Class 8

AP State Syllabus AP Board 8th Class Social Studies Important Questions Chapter 14 Parliament and Central Government.

AP State Syllabus 8th Class Social Studies Important Questions 14th Lesson Parliament and Central Government

Question 1.
What is meant by candidate?
Answer:
The person who contests in the election.

Question 2.
What is meant by Ballot?
Answer:
The paper which is used in election for voting. It contains the symbols of the contestants.

Question 3.
Expand EVM.
Answer:
Electronic Voting Machine.

Question 4.
What is Election campaign?
Answer:
The contestants request the voters to vote for them. This procedure is called election campaign.

Question 5.
Why do you think elections need to be free and fair?
Answer:
The winners in the elections are the writers of our future. So the elections should not be
influenced by any issue. They should be free and fair.

Question 6.
Who is responsible for making the laws that are applicable for the entire country?
Answer:
Parliament is responsible for making the laws that are applicable for the entire country.

Question 7.
Observe the following map.

Now answer the following questions:
1. How many general Constituencies are there?
Answer:
423

2. Which reserved are higher in SC/ST?
Answer:
S.C. reserved are higher.

3. Where can we say that SC reserved are less?
Answer:
In North Eastern region.

4. Where can we not find ST reserved?
Answer:
In Tamilnadu, Kerala and Karnataka.

SCERT AP Board 8th Class Social Solutions 23rd Lesson Sports: Nationalism and Commerce Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 23rd Lesson Sports: Nationalism and Commerce

8th Class Social Studies 23rd Lesson Sports: Nationalism and Commerce Textbook Questions and Answers

Improve your learning

Question 1.
Correct the false statements:

1. Colonial rulers promoted Cricket to be played between nations that were under their power.
2. People adopted the game to become westernised.
3. Indian villagers played cricket.
4. Cricket was introduced in schools to bring good manners.

Answer:

1. Correct.
2. False.
3. False.
4. Correct.

Correction of False statements:
2. People loved this game and adopted.
3. England villagers played cricket.

Question 2.
Give brief explanations for the following by reading the lesson:
a) The Parsis were the first Indian community to set up a cricket club in India.
b) The significance of the shift of the ICC head quarters from London to Dubai.
Answer:
a) The origins of Indian cricket, that is, cricket played by Indians are to be found in Bombay and the first Indian community to start playing the game was the small community of Parsis. Brought into close contact with the British because of their interest in trade and the first Indian community to westernise, the Parsis founded the first Indian cricket club, the Oriental Cricket Club in Bombay in 1848. Parsi clubs were funded and sponsored by Parsi businessmen like the Tatas and the Wadias. The white cricket elite in India offered no help to the enthusiastic Parsis. In fact, there was a quarrel between the Bombay Gymkhana, a whites-only club, and Parsi cricketers over the use of a public park.

When it became clear that the colonial authorities were prejudiced in favour of English¬men, the Parsis built their own gymkhana to play cricket in. The rivalry between the Parsis and the racist Bombay Gymkhana had a happy ending for these pioneers of Indian cricket. A Parsi team beat the Bombay Gymkhana at cricket in 1889, just four years after the foundation
of the Indian National Congress in 1885.

b) Matches in Sydney could now be watched live in Surat. This simple fact shifted the balance of power in cricket: a process that had begun by the break-up of the British Empire was taken to its logical conclusion by globalisation. Since India had the largest viewership for the game amongst the cricket-playing nations and the largest market in the cricketing world, the game’s centre of gravity shifted to South Asia. This shift was symbolised by the shifting of the ICC headquarters from London to tax-free Dubai.

Question 3.
Find out the history of any one local sport. Ask your parents or grandparents about how this game was played in their childhood. See whether it is played in the same way now. Try and think of the historical forces that might account for the changes.
Answer:
‘Kabaddi’ is our game. This was played by the Kouravas and Pandavas also. Kabaddi means ‘Continous sounding’. This is called ‘Chik-Chik’ in some areas, ‘Chedugudu’ in some areas. In our region we call it ‘Kabaddi’. This is a game between two groups. Each group has 12 members – 7 out of them will be in the court.
Some rules of the game:

1. This is Time based game.
   15 mts – 5 mts rest – 15 mts.
2. The persons who are ‘out’ should leave the court.
3. They can enter the court after getting a point.
4. If all the 7 members are ‘Out’, it is called ‘Lona’.
5. ‘2’ points will be awarded for ‘Lona’.

The rules will be framed and changed by the ‘Kabaddi Federation of India’. We have also such federation in our state.
This game had many changes. A change is introduced recently i.e., ‘Bonus Line Point’. When the 6 to 7 members are in the court, the opposite group person touches the bonus line, they get one additional point.
The player should not stop the ‘Sounding’.

Question 4.
How have advances in technology, especially television technology, influenced the development of contemporary cricket?
Answer:
Coloured dress, protective helmets, field restrictions, cricket under lights, became a standard part of the post-Packer game. Crucially, Packer drove home the lesson that cricket was a marketable game, which could generate huge revenues. Cricket boards became rich by selling television rights to television companies. Television channels made money by selling television spots to companies who were happy to pay large sums of money to advertise their products to cricket’s captive television audience. Continuous television coverage made cricketers celebrities who, besides being paid better by their cricket boards, now made even larger sums of money by making commercials for a wide range of products, from tyres to colas. Television coverage changed cricket. It expanded the spectators for the game by beaming cricket into small towns and villages. It also broadened cricket’s social base. Children who had never previously had the chance to watch international cricket because they lived outside the big cities, could now watch and learn by imitating their heroes. The technology of satellite television and the world wide reach of multi-national television companies created a global market for cricket.
Thus the advances in TV technology influenced the development of contemporary cricket.

Question 5.
Prepare a pamphlet on the consequences of commercialisation of cricket.
Answer:

The commercialisation of Cricket – Its Consequences

Matches in Sydney could now be watched live in Surat. This simple fact shifted the balance of power in cricket: a process that had begun by the break-up of the British Empire was taken to its logical conclusion by globalisation. Since India had the largest viewership for the game amongst the cricket-playing nations and the largest market in the cricketing world, the game’s centre of gravity shifted to South Asia. This shift was symbolised by the shifting of the ICC headquarters from London to tax-free Dubai.

A more important sign that the centre of gravity in cricket had shifted away from the old, Anglo – Australian axis is that innovations in cricket technique in recent years have mainly come from the practice of subcontinental teams in countries like India, Pakistan and Sri Lanka. Pakistan has pioneered two great advances in bowling: the ‘doosra’ and the ‘reverse swing’. Both skills were developed in response to subcontinental conditions: the doosra to counter aggressive batsmen with heavy modern bats who were threatening to make finger-spin obsolete and ‘reverse swing’ to move the ball in on dusty, unresponsive wickets under clear skies. Initially, both innovations were greeted with great suspicion by countries like Britain and Australia which saw them as an underhanded, illegal bending of the laws of cricket. In time, it came to be accepted that the laws of cricket could not continue to be framed for British or Australian conditions of play, and they became part of the technique of all bowlers, everywhere in the world.

One hundred and fifty years ago, the first Indian cricketers, the Parsis, had to struggle to find an open space to play in. Today, the global marketplace has made Indian players the best-paid, most famous and for whom the world is a stage. The history that brought about this transformation was made up of many smaller changes: the replacement of the gentlemanly amateur by the paid professional, the triumph of the one-day game and twenty twenty as it overshadowed Test cricket in terms of popularity, and the remarkable changes in global commerce and technology. The business of history is to make sense of change overtime.

Question 6.
Point out any five cricket playing countries on world map.
Answer:

1. South Africa
2. Zimbabwe
3. Australia
4. New Zealand
5. West Indies

Project
Collect information about any one game. Write the history of the game in the form of a report.
Answer:

Kabaddi

Kabaddi originated in the Southern Indian state of Tamilnadu, where it is derived from group hunting and village defence. Other forms of Kabaddi originated in Northern parts of India. Kabaddi is a concept sport that originated in ancient India.

Kabaddi also encompasses similar sports known by their regional names such as
Hududu – in Bangladesh
Baibalaa – in Maldieves
Chedugudu – in Andhra Pradesh
Sadugudu – in Tamilnadu and
Hututu – in Maharashtra

Kabaddi is the state game of Indian states of Tamilnadu, Maharashtra, Bihar, Andhra Pradesh, Telangana and Punjab.
Kabaddi received international exposure during 1936 Berlin Olympics, demonstrated by India.
The game was introduced in the Indian National Games at Calcutta in 1938.

In 1950 All India Kabaddi Federation came into existence and framed the rules.
The AIKF was reconstituted as the Amateur Kabaddi Federation of India in 1972 and the First National Tournament for men was held in Chennai.

Kabaddi was popularised by Indians in Japan also. Nowadays Women Kabaddi National Tournment were also conducting in India. It was included in Asian games also.

8th Class Social Studies 23rd Lesson Sports: Nationalism and Commerce InText Questions and Answers

Question 1.
What has been the relationship between the cricket and the idea of developing western culture? (Textbook Page No. 249)
Answer:
Cricket was invented in western country England. It was made popular in its colonial countries. Most of the changes were made by them only. So encouraging the cricket means the idea of developing western culture. This has been the relation.

Question 2.
List the changes that occurred with end of dominance of Test cricket. (Textbook Page No. 250)
Answer:

1. The 1970s was the decade in which cricket was transformed.
2. The dominance of test cricket was ended and one day internationals gained much popularity.
3. ‘Packer’s circus’ was run for 2 years.
4. Coloured dress, protective helmets, field restrictions, cricket under lights became a standard part of the post – Packer game.
5. Cricket was made a marketable game, which could generate huge revenues.
6. Cricket boards became rich by selling television rights to television companies.
7. Many companies spent large amount for advertisements.
8. Continuous television coverage made cricketers celebrities who, besides being paid better by their cricket boards, now made even larger sums of money by making commercials for a wide range of products.
9. Television coverage changed cricket. It expanded the spectators for the game by beaming cricket into small towns and villages.
10. A global market for cricket is created.

Question 3.
Answer the following questions. (Textbook Page No. 246)
1. Do you like to play games?
Answer:
Yes.

2. What games do you play?
Answer:
Khokho – Volleyball, Badminton.

3. Which game do you like best?
Answer:
Badminton.

4. Think of some sports which only girls or only boys participate.
Answer:

1. Sport of only girls: Thokkudu billa
2. Sport of only boys: Marbles.

5. Are some games played only in the villages?
Answer:
Yes, Chedugudu.

6. Are some games played only by very rich people?
Answer:
Yes, Golf.

Question 4.
Why do you play? (Textbook Page No. 246)
Put a (✓) if you agree with the reason given. Put (✕) if you disagree. If you find other reasons add them to the list.
Collect the views of all the students in the class and find out which reason is considered most important.
Answer:

The following reason is considered most important.
“Games keep the body healthy”.

Question 5.
Did you notice that there is no single country called West Indies? Identify one of these islands that has the best athletes in running. (Textbook Page No. 247)
Answer:
West Indies are the Carribean Islands. They were present from 1958 to 1962 only on that name. At present some of them were sovereign islands, some are parts of St. Kitts and Nevis, some are dependable on UK and some on Dutch and one on U.S. So there is no single country called West Indies.
“USIAN BOLT’ is the best Athlete in running. He is from Jamaica Islands.

Question 6.
There are different sports equipments to play games as you can see here. You may notice that they are of very different quality than the one’s available in your local market. Do you think such equipments will be affordable for children to play for fun as against professional adults playing game for making money? (Textbook Page No. 249)
Answer:
These all are very costly equipments. No common man or player can buy these.

Professional adults earn money by playing with these equipments. In addition to this many big companies sponsor them. So they can buy.

Question 7.
After thinking about cricket for sometime Vinayak listed a few words that are only in English language – ‘boundary’, ‘over’, ‘wicket’. Can you explain to him why there are no Telugu words for it? (Textbook Page No. 251)
Answer:
Yes, I think I can explain. Cricket was invented in England. So the related words are all in English. It is not so easy to translate the words into Telugu. So they are not in Telugu.
For example, we have ‘Kabaddi’ –
We cannot translate this into English. We pronounce it as same in any language. (Textbook Page No. 247)

Question 8.
Locate the cricket playing nations in your atlas.
Answer:
Self exercise.

SCERT AP Board 8th Class Social Solutions 17th Lesson Understanding Poverty Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 17th Lesson Understanding Poverty

8th Class Social Studies 17th Lesson Understanding Poverty Textbook Questions and Answers

Question 1.
Which of the following statement/statements in the context of poverty as chronic hunger is true?
a. Having food only once a day
b. Having food below the required calorie
c. The person driving the harvester and person ploughing the field requires the same calorie of food
d. Person ploughing the field requires more calories than shop owner
e. Hunger also affects the person’s immune system
Answer:
a) True
b) True
c) False
d) True
e) True

Question 2.
Identify the major reasons for poverty described in the chapter.
Answer:
Big families, lack of chances according to capacity or eligibility, less wages/salaries, change in agricultural operations, crop failure and usage of machines etc., are the major reasons for poverty described in the chapter. The most important contributor to poverty is the lack of regular employment.

Question 3.
A) What have been the major features in programmes like MNREGA and PDS?
B) Which aspects of poverty do they try to address?
C) Why are ration shops necessary?
Answer:
A) Major features:
(i) MNREGA
MNREGA lays down that any adult member willing to do unskilled manual work and who is looking for work must be given work by the government. A rural household can demand at least one hundred days of employment in a year for which they would be paid not below the minimum wages. The following are some sample activities taken up under MNREGA.

• water conservation and water harvesting
• drought-proofing (including afforestation and tree plantation)
• provisions of irrigation facility to land owned by households belonging to the SCs and STs
• renovation of traditional water bodies including desilting of tanks.

(ii) The system of ration shops distributing foodgrains and other essential items is known as the Public Distribution System (or PDS in short). PDS has existed in India right from the time of independence and has played a crucial role in reaching food to everyone both in the rural and urban areas. There were of course problems of functioning. At places, the ration shops would not open regularly or on time. The foodgrain stocks would be adulterated with the intention that no one buys. Ration shop owners would be found selling foodgrains to other shops rather than to the public. Many people including the poor would not receive ration. Performance of ration shops was not so good as expected in the poorest states and the poorest regions of India.

B) Alongside employment, the government ensured that everyone has access to affordable food. They tried to address these aspects of poverty.

C) Employment and income cannot do much, if the prices of essential items are very high. So the government supplies the basic needs at fair price. So the ration shops are needed.

Question 4.
Why are people without employment also often without assets, such as land, cattle, shops, etc.?
Answer:
The people those who have no employment cannot save their earnings. Without savings they cannot purchase assets. So they do not have assets.

Question 5.
Read the first two paragraphs under the title “The Struggle towards ‘the Right to Life” on page 201 and 202 and comment on them.

The Struggle towards “The Right to Life”: The new policy on PDS has been in the center of much debate. We know that about 4 out of 5 people in the rural areas consume less than the minimum required calories. And yet, not even 3 out of 10 families in the rural areas in India possessed BPL and Antyodaya cards, as per the National Sample Survey of 2004. Thus, a large number of people who earlier benefited from the PDS were no longer convered by it. Many families of landless labourers did not have BPL cards. Whereas, there were some reports of well-off families with BPL cards.

There are other contradictions too in the new PDS (Public Distribution System) Policy. The government of India often has huge piles of food stocks (i.e. foodgrains that it bought from farmers). There have been times when foodgrains rot in godowns and are eaten by rats. Since the ration shops sell foodgrains at a fair price only to BPL, Antyodaya and Annapurna card holders, there are unsold stocks at the ration shop too. And yet, there is a feeling that we are not able to provide food to all.

Answer:

1. Today in India 4 out of 5 people in the rural areas consume less than the minimum required calories.
2. But our government especially for rural areas they introduced Antyodaya cards for BPL people.
3. According to national sample survey many families of landless labourers did not have BPL cards. Whereas there were some reports of well of families with BPL cards.
4. There are so many problems with new PDS systems.
5. Even though the government has more food grains stock, but ration shops provide food grains to only card holders and not for other people.
6. That’s why in our country majority of landless poor people did not get even one meal for a day. Still so many families fight for “Right to life”.

Question 6.
Write a letter to your District Collector on the functioning of P.D.S programme in your village.
Answer:
To
The District Collector,
Machilipatnam,
Krishna District.

From
A. Suneeta, Class : VIII,
M.P. Ele. School, Nunna.
Sir,

We are residing in Nunna in Vijayawada Rural. We have white card for our family. We are receiving 20kgs of rice from the ration shop. From the last two months we are receiving spoiled rice from the dealer. I came to know that all the villagers are receiving rice in less quantity also. So I request you to look into the matter and to enquire the issue. This is for kind information and necessary favourable action.

Thanking you sir,
Yours faithfully
xx xxx

Address:
A. Suneeta
D/o. A. Narasayya
Nunna; Vijayawada Rural,
Krishna District.

Question 7.
Visit the ration shop in your neighborhood and look for the following:
1. When does the ration shop open?
Answer:
The ration shop is open from 8 am to 12 am and from 4 pm to 8 pm.

2. What are the items sold at the ration shop?
Answer:
Rice, wheat, sugar, tamarind, red gram and palmolive oil are sold in ration shops.

3. Do you find the system of different card-holders?
Answer:
Yes, I find white and pink cards.

4. Can you compare the prices of rice and sugar from the ration shop (for families below poverty line) with the prices at any other grocery store? [Important: Ask for the ordinary variety rates at the grocery shop.]
Answer:

8th Class Social Studies 17th Lesson Understanding Poverty InText Questions and Answers

Question 1.
Discuss what is common about Chandraiah’s and Ramachari’s lives. (Textbook Page No. 193)
Answer:

1. Both are economically poor.
2. Both are the sufferers of hunger.
3. Both persons’ wives are staying in other places due to their works.
4. Both have illhealth.
5. Both look like elders.

Question 2.
What is the average calorie intake of persons in the top quarter in the country? (Textbook Page No. 194)
Answer:
The average calorie intake of persons in the top quarter in the country is 2521.

Question 3.
By what percentage does the calorie intake of persons in the bottom quarter fall short of the daily calorie standard? (Textbook Page No. 194)
Answer:
23% of the calorie intake of persons in the bottom quarter fall short of the daily calorie standard.

Question 4.
Do you find any relationship between the economic background of person and his/her nutritional status? (Textbook Page No. 196)
Answer:
Yes, I find the relationship between economic background of person and his/her nutritional status. If the economic standard is less, the nutritional status is also low and vice versa.

Question 5.
Do you think that cash transfer scheme is an alternative to the PDS? (Textbook Page No. 201)
Answer:
I do not think so.
Reason:
e.g.: Through PDS the government is supplying 1 kg of rice for Re. 1/-. For this the government is bearing the subsidy of Rs, 19/-.
In the cash transfer scheme the government transfers these Rs. 20/- directly to the beneficiary’s account. If the price of rice in the market is high, this would not be successful.

Question 6.
In what way, was Ramachari’s livelihood related to agriculture in the village? (Textbook Page No. 293)
Answer:
Till a few years back, Ramachari would get around 40 clients, most of them farmers. They paid for his services with paddy. Each gave him 70 kilograms a year. Of the 2800 kg he got this way, he kept what his family needed and sold the rest in the market. He could get around Rs.375 for 70 kg of paddy. This was some years ago. After retaining what his family required, he could make Rs. 8000 in a year this way. With that, he looked for the family. Thus the livelihood of Ramachari was related to agriculture.
Then the poor may lose their food security. So I think this is not the right scheme.

Question 7.
Do you think the hardships that the family faces were because of:
(a) Ramachari’s lack of awareness and effort (OR)
(b) the livelihood situation in the village. (Textbook Page No. 193)
Answer:
(b) the livelihood situation in the village.

Question 8.
What do you think can be done so that Ramachari and his family get two square meals a day? (Textbook Page No. 193)
Answer:
Ramachari should also go to the nearest town with his wife for daily works. Then only he and his family can get two square meals a day.

Question 9.
How would you describe the exchange between Ramachari and the farmers in the village? (Textbook Page No. 193)
Answer:
I describe the exchange between Ramachari and the farmers in the village as follows:
“One for all and all for one”.

Question 10.
How many kilograms of paddy would Ramachari retain for the family in normal years? (Textbook Page No. 193)
Answer:
1300 kgs of rice approximately.

Question 11.
Can we consider Rs. 8000 a year sufficient to cover the family’s expenses (other than foodgrains)? (Textbook Page No. 193)
Answer:
Rs. 8000 per year means Rs. 667 per month. We cannot consider it sufficient to cover the family’s expenses.

Question 12.
Discuss the different living standards in the following urban picture. (Textbook Page No. 193)

Answer:

Question 13.
Here are a few steps that the government must undertake to support agricultural growth and those dependent on agriculture. Can you write a few lines on each? Why is it important? You could give examples from your own context.
i) Timely provision of seed, fertilizer, pesticides by the government such that the farmer does not have to depend on middlemen/ traders. The government must ensure that these products are of standard quality and reasonably priced.
ii) Small irrigation projects
iii) Timely availability of bank loans at reasonable interest rate
iv) Outlets or marketing the crops at a fair price for producers
v) Development of roads, transport systems in the countryside
vi) Assistance to farmers in case of crop failure . (Textbook Page No. 197)
Answer:
i) The farmers earn least income on agriculture. They cannot purchase seeds etc., from dealers for more rates.
e.g.: In recent period, the low quality cotton seeds were supplied to the farmers in some districts. They met heavy losses due to this.

ii) In India agriculture depends on monsoons which are indefinite. So the small irrigation projects should be encouraged.
e.g.: Ten years back there were no rains. So the farmers did not sow the seeds. But suddenly there were heavy rains in the months of July and August. They bought the sprouts for heavy rates and sowed them. The crops grew well. At the end of November there was a heavy cyclone. All the fields were drowned. So there should be small irrigation projects.

iii) If the loans are not available in time, the farmers would approach the money lenders or other landlords. They collect heavy interests on the loans. The farmers will become .permanent debtors.

(v) e.g.: In recent past the lorry owners announced and conducted a strike for many days. At that time some farmers failed to carry the sugarcane to the factory. They incurred heavy losses as it got dried.

vi) In case of crop failure, the banks should lend additional loans and should write off the interests. Otherwise the farmers cannot cultivate in the next crop season. They cannot repay the loan. Today many farmers are committing suicides due to these reasons.

Question 14.
Read the following and answer the following questions.
MNREGA lays down that any adult member willing to do unskilled manual work and who is looking for work must be given work by the government. A rural household can demand at least one hundred days of employment in a year for which they would be paid not below the minimum wages. The following are some sample activities taken up under MNREGA.

• water conservation and water harvesting
• drought proofing (including afforestation and tree plantation)
• provisions of irrigation facility to land owned by households belonging to the SCs and STs
• renovation of traditional water bodies including desilting of tanks.

(i) With the help of your teacher, find out what the above works (given in Italics) mean.
Answer:
The above mentioned works fulfil the needs of agriculture. This enables the villages to arrange their resources. This indicates the development of villages.

(ii) Plan a visit to one of the sites in your village/ town where you can see public works in progress. Record your conversations.
In our village ‘Nunna’, the canal banks are repaired under this scheme. The roads are cleaned and the tanks are desilted.
Due to this scheme, the people are getting works in summer season also. This controls their migrations.

(iii) Why do you think the MNREGA places priority on provision of irrigation facility to land owned by households belonging to the SCs and STs?
Answer:
The government sanctioned some funds for the development of SCs and STs from many years. These funds were remained unused. So these are used for irrigation and drinking water facilities to them only. With this they feel self-reliance.

Question 15.
Why do you think is the calorie intakes of the people so low? (Textbook Page No. 194)
Answer:
As they have low earnings, they cannot purchase costly foods which have high calories. They cannot eat and cannot work. So they are habituated to eat stomachful of food, e.g.: Rice & chutney / rice & curry or rice & sambar.
So they are taking so low calories.

Question 14.
Do you think the poor will be served better now with new policy? Provide reasons in favour of your answer. (Textbook Page No. 201)
Answer:
I think that the poor will be served better now with new policy.
Reasons:

1. The government takes back the white cards from ineligibles.
2. So the provisions are supplied only to the poor and the poorest.

Question 15.
Ration shops are also called fair price shops. Can you guess why? (Textbook Page No. 202)
Answer:
The provisions in ration shops are available at low prices when compared to open market. So they are called fair price shops.

Question 16.
Could you suggest some more ways of improving the PDS? (Textbook Page No. 201)
Answer:
Some suggestions:

1. The beneficiaries should be selected confidentially.
2. Middle class also should be taken into consideration with BPL families.
3. Standard weights should be measured in these ration shops.
4. Dealers should be selected on a particular basis.

SCERT AP Board 8th Class Social Solutions 22nd Lesson Film and Print Media Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 22nd Lesson Film and Print Media

8th Class Social Studies 22nd Lesson Film and Print Media Textbook Questions and Answers

Improve your learning

Question 1.
Write any three differences between drama and film.
Answer:

Question 2.
Do you think any story or poem in your language textbook could be made into a small film? Can you think of various people you will need in making a film based on that?
Answer:
Yes. It could be made into a small film.
Producer, Director, Editor, Cameraman, Actors, Actresses, Junior artists, Singers, Musicians and other technicians are needed for this.

Question 3.
Some people argue “Cinema is a powerful tool to transform the society”. Others argue that “It has a negative impact”. Whom do you agree with and why?
Answer:
“I think that cinema is a powerful tool to transform the society with positive or negative impact”. Whatever may be the change, the cinemas have that power.
Reason:
The influence that the cinema exerts on the minds of those who visit it is at once beneficial and harmful.
The films shown in the cinema are often very instructive and informative. Almost every film shows something about the activities and customs of the people in other lands. By seeing such films, one learns a lot about human activities. One also gains a better understanding of people of the world.

Further, some films show the battles that were fought in the past. They also sometimes show very vividly how man has struggled through the centuries to remove discomfort from his life. In this way, some films have given many people an insight into the past. Even illiterate people have benefited from such films. What they cannot acquire from books owing to their inability to read, they can acquire from films. School students, too, often benefit from a visit to the cinema. What they see and hear in the cinema makes a better impression on their minds than only the spoken words of their teachers. For all these reasons, the cinema is often regarded as an important means of spreading knowledge.

It must be admitted, however, that some films have exerted an evil influence on many people. Films which show the activities of criminals have encouraged many youths to commit acts of crime. Other films, too, such as those dealing with sex and other natural weaknesses of man, have corrupted the morals of many people. As a result, the governments of many countries have been compelled to interfere in the display and production of certain films. Yet, the cinema continues to retain its popularity.

Question 4.
What were the major themes discussed in early films? How is it similar or different from the films you have seen?
Answer:
Similarities:

1. Both are mostly family type pictures.
2. Both have pictures of puranas.
3. Both have efficient artistes.

Differences:

Question 5.
How did newspapers play a major role in the freedom movement?
Answer:
Role of Newspapers in Cultural Awakening and Freedom Movement
During the British period, Social reformers began actively campaigning for radical changes in the society. The reformation of Hinduism, the move for abolition of ‘Sat! and efforts to encourage widow re-marriage were some of the major reforms. Inspired by these great leaders, many newspapers were started in different parts of the country.
Many freedom fighters of Indian Independence were the editors of newspapers. Amrit Bazar Patrika (started in 1868) was edited by Sisir Kumar Ghosh, Bengalee (started in 1833) was edited by Surendranadh Banerjee, ‘The Hindu’ (started in 1878) was edited by G. Subramaniya Iyer, ‘Kesari’ (started in 1881) was edited by Balagangadhara Tilak.

The editors expressed their views through these newspapers. These papers played a prominent role in arousing national consciousness among Indians. The Krishna Patrika was edited by Mutnuri Krishna Rao. Nilagiripathrika, edited by S.V. Narasimha Rao of Nalgonda. Tenugu pathrika by Vaddiraju brothers from Inugurthi in Warangal. Golkonda, edited by Suravaram Pratapa Reddy. Urdu magazine Rayyat, edited by Mandumula Narasing Rao,
Mahatma Gandhi wrote profusely. He took over the ‘Young India’ in 1918 and started another journal ‘Navjeevan’ in Gujarati. He wrote extensively in ‘Harijan’ under the editorship of Mahadev Desai.
Thus the newspapers played an important role in Freedom movement.

Question 6.
Collect the newspaper clippings that depict latest issues. Exhibit them in your classroom.
Answer:
Students Activity.

Question 7.
What are the reasons for the disappearance of dramas now-a-days.
Answer:

1. Nowadays television sets are attracting the people. All are simply sitting infront of TV sets and enjoying their leisure time.
2. Cinema industry is also attracting the people of all ages.
3. Computers & internet are keeping the world in front of the people etc.

Project

Prepare the script for a drama. Perform the drama in your class. (Class Activity)
Answer:
” A woman, June, Screams! She is on the ground holding her feet. She shakes her leg and screens some more.
June: “AH!”
Hank runs out to see what’s wrong.
Hank: “What happened ?”
June: “I got strong by a bee …. on the foot”.
Hank: “Let me see”.
June flops down and holds up her foot.
Hank: “Okay, let me get the stinger out. I hear if you can get it out without squeezing the
little venom bag then it won’t hurt as much.
June: “Ow ! Ow ! Ow ! Get it out”.
June is shaking her foot.
Hank: Hold still: June tries to stop struggling.
Hank carefully gets it with one finger.
Hank: “There ”
June: “Still hurts”
She shakes her foot at him. Hank struggles and then holds her leg still again and looks.
Hank: “Look like there is a bit of stinger is there still.”
June: “Get it out”
Hank: “I’m going to need to tweezers or something”
June: “Get some tweezers”
Hank: “Okay Okay”.

8th Class Social Studies 22nd Lesson Film and Print Media InText Questions and Answers

Question 1.
What are differences in a stage play and a film? Make a comparative table. (Textbook Page No. 240)
Answer:
Similarities:

1. Both give entertainment.
2. Both have actors.
3. Both are encouraged by the people.

Differences:
Stage play: A stage play is performed live. There is the possibility that there will be mistakes during the performance. The actors have to project their voice and make their movements and facial expressions big and obvious enough for the audience to be able to hear/see them. The cast of a stage play will rehearse the show for months before the first performance and the performance dates can go on for months as well. Auditions for a role in stage play usually only take a couple of weeks.

Film: A film is recorded. You are allowed to make some mistakes because you can just start over and film it again. The actors have to be realistic and believable. The cast of a film will usually only have several minutes to rehearse the scene before filming it, and this applies to each scene filmed. It can take a few weeks just to film on scene. Filming can take as long as a month to a year or more. Auditions for a role in a film can take months.

Question 2.
With the help of your teacher, discuss the changes in the livelihood opportunities from play to films. (Textbook Page No. 240)
Answer:
The persons who have good voice were encouraged as stage artists. But in films, their physical beauty was also taken for consideration. The stage artists made a beeline to the studios for a chance in films. Those who have chances in this field are settled well. Some have lost their wealth also.

Question 3.
Bring to the classroom various newspapers available in your area. Form as many teams. Now analyse the papers for the way the news is organised. (Textbook Page No. 244)
Answer:
In our village we receive two papers – Eenadu and Sakshi dailies.
In my class we form as two teams.

1. Eenadu team: National and International and other main news in first page, later editorial. ‘Vasundhara’ 4 pages special for ladies and sports page, business affairs, advertisements, cinema page/celiuloid page, TV screen details etc. In district edition all the news relating to the district is given.
2. Sakshf Team: 14 pages main edition and district edition; Main national or international news in the first page. The news is continued in the second page. Advertisement about tenders, 4 pages edition ‘family’. An interview with a great personality, stories to children, strange issues in subjects, Bhakthi News, Cinema news, Job opportunities, Business page. District paper with all the news related to the district.

Question 4.
Form two groups and have a debate on pros and cons of fan clubs. (Textbook Page No. 242)
Answer:
Pros: They praise their artists. They give free advertisement for their pictures. They support the film for 100 days functions. In addition to this, they conduct social service activities on the name of organization.
e.g.: Blood donation camps, Eye camps etc.
Cons: There will be severe competition between these organisations. Sometimes they give wrong statements about the picture. These opinions discourage the cine fans.

Question 5.
Ask your parents about the plays they had seen during their childhood. (Textbook Page No. 239)
Answer:
Bhuvana Vijayam, Chintamani, Kanyashulkam, Rakta Kanneeru etc., are the most popular plays in those days.

Question 6.
What changes have occurred in drama over the period? (Textbook Page No. 239)
Answer:
In those days there were the dramas of epic stories. Nowadays social dramas are popular. The stage decoration is also changed. Now it is in modern ways. The artists were selected on the basis of voice and its modulation, but now it is based on physique and other things. Mikes are also useful to those who have small voices. But there is no encouragement for these dramas.

Question 7.
Make a mime presentation of five minutes and a play for five minutes. Compare the ease of performance, the themes that can be presented and the communication to the audience. (Textbook Page No. 240)
Answer:
Students should present the activity.
Comparison:

Question 8.
Make a list of sources of entertainment in your village or town. How will you assess their popularity? What changes are occurring over time? (Textbook Page No. 241)
Answer:
There are cinema halls, ‘Kshethrayya Kalakshetram’, Sibar Disney Land and Rajiv Gandhi Park in our city. Out of these cinema halls are always full. Kalakshetram is popular for dramas and other stage programmes. Many people visit Hailand, Disneyland. Rajiv Gandhi Park on Sundays, holidays and summer weekends.
Nowadays people are very crazy about TVs and Cricket Matches. Elders in the families and girls are watching TVs, boys are interested in cricket.

Question 9.
Select some popular TV channels. Form a team of 4 to 5 children. Each team should assess the proportion of time allocated by a channel to various themes like religion, News, films, serials, etc. Share your findings with other teams in the class. (Textbook Page No. 241)
Answer:
Group – A:
Selected: ETV Channel.
The following ETV channel allocated the proportion of time to various programmes.

Group – B:
Selected: Maa TV Channel.
Hence there is variation in programmes of various channels selected by different groups.

Question 10.
List at least two more films which tell about the freedom struggle. (Textbook Page No. 242)
Answer:
Bharatheeyudu, Mangal Pandey and Bhagath Singh.

Question 11.
Collect patriotic songs from the Telugu movies. (Textbook Page No. 242)
Answer:

1. Bharatha yuvatha kadalira,
   Navayuva Bharatha vidhayaka Bharatha yuvatha kadaliraa!
2. Jananee janmabhoomischa Swargadapi gareeyasi
3. Naa janmabhoomi entha andamaina desamu Naa lllu Andulona Kammani Pradesamu
4. Punyabhoomi naa desam namo namami Dhanyabhoomi naa desam sada smarami.

Question 12.
Analyse the latest movie that you saw for its content and influence on children like you. (Textbook Page No. 243)
Answer:
Sreemanthudu was the latest movie which I saw. In this picture hero was much interested in rural development programme. In order to develop a village he adopts the whole village. In this regard he faces some consequences with villains and finally he implements some programmes for the development of the village people. This movie mobilises each and every person towards development, of the society.

Question 13.
Make a list of movies that various students in the class have seen during the month.
Rank them on a scale of 0 to 5 for violence; where 5 is for films with no violence and f for films with repulsive violence. (Student Activity) (Textbook Page No. 243)
Answer:

1. Sri Rama Rajyam – 5
2. Baadshah – 1
3. Mirchi – 2
4. Greeku Veerudu – 3
5. Swamy Raa Raa – 3
6. Aravind – II – 2

Question 14.
Collect one week issues of the (Eenadu, Sakshi) newspapers. In the above teams make a list of special features and the days on which they appear and present it to the class. Give your reasons why such features are published by the newspaper. (Textbook Page No. 244)
Answer:
I divided my class into three different, groups and given work to all of them to gather information on what issues are presented from one week onwards.

First group: Read Eenadu.
In this newspaper they mention about burning topic of construction of dams. Why the newspapers are presented that issues means, to explain the people what programmes are implemented by the government and how far they are completed and reached to people.

Second group: Andhra Jyothi newspaper they mentioned about A.P special status issue in the Parliament.
In this newspaper they are presenting what are the demands of A.P people and how far central government fulfill these. Due to this people known about what’s going on in our country and state.

Third group: The Hindu newspaper.
It is publishing the news about NEET Exam.
Because lakhs of science students are waiting for what judgement is going to be given by Supreme Court. Is it beneficial to them or not?
Like this, the newspapers are presenting the burning issues and brought to the common people to know what’s going on in our country And made them to alert about their future.

Question 15.
There are also journals on various purposes. Collect a cover page of old issues of various magazines available in your village/ town and classify them according to the subject. Are there any other ways of classifying these journals? (Textbook Page No. 244)
Answer:

1. Swathi – Weekly – Entertainment
2. Navya – Weekly – Entertainment
3. India Today – Weekly – Politics
4. Sitara – Weekly – Cine Magazine
5. Vipula – Story book – Monthly
6. Chathura – Novel – Monthly

Many magazines are there like this.
These can be classified in many ways like periodicity, subjects, language etc.

SCERT AP Board 8th Class Social Solutions 16th Lesson Abolition of Zamindari System Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 16th Lesson Abolition of Zamindari System

8th Class Social Studies 16th Lesson Abolition of Zamindari System Textbook Questions and Answers

Improve your learning

Question 1.
When laws are passed in the Assembly, there is much discussion on it from different points of view. What would have been the different points of view regarding the Land Reform Act in the 1950s? Which point of view would have been stronger?
Answer:
Different points of view:

1. Zamindari system should be abolished.
2. Zamindars should be compensated.
3. Land should be given to the poor for cultivation.
4. Tenants should be the owners of their land.
5. Vetti/Begar should be abolished.
6. Large tracts of waste land should be redistributed to the poor.
7. Tax collection authority should be in the hands of government.
8. Peasantry should be protected from landlords.
   Stronger point of view: Put an end to the rural poverty.

Question 2.
What would have been the points of view in 1970s when the Land Ceiling Acts were passed?
Answer:
Points of view:

1. All the wealth in the nation is centralised in some hands only.
2. Many small farmers are the owners of small land holdings.
3. Many Daliths are landless.
4. Big buildings, cattle sheds and agriculture implements were left in the possession of the erstwhile landlords.
5. Zamindars were changed as landlords and landlords as industrialists.

Question 3.
Do you think the peasant women gained from these reforms in any way? Give your reasons.
Answer:
We can say that they gained something.
Reasons:

1. Some landlords and big farmers transferred the surplus lands to their family women.
2. There were also instances where fictitious divorces were taken in law courts to show husband and wife as separate families. Thus they owned lands.
3. Women also worked in fields with their husbands for coolie. But now they started working in their own fields.

Question 4.
Why was the end to vetti important for all kinds of peasants? What would the landlords have done to cultivate their lands now?
Answer:
‘Vetti’ is a black spot for humanity. Many struggles were led against this. So the end of it was important for all kinds of peasants. In olden days, there were no landlords as they are now. They appointed ‘Palers’ and ‘Coolies’ in their lands to work during cultivation.

Question 5.
Imagine that you are a tenant who got ownership over land when the Land Reform Act was implemented. Write down your feelings.
Answer:
“I got 4 acres of land according to this Act. I paid some amount for this. Till now I and my family members worked hard in our Dora’s fields. But from now onwards I am the owner of this land. We, the family members, work hard in our own field. We are so happy. We breathe- in the air of independence”.

Question 6.
Imagine that you are a landlord at the time of Land Reform Act. Describe your feelings and actions at that time.
Answer:
“Alas! Today is a bad day for us. I lost my 4000 acres of land. Till now my house is filled with bags of grains, wealth, servants and vetti people. But now I lost everything. By playing many tricks, I saved only 150 acres of land.
I feel very happy to see independent India but I lost all my wealth. How can we lead our life without wealth and power?”

Question 7.
Many people feel that the land reform actually harmed a large number of tenants – at- will. Do you agree with this view? Give reasons.
Answer:
I do agree with this to some extent.
Reasons:

1. Some tenants paid the price fixed by the government and owned their land.
2. Thousands of poor peasants could not pay the price or did not have legal recognition as tenants.
3. Zamindars retained control over their Khudkasht lands and declared their tenants to be labourers.
4. They also evicted a large number of tenants to take over their lands for self-cultivation.

Question 8.
Why was the Land Ceiling Act not implemented effectively even though the govern¬ment tried to make effective laws?
Answer:
The Act could not be implemented properly due to machinations of the landlords and also lack of sufficient political determination on the part of the government.

Question 9.
Why do you think the spirit of Bhoodan did not help to end landlordism and get land to the tiller?
Answer:
In this movement, the landlords should donate their land with their own interest. This kind of humanity was not in them. Some of them donated only ‘Banjar’ and ‘Porambok’ lands only instead of cultivated land. 90% of the fertile lands remained with the landlords. So the movement did not help to end landlordism and get land to the tiller.

Question 10.
Locate Pochampally village in Nalgonda district in combined Andhra Pradesh map.
Answer:

Question 11.
Read the first paragraph under heading ‘Rural Poverty at the time of Independence’ and answer the following: Are the conditions improved now? In what way?
Answer:
We can say that the conditions are improved now.
They are working as industrial labours also. They are leading their lives by working in laying roads, making of handicrafts etc. They are going to schools also. The agricultural labourers have a better demand now. Thus their conditions are improved.

Question 12.
Form a group of five students each. Discuss the experiences of elders of your area about the land ceiling. Know out whether the issue happen in that village as mentioned in the chapter. Prepare a report and submit in the class.
Answer:

Report

We met 15 elders in this project. With this Act many were turned as beggars, some were escaped.
Some transferred the ownership of the lands to their relations, friends, labourers etc., and saved their properties. Some lost everything with this Act. They cried a lot.
On the whole the Act caused relief to some and pain to some.

8th Class Social Studies 16th Lesson Abolition of Zamindari System InText Questions and Answers

Question 1.
While the slogan ‘Land to the Tiller’ meant that the tenant will get the land, what will happen to the landless agricultural worker, who works for wages? (Textbook Page No. 185)
Answer:
The conditions of the tenants were somehow improved. But the conditions of the landless agricultural workers remain the same. They are still in the same poverty.

Question 2.
Some people feel that the land reform laws only tried to help the landlords. Do you agree with them? (Textbook Page No. 186)
Answer:
Yes, I agree with them.
Giving compensation to the Zamindars, continuing them as owners of the Khudkasht etc., reveal this.

Question 3.
Some people feel that the land reform laws tried to transfer land and power to prosperous tenant farmers only. Do you agree with them? (Textbook Page No. 186)
Answer:
Yes, I agree with them. The reason behind it is the government made a rule that the tenants would be given land only if they paid some price for it. Those peasants who could pay became the owners of the land. Rest of them were remained as poor only.

Question 4.
Some others feel that the laws tried to strike a balance between the interests of different rural groups in order to minimise internal conflicts. Do you agree with them? (Textbook Page No. 186)
Answer:
Yes, I agree with them.
According to these laws, the Zamindars became landlords, some tenants became land owners and some poor became owners of banjar lands. So we can say that internal conflicts were minimised.

Question 5.
Some people think that it should have been implemented in 1950 while others feel that such a measure would have caused a lot of opposition. Discuss the two views in the class and decide which view you agree with. (Textbook Page No. 190)
Answer:
It is very difficult to implement these laws in 1950. “Acquisition of that much land from the owners, that too immediately after independence there might be a chance of inner conflicts and strong opposition. But there were many leaders like Sardar Vailabhai Patel. The government might meet the challenges arisen. So I also think that it should have been implemented in 1950.

Question 6.
Compare the implementation of Land Ceiling Act in West Bengal and in Andhra Pradesh discuss how the Act could be effectively implemented. (Textbook Page No. 191)
Answer:
We can say that the Act was implemented in a mean way.

Several landlords gave false declarations to the officers and did not reveal the excess land. Anticipating the Act several landlords transferred their lands in the names of their close relatives, friends, and even farm servants. There were also instances where fictitious divorces were taken in law courts to show husband and wife as separate families. In this way even those farmers who had surplus land as per the Act protected their lands and did not show any surplus. Some of the surplus land that was taken over by the government was not fit for cultivation.

One of the states in which the Land Ceiling Act was more efficiently implemented was West Bengal. The West Bengal government acted with great determination and mobilized the landless and small peasants to participate in the implementation of the ceiling laws.

The Act could not be implemented properly due to machinations of the landlords and also lack of sufficient political determination on the part of the government.

Question 7.
Do you think there was any other way of giving gainful employment to the rural poor? (Textbook Page No. 185)
Answer:
At present there are many ways of giving gainful employment. But there were less opportunities at that time. The British destroyed the occupational system of India. The people lost all their chances of employment. So I think there were no other ways.

Question 8.
How many acres of land does a family of four persons need to get a decent living in your area? (Give the figures separately for both irrigated and unirrigated land.) (Textbook Page No. 185)
Answer:
A family of four persons needs 8 acres of irrigated land and 30 acres of dry land to get a decent living in our area.

Question 9.
Who gained most and who did not gain at all? Do you think the landlords lost much? (Textbook Page No. 186)
Answer:
Zamindars gained most.
Reasons:

1. Even though they lost their income, they received 20, 30 times to that as compensation.
2. ‘Khudkasht’ lands were also under their control.
3. They used various loop holes in the law to retain control over large portion of land. The poor did not gain at all.

Reason: They remained unrecognized and as agricultural labourers.

Question 10.
Which sections of the peasants of Telangana gained from the various reforms? In what ways did they benefit? (Textbook Page No. 189)
Answer:
From the various reforms in Telangana the landlords and the ryots of some castes gained.

1. The dominant sections of the cultivating communities of these jagirs got patta right on lands.
2. Jagirdars received crores of rupees as compensation.
3. Big buildings, cattle sheds and agriculture implements were left in the possession of the erstwhile landlords.
4. Thousands of acres of fertile land also remained with them as Khudkasht lands.
   So we can say that feudalists gained much.

Question 11.
To what extent did the landless service castes benefit from these reforms? (Textbook Page No. 189)
Answer:
They were not benefited in any way from these reforms.

Question 12.
To what extent did the landlords loose and to what extent did they manage to protect their interests? (Textbook Page No. 189)
Answer:
We can say that landlords lost nothing.

Many of the laws were implemented tardily. Due to the delay in implementation the large landlords used it to their best advantage. Using the loop holes in the Tenancy Act the Zamindars regained control over the lands from the tenants. The Zamindars after abolition continued as big landlords claiming the land as their own. These lands were diverted to set up industries. For example, the Challapalli Zamindar showed 2650 acres under his sugar factory. But eventually they transformed as entrepreneurs in Andhra. But in Telangana they continued their domination into the twenty first century.

Question 13.
Observe the following table and fill in the blanks. (Textbook Page No. 189)

The Structure and Distribution of Landholdings in Andhra Pradesh, 1956-2006
Source: Directorate of Economic and Statistics (DES), Hyderabad.

Answer:
Reading the table: Read the figures for the year 1955-56 carefully. It tells us that, after the land reforms had been implemented 58% of farmers were small farmers with less than 2 hectares of land each. Even though they formed more than half of all farmers, they had less than 20% of cultivated land. On the other hand you can see that large farmers or landlords who were only about 10% of the farmers had about 38% of all cultivated land.
After the land ceiling was implemented in 1970s see the changes that took place. The number of small farmers who were …58..% increased/decreased to …83.. %. Medium farmers now were less in number and controlled …32% to 16..% more/ less land than before. Large landowners declined to less than …1.. % but still owned about …6.. % of land.

Question 14.
Why did the Land Ceiling Act become necessary? (Textbook Page No. 190)
Answer:
Many Acts after independence have not changed the ownership of lands in India. It changed Zamindars as landlords, landlords as big farmers. But it did nothing to the common poor.
The ownership of the land was only a few hands. So the Land Ceiling Act became necessary.

SCERT AP Board 8th Class Social Solutions 21st Lesson Performing Arts and Artistes in Modern Times Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 21st Lesson Performing Arts and Artistes in Modern Times

8th Class Social Studies 21st Lesson Performing Arts and Artistes in Modern Times Textbook Questions and Answers

Question 1.
Correct the false statements:
a. All dance forms emerged as part of devotion.
b. Historically artistes were supported by big Zamindars.
c. Burrakatha was adopted to mobilise people.
d. Today Bharatanatyam is largely taught by nattuvanars.
Answer:
a) Correct
b) Wrong
c) Correct
d) Wrong
Correction of false statements:
b) Historically artistes were supported by the emperors, kings and big zamindars.
d) Today Bharatanatyam is largely taught by dancers.

Question 2.
Discuss the changes that have come about in the lives of folk artistes during the last 50 years.
Answer:
With the coming of modern means of information and entertainment like films and television people are turning away from traditional forms of performing arts. Also landlords and head-men no longer patronise artistes like in the past. As a result the folk artistes are facing a decline and crises of livelihood. Since they have been travelling artists, they also lack modern school education and the only other profession they can adopt is one of unskilled workers.

The government has stepped in to use some of these art forms for propagation of government programmes. Many traditional troupes are now performing plays on themes like sanitation, healthcare, girl’s education, family planning and environment. Such scripts are generally provided by the government that sponsors the shows.

Question 3.
Do you think folk arts are declining? What loss do you think it will cause to our culture?
Answer:
Yes, the folk arts are declining. Due to this we lose our culture and traditions. The forth coming generations may not know these traditions. Cultural heritage is the backbone of a nation. If it is lost, everything is lost.

Question 4.
Is it possible to orient folk arts to new requirements of modern life and revive them?
Answer:
I think it is impossible. Today the life style is very fast. The people who are stuck to the TVs and computers, may not be interested in these arts which are expensive.

Question 5.
What are the major changes that have taken place in Bharatanatyam dance since the days of Sadir?
Answer:

1. Sadir was a traditional dance of Tamil Nadu.
2. These were performed by devadasis in temples.
3. Nattuvanars were their gurus.
4. Under British rule, propaganda prevailed against Indian art, misrepresenting it as crude, immoral and inferior to the concepts of western civilization.
5. Later social reformers launched Anti-Nautch and anti-devadasi campaign to eradicate not only the prostitution that had come to be associated with devadasis.
6. E.Krishna Iyer, Rukmini Devi tried to gain respect to this dance.
7. The four sons of Tanjavur Nattuvanar Subbarayan and Muthu Swamy Dikshitar changed this dance form Sadir to Bharatanatyam.

Question 6.
Who among the following were the supporters of devadasi system and those who opposed it and those who wanted to reform it:
Balasaraswati, Rukmini Devi, Veeresalingam, Bhagya Reddy Varma, Krishna Iyer, Bangalore Nagaratnamma.
Answer:
Supported:

1. Bangalore Nagaratnamma
2. Balasaraswathi

Opposed:

1. Veeresalingam
2. Bhagya Reddy Varma

Those who wanted to reform it:

1. Rukmini Devi
2. E. Krishna Iyer

Question 7.
Why has it always been difficult for artists to earn their livelihood by practising their art? How can artistes be supported to stand on their own feet?
Answer:

1. Usually they are travelling artists.
2. They have to meet more expenses.
3. They have less income due to the lack of programmes.

So it has always been difficult for artists to earn their livelihood by practising art. They should be arranged some minimum common facilities by the government. The government should encourage and arrange their programmes frequently. The scheme Food for Work also should be implemented.

Question 8.
Do you think institutions like Kalakshetra can help to revive folk arts too?
Answer:
Yes, they can help to revive folk arts too.
But they encourage the rich and the interested people only. They cannot render services to the real hires of the arts. Thus there are mixed results with this type of institutions.

Question 9.
Collect and prepare a table with the information of arts and dramas performed by the artistes of your area.
Answer:
Information of arts and dramas performed by the artistes of our area.

8th Class Social Studies 21st Lesson Performing Arts and Artistes in Modern Times InText Questions and Answers

Question 1.
What changes do you see the position of the artistes and the subject of their performances since the time of the national movement? (Textbook Page No. 233)
Answer:
After the national movement, their condition became worse. Nobody is there to encourage them. As a result the folk artists are facing a decline and crisis of livelihood.
e. g.:
Burrakatha: During the independence movement Burrakatha was brought into main stream in Andhra Pradesh and was used for political purposes. It played an effective role in conveying message to people and awakening them.

But now these troupes are being patronised by the government for creating awareness on various social issues. These performances are broadcast over TV. But the traditional performers have left this art form as their place has been taken over by other forms of entertainment and have no more patrons in the villages.
Thus many changes took place in these arts.

Question 2.
What kind of changes do you think they would have made to the dance to make it respectable? (Textbook Page No. 236)
Answer:

1. The four sons of Tanjavur nattuvanars Subba Rayan, with Muthu Swamy Dikshitar were the main persons that changed the Sadir as Bharatanatyam.
2. This was adopted by the educated and Brahmins also.
3. The derogatory connotations would have been changed.
4. Bhakti would have been made the main theme in the dance.
5. Prostitution of devadasis would have been eradicated.
6. And mainly the art gained respect due to its access on the Music Academy stage.

Question 3.
What was the special role of the nattuvanars? What impact do you think it will have on the dance if they are replaced by dancers themselves? (Textbook Page No. 237)
Answer:
The nattuvanars are the dance masters of devadasis. They were usually male children of devadasis. They maintained these traditions from generation to generation. They also trained the new dancers from other castes. The renewed awareness of Bharatanatyam in Indian society allowed many nattuvanars to resume their training activities. A diversity of styles named after the villages from which the nattuvanars came, became recognised.

But today dancers, rather than nattuvanars, have become the custodians of the art form. The generation of nattuvanars that trained dancing during the revival period was the last generation of exclusive nattuvanars.
The role of the nattuvanars during performances is taken by dancers or musicians with special training. This affects the quality and the tradition in the dance.

Question 4.
In what way do you think the establishment of modern institutions like Kalakshetra influenced the art and artistes? (Textbook Page No. 237)
Answer:
The establishment of modern institutions like Kalakshetra wiped out all the objections in this art and artistes. It attracted many artistes and musicians. It rose from entertainment to education.

It is a modern institution which employs artistes to teach and perform and conducts degree and certificate courses. Any student whether they were of dancers family or not can learn dance there.

Question 5.
In what way has the immense popularity of Bharatanatyam helped it? Has it also created some problems? (Textbook Page No. 237)
Answer:
Help:
Dancers, rather than the nattuvanars, have become the custodians of the art form. The generation of nattuvanars that trained dancers during the revival period was the last generation of exclusive nattuvanars. Due to sheer numbers of aspiring dancers, nattuvanars no longer are the only trainers. In institutions like Kalakshetra, experienced dancers trained as teachers educate the next generation. But even more students now learn privately from individual dancers. The role of the nattuvanars during performances is taken by dancers or mu-sicians with special training.

Problems:
Many are forced to use recorded music in dance performances to keep costs down. Danc¬ers today usually can’t make a living by performing. With a few exceptions, Bharatanatyam is today a secondary career, or a profession for those with family support. Few dancers can devote their entire lives to training and developing as dancers. To earn money, dancers start teaching early in their careers. This affects the quality of their dance and also their teaching.
Without nattuvanars, and with more and more dancers becoming teachers, the unbroken lineage of instruction that maintained the integrity of the dance form has been lost. In the hands of many dancers rather than a few trainers, Bharatanatyam is now subject to numer-ous innovations.

Question 6.
Above are some photos of performing arts. How many of them can you identify? Write down the names below each of the photos. (Textbook Page No. 227)
Answer:
I can identify all the four photos. Names of them are given below of each photograph.

Question 7.
Did you see any of them being performed in your village? Share your experience in the class. (Textbook Page No. 227)
Answer:
Once on the occassion of Dushera Festival one dancer ‘Bharathi’ performed, Bharathanatyam on the stage. It was a wonderful performance. Her facial expressions and make-up was excellent.

Question 8.
a) Find out from your parents and grandparents about the songs sung and dances performed by family members on special occasions. Make a chart listing them, the occasions and some sample songs. Have any changes come in these performances in recent years? Share your findings with rest of the class. (Textbook Page No. 227)
Answer:

In recent times people treat these odd and not practising. But we can say that these are still alive in our state.
b) If any of you know some of these songs and dances perform them in the class.
Answer:
Self Exercise.

Question 9.
Imagine a debate between those defending the Devadasi system and those opposing it. Give arguments which would have been given by both the sides. Prepare a short skit of the debate. (Textbook Page No. 234)
Answer:
Ramappa Panthulu:
“Ayyo! What is this? Why is this Veeresalingam Panthulu involving in all these issues? Hello Girisamji! This is a very bad time. Otherwise why are the devadasis treated as prostitutes ? They are sacrificing their lives for the God. Why do they feel this as inhuman? Campaigns to eradicate this is a great sin, isn’t it.”
Girisam: Arey Ramappa Panthuluji! I am also in the campaign of Anti-Nautch. Okay. Let us accept it as a pious deed. Then why shouldn’t all the parents sacrifice their daughters? I think this is misusing one caste and their girls in the name of the God.
Ramappa Panthulu: Then, Girisam what about Madhura Vani? You and she?
Madhura Vani: Ha – Ha — Ha —
Arey Panthulu bavagaru! Why you are bringing my name? What is the matter? Have you involved in any fight with Girisamgaru.
Ramappa Panthulu: Abbebbe — Ahahaha —
No, No , My dear Madhura Vani,
Girisam is saying about Anti-Nautch?
Madhura Vani: Yes — it is true —
Girisam bavagaru is participating in this campaign. He sent several memorandums to ban this system also.
To say truth, many women are suffering due to this system. So I also oppose this. What about you bavagaru?
Ramappa Panthulu: It is true but?
Girisam: Damn it – The story restarted. No but, Nothing. Shall I call constable?
Ramappa Panthulu: Ha — Ha — Areyrey.
Girisam: — I say that in some other mood. I also worried about these women. From tomorrow I also will be with you in Anti-Nautch
Madhura Vani: Very Good bavagaru live and think for the welfare of others.
Ramappa Panthulu: Please Madhura Vani, Don’t call me ‘bavagaru’ from now onwards. Madhura Vani: Okay – Okay.
Jai Kandukuri – Jai Jai Kandukuri.

Question 10.
Have you seen any such performances by travelling artistes? Tell your classmates about them, who they were, what they sang and how were they treated by the audience.
(Textbook Page No. 229)
Answer:
In our village, we celebrate Sivaratri for nine days by performing Kalyanam. As a part of that celebration, ‘Tholubommalata’ was played druing the last year. Flying of Hanuman, Burning Sri Lanka, ten heads of Ravanasur, Sitamata under Ashoka tree they played it well. All the villagers enjoyed it well. The artists came to our village in group. In that group there were 7 elders and 3 children. They stayed here for 2 days. Our villagers welcomed and treated them well. Some gave them rice, pulses, vegetables etc. Some gave them old clothes, some gave them money. Later they went to our neighbouring village.

Question 11.
If any such artistes live nearby, meet them and find out about their lives and art. (Textbook Page No. 229)
Answer:
Gangadharam’s family is residing near our family. In their family Gangadharam, his son and his brother in law are the Burrakatha artistes. Government invites them for its functions. These earnings are insufficient to them. So they work as agricultural labourers in others’ fields throughout the year. They tell the stories on literacy and family planning.

Question 12.
Imagine the plight of a young devadasi girl who does not want to live the life of a devadasi.
Describe her feelings in an imaginary letter written by her to her friend. (Textbook Page No. 234)
Answer:
Dear Meena,
How are you? I am in totally confused state. You stayed with me till now. But now you are far away from me. So I am telling you my problems through this letter.
You know that I love my studies well. For the last few days my parents have been discussing about my studies. They don’t want to continue my education. They want to sacrifice me to the mother goddess ‘Yellamma’ as devadasi. According to our family tradition, I should learn our traditional dance and perform it in the temple. I should not marry anyone. I should share my life with every person who likes me.
Do you know the reason for this ? I have two sisters only and no brothers. After marriages we will go to our houses. Then there will be nobody to look after our parents in the old age. So they opted this.
I told them that I would look after them in their old age by getting a job. But they are not caring my words. They fixed the next month first Friday as muhurtham.
Meena, I don’t like all these things. I know that your uncle is a police constable. You come here with your uncle to save me. Otherwise please write a letter to me. I will escape from here and come to you. I will join in the orphans hostel and continue my education.
Please help me.
Yours lovingly,
Arundhathi.

Question 13.
Do you think it is important to preserve the folk art traditions when TV and films are becoming the dominant forms of entertainment? Give your reasons. (Textbook Page No. 233)
Answer:
I think it is important to preserve it. Our customs and traditions are gifts from our ancestors. Mainly folk arts – These are our traditional entertainment. We should preserve them. They are the soul of nation.

Question 14.
Why do you think the nationalists and communists tried to revive and renew folk arts? (Textbook Page No. 233)
Answer:
Nationalists and communists encouraged these folk arts. They opposed the foreign arts and tried to revive and renew our folk arts.

Question 15.
Why do you think it became important for other caste to take over the dance in order to revive it? (Textbook Page No. 236)
Answer:

1. This dance belonged to Devadasis.
2. There is some vulgarity in this dance form.
3. In the later period this dance also was condemned with devadasi system.
4. So these two were eradicated.
5. (a) To keep away all these things,
   (b) to treat it as an art,
   (c) to perform it on the stage and
   (d) to get the acceptance of all it became important for other caste to take over the dance in order to revive it.

Question 16.
On one hand the traditional custodians of the dance were not allowed to practise it and on the other hand other caste people took over the dance to make it respectable. Do you think there is something unjust about this development? (Textbook Page No. 236)
Answer:
It is very sad to say that the devadasi system was banned officially in our country but it is in vogue unofficially.
I think that it would be better if the government bans the civil practices in this system and encourage the real art.
But the system is in practice, with no artistic views. So we can say that there is something unjust about this development.

Interview:

Invite a local artist to your classroom and conduct an interview on their arts and their future.
Answer:
Students: Good morning sir.
Artist: Good morning children.
Students: Sir, at what age you started the practice of Kuchipudi dance?
Artist: I started at the age of 4 years.
Students: Who is the inspiration about this?
Artist: My grandfather.
Students: Who is your teacher?
Artist: Vempati China Satyam Students: Did you give any stage shows?
Artist: Yes, I performed so many shows.
Students: Did you give shows in abroad?
Artist: Yes, I went America and gave four stage shows.
Students: What was the base of Kuchipudi dance?
Artist: Dance themes are based on Indian mythology.
Students: What is your aim?
Artist: To protect our ancient art.
Students: How do you protect it?
Artist: To establish so many practice centers and join number of students.
Students: What is your future plan?
Artist: To prepare more Kuchipudi dancers and perform more shows and give impor¬tance to our ancient art.
Students: Thankyou, Sir. And we also join to learn Kuchipudi dance.

SCERT AP Board 8th Class Social Solutions 15th Lesson Law and Justice: A Case Study Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 15th Lesson Law and Justice: A Case Study

8th Class Social Studies 15th Lesson Law and Justice: A Case Study Textbook Questions and Answers

Improve your learning

Question 1.
Correct the false statements.

1. An F.I.R. is filed in the court.
2. Being arrested by the police is equal to being punished.
3. A bail is given on the basis of sureties.
4. Supreme Court is the apex court in the country.

Answer:

1. The account of the crime should be entered in the Station House Register on the basis of the FIR.
2. Being arrested by the police means inquiry started.
3. Correct.
4. Correct.

Question 2.
Describe in a table what happened in Ravi’s case from its first hearing and session court.

Answer:

Question 3.
In the context of the differences between a criminal and a civil case, write a sentence each about (a) punishment and jail; (b) government lawyers; (c) filing FIR.
Answer:

Question 4.
Can the Session’s or District court change the decision of a High Court? Why?
Answer:
No. The decision of a High Court cannot be changed by the Session’s court or District court. These two are lower level courts to High Court.

Question 5.
If someone is not satisfied with the decision of a Session’s Court or a High court, what can be alone.
(Or)
If she/he is dissatisfied with the decision of High Court, what can be done?
Answer:
If someone is not satisfied with the decision of a Session’s court, he/she can appeal to the High Court.
If she/he is dissatisfied with the decision of High Court, she/he can appeal to the Supreme Court.

Question 6.
What are the differences between the role of the S.H.O. and the magistrate?
Answer:
S.H.O is the officer at P.S. level. Magistrate is still higher level.
S.l. should present the arrested person before the Magistrate before 24 hours.

Question 7.
In your view, what should have been the verdict in Ravi’s case?
Answer:
I appreciate the judgement in Ravi’s case. It would be better if it would have been completed earlier.

Question 8.
A person confessed his crime at the police station and the police locked him in jail for 6 months. Is this the correct procedure? Explain your answer.
Answer:
This is not the correct procedure. He should be handed over to the court for further prosecution. The judiciary decides if the accused person is guilty or not and what punishment is to be given.

Question 9.
Can you identify different roles of the Executive and Judiciary given in this chapter?
Answer:
The police comes under the Executive. They register cases and conduct enquiry in the initial stage. Trials, evidences of witnesses, judgement all these are the duties of Judiciary.
These will not interfere in each other’s matter.

Project

In a town called Peace Land, the supporters of the Fiesta football team learnt that the supporters of the Jubilee football team in the city about 40 km away have damaged the ground on which the final between both teams was to be held the following day. A crowd of Fiesta fans armed with deadly weapons attacked the homes of the supporters of the Jubilee football team in the town. In the attack 10 men were killed, 5 women were gravely hurt, many homes were destroyed and over 50 people injured.
Imagine that you and your classmates are now part of the criminal justice system. First divide the class into the following four groups of persons:

1. Police
2. Public Prosecutor
3. Defence lawyer
4. Judge

a) The column on the right provides a list of functions. Match these with the roles that are listed on the left. Have each group pick the functions that it needs to perform to bring justice to those who were affected by the violence of the Fiesta fans. In what order, will these functions be performed?

b) Now take the same situation and ask one student who is a supporter of the Fiesta Club to perform all the functions listed above. Do you think the victims would get justice if only one person performed all of the functions of the criminal justice system? Why not?

c) State two reasons why you believe that different persons need to play different roles as part of the criminal justice system.
Answer:
a) Order of the functions.

b) All the functions should not be performed by only one person. The judgement will be one¬sided. So the functions should be divided.
e.g.: If the fan of Fiesta performs all the functions, the judgement will be in their favour.

c) Two reasons:

1. The police enquire only primary evidences and lodges the police report.
2. The judiciary observes the case in all the angles and gives judgement after a clear enquiry.
   So these both should be different.

8th Class Social Studies 15th Lesson Law and Justice: A Case Study InText Questions and Answers

Question 1.
Can you write the imaginary details of Ravi and Samba as given below:
The complaint should contain ……………. address and details. (Refer to Textbook on Page 173 and Page 174)
(Textbook Page No. 174)
Answer:

1. To
   The SHO
   Police Station – IV Town
2. Criminal Complaint
3. Date – 10.4.2013
   Time : 8.30 A.M.
   Place of offence: Ravi’s house
4. Case: Ravi beat up Samba
5. Name of the accused – Ravi
   Gender: Male
   Details: Real estate broker
   Address: x x x x
   x x x x
   x x x
6. Name of witnesses: Neighbour of Ravi,
   Friend of Ravi,
   Son of Samba.
7. Prayer: To punish the accused according to the law.
8. Signature of the complainant – Samba
   Address : x x x
   x x x x
   x x x
   Details: Peon in Co-operative Society.

Question 2.
Who investigated the offence and how? (Textbook Page No. 175)
Answer:
S.l. investigated the offence.

In this case, the S.l. went to the village and began his investigation by examining the injuries suffered by Samba. The report of the hospital doctor established quite clearly that the injuries were serious. Then he questioned Ravi’s neighbours. The neighbours gave him a full account of the incident that had taken place. This established beyond doubt that Samba was assaulted and injured by Ravi.

The S.l. then went to Ravi’s house and informed him that he was being arrested on the charge of causing grievous injury to another person. He arrested Ravi and took him to the Mandal Police Station and questioned him there. Ravi flatly denied ever assaulting Samba. They tried hard to make Ravi accept his offence, but he stuck to his denial. Ravi was detained in the police lockup, so that he could be produced before the magistrate, the next day.

Question 3.
What is meant by ‘an accused’ ? In this story, who is the accused ? (Textbook Page No. 175)
Answer:
‘Someone that has done something wrong or taken part in illegal activity is known as accused. In this story ‘Ravi’ is accused.

Question 4.
What were the charges levelled against the accused? (Textbook Page No. 175)
Answer:
Cheating, causing grievous injury to another person – were the charges levelled against the accused.

Question 5.
Samba thought that the SHO arrested Ravi to punish him for the crime. Was he right? (Textbook Page No. 175)
No, he was not right. To punish’ is the duty of court only but not of the police. Ravi was arrested to be submitted to the court.
a) When Ravi sold Samba’s plot to another person it was …. offence, (criminal or civil)
Answer:
Civil
b) When Ravi beat up Samba it was a offence, (criminal or civil) (Textbook Page No. 176)
Answer:
Criminal

Question 6.
What is an independent judiciary? (Textbook Page No. 179)
Answer:
The Legislature and the Executive cannot interfere in the work of the judiciary. The courts are not under the government and do not act on behalf of government. The police is also not part of judiciary.
In this way the judiciary works independently. This is known as independent judiciary.

Question 7.
Fill in the table given below based on what you have understood about criminal and civil law. (Textbook Page No. 177)
Answer:

Question 8.
Is there any scope for political power to influence the judgement? Why? (Textbook Page No. 179)
Answer:
No. There is no scope for political power to influence the judgement.
Reason:
Our Constitution provided us with an independent judiciary. The Legislature and the Executive cannot interfere in the work of the judiciary. The judge also conducts the trial impartially and in an open court.

Question 9.
Kranthi says, “My Father got justice but too late.” Do you agree with him? (Textbook Page No. 182)
Answer:
Yes. I agree with Kranthi. It took 3 years for justice. This is not a reasonable period.

Question 10.
Every police station covers certain area. Find out under which particular police station’s area (Jurisdiction) does your house fall. (Page -174)
Answer:
Our house falls under Satyanarayana puram Police Station, Vijayawada Urban.

Question 11.
Which court was hearing the case of Ravi? (Textbook Page No. 178)
Answer:
Judicial Magistrate court was hearing the case of Ravi.

Question 12.
What happened in the first hearing? (Textbook Page No. 178)
Answer:
The S.l. had given a copy of the FIR and the police report to Ravi’s lawyer so that he could know the exact charges levelled against his client. From these reports, Ravi’s lawyer could also know the kind of evidence that the police had collected against Ravi. All this information would enable him to prepare a defence for Ravi, who was the accused in this case.
In the first hearing, the judicial magistrate accused Ravi of inflicting grievous injury to Samba. This offence, if proved, would entail imprisonment for 4 years. Ravi did not accept the charges. So, the magistrate ordered a second hearing of the case after 15 days.

Question 13.
What is the lawyer who deals with the case on behalf of the government called? (Textbook Page No. 178)
Answer:
Public Prosecutor, is the lawyer who deals with the case on behalf of the government called.

Question 14.
Identify the location of these courts for your area with the help of your teacher. (Textbook Page No. 180)
Answer:
Our district court is in Machilipatnam and High Court is in Hyderabad.

Question 15.
Why did they wait for the SHO / S.l. to return? If you were to file such a report, what would you write in it? (Textbook Page No. 174)
Answer:
SHO/S.I. is the head of the police station. To record the F.I.R. his presence is must. So they waited for him. If I were to file such a report, I would write all the issues in the report like- What happened? How did it happen? Who was the accused? etc, I would write their names, witnesses’ names, and their addresses etc.

Question 16.
Why do you think it is important for the person who makes an FIR to take a copy of the report? (Textbook Page No. 174)
Answer:
The complaint should have the acknowledgement for his complaint. After the F.I.R. is filed it becomes the duty of the police to investigate and solve the problem.

Question 17.
What is a Fair Trial? Is it necessary? Why? Discuss. (Textbook Page No. 178)
Answer:
The rule of law says that everyone is equal before the law. Before deciding if someone is guilty she/he will be allowed to a fair and impartial public hearing. Criminal prosecution starts with ‘presumption of innocence’ and the guilt must be proved beyond reasonable doubt.
This kind of trial is known as Fair Trial. It is necessary. If the trial is not fair, the victims may lose their confidence in the judiciary. This confidence only leads the people to judiciary.

Question 18.
Discuss why is it necessary to hear the evidences given by the witnesses in any case. (Textbook Page No. 180)
Answer:
In any case the victims and the accused, support their own words in the court. So the truth may be under cover. Being third person, the witnesses uncover these truths. So it is neces¬sary to hear the evidences given by them in any case.

Question 19.
Can you think of the reasons why the session’s court may have reduced Ravi’s punishment? (Textbook Page No. 181)
Answer:
In any country the penal code is to change the attitude of the accused. The district magistrate court imposed an imprisonment of 4 years. Then he appealed to the session’s court. It took 2 years for judgement in this court. He spent half of his punishment period awaiting court decision. There is a chance of change in the behaviour of any person. So the court considered all these issues and reduced his punishment to one year.

Question 20.
High Court does not summon the accused or witnesses before it. Why? (Textbook Page No. 182)
Answer:
The accused and witnesses are all appeared before the court at lower level. So it is not necessary to attend before the High Court. So it does not summon them.

Question 21.
Imagine that there is a big company cutting down forest and tribal cutting wood for fuel. Is impartiality a good thing? Debate. (Textbook Page No. 179)
Answer:
The tribals have natural right on forest. So they can be permitted to cut wood. They do no harm to the forests.
So we can support the tribals.
Cutting down forest by a big company is an illegal activity. So we cannot suppoi; them.

Question 22.
The structure of the court from lower to highest level resembles a pyramid. Can you fill the information about it in a diagram? (Textbook Page No. 180)
Answer:

AP State Syllabus AP Board 8th Class Social Studies Important Questions Chapter 2 Energy from the Sun.

AP State Syllabus 8th Class Social Studies Important Questions 2nd Lesson Energy from the Sun

Question 1.
What is meant by Insolation?
The radiation received on the surface of a body is called insolation.

Question 2.
What is meant by Radiation?
Answer:
When a body gives out energy it is called radiation.

Question 3.
What are the forms of sun’s energy?
Answer:
Light, heat, UV rays, radio waves and X-rays are the forms of sun’s energy.

Question 4.
Arrange the following temperatures from the highest to the lowest:
12°C, -16°C, 29°C, 0°C, – 4°C.
Answer:
29°C, 12°C, 0°C, -4°C, – 16°C.

Question 5.
What will happen if the inversion occurs?
Answer:
When inversion occurs cold air underlies warmer air.

Question 6.
Give three possible explanations for the differences between the average temperatures in Thiruvananthapuram and Shimla in January.
Answer:
A) Tiruvananthapuram is situated on sea coast.
B) Shimla is on high altitude.
C) Tiruvananthapuram is near to the equator and Shimla is far away from the equator.

Question 7.
Between Bhopal, Delhi, Mumbai and Shimla, which two places show a similar temperature pattern? How can you explain the similarity between these two places?
Answer:
Bhopal and Delhi show a similar temperature pattern. This is because these two are far away from the sea.

Question 8.
Which continents are there near to the equator?
Answer:
South America, Africa and Asia continents are there near to the equator.

Question 9.
Give reasons for ditference in temperature of a location:
a) height from sea level.
b) distance from the sea
c) distance from equator
d) all the above
e) some of the above
Answer: d

Question 10.
What is the relation between temperature and rainfall?
Answer:
The amount of rain in 2 places is determined by temperature differences between them.

Question 11.
How do we have variation in vegetation and animal life?
Answer:
Temperature and rainfall affect life in very critical ways. Plants and animals depend upon heat and water.
Only certain kinds of trees and plants will grow in hot regions and some other kinds will grow in cold regions and in very cold regions, nothing grows. Thus we have variation in vegetation and animal life.

Question 12.
What are the forms of sun’s energy?
Answer:
Light, heat, UV rays, radio waves and X-rays are the forms of sun’s energy.

Question 13.
Which results in ‘Global Warming’?
Answer:
Some gases like CO₂ prevent radiation of heat from the earth. CO₂ in the atmosphere N increases due to increased use of diesel and petrol, cutting down of forests etc. If the CO₂ proportion in the atmosphere increases, then less heat will be radiated causing increase in global temperature. This results in ‘Global Warming’.

Question 14.
Appreciate the ‘green houses’.
Answer:
Green houses are also called Glass houses. Green house is a building in which plants are grown. These are climate controlled. It works by taking sunlight and heating it up. This process is the conversion of solar energy to thermal energy. It gives plants both temperate heat and a good water source. The creation of green house is excellent.

Question 15.
What are the effects of ‘Global warming’?
Answer:
Global warming is the increase of Earth’s average surface temperature due to effect of green house gases, such as carbon dioxide emissions from burning fossil fuels or from deforestation.

Question 16.
The sun is the primary source of energy. The trees are the factories which produce food from sunlight. Are we growing or cutting down such trees? Discuss the advantages of trees and our responsibility in growing them.
Answer:
We are cutting down trees more than we grow.
The advantages of Trees:

1. Trees can reduce air temperature by blocking sunlight. Further cooling occurs when water evaporates from the leaf surface. The conversion of water to air vapour … a chemical process …. removes heat energy from the air.
2. A tree can be a natural air conditioner.
3. Trees absorb and block noise and reduce glare.
4. Fallen treen leaves can reduce soil temperature and soil moisture loss.
5. Trees create an ecosystem to provide habitat and food for birds and other animals.
6. Trees absorb CO₂ and potentially harmful gasses from the air and release O₂.
7. Trees help to reduce surface water runoff from storms, thus decreasing soil erosion and the accumulation of sediments in streams. They increase ground water recharge and reduce the number of potentially harmful chemicals transported to our streams.
8. Dews and frosts are less under tree because less radiant heat is lost at night.

Question 17.
Locate the following in the given world map.

1. Equator
2. Poles
3. Russia
4. Australia 5)India

Answer:

Question 18.
Observe the given map and answer the following questions.
1. What is the line to south of equator?
Answer:
Tropic of Capricorn.

2. This is ……… Projection.
Answer:
Robinson

3. Which continents are there near to the equator?
Answer:
South America, Africa and Asia.

Project
Observe some families in your village / locality and fill up the following table.

Educate the families about the energy-saving measures and then conduct the same survey again after three month and compare the difference.
Answer:

Above families used more electricity bulbs especially tubes & bulbs. They are using very less CFL’s. By using more bulbs they get every month more electricity bill. That’s why, I explain to them about the importance of electricity, how we are wasting and our future generations will face the problems and I said, use more CFL’s to reduce the wastage of power & minimise the bill. After three months I went to their houses and saw the power bill really I admired because they reduce the power using and use CFL’s also. Due to this they save the power and get less electricity bill.

SCERT AP Board 8th Class Social Solutions 20th Lesson Understanding Secularism Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 20th Lesson Understanding Secularism

8th Class Social Studies 20th Lesson Understanding Secularism Textbook Questions and Answers

Improve your learning

Question 1.
List the different types of religious practices that you find in your neighbourhood. This could be different forms of prayer, worship of different gods, sacred sites, different kinds of religious music, and singing. Does this indicate freedom of religious practice?
Answer:

These indicate freedom of religious practice.

Question 2.
Will the government intervene if some religious group says that their religion allows them to practise infanticide? Give reasons for your answer.
Answer:
The government intervenes in this issue.
Reasons:

1. In Indian secularism the state can intervene in religious affairs.
2. This interference will be according to the ideals of the Constitution.

Question 3.
Find out some examples of different views within the same religion.
Answer:
Yes, there are 3 main schools of thoughts in Buddism.

1. Theravada
2. Mahayana
3. Vajrayana

1. Theravada: They believe in self enlightenment.
2. Mahayana: In the course of enlightenment themselves, they vow to help other to the stage of enlightenment.
3. Vajrayana: They believe that not only bring others to enlightenment but also have power to do that.
Thus there are different views in same religion.

Question 4.
The Indian State both keeps away from religion as well as intervenes in religion. This idea can be quite confusing. Discuss this once again in class using examples from the chapter as well as those that you might have come up with.
Answer:
The Indian Constitution mandates that the Indian State be secular. This is according to the ideals of our Constitution, e.g.:

1. The Constitution banned the ‘untouchability’.
2. The Indian Muslim women are eligible for maintenance even though it is against Muslim Law. (Judgement was given by the Supreme Court in Shabano case)
3. The government gives financial aid to religious educational institutions like Sisu Vidya Mandirs, RCM Schools and Urdu Schools etc.
4. Similarly to ensure that laws relating to equal inheritance rights are respected.
5. The government takes pearls and silk clothes to Ontimitta Ramalayam in Ekasilanagaram, Cuddapah on the celebration of Seetha Ramula Kalyanam.
6. In the month of Ramzan the government gives permission to the Muslim employees to do Namaj and change their work timings.
   Thus our government is secular and interferes in the religious matters.

Question 5.
Read the paragraph under the heading ‘What is Secularism?’ and comment on it.
Answer:

1. Secularism refers to the separation of religion from the State.
2. The Constitution of India mandates that the Indian State be Secular.
3. So the government stays away from the religion.
4. The Indian secularism works to prevent the domination of a religion through a strategy of non-interference.
5. When time comes, the Indian State interferes in religious matters.

8th Class Social Studies 20th Lesson Understanding Secularism InText Questions and Answers

Question 1.
In what way is Indian secularism different from that of other democratic countries? (Textbook Page No. 225)
Answer:
The governments of other democratic countries will not interfere in the religions of its people. But the Indian government interferes in the religious matters. Thus it is different from other democratic countries

Question 2.
Re-read the introduction to this chapter. Why do you think retaliation is not the proper response to this problem? What would happen if different groups followed this path?
(Textbook Page No. 223)
Answer:
I think retaliation in not the proper response to this problem because, it is not the solution. We are living in a secular country. We follow the principles of great personalities like Gandhiji, Buddha, Ambedkar etc. If this path of retaliation is followed – non-voilence would prevail everywhere and we can see unrest in the society.

Question 3.
Can there be different views within the same religion? (Textbook Page No. 224)
Answer:
There can be different views within the same religion. Many religions in the world have different views.
For e.g.:

By observing all these we can say that all the famous religions have different views.

Question 4.
Can you think of a recent incident, from any part of India, in which the secular ideals of the Constitution were violated and persons were persecuted and killed because of their religious backgrounds? (Textbook Page No. 226)
Answer:
Not in recent past, but in 2002 Gujarat violence was a series of incidents starting with the Godra train burnings and the subsequent communal violence between Hindus and Muslims in the Indian state of Gujarat.
On 27.4.2002 the Sabarmathi Express train was attacked at Godra by a Muslim mob.
58 Hindu pilgrims returning from Ayodhya were killed in the attack. Out of them 25 were women, 15 were children. This in turn prompted retaliatory attacks against Muslims and general communal riots on a large scale across the state.
Later it was known that it was a preplanned attack.

AP State Syllabus AP Board 8th Class Social Studies Important Questions Chapter 1 Reading and Analysis of Maps.

AP State Syllabus 8th Class Social Studies Important Questions 1st Lesson Reading and Analysis of Maps

Question 1.
Do you think the free access to maps is a good thing?
Answer:
No, I do not think so. Any government has to maintain secrecy in access to maps. Otherwise, it helps the enemies. But at present satellite images reveal every place on the earth.

Question 2.
What is meant by the Relief feature?
Answer:
Relief feature means the high and low places on the surface of the earth.

Question 3.
Who were the Portuguese explorers?
Answer:
Magellan, Vasco-da-Gama and Bartholomeu Dias were the Portuguese explorers.

Question 4.
What do you know about Marcopolo?
Answer:
Marcopolo was an Italian explorer. He explored China and Asia.

Question 5.
Why do you think maps are useful to armies in times of war?
Answer:
Maps were also in great demand during times of war as armies and airforces needed them.
They use strategy maps to illustrate an organization’s vision, mission, overarching strategies and key goals and initiatives.

Question 6.
Why were the Greeks and the Romans greatly interested in making maps?
Answer:
The Greeks and after them the Romans were greatly interested in making maps and knowing about places near and far. They wanted to conquer the world, build colonies in far off places and trade with them. e.g.: Alexander, the Greek king.

Question 7.
What is aerial photography?
Answer:

Aerial photography is the technique of taking of photographs of the ground from an elevated position, using aircrafts, helicopters, hot air balloons etc.
Aerial photographs are not maps.

Question 8.
What are satellite imagery?
Answer:
Satellite imageries are the photographs of the earth taken by the artificial satellites launched into the space. These are used in many ways: map making, planning, meteorology, forestry, warfare etc.

Question 9.
Write the difference between maps and photographs.
Answer:
Maps:
A map is used by geographers to show features that we consider important.
(Or)
A map actually is a model of a place giving those features that the map maker considers to be of importance.
Photographs:
A photograph may not be able to show you the features of a place like a map.

Question 10.
Name the early map makers.
Answer:
The Sumerians, the Babylonians, the Greeks, the Arabs, the Chinese, the Europeans were the early map makers.

Question 11.
How can we read Thematic maps?
Answer:

1. A map which focuses on only one aspect is called “Thematic Map”,
   e.g.: Political Maps, Physical Maps etc.
2. We should have the knowledge of different kinds of symbols, colours and patterns which are used on thematic maps.
   e.g.: Dark Grey – Mountain Black – Boundary.
3. Then only we can read Thematic maps.

Question 12.
What are main relief features on the earth?
Answer:

1. Relief feature means the high and low places on the surface of the earth.
2. The main relief features are: hills, valleys, plateaus, plains, river basins, rocky and sandy places.

Question 13.
What are called Isolines?
Answer:
The lines which join the places with some common features are called Isolines or Contour lines.

Question 14.
What are the uses of contour lines?
Answer:
Contour lines give an indication of the slope of the land as well as the elevation above sea level.

Question 15.
How did Mt. Everest get its name?
Answer:
In 1802 William Lambton began one of the most important geographical surveys in the world starting from Chennai in the south and culminating in the Himalayas to determine the length of longitude and also the heights of various places. This survey was completed by Sir George Everest. It is this survey that established that Mt. Everest is the highest peak in the world. It was named after George Everest.

Question 16.
What are conventional symbols?
Answer:
The symbols which are used by map makers conventionally are called conventional symbols.

Question 17.
Observe the given picture and write your comment.

Answer:
This was a model of the world according to the Bible. It is surrounded by oceans and is divided into three continents – Asia, Europe and Africa.
Of these, Asia was considered the largest and the most important as it had Jerusalem which was the birthplace of Jesus Christ. It is therefore also shown on the top.

Question 18.
Statement:
“All the important features can be shown on a map. So people make different kinds of maps”.
* Read this statement and prepare a question on it.
Answer:
“Why do people make different kinds of maps?”

Question 19.
Why were the Greeks and the Romans greatly interested in making maps?
Answer:
The Greeks and after them the Romans were greatly interested in making maps and knowing about places near and far. They wanted to conquer the world, build colonies in far off places and trade with them.
e.g.: Alexander, the Greek king.

Question 20.
Why do you think that in Idrisi’s map the top side points to the south while in the maps prepared by the Greeks it pointed to the north?
Answer:
In many issues Islamic traditions are different with the rest of the world’s, e.g.: Script.
In the similar way the top side points to the south in Idrisi’s map.
(Or)
While facing towards east, he would have given importance to the right hand side (south) and showed it on the top side of the map.

Question 21.
Appreciate the Babylonian clay tablet world map.
Answer:
The Babylonian clay tablet was dated from the Persian period. It was flat and round. The inner circle had all the places they knew about. The city of Babylon was shown in the middle. Beyond the inner circle was ‘Bitter river, or ‘Salt water ocean’ in which were seven triangular islands.
Their thought, imagination, map making ability were really appreciable.

Question 22.
Who invented the latitudes and longitudes and the grid system?
Answer:
Hipparchus (190-120 B.C.) was perhaps the greatest of the Greek astronomers. He devised a method of locating geographical positions by means of latitudes and longitudes. Ptolemy also was a Greek astronomer and mathematician. He lived and worked in Egypt. His work which employed a system of latitudes and longitudes, influenced map makers for hundreds of years. He evolved the science of map-making.

Question 23.
Write the biography of Al Idrisi. (in a few lines)
Answer:

Ash – Sharif Al Idrisi was born in 1099. He was a Muslim geographer, cartographer, Egyptologist and traveller. He lived in Sicily, at the Court of King Roger – II. He spent much of his early life travelling through North Africa and Spain.
Al Idrisi incorporated the knowledge of Africa, the Indian Ocean and the far east gathered by Islamic merchants and explorers and recorded on Islamic maps. He wrote a book ‘A Diversion for the Man Longing to Travel to Far Off Places’. The Tabula Rogeriana’ was drawn by him in 1154 for the Norman King Roger II of Sicily. He died in Sicily in 1165/1166.

Question 24.
Observe the following paragraph and answer the given questions.
Relief feature means the high and low places on the surface of the earth. The main relief features are: hills, valleys, plateaus, plains, river basins, rocky and sandy places. Since the maps are flat we cannot show the height on them. We, therefore, use a special symbol for this called contours or contour lines. Contours are lines on the map joining places of same height – measured from the sea level. In other words, all places on a contour line will have the same height from the sea level. Contour lines are also called isolines – lines joining places with some common features.
1. What is meant by Relief feature?
Answer:
Relief feature means the high and low places on the surface of the earth.

2. What are the main relief features?
Answer:
The main relief features are hills, valleys, plateaus, plains, river basins, rocky and sandy places.

3. Why can we not show the heights of the maps?
Answer:
Since the maps are flat we cannot show the height on them.

4. Special symbols are called contour lines.

5. Contours are lines on map joining places of same height measured from the sea level.

6. Contour lines are also called isolines.

7. What are isolines?
Answer:
Isolines are the lines which join the places with some common features.

Question 25.
Observe the given information and answer the following questions.

1. Who were the Protuguese explorers?
Answer:
Magellan, Vasco-da-Gama and Bartholomeu Dias were the Portuguese explorers.

2. What do you know about Marcopolo?
Answer:
Marcopolo was an Italian explorer. He explored China and Asia.

3. Who discovered America?
Answer:
Christopher Columbus discovered America.

4. What was the lifespan of Magellan?
Answer:
His lifespan of Magellan was 1480 – 1521. (41 years)

5. Who made his first voyage around the world?
Answer:
Ferdinand Magellan.

Question 26.
Locate the following on the given world map.

1. Present place of Babylonians / Sumarians
2. Greece
3. Sicily
4. Libya
5. Asia
6. Europe
7. Arabia
8. China
9. North America
10. South America

Answer:

Question 27.
Observe the given map.

Now answer the following questions.
1. What are the islands in the Arabian sea
Answer:
Lakshadweep.

2. This indicates
Answer:
External boundaries.

3. What is the scale of the map?
Answer:
1 cm = 200 kms.

4. Name any state on east coast.
Answer:
Odisha, Andhra Pradesh.
(you can write any one)

5. Name any state on the west coast.
Answer:
Gujarat.

Question 28.
Observe the given picture and write down your opinion on Mercator projection.

Answer:

1. Gerardus Mercator was a Dutch geographer and cartographer.
2. The Mercator projection distorts the size and the shape of large objects, as the scale increases from the equator to the poles, where it becomes infinite,
   e.g.: 1) Greenland takes as much space on the map as Africa. In reality Africa’s area is 14 times greater than that of Greenland. Greenland is comparable to Algeria only.
   2) Alaska – Brazil
3. Finland – India.

SCERT AP Board 8th Class Social Solutions 19th Lesson Social and Religious Reform Movements Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 19th Lesson Social and Religious Reform Movements

8th Class Social Studies 19th Lesson Social and Religious Reform Movements Textbook Questions and Answers

Improve your learning

Question 1.
Do you agree with “Western education and Christian Missionaries influenced the Social and Religious reform movement in India”. Why?
Answer:
Yes. I can agree with this statement.
Reasons: Many Christian missionaries came to India along with the European companies to preach Christianity in India. They severely criticised the existing religious practices and beliefs and tried to persuade people to adopt Christianity. At the same time they also established many educational institutions, hospitals and charity services with the view of serving the poor and needy. This helped in spreading many new ideas among people.

Soon a lively debate ensued between the missionaries and leaders of Hinduism and Islam as each tried to defend their own religious ideas. Such debates helped people not only to understand each others ideas but also encouraged them to enquire into the original and basic tenets of their own religions. Several European scholars studied the ancient literature of India, translated them and published them as books. (Since they studied books of the eastern countries they were called ‘Orientalists’.) Now these books are available for all to study.

As the ancient Sanskrit, Tamil, Telugu, Persian and Arabic books got translated into European languages, the rich and diverse cultural heritage of the country was recognized by all. This enabled the people with new ideas to reinterpret their own religions better.
e.g.:

1. Rammohan Roy condemned idol worship.
2. Vivekananda asked to adopt some of the positive qualities of European culture like freedom and respect for women, work ethic, technology etc.
3. Swami Dayananda rejected all later additions to Hindu religion.
4. Sir Syed Ahmed Khan worked for the spread of modern education and social reforms among the Muslims.
5. The minimum age for marriage was raised to the 14 years.
6. Rammohan Roy fought against ‘Sati’.
7. Law was made to encourage widow remarriages.
8. Many established schools for girls.

Question 2.
What was the importance of printifig press in the development of reform movement?
Answer:
The Europeans introduced printing press in India. It made possible the appearance of many newspapers and magazines. Books were also published in different Indian languages. This made books accessible to a large number of people at a very low cost. People could now carry on debates and discussions through these newspapers, magazines and books and easily reach out to large number of people.

Question 3.
The main idea behind religious reform was to end complex rituals, worshipping of many gods and idol worship, purdah system. Do you think people have accepted these reforms ? Explain.
Answer:
People have accepted these reforms temporarily.
Reasons:

1. Now there was no existence of Brahmo Samaj. The members of it followed ‘Bhakti Path.’
2. Arya Samaj also accepted Vedic religion at the end.
3. At present, the Hindus are worshipping many Gods and their idols.
4. Complex rituals: People have accepted some of the rituals which are easy to follow.

Question 4.
Why do you think people like Ramabai paid special attention to the condition of widows?
Answer:
Many writings tell us about the pitiful conditions of the widows in their families. They suffered because they had no economic freedom and education. The people like Ramabai thought that “it was the biggest sin to endure the ill deeds and not oppose them.” So, they paid special attention to the condition of widows.

Question 5.
Explain the role of Raja Rammohan Roy as a social reformer in India in 19th century.
Answer:
Raja Rammohan Roy was born in Bengal in 1772. He was a great scholar of Sanskrit, Persian, English, and knew Arabic, Latin and Greek.
He also studied several religious philosophies like Hinduism, Islam, Christianity and Sufism. Having studied various religious books he was convinced that there is only one God and that worshipping of idols and making sacrifices were incorrect. He was convinced that all great religions had the same common beliefs and it was incorrect to criticise the religions of others. He also believed that we should accept a religious belief only if it is rational and if it is beneficial to people.
He rejected the authority of priests and called upon people to study the original books of their religions. He published his ideas in magazines and books using the new technology of printing to reach out to maximum number of people.
In 1828 Rammohan Roy founded the Brahmo Samaj – an assembly of all those who believed in an universal religion based on the principle of One Supreme God. After the death of Rammohan Roy in 1833, the Brahmo movement was led by Devendranath Tagore and Keshav Chandra Sen. They popularised their ideas by lecturing all over India.

Question 6.
What was the main concern of Sir Syed Ahmad Khan in promoting English creation?
Answer:

1. Sir Syed Ahmed Khan was convinced that the bitterness between Muslims and the British must end.
2. In order to progress, Muslims should participate in government and get larger share in government jobs.
3. He thought that this was possible only through modern education.
4. This was the main concern of Sir Syed Ahmed Khan in promoting English education.

Question 7.
Different leaders thought of different ways in which the ‘untouchable’ castes can be made the equals with all others. Make a table with the suggestions of leaders like Phule, Bhagya Reddy Varma, Narayana Guru, Ambedkar and Gandhiji.
Answer:
Phule:

1. He opened a special school for the Mahar and Maang castes.
2. He wrote many books on caste discrimination.
3. They set up Satya Shodhak Samaj for low caste children.
4. He encouraged to conduct marriage and death ceremonies without the Brahmins.

Bhagya Reddy Varma :

1. He called upon Dalits to call themselves ‘Adi Andhras’.
2. To spread awareness in dalits he started ‘Jagan Mitra Mandali’.
3. He opened special schools.
4. He opposed religious misdeeds on dalit girls.
5. He encouraged Buddhism.

Narayana Guru:

1. He preached the idea of ‘One Jathi, One God and One Religion for all’.
2. He called upon the Ezhava community to give up several aspects of their low caste status.
3. He set up temples where no caste discrimination would be practised and very simple rituals would be followed without Brahmin priests.
4. He even said that building schools for children was more important than building temples.

Ambedkar:

1. He led many agitations for dalits.
2. He argued that the dalits should vote separately for dalit candidates to the legislatures.
3. Overcoming numerous social and financial obstacles, Ambedkar became one of the first dalits to obtain college education in India.
4. He founded an Independent Labour Party to represent the interests of the dalits.
5. Ambedkar was appointed as the Chairman of the Constitution Drafting Committee, charged by the assembly to write India’s new constitution.

Gandhiji:
Around 1932 Gandhiji started a movement against untouchability. He called the ‘untouchable’ castes as Harijans or ‘People of God’. He wanted to ensure them equal access to temples, water sources and schools. This campaign was taken up by Congress in a big way and helped to bring millions of Dalits into the national movement.

Question 8.
Why does caste remain such a controversial issue today? What do you think was the most important movement against caste in colonial times?
Answer:
In addition to that one feels one’s caste is great. So caste is an important pillar in some celebrations of families. No caste, even higher or lower, people will agree to cross these limitations.
Bringing this ‘caste’ into social issues is causing many problems, e.g.: A dispute between two persons is created as a dispute between two castes.
I think the movement led by Satya Shodhak Samaj was the most important movement against caste in colonial times.

Question 9.
What did Ambedkar want to achieve through the temple entry movement?
Answer:
Ambedkar wanted to say that ‘All are equal before God and everyone has rights on God”.

Question 10.
How in your opinion were the movements of social reform effective in ridding Indian society of social evils? What social evils do you find today ? Which reform movements should be started to combact them ?
Answer:
The movements of social reforms were effective in ridding Indian society of social evils. These movements banned Sati and child marriages. These encouraged women education, school education and widow remarriages.
We find the following social evils today:

1. Corruption
2. Religionism,
3. Casteism
4. Dowry
5. Regionalism etc.

Today there is a silence in our society. No politician is working against these evils. Nobody is thinking of these.
The educated should think of these evils and respond. Otherwise, no reforms are introduced. The governments also should think of these issues.

Question 11.
Create a poster that reflects girls education and its importance.
Answer:

Poster on Girls’ Education

Despite all tall claims by the government and nagging by voluntary organizations, a vast majority of the girls are yet illiterate in India. During the last four decades since independence, much is being done to emancipate women. Education of girls is one of the basic features of the plan. Many schools and colleges are founded for girls.

Education has led to their economic independence and equality with the menfolk. They have now an honoured position in society and have secured their rights from the reluctant men but all this is confined chiefly to the urban areas. In rural areas most of the peopte-are-sWtfr against girls’ education.

Every village must have a girls’ school, or if that is not possible owing to lack of funds, parents should be persuaded to admit their daughters to boys’ schools thus promoting co-education.
Furthermore, the extreme poverty of the Indian masses makes it imperative that education for girls should be free up to the matriculation standard. If facilities for female education are provided in every village, it will also be possible to make it compulsory.

Special legislation should then be enacted to deal with parents who neglect the education of their daughters. This compulsion would be essential in early stages because most villagers are still too ignorant to understand the value of education for girls.

Question 12.
What qualities of Social Reformers you liked? Why?
Answer:
Qualities of Social Reformers I liked:

1. The reformers took recourse to propaganda in the Indian language to reach the masses.
2. They also used novels, dramas, short stories, poetry, the press and the cinema to spread their views.
3. Indian women played an active and important role in the struggle for independence of the country.
   Reason: Due to the hardwork of these reformists and other individuals many superstitious disappeared.

8th Class Social Studies 19th Lesson Social and Religious Reform Movements InText Questions and Answers

Question 1.
What were the similarities and differences between the views of Rammohan Roy and Swami Vivekananda and Dayananda Saraswati ? (Textbook Page No. 213)
Compare the religious views of Ram Mohan Roy, Vivekananda and Dayananda and point out the similarities and differences among them.
(OR)
Compare the religious views of Rammohan Roy, Vivekananda and Dayananda, and point out the similarities and differences among them.
Answer:
Similarities:

1. All the three believed the Hindu Dharmic Literature.
2. They told that the best things of all the religions should be followed by all.
3. They opted social service as their ideal hobby.

Differences:

Question 2.
How do you think were the early reformers influenced by European culture and Christianity? (Textbook Page No. 213)
Answer:

1. The early reformers were influenced by the positive qualities of European culture like freedom and respect for women, work ethic, technology etc. So they worked hard to abolish ‘Sati’ and child marriages and to encourage widow remarriages etc.
2. The persons who were influenced with their religion, propagated new systems like worshipping one Supreme God.
3. They were all educated in English. They studied many subjects for knowledge. So they encouraged English education and establishment of schools.
   Thus the early reformers were influenced by European culture and Christianity.

Question 3.
Do you see any similarities between the DAV schools and the MAO college? (Textbook Page No. 214)
Answer:

Question 4.
Do you think these demands are necessary even today? (Textbook Page No. 219)
Answer:
I do not think so.
Reasons: The Government of India is providing the ‘low’ castes with ‘reservations’ in all the sectors like education, employment etc.
All these people are educated equally with others and doing their jobs. They are participating and are in good positions in politics also. So I think these demands are not necessary today.

Question 5.
Compare the efforts of Narayana Guru and Jyotiba Phule. What similarities and differences do you see between them? (Textbook Page No. 219)
Answer:
Similarities:

1. Both opposed the caste system.
2. Both established many schools.
3. Both opposed the supremacy of Brahmins.

Differences:

Question 6.
Recall the teachings of Buddha with regard to the caste system. (Textbook Page No. 220)
Answer:
Buddha preached that ‘All are equal’. He opposed caste and religious discriminations. He treated all his followers equal.

Question 7.
What are the similarities and differences in the approaches of Gandhiji and Ambedkar towards dalits? (Textbook Page No. 221)
Answer:
Similarities:

1. Both worked for Dalits.
2. Both were the members of Congress Party.

Differences:

Question 8.
In what way do you think printing helped in the spread of these new ideas? (Textbook Page No. 213)
Answer:
The Europeans introduced printing press in India. It made possible the appearance of many newspapers and magazines. Books were also published in different Indian languages. This made books accessible to a large number of people at a very low cost. People could now carry on debates and discussions through these newspapers, magazines and books and easily reach out to large number of people.
Thus the printing helped in the spread of these new ideas.

Question 9.
If you had to choose between a DAV school, Gurukul School and a government run school, which one would you prefer to go to and why? (Textbook Page No. 213)
Answer:
I would prefer the government school.
Reason:

1. Here the teaching-learning process would be in a secular way.
2. All the students here would be treated equally.

Question 10.
You may have noticed that all the reformers tried to reinterpret the ancient religious books in order to defend their reformist ideas. Look at the examples of all the major reformers and see how they did this. (Textbook Page No. 214)
Answer:
1) Raja Rammohan Roy:
He studied several religious philosophies like Hinduism, Islam, Christianity and Sufism. Having studied various religious books he was convinced that there is only one God and that worshipping of idols and making sacrifices were incorrect. He was convinced that all great religions had the same common beliefs and it was incorrect to criticise the religions of others. He also believed that we should accept a religious belief only if it is rational and if it is beneficial to people. He rejected the authority of priests and called upon people to study the original books of their religions. He published his ideas in magazines and books using the new technology of printing to reach out to maximum number of people.

2) Swami Vivekananda:
He believed that Hindu religion was superior to all others. He emphasized the teachings of Upanishadas which were being translated and printed in large numbers.

3) Swami Dayananda Saraswathi:
He studied the Vedas and was convinced that they contained the true religion and he rejected all later additions to Hindu religion like many gods and goddesses, idol and temple worship and Brahmanic priesthood and caste system. He advocated worshipping one Supreme God through simple rituals and recitation of Vedic mantras. He rejected all other religions as false religions and wanted Hindus who had converted to other religions to return to Hinduism based on the Vedas.

Question 11.
Do you find any religious idea advocated by the above reformers which was not part of the Bhakti Movement? (Textbook Page No. 214)
Answer:
No. All the reformers advocated the religious ideas of the Bhakti Movement only.

Question 12.
Some people thought this situation (No place inside the classroom) was better than the total lack of education for untouchable people. Would you agree with this view? (Textbook Page No. 218)
Answer:
Yes. I do agree with them.
Jyothiba Phule and Ambedkar faced and ignored such situations and studied well. So they were able to pave the way to the next generations. Otherwise there will be the same situation at present.

Question 13.
Do you think dalits have equal access to temples, water sources and schools today? What problems do they still face? (Textbook Page No. 221)
Answer:
At present dalits have equal access to temples, water sources and schools. To say frankly they have equal access and reservations also. So we can say that there were no social problems to them.

Question 14.
Write a dialogue between supporters and opposers of widow remarriage. (Textbook Page No. 215)
1856 – At the time of first widow remarriage – Calcutta.

1. Srikanth Chattarji: Wow, this should be a golden page in the history of our nation. Here is an end to the problems of women. May God bless the women!
2. Mukhesh Bandopadhyaya: How dare you to talk like this Srikanth babu? This gives us several punishments in the hell. Arey – A marriage to widow.
   How could this be possible? A woman will go to some other’s family to develop their family, again to some other family. How could they do this?
   Oh God! Please save us and save our country.
3. Rajya Laxmi: Today is really a wonderful day. Child marriages and widowships etc., were curses on us. We have to work in our maternal and mother-in-law’s houses freely without any feelings. So this is a good beginning for us. We are very grateful to the God.

Question 15.
Do you think today equal importance is given to the education of girls or do girls still face discrimination? (Textbook Page No. 217)
Answer:
Equal importance is given to girls education with boys. To be frank the girl enrolment is more than boys in some schools and collges. But in some families girls face discrimination, mostly in some backward states.

Question 16.
What problems do girls face in getting educated which boys do not face? (Textbook Page No. 217)
Answer:

1. Girls are not encouraged for higher education.
2. Girls are not permitted to far off places for education.
3. Some courses are only meant for boys.

Question 17.
To what extent has the treatment of widows changed today? (Textbook Page No. 218)
Answer:
We can say that the attitude of the society is changed. Widows are treated equally with other women. Their elders are only arranging remarriages for them. Men are also taking a step forward to marry them. They are treated equally except in some religious traditions like marriages etc.

Question 18.
Do dalit girls and Muslim girls face special problems in education even today? (Textbook Page No. 218)
Answer:
Nowadays we seldom hear such a news from newspapers that dalit girls are facing some problems from others. They are also receiving education in classrooms along with others. Muslim girls also have separate schools. They are also studying without problems.

Question 19.
Find out about some important women leaders of the freedom struggle – Kalpana Dutt, Aruna Asaf Ali, Captain Lakshmi Sehgal, Sarojini Naidu, Kamladevi Chattopadhyaya, etc. (Textbook Page No. 220)
Answer:
1. Kalpana Dutt:
27.07.1913
08.02.1995.
She was later known as Kalpana Joshi. She was a member of prominent Republican Army in Chittagang and participated in the well known Chittagong Armoury Raid case 1930. Later she joined Communist Party of India.

2) Aruna Asaf Ali:
16.07.1908
27.09.1996
She played a leading role during the Quit India Movement. She unfurled the national flag at the Gowalia tank Maidan to signify the commencement of the Quit India Movement and became a legend for thousands of youth that rose to emulate her.
She was awarded Lenin Prize for Peace in 1975, Jawaharlal Nehru Award for Interna¬tional Understanding – 1991 and Bharata Ratna – 1998.

3) Captain Lakshmi Sehgal:
24.10.1914
23.07.2012.
In 1943 she met Netaji in Singapore. Their meeting changed her life. She started Rani of Jhansi Regiment. Then she became as Captain Lakshmi Sehgal. She was arrested by the British in May 1945.

4) Sarojini Naidu:
13.02.1879
02.03.1949.
The Nightingale of India – she was the second Indian woman to become the President of Indian National Congress. Her birthday was celebrated as Women’s Day in India.
She joined the movement in 1905 – Partition of Bengal. She came into contact with many people.

5) Kamaladevi Chattopadhyaya:
03.04.1903
29.10.1988.
She was a social reformer and freedom fighter. She joined the movement in 1923 during Non-Cooperation Movement. She was the first Indian woman to be arrested.

Question 20.
Why do you think was there bitterness between the Muslims and the British after 1857? (Textbook Page No. 214)
Answer:
Mohammadans invaded India many times from 6 AD/7AD. Later they occupied and ruled India till the arrival of the Britishers. Nearly 1200 years they ruled India. Even though there were some native rulers, they were small in number. After 1857, India was under the control of the British queen’s rule. Mohammadans were also treated as Indians. So, there was bitter¬ness between the Muslims and the British after 1857.

Question 21.
Why do you think was it important to get the government to pass laws for social reform? (Textbook Page No. 215)
Answer:
Some persons might have reformistic views. Some might reject them. So the people in the society could not follow these ideas. Even though they followed, they might be rejected by the society. So it was important to get the government to pass laws for social reforms.

Question 22.
Imagine that you are one of the students sitting in the school veranda and listening to the classes. What kind of questions would be raising in your mind ? (Textbook Page No. 218)
Answer:

1. Why should I sit here?
2. Why I am not allowed to sit inside?
3. Did I do any mistake
4. Why I am an untouchable?
5. Is it my mistake, taking birth in this caste?
6. Why shouldn’t they touch me?

Question 23.
Why do you think he (Jyotiba Phule) insisted on ‘low’ caste teachers to teach such students? (Textbook Page No. 219)
Answer:
Teachers of higher castes ill-treated and hurted the low caste students. They showed discrimination in the castes. In these conditions the process of learning might not be perfect. The teachers of low castes could not hurt these students. So he insisted on low caste teachers to teach such students.

Question 24.
How would the feeling that the dalits were the orginal inhabitants of Andhra Pradesh have helped in boosting the confidence of the dalits ? (Textbook Page No. 220)
Answer:
The feeling would raise the confidence in dalits. This confidence would strengthen them in fighting against the discrimination. That led them to their success.

Question 25.
Did all women get the right to vote in independent India? (Textbook Page No. 220)
Answer:
Yes, all women get the right to vote in independent India.

Question 26.
Create a poster that reflects on social Reforms.
Answer:

Poster on Social Reforms

Sometimes society becomes full of evils and vices. It is guided by blind faith and superstition. People do not try to know the relation between cause and effect. They believe in imaginary ghosts and spirits as the prime-mover of all social actions. They believe in animal sacrifice to please the deities. They also once believed in the human sacrifice. The social vices like child wives were in existence. The widows were not allowed to marry again. The wives were compelled to be burnt with their dead husbands and so on. Untouchability disabled a big section of people. In order to eradicate all these things social reforms were necessary. Social reforms are necessary at all times in order to get the society purged off any vice that creeps into it.

Great reformers are born to reform the society and to reform the religion. Because many times religion is the basis of the social behavior. Martin Luther in Germany and John Wicliff in great Britain were the great reformers in 18th century. In India we got Raja Rammohan Roy, Ishwar Chadra Vidyasagar, Swami Dayananda Saraswati, Ramakrishna, Paramhamsa, Swami Vivekananda, Mahatma Gandhi as the great reformers. In ancient times we had Gautama Buddha and Mahavir as the great religious and social reformers. In Orissa Mr. Madhusudan Das, Pandit Nilakantha Das and Acharya Harihar Das made attempt to reform the society.

Social reform is necessary, time and often. So we must reform our society whenever it is necessary. Social reform should base on science and morality. Social reform cannot be made by legislation, force or imposition. It can be made only by effective public education, though the necessity of legislation cannot be altogether ruled out.

SCERT AP Board 8th Class Social Solutions 18th Lesson Rights Approach to Development Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 18th Lesson Rights Approach to Development

8th Class Social Studies 18th Lesson Rights Approach to Development Textbook Questions and Answers

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Question 1.
Correct the false statement:
a) Welfare functions of the government need to be monitored.
b) People need to allow the elected representatives alone to monitor the implementation of programmes.
c) Information officers can withhold the information for an indefinite period.
d) By looking at various documents one can identify if the programmes are implemented without malpractices.
Answer:
a) True b) False c) False d)True
Correct of false statements :
b) People and the elected representatives should monitor the implementation of programmes.
c) Information officers cannot withhold the information for indefinite period. It should be given in the prescribed time.

Question 2.
Read the paragraph under the heading ‘Need for Information to Fight Corruption’ and answer the following:
Observe any of the government programme and make a report of its implementation in your area.
Answer:
In our area the government is giving pensions to the old people and handicapped. They give Rs. 200/- to the old and Rs. 500/- to the handicapped every month. They release these funds for every 2 or 3 months once. These pensions are given to the beneficiaries through the employs of local bodies.

They select one place to hand over these pensions. Everyone should reach there in prescribed time. There may be 400 to 500 beneficiaries in that centre. They should stand in a line for hours together and sometimes two or three days also. How pity this is ! We feel so sad for this. Why don’t the government send the pensions directly to their homes or to their accounts ? In this connection we request the government and its officials to view this issue in humanitarian grounds.

Question 3.
Collect a few success stories with regarding to Right To Information Act (RTI) from the newspapers and tell them in your class.
Answer:
Story – 1:
A 70 year old lady Laxmi, lost her son Anoop Singh in Delhi road accident. He was a traffic constable there. His wife was given his pension. Later she remarried some other person. Laxmi was left as an orphan. She used this RTI Act to gain access to files regarding the pension and other benefits of her son.
Story – 2:
Kshetramai of Bhuvaneswar bought a small piece of land and got it registered. But the clerk in the Sub Registrar Office did not hand over the documents to her for 11/2 years.
She complained in the camp of RTI Act. She got her documents within hours on the same day.
Story – 3:
Aashiyana, a thirteen year old Lucknow girl, had got raped by a gang of 6 boys. They gave a compalint in a police station. The prime accused showed an evidence that he was a minor at that time and went for a trial in a Juvenile Court. Then Aashiyana father Sabruddin has filed an application at District Magistrate Office under RTI Act. He has sought information that he was a major at the time of incident. Even though it was late, it was a success.
Story – 4:
RTI brought ban on dark film in motor cars. Use of films or any other material upon the wind screen or the side windows is impermissible in law w.e.f 4.5.2012.

Question 4.
RTE is a boon to the children. Explain.
Answer:
RTE law declares that all children of the age of 6 to 14 years have the right to free education and the state has to ensure building of sufficient schools in the neighbourhood of all children, appoint properly qualified teachers and make all necessary provisions. It also declares that the education should ensure all round development of the children, learning through activities, discovery and exploration and child friendly manner. It also states that children should be taught in their mother tongue and they should be free of fear, trauma and anxiety and be able to express their views freely.

In case free neighbourhood schools are not available, in case sufficient number of teachers are not available in the schools, or sufficient teaching learning materials are not available, or if a child is beaten or terrorised, or forced to study in unfriendly manner, such children can complain to the courts against the authorities. So it is a boon to the children.

Question 5.
Do you need any more rights? Why?
Answer:
After going through this lesson, I came to understand that rights have responsibilities. My country is fulfilling my needs. So I do not need any more rights. I try to safeguard the existing rights.

Question 6.
What information would you ask your Headmaster according to Right to Information Act?
Answer:
I ask the following information:

1. Strength of the school
2. Staff particulars
3. Syllabus and teaching-related issues etc.

Question 7.
How can you say that the Right to Information Act helps to face the corruption?
Answer:
Right to Information laws, or “Sunshine” laws as they are commonly called grant citizens the legal right to access information held by their governments, bringing much-needed transparency in the otherwise opaque functioning of government.

The law is increasingly being used to tackle high profile corruption also. The transparency will automatically limit the abuse of discretion, and thus acts as the check on corruption in any regime. So I can say that the Right to Information Act helps to face corruption.

8th Class Social Studies 18th Lesson Rights Approach to Development InText Questions and Answers

Question 1.
Discuss how the information regarding a road construction or building of houses is maintained by contractors. (Textbook Page No. 206)
Answer:
To construct a road or to build a house, the owners will call tenders from the contractors. They select and appoint the contractor who quoted least price. The contractors should follow the norms in the construction.

1. What kind of cement is to be used?
2. What is the ratio of cement and sand …?
3. What is the measurement of the brick? etc….

All these should be decided and should be mentioned in a book. They should record the figures of coolies, their wages etc. The owner of the construction observes these things and the construction.
If he is satisfied, he pays the amount in installments.
If it is government construction, the government engineer observes all these things.

Question 2.
a) In the example above, (Text page No: 204) do you think Pavan and his mother are able to live with dignity?
b) What would give them a life with dignity?
c) Are Pavan and his mother free to do what they want?
d) Who is to blame for this kind of a life for Pavan and his mother? Are they respon¬sible for their own condition?
e) Whose duty is it to ensure that Pavan and his mother are able to live a life of dignity
and freedom? (Textbook Page No. 204)
Answer:
a) The persons, who do not participate in illegal and immoral works are able to live with dignity.
Pavan’s mother is working hard in some others’ house. It is dignified. But I think Pavan’s begging is not correct and dignified.
b) “Work hard – Lead the life”.
This only gives them a life with dignity.
c) Any higher official or employee should bend their head before their authorities. They should follow the rules and regulations. But they are not free to do what they want. Like wise Pavan and his mother should obey the rules of their employers in work matter. In the personal life they can do as they like.
For e.g.: If Pavan’s mother does not like the work, she can leave it. She can join some – where else also.
d) The system of the society and its organization are only responsible for their own kind. In this society the rich become the richest and the poor become the poorest. This is also the same.
Some Indians have belief in ‘Karma Siddhantha’. If they are such, they should blame their fate.
e) It is the duty of the society and the government to ensure that Pavan and his mother are able to live a life of dignity and freedom.

Question 3.
With the help of your teacher make a table of the orders, reports, advices, log books etc., that he or she received from the education department during the last one year. What documents does the school maintain to report to the education department? How is the record for mid-day meal kept? (Textbook Page No. 208)
Answer:
A table of the orders, reports, advices and log books etc:

1. The school aged children in the related area should be in the school. For this necessary steps should be taken.
2. Drop-outs should be rejoined.
3. Textbooks, uniform with free of cost, should be supplied to the students.
4. Special classes should be conducted to the SSC students.
5. Mid day meals scheme should be implemented properly.
6. Eye camps should be conducted to the students and further treatment also.
7. De-warming tablets should be supplied to the students.
8. Necessary steps to be taken to improve the regularity of the students.
9. Monthly meetings should be conducted with parents etc.

The documents maintained by the school:

1. Admission Register
2. T.C. Book
3. Attendance Registers
4. Mid-day meals register
5. Salaries & Bills register
6. Visitors book
7. Mid-day meals record
   Date:

   Class & Sec.	Roll	Attendance	No. of Meals taken	Class Teacher’s signature

8. Daily Menu register
9. Monthly statements register etc.

Question 4.
Do you think your school confirms to these norms?
Answer:
Yes, I do think so.
e.g.:

1. There are learned teachers in our school.
2. We have all the needed facilities.
3. Lessons are taught in Labs and LCD room.
4. We enjoy freedom with responsibility.
5. Our teachers are the architects of our future.

Question 5.
Find out to whom you can complain about the functioning of your school when necessary. (Textbook Page No. 210)
Answer:
We should complain to the D.E.O. in district level and the Director, School Education in state level.

Question 6.
Why do you think checking this information can help in improving accountability? (Textbook Page No. 206)
Answer:
Checking the information creates a fear and compulsory morality in the supervisors or other officials. So it improves accountability.

Question 7.
Why do you think the word ‘independent’ is important in the context of State Information Commission? (Page – 208)
Answer:
If the State Information Commission has relations with the Legislature or the Executive it cannot question or control the corruption. It cannot provide the information to the people. So it should be ‘independent’. So the word is important.

Question 8.
Can you think of the questions you would want to ask information officer in the Health department? (If necessary read Chapter IX again and formulate your questions.) (Textbook Page No. 208)
Answer:

1. How many ambulances are there to save the lives of the patients?
2. What are the facilities in regional hospitals?
3. What steps are you following to retain the doctors in rural areas?
4. Are the vaccines like ‘Rabis vaccine’ available in all hospitals?
5. Why are the funds of ‘Arogyasri’ not diverted to the modernization of the government hospitals instead of paying them to private hospitals?