Category: Class 8

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

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

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

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

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

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

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

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

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

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

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

1. Bangalore Nagaratnamma
2. Balasaraswathi

Opposed:

1. Veeresalingam
2. Bhagya Reddy Varma

Those who wanted to reform it:

1. Rukmini Devi
2. E. Krishna Iyer

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Interview:

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

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

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

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

Improve your learning

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

These indicate freedom of religious practice.

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

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

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

1. Theravada
2. Mahayana
3. Vajrayana

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Question 7.
What is aerial photography?
Answer:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

4. Special symbols are called contour lines.

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

6. Contour lines are also called isolines.

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

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

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

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

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

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

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

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

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

Answer:

Question 27.
Observe the given map.

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

2. This indicates
Answer:
External boundaries.

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

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

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

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

Answer:

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

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

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

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

Improve your learning

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

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

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

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

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

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

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

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

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

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

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

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

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

Bhagya Reddy Varma :

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

Narayana Guru:

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

Ambedkar:

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

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

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

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

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

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

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

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

Poster on Girls’ Education

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

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

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

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

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

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

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

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

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

Differences:

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

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

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

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

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

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

Differences:

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

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

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

Differences:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Poster on Social Reforms

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

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

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

SCERT AP Board 8th Class Social Solutions 5th Lesson Forests: Using and Protecting Them Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 5th Lesson Forests: Using and Protecting Them

8th Class Social Studies 5th Lesson Forests: Using and Protecting Them Textbook Questions and Answers

Improve your learning
Question 1.
Do you agree with the following statements? Give reasons for your agreement or Contradiction.
a) The notion of private property is important to protect the forest.
b) All forests need to be protected by human beings.
c) Over the centuries most people living on earth have reduced their dependence on forest for their livelihood.
Answer:
a) I agree with this statement. They were sent out of their homes and they lost that ‘ours’ feeling.
b) I agree with this statement. The trees and human beings are interdependent. So all forests need to be protected by human beings.
c) Yes, I agree with this. Many other kinds of employment and business opportunities were created on the earth. So the dependence on forests is reduced.

Question 2.
Create a timeline to show the major changes in use of forest over centuries. It may be necessary to look at your textbooks from previous classes.

Answer:

Question 3.
Based on the details given in the above text, or from what you already know about the forests, compare the type of forest that is closest to your area of living on the following aspects.

Answer:
Ours is a Maredumilli village in East Godavari district. Our forest is as follows.

Question 4.
Observe the map of forests in Andhra Pradesh and find out which district (s) has/have the maximum forest covered area?
Answer:
Visakhapatnam, East Godavari, Srikakulam and Prakasam districts have the maximum forest covered areas in our state.

Question 5.
A few children in a school participated in Vanamahotsavam programme and they planted some saplings. How do you respond to this?
Answer:
I appreciate this action very much. The children’s participation in this brightens the future of the country. But they should take care of their plants till they grow.

Question 6.
Read the paragraph under the heading ‘Forests of Andhra Pradesh’ and answer the question:
You read about some of the important kinds of forests in our state But how large are our forests? Are they increasing or decreasing? Let us find out. About 64,000 sq kilometres of the state are declared as forest by the government. This is about 23% of all land in the state.

However, all this is not really forested as only about 16% of our land has tree cover to qualify as forest. This means that is about 7% of our forest lands are open grounds and with very few trees. Even this forest cover is dwindling due to felling, encroachment, mining etc. Every year about one hundred sq kilometres of forests are lost in our state
What suggestions do you have for increasing the forest cover in our state?

Answer:

1. Government should adopt social forestery scheme.
2. Plantations should be taken in bare lands in forests.
3. Consumption of forest products should be minimised.
4. Renewable sources of energy should be invented.
5. Forests should be protected from illegal activities.
6. Awareness should be created about the necessity of forests among the common people.
7. Plantations should be taken in the area of used up mines.

Question 7.
Locate the various places mentioned below different photographs of forests given in this chapter in an Atlas. What similarities and differences can you find among them?
Answer:
Similarities & Differences

Question 8.
What are the differences between Ever green forests and Deciduous forests?
Answer:
Difference between Evergreen forests and Deciduous forests:

1. Evergreen forests: Evergreen plants in evergreen forests have leaves or needles that stay on the plant throughout all of the seasons. This does not mean that the needles or leaves never die or fall off. It means that when they do, they are replaced by new ones and the plant is never without greenary.
2. Deciduous forests: Deciduous trees in deciduous forests lose their leaves flow September onwards, with some trees, this is accompanied by stunniodelus autumn colours. This happens at different points throughout the autumn, depending upon, the species of tree and weather at the point that this occurs.

Question 9.
Observe the pictures and write a comment.

Answer:
Tragically, human beings operate under the belief, that they have the right to do what they please to animals.
On the earth, the plant kingdom and the animal kingdom appeared first, before human kingdom. But now the later occupied more land on the earth. So the forests and wild life are to be protected.
Additional Information:

Mineral kingdom
↓
Plant kingdom
↓
Animal kingdom
↓
Human kingdom

8th Class Social Studies 5th Lesson Forests: Using and Protecting Them InText Questions and Answers

Question 1.
You have read about forests and people living forests in the previous classes. Can you recall some of them and talk about people who live in the forests? (Textbook Page No. 49)
Answer:
“Good morning all of you. Forests are lifeline of the lives. The area of forest should be 33% of the area of any country. But in India it is 23% only. These figures show our critical condition. Adivasis are 8% of our total population. Approximately 60% of them live in forests. They lead their lives in the lap of nature. Their traditions, customs, religious rituals, groups, agriculture – in every issue, they are different from others. Their welfare is our welfare. Save trees, they save us. Thank you one and all”.

Question 2.
What is a forest? There can be many ways of defining a forest. Write a definition of forests. Then discuss jointly in the class and write down points which seem to be correct to most students. (Textbook Page No. 50)
Answer:
A large tract of land covered by trees is called a forest.
Definitions:

1. A forest is best defined as an ecosystem or assemblage of ecosystems dominated by trees and other woody vegetation.
2. A place where the environment is covered from all sides with trees and wildlife means.

Correct points:

1. It is ecosystem.
2. It is dominated by trees.
3. There are another woody vegetations also.
4. Its place is covered with trees, from all sides.
5. There is wildlife also.

Question 3.
Find out how the mangrove trees adapt to the special conditions of sea coasts.
(Textbook Page No. 54)
Answer:
Mangroves, like desert plants have special adaptations for growing in low moisture and high salt conditions.
One special strategy for coping with high concentrations of salt is special salt – excreting glands on leaves.
Another is exclusion of salt from entering roots with water uptake. They have specialised aerial breathing roots known as pneumatophores.

Question 4.
You may remember reading about Equatorial forests in Nigeria. What are the main differences between the forests of Andhra Pradesh and the Equatorial forests? (Textbook Page No. 54)
Answer:

Question 5.
Do you think there is any difference between a plantation of Eucalyptus trees or tea shrubs and a forest? Discuss in the class. (Textbook Page No. 57)
Answer:
Forest trees grow in both height and breadth. The diameter at the top should be more or less equal to its height.
Eucalyptus trees are long, but at the top they are not broad enough. The plantations in tea estates are grown upto a height of 3 to 4 feet. Otherwise, it will be useless. So I think there is a difference between these three varieties.

Question 6.
What was the difference between the protection of forests by the tribal people and by the Forest Department? (Textbook Page No. 58)
Answer:
Tribals treated the forest as their mother. Their birth, life, death-every event was in the laps of forests. They felt no difference between them and forest. So they didn’t cause any harm or loss to the forests. In agriculture also they took necessary safety measures.

But the Forest Department officials usually belonged to distant and rich communities. They regarded the tribal people as ignorant and dangerous. They had no positive feeling about the forests.

This is the difference between protection of forest by the tribal people and by the Forest Department.

Question 7.
Can each of you draw a picture of a forest and compare them? (Textbook Page No. 49)
Answer:
In some pictures the forests are dense.
In some pictures there are gaps between tree trunks.
In some pictures some plain ground is visible in the forest.

Question 8.
Write a caption on the above cartoon in the contest of forest. (Textbook Page No. 50)
Answer:

1. “More usage makes us stand on the edge of a blade”.
2. “In front, there is crocodiles’ festival”. (Jovial cartoon)

Question 9.
Do you think it is important to have forests ? What will happen if all the forests are cleared and used up for growing crops, building factories or mines or houses for people to live ? Can’t we live without forests? Discuss in your class. (Textbook Page No. 51)
Answer:
Both plant and human kinds are interdependent. We cannot live or lead life on the earth without forests. We breathe in O₂ and breathe out CO₂ and the plants vice-versa. 1/3 of the total land on the earth should be covered with trees or forests. Otherwise it leads to natural disasters.

Question 10.
“Every year about 100 sq. km of forests are lost in our state” – Is this a satisfactory situation? Discuss in your class. (Textbook Page No. 54)
Answer:
No, this is not a satisfactory situation. This affects our biodiversity, rainfall and soils etc. We can say this as critical condition.

Question 11.
Discuss in the class which way would have been better. (Textbook Page No. 58)
Answer:
It would have been better if the tribal people left alone to lead their traditional lives in the forests. Our government also followed the British policy which was not fair.

Question 12.
In what way do you think it (Forest Right act) makes up for the injustice done to the tribal people in the past 200 years?
Answer:
The act confers on forest dwellers and other traditional users of forests, their traditional rights over the forest and also title to lands they use. If implemented properly, this act can be used to undo the wrongs done to the tribal people for generations.

Question 13.
Discuss this in the class – do you think it is the correct way to redress the wrongs done to the tribal people? How will it help in protecting the forests? What other steps need to be taken for this? (Textbook Page No. 61)
Answer:
I think this is the right way to redress the wrongs done to the tribal people. They are the children of the forests and they alone can protect them. But there should be some supervision on them to avoid the usage of forest products for commercial purpose. If they are provided with some minimum needs this could be controlled.

Question 14.
Some of you may be familiar with a nearby forest – its trees, plants, animals, rocks, streams, birds and insects. Describe to the class the forest in detail and what you do there. (Textbook Page No. 49)
Answer:
Ours is Maredumilli in East Godavari district. Our village is itself in a forest. This is on Bhadrachalam road. We are in the lap of nature’s beauty. Bamboo, Peepal, Neem, Amla, Teak, Sal etc., are the main trees here. Coffee and rubber plantations are also here. We can see wild animals also rarely. Different birds, colourful flies make us happy. Visitors from different places come here to enjoy the nature. We collect and eat the tubers, fruits, honey. If they are excess, we will take them to our nearest town to sell them. With these earnings we take our grains and cereals from the town.

Question 15.
Have you ever been to a forest to collect firewood, leaves or fruits and tubers? Tell everyone in the class about it and also make a list of all the things people in your area collect from the forests. How are they used? (Textbook Page No. 49)
Answer:
We live in Salur, Salur mandal in Vizianagaram district. My father Ramachandra Rao works in Private company Once we planned for ‘Chandi Homam’. We had to collect ‘Samidhalu’ (dry sticks of sacred trees) from the nearest forest. My friends and I went to the forest. We collected Peepal’s, Bilwa’s samidhalu. During that time we were afraid very much.
The people of this forest collect honey, medicinal plants, tree barks, amla, gum, tamarind etc., from the forest. They use them as their food and sell the unused in the nearest towns.

Question 16.
Our folk tales and Puranas and stories repeatedly mention forests. Can you relate in the class some such stories about the forests ? (Textbook Page No. 49)
Answer:
Ramayana and Mahabharata are the two great epics of our country. These two tell us about the ‘Aranya vasa’. This is the story of Ramayana. After the announcement of ‘Rama Pattabhishekam’, Kaika sent him to forests for 14 years. Rama went to the forest of ‘Dandakaranya’ with his brother Lakshmana and wife Sita. It is in Bastar district in central India. As the forest is known for this ‘Dandana’ (punishment), it got its name Dandakaranya. He lived there for a few years. When Ravana took away Sita with him, Rama went to Lanka to kill him. Later he killed Ravana in the war and returned to ‘Ayodhya’ after 14 years of exile.

Question 17.
Many forests are sacred and are worshipped by the people. Some forests are famous as the abode of some gods and goddesses. Find out about them and tell everyone in the class about them. (Textbook Page No. 49)
Answer:
At the end of ‘Dwapara yuga’ all the rishis and sages went to ‘Lord Brahma’. They requested ‘Brahma’ to suggest them a ‘sacred’ place to continue their further penance and to save themselves from the effect of ‘Kali’. Then Brahma took a sacred wheel and rolled it down on the earth and said wherever that wheel stopped, that would be the place. It stopped in ‘Naimisha’ which was in between Panchala and Kosala kingdoms. At present it is Sitapur, in Uttar Pradesh. It is on the banks of ‘Gomathi’ river. Now it is famous with its name ‘Naimisaranya’. This story is mentioned in Mahabharatha, Siva Purana etc.

Question 18.
Look at the map of Andhra Pradesh given on the showing the distribution of forests. Find out if your district has any forest and if yes, what kind of forest. (Textbook Page No. 54)
Answer:
Ours is East Godavari district. We have mangrove forest in our area.

Question 19.
Find out from your elders about their experience of CFM and also Social Forestry projects. (Textbook Page No. 60)
Answer:
Madras Forest Act was introduced in 1882 and later it was changed as A.P. Forest Act 1882. Again another act was introduced in 1915. Other forest policies and rules were declared in 1956, 1967, 1970 and 1971. Joint Forest Management (J.F.M.) was introduced in 1990. It was changed as Community Forest Management (C.F.M) in Telangana. While this programme helped to bring together the Forest Department and the local communities, it only forced the tribal people to give up their earlier podu lands for forest regeneration. During the same time, several Tiger Sanctuaries were established in the forests to protect wild life.

In 1976 government introduced Social Forestry Scheme. Its aim was taking the pressure off the forests making use of unused and fallow land. These should be afforested. With the introduction of this, government formally recognised the local communities right to forest resources.

Question 20.
Which is the nearest forest area from your village or town ? Find out why this area still has tree cover and has not been converted into fields or habitations or mines. (Textbook Page No. 51)
Answer:
Ours is Maredumilli village in East Godavari district. It is situated on a hill top. Rampachodavaram is very very near to us. These two are forest areas. These two stood independent in the British period also. Most of the area was under the control of tribals. No minerals were found in this area.

Question 21.
Due to historical factors and physical conditions, this remains as forest only.
a) Do you think it is possible for people to take care of forests and use them as well?
b) What would they have done if someone had tempted them to cut trees and sell them in the markets? (Textbook Page No. 56)
Answer:
a) It is possible. In present society many people are cultivating fruits and vegetables. They are protecting their gardens by selling the fruits and vegetables.
b) They definitely oppose and reject the suggestion. For ex: All their festivals are related to trees. Mamidi panduga, Gongura panduga, Mutyalamma panduga etc. They may cut a branch or some else but not the trees. They don’t cut their home.

Question 22.
List all the causes for the decline of forests in the last 200 years. Do you think Poducultivation was also responsible for this? Give your arguments. (Textbook Page No. 58)
Answer:
Causes for decline of forests :

1. Agriculture
2. Cattle rearing
3. Mega projects
4. Fires
5. Logging
6. Mangroves and shrimp farming
7. Mining, oil and gas

We can say that ‘Podu’ is also one of the reasons. The tribals left their traditional food, and depended on crops. So the land in forests is changed as agriculture land.

Question 23.
Why do you think the tribal people were not able to pay the land revenue demanded by the government? (Textbook Page No. 58)
Answer:
By one stroke of the government the tribal people were rendered homeless in their own homes. The government handed over these lands to zamindars and cultivators. The evicted tribal people had to work for these landlords. On the lands which the tribal people were to cultivate, they had to pay very high revenue. They had no habit or chance of saving money. So they were not able to pay the taxes.

Question 24.
Why do you think the government thought that forest was not important for tribal people’s development? (Textbook Page No. 60)
Answer:
I think that the government had lost its foresight and thought that forest was not important for tribal people’s development.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The documents maintained by the school:

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

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

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

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

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

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

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

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

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

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

SCERT AP Board 8th Class Social Solutions 24th Lesson Disaster Management Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 24th Lesson Disaster Management

8th Class Social Studies 24th Lesson Disaster Management Textbook Questions and Answers

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Question 1.
Describe any disaster that occurred in your area or that you watched on TV. What measures could have been taken to reduce its impact?
Answer:
Recently we had floods to ‘Budameru’ due to heavy rains. Houses, fields and roads were inundated with these floods. In our area, 8 persons missed due to these floods. All the crops were washed out. Many animals were drowned in the water.
We should control them flood by channelling this ‘Budameru’ water to the Krishna river. The people in the danger zone should be sent to elevated areas. Donors should be encouraged to supply them food and clothing. Drinking water should be supplied to them. Medical facilities should be arranged. Thus we can reduce its impact.

Question 2.
How can the disaster be prevented/managed?
Answer:
All the living beings except human beings are leading their lives with the nature. But the human beings are changing the nature according to their convenience. This should be avoided. The government should grow mangrove forests, relocate the villages to safe lands, practising and promoting cyclone resistant construction techniques. Thus we can manage disasters.
Village disaster management teams should be formulated and trained. A large numbers of cyclone shelters and mounds should be constructed in strategic locations so as to accommodate villagers in case another cyclone strikes the area. Thus the disaster can be prevented.

Question 3.
Discuss the elder’s experience with regard to the disasters and the management and write a note.
Answer:
Once there was an earthquake in Hyderabad. It was a summer night. All of our family members were sleeping outside in open place. My granny thought that some dog was striking her cot. In seconds we heard shouting ‘earthquake, earthquake’. All of us ran out immediately. One building at the end of the road collapsed. There were some breaches in the walls of the houses. It occurred nearly five to six times. Our colony people sat on the roads with great fear. The next day morning they entered their houses with frozen hearts.

Question 4.
Suggest the precautions to be taken by the people to face the disasters.
Answer:
Disaster precautions are important in preventing the loss of human lives and minimizing the damage to property during the occurance of a natural disaster. In todays world, there are many types of natural disasters. In some cases, we cannot be able to take any precautions. So safety measures or precautions should be pre-planned before the disaster strikes. How¬ever, some of the precautions to be taken before a natural disaster occurs are listed below:

1. The people should be seen that all breakables are stored safely, food stuffs and water are prepared and big items need are on the floor.
2. Green vegetations like trees surrounding should be pruned regularly or even cut down, if they are in state for damaging property if disturbed, for e.g. wind.
3. In the event that the gas or electricity becomes hazardous, everyday should also familiar-ize themselves with turning off the gas and electricity supply to their houses.
4. The originals or copies of valuable certificates like birth certificates, marriage certificates, passports etc.
5. The cracks and damage of the house should be checked including the roof, chimneys and foundation.

Question 5.
Mention the effects of a drought.
Answer:
There is a sequential impact of drought:

1. Scarcity of drinking water; fall in water-table
2. Decline in crop acreage
3. Fall in employment in the agricultural sector due to slowing down of agricultural activity
4. Fall in purchasing power of those engaged in agriculture
5. Scarcity of food grains
6. Scarcity of fodder
7. Loss of cattle life
8. Malnutrition, especially among children
9. III health and spread of diseases like diarrhoea, dysentery or cholera and opthalmia caused by starvation
10. Distress sale and mortgage of land, jewellery and personal property
11. Migration of people in search of employment.

Question 6.
Mention the occasions where the water is wasted and suggest preventive measures.
Answer:
Occasions where the water is wasted:

1. Marriage functions
2. Meetings
3. Children at home (while playing)
4. While carrying water in tanks
5. Roadside taps
6. While filling water tanks etc.

Preventive measures:

1. People should be educated regarding water scarcity.
2. Taps should be in good condition.
3. There should be alarms to the water tanks.
4. Children should be kept away from water while they are playing.
5. The outlets of water tanks should be checked in Municipalities and Corporations etc.

Question 7.
Make an album with the pictures of natural disasters.
Answer:
Natural disasters:

8th Class Social Studies 24th Lesson Disaster Management InText Questions and Answers

Question 1.
Do you know what tsunamis are? How they are formed? How they can be predicted and how you can save yourself if you are residing in any of the coastal districts of the state ? (Textbook Page No. 256)
Answer:
The term “Tsunami” has been coined from the Japanese words ‘tsu’ meaning harbour and ‘name’ meaning waves. Tsunamis are huge waves generated by earthquakes, volcanic eruptions, or underwater landslides which devastate coastal communities. Tsunamis caused by nearby earthquakes may reach the coast within minutes. When the waves enter shallow water, they may rise to several feet or, in rare cases, tens of feet, striking the coast with devastating force. The tsunami danger period can continue for many hours after a major earthquake. With the use of satellite technology, the Tsunamis are predictable. With the cautions given by the department, we will move to the safest places to save ourselves.

SCERT AP Board 8th Class Social Solutions 12th Lesson Freedom Movement in Hyderabad State Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 12th Lesson Freedom Movement in Hyderabad State

8th Class Social Studies 12th Lesson Freedom Movement in Hyderabad State Textbook Questions and Answers

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Question 1.
What aspects of the Nizam rule would you consider to be ‘undemocratic’?
Answer:
Undemocratic-aspects:
The term ‘undemocratic’ refers to the rule that is not related to the democratic aspect of government, in other words, the decisions that has taken by only one person or a small group rather than taking into consideration the population who will be following those rules. The various aspects of the Nizam’s rule which considered to be ‘undemocratic’ are as follows: –

• Under his rule, Jagirdars were given full control of the villages, and they also collected taxes from the people.
• He wanted to bring old system where king and his nobles had the full authority to rule whenever they want to.
• He didn’t allow functioning of any democratic systems like legislatures or local bodies.
• He was reluctant to allow opening of the schools which led to low literacy rate in the state.

Question 2.
Why do you think the literacy rate in Hyderabad state was lower than other princely states?
Answer:
The Nizams were slow in setting up schools in their kingdom. Many jagirdars did not even allow setting up of schools in their areas. The Nizams were also suspicious of private schools that they would become centres for propagation of anti-Nizam ideas. They actually discouraged the setting up of private Telugu medium schools and did not allow those students to join Osmania University. So the literacy rate in Hyderabad state was lower than other princely states.

Question 3.
Describe the activities of the Andhra Maha Sabha for the promotion of education.
Answer:
Andhra Maha Sabha combined both educational and social reform objectives. They established libraries and cultural centres all over Telangana even in remote villages. Night classes and discussions were held in these centres. Thus AMS promoted education.

Question 4.
What were the demands of the Hyderabad State Congress and how many of them were fulfilled after 1948?
Answer:
The Indian National Congress only functioned in the British India and did not function directly in the princely states. However, the common people faced more oppression and injustice in these princely states and they wanted to join the larger freedom movement of India. In such states the nationalists formed ‘state congress’ to fight for democratic rights, reforms, representative government etc. This happened in Hyderabad too. All these were fulfilled after 1948.

Question 5.
Do you think the Telangana Armed Struggle helped to end the rule of the Nizam? Give your reasons.
Answer:

1. The established Ryot Sanghams.
2. They established libraries, night schools and tried to make them literate.
3. They undertook many revolutionary activities.
4. They fought against the Nizam and the Doras.
5. They established armed forces.
6. They went from village to village and made the people conscious.
7. They abolished Vetti.
8. They demanded Visalandhra.
9. They fought against Razakars.

Question 6.
Read the following paragraph and answer the questions: Do you support the Feudal system of the state.

The Nizams were initially provincial governors of the Mughal emperors. They ruled with the help of hereditary jagirdars and subordinate kings. Jagirdars were given control of dozens and even hundreds of villages which they ruled as they desired and collected taxes from the people. The rest of the kingdom was ruled directly by the Nizam with the help of ‘doras’ about whom you read in an earlier chapter.

The Nizams wanted to retain the old system in which the king and his nobles controlled all resources and ruled as they willed. They did not allow any democratic system like local bodies or legislatures. The Nizams opposed the Congress led nationalist movement and passed several ‘firmans’ or royal orders curtailing political activity in the state. They had a network of police and spies who kept a close watch on people.

Answer:
I do not support the Feudal system of the Nizams.
Reason: The common people were treated as slaves.

Question 7.
Many movements were led against the rulers in the past. Do you find any movements taken up nowadays? If yes, what are they?
Answer:
Some movements were led against the rulers in recent time.

1. The then government enhanced the electricity charges in December 2000. The people led a movement against the government at that time.
2. In July 2011, the textile business people fought against ‘Vat’ and they led a strike.

Question 8.
What questions the librarian should be asked to know about the library of your area?
Answer:

1. At which level the library is situated?
2. How many books are there in the library?
3. What kinds of magazines are there in the library?
4. Can we get book to our house?

Question 9.
Locate the following places of Nizam’s rule in the India map.
a) Aurangabad b) Warangal c) Raichur d) Gulbarga
Answer:

Question 10.
Collect the pictures of leaders of the Telangana armed struggle.
Answer:

8th Class Social Studies 12th Lesson Freedom Movement in Hyderabad State InText Questions and Answers

Question 1.
Do you think the problems faced by the people of Hyderabad state were in some ways different from those faced by people living in British ruled states? (Textbook Page No. 142)
Answer:

Question 2.
Was there any difference between the attitude of the British and the Nizams when it came to democracy? (Textbook Page No. 142)
Answer:
No. Both suppressed the people.

Question 3.
Was Telangana Armed Struggle only for removal of the grievances of the peasants or did it have other aims? (Textbook Page No. 147)
Answer:
Initially the main demands of the peasants were limited to fight against illegal feudal exactions, levy system, excessive land refot, eviction of tenants, and for abolition of vetti. It was meant to draw all sections of the rural society (small landowners, landlords and service castes) into the struggle against the doras and the Nizam.
The movement was transformed in 1947-48 into a broad anti-feudal struggle demanding merging of Hyerabad with independent India. To broaden the scope of the movement and integrate vaious sections into it, the demand was raised to merge Telangana with the other Telugu speaking regions to create Vishal Andhra.

Question 4.
What are the languages spoken in your area? (Textbook Page No. 143)
Answer:
Telugu, Urdu and Hindi are the languages mostly spoken in our area.

Question 5.
What is the medium of teaching in schools and colleges today in our state? (Textbook Page No. 143)
Answer:
The mediums of teaching in schools and colleges today are Telugu, English and Urdu. There are many schools also which teach in other statutory languages.

Question 6.
Do you think all teaching should be done in one’s mother tongue? (Textbook Page No. 143)
Answer:
No. I don’t think so. The teaching should be in their own mother tongue.

Question 7.
Why do you think it is important to publish books in mother tongues? (Textbook Page No. 143)
Answer:
Books are knowledge giving ones. If they are in other languages, nobody can read them. So to attain knowledge it is important to publish books in mother tongues.

Question 8.
Is there a public library in your village or locality? (Textbook Page No. 144)
Answer:
Yes. There is Tagore Public Library in our city.

Question 9.
If you have been to a public library, describe what happens there in your classmates. (Textbook Page No. 144)
Answer:
When we enter the library we should sign in the visitors’ register. Then we can read the dailies, magazines there. If we have membership in that library, we can take two books to home. We should return them after a certain period.

Question 10.
Why do you think the libraries became the centres of anti-Nizam and anti-landlord movements? (Textbook Page No. 144)
Answer:
The leaders of Andhra Maha Sabha combined both educational and social reform objectives. The AMS activities spread rapidly all over Telangana and libraries and cultural centres were established in even remote villages. Peasants and labouring people came to them to learn to read, listen to newspaper, discuss current topics, and also their own problems with the Nizam government and doras. Night classes and discussions were held in these centres. People read books by social reformers like Veeresalingam and nationalists like Gandhiji, Nehru etc. They also wrote new books on local problems. As Editor of the Golconda Patrika, Suravaram Pratapareddy inspired nationalistic fervour amongst the people. Kaloji Narayana Rao, Dasarathi Krishnamacharya, Dasarathi Rangacharya are some of the literary luminaries who fought for the freedom of Hyderabad State. So the libraries became the centres of anti-Nizam and anti-landlord movements.

Question 11.
Why do you think the Nizams and jagirdars were not in favour of Telugu medium schools? (Textbook Page No. 144)
Answer:
Here majority of the officials were Muslims. The majority of the people of the state were Hindus who spoke in Telugu, Kannada and Marathi. They were suspicious of private Telugu medium schools that they would become centres for propagation of anti-Nizam ideas. All the government schools were in Urdu medium.

Question 12.
Why do you think the doras who were Hindus helped the Razakars? (Textbook Page No. 147)
Answer:
Doras, who were Hindus, ruled as dictators. Razakars also had anti-democratic views and they fought the democratic political parties and communist led peasants. Hence, Doras supported and helped the Razakars.

Question 13.
Why do you think the Nizam was allowed to retain power even after the merger? (Textbook Page No. 148)
Answer:
The state was merged in 1948. India became Republic in 1950. It took two years to conduct General elections. The Nizam was familiar with the state and people. A governor cannot be appointed as there was no statutory provision. So the Nizam was allowed to retain power even after the merger.

Question 14.
Why do you think the Nizam agreed to pass the ‘firmanas’ abolishing the feudal system? (Textbook Page No. 148)
Answer:
When India became independent in 1947, Osman Ali Khan, the Nizam wanted Hyderabad to remain as an independent kingdom. The common people of the state wanted to join Independent India and a large campaign was organized by the Hyderabad State Congress led by Ramananda Theertha. The Razakars attacked them too. Then the Indian government decided to end this anarchy and sent armed forces to Hyderabad. Hyderabad was finally integrated into Indian Union in September 1948. The Nizam however was asked by the government of India to continue as the ruler till the transition to democratic setup was complete. The Nizam was forced to abolish the feudal system and initiate democratic processes of elections.

Question 15.
Why do you think the Nizam rule ended on 26th January 1950? (Textbook Page No. 148)
Answer:
The Constitution of India came into force on that day. So we can say that the Nizam rule ended on 26th January, 1950.

Question 16.
Find out more about the song – Vandemataram. (Textbook Page No. 145)
Answer:
Vandemataram song – written in Bengali and Sanskrit.
Lyrics: Bakim Chandra Chattopadhyaya in his novel Anandmath – 1882.
Music: Jadunadh Bhattacharya Adopted on 24-1 -1956.
First sung by – Sri Rabindranath Tagore Translated to English – By Arabindo Ghosh
In 1950 the song’s first two verses were given the official status of the National Song of the Republic of India.

Question 17.
Find out about the life of Swami Ramananda Theertha. (Textbook Page No. 145)
Answer:
Swami Ramananda Theertha (1903 – 1972) was an Indian freedom fighter, educator and Social activist who led the Hyderabad liberation struggle, during the reign of last Nizam. He was the main leader of the Hyderabad State Congress.
He fought against the Nizam after the establishment of Congress party wing in 1938. He participated in Satyagrahas and was imprisoned for 111 days by the last Nizam. He created a revolutionary movement which helped Hyderabad to integrate with the Indian Union in 1948. The integration was successful after the Hyderabad police action.

Question 18.
What role do you think was played by the AMS in making the Telangana Armed Struggle possible ? (Textbook Page No. 147)
Answer:
Andhra Maha Sabha in the beginning supported the education and literary works. The Nizam government subjected these centres to a lot of harassment as they were becoming centres of new radical thinking. By 1940 many communists had joined the AMS and they insisted on taking up other demands of the rural people like end to vetti, land reforms, oppression by doras etc. Some of the old leaders of the AMS disagreed and wanted it to continue as educational and literary forum. Soon the radical elements gained leadership and a new movement of the peasants started.

SCERT AP Board 8th Class Social Solutions 8th Lesson Impact of Technology on Livelihoods Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 8th Lesson Impact of Technology on Livelihoods

8th Class Social Studies 8th Lesson Impact of Technology on Livelihoods Textbook Questions and Answers

Question 1.
Narahari created the following list of activities where technology is not used. Do you agree with him? If not, prove him wrong.
a) While singing a song
b) While cooking idli
c) While performing drama on the stage
d) While making garland for sale
Answer:
I do not agree with Narahari. I think his words are wrong.
Technology is the practical application of knowledge in our everyday lives that leads to a new product or an improvement in the way something works or how something is done. There is no question of this and that. It is useful in all the activities.

Question 2.
Describe how the situation of labour has changed in powerlooms and mills. Do you think this change is beneficial to the labourers or to the owner? Give reasons for your answer.
Answer:
Textile mills have a large number of workers. They have workers’ unions or labourer unions. These unions fight for their rights and their better conditions. Powerlooms are small units. Compared to mills, powerlooms pay a very low salary. While mills pay workers monthly salary, workers in powerlooms are paid on piece rate basis. If there is any powercut, powerloom workers are not given salaries. Trade unions do not exist in most powerloom clusters. They have no pensions or other social security provisions.
Due to these reasons, we can say that this change is beneficial to the owners.

Question 3.
What are the advantages of using CHs? Who benefits most? Why do farmers use CH?
Answer:
Advantages of using CHs:

1. CH harvests the crop, threshes and cleans the grian from chaff.
2. Use of CH helps in timely harvest of paddy. It takes less time, reduces the crop loss and helps farmers to tackle the peak time labour shortage.
3. It also saves from vagaries of weather in coastal regions of Tamil Nadu, Andhra Pradesh and Odisha.
4. The farmers are able to sow the second crop without much delay.
5. Their dependency on labourers is also reduced.
   The farmers benefit most.
   Due to excess benefits by using CH, the farmers are using these CHs.

Question 4.
Changes in technology lead to changes in job opportunities. Do you agree with this statement? Why?
Answer:
I agree with this statement.
Reason: Technology with skills creates new jobs.
e.g.: Many landline companies and mobile companies were started. These companies export these phones to many countries.
It created new jobs for young people to work in multi-national companies, producing mobile handsets, telephone booths, mobile sales, repair and recharge/top-up shops.

Question 5.
Prabhavathi feels that it is true that telephone technology has changed. She feels that new jobs are available to only educated persons. She also says that many people in India are not literate and hence modern technology is always biased to the educated. Do you agree with her? Give your reasons.
Answer:
I don’t agree with Prabhavathi.
Technology changed as she said, but it is useful to all. e.g.: Now fishermen, rickshaw pullers etc., are using cell phones.
With a minimum educational qualification so many are working as mechanics and technicians. Skill is needed in some works and technology instead of education.

Question 6.
In this chapter, changes in technology in three sectors are discussed. In the following table identify a different example for each of these sectors that is not discussed here:

Answer:

Question 7.
Read the paragraph under the heading “New Skills and New Jobs” and answer the following:

Many private companies including the government-owned ones provide both landline and mobile connections. Private companies continue to expand their share in the telecommunication services. Many companies are being established in India to manufacture handsets. These companies are now exporting to more than 80 countries around the world. The telephone/ mobile technology also came up with the need for new skills. It created new jobs for young people to work in multinational companies, producing mobile handsets, telephone booths, mobile sales, repair and recharge/ top-up shops.

What are the newly created jobs for young people in your area?
Answer:
Work in multinational companies, producing mobile handsets, telephone booths, mobile sales repair and recharge/top up shops are the newly created jobs for young people in our area.

Question 8.
Locate the following in the world map:
1) England 2) USA 3) India
Answer:

Question 9.
The people live in forest and adjacent to forest cannot afford to use latest technology. What measures do you suggest for improving their lives?
Answer:
We should not think using technology is only as improvement. The people living in forest and adjacent to forest are living in Nature’s lap. They are living in groups. All the blood relations live mostly in the same group. So they may not need phones or technology. The government should introduce technology to them. It should create better conditions to improve their lives. Then only they can lead an improvised life.

Project work

Mallaiah is a farmer in Sripuram village. There are about 100 houses in the village. Today all the work like planting, weeding, harvesting, spraying pesticides and fertilisers is done by machines. In olden days, it was all done manually. There are more than 33 tractors and about 15 harvesters available in his village. A few of them are given on hire. The owners of the tractors charge Rs. 300 per hour for tilling the fields. More and more farmers are now using these machines in their fields. Based on this information, create a wall paper with illustrations and possible discussions between different groups of people in the village.

Answer:
Wall Paper
a) Mr. Mallalah: I need a tractor on hire
Tractor Owner: How many acres to be ploughed?
Mr. Mallaiah: 3 acres.
Tractor Owner: For one hour, Rs. 300. When do you need?
Mr. Mallaiah: Today only.
Tractor Owner: I already agreed for others.
Mr. Mallaiah: I pay Rs. 400 per acre
Tractor Owner: 0k. I will send traàtor by evening.

b) Tractor Owner: Tractor is under repair.
Mechanic: What is the problem?
Tractor Owner: Tractor’s wheel is caught. It is not working.
Mechanic: Tractor lost bearings. It will cost Rs.1000/-
Tractor Owner: 0k repair it. I have many works.
Mechanic: Not now, by evening I will do it.

c) Old Man: In our days we used to do all these works manually.
Young man: What are the works?
Old Man: Sowing, ploughing and transplanting.
Young man: Today we need not do all works.
Old Man: Yes, you all have machines.

d) Farmer: Mastri, I need 30 labourers.
Mastri: For what work?
Farmer: For harvesting.
Mastri: Now we are not doing all these works.
Farmer: Why?
Mastrl: Now combined harvesters is going on.
Farmer: Is it available!
Mastri: Our charges are high it will be ready by tomorrow morning.
Farmer: I cant pay so much for labourers. I will wait for combined harvester.

8th Class Social Studies 8th Lesson Impact of Technology on Livelihoods InText Questions and Answers

Question 1.
What are the advantages of using CH (Combined Harvester) in agricultural production? Make a list from the above text. (Textbook Page No. 94)
Answer:
Advantages of using CH in agricultural production:

1. CH is one of the important machines used for paddy harvest.
2. It harvests the crop, threshes and cleans the grain from chaff.
3. It helps in timely harvest of paddy.
4. It takes less time, reduces the crop loss and helps farmers to tackle the peak time labour shortage.
5. It also saves the crop from the vagaries of weather in coastal regions of Tamilnadu, Andhra Pradesh and Odisha.
6. The farmers were able to sow the second crop.
7. Their dependency on labour is also reduced.

Question 2.
List the jobs lost by agricultural labourers when Combined Harvesters are used. (Textbook Page No. 94)
Answer:
They lose the jobs of harvesting the crop, threshing and cleaning the grains from chaff when CHs are used.

Question 3.
Fill in the blanks: (Textbook Page No. 97)
i) The production of cloth is classified into four categories as mill, handlooms ———– and ———–.
ii) ———– state had the largest number of handlooms in 1988.
iii) ———– state had the largest number in 2009.
iv) Which state had the lowest number of handlooms in 2009?
v) The ———– pays the worker a salary while the ———– pays the workers on ———– rate.
Answer:
i) hosieries; powerlooms.
ii) Tamilnadu
iii) Tamilnadu
iv) Punjab
v) mill, powerloom, piece

Question 4.
Do you think it is appropriate to use CHs in India where a large section of people working in agriculture as labourers, are poor, and there is so much problem of rural unemployment? (Textbook Page No. 94)
Answer:
We can think in two angles about this problem.
We can say that it is not appropriate by keeping the following in view:

1. Rural unemployment
2. More dependency on agriculture. They may lose their livelihood.
3. While keeping the development of the country in view – it is appropriate.

Extensive farm mechanisation is widely prevalent in developed countries. These human resources can be used in other sectors by providing various job opportunities. This helps the development of the country.

Question 5.
In this chapter, we saw the photos of many women engaged in technology. Many of them like the one above does not have an Engineering degree. Conduct a debate in classroom what biases/ stereotypes exist about women getting educated as engineers. (Textbook Page No. 99)
Answer:
“Women education brightens the future”. Degree is an acknowledgement to their knowledge. There are so many skilled persons in many areas without qualifications, e.g.: The village farmers have more knowledge than agricultural graduates.
If the women acquire Engineering graduation, they will get higher positions. They educate their families. They lead their families and nation to development.

Question 6.
Who were the contributors to this industrial revolution? (Textbook Page No. 90)
Answer:

These persons were contributors to this industrial revolution.

Question 7.
Find out the story of the first steam engine. How did this lead to establishment of Railways in India? (Textbook Page No. 91)
Answer:
Steam Engines were used to pump water out of mines in England when James Watt was born. The discovery that steam could be harnessed and made to work is not credited to James Watt. We do not know that exactly who made that discovery, but we do know that the ancient Greeks had crude steam engines. James Watt however is credited with inventing the first practical steam engine. And so the history of the modern steam engine often begins with James Watt.
There were no railway lines in India upto 1850. It was almost 100 years to the British. Colonial rule in India. They need transport facilities in this vast country. So they inaugurated the first railway line in 1853 which ran from Bombay to Thana. Since then the distance is reduced in India.

Question 8.
It is argued that new jobs can be created in rural areas through infrastructure works. Link roads, tanks, bunds etc., can be created through labour intensive schemes. If you live in rural area, find out if any such activities are being done and discuss if these will suffice the livelihoods of the people there. (Textbook Page No. 94)
Answer:
A few years back the then government introduced a scheme ‘Food for Work’. Many works were undertaken in our village. Digging out soil from ‘Cheruvus’ is one of those works. They used this soil to lay roads. They used quarry dust also in laying roads. Digging drainage canals was also a work in this scheme. But the labourers were given ‘rice’ instead of money.
One cannot lead their life only with rice. So they started exchanging the rice with money. As a result the purpose of the scheme got sidetracked. Even then we can say that this scheme helped the labourers in rural areas. These are helpful to them in non-crop season.

Question 9.
How have computers changed the life around you? (Textbook Page No. 91)
Answer:
Computers have changed our lives in many different ways and aspects. Almost everyone depends on computers. People depend on computers for bank transactions, bus reservations etc. People may not even leave the houses for shopping. Meetings and tele conferrences are also conducted by using computers and internet.

Question 10.
Did you see solar energy being used in your neighbourhood, town or city? Make a short list. Why is this source of energy not used even more widely? Discuss. (Textbook Page No. 91)
Answer:
We live in Sai Sri Nilaya apartments in S.N. Puram, near (Boys) Z.P. High school in Vijayawada. We use solar water heaters in our apartment. On the roof of our apartment, there are many solar panels. We get hot water throughout the day. But to get them we have to waste some cold water. The following solar instruments are used by our neighbours.

1. Solar heaters.
2. Solar lanterns / lamps.
3. Solar cookers.
4. Solar stoves.
5. Solar batteries/inverters

The reason for not using them widely:

1. Installation Price: Cost of installing solar technology is too expensive.
2. Variable sunlight: Inconsistency of Sunshine throughout the year.
3. An aesthetic appeal: The opinions of the people who think solar panels look ugly.
4. Day purpose only: They can be used only in daytime only.
5. Clouds: If it is cloudy, we get less amount of energy.

Question 11.
In many villages, agricultural labourers, women labourers, in particular, were found to be upset seeing the operation of CH. Why? (Textbook Page No. 94)
Answer:
The operation of CH lessens the work opportunities and income to the agricultural labourers, particularly women labourers. This machine does almost all the works of women labourers. If this machine is used widely, they lose their livelihood. So, they were found upset.

Question 12.
Find out the current rates of phone calls and discuss reasons for the difference in the rates for between companies and why they are decreasing? (Textbook Page No. 99)
Answer:
At present the rates were very low.
For e.g.:

Some phones are giving free offers to some selected numbers.
Every company is planning to increase their connections. So they are decreasing their rates. So the differences occur in rates.

SCERT AP Board 8th Class Social Solutions 11th B Lesson National Movement: The Last Phase 1919-1947 Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 11th Lesson National Movement: The Last Phase 1919-1947

8th Class Social Studies 11th Lesson National Movement: The Last Phase 1919-1947 Textbook Questions and Answers

Improve your learning

Question 1.
Create a table to show the various efforts of Gandhiji in national movement.

Answer:

Question 2.
The national movement fought all attempts of the British government to deny democratic freedom and rights of the people. Give examples of the rights which the government tried to curtail and the movement launched against it.
Answer:

1. In 1919 the British introduced and passed the Rowiatt Act. The act curbed the fundamental rights of citizens and strengthened police powers.
   The National leaders declared 6-4-1919 “the day of humiliation and prayer” and hartal, Satyagraha sabhas were set up to launch the movement.
2. In 1920 the British imposed a harsh treaty on the Turkish Sultan or Khalifa.
   The nationalist leaders and Muslim League opposed this as Punjab wrongs’ and ‘Khilafat wrong’ and demanded swaraj. They announced Non-Cooperation movement.
3. The British government decided to convert Chirala-Perala into a municipality. They forced high taxes. The people refused, under the leadership of Duggirala Gopalakrishnayya, to pay the taxes. They migrated to a new settlement called Ramnagar and remained there for eleven months.
4. The Britishers imposed tax on ‘Common salt’. The nationalists opposed this and started civil disobedience movement.
   Thus the Indian Nationalists opposed all the negative activities of the British government.

Question 3.
To what extent was the Salt Satyagraha successful in its objectives? Give your assessment.
Answer:
A wave of enthusiasm swept the country during the Salt Satyagraha. Sait laws were broken at many places and even women took part in the Civil Disobedience Movement. In Delhi alone, 1600 women were imprisoned. This movement was not confined to the Salt Satyagraha alone. Foreign-cloth shops and liquor shops were picketed and were burned. Hand spinning was taken up as a movement. British schools, colleges, and services were boycotted. The people joined in large numbers in this movement.

The combined struggles of the Indian people bore fruit when the Government of India Act of 1935 prescribed provincial autonomy and the government announced elections to the provincial legislatures in 1937.
Thus it was successful in its objectives.

Question 4.
Which of the following was part of the national movement?
a. Picketing shops that sell foreign clothes
b. Hand spinning thread to weave clothes
c. Burning imported clothes d. Wearing khaddar
e. All the above
Answer:
e) All the above

Question 5.
What were the different events that led to the partition?
Answer:

1. In 1940, the Muslim League had moved a resolution demanding the Independent States for Muslims.
2. From the late 1930s, the League began viewing the Muslims as a separate ‘nation’ from the Hindus.
3. The provincial elections of 1937 seemed to have convinced the League that Muslims were a minority and they would always have to play second fiddle in any democratic structure.
4. Muslim League sought to enlarge its support in the early 1940s when most Congress leaders were in jail.
5. At the end of the war in 1945, the British opened negotiations between the Congress, the League but failed.
6. In 1946 elections the Congress did well in the ‘Genera! Constituencies’ but the League’s success in the seats reserved for Muslims was spectacular. It persisted with its demand for “Pakistan”.
7. The Cripps Mission could not get the Congress and the Muslim League to agree to specific details of the proposal – the United India.
8. Muslim League announced 16th August, 1946 as ‘Direct Action Day’. By March, 1947 violence spread to different parts of northern India.
9. Louis Mountbatten was not able to resolve the differences between the Muslim League and the Congress Party.
10. India became independent on 15th August, 1947 while Pakistan celebrated its independence on 14th August.

Question 6.
Look at the India map and fill colors in Pakistan and Bangladesh which are our adjacent countries.
Note: The students are advised to fill colours in Pakistan and Bangladesh in practise.
Answer:
Both Pakistan and Bangladesh are our neighbouring countries.

Question 7.
Read the first paragraph under the heading ‘The Happenings of 1922-1929’ and answer this, ‘Gandhiji called off the movement after the violence. How do you support it?
Answer:
The Non-Cooperation Movement held in February 1922 turned violent. A crowd of peasants set fire to a police station in Chauri Chaura. Twenty-two policemen were killed on that day. Realizing that the situation was going bad to worse, Gandhiji abruptly called off the movement.

Gandhiji followed non-violence and Satyagraha. Those were against this violence. Hence I support Gandhiji’s decision.

Question 8.
As a part of Non-Cooperation movement, what incidents took place in our state?
Answer:
Guntur district was at the centre of nationalist activity and the participation was very widespread including not only students, but also merchants and peasants in the villages. A highlight of the Non-Cooperation movement was the famous Chirala Perala movement. The government decided to convert this town into a municipality and forced high taxes. About 15,000 people of the town led by Duggirala Gopalakrishnayya refused to pay the taxes and migrated to a new settlement called Ramnagar and remained there for eleven months. There was a powerful movement of non-payment of land revenue by the peasants and mass resignations of village officers. People said, “Gandhiji’s swaraj is coming and we will not pay taxes to this government.”

Another major development was the Forest Satyagraha in Palnati taluka of Guntur district and also in Rayachoti taluka of Kadapa district. Peasants began sending herds of cattle into the forests without paying grazing fees to the forest department. In many villages of Palnadu, people declared Gandhi Raj and attacked police parties. People were convinced that the colonial rule was coming to an end and the forests would be back in the control of the village people. In the two taluqs, the forest administration had to virtually close down during the agitation period.
These were some of the incidents that took place in our state as a part of Non-Cooperation movement.

Question 9.
Write a brief note on Quit India Movement.
Answer:

1. On 8th August, 1942 the Quit India Movement was launched.
2. In this movement all the categories of people from throughout India participated.
3. Younger activists organized strikes and acts of sabotage all over the country.
4. In several districts, such as Satara in the west and Medinipur in the east, “independent” governments were proclaimed.
5. The young in very large members, left their colleges to go to jail.
6. During this time Mahatma Gandhi addressed these memorable words to the Indian people. “Every one of you should from this movement onwards consider yourself a free man or woman and act as if you are free. I am not going to be satisfied with anything short of complete freedom. We shall “do or die”. We shall either free India or die in the attempt”. Like this he encouraged all people to participate in this movement. Due to the above reasons Quit India movement become popular.

Question 10.
Prepare a timeline chart on Freedom Struggle from 1885 to 1947.
Answer:

Question 11.
Did the fruits of sacrifices of many great leaders of Independence movement reach all the people? Mention your opinion on this.
Answer:
My opinion: I think that the fruits of sacrifices of many great leaders of independence movement reached all the people in the early period after independence. But it is sorry to say that the spirit of independence is hanged at present.
Reasons:

1. corruption
2. violence
3. lack of belongingness etc.

8th Class Social Studies 11th Lesson National Movement: The Last Phase 1919-1947 InText Questions and Answers

Question 1.
Do you think it is right to give the police such powers to suppress revolts? (Textbook Page No. 130)
Answer:
Terrorism and showing anger through demonstrations are two delicate issues. The police should recognise the tenderness and difference between these two. Then only it is right to give such powers.

Question 2.
Find out more about Chirala Perala Movement and the Forest Satyagraha. Prepare a skit and enact it in the class. (Textbook Page No. 132)
Answer:

Independence Movement -1919

Ram Nagar Camp (Chirala I Perala)
Ramudu: Arey! Raja, why did you leave our village?
Raja: Not only myself, totally our Chirala / Perala villagers left our village.
Sekhar: What? I think this ¡s our fate, we have to leave our houses.
Yaswanth: That is not our fate. That is the fate of the Britishers. They tried to raise our tax Rs. 4000/- to Rs. 40,000/-. It is really a cruel action.
Ramudu: Leave it. Gandhiji gave us a beautiful idea.
Raja: Yes ra! His idea, the leadership of Duggirala Gopalakrishnayya are very well. Let us hope that these British will leave us soon.
Yaswanth: Are you right? Will they leave us?
Sekhar: Why do they leave us? They arrest us for our retort.
Raja: Let them do that. We will sacrifice our lives but we dont leave them.
All: Okay ra! Let us do like that.

Gandhiji – Jai
Duggirala – Jai
Bharat Matha – Jai
Jai – Jai

1921 – Forest Satyagraha
Mono Action
Kanneganti Hanumanthu – Palnati Warrior
Age: 30 years
In Palnati Forest

Orey Britishoda ! Who is the person that asked us to pay pullari tax. We, the sons of this land, you, the dependent on this land. Why should we pay tax to you ? Is it just ? Is it Dharma? Do you think that the son of this Palnadu will do this – English dogs.

Orey Rutherford! This forest is our mother. Our own mother. Why should we pay you for our mother’s blessings.
Neeru pettava ? Naru vesava ? Kota kosava ? Kuppa nurchava ? Enduku kattalira sistu, Enduku kattalira neeku sistu.
Enduku, Enduku ?
Amma, Amma, if you kill me ….
Amma – Thousands of Hanumanthus will born ….
You, the Britishers, will be chased – chased and necked out of our country.
Amma-Amma Vande Mataram.
Vande Mataram.
Ammaaa
Bharatha Matha – Selav.
In the next birth also I will be your son – I will play in freedom.
Van … de … maa …. tar.. am.
…. (died)….

Question 3.
Why do you think were people against such laws during the freedom movement? (Textbook Page No. 180)
Answer:

1. Most of the police and higher officials were Britishers at that time.
2. It was most difficult for the people to been the dictatorship.
3. Introducing such laws at that time was like pouring ghee into the fire. So they were against such laws.

SCERT AP Board 8th Class Social Solutions 7th Lesson Money and Banking Textbook Questions and Answers.

AP State Syllabus 8th Class Social Studies Solutions 7th Lesson Money and Banking

8th Class Social Studies 7th Lesson Money and Banking Textbook Questions and Answers

Improve your learning

Question 1.
Fill in the following table with some examples of transactions.

Answer:

Question 2.
Can there be any difficulties or disadvantages in keeping money in a bank? Think and write.
Answer:
There will be no problems in keeping money in a bank. But there may be problems due to computers, ATMs and the negligence of employes, e.g.:

1. Many problems may arise while withdrawing amount from ATMs.
2. Deducting the EMis of loans twice a month by overlook.
3. Blocking the accounts.

Question 3.
In what ways have cheques made exchange of money more convenient?
Answer:
Nowadays cheques are widely used for making payments and receiving money. When you want to give money to someone, you write a cheque on that person’s name. When you want to send money to someone who lives in a different place, you can send a cheque to her by post. You can also use your cheque to transfer money electronically into the other person’s account through a bank. For business purposes, where money is frequently received and paid, cheques are very important as a medium for transactions.

Thus cheques have made exchange of money more convenient.

Question 4.
Only a part of the total deposits is kept as cash in the bank-safe. Why is this so and how does this benefit the bank ?
Answer:
Banks keep only a part of the total deposits as cash in the bank of safe. This is so because it helps the daily cash transactions of the bank.
The banks lend the remaining amount to their customers on interest. Thus the banks earn profits.

Question 5.
If a very large number of account – holders do not wish to keep their money in the bank, how will it affect the bank s working?
Answer:
If a large number of account – holders do not wish to keep their money in the bank.
This affects the reserves of a bank.
The bank cannot lend loans to customers. This affects their income. As a result it is impossible to run a bank.

Question 6.
If many loans are written off (that is, borrowers are not required to pay back the money), how will this affect the working of the bank?
Answer:
A bank is a business enterprise. It has to pay interest to its depositors, pay salary to its employees, has to buy and maintain equipment, pay rent and bear all the cost of running a bank and also make profit.
If the loans are written off, the bank cannot perform all these activities. So the banks cannot write off the loans. In any case if the government writes off the loans, then the government should bear the losses.

Question 7.
People have to pay a higher interest on loans than the interest they receive on a fixed deposit for the same time-period. Why do you think this is so?
Answer:

1. Bank trade with money.
2. Fixed deposits means money that is to be kept with the bank for agreed and specified period. When one has to disturb this arrangement, he has to pay penalty for the same.
3. Hence banks charge more interest on fixed deposit loans than what they give.
4. An other important aspect is discouraging loans on fixed deposits.
5. Not only that, the banks should reach number of expenses such as payment of salaries to its employees, has to buy and maintain equipments, pay rents and bear all the cost of running a bank and also make profit. That’s why we should pay more interest on loans.

Question 8.
Suppose this year the rains are poor and the crop yield is only half as much as was originally expected. Some people say that if this happens the farmers should be asked to pay back only half the amount they have taken as loans. However, other people say that full amount should be repaid, keeping in view the next year’s crop. In your opinion, what should the bank do and why?
Answer:

1. Whatever the situation, normally banks ask for full payment of loan.
2. When there is a crop failure or less yield, farmers are unable to repay their loans.
3. In such situation banks have to reschedule the repayment procedure and has to provide crop loans to the farmers for the next season.
4. Government shall support the farmers by waiving interest component and directing the banks to provided necessary loans for next crop.

Question 9.
Read the Paragraph under the header ‘Types of Loans’ and answer the following question:
Types of Loans
Banks give loans and advances to different sections of the public like traders, industrialists, students (educational loans), farmers, artisans, SHG, etc. Let us examine some of them.
“What sort of loans are more common in your area?”
Answer:

1. Crop loans
2. Housing loans
3. SHG loans

Question 10.
Do you feel that the loans taken from SHGs are helpful to the members? How?
Answer:
These are very useful to them.

1. They need not ensure the bank with securities.
2. The group will ensure that loans are paid back by its members.
3. Interest is also nominal.
4. The loan can be repaid in easy monthly installments.

8th Class Social Studies 7th Lesson Money and Banking InText Questions and Answers

Question 1.
Are you aware of any exchanges that are done without money?
Answer:
I know about Barter System. In this system goods are directly exchanged for each other without the use of money.

Question 2.
You may have bought things in exchange of old clothes, plastic, newspapers, hair, paddy, etc. Discuss the transaction. (Textbook Page No. 77)
Answer:

1. Old clothes : We usually exchange old clothes with steel utensils. This depends mostly on the seller.
2. Plastic and Newspapers : We usually exchange these with onion traders. He gives 11/2 kg onions for 1 kg plastic or newspaper.
3. Hair: They offer money for hair.
4. Paddy: In our village paddy is exchanged for services rendered by washerman, barber etc.

Question 3.
Complete the following table:
a)

b) What can we conclude from the above table?
(Textbook Page No. 78)
Answer:
a)

b)

1. Trading between these three people is impossible.
2. Gopal needs rice. Srinu does not need goat.
3. Money helps this transaction.

Question 4.
Explain in your own words why exchange is not possible between Gopal and Seenu. (Textbook Page No. 78)
Answer:
Gopal needs rice. Seenu has rice. But he doesn’t need goat. He needs wheat. So the transaction between Gopal and Srinu is not possible.

Question 5.
a) Will the use of money help? Fill in the blanks. (Textbook Page No. 78)
Answer:
The use of money helps this type of transaction.
b) If Gopal exchanges for money, his goat with —–(i)—– then Gopal uses this —–(ii)—– to buy rice from —–(iii)—– Now —–(iv)—– can use this money to buy —–(v)—– from Seenu.
Answer:
i) Seenu
ii) money
iii) Ramu
iv) Ramu
v) wheat

Question 6.
Ask your parents how washermen, barbers, neeti kaavalikaru were paid for their work in villages and towns. (Textbook Page No. 78)
Answer:
Nowadays they are paid money only. But 15 years back our parents paid them in the form of paddy.

Question 7.
How can money be used in the transactions between Gopal, Seenu and Ramu ?
Explain with the help of a flow chart. (Textbook Page No. 78)
Answer:

Gopal should sell his goat for money.
↓
He should purchase rice with that.
↓
Seenu should sell wheat for money.
↓
He should purchase goat with that.
↓
Ramu should sell rice for money.
↓
He should purchase wheat with that.

Question 8.
If the role of money as described above were stated as a medium of exchange, would you agree? Explain. (Textbook Page No. 78)
Answer:
Yes, I agree with the above statement. In the barter system the calculation of valuation is not logical and scientific. So I agree with this.

Question 9.
For how much rice should Gopal exchange his goat? (Textbook Page No. 78)
Answer:
This depends on the demand of goat. If the demand is high, the rice should be in the quantity demanded by Gopal. Otherwise he should accept the offer of the seller.

Question 10.
In a barter system how do you pay to a person who cuts your hair? Discuss. (Textbook Page No. 79)
Answer:
In barter system I give one kg of rice to the person who cuts my hair. At present the price of one kg of rice is Rs.30/-. The rate of hair cut is also equal to it.

Question 11.
In the above example, complete the conversation, so that they are able to trade. (Textbook Page No. 79)
Gopal: How many bags of rice will you give for this goat?
Seetaiah: Two bags.
Gopal: I was offered 4 bags for it in other village.
Seetaiah: And I can get a goat for just one bag in that village.
Gopal: ……………………………………..
Seetaiah: …………………………………….
Answer:
Gopal: I can give this at least for 3 bags.
Seetaiah: Okay. Take it.

Question 12.
If money was not used by you or any of the traders in your santhalu or weekly market what would happen? Describe in a paragraph. (Textbook Page No. 79)
Answer:
Nowadays money is mostly used as medium of exchange. No one can decide the value of the commodities. Employees and other workers have money only for exchange. The conditiion is unpredictable.

Question 13.
Do you think money can act as a measure of value of goods and services? Explain.
(Textbook Page No. 79)
Answer:
Yes, money can act as a measure of value of goods and services. Public services and private services can be measured. But we cannot and should not measure the values of services of our parents and blood relations.
e.g.: Public Services : Transportation – APSRTC
Medical facilities – Government hospitals.
Private Services : Transportation – Private buses
Medical facilities – Private hospitals

Question 14.
Can you think of situations when this trust of the goldsmith could break? (Textbook Page No. 82)
Answer:
The trust of the goldsmith could break in the following situations:

1. debasing the coins
2. maintaining difference in the quality of coins
3. fail to give the coins whenever they asked
4. and any action of cheating

Question 15.
What was the problem faced by the traders in Amsterdam and how did they find a way out? (Textbook Page No. 82)
Answer:
Amsterdam was a major trading centre in Europe. Here, there were 846 silver and gold coins recognised by the government that could be accepted for exchange. However, traders were always suspicious of each other – everyone would doubt the purity and weight of these coins. The merchants of Amsterdam got together and solved this problem in a unique manner. They created a bank owned by the city.

Question 16.
Draw the picture of a bank cheque in your notebook and pay Rs.1,50,000/- to your friend sitting next to you. (Textbook Page No. 84)
Answer:

Question 17.
a) If Suresh Babu wants to deposit 1,75,000, electronically into Kancharla Sujatha’s account through his bank, how can this be done ?
b) What more information would he require ? Visit a bank and find out. (Textbook Page No. 84)
Answer:
a) This can be done through NEF transfers. According to this process any account holder can transfer to another account holder of any other bank in the country without any charges. The maximum limit is Rs.2,00,000.
b) For this she needs the account number, name of the receiver, branch name and city of Sujatha.

Question 18.
Discuss and make a list of the payments that people make electronically without using a cheque. (Textbook Page No. 84)
Answer:
People can make payments electronically without using cheques by using internet.

1. Sale and purchase of goods
2. Raising capitals
3. Repaying debts
4. Paying electricity and Phone bills
5. Transfer of money
6. Paying income tax
7. Paying house taxes etc.

Question 19.
What is the difference between a savings account and a current account? (Textbook Page No. 84)
Answer:
Savings account: The savings account holders are mostly employees and common people. They get interest on their amount in the account. Money wil be safe. The account holder can withdraw it at any time he/she wants. The bank promises to pay on demand. Current Account : Business people and traders maintain this account. There are no restrictions on the number of times you can deposit or withdraw the money from a current account. Transactions can be made by way of cheque. The bank does not pay any interest on money deposited in a current account but will collect service charges.

Question 20.
Match the statement in column A with the word(s) / terms in column B. (Textbook Page No. 86)

Answer:
a-iv, b-i, c-v, d-ii, e-iii

Question 21.
When should one opt fixed deposits for savings? (Textbook Page No. 86)
Answer:
The money invested in fixed deposits should not be withdrawn in the given period. Then only one can use fixed deposits for savings.

Question 22.
How is an SHG loan different from an individual loan? (Textbook Page No. 88)
Answer:
One should mortgage one’s property when he/she takes individual loan. The SHG will ensure that loans are paid back by its members. They need not mortgage any asset.

Question 23.
a) Hari cultivates vegetables like tomatoes, okra, green leaves etc. He wants to buy fertiliser after three months. He can’t keep these vegetables with him to pay for the fertiliser after three months. If he does not use money what arrangement will he get into with the person supplying fertilisers?
b) Do you find any such arrangements in villages around you?
c) Many a times farmers may not benefit from such arrangements. Discuss. (Textbook Page No. 79)
Answer:
a) Hari should sell his vegetables to the trader of fertilisers. Then in future he can get the fertilisers for the same rate. Thus they should enter into an agreement.
b) We have no such arrangements in our village.
c) These arrangements are beneficial to the farmers. Values differ in different seasons. So government should plan the substitutes.

Question 24.
Have you ever been inside a bank? What are the names of some banks you know? (Textbook Page No. 82)
Answer:
Yes. I have visited the banks many times.
Names of Banks:

1. Kotak Mahindra
2. State Bank of India
3. Andhra Bank
4. Indian Bank
5. Vijaya Bank
6. Dena Bank
7. Kanakadurga Grameena Bank

Question 25.
If you step inside a Bank, you will find some employees sitting at different counters with their computers/ ledgers and dealing with the customers. You can also observe people depositing money at some counters and withdrawing money at other counters. There is one cabin where the manager sits. What do these bank employees do? (Textbook Page No. 82)
Answer:
My name is Subba Rao. Once I went to the State Bank of India branch in Mudinepalli One gentleman sat inside a cabin. There is a name plate before him.

ANASINGARAJU VENKATA CHALAPATHI RAO – B.M.

He was going through some documents and discussing with some others. My mother came there to withdraw some amount. She filled up the withdrawal form and handed over it to the person in counter no. 2. The person in the counter verified the form and the book. He signed it and gave us a token no. 4. We waited there for sometime. In the meanwhile one known person Sri K. Yagnaiah came there and deposited some amount. He wished my mother and went away. Rama Krishna, my brother’s friend, came to the bank to open a new account. He was enquiring about it. Bank people were drafting D.D.s, verifying accounts, opening new accounts and helping the locker holders etc. After 40 minutes there was a call from No. 6 counter. We went to the counter and took our money. I was told by my mother that the Manager looks after the bank management issues and any other problems.

Question 26.
Read the promise on paper notes used today. Who is making the promise and to whom? Why is this important? Discuss. (Textbook Page No. 82)
Answer:
I find the following promise on the hundred rupee note.

“I PROMISE TO PAY THE BEARER THE SUM ON ONE HUNDRED RUPEES.”
– GOVERNOR.

This promise is given by the Reserve Bank Governor, Dr. Raghuram Rajan. This promise is given to the owner of the note. Without this promise this note can be treated as a paper. So this is important.

Question 27.
Visit a commercial bank which is near to your locality and fill up the following table. (Textbook Page No. 88)

Answer:

Question 28.
Why were metals preferred for use as money? (Textbook Page No. 80)
Answer:
Copper, bronze, silver and gold are durable, can be divided into parts and be carried around Since they were scarce they became acceptable by all. So the metals were preferred for use as money.

Question 29.
Do you think minting of coins was a good idea? (Textbook Page No. 80)
Answer:
Yes, I think so. But the quality and measurement should be perfect as per norms.

Question 30.
In what ways would minting of coins benefit the rulers? Can you think of three different reasons? (Textbook Page No. 80)
Answer:

1. The trade transactions in their kingdom will be perfect. This strengthens their treasury.
2. Minting coins is an industry. The income through this also strengthens their treasury.
3. They print their favourite designs on the coins. This act enables the future generation to know about the interest of the past people.
   Eg. : If we find any musical instrument on the coin, it tells us that they were the lovers of music.

Question 31.
Why do the receipts of the goldsmith work as money? (Textbook Page No. 82)
Answer:
The goldsmiths charged fees for keeping their valuables safe and making them available whenever they wanted. This practice became popular and the trust in some of the goldsmiths or shroffs grew. These goldsmiths would also give loans and had branches in many cities leading to a new system of paper money or hundis. With the great confidence on the goldsmiths, the people treated the receipts as money.

Question 32.
Why is a crossed cheque safe? Discuss. (Textbook Page No. 84)
Answer:
The crossed cheque can be deposited and cashed in the account holder’s account only. No other person can cash it. This system can create confidence in the customers. Otherwise it can be misused.

Question 33.
Why do banks ask for security while lending? (Textbook Page No. 88)
Answer:
There is no personal relation and identification between the bank people and their customers. If the bank people failed to recollect the debts, it leads to bankrupt. So banks ask for security while lending.

Question 34.
Which is a better source of loans — banks or money lenders? Why? (Textbook Page No. 88)
Answer:
Banks are a better source of loans.
Reasons:

1. The Bank interest is nominal.
2. The loan can be paid in easy instalments.
3. If any customer fails to repay, the bank gives reasonable time for the repayment.

Question 35.
After two centuries, this bank collapsed. Can you guess what could have been the reasons for this? Discuss. (Textbook Page No. 82)
Answer:
Amsterdam Bank opened many branches in many European countries. It was called ‘Wissel Bank’ in Dutch. There was debasement problem in Dutch. It was often. Due to that the customers of the Bank usually repaid the coins of lesser values. So the customers were dissatisfied. As Dutch was a small country, the problem raises many times. Due to this the name of the bank was defamed.

The decline of the Bank accelerated with the fourth Anglo-Dutch war (1780-84). The British blockade of Holland and the capture of many Asian colonies put tremendous pressure on the Dutch East India Company. Loans were issued to all. The metallic stock of the bank was dropped from 20 million to 6 millions (1780-84). The French revolution led the bank towards failure. At last it was closed in 1819.

Question 36.
How would she (Geeta) withdraw the money from an ATM? (Textbook Page No. 82)
Answer:
1) Geeta would follow the instructions displayed on the screen of the ATM.

Instructions :
a) Insert the card/Remove the card
b) Feed the PIN number
c) Feed the amount, press ok
d) Take the money
e) Take the receipt
f) Press the ‘Clear’ Button
g) Leave the room
2) By following the given instructions Geetha would withdraw the money from an ATM.

Question 37.
What would she (Geeta) do if she went to her bank branch? (Textbook Page No. 82)
Answer:
She would stand in a queue for 30 to 40 minutes to get the amount. She had to fill the withdrawal slip and stand in the queue. When her turn comes she gives the slip and passbook in the counter. Then she gets token. After a few minutes she will be paid in another counter.

Question 38.
How much money will Manaswini get from her Fixed Deposit till five years, if the rate of interest is 8%? (Textbook Page No. 86)
Answer:
Manaswini gets Rs. 15000/- approximately after the period of 5 years.

Question 39.
Suppose she needs the money urgently for some medical treatment. Can she withdraw it from the Fixed Deposit at the bank? What will happen? (Textbook Page No. 86)
Answer:
She can withdraw her deposit whenever she wants. But she will not receive 8% of interest. She receives less percentage as per bank norms.

Question 40.
Will the same rate of interest be charged for all types of borrowers from a bank? (Textbook Page No. 87)
Answer:
The rate of interest changes from loan to loan.
For e.g.: They charge 8% on housing loans and 14% on personal loans.

Question 41.
What will happen if some borrowers do not repay the bank loan? (Textbook Page No. 87)
Answer:
The bank collects the loan from the guarantors or disposes the mortgage.
For e.g.: If any customer fails to repay the housing loan, the bank sells the house in auction. It takes the loan amount and gives the remaining amount to the customer.

Classroom Activity

Suppose you need Rs. 2,000. You fill a cheque and give it to your sister and send her to get the money in cash.
Answer:
Self cheque:

1. I will write a cheque for Rs. 2,000/- on my friend’s name and ask her to get cash from the bank.
2. I will sign on the down and back of the cheque.
3. I will give her instructions where to handover the cheque in the bank and how to receive cash in counter.
4. No need of any account to my friend in the bank.

Cross cheque: If I wrote an amount on cross cheque, my sister needs an account in any of the banks to change the check into cash.

Project
Question 1.
Visit a bank or invite a bank employee to the school and find out:
a) How to open a saving account in your name?
b) How are cheques cleared by the banks?
c) How do banks make NEFTransfers? (National Electronic Funds Transfer)
d) What security precautions are necessary for an ATM to work? What does the computer check?
e) Apart from cheques, people can also exchange money through Bank Drafts/online transaction etc. Find out.
f) For the person receiving the money, what is the advantage of online transaction compared to a cheque?
g)

Answer:
a) The person should take two photographs, address proof, income proof, personal identifi¬cation to the bank. He/she should fill the application form and get the introduction signa¬ture. He/she should handover these papers in the counter, his/her account can be opened.

b) Cheques are cleared by the banks in the Clearing Bank.

c) All the banks in the country are interconnected with computers and internet. A person can transfer a particular amount (less than 2,00,000/-) from his account to others account in other bank. This transaction can be done through NEFT. The Bank will not charge any rate for this.

d) Security precautions necessary, for an ATM to work :

1. Computer should be checked whether working properly or not.
2. Receipt system and printer should be checked.
3. The machine should understand the orders of the user.
4. The count of notes should be proper.
5. There must be a watchman.
6. A camera should be fixed in the ATM room.
7. In addition to the PIN number, a system should be improved which records the thumb prints. Computer checks the PIN number and balances in the accounts.

e) Yes, there are bank drafts and online transactions etc., to exchange money.
Drafts take sometime to be encashed. But online transactions take no time. One can withdraw the amount immediately after a click.

f) When compared to a cheque, online transaction is the best. The person can receive the money without any delay. But a cheque takes 2 to 4 days time to be encashed. So the receiver can save his time.

g)

Question 2.
Please visit www.rbi.org.in and read comics on financial inclusion / financial literacy themes.
Answer:
Student Activity.

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

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

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

Improve your learning

Question 1.
Correct the false statements.

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

Answer:

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

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

Answer:

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

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

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

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

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

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

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

Project

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

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

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

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

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

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

c) Two reasons:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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