Class 7

SCERT AP Board 7th Class Hindi Solutions 10th Lesson कबीर के दोहे Textbook Questions and Answers.

AP State Syllabus 7th Class Hindi Solutions 10th Lesson कबीर के दोहे

7th Class Hindi 10th Lesson कबीर के दोहे Textbook Questions and Answers

सोचो-बोलो

प्रश्न-उत्तर

प्रश्न 1.
चित्र में क्या – क्या दिखाई दे रहे हैं? (చిత్రంలో ఏమేమి కనపడుతూ ఉన్నవి?)
उत्तर:
चित्र में एक ओर खजूर पेड का चित्र और दाहिनी और आम फल वाला पेड दिखाई दे रहे हैं।

प्रश्न 2.
दोनों पेड़ों में क्या अंतर है? (రెండు చెట్ల మధ్య తేడా ఏమిటి?)
उत्तर:
खजूर का पेड :
यह बहुत लंबा होता है। इससे छाया नहीं मिलती है। फल तो छोटे तथा मीठे होते हैं। मगर बहुत ऊँचे रहते हैं। इस पेड से कोई लाभ नहीं है।

आम का पेड :
यह भी ऊँचा और विशाल होता है। इसकी अनेक शाखाएँ होती हैं। सदा यह पेड हरा – भरा रहता है। इस पेड से प्राणियों को छाया मिलती है। फल भी मीठे और स्वादिष्ट होते हैं। इस पेड से कई लाभ हैं।

प्रश्न 3.
इन दोनों पेड़ों में से कौन – सा पेड़ अधिक उपयोगी है? क्यों? (ఈ రెండు చెట్లలో ఏ చెట్టు ఎక్కువ ఉపయోగకరమైనది? ఎందుకు?)
उत्तर:
इन दोनों पेड़ों में से आम का पेड ही अधिक उपयोगी है। क्योंकि आम का पेड़ फल देता है। छाया देता है। खजूर का पेड़ तो छाया नहीं देता। फल मीठे होने पर भी बहुत दूर पर रहते हैं। इसलिए इस पर , कोई चढ नहीं सकते।

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सुनो-बोलो

प्रश्न 1.
दोहों के आधार पर अपने विचार बताइए। (దోహాల ఆధారంగా మీ భావాలు తెలపండి.)
उत्तर:
हमें कल का काम आज ही कर देना चाहिए। दूसरों की बुराई से पहले खुद की बुराई जान लेना चाहिए। एक चीज़ का बडप्पन उसके आकार से नहीं होता। उसके गुण से होता है। दूसरों की भलाई करनेवाला ही बड़ा आदमी है। और हमें मधुर यानी मीठा बोलना चाहिए। कठोर वचन नहीं बोलना चाहिए।

प्रश्न 2.
हमारे समाज में क्या – क्या समस्याएँ हैं? (మన సంఘంలో ఏ ఏ సమస్యలు ఉన్నాయి?)
उत्तर:
हमारे मानव समाज में अनेक समस्याएँ हैं। उनमें प्रमुख हैं आलसीपन, स्वार्थ, दूसरों की ग़लतियों को उँगली उठाकर दिखाना, कठोर वचन, निंदाप्रवृत्ति आदि।

प्रश्न 3.
तुम अगर कवि होते तो कैसी कविता लिखते? (నీవే కవి అయినట్లయితే ఎటువంటి కవిత వ్రాసెదవు?)
उत्तर:
अगर मैं सचमुच कवि होता तो उसे अपना महाभाग्य समझ लेता | समाज में फैली बुराइयों का खंडन _करनेवाली कविता लिखता । अपनी कविता से लोगों में चेतनता लाने की कोशिश करता।

पढ़ो

अ. कविता पढ़ो और निम्नलिखित भाव किन पंक्तियों में आये हैं, उन पंक्तियों को लिखो। (కవిత చదవండి. క్రింది భావాలు ఏ పంక్తులలో వచ్చాయో ఆ పంక్తులను వ్రాయుము.)

1. कबीर ने समय से पूर्व काम करने की बात की है। (సమయం కంటే ముందే పనిచేసే విషయం కబీర్ చెప్పారు.)
उत्तर:
काल करै सो आजकर, आज करै सो अब।
पल में परलै होयगो, बहुरी करैगो कब ||

2. दूसरों की बुराई देखने से पहले अपनी बुराई देखो। (ఇతరులలో చెడు చూసే ముందు మొదట మన చెడు చూసుకోవాలి.)
उत्तर:
बुरा जो देखन मैं चला, बुरा न मिलिया कोय।
जो दिल खोजा आपना, मुझसा बुरा न कोय ||

3. दूसरों की भलाई करनेवाला ही बडा आदमी है। (ఇతరులకు సహాయం చేసేవాడే నిజమైన గొప్పవాడు.)
उत्तर:
बडा हुआ तो क्या हुआ, जैसे पेड खजूर।
पंथी को छाया नहीं फल लागै अति दूर ||

4. हमें मधुर वचन बोलने चाहिए | (మనము మంచి మాటలు మాట్లాడాలి.)
उत्तर:
ऐसी बानी बोलिए, मन का आपा खोय।
औरन को सीतल करै, आपहु सीतल होय ||

आ) दोहा ध्यान से पढो । नीचे दिये दोहे को क्रम से लिखो। (దోహా శ్రద్ధగా చదువుము. క్రింద ఇచ్చిన దోహాను క్రమంలో వ్రాయుము.)

औरन को सीतल करै, मन का आपा खोय।
ऐसी बानी बोलिए, आपहु सीतल होय ||
उत्तर:
ऐसी बानी बोलिए, मन का आपा खोय।
औरन को सीतल करै, आपहु सीतल होय।।

लिखो

अ) नीचे दिये गये प्रश्नों के उत्तर लिखो। (క్రింది ప్రశ్నలకు జవాబులు వ్రాయుము.)

1. कबीरदास ने “पल में परलै होयगो” क्यों कहा होगा? (కభీర్ దాస్ “క్షణంలో ప్రళయం వస్తుంది” అని ఎందుకు అని ఉండవచ్చు?)
उत्तर:
कबीर दास संत कवि हैं। वे बडे समाज सुधारक भी थे। वे अच्छी तरह जानते थे कि यह संसार अशाश्वत है। यहाँ सदा के लिए कोई भी जी नहीं सकता। इसलिए अगले पल में प्रलय हो जाए तो कुछ नहीं बचेगा।

2. छाया देनेवाले पेडों के नाम लिखो। (నీడనిచ్చే చెట్ల పేర్లు వ్రాయుము.)
उत्तर:
आम, इमली, अमरूद, बरगद, पीपल, नीम, जामुन, आदि छाया देनेवाले कुछ पेड हैं।

3. हमें अपने साथियों के साथ आपस में कैसा व्यवहार करना चाहिए? (మనం మన తోటివారితో పరస్పరం ఎలా ప్రవర్తించాలి?)
उत्तर:
हमें अपने साथियों के साथ आपस में अच्छा व्यवहार करना चाहिए | इसके लिए हमें पहले मधुर वाणी में बोलना उत्तम है। इससे हमारी बातें सुननेवाले को सुख मिलता है। वह भी खुश होता है और हम भी खुश रह सकते हैं। यही अच्छा व्यवहार करने का पहला कदम है।

आ) तुम अपना काम समय पर करते हो | नीचे दिये समय पर तुम क्या – क्या काम करते हो? (నీవు, నీ పని సకాలంలో చేస్తావు. క్రింద ఇచ్చిన సమయములలో నీవు ఏమేమి పనులు చేస్తావు?)
सुबह सात बजे : नैसर्गिक कार्यों से निवृत्त होकर पढने बैठता हूँ।
सुबह नौ बजे : तैयार होकर पाठशाला जाता हूँ।
दोपहर एक बजे : भोजन करता हूँ।
शाम चार बजे : मैदान में खेलता हूँ।
रात नौ बजे : पढाई पूरी करके सो जाता हूँ।

शब्द भंडार

अ. शीतल का अर्थ है – ठंडा। कुछ ठंडी चीज़ों के नाम लिखो। (శీతలము అంటే అర్ధము చల్లని. కొన్ని చల్లని వస్తువుల పేర్లు వ్రాయుము.)
जैसे : बर्फ़ (ఉదా : మంచు)
1) आइस क्रीम (ఐస్ క్రీమ్)
2) चाँद (చంద్రుడు)
3) मटके का पानी (కుండలోని నీరు)

भाषा की बात

अ. पढो। अर्थ समझो । (చదువు, అర్థం చేసుకో.)

1) पल = क्षण (క్షణము)
2) परलै = प्रलय ((ప్రళయము)
3) नीर = पानी (నీరు)
4) आपा = अहंकार (అహంకారము, గర్వము)

सृजनात्मक अभिव्यक्ति

अ. कोई दो सूक्तियाँ अपने शब्दों में बनाकर लिखो। (ఏవేని రెండు సూక్తులను స్వంతంగా తయారు చేసి వ్రాయుము.)
उत्तर:

1. आप भला तो जग भला। (మంచివాళ్ళకి లోకమంతా మంచి.)
2. सौ सयाने एक मता। (అనుభవజ్ఞుల అభిప్రాయము ఒక్కటిగానే ఉంటుంది.)

कबीरदास का परिचय

कबीर संत कवि हैं। वे समाज सुधारक भी थे। उनके दोहे “बीजक” में हैं। इनकी भाषा “सधुक्कडी” है। इनके दोहों में मानवता की भावना है।
(కబీర్ సంత్ కవి. ఆయన సంఘ సంస్కర్త కూడ. వీరి దోహాలు బీజక్ లో ఉన్నవి. వీరి భాష సధుక్కడీ. వీరి దోహాలలో మానవత్వపు భావన ఉన్నది.)

शब्दार्थ (అర్థాలు) (Meanings)

कल = రేపు, tomorrow
आज = ఈరోజు, today
अब = ఇప్పుడు, now / at once
पल = క్షణం, second
परलै = ప్రళయం, deluge
बहुरि = మరల/తిరిగి, again
करौगो = చేసెదవు, will do
बुरा = చెడు, bad
न = లేదు, no
खोजा = వెతికెను, searched
मिलिया = దొరుకుట, found
कोय = ఎవ్వరూ, nobody
दिल = హృదయము, heart
मुझसा = నావలె, like me
पंथी = బాటసారి, a way faree
छाया = నీడ, shadow
फल = పండ్లు, fruits
अति = చాలా, many
बानी = వాక్కు , voice
आपा = అహంకారము, pride
खोय = పోగొట్టుకొనుట, to loose
औरन को = ఇతరులకు, to others
सीतल = చల్లదనము, cold
आपहु = స్వయంగా, self

తెలుగు సారాంశం

1) రేపు చేయవలసిన పనిని ఈ రోజే చెయ్.
ఈ రోజు చేయవలసిన పని ఇప్పుడే చెయ్.
క్షణంలో ప్రళయం సంభవిస్తే, మరల ఎప్పుడు చేసెదవు.
ఇందువలన ప్రతి పని వెంటనే చెయ్యాలి.

2) చెడ్డవారు ఎవరో చూద్దామని నేను వెళ్ళగా,
నాకు చెడ్డవారు ఎవరూ కనబడలేదు.
నా మనస్సునే వెతికి చూస్తే,
నా కన్నా చెడ్డవారు ఎవరూ లేరు అని తెలిసింది.

3) గొప్పవారైనంత మాత్రాన ఏమి అవుతుంది.
ఖర్జూరపు చెట్టులాగ.
దీనివల్ల బాటసారికి నీడ లేదు.
పళ్ళు చూస్తే చాలా దూరంలో ఉంటాయి.
అంటే ఖర్జూర చెట్టు వల్ల ఎవరికీ ఉపయోగం లేదు.

4) మనస్సులోని అహంకారము పూర్తిగా
పోయేటట్లుగా చక్కగా మాట్లాడాలి.
దీనితో ఇతరులకు సంతోషం వేస్తుంది.
మనకు ఆనందం కలుగుతుంది.

SCERT AP Board 7th Class Hindi Solutions शब्दकोश Notes, Questions and Answers.

AP State Syllabus 7th Class Hindi शब्दकोश

अँधेरा = చీకటి, darkness रात में अँधेरा होता है।
अदरक = అల్లం, ginger अदरक की चाय अच्छी होती है।
अचानक = అకస్మాత్తుగా, of a sudden अचानक घंटी बजने लगी।
अड़ोस-पड़ोस = ఇరుగు – పొరుగు, surrounding अड़ोस – पड़ोस की सफ़ाई ज़रूरी है।
अभिलाषा = కోరిక, desire मोहन को डॉक्टर बनने की अभिलाषा है।
आँख मिचौनी = దాగుడుమూతలు, hide and seek बच्चों को आँख मिचौनी खेलना बहुत पसंद है।
आबाद = అభివృద్ధిపరుచుట, inhabited कुली कुतुबशाह ने हैदराबाद शहर आबाद किया।
आसमान = ఆకాశం, sky आसमान में हवाई जहाज उड़ते हैं।
उत्सव = పండుగ, festival मुझे गणेश उत्सव पसंद है।
उदास = నిరాశగా, sad उदास व्यक्ति उन्नति नहीं कर सकता।
उपहार బహుమతి, gift जन्मदिन के अवसर पर उपहार मिलते हैं।
उम्र = వయసు, age मेरी उम्र बारह साल है।
कंजूस = పిసినారి, miser राजू बड़ा कंजूस है।

ककड़ी = ఖీరదోస, cucumber गरमियों में ककड़ी खाना अच्छी बात है।
कठिनाई = కష్టం, difficulty कठिनाई सूझ-बूझ से सरल हो जाती है।
कीमत = వెల, price सोने की कीमत रोज़ बढ़ रही है।
कीचड़ = బురద, mud कीचड में कमल खिलते है।
खरगोश = కుందేలు, rabbit खरगोश तेज़ दौड़ता है।
खर्च = వ్యయం, expenditure सोच-समझकर खर्च करना चाहिए।
घास = గడ్డి, grass गाय घास खाती है।
चंचल చంచలమైన, Fickle agile बच्चे चंचल होते हैं।
चूल्हा = పొయ్యి, stove माँ चूल्हे पर खाना बना रही है।
छाया = నీడ, shadow बच्चे पेड़ की छाया में खेल रहे हैं।
छुट्टी = సెలవు, holiday रविवार के दिन को छुट्टी होती है।
जरूरत = అవసరం, need सर्दियों में स्वेटर की ज़रूरत पड़ती है।
झुंड = గుంపు, group हाथी झुंड में रहना पसंद करते हैं।
डगर = దారి, way शांति की डगर पर चलना चाहिए।
तना = చెట్టు బోదె, stem आम के पेड का तना मजबूत होता है।
दिशा = దిక్కు, direction पूर्व दिशा में सूर्य उगता है।
दुर्घटना = దుర్ఘటన, accident बस और लॉरी के टकराने से दुर्घटना हो गयी है।
नक्काशी = చెక్కుట, carving चारमीनार की नक्काशी सुंदर है।
नाखून = గోళ్ళు, nails नाखून बढ़ने पर काट लेना चाहिए।
पंख = రెక్కలు, wings पक्षियों के पंख होते हैं।
पगड़ी = తలపాగ, turban गोंड जनजाति की पगड़ी सुंदर होती है।
परात = పెద్ద పళ్ళెం, big plate परात में फूल रखे हैं।
पसीना = చెమట, sweat बहुत खेलने पर शरीर से पसीना निकलता है।
पुरस्कार = బహుమానం, award राकेश को खेल में पुरस्कार मिला।
बाढ़ = వరద, flood बाढ़ में बहुत हानि होती है।
बुखार = జ్వరం, fever नरेश को बुख़ार है।
भाप = ఆవిరి, steam चाय को गर्म करने पर भाप निकलती है।
भाषण = ఉపన్యాసం, speech/lecture मारिया भाषण दे रही है।
मंजिल = గమ్యం, goal हमें अपनी मंज़िल तक पहुंचना चाहिए।
मज़बूत = బలంగా, strong दीवार मज़बूत है।
महोदय = అయ్యా, sir अध्यापक महोदय बात कर रहे हैं।

मुकाबला = పోటీ, competetion हमें हिम्मत के साथ मुकाबला करना चाहिए।
मेहनत = శ్రమ, hardworking हमें मेहनत करनी चाहिए।
राही = బాటసారి, traveller राही अपनी मंजिल की ओर बढ़ता ही रहता है।
लाचार = నిస్సహాయత, helpless लाचार मोहन दिनभर रोता रहा।
लोमड़ी = నక్క, fox लोमड़ी चालाक प्राणी है।
वेश-भूषा = కట్టు – బొట్టు, apparel, dressing हमारे देश में अलग-अलग वेश – भूषा पहनते हैं।
शहर = నగరం, city हैदराबाद बड़ा शहर है।
शान = గొప్ప, eligant भारत की शान निराली है।
शाखा = కొమ్మ, branch आम के पेड़ की शाखाएँ मज़बूत होती है।
संकट = కష్టం, trouble संकट में फंसे लोगों की सहायता करनी चाहिए।
सच्चा = నిజమైన, truth/real रवि मेरा सच्चा दोस्त है।
साल = సంవత్సరం, year अगले साल मेरा भाई डॉक्टर बन जाएगा।
सिपाही = సైనికుడు, soldier भारत के सिपाही वीर हैं।
सुविधा = సౌకర్యం, facility सरकार जनता के लिए सुविधाएँ प्रदान करती है।
सूखा = అనావృష్టి, drought सूखा पड़ने पर देश की स्थिति खराब हो जाती है
स्वच्छता = పరిశుభ్రత, cleanliness स्वच्छता से बीमारियाँ नहीं फैलती है।
हल्दी = పసుపు, turmeric हल्दी पीली होती है।
हिम्मत = దైర్యం, dareness हिम्मत से काम लेना चाहिए।
होशियार = తెలివైన, clever सभी ने होशियार लड़की की प्रशंसा की।

SCERT AP 7th Class Maths Solutions Pdf Chapter 2 Fractions, Decimals and Rational Numbers Ex 2.1 Textbook Exercise Questions and Answers.

AP State Syllabus 7th Class Maths Solutions 2nd Lesson Fractions, Decimals and Rational Numbers Exercise 2.1

Question 1.
In Jagananna Gorumudda (MDM) scheme each student got \(\frac{3}{20}\) kg. rice per day, find the weight of the rice required for 60 students in a class per day.
Answer:
Given quantity of rice each student get per day = \(\frac{3}{20}\) kg.
Quantity of rice 60 students get per day
= \(\frac{3}{20} \times \frac{60}{1}\)
= \(\frac{3 \times 60}{20 \times 1}\)
= \(\frac{180}{20}\) = 9

∴ Quantity of rice required for 60 students per day = 9 kg.

Question 2.
What is a perimeter of an equilateral triangle, if each*side of a triangle is 5\(\frac{3}{10}\)cm?
Answer:
Let the side of an equilateral triangle be x cm.
Perimeter of an equilateral triangle = 3x.
= 3 × 5 \({30}{10}\)
= \(\frac{3}{1} \times \frac{53}{10}\)
= \(\frac{3 \times 53}{1 \times 10}\)

∴ Perimeter of triangle = \(\frac{159}{10}\) or 15\(\frac{9}{10}\) cm

Question 3.
Surya can walk \(\frac{18}{5}\)kilo meters in an hour. How much distance can he walk in 2\(\frac{1}{2}\) hours ?
Answer:
Given, distance walked by Surya in 1 hour = \(\frac{18}{5}\)km.
Distance walked by Surya in 2\(\frac{1}{2}\)hours

∴ Distance walked in 2\(\frac{1}{2}\)hours
= \(\frac{9}{1}\) = 9 km

Question 4.
If the length and breadth of a rectan-gular garden are \(\frac{27}{2}\)m and \(\frac{15}{2}\)m respectively, then find the area of the garden.
Answer:
Given, the length of a garden = \(\frac{27}{2}\)m.
breadth of a garden = \(\frac{15}{2}\)m.
Area of rectangular garden = length × breadth
= \(\frac{27}{2} \times \frac{15}{2}\)
= \(\frac{27 \times 15}{2 \times 2}\)

∴ Area of the garden = \(\frac{405}{4}\) or 101\(\frac{1}{4}\)

Question 5.
Gopal bought 3\(\frac{1}{2}\)kg. of potatoes in the market. If he paid ?84, then find the cost of 1 kg. of potatoes.
Answer:
Given, cost of 3\(\frac{1}{2}\) kgs of potatoes = ₹ 84
Cost of 1 kg of potatoes = 84 ÷ 3\(\frac{1}{2}\)
= 84 ÷ \(\frac{7}{2}\)
= \(\frac{84}{1} \times \frac{2}{7}\)

∴ Cost of one kg of potatoes = \(\frac{168}{7}\)
= ₹ 24

Question 6.
A car travelled 225 km. in 4 \(\frac{1}{2}\) hours with uniform speed. Find the distance travelled in 1 hour.
Answer:
Given, distance travelled in 4\(\frac{1}{2}\) hours = 225 km
Distance travelled in 1 hour
= 225 ÷ 4\(\frac{1}{2}\)
= 225 ÷ \(\frac{9}{2}\)
= \(\frac{225}{1} \times \frac{2}{9}\)
= \(\frac{225 \times 2}{1 \times 9}\)

∴ Distance travelled by car in 1 hour
= \(\frac{450}{2}\) = 50 km

Question 7.
If 24 students share 4\(\frac{4}{5}\)kg. of cake, then how much cake does each one get?
Answer:
Given, quantity of cake shared by 24 students = 4\(\frac{4}{5}\)kg

Quantity of cake each one got
= 4\(\frac{4}{5}\) ÷ 24 .
= \(\frac{24}{5} \div \frac{24}{1}\)

∴ Quantity of cake each one got = \(\frac{1}{5}\)kg (or) 0.2 kg (or) 200 gm.

Question 8.
A drum contains 210 l of water. How many times does the boy get the water for watering die plants with 3\(\frac{1}{2}\) l of full bucket from the drum ?

Answer:
Given, Capacity of water drum = 210 l
Capacity of bucket = 3\(\frac{1}{2}\) l

Number of buckets of water the boy get = 210 ÷ 3\(\frac{1}{2}\)
= 210 ÷ \(\frac{7}{2}\)
= \(\frac{210}{1} \times \frac{2}{7}\)
= \(\frac{420}{7}\) = 60

∴ Number of buckets the boy get = 60

SCERT AP Board 7th Class Hindi Study Material 12th Lesson कोंडापल्ली की यात्रा Textbook Questions and Answers.

AP State Syllabus 7th Class Hindi 12th Lesson Questions and Answers कोंडापल्ली की यात्रा

7th Class Hindi 12th Lesson कोंडापल्ली की यात्रा Textbook Questions and Answers

सोचिए-बोलिए

प्रश्न 1.
इस चित्र में आपको क्या – क्या दिखाई दे रहे हैं? (ఈ చిత్రంలో మీకు ఏమేమి కన్పించుచున్నవి?)
उत्तर:
इस चित्र में एक हथकरघा, आदमी, कपडे, पंखा आदि दिखाई दे रहे हैं। )
(ఈ చిత్రంలో ఒక చేతి మగ్గం, మనిషి, బట్టలు, ఫ్యాన్ మొదలుగునవి కనిపించుచున్నవి.)

प्रश्न 2.
कपड़े बनानेवाले को क्या कहते हैं? (బట్టలు తయారు చేయు వానిని ఏమందురు??)
उत्तर:
कपडे बनानेवाले को जुलाहा कहते हैं। (బట్టలు తయారు చేయువానిని పద్మసాలీలు అంటారు.)

कोडापल्ली की यात्रा (కొండపల్లి యాత్ర)

आँध्रप्रदेश के कृष्णा जिले में एक गाँव है। इसका नाम कोंडापल्ली है। यह विजयवाडा से 24 कि.मी. की दूरी पर है। यह प्रांत हाथ से बनी लकड़ी के खिलौनों के लिए प्रसिद्ध है। इन्हें देखने के लिए दूर – दूर से लोग आते हैं। एक दिन पाठशाला के कुछ छात्र अपने अध्यापक के साथ रविवार को कोंडापल्ली की यात्रा पर गये। वहाँ पर एक पुराना किला है। इस किले को 14 वीं शताब्दी के राजाओं ने बनाया। इसे देखकर बच्चे बहुत खुश हुए। उसके बाद वहाँ के खिलौने देखने गए।

अध्यापक और छात्रों को देखकर स्थानीय खिलौने बनानेवाले कारीगरों ने उनका स्वागत किया। आंध्रप्रदेश में लोग संक्रांति और दशहरा के पर्व दिनों में ‘गोलू’ यानी, ‘बोम्मल कोलुवु’ रखते हैं। ये खिलौने आसपास के ‘तेल्ला पोणिकी’ नामक नरम लकड़ी से बनाये जाते हैं। इन्हें प्राकृतिक रंगों से रंगा जाता है।

यहाँ कई प्रकार के खिलौने बनते हैं। इन खिलौनों में दशावतार, ताड़ का पेड़, बैलगाड़ी, गीतोपदेश, पालकी, वर-वधु, नर्तकी, हाथी का हौदा, ग्रामीण वातावरण के खिलौने प्रसिद्ध हैं।

आजकल ये हस्तकलाएँ धीरे – धीरे लुप्त होती जा रही हैं। आंध्र प्रदेश सरकार ‘लेपाक्षी’ नामक बिक्री केंद्रों द्वारा इन्हें बेचती है। इससे कारीगरों को आजीविका और प्रोत्साहन मिलता है।

సారాంశము

ఆంధ్రప్రదేశ్ లోని కృష్ణాజిల్లాలో ఒక గ్రామము కలదు. దీని పేరు కొండపల్లి. ఇది విజయవాడ నుండి 24 కి.మీ దూరాన కలదు. ఈ ప్రదేశము చేతితో చేయు కొయ్య ఆటబొమ్మలకు ప్రసిద్ధి. వీటిని చూచుటకు దూర-దూర ప్రాంతాల నుండి ప్రజలు వచ్చెదరు. ఒకరోజు పాఠశాలకు చెందిన కొంతమంది విద్యార్థులు తమ ఉపాధ్యాయునితో ఆదివారము నాడు కొండపల్లి యాత్రకు వెళ్ళిరి. అక్కడ ఒక పాత కోట ఉన్నది. ఈ కోటను 14వ శతాబ్దమునకు చెందిన రాజులు కట్టించిరి. దీనిని చూసి పిల్లలు చాలా సంతోషించిరి.. ఆ తర్వాత అక్కడి ఆట బొమ్మలను చూచుటకు వెళ్ళిరి.

ఉపాధ్యాయులు మరియు విద్యార్థులను చూసి స్థానిక ఆటబొమ్మలను తయారు చేయు పనివాళ్ళు వారికి స్వాగతం పలికిరి. ఆంధ్రప్రదేశ్ లో ప్రజలు సంక్రాంతి మరియు దసరా పండుగ రోజుల్లో ‘గోలూ” అనగా “బొమ్మల కొలువు” ను ఏర్పాటు చేయుదురు. ఈ బొమ్మలను గ్రామ సమీపంలోని “తెల్ల పొణికి” అను మెత్తని కర్ర నుండి తయారుచేస్తారు. వీటిని ప్రాకృతిక (సహజ) రంగులతో రంగులు వేస్తారు.

ఇక్కడ ఎన్నో రకముల ఆటబొమ్మలు తయారు చేస్తారు. ఈ బొమ్మలలో దశావతారములు, తాటిచెట్లు, ఎద్దుల బండ్లు, గీతోపదేశము, పల్లకీ, వరుడు వధువు, నర్తకీ, ఏనుగు అంబారీ, గ్రామీణ వాతావరణపు ఆట వస్తువులు ముఖ్యమైనవి.

ఈ రోజుల్లో ఈ చేతికళలు (హస్తకళలు) అడుగంటి పోతున్నాయి. ఆంధ్రప్రదేశ్ ప్రభుత్వము లేపాక్షి అను పేరు గలిగిన విక్రయ కేంద్రాల ద్వారా వీటిని అమ్ముతున్నది. అందువలన బొమ్మలను తయారు చేయు చేతి కళాకారులకు జీవితాంతము జీవనోపాధి మరియు ప్రోత్సాహము లభించుచున్నది.

Summary

There is a village in Krishna district of Andhra Pradesh. Its name is Kondapalli. It is 24 km away from Vijayawada. This place is famous for hand-made wooden toys. People from distant places come to see these toys. One day some students of a school went on an excursion on Sunday accompanied by their teacher. An old fort is located there. Kings who belonged to 14th century built this fort. The children were elated on seeing this. Later, they went to see the locally made toys.

The crafts persons who make the toys welcomed the teacher and the students. In Andhra Pradesh, the people arrange ‘Bommala Koluvu’ (Display of Toys) called ‘Golu’. They make toys with the softwood of “Tella poniki’ available near the village. They use natural colours for the toys.

Different kinds of toys are made here. The toys describing dasavataras, palmyra trees, bullock carts, Gitopadesa, pallak, bride and groom, narthak, a howdah on an elephant’s back, village’s serene atmosphere are important among them.

Nowadays the handicrafts are losing their lustre. The government of Andhra Pradesh is selling these toys through ‘Lepakshi’ centre. Therefore the crafts persons who make the toys are able to earn their living and get encouragement throughout their life.

Intext Questions & Answers

प्रश्न 1.
अपने गाँव की हस्तकलाओं के बारे में आप क्या जानते हैं? (మీ గ్రామపు హస్త కళలను గురించి మీకు ఏమి తెలియును?)
उत्तर:
मेरा गाँव कोंडपल्ली है। हमारा गाँव हाथ से बनी लकडी के खिलौनों के लिए प्रसिद्ध है। हमारे गाँव में खिलौने बनाकर इन्हें प्राकृतिक रंगों से रंगा जाता है।
(మా గ్రామము కొండపల్లి. మా గ్రామము చేతితో తయారు చేయబడిన చెక్క బొమ్మలకు ప్రసిద్ది. మా గ్రామంలో బొమ్మలను తయారుచేసి వాటికి ప్రాకృతిక రంగులు అద్దెదరు.)

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सुनिए-बोलिए

प्रश्न 1.
आंध्रप्रदेश की हस्त कलाओं के बारे में बताइए। (ఆంధ్రప్రదేశ్ లోని హస్తకళల గురించి తెలపండి.)
उत्तर:
कलमकारी आँध्रप्रदेश में प्रचलित कला है। इसमें सब्ज़ियों के रंगों से र्धामिक चित्र बनाये जाते हैं। इसकी जड़ें आँध्र के श्रीकालहस्ति और मचिलीपट्टनम से हैं। बोब्बिलि में वीणा तैयार की जाती है। आँध्रा में हैंडलमू हस्तकला भी है। चीराला, गद्वाल, मंगलगिरि, उप्पाडा, आदि इसके लिए प्रसिद्ध है।
(కలంకారీ ఆంధ్రప్రదేశ్ లోని ప్రసిద్ధి చెందిన ఒక చిత్రించే కళ. వెదురుతో చేసిన కలంతో సహజమైన రంగులను ఉపయోగించి ధార్మిక చిత్రాలు చిత్రిస్తారు. వీటి మూలాలు శ్రీకాళహస్తి మరియు మచిలీపట్నంలో ఉన్నాయి. బొబ్బిలిలో వీణ తయారు చేయబడుతుంది. ఆంధ్రలో చేనేత హస్తకళ కూడా ఉంది. చీరాల, గద్వాల్, మంగళగిరి, ఉప్పాడ మొదలైనవి వీటికి ప్రసిద్ది.)

प्रश्न 2.
कोंडापल्ली किले का निर्माण किस शताब्दी में हुआ? (కొండపల్లి కోట నిర్మాణము ఏ శతాబ్దములో జరిగినది?)
उत्तर:
कोंडपल्ली किले का निर्माण 14 वीं शताब्दी में हुआ।
(కొండపల్లి కోట నిర్మాణము 14వ శతాబ్దములో జరిగినది.)

प्रश्न 3.
गोलू किसे कहते हैं? (‘గోలూ’ అని దేనిని అంటారు?)
उत्तर:
आंध्रप्रदेश में लोग संक्रांति और दशहरा के पर्व दिनों में बोम्मल कोलुवु रखते हैं। इस बोम्मल कोलुवु को ही ‘गोलु’ कहते हैं।
(ఆంధ్రప్రదేశ్ లో సంక్రాంతి మరియు దసరా పండుగ రోజుల్లో బొమ్మల కొలువు ఉంటుంది. ఈ బొమ్మల కొలువునే “గోలూ” అని అంటారు).

पढ़िए

अ) जोड़ी बनाइए।

आ) पाठ में वाक्यों के सही क्रम को पहचानकर क्रम संख्या कोष्ठक में लिखिए।

1. आजकल ये हस्तकलाएँ लुप्त होती जा रही हैं। [ 4 ]
2. तेलुगु में गोलू को बोम्मला कोलुवु कहते हैं। [ 3 ]
3. इस किले का निर्माण 14 वीं शताब्दी में हुआ। [ 1 ]
4. इससे कारीगरों को आजीविका मिल रही है। [ 5 ]
5. उसके बाद कोंडापल्ली के खिलौने देखने गए। [ 2 ]

इ) सही वर्तनी वाले शब्दों पर गोला “O” बनाइए।

ई) नीचे दिए गए वाक्यों में चित्रों से संबंधित शब्दों पर गोला “O” बनाइए।

उत्तर:

लिखिए

अ) नीचे दिये गये प्रश्नों के उत्तर छोटे – छोटे वाक्यों में लिखिए।
క్రింది ఇవ్వబడిన ప్రశ్నలకు సమాధానములు చిన్న – చిన్న వాక్యములలో వ్రాయండి.

1. कोंडापल्ली विजयवाड़ा से कितने किलोमीटर की दूरी पर है? (కొండపల్లి, విజయవాడ నుండి ఎన్ని కిలోమీటర్ల దూరాన ఉన్నది?)
उत्तर:
कोंडपल्ली विजयवाडा से 24 किलोमीटर की दूरी पर है।
(కొండపల్లి, విజయవాడ నుండి 24 కి.మీ. దూరాన కలదు.)

2. कोंडापल्ली में खिलौने बनानेवालों को सरकार किस तरह प्रोत्साहन दे रही है? (కొండపల్లిలో బొమ్మలు తయారు చేయువారిని ప్రభుత్వము ఏ విధముగా ప్రోత్సహించుచున్నది?)
उत्तर:
कोंडपल्ली में खिलौने बनानेवालों के खिलौनों को आंध्रप्रदेश सरकार खरीदकर उन्हें लेपाक्षी बिक्री केंद्रों में बेचती हैं। इससे कारीगरों को आजीविका और प्रोत्साहन मिलते हैं।
(కొండపల్లిలో బొమ్మలు తయారు చేయువాని బొమ్మలను ఆంధ్రప్రదేశ్ ప్రభుత్వం కొని వాటిని లేపాక్షి విక్రయ కేంద్రంలో అమ్ముతుంది. దీనితో – కార్మికులకు ఉపాధి మరియు ప్రోత్సాహం లభిస్తాయి.)

आ) नीचे दिये गये प्रश्न का उत्तर पाँच – छह वाक्यों में लिखिए।
క్రింది ఇవ్వబడిన ప్రశ్నకు సమాధానము 5 -6 వాక్యములలో వ్రాయండి.

1. “कोंडापल्ली की यात्रा” पाठ का सारांश अपने शब्दों में लिखिए। (‘కొండపల్లి యాత్ర’ పాఠ్య సారాంశము మీ మాటల్లో వ్రాయండి.)
उत्तर:
कोंडापल्ली की यात्रा पाठ में हस्तकलाओं के बारे में वर्णन है। कोंडापल्ली आँध्रप्रदेश का प्रसिद्ध हस्तकला केंद्र है। यहाँ बने अनेक तरह के लकड़ी के खिलौनों में कारीगरों का कौशल दिखाई देता है। संक्रांति पर्व के दिन गोलू रखा जाता है। हमें हस्तकलाओं को प्रोत्साहन देना चाहिए।
(కొండపల్లి యాత్ర అను ఈ పాఠంలో హస్తకళలను గురించి వర్ణించడమైనది. కొండపల్లి ఆంధ్రప్రదేశ్ లోని ప్రముఖ హస్తకళా క్షేత్ర కేంద్రము. ఇక్కడ తయారుచేసిన అనేక రకాల చెక్కబొమ్మల తయారీలో పనివారి నైపుణ్యము కన్పించును. సంక్రాంతి పండుగ రోజున “గోలూ” అనగా బొమ్మల కొలువు వుంచబడుతుంది.)

इ) उचित शब्दों से खाली जगह भरिए।

1. कोंडापल्ली ……. जिले में है। (कृष्णा/ कड़पा)
उत्तर:
कृष्णा

2. कोंडापल्ली …….. के लिए मशहूर है। (चित्रकला/ खिलौनों)
उत्तर:
खिलौनों

3. गोलू …….. त्यौहार के दिनों में रखा जाता है। (संक्रांति/ उगादी)
उत्तर:
संक्रांति

4. खिलौने …. रंगों से रंगे जाते हैं। (प्राकृतिक/ कृत्रिम)
उत्तर:
प्राकृतिक

5. कोंडापल्ली देखने …. के दिन गए। (सोमवार रविवार)
उत्तर:
रविवार

ई) संकेतों के आधार पर वाक्य बनाइए।

उत्तर:
1. कोंडापल्ली कृष्णा जिले में हैं।
2. कोंडपल्ली में एक पुरातन किला है।
3. हाथी का हौदा ग्रामीण वातावरण का खिलौना है।
4. लेपाक्षी एक बिक्री केंद्र है।
5. खिलौने तेल्लापोणिकी नामक नरम लकडी से बनाये जाते हैं।

उ) वर्ण विच्छेद कीजिए।

1. खिलौना : ख् + इ + ल् + औ + न् + आ

2. कोंडापल्ली : ………………….
उत्तर:
क् + ओं + ड् + आ + प् + अ + ल् + ल् + ई

3. संक्रांति : ……………………..
उत्तर:
स + अं + क् + र् + आ + त् + ई

4. गोलू : …………………….
उत्तर:
ग + ओ + ल् + ऊ

5. प्रसिद्ध
उत्तर:
प + र् + अ + स् + इ + द् + ध् + अ

भाषांश

अ) वर्ग पहेली से पाठ में आये शब्दों को ढूंढकर लिखिए।

उत्तर:
1. कृष्णा
2. गोलू
3. संक्रांति
4. कोंडापल्ली
5. खिलौने
6. लकडी
7. प्रसिद्ध

आ) पर्यायवाची शब्द लिखिए।

1. हाथ – कर, हस्त

2. पाठशाला – ……………
उत्तर:
विद्यालय, स्कूल

3. छात्र – ……………
उत्तर:
विद्यार्थी, शिक्षार्थी

4. दर्शन – ……………
उत्तर:
देखना, वीक्षण

5. कारीगर – ……………
उत्तर:
कर्मचारी, काम करनेवाले

इ) विलोम शब्द लिखिए।

1. शहर × गाँव
2. प्रसिद्ध × अप्रसिद्ध
3. बेचना × खरीदना
4. खुश × नखुश
5. पास × दूर

सृजनात्मकता

अ) किसी एक यात्रा का वर्णन अपने शब्दों में कीजिए।
(ఏదేని యాత్ర గురించి మీ మాటల్లో వర్ణించండి.)
उत्तर:
हम सभी अपनी गर्मी की छुट्टियाँ बिताने के लिए किसी न किसी पर्यटक स्थल पर अवश्य जाते हैं। मैं भी अपनी गर्मी की छुट्टियाँ बिताने के लिए पर्वतीय प्रदेश शिमला गया था। मैं गर्मी के मौसम में भी ठंडक का आनंद ले सकूँ। मैं और मेरा परिवार शाम की बस से शिमला गये और पहाडों में बना रास्ता हमें डरा रहा था। हमने रास्ते में घर का बना खाना खाया, गाने गाए और प्राकृतिक सौंदर्य का आनंद लिया। हम रात के नौ बजे शिमला पहुंचे जहाँ हमने थोडा सा विश्राम कर माल रोड घूमा जिसकी शोभा रात के समय में दो गुनी हो जाती है।

अगले दिन हम सब तैयार होकर जाखू मंदिर में हनुमान जी के दर्शन करने गए और नीचे उतरकर रीज में गए। इस समय तक हल्की – हल्की बारिश होने लगी । जिसने ठंडे मौसम को और अधिक ठंडा कर दिया था। हम उस दिन शाम को कुफरी के लिए निकल गए जहाँ पर बर्फ पड रही थी। अगले दिन हम ने स्वींग का आंनद लिया, चिडियाघर देखा और बर्फ में खूब खेले। हमारा वहाँ इतना मन लगा कि हमने वहीं दो दिन व्यतीत किये। उसके बाद हम शिमला वापिस आए और वहाँ की संस्कृति और संग्रहालय देखा। अगले दिन हम वापिस घर के लिए निकले और हमारे दिल में यात्रा की यादें थी। वह मेरी आज तक की सब से बेहतरीन यात्रा थी।

आ) परियोजना कार्य :

मिट्टी या कागज़ से खिलौनों को बनाकर कक्षा में दिखाइए।
(మట్టితో లేదా కాగితముతో ఆటబొమ్మలను తయారుచేసి తరగతిలో చూపించండి.)
उत्तर:
छात्र गतिविधि

इ) अनुवाद कीजिए।

1. बच्चों को खिलौने पसंद हैं।
उत्तर:
बच्चों को खिलौने पसंद हैं। పిల్లలకు ఆటబొమ్మలు ఇష్టము.

2. वीणा लकड़ी से बनाई जाती है।
उत्तर:
वीणा लकड़ी से बनाई जाती है। వీణను కొయ్యతో తయారు చేస్తారు.

3. दिल्ली देश की राजधानी है।
उत्तर:
दिल्ली देश की राजधानी है। ఢిల్లీ దేశ రాజధాని.

4. बेंगलूरु सुंदर नगर है।
उत्तर:
बेंगलूरू सुंदर नगर है। బెంగళూరు సుందర నగరం.

5. हिंदी सरल भाषा है।
उत्तर:
हिंदी सरल भाषा है। హిందీ సరళమైన భాష.

व्याकरणांश

क्रिया विशेषण

रेखांकित शब्द क्रिया की विशेषता बताते हैं। क्रिया की विशेषता बतानेवाले शब्दों को क्रिया – विशेषण कहते हैं।
(గీత గీయబడిన పదములు క్రియ యొక్క విశేషతను తెలియజేయుచున్నవి. వీటిని క్రియా విశేషణములు అందురు.)
उदा : धीरे – धीरे, तेज, सुंदर, प्रतिदिन, खूब आदि।

अ) नीचे दिये गये वाक्यों में क्रिया – विशेषण शब्द को पहचानकर लिखिए।

1. दीपा धीरे – धीरे खाती है।
उत्तर:
धीरे – धीरे

2. परसों मैं दिल्ली जाऊँगा।
उत्तर:
परसों

3. नदी निरंतर बहती है।
उत्तर:
निरंतर

4. तुम जल्दी आओ।
उत्तर:
जल्दी

5. रमा वहाँ बैठी है।
उत्तर:
वहाँ

अध्यापकों के लिए सूचना :

लकडी से बने खिलौनों के लिए प्रसिद्ध अन्य प्रदेशों के बारे में कक्षा में चर्चा कीजिए।
(Sradogss తయారుచేసే ఆట బొమ్మల కోసం ప్రసిద్ది చెందిన ఇతర ప్రదేశాలను గురించి తరగతి గదిలో చర్చించండి.)
उत्तर:
लकडी से बने खिलौनों के लिए प्रमुख अन्य प्रदेशों में एक है एटिकोप्पाका। आंध्रप्रदेश के एटिकोप्पाका खिलौने विख्यात हैं। लकडी के पारंपरिक एटिकोप्पाका खिलौने बनाने की कला,जो लक्कपिडतलु नाम से प्रचलित हैं | करीब 400 साल से अधिक पुरानी है। लकडी से बने खिलौनों के लिए और एक प्रसिद्ध स्थान है धर्मनगरी। वारणासी को ही धर्म नगरी कहते हैं।

मध्यप्रदेश में ग्वालियर तथा इंदौर, केरल में तैनीचेरी व कोझीकोडे, उत्तर प्रदेश में मधुरा व आग्रा राजस्थान में जयपुर, तमिलनाडु में पनरुपति, कुड्डालेरु और तन्जौर प्रांतों में भी खिलौने तैयार किये जाते हैं। उदयपुर भी एक प्रसिद्ध लकडी के खिलौनों का केंद्र है। राजस्थान में गलियाकोट लकडी के खिलौनों के लिए प्रसिद्ध शहर है। आंध्रप्रदेश के बोब्बिली में भी वीणा के साथ – साथ खिलौनों की तैयारी की जाती है।

पाठ का सारांश

कोंडापल्ली की यात्रा पाठ में हस्तकलाओं के बारे में वर्णन है। कोंडापल्ली आँध्रप्रदेश का प्रसिद्ध हस्तकला केंद्र है। यहाँ बने अनेक तरह के लकड़ी के खिलौनों में कारीगरों का कौशल दिखाई देता है। संक्रांति पर्व के दिन गोलू रखा जाता है। हमें हस्तकलाओं को प्रोत्साहन देना चाहिए।

పాఠ్య సారాంశం

కొండపల్లి యాత్ర అను ఈ పాఠంలో హస్తకళలను గురించి వర్ణించడమైనది. కొండపల్లి, ఆంధ్రప్రదేశ్ లోని ప్రముఖ హస్తకళా క్షేత్ర కేంద్రము. ఇక్కడ తయారుచేసిన అనేక రకాల చెక్కబొమ్మల తయారీలో పనివారి నైపుణ్యము కన్పించును. సంక్రాంతి పండుగ రోజున “గోలూ” అనగా బొమ్మల కొలువు వుంచబడుతుంది.

Summary

The handicrafts are described in this lesson named ‘Excursion to Kondapalli’. Kondapalli is famous centre for handicrafts in Andhra Pradesh. The expertize of the craftspersons is found in making of different toys that are made here. On the occasion of Sankranthi day, Bommala Koluvu (Display of Toys) called ‘Golu’ is arranged in Andhra Pradesh. We should encourage the handicrafts.

व्याकरणांश (వ్యాకరణాంశాలు)

लिंग बदलिए (లింగములను మార్చండి)

बच्चा – बच्ची
स्त्री – पुरुष
नर – मादा
बेटा – बेटी
नर – नारी
लडका – लडकी
आदमी – औरत
बूढ़ा – बूढ़ी
स्त्री – पुरुष
माँ – बाप
माता – पिता
दादा – दादी
बाल – बाला
ग्वाला – ग्वालिन
चाचा – चाची
पडोसी – पडोसिन
बालक – बालिका
बलवान – बलवती

वचन बदलिए (వచనములను మార్చండి)

गाँव – गाँव
करघा – करघे
साडी – साडियाँ
खिलौना – खिलौने
कला – कलाएँ
लकडी – लकड़ियाँ
लोग – लोग
छात्र – छात्र
यात्रा – यात्राएँ
किला – किले
शताब्दी – शताब्दियाँ
राजा – राजा
लोग – लोग
कारीगर – कारीगर
पर्व – पर्व
बच्चा – बच्चे

विलोम शब्द (వ్యతిరేక పదములు)

प्रसिद्ध × अप्रसिद्ध
गाँव × शहर
पुराना × नया
खुश × नखुश
बनाना × बिगाडना
नरम × कडा
प्राकृतिक × कृत्रिम/अप्राकृतिक
यहाँ × वहाँ
बेचना × खरीदना

शब्दार्थ (అర్థాలు) (Meanings)

लोग = जनता, ప్రజలు, the people
नज़दीक = पास, దగ్గర, near
अध्यापक = शिक्षक, ఉపాధ్యాయుడు, a teacher
रविवार = इतवार,ఆదివారం, Sunday
बिक्री = विक्रय, అమ్మకము, sale
आजीविका = रोजगार, జీవనోపాధి, livelihood
किला = दुर्ग, కోట, fort
स्वागत = रिसेप्शन अभिनंदन, ఆహ్వానము, welcome
पर्व = त्यौहार, పండుగ, festival

श्रुत लेख : శ్రుతలేఖనము : Dictation

अध्यापक या अध्यापिका निम्न लिखित शब्दों को श्रुत लेख के रूप में लिखवायें। छात्र अपनी-अपनी नोट पुस्तकों में लिखेंगे। अध्यापक या अध्यापिका इन्हें जाँचे।
ఉపాధ్యాయుడు లేదా ఉపాధ్యాయిని క్రింద వ్రాయబడిన శబ్దములను శ్రుతలేఖనంగా డిక్లేట్ చేయును. విద్యార్థులు వారి వారి నోట్ పుస్తకాలలో వ్రాసెదరు. ఉపాధ్యాయుడు లేదా ఉపాధ్యాయిని వాటిని దిద్దెదరు.

SCERT AP 7th Class Maths Solutions Pdf Chapter 2 Fractions, Decimals and Rational Numbers Review Exercise Questions and Answers.

AP State Syllabus 7th Class Maths Solutions 2nd Lesson Fractions, Decimals and Rational Numbers Review Exercise

Question 1.
Write the following fractions in ascending order.
(i) \(\frac{3}{2}, \frac{5}{2}, \frac{1}{2}, \frac{17}{2}, \frac{9}{2}\)
Answer:
Given \(\frac{3}{2}, \frac{5}{2}, \frac{1}{2}, \frac{17}{2}, \frac{9}{2}\)
Given fractions are like fractions.

So, we should arrange the numerators in ascending order.
\(\frac{1}{2}<\frac{3}{2}<\frac{5}{2}<\frac{9}{2}<\frac{17}{2}\)

Ascending order: \(\frac{1}{2}<\frac{3}{2}<\frac{5}{2}<\frac{9}{2}<\frac{17}{2}\)

(ii) \(\frac{6}{5}, \frac{11}{10}, \frac{19}{5}, \frac{7}{10}, \frac{5}{10}\)
Answer:
Given \(\frac{6}{5}, \frac{11}{10}, \frac{19}{5}, \frac{7}{10}, \frac{5}{10}\)
Given fractions are not like fractions. So, first we have to convert them into like fractions.

Now arrange them in ascending order according to their numerators.
\(\frac{5}{10}<\frac{7}{10}<\frac{11}{10}<\frac{12}{10}<\frac{38}{10}\)
Ascending order: \(\frac{5}{10}<\frac{7}{10}<\frac{11}{10}<\frac{12}{10}<\frac{38}{10}\)

(iii) \(\frac{8}{3}, \frac{7}{6}, 3 \frac{1}{4}, \frac{5}{3}, \frac{11}{4}\)
Answer:
Given \(\frac{8}{3}, \frac{7}{6}, 3 \frac{1}{4}, \frac{5}{3}, \frac{11}{4}\)
\(\frac{8}{3}, \frac{7}{6}, \frac{13}{4}, \frac{5}{3}, \frac{11}{4}\)
We have to find the LCM of denominators to convert them into equal fraction.

LCM of numerators is 12

Now arrange the like fractions in ascending order according to their numerators.
\(\frac{14}{12}<\frac{20}{12}<\frac{32}{12}<\frac{33}{12}<\frac{39}{12}\)
Ascending order :
\(\frac{14}{12}<\frac{20}{12}<\frac{32}{12}<\frac{33}{12}<\frac{39}{12}\)

Question 2.
Calculate the following.
(i) \(\frac{3}{5}+\frac{7}{4}\)
Answer:
Given \(\frac{3}{5}+\frac{7}{4}=\frac{12+35}{20}=\frac{47}{20}\)

(ii) \(\frac{5}{6}+\frac{7}{12}\)
Answer:
Given \(\frac{5}{6}+\frac{7}{12}\)
= \(\frac{5 \times 2}{6 \times 2}+\frac{7}{12}\)
= \(\frac{10}{12}+\frac{7}{12}\)
= \(\frac{10+7}{12}=\frac{17}{12}=1 \frac{5}{12}\)

(iii) 1\(\frac{7}{8}-\frac{1}{5}\)
Answer:
Given 1\(\frac{7}{8}-\frac{1}{5}\)

(iv) 4\(\frac{1}{2}\) + 3\(\frac{1}{3}\)
Answer:
Given 4\(\frac{1}{2}\) + 3\(\frac{1}{3}\)

Question 3.
Simplify the following.
(i) \(\frac{1}{4}\) of 3
Answer:
Given \(\frac{1}{4}\) of 3
= \(\frac{1}{4} \times \frac{3}{1}=\frac{3}{4}\)

(ii) \(\frac{5}{8}\) of \(\frac{2}{3}\)
Answer:
Given \(\frac{5}{8}\) of \(\frac{2}{3}\)

(iii) \(\frac{15}{4} \times 2 \frac{1}{7}\)
Answer:

(iv) 3\(\frac{1}{3}\) × 2\(\frac{2}{5}\)
Answer:
Given 3\(\frac{1}{3}\) × 2\(\frac{2}{5}\)
= \(\frac{10}{3} \times \frac{12}{5}\)
= \(\frac{120}{15}=\frac{8}{1}\) = 8

Question 4.
Calculate the following.
(i) \(\frac{3}{4}\) ÷ 3
Answer:
Given \(\frac{3}{4}\) ÷ 3
= \(\frac{3}{4}\) ÷ \(\frac{3}{1}\)

We know reciprocial of \(\frac{3}{1}\) is \(\frac{1}{3}\)
= \(\frac{3}{4} \times \frac{1}{3}\)
= \(\frac{3}{12}\) (or) \(\frac{1}{4}\)

(ii) 8 ÷ 2\(\frac{1}{7}\)
Answer:
Given 8 ÷ 2\(\frac{1}{7}\)
= 8 ÷ 2\(\frac{15}{7}\)

We know reciprocial of \(\frac{15}{7}\) is \(\frac{7}{15}\)
= 8 × \(\frac{7}{15}\)
= \(\frac{8 \times 7}{15}\)
= \(\frac{56}{15}\) (OR) 3\(\frac{11}{15}\)

(iii) \(\frac{12}{7} \div \frac{2}{7}\)
Answer:
Given \(\frac{12}{7} \div \frac{2}{7}\)
We know reciprocial of \(\frac{12}{7} \div \frac{2}{7}\)
= \(\frac{12}{7} \times \frac{7}{2}\)
= \(\frac{12 \times 7}{7 \times 2}=\frac{84}{14}=\frac{6}{1}\) = 6

(iv) 5\(\frac{1}{2}\) ÷ 2\(\frac{9}{11}\)
Answer:
Given 5\(\frac{1}{2}\) ÷ 2\(\frac{9}{11}\)
= \(\frac{11}{2} \div \frac{31}{11}\)

We know reciprocial of \(\frac{31}{11}\) is \(\frac{11}{31}\)
= \(\frac{11}{2} \times \frac{11}{31}\)
= \(\frac{121}{62}\) (OR) 1\(\frac{59}{62}\)

SCERT AP Board 7th Class Social Solutions 22nd Lesson Rulers and Buildings Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 22nd Lesson Rulers and Buildings

7th Class Social Studies 22nd Lesson Rulers and Buildings Textbook Questions and Answers

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Question 1.
How is the “trabeate” principle of architecture different from “arcuate”?
Answer:
Roofs, doors, and windows were made by placing a horizontal beam across two vertical columns. This style of architecture is called trabeate or corbelled. But in the arcuate style of architecture, the weight of the superstructure above the doors and windows was carried by arches. The roofs too used this principle and were converted into vaults and domes.

Question 2.
What is a Shikhara?
Answer:
The multi-storeyed towering gateway – built on the central shrines on a scale and height is called a Shikhara. These structures of immense scale must have been a mark of imperial authority. They were probably meant as reminders of the power of the kings, able to command the sources techniques, and skills needed to construct these towering gateways.

Question 3.
What are the elements of a Mughal Chahar bagh garden?
Answer:
In his autobiography, Babur described his interest in planning and laying out formal gardens, placed within rectangular walled enclosures and divided into four quarters by artificial channels. These gardens were called Chahar bagh four gardens, because of their symmetrical divisions into quarters. Beginning with Akbar some of the most beautiful Chahar baghs were .constructed by Jahangir and Shah Jahan in Kashmir, Agra and Delhi.

Question 4.
How did a temple communicate the importance of a king?
Answer:
The largest temples were all constructed by kings. They were meant to demonstrate the power, wealth, and devotion of the patron. The temple was a miniature model of the world ruled by the king all his allies. As they worshipped their deities together in the royal temples, It seemed as if they brought the just rule of the gods on earth. The king and nobles endowed the temples with land, gold, and jewels so that worship of the gods could be carried on a grand scale. These temples are thus the center of political and economic power.

Question 5.
Read the second part of the introduction part of page 189 and comment on it.
Between the eighth and the eighteenth centuries kings and their officers built two kinds of structures: The first were forts, palaces, and tombs – safe, protected, and grandiose places of rest in this world and the second were structures meant for public activity including temples, mosques, tanks, wells, caravanserais, and bazaars. Kings were expected to care for their subjects and by making structures for their use and comfort, rulers hoped to win their praise. Construction activity was also carried out by others, including merchants. They built temples, mosques, and wells. However, domestic architecture – large mansions (Havelis) of merchants – has survived only from the eighteenth century.
Answer:
During the period from 8 to 18th century, the kings were interested in construction activity. They constructed forts, palaces, tombs, temples, mosques, tanks, wells, etc. They constructed them as a mark of their art and architecture.

Question 6.
How did the Mughal court suggest that everyone – the rich and the poor, the powerful and the weak – received justice equally from the emperor?
Answer:
The connection between royal justice and the Imperial Court was emphasized by Shah Jahan in his newly constructed court in the Red Fort at Delhi. The construction of Shah Jahan’s audience hall aimed to communicate that the King’s justice would treat the high and the low as equals where all could live together in peace and harmony.

Question 7.
The rich and the powerful construct large houses today. In what ways were the constructions of kings and their courtiers different from them?
Answer:
Though the houses built by the rich and powerful nowadays are very large, they don’t have any beautiful gardens. Mughal nobility had constructed their homes on the banks of the river – Yamuna. These were set in the midst of formal gardens constructed in the Chahar bagh format.

Question 8.
Is there a statue or a memorial in your village or town? Why was it placed there? What purpose does it serve?
Answer:
Yes, there is Dr. B. R. Ambedkar’s statue in our village. It was placed by some of our villagers. It is to honor him as a framer of our Constitution.

Question 9.
Visit and describe any park or garden in your neighborhood. In what ways is it similar to or different from the gardens of the Mughals?
Answer:
There is a park at the end of our street. Our park is in a rectangular shape. There is a compound wall around the park. There are no channels in our park. But there is a tap to water the plants.
Moghul gardens are in a rectangular shape. They are placed within walled enclosures constructed by Babur. They are divided into four quarters by artificial channels.

Question 10.
Locate the following on the India India map.
a) Delhi
b) Agra
c) Amritsar
d) Tanjavur
e) Hampi
f) River Yamuna
g) Khajuraho
Answer:

SCERT AP Board 7th Class Social Solutions 21st Lesson Devotional Paths to the Divine Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 21st Lesson Devotional Paths to the Divine

7th Class Social Studies 21st Lesson Devotional Paths to the Divine Textbook Questions and Answers

Improve Your Learning

Question 1.
Fill in the blanks:
a) Ramanuja was influenced by the ……………….
b) ……………. and ……………. were advocates of Virashaivism.
c) ……………. was an important center of the Bhakti tradition in Maharashtra.
Answer:
a) Alvars
b) Basavanna, Allama Prabhu and Akkamahadevi
c) Pandharpur

Question 2.
Describe the beliefs and practices of the Nathpanthis, Siddhas, and Yogis.
Answer:
The beliefs and practices of Nathpanthis, Siddhacharas, and Yogis were.

1. They criticized rituals and others aspects of conventional religion and social order.
2. They advocated renunciation of the world.
3. They believed salvation lay in meditation on the formless ultimate reality and the realization of oneness with it.
4. To achieve salvation they advocated intense training of the mind and body through practices like Yogasanas, breathing exercises, and meditation.
5. Their criticism of conventional religion created the ground for devotional religion.

Question 3.
What were the major ideas, expressed by Kabir? How did he express them?
(or)
Write about the major idea of Kabir.
Answer:

1. Kabir’s teachings were based on a complete rejection of the major religious traditions.
2. He openly ridiculed fill forms of external worship of both Hinduism and Islam.
3. Kabir ridiculed the pre-eminence of the priestly classes and the caste system.
4. Kabir believed in a formless Supreme God.
5. He preached that the only path to salvation was through bhakti or devotion.
6. He expressed his ideas through a vast collection of verses called Sakhis and pads composed by him.

Question 4.
What were the major beliefs and practices of the Subs?
Answer:

1. Sufis were Muslim mystics.
2. Sufis rejected outward religiosity.
3. They emphasized love and devotion to God and compassion towards all fellow human beings.
4. The Sufis rejected the elaborate rituals and codes of behavior demanded by Muslim religious scholars.
5. Sufis sought union with God.
6. Sufis too believed that the heart can be trained to look at the world in a different way.
7. They developed elaborate methods of training using zikr (chanting of a name), contemplation Sama (singing), raqs (dancing), discussion of parables, breath control, etc., under the guidance of a pir.

Question 5.
Why do you think many teachers rejected prevalent religious beliefs and practices?
Answer:
Up to the medieval period. Indian society was moaning under the burden of evil social practices and unscrupulous religious beliefs. There were social differences based on birth. Society was divided into many castes. The lower class of the people was treated as untouchables. The pre-eminency of the priestly classes was envied by the people of other castes. The burden of expensive rituals, evil aspects of conventional religion, Idol worship, polytheism, and unscrupulous religious beliefs made religion a burden on society. So many teachers rejected prevalent religious beliefs and practices.

Question 6.
What were the major teachings of Baba Guru Nanak?
Answer:

1. Guru Nanak emphasized the importance of the worship of one God.
2. He insisted that caste, creed or gender was irrelevant for attaining liberation.
3. In his opinion liberation was not the state of inert bliss, but rather the pursuit of active life with a strong sense of social commitment.
4. He emphasized right worship, the welfare of others, and purity of conduct.
5. Guru Nanak’s idea of equality had social and political implications.

Question 7.
For either the Virashaivas or the saints of Maharashtra, discuss their attitude towards caste.
Answer:
Either the Virashaivas or the saints of Maharashtra strongly opposed the caste system. The Virashaivas strongly argued for the equality of all human beings. They were against scriptural ideas about caste. On the other hand, the saints of Maharashtra rejected the social differences based on birth. They encouraged universal brotherhood by insisting that bhakti lay in sharing others’ pain. They were taught to serve fellow human beings in need. ,

Question 8.
Why do ordinary people still remember Mirabai?
Answer:

1. Though Mirabai was a princess, she became a disciple of Ravidas, an untouchable.
2. She openly challenged the norms of the upper castes.
3. So Mirabia became popular with the masses and the ordinary people would like to preserve the memory of Mirabai.

Question 9.
Read the para under the title ‘A Closer Look: Kabir’ on page 186 and comment on it.

A Closer Look: Kabir

Kabir, who probably lived in the fifteenth-sixteenth century, was one of the most influential saints. He was brought up in a family of Muslim julahas or weavers settled near the city of Benares (Varanasi). We have little reliable information about his life.
We get to know of his ideas from a vast collection of verses called sakhis and pads said to have been composed by him and sung by wandering bhajan singers. Some of these were later collected and preserved in the Guru Granth Sahib, Panch Vani, and Bijak.
Kabir’s teachings were based on a complete, indeed vehement, rejection of the major religious traditions. His teachings openly ridiculed all forms of external worship of both Hinduism and Islam, the pre-eminence of the priestly classes, and the caste system. The language of his poetry was a form of spoken Hindi, widely understood by ordinary people.
Kabir believed in a formless Supreme God and preached that the only path to salvation was through bhakti or devotion. Kabir drew his followers from among both Hindus and Muslims.
Answer:
Kabir was a mystic poet and saint of India. His writings have greatly influenced the Bhakti movement. He lives perhaps during 1398 – 1448. He had an enormous influence on Indian philosophy and on Hindi poetry. In India, he is perhaps the most quoted author, with the exception of Tulsidas.

Question 10.
Write about a festival celebrated by the people together in your area?
Answer:
We celebrate Ganesh Chaturthi together in our area. We have a committee in our area to organize this festival. We celebrate in a ‘Mandapam’ in our street. All the people in our street contribute to this festival. We celebrate this festival for 11 days.

SCERT AP Board 7th Class Social Solutions 20th Lesson Folk Religion Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 20th Lesson Folk Religion

7th Class Social Studies 20th Lesson Folk Religion Textbook Questions and Answers

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Question 1.
What are the common elements in the worship of most of the village deities?
Answer:
Whatever the region they belong to, whichever deity they worship, people use the same elements to worship village deities. They offer bonalu and offer sacrifices such as cocks, goats, and buffaloes. There are no priests and people pray to the deities in their own languages. In worshipping the deities the customs and traditions followed by the people of the different regions are the same.

Question 2.
When people go to towns and settle there, do they continue to worship their old village deities? How do they do it?
Answer:
They don’t lose their relationship with their village deities even after moving into cities. This is important for them. The traditions and customs and religious beliefs, whether they are scrupulous or unscrupulous are not easily forgotten or neglected. So they attend their festivals in villages. Those who have made some money help made a chariot or a cupola, or help build a shrine. At times, the group of families from a village, live in the neighborhood of cities, arrange for the deity to come to their place. The deity comes in full splendor. There is great feasting and for the whole time, she is there.

Question 3.
Why do people use different languages while worshipping different kinds of deities?
Answer:
In the temples of village deities, there are no priests and people pray according to their own customs and traditions. People use different languages while worshipping different kinds of deities because in different places the same goddess is named differently. So people use different languages to worship different kinds of deities. Like in the Worship of main deities as Siva, Shakti, and Vishnu, the Sanskrit language is not used in worshipping the village deities.

Question 4.
Do you think the way people worship the village deities is changing now? What kind of changes do you see?
Answer:
Yes. The people’s relations to the village deities in rural society are changing as a result of their economic hardships. These days celebrations of festivals and offering bonalu and sacrifices have become very much expensive. Though traditions and religious customs are not easily vanished from society, the economic hardships and penury of the people made them alienated from the celebration of rituals. Awareness campaigns made by the intellectuals and non – governmental organizations against the animal sacrifices made the people do away with this expensive extravaganza.

Question 5.
Point out the main places of important jataras and urs in Andhra Pradesh Map.
Answer:

Question 6.
Read the fourth paragraph of page 178 and comment on it.
Most of these deities are worshipped by people irrespective of their caste or religion or economic status. For example, even Muslim farmers participate in many of the ravels of village gods. Similarly, people of all religions throng to the dargahs to seek the blessing of their peers. They tie strings on a tree or on the walls of the dargah making a vow in return for the wishes granted. They request the pirzadas to prepare tawiz for them to drive away evil spirits.
Answer:
Most religions have so much is common with each other, including their basic moral principles we can say that this is religious integrity in India.

Question 7.
Collect the following particulars by talking to the people of different religions of your area.

Answer:

SCERT AP Board 7th Class Social Solutions 19th Lesson Livelihood and Struggles of Urban Workers Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 19th Lesson Livelihood and Struggles of Urban Workers

7th Class Social Studies 19th Lesson Livelihood and Struggles of Urban Workers Textbook Questions and Answers

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Question 1.
Compare the condition of a worker in a brick kiln, a permanent worker, and a contract worker in a factory.
Answer:

Question 2.
Can you make a list of jobs done by casual and self-employed workers in your area?
Answer:
Since their employment is irregular and very low paying, casual workers are in a vulnerable situation. To handle this situation these casual workers do several jobs such as distributing newspapers in the morning, working in a tea shop, in day time, and cook in some houses at the right.

Question 3.
Make a list of different types of unions discussed in this chapter. Fill in the table.

Answer:

Question 4.
Talk to a Trade Union member (leader) and find out why did he/she join the union, what their rights and duties are as a union member.
Answer:
We invited Abdul Razak, a member of Paper Mill, Bhimavaram, West Godavari district. He was born in 1970 in Bhimavaram. He completed a ‘fitter’ course in ITI. He joined the paper mill as daily wage labor. Slowly, appreciating his hard work, the paper mill management appointed him as a permanent worker.
In the beginning, he didn’t join any Union. Once he got a high fever and could not go to the factory for more than thirty days. The management sent notices to remove him from the job. He brought the matter to the notice of the Union. The Union President Rajasekhar and other members met the management and requested not to remove Abdul telling about his sickness.
The management responded positively. Abdul understood the strength of the Union and took membership by paying Rs. 50 as membership fees.
Abdul has some rights as a member of the Union :

1. He can participate in the meetings of the Union and discuss the problems with the management.
2. He can give some suggestions to strengthen the Union.
3. He can contest in the elections of the Union and hold a post.

Abdul’s duties as a Union member:

1. He has to obey the rules of the Union.
2. He shall not act damaging the interests of other members.
3. He has to take to the notice of the Union the problems he faces with the management.

Question 5.
Observe figures 19.1 and 19.3 and comment on them.

Answer:
Fig 19.1: It is very dangerous work. All three workers are between 18 to 22 years. They stood on simple wooden poles. They stood at the height of a building. If anything happens they may be lost their lives.
Fig 19.3: Knife Sharpeners’ is not the picture of a laborer. Because the ‘Knife sharpener’ is not laborer. He does not work under anyone. He is self-employed personnel. He works on this own sharpening cycle and is paid for this work directly by the people.

SCERT AP Board 7th Class Social Solutions 17th Lesson Implementation of Laws in the District Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 17th Lesson Implementation of Laws in the District

7th Class Social Studies 17th Lesson Implementation of Laws in the District Textbook Questions and Answers

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Question 1.
Make a list of activities done by the District Collector.
Answer:
The District collector is also called a District Magistrate. The activities done by the District Collector are as follows.

1. He controls and coordinates the work of all departments.
2. He conducts the meetings with the heads of all departments and asks the head of each department about the progress of the work they have been allotted.
3. He attends to the problems of the people who approached him from different mandals and helped them to solve their problems.
4. He would instruct the heads of different departments to attend to the problems of the people.
   In case of emergency, he will act briskly, personally monitors the situation and announce the compensation to the affected people.
5. He would safeguard the public places. It is his responsibility to evict the persons who encroached the public places, sidewalks and roads so that there is a free flow of traffic and free movement of the public on the roads.

Question 2.
Correct the following statements.

1. Law is implemented by the elected representatives.
2. The Collector is in charge of a Mandal.
3. People approach the Mandal Development Officer to solve the problems of the entire district.
4. Tahsildar (MRO) keeps the record of land revenue.

Answer:

1. Law is implemented by the ministers and officials.
2. The collector is in charge of a district.
3. People approach Collector to solve the problems of the entire district.
4. Tahsildar (MRO) keeps the record of land revenue.

Question 3.
Read the first two paragraphs of page 155 and answer the question given below.
Why do you think land records are kept at village and Mandal levels?
Among others, the Revenue Officer keeps the land records. If you live in a village or own land, you may know that your parents have some record for the land that is owned by them. All the land all over the country is measured and this information is kept in these offices. They also have maps of the land showing land owned by different people, showing crops, tanks, drainages, wells, neighbouring plots, roads, hillocks and so on. These documents become extremely useful. If there is a dispute between the boundaries of land owned by two individuals, maps and written documents can be used for settling it. Or, if someone buys or sells the .land, this information needs to be written in this office as well. These maps also have records of the forest or uncultivated grazing lands. So if someone encroaches into these lands; they can be evicted.
It is the responsibility of the Village Revenue Officer and Mandal Revenue Officer to keep track of these records of the land. They also have the responsibility for updating and issuing ration cards.
Answer:
Since the district is a vast area, the records of lands of all the districts cannot be kept in the district level. For ages, as a tradition, these land records are kept by village revenue officials such as munsifs and karanams. So the records of land are kept at the mandal and village level. More than that if there is a dispute between the boundaries of land owned by two individuals, maps and written documents can be used for settling it. Or, if someone buys or sells the land information needs to be written in these offices as well. These maps also have records of the forest or open uncultivated grazing lands. So if someone encroaches into these lands, they can be evicted.

Question 4.
Compare the roles of people who make laws with those who implement them in the following aspects:
a) has to contest elections;
b) are part of different departments of government;
c) responsible for making laws;
d) responsible for implementing laws;
e) usually elected for 5 years;
f) are appointed into jobs;

Answer:

Question 5.
Here is another brief description of Manisha Nagle. Read this carefully and compare with the text given under the head “Mansabdar’s and Jagirdars” in chapter 14 and “Captains of the troops – The Amaranayakas” in Chapter 13 and fill the following table.
Manisha Nagle has been the Collector of Nallavaram for the last 5 months. Earlier, she worked as the Deputy Secretary in the Ministry of Public Health Department in the state capital. It is possible that she may be transferred as a Collector of another district or taken back to the State Secretariat. She is an employee of the Indian Government. Often, some of them also have to go to Delhi and work for the central govern¬ment. They are all selected through an examination conducted by the government.

Answer:

Question 6.
Colour the mandals surrounding your mandal in your district map.
Answer:
(Student Activity)

DISCUSSION
Organise a programme of “students interaction with revenue officials” (Tahsildar/ Mandal Revenue Inspector/Village Revenue Officer) about – “The implementation of Laws”.
Answer:
Tahsildar: Good morning children.
Students: Good morning sir.
Tahsildar: What is your problem?
Students: We would like to know how are laws implement in the assembly.
Tahsildar: Usually laws are drafted by the ruling party as it is a majority in the assembly.
Students: How do they solve the issues?
Tahsildar: On some issues, a member can also propose a law and it can be adopted if the majority supports it.
Students: Sir, we would like to know the procedure.
Tahsildar: Before the bill is passed the proposed law is called a bill. After being passed by both the chambers and after the approval of the Governor it becomes a law and it is called an act.
Students: Sir, what are the two chambers?
Tahsildar: They are elected MLA’s and MLC’s of that state.
Students: Sir, I would like to know what is the meaning of voting?
Tahsildar: There will be a lot of discussion between ruling and opposition MLA’s.
Students: After discussion what happens?
Tahsildar: The bill will be first approved by the cabinet and then it is placed before the assembly for voting. If more than half of the MLA’s and MLC’s accepts, then the bill is sent to the Governor.
Students: Sir, what is the next process?
Tahsildar: After the Governor’s approval the bill will be called an act and published in gazette.
Students: Thank you, sir, we got a lot of information on how the implementation laws are made at the state level.

Project Work

Question 1.
Interview your teacher, or any government school teacher to get the following details:
When was she or he appointed?
To which department of the government does she/he report?
Has the teacher been transferred?
How are they promoted or punished?
Who is responsible for their salaries?
If they have any complaints about working conditions, whom do they report to?
Answer:
Student Activity.

Question 2.
What has been their experience in implementing the new rules/programmes like ensuring enrolment of children, mid-day meals; or any other programme? Make a presentation of your finding in the classroom.
Answer:
Student Activity.

SCERT AP Board 7th Class Social Solutions 16th Lesson Making of Laws in the State Assembly Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 16th Lesson Making of Laws in the State Assembly

7th Class Social Studies 16th Lesson Making of Laws in the State Assembly Textbook Questions and Answers

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Question 1.
Name the few areas related to the life of people on which laws should be made.
Answer:
Now the governments are welfare governments. The governments are making acts on every aspect of human life. Still, there are a few areas related to the life of people on which laws should be made. They are

1. Acts should be made to curb large-scale corruption that affects public life. An institution called Lokpal at the centre and Lokayukta in each state will be set up.
2. Acts should be made to resist those political leaders who are involved in scams and large-scale corruption from contesting in elections and to lead political parties and from becoming the heads of governments.
3. Acts should be made to check child labor.
4. Acts should be made to bring out the black money from the foreign banks.
5. Acts should be made to ensure 33% reservation to women in parliament and state legislative bodies.

Question 2.
Your school belongs to the department of school education. Find out some laws which are applicable to your school (Students, teachers, headmasters/principal/ PTA).
Answer:

1. For all children in the 6 to 14 age group free and compulsory education should be given.
2. School teachers will need an adequate professional degree within five years or else will lose the job.
3. School infrastructure to be improved in three years, else the recognition of schools will be canceled.
4. A study on teachers found out that ‘only about half were teaching, during unannounced visits of the sample survey. So a law should be made to punish those teachers who shirk work.
5. A study reveals that 59% of schools had no drinking water and 89% had no toilets. So a law should be made for providing drinking water and toilets to all schools.
6. A law should be made to punish those who prevent the girls from going to schools so that the women’s literacy rate may be increased.

Question 3.
There is a law that no child in the age group of 6-14 should remain out of school.
What steps should be taken to implement this law? Discuss among yourselves with the help of your teacher.
Answer:

1. To open new schools in areas with no formal school within a one-kilometer radius.
2. To launch and execute with perfection the mid-day meal programs to attract children to schools.
3. Major social reformation efforts are required to bring about a change in the rural scenario, where social and economic barriers play an important role in keeping the society illiterate.
4. The Government and non-governmental organizations should highlight the plight of the girl child and stress the need for the universalization of elementary education.
5. We should spread the message that the education of women is a pre-condition for fighting against their oppression.
6. We should make laws to eradicate the child labor system in our country.
7. Poverty is the main cause of illiteracy and child labor in our country. Poverty has an obvious relationship with illiteracy. So the Government should introduce and implement rural and urban poverty alleviation programs.

Question 4.
Read the para the making of laws and answer the question given below.
Suppose you are a member of the AP Legislative Assembly, which issue will you raise for the making of law and why? Explain with an example.
Answer:
If I am a member of the A.P legislative assembly, I will raise the following issue for the making of law.
That is Article 371 D.
Reason:
It forms a part of the Constitution of India. It safeguards the rights of local people in employment and education and was created after agitation in the state of A.P. But it is ignored in the present government.

Question 5.
Suppose there is a state under the name of Purabgarh with MLA seats of 368. After an election, different political parties got seats as shown below:

Read the above table and answer the following questions:
a) Of the 368 seats, how many seats are needed for getting a majority to form the government in the state?
b) Which is the single largest party?
c) Can the single largest party form the government? If not, what can be the alternatives to form the government?
d) How would a coalition government be different from done party government?
Answer:
a) At least 185 seats are needed for getting a majority to form a government in the state.
b) Party B is the single largest party after this election.
c) No. the single largest party cannot form the government. To form a government at least 185 seats are needed. So any two parties together can not form the govern¬ment. The possible alternatives to form the government are :
1) Party A + Party B + Others = 89 + 91 +34 = 214
2) Party A + Party B + Party C = 89 + 91 + 70 = 250
3) Party B + Party C + Party D = 91 + 70 + 84 = 245
4) Party C + Party D + Others = 70 + 84 + 34 = 188
5) Party A + Party B + Party D = 89 + 91 + 84 = 264
6) Party A + Party C + Party D = 89 + 70 + 84 = 243
7) Party B + Party D + Others = 91 + 84 + 34 = 209
d) A coalition government is a cabinet of a parliamentary government in which sev¬eral political parties cooperate, reducing the dominance of any one party within that coalition. It is unstable. It cannot take decisions independently.
A one-party government is a government in which a single party has the right to form the government. It is stable. It can take decisions independently.

Question 6.
At present, very few states in our country have a bicameral legislature. Can you name them?
Answer:
The following is a list of the Indian States that have a bicameral legislature:

Question 7.
Write an imaginary dialogue for the following picture in the context of the chapter.

Answer:

Question 8.
Locate the Assembly constituencies of your district in your district map ( Take the help of a map. 1).

Answer:
The following are the assembly constituencies in the Krishna district.

1. Tiruvuru
2. Nuziveedu
3. Gannavaram
4. Gudivada
5. Kaikaluru
6. Pedana
7. Machilipatnam
8. Avanigadda
9. Pamarru
10. Penamaluru
11. Vijayawada – West
12. Vijayawada – Central
13. Vijayawada – East
14. Mailavaram
15. Nandigama
16. Jaggayyapeta

SCERT AP Board 7th Class Social Solutions 15th Lesson Establishment of the British Empire in India Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 15th Lesson Establishment of the British Empire in India

7th Class Social Studies 15th Lesson Establishment of the British Empire in India Textbook Questions and Answers

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Question 1.
Why did the European trading companies maintain armies in India? What role did these armies play in the business of the companies?
Answer:
The European trading companies maintained armies in India for the following reasons:

1. for attaining a monopoly over trade in India.
2. to protect their trading centers and forts from the local rulers and the other European companies.
3. to drive the other European companies away from India to attain a monopoly over trade in India.
4. to increase their profits by using their military advantage.
5. to force the local craftsmen to sell their goods at low prices.
6. to squeeze revenue from the peasants beyond reasonable limits.
7. for fighting against the local rulers when they resisted the trading companies to squeeze revenue.
8. to dethrone the kings and to remove any obstacles in the way of their trade.
   The armies of the companies played the roles:
   a) guards to protect their ports, forts, and their trading centers.
   b) a force to threaten the craftsmen to sell their goods at lower prices.
   c) an army to fight against their trade rivals and the local rulers.

Question 2.
How could the European armies defeat the Indian armies in the 1700s and 1800s?
Answer:

1. The armies of European armies were different from the armies of Indian rulers in the 1700’s and 1800’s.
2. The soldiers of European armies were better trained and received higher and more regular salaries.
3. They also had better cannons and guns.
4. The European armies held parades and drills every day.
5. With such regular exercise, Indian soldiers enrolled in these armies also became quite skilled in battle. So the European armies were able to defeat the Indian armies in the 1700s and 1800s.

Question 3.
Collect the information of the 1857 revolt and fill in the table with the particulars.

Answer:

Question 4.
In 1857, which soldiers felt their religious faith was being violated, and why?
Answer:
Almost people of all the sections of society revolted against the English, in 1857.

1. Many royal families, whose kingdoms had been taken away by the English, joined the revolt. Among them were the former Nawab of Avadh and the Maratha Peshwa Nana Sahib, Lakshmi Bai of Jhansi and Tantia Tope, and the rulers of different cor¬ners of the country.
2. Farmers and landowners revolted against the English because the English imposed very high taxes on them and collected the taxes very strictly.
3. Because of the new rules and laws of the English, the tribal people lost their right over jungles and land. So they revolted against the English.
4. Many Hindus and Muslims feared that the English would destroy their religions and convert them to Christianity. So they also joined the revolt.
5. The Indian Sipahis in the British army, who were not treated with respect, and who were not paid their salaries on time started the revolt.
   On top of that, the Hindu and the Muslim Sipahis felt that their religious faith was being Violated, when they were asked to use the cartridges which were being coated with cow and pig fat.
   But the money lenders, who had become very powerful in the villages with the help of English laws, did not join the revolt.
   Some Zamindars who received the promises of gifts from the British did not join the revolt.
   But the local rulers such as the Nawab of Hyderabad did not join the revolt. The Marathas, Sikhs, and Gurkhas were friendly with the British. They all helped the Brit¬ish to suppress the revolt.

Question 5.
In what ways did people revolt against the British in 1857?
Answer:
A wave of people began attacking the bungalows of the English. Offices of the English were set on fire. Many English people were killed. The flames of revolt spread from Kasba to Kasba and village to village in Uttar Pradesh and Bihar. The peasants and Zamindars took up arms together and had the English and their officers on the run. They stopped paying taxes to the British government. They tore up railway lines, burnt down police stations, courts, post and telegraph offices, and uprooted the telegraph wires. The rebels looted the houses and burnt the documents of many money lenders. Thus the rebels fought bravely.

Question 6.
What did the people who revolted in 1857 want to achieve?
Answer:
By May 11, 1857, the Sipahis of Meerut reached Delhi. They entered the Lai Quila and declared the imprisoned Mughal emperor Bahadur Shah Zafar their Badshah. They persuaded him to reject the sovereignty of the British. The rebels wanted to drive out the English and brought back Mughal rule. The rebels made it a clarion call. Armies of the rebel Sipahis and rulers from different corners of the country marched towards Delhi. They hoped that the English would be driven away and Mughal rule and the earlier political order would be restored.

Question 7.
What complaints of the rebels did Queen Victoria try to address in her 1858 declaration. Try to address?
Answer:
In the declaration of 1858, Queen Victoria tried to address the complaints of the native kings who were dethroned and anointed successors. Addressing them the Queen declared that Indian kings should rule their own kingdoms without anxiety because the English would not try to dethrone them. Zamindars, who were treated brutally for the collection of revenue, were given many concessions and were assured that their property would be protected. The Queen addressed the pundits and Maulvis who feared that the British government was interfering in matters relating to Indian religions the Queen assured that the British government would not interfere in their religious matters and the old traditions would be allowed to continue. The queen ad¬dressed the Indian people, who were treated as inferiors and were not taken into their service, were promised that they would be taken into British government service.

Question 8.
What are the similarities and differences between the ways the Mughals and the English came to power in India?
Answer:
Both were the foreigners to establish their power in India. The Mughals came from Magnolia, captured Delhi, and established their rule in India. But the English came to India as a trading company, got permission from Jahangir to construct an English factory at Surat, drove away all the European countries from the competition, accumu¬lated wealth, maintained an army, built forts, fought battles, and used military force and cooked policies to establish their political power in India. Though the Mughals were foreigners, they never treated Indians as slaves; after establishing their kingdom they consider India as their own country. But the English considered Indians as slaves and India as their colony. Unlike the Mughals, the English plundered all drained all the wealth from India.

Question 9.
Locate the sea route of Vasco da Gama from Portugal to India on the map.
Answer:

Question 10.
Write a short note on the need for unity to avert foreign invasion.
Answer:
There is one saying that ‘unity is strength’. If all the people of a nation are united they can avert foreign invasion. Otherwise, we have to lose our country.
Ex: During Alexander’s invasion if Porus and Ambi were united, he would not enter our country But ‘Ambi’ made an alliance with Alexander. So he defeated ‘Por us’ and oc¬cupied some parts of our country.

Question 11.
Express your dissatisfaction towards the rule of Britishers.
(OR)
Describe the reasons for the dissatisfaction among Indians against British rule?
The Britishers ruled the country for their welfare. They treated Indians as slaves. They tried to propagate their religion with force. They had stolen our natural resources. They made us ignore our languages like Sanskrit etc. They changed our lives in all aspects.
Perform monoactions of Indian freedom fighters in your school functions.
Answer:
Students Activity