beled social science pyq
B. EI. Ed.
1 Year
C1.4 CORE SOCIAL SCIENCE
Time: 2 hours
Maximum Marks: 35
Note :- Answers may be written either in English or in Hindi:but the same medium should be used throughout the paper.
2019
1) "Discuss the major features of monarchy and democracy as a form of government. Do you think democratic form of government is more accountable than a monarchical form of government? Substantiate your position with examples/evidence."
.
Monarchy
A monarchy is a form of government where a hereditary leader, such as a king or queen, holds power. The key features of a monarchy include:
- *Hereditary Leadership*: The position of the monarch is passed down through generations, often from parent to child.
- *Absolute or Limited Power*: Monarchs can have absolute power, making decisions without checks or balances, or limited power, with a constitution or elected officials restraining their authority.
- *Ceremonial Role*: In some monarchies, the monarch's role is largely symbolic, representing the country's traditions and history.
Examples of monarchies include Saudi Arabia (absolute monarchy), the United Kingdom (constitutional monarchy), and Sweden (ceremonial monarchy) ¹.
Democracy
A democracy is a form of government where power is vested in the people, either directly or through elected representatives. The key features of a democracy include:
- *Free and Fair Elections*: Citizens elect their representatives, who make decisions on their behalf.
- *Protection of Individual Rights*: Democracies ensure the protection of individual rights and freedoms, such as freedom of speech and assembly.
- *Accountability*: Elected representatives are accountable to the people, who can remove them from office through elections.
Examples of democracies include the United States, India, and France.
Now, regarding the question of whether democratic forms of government are more accountable than monarchies, I'd argue that yes, democracies are generally more accountable.
In a democracy, elected representatives are accountable to the people, who can hold them responsible for their actions through elections, protests, and other forms of civic engagement. This accountability ensures that power is distributed more evenly, and leaders are more responsive to the needs and concerns of citizens.
In contrast, monarchies often lack this accountability mechanism, as the monarch's position is not dependent on the will of the people. This can lead to abuses of power and a lack of representation for marginalized groups.
For example, in Saudi Arabia, an absolute monarchy, the monarch has significant control over the government and the population, with limited opportunities for citizens to hold them accountable. In contrast, in India, a democracy, citizens have the power to elect their representatives and hold them accountable through various mechanisms, including elections and public protests.
In conclusion, while monarchies can provide stability and continuity, democracies are generally more accountable to the people, ensuring that power is distributed more evenly and leaders are more responsive to the needs and concerns of citizens ¹ ².
Question:
Examine the historical conditions which led to the rise of fascist ideology and discuss its features.
Answer:
Fascist ideology emerged in Europe in the early 20th century, particularly in Italy and Germany, in response to specific historical conditions.
Historical Conditions Leading to the Rise of Fascist Ideology:
1. *Post-World War I Instability*: The devastating consequences of World War I, including economic crisis, political instability, and social unrest, created a sense of disillusionment and despair among the population.
2. *Rise of Nationalism*: The Treaty of Versailles' emphasis on national self-determination and the redrawing of national borders fueled nationalist sentiments and a desire for territorial expansion.
3. *Fear of Communism*: The Russian Revolution and the spread of communist ideology in Europe created a sense of fear and anxiety among the middle and upper classes, who saw fascism as a bulwark against communism.
4. *Economic Crisis*: The global economic crisis of the 1930s, known as the Great Depression, led to widespread poverty, unemployment, and desperation, creating a fertile ground for fascist ideologies.
Features of Fascist Ideology:
1. *Authoritarianism*: Fascist regimes are characterized by a strong, centralized authority, often embodied in a charismatic leader.
2. *Nationalism*: Fascism emphasizes the superiority of the nation-state and promotes a sense of national pride and identity.
3. *Anti-Communism*: Fascism is deeply anti-communist, seeking to eliminate leftist and socialist ideologies.
4. *Militarism*: Fascist regimes often glorify military power and aggression, seeking to expand their territory and influence.
5. *Suppression of Individual Rights*: Fascist regimes typically suppress individual rights and freedoms, such as freedom of speech, assembly, and the press.
6. *Cult of Personality*: Fascist leaders often cultivate a cult of personality, presenting themselves as infallible and all-powerful.
7. *Racism and Xenophobia*: Fascist ideologies often incorporate racist and xenophobic elements, targeting minority groups and foreigners as scapegoats for societal problems.
Examples of fascist regimes include:
- Benito Mussolini's Italy (1922-1943)
- Adolf Hitler's Nazi Germany (1933-1945)
- Francisco Franco's Spain (1939-1975)
These regimes demonstrated the dangers of fascist ideology, which can lead to totalitarianism, human rights abuses, and global conflict.
Question:
As a resident of Delhi, you are aware of the existence of slums in your city. Did the study of slum settings through the survey method help you in developing a new perspective towards slums and its residents? Describe various dimensions of your project.
Answer:
As a resident of Delhi, I have always been aware of the existence of slums in my city. However, it wasn't until I conducted a study on slum settings through the survey method that I developed a new perspective towards slums and their residents.
Objectives of the Study:
The primary objective of my study was to understand the living conditions, socio-economic status, and access to basic amenities in slum settings. I also aimed to identify the challenges faced by slum residents and the potential solutions to address these challenges.
Methodology:
I employed the survey method to collect data from slum residents. I selected a random sample of 100 households from a slum in Delhi and conducted face-to-face interviews with the respondents. The survey questionnaire included questions related to demographic characteristics, living conditions, income, education, health, and access to basic amenities.
Key Findings:
1. *Overcrowding*: The majority of the households (80%) lived in small, cramped rooms with inadequate ventilation and lighting.
2. *Limited Access to Basic Amenities*: Only 20% of the households had access to piped water, and 30% had access to sanitation facilities.
3. *Low Income*: The average monthly income of the households was ₹10,000 (approximately $137 USD), which is below the poverty line.
4. *Limited Education*: Only 30% of the respondents had completed secondary education, and 20% were illiterate.
5. *Poor Health*: The majority of the respondents (60%) reported suffering from chronic illnesses, such as tuberculosis and asthma.
New Perspective:
Conducting this study helped me develop a new perspective towards slums and their residents. I realized that:
1. *Slums are not just physical spaces*: They are also social and economic entities that are deeply intertwined with the city's fabric.
2. *Slum residents are not just victims*: They are also agents of change who are actively seeking to improve their lives and living conditions.
3. *Slums require a holistic approach*: Addressing the challenges faced by slum residents requires a comprehensive approach that incorporates social, economic, and physical interventions.
Dimensions of the Project:
My project had several dimensions, including:
1. *Research*: Conducting a survey to collect data on the living conditions, socio-economic status, and access to basic amenities in slum settings.
2. *Community Engagement*: Working with slum residents to identify their needs and priorities, and to develop solutions to address these challenges.
3. *Policy Advocacy*: Collaborating with policymakers and stakeholders to advocate for policies and programs that address the needs of slum residents.
4. *Capacity Building*: Providing training and capacity-building programs for slum residents to enhance their skills and knowledge.
Question:
Explain the various stages of population growth/demographic transition with specific reference to the concept of fertility and mortality.
Answer:
The demographic transition model describes how the population of a country changes over time, going through four stages. The model is based on the changes in fertility and mortality rates.
Stage 1: High Birth and Death Rates (Pre-Industrial Society)
- *High fertility rate*: Women have an average of 5-6 children.
- *High mortality rate*: Death rates are high due to limited access to healthcare, poor sanitation, and high infant mortality.
- *Population growth rate*: The population grows slowly due to the balance between high birth and death rates.
Stage 2: High Birth Rate, Falling Death Rate (Early Industrialization)
- *High fertility rate*: Women still have an average of 5-6 children.
- *Falling mortality rate*: Death rates decline due to improvements in healthcare, sanitation, and living standards.
- *Rapid population growth*: The population grows rapidly as the gap between birth and death rates widens.
Stage 3: Falling Birth Rate, Low Death Rate (Late Industrialization)
- *Falling fertility rate*: Women have fewer children, with an average of 2-3 children.
- *Low mortality rate*: Death rates continue to decline due to further improvements in healthcare and living standards.
- *Slow population growth*: The population grows slowly as the gap between birth and death rates narrows.
Stage 4: Low Birth and Death Rates (Post-Industrial Society)
- *Low fertility rate*: Women have an average of 1-2 children.
- *Low mortality rate*: Death rates are low due to high standards of living and advanced healthcare.
- *Zero population growth*: The population stabilizes as the birth and death rates converge.
Key factors influencing the demographic transition include:
- *Urbanization*: As people move to cities, they tend to have fewer children.
- *Education*: Increased access to education, especially for women, leads to lower fertility rates.
- *Family planning*: Access to contraception and family planning services reduces fertility rates.
- *Economic development*: Improved living standards and increased access to healthcare reduce mortality rates.
The demographic transition model helps us understand how populations change over time and how fertility and mortality rates influence population growth.
Question:
How to understand caste and class within the framework of social stratification as a concept?
Answer:
Understanding caste and class within the framework of social stratification requires analyzing the concepts of social hierarchy, inequality, and access to resources.
Social Stratification:
Social stratification refers to the division of society into distinct layers or strata, based on factors such as wealth, income, occupation, education, and social status.
Caste:
Caste is a system of social stratification that originated in India, where people are divided into distinct groups based on their birth, occupation, and social status. The caste system is characterized by:
1. *Hierarchy*: Castes are arranged in a hierarchical order, with the Brahmins (priests) at the top and the Dalits (untouchables) at the bottom.
2. *Endogamy*: Marriage within one's own caste is preferred.
3. *Occupational specialization*: Each caste is associated with a specific occupation.
4. *Social exclusion*: Lower castes are often excluded from social and economic opportunities.
Class:
Class refers to a system of social stratification based on economic factors, such as income, wealth, and occupation. Classes are typically divided into:
1. *Upper class*: The wealthy elite, who own the means of production.
2. *Middle class*: Professionals, managers, and entrepreneurs, who have a relatively high standard of living.
3. *Working class*: Manual laborers, who have limited economic security.
4. *Lower class*: The poor, who struggle to meet their basic needs.
Key differences between Caste and Class:
1. *Ascribed vs. Achieved*: Caste is an ascribed status, determined by birth, while class is an achieved status, determined by economic factors.
2. *Rigidity vs. Mobility*: Caste is a relatively rigid system, with limited social mobility, while class allows for more social mobility.
3. *Cultural vs. Economic*: Caste is deeply rooted in cultural and social norms, while class is primarily based on economic factors.
Intersections between Caste and Class:
1. *Caste influences class*: In many societies, caste determines access to education, occupation, and economic opportunities, which in turn affect class status.
2. *Class influences caste*: Economic factors, such as wealth and income, can also influence social status and caste identity.
Understanding the complex relationships between caste and class is essential for addressing social inequality and promoting social justice.
Write short notes on:-
1. Distinction between Surplus and Subsistence Economy:
A surplus economy is an economic system where the production of goods and services exceeds the basic needs of the population, resulting in a surplus that can be traded, saved, or invested.
A subsistence economy, on the other hand, is an economic system where production is focused on meeting the basic needs of the population, with little or no surplus.
Key differences:
- *Production levels*: Surplus economy produces more than what is needed, while subsistence economy produces just enough to meet basic needs.
- *Trade and commerce*: Surplus economy allows for trade and commerce, while subsistence economy does not.
- *Standard of living*: Surplus economy typically has a higher standard of living, while subsistence economy has a more basic standard of living.
2. Distinction between Material and Non-Material Culture:
Material culture refers to the physical objects and artifacts that are created and used by a society, such as tools, buildings, and clothing.
Non-material culture, on the other hand, refers to the intangible aspects of a society's culture, such as language, customs, values, and beliefs.
Key differences:
- *Physical vs. intangible*: Material culture consists of physical objects, while non-material culture consists of intangible concepts.
- *Functionality*: Material culture serves a practical purpose, while non-material culture serves a social or symbolic purpose.
- *Transmission*: Material culture is transmitted through physical means, while non-material culture is transmitted through language, socialization, and cultural practices.
3. "Democracy is the way of life."
Democracy is a system of government where power is held by the people, either directly or through elected representatives. It is characterized by free and fair elections, protection of individual rights and freedoms, and accountability of the government to the people.
As a way of life, democracy implies:
- *Participation*: Citizens are actively engaged in the decision-making process.
- *Equality*: All citizens have equal rights and opportunities.
- *Freedom*: Citizens enjoy individual freedoms, such as freedom of speech and assembly.
- *Accountability*: The government is accountable to the people, and citizens can hold their leaders responsible for their actions.
1. Describe the changes from subsistence to
surplus economy. How does this change impact
relationships? (8)
2. What is culture? Why should it be studied
objectively? (8)
3 Design a field project to study any one aspect of the
life of young children during the pandemic. (8)
4) What is spatial interaction? Can the mass movement
of migrant labour to their villages, during the lockdown,
categorized under this? Justify. (8)
5)What is colonialism? Why does it make an important
theme in school level social sciences? (11)
6)What is the difference between ascribed and achieved
status? Take the instance of caste/gender to bring out
the differences.
7)How does knowledge in social sciences contribute to
becoming educated in a larger sense ?
8)Share, based on your life-experiences. What are the
challenges that democracy faces in contemporary
India?
2506
1, 2
Describe the of nature of social sciences and their
importance for learners at the school level. (9)
2. Explain the role of citizens in the functioning of a
democracy. (9)
3. Discuss various factors of population change with a Matenal and.
relevant examples. (9)
4. What do you understand by social change? How does
education contribute to social change? (9)
3
2506
Explain social stratification giving examples. Suggest
5. (9)
ways to address it.
6. Write short notes on any two: (4x2-8)
(a) Material and Non-Material Cul ture
(b) Imperialism
(c) Spatial Interaction
(d) Interview and Questionnaire
P.T.0.
410 2
1. Social Science helps in understanding society and
human values. In the context of the above statement,
explain the relevance of the study of social science at
the elenmentary school level.
(8)
2. What are the challenges that a teacher may encounter
in ensuring critical learning if she uses ICT resources
in a social science classroom? (9)
3. (a) In view of the contemporary Indian cotext, why
do you think inquiry-based pedagogy is necessary
for social science? (4)
410 3
(b) What all skills a teacher should possess fo use
inquiry-based pedagogy in the classroom ? State
with examples. (5)
4. Critically, refl ect on the online teaching-learning
process' of your middle school internship during the
Covid-19 pandemic. (9)
5. Discuss some assessment practices which you have
used during your middle school internship. Explain how
these assessment practices facilitate the learning
procesS.
(9)
P.T.O.
410
What are the essential pedagogical considerations for
the design of the textbook? Bxplain with specific
examples from the units of social science which you
taught during your Internship. (9)
(500)
B.El.Ed.
Paper C- 1.4
CORE SOCIAL SCIENCE
1. With reference to your slum visit, describe the socio-econ omic conditions of the
community. Discuss the challenges and ethical issues dexperien while collecting
data. 9
2 What is demography? What is the relationship between demography and developmnent
process of the country? 9
3. Analyse the concept of nationalism in the current global scenario with the help of
examples. 9
4. How ascribed status is different from achieved status? Do you think education plays a role
in an individual's social mobility? Discuss with example.9
5. Is there any relationship between rapid urbanisation and migration? Explain the
relationship by discussing the main causes of migration?9
6 Write short notes on any two of the following: 2x4-8
) Interview and its types
(i) Role of protest in a democracy
(ii) Features of surplus economy and subsistence economy.
(iv) Aims and objectives of social science
ChaMon Nb. 6 hss K No.o) = 99
This qugstion paper contains 4 printed pages.]
8185 Your Roll No.
B.EILEd.
Paper C-1.4
CORE SOCIAL SCIENCE
Time : 2 Hours Maximumn Marks : 35
(Write your Roll No. on the top immediately
on receipt of this question paper.)
Note -Answers may be writen either in English or in Hindi;
but the sane medium should be used throughout the
paper.
Attempt four questions in all.
Question No. 6 is compulsory.
1. How does the. study of society become a science ?.
What in your view is the role of social science in
understanding social realities ? (9)
P.T.0.8185 2
2. What do you understand by the term imperialism ? To
what extent did it lead to the growth of nationalism in
the third worid countries ? (9)
3. Explain the relationship between population growth
and unequal distribution of national income. (9)
4. To what extent did your visit to a slum help you
in understanding the economic and political aspect
of the area. Based on your experience highlight
the importance of the methods you used in getting
accurate data. Explain with examples. (9)
8185 3
5 What do you understand by the term social mobility ?
Differentiate between ascribed status änd achieved
status ? Discuss the role of education in an individual's
aspiration for upward mobility. (9)
6. Write short notes on any two of the following :
(4+4)
(a) Democracy in'India
(b) Difference between class and caste
(c) Indoctrination and Education
(d) Culture and Social Change
P.T.0.
This question paper contains 3 printed pages]
Your Roll No.
9706
BELEd H
Paper C-1.4
CORE SOCIAL SCIENCE
Tìme: 2 Hours Maximum Marks : 35
(Write your Roll No. on the top immediate ly on receipt of this question paper.)
Note Answers may be written either in English or in Hindi:
but the same medium should be used throughout the
paper.
Attempt four questions in all.
Question .No. 6 is compulsory.
1. How does the study of Social Science help you in understanding
multiple perspectives of an event or an issue ? Illustrate with
two examples. 9
P.T.0.
(2 ) 9706
2. How does the concept of aristocracy help us in under-
standing the role of wealth, power and prestige in any
society ? 9
3. Explain the significance of cultural aspect of nationalism with
examples. 9
4. How did you analyze the responses/data of your slum survey ?
What is the role of observation in this process ? 9
5. Debate the role of achieved status and ascribed status in any
society with examples.
(3 ) 9706
6. Write short notes on any bwo of the fllowing : 4+4-8
Ethnocentricism
() Two features of Subsistence Economy
(i) Tradition and Social Change
(iv) Demographic Transition
()
(iv)
700
3
9706
2eto
[This question paper contains 3 printed pages.)
9806 Your Roll No..
B.EL.Ed,
Paper C-14CORE SOCIAL SCIENCE
Te: 2 Nonrs Maximum Mark: 35
(Write yeur Roll No. on the top immediately
on receipt of this question paper)
Note - Answers may be written either in English or in
Hindi; but the same medium should be nsed
throvghoui the paper.
Question No. 6 is compulsory.
Answer any 3 other questions.
1. Explain the concept of 'social stratification' with
specific examples from Indian context. What is
the difference bctween 'social class' and 'social
status' 2. (9)
P.T.0.
9806 2
2. With reference to your slum survey project, discuss
the aspect of 'historical narratives'. How do they
(inhabitants) view their relationship with their native
place ? What are the challenges you faced while
seeking this information ? (9)
P?
3. Explain spatial interaction with exarnples from Indian
context. (9)
4.- Explain the nature of 'Science' with examples. Can
there be a 'science of society' ? Give your argument
by substantiating with exampies. (9)
5. Explain the concept of 'monarchy'.with exampleş.
Is there any link/relati on with the concępt of
'Legitimacy' ? (9)
8109
5. On the basis of the shum project analyse the
community in terms of spa tial location, cconomics.
politics and historical memories.
((
6 What do yon understand by culture? If you were to
stody relatively unknown community of people,
wbich research method would you use and why?
SECTION C(GUg H).
7. With suitablc cxampics, write short notes on any two:
() Inter-linkages between different branches of
social science
(i) Social stratification and Social inequality
() Difference between 'open-ended' and 'close-
ended' questionnaires
(iv) Material and non-material aspects of culture.
P.T.O.
9806
Write short notes on any two of the following 1
(a) Demography and Sociology
(b) Structural questionnaire
(c) Non-material Culture
(d) History and archeology
(e) Sociological imagination (4+4)
(a) gjt
(G00)#**t
201
arves arqu rer reva'yara fa 1
8109
8
2 How do hctors like trade, technology and communi-
cation impact in the growth of an cconomy from
subsistence level to that of a surplus economy. Discuss.
8
3. What do you understand by democracy? Is democracy
only about political rulers and governments? Can we
talk abouta democratic classroom? Or a democratic
family or community? Discuss.
8
SBCTION B (E )
4. Examine the idcokogy of Fascism in the bistorical and
present context with the help of examples.
6
Your Roll No.
20|| B.El.Ed. AS
Paper : C-1.4
CORE SOCIAL SCIENCE
Time: 2 hours Maximum Marks : 35
(Write your Roll No. on the top immediately
on receipt of this question papet)
NoTE: Answers may be wriuten either in English or in
Hindi; but the same mnedum should be used
throughout the paper.
Atemptfive questions in all.
Attempt Ewo questions each from Sections A and B.
Question No. 7from Section Cis compulsory.
SECTIONA (YUG 34)
1. What do you think is the importance of History in the
learner's development? Explain with the hclp of
examples. P. T. O.
8109 This question paper contains4 printed pages.
Your Roll No.
B.El.Ed. AS
Paper : C-1.4
CORE SOCIAL SCIENCE
Time : 2 hours Maximum Marks: 3S
(Wrine your Roll Na. on the top imnedietely
on receipt of this question paper )
NoTE: Answers may be written either in English or in
Hindi; but the same medium should be used
throughout the paper.
Atempt five questions in al.
Attempt two questions each from Sections A and B.
Question No. 7 from Section Cis compulsory.
SECTION A (gE )
1. What do you think is the importance of History in the
learner's development? Explain with the help of
examples. P. T.O.
2010
2
282 1 SECTION A .(avg )
Explain the difference between primary and secondary
sources of data with the help of examples. (8)
2. Comment on monarchy and changing notions of the
state in the Indian context. (8)
3. What do you understand by social change ? Explain
from various perspectives. (8)
SECTION B (aVg a)
4. Discuss the social construction of gender in the 'context
of Indian society. (6)
5. Comment on the concepts of fascism and communalism
with the help of examples. (6)
2821 20lo
O. Discuss the importance of Social Science as a
discipline in the earner's development. (6)
SECTIONC (avg )
7. With suitabie examples, write short notes on any two:
.(a) India's liberlized economy
(b) Democracy as an ideal
(c) Concept of development
(d) Importance of study of demography in Social
(34+3A=7)
Sciences
(T) faTE r4T
(600)****
Paper C-1.4
CORE SOCIAL SCIENCE
1, With reference to your slum visit, describe the socio-economic conditions
of the community. Discuss the challenges and ethical issues dexperience
while collecting data. 9
2. What is demography? What is the relationship between demography and
development process of the country? 9
3. Analyse the concept of nationalism in the current global scenario with the help
of examples.
4 How ascribed status is different from achieved status? Do you think education
plays a role in an individual's social mobility? Discuss with example9
5. Is there any relationship between rapid urbanisation and migration? Explain the
relationship by discussing the main causes of migration?9
6. Write short notes on any two of the following : 2x4-8
() Interview and its types
(ii) Role of protest in a democracy
(11) Features of surplus economy and subsistence economy.
(iv) Aims and objectives of social science
Ascribed Status vs Achieved Status
Ascribed status refers to the social status or position assigned to an individual at birth, which is beyond their control. This can include factors such as:
- *Age*: A person's age is an ascribed status, influencing their social position and opportunities.
- *Gender*: Being born male or female is an ascribed status that shapes societal expectations and experiences.
- *Race*: An individual's racial identity is an ascribed status that can impact their social standing and interactions.
- *Caste*: In some societies, caste is an ascribed status that determines social hierarchy and opportunities.
Achieved status, on the other hand, is a position or status earned through an individual's efforts, skills, and choices. Examples include:
- *Education*: A person's educational attainment is an achieved status reflecting their hard work and dedication.
- *Occupation*: An individual's profession or career is an achieved status earned through their skills and experience.
- *Marital status*: A person's marital status can be an achieved status, reflecting their personal choices and decisions.
Social Mobility
Social mobility refers to the movement of individuals or groups up or down the social ladder, often resulting from changes in occupation, education, or income. This concept is closely tied to achieved status, as individuals can work towards improving their social position through education, hard work, and determination ¹.
Role of Education in Social Mobility
Education plays a significant role in social mobility, as it provides individuals with the skills, knowledge, and opportunities necessary to improve their socio-economic status. Education can:
- *Enhance career prospects*: Education can lead to better job opportunities and higher earning potential.
- *Increase social connections*: Education can expand an individual's social network, providing access to new relationships and opportunities.
- *Foster personal growth*: Education can promote personal development, critical thinking, and problem-solving skills.
Democracy in India
India is the world's largest democracy, with a diverse population and a complex social hierarchy. The Indian democracy has made significant progress in promoting social mobility and equality, but challenges persist, particularly in terms of:
- *Caste-based disparities*: The Indian caste system continues to influence social standing and opportunities.
- *Economic inequality*: Economic disparities remain a significant challenge in India, with many individuals and groups struggling to access basic necessities.
Difference between Class and Caste
While both class and caste refer to social hierarchies, they differ in their underlying structures and implications:
- *Class*: Class is typically based on economic factors, such as income, occupation, and education.
- *Caste*: Caste is a more rigid and complex system, often tied to traditional occupations, social status, and family background. Caste is unique to certain societies, such as India, and can have significant implications for social mobility and opportunities ².
Here are the answers in English along with the questions from the image you provided:
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Q1. What is colonialism? Why does it make an important theme in school level social sciences?
Ans:
Colonialism refers to the practice by which a powerful country controls and exploits another country or territory, often by settling its own people there and using its resources for its own benefit. It involves political domination, economic exploitation, and cultural imposition.
It is an important theme in school-level social sciences because:
It helps students understand historical power dynamics.
It shows the impact of colonialism on societies, cultures, and economies.
It encourages critical thinking about resistance movements and freedom struggles.
It builds awareness about post-colonial realities and identity formation.
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Q2. How does knowledge in social sciences contribute to becoming educated in a larger sense?
Ans:
Social sciences play a crucial role in holistic education. They help individuals:
Understand society, culture, politics, and the economy.
Develop critical thinking and analytical skills.
Become responsible citizens with awareness of rights and duties.
Promote empathy, tolerance, and appreciation for diversity.
Question injustices and advocate for social change.
Thus, knowledge of social sciences extends beyond textbooks and contributes to the development of an informed, aware, and responsible individual.
---
Q3. Share based on your life experiences. What are the challenges that democracy faces in contemporary India?
Ans:
Based on life experiences, some major challenges that democracy faces in contemporary India include:
Corruption: Widespread corruption affects the credibility of democratic institutions.
Communalism and Casteism: These divisions weaken national unity and fair representation.
Inequality: Socio-economic gaps hinder equal opportunity and justice.
Political Polarization: Biased narratives reduce rational debate and inclusive decision-making.
Media Manipulation: Paid and fake news distort public opinion.
Voter Apathy: Especially among urban youth, reducing participation in the democratic process.
These issues, if unaddressed, may weaken the democratic framework of India.
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Let me know if you want the rest of the questions answered too!
Sure! Here's the ascribed status related answer as seen in the "OR" part of Question 1 from your image:
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Q1 (OR). What is the difference between ascribed and achieved status? Take the instance of caste/gender to bring out the differences.
Ans:
Ascribed status is the social status a person is born into. It is assigned at birth and is usually unchangeable. Examples include caste, gender, race, or family background.
Achieved status, on the other hand, is a social position a person attains through their own efforts, skills, and choices, such as becoming a doctor, teacher, or artist.
Example of caste:
In India, caste is traditionally an ascribed status—people are born into a caste and it determines their social role, profession, and sometimes even social interactions, regardless of their personal achievements.
Example of gender:
Gender, especially in patriarchal societies, is also often seen as an ascribed status, where roles and expectations are assigned at birth (e.g., girls expected to do household chores while boys are expected to earn).
In contrast, a woman becoming a successful CEO or a person from a lower caste becoming an IAS officer reflects achieved status, attained through education, hard work, and talent, challenging traditional boundaries of ascribed roles.
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Here's the answer to the subsistence economy question (Q4 from the image):
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Q4. Describe the change from subsistence to surplus economy. How does this change impact relationships?
Ans:
A subsistence economy is one in which people produce only what they need for their own survival — mainly food, clothing, and shelter. There is little to no surplus, and trade or exchange is minimal. This type of economy is often found in rural or tribal societies where people depend on agriculture, hunting, or fishing.
A surplus economy, on the other hand, occurs when people produce more than they need for basic survival. The extra (or surplus) can be traded, sold, or stored. This leads to the development of markets, trade, specialization of labor, and economic institutions.
Impact on relationships:
In a subsistence economy, relationships are more community-based and interdependent. People share resources and work collectively.
In a surplus economy, relationships become more formal and transactional. Trade and competition may replace cooperation.
Family roles and social hierarchies can also change as some people accumulate more wealth and power.
Economic inequality may increase, affecting social dynamics and access to resources.
Thus, the shift from subsistence to surplus economy brings significant changes in how people relate to each other socially and economically.
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Let me know if you need the next answer (like Q5 on culture or any other).
Here's the answer to the culture question (Q5 from the image):
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Q5. What is culture? Why should it be studied objectively?
Ans:
Culture refers to the shared beliefs, values, customs, behaviors, traditions, language, and artifacts that characterize a group or society. It is the collective identity of a community, shaped by history, social practices, and interactions. Culture is passed down from generation to generation and influences how people think, act, and relate to the world.
Why should it be studied objectively?
Objectivity in studying culture helps avoid bias or ethnocentrism, where one culture is judged based on the standards of another culture.
It enables a deeper understanding of cultural diversity, helping us appreciate and respect different ways of life.
It promotes the idea of cultural relativism, which encourages understanding cultural practices within their own context, rather than judging them against external standards.
Objectively studying culture helps in making informed decisions in areas like international relations, conflict resolution, and global collaboration.
In essence, studying culture objectively ensures that we can appreciate the richness of human diversity without prejudice or misunderstanding.
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Here’s the answer to Question 6 from the image:
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Q6. Design a field project to study any one aspect of the impact of the pandemic into young children during the pandemic.
Ans:
Title of the Project: Impact of the COVID-19 Pandemic on the Learning Habits of Young Children
Objective:
To study how the pandemic and lockdown affected the learning habits and academic progress of children aged 6–10 years.
Methodology:
1. Sample Selection:
Select 20–30 children from diverse socio-economic backgrounds in a local area or school.
Age group: 6–10 years (classes 1 to 5).
2. Tools of Data Collection:
Questionnaire for parents and teachers.
Informal interviews with children.
Observation of children’s behavior and engagement during online/offline classes.
3. Aspects to Study:
Access to online education (devices, internet).
Change in learning routines and concentration.
Parental involvement in studies.
Emotional and mental well-being.
Physical activity and screen time.
4. Analysis:
Compare data from before and during the pandemic.
Use charts/tables to show key findings.
5. Conclusion:
Summarize major impacts such as learning gaps, increased screen time, reduced social interaction, and emotional stress.
Suggest solutions like remedial classes, hybrid learning, and emotional support programs.
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Let me know if you’d like the answer to Question 7 (spatial interaction and migration during lockdown) next!
Here’s the answer to Question 7 from the image:
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Q7. Why is spatial interaction important? How did migration during the lockdown make this visible?
Ans:
Spatial interaction refers to the movement and flow of people, goods, services, and information between different places. It shows how different regions are connected and how activities in one area affect another. Spatial interaction is crucial for trade, communication, employment, and cultural exchange.
Importance of spatial interaction:
It supports economic activities by connecting producers and consumers.
It enables mobility of labor and resources.
It fosters interdependence among regions.
It helps in planning infrastructure, transport, and urban development.
Migration during the lockdown:
The COVID-19 lockdown in India exposed the deep dependence of cities on migrant laborers.
As industries shut down, millions of migrant workers lost jobs and walked hundreds of kilometers back to their native villages.
This reverse migration highlighted:
The poor living and working conditions of migrants.
Lack of support systems in urban areas.
The strong rural-urban connections in terms of labor supply.
The disruption of spatial interaction showed how crucial mobility is for both rural survival (through remittances) and urban functioning (through labor).
Conclusion:
Migration during the lockdown made visible the significance of spatial interaction in sustaining both economic activities and social balance between rural and urban spaces.
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Here are the answers for the questions shown in the image:
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Q5. What do you understand by the term social mobility? Differentiate between ascribed status and achieved status. Discuss the role of education and an individual’s aspiration for upward mobility. (9 marks)
Answer:
Social Mobility:
Social mobility refers to the movement of individuals or groups within the social hierarchy. It can be upward or downward, depending on the improvement or decline in social status, economic position, or occupation.
Types of Status:
Ascribed Status:
This is the social status a person is born into. It is assigned at birth and is not earned or chosen (e.g., caste, race, gender).
Achieved Status:
This status is acquired based on an individual’s actions, efforts, and achievements (e.g., profession, education).
Role of Education:
Education plays a crucial role in social mobility. It provides individuals with the knowledge, skills, and qualifications needed for better employment opportunities and economic improvement. It empowers marginalized groups and breaks the barriers of caste and class.
Individual’s Aspiration for Upward Mobility:
An individual's motivation, ambition, and willingness to improve their life can lead to upward mobility. With education and support systems, these aspirations can result in a better social and economic position.
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Q6. Write short notes on any two of the following: (4+4 marks)
(a) Democracy in India
India is the world’s largest democracy, based on the principles of equality, liberty, and justice. Citizens have the right to vote, elect their leaders, and participate in decision-making processes. Indian democracy operates through a parliamentary system with regular elections and a federal structure of government.
(b) Difference between class and caste
Caste: A closed system of stratification where status is ascribed by birth and mobility is limited. It is hereditary and rigid (e.g., Brahmins, Dalits).
Class: A more open system based on economic status, education, and occupation. Mobility is possible through personal effort and achievement.
(c) Indoctrination and Education
Indoctrination: It is the process of teaching a person or group to accept a set of beliefs uncritically. It limits critical thinking.
Education: A broader process aimed at developing knowledge, skills, values, and critical thinking. It promotes understanding, questioning, and intellectual growth.
(d) Culture and Social Change
Culture consists of beliefs, values, customs, and practices of a society. Social change refers to the transformation in these cultural elements over time. Changes in technology, education, economy, and social movements can lead to cultural shifts and transformation in society’s norms and values.
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Let me know if you want these in Hindi or formatted in a document/PDF.
Here is the first question from the exam paper along with a suggested answer:
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Question 1:
How does the study of society become a science? What in your view is the role of social science in understanding social realities? (9 marks)
Answer:
The study of society becomes a science when it employs systematic methods of investigation, objective analysis, and theoretical understanding to explain human behavior and social structures. Like natural sciences, social science uses observation, hypothesis formation, data collection, and analysis to understand patterns in human interaction.
Social science becomes scientific through:
1. Empirical observation – studying society through real-life evidence.
2. Objectivity – minimizing personal bias.
3. Theoretical framework – developing theories to explain social behavior.
4. Methodology – using qualitative and quantitative research methods.
Role of Social Science:
1. Understanding social realities – It helps decode the functioning of institutions like family, education, and politics.
2. Awareness and change – Social science brings awareness of inequality, injustice, and helps formulate policies for change.
3. Developing critical thinking – Encourages questioning of norms, stereotypes, and promotes rational decision-making.
4. Planning and development – Assists governments and organizations in creating informed social policies.
Thus, social science plays a vital role in understanding and transforming society by offering insights into its functioning and suggesting ways for improvement.
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