Class 10

Kerala State Syllabus 10th Standard Social Science Solutions Chapter 10 Civic Consciousness

Question 1.
What is meant by civic consciousness? What are the important factors that formulate civic consciousness?
Answer:

• Civic consciousness means the recognition that each citizen is for the society and the genuine interest of the society are the interests of the citizen.
• The factors that formulate civic consciousness are family, education, association, media and democratic system.

Question 2.
List the features that you see in the people with civic consciousness.
Answer:

• Social commitment
• Value consciousness
• Unselfishness
• Service mentality

Question 3.
Explain the role of morality in fostering civic consciousness.
Answer:
Morality means the ability to recognize virtues from vices, accept virtues and to perform duties with utmost responsibility. Morality helps civic consciousness. The most effective way to foster civic consciousness is the creation of moral consciousness in all walks of life. Morality is essential for the welfare and continuance of a society.

Question 4.
Civic consciousness helps in solving the problems faced by the society. Substantiate examples.
Answer:
Civic consciousness greatly influences the progress of the society and the state. In the absence of civic consciousness, a person becomes selfish and all his activities will be only for his own personal gains. This will affect social life adversely.

The society today faces many problems like water scarcity, environmental pollution and corruption. Water shortage can be solved by rainwater harvesting and the effective use of water. Pollution in the surrounding can be solved by the planting of trees and garbage treatment at source. The problem of corruption can be solved by conducting awareness against corruption and raising complaint against it.

Question 5.
Give examples for certain ideal models who have high sense of civic consciousness.
Answer:

• A.P.J. Abdul Kalam :
  Famous scientist and the former President of India. He contributed greatly to Indian missile technology. He dedicated his whole life for the nation.
• Kallen Pokkudan :
  Famous environmentalist who dedicated his life for the protection of mangroves. He also planted thousands of mangroves and became an excellent model in creating environmental awareness.
• Mother Teresa:
  A humanitarian who worked among the destitutes, lepors and the crippled of Calcutta. The Missionaries of Charity, the organisation founded by her works for the poor and destitutes all over the world.
• Mayilamma :
  A tribal woman and social activist who campaigned against the Coca- Cola company at Plachimada in Palakkad for water shortage in the area.
• Dashrath Manjhi:
  Also known as ‘Mountain Man’ was a poor labourer in Gehalur village near Gaya in Bihar, carved 110 m long path through a hillock using hammer and chisel, connecting Arti and Wazirganj blocks of Gaya.

Question 6.
Explain the role of family, education and media in fostering civic consciousness.
Answer:
It is very essential to create and maintain civic consciousness for the progress of the nation and the society. All societies adopt positive measures
to foster civic consciousness in the people. Civic consciousness can be fostered in the people only through creative intervention in society.

Family:
Family as a social institution plays a great role in personality formation. It is the basic social institution that a person depends and intervenes ever since his birth. Family teaches qualities like social conscience, love, clemency, sacrifice, etiquette, etc.

One learns to respect the elders and to engage in social service from family. Family plays an important role in fostering and maintaining a sense of responsibility among its members. Inspiration and encouragement from the family will develop civic consciousness in individuals.

Education :
The primary aim of education is to equip a person to effectively utilise the knowledge gained by the learning of different subjects for the betterment of the society.

Through education, a student understands how his country is governed, what are the rights and duties of a citizen and thereby becomes a democratically conscious citizen in the sockly. Education helps to practise qualities like mutual dependence, civic consciousness, punctuality, discipline and obedience. Education also helps to develop qualities like value consciousness, environmental awareness, scientific temper, tolerance and leadership qualities.

Through education, science and technology can be effectively utilised in a useful manner to the society. Through value oriented educational approach, we can instill civic consciousness among the people. Governments formulate educational policies with this aim.

Media :
Media play a major role in the formulation of civic consciousness. Printed media and electronic media influence the society tremendously. Media convey news and information to the people. Media propagate cultural values. Media also help to respect national values like democracy, socialism, fraternity and secularism and to dedicate one’s life for the unity and integrity of the nation.

They can create public opinion against illiteracy, ignorance, communalism, alcoholism, drug addiction, racialism, etc. Judicious and objective information lead to the formulation of creative ideas. Media should be impartial and independent. The information from the media should be evaluated critically.

Question 7.
Suggest methods for overcoming the challenges faced by civic consciousness.
Answer:

• Work for one’s interest without going against public interest.
• Activities based on democracy and tolerance.
• Each should critically evaluate his activity.
• Equal importance be given to both rights and duties.
• Be the change you expect from others.

Question 8.
Prepare a note on the Social Science learning and civic consciousness.
Or
How can we utilise the study of Social Science in formulating social consciousness?
Answer:

• Social Science learning plays an important role in the formulation of civic consciousness.
• As the area of study of Social Science is closely related to man and society, .envisages comprehensive changes in each individual.
• Disseminate the message of peace and co-operation in society.
• Equip the individuals to respect diversities and to behave with tolerance.
• Make the individual civic conscious and action oriented by familiarising the role models and activities of civic consciousness.
• Help to understand the different contexts of political, social, economic and environmental problems.
• Equip individuals to suggest comprehensive solutions to different problems.

Question 9.
How does family influence in the formation of civic consciousness?
Answer:
Man’s social relationships begin with the family. It is from the primary social institution of family that one learns to respect the elders and to engage in social service. Family teaches qualities like social conscience, love, clemency, sacrifice and etiquette. Family plays an important role in fostering and maintaining a sense of responsibility among its members.

It is from the family that one gets the training to live in the society following the behaviour patterns and mores that are acceptable to it. Inspiration and encouragement from the family will develop civic consciousness in its members. The concept that each individual is for the family and family is for the society should be developed in the family atmosphere.

Question 10.
What activities can be undertaken in schools to formulate civic consciousness?
Answer:

• The activities of N.C.C., S.P.C and Scout and Guides help to mould responsible citizens.
• Help to mould a healthy society by participating in the activities of Red Cross and Health Club.
• Convey the message of protection of environment through Eco Club and Nature club.
• The reinforcement of civic consciousness in students by the observance of National Days like Independence Day and Republic Day.

Kerala Syllabus 10th Standard Social Science Solutions

Kerala State Syllabus 10th Standard Social Science Solutions Chapter 7 India: The Land of Diversities

Question 1.
The Himalayan ranges are described as a natural barrier. Justify this statement.
Answer:
The Himalayan ranges influence the culture, economy and climate of India. The Himalayan ranges run at a distance of about 2400 km from Kashmir to Indian border in the east.

• The Himalayas, the world’s highest mountain system, separates Indian subcontinent from the Asian continent and helped India from , foreign aggression and the development of its own culture.
• Protects the North Indian states from severe cold by preventing the diy cold winds blowing from north during winter.
• Blocks the monsoon winds and causes rainfall throughout North India.
• The glaciers and ice fields in the Himalayan peaks are storehouse of fresh water. These are the sources of origin for the Himalayan rivers which help in the economic prosperity of India.
• Indo-Gangetic plains, formed by the alluvial deposits of these rivers, are the backbone of these plains are called the backbone of Indian agriculture and the granary of India.
• The Himalayas is the habitat of diverse flora and fauna.
• This region with cool climate and beautiful natural scenery is a tourist paradise.
  In the absence of the Himalayas, all the above mentioned factors would not have been available to India.

Question 2.
List the differences between of Peninsular and Himalayan rivers.
Answer:

Peninsulár rivers have:

• Small catchment area.
• Intensity of erosion ¡s less.
• Deep valleys are not formed because they flow through hard and resistant rocks.
• Less potential for inland navigation.
• Rain fedonly.
• Less irrigational potential.

Himalayan rivers have:

• Extensive catchment area.
• Intensive erosion.
• Creates gorges and meanders.
• High irrigational potential.
• Navigable along the plains.

Question 3.
The North Indian Plains are the backbone of Indian economy. Analyse this statement and write your inferences.
Answer:
Northern Great Plains situated between Northern mountain system and Peninsular plateau play a decisive role in the economic development of India. This extensive plain took shape due to the continuous depositional activity of the Himalayan rivers for thousands of years. This plain extending over 7 lak1 sq.kms and with kilometres of thick sediments is one of the world’s most extensive alluvial plains. The plains are generally known as Indus-Ganga-Brahmaputra plain. Alluvial soils are the major type of soil in these plains.

These soils are highly fertile and are widely used for the cultivation of a variety of crops. So The Northern Plains are also known as the granary of India. Most of the food grains of India are produced from these fertile plains. The major crops cultivated here are wheat, maize, paddy, sugarcane, cotton and pulses. Fertile soils, flat land and the availability of water throughout the year attract people to these plains.

So it is the most densely populated region in India. A variety of food crops and cash crops which add to the economic prosperity of India are produced here.

Along with agriculture, many agro-based industries and mineral-based industries are located here. The growth of industries paved the way for the emergence of many cities. The major Indian cities are located in these plains. The plains have well-connected road and railway network which help to transport goods to different parts of the country.
The Great Plains are the birthplace of Indian culture. Many Hindu pilgrim centres are located here. Thus the Great Plains help in the cultural life of India also.

Question 4.
Compared to other places, Northern Great Plains are the most densely populated regions in India. Give reasons.
Answer:
Alluvial soil, the most fertile soil is found in the Great Plains. The Great Plain is known as the granary of India. The Himalayan rivers flowing through the plains provide water throughout the year. Flatland enables the construction of good network of roads and railways.

India’s agriculture and industries are concentrated here. Road, rail and canal transport help to carry people and goods. .Due to these reasons, the Northern Great Plains are the most densely populated region in India.

Question 5.
Name the countries belonging to the in Indian subcontinent.
Answer:
India, Pakistan, Nepal, Bhutan, Bangladesh.

Question 6.
Name the countries sharing land frontier with India:
Answer:

• Pakistan and Afganistan in the north-west and west.
• China, Nepal and Bhutan in the north.
• Bangladesh and Myanmar in the east.

Question 7.
Name the countries sharing ocean frontier with India:
Answer:
Sri Lanka, Maldives, Indonesia.

Question 8.
Name the neighbouring countries that share frontier with Indian states.
Answer:

Question 9.
Which are the states in which Eastern Highlands are located?
Answer:

Question 10.
Himalayan rivers, Tributaries and source:
Answer:

Question 11.
Which are the states across which Northern Great Plains are spread?
Answer:
Rajasthan, Punjab, Haryana, Uttar Pradesh, Bihar, West Bengal, Assam

Question 12.
Which are the regions of alluvial soil in India?
Answer:
Northern Great Plains, Coastal plains, river banks.

Question 13.
In between which physiographic divisions is the Northern Great Plains located?
Answer:
The Northern Great Plains are located between Northern mountains and Peninsular plateau.

Question 14.
The network of roads, rail and canals are largely concentrated in Northern plains. Why?
Answer:
The Northern plains are extensive and flat.
Northern Great.Plains are formed by the alluvial deposits of Himalayan rivers for thousands of years.
This is one of the largest alluvial plains of the world. Since it has a flat topography, construction of roads, rails and canals is easy. This region is the backbone of Indian agriculture and many industries are also located here. So for transporting goods and people, a good network of road, rail and canal are constructed.

Question 15.
Peninsular rivers which are tributaries of Ganga and Yamuna.
Answer:

Question 16.
Peninsular rivers – source, tributaries.
Answer:

Question 17.
Population is sparse in the Marusthali – Bagar region of Rajasthan. Why? –
Answer:
Marusthali-Bagar which constitutes the western part of Northern Great Plains receives very less rainfall. That is why most regions in Rajasthan are deserts. This is the Thar desert.

The hottest place in India, Jaisalmer, is in this desert. Dry and salty desert soil is found here. This soil is not suitable for agriculture. Thorns and bushes form the natural vegetation. Due to these, this region is least populated.

Question 18.
Prepare a seminar paper on the topic: The Influence of Northern Great Plains in India s Development.
Answer:
Northern Great Plains situated between Northern mountain system and Peninsular plateau play a decisive role in the economic development of India.
This extensive plain took shape due to the continuous depositional activity of the Himalayan rivers. This plain, extending over 7 lakh sq. km. and with kilometres of thick sediments, is one of the world’s most extensive alluvial plains. The plain is generally known as Indus-Ganga-Brahmaputra plain.

Alluvial soils are the major type of soil in these plains. These soils are highly fertile and are widely used for the cultivation of a variety of crops. So these plains are called the backbone of Indian agriculture. The Northern Plains are also known as the granary of India. Most of the food grains of India are produced from these fertile plains. The major crops cultivated here are wheat, maize, paddy, sugarcane, cotton and pulses. Fertile soils, flat land and the availability of water throughout the year attract people to these plains.

So it is the most densely populated region in India. A variety of food crops and cash crops which add to the economic prosperity of India are produced here. Along with agriculture, many agro-based industries and mineral based industries are located here. The growth of industries paved the way for the emergence of many cities. The major Indian cities are located in these plains.

The plains have well connected road and railway network which help to transport goods to different parts of the country. The Great Plains are the birth place of Indian culture. Many Hindu pilgrim centres are located here. Thus the Great Plains help in the cultural life of India also.

Question 19.
Peninsular rivers and the direction of flow.
Answer:

Question 20.
Most of the Peninsular rivers enter the plains ( by forming waterfalls. Why?
OR
Waterfalls are usually created along Peninsular rivers. Why?
Answer:
Peninsular rivers originate from the hills of Peninsular plateau. They flow through hills and plateaus in the beginning. The edges of plateaus remain elevated from the surrounding regions. So the rivers entering the plains from comparatively high plateaus, create waterfalls along these edges.

Question 21.
Comparison of Himalayan rivers and Peninsular rivers.
OR
Compare the characteristic features of Himalayan rivers and Peninsular rivers.
Answer:

Question 22.
Indian cities on river banks.
Answer:

Question 23.
Cities on river banks marked in the map of Indià.
Answer:

a. New Delhi
b. Agra
c. Devaprayag
d. Varanasi
e. Allahabad
f. Patna
g. Guwahati
h. Kolkata
j. Ludhiana
j. Srinagar
k. Ahmedabad
L Surat
m. Vijayawada
n. Tiruchirappalli
o: Thanjavur
p. Hyderabad
q. Coorg

Question 24.
States located in Peninsular plateau.
Answer:

Question 25.
States which are located in the coastal plains.
Answer:

• West coast: Gujarat, Maharashtra, Goa, Karnataka, Kerala
• East coast: Tamil Nadu, Andhra Pradesh, Odisha, West Bengal

Question 26.
Deltas are commonly formed along the east coast plain of India and not along the west coast plain. Why?
Answer:
Peninsular plateau slopes steeply towards the west coast and has a gentle slope towards east coast. Big east-flowing rivers like Mahanadi and Godavari flow through the gentle slope, carry a lot of sediments and deposit them along the mouth of rivers. Thus deltas are formed on the east coast.

West flowing rivers reaching Arabian sea are comparatively small. They are swift-flowing. They flow through hilly regions and deposit less sediments. Moreover, the currents of Arabian sea carry these deposits to the sea. As a result, deltas are not formed on the west coast. Instead, estuaries are formed on the west coast.

Question 27.
Seasons of India:
Answer:

• Cold weather (Winter) season: December to February
• Hot weather (Summer) season: March to May
• Southwest monsoon season: June to September
• Northeast monsoon season: October to November

Question 28.
Coastal regions experience comparatively high temperature during winter season. Wiry?
Answer:
Land gets heated up and cools quickly than ocean. Land experiences high pressure during winter season and ocean low pressure. The dense air from regions lying close to ocean move to less dense air area of ocean. This reduces the cold of coastal regions.

Question 29.
During south west monsoon period, rainfall is comparatively less along the eastern slopes of Western Ghats. Why?
Answer:
The Western Ghats obstruct the rain-bearing Arabian sea branch of south-west monsoon winds and cause heavy rainfall on the western margins in the state of Kerala, Karnataka, Goa and Maharashtra. But the east of Western Ghats receive only less rainfall.

This is because by the time the monsoon winds cross the Western Ghats and reach the east, the moisture content in them will be lost. This is the reason why Tamil Nadu gets scanty rainfall during south-west monsoon period while Kerala receives heavy rainfall. The eastern part of Western Ghats is a rain shadow region.

Question 30.
The names of monsoon rain in Kerala.
Answer:

• Southwest monsoon: Idavapathy / Kalavarsham
• Northeast monsoon: Thulavarsham.

Question 31.
What is the role of Eastern Highlands in the heavy rainfall in North Eastern States of India?
Answer:
The Bay of Bengal branch of monsoon advances northward by absorbing more moisture from the Bay of Bengal. It passes through Sundarbans delta and enters West Bengal and bifurcates into two. One branch enters the Brahmaputra valley and gives heavy rainfall in the northeastern states of India.

The Khasi-Jaintia hills of Meghalaya obstruct these winds and cause heavy rainfall in these regions. Cherrapunji and Mawsynram, the places of heaviest rainfall in the world are here.

Question 32.
What is the reason for the deflection of monsoon winds?
Answer:
When the sun is in the northern hemisphere, the south-east trade winds cross the equator and get deflected to right due to Coriolis force and blow as south-west monsoon.
When the sun is in the southern hemisphere, the northeast trade winds which blow from north to south get deflected to right due to Coriolis force and blow as northeast monsoon winds.

Question 33.
Reasons for the imbalance in the distribution of rainfall in India.
Answer:

• Physiography
• Location of mountain ranges
• Nearness to oceans
• Distance from oceans
• Direction of wind
• Extent of land

Question 34.
How is India divided on the basis of the distribution of rainfall?
Answer:
Heavy rainfall regions (above 200 cms): West coast plains, northeastern states and some parts in the Himalayan regions.

High rainfall regions (between 100 and 200 cms): Western Ghats regions, most parts of North Indian Plains, Northeastern parts of Peninsular India and northeastern regions.

Moderate rainfall regions (between 60 and 100 cms): Southwest of Kashmir, Malwa Plateau, Deccan Plateau’and central parts of Tamil Nadu.

Low rainfall regions (below 60 cms) :
Rajasthan, western parts of Gujarat, central parts of Deccan Plateau and for them parts of Kashmir.

Kerala Syllabus 10th Standard Social Science Solutions

Kerala State Syllabus 10th Standard Social Science Solutions Chapter 9 The State and Political Science

Question 1.
What is state? What are the essential elements of a state?
Answer:

• A group of people residing permanently within a particular territory with a sovereign government is called state.
• The essential elements of state are people, territory, government and sovereignty.

Question 2.
Explain the internal and external levels of sovereignty.
Answer:

• Sovereignty has two levels :
  The internal or domestic level and the external level.
• Internal level :
  The right to take decisions on all matters which come within its territors. As per this, government can make laws needed for the country and implement them.
• External level :
  The right to take independent decisions on international issues. A sovereign state is free from all external controls.

Question 3.
What are the obligatory functions and discretionary functions of a state?
Answer:
Functions which have to be implemented by the state at all times at any cost are obligatory functions. Discretionary functions are those which have to be implemented as per the economic condition of the state.
Obligatory functions of state

• Protection of boundary
• Maintenance of law and order
• Maintain internal peace
• Protection of rights
• Implementation of justice
• Defence

Discretionary functions of state

• Protection of health
• Provide educational facilities
• Implement welfare programmes
• Provide transportation facilities

Question 4.
What are the different theories related to the origin of state?
Answer:

• Divine Right Theory:
  State is the creation of God. King is the representative of God. The king is answerable only to God.
• Evolutionary Theory :
  State is the product of history. It came into being through social evolution.
• Power Theory :
  State came into being as a result of the establishment of power by the strong over the weak.
• Social Contract Theory :
  State came into existence through a contract by the people.

Question 5.
What is citizenship? What is the difference between a citizen and a foreigner?
Answer:
Citizenship is the full and equal membership in a state. The basis of citizenship is the relation between state and citizen.

Citizens enjoy political and civil rights :
They have the right for participation in the government and have political rights. The political rights of citizens include right to vote, right to contest in elections, right to form associations, right to criticise the government and the right to hold public office. Citizens also have to discharge certain duties.
Foreigners are those that live in another country for the purpose of education, job, etc. Foreigners are not entitled to the rights given to a citizen.

Question 6.
Explain natural citizenship and acquired citizenship.
Answer:

• Natural citizenship:
  Citizenship by birth is natural citizenship. A person born in India to parents of Indian origin gets Indian citizenship. This is natural citizenship.
• Acquired citizenship:
  The citizenship acquired by a person on the basis of the legal procedure of a nation is called acquired citizenship. Acquired citizenship can be obtained through registration, long stay, and ‘ reorganisation of an area.

Question 7.
What is Political Science?
Answer:
Political Science is the study of institutions like state and government. Aristotle is regarded as the father of Political Science. At first of Political Science took up the study of institutions like state and government and their functioning. With the emergence of democratic system, the concept of political participation gained importance. As a result of this, political processes became part of the study of Political Science along with political institutions.

Question 8.
Who is known as father of Political Science?
• Aristotle
• Plato
• Socrates
• Kautilya
Answer:
Aristotle

Question 9.
Evaluate how high population or low population affect the state adversely?
Answer:
State is made up of people. Without people, there is no state. However, the minimum and maximum number of people for a country are not fixed. Too high population and too less population are not beneficial to the state. These will affect the development of the state adversely. High population results in unemployment, poverty and famine. Countries with very less population have scarcity of human resource.

Question 10.
Prepare a seminar paper on the topic Essential factors of State.
Answer:
Seminar
Topic : Essential Factors of a State.
Introduction:
State is a group of people, residing permanently in a definite territory, with a sovereign government. Statehood is the highest stage in social evolution. State was formed after man began to settle down permanently.
The essential factors for state formation are:

• Population
• Territory
• Government
• Sovereignty

Population:
Population is an indispensable factor for state formation. People should live unitedly with mutual understanding, inter dependence and common public interest for the existence of the state. There is no state without people. However, the minimum and maximum number of people for a country are not fixed. Both too much population and too less population are not beneficial to the country. The people of a nation need not belong to any single religion, speak any particular language or follow a particular culture. But they should live unitedly with common nationalism.

Territory:
Territory is an important factor of state formation. A state should have a an exact territory with clearcut boundary. State is formed when people settle in the definite territory permanently. State should have complete control over its territory. The territory of a state includes the land area, water bodies, aerial space and coastal area coming within” its boundary. The size of the territory does not matter in state formation. But territory with a clearcut boundary is enough.

Government:
Government is an unavoidable constituent of state. The’government frames and executes laws and ensures justice to the people on behalf of the state. It ensures the safety and security of the citizens and provides many service to them. The government undertakes activities like maintenance of law and order, increasing employment opportunities and implementing development projects on behalf of the state. There should be governments in all states.

Sovereignty:
State has the right to take decisions on national and international matters independently without external control. This supreme authority of the state is known as sovereignty. Sovereignty differentiates state from other institutions. State cannot be constituted even if there is population, territory and government. State can come into existence only if there is sovereignty. It is the absolute, unlimited and indivisible power of the state.

Sovereignty has two dimensions – internal or domestic dimension and external dimension. Internal dimension means the right to take decisions on all matters within its territorial limit. External dimension means the right to take independent decisions on international issues. Sovereignty should not be divided at any cost. If so, a new state will be formed.

Conclusion:
The essential factors of the state are population, territory, government and sovereignty. No state can exist without these four components. Population and territory are the material basis of the state. The government is its political basis and sovereignty is its spiritual basis.

Question 11.
Which are the institutions constituted in India to perform obligatory functions?
Answer:

• Courts
• Police
• Border Security Force
• Armed Forces

Question 12.
Evaluate critically the obligatory and discretionary functions of by the state.
Answer:
Obligatory functions are those that the state has to implement at any cost at all times. State cannot abstain from its compulsory functions. If obligatoiy functions are not performed, the life and property of people cannot be protected. Some of the obligatory functions of the state are protecting the boundary, maintenance of internal peace, protection of rights and implementation of justice.

Discretionary functions of the state are those that have to be implemented depending on the economic condition of the country. Some of the discretionary functions of the state are to provide health care, education, transport facilities and to implement welfare schemes. The performance of these functions will provide better living conditions to people. The state which implements such progressive measures is called a welfare state. It is not possible to set a limit to the discretionary functions of the state. The growth of technology and the increase in human wants making this area vast.

Question 13.
Make a list of famous persons who have become Indians through acquired citizenship.
Answer:

• Mother Teresa
• Laurie Baker
• Sonia Gandhi
• Fr.Gussi Fredericks

Kerala Syllabus 10th Standard Social Science Solutions

Kerala State Syllabus 10th Standard Social Science Solutions Chapter 8 Kerala towards Modernity

Question 1.
Choose the items related to Column A from Column B.

Answer:

Question 2.
How did the English East India Company get dominance in Kerala?
Answer:

• The Subsidiary Alliance introduced by Lord Wellesley was a clever device to bring the native states under the Company’s rule.
• Captain Keeling, a representative of English East India company visited Kerala in 1615 and signed trade agreement with the Zamorin of Kozhikode. Later the Company secured the consent to start warehouses at Vizhinjam, Thalassery and Anchuthengu.
• By the Treaty of Sreerangapattanam in 1792 signed between the British and the ruler of Mysore Tipu, Malabar came under the control of the British.
• Travancore and English East India Company signed a Treaty in 1795. As per the treaty, Travancore admitted the supremacy of the British. In return the British promised Travancore protection from enemies. The British appointed a Resident in Travancore who was given the power to intervene in the internal affairs of the state.
• Following the Treaty of 1792, Kochi accepted British supremacy and was forced to pay tribute.
• Thus British ruled Malabar directly and Kochi and Travancore indirectly through the subservient Samantha Rajas.
• The whole of Kerala came under the control of the British by the end of the 18th century.

Question 3.
Analyse the impacts of British rule in the trade, industry and agricultural fields in Kerala.
Answer:
Trade

• The British took Kerala merchandises at cheap prices. The industrial products of England were sold at high prices here.
• The self sufficient village economy was destroyed.
• Kerala became part of world market.
• Foreign trade increased.
• The trade monopoly of salt, tobacco, timber and spices came under the control of the British.

Industry

• The plantation industry and traditional industry developed in Kerala.
• British capital investment increased in Kerala.
• Rulers of Travancore encouraged modern industries.
• Modem industries progressed in Kerala.
• Banks were started.

Agriculture

• Cultivation of plantation crops in the place of food crops became widespread in Kerala.
• The cultivation of coconut and tapioca became widespread.
• Forests were destroyed on a large scale for the cultivation of coffee, tea, cardamom and rubber on hilly areas.
• Kerala became a hub of cash crop production.

Question 4.
Choose from the bracket the persons related to the following events.
a. Kundara Proclamation :
b. Vaikom Satyagraha : …………………
c. Guruvayoor Satyagraha : …………….
d. Keezhariyoor Bomb Case : ………………..
e. Malayali Memorial : ……………….
(Dr.Palpu, GP.Pillai, Pazhassi Raja, KKelappan, K.B.Menon, Sree Narayana Guru, Velu Thampi Dalawa, T.KMadhavan)
Answer:
a. Velu Thampi Dalawa
b. T.K.Madhavan
c. K.Kelappan
d. K.B.Menon
e. GRPillai

Question 5.
List the social reform movements and protests developed in Kerala to eradicate social evils and inequalities.
Answer:
Social Reform Movements

• Samathwa Samajam – Vaikunda Swamikal
• Sree Narayana Dharma Paripalana Yogam – Sree Narayana Guru
• Sadhujana Paripalana Sangham – Ayyankali
• Travancore Muslim Mahajanasabha – Vakkom Abdul KhaderMoulavi
• Atmavidya Sangham – Vagbhatananda
• Sahodara Prasthanam – Sahodaran Ayyappan
• Araya Samajam – Pandit K.P.Karuppan
• Nair Service Society – Mannath Padmanabhan
• Yogakshema Sabha – V.T.Bhattathiripad
• Prathyaksha Raksha Daiva Sabha – Kumara Guru Devan

Agitations / Protests

• Channar Revolt
• Aruvippuram Consecration
• Vaikom Satyagraha
• Guruvayoor Satyagraha
• Temple Entry Proclamation

Question 6.
The National Movement in Kerala had no uniformity. Find out the reasons.
Answer:

• The National Movement in Kerala lacked a unified form because Kerala was not administratively united.
• Malabar was ruled directly by the British. So the national movement was strong there.
• The British controlled the administration of Kochi and Travancore indirectly through the Residents. So political agitations were not strong and powerful here as in Malabar.

Question 7.
Give a detailed account, of the events that led to United Kerala.
Answer:
Malayalis were divided by three different administrative dispensations though they spoke the same language.

• The Nagpur Session of the Indian National Congress in 1920 decided to set up State Congress Committees on a linguistic basis.
• The first All Kerala Political Conference was held at Ottappalam in 1921. The Kerala Pradesh Congress Committee came into existence uniting Travancore, Kochi and Malabar regions.
• The joint meeting of the people of native states of Malabar, Cochin and Travancore held in Ernakulam in 1928 approved the Aikya Kerala resolution.
• The Congress Session held in Payyanur in 1928 under the Chairmanship of Jawaharlal Nehru demanded that Kerala should be reorganised as a distinctive state after independence.
• The United Kerala resolution passed at the j United Kerala Convention held at Thrissur in 1947 under the Chairmanship of K.Kelappan.
• The United Kerala Convention of 1949 held at Palakkad.
  The state of Thiru – Kochi formed after the unification of the princely states of Cochin and Travancore on 1^st July 1949.
• The formation of States Reorganisation Commission with Fazl Alias Chairman in 1953.
• The State Reorganization Act passed in 1956 on the report of the States Reorganization Commission.
• The formation of Kerala state on 1^st November 1956 including Malabar and TavancoreCochin.

Question 8.
Prepare a note on the arrival of the Europeans to Kerala and their goals.
Answer:
The arrival of Vasco da Gama in Calicut in 1498 j led to the beginning of European trade in Kerala,The Zamorin granted the Portuguese the permission to trade from Calicut. The Portuguese insisted on monopoly in trade. Their aim was to drive away the Arabs and the Chinese who had traded with Kerala for centuries.

They demanded Zamorin to expel the Arab merchants from Kozhicode. But j the Zamorin rejected this demand and the furious Portuguese tried to obtain trading rights from the Raja of Cochin. The naval force of Zamorin under Kunjali Marakkar put up a tough resistance against the Portuguese, but failed.

The Dutch were the second European power to come to Kerala for trade. They also tried to get the monopoly of trade in Kerala by defeating the other foreign powers. They captured Cochin from the Portuguese in 1663 and expelled the Portuguese from Kerala. The rise of Travancore under Marthanda Varma was a severe blow to the Dutch in establishing their trade monopoly in South Kerala. In the battle of Colachel fought in 1741, Marthanda Varma defeated the Dutch and so they had to leave Kerala.

In 1615, Captain William Keeling arrived in Calicut with ships as the representative of the English East India Company. He concluded a treaty with the Zamorin who gave them freedom of trade in his country. They also tried to get the monopoly of trade in Kerala. They obtained permission to open warehouses at Vizhinjam and Anjengo. They succeded in establishing their political power in Kerala after defeating the other European powers.

In the Carnatic wars fought between the English and the French, the English succeeded and this gave them the monopoly of trade in South India.
By the end of the 18^th century, the whole of Kerala came under the British.

Question 9.
How did Malabar, Travancore and Cochin come under the British rule?
Answer:
The British got Malabar by the Treaty of Sreerangapattanam signed between the British and Tipu Sultan, the ruler of Mysore in 1792. The Company signed new treaties with the rulers of Cochin and Travancore. The King of Cochin was forced to give tribute to the Company by accepting the British supremacy in 1792. Thus Cochin came under the control of the British.

By the treaty of 1795, Travancore accepted British supremacy. Instead the British promised them protection from the enemies. Thus the British controlled Kerala ruling Malabar directly and Cochin and Travancore indirectly through vassal kings or Samantha rajas. By the end of the 18th century, Kerala came completely under British domination.

Question 10.
Prepare a list of the early resistance against the British in Kerala, including the regions they broke out and their reasons.
Answer:

Question 11.
Examine the list given below and write your assumptions on foreign trade in Kerala.

Answer:

• The British took away the products and raw materials necessary for the industries of England at cheap rate. The English products were imposed on the natives at high prices.
• They took away from Kerala coconut Jaggery, cashew nut and pepper. Instead they brought clothes and metal products to Kerala.
• Foreign trade increased in Kerala.
• The self sufficient village economies ruined.

Question 12.
Give an account of the results of the attempts made by the British to improve trade in Kerala.
Answer:
The British amended the trade laws of Malabar, Kochi and Travancore to their favour. This gave them monopoly of trade. They introduced uniform coinage and metrology systems. Roads and bridges and railways were constructed for enabling the easy transportation of commodities. Later these helped the industrial progress ill Kerala. They developed ports at Kochi, Kozhikode and Alappuzha for better trade facilities. These ports helped for the foreign trade in Kerala.

Question 13.
Analyse the changes commercialisation brought about in Kerala’s agricultural sector.
Answer:

• The cultivation of commercial crops for markets and industries instead of food crops is known as commercialization of agriculture. The British encouraged market – driven cultivation in the agricultural sector.
• Coconut products had high demand in foreign markets. So large scale cultivation of coconut began instead of paddy.
• The scarcity of paddy caused famine in many areas. To overcome famine, tapioca was cultivated on a large scale.
• Coffee, tea, cardamom and rubber began to be cultivated as plantation crops. This resulted in food scarcity and unemployment.
• Forests were cleared on a large scale for the cultivation of plantation crops.
• Asa result of commercialization, the Britishers became the owners of plantations in Kerala.

Question 14.
Prepare a note on the plantation industries and traditional industries developed in different parts of Kerala and on the factors that contributed their growth.
Answer:
Plantation industries like tea factories, coffee factories and rubber factories were concentrated in Wayanad and Idukki regions which produced most of the tea, coffee and rubber. The availability of raw materials was the reason for the concentration of these industries here.

The traditional industries that developed in Kerala during the British rule were coconut oil industry, coir industry, cashewnut industry, tile industry and handloom industry.

Alappuzha has extensive coconut cultivation. So coconut oil industry and coir industry were concentrated in Alappuzha. The factors that led to the development of these industries here were the availability of raw materials, foreign capital investment, availability of labourers and the presence of backwaters.

Kollam had extensive cultivation of high quality cashewnut. As a result, cashew industries were concentrated in Kollam.

Tile factories were concentrated in Farook, Kollam and Ollur where clay for making tile was available.

Handloom factories were in Kannur.

Question 15.
Prepare a flow chart showing the industrial
development in Kerala during the British rule.
Answer:

Question 16.
Discuss the changes in the fields of health and judicial sector’ of Kerala during the British period.
Answer:
Judicial Sector

• The British reformed the judicial system in Kerala. The new system put an end to trial and punishment based on caste of the accused. Instead it introduced unified punishments depending on the nature of guilt after hearing the accused.
• The principle of equality before law irrespective of caste was established.
• Set up trial courts in different places of Kerala.

Health Sector

• Introduced Allopathy system of treatment.
• Vaccination against small pox started first in Malabar.
• Government hospitals were started in Travancore, Kochi and Malabar.

Question 17.
Evaluate the role played by Channar Revolt, Vaikom Satyagraha and Guruvayoor Satyagraha to bring about social changes in Kerala.

Answer:
Channar Revolt:
Channar Revolt was the struggle of the Channar women of Southern Travancore to wear upper clothes. The struggle for gaining this right began in 1822 and came to a successful end in 1859. In 1859, the Maharaja of Travancore Uthram Thirunal was forced to issue an order allowing Channar women to wear jackets.

Vaikom Satyagraha:
The Vaikom Satyagraha of 1924 was an important agitation in Kerala for the right to travel. Lower caste Hindus had no right to travel on the road around the Mahadeva Temple of Vaikom. An agitation was started under the leadership of T.K.Madhavan for throwing the road open for all.

A Savarna Jatha was organised from Vaikom to Trivandrum under the leadership of Mannath Padmanabhan to support the Satyagraha and submitted a memorandum to the Maharaja. Following the agitation, the lower caste Hindus secured permission to travel through the roads around Vaikom Temple.

Guruvayoor Satyagraha:
The Guruvayoor Satyagraha was started in 1931 under the leadership of K.Kelappan demanding entry into the Guruvayoor temple for all castes of Hindus.

A.K.Gopalan was the volunteer captain of the struggle. The orthodox sections manhandled P.Krishna Pillai. The authorities of the temple closed the temple down. Though the Satyagraha was not a success, it created an atmosphere against untouchability. Following these popular protests, Temple Entry Proclamation was announced in November 1936 in Travancore, in 1947 in Malabar and in 1948 in Kochi.

Thus Channar Revolt, Vaikom Satyagraha and Guruvayoor Satyagraha helped to eradicate untouchability, and obtain the right of travel and right of worship.

Question 18.
Prepare a flow chart on the major political protests in Malabar, Travancore and Kochi.
Answer:

Question 19.
Analyse the circumstances that led to the formation of United Kerala.
Answer:

• The Nagpur Session of Indian National Congress in 1920 decided to form Congress Committees on linguistic basis.
• The first All Kerala Political Conference held at Ottapalam in 1921. People from Malabar, Kochi and Travancore joined together in this.
• Payyanur Congress Session under the Presidentship of Jawaharlal Nehru in 1928.
• United Kerala Convention held at Trichur in 1947.
• The merger of Travancore and Kochi on 1 July 1949.
• The formation of States Reorganization Commission in 1953.
• The State Reorganization Act of 1956.
• Formation of Kerala State in 1956.

Kerala Syllabus 10th Standard Social Science Solutions

Kerala State Syllabus 10th Standard Social Science Solutions Chapter 6 Eyes in the Sky and Data Analysis

Question 1.
Compare active remote sensing and passive remote sensing.
Answer:
Based on the source of energy ór light, remote sensing can be divided into two: active remote sensing and passive remote sensing.

1. Remote sensing made with the aid of an artificial sourcç of light or energy radiating from the sensor is known as active remote sensing. Eg: taking pictures using a camera flash. Here camera is the sensor and the flash coming from the camera is the artificial energy source.
2. Remote sensing made with the help of solar energy is known as passive remote sensing. Eg: taking pictures without the use of flash.

Question 2.
What is use of overlap in aerial photographs?
Answer:
Each aerial photograph includes about 60 per cent area of the adjacent photographs also. This is called overlap of aerial photographs. Its
advantages are:

• to ensure continuity of aerial photographs
• to obtain three dimension view using stereo scope.
• to give a synoptic view of the area.
• to understand the undulations of the terrain.

Question 3.
Prepare notes on geostationary and sun synchronous sate lilies.
Answer:

Geostationary satellites
Geostationary satellites are those that move in equal velocity with the earth’s rotation.
Orbit the earth at an elevation of about 36000 km above earth.

• One third of the earth comes under its field of view.
• Since they move according to the same orbital velocity of the earth, it stays constantly above a specific place on earth.
• Continuous data collection of an area is possible.
• Used in telecommunication and for weather studies.
• Eg: INSAT satellites of India.

Sun-synchronous satellites
These are satellites that pass around the earth along the poles.

• The orbit is about 900 km in altitude.
• Surveillance area is less than that of geostationary satellites.
• Mainly used for remote sensing purpose.
• Repetitive data collection of a region at regular intervals is possible.
• Used for collecting information about natural resources, land use and groundwater.
• Eg: IRS and Landsat.

Question 4.
List the fields where remote sensing is used.
Answer:

• For exploring the oceans
• For oil exploration ‘ ‘
• For the monitoring of flood and drought.
• For finding out forest fire in deep forests and for taking control measures by monitoring their spread.
• For understanding about the land use in a region.
• To locate places having greater groundwater availability.
• For collecting information about the extent of crops and spread of pest attacks.

Question 5.
What is the merit of using layers in GIS?
Answer:
With the help of GIS softwares, spatial data can be converted into different layers. From these, we can make maps, graphs and tables for our specific needs. Maps obtained as different layers can be used for various analysis.

The spatial relationship among the features on the surface of the earth can easily be understood by analyzing the appropriate layers.

Question 6.
Write down the possibilities of overlay analysis.
Answer:
Used for understanding the mutual relationship among the various surface features on earth and the changes undergone by them over a period of time.

• To identify the agricultural crops of different states.
• To identify the changes in the area of crops.
• To identify the changes in land use pattern.
• To understand the changes in the extent of forests.
• To understand about urbanisation.
• To understand the extent of drought and flood-affected areas.

Kerala Syllabus 10th Standard Social Science Solutions

Kerala State Syllabus 10th Standard Social Science Solutions Chapter 7 India after Independence

Question 1.
Which were the major problems faced by India when she got independence?
Answer:

• Refugee problem
• Communal riots
• Integration of princely states
• Formation of linguistic states

Question 2.
Write a short note on the integration of princely states.
Answer:
Integration of the princely states into the Indian Union was a major challenge before free India. There were around six hundred princely states in pre-independent India, in addition to the territories directly ruled by the British. Britain gave these princely states the option to join either India or Pakistan or to be independent.

The integration was really a herculean task and Sardar Vallabhbhai Patel was the Union Minister entrusted with this mission. He appointed V.P. Menon as Secretary of the Department of States, created for the purpose of integrating the princely states. Patel and V.P Menon prepared an Instrument of Accession, which stipulated that the princely states had to transfer their control over defence, external affairs and information and communications to the Government of India.

Following the diplomacy of the government and popular protests, majority of the princely states signed the Instrument of Accession and joined the Indian Union. But some states such as Hyderabad, Kashmir and Junagadh resented. Finally they were also integrated into the Indian union through conciliation talks and militaiy interventions.

Question 3.
Analyse the circumstances that led to the linguistic reorganization of states.
Answer:

• People speaking different languages lived in a native state. People speaking the same language happened to be in different states administratively. So demand for the formation of linguistic states gained momentum.
• The Nagpur Congress Session of 1920 decided to frame Pradesh Congress Committees on
  linguistic basis.
• Popular agitations started in different parts of the country after independence for the formation of linguistic states.
• In 1948, the Constituent Assembly appointed a language commission under the leadership of Justice Dhar.
• Sriramulu, a veteran freedom fighter started satyagraha for the formation of Andhra Pradesh for Telugu speaking people. He died as martyr after 58 days. As a result of the agitation which followed this, the Government of India formed the state of Andhra Pradesh in 1953.
• In 1953, the States Reorganization Commission was formed.
• In 1956 the Parliament passed the States Reorganization Act.

Question 4.
Write a note on the formation of the Indian Constitution.
Answer:
Indian Constitution is the foundation of out nation making. The constitution was framed by the Constituent Assembly. The Constituent Assembly was formed in 1946 with Dr.Rajendra Prasad as Chairman. A drafting committee was formed under the Chairmanship of B.R.Ambedkar to prepare the Constitution. The other members of the Committee were N.Gopalaswami Ayyangar, Alladi Krishnaswami Iyer, K.M.Munshi and Muhammad Saadulah.

The constitution was framed after detailed deliberations and debates. The Indian Constitution was unanimously adopted by the Constituent Assembly on 26th November 1949. The constitution came into effect on 26th January 1950 and India was declared a Republic.

Question 5.
Free India made notable achievements in science and technology. Examine the validity of this statement.
Answer:
Independent India made remarkable achievements in science and technology. Technology and technocrats have played a major role in the agricultural progress and industrialisation of India. India achieved considerable progress in science and technology under the leadership of Jawaharlal Nehru who was an ardent admirer of modem science. Several research institutions were set up for the development of science and technology. Some of them were:

• Council of Scientific and Industrial Research (CSIR)
• Indian Council of Agricultural Research (ICAR)
• Indian Council of Medical Research (ICMR)

Two stalwarts of Indian science, Homi Jehangir Bhabha and S.N.Bhatnagar helmed the projects of Council for Scientific and Industrial Research. Homi.J.Bhabha was the head of Tata Institute of Fundamental Research and Indian Atomic Energy Commission.

Many engineering institutes with world standard were set up. Between 1954 and 1964, five Indian Institute of Technology (1ITS) were set up. Nehru strongly believed that India should minimize her dependence on western countries in science and technology. Subsequently India made tremendous progress is medical science, biomedical engineering, genetics, biotechnology, health science, transportation, marine technology, information technology and atomic energy.

Question 6.
Explain the advancements in space research in independent India.
Answer:
India’s achievements in space research and missile technology are comparable to those of the developed nations.

• In 1962, Nehru, with the technical advice of Vikram Sarabhai, formed the Indian National Committee for Space Research (INCOSPAR).
• Following this, in 1969, Indian Space Research Organisation (ISRO) was established to lead space research.
• The first rocket launching station in India was set up at Thumba near Trivandmm in 1962.
• As a result of the collective efforts of India’s space research experts, first artificial satellite of India Aryabhatta was successfully launched in 1975.
• Besides artificial satellites, India has also developed space vehicles and rocket launchers. India is the only developing country that can develop and launch satellites. India could ( achieve this honour due to the farsightedness of Nehru.
• The main agencies that develop satellites in India are National Remote Sensing Agency and ‘ Physical Research Laboratory.
• In missile technology also, India made achievements. Agni, Prithvi and Akash are the main missiles developed by India.
• Dr.Raja Ramanna and Dr.A.RJ.Abdul Kalam led experiments in the atomic energy sector.
• India has entered a new era in space exploration with the new space mission Chandrayan and Mangalyaan.
• India’s first lunar mission Chandrayan was launched in October 2008. With this, India became a member in the coveted group to launch space shuttle to the lunar orbit after USA, Russia, European Space Agency, China and Japan.
• India’s Mars mission is called Mangalyaan. India became the first country to successfully get a spacecraft into Mar’s orbit on its maiden attempt by the launching of Mars Orbiter Mission in 2013. It is the Indian made space shuttle that covered the longest distance in space.

Question 7.
Explain the major features of the National Education Policy of 1986.
Answer:
The New Education Policy of 1986 was formulated with an objective to prepare India to face the challenges of the new millenium. Its recommendations were:

• Focusing on primary education and continuing education.
• Launching Operation Black Board programme to universalise primary education and to improve the infrastructure facilities of schools.
• Setting up Navodaya Vidyalayas in each district.
• Encouraging girl’s education.
• Use media like radio and television for educational purpose.
• The State Council of Education Research and Training (SCERT) for promoting research and training in education at the state level and the District Institute of Education and Training (DIET) in each district were started as part of the National Education Policy of 1986.

Question 8.
Which are the important cultural institutions formed after independence?
Answer:

• Sahitya Akademi
• SangitNatakAkademi
• National Book Trust of India
• Lalit Kala Akademi
• National School of Drama

Question 9.
List the fundamental principles of India’s foreign policy.
Answer:

• Panchsheel principles
• Non-Alignment
• Resistance to colonialism and imperialism
• Trust in the United Nations
• Emphasis on the necessity of foreign assistance.
• Peaceful co-existence
• Hostility’to racism

Question 10.
Discuss the context of the refugee problem in Independent India.
Answer:
One of the important problems that independent India had to face was the refugee problem. The main reason for the refugee problem was the partition of India into India and Pakistan. Following the partition, there was an influx of Hindus and Sikhs to India from Pakistan and Muslims from India to Pakistan. Communal riots broke out in different parts of India.

Calcutta, Bihar, Noakhali, Delhi, Punjab and Kashmir witnessed bloody riots. Thousands were killed and women were attacked. As a result, different sections of people lost all their belongings and became refugees. Around 10 million people travelled as refugees on bare foot, trains and bullock carts.

Question 11.
Discuss the role of the Constitution of India fostering democracy.
Answer:

• The laws for governing the country are derived from the constitution.
• In democratic countries, the constitution is framed on the basis of the interest and will of the people.
• Indian constitution is the foundation of our nation making.
• Indian constitution stands for a democratic government, and for the ideas of republic, federation and division of power.
• The powers of the central and state governments are clearly defined in the constitution.
• The constitution also assures rule of law, single citizenship and free and impartial election.
• Indian constitution also safeguards democracy through Parliamentary system of rule,
  fundamental rights and fundamental duties.

Question 12.
Why did independent India choose language as a criterion for state reorganisation?
Answer:
Detailed discussions were held for the criterion of state reorganisation. Several factors such as geographical extent, population, etc. were considered. When nationalism was defined on the basis of religion, linguistic identity was raised as a counter argument.

The people who follow a particular religion, might be speaking different languages. The people who speak the same language might be following different religions. Since language was a strong unifying force as an instrument of communication and cultural formation, language was chosen as a criterion for state reorganisation.

Question 13.
Prepare a note on the economic development of independent India.
Answer:
Independent India adopted an economic system called mixed economy which was a synthesis of capitalism and socialism. It gave preference to the development of public sector. The government under the leadership of Jawaharlal Nehru which assumed power after independence adopted many projects aimed at the economic development of the nation.

Centralised economic planning was one such project. The Planning Commission was formed in 1950 for centralised planning. It devised many projects for economic progress. Five Year Plans are the schemes introduced by the Planning Commission aimed at the economic growth of the country.

It was in 1951 that Five Year Plan was started in India. Agriculture was given priority in the First Five Year Plan and in the Second Plan which began in 1956, industrial development was given priority. The five year plans helped India to go ahead with the process of development.

They also helped to alleviate poverty, flourish agricultural and industrial sectors, improve education and generate new energy sources. India also got assistance from foreign countries for economic development. With their support, iron and steel industries were set up in various parts of the country. Major dams had a significant role in moderating Indian economy.

Question 14.
What were the features of the initiatives taken by independent India in the economic sector?
Answer:

• India adopted a mixed economic system which was a synthesis of capitalism and socialism. It gave preference to the development of the public sector. Heavy industries, mining of minerals and oil, railways and airways, manufacture of military equipments, etc. were brought under public sector. The private investors were also given encouragement by the government.
• Planning Commission was formed in 1950 for centralised planning. The Planning Commission implemented many projects for attaining economic progress.
• Five Year Plans were launched in 1951. The plans gave a boost to Indian agriculture, industry, power production, etc.
• Foreign aid was accepted for economic progress. Iron and steel industries were started at Bhilai and Bokaro with Soviet aid, Rourkela with German aid and Durgapur with British aid.
• Big dams were constructed across many rivers for irrigation and for the production of electricity. With irrigational facilities, agricultural production increased tremendously.
• As a result of the investment of capital in agricultural sector for irrigation, agricultural machines, fertilizers, pesticides, hybrid seeds, etc. agricultural production increased. This came to be known as Green Revolution.

Question 15.
How did the achievements in the field of science help the development of India?
Answer:

• Several research institutions like Council of Scientific and Industrial Research, Indian Council for Agricultural Research and Indian Council for Medical Research were set up for scientific progress. Under the Council of Scientific and Industrial Research, India attained great progress in atomic energy and missile technology.
• Under Space Research Organisation, India launched spacecrafts and satellites. The satellites launched by India help in communication, weather study, locating resources, etc.
• World class engineering institutes were also established in the country. Five Indian Institutes of Technology were started between 1954 and 1964.
• Nehru strongly believed that India should minimize her dependence on western countries in science and technology. Subsequently India made tremendous progress in medical science, biomedical engineering, genetics, biotechnology, health science, marine technology, information technology, atomic energy and transportation.

Question 16.
Analyse the educational achievements in
independent India.
Answer:

• The Government appointed various commissions to study Indian Education and to submit recommendations.
• National Policy of Education was formulated in 1986.
• Right to Education Act was passed in 2009 to give free and compulsory education to children of 6 to 14 years of age. It is included as part of Fundamental Rights.
• New policy on education paved the way for remarkable changes in education.
• Colleges, universities, engineering institutions
  including IITS and IIMS for management studies of international standard were set up.
• With the help of internet and computer, smart classrooms were started in schools which helped to increase the quality of education.
• Gave a stress to female education and as a result, the female literacy rate increased.
• Open schools were set up for students who discontinued their education without completing their studies.
• In order to control the various sectors of education and formulate policies, several agencies like University Grants Commission (UGC), National Council of Educational Research and Training (NCERT), All India Medical Council (AIMC), All India Council of Technical Education (AICTE), etc. were started.
• The Sarva Shikhsha Abhiyan (SSA) is the agency with a view to universalise primary education and Rashtriya Madyamik Shiksha Abhiyan (RMSA) is the agency to universalise secondary and higher secondary education. SSA and RMSA are joined together and implemented as Samagra Shiksha Abhiyan.

Question 17.
The foreign policy of independent India reflects the values of Indian National Movement. Examine.
Answer:
Independent India accepted the foreign policy which was formulated by the Indian National Congress during the freedom movement. It was Jawaharlal Nehru who shaped the basic principles of India’s foreign policy. He was one of the architects of the policy of non-alignment.

A good foreign policy is the extension of a mature domestic policy. Both are interrelated. The values upheld by Indian National Movement like non-violence, non-aggression, freedom and equality can be seen in the foreign policy of India. The Directive Principles of State Policy in the constitution explain the basis of Indian Foreign Policy. The policy of non-alignment and to strive for disarmament at the international level are also the aims of India.

Kerala Syllabus 10th Standard Social Science Solutions

Kerala State Syllabus 10th Standard Social Science Solutions Chapter 5 Public Expenditure and Public Revenue

Question 1.
Compare developmental expenditure and non-developmental expenditure and give examples for each.
Answer:
Developmental expenditure: The expenditure incurred by the government for developmental activities that will yield further income. Eg: Construction of roads, harbours, establishing educational institutions, etc.

Non-developmental expenditure: The expenditure of the government for non developmental activities that will not yield further income.
Eg: Expenses on war, paying pension, etc.

Question 2.
Describe the features of direct tax and indirect tax.
Answer:

Question 3.
What are the important functions of GST Council?
Answer:

• Makes recommendation on taxes, cess and surcharges that are to be merged into GST.
• Makes recommendation on goods and services that are to be brought under GST.
• Determines GST rates.
• Determines the time frame for including the excluded items into GST.
• Determines the tax exemption limit on the basis of total turn over.

Question 4.
Explain with examples public revenue and public expenditure.
Answer:

• The income of the government is known as public revenue. Eg: Taxes, Fines, Grants, etc.
• The expenditure incurred by the government is known as public expenditure. Eg: Distribution of drinking water, defence expenditure.

Question 5.
What are the sources of non-tax revenue?
Answer:

• Fees: Fees is the reward for the government’s services. Eg. License fees, registration fees
• Fines and Penalties: Punishments for violating the laws.
• Grants: Financial aid by one government or organisations for meeting specific objectives. Eg. Grants by state government to local self-governments.
• Profit: Income received from public sector enterprises.
• Interest: Amount received for the loans provided by the government to various enterprises and countries.

Question 6.
Rewrite if required.

• Deficit budget: income = expenditure
• Surplus budget: income < expenditure
• Balanced budget: income > expenditure

Answer:

• Deficit budget: expenditure > income
• Surplus budget: expenditure < iricome
• Balanced budget: income = expenditure.

Question 7.
What is fiscal policy? Explain its aims.
Answer:
The policy of the government regarding public revenue, public expenditure and public debt is called fiscal policy. This policy is implemented through the budget.

Aims of fiscal policy:

• Attain economic stability
• Create employment opportunities
• Control unnecessary expenditure
• Control prices.

Question 8.
Public finance and fiscal policy determine a country’s progress. Substantiate.
Answer:

Public finance relates to public income, public expenditure and public debt. Public finance is presented through budget. The budget includes activities the government proposes to implement, sources of income and important expenditure items. A balanced budget can ensure national progress.

The policy of the government regarding public revenue, public expenditure and public debt is called fiscal policy. These policies are implemented through the budget. Fiscal policy influences a country’s progress. A sound fiscal policy helps in nourishing the developmental activities and attaining growth.

Question 9.
List the activities undertaken by the government for the welfare of the people.
Answer:

• Providing educational facilities
• Providing healthcare facilities
• Enhancing public distribution system
• Distribution of drinking water
• Distribution of pension
• Protection of environment.

Question 10.
Given below is the graph showing the public expenditure of India from 2009-10 to 2015-16.

Answer:

• The public expenditure of 2009 – 10 was ₹1024487 crore. It increased to ₹1777477 crore in 2015-16.
• The rate of increase in 2009-10 :\(\frac{1197328-1024487}{1024487} \times 100 \%\)
• The rate of increase in 2015-16: \(\frac{1777477-1681158}{1681158} \times 100 \%\)

The reasons for increase are

• Defence expenditure
• Increase in population
• Welfare schemes

Question 11.
Which are the sources of public revenue?
Answer:

• Tax revenue
• Non tax revenue.

Question 12.
List the important indirect taxes in India.
Answer:

• Central GST
• Integrated GST
• State GST.

Question 13.
List the taxes imposed by Central, State and Local self governments.
Answer:

Question 14.
Which are the sources of public debt of government?
Answer:

• Internal sources – within the country
• External sources – foreign governments and international institutions

Question 15.
Observe the table indicating internal and external debt of India from 2013-14 to 2015-16.

How much did public debt increase in 2015-16 compared to 2013 -14?
What conclusion can be arrived at while comparing internal debt and external debt?
Answer:

• In 2015-16, the debt increased to ₹ 1078329 crore.
• Internal debt is more than external debt.

Question 16.
Analyse the expenditure of the central government in 2015-16 and write your conclusions.

Answer:

• The highest expenditure of the central government in 2015-16 was on interest and payment: ₹ 456145 crore.
• Defence expenditure comes second: ₹ 246727 crore.
• Pension expense is ₹ 88521 crore.
• Expenditure on social service is only ₹ 29143 crore.

Question 17.
Observe the diagrams related to the major. income sources of the central budget 2015-16.

• From which item does the central government receive maximum revenue?
• Which is the source of non tax revenue that yields maximum income to the central government?
• Which yields more income to the central government – tax revenue or non-tax revenue?

Answer:

• Corporate tax
• Profit
• Tax revenue

Kerala Syllabus 10th Standard Social Science Solutions

Kerala State Syllabus 10th Standard Social Science Solutions Chapter 6 Struggle and Freedom

Question 1.
What are the regional agitations in which Gandhiji participated after his arrival in India?
Answer:

• 1917: The struggle of indigo farmers in Champaran
• 1918: Ahmedabad cotton mill strike
• 1918: Peasant struggle in Kheda

Question 2.
What are the strategies of strike used in the peasant struggle in Kheda?
Answer:

• Satyagraha
• Non-payment of tax

Question 3.
Analyse the outcomes of Gandhiji’s earlier struggles.
Or
What changes happened in the national movement through the earlier struggles of Gandhiji?
Answer:

• The struggles Gandhij i took up popularised his ideologies and method of protest.
• The city centric national movement spread to rural areas.
• Till his entry into the political scenario, national movement was confined to the educational section of the society. His methods of protest attracted common men to the movement.
• Gandhiji became a national leader acceptable to all strata of the society.

Question 4.
Name the law made by the British in the pretext of preventing extremist activities.
Answer:

• In the pretext of preventing extremist activities,, the British Parliament passed the Rowlatt Act in 1919 limiting the civil rights.
• As per this Act, any person could be arrested and imprisoned without trial.

Question 5.
Write a short note on Jallicmwala Bagh massacre.
Answer:
The British Parliament passed the Rowlatt Act in 1919. As per this Act, any person could be arrested and imprisoned without trial. Leaders like Saifuddin Kitchlew and Satyapal led the anti- Rowlatt Act agitations in Punjab.

People gathered at Jallianwala Bagh in Amritsar on 13 April 1919 to protest against the arrest of these leaders. The city was under the control of the army. Accusing that the protesters violated his instructions, the army chief General Dyer ordered to shoot without warning.

The innocent armless people were trapped as the ground was surrounded by buildings and the only entrance was blocked by the armed British soldiers. The shooting of ten minutes killed 379 people and thousands were wounded. This incident is known as Jallianwala Bagh massacre.

Question 6.
List out the outcomes of Non-Co-operation Movement under Gandhiji.
Answer:

• As a part of Non-Co-operation Movement, many national schools were established. Students who boycotted English education were attracted to national educational institutions. Kashi Vidya Pith, Gujarat Vidya Pith, Jamia Millia, etc. were some of the national educational institutions started during this time.
• Non-Co-operation movement had a major role in making the national movement, till then confined to the elite, a grass root mass movement.
• Production of ind igenous goods increased.
• Popularisation of Hindi.
• Formation of Swaraj Party.
• Non-Co-operation movement could shake the foundations of British rule in India.

Question 7.
Which incident forced Gandhiji to withdraw the Non-Co-operation Movement?
Answer:
Gandhiji withdrew the Non-Co-operation Movement due to a untoward incident in Chauri Chaura village in Uttar Pradesh. In response to the police firing at a mob, the villagers set ablaze the police station and 22 policemen died. This incident is known as Chauri Chaura incident. Gandhiji who believed in the principle of non¬violence, was disappointed by the incident.

Question 8.
Which session of the Congress declared PoornaSwaraj as the ultimate aim of Indian freedom struggle?
Answer:
The Lahore Session of the Indian National Congress held in 1929 under the Chairmanship of Jawaharlal Nehru declared Poorna Swaraj.

Question 9.
Prepare a Seminar paper on the significance of Civil Disobedience Movement in the freedom struggle.
Answer:
Seminar
Title: The Significance of Civil Disobedience Movement in the freedom struggle Introduction:
The Lahore Session of the Indian National Congress held in 1929 under the Chairmanship of Jawaharlal Nehru resolved to start the Civil Disobedience Movement under the leadership of Gandhiji. With the civil disobedience, Gandhiji meant to disobey all anti-popular and anti¬democratic civil laws made by the British government.

Gandhiji proposed the following as part of civil disobedience.

• To lift salt tax.
• To declare 50% tax relaxation for farmers.
• To increase the tax on imported foreign clothes.
• To release political prisoners.
• To cut short military budget and h igh salary of top officials.
• To dissolve the secret surveillance wing formed to watch Indians.
• To start coastal shipping service.
• To implement prohibition of liquor.

Gandhiji gave top priority to reducing salt tax due to a variety of reasons. They were:

• Salt tax constituted two fifth portion of the income collected by the British through taxes.
• There was three fold hike on salt price.
• This tax was a heavy burden for the poor people.
• The British government banned small scale indigenous salt production.
• The demand for lifting the salt tax was a slogan suitable to inspire all sections of society.

Gandhiji started the famous Dandi March on March 12, 1930. With 78 selected followers, Gandhiji marched from Sabarmati Ashram to Dandi, a sea coast village in Gujarat. On April 6, 1930, Gandhiji broke salt law at Dandi by making salt. Inspired by the call of Gandhiji, people in various parts of the country started to produce salt on their own, violating the British regulations.

Payyannur in Kerala, Vedaranyam in Tamil Nadu, Bombay in Maharashtra, Noakhali in Bengal and North West Frontier Province were some of the centres of the protest. As part of the protest, volunteers made salt and distributed it to the public, hoisted national flag and chanted anti-British slogans. The British police severely tortured a team of volunteers led by Sarojini Naidu who set out to Dharsana salt field in Gujarat. Gandhiji was arrested and the movement was suppressed callously.

The Civil Disobedience Movement spread to different parts of the country very fast. This movement gave them an opportunity to express their resentment and hatred towards the British colonial rule. An important feature of this movement was the mass participation of women. The British tried to suppress the Civil Disobedience movement. About one lakh satyagrahis, including Gandhiji were imprisoned. The Indian National Congress was banned.

Conclusion
The second and the most powerful mass movements under the leadership of Gandhiji was the Civil Disobedience Movement. By taking salt as a tool of protest, Gandhiji.

• Proved that any trivial issue can be snowballed into a popular strategy to trigger public protest and intensity of mass movement.
• Succeeded in securing support of the society at large.
• Sensitised the public in a very simple way to the exploitation of the British.

Question 10.
Prepare a note on the Quit India Movement.
Answer:
The Quit India Movement of 1942 was the last popular protest organised by the Indian National Congress under the leadership of Gandhiji. The All India Congress Committee passed the historic Quit India Resolution on August 8,1942. It was a mass movement based on the ideology of non¬violence meant to force the British to leave the country offering complete freedom to Indians.

The factors that caused the Quit India movement were:

• Reluctance of the British to implement constitutional reforms in India.
• Public disgust with price hike and famine.
• The assumption that the British would be defeated in the Second World War.

As part of the movement, Gandhiji called for the following.

• Princely states shall recognise the sovereignty of their people.
• Farmers shall not pay land tax.
• Government officials shall disclose their loyalty to Indian National Congress without resigning their positions.
• Without quitting their positions in the army, soldiers shall disobey orders to shoot and kill Indians.
• If possible, students shall boycott education till attaining freedom.

Gandhij i gave the slogan ‘Do or die’ to the people during the quit India agitation. The British suppressed the movement very severely and arrested leaders including Gandhiji. In protest, the uncontrolled mob demolished government offices, electric lines and transportation facilities. At the end of 1942, India was under popular unrest. The Quit India Movement was a clear indication of the people’s determination to grab freedom for their country.

Question 11.
How did Gandhiji become the leader of Indian society?
Answer:

• Gandhiji became familiar to the Indians after his involvement in addressing the problems of the Indian expatriates in South Africa.
• His protests in South Africa made him famous.
• Gandhiji was very popular because he lived among the common people and his food and clothing was similar to that of the common man in India and he spoke in their language.
• Common people found in Gandhiji a saviour who could solve their problems.
• His policy of Satyagraha and Ahimsa made him popular.

Question 12.
Examine the early struggles led by Gandhiji and discuss his method of protest.
Answer:
The early struggles that Gandhiji led in India were the struggle of the indigo farmers in Champaran in 1917, Ahmedabad cotton mill strike in 1918 and peasant struggle in Kheda in 1918. All the three struggles were regional and based on economic issues.

In Champaran, Gandhiji resorted to disobedience of the British rules and Satyagraha. His involvement compelled the authorities to pass laws in favour of the indigo farmers. Gandhiji adopted the same method of protest that he used in Champaran in the Ahmedabad cotton mill strike for ‘plague bonus’.

Following his satyagraha, the authorities agreed to hike the wages of employees and the strike came to an end. The rulers decided to collect tax from the poor villagers of Kheda who were in misery due to drought and crop failure. Gandhiji employed the tools of non payment of tax and satyagraha in this struggle. The authorities were forced to reduce tax rates. Gandhiji’s early struggles were based on Satyagraha and Ahimsa and this made him a popular leader.

Question 13.
How did the Jallianwala Bagh massacre influence Indian National Movement? Discuss.
Answer:
People gathered at Jallianwala Bagh in Amritsar on 13 April 1919 to protest against the arrest of Saifuddin Kitchlew and Satyapal who led the anti- Rowlatt Act agitation in Punjab. The city was under the control of the army. Accusing the protesters violated his instructions, the army chief -General Dyer ordered to shoot without warning.

The Bagh was surrounded by buildings and the only entrance was blocked by the armed British soldiers and thus the people were trapped. The shooting that lasted for 10 minutes killed 379 people and wounded thousands. This was the Jallianwalla Bagh Massacre.

The massacre at Jallianwala Bagh intensified the protests at the national level. India was shocked at this cruelty. Anti-British feeling intensified and national movement strengthened. More people began to participate in agitations against the British. Gandhiji said that Jallian wala Bagh massacre shook the foundation of the British empire.

Question 14.
Explain the circumstances that led Gandhiji to support the Khilafat movement.
Answer:
Khilafat movement in India was started under the leadership of Maulana Mohammad Ali and Maulana Shoukath Ali in 1919. Gandhij i supported the movement because:

• By declaring Khilafat movement as a part of Indian national movement, Gandhiji ensured active participation of Muslims in the freedom struggle.
• To intensify Hindu-Muslim unity.
• His expectation that the Hindus and Muslims together could put an end to the colonial rule.
• To travel across India with Khilafat leaders and to propagate his ideologies.

Question 15.
Explain the circumstances which led Gandhiji to suspend the Non-Co-Operation Movement.
Answer:
The first national level struggle by the Indian National Congress under the leadership of Gandhiji was the Non Co-operation movement. Non co-operation movement had a major role in making the national movement, which was till then confined to the elite of the society, a grass root mass movement. But Gandhiji suspended the Non Co-operation Movement due to the Chauri Chaura incident.

In response to the police firing on a mob at Chauri Chaura, a village in Uttar Pradesh, the villagers set ablaze the police station and 22 policemen died. This was known as Chauri Chaura incident. The incident disappointed Gandhiji who believed in the principles of Ahimsa. He realised that the people could not fully understand the essence of Ahimsa. So he suspended the Non co-operation movement.

Question 16.
How far the demands of Gandhiji are appropriate to attain the freedom of India?
Answer:
Proposals put forward by Gandhiji for freedom

• To lift salt tax.
• To increase the tax on imported foreign clothes.
• To implement prohibition of liquor.
• To release political prisoners.
• To declare 50% tax relaxation for farmers.
• To cut short military budget and high salary to top officials.
• To dissolve the secret surveillance wing formed to watch Indians.
• To start coastal shipping service.

Gandhiji gave top priority to reducing salt tax. This was the powerful weapon that he used against the British. Salt tax was a heavy burden to the common people. Salt tax constituted two fifth portion of the income collected by the British through taxes. The demand for lifting salt tax was a slogan suitable to inspire all segments of the society. By taking salt as a tool, Gandhij i succeeded in securing support of the society at large. Pooma Swaraj became the aim of national struggle.
These proposals helped to attain freedom to some extent.

Question 17.
The Salt Satyagraha was the best example for bravery based on non-violence. Substantiate.
Or
The Salt Satyagraha played a major role in making national movement a mass movement. Substantiate.
Answer:
The second mass movement that Gandhij i launched against the British in India was the Civil Disobedience Movement and Salt Satyagraha. Gandhiji began the .Civil Disobedience Movement by breaking the salt law. The British hiked the salt price three fold.

This tax was a heavy burden for the poor people. Gandhiji appealed to the people to agitate against salt law. Gandhiji along with 78 followers marched from Sabarmati Ashram on 12 March 1930 to Dandi, a coastal village. He and his followers reached Dandi on April 6,1930 and broke the salt law by making salt. Inspired by the call of Gandhiji, people in various parts of the country started to produce salt on their own, violating the British regulations. Following Salt Satyagraha, Gandhiji was arrested and the movement was suppressed callously.

The people resorted to peaceful means of agitations like non-payment of tax, disobedience to laws, strike and hartals. Thus Salt Satyagraha was an agitation based on non-violence. The mass participation of the people made it a mass movement.

Question 18.
The Quit India Movement was a turning point in India’s freedom struggle. Discuss.
Answer:
The Quit India Movement of 1942 was the last popular protest organized by the Indian National Congress under the leadership of Gandhiji. The Indian National Congress Committee passed the historic Quit India Resolution on August 8,1942. It was a mass movement based on the ideology of non-violence meant to force the British to leave the country offering complete freedom to Indians. Gandhiji gave the slogan ‘Do or Die’ to the people and exhorted all to become part of the agitation.

The British government suppressed the movement severely. All the top leaders of the Congress including Gandhiji were arrested on August 9 and imprisoned. The Congress Party was banned. In protest, the uncontrolled mob demolished government offices, electric and railway lines. At the end of 1942, India was under the fire of popular unrest.

Quit India Movement was a popular agitation. Workers, peasants and students were in the forefront. The agitation made the British realize that their days in India were numbered.

Question 19.
Conduct a quiz competition on ‘Gandhiji and freedom struggle of India’.
Answer:
a. The first Satyagraha organised by Gandhiji in India.
Champaran Satyagraha, 1917

b. The first national level struggle of Indian National Congress under the leadership of Gandhiji.
Non co-operation Movement

c. When was the Quit India Movement started.?
1942

d. Which was the slogan that Gandhiji gave during Quit India Movement?
Do or Die

e. The Congress Session that declared PoomaSwaraj as its aim.
Lahore Congress Session 1929

f. Which incident prompted Gandhiji to suspend the Non Co-operation Movement?
Chauri Chaura incident

g. From where did the Dandi March begin?
Sabarmati Ashram

h. Which Round Table Conference was attended by Gandhiji as the representative of the Congress?
Second Round Table Conference (1931)

i. The centre of Salt Satyagraha in Kerala.
Payyannur

j. The year in which the Rowlatt Act was passed
1919

Question 20.
Prepare a Seminar paper on the organizations j which were formed as an alternative to Gandhian way of struggle for the freedom of India.
Or
Many movements and persons who had difference of opinion with the Gandhian approach to the struggle for independence played a crucial role in the freedom struggle of India. Explain their activities.
Answer:

Seminar

Topic : Organisations formed as alternative , to Gandhian way of struggle for the freedom of India
Introduction:
Many movements and persons who had difference of opinion towards Gandhian approach to the struggle for independence also played crucial roles in attaining freedom for our country. Their objective was also nothing but Indian freedom from colonial clutches.
The following are examples for such organizations.

Swaraj Party:
C.R.Das and Motilal Nehru who opposed Gandhian idea of boycott movement, formed the Swaraj Party in 1923. They argued for making legislative assemblies as platforms for raising our voices instead of boycotting them.

Hindustan Socialist Republican Association:
Revolutionaries from Punjab, Rajasthan, Uttar Pradesh and Bihar gathered in Delhi and formed the Hindustan Socialist Republican Association in 1928. Bhagat Singh, Chandra Sekhar Azad, Raj Guru and Sukh Dev were at the helm of this movement.

They floated a military wing called ’Republican Army’ for armed revolution. Their plan was to overthrow the colonial government through military action and establish a federal republic of Indian states. Bhagat Singh and Batukeshwar Dutt threw bombs at the Central Legislative Assembly to protest against the attempts to pass laws curtailing civil rights.

Abhinav Bharat Society:
V.D.Savarkar founded the revolutionary organisation Abhinav Bharat Society in 1904 in Maharashtra. This was the most important revolutionary organisation in Maharashtra. Anand Lakshman Karkare who was a prominent member of this organization assassinated the Nasik District Magistrate Jackson.

Anuseelan Samiti:
Anuseelan Samiti was the most popular revolutionary organisation in Bengal. It was founded in 1902 by Barindra Kumar Ghosh, Jateendranath Banerji and Pramod Mithar. Pulin Das founded the Anuseelan Samiti of Dacca.

Ghadar Party:
Ghadar Party was the revolutionary organisation formed by the Indian revolutionaries in America in 1913. The founders of this organisation were Lala Hardayal, Bhai Parmanand, Sohan Singh Bhakna. Its main aim was to liberate India from the British rule. The party decided to start an armed rebellion in India on February 2,1915.

Indian Republican Army:
Indian Republican Army was formed under the leadership of Surya Sen. Its aim was to overthrow the colonial government in India and establish a federal republic of Indian states.

Congress Socialist Party:
At a meeting held under the leadership of Jai Prakash Narayan in Bombay in 1934, the Congress Socialist Party was formed. Taking cue from the Russian revolution, socialist ideologies started to spread in India in 1930s and these ideas influenced a section of Congress activists.

This organisation played a decisive role in the Quit India Movement. When Gandhiji and other top leaders of the Congress were arrested, Socialist Party leaders like Jai Prakash Narayan and Aruna Asaf Ali led the movement from their hideouts.

Forward Bloc:
At various stages of national movement, Subhash Chandra Bose expressed his difference of opinion on Gandhian ideas of struggle. Quitting the Congress, he formed a new political party called Forward Bloc.

Indian National Army:
Indian National Army was formed by Rash Bihari Bose to attain freedom for India. Later Subhash Chandra Bose took the charge of INA. He formed a provisional government for free India in Singapore with the aim of forcing the British to quit India. The INA had a woman wing called the Jhansi Regiment.

With the support of the Japanese army, the Indian National Army marched to the north east border of India and hoisted the Indian Flag in Imphal.

Question 21.
Discuss the role of labourers and farmers in the struggle for Indian independence.
Answer:
The socialist ideologies that spread among the Indians after the Russian Revolution led to the formation of various labour and peasant movements in India. The earliest labour unions in India were Ahmedabad Textiles Association, Madras Labour Union and All India Trade Union Congress.

Because of the tax laws of the British, severe exploitation of the zamindars and the low price of agricultural produces, Indian farmers realized the importance of an organised struggle and started peasant movements. The All India Kisan Sabha was formed in Lahore by the efforts of leaders like N.G.Renga.

Organisations of labourers and farmers and their subsequent protests energised Indian national movement. Their policy of equally opposing the imperialist policies of the British government as well as the feudal system that existed in India triggered agitations and revolts in various parts of the country.. Some of them were Tebhaga struggle in Bengal, Telangana struggle in Andhra and Naval Mutiny in Bombay.

Kerala Syllabus 10th Standard Social Science Solutions

Kerala State Syllabus 10th Standard Social Science Solutions Chapter 5 Culture and Nationalism

Question 1.
‘Indian nationalism was a form of protest against and dissent to the British colonialism Substantiate.
Answer:
The realization of British colonial exploitation fuelled Indian nationalism and strengthened the freedom movement. The economic exploitation of the British aroused nationalism among Indians. The 19th century India witnessed two types of protests in cultural and ideological spheres.

The first was a protest against inequality, violations of rights and social evils which existed in the Indian society. The second was the protest against the economic exploitations of the colonial forces. Socio-cultural activities and agitations at various levels positively influenced social life, the press, education, literature, art, etc. The consequent changes in these fields paved the way for national unity in India.

By the 19^th century, English culture and ideologies began to intrude into Indian society. Some Indian leaders found it necessary to resist this cultural invasion: English educated Indians ventured to reform the social customs and rituals prevailed in the country, thereby to defend the invasion of English culture. They tried to reform Indian society, language, art and literature. It motivated to protest against inequalities and violations of rights and created a sense of unity among the people.

Question 2.
The newspapers have a major role in unifying the people of a country. ..Examine the significance of this statement in the Indian context.
Answer:
Indian leaders mostly depended on newspapers to propagate their nationalistic ideologies. The newspapers criticized the British policies and motivated national movement. Ram Mohan Roy’s newspapers ‘Sambath Kaumudi’ in Bengali and ‘Mirat-ul-Akbar’ in Persian focused on social reformation, democracy and nationalism.

Newspapers like Amrita Bazar Patrika, Bombay Samachar, Young India, The Hindu, Bengali, Kesari and Maratha played a major role in propagating nationalistic feelings. Indian newspapers created public awareness on economic exploitation by the British apd disseminated information on massacres, oppressive and repressive rule in various parts of the country. They also motivated the people to protest against the British rule and evils in Indian society.

The newspapers of early days functioned with the aims to create public awareness of various issues, to motivate everyone to participate in the national movement and to prompt the people to treat the problem anywhere in the country as a national problem. Thus the newspapers played a dominant role in bringing unity among the people.

Question 3.
Evaluate how changes in education influenced the emergence of nationalism.
Or
How did the interference of the British in the field of education create a sense of unity among Indians.
Answer:
The English educated Indians found it necessary to resist the intrusion of the British. They started national educational institutions. Encouraged secular education. Education helped Indians fight against the British colonial hegemony over India as well as the social inequality that existed in India. Thus, education created a nationalistic perspective among Indians.

• Establishing national educational institutions was the main means adopted for inculcating nationalism. They imparted secular education to all sections of the society. The Deccan Education Society founded in 1884 in Pune by GGAgarkar, Bal Gangadhar Tilak and Mahadev Govind Ranade was such an institution.
• The Swadeshi Movement started in 1906 founded many educational institutions for the propagation of national education.
• Viswa Bharati, the university founded by Rabindranath Tagore in Bengal aimed at a system of education that would bridge western and eastern cultures.
• A team led by Maulana Mohammad Ali, Shoukath Ali, Dr.Zakir Hussain and M. A.Ansari founded the Jamia Millia Islamia in Aligarh to strengthen national movement through secular education.
  All these have helped for the evolution of Indian nationalism.

Question 4.
Examine whether social reformation is essential for national unity.
Answer:
There prevailed many social evils and practices in India. Liberal outlook, passion for modernization and rationalism nurtured in Indian society in the 19th century paved the way for the emergence of various social reform movements. They had two main objectives:

• To eradicate evils and superstitions that existed in the Indian society.
• To ensure equal civil rights to education, travel and dress code.

The socio-religious reformers tried to bring about fundamental changes in the society through the following proposals.

• Eradicate caste system.
• Protect the rights of all.
• Eliminate discrimination against women.
• Provide education to all.
• Promote widow remarriage.
• Abolish child marriage and eliminate the supremacy of the clergy.

The reformers played a key role in eradicating many social evils. This reformation brought about a sense of national unity and nationalism among the people. Thus we can say that social reformation is essential for national unity.

Question 5.
Identify the correlation between the items in section A and complete section B in the same way.
i. A. Vallathol Narayana Menon: Malayalam
B. Altaf Hussain Hali: ………………..

ii. A. Bharath Mata: Abanindranath Tagore
B. Sati: …………………….

iii. A. Anandamath: Novel
B. Nil Darpan: ………………..

iv. Arya Samaj : Swami Dayananda Saraswati
B. Ramakrishna Mission: …………………
Answer:
i. B. Altaf Hussain Hali: Urdu
ii. B. Sati: Nandalal Bose
iii. B. Nil Darpan : Drama
iv. B. Ramakrishna Mission : Swami Vivekananda

Question 6.
Did the British rule lead to the growth of Indian nationalism? Evaluate.
Answer:
The economic exploitation of the country by the British led to severe anti-British attitude among the people. The protests against the British policies of looting the wealth of India and pushing India to poverty evolved as Indian nationalism. The British introduced many reforms in India to strengthen their rule.

As a result of British colonial rule, English education, culture and ideologies began to intrude into Indian society and Indians decided to resist it. Educated Indians ventured to reform the social customs and rituals prevailed in the country and thereby to defend the invasion of western culture. They tried to protest against inequalities and violation of rights and thus created a sense of unity among the people. Thus the direct and indirect impacts of British colonial rule led to the growth of Indian Nationalism.

Question 7.
Prepare a table listing the social reform movements that existed in various parts of India.
Answer:

Question 8.
How did the ideologies put forward by Indian reform movements create nationalism among Indians? Discuss on the basis of the hints given.
i) Opposition to caste system
ii) Advocating for equal rights
iii) Defending the intrusion of foreign ideas and culture
iv)Protest against social evils
v) Educational development
vi) Protest against discrimination imposed upon women
Answer:
The aim of social reformers was to bring about fundamental changes in Indian society. For this, they put forward the following proposals.

i) Opposition to caste system:
All the reform movements in India opposed the caste system in India. A caste based society existed in India. Social evils and superstitions prevailed in all castes. Ram Mohan Roy propagated the idea of a unified Indian society in the place of a society fragmented over caste lines. This idea prompted patriotism among the people.

ii) Advocating for equal rights:
Women and lower caste people had no rights and privileges in the society. Organisations like Prarthana Samaj, Satyashodhak Samaj, Hitakarini Samaj, etc. worked for the upliftment of lower castes. To improve the status of women, Ram Mohan Roy advocated for the right of women to own property. Many leaders and organisations argued for widow remarriage.

iii) Defending the instrusion of foreign ideas and culture:
When English culture and ideology began to intrude into Indian society in the 19^th century, some Indian leaders found it necessary to resist this cultural invasion. Most of them were English educated Indians who internalized the concepts like democracy, liberty, rationalism, equality, scientific temper, socialism, civil rights, etc.

They ventured to reform the social customs and rituals prevailed in the country, thereby to defend the invasion of western culture. They tried to reform Indian society, language, art and literature. All these created a sense of unity among the people.

iv) Protest against social evils:
Many social evils like Sati, child marriage, slavery, polygamy, female infanticide and denial of rights for widows to remarry existed in Indian society. As a result of the activities of the social reformers and their movements, the British were forced to abolish many social evils through law. Opposition to social evils led to the growth of nationalism.

v) Educational development:
The developments in education helped Indians to fight against British colonial hegemony over India as well as the social inequality that existed in India. Indian leaders used education as a tool to nurture the concept of unity and for liberation from the British domination. Many national educational institutions were started in India during this period. Progress in education led to the growth of nationalism among the Indians.

vi) Protest against the discriminations imposed on women:
Indian women experienced many difficulties. Ram Mohan Roy opposed denying freedom to women. Social reformers severely criticized and opposed social evils like Sati, child marriage, polygamy and female infanticide. Social reformers like Ishwar Chandra Vidyasagar established educational institutions for women education. The British abolished through law the social evils that were against women.

Question 9.
Examine the role of newspapers in making people aware of exploitation and violation of rights they faced.
Answer:
Newspapers played a key role in making the people aware of the various issues that they face. Newspapers created public awareness on economic exploitation by the British and on the massacres, oppression and repressive rule in various parts of the country. Newspapers started by national leaders criticized the British policies. They propagated the ideas of self rule, democracy, liberty, civil rights, equal rights, etc. among the people. They also inspired people to protest against the British rule and the social evils and superstitions in the Indian society.

Question 10.
Find out the names of Malayalam newspapers published during the time of independence movement and list them.
Answer:

• Deepika(1887)
• Malayala Manorama(1888)
• Kerala Kaumudi (1910)
• Mathrubhumi (1923)
• Swadeshabhimani
• AlAmin
• Sahodaran
• Mithavadi
• Keralodayam
• Kesari
• Kerala Bhooshanam
• Kerala Pathrika
• Malayala Rajyam

Question 11.
Prepare a speech on ‘the Role of the Press in fostering national unity and social reformation in India’.
Answer:
Respected audience,
I would like to share with you some information on the role of the Press in fostering national unity and social reformation in India.

Indian leaders mostly depended on news papers to propagate their nationalistic ideologies. They considered journalism as a social service. The best example for this was a news item that appeared in Sulabh Samachar, an earlier newspaper from Bengal.

The news item “An Indian citizen has lost his naturalness. His life blood has dried up ” points out the plight of the Indians under the British rule. The newspapers of that period reported many such issues in the society.

They also criticized the British policies and motivated national movement. Ram Mohan Roy was the first to start newspaper with a national perspective. His Sambath Kaumudi in Bengali and Mirat-ul- Akbar in Persian focused on social reformation, democracy and nationalism. Following his path, many reformers and national leaders published newspapers in regional languages.

The newspapers during freedom struggle functioned with the aims to create public awareness of various social issues, to motivate everyone to participate in the national movement and to prompt the people to treat the problem anywhere in the country as a national problem. They accomplished this mission in the following ways:

• Disseminated information on massacres, oppression and repressive rule in various parts of the country.
• Motivated the people to protest against the British rule and evils in Indian society.
• Created public awareness on economic exploitation by the British.
• Popularized reformative movements against social evils and superstitions.
• Kept abreast of the global agitations for freedom, democracy and equality.
• Reported the calamities like plague and famines that killed thousands of Indians in various regions.
• Inspired the people to protest and react against the British rule.

Realising the power of the Press, the British imposed stringent measures to control them. During those days, protection, circulation and reading newspapers were considered to be a part of freedom struggle. Thus the newspapers played a key role in fostering national unity and social reformation in India.
Thank you

Question 12.
How did the advancement in education help nurture Indian nationalism?
Or
How did Indian leaders utilise education to promote unity among Indians against the British?
Answer:
The social environment formed during the 19th century paved the way for Indian nationalism.
Soc al reformers and national leaders real ized that establishing national education institutions was the main means to inculcate nationalism. The Deccan Education Society founded in 1884 in Pune was an institution established with a national perspective.

The Visva Bharati University founded by Rabindranath Tagore in Bengal focused on universal brotherhood. To defend the instrusion of western arts and education and to promote traditional arts, Kerala Kalamandalam was founded by Vallathol Narayana Menon. Thus education helped Indians to fight against the British colonial hegemony over India as well as the social inequality that existed in India. Thus education created a nationalist perspective among the Indians.

Question 13.
Following are some ideas envisioned in national education. List the institutions that worked for materializing these ideas.

Answer:

Question 14.
How did literature in various languages motivate Indian nationalism? Discuss.
Or
Elucidate the role of literature in the emergence of nationalism.
Answer:
The protest against the British rule as well as social evils existed in the Indian society reflected in Indian literature. Writers in various parts of India illustrated the agonies and atrocities faced by the people. The readers in other parts experienced these sorrows as theirs and ventured to fight them collectively.

The literary works in various Indian languages of the 19^th and early 20^th centuries led to the emergence of Indian nationalism. Writers shared their resentments with the people through poetry, novel, drama, etc. This developed among the people a sense of patriotism and dissent towards the foreign dominance. Bankim Chandra Chatterji’s ‘Anandamath’ and Dinabandhu Mitra’s ‘Nil Darpan’ depicted the severe exploitation suffered by the indigo farmers in Bengal and the disparity between the rich and the poor in Indian society.

The works of Rabindranath Tagore, Prem Chand, Subratnanya Bharathi, Vallathol Narayana Menon and Muhammad Iqbal helped the growth of nationalism among the people. Many writers from different languages of India contributed patriotic and nationalistic works to Indian literature. Creative expressions of Indian writers helped to inculcate the concept of a unified India among the public.

Question 15.
Painters played a vital role in the emergence of Indian nationalism. Discuss the statement.
Answer:

• The water colour paintings ‘Bharat Mata’ by Abanindranath Tagore helped to inculcate patriotism in Indian minds.
• The picture depicts Bharat Mata giving food, cloth and knowledge to Indian masses. Abanindranath Tagore tried to free Indian painting from western style and to promote oriental painting based on Indian culture and tradition. For this, he started Indian Society of Oriental Arts in Calcutta.
• The famous painting of Nandalal Bose’s ‘Sati’ visualized the dilemma of a woman who was forced to commit Sati. This painting touched Indian hearts and stimulated the protest against the social evil of Sati.
• Nandalal’s another painting ‘Village Drummer’ was exhibited in the Haripura Session of the Indian National Congress in 1938 and was adopted as the picture for the poster of the Congress.
• Following the western style, Raja Ravi Varma visualized various scenes from Indian epics and literature.
• Amrita Sher-Gil painted the sufferings of Indian villages in dark shades ably reflecting their predicaments. Her paintings also motivated people to think about a unified India.

Question 16.
Prepare a project on the factors that contributed to the emergence of Indian nationalism.
Answer:
Topic: The factors that contributed to the emergence of Indian nationalism
Introduction:
Nationalism is the sense of unity that exists among the people of a nation irrespective of caste, creed, region and religion. Indian nationalism began to take shape in the 19^th century.
The factors that contributed to the emergence of Indian nationalism are:
i) Social reforms
ii) Newspapers
iii) Education
iv) Literature
v) Art
vi) British colonial rule
Answer:
i) Social reforms:
The social reforms that emerged in India in the 19th century paved the way for the growth of Indian nationalism. Ram Mohan Roy, the pioneer among social reformers is considered as the father of Indian nationalism. The social reform movements of this period like Brahma Samaj, Arya Samaj, Theosophical Society, Ramakrishna Mission, etc. roused the awareness of nationalism among the Indians.

These movements tried to put an end to the caste system and social evils prevailing in the Indian society. Ram Mohan Roy propagated the idea of a unified Indian society in the place of a society fragmented over caste lines. This idea prompted patriotism among the people.

ii) Newspapers:
The newspapers spread the exploitation of British rule. Indian leaders mostly depended on newspapers to propagate their nationalistic ideologies. The newspapers criticized the British policies and motivated national movement. The newspapers during freedom struggle functioned with the aims to create public awareness of various social issues, to motivate everyone to participate in the national movement and to prompt the people to treat the problem anywhere in the country as a national problem.

The newspapers created public awareness on economic exploitation by the British and on the massacres, oppression and repressive rule in various parts of the‘country. Newspapers like Sambath Kaumudi, Harijan, The Hindu and Bengali contributed greatly to the growth of nationalism.

iii) Education:
Indigenous education policy was framed to oppose the foreign rule. Establishing national educational institutions was the main means adopted for inculcating nationalism. The Deccan Educational Society founded in 1884 in Pune was an educational institution established with a nationalistic perspective.

The Visva Bharati University founded by Rabindranath Tagore aimed at a system of education that would bridge western and eastern cultures. Education helped Indians to fight against the British colonial hegemony over India as well as the social inequality that existed in India. Thus education created a nationalistic perspective among the Indians.

iv) Literature:
The protest against the British rule as well as social evils existed in the Indian society reflected in Indian literature. Writers in various parts of India illustrated the agonies and atrocities faced by the people. The readers in other parts experienced these sorrows as theirs and ventured to fight them collectively. Writers shared their resentments with people through poetry, novel, drama, etc. This developed among the people a sense of patriotism and dissent towards foreign dominance.

The works like Gitanjali and Ghora of Rabindranath Tagore, Nil Darpan of Dinabandhu Mitra and the famous patriotic song ‘Sare Jahan Se Accha Hindustan Hamara’ by Muhammad Iqbal helped the growth of nationalism among the people. Creative expressions of Indian writers helped to inculcate the concept of a unified India among the public.

v) Art:
Artists and painters also contributed to the growth of nationalism among Indians. They depicted the condition of Indian society. Drew pictures viewing India as unified. The water colour painting ‘Bharat Mata’ by Abanindranath Tagore helped to inculcate patriotism in Indian minds.

He tried to free Indian painting from western style and promoted oriental painting. The paintings ‘Sati’ and ‘Village Drummer’by Nandalal Bose instilled nationalism among the people. The paintings of Amrita Sher-Gil who painted the sufferings of Indian villages in dark shades motivated people to think about a unified India.

National Symbols:
The national symbols like National Flag and National Emblem helped to nurture nationalism in Indian minds. Along with these, the National Anthem written by Rabindranath Tagore also helped to create national consciousness.

vi) British colonial rule:
The economic exploitation by the British helped the growth of nationalism in India. The tax policies of the British affected the farmers harmfully. When English culture and ideology began to intrude into Indian society in the 19^th century, some Indian leaders found it necessary to resist this cultural invasion.

Most of them were English educated Indians who internalized the concepts like democracy, liberty, equality, rationalism, scientific temper, socialism, civil rights, etc. They ventured to reform the social customs and rituals prevailed in the country. Their efforts motivated to protest against inequalities and violation of rights and create a sense of unity among the people.

Conclusion:
The intense desire of the Indians to gain freedom, equality and sovereignty reflected in literature, art, education, newspapers and social reforms. This led to the emergence of Indian nationalism.

Kerala Syllabus 10th Standard Social Science Solutions

Kerala State Syllabus 10th Standard Social Science Solutions Chapter 3 Public Administration

Question 1.
Explain the need for public administration in a country.
Answer:

• Public administrative system is needed for governments to exist and function.
• Public administration is needed to ensure the welfare of the people.
• To find solutions for public issues, public administration is necessary.
• To formulate governmental policies and to provide goods and services, public administration is essential.

Question 2.
How are employees selected in a public administrative .system?
Answer:
Candidates to all India services and central services are recruited by Union Public Service Commission. At the state level, candidates are recruited by the Public Service Commission of a state. These commissions issue notification of the post and suitable candidates are selected on the basis of merit after screening test or interview and appoint in different government offices.

Question 3.
What are the features of bureaucracy?
Answer:
The features of bureaucracy are:

• Hierarchical organisation
• Permanence
• Appointment on the basi s of qualification
• Political neutrality
• Professionalism

Question 4.
Classify the bureaucracy in India and explain.
Answer:
The bureaucracy of India is classified into three – All India Services, Central Services and State Services.

All India Services

• Recruits at national level
• Appoints in central or state service
• Eg. Indian Administrative Service, Indian Police Servic

Central Services

• Recruits at national level.
• Appoints in Central Government departments only.
• Eg. Indian Foreign Service, Indian Railway Service

State Services

• Recruits at state level
• Appoints in state government departments only.
• Eg. Sales tax officer

Question 5.
What are the measures taken for administrative reforms in India? Prepare a note.
Answer:
Various steps are taken for administrative reforms at national level and state level. They are discussed below.

E-governance:
E-governance is the use of electronic technology in administration. This helped to obtain government services easily in a speedy manner.

Right to Information:
The main objectives of the Right to Information Act are to prevent corruption, create responsibility among the bureaucrats and make the functioning of the government transparent.

Information Commission:
To perform the functions under the Right to Information Act, Information Commissions are constituted at national and state levels. There will be a Chief Information Commissioner and not more than ten members in the Information Commission.

Right to Service:
Right to Service Act is a law which ensures services to the people. This law determines the time limit for every service given by a government office.

Lokpal and Lokayukta :
These are institutions constituted to prevent corruption at administrative, bureaucratic and political levels. The institution constituted at the national level to prevent corruption is Lokpal. Lokayukta is the institution constituted at the state level to hear the corruption cases.

Central Vigilance Commission :
The Central Vigilance Commission is the institution constituted at the national level to prevent corruption. It is formed to prevent corruption in the central government offices. Based on this model, State Vigilance Commissions have been constituted at state level.

Ombudsman :
Ombudsman is constituted to file complaints against corruption, nepotism, financial misappropriation or negligence of duties of elected representatives and bureaucrats.

Question 6.
How is E-governance helpful to the public?
Answer:

• Need not wait in government offices for services.
• Can receive service with the help of information technology.
• Government services offered speedily and with less expense.
• Efficiency of the offices and quality of the services get enhanced.

Question 7.
Right to Information and Right to Service help to make public administration popular. Substantiate this statement.
Answer:
The Right to Information Act ensures the right of all citizens of India to receive information. The main objectives of this Act are to prevent corruption, create responsibility among bureaucrats and make the functioning of the government transparent. The citizens will get copies of public documents if they apply for them.

Right to Service Act is a law which ensures services to people. This law determines the time limit for every service given by a government office. As per the Act, an officer is appointed in every government office to give guidance and proper help to the applicants.

Question 8.
List out the steps taken to prevent corruption in administration of India.
Answer:
Lokpal and Lokayukta:
Lokpal and Lokayukta are institutions constituted to prevent corruption at administrative, bureaucratic and political levels. The institution constituted at the national level to prevent corruption is Lokpal. Lokayukta is the institution constituted at the state level to hear the corruption cases.

Central Vigilance Commission:
The Central Vigilance Commission is the institution constituted at the national level in 1964 to prevent corruption. It is formed to prevent corruption in the central government offices. The Central Vigilance Commissioner is the head of the Central Vigilance Commission. Based on the model of the Central Vigilance Commission, State Vigilance Commissions have been constituted at state level.

Ombudsman:
Complaints can be filed against the corruption, nepotism, financial misappropriation and negligence of duty of elected representatives and bureaucrats. Ombudsman is constituted for this purpose.

Question 9.
Discuss and list out the changes in the objectives of public administration in monarchy and democracy.
Answer:

• Based on differences in the form of government, there are differences in public administration also.
• During monarchy, the interests of the monarch was the basis of public administration. People’s interests and opinion had no importance then.
• In democratic system, importance is given to the interests of the people.
• Democratic administration becomes more effective and efficient through public administration.

Question 10.
Visit a nearby government office and prepare a report on the features of the hierarchy there.
Answer:
By visiting the Panchayat Office in the neighbourhood, we could understand the basic features of the employees or bureaucrats there. There is a hierarchical organisation of bureaucrats in this office. The Panchayat Secretary is at the top and the number increases when it reaches the lower levels.

The employees here can continue in service till the age of retirement, they are recruited and appointed on the basis of educational qualification and after a screening test. The employees are neutral in their approach towards the political parties. Party interests do not reflect in their works. Each employee is skilled in his/her work.

Question 11.
Analyse the working of various organizations which helped the legislation of the Right to Information Act.
Answer:
The efforts of Mazdoor Kisan Shakti Sangathan of Rajasthan has led to the legislation of Right to Information Act. This organisation was formed in 1990 by Aruna Roy and Nikhil Kheda. This organisation which took up the cause of peoples had no political affiliation.

It organised a programme ‘Jansunvai’ in 1994. It was a public hearing programme, seeking information from bureaucrats on corruption, nepotism and bribery’. It was a programme without leaders and people directly participating in it. The activities of the organisation ‘Social Work and Research Centre’ also helped legislation of Right to Information Act.

Question 12.
How far the Right to Information Act make the general administration system efficient?
Answer:

• Prevent corruption.
• Create responsibility among bureaucrats.
• Make the functioning of government transparent.
• Evaluate the functioning of the government.
• Avoid delay in solving the problems of people.

Question 13.
Discuss whether the Right to Service Act is helpful for the people to get the service they should obtain from government offices.
Answer:
Right to Service Act is a law which ensures services to people. The law determines the time limit for every service given by a government office. If the deserved service is not given within this time limit, the responsible employee should pay a fine. In this context, the Right to Service Act is helpful for the people.

Question 14.
What is the use of Ombudsman to the public? Prepare a note.
Answer:

• Complaints can be filed against corrupt elected representatives and bureaucrats.
• The financial misappropriation by bureaucrats can be avoided because they are liable to answer for their official financial handling of funds.
• Nepotism of bureaucrats and elected representatives can be put an end to.
• Elected representatives and bureaucrats will fulfill their duties regularly. Thus people will get efficient service.

Kerala Syllabus 10th Standard Social Science Solutions

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Kerala SSLC Physics Model Question Paper 5 Malayalam Medium

General Instructions:

1. The first 15 minutes is the cool off time. You may – use the time to read and plan your answers.
2. Answer the questions only after reading the instructions and questions thoroughly.
3. Questions with marks series 1, 2, 3 and 4 are categorized as sections A, B, C and D respectively.
4. Five questions are given in each section. Answer any four from each section.
5. Answer each question by keeping the time.

Time: 1½ Hours
Total Score: 40 Marks

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Kerala SSLC Chemistry Previous Year Question Paper March 2019 Malayalam Medium

General Instructions:

1. The first 15 minutes is the cool off time. You may use the time to read and plan your answers.
2. Answer the questions only after reading the instructions and questions thoroughly.
3. Questions with marks series 1, 2, 3 and 4 are categorized as sections A, B, C and D respectively.
4. Five questions are given in each section. Answer any four from each section.
5. Answer each question by keeping the time.

Time: 1½ Hours
Total Score: 40 Marks

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Kerala SSLC Biology Model Question Paper 3 Malayalam Medium

Instructions:

• The first 15 minutes is the cool-off time.
• You may use the time to read the questions and plan your answers.
• Answer only on the basis of instructions and questions given.
• Consider score and time while answering.

Time: 1½ Hours
Total Score: 40 Marks

Students can Download Kerala SSLC Physics Model Question Paper 2 Malayalam Medium Pdf, Kerala SSLC Physics Model Question Papers helps you to revise the complete Kerala State Board New Syllabus and score more marks in your examinations.

Kerala SSLC Physics Model Question Paper 2 Malayalam Medium

General Instructions:

1. The first 15 minutes is the cool off time. You may – use the time to read and plan your answers.
2. Answer the questions only after reading the instructions and questions thoroughly.
3. Questions with marks series 1, 2, 3 and 4 are categorized as sections A, B, C and D respectively.
4. Five questions are given in each section. Answer any four from each section.
5. Answer each question by keeping the time.

Time: 1½ Hours
Total Score: 40 Marks

Students can Download Kerala SSLC Chemistry Model Question Paper 3 Malayalam Medium Medium Pdf, Kerala SSLC Chemistry Model Question Papers helps you to revise the complete Kerala State Board New Syllabus and score more marks in your examinations.

Kerala SSLC Chemistry Model Question Paper 3 Malayalam Medium Medium

General Instructions:

1. The first 15 minutes is the cool off time. You may use the time to read and plan your answers.
2. Answer the questions only after reading the instructions and questions thoroughly.
3. Questions with marks series 1, 2, 3 and 4 are categorized as sections A, B, C and D respectively.
4. Five questions are given in each section. Answer any four from each section.
5. Answer each question by keeping the time.

Time: 1½ Hours
Total Score: 40 Marks