Prasanna

Students often refer to SCERT Kerala Syllabus 10th Standard Social Science Notes and Class 10 History Chapter 8 The Glimpses of Free India Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

SSLC History Chapter 8 Notes Pdf English Medium The Glimpses of Free India

SCERT Class 10 Social Science History Chapter 8 The Glimpses of Free India Notes Question Answer Kerala Syllabus

Class 10 History Chapter 8 Notes Kerala Syllabus The Glimpses of Free India

Question 1.
What were the major challenges that independent India faced?
Answer:

• Post-partition migration and exodus.
• Reorganisation of states
• Integration of princely states

Question 2.
Discuss and prepare a report on the measures adopted to establish unity and implement the democratic system in post-independent India.
Answer:
After independence, India faced the great task of building unity and establishing a democratic system in a country of diverse religions, languages, and cultures. The government adopted several important measures to achieve this goal. The problems of those who migrated during the partition were solved by providing them with food, shelter, and rehabilitation facilities. To ensure equality and harmony among all communities, the rights of minorities were included as Fundamental Rights in the Constitution, guaranteeing freedom of religion, culture, and language. The integration of princely states was completed through three treaties the Instrument of Accession, Standstill Agreement, and Merger Agreement which helped bring the entire country under one administration. To implement democracy, general elections were held in 1951-52 based on universal adult franchise, allowing every adult citizen to vote and choose their representatives. These measures helped India strengthen national unity and lay a strong foundation for democracy.

Question 3.
Prepare a chronological list of the various governments in India since the first general election.
Answer:

1. 1952 – Indian National Congress
2. 1957 – Indian National Congress
3. 1962 – Indian National Congress
4. 1967 – Indian National Congress
5. 1972 – Indian National Congress
6. 1977 – Janata Party
7. 1980 – Indian National Congress
8. 1984 – Indian National Congress
9. 1989 – Janata Dal (National Front) Coalition
10. 1991 – Congress government with the support of other political parties.
11. 1996 – BJP government, United Front Coalition.
12. 1998 – National Democratic Alliance (NDA)
13. 1999 – National Democratic Alliance (NDA)
14. 2004 – Indian National Congress (UPA)
15. 2009 – Indian National Congress (UPA)
16. 2014 – Bharatiya Janata Party (NDA)
17. 2019 – Bharatiya Janata Party (NDA)
18. 2024 – Bharatiya Janata Party (NDA)

Question 4.
Collect newspaper reports related to the Emergency and organise an exhibition.
Answer:

Question 5.
Discuss and prepare a note about the background in which the Mandal Commission was appointed and the developments that followed after its implementation.
Answer:
The Janata Party government that came to power after the Emergency, constituted another commission in 1979, headed by B. P. Mandal, to study the social and educational backwardness of the OBC communities and to suggest solutions. This is known as the Second Backward Classes Commission and as the Mandal Commission. The commission submitted its report to the central government in 1980, recommending 27% reservation for backward classes in government jobs and educational institutions. The National Front government led by V. P. Singh decided to implement this report in 1990. This decision led to violent protests and agitations in many cities of North India. However, later the Supreme Court approved the implementation of the report.

Question 6.
Analyse Dalit movements and their activities.
Answer:
Dalit movements emerged from the sentiment that, in the post-independence India, Dalit communities were being kept away from the mainstream of society and were being denied their due rights. Although the constitution guarantees reservations for Dalit communities in education and employment, there existed a situation where they did not receive their deserved positions in socially significant areas, mainstream politics, and administration. Dalit community faced problems such as backwardness in education and employment, social and economic inequality, and landlessness. Inspired by the ideas of Dr. B. R. Ambedkar, the architect of the constitution, Dalit communities organised and formed movements. Among these movements, the Dalit Panthers movement was a significant one.

Question 7.
Discuss and prepare a note on how the Anti-Arrack Movement evolved into a women’s liberation movement.
Answer:
The Anti-Arrack Movement is a women’s movement that emerged in the Nellore district of Andhra Pradesh in the 1990s. This movement, in which thousands of women rallied, later spread throughout the entire state. Arrack was a locally brewed and distributed alcoholic beverage. The widespread use of alcohol created social discord and damaged the mental and physical well-being of young people. This also led to the ruin of the economic foundation of the village, domestic violence, atrocities against women, and poverty. The Anti-Arrack Movement evolved into a protest addressing various issues faced by women. This helped to create social awareness against drugs and the problems faced by women in society.

Question 8.
The anti-arrack movement was to address the various problems caused by intoxication. The use of drugs creates problems in the present day society too. Organise an awareness programme against it.
Answer:
(Hints)

• Form a Committee to plan the programme.
• Decide the topic – “Say no to chugs and alcohol”.
• Invite a guest speaker like a doctor or police officer.
• Prepare posters and slogans about the bad effects of drugs.
• Plan activities like a short speech, skit, or song.
• Conduct the programme in school or community hall.
• Take a pledge to stay away from drugs and alcohol.
• Spread the message througharallyorposterdisplay.

Question 9.
Organise a debate on “Environmental and social problems created as a result of developmental activities of the present period.”
Answer:
(Hints: Conduct a debate by using the For and Against Statements)
FOR the Statement

• Deforestation: Forests are being cleared for industries, roads, and cities, leading to loss of biodiversity.
• Pollution: Factories, vehicles, and construction increase air, water, and soil pollution.
• Climate Change: Excessive industrialization and burning of fossil fuels increase global warming.
• Health Problems: Pollution from industries causes respiratory diseases and other health issues.

AGAINST the Statement

• Economic Growth: Development brings industries, jobs, and better income for people.
• Technological Progress: New technologies make work easier, faster, and more efficient.
• Infrastructure Development: Roads, bridges, and transport systems help connect people and regions.
• Education and Awareness: Development increases literacy and knowledge about environmental protection.
• Sustainable Development Practices: Modern methods like renewable energy and recycling reduce harm.
• Better Health Facilities: Development in medical science helps control diseases and increase life expectancy.

Question 10.
Prepare a note including more farmer movements and agricultural laws.
Answer:
Farmer Movements

• The Bharatiya Kisan Union (BKU) is a major farmers’ organization in India that advocates for the rights and welfare of farmers through rallies, demonstrations, and other forms of activism. Founded in 1978, it addresses issues such as the demand for higher crop prices, loan waivers, and subsidized electricity for farmers.
• Swabhimani Shetkari Sanghatana or SSS is a farmers union based in Kolhapur, Maharashtra, India. It was founded by Member of Parliament, Raju Shetti. They fight for the fair price of sugarcane farmer and other issues.
• Samyukta Kisan Morcha (SKM) formed in November 2020, is a coalition of over forty Indian farmers’ unions to coordinate satyagragh (non-violent resistance) against the three farm acts initiated by the central government in September of the same year. In opposing the three farm laws, the SKM asserted that laws were an unwelcome imposition on the farmers, violated the constitution, were anti-farmer and pro-big business.

Agricultural Laws (2020 Farm Laws)

• Farmers’ Produce Trade and Commerce Act (2020): Allowed farmers to sell crops outside APMC markets.
• Farmers (Empowerment and Protection) Agreement on Price Assurance Act (2020):
  Encouraged contract farming.
• Essential Commodities (Amendment) Act (2020): Reduced government control on storage and sale of food grains.

Question 11.
Prepare an article on “How does the Right to Information Movement strengthen Democracy in India?”
Answer:
Right to Information movement was started in 1990 by an organisation named the Mazdoor Kisan Shakti Sangathan (MKSS) in Rajasthan. This was due to the suspicion that the public money was being misused in connection with the construction of schools, dispensaries and small dams. Under the auspices of MKSS, the Delhi-based National Council for People’s Right to Information was formed and launched nationwide propaganda. It was in this context that the Right to Information Act came into force in 2005. The Right to Information (RTI) Movement has played a vital role in strengthening democracy in India by promoting transparency and accountability in government.

It allows citizens to access information about government decisions, policies, and spending, reducing corruption and misuse of power. By empowering people to question authorities and participate in decision-making, RTI encourages responsible governance. It also helps ordinary citizens, activists, and journalists expose irregularities and ensure that public resources are used effectively. Overall, the RTI Movement makes democracy more participatory, fair, and responsive to the needs of the people.

Question 12.
Prepare a speech on ‘Communalism is a threat to Indian Democracy.’
Answer:
(Hints: Prepare a speech by including the given information)
Communalism is the idea of dividing people on the basis of religion and creating social conflict. Communal divide undermines our constitutional values like secularism and social justice, posing a threat to the nation’s unity and integrity. The formation of public opinion based on religion and communal thinking, and the way by which political parties use it to influence voters in elections, pose a significant challenge to democracy. Communalism can only be countered through creating public awareness, sensitisation, and proper democratic literacy.

Question 13.
Have you read the news headlines given below? These are some observations by Honourable Supreme Court against Governors who breach the jurisdiction. What do you understand from this?

Answer:

• Governors must follow time limits
• Limited powers
• Respect for democratic process

Question 14.
Organise a panel discussion on ‘How do conflicts in Centre-State relations pose a challenge to democracy.’
Answer:
Tensions in Centre-State relations are another major challenge facing Indian democracy. Although the Constitution has divided powers between the Centre and the States, more power is vested in the Centre. We can also see politics interfering in the centrally- funded schemes and distribution of resources. The role of the Governor has always been a controversial subject between the states and the Central Government. The Governor’s role often leads to more controversies, especially in situations where different political parties govern at the Centre and in the States. Therefore, the Governor’s actions are frequently interpreted as the Central Government’s interference in the functioning of the State Government. There is yet another reason for the controversy regarding the role and powers of the Governor. Article 356 of the Constitution is the basis of this controversy. This article stipulates that Presidential Rule can be imposed in any state in India. Based on the Governor’s report, the President can impose Presidential Rule in that state. However, the Constitution mandates that this article should only be used if the State Government fails to carry out the administration in accordance with the provisions of the Constitution. This power of the Governor has led to numerous conflicts.

Question 15.
Prepare a note on the basis of the Supreme Court judgment and newspaper reports on how electoral bonds cause corruption.
Answer:
Electoral Bond is a project designed to allow individuals and corporates to donate any amount they want to any political party. Electoral bonds were introduced in the 2017 – 2018 Union Budget. Institutions or individuals can buy bonds for an amount of their choice ranging from Rs 1,000 to Rs 1 crore through SBI. Since this amount falls under the category of donation, it will be tax deductible. The Supreme Court on February 15, 2024, quashed the electoral bond after examining the transparency and legality of the bonds.

Question 16.
‘The criminalisation of politics and defection are the challenges to Indian democracy. ’ Prepare a note based on the stands and actions taken by the Indian Election Commission in this regard.
Answer:
Criminalisation of politics refers to the tendency of leaders or workers of political parties engaging in or encouraging criminal activities. When individuals with criminal backgrounds reach the leadership of political parties and become rulers, it causes citizens to lose faith in the democratic system. Electoral reforms that prohibit those facing trial or convicted of criminal offenses from contesting elections, strong legal systems, and awareness campaigns against the criminalisation of politics are ways to eliminate criminalisation of politics.

Defection refers to an elected representative, who contested and won the election as a candidate of one party, abandoning that party or joining another party. The Anti-Defection Law was passed by Parliament in 1985 through the 52nd Constitutional Amendment to prevent defection. Political parties often adopt different strategies to prevent their members from defecting. Under the leadership of a loyal member of a party, members gather at a specific venue and design a strategy to prevent the influence of other political parties. This process is also called Resort Politics.

Std 10 History Chapter 8 Notes Kerala Syllabus – Extended Activities

Question 1.
Organise a seminar on ‘How evident is democracy as a way of life in our society?’
Answer:
(Hints: Conduct a seminar by using the given steps)

• Step 1: Decide the Topic and Purpose
• Step 2: Choose the Date, Time, and Venue
• Step 3: Prepare Discussion Points (Examples of democracy in daily life: voting, freedom of expression, Challenges to democracy in society, etc.)
• Step 4: Conduct the Seminar

Question 2.
Prepare a digital profile album of the Presidents and Prime Ministers of India.
Answer:
(Hints: By using ICT collect images of Presidents and Prime Ministers of India and prepare a digital profile album)

Question 3.
Organise an interview with an environmental activist, keeping in mind the necessity of environmental awareness.
Answer:
(Hints: Questions for interview)

• Can you tell us how you first became interested in environmental issues?
• Could you share some challenges you faced while working for the environment?
• What are some common environmental mistakes people make without realizing it?
• What simple daily habits can help reduce pollution and conserve natural resources?
• How can communities and governments work together to tackle environmental issues effectively?
• What advice would you give to young people who want to make a positive impact on the environment?

The Glimpses of Free India Class 10 Notes Pdf

• The integration process was implemented through three treaties: Stand Still Agreement, Instrument of Accession, Merger Agreement.
• A State of internal emergency was declared in the country on June 25, 1975.
• The central government declared a national emergency in the country under Article 352 of the Constitution, alleging that the opposition protests posed a threat to internal security.
• Other Backward Classes are the groups of people who are not included in the Scheduled Castes and Scheduled Tribes and are socially and educationally backward.
• In 1953, the Central Government appointed a commission to study the reasons for the social backwardness of backward classes and to suggest remedies. It is known as the Kaka Kalelkar Commission.
• The Janata Party government that came to power after the Emergency constituted another commission in 1979, headed by B. P. Mandal, to study the social and educational backwardness of the OBC communities and to suggest solutions. This is known as the Second Backward Classes Commission and as the Mandal Commission.
• Dalit movements emerged from the sentiment that, in the post-independence India, Dalit communities were being kept away from the mainstream of society and were being denied their due rights.
• The Dalit Panthers movement was formed in Maharashtra in 1972. The movement was led by educated Dalit youth from urban areas.
• Another organisation formed for the uplift of Dalit communities was the Backward and Minority Communities Employees Federation (BAMCEF), established in 1978.
• Women’s rights movements are movements that stand for gender equality, education for women, employment and proportional representation of women in socio-political spheres.
• The Anti-Arrack Movement is a women’s movement that emerged in the Nellore district of Andhra Pradesh in the 1990s.
• The Nirbhaya Movement is a mass movement that was formed in Delhi against violence against women.
• Indian fishermen are the second largest fishing community in the world.
• Environmental movements emerged against the environmental problems created by unscientific development and its result in denial of social justice.
• Shetkari Sanghatana in Maharashtra and Raita Sangha in Karnataka are examples of farmer movements that emerged in various parts of the country.
• The Right to Information movement was started in 1990 by an organisation named the Mazdoor Kisan Shakti Sangathan (MKSS) in Rajasthan.
• The Right to Information Act was passed by the Indian Parliament in 2005 and it came into force on 12 October 2005.
• On the basis of.the demand raised, Regional movements can be mainly classified as anti-immigration movements, regional autonomy movements, and separatist movements.
• The Dravidian Movement was a movement that began in Tamil Nadu in the early decades of the 20th century under the influence of the ideas of political empowerment of the Dravidian people, the growth of the Tamil language, and rationalism.
• The major challenges that destabilise the democratic process in our country are communalism, tensions in center-state relations, corruption, criminalisation of politics, and trends like defection.

INTRODUCTION

The chapter “Democracy An Indian Experience” explores how India, after gaining independence, adopted democracy as its guiding principle and built one of the world’s largest democratic systems. It highlights the journey of Indian democracy, its growth, challenges, and transformations over the years. The chapter discusses how people’s participation, political movements, and social struggles have strengthened democratic values. It also examines the efforts made by various groups, including women, workers, farmers, and marginalized communities, to secure justice and equality. Through this chapter, learners understand how democracy in India has evolved and continues to shape the nation’s political and social life.

Integration of the Princely States

• The partition and post-partition migration and exodus created a lot of transformation in the Indian society.
• The major challenge faced by independent India was the integration of the princely states.
• The integration process was implemented through three treaties: Stand Still Agreement, Instrument of Accession, Merger Agreement.
• Overcoming many challenges, the first general election was successfully held and Jawaharlal Nehru took the oath of office as the first Prime Minister of India.
• In the first general election the government led by the Indian National Congress, which won a majority in the elections, came to power.

Emergency – A Crisis Period in Indian Democracy

• The Emergency was a major crisis faced by the Indian democracy.
• A State of internal emergency was declared in the country on June 25, 1975.
• One of the major reasons was the agitations that broke out in various parts of the country against the central government.
• The central government declared a national emergency in the country under Article 352 of the Constitution, alleging that the opposition protests posed a threat to internal security.
• The national emergency abolished the federal system of the constitution, concentrated power in the union government, froze the fundamental rights, and abolished the court’s power of judicial review.

Popular Movements and Indian Democracy

• In democratic India, numerous movements emerged to protect the interests of various sections of the population and to attain representation in power.
• Other Backward Classes are the groups of people who are not included in the Scheduled Castes and Scheduled Tribes and are socially and educationally backward.
• In 1953, the Central Government appointed a commission to study the reasons for the social backwardness of backward classes and to suggest remedies. It is known as the Kaka Kalelkar Commission.
• B. P. Mandal, who was the chairman of the Second Backward Classes Commission, was a socialist leader from Bihar.
• Dalit movements emerged from the sentiment that, in the post-independence India, Dalit communities were being kept away from the mainstream of society and were being denied their due rights.
• The Dalit Panthers movement was formed in Maharashtra in 1972. The movement was led by educated Dalit youth from urban areas.
• Women’s rights movements are movements that stand for gender equality, education for women, employment and proportional representation of women in socio-political spheres.
• The Anti-Arrack Movement is a women’s movement that emerged in the Nellore district of Andhra Pradesh in the 1990s.
• The Nirbhaya Movement is a mass movement that was formed in Delhi against violence against women.
• Indian fishermen are the second largest fishing community in the world.
• Environmental movements emerged against the environmental problems created by unscientific development and its result in denial of social justice.
• The Bharatiya Kisan Union (BKU), formed in Uttar Pradesh, organised massive protests by mobilising rural farmers. Shetkari Sanghatana in Maharashtra and Raita Sangha in Karnataka are examples of farmer movements that emerged in various parts of the country.
• The Right to Information (RTI) Movement and the subsequent law are examples of the acceptance and success of public protests.

Regional Movements

• On the basis of the demand raised, such movements can be mainly classified as anti-immigration movements, regional autonomy movements, and separatist movements.
• The Dravidian Movement was a movement that began in Tamil Nadu in the early decades of the 20th century under the influence of the ideas of political empowerment of the Dravidian people, the growth of the Tamil language, and rationalism.
• Anti-immigration movements are movements formed based on the ethnic-linguistic-cultural- economic-employment problems created by uncontrolled immigration, to the indigenous population of a region.
• The Assam Movement was initiated by the agitation against immigration, especially the immigration of Bengladeshis, in Assam from 1979 to 1985.
• The Separatist Movements are those that have started with the aim of separating certain regions from India and forming independent states.

Challenges Faced by Indian Democracy

• The major challenges that destabilise the democratic process in our country are communalism, tensions in center-state relations, corruption, criminalisation of politics, and trends like defection.
• Communalism is the idea of dividing people on the basis of religion and creating social conflict.
• Tensions in Centre-State relations are another major challenge facing Indian democracy.
• The Sarkaria Commission, appointed by the Central Government in 1983 to study Centre- State relations, recommended that active politicians should not be appointed as Governors.
• Corruption can be considered as the use of any kind of power or position and the acceptance of money or any other reward in addition to the legally due remuneration.
• Criminalisation of politics refers to the tendency of leaders or workers of political parties engaging in or encouraging criminal activities.
• Defection refers to an elected representative, who contested and won the election as a candidate of one party, abandoning that party or joining another party.

INTEGRATION OF THE PRINCELY STATES

The partition and post-partition migration and exodus created a lot of transformation in the Indian society. The rehabilitation of those who migrated from Pakistan to India created religious, linguistic, social, and economic problems in their respective regions. It was essential to find out political solutions for these issues. The nation attempted to address these challenges through the laws such as The Abducted Persons (Recovery and Restoration) Act, 1949, The Displaced Persons (Compensation and Rehabilitation) Act, 1954, and The Citizenship Act of 1955. Besides, the Rights of Minorities were included as fundamental rights in the Constitution.

• Another major challenge faced by independent India was the integration of the princely states. The integration process was implemented through three treaties.

a) Stand Still Agreement
The princely states should maintain their status quo was the provision based on this agreement. This agreement helped to prevent these states from joining Pakistan.

b) Instrument of Accession
This agreement was meant for the princely states to give their consent to merge into the Indian Union. At the same time, the right to internal self¬governance was also granted to the princely states through this.

c) Merger Agreement
This was an agreement for the complete accession of the princely states to the Indian Union. According to this agreement, the right to self-governance ceases to exist.

After independence, a provisional government was governing India. Hence, it was necessary to establish a government elected by the people for the establishment of a democratic system. Thus, it necessitated a free and fair election. For this, an Election Commission was formed based on the Constitution on January 25, 1950. The first general election was held from October 1951 to February 1952. Conducting a free and fair election in a country as vast and diverse as India was replete with numerous challenges. That is why the first general election is described as an experiment. Challenges are:

• Delimiting constituencies.
• Preparing voters lists based on adult franchise.
• Educating the illiterate majority about the necessity of voting.
• Finding out enough election officials and training them.
• Ensuring a transparent, impartial and fair election.

Overcoming many such challenges, the first general election was successfully held and Jawaharlal Nehru took the oath of office as the first Prime Minister of India. Thus, it marked the beginning of the democratic system of administration in India. In the first general election, the majority of people put their trust in one political party and this marked the beginning of the government of one-party dominance. Later, this one-party dominance gradually ceased to exist and Indian politics transformed into a multi-party system and a coalition system.

FROM ONE-PARTY DOMINANCE TO A COALITION SYSTEM
In the first general election the government led by the Indian National Congress, which won a majority in the elections, came to power. Subsequently, the Indian National Congress retained power in the elections of 1957 and 1962. In the 1967 election, although the Congress managed to retain its dominance at the national level, its dominance faced a setback at the state level. However, in the general elections up to 1989 (except a short period of Janata Party rule from 1977 to 1979), the Congress party dominated. In the 1977 general elections, Congress lost its dominance and a government led by Janata Party assumed power. In the next two elections (1980 and 1984), the Congress won a majority on its own. However, with the 1989 elections, Indian democracy shifted to Coalition politics based on multi-party system. After 1989, the National Front led by the Janata Dal came to power followed by the Congress in 1991 with the support of other political parties.

Following the 1996 elections, at first the BJP and then the United Front, a coalition of various parties, formed the government. In the elections of 1998 and 1999, the National Democratic Alliance (NDA), led by the BJP, formed the government. In 2004 and 2009, the United Progressive Alliance (UPA), led by the Congress party, formed the government. Subsequently, in the elections of 2014, 2019, and 2024, the National Democratic Alliance (NDA) led by the BJP, successively won and retained power.

Governments are primarily formed in the following ways:

• Political parties reaching an understanding among themselves to contest as a front based on a common minimum programme before the election.
• Creating an alliance and forming a government after the election.
• Providing external support to a government that does not have a majority in the Lok Sabha.

One-Party Dominance in India
In India, the dominance of a single political party continuously winning with a large majority and retaining power is referred to as “one-party dominance.” In India, one-party dominance existed within the democratic framework.

EMERGENCY – A CRISIS PERIOD IN INDIAN DEMOCRACY

• The Emergency was a major crisis faced by the Indian democracy.
• A State of internal emergency was declared in the country on June 25, 1975.
• Violations of democratic rights such as freezing of fundamental rights and denial of the freedom of press were implemented as part of the emergency.

Background of the declaration of emergency in India.
One of the major reasons was the agitations that broke out in various parts of the country against the central government. In Gujarat, the agitations under the leadership of Morarji Desai led to the dismissal of the state government. The Congress was defeated in the subsequent election. The series of agitations led by Jayaprakash Narayan in Bihar also had an impact at the national level. This also led to the agitations against the central government. The economic crisis, food shortages and unemployment faced in the 1970’s were the reasons behind these agitations.

In the midst of these political crises, the Allahabad High Court gave art adverse judgement in the election case against Prime Minister Indira Gandhi and thus her election was nullified. Following the verdict, the opposition intensified the protests, demanding Indira Gandhi’s resignation. However, the Supreme Court stayed the Allahabad High Court’s verdict. Subsequently, the central government declared a national emergency in the country under Article 352 of the Constitution, alleging that the opposition protests posed a threat to internal security.

Impacts of the Emergency:

• The national emergency abolished the federal system of the Constitution.
• Concentrated power in the union government.
• Froze the fundamental rights.
• Abolished the court’s power of judicial review.
• Opposition party leaders were imprisoned without trial.
• Censorship was imposed on newspapers and news.
• Economic restrictions were imposed.

Despite severe restrictions and repressions, there were numerous nationwide agitations against the Emergency. Following these, the Emergency was revoked in March 1977, and elections were declared. In the elections held after the Emergency, the Congress lost the election, and the Janata Party formed the government, with Morarji Desai as the Prime Minister. The major developments during the emergency highlight the importance of the vigilance of civil society, media involvement, and civil rights in safeguarding democracy. People of India overcame the challenges created by the Emergency through democratic means. This clearly shows the strength and importance of Indian democracy.

Emergency

A state of emergency empowers the government to take action in situations where the security of the country is seriously threatened by war, external aggression, or armed rebellion. In such situations, the restrictions declared by the President under Article 352 of the Constitution are called the Emergency.

POPULAR MOVEMENTS AND INDIAN DEMOCRACY
In democratic India, numerous movements emerged to protect the interests of various sections of the population and to attain representation in power. After 1970, there was a strong feeling among social groups like Dalits, women and farmers that the mainstream political parties were not considering their problems and needs properly. These groups have formed their own movements and organised protests against this. Some of these movements are:

BACKWARD CLASS MOVEMENTS AND THE MANDAL COMMISSION
• Other Backward Classes are the groups of people who are not included in the Scheduled Castes and Scheduled Tribes and are socially and educationally backward.

In 1953, the Central Government appointed a commission to study the reasons for the social backwardness of backward classes and to suggest remedies. It is known as the Kaka Kalelkar Commission. Although the commission submitted some recommendations, they were not implemented. The Janata Party government that came to power after the Emergency constituted another commission in 1979. headed by B. P. Mandal, to study the social and educational backwardness of the OBC communities and to suggest solutions. This is known as the Second Backward Classes Commission and as the Mandal Commission.

The commission submitted its report to the central government in 1980, recommending 27% reservation for backward classes in government jobs and educational institutions. The National Front government led by V. P. Singh decided to implement this report in 1990. This decision led to violent protests and agitations in many cities of North India. However, later the Supreme Court approved the implementation of the report. Today, all the major political parties in the country accept OBC reservation. The Mandal Commission’s report holds great significance in Indian democracy as it helped to ensure the welfare of backward classes, that constitute nearly half of the population. During the period from the formation of the Mandal Commission to the implementation of its report, several backward class dominated political and social movements emerged. The Janata Dal and the political parties evolved from Janata Dal are examples for this.

B. P. Mandal
B. P. Mandal, who was the chairman of the Second Backward Classes Commission, was a socialist leader from Bihar. He was a Member of Parliament during the periods 1967 – 1970 and 1977 – 1979. He also served as the Chief Minister of Bihar for one and a half months in 1968. He accepted membership in the Janata Party in 1977.

DALIT MOVEMENTS
• Dalit movements emerged from the sentiment that, in the post-independence India, Dalit communities were being kept away from the mainstream of society and were being denied their due rights.

Although the constitution guarantees reservations for Dalit communities in education and employment, there existed a situation where they did not receive their deserved positions in socially significant areas, mainstream politics, and administration. Dalit community faced problems such as backwardness in education and employment, social and economic inequality, and landlessness. Inspired by the ideas of Dr. B. R. Ambedkar, the architect of the constitution, Dalit communities organised and formed movements. Among these movements, the Dalit Panthers movement was a significant one.

The Dalit Panthers Movement
• The Dalit Panthers movement was formed in Maharashtra in 1972. The movement was led by educated Dalit youth from urban areas.

Dr. B. R. Ambedkar’s ideas of social justice for backward communities, equality, and the annihilation of caste etc influenced the Dalit Panthers movement. They organised aggressive resistance against caste discrimination, large- scale public protests against unjust police brutalities, literary and cultural programmes, and various activities in collaboration with other social justice movements. The Dalit Panthers movement was able to make the lives of those who were considered untouchable and marginalised, the themes of literature, cinema, drama, etc. and to persuade the government to take strong measures against attacks on Dalits.

Another organisation formed for the uplift of Dalit communities was the Backward and Minority Communities Employees Federation (BAMCEF), established in 1978. It was not simply an organisation formed for the protection of the interest of the employees. Rather, it stood for the political empowerment of Scheduled Castes, Scheduled Tribes, Other Backward Classes, and the minorities. From this organisation, the Dalit Shoshit Samaj Sangharsh Samiti and the Bahujan Samaj Party (BSP), under the leadership of Kanshi Ram were also formed. BSP was able to gain political influence in the states of Uttar Pradesh, Haryana, and Punjab with the support of Dalits.

WOMEN’S MOVEMENT
• Women’s rights movements are movements that stand for gender equality, education for women, employment and proportional representation of women in socio-political spheres.

Domestic violence, denial of rights, oppression, sexual harassment and male supremacy are some of the problems faced by the female community. Numerous movements have emerged in the country to seek solutions to these issues. Some important women’s movements are:

a) Anti-Arrack Movement
The Anti-Arrack Movement is a women’s movement that emerged in the Nellore district of Andhra Pradesh in the 1990s. This movement, in which thousands of women rallied, later spread throughout the entire state. Arrack was a locally brewed and distributed alcoholic beverage. The widespread use of alcohol created social discord and damaged the mental and physical well-being of young people. This also led to the ruin of the economic foundation of the village, domestic violence, atrocities against women, and poverty. The Anti-Arrack Movement later evolved into a protest addressing various issues faced by women, including sexual harassment, violence in public spaces, and gender discrimination. This helped to create social awareness against drugs and the problems faced by women in society.

Ill effects of using drugs:

• Short-term effects of drugs include visual and hearing impairment, lack of coordination of physical activities, bad breath, and slowness.
• Drugs cause long-term effects such as physical and mental problems, poor health, and low immunity. Excessive use of drugs can lead to death. Unsafe use of drugs can also cause AIDS, STDs (Sexually Transmitted Diseases) and so on.

b) Nirbhaya Movement
The Nirbhaya Movement is a mass movement that was formed in Delhi against violence against women. In 2012, a girl was sexually assaulted and murdered in Delhi. This incident led to massive protests across the country. This protest led to the formation of the Nirbhaya Movement. The main demands raised by the Nirbhaya Movement were to take strong legal action against sexual violence against women, speed up the legal process in such cases, and ensure exemplary punishment. The Indian Criminal Law Amendment Act, 2013 (Nirbhaya Act) and fast-track courts to deal with sexual violence cases came into existence in the wake of the Nirbhaya movement.

FISHERMEN’S MOVEMENT
• Indian fishermen are the second largest fishing community in the world.

Fishing is the livelihood of crores of people living in the western and eastern coastal areas. There have been many movements to solve the problems faced by fishermen related to their livelihood. The change in the economic policies of our country in the mid-1980s also affected the fishing sector. The agitations were organised mainly against the policies of the central government related to deep-sea fishing. The agitations were organised under the leadership of the National Fish workers Forum (NFF). This is an organisation that coordinates the collectives of all the traditional fishing workers in various states and works to protect their rights. Legal battles and public protests were held over issues such as the granting of fishing licenses to foreign companies in India’s maritime area and the granting of trawling licenses to foreign companies for fishing on the Indian coasts which were destroying the traditional fishing industry. Protection of the coastal environment is also one of the main objectives of this organisation. It was the fishing workers of Kerala who organised the workers under the leadership of the NFF and strengthened the struggle for rights.

ENVIRONMENTAL MOVEMENTS
Environmental movements emerged against the environmental problems created by unscientific development and its result in denial of social justice. These movements primarily address the environmental and social problems caused by large-scale irrigation projects, industries, mining, deforestation, etc. Environmental movements have been able to intervene in many issues such as the conservation of natural resources, conservation of biodiversity, formulation of environmental policy, creating environmental awareness, and sustainable development. Some of the major environmental movements that have attracted attention at the all-India level.

Movements	Characteristics
Chipko Movement (Sunderlal Bahuguna)	• Opposed the felling of trees in large scale for industrial purposes in the Himalayan regions in Uttarakand. • Stood up for the rights of Indigenous people over forest resources • Women’s participation and leadership • A form of struggle involving embracing trees
Narmada Bachao Andolan (Medha Patkar)	• A movement formed against the Sardar Sarovar project on the Narmada River • Worked against the eviction of Tribal people • Worked to protect the livelihoods of indigenous people • Stood against unjust evictions and rehabilitation
Silent Valley (Silent Valley National Park)	• A movement against the proposed Silent Valley Hydro electric project • Stood for the conservation of rain forest and bio-diversity • Abandoned the proposed Hydro electric project due to public agitations • Silent Valley was declared a National Park

As a result of the intervention of the Environmenta organisations and other popular movements, several environmental protection laws, laws protecting ecological rights, declaration of protected forest areas and declaration of national parks have been enacted in India.

• 2002 – Bio diversity Act
• 2006 – The Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act.
• 2013 – The Right to Fair Compensation and Transparency in Land Acquisition, Rehabilitation and
  Resettlement Act.

PEASANT MOVEMENTS
Numerous movements have emerged in India addressing the problems faced by farmers. Although the agricultural sector received a boost in comiection with the Green Revolution, the liberalisation policies introduced in our economic policy in the mid-1980s put the agricultural sector in crisis. The reforms in the agricultural sector adversely affected production, food security, and employment sector. Against this, the Bharatiya Kisan Union (BKU), formed in Uttar Pradesh, organised massive protests by mobilising rural farmers. Shetkari Sanghatana in Maharashtra and Raita Sangha in Karnataka are examples of farmer movements that emerged in various parts of the country. The farmers’ protest organised by the Samyukt Kisan Morcha against the Central Government’s agricultural laws in the border areas of Delhi during 2020-2021 gained significant attention due to its widespread public participation. Following the protests, the government accepted the farmers’ demands.

RIGHT TO INFORMATION MOVEMENT
The Right to Information (RTI) Movement and the subsequent law are examples of the acceptance and success of public protests. The movement was started in 1990 by an organisation named the Mazdoor Kisan Shakti Sangathan (MKSS) in Rajasthan. The first demand for access to documents related to public works was made in Bhim Tehsil, a backward area of Rajasthan. This was due to the suspicion that the public money was being misused in connection with the construction of schools, dispensaries and small dams. Under the auspices of MKSS, the Delhi-based National Council for People’s Right to Information was formed and launched nationwide propaganda. In addition, the Consumer Education and Research Centre, the Press Council, and the Shuri Committee had also suggested preparing a draft for the Right to Information Act keeping in view the same demand. It was in this context that the Right to Infonnation Act came into force in 2005.

Right to Information Act

The Right to Information Act was passed by the Indian Parliament in 2005 and it came into force on 12 October 2005. This Act ensures the right of citizens to obtain infonnation from public institutions and authorities. According to this, infonnation must be provided within 30 days. If the petitioner’s life or liberty is threatened, the infonnation must be provided within 48 hours. A Chief Information Officer works in each institution to provide information. If the information is not received within the specified time, the petitioner can file an appeal to the superiors. Right to Information Commissions function at the Centre and in the states for the implementation of the Right to Information Act. Since transparency is essential in a democracy, and corruption must be eradicated, it is necessary to provide authentic infonnation regarding public affairs to the citizens.

REGIONAL MOVEMENTS
India is a country rich in diversity. This diversity is visible in its geography, climate, language, culture, lifestyle, religion, race, etc. Based on these, regional movements are the ones that arise, for the needs of a region, such as special consideration, benefits, and protection. On the basis of the demand raised, such movements can be mainly classified as anti-immigration movements, regional autonomy movements, and separatist movements.

Dravidian Movement
The Dravidian Movement was a movement that began in Tamil Nadu in the early decades of the 20th century under the influence of the ideas of political empowerment of the Dravidian people, the growth of the Tamil language, and rationalism. The aim of this movement was to resist the dominance of Brahmin culture over Dravidian culture. This movement took shape from the ideology of E. V. Ramaswamy Naicker’s Self-Respect Movement. Later, he formed a political party called Dravida Kazhagam. Afterwards, this became the Dravida Munnetta Kazhagam (DMK). The DMK which influenced Tamil Nadu politics through strong agitations, came to power in 1967.

ANTI-IMMIGRATION MOVEMENT
Anti-immigration movements are movements formed based on the ethnic-linguistic-cultural-economic-employment problems created by uncontrolled immigration, to the indigenous population of a region. Among these, the Assam Movement is the most important one.

The Assam Movement
The Assam Movement was initiated by the agitation against immigration, especially the immigration of Bengladeshis, in Assam from 1979 to 1985. The All Assam Students’ Union led this movement. The protesters expressed concern that the illegal immigration from Bangladesh was eliminating employment opportunities for the people of Assam and causing poverty and economic crises. The protesters demanded the expulsion of those who had immigrated to Assam illegally after 1951. The movement led to widespread violence and clashes. The agreement signed by Central Government with the protesters in 1985, and subsequent democratic interventions helped to resolve the issue to some extent.

MOVEMENTS FOR AUTONOMY
These are movements that emerged demanding greater autonomy within the country or by demanding special statehood. Such movements raise the demand for autonomy by raising issues such as regional neglect, linguistic and cultural differences, and unbalanced economic growth.

Movement	Leading organisation	Reasons/Demand	Solution
Gorkha Land Movement	Gorkha National Liberation Front	A separate state for Nepali speaking Gorkha community in West Bengal	• An autonomous Darjeeling Gorkha hill council was formed in 1988. • Instead of Gorkha Hill Council, Gorkha land Territorial Administration was formed in 2012.
Jharkhand Movement	Jharkhand Mukti Morcha	Form a separate state Jharkhand, dividing Bihar	Jharkhand state was formed in 2000
Telangana Movement	Telangana Rashtra Samithi	Form Telangana state dividing Andhra Pradesh	Telangana state was formed in 2014

THE SEPARATIST MOVEMENTS
These movements are those that have started with the aim of separating certain regions from India and forming independent states. The separatist movements in the states of Punjab. Jammu and Kashmir, Mizoram and Nagaland are among these.

a) Khalistan Movement
• The Khalistan movement emerged in Punjab with the demand for a separate nation called Khalistan for the Sikh people. This movement was led by an extremist faction of the Sikh community.

They adopted armed means to achieve their goal of a separate nation. The militants made the Golden Temple in Amritsar, a prominent Sikh shrine, their centre. In 1984, the central government suppressed the terrorists who had infiltrated into the Golden Temple through a military operation known as ‘Operation Blue Star’. Following this, Prime Minister Indira Gandhi was assassinated by two of her Sikh bodyguards. After Indira Gandhi’s assassination, anti-Sikh riots broke out in various parts of the country. Many innocent Sikhs were killed in these riots. The situation changed after Prime Minister Rajiv Gandhi and Sikh leader Harchand Singh Longowal signed the Punjab Accord in 1985. The subsequent effective democratic processes led to the complete eradication of separatism in Punjab and the restoration of peace.

b) Separatist movements in Jammu and Kashmir

• The state of Jammu and Kashmir is a state that was granted special rights under Article 370 of the Constitution.
• The separatist movements in Jammu and Kashmir are working with the aim of either dividing Kashmir from India and making it an independent nation or joining Pakistan.

The armed insurgencies carried out by them have raised a major threat to the security, unity and integrity of the country. The central government,has tried to restore peace through peace talks and special economic and development activites. In 2019, the central government revoked the special rights granted to Jammu and Kashmir under Article 370 and passed the Jammu and Kashmir Reorganisation Act. According to this, the statehood of Jammu and Kashmir was revoked and it was reorganised into two union territories, Jammu and Kashmir and Ladakh. In 2024 peaceful elections were held for the Jammu and Kashmir Legislative Assembly and Omar Abdullah, the Jammu and Kashmir National Conference leader formed the government as the Chief Minister.

c) Separatist movements in the North-East Regions

Movement	Leader	Demand	Solution
Mizo National Front (MNF)	Laldenga	A separate nation for the Mizo Tribe	According to the peace accord signed in 1986, it was decided to grant Mizoram full-fledged statehood with special powers
Naga National Council (NNC)	Angami Zapu Phizo	Unification of Naga Territory, autonomy, conservation of tribal culture.	Signed Naga Peace Accord in 2015

CHALLENGES FACED BY INDIAN DEMOCRACY
The major challenges that destabilise the democratic process in our country are communalism, tensions in center-state relations, corruption, criminalisation of politics, and trends like defection. These adversely affect the peaceful lives of the people, national progress, and economic growth.

COMMUNALISM
• Communalism is the idea of dividing people on the basis of religion and creating social conflict.

During the colonial period, the British strategy of ‘divide and rule’ led to the division of the Indian populace on the basis of religion and fostered communalism. Similarly, the riots that followed the partition of India also contributed to dividing the population based on religion and nurturing communal thoughts. Communal divide undermines our constitutional values like secularism and social justice, posing a threat to the nation’s unity and integrity. The formation of public opinion based on religion and communal thinking, and the way by which political parties use it to influence voters in elections, pose a significant challenge to democracy. Communalism can only be countered through creating public awareness, sensitisation, and proper democratic literacy.

TENSIONS IN CENTRE-STATE RELATIONS
Tensions in Centre-State relations are another major challenge facing Indian democracy. Although the Constitution has divided powers between the Centre and the States, more power is vested in the Centre. It has also ensured vantage of the Central Government in some matters. On the other hand, the Constitution also gives the States the right to freely exercise the powers given to them. However, often the successive Central Governments directly and through Governors interfere in this right of the States. Politics interfering in the centrally-funded schemes and distribution of resources. Such moves are the main cause for worsening the Centre-State relations. The Judiciary has the authority to resolve legal dispute between the Centre and the States.

Centre – State Relations
The Constitution is, in fact, merely a framework or a skeleton. It is the real political processes that provide flesh and blood to the constitution. Therefore, to a large extent Indian federalism has been influenced by the changing political processes. The role of the Governor has been very crucial in maintaining the Centre-State relations since the Constitution came into effect.

Role of Governor

• The Governor is not an elected official. Retired military officers, government officials and politicians are generally appointed as Governors.
• The Governor is appointed by the President on the recommendation of the Central Government.
• The minimum age for appointment of the Governor is 35 years.

The Governor’s role often leads to more controversies, especially in situations where different political parties govern at the Centre and in the States. Therefore, the Governor’s actions are frequently interpreted as the Central Government’s interference in the functioning of the State Government. The Sarkaria Commission, appointed by the Central Government in 1983 to study Centre-State relations, recommended that active politicians should not be appointed as Governors.

There is yet another reason for the controversy regarding the role and powers of the Governor. Article 356 of the Constitution is the basis of this controversy. This article stipulates that Presidential Rule can be imposed in any state in India. Based on the Governor’s report, the President can impose Presidential Rule in that state. However, the Constitution mandates that this article should only be used if the State Government fails to carry out the administration in accordance with the provisions of the Constitution. This power of the Governor has led to numerous conflicts. There have been instances where the President has dismissed state governments even when they had a clear majority in the legislative assembly. Eg: The dissolution of the Kerala Government in 1959.

Article 356
Article 356 empowers the President to dismiss democratically elected governments in states or to assume the rule of the state. Presidential rule is imposed based on the report submitted by the Governor to the President.

• After the Indian Constitution came into force, this article was first invoked in 1951 by dismissing the Punjab government.
• Until the general elections of 1967, Article 356 was rarely invoked. However, after 1967, it was used extensively.

The Sarkaria Commission

The Sarkaria Commission was appointed by the Central Government to study Centre – State relations and submit a report. The commission was constituted in 1983, and its chairman was Justice R. S. Sarkaria, a retired Supreme Court judge. The commission submitted its report in 1988. The commission pointed out that the powers of the Centre were increasing over time. It found that constitutional and political changes were necessary to avoid friction and tensions in Centre-State relations. Although the Sarkaria Commission’s report was widely welcomed, its recommendations have not been fully implemented.

Powers and Functions of the Governor
The Constitution envisages a parliamentary system in the states similar to that of the Centre. Therefore, the Governor is only the nominal leader of the state. The real executive power is vested w’ith the Cabinet headed by the Chief Minister. Hence, the Governor should exercise his powers on the advice of the Council of Ministers.

The major powers and functions of the Governor are:

Legislative Powers	• To summon the legislative assembly, to prorogue sessions, and to dissolve the assembly. • To address the assembly. • To give assent to bills passed by the assembly. • To promulgate ordinances. • To give prior permission for the presentation of budgets and money bills in the assembly.
Executive Powers	• All executive powers of the state are exercised in the name of the Governor. • To invite the leader of the political party or alliance that has secured the majority in the state to form the government. • To appoint the Chief Minister of the state and, on the Chief Minister’s recommendation, other ministers. • To appoint the Advocate Ge neral, the Chairman of the State Public Service Commission (PSC), and members of the PSC.
Judiciary Powers	• The power to grant pardon, suspend, remit, or commute sentences for offenses related to matters within the executive power of the state government.
Discretionary Powers	• In situations where no single party secures a majority in the Legislative Assembly, the Governor can exercise discretionary power regarding the formation of the Council of Ministers. • To submit a report to the President regarding the administrative affairs of the state. • When bills passed by the Legislative Assembly are submitted for the Governor’s assent, the Governor can take the following actions: ■ Declare whether the bill has been given assent or not. ■ Return the bill to the Legislative Assembly with amendments. If the bill, thus returned, is reconsidered by the assembly and passed again with or without amendments and submitted to the Governor, the Governor is bound to give assent to it. ■ Submit the bill for the consideration of the President.

The Governor’s duty is to help the state government to carry out the democratic process of the state smoothly and in a manner consistent with the spirit of the constitution. Governors are not the authority controlling the cabinet headed by the Chief Minister. Rather, they are its friend, philosopher and guide. The interventions of the Governors as envisaged by the constitution will strengthen the democratic process and will uphold the dignity of the constitution.

CORRUPTION
• Corruption can be considered as the use of any kind of power or position and the acceptance of money or any other reward in addition to the legally due remuneration.

• Eg: bribery, nepotism, and illegal acquisition of wealth. Corruption adversely affects the country’s financial investments, economic growth, and our democratic system. Corruption causes the rights, welfare activities, and facilities that the people should receive to be concentrated to only a few individuals. This leads to the common people losing faith in the democratic system. Raising public awareness against corruption, establishing a strong legal system, freeing corruption investigation mechanisms from political influence, making the financial sources of political parties transparent, making the governance sector transparent, and creating awareness among the people against corruption are some of the ways to prevent corruption.

Electoral Bond
• This is a project designed to allow individuals and corporates to donate any amount they want to any political party.

Electoral bonds were introduced in the 2017 – 2018 Union Budget. All parties that have secured not less than one percent of the total votes polled in the previous state and Lok Sabha elections and are registered with the Election Commission can raise money through these bonds. Institutions or individuals can buy bonds for an amount of their choice ranging from Rs 1,000 to Rs 1 crore through SBI. Since this amount falls under the category of donation, it will be tax deductible. Political parties must convert the bonds received from donors into cash within fifteen days.

The Supreme Court on February 15, 2024, quashed the electoral bond after examining the transparency and legality of the bonds. The Supreme Court ruled that the electoral bond is against the fundamental right.

CRIMINALISATION OF POLITICS
Criminalisation of politics refers to the tendency of leaders or workers of political parties engaging in or encouraging criminal activities. Furthermore, the involvement of individuals engaged in criminal acts in politics also constitutes the criminalisation of politics. Intimidating people to vote in favour of a particular party or creating such an environment leads to the erosion of democratic values. When individuals with criminal backgrounds reach the leadership of political parties and become rulers, it causes citizens to lose faith in the democratic system. Electoral reforms that prohibit those facing trial or convicted of criminal offenses from contesting elections, strong legal systems, and awareness campaigns against the criminalisation of politics are ways to eliminate criminalisation of politics.

DEFECTION

• Another trend that emerged in Indian politics after the 1967 elections was defection.
• Defection refers to an elected representative, who contested and won the election as a candidate of one party, abandoning that party or joining another party.

This situation often betrays the trust that voters have placed in their representatives during the election. This often creates crisis in governance and poses a challenge to democracy. Subsequently, the Anti-Defection Law was passed by Parliament in 1985 through the 52nd Constitutional Amendment to prevent defection.

Political parties often adopt different strategies to prevent their members from defecting. Under the leadership of a loyal member of a party, members gather at a specific venue and design a strategy to prevent the influence of other political parties. This process is also called Resort Politics. Its history began in Haryana in 1982. Subsequently, this trend has also occurred in states like Karnataka, Andhra Pradesh, Gujarat, Uttar Pradesh, Bihar, Maharashtra, Uttarakhand and Tamil Nadu.

Students often refer to SCERT Kerala Syllabus 10th Standard Social Science Notes and Class 10 History Chapter 9 Know the Indian Social System Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

SSLC History Chapter 9 Notes Pdf English Medium Know the Indian Social System

SCERT Class 10 Social Science History Chapter 9 Know the Indian Social System Notes Question Answer Kerala Syllabus

Class 10 History Chapter 9 Notes Kerala Syllabus Know the Indian Social System

Question 1.

• Midhun wakes up in the morning when his father calls him. • As an employee, Midhun uses the government-run public transportation system to commute to work. • He discusses current political issues and elections with his colleagues during the lunch break. • He visits the bank near his office for financial transactions. • Midhun participates in the local festivals, celebrations, and other entertainment programmes. • He finds time to stay connected with all his friends since school days through social media. • He attends the online classes at night to continue his education.

We got to know a day in Midhun’s life. Which social institutions does he interact with during the day?
Answer:

• Family – When his father wakes him up in the morning.
• Government / Public transport system – When he uses government-run transportation to go to work.
• Political institution – When he discusses political issues and elections with his colleagues.
• Economic institution (Bank) – When he visits the bank for financial transactions.
• Cultural institution – When he participates in local festivals and celebrations.
• Media / Communication institution -When he connects with his friends through social media.
• Educational institution – When he attends online classes at night

Question 2.

The Indian social system is characterised by the distinctive blend of diversity and continuity. Its main feature is the caste system. The Indian social system is rich in its regional, linguistic, and religious plurality. It is a cultural characteristic that defines Indian society. Source: GS. Ghurye, Caste and Race in India

What features of the Indian social system are highlighted by GL S. Ghurye?
Answer:

• Diversity and continuity
• Caste system
• Regional, linguistic, and religious plurality
• Cultural unity

Question 3.
Investigate how the Indian Constitution addresses caste discrimination. Prepare a detailed report that includes relevant constitutional provisions, articles, and landmark court decisions, and present your findings in the Social Science Club.
Answer:
Report: How the Indian Constitution Addresses Caste Discrimination
The Indian Constitution strongly opposes caste discrimination and promotes equality for all citizens.

Main Constitutional Provisions:

• Article 15: Prohibits discrimination based on caste, religion, race, sex, or place of birth.
• Article 16: Ensures equal opportunity in government jobs; allows reservations for backward classes.
• Article 17: Abolishes untouchability and makes its practice a punishable offence.
• Article 46: Directs the government to protect the interests of weaker sections like SCs and STs.

Important Laws:

• Protection of Civil Rights Act, 1955
• SC/ST (Prevention of Atrocities) Act, 1989

Landmark Court Cases:

• Champakam Dorairajan (1951): Led to special provisions for backward classes.
• Indra Sawhney (1992): Set 50% reservation limit and creamy layer rule.

Conclusion: The Constitution, laws, and court judgments together ensure equality, abolish caste discrimination, and help uplift weaker sections of society.

Question 4.
Prepare a digital magazine that includes stories, short stories, poems, articles, pictures and cartoons showing the importance of Indian secularism, and include it in your school wiki.
Answer:
(Hints)
Digital Magazine: “Unity in Diversity – The Spirit of Indian Secularism”
Contents:

• Stories: Real-life stories showing people of different religions living together in harmony.
• Short Stories: Tales of friendship and respect across different faiths.
• Poems: Verses celebrating peace, tolerance, and unity.
• Articles: Simple write-ups on how the Indian Constitution protects secularism and promotes equality for all religions.
• Pictures & Cartoons: Images showing festivals, temples, mosques, churches, and gurudwaras side by side, spreading the message of togetherness.

Question 5.
Prepare an article on India’s linguistic diversity and cultural exchange.
Answer:
India is a land of great linguistic and cultural diversity. People across the country speak hundreds of languages and dialects, each with its own script, literature, and traditions. The Constitution of India recognises 22 major languages under the Eighth Schedule, including Hindi, Malayalam, Tamil, Bengali, and Kannada. This linguistic variety reflects India’s rich cultural heritage. Each language carries stories, songs, art, and customs that make our society colourful and unique. Despite these differences, Indians share a sense of unity and mutual respect. People learn and appreciate languages other than their own, promoting friendship and understanding. Cultural exchange happens through festivals, films, literature, and migration. For example, Hindi movies are loved across states, South Indian cuisines are popular in the North, and people celebrate each other’s festivals with joy. In short, India’s linguistic diversity is not a barrier but a bridge that connects people and strengthens national unity through continuous cultural exchange.

Question 6.
Select a patriotic song that reflects the country’s ideals and values of unity, integrity, brotherhood and humanity. Prepare a note explaining how the language of the song reflects these ideals and values.
Answer:
Selected Song: “Sare Jahan Se Achha, Hindustan Hamara” – by Muhammad Iqbal

The song “Sare Jahan Se Achha” beautifully expresses the ideals of unity, integrity, brotherhood, and humanity. The language of the song is simple, emotional, and full of love for the nation.

It celebrates India’s unity in diversity, describing how people of different religions and cultures live together as one family.

The lines show pride and integrity, reminding us to stay loyal and devoted to our motherland.

Words like “mazhab nahi sikhata aapas mein bair rakhna” (Religion does not teach us to hate one another) reflect brotherhood and peace among all communities.

The song’s poetic and heartfelt language inspires patriotism and humanity, encouraging everyone to live together in harmony.

In short, the song’s simple yet powerful words express love for India and promote the values that unite all its people.

Question 7.
Prepare an infographic highlighting the role of tribal societies in maintaining the Indian social system with statistical data, relevant pictures, and brief explanatory notes.
Answer:
(Hints)

Question 8.
The environment has distinct characteristics. List them.

Answer:

Rural Society	Urban Society
• Agriculture • Low population density • Limited infrastructural facilities • Simple and traditional lifestyle • Low pollution	• Industry • High population density • Advanced infrastructural facilities • Modern and advanced lifestyle • High Pollution

Question 9.

Haven’t you noticed about the occupation of Jabbir Singh and Rinu? What are the features of their work? Are their oecupations interdependent in any way? If so, how?
Answer:
Occupations:

• Jabbir Singh: Farmer – he cultivates wheat in a village in Punjab.
• Rinu: IT professional/Software developer – she works in a technopark in the city and develops a mobile application to help farmers.

Features of their work:
Jabbir Singh (Farmer):

• Works in agriculture.
• Directly involved with physical labour and cultivation.
• Produces wheat for consumption in the city.

Rinu (IT Professional):

• Works with technology and data.
• Develops solutions to improve agricultural practices.
• Helps farmers to increase efficiency and crop yield using mobile applications.

Interdependence of their occupations:
Yes, their occupations are interdependent:

• Rinu’s application guides farmers like Jabbir Singh about suitable soil and better farming methods.
• Jabbir Singh’s wheat production benefits from Rinu’s technological support, leading to higher crop yields and better productivity.

Question 10.
Which mobile applications developed by the government are helpful for the agricultural sector?
Answer:

1. Kisan Suvidha
2. E-NAM (National Agriculture Market)
3. Pusa Krishi
4. Crop Insurance Mobile App
5. Agri Market
6. Soil Health Card (SHC) Mobile App

Question 11.
Prepare a digital presentation that includes pictures and descriptions reflecting the interdependence between rural and urban societies.
Answer:
(Hints)
Topic: Interdependence between Rural and Urban Societies
Presented by: [Your Name / Class / School Name]
Slide 1: Introduction

• Rural and urban societies are two essential parts of human civilization.
• Though they differ in lifestyle, occupation, and environment, they depend on each other for various needs.
• Image suggestion: Picture showing a village and a city connected by a road.

Slide 2: Features of Rural Society

• Main occupation: Agriculture and allied activities
• Close-knit community and traditional lifestyle
• Dependence on natural resources
• Image suggestion: Farmers working in fields, livestock, rural market.

Slide 3: Features of Urban Society

• Occupation: Industry, trade, services, and technology
• Better infrastructure, healthcare, and education
• Modern lifestyle with diverse population
• Produces goods and services needed in villages
• Image suggestion: City skyline, industries, IT offices.

Slide 4: Interdependence Between Rural and
Urban Societies

Slide 5: Importance of Interdependence

Slide 6: References

Question 12.
Prepare a questionnaire for conducting a quiz on Indian social system.
Answer:

1. Name one major social reformer in India.
2. What is the traditional occupation of tribal communities?
3. The caste system in India is primarily based on ………………..
4. Which is the smallest unit of the Indian social system?
5. Name one tribal community in India.

Question 13.
Collect news about social harmony and conflict from print media. Prepare a seminar report on how the media report on pluralism and its challenges.
Answer:
(Hints)
Seminar Report: Media Reporting on Pluralism and Its Challenges
Objective: To study how print and other media in India report issues related to social harmony, diversity, and conflict.
Findings:

• Media often report communal conflicts, tribal displacement, and hate speech incidents.
• Reports mainly focus on events rather than deeper social causes.
• Voices of minority and tribal communities are sometimes underrepresented.
• Sensational headlines and unverified social media posts can worsen tensions.
• Some newspapers and magazines also publish positive stories on unity and interfaith efforts.

Challenges Highlighted:

• Religious intolerance and communalism
• Neglect of minorities
• Displacement of tribal groups
• Spread of misinformation

Suggestions:

• Encourage balanced and factual reporting.
• Give space to diverse voices and cultural stories.
• Promote media literacy and responsible journalism.
• Focus on solutions and peace-building, not just conflict.

Conclusion: Media plays a key role in shaping people’s views on pluralism. Responsible and inclusive reporting can strengthen India’s unity in diversity and promote social harmony.

Question 14.
Make a digital presentation by including languages, art forms, and cultural characteristics of various Indian states and also include notable individuals who have contributed to national integration.
Answer:
Digital Presentation: India – Unity in Diversity
Slide 1: Title
India – A Land of Languages, Art, and Culture

Slide 2: Linguistic Diversity

• 22 official languages, hundreds of dialects
• Example: Malayalam (Kerala), Tamil (Tamil Nadu), Bengali (West Bengal), Punjabi (Punjab)

Slide 3: Art Forms

• Dance: Bharatanatyam, Kathakali, Kathak, Odissi
• Music: Hindustani & Carnatic
• Art: Madhubani, Warli, Pattachitra, Kalamkari

Slide 4: Cultural Features of States

• Rajasthan – Folk music, puppetry
• Kerala – Onam, Kathakali
• Punj ab – Bhangra, Lohri
• Gujarat – Garba, Navratri

Slide 5: Notable Individuals

• Mahatma Gandhi – Non-violence and unity
• Sardar Patel – Integrated princely states
• Tagore – Promoted harmony through art
• Vivekananda – Universal brotherhood
• Dr. Ambedkar – Equality and justice

Slide 6: Conclusion

• India’s diversity in language, art, and culture strengthens its unity and national identity.
• “Unity in Diversity is India’s strength.”

Std 10 History Chapter 9 Notes Kerala Syllabus – Extended Activities

Question 1.
Prepare a documentary by collecting information about social uprisings and struggles against social evils and inequalities in your locality or neighbourhood.
Answer:
Hints for Documentary: Social Uprisings and Struggles
Select a Topic: Choose a local issue like caste discrimination, gender inequality, alcoholism, child labour, or environmental protection.
Collect Information:

• Talk to elders, activists, or teachers.
• Use newspapers, photos, and local records.
• Gather real-life stories and visuals.

Structure:

• Introduction: Describe your locality and issue.
• Background: When and how it started.
• Struggle: Describe protests, campaigns, or reforms.
• Current Situation: What changes happened.
• Conclusion: Message on equality and social change.
  Visuals: Add interviews, photos, short clips, titles, and background music.
  Message: End with an inspiring quote – “Be the change you wish to see in the world.” – Mahatma Gandhi

Question 2.
Conduct a group presentation featuring poems and songs in various Indian languages that inspired nationalism during the struggle for Independence.
Answer:
(Hints)
Title: Poems & Songs that Inspired Indian Nationalism

Introduction:

• Poetry and songs united Indians during the freedom struggle.
• They spread courage, patriotism, and a sense of unity.

Examples by Language:

• Hindi: “Sarfaroshi Ki Tamanna”, “Vande Mataram” → Inspired sacrifice and unity.
• Bengali: “Jana Gana Mana”, “Amar Sonar Bangla” → National pride and diversity.
• Tamil: “Vande Matharam” (Tamil version), folk songs → Cultural pride.
• Punjabi: Patriotic songs like “Suno Gaur Se Duniya Walo” → Inspired protests.
• Marathi: Poems like “Jaago Mohan Pyare” → Youth awakening.

Conclusion: Songs and poems motivated people, connected regions, and strengthened the freedom movement.
End with a short recitation of Vande Mataram or Jana Gana Mana.

Question 3.
Organise a cultural presentation using ICT tools by incorporating pictures, sculptures, dance forms, and music that contribute to the cultural development in India.
Answer:
(Hints)
Title: Cultural Heritage of India
Introduction: India’s culture is rich in art, music, dance, and traditions.
Highlights:

• Art & Sculptures: Temples, Khajuraho, Ajanta- Ellora → showcase history and craftsmanship.
• Dance Forms: Bharatanatyam, Kathak, Odissi, Kathakali → express stories and traditions.
• Music: Classical (Hindustani & Carnatic), folk, devotional → connect communities.
• Festivals & Traditions: Diwali, Holi, Onam, Bihu → promote unity and cultural pride.

Conclusion:

• India’s cultural diversity enriches society and strengthens national identity.
• Use pictures, videos, and music clips to make the presentation engaging.

Question 4.
Organise a photo exhibition titled ‘Tribal, Rural and Urban lives in Indian society: A Visual representation. ’
Answer:
(Hints)
Title: Tribal, Rural and Urban Lives in Indian Society
Introduction: Show the diversity of Indian lifestyles: tribal, rural, and urban.
Sections:

• Tribal Life: Festivals, dress, villages, handicrafts → cultural richness.
• Rural Life: Farming, markets, schools, festivals → community and agriculture.
• Urban Life: Skyscrapers, offices, transport, education → modem lifestyle and development.

Conclusion:

• All three lifestyles together show India’s diversity and interconnection.
• Use captions and short videos for a visual and engaging display.

Question 5.
Make a digital presentation that features images of social reformers in India and highlight their areas of work.
Answer:
(Hints)
Title: Social Reformers of India Introduction: Social reformers worked for equality, education, women’s rights, and social justice.
Key Reformers:

• Raja Ram Mohan Roy: Abolition of Sati, modern education, Brahmo Samaj
• Ishwar Chandra Vidyasagar: Widow remarriage, women’s education
• Jyotirao Phule: Rights of lower castes, girls’ education
• Dr. B .R. Ambedkar: Fight against untouchability, women’s rights, Indian Constitution
• Swami Vivekananda: Youth empowerment, education, religious harmony
• Savitribai Phule: Women’s education, caste equality
  Conclusion: Their work shaped modern India and continues to inspire equality and justice.

Know the Indian Social System Class 10 Notes Pdf

• To ensure stability, growth and order in society, various parts of society work in coordination.
• Herbert Spencer is the sociologist who compared society to a living organism.
• Social institutions regulate the behaviour and actions of individuals and groups.
• A distinctive feature of the caste system in Indian society is that people are divided into different strata based on their caste.
• Caste is determined at one’s birth. That is, a person who is born into one caste cannot move to another caste.
• Many castes and subcastes exist in Indian society.
• Members of society were ranked into various layers based on caste.
• In ancient India, the caste system functioned as a system of social control.
• The Preamble to the Indian Constitution states that India is a secular state.
• Article 15 of the Indian Constitution prohibits discrimination based on religion, race, caste, sex, or place of birth.
• Religion enriches our country’s cultural diversity through beliefs, arts and literature.
• India is one of the most linguistically diverse countries in the world, with 22 official languages and numerous regional dialects.
• Language is not just a means of communication-it is a symbol of culture and identity. After Independence, India was reorganised based on linguistic lines.
• We can learn about different cultures and foster respect and coexistence through various languages.
• To maintain equilibrium in Indian social systems, it is essential to recognise and respect linguistic diversity.
• Indian society can be divided into tribal society, rural society and urban society based on its social, cultural and geographic features.
• Tribal society is an integral part of Indian society.
• Africa has the largest tribal population in the world. India ranks second in terms of the tribal population.
• Tribal societies are indigenous communities in India.
• Tribal societies have features that differ from those of rural and urban societies.
• The village society is based on agriculture and small-scale industries.
• The village society is the backbone of an agriculture-based economy in India.
• The urban society is characterised by diverse industries, various services and basic modern facilities.
• The urban society is also characterised by a diverse population and a fast-paced lifestyle compared to village life.
• Sustainability in the Indian social system can be maintained when these diversities are approached with pluralism.
• The term biodiversity refers to the existence of different living organisms in nature. Diversity means differences.
• The term pluralism implies that various diverse elements coexist.
• An orchestra is diverse in the sense that it includes a variety of musical instruments. But pluralism occurs when these instruments are skillfully composed to produce beautiful music.
• Diversity in society means the presence of differences within society.
• National integration is a process by which people from different backgrounds, regions, languages, religions, and cultures are respected for their diversity, leading to a u.’tj; led and harmonious state.
• India’s national integration is a process that unifies Indian society into a national identity by respecting India’s cultural, linguistic and religious diversity.

INTRODUCTION

This chapter, ‘Know the Indian Social system’ offers a comprehensive introduction to the complex structure of Indian society. It examines the foundational elements, beginning with the enduring influence of the Caste System, a hierarchical framework that has historically dictated social status and occupation. The role of Religion is explored as a major cultural force, shaping norms, values, and practices across the subcontinent. The chapter also delves into Language diversity and its role in regional identities, alongside an analysis of Tribal Society-distinct communities with unique social structures and traditions. Furthermore, it contrasts the characteristics of Rural-Urban Societies and the ongoing transformations within them. Ultimately, the discussion moves From Diversity to Pluralism, analysing how India manages its vast array of differences to achieve National Integration and foster a unified national identity amidst its varied social landscape.

Social System and Institutions

• To ensure stability, growth and order in society, various parts of society work in coordination.
• A social system is formed when each part of the society, including education, transportation, communication, media, law, the social justice system, health and security systems, religious and cultural institutions, and the government, works interdependently and performs jointly.
• Herbert Spencer is the sociologist who compared society to a living organism.
• Social institutions regulate the behaviour and actions of individuals and groups.

Caste System

• A distinctive feature of the caste system in Indian society is that people are divided into different strata based on their caste.
• The caste system is deeply interwoven in the Hindu religion.
• Caste is determined at one’s birth. That is, a person who is bom into one caste cannot move to another caste.
• Many castes and subcastes exist in Indian society.
• Members of society were ranked into various layers based on caste.
• In ancient India, the caste system functioned as a system of social control.

Religion

• The Preamble to the Indian Constitution states that India is a secular state.
• The unique aspect of Indian secularism is that the State does not accord special status to any religion.
• Article 15 of the Indian Constitution prohibits discrimination based on religion, race, caste, sex, or place of birth.
• One of the characteristics of the Indian social system is that there is a harmonious existence of religions that originated in India, and those that originated outside India.
• Religion enriches our country’s cultural diversity through beliefs, arts and literature.

Language

• India is one of the most linguistically diverse countries in the world, with 22 official languages and numerous regional dialects.
• Language is not just a means of communication – it is a symbol of culture and identity. After Independence, India was reorganised based on linguistic lines.
• Differences in social systems and cultural practices exist among people who speak different languages.
• We can learn, about different cultures and foster respect and coexistence through various languages.
• To maintain equilibrium in Indian social systems, it is essential to recognise and respect linguistic diversity.

Tribal Society

• Indian society can be divided into tribal society, rural society and urban society based on its social, cultural and geographic features.
• Tribal society is an integral part of Indian society.
• There are diverse tribal societies in India. Africa has the largest tribal population in the world. India ranks second in terms of the tribal population.
• Tribal societies are indigenous communities in India.
• Tribal societies have features that differ from those of rural and urban societies.

Rural-Urban Societies

• The village society is based on agriculture and small-scale industries.
• This society is characterised by close-knit relationships and a traditional lifestyle.
• The village society is the backbone of an agriculture-based economy in India.
• The urban society is characterised by diverse industries, various services and basic modern facilities.
• The urban society is also characterised by a diverse population and a fast-paced lifestyle compared to village life

From Diversity to Pluralism

• Sustainability in the Indian social system can be maintained when these diversities are approached with pluralism.
• The term biodiversity refers to the existence of different living organisms in nature. Diversity means differences.
• The term pluralism implies that various diverse elements coexist.
• An orchestra is diverse in the sense that it includes a variety of musical instruments. But pluralism occurs when these instruments are skillfully composed to produce beautiful music.
• Diversity in society means the presence of differences within society.

National Integration

• National integration is a process by which people from different backgrounds, regions, languages, religions, and cultures are respected for their diversity, leading to a unified and harmonious state.
• It also emphasises people’s identity, solidarity’ and public identity while respecting their diversity.
• India’s national integration is a process that unifies Indian society into a national identity by respecting India’s cultural, linguistic and religious diversity.

SOCIAL SYSTEM AND INSTITUTIONS

• To ensure stability, growth and order in society various parts of society work in coordination.
• A social system is formed when each part of the society, including education, transportation, communication, media, law, the social justice system, health and security systems, religious and cultural institutions, and the government work interdependently and perform jointly.
• Herbert Spencer is the sociologist who compared society to a living organism.
• He developed the concept of Social Organism by highlighting the similarity between the human body and the social system.
  In the human body, organs function interrelatedly andcomplementarily. Similarly, Herbert Spencer’s concept helps us to understand how various parts of the society, including family, education, economy, religion, government and other such social institutions work together complementarily to maintain stability, growth and social order.
• Each social institution has various parts and distinct functions of its own. They are interrelated and complementary.
• Society is composed of different social institutions that work complementarily to maintain social existence.
• Social institutions regulate the behaviour and actions of individuals and groups.
• A social system is one that interconnects various social institutions and also regulates relationships, interactions and social order. A social system can be seen as a systematic arrangement of social interactions.

INDIAN SOCIAL SYSTEM

• Our country is a land of diversity. Indian society is shaped by diverse communities and cultures. G.S. Ghurye was a pioneering sociologist in India.
• The Indian social system has evolved over thousands of years through its social evolution. This reflects the history, values and traditions of the country.

The Indian social system has a complex structure shaped by its historical, cultural, and religious influences. India is a land with a diverse population, which is home to various castes, religions, languages, tribes, and cultures. This diversity forms the backbone of the Indian social system.

CASTE SYSTEM

• A distinctive feature of the caste system in Indian society is that people are divided into different strata based on their caste.
• The caste system is deeply interwoven in the Hindu religion.
• Caste is determined at one’s birth. That is, a person who is born into one caste cannot move to another caste.
• Many castes and subcastes exist in Indian society.

FEATURES OF THE CASTE SYSTEM
Social Hierarchy

• Members of society were ranked into various layers based on caste.
• This hierarchical structure determined the individual’s role, status, and responsibilities in society.

In ancient India, those who were considered as higher castes claimed greater social privilege. But those who remained at the lower layer did not receive any status and rights.

Division of Labour
■ Specific hereditary occupations were allocated to each caste.
While Brahmins were expected to be priests, Kshatriyas to protect the country, Vaishyas to trade, Shudras were typically assigned roles serving other higher castes. Individuals were not allowed to choose occupation other than their hereditary ones. This situation maintained a society with no social mobility.

Social Control and Order

• In ancient India, the caste system functioned as a system of social control.
• The members of each caste had to adhere strictly to the norms and duties based on their caste.

Caste system was based on the notion of purity and pollution. This resulted in strict maintenance of caste differences. Those considered lower castes were often required to maintain a specific social distance from higher castes. Untouchability-an evil practice-existed at that time. People of all caste had no right to have food together. According to the Protection of Civil Rights Act, 1955, the practice and propagation of the social evil of untouchability is prohibited in India.

SOCIAL MOBILITY Social mobility refers to the movement, or shifts in an individual or individuals’ social status from one status to another. (Wallace and Wallace) When an individual gets promoted to a higher position in his job, it is an example of social mobility.

The Protection of Civil Rights Act, 1955: The Indian Parliament passed the Protection of Civil Rights Act, 1955, to prevent the practice of untouchability and its propagation. In 1955, when it was enacted, it was named Untouchability (Offences) Act, 1955. In 1976, it was amended and renamed as the Protection of Civil Rights Act.

Restrictions on Marriage

• The caste system promoted endogamy-marriage within one’s caste.
• It expelled those people who were engaged in exogamy.
  The practice of endogamy was followed to ensure that each caste maintained its boundaries without intermingling between castes

Inequality and Marginalisation

• Even though the caste system was practised as the basis of the social structure, it developed social inequality in society.
• People who were considered lower castes were denied access to education, land and resources which in turn accelerated the marginalisation of these sections.
• The inequalities which existed then were often considered unquestionable.
• It became an obstacle for the deserving individuals to access resources and to achieve equality. Certain sections received more consideration while others were marginalised.
• Over the years, several agitations emerged against the caste-based inequalities and oppression across India.
• Kallumala agitation, Mookkuthi agitation, Panthi Bhojanam, Channar riot, etc., were examples of agitations in Kerala.

The Indian Constitution prohibits discrimination and ensures equality for all its citizens. In modern India, democratic values, constitutional provisions, and social movements have challenged the rigid practices of the traditional caste system. This influenced social mobility and paved the way for building a just society, promoting equality, and eliminating caste discrimination.

RELIGION

• The Preamble to the Indian Constitution states that India is a secular state.
• The unique aspect of Indian secularism is that the State does not accord special status to any religion.
• Article 15 of the Indian Constitution prohibits discrimination based on religion, race, caste, sex, or place of birth.
• One of the characteristics of the Indian social system is that there is a harmonious existence of religions that originated in India, and those that originated outside India.

ROLE OF RELIGION IN THE INDIAN SOCIAL SYSTEM
A Tool for Social control

• Each religion teaches human values such as honesty, empathy, mutual respect, love, care, social responsibility, justice, and morality and these values enrich the process of socialisation.
• Through these coexistence and social order can be ensured. Thus, religious values influence and guide individual behaviour, and there by act as a tool for social control.

Enriching Cultural Diversity

• Religion enriches our country’s cultural diversity through beliefs, arts and literature.
• The paintings and engravings found in religious institutions such as temples, churches, mosques, viharas and gurudwaras vividly point to this cultural richness.

In the idealistic contributions of many figures such as Kabir Das, who worked for Hindu-Muslim harmony, Meera Bai, who stood for women’s freedom of worship, and Guru Nanak, who opposed caste discrimination and economic inequality, one can see numerous elements that enriched India’s cultural diversity.

Accelerating Social Change

• Some religious movements evolved into social movements, that paved way for social changes. They challenged caste discrimination and encouraged equality. Brahmo Samajled by Raja Ram Mohan Roy. is an example of this.
• Although religion promotes reformation and unity in society, it can at times challenge the harmony of India’s social order due to divisions and conflicts along religious lines. Such tendencies harmfully affect our social unity.

LANGUAGE

• India is one of the most linguistically diverse countries in the world, with 22 official languages and numerous regional dialects.
• Language is not just a means of communication- it is a symbol of culture and identity. After Independence, India was reorganised based on linguistic lines.
• Differences in social systems and cultural practices exist among people who speak different languages.

Make Cultural Traditions Organic

• The Ballads of Northern Kerala (Vadakkan Pattukal) are examples of oral songs. These songs helped preserve traditional values, social norms and historical events.
• Languages organically embody the traditions of their respective societies through oral transmission over time and, subject to changes, through written transmission.
• The traditions, stories, and values of each society nurture its culture.

BALLADS OF THE NORTH (VADAKKAN PATTUKAL) Ballads of the North are heroic folk songs that originated in Northern Kerala. The essence of the songs is the biographies and celebration of the lives and heroic deeds of famous Kalari practitioners from tharavads like Puthuram and Thacholi, in the areas of Kadathanadu in Northern Malabar, Kolathunadu and Wayanad. These songs are transmitted through the Malayalam language.

Provides a Sense of Identity

• As the Malayalam-speaking people are known as Malayalees, people are connected to their identities through language.
• Terms like Tamils, Biharis and Punjabis are examples of how people’s language and identity are related. Thus, language plays an inclusive role in shaping people’s sense of identity.

Fosters Respect for and Coexistence with Cultural Diversity

• We can learn about different cultures and foster respect and coexistence through various languages.
• People can develop broader life perspectives and opportunities by learning and using more than one language, including their regional languages.
• To maintain equilibrium in Indian social systems, it is essential to recognise and respect linguistic diversity.

TRIBAL SOCIETY

• Indian society can be divided into tribal society, rural society and urban society based on its social, cultural and geographic features.
• Tribal society is an integral part of Indian society.
• There are diverse tribal societies in India. Africa has the largest tribal population in the world. India ranks second in terms of the tribal population.
• Tribal societies are indigenous communities in India.
• Tribal societies have features that differ from those of rural and urban societies.

In India, 8.6 percent (as per the 2011 census) of the total population is tribal. North-Eastern states like Mizoram, Nagaland, Meghalaya, Arunachal Pradesh, and the majority of the population of the Union Territories like Lakshadweep are tribal-concentrated regions.

Each tribal society has its specific language, customary practices and political systems. Tribal people live in close interaction with nature and engage in sustainable agriculture and the protection of forests. This enables tribal communities to protect the environment and maintain ecological balance.

• Different languages, beliefs, customary practices, food habits, and life styles of the tribal societies in India are part of our diversity.
• Tribal communities make significant contributions in maintaining the distinctive preservation of forests and biodiversity.
• The tribal societies play a vital role in preserving Indian cultural heritage by transferring traditional knowledge, art and culture.

Traditional Knowledge

• Traditional tribal communities possess valuable knowledge about agriculture, medicine and biodiversity conservation.
• For example, many tribal societies develop crops that are resilient to diverse climatic conditions and preserve seeds using unique methods. They rely on indigenous natural resources for healthcare practices.
• The folkways and oral histories of tribal societies make significant contributions to Indian culture.

Arts and Culture

• Tribal societies nourish Indian culture through their unique languages, art forms, festivals, music and dance.
• Like rural and urban societies, tribal communities also uphold the ideal of ‘unity in diversity.’
• Tribal art forms (such as Warli Painting) and cultural festivals have gained global attraction and they promote tourism.

Sustainable Life

• Tribal communities live in harmony with nature and integrate natural resources like forests and water into their daily lives in an ecofriendly manner.
• The practices of these societies offer effective models for preserving the environment and managing resources.
• Their deep knowledge of forests strengthens the development of the eco-tourism sector. This is an example of utilising the knowledge of tribal societies as a valuable asset to our nation’s knowledge economy.

Resistance against Inequalities

• Tribal societies in India organised numerous struggles against inequality and oppression, and fought for justice.
• The culture, environmental wisdom and resistance of tribal communities against inequality significantly contribute to enriching the Indian social system.
• Societies are custodians of India’s natural wealth and cultural heritage. National integration can be strengthened by improving education, healthcare, and socio-economic development among tribal communities.

RURAL URBAN SOCITIES

• Since ancient times, India has been a land of self-ruled villages.
• The village society is based on agriculture and small-scale industries.
• This society is characterised by close-knit relationships and a traditional lifestyle.
• The village society is the backbone of an agriculture-based economy in India.
• The urban society is characterised by diverse industries, various services and basic modern facilities.
• The urban society’ is also characterised by a diverse population and a fast-paced lifestyle compared to village life.

As cities depend on the villages for the raw materials for food, villages also depend on cities for technology and markets. Modern trends in cities influence villages as well. Villages in contrast to cities, emphasise social relationships and cooperation.

• Rural-urban migration connects both societies. Compared to villages, urban societies promote industrialisation and provide modem employment opportunities.
• Urban centres modernise technology and global relations.
• Urban life is a mixture of different cultures and it encourages cultural exchange.
• Rural and Urban societies maintain equilibrium through interdependence and strengthen the Indian social system.

RURAL – URBAN CONTINUUM The transformation of rural societies into urban ones is linked to the concept of the rural-urban continuum. Mac Iver opined that there is a situation in the rural-urban continuum where there is no clear boundary between where the cities end and villages begin. We can observe that this kind of rural-urban continuum exists in Kerala.

FROM DIVERSITY TO PLURALISM

• Sustainability in the Indian social system can be maintained when these diversities are approached with pluralism.
• The term biodiversity refers to the existence of different living organisms in nature. Diversity means differences.
• The term pluralism implies that various diverse elements coexist.
• An orchestra is diverse in the sense that it includes a variety of musical instruments. But pluralism occurs when these instruments are skillfully composed to produce beautiful music.

Pluralism involves a situation where people of different social classes, religions, and races live together in a society, by following their own traditions and interests.

Diversity in society means the presence of differences within society. It includes cultural, religious, linguistic, racial and social distinctions. These diversities may not have mutual relations or mutual respect. However, pluralism promotes communication between different social groups, fostering mutual respect, love, and friendship-irrespective of their diversity. Pluralism ensures that diversity does not lead to division, instead, it contributes to unity and coexistence. If diversity naturally exists, pluralism has to be intentionally cultivated. Therefore, the cultivation of pluralism is considered a conscious activity.

CHALLENGES OF PLURALISM

• India becomes pluralistic when we accept and respect our diversity.
• We can overcome the challenges to Indian pluralism through national integration.

Major challenges:

• Religious intolerance and communalism – This hinders secularism, leading to divisions based on religion.
• Neglect of linguistic minorities – When the rights and interests of linguistic minorities are not protected, it weakens cultural harmony.
• Exploitation and displacement of tribal communities – Mining and development projects that cause displacement of tribal people threaten their culture, identity, and traditional way of life.

NATIONAL INTEGRATION

• National integration is a process by which people from different backgrounds, regions, languages, religions, and cultures are respected for their diversity, leading to a unified and harmonious state.
• It also emphasises people’s identity, solidarity and public identity while respecting their diversity.
• India’s national integration is a process that unifies Indian society into a national identity by respecting India’s cultural, linguistic and religious diversity.

The festivals that promote unity in diversity inspire national integration in India. India is a democratic country that ensures inclusive participation of all marginalised groups and ensures equal participation and representation for all groups in society. The various festivals and events celebrated together across India ensure coexistence and tolerance in society. Besides, a legal system that protects religious and linguistic minorities and a visible secularism reinforce constitutional values such as equality.

Students often refer to SCERT Kerala Syllabus 10th Standard Social Science Notes and Class 10 History Chapter 7 The Glimpses of Free India Notes Questions and Answers English Medium that include all exercises in the prescribed syllabus.

SSLC History Chapter 7 Notes Pdf English Medium The Glimpses of Free India

SCERT Class 10 Social Science History Chapter 7 The Glimpses of Free India Notes Question Answer Kerala Syllabus

Class 10 History Chapter 7 Notes Kerala Syllabus The Glimpses of Free India

Question 1.
Examine map given below and identify the locations of India and Pakistan. What are the features of this map? What details can you gather about the partition of India from it?

Answer:
Features of the Map

• The map shows the political boundaries after the Partition of India in 1947.
• It highlights the division of British India into two separate nations – India and Pakistan.
• It clearly marks the geographical separation between West Pakistan and East Pakistan, which were located over 1,600 km apart with India lying in between.

Partition of India

• In 1947, India was divided into two countries – India and Pakistan.
• Pakistan had two parts, West Pakistan and East Pakistan, separated by India.
• Later, in 1971, East Pakistan became Bangladesh.
• The Partition led to mass migration and violence between communities.

Question 2.
Prepare a newspaper report about the partition of India and Pakistan.
Answer:
(Hints)
India and Pakistan became independent Nations
Date: August 15, 1947
Place: New Delhi

In a historic event, British India was divided into two independent countries – India and Pakistan. The Partition took place on August 14 – 15, 1947.

India became a secular nation, while Pakistan was created as a Muslim-majority country. The division led to the movement of millions of people across the new borders. Many families were separated, and there was widespread violence and hardship.

Despite the struggles, both nations began their journey toward freedom and rebuilding.

Question 3.
Prepare a digital presentation based on the problems faced by the people of India and Pakistan, following the partition and present to the class in groups.
Answer:
(Hints)
Slide 1 – Title
Problems Faced After Partition (1947)
Slide 2 – Introduction
In 1947, India and Pakistan became separate countries. The Partition caused many problems for the people on both sides.
Slide 3 – Main Problems
Mass Migration: Millions had to leave their homes and move to the other country.
Violence: There were riots and loss of many lives.
Homelessness: Many people lost their property and became refugees.
Food and Health Issues: Lack of shelter, food, and medical care.
Family Separation: Families were divided across borders.
Slide 4 – Conclusion
The Partition brought freedom but also pain and suffering. People had to rebuild their lives with courage and hope.

Question 4.
Make a presentation by collecting newspaper reports and pictures related to the martyrdom of Gandhiji.
Answer:
(Hints)

Question 5.
Conduct a discussion on ‘The integration of princely states into the Indian Union’ in the class.
Answer:
(Hints)
The Integration of Princely States into the Indian Union.

After India became independent in 1947, there were more than 560 princely states that were not directly under British rule. These states had to decide whether to join India or Pakistan.

Sardar Vallabhbhai Patel and V.P. Menon played a major role in convincing the rulers to join India. Most states agreed peacefully, but some, like Hyderabad, Junagadh, and Kashmir, needed special efforts or military action.

By 1949, almost all princely states had become part of India. This helped to unite the country and build a strong, independent nation.

Question 6.
Identify and list the enclaves under the French and the Portuguese from the map given below.

Answer:

• Territories under the French:
• Pondicherry
• Karaikal
• Mahe
• Yanam
• Chandranagar
• Diu
• Dadra and Nagar Haveli

Territories under the Portuguese:

• Goa
• Daman

Question 7.
Name the states formed in 1956. Identify and list the language of each state.
Answer:

1. Andra Pradesh: Telugu
2. Kerala: Malayalam
3. Karnataka (then Mysore): Kannada
4. Tamil Nadu (then Madras): Tamil
5. Maharashtra: Marathi
6. Gujarat: Gujarati
7. Punjab: Punjabi
8. Rajasthan: Hindi
9. Madhya Pradesh: Hindi
10. Uttar Pradesh: Hindi
11. Bihar: Hindi
12. West Bengal: Bengali
13. Odisha: Odia
14. Assam: Assamese

Question 8.
Were the Five-Year Plans able to stabilise the economy of independent India? Organise a panel discussion in class.
Answer:
(Hints)
Panel Discussion: Were the Five-Year Plans able to stabilise the economy of independent India? Student 1: After independence, India faced poverty, unemployment, and low production. The Five-Year Plans were started to improve the economy.

Student 2: The First Five-Year Plan (1951 – 56) focused on agriculture and gave good results. Food production increased.

Student 3: The Second Plan focused on industries and helped build factories and jobs, but later plans faced some failures due to poor implementation.

Student 4: Overall, the Five-Year Plans helped India move toward self-reliance and economic growth, though problems like poverty and inequality still remained.

Conclusion: The Five-Year Plans partly succeeded in stabilising India’s economy and laid the foundation for future development.

Question 9.
How did the revolutions in the agricultural sector help increase food production?
Answer:
Revolutions in the agricultural sector, especially the Green Revolution, helped increase food production in many ways:

• Use of high-yield variety (HYV) seeds increased crop output.
• Irrigation facilities like canals and tube wells ensured water supply.
• Use of chemical fertilizers and pesticides improved crop growth and reduced crop loss.
• Modern machines like tractors and harvesters made farming faster and more efficient.
• Better farming methods and research helped farmers improve productivity.

Question 10.
Organise a debate in class on the merits and demerits of the economic reforms implemented in India after independence.
Answer:
Class Debate: Merits and Demerits of Economic Reforms in India
Student 1 (For): Economic reforms opened India’s economy to the world. Industries grew, jobs increased, and foreign investment came in.
Student 2 (For): People got more choices in goods and services, and technology improved in many sectors.
Student 3 (Against): But the gap between the rich and poor also increased. Small industries suffered due to competition from big companies.
Student 4 (Against): Foreign companies started to control many markets, reducing India’s self-reliance. Conclusion: Economic reforms brought growth and development, but also created some inequality and dependence on foreign markets.

Question 11.
Organise a seminar in class on educational progress in independent India
Answer:
(Hints)
Class Seminar: Educational Progress in Independent India
Introduction: After independence, India worked hard to improve education for all.
Speaker 1: Many schools and universities were started to increase literacy.
Speaker 2: Schemes like Sarva Shiksha Abhiyan and Mid-Day Meal encouraged children to attend school.
Speaker 3: Education for girls improved, and more opportunities for higher and technical education were created.
Speaker 4: Today, digital learning and skill development programs are helping students prepare for modem careers. Conclusion: India has made great progress in education, bringing knowledge and opportunities to millions of people.

Question 12.
Prepare a digital magazine that includes pictures and descriptions of the major institutions working in the science and technology sector in India.
Answer:

Question 13.
Prepare a questionnaire to interview space scientists to understand the innovative possibilities in space research.
Answer:

1. Could you describe the most significant project you have worked on? What were your specific contributions and any innovative techniques you used?
2. What originally inspired you to pursue a career in space science?
3. In your opinion, which recent technological advancement in space research is the most groundbreaking? Why?
4. What are some cutting-edge technologies or methods your team is currently developing?
5. Which areas of space science do you believe are ripe for significant innovative breakthroughs in the next decade?

Question 14.
Collect information about the main architects of the Non-Aligned Movement and prepare a profile album.

Architect	Country	Role	Key Contribution to NAM
Jawaharlal Nehru	India	Prime Minister	Nehru is often credited with coining the term “Non Alignment” in 1954 and was a key advocate for the Panchsheel (Five Principles of Peaceful Coexistence), which formed the cornerstone of the movement’s principles.
Josip Broz Tito	Yugoslavia	President	As a European socialist leader independent of Soviet control, Tito was instrumental in bringing together diverse nations and hosted the first NAM summit in Belgrade in 1961. He advocated for “positive neutrality.”
Gamal Abdel Nasser	Egypt	President	A champion of Pan-Arabism and anti-colonialism, Nasser’s leadership was crucial in mobilizing African and Middle Eastern nations to join the non-aligned platform, particularly after the Suez Crisis.
Sukarno	Indonesia	President	Sukarno hosted the seminal 1955 Bandung Conference, a crucial precursor to the formation of NAM, and was a fervent anti-colonial and anti-imperialist voice from Asia.
Kwame Nkrumah	Ghana	President	As the leader of the first sub-Saharan African nation to gain independence (1957), Nkrumah was a pivotal figure in advancing Pan-Africanism and ensuring the movement addressed the concerns of newly decolonized African states.

Question 15.
India’s policy makers needed to learn lessons (from Kerala) about what could be done with limited state resources.
“Jean Drez and Amartya Sen, An uncertain glory: India and its contradictions (Quoted in Thirthankar Roy and Ravi Raman K; Kerala 1956 to the present India’s Miracle State, 2024) ”
You have read the observation made by the eminent economist Amartya Sen about the Kerala Development Model. What can you understand from this?
Answer:

• This implies that Kerala has successfully managed to implement effective social policies.
• Kerala is renowned for achieving high levels of literacy, life expectancy, low infant mortality, and better healthcare-metrics usually associated with much richer states or developed nations – at lower per capita incomes than other regions in India.

Question 16.
Prepare a digital presentation with the help of ICT, including more information related to the formation of the state of Kerala.
Answer:
(Based on the following hints given below prepare a digital presentation).

• Travancore: A large, powerful princely state in the south.
• Cochin: A princely state located in the center.
• Malabar District: A northern region that was part of the Madras Presidency under British rule.
• Malayalam-speaking regions: The movement in present-day Kerala aimed to unite all Malayalam-speaking areas into a single administrative unit.
• State Reorganisation Commission (1953): This corrimission was appointed by Prime Minister Jawaharlal Nehru to recommend the reorganization of Indian states.
• The Travancore-Cochin state was merged with the Malabar District of the Madras Presidency.
• In the 1957 elections, the Communist Party of India (CPI) won a majority and formed the first democratically elected communist government in the world.

Question 17.
What hints does the poem (Vazhakula, of Changambuzha) offer about the social system
prevalent at that time?
Answer:

• The poem is a direct criticism of the janmikudiyan system, which gave landlords absolute power over the land and the laborers who worked it.
• The disparity between the landowning and working classes is a central theme.
• The poem suggests the absence of any effective legal or social recourse for the oppressed.

Question 18.
Prepare a flowchart illustrating the milestones of the land reform laws that paved the way for far- reaching changes in Kerala’s socio-economic sectors.
Answer:

1. Pre – 1957 Feudal System
2. 1957: Introduction of Land Reforms Bill
3. 1959: Dismissal of EMS Government
4. 1960: Kerala Agrarian Relations Act
5. 1963: Kerala Land Reforms Act
6. 1969: Kerala Land Reforms (Amendment) Act
7. Post-1970 Socio-Economic Transformation

Question 19.
Prepare a note comparing the higher education sector in Kerala with that in other states.
Answer:
Importance of Research and development

• High Gross Enrolment Ratio (GER)
• Strong government investment
• Social equity
• Infrastructure and facilities
• Innovation

Question 20.
Analyse the table below and prepare a note comparing the difference in literacy rates at the national level and Kerala.

Answer:

• Kerala ahead of India – Kerala’s literacy rate has been much higher than the Indian average since 1951.
• Kerala’s rapid progress – It crossed 70% in 1971 and reached 90% in 1991 itself.
• Stability – Kerala reached 94% in 2011 and remained at the same level in 2021.
• India’s progress – India has also grown from 27% in 1951 to 78% in 2021,but lags behind Kerala.
• Kerala’s achievement – The government’s priority for education, social renaissance movements, expansion of the public education system, etc. are the main reasons for Kerala’s excellent literacy.

Question 21.

What can you find out about the health sector in Kerala from the news headlines given above?
Answer:

• High Achievement/Excellence: Kerala has performed very well in the NITI Aayog’s National Health Index.
• National Recognition: Kerala’s healthcare sector is receiving National Recognition.
• Model State: Kerala’s health performance is seen as a “Model” for “Health for All”.

Question 22.
Visit a primary health centre in your area and prepare a list of major activities implemented by the government in the health sector.
Answer:

• ArdhramMission
• Sadgamaya Programme
• National Ayush Mission
• Arogya Keralam

Question 23.
Organise a panel discussion in class on Kerala’s achievements in areas such as land reform, education, and public health.
Answer:
(Hints)
Topic: “Kerala’s Achievements in Land Reforms, Education, and Public Health”

Objective: To understand how Kerala became a model state in social development through its success in land reforms, education, and healthcare.

Participants:

1. Moderator – Leads the discussion, introduces panelists, and manages time.
2. Panelists (4 – 6 students):
   • Panelist 1: Land Reforms in Kerala
   • Panelist 2: Achievements in Education
   • Panelist 3: Public Health System
   • Panelist 4: Role of Government and People’s Participation
   • Panelist 5: Challenges and Future Prospects

Std 10 History Chapter 7 Notes Kerala Syllabus – Extended Activities

Question 1.
Prepare a digital presentation of events and pictures related to the partition of India.
Answer:

Question 2.
Prepare a digital atlas titled “Post-Independence India – My Own Atlas” including major maps related to the unit.
Answer:
(Hints)

Question 3.
Prepare a digital presentation including the major schemes and their objectives implemented by the government of Kerala in the education and health sectors.
Answer:
(Hints)

• Vidya Jyoti: Provide financial assistance for uniforms and study materials to disabled students, and benefits for higher education will increase.
• Vidyakiranam: Provide educational assistance to economically backward children of disabled parents, The monthly scholarship amount varies according to the academic level of the child.
• Arogya Kiranam: Meet all healthcare needs of children from birth to 18 years, provide free medicines, check-ups and treatment in government hospitals.
• Thalolam: Provide free treatment to children below 18 years of age suffering from specific chronic diseases such as kidney diseases, heart diseases and haemophilia.
• Janani Shishu Suraksha Karyakaram: Offer free and no-cost deliveries, including C-sections, in public health institutions.

Question 4.
List the major reforms, implemented to improve the education sector in independent India, in chronological order.
Answer:

1. University Education Commission (1948 – 49)
2. Secondary Education Commission (1952 – 53)
3. Indian Education Commission (1964 – 66)
4. National Policy on Education (NPE) 1968
5. National Policy on Education (NPE) 1986
6. District Primary Education Programme (DPEP) (1994)
7. Mid-Day Meal Scheme (1995)
8. Right to Education Act (RTE) (2009)
9. Rashtriya Madhyamik Shiksha Abhiyan (RMSA) (2009)
10. National Education Policy (NEP): 2020

Question 5.
Organise a discussion about the role played by local self-government institutions in improving educational activities in your school.
Answer:
(Organise a discussion based on the hints given below.)

Local self-government bodies such as panchayats and municipalities play a crucial role in improving education by overseeing schools, managing infrastructure, ensuring teacher attendance, and involving the community in school development. To organise a discussion, students can research specific local projects, invite local government representatives, and discuss topics such as how to improve the school management committee, monitor teacher performance, and advocate for necessary infrastructure upgrades in the school.

Question 6.
Prepare a digital album depicting India’s proud achievements in space exploration missions.
Answer:

The Glimpses of Free India Class 10 Notes Pdf

• When India became independent, people from nearby areas flocked to Delhi to celebrate.
• India’s first Independence Day was not just a moment of happiness but also one filled with sorrow.
• Cyril Radcliffe, a renowned lawyer in London, was assigned with the task of drawing the detailed boundary map on the partition of India.
• Integrating the princely states into the Indian Union was a challenging task for the country.
• The princely states were integrated into the Indian Union through conciliation talks and military action.
• The Indian National Congress propagated its ideas by emphasising the mother tongue to bring people closer to the national movement.
• Post-independent India followed a mixed economy, giving importance to the public sector.
• The main problems of independent India were food scarcity and poverty. To overcome this, the First Five-Year Plan emphasised agricultural development.
• To ensure economic development and solve unemployment, the Second Five-Year Plan emphasised industrial development.
• Land reform was a significant step that initiated remarkable changes in the agricultural sector in independent India.
• Its aim was to set a limit on the amount of land an individual could own.
• The initiatives implemented in India from 1960 onwards to achieve self-sufficiency in food production brought about major changes in this sector, and therefore, they are called ‘revolutions’.
• The Green Revolution began with the aim of enhancing the agricultural sector and achieving self-sufficiency in food production.
• The Green Revolution took place in two phases: from 1960 to 1970 and from 1970 to 1980. Dr. M. S. Swaminathan is known as the father of green revolution.
• The foundation for modern education in India was laid during the British rule.
• After independence, the government appointed various commissions in several phases to study Indian education system and submit recommendations.
• Jawaharlal Nehru, recognised that scientific development is an indispensable component in shaping India’s future.
• Homi J. Bhabha and Vikram Sarabhai are prominent Indian scientists who have rendered commendable service in the field of space research.
• Jawaharlal Nehru, the chief architect of India’s foreign policy, formulated a foreign policy that safeguarded our national interests.
• The Panchsheel Principles were formulated based on India’s foreign policy.
• The Non-Aligned Movement was formed under India’s leadership.
• The state of Kerala officially came into existence on November 1, 1956.
• It was formed by integrating the geographically distinct political regions of Travancore, Kochi, and Malabar, along with the Kasaragod taluk of South Karnataka.
• The first election to the Kerala Legislative Assembly was held in 1957.
• Kerala became India’s first fully literate state on April 18, 1991.

INTRODUCTION

This chapter “The Glimpses of Free India” tells us about the major events and achievements that shaped our country after independence. When India became free in 1947, it faced many challenges such as the painful partition and the task of bringing together hundreds of princely states. Great leaders like Sardar Vallabhbhai Patel worked hard to integrate these states and make India one united nation. Later, the government reorganised the states on the basis of language so that people could live and progress peacefully. The newly independent nation also focused on strengthening its economy through planning, industry, and agriculture. Land reforms were introduced to give land to the farmers and reduce inequality in villages. Education became an important tool for national development, helping to spread knowledge and create awareness among people. India also followed an independent foreign policy that supported peace, friendship, and cooperation with other countries. Among the states, Kerala became a model for the world with its achievements in land reforms, public health, and education.

Thus, this chapter gives us a clear picture of how India, after gaining freedom, worked hard to achieve unity, progress, and social justice for all its people.

India after partition

• When India became independent, people from nearby areas flocked to Delhi to celebrate.
• While gaining freedom, our country was also divided into two separate independent nations, India and Pakistan.
• India’s first Independence Day was not just a moment of happiness but also one filled with sorrow.
• Cyril Radcliffe, a renowned lawyer in London, was assigned with the task of drawing the detailed boundary map on the partition of India.

Integration of princely states

• As per the Indian Independence Act of 1947, the 565 princely states in India had the authority to join either independent India or Pakistan, or to remain as independent states.
• Integrating these princely states into the Indian Union was a challenging task for the country.
• The princely states were integrated into the Indian Union through conciliation talks and military action.
• The rulers of the princely states that acceded to the Indian Union were granted Privy Purses.

Linguistics reorganisation of states

• Before independence, the boundaries of administrative regions (provinces) of the country were not formed based on such criteria.
• During the freedom struggle itself, a strong argument emerged that the administrative regions should be determined on the basis of language, as language has a strong influence on communication and cultural formation.
• The Indian National Congress propagated its ideas by emphasizing the mother tongue to bring people closer to the national movement.
• The Nagpur Congress session of 1920 decided to organise congress committees on linguistic basis.

Strengthening the Indian Economy

• Nehru took the initiative to form the Planning Commission in India based on the economic planning model of the Soviet Union.
• Post-independent India followed a mixed economy, giving importance to the public sector.
• The main problems of independent India were food scarcity and poverty. To overcome this, the First Five-Year Plan emphasised agricultural development.
• To ensure economic development and solve unemployment, the Second Five-Year Plan emphasised industrial development.

Land reform

• Land reform was a significant step that initiated remarkable changes in the agricultural sector in independent India.
• Its aim was to set a limit on the amount of land an individual could own.
• The idea of land reform had already taken shape in India even before independence.
• The initiatives implemented in India from 1960 onwards to achieve self-sufficiency in food production brought about major changes in this sector, and therefore, they are called ‘revolutions’.
• The Green Revolution began with the aim of enhancing the agricultural sector and achieving self-sufficiency in food production.
• The Green Revolution took place in two phases: from 1960 to 1970 and from 1970 to 1980. Dr. M. S. Swaminathan is known as the father of green revolution.
• In 1969, the Government of India, under the leadership of Indira Gandhi took the ownership of fourteen major banks. This is known as Nationalisation of Banks’.

Education

• The foundation for modern education in India was laid during the British rule.
• After independence, the government appointed various commissions in several phases to study Indian education system and submit recommendations.
• Jawaharlal Nehru, recognised that scientific development is an indispensable component in shaping India’s future.
• Homi J. Bhabha and Vikram Sarabhai are prominent Indian scientists who have rendered commendable service in the field of space research.
• Dr. A. P. J. Abdul Kalam, former president of India was a missile technologist, scientist and researcher.
• He held high positions in Defence Research and Development Organisation (DRDO) and the Indian Space Research Organisation (ISRO).

India’s Foreign policy

• Jawaharlal Nehru, the chief architect of India’s foreign policy, formulated a foreign policy that safeguarded our national interests.
• The Panchsheel Principles were formulated based on India’s foreign policy.
• The Panchsheel Principles signed by Jawaharlal Nehru, the then Prime Minister of India, and Zhou Enlai, the then Premier of China in 1954.
• After the Second World War, the United States and the Soviet Union emerged as two global powers. The Cold War that began between them threatened world peace.
• The Non-Aligned Movement was formed under India’s leadership.

The experiences of Kerala’s Development that captured world attention

• The state of Kerala officially came into existence on November 1, 1956.
• It was formed by integrating the geographically distinct political regions of Travancore, Kochi, and Malabar, along with the Kasaragod taluk of South Karnataka.
• The first electron to the Kerala Legislative Assembly was held in 1957.
• E. M. S. Namboodiripad formed the government as the first Chief Minister of Kerala.
• Under the Kerala Land Reforms (Amendment) Act, which came into effect on January 1, 1970, gave permanent rights to the tenants in agricultural land.
• Kerala became India’s first fully literate state on April 18, 1991.

INDIA AFTER PARTITION

• When India became independent, people from nearby areas flocked to Delhi to celebrate.
• While gaining freedom, our country was also divided into two separate independent nations,
  India and Pakistan.
• India’s first Independence Day was not just a moment of happiness but also one filled with sorrow.
• Cyril Radcliffe, a renowned lawyer in London, was assigned with the task of drawing the detailed boundary map on the partition of India.
• Although some of the British Indian provinces went to Pakistan, the majority of the territories remained with India. However, only the provinces of Bengal and Punjab were divided.

While West Bengal remained with India, East Bengal became East Pakistan. Similarly, East Punjab became a part of India and West Punjab went to Pakistan. Besides, Sylhet became part of East Pakistan following a referendum conducted in Assam. After the partition, an exodus of Hindus and Sikhs took place from West Punj ab (which was part of Pakistan) to India. At the same time, many Muslims from Indian Punjab moved to Pakistan. Although Bengal was also partitioned, the migration there did not take place on a massive scale as that of in Punjab.

Some of the major reasons behind this difference in migration are given below:

• The secular nationalism that developed through the movement against the Partition of Bengal in 1905.
• The linguistic unity of Bengal.
• The Brahmaputra River and its tributaries hindered the sudden migration to both the countries.

At the time of partition, the people of Punjab had to suffer similar hardships. The memories of losing the loved ones can still be felt in the people living in those areas today. These memories continue to influence still in moulding their attitudes and opinions.

SYLHET AND REFERENDUM
Sylhet was a part of Assam province during the British rule. The Mountbat fen plan of 1947 recommended a referendum in Sylhet along with the partition of Punjab and Bengal. As a result of this referendum, most of the areas of Sylhet decided to join East Pakistan. Only the Karimganj region of Sylhet stood with India as a part of Assam province.

Partition created many problems:

• Hundreds of thousands of refugees flowed from India Pakistan and from Pakistan to India.
• Widespread violence took place, and tens of thousands were killed.
• Communal riots broke out in places like Kolkata, Delhi, land Lahore.
• Many women were dishonoured. Numerous women and children became victims of abduction.

THE FATHER OF THE NATION BECOMES A MARTYR
Gandhiji who strove for the Hindu-Muslim unity was shot dead by Nathuram Vinayak Godse a communalist on January 30, 1948 at the courtyard of Birla House in New Delhi.

Steps to Constitution: The foundation for the making of modem India was laid through the drafting of the Constitution. The functioning of the Constituent Assembly officially began on December 13, 1946. The Objective Resolution, introduced by Jawaharlal Nehru, was adopted by the Constituent Assembly on January 22, 1947. Later, on November 26, 1949, the Constituent Assembly approved the new Constitution. On January 26, 1950, the Indian Constitution came into force, and India became a Sovereign Democratic Republic. Based on the first general elections in independent India, held in 1951 – 1952 as per the Constitution, a parliamentary democratic system was established in India.

Challenges Faced by Independent India:

• Rehabilitation of refugees
• Integration of princely states
• Incorporation of Portuguese and French territories
• Reorganisation of states on a linguistic basis
• Strengthening the Indian economy
• Formulating an independent foreign policy

REHABILITATION OF REFUGEES

• Following the Partition, more than six million people from Pakistan had become refugees in India.
• The government took steps to rehabilitate these refugees. By 1951, the refugee crisis from West Pakistan was completely resolved.
• Although the initial refugee influx from East Pakistan during the partition was relatively low, due to the conflict between East and West Pakistan, which in later years led to a continuous flow of refugees from East Pakistan into India.
• The formation of Bangladesh in 1971 provided at least a temporary resolution to this refugee crisis.

FORMATION OF BANGLADESH

When British rule in India came to an end on August 15, 1947, the area that now includes Bangladesh was known as East Pakistan. East Pakistan which faced discrimination from West Pakistan gained independence in 1971 and became the nation of Bangladesh.

INTEGRATION OF PRINCELY STATES

• As per the Indian Independence Act of 1947, the 565 princely states in India had the authority to join either independent India or Pakistan, or to remain as independent states.
• Integrating these princely states into the Indian Union was a challenging task for the country.
• The princely states were integrated into the Indian Union through conciliation talks and military action.
• The rulers of the princely states that acceded to the Indian Union were granted Privy Purses.

Integrating these princely states into the Indian Union was a challenging task for the country. This mission was successfully accomplished by a team led by Sardar Vallabhbhai Patel, the then Home Minister, and V. P. Menon, the Secretary of the States Department. They invited all the princely states to sign the Instrument of Accession and join the Indian Union. However, the rulers of the princely states of Junagadh, Kashmir, Travancore, and Hyderabad refused to join the Indian Union.

PRIVY PURSE

As part of the integration into the Indian Union, the Government of India signed certain agreements with the rulers of the princely states. Following this, the rulers lost their power and income. To compensate this, a fixed amount of financial aid was provided by the government to the ruling families of these princely states. This is known as the Privy Purse. This made a huge financial burden to the government. In 1971, during the tenure of Indira Gandhi as the Prime Minister, the provision of the Privy Purse was abolished under the 26th Amendment of the Constitution.

LIBERATION OF FRENCH PORTUGUESE ENCLAVES

• Even after India became independent from the British in 1947, some territories in the country remained under the control of foreign powers like the Portuguese and the French.
• Against this, mass protests intensified in the respective regions.
• Honouring the request of the Government of India, France agreed to leave India in 1954.
• Following this, the French territories like Pondicherry, Mahe, Yanam, Karaikal, and Chandranagar came under the direct administration of the central government.

The Portuguese refused to cede the territories of Goa, Daman, and Diu, which were under their control in India. In 1954, Portuguese dominance in the Dadra and Nagar Haveli regions ended following a popular uprising. Subsequently, in 1961, the territories of Goa, Daman and Diu were liberated through military operation and merged with the Indian Union.

LINGUISTIC REORGANISATION OF STATES

• Before independence, the boundaries of administrative regions (provinces) of the country were not formed based on such criteria.
• During the freedom struggle itself, a strong argument emerged that the administrative regions should be determined on the basis of language, as language has a strong influence on communication and cultural formation.
• The Indian National Congress propagated its ideas by emphasizing the mother tongue to bring people closer to the national movement.
• The Nagpur Congress session of 1920 decided to organise congress committees on linguistic basis.

The major steps related to the reorganisation of states on linguistic basis after independence are listed below:

• In 1948, the Constituent Assembly appointed a Linguistic Provinces Commission under the chairmanship of S. K. Dhar to study the reorganisation of states.
• In 1948, the Indian National Congress appointed the J.V.P. Committee, comprising Jawaharlal Nehru, Sardar Vallabhbhai Patel and Pattabhi Sitaramayya, to examine and submit a report on the strong demand for linguistic states.
• The demand for a separate Andhra state for Telugu speaking people arose, and in 1952, Potti Sreeramulu undertook a hunger strike for this and died. As a result of the agitation that ensued, the state of Andhra came into existence on October 1, 1953.
• In 1953, the Central Government appointed the State Reorganisation Commission under the leadership of Justice Fazal Ali, including Sardar K.M. Panikkar and H. N. Kunzru.
• Based on the State Reorganisation Bill passed by Parliament in 1956,14 linguistic states and 6 Union Territories were formed on November 1, 1956.

STRENGTHENING THE INDIAN ECONOMY

• Nehru took the initiative to form the Planning Commission in India based on the economic planning model of the Soviet Union.
• Post independent India followed a mixed economy, giving importance to the public sector.

The main problems of independent India were food scarcity and poverty. To overcome this, the First Five-Year Plan emphasised agricultural development. Irrigation facilities and power generation were necessary for the development of agricultural and industrial sectors. For this purpose, efforts were made to construct dams in various parts of the country. Bhakra Nangal on the Sutlej River, the Damodar Valley Project, and Hirakud on the Mahanadi are the major river valley projects set up during this period.

MILESTONES OF INDIAN PLANNING

• National Planning Committee appointed in 1938.
• Bombay Plan prepared in 1944.
• M. N. Roy’s People’s Plan, which put forward visions for India’s future economy.
• J. C. Kumarappa’s Plan based on Gandhian ideas.
• National Planning Commission appointed on March 15, 1950, with Nehru as chairman.
• Five-Year Plans started from 1951 NITI Aayog which came into existence in 2015.

To ensure economic development and solve unemployment, the Second Five-Year Plan emphasised industrial development. India aimed to achieve national progress by strengthening the public sector through the Five-Year Plans. Iron and steel industries were established in the public sector with the financial and technical assistance of foreign countries.

The major ones are listed below:

Iron and Steel Industry	State Where located	Country that Provided Assistance
Rourkela Iron and Steel Industry	Odisha	German
Bhilai Iron and Steel Industry	Chhattisgarh	Soviet Union
Durgapur Iron and Steel Industry	West Bengal	United Kingdom
Bokaro Iron and Steel Industry	Jharkhand	Soviet Union

LAND REFORM

• Land reform was a significant step that initiated remarkable changes in the agricultural sector in independent India.
• Its aim was to set a limit on the amount of land an individual could own.
• The idea of land reform had already taken shape in India even before independence.

Based on the recommendation of a committee chaired by Nehru, an Agrarian Reforms Committee was appointed under the leadership of J. C. Kumarappa, with the aim of economic development. Based on the report of the committee, a law was implemented to set limits on the land that the land owners could own, and acquire surplus land from them and distribute it to landless farmers. To some extent, this helped in poverty alleviation and increasing food production.

Bhoodan Movement: The Bhoodan Movement was initiated under the leadership of Vinoba Bhave to implement land reform without making legislation. Vinoba Bhave and his followers undertook foot marches through villages. They persuaded large landowners to donate one sixth of their land as ‘Bhoodan’ (land gift), and the land thus obtained was distributed to the landless. With the advent of land reform laws, the relevance of the Bhoodan Movement diminished.

FOOD PRODUCTION – THROUGH REVOLUTIONS

• The initiatives implemented in India from 1960 onwards to achieve self-sufficiency in food production brought about major changes in this sector, and therefore, they are called ‘revolutions’.
• The collective efforts of national leaders and scientists helped India achieve food self-sufficiency.
• The Green Revolution began with the aim of enhancing the agricultural sector and achieving self-sufficiency in food production.

Green revolution: The changes achieved in the agricultural sector in a short period through the use of high-yielding varieties of seeds, irrigation facilities, chemical fertilisers, pesticides and modem machinery are known as the Green Revolution. The Green Revolution took place in two phases: from 1960 to 1970 and from 1970 to 1980. Dr. M. S. Swaminathan is known as the father of green revolution.

Other Revolutions:

• Following the Green Revolution, the White Revolution which aimed to increase the production of milk and dairy products.
• The Blue Revolution which aimed to improve the fish production sector, were successfully implemented in India. Through this, numerous employment opportunities were created in the country and the nation’s economic growth was ensured.

WHITE REVOLUTION

Under the leadership of Dr. Verghese Kurien, a Malayali, the White Revolution initiated revolutionary changes in milk production in India. In the city of Anand in Gujarat, a dairy producer group called the district cooperative Milk Producers Union Limited was started. Gradually, it became the famous dairy producer group called ‘AmuT (Anand Milk Union Limited)

NATIONALISATION OF BANKS

• In independent India, banks were owned by large industrialists and wealthy individuals.
• Since banks prioritised the rich, farmers and common people found it difficult to obtain loans and other banking services.
• Thus, in 1969, the Government of India, under the leadership of Indira Gandhi took the ownership of fourteen major banks. This is known as Nationalisation of Banks.

EDUCATION

• The foundation for modern education in India was laid during the British rule.
• After independence, the government appointed various commissions in several phases to study Indian education system and submit recommendations.

The major education commissions in independent India and their primary areas of focus are listed below:

Education Commission/ Education Policy	Year	Area of Focus
Dr. Radhakrishnan Commission	1948	University education
Dr. Lakshmanaswami Mudaliar Commission	1952	Secondary education
Dr. D. S. Kothari Commission	1964	National Pattern of Education
National Education Policy	1986	Primary Education, Vocational Education
National Education Policy	2020	Education from Pre-Primary to Higher Secondary, Higher Education

REVOLUTION OF KNOWLEDGE: THROUGH SCIENCE AND TECHNOLOGY

• Jawaharlal Nehru, recognised that scientific development is an indispensable component in shaping India’s future.
• Nehru encouraged the development of science and technology in India. Along with this, he considered it is his mission to create a society based on scientific temperament.
• For this, he availed the services of scientific advisors like Homi J. Bhabha and Meghnad Saha.

During this period, the foundation was laid for numerous institutions in independent India that were capable of creating a knowledge revolution. The prominent ones among them are listed below:

• Indian Institute of Technology (IIT)
• National Institute of Virology (NIV)
• Bhabha Atomic Research Centre (BARC)
• All India Institute of Medical Sciences (AIIMS)
• Defence Research and Development Organisation (DRDO)
• Indian Institute of Management (IIM)

SPACE RESEARCH

• India is a country that is advancing in the field of space research. The fundamental vision behind Indian space research is that space technology can be utilised for national development.
• Homi J. Bhabha and Vikram Sarabhai are prominent Indian scientists who have rendered commendable service in the field of space research.

Various institutions that work towards space exploration are functioning in our country. Among them, a key institution is the Indian Space Research Organisation. (ISRO), established in 1969 with its headquarters in Bengaluru. Other important institutions controlled by the Indian Department of Space include the Satish Dhawan Space Centre in Sriharikota, the National Remote Sensing Centre (NRSC) based in Hyderabad, and the Vikram Sarabhai Space Centre (VSSC) in Thiruvananthapuram.

Here are some of the proud achievements in space exploration missions that have placed India at the forefront globally:

• The launching of Aryabhata, India’s first artificial satellite, on April 19, 1975.
• The lunar exploration missions such as Chandrayaan I, Chandrayaan II, and Chandrayaan III.
• The Mangalyaan mission in 2013.
• The Aditya L1 launch mission, aimed at solar research and space weather studies. Besides, India is currently working towards successfully completing the Gaganyaan mission, which aims to send humans into space.

National Space Day: National Space Day is celebrated annually in India on August 23 in
commemoration of Chandrayaan Ill’s successful completion of its mission on the lunar surface.

‘MISSILE MAN OF INDIA’

Dr. A. P. J. Abdul Kalam, former president of India was a missile technologist, scientist and researcher. He held high positions in Defence Research and Development Organisation (DRDO) and the Indian Space Research Organisation (ISRO). He is known as the ‘Missile Man of India’ in recognition of his contributions to missile technology.

INDIA’S FOREIGN POLICY
Jawaharlal Nehru, the chief architect of India’s foreign policy, formulated a foreign policy that safeguarded our national interests.
Let us familiarise ourselves with the fundamental principles of India’s foreign policy:

• Peaceful Coexistence
• Stand against Colonialism and Apartheid
• Protect National Security and Sovereignty
• Non-Aligned Policy
• Panchsheel Principles

Panchsheel Principles

• The Panchsheel Principles were formulated based on India’s foreign policy.
• The Panchsheel Principles signed by Jawaharlai Nehru, the then Prime Minister of India, and Zhou Enlai, the then Premier of China in 1954, include the following:
  • Mutual respect for each other’s territorial integrity and sovereignty
  • Mutual non-aggression
  • Mutual non-interference in each other’s internal affairs
  • Observe equality and mutual assistance
  • Maintain peaceful coexistence

Non-Aligned Movement (NAM)
After the Second World War, the United States and the Soviet Union emerged as two global powers. The Cold War that began between them threatened world peace. The Non-Aligned Movement was formed under India’s leadership. It was based on a foreign policy that aimed for independent stand without joining either power bloc. Thereby, India could protect national interests. While striving to maintain healthy relations with all countries worldwide, India pays special attention to upholding its dignity and interests among nations.

• Independent India has succeeded in overcoming the repercussions and challenges of colonial rule to grow into one of the major global powers.

THE EXPERIENCES OF KERALA’S DEVELOPMENT THAT CAPTURED WORLD ATTENTION

• The state of Kerala officially came into existence on November 1, 1956.
• It was formed by integrating the geographically distinct political regions of Travancore, Kochi, and Malabar, along with the Kasaragod taluk of South Karnataka.
• The first election to the Kerala Legislative Assembly was held in 1957.
• E. M. S. Namboodiripad formed the government as the first Chief Minister of Kerala.

LAND REFORMS IN KERALA

• To address such socio-economic problems, the Kerala government, formed in 1957, introduced the Agrarian Relations Bill.
• Later, under the Kerala Land Reforms (Amendment) Act, which came into effect on January 1, 1970, gave permanent rights to the tenants in agricultural land.

Key Outcomes of Land Reform Laws in Kerala

• A limit was set on the land that could be owned.
• The landlordism (Janmi system) was abolished.
• Tenants received permanent ownership rights over agricultural land.
• Exploitation and inequality prevalent in the agricultural sector-were eliminated to a certain extent.

Land Ceiling: As per Section 82 of the Kerala Land Reforms Act, the maximum land permissible for an individual to hold is 7.5 acres, and for a family, it is 15 acres. However, if there are more than five members in a family, then up to 20 acres can be held.

SPREAD AND EXCHANGE OF KNOWLEDGE IN KERALA
There was a period when children from all sections of society were denied the opportunity to sit together and acquire education. However, in later years, education became popular and universal in Kerala. Land reforms, social reform movements, the intervention of missionaries, and the growth of the national movement were the main factors that paved the way for this.

There are also other factors that influenced the spread of universal and free school education that exists today. These includes:

• Spread of printing
• Library movement
• Literacy movement
• Informal education activities
• Decentralisation of power

LIBRARY MOVEMENT

The Kerala Library Movement is the largest organised cultural movement in Kerala. The Public Library, Thiruvananthapuram established by Swathi Thirunal, in 1829, was the first library in Travancore. The collective formed under the leadership of P. N. Panicker at the conference of libraries in Travancore in 1945 marked the beginning of the Library Movement.

EDUCATIONAL ACHIEVEMENTS OF KERALA
Education in Kerala gained strength when agricultural land became accessible to farmers, through land reforms. Kerala managed to make primary education free and universal through steps like land reforms and the Kerala Education Act of 1958. As a result of popular literacy campaigns, Kerala became India’s first fully literate state on April 18, 1991. With the enactment of the Kerala Panchayati Raj Act on April 23, 1994, local self-government institutions gained more powers in the education sector. This led to the formulation of various educational projects with public participation.

Kerala and Higher Education

• The progress achieved in the primary education sector gradually extended to the higher education sector in Kerala.
• The general objective of higher education is to nurture a young generation capable of leading towards a comprehensive change in all spheres of society.
• Higher education institutions in Kerala operate with the additional goal of fostering research and innovative discoveries, along with achieving proficiency in the fields of science, technology, and humanities.
• At the time of the formation of the state of Kerala, there was only one university in Kerala (the University of Kerala). However, today, various universities function in Kerala prioritising science, technology, agriculture, and health sectors. In addition, Polytechnics, Industrial Training Institutes (ITIs), and similar institutions also function in Kerala as part of job skill development.
• Thus, the importance given to universal education since the formation of the state of Kerala and the achievements made in that sector are the main factors that have made Kerala a model state in the field of education.

HEALTH SECTOR

• Kerala has a public healthcare system comparable to that of developed countries.
• Kerala has been able to elevate its health sector to global standards and ensure excellent healthcare even with limited resources and at a low cost.
• Some of the achievements of Kerala in the health sector are listed below:
  • Low infant mortality rate
  • Low maternal mortality rate
  • High life expectancy
  • Rapidly declining population growth rate

Through the achievements in education and health sectors, Kerala has been able to rise to a global standard in the Human Development Index, despite having a low per capita income. Kerala became a model for other states in poverty alleviation through the Universal Public Distribution System implemented in 1965. In addition to this, Kerala has achieved significant progress in women’s empowerment, through Kudumbashree; in local governance, through decentralised planning; and in literacy, through the activities of Kerala State Literacy Mission Authority (KSLMA). Kerala’s agricultural, educational, and health sectors have developed with an emphasis on democratic values and social justice. Therefore, our state has been able to overcome with new challenges and compete with the standards of developed countries.

Students often refer to Kerala Syllabus 10th Standard Maths Textbook Solutions Chapter 9 Polynomials and Equations Questions and Answers Notes Pdf to clear their doubts.

SSLC Maths Chapter 9 Polynomials and Equations Questions and Answers

Polynomials and Equations Class 10 Questions and Answers Kerala State Syllabus

SCERT Class 10 Maths Chapter 9 Polynomials and Equations Solutions

Class 10 Maths Chapter 9 Kerala Syllabus – Multiplications

(Textbook Page No. 190)

Question 1.
Do the multiplications below in your head. Write the general principle from each set as an algebraic identity:
(i) 43 × 47
(ii) 63 × 67
(iii) 103 × 107
Answer:
(i) 43 × 47
= (40 + 3)(40 + 7)
= (40 × 40) + (40 × 7) + (3 × 40) + (3 × 7)
= 1600 + 40(7 + 3) + 21
= 1600 + 400 + 21
= 2021

(ii) 63 × 67
= (60 + 3)(60 + 7)
= (60 × 60) + (60 × 7) + (3 × 60) + (3 × 7)
= 3600 + 60 × (7 + 3) + 21
= 3600 + 600 + 21
= 4221

(iii) 103 × 107
= (100 + 3)(100 + 7)
= (100 × 100) + (100 × 7) + (3 × 100) + (3 × 7)
= 10000 + 100 × (7 + 3) + 21
= 10000 + 1000 + 21
= 11021
For any number x, (x + 3)(x + 7) = x² + (3 + 7)x + 21 = x² + 10x + 21

Question 2.
(i) 51 × 52
(ii) 81 × 82
(iii) 301 × 302
Answer:
(i) 51 × 52
= (50 + 1)(50 + 2)
= (50 × 50) + (50 × 2) + (1 × 50) + (1 × 2)
= 2500 + 50 × (1 + 2) + 2
= 2500 + 150 + 2
= 2652

(ii) 81 × 82
= (80 + 1)(80 + 2)
= (80 × 80) + (80 × 2) + (1 × 80) + (1 × 2)
= 6400 + 80 × (1 + 2) + 2
= 6400 + 240 + 2
= 6642

(iii) 301 × 302
= (300 + 1)(300 + 2)
= (300 × 300) + (300 × 2) + (1 × 300) + (1 × 2)
= 90000 + 300 × (1 + 2) + 2
= 90000 + 900 + 2
= 90902
For any number x, (x + 1)(x + 2) = x² + (1 + 2)x + 2 = x² + 3x + 2

SCERT Class 10 Maths Chapter 9 Solutions – Polynomial Multiplication

(Textbook Page No. 193)

Question 1.
Find the following products.
(i) (x + 2)(x + 5)
Answer:
(x + 2)(x + 5)
= x² + (2 + 5) × x + 2 × 5
= x² + 7x + 10

(ii) (x + 2)(x – 5)
Answer:
(x + 2)(x – 5)
= (x + 2)(x + (- 5))
= x² + (2 + (-5)) × x + 2(-5)
= x² – 3x – 10

(iii) (x – 2)(x + 5)
Answer:
(x – 2) (x + 5)
= (x + (-2))(x + 5)
= x² + ((-2) + 5) × x + (-2) × 5
= x² + 3x – 10

(iv) (x – 2)(x – 5)
Answer:
(x – 2)(x – 5)
= (x + (-2))(x + (-5))
= x² + ((-2) + (-5)) × x + (-2)(-5)
= x² – 7x + 10

Class 10 Maths Kerala Syllabus Chapter 9 Solutions – Polynomial Factors

(Textbook Page No. 195)

Question 1.
Write the second-degree polynomials below as the product of two first-degree polynomials:
(i) x² + x – 6
Answer:
Take x² + x – 6
(x + a)(x + b) = x² + (a + b)x + ab = (x + a)(x + b)
x² + x – 6 = x² + (a + b)x + ab
⇒ a + b = 1, ab = -6
So, we have to find two numbers with a sum of 1 and a product of -6.
Thus, the numbers are -2 and 3.
Hence, x² + x – 6 = (x + (-2)) (x + 3)
⇒ x² + x – 6 = (x – 2)(x + 3)

(ii) x² – x – 6
Answer:
Take x² – x – 6
(x + a)(x + b) = x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² – x – 6 = x² + (a + b)x + ab
⇒ a + b = -1 , ab = -6
So, we have to find two numbers with a sum of -1 and a product of -6.
Thus, the numbers are 2 and -3.
Hence, x² – x – 6 = (x + 2)(x + (-3))
⇒ x² – x – 6 = (x + 2)(x – 3)

(iii) x² + 7x + 6
Answer:
Take x² + 7x + 6
(x + a)(x + b) = x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² + 7x + 6 = x² + (a + b)x + ab
⇒ a + b = 1, ab = 6
So, we have to find two numbers with a sum of 7 and a product of 6.
Thus, the numbers are 1 and 6.
Hence, x² + 7x + 6 = (x + 1)(x + 6)

(iv) x² – 7x + 6
Answer:
Take x² – 7x + 6
(x + a) (x + b) = x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² – 7x + 6 = x² + (a + b)x + ab
⇒ a + b = -7, ab = 6
So, we have to find two numbers with a sum of -7 and a product of 6.
Thus, the numbers are -1 and -6.
Hence, x² – 7x + 6 = (x + (-1))(x + (-6))
⇒ x² – 7x + 6 = (x – 1)(x – 6)
In all these, we found the numbers in the first-degree polynomials simply by mental computation.
This may not always be possible.
In that type of problem, first find a-b using the identity (a-b)² = (a + b)² – 4ab, then by using a + b and a – b find the numbers a and b.

(Textbook Page No. 197)

Question 1.
Write the polynomials below as the product of two first-degree factors:
(i) x² + 30x + 221
Answer:
Take x² + 30x + 221 = (x + a)(x + b)
x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² + 30x + 221 = x² + (a + b)x + ab
⇒ a + b = 30, ab = 221
So, we have to find two numbers with a sum of 30 and a product of 221
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = 30² – 4 × 221
⇒ (a – b)² = 900 – 884 = 16
⇒ a – b = ±4
If we take a – b = 4, a + b = 30
⇒ a = \(\frac {1}{2}\)(30 + 4)
= \(\frac {1}{2}\) × 34
= 17
b = \(\frac {1}{2}\)(30 – 4)
= \(\frac {1}{2}\) × 26
= 13
If we take a – b = -4, a + b = 30
⇒ a = \(\frac {1}{2}\)(30 +(-4))
= \(\frac {1}{2}\) × 26
= 13
b = \(\frac {1}{2}\)(30 – (-4))
= \(\frac {1}{2}\) × 34
= 17
Using this, x² + 30x + 221 = (x + 13)(x + 17)

(ii) x² + 4x – 221
Answer:
Take x² + 4x – 221 = (x + a)(x + b)
x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² + 4x – 221 = x² + (a + b)x + ab
⇒ a + b = 4, ab = -221
So, we have to find two numbers with a sum of 4 and a product of -221.
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = 4² – 4 × (-221)
⇒ (a – b)² = 16 + 884 = 900
⇒ a – b = ±30
If we take a – b = 30
a + b = 4, a – b = 30
⇒ a = \(\frac {1}{2}\)(4 + 30)
= \(\frac {1}{2}\) × 34 = 17
b = \(\frac {1}{2}\)(4 – 30)
= \(\frac {1}{2}\) × (-26)
= -13
If we take a – b = -30,
a + b = 4, a – b = -30
⇒ a = \(\frac {1}{2}\)(4 + (-30))
= \(\frac {1}{2}\) × (-26)
= -13
b = \(\frac {1}{2}\)(4 – (-30))
= \(\frac {1}{2}\) × 34
= 17
Using this, x² + 4x – 221 = (x + (-13))(x + 17)
⇒ x² + 4x – 221 = (x – 13)(x + 17)

(iii) x² + x – 156
Answer:
Take x² + x – 156 = (x + a)(x + b)
x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² + x – 156 = x² + (a + b)x + ab
⇒ a + b = 1, ab = -156
So, we have to find two numbers with a sum of 1 and a product of -156.
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = 1² – 4 × (-156)
⇒ (a – b)² = 1 + 624 = 625
⇒ a – b = ±25
If we take a – b = -25,
a + b = 1, a – b = -25
⇒ a = \(\frac {1}{2}\)(1 + 25)
= \(\frac {1}{2}\) × 26
= 13
b = \(\frac {1}{2}\)(1 – 25)
= \(\frac {1}{2}\) × (-24)
= -12
If we take a – b = -25
a + b = 1, a – b = -25
⇒ a = \(\frac {1}{2}\)(1 + (-25))
= \(\frac {1}{2}\) × (-24)
= -12
b = \(\frac {1}{2}\)(1 – (-25))
= \(\frac {1}{2}\) × 26
= 13
Using this, x² + x – 156 = (x + 13) (x + (-12))
⇒ x² + x – 156 = (x + 13) (x – 12)

SSLC Maths Chapter 9 Questions and Answers – Factors and Solutions

(Textbook Page No. 202)

Question 1.
One side of a rectangle is 2 metres longer than the other, and its area is 48 square metres. What are the lengths of its sides?
Answer:
If we denote the length of the shorter side as x metres, then the length of the longer side is x + 2 metres,
Area = x(x + 2) = 48
⇒ x² + 2x = 48
⇒ x² + 2x – 48 = 0
x² + 2x – 48 = (x + a)(x + b) = x² + (a + b)x + ab
⇒ a + b = 2, ab = -48
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = 2² – 4 × (-48)
⇒ (a – b)² = 4 + 192 = 196
⇒ a – b = ±14
Take a – b = 14,
a + b = 2, a – b = 14
⇒ a = \(\frac {1}{2}\)(2 + 14)
= \(\frac {1}{2}\) × 16
= 8
b = \(\frac {1}{2}\)(2 – 14)
= \(\frac {1}{2}\) × (-12)
= -6
Take a – b = -14,
a + b = 2, a – b = -14
⇒ a = \(\frac {1}{2}\)(2 + (-14))
= \(\frac {1}{2}\) × (-12)
= -6
b = \(\frac {1}{2}\)(2 – (-14))
= \(\frac {1}{2}\) × 16
= 8
Using this, x² + 2x – 48 = (x + 8 )(x + (-6))
⇒ x² + 2x – 48 = (x + 8)(x – 6)
x² + 2x – 48 0
⇒ (x + 8) (x – 6) = 0
⇒ x = -8 or x = 6
x is the length of the side of the rectangle, so it cannot be a negative number.
So, the length of the shorter side of the rectangle is 6 metres.
The length of the longer side is 6 + 2 = 8 metres.

Question 2.
One side of a right triangle is one centimetre less than twice the length of the side perpendicular to it; the hypotenuse is one centimetre more than twice this side. What are the lengths of the sides?
Answer:
If we denote the length of one side of a right triangle as x metres,
Perpendicular side = 2x – 1
Hypotenuse = 2x + 1
Using Pythagoras’ theorem,
Hypotenuse² = Base² + Alttitude²
⇒ (2x + 1)² = x² + (2x – 1)²
⇒ 4x² + 4x + 1 = x² + 4x² – 4x + 1
⇒ x² – 8x = 0
⇒ x(x – 8) = 0
⇒ x = 0 or x = 8
x is the length of the side of the triangle, so it cannot be a negative number.
So, the length of the side = 8 metres.
Perpendicular side = 2 × 8 – 1 = 15 metres
Hypotenuse = 2 × 8 + 1 = 17 metres

Question 3.
The sum of the consecutive natural numbers from 1 up to which number is 300?
Answer:
Let the sum of the consecutive natural numbers from 1 up to n be 300.
The sum of the consecutive natural numbers from 1 up to n = \(\frac{n(n+1)}{2}\)
⇒ \(\frac{n(n+1)}{2}\) = 300
⇒ \(\frac{n^2+n}{2}\) = 300
⇒ n² + n = 600
⇒ n² + n – 600 = 0
n² + n – 600 = (n + a)(n + b) = n² + (a + b)n + ab
⇒ a + b = 1, ab = -600
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = 12 – 4 × (-600)
⇒ (a – b)² = 1 + 2400 = 2401
⇒ a – b = ±49
Take a – b = 49
a + b = 1, a – b = 49
⇒ a = \(\frac {1}{2}\)(1 – 49)
= \(\frac {1}{2}\) × 50
= 25
b = \(\frac {1}{2}\)(1 – 49)
= \(\frac {1}{2}\) × (-48)
= -24
Take a – b = -49
a + b = 1, a – b = -49
⇒ a = \(\frac {1}{2}\)(1 – 49)
= \(\frac {1}{2}\) × (-48)
= -24
b = \(\frac {1}{2}\)(1 – (-49))
= \(\frac {1}{2}\) × (1 + 49)
= 25
Using this,
n² + n – 600 = (n + 25)(n – 24)
n² + n – 600 = 0
⇒ (n + 25)(n – 24) = 0
⇒ n = -25 or n = 24
n is the count of numbers, so it cannot be negative.
So, n = 24
The sum of the consecutive natural numbers from 1 up to 24 is 300.

Question 4.
At what points does the graph of the polynomial x² – 2x – 1 cross the x-axis?
Answer:
If the graph of the polynomial x² – 2x – 1 cross the x-axis, x² – 2x – 1 = 0
x² – 2x – 1 = (x + a)(x + b) = x² + (a + b)x + ab
⇒ a + b = -2, ab = -1
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = (-2)² – 4 × (-1)
⇒ (a – b)² = 4 + 4 = 8
⇒ a – b = ±√8
⇒ a – b = ±2√2
Take a – b = 2√2
a + b = -2, a – b = 2√2
⇒ a = \(\frac {1}{2}\)(-2 + 2√2)
= \(\frac {1}{2}\) × 2(-1 + √2)
= √2 – 1
b = \(\frac {1}{2}\)(-2 – 2√2)
= \(\frac {1}{2}\) × 2(-1 – √2)
= -1 – √2
Using this, x² – 2x – 1 = (x + √2 – 1)(x + (-1 – √2))
x² – 2x – 1 = 0
⇒ (x + √2 – 1)(x + (-1 – √2)) = 0
⇒ x = 1 – √2 or x = 1 + √2
The points at which the graph of the polynomial x² – 2x – 1 crosses the x-axis are (1 – √2, 0), (1 + √2, 0)

Kerala Syllabus Class 10 Maths Chapter 1 Solutions – General Solution

(Textbook Page No. 206)

Question 1.
Find the points at which the graphs of the polynomials given below cross the x-axis:
(i) 2x² – 7x – 1
(ii) 2x² + 7x – 1
(iii) 9x² + 12x + 4
Answer:
(i) 2x² – 7x – 1 = 0
a = 2, b = -7, c = -1
So,



Point at which the graph crosses the x-axis: (-3, 0)

Question 2.
The perimeter of a rectangle is 42 metres, and its diagonal is 15 metres. What are the lengths of its sides?
Answer:
If we denote the length of the rectangle as x metres,
Perimeter = 42 metres
⇒ 2 (length + breadth) = 42
⇒ length + breadth = 21
⇒ x + breadth = 21
⇒ breadth = 21 – x
Hypotenuse = 15 metres
⇒ x² + (21 – x)² = 15²
⇒ x² + 21² – 42x + x² = 152
⇒ 2x² – 42x + 441 = 225
⇒ 2x² – 42x + 216 = 0
a = 2, b = -42, c = 216
So, x = \(\frac{-b \pm \sqrt{b^2-4 a c}}{2 a}\)

If we take the length of the rectangle as 12 metres, then the breadth = 21 – 12 = 9 metres.
If we take the length of the rectangle as 9 metres, then the breadth = 21 – 9 = 12 metres.

Question 3.
From a rectangular sheet of paper, two squares are cut off as shown below:

The area of the remaining part is 27 square centimetres. What is the length of the shorter side of the rectangle?
Answer:
Let the side of the cut-off squares be x, then the length of the remaining rectangle is 15 – 2x
Breadth = x
Area of the remaining part = 27 square metres
⇒ x(15 – 2x) = 27
⇒ 15x – 2x² = 27
⇒ 2x² – 15x + 27 = 0
a = 2, b = -15, c = 27

⇒ x = \(\frac{15+3}{4}=\frac{18}{4}=\frac{9}{2}\) = 4.5 or x = \(\frac{15-3}{4}\) = 3
The length of the other side of the rectangle = 4.5 metres or 3 metres.

Question 4.
How many terms of the arithmetic sequence, 1, 5, 9,… starting from the first, are to be added to get 91?
Answer:
Let the first n terms of an arithmetic sequence be added to get the sum 91.
Then nth term = dn + (f – d)
= 4n + (1 – 4)
= 4n – 3
Sum of first n terms = \(\frac {n}{2}\)(4n – 3 + 1)
= \(\frac {n}{2}\)(4n – 2)
= \(\frac {n}{2}\) × 2(2n – 1)
= n(2n – 1)
= 2n² – n
So, 2n² – n = 91
⇒ 2n² – n – 91 = 0
a = 2, b = -1, c = -91

Since n is the number of terms, it must be a positive integer.
∴ n = 7
∴ The sum of the first 7 terms of the arithmetic sequence is 91.

Question 5.
A rectangle is to be made by bending a 28-centimeter-long rod.
(i) Can a rectangle of diagonal 8 centimetres be made?
(ii) How about a rectangle of diagonal 10 centimetres?
(iii) And a rectangle of diagonal 14 centimetres?
Calculate the lengths of the sides of those rectangles that can be made as above.
Answer:
(i) Perimeter of the rectangle = 28 centimetres
Let the length of the rectangle be x.
⇒ 2(length + breadth) = 28
⇒ length + breadth = 14
⇒ x + breadth = 14
⇒ breadth = 14 – x
If the length of the diagonal is 8 centimeters,
x² + (14 – x)² = 82
⇒ x² + 14² – 28x + x² = 82
⇒ 2x² – 28x + 196 = 64
⇒ 2x² – 28x + 132 = 0
a = 2, b = -28, c = 132
Hence,

∴ A rectangle with a perimeter of 28 cm and a diagonal of 8 cm cannot be made.
(i) If the length of the diagonal is 10 centimeters,
x² + (14 – x)² = 10²
⇒ x² + 14² – 28x + x² = 102
⇒ 2x² – 28x + 196 = 100
⇒ 2x² – 28x + 96 = 0
a = 2, b = -28, c = 96
Hence,


If the length of the rectangle is 8 cm, then the breadth = 14 – 8 = 6 cm
If the length of the rectangle is 6 cm, then the breadth = 14 – 6 = 8 cm
A rectangle diagonal of 10 cm can be made.

(iii) If the length of the diagonal is 14 centimeters,
x² + (14 – x)² = 14²
⇒ x² + 14² – 28x + x² = 14²
⇒ 2x² – 28x + 196 = 196
⇒ 2x² – 28x = 0
⇒ 2x(x – 14) = 0
⇒ x = 0 or x – 14 = 0
⇒ x = 0 or x = 14
x is the length of a side of the rectangle, so x ≠ 0
Hence, the length of the rectangle = 14 cm
Breadth = 14 – 14 = 0 cm
A rectangle diagonal of 14 cm cannot be made.

Polynomials and Equations Class 10 Notes Pdf

Class 10 Maths Chapter 9 Polynomials and Equations Notes Kerala Syllabus

Introduction
A polynomial is a mathematical expression consisting of indeterminates (also called variables) and coefficients, that involves only the operations of addition, subtraction, multiplication, and exponentiation to nonnegative integer powers, and has a finite number of terms.
Example: 2x² – 3x + 1

→ Each part of a polynomial is called a term.
For example, 2x² is a term.

→ Variables in polynomials are symbols, often letters, that represent unknown or changing values within a mathematical expression.

→ In the polynomial 2x² – 3x + 1, x is a variable.

→ Addition, subtraction, multiplication, division, etc, are mathematical operations.

→ An equation with power two is known as a second-degree equation (or Quadratic equation).

→ General form of a second-degree equation is ax² + bx + c = 0

→ The solutions of the equation ax² + bx + c = 0 are given by x = \(\frac{-b \pm \sqrt{b^2-4 a c}}{2 a}\)

→ To multiply a sum by a sum, each number in one sum is to be multiplied by each number in the other sum, and the products added.
For any four numbers x, y, u, v.
(x + y)(u + v) = xu + xv + yu + yv

→ The product of the first degree polynomials x + a and x + b is the second degree polynomial x² + (a + b)x + ab.
For any numbers x, a, b,
(x + a)(x + b) = x² + (a + b)x + ab
(x + a)(x – b) = x² + (a – b)x – ab
(x – a)(x – b) = x² – (a + b)x + ab

→ We can write a second-degree polynomial as the product of two first-degree polynomials.

Multiplications
To multiply a sum by a sum, each number in one sum is to be multiplied by each number in the other sum, and the products added.
If we wrote this as an algebraic equation
For any four numbers x, y, u, v
(x + y)(u + v) = xu + xv + yu + yv

Polynomial Multiplication
For any numbers x, a, b,
(x + a)(x + b) = x² + (a + b)x + ab
In terms of polynomials,
The product of the first degree polynomials x + a and x + b is the second degree polynomial x² + (a + b)x + ab
(x – a)(x – b) = x² – (a + b)x + ab

Polynomial Factors
We can write a second-degree polynomial as the product of two first-degree polynomials.
For example, let us look at how we can write x² + 5x + 6 as the product of two first-degree polynomials:
Take x² + 5x + 6 = (x + a)(x + b)
x² + (a + b)x + ab = (x + a)(x + b)
⇒ x² + 5x + 6 = x² + (a + b)x + ab
⇒ a + b = 5, ab = 6
So, we have to find two numbers with a sum of 5 and a product of 6.
Thus, the numbers are 2 and 3.
Hence, x² + 5x + 6 = (x + 2)(x + 3)

Factors and Solutions
One side of a rectangle is 3 metres longer than the other side, and its area is 270 square metres. What are the lengths of the sides?
Answer:
If we denote the length of the shorter side as x metres, then the length of the longer side is x + 3 metres.
Area = x(x + 3) = 270 square metres.
The problem can be stated using algebra as
To get x² + 3x = 270
What number should we take as x?
Factorize x² + 3x – 270
x² + 3x – 270 = (x + a) (x + b) = x² + (a + b)x + ab
⇒ a + b = 3, ab = -270
Using identity (a – b)² = (a + b)² – 4ab, find a – b.
⇒ (a – b)² = 3² – 4 × (-270)
⇒ (a – b)² = 9 + 1080 = 1089
To find a – b, calculate the square root of 1089.
1089 = 3² × 11² = (3 × 11)² = 33²
⇒ a – b = ±33
Take a – b = 33,
a + b = 3, a – b = 33
⇒ a = \(\frac {1}{2}\) × (3 + 33)
= \(\frac {1}{2}\) × 36
= 18
b = \(\frac {1}{2}\) × (3-33)
= \(\frac {1}{2}\) × (-30)
= -15
Using this, x² + 3x – 270 = (x + 18)(x + (-15))
⇒ x² + 3x – 270 = (x + 18)(x – 15)
x² + 3x – 270 = 0
⇒ To get (x + 18)(x – 15) = 0
What number should we take as x?
⇒ x = -18 or x = 15
x is the length of the side of the rectangle, so it cannot be a negative number.
So, the length of the shorter side of the rectangle is 15 metres.
The length of the longer side is 15 + 3 = 18 metres.

One added to a number gives the square of the number. What is the number?
Answer:
Let the number be x,
x + 1 = x²
⇒ To get x² – x – 1 = 0
What number should we take as x?
Factorize x² – x – 1
x² – x – 1 = (x + a)(x + b) = x² + (a + b)x + ab
a + b = -1, ab = -1
(a – b)² = (a + b)² – 4ab
⇒ (a – b)² = (-1)2 – 4 × (-1)
⇒ (a – b)² = 1 + 4 = 5
⇒ a – b = ±√5
Take a – b = √5,
a + b = -1, a – b = √5

1 added to either of \(-\frac{\sqrt{5}-1}{2}, \frac{1+\sqrt{5}}{2}\) gives its square.

General Solution
Any second-degree polynomial can be written in the form ax² + bx + c.
So any second-degree equation can be written in the form ax² + bx + c = 0
⇒ x² + \(\frac {b}{a}\)x + \(\frac {c}{a}\) = 0
⇒ x² + \(\frac {b}{a}\)x + \(\frac {c}{a}\) = (x + p)(x + q) = x² + (p + q)x + pq
⇒ p + q = \(\frac {b}{a}\) and pq = \(\frac {c}{a}\)
By using the identity (p-q)² = (p + q)² – 4pq, find p-q. Using p-q and p + q, find p, q.
So, we can write the solutions of the equation ax² + bx + c = 0
x = \(\frac{-b \pm \sqrt{b^2-4 a c}}{2 a}\)

Students often refer to Kerala Syllabus 10th Standard Maths Textbook Solutions Chapter 8 Tangents Questions and Answers Notes Pdf to clear their doubts.

SSLC Maths Chapter 8 Tangents Questions and Answers

Tangents Class 10 Questions and Answers Kerala State Syllabus

SCERT Class 10 Maths Chapter 8 Tangents Solutions

Class 10 Maths Chapter 8 Kerala Syllabus – Lines and Circles

(Textbook Page No. 165)

Question 1.
In each of the two pictures below, a tangent to the circle, the radius through the point of contact, and another line through the centre are drawn to make a triangle:

Draw these in your notebook.
Answer:
Construction of Figure 1:
Draw a circle of radius 2.5 cm. At a point on the circle, draw a perpendicular to the radius. This line will be the tangent.
Consider the centre of the circle and draw an arc of radius 5 cm that cuts the tangent from the centre.
A triangle is formed.

Construction of Figure 2:
Draw a line segment of length 2 cm slanting as shown in the figure. Draw a perpendicular from the upper end of this line.
Considering the lower end as the centre, draw an arc of radius 4 cm to cut the perpendicular drawn earlier.
Mark the point of intersection as O.
With O as the centre and consider the distance from O to the upper end of the 2 cm line segment as the radius, and draw the circle.

Question 2.
Prove that the tangents drawn at the two ends of a diameter of a circle are parallel.
Answer:

From the figure,
The diameter is perpendicular to the tangent.
The angles formed between the tangent and the ends of the diameter are each 90°.
The perpendiculars drawn to a line through its endpoints are parallel to each other.

Question 3.
If the tangents are drawn to a circle at the ends of a pair of perpendicular diameters, what kind of quadrilateral do they form?
Answer:

From the figure, it forms a square.

SCERT Class 10 Maths Chapter 8 Solutions – Tangents and Angles

(Textbook Page No. 168-169)

Question 1.
Draw a circle of radius 2.5 centimetres. Draw a triangle of angles 40°, 60°, 80°, with its sides touching the circle.
Answer:
Draw a circle.
From the centre, draw radii that divide the angles around the centre into parts measuring 2 × 40° = 80° and 2 × 60° = 120°.
Through the endpoints of those radii, draw tangents to the circle.
The tangents will intersect to form the required triangle of angles 40°, 60°, and 80°.

Question 2.
In the picture, the small (blue) triangle is equilateral. The sides of the larger (green) triangle are tangents at the vertices of the smaller triangle to its circumcircle.

(i) Prove that the larger triangle is also equilateral and its sides are double those of the smaller triangle.
(ii) Draw this picture with the sides of the smaller triangle as 3 centimetres.
Answer:
(i) Construction:

Draw a circle with centre O.
Draw the radii OA, OB, and OC.
∠AOB = 2 × 60 = 120°.
AOBP is a cyclic quadrilateral.
Therefore, ∠P = 180 – 120 = 60°.
Similarly, we get ∠Q = ∠R = 60°.
Triangle PQR is an equilateral triangle.
ABCQ and PBCA are parallelograms.
∠B = ∠Q = 60° and ∠C = ∠P = 60°
BC = AQ = AP.
That means PQ = 2 × BC
Similarly, ABRC is a parallelogram.
AC = PB = BR.
That means PR = 2 × AC and QR = 2 × AB.

(ii) Construction:
Draw an equilateral triangle with sides 3 cm.
Draw the perpendicular bisectors of its sides.
The intersection point of the bisectors is the centre; take that point as the centre and draw the circumcircle of the triangle.
Through the corners, draw tangents to the circle.

Question 3.
The picture shows two tangents to a circle and the radii through the points of contact:

(i) Prove that the lengths of the tangents are equal.
(ii) Prove that the line joining the centre of the circle to the point of intersection of the tangents bisects the angle between the radii.

(iii) Prove that this line is the perpendicular bisector of the chord joining the points of contact.
Answer:
(i) ∆PAO and ∆PBO are right-angled triangles.

∠A = ∠B = 90°
PA² + OA² = OP², PB² + OB² = OP²
PA² + OA² = PB² + OB²
OA = OB (radii of the circle)
PA² = PB²
⇒ PA = PB

(ii) PA = PB, OA = OB and OP is the common side.
The angles opposite to the equal sides are equal.
Hence, the angles opposite to OA and OB are equal.
That is ∠APO = ∠BPO

(iii) Consider the triangles PAQ and PBQ:

PA = PB, PQ is the common side, and the included angles are equal.
Hence, the sides opposite equal angles are equal, i.e,. AQ = BQ.
Also, ∠PQA + ∠PQB = 180°.
So, ∠PQA = ∠PQB = 90°.
Therefore, the line OP is the perpendicular bisector of the chord AB.

Question 4.
The picture shows a rhombus with each side tangent to a circle within it:

Draw this in your notebook.
Answer:
Draw a circle with a radius of 4 cm.
Draw diameters so that the angle between them is 180 – 40 = 140°
Through the endpoints of those diameters, draw tangents to the circle.
A rhombus is formed.

Class 10 Maths Kerala Syllabus Chapter 8 Solutions – Chord and Tangent

(Textbook Page No. 176-177)

Question 1.
In the picture, the sides of the larger triangle are the tangents to the circumference of the smaller triangle at its vertices:

Calculate the angles of the larger triangle.
Answer:
∠QAB = ∠QBA = 60°
∠Q = 180 – 120 = 60°
∠PAC = ∠PCA = 80°
∠P = 180 – 160 = 20°
∠R = 180 – (60 + 20) = 100°

Question 2.
In the picture, the sides of the larger triangle are tangents to the circle. Their points of contact are the vertices of the smaller triangle:

Calculate the angles of the larger triangle.
Answer:

In ∆APQ, ∠P = ∠Q = 60°, ∠R = 60°
In ∆CPR, ∠P = ∠R = 70°, ∠Q = 70°
In ∆PQR, ∠P = 180 – (60 + 70) = 50°

Question 3.
In the picture, PQ, RS, TU are tangents to the circumcircle of triangle ABC at its vertices.

Sort out the equal angles in the picture.
Answer:
∠UCB = ∠RBC = ∠CAB
∠TCA = ∠PAC = ∠CBA
∠BAQ = ∠ABS = ∠ACB

Question 4.
In each picture below, a tangent is drawn to the circumcircle of a regular polygon, at a vertex:

In each picture, calculate the angles between the tangent and the sides of the polygon through the point of contact.
Answer:
In Figure 1:
∠5 = 60°.
Hence x = 60°

In Figure 2:
If AC is drawn, then ∠ACD = ∠CAD =45°.
Hence y = 45°

In Figure 3:
The angle formed by one side with the opposite corner is \(\frac {108}{3}\) = 36°.
Hence z = 36°

SSLC Maths Chapter 8 Questions and Answers – Tangent From Outside

(Textbook Page No. 180)

Question 1.
Draw a circle of radius 2.5 centimetres and draw tangents to it from a point 7 centimetres from the centre.
Answer:
Draw a circle of radius 2.5 cm and mark a point P with 7 cm from the centre O.
Join the centre O and the point P with a dotted line.
Draw another circle with OP as its diameter.
This new circle intersects the first circle at two points.
From the point P, draw two straight lines to the point of intersection.
These lines are the tangents.

Question 2.
Draw a circle of radius 3 centimetres and draw tangents to it from a point 7.5 centimetres from the centre.
Answer:
Draw a circle of radius 3 cm and mark a point P with 7.5 cm from the centre O.
Join the centre O and the point P with a dotted line.
Draw another circle with OP as its diameter.
This new circle intersects the first circle at two points.
From the point P, draw two straight lines to the point of intersection.
These lines are the tangents.

(Textbook Page No. 182)

Question 1.
In the figure, a triangle is formed by two perpendicular tangents and a third tangent to the circle:

(i) Prove that the perimeter of the triangle is the sum of the lengths of the perpendicular tangents.
(ii) Prove that the length of each of the perpendicular tangents is equal to the radius of the circle.
(iii) Prove that the perimeter of the triangle is equal to the diameter of the circle.
Answer:

(i) Perimeter = MA + AB + MB
= MA + AP + PB + MB
= MA + AC + BD + MB
= MC + MD

(ii) The tangent MD is perpendicular to the tangent MC. MC is perpendicular to OC, and MD is perpendicular to OD.
This is because a tangent and the radius drawn through the point of contact are always perpendicular to each other.
Therefore, MCOD is a square.
MC = MD = OD = OC.

(iii) We know that the Perimeter = MC + MD
MC + MD is equal to OC + OD (property of a square).
OC + OD is the sum of two radii, which is equal to the diameter.

Question 2.
The picture shows the triangle formed by three tangents to a circle:

Calculate the length of each tangent from each vertex to the point of contact.
Answer:

Let AP = x then PB = 4 – x
BR = 4 – x
CR = 7 – (4 – x) = 3 + x
CQ = 3 + x
AQ = 5 – (3 + x) = 2 – x
AP = AQ
⇒ x = 2 – x
⇒ 2x = 2
⇒ x = 1
∴ AP = 1, BP = 3, BR = 3, CR = 4, CQ = 4, AQ = 1

Question 3.
The figure shows two circles touching at a point and the common tangent at this point:

(i) Prove that this tangent bisects another common tangent to these circles.

(ii) Show that the triangles formed by joining these points of contact are right-angled.

Answer:
(i) PA, PB, and PC are tangents from the point P.
PA = PC, PB = PC.
Therefore, PA = PB.

(ii) In ∆PXC, PA = PC ⇒ ∠A = ∠C = x
In ∆PBC, PB = PC ⇒ ∠B = ∠C = y
Therefore in ∆ABC
⇒ x + x + y + y = 180
⇒ 2x + 2y = 180
⇒ x + y = 90°
⇒ ∠C = 90°

Kerala Syllabus Class 10 Maths Chapter 8 Solutions – Circle Touching A Line

(Textbook Page No. 187-188)

Question 1.
Draw the triangle with sides of 7 centimeters, 8 centimeters, and 9 centimeters, and draw its incircle.
Answer:

Question 2.
Draw the rhombus with sides of length 5 centimetres and one angle of 50°, and draw its incircle.
Answer:

Question 3.
Draw an equilateral triangle and draw a semicircle touching two of its sides as shown in the figure:

Answer:
Draw a triangle.
Mark the midpoint of one side and draw the perpendicular bisector.
From this midpoint, draw a perpendicular to the other side.
Taking this perpendicular distance as the radius and the midpoint as the centre, draw a semicircle.

Question 4.
Calculate the radius of the incircle of the equilateral triangle with a side of 12 centimetres.
Answer:
Area of the triangle = \(\frac{\sqrt{3}}{4} \times 12^2\) = 36√3 cm²
Perimetre = 3 × 12 = 36 cm
s = \(\frac {36}{2}\) = 18
r = \(\frac{A}{s}=\frac{36 \sqrt{3}}{18}\) = 2√3

Question 5.
Calculate the radius of the incircle of a triangle with sides 13, 14, and 15 centimetres.
Answer:

Question 6.
Prove that the radius of the incircle of any equilateral triangle is half the radius of its circumcircle.
Answer:
Let the side of an equilateral triangle be a,
then the height, h = \(\frac{a}{2} \times \sqrt{3}\)
In an equilateral triangle, the circumcenter, centroid, and incentre coincide.
The height is the same as the median and passes through this common point.
Circumradius R = \(\frac{2}{3} \times \frac{a}{2} \sqrt{3}=\frac{a}{\sqrt{3}}\)
Area of the equilateral triangle = \(\frac{\sqrt{3}}{4} a^2\)
Perimeter = 3a
s = \(\frac {3a}{2}\)
Radius of incircle = \(\frac{A}{s}=\frac{\sqrt{3}}{4} a^2 \div \frac{3 a}{2}=\frac{a}{2 \sqrt{3}}\)
Radius of incircle r = \(\frac {R}{2}\)
Therefore, the radius of the incircle of an equilateral triangle is half the radius of its circumcircle.

Question 7.
Prove that if the hypotenuse of a right triangle is h and the radius of its incircle is r, then its area is r(h + r).
Answer:
Let the perpendicular sides of the right-angled triangle be a and b.
Hypotenuse be h

s = \(\frac{a+b+h}{2}\)
A = rs
From the figure, POQB is a square.
RC = CQ = a – r
PA = RA = b – r
a – r + b – r = h
⇒ a + b – 2r = h
⇒ a + b = h + 2r
A = rs
= r × \(\left(\frac{a+b+h}{2}\right)\)
= r × \(\left(\frac{h+2 r+h}{2}\right)\)
= r × \(\left(\frac{2 r+2 h}{2}\right)\)
∴ A = r(r + h)

Question 8.
The lengths of the perpendicular sides of a right triangle are a, b, and its hypotenuse is c. Prove that the radius of the incircle is \(\frac {1}{2}\)(a + b – c).
Answer:
Let the perpendicular sides of the right-angled triangle be a and b.
Hypotenuse is c

From the figure, OPCQ is a square.
The radius of the incircle is equal to the sides of the square itself.
BQ – BR= a – r
AP = AR = b – r
a – r + b – r = c
⇒ a + b – 2r = c
⇒ 2r = a + b – c
⇒ r = \(\frac{a+b-c}{2}\)

Question 9.
In the picture, two vertices of a triangle are joined to its incenter:

(i) Calculate the angle marked in the picture.
(ii) In any triangle, what is the relation between the angle at a vertex and the angle between the lines joining the other two vertices to the incentre?
(iii) If one of these angles is half the other, what is the angle of the triangle?
Answer:
(i) 70° + ∠B + ∠C = 180°
∠B + ∠C = 110°
∠OBC + ∠OCB = \(\frac {110}{2}\) = 55°
∠BOC = 180 – 55 = 125°

(ii) Let the angles in the triangle ABC be A, B, and C.
Then, B + C = 180 – A
The construction is completed by drawing the angle bisectors of B and C, as the circle is an incircle.
\(\frac{B}{2}+\frac{C}{2}=\frac{180-A}{2}=90-\frac{A}{2}\)
⇒ ∠BOC = 180 – (90 – \(\frac {A}{2}\))
⇒ ∠BOC = 90 + \(\frac {A}{2}\)

(iii) If ∠BOC = x, then ∠BAC = \(\frac {x}{2}\)
∠OBC + ∠OCB = 180 – x
⇒ 2 × (∠OBC + ∠OCB) = 360 – 2x
⇒ A = 180 – (360 – 2x) = 2x – 180
⇒ 2x – A = 180
⇒ 2x – \(\frac {x}{2}\) = 180
⇒ \(\frac {3x}{2}\) = 180
⇒ x = 120°
∴ ∠A = 120°
Therefore, the marked angle in the figure is 120°
That is ∠BOC = 120°.

Tangents Class 10 Notes Pdf

Class 10 Maths Chapter 8 Tangents Notes Kerala Syllabus

Introduction
When a line and a circle are drawn on a paper, they can be related in three different ways. The line may not touch the circle at all, it may intersect the circle at two points, or it may touch the circle at exactly one point. If a line touches a circle at only one point, it is called a tangent to the circle. Tangents can be drawn through every point on a circle, and from any given point on the circle, only one tangent can be drawn.

This unit explores the geometric concepts related to tangents, along with some key geometric constructions. Every geometric construction is based on a clear geometric principle. In other words, a construction is a visual representation of a geometric concept.

→ The tangent at a point to a circle is perpendicular to the diameter through that point.

→ The angle at the centre of a circle between two radii, and the angle between the tangents at the ends of the radii, add up to 180°.

→ The angle between the tangents at the ends of a chord in a circle is the central angle of the chord subtracted from.

→ The angles that the tangents to a circle at the ends of a chord make on one side of the chord are both equal to the angle in the alternate segment.

→ From a point outside a circle, two tangents can be drawn to the circle.

→ The two tangents from a point outside a circle have the same length.

→ In a quadrilateral formed by the tangents at four points on a circle, the sum of the lengths of opposite sides is equal.

→ In any triangle, the bisectors of all three angles intersect at a single point.

→ The radius of the incircle of a triangle is equal to its area divided by half the perimeter.

Lines and Circles
Two lines are drawn through a point on the circle in such a way that they intersect the circle.
In the figure, lines AB and AC are drawn through point A.

If AB is the diameter, mark the centre O on AB. By joining OC, we get the triangle AOC. This is an isosceles triangle.
The angles opposite the equal radii are marked as x, and the angle opposite the third side is marked as y.
We can write it as, 2x + y = 180°

Let the point C move along the circle and approach the point A. Then the measure of angle y decreases. That is, angle y gets closer to zero.

When point C reaches point A, the value of y becomes zero, that is, y = 0.
At this point, AC touches the circle; in other words, AC becomes the tangent to the circle.
2x + y = 180° can be written as 2x + 0 = 180°. That is, x = 90°.
Its diagram looks like this:

It can be seen that the diameter AB is perpendicular to the tangent.
The tangent at a point to a circle is perpendicular to the diameter through that point.

Question 1.
Draw a circle with a radius of 3 cm and draw two parallel tangents to it.
Answer:
Draw a circle and mark the diameter AB.
Draw perpendiculars to AB through points A and B.
These lines are parallel tangents.

Question 2.
Draw a circle with a radius of 3 centimetres and construct a square that encloses the circle.
Answer:
Draw a circle and draw the perpendicular diameters AB and CD.
Draw perpendiculars to AB through A and B.
Draw perpendiculars to CD through C and D.
These tangents join together to form a square that encloses the circle.

Question 3.
In the figure, PA is a tangent, OA is the radius, OP is the line joining the centre O and the point P, ∠OPA = 30°, and OP = 16.

(a) What is the length of the tangent?
(b) What is the radius of the circle?
Answer:
(a) 8√3 cm
(b) 8 cm

Question 4.
PA is a tangent to a circle of radius 10 cm and ∠AOP = 60°.

(a) What is the length of the tangent?
(b) What is OP?
Answer:
(a) 10√3 cm
(b) 20 cm

Tangents and Angles
If two tangents to a circle are not parallel, then they will definitely meet at a point.

Tangents drawn through the points A and B, meet at the point C.
In the figure, the radius OA is perpendicular to AC, and the radius OB is perpendicular to BC.
∠OAC + ∠OBC = 180°
∠AOB + ∠QCB = 180°
OACB is a cyclic quadrilateral.
The angle at the centre of a circle between two radii, and the angle between the tangents at the ends of the radii, add up to 180°.
By using this geometric principle, a triangle can be drawn that covers the circle.

Question 1.
PA and PB are tangents to the circle with centre O. ∠AOC is twice ∠APC.

(a) Find ∠APB?
(b) Find ∠AOB?
Answer:
(a) If ∠APB = x then ∠AOB = 2x
x + 2x = 180
⇒ 3x = 180
⇒ x = 60
∴ ∠APB = 60°
(b) ∠AOB = 180 – 60 = 120°

Question 2.
PA and PB are tangents to the circle with centre O. ∠OAB = 20°

(a) Find the measure of ∠AOB?
(b) Find ∠APB?
Answer:
(a) ∠ABO = 20°
So ∠AOB = 180 – 40 = 140°
(b) ∠APB = 180 – 140 = 40°

Question 3.
ABC is an equilateral triangle. O is the circumcenter. PA, PC are tangents to the circle.

(a) Find ∠AOC?
(b) Find ∠APC?
Answer:
(a) ∠ABC = 60°
∠AOC = 120°
(b) ∠APC = 180 – 120 = 60°

Question 4.
Draw a circle with a radius of 3 cm, and draw an equilateral triangle that encloses the circle.
Answer:
Draw a circle of radius 3 cm.
Divide the angle around the centre into three parts with radii of 120° each.
Draw tangents to the circle along the ends of the radii.
The angle between the tangents is 180 – 120 = 60°.
Hence, the triangle formed is an equilateral triangle with each angle 60°.

Chord and Tangent
The angles that the tangents to a circle at the ends of a chord make on one side of the chord are both equal to the angle in the alternate segment.
Let us analyze this concept. For this, refer to the worksheet and the answer given below.

Let O be the centre of the circle, and AB the diameter. PA and PB are the tangents at the endpoints of the diameter. The angles between the chord and the tangent on the side are equal to x.

(a) Why ∠ABP = ∠BAP?
(b) Why ∠BPA = 180° – 2x
(c) Why ∠BOA = 2x?
(d) Why ∠BCA = y?
(e) Write the conclusion.
Answer:
(a) PA and PB are equal tangents.
In ∆PAB, the angles opposite the equal sides are equal.
(b) The sum of the angles in a triangle is 180°.
Therefore, ∠BPA = 180° – 2x.
(c) PAOB is a cyclic quadrilateral.
The sum of opposite angles is 180°.
(d) The angle in the alternate segment is half of the central angle subtended by the chord.
(e) The tangents drawn at the ends of a chord of 4 a circle make equal angles with the chord on one side, and these are equal to the angles in the opposite segment of the circle.

Question 1.
In the figure, AB is the diameter, and the line AP makes an angle of 40° with the diameter.

(a) Draw a circle with a suitable radius and draw the line AP.
(b) Draw a tangent at P without using the centre of the circle.
Answer:
(a) Draw a circle, its diameter, and a chord.
(b) Draw BP. Take P as the vertex; the other side will be the tangent, making an angle of 40°.

Question 2.
PT is the tangent to the circumcircle of ∆ABC at A. If AC = AB and ∠A = 40°.

(a) What are the measures of ∠C and ∠B?
(b) Is the line PT parallel to BC? Explain.
Answer:
(a) ∠B = ∠C = 70°
(b) The tangent at C and the side AC from an angle equal to ∠B.
Since AC = BC, ∠B = ∠A
That is the angle between the tangent, and AC is equal to ∠A.
From the equality of the alternate angles, the tangent is parallel to AB.

Question 3.
In ∆ABC, O is the circumcenter and ∠BOC = 140°

(a) What is ∠BAC?
(b) If PC is the tangent at C, what is ∠BCP?
Answer:
(a) ∠BAC = 70°
(b) 70°

Question 4.
In ∆ABC, the tangent to the circumcircle at A makes an angle of 70° with side AB.

(a) What is the measure of ∠ACB?
(b) What is the measure of ∠AOB?
Answer:
(a) ∠ACB = 10°
(b) ∠AOB = 140°

Question 5.
In the figure, O is the centre of the circle, and x, y, z are in a parallel sequence.

(a) What is x?
(b) What is ∠BAP?
(c) If the radius of the circle is 10 cm, what is the length of AB?
Answer:
(a) x = \(\frac {y}{2}\) and x + z = 180°
Since x, y, and z are in a parallel sequence,
x + z = 2y
⇒ 2y = 180°
⇒ y = 90°
x = \(\frac {90}{2}\) = 45°
z = 180 – 45 = 135°
(b) 45°
(c) 10√2

Tangent From Outside
From a point outside a circle, two tangents can be drawn to the circle. The lengths of those two tangents are equal.

The construction of tangents to a circle from an external point is a practical activity. This construction involves two geometric ideas.
(a) A tangent and the radius drawn through the point of contact are perpendicular to each other.
(b) An angle in a semicircle is 90°.

Steps of Construction:
Draw a circle and mark a point at a particular distance from the centre.
Join the centre and the external point with a straight line.
Draw another circle with this line as its diameter.
This new circle intersects the first circle at two points.
From the external point, draw two straight lines to the point of intersection.
These lines are the tangents, and each is perpendicular to the radius at the point of contact.

Let’s draw a quadrilateral that encloses a circle. Not just one quadrilateral, but many quadrilaterals can be drawn that enclose a circle.

Consider one of these quadrilaterals, and its sides can be marked as a, b, c, d.
The length of the tangents from each vertex is p, q, r, and s.
r + s = a
p + q = c
p + q + r + s = a + c
Similarly, we can write, p + q + r + s = b + d.
That means the sum of the lengths of opposite sides is equal. This can be written as follows.
In a quadrilateral formed by the tangents at four points on a circle, the sum of the lengths of opposite sides is equal.

Question 1.
PA and PB are perpendicular tangents drawn from an external point P to the circle. O is the centre of the circle.

(a) What is a suitable name for PAOB?
(b) What is the length of AB, if PB = 4 centimetres?
Answer:
(a) Square
(b) 4√2

Question 2.
PA and PB are parallel tangents to a circle of radius 4 cm. Another line, PQ, touches the circle at C.

(a) What is the distance between the parallel lines?
(b) What is the length of AB, if PA = 6 centimetres and QB = 4 centimetres?
Answer:
(a) 8 cm
(b) PA = PC = 6
QB = QC = 4
PQ = 10 cm

Question 3.
A circle touches the sides of a triangle. If AP = 1, BQ = 2, and CR = 3.

(a) Find the perimeter of the triangle.
(b) Calculate the area of the triangle?
Answer:
(a) AR = 1, CD = 3, BP = 2
Perimeter of the triangle ABC = 12 cm
(b) A right-angled triangle with perpendicular sides 3 cm and 4 cm
Area = \(\frac {1}{2}\) × 3 × 4 = 6 cm2

Question 4.
In the figure, PA = 12 centimeters, QA = 3 centimeters, and RB = 4 centimeters.

(a) Find the length of PB?
(b) Find the perimeter of the triangle PQR?
Answer:
(a) PA = 12
(b) QA = QS = 3
RB = RS = 4
PQ = 12 – 13 = 9
PR = 12 – 4 = 8
Perimeter of ∆PQR = 9 + 8 + 7 = 24

Question 5.
In the figure, PA and QB are parallel lines. Another line, PQ, touches the circle at R.

(a) Draw OA, OR, and OB.
(b) Name the equal triangles.
(c) Find ∠POQ?
Answer:
(a) Draw the lines.
(b) PA = PR, OA = OR, OP is common.
Therefore, ∆PAO and ∆PRO are equal triangles.
Similarly, ∆QRO and ∆QBO are also equal triangles.
(c) If ∠POQ = ∠POR = x then
∠QOR = ∠QOB = y
2x + 2y = 180
⇒ x + y = 90
∴ ∠POQ = 90°

Circle Touching A Line
A circle can be drawn that touches two lines meeting at a point. The centre of this circle lies on the bisector of the angle between the two lines. Therefore, to draw a circle that touches the two lines, first draw the bisector of the angle formed by the lines. From a point on the bisector, draw perpendiculars to the lines. Then, taking that point on the bisector as the centre and the perpendicular distance to the lines as the radius, draw the circle. This idea can be used for constructing the incircle of a triangle. The circle that touches all three sides of a triangle is called the incircle. Each side of the triangle can be considered as a tangent to the incircle.

To construct it, draw the triangle with the given measurements, then draw the bisectors of any two angles. The point where the bisectors meet is the centre of the circle. Taking the perpendicular distance from this point to any side as the radius, then draw the circle. The circle thus drawn will touch all three sides of the triangle. The radius of the incircle of a triangle is equal to its area divided by half the perimeter. This can be explained as follows.

Let the sides of the triangle ABC be a, b, and c, and let the radius of the incircle be r. Let S be the half of the triangle. By joining the centre of the circle to the vertices of the triangle, the triangle can be divided into three smaller triangles, ∆OAB, ∆OAC, and ∆OBC, as shown in the figure.

The sum of the areas of these three triangles gives the total area of the triangle ABC.
A = \(\frac{1}{2} a r+\frac{1}{2} b r+\frac{1}{2} c r\)
= \(\frac {1}{2}\)r(a + b + c)
= r × \(\frac{a+b+c}{2}\)
= rs
Which can also be written as, r = \(\frac {A}{s}\)

The area of the triangle with sides a, b, and c is,
A = \(\sqrt{s(s-a)(s-b)(s-c)}\)
Therefore, the radius can be written as,
r = \(\frac{\sqrt{s(s-a)(s-b)(s-c)}}{s}\) = \(\sqrt{\frac{(s-a)(s-b)(s-c)}{s}}\)
This relationship is true for all polygons that can have an incircle.

The radius of the incircle is obtained by dividing the area of the polygon by half of its perimeter. There are quadrilaterals like squares. These have an incircle and a circumcircle. In the case of a square, the centre of both types of circles is the same. But in other quadrilaterals where the incircle and circumcircle can be drawn, the centres of the two circles are different points.

How can such a quadrilateral be drawn?
Draw a circle and then draw two perpendicular chords within it. From the endpoints of these chords, draw tangents to the circle. The quadrilateral formed by the intersection of these tangents is cyclic. Now draw its circumcircle. Thus, a quadrilateral will be obtained that has both an incircle and a circumcircle.

Question 1.
The length of the hypotenuse of a right-angled triangle is 18 cm, and the radius of its incircle is 3 cm.
(a) What is the perimeter of the triangle?
(b) Calculate the area of the triangle.
Answer:
(a) Let a and b be the two perpendicular sides.
r = \(\frac{a+b-c}{2}\)
⇒ 3 = \(\frac{a+b-18}{2}\)
⇒ a + b – 18 = 6
⇒ a + b = 24
So perimeter is 24 + 18 = 42

(b) s = \(\frac {42}{2}\) = 21
A = rs
= 3 × 21
= 63 cm²

Question 2.
(a) A circle is drawn that touches the sides of a quadrilateral. Prove that in such quadrilaterals, the sum of the opposite sides is equal.

(b) Prove that AB + CD = AD + BC.
Answer:
(a) AR = AS
BR = BQ, DP = DS, CP = CQ
(b) Taking the sum of the opposite sides,
AR + BR + DP + CP = AS + BQ + DS + CQ
AB + CD = AD + BC

Question 3.
Draw an angle with suitable measures and draw a circle that touches its sides.

(a) Where is the centre of the circle located?
(b) Write the geometric principle used in the construction.
Answer:
Draw a cone and draw its angle bisector. From a point on the bisector, take the perpendicular distance to the sides of the cone as the radius and draw the circle.
(a) On the angle bisector of the cone.
(b) A tangent to a circle at any point is perpendicular to the radius drawn to that point.

Question 4.
In ∆ABC, AB = 7 cm, ∠A = 40°, ∠B = 60°
(a) Draw the triangle using the given measurements.
(b) Draw the circle that touches the sides of the triangle.
(c) Measure and write down the radius.
Answer:
(a) A triangle is drawn using the given measurements.
(b) Draw the angle bisectors of any two angles.
(c) Using the point where the bisectors meet as the centre, draw the circle by taking the perpendicular distance from this point to any side as the radius.

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Class 10 History Chapter 6 Important Questions and Answers Mass Movement for Freedom

Kerala Syllabus Class 10 Social Science History Chapter 6 Mass Movement for Freedom Important Questions

Mass Movement for Freedom Class 10 Important Questions

Question 1.
Find the ones from ‘B’ that match the “A” category given below.

A	B
Kheda Strike	i) Peasant Strike ii) Bihar iii) Local Movements

a) i, ii
b) i, iii
c) ii, iii
d) iii only
Answer:
b) i) Peasant Strike, iii) Local Movements

Question 2.
Arrange the given items in chronological order.
i. Jallianwala Bagh massacre
ii. Chauri Chaura Incident
iii. Champaran Satyagraha
iv. Ahmedabad textile mill strike
a) ii – i – iii – iv
b) iv – ii – i – iii
c) iii – i – ii – iv
d) iii – iv – i – ii
Answer:
d) iii. Champaran Satyagraha – iv. Ahmedabad textile mill strike – i. Jallianwala Bagh massacre – ii. Chauri Chaura Incident

Question 3.
Arrange the table below.

A	B
A. Dr. Satyapal	i. Khilafat movement
B. Raj Kumar Shukla	ii. Swaraj Party
C. Muhammad Ali	iii. Anti-Rowlatt agitation
D. C. R. Das	iv. Champaran Satyagraha

a) a – ii, b – iii, c – i, d – iv
b) a – iii, b – iv, c – ii, d – i
c) a – iii, b – iv, c – i, d – ii
d) a – iv, b – iii, c – i, d – ii
Answer:
c) a – iii, b – iv, c – i, d – ii

A	B
A. Dr. Satyapal	iii. Anti-Rowlatt agitation
B. Raj Kumar Shukla	iv. Champaran Satyagraha
C. Muhammad Ali	i. Khilafat movement
D. C. R. Das	ii. Swaraj Party

Question 4.
Find out which is not related to the Bardoli strike.
a) The strike took place in 1928.
b) Bardoli is located in Gujarat.
c) The main cause was increase in tax.
d) Finally, the government did not revoke the increased tax.
Answer:
d) Finally, the government did not revoke the increased tax

Question 5.
Choose the correct answer by reading the given assertion and reason.
Assertion: Gandhiji initiated the Civil Disobedience Movement by making salt on Dandi beach. Reason: The aim was to reduce public participation.
a) Both assertion and reason are correct
b) Assertion is correct, Reason is wrong
c) Assertion is wrong, Reason is correct
d) Both assertion and reason are wrong
Answer:
b) Assertion is correct, Reason is wrong

Question 6.
Find out which of the following is not related to the Gandhi-Irwin Pact.
a) Gandhi signed the Irwin Pact in 1931.
b) Congress participated in the first round table conference
c) Ended the Civil Disobedience Movement
d) Gandhiji participated in the Second Round Table Conference
Answer:
b) Congress participated in the first round table conference

Question 7.
Arrange the given items in chronological order.
i. Simla Conference
ii. Mountbatten Plan
iii. Quit India Movement
iv. Cabinet Mission
a) iv – ii – iii – i
b) ii – i – iii – iv
c) iii – i – iv – ii
d) iii – ii – i – iv
Answer:
c) iii. Quit India Movement – i. Simla Conference – iv. Cabinet Mission – ii. Mountbatten Plan

Question 8.
Who was the last Viceroy of British India?
Answer:
Mountbatten

Question 9.
Who was the first Prime minister of Independent India?
Answer:
Jawaharlal Nehru

Question 10.
Explain the provisions of the Rowlatt Act.
Answer:

• Anyone could be arrested without a warrant.
• Anyone could be jailed without trial.

Question 11.
Who were the leaders of the Khilafat movement in India?
Answer:
Muhammad Ali and Shaukat Ali

Question 12.
Explain about Chauri Chaura incident.
Answer:
On February 5, 1922, while the Non – Cooperation Movement was underway, tensions escalated between protesters and police at Chauri Chaura in Uttar Pradesh. An enraged mob set the police station on fire, resulting in the deaths of 22 policemen. Recognising that the agitation violated the principle of non-violence, Gandhiji decided to stop the movement. This decision surprised other leaders and Gandhiji faced severe criticism. Subhas Chandra Bose later described this decision as a “national calamity.” Later, Gandhiji was arrested, tried, and sentenced to six years of imprisonment.

Question 13.
Explain the reason for the Rampa Rebellion.
Answer:

• The tribals were driven to agitation by the British forest laws, which restricted their rights to graze their cattle in the forest.
• Exploitation by moneylenders.

Question 14.
What did Gandhi participate in the Khilafat Movement?
Answer:
Gandhiji recognised the importance of extending the movement to rural areas as well. Ele also understood that Hindu-Muslim unity was essential for national solidarity. To achieve this, he took up the Khilafat issue.

Question 15.
The First World War had severe economic impacts on India. Elucidate the statement.
Answer:
INDIA AND THE FIRST WORLD WAR

• The First World War (1914 – 1918) had severe economic impacts on India.
• Additional wartime taxes were levied on the people.
• Huge quantities of food grains were exported for soldiers which led to a severe food shortage.
• Crop losses and epidemics during that period worsened the situation. Many people died of famine.

Question 16.
List the names of members of the Cabinet Mission.
Answer:

1. Stafford Cripps
2. Pethick Lawrence
3. A. V. Alexander

Question 17.
Analyze the early struggles in which Mahatma Gandhi intervened in India.
Answer:

Indigo farmers in Champaran (1917)	Ahmadabad Cotton Mill strike (1918)	Peasant Struggle in Kheda (1918)
In 1917, he was persuaded by Raj Kumar Shukla to study issues faced by indigo cultivators in Champaran district, Bihar. They were exploited by European planters. As a result, the British administration appointed a commission, with Gandhiji as a member, to investigate the grievances. Consequently, the issues of the peasants were largely resolved.	Gandhiji participated in the struggle of textile mill workers in Ahmedabad, Gujarat. The struggle demanded a wage hike. Gandhiji went on a fast, and subsequently, the workers’ wages were increased.	In 1918, Gandhiji fought for the peasants of Kheda in Gujarat. They are unable to pay tax due to natural calamities. They launched a movement demanding tax remission. Gandhiji toured the villages and encouraged them. Eventually, the government agreed to grant tax remission who had lost their yield.

Question 18.
Explain the importance of the Lahore Congress.
Answer:
LAHORE CONGRESS: THE TURNING POINT
The annual session of the Indian National Congress was held in Lahore in December 1929. The Lahore Congress was significant in the history of India’s freedom struggle for several reasons.

• The Congress demanded complete independence for the first time.
• It entrusted Gandhiji with the responsibility to launch a mass movement to achieve this goal.
• The tricolour flag was formally adopted.

‘Independence Day Celebration’ Before Independence
January 26, 1930, was celebrated as ‘Independence Day’ across India as per the decision of the Lahore Congress. Meetings were convened in villages and towns simultaneously and the participants declared independence. People participated in the celebrations by hoisting the national flag and singing patriotic songs. Spinning the charkha, promotion of abstinence from alcohol, and fostering Hindu – Muslim unity were also part of the celebrations. January 26 was celebrated as Independence Day in subsequent years as well. This paved the way for January 26 to be chosen as Republic Day after independence.

Question 19.
Choose the correct answer from the given options.
i. Who led the Rampa Rebellion?
a) Motilal Nehru
b) C.R. Das
c) Dr. Satyapal
d) Alluri SitaramaRaju
Answer:
d) Alluri SitaramaRaju

ii. Who led the formation of the Awadh Kisan Sabha?
a) Jawaharlal Nehru
b) C.R. Das
c) Motilal Nehru
d) Mahatma Gandhi
Answer:
a) Jawaharlal Nehru

iii. Who led the farmers’ strike in Bardoli?
a) C.R. Das
b) Raj Kumar Shukla
c) Motilal Nehru
d) Sardar Vallabhbhai Patel
Answer:
d) Sardar Vallabhbhai Patel

iv. Who was the president of the Lahore Congress annual session in 1929?
a) Motilal Nehru
b) Jawaharlal Nehru
c) C.R. Das
d) Mahatma Gandhi
Answer:
b) Jawaharlal Nehru

Question 20.
Arrange the table given below.

A	B
Bhagat Singh	Satara
Surya Sen	Congress Socialist Party
Jayaprakash Narayan	Hindustan Socialist Republican Association
Nana Patil	Chittagong armoury

Answer:

A	B
Bhagat Singh	Hindustan Socialist Republican Association
Surya Sen	Chittagong armoury
Jayaprakash Narayan	Congress Socialist Party
Nana Patil	Satara

Question 21.
Why did Indians boycott the Simon Commission?
Answer:
The British government appointed a commission, led by Sir John Simon, to recommend constitutional reforms for India. All seven members of the commission were British. For this reason, the Congress and some other political parties decided to boycott the Simon Commission. The entire country observed a hartal on the day the commission arrived in India (February 3, 1928). Streets across India resounded with the slogan “Simon Go Back.” During the protests, Lala Lajpat Rai was severely injured in a lathi charge in Lahore and later succumbed to his injuries.

Question 22.
Peasants and workers protested against the British rule in India. Elucidate the statement.
Answer:
In the 1920s, farmers started organising themselves by forming “kisan sabhas.” The movement in Awadh, Uttar Pradesh, during this period was known as the Eka Movement. The formation of the All India Kisan Sabha in 1936 marked a significant milestone in the history of the peasant movement. In the 1940s, peasant uprisings played a crucial role in the country’s path to freedom.

With the advent of modern industries, a modern working class emerged in India. The All India Trade Union Congress (AITUC) was the first labour organisation in India to be formed on a national basis. The strikes of railways and telegraph workers in the post – World War II shook India. In 1946, a strike organised by labourers in Bombay in support of the Royal Indian Navy (RIN) Mutiny led to violence.

Question 23.
Explain the background of the Quit India Movement.
Answer:
QUIT INDIA
After the end of World War II, India’s support became crucial for Britain. To secure this, Sir Stafford Cripps came to India. However, Cripps failed to persuade Indian leaders through negotiations. This marked the beginning of the final mass movement led by Gandhiji. The ‘Quit India’ movement began as part of a speech Gandhiji delivered while addressing a mass meeting in Mumbai on August 8, 1942. The movement spread across the country even though leaders, including Gandhiji, were imprisoned.

• Students, youth, workers, and women all took up the struggle and carried it forward.
• Post offices, telegraph offices, and railway stations were targeted.
• Leaders like Jayaprakash Narayan, Ram Manohar Lohia, Arana Asaf Ali, and Sucheta Kripalani led the struggle from hiding. They communicated with activists through Congress Radio, which operated secretly from Bombay.

Although the straggle turned violent in several areas, Gandhiji did not condemn it. He alleged that it was the brutality of the government that provoked the people. He declined pressure from the government to denounce the violence and instead declared a 21-day fast in jail. International newspapers demanded Gandhiji’s release, but he completed the fast by overcoming all odds. During the Quit India Movement, certain areas were liberated from British control, and temporary governments were established in those regions.

• Ballia: In Ballia, Uttar Pradesh, a parallel government was established under Chittu Pandey.
• Satara: The parallel government was formed under Nana Patil in Satara, Maharashtra, which lasted until 1945.
• Tamluk: The parallel government in Tamluk in Bengal lasted for a year. It operated effectively by allocating funds to schools, establishing courts, and distributing surplus grain to the poor.

Question 24.
Examine how various sections of society participated in the Civil Disobedience Movement.
Answer:

Peasants	Peasants participated in the movement by refusing to pay tax to the government and rent to the landlords.
Labourers	Labourers in railways, ports, and mines participated in the movement. The labour strike at Sholapur (Maharashtra) turned violent.
Tribal People	They went into the forests to collect resources defying forest laws.
Women	They actively participated in programmes of the movement, such as salt making, and picketing shops that sold foreign goods.
Traders and Industrialists	They refused to buy or sell imported products.

Question 25.
Explain the importance of the Non-Cooperation Movement and participation of various sections of society.
Answer:
A non-violent, non-cooperation movement was launched under the joint leadership of the Khilafat Committee and the Indian National Congress.

The methods of the Non-Cooperation Movement included:

• Returning titles of honours granted by the British government
• Resigning from government jobs
• Advocates boycotting British courts
• Students boycotting British-run schools
• Boycotting foreign goods
• Boycotting legislative assemblies
• Strengthening social harmony, promoting the use of national products, popularising khadi, and establishing national schools were also key programmes during the movement.

Participation of various sections of society:
Women: Women participated in the movement by boycotting foreign goods, and collecting and burning foreign clothes.

Workers: Workers also responded actively to the Non-Cooperation Movement. Workers of the Buckingham Carnatic Mills in Madras, plantation labourers in Assam, and workers of the Assam – Bengal Railway, are among others who went on strike in support of the movement.

Students: Thousands of students boycotted government schools and colleges. They enrolled in national institutions to continue their studies. The Kashi Vidyapeeth in Banaras, Gujarat Vidyapeeth, and Jamia Millia Islamia in Aligarh were among the national institutions founded during this time.

Tribal People: The tribal communities participated in the movement by defying British-imposed forest laws. These laws had restricted access to forest resources.

Peasants: Peasants participated in the movement in large numbers. The ‘Awadh Kisan Sabha’ was formed under the leadership of Jawaharlal Nehru during this period. In Bengal, peasants boycotted jute cultivation. They chose to grow rice and cotton instead of jute.

Question 26.
Write a short note about JallianwalaBagh Massacre.
Answer:
RESISTANCE TO BRITISH REPRESSION
The British government took a few steps to repress the Indian freedom movement which gained momentum after World War I. The Rowlatt Act of 1919 was implemented as part of this effort. According to this law:

• Anyone could be arrested without a warrant.
• Anyone could be jailed without trial.

Gandhiji called for a national hartal on April 6, 1919, to protest this repressive law that curtailed fundamental rights. A ‘Satyagraha Sabha’ was formed to publicise the movement. There was a massive popular participation in the hartal. Gandhiji described this national hartal as the ‘most wonderful spectacle.’ The anti-Rowlatt agitation was very strong in Punjab and Lahore. Dr. Satyapal and Dr. Saifuddin Kitchlew, the popular leaders of Punjab, were arrested and imprisoned. Martial law was declared in Amritsar.

On April 13, 1919, people gathered on a ground for a public meeting at Jallianwala Bagh in Amritsar to protest against the arrest of their leaders. Following the orders of General Reginald Dyer, the British police opened fire on the crowd without warning. The ground had only one entrance. According to official records, 379 people were killed during the 10-minute firing. However, actual casualties were likely much higher, with over a thousand injured. The British government appointed Hunter Commission to inquire into various incidents including the Jallianwala Bagh Massacre.

The Political Training Ground in South Africa
It was South Africa that shaped the political leader Mahatma Gandhi. He spent twenty years in South Africa. He arrived there as a legal assistant to Dada Abdullah Javeri, a migrant Gujarati merchant. During that time, Gandhiji led a struggle against racial discrimination faced by the Asians and the coloured people at the hands of the whites. It was in South Africa, that Gandhiji developed his Satyagraha, a form of struggle based on non-violence. South Africa served as a training ground for his real struggle. Gandhiji returned to India in 1915.

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SSLC History Chapter 6 Notes Pdf English Medium Mass Movement for Freedom

SCERT Class 10 Social Science History Chapter 6 Mass Movement for Freedom Notes Question Answer Kerala Syllabus

Class 10 History Chapter 6 Notes Kerala Syllabus Mass Movement for Freedom

Question 1.
Discuss the changes brought about by the leadership of Mahatma Gandhi in the freedom movement of India and prepare a note about it.
Answer:
Gandhiji transformed India’s freedom struggle into a mass movement. After Mahatma Gandhi had become the leader of the freedom movement, various sections of society, including peasants, workers, women, and students actively participated in the struggles. Gandhiji knew that the British Empire could only be fought against with the support of various sections of Indian society. He was able to unite everyone under a single umbrella and could become one of them.

Question 2.
Complete the Table.

Answer:

1917	Champaran	Issues faced by indigo cultivators
1918	Ahmedabad	For the salary hike of the textile mill workers
1918	Kheda	For the peasants

Question 3.
Identify the features of the early movements in which Gandhij i participated in India and prepare a chart. Mark the locations related to these movements on an outline map of India and include them in the chart.(Hints: Mark the given locations on an outline map of India)
Answer:

• Gandhiji, after having returned to India from South Africa, first turned his attention to local movements.
• Solving the problems of Farmers and Workers.
• The struggle demanded a wage hike.
• The political ideology of Mahatma Gandhi and his Satyagraha, based on non-violence.

Question 4.
Collect more information about Jallianwala Bagh Massacre and present it in the form of a role play.
Answer:
(Hints: Conduct a role play by using the given information)

The Jallianwala Bagh Massacre took place on April 13,1919, in Amritsar, Punjab, and is remembered as one of the most tragic events in Indian history. On that day, thousands of men, women, and children gathered peacefully at Jallianwala Bagh to celebrate the festival of Baisakhi and to protest against the Rowlatt Act, a repressive law passed by the British government that allowed arrests without trial. Without any warning, Brigadier- General Reginald Dyer and his troops surrounded the garden, blocked the narrow exits, and opened fire on the unarmed crowd.

The shooting continued for about ten minutes, killing hundreds and injuring over a thousand people. Official British reports said 379 people were killed, but Indian estimates placed the number much higher. The massacre shocked the entire nation and the world, leading to widespread anger against British rule. It became a turning point in India’s freedom struggle, as many Indians lost faith in British justice and joined the movement for independence. A memorial now stands at Jallianwala Bagh to honor the innocent lives lost in this brutal event.

Question 5.
Hold a discussion on the topic ‘Boycott and Constructive Programmes as the core ideas of Non-Cooperation Movement. ’
Answer:
A non-violent, non-cooperation movement was launched under the joint leadership of the Khilafat Committee and the Indian National Congress. The methods of the Non-Cooperation Movement included:

• Returning titles of honours granted by the British government
• Resigning from government jobs
• Advocates boycotting British courts
• Students boycotting British-run schools
• Boycotting foreign goods
• Boycotting legislative assemblies
• Strengthening social harmony, promoting the use of national products, popularising khadi, and establishing national schools were also key programmes during the movement.

Participation of various sections of society: Women: Women participated in the movement by boycotting foreign goods, and collecting and burning foreign clothes.

Workers: Workers also responded actively to the Non-Cooperation Movement. Workers of the Buckingham Carnatic Mills in Madras, plantation labourers in Assam, and workers of the Assam- Bengal Railway, are among others who went on strike in support of the movement.

Students: Thousands of students boycotted government schools and colleges. They enrolled in national institutions to continue their studies. The Kashi Vidyapeeth in Banaras, Gujarat Vidyapeeth, and Jamia Millia Islamia in Aligarh were among the national institutions founded during this time.

Tribal People: The tribal communities participated in the movement by defying British-imposed forest laws. These laws had restricted access to forest resources.

Peasants: Peasants participated in the movement in large numbers. The ‘Awadh Kisan Sabha’ was formed under the leadership of Jawaharlal Nehru during this period. In Bengal, peasants boycotted jute cultivation. They chose to grow rice and cotton instead of jute.

Question 6.
Prepare a newspaper report on the Chauri Chaura incident.
Answer:
(Hints)
Violence at Chauri Chaura: Non-Cooperation Movement Suspended

On February 5, 1922, during the Non-Cooperation Movement, a violent clash broke out between protesters and police at Chauri Chaura in Uttar Pradesh. An angry mob set the police station on fire, killing 22 policemen. Shocked by this violation of non-violence, Mahatma Gandhi immediately called off the movement. His decision surprised many leaders and was criticized by Subhas Chandra Bose, who called it a “national calamity.” Soon after, Gandhiji was arrested and sentenced to six years in prison. The incident marked a major turning point in India’s freedom struggle.

Question 7.
How did the policies of the Swaraj Party differ from those of the Non-Cooperation Movement? Discuss.
Answer:
During the Non-Cooperation Movement, both elections and participation in legislative assemblies were boycotted. However, leaders such as C. R. Das and Motilal Nehru, who opposed with this strategy, formed the Swaraj Party in 1923 as a faction within the Congress. Their aim was to utilise the legislative assemblies as forums to voice political dissent. They participated in the elections, became members of legislative assemblies, and criticised the government. Thus, the Swaraj Party could successfully expose the government’s anti-public policies in the legislative assemblies.

Question 8.
Write a short note on the Anti-Simon Commission movement.
Answer:
The British government appointed a commission, led by Sir John Simon, to recommend constitutional reforms for India. All seven members of the commission were British. For this reason, the Congress and Some other political parties decided to boycott the Simon Commission. The entire country observed a hartal on the day the commission arrived in India (February 3, 1928). Streets across India resounded with the slogan “Simon Go Back.” During the protests, Lala Lajpat Rai was severely injured in a lathi charge in Lahore and later succumbed to his injuries.

Question 9.
Prepare a chart listing the major agitations that followed the withdrawal of the Non-Cooperation Movement.
Answer:

• 1928 – Anti-Simon commission movement
• 1928 – Bardoli Peasants Movement

Question 10.
What made the Lahore Congress a milestone in India’s freedom struggle?
Answer:
The annual session of the Indian National Congress was held in Lahore in December 1929. The Lahore Congress was significant in the history of India’s freedom struggle for several reasons.

• The Congress demanded complete independence for the first time.
• It entrusted Gandhiji with the responsibility to launch a mass movement to achieve this goal.
• The tricolour flag was formally adopted.

Question 11.
Prepare a newsletter on the participation of various sections of the population in the Civil Disobedience Movement and present it in the class.
Answer:
THE SEA ROAR AT DANDI
Following the decisions made at the Lahore Congress Gandhiji was entrusted with the task of initiating a mass movement for complete independence. Before launching the movement, Gandhiji sent a letter to Viceroy Lord Irwin, highlighting the hardships faced by Indians under British rule. The letter hinted at a possible civil disobedience movement. To ensure participation from all sections of society, Gandhiji decided to begin the movement by breaking the salt law. It was decided to break the salt law at Dandi Beach in Gujarat. For this, Gandhiji, along with 78 selected volunteers, marched to Dandi. Many foreign reporters also arrived to cover the 24-day-long walk. Gandhiji advised the people gathered along the route on the importance of cleanliness, the need to wear khadi, and fostering social harmony. On April 6, 1930, Gandhiji initiated the Civil Disobedience Movement by making salt on Dandi beach.

• Public participation in the Civil Disobedience Movement surpassed that of the earlier Non-Cooperation Movement.
• Northwestern India was one of the major centres of the Civil Disobedience Movement. Khan Abdul Ghaffar Khan led the movement there. He was known as the ‘Frontier Gandhi,’ who led a volunteer force called the Khudai Khidmatgar.

Participation of the various sections of society in this movement are:

Peasants	Peasants participated in the movement by refusing to pay tax to the government and rent to the landlords.
Labourers	Labourers in railways, ports, and mines participated in the movement. The labour strike at Sholapur (Maharashtra) turned violent.
Tribal People	They went into the forests to collect resources defying forest laws.
Women	They actively participated in programmes of the movement, such as salt making, and picketing shops that sold foreign goods.
Traders and Industrialists	They refused to buy or sell imported products.

Question 12.
Prepare a digital presentation on the issues faced by the peasants and workers in India and their responses and protests against these issues during the British rule.
Answer:
(Hints)
Slide 1: Introduction

Slide 2: Issues Faced by Peasants

• Excessive taxation
• Exploitation by landlords
• Eviction

Slide 3: Major Peasant Movements

• In the 1920s, farmers started organising themselves by forming “kisan sabhas.”
• The movement in Awadh, Uttar Pradesh, during this period was known as the Eka Movement.
• The formation of the All India Kisan Sabha in 1936 marked a significant milestone in the history of the peasant movement.
• In the 1940s, peasant uprisings played a crucial role in the country’s path to freedom.
• The Tebhaga Movement in Bengal and the Telangana Movement in Andhra were prominent ones among the later peasant movements.

Slide 4: Issues Faced by Workers

• Low wages
• Excessive working hours
• Exploitation of women and child labourers, etc.

Slide 5: Major Worker Movements

• The All India Trade Union Congress (AITUC) was the first labour organisation in India to be formed on a national basis.
• The strikes of railways and telegraph workers in the post-World War II shook India.
• In 1946, a strike organised by labourers in Bombay in support of the Royal Indian Navy (RIN) Mutiny led to violence.

Slide 6: Conclusion

Question 13.
Discuss and prepare a note on how the Quit India Movement differs from earlier movements.
Answer:

• Students, youth, workers, and women all took up the struggle and carried it forward.
• Post offices, telegraph offices, and railway stations were targeted.
• Leaders like Jayaprakash Narayan, Ram Manohar Lohia, Aruna Asaf Ali, and Sucheta Kripalani led the struggle from hiding. They communicated with activists through Congress Radio, which operated secretly from Bombay.
• Struggle turned violent in several areas.
• Certain areas were liberated from British control, and temporary governments were established in those regions.
• The importance of the Quit India Movement is that it made freedom an urgent goal.
• Transfer of power became inevitable.

Std 10 History Chapter 6 Notes Kerala Syllabus – Extended Activities

Question 1.
Organise a presentation highlighting major events in India’s freedom movement since 1919 using ICT in the Social Science Lab.
Answer:
(Hints)

• Title Slide (India’s Freedom Movement (1919 – 1947)
• Highlight Major Events:
  • 1919: Jallianwala Bagh Massacre
  • 1930 – 34: Civil Disobedience Movement (Salt March)
  • 1942: Quit India Movement
  • 1947: India achieves independence
• Use Visuals

Question 2.
Organise a digital quiz on the topic “Gandhiji and the Freedom Movement of India.”
Answer:
(Hints)

• When did Mahatma Gandhi return to India from South Africa?
• Which movement was started by Gandhiji in 1920 – 22?
• What was the main principle of Gandhiji’s movements?
• Name the first Satyagraha led by Gandhiji in India.
• Who described Gandhiji’s decision to withdraw the Non-Cooperation Movement after Chauri Chaura as a “national calamity”?

Question 3.
Organise a virtual tour of key locations significant to India’s freedom movement.
Answer:
(Hints)
With the help of the teacher, find important places related to the Indian freedom struggle and organize a virtual tour. Record the historical significance and experiences of each place.

Mass Movement for Freedom Class 10 Notes Pdf

• Gandhiji, after having returned to India from South Africa, first turned his attention to local movements.
• In 1917, he intervened in the issues faced by indigo cultivators in Champaran district, Bihar.
• In 1918, Gandhiji participated in the struggle of textile mill workers in Ahmedabad, Gujarat.
• The British government appointed Hunter Commission to inquire into various incidents including the Jallianwala Bagh Massacre.
• The anti-Rowlatt agitation was a turning point in the freedom movement.
• The Khilafat movement in India was led by two brothers, Muhammad Ali and Shaukat Ali.
• A non-violent, non-cooperation movement was launched under the joint leadership of the Khilafat Committee and the Indian National Congress.
• Hind Swaraj is a book written by Gandhij i and published in 1909.
• During the Non-Cooperation Movement, both elections and participation in legislative assemblies were boycotted.
• The British government appointed a commission, led by Sir John Simon, to recommend constitutional reforms for India.
• On April 6, 1930, Gandhiji initiated the Civil Disobedience Movement by making salt on Dandi beach.
• In 1928, Bhagat Singh and his associates founded the Hindustan Socialist Republican Association (HSRA).
• The success of the Russian Revolution in 1917 and the spread of socialist ideas led to the formation of the Congress Socialist Party (CSP).
• The ‘Quit India’ movement began as part of a speech Gandhiji delivered while addressing a mass meeting in Mumbai on August 8, 1942.
• Captain Mohan Singh, an officer in the British Indian Army, took the initiative to form the Indian National Army.
• World War II and the altered global circumstances accelerated the journey towards freedom.

INTRODUCTION

The chapter “Mass Movement for Freedom” explores the period in India’s history when ordinary people from all sections of society actively joined the struggle for independence against British rule. It highlights how peasants, workers, students, women, and tribal communities came together to participate in large-scale movements such as the Non-Cooperation Movement, Civil Disobedience Movement, and Quit India Movement. These movements were mostly non-violent and guided by the principles of Gandhiji, but sometimes escalated into violent clashes due to colonial repression. The chapter emphasizes the power of collective action and shows how the united efforts of millions of Indians gradually weakened British control and paved the way for India’s freedom in 1947.

From Champaran to Kheda

• Gandhiji, after having returned to India from South Africa, first turned his attention to local movements.
• In 1917, he intervened in the issues faced by indigo cultivators in Champaran district, Bihar.
• In 1918, Gandhiji participated in the struggle of textile mill workers in Ahmedabad, Gujarat.
• The British government took a few steps to repress the Indian freedom movement which gained momentum after World War I. The Rowlatt Act of 1919 was implemented as part of this effort.
• GandhijicalledforanationalhartalpnApril6,1919, to protest this repressive law that curtailed fundamental rights.
• The British government appointed Hunter Commission to inquire into various incidents including the Jallianwala Bagh Massacre.

Towards a mass movement

• The anti-Rowlatt agitation was a turning point in the freedom movement.
• The Khilafat movement in India was led by two brothers, Muhammad Ali and Shaukat Ali.
• A non-violent, non-cooperation movement was launched under the joint leadership of the Khilafat Committee and the Indian National Congress.
• Gandhiji and the Ali brothers toured the country, convening mass gatherings and promoting the message of the non-cooperation movement.
• During the Non-Cooperation Movement, both elections and participation in legislative assemblies were boycotted.
• A committee under the leadership of Motilal Nehru drafted a constitutional reform report, known as the Nehru Committee Report.
• On April 6, 1930, Gandhiji initiated the Civil Disobedience Movement by making salt on Dandi beach.

The Sea Roar at Dandi

• Public participation in the Civil Disobedience Movement surpassed that of the earlier Non-Cooperation Movement.
• Northwestern India was one of the major centres of the Civil Disobedience Movement.
• The Civil Disobedience Movement convinced the British that it was inevitable to transfer at least some power to Indians. As a result, discussions known as the Round Table Conferences were held in London.
• Salt making was a government monopoly.

The Path of Armed Struggle

• Along with the methods of struggle advocated by the Congress and Mahatma Gandhi, many people adopted different approaches to achieve the goal of freedom.
• Instead of Gandhiji’s non-violent approach, some people adopted the path of revolution.
• The success of the Russian Revolution and the sudden withdrawal of the Non-Cooperation Movement halfway were among the factors that led them to the path of revolution.
• Following this, a revolutionary organisation named the Hindustan Republican Association (HRA) was formed in 1924.
• In 1928, Bhagat Singh and his associates founded the Hindustan Socialist Republican Association (HSRA).
• The success of the Russian Revolution in 1917 and the spread of socialist ideas led to the formation of the Congress Socialist Party (CSP).
• The All India Kisan Sabha led the Tebhaga Movement during 1946 – 47.
• The Royal Indian Navy (RIN) was the naval force of British India.

Quit India

• The ‘Quit India’ movement began as part of a speech Gandhiji delivered while addressing a mass meeting in Mumbai on August 8, 1942.
• During the Quit India Movement, certain areas were liberated from British control, and temporary governments were established in those regions.
• Subhas Chandra Bose was a leader who took a completely different path for India’s freedom.
• Subhas Chandra Bose served twice as the President of the Congress, following differences of opinion with Gandhiji, he resigned from the Congress and formed the Forward Bloc party.
• World War II and the altered global circumstances accelerated the journey towards freedom.
• Captain Mohan Singh, an officer in the British Indian Army, took the initiative to form the Indian National Army.

FROM CHAMPARAN TO KHEDA

• Gandhiji, after having returned to India from South Africa, first turned his attention to local movements.

In 1917, he intervened in the issues faced by indigo cultivators in Champaran district, Bihar. He was persuaded by Raj Kumar Shukla, a native of Champaran, to visit the area. The European planters were exploiting the indigo cultivators. As a result of Gandhiji’s intervention, the British administration appointed a commission, with Gandhiji as a member, to investigate the cultivators’ grievances. Consequently, the issues of the peasants were largely resolved.

In 1918, Gandhiji participated in the struggle of textile mill workers in Ahmedabad, Gujarat. The struggle demanded a wage hike. Gandhiji went on a fast, and subsequently the workers’ wages were increased. In 1918, Gandhiji fought for the peasants of Kheda in Gujarat. The cultivators of Kheda were unable to pay tax due to natural calamities. They launched a movement demanding tax remission Gandhiji toured the villages and encouraged them. Eventually, the government agreed to grant tax remission to the cultivators who had lost their yield.

INDIA AND THE FIRST WORLD WAR

• The First World War (1914 – 1918) had severe economic impacts on India.
• Additional wartime taxes were levied on the people.
• Huge quantities of food grains were exported for soldiers which led to a severe food shortage.
• Crop losses and epidemics during that period worsened the situation. Many people died of famine.

RESISTANCE TO BRITISH REPRESSION
The British government took a few steps to repress the Indian freedom movement which gained momentum after World War I. The Rowlatt Act of 1919 was implemented as part of this effort. According to this law:

• Anyone could be arrested without a warrant.
• Anyone could be jailed without trial.

Gandhiji called for a national hartal on April 6, 1919, to protest this repressive law that curtailed fundamental rights. A ‘Satyagraha Sabha’ was formed to publicise the movement. There was a massive popular participation in the hartal. Gandhiji described this national hartal as the ‘most wonderful spectacle.’ The anti-Rowlatt agitation was very strong in Punjab and Lahore. Dr. Satyapal and Dr. Saifuddin Kitchlew, the popular leaders of Punjab, were arrested and imprisoned. Martial law was declared in Amritsar.

On April 13, 1919, people gathered on a ground for a public meeting at Jallianwala Bagh in Amritsar to protest against the arrest of their leaders. Following the orders of General Reginald Dyer, the British police opened fire on the crowd without warning. The ground had only one entrance. According to official records, 379 people were killed during the 10-minute firing. However, actual casualties were likely much higher, with over a thousand injured. The British government appointed Hunter Commission to inquire into various incidents including the Jallianwala Bagh Massacre.

The Political Training Ground in South Africa
It was South Africa that shaped the political leader Mahatma Gandhi. He spent twenty years in South Africa. He arrived there as a legal assistant to Dada Abdullah Javeri, a migrant Gujarati merchant. During that time, Gandhiji led a struggle against racial discrimination faced by the Asians and the coloured people at the hands of the whites. It was in South Africa, that Gandhiji developed his Satyagraha, a form of struggle based on non-violence. South Africa served as a training ground for his real struggle. Gandhiji returned to India in 1915.

TOWARDS A MASS MOVEMENT
The anti-Rowlatt agitation was a turning point in the freedom movement. However, it was strong mainly in urban areas. Gandhiji recognised the importance of extending the movement to rural areas as well. He also understood that Hindu-Muslim unity was essential for national solidarity. To achieve this, he took up the Khilafat issue. The Khilafat movement in India was led by two brothers, Muhammad Ali and Shaukat Ali.

Khilafat

The winners of World War I signed the Treaty of Sevres with defeated Turkey. According to this treaty, many of the powers enjoyed by the Caliph (Khalifa) as the ruler of Turkey and the spiritual leader of the Islamic world were curtailed. The Khilafat Movement began with the objective of restoring the powers of the Caliph.

A FIGHT THROUGH NON-COOPERATION
A non-violent, non-cooperation movement was launched under the joint leadership of the Khilafat Committee and the Indian National Congress. The methods pf the Non-Cooperation Movement included:

• Returning titles of honours granted by the British government
• Resigning from government jobs
• Advocates boycotting British courts
• Students boycotting British-run schools
• Boycotting foreign goods
• Boycotting legislative assemblies

Strengthening social harmony, promoting the use of national products, popularising khadi, and establishing national schools were also key programmes during the movement. Gandhiji and the Ali brothers toured the country, convening mass gatherings and promoting the message of the non-cooperation movement. These tours raised awareness among ordinary citizens that the freedom movement was theirs too. The movement gained widespread popularity in both rural and urban areas. The participation of various sections of society in this movement is:

Women	Women participated in the movement by boycotting foreign goods, and collecting and burning foreign clothes.
Workers	Workers also responded actively to the Non -Cooperation Movement. Workers of the Buckingham Carnatic Mills in Madras, plantation labourers in Assam, and workers of the Assam-Bengal Railway, are among others who went on strike in support of the movement.
Students	Thousands of students boycotted government schools and colleges. They enrolled in national institutions to continue their studies. The Kashi Vidyapeeth in Banaras, Gujarat Vidyapeeth, and Jamia Millia Islamia in Aligarh were among the national institutions founded during this time.
Tribal people	The tribal communities participated in the movement by defying British – imposed forest laws. These laws had restricted access to forest resources.
Peasants	Peasants participated in the movement in large numbers. The ‘Awadh Kisan Sabha’ was formed under the leadership of Jawaharlal Nehru during this period. In Bengal, peasants boycotted jute cultivation. They chose to grow rice and cotton instead of jute.

On February 5, 1922, while the Non-Cooperation Movement was underway, tensions escalated between protesters and police at Chauri Chaura in Uttar Pradesh: An enraged mob set the police station on fire, resulting in the deaths of 22 policemen. Recognising that the agitation violated the principle of non-violence, Gandhiji decided to stop the movement. This decision surprised other leaders and Gandhiji faced severe criticism. Subhas Chandra Bose later described this decision as a “national calamity.’’Later, Gandhiji was arrested, tried, and sentenced to six years of imprisonment.

The main objectives behind the decision to grow rice and cotton instead of jute were as follows:

• To force British owners to close down their jute mills by curtailing the supply of jute
• To ensure food security by expanding rice cultivation
• To increase the use of khadi and generate khadi related job opportunities by making cotton available

Hind Swaraj

Hind Swaraj is a book written by Gandhiji and published in 1909. In it, he explained the British rule as: The British rule was established in India with the cooperation of the Indians. It continues to exist due to the same cooperation. If Indians cease cooperation, British rule will end in a year, and Swaraj will be achieved. By the term ‘Hind Swaraj,’ Gandhiji meant self-rule in India.

FIGHT SHIFTED TO THE LEGISLATIVE ASSEMBLIES
During the Non-Cooperation Movement, both elections and participation in legislative assemblies were boycotted. However, leaders such as C. R. Das and Motilal Nehru, who opposed with this strategy, formed the Swaraj Party in 1923 as a faction within the Congress. Their aim was to utilise the legislative assemblies as forums to voice political dissent. They participated in the elections, became members of legislative assemblies, and criticised the government. Thus, the Swaraj Party could successfully expose the government’s anti-public policies in the legislative assemblies.

CONTINUING POPULAR AGITATIONS
Although the Non-Cooperation Movement was called off following the Chauri Chaura incident, the enthusiasm it created persisted among the people. Anti-British protests continued in various parts of the country in the following years. The tribal movement in Andhra Pradesh is an example of this. This movement, known as Rampa Rebellion, was led by Alluri Sitarama Raju. The tribals were driven to agitation by the British forest laws, which festricted their rights to graze their cattle in the forest, and the exploitation by moneylenders.

Around 2,500 square miles of land area was under the control of the rebels. The rebellion was suppressed using military units, including the Malabar Special Police and the Assam Rifles. Alluri Sitarama Raju was killed during the agitation. Student and youth movements gained momentum during this period. Their goal was complete independence from British rule. Jawaharlal Nehru and Subhas Chandra Bose travelled across the country, addressing students and young activists.

SIMON GO BACK
• The British government appointed a commission, led by Sir John Simon, to recommend constitutional reforms for India.

All seven members of the commission were British. For this reason, the Congress and some other political parties decided to boycott the Simon Commission.The entire country observed a hartal on the day the commission arrived in India (February 3, 1928). Streets across India resounded with the slogan “Simon Go Back.” During the protests, Lala Lajpat Rai was severely injured in a lathi charge in Lahore and later succumbed to his injuries. The British bureaucrats frequently claimed that Indians were incapable of framing robust constitutional reforms.

In this context, various parties held a conference at Pune and prepared a report on constitutional reforms. A committee under the leadership of Motilal Nehru drafted a constitutional reform report, known as the Nehru Committee Report. This report later played a significant role in shaping the Constitution of India.

BARDOLI PEASANTS MOVEMENT

• In 1928, Bardoli in Gujarat became the site for a significant peasant movement.
• The movement was led by Sardar Vallabhbhai Patel. Abbas Tyabji and Vithalbhai Patel also played a major role in the movement.

The main cause of the agitation was increase in tax. Peasants launched a protest, refusing to pay the tax. The government seized the peasants’ lands, domestic animals, vehicles, and agricultural tools. Sardar Vallabhbhai Patel instructed the agitators: “Pull your carts to pieces and keep it different piaces.” Gandhiji visited Bardoli and strongly supported the peasants. Finally, the government revoked the increased tax. Thus, the movement concluded successfully.

LAHORE CONGRESS: THE TURNING POINT
The annual session of the Indian National Congress was held in Lahore in December 1929. The Lahore Congress was significant in the history of India’s freedom struggle for several reasons.

• The Congress demanded complete independence for the first time.
• It entrusted Gandhiji with the responsibility to launch a mass movement to achieve this goal.
• The tricolour flag was formally adopted.

‘Independence Day Celebration’ Before Independence

January 26, 1930, was celebrated as ‘Independence Day’ across India as per the decision of the Lahore Congress. Meetings were convened in villages and towns simultaneously and the participants declared independence. People participated in the celebrations by hoisting the national flag and singing patriotic songs. Spinning the charkha, promotion of abstinence from alcohol, and fostering Hindu- Muslim unity were’also part of the celebrations. January 26 was celebrated as Independence Day in subsequent years as well. This paved the way for January 26 to be chosen as Republic Day after independence.

PEACE TALKS
The Civil Disobedience Movement convinced the British that it was inevitable to transfer at least some power to Indians. As a result, discussions known as the Round Table Conferences were-held in London. The Congress boycotted the First Round Table Conference in 1930. In this context, the government started efforts to end the Civil Disobedience Movement and to include a Congress representative in the Second Round Table Conference. As part of this, Gandhi-Irwin Pact was signed. According to the pact signed on March 5, 1931:

• The Civil Disobedience Movement was suspended.
• Gandhiji participated in the Second Round Table Conference.

But the Second Round Table Conference ended unsuccessfully, and the Congress boycotted the Third Round Table Conference.
Why Salt?
Salt making was a government monopoly. Therefore, private salt production was considered illegal, and violators were prosecuted. Gandhiji decided to break this law. Salt was an essential commodity for both people and livestock in India’s tropical climate. Gandhiji described the government’s monopoly on salt, which was also used for agricultural purposes, as an ‘iniquitous monopoly.’

The Dharasana Struggle

On May 21, 1930, a group of about 2,000 protesters arrived at the Dharasana Salt Works in Gujarat. As they approached, the police launched a lathi-charge, using batons tipped with metal to beat them until they fell. As the injured were carried away, the next group stepped forward. They too were brutally beaten by the police. As they were taken away, yet another group advanced. This relentless cycle went on without pause. By 11:00 am, with temperatures soaring to 46.67°C, 320 protesters had been injured, and 2 had lost their lives. Webb Miller, an American journalist who witnessed the protest, wrote: “In eighteen years of my reporting in twenty countries, during which I have witnessed innumerable civil disobediences, riots, street fights, and rebellions, I have never witnessed such harrowing scenes as in Dharasana.”

THE PATH OF ARMED STRUGGLE

• Along with the methods of struggle advocated by the Congress and Mahatma Gandhi, many people adopted different approaches to achieve the goal of freedom.
• Instead of Gandhiji’s non-violent approach, some people adopted the path of revolution. Most of these revolutionaries were young.

The success of the Russian Revolution and the sudden withdrawal of the Non-Cooperation Movement hallway were among the factors that led them to the path of revolution. Following this, a revolutionary oiganisation named the Hindustan Republican Association (HRA) was formed in 1924. Some members attempted to rob the funds of the railway at Kakori in Uttar Pradesh to finance their activities, however, a few were arrested. The revolutionary activities that faced a setback after the Kakori incident regained momentum under the leadership of Bhagat Singh. In 1928, Bhagat Singh and his associates founded the Hindustan Socialist Republican Association (HSRA). The two major actions carried out by the revolutionaries under Bhagat Singh’s leadership were:

• A police officer named Saunders, who had participated in the lathicharge that led to the death of Lala Lajpat Rai, was shot dead.
• A bomb was thrown into the Central Legislative Assembly Hall.

Following this, the brave revolutionaries Bhagat Singh, Raj guru, and Sukhdev, who were arrested, tried and executed on March 23, 1931. Revolutionary activity was particularly prominent in Bengal during this period. The looting of the Chittagong armoury by the revolutionaries led by Surya Sen, shocked the government. The involvement of women in revolutionary activities was also noteworthy. The prominent among them were Pritilata Waddedar, Kalpana Dutt and Bina Das.

CONGRESS SOCIALIST PARTY (CSP)
The success of the Russian Revolution in 1917 and the spread of socialist ideas led to the formation of the Congress Socialist Party (CSP). The CSP was formed by those within the Congress who were inclined towards socialist ideas. Jayaprakash Narayan became its first Secretary. The party aimed to establish a socialist society by countering capitalism and landlordism. The Congress Socialist Party was able to organise the workers and peasants, and addressed their concerns.

PEASANT MOVEMENTS
Leaders, including Gandhiji, recognised that peasant participation was crucial for strengthening the national movement. At that time, the farmers faced numerous hardships. The major ones included:

• Excessive taxation
• Eviction
• Exploitation by landlords

In the 1920s, farmers started organising themselves by forming “Kisan sabhas.” The movement in Awadh, Uttar Pradesh, during this period was known as the Eka , Movement. The formation of the All India Kisan Sabha in 1936 marked a significant milestone in the history of the peasant movement. In the 1940s, peasant uprisings played a crucial role in the country’s path to freedom.

The Tebhaga Movement in Bengal and the Telangana sentenced to death for their involvement. Four others Movement in Andhra were prominent ones among the were deported to the Andaman islands, and seventeen later peasant movements.

LABOURERS GETTING ORGANISED
With the advent of modern industries, a modern working class emerged in India. Key issues faced by labourers included:

• Low wages
• Excessive working hours
• Exploitation of women and child labourers, etc.

The All India Trade Union Congress (AITUC) was the first labour organisation in India to be formed on a national basis. The strikes of railways and telegraph workers in the post-World War II shook India. In 1946, a strike organised by labourers in Bombay in support of the Royal Indian Navy (RIN) Mutiny led to violence.

Kakori Incident
On August 9, 1925, revolutionaries stopped the 8 Down Train at Kakori near Lucknow in Uttar Pradesh and robbed the money for the purchase of arms. Many revolutionaries were arrested. Ram Prasad Bismil, Ashfaqulla Khan, Rajendra Lahiri and Roshan Singh were sentenced to death for their involvement. Four others were deported to the Andaman islands, and seventeen were imprisoned.

Tebhaga Chai
The All India Kisan Sabha led the Tebhaga Movement during 1946 – 47. The peasant straggle was against the landlords, known as Jotedars. Previously, the crop was divided into two parts, with one part given to the Jotedars. The peasants staged the strike, demanding that the crop be divided into three parts, with two thirds allocated to them. To this end, they raised the slogan ‘Tebhaga Chai,’ which meant ‘We want two-thirds share.’

Naval Mutiny
The Royal Indian Navy (RIN) was the naval force of British India. In February 1946, the sailors of the RIN revolted against British rule. The mutiny, which began on the ship, Talwar on February 18, 1946, is known as the Royal Indian Navy (RIN) Mutiny. The mutineers removed the British flags and hoisted flags representing the Indian National Congress, the Communist Party, and the Muslim League. Although the mutiny spread to other naval bases, it was eventually suppressed by British military forces.

QUIT INDIA
After the end of World War II, India’s support became crucial for Britain. To secure this, Sir Stafford Cripps came to India. However, Cripps failed to persuade Indian leaders through negotiations. This marked the beginning of the final mass movement led by Gandhiji. The ‘Quit India’ movement began as part of a speech Gandhiji delivered while addressing a mass meeting in Mumbai on August 8, 1942. The movement spread across the country even though leaders, including Gandhiji, were imprisoned.

• Students, youth, workers, and women all took up the struggle and carried it forward.
• Post offices, telegraph offices, and railway stations were targeted.
• Leaders like Jayaprakash Narayan, Ram Manohar Lohia, Arana Asaf Ali, and Sucheta Kripalani led the struggle from hiding. They communicated with activists through Congress Radio, which operated secretly from Bombay.

Although the struggle turned violent in several areas, Gandhiji did not condemn it. He alleged that it was the brutality of the government that provoked the people. He declined pressure from the government to denounce the violence and instead declared a 21-day fast in jail. International newspapers demanded Gandhiji’s release, but he completed the fast by overcoming all odds. During the Quit India Movement, certain areas were liberated from British control, and temporary governments were established in those regions.

• Ballia: In Ballia, Uttar Pradesh, a parallel government was established under Chittu Pandey.
• Satara: The parallel government was formed under Nana Patil in Satara, Maharashtra, which lasted until 1945.
• Tamluk: The parallel government in Tamluk in Bengal lasted for a year. It operated effectively by allocating funds to schools, establishing courts, and distributing surplus grain to the poor.

DELHI CHALO
Subhas Chandra Bose was a leader who took a completely different path for India’s freedom. He served twice as the President of the Congress, following differences of opinion with Gandhiji, he resigned from the Congress and formed the Forward Bloc party. During World War II, Subhas Chandra Bose who reached Singapore took up the leadership of the Indian National Army (INA). He reorganised the INA and, marched to India with the Japanese army. However, his efforts could not overcome the heavy resistance of the British army. After World War II, the INA soldiers held as captives by the British were tried at the Red Fort in Delhi.

The country witnessed widespread protests against the trial of Colonel Prem Sahgal, Colonel G. S. Dhillon and Shah Nawaz Khan. During the trial, Congress leaders, including Nehru, appeared in court. Pamphlets with the slogan “Not traitors, but patriots” were widely circulated. The agitation over the trial of INA soldiers posed a significant challenge to the British government after World War II.

TOWARDS FREEDOM
World War II and the altered global circumstances accelerated the journey towards freedom. Lord Wavell, the then Viceroy, put forward certain proposals in his discussions with the Indian leaders. Although a conference was held in Simla in June 1945 to discuss these proposals, it ended without resolution. Some significant developments after the Simla Conference are:

Cabinet Mission (March 1946)	• The Cabinet Mission, which included three members of the British Cabinet, reached India to discuss the transfer of power. Stafford Cripps, Pethick Lawrence and A. V. Alexander were its members. • The key proposals included the formation of an interim government until the transfer of power and the establishment of a Constituent Assembly for drafting a constitution for India.
Mountbatten Plan (June 3, 1947)	• This proposal was put forward by Lord Mountbatten, the last Viceroy. • It proposed partitioning the country into India and Pakistan, and granting them independence.
Indian Independence (August 15, 1947)	• India gained independence on August 15, 1947, in accordance with the provisions of the Indian Independence Act passed by the British Parliament. • Jawaharlal Nehru became the first Prime Minister of Independent India.

Indian National Army (INA)
Captain Mohan Singh, an officer in the British Indian Army, took the initiative to form the Indian National Army. Later, Subhas Chandra Bose took over its leadership. Women played a significant role in the activities of the INA. The INA included a women’s unit called the ‘Rani Jhansi Regiment,’ which was led by Captain Lakshmi Sahgal, a Malayali. Vakkom Abdul Khader was another Malayali in the INA who was held captive and was hanged to death by the British.

A thorough understanding of Class 10 Biology Notes Kerala Syllabus Chapter 5 Important Questions Immunity and Healthcare can improve academic performance.

SSLC Biology Chapter 5 Important Questions Immunity and Healthcare

Immunity and Healthcare Class 10 Important Questions

Question 1.
Choose the correct pair from the following options.
ENT – Treatment of Eye
Cardiology – Treatment of Heart
Ophthalmology – Treatment of Cancer
Answer:
Cardiology – Treatment of heart.

Question 2.
Which of the following is not a bacterial disease?
1. Tuberculosis
2. Nipah
3. Diphtheria
4. Anthrax
Answer:
Nipah

Question 3.
Communicable diseases are diseases caused by microorganisms and transmitted from one person to another.
Which of the following are included in the category of communicable diseases?
1. Dengue fever
2. Chikungunya
3. Typhoid
4. Malaria
5. Diabetes

A. 1, 2, and 3 only
B. 1, 2, 3, 4, and 5.
C. 1, 2, 3, and 4 only
D. 2, 4 only
Answer:
C. 1, 2, 3, and 4 only

Question 4.
Examine the statement and reason, choose the correct answer and write it down.
Statement: When plants are infected with pathogens, the cells in the attacked area self-destruct to prevent the spread of the disease.
Reason: If pathogens enter by crossing the plant cell wall, the formation of a polysaccharide called callose in the cell wall helps prevent the spread of the pathogen.
a) The statement and the reason are correct. The reason is the correct explanation of the statement.
b) The statement and the reason are correct. The reason is the incorrect explanation of the statement.
c) The statement is correct. The reason is incorrect
d) The statement is incorrect because the reason is correct
Answer:
b) The statement and the reason are correct. The reason is the incorrect explanation of the statement.

Question 5.
The details of blood groups of two persons are given in the table. Analyse them and answer the questions.

Person	Antigen	Antibody	Rh factor
X	B	a	Present
Y	A	b	Absent

a) Identify the blood groups of persons X and Y.
b) Can Y receive blood from X? Why?
Answer:
a) X – B Group, Y – A Group

b) No, the antigen in the donor’s blood will react with the antibody in the recipient’s blood and cause the blood to clot.

Question 6.
Choose suitable hints from the box and complete the table.

• Culex mosquito • Plasmodium • Bacteria

• Bat • Filarial worm • Rat

• Anopheles mosquito • Virus

Disease	Vector	Pathogen
Malaria
Filariasis

Answer:
Malaria – Anopheles mosquito – Plasmodium.
Filariasis – Culex mosquito – Filarial worm.

Question 7.
Analyse the given condition and answer the questions:
‘Red blood cells bend like a sickle’
a) Identify the disease.
b) In this condition, other blood cells do not undergo the same structural change as red blood cells. Why?
Answer:
a) Sickle cell anemia

b) There is no haemoglobin in other blood cell (The defect in genes can cause deformities in, the sequencing of amino acids which are the building blocks of haemoglobin of Red blood cell).

Question 8.
Analyse the given illustration of the diseases and answer the questions.

a) Complete ‘i’
b) Complete ‘ii’ and ‘iii’ choosing appropriate one from the given diseases.
Answer:
a) (i) Viral Diseases

b) (ii) Mosaic diseases
(iii) Hepatitis

Question 9.
Observe the part of an awareness notice given below:

a) Identify the disease.
b) How do unsterilized injection needles transmit this disease?
Answer:
a) AIDS

b) Unsterilised needles used by an AIDS patient contain blood, in which HIV is present. Here, the disease transmission occurs through body fluids.

Question 10.
The picture shows a disease characterised by swelling of the lymph vessels in the legs due to obstruction of lymph flow.

a) Write the name of the disease and the pathogen
b) Suggest a way to prevent the spread of this disease.
Answer:
a) Filariasis – filarial worms
b) Mosquito control. People with this disease should avoid mosquito bites.

Question 11.
Anjana gets wounded on her foot while playing with her friends. Due to continuous bleeding, her parents take her to the hospital. The doctor’s diagnosis after thorough investigation, is given below.
“This has happened as the blood is not clotting. This is a genetic disease.”
a) What is Anjana’s disease?
b) How can temporary relief be brought about for the disease?
Answer:
a) Haemophilia
b) Injecting the deficient protein helps in blood clotting.

Question 12.
Analyse the given statement and answer the questions.
“The basis of blood grouping is the presence of antigen A and antigen B in red blood cells”.
According to this, how many blood groups are there in humans? Write the antigen and antibody of each group.
Answer:
There are four main blood groups in humans, based on the presence (or absence) of the A and B antigens.

Blood group	Antigen	Antibody
A	A	b
B	B	a
AB	AB	–
O	–	a, b

Question 13.
Some of the defence mechanisms in plants are given below:
a) Callose
b) Cuticle
c) Bark
How do each of them help in defence?
Answer:
i) Callose prevents germs that have crossed the cell wall from entering the cell membrane.
ii) Cuticle prevents the entry of germs through leaves.
iii) Bark protects the inner cells from direct contact with pathogens.

Question 14.
Rearrange columns B and C in accordance with column A:

A Disease	B Pathogen	C Spreading
Filariasis	Protozoa	Through contact
Ringworm	Virus	Through Culex mosquito
Malaria	Fungus	Through air
	Filarial worm	Through female Anopheles mosquito

Answer:
Filariasis – filarial worm – Through Culex mosquito. Roundworm – fungus – Through contact.
Malaria – protozoa – Through Anopheles female mosquito

Question 15.
The result of a survey conducted by the Health Department on mosquito borne diseases is shown in the graph. Analyse the graph and answer the questions.

a) Which disease affects more number of people?
b) Write symptoms of the disease B.
c) Suggest suitable measures to prevent the spread of the diseases shown in the graph.
Answer:
a) Filariasis (Filarial worm).

b) High fever with shivering, profuse sweating, headache, vomiting, diarrhoea, anaemia, etc.

c) Dengue fever, Malaria, and Filariasis are the diseases spread by mosquitoes. Therefore, avoid circumstances that lead to the spread of mosquitoes. Observe ‘Dry Day’ once in two weeks, keep our surroundings clean, and practice the use of measures like mosquito nets.

Question 16.
Classify the diseases given below into animal diseases and plant diseases.

Anthrax, Blight disease, Quick wilt, Foot and mouth disease, Inflammation of udder, Bunchy top

Animal diseases	Plant diseases
Anthrax	Blight disease
Foot and mouth disease	Quick wilt
Inflammation of udder	Bunchy top

Question 17.
A study of the Agriculture Department on plant diseases in a panchayath is given below as a graph. Analyse this and answer the questions.

a) Which is the most affected crop?
b) Name the disease that affects pepper.
c) What are the fungal diseases that affected the plants of that area?
Answer:
a) Paddy
b) Quick wilt
c) Bud rot; quick wilt

Question 18.
Many voluntary organisations are involved in our society to offer better care to cancer patients.
a) What is cancer?
b) How do normal cells become cancer cells?
c) What are the treatments for cancer?
Answer:
a) Cancer is a disease in which cells multiply and spread to other tissues through uncontrolled cell division.

b) Disruption of the control mechanisms in the process of cell division, environmental factors, smoking, viruses, radiation, hereditary factors, and mutations can cause cancer.

c) Surgery, chemotherapy, and radiation therapy.

Question 19.
Observe the illustration and answer the questions.

a) Which process is indicated in the illustration?
b) Which white blood cells participate in this process?
c) Write the various steps in this process in order.
Answer:
a) Phagocytosis.

b) Monocyte, neutrophil.

c) Phagocytosis – different stages:

• The phagocyte cell is attracted to the site of infection by chemicals released by the pathogen or by signals from damage to the body.
• The phagocyte cell uses its cell membrane to engulf the pathogen. This cavity inside the cell where the pathogen has entered is called the phagosome.
• The phagosome fuses with a lysosome. The resulting cavity is called the phagolysosome. This step is crucial for destroying the pathogen.
• Inside the phagolysosome, powerful digestive enzymes (for example, hydrolytic enzymes) in the lysosome digest the pathogen’s cell wall and proteins.
• After the pathogen is completely destroyed and digested, the unwanted debris is expelled from the cell.

Question 20.
Explain how the following defence mechanisms help in immune function.
a) Phagocytosis
b) Fever
c) Wound healing
d) Blood clotting
Answer:
a) Swallows and destroys pathogens

b) Reduces the rate of multiplication of pathogens.
Increases the efficiency of phagocytosis.

c) Reduces the risk of infection

d) To prevent blood loss through wounds and prevent the entry of pathogens through wounds.

Question 21.
a) Complete the flowchart showing the blood clotting.

b) Blood clotting is a defence mechanism to prevent the loss of blood through wounds. Mention the different stages of this process.
Answer:
a) A – Thrombin,
B – Fibrin
b) Stages of blood clotting:

a) When an injury occurs, the platelets and damaged tissues at the site produce an enzyme called thromboplastin. This converts a protein in the blood plasma called prothrombin into thrombin.
b) Thrombin then converts an inactive protein called fibrinogen into fibrin.
c) The fibrin forms a network of fibres that traps red blood cells, forming a blood clot.
d) This clot prevents further blood loss until the wound is healed.

Question 22.
Ravi prepared an illustration showing defence mechanisms in plants. Complete it.
Answer:
a) Prevents the entry of germs which have crossed the cell wall, through cell membrane.
b) Bark
c) Cuticle in leaves
d) Cell wall

A thorough understanding of Class 10 Biology Notes Kerala Syllabus Chapter 4 Important Questions Chemoreception in Organisms can improve academic performance.

SSLC Biology Chapter 4 Important Questions Chemoreception in Organisms

Chemoreception in Organisms Class 10 Important Questions

Question 1.
Examine the statement and reason and choose the correct answer.
Statement: Auxins accumulate in the shaded part of the plant stem, which causes the stem to bend towards the light.
Reason: Auxins increase cell elongation in the cells where they accumulate.
(A) Both statement and reason are correct. The reason is the correct explanation of the statement.
(B) Both statement and reason are correct. The reason is an incorrect explanation of the statement.
(C) Statement is correct. Reason is incorrect.
(D) Statement is incorrect. Reason is correct.
Answer:
(A) Both statement and reason are correct. The reason is the correct explanation of the statement.

Question 2.
Find the correctly matched set from the given answers.

(A) Auxin	(i) Breaks seed dormancy.
(B) Gibberellin	(ii) Regulates tropic movements.
(C) Cytokinin	(iii) Causes the shedding of mature leaves and fruits.
(D) Abscisic Acid	(iv) Stimulates cell differentiation.

(a) A – iv, B – ii, C – i, D – iii
(b) A – ii, B – i, C – iv, D – iii
(c) A – iii, B – iv, C – i, D – ii
(d) A – i, B – iii, C – ii, D – iv
Answer:
(b) A – ii, B – i, C – iv, D – iii

(A) Auxin	(ii) Regulates tropic movements.
(B) Gibberellin	(i) Breaks seed dormancy.
(C) Cytokinin	(iv) Stimulates cell differentiation.
(D) Abscisic Acid	(iii) Causes the shedding of mature leaves and fruits.

Question 3.
Choose the correct answer.
Statement 1: Auxins help in the maturation and ripening of leaves, flowers, and fruits.
Statement 2: Gibberellins maintain seed dormancy.
(A) Both Statement 1 and 2 are correct.
(B) Both Statement 1 and 2 are incorrect.
(C) Statement 1 is incorrect, Statement 2 is correct.
(D) Statement 1 is correct, Statement 2 is incorrect.
Answer:
(B) Both Statement 1 and 2 are incorrect.

Question 4.
Examine the statement and reason and choose the correct answer.
Statement: Insulin and Glucagon are the hormones that help in regulating the blood glucose level. Reason: Insulin increases the blood glucose level, and Glucagon decreases the blood glucose level.
(A) Both statement and reason are correct. The reason is the correct explanation of the statement.
(B) Both statement and reason are correct. The reason is an incorrect explanation of the statement.
(C) Statement is correct. Reason is incorrect.
(D) Statement is incorrect. Reason is correct.
Answer:
(C) Statement is correct. Reason is incorrect.

Question 5.
Find the correctly matched set from the given answers.

(A) Thyroid Gland	(i) Calcitonin
(B) Pancreas	(ii) Epmephrine
(C) Adrenal Medulla	(iii) Glucagon
(D) Pineal Gland	(iv) Melatonin

(a) A – iv, B – ii, C – i, D – iii
(b) A – ii, B – i, C – iv, D – iii
(c) A – iii, B – iv, C – i, D – ii
(d) A – i, B – iii, C – ii, D – i
Answer:
(d) A – i, B – iii, C – ii, D – i

(A) Thyroid Gland	(i) Calcitonin
(B) Pancreas	(iii) Glucagon
(C) Adrenal Medulla	(ii) Epmephrine
(D) Pineal Gland	(i) Calcitonin

Question 6.
Find the odd one out. Write the common characteristic of the others.
Cortisol, Nor-epinephrine, Aldosterone, Androgens
Answer:
Nor-epinephrine. The others are Corticosteroids (or hormones secreted by the Adrenal Cortex).

Question 7.
Complete the statement.
The chemical substances secreted by organisms belonging to the same species into the surroundings for communication are ……………………………
Answer:
Pheromones

Question 8.
Identify the word-pair relationship and complete the missing part. Also, write the relationship between the word-pairs.
Biological Clock: Melatonin:: Chief Controller: ………………………….
Answer:
Hypothalamus. The relationship is Hormones and their characteristics/function.

Question 9.
Name the hormone producing centres situated in the brain?
Answer:
Hypothalamus, pituitary, Pineal

Question 10.
The gland which is active only during infancy?
Answer:
Thymus

Question 11.
Name the digestive gland which is also functioning as an endocrine gland?
Answer:
Pancreas

Question 12.
Diabetic patients frequently take insulin injection. Give reason?
Answer:
Insulin is helpful to reduce the excess glucose in the blood and to maintain its normal level.

Question 13.
Under secretion of thyroxine : Hypothyroidism
Over secretion of thyroxine : …………………..?
Answer:
Hyperthyroidism

Question 14.
Give reasons.
Some times certain pregnant women need to take oxytocin injection.
Answer:
Oxytocin facilitates childbirth by stimulating the contraction of smooth muscles in the uterine wall. It also facilitates lactation.

Question 15.
Why do Vasopressin is known as anti diuretic hormone (ADH)?
Answer:
Because vasopressin retains the quantity of water by inducing the kidneys to reabsorb it.

Question 16.
How is homeostasis of the body maintained?
Answer:
Homeostasis of the body is maintained by the combined action of the quick nervous system and the slow endocrine system.

Question 17.
A farmer says pest control is made possible using pheromones. Can you say how?
Answer:
Artificial pheromones are used for pest control in agricultural field.

Question 18.
Analyse the table and identify the correct pair.

a) Decrease in somatotropin during growth phase.	Dwarfism
b) Increase in somatotropin during growth phase.	Acromegaly
c) Increase in somatotropin after growth phase.	Gigantism

Answer:
a) Decrease in somatotropin during growth phase. – Dwarfism

Question 19.
Choose the correct statements
a) Aldosterone maintains the salt water level.
b) Vasopressin helps to control inflammation and allergy
c) Prolactin promotes the growth of the body.
Answer:
a) Aldosterone maintains the salt water level.

Question 20.
Name the gland which seen at the centre of brain, write its function.
Answer:
Pineal gland, melatonin the hormone produces by this gland helps to maintain the rhythm of over daily activities.

Question 21.
Complete the illustration.

Answer:
(a) Development of brain in newborn babies and children.
(b) Helps to maintain the health of the heart, skin, reproductive system, etc.

Question 22.
Select the correct statements from the ones given below.
(A) Synthetic gibberellins are used to promote rooting in stem cuttings.
(B) Synthetic auxins are also used as weedicides.
(C) Synthetic ethylene is used for stem elongation in sugarcane.
(D) Synthetic auxins are used to promote rooting in stem cuttings.
(E) Synthetic gibberellins are used to increase fruit size in grapevines.
(F) Ethylene is used to ripen fruits like bananas and tomatoes simultaneously .
Answer:
B, D, E, F

Question 23.
Though hormones reach every part of the body through the blood, all hormones do not act upon all cell. Explain the reason.
Answer:
The cell which are acted upon by hormones are called target cells. Only cells having specific receptors can receive a particular hormone. A hormone receptor complex is formed by the combination of each hormone molecule and its receptor. Following this, enzymes are activated within the cell. As a result, certain changes occur in cellular activities.

Question 24.
Suppose a person is fasting in a day and takes heavy food on the very next day. How is the level of glucose in his body is maintained in these two days?
Answer:
While fasting glucagon converts glycogen or amino acids into glucose. When taking heavy food insulin enhances cellular uptakes of glucose and converts glucose in to glycogen.

Question 25.
If the level of glucose increases one feels hunger, thirsty and fatigue instead of becoming energetic. Give reason?
Answer:
Increasing the level of glucose in blood adversely affects the normal functioning of the cells.

Question 26.
Over production of parathormone can weaken the bones. Why?
Answer:
The hormone, parathormone prevents the deposition of calcium in bones resulting its weakening.

Question 27.
The hormone which can be used to prevent allergy and inflammation? Can this hormone be given to diabetic patients? Why?
Answer:
Cortisol of adrenal gland. It cannot be given to diabetic patients as it increases the level of glucose in blood.

Question 28.
The pineal gland is known as the ‘biological clock’ in the body. Why?
Answer:
Melatonin, the secretion of the pineal gland helps to maintain rhythm of our daily activities. There fore pineal gland is called as the biological clock.

Question 29.
What are the hormones of hypothalamus stored in the posterior lobe of pituitary gland? Mention its functions.
Answer:
Oxytocin – Facilitates child birjh by stimulating the contraction of smooth muscles in the uterine wall and also facilitates lactation
Vasopressin (Anti Diuretic Hormone) – Helps in the reabsorption of water in the kidneys.

Question 30.
Point out the functions of releasing hormones and inhibitory hormones.
Answer:
Releasing Hormones: Stimulate the anterior lobe of the pituitary to secretes tropic hormones and other hormones.

Inhibitory Hormones : Inhibit the production of tropic hormones and other hormones from the anterior lobe of the pituitary gland.

Question 31.
How are pheromones useful to animals?
Answer:
Pheromones help in attracting mates, to inform the availability of food, to determine the path of travel and to inform about dangers.

Question 32.
Artificial hormones should be handled with care. What is your opinion?
Answer:
This statement is correct. Though artificial hormones are useful they should be handled witlv care as they are chemicals, which may cause health and environmental issues.

Question 33.
Observe the chart

Write down the climate A and B
Answer:
A – Summer season
B – Rainy season or winter

Question 34.
Observe the illustration given below and explain how hormones act in target cells.

Answer:
The cell which are acted upon by hormones are called target cells. Only cells having specific receptors can receive a particular hormone. A hormone receptor complex is formed by the combination of each hormone molecule and its receptor. Following this, enzymes are activated within the cell. As a result, certain changes occur in cellular activities.

Question 35.
Observe the diagram and answer the questions.

a) Which endocrine gland does ‘X’ indicate?
b) Which are the two hormones produced by the gland to control the physical activities with the sympathetic system?
Answer:
a) Adrenal gland
b) Epinephrine, Norepinephrine

Question 36.
Given below is a doctor’s comment at a seminar conducted as part of Diabetic day.
“In diabetic patients, the blood glucose level before breakfast is above 126mg/100ml.
Analyse the statement and enlist the reasons.
Answer:

• Decreased production of insulin
• Malfunctioning of insulin
• Destruction of Beta Cells
• Inactive insulin

Question 37.
Given below are a few statements related to hormones. Pick out the correct ones.
a) Estrogen helps to maintain embryo in the uterus.
b) Progesteron facilitates child birth.
c) Prolactin helps in the production of milk.
d) Oxytocin facilitates lactation.
Answer:
c) Prolactin helps in the production of milk., d) Oxytocin facilitates lactation.

Question 38.
Analyse the statements given below and write the reason.
a) Oxytocin is injected in pregnant women during childbirth, (delivery)
b) Feels sleepy during night, wakesup when day breaks.
Answer:
a) Facilitates child birth by stimulating the contraction of smooth muscles in the uterine wall.

b)

• When the level of melatonin increases at night, we feel sleepy,
• We wake up When the level of melatonin decreases during the day.

Question 39.
Choose the correct statement related to pheromones from those given below.
a) Pheromones are chemical substances secreted inside the body for communication.
b) This is the message to attract mates, determining the path of travel etc.
c) Musk in the civet cat is a pheromone.
d) Bombycol is the pheromone secreted by the female silk worm.
Answer:
b) This is the message to attract mates, determining the path of travel etc., d) Bombycol is the pheromone secreted by the female silk worm.

Question 40.
Teacher: The TSH hormone synthesised by the pituitary gland acts on the thyroid gland. It is transported to the thyroid gland through blood. All hormones are transported like this through blood.
Ammu: Can all the hormones synthesised by the pituitary gland reach the thyroid gland and act there? What is your answer for Ammu’s doubt?
Answer:
Receptors to receive other hormones synthesized by the pituitary gland are absent in the thyroid gland.

Question 41.
Choose the correct statement.
a) Synthesis of vasopressin increases, if the level of water in the blood increases.
b) Thyroid stimulating hormone stimulates the activity of the thyroid gland.
c) Synthesis of insulin increases if the blood glucose level rises.
d) Deficiency of thyroxine causes cretinism in adults.
Answer:
b) Thyroid stimulating hormone stimulates the activity of the thyroid gland., c) Synthesis of insulin increases if the blood glucose level rises.

Question 42.
All hormones are being transported through the blood and reach all cells of the body, but all hormones are not functioning in all cells. Why?
Answer:
Each hormone act only its target tissue, where specific receptors present to accept the same

Question 43.
Indicators related to the endoxine glands are given below. Analyse them and answer the questions.
• Act dining emergencies
• Act along with sympathetic system
a) Identify the gland
b) Which is the hormone synthesised by this gland?
Answer:
a) Adrenal gland
b) Epinephrine

Question 44.
Analyse the statements given below and write the reason.
a) Feels sleepy during night-wakesup when day breaks.
b) All hormones are being transported through the blood and reach all cells of the body but all hormoned are not functioning in all cells why?
Answer:
a) When the level of melatonin increases at night, we feel sleepy we wakeup when the level of melatonin decreases during the day.

b) Each hormone act only its target tissue, where specific receptors present to accept the same hormone.

Question 45.
Complete the table.

Plant Hormone	Function
Synthetic Auxins	………… (A) …………
………… (B) …………	Used to increase fruit size in grapevines and for stem elongation in sugarcane.
Synthetic Ethylene	………… (C) …………

Answer:
(a) Used to induce root formation in stem cuttings.
Also used as a weedicide (2, 4 – D)

(b) Synthetic gibberellins

(c) In agricultural sector, ethylene is used to make fruits ripen uniformly for harvest at the same time. Ethylene is used to ripen bananas and tomatoes simultaneously.

Question 46.
What is the normal level of glucose in blood? How is this level maintained?
Answer:
The normal level of glucose is 70 – 110 mg/ 100 ml blood. The level of glucose in blood is maintained by the combined action of insulin and glucagon of the Islets of Langerhans tissues of the pancreas.Insulin, released from the beta cells of Islets of Langerhans, helps to reduce blood sugar by accelerating the process of cellular uptake of glucose and conversion of glucose in to glycogen. When blood glucose level falls, glucagon, released from the alpha cells of Islets of Langerhans, converts glycogen to glucose and synthesizes glucose from amino acids.

Question 47.
What is the normal level of calcium in the blood? How is this level maintained?
Answer:
9 – 11 mg/100 ml blood.
When the level of calcium in blood increases, thyroid gland secretes a hormone named calcitonin. It lowers the level of calcium in blood by depositing excess calcium in bones and by preventing the mixing of calcium with blood form the bones. When the level of calcium in blood decreases, parathyroid gland secretes parathormone. It increases blood calcium by reabsorbing it from the kidneys and also preventing the deposition of calcium in bones.

Question 48.
What is the reason behind the difference in the quantity of urine during summer and rainy season?
Answer:
The production of vasopressin is high during summer season where water loss is excessive through sweat. But its production is less during winter and rainy seasons and there is difference in the quantity of urine during summer and rainy seasons.

Question 49.
Complete the following table related with the hormonal functions of our sex organs.

Sex organs	Hormones	Functions
Testis
Ovaries

Answer:

Sex organs	Hormones	Functions
	Testosterone	Sperm production, control secondary
Testis		sexual characters in males such as change in voice, growth of hair etc.
Ovaries	Estrogen	Control ovulation, Menstrual cycle, growth of sex organs in females.
	Progesterone	Control ovulation, menstrual cycle and implantation of embryo in the uterus.

Question 50.
Given below is the blood test result of a person. Analyse the result and answer the following questions?

Glucose – 200mg/100ml Calcium – 11mg/100ml

a) Name the disease of the man mentioned in the test report.
b) Write down the name of hormone which related to this disease.
c) What is the cause of this disease.
Answer:
a) Diabetes mellitus
b) Insulin
c) It is caused either by the decreased production of insulin or its malfunctioning.

Question 51.
The quantity of urine excreted by a person in different seasons is given below. Analyse it and answer the following questions.

a) Write down the climate B and C
b) Analyse the difference shown in B and C and write down its reasons.
c) Which hormone is responsible for the excreation of excess water through urine.
Answer:
a) B – Rainy season or winter season, C – Summer season

b) In rainy season production of vassopressin is less it decreases the reabsorbtion of water in the kidneys. So raises the quantity of urine. In summer season production of vasopressin increases. It increases the reabsorbtion of water in kidneys and lowers the quantity of urine.

c) ADH or vasopressin

Question 52.
The following figure shows the relationship of hypothalamus with an endocrine gland.

a) Write down the name of endocrine gland marked as X
b) Write down the name of hormones produced in A and B.
c) Mention the functions ofhormones produced in B.
Answer:
a) Pituitary gland

b) A – Tropic hormone
B – Oxytocin and vasopressin

c) Oxytocin helps to contraction of smooth muscles and vasopressin helps in the reabsorption of water in the kidneys.

Question 53.
“It is now that I understand why the cock crows early in the morning everyday”. Anu said this during a class room discussion on the rythm of physiological activities.
a) Which is the hormone that regulates such activities?
b) Which gland secretes this hormone.
c) Write down more examples for such activities
Answer:
a) Melatonin
b) Pineal gland
c) It regulates the rhythm of life, reporductive activities of organisms with definite reproductive periods.

Question 54.
Fill up the blanks

Answer:
a) Thyroxine
b) Thyroid
c) Insulin
d) Diabetes
e) Pituitary gland
f) Dwarfism

Question 55.
Some statements related to endocrine system are given below.
A. Hormones are the secretions of endocrine glands.
B. Hormones are transported through lymph.
C. Hormones are transported through blood.
D. All the hormones produced by the endocrine glands are proteins.
a) Choose the correct statement.
b) Imagine that particular hormone is not entering a particular cell. What may be the reason? Formulate two hypothesis.
Answer:
a) A, C
c) Receptors of that hormone is not in the cell

Question 56.
Indicators related to the endocrine glands are given below. Analyse them and answer the questions.
• Situated just below the sternum.
• Active during infancy.
But constricts at puberty.
a) Name this endocrine gland?
b) Which is the hormone synthesised by this gland?
c) Write the function of this hormone.
Answer:
a) Thymus gland
b) Thymosine
c) Controls the activities and maturation of lymphocytes which help to impart immunity.

Question 57.
Identity the word pair relationship and complete the following.
a) Alphacells: Glucagon
Beta Cells: …………………
b) Prolactin: Production of milk
……………: Facilitate lactation
c) Parathyroid: Parathormone
Thyroid: ……………….
Answer:
a) Inslulin
b) Oxytocin
c) Calcitonin

Question 58.
Mention the functions of the following plant hormones.
a) Gibberellins
b) Abscisic acid
c) Ethylene
Answer:
a) Stimulates breakdown of stored food to facilitate germination, Sprouting of leaves.
b) Dormancy of embryo, dropping of ripened leaves and fruits.
c) Ripening of leaves and fruits, excess amount of ethylene causes dropping of leaves and fruits.

Question 59.
Classify the following statements into the appropriate categories.
(A) Metabolic rate increases.
(B) Weight loss
(C) Intolerance to cold
(D) Decreased heart rate
(E) Increased body weight
(F) Increased heart rate
(G) Metabolic rate decreases.
(H) Excessive sweating, anxiety.

Hyperthyroidism	Hypothyroidism

Answer:
Hyperthyroidism – A, B, F, H
Hypothyroidism – C, D, E, G

Question 60.
Complete the illustration.

(a) Maintains glucose homeostasis, Suppresses the Immune responses, Resists inflammation
and allergy of the body
(b) Androgens
(c) Aldosterone
(d) Helps in maintaining equilibrium of minerals in the body, Regulates blood pressure

Question 61.
Identify the hormone defects concern with the following hints.
(a) Insulin injection
(b) Treatment using thyroxine
(c) Food and medicine containing calcium
(d) Sea food, vegetable and iodised salt.
Answer:
(a) Diabetes
(b) Myxedema
(c) Osteoporosis
(d) Goitre

Question 62.
Identify the plant hormone that perform the, following functions.
(a) flowering and growth of leaves
(b) ripening of fruits
(c) dropping of leaves and fruits
(d) growth of terminal bud.
Answer:
(a) Gibberelline
(b) Ethylene
(c) Abscisic acid / ethylene in excess amount.
(d) Auxin

Question 63.
Artificial plant hormones are used extensively in the agricultural sector. Write a short note on the advantages and disadvantages of these.
Answer:
Advantages

• Sprouting
• Prevents premature fall of fruits
• Weedicidal action
• Increases size of fruits
• Ripening of fruits
• Increases production of latex in rubber trees
• Harvesting fruits at the same time.
• Prevents early ripening of fruits

Disadvantages

• Environmental issues
• Health issues

Question 64.
Pick the odd one out. Write the common features of the others.
a) Increases metabolic rate, increases energy production regulate growth in children, promotes production of milk.
b) Goitre, Acromegaly, Hypothyroidism, Hyper thyroidism.
c) Cortisol, Vasopressin,Epinephrine, Norepine phrine.
d) Ethylene, Cytokinin, Auxin, Pheromones.
Answer:
a) Increases the production of milk.
all others are the activities of thyroxine.

b) Acromegaly.
All others are disorders / diseases, related to thyroid gland

c) Vasopressin
All others are hormones of adrenal gland

d) Pheromones
All others are plant hormones

Question 65.
Observe the illustration and answer the following questions?

a) Identify the parts marked as A, B and C?
b) Name the hormones indicated as 1, 2, 3, 4 and 5?
c) What are the functions of the hormones Oxytocin and Prolactin?
d) What are the abnormalities caused by the difference in the production rate of the hormone marked as 1?
Answer:
a) A – Anterior lobe of pituitary
B – posterior lobe of pituitary
C – Hypothalamus

b) 1 – Somatotropin /growth hormone
2 – Vasopressin /ADH
3 – Tropic hormones
4, 5 – TSH/ACTH

c) Oxytocin facilitates child birth by the contraction of smooth muscles in the uterine wall and also facilitates lactation. Vasopressin helps in the reabsorption of water in the kidney to prevent water loss through urine.

d) Dwarfism, Gigantism and Acromegaly

Question 66.
Make suitable word pairs from the words given below.
Dwarfism, Cretinism, Insulin,
Vasopressin, Diabetes insipidus,
Somatotropin, Vasopressin,
Diabetes mellitus, Thyroxine
Answer:
Diabetes mellitus – Insulin
Diabetes insipidus – Vasopressin
Somatotrophin – Dwarfism
Thyroxine – Cretinism

Question 67.
Given in the table below is related to growth hormone. Complete the table suitably.

Disease	Condition of Hormone	Symptoms
(a) …………………	Deficiency of growth hormone during growth phase	Stunted growth
Gigantism	(b) …………………	Excessive growth of the body
Acromegaly	(c) …………………	(d) …………………

Answer:
a) dwarfism
b) Excessive production of growth hormone during the growth phase.
c) Excessive production of somatotropin after the growth phase.
d) Growth of the bones on face, jaws and fingers.