CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Odisha State Board CHSE Odisha Class 11 Sociology Solutions Unit 2 Basic Concepts Objective Questions.

CHSE Odisha 11th Class Sociology Unit 2 Basic Concepts Objective Questions

Multiple Choice Type Questions

Question 1.
Where there is life, there is a society, who said this?
(i) Weber
(ii) Auguste Comte
(iii) Maclver and Page
(iv) Aristotle
Answer:
(iii) Maclver and Page

Question 2.
Who said the man is a social animal?
(i) Maclver
(ii) Plato
(iii) Aristotle
(iv) Comte
Answer:
(iii) Aristotle

Question 3.
Society is a consciousness of the mind is the definition of whom?
(i) Giddings
(ii) Plato
(iii) Davis
(iv) Aristotle
Answer:
(i) Giddings

Question 4.
Society determines __________ of the state.
(i) Background
(ii) Jurisprudence
(iii) Purpose
(iv) All of these
Answer:
(iii) Purpose

Question 5.
The term society in sociology is used to refer to
(i) The persons professing the same religion
(ii) The system of social relationship.
(iii) The persons living in an area.
(iv) The organised relations between individuals.
Answer:
(ii) The system of social relationship.

Question 6.
Who has defined society as a system of usage and procedure of authority and mutual aid of many groupingÿ and divisions of control of human behaviour and of liberty.
(i) Gidding
(ii) A.W. Green
(iii) Maclver
(iv) Comte
Answer:
(iii) Maclver

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 7.
What does society exclude?
(i) Differences
(ii) Interdependence
(iii) Similarity
(iv) Time boundness
Answer:-
(iv) Time boundness

Question 8.
Origin of society was due to
(i) Evolution
(ii) God’s will
(iii) Force
(iv) None of these
Answer:
(i) Evolution

Question 9.
Society exists only when
(i) The members posses common interests.
(ii) The members are at the same place and same time.
(iii) The members know each other.
Answer:
(iii) The members know each other.

Question 10.
Sociology attempts an interpretative understanding of human behaviour who said this?
(i) Max Weber,
(ii) Plato
(iii) Giddings
Answer:
(i) Max Weber

Question 11.
Whoinitiatedthisideathatthegroupmind was the basis of society.
(i) A.W. Green
(ii) Comte
(iii) Max Weber
(iv) Mc Dougall
Answer:
(iv) Me Dougall

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 12.
Which is not a characteristic society from the following?
(i) Definiteaim
(ii) Interdependence
(iii) Co-operation
(iv) Likeness
Answer:
(i) Definite aim

Question 13.
What do you mean by society?
(i) The system of usage and procedure.
(ii) The interaction of the group.
(iii) The people
(iv) The places of their residences.
Answer:
(i)The system of usage and procedure.

Question 14.
Who said society is a web of social relationships?
(i) Giddings
(ii) Cooley
(iii) Maclver
(iv) Ginsberg
Answer:
(iii) Maclver

Question 15.
Who said society is a common property?
(i) Thomas
(ii) Maclver
(iii) Colley
(iv) Giddings
Answer:
(i) Thomas

Question 16.
Which of the following is a functional prerequisite of society?
(i) Some rules
(ii) Definite area
(iii) Group of people
(iv) Provision of security
Answer:
(iv) Provision of security

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 17.
Man is not born human, but to be made human who of the following says it.
(i) Durkheim
(ii) Prof. Park
(iii) Aristotle
(iv) Comte
Answer:
(ii) Prof Park

Question 18.
Which of the following element distinguishes animal society from human society?
(i) Physical strength
(ii) Laugh
(iii) Culture
(iv) Speech
Answer:
(iii) Culture

Question 19.
Which of the following elements of difference between society and community?
(i) A group of people
(ii) Links
(iii) Definite locality
(iv) Sentiment
Answer:
(iii) Definite locality

Question 20.
Man is a social animal because_______.
(i) His nature and necessity made him so.
(ii) His forefathers have lined in society.
(iii) Society was born with him.
Answer:
(i) His nature and necessity made him so.

Question 21.
Which of the following shows the foral cases to prove social nature of man?
(i) Aristotle
(ii) K. Davis
(iii) Maclver
(iv) Comte
Answer:
(iii) Maclver

Question 22.
A group of people organised for a particular purpose is known as :
(i) Association
(ii) Society
(iii) Community
Answer:
(i) Association

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 23.
The theory which draws some similarities between society and human body is called is________.
(i) Group mind theory
(ii) Idealist theory
(iii) Organic theory
(iv) Natural theory
Answer:
(iii) Organic theory

Question 24.
Which of the following is an association?
(i) State
(ii) Trade Union
(iii) Tennis Club
(iv) All of these
Answer:
(iv) All of these

Question 25.
Which of the following is held to be the right of the origin of the society?
(i) Evolutionary theory
(ii) Genetic theory
(iii) Patriarchal theory
(iv) Divine right theory
Answer:
(i) Evolutionary theory

Question 26.
By which of the following an association is characterised?
(i) Customs
(ii) Folkways
(iii) Usage
(iv) Norms
Answer:
(iv) Norms

Question 27.
Which of the following is not the basic elements of a community?
(i) Communitysentiment
(ii) Legal status
(iii) Environment friendly
(iv) Definite locality
Answer:
(ii) Legal status

Question 28.
What makes a society?
(i) Place as their residence
(ii) Time boundness
(iii) The people
(iv) Reciprocity
Answer:
(iv) Reciprocity

Question 29.
Culture is man-made part of the environment who said this?
(i) Malimoshi
(ii) Taylor
(iii) Kroeber
(iv) None of these
Answer:
(iii) Kroeber

Question 30.
What distinguishes human society from animal society?
(i) Geography
(ii) Reproduction
(iii) Organisation
(iv) Culture
Answer:
(iv) Culture

Question 31.
Who called society mind unit large?
(i Pareto
(ii) McDougall
(iii) Aristotle
Answer:
(i) Pareto

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 32.
What is the most fundamental unit of human society?
(i) Family
(ii) Individual
(iii) Religion
(iv) Economy
Answer:
(i) Family

Question 33.
Which of the following is not a characteristic of a social group?
(i) We feeling
(ii) Similar ethnic background
(iii) Reciprocal relation
(iv) Common territory
Answer:
(ii) Similar ethnic background

Question 34.
Which of the following is characteristic of the social group.
(i) Common territory
(ii) Sense of unit
(iii) Compulsory membership
(iv) Face-to-face preserve
Answer:
(iii) Compulsory membership

Question 35.
Groups are classified into the primary groups and secondary groups by
(i) Swamper
(ii) Maclver
(iii) C.H. Cooley
(iv) Karl Marx
Answer:
(iii) C.H. Cooley

Question 36.
Which of the following is characteristic of culture?
(i) Culture makes man’s life materially comfortable.
(ii) Culture is learnt.
(iii) Culture is a divine creation.
(iv) Culture is a religious system.
Answer:
(ii) Culture is learnt.

Question 37.
Culture has importance for the group because
(i) It satisfies human needs for food and shelter.
(ii) It provides stability to the goal.
(iii) It keeps social relationships in fact.
(iv) It marks off one group from the other.
Answer:
(iii) It keeps social relationships in fact.

Question 38.
To constitute culture the acquired behaviours should be________.
(i) Shared by and transmitted among the members of the group.
(ii) Believed to be ideal by the group.
(iii) Shared by the group.
(iv) Transmitted a way to the members of the group.
Answer:
(ii) Shared by and transmitted among the members of the group.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 39.
Material culture implies
(i) Possession of essential commodities.
(ii) Possession of material occupation.
(iii) Possession of luxurious articles.
(iv) Possession of concrete ideas of beliefs.
Answer:
(iii) Possession of luxurious articles.

Question 40.
What does culture usually reflect in modem society?
(i) Religionculture
(ii) National culture
(iii) Geographical culture
(iv) Group culture
Answer:
(ii) National culture

Question 41.
Society is co-operation and crossed by conflict was said by __________.
(i) Cooley
(ii) GillinandGillin
(iii) Maclver
Answer:
(iii) Maclver

Question 42.
Our culture is what are, our civilization is what we have who said this?
(i) Comte
(ii) C.C. North
(iii) Max Weber
(iv) Maclver
Answer:
(iv) Maclver

Question 43.
Culture may be defined as________.
(i) Sumtotalofcollective behaviour.
(ii) Unconditioned people.
(iii) Pattern of arrangements by society.
(iv) Typical habit patterns of people.
Answer:
(iv) Typical habit patterns of people.

True or False Type Questions

Question 1.
Maclver insists that sociability is the essence of society.
Answer:
False
George Simmel insists that sociability is the essence of society.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 2.
The term sociology was coined in the year 1848.
Answer:
False
The term sociology was coined in the year 1939.
Answer:
True

Question 3.
Maclver says that society rests on consciousness kind.
Answer:
False
F.H. Giddings says that society rests on consciousness of kind.
Answer:
True

Question 4.
The term society was derived from the Greek word “socius”?
Answer:
False
The term society was derived from the Latin word socius means companions.
Answer:
True

Question 5.
Society is a web or network of human relationships.
Answer:
False
Society is a web or network of social relationships.
Answer:
True

Question 6.
The word community has been derived from the Greek word commences.
Answer:
False
The word community has been derived from the Latin word commences.
Answer:
True

Question 7.
Comte cited three cases of infant isolation from the group to prove social nature of man.
Answer:
False
Maclver cited three cases of infant isolation to prove social mature of man.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 8.
Community sentiment means a feeling to differences.
Answer:
False
Community sentiment means a feeling of being together or a sense of we feeling.
Answer:
True

Question 9.
A community is bigger than society.
Answer:
False
Community is smaller than society.
Answer:
True

Question 10.
Community is a creation of human all.
Answer:
False
Community is grows spontaneously.
Answer:
True

Question 11.
Aristotle says society involves both likeness and differences.
Answer:
False
Maclver says society involves both likeness and differences.
Answer:
True

Question 12.
K. Davis opines community is the smallest territorial group that can embrace all aspects of social life.
Answer:
True
Community sentiment is the most important characteristic of a community.
Answer:
True

Question 13.
Community sentiment is the most important characteristic of a community.
Answer:
True

Question 14.
A community does not possesses a definite territory.
Answer:
False
A community always possesses a definity territory.
Answer:
True

Question 15.
A community is a temporary social group.
Answer:
False
A community is a permanent social group.
Answer:
True

Question 16.
Village is an example of association.
Answer:
False
Political party is an example of association.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 17.
Association is a group of organised people having common interest.
Answer:
True
An association may be both temporary or permanent.
Answer:
True

Question 18.
An association may be both temporary or permanent.
Answer:
True

Question 19.
Association has no aims.
Answer:
True
Association has definite aims.
Answer:
True

Question 20.
An association does not have any states.
Answer:
True

Question 21.
Association is natural formed.
Answer:
False
Association is artifical formed.
Answer:
True

Question 22.
Membership of an association is compulsory.
Answer:
False
Membership of an association is optional.
Answer:
True

Question 23.
Association is permanent in nature.
Answer:
True
Association may be both temporary and permanent.
Answer:
True

Question 24.
Ogbrum Nimkoff says that a social group is a system of social interaction.
Answer:
False
H. M. Johnson says that a social group is a system of social interaction.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 25.
Family is an example of a secondary group.
Answer:
False
Family is an example of primary group.
Answer:
True

Question 26.
C. H. Cooley wrote the book ‘Social Organisation’.
Answer:
True

Question 27.
Playgroup is an example of primary group.
Answer:
True

Question 28.
A political party is an example of secondary group.
Answer:
True

Question 29.
Red Cross society is an example of primary group.
Answer:
True

Question 30.
Secondary relation is an end in itself,
Answer:
False
Secondary relation is a means of an end i.e. it is goal oriented.
Answer:
True

Question 31.
Cooley classifies group into in-group and out-group.
Answer:
False
Cooleyclassifies group into primary and secondary groups.
Answer:
True

Question 32.
Summer classifies groups into in-group and out-group on the basis of contract.
Answer:
True
Summer classifies groups into in-groups and out-groups on the basis of consciousness of kind.
Answer:
True

Question 33.
K. Davis has outlined the characteristics of the primary group as internal and external.
Answer:
True

Question 34.
Culture is individual behaviour.
Answer:
False
Culture is a shared behaviour.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

Question 35.
Maclver first used the term culture.
Answer:
False
E.B. Tylor first used the term culture.
Answer:
True

Question 36.
Culture is inborn.
Answer:
False
Culture is learned not inborn.
Answer:
True

Question 37.
Culture is not based on symbols.
Answer:
False
Culture is based on symbols.
Answer:
True

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CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Odisha State Board CHSE Odisha Class 11 Sociology Solutions Unit 2 Basic Concepts Long Answer Questions.

CHSE Odisha 11th Class Sociology Unit 2 Basic Concepts Long Answer Questions

Long Type Questions and Answers

Question 1.
What do you mean by society? Explain the characteristics of society.
Answer:
The term “society” is derived from the Latin word ’socius’, which means companionship means sociability. As George Simmel pointed out, it is this element of sociability which defines the true essence of society. It indicates that man always lives in the company of other people. ‘Man is a social animal’, said Aristotle centuries ago. Man lives in towns, cities, tribes, villages, but never alone.

Loneliness brings him boredom and fear. Man needs society for his living, working and enjoying life. Society has become an essential condition for human life to arise and to continue. Human life and society always together.

(1) According to Maclver and Page, “Society is a system of usages and procedures, authority and mutual aid of many groupings and divisions, of control, of human behaviour and of liberties”.
(2) According to F.H. Giddings, “Society is the union itself, the organisation, the sum of formal relations in which associating individuals are bound together”.

Characteristics of Society:
In its broadest sense society means the whole human society, the community of all human beings. A very large section of the humanity may be called a society. The Western Christendom; the people of Islam, the Indians, the English and the French are some such societies because they belong to very large social communities.

A society, thus, means a large social community having many things in common in the way of living of its members for a closer and better understanding we have to discuss the characteristics of society. Society is composed of people, without the students and the teachers there can be no college and no university. Similarly, without people there can be no society, no social relationships, and no social life at all.

Society is a group of people in continuous interaction with each other. It refers to the reciprocal contract between two or more persons. It is a process where by men interpenetrate the minds of, each other. An individual is a member of society so long as he engages in relationsihp with Other members of society. It means that individuals are in continuous interaction with other individuals of society.

The limits of society are marked by the limits of social interactions. Social interaction is made possible because of mutual awareness. Society is understood as a network of social relationships only where the members are aware of each other. Society exists only where social beings ‘behave’ towards one another in ways determined by their recognition of one another. Without this awareness there can be no society. A social relationship, thus implies mutual awareness.

The principle of likeness is essential for society. It exists among those who resemble one another in some degree, in body and in mind.
Likeness refers to the similarities. People have similarities with regards to their needs, works, aims, values, outlook towards, and so on. Just as the ‘birds of the same father flock together’, men belonging to the same species called homosapiens, have many things in common.

Society, hence rests on what F.H. Giddings calls consciouness of kind. “Comradeship, Intimacy, association of any kind or degree would be impossible without some understanding of each by the other and that understanding depends on the likeness which each apprehends in other”. Society in brief, exists among like beings and likeminded.

Society also implies difference. A society based entirely on likeness and uniformities is bound to be loose in socialites. If men are exactly alike, their social relationships would be very much limited. There would be little give-and-take, little reciprocity. They would contribute Very little to one another. More than that, life becomes boring, monotonous and uninteresting, if differences are not there.

Hence, we find difference in society. Family for example, rests on biological difference between the sexes. People differ from one another in their looks, personalities, ability, talent, attitude, interest, taste, intelligence, faith and soon. People pursue different activities because of these difference.

Thus we find farmers, labourers, teachers, soldiers, businessmen, bankers, engineers, doctors, advocates, writers, artists, scientists,- musicians, actors, politicians, bureaucrats and others working in different capacities, in different fields in society. However, difference alone cannot create society. It is subordinated to likeness.

Society is not static, it is dynamic. Change is ever present in society. Changeability is an inherent quality of human society. No society can Over remain constant for any length of time. Society is like water in a stream or river that forever flows. It is always in flux. Old men die and new ones are born.

New associations and institutions and groups may come into being and old ones may die a natural death. The existing ones may undergo changes to suit the demands of time or they may give birth to the new ones. Changes may take place slowly and gradually or suddenly and abruptly.

Primarily likeness and secondarily difference create the division of labour. Division of labour involves the assignment to each unit or group a specific share of a common task. For example, the common task of producing cotton clothes is shared by a number of people like the farmers who grow cotton, the spinners, the weavers, the dyers, and the merchants.

Similarly, at home work is divided and shared by the father, mother and children. Division of labour leads to specialisation. Division of labour and specialisation are the marks of modem complex society. Division of labour is possible because of co-operation. Society is based on cooperation. It is the very basis of our social life.

As C.H. Cooley says, cooperation arises when men realise that they have common interests. It refers to the mutual working together for the attainments of a common goal. Men satisfy many of their desires and fulfil interests through joint efforts. People may have direct or indirect co-operation among them. Thus co-operation and division of labour have made possible social solidarity or social cohesion.

Society has its own ways and means of controlling the behaviour of its members cooperation, no doubt exists in society. But side by side. Competitions, conflicts, tensions, revolts, rebellions and suppression are also there. They appear and re-appear off and an. Clash of economic or political or religions interests is not uncommon. Left to themselves, they may damage the very fabric of society.

They are to be controlled. The behaviour or the activities of people are to be regulated. Society has various formal as well as informal means of social control. It means society has customs, traditions, conventions and folkways, mores, manners, etiquettes and other informal means of social control. Also it has law, legislation, constitution, police, court, army and other formal means of social control to regulate the behaviour of its members.

Social relationships are characterised by interdependence. Family, the most basic social group, for example, is based upon the interdependence of man and woman. One depends upon the other for the satisfaction of one’s needs. As society advances, the area of interdependence also grows.

Today, not only individuals are interdependent upon one another, but even, communities, social groups, societies and nations are also interdependent. Each society has its own ways of life Culture. This distinguishes one society from another. Culture refers to the total range of our life. It includes knowledge, belief, art, morality, values, ideas, ideologies, sciences and philosophies.

A society has a comprehensive culture. It is culturally self-sufficient. It may carry on trade with other societies, but the cultural patterns involved in this trade are the part of the culture of the society itself. For example, the pattern of extending credit, the recognized rates of exchange, the means of payment, the form of contacts all these cultural patterns are the parts of the culture of each society involved in interaction.

The members of a society share a common and unique culture. In our society we share such cultural symbols as the August Fifteen, January Twenty six and so on. We also share cultural values of collectivism and spiritualism. Collectivism means the economic theory and industry should be carried on with a collective capital and spiritualism is the philosophical doctrine that nothing is real but soul or spirit.

Me Dougall, say that man is social because of the basic human instinct called the gregarious instinct. Gregariousness refers to the tendency of man to live in groups. Man always lives amidst, men. He cannot live without it. This internal nature of man has forced him to establish social groups and societies and to live in them.

Human life and society almost go together. Man is born in society and bred up in society, nourished and nurtured in society. From childhood to adolescence, from adolescence to youth, from youth to maturity, from maturity to old age, from old age up to death, man lives in society. He depends on society for protection and comfort, for nature and education.

Participation in society is necessary for the development of personality. Various cases show that man can become man only among man. Society makes our life livable. It is the nurse of youth, the arena of manhood and womanhood. Society, is therefore, as Maclver puts it, more than our environment. It is within us as well as around us, Society not only liberates the activities of men, but it limits their activities also. It controls their behaviour in countless ways.

It shapes our attributes, our beliefs, our morals and our ideals. Emotional development, intellectual maturity, satisfaction of problems needs and material comforts are unthinkable without society. Society is a part of our mental equipment and we are. a part of society, stimulates the growth of our personality. It liberates and controls out talents and capacities.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 2.
Examine the importance of the functional pre-requisites of society.
Answer:
Preservation of human society requires the fulfilment of certain functional necessities, which we may call as functional pre-requisites. There are certain pre-requisites of a harmonious and active social system. A tension ridden social system cannot function efficiently. As a healthy body works if there is no disorder in its parts.

Similarly, a society system can function efficiently if there is order among its parts. There are so many needs or requisite, which society needs. It is impossible to analyse all the requisites society needs. Yet some of the important pre-requisites of society are discussed here.

The basic needs are food, clothing, shelter and security. Every man needs food for very survival. Without it life is impossible. As a civilized being clothing is also another bare necessity of human being. Similarly for his rest, to avoid rain, cold and other hazards of environment he needs shelter.

Therefore, food, clothing and shelter are regard as the most human being is security. No human being or human society can survive without protection from its members. Therefore, human being needs protection from every front for his survival.

Another important need of human society is the human actions and systematic social relationship. For this there must be division of labour. Every society has a clear division & labour among men and women, the young and the old and on the basis of ability. Division of labour and division of responsibility if necessary for every society. Similarly, systematic of relationship rests upon the likeness among the people,

There should be sufficient number of people in a social system so that it may function efficiently. The number should not be too much or too less. In a society there should be a definite system of procreation to maintain the continuity. Procreation is the means through which new members come and old members are replaced.

The new members of society learn social values and systems of behaviour because of which continuity of society is maintained. Therefore, replacement of population is the need of society. Socialization of the young is very much necessary. Not only young but also other members go through the process of socialisation.

Through the process of socialisation the cultural norms of a society is transferred, to the next generation. Socialisation plays a very important role in this regard. Because no new generation is not a new beginning. The new members of society learn social values and systems of behaviour because of which the continuity in society is maintained.

Attainment of goal is another prerequisite of society. There must be flow among the members, a continuous stream of meaningfulness and goal without which the survival of society comes into question. Each social system has some norms of conduct. These are socially approved ways of behaviour which the members are expected to observe or to follow. If these are violated social system cannot function effectively

Sometimes individuals knowingly or unknowingly deviate – the existing social order for which it becomes impossible to maintain order in the society. Therefore, control should be exercised over individuals to observe the, norms of society. As a result of which the social system may function in a satisfactory manner. Social control helps members to learn and preserve value oriented behaviours;

The actors of a society should accept the social system instead of showing resentment against it. Even they should have eagerness towards positive action.

Question 3.
Analyse the characteristics of Community.
Answer:
Community consists of a group of people without a group of people community can not be formed. Every community has a definite geographical territory. This territory can be changed according to the growth of population. The members of a community have a sense of community sentiment and degree of we-feeling.

The customs, traditions, folkways, mores, language and many other things of the members of a community are very, similar. Like crowed community is not temporary or short lived. It is a natural and permanent organisation. A community may be big or small in size. The small community exists within a big community.

Every community has certain rules and regulations which members compulsorily obeyed Community fulfils all the fundamentals needs of its members. Community is not deliberately or purposively created. It is a spontaneous and naturally and group. It group naturally develops spontaneously. Each and every community has a particular name by which one community is distinct from another.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 4.
Analyse the characteristics of Association.
Answer:
An association is formed or created by people. It is basically a social group. Without people there can be no association. An association is not merely a collection of individuals. It consists of those individuals who have more or less the same interests. An association is based on the cooperative spirit of its members. People work together to achieve some definite purpose.

Association denotes some kind of organisation. An association is known essentially as an organised groups. Every association has its own ways and means of regulating the relations of its members. Associations, are means or agencies through which their members seek to realise their similar or shared interests.

Such social organisations necessarily act not merely through leaders, but through officials or representatives, as agencies. An association may be permanent or temporary. There are some long-standing associations like the state, family, religious associations etc. some associations may be purely temporary in nature.

Question 5.
Analyse the characteristics of Social Institution.
Answer:
The main characteristics of social institutions may be described here:
Institutions come into being due to the Collective activities of the people. They are essentially social in nature. Social institutions are ubiquitous. They exists in all the societies and existed at all the stages of social development. An institution must be understood as standardised procedures and norms.

They prescribe the way of doing things. They also prescribe rules and regulations that are to be followed. Marriage, as an institution, for example, govern the relations between the husband and wife. Institutions are established by men themselves. They cater to the satisfaction of some basic and vital needs of man.

Institutions like religion, morality, state, government, law, legislation etc., control the behaviour of men. These mechanisms preserve the social order and give stability to it. Institutions are like wheels on which human society marches on towards the desired destination. Institution normally do not undergo sudden or rapid changes.

Institutions are not external, visible or tangible things. They are abstract. Institutions may persist in the form of oral and or written traditions. Institutions may have their own symbols, material or non-material. Institutions, though diverse, are interrelated.

Question 6.
Distinguish between Society and Community.
Answer:
Society is a web of social relationship but community consists of a group of individuals living in a particular area with some degree of we filling. A definite geographical area is not an essential aspect of society. A definite locality or geographic area is essential for community.
Society is abstract but community is concrete.

Community sentiment or a sense of we-feeling may be present or may not. But for the community sentiment is an essential element of community. There can be no community in its absence. Society is wider community is smaller than society: There can be more than one community in a society.

The objectives and interests of society are more extensive and valid but community has limited objectives. Society involves both likeness differences, but likeness is more important in community. There is common agreement of interests and objectives on the post of members.

Question 7.
Different between Association and Institution.
Answer:
An association is a group of people organised for the purpose of fulfilling a need or needs. But institutions refers to the organised way of doing things. It represent common procedure. Association denotes membership but institution denotes only a mode or means of service. We belong to association, to political parties, trade unions, youth clubs, families etc.

We do not belong to institution. We do not belong to marriage property, education or law. Association consists of individuals, institution consists of laws, rules and regulations. Association are concrete but institutions are abstract. An association has a location, it makes sense to ask where it is but an institution does not have location. The question where it is, makes no sense at all.

Thus, a family can be located in space but we cannot locate examination, education, marriage etc. Association are mostly created or established but institution are primarily evolved. An association may have its own distinctive name but institution does not process specific names, but has a structure and may have a symbol. Association may be temporary or permanent but institution are relatively more durable.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 8.
Discuss the characteristics of Secondary Group.
Answer:
Large Size:
The first characteristic of secondary group is its large size. The size of secondary group is so large because it is formed by a large number of people. Secondary group have spread all over the country. For example political party which is secondary group, consisting of thousands of members and work throughout the country. Similarly, the members of International Red Cross Society scatter all over the world. Due to large size, all the members of secondary group are indirectly related to each other.

Indirect Relations:
Secondary groups are characterized by indirect relations. All members are indirectly related to each other because a secondary group is bigger in size than a primary group and the members cannot say together. The specialization of functions leads to indirect relation in secondary groups.

For example, in the large scale organizations where division of labour is complex, the members have not only different functions but also different powers, different degrees of participation, different sights and obligations. All these lead to indirect relations. The contacts and communications in secondary group are mostly indirect.

Formal and Impersonal Relations:
Relation among the members of secondary groups are formal and impersonal. The members do not have face-to-face relations. People do not develop personal relations among themselves. In large scale organization, there are contacts and they may be face-to-face, but they are, “as says Kingsley Davis, “the touch-and go variety. The numbers in secondary group are more concerned with their self-centred interests than with other persons. Thus the secondary relations are formal and impersonal.

Voluntary Membership:
The membership of secondary group is not compulsory but always voluntary. People may join secondary groups according to their sweet will. For instance, one may join a political party or may not joint it. Similarly one may or may not join a political party or may not joint it. Similarly one may or may not join a particular recreational club. It is not essential to become the member of Rotary International Club or Red Cross Society. This is no compulsion. This voluntary membership leads indirect and impersonal relations among the members of a secondary group.

Formal Rules:
Secondary groups are regulated by formal rules and regulations. A secondary group exercises control over its members through formal ways. The secondary relation are directly controlled by police, jail, anny, court and various other formal means. Status of Individual depends upon his role. In secondary group the position of status of every member depends upon his role.

Every members in a secondary group plays a role or a number of roles. His status in the group is determined by his role. For example, the status of the president of a political party depends upon the role he plays in the party and not upon his birth or personal qualities. Similarly, in a college, the status of the principal depends upon his role not upon his birth and other traits.

Individuality in Persons:
Secondary groups are sometimes called “special-interest groups”. Individuality develops in the persons in secondary groups because, their relations are based on self-interests. When their interests are satisfied they lose interest in the group. Thus self-interest leads the members to develop their individuality in secondary groups.

Active and Inactive Members: A secondary group is very large in size. Physical closeness and intimacy are totally absent among its members. Owing to this reason, some members of the group become active and some others are quite inactive. For instance, in a national political party, a majority of the members take active interest where as the rest of the members do not take any active interest in the party work.

Self-dependence Among the Members: The members of a secondary group are self-dependent. They want or desire to fulfil their self-interests. For this purpose, the members of a secondary group depend upon themselves in order to safeguard their own interests.

Goal Orientation:
Lastly, the main purpose of a secondary group is fulfill a specific aim. That means each secondary group is formed to achieve a specific goal. The members are not interested in maintaining close and personal relations but they are only interested in achieving the aim or which they have joined the group.

For example trade union is formed for the better working conditions of the workers. Similarly, a teacher’s association is formed for securing better conditions of service for teacher.

Question 9.
Describe the characteristics of Primary group.
Answer:
According to C.II. Cooley, following are the important and essential characteristics of a primary group.
Physical Proximity:
The members of primary group must be physically close to one another. They develop intimacy on account of close contact among themselves. It will be very difficult to exchange ideas and thoughts in the primary group unless its members are in close physical proximity to one another.

So that there exists a physical proximity among the members of a primary group which leads to the exchange of thoughts among them. Therefore, physical closeness is an essential ingredient of a primary group.

Small Size:
The primary group is always small in size. It is so small, that the desired intimate relationship can be developed among its members. Due to its small size, the members of a primary group know each other personally and develop a group character.

Continuity of Relationship:
The relations among the members of the primary group are direct, close, intimate and personal. These relations are continuous and permanent. The members of the primary group meet and discuss with each other frequently. The continuous and frequent relations bring stability in the primary group.

We-Feeling:
There a is strong “We- Feeling” among the members of a primary group. They are always motivated by unique slogan that ‘we are all the members of a particular group’. They treat the members of their own group as their near relatives or friends and the persons belonging to other groups their own group and all of them protect their interest unitedly.

The members of a primary group stand each other for the welfare of their group. For instance, the parents often sacrifice their interests for the sake of the family.

Personal Relations:
The relations among the members of primary group are personal, spontaneous and inclusive that means all the members of the primary group personally known each other. Member of primary groups have personal relations and this is why the gap of one member’s absence is not filled completely by the other.

For instance, in the family after the death of wife, a person may marry again but the memory of the dead wife does not end with it. No other person can take the place of a particular friend or a family member. Thus Maclver says that “in the primary group-life our relations with other are always, to some extent, personal”.

Common Aims and Objectives:
In a primary group all the members have common aims and objectives. For example in family the pleasure and pain of every member is shared by the whole family and all the members work for some common aim. Thus in primary groups, the aims and objectives are the same for all the members. In other words, all the members of a primary group work collectively for the fulfilment of their common aims and objectives.

Similarity of Background:
The members of a primary groups always have similar background. They should be equally experienced so that each member can either give or take something from other members. According to Maclver “A level on which every group must dwell and the person who is too far above or below it, disturbs the process of group participation”. In the primary group each member presents his own view point and accepts the view-point of others.

Limited Self-interest:
The member of a primary group have their own interest but self-interest of the members is subordinated to the common interest of the group as a whole.

They must come together in spirit to participate co-operatively. The common interest must predominate in their mind. It introduces the element of common cause among the members of a primary group. The common interest provide mental pleasure and contentment to the members.

Stability:
A primary group is more stable than other groups. To promote closeness and intimacy of relationship, the primary group should be stable and permanent to some extent. The stability of nature of primary groups brings unity and integrity among the members.

Maximum Control over the Member: Due to the intimacy, spontaneity, physical proximity, small size and stability of the group, all the member of a primary group can know each other personally. In the primary group, it is very difficult for any person to avoid the other. Therefore, primary group exercises Maximum control over the members.

In a primary group, the younger members are directly controlled by the elder members. For instance, in a family, the parents control the younger ones. The primary group does not permit anybody to follow a wrong path and stops him from doing any action contradictory to group customs, traditions, more, norms, values and ideals.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 10.
Distinguish between Primary and Secondary Group.
Answer:
Size of the primary groups is usually very small. It is because the big size of the group defeats the very purpose of a primary x group whereas the size of secondary groups is very large and runs into many thousands in many cases. Membership of a primary group are spread in a limited area whereas the members of the secondary group can be found all over the world.

Relations between the members in a primary group are very intimate, close and direct whereas the relations between members are neither very close nor direct but indirect and formal. Members in primary groups cooperate spontaneously with each other. They meet on long-term basis and solve their problems and differences.

Whereas in secondary groups deliberate efforts have to be made to organise and the members meet only for particular purpose and as soon as that purpose is achieved, the group is dissolved. In primary groups all the members have common interest They struggle and work hard to achieve those interests. Efforts are collective and combined.

In secondary groups the members have no direct interest. They have selfish aims and try to achieve them by joining this type of group. Therefore, efforts are not collective and combined. There is no formal code of conduct for the working of members ofprimary group. But in the case of secondary group a detailed code of conduct is required for the smooth working of the group.

A formal authority is also needed to regulate conduct and behaviour of members of the group. In primary groups no such authority is needed. In the primary group, all the members take active part formatting the group self-sufficient. But in the Case of secondary groups many members are not active but take only passive interest with the result that only few are leaders and all others are followers.

The primary groups are found in rural areas while secondary groups are found in urban areas. The size of the primary group being small, it does not include any other group in it. But the secondary group being large, many other small groups are included in it. A primary group sees that there is an allround development of personality of an individual.

It see that personality of an individual finds fullest expression in the group. The second any groups do not care for all sided development of its individuals. It is concerned with only one aspect of his life and tries to develop that one.  In primary groups, the co-operation of the members is direct and willing.

where as co-operation of members in the secondary groups is indirect and even that is not willing forthcoming. Thus it is clear that the primary groups were most suited in the primitive societies where social structure was neither complex nor complicated. But these groups cannot function smoothly in modem times because of our complicated social arrangement. It does not mean in any way that the need of primary groups has decreased.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 11.
Explain the Cultural Lag.
Answer:
The concept of cultural lag has come to occupy an important place in the writings of eminent sociologists. It is a concept that has a particular appeal in an age in which technological inventions and innovations of many other kinds are constantly disturbing the elder ways of livings. Ogburn was the first sociologist to elaborate upon the idea of cultural lag and to formulate a definite theory, though in the writings of other sociologists particularly Sumner, Muller-Lyer, Wallar and Spencer the existence of a cultural lag is implied.

Ogburn distinguishes between ‘material’ and ‘non-material’ culture. By material aspects of culture he means things like took utensils, machines, dwellings, the manufacture of goods and transportation. In the non-material aspects he includes family, religion government and education. When changes occur in the material aspects, those in turn simulate changes in the non-material aspects.

The non-material culture, according to Ogbum is often slow to respond to the rapid inventions in material culture. When non-material culture does not adjust itself readily to the material changes it falls behind the material and gives rise to cultural lag: In Ogbums words. “The strain that exists between two correlated parts of culture that changes as unequal rates of speed may be interpreted as a lag in the part that is changing at the slowest rate, for the one lags behind the other”.

In material culture, discoveries and inventions are rapidly made to which the non-material culture is to adjust itself and if it cannot, a lag culture. If society is to maintain an equilibrium, both the parts of culture, material and non-material should be properly adjusted. Ogburn, therefore concluded that the problem of adjustment in Modem society is chiefly one of enabling the non-material aspects of culture to catch up with the material aspects.

In other words, man should adopt his ways of thinking and behaving to the state of his technology. Ogburn gave examples to substantiate his thesis. The patriarchal type of family, adapted to agricultural conditions, is continued in a largely industrial urban society. The major problems faced by the modem family come from the persistence in any obsolete form.

Similarly, the old concepts of sovereignty are still held despite the obvious changes that have brought nations close to each other and made them much more interdependent than in the past. Another instance of a lag is the discrepancy between the number of police official and the growth of population.

The growing cities have not increased their police force fast enough, nor the decreasing cities have reduced their soon enough. The change in the number of police officials lags behind the change in the population. During the late nineteenth and early twentieth-century industry changed first, and the family lagged behind in its change.

Women were slow in following their jobs outside the home. Thus after citing various examples Ogbum concluded that “the many and frequent technological innovations of our modem age by occurring prior to the social changes they precipitate, are the causes of many cultural lags in society”.

Among the various technological developments and inventions that are producing cultural lags in contemporary society Ogbum included the telephone, motor-car, wireless, cinema, power-driven agricultural. machines, printing, photographs, alloys, electrical goods, welding, the aeroplane, air conditioning, artificial lighting contraceptives, television etc. These are resulting in a terrific impact on society its social institutions, its customs and its philosophies.

The result is a vast accumulation of cultural lags. Thus, in the modem age, cultural lag is visible in the various elements of culture. Lumley has beautifully written that “It seems as if many pedestrian soldiers or a complete army are marching out of step or as if some of the performers of an orchestra are playing last year’s music and still others last century’s music or even more ancient music at the same time.

Criticism:
Ogburn’s hypothesis of cultural lag has been accepted by many of sociologist but there are a few critics who point out that the distinction between material and non-material culture is not a workable one. It we cling to the old fashioned way when under new conditions our needs could be better served by changing them we cannot properly say that the lag is between the material and non-material.

Nor should it be assumed that it is always the material that is in advance of the non-material or that the main problem is of adjusting non-material to the material culture. Maclver observes that the term lag is not properly applicable to relations between technological factors and the cultural pattern of between the various components of the culture pattern itself.

He regards “technological lag” a better term than “cultural lag”. According to Meuller, “Cultural lag is artificial and imaginary.” Coming to the influence of cultural factors on social relationships it has been acknowledged by all that there is an intimate connection between our beliefs and our institutions. Our valuations and our social relationships.

The social and cultural factors are closely interwoven that all cultural change involves social change. New ideologies causes significant changes in the modes of group life. It was the social philosophy or Marxism, wrought into a dynamic evangelism and finding its opportunity in the suffering.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Long Answer Questions

Question 12.
Define Culture and discuss its features.
Or,
What is Culture? Analyse the characteristics of Culture.
Answer:
Culture is one of the most important and basic concepts of sociology. In sociology culture has a specific mean. The anthropologists believe that the behaviour which is meant is called culture, hi other words the behaviour which is transmitted to as by some one is called culture. The way of living, eating, wear, sing dance and talk it are all parts of a culture.

In common parlance the word culture is understood to mean beautiful, refined or interesting. In sociology we use the word culture to denote acquired behaviour which are shared by and transmitted among the members of the society. In other words, culture is s system of learned behaviour shared by and transmitted among the member of the society.

In other words, culture is a system of learning behaviour shared by and transmitted among the members of a group. Definitions of Culture“Culture has been defined in various ways by sociologists and anthropologists. Following are the important definition of culture”. E.B. Tyler defines “Culture is that complex whole which includes knowledge, belief, art, morals, law, customs and any other capabilities and habits acquired by man as a member of society”.

Edward Spiro says that “Culture is any socially inherited element the life of man, material and spiritual”. Malinowaski defines “Culture the handiwork of man and conventional understanding manifest in art and artist which persisting through which he achieves his ends”. Redfiled remarks that “Culture is an organised body of conventional understanding manifest in art and artifact which characterizes a human group”.

Maclver is of view that “Culture is the expression of our nature in our modes of living and our thinking. Intercourse in our literature in religion, in recreation and enjoyment”. According to E.S. Bogardus “Culture is all the ways of doing and thinking of a group”. Characteristics of Culture For a clear understanding of the concept of culture it is necessary far as to know its main characteristics. Culture has several characteristics. Following are the main characteristics of culture.

Culture in Learnt:
Culture is not inherited biologically, but learnt socially by man. It is not an inborn tendency. There is so culture instinct as such culture is often called learned, ways of behaviour, unlearned behaviour such as closing the eyes. While sleeping the eye blinking reflex and so on are purely physiological and culture sharing hands or saying namaskar or thanks and sharing and dressing on the other hand are culture.

Similarly wearing clothes, combing the hair, wearing ornaments, looking the food, drinking from a glass, eating from a place or leaf, reading a newspaper, driving a car, enacting a role in drama, singing worship etc. are all ways of behaviour learnt by culturally.

Culture is Social:
Culture does not exist in isolation neither is it an individual phenomenon, it is product of society. It originates and develops through social interact. It is shared by the members of society. No man can acquire culture without association with other human beings. Man becomes man only among men. It is the culture which helps man to develop human qualities in a human environment deprivation is nothing but deprivation of human qualities.

Culture is Shared:
Culture in the sociological sense, is something shared. It is not something that an individual alone can possess. For example customs, traditions, beliefs, ideas, values, morals etc. are shared by people of group or society. The invention of Arya Bhatta or Albert Einstein.

Charaka or Charles Dante, the philosophical works of Confucious or LaoTse, Shankaracharya or Swami Vivekananda, the artistic work of Kavi Verma or Raphall etc. are all shared by a large number of people, culture is something adopted used, believed, practised or possessed by more than one person. It depends upon group life for its existence (Robert Brerstedt).

Culture is Transmissive:
Culture is capable of being transmitted from one generation to the next. Parents pass on culture traits to their children and they in turn to then- children and so on. Culture is transmitted not through genes by means of language. Language is the main vehicle of culture.

Language in its different forms like reading, writing and speaking makes it possible for the present generation to understand the achievements to earlier generation. But language itselfs is apart of culture. Once language is acquired it unfolds to the individuals it wide field. Transmission of culture may take place by imitation as well as by interaction.

Culture is Continuous and Cummulative:
Culture exists as a continuous process. In its historical growth, it tends to become cummulative culture is growing whole which includes in itselfs, the achievement of the past and present and makes provision for the future achievements of mankind. Culture way thus be conceived of as a kind of stream flowing down through the centuries from one generation to another.

Hence some sociologists like Lotion called culture the social heritage of man. As Robert writes culture or the money of human race. It becomes difficult for its to imagine what society would be like without his accumulation of culture what lives would be without it.

Culture is consistent and inter-related:
Culture in its development has revealed tendency to be consistent. At the same time different parts of culture are inter-connected For examples the value system of a society. A society is closely connected with its other aspects such a morality, religion, customs, traditions, beliefs and so on.

Culture is Dynamic and Adoptive:
Though culture is relatively stable it is not altogether static. It is subject to slow but constant, change. Change and growth are latent in culture. We find amazing growth in the present Indian culture when we compare it with the culture of the Vedic times. Culture is hence dynamic.

Culture is responsive to the changing conditions of the physical world. It is adoptive. It also intervence in the natural environment and man in his process of adjustment. Just as our house shelter us from the storm, so also does our culture help us from natural changes and assist us the service. Few of us indeed could survive without culture.

Culture is Gratifying:
Culture provides proper opportunities and prescribes means for the satisfaction our need and desires. These needs may be biological or social in nature our need for food, shelter and clothing on the one hand our desire for status,’ name formed money mates, etc. are all for example, fulfilled according to the culture ways, culture determines and guides the varied activities of man. In fact culture is defined as the process through which human beings satisfy their wants.

Culture varies from Society to Society:
Eyery society has a culture on its own. It differs from society to society. Culture of every society is quite to itself Cultures are uniform. Culture elements such as customs, tradition, ideals, values, ideologies, beliefs practice philosophic institutions, etc. are not uniform everywhere, ways of eating, speaking, greeting, dressing, entertaining, living etc. of different specialities differ significantly. Culture varies from time to time also.

No culture ever remains constant or changeless. It Manu were to come back to see the Indian society, today he would be bewildered to witness the vast changes that have taken place in our culture.

Culture is super-organic and identical:
Culture is sometimes called the super-organic. By super organic Herbert Spencer meant that culture is neither organic, nor inorganic nature but above those two, the term implies the social meaning may be independent of physiological and physical, properties and characteristics for example the social meaning of a national flag is not just a piece of coloured cloth.

The flag represents a nation, similarly, priests and prisoners professors and professionals, players, engineers are not just biological beings. There social status and role can be understood only through culture.

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CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 5 Intelligence Questions and Answers.

CHSE Odisha 11th Class Psychology Unit 5 Intelligence Questions And Answers

Short-Answer Type Questions

Question 1:
Creativity
Answer:
Creativity is a kind of cognitive activity that results in a new way of solving problems. The concept of creativity needs special attention.

Question 2:
Artificial Intelligence
Answer:
In the stage of information technology and computer science artificial intelligence. The computer’s performance is done by artificial intelligence.

Question 3:
Hereditary factors
Answer:
Several studies have been conducted on identical twins to determine the role of hereditary. Holzinger identicals this twins.

Question 4:
Age and Intelligence
Answer:
I.Qs tend to be erratic in the first few years of life, whole intellectual ability. Binet’s intelligence tests were first administered to individuals of different age groups.

Question 5:
Emotional Intelligence
Answer:
The concept of emotional intelligence is quite a novel one. Current researchers have started recognising that in the world.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 6:
Distribution of intelligence in the population
Answer:
When intelligence test is administered to thousands of children of the same age the population. In the OX axis, the amount of I.Q. is presented.

Question 7:
Sternberg’s briarchic theory of approach.
Answer:
Sternberg (1985) has attempted to explain the concept of intelligence. Componential intelligence. Experiential intelligence emphasizes insight and involves the ability to formulate new 7 ideas. Contextual intelligence it is 3rd aspect. Sternberg’s view of intelligence is purposive adaption.

Question 8:
Emotional intelligence
Answer:
The concept of emotional intelligence is quite a novel one. Current researchers have started recognising that in the practical world. This is in fact very encouraging and illuminating research in the finding in the area of intelligence. Intelligence is the capacity to adapt and adjust quickly to-varied circumstances of life. This is more necessary and required in life than theoretical or abstract intelligence.

Question 9:
Artificial Intelligence
Answer:
In the age of information technology and computer science, artificial intelligence demonstrates intelligent performance. Intelligence is created by human beings. Examples computerisation, calculations perceptual tasks etc. We can solve problems and play complex games on computers. We can plan everything easily through the computers.

Question 10:
Mental age (M.A.)
Answer:
Mental age is a measure of the absolute level of intelligence. A 6-years old child who performs the intelligence test of a 5-year-old child is said to have mental age, of 5 years. In short, mental age refers to a type of norm. The Stanford-Binet test result indicates that mental ability increases as the child grows older. In the case of children with normal intelligence mental age increases at the same rate as chronological age.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 11:
Intelligence Quotient (I.Q.)
Answer:
The ratio which states the relationship between mental age and chronological age is called I.Q. The I.Q. or the intelligent Quotient is computed by the formula. The I.Q. as a ratio gives a figure for any person that remains more or less constant for a period of years. An intelligent person is referred to in the term I.Q. Children who are above average will receive an I.Q. above 100.

Question 12:
Infant intelligence tests
Answer:
Some intelligence tests have also been constructed to measure the intelligence of infants and babies. Most of these are meant to measure sensory motor skills. Arnold GeseU’s development schedules like Binet and Wechsler Scaler indicate a clear age progression. The age levels vary from one month to two years. At each age level, the tests are divided into four categories such as motor, adaptive, and language.

Question 13:
Contextual intelligence
Answer:
This is the 3rd aspect of stemborg’s theory. If centres around that intelligence which deals with the inter environment and external world. Persons who rate high on the dimension of contextual intelligence. Stenberg’s, theory puts emphasis on the basic knowledge about cognition. Sternberg’s view of intelligence is purposive adaptation.

Long Questions With Answers

Question 1.
Define intelligence and its definitions.
Answer:
Nature and operational definition of Intelligence.
Geeta is the brightest child I ever saw. Look at her big black eyes; how sharp and 1 expressive they are! She learns a thing almost before you have told it to her. Oh! see how smart Sushil is, you would think he was two years instead of one year. He is S-0-0 intelligent and sharp. These are the common expressions we hear from parents, teachers, neighbours and friends regarding various children.

Brightness, sharpness, and cleverness all refer to some sort of intelligence, which is recognized universally as one of the most important attributes of any person at any age. Those who are most alert mentally, who can react and respond very quickly to any stimulation and cap grapes at the earliest and can understand things before you complete your sentence are l said to be very intelligent.

An intelligent person is always in an advantageous position in society. He can adjust to various circumstances of life in the most appropriate way, can solve problems quickly, can achieve things at a greater speed, can perceive the relationship between different things in the field and can give shape, an organisation to any perception.

On the whole, an intelligent person usually becomes the most successful person, keeping other factors constant. The term intelligence is so commonly used, but it is so complex that it is difficult to give a comprehensive and precise definition of intelligence which would be accepted by most.

As years, pass, volumes of research on intelligence make it so complicated that it becomes difficult to embrace all attributes of intelligence in a single definition. However, psychologists have defined intelligence in their own characteristic way, according to their own conceptions and theories. There still prevails a controversy about its exact meaning although the country’s definitions of intelligence have been there.

The term ‘intelligence’ is derived from a Latin word, framed by Gicepo to translate a Greek word used by Aristotle to include all cognitive processes. This cognitive capacity was called ‘ Intelligence’ and it was thought to be inherited, innate and general to nature. Spencer believes that intelligence is the capacity of the organism to adjust itself to an increasingly complex environment.

Thus, he believed biological adjustment to be a sign of intelligence. Solving complex situations of life means solving the problems of engineering, science, medicine, mathematics, economics, social science, agriculture, business and management”. Galton (1900) was of the opinion that intelligence refers to the general cognitive, innate ability of an organism which was accepted by Binet.

Intelligence is a trait of personality which every living organism possesses to a greater or lesser degree. It is innate, given by birth. Whatever may be the meaning of intelligence, it definitely refers to the individual’s effectiveness or ability to carry on real tasks of day-to-day life successfully and efficiently.

Hence, a person who is able to meet the demands and challenges of life successfully, one who is able to carry out the duties of life effectively is said to be more intelligent than one who does not. According to Binet (1905), the pioneer in the construction of intelligence tests “Intelligence refers to comprehension, intention, direction and criticism”.

Intelligence, therefore, refers to the capacity to comprehend the interrelationship between two things when many other things are present, being more akin to insight. The comprehensive capacity of a less intelligent person or an idiot is superficial, his power to invent is limited. An intelligent person can direct things in a successful manner and can criticise and appreciate things.

Wyatt defines intelligence as the power of apprehending the relationship. According to Stem “Intelligence is a general mental adaptability to new problems and conditions”. In Thorndike’s opinion intelligence is the combination of certain specific abilities. Terman defined intelligence as the capacity to carry out abstract thinking.

Terman is of opinion that we are able to act until gently in proportion we are able to think in abstract terms. But this is quite a narrow definition of intelligence as it does not involve other psychological processes such as perception, imagination etc. Superman (1904) suggested that intelligence is the capacity for constructive thinking, a discovery of appropriate qualities and relations of the ideas that are before us.

Spearman also believes intelligence to be the capacity by which the entire cognitive life is built. According to him, intelligence depends upon the clarity with which he apprehends his own experience, the speed with which he deduces relations and correlations and the complexity of the relation and correlations he deduces.

Most of the modem tests of intelligence are based on these lines. David Wechsler defines intelligence as the aggregate or global capacity of the individual to act purposefully to think rationally and deal effectively with the environment. Precisely, he says that intelligence characterises the individual’s behaviour as a whole. But acting purposefully is not an intelligent behaviour because it refers to the conative aspects of one’s behaviour, while intelligence is related to the cognitive process.

According to Thurstone (1930), intelligence consists of many primary abilities. Some have also defined intelligence as “flexibility or versatility in the use of symbolic processes”. A person who is more flexible and versatile in his reasoning, understanding of concepts, recall, perception and learning is said to be more intelligent.

The theme of these definitions advanced by different psychologists can be summarized as follows:

  • Intelligence is the ability of the organism to adjust consciously to new conditions and problems of life.
  • It is the capacity to leam, to solve higher kinds of mental activities, to do harder tasks in a shorter time and to profit from past experience.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 2.
Critically examine the necessity of infant intelligence tests.
Answer:
Infant intelligence tests according to Gesell these tests do not measure intelligence but the level of development of the child. Thus, the score obtained by an infant in these tests is called Development Quotient (DQ). This is calculated with the same formula used to calculate I.Qs. Performance is scored in months which becomes D. A. (Development Age) like M. A. That is, if a child of two years is able to perform the tests meant, a baby of one year, his D. A. is one year and C. A. is two years and his DQ=\(\frac{12 \times 100}{24}\)=50.

Studies, however, indicate that D.Qs found during infancy do not correlate with I.Qs. achieved at maturity level (16-20 years). The most outstanding study to support this assumption is the Berkeley Growth Study by Bayley and Schaefer (1964) in which children were tested from the first month to the age of 16,17 and 18 years and their D.Qs were compared.

The lack of correlation between these studies explained the fact that the two scores reflect different abilities. This study also strongly supports the assumption that intelligence is not a single capacity growing with age; but rather a collection of several abilities some found in the young child and others found in the older child.

In one study by Hotstaetter(1954) early test scores were found to depend mostly on sensory-motor alertness whereas measures of persistence were important in determining test scores from ages 2-4. Verbal reasoning ability increased rapidly through the pre-school years and as the child grew they became the more important determinants of test scores. All these results suggest that with the growth of intelligence, mental functioning changes qualitatively as well as quantitatively.

Mental Age (M.A.):
Mental age is a measure of the absolute level of intelligence. A 6-year-old child who performs the intelligence test of a 5-year-old child is said to have a mental age of 5 years. When a child of 10 years passes all the tests of a 6-year-old child and half of the tests of 7 year old and none for those of 8 years, his mental age is calculated as 6 years + 6 months + 0 = 78 months.

His chronological age is 10 years. Thus, the mental age is calculated by first finding the age level at which the child passed all the test items, this is called the basal age and then adding up the values for the I remaining items correctly answered. In short, the mental ages refer to a type of norm.

The Stanford-Binet test results indicate that mental ability increases as the child grows older. In the case of children with normal (average) intelligence mental age increases at the same rate as chronological age. But in the case of bright children, there is a more rapid increase in mental ability as a result of which their mental age becomes greater than their chronological age.

On the other hand, in the case of less intelligent (slow) children, the mental age increases at a slower rate in comparison to their chronological age. Thus a six-year-old who performs the tests of a three-year-old only is said to be dull or an idiot. When a 5-year aid is able to answer the test of 10-year-old children, he is said to be very bright. For the calculation of I.Q. mental age is necessary.

Intelligence Quotient (I.Q):
The ratio which states the relationship between mental age and chronological age is called the I.Q. or the Intelligent Quotient. The I.Q. is computed by the following formula :

I.Q=\(\frac{M \cdot A}{C \cdot A}\)x100 if the M. A. and C. A. of an individual are the same, say 10, his I.Q. would be 100 which refers to the average intelligence: (M.A.=10, C.A.=10; I.Q.=\(\frac{10}{10}\)x100=100). Thus normal persons have an I.Q. of 100. If M.A. is 6 and C.A. is 5, I.Q. will be \(\frac{6}{5}\)x100=120, which means better than average intelligence.

Similarly, if one’s M.A. is 10 and C.A. is 15, his I.Q. would be \(\frac{10}{5}\)x100=66.66. This refers to the intelligence level of a moron. The I.Q. as a ratio gives a figure for any person that remains more or less constant for a period of years. Children who are above average will receive an I.Q. above 100. Those below the average will receive an I.Q. below 100.

The I.Q. is not only a measure of relative brightness, but it is also a measure ofthe individual’s rate of intellectual development. Usually, tire levels of intelligence of a person are referred to in terms of I.Q. ranges. The following table show levels of intelligence in terms of Stanford-Binet I.Q. ranges:

                   I.Q. Range
Idiot 0-25
Imbecile 25-50
Moron 50-70
Borderline 70-80
Low normal 80-90
Normal 90-100
Superior 110-120
Very Superior 120-140
Near genius 140 and over

In general, it can be assumed that the higher the economic standing of an occupational group, the higher would be the average I.Q. keeping other factors constant. It is a comparative rather than an absolute measure of intelligence. It is relative to the standardization group and the condition under which the groups were tested. If the individual’s I.Q. remains the same at yearly age levels it cannot be said that he maintains his relative position in the group.

Distribution of I.Qs. In The Population:
When an intelligence test is administered to thousands of children the same age as the population, their I.Q. can be represented graphically in the following manner: In the Ox axis, the amount of I.Q. is presented. In the OY axis percentage of children in each category of I.Q. is presented.

That is 2.15 percent of children’s scores. I.Q. between 0-70, 13.59 percent between 70 to 85 and 34.13 percent between 5 to 100, and 34.13 percent of children score between 100 and 115 I.Q. In short, the maximum number of children has an I.Q. between 85-115 population.

Critically examine the necessity of infant intelligence tests Q2

Constancy Of I.Q.
The entire concept of I.Q. suggests that an individual will maintain the same relative position in his group as he grows. I.Qs. are constant throughout childhood and adolescence. For one thing, I.Qs. are not very stable during pre-school years (Sontagetal, 1958). The findings of several studies indicate that on the whole I.Q. remains essentially constant.

When other conditions like health, type of education, home situation and other situational facilities do not have a significant change. But in the case of very young children, there may be some deviation from this general rule as their potentialities may still be more variable. Among many studies on the constancy of I.Q., the typical study by Hirt (1945) supports the view that the I.Q. remains relatively constant.

Although a few cases show a change of 50 or more I.Q. points, most studies, comparing the I.Qs. obtained after the pre-school years indicate an average fluctuation of about 5 points plus or minus. Adverse physical conditions like deficient thyroid gland, and insufficient food rand-nutrition may affect them. I.Q. level, though there is no clear-cut evidence in support of these views.

Unusual environmental conditions and lack of normal educational opportunities may lead to the decline in I.Q. to a limited point. But when normal educational opportunities are provided improvement in I.Q. is again found. Good enough (1940) has, however, found a progressive change in the I.Q. of children. The I.Q. changed at yearly intervals like 133,150,143,147 and 151. The child’s school progress also indicated arise.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 3.
Sternberg’s approach to intelligence.
Answer:
Sternberg’s Triarchic Theory Approach:
Sternberg (1985) has attempted to explain the concept of intelligence through his Triarchic theory or Triarchic model of intelligence. This theory holds that there are three types of human intelligence.

Componential Intelligence:
It emphasizes effectiveness in information processing. Persons who score high on this dimension are able to think analytically as well as critically. Meritorious students come under this category. These persons generally do excellent on standard tests of academic potential. Componential intelligence includes 3 types of components:

  • Knowledge acquisition component
  • Performance components for problem-solving methods or strategies
  • Metacognitive components for selecting a strategy and monitoring programmes towards success.

Experimental Intelligence:
It emphasizes insight and involves the ability to formulate new ideas. Persons scoring high on this dimension of intelligence excel in knowing what information is important in a given situation and they also succeed at combining unrelated facts into a related one. Great scientists and inventors like Einstein, Newton, Freud etc. come under this category.

Various Nobel prize winners in science and medicine come under this category. Experiential intelligence helps in learning new things and then doing them in reality. It is reflected in creative works. It involves the ability to picture the external world by using and manipulating very different experiences in a unique and original manner. Artists, scientists, and fashion designers score high in this type of intelligence.

Contextual Intelligence:
This is the third aspect of Sternberg’s theory. It centres around that intelligence dealing with the outer environment and external world. It means man’s adjustment to his environment and outer or practical world. How we select our external world, how we change or manipulate our environment as per our needs and requirements and finally how capable we are to adjust to it, all come under conceptual intelligence.

This, in short, refers to practical intelligence. Persons who rate high on the dimension of contextual intelligence are highly adaptive in the practical field. They can adapt very quickly to their surroundings and environment. They can perceive quickly what is required from them in a particular situation and what type of behaviours or responses will bring them success and act accordingly.

People who prove to be very successful in their respective fields of life score very high in this component of intelligence. In a party or in a formal or informal meeting these people become the “man/woman of the day”. They succeed in making their presence felt by everybody. Practical management of day-to-day work come under this category. They shape the environment as per their needs.

Successful professionals and businessmen score high in this category. Stenberg’s theory thus puts emphasis on the basic knowledge about cognition. But if only the I.Q. scores are taken into consideration contextual and experimental intelligence will not be traced. Along with I.Q. tests observation of the behaviour of persons in day-to-day life are also essential. While solving mathematical problems a person also uses his past experience which is part of the intellectual ability according to Sternberg.

Sternberg (1985) divides this experience into two parts:

  • Ability to deal with the new situation
  • Development of autonomic mechanisms for processing information.

To emphasise this point Sternberg says “I propose that intelligence involves not merely the ability to learn and reason with new concepts, intelligence is not so much the ability to learn and within familiar conceptual systems as it is the ability to learn and think with new conceptual systems which can then be brought to bear upon already existing knowledge.”

In Sternberg’s view, Intelligence is a purposive adaptation to the appropriate environment and selection of an external environment required for living successfully in the environment. The knowledge acquisition component of Sternberg’s theory deals with adjustment to the external world of the organism.

Thus, intelligent people not only adapt to their existing environment but also make changes in their environment and shape it as and when necessary like social reformer Raj a Ram Mohan Ray or famous novelist Prem Chand, who have brought changes in society through their revolutionary works.

Question 4.
Define the Gardener multiple intelligence approach.
Answer:
Recently a few psychologists working in the area of intelligence have attempted to explain intelligence from different angles. These approaches may also be called models of intelligence.

Gardner’s Multiple Intelligence Approach:
According to Gardner (1983) intelligence includes numerous abilities and each one is equally important. The value of each ability is culturally determined as per the need of society. Thus, Gardner has attempted to explain intelligence in terms of culture. Gardner’s theory of intelligence has seven separate abilities. They are briefly discussed below.

  • Linguistic Ability:
    The verbal ability or the ability of a person to deal with grammar, speech and language etc. refers to linguistic intelligence.

Socio-Mathematical Ability:
It refers to the numerical ability of a person or the ability to deal with numbers and digits, solving arithmetic or problems related to mathematics and logical puzzles. According to this approach, good logicians are also good mathematicians. Logic and mathematics both deal with reasoning ability also. So there is a positive correlation between logic and the manipulation of symbols.

Spatial Ability:
It deals with orientation or ability in space reading. People having good spatial ability are hence good at map reading, visual arts, and playing different games like chess “Passa” which require good spatial ability.

Musical Ability:
The ability to be a good musician refers to musical intelligence which is a kind of very specialized ability. This ability is not found in all persons. Hence every one cannot be a good musician.

Bodily-Kinesthetic Ability:
Dancing, athletics, running, mountaineering, swimming activities and specialisation related to bodily movements even surgery depend upon the above ability. These intellectual abilities are located in the motor cortex. But whether these are abilities or skills is still controversial and needs further research in the area.

Inter-personal Ability:
It refers to the ability to deal with and understand others. Inter-personal intellectual abilities deal with understanding others’ behaviour, intentions, attitudes and temperaments. It is held that a successful salesman or a good sales representative, a politician, a doctor, a public relations officer, an insurance agent or a postal agent etc.

Who prove successful in their job and have good interpersonal abilities. These are commonly called skills, but in Gardner’s opinion, they are abilities by birth. So this type of ability determines the relationship between self and outsiders. But some people.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 5.
Discuss the studies on the role of the environment in intelligence development.
Answer:
Some studies have been conducted in Odisha on the role of the environment on intellectual development. Das, jaw chuck and Panda (1968) conducted a study on the high and low economic groups of Brahmin and Ilarijan children (High and low castes). They found that the poor Haorijan children scored lowest in the cognitive tests in comparison to children of all other groups.

Though the rich Harijan children performed better than the poor Harij children, they scored lower scores than the Brahim (High caste) children. Rath, Dash, and Dash (1973) conducted a comparative study on the cognitive and intellectual development of some Brahmin, Adivasi and Harij children of Odisha.

Das and Singh’s (1976) study on rural and urban Brahmin and Harijan children indicated that there was no difference in the intelligence of urban grade, Brahmin and Harijan children. But the rural Brahmin children scored higher in intelligence tests than the rural Harijan children. Jack and Mohanti (1974) conducted a study on Low Socioeconomic status and progressive Retardation in cognitive skills.

They found that children of high SES performed better in every respect in cognitive skills. Surprisingly, they found that lower SES children of higher age groups showed poor performance in comparison to lower age groups. Thus they found that children of higher age groups of low SES show slower progress in cognitive development in comparison to higher SES groups.

Culture:
There is very little empirical study on the influence of culture on the development of intelligence. But it has been observed that different cultures lead to the development of different patterns of ability. This is because a particular type of environment requires a particular type of adaptive behaviour. For this adjustment, one has to accelerate the development of certain abilities.

In another culture, certain other abilities are developed. ?Comparison of abilities necessary in different cultures proves this fact. In this connection, the study conducted by Straus (1951) is notable where intelligence test scores of college freshmen in Ceylon and the United States were compared. The Ceylonese students scored consistently higher scores than the United States students.

Secondly, the Ceylonese students scored higher in the language items compared to the Americans, although the test was given in English. This higher score on the Ceylonese people intelligence test is attributed to the emphasis on verbal achievement in Ceylonese culture. The influence of cultural factors on intelligence was also proved during I World War. In general, blacks did poorly than whites.

Sex Differences:
Although early studies do not point out any striking difference in the I.Q. of boys and girls, some recent studies indicate several interesting sex differences in intelligence. By using modem measuring instruments primary mental abilities have been measured. In a study by Hobson (1947) primary mental ability tests were conducted on three successive junior high classes in Brookline.

Results showed boys being superior in spatial intelligence, and in rote memory, reasoning and word fluency. Boys did better than girls in verbal comprehension. But no significant difference in numerical ability was noticed. Havighurst and Breese (1949) administered the Thurstone battery of primary mental abilities test to all thirteen years old children in amid western community of 6,000 persons.

Girls surpassed boys in number, word, fluency, reasoning and memory. Boys did better than girls in spatial ability. No significant difference was found in the verbal comprehension test. A study on college students by Sweeney (1953) showed men surpassed women in solving problems which required logic and ingenuity. All these studies indicate that girls show superiority in some abilities and boys in others.

These differences cancel each other when general tests are used leading to no general difference between the two sexes in the overall level of intelligence. However, the sex differences in these specific abilities are attributed by some to basic constitutional differences partly and partly to socio-cultural training. A study by Deborah (1977) indicates that the better spatial ability of men may be related to their physiological differences from women.

Health:
Innumerable studies show that health is positively correlated with intelligence. In other words, keeping other factors constant, good general health goes with high intelligence, because superior heredity is related to physical and mental superiority as pointed out by Terman (1925). The relationship between secretions from the endocrine glands and intelligence is not yet clearly established.

As such, there is no evidence, for the common belief that pituitary disorder lowers intelligence. Scholar (1938) has found that persons with a severe pituitary deficiency may actually be above average intelligence. The belief that intelligence does not improve by improving the diets of undernourished children has been supported by investigations on the effects of nutrition on intelligence.

But it has been found that a child’s intelligence may be affected by the quality of the mother’s diet during pregnancy (Harrell, Woodyard and Gates, 1955). The view of some that children suffer from tonsils and adenoids, decayed teeth and rickets have how intelligence is not supported by recent studies.

Family Size:
A low negative correlation has been found between intelligence and the number of siblings particularly in lower-income groups as found by Gille (1954), and Heuyer (1950).

Social Deprivation:
According to some, social experiences are of tremendous importance to intellectual development and this socio-cultural deprivation lowers I.Q. An investigation conducted by Skeels (1966) supplies evidence for this. He found that when the social environment of some children was changed, they received additional stimulation in the new environment.

Their average I.Q. increased by 28 points while the I.Q. of the children who remained in the deprived social environment (orphanage) dropped by 20 points. But this study has raised certain controversial issues regarding the relationship between social deprivation and intellectual development.

It has, however, been concluded that “the effects of social deprivation on the development of intelligence depends in part on how long it is endured”. When children live under deprived circumstances, it may not have any visible effect on their intellectual development, but deprivation for a longer period is assumed to have permanent and significant detrimental effects on intellectual development.

Socio-economic status:
People belonging to upper-class families get more intellectual stimulation and enriched environmental facilities in comparison to persons belonging to the lower class. This is believed to influence their intelligence level in a positive direction. Data collected during Second World War by Harrell and Harell (1945) show that people with higher I.Qs usually fill up professional posts.

The enriched environment included varied factors such as greater availability of educational and instructional materials like books charts, diagrams, and instruments and high parental aspirations. Moreover, the study by Yando, Seitz and Zigler (1979) indicates that children of higher and lower SES bring different attitudes and styles to problem-solving that could affect their performance in intelligence tests.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 6.
The determinants of intelligence or factors influencing intelligence.
Answer:
The determinants of intelligence also refer to the factors related to mental development. It is found that in the general population some are of superior intelligence, most are of average intelligence and some are below normal intelligence or are mentally retarded. What are the factors which lead to such variations in human intelligence?

Obviously, heredity and environment are two chief variables which influence the growth and development of intelligence. Intelligence varies with varying influences of heredity and environment. As observations and empirical findings show intelligence is determined by both heredity and environment.

Hereditary Factors:
Several studies have been conducted on identical twins to determine the role of heredity in the development of intelligence. Two important studies may be mentioned in this connection. Newman, Freeman and Ilolzinger (1937) took 19 pairs of identical twins, who were reared separately through adaption into different foster homes.

The findings showed that the intelligence test scores of identical twins reared separately were almost as similar to two scores achieved by the same person at different times. Besides, they were mostly like identical twins reared together. Thus, these investigators concluded that the possession of identical heredity was a factor operating system to determining the development of similar intelligence.

Another recent study was done by Shields (1962). He took 88 pairs of identical twins of which half were reared together and the other half were reared in different homes. The correlations between their intelligence test scores were 77 for those reared together and 76 for those brought up separately. This proves the role of heredity and not an environment in the development of intelligence.

In some other studies, the I.Q. of the child is studied by keeping him in a separate environment, particularly at an early age (pre-school age). But it retains its constancy thereafter even when there is a significant change in the environment. The constancy of I.Q, in spite of the change in the environment, supports the role of strong hereditary influences. A study by Blewett (1954) indicates that intelligence is largely determined by heredity.

Jensen’S Theory:
Prof. Arthur Jensen’s article “How much can we boost: I.Q. and Scholastic achievement” published in Harvard Educational Review (1969) brought a revolution and led to a lot of debate on the role of heredity in the development of intelligence. Jensen has evaluated the findings of ‘Project Head Start’ conducted as a compensatory project to help the socially disadvantaged Negroes and Asiatic origin lower class people.

By means of special education programmes, provision of different incentives, enriched environmental facilities etc. In Jensen’s opinion because of these programmes, there has been no improvement in the intelligence Of disadvantaged and underdeveloped children. Since there has been no cognitive development, it is no use of continuing these developmental programmes, he opined.

But many thought this was an attack on the developmental work of the minority groups, or more correctly, an attack on the minority groups themselves. Jensen states that the I.Q. of Blacks is always less than that of Whites, the reason being that, the standard of living of black people is always lower than that of whites.

Low socio-economic status and deprived environmental facilities for ages have been responsible for this genetic difference in the I.Q. of blacks and whites, Jenson stated. Taking the help of several investigations Jensen has shown that abstract reasoning differs significantly on the basis of class and caste. Jensen’s theory has been severely criticised by many.

Whitten and Kagan (1969) have viewed this theory as “Jensen’s dangerous half-truth”. They hold that there are many other basic factors responsible for the difference in I.Q. of the Negroes and whites than actual intelligence itself and one of them is the cultural variation undoubtedly, they say. Secondly, they say that at least this compensatory project has been very successful in Israel. If it is not successful in other places it is due to organisational defects, they assert. More research in this area is necessary.

Environmental Factors:
Although strong hereditary influence on the growth of intelligence is obvious from these studies, they do not necessarily conclude that poor environmental facilities don’t retard the development of intelligence.

Question 7.
Define intelligence tests and individual tests and verbal or non-verbal tests.
Answer:
Intelligent tests:
Alford Binet (1867 -1911) is the first person who devised systematic tests to measure the intelligence of children the lie was particularly interested in the intellectual differences among individuals. Binet (1905), a french psychologist designed the very first test of intelligence at the request of the Paris school authorities to help them to select children of low intelligence, who could not gain from attending the gene classes in school.

Lewin Terman (1877 -1956) of Stanford University revised Binet’s scale intended for school children in the United States. Tennant, in fact, is responsible for bringing the Binet Test into the mainstream of academic life in America. This revised test was known as Stanford Binet Test. This test was similar to Binet’s 1911 version except that Terman made some changes and added the age placement of many items according to the performance of children in the United States. The test was standardized for the U.S.A. children. This Stanford-Binet test became the model for many intelligence tests developed after that.

Individual Tests:
Particularly those non-verbal tests which require the use of apparatus, become individual tests because it is not possible to conduct tests on 50-60 people using 50-60 pieces of equipment simultaneously. Since most of the non-verbal tests need paper and pencil, they are usually conducted in groups.

Verbal And Non-Verbal Tests:
All verbal tests require tire use of language, understanding and literacy. To avoid the limitations of verbal tests, when the person is illiterate and is of a different language, non-verbal or performance tests are applied. In non-verbal tests, some kinds of motor activity are involved. Motor activities of different difficulty levels are prepared so that they could measure different levels of intelligence. Some examples of verbal and non-verbal tests are given below:

Verbal Tests:

  • Opposition in a fixed time limit – Opposite of certain words are to be given.
  • Verbal comprehension – Meaning and short explanations have to be given for the words presented in the test.
  • Analogies
  • Classifications
  • Reasoning Test
  • Following directions

Non-Verbal Tests:

  • Form Board
  • Picture completion
  • Drawing test
  • Alexander’s Pass long test
  • Cube Construction test
  • Block design test, picture arrangement test
  • Progressive matrices test
  • Chatteijee’s non-verbal test of intelligence.

Bhogle, Sudha and Jai Prakash Indira (1992) in a study called the performance of Indian children on the Coloured Progressive Matrices developed norms for Raven’s Coloured Progressive Matrices (RCPM) for Indian children by administering it to 248 male and 252 female subjects in the age range of 5-12 years. Age-wise norms and working percentiles have been reported. Comparisons with original norms have been made. The performance of the children in the present sample is found to be comparable to that of the standardized sample.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 8.
Discuss theories of intelligence.
Answer:
There are several theories that explain the components of intelligence. There are:
Two-factors theory of spearman:
Spearman (1904) one of the greatest British Psychologists initiated the two-Tractor theory of intelligence. lie held that intelligence consisted of two factors, a general factor (G) and several specific factors (S). Spearman said that there was a general ability employed by people while adjusting to different sorts of intellectual tests. This is a general factor-specific ability called specific factors.

Theory of intelligence by Thorndike:
Thorndike an American Psychologist of eminence holds a different opinion regarding the theory of intelligence. In place of holding a single general factor common to all mental activities, he considers different kinds of mental activities as highly specific in themselves, though they have certain elements in common. These common elements are responsible for the correlation between different performances shown by the same person.

Thorndike holds that the common elements don’t make the whole of intelligence and intelligence into different kinds

  • the ability to deal with ideas and symbols
  • concrete intelligence or the ability to handle concrete things and situations
  • social intelligence or the ability to get on with people.

Theory of Intelligence by Cattell:
According to Raymond B called general intelligence can be divided into two independent parts fluid intelligence and crystallized intelligence.

Points to remember

Question 1.
Nature and operational definition of Intelligence.
Answer:
Geeta is the brightest child I ever saw. Look at her big black eyes; how sharp and expressive they are! She learns a tiling almost before you have told it her. Oh! see how smart Sushil is, you would think he was two years instead of one year. He is S-O- 0 intelligent, so sharp. These are the common expressions we hear from parents, teachers, neighbours and friends regarding various children.

Question 2.
Sternberg’s Triarchic Theory Approach.
Answer:
Sternberg (1985) has attempted to explain the concept of intelligence through his Triarchic theory or Triarchic model of intelligence. This theory holds that there are three types of human intelligence.

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

Question 3.
Intelligent tests.
Answer:
Alfred Binet (1867 -1911) is the first person who devised systematic tests to measure the intelligence of children. He was particularly interested in the intellectual differences among individuals. Binet (1905), a french psychologist designed the very first test of intelligence at the request of the Paris school authorities to help them to select children of low intelligence, who could not gain from attending the general classes in school.

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CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

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CHSE Odisha 11th Class Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Long Questions With Answers

Question 1.
Discuss the Aims and Objectives of teaching Mathematics.
Answer:
The knowledge of mathematics is very essential for everybody. The most important aims and objectives of mathematics are discussed below.

To develop the thinking and reasoning, power of the child:
The power of thinking and reasoning is very much essential for an. individual to lead a disciplined and well-adjusted life. These powers can be developed by knowing mathematics.

To provide a suitable discipline to the mind:
Mathematics knowledge makes the mind of the learners disciplined which is essential for leading a healthy social life.

To develop an art of living:
Mathematics prepares children for economic, purposeful, productive, creative, and constructive life. The children learn an act of effective living.

To acquaint the learners with cultures:
Mathematics is the backbone of culture. So by studying mathematics an individual becomes acquainted with his own culture. So cultural development is possible.

To prepare the pupil for various professions:
The children are prepared to enter into various professions of engineering, cashiers, statisticians, accountants, auditors, bankers, etc.

To prepare the students for various higher educational centers:
Mathematics forms the basis of many educational courses and as engineering physical science etc.

To develop the habits of concentration, self-reliance, and discovery:
The habits of concentration, self-reliance, and power to discover new things, new laws, and principles in students are created by mathematics.

To create a love for hard work:
Mathematics as a subject needs consistent hard work. This has helped the student to undertake hard work for a longer period.

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CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Question 2.
Discuss briefly the inductive-deductive method of teaching mathematics. Bring a difference between the inductive and deductive methods.
Answer:
“Inductive-deductive method is the combination of two separate method-inductive and deductive methods.
Inductive method:-
The inductive method is based on induction. Induction is proving a universal truth or theorem by showing that if it is true of any particular case, it is also true for the next case in the same serial order. In this method, we proceed from particular to general, from concrete cases to abstract cases, and from specific to general formulas. In adopting this method, the students are required not to accept the already, discovered formula without knowing the formula by adopting inductive reasoning.

Example No.1:-
The students may be asked to construct a few triangles of various sizes and shapes. They may be asked to measure and sum the angle in each case. Then the sum will come to be the same in all cases. i.e, the sum in all cases will come to be two right angles. Hence, the students may conclude through induction that the sum of these angles of a triangle is equal to two right angles.

Example No.2:- Suppose we find out the simple interest of Rs. 400/- in four years at 5% per annum. It will be equal to Rs.80/-

Or, S.I=\(\frac{400 \times 5 \times 4}{100}\)=80.00

Similarly, the simple interest Rs. 500/- in a year at 6% per annum will be 90.00.

Or, S.I=\(\frac{500 \times 6 \times 3}{100}\)=90.00

From the above, two examples the students can evolve a rule that,

Simple Interest=

C:\Users\Shaheena\Desktop\Discuss briefly the inductive-deductive method of teaching mathematics Q2.png

S.I=\(\frac{\text { PRT }}{100}\)

Deductive Method :
The deduction is the chief generalized form. In this method, one follows deductive reasoning which is just the opposite of inductive reasoning. Abstract ideas are preceded by concrete experience. The students memorize the different formulas and then apply them to solve a particular problem.

Examples- If the teacher wants to teach the calculation of simple interest in the class the formula for calculating interest to the students.

i.e. S.L =\(\frac{\text { PRT }}{100}\)

Question 2.
Explain with examples the analytic and synthetic methods of teaching mathematics. What are the merits and demerits?
Answer:
Analytic Method:
Analytic means breaking up the problem in such a manner that it ultimately gets connected with some known. The method proceeds from known to known. The analysis is the process of unfolding the problem to know the hidden aspects. We have to begin with what is to be found out and then proceed to further steps and possibilities that may concern the unknown with the known, the desired result is found out.

Merits of Analytic Method:
The Analytic Method has the following merits.
It is a logical method that leaves no doubt and it convinces the learner. The steps are developed in a general manner. Each step has a reason and justification. It facilitates understanding and creates an urge to discover facts. As the students face questions is what a statement is into simple elements they grapple with the problem confidently and intelligently. He gains competencies and skills.

Demerits:

  • It is a lengthy method.
  • It is very difficult to acquire efficiency and speed.
  • It may not be applicable to all topics equally.

Example

If \(\frac{a}{b}=\frac{c}{d}\) prove that \(\frac{a c-2 b^2}{b}=\frac{c^2-2 b d}{d}\)

∴\(\frac{a c-2 b}{b}=\frac{c^2-2 b d}{d}\)

By cross multiplication

acd – 2b2d = be2 – 2b2d

Cancellation of the common quality -2b²d from both sides can further he canceled.
acd = bc2 will be true
If this is if ad = bc arranged in a more systematic form, ad = bc will be true.

\(\frac{\mathrm{a}}{\mathrm{b}}=\frac{\mathrm{c}}{\mathrm{d}}\) which is given is thus true.
So, we can say that,

\(\frac{\mathrm{ac}-\mathrm{b}^2}{\mathrm{~d}}=\frac{\mathrm{c}^2-2 \mathrm{bd}}{\mathrm{d}}\) is also true.

Synthetic Method :
The synthetic method is just the opposite of the analytic method. One has to proceed from known to unknown in this method. Synthesis implies the placing together of the parts to get the solution. One has to start from what is known as given and proceed toward the unknown part of the problem, thus, the unknown information becomes known and free. In practice, synthesis is complementary to analysis.

Merits :

  • This is a logical method.
  • It is short and elegant.
  • It glorifies memory.

Demerits :
It leaves a long number of doubts in minds of readers and offers no explanation for them. As the reader gets no satisfactory explanation for his doubts while solving the problem, he will be perplexed when faced with a need problem. He may not recall the steps of synthesis. There is no provision for a complete understanding of the method. Discovery and thinking have no place in this method. Memory work and homework are too heavy.

Example:
Let us take the same example.

\(\frac{a}{b}=\frac{c}{d}\) then prove that \(\frac{a-2 b^2}{b}=\frac{c^2-2 b d}{d}\)

We have to start with the given or known fact \(\frac{a}{b}=\frac{c}{d}\)

∴\(\frac{2 b}{c}\) be subtracted from both sides

∴\(\frac{a}{b}=\frac{2 b}{c}=\frac{c}{d}=\frac{2 b}{c}\)

Or, \(\frac{a c-2 b^2}{b c}=\frac{c^2-2 b d}{c d}\)

\(\frac{a-2 b^2}{b}=\frac{c^2-2 b d}{d}\)

(Cancelling from both sides)
Thus identity is proved.

CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Question 3.
Explain the problem-solving methods of teaching mathematics. What are the merits and demerits?
Answer:
The problem-solving method aims at presenting and repurposing the existence of problems in the teaching-learning situation. A problem is a sort of difficulty which has to be overcome to reach the goal. It may be a purely mental difficulty. The problem-solving methods aim at presenting the knowledge to be learned in the form of a problem.

It begins with a problematic situation and consists of continuous meaningful well-integrated activity. Mathematics is a subject of problems. Its teaching and learning depend on solving innumerable problems. Efficiency and ability in solving problems is a guarantee in learning this subject. The procedure of problem-solving is (almost like the project method. It can be taken the form of an inductive deductive method.

Steps to the situation :
Sensing the problem, interpreting, defining, and delimiting the problem. Gathering data in a systematic manner, organizing and evaluating the data, formulating tentative solutions, arriving at the true and correct solution, and verifying the results. It is a research-like method that involves scientific thinking as a process of learning.

How it is employed :
Suppose finding the volume of a cylinder is a problem before the class. Its formula is to be developed on the basis of the earlier formula for the volume of a thing while analyzing the problem it gets connected with the previous knowledge that the volume of any regular solid can be found by multiplying the area of its base with the height of the object.

The area of the base of the cylinder is found by the only known formula a new the results are checked. The solution to the problem and the result comes from the students. The teacher remains in the background and directs or guides the students from the position.

Merits of problem-solving method:
This method satisfies the laws of teaching. It involves reflective thinking. So it stimulates thinking and learning through self-effort, reasoning, and critical judgment in the students. It develops qualities of imitative and self-dependence in the students. It is a stimulating method, The problem is a challenge.

Once it is properly recognized it acts as a great motivating force and directs the students, attention, and activity. It serves individual differences. A student can solve any number of problems in a specific and make progress accordingly. It is especially suitable for mathematics which is a subject of problems. It develops desirable study habits in the students.

Limitations:
The process is purely literary. It only needs a mental solution. Life problems -need some physical activity also. All problems cannot be solved by this method. The method does not suit the students in lower classes. Teachers, the burden becomes heavy. Textbooks written in the traditional style do not help in the use of this method. There is an absence of suitable books for reference and guidance.

Question 4.
Discuss the steps in lesson planning.
Answer:
J.F. Herbert has suggested six important steps in planning a lesson. After his name, those steps are called “Herbartion” steps.
These six steps are:

  • Preparation
  • Introduction
  • Presentation
  • Recapitulation (comprehension)
  • Summarisation
  • Application

Preparation:
The teacher has to prepare himself and the students for the lesson. He has to formulate the objectives, select the content matters from the textbook, select the teaching aids and prepare the lesson accordingly.

Introduction:
The main purpose of the introduction is to motivate the pupils. The teacher has to test the previous knowledge of the students by asking some questions. Then the teacher can know the background knowledge is to be linked with the previous knowledge through the introduction. A teacher can introduce a reason by various means such as:-

  • asking question
  • showing pictures and models
  • citing an example
  • dramatization
  • quoting a dialogue

Presentation:
It is the most important step in the lesson. During this step, the teacher presents some new ideas to the pupils. Questioning discussion, demonstration of aids, active pupil participation, and blackboard work are some of the essential elements of the presentation. The objectives of the lesson determine the nature of the presentation.

Recapitulation:
The teacher should ascertain to what extent the students have understood the topic taught by him. To test their understanding and comprehension the teacher has to put some questions. On this topic, after the presentation is over, this will also help the teacher to know whether his teaching is effective or not.

Summarisation :
The teacher has to associate and generalize the subject matter taught in the lesson in forming a blackboard. Summary, a formula or a rule ‘or a skeleton chart of the important learning points. The step completes the presentation by providing the gist of the topic.

Application :
At this step, the students make use to acquire, knowledge in familiar situations. It tests the validity of the generalization, rule principles or formula arrived at by the pupils at the end of the topic. Through the application, the new knowledge acquired by the students is retained in their minds for a longer period.

CHSE Odisha Class 11 Foundations of Education Unit 4 Method of Teaching Maths Questions and Answers

Question 5.
Six aims and objectives of Mathematics:
Answer:
It develops the power of thinking and reasoning. It helps the child to solve mathematical problems. It develops the self-confidence and habit of concentration. To help the child to develop the power of expression, and appreciation. It enables the child to go through the transaction of coins. It helps the child to lead a career as an accountant, auditor, engineer, and scientist.

Question 6.
Analytic method:
Answer:

  • It proceeds from unknown to known.
  • It is a process of thinking.
  • It demands exploration.
  • It is a method for. thinkers and discoverers.
  • It develops originality.
  • It is informal, psychological, and based on heuristic lines.

Question 7.
Aids used in teaching mathematics:
Answer:
Visual aids:
Samples, umbrellas, stick-rounded things, dolls, toys, balloons, plates blackboard, models, etc.

Audio Aids:
Radio, gramophone, tape recorders, etc.

Audio-visual aids:
T.V. and films. Through these aids, subjects are taught by experts. These are effective aids in teaching mathematics.

Try:

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 5 Intelligence Objective Questions.

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CHSE Odisha 11th Class Psychology Unit 5 Intelligence Objective Questions

Multiple Choice Questions With Answers

Question 1.
The intelligence of a person can be accurately assessed from his _________.
(a) eyes
(b) performance
(c) conversation
(d) intelligence test scores
Answer:
(d) intelligence test scores

Question 2.
I.Q. is calculated by the following formula
(a) I.Q=\(\frac{\text { Age }}{\text { Mental Age }}\)x100

(b) I.Q\(\frac{\text { Mental Age }}{\text { Chronological Age }}\)x100

(c) I.Q=\(\frac{\text { Chronological Age }}{\text { Mental Age }} \)x100

(d) I.Q=\(\frac{\text { Mental Age }}{\text { Chronological Age }}\)
Answer:
(b) I.Q=\(\frac{\text { Mental Age }}{\text { Chronological Age }}\)x100

Question 3.
The term intelligence is derived from the _________.
(a) Latin word
(b) Greek word
(c) German word
(d) None of these
Answer:
(a) Latin word

Question 4.
Intelligence refers to the _________.
(a) Effective capacity
(b) thinking capacity
(c) Cognitive capacity
(d) Conative capacity
Answer:
(d) Conative capacity

Question 5.
That intelligence is a capacity of the ‘O’ to adjust itself to an increasingly complex environment is believed by _________.
(a) Gallon
(b) Spencer
(c) Binet
(d) Spearman
Answer:
(b) Spencer

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 6.
The two-factor theory of intelligence was proposed by _________.
(a) Guilford
(b) Thurstone
(c) Stanford
(d) Spearman
Answer:
(d) Spearman

Question 7.
Intelligence is influenced by _________.
(a) Hereditary factors
(b) Environmental factors
(c) Organic factors
(d) both hereditary and environmental factors
Answer:
(d) both hereditary and environmental factors

Question 8.
Accurate assessment of intelligence is possible through _________.
(a) Observation of behavior
(b) Abstract performance
(c) Mathematical ability
(d) Standardised intelligence test
Answer:
(d) Standardised intelligence tes

Question 9.
Edward’s personal preference schedule is a _________.
(a) Open-end inventory
(b) True/False questionnaire
(c) Forced choice inventory
(d) Multiple-choice inventory
Answer:
(d) Multiple-choice inventory

Question 10.
The factors of 16 PF questionnaires were selected through _________.
(a) Chi-square
(b) Factor analysis
(c) Rating
(d) Rank difference method
Answer:
(b) Factor analysis

Question 11.
When no language is used in an intelligence test it is called a _________.
(a) Performance test
(b) Non-performance test
(c) Verbal test
(d) None of these
Answer:
(a) Performance test

Question 12.
When the suitability of a particular person for a specific job is to be assessed he should be administered with _________.
(a) Power test
(b) Intelligence test
(c) Aptitude test
(d) Performance test
Answer:
(c) Aptitude test

Question 13.
A performance test is that which _________.
(a) Uses language
(b) Does not use language
(c) Assess special ability
(d) Assesses mechanical ability
(b) Does not use language

Question 14.
The progressive Matrices test is a test of _________.
(a) Aptitude
(b) Intelligence
(c) Attitude
(d) Language
Answer:
(b) Intelligence

Question 15.
Children’s progressive matrices test is a _________.
(a) Verbal test
(b) Non-verbal test
(c) Imagination test
(d) Creativity test
Answer:
(b) Non-verbal test

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 16.
The capacity to perceive the relationship between the means and the end is called _________.
(a) Imagination
(b) Sensation
(c) Intelligence
(d) Learning
Answer:
(c) Intelligence

Question 17.
The first group test of intelligence was _________.
(a) W.A.T.
(b) T.A.T.
(c) The Standard Binet
(d) The Army Alpha
Answer:
(c) The Standard Binet

Question 18.
MMPI is a test of _________.
(a) Intelligence
(b) Personality
(c) Aptitude
(d) Interest
Answer:
(b) Personality

Question 19.
Rorschach test is a test of _________.
(a) Intelligence
(b) Power
(c) Personality
(d) Aptitude
Answer:
(c) Personality

Question 20.
Intelligence is the aggregate or global capacity of the individual to act purposely, to think rationally, and to deal effectively with his environment. This definition of intelligence was given by _________.
(a) Binet
(b) Thurstone
(c) Wechsler
(d) Spearman
Answer:
(c) Wechsler

Question 21.
The concept of mental age was introduced by _________.
(a) Wechsler
(b) Spearman
(c) Binet
(d)Galton
Answer:
(c) Binet

Question 22.
The adult intelligence scale Of Wechsler constitutes of _________.
(a) Non-verbal scale
(b) Verbal scale
(c) Verbal and performance scale
(d) none of these
Answer:
(c) Verbal and performance scale

Question 23.
Binet was a/an _________psychologist.
(a) French
(b) Germany
(c) English
(d)American
Answer:
(a) French

Question 24.
Binet with the help of another collaborator devised a scale consisting of 80 tests arranged from the simplest to the most complex. Who is that another collaborator?
(a) Galton
(b) Simen
(c) Terman
(d) None of these
Answer:
(b) Simen

Question 25.
Binet and Simon revised the 1905 test scale in the year _________.
(a) 1908
(b) 1910
(c) 1913
(d) 1917
Answer:
(a) 1908

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 26.
When the M.A. and the C.A. are the same, the I.Q. is _________.
(a) 95
(b) 98
(c) 100
Answer:
(c) 100

Question 27.
Mental age is calculated on the basis of _________.
(a) Chronological age
(b) Mental ability as calculated from the intelligence test score
(c) Ability calculated from the test of creativity
(d) None of these
Answer:
(b) Mental ability as calculated from the intelligence test score

Question 28.
Raven’s progressive Matrices test is _________.
(a) Verbal test
(b) Performance test
(c) Non-performance test
(d) None of these
Answer:
(b) Performance test

Question 29.
Raymond cattle’s IPTAtest is a _________.
(a) Culture fair intelligence test
(b) Culture-free intelligence test
(c) Structural test of intelligence
(d) Personality test
Answer:
(a) Culture fair intelligence test

Question 30.
The process of classifying all intellectual abilities into a systematic framework has been developed by _________.
(a) Guilford
(b) Stanford
(c) Jensen
(d) Thorndike
Answer:
(a) Guilford

Question 31.
The structure of intellect can be classified into _________.
(a) Three different ways
(b) Four different ways
(c) Five different ways
Answer:
(a) Three different ways

Question 32.
Intelligence reaches its peak by the age of 16-20 years and remains at the same level up to _________.
(a) 40 years
(b) 45 years
(c) 50 years
(d) 60 years
Answer:
(b) 45 years

Question 33.
Two children of the same age will have the same _________.
(a) Intelligence Quotient
(b) Mental age
(c) Chronological age
(d) None of these
Answer:
(c) Chronological age

Question 34.
Intelligence is the ability to _________.
(a) Perceive new situations and learn
(b) To adjust oneself to the new situations
(c) To think about the present situation
(d) To do all the three above
Answer:
(d) To do all the three above

Question 35.
Most of the infant intelligence tests are meant to measure _________.
(a) Intelligence
(b) Sensory motor skills
(c) Perceptual ability
(d) All of these
Answer:
(b) Sensory motor skills

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 36.
The score obtained by an infant in the infant intelligence test is called _________.
(a) Intelligence Quotient
(b) Mental Age
(c) Development Quotient
(d) None of these
Answer:
(c) Development Quotient

Question 37.
Mental age is a measure of the level of intelligence _________.
(a) Specific level
(b) Absolute
(c) General
(d) All of these
Answer:
(b) Absolute

Question 38.
The most outstanding study conducted to compare the Developmental Quotient and I.Q. of children was conducted by _________.
(a) fleidbrelder
(b) Gessel
(c) Bayley and Schaefer
(d) None of these
Answer:
(b) Gessel

Question 39.
The very earliest tests of intelligence were based on the assumption that intelligence has a _________.
(a) Physiological basis
(b) Hereditary basis
(c) Environmental basis
(d) Psychological basis
Answer:
(b) Hereditary basis

Question 40.
_________believed that the fine-tuning of the nervous systems of intelligent people extended to their bodies and made them physically vigorous.
(a) Binet
(b) Galton
(c) Simon
(d) Wechsler
Answer:
(b) Galton

Question 41.
Binet had developed a number of intelligence tests by _________.
(a)1890
(b)1900
(c)1905
(d)1910
Answer:
(c)1905

Question 42.
The book “Experimental study of intelligence” authored by Binet was published in _________.
(a) 1900
(b) 1903
(c) 1905
(d) 1913
Answer:
(c) 1905

Question 43.
The mental age is computed by first finding the age level at which the child passed all the test items which is called the _________.
(a) Basal age
(b) Fractional age
(c) Chronological age
(d) None of these
Answer:
(a) Basal age

Question 44.
The _________Psychologist Louis Stem suggested the division of mental age by Chronological age to asses relative intelligence.
(a) American
(b) Germanic
(c) Swiss
(d) English
Answer:
(c) Swiss

Question 45.
Terman issued the first American revision of the Binet scale in _________which was called the Stanford Binet intelligence scale.
(a) 1910
(b) 1912
(c) 1916
(d) 1918
Answer:
(a) 1910

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 46.
Intelligence tests are so constructed that the average person will receive an I.Q. score of about _________.
(a) 90
(b) 100
(c) 105
(d) 110
Answer:
(b) 100

Question 47.
An I.Q. of _________indicates the role of the intellectual development of the average person in the population.
(a) 95
(b) 100
(c) 105
(d) 110
Answer:
(b) 100

Question 48.
A person having an I.Q. of 55 is called _________.
(a) Imbecile
(b) Moron
(c) Idiot
(d) Boarder line case
Answer:
(b) Moron

Question 49.
When the number and representatives of the individuals in the standardizing sample increased the adequacy of the standardizing procedure.
(a) Decreases
(b) Increases
(c) Does not change
(d) Remains moderate
Answer:
(b) Increases

Question 50.
That intelligence is best conceptualized as a large number of independent abilities held by__________.
(a) Galton
(b) Cattell
(c) Thorndike
(d) Guilford
Answer:
(c) Thorndike

Question 51.
One of the most elaborate schemes for classifying intelligence into specific abilities was proposed by _________.
(a) Gallon
(b) Guilford
(c) Cattell
(d) Hebb
Answer:
(d) Hebb

Question 52.
Guilford made a unique contribution to the understanding of intelligence by including in his model the operation of thinking _________.
(a) Convergent thinking
(b) Divergent thinking
(c) Abstract thinking
Answer:
(b) Divergent thinking

Question 53.
Guilford’s “Plot Title Test” is an example of a test of _________.
(a) Divergent thinking
(b) Convergent thinking
(c) Creative thinking
(d) Autistic thinking
Answer:
(a) Divergent thinking

Question 54.
The ability to think abstractly was the essential ingredient of intellectual effectiveness. This was the view of _________.
(a)Terman
(b)Galton
(c) Guilford
(d)Thurstone
Answer:
(a)Terman

Question 55.
_________ holds that intelligence consists of specific cognitive abilities that enable an individual to adapt to the environment.
(a) IIebb
(b) Guilford
(c) Gallon
(d) Charlesworth
Answer:
(c) Gallon

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 56.
That intelligence changes with age was the general observation made for the first time by _________.
(a) Spearman
(b) Gallon
(c) Binet
(d) Simen
Answer:
(d) Simen

Question 57.
Most of the infant intelligence tests are constructed to measure _________.
(a) Perceptual skill
(b) Sensory motor skill
(c) Cognitive ability
(d) Abstract thinking
Answer:
(b) Sensory motor skill

Question 58.
The most important infant intelligence test was developed by _________.
(a) Clark
(b) Charles Worth
(c) Gessel
(d) All of these
Answer:
(c) Gessel

Question 59.
The infant intelligence scale developed by Gessel is called _________.
(a) Differential Schedule
(b) Generalised Schedule
(c) Developmental Schedule
(d) Specified Schedule
Answer:
(c) Developmental Schedule

Question 60.
Gessel’s tests measure not intelligence but the child’s level of _________.
(a) Growth
(b) Emotion
(c) Adaptive Capacity
(d) Divergent thinking
Answer:
(a) Growth

Question 61.
In Gessel’s test, the score obtained by a child is called _________.
(a) Developmental Quotient
(b) Intelligence Quotient
(c) Creativity Quotient
(d) None of these
Answer:
(a) Developmental Quotient

Question 62.
Turnstone identified _______ primary mental abilities.
(a) 5
(b) 7
(c) 9
(d) 11
Answer:
(b) 7

Question 63.
Guilford proposed a structure of intellect containing items _________.
(a) 100
(b) 110
(c) 120
(d) 130
Answer:
(c) 120

Question 64.
Intelligence develops most rapidly during _________.
(a) Infancy
(b) Childhood
(c) Adulthood
(d) Late adulthood
Answer:
(b) Childhood

Question 65.
Boys score _________ in intelligence tests compared to girls.
(a) Higher
(b) Similar
(c) Lower
(d) None of these
Answer:
(b) Similar

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 66.
Multifactor theory of intelligence is given by _________.
(a) Binet
(b) Spearman
(c) Guilford
(d) Thurstone
Answer:
(d) Thurstone

True Or False Type Questions

Question 1.
All intelligence tests also test creativity. (True / False)
Answer:
False

Question 2.
Intelligence tests are measured of both intellectual ability and achievement although the emphasis clearly strives to be on the former. (True / False)
Answer:
True

Question 3.
Culture-free intelligence tests measure intelligence more accurately than culturally biased tests. Culturally unfair tests do not under asses a child’s intelligence. (True /False)
Answer:
True

Question 4.
IPAT culture fair intelligence test was devised by Thurstone. (True / False)
Answer:
False

Question 5.
It is erroneous to define intelligence on the basis of abilities related to school performance. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 6.
Standard intelligence tests fail to measure all the cognitive abilities that contribute to intelligence, broadly defined. (True/False)
Answer:
True

Question 7.
I.Q. is only a measure of intelligence ‘B’. (True / False)
Answer:
False

Question 8.
According to Ilebb, the term intelligence ‘A refers to an innate potentiality for the development of intellectual capacities, and intelligence ‘B’ to die level of that development at a later time when the S’s intellectual functioning can be observed. (True / False)
Answer:
True

Question 9.
Spearman thought of intelligence as composed ofthe ‘g’ factor and a number of ‘g’ factors. (True/False)
Answer:
True

Question 10.
Guilford included in his model of intelligence the operation of convergent thinking. (True/False)
True

Question 11.
Guilford’s ‘Plot Title test’ ’ is an example of a test of convergent thinking. (True/False)
Answer:
True

Question 12.
Little relation has been found between scores obtained on standard I.q. tests and scores achieved on tests of divergent thinking. (True/False)
Answer:
False

Question 13.
The ability to think abstractly was according to Tennant the essential ingredient of intellectual effectiveness. (True/False)
Answer:
True

Question 14.
Charlesworth was an opinion that intelligence consists of specific cognitive abilities that enable an individual to adapt to the environment. (True / False)
Answer:
False

Question 15.
Intelligence changes with age. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 16.
Intellectual growth continues throughout the lifespan. (True /False)
Answer:
False

Question 17.
Most infant intelligence tests are constructed to assess sensory-motor skills. (True/False)
Answer:
True

Question 18.
The most important infant intelligence test was developed by Spearman. (True / False)
False

Question 19.
The most important infant intelligence test was developed by Gessel. (True / False)
Answer:
True

Question 20.
The infant intelligence test developed by Arnold Gessel is known as Developmental schedules. (True/False)
Answer:
True

Question 21.
Gessel’s developmental schedules contain items that show a clear age progression. (True/False)
Answer:
True

Question 22.
Gessel’s test measures not intelligence but the child’s level of development. (True/False)
Answer:
True

Question 23.
In Gessel’s test, the score obtained by an infant is called the developmental quotient. (True/False)
Answer:
True

Question 24.
The failure to find a strong relationship between infant DQs and their subsequent I.Qs suggests that two scores reflect different abilities. (True / False)
Answer:
True

Question 25.
Verbal reasoning grows with age. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 26.
Crystalised intelligence increases with age and declines only with the approach of very old age. (True/False)
Answer:
True

Question 27.
There is no difference between pure intelligence and measured intelligence. (True/False)
Answer:
True

Question 28.
Thurstone identified nine primary mental abilities. (True/False)
Answer:
False

Question 29.
Guilford proposed a structure of intellect containing 120 separate items. (True/False)
Answer:
True

Question 30.
Intelligence develops most rapidly during childhood. (True/False)
Answer:
True

Question 31.
General intelligence continues to increase until the later adult years. (True / False)
Answer:
True

Question 32.
The rate of increase in intelligence slows down as the person grows older. (True/False)
Answer:
True

Question 33.
Usually, boys score higher in standard intelligent tests than girls. (True / False)
Answer:
False

Question 34.
The scores of boys and girls are marked by similarity in standard intelligent tests. (True /False)
Answer:
True

Question 35.
Some personality traits are associated with the I.Q. (True /False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 36.
Aggression, competition, and self-reliance traits are found to but associated with the increase in I.Qs. (True/False)
Answer:
True

Question 37.
Social class does not influence the I.Q. of a person. (True / False)
Answer:
False

Question 38.
Intellectual development is a smooth and continuous process. (True/False)
Answer:
True

Question 39.
Extreme and prolonged social deprivation produces intellectual impairment. (True/False)
Answer:
True

Question 40.
Gifted individuals are those whose I.Qs are at the upper end of the distribution of intelligence. (True/False)
Answer:
True

Question 41.
Creativity has no relationship with giftedness. (True/False)
Answer:
False

Question 42.
Creative persons have a high tolerance for ambiguity. (True/False)
Answer:
True

Question 43.
Children’s reasoning and their use of increasingly complex hypotheses in problem-solving tasks indicate a progression through cognitive stages. (True / False)
Answer:
True

Question 44.
Piaget has emphasized the biological and adaptive significance of intelligence. (True/False)
Answer:
True

Question 45.
During the preparational state, children begin to use symbols like imagery and language. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 46.
The sensory-motor stage continues from birth to five years. (True/False)
Answer:
False

Question 47.
The stage of formal operations is the third stage of Piagetian stages of cognitive development. (True/False)
Answer:
False

Question 48.
The preparational stage lasts from three to seven years. (True / False)
Answer:
False

Question 49.
Cross-cultural studies have indicated that the stages Piaget has observed in western children are also found in children of very different societies. (True / False)
Answer:
True

Question 50.
Intelligence and creativity are highly co-related. (True / False)
Answer:
True

Question 51.
A maximum level of intelligence is required to be creative. (True / False)
Answer:
True

Question 52.
Flexibility is essential for creativity. (True / False)
Answer:
True

Question 53.
Intelligence can be greatly improved by competition. (True/False)
Answer:
False

Question 54.
The two-factor theory of intelligence was proposed by Stanford. (True / False)
Answer:
False

Question 55.
Accurate assessment of intelligence is possible, through standardized intelligence tests. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 56.
Accurate assessment of intelligence is possible, through standardized intelligence tests. (True/False)
Answer:
True

Question 57.
Edward’s personal preference schedule is a multiple-choice inventory. (True/False)
Answer:
True

Question 58.
When no language is used in an intelligence test, it is called a verbal test of intelligence. (True/False)
Answer:
False

Question 59.
A performance test does not use language. (True/False)
Answer:
True

Question 60.
The Army Alpha test is the first group test of intelligence. (True/False)
Answer:
True

Question 61.
M.M.P.I. is a test of intelligence. (True / False)
Answer:
False

Question 62.
The concept of mental age was introduced by Galton. (True/False)
Answer:
False

Question 63.
The adult intelligence scale of Wechsler deals with non-verbal scales. (True / False)
Answer:
False

Question 64.
Binet was an American Psychologist. (True/ False)
Answer:
False

Question 65.
Binet and Simon revised the 1905 test scale in the year 1908. (True/ False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 66.
When the M.A. and C.A. are the same the I.Q. is 100. (True/ False)
Answer:
True

Question 67.
Mental ability is calculated from the intelligence test score. (True/ False)
Answer:
True

Question 68.
Mental age is calculated from the chronological age. (True/ False)
Answer:
False

Question 69.
Raymond Cattell’s IPTA test is a culture fair test. (True/ False)
Answer:
True

Question 70.
A culture-fair test is otherwise called a culture-free test. (True/ False)
Answer:
True

Question 71.
The process of classifying all intellectual abilities into a systematic framework has been developed by Stanford. (True/False)
Answer:
False

Question 72.
Intelligence reaches its peak by the age of 16 to 21 years. (True/ False)
Answer:
True

Question 73.
Ordinarily, intelligence does not grow after 45 years. (True /False)
Answer:
True

Question 74.
Two children of the same age will have the same mental age. (True / False)
Answer:
False

Question 75.
Two children of the same age will have the same chronological age. (True / False)
Answer:
False

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 76.
The actual age of a person and his chronological age are the same. (True / False)
Answer:
True

Question 77.
Intelligence quotient and mental age are the same. (True / False)
Answer:
False

Question 78.
Guilford included in his model the operation of thinking. (True / False)
Answer:
True

Question 79.
Guilford’s Plot title test is an example of convergent thinking. (True/False)
Answer:
True

Question 80.
Guilford was of opinion that the ability to think abstractly was the essential ingredient of intellectual effectiveness. (True/False)
Answer:
False

Question 81.
Charlesworth held that intelligence consists of specific cognitive abilities that enable the individual to adapt to the environment. (True / False)
Answer:
True

Question 82.
That intelligence changes with age was for the first time made public by Binet. (True / False)
Answer:
True

Question 83.
Thurstone identified nine specific mental abilities which according to him are the constituents of intelligence. (True/False)
Answer:
False

Question 84.
Intelligence develops most rapidly during adolescence. (True / False)
Answer:
False

Question 85.
Boys are more intelligent compared to girls. (True / False)
Answer:
False

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 86.
The sensory-motor stage Piaget continues from birth to two years. (True / False)
Answer:
True

Question 87.
F or Piaget the function of intelligence is the adoption to the world. (True / False)
Answer:
True

Question 88.
Children’s cognitive system change and grow to become more adaptive and hence provides a more realistic understanding of the world. (True / False)
Answer:
True

Question 89.
Accommodation is a change of the internal cognitive system to provide a better match to outside information. (True/False)
Answer:
True

Question 90.
Intelligence quotient and mental age are different concepts. (True / False)
Answer:
True

Question 91.
I.Q. and Developmental age are different. (True/ False)
Answer:
True

Question 92.
Most infant intelligence tests are meant to measure sensory motor skills. (True/False)
Answer:
True

Question 93.
Mental age is a measure of the absolute level of intelligence. (True / False)
Answer:
True

Question 94.
Gcssel conducted the most brilliant study to compare the D.Q. of children with their I.Q. (True/False)
Answer:
True

Question 95.
The very earliest tasks of intelligence were based on the assumption that intelligence has a physiological basis. (True/False)
Answer:
True

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

Question 96.
The book experimental study of intelligence was authored by Binet. (True/False)
Answer:
True

Question 97.
The PASS Model of intelligence was developed by cattle. (True / False)
Answer:
False

Question 98.
The sensory-motor stage continues from birth to two years. (True/False)
Answer:
True

Question 99.
Piaget has chartered major stages of cognitive development three. (True/False)
Answer:
False

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Odisha State Board CHSE Odisha Class 12 History Solutions Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions.

CHSE Odisha 12th Class History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Very Short-Answer Type Questions

Question 1.
From the remote past, the Indian villages are seen as which type of unit and which unit was strong in every village?
Answer:
From the remote past, the Indian villages are seen as small republics. The Economic organization was strong in every village.

Question 2.
Regarding village economy which view was given by English Historian Eiphiiie stone?
Answer:
According to the view of Elphine stone “The village clans were more or less capable of using all necessary things within their small Republics”.

Question 3.
What was the Chief necessity of villagers and what was their Chief Occupation?
Answer:
The chief necessity of villagers was food and cloth. Their Chief occupation was cultivation and knitting.

Question 4.
Before the British era crores of people in India were dependent upon which cottage industry?
Answer:
Before the British era crores of people in India were dependent upon the knitting cottage industry.

Question 5.
In the remote past, Muslim and velvet dresses were widely demanded by which country’s eminent people?
Answer:
In the remote past, Muslim and velveteen dresses were widely demanded by the royal, family of Egypt and eminent people of Rome.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 6.
When and where flying shuttle and steam Engine was invented?
Answer:
In 1760 Flying shuffles and in 1768 steam Engines were invented in England.

Question 7.
In 1780 which Governor-general has given the calculation that in every year near about how many amount’s gold was supplied to England.
Answer:
In 1780 Governor-general warren Hastings has given calculation that every year about 40 lakh amounts of gold were supplied to England.

Question 8.
Which English personality was aware of the Govt, that the construction of the railway in India would lead to the economic prosperity of Great Britain? At the time which Governor-general railway construction began in India?
Answer:
English personality Sir Row land Macdonald Stephenson was aware of the Govt, that the construction of the railway in India would lead to the economic prosperity of Great Britain. At the time of Governor-general Lord Dalhousie, railway construction began in India.

Question 9.
When the first railway in the world was opened and when the railway construction began in India?
Answer:
The first railway was opened in England in 1825. The railway construction began in India in 1850 A.D.

Question 10.
When was the first railway introduced in India and it connected from which place to which place?
Answer:
the first railway was introduced in India in 1853 A.D. It was the first railway track in Asia. It was connected from Bombay to Thane.

Question 11.
Which scientist Engineer took charge of the telegraph in India and by which A.D. the experimental telegraph lines were established?
Answer:
The scientist Engineer O’Shaughnessy took charge of the telegraph of India. By 1852 the experimental telegraph lines were established.

Question 12.
By which A.D. which gifted man of England introduced penny postage?
Answer:
By 1840 A.D. a gifted man named Rowland Hill introduced in England the system of penny postage.

Question 13.
On which A.D. India got permission to introduce the postal system at which cost?
Answer:
In 1852 A.D. India got permission to introduce the postal system at the cost of half-anna.

Question 14.
When Cornwallis introduced permanent settlement in India and which English administrator helped him?
Answer:
In 1793 A.D. Cornwallis introduced permanent settlement in India. In this work, the English administrator Sir John Shore helped him.

Question 15.
Which A.D. personnel introduced the Rayatwari system in the Baramahal district on an experimental basis?
Answer:
In 1792 A.D. English personnel Thomas Munro and captain Reed introduced the Rayatwari system at the Baramahal district on an experimental basis.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 16.
At the time of which Governor general and in which A.D. Mahalwari System was introduced in India?
Answer:
At the time of Governor-general William Bentick in 1833 A.D., the Mahalwari system was introduced in India.

Question 17.
What was defined regarding the “Drain of wealth” by Dadabhal Naroji?
Answer:
The drain of wealth means a part of India’s national wealth was being exported to England for which India got no adequate economic or material returns.

Question 18.
Regarding the sanyasi revolt which the famous novelist elaborately described and what was the name of his book?
Answer:
Regarding the sanyasi revolt, the famous novelist Bankim Chandra Chatterjee has elaborately described in his novel. The name of his book is “Anand Math’’.

Question 19.
When paik Revolt was constituted and who was the chief architect of this revolt?
Answer:
The paik Revolt was constituted in 1817. The Chief Architect of this revolt was Buxi Jagabandhu.

Question 20.
Who was the king of Khurda at the time of the Khuda revolt and when the British captured khurda and took administration?
Answer:
Mukunda Dev II was the king of Khurda at the time of the Khurda Revolt. The British captured khurda and took administration in 1805 A.D.

Question 21.
Who was the magistrate of Cuttack at the time of the Khurda Revolt and after the Revolt who inquired regarding it?
Answer:
Impe was the magistrate of Cuttack at the time of the Khurda Revolt. After the Revolt magistrate water inquired about the cause of the Revolt.

Question 22.
When death occurred to Mukunda Dev II and after his death which son of him got permission from the English to settle at puri palace?
Answer:
In 1817 A.D. Mukunda Deva II was dead. After his death his son, Rama Chandra Dev II got permission from the English to settle in Puir Palace.

Question 23.
The zamindar or Land Lords of Bengal levied more taxes on the Santhals according to which policy and in which portion of the product they had to give as taxes?
Answer:
The zamindar on landlords of Bengal levied more taxes on the Santhalas according to the policy of permanent settlement. They had to give two third of the product as tax.

Question 24.
Who was the leader of the Santhal Revolt what belonged to which ‘village and what was the name of their revolting force?
Answer:
The leader of the Santhal Revolt was siddhu Murmu belonged to the village of Bhagradiha, He constituted a new “Guerilla Force”.

Question 25.
After how many years of the Plassey war which eminent revolt has broken in 1857 AD.
Answer:
After exactly on 100 years after the Plassey war, eminent revolt simply muting was broke in 1857 A.D.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 26.
After an eventful reign when Governor-general Dalhousie left India and in nis place who came?
Answer:
After an eventful reign, Governor-general Dalhouse left India on 1856 A.D. In his place, Lord canning came as Governor-general.

Question 27.
Which policy of Dalhousie created terror among the homely kings and which sons of the kings lost their kingdom?
Answer:
The policy “Doctrine of Lapse” created terror among homely kings. The adopted sons of kings lost their kingdoms.

Question 28.
Previously when Hindus were initiated to Christianity, they were debarred of getting hereditary health but in which Governor-general’s time it was reformed by law?
Answer:
Previously when Hindus were initiated to Christianity, they were debarred of getting hereditary wealth but at the time of Governor-general Dalhousie, it was preferred by law.

Question 29.
By the prevailing of which rifle revolt spanking emancipated within the sepoys and which numour continued against this?
Answer:
By the prevailing of Enfield rifle revolt spanking emancipated the sepoys. A rumor continued that in that rifle cow and pig fats assembled.

Question 30.
Where the first symptom of revolt was marked by sepoys early in 1857 and on which date did the open revolt of the sepoys force breaks out at Meerut?
Answer:
The first symptom of the revolt was marked at Barrackpore in Bengal early in 1857. On 10th May 1857, the open revolt of the sepoy force broke out at Meerut.

Question 31.
The rebels quickly captured which palace at Delhi and they proclaimed whom as the Emperor in India?
Answer:
The rebels quickly captured the Mughal palace at Delhi. They proclaimed the old Bahadur Saha II of the Mughal dynasty as the Emperor of India.

Question 32.
In sepoy muting which Rajput warrior directed the course of revolt in Bihar and which warrior gave direction his forces from Kanpur?
Answer:
In sepoy muting, the Rajput warrior Kunwar Singh directed the course of revolt in Bihar. Nana Saheb gave direction to his force from Kanpur.

Question 33.
The sepoys and the revolted people declared who as their Peshawar and followed his leadership how many English soldiers at Kanpur fought for somedays & lastly surrendered?
Answer:
The sepoys and the revolted people declared Natta Sahid as their Peshawar and followed his leadership. There were 400 English soldiers at Kanpur who fought for some days and lastly surrendered.

Question 34.
Which famous Maratha Brahmin where took the leadership of twenty thousand noble sepoys?
Answer:
The famous Maratha Brahmin Tantia Tope at liwalior took the leadership of twenty thousand rebel sepoys.

Question 35.
For which cause Rani Laxmi Bai became the agitator in sepoy mating?
Answer:
After the death of the husband of Rani Laxmi Bai, no permission was given to enthrone her adopted son of her. To agitate this Rani Laxmi Bai entangled herself in mutiny.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 36.
Which British General resisted Tantia Tope and was defeated and at last the forces of Tantia Tope joined with which forces?
Answer:
British General Windham resisted Tantia Tope and was defeated. At last, the forces of Tantia Tope joined with the forces of Rani Laxmi Bai.

Question 37.
At the time of the fall of Delhi which able administrators were in charge of Punjab and Bombay’s presidency and made their areas calm and quiet?
Answer:
At the time of the fall of Delhi the able administrator of Punjab was John Lawrence and in Bombay’s presidency was lord Elphinstone. They were capable to make their area calm and quiet.

Question 38.
Which India nucers helped the British in the Revolt of 1857?
Answer:
The Indian leaders who helped the British in the Revolt of 1857 were the Nizam of Hyderabad, the Begum of Bhopal, the kind of Nepal, and the Maratha leader Sindhia.

Question 39.
Which English General proceeded from Punjab to Delhi and blew up which famous Gate of Delhi?
Answer:
The English General Nicholson, a brave soldier proceeded from Punjab to Delhi and blew up the famous Kashmir Gate of Delhi.

Question 40.
Lastly, the English took which Emperor as a prisoner, and his two sons and a grandson were shot dead by which English General?
Answer:
Lastly, the English took Emperor Bahadur Shah II as a prisoner. His two sons and a graton were shot dead by English General Hudson.

Question 41.
The furious wars of which two rebels worried the British Generals greatly.
Answer:
The furious wars of two rebels i.e. Rani Laxmi Bai and Tantia Tope worried the British Generals Greatly.

Question 42.
When and in which battlefield did Rani Laxmi Bai become dead?
Answer:
In 17th June 1858 in the battlefield of Kalapitha at the time of war became dead.

Question 43.
In sepoy mutiny which warrior after some defeats was caught and hanged and what happened to Nana Saheb?
Answer:
In sepoy mutiny, the warrior Tantia Tope after some defeats was caught and hanged. Nana Saheb was defeated and fled away dense forests of Nepal and erased death.

Question 44.
At Orissa in which region the revolt continued for the next four years and which warrior took the leadership of this movement?
Answer:
At Orissa in the Sambalpur region, the revolt continued for the next four years. In this movement warrior, Bira Surendra Sai took the leadership.

Question 45.
In the furious condition of the revolt who was the only Englishman who showed some kindness towards the people and for this in which name he was famous?
Answer:
In the various condition of the revolt, Governor-general Lord Canning was the only Englishman who showed some kindness towards the people. For this, he was famous for “Benign canning”.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 46.
After the 1857 Revolt, the Indian administration withdrew from whom and entrusted upon with authority?
Answer:
After the 1857 Revolt, the Indian administration withdrew from the East India Company. The administration was entrusted to the British crown.

Question 47.
After the 1857 revolt, the representative of the British monarch got which designation and who was the first representative in India?
Answer:
After the 1857 revolt, the representative of the British monarch got designation as a “viceroy”. Lord Canning was the first viceroy in India.

Question 48.
At where viceroy Lord Canning when arranged the grand Durbar and read out the proclamation?
Answer:
At Allahabad viceroy Lord canning on 1st November. 1858 arranged the grand Durbar and read out the proclamation.

Question 49.
When and where Mohan Das Karamchand Gandhi was born?
Answer:
Mohan das Karam Chand Gandhi was bom on 2nd October 1869 at Porbandar of Gujurat.

Question 50.
What was the name of the father of Mohandas and at where he secured the post of Dewan?
Answer:
Karamchand Gandhi was the name of the father of Mohandas. He sourced the post of Dewan at Porbandar.

Question 51.
Which author’s English translation of Geeta had a deep impact upon the mind of Mohandas and which great man’s life and message created a deep impression upon him?
Answer:
English author Edwin Arnold’s English translation of Geeta had a deep impact on the mind of Mohandas. Great men like Gautama Buddha’s life and Jesus Christ’s message created deep impressions upon his mind.

Question 52.
By whose request Gandhi went to South Africa and when he proceeded to South Africa?
Answer:
By a Muslim gentleman’s request, Gandhi went to South Africa. He proceeded to South Africa in 1853.

Question 53.
Where their public address of Gandhiji was the first in his life?
Answer:
The public address of Gandhiji at Pretoria in South Africa was the first in his life.

Question 54.
At South Africa, the English Government oppressed the Indians in which A.O. which law was declared?
Answer:
At South Africa the English Government oppressed the Indians in 1906 A.D. “Black Law” was declared.

Question 55.
At first which Indian enforced which title to Mohandas Karamchand Gandhi?
Answer:
At first Rabindra Nath Tagore enforced the title of “Mahatma” to Mohandas Karam Chand Gandhi.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 56.
The English Government appointed a committee under which justice and when?
Answer:
The English Government appointed a committee under justice Rowlatt on 1919 A.D.

Question 57.
Where and when the Jalliana-walating Massacre occurred?
Answer:
In the city of Amritsar of Punjab, Jallianawalabag Massacre occurred on the Hindu New years day i.e. 13th April 1919.

Question 58.
When Montagu-Chelmsford Reforms was declared and it came in which shape?
Answer:
On 1919 Montague Chelmsford Reforms was declared and it came in the shape of the Government of India Act 1919.

Question 59.
When by the inspiration of Mahatma Gandhi which movement declared?
Answer:
On September 1920 the inspiration of Mahatma Gandhi “Non-Co-operation, Movement”, was declared.

Question 60.
For which cause did the Indian – Muslims wage a Revolt against the British and this Revolt was famous as which Revolt?
Answer:
After the first world war, the victorious British Government prepared to punish Turkey’s Sultan. For this cause, the Indian Muslims wages a Revolt against the British and this Revolt was famous as the “Khilafat Movement”.

Question 61.
When and where at the session of congress the decision of the country vide non-cooperation movement was accepted? On that eventful session how many Odisha representatives joined?
Answer:
On 1920 last week of December at the Nagpur session of congress, the decision of the country-wide Non-cooperation movement was accepted. In that eventful session, 35 Odisha representatives joined.

Question 62.
In which session of congress “Utkal state congress committee” was formulated and who was the first president of this committee?
Answer:
In the Nagpur session of congress “Utkal state congress committee” was formulated. Gopabandhu Das was the first president of this committee.

Question 63.
When Mahatma Gandhi came to Odisha and what was the reason behind his coming to Odisha?
Answer:
Mahatma Gandhi came to Odisha in the last week of Mach 1921. One week staying at Odisha he urged his anticipation to all people of Odisha to involve in the Non-cooperation movement.

Question 64.
On which year Simon Commission entered in India and all over India which shout accelerated?
Answer:
In the year 1928 A.D. Simon commission entered in India. All over India the shouts “Simon, go back” accelerated.

Question 65.
On 1929 December 29 where an important session of congress was arranged and in that session who was the president?
Answer:
On 1929 December 29 at Lahore in Punjab, an important session of congress was arranged. In that historic session, Jawaharlal Nehru was the president.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 66.
At the last date of the Lahore session i.e. on 31st December 1929 who waged on an important proposal regarding which?
Answer:
At last date of the Lahore session i.e. on 31st December 1929, Mahatma Gandhi waged an important proposal of “ Pooma Swaraj” or complete independence.

Question 67.
At the beginning of the New year i.e. on 1930 A.D. January 26 was declared as which day? Who raised the National Flag?
Answer:
At the beginning of the New year i.e. on 1930 A.D. January 26 was declared as “Pooma Swaraj” on Independence Day. Congress president Jawaharlal Nehru raised the National Flag.

Question 68.
After how many years of the Non-cooperation movement which new movement began under the leadership of Mahatma Gandhi?
Answer:
After 10 years of Non- cooperation movement civil disobedience movement began under the leadership of Mahatma Gandhi.

Question 69.
On which year and on which date a long foot journey was held from Sabarmati Ashram to beach Dandi? What was the name of that historic journey?
Answer:
On 1930, March 12 a long foot journey was held from Sabarmati Ashram to Dandi. The name of that historic journey was “Dandi March”.

Question 70.
At which sea coast place of Baleswar District of Odisha the agitators broke civil law under whose leadership?
Answer:
At the sea coast place of Inchudi of Baleswar District of Odisha, the agitators broke civil law under Acharya Harihar Das’s leadership.

Question 71.
On which year the only representative of congress joined in the second Round Table conference?
Answer:
On 1931 the only representative of congress Mahatma Gandhi joined in the second Round Table Conference at London.

Question 72.
By disappointment, Mahatma Gandhi returned from London. On his way to India he met which French thinker and author and great dictator of Italy?
Answer:
By disappointment, Mahatma Gandhi returned from London. On his way to India, he met Roma Rolla, the famous French thinker, author, and great dictator of Italy Benito Mussolini.

Question 73.
After a judicial discussion in between Gandhi and Ambedkar which pact was signed? This pact was famous as which pact?
Answer:
After a judicial discussion in between Gandhiji and Ambedkar on 1932 September 24, a pact was signed. This pact was famous as the “Poona Pact”.

Question 74.
During the last part of 1932 at England once again a Round Table conference was held and that was which Round Table? In this conference a law was signed and what was that?
Answer:
During the last part of 1932 in England once again a Round Table Conference was held and that was Third Round Table Conference. In this conference, a law was signed as the 1935 India Administration Act.

Question 75.
Where and when at the Muslim league conference did Mohammad Ali Jinnah wage the proposal of Pakistan country?
Answer:
At Lahore in the Muslim League conference on 1940, Mohammad Ah Jinnah wages the proposal of Pakistan country.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 76.
After the acceptance of Mount Batten’s plan when the British Parliament recommended that plan and what was the name of that planning Law?
Answer:
After the acceptance of Mount Batten’s plan in 1947 July, the British Parliament recommended that plan. That plan came to be regarded as the “1947 Indian Independence Law”.

Question 77.
Regarding British sovereignty and the willingness of princely states what was written in “1947 India Independence Law”?
Answer:
In the “1947 India Independence Law” it was written that for all times to come England last its sovereignty of India. Regarding the princely state, it was noted that if. they want they can assemble with either to India or Pakistan or remain independent.

Question 78.
For the solution of princely state problems which leader’s bold step worked accurately? He was renowned as which name?
Answer:
For the solution of the princely state’s problems, Sardar Ballavbhai Patel’s bold steps worked accurately. He was renowned as the “Iron man of India”.

Question 79.
On August 7 Mohammad Ali Jinnah flew form Delhi to which place and he was coronated to which post?
Answer:
On August 7 Mohammad Ali Jinnah flew from Delhi to Lahore. After seven days he was coronated to Governor general of Pakistan.

Question 80.
Before independence, Mahatma Gandhi declared to whom as his political successor. After independence who got the portfolio of Prime Minister in the largest democracy of the world?
Answer:
Before independence, Mahatma Gandhi declared Jawaharlal Nehru as his political successor. After independence Jawaharlal Nehru got the portfolio of Prime Minister in the largest democracy of the world.

Question 81.
Which time is regarded as the “Gandhi Era” and in which important revolts was he involved?
Answer:
The time from 1920 A.D. to 1947 A.D. is regarded as the “ Gandhi Era”. By his leadership important revolts like the non-cooperation movement, Civil Disobedience Movement and Quit India Movement was organized.

Short-Answer Type Questions

Question 1.
The precondition of permanent settlement in India.
Answer:
Clive, the founder of the British Empire, could not give to Bengal a good land system. The revenue was collected from peasants through oppressive agents. Warren Hastings tried his best to bring a better system. He established a Board of Revenue. He appointed European District collectors to remain in charge of revenue collection.

But still, the difficulties continued. The real problem of the Government was how to go to the countless villages and get land revenue from millions of peasants according to the size and nature of their lands. It was impossible for the European District collector, who was only one for each district to do that work through his subordinate officers.

Question 2.
Sir Johan shore and active participation in introducing permanent settlement.
Answer:
In this work, the Governor General was helped by an able administrator of that time, John Shore. He justified the need for a permanent class of landlords or zamindars for the security of government with respect to its revenues and the security and protection of its subjects. In Bengal before the British conquest, there were old zamindar families who enjoyed hereditary rights on lands for a long.

But after the country was conquered by the English those zamindars disappeared. Their lands were taken over by the Government and the Government collected revenues by various methods as already discussed. Cornwallis and Shore wanted to receive that class and give them the responsibility of revenue collection. So at last Cornwallis issued a proclamation in 1793, introducing the permanent settlement.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 3.
An important episode in Sanyasi Rebellion.
Answer:
The sannyasi and Fakir Rebellion is an important episode in the early colonial rule in Bengal, The rebellion started in 1750 onwards but took a violent turn in 1773 when warren Hastings assumed the Governor Generalship of Bengal. The Movement covered a wide range of Bengal and Bihar and continued for a long time. There is also a distorted reflection of rebellion in Bankim Chandra’s Anandamath for which Bankim Chandra has been accused.

The present article implores how the sannyasi is and Fakirs launched their campaign in an anti-colonial attitude against the British Raj and their trusted zamindars. It was only possible due to their wide range of activities and networks. The religious pilgrimage was no doubt a factor in combining the sanyasis and Fakirs to launch a spontaneous movement for a long time.

Question 4.
Involvement of Bihar region in Sanyasi Rebellion.
Answer:
Bihar was situated in such a geographical location that it was not difficult for the Fakirs and sannyasis to establish close links with Morung and the territories adjoining Nepal. This explains why the Fakirs and Sannyasis were chased, in northern or eastern Bengal by the company’s forces, they took shelter in Bihar and from there they escaped either to northern India or to Nepal.

From their centers in Northern India like Allahabad, Benaras, and Mirzapur, their routes to their principal spoliation in Bengal ran through Bihar, and herein lies the importance of Bihar in the history of Fakir and Sannyasi uprising. Besides they had to fortify their subsidiary centers in various parts of Bihar and maintained active contacts with Nepal for purpose of trade and religious pilgrimage.

Question 5.
Introduction of paik movement.
Answer:
The paiks were the traditional landed militia of Odisha. They served as warriors and were charged with policing functions during peacetime. The paiks were organized into three ranks distinguished by their occupation and the weapons they wielded. These were the Paharis the bearers of shields and the khanda (sword), the Banuas who led distant expeditions and used matchlocks, and the Dhenkiy as archers who also performed different duties in Odisha armies.

The conquest of Odisha by the East India Company in 1803 and the dethronement of the Raja of Khurda began the fall of the power and prestige of the paikas. The attitude of the company to the paiks was expressed by Walter Ewer on the commission that looked into the causes of the Rebellion, thus.

Now there is no need for the assistance of paiks at Khurda. It is dangerous to keep them in the British armed forces. Thus they should be treated and dealt with as common Ryots and land revenue and other taxes should be collected from them. They must be deprived of their formed Jagir lands (rent-free land given to the paiks for their military service to the state).

Within a short period of time, the name of paik has already been forgotten. But still now where the paiks are living they have retained their previous aggressive nature. But still now where the paiks are living they have retained their previous aggressive nature. In order to break their poisonous teeth the British police must be highly alert to keep the paiks under their control for a pretty long period, unless the paik community is rained completely the British rule cannot run smoothly.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 6.
Cause of paik Rebellion.
Answer:
The paik rebellion had several social, economic, and political reasons. The paiks were alienated by the British regime who took over the hereditary rent-free lands granted to them after the conquest of Khurda. They were also subjected to extortion and oppression at the hands of the company government and its servant.

Had conciliatory measures been adopted towards the paiks from the beginning, it is possible that they would have become a source of strength to the company rule in Odisha. The extortionist land revenue policy of the company affected the peasants and the zamindars alike. A source of much consternation for the common people was the rise in price of salt due to taxes imposed on it by the new government.

The company also abolished the system of courier currency that had existed in Odisha prior to its conquest and required that taxes be paid in silver. This caused much popular hardship and discontent. In 1804 the Raja of Khurda planned a rebellion against the British in alliance with the paiks. But the plot was soon discovered and the Raja’s territory was confiscated.

Question 7.
Leader and participants in paik rebellion.
Answer:
The paiks were led by Bakshi Jagabandhu Bidyadhar Mohapatra, Bhramarabar Ray the formed Bakshi or commander of the forces of the Raja of Khurda. Jagabandhu’s familiar estate of killa Rorang was taken over by the British in 1814, reducing him to penury. When the Rebellion broke in March 1817, paiks came together under his leadership.

Raja Mukunda Deva, the last king of Khurda was another leader of the Indian rebels. The rebellion enjoyed widespread support in Oriya Society with feudal Chiefs, Zamindars, and the common people of Odisha participating in it. The Zamindars of Haripur, Mrichpur Golra, Balarampur, Budnakera, and Rupsa Supported the paiks – while the revolt started from Banapur and Khurda.

It quickly spread to other parts of Odisha such as Puri, Pipili, and Cuttack and to several remote villages, including Kanika, Kujang, and Pattamundai. The Rajas of Kanika, Kujang, Nayagarh, and Ghumusur aided Jagabandhu and Dalabehera Mirhaidar Ali of Jadupur was an important Muslim rebel.

Question 8.
The effects of Paik Rebellion.
Answer:
In May 1817, the British Posted Judges to Khurda to sentence the captured rebels. The rebels were awarded sentences of death, transportation, and long-time imprisonment. Between 1818 and 1826, the company’s forces undertook combing operations in the jungles of Khurda to capture and put to death rebels who had managed to escape.

In these operations, numerous paiks were killed. Their leader Jagabandhu surrendered to the British in 1825 and lived as their prisoner in Cuttack until 1829 when he died. On capturing Puri, Jagabandhu offered to rain state Raja Mukunda Deva. Whom the British had dethroned in 1804 and exiled to Puri as the Raja of Khurda.

Although the turned down the other and asked for British assistance, he was arrested when the British retook the town and was imprisoned at Cuttack. The Raja died a British prisoner in November 1817. The East India Company also appointed a commissioner of Cuttack Robert Ker to ensure. Such a rebellion would not repeat itself.

These attempts remained half-hearted at best, the British viewing Odisha largely as a convent land link between their presidencies of Madras and Bengal. Odisha continued to be wracked by localized insurgencies including at Tapanga in 1827 and the Banapur Rebellion of 1835. The revenue policies of the company in Odisha, which was a major cause of hardship to the people, remained unchanged.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 9.
The background of the Santhal Rebellion.
Answer:
The uprising of the Santhals began as a tribal reaction to and despotic British revenue system, usury practices, and the Zamindari system in India, in the tribal best of what was then known as the Bengal presidency. It was a revolt against the oppression of the colonial ruse propagated through a distorted revenue system, enforced by the local Zamindars, the police, and the courts of the legal system set up by the British.

Before the British advent in India, residing in the hilly districts of Manbhum, Barahum, Chhotanagpur, Palamu, and Birbhum. They lived an agrarian lifestyle by clearing forest patches, cultivating, and hunting for subsistence. But as the agents of the new colonial rule. Claimed their rights on the lands, the Santhal retreated to the hills of Rajmahal. After a brief period, the British operatives with their native undersigns i.e. the local landlords lay claim on this new land as well.

Zamindars and the money lenders all used them for goods lent to them on loans, through corrupt practices of the money lenders, the loan grew to prohibitive proportions, for repaying which entire families had to work as bonded laborers. This dispossession turned the Santhals into nebess and finally, they took on oath to launch an attack on the ruling authority i.e. the British.

Question 10.
Mangal Pandey and Nana Sahib.
Answer:
He was spray served under the English East India Company. He provided the immediate spark to the revolt of 1857. He shut at the chief of the 34th regiment at Barrackpore. Nana Saheb was a rebel in the revolt of 1857. He was the adopted son of Peshwa Baji Rao II. He remained in charge of the Kanpur center during the Revolt of 1857.

Question 11.
Reason for modern means of communication.
Answer:
In order to facilitate the shipment of raw material at a low cost facilitate the shipment of raw materials at a low cost, the British constructed roads, and railways so that goods could be sent to ports quickly. In order to promote their own commercial interest in India.

Question 12.
Ryotwari and Mahalwari system.
Answer:
It was a land revenue system introduced by the British in the Madres region. Under this, the govt made settlements directly with the ryots or cultivators to pay the revenue for a period of 30 years. It was a land revenue system. In the northern part of India, the British introduced the malware system. The settlement was made between the govt and the mahals or groups of villages.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 13.
Laxman Naik.
Answer:
Laxman Naik was a hero of the Quit India movement in Odisha. He was the leader of the tribal groups of Koraput. The tribal people under the leadership of Laxman Naik defied the Govt, most heroically while the course of the revolution of 1942 was in full swing in other places of Odisha.

Question 14.
Non-cooperation Movement in Odisha.
Answer:
Utkal Pradesh congress committee was formed and Gopabandhu Das became its president. The Utkal Pradesh Congress committee prepared grounds in Odisha for the Non-Cooperation movement.

Question 15.
The immediate cause of the Revolt of 1857.
Answer:
An immediate cause was provided by the introduction of cartridges that had greased paper covers. At that time a new rifle called the Enfield rifle was supplied to the soldiers. The cartridges to be used in die rifles were greased with fat. Before fitting in the cartridges in the refile, the soldiers had to bite off their ends with their teeth. A rumor spread that the cartridges were greased with the fat of cows and pigs.

The soldiers easily believed that it had been intentionally done by the British to defile their religions. It is clear that it was taboo for a Hindu Soldier to bite the Fat of a cow and for a Muslim soldier to bite the fat of a pig. Both refused to use these cartridges. When force was used against them they were further angered by the British.

Question 16.
Queen Victoria’s proclamation.
Answer:
Queen victoria’s proclamation was made by lord canning in a grand Durbar at Allahabad on 1st November 1858. According to it. The decision was taken to end the company’s rule in India. Henceforth the Indian territories would not be annexed to the British crown. The Indian princes were given the right to adopt sons and successors.

The people of India would be eligible for all Public offices. People were guaranteed full religious freedom. Henceforth; the GoVt. would not interfere in their religious beliefs and practices. The last not the least, the proclamation promised that the Govt, of India, would do its best to benefit and benevolence of the Indians.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 17.
Development of communication.
Answer:
The British built a network of roads and railways in order to promote their own commercial interest in India. The vast network of roads and railways and postal system helped the British to maintain rigid administrative control over India. The first railway line ran between Bombay and Thane. Lord Dalhousie promoted this system, which benefited the British administration and business.

On the contrary, people living in faraway places could travel freely and mix with one another. Regional feelings began to disappear and people felt for the first time that they belonged to one country. Thus, it made it possible to mobilize public opinion on a national scale, Indeed it was a factor in the rise of Nationalism in India.

Question 18.
Drain of wealth.
Answer:
Drain of wealth means a part of India’s national wealth was being exported to England for which India got no adequate economic or material returns. It was the root cause of poverty in India. Dada Bhai Naoroji the grand old man of India, was the first person who propounded this theory. The Indian wealth was siphoned of to the British municipality drain. The moderate leaders drew the attention of the mass.

They emphasized that the drain was not only the loss of wealth but also the loss of capital. The drain caused a loss of employment and income. It was responsible for the slow growth of modern industry in India. The drain of wealth also affected the peasants directly. The high rate of land revenue was due to the drain. Thus, this drain theory created awareness among the common people later on.

Question 19.
Jalianawalla Bagh Massacre.
Answer:
On 13 th April 1919 people organized a peaceful general meeting in a small garden in Amritsar, Punjab against the proclamation issued by General Dyer which, forbade public meetings and processions. People were not adequately informed of this proclamation. The meeting place was an enclosed plot of ground known as JalianawaflaBagh.

General O Dyer came with troops blocking the only exit of the compound and ordered his troops 40 open fire on the crowd without warning. A large number of people were killed and wounded in cold blood. This mass killing is known as the Jalianawalla Bagh massacre in history.

Question 20.
Khilafat Movement.
Answer:
The policy of non-violent, noncooperation was used in India for the first time is the Khilafat movement. Turkey had fought against the British in the First World War. At the end of the war, Turkey was defeated. The British divided the Turkish empire and abolished the epithet ‘khalifa’ who was regarded as the spiritual head of the Muslim world. Asa an impact of it Turkey started a movement against the British.

To support the people of Turkistan, Gandhiji started Khilafat Movement in India. Undoubtedly the khilafat movement launched by Gandhiji strengthened national feeling, fostered sentiments of Hindu – Muslim unity, and led afresh to political awakening. Thus, this movement prepared the ground for Non-Cooperation Movement in India in 1921.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Short Answer Questions

Question 21.
Chouri Chaura incident.
Answer:
While Noncooperation Movement was going on violence broke out at Chori Chaura – a village near Gorakhpur district of Uttar Pradesh in the year 1922 in the month of February, where evident mob stormed and burnt a police station and killed twenty-two policemen Gandhiji was the opposite of violence. He was, therefore, visibly moved and very disappointed. He realized that the country was not yet ripe for a non-violent struggle. Suddenly, he announced the suspension of the Movement.

Question 22.
Utkal Pradesh congress committee.
Answer:
The Utkal Pradesh congress committee prepared grounds in Odisha for the Non-Cooperation Movement Gopabandhu Das was its president. The committee served twin purposes. First to make a grand success of the Non-Cooperation Movement and second for the linguistic unity of the Oriya people.

It directed the people to total Non-Cooperation with the Government, Hundred Oriyas enrolled in to the committee as volunteers to become congress workers. Most parts of Odisha came under the spell of the Gandhian Struggle due to the effects of the Utkal Pradesh Congress committee.

Question 23.
Dandi March.
Answer:
The civil Disobedience Movement began with the Dandi march of Mahatma Gandhi. He began his historic movement.

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CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 4 Process of Thinking Long Answer Questions Part 2.

CHSE Odisha 11th Class Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Long Questions With Answers

Question 1.
Define meaning, the definition of motivation, and the goals of motivation.
Answer:
All these motivational terms regulate the behavior of a person. When we say one is motivated, we mean to say that he is driven or moved to an act by an inner control urge or force as in the case of the writer just discussed. In any action, except a simple reflex, the ‘O’ is guided by certain underlying internal conditions.

They direct the ‘O’ toward specific goals. In the opinion of Bunch (1958) a drive or a motive is a “persistent behavior which appears to be dominated by the time being by a relatively limited group of stimuli acting on the organism.” Motivation is derived from the Latin word “Movere” which means to move.

In the literal sense, it is a process that arouses the energy or drives in the individual to proceed in an activity. The activity aroused, fulfills the need, and reduces the drive or tension. Until it has not fulfilled the need, the drive is not reduced. P.T. Young has defined motivation as the process of arousing an action, sustaining the activity in progress, and regulating the pattern of activity.

Let us take the case of hunger which is a common biological motive. When one is hungry, the need is food. This need creates internal physiological changes in the ‘ O’ which induces a drive. This drive goal or directs the ‘O’ to search for food: When the food is available, the hunger needs is fulfilled and the drive is reduced and the activity ceases then and there.

A motivated act is completed When the goal is reached. Take the case of Thomdike’s eats. Only when the cat is hungry or has the need to escape out ofthe problem box, it tries to open the door. Otherwise, the cat may simply sleep inside the problem box very peacefully. Lashley (1938). He indicated that motivated behavior does not consist simply of chains of stimulus-response sequences.

Conditions within ‘O’ change his response to a particular stimulus at a particular moment. That is why the same person may show different types of responses to the same stimulus on different occasions. Motivation also varies from person to person. Freud, Young, Woodworth, and McDougall, all are of opinion that every action has an underlying cause behind it.

Every learning goal-oriented. Motivation is the superhighway to learning. So Thompson remarked, “All our behaviors are controlled from within the organism by primary motives and the secondary motives are determined by external stimuli.” McDougall and Freud both treated motivation in terms of energy, a conception That has persisted in the psychology of motivation down to the present time.

Freud stated that this energy is derived from a general reservoir of sexual motivation, the libido which is further supplied to all other behavior. McDougall said that all motives are purposive and directed towards a goal. “He led the foundation stone to the idea of motivational energy, the varieties of its expression, and the physiological mechanisms through which it operates.” (Kimbel and Germany 1980).

According to Atkinson (1958), the term motivation refers to the arousal ofthe tendency to act to produce one or more effects. Murphy considered motivation as the general name for the fact that an organism’s act is partly determined by its own nature and internal structure. N.R.F. Maier says that motivation is the process by which the expression of behavior is determined or future expression is influenced by consequences to which such behavior leads.

According to Guilford (1960), all the internal conditions that stir up activity and sustain activity come under motivation. Internal stimulation for motivation is essential while external stimulus may be of secondary importance. Like, if you are hungry, you will definitely search for food. Otherwise, food in the external environment will not motivate you.

Underwood (1968) gives the following operational definition of motivation. The classes of operations used to produce and measure changes in performance and changes in energy output. Maslow held that motivated behavior is need-related and need-based. I Ic also talked about the hierarchy of motives.

Maier defined motivation as a goal-directed activity. Young tried to define motive in a wider sense. He believed that “motivation is the process of arousing the action, sustaining the activity in progress, and regulating the pattern of activity”. New Comb has defined motive as “a state of the ‘O’ in which bodily energy is mobilized and selectively directed towards parts of the environment”.

According to Morgan and King (1975), “Motivation refers to states within a person or animal that drives behavior towards some goal”.
Thus, in the process of motivation, the following stages have involved

  • a state that drives behavior or drives
  • arousal of behavior by this physiological state, and
  • the direction of the behavior toward a specific or selective goal is found. This definition more or less deals with the aspects of the motivational process.

Drive:
Drive is a psychological state, a tateWhjph leads one to activity. This State of the body leads the ‘O’ to a certain specific and selective activity that produces tension. When one is thirsty, if he is given food instead of water, it may not reduce his driving state. His activity is specifically directed towards getting a glass of water for the reduction of thirst drive. Drive is pure energy that is mobilized and made available for activity. Drive is further a consequence of unsatisfied needs. Only art unsatisfied need generates a drive.

Goal Or Incentive:
According to Ruch (1970), “A goal refers to some substance, objects or environmental initiated action. “Skinner and Bugelski have shown symbolic incentives in rats temporarily eliminating the complexity of internal conditions which initiated action, “Briefly, a goal is a reward, an incentive, or a motivation towards which behavior is directed.

The term incentive refers demotivational value of reinforcer. Without an incentive or reinforcer, motivation cannot be fulfilled, the incentive may be positive or negative, like food and electric shock or reward and punishment. It may be material, semi-material or non-material. It may also be verbal, non-verbal, biological, or social.

The incentive may be symbolic also when it does not have direct reinforcing power. Token experiments by Wulfe (1936) and Cowles (1937) have proved this, By achieving the goal through I the incentive satisfaction of the motive takes place. The goal or incentive varies with die nature of the drive. For hunger, food is the goal, for thirst water, sex mate and maternal-drive children, etc. are considered as goals.

A goal may be distant or near. It may be a long-range behavior sequence or a short-range behavior sequence or a short-range behavior sequence. Usually, near goals act as a better motivating factor than distant goals. In any process of motivation, we find this need, drive, and incentive (goal) sequence.

These three are indispensable for the process of motivation to operate and to be completed. Without a need, there cannot be a drive and without a drive, the behavior cannot be goal-oriented. Finally, without a goal or incentive, a motive cannot function successfully. Thus, it is aided by Hull that all learnings are purposive.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Question 2.
Define the meaning and definition of emotion and describe the nature or characteristics of emotion.
Answer:
Emotion:
Meaning, operational definition, and nature of emotion:
The only child of a woman dies in a road accident. She is so disturbed by this, pathetic incident that she sits like a statue for days together, completely motionless. Then one day her dead body is found inside a well. An old man, at last, is ruined by his long-lost son. He just cries and cries, not out of misery but in happiness.

The first incident indicates emotions of sorrow, distress, and unhappiness, and the second one of happiness, joy, and pleasure. Thus, emotions take life interesting as well as distressing pleasant as well as unpleasant, and happy as well as unhappy, sometimes emotions bring distress and disaster in human life, disorganize, and disturb the entire life pattern.

At other times, it rebuilds functions and organizes activities. The emotion of love, happiness, and joy help in uniting and reuniting many friends, relations, couples, and marriage patterns. Without emotions, life would have been dull and colorless, devoid of charm. Emotions are also responsible for the finest human characteristics as well as for the most horrible and mean things in life. Emotion makes life pleasurable as well as miserable.

According, to Ruch (1970), “Emotions play a vital part in our motivational patterns. Life without emotion would be virtually a life without motion. Emotion has also organized and motivational values. When strong emotions arise strong motives are satisfied.” Emotion, a very complex and intricate psychological process has been a matter of discussion by, physiologists and psychologists for the last 100 years or more.

Emotion Defined:
It is quite difficult to give a comprehensive definition of emotion, which is a very complex and intricate psychological process. Different psychologists have defined emotion in several different ways. But the most appropriate definition of emotion so far is given by P.T. Young. According to him, “Emotion is an acute disturbance ofthe organism, as a whole, psychological in origin involving behavior, conscious experience, and visceral functioning.

An analysis of this definition points out four important characteristics of emotion:
Emotion is acute or strong in the body, unlike feelings in which the disturbance is mild. The whole body is strongly disturbed and agitated.
The disturbance due to emotion has always had a psychological origin. That is, a stimulus either external or internal always produces an emotional reaction.

Suppose the person saw a tiger in the forest and became afraid. This very fear is psychological in nature, and it introduces a stirred-up state. Thirdly, the disturbed state produced by an emotional experience creates bodily l changes which are physiological in nature. Physiological changes take place in the entire body system.

Finally, emotion is a conscious experience. The person facing the emotion-provoking situation must perceive it as significant. Then only emotion can be produced. The individual must be aware that the situation is such and such, that it is dangerous for him and hence should be avoided, and so on.

Nature And Characteristics of emotion:
The term emotion has been derived from the Latin word E-mover, which means to move to stir up, to agitate, to excite, and to arouse oneself. This arousal of self creates an art urge towards action. It is a very complex, disturbed state of the organism. That is why emotion has been defined as a stirred-up state of the organism.

The entire organism is disturbed both physiologically and psychologically, activated, and excited. Titchener defined emotion as an affected state of the organism. By affective state, he meant to say joy, sorrow, love, hatred, etc. Emotion has got both integrating and disintegrating roles in life.

According to Carr (1925) emotion is a form of energy mobilization. On a Scale of one end, there is a strong emotion and at the other end, no emotion or sleep will be there. This mobilization of energy helps the individual overcome an obstacle at the time of emergency situation like fear or anger.

The person sees a shake, immediately he is activated by tonnes of energy to run away from that place. Emotion is very brief. It starts very abruptly and ends soon after the incident is over Since emotion involves physiological changes, it disappears after the emotional outburst is over. Emotion deals with both physiological and psychological changes, both Objective and subjective aspects.

It has got feeling or covert aspects as well as overt or behavioral aspects. Some psychologists like McDougall have considered emotions as instincts. But this is only a historical and Controversial issue. Emotions occur as a reaction to some basic biological drives. When the basic needs are not satisfied, the person is frustrated.

For example, fear is associated with danger. Similarly, joy is felt when a long-cherished need is satisfied. Certain emotional experiences also help in the satisfaction of some biological needs. During anger, we are able to make use Of more energy in fighting the obstructing situation. Thus, emotions have biological values. Strong emotions help the individual tO be less sensitive to pain.

Question 3.
Discuss the common emotional patterns and describe the cause of fear. Prevention and Elimination.
Answer:
Common Emotional Patterns:
Fear:
As Bridges (1932) says, at first fear is generated more like a state of panic, and excitement than of any specific form. Gradually with the development of language, fear increases and is expressed in many other linguistic expressions than by crying alone. Fear appears clearly at the age of six months.

It is supposed to be a very early emotion and in most cases very dangerous for normal personality development. The arousal of fear depends upon different situations. Loss of support, the sudden approach of anything, or loud noise lead to inherent fears. A five-year-old child has a fear of dogs, doctors, machines, etc. death, fainting persons, dead bodies, being left alone, deep water, etc.

All these are not natural but acquired fears. Fear for animals and fire etc. occurs because of conditioning and habit, says Watson, children also may develop certain imaginative fears or symbolic fears like fear for rats, and spiders. Fear for the parents may be expressed in fear for the teacher who resembles a parent.

However, before the age of 5, symbolic fear does not arise. Fear for animals is more found in childhood, but for non-animals, it increases with age such as fear of disease, illness, dentists, and doctors. Boys usually show more fear towards school work and girls towards illness, disease, darkness, and night. The stimulus itself does not create fear, the way it is presented determines a fear, response.

Causes Of Fear:
Suggestion and imitation:
Dreadful stories narrated by the parents or grandparents, particularly at night cause dangerous fear in them. Mother suggests the baby certain feared objects like Ghost, Tiger, and Demon, and sleeps peacefully, while the baby spends the night with horrible experiences and nightmares without being able to sleep.

In a particular case, whenever the mother sees a rat she screams in fear as if she is facing a lion. The child at the early stage had no such fear of rats. But when he saw several times his mother screaming, at the sight of a rat, he also gradually developed this fear of rats. Most of our childhood fears are partly due to imitation and partly due to suggestion.

For Getting Attention:
One shows fear of getting attention also. In order to escape an unpleasant task or experience one develops a fear response.

Poor Training:
Overprotected and sheltered home life prevents emotional maturity. Wien the mother or other family members make it a point to accompany the child whenever he goes, wherever he goes, to protect him, in future he cannot go anywhere alone, let it be the latrine or bathroom. If we say, don’t go in the dark, you will fall down, don’t go alone, somebody will kidnap you. Don’t touch the switch, you will get shocked, don’t go to high places, you will fall down, and the child will be afraid of everything and every place.

Symbolic and Imaginary fears:
Phobias are of this type. To repress fear for one tiling, they show fear for other things, such fear for spiders, a bunch of hair, and small rats, which are mostly symbolic fears. Since these are harmless stimuli, one should not normally show fear of these stimuli. But when these objects stand for some other feared objects because of repression, such fears become unhealthy for normal personality development.

Unpleasant Dreams:
Dreams about ghosts, demons; dangerous animals give rise to various fears.

Prevention and Elimination of Fear:
Jones found two broad techniques for preventing fear.

  • social Imitation
  • Direct Conditioning

Social Imitation:
Just as fear develops by imitation, it can also be eliminated by imitation. Suppose the child is afraid of a cat. The mother or somebody whom the child loves, respects, and obeys, should bring the cat, hold it, and show the child in a gradual process that the cat is not harmful. Similarly, fear of different domestic animals, dark places, open places, high places, rivers, water, and crowdy places can be removed by imitation. Thus far can be removed by allowing the child to learn from others.

Direct Conditioning:
By associating the feared object with a stimulus that the child wants or desires to get, fear can be eliminated. By associating with a stimulus that the child likes or wants to get, say with a chocolate or ice cream or with the mother or some near and dear one the child’s fear can be eliminated. However, the prevention of fear by the conditioning method cannot be done in a day or two. It is a gradual and slow process, which requires patience, time, and understanding of the child, his current needs, and desires.

Fear can also be prevented by other techniques :
Prevention of useless and needless fear like goats or big fish. Many persons develop an aversion to fish or meat by visualizing the killing of these stimuli. This should be discouraged. The child must not be told or allowed to hear horrible and dreadful stories as they imagine these stories in reality and develop tremendous fears. Stories of ghosts and witches should be avoided completely.

Reconditioning of fear by gradually familiarising the child with the fearful object, say water or any animal. This has been discussed earlier. By having someone with whom he has got confidence. Fear of a dog increases when the child is taken to the dog by a stranger. But when he approaches the dog with his mother or father, the fear gradually subsides.

By introducing counter motives by presenting the feared stimulus with attraction and pleasant ones. Curiosity and heroism should be developed to avoid fear. A sense of curiosity is required to avoid symbolic fear. Security in the family decreases fear response (Jersild and Homes).

Verbal appeal and reassurance combined with practical demonstration reduce fear. By developing good health. Self-expression and self-criticism also reduce fear (Conn). Acquaintance with the environment. According to Slater, Beekwitn, and Behnke fear of the unfamiliar disappears as the child becomes acquainted with his environment.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Question 4.
Define Anger and discuss the causes of treatment and jealousy.
Answer:
Anger:
Anger is said to be a negative emotion like fear. In the beginning, generalized undifferentiated and mass anger response is found. But gradually it is distinguished and differentiated. Anger is a more frequent emotional response in children than fear, as anger-provoking stimuli are more than fear-provoking stimuli in the child’s environment. When the natural desires and motives are not freely satisfied, but obstructed, anger is shown.

Causes of Anger:
The cause of anger is interference or restriction of any type or it may be due to frustration. This frustration may be due to personal, physical, or social causes. Ricketts has pointed out certain other causes of anger like conflict over playthings, conflict over toilet and dressing, interruption of interesting activities like pressurizing the child to leave play and study, etc.

Jones has found that in 3-5 years children’s anger is created over their daily toilet, habits, dressing, going to school, etc. But by and large, the main cause of anger both in children and adults is interference in the fulfillment of wishes and desires.

Treatment or Anger:
Checking or repression of anger is undesirable. Anger should be channelized in socially acceptable Ways rather than being suppressed, repressed, or restricted. In general, anger can be treated by obtaining a clear picture of all factors, removing the irritating factors which annoy the child, substituting a different goal, and redirecting its motives.

Jealousy:
Jealousy is an outgrowth of anger. It is an attitude of resentment directed towards other people only while anger can be directed towards people, self, and others. It is a negative emotion. The arousal of jealousy depends upon training and the treatment that one gets from others. Child-rearing practices have got a lot to do with the development of jealousy.

Clinical studies of jealousy in young children show that it is a common emotional experience, originating with the birth of younger siblings. Children also show jealousy towards parents, especially towards the father when they see him showing affection towards their mother. The characteristic expression of jealousy includes hurting others, reverting to infantile behavior like bed wetting, thumb sucking, and attention-catching.

In older people jealousy is directly expressed in verbal quarrels, gossiping, name-calling, and making sarcastic and taunting jokes. Jealousy is indirectly expressed in daydreams. Girls are found to be more jealous than boys as found by Foster. More Jealousy is found in children of higher intellectual levels.

Question 5.
Define the bodily changes and eternal expressions of emotion.
Answer:
Bodily changes from individual to individual. In spite of these variations, there are some common bodily changes, which can be divided into overt and covert, as external and internal bodily changes.

External Expressions of :
Facial Expression:
The face is the most expressive organ of the human body. It is thus said to be the barometer of emotion. The muscles in the forehead, head, around the eyes, nose, and mouth are used differently with each emotion. Facial expressions vary from emotion to In anger the facial expression is different than when one is happy or afraid or sony. But it is not always easy to judge accurately one’s emotions from these facial expressions, particularly of adults.

Besides, some do not show any definite pattern of facial expression for a particular emotion. Munn states that it is much easier to differentiate facial expressions of pleasant and unpleasant emotions than it is to differentiate expressions of specific emotions, say joy versus love or sorrow versus fear. In a study to relate the different facial expressions of emotion. Schlosberg (1952) obtained certain pictures of the same face posed to express different emotions.

These pictures were given to observe to sort out into one of the following six categories:

  • Love, happiness, mirth
  • Surprise
  • Fear, suffering
  • Anger, determination
  • Disgust
  • Contempt

Schlosberg found a high correlation in the judgments of different observers but found that in several cases pictures posed to express love were confused with those posed to express contempt. Nevertheless, looking at someone’s face we can say whether he is happy, angry, or afraid. The many parts of the face like eyes, nose, lips, cheeks, forehead, etc. reflect the emotional pattern of anger.

In joy, the eyes may shine. In grief, they get dimmed. In anger the face becomes red, and the nostrils may expand or contract, in happiness the bps may smile. The cheeks may be red in anger or when one blushes because of shyness. In fear, the mouth gets dry, the face is full of sweets, the body shakes and the hair stands.

Postural Reaction:
Different emotions arouse different postures. Fear involves flight violent anger involves not flight but aggressive movements, which may either be abusive or involve an actual attack. In grief we bow, we stiffen in anger, and we lean forward when we are anxious and expect something.

In the emotion of love, there is movement in the direction of the beloved. In sorrow, there is a general slumping posture while in joy the opposite is involved, i.e. the head is he Id high and chest out, and there is the movement of hands. Gestures as expressions of bodily changes are to what extent influenced by culture is not known.

The importance of postural reaction in emotional experience has been emphasized by James Lange’s theory. It holds that stimulations produced by assuming different postures contribute to the feeling aspect of emotion. For instance, it holds that if we put our hands on our cheeks and sit lowering our faces, we will feel sorry.

Vocal Expression:
Voice is a powerful organ for indicating different types of emotional experiences. The modulation of voice, change in loudness, and pitch may represent different types of emotion. A loud sound with enough variation in pitch indicates excitement, a rising inflection usually indicates a feeling of surprised doubt, and loud laughter indicates joy and happiness. A slow monotonous voice expresses defeat and dejection.

A higher pitch indicates anger. In anger the increase in body tension leads to more tension in the vocal cords which leads to a rise in voice, similarly, in fear there is suffering. Though the high pitch associated with anger is inborn these vocal expressions in most cases are also colored by cultural training. The word can be uttered differently to express different emotions. Say “COME” C…O…M…E‘come’.

Therefore from the verbal expression of a person, his emotional state can be easily detected in addition to his facial expression, postural and other reactions. Merry by recording the speaking and singing voices of actors and singers has shown how different emotions are expressed through them. In addition to these bodily expressions of emotion Ruch(1970) has stated four other emotional behavior patterns.

Destruction:
Destruction is found mostly in anger reactions. In anger, the most typical physical reaction is overt aggression or attack. The type of attack varies from culture to culture. In the case of uncivilized people, the attack is more of biting, hitting, shooting, and piercing with a knife. In the case of civilized people, the attack is more symbolic. This implies that in place of physical injury attack is made through language, i.e., sarcastic remarks, taunting words, abuses, etc.

Approach:
In happiness, joy, delight, pleasure, and love, the response made by the experiencing person can be said to be one of the approaches. The approach leads to further stimulation. Success in life produces elation. This is also an approach reaction. Even anticipation of success brings some pleasant emotion and ultimately an approach response.

Retreat or Flight:
The emotion erf fear, the typical bodily response observed universally is the flight from the emotion-provoking stimulus or retreat. By withdrawing from the fearful or dangerous situation the person saves himself. Flight is said to be the best medium of adjustment in dangerous situations.

In civilized people, the retreat may also be through symbols and withdrawal reactions like daydreaming. Ruch remarks “In civilized life, however, we often retreat symbolically through words, apologies, compromises, discussions, and various psychological mechanisms of withdrawal”.

Stopping of Response:
In sorrow, gloom, and depression, there is no destruction, no approach, no flight, but by and large a stop of unusual response. The person in such emotional experiences never shows any behavior. Even a strong stimulus does not bring any response in him.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Question 6.
Discuss bodily or organic Or physiological changes in emotion.
Answer:
Bodily changes mean physiological changes. Because of the excessive activation of different organs during emotional states, physiological changes occur.
They are discussed below:

  • External expressions of emotion.
  • Physiological changes.
  • Glandular responses
  • The Galvanic skin responses
  • Pupillometrics
  • Gastro-Intestinal functions

External Expressions of Emotion:
Facial expression:
The face is the most expressive organ of the human body.

Postural Reaction:
Different emotions arouse different postures, fear involves a flight. Violent anger involves not flight but aggressive movements.

Vocal Expression:
Voice is a powerful organ for indicating different types of emotional experiences.

Physiological Changes:
In our day-to-day experience of emotion, we find the body undergoing various physiological changes like the rate of breathing increases, the rise of heart palpitation, sinking feeling in the stomach, general feeling of weakness, sweating, trembling, rise in blood pressure, and similar physiological changes.

The symptoms of fear reported by thousands of soldiers during the second world war are given below:

Some felt symptoms of fear of Violent
the pounding of the heart 86%
The sinking feeling in the stomach 75%
Feeling sick in the stomach 59%
Trembling and shaking 56%
Cold Sweat 55%
Tense feeling in my stomach 53%
The feeling of weakness and tenseness 51%
Vomiting (Quoted from Munn M.L. 1953) 24%

A large number of researches have been undertaken to objectively measure the physiological concomitants of emotion to discover how the different physiological processes change during emotion and whether there are different patterns of physiological change underlying specific emotions like fear, rage, and disgust.

In such studies changes in blood pressure, heart-best, and respiration are recorded during emotional states by different instruments. The activity of the heart during an emotional state is studied by examining the shape of the curve recorded by an electrocardiograph.

Glandular Responses:
Glands play an important role during different emotional states. In anger, the module of the adrenal gland secrets excessive amount of adrenaline and non-adrenaline and pours them into the bloodstream. Adrenaline is responsible for many characteristics of strong emotional experiences. The level of sugar in the blood rises because of excessive secretion of this hormone.

This increases heartbeat, and blood pressure increases due to the release of glycogen from the lever. The pulse rate also rises. Blood clots more quickly, more air enters the lungs, pupils enlarge and the body sweats profusely. The skin temperature also rises. Non-adrenaline constricts the blood vessels at the surface of the body as a result of which more blood is sent to other parts of the body.

Evidence also indicates the role of the thyroid and pituitary gland in emotional response. Research shows that adrenaline by itself may not necessarily arouse emotional experience or behavior. In a study done jointly by Cantril and Hunt (1932), 22 normal subjects were injected with adrenaline, 3 out of 22 reported unpleasant experiences, one pleasant experience, and ten no emotional experience, and the rest had different kinds of emotions.

Though subjects injected with adrenaline report that they feel as if they are going to have an emotional experience, they do not experience it. This suggests that in addition to adrenaline, probably emotion-provoking situations arid-related postural activities are necessary to produce emotional states.

The Galvanic Skin Response:
The galvanic skin response is measured with an apparatus called a psycho-galvanometer. It measures the electrical resistance in the skin; technically called electrodermal changes. These changes result from the activity of the sweat glands. The galvanic skin response associated with blood pressure and respiration is a highly sensitive objective indication that an emotional experience is taking place.

In addition to its presence in manual and mental work, its presence is evident in upsetting emotional conditions. According to Munn (1953), changes in the galvanometer following emotional stimulations are due to the lowering of electrical resistance between the two electrodes on the skin. Munn further adds that the GSR may be studied in terms of its latency, its amplitude, its duration, and some derivative of such indices.

Pupillometrics:
Pupillometry is a novel technique for measuring physiological changes during emotional studies. The pupil of the eye during emotional states dilates in response to stimuli that arouse a favorable reaction and contracts in response to unpalatable and disliked stimuli. Thus pupillometry is based on Darwin’s view of the eyes widening and narrowing during emotion.

In 1960, Eckhard Hess rediscovered this fact in an incidental observation. Hess made further laboratory study on this and found the size of the pupil changes with die favorable or unfavorable nature of the stimulus, which may be taste, sound, or sight. It is assumed that pupillometrices are of immense value in psychotherapy as a diagnostic tool, in particular.

By looking at pictures loaded with emotional complexes the patient can without his knowledge hint at the stresses in his personality. Precisely, the reactions of his eyes will reveal this. Pupillometrics can also be used in lie detection, as pupil contracts only to unpleasant stimuli.

Gastro-Intestinal Functions:
There is also a change in gastrointestinal functions during emotional behavior. Gastro¬intestinal functions are usually measured with the help of balloons inserted into the stomach or intestines. By observing the stomach directly gastric functions can also be measured. Munn (1953) has given an example of this connection.

The patient suddenly experienced fear one morning amid a phase of accelerated gastric function. An errata doctor entered the room muttering imprecations about an important protocol that had been lost. The patient had misled it and feared that he had lost the record and his job. He lay motionless on the table and his face became pale.

Prompt and decided pallor occurred also in his gastric mucosa, and associated with it there occurred a fall in the rate of acid production. A minute later the doctor found his paper and left the room. Forthwith the face and the gastric mucosa of the patient regained their former color”.

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CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Question 7.
What is the motive? Describe biological motive.
Answer:
Motivational terms like line desire, wish aim, drive, purpose, goal-oriented activity, urge, incentive and so on which go to mean motive. All these motivational terms regulate the behavior of a person. Motivation is derived from the Latin word “movere” which means to move.

Types of motive:
Motivation has been classified by psychologists into some categories. These are:

  • Biological motives
  • Social motives
  • Psychological motives

We discussed the
Biological Motives:
The biological motives are rooted in the physiological state of the body, hunger, thirst, sex is the most obvious biological or physiological motives. They are physiological because they are associated directly with physiological systems. Other physiological motives include temperature regulation, sleep, pain avoidance, and a need for oxygen.

Hunger:
Earlier Experimental literature on hunger reveals that the source of hunger drive is stomach contractions. The experiments were simple. The observers used subjects who were trained to swallow small balloons with rubber tubes attached. The balloons were inflated in the stomach and the rubber tubes were connected to kymographs recording mechanisms.

Here each spasm of the stomach muscles could cause a mark on the smoked drum. On different occasions, the subjects were also asked to press the key when they felt hunger pangs. As a result, a mark was made on the drum just below the record of stomach activities. Further, the abnormal breathing of subjects was also recorded.

The investigator, here, could decide very well whether the spasms represented in the record were due to the stomach or abdominal movements. It was observed that the hunger pangs coincided with stomach contractions, but these pangs were not related to movements of the abdominal muscles. But the recent works on hunger reveal a different story.

The conclusions depict that the relationship between stomach contractions and hunger is weak. A joint venture of both psychologists and physiologists tried to find out some other conditions of the body which trigger hunger. Recent research also has shown that people report normal feelings of hunger even when the nerves from the stomach have been cut or the stomach has been entirely removed.

Physiologists believe that changes in the metabolic functions of the liver when fuel supplies are low provide the body’s stimulus for hunger. The liver can give a signal to the hypothalamus that more fuel is needed which triggers the hunger drive. Further experiments on the functions of the hypothalamus revealed that two regions of the hypothalamus are involved in the hunger drive-lateral hypothalamus and ventromedial area.

The lateral hypothalamus is the excitatory area. Animals eat when this area is stimulated. When this area is damaged, animals stop eating and die of starvation. On the other hand, the ventromedial area is located in the middle of the hypothalamus, which is otherwise known as the ‘ hunger-controlling area’. Experts consider this area as the inhibited region of the hunger drive.

Studies revealed that when this ventromedial area is dangered, animals develop voracious appetites. They went to take a huge amount of food and they also overeat. Experimental literature also reveals that cessation of eating or satiety is controlled by a hormone called Cholecystokinin (cck), which is released into the bloodstream when food reaches the intestine (Gibbs Smith, 1973).

Injections of cck into food-deprived rats who are eating causes them to stop eating and start grooming and other behaviors which are part of satiety in animals (Smith & Gibbs, 1976). But the role of ‘cck’ as a satiety hormone has been questioned. Both the hypothalamus and blood chemistry are, no doubt, responsible for hunger.

Thirst:
Thirst serves as a strong drive mechanism in both animals and humans. Humans can live for weeks without eating, but they can not live only for a few days without replenishing their supply of fluid. When human beings experience fluid deprivation, their mouths and throats become dry, cooling them to drink.

Previously it was believed that drinking is triggered by a dry mouth. But physiologists revealed that dry mouth does not result in enough drinking to regulate the water balance of the body. Thirst and drinking are controlled by processes within the body itself. Since maintaining the water level is essential for life itself.

The body has a set of complicated internal homeostatic processes to regulate its fluid level and drinking behavior. Our body’s water level is maintained by physiological events in which several hormones play a vital role. One of these hormones is the antidiuretic hormone (ADII). It regulates the loss of water through the kidneys.

Experts feel that thirst drive and drinking of water are mainly triggered by two mechanisms. The first one is that when the water level of the body goes down, certain neurons located within the hypothalamus begin to give out water. The thirst which results from this mechanism is known as “cellular dehydration thirst.”

Some experimental results also revealed that the loss of water from the cells in a particular region of the hypothalamus might initiate the drinking behavior. The experiments view that the neurons in the preoptic regions of the hypothalamus (Known as osmoreceptors) are responsible for controlling the drinking behavior of the organism.

Thirst triggered by the loss of water from the osmoreceptors is called “cellular-dehydration thirst”. The second mechanism which is responsible for triggering drinking behavior is known as t ‘hypovolemia’ or the condition of low blood plasma volume. Loss of water in the body results in hypovolemia or a decrease in the volume of the blood.

When blood volume goes down, so does blood pressure. The drop in blood pressure stimulates the kidney to release an enzyme called ‘renin’. This enzyme is involved in the formation of a substance known as ‘angiotensin’ which circulates the blood and may trigger drinking.

Sex Drive:
Partially sexual behavior depends on physiological conditions. So it may be considered a biological motive. But sexual motivation is far more than a biological drive. Sexual motivation is social because it involves other people and provides the basis for social grouping in higher animals.

Sexual behavior is powerfully regulated by social pressures and religious beliefs. Sex is psychological because it is an important part of our emotional lives. It can provide intense pleasure, but it can also give us agony and involve us in many difficult decisions. Till now, physiologists are trying to find out the exact location of the internal control of the sexual drive.

No doubt, the intensity of sexual urges is dependent upon chemical substances circulating in the blood known as sex hormones. Studies confirmed that this urge is profoundly influenced by the presence of hormones produced by tests in males and ovary cases of human beings, socio-cultural and emotional factors seem to play pivotal roles.

Sleep:
Sleep is a basic necessity of life. About one-third of our life is spent sleeping. It is a dramatic alteration of consciousness and it also happens spontaneously. The ordinary fluctuations in consciousness are part of the rhythmic. All creatures in this world are influenced by nature’s rhythms.

Human beings are at least a time cycle known as circadian rhythms. These rhythms are bodily patterns that repeat approximately every 24 hours. About one-third of the circadian rhythm is devoted to the period of energy-restoring rest called sleep. The most significant discovery after EEG technology in sleep research was that of rapid eye movement (REM).

These are the bursts of quick eye movements under closed eyelids, occurring at periodic intervals during sleep. The time when a sleeper is not showing REM is known as non-REM or NREM sleep (NREM). Dreams are possible during REM sleep. But NREM reports were filled with brief descriptions of ordinary daily activities, similar to waking thoughts.

Research evidence indicated that over the course of the night, our sleep cycle crosses several stages, each of which shows a distinct EEG pattern. It takes about 90 minutes to progress through the first four stages of sleep (NREM sleep). The first period of REM sleep last for about 10 minutes. In a night’s sleep, an individual passes through this 100-minute cycle four.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Question 8.
What are social motives?
Answer:
Social motives are otherwise known as secondary motives. These are also known as acquired learned motives. These motives are complex in nature. Social motives are called secondary because they involve interaction with others and are learned due to social conditioning in a social context.

Need for affiliation:
Seeking other human beings and waiting to be close to them both physically and psychologically is called affiliation. It refers to keeping contact with other people, in other words, affiliation refers to the need that people have to be with others. This motive is aroused when individuals feel helpless or threatened and also when they are happy.

Research findings indicate that fear and anxiety are closely related to affiliation motives. Where the degree of anxiety and threat is very high, such affiliation behavior is often absent. Studies also revealed that early learning experiences influence this motive. The first-born or the only child in the family had stronger affiliation motives than those bom later.

Studies have also shown that children who are brought up to be dependent or raised with closed family ties show a stronger affiliation motive than those coming from more closely-knit families which encourages early independence. Cultural differences were also found. Affiliation needs are stronger in some cultures than in others.

Need for Power:
The need for power is an independent motive. It expresses itself in behaviors, which tend to control and influence the course of events including the behaviors of others. History reveals that mankind has always struggled for power. Power was desired by the individuals as an instrument to satisfy other motives like aggression, greed, affiliation, etc. But in recent years, emphasis has been placed on the power motive as independent in itself. This view was emphasized by McClelland.

In his theory, David Me Clelland (1975) has expressed that power motivation can be revealed in four general ways:

People do things to gain feelings of power and strength from sources outside themselves. For example, children express power motivation by reading stories. Individuals gain strength fry reading the activities of past leaders. People do things to gain feelings of power and strength from sources within themselves.

For example, a college student may express power motivation by building up the body and by mastering urges and impulses. People do things to have an impact on others. For example, an individual may argue with another individual or may have a competitive attitude in order to influence that person. People do things as members of organizations to have an impact on others.

For example, the leader of a political party may use the principles of his party or an army officer may express the need for power through the chain of command to influence others. Studies reveal that for any individual, one of these ways of expressing power motivation may dominate. But a combination of power motives can not be ruled out.

With age and life experiences, the dominant mode of expression often changes. Studies have also shown that women seem to have less strong needs for power than men. They choose indirect ways to impact and influence. For example, women prefer to express their power motivation by being counselors, advisors, and resource persons for other people.

Depending on motive:
Shortly speaking dependency refers to interpersonal relationships where an individual behaves in a way in order to gain attention, assistance, comfort, and support from fellow men. For example, children use to spend more time with parents or intimate friends in difficult situations. People appear to be more dependent on social interactions and approval. Studies reveal that girls and women tend to be more dependent and affiliative than boys. In stress, people want to resort to dependency.

Co-operation motive:
Co-operation is an acquired motive. Moreover, it is a condition manifested when two or more individuals or groups work together to achieve a common goal. It signifies a lack of mutual disagreement and opposition among fellow group members and the absence of rivalry. Research evidence indicates that the citizens of Zuni of New Mexico are found to be extremely cooperative.

Being wealthy in Zuni brings no status. Status is derived not from power, but from friendship. A happy and successful Zuni has many friends. Different studies on altruism among children provide evidence that helping behavior can be fostered through the use of models (Paulson, 1974).

Conformity motive:
Conformity refers to the tendency to allow one’s opinions, attitudes, actions, and even perceptions to be affected by prevailing opinions, attitudes, actions, and perceptions. Very often people act in ways consistent with the majority. This tendency to ‘go along with the group is popularly known as behavioral conformity.

Changes in attitude and belief also take place due to pressures from others. It is known as ‘ attitudinal conformity’. There is also conformity of personality traits i.e. underlying characteristics of a person changes according to the norms of society. With the help of a conformity curve, F.H. Allport (1935) described the conformity motive phenomena.

He related that most people exhibit complete conformity to social norms with fewer and fewer people having deviations. Our submissiveness to social influences is due to conformity motives to the norms of the society in which we live. Norms refer to behavior that is usual or expected, acceptable, and socially prescribed.

Points to remember:

Question 1.
Define the meaning and definition of thinking.
Answer:
Thinking is a very often used psychological term in our daily life. The importance of thinking is evident not only for the wide use of the term but also because thinking helps in the solution of all our day-to-day problems. Thinking is the most complex of all psychological processes and it is thinking that normally differentiates man from lower animals.

CHSE Odisha Class 11 Psychology Unit 4 Process of Thinking Long Answer Questions Part-2

Question 2.
Define the sensory-motor period.
Answer:
Sensory-Motor Period.
The sensory-motor period is the period that starts before the language development of the child. Piaget distinguished between two major stages in cognitive development i.e. sensory-motor intelligence (0-2 years) and conceptual intelligence (0-to Maturity). During the sensory-motor period, the child’s adaptations and activities do not involve extensive use of symbols or language.

Question 3.
Describe the stages of cognitive development by Piaget.
Answer:
Piaget is a development theorist who believes that cognitive development occurs gradually phase by phase.
Piaget has divided the entire period of cognitive development into four basic stages.

  • A sensorimotor period is 0-2 years approximately.
  • Preoperalionalperiod 2-7years approximately.
  • The concrete operational period is 7-12 years approximately.
  • The formal operational period is 12 years above approximately.

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CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Odisha State Board CHSE Odisha Class 12 History Solutions Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions.

CHSE Odisha 12th Class History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Multiple Choice Questions with Answers

Question 1.
According to which historian it is known that “the village groups of small republics used the necessary goods properly and enjoyed it”?
(a) Elphinstone
(b) H. G Wells
(c) Lord Acton
(d) Henry Adams
Answer:
(a) Elphinstone

Question 2.
Which system was famous in the village industry?
(a) Iron industry
(b) Gold industry
(c) Cloth weaving
(d) Wood Industry
Answer:
(c) Cloth weaving

Question 3.
For which raw material India was famous in the world?
(a) Coffee
(b) Tobacco
(c) Cotton
(d) Jute
Answer:
(c) Cotton

Question 4.
In ancient times which country’s emperors and empresses prefer to use Indian Muslim and velvet clothes?
(a) Arab
(b) China
(c) Greek
(d) Egypt
Answer:
(d) Egypt

Question 5.
After victory in the battle of Plassey the English people at first captured which region?
(a) Bengal
(b) Punjab
(c) Odisha
(d) Maharastra
Answer:
(a) Bengal

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 6.
At first in which country of the world machinery industrial system took place?
(a) France
(b) England
(c) German
(d) China
Answer:
(b) England

Question 7.
When flying shuttle invented in England?
(a) 1757 A.D.
(b) 1758 A.D.
(c) 1760 A.D.
(d) 1764 A.D.
Answer:
(c) 1760 A.D.

Question 8.
When the steam engine was invented at England?
(a) 1760 A.D.
(b) 1764 A.D.
(c) 1768 A.D.
(d) 1770 A.D.
Answer:
(c) 1768 A.D.

Question 9.
To see the misfortune of the weavers of India which Governor-general has said “Such type of distress is rarely available in history. The skeleton of the Indian weavers make the plain lands white”?
(a) Lord Wellesley
(b) Lord William Bentick
(c) Lord Ripon
(d) Lord Curzon
Answer:
(b) Lord William Bentick

Question 10.
At the time of the English administration which Governor-general introduced permanent settlement?
(a) Lord Clive
(b) Lord Wellesley
(c) Lord Cornwallis
(d) Lord Dalhousie
Answer:
(c) Lord Cornwallis

Question 11.
In 1780 which Governor-general has given the calculation that “In every year gold costing value of 40 lakh rupees supplied to England”?
(a) Lord Cornwallis
(b) Lord Wellesley
(c) Lord William Bentick
(d) Lord Waren Hastings
Answer:
(d) Lord Waren Hastings

Question 12.
By whose reference Lord Cornwallis introduced permanent settlement?
(a) Captain Reed
(b) Sir John Shore
(c) Thomas Munroe
(d) Henry Mekenjee
Answer:
(b) Sir John Shore

Question 13.
In which year Lord Cornwallis introduced permanent settlement in India?
(a) 1790 A.D.
(b) 1781 A.D.
(c) 1793 A.D.
(d) 1757 A.D.
Answer:
(a) 1793 A.D.

Question 14.
In the reign of which Governor general for the first time Railway system prevailed in India?
(a) Warren Hastings
(b) Lord William Bentick
(c) Lord Dalhousie
(d) Lord Curzon
Answer:
(c) Lord Dalhousie

Question 15.
When world’s first passenger Railway line inaugurated in England?
(a) 1757 A.D.
(b) 1795 A.D.
(c) 1805 A.D.
(d) 1825 A.D.
Answer:
(d) 1825 A.D.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 16.
Which England personality made wakeful to English government that “If the railway system began in India then a massive rise of the economy in England”?
(a) Roland Macdonald Stephenson
(b) Nikolson
(c) Sir Lawrence
(d) Sir John Shore
Answer:
(a) Roland Macdonald-Stephenson

Question 17.
In which year did railway line work began and accelerated in India?
(a) 1830 A.D.
(b) 1850A.D.
(c) 1852 A.D.
(d) 1853 A.D.
Answer:
(a) 1850 A.D.

Question 18.
In which year was the railway line of India and the entire Asia continent inaugurated?
(a) 1852 A.D.
(b) 1840 A.D.
(c) 1851 A.D.
(d) 1853 A.D.
Answer:
(a) 1853 A.D.

Question 19.
Railway line inaugurated in India connected which two places?
(a) Bombay to Thane
(b) Pune to Bombay
(c) Bombay to Delhi
(d) Kolkata to Raniganj
Answer:
(a) Bombay to Thane

Question 20.
When telegraph line installed in India?
(a) 1850A.D.
(b) 1852 A.D.
(c) 1853 A.D.
(d) 1866 A.D.
Answer:
(b) 1852 A.D.

Question 21.
For the prevailing telegraph system in India which scientific engineer took charge?
(a) Sir John shore
(b) Sir Rutherford
(c) Sir O.Sanesi
(d) Sir Stephenson
Answer:
(c) Sir O.Sanesi

Question 22.
At the time of Dalhousie’s departure from India how many miles of telegraph line were installed?
(a) 2000 miles
(b) 3000 miles
(c) 4000 miles
(d) 5000 miles
Answer:
(c) 4000 miles

Question 23.
By 1840 which gifted man introduced in England the system of Penny postage?
(a) Sir Roland Hill
(b) Sir John Shore
(c) Sir Rutherford
(d) Sir O.Sanesi
Answer:
(a) Sir Roland Hill

Question 24.
In which year the half-penny postal system permitted by the English government in India?
(a) 1850A.D.
(b) 1852 A.D.
(c) 1845 A.D.
(d) 1860A.D.
Answer:
(b) 1852 A.D.

Question 25.
Which Governor-general prevailed postal system in India?
(a) Lord Cornwallis
(b) Lord Hastings
(c) Lord Wellesley
(d) Lord Dalhousie
Answer:
(d) Lord Dalhousie

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 26.
When Lord Dalhousie prevailed new postal system?
(a) 1850 AD.
(b) 1852 A.D.
(c) 1853 A.D.
(d) 1854 A.D.
Answer:
(d) 1854 A.D.

Question 27.
To whom importance was given in the Rayatwari land revenue system?
(a) Village Committee
(b) Government
(c) Cultivator
(d) Landlord
Answer:
(c) Cultivator

Question 28.
In which region Rayatwari system first introduced?
(a) Madras, Bombay, East Punjab & Assam
(b) Bengal and Bihar
(c) Odisha & Madhyapradesh
(d) Uttarpradesh
Answer:
(a) Madras, Bombay, East Punjab & Assam

Question 29.
When Mahalwari system introduced in India?
(a) 1832 A.D.
(b) 1833 A.D.
(c) 1852 A.D.
(d) 1857 A.D.
Answer:
(a) 1833 A.D.

Question 30.
At the time of which Governor-general Mahalwari system was introduced?
(a) Lord Cornwallis
(b) Lord Warren Hastings
(c) Lord William Bentick
(d) Lord Curzon
Answer:

Question 31.
In India, in which region Mahalwari system came into force?
(a) Agra and Ayodhya
(b) Bombay and Thane
(e) Bombay and Pune
(d) Delhi and Ghaziabad
Answer:
(a) Agra and Ayodhya

Question 32.
Which personality is involved in the Mahalwari system?
(a) Thomas Munroe
(b) Holt Mekengi
(c) Warren Hastings
(d) Sir Hobbes
Answer:
(b) Holt Mekengi

Question 33.
Which type of revenue system prevailed in the Ottawa district of Uttar Pradesh?
(a) Talukdari system
(b) Mahalwari system
(c) Rayatwari system
(d) Permanent settlement
Answer:
(a) Talukdari system

Question 34.
Which European country exempted import duty on Indian clothes?
(a) England
(b) France
(c) Holland
(d) Spain
Answer:
(c) Holland

Question 35.
For the development of which cultivation the court of Directors has sent American – experts to India?
(a) Tea
(b) Wheat
(c) Oil seeds
(d) Cotton
Answer:
(d) Cotton

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 36.
Novelist Bankim Chandra Chaterjee has given information regarding “saint rebellion” in which of his book?
(a) Eminent Indian struggle
(b) Anand Math
(c) External flow of wealth
(d) Jaganana
Answer:
(b) Anand Math

Question 37.
How many saints were Saint in Bengal for which the “Saint rebellion” began in force?
(a) 140
(b) 130
(c) 150
(d) 120
Answer:
(c) 150

Question 38.
Khurda revolt is known in which other name?
(a) Paika revolt
(b) Cultivator revolt
(c) Saint revolt
(d) Rayat revolt
Answer:
(a) Paika revolt

Question 39.
When English government confiscated the wealth of Buxi Jagabandhu?
(a) 1813 A.D.
(b) 1814 A.D.
(c) 1803 A.D.
(d) 1824 A.D.
Answer:
(a) 1813 A.D.

Question 40.
Who was the king of Puri at the time of the Khurda revolt?
(a) Mukunda Deva
(b) End Mukunda DeVa
(c) Prataprudra Deva
(d) Rudrasena
Answer:
(b) End Mukunda Deva.

Question 41.
By which law of the East India Company the Santals were debarred to collect jungle products?
(a) Charter law of 1713
(b) Charter law of 1733
(c) Jungle Law
(d) Land settlement law
Answer:
(c) Jungle Law

Question 42.
In which area of the Sahibganj districts the English traders got permission for trade?
(a) Rajmahal
(b) Buzar
(c) Plassey
(d) Wadh
Answer:
(a) Rajmahal

Question 43.
Leader of Santala revolt Siddhu Murmu belongs to which village?
(a) Rajrnahal
(b) Santaladiha
(c) Bhagnadiha
(d) Pabnagrama
Answer:
(c) Bhagnadiha

Question 44.
After how many years Sepoy mutiny of 1857 took place?
(a) Hundred years
(b) One hundred fifty years
(c) Fifty years
(d) Two hundred years
Answer:
(a) Hundred years

Question 45.
Who was the Governor-general of India at the time of the 1857 Sepoy mutiny?
(a) Lord Wellesley
(b) Lord Dalhousie
(c) Lord William Bentick
(d) Lord Canning
Ans.
(d) Lord Canning

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 46.
Which Governor-general adopted the “Doctrine of Lapse” policy in order to assimilate local states into the English empire?
(a) Lord Wellesley
(b) Lord William Bentick
(c) Lord Dalhousie
(d) Lord Canning
Answer:
(c) Lord Daihousie

Question 47.
Who was the Mughal Emperor by name at the time of Sepoy’s mutiny?
(a) Bahadur Saha I
(b) Bahadur Saha II
(c) Saha Alam U
(d) Farook Sayar
Answer:
(b) Bahadur Saha II

Question 48.
Which policy of Dalhousie made revenge to the local emperors against the British administration?
(a) Doctrine of Lapse
(b) Subsidiary Alliance
(c) Permanent Settlement
(d) Military Law
Answer:
(a) Doctrine of Lapse

Question 49.
Which policy of Lord Wellesley made the Indian emperor’s revolt oriented?
(a) Doctrine of Lapse
(b) Subsidiary Alliance
(c) Permanent Settlement
(d) Mahalwari system
Answer:
(b) Subsidiary Alliance

Question 50.
Which Governor general ousted the “Sad system” from India?
(a) Lord Dalhousie
(b) Lord Ripon
(e) Lord William Bentick
(d) Lord Canning
Answer:
(e) Lord William Bentick

Question 51.
At the time of which Governor-general widow remarriage act was introduced in India?
(a) Lord Canning
(b) Lord William Bentick
(e) Lord Curzon
(d) Lord Dalhousie
Answer:
(d) Lord Dalhousie

Question 52.
In which Governor-general time the conyentçI Chjjstians got the property right according to law?
(a) Lord William Bentick
(b) Lord Dalhousie
(c) Lord Weilselley
(d) Lord Canning
Answer:
(b) Lord Dathousie

Question 53.
For which incident the course of the Sepoy mutiny sparked off immediately?
(a) Widow’s remarriage
(b) Oust of “Sati” system
(e) Prevailing of Enfield rifle
(d) Prevalence of English language
Answer:
(c) Prevailing of Enfield rifle

Question 54.
When Lord William Bentick prevailed in English education in India?
(a) 1854 A.D.
(b) 1855 A.D.
(e) 1834 A.D.
(d) 1835 A.D.
Answer:
(d) 1835 A.D.

Question 55.
Who propounded the concept of the “Drain of wealth”?
(a) Dadabhai Naroji
(b) Bal Gangadhar Tilak
(c) Gopal Krushna Gokhale
(d) Surendranath Baneijee
Answer:
(a) Dadabhai Naroji

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 56.
Who was the first martyr of the Sepoy mutiny?
(a) Mangal Pandey
(b) Laxmi Bai
(c) Nana Saheb
(d) Tantia Tope
Answer:
(a) Mangal Pandey

Question 57.
By the beginning of 1857 was the first sign of revolt begun among the sepoys?
(a) Kanpur
(b) Barakpur
(c) Jhansi
(d) Lucknow
Answer:
(b) Barakpur

Question 58.
In May 10 of 1857 where the manifested system of revolt begun?
(a) Meerut
(b) Kanpur
(c) Gwalior
(d) Jhansi
Answer:
(a) Meerut

Question 59.
The revells captured the Mughal palace and to whom they declared as the emperor of India.
(a) Bahadur Saha I
(b) Bahadur Saha II
(c) SahaAlamll
(d) Kanwar Singh V
Answer:
(b) Bahadur Saha II

Question 60.
In Bihar, the Revolt of 1857 was laid by which of the following rebels?
(a) Tantia Tope
(b) Kanwar Singh
(c) Nana Saheb
(d) Rani Laxmibai
Answer:
(b) Kanwar Singh

Question 61.
Who provided the immediate spark to the Revolt of 1857?
(a) Mangal Pandey
(b) Rani Laxmibai
(c) Surendra Sai
(d) Tantia Tope
Answer:
(a) Mangal Pandey

Question 62.
When does the spark begin by Mangal Pandey in the Revolt?
(a) 1857 February 27
(b) 1857 March 29
(c) 1857 May 11
(d) 1857 September 21
Answer:
(b) 1857 March 29

Question 63.
Which rebeller was in charge of the Kanpur center?
(a) Kanwar Singh
(b) Tantia Tope
(c) Nana Saheb
(d) Laxman Singh
Answer:
(c) Nana Saheb

Question 64.
The rebellons declared whom as the “Peshwa of war”?
(a) Nana Saheb
(b) Mangal Pandey
(c) Kanwar Singh
(d) Tantia Tope
Answer:
(a) Nana Saheb

Question 65.
At Gwalior which veteran took charge of the leadership of twenty thousand rebellions?
(a) Nana Saheb
(b) Tantia Tope
(c) Kanwar Sing
(d) Bira Surendra Sai
Answer:
(b) Tantia Tope

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 66.
Which English commander protected Tantia Tope but adorned defeat?
(a) Nikolson
(b) Campbell
(c) Windham
(d) Hyavlec
Answer:
(c) Windham

Question 67.
At the time of revolt when the failure of Delhi occurred which able administrator was the governor of Punjab?
(a) Lord Elphinstone
(b) Sir Kolin Campbell
(c) Sir John Lawrence
(d) Sir Outram
Answer:
(c) Sir John Lawrence

Question 68.
At the time of revolt acceleration which clever governor made calm to the Bombay Presidency?
(a) Lond Elphinstone
(b) Lord Outram
(c) Sir Colin Campbell
(d) Sir John Lawrence
Answer:
(a) Lord Elphinstone

Question 69.
Which brave English commander came from Punjab to Delhi and blew up the famous Kashmir Tower of Delhi?
(a) Campbell
(b) Hyavolec
(c) Nicholson
(d) Lawrence
Answer:
(c) Nicholson

Question 70.
Which English commander shot dead two sons and a grandson of Bahadur Sahan?
(a) Hudson
(b) Nicholson
(c) Campbell
(d) Hyavlee
Answer:
(a) Hudson

Question 71.
Who was in charge of the sepoy mutiny at Jhansi?
(a) Surendra Sai
(b) Nana Saheb
(c) Rani Laxmibai
(d) Kanwar Singh
Answer:
(c) Rani Laxmibai

Question 72.
Which English historian has given comments regarding the murder of the son and grandson of Bahadur Saha II “A more brutal or a more unnecessary outrage was never committed? It was a blunder as well as a crime”?
(a) Malleson
(b) David Hannay
(c) William Fraser
(d) John Bigland
Answer:
(a) Malleson

Question 73.
When is Rani Laxmibai dead on the battlefield while fighting on horseback in the dress of a man?
(a) March 29, 1857
(b) May 10, 1857
(c) June 17, 1858
(d) November 1, 1858
Answer:
(c) June 17, 1858

Question 74.
Mostly in all the restrained areas of India revolt dominated in spite of Sambalpur of Odisha. For how many more years it continued?
(a) 2 years
(b) 3 years
(c) 4 years
(d) 5 years
Answer:
(c) 4 years

Question 75.
Who was the leader of the Odisha Sepoy mutiny?
(a) Jagabandhu Singh
(b) Gopabandhu Das
(c) Nilakantha Das
(d) Bira Surendra Sai
Answer:
(d) Bira Surendra Sai

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 76.
Which English commander has given an opinion about Rani Laxmibai that “She is the most vigilant and brave military except among the leaders of revolt”?
(a) Sir hiue Rose
(b) Sir Hiue Gao
(c) Nicholson
(d) Campbell
Answer:
(b) Sir Hiue Gao

Question 77.
When the Indian Administration Act was passed In England Parliament?
(a) 1857 A.D.
(b) 1858 A.D.
(ç) 1859 A.D.
(d) 1860 AD.
Answer:
(d) 1858 A.D.

Question 78.
When did East India company’s administration ended in India?
(a) 1854 A.D.
(b) 1856 A.D.
(c) 1857 A.D.
(d) 1858 AD.
Answer:
(d) 1858 A.D.

Question 79.
After imprisonment Bahadur Saha All, leader of the Revolt of 1857 was deported to?
(a) Rangoon
(b) Nepal
(c) Siberia
(d) Kashmir
Answer:
(a) Rangoon

Question 80.
In November 1, 1858, who read out the proclamation of Queen Victoria at the arranged Durban of Allahabad?
(a) Lord Minto
(b) Lord Canning
(c) Lord Dalhousie
(d) Lord Wellesley
Answer:
(b) Lord Canning

Question 81.
Who was the first viceroy of India?
(a) Lord William Bentick
(b) Lord Dalhousie
(c) Lord Cornwallis
(d) Lord Canning
Answer:
(d) Lord Canning

Question 82.
When the Indian police Act proclaimed?
(a) 1855 A.D.
(b) 1861 A.D.
(e) 1862 A.D.
(d) 1864 A.D.
Answer:
(b) 1861 A.D.

Question 83.
When Mohan Das Karamchand Gandhi, (Mahatma Gandhi) was born at Porbandar of Gujurat?
(a) 3 December 1884
(b) 5 September 1888
(c) 2 October 1869
(d) 14 November 1889
Answer:
(e) 2 October 1869

Question 84.
Name of the parents of Mahatma Gandhi?
(a) Moulai & Swaruprani
(b) Mahadev and Kamaiesvar Dcvi
(c) Bhiraswami and Sua Maa
(d) Karamchaxd Gandhi àñd Putuli Bai
Answer:
(d) Karamchand Gandhi and Putuli Bai

Question 85.
In which age did Mahatma Gandhi married?
(a) 13
(b) 18
(c) 24
(d) 30
Answer:
(a) 13

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 86.
Name of the wife of Mahatma Gandhi?
(a) Kamala
(b) Yasodhara
(c) Git.a
(d) Kasturbai
Answer:
(d) Kasturbai

Question 87.
When Mohandas Karamchand Gandhi went to London to study Law?
(a) 1886 A.D.
(b) 1888 A.D.
(c) 1901 A.D.
(d) 1919 A.Ð.
Answer:
(b) 1888 A.D.

Question 88.
Which English writer’s Bhagbat Gita translated text deeply Influenced and enlightened Mohandas?
(a) Edwin Arnold
(b) Virginia Wolf
(c) T.S. Eliot
(d) Wales Stevens
Answer:
(a) Edwin Arnold

Question 89.
When Mahatma Gandhi proceeded to South Africa?
(a) 1892 A.D.
(b) 1893 A.D.
(c) 1902 A.D.
(d) 1918 A.D.
Answer:
(b) 1893 A.D.

Question 90.
For the first time in his life where Mahatma Gandhi delivered his political speech.
(a) England
(b) India
(c) South Africa
(d) Australia
Answer:
(c) South Africa

Question 91.
For the first time who described Mohandas Karamchand Gandhi as ‘Mahatma’?
(a) Motilal Nehru
(b) Edwin Arnold
(c) Abdul Gafar Khan
(d) Rabindranath Tagore
Answer:
(d) Rabindranath Tagore

Question 92.
When Indian National Congress got its birth?
(a) 1880 A.D.
(b) 1882 A.D.
(c) 1883 A.D.
(d) 1885 A.D.
Answer:
(d) 1885 A.D.

Question 93.
At Amritsar city or Punjab when the heinous Jallianawala Bagh pathetic and magic massacre occurred?
(a) April 6, 1919 A.D.
(b) April 13, 1919 A.D.
(c) August 20, 1917 A.D.
(d) December 23, 1920 A.D.
Answer:
(a) April 13, 1919 A.D.

Question 94.
When was Montegue Chemsford resort passed by England Parliament and envisaged as the “Indian Administration Act”?
(a) 1917 A.D.
(b) 1919 A.D.
(c) 1920 A.D.
(d) 1921 A.D.
Answer:
(b) 1919 A.D.

Question 95.
When did the Non-cooperation Movement begin with the inspiration of Mahatma Gandhi?
(a) 1919 A.D.
(b) 1920 A.D.
(c) 1921 A.D.
(d) 1922 A.D.
Answer:
(b) 1920 A.D.

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 96.
At the time of the Non-Co-operation Movement which Muslim agitation was heartily supported by Mahatma Gandhi?
(a) Khilafat Movement
(b) Kidwai Movement
(c) Muslim agitation of Gujurat
(d) Muslim agitation at Bombay
Answer:
(a) Khilafat Movement

Question 97.
In which session of the Indian National Congress Non-Co-operation proposal was accepted against the English government?
(a) Calcutta Session
(b) Nagpur Session
(c) Lahore Session
(d) Bombay Session
Answer:
(b) Nagpur Session

Question 98.
How many representatives of Odisha joined to Nagpur Congress session in December 1920?
(a) 15
(b) 25
(c) 35
(d) 50
Answer:
(c) 35

Question 99.
Name of the President of the newly formed “Odisha State Congress Committee”?
(a) Gopabandhu Das
(b) Bhagirathi Mohapatra
(c) Jadumani Manga Raj
(d) Mukunda Prasad
Answer:
(a) Gopabandhu Das

Question 100.
When Mahatma Gandhi came in Odisha?
(a) December 1920
(b) March 1921
(c) November 1921
(d) February 192
Answer:
(b) March 1921

Question 101.
By December 1921 where Congress Session took place?
(a) Gwalior
(b) Kolkata
(c) Pune
(d) Ahmedabad
Answer:
(d) Ahmedabad

Question 102.
For what purpose Mahatma Gandhi cried a halt to the Non-Co-operation movement?
(a) Request of the English government
(b) Chaurichaura incident
(c) Breakage of Khilafat Movement
(d) Non-Co-operation of people
Answer:
(b) Chaurichaura incident

Question 103.
For the circulation of the Non-Cooperation Movement who published “Weekly Samaj” in Odisha?
(a) Acharya Harihar .
(b) Godabarisha Mishra
(c) Gopabandhu Das
(d) Harekrushna Mahatab
Answer:
(c) Gopabandhu Das

Question 104.
When was Satyabadi Vanavidyalaya converted to National School?
(a) 1919
(b) 1920
(c) 1021
(d) 1922
Answer:
(c) 1921

Question 105.
Who organized the Non-Cooperation movement in Odisha?
(a) Gopabandhu Das
(b) Gopabandhu Chaudhury
(c) Harekrushna Mahatab
(d) Bhagirathi Mohapatra
Answer:
(a) Gopabandhu Das

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 106.
Where “Swaraj Ashram” was established in order to impart education and give shelter to the workers involved in the Non-cooperation movement?
(a) Jagatsinghpur
(b) Sakhigopal
(c) Cuttack
(d) Baleswar
Answer:
(c) Cuttack

Question 107.
Where “Swaraj Temple” was built at the time of the Non-cooperation movement?
(a) Baleswar
(b) Bhadrak
(c) Puri
(d) Cuttack
Ans.
(a) Baleswar

Question 108.
Who established ‘Satyabadi Vana Vidyalaya’ at Sakhigopal?
(a) Karunakar Panigrahi
(b) Madhusudan Das
(c) Gopabandhu Das
(d) Harekrushna Mahatab
Answer:
(c) Gopabandhu Das

Question 109.
When Simon Commission entered India?
(a) 1922 A.D.
(b) 1926 A.D.
(c) 1927 A.D.
(d) 1928 A.D.
Answer:
(d) 1928 A.D.

Question 110.
Who presided over in the Lahore session of the Indian National Congress?
(a) Motilal Nehru
(b) Mahatma Gandhi
(c) Jawaharlal Nehru
(d) Mohammad Ali Jinnah
Answer:
(c) Jawaharlal Nehru

Question 111.
In which session of the Indian National Congress “Puma Swaraj” proposal was accepted?
(a) Lahore Session
(b) Nagpur Session
(e) Kolkata Session
(d) Ahmedabad Session
Answer:
(a) Labore Session

Question 112.
When was Gopabandhu Das demised?
(a) 1921 A.D.
(b) 1928 A.D.
(c) 1929 AD.
(d) 1930 A.D.
Answer:
(b) 1928 A.D.

Question 113.
January 20, 1930, was performed on which day?
(a) Day of Law Disobedience
(b) Non-Cooperation day
(c) Puma Swaraj Day
(d) Black Day
Answer:
(è) Puma Swaraj Day

Question 114.
When did Civil Disobedience begin?
(a) l2March 1930
(b) l2March 1929
(c) 12 March 1931
(d) 12 March 1928
Answer:
(a) 12 March 1930

Question 115.
What is told about the historic march from Sabarmati Ashram towards the sea beach at Dandi?
(a) Sabarmati Journey
(b) Dandi March
(e) Non-VioLence March
(d) Go back to English in March
Answer:
(b) Dandi March

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 116.
Who was the Governor-general of India at the time of the Civil Disobedience movement?
(a) Lord Irwin
(b) Lord Linlithgo
(c) Lord Minto
(d) Lord Merle
Answer:
(a) Lord Irwin

Question 117.
Who was the congress president of Odisha at the time of the Civil Disobedience Movement?
(a) Gopabandhu Das
(b) Acharya Harihar Das
(c) Smt. Raina Dcvi
(d) Harekrushna Mahatab
Ans.
(d) Harcknishna Mahatab

Question 118.
Which place of Odisha is regarded as the second Dandi?
(a) Huma
(b) Kujanga
(c) Astaranga
(d) Inchudi
Answer:
(d) Inchudi

Question 119.
When Gandi-Irwin pact was signed?
(a) 27 February 1930
(b) 27 February 1929
(c) 27 February 1931
(d) 27 February 1932
Answer:
(e) 27 February 1931

Question 120.
In the second round table conference as England In 1931 who was the only Indian representative to attend it?
(a) Jawaharlal Nehru
(b) Abdul Gafar Khan
(c) Gopalkrushna Gokhle
(d) Mahatma Gandhi
Answer:
(d) Mahatma Gandhi

Question 121.
Gandhi on a serious disappointment at the Round Table Conference and on the way to India met the famous thinker Roma Rolla of which country?
(a) Russia
(b) Japan
(c) Italy
(d) France
Answer:
(d) France

Question 122.
On the way to India from England Gandhi also met the dictator Mussolini of which country?
(a) Italy
(b) France
(c) Greece
(d) Russia
Answer:
(a) Italy

Question 123.
The Depressed caste policy of the English disappointed Mahatma Gandhi so that he was engaged in fasting till death at the jail when?
(a) 12 March 1930
(b) 27 February 1931
(c) 15 March 1932
(d) 20 September 1932
Answer:
(d) 20 September 1932

Question 124.
Who among the following formed the Depressed Class Association?
(a) B. R. Ambedkar
(b) Mahatma Gandhi
(c) C. R. Das
(d) Jawaharlal Nehru
Answer:
(a) B. R. Ambedkar

Question 125.
After deep consultation, Gandhi and B. R. Ambedkar signed in which pact on 24 September 1932?
(a) Depressed Pact
(b) Independence Pact
(c) Poona Pact
(d) Upliftment Pact
Answer:
(c) Poona Pact

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 126.
By the approval of England Parliament in which year the Indian Administration Act formulated?
(a) 1932 A.D.
(b) 1933 A.D.
(c) 1934 A.D.
(d) 1935 A.D.
Answer:
(d) 1935 A.D.

Question 127.
According to the Indian Administration Act of 1935 in which year common election was held?
(a) 1935 A.D.
(b) 1936 A.D.
(C) 1937 A.D.
(d) 1938 A.D.
Answer:
(c) 1937 A.D.

Question 128.
In the first constituted Congress ministry at Odisha which Independence worker took the charge of Prime Minister?
(a) Harekrushna Mahatab
(b) Malati Choudhury
(c) Biswanath Das
(d) Jadumani Mangaraj
Answer:
(c) Biswanath Das

Question 129.
Who was the Governor-general of India at the time of the second world war?
(a) Lord Irwin
(b) Lord Marley
(c) Lord Canning
(d) Lord Linlithgo
Answer:
(d) Lord Linlithgo

Question 130.
By observing the depressed caste policy of the English government the congress ministry all over India when gave mass resignation.
(a) March 1, 1938
(b) October 1, 1938
(c) October 1, 1939
(d) January 26, 1940
Answer:
(c) October 1, 1939

Question 131.
When Mohammad Ali Jinnah left congress and became the president of the Muslim League?
(a) 1919A.D,
(b) 1920 A.D.
(c) 1922 A.D.
(d) 1925 A.D.
Answer:
(b) 1920A.D.

Question 132.
In which year Mohammad All Jlnnah surprised India by demanding Pakistan?
(a) 1935 A.D.
(b) 1940 A.D.
(c) 1945 A.D.
(d) 1946 A.D.
Answer:
(a) 1940 A.D.

Question 133.
Who Is popular as Frontier Gandhi?
(a) Soukat All
(b) Mohammad 11
(e) Khan Abdul Gafar Khan
(d) Abul Kalam Aiad
Answer:
(c) Khan Abdul Gafar Khan

Question 134.
When Crips Mission came on an India tour?
(a) 1940 A.D.
(b) 1941 AD.
(c) 1942 A.D.
(d) 1943 A.D.
Answer:
(b) 1941 A.D.

Question 135.
When Mahatma Gandhi indulged in the proposal of the “Quit India Movement”?
(a) August 7, 1941
(b) August 7, 1942
(c) August 7, 1943
(d) August 7, 1944
Answer:
(b) August 7, 1942

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 136.
The Quit India Movement is known by which other name?
(a) February movement
(b) July movement
(c) August movement
(d) October movement
Answer:
(e) August movement

Question 137.
After the acceptance of the Quit India Movement which the congress led in Odisha was protected in Ahmed Nagar tower.
(a) Laxman Nayak
(b) Birsa Munda
(e) Harekrushna Mahatab
(d) Achaiya Harihar Das
Answer:
(ç) Harekrushna Mahatab

Question 138.
Which massacre at Odisha is regarded as the 2nd Jalianawala Bagh massacre?
(a) Bhandari Pokhari
(b) Inchudi
(c) Khajradtha
(d) Iram
Answer:
(d) Iram

Question 139.
When Laxman Nayak was hanged?
(a) 29 March 1943
(b) 22 March 1943
(e) 25 March 1943
(d) 27 March 1943
Answer:
(a) 29 March 1943

Question 140.
When second world war came to an end?
(a) 1943A.D.
(b) 1944 A.D
(c) 1945 A.D.
(d) 1946 A.Ð.
Answer:
(e) 1945 A.D.

Question 141.
Who was the Prime Minister of England after sçond World war?
(a) Clement Richard Atlee
(b) Winston Churchill
(e) Sir Staford Cripps
(d) Pethick Lawrence
Answer:
(a) Clement Richard Atlee

Question 142.
When Prime Minister Atlee sent a cabinet Mission to India?
(a) March 1945
(b) March 1946
(c) November 1946
(d) January 1947
Answer:
(b) March 1946

Question 143.
In which day Mohammad Ali Jinnah ordered the Indian Muslims to perform “Direct Action Day”?
(a) August 16,1945
(b) December 25, 1945
(c) August 16, 1946
(d) December 9, 1946
Answer:
(c) August 16, 1946

Question 144.
When did the constituent Assembly meet to form the Indian constitution?
(a) November 19, 1945
(b) July 16, 1946
(c) December 9, 1946
(d) February 8, 1947
Answer:
(c) December 9, 1946

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 145.
Who took the charge of Governor-general of India in March 1947?
(a) Lord Waved
(b) Pethick Lawrence
(c) Lord Mountbatten
(d) A. V. Alexander
Answer:
(c) Lord Mountbatten

Fill In the Blanks.

Question 1.
According to __________ historian, it was believed that the people of all village communities of India had used all types of essential goods.
Answer:
Elphin stone

Question 2.
__________ system was prominent in village industry.
Answer:
Weaving

Question 3.
For __________ raw materials, India got a reputation all over the world.
Answer:
Cotton

Question 4.
In ancient India, the Muslim and elvet finer clothes were demanded by the kings and their families __________ of the country.
Answer:
Egypt

Question 5.
After victory over the pissy war the English people first captured and developed in __________ state of India.
Answer:
Bengal

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 6.
In the world at first in __________ country machinery industrial revolution took place.
Answer:
England

Question 7.
In England in __________ A.D. flying shuttle was invented.
Answer:
1760

Question 8.
By seeing the precarious condition of weavers in India __________ Governer General opined that “In the business history such type of precarious condition is not seen.
Answer:
Lord William Bentinck

Question 9.
At England, the steam engine was invented in __________ AD.
Answer:
1768

Question 10.
At the time of the English administration, ¡n India __________ Governor General introduced permanent settlement.
Answer:
Lord Cornwallis

Question 11.
In 1780 Governer General __________ gave data that every year nearly gold of Forty lakh rupees was exported to England.
Answer:
Lord Warren Hastings

Question 12.
By the recommendation of __________ Lord Cornwallis Introduced permanent settlement in India.
Answer:
Sir John Shore

Question 13.
In __________ year Lord Cornwallis Introduced permanent settlement.
Answer:
1793

Question 14.
In India Railway system began at the time of Governor General __________.
Answer:
Lord Dalhousie

Question 15.
The First Railway Passenger system was Introduced In England in __________ A.D.
Answer:
1825

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 16.
English personality __________ gave a proposal to the British government that an enormous economic development will rise in England if the railway system developed at India.
Answer:
Roland Macdonald Stephenson.

Question 17.
In __________ A.D. railway line construction began in India.
Answer:
1850

Question 18.
In __________ A.D. first railway system was inaugurated ¡n India so also In Asia.
Answer:
1853

Question 19.
The first Inaugurated railway connected from __________ to place __________.
Answer:
Bombay to Thane

Question 20.
In ______________ AD. Telegraph installed ¡n India.
Answer:
1852

Question 21.
Telegraph Introduction In India was guided by scientific __________ engineer.
Answer:
O.Sanessy

Question 22.
At the time of Daihousie’s departure from India, the Telegraph line covered mostly __________ thousand miles.
Answer:
4000

Question 23.
In 1840 __________ important personality invented the “Penny Postal System” In England.
Answer:
Sir Roland Hill

Question 24.
In __________ AD. Half-Anna postal system was introduced in India by England Parliament.
Answer:
1852

Question 25.
Governor General __________ prevailed postal system in India.
Answer:
Dalhousie

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 26.
In __________ A.D. Dalhousie introduced the new postal system in India.
Answer:
1854

Question 27.
In Rayitwarl land revenue system __________ had given utmost importance.
Answer:
Cultivation

Question 28.
Mahaiwarl system was introduced in __________ A.D. in India.
Answer:
1833

Question 29.
In the administration of __________ Governor General Mahaiwarl, the system has prevailed in India.
Answer:
William Bentick

Question 30.
At first Mahalwarl system lntrduced in __________ and __________area of liidIa.
Answer:
Agra and Ayodhya

Question 31.
__________ was Involved In the Mahaiwari system.
Answer:
Holt Mevenji

Question 32.
In the Oudh district of Uttar Pradesh __________ type revenue prevailed.
Answer:
Talukdar

Question 33.
After permanent settlement Introduction of system __________ candiled the land allotment of some landlords.
Answer:
Sunset law

Question 34.
__________ Governor General Introduced fifth-year settlement with landlords.
Answer:
Lord Waren Hastings

Question 35.
__________ European country abandoned ¡mort duty on Indian clothes.
Answer:
Holland

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 36.
For the development __________ cultivation the court of directors send to India the American experts.
Answer:
Cotton

Question 37.
In __________ war, Robert Clive defeated Nawab Shiraz-up-doula and Installed an English administration in India.
Answer:
Plassey

Question 38.
Bankim Chandra Chatterjee’s “Anand Math” nóvel published on __________ A.D.
Answer:
1882.

Question 39.
Bankim Chandra Chaterjee in his __________ book gave importance to the sanyasi revolt.
Answer:
Anand Math

Question 40.
__________ numbers sanyasi were slain by the English at Bengal and for it the revolt rigorously proclaimed.
Answer:
150

Question 41.
Buxar war fought in __________ A.D.
Answer:
1764

Question 42.
__________ introduced dual government in Bengal.
Answer:
Robert Clive

Question 43.
Dynamic Naya hermits were involved in __________ works at Bengal.
Answer:
Lending

Question 44.
Khurda revolt was known in another name as __________.
Answer:
Paika revolt

Question 45.
The king of Puri was __________ at the time of the khurda revolt.
Answer:
Mukunda Dev II

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 46.
The full name of Buxi Jagabandhu was __________.
Answer:
Jagabandhu Bidyadhar Mohapatra Bhramarbar Ray

Question 47.
__________ were the heroic and adventurous class of men in Odisha.
Answer:
Paikas

Question 48.
Before coming of English to Odisha __________ was commander-in-chief of khurda
king.
Answer:
Buxi Jagabandhu

Question 49.
Paika Chiefs were reputed as __________.
Answer:
Khandayat

Question 50.
English government confiscated the property of Buxi Jagabandhu on __________.
Answer:
1813

Question 51.
Santa revolt constituted in __________ A.D.
Answer:
1855

Question 52.
On __________ law of East India Company, the Santals were prohibited to collect jungle products.
Answer:
Jungle Law

Question 53.
In __________ place of Sahibganj district, the English trader got facilities for trading purposes.
Answer:
Rajmahal

Question 54.
The leader of santala revolt Siddhu murmur belongs to __________village.
Answer:
Bhagnadiha

Question 55.
After the Plassey battle in exactly __________ many years, sepoy mutiny came into existence.
Answer:
100

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 56.
__________was the Governor General at the time of the 1857 sepoy mutiny.
Answer:
Lord Canning

Question 57.
To annex the kingly states with the British empire Governor Dalhousie adopted __________ policy.
Answer:
Doctrine of lapse

Question 58.
At the time of sepoy, mutiny __________ was the nominal Mughal Samrat.
Answer:
Bahadur saha II

Question 59.
The doctrine of Lapse of __________ made the kingly state leaders as relentless foes to
British.
Answer:
Lord Dalhousie.

Question 60.
Previously the principle __________ of Lord Wellesley made the leaders foes to the British.
Answer:
Subsidiary Alliance

Question 61.
Governor General __________ displaced the sati system in India.
Answer:
William Bentick

Question 62.
At the time of Governor General __________, widow remarriage law came into existence.
Answer:
Lord Dalhousie

Question 63.
At the time of Governor General __________, the people accepted Christianity and got their property rights.
Answer:
Lord Dalhousie

Question 64.
According to __________ incident sparking atmosphere in the revolt of 1857 came to existence.
Answer:
Prevalence of Enfield rifle

Question 65.
In 1857 in the Bengal regiment of Barakpur __________brahmin sepoy shoot to English officer.
Answer:
Mangal Pandey

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 66.
In __________ A.D. Lord William Bentick Promulgated the English language in India.
Answer:
1835.

Question 67.
__________Was the orator of “Drain of Wealth”.
Answer:
Dadabhai Naroji

Question 68.
In 1857 sepoy mutiny __________ was the first martyr.
Answer:
Mangal Pandey

Question 69.
By the order of General, Hearsay __________ was given a hanging sentence.
Answer:
Mangal Pandey

Question 70.
According to legend in __________ rifle, there was a coat of cow and pig fat.
Answer:
Enfield

Question 71.
On __________ A.D. English government introduced the Enfield rifle.
Answer:
1856

Question 72.
In the early part of 1857 at __________, the symptom of revolt was marked within the sepoys.
Answer:
Barakpore

Question 73.
On May 10, 1857, the sepoy force broke out in open revolt at __________.
Answer:
Meerut

Question 74.
By capturing the Mughal palace the rebels declined __________ as the Emperor of India.
Answer:
Bahadur Saha II

Question 75.
__________ warrior took charge of the course of the revolt at Bihar.
Answer:
Kanwar Singh

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 76.
On __________day Mangal Pandey fired at Sergent Major at Barrackpore which led to the beginning of the revolt in 1857.
Answer:
March 29, 1857

Question 77.
Warrior __________gave direction to his forces from Kanpur in the revolt.
Answer:
Nana Sahab

Question 78.
__________was the adopted son of Pesva Bajirao II.
Answer:
Nana Saheb

Question 79.
The revolt-oriented sepoys declared __________ as the Pesva and followed his leadership.
Answer:
Nana Saheb

Question 80.
The taluqdars and peasants of Oudh took up arms to fight __________the warfare against the British enemy.
Answer:
Guerilla

Question 81.
At Gwalior, __________ warrior took the leadership of twenty thousand rebel sepoys.
Answer:
Tantia Tope

Question 82.
English commander __________ came to resist Tantia Tope but was defeated.
Answer:
General Windham

Question 83.
At the time of the sepoy, revolt __________ was the administrator of Punjab.
Answer:
Sir John Lawrence

Question 84.
In the accelerated time of sepoy revolt __________ skillful governor made quiet and calm to Bombay Presidency.
Answer:
Lord Elphinstone

Question 85.
__________ brave English commander came from Punjab to Delhi and demolished the famous Kashmir tower there.
Answer:
Nicholson

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 86.
__________English commander shoot the two sons and one grandson of Bahadur Shah II.
Answer:
Hudson

Question 87.
At Jhansi, __________ took charge of the revolt of the 1857 mutiny.
Answer:
Queen Laxmibai

Question 88.
On __________ day at the time of war in male dress, Queen Laxmibai breathed her last.
Answer:
June 17, 1858

Question 89.
Mostly in allover aggravated areas of India, the revolt came to standstill still it continued into __________ year at Odisha.
Answer:
4

Question 90.
__________had taken leadership of Odisha sepoy mutiny.
Answer:
Bira Surendra

Question 91.
English commander __________ opened regarding Queen Laxmibai that “She was the eminent and most brave among the revolutionists of sepoy mutiny”.
Answer:
Sir Hiue Gao

Question 92.
On __________ year Govt, of India act was proclaimed at England Parliament.
Answer:
1858

Question 93.
From __________year A.D., the administration of East India company came to an end.
Answer:
1858

Question 94.
Mughal emperor Bahadur Saha II was sent to place __________ as punishment.
Answer:
Rangoon

Question 95.
In 1858, on November 1 at Allahabad __________ read the proclamation of Queen victoria.
Answer:
Lord Canning

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 96.
From 1858 the Governor General was named __________.
Answer:
Vice-Roy

Question 97.
__________was the first viceroy of India.
Answer:
Lord Canning

Question 98.
Indian Police Act introduced on __________ A.D.
Answer:
1861

Question 99.
__________was prohibited among the sepoys for its use.
Answer:
Sectarian mark on the forehead

Question 100.
1857 revolt against the British was the first “Independence revolt” said it.
Answer:
Surendranath Sen

Question 101.
Mohan Das Karam Chand Gandhi (Mahatma Gandhi) was born on at __________ Porbandar of Gujurat.
Answer:
October 2, 1869

Question 102.
The name of the parents of Mahatma Gandhi was __________.
Answer:
Karam Chand Gandhi and Putuli Bai

Question 103.
Mahatma Gandhi’s marriage occurred on __________ age.
Answer:
13

Question 104.
The name of the wife of Mahatma Gandhi was __________.
Answer:
Kastur Bai

Question 105.
Mohandas Karamchand Gandhi to study law on __________ A.D. went to England.
Answer:
1888

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 106.
Mohandas was deeply impressed by reading the English version of Gita which was written by writer __________.
Answer:
Edwin Arnold

Question 107.
Mohandas on __________ A.D. went to South Africa.
Answer:
1893

Question 108.
Gandhi in his life first gave a political speech in __________ country.
Answer:
South Africa

Question 109.
__________described Mohandas Karamchand Gandhi as “Mahatma”.
Answer:
Rabindranath Tagore

Question 110.
Indian National Congress was born on __________ A.D.
Answer:
1885

Question 111.
At Amritsar of Punjab, the heriouis Jalianawalabag massacre took place on __________.
Answer:
April 13, 1919

Question 112.
Montague Chelmsford’s report being approved by British Parliament came to be known as Indian Administration law on __________A.D.
Answer:
1919

Question 113.
By the inspiration of Mahatma Gandhi on __________ A.D., the Non-corporation movement began.
Answer:
1920

Question 114.
At the time of the Non-cooperation movement, Mahatma Gandhi supported earnestly to __________ movement of the Muslims.
Answer:
Khilafat

Question 115.
In __________ congress conference, the non-cooperation proposal against the British was accepted.
Answer:
Nagpur

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 116.
In 1920 Nagpur congress conference __________number representatives from Odisha attended.
Answer:
35

Question 117.
__________ was the first President of the newly constituted “Utkal State Congress Committee”.
Answer:
Gopabandhu Das

Question 118.
__________ took leadership of the non-cooperation movement in the Puri district.
Answer:
Krupasindhu Mishra

Question 119.
In the non-cooperation movement, Bhagirathi Mishra took leadership of the district of __________.
Answer:
Cuttack

Question 120.
Mahatma Gandhi on __________A.D. __________ month came to Odisha.
Answer:
1921 March

Question 121,
On 1921 December at __________congress conference was held.
Answer:
Ahamadabad

Question 122.
Mahatma Gandhi for __________ gave a halt to the non-cooperation movement.
Answer:
Chouri Choura incident

Question 123.
Chori Choura is situated in the district of __________.
Answer:
Gorakhpur

Question 124.
To circulate non-cooperation news at Odisha __________ edited “weekly Samaj”.
Answer:
Gopabandhu Das

Question 125.
“Satyabadi Vana Vidyalaya” was established on __________ leadership at Sakshigopal.
Answer:
Gopabandhu Das

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 126.
On __________ A.D. “Satyabadi Vana Vidyalaya” converted to a national school.
Answer:
1921

Question 127
__________ personality constituted a non-cooperation movement in Odisha.
Answer:
Gopabandhu Das

Question 128.
To educate the Workers of the non-cooperation movement “Swaraj Ashram” was established at __________.
Answer:
Cuttack

Question 129.
At the time of the non-cooperation movement “Swaraj Temple” was established at __________.
Answer:
Baleswar

Question 130.
On __________ A.D. Simon Commission came to India.
Answer:
1928

Question 131.
On __________A.D. the Indian waged voice strongly as “Go back Simon”.
Answer:
1928

Question 132.
In the Lahore National Congress conference __________ Presided over the meeting.
Answer:
Jawaharlal Nehru

Question 133.
On __________congress conference “Poorna Swaraj” proposal was accepted.
Answer:
Lahore

Question 134.
The death of Gopabandhu Das occured on __________ A.D.
Answer:
1928

Question 135.
1930 January 26 was celebrated as __________day.
Answer:
“Poorna Swaraj Day”l Hassan

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 136.
Civil Disobedience movement began on A.D. __________ month __________ day __________.
Answer:
1930, March 12

Question 137.
The long foot journey from Sabarmati Ashram to near ocean place Dandi was called __________.
Answer:
Dandi Yatra

Question 138.
__________was Governor General at the time of the civil disobedience movement in India.
Answer:
Lord Irwin

Question 139.
At the time of civil disobedience, movement __________ was the President of the Utkal Congress Committee.
Answer:
Harekrushna Mahatab

Question 140.
__________ place of Odisha regarded as second Dandi.
Answer:
Inchudi

Question 141.
Mahatma Gandhi began Dandi March on __________1 AID.
Answer:
1930 March 12

Question 142.
For the law breakage at Inchudi __________took the leadership.
Answer:
Acharya Harihar Das

Question 143.
Gandhi Irwin pact was signed on A.D. __________ month.
Answer:
1930 February 7

Question 144.
On the first round table conference, __________ was not invited.
Answer:
Mahatma Gandhi

Question 145.
On 1931 A.D. at the second round table conference __________was the only invited congress representative who took part in it.
Answer:
Mahatma Gandhi

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 146.
With a departed mentality, Mahatma Gandhi on his return way met __________country’s eminent thinkable personality Roma Rola.
Answer:
France

Question 147,
On his return way from England, Mahatma Gandhi met to dictator Mussolini of __________ country.
Answer:
Italy

Question 148.
The untouchable policy of the British Government affected deeply to Mahatma Gandhi and for it he began death fasting on __________ month __________ A.D.
Answer:
20 September 19326

Question 149.
At the time of Gandhi’s fasting __________ was popular as the unique leader of untouchable clim in India.
Answer:
B.R.Ambedkar

Question 150.
By consultation of Gandhi with Ambedkar at last __________ pact was signed in between them on 1932, September 24.
Answer:
Poona

Question 151.
With the approval of the British Parliament, English Government proclaimed Indian administration law on __________ A.D.
Answer:
1935

Question 152.
According to the 1935 Indian administration law on __________A.D. the general election was held.
Answer:
1937

Question 153.
On the first congress ministry at Odisha __________an independence fighter took charge as the Prime Minister.
Answer:
Biswanath Das

Question 154.
__________was the Governor General of India at the time of the second world war.
Answer:
Lord Linlithgo

Question 155.
By realizing the dividend policy the congress ministry all over India Oil __________ day gave mats resignation.
Answer:
1939 October 1

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 156.
Muhammad Ali Zinah on __________A.D. left congress and became the President of the Muslim League.
Answer:
1920

Question 157.
On __________A.D. Muhammad Ali Zinah gave the proposal for Pakistan.
Answer:
1940

Question 158.
__________was popular as “Frontier Gandhi”.
Answer:
Khan Abdul Gafar Khan

Question 159.
On __________A.D Cripps mission visited India.
Answer:
1941

Question 160.
On __________day Mahatma Gandhi brought the “Quit India” proposal.
Answer:
1942 August 7

Question 161.
The “Quit India” movement was known otherwise in __________name.
Answer:
August revolution

Question 162.
After quitting India’s proposal the congress leader of Odisha __________ with handcuff surrounded at Ahmadnagar fort.
Answer:
Harekrushna Mahatab

Question 163.
The massacre of __________place of Alisha is considered the second Jalianawalabag.
Answer:
Iram

Question 164.
On __________day Laxman Nayak was hanged.
Answer:
1943 March 29

Question 165.
Second world war ended on __________A.D.
Answer:
1945

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 166.
After Second World War __________was the Prime Minister of England.
Answer:
Clement Richard Attee

Question 167.
Prime Minister Atlee send a cabinet mission to India on __________A.D.
Answer:
1946 march

Question 168.
Zinah ordered the Muslims of India to observe a “Direct working day” on __________day.
Answer:
1946 August 16

Question 169.
On __________ day framing of the Indian constitution constituent Assembly was installed.
Answer:
1946 December 9

Question 170.
On 1947 march __________ took the charge of Governor General of India.
Answer:
Mountbatten

Question 171.
__________leader popularly known as the “Iron man of India”.
Answer:
SardarBallavbhai Patel

Question 172.
__________took charge as the first Governor General of Pakistan.
Answer:
Muhammad Ali Zinnah

Question 173.
Constituent Assembly gave appointment to __________as the first Governor General of India.
Answer:
Lord Mountbatten

Question 174.
Sardar Ballavbhai Patel is considered with __________ of Germany.
Answer:
Bismark

Question 175.
Jawaharlal Nehru born at Allahabad on __________A.D.
Answer:
1889

CHSE Odisha Class 12 History Unit 4 British Economic Policies in India (1757-1857 A.D.) Objective Questions

Question 176.
“Discovery of India” was written by __________.
Answer:
Jawaharlal Nehru

Question 177.
Muslims got quiet on the “Quit India Movement” on the order of __________.
Answer:
Muhammad Ah Zinnah

Question 178.
Congress was the “Organisation of some people” __________said it.
Answer:
Dufllin

Question 179.
Mahatma Gandhi at first selected __________country as his working field.
Answer:
South Africa

Question 180.
The first Prime Minister of Independent India was __________.
Answer:
Jawaharlal Nehru

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CHSE Odisha Class 12 History Unit 5 Colonial Cities Long Answer Questions

Odisha State Board CHSE Odisha Class 12 History Solutions Unit 5 Colonial Cities Long Answer Questions.

CHSE Odisha 12th Class History Unit 5 Colonial Cities Long Answer Questions

Long Questions With Answers

Question 1.
Describe the pre-colonial cities and mention the changes that took place in the cities in the 18th century.
Answer:
During the British administration, Indian towns and cities developed. During that period much colonial architecture grew in different cities. Fortes, ports, town halls, and hill stations grew enormously due to British patronage. The architecture of that period was an amalgamation of Indo-European style. Here is a discussion on these aspects:

Town And Cities In Pre-Colonial Times:
Towns and cities grew in contrast to rural areas. The villagers constitute the rural area where agriculture, rearing of animals, products of artisans, and cottage industries give sustenance to the people who live there. In a similar way, town or city life grows by taking into consideration its trade, commerce, administration, education, industry culture, and so on.

However, both cities and rural areas are dependent on each other. The products of peasants and artisans move to towns and cities with their products and sell them. The rural area helps for the comfortable and luxurious life of the people living in towns. During natural calamities like floods, cyclones, and droughts, the people of rural areas move to towns and cities.

In these ways, both rural town areas are complementary to each other. The Pre-Colonial towns and cities grew up in the 16th-17th century. All these cities and towns developed during the Mughal period. During that time Delhi, Agra, Lahore, and other cities grew which were life centers of the Mughal administration.

The Jagirdars, Mansabdars, Qazi, Kotwal, and other aristocratic people who lived in these cities and towns were associated with the Mughal administration. Besides the people who live in these cities and towns who were associated with the Mughal administration. Besides the people like weavers, artists, cobblers, traders, soldiers, and others also lived in those towns and cities.

The rural products found their way to the cities and towns. By selling those products in the towns and cities, the farmers and artisans earned their livelihood. The gardens, mosques, and market monuments formed the source of entertainment of the people. The towns and cities were surrounded by big walls. At night, the entry routes to the towns were closed and guards were engaged for century duties.

That is why the intruders could not enter the towns and cities. The towns and cities were centers of culture and civilization. During that period, Madurai, Kanchipuram, and other cities were very famous in South India. Many big temples grew up in those cities. These temples were the centers of education and culture. Many tourists from rural areas, towns, and outside the towns came to visit those temples.

Since these towns were located near the sea, trade and commerce could be easily carried out in that area. The rulers of that time patronized the ten sole cultures and trades during that period. The people of the medieval period were cautious regarding their position in society. They could know their position in comparison to others. Thus, in pre-colonial cities and towns, culture and civilization grew and social life was very simple.

Changes In The Eighteenth Century :
In the 18th century, many changes took place in the cities, and with the downfall of the Mughal empire, the importance of the cities like Agra. Del; and Lahore was reduced. Due to the rise of local rulers, the cities like Lucknow, and Hyderabad. Seringapatam, Poona (present day Pune) Nagpur, Baroda (Present day Vadodara), and Tanjore (Present day Thanjavur), etc.

grew and their importance increased. Many artists, artisans, workers and traders came to these towns and cities to earn their livelihood. The soldiers also lived inside the cities because of the frequent wars which took place among the kingdoms. Many people also joined in the army of the local rulers. All these cities paved way for the earning of livelihood for many people.

The population of the towns and cities grew and people lived happily there and exchanged their feelings with each other. The coming of Europeans to India is regarded as a great event during the Mughal period. In due course of time, they settled in a different part of the country. The Portuguese settled in Panaji (Goa), the Dutch at Masulipatnam, the British in Madras, and the French in Pondichery.

In due course of time, they built factories in these places and galvanized trade and commerce. After gaining victory in the Battle of Plassey and Battle of Buxer, the British expanded the empire in India by defending the local rulers and keeping them under their clutches. Generally, it is spoken, ‘the British entered India with a Bible and a pistol inside.

Its meaning is very simple which convinces that the British wanted to spread Christianity in Inda and to spread their empire in this land. As a branded group of traders, the Europeans wanted to protect their commercial interest in India. For realizing that goal they even fought among themselves, the Carnatic wars between the French and the English is a pointer in this direction.

They always wanted constant progress in trade and commerce, “which is why they prepared maps to locate different towns. In those maps, the rivers, mountains, agricultural lands, markets, and forts near the town also found the place. They prepared these maps in order to keep themselves safe during the attack of their enemies.

Among all the European powers in India, the British were very clever. By determining the strategic location of different routes in towns and cities, markets, and trading centers and their importance, they collected taxes from the people accordingly. By doing so, they also secured and strengthened their administration.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Long Answer Questions

Question 2.
Throw light on the changes in the cities and towns in the 19th century.
Answer:
In the 19th Century, during British rule, the cities and towns bore the imprint of changes. In 1853 railway was introduced in India. After that various parts of India were connected through railway lines. That is why many railway colonies and workshops grew up. So, life became vibrant in the towns like Jamalpur, Waltair, and Bareilly.

That helped the rise of other new towns. Cotton, iron ore, and other materials collected from one place were transported to other places. For example, cotton mills grew up in Bombay. Just factories in Calcutta, leather factories at Kanpur, steel factories at Jamshedpur, and iron factories at Villa, etc. Labour colonies were established in towns.

The supervisee was employed, in different factories to supervise the works of the farmers. Different towns were connected with telegraphs. At the time of need due to communication through telephone and telegraphs, soldiers could be sent from one place to another for quelling the rebellion. The role of the telegraph, telephone, and roadways during the Great Revolt of 1857 is well aware.

The Municipality system was introduced by the British for the better management of towns and cities. For the maintenance of towns, road tax, water tax, etc. were collected from the people. The Municipalities took up certain works like building and maintenance of roads, supply, and drainage of water, cleaning of town, the establishment of hospitals, etc.

The census started from the time of Lord Ripon in 1881. It was decided to have a census in every ten years and that system is even prevalent today. The census brought a great change in towns. The census report, municipality reports, and maps give ideas regarding various colonial towns of India. Similarly, the archives also have preserved information regarding various police stations of towns and their fruitions.

Further from those records information is gathered regarding the system to control crimes judicial system. Punishment to culprits etc. in different colonial towns. During the British rule special care was taken for the improvement of the cities like Calcutta(Kolkata), Bombay(Mumbai) and Madras(Chennai) other small cities and towns also developed were selling various products.

They were also exporting some quality products. Due to the industrial revolution, foreign products were sold in the towns of those markets. This brought a heavy loss to the Indian merchants and traders. This also led to the ruination of the Indian cotton industries. Thus in the nineteenth century, marriage change took place in the cities and towns and towns of India.

The Collector and District magistrate regulated the administration of these cities and towns. Mamy officers were appointed in those Collectorates and Municipalities to look after the administration of the cities and towns. They tried their level best for the all-round development of the cities and towns.

The present-day municipality system bears the memory of that period different corporation of cities of the present time is governed by the pattern of the municipality system of that period. Of course, many changes have occured in that system during the present time.

Social Life In-New Cities:
The colonial cities grew up due to industry, trade, and commerce. Those cities were inhabited by educated intellectuals and government servants. British administrators, traders, workers artisans, and common people. That is why the social life of the cities and towns was different from the villages. For transport facilities, horse-drawn carriages, rickshaws, trams, and buses were available in the cities and towns.

The people took delight to use these transport facilities for going to their offices and traveling inside the cities. The parks, cinema halls theaters, and town halls were built in the cities and towns which provided entertainment to the people. A new society emerged in the society. People of every walk of social life settled in towns and cities coming from various places.

The teachers, clerks, doctors, advocates, engineers, administrators and police had high demand in society. Against these classes stood for common people like laborers, artisans, sweepers, peons, and vegetable-sellers who constituted the majority people of the towns and cities. The rich British officers remained at the top of the ladder of society.

Among these people the condition of workers and artisans was deplorable. It became very difficult for them to stay and live in society due to low income. That is why they left their family villages and came to town for earning. Women enjoyed a special position in city life. A new atmosphere was created for them in society. The educated women published their writings in different magazines.

They attended different meetings held at town halls and other places. They also attended various functions held in town. They also entertained by going to parks clubs and cinema halls. This freedom enjoyed by the city women perturbed the orthodox people of the society They opined that such liberty granted to women would spoil them.

That is why they expressed that women should be confined within the four walls of society. However, their view had hardly any impact on women. Many women also acted as workers in different factories, other ladies became teachers and actresses in cinema and theatre which improved their social position. In urban life, the people remaining at the bottom of the social ladder, suffered a lot.

Food, cloth, and shelter became very costly for them. However, different jaffas, dances and songs, tamas (folk theatre), and saunas(satires) were the main sources of their entertainment. Somehow or other, they adjusted to city life and became a part of the mainstream of social life. Amidst sorrows and hardshell they also get some entertainment.

This was a unique experience of city life during colonial rule. In fact, the towns and cities which grew up during the British period were certainly different from those of the Mughal period. The presence of intellectuals and educated persons, Government servants, and workers, improved conditions the women, and entertainment facilities in the cities made city life vibrant. Even today, the shadow of that life is also reflected in present-day city life.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Long Answer Questions

Question 3.
Describe the colonial architecture of Calcutta.
Answer:
With the defeat of Sirajudallah in the Battle of Plassey in 1757, began the rule of East India Company in India. Calcutta city is constituted of three villages – Sutanti, Calcutta, and Govindpur. The weavers and traders have been driven away from those villages. Fort William was built at Calcutta. In 1798 Lord Wellesley built buildings for Government offices and his own residence at Calcutta.

After that, colonial architecture grew in Calcutta. Fort William Among the Colonial architecture in Calcutta, Fort William occupies a unique position. There are actually two Fort William – The old and the new. The original was built in 1696 by the British East India Company. Sirajaudallah occupied it in 1757 and was renamed as Alinagar.

In 1766, this old fort was repaired and used as a customs house. The New Fort William was built on the eastern bank of river Hoogly. Robert Clive started the building of this fort in 1758 and it was completed in 1781. The vast field stretched in front of this fort is known as ‘Gadar Math’. The enemies approaching the fort could be fired directly from the fort. This fort was named after King William III of England.

Nowadays, this fort is under the control of the Indian Army. There is the provision of stationing 10,000 soldiers at a time inside this fort. Victoria Memorial Built in marble the Victoria Memorial in another great architecture of the British period. The beginning of this architecture took place in 1906 and it was completed in 1921. This was built in memory of Queen Victoria of England.

The work of the memorial began when Lord Curzon was the Viceroy of India. The architect of this building was William Emerson. This architecture was a mixture of Mughal, British, Venetian, Egyptian, Deccani, and Islamic elements. It was constructed in white makrana marble. Many memories of the British period are found preserved inside it.

St. Paul’sCathedralAmong other architectural splendors of the colonial period. St. Paul’s Cathedral of Kolkata began in 1839 and was completed in 1847. Bishop Wilson had helped generously with the building of this architecture. This Indo-Gothic design was made by a military engineer major William Naim Forbes. This is not only a religious monument but also an architecture of excellence.

The huge main hall of the cathedral contains beautifully carved wooden pews and chairs. There is also a big library at St. Paul’s Cathedral. Marble Palace The Marble Palace was built in Maktaram Babu street. Raja Rajendra Mallick was a contemporary of Dwarakanath Tagore. This Palatial mansion was built by a French architect. It was later named ‘Marble Palace’ by Lord Minto.

The outside lawn of the marble palace contains a pond with a beautifully engraved stone fountain. The garden attached to this palace is very beautiful to look at. Town HallThe Town Hall at Calcutta was built in 1813. The architect and engineer of this Palace were Major General John Garstin. This was built in Roman Doric Style. The pillars attached to this hall are attractive.

In 1867, the town hall came under the management Of the municipality authority. Before the. building of the present High Court, this hall was used for the same purpose. In a later period, this building was used by the Legislative Council of Bengal. Now, this building has been declared the Heritage Building and is under the Archaeological Survey of India.

Belvedere Estate The Belvedere Estate is located in the Alipore area of Kolkata. After the battle of Plassey, Mirjaffar built this palace at Alipore. Later on, he offered it to Warren Hastings. It is heard that around 1780, the family of Hastings sold this Belvedere house to Major Tolly. Inside this estate, there are 24 very big quarters and 77 big quarters.

The ‘National Library’ started functioning inside this estate in 1948. This is one of the great buildings of the colonial period in Kolkata. High CourtLocated on the Esplanade Rowin Calcutta, the High Court is one of the marvelous buildings of the colonial period. It was built with red bricks. The open windows surrounded this building. The vastness of the building allure the attention of all. The High Court bears the memory of the justices of the British period.

It is also built in the Gothic style. Other Architecture During the British period, many colonial architectures grew up in Calcutta. Among them are the ‘Great Eastern Hotel’, ‘Howrah Bridge’, ‘Howrah Station’, General Post Office, ‘Esplanade Mansion’, ‘White way Ladel Departmental store’(Metropolitan Building), etc. All these architecture and buildings bear the memory of the British period.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Long Answer Questions

Question 4.
Discuss the colonial architecture of Bombay.
Answer:
Bombay(Mumbai) was a combination of seven islands. The British East India Company was exporting opium from its coast to China. The Persians, Marwaris, Konkani, Muslims, Gujratis, Jews, Americans, and English constituted the population of Bombay. In the Latin Language, Bombay is called ‘ Arbas Prima in Indis’ or ‘the most famous city of India’ In due course of time, many colonial buildings and architecture grew in Mumbai.

Town HallThe Town Hall of Bombay was built during British rule. This was colloquially called ‘Tondal’. It was built in 1833. The architect of this building was a military engineer named colonel Thomas Cowper. This building was a mixture of Greek and Roman styles of architecture. The Town Hall houses the ‘ Asiatic society of Bombay’ which is a public library in the city.

It also houses a museum. Apart from the ancient manuscripts in Persian, Prakrit, Urdu, and Sanskrit, there one finds a collection of 1,000 ancient coins including the gold ‘mohur’ of Akbar. This building is the main attraction for tourists who visit Bombay. Rajabai TowerThe Rajabai Tower is South Mumbai is located in the confines of the fort campus of the University of Mumbai.

It was designed by Sir George Gilbert Scott an English architect. The tower fuses Venetian and Gothic styles. It is built out of locally available buff-colored Kurla stone and stained glass. The clock placed at the top of the tower is built in the model of Big Ben, the clock tower of the House of Parliament in London. The height of the tower is 118 feet.

Its building work started on 1 March 1869 and was completed in November 1878. For a long period, the sound of this bell indicated the time to the people of Bombay. Now, the watch inside the tower is defunct. Gateway of India The Gateway of Inda is one of the major monuments in the city, located in the Apolo Bunder area in Mumbai.

It was built to commemorate the visit of King George V and Queen Mary to Bombay in 1911. Its foundation stone was laid on 31 March 1911 by Sir George Sydenham Clarke. It was designed by George Witter. Its construction was completed in 1924. The building got the name ‘the Gateway of India’ because in the colonial era, the Europeans entered India from this location and it was the first thing they saw while entering the country.

It is built with a mixture of Hindu and Islamic architecture in Gujarati style. Victoria Terminus Or Chhatrapati Shivaji Terminus- The Victoria Terminus (VT) is a classic example of the colonial architecture of Bombay. Its present name is Chhatrapati Shivaji Terminus (CST). Build in 1888. This railway station bears the memory of the Victorian age.

The plan for this railway station was designed by an English Engineer names F.W. Stevens. This station is very nearer to the seashore of Mumbai. Generally, railway stations were constructed near the seashore to facilitate trade and commerce during the British period. Due to this export and import became convenient.

The VT railway station helped a lot in the progress of trade and commerce in Bombay. At the entrance of the station are found one lion and a tiger, representing England and India, respectively. The main structure is made of sandstone and limestone and the interiors of the station are linked with high-quality Italian marble, Suresh Kalmadi, the then Railway Minister of India had changed its name from Victoria Terminus to Chhatrapati Shivaji Terminus.

Bombay(Mumbai) UniversityThe Bombay University was constructed in 1857. It functions inside 230 acres of land. The main campus of this university is located in Santacruz. Apart from the this-main campus of the University, it has other branches like ‘Kalina Campus’, ‘Art Campus’, and ‘Ratnagiri Campus’.

The ‘Rajabai (clock) Tower’ is located in the Ratnagiri campus of this university. This university is regarded as one of the leading Universities of the country. This University is built in the light of British architecture. Mount Mary Church Mount Mary Church is a Roman Catholic Church, dedicated to the ‘Virgin Mary’ situated in Mumbai.

It was first built in 1640 and then rebuilt in 1761. What makes this church even more beautiful is that it is situated on the top of the hill known as ‘Sunderban Bandra’, which overlooks the mighty Arabian Sea. It is believed that the church has unbelievable healing powers. That is why the devotees come to this church every day.

Some also say that those who sincerely pray at the Mount Mary church offer get their wishes fulfilled. The ‘Bandra Fair’ or the ‘Feast of Mount Mary’ is a week-long celebration held at every September at the Mount Mary Church. Tourists from all over the world who visit Mumbai always make sure to visit this popular Church while in the city.

Eros Cinema The building of the Eros Cinema started in 1935 and it was completed in 1938. It has a seating capacity of 1,204 people per show. The hall was built in red, sandstone brought from Agra. The foyer of this hall is made of white and black marble with touches of gold. Marble staircases lead up to the upper floor. To watch the cinema in this hall was a luxury of that period. Bombay High CourtSituated in the Apollo Street.

The Bombay High Court started functioning in 1862. There are two life-size statues in the western side of the High Court. One among them is the stone ‘Statue of the Goddess of Justice’ holding the sword of Justice in one hand and the scales, In the other ‘The second is the ‘Statue of Goddess of Mercy’ with hand folded. The depiction of two litigious cats and a monkey judge on the first floor of the court is very interesting in fact, the Bombay High Court bears the memory of colonial architecture.

Other architecture Bombay also contains other colonial architecture. The City hall, Elphinstone circle, Municipal Corporation Building, Ballard estate. St. Thomas Cathedral, Elphinstone college, Food Market, Oval Field, and St. Anne High School are some of the important architecture of Bombay which bears testimony of the colonial period.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Long Answer Questions

Question 5.
Give a clean picture regarding the movement of Linguistic identity and demand of a separate province.
Answer:
The formation of Odisha as a separate province is a landmark in the modem history of this land. The fragmented Oriya-speaking tracts remained in Bihar, Madra residency. Central Province and Bengal were at last united and the separate province of Odisha was formed on April 1936. This formation became possible due to the untiring effort of Fakir Mohan Senapati, Madhusudan Das, Raja Baikunth Nath Dey, Gangadhar Meher, Nilamani Bidyaratna, Lingaraj Panigrahi, Krushna Chandra Gajapati, Narayan Deo and many other celebrities.

Movement For Linguistic Identity:
Odisha was occupied by the Afghans with the death of Mukunda Dev in 1568. After that began the rule of the Mughals Naib Nazims. Marathas and British in succession. In due course of time. Odia language which had created immortal literature began to decline. For administrative convenience, the British amalgamated many parts of Odisha with Central Province, West Bengal, Bihar, and Andhra Pradesh (under Madras Presidency), due to this, the Odia language lost its identity. To preserve the identity of the Odia language began the language movement.

Caused of the language movement:
Keeping the odia language alive, the language movement began several reasons were responsible for this.

British administration and plight of the odias:
The plight of the odias began with the British occupation of Odisha in 1803. Within one hundred years of their rule from 1803 to 1903, the Odia language gradually declined. The one-point goal of the British was to collect revenue. That is why they appointed the Benglees for that purpose. The prevalence of Persi in the courts diminished the influence of the Odia language.

Again in 1848-49, the Bengalee language was recognized as the language for official use by the British. The Bengals who occupied a high position in Government services in Odisha tried to put an end to the Odia language.

Scarcity of Printing Press and Odia Books :
The Bengal renaissance began in 1829 with the foundation of Brahmo Samaj by Raja Rammohan Roy. The Renaissance in Odisha began after the Nanka famine of 1866. That is why the number of intellectuals in Odisha was less than in Bengal. Further, there was very less printing press in Odisha. That is why textbooks could not be printed to cater to the needs of the school students. It created a great hindrance to teaching odia to the students in schools.

Role of Bengalee Intellectuals :
The Bengalee intellectuals tried their best to put an end to the odia language. In 1869, Uma Charan Haidar a Deputy Inspector of Schools stated that since there was a dearth of Odia books and Bengalee books were plentily available during that time, the schools should go for Benglee books.

Further, Kanti Chandra Bhattacharya a Sanskrit Pandit of Balasore Zilla school opined that Odia is not an independent language. He further argued that Odia was a sub-language of the Bengalee language, his argument was supported by Rajendra Mitra a notable historian of Bengal. Thus, the Benglees conspired a lot to finish the Odia language.

The atmosphere of Argument and Counter Argument:
The view of the Bengalee scholars regarding the Odia language was challenged by others. John Beams, a great Sanskrit scholar, and linguist, and Goldsbury, the Governor of Odisha could not accept the view of Kanti Chandra and Rajendra Mitra. The ‘Cuttack Society’, ‘Debating Club’, and ‘Utila Hitaisin’ supported the view of Bengalee scholars.

On the other hand, notable Odia scholars like Fakir Mohan Senapati, Nilamani Bidyaratna, Gouri Shankar Roy, and others opined that Odia was a separate and independent language and education in Odisha should be imparted through Odia medium. Their views were expressed through the ‘Sambad Bahika’ which was edited by Fakir Mohan Senapati and ‘Utkal Dipika’ edited by Gouri Shankar Roy. This atmosphere of argument and counterargument made the language movement more vibrant.

Influence of Na’anka Famine :
The Na’anka Famine of 1866 galvanized the language movement in Odisha. This famine took away one-third population of coastal Odisha. After this famine, Thomas Eric Revenshaw took steps for the spread of education in Odisha. He established schools in the nook and corner of Odisha where education was imparted in Odia medium.

In 1868 Ravenshaw College was established which played a leading role in the spread of education in Odisha. The intellectuals, who were the products of Ravenshaw College took the language movement ahead which helped a lot for the formation of Odisha province on the basis of language.

Establishment of Printing Press :
The establishment of the printing press at Cuttack in 1866 by Bichitrananda Das, played a vital role in the language movement in Odisha. From that place was published ‘Utkal Dipika’ under the editorship of Gouri Shankar Roy. Through the effort of Fakir Mohan Senapati and Baikunthnath Dey, two printing presses were established at Balasore.

Due to that two newspapers named ‘Sambad Bahika’ and ‘Utkal Darpana’ were published in Balasore. Though these magazines efforts were made to preserve the Odia language and expedite the language movement. In fact, the language movement is a landmark in the history of modem Odisha.

By the efforts of odia intellectuals. This Odia language agitation gained momentum in this land. Due to that, languages like Telegu, Bengali, and Hindi could not exert their influence in Odisha. During the later period, this language movement helped a lot in the creation of Odisha, as a separate province.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Long Answer Questions

Question 6.
Give a clean picture regarding the event leading to the formation of Odisha Province.
Answer:
The formation of a separate Odisha Province is a landmark in the modem history of this land. The fragmented Odia-speaking tracts which remained in Bihar, Madaras, Bengal Presidencies, and central province were at last united and the separate province of Odisha was formed on 1 April 1936. This was a great victory for the Odias.

The then position of Odisha :
With the British occupation of Odisha in 1803, the far-flung medieval Odisha empire came to an end. In due course of time Sambalpur remained under the governance of Madhya Pradesh, Ganjam became a part of Madras Presidency, Midnapore was tired with Bengal Presidency and Odisa-speaking areas of singbhumi remained as part of Bihar-Chhotnagpur Division. When Kantilal Bhattacharya spoke bluntly that ‘Oriya is not a separate language’ (Oriya swatantra bhasanai), Fakirmohan opposed it vehemently.

Radhanath Roy and Gouri Shankar Ray also raised their voices against it. In 1882 Utkal Sabha was established. During the visit of Lt. Governor of Bengal Sir S.C. Bele, a representation On behalf of the Utkal Sabha was given to him. In that representation, demand was made regarding the separation of the Odiya-speaking tracts from Bengal Madras and Madhya Pradesh.

An amalgamation of Sambalpur:
In 1862 Sambalpur and the adjacent feudatory states were included in Madhya Pradesh (Central Province) for administrative convenience. As per notification No.227 of the Chief Commissioner of Nagpur Hindi was introduced as an official language in Sambalpur on 1 January 1896. Dharanidhar Mishra in Sambalpur mobilized the people against this and submitted a memorandum to viceroy Lord Elgin which yielded no fruit.

In 1901 under the leadership of Madan Mohan Mishra other leaders like Balabhadra Supakar, Biren Das Mohanta, Sripati Mishra and Brajamohan Patnaik met Viceroy Lord Curzon at Shimla and demanded the restoration of the Oriya language in Sambalpur. They also appraised the Chief Commissioner of the central province Sir Andrew Frozen at Nagpur about it.

Nilamani Bidyaratna vehemently opposed Frazer’s decision to implement Hindi in Sambalpur. He was supported by Gangadhar Meher. In 1902 Madhusudan Das and Gourishankar Roy attended the sesson of the Indian National Congress at Nagpur and gave a proposal for the amalgamation of Ganjam with Odisha.

It was not accepted and Madhu Babu left congress. Fazer visited Sambalpur in September 1901 and recommended the Viceory to restore Oriya as the official language in Sambalpur. As per Cuzon’s desire, on 3 December 1903, H.H. Risley issued a circular named Risley circular by which Oriya was restored as the official language in Sambalpur and adjacent feudatory states.

On 19 July 1905 Sambalpur was detected from the central province and became a part of the Odisha Division along with Kalahandi, Sonepur, Rairakhol, Bamenda, and Patna, Bonei, and Gangpur were detached from Chhotnagpur and amalgamated in the Odisha division.

Creation of Bihar – Odisha Province :
Viceroy Lord Hardinge found it difficult to administer Bengal. He ceded the Odisha division to Bihar and created a new Bihar-Odisha Province in 1912 Sambalpur, Angul, Balasore, Cuttack, and Puri were brought from Bengal province and amalgamated with Bihar-Province of course, the Ganjam and Vijayanagaram Agency remained under Madras. This did not save the problem of the Odias but made it critical.

Madu Babu and the Utkal Union Conference :
During 1903-1920, the Utkal Union Conference (Utkal Sammilani) passed many resolutions for a unified odia speaking area. Madhusudan Das considered it as a ‘political earthquake’ and led a delegate to meet Montagu in 1917 with a prayer for a united province for Odia-speaking people, of course, the Montagu-Chelmsford Reforms or India Act, of 1919 frustrated the odias because there was no mention about Odisha Province in it.

The Sinha Resolution :
Sachidananda Sinha, a staunch supporter of the Oriya movement, moved a resolution in 1920 recommending the Government of India ‘to formulate a scheme for the amalgamation of Oriya speaking tracts’. This was famous as the ‘Sinha Resolution. By this, the Central Province gave consent to transfer Khariar Zamindari and Bihar gave a favorable reply.

When Madras Government was pressurized to handover Ganjam, Sasibhusan Rath, the editor of ‘Asha’ mobilized the people of Ganjam and by the pressure of the Government of India, Madras Government appointed Philip -Duff Committee in 1924 to look into the matter.

This Philip-Duff Committee:
In 1924 a committee consisting of C.L. Philip, the then political Agent of Odisha state, and A.C. Duff, the then collector of Visakhapatnam visited to survey the public opinion regarding the amalgamation. The Committee opined that Mandrass, Tekkali, Tarala, Jalantar, Budarsingh, and Partkhemundi in Ganjam should be included in Odisha. This declaration pushed the desire for a United Odisha forward.

The Simmon Commission and Atlee Sub-Committee :
Although the Simon Commission was boycotted by the Indian National Congress a delegation led by Rajendra Narayan Bhanja Dev welcomed it at Patna Railway Station. By the recommendation of John Simmon, a committee named the Atlee Sub-Committee consisting of C.R. Atlee Rajendra Narayan Bhanjadev.

Dr. A. Subhrawady and Laxmidhar Mohanty were formed, and it accepted the justification of a separate province consisting of Odisha Division, Angul, Khariar, Ganjam, and the agency tracts. The Simon Commissioner recommended the formation of a Boundary Commission when its report was published on 27th May 1930.

O’Donnell Boundary Commission :
In the First Round Table Conference, Maharaja K.C. Gajapati Narayan Deo of Parlakhemundi made an impressive speech about the formation of Odisha as a separate province. After due consideration, a Boundary Commission was formed in 1931. It was headed by I.P.O. Donnell, the Chairman, and other two members namely H.M. Mehta of Bombay and T.R. Phukoon of Assam. The associate members of the committee consisted of K.C. Gajapati representing the Oriyas, Sachidananda Sinha, representing the Biharis and C.V.S. Narasimha Raju representing the Telugus.

Following the 1931 census and receiving evidence from 400 witnesses, the commission recommended the creation of a separate Oriya province which would include Odisha Division, Angul, Padmapur, Khariar Estate, the greater part of Ganjam district, and Vizagpatnam Agency. The new province would have an area of 33,000 square miles and a population of 8,277,000.

Joint Parliamentary Committee :
The Joint Parliamentary Committee under the Chairmanship of Lord Linlithgow examined the report of the Boundary Commission and gave consent for the formation of Odisha Province retaining all its recommendations, further including a Paralakhemundi town, Mali and Jalantar.

Hubback Committee :
The Odisha Administrative Committee or Hubback Committee was formed which examined the issue and substituted its final report on 20, December 1933. It made Cuttack, the capital of Odisha, and Puri its summer resort. It recommended a High Court and University for Odisha. The post of Director of Education. Inspector General of Police, Revenue Commissioner, etc., were also recommended by this Committee.

Birth of Odisha Province :
The Government of India Act was promulgated in 193 5 and its clause 289 recognized Odisha as a separate province. On 3rd March 1936, the Odisha Act was ratified by the British Parliament and received the signature of the Emperor. On 1st April 1936, Odisha created a separate province.

It consisted of six districts, viz, Cuttack Puri, Balasore, Ganjam, Sambalpur, and Koraput with 32, 695 square miles and 8.043,681 population. Sir John Austin Hubback became the First Governor of Odisha. Of course, Madhu Babu did not live to see it. He breathed his last in 1934. Thus, the struggle of Odias ended with victory the long cherished dream of Oriya leaders was materialized.

However many Oriya-speaking areas like Phulighar, Midnapore, and Sompeta were not amalgamated with it which was really painful of course, the creation of Odisha as a separate province reminds me of the victory of Oriyas over British hegemony.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Long Answer Questions

Question 7.
Evaluate the works of Madhusudan Das as the maker of modern Odisha.
Answer:
Famous in the nook and corner of Odisha as ‘Madhu Barister’ and ‘Grand Old Man’ Madhusudan Das was an intellectual per excellence a leader, a reformer, and above all, the architect of the creation of Odisha as a separate province. Through the Utkal Union Conference (Utkal Sammilani), he mobilized millions of Odias to come forward for the creation of Odisha province on a language basis.

He had tried his level best to keep up the prestige of the Odias and their self-esteem at the top. Even today, he is remembered with love by the people of Odisha. Madhusudan Das was bom on 28 April, 1848 at Satyabhamapur in the Cuttack District. After finishing their primary education in his village, he passed matriculation from the Ravenshaw Collegiate School.

Leaving their job as a teacher and subsequently as a clerk from Balasore, he left for Kolkata for higher education. He passed F. A. (L. A.) from the Bethune College of Kolkata in 1868. While reading there, he came in contact with Ambika Charan Hazra and both of them became close friends.

He passed M.A. from Calcutta University in 1873 and B.L. (L.L.B.) in 1878. By the influence of Ambica, he was convened to Christianity. He married a Christian lady named Saudamini but she breathed her last after six years of marriage. After the death of Ambica Charan, Madhu Babu adopted his daughters Sailabala Sudhansubala Hazra as his own daughters and returned to Cuttack and established himself as a great lawyer.

Gradually his house at Cuttack was frequently visited by educated people, intellectual leaders, and the like. There the draft for the creation of a new vibrant Odisha was prepared. Dedicating himself to the all-around development of Odisha, Madhu Babu breathed his last on 4th February 1934.

Madhu Babu and Odisha Association :
Some people of Cuttack formed Orissa Association in 1878. It was a milestone for the new awakening of Modem Odisha. By the influence of Gouri Shankar Roy, Madhu Babu became a member on 21st May 1883, this association discussed the Libert Bill and all the members unanimously supported it. Madhu Babu and Gouri Shankar Roy attended the Modem Session of the Indian National Congress in 1888. Through this association, the liberal ideal of the Congress found expression in Odisha and this trend continued till 1903.

The Utkal Union Conference :
The formation of the Utkal Union Conference (Utkal Sammilani) was a bold step taken by Madhu Babu which play a vital role in the amalgamation of Odisha- speaking tracts. The first session of this conference was organized on 30th December 1903. At the invitation of Madhu Babu, 30 Kings, Zamindars and many representatives attended this conference. Sri Rama Chandra Bhanja Deo, the king of Mayurbhanja presided over the session. The important proposals accepted by this conference were:

  • Praise to the effort of the viceroy, Lord Curzon for the amalgamation of Odia-speaking tracts.
  • Expression of gratitude to the British Government for the prevalence of Odia language in Sambalpur instead of Hindi.
  • Formation of many committees for social reforms and improvement of the Odia language.
  • Some steps are taken for the development of industries in Odisha Division, etc.

By the effort of Madhu Babu, this Utkal Union Conference could very well submit a proposal to the British Government to amalgamate Sambalpur, Ganjam, Chhotnagpur, Visakhapatnam, and Midnapore with Odisha. He had given a clarion call to every Odia to be a part of the Utkal Sammilani. In his words: This conference is the ocean of Nation and contains crores of lif-drops you mingle your life-drop jumping into the water of this ocean.

Madhu Babu and his effort to form Odisha Province :
In 1903, the Indian National Congress did not support the claim for the formation of Odisha as a separate province based on language. That is why Madhu Babu shivered in his relationship with congress. In the mean, Lord Curzon tried to unite the Odia- speaking tracts through the ‘Risley Circular’. When Lord Curzon was on leave, the Viceroy- in charge, Lord Ampthill could not allow Ganjam and Visakhapatnam to be part of Odisha.

Of course, he had allowed Patnagarh, Kalahandi, Sonepur, Bamenda, and Rairakhol to be amalgamated with Odisha which was part of the central province. Besides, Ganjam and Bonai were also amalgamated with Odisha. Madhu Babu vehemently opposed this move of the British Government through the Utkal Union Conference.

He submitted a proposal before the ‘Royal Commission to unite the Odia-speaking areas. In 1911, Madhu Babu went to London to create public opinion in its favor. In 1911, Lord Hardinge, the Viceroy of India gave a proposal, for the creation of a new Bihar-Odisha province, which was formed in 1912. This was vehemently opposed by Madhu Babu through the Utkal Sammilani.

Madhu Babu and Politics:
Madhu Babu has left in reliable imprint in the field of politics. He was elected as a representative to ‘Orissa-Chhotnagpur Municipality in 1896. He was again elected for the same post in 1900 and dedicated himself to the progress of Odisha. In 1902, as a member of the ‘Bengal Legislative Council’, Madhu Babu put pressure on the Government to provide more grants for the improvement of Ravenshaw College.

He was again elected to the same post in 1909. He had given a proposal for opening a law college and women’s training school in Odisha. The ‘Orissa Tenancy Bill’ introduced by him was passed in the council but, it was rejected by the viceroy since Odisha was going to be a separate province soon.

To the ‘Legislative Council of Bihar and Orissa Madhu Babu was elected as a member of Bihar and Orissa Province was formed in 1912. Through his effort, the ‘Orissa Tenancy Bill’ was recommended and accepted by the House in 1913. This was linked by the peasants of Odisha. In 1921, Madhu Babu became a Minister of that Council.

He discharged his duty without any remuneration and cited an example of selfless service to his people. By his effort on 25 November 1921, a proposal was laid down before the house for the creation of Odisha as a separate province. Of course, he resigned from the post of Minister in 1913.

Steps for the spread of Education:
Madhu Babu took much pain for the spread of education in Odisha. As Vice-chairman of Cuttack Zilla Parishad and member of the Legislative Council, Madhu Babu had taken steps for opening many schools in Odisha. He had advised giving physical training to the juveniles in the jail. He also encouraged women’s education.

In 1907 when the1 only girl’s school was going to be closed, his adopted daughter Sailabala its Head Mistress, and it survived, later on, it became the famous Sailabala Women’s College and encouraged women’s education in Odisha and still in encouraging the same. Madhu Babu advocated in favor of the voting right of women which materialized in the future.

Efforts for the economic independence of the Odias:
Madhu Babu had tried for the economic independence of the Odias. He took steps for the development of cottage industries in Odisha. The traditional filigree work of Cuttack was encouraged by him. Till today this has retained its position. Madhu Babu had opened ‘Orissa Art Wares’ at Cuttack. For the progress of the leather industry, he established a factory named ‘Utkal Tenancy’ at Cuttack.

When a slight defect was noticed in the production of shoes,’ he was destroying those shoes. For that factory, he became popular. He also taught the weavers, the new art of weaving. He was also instrumental in establishing a palm-sugar factory. In fact, Madhu Babu played an important role in the economic progress of Odisha.

Protection of Puri Jagannath Temple:
Although Madhu Babu had accepted Christianity by choice, he had argued in the Court as an advocate to preserve the dignity of Gajapati. In 1902, the British Government appointed one Deputy Magistrate for the management of Puri Jagannath Temple, Madhu Babu opposed it in the Calcutta High Court and projected that as per the tradition, the Gajapati in the sole custodian of the deities of Puri Jagannath Temple.

The Honourable High Court listened to Madhu Babu and passed an Order that the Gajapati should be the custodian of the deities and would carry temple management as per his desire. This episode made Madhu Babu famous in the nook and corner of Odisha as ‘Madhu Barister’. Madhu Babu breathed his last on 4 February 1934.

Odisha became a separate province after two years of his death in 1936. This had become a reality due to the untiring effort of Madhu Babu. His inspiring poem for the son of Odisha instills new vim and vitality into the nerves even today.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Long Answer Questions

Question 8.
Describe the role of Gopabandhu Das in the Indian National Congress and its impact in Odisha.
Answer:
Gopabandhu played a significant role in popularising the activities of the Indian National Congress in Odisha. Returning from Calcutta after attending a special session of the Indian National Congress in 1920, he was surcharged with the ideology of the Congress He was determined to spread Gandhian activities in Odisha. He also attended the Bombay session of the Indian National Congress with others.

Resolutions like boycotting foreign goods, visit of the prince of Wales, adoption of national education, etc. were passed in this session. The representatives from Odisha were deeply moved by this and returning to Odisha, they wanted to implement these things under the leadership of Gopabandhu. Gopabandhu also went to jail due to his effort to popularize the congress activities in Odisha.

Role in the Non-Cooperation Movement:
Gopabandhu took steps to galvanize the Non-cooperation movement in Odisha. The Utkal Pradesh Congress Committee was formed in 1921. Gopabandhu was its first President Dr. Ekram Rosool was its vice president, Bhagirathi Mohapatra, was its secretary, and Brajabandhu Das was its joint secretary.

Pandit Krupasindhu Mishra, Acharya Harihar Harekrushna Mahatab, Jagabandhu Singh, and many others joined the Indian Nation. Congress by the influence of Gopabandhu. The congress workers were inspired by Gopabandhu to popularise congress activities throughout Odisha.

Gopabandhu and visit of Mahatma Gandhi to Odisha :
The arrival of Mahatma Gandhi in Odisha on 23 March 1921 gave a great impetus to the Non-Co-operation movement in Odisha. Within six days he addressed several meetings at Cuttack, Bhadrak, Puri, Satyabadi, and Berhampur, Gopabandhu translated the Hindi speech of Gandhiji into simple Odia and the people became happy. This inspired a lot to the people of Odisha to participate in the Non-Co-operation movement.

By 30 June 1921, the Utkal Pradesh Congress Committee was able to collect 21,000 rupees for the Tilak Swaraj Fund’ In the meanwhile, 39,000 workers joined the congress on the inspiration of Gopabandhu. Being inspired by Nationalism, Harekn; bp ’T ’ Nabakrushna Choudhury, NityanandaKanungo, and other young leaders joined the iwi National Congress.

Establishment of Ashrams:
Gopabandhu was instrumental in popularizing the congress ideology in different parts of Odisha. In his instance, several ashrams were established by leaders in different parts of Odisha. Among them, very famous were the ‘Swaraj Ashram’ at Cuttack, ‘Alkashram’ at Jagatsinghpur, and ‘Swaraj Mandir’ at Cuttack.

The congress and social workers learned in these Ashrams about the use of the spinning wheel, the preparation of thread, and other programs related to the congress. To his advice to boycott foreign goods, the congress workers started picketing at Balasore, Cuttack, Puri, Bhadrak, Berhampur, and Sambalpur. Gopabandhu played a leading role to popularize Gandhi’s principle of non-violence in different parts of Odisha.

Steps for improvement of Odia language and literature:
Gapabandhu took steps for the improvement of Odia language and literature. He started publishing a magazine titled ‘Satyabadi’ from Sakshigopal in 1915. In 1919 he published ‘Samaj’ from the same place which was a weekly newspaper. Later on, it became daily. Through this newspaper, he was able to put forth the grievances and demands of the people before the British Government.

He himself was also the author of many books like ‘Bandira Atmakatha’ (self-expression of a prisoner) ‘Dharmapad’ ‘Go Mahatma (Appraisal on a cow)’ Abakasa China (thought of leisure) etc. Which enriched Odia literature. He established odia-medium schools at Singhbhum, Phulighar, Mandala, Tarala, and Tekkali and tried his level best to spread Odia living. Gopabandhu was the ‘Gem of Utkal’ in the proper sense of the term. By following the principle of non-violence of Gandhiji, he gave a strategic blow to the British Government.

Question 9.
Evaluate the role of Krushna Chandra Gajapati Narayan Deo in the making of Modern Odisha.
Answer:
Gajapati Krushna Chandra Narayan Deo is regarded at one of the makers of modern Odisha. His contribution to making Odisha a prepared province was immense. Loved by the people of this land, he had the credit to be the Prime Minister of Odisha twice. In spite of heavy odds, he was able to convince the British authorities regarding the need of the amalgamation of Odia. Speaking tracts and creation of a new province which was materialized.

Krushna Chandra and Simon Commission :
The Simon Commission which landed on Indian soil was boycotted with the slogan ‘Simon! go back. However, by the effort of K.C. Gajapati and other members of the Utkal Sammilani, that committee was received with the slogan ‘Welcome Simon’ at the Patna Railway station. The Committee became very happy and intimately talked with the members of the Utkal Sammilani paying heed to their problems.

On 27th May 1930, the report of the Simon Commission was published which recommended the formation of a sub-committee for examining the cause of the creation of Odisha as a separate province. It elated K.C. Gajapati.

Atlee Sub-committee and K.C. Gajapati:
By the recommendation of the Simon Commission, the ‘Atlee Sub-committee was created to determine the boundary of the new Odisha Province. Many letters, representations, and personal opinions were reached before the committee by the inspiration of K.C. Gajapati. After examining all this evidence, the committee recommended the creation of a separate province for the Odias.

Although, the Madras Government kept its opinion before the committee against it that was rejected. This was the first victory of K.C. Gajapati concerning the formation of the Odisha Province.

K.C. Gajapati and the First Round Table Conference :
Although the First Round Table Conference was boycotted by the Indian National Congress, K.C. Gajapati went to London in 1930 to present the demand of Odisha province before the British Government. By that time the agenda of the meeting had already been prepared. By the persuasion of K.C. Gajapati, a discussion on it was included with the province of Sind.

When the turn came K.C. Gajapati with politeness presented demand in the following way: ‘Sir, on behalf of 16 million Oriyas, the subjects of his majesty, I rise to represent their long-standing grievances on the occasion. I should lay before you all today that the formation of a separate province for the Oriyas is a life-and-death problem to them.

It is for you to make or mar the destiny of an ancient race, vast in numbers, cultured and advanced, but placed under painful circumstances now. Due to his influential speech, the Odisha matter was placed in ii, vi, and vii of the sub-committee. During his stay in London, K.C. Gajapati was able to influence Sir Samuel Hoare, the secretary of state, and other important parliamentarians. This made the part of the creation of Odisha as a separate province very easy.

K.C. Gajapati’s creation of Odisha Province:
After the First Round Table Conference, O’ Donnel Committed was needed to examine the case of Odisha Province. The Committee was welcomed by K C. Gajapati with much cordiality at the Berhampur Railway Station. After visiting various Odia- speaking tracts and interacting with the people, the committee submitted us report to Samuel Hoare.

In 1933 a ‘white paper’ was published by the British Parliament where there was no mention of Paralakhemundi. This put K.C. Gajapati under stress who went to London and convinced the dignitaries about his plight. After that was formed a ‘Joint Parliamentary Committee’ was to finalize the matter concerning Odisha.

In 1933, the ‘Hubback Committee’ was formed to give shape to the province of Odisha. In its report again Paralakhemundi was absent from the new province. Being frustrated K.C. Gajapati with a delegation went to Shimla in 1934 and convinced the Viceroy regarding the inclusion of Paralakhemundi in Odisha.

On Article 289 of the Government of India Act, 1935, Odisha has given the status of a separate province with the inclusion of Paralakhemundi on it. On 1st April 1936, a separate Odisha Province was created on that evening. Maharaja K.C. Gajapati hosted a grand party at Barabati fort of Cuttack.

Prime Minister Krushna Chandra and the progress of Odisha:
The first Governor of Odisha was Sir John Austin Hubback. By his invitation, K.C. Gajapati became the Prime Minister of Odisha on 1st April 1937. Again he adorned the same position from 1941 to 1944. During that, he devoted his heart and soul to the progress of Odisha. The Odisha High Court, Sri Ram Chandra Bhanja Medical College at Cuttack, Utkal University, and Rice Research Institute at Bidyadharpur of Cuttack were established.

That is why Utkal University and Berhampur University conferred on him the honorary Doctorate Degree. The Berhampur Medical College and Gajapati district have been named after him to preserve his memory. Maharaja Krushna Chandra Gajapati was celebrating Modem Odisha. He fought the last battle of the Odias on the bank of the river. Thames in London and became successful of Modem Odisha, he is ever remembered in the annals of history.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Long Answer Questions

Question 10.
Discuss the role of Rama Devi in the freedom struggle in Odisha.
Answer:
Among the celebrated freedom fighters of Odisha, Rama Devi occupies a special position. She belonged to a rich family but the clarion call of Mahatma Gandhi promoted her to participate in the freedom struggle. She became a source of inspiration for millions of Odias. After India achieved independence, Rama Devi devoted herself fully to working for the poor destitute.

Participation in the freedom struggle :
Rama Devi had heard the coming of Gandhi to Odisha on 23rd March 1921. On the same night, Mahatma Gandhi addressed a meeting organized by the ladies at Binod Bihari at Cuttack. Rama Devi attended this meeting and presented Mahatma Gandhi with her hand spoon thread and contributed all her ornaments to the Tilak Swaraj Fund. She took a vow not to wear ornaments and to wear a khaddar saree throughout her life. She was determined to forgo all the luxuries of her life and to devote her body, mind, and soul to the freedom struggle.

Aikashram and Rama Devi:
Alakashram played a vital role in the freedom struggle in India. The National school started there. As an insider, Rama Devi cooked tiffins and meals for the inmates of the Ashram. In 1923-24, cholera spread in Jagatsinghpur. Rama Devi with other workers moved from the village and advised the people to take preventive injections and take boiled water for the eradication of Malaria in that area, she advised using quinine. She also advised people not to use intoxication. She also taught spinning and preparation of clothes to the people who came for training at, Alakashram.

Rama Devi and Civil Disobedience Movement:
The salt satyagraha was vigorous in Odisha on 13th April 1930. Acharya Harihar started the Civil Disobedience Movement at Inchudi of Balasore district. Rama Devi with Malati Devi and Kiranbala Sen reached, there and called the women of Inchudi, Srijang, Bonita, Kuligaon, Raslpur, and nearby villages and engaged them in the preparation of salt.

Later on, she went to Kujanga and queen Bhagyabati Pattamahadei to break the salt law at Kalipatna in Paradeep. Due to her active participation, the Civil Disobedience Movement in Paradeep, Ersama, Chat, Daria, and other places became quite successive.

Rama Devi and Bari Ashram :
After Alakashram was raised to the ground, ‘Rama Devi with her husband went to Bari and slayed at the Bari Ashram, Popularly known as ‘Sevaghar’. In that Ashram, Rama Devi devoted herself to the Khadi work to uplift Harijan, spread Hindi, uplift women, prohibit bee-keeping, basic education, adult education, clean of the village, and the like. She established there a maternity home, and her service in that area carved a special position for her people called her ‘Maa (mother) with love and devotion.

Gandhiji’s Padayatra Berboi conference and Rama Devi:
In March 1934 started Hariyan Padayatra in Odisha. Ram Devi participated in that and she was advised by Gandhiji to start a congress organization vigorously in Bhadrak and Rama Devi did it. Similarly, Rama Devi worked a lot in the Berboi Conference near Delang in the Puri district, which was held on 26th March 1937. It was attended by Gandhiji, Kasturba, Maulana Azad, Rajendra Prasad, Sardar Patel, and others who appreciated the selfless service of Rama Devi.

Rama Devi and the Quit India Movement:
On 9 August 1942 began the Quit India Movement. Rama Devi actively participated in the movement. She was arrested with Gopabandhu Choudhury, Malati Devi, Manmohan Choudhtiry, Amapuma Moharana, and Sharat Chandra Maharana, Rama Devi was imprisoned in the Cuttack Jail, even inside the jail she preached about nationalism. In 1944 she was released from jail. Returning to Bari Ashram, she was again engaged in Gandhian constructive works.

Representative of various Organizations :
Rama Devi was a leader of excellence. She was a member of the ‘Seva Mandate of Wardha. She was elected as the treasurer of the All India Charakha Association! She was also a member of the Provincial Khadi Board and the all-India Women’s Association! She was also a member of ‘The all-India Kasturba Gandhi Memorial Trust.

She formed an association at Tumba ligula of Koraput named ‘Navajeevan Mandal’ in 1946 to serve the forest people. In 1947, she worked as the Vice-President of the Utkal Khadi Mandal and ‘Utkal Gandhi Smarak Nidhi’. Besides, she associated with many organizations and worked for the welfare of society.

Rama Devi, Congress session and Bhoodan Movement:
Rama Devi was an active participant in the various sessions of the Indian National Congress, she participated in the Gaya session of the Indian National Congress in 1922 and the Calcutta sessions in 1928. In 1924, she became a member of the Utkal Pradesh Congress Committee. She participated in the Bhoodan Padayatra with her husband and went to different places like Panjang, Angul, Tainsi, Brahmagiri, Ganjam, Gunapur, Ramanguda, Bisama Kataka, Bolangir, Padmapur, etc.

In 1955, she moved with Vinoba Bhave from Balasore to Koraput and became ill in 1958, the year her husband expired. Thereafter, she went to Bari and devoted herself to the welfare of the people. She also presided over the All India Sarvodya Sammilani at Padampur of Maharashtra. Rama Devi was really a mother in every sense of the term. She had sacrificed all her wealth at the altar of the country. Due to her less work, she carved a special position in the heart of millions of people. Her graceful figure is preserved in the heart of every Odia.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Long Answer Questions

Question 11.
Discuss the role of Salara Devi in the freedom struggle in Odisha.
Answer:
The contribution of Salara Devito to the freedom struggle is unforgettable. She had joined the freedom movement on the inspiration of her husband. Being inspired by the thought of Mahatma Gandhi, Sarala Devi became instrumental in popularizing the Indian National Congress in Odisha. She was imprisoned during the Civil Disobedience Movement. She devoted herself to the uplift of the Harijans. Through her literacy creations, she enriched Odia literature.

Sarala Devi Congress Sessions and the Non-Co-operation Movement:
In 1921 Salara Devi participated with her husband in the Nagpur session of the Indian National Congress. She had brought the message of the Non-Cooperation Movement as the first lady to Odisha. After Gandhiji’s address to the women at Binod Bihari, she was inspired a lot. The call of Gandhiji fasting took place in the country during the Non¬Cooperation Movement from 6 April to 13 April 1921.

Sarala Devi observed fasting for the week. She collected money for the Tilak Swaraj fund by moving from village to village. She distributed spinning wheels to the village and taught them to spin.

Sarala Devi and the Civil Disobedience Movement:
Sarala Devi played an important role in the Civil Disobedience Movement in Odisha. She went to Inchudi and helped the women there with the preparation of salt. By her influence, many people ofLakshmipur, Pallibandha and Huma joined the Salt Satyagraha in Ganjam. Being inspired by her speech, Kulalata Devi of Ghumsar contributed her ornaments to the national fund.

While preaching against the British Government, she was arrested by the police and produced before Chhatrapur court and got six months imprisonment. She was the first lady to go to jail by the order of the court. The Udyog Mandi which was established at Berhampur to train the Satyagraha is impetus by her presence.

After her release from jail, she was welcomed by people at Cuttack Railway Station and a meeting was organized under the leadership of Binapani Devi to facilitate her. In that meeting, the Union Jack was burnt. Thousands of people attended that meeting.

Sarala Devi and no tax campaign :
A part of the Civil Disobedience Movement was not to pay taxes to the British Government. The people of Srijang of Balasore and other places of Odisha, people did not pay tax to the British Government inspired by the speech of Sarala Devi. Due to picketing the people could not get taxes and suffered losses. On the other hand, she preached in favor of the spinning wheel and khaddar and popularized the Swadeshi Movement in Odisha.

Sarala Devi and the Creation of Separate Odisha Province :
In the Karachi session of the Indian National Congress. Sarala Devi persuaded Mahatma Gandhi to form the formation of Odisha province on a linguistic basis. Of course, Mahatma Gandhi did not take any steps in this regard. However, Sarala Devi boldly presented this proposal before Gandhiji. This shows her love for Odisha and Odia language.

Sarala Devi and the Quit India Movement:
Gandhiji selected Sarala Devi as the women leader to start the Quit India Movement in Odisha. While delivering her speech against the British, she was imprisoned and sent to jail. She remained inside the jail for three years. During that period, she gave birth to a son. She also chalked out a program inside the jail with other prisoners on how to quit English from India. This shows her love for the motherland.

Sarala Devi Gandhian Constructive works and Uplift of Harijan :
Sarala Devi popularized Gandhian constructive works like women’s education, uplifting of women, eradication of untouchability adoption of Swadeshi, prohibition, etc. in Odisha. She devoted herself to the uplift of Harijans. She had given a proposal to the Odisha Government to provide education to Harijans and give them jobs.

She had advised the Government to open agricultural banks and land mortgage banks for protecting the Harijans from the clutches of money lenders. Through her effort, the Odisha Government built hosted at Cuttack for the stay of the Harijans.

Works for the Peasants :
Sarala Devi was very sympathetic to the cause of the peasants. She could know about the peasants during the Kanika rebellion of 1921-22. In 1937, she delivered a talk at Delang. There he spoke against ‘Bethi’ (forced labor). This speech was directed against the Zamindari system of Delang. During that period, if a farmer failed to pay revenue to the Zamindar, he was tortured by the latter.

She advised the government in many, meetings to take steps against the Zamindars and also to look after the peasants by helping them to increase their property. In fact, Sarala Devi was an ideal woman. She played an important role in populating the ideas of Mahatma Gandhi in Odisha. Her works for Harijans, peasants women, and common people were praiseworthy. That is why she is ever remembered by the people of Odisha.

Question 12.
Discuss the role of Malati Devi in the freedom of Odisha.
Answer:
Malati Devi is one of the much-talked freedom fighters of Odisha. Although she was a Bengalee, after marrying Naba Krushna Choudhury. She devoted her body, mind, and soul to the freedom struggle in Odisha. Her role in the Prajamandal Movement was to work for the farmers to keep her alive in the memory of Odisha.

Anakhia Ashram and Malati Devi:
On the way to Jagasinghpur at Anakhia, Nabakrushna Choudhury established an Ashram, Malati Devi remained there and collected workers by moving from village to village. With the guidance of Malati Devi, Naba Babu, and Gauranga Charan Das, the Harijans of Bhagalpur launched a movement against the high-caste Hindus. This movement effaced the difference between the Harijans and the costliest Hindus. From this movement began the political career of Malati Devi.

Malati Devi and Salt Satyagraha :
Malati Devi took active in the Salt Satyagraha at Inchudi of Balasore district. She had worked there with Rama Devi, Kiranbala Sen, and others. Through her influence, many women joined the Civil Disobedience Movement at Inchudi and prepared salt. She also encouraged the women at Srijang to participate in the movement.

She also encouraged the women at Kujanga who joined the movement with their Queen Bhaggabati Pattamahadei. Her fiery speech dragged the women from the four walls of the house who actively participated in the Salt Satyagraha.

Malati Devi and Monkey Brigade :
Malati Devi played a vital role in the boycott of foreign goods and prohibition. During picketing before shoes sold foreign goods by the women, the children of 14 or 15 years replaced them. The police cared about their palms. Malati Devi with other women dressed the children and fed them with love and care while picketing before Victoria High School on 20 September 1930.

Malati Devi was arrested by the police and at first, kept at Cuttack jail and then transferred to Bhagalpur jail with her daughter. While in jail she encouraged the prisoners to sing the song of Swaraj.

Malati Devi, Karachi session of the Congress and other works :
Malati Devi attended the Karachi session of the Indian National Congress where it was decided that the next session will be held at Puri. To make the Puri session successful, the Hindustani Seva Dal was formed and as its worker, Malati Devi was the first from Odisha to receive training. Returning to Cuttack she enrolled many women and members of this Seva Dal. In 1940 when Gandhiji decided to continue individual Satyagraha, he selected the name of Malati Devi.

Formation Congress Socialist Party :
In the meanwhile, the same Congress workers wanted to form a new party being separated from the National Congress. In Odisha at Anakhia Ashram, Nabakrushna Choudhury and Malati Devi with other workers formed the ‘Utkal Congress Socialist Party’. It was not antithetical to the National Congress, rather it was formed to do much good to the peasants.

Malati Devi and Gandhian Constructive Programme :
Malati Devi played an important role to popularise the Gandhian constructive program inside Odisha. On 30 April 1930, she delivered a fiery speech inspiring the people to boycott foreign clothes. Inspired by her, the cloth merchants of Cuttack did not sell foreign goods.

She moved a resolution in the Congress worker’s meeting at Sambalpur in 1946 regarding the steps to be undertaken for the upliftment of Harijans which was unanimously passed. In 1927, she had taken step with her husband for the improvement of agriculture. She constructed the ‘Baji Rout Hostel’ at Angul and taught its inmate’s Gandhian constructive works.

Malati Devi, Quit India Movement and Other Works :
While returning after attending the Bombay session of the National Congress where the ‘Quit India Resolution’ was passed. Malati Choudhury was arrested at the Cuttack Railway Station. She was sent to jail. She was released in 1945. In 1946, she traveled with Mahatma Gandhi in the Noakhali area of West Bengal to pacify the communal riot. Which had taken place among the Hindus and Muslims. In the same year, she was elected as a member of the Constituent Assembly.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Long Answer Questions

Question 13.
Evaluate the role of Malati Devi in various movements.
Answer:
Malati Devi wanted the round progress of peasants. In 1933 she in association with her husband formed the ‘Utkal Congress Socialist Workers Union’ and donated all her ornaments to this Union. On behalf of this union, a magazine titled ‘Sarathi’ was published and Malati Devi was regularly writing in this magazine reflecting the problems of the workers.

She herself also edited one magazine named ‘Kousaka’. At different places in Odisha, she had addressed the farmer’s gatherings. She tried her level best for the all-around development of the peasants. She also formed the ‘Utkal Congress Socialist Workers Association’ and tried her best for its development.

Malati Devi and Prajamandal (Garjat) Movement:
The Gaijin Movement at Dhenkanal, Talcher, Nilgiri, and other places was galvanized by Malati Devi. She with her husband and a great communist leader, Bhagabati Charan Panigrahi organized many secret meetings in different Garjat areas and encouraged them to become free from the clutches of their rulers. She published a pamphlet titled ‘Ranaveri’.

Sarangdhar Dal also joined with her to organize the Prajamandal Movement at Dhenkanal and Baji Rout, a boy of twelve years breathed his last in the police bullet. The then Superintendent of Police (CID) informed the Govt, that Malati Devi was running a camp of the rebellious people at Budhapank but she could not be arrested because there was no sufficient proof against her. In memory of Baji Rout, he constructed Baji Rout Hostel at Angul.

Malati Devi and Bhoodan Movement:
Malati Devi was inspired by Vinoba Babe and actively participated in the Bhoodan Movement in Odisha. She established ‘Navajeevan Mandal’ at Angul where the meeting of ‘All India Sarvodaya Seva Sangha’ was held. She preached about Bhoodan Movement at Koraput in 1952. She also participated in Vinoba’s padayatra in Odisha in 1955. She composed poems in Odia which were sung by the women during the padayatra.

Malati Devi and Other Works :
In 1975 emergency was declared by the then Prime Minister Indira Gandhi, Malati Devi organized a meeting at Cuttack and vehemently opposed it. She printed pamphlets against it and while distributing those pamphlets, she was booked under the ‘National Security Act’. From 1977 to 1983, Malati Devi devoted herself to the upliftment of the tribal people. She persuaded them to retrain from taking liquor, opium, and other intoxicants.

She worked selflessly for the eradication of leprosy. She refused to accept the award from Jamunalal Bajaj Foundation for social service. The life of Malati Devi was dedicated to the cause of society. Although she had come from Bengal she love Odisha and worked for its people. Her dedication will be even remembered by the people of this land.

Question 14.
Describe the steps taken for the preparation of the Indian Constitution.
Answer:
The preparation of the Indian constitution was a lengthy process. Before Independence, the Morley-Minto Reforms. Montagu Chelmsford Reforms the Govt, of India Act. 1935, the Indian Independence Act, and 1947 were some of the milestones on the Path of the Indian constitution. The constitution of India was prepared under the able guidance of Baba Saheb Bhim Rao Ramji Ambedkar. It is the largest written constitution in the World. That is why it is termed as ‘Lawyers Paradise.’

Making of the Constituent Assembly :
As per the provision of the cabinet mission, it has been decided the Constituent Assembly would be formed by the election. As per the proposal, there should be 389 members. That election took place in July 1946, Out of 296 seats the Congress got 212, Muslim League 73, independent and others got 11, Manabendra Roy had first thought doast the Constituent Assembly.

A meeting of the Constituent Assembly was convened on 9 December 1946 in Delhi. It was presided over by Sri Sachidatianda Sinha of Bihar. On 11 December 1946. Dr. Rajendra Prasad was elected as its permanent chairman. Almost all the leading members of the time were members of the Constituent Assembly.

Some of the prominent them included Pandit Jawaharlal Nehru, Sardar Ballabh Bhai Patel, Dr. Rajendra Prasad, Dr. B. R. Ambedkar, Maulana Abdul Kalam Azad, K.M. Munshi, and others. However, Mahatma Gandhi who struggled, to achieve independence kept himself away from it.

Different Committees :
The Constituent Assembly began to work in a democratic way. Several committees were framed to give expert opinions for the forming of the constitution. Those were:

  • Rules of Procedure Committee
  • Finance and Staff Committee
  • Credential Committee
  • Steering Committee
  • Hindi Translation Committee
  • Orders of Business Committee
  • House Committee
  • Union Powers Committee
  • Union Constitution Committee
  • Committee on Financial Rights between the Union and States etc.

All these committees guided the Constitution Assembly in framing the constitution.
Drafting Committee:
For preparing a draft constitution the Drafting Committee was framed. Dr. B. R. Ambedkar presided over it. Besides him, N. Gopalswami Ayanagar, A. K. Ayar, Saiyyad Mohammad Saadulla, T. T. Krishnamachari, D. P. Khaitan, and many others were its members. Dr. B. N. Ray acted as the Chief. Constituent Advisor to this committee. This committee submitted its report (draft) to the Constituent Assembly on 21 February 1948.

Session of the Constituent Assembly :
The Constituent Assembly worked from 9 December 1946 to 16 November 1949. It worked for 2 years 11 months and 17 days. There was a total of 11 sessions and its meeting lasted for 165 days. On the Draft Constitution, the discussion was held for 114 days. Out of the laid down 7,635 proposals, 2,473 were discussed and necessary corrections were made. In the draft constitution, there were 395 Articles 8 schedules. This constitution was adopted on 26 November 1949. It was accepted by the Constituent Assembly on 26 January 1950.

Vision (Objectives) of the Constitution :
The objectives or vision of the constitution were:

  1. In order to make India independent. Sovereign Republic, a constitution will be framed.
  2. Taking together the Indian provinces, the territories liking to remain with India and the British dominion, a sovereign union of states will be created,
  3. All the powers to rule India will originate from the Indians.
  4. The Indians will be given freedom in the field of social, economic, and political justice, equal opportunity and equality before the law, profession, faith, service association and religion,
  5. protection to minorities, downtrodden, neglected and tribals,
  6. The water land and air of India will be protected.
  7. This old state will get its proper place in the world and will endeavor for the welfare of men and will try to preserve world peace.

Evaluation :
Those proposals were novel for Indians. The basic objectives of the constitution have been reflected in it. Nobody can dispute our territory. The objectives since their adoption, have been given much more importance by the Indians. This is the reflection of the nationalism of the Indians.

Preamble:
The preamble is regarded as the preface ofthe constitution. It reads ‘We The People Of India, having solemnly resolved to constitute India into a Sovereign. Socialist Secular Democratic Republic and to secure its citizens. Justice, social, economic, and political Liberty of thought, expression faith, and worship. Equality of status and opportunity and to promote among them all.

Fraternity, assuring the individual and unity and integrity of the Nation:
In Our Constituent Assembly, this twenty-sixth day of November 1949, do hereby Adopt, Enact And Give To Ourselves This constitution. The 42 Amendment Act, 1976 has added the words ‘Socialist, Secular and Unity and Integrity of the Nation have been added to the preamble.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Long Answer Questions

Question 15.
Throw light on the salient features of the Indian Constitution.
Answer:
The salient features of this constitution are :
The Longest Written Constitution :
Ivor Jenning, the constitutional expert of Great Britain had expressed the view that the Indian Constitution is the longest-written constitution in the world. It consists of 395 articles, 12 schedules, and 122 amendments. Of course, many articles are being added to it from time to time but the number of articles remains at 395. Due to its vastness, it has been termed the ‘Lawyers Paradise’.

Parliamentary form of Government:
The Indian constitution provides a particular form of government. It provides two heads- a nominal and a real. The president of India is the nominal head of India and the Prime Minister is the real head. This has given a real balance between the power of the nominal head and the real head. The parliamentary form of Government had been adopted by following the India Acts of 1919 and 1955.

The balance between rigidity and flexibility :
Indian constitution strikes a balance between rigidity and flexibility. A flexible constitution can be amended easily. In the case of a rigid constitution, it is very difficult to amend it. Certain provisions of the Indian Constitution can be amended by a simple majority in both the Houses of Parliament.

However, certain provisions of the Indian Constitution require a rigid procedure like the presence of a majority of the total majority and a majority of not less than two-thirds of members present and voting in each House of Parliament. This is a peculiar provision of the Indian Constitution.

Fundamental Rights :
Part III of the Indian Constitution contains certain Fundamental Rights for the people of India. Originally they were seven in number but ‘The right to Property’ has been abolished by the 44 Amendment Act of 1978. Pandit Nehru called the Fundamental Rights the conscience of the constitution.

Those Fundamental Rights are :

  • Right to Equality (Article 14-18)
  • Right to Freedom (Articles 19-22)
  • Right against Exploitation (Articles 23-24)
  • Right to Freedom of Religion (Articles 25-28)
  • Educational and Cultural Rights (Articles 29 & 30)
  •  Right to Constitutional Remedies (Article – 32).

The Supreme Court preserved the fundamental rights of the citizens by the Habeas Corpus Mandamus, Qiiowarranto, Prohibition, and Certiorari.

Single Citizenship :
Indian Constitution provides for single citizenship. Here, any individual who resides in India is an Indian. The constitution never recommends Double citizenship like an American citizen of the country and a citizen of the concerned state, Here, in India, no state can give citizenship to any Indian. By birth, he is a citizen of India.

Directive Principles of State Policy :
Part IV of the Indian Constitution contains some social and economic rights for the people of India. They can not be enforced by a court of law. From the beginning, the Fundamental Rights were superior to the Directive principles, but now the reverse is true. It is because fundamental rights are the rights of the individual while Directive Principles of state policy are the Right of the Society. These state policies cannot be challenged in a court of law, unlike fundamental rights.

Fundamental Duties :
The Fundamental Duties are a unique poet of the Indian constitution. Those are:

  1. To abide by the constitution and respect the national flag and national anthem,
  2. To cherish the noble ideals which inspired our struggle for freedom,
  3. To uphold fi sovereignty, unity, and integrity of the country,
  4. To defend the country and render national service when called on to do so.
  5. To promote harmony and the spirit of common brotherhood among all the people of India.
  6. To value and preserve the rich heritage of our composite culture.
  7. To protect and improve the natural environment including lakes, rivers, and wildlife, and have compassion for living creatures,
  8. To develop scientific temper, humanism, and the spirit of inquiry and reform.
  9. To safeguard public property and abjure violence,
  10. To strive to achieve excellence in all spheres of individual and collective life so that the nation makes progress.

Single integrated Judiciary :
The Indian constitution provides a single integrated Judiciary. The courts, roughout India, either in the center or state follow the procedure of law for all. This is unique m India. This shows that the framers of the constitution had put emphasis n c duality of law and equal procedure of law.

Secularism :
Our constitution makes India a secular state. The state is neutral in the matter of religion. The citizens of India have the right to profess, practice, and propagate any religion they like no religious institution can be imparted in any educational institution.

Democratic Constitution :
Indian constitution is a democratic constitution. Article 326 confers Universal Adult Franchise on the citizens. A person who has attended the age of 18 has the right to vote. A person can elect his representatives who rule on behalf of the people. These representatives remain responsible to the people. The people can also reject him in elections if he does not care for the welfare of the people. Starting from Gram Panchayat all are governed in a democratic way through the election.

Federalism :
A basic salient feature of the Indian constitution is federalism. A federal state exhibits four features – a written constitution, dual polity, distribution of power, and an independent and impartial judiciary. The Indian constitution has provided all these features. Thus federalism has been preserved with all its splendors by the Indian constitution.

The preparation of the Indian constitution was a glorious chapter in the history of India. The Indian constitution is the greatest democratic constitution in the World. This constitution preserves democratic values. For centuries to come, it will inspire and guide the people of India on a democratic and secular path.

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CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Odisha State Board CHSE Odisha Class 12 History Solutions Unit 5 Colonial Cities Short Answer Questions.

CHSE Odisha 12th Class History Unit 5 Colonial Cities Short Answer Questions

Very Short-Answer Type Questions

Question 1.
Mention the name of a few cities and towns of the Mughal period.
Answer:
The pre-colonial cities and towns of the 16th and 17th centuries developed during the Mughal period. During that time Delhi, Agra, Lahore, and other cities grew which were the life centers of the Mughal administration.

Question 2.
Mention the people who lived in the colonial towns.
Answer:
The Jagirdars, Mansabadars, Qazi, Kotwal, and other aristocratic people associated with the Mughal administration lived in the colonial towns. Besides the people like weavers, artists, traders, soldiers, and others also stayed there.

Question 3.
Write the name of the pre-colonial cities or towns of South India.
Answer:
The pre-colonial cities and towns of South India were Madurai and Kanchipuram. There were also some temple cities in South India which were the centers of education and culture.

Question 4.
Why do the people from the village come to towns?
Answer:
The people from villages came to towns in order to sell their products. Rural areas help for the comfortable and luxurious life of the people living in towns.

Question 5.
Write about the settlement of Europeans at different places in India.
Answer:
The coming of Europeans to India is regarded as a great event during the Mughal period. The Portuguese settled in Panaji (Goa), the Dutch at Mauslipatnam, the British in Madras, and the French in Pondichery.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 6.
Write about the cities and towns of India in the 19th century.
Answer:
In the 19th century, the cities and towns bore the imprint of changes. During British rule, special care was taken for the improvement of the cities like Calcutta, Bombay, and Madras. Other important towns were Waltair, Bareilly, Kanpur, Jamshedpur, etc.

Question 7.
Write the name of the forts of Calcutta, Bombay, and Madras.
Answer:
Fort was regarded as a great protector of a city or town. Fort William was built at Calcutta, Fort George was built at Bombay, and at Madars, the British built Fort St. George.

Question 8.
What was the difference between ‘White Town’ and ‘Black Town’?
Answer:
The European settlement which grew around the port and its nearby area was known as ‘White Town’. In other parts of the town Indian merchants and traders, artisans, workers, and others stayed which was regarded as a ‘Black Town’.

Question 9.
What is the ‘Civil line’ and what is its importance?
Answer:
‘Civil Line’ was a protected area for the Europeans, particularly the British people. This place looked beautiful due to the presence of gardens, playgrounds, churches, buildings, roads, etc.

Question 10.
Mention the first hill station of India.
Answer:
The hill stations were established keeping in view the military and political needs of the British. During the Gurkha, war ofl815-16the need for the establishment. of the hill station at Shimla was felt, thus Shimla became the first hill station.

Question 11.
Write about the life of women in towns and cities.
Answer:
Women enjoyed a special position in city life and a new atmosphere was created for them in society. The educated women published their writings in different, magazines and attended meetings held in different towns and cities.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 12.
Mention the transport system in towns during colonial rule.
Answer:
The social life of the cities and towns was different from the villages and transport facilities like horse-drawn carriages, rickshaws, trams, and buses were available in the cities and towns, The people took delight to use these transport facilities for going to their offices and traveling inside the cities.

Question 13.
Throw light on the entertainment facilities for the people in towns.
Answer:
Entertainment facilities grew up in towns and cities. The parks, cinema halls, theatres, and town halls were built in the cities and towns Which provided entertainment to the people.

Question 14.
Mention the name of the colonial architecture of Calcutta.
Answer:
During the British period, many colonial architectures grew up in Calcutta. Among them are the ‘Great Eastern Hotel’, ‘Howrah Bridge’, ‘General Post Office’, ‘Esplanade Mansion’ and ‘Metropolitan Buildings’ of this period.

Question 15.
Discuss in brief the colonial architecture of Mumbai.
Answer:
Bombay (Mumbai) contains colonial architecture. The City hall, Esplanade circle, Municipal Corporation, Building, Ballard estate. St. Thomas Cathedral Elphinstone College, Food market, Oval field. St. Anne High schools are some of the important architecture of Bombay which bears testimony to the colonial period.

Question 16.
Write about the colonial architecture of Madras.
Answer:
Madars is in possession contains many colonial architectures. Famous among them are Madras University, Victoria Public hall, General Post Office, Madras Museum, Freemansan’s hall, Senate House, Chepak palace, etc.

Question 17.
When did the Na’anka famine take place? After that who took steps for the spread of education in Odisha?
Answer:
The Nanaka famine took place in 1866 and from that period Renaissance of Odisha began. After that celebrities like Fakir Mohan Senapati, Madhusudan Das, and Baikuntha Nath Dey. Gangadhar Meher. Nilamani Bidyaratna, Linganaj Panigrahi, Krushna Chandra Gajapati Narayan Deo, and many others spread education in Odisha.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 18.
When did the British occupy Odisha? After that whom did they engage for the smooth administration in Odisha?
Answer:
British occupied Odisha in 1803. After that, they engaged Bengalees for smooth administration.

Question 19.
Who was Kantichandra Bhattacharya? What did he speak?
Answer:
Kanti Chandra Bhattacharya was a Sanskrit Pundit of Balasore Zilla school. He ‘ opined that ‘Odia is not an independent language’.

Question 20.
Name of the two persons who established the printing press at Balasore.
Answer:
The establishment of the printing press in some parts of Odisha played an important role in the language movement in Odisha. Through the effort of Fakir Mohan Senapati and Baikunthanath Dey, two printing presses were established at Balasore.

Question 21.
Who established open-air schools? What was its objective?
Answer:
Gopabandhu Das established an open-air school at Satyabadi which imparted teaching to the students in the Odia language. Its objective was the development of the Odia language.

Question 22.
In the language agitation of Sambalpur, name the two persons who played a vital role.
Answer:
A special influence of language agitation was felt in Sambalpur. The two persons who played a vital role in the agitation were Nilamani Bidyaratna and Gangadhar Meher.

Question 23.
In which year Odisha became a separate province and who was its first Governor?
Answer:
Odisha became a separate province on 1st April 1936. Sir John Austin Hubback became the First Governor of Odisha.

Question 24.
Name two committees that were associated with the formation of Odisha is a separate province.
Answer:
The joint Parliamentary Committee and the Odisha Administrative Committee or Hubback Committee were associated with the formation of Odisha as a separate province.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 25.
Name two men of letters who first attempted the amalgamation of Odia-speaking tracts.
Answer:
Fakir Mohan Senapati and Baikunthanath Dey were two men of letters who first attempted the amalgamation of Odia-speaking tracts.

Question 26.
Rishley Circular was published in which year? What was its aim?
Answer:
Rishley circular was published on 3rd December 1903. Its aim was to restore Odia as the official language in Sambalpur and adjacent feudatory states.

Question 27.
When and by whom Utkal Union Conference was formed?
Answer:
On 1903 and by Madhusudan Das Utkal Union Conference (Utkal Sammilani) was formed. Its primary aim was for a Unified Odia-speaking area.

Question 28.
Mention the name of two leaders who wanted the formation of Odisha as a separate province.
Answer:
Madhusudan Das and Maharaja Krushna Chandra Gajapati were two veteran leaders of Odisha who wanted the formation of Odisha as a separate province.

Question 29.
Which two places of Ganjam were to be included in Odisha as per Philip Duff Committee’s recommendation?
Answer:
Mandasa and Paralakhemundi of Ganjam were to be included in Odisha as per Philip Duff Committee’s recommendation.

Question 30.
Name two literary persons who opposed Frezan’s proposal to introduce Hindi in Sambalpur.
Answer:
Nilamani Bidyaratna and Gangadhar Meher vehemently opposed Frezan’s proposal to introduce Hindi in Sambalpur.

Question 31.
Write the name of two factories established by Madhu Babu for the economic progress of Odisha.
Answer:
‘Orissa Art Wares’ and ‘Utkal Tanner)7’ of Cuttack are two factories established by Madhu Babu for the economic progress of Odisha.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 32.
Who and when had founded the Utkal Union Conference and what was its ambition?
Answer:
Madhusudan Das founded Utkal Union Conference on 30th December 1903. Its ambition was to take a vital role in the amalgamation of Odia-speaking tracts.

Question 33.
Who and when had given the proposal to the British Government for the formation of Bihar-Odisha Province?
Answer:
Lord Hardinge, the then Viceroy of India gave proposal for the creation of the new Bihar Odisha Province and it was formed in 1912.

Question 34.
Give two examples of Madhu Babu’s political life.
Answer:
Madhu Babu was elected as a representative to ‘Orissa-Chhotnagpur Municipality’ in 1896. In 1902 as a member of ‘The Bengal Legislative Council’, Madhu Babu put pressure on the Govt, to provide more grants to Ravenshaw College.

Question 35.
Form an idea on the Utkal Pradesh Congress Committee.
Answer:
Gopabandhu played a significant role in popularising the activities of the Indian National Congress in Odisha. The Utkal Pradesh Congress Committee was formed in 1921 and Gopabandhu was its first President.

Question 36.
Name the Ashramas constructed by the influence of Gopabandhu Das.
Answer:
Gopabandhu was instrumental in popularising the congress ideology in different parts of Odisha through several Ashramas. Among them, very famous were the ‘Swaraj Ashram’ at Cuttack, ‘Alakashram’ at Jagatsinghpur, and ‘Swaraj Mandir’ at Cuttack.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 37.
Write the name of the books written by Gopabandhu Das.
Answer:
Gopabandhu Das took various steps for the improvement of the Odia language and literature. He himself was also the author of many books like ‘Bandira Atmakatha’ (self-expression of a Prisoner), ‘Dharmapada’, ‘Abakasa Chinta’s (thought of leisure), Go Mahatmya (Appraisal on a cow), etc.

Question 38.
What was the role of Krushna Chandra Gajapati in the First Round Table Conference?
Answer:
Krushna Chandra Gajapati went to London in 1930 to present the demand of Odisha province before the British government. During his stay in London, he was able to influence Sir Samuel, Hoare (the secretary of state), and other parliamentarians for the creation of Odisha as a separate province.

Question 39.
What steps were undertaken by K.C.Gajapati as the Prime Minister for the progress of Odisha?
Answer:
K.C.Panighrahi became the Prime Minister of Odisha on 1st April 1937. Through his endeavor, the Odisha High Court, Sri Ramchandra Bhanja Medical College, Utkal University, Rice Research Institute, etc. were established in Odisha.

Question 40
Mention the works of Rama Devi at Alakashram.
Answer:
Alakashram played a vital role in the freedom struggle of India. As an insider, Rama Devi cooked tiffins and meals for the inmates of the Ashram and taught spinning and preparation of clothes to the people who came for training to Alakashram.

Question 41
Write the works undertaken by Rama Devi at Sevaghar.
Answer:
After Alakashram was raised to the ground, Rama Devi her husband went to Bari and stayed at Bari Ashram popularly known as ‘Sevaghar’. In that Ashram, Rama Devi devoted herself in Khadi work, the uplift of Harijans, the spread of Hindi, the uplift of women, adult education, the clearing of villages, and the like.

Question 42
Discuss the role of Sarala Devi in the Civil Disobedience movement.
Answer:
Sarala Devi played an important role in the Civil Disobedience Movement in Odisha. She went to Inchudi and helped the women there with the preparation of salt.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 43.
Describe the role of Sarala Devi in the Quit India Movement.
Answer:
Gandhiji selected Sarala Devi as the women leader to start the Quit India movement in Odisha. She was arrested and inside the jail chalked out the program with other prisoners on how to quit English from India.

Question 44.
What were the contributions of Malati Devi to the Peasant Movement?
Answer:
Malati Devi wanted the all-around progress of the peasants. In 193 3 she in association with her husband formed the ‘Utkal Congress Socialist Workers Union’ and donated all her ornaments to this Union.

Question 45.
Discuss the role of Malati Devi in the Bhoodan Movement.
Answer:
Malati Devi was inspired by Vinoba Babe and actively participated in the Bhoodan movement in Odisha. She established various organizations and composed poems in Odia which were sung by the women during the padayatra.

Question 46.
Who were the chairman and members of the Constituent Assembly?
Answer:
As per the provision of the Cabinet Mission, it was decided the Constituent Assembly would be framed by the election: On 11 December 1946, Dr. Rajendra Prasad was elected as its permanent chairman and almost all the leading members of the time were the members of the Constituent Assembly.

Question 47.
Who were the members of the Draft Constitution Committee (Drafting Committee)?
Answer:
For preparing a draft constitution the Drafting Committee was framed and Dr. B.R. Ambedkar presided over it. Besides him, N.Gopalswami Aiyengar, A.K.Ayengar, Sayyad Mohammad, T.T.Krishnamachari, and many others were its members.

Question 48.
Why is the Indian Constitution termed the longest-written constitution of the world?
Answer:
Ivor Jenning, the constitutional expert of Great Britain had expressed the view that the Indian Constitution is the longest constitution of the world, it consists of 395 articles, 12 schedules, and 122 amendments.

Question 49.
Write about the single citizenship of the Indian Constitution.
Answer:
Indian constitution provides for a single citizenship i.e. any individual who resides in India is an Indian. The constitution never recommends Double citizenship like in America.

Question 50.
Throw light on the flexibility of the Indian constitution.
Answer:
Indian constitution strikes a balance between rigidity and flexibility and a flexible constitution can be amended easily. Certain provisions of the Indian constitution can be amended by a simple majority in both the Houses of parliament.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 51.
By which style does the Indian parliamentary system function?
Answer:
The parliamentary form of Government had been adopted following the Indian acts of 1919 and 1965. Its style is The President of India is the nominal head and the Prime Minister is the real head.

Question 52.
Focus on regarding Fundamental Rights of the Indian Constitution and What was the view of Jawaharlal Nehru regarding this.
Answer:
Indian constitution contains certain Fundamental Rights for the upliftment of people. Pandit Jawaharlal Nehru viewed Fundamental Rights as the conscience of the constitution.

Question 53.
Is the Indian, constitution-making India a secular state, and what was its objective?
Answer:
Our constitution makes India a secular state. The citizens of India have the right to Profess, Practise and Propagate any religion they like.

Question 54.
Is Indian Constitution democratic? Which article confers Adult Franchise to citizens?
Answer:
Indian constitution is a democratic constitution. Article 326 confers Universal Adult Franchise to citizens.

Question 55.
What are the four features of federalism in the Indian constitution?
Answer:
A basic silent feature of the Indian constitution is federalism. A federal state exhibits four features a written constitution, dual polity, distribution of power, and an independent and impartial judiciary.

Short-Answer Type Questions

Question 1.
Fort William.
Answer:
Among the colonial architecture in Calcutta, Fort William occupies a unique position. There are actually two Fort Williams – The old and the new. The original was built in 1696 by the British East India Company and Sirajudaullah occupied it in 1757 and renamed it as Alinagar. In 1766 the old fort was repaired and used as a customs house. The new fort William was built on the eastern bank of river Hoogly Robert Clive started the building of this fort in 1758 and it was completed in 1781. This fort was named after King William 111 of England.

Question 2.
Victoria Memorial.
Answer:
Built-in marble, the Victoria Memorial is another great architecture of the British period. The beginning of this architecture took place in 1906 and it was completed in 1921. This was built in memory of Queen Victoria of England. The work of this memoria began when Lord Curzon was the Viceroy of India. The architect of this building was William Emerson. The architecture was a mixture of Mughal, British, Egyptian, Deccani, and Islamic elements.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 3
Townhall of Bombay.
Answer:
The Town Hall of Bombay was built during British rule and was constructed in 1833. The architect of this building was a military engineer named Colonel Thomas Cowper. This building was a mixture of Greek and Roman styles of architecture. The Town Hall is named the ‘Asiatic Society of Bombay’ which is a public library in the City. Apart from the ancient manuscripts in Persian, Prakrit, Urdu, and Sanskrit, there are also a collection of 1000 ancient coins including gold Mohur of Akbar.

Question 4.
Rajabai Tower.
Answer:
The Rajabai Tower in South Mumbai is located in the confines of the fort campus of the University of Mumbai. It was designed by Sir George Gilbert Scott, an English architect. The clock placed at the top of the tower is built in the model of Big Ben, the clock tower of the house of parliament in London. Its building work started on March 1869 and was completed in November 1878. For a long period sound of this bell indicated the time to the people of Bombay.

Question 5.
The Gateway of India.
Answer:
The Gateway of India is one of the major monuments in the city located in the Apollo border area in Mumbai. It was built to commemorate the visit of King George V and Queen Mary to Bombay in 1911. Its foundation stone was laid on 31st March 1911 by Sir George Sydenham Clarke and designed by George Witter. The building got the name ‘The Gateway of India’ because in the colonial era, European entered India from this location and it was the first thing they saw while entering the country.

Question 6.
Victoria Terminus.
Answer:
The Victoria Terminus is a classic example of the colonial architecture of Bombay. Its present name is Chhatrapati Shivaji Terminus. Built-in 1888, this Railway Station bears the memory of the Victorian age. The plan for this railway station was designed by an English Engineer EW. Stevens. This station is very nearer to the seashore of Mumbai. At the entrance of the station are found one lion and a tiger, representing England and India respectively.

BSE Odisha Solutions

Question 7.
Bombay High Court.
Answer:
Situated on the Apollo Street. The Bombay High Court started functioning in 1862. There are two life-size statues on the Western side of the High Court. One among them is the stone ‘Statue of the Goddess of Justice’ holding the sword of Justice in one hand and the scales in the other. The second is the ‘Statue of Goddess Mercy’ with hand folded. The decision of two litigious cats and a monkey judge on the first floor of the court is very interesting. Bombay High Court beams the memory of Colonial architecture.

Question 8.
Fort St. George.
Answer:
1644 was a glorious year for the British East India Company. In that year Fort S. George was built on the seashore of Madras. Historically famous as the White Town, the fort has taken its name from St, George who is believed to have had significant influence in the region during that era. Fort St.George is divided into two sections – St. Mary’s Church and the Fort Museum. In 1795, the Madras Bank started functioning inside it. The statue of Lord Cornwallis in front of the museum is a masterpiece of art.

Question 9.
Ripon Building.
Answer:
The Ripon Building of Madras is a fine example of the neoclassical style of colonial architecture. This white building is located near the Chennai Central Railway Station. This was built in memory of Lord Ripon, the Viceroy of India. Lord Minto had laid down the foundation stone of this building. In 1913 the Madras Municipal Corporation started functioning inside it. In the same year, Oakes and company put a Westminister Quarter Chiming clock inside it which, is another great attraction.

Question 10.
Establishment of Printing Press at Odisha.
Answer:
The establishment of the Printing Press at Cuttack in 1866 by Bichitrananda Das played a vital role in the language movement in Odisha. From that place was published ‘Utkal Dipika’ under the editorship of Gouri Shankar Roy. Through the effort of Fakir Mohan Senapati and Baikunthanath Dey, two Printing presses were established at Balasore.

Due to that, two newspapers named ‘Sambad Bahika’ and ‘Utkal Darpan’ were published in Balasore. Through these Magazines, efforts were made to preserve the Odia language and expedite the movement.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 11.
Language Movement in Ganjam.
Answer:
Language Movement also took place at Ganjam. Telugu dominated there and the Telugu language was prevalent in the Govt, offices in the undivided Ganjam district. This gave a feeling of inferiority to the people of Ganjam. They were United to Preserve the odia language in that area. By 1870, a new awakening took place at Ganjam which galvanized the odia language. Under the presidency of William Mohanty ‘Utkal Hitabadini Sabha’ submitted a memorandum to the Madras government to retain the odia language in Ganjam.

Question 12.
Language agitation in Sambalpur.
Answer:
A special influence of language agitation was felt in Sambalpur. During that period Sambalpur was included in the central province. On 15 January 1895, the Chief Commissioner of the central province Sir Andrew Frezon ordered to the withdrawal of the odia language from the office and court, and Hindi was introduced in its place. The people of the undivided Sambalpur district became very angry.

‘Sambalpur Hitaisini edited by Nilamani Bidyaratna, views were expressed against this step of the British Government and this step was welcomed by poet Gangadhar Mehera. After Memorandum to Lord Curzon, the Viceroy of India a step was taken by him and he wrote to Andrew Frezon to consider the memorandum of the people of Sambalpur.

Question 13.
The Sinha Resolution.
Answer:
Satchidananda Sinha, a staunch supporter to the odia movement, moved a resolution in 1920 recommending the Government of India ‘to formulate a scheme for the 4 amalgamations of Oriya speaking tracts’. This was famous as the ‘Sinha Resolution’. By this, the central province gave consent to transfer Khariar Zamindari and Bihar and it was a favorable reply.

When Madras Government was pressurized to handover Ganjam, Sashibhusan Rath, the editor of ‘Asha’ mobilized the people of Ganjam and by the pressure of the Government of India, Madras Government appointed Philip Duff Committee in 1924 to look into the matter.

Question 14.
O’Donnell Boundary Commission.
Answer:
In the First Round Table Conference Maharaja K.C.Gajapati Narayan Deo of Paralakhemundi made an impressive speech for the formation of Odisha as a separate province. After due consideration, a Boundary Commission was formed in 1931. It was headed by S.P.O’Donell, the Chairman, and other two members H.M. Mehta of Bombay and T.R.Phukkoon of Assam.

The associate members were K.C.Panigrahi of Odisha, Sachidananda Sinha of Bihar and C.V.S. Narasimha Raju represented the Telugus. Following the 1931 census and receiving evidence from 400 witnesses, the commission recommended the creation of a separate Oriya province.

Question 15.
Hubback Committee.
Answer:
The Odisha Administrative Committee or Hubback Committee was formed which examined the issue and submitted its final report on 20 Dec 1933. It made Cuttack as the capital of Odisha and Puri. It’s a summer resort. It recommended a High Court and University for Odisha. The post of Director of Education, Inspector General of Police, and Revenue Commissioner were also recommended by this committee.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 16.
Birth of Odisha Province.
Answer:
The Government of India Act was promulgated in 1975 and its clause 289 recognized Odisha as a separate province. On 3rd March 1936, Odisha was ratified by the British Parliament and received the signature of the Emperor. On 1st April 1936, Odisha has created as a separate province. It consists of six districts with 32,695 square miles and an 8,043,681 population. Sir John Austin Hubback became the first Governor of Odisha. Thus, the struggle of Odias ended with victory and the long cherished dream of Oriya leaders was materialized.

Question 17.
Madhusudan Das and the Utkal Union Conference.
Answer:
The formation of the Utkal Union Conference (Utkal Sammilani) was a bold step taken by Madhu Babu which play a vital role in the amalgamation of Odia-speaking tracts. The first session of this conference was organized on 30 December 1903. At the invitation of Madhu Babu, 30 kings, zamindars and many representatives attended this conference. Sri Rama Chandra Bhanja Deo the king of Mayurbhanja presided over the session. The important proposals were the amalgamation of Odia-speaking tracts and the social reformation of Odisha.

Question 18.
Madhu Babu and Politics.
Answer:
Madhu Babu has left an indelible imprint in the field of politics. He was elected as a representative to Orissa. Chhotnagpur Municipality in 1896. He was again elected for the same post in 1900 and dedicated himself to the progress of Odisha. In 1902 as a member of the Bengal Legislative Council Madhu Babu put pressure on the Government to provide more grants for the improvements of Ravenshaw College. To the Legislative Council of Bihar and Orissa Madhu Babu was elected.

Through his effort, the ‘Orissa Tenancy Bill’ was recommended and accepted by the House in 1913. In 1921, Madhu Babu became a Minister of that council and discharged his duty without remuneration and cited an example of self-less service for his people. By his effort on 25 November 1921, a proposal was laid down before the House for the creation of Orissa as a separate province.

Question 19.
Efforts of Madhu Babu for economic independence of the Odias.
Answer:
Madhu Babu had tried for the economic independence of the Odias. He took steps for the development of cottage industries in Odisha. The traditional filigree works of Cuttack were encouraged by him. Till today this has retained its position. Madhu Babu had opened ‘Orissa Art Wares’ at Cuttack.

For the progress of the leather industry, he established a factory named ‘Utkal Tannery’’ at Cuttack. He also taught the weavers the new art of weaving. He was also instrumental in establishing a palm-sugar factory. In fact, Madhu Babu played an important role in the economic progress of Odisha.

Question 20.
Madhu Babu and the spread of Education at Odisha.
Answer:
Madhu Babu took much pain for the spread of education in Odisha. As Vice Chairman of Cuttack Zilla Parishad and member of the Legislative Council, Madhu Babu had taken steps for opening many schools in Odisha. He had advised giving physical training to juveniles in the jail. He also encourages women’s education.

In 1907 when the only Girl’s school was going to be closed, his adopted daughter Sailabala became its Headmistress and it survived. Later on, it became the famous Sailabala Women’s College and encourage women’s education in Odisha. Madhu Babu advocated in favor of voting right for women which materialized in the future.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 21.
Madhu Babu and Puri Jagannath Temples.
Answer:
Although Madhu Babu had accepted Christianity by choice, he had argued in the Court as an advocate to preserve the dignity of Gajapati. In 1902, the British Governor appointed one Deputy Magistrate for the management of Puri Jagannath Temple. Madhu Babu opposed it in the Calcutta High Court and projected that as per the tradition, the Gajapati is the sole custodian of the deities of Puri Jagannath Temple.

The Honourable High Court listened to Madhu Babu and passed an order that the Gajapati should be the custodian of the deities and would carry temple management as per his desire. This episode mode Madhu Babu famous in the nook and comer of Odisha as ‘Madhu Barrister’.

Question 22.
Gopabandhu Das and Establishment of National School.
Answer:
By the advice of Madhusudan Rao, Gaopabandhu established ‘Open Air Middle English School’ in 1909 as Satyabadi of Puri district. On the backside of the Sakhigopal temple, in the natural setting, he started this school. At his request, Acharya Harihar Das, Pandit Nilakantha Dash, Pandit Godabarish Mishra, and Pandit Krupasindhu Mishra joined in the school. These five celebrities are known as the five friends of modem Odisha. The natural setting of the school and the dedication of the teachers attracted the people.

Question 23.
Gopabandhu and Indian National Congress.
Answer:
Gopabandhu played a significant role in popularising the activities of the Indian National Congress in Odisha. Returning from Calcutta after attending a special session of the Indian National Congress in 1920, he was surcharged with the ideology of the Congress. He was determined to spread Gandhian activities in Odisha.

He also attended the Bombay session of the Indian National Congress with others. The representatives from Odisha were deeply moved by this and returning to Odisha, they wanted to implement the ideology of Congress under the leadership of Gopabandhu.

Question 24.
Gopabandhu and the improvement of Odia language & literature.
Answer:
Gopabandhu took steps for the improvement of Odia language and literature. He started a magazine titled ‘Satyabadi’ from Sakhigopal in 1915. In 1919 he published ‘Samaj’ from the same place which was a weekly newspaper. Through this newspaper, he was able to put forth the grievances and demands of the people before the British Government. He himself was also the author of many books like ‘Bandira Atmaksha’ (self-expression of a prisoner), Dhammapada, Go Mahatmya, ‘Abakasa Chinta’ (thought of leisure), etc. which enriched Odia literature.

Question 25.
Gopabandhu and People’s welfare.
Answer:
Gopabandhu was a living example of a messiah for the poor and destitute of Odisha. In 1904 after Gopabandhu had passed B.A. he came to know that some areas of Puri have been submerged in water. During that time all of a sudden, his son became ill. Gopabandhu did not listen to anybody who had advised him to stay at home for his son and went for relief work in that area. His son died but he did not bother about it. He was the first Odia member servant of the People Society. He also took steps for the eradication of untouchability from Odishan society.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 26.
Krushna Chandra Gajapati and Simon Commission.
Answer:
The Simon Commission which landed on Indian soil, boycotted the slogan ‘Simon go back’ . However, by the effort of K.C. Gajapati and other members of the Utkal Sammilani, that committee received Simon Commission with the slogan ‘Welcome Simon’ at Patna Railway station. The Committee became very happy and intimately talked with the members of the Utkal Sammilani paying heed to their problems.

On 27 May 1930, the report of the Simon Commission was published which recommended for the formation of a sub-committee for examining the cause of the creation of Odisha as a separate province. It elated Krushna Chandra Gajapati Narayan Deo.

Question 27.
K. C. Gajapati and the First Round Table Conference.
Answer:
Although the First Round Table Conference was boycotted by the Indian National Congress. K. C. Gajapati went to London in 1930 to present the demand of Odisha Province before the British Government. By that time the agenda of the meeting had already been prepared. By the persuasion of K.C. Gajapati, a discussion on it was included with the province of Sind.

Due to his influential speech, this Odisha matter was placed in the II, VI & VII charter of the Sub-Committee. During his stay in London, K.C. Gajapati was able to influence Sir Samuel Hoare, the Secretary of State, and other Parliamentarians. This made the path of the creation of Odisha as a separate province very easy.

Question 28.
Prime Minister Krushna Chandra and the progress of Odisha.
Answer:
The first Governor of Odisha was Sir Austin Hubback. By his invitation, K.C. Panigrahi became the Prime Minister of Odisha on 1 st April 1937. Again he adorned the same position from 1941 to 1944. During that period, he devoted his heart and soul to the progress of Odisha. The Odisha High Court, Sri Ramachandra Bhanja Medical College of Cuttack, Utkal University, Rice Research Institute of Bidyadharpur, etc.

were established. That is why Utkal University and Berhampur University conferred on him an honorary Doctorate degree. The Berhampur Medical College and Gajapati district have been named after him to preserve his memory.

Question 29.
Rama Devi and participation in the freedom struggle.
Answer:
Rama Devi had heard the coming of Gandhiji to Odisha on 23 March 1921. On the same night, Mahatma Gandhi addressed a meeting organized by the ladies at Binod Bihari at Cuttack. Rama Devi attended this meeting and presented Mahatma Gandhi with her hand spoon thread and contributed all her ornaments to the Tilak Swaraj Fund. She also took a vow not to wear ornaments and to wear Khaddar Saree throughout her life. She was determined to forgo all the luxuries of her life and to devote her body, mind, and soul to the freedom struggle.

Question 30.
Alakashram and Rama Devi.
Answer:
Alakashram played a vital role in the freedom struggle in India. The National School started there. As an insider. Rama Devi cooked tiffins and meals for the inmates of the Ashram. In 1923-24, cholera spread in Jagatsinghpur. Rama Devi with other workers moved from village to village and advised the people to take preventive injections and to take boiled water.

For eradication of Malaria in that area. She advised to use quinine, she also advised people not to use intoxicants. She also taught spinning and preparation of clothes to the people who came for training to Alakashram.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 31.
Rama Devi and Social work.
Answer:
Rama Devi was an ideal social worker. In 1968, she rendered relief work at the undivided Balasore, Koraput, Dhenkanal, Puri, Ganjam, Phulbani, and Mayurbhanj districts which were affected by droughts. She also worked in the flood,- affected areas. During the Indo-Pak war of 1971. She worked for the refugees who came from East Pakistan to Odisha.

She also worked for the lepers and Harijans. She pacified the student strike at Ravenshaw College in 1964. She took a leading role in the celebration of Gandhiji’s centenary in Odisha in 1969. In 1977 in the centenary year of acharya Harihar, a cancer institute was established at S.C.B. Medical College.

Question 32.
Sarala Devi and Uplitment of Harij.
Answer:
Sarala Devi popularised Gandhian constructive works like women’s education, upliftment of women, eradication of untouchability, adoption of Swadesi, etc. in Odisha. She devoted herself to the upliftment of Harijans. She had given a proposal to the Odisha Govt, to provide education to Harijanas and give them jobs.

She had advised the Government to open agricultural banks and land mortgage banks for protecting the Harijanas from the clutches of money lenders. Through her effort, the Odisha Government built a hostel at Cuttack for the stay of the Harijans.

Question 33.
Provincial Legislative Assembly and Sarala Devi.
Answer:
Sarala Devi was a member of the Provincial Assembly from 1937 to 1944. She was imprisoned during that time and had worked with the Govt, regarding the misbehavior of the jail staff towards the political prisoners. On 28 February 1979, she argued in -favor of co-education and demanded to grant more money for the development of women’s education.

She also introduced the ‘Dowry eradication Bill’ in the Assembly in 1939 which was passed and accepted by the Govt. In the same year, she also introduced ‘The Property Rights of Hindu Women Bill’ which was also passed. She also pressures on women’s franchises.

Question 34.
Literary Activities and Sarala Devi.
Answer:
Sarala Devi was a prolific writer. She translated the book ‘History of Indian National Congress’ of Pattabhi Sitaramayya into Odia and popularised the activities of the congress into the nook and comer of Odisha. Largely her writings were Women Centric. Especially, the problem and rights of Women’s work discussed in her writings.

She played an important role in dragging the women from the four walls of the house and mingling them in the mainstream. In fact, Sarala Devi was an important ideal woman. She played an important role in popularising the ideas of Mahatma Gandhi in Odisha.

Question 35.
Malati Devi and Salt Satyagraha.
Answer:
Malati Devi took an active part in the Salt Satyagraha at Inchudi of Balasore district. She had worked with Rama Devi, Kiranbala Sen, and others. Through her influence, many women joined the Civil Disobedience Movement at Inchudi and prepared salt. She also encouraged the women at Srijang to participate in the movement.

She also encouraged the women at Kujanga who joined the movement with their Queen Bhagyabati Pata Mahadev. Her fiery7 speech dragged the women from the four walls of the house who actively participated in the salt satyagraha.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 36.
Malati Devi and Gandhian Constructive Programme.
Answer:
Malati Devi played an important role to popularise Gandhian constructive
the program inside Odisha. On 30th April 1930. She delivered a fairy speech inspiring the people to boycott foreign clothes. Inspired by her, the cloth merchants of Cuttack did not sell foreign goods.

She had moved a resolution in the congress worker’s meeting at Sambalpur in 1946 regarding the steps to be undertaken for the upliftment of Harijans which was unanimously passed. In 1927, she had taken steps with her husband for the improvement of agriculture, she constructed the ‘Baji ’ Rout Hostel’ at Angul and taught the inmates Gandhian constructive works.

Question 37.
Malati Devi and Prajamandal (Garjat) Movement.
Answer:
The Garjat Movement at Dhenkanal. Talc her, Nilgiri and other places were galvanized by Malati Devi. She with her husband and a great communist leader, Bhagabati Charan Panigrahi organized many secret meetings in different Garjat areas and encouraged them to become free from the clutches of their rulers.

She published a pamphlet titled ‘Ranaveri’. Sarangdhar Das also joined with her to organize in ajamandal movement at Dhenkanal and Baji Rout, a boy of twelve years breathed his last in the Police bullet. Malati Devi wanted the all-round progress of Odisha.

Question 38.
Constituent Assembly.
Answer:
As per the Provision of the cabinet Mission, it was decided the Constituent Assembly would be framed by the election. As per the proposal, there should be 389 members. That election took place in July 1946. Out of 296 seats, the Congress got 212, Muslim League 73, the independent, and others got it.

Manabendra Roy had first thought about the Constituent Assembly. A meeting of the Constituent Assembly was convened on 9 December 1946 in Delhi. It was presided over by Sri Sachidananda Sinha of Bihar. On 11 December 1946. Dr. Rajendra Prasad was elected as its permanent Chairman. Almost all the leading members . of the time were members of the Constituent Assembly

Question 39.
Drafting Committee.
Answer:
For preparing a draft constitution, the Drafting Committee was framed. Dr. B.R. Ambedkar presided over it. Besides him, N.Gopalswamy Aiyengar, A.K. Ayan, Saiyyad Mohammad Saadulla, T.T. Krishnanmachari, D.P. Khaitan, and many others were its members. Dr. B.N. Ray acted as the Chief Constituent Advisor to this Committee. This Committee submitted its report (draft) to the Constituent Assembly on 21 February 1948.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Short Answer Questions

Question 40.
Fundamental Duties.
Answer:
The Fundamental Duties are a unique part of the Indian Constitution. Those are:

  • To abide by the Constitution and respect the national flag and national anthem.
  • To cherish the noble ideals which inspired our freedom stragglers.
  • To uphold the sovereignty unit and integrity of the country.
  • To defend the country and render national service when called on to do so.
  • To promote harmony and the spirit of common brotherhood among the people of India.
  • To value and preserve the rich heritage of our composite culture.
  • To protect and improve the national environment include lakes, rivers, and wildlife.
  • To develop scientific temper, humanism, and the spirit of inquiry and reform.
  • To safeguard public property and abjure violence.
  • To strive to achieve excellence in all spheres of individual and collective life so that the nation makes progress.

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From your business workflows to your IT operations, we got you covered with AI-powered automation. Cognitive Automation, which uses Artificial Intelligence (AI) and Machine Learning (ML) to solve issues, is the solution to fill the gaps for enterprises. State-of-the-art technology infrastructure for end-to-end marketing services improved customer satisfaction score by 25% at a semiconductor chip manufacturing company. TCS’ vast industry experience and deep expertise across technologies makes us the preferred partner to global businesses.

Longer implementation cycles further add to the complexity in incorporating evolving business regulations into operations, leading to diminishing returns, increased costs, and transformation hiccups. These processes can be any tasks, transactions, and activity which in singularity or more unconnected to the system of software to fulfill the delivery of any solution with the requirement of human touch. Let us understand what are significant differences between these two, in the next section.

Appian is a leader in low-code process automation, empowering businesses to rapidly design, execute, and optimize complex workflows. Their platform excels in driving operational efficiency, improving https://chat.openai.com/ customer experiences, and ensuring regulatory compliance. With Appian, organizations can break free from rigid processes and embrace the agility needed to thrive in a dynamic business environment.

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This leads to more reliable and consistent results in areas such as data analysis, language processing and complex decision-making. Most businesses are only scratching the surface of cognitive automation and are yet to uncover their full potential. A cognitive automation solution may just be what it takes to revitalize resources and take operational performance to the next level. Through cognitive automation, it is possible to automate most of the essential routine steps involved in claims processing. These tools can port over your customer data from claims forms that have already been filled into your customer database.

This robust library empowers businesses with automation, enhancing efficiency and productivity. Social and digital marketing offers significant opportunities to businesses by lowering costs, improving brand awareness, and increasing sales. A cognitive automation platform can gather data about brand mentions, engagement, and trending topics to give a recommendation about when to schedule new content.

The journey to Cognitive Automation can be complex, but with Veritis, you’re never alone. From the initial consultation to training and ongoing support, we’re with you at every step, ensuring a smooth and stress-free adoption of cognitive automation while addressing your questions and concerns at every step. With years of experience in cognitive automation, our team of experts has successfully implemented automation solutions across various industries, providing our clients with tailored expertise for outstanding results. Workflow encompasses managing a business process from start to finish, involving user interactions, automated bots, and systems, ensuring Service Level Agreements (SLA) compliance, and handling exceptions. We provide data analytics solutions powered by cognitive computing automation, helping you make data-driven decisions, identify trends, and unlock hidden opportunities.

It can use all the data sources such as images, video, audio and text for decision making and business intelligence, and this quality makes it independent from the nature of the data. Unfortunately, current business approaches don’t fix the problem, and instead, days of inventory continue to rise across the industry, even with advances in technology. Cognitive automation digitizes and automates processes, and then delivers them through skills, which can be effectively applied to many systems.

The platform leverages artificial intelligence (AI), machine learning (ML), computer vision, natural language processing (NLP), advanced analytics, and knowledge management, among others, to create a fully automated organization. In a time defined by rapid technological progress and a growing need for efficiency, enterprises are increasingly adopting cognitive automation solutions to streamline operations, enhance productivity, and improve decision-making processes. This transformative technology represents a pivotal shift in how organizations harness the power of artificial intelligence and machine learning to optimize their workflows. They excel at following predefined instructions but struggle when faced with ambiguity, unstructured information, or complex decision-making. This is where cognitive automation enters the picture, transforming the way businesses operate. By harnessing the power of artificial intelligence, machine learning, and natural language processing, cognitive automation systems transcend the limitations of rule-based tasks.

cognitive automation

We’re committed to providing consistent and high-quality services that you can rely on. Our solutions are built to scale with your business, ensuring that they consistently deliver efficiency and value, regardless of your organization’s growth. Cognitive Automation simulates the human learning procedure to grasp knowledge from the dataset and extort the patterns.

Along with revolutionizing businesses, saving money, and streamlining processes, cognitive automation solutions have the potential to save lives. They are designed to be used by business users and be operational in just a few weeks. What should be clear from this blog post is that organizations need both traditional RPA and advanced cognitive automation to elevate process automation since they have both structured data and unstructured data fueling their processes. RPA plus cognitive automation enables the enterprise to deliver the end-to-end automation and self-service options that so many customers want.

cognitive automation solutions

It’s a suite of business and technology solutions that seamlessly integrate with existing enterprise solutions and offer easy plug and play features. TCS leverages its deep domain knowledge to contextualize the platform to a company’s unique requirements. We provide a comprehensive library of pre-built cognitive skills, representing a versatile set of automated capabilities designed to streamline tasks like data extraction, document processing, and customer service.

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It enables chipmakers to address market demand for rugged, high-performance products, while rationalizing production costs. Notably, we adopt open source tools and standardized data protocols to enable advanced automation. TCS’ Cognitive Automation Platform uses artificial intelligence (AI) to drive intelligent process automation across front- and back offices.

The applications of IA span across industries, providing efficiencies in different areas of the business. This integration leads to a transformative solution that streamlines processes and simplifies workflows to ultimately improve the customer experience. Incremental learning enables automation systems to ingest new data and improve performance of cognitive models / behavior of chatbots. Veritis provides a rich array of resources and deep expertise to clients seeking Cognitive Automation solutions, delivering streamlined operations and access to cutting-edge advancements in cognitive automation technology.

However, this rigidity leads RPAs to fail to retrieve meaning and process forward unstructured data. Boost operational efficiency, customer engagement capabilities, compliance and accuracy management in the education industry with Cognitive Automation. The integration of these components creates a solution that powers business and technology transformation. It represents a spectrum of approaches that improve how automation can capture data, automate decision-making and scale automation. It also suggests a way of packaging AI and automation capabilities for capturing best practices, facilitating reuse or as part of an AI service app store.

As supply chain management has grown increasingly complex, it can be impossible for businesses to process the data on the minute-by-minute basis that’s required to keep up the 24-7 pace. Cognitive automation allows businesses to avoid challenges like decision fatigue and labor shortages so that they can continue to serve their customers without interruption or costly errors. By bringing together multiple data sets—both internal and external—and automating the analysis, a cognitive automation tool can speed up the decision-making process, especially where many factors need to be considered. Your automation could use OCR technology and machine learning to process handling of invoices that used to take a long time to deal with manually.

Cognitive automation empowers your decision-making ability with real-time insights by processing data swiftly, and unearthing hidden trends – facilitating agile and informed choices. IBM Cloud Pak® for Automation provide a complete and modular set of AI-powered automation capabilities to tackle both common and complex operational challenges. Middle managers will need to shift their focus on the more human elements of their job to sustain motivation within the workforce. Automation will expose skills gaps within the workforce and employees will need to adapt to their continuously changing work environments. Middle management can also support these transitions in a way that mitigates anxiety to make sure that employees remain resilient through these periods of change. Intelligent automation is undoubtedly the future of work and companies that forgo adoption will find it difficult to remain competitive in their respective markets.

The above mentioned cognitive automation tools are some of the best solutions in the market for enterprises. Improving the performance of revenue cycles is imperative for the business’s overall cost reduction. What cognitive automation does is help businesses improve the quality of their customers’ experience, all while increasing data accuracy, and improving net revenue. The biggest challenge is that cognitive automation requires customization and integration work specific to each enterprise. This is less of an issue when cognitive automation services are only used for straightforward tasks like using OCR and machine vision to automatically interpret an invoice’s text and structure.

OMRON and NEURA Robotics Partner to Unveil New Cognitive Robot at Automate 2024 – Automation.com

OMRON and NEURA Robotics Partner to Unveil New Cognitive Robot at Automate 2024.

Posted: Mon, 06 May 2024 16:39:13 GMT [source]

Robotic Process Automation (RPA) has helped enterprises achieve efficiency to some extent, but there are still gaps that need to be filled. Sign up on our website to receive the most recent technology trends directly in your email inbox. Sign up on our website to receive the most recent technology trends directly in your email inbox.. Built using a cloud-first approach, TCS’ platform is API-enabled and available on hyperscalers.

Machine learning helps the robot become more accurate and learn from exceptions and mistakes, until only a tiny fraction require human intervention. Unlike traditional unattended RPA, cognitive RPA is adept at handling exceptions without human intervention. For example, most RPA solutions cannot cater for issues such as a date presented in the cognitive automation solutions wrong format, missing information in a form, or slow response times on the network or Internet. In the case of such an exception, unattended RPA would usually hand the process to a human operator. This highly advanced form of RPA gets its name from how it mimics human actions while the humans are executing various tasks within a process.

We design, implement, and maintain intelligent automation solutions to streamline complex business processes. Whether it’s data entry, document classification, or customer service, our cognitive robots ensure your processes run efficiently and error-free. The landscape of cognitive automation is rapidly evolving, and the tools of today will only become more sophisticated in the years to come. To stay ahead of the curve in 2024, businesses need to be aware of the cutting-edge platforms that are pushing the boundaries of intelligent process automation. Whether you’re looking to optimize customer service, streamline back-office operations, or unlock insights buried in your data, the right cognitive automation tool can be a game-changer. Since cognitive automation can analyze complex data from various sources, it helps optimize processes.

Their mission is to empower users to shed the burden of repetitive and time-consuming digital tasks. With UiPath, everyday tasks like logging into websites, extracting information, and transforming data become effortless, freeing up valuable time and resources. The next step is, therefore, to determine the ideal cognitive automation approach and thoroughly evaluate the chosen solution.

To make matters worse, often these technologies are buried in larger software suites, even though all or nothing may not be the most practical answer for some businesses. Enhance the efficiency of your value-centric legal delivery, with improved agility, security and compliance using our Cognitive Automation Solution. Here is a list of five tools to help your enterprise attain efficiency and save cost.

  • Ensure streamlined processes, risk assessment, and automated compliance management using Cognitive Automation.
  • To make matters worse, often these technologies are buried in larger software suites, even though all or nothing may not be the most practical answer for some businesses.
  • Yes, Cognitive Automation solution helps you streamline the processes, automate mundane and repetitive and low-complexity tasks through specialized bots.
  • Addressing the challenges most often faced by network operators empowers predictive operations over reactive solutions.
  • Unlike traditional unattended RPA, cognitive RPA is adept at handling exceptions without human intervention.

Adopting a digital operating model enables companies to scale and grow in an increasingly competitive environment while exceeding market expectations. Customer relationship management (CRM) is one area ripe for the transformative power of cognitive automation. Traditional CRM systems excel at storing and organizing customer data, but lack the intelligence to unlock its full potential. AI CRM tools can analyze vast swaths of customer interactions, identifying patterns, predicting churn, and personalizing outreach at scale. This empowers businesses to deliver exceptional customer experiences, driving loyalty and growth. The value of intelligent automation in the world today, across industries, is unmistakable.

You can use natural language processing and text analytics to transform unstructured data into structured data. Cognitive Automation is the conversion of manual business processes to automated processes by identifying network performance issues and their impact on a business, answering with cognitive input and finding optimal solutions. Addressing the challenges most often faced by network operators empowers predictive operations over reactive solutions. Over time, these pre-trained systems can form their own connections automatically to continuously learn and adapt to incoming data. This ability helps enterprises automate a broader array of operations to ease the burden further and save costs.

RPA rises the bar of the work by removing the manually from work but to some extent and in a looping manner. But as RPA accomplish that without any thought process for example button pushing, Information capture and Data entry. RPA resembles human tasks which are performed by it in a looping manner with more accuracy and precision. Cognitive Automation resembles human behavior which is complicated in comparison of functions performed by RPA. Adopting cognitive technology that can unlock the power of a business’s data not only allows them to be agile, but can prevent the “brain drain” that often accompanies a volatile employment market. With light-speed jumps in ML/AI technologies every few months, it’s quite a challenge keeping up with the tongue-twisting terminologies itself aside from understanding the depth of technologies.

Consider the example of a banking chatbot that automates most of the process of opening a new bank account. Your customer could ask the chatbot for an online form, fill it out and upload Know Your Customer documents. The form could be submitted to a robot for initial processing, such as running a credit score check and extracting data from the customer’s driver’s license or ID card using OCR. One example is to blend RPA and cognitive abilities for chatbots that make a customer feel like he or she is instant-messaging with a human customer service representative. To reap the highest rewards and return on investment (ROI) for your automation project, it’s important to know which tasks or processes to automate first so you know your efforts and financial investments are going to the right place.

It may also utilize other automation methods, such as machine learning (ML) and natural language processing (NLP), to read and analyze data in various formats. Explore our cutting-edge cognitive automation services, where the future of technology meets the power of artificial intelligence and machine learning. Our team of experienced professionals comprehensively understands the most recent cognitive technologies.

As mentioned above, cognitive automation is fueled through the use of Machine Learning and its subfield Deep Learning in particular. And without making it overly technical, we find that a basic knowledge of fundamental concepts is important to understand what can be achieved through such applications. Provide exceptional support for your citizens through cognitive automation by enhancing personalized interactions and efficient query resolution.

Leverage the power of NLP to automate customer interactions, sentiment analysis, chatbots, and content summarization. Much like the neural networks in our brains create pathways when we acquire new information, cognitive automation establishes connections in patterns and leverages this data to make informed decisions. This makes it easier for business users to provision and customize cognitive automation that reflects their expertise and familiarity with the business.

Experience a new era of business efficiency and innovation with our Cognitive Automation solution, transcending your operational capabilities to offer a superior experience to your customers and employees alike. Traditional automation falls short in handling repetitive, error-prone, and tedious business processes with unstructured data and intricate logic, consuming resources and increasing costs. However, by seamlessly integrating natural language understanding, predictive analysis, artificial intelligence, and robotic process automation, Cognitive Automation empowers you to automate a wide range of processes intelligently. It optimizes efficiency by offloading low-complexity tasks to specialized bots, enabling human agents to focus on adding value through their skills, technical knowledge, and empathy to elevate operations and empower the workforce. TCS’ Cognitive Automation Platform (see Figure 1) helps BFSI organizations expand their enterprise-level automation capabilities by seamlessly integrating legacy systems, modern technologies, and traditional automation solutions.

You might even have noticed that some RPA software vendors — Automation Anywhere is one of them — are attempting to be more precise with their language. Rather than call our intelligent software robot (bot) product an AI-based solution, we say it is built around cognitive computing theories. The human brain is wired to notice patterns even where there are none, but cognitive automation takes this a step further, implementing accuracy and predictive modeling in its AI algorithm. Founded in 2005, UiPath has emerged as a pioneer in the world of Robotic Process Automation (RPA).

Comau, Leonardo leverage cognitive robotics – Aerospace Manufacturing and Design

Comau, Leonardo leverage cognitive robotics.

Posted: Wed, 28 Feb 2024 08:00:00 GMT [source]

That’s why some people refer to RPA as “click bots”, although most applications nowadays go far beyond that. Intelligent automation simplifies processes, frees up resources and improves operational efficiencies through various applications. An insurance provider can use intelligent automation to calculate payments, estimate rates and address compliance needs. It helps enterprises realize more efficient IT operations and reduce the service desk and human-led operations burden. The Infosys High Tech practice offers robotic and cognitive automation solutions to enhance design, assembly, testing, and distribution capabilities of printed circuit boards, integrated optics and electronic components manufacturers. We leverage Artificial Intelligence (AI), Robotic Process Automation (RPA), simulation, and virtual reality to augment Manufacturing Execution System (MES) and Manufacturing Operations Management (MOM) systems.

It’s an AI-driven solution that helps you automate more business and IT processes at scale with the ease and speed of traditional RPA. IBM Consulting’s extreme automation consulting services enable enterprises to move beyond simple task automations to handling high-profile, customer-facing and revenue-producing processes with built-in adoption and scale. An infographic offering a comprehensive overview of TCS’ Cognitive Automation Platform. Automation components such as rule engines and email automation form the foundational layer. These are integrated with cognitive capabilities in the form of NLP models, chatbots, smart search and so on to help BFSI organizations expand their enterprise-level automation capabilities to achieve better business outcomes.