was curtailed, and they were denied education and knowledge of scriptures. Practices like child marriage, sati, purdah, and the Devadasi system emerged, reducing women to objects of exploitation. Widow remarriage, once permitted, became taboo, and women were excluded from inheritance. Only upper-caste and aristocratic women received private education. Patriarchal norms reinforced dependency on men throughout their lives, with women subjected to the authority of fathers, husbands, and sons.
Q.3 Write differences.
(1) Status of women in the Early Vedic period and Later Vedic period.
Answer:
| Aspect | Early Vedic Period | Later Vedic Period |
|---|---|---|
| Education | Women had access to Vedic education and the Upanayana ceremony; scholars like Gargi existed. | Women were denied Upanayana and education; restricted to household duties. |
| Social Participation | Women could participate in social assemblies (vidath) and choose their life partners. | Barred from social assemblies; marriage became the only sacrament, often as children. |
| Status | Relatively higher status; considered productive members of society. | Reduced to subordinate status; subjected to patriarchal control and dowry practices. |
| Marriage | Monogamy was common; marriage was a sacrament, not compulsory. | Child marriage became prevalent; women lost the right to choose partners. |
(2) Education in the Ancient Period and Colonial period in Indian society.
Answer:
| Aspect | Ancient0.6Ancient Period | Colonial Period |
|---|---|---|
| Medium of Instruction | Sanskrit (Vedic period); Pali, Ardhamagadhi (Jainism/Buddhism); Arabic, Persian (Medieval). | English became the medium in high schools and colleges. |
| Accessibility | Limited to specific varnas initially; later restricted; open to all in Buddhist viharas. | Open to all, irrespective of caste, creed, or gender. |
| Content | Focused on Vedas, sacrifices, trade, warfare; later included astronomy, arts (Sangham). | Secular, including Mathematics, Science, Philosophy, Sociology, History. |
| Institutions | Gurukuls, viharas, maktabs, madrasas, khanqahs. | Schools, colleges, universities (e.g., Calcutta, Bombay, Madras Universities). |
Q.4 Explain the following concepts with examples.
1. Varna
Answer: Varna refers to the social order or class system during the Vedic period, dividing society into four groups based on occupation and function: Brahmins (priests, teachers), Kshatriyas (rulers, warriors), Vaishyas (merchants, farmers), and Shudras (menial workers). Initially fluid, it later became rigid, evolving into the jati (caste) system based on purity and pollution. For example, a Brahmin was expected to study and teach the Vedas, while a Kshatriya was responsible for governance and protection.
2. Social legislation
Answer: Social legislation refers to laws enacted to promote social justice, welfare, and protection of vulnerable sections. These laws aim to eradicate social evils and foster equality. Examples include the Sati Prohibition Act (1829), which banned the practice of widow burning, and the Special Marriage Act (1954), which allowed inter-caste and inter-religious marriages, promoting social integration.
Q.5 (A) Complete the concept map.
Answer:
(B) State whether the following statements are True or False with reasons.
(1) Colonial rule has significant impact on Indian society.
Answer: True
- Reasons: Colonial rule introduced English education, secular curricula, and new administrative systems, fostering rationality and nationalism. It led to social reforms, such as the abolition of sati, and economic changes like commercialization of agriculture, significantly transforming Indian society.
(2) Buddhism spread to several parts of India and beyond.
Answer: True
- Reasons: Buddhism, under the patronage of Emperor Ashoka, spread across India and to countries like Tibet, China, Japan, and Sri Lanka. Its missionary nature and inclusive teachings attracted followers, establishing it as a global religion.
Q.6 Give your personal response.
(1) Jainism and Buddhism provided hope to all people.
Answer: Jainism and Buddhism offered hope by challenging the rigid Vedic caste system and ritualism. Their emphasis on non-violence, equality, and personal salvation through ethical living resonated with marginalized groups. For instance, Buddhism’s monastic orders welcomed all, regardless of caste, fostering inclusivity and spiritual empowerment.
(2) Social reform movements are present even in 21st century India.
Answer: Social reform movements continue in modern India, addressing issues like gender equality, caste discrimination, and environmental sustainability. For example, movements like #MeToo and campaigns for Dalit rights highlight ongoing efforts to combat systemic inequalities, reflecting the persistence of reformative zeal.
Q.7 Answer the following question in detail. (About 150-200 words)
Discuss with relevant examples, how the following factors have changed Indian society today.
(i) English medium of instruction
Answer: English education has empowered Indians to access global opportunities, fostering a new class of professionals in IT, medicine, and academia. For example, India’s IT sector thrives due to English proficiency, boosting economic growth. However, it has also created a linguistic divide, marginalizing non-English speakers.
(ii) Lowering the age for voting
Answer: Reducing the voting age to 18 has empowered youth to influence India’s political landscape. Young voters drive campaigns on education and unemployment, as seen in the 2019 elections where youth turnout was significant. This fosters democratic participation but requires addressing youth-specific issues.
(iii) Social legislations
Answer: Laws like the Right to Education Act (2009) and the Domestic Violence Act (2005) have promoted education and women’s safety. These legislations empower marginalized groups, but enforcement remains a challenge, as seen in persistent gender-based violence.’
(iv) Transport and Communication
Answer: Improved railways, metro systems, and internet connectivity have enhanced mobility and information access. For instance, UPI and digital platforms like Aadhaar have revolutionized transactions and governance. However, digital divides persist in rural areas, limiting equitable access.
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Page No. 15
1. What was the nature of education during the Early Vedic period?
Answer: During the Early Vedic period, education was primarily based on sacred literature written in Sanskrit, focusing on the Vedas. It was imparted orally through rote-learning, with emphasis on enunciation and pronunciation. The Upanayana (thread) ceremony was a prerequisite for students of the first three varnas (Brahmins, Kshatriyas, Vaishyas) to enter Vedic schools, where they observed Brahmacharya (celibacy). The aim was to sharpen intellect and foster character, instilling values like truthfulness, duty (dharma), devotion to the guru, hospitality, and generosity. Brahmins studied the Vedas extensively, Kshatriyas learned warfare and administration, Vaishyas focused on trade and commerce, and Shudras were trained in agriculture and animal husbandry. Women also had access to Vedic education, with notable scholars like Gargi and Maitreyi. Education was conducted in gurukuls, and the art of writing was largely unknown, relying on oral transmission by rishis and sages.
2. State two indicators of the declining status of women during the Later Vedic period.
Answer:
- Denial of Education and Upanayana Ceremony: In the Later Vedic period, women were denied access to the Upanayana ceremony, which had previously allowed them entry into Vedic education. This restricted their learning opportunities, confining them to household roles.
- Rise of Child Marriage and Dowry Practices: Marriage became the only permissible sacrament for women, often as child marriages. The practice of dowry emerged, and the birth of daughters began to be viewed negatively, indicating a decline in their social status.
3. Mention any two characteristics of the Indian society in Medieval period.
Answer:
- Synthesis of Indian and Islamic Culture: The Medieval period, particularly during the Delhi Sultanate, saw a blending of Indian and Islamic cultural elements, evident in Indo-Islamic architecture, the use of Hindi-Urdu (Hindustani), and advancements in mechanical technology.
- Rigid Caste System and Feudal Hierarchy: Society was marked by a rigid caste system based on purity and pollution, alongside a feudal hierarchy comprising aristocrats (Sultans, nobles), priests (Ulemas, Brahmins), townspeople (merchants, artisans), and peasants, with limited social mobility.
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Page No. 18
With reference to the Colonial period:
1. Name two educational changes
Answer:
- Introduction of English as the Medium of Instruction: The British established a system where English became the medium of instruction in high schools, facilitating communication among the educated elite and introducing Western values.
- Establishment of Secular Universities: In 1857, the Universities of Calcutta, Bombay, and Madras were founded, offering secular education in subjects like Mathematics, Science, Philosophy, Sociology, and History, accessible to all regardless of caste, creed, or gender.
2. State two economic changes.
Answer:
- Commercialization of Agriculture: The British introduced a market-driven economy, promoting cash crops over food crops, which led to famines like those in Bengal and Odisha in 1856, adversely affecting peasants.
- Industrial Growth and Urbanization: The rise of factories transformed the economic system, weakening caste-based occupations and fostering the emergence of economic and educated classes.
3. Cite two administrative changes.
Answer:
- Creation of New Administrative Services: The British introduced services like the Economic Service, Education Service, Revenue Service, and Administrative Service, employing English-educated Indians to assist in governance.
- Establishment of a Secular Judiciary System: A new judiciary was created, considering earlier Indian legal traditions but implemented on a secular basis, judging individuals equally regardless of caste or creed, with laws like the Indian Councils Act and Indian High Court Act of 1861.
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