Class 7

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

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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:

S.No.	Name	Religion practiced	God worshipped	Festivals celebrated
1.	Y. Madhava Rao	Hinduism	Lord Venkateswara	Hindu festivals like Divali, Dussera, etc.
2.	T.G. David	Christianity	Yehovah, Jesus	Christmas, Good Friday, etc.
3.	Fazal – Ul – hak	Islam	Muhammad	Ramazan, Bakrid, etc.

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:

Member of Legislative Assembly	Persons in Administration
has to contest elections	are part of different departments of government.
responsible for making laws	responsible for implementing laws.
usually elected for 5 years.	are appointed into jobs.

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.

Item	Government employees	Amaranayakas	Mansabdars
Process of selection
Paid through

Answer:

Item	Government employees	Amaranayakas	Mansabdars
Process of selection	through an exami­nation conducted by the government.	appointed by the king	recruited by Mughal rulers
Paid through	banks or treasuries	land assignments	revenue assignments.

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:

S.No.	States	Legislature
1.	Bihar	Bicameral
2.	Karnataka	Bicameral
3.	Maharashtra	Bicameral
4.	Uttar Pradesh	Bicameral
5.	Andhra Pradesh	Bicameral
6.	Telangana	Bicameral

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:

S.No.	People participated in the revolt	People stayed away from the revolt
1.	Many Royal families	Money Lenders
2.	Farmers and landowners	Some Zamindars
3.	Tribal people	Some Local rulers
4.	Many Hindus and Muslims	Some Marathas
5.	The Indian sepoys	Sikhs and Gurkhas

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

SCERT AP Board 7th Class Social Solutions 14th Lesson Mughal Empire Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 14th Lesson Mughal Empire

7th Class Social Studies 14th Lesson Mughal Empire Textbook Questions and Answers

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Question 1.
Match the following.
Group – A                                     Group – B
1) Mansab               ( )             A) Marwar
2) Zamindar            ( )             B) Revenue assignment
3) Sisodiya Rajput   ( )             C) Hereditary chiefs
4) Rathor Rajput     ( )              D) Sulh-i-kul
5) Akbar                  ( )             E) Mewar
6) Jagirdar               ( )             F) Rank
Answer:
1) F
2) C
3) E
4) A
5) D
6) B

Question 2.
What was the relationship between the mansabdar and his jagir?
Answer:
Mansabdars were revenue, military, and administrative officers of the Mughal kingdom. They were directly under the control of the emperor who could allocate any work for them to do – like guarding his palace, governing a province, conquering a new kingdom, or suppressing a rebellion. Mansabdars received their salaries as revenue assignments called jagirs. The revenue was collected for them by their servants while the mansabdars-themselves served in some other part of the country. The jagir was administered by other officials directly under the emperor. These officials tried to ensure that the jagirdars’ agents did not collect more from the farmers than permitted. The jagirs too were constantly transferred every two or three years.

Question 3.
What was the role of the Zamindar in the Mughal administration?
Answer:
Zamindars were intermediaries who were local headmen of villages or powerful chieftains. The Zamindars were not appointed by the Mughal emperors but existed on a hereditary basis.
They too had contingents of armed followers. They received revenue collected from the area by jagirdars and also received dues from the farmers.
In some areas, the zamindars exercised a great deal of power. The exploitation by Mughal administrators could drive them to rebellion.

Question 4.
How were the debates with religious scholars important in the formation of Akbar’s ideas on governance?
Answer:
Abul – Fazl helped Akbar in framing a vision of governance i.e., the emperor would work for the welfare of all subjects irrespective of their religion or social status. This idea of tolerance did not discriminate among people of different religions in his realm. Instead, it focused on a system of ethics – honesty, justice, the peace that was universally applicable. This eventually led Akbar to the idea of “Sulh-i-kul” or “universal peace”. So Akbar wanted to bring together the people of diverse faiths. So the debates with religious scholars were important in the formation of Akbar’s ideas on governance.

Question 5.
“The decision of Emperor is final” – Is this procedure formulated by Mughals? What do you think?
Answer:
Yes, the procedure of “the decision of emperor is final” is implemented by Mughals only. They followed the suggestions of Mansabdars, Jagirdars, and other officials and discuss with them and the final decision is taken by the taken emperor only and why because during the time emperor means he has enormous powers and they followed divine right theory also. And Mughals did not believe other persons also. During that time the power is a centralized manner. Emperor means supreme, every person thinks the king has supernatural powers and they will give chance to the king to take the final decision and he gave importance to the welfare of the people. If the people disobeyed the rule of the emperor they, are sentenced to death. The emperor won’t accept any opposition in his empire. During the time of the Mughals they occupied vast areas and established large kingdoms, for this administration, they divided the decision is mandatory for all the people of the empire to follow the kingdom into different parts and appointed different officials also. But the final decision is in the hands of the emperor why because always they protect themselves from internal revolts, rebellions, and enemies also. Alway they tried to protect their kingdom and face the different invasions. That’s why the decision-making is in the hands of the emperor.

Question 6.
Why did the Mughals allow the earlier rulers to continue in their old kingdoms as before?
Answer:
The Mughals allowed earlier rulers to continue in their old kingdoms provided they accepted the Mughal’s authority. The native rulers could collect revenue from their kingdom. But they had to keep an army ready for use by the emperor. Moreover, it would relieve the emperor from the burden of administration, controlling law and order. The native ruler would be responsible for the administration, peace, and safety of the people.
So the Mughals allowed the earlier rulers to continue in their, old kingdoms.

Question 7.
Why was the policy of Sulh-i-kul important for the Mughals to control their vast empire?
Answer:
The Mughal empire was a vast one. It included almost all parts of the northern India and half of south India. It consists of the people of all regions and faiths. Mughals believed that by having friendly relations with the native kings of all faiths and with the co-operation of the people of all religions they could rule their vast country for a long period. The idea of Sulh-i-kul or universal peace did not discriminate among people of different religions in their kingdom. So the policy of Sulh-i-kul (universal peace) would make the people of all religions and faiths co-operate with the emperor, and thus they could rule their kingdom with ease and comfort.

Question 8.
Read the first para under the title ‘Zabt and Zamindars’ of page 126 and comment on it.
Answer:

Zabt and Zamindars

The main source of income available to Mughal rulers was a tax on the produce of the peasantry. Akbar’s revenue minister, Todar Mai, carried out a careful survey of crop yields, prices, and areas cultivated for a ten-year period, 1570-1580 AD. On the basis of this data, the tax was fixed in cash for each crop. Each province was divided into v revenue circles with its own schedule of revenue rates for individual crops. This revenue system was known as zabt. It was prevalent in those areas where Mughal administrators could survey the land and keep very careful accounts. This was not possible in provinces such as Gujarat and Bengal.
Answer:
The Mughal appointed people to act as tax clerks, sending them around the country to oversee the collection of revenue and remit it to the capital city of Delhi. These people were known as Zamindari and they collected revenue primarily from the peasants. This Zamindari system was more prevalent in the north of India because Mughal influence in the South was less apparent. Zamindars under the Mughals were, in fact, more public functionaries than revenue collecting agents. The territorial zamindars had judicial powers also.

Question 9.
Collect and fill in the table with the particulars of Mughal emperors.

S.no	Name of the emperor	Ruling period	Important features
1.
2.
3.
4.

Answer:

S.No.	Name of the emperor	Ruling period	Important features
1.	Babur	1526 – 1530 A.D.	1.    Defeated Ibrahim Lodi and established control over Agra and Delhi. 2.    Introduced cannons and guns in Indian warfare.
2.	Humayun	1530-1556 A.D.	1.   Sher Khan defeated Humayun. 2.    Humayun fled to Iran, and with the help of Safavid Shah of Iran, he recaptured Delhi in 1555 A.D.
3.	Akbar	1556 – 1605 A.D.	1.    He conquered Bengal, Central India, Rajasthan and Gujarat. 2.    He also conquered Afghanistan, Kashmir and portions of the Deccan. 3.    He followed the principle of universal peace or sulh-i-kul.
4.	Jahangir	1605-1627 AD.	He continued the military campaigns started by Akbar. No major conquests.
5.	Shah Jahan	1627-1658 A.D.	He continued campaigns in Deccan. He faced many revolts by chiefs and nobles of his empire. There was conflict over succession amongst Shah Jahan’s sons. Aurangzeb was victorious. Shah Jahan was imprisoned by Aurangazeb.
6.	Aurangazeb	1658- 1707 A.D.	1.   A large number of revolts all over his kingdom. 2. Shivaji succeeded in establishing an independent Maratha kingdom. Aurangazeb conquered Bijapur and Golconda. He deviated himself from sulh-i-kul and favored only Sunni Muslims.

SCERT AP Board 7th Class Social Solutions 13th Lesson The Kings of Vijayanagara Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 13th Lesson The Kings of Vijayanagara

7th Class Social Studies 13th Lesson The Kings of Vijayanagara Textbook Questions and Answers

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Question 1.
Why were the Portuguese travellers interested in the forts and armies of Vijayanagara kings?
Answer:
The Portuguese were the first European country to have a trade relationship with India.
By the time of Krishnadeva Raya, the Portuguese had established their power over some parts of the west coast such as Goa. They wanted to colonise India to get raw materials and spices at cheaper rates and markets for their manufactured goods. For this, they wanted to attain political dominance Over the local kingdoms. In this pro¬cess the travellers were sent to study their military strength and about their forts. So the Portuguese travellers were interested in knowing about the forts and armies of Vijayanagara kings.

Question 2.
Why did the kings of Vijayanagara live in a separate quarter and not in the middle of the city as in Orugallu?
Answer:
Orugallu city was constructed around the temple of Lord Siva. So for the sake of protection the kings lived in the centre of the city.
Many secular structures bearing Islamic features were present in the Vijayanagara apine architecture. There are many arches domes and vaults in those constructions. The Royal centre zone is subdivided into irregular interlocking compounds by high slender walls built of tightly fitted granite blocks that face a rubble cone. So because of these safety measures the kings of Vijayanagara lived in a separate quarter.

Question 3.
Historians feel that the Vijayanagara state was highly militarized. In what way do you think it would have affected the common people?
Answer:
Since the kingdom of Vijayanagara was a highly militarized one, it was free from inva¬sions. Thus there was peace and security in the Vijayanagara kingdom. But they spent a lot of money on acquiring guns and cannons, and for purchasing horses. They employed Muslims and the Portuguese to get their soldiers trained in the modern war¬fare. They must have levied heavy taxes on the common people to pay for the military expenditure. Thus the common people must have affected by the heavy taxation.

Question 4.
Why were the Amaranayakas very powerful?
Answer:
Most of the Amaranayakas were Telugu warriors. They recruited their soldiers. These armies were loyal to the Nayakas rather than to the king. They were the revenue, military and judicial heads of their own land assignments. They have the responsibilities of maintaining a certain number of troops, collecting revenue from his land assignments, administering his land holdings and having judicial powers.
So with lots of power and authority over his assignments, there is no wonder for them to become so powerful that when a king died they took power in their own hands and themselves became kings.

Question 5.
Compare the Amaranayakas with the old chiefs of Kakatiyas. Were they different or similar – in what way?
Answer:
The chiefs under Kakatiyas like nayakas under Vijayanagara kings, usually collected several taxes and dues from farmers, herders and craftspersons. The Kakatiya chiefs enjoyed the ownership of the land and got it cultivated for them by tenants. But nayakas of Vijayanagara were given land assignments by the king.
The Kakatiya chiefs spent more of their income on their own comfort than to maintain armies. Whereas the nayakas spent more of their income to maintain armies. Like the Nayakas of Vijayanagara, the Kakatiya chiefs also built tanks and provided other facilities to enable farmers to bring more land under cultivation. Both the officers had to maintain the stipulated number of armies. Unlike the chiefs, the nayakas of Vijayanagara had the other obligations of the judiciary.
But the nayankara system of Kakatiya is very much similar to amaranayaka system of the Vijayanagara kingdom.

Question 6.
Why was the Vijayanagara army dependent on imports from the western coast?
Answer:
Through the western ports war horses from Arabia and Portugal could be im¬ported. Guns were another strategic good Jhat was obtained through the ports. The Portuguese had established their power over some parts of the west coast such as Goa. Krishnadevaraya maintained friendly relationships with the Portuguese in order to get a supply of horses and firearms from them.
So the Vijayanagara army was dependent upon imports from the western coasts.

Question 7.
Krishnadeva Raya fought against several enemies in order to consolidate his kingdom. Make a list of all of them.
Answer:
Krishnadeva Raya led the armies successfully against
a) The Bahmani Sultans
b) The Gajapatis of Odisha and
c) he subdued several chiefs who had revolted in Karnataka, Andhra and Tamil regions. These victories gave him control over the entire region south of river Krishna and especially control over the ports of the eastern coast.

Question 8.
What services were rendered to Telugu literature by the Vijayanagara Kings?
(OR)
Explain the role played by the kings of Vijayanagara in developing Telugu literature.
(OR)
Mention services rendered’ by Vijayanagara kingdom ruler Sri Krishna Devaraya to Telugu literature.
Answer:
At the peak of Telugu literature by the Vijayanagara Kings, the most famous writing Was Manucharitramu. King Krishnadeva Raya was an accomplished Telugu scholar and wrote Amuktamalyada. In his court were the eight famous scholars regarded as the pillars of the literary assembly (Ashta diggajas). This was the age of Srinatha. The Vijayanagara period was the golden age of Telugu literature.

Question 9.
Locate the following on the India map.
a) Hampi
b) Bijapur
c) Tirupati
d) Srisailam
e) Kanchipuram
f) River Tungabhadra
Answer:

Question 10.
Discuss the support of various kingdoms to Telugu literature.
Answer:
The support of various kingdoms to Telugu literature:

1. The kings of various kingdoms encouraged and gave shelter to many great poets and patronized Telugu literature.
2. During this period great literature was written by these poets.
3. Krishnadeva Raya was also a patron of Telugu literature and he himself composed the poetic work Amuktamalyada on the life of Andal, the Tamil Bhakta poetess. His court was adorned with eight poets popularly known as “Ashtadiggajas”. They are Allasani Peddana, Mukku Thimmana, Dhurjati, Ramaraja Bhushan, Teriali Ramakrishna, Pingali Surana, Ayyalaraju Ramabadhrudu and Madayagari Mallana.
4. Sultan Ibrahim Qutub Shah (1550-1580) patronized Telugu literature. Famous Telugu poets of Ibrahim Qutub Shah’s period were Singanacharyudu, Addanki Gangadharudu, Kandukuru Rudrakavi and Ponnaganti Telaganarya.

SCERT AP Board 7th Class Social Solutions 12th Lesson The Kakatiyas – Emergence of the Regional Kingdom Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 12th Lesson The Kakatiyas – Emergence of the Regional Kingdom

7th Class Social Studies 12th Lesson The Kakatiyas – Emergence of the Regional Kingdom Textbook Questions and Answers

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Question 1.
Compare the warriors of those times with what you ‘know about the armies of modem times. What difference do you see between them?
Answer:
The warriors of those times: They were always waged in wars. They usually collected several taxes and dues from farmers, herders and craftspersons. They also collected taxes from traders on the goods they traded in. They usually also had lands of their own which were cultivated for them by tenants.
The armies of modem times: They work on a salary basis. They do not and cannot collect any taxes. They follow the instructions of the Government at any time. And also they are not landowners.
The difference I see between them: The warriors were of ancient time. Safeguarding the kingdom was a part of their duty. But today, safeguarding the vast country is a challenge to the modern army. The warriors fought with their neighbors (inland). The modern army fights with the armies of neighboring countries.

Question 2.
Kings and chiefs built irrigation tanks to improve agriculture in the Kakatiya times.
What would they do now?
Answer:

1. They do nothing now.
2. In fact, they cannot do anything now.
3. Because kings and chiefs do not have any more roles in the administration.

Question 3.
How do you think the Kakatiyas were able to gain control over the chiefs?
Answer:
The Kakatiyas protected their chiefs from other warriors and chiefs and also took the chiefs with them when they went to conquer other kingdoms. And they encouraged several skilled warriors who were not from any powerful family but were very loyal to the queen and the king. They gave them high positions and the title of Nayakas. They gave several villages to them. By practicing all these Kakatiyas were able to control the chiefs.

Question 4.
Why do you think the Kakatiyas did not appoint powerful chiefs as Nayakas?
Answer:
To protect their power over the kingdom, the Kakatiyas appointed loyal chiefs as Nayaks instead of powerful chiefs.

Question 5.
Why was it difficult for women to rule in those days? Is it different today? How?
Answer:
It was very difficult for women to rule in those days. It was a purely male-dominated society. So the men did not like to be ruled by a woman. But nowadays it is different. Even though it is a male-dominated society, the politicians are giving importance to some family persons like the ‘Nehru’ family. So the women rulers like Smt. Indira Gandhi ruled the nation for several years and Smt. Sonia Gandhi is leading the National Congress Party.

Question 6.
In those days, powerful men had their own land and were able to tax other farmers, traders, and artisans. Can powerful people do this now? Give reasons.
Answer:
No, they cannot do that because we are in a democratic country. All the powers are vested with the government, which means people. So no individual can impose a tax on others.

Question 7.
Read the para under the title ‘Nayankara System’ on page 112 and comment on it.

Nayankara System

Rudramadevi and Prataparudra encouraged several skilled warriors who were not from any powerful family but were very loyal to the queen and the king. They gave them high positions and the title ofNayaka. They were given several villages from where they could collect taxes. These villages were called their Nayankara. Each nayaka had to maintain a stipulated amount of army, from the income they get from the nayankara, for the service of the king. But they did not keep these villages permanently as they could be transferred at the will of the king to a new place. This Nayakas depended upon the queen or the king and remained loyal to them. They were also probably used to subdue the rebellious chiefs. This arrangement was called the Nayankara system.
Answer:
The Nayankara system was modeled on that of the Kakatiya and served as a significant foundation, based as it was on a distinctive form of military and land tenure.
In this system, the military chiefs or warriors who held the positions of Nayakas were not given the privileged status on the basis of any fixed parameters, such as definite offices, etc.

Question 8.
‘Women, too manage the administrative affairs effectively’ – How do you support it?
Answer:
I can support the statement with the following examples.

1. Rani Rudrama Devi
2. Razia Sultana
3. Amrapali
4. Indira Gandhi

Project Work

Question 1.
Prepare a short presentation of any of the three stories in the form of a play.
Answer:
Self Role
I, Rani Rudrama Devi, is one of the most prominent rulers of the Kakatiya dynasty in the Deccan Plateau. My original name is Rudramba. My capital city is Orugullu. I have another name also – Rudradeva. I ruled this kingdom with my father and my own also. I married Virabhadra and had two daughters. We adopted my eldest grandson as our heir. Girls should inspire by listening to my story.

Question 2.
Collect popular accounts of the origin of your village or town, prepare a chart and present the same.
Answer:
Student Activity

Question 3.
Visit an old temple in your area, find out who built the temple, when, etc., and look for any inscriptions in it.
Answer:
Student Activity

SCERT AP Board 7th Class Social Solutions 11th Lesson New Kings and Kingdoms Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 11th Lesson New Kings and Kingdoms

7th Class Social Studies 11th Lesson New Kings and Kingdoms Textbook Questions and Answers

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Question 1.
Who were the parties involved in the “tripartite struggle”?
Answer:
Rulers belonging to the Gurjara-Pratihara, Rashtrakuta and Pala dynasties fought for control over Kanauj. These three were the parties involved in the ‘tripartite struggle’.

Question 2.
What were the qualifications to be a member of a committee of the sabha in the Chola empire?
Answer:
Inscriptions and texts
All those who wish to become members of the sabha should be owners of the land from which land revenue is collected. They should have their own homes. They should be between 35 and 70 years of age. They should have knowledge of the Vedas. They should be well-versed in administrative matters and be honest. If anyone has been a member of any committee in the last three years, he cannot become a member of another committee.
Anyone who has not submitted his accounts, including his relatives, cannot contest the elections.

Question 3.
What were the two major cities under the control of the Chahamanas?
Answer:
Delhi and Ajmer were the two major cities under the control of the Chahamanas.

Question 4.
How did the Rashtrakutas become powerful?
Answer:
The Rasthtrakuta kings used the resources to finance the king’s establishment, as well as for the construction of temples and forts. They were also used to fight wars, which were in turn expected to lead to the acquisition of wealth in the form of plunder and access to land as well as trade routes. Close relatives of the king held higher positions. They often shared power with their ‘Samanthas’ as well as with associations of peasants, traders and brahmins. Thus they became powerful.

Question 5.
What did the new dynasties do to gain acceptance?
Answer:
The new dynasties performed some kinds of Yagnas and Yagas to gain acceptance.

Question 6.
What kind of irrigation works were developed in the Tamil region?
Answer:
Canal irrigation and well irrigation were developed in the Tamil region.

Question 7.
What were the activities associated with Chola temples? (OR)
Explain the importance of temples during the period of Cholas.
Answer:
Chola temples often became the nuclei of settlements that grew around them. These were centres of craft production. Temples were also endowed with land by rulers as well as by others. The produce of this land went into maintaining all the specialists who worked at the temple and very often lived near it – priests, garland makers, cooks, sweepers, musicians, dancers, etc. In other words, temples were not only places of worship; they were the hub of economic, social and cultural life as well.

Question 8.
Contrast the ‘elections’ in Uttaramerur with present-day panchayat elections.
Answer:
Whatever may be the election procedure the requirements of a candidate to contest in the election was so far better than our Panchayat elections in the following aspects.

1. Age
2. Knowledge
3. Honesty
4. Declaration of own wealth.

Question 9.
Collect the pictures of ancient temples and make an album.
Answer:

Question 10.
Read the first two paragraphs under the title ‘Agriculture and Irrigation’ from pages 104 and 105 and comment on them.
Answer:

Agriculture and Irrigation

Many of the achievements of the Cholas were made possible through new developments in agriculture. Look at Map 2 again. Notice that the river Kaveri branches off into several small streams before emptying into the Bay of Bengal. These streams overflow frequently, depositing fertile soil on their banks. Water from the streams also provides the necessary moisture for agriculture, particularly the cultivation of rice.
Although agriculture had developed earlier in other parts of Tamil Nadu, it was only from the fifth or sixth century that this area was opened up for large-scale cultivation. Forests had to be cleared in some regions; the land had to be levelled in other areas. In the delta, region embankments had to be built to prevent flooding and canals had to be constructed to carry water to the fields. In many areas, two crops were grown in a year.
Answer:
There was a tremendous agrarian expansion during the rule of the imperial Chola Dynasty all over Tamilnadu and particularly in Kaveri Basin.
They built many tanks to irrigate the agricultural lands. The main crop was Paddy. Large scale cultivation was started in 5/6th centuries AD.
Forests were cleared to increase the land for cultivation.
Necessary preventive steps were taken to control floods. Two crops were grown in many areas.

Project Work

Question 1.
Look at Map and find out whether there were any kingdoms in Andhra Pradesh.

Answer:
Student Activity.

Question 2.
Compare the temple shown in this chapter with any present-day temple in your neighbourhood.
Answer:
When compared to the temples shown in this chapter “New Kings and Kingdoms, the present-day temples are small in size and are coloured.

Question 3.
Find out more about taxes that are collected at present. Are these in cash, kind or labour services?
Answer:
The taxes collected m nowadays are in cash only. They are income tax, sales tax, service tax etc.

SCERT AP Board 7th Class Social Solutions 10th Lesson Importance of Transport System Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 10th Lesson Importance of Transport System

7th Class Social Studies 10th Lesson Importance of Transport System Textbook Questions and Answers

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Question 1.
How is the transport system essential for producing agricultural goods? Illustrate with an example.
Answer:

1. Most of the agricultural goods are perishables. They should reach markets or Rythu Bazar within a short period of time. Otherwise, they will get spoiled.
2. It is very expensive to carry the goods individually. The farmers of our state are not in such a position.
   So the transport system is essential for producing agricultural goods.
   Ex: In our village Nandamuru, the farmers send the sugar cane to the Vuyyuru Sugar factory. With the permission of factory authorities, they cut the sugar cane to send it to the factory. Suddenly the lorry owners called on a strike. The farmers waited for many days but in vain. Some farmers sent their loads on bullock carts. That year they met heavy losses.

Question 2.
How is the use of buses different from trains?
Answer:

1. Buses take us to small villages also.
2. They are frequent in number.
3. We can select a convenient time for the journey.
4. They are offering many benefits for travellers.
5. This is the only source in the mountainous regions.

Question 3.
Why is it important to provide transport facilities to villages?
Answer:
Andhra Pradesh is mainly dependent on Agriculture. 70% of our population on Agriculture. They are all villagers. The farmers have to take their produce to Agriculture Market yards, Rythu Bazars and Santhas, etc.
Fisher-folk has to make the catch reach the buyer before it gets spoiled. The students, employees of villages have to go to nearby towns or cities. So it is important to provide transport facilities to villages.

Question 4.
Why do you think waterways are important for a country?
Answer:
Almost all goods by traders are transported to other countries through seaports. It is the cheapest means of transport for goods. All the countries have inland waterways and many have inland coastal lines. So, I think waterways are important for any country.

Question 5.
How does the transport system become a means for livelihood?
Answer:
Many people are working in the transport system as drivers, conductors, accountants and mechanics etc. Their families also depend on this system. So the transport system becomes a means for livelihood.

Question 6.
What will happen if there is a rise in transport costs for goods made in factories? Illustrate with an example.
Answer:
If there is a rise in transport cost for goods made in factories, there would be a rise in the manufacturing cost of these goods. So the producer has to raise the price of the goods with the increase in price the consumer may not opt for the good. So the demand falls. The producer may incur heavy losses.
Ex: Mrs Bharathi is a businesswoman. She prints the cotton sarees with the help of some workers. She gets the cloth bales from ‘Dharmavaram’ on transport. Two months back she ordered 10 bales. Suddenly there is a rise in petrol charges Rs. 10 per litre. So the transport cost rose. Then she is supposed to raise the price of sarees. At present, nobody is purchasing the sarees. In a few days, she has to close her business.

Question 7.
Write a few slogans ‘Prevention of accidents’.
Answer:

1. Normal speed meets every need.
2. Alert today – Alive tomorrow.
3. Leave sooner – Drive slower – Live longer.
4. Feel the curves – but- don’t hug them.
5. Slow Down – your family will be waiting for you.

Question 8.
Congestion and traffic blocks are occurring due to the use of vehicles in a big way.
What measures do you suggest to prevent this? (Or)
Nowadays congestion and traffic blacks are occurring due to the use of vehicles in a big way. What measures do you suggest to prevent this?
Answer:
Measures to control the use of vehicles in a big way:

1. Government should take steps to reduce vehicle production.
2. Government should provide better transport facilities to reduce the usage of personal vehicles. .
3. Individuals should try to walk or cycling to shorter distances.
4. Parents should join their children in the nearest schools.
5. Workers/employes should reside near- their working places.
6. One day in a week should be ‘no vehicle day’.

Discussion:
Organise a demonstration/discussion with the police inspector/constable to the students on the topic “Road accidents-preventive measures”.
Answer:
Students: Good Morning Sir.
Constable: Good morning students.
Students: Sir Nowadays the majority of people lost their lives due to road accidents. Is there any programmes implemented by the government to control the accidents?
Constable: Yes children. In that part, only government conduct Road Safety Week every year.
Students: Sir, why do we celebrate Road Safety Week.
Constable: To control road accidents.
Students: Sir, which activities are included in the road safety week.
Constable: On this occasion, they give guidelines to the people to follow traffic rules.
Students: Is there any other programmes run by the A.P government about safety?
Constable: Yes, children. Government-run companies such as the A.P.S.R.T.C conduct awareness campaigns among drivers and give them the training to drive safely.
Students: Is there any special programmes for school and college students about road safety.
Constable: They also go to schools and colleges to organise essay writing, debate, and other competitions for students and encourage them to travel safely following traffic rules.
Students: Thank you sir, you give valuable information about road safety week and we also take responsibility to follow the road rules and make others also follow the rules and try to reduce road accidents.

Project Work

Question 1.
Interact with a driver working in transport and obtain information on the dangers
and other aspects in his job.
Answer:
Self Activity

SCERT AP Board 7th Class Social Solutions 9th Lesson Production in a Factory – A Paper Mill Textbook Questions and Answers.

AP State Syllabus 7th Class Social Studies Solutions 9th Lesson Production in a Factory – A Paper Mill

7th Class Social Studies 9th Lesson Production in a Factory – A Paper Mill Textbook Questions and Answers

Improve Your Learning

Question 1.
Imagine that you wish to start a leather or textile factory. What are the aspects you will have to consider for setting up a mill?
Answer:
The aspects I have to consider for setting up a mill (textile):
I have to –

1. select land for construction.
2. accumulate capital, work, and fixed.
3. install heavy machinery.
4. select skilled laborers and designers.
5. take the advice of seniors in the industry.
6. train me as the best entrepreneur.
7. prepare a checklist with questions
   Eg: What to?
   Why to?
   How to?
8. fix short term and long term goals,
9. make research about the market.

Question 2.
Explain the process of paper-making in your own words.
Answer:

• Step I – Forestry: Typically, trees used for papermaking are specially grown and harvested like a crop for that purpose
• Step II – Debarking, chipping, and recycling: To begin the process, logs are passed through a debarker, where the bark is removed, and through chippers, where spinning blades cut the wood into small chips. Those wood chips are then pressure-cooked with a mixture of water and chemicals in a digester.
  Used paper is another important source of paper fiber. The paper is shredded and mixed with water.
• Step III – Pulp preparation: The pulp is washed, refined, cleaned, and sometimes bleached, then turned to slush in the beater. Color dyes, coatings, and other additives are mixed in one and the pulp slush is pumped onto a moving wire screen.
• Step IV – Paper formation: As the pulp travels down the screen, water is drained away and recycled. The resulting crude paper sheet, or web, is squeezed between two large rollers to remove most of the remaining water and ensure smoothness and uniform thickness.
  The semi-dry web is then run through heated dryer rollers to remove the remaining water.
  Papermakers carefully test such things as uniformity of color and surface, water resistance, and ink holding ability.
• Step V – Paper finishing: The finished paper is then wound into large rolls. A slitter cuts the paper into smaller, more manageable rolls, and the paper is ready to use.

Question 3.
Do you think this paper mill will stop working one day? If it does, what will be the impact on the labourer’s lives?
Answer:
No, I do not think this paper mill will stop working one day.
If it does, the impact on the laborers’ lives will be as follows.

1. They may lose their livelihoods.
2. They increase the figure of unemployment.

Question 4.
Fill in the following table.

Shift	Timings
A
B
C

Answer:

Shift	Timings
A	6 AM to 2 PM
B	2 PM to 10 PM
C	10 PM to 6 AM (Night)

Question 5.
Imagine a world without paper. What alternatives’ will you use instead of paper?
Answer:
It is impossible to imagine a world without paper.
Alternatives of paper: Cloth, leaves of some trees, floor and walls, etc.

Question 6.
What are your suggestions to stop pollution caused by industries?
Answer:
The steps to Be taken to stop pollution caused by industries:

1. The trees should be grown widely near industrial areas.
2. The mill owners should start an effluent treatment plant to which all the water mixed with chemicals is sent.

This machine will remove contaminants and produce environmentally safe water and solid waste suitable for disposal or reuse.

Question 7.
Organize a debate in the classroom on the pros and cons of the paper mill.
Answer:
Pros: It brings jobs. Gives an economic boost to the community.
Cons: They use a great deal of freshwater. The emissions stink badly. Often the smokestack will emit pollutants that blister. Paint on cars parked near them. Increased traffic of unsafe logging trucks whose drivers are paid by how many loads they can deliver in a day. Frequent severe injuries on the job due to the shredding of logs.

Question 8.
List the benefits and income received by a regular employee of the paper mill. Contrast them with that of a temporary employee and a casual worker.
Answer:

• Benefits and income received by a regular employee of the Papermill:
  A regular employee gets a number of benefits like higher salaries, provident funds, medical insurance, etc. Also if for any reason his employment is terminated or if he cannot work due to any accident etc., he will be paid compensation by the factory. He will also get a salary rise every year. They get regular holidays one day every week, festivals and some additional leaves. They get a uniform allowance, some years bonus.
• Benefits and income received by a temporary employee:
  They are paid lower salaries and do not get allowances or medical help or bonus. They do not get any paid holiday. However, they get work throughout the year and many get regularised as permanent workers after two or three years of working.
• Benefits and income received by a casual worker:
  They get employment 4 or 5 days a week. They are paid on a daily basis. They are paid about Rs. 100 -150 a day, Rs. 2500/- per month. They are also not entitled to any of the facilities that are available to permanent workers.

Question 9.
Compare the production of baskets by craftspersons and the production of paper with reference to the following points.
i) Workplace
ii) Tools/machines
iii) Raw materials
iv) Workers
v) Market
vi) Owners
Answer:
Comparison between the production of baskets by craftspersons and production of paper with reference to the following points:

Areas	Production of baskets by craftspersons	Production of paper
1. Workplace	In front of their houses	Separate land and buildings
2. Tools/machines	Large knife	Heavy machinery
3. Raw materials	Bamboos	Bamboos, eucalyptus, subabul, and waste paper.
4. Workers	Family members	Permanent, temporary, and casual workers.
5. Market	Small shops, street vendors	Organized market sector
6. Owners	Weaves are owners themselves.	Owners are different from employees.

Question 10.
There is a paper mill at Rajahmundry in East Godavari district. Why do you think it is not established in the district headquarters? Discuss.
Answer:
Paper mills are generally established near forests where bamboo and other softwood trees are available. This mill is also strategically located near multiple raw material sources and a perennial river source.

Question 11.
Locate the following countries on the world map.
a) Sri Lanka
b) Singapore
c) Nigeria
d) South Africa
e) Nepal 0 Malaysia
g) Bangladesh
Answer:

Question 12.
Read the third para of page 91. Do you think that the factories are taking care of their worker’s health? Why?
Factories provide employment to a large number of people. However, the workers who work in these factories often find the work very tedious and many of them become sick due to exposure to dust and chemicals. They also get paid very little. They are also often forced to live in slums with poor facilities.
Answer:
The factory owners didn’t care about workers, they only cared about the work and money. If the worker’s health disturbs, the work also disturbs. So they take care of their workers to some extent.

Project Work

You might have noticed some factories in your area causing pollution. Or imagine that a factory in your locality is causing pollution. Write a letter to the editor of a local newspaper and discuss the contents in the classroom.
Answer:

Letter to the editor

From
A.S.M.S. Gayatri
VII Class
77-28-5/A,
Santhi Nagar,
Vijayawada -15.

To
The Editor,
The Hindu,
Vijayawada.

Sir,
We are the residents of Santhi Nagar in Ajith Singh Nagar. In our locality, there is “Excel Industries” which produce electricity with ‘waste’. This was established by our Vijayawada Corporation and another private company. They collect ‘waste’ from all areas of Vijayawada. They dump in the open places. During alternative days they spray water on this ‘waste’. At those times there will be a bad smell for hours together. Many residents of our area are suffering from lung diseases and breathing problems.

We gave many complaints to the Municipal Commissioner but in vain. Nobody is taking care of our health. So, I take this to your kind notice to publish in your newspaper. Through this letter, I request the authorities to close the ‘factory’ and take care of our health.

Thanking you Sir,

Yours sincerely
A.S.M.S. Gayathri

Vijayawada,
Dt.xxxxxx