• Query: What does he say about the kind of tools that were used by humans to protect themselves from wild animals?

  • Answer: The source, referring to Jawaharlal Nehru’s ‘Letters from a Father to his Daughter,’ states that primitive humans initially had no special weapons, only being able to throw stones at their enemies. Later, they began to make tools out of stone, such as axes, spears, and fine stone needles. These tools were developed for purposes including protecting themselves from animals and for hunting.

• Query: What could be the purposes for which humans in that period used such tools?

  • Answer: The purposes for which humans in that period used such tools were for protecting themselves from animals and for hunting.

• Query: Why is this period called the Stone Age?

  • Answer: This period is called the Stone Age because humans used stones to make tools and weapons during that time.

• Query: Observe them and list out the features of these tools. (Referring to Palaeolithic tools)

  • Answer: The characteristic feature of the Palaeolithic Age is the use of rough (unpolished) stone tools. The source mentions examples like pebble tools, biface core tools, and flake tools, and that towards the end of the period, humans also used tools made of bones in addition to stone tools.

• Query: Do the tools in the picture resemble any tool that you are familiar with? If yes, which are they?

  • Answer: This query asks for a personal reflection and the provided sources do not contain an answer to this question.

• Query: What do you understand from these pictures? (Referring to artistic creations of primitive humans)

  • Answer: It is clear from the pictures that various communication and sculptures were employed during the late Palaeolithic period. Archaeologists suggest that depictions like an animal and a woman (Cussac Cave), the Venus ivory sculpture (Lascaux, France), and carvings on bones found in La Garma Cave, Spain, are evidence of human artistic skills of that time. These works were made using various colours from ground plants, tree bark, fruits mixed with red stone powder, and stone needles or sharp-edged weapons.

• Query: Conduct a discussion on the topic 'Tool making and Technological Development during the Palaeolithic Period.'

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Look at the given picture. Examine the difference between Palaeolithic tools and Mesolithic tools.

  • Answer: Mesolithic tools are smaller than the ones used in the Palaeolithic Age. The Mesolithic period is characterised by the use of microliths (very small tools). In contrast, Palaeolithic tools were primarily rough, unpolished stone tools.

• Query: Note down the features of the Palaeolithic centres mentioned on the world map.

  • Answer: The Palaeolithic centres mentioned on the map are Lascaux Cave, Cussac Cave, La Garma Cave, and Chauvet Cave. The sources describe these as sites of artistic creations of primitive humans, including depictions of animals and women, ivory sculptures, and carvings on bones, which are considered evidence of intellectual and technical skill. General features of the Palaeolithic Age include the use of rough stone tools, living in caves and open spaces, and hunting and gathering as the means of livelihood.

• Query: Look at the pictures given above and list down the activities depicted in them. (Referring to Mesolithic life)

  • Answer: The characteristics of the Mesolithic period, derivable from such pictures, include hunting and gathering as means of livelihood, indications of domestication of animals, amusements, and division of labour based on gender.

• Query: What are the changes in the Neolithic Age mentioned in this description?

  • Answer: The description, referencing Gordon Childe's Man Makes Himself, refers to two important changes that transformed human life in the Neolithic Age. These changes were due to a change in human interaction with the surroundings, leading humans to start new ways of living, specifically the beginning of agriculture and domestication of animals.

• Query: List the differences between Palaeolithic and Mesolithic human life.

  • Answer:
    • Palaeolithic Age: Characterised by the use of rough (unpolished) stone tools. Humans lived in caves and open spaces, and their means of livelihood were hunting and gathering. Society was organised into bands (small groups bound by blood relation, fewer than a hundred members). Men engaged in hunting and women in gathering. Food was not stored, and a nomadic life prevailed.
    • Mesolithic Age: This was a transitional stage from Palaeolithic to Neolithic. It is known for the use of microliths (very small stone tools). Hunting and gathering continued as means of livelihood, but there were also indications of domestication of animals. The period saw amusements and a division of labour based on gender. In India, the development of human communication mainly appeared during this age.

• Query: Observe the map. You can see the area marked in the shape of a crescent. Based on available evidence, archaeologists say that agriculture began in this area. This region is known as the ‘Fertile Crescent.’ Can you identify the countries in this region?

  • Answer: The source identifies the region as the ‘Fertile Crescent’ where agriculture began, but does not explicitly list the countries located within this region.

• Query: Present the information given above on Neolithic changes in...

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Find out the countries in which Neolithic sites are located. (Jericho, Jarmo, Ali Kosh, Mehrgarh)

  • Answer:
    • Jericho: The source shows Jericho on a map but does not explicitly name the country it is located in.
    • Jarmo: Located in the Kurdish Hills of Iraq.
    • Ali Kosh: Located in Iran.
    • Mehrgarh: Located in the Indian subcontinent (now in Pakistan).

• Query: Analyse the different Stone Age periods on the basis of the hints given below, prepare a digital magazine and present it in the Social Science Club. (Hints: Tools, Ways of living, Communication)

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: What are the advantages of copper tools over stone tools?

  • Answer: The advantages of copper tools over stone tools are that they can be changed into suitable shape and form and they possess durability.

• Query: List out the Bronze Age civilisations.

  • Answer: The sources explicitly mention the Harappan civilization in India as belonging to the Bronze Age, citing cities like Harappa, Mohenjodaro, and Lothal as evidence of urbanisation during this period.

• Query: Let us compare the life of the people in the early Vedic and the later Vedic periods.

  • Answer:
    • Early Vedic Period (when the Rigveda was composed): People lived in the Sapta Sindhu region. The economy was pastoral, and they were semi-nomads. Women had a comparatively higher social status. Society consisted of many tribes. Rituals were simple and could be done by the head of the family. Natural forces were worshipped.
    • Later Vedic Period (when the Yajur, Sama, and Atharva Vedas were composed): Life extended up to the Gangetic plain. Agriculture was given importance, leading to a settled life. The social status of women declined. The use of iron began, and the Varna system became stronger. Rituals became complicated and expensive, becoming the privilege of a particular section. New deities came to be worshipped, and there was a beginning of various crafts.

• Query: Organise a seminar on the changes from Stone Age to Metal Age.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Make a digital album/album with pictures of weapons and tools used by primitive humans.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Make models of weapons and tools used by humans in different stages of Stone Age and display them in the Social Science class.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Make a digital presentation about the major changes in the progress of human history.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Prepare an atlas and mark the places related to the life of early humans.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: How did the development of an agricultural economy set the stage for the rise of new ideas in the 6th century BCE? Discuss.

  • Answer: In the 6th century BCE, the development of an agricultural economy in the Ganga basin, marked by the widespread use of iron tools and increased agricultural production, led to the growth of trade and cities. This new socio-economic system, based on agriculture and cattle, was not in harmony with the Vedic practices which emphasized rituals, especially those involving cattle sacrifice. The killing of cattle adversely affected agriculture and transportation, forcing people to think against these Vedic rituals. Furthermore, the Vaishyas, who achieved material progress through trade, desired a higher status in society. New classes like the rich Gahapathis, engaged in trade and land ownership, also emerged and gained better social standing. It was against this social background that new ideological concepts like Jainism and Buddhism were formulated, receiving support from the Vaishyas and Gahapathis.

• Query: According to Jainism, monks and nuns were...

  • Answer: According to Jainism, monks and nuns were to follow five vows: they don’t kill, don’t lie, don’t steal, don’t own property, and practise celibacy.

• Query: Important events in the life of Buddha are given below. Prepare a biography based on this. Collect more information from the school library.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: What does the word ‘Palli' suggest in relation to place names? Find out.

  • Answer: The source notes that some Malayalam words and place names indicate Buddhist influence, and asks the reader to find out what 'Palli' suggests in relation to place names. The provided sources do not contain the answer to this question.

• Query: Do you think the activities of Buddhist monastic organisations were democratic? Evaluate.

  • Answer: Yes, the source suggests democratic aspects. Decisions in the Buddhist Sanghas (monastic orders) were made through discussions and the opinion of the majority. This helped to inculcate a sense of democracy and values in society. All people, regardless of caste and gender, were admitted to the Sangha.

• Query: Why are they called materialists?

  • Answer: They are called materialists because they opined that all religious practices are meaningless and that there is neither Ihaloka (this world) nor Paraloka (the other world). They believed that the human body and all things are composed of four elements, and that upon death, their solid matter dissolves into the earth, and liquidity into water, etc.

• Query: Prepare a virtual tour report including the places connected with the formation of new ideas and religions.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Find out and list the common ideas propounded by the Buddha and Mahavira.

  • Answer: Common ideas propounded by the Buddha and Mahavira include:
    • Challenge to Vedic practices and the Varna system.
    • Emphasis on Ahimsa (non-violence).
    • Dissemination of their ideas in common languages: Mahavira in Prakrit, and Buddha in Pali.

• Query: How did Buddha respond to the socio-economic conditions that prevailed in the 6th century BCE? Discuss.

  • Answer: Buddha responded to the socio-economic conditions of the 6th century BCE by presenting simple teachings and principles that were against Vedic practices and the caste system. His concept of Ahimsa (non-violence) was particularly suitable for the time because cattle were essential for agriculture (tilling land) and for transporting goods, and their widespread killing for Vedic rituals adversely affected these activities. He spread his ideas in Pali, the language of the common people. Buddha also provided guidelines for social conduct, emphasising mutual respect between men and women in family life, and urging employers to treat servants and workers with courtesy, not to overburden them, and to provide adequate food and fair wages.

• Query: What can we learn from this about the administrative system of Vajji at that time? (Referring to Digha Nikaya excerpt)

  • Answer: From the Digha Nikaya excerpt about Vajji, we learn that its administrative system involved decisions taken jointly after discussion and that the people worked together. Elders were respected, supported, and listened to carefully. Women of Vajji lived freely, places of worship existed in villages and cities, and people of different faiths could move about freely and were respected. This indicates a system that valued collective decision-making, respect for elders, social freedoms, and religious tolerance.

• Query: Find out and list 16 Mahajanapadas from the map given below.

  • Answer: The 16 Mahajanapadas shown on the map are: Kamboja, Gandhara, Kuru, Panchala, Kosala, Malla, Vajji, Magadha, Anga, Kashi, Vatsa, Chedi, Avanti, Matsya, Surasena, and Asmaka.

• Query: What did you learn from this description in the Buddhist work Digha Nikaya?

  • Answer: From the Digha Nikaya description, we learn that cities like Champa, Rajagriha, Shravasti, Saketa, Kausambi, or Varanasi were considered large and important cities. In contrast, Kushinara was perceived as a smaller place with "only mud huts in a forest." This indicates a hierarchy of urban development and suggests that larger cities were viewed as more appropriate settings for significant events, such as the Buddha's nirvana.

• Query: Identify and discuss the various stages of growth from a tribal political system to Mahajanapadas and their characteristics.

  • Answer: The growth from tribal political systems to Mahajanapadas involved several stages:
    • Tribal social system (Vedic period): Initially, during the Vedic period, the tribes were known as Jana.
    • Formation of Janapadas: With the widespread adoption of agriculture, these tribal communities began to settle down permanently in various places, leading to the formation of Janapadas. A Janapada is defined as a place where people settled, often formed by burning forests to create farmlands and residential areas.
    • Emergence of Mahajanapadas (Early States): Agricultural surplus production within the Janapadas fostered the growth of trade and the development of towns. Towns also evolved into manufacturing centres for various crafts. The need to coordinate and regulate these diverse economic activities necessitated new regulations, leading to the disappearance of the tribal form of governance. The strong connection between agriculture and land fostered a sense of belonging to one's own land, which was crucial for state formation. The Buddhist work Anguttaranikaya mentions that 16 political entities, called Mahajanapadas, emerged through this process. Historians refer to these changes as the second urbanisation.
    • Characteristics of Mahajanapadas: Contemporary works indicate that these states had kings, a standing army, and collected taxes such as Bali (a general tax) and Bhaga (primarily grains and cattle). People living in forests paid taxes in forest produce, and artisans paid in labour. Kings were assisted by officials like Senani, Purohita, and Gramani. Mahajanapadas also possessed forts and capital cities.

• Query: Do you think that the geographical features were the main reason for the growth of Magadha? Why?

  • Answer: Yes, the geographical features were a main reason for the growth of Magadha. Magadha was a fertile region with good rainfall, which supported agriculture. It possessed large deposits of iron ore, ensuring a readily available supply of iron for tools and weapons, which were crucial for both agriculture and warfare. Furthermore, elephants, an important factor in wars, were abundant in Magadha's forests, contributing significantly to its military victories. The Ganga and its tributaries provided easy transportation of goods, facilitating trade and communication. These geographical advantages, combined with effective rulers like Bimbisara and Ajatashatru, contributed to Magadha's dominance.

• Query: What do you understand about the Maurya kingdom from this inscription? (Referring to Rumindei Inscription)

  • Answer: From the Rumindei (Lumbini) Inscription, we understand that Emperor Asoka, also known as Devanampiya Piyadasi, visited the birthplace of Buddha Shakyamuni 20 years after his coronation. To commemorate this sacred site, a stupa surrounded by a granite wall was erected. Significantly, Asoka declared that the people of Lumbini would be exempted from the Bali tax and would only be required to pay one-eighth part of their harvest as Bhaga. This demonstrates the king's authority over taxation and his reverence for Buddhist sites.

• Query: Find the capitals of the provinces from Map 2 and complete the table.

  • Answer:
    • State capital: Pataliputra
    • Southern province: Suvarnagiri
    • Western province: Ujjayini
    • Northern province: Takshashila
    • Eastern province: Tosali (in Kalinga)

• Query: What features of the present Indian administrative system can be seen in the Mauryan administrative system? Discuss and compare.

  • Answer: The provided sources do not contain a direct comparison between the Mauryan administrative system and the present Indian administrative system. While the Mauryan system involved division into provinces with governors and a central capital, and a system of taxation and officials, the text does not draw explicit parallels to modern features.

• Query: Observe the map and find out the regions through which trade was conducted.

  • Answer: Based on the map, trade was conducted through regions that included Takshashila, Ujjayini, Suvarnagiri, Broach, Pataliputra, and Tamralipti.

• Query: Compare the Mahajanapadas of India and the city-states of Greece.

  • Answer:
    • Mahajanapadas of India: These were 16 political entities that emerged from tribal communities settling permanently due to agricultural surplus, growth of trade, and the development of towns. They evolved from a need to coordinate diverse economic activities and were referred to as the second urbanisation. They had administrative systems with kings, standing armies, and tax collection.
    • City-States of Greece: These formed when villages united for security and governance, comprising a city and its surrounding agricultural villages. They were geographically bounded by hills, mountains, or were islands. Major examples included Athens, Sparta, Corinth, and Thebes.
    • Specific comparison (Athens): The Athenian system of government was a form of democracy where all males over the age of 30, except slaves, were considered citizens and participated in decision-making. Athens was also a prosperous trade centre that attracted thinkers.

• Query: How did the Athenian system of government differ from modern democracy?

  • Answer: The Athenian system of government, though democratic, differed from modern democracy significantly in terms of citizenship and participation. In Athens, only males over the age of 30 were considered citizens, with the explicit exclusion of slaves, women, artisans, and foreigners who worked as traders. In contrast, modern democracies generally grant universal adult suffrage, meaning all adult citizens, regardless of gender, occupation, or origin, have the right to participate in governance.

• Query: Prepare a short biographical text based on the lives of thinkers who popularised new ideas in the 6th century BCE. Make them attractive, by adding pictures.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Prepare a digital presentation including maps on the topic ‘From Janapadas to the Maurya Kingdom.’

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Organise a debate on 'Ideas and Early State Formation'.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: What is the purpose of land grants by the king?

  • Answer: The purpose of land grants, as exemplified by Vakataka King Vindhyashakti II, was "to attain victory, longevity and welfare and peace in this world as well as in afterlife." The Satavahanas initiated the practice "to please the Brahmins who were dominant in the society." Over time, kings and nobles also gave land grants "instead of cash as remuneration for the services they received."

• Query: When did the practice of land grants start? Why?

  • Answer: Mentions of land grants are found in Buddhist works, but the practice became widespread during the post-Mauryan period. The Satavahanas, who ruled the Deccan, started this practice primarily to please the Brahmins who were dominant in society. The system became even more widespread under the Guptas from the 4th century CE. Later, land grants were also used as remuneration for services received by kings and nobles.

• Query: Were such grants common?

  • Answer: Yes, the practice of land grants became widespread during the post-Mauryan period and especially under the Guptas from the 4th century CE. While Brahmins were the primary recipients initially, gradually other sections also started receiving land as grants.

• Query: Discuss the characteristics of the Samantha System that came into existence during the Gupta period.

  • Answer: The Samantha System, or Indian feudalism, emerged due to the widespread practice of land grants. Its characteristics include:
    • Formation of a powerful landlord class: The land grants created a powerful section in society that owned significant land.
    • Dependence of cultivators: Those who worked on the land became rightless dependents of the landlords.
    • Bondage to land: Farmers, agricultural labourers, and slaves were bound to the land, living and dying in the same soil where they were born, and labouring throughout their life for their masters.
    • Obligation of free services: In addition to taxes, people from the lower strata had to provide free services to the upper stratum.
    • Autonomy for conquered rulers: Gupta kings allowed rulers of conquered territories to continue as Samanthas, granting them autonomy in their respective areas and not interfering in their administration or succession.

• Query: Find out the arts and crafts of the period from the information and complete the table.

  • Answer: Based on the artifacts recovered:
    • Jewellery made of gold, silver and precious stones: Jewellery making / goldsmithing
    • Glassware: Glass manufacturing
    • Silk, cotton textiles: Textile weaving / manufacturing
    • Sculptures in ivory: Ivory carving / sculpture

• Query: Some important cities of the Gupta period... Find out in which present Indian states are the Gupta cities marked in the above map, located.

  • Answer: The source provides the names and locations on a map (Kanauj, Shravasti, Kausambi, Ujjayini, Mathura, Vaishali) but does not explicitly state their present Indian states in the provided text.

• Query: What do you understand from this text about the powers of the king during the Gupta period?

  • Answer: From the praise inscribed in Allahabad about Samudragupta, it is understood that the king was considered to have immense power, being equal to gods like Kubera, Varuna, Indra, and Anthaka, with no equal rival on Earth. This indicates that the king was regarded as a powerful, almost divine, and unchallenged ruler. The king's responsibilities included maintaining law and order, protecting against internal and external aggressions, protecting Jain monks and weaker sections, and administering justice.

• Query: List out the features of architecture during the Gupta period by observing the following pictures. (Pictures not provided)

  • Answer: Features of architecture during the Gupta period included the construction of temples using stone and bricks and the construction of structural temples. There were also notable sculptures. Examples include the Dasavatara Temple at Deogarh and the Vishnu Temple of Tigawa.

• Query: Discuss the economic changes brought about by the spread of the land grant system to South India.

  • Answer: The spread of land grants to South India by the 6th century CE, primarily due to the migration of Brahmins, brought about several economic changes:
    • Agricultural development: Land grants to Brahmins led to the development and expansion of agriculture, as Brahmins possessed knowledge of agricultural technology and climate.
    • Irrigation infrastructure: Kings and local administrative bodies encouraged agriculture by building reservoirs and maintaining irrigation facilities.
    • Increased production: Agricultural production increased, partly due to the activities of temples managed by Brahmins.
    • Growth of internal trade: Surplus agricultural production facilitated the growth of internal trade.
    • Development of crafts: A variety of crafts also developed as a consequence of agricultural growth and trade.
    • Merchant guilds (Vanika communities): Merchant guilds, known as Srenis in North India, became known as Vanika communities in South India, with each guild specializing in particular products.
    • Foreign trade: Foreign trade continued through ports like Korkai, Kaveripattanam, and Muziris, engaging with Chinese and Arab merchants.

• Query: Organise a seminar on ‘Land Grants and their consequences during the Gupta Rule’.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Make a digital presentation on the achievements in science and technology during the Gupta period.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Which ideas put forward by the National Movement were included in the Objective Resolution?

  • Answer: The Objective Resolution included key ideals of the National Movement such as:
    • Making India an independent sovereign republic.
    • Forming a union of former British Indian territories, Indian states, and other parts outside British India willing to join.
    • Ensuring the territories forming the Union would be autonomous units with powers not specifically vested in the Central Government.
    • Declaring that all powers of an independent sovereign India would emanate from the people.
    • Guaranteeing and protecting for all people of India social, economic, and political justice.
    • Ensuring equality of status, equality of opportunity, and equality before the law.
    • Protecting fundamental freedoms of speech, expression, belief, worship, profession, association, and assembly, subject to law and public morality.

• Query: Isn't it clear that the various ideas of the Objective Resolution are included in the Preamble of our Constitution?

  • Answer: The source implies that the ideas are indeed included, stating rhetorically, "Isn't it clear that the various ideas of the Objective Resolution are included in the Preamble of our Constitution?" and then proceeds to discuss how the Constitution's provisions aim to realize these ideals.

• Query: Identify the ideas presented in the Objective Resolution that were included in the Preamble of the Constitution of India and compare them.

  • Answer: The source states that many of the ideas upheld by the Indian Nationalist Movement and mentioned in the Objective Resolution have become a part of the Constitution. The Objective Resolution contained ideals such as an independent sovereign republic, a union of states, all powers emanating from the people, and guarantees of social, economic, and political justice, equality of status and opportunity, and fundamental freedoms. While the Preamble itself is not fully provided for a direct line-by-line comparison, the Constitution's features, as described, incorporate these: sovereignty to people, Fundamental Rights (covering fundamental freedoms), and Directive Principles of State Policy (aimed at socio-economic development and justice).

• Query: How many parts and schedules are there in the constitution at present? Find out.

  • Answer: The source states that the Constitution of India, adopted on 26 November 1949, had 395 articles and 8 schedules in 22 parts. However, the query asks for the present number, which is not provided in the source.

• Query: Find and list the reasons why India adopted the federal system based on the above seminar paper.

  • Answer: India adopted the federal system for the following reasons:
    • To strengthen democracy through power sharing between the Centre and the States.
    • To maintain the diversity and unity of our country equally.
    • To effectively counter separatist tendencies by ensuring regional representation.
    • To achieve economic progress and ensure the welfare of all sections by integrating various levels of government.
    • To make the concept of democracy more meaningful.
    • To accommodate the social, regional and geographical diversity of India and to preserve the unity and integrity of the country.

• Query: Note the relevant parts of the seminar paper presented in the class on the features of the Constitution of India.

  • Answer: The relevant parts from the seminar paper regarding the features of the Constitution (specifically its federal aspects) are:
    • The federal system helps in maintaining the diversity and unity of our country equally.
    • It is useful in effectively countering separatist tendencies by ensuring regional representation.
    • It makes it possible to achieve economic progress and ensure the welfare of all sections by integrating various levels of government.
    • This system, where power is shared between the centre and the states, makes the concept of democracy more meaningful.

• Query: Have you noticed the news headlines given above? Note which list these topics belong to.

  • Answer:
    • New train allowed to Kerala: Union List (Railways)
    • Kerala Jail Rules were revised: State List (Jails)
    • Revising the structure of undergraduate courses: Concurrent List (Education)
    • National Forest Policy announced: Concurrent List (Forestry)
    • New Police Policy announced: State List (Police)
    • India signs diplomatic agreement with Sri Lanka: Union List (Foreign Affairs)

• Query: Let us familiarise with the functions of the Legislature

  • Answer: The main functions of the Legislature (Parliament) are:
    • Law making
    • Acting as a custodian of the public treasury
    • Participating in the Presidential and Vice Presidential elections
    • Acting as judicial authority in impeachment
    • Considering and giving assent to Constitutional amendments
    • Controlling the executive

• Query: Didn't you understand the features of Lok Sabha and Rajya Sabha? Complete the table below.

  • Answer:
    • Lok Sabha:
      • Lower House
      • Members are elected directly by the people on a majority system.
      • Indian citizens who have completed 25 years of age are eligible to contest.
      • The term is generally five years.
      • Maximum strength is 550, but at present there are 543 members (2023).
      • The formation and existence of governments is based on the majority in the Lok Sabha.
      • Chaired by the Speaker.
      • Has more powers than the Rajya Sabha, and Money Bills are presented here.
    • Rajya Sabha:
      • Upper House
      • Representation is given to states in proportion to their population.
      • Members are elected by elected members of State Legislative Assemblies.
      • Indian citizens who have completed 30 years of age are eligible to contest.
      • It is a permanent house, with one-third of its members retiring every two years and elections held to fill their seats; the term of a member is six years.
      • Chaired by the Vice President.
      • Maximum strength is 250, with 238 elected and 12 nominated by the President.
      • Proceedings to remove the Vice President begin here.
      • Vested with the power to mandate Parliament to create new All India Service.

• Query: How many Lok Sabha constituencies are there in Kerala? Find out their names.

  • Answer: This query asks for specific factual information that is not provided in the sources.

• Query: Read the news headlines above. Discuss the need for constitutional amendment.

  • Answer: The news headlines illustrate the need for constitutional amendments to adapt the Constitution to changing socio-political needs over time. Examples provided show amendments for:
    • Economic reforms: The Goods and Services Tax (GST) came into force under the 101st Amendment.
    • Fundamental rights: Education became a Fundamental Right with the 86th Constitutional Amendment.
    • Democratic participation: The voting age was lowered to 18 through the 61st Constitutional Amendment.
    • These demonstrate that amendments are necessary for making corrections, omissions, or additions to the Constitution to reflect contemporary requirements.

• Query: We are familiar with the three types of amendments to the Constitution of India. Now, complete the following list. (Subjects Method of Amendment: Renaming of the states; 86th Constitutional Amendment; Amendment in the Concurrent List)

  • Answer:
    • Renaming of the states: Flexible amendment (amended by simple majority through procedures similar to ordinary legislation).
    • 86th Constitutional Amendment: More rigid amendment (requires a special majority of both houses of Parliament, as it pertains to Fundamental Rights and Directive Principles).
    • Amendment in the Concurrent List: Rigid amendment (requires a special majority of both houses of Parliament along with the approval of not less than half of the states, as it involves the division of powers between Centre and State).

• Query: Read the given statements and put ( ) against the true ones and ( ) the false ones.

  • Answer:
    • The head of the Executive is the Prime Minister. (False) - Constitutionally, the President is the head of the executive, though the powers are exercised by the Council of Ministers headed by the Prime Minister.
    • The President has discretionary powers. (True) - There are situations in which the President acts as per his/her discretion.
    • The head of the cabinet is the Prime Minister. (True) - The Council of Ministers, which forms the Cabinet, is headed by the Prime Minister.
    • The Prime Minister is the Commander-in-Chief of the Defence Forces. (False) - The President acts as the Commander-in-Chief of the defence forces.
    • Governors are appointed by the President. (True) - The President has the power to appoint State Governors.
    • The President submits his resignation to the Prime Minister. (False) - The President submits his/her resignation to the Vice President.
    • The Prime Minister is appointed by the Governor. (False) - The President appoints the Prime Minister.

• Query: Observe the diagram given below. (Diagram of checks and balances)

  • Answer: The diagram, along with its explanation, illustrates the system of checks and balances among the three branches of government:
    • The Parliament (Legislature) controls the Executive through mechanisms like budget approval and question hour, and controls the Judiciary through impeachment.
    • The Judiciary controls the Parliament and the Executive through its power of judicial review, which allows it to examine the constitutionality of laws or orders and declare them unconstitutional if inconsistent with the Constitution.
    • The Executive actively controls the Parliament and the Judiciary through its powers such as approval of bills, consideration of mercy petitions, and postings and transfer of judges.

• Query: Organise a seminar on the salient features of Indian Federalism.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: each of the three lists of the Constitution. (Implied: List examples for each)

  • Answer: This query is a task for the reader and the provided sources do not contain a direct answer in the requested format. However, examples are provided:
    • Union List: Foreign Affairs, Defence, Railways, Banking, Citizenship.
    • State List: Agriculture, Jails, Police, Local Government.
    • Concurrent List: Education, Forestry, Trade Unions, Marriage, Birth and Death Registration.

• Query: Organise a model parliament in the class covering the various stages of the legislative process.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Conduct an interview with a legal expert focusing on the powers of the Supreme Court.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: What problems arise when the population increases?

  • Answer: When the population increases, problems that arise include poverty, unemployment, and starvation. News headlines also suggest far-reaching crises in the health sector and quality of life, and the phenomenon of millions migrating to big cities.

• Query: When was the census started in India? When was the last census conducted in India?

  • Answer: The source states that the census is usually conducted once every ten years in India. However, it does not specify when the census was started in India or when the last one was conducted.

• Query: Prepare a note on population growth in India by observing the given table and graph.

  • Answer: This query is a task for the reader and the provided sources do not contain a direct answer in note form. However, the table and graph show that India's total population has generally increased significantly from 238 million in 1901 to 1210 million in 2011, with a brief decrease observed between 1911 and 1921.

• Query: You have noticed the given news report. Have you ever heard the term ‘guest workers’?

  • Answer: This query is a conversational prompt for the reader and the provided sources do not contain an answer to this question.

• Query: Guest workers have become a part of the Kerala society today. Today, there are guest workers in every sector irrespective of urban or rural area. What might be the reasons for their migration in search of employment?

  • Answer: Possible reasons for migration in search of employment include the pursuit of better income and high social status.

• Query: Different types of migration are given below. Identify which migration they are and add more examples to the list. (Malayalees working in foreign countries; North Indian workers working in the construction sector in Kerala; Students going abroad for higher studies.)

  • Answer:
    • Malayalees working in foreign countries: International migration. The movement of people from India to Gulf countries and European countries is also an example of international migration.
    • North Indian workers working in the construction sector in Kerala: Internal migration. People from other states coming to Kerala is also an example of internal migration.
    • Students going abroad for higher studies: International migration, as Malayalees migrating to nations like Canada, the United Kingdom, the United States, and New Zealand for employment and permanent settlement is mentioned.

• Query: Observe the table and graph given birth rate and death rate in India. Find out the birth rate and death rate in India as per 2011 census.

  • Answer: The table provided shows birth and death rates only up to 2001. As per this table, the birth rate in India in 2001 was 26 and the death rate was 9. The source does not provide the birth rate and death rate as per the 2011 census.

• Query: Where do we register births and deaths in rural areas? Where do we register births and deaths in urban areas?

  • Answer: The source states that it is mandatory to register births and deaths in India, but it does not specify the locations or agencies for registration in rural or urban areas.

• Query: What are the social problems in densely populated areas? Complete the table.

  • Answer: Social problems in densely populated areas include: lack of open spaces, pollution, lack of water storage, and crowding.

• Query: Examine the 2011 Census report and identify the states with the highest population and population density, and the states with the lowest. Prepare the chart and display it in the class.

  • Answer: The source states that according to the 2011 census, Delhi has the highest population density, whereas Arunachal Pradesh has the lowest. The source does not provide the states with the highest and lowest overall population. This query is also a task to prepare a chart, for which complete information is not provided in the source.

• Query: Prepare a note discussing how epidemics, famines, and climate change affect mortality rates.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Find out the birth and death rate in India and Kerala based on the 2011 census report and write it in your notebook.

  • Answer: The source explicitly notes that the birth and death rates for the 2011 census report are not provided.

• Query: Why do some Indian states have a higher population growth and some have lower?

  • Answer: Factors that influence population growth and distribution include climate, topography, availability of water, and types of soil. Additionally, the male-female ratio in a population affects birth rate, death rate, and migration, which are all components of population change.

• Query: Observe the table, discuss and make notes on the trends in Male-Female Sex Ratio and Child Sex Ratio in India. Compare the Male-Female ratio and Child Sex Ratio of Kerala.

  • Answer:
    • Trends in India (1961-2011):
      • Male-Female Ratio: Generally shows a slight decline from 941 in 1961 to 927 in 1991, followed by a slight recovery to 940 in 2011.
      • Child Sex Ratio (0-6 years): Shows a consistent decline from 960 in 1961 to 914 in 2011, indicating a concerning trend.
    • Comparison with Kerala: The provided table does not include data for Kerala's Male-Female ratio or Child Sex Ratio, so a comparison based solely on the given source is not possible from this table.

• Query: What might be the social problems created by the decreasing male-female ratio?

  • Answer: While the source does not explicitly list the social problems, it implies that a decreasing male-female ratio is a concern affecting the overall population balance. It also suggests that factors like female foeticide, preferential attitude towards boys, and inadequate healthcare contribute to the differences in female-male ratio across states, which can lead to various societal imbalances.

• Query: What is the male-female ratio in India and Kerala as per the 2011 census?

  • Answer: As per the 2011 census, the male-female ratio in India was 940. The source does not explicitly provide the male-female ratio for Kerala as per the 2011 census in the given context.

• Query: So many factors contribute to the high life expectancy rate in Kerala.

  • Answer: Factors contributing to the high life expectancy rate in Kerala include: high literacy rate and higher education, decentralised public health policy, cleanliness, and food availability and public distribution.

• Query: Prepare a brief note on these and present it in the class. (Referring to government programmes for the elderly like Pakal Veedukal)

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Which day is observed as World Population Day? Prepare and display placards showing the messages of World Population Day.

  • Answer: The source does not state which day is observed as World Population Day. This query also includes a task for the reader, for which the information is not provided.

• Query: Which age group has the largest population? Which age group has the lowest population?

  • Answer: Based on the provided table for India's population age structure:
    • The age group 15-59 (young people) has the largest population at 63%.
    • The age group 60 years and above (elderly) has the lowest population at 8%.

• Query: Conduct a discussion in your class by identifying the population age structure of India and Kerala as per the 2011 census and...

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Discuss and prepare a note on what should be taken care of for...

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Visit the website www.censusindia.gov.in and gather more information related to population.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Collect news about areas in Kerala where human resource decline is happening due to international migration, and prepare a collage.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Visit the website of Ministry of External Affairs and collect the statistics of migration from India and prepare a chart and display it.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Why is there a difference in the female-male ratio in different states? You may discuss and present it in your class.

  • Answer: The source suggests that differences in the female-male ratio in different states can be attributed to factors such as female foeticide, preferential attitude towards boys, and inadequate healthcare.

• Query: Collect the details of the above and prepare a brief note. (Referring to Kerala government schemes: Helping Hand, Hope, Viva Kerala)

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Organise a seminar on population growth in Kerala. The seminar paper should be prepared considering the conceptual areas given below. (Conceptual areas: Population of Kerala - District with highest population; Population Density of Kerala - District with lowest population; Migration - Domestic and International; Birth and death rate; Life expectancy; Age structure; Population, Dividends)

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.

• Query: Make notes on social characteristics of demography.

  • Answer: Social characteristics of demography include culture, flexibility, religion, social control, and financial community. Social demography, as a branch, investigates the structure of social demography and its causes and consequences of change, emphasizing the socio-economic and political patterns of a region and analysing how demographics relate to various social factors.

• Query: Statistics of migration from India to other countries and display it on a chart.

  • Answer: This query is a task for the reader and the provided sources do not contain an answer to this question.