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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

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.

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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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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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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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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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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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Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 2 Perceptual Process Short Answer Questions.

CHSE Odisha 11th Class Psychology Unit 2 Perceptual Process Short Answer Questions

Short-Answer Type Questions

Question 1.
Voluntary Attention.
Answer:
It is also called effortful attention. When attention requires special effort on the part of the attention to attend to it, it is called voluntary attention.

Question 2.
Symbolic Process.
Answer:
Sensory stimulation arouses certain neural activities which have their trace in the nervous system. These are popularly known as neural traces.

Question 3.
Figure and ground.
Answer:
Gestalt psychologists have shown that the factor of figure-ground relationships operates even in the simplest form of perceptual organization. Primitive perception is only figure and ground perception.

Question 4.
Muller Lyer – Illusion.
Answer:
It is also known as a geometrical illusion. Muller and Lyer, two psychologists, observed this kind of error in perception for the first time is called Muller Lyer illusion.

Question 5.
The illusion of Movement.
Answer:
The observer perceives a moving picture when actually the object is not moving it is called the illusion of movement. Examples of the illusion of movement are movies, T. V. screens, and electrical advertisements.

Question 6.
Moon Illusion.
Answer:
It is an example of the size constancy illusion. Recent research on moon illusion has supported an ancient explanation.

Question 7.
Illusions.
Answer:
Illusions are wrong perceptions. Illusion is the wrong or mistaken interpretation of a sensory experience.

Question 8.
Hallucination.
Answer:
It has been already discussed how the illusion is a normal affair. Hallucination which is also a type of perceptual error is experienced by mentally disturbed abnormal persons. Hallucinations may be visual, auditory, olfactory, tactual, gustatory, etc. Hallucinations represent our inner conflicts, fears, anxieties, and mental imbalances. Visual hallucination follows auditory hallucination.

Question 9.
Symbolic process.
Answer:
Sensory stimulations arouse certain neural activities which have their trace in the nervous system. These are popularly known as neural traces. These traces act as symbols or substitutes for the original stimulus or experience. These symbolic images help us while perceiving something. This symbolic process is activated by any experience in an image.

Question 10.
Size Constancy.
Answer:
The size of a stimulus varies with the change in distance between the percept and the perceiver. A tree that is usually perceived at a distance of 5 feet will look very small. Martin did an experiment on size constancy. Considerable constancy was indicated by the observer in the perception of the size of the blocks. But in spite of this significant difference in the sense of impression, we perceive the tree to be of its usual size.

Question 11.
PHJ Phenomenon.
Answer:
Phiophenomcnon is an illusion of movement. When objects are more in quick succession, they appear as one continuous unit or whole. In an experiment, the phenomenon is when two more lights are of optimum brightness, size, and distance. Human adults, children, and animals all are used by this type Of illusion of movement. It is also due to the basic characteristics of the brain activity involved in perception.

Question 12.
Neuron.
Answer:
The entire nervous system is composed of only two kinds of cells. Glia cells and nerve cells are neurons. Glia cells provide a mechanical framework supporting the networks of neurons.

Question 13.
Parietal Lobe.
Answer:
The parietal lobe lies near the central fissure in the back half of the brain. It has the somesthetic area, which is the most important functional area.

Question 14.
Hind Brain.
Answer:
The brain includes the cerebellum, medulla, and pons. The medulla and pons constitute the lower part of the brain stem.

Question 15.
Medulla.
Answer:
The medulla connects each side of the cerebellum with the opposite side of the cerebrum. The medulla joins the spinal cord to higher parts of the brain.

Question 16.
Scanning method.
Answer:
Scanning means taking pictures intently of all parts. The scanning method of the brain helps is knowing the damages and destruction made to the brain.

Question 17.
Cell.
Answer:
The nervous system of a living organism is made up of cells. A cell may be defined as a unit of living material.

Question 18.
Spinal Cord.
Answer:
A spinal cord is a continuation of the brain below the medulla. It is structured compared to the brain.

Question 19.
Mid Brain.
Answer:
The midbrain is the topmost part of the brain stem and also its shortest part. It only directs sensory input to the midbrain.

Question 20.
Reflex Arc.
Answer:
The structure through which reflex action takes place is called the reflex arc. It involves the sensory nerve, the spinal cord, and the motor nerve.

Question 21.
Parietal lobe.
Answer:
The parietal lobe lies near the central fissure in the back half of the brain. The parietal lobe is the seat of sensation.

Question 22.
Synapse.
Answer:
The junction of two neurons is called a synapse. The neurons interact only at synapses. Dendrites and axons for different reasons are gaps that are technically called synapses. If the stimulus is of high intensity the synapse restricts the flow and vice versa. Synapses, blow down or inherit.

Question 23.
Spinal Cord.
Answer:
The spinal cord is a continuation of the brain below the medulla. It has a simple structure compared to the brain. The different parts of the spinal cord are connected to the brain. The spinal cord has a rich acroterial blood supply. These nerve clusters grow up the first step towards the evolution of the spinal cord.

Question 24.
Hypothalamus.
Answer:
The hypothalamus is a small structure directly below the thalamus and is connected with it. It lies at the base of the cerebrum. It is closely connected with ANS. It controls body metabolism, hunger, thirst, and sexual activity. The function of the hypothalamus in emotional behavior is very significant.

Question 25.
Reticular Activating System.
Answer:
The reticular activating system is situated within the hindbrain and extends into the midbrain and hypothalamus. There is grey matter interplaced with crisscrossing groups of axons and cell bodies it is called ‘reticular’. The cerebral cortex and RAX influence each other’s functions, particularly in the sleep and arousal process. RAS has a lot of importance for the normal behavior of man. RAS is less activated during sleep.

Question 26.
Sympathetic system.
Answer:
A sympathetic system called “The Thora Cicolumbar System”. The sympathetic nervous system consists of 22 sympathetic ganglia in a man, arranged along the spinal cord. The sympathetic system put itself into action to meet this emergency situation. The sympathetic system consists of the visceral blood vessels and directs them to muscles and the brain increasing it. This sympathetic outflow it takes place through the thoracic and lumber regions of the spinal cord.

Question 27.
Neuron.
Answer:
The entire nervous system is compared to only two kinds of cells. Glia cells and nerve each or neurons. Glia cells provide a mechanical framework, supporting the networks of neurons. The neurons are the most active but smallest units of the whole nervous system. The axon transmits nerve impulses from the body to the effects organs of another neuron. Sensory and motor nerves are made up of neurons.

Question 28.
Functions of Cerebellum.
Answer:
The cerebellum is responsible for maintaining body balance and making fine muscular and motor coordinates in various bodily movements. The dorsal lobe is the most important part of the cerebellum. It helps in motor coordination. Cerebral unions lead to disturbances in the pattern of movements. The cerebellum part of the hindbrain receives stimulation from many different receptions.

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 2 Perceptual Process Objective Questions.

CHSE Odisha 11th Class Psychology Unit 2 Perceptual Process Objective Questions

Multiple Choice Type Questions.

Question 1.
Perception is a ________.
(a) Mental process
(b) Physical process
(c) Motor skill
(d) Psychophysiological process.
Answer:
(a) Mental process

Question 2.
Illusions are _________.
(a) False perception
(b) Wrong perception
(c) wrong belief
(d) none of these
Answer:
(b) Wrong perception

Question 3.
Hallucination mostly occurs in people suffering from:
(a) Hysteria
(b) Paranoia
(c) Schizophrenia
(d) Myopia
Answer:
(d) Myopia

Question 4.
One of the processes involved in the formation of a concept is:
(a) Classification
(b) Association
(c) Environment
(d) Generalisation
Answer:
(d) Generalisation

Question 5.
One’s ability to distinguish five details is called:
(a) Attention
(b) Sensation
(c) Visual Activity
(d) Apperception
Answer:
(c) Visual Activity

Question 6.
Perception of figure and ground is a function of:
(a) Past experience
(b) Structure of the nervous system
(c) Sensation pattern
(d) Insightful learning
Answer:
(b) Structure of the nervous system

Question 7.
The monocular cue to distance in the perspective diagram is:
(a)Terial perspective
(b) Linear Perspective
(c) Gradient of texture
(d) None of the above.
Answer:
(a)Terial perspective

Question 8.
Pilots usually rely mere on their instruments than on their perception on because of:
(a) Lack of any motion perception
(b) His movement perception
(c) The illusion of induced movements of objects
(d) Rules of the flight manual
Answer:
(a) Lack of any motion perception

Question 9.
Illusion is a perception:
(a) Wrong
(b) False
(c) Correct
(d) Apperception
Answer:
(a) Wrong

Question 10.
Hallucination is more often found in:
(a) Normals
(b) Neurotics
(c) Schizophrenics
(d) None of the above
Answer:
(c) Schizophrenics

Question 11.
Hallucination is a_____ perception.
(a) False
(b) Correct
(c) Wrong
(d) Movement
Answer:
(a) False

Question 12.
Perception is more determined by:
(a) emotion
(b) past experience
(c) thinking
(d) intelligence
Answer:
(b) past experience

Question 13.
The basic movement perception used in films is:
(a) visual illusion
(b) motion
(c) perceptual constancy
(d) stroboscopic motion
Answer:
(b) motion

Question 14.
Perceiving a rope as a snake is:
(a) perception
(b) illusion
(c) hallucination
(d) sensation
Answer:
(b) illusion

Question 15.
Perceiving a rope as a rope is:
(a) hallucination
(b) imaginary
(c) perception
(d) illusion
Answer:
(c) perception

Question 16.
When a rope is confused to be a nake, it is called:
(a) illusion
(b) image
(c) hallucination
(d) delusion
Answer:
(a) illusion

Question 17.
Perception involves _____ process.
(a) receptor
(b) symbolic
(c) affective
(d) all These
Answer:
(d) all These

Question 18.
The tendency to see the immobility of objects is called:
(a) color constancy
(b) size constancy
(c) location constancy
(d) brightness constancy
Answer:
(c) location constancy

Question 19.
If a person gets a certain sensation that is not physically present in his environment it is due to the:
(a) illusion
(b) delusion
(c) hypnotism
(d) hallucination
Answer:
(d) hallucination

Question 20.
If an object is perceived without any stimulus value it is called:
(a) delusion
(b) hypnotism
(c) illusion
(d) hallucination
Answer:
(d) hallucination

Question 21.
An object in dim illumination can be perceived if is:
(a) familiar
(b)unlluniliar
(c) huge size
(d) colored
Answer:
(a) familiar

Question 22.
A triangle is perceived as a triangle ¡n whatever position related to:
(a) brightness constancy
(b) size constancy
(c) color constancy
(d) shape constancy
Answer:
(d) shape constancy

Question 23.
The principle of proximity in perception suggests that an object is more likely to be perceived if:
(a) it is huge
(b) it is nearer to the perceiver
(c) it is close to the perceiver
(d) the stimuli are close together they, tend to be grouped together.
Answer:
(c) it is close to the perceiver

Question 24.
Apperception refers to the process of:
(a) not allowing new
(b) associating new ideas with old one
(c) substituting new ideas in lace of old ones
(d) None of the above
Answer:
(c) substituting new ideas in lace of old ones

Question 25.
When two stimuli are presented and one perceives one thing in relation to the other it is called:
(a) Simultaneous perception
(b) Figure-ground perception
(c) Consecutive perception
(d) Successive perception
Answer:
(b) Figure-ground perception

Question 26.
Muller Lyer illusion occurs because of:
(a) Visual defect
(b) errors in perception
(c) abnormality
Answer:
(b) errors in perception

Question 27.
Muller Lyer illusion is ________ illusion.
(a) arithmetical
(b) geometrical
(c) geographical
Answer:
(b) geometrical

Question 28.
The number of items a person can perceive at a single glance is called:
(a) Span of immediate memory
(b) Span of attention
(c) Span of perception
(d) Immediate perception
Answer:
(d) Immediate perception

Question 29.
The theory of organization in perception has been advocated by:
(a) Behaviourist
(b)Associationists
(c) Gestalts
(d) Functionalists.
Answer:
(c) Gestalts

Question 30.
Perception is the interpretation of sensation in the light of:
(a) Present experience
(b) Immediate experience
(c) Past experience
(d) None of the above
Answer:
(c) Past experience

Question 31.
The mechanism through which the ‘O’ converts a sense impression to perception is called the __________.
(a) Process of sensation
(b) Process of attention
(c) Process of perception
(d) None of the above.
Answer:
(b) Process of attention

Question 32.
Perception involves the _________ process.
(a) receptor
(b) symbolic
(c) effect or
(d) all of the above.
Answer:
(d) all of the above.

Question 33.
Perceptual organization is best explained through the:
(a) Phi phenomenon
(b) Closure
(c) Movement
(d) Figure and ground phenomenon.
Answer:
(d) Figure and ground phenomenon.

Question 34.
A pattern will have the advantage of being perceived as a ___________ if it can be formulated by combining all the elements, present in the field:
(a) Part
(b) Whole
(c) Both whole and part.
Answer:
(b) Whole

Question 35.
The organization helps in ___________ perception.
(a) quick
(b) delayed
(c) wrong
(d) false
Answer:
(a) quick

Question 36.
The functional factors of perception lie _________ the individual:
(a) Within
(b) Outside
(c) In the environment of the individual
(d) None of these.
Answer:
(a) Within

Question 37.
Experiments on value and need as organizing factors in perception have been conducted by:
(a) Bruner and Goodman
(b) Kofika
(c) Pinter and Anderson
(d) Muller and Lyer
Answer:
(a) Bruner and Goodman

Question 38.
The tendency of a percept to remain the same from movement to movement and from time to time refers to __________ of perception :
(a) Closure
(b) Movement
(c) Constancy
(d) Good figure
Answer:
(c) Constancy

Question 39.
The perception of movement in a stationary spot is called:
(a) Geometrical illusion
(b) Delusion
(c) Phi phenomenon
(d) Auto kinetic phenomenon.
Answer:
(c) Phi phenomenon

Question 40.
Division of attention
(a) Does not affect the efficiency
(b) Affects efficiency
(c) Divisions of attention is impossible
Answer:
(b) Affects efficiency

Question 41.
Attention is a __________.
(a) Preperceptive attitude
( b) Learning skill
(c) Mechanical process
Answer:
(a) Preperceptive attitude

Question 42.
Habit is a _________ determinant of attention.
(a) Objective
(b) Subjective
(c) Quantitative
(d) None of the above.
Answer:
(b) Subjective

Question 43.
Which of the following psychologist can be associated with a span of attention?
(a) Marrow
(b) Watson
(c) Miller
(d) Mc Gaoch
Answer:
(c) Miller

Question 44.
__________conducted a test on shifting of attention.
(a) Linton
(b) Kholer
(c) Hersey
(d) Urban & Schitch
Answer:
(d) Urban & Schitch

Question 45.
Those factors which lie in the stimulus is of great importance in determining the __________ attention.
(a) Nature
(b) Quality
(c) Directions
Answer:
(a) Nature

Question 46.
An auditory nerve as connected to__________.
(a) acceipital lobe
(b) parietal lobe
(c) temporal lobe
(d) frontal lobe
Answer:
(c) temporal lobe

Question 47.
Receptors are the structure that is _________ to physical energy.
(a) affective
(b) assertive
(c) reactive
(d) cooperative
Answer:
(c) reactive

Question 48.
___________ conducted several experiments on cerebral localization.
(a) Lashley
(b) Maslow
(c) Proca
(d) Sherrington
Answer:
(a) Lashley

Question 49.
Complex learning does not depend upon a definite structure of specified areas of the body. Who among the following said the above?
(a) Lashley
(b) Sherington
(c)Franz
(d) Cock
Answer:
(a) Lashley

Question 50.
Currently, neuropsychology is being studied in relation to:
(a) Psychology
(b)Anthropology
(c) Sociology
(d) Neurosurgery
Answer:
(d) Neurosurgery

Question 51.
The receptive organ is that organ of the human body which:
(a) Receive stimulation
(b) Sends the response
(c) Receives the response
Answer:
(a) Receive stimulation

Question 52.
A neuron is a basic unit of:
(a) Gland
(b) Nervous system
(c) Brain
(d) Spinal Cord
(e)All these
Answer:
(b) Nervous system

Question 53.
A neuron is also called a:
(a) Sweat Gland
(b) Duct Gland
(c) A ductless gland
(d) Nerve cell
(e) None of these
Answer:
(d) Nerve cell

Question 54.
Posterior pituitary:
(a) Raise blood pressure
(b) Regulates metabolism
(c) Shows down the heartbeat
(d) Increases contraction of smooth muscles in the intestine and uterus.
(e)All the above.
Answer:
(e)All the above.

Question 55.
The autonomic nervous system is divided into _________ parts.
(a) Two parts
(b) Three parts
(c) Four parts
(d) Striated muscles.
Answer:
(a) Two parts

Question 56.
The brain fundamentally acts as a whole. This view is supported by:
(a) Principles ofequipotentiality
(b) Principle of Mass action
(c) Both the above
(d) None of these
Answer:
(b) Principle of Mass action

Question 57.
To study the localization of brain functions the following method is used.
(a) Anatomical method
(b) Method of expiration
(c) Action potential method
(d) Method of stimulation
(e) All the above.
Answer:
(e) All the above.

Question 58.
Electrical stimulation of which of the following organs can awaken a sleeping animal?
(a) Thalamus
(b) Hypothalamus
(c) Reticular formation
(d) None of the above.
Answer:
(c) Reticular formation

Question 59.
Reflex actions are :
(a) Voluntary
(b) Involuntary
(c) Independent of the person’s will
(d) Controlled by the person
(e) None of the above.
Answer:
(b) Involuntary

Question 60.
The size of the reticular activating system is just like ___________.
(a) Small finger of man
(b) Middle fmger of man
(c)Forefinger of man
(d)Thumbofman
Answer:
(a) Small finger of a man

Question 61.
Which of the following is an aid to be the central switchboard of the brain:
(a) Thalamus
(b) Hypothalamus
(c) Cerebrum
(d) Midbrain
(e) None of these
Answer:
(b) Hypothalamus

Question 62.
The occipetal lobe is a part of the:
(a) The central nervous system
(b) The autonomic nervous system
(c) The endocrine system
(d) The cardiac vascular system.
Answer:
(a) The central nervous system

Question 63.
Reflex actions are controlled by __________.
(a) brain
(b) C.N.S.
(c) A.N.S.
(d) Spinal Cord
Answer:
(d) Spinal Cord

Question 64.
The interior part of the mid-brain consisting of grey masters and interconnected with groups of actions is called ___________.
(a) Cerebral cortex
(b) Medulla
(c) Reticular formation
(d) Medulla oblongata
(e) None of these
Answer:
(c) Reticular formation

Question 65.
Which region of the nerve cell is particularly sensitive to stimulation from a receptor of another nerve cell?
(a) Dendrite zone
(b) Axon
(c) Myclin shealth
(d) Nucleus
Answer:
(b) Axon

Question 66.
In the cortex, a concentration of __________ is found.
(a) Axon
(b) Cell bodies
(c) Nerve cells
(d) Dendrites
Answer:
(a) Axon

Question 67.
The reticular formation of the midbrain helps in the control of ___________.
(a) Eating behavior
(b) Eliminating behavior
(c) Well-coordinated movements
(d) Amusai level
Answer:
(d) Amusai level

Question 68.
Most of the vital functions of life are governed by the___________.
(a) Sympathetic system
(b) Para sympathetic system
(c) Spinal cord
(d) None of these
Answer:
(b) Para sympathetic system

Question 69.
Certain parts of the lymbic system arc intimately connected with ___________.
(a) Emotional behavior
(b) Reflex action
(c) Learning
(d) None of these
Answer:
(a) Emotional behavior

Question 70.
Destruction of the septal region of the hypothalamus leads to ____________.
(a) Excessive fear
(b) Excessive anger
(c) Combination of hear and anger
Answer:
(c) Combination of hear and anger

Question 71.
The sympathetic nervous system of man consists of ___________.
(a) 22 sympathetic ganglia
(b) 33 sympathetic ganglia
(c) 51 sympathetic ganglia
(d) None of these
Answer:
(a) 22 sympathetic ganglia

Question 72.
The neurons are the ___________ units of the whole nervous system.
(a) Smallest
(b) Biggest
(c) Medium
(d) None of these
Answer:
(a) Smallest

Question 73.
Which of the following areas of the cortex is concerned with the coordination of activity?
(a) Occipetal lobe
(b) Parietal lobe
(c) Temporal lobe
(d) Frontal lobe
(e) None of these
Answer:
(d) Frontal lobe

Question 74.
The reticular activating system is damaged or injured when a man suffers from:
(a) Paralysis
(b) Diabetes
(c) Heart disease
(d) None of these
Answer:
(a) Paralysis

Question 75.
The parietal lobe lies in the ___________.
(a) Front of the brain
(b) Back of the brain
(c) Centre of the brain
(d) None of these
Answer:
(b) Back of the brain

Question 76.
Damage of the temporal lobe leads to:
(a) Blindness
(b) Deafness
(c) Dumbness
(d) Forgetfulness
(e) None of these.
Answer:
(b) Deafness

Question 77.
The parietal lobe is also known as:
(a) Body sensitivity area
(b) Anatomical area
(c) Association area
(d) Premotor area
Answer:
(a) Body sensitivity area

Question 78.
The area for recognition of music is located in the ___________.
(a) Occipetal lobe
(b) Temporal lobe
(c) Parietal lobe
(d) Frontal lobe
Answer:
(b) Temporal lobe

Question 79.
The shape of the occipetal lobe is __________.
(a) Circular
(b) Rectangular
(c) Parallelogram
(d) Triangular
(e) None of these
Answer:
(d) Triangular

Question 80.
The cerebrum contains the major area of ___________.
(a) Intelligence
(b) Cognitive process
(c) Sensational process
(d) All these
Answer:
(d) All these

Question 81.
A portion of the parietal lobe located just behind the fissure of Roland is called _____________.
(a) Somasthic area
(b) Body feeling area
(c) All these
(d) None of these
Answer:
(a) Somasthic area

True or False Type Questions

Question 1.
Two membranes over the spinal cord. (True / False)
Answer:
False

Question 2.
The spinal cord controls reflexes and simple acts. (True / False)
Answer:
True

Question 3.
The hypothalamus is the master control center of all the endocrine glands. (True / False)
Answer:
False

Question 4.
Most of the activities of the neonate are reflections. (True / False)
Answer:
True

Question 5.
The sympathetic and parasympathetic divisions are largely thought to completely act in opposite directions. (True / False))
Answer:
True

Question 6.
The brain and the spinal cord together control all bodily activity through the peripheral nervous system. (True / False)
Answer:
True

Question 7.
An axon is a thin cylinder of cytoplasm which expands like a branch. (True / False)
Answer:
True

Question 8.
The junction of two neurons is called the synapse. (True / False)
Answer:
True

Question 9.
Primitive forms of animal life do not have a spinal cord. (True / False)
Answer:
True

Question 10.
The flow of tears is an example of a glandular reflex. (True / False)
Answer:
True

Question 11.
All reflex actions arc voluntarily. (True / False)
Answer:
True

Question 12.
The cerebellum is the largest part of the hindbrain. (True / False)
Answer:
False

Question 13.
The medulla connects each side of the cerebellum with the opposite side of the cerebrum. (True / False)
Answer:
True

Question 14.
The size of the Reticular activating system is just like the small finger of a man. (True / False)
Answer:
True

Question 15.
The R.A.S. and cerebrum are connected and contacted by receptors and effectors. (True / False)
Answer:
True

Question 16.
The thalamus is said to be the central switchboard of the brain. (True / False)
Answer:
True

Question 17.
Electrical stimulation of the somesthetic area of the brain leads to pressure sensation. (True / False)
Answer:
True

Question 18.
The temporal lobe contains the visual area. (True / False)
Answer:
True

Question 19.
The longitudinal fissure divides the brain into two halves. (True / False)
Answer:
True

Question 20.
The effectors are the nerves. (True / False)
Answer:
False

Question 21.
The parietal area of the brain is connected with coordination activities. (True / False)
Answer:
True

Question 22.
The cerebellum is connected with balance. (True / False)
Answer:
False

Question 23.
Lashley is made prominent studies on brain localization. (True / False)
Answer:
False

Question 24.
The nucleus of each cell in the human body contains 23 pairs of chromosomes. (True / False)
Answer: True

Question 25.
Electrical stimulation of the hypothalamus produces compulsive drinking. (True / False)
Answer:
True

Question 26.
Gonads are otherwise known as sex glands. (True / False)
Answer:
True

Question 27.
The cerebrum is also called the new brain. (True / False)
Answer:
True

Question 28.
The midbrain has important communicative and integrative functions. (True / False)
Answer:
True

Question 29.
The nerve center in the hypothalamus controls the sympathetic and parasympathetic activities of the atomic nervous system. (True / False)
Answer:
True

Question 30.
When the cortex is removed or damaged automatic reactions are very often exaggerated. (True / False)
Answer:
True

Question 31.
If a region in the posterior hypothalamus is damaged in a person he sleeps and sleeps or remains in a coma stage.(True / False)
Answer:
True

Question 32.
The right hemisphere is connected with the right side of the body and the left hemisphere with the left side of the body. (True / False)
Answer:
True

Question 33.
The parietal lobe lies near the central fissure in the back half of the brain. (True / False)
Answer:
False

Question 34.
If the parietal lobe is damaged a person cannot discriminate between a piece of silk cloth and sandpaper. (True / False)
Answer:
False

Question 35.
That branch of psychology that studies the physiology of human beings is called physiological psychology. (True / False)
Answer:
True

Question 36.
The parietal lobe is the seat of the association area. (True / False)
Answer:
True

Question 37.
The peripheral nervous system includes all the cell bodies and the nerve fibers outside the brain and spinal cord. (True / False)
Answer:
False

Question 38.
The sympathetic system helps the organism to meet the emergency situation more effectively. (True / False)
Answer:
False

Question 39.
The overall function of the parasympathetic system is to conserve bodily resources and help build-up up the body. (True / False)
Answer:
True

Question 40.
The nerve centers in the hypothalamus control the sympathetic and parasympathetic activities of the Autonomie nervous system. (True / False)
Answer:
True

Question 41.
Perception is limited to our experience. (True / False)
Answer:
True

Question 42.
Figure and ground perception is reversible. (True / False)
Answer:
True

Question 43.
Precepts and concepts are the same. (True / False)
Answer:
True

Question 44.
A percept is a specific instance of a concept. (True / False)
Answer:
False

Question 45.
There cannot be any perception without a sensation. (True / False)
Answer:
True

Question 46.
There cannot be perception without a sensation. (True / False)
Answer:
False

Question 47.
There can be a sensation without some perception. (True / False)
Answer:
True

Question 48.
Double images have a confusing effect on distance perception. (True / False)
Answer:
True

Question 49.
Hallucination is the wrong perception while illusion is a false perception. (True / False)
Answer:
False

Question 50.
Illusion is the wrong perception while hallucination is a false perception. (True / False)
Answer:
True

Question 51.
We perceive things as they are and not as we are. (True / False)
Answer:
False

Question 52.
We perceive them as things that exist. (True / False)
Answer:
False

Question 53.
Hallucination is a universal phenomenon. (True / False)
Answer:
False

Question 54.
Illusions are universally found in everybody. (True / False)
Answer:
True

Question 55.
The law of good figures states that there is a tendency to organize things to make a balanced or symmetrical figure that includes all the parts. (True / False)
Answer:
True

Question 56.
Perception is defined as a preperceptive attitude. (True / False)
Answer:
True

Question 57.
Perception contributes meaning and awareness to a particular sensation. (True / False)
Answer:
True

Question 58.
Perception is basically selective. (True / False)
Answer:
True

Question 59.
Perception is an interpretation of the sensory world. (True / False)
Answer:
True

Question 60.
Attention is the first step in the process of perception. (True / False)
Answer:
False

Question 61.
Attention is a complex process while perception is a simple process. (True / False)
Answer:
False

Question 62.
The process of perception consists of receptively symbolic and affective processes. (True / False)
Answer:
True

Question 63.
Perception consists of sensations and images. (True / False)
Answer:
True

Question 64.
The perception of adults is more subject to errors than the perception of children. (True / False)
Answer:
False

Question 65.
The study of Bruner and Mc Gianes indicates the importance of social values on perception. (True / False)
Answer:
False

Question 66.
The perception was first studied from the physiological point by Wundt and Titchener. (True / False)
Answer:
True

Question 67.
Gestalt psychologists showed interest in the whole/part approach of perception. (True / False)
Answer:
True

Question 68.
The Gestalt opined that isomorphism makes one perceive things constantly as a whole with meaning. (True / False)
Answer:
True

Question 69.
This Wunditian school of psychology held that the process of perception is organized. (True / False)
Answer:
False

Question 70.
The process of perceptual organization can be best experienced by the figure-ground phenomenon. (True / False)
Answer:
True

Question 71.
The greater the ambiguity of the stimulus field the lower the chance for the organization. (True / False)
Answer:
True

Question 72.
Gestalt’s view is that each and every perception is spontaneously organized into a figure-ground relationship. (True / False)
Answer:
True

Question 73.
In the opinion of the structural school of psychology, the most primitive perception is only figured and ground perception. (True / False)
Answer:
False

Question 74.
Structural and functional factors determine perceptual organization. (True / False)
Answer:
True

Question 75.
A pattern will have the advantage of being perceived as a whole if it can be formulated by combing all the elements present in the field. (True / False)
Answer:
True

Question 76.
Past experience and learning have nothing to do with perception. (True / False)
Answer:
False

Question 77.
Continuous patterns tend to be grouped together compared to discontinuous patterns. (True / False)
Answer:
True

Question 78.
In the principle of closure, the stimulus which makes the figure unsymmetrical is perceived as a single pattern. (True / False)
Answer:
True

Question 79.
The principle of closure is found as an inherent tendency in every individual in the process of perception. (True / False)
Answer:
True

Question 80.
Phi phenomenon is an illusion of movement. (True / False)
Answer:
True

Question 81.
The illusion of movement is a universal phenomenon. (True / False)
Answer:
False

Question 82.
Phi phenomenon is Wertheimer’s brainchild. (True / False)
Answer:
True

Question 83.
The structural factors of perception lie within the individual. (True / False)
Answer: False

Question 84.
Perception is defined as the interpretation of sensation in the light of present experience. (True / False)
Answer:
False

Question 85.
“We perceive as we are and not as things are”. (True / False)
Answer:
True

Question 86.
Motives play a selective role in perception. (True / False)
Answer:
True

Question 87.
One’s perception is colored by his need, value, and past experience. (True / False)
Answer:
True

Question 88.
Culture and perception are integrally related. (True / False)
Answer:
True

Question 89.
Bruner and Goodman viewed that the perceived world shows the organized need within. (True / False)
Answer:
True

Question 90.
Horizontal, vertical illusions occur due to the stimulus factor. (True / False)
Answer:
True

Question 91.
In perceptual defense, the perceptual threshold is higher. (True / False)
Answer:
True

Question 92.
Perception is the wrong interpretation of sensation while illusion is the correct interpretation of sensation. (True / False)
Answer:
False

Question 93.
Orbison illusion is a geometrical illusion. (True / False)
Answer:
True

Question 94.
Zollner illusion is named after Zollner (True / False)
Answer:
True

Question 95.
Hering illusion is not a geometrical illusion. (True / False)
Answer:
False

Question 96.
Muller Lyer illusion is an illusion of movement. (True / False)
Answer:
True

Question 97.
The Moon illusion is an example of a space constancy illusion. (True / False)
Answer:
True

Question 98.
Hallucinations are only visual. (True / False)
Answer:
False

Question 99.
There are as many hallucinations as sensations. (True / False)
Answer:
True

Question 100.
In the illusion, the sensory stimulus is present, while it is completely absent in hallucinations. (True / False)
Answer:
True

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 2 Fundamentals of Educational Psychology Questions and Answers.

CHSE Odisha 11th Class Foundations of Education Unit 2 Fundamentals of Educational Psychology Questions and Answers

Very Short-Answer Type Questions

Question 1.
Give the meaning of growth.
Answer:
Growth refers to the physical sense. Growth refers to an increase in height, weight, and size. It is measurable as quantitative.

Question 2.
What is development?
Answer:
Development is in a mental sense. It is both physical and mental aspects.

Question 3.
Give three natures of educational psychology.
Answer:
The nature of educational psychology is as follows:

• Educational psychology deals with two facts related to educational situations.
• It helps the process of learning like memorising, perceiving, recalling, reasoning and intelligence.
• It discovers new methods and approaches in the field of education.

Question 4.
Give three objectives of educational psychology.
Answer:
The three objectives are :

• It helps create a positive attitude towards learning.
• It helps to provide correct methods of teaching to the pupils:
• It helps to study the learner and his environment.

Question 5.
Discuss three features of educational psychology
Answer:
Educational psychology is the application of psychology in the field of education. It is the study of human behaviour. It deals with the problems of education.

Question 6.
Give three distinctions of growth and development.
Answer:
Growth refers to change in aspects of the body but development implies the organisation as a whole. Growth does not continue throughout life but development is a continuous process, from womb to tomb. Growth is structural and development is functional.

Question 7.
Give three scopes of educational psychology.
Answer:
To give knowledge of the nature of the child. To present principles and techniques of learning and teaching. To give knowledge of the growth and development of the children.

Question 8.
Explain any three principles of development.
Answer:

• The development follows a pattern, a regular step-by-step process.
• Development in intelligence correlated to physical development.
• All changes in the body are due to growth and development.

Question 9.
Give three factors that determine growth and development.
Answer:
Maturation and learning affect growth and development. Heredity and environment always affect growth and development. Environmental factors like school, family, culture, S.E.S, and nutrition always affect growth and development.

Question 10.
Give three behaviours during the childhood stage.
Answer:

• Friendship: Adolescents choose and make friends.
• Leadership: Leadership is an important aspect of this stage of behaviour.
• A boy-girl relationship is developed.

Short-Answer Type Questions

Question 1.
Explain how education and psychology are related.
Answer:
Education is the modification of behaviour whereas psychology is the science of behaviour. Education helps in the physical, moral, and spiritual development of man and psychology helps in such growth. Education is a lifelong process. By psychology, there is developmental knowledge and experience in different stages of growth. Framing the aims of educational psychology helps. In the case of a child’s internal and external responses and mental analysis, psychology helps

Question 2.
How educational psychology is an applied science?
Answer:
Educational psychology is an applied science in the sense that various psychological principles are being widely applied to the field of education. The principle of individual differences of learning by doing the self-discipline of personality, adjustment, guidance and counselling finds favour in all educational situations. The various laws of learning have made the teaching-learning process in the classroom economical and effective.

Question 3.
Discuss the aims of educational psychology.
Answer:
The aims of educational psychology are as follows:

• To give insight to the teacher about the nature of the child.
• Enlightening the teacher with the growth and development of the child
• Imparting knowledge about principles out of methods of learning.
• Studying the control of emotions and their educational implications.

Question 4.
Forming differences between growth and development?
Answer:
Though the terms growth and development are synonymous still there is a great distinction between the two. Growth refers to change in a particular aspect or aspect of the body whereas development implies the organisation as a whole. Growth does not continue throughout life. It stops at maturation but development is a continuous process which goes from womb to tomb.

Growth is structural and development is functional. Growth is quantitative which is measurable but development is qualitative which can not be measured but is assessed. The changes brought about by growth can be measured directly whereas changes brought about by development are difficult to be measured directly. Both growth and development are affected by heredity and environment.

Question 5.
Give, the nature of educational psychology.
Answer:
The nature of educational psychology is as follows:
Educational psychology deals with the facts related to educational situations. Educational psychology studies the behaviour of the child in teaching learning matters. Educational psychology becomes general rules, laws and techniques in order to achieve educational objectives. Educational psychology discovers the method and approaches in the field of education. Educational psychology develops a scientific outlook.

Question 6.
Give the scope of educational psychology.
Answer:
The following is the scope of educational psychology:
To give knowledge of the nature of the child. To give an understanding of the nature, aims and purposes of education. To present principles and techniques of learning and teaching. To give training in methods of measuring abilities and achievement in school subjects.
to give knowledge of the growth and development of the children.

Question 7.
How is educational psychology helpful to a teacher?
Answer:
Educational psychology is helpful to a teacher and a learner in many ways. To study the most effective ways to teach, specific materials to different children. To place the learner in the best possible learning situation, independent study, large or small group instructions with one or several teachers for a given course. To estimate the optional level wage at which the subject matter should be presented. To determine what courage material is appropriate to the needs, characteristics and goals of each teamer.

Question 8.
Define in short educational psychology?
Answer:
Educational psychology is a combination of two different words- education and psychology. Education is aimed at the modification of behaviour whereas psychology is the science of behaviour. Psychology is an applied science related to the principles and techniques of psychology to solve all the problems in education to achieve educational objectives.

Educational psychology is concerned with the child, the learning situation, the learning process and, the teacher. The teacher with the help of educational psychology becomes conscious of the content of the educational method of teaching, the nature of the child and the frame curriculum. He studies the characteristics of the child as well.

Question 9.
Write at least five contributions to educational psychology.
Answer:
Educational psychology influences the aims of education and studies the developmental characteristics of the child. A survey of learning situations and different types of education centres is opened taking into account to individual differences. Psychology helps the teacher with new methods and techniques of teaching.

The pupils face a large number of problems at different stages of growth and development. The knowledge of psychology aids him so solve those problems. It helps in curriculum construction. It helps in evaluating learning outcomes. The psychological study helps in making provision for learning, the process for exceptional children.

Question 10.
What special behaviours are seen during the childhood stage?
Answer:
In the late childhood stage, some special features are seen in children.
Friendship:
Adolescents choose and make friends with others of some age group.

Social maturity:
As they become socially mature they develop a wide behavioural form of hard living, kindness, sympathy, emotional stability, cooperation and sacrifice.

Leadership:
Leadership is an important aspect of this stage of behaviour.

Boy-girl relationships:
The boy-girl relationship is developed. There are recreational interests.

Question 11.
Give five distinctions of growth and development.
Answer:

• Growth is structural arid development is functional
• Growth is quantitative in nature whereas development is both qualitative and quantitative.
• Growth refers to change in particular aspects of the body arid development implies the organisation of the whole body.
• Growth continues till maturation but development continues till death.
• Growth is additive in nature whereas development is both additive and subtractive.

Question 12.
What are the factors that determine that growth and development?
Answer:
The growth and. development is affected by the factors like maturation and learning and heredity and environment. The factors influence the development of physical, moral, social intellectual and emotional abilities. Heredity is quite inclusive and affects the sex hormones, twin birth, sex and chromosomal anomalies. The environment includes a large variety of actors such as family, school culture, socioeconomic status, nutrition etc.

Question 13.
Give the role of the environment in growth and development.
Answer:
The environment has a powerful effect on the growth and development 6f an organism. The same person may behave differently in a different environment. Moreover, different persons behave differently in the same environment. The environment which influences growth and development can be classified under two heads. Physical environment and social environment in the form of condition takes care of self-expression, play and exercise etc.

Question 14.
Give five objectives of educational psychology.
Answer:
Some specific objectives of educational, psychology art are as follows:
It helps in creating a positive attitude towards learning. It helps to provide correct methods of teaching to the pupils. It helps to study the principles and techniques of learning. It helps to study the learner and his environment. It helps to study individual differences.

Question 15.
Give the nature of educational psychology.
Answer:
The nature of educational psychology arc as follows:
Educational psychology deals with the facts related to educational situations. Educational psychology studies the behaviour of the child in teaching-learning situations. It helps the process of learning like memorizing, perceiving recalling, reasoning and intelligence. It studies the instincts and drives, habits and attitudes, emotions and sentiments and personality. It discovers new methods and approaches in the feels of education.

Long Type Questions With Answers

Question 1.
What is psychology? What is educational psychology? How it is derived? Give its meanings.
Answer:
Psychology i$ a mind’ and mental process. It is also that part of philosophy which studies the mind and mental process as a positive science. In the beginning, it was the part of philosophy known as mental philosophy. The word Psychology is derived from two greek words ‘psyche and Logos’ in which ‘Psyche’ means ‘soul’ and ‘logos’ means ‘to study’ or ‘science of’.

Therefore, Psychology means the science of the soul. Such a definition was put. forward by the Greek philosopher Plato and Aristotle. But such a definition of psychology was discarded, Soul is a metaphysical idea. It can neither be perceived nor imagined. The nature and function of the soul cannot be studied. Scientific methods like observation and experimentation in psychology.

On this ground, the definition that psychology is the science of the soul’ has been rejected. Psychologists like Descartes defined psychology as the ‘science of the mind’. It is also supported by Aristotle, But the word ‘mind’ is as vague and ambiguous as soul. The mind is not a, part of human anatomy. It is nothing but an assembly of ideas.

It stands for the private, personal and internal experience of a man like pleasures and pain, wishes and images, dreams arid desires. No two psychologists agree on the such definition of mind. Moreover, that definition of psychology had been rejected and discarded by other psychologists.

The psychologists like Descartes and Mc. Dougall could not agree with the mind’s definition of psychology. Sir William James put forward another definition of ‘psychology. “Psychology is the science of consciousness”. But the mental life is not only conscious but also there are unconscious and sub-conscious mental levels.

These conscious and subconscious mental levels also affect and influence the behaviour of men and animals in various ways without our knowledge and consciousness. Our conscious mental, functions cannot be fully explained without the help of unconscious and sub-conscious mental processes. Consciousness constitutes only a part of our mental life and it does riot include animal, behaviour.

Therefore, psychology is the science of consciousness is an incomplete definition which it is discarded and rejected by modem psychologists. Again, psychology has also been defined as the ‘science of experience’. This is out and out a subjective definition as it does not take Into consideration outward or external behaviour into account.

Experience is what a man feels internally during any activity. Psychology deals with both inward and outward activities, experiences and behaviours, So the definition is also incomplete. J.B. Watson, the American psychologist, and the founder of the school of behaviourism put forward the latest definition of psychology, “Psychology is the science of behaviour”.

Behaviour means actions and activities. J .B. Watson and other behaviourists wanted to make psychology an objective science and so they rejected experience as the subject matter of psychology. Psychology is a positive science of behaviour with two scientific methods – objective observation and experiment.

Meaning of Educational Psychology:-
Psychology is applied in the field of education with principles and techniques to the development of educational practices and solutions to educational problems like wastage and stagnation, and dropouts. So educational psychology is the science of engineering concerned with the application of psychological principles, the practical problems in the field of education.

Other Definitions of Educational Psychology:
To support the definition of psychology put forward by J.B.Watson, some other modem psychologists advanced some other supporting definitions, as follows:-

• Me Dougall- “Psychology is the positive science of human conduct and behaviour”.
• Woodworth- “Psychology is the science of the activities of the individual in relation to the environment”.
• Skinner – Educational psychology – deals with the behaviour of human beings in educational situations.
• Tro – Educational psychology is the study of the psychological aspect of educational situations.
• Pillsbury – “Psychology is the science of human behaviour”.
• Nunn – “Psychology is the positive science of experience and behaviour”.

Question 2.
What are the aims and objectives of educational psychology? Give its nature.
Answer:
The aims and objectives of educational psychology are as follows- Educational psychologists assist a teacher to give an insight into the nature of the child. To enlighten the teacher with the growth and development of the child, the developmental process. It helps the teacher in finding ways and means of social adjustment for the child.

A study of the psychological method of investigation is used in the field of educational psychology. It helps to control the emotions of the child and their emotional development. It imparts knowledge about the principles and methods of learning. It helps to understand the social problems of the children.

It helps to plan the education of children to their age, ability and aptitude. Imparting knowledge to the teacher about the latest problem in education, the latest development in the field of education, the field of child psychology and various methods of teaching.

Helping the teaching in solving the problems that may arise in the classroom.
Nature of Educational Psychology:

Positive science:
Educational psychology is a positive science but not a normative science like logic and ethics. It always deals with the facts that are happening. It studies the laws of children’s nature as they are or as they operate. It has nothing to do with “ought to be”. It has scientific investigation and application.

It is an applied science:
Educational psychology is an applied science. It constitutes the application of psychological principles and techniques in the development of educational practices and programmes and in the study of educational problems. It acts as an applied science.

As a social science:
Educational psychology acts as a social science because educational findings are applicable to all individuals. As a social science, it studies the behaviour of human beings in all activities. It also studies both the social individual and the interaction.

A practical science:
Educational psychology is practical in nature because the educator makes use of the knowledge of, the educational psychology of each and every walk of teaching and learning situations.

A growing and developing science:
Educational psychology is a growing and developing science new facts and principles also come about from human nature and behaviour a number of researches in the field of education. So educational psychology as a science is ever-growing and developing.

An academic discipline:
Educational psychology is an academic discipline. It is a science which is focussing on human behaviour and its result can be generalised into the principles theories.

Question 3.
Discuss the scope of Educational Psychology.
Answer:
The word ‘Scope’ means the range extent and limitations of the study of what is to be included in the study of a particular subject of the subject matter. The scope of educational psychology is very vast, and wide because it studies human behaviour under various conditions from birth to death.

The scope of educational psychology centres around” the learner- developmental characteristics, individual differences, intelligence, personality and mental health of the teacher and students. It deals with the learning process, motivation in learning, and factors affecting learning and the evaluation of learning performances, in conducting research on educational problems.

Some of the scopes of educational psychology are as follows:
Human behaviour:
It studies human behaviour in all educational situations in the various stages of growth and development, and the characteristics of each stage are included in the study of educational psychology.

Growth and development:
Educational psychology is a psychological process study, the growth and development of a child. How a child passes through the various stages of growth like infancy, childhood and puberty and what the characteristics of each stage can be included in the study of educational psychology.

Learning process:
Educational psychology as-a a psychological process it studies the laws of learning. Learning is a major phenomenon in education. It studies how learning can take place most effectively and economically.

Heredity and Environment:
To what extent do heredity and environment contribute towards the growth of individuals and how knowledge can be made used for bringing about the optimum development of the child, It studies the heredity and environment of the child for better learning achievement.

Intelligence:
The scope of educational psychology also includes the study of the nature of intelligence as well as its measurement. The teacher educator handles educational psychology to measure. The intelligence of the child.

Individual differences:
Every individual child differs from others in physical and mental aspects. The learning experience differs in the same manner. Educational psychology deals with the nature of learning, laws in learning, principles and theories of learning, remembering and forgetting, perceiving, concept formation, thinking and realising process, problem-solving, transfer of learning, and training ways and means of effective earning etc.

The learning situation:
Educational psychology deals with the environmental, factors and learning situations which come between the learner and the teacher. Topics like classroom climate and group dynamics, techniques and aids which facilitate learning situations, techniques and practices, guidance and counselling etc. which help in the smooth functioning of the teaching-learning process come under the scope of educational psychology.

Question 4.
How the knowledge of psychology is helpful to a teacher in the teaching-learning process? Explain. Discuss the application of educational psychology helpful in the teaching-learning process. Explain.
Answer:
Educational psychology is helpful to a teacher to guide the process of education and the knowledge of psychology helps the teacher to realise the objective of effective teaching and educating the pupils properly. The knowledge of psychology helps the teacher in the below following ways.

Understanding the child:
It has been recognised that the teacher can truly teach the child only when he possesses the knowledge of child psychology. The teacher must know how children think, what are their interests of various stages of development and how their energies can be utilised for educational purposes. All modifications in the technique of teaching are really the growing application of the knowledge of psychology in the process of teaching and learning.

To understand the developmental characteristics:
The human child passes through different stages of development as infancy, childhood and adolescence. Each stage has its unique characteristics. A teacher possessing knowledge of these characteristics can profitably apply them to properly educate his pupils.

To understand, individual differences:
No two individuals are alike even though maybe twins. We find individual differences in body structures, achievement, intelligence, personality, interests, and attitudes of children, A teacher must be responsible for determining such individual .differences. The teacher can adopt different methods of instruction, curricular and means of evolution for individual interests.

To develop knowledge of the learning process:
All education depends upon the learning of new responses and the capacity of a human child to learn new responses. Psychology analyses different aspects of the process of learning. It tells us that learning is impossible if the learner does not cooperate in the learning process. The problem of teaching then takes the form of a psychological problem. Incentives like illustrative aids in the classroom and general maxim of the teaching area all are based on sound psychological theory.

To understand the relative importance of heredity and environments :
The heredity and environment of the child determine his growth and development, his personality and his learning process, intelligence, interest and attitude. The body structure is determined by heredity whereas other factors like intelligence, personality interest and attitude are determined by the environment. So, teachers should create environments for the healthy development of their pupils.

Curriculum construction:
For constructing a balanced curriculum educational psychology is helpful to a teacher. The needs of the child, his developmental characteristics, interests, attitudes etc. are some of the essential factors that should be taken into consideration while framing the curriculum.

Planning methods of education:
Psychology is also helpful to a teacher planning methods of education in such a manner – that there is no problem with motivation. Modem methods of teaching like project methods help to achieve educational goals. Separate methods of instruction should be adopted for gifted or bright children, average children and slow learners. The knowledge of educational psychology equips the teacher with all these effective methods of teaching.

Research :
The knowledge of educational psychology helps teachers to develop and try out tools and devices for measuring various variables which affect the child’s behaviour. He can control, direct and predict the behaviour of students on the basis of action research in the classroom.

Question 5.
What do you mean by growth and development? Bring the difference between G and D.
Answer:
Growth and Development: Growth means it is in a physical Sense. When and after the birth of a human baby, we make a number of changes in-bodily parts gradually, which is seen in the increase in height, weight, and body size. Such changes in the structure of the body of the child are known as growth. Structural change is the result of rapid cell divisions in the body.

At different stages of growth, a number of physical changes take place in the child. Development implies changes in bodily functions. As the body grows there is gradual progress in the movements. The child starts to swing his hands and legs. He is able to sit wait and run to and throw many things. The child starts to walk, to think, to express emotions like laughter, anger mid fear.

Thus, all the changes in the functions of different parts of the body and mind are the features of this development. So development is a progressive series of functional changes in a child and such changes lead the child towards maturity. So development is in a mental sense, the mental powers, mental ability. There is the power of concept formation, thinking, reasoning and power judgement.

Difference between growth and development:-
Growth and development seem to be synonym terms but in a strict sense there is a gulf of difference between the two, as follows:

Growth implies quantitative changes in bodily structures. Such changes can be expressed in some quantitative terms like metres (height), and kilograms (weight). On the other hand, development is qualitative in nature. All aspects of development like the development of motor activities: language, thinking, and emotions cannot be expressed in numerical measures.

So growth is structural and quantitative in nature but development is functional and both qualitative and quantitative in nature. Growth refers to changes in particular aspects of the body but development implies the organisation of the body as a whole. Growth continues for a specific period called physical maturation. But development continues throughout life.

For example, after the age of 25, there is no growth but development continues till death. Growth is always additive in nature which means adds something to the structure of the body, So it proceeds in the forward direction only. But development is both additive and subtractive in nature and may add new features and eliminate some old features to improve the quality of body functions.

Question 6.
Explain the general principles of growth and development.
Answer:
Various studies and research have highlighted certain significant principles underlying the process of growth and development.

The development follows a pattern:
If we take any dimension of growth and development we will find a particular pattern of growth. In physical development, in the cephalo-caudal sequence, the development proceeds from the head to the upper parts of the body and grows earlier than the lower parts. At birth, the head is much large compared to the adult head. Similarly, the development of movements is earlier in the upper parts of the body. The child can raise his head first with better control before he can move his chest or hand or leg.

Development proceeds from general to specific:
The child first shows general responses and then he shows specific responses to specific stimuli. For example, the new bom baby moves his whole body. If one time instead of moving one part of it. He moves his whole hand to specify one object instead of using a finger. In the emotional field, he responds through only general responses like crying to denote joy, hunger, pain or fear.

Development is a continuous process:
Development maintains continuity at a slow and regular pace. It does not take place abruptly or by leaps and bounds. All dimensions of development continue to grow gradually until they reach their maximum. For example, a child cannot speak all of a sudden and he develops speech habits through continuous efforts.

Growth is not uniform:
Different aspects of growth develop at different rates. All parts of the body can never grow at the same rate. At birth, the head is larger, about one-fourth of the body in length, But the rate of growth slows down and hands and legs grow at a faster rate. The brain reaches its maximum size at about six. Likewise, memory develops faster than creative imagination.

Most traits are correlated:
Most of the traits of growth and development are correlated which means superior in other respect, he is also found superior in other respect. A child whose intelligence is above average is also so in health size, sociability and special aptitudes. But this is not always true. We find very lean and thin boys with high intelligence but not sociable.

Individual differences in growth and development:
There are Individual differences in growth and development. No two individuals grow and develop in the same way or at the same rate. Some grow taller, some dwarf, and some become adolescents very soon. Some others develop secondary sex characteristics very soon and some get early maturation. So there is the individual difference in physical and mental characteristics.

Development is predictable:
It is impossible to predict in advance what type of development a child will follow because the rate of development of a particular child remains fairly constant. The environmental factors determine the product of maturation. But mental development cannot be predicted with some degree of accuracy.

Development is a product of heredity and environment:
Both hereditary and environment determine the growth and development of a child. Heredity is responsible for physical growth and intellectual development, whereas the environment is responsible for the intellectual, social and temperamental development of the child. Likewise, parental care, nutrition, the climate in the home and school and society are also essential for a child’s sound development. So hereditary and environment both contribute effectively maximum growth of the child.

Question 7.
What is physical growth? Explain the physical characteristics of growth and development.
Answer:
In growth and development remarkable physical and physiological changes take place in boys and girls, Specially in adolescence period, there is rapid physical and physiological changes are seen.

Changes in height and weight:
In the infancy stage, there is rapid physical growth. The development of the body and nervous system is very fast. Almost all adolescent boys and girls show remarkable growth in height and weight. There is a rapid growth in girls from 10 to 14 years and in boys from 12 to 16 years. The mature height is attained from 13 to 20 years. Boys are in average taller than girls up to 11 years. From 12 to 15 years girls grow faster than boys. Boys are heavier than girls in all ages.

Changes in body proportion:
Human individuals differ not only in height and weight but also in body proportion as they grow. The different parts of the body mature more in one age while others attain maturity at earlier or later ages.

Changes in internal organs:
During the growth of child important changes occur in the internal organs such as the brain, muscles, skeleton and glands. The brain gradually matures with the nervous system. The skeleton becomes .longer day by day and the joints of the bone become also stronger. During the physical. growth there are glandular changes and the sex glands. The thyroid, Hymus, and pituitary also develop ill at maximum rates. The changes, in glands, affect the behaviour of adolescents, boys and girls and they also develop masculine and feminine qualities.

Change in voice:
There is a change in the voice of the boys and girls. During the stage of adolescence, the voice becomes course day by day and the voice of the adolescent girls becomes sweeter day by day.

Changes in physical activity strength:
In the childhood stage, the child remains engaged in play. He becomes physically strong. Adolescent boys and girls become physically active and they develop the ability, skill, strength and speed in doing any work or activity. Jn physical activity girls become more mature than boys. Boys are more muscular in strength. Then the girls always like adventure activities.

Growth of secondary sex qualities:
During adolescence, secondary sex characteristics are seen in both boys and girls. Hairs appear in different parts of the body and boys develop beards on their faces and menstruation starts in girls.

Development of sex:
During the stage of adolescence, both boys and girls are sexually mature. The genital organs in boys and the sex organs in girls increase. Both boys and girls develop an interest in the opposite sex and develop an interest in mutual intercourse or heterosexuality. For sex satisfaction, they practise masturbation, and both adolescent boys and girls achieve production capacity.

Question 8.
What is social development? What are the social characteristics seen in adolescents? Explain.
Answer:
Man is a social animal. As the child grows and psychologically matured he develops gradually some of the social behaviours. Social development means the attainment of the maturity of social relationships and helps the individual for adjustment to his environment.

As the child grows to adolescence he learns the social ways of the society like customs, traditions, miners and languages, and ways of living which change his tastes, interests, and attitudes. He may develop interaction from person to person, person to group and group to group.

The social characteristics seen among adolescent boys and girls are given below:
Friendship:
Adolescents tend to choose friends of their own age and temperament They develop friendships based on common interests, needs and goals.

Social consciousness:
Adolescent boys and girls become socially conscious and they develop social responsibilities duties, rights and responsibilities, and obligations. In attending social programmes, they develop group loyalties. Social service attitudes are developed with them.

Social maturity:
Adolescent boys and girls attain social maturity and they very soon develop the ability to adapt to changing situations. They become social and develop social potential ties like kindness, sympathy, tolerance, cooperation, dependability etc. They also learn sacrifice and wise judgement.

Leadership:
Leadership is an important aspect of social development in adolescence. The adolescent boys and girls participate in group activities and develop leadership qualities. They develop the qualities like patience, endurance, quality of domination, sincerity, hard-working, and responsibility. In schools and colleges, adolescents show their leadership in academic performances, games and sports, participating in college union elections, and organising debates, competitions, excursions and social service programmes.

Development of social, cultural, recreational, and vocational interests:
Social interests:
The adolescents develop an interest in attending different fairs, social functions, festivals etc. visiting religious places, running discussions on social problems and developing social awareness and interests.

Recreational interests:
The adolescents develop an interest in reading, cultural activities, attending movies, group games, and radio listening, and they also organise different hobbies like gardening, writing, photography, collection of stamps etc. which develop a recreational interest in them.

Development of social attitudes:
Social interaction determines the degree of adjustment of adolescents. Such social interaction is possible by observing different customs, organising cultural and religious ceremonies and marriage functions etc.

Question 9.
What is emotional growth? What are the emotional characteristics seen in adolescence? Explain.
Answer:
Emotion is a feeling, a state of mind, a state of being moved or stored up. So emotion involves feelings, impulses and physiological reactions. The feelings of emotions are anger, disgust, pleasure and fear. Emotions are accompanied by physiological changes including heart and stomach problems, heartbeat, breathing and blood pressure which affect hunger, rest, sleep etc.

Such emotions are reflected with over behaviour like throwing, smiling, staring at etc. The adolescence period is marked by heightened emotions like nailbiting, tension, conflicts, quarrels with parents and teachers, and siblings with classmates. Other emotions like absent-mindedness, shyness and negativism are seen.

Emotional characteristics during adolescence:
Complexity:
As the child grows from childhood to adolescence his emotions become complex. Various experiences come from the environment and to the complexity of emotional development. The adolescent hides his emotions and it is difficult to understand.

Emotional feelings widened:
At adolescence, adolescents start making friends, forming groups with other taking leadership etc. and he is also emotionally attached to the group or person.

Development of tolerance:
Adolescents develop the tendency to bear and tolerate tensions, troubles, frustrations and failures in different social situations. They give emphasis to self-control and redirect their emotions in acceptable directions.

Capacity to share emotions:
The adolescents develop the ability to share with others and to love their neighbours, mates, fellow beings, and members of groups. Adolescents also derive pleasure from the achievement of their friends.

Love for freedom:
Adolescents develop a kind of inner freedom to feel, express act and behave independently which makes them rebellious and stubborn.

Tolerance of aloneness:
Adolescents at times prefer to stay alone in their homes and get pleasure from daydreaming and fantastic imagination by sitting alone for a long time.

Common emotions-during adolescence:
Love and affection :
During the period of childhood, love comes around as the object of interest but in adolescence, love is associated with relatives, peers and the opposite sex. During adolescence, love takes a sexual colour and adolescent boys and girls engage in conversations about sex and its problems.

Joy, pleasure and delight:
In adolescence period, adolescents feel joy when he is well adjusted and they also he get pleasure and delight from their achievements. He develops a feeling of superiority. He gets delighted when he gets successful in competitions, sports, debates and other such activities.

Worries and anxieties:
Worry is an imaginary fear which is caused by frequent thinking about a situation. Adolescents get worried about school work, examinations and tests, unreasonable homework, failure in competitions, and sex problems. Some other worries include lack of adjustment with parents, illness of parents and poverty of parents family problems and presence of stepmother.

Fear:
Fear is formed by the child from the environment which includes fear of animals and snakes, fear of electric appliances, huge machines, deep seas and rivers, high places, strange noise and darkness etc.

Anger:
Anger is the violent emotion expressed by adolescents due to the reasons like unfair treatment by teachers and parents, satirical remarks, encroachment of human rights, tasks beyond ability etc. Sometimes anger is seen in the failure of responsibility.

Question 10.
What is intellectual development? Give its characteristics.
Answer:
Intellectual development refers to cognitive, mental, memory, reasoning, understanding, intelligence, generalisation, interpretation, language ability, conceptual ability etc. These abilities are interrelated. Intellectual development is the mental development and overall development of all those above abilities.

Characteristics of intellectual development:
Development of time senses:
As the child grows he develops the ability to differentiate, between events that are now occurring and those which have occurred in the days gone by. He is in a position to locate events in the space where they are performed. As he advances in image his ability to react in terms of recollection from the past and anticipation of the future increases.

Increase in the power of attention:
The child has the ability to utilise past experiences but with the passage of time, he acquires an increasing ability to plan out remote goals and actions. For instance, in order to advise the remote goal through the examination a child may make or prepare time table plan to study.

Increasing ability to use symbols and signs:
With the increased ability to use signs and symbols, for example, the hungry child who would stop crying only when he was actually fed a later stage ceasing crying at the sight of a milk bottle a symbol for being fed.

Increase in the development of morality:
As a child advances in age, he learns to obey certain moral norms and starts thinking in terms of good and bad. In that way, the foundations of moral character are laid in the child.

Increase in curious questions:
As a child’s age increases the questions put by him to satisfy his curiosity are more definite as compared to those put by him prior to what is it? Who has done it? Why is it so?

Increase in creative impulses:
As the child grows in age he exhibits creative impulse in another world he engages himself in making on collecting things. He creates interest and social pleasure in solving puzzle problems. In this way, he develops the power of abstract thinking.

Increasing sensory development:
Sensory development occurs during the first month of the child. It learns to make effective use of the sense and experiences. Many topics of sensations such as hardness, pain, pleasure, and the sensation of smell and sound. As it advances in age it comes to have developed sensory equipment more accurately and sharpened the power of perception, the ability to compare various sensations. Logical thinking in place of vivid memory and the ability to generalise on the basis of experience.

Increase in language development:
The crying of a child at birth is an expression of the emotion of pain and pleasure. At the age of six months, its crying stands for its recognition of the new situation. By the time he is one year of age, he utters a few words- Aa, Ba, Maa, Daa etc. and at the age of two to three years it can repeat very short sentences spoken by elders.

Odisha State Board CHSE Odisha Class 12 History Solutions Unit 3 Perceptions of Society through the Eyes of the Travellers (10th to 17th Centuries) Long Answer Questions.

CHSE Odisha 12th Class History Unit 3 Perceptions of Society through the Eyes of the Travellers (10th to 17th Centuries) Long Answer Questions

Long Questions With Answers

Bhakti Movement In Odisha And Its Impact On Society Question 1.
Estimate the life of Al-Biruni and his contribution in the sphere of Mathematics and Astronomy?
Answer:
Al-Biruni is regarded as one of the greatest scholars of the medieval Islamic era and was well versed in Physics, Mathematics, Astronomy and natural sciences, and also distinguished himself as a historian, chronologist and linguist. He studies almost all fields of science and was compensated for his research and strenceons work.

Royalty and powerful members of society sought out Al-Biruni to conduct research and study to cover certain findings. He lived during the Islamic Golden Age. In which scholarly thought went hand in hand with the thinking and methodology of the Islamic religion.

In addition to this type of influence, Al-Biruni was also influenced by other nations, such as the Greek who her took inspiration from when he fumed to studies of philosophy.

He was conversant in Khwarezmia, Persian, Arabic, Sanskrit and also knew Greek. He brew and Syriac. He Spent a large part of his life in ghazani in modem day Afganisthan, Capital of the Ghaznavid dynasty, which was based in what is now central eastern Afghanistan.

In 1017 he traveled to the south Asia and authored Tarikh-al-Hind (History of India) after exploring the Hindusm practiced in India.

He was given the title “founder of Indology”. He was in impartial writer on customs and creeds of various nations and was given the title at us-tadh (“The master”) for his remarkable description of early 11th century India.

Life: He was born in the outer district of Kath, the capital ofthe Afrighid dynasty ofKhwarezm (now a part of Uzbekistan, Kazakhstan and Turkmenistan) (or Chorasmia) The word Bintni means“from the outer- oustricf’ in Persian, and so this became his nisba “albiruni- “The
Birunian.

Al-Biruni’s relatives also took interest in the studies of science as well. So he grow up in an environment encouraging to his interests. He even had ties to royalty as there are links in his family to the families of prestigious elties.

To conduct research, Al-Biruni used different methods to tackle the various fields he studies.

Many consider Al-Biruni one of the greatest scientists in history, and specially of Islam because of his discoveries and methodology. He lived during the Islamic Golden Age, which promoted astronomy and encouraged all scholars to work on their research.

Al-biruni spent the first twenty five years of his life in Khwarezm where he studies Islamic jurisprudence, theology, grammar, mathematics, astronomy, vedics, philosophy and also dabbled in the field of physics and most other sciences as well.

The Iranian khwarezmian language, which was the language of Biruni survived for several centuries after Islam until the Turkification of the region, and so must some at least of the culture and lore of ancient khwazem, for it is hard to see the commanding figure of Biruni a repository of so much knowledge, appearing in a cultural vaccum.

He was sympathetic to the Affighids, who were overthrown by the river dynasty of manunids in 995. He left his homeland for Bukhara, then under the Samanid ruler Mansur II the Son of Nuh. There are corresponded with Avicenna and there are extent exchanges of views between the two scholars.

In 998, he went to the court of the Ziyarid amir of Tabaristan, shams-at -moali Aboshasan Ghaboos Ibn Washmgir. There he wrote his first important work, at Athar al- Baggija can al-Qorun al-khaliya cuterally.

“The remaining traces of past centuries” and translated as “chronology of ancient nations” or vestiges of the past”) on historical and scientific chronology, probably around 1000 A.D., though he later madesome amendments to the book.

He also visited the court of the Bavandid ruler Al-marzuban. Accepting the definite demise of the Affighids at the hands of the mamunids, he made peace with the latter who then ruled khwarezm. There court at Gorganj (also in khwarezm) was gaining fame for its gathering of brailliant scientists.

In 1017, (Mahmud of Ghazni took Rey most Scholars, including al-Biruni, were taken to Ghaznis the capital of the Ghazinavid dynasty. Biruni was made court astrologer and accompanied Mahmud on his invasions into India living there for a few years.

He was forty four years old when he went on the Journeys with Mahamud of Ghazin. Biruni became acquainted with all things related to India. He may even have learned some Sankrit.

During this time he wrote the Kitabtarikh al-Hind, finishing it around 1030. Along with his writing, Al-Biruni also made sure to extend his study to science while on the expenditions.

He sought to find a method to measure the height of the sun and created an early version of an astrolabe for that purpose. A1 Biruni was able to make much progress in his study over the frequent travels that he went on throughout the lands of India.

Mathematics and astronomy: Ninety five of 146 books known to have been written by Biruni were devoted to astronomy, mathematics and related subjects like mathematical geography His religion contributed to his research of astronomy as in Islam, Muslim customs require knowing the directions of certain sacred locations, which can actually be found through this type of scientific study.

Biruni’s major work on astrology is primarily an astronomical and mathematical text, only the last chapter concerns astrological prognostication. His endorsement of astrology is limited in so far as he condemns honorary astrology as ‘sorcery’.

In discussing speculation by other Muslim writers on the possible motion of the earth, Biruni acknowledge that he could neither prove nor disprove it, but commented favourably on the idea that the Earth rotates.

He wrote an extensive commentary on Indian astronomy in the Kitab ta rich al-Hind in which he claims to have resolved the matter of Earth’s rotation in a work on astronomy that is no longer extant, his Miftah-ilm-alhai a (key to Astronomy):

The rotation of the earth does in no way impair the value of astronomy, as all appearances of an astronomic character can quite as well be explained according to this theory as to the other. There are, however, other reasons which make it impossible.

This questions is most difficult to solve. The most prominent of both modem and ancient astronomers have deeply studied the questions of the moving of the earth and tried to refuge it.

We, too have composed a book on the subject called Muftan-ilm-alhi’a (key to Astronomy), in which we think we have surpassed our predecessors, if not in the words, at all events in the matter. In his description of Sijzi’s astrolabe he hints at contemporary debates over the movement of the earth.

He carried on a lengthy correspondence and sometimes heated debate with Ibnsina, in which Biruni repeatedly attacks Aristottle’s celestial physics he argues by simple experiment that vacuum must exist, he is amazed “ by the weakness of Aristotle’s argument against elliptical orbits on the basic that they would create vacuum, he attacks the immutability of the celestial sphers, and so on.

In his major extant astronomical work, the Mas’ud Canon, Biruni utilizes his observational data to disprove ptolemy’s immobile solar apogee. Not only did he perform research on theories, but he also wrote an in-depth analysis and explanation of an astrolab and how it should work.

He drew many different depictios of various instruments that are considered to be the precursors of more modem objects such as clocks and the coming years.

More recently Biruni’s eclipse date wras used by dunthome in 1749 to help determine the acceleration of the moon and his observational data has entered the larger astronomical historical records and is still used today in geophysics and astronomy.

Bhakti Movement In Odisha And Its Impact On The Society Of Odisha Question 2.
Estimate Ibn Battuta as a pilgrimage and his coming to India?
Answer:
All that is known about Ibn Battuta’s life comes from the autobiographical information included in the account of his travels, which records that he was of Barber descent, born into a family of Islamic legal scholars in Tangier, Morocco on 25 February 1304, during the reign of the Marinid dynasty.

He claimed descent from a Berber tribe known as the Lawata. As a young man he would have studied at a Sunni Maliki madhab (Islamic jurisprudence school) the dominant form of education in North Africa at that time.

Maliki Muslims requested Ibn Battuta serve as their religious judge as he was from an area where it was practiced.

In June 1325, at the age of twenty-one. Ibn Battuta set off from his home town on a hail or pilgrimage, to Mecca, a journey that would ordinarily take sixteen months. He would not see Morocco again for twenty-four years.

I set out alone, having neither fellow traveller in whose companionship. 1 might find cheer, nor caravan whose part I might join, but swayed by an over mastering impulse within me and a desire long cherished in my bosom to visit these illustrious sanctuaries.

So I braced my resolution to quite my dear ones female and male, and forsook my home as birds for sake their nests. My parents being yet in the bonds of life, it weighted sorely upon me to part of them and both they and I were afflicted with sorrow at this separation.

He travelled to Mecca overland, following the North African coast across the sultanates of Abdul Wadid and hauled. The route took him through them, bejalla and then Tunis, where he stayed for two months.

For safety Ibn Battuta usually joined a caravan to reduce the risk of being robbed. He took a bride in the town of fax, the first in a series of marriages that would feature in his travels.

In the early spring of 1326, after a journey of over 3,500 km. (2,200 mi) Ibn Battuta arrived at the port of Alexandria, at the time part of the Bahrimamluk empire.

He met two ascetic pious men in Alexandria. One was sheikh Burhanuddin who is supposed to have foretold the destiny of Ibn Battuta as a world traveller saying, “it seems to me that you are fond of foreign travel.

You will visit my brother Fariduddin in India. Rukonuddin in Sind and Burhanuddin in China. Convey my greetings to their”.

Another pious man sheikh Murshidi interpreted the meaning of a dream of Ibn Battuta that the was meant to be a world traveller. He spent several weeks visiting sites in the area.

And then headed inland to Cairo, the capital of the Mamluk Sultanate and an important city. After spending about a month in Cairo, he embarked on the first of many detours within the relative safety of Mamluk territory of the three usual routes to Mecca.

Ibn Battuta chose the least-travelled, which involved a journey up the Nile valley, then east to the Red sea port of Avadhab, upon approaching the town, however, a local rebellion forced him to turn back. Ibn Battuta returned to Cairo and took a second side trip, this time to Mamluk-controlled Damascus.

During his first trip he had encountered a holy man who prophesied that he would only reach Mecca by traveling through Syria.

The diversion held an added advantage because of the holy places that lay along the way including Hebron, Jerusalem, and Bethleham the Mamluk authorities spared no efforts in keeping the routes safe for pilgrims, without this help many travellers would be robbed and murdered.

After spending the Muslim month of Ramadan in Damascus, he joined a caravan travelling the l,300Km (810 mi) south to Medina, site of the tomb of the. Islamic prophet Muhammad.

After four days in the town he journeyed on to Mecca, where completing his pilgrimage he took the honorific status of El-Hajji Rather than returning home, Ibn Battuta instead decided to continue on. choosing as his next destination the Likhanate, a Mongol Khanate, to the northeast.

After his third pilgrimage to Mecca, Ibn Battuta decided to seek employment with the Muslim Sultan of Delhi Muhammad bin Tughlug. In the autumn of 1330 (or 1332), the set off for the selling controlled territory of Anatolia with the intention of taking on overland route to India.

He crossed the Red sea and the Eastern Desert to reach the Nile valley and then headed north to Cairo, From there be crossed the Sinai Peninsula to Palestine and then travelled north again through some of the towns that he had visited in 1325.

From the Syrian port of Latakia, a Genoese ship took him (and his companions) to Alanya one the southern coast of modern-day Turkey.

He then journeyed westwards along the coast to the port of Antalya, to the town he met members of one of the semi-religious fityan associations.

These were a feature of most Anatolian towns in the 13th and 14th centuries. The members were young artisAnswerand had at their head a leader with the title of Akhis. The associations specialized in welcoming travellers.

Ibn Battuta was very impressed with the hospitality that the received and would later stay in their hospices in more than 25 towns in Anatolia. From Antalya Ibn Battuta headed in land to Egindir which was the capited of the Hamid dynasty. He spent Ramadan (Tune 1331 on mary 1333) in the city.

From this point the itinerary across Anatolia in the Rihla is confused Ibn. Battuta described travelling westwards from Egiradier to milas and then skipping 420km. (260mi) eastward past Egidir to Kenya.

He then continuous travelling in a eastery direction, reaching Erzurum from where he skips 160 km (720 mi) back to Birgi which lies north of milas. HistoriAnswerbelieve that Ibn Battuta visited a number of towns in central Anatulia, but not in the order that he describes.

After returning to Quanzhou in 1346, Ibn Battuta began his journey back to morocco. In Kozhikode, he once again considered throwing himself at the mercy of mahammad bin Tughluq in Delhi, but thought better of if and decided to carry on to Mecca.

On his way to Basra he passed through the strait of Hormuz, where he learned that Abu said last ruler of the “Khanate dynasty had died in Persia.

Abu Said’s territories had subsequently collapsed due to a fierce civil war between the pensions and mongous. In 1348, Ibn Battuta arrived in Damascus with the intention of refracting the route of his first hajj.

He then learned that his father had died 15 years earlier and death became the dominant thene for the next year or so. The Black Death had struck and he was on hand as it spread through Syria,Paustine and Arabia.

After reaching Merra he decided to return to morocco Nearly a quarter of a century after leaving home. On the way he made one last detour to Sardinia, then in 1349, returned to Tangier by way of Fez, only to discover that his mother had also died a few months before.

Bhakti Movement In Odisha Question 3.
Analyse the role of Francois Berrien as a physician as well as a traveller?
Answer:
Franco is Bernier (25 September 1620-22 September 1688) was a French physician and traveller. He was born at Jpue-Etiau in Anjou.

He was briefly personal physician to Mughal prince Darashikoh (28 October 1615 – 30 August 1659) the eldest son of the Mughal emperor Shah Jahan and after Dara Shikons demise, was attached to the court of the Mughal emperor Aurongzeb (14 October 1618-20 February 1707), for around 12 years during his slay in India.

His 1684 publication Nouvelle division delaterre par us different espece ouraces quiphabitent (A new division of the Earth) is considered the first published post classical classification of humans, into district races.

He also wrote Travels in the M dial Empire, which is mainly about the reigns, of Dora Shiloh and Aurangzeb. It is base, on his own extensive journeys and observations and on information from eminent Mughal courtiers who had witnessed the events at first hand.

Bernier abridge and translated the philosophical writings of his friend Pier Gassendi from Latin into French. Initial editions of Bemar’s Average dela philosophic de Gassendi were published in Paris in 1674 by the family langloies and m 1675 by Estienne Michalet.

A complete edition in eight volumes was published byAnisan and,Posual at Lyon in 1678. Anisson and Posual joined with Rigaud to publish a second edition in seven volumes in 1684.

Berrier objectively and faithfully rendered. Remained uncomfortable with some of Gassendi’s notions in 1682, Estiene Michaflet was again his publisher, putting forth his Doutes de Mr. Bernier sur quelquesuns des principaux chapitres de son Abrege de la philosophie de Gassendi.

A son of a fanner, Francois Bernier, was orphaned very young and was cared for by his uncle the care dechan zeaux.

At the age of 15 he moved to Paris to study at the college declarment (the furure lyces lucis legrand) where he was invited to stay at the home of his younger friend chapelle the nature son of luilliar who was a councilor at the parlement in metz.

There Bernier most probably met Cyrano de Bergerac and Moliere, and certainly the philosopher piece Gassendi (1592-1655) whose aide and secretary, he became.

He developed a ‘taste for travel (1647) in the company of monsieur d Arpojan, the French ambassador to Poland and Germany.

In 1652 during a prolonged stay with Gassendi in the south of France he managed to became a medical doctor on the strength of a speed course at the famous Faculte de Montpellier an intensive three month course gave the medical degree providing one did not practice on French national territory.

Liberated from his ties to France by the death of Gassandi in 1655, he sent but his twelve year journey to the East, at 36 years of age, Palestine Egypt, one year in Cairo, Arabia and an attempt to enter Ethiopia which was frustrated by civil war in the interior.

In 1658 he debarked at Surat in India, in Gujarat state. Attached at first and for a short while to the retinue of Darashikoh the history of whose downfall he was to record he was installed as a medical doctor at the court of Aurangzab, the last of the great Mughal emperors.

A tour of inspection by Aurongzeb (1664-65) gave Bernier the opportunity to describe Kashmir, the first and for a long time the only European to do so.

In “Voyagres la description .des Etets du Grand Mogal, de Plndoustan, du royaume de kachemire” (David-paul mare ted. Amsteralry 1699). He subsequently visited the other extreme of the empire in Bengal.

European medical training was highly esteemed amongst the Mughal and gave him access to all ranks of the Court, even on medically required occasions to the Emperor’s haren.

After his return from Kashmir, he travelled around on his own, meeting with jean- baptiste Tavernier in Bengal and white preparing for a journey to Persia at Surat with jean chardin, that other great traveller in the Orient (1666).

He returned once more to Surat (1668) to write a memoir on Indian commerce for the use of jean. Baptiste Colbert (who recently had founded la Compagnie des Indes oriental in 1669 Bernier left India for Paris, to stay.

In 1671 the almost was jaiced for writing in defense of the ideas of Rena Descartes, against whom a-judicial arrest had been issued an exploit he followed with an (Aberge dela philosophile de Gassendi” also not a subject to arouse official approval (1674).

Meanwhile he was a favoured guest at some of die great literary salons,” for example that of marguerite de la sabliere who introduced him to jean de la Fontaine, or at that of Ninon de Lericlos His much debated text on “races” – A new division of the Earth” of which second half is dedicated to feminine-beauty may be read against his background.’

In 1685 Bernier visited Ldftdon where he met with some famous exices from France, Hortense mancine, duchessd de Mazafin, niece of the redoubtable cardinal Saihf-E remind, others.

He returned to Paris via the Netherlands where he probably visited the philosophical correspondent Pierre Bayle.

Bernier died in 1688, the year that saw the publication of his “Lettre des India” (see note : Talk: Idries shah # the way of the scholar) Formost among his correspondents whife he was in India had been Jean Chapelin, Who shipped him crates of books. Melchisedech Thevenot, and Francois de la mothe le vayer.

From chapelain’s correspondence we know of a link with the elder petis de la croix. Whose sojn franco is petis de la croix was sent on a language course to Persia two years after berriier’s return from India.

Bhakti Movement In Odisha Pdf Question 4.
State the Chief characteristics of the state of Delhi Sultanate?
Answer:
The period from 1206-1526 is known as the age of the Delhi sultanate. Many dynasties ruled from Delhi during this period. The following are chief characteristics of nature of the state.

• The state was expected to be a theocratic state.
• The government of the Delhi sultanate worked with the Islamic principals of sovereignty.
• The govt, followed the Islamic law in all administrative matters.
• The sultan of India took pride to call himself the Deputy of the Caliph.
• The Sultan usually thried to believe in the light of divine right of kings.
• The Sultanate state was a military state to a considerable extent.
• The sultanate state was a Feudal state.
• The sultanate was greathly influenced by the Ulemas in general.
• The state revenue was levied in accordance with Islamic law.
• The nobles tried to exercise their influence over the appointment of the Sultan as well as his survival.
• There was no clear-cut law of succession to the throne.

The Delhi sultAnswerand the caliphate: According to the Islamic theory the Caliph was the spiritual and temporal head of the entire Muslim world.

A ruler of any Muslim state wherever it might be located he must consider himself as deputy of calpiph. The SultAnswerof Delhi paid ceremonial homage to the Caliph.

The critic state and the Ulemas: The Muslim divines, cailed the Ulemas were the authoritative interpreters of Islamic law. They were a highly influential body.

The sultans consulted them not only on points of Muslim law but also on matters of state policy. The Ulemas had a great influence over the sultans.

The sultan as the superme sovereign: According to the Muslim theology sovereignty was vested in the Muslim law.

Subject to general conformity with the law the sultan was the head of the state and he enjoyed unlimited powers. All legislative, executive and judicial powers were concentrated in him.

His order was the Law in the state. The sultan was the highest commander of the army. He appointed all ministers nobles and other officers of the state.

What could curb the despotism of the rulers was that they could not defy the Muslim Jaw. But in fact not in theory many rulers were the supreme interpreters of the law. Everything depended on the personality of the ruler.

Impact Of Bhakti Movement Question 5.
Why is the age of Shaha Jahan called Golden Age?
Answer:
Mughal architecture reached perfection during, the reign of Shah Jahan, the great patron of architecture. He is often called the Engineer king as he built a large number of buildings.

He was a perfectionist and looked into the minutest details of his building projects. The buildings constructed by him have the finest features of Indian Persian and central Asian architecture.

Shah Jahan’s patronage to architecture stemmed from his love for monuments. He also wanted to establish his identity as a ruler and also set an example for the coming generations. The monuments constructed by him are majestic and graceful in appearance.

Features of the monuments: Under Shah Jahan there was a change in the building style as well as material. The emphasis was now on uniformity and symmetry. Red sandstone, popular with Akbar and Jahangir was replaced by white marble.

The walls began to be decorated with precious and semi-precious stones. This method of decoration is called pietra-dura. Domes and Minarets also began to form an important part of the buildings.

Monuments constructed: Shah Jahan constructed many mosques. The Moti Masjid in Agra was completed is 1653.

It was built entirely of white marble and has three domes. The Jama Masjid in Delhi was completed in 1656. It is the largest mosque in India.

Taj Mahal the most famous monument is as tall as a 20 storey skyscraper. It took 22 years to build and was constructed at a cost of 32 million rupees. Over 20,000 labourers worked on it day and night Ustad Isa khan and Ustad Ahmad Lahori were its chief architect. The Taj is a mix of several architectural styles.

It is placed in the middle of a garden. It is built of white marble which was obtained from Makrana in Rajasthan. Shah Jahan used the pietradune ornamentation of white marble on a large scale in his favourity Taj. The Taj Mahal reflects the glory of Mughal architecture.

Red Fort in 1639, Shah jahan laid the foundation of a new city. Shajahanabad. He bult the Red Fort here. It was numerous beautiful structures as :
• Diwan -I – Aam built in red sandstone, this was the place where the king head his court.
• Diwan – I- Khas – Shah Jahan’s peacock throne was kept here.
• Khwabgah: It was the private chambers of the king.
• Rang mahal: it was a piece for the women of the royal household.

With Shah Jahan’s death the Mughal art in all in manifestations began to decline. His son Aurangeb cared. Little for architecture and loss for painting and music lack of royal patronage led to the decline of Mughal architecture.

To Sumup, Shah Jahan was the most prolific and magnificent builder among the Mughal Emperons. In the time the art of building in India reached its zenith of perfection. Shah Jahan’s buildings are upparalled and unequalled.

They may be regarded as ‘Jewels Caskets magnified into architecture? Therefore, his reign is regarded as ‘Golden Age’ in the history of Mughal’s art and architecture.

Question 6.
Write a notes on Din-I-Ilhahi.
Answer:
The Din-I-IIhai was a unique conception introduced by Akbar in 1582. It was a gift of Akbar so far as his religious policy is concerned. After interacting with people of different religious. Akbar concluded that all religious preach a common message of love for humanity.

He felt that it the best points of all religious could be combined, the people of his empire would greatly path called the “Din-I-ffliahi” or divine monotheism-religion of one God. It was on the main ideals given in all religions.

The basic principles of Din-I-IIahi were very simple. It encouraged belief in one God. Akbar declared himself as the spiritual guide of his people. He discouraged the killing of animals people.

He discouraged the killing of animals giving cruel punishments to criminals, the custom of sati, eating flesh, onion, Garlic, etc.

The practice of worshipping the sun, fire and other sources of light was an important part of it. Akbar also popularized the principle of sulh- i-kul or peace with all.

This was primarily aimed at achieving eace, tolerance and unify in a county of diverse religion. According to some historian Akbar’s din-i9llahi was very similar to asoka’s Dhamma.

Din-i-llahi was not a new religion. It did not have any sacred books, rituals, priests or places of worship. It was only a code of moral conduct.

To most people, it appeared to be very heavy on philosophy. Hence, few people accepted it. Raja Birbal has one of the few who accepted it. Akbar respected the views of everyone and never forced anyone to follow it.

Din- i-llahi feded out after Akbar. Indeed, to preserve the unity of India and to maintain religious harmony between Hindus and Muslim Akbar promulgated the Din-i-ilahi.

Question 7.
Write a notes on Mughal Painting.
Answer:
The art of painting was shall mark of Islamic culture. The Mughal emperors were patronized the beautiful painting of the day. The period of Jahangir was called ‘Garden Age’ in the field of Mughal painting. The mosques, tombs & palace testified to the artistic acumen of the masons.

Special the floral designs, adorning the walls of mausoleums and mosques were copied from the embroidery and textile work of the Indians.

There were well known styles of painting such as the Gujarati, Rajasthani and Kashmiri before the Mughals, established their rule. The Mughals added new styles of painting.

The Mughal emperors encouraged the Indian artists to draw pictures on Subjects its of stories written in India and foreign languages. They inspired them to pain pictures of historical events and famous persons.

By that time the most interesting stories of the Indian ‘Panchatantra’ were translated to different Mulsim languages. Akbar advised his artists to decorate the Panchatantra stories with paintings.

The pages of the manuscripts of the Panchatantra were covered with life like small paintings of various creatures in different colours. Those paintings made the stories very attractive and very popular.

The time of Emperor Jahangir had been described as the golden age of the Mughal painting. Jahangir paid greeter attention to painting than to architecture.

The artists of his time were experts in painting of nature scenes of landscape of birds & beats and human beings. The pictures were small in size, but looked realistic.

The emperor patronized the painters and honoured them in the royal court. The memories of Jahangir known as Tazuki Jahangir contained many pictures of real scenes, such as the scene of coronation picture of the emperor, of the court and hunting of animals etc. The most celebrated printers of Jahangir’s time were abul Hasson, Muhammad nadir Bishan Das & Son.

The Miniature paintings were persevered inside picture albums. Such albums were may in number. The paintings contained the names of the painters.

They used such fine brushes than even the hairs of the beards of the saints or on the father of birds could be counted. After the decline of the Mughals, foreign merchants took away many of the picture albums to western countries.

Such albums are now available in the muslum of Tehran, London, Berlin. The western artists were greatly influenced by the Indian miniature painting and painted the stories of the Bible in that pattern.

Question 8.
Analyse the impact of Bhakti movement.
Answer:
The Bhakti movement brought about harmony between the Hindus and the Muslims. It gave birth to a new sect. i.e. Sikhism. Akbar’s broad out look was no other its impact.

Social impact: The most important social impct of the Bhakti movement was that the followers of the Bhakti movement rejected the caste distination. They began to mix together on the basis of equality.

They took their meals together from the common kitchen. The movement tried to bosen the bond of caste. A spirit of harmony among different sections of society and religion received impectus.

The evil practice of sati received some set back. The status of women received more importance.

Religious impact: The movement aroused awakening among the Hindus and Muslims Regarding the futility of ritualism and superstitions. The feeling of appreciation of the two religions emerged. The movement encouraged religious toleration.

Guru Granth Saheb the holiest book of the Sikhs which was complied later on included the messages of saints belonging to different sects. This was on account of the spirit of toleration preached by the Bhakti saints.

Promotion of regional languages of the common people: In place of Sankrit, Arabic and Persian, the Bhakti saints preached through the medium of local languages which could be understood very easily.

For instance the language of Kabir was a mixture of several languages of everyday use. Sudar used ‘Brig’ dialect. Goswami Tulasi Das composed his works in ‘Awadhi’

Political influence: Some of the rulers adopted liberal religious policies due to the impact of the Bhakti movement. For example Akbar the great.

Moral influence: The movement attempted to infuse a spirit of piety in the daily life of the people. It emphasized earning of wealth through hard work and honest means. It encouraged the value of social service to the poor and the needy.

It developed a humanitarian attitude. It pointed out the virtues of contentment anger greed and vanity. To sum up the Bhakti movement succeded to some extent to reform Hindu religions and society during medieval period of India.

Question 9.
Discuss the life and teachings of Kabir :
Answer:
Kabir was a great reformer of the Bhakti movement in India during mediaval age. His parentage and childhood are shrouded in mistery. It is however, believed that he was bom in 1440 A.D. He was nourished by a Muslim weaver named Niru. A muslim couple. Nima and Niru took proper care of Kabir.

As the couple were poor, they could not provide him any education. But Kabir developed-a-love for religion. Ramananda was his spiritual preceptor.

Mean while he married a girl named-Lohi and became the father of two children. Gradually he started preaching his faith, in the Hindi language. In 1510 Ad he died at Moghar in the Gorakhpur district of Uttar Pradesh.

Teachings: The teachings of Kabir was very simple. He emphasized the unity of God. He used to say Ram and Rahim Were the two different names of the same God. Further he used to say that all the Hindus and muslims are-the children of the same God. To him the Hindus and the Muslims are brothers.

He advocated that there was no distinction between man and man between caste and caste high and low rich and poor. Kabir strongly denounced idol worship, going on pilgrimages, bathing in holy rivers, performance of rituals etc.

To him devotion to God and love for man are the best one should have purify of heart.

This can be had ‘ not by reading the Vedas or the karan not by performing rites and rituals, but by chanting the glories of God. Through love and devotion one could achieve salvation.

He acknowledged no caste distinctions. He condemned the orthodox practices of the Brahmins and maulvis. For the worship of God. The teachings of Kabir were of great appeal to both the Hindus and the Muslims.

His followers were known as Kabir Panthis. Since he was not very educated, he wrote nothing. His teaching was oral. He expressed it through little poems which are popular as do has or couplets.

It was after his death that all his do has were collected in a book named Bijak (the sed book), it is regarded as the principal religious text of the Kabirpanthis.

Question 10.
Discuss the life and teachings of Nanak.
Answer:
Nanak (1469-1538 A./D.) was the founder of Sikhism, Nanak was an exponent of the Bhakti Movement. He was born in 1469 A.D. at Talwandi in Lahore district now in Pakistan. His father’s name was Kalu. His mother’s name was Tripath. Nanak had no interest in his studies during his childhood.

He engaged himself in religious discussion with saints and sages. Due to this unusual development in Nanak, his tather got him married off to a girl named Loi got two sons.

There after his brother in-law (sister’s husband) jairam took him to Sultanpur and arranged a job for his under Stultan. Daulat khan Lodi. But he gave up his job and home and led the life of an ascetic.

He was then thirty years old. He travelled extensively in and beyond India to acquire knowledge different religions. He breathed his last in 1538 A.D. at Kartafpur in the Punjab on the eve of his death Nanak nominated one of his disciples, Angada be his successor.

Teaching: Firstly, Nanak heralded the brother hood of man. He said that there is no distinction between the Hindus and the Muslims, between high caste and low between religions and religion, Secondly he taught that God is one and he is formless.

Thirdly, he taught that through love and devotion (Bhakti) one can get the grace of God.

Fourthly, Nanak believed in the existence of the soul and his views on the soul were simple. He stated that man is bonded to the cycle of birth and death.

Fifthly, Nanak opposed all evil rituals and practices which were creating hurdle in the name of religion. He stated that merely by going on pilgrimage or bathing in pure water did not help man reach God. Purity of mind truthfulness and good work helped one in attaining Godhood.

Sixthly, for the attainment of Godhood Nanak used to say only a pure heart helps one in realizing God, One’s heart can be made pure by praeticihg-morality and good qualities such as truth, honesty, humanity, mercy and moral character.

Seventhly, Nanak did not attach any importance to the supremacy and influence of the Brahmin priests of Maulavis, Nanak laid stress on the rede of the Gurus for the spiritual development of a person.

Nanak spread his teaching all over India with his disciple Mardana. Punjab, written in Gurumukhi, was the language of his teachings. He used to teach by reciting Bhajanas.

Nanak laid the foundation of a new religion named as Sikhism. The word Sikh is derived from the Sanskrit term sishya meaning disciple. The teachings of Nanak have been in coporated in the book Adigrantha.

It is popularly known as Granth Saheb. It is the sacred text of the Sikhs. The fourth Guru Ramdas constructed the famous Golden temple at Amritsar which is now the chief centre of Sikhism. Inspired by Nanak’s teaching many people embraced Sikhism.

Question 11.
Discuss the life & teachings of Sri Chaitanya.
Answer:
Sri Chaitanya (1486-1533 A.D.) was an exponent of Bhakti Movement. He was born at Nawadip (Naida) situated on the banks of the Bhagirathi in West Bengal.

His father was Jagannath Mishra and mother Sachi Devi. His early name was Biswambhar. He was popularly known as Nimai. His parents used to call him Gama as he was white (Gaura) in complexion. Nimai studied in Sanskrit school and became a great pundit in Sanskrit, literature, grammar and logic.

After formal education he was married to Lakhsmi. But he has no desire to lead a worldly life. At the age of twenty two Chaitanya went to Gaya to offer Pinda to his deceased father.

There he met a saint named Ishwarapuri who initiated him with the Krishna Mantra. Thereafter he went on reciting the name of Lord Krishna. In 1510 he left home and became a sanyasi.

Then he came to Puri. From Puri, Sri Chaitanya went to South India, Varindaban, Mathura kasha, Prayag, Somnath, Dwaraka and a few other places or religious importance. He travelled all over India for six years. Chaitanya returned to Puri in 1515 and stayed there till his death in 1533 A.D.

Teachings: The fundamental teachings of Sri Chaitanya was love and love for Krishna. He put emphasis the name of Krishna and Radha. By uttering the name of Krishna and by having deep faith on one’s Gum or preceptor, one could attain salvation one of his principal disciples was a Muslim named Yavan Hari Das.

Sri Chaitanya was opposed to rites and rituals. He was against the priestly system. Speaking of the means to come nearer to God he said, “See everybody equally, treat man as your brother give up ego and anger, show kindness to animals and recite the name of God.

Then only you can attain god. While praying Sri chaitanya used to say O Krishna. I do not want education, power or followers. Give me a little which will enhance my devotion to you.

Sri Chaitanya laid greater emphasis on Kirtans. In his opinion true worship of God depended on love devotion, music (song) and dance. He said that it was through Singing Kritans, one could attain godhood.

The kirtAnswertransformed the surroundings into a divine atmosphere. Hence he suggested reaching God through the medium of Kirtans.

He accepted Brahmins, Sudras, Chandalas and Muslims as his discriples and created a bond of fraternity among them. His other great message to mankind was to love all living beings.

Chaitanya accepted some fundamental principles of the Sankhya philosophy. According to this there was no difference between the name of God and his incarnation.

His personality and preaching of love won the heart of the people in all parts of India. Bengal, Orissa & Vrindabaft became main centre of Vaisnavism. After his death, he is being worshipped as Gouranga Mahaprabhu.

Question 12.
Stress the origin of the Sufi movement and its impact in India.
Answer:
There is no unanimity of opinion among the scholars regarding the origin of Sufism in India. Whereas Yusuf Hussain held the view that Sufism was born out of Islam and foreign ideas and practices A.L.S.

Srivastava believed that Sufism was profoundly influenced by Hindu thoughts, beliefs and practices. Prof. K. A. Nizami opines of the development of their order in India.

Such practices include bowing before the Shaikh, presenting water to visitors, circulating a bowl and shaving the head of new entrants of the Sufi order etc. Diversity of views persists regarding the origin of the word “Sufi”. Some scholars hold the view that die word “Sufi” is derived from the word “Safa” meaning pure.

Hence the Sufi saints are associated with a life of purity and renunciation of the world some other believe that the word Sufi originates from the word “Sooph” meaning wool.

Therefore the Sufi saints put on woolen clothes after the death of Prophet Muhammad. The third view is that the word “Sufi” is derived from the Greek world “Sophia” meaning knowledge.

The fourth view is that Sufis took shelter outside the Mosques constructed by Prophet Muhammed at Madina and got devoted to God. The Sufi saints in India succeeded in converting a large number of Hindus to Islam. The message of equality of Islam encouraged the lower castes to get converted into Islam.

The sufi saints adopted some of the practices of the Hindu Sadhus and their behavioural pattern in order to dispel any doubt from the minds of the Hindus. Even they did not hesitate to make use of the authority to compel the Hindu to embrace Islam.

Rabia of Basra was one of the earliest sufis who said “Love of god hat so absorbed me that neither Love nor hate of many other thing remains in my heart” A real metaphysical basis to Sufism was provided by Abu Himid-al-Ghazale.

Abdual Karim-al-Jili believed that man attains spiritual perfection by passing through four stages. He was very much influenced by Hindu Vedanta. A large number of sufi saints appeared in India, particularty after the Ghazanavid conquest of Punjab.

Prominent among them were Shaikh Islam of Lahore Date Ganj Baksh and Sayyid Ahmed Sultan Sakhir Sarwar During the period from 1200 to 2500 A.D. a large number of new Sects and movement formed a mid way between Hinduism and Islam.

According to Abul Fazl, the sufis were divided into fourteen orders in India, the important being the Chisti, the Suhrawardi, the Naqshbandi, the Quadiri the Qulandaria and the Shuttari orders.

The Chisti order was founded by Khwaja Abdul Chisti in Heart. Khwaju Muin-Din- Chisti bought it to India. He was the founder of the Chisti order in India and as such he is considered the greatest among the Sufi saints in India. He preached that the greatest form of devotion of God consisted in service to humanity.

Therefore he spent his life in the service of the lower caste and the downtrodden people. Saikh Hamid-ud-din and Shaikh Qutb-ud-din Bakhtyar Kaki were the best disciples of Khwaja Mainud-din Chisti. Jhaikh Farid-ud-din Masud Ganj-i-shakar was a disciple of Kaki.

He was one of the most respected sufis in India who believed that one should keep away from kings and nobles because the ultimate result of such friendship is grief.

Also Shaikh Nizam- ud-din Aaliya considered it below his dignity to pay a visit to a sultan. His principles were based in love nad humanity.

He wrote O Muslims I swear by God that he holds dear those who love him for the sake of God. This is the only way to love and adore God. Another great sufi saint was Saikh Nazir-ud-din Mahmud who avoided kings and their courts.

The Chisti sufi saints lived simple and pure lives. They considered that possession of property is a big hindrance in the development of their personality.

They cultivated fasting in order to weaken and control their basic desires. They asked their followers to lead a life of asceticism amidst poverty. The disciples of the Chisti-Sufi saints depended on the charity of ordinary people.

They practiced 40 days of hard ascetic exercise in a cell or some lonely place and 40 days of ascetic exercise performed with the head on the ground and the legs tied to the roof or a brunch of a tree and the control of meditation.

Shaikh Shibad-ud-din Suhrawardi founded the Sutrawarder order. Shaikh Baha-ud-din Zakariya Suharwardi founded the Suhardwardi order in India. He led a comfortable life and did not believe in political affairs.

He did not prefer to come in contact with ordinary people and accepted gifts from the nobles and kings.

Therefore, a large number of people belonging to the upper stratum became his followers. The Suhrawardis were keen to convert Hindus to Islam and they were taking the help of the rich persons and administration in this regard. The Firdausia order was founded by Shaikh- harf-ud-din.

Yahya who believed that he union with God is not like the union of a body or of a substance with a substance, or of an accident with an accident.

He laid emphasis on the service of humanity and wanted his followers to serve the needy. His view was that the nearest way God was to help the needy and offer a helping hand to the downtrodden.

The nakshabandi order was founded in India by the followers of Khwaja Pir Mahmmad. It reached its climax under the leadership of Shaikh Ahmad Sirhindi. He opposed the pantheistic philosophy of the Sufis and advanced his own theory of the unity of phenomena Sikhindi said.

The monarch is to the words as the heart is to the body. If the heart reains pure, so does the body and vice-versa. The purity and impurity of the state depends upon the ruler. He believed that Islam and Hinduism were the anti-theses of each other.

The sufis put emphasis on the unity of God and gave priority to the means of devotion over rituals and ceremonial pilgrimages and fasts. The Sufis also maintained a high standard of morality and discipline by voicing against all vices like drinking. Gambling slavery etc. They also preached the gospel of brotherhood of man.

Due to such reasons the Sufis could be able to attract the lower classes of the Hindus who were prevented from reading the scriptures or entering the temples thus the Sufis were instrumental in maintaining the social equilibrium of the medieval society.

Odisha State Board CHSE Odisha Class 11 Sociology Solutions Unit 1 Sociology & Its Relationship Short Answer Questions.

CHSE Odisha 11th Class Sociology Unit 1 Sociology & Its Relationship Short Answer Questions

Short Type Questions and Answers

Question 1.
Write short note on the etymological meaning of sociology.
Answer:
The term sociology has been desired from the Latin word Socius me Answer companion and the Greek word ‘Logos’ me Answer study or science. Etymologically sociology me Answer science which is concerned with the association of human beings. In other words it is a science of human society.

Question 2.
Define or explain Sociology.
Answer:
Sociology is a science of society According to Morris Ginsberg “Sociology is the study of human interactions and inter-relations their conditions and consequences”.

Question 3.
Write a short note on the nature of Sociology.
Answer:
Some sociologist opines that sociology is a science some other deny it. But sociology is-a social science not a physical science. It. is a pure science not an applied science. It is an abstract science.

It is a general science not a special social science. But science is a matter of degree. Sociology is not a science in terms of yes or no but it has attained scientific character in some degree.

Question 4.
Write short note on George Simmers view.
Answer:
German sociologist George Simmel led formalistic school of thought of scope of sociology He opines that the scope of sociology is very limited. Because sociology confines itself to describe classify, analyse and explain tire several forms of social relationships.

It should not be concerned with their contents He makes distinction between the forms of social relationships and their contents Hence, according to Sirhmel, sociology is the science of the forms of social relationship.

Question 5.
Write a short note on Weber’s view on scope of sociology.
Answer:
Max-Weber is another supporter of formalistic school of thought of scope of sociology. He opines the scope of sociology is limited. Because it confines itself to interpret and understand social behaviour social behaviour is related to behaviour of others.

Question 6.
Write short note on Veirkandt’s view on scope of Sociology.
Answer:
Veirkandt is the supporter of formalistic school of thought of the scope of sociology. He opines that the scope of sociology is limited because it studies only the ultimate from, of mental or psychic relationship which links people to one another in society. These relationships include love, hate, cooperation, competition etc.

Question 7.
Write short note on Vonwiese’s view on scope of Sociology.
Answer:
As a supporter of formalistic school of thought Vonwiese tries to establish sociology as an independent science. He opines that the scope of sociology is very limited because it studies different kinds of social processes in human society. There are two kinds of social processes such as associative like co-operation and dissociative like competition and conflict. Again these process are subdivided in different sub-processes.

Question 8.
Write short note on Durkhcim’s view on scope of sociology.
Answer:
Emile Durkheim is one of the chief exponent of synthetic school of thought of scope of sociology. He opines that the scope of sociology is very wide because it is a synthesis of social sciences.

He opines that sociology has three main divisions such as social morphology, social physiology and general sociology. All these branches are regarded as special sociologies which study all aspects of social life.

Question 9.
Write short note on Morris Ginsberg’s view on scope of Sociology.
Answer:
Morris Ginsberg was another supporter of synthetic school of thought of scope of sociology. He opines that the scope of sociology is very wide and the comprehensive, because it studies all forms of relationships between individual and society. It also studies different problems under social morphology, social process and social pathology.

Question 10.
Write short note on Ilobhouse’s view on scope of sociology.
Answer:
L.T. Hobhouse is another supporter of synthetic school of thought who holds that the scope of sociology is very wide. He opines that sociology is a science which has the whole social life of man as its sphere. Sociology studies social life as a whole. Hence general sociology is a synthesis of different social sciences.

Question 11.
Write short note on Sorokin’s view on scope of Sociology.
Answer :
P.A. Sorokin as a supporter of synthetic school of thought opines that the scope of sociology is very wide. It studies different aspects of social relationships such as economic, political or Sociology studies these general phenomena which are common to different aspects of our life.

Question 12.
Mention different characteristics of Science.
Answer:
(1) Science makes accurate observation.
(2) Science makes experimentation in the laboratory.
(3) Science makes accurate prediction.
(4) Objectivity science possesses the capacity to examine evidences without any prejudice and bias.

Question 13.
Distinguish between formalistic and synthetic schools of thought.
Answer:
(1) George Simmel, Vierkandt, Von Wiese, Weber, Small and Tonnies are the supporters of formalistic school of thought whereas of Emile Durkheim, L.T. Hobhouse, P.A. Sorokin and Morris Ginsberg are the supporters of synthetic school.
(2) Formalistic school opines that scope of sociology is limited whereas synthetic school of thought opines that scope of sociology is very wide.
(3) Formalistic school opines subject matter of sociology consists of forms of social relationships. On the other hand synthetic school of thought opines that sociology is a general science.

Question 14.
Distinguish between Sociology and History.
Answer :
Sociology is a science of society whereas history is a science which studies past events. The scope of sociology is very wide whereas the scope of history is limited. Sociology is an abstract science whereas history is concrete on nature. Sociology is the youngest science but history is older than sociology.

Question 15.
Mention four objections or arguments against Sociology as a Science.
Answer:
(1) Sociology lacks objectivity.
(2) Sociology lacks universal theory
(3) Sociology lacks laboratory experimentation.
(4) Sociology lacks accurate prediction

Question 16.
What is the etymological meaning of Anthropology?
Answer:
The term Anthropology is derived from two Greek wordsArithropos means man and Logosmeans study. Accordingly the etymological meaning of anthropology is the study of man.

Question 17.
What is Social Anthropology
Answer:
Social anthropology is similar with sociology. It is concerned with social institutions. Patterns of social organization and other aspects of society.

Question 18.
What is Physical Anthropology?
Answer :
Physical anthropology tries to study both primitive and modem cultures by studying physical traits like shape and size of skills and artifacts like pottery etc.

Question 19.
What is Archaeology?
Answer:
It is concerned with the early periods of human existence prior. to the written records. It is also called as pre-history.

Question 20.
What is Formalistic or Specialists School of thought?
Answer:
There is no unanimity among sociologist, regarding the exact scope of sociology. As a result there are two main schools of thought about the scope of sociology such as Formalistic or Specialists School of thought and synthetic school of thought. The Formalistic School or thought is led by the German Sociologist George Simmel and others like Alfred, Vierkandt, Leopold, Vonwiese, Max-Weber, Small and F. Tonnies.

According to this school and its supporters the subject matter of sociology consists of forms of social relationships. Besides it regard sociology as a pure and independent science which has a limited scope.

Question 21
What is Synthetic School of thought?
Answer:
There is one unanimity among sociologists regarding the scope of sociology. As a result two main school of thought about the scope of sociology come to exist one is formalistic and the other is synthetic school of thought.

The synthetic school of thought arises in reaction to die formalistic school of thought. The main supporters of this school of thought are Emile Durkhehji, L.T. Hobhouse, P.A. Sorokin and Morris Gipsberg. They believe that sociology is a synthesis of the social sciences. They opine sociology is a general science and not a pure science.

Question 22
Answer:
The Formalistic School of thought consider sociology as a pure and independent science which has limited scope. Though this school of thought has been advocated by many sociologists still it has been criticised by many on the following grounds.

(1) The formalistic school of thought has narrowed down the scope of sociology. It makes it scope very limited.
(2) Sociology alone does not study of forms of social relationships other. Social sciences like Pol. Science and Economics also study it. Besides the distinction between the fonts of social relations the theory contents is not practicable as designed by this school of thought.

Question 23.
Sociology is a Science. Give your arguments in its favour.
Answer:
Sociologists are not unanimous in their opinion about the exact nature of sociology. Some say it is a science whereas some others deny it. But the founding father of sociology took it for granted that sociology is a science. They opine the scientific nature of a subject can be assessed by the scientific method it adopts. However, sociology is a science because of the following reasons:

(1) Observation is possible in sociology. In most of the cases sociology make accurate observation like natural sciences.
(2) Experimentation is also possible in sociology. Sociology possesses laboratory like natural sciences. The whole social world is the laboratory of sociology.

Question 24.
‘Sociology is not a Science’. Justify your arguments.
Answer:
During recent years every subject claims the status of science. So also sociology. But there is no unanimity among sociologists regarding the exact nature of sociology. Some say sociology is a science but some other say that sociology is not a science. Those who deny sociology the status of science they put forth the following arguments:

(i) Sociology lacks objectivity hence can’t be a science.
(ii) Sociology lacks experimentation.
(iii) Sociology lacks a general or universal theory.

Question 25.
Discuss about the nature or characteristics of Sociology.
Answer:
(1) Sociology is a social science and not a physical science.
(2) Sociology is a categorical science and not a normative science.
(3) Sociology is a pure science and not an applied science.
(4) Sociology is an abstract science and not a concrete science.
(5) Sociology is a general science and not a particular science.
(6) Sociology is a general science and not a special social science.
(7) Sociology is both a rational and an empirical science.

Question 26.
Discuss in brief about the relationship between Sociology and Political Science.
Answer :
The relationship between Sociology and Political Science is very close, intimate and personal. As both are considered as social sciences, hence there exists a great deal of relationship between the two. As sociology studies man’s social life as a whole hence the subject matter of political science comes within the field of sociology.

Similarly, political science is concerned with the political life of man which is a part and parcel of man’s social life. Political science studies state, government, politics and power. But its main subject of study is state. Similarly, sociology and every political problem has social aspects so also each and every social problem has political aspects.

Question 27.
Distinguishes between Sociology and Political Science.
Answer:
Inspite of close relationship between sociology and political science both the sciences are different from each other in the following way:
(1) Sociology studies the whole society and all aspects of human life. But political science studies only the political aspects of society.
(2) The scope of sociology is very wide whereas the scope of political science is very limited.
(3) Sociology studies both organized and disorganized societies whereas political science studies only politically organized.

Question 28.
Discuss about the relationship between Sociology and Economics.
Answer:
As mother of all social sciences sociology has-close relationships with all other social sciences so also with economics. Both influences each other Economics is considered as a branch of sociology.

As a social science Economics studies human behaviour in relation to unlimited ends and scarce means Economics activities to a great extent are social activities. The study of Economics would be incomplete without an understanding of society. Each and every social problem has economic causes so also every economic problem has same social causes.

Question 29.
Discuss in brief the close relationship between Sociology and Psychology.
Answer :
As the mother of all social sciences, sociology has close relationship with psychology. Both are mutually dependent on each other. Both studies human behaviour. In many occasions sociology resembles psychology. Psychology depends on sociology for understanding of human nature properly. Sociological researches have contributed a lot to psychology.

Similarly psychologists analyse the role of society to the development of social behaviour. Sociologists take the psychological factors into consideration while standing changes in social structure psychological theories have explained the origin of social institutions. Almost all social problems have psychological causes. Similarly-every psychological problem has social causes.

Question 30.
Discuss the differences between Sociology and Psychology.
Answer:
Inspite of some close and intimate relationships are find the following differences between sociology and psychology.
(1) Sociology studies society as a whole whereas psychology studies human mind.
(2) The scope of sociology is very wide whereas the scope of psychology is very limited
(3) Sociology is a much younger science whereas psychology is a older science.
(4) Sociology studies different social processes whereas psychology studies different mental processes.

Question 31.
Discuss in brief the close relationship between Sociology and Anthropology.
Answer:
Sociology is a science of society. But Anthropology is a science of man and his work. The relationship between these two sciences are very close, intimate and personal. Both study human society and are concerned with all kinds of social groups, like families, tribes and nations etc. Social Anthropology a branch of sociology is almost similar with that of sociology many ideas and concepts in one discipline are used in the other.

Question 32.
Point out some differences between Sociology and Anthropology.
Answer:
Though there exists a great deal of relationship between Sociology and Anthropology still both sciences differ from each other in the following ways :
(1) The scope of sociology is very wide whereas the scope of Anthropology is very limited.
(2) Sociology studies modem, civilized and complex societies whereas Anthropology studies pre-literate aboriginal and primitive people only.
(3) Sociology is the science of society whereas Anthropology is the science of man and his work.

Question 33.
Discuss the relationship which exists between Sociology and History.
Answer:
Sociology is considered the mother of all social sciences. As a mother of all social sciences, it has a close relationship with history as well. The relationship between the two is very close intimate and personal because both sociologists and historians study human society. History studies the past, political, social, and economic aspects of society.

Sociology also teaches in these areas. Both sciences have many things in common. History provides materials that are used by sociologists. Similarlysociology provides facts that the modem historians relied on. History contains records of the society.

Question 34.
Discuss the differences between History and Sociology.
Answer:
Inspite of the close and intimate relationship between history and sociology, both the sciences differ from each other in the following way:
(1) The scope of sociology is very wide whereas the scope of history is very limited.
(2) Sociology studies the present society whereas history studies the past events of society.
(3) Sociology is an abstract science but history is a concrete science.
(4) Sociology is an analytical science whereas history is a descriptive science.

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 4 Process of Thinking Long Answer Questions Part 1.

CHSE Odisha 11th Class Psychology Unit 4 Process of Thinking Long Answer Questions Part-1

Long Questions With Answers

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.

The reasoning is different from mere thinking of something, as it involves a sequence of symbolic activities. Reasoning also differs from the free association of ideas as in reasoning recall and the sequence of associations is more or less controlled. Thinking helps in solving a problem, and in fulfilling a need or motivation.

Ruch (1970) observed that thinking is always directed toward preparation for action towards producing new meanings, towards producing beliefs, and towards attending enjoyment. The graphic and verbal symbols are mentally manipulated in order to solve a problem, plan a building a decorate a drawing room. Thinking is, therefore, called ‘mental trial and error’.

The motor activities are minimum in thinking. Thinking is also called a symbolic process. Earlier we have discussed how thinking has been described in different ways by different psychologists on the basis of its characteristics such as thinking as a mental exploration, symbolic process, cognitive activity, problem-solving, behavior, mental or implicit trial and error, subvocal talking, and so on.

However, Warren has attempted to give a more comprehensive definition of thinking which embraces most of its characteristics. According to him “thinking is an activity concerning in cell. It is symbolic in character initiated by a problem or task which the individual is facing involving some trial and error but under the directing influence of that problem and ultimately leading to a conclusion or solution of the problem.”

Thinking is possible without immediate stimulus, with the help of ideas. An idea or an image stands as a substitute for an object in its absence. This is called a symbol. A symbol is said to be anything that stands for something else. All thinking deals with substitutes for things. That is why thinking is called a symbolic behavior. Hence, symbolic representation, and manipulation are the most important characteristics of thinking.

Question 2.
Define the pre-operational period.
Answer:
The preoperational period extends from two to seven years. The first part of this stage is also known as the pre-conceptual period. It is characterized by the use of language and symbolic function. These two are built upon the systematic use of representation which begins in the last stage of sensory-motor operation.

Pre-conceptual refers to the beginning of symbolization in thinking. It is the period prior to the use of symbols in thinking or the preparatory stage for the same. Actually, the pre-operational stage extends from the end of the sixth stage of the sensory-motor period i.e., about 18 months to -1 year of age to 6 or 7 years.

The pre-operational period is sub-divided into

• Pre conceptual period roughly lasts for 2-4 years and
• Intuitive 4-7 years.

By the time the child reaches the pre-conceptual period he has mastered some language, constructs symbols, and is engaged in make-believe play like preparing food for mama in small covers of tins and bottles getting their dollars married, giving injections to their dollars, etc. It is the period when the child develops his symbolic function, imagery, and genuine representation.

He starts differentiating between words and images and perceptually absent events. The connection between these two is made by images that intervene in the development of imitation, play, and cognitive representation. Piaget thus states “Towards one half to two years, the symbolic function appears, language, symbolic play (the beginning of fictional invention) deferred imitation i.e., occurring sometime after the original event and that kind of internalized imitation which give rise to mental imagery occurs.

However the child cannot immediately construct such an operation, several years of preparation and organization are still required. In fact, it is much more difficult to reproduce and act correctly in thought than to carry it out on the behavioral level. The child of 2 years, for example, is able to coordinate his movements from place to place (when he walks about the room or in the garden) in a group, as well as his movements when he turns objects around.

But a lengthy period of time will elapse before he will be able to represent them precisely in thought in reproducing, for example, from memory with the help of objects, a plan of the room or garden, or in inverting the positions of objects in thought by turning the pan around.” Another important characteristic of the pre-operational stage is showing a response to a new stimulus considering it as if a previously known stimulus.

For instance, a two-year-old child may use a stick as a candle and try to light it putting it on the candle stand, or taking several matchboxes he may try to construct a two-story building. It is commonly seen that children consider their toys or dolls as brothers, sisters, and playmates and talk with the term, feed them, make them sleep on their laps sing a lorry, etc.

HoweverAnurag the two-year-old grandson of this author while playing with dolls “Anu and Sweta clearly express that they are not real Anu and Sweta. He says, “real Sweta is at Bangalore and real Anime. “These two are false ones.” However, pre-conceptual thinking at this stage is not of a high order compared to older children and adults. The child during the pre-operational stage only possesses preconceptions.

Question 3.
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.

For example, the ability of a 9-month-old baby to search for a missing toy under the bed or to move a blanket towards him to get the toy that is kept on the other end of the blanket is an act of intelligence that does not require any language. In this manner through various sensory-motor acts, the baby solves and adapts to various demands of life.

These acts are considered pre-verbal. The sensory-motor period extends approximately from birth to -2 years of age approximately. It is divided into six phases. Through these six stages, a gradually complex pattern of intellectual behavior develops. The first four stages of the sensory-motor period are generally achieved during the first year.

Reflex – (0 – 1 month):
During this stage, innate and simple reflexes like sucking movements become more prominently seen, for the first month the infant only exercises the reflexes present at birth. This is the only mental organization at this age according to Piaget. Besides sucking (reflex) the nipple put inside the infant’s mouth, other reflexes are crying, grasping, movement of arms, trunks, and head, etc.

All stimuli the infant faces in the environment are reacted through these reflex activities present at birth. These unlearned inborn reflexes constitute the major adaptive behavior of the infant.

Primary Circular Reaction (1-4 months):
This stage extends roughly from the age of one month to 0-4 months after birth. During this period simple activities are characterized by repeated acts. The same activity or reaction like sucking, fingering the bed sheet, and opening and closing of the fists are done repeatedly. These activities the child does without any purpose or intention.

He also appears not to be interested in the effect that his behavior has on the environment around him. His activities lack purpose and he makes simple coordinated movements. Particularly thumb sucking becomes habitual. Thus the primary circular reaction stage involves the coordination of responses and reflexes. There is eye-hand coordination. When he hears something he looks in that direction which is called orienting reflex. He grasps objects and sucks them.

Secondary Circular Reaction (4 to 8 months):
This is the third stage of the sensory-motor period, which extends from four to eight months approximately. In contrast to the second stage in this phase, the child is able to anticipate the consequences of his actions. After about four months of postnatal age, the infant starts making purposeful movements and intentionally repeats responses to achieve some end.

For instance, grasping activities are extended to pulling and shaking, etc. He may kick his legs at a toy to make astringing movements hanging in front of him. The child repeats responses to get some meaningful and interesting results. Most of the movements of the hand-eye and mouth are coordinated. His interest and attention are now shifted to objects outside his body.

Intentionality is the main characteristic of this stage which differentiates it from the second stage of the sensory-motor period. He repeats various activities to produce changes in his environment. He looks for toys and Other objects in which he is interested in places where he has seen them being kept earlier.

For instance, if he is interested in a pen kept on the small table, he may try to reach for it there. In the second stage, the act was repeated for its own sake without any intent or purpose while here the aim is to produce an interesting stimulus effect. Piaget names this act as reproductive assimilation meaning the child tries to reproduce events with an intention.

Now he is more interested in the objective world around him of which he was not aware in the earlier stages. These are all signs of intellectual development. Actions of this stage are called secondary as they are an amalgamation of images previously developed. Reactions are called circular because they are repetitive and self-reinforcing (Philips -1969).

Coordination of Secondary Circular Reactions (7-10 months):
In this stage, there is further development in the child’s mental activity. He starts solving simple problems and shows capability for the same. He uses already-learned responses to achieve a goal. A cigarette packet kept in daddy’s shirt’s front pocket earlier was hidden behind a pillow. Now when he does not sec it in daddy’s, he will try to search for it behind the pillow.

Here he uses his earlier learning of moving the pillow to get an object. The child understands that means are separate from ends and also forms a means-end relationship which is a sign of developed intellectual behavior, in this stage, he uses his learned response as a means to attain the desired goal (getting the toy) and not as an end in itself.

In this stage, he will with all seriousness do the job to achieve something in mind. He will try to overcome all obstacles to get the desired object. Thus his behavior shows greater intentionality. he shows the ability to anticipate. New objects are incorporated into the already existing schemata of the child. He shows lots of interest in different objects and play materials, and examines those in which he is interested.

He learns the shape, and size of the objects thus acquiring constancy of the shape and size of objects. He leams that an object exists in space even if it cannot be seen directly. This is a very important sign of improvement in the cognitive ability of the baby. This type of reaction indicates the rudiments of reasoning and anticipatory behavior.

Tertiary Circular Reactions (11-18 months):
This stage is characterized by active trial and error, experimentation like exploration, variation, and change of behavior. By the age of one year, the child seems to be really interested in new things and demonstrates a great deal of curiosity which indicate his operations at a higher level. He starts forming new schemata to solve new problems.

He will not play with the same toys again and again. In the earlier stages, he was repeatedly playing with the same toys. Now he wants new toys every day to play with and explore. He breaks toys to see what is inside. He would try to open toy cars, telephones, piano, etc, and then again would try to put them in order.

The child tries to experiment through trial and error methods to develop new means of reaching the end. Develops curiosity about different objects around him, and tries to know about them by asking questions like “what is this”, in the case of every object. He tries to solve various simple problems like opening a small pencil box, opening.

Question 4.
What is the period of institutional thought and concrete operative stage?
Answer:
Period of Intuitive Thought:
This stage lasts for 4 to 7 or 8 years, concepts develop more at his stage. He elaborates his concepts, thoughts, images and more complex representations are constructed. Now he is capable of grouping objects together into classes as per his own perception of similarity. Now he gathers some ideas about class membership and objects included in that particular class.

The child uses quantifiers such as some, all, more little, less, etc when Anurag who is now 26 months old eats a mixture, we put them one by one in his mouth, but he wants to eat more, says give me more or when a full spoon of rice is put inside his mouth, he says “give me less otherwise it will be stuck in my throat and I will have vomiting.”

Here he draws logical conclusions like if you give me more, it will stick inside my throat and I will vomit “If you go away I will cry”. However, in most children, this ability to draw logical conclusions at this stage is very very limited. His understanding is still comprehended objects or situations, from one angle only as discussed earlier.

A child of two years of age very well knows the existence of an object even if it is hidden from him. Even if the moon is not found in the sky in the daytime or during certain periods of the month, he knows that the moon stays in the sky because he asks his mama or grandma to show him the moon in the sky.

Irreversibility is the most important characteristic of the pre-operational stage according to Piaget. Reversibility refers to the ability of the child to main fair equivalence to perceive the object in a stereo-typed manner in spite of the change in the perceptual field. If papa is taller than Mama, then mama is shorter than Papa, and he is unable to accept, understand or conceive.

Thus during the age of 4 to 7 years, he does not develop the concept of invariance. Gradually his language develops and his thought processes become less entered. Conservation refers to the conceptualization that the quantity remains the same in spite of any change in the shape or position of the object.

Conservation of number appears around the age of 6-7 years. The conservation ability of the child can be increased through instruction and using various reinforcement techniques. But Piaget said that conservation comes mainly through experience, manipulation, and exposure, not by teaching the child how to conserve.

No difference is observed in the conservation ability of children of the same age who go to school and who remain at home. This happens for all cultures in the world. Further pre operational children are qualitatively different from sensory-motor children in thought.

Language helps tremendously in mental development at this stage. Piaget is of opinion that language serves three major purposes in mental development.

• It helps in the socialization process.
• The child thinks by using words and signs.
• Action is more internalized and symbolized rather than perceptual motor because of language development. Language facilitates logical thought.

Between the age of 2 to 4 years, the child’s speech is mostly egocentric. He speaks to himself even when no one is present. In all his talk he says “It is mine I have done this, where is my toy, my mama, my papa, my pencil, my rocket, etc? He is not concerned about others. His speech does not mention others. But between 4 to 7 years of age language becomes more communicative.

He talks with others and exchanges ideas. Instead of ‘I’, I mine more and more your, you, he, she, mama, papa, etc. are used in language and speech. Thus their speech becomes more and more socialized between the age of 4-7 years. Socialization starts speedily after language is developed. Through language, the child begins better communication with family members peers, and outsiders.

He is now able to express his thought and images through language. Bernstein’s observations on class differences in children’s language ability indicate that lower-class children perform relatively more poorly than their middle-class counterparts on tasks involving cognitive functioning i.e., thinkings, reasoning, conceptualization, and on standard intelligent tests which depend upon language skills.

This gap between the middle and lower classes becomes more significant with an increase in age. Culture has also a pronounced effect on intellectual development. Culturally deprived and disadvantaged environments produce and maintain progressive retardation in the area of intelligence, cognitive development, and school achievement.

Hers and Shipman (1965) conducted some very important research in America the results of which confirmed Bernstein’s findings. But certain studies show that with concentrated individual training, the effects of early deprivation can be overcome and market gain can be observed in intellectual functioning. (Blank and Soloman, 1968).

Concrete Operation Stage:
The concrete operation stage starts from 7 years and continues up to 11-12 years. Real symbolic activity emerges during this period. Improvement in language ability helps in mediation, concept formation, abstraction, and problem-solving, children at this age instruct and direct themselves through silent talking and covert speech.

During the concrete operation stage when the child reaches 7 years of age, he begins to relate different aspects of a situation to one another and at last arrives at a “notion of conservation”. Piaget calls this principle of invariance. Suppose the child is making different shapes of animals from a particular amount of clay which remains constant, say an elephant or a dog or a horse.

The child now understands that whatever may be the figure or shape the amount of clay remains constant, the figure may vary, but the clay is the same. He could not have had this idea in the earlier period. A five-year-old child believes that.

Question 5.
What is creative thinking and describe the stage and characteristics of creative thinking?
Answer:
Creative Thinking:
Creative thinking refers to the ability to explore the situation in a novel way to contribute something new to society and mankind. It becomes explosive in the performance of a person. A creative person tries to achieve something new, to produce something original, something unique.

Creative thinkers are great boons to society. Creative thinking is a must for the progress and prosperity of any country. The advancement of science and technology in any country is the outcome of creative thinking. On the whole, creativity is a characteristic of thought and of problem-solving, generally considered to include originality, novelty, and appropriateness.

It is the process of developing original level and yet appropriate responses to a problem. However, unless an original and novel solution is appropriate, it can not be termed creative. An appropriate response is one that is deemed reasonable in terms of the situation.

Stages in Creativity:
Morris Stein (1974) has defined creativity as a process involving three stages:

• hypothesis formation
• hypothesis testing and
• communication of results.

In hypothesis formation, people try to formulate a new response to the problem. However, finding a new response to a problem is not an easy affair. Individuals have to confront situations and try to think in non-stereotyped ways. They have to explore paths that have not been explored before and think in new ways. Creative persons sometimes experience a sudden brilliant illumination.

The creative person may be a scientist, an artist, or an artisan. But new ideas (or hypotheses) have to be tested against reality. At this stage, applying the criterion of appropriateness is crucial. If the result is novel, original, and appropriate, the individual can move towards the third stage i.e., communication of results. Communicating the idea is sometimes straightforward.

Very often, the process requires extensive explanation. Characteristics vary with creative people. Understanding the thought processes of creative individuals may allow psychologists to help others to become creative. Further, identifying the characteristics of creative individuals may allow psychologists and educators to spot these gifted persons early in life and facilitate the development of their creative abilities.

Research works of psychologists reveal that creative people are flexible in their approach to a problem. They do not use preconceived solutions. These people always desire a complex array of thoughts, ideas, and data (Dallas & Gaier, 1970). Moreover, creative people approach problem-solving in unique ways.

Guilford (1967) has defined creative thinking as a form of thought that is divergent. Guilford reveals that divergent thinking is the production of new information from known information or the generation of logical possibilities which serve as the basis of creativity. Emphatically he told that divergent thinking occurs in response to a problem that as yet is not defined.

The divergent mode of thinking is the essence of creative performance. From different studies, it was found that there is no significant difference between normal and creative people so far as brain-wave patterns are concerned. There is no firm evidence that creative people are either more or less intelligent than other people.

The data relating to IQ scores and creativity are inconclusive. Some studies have found a distinction between creativity and intelligence test scores others have shown a positive correlation. Creative people tend to be independent non-conformists, experiencing great tension and strong opposite drives.

Henry Poincare, the great French Mathematician experienced the following stages of creative thinking. These stages have been obtained through questionnaires, interviews, and the introspection of creative thinkers. Though these stages of creative thinking vary from individual to individual and problem to problem, still there are some common stages of creative thinking.
These stages are:

• Preparation
• Incubation
• Inspiration or Illumination
• Evaluation
• Verification or Revision.

Preparation:
The first step of creative thinking is preparation. Education prepares an individual for creative work. The training that a doctor, an engineer, and a scientist gets through education, takes them in a new direction and opens new vistas for them. Moreover, formulation of a problem, collection of information, a survey of relevant work in the concerned field, preliminary knowledge of the subject, and trial and error method are all essential for creative thinking. According to Edison, preparation provides much inspiration for creative work. It is the foundation for creative thinking.

Incubation:
This is the second stage of creative thinking. In this stage, there is an almost complete absence of overt activity. Conscious thought about the problem is totally absent. This is said to be a period of no progress. But the thinker is not aware of the progress. Some experts opine that though the creative thinker does not think consciously about his creation, the problem is solved without his awareness. This is how many problems are solved while we are asleep. In this span of time, the ideas which were interfering with the solution to the problem tend to fade.

Inspiration or Illumination:
In a sudden flash, creative ideas come to mind after the period of incubation. If you were unable to solve a mathematical problem yesterday, now all of a sudden the solution comes to your mind abruptly. Very often, new ideas come in the dream, when the person is in the subconscious stage. For creative people, these sudden ideas are very crucial. The period of inspiration is often proceeded by a certain amount of trial and error. Some experts view that trial and error activity does not, anyway, supplement creative thinking. However, inspiration provides a specific direction toward the goal and it makes the person think in that direction.

Evaluation:
This is the fourth stage of thinking. Here the thinker tries to find out whether the solution which comes to his mind is correct or not. Very often, the apparent solution proves to be wrong. When the thinker feels that it is wrong, then he goes back to the first stage of creative thinking i.e., the preparatory stage.

Verification:
It is the individual finds that the solution is correct, then it is accepted. If it is proven wrong, then he thinks that it does not suit the assumption. As a result, he has to start again from the beginning. In certain cases, he may invite some modifications or revisions. Some observations indicate that ‘inspiration’ comes as the last stage of creative thinking instead of ‘verification’. But studies reveal that it becomes necessary to evaluate the process of creative thinking in most cases.

Characteristics of Creative Thinkers:
Generally, creative people are high in intellectual ability, but they are not necessarily in the highest brackets measured by these tests. Many creative people are talented in some special way – in music or in literature. In other words, they have certain specific abilities that they can use in their search for new ideas.

No doubt, many creative thoughts come as sudden insights. But such ‘ flashes’ are more likely after hard thinking about a problem. So in one way, diligence and strong motivation to work at solving problems are characteristics of creative thinkers. Further, creative thinkers have some personality features in common. Evidence from personality tests indicates that these people have the following traits:

• They prefer complexity.
• They are more complex psychodynamically and have greater personal scope.
• They are more independent in their judgments.
• They are more self-assertive and dominant.
• They reject suppression as a mechanism for the control of impulses. (Barron, 1963).

In 1975, Welsh revealed that a personality dimension “origins” is related to creativity. An individual high on this dimension resists conventional approaches which have been determined by others. Such a person is more interested in artistic, literary, and aesthetic matters.

Question 6.
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.

1. The sensory-motor period is 0-2 years approximately.
2. Preoperational period 2-7years approximately.
3. Concrete operational period 7-12 years approximately
4. The formal operational period is 12 years above approximately.

Sensory motor period:
The sensory-motor period is the period that starts before the language development of the child. Piaget distinguished between 2 major stages in cognitive development that is sensory-motor intelligence (0-2 years) and conceptual intelligence (0-10 maturity). During the sensory-motor period, the child’s adaptions and activities don’t involve extensive use of symbols or language.

It is divided into six phases:
Reflex (0-1) month:
During this stage, innate and simple reflexes of live sucking movements become more prominently seen.

Primary circulation reaction (1-4) months:
This stage extends roughly from the age of one month to 0-1 month after birth.

Secondary circular reaction (4 to 8 months):
This is the 3rd. stage of the sensory-motor period who extends from four to eight months approximately.

Coordination of secondary circular reactions (7-10 months):
In this stage, there is further development in the child’s mental activity.

Tertiary circular reactions (11-18 months):
This stage is characterized by active trial and error, experimentation like exploration, variation, and change of behavior.

Internal mental combination (18-24 months):
This is the final and most advanced stage.

Pre-operational period:
The preoperational period extends from two to seven years. The first part of this stage is also known as the pre-conceptual period. It is characterized by the use of language and symbolic function. These two are built upon the systematic use of representation which begins in the last stage of sensory-motor operation.

Pre-conceptual refers to the beginning of symbolization in thinking. It is the period of the use of symbols in thinking or the preparatory stage for the same. Actually, the pre-operational stage extends from the end of the sixth stage of the sensory-motor period which is about 18 months to 1 year of age to 6 or 7 years.

The pre-operational period is subdivided into

• The pre-conceptual period roughly lasts 2-4 years.
• Initiative 4-7 years.

By the time the child reaches the pre-conceptual period he has mastered some language that he uses in his thinking process as a symbolic unit.

Period of intuitive Thought:
This stage lasts for 4 to 7 or 8 years. Concepts develop more at this stage. He elaborates his concepts, thoughts images, and more complex representations are constructed. Now he is capable of grouping objects together into classes as per his own perception of similarity. Now he gathers some ideas about class membership and objects included in that particular class.

The chi Id uses quantifiers such as some, all, more little, less, etc. when Anurag who is now 26 months, old cats mixture we put one by one in his mouth, but he wants to eat more sayS, give me more or when a full spoon of rice is put inside his mouth, he says, “give me less. Otherwise, it will stuck in my throat and I will have to vomit.”

Concrete operation Stage:
The concrete operation stage starts from 7 years and continues up to 11-12 years. Real symbolic activity emerges during this period. Improvement in language ability helps in mediation, concept formation, abstraction, and problem-solving, children at this age instruct and direct them through silent talking and covert speech. During the concrete operation stage when the child reaches 7 years of age, he begins to relate different aspects of a situation to one another and at last arrives at a “notion of conservation” Piaget catches this principle in this stage.

Formal operation stage (11 years and above):
After the age of 11, the child is capable of abstract thinking and reasoning. In the concrete operations stage, he uses logic and reasoning in an elementary way, applying them in the manipulation of concrete objects.

Question 7:
Define thinking as a problem-solving behavior and its steps involved in problem-solving.
Answer:
The problem means any conflict or difference between one situation and the goal is a problem. T}ie thinking that we do in problem-solving is goal-directed. For solving problems, we use some rules. But two rules are important algorithms and heuristics. An algorithm is a set of rules which if followed correctly will guarantee a solution to a problem.

Thinking is initiated by a problem and ends with a solution. The individual while interacting with the environment needs to solve several problems and fulfill goals and motives. But the satisfaction of various needs and desires is not so easily done. Sometimes using a face barrier to the goal blocks the satisfaction of a motive.

There is no readymade or immediate means to cross the barrier and reach the goal. Thus, the individual is faced with a problem. The problem is how to cross the barrier. For the solution to this problem, the person has to take recourse to some psychological process which helps in removing the obstacle from the way to the goal. This very psychological process is called thinking or problem-solving behavior.

Steps involved in problem-solving
Problem:
To start thinking the basic requirement is the perception of a problem. The ‘ S ’ or the individual must be interested to solve the problem. He must understand the importance of the problem.

Formulation of a Hypothesis:
The ‘S’ must analyze and review the problem from various angles and standpoints. Certain assumptions are made regarding the final outcome. These assumptions are called hypotheses.

Preparation:
Preparation includes assembling the tools or materials required to solve the problem. New ideas crystalize at this stage.

Possible solutions:
In this stage, this subject is engaged in finding out the solution. A variety of solutions may come to his mind.

Evaluation:
This stage includes checking the hypothesis against the obtained solution.

Testing and Revision of the solution:
Tentative solutions are carefully tested before they are accepted for practical use. All these steps are blended and interwoven in most problem-solving behaviors.

Question 8.
Define strategies in problem-solving and describe the different factors in helping problem-solving.
Answer:
While trying to solve a problem, the person seeks a strategy or systematic mode of attacking the problem:
Problem-solving as Gap Filling:
Bart left on the basis of his research on the thinking process has concluded that all problem-solving appears to illustrate one or more of B kinds of gap-filling processes.

Structures in problem-solving:
Problem-solving has been regarded as essentially a process of thinking in Structure.

Problem-solving involves trial and error:
When a problem becomes quite difficult for the S to solve only by thinking, the S may be engaged in random. Trial and error, the case of Thorndike’s cat in the puzzle box serves as an example of physical trial and error.

Problem-solving and insight:
In many problem-solving experiments, it has been found the solution to the problem comes suddenly without any observable trial and error.

Problem-solving involves concepts:
By manipulating concepts, problems are solved easily. According to Crovitz, “practice with the method of manipulating, concepts increases the ability to solve problems easily.

Factors in helping problem-solving behavior:
Every person’s thinking takes place in his own unique, background and psychological setup like the attitude, belief, motive, past experience, and mental set of the thinker.

Motivation:
Like learning motivation is one of the most important factors which make problem-solving easy by giving it direction. It directs behavior toward the goal. Tinking is always motivated by some problems.

Past Experience:
The positive transfer effect facilitates problem-solving a great deal. Acquisitions of the past in similar situations are generalized in the present situation. This makes it easier to solve the problem.

Personal Context:
Milton (1959) conducted a study to compare the responses of men and women to problems appropriate to masculine and feminine roles. Results show the influence of an individual’s personal context on his problem-solving behavior.

Mental Set:
The importance of a set as a preparatory adjustment for performing a task has been shown in diverse fields of different psychological experiments. Set because of its facilitatory or inhibitory effect has occupied an outstanding position in the psychology of thinking.

Question 9.
Define psychological or personal motive.
Answer:
Curiosity:
Curiosity is a psychological motive. It is a motivational tendency to act which does not have specific and indefinable goals. Behind any act of exploration, investigation, and research, there is a desire to know any curiosity. Research findings of Dember (1956) and Fowler (1958) revealed that rats preferred novelty, change, and complexity in Y and T mazes. It is not an exclusively human trait.

Animal experiments proved that curiosity behavior is also found in many animals (Buttler, 1954). Curiosity motives for sensory stimulation are also conducive to the motive for exploration. Evidence indicated that the curiosity motive can be unlearned. The need for changing sensory stimulation is closely related to curiosity. It is the basic motive. Exploration and curiosity are just two expressions of it. Very often, we are motivated to master challenges in the environment. This is called “Competence Motivation”.

Achievement Motivation:
The need for achievement causes individuals to strive for bigger and better accomplishments. It is a personal need that directs a person to strive constantly for excellence and success. It is a personality variable that appears to differ from one individual to another. Some people are highly achievement-oriented and competence-oriented and others are not so.

Need for Achievement:
It is a personal need that directs a person to strive constantly for excellence and success. This motive has been subjected to intensive study by a group of Harvard psychologists like David Me Cleveland and John Atkinson. They used projective tests to asses achievement motivation. Many studies have been done to find out the relationship between achievement motivation and performance.

Generally, people with a need for achievement seek to accomplish things and improve performance. The results of these studies revealed that people who are high in achievement motivation generally do better on tasks than those who are low. Further studies also revealed that people high in need for achievement are motivated to succeed.

Research works also indicated that the need for achievement is increased by independence, training, and self-dependent attitudes. Me Cleveland has found that the need for achievement is also related positively to the higher economic status of the society. Experts also revealed that both extrinsic and intrinsic motivation are closely related to achievement motivation.

Self-actualization:
A humanistic approach to motive was developed by Maslow (1954). It is very important for its practical value. His humanistic model is popularly known as the theory of ‘self-actualization’. Maslow’s approach was unique. He attempted to portray a total picture of human behavior.

Maslow tried to explain human motives or needs by arranging them in a hierarchy. His arrangement was made in the order of potency and priority of unsatisfied human needs. The most basic aspects of human motivation are physiological needs and at the highest level, the desire to utilize one’s personal capacities is found.

Here the individual develops his potentialities to the fullest and engages in activities for which he is well-studied.’ This level is called ‘self-actualization’. Maslow’s approach reveals that every category of need has a limited capacity to motivate behavior. Beyond this point of limitation, it is necessary to involve a higher category of need.

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

CHSE Odisha 11th Class Psychology Unit 4 Process of Thinking Short Answer Questions

Short Type Questions With Answers

Question 1.
Tools of thinking.
Answer:
Percept: The object or stimulus which is perceived is called the percept.
Images: Images are mental pictures of actual sensory experiences.

Question 2.
Creative thinking.
Answer:
Creative thinking refers to the ability for original thinking. Cognitive activity directed towards some creative work refer to creative thinking.

Question 3.
Stages of creative thinking.
Answer:
The common stage of creative thinking. They are:
(a) perception
(b) incubation
(c) inspiration or illumination
(d) evaluation
(e) verification or revision.
Trench experienced these stages of thinking.

Question 4.
Incubation.
Answer:
In this stage of creative thinking, there is almost a complete absence of overt activity. The unconscious process may be at work during incubation.

Question 5.
Language.
Answer:
Language is the best medium of thinking. Language provides the most useful and common kinds of symbols in human behavior.

Question 6.
Rigidity.
Answer:
Rigidity cements new ideas and thoughts helpful for problem-solving. Lyman and Anderson have suggested the following eight rules to prevent rigidity in thinking.

Question 7.
Images.
Answer:
Images are mental pictures of actual sensory experiences. It represents the percept in its absence.

Question 8.
Sensory motor period.
Answer:
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.

Question 9.
Conflict motive.
Answer:
When the ‘O’ has to choose between two equally attractive goals, he faces the problem of conflict the lie is in conflict as he is unable to decide which goal to pursue both have equal attraction.

Question 10.
Need for power.
Answer:
Some people are heard saying, “I don’t need any power.” Though, power by itself is a motive. It may help in achieving other motives easily.

Question 11.
Need for achievement.
Answer:
Achievement motivation is the need or desire to achieve something. It is a strong motive.

Question 12.
Need for approval.
Answer:
Man is a social animal. For any social organism need for approval is a must.

Question 13.
Activity method.
Answer:
In this method, the activity of the ‘O’ is observed by introducing a drive. It is two types:

• field observation
• laboratory observation

Question 14.
Need for aggression.
Answer:
Aggression is a hostile response to any stimulus. The motive of aggression may be expressed due to the imitation of aggressive models.

Question 15.
Need for recognition.
Answer:
The urge to process status in society is a commonly observed need found by human beings. Every human being wants his merit abilities to be recognized in society.

Question 16.
Hunger.
Answer:
Hunger occupies the most prominent position among all the biological drives and obviously, most of the studies have been done on hunger drive. Hunger is concluded by Ruch.

Question 17.
Thirst.
Answer:
Thirst is also a periodic drive. The strength of thirst is also greater than hunger drive.

Question 18.
Biological motive.
Answer:
Organic drives are known as physiological or biological drives as the physiological state of the organism drives him to action. The biological drive is innate.

Question 19.
Jealousy.
Answer:
Jealousy is an outgrowth of anger. It is an attitude of resentment directed towards other people only. It is a negative motion.

Question 20.
Causes of anger
Answer:
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.

Question 21.
Joy, pleasure, delight.
Answer:
All these are positive emotions and they generally belong to joy. Such emotions always give pleasure to the individual.

Question 22.
Pre-operational period.
Answer:
The preparational period extends from two to seven years. The first part of this stage is also known as the pre-conceptual period. It is characterized by the use of language and symbolic function. Pre-conceptual refers to the beginning of symbolization in thinking. It is the period prior to the use of symbols in thinking or the preparatory stage for the same.

Question 23.
Language.
Answer:
Language is the best medium of thinking. Language provides the most useful and common kind of symbols in human behavior. Most of the thinking is the modem age is done by verbal symbols, which are expressed through language. Though in thinking some amount of language is involved a certain amount of thinking. It serves to communicate ideas from one person to another.

Question 24.
Creative thinking.
Answer:
Creative thinking refers to the ability for original thinking. In other words, cognitive activity directed towards some creative work refers to creative thinking. Creative thinkers are great boons to society. Creative thinking is a must for the progress and prosperity of any country. In creative thinking, there is general freedom from rigid thought patterns.

Question 25.
Past experience.
Answer:
The positive transfer effect facilitates problem-solving a great deal. Acquisitions of the past in similar situations are generalized in the present situation. This makes it easier to solve the problem. Certain problems do require finding new strategies and new concepts for solutions. It has been found that new problems can be solved completely by past learning.

Question 26.
Frustration and stress.
Answer:
Several studies have been conducted on the adverse effect of frustration and stress on problem-solving behavior. A study by Monson (1954) indicates that initially, the frustrated group showed a greater gain them control, apparently being highly motivated to succeed this time having failed the block tapping test. Cowen( 1959) has found that when people don’t feel that. Subjects who had shown the most frustration in the block tapping test did most poorly on the difficult problem. Reynolds shows that stress operates as a hindrance to problem-solving.

Question 27.
Rigidity.
Answer:
Run over the elements of the problem in rapid succession several times until a pattern emerges which encompasses all these elements simultaneously. Suspend judgment – Don’t jump to conclusions. Produce a second solution after the first. Rigidity cements new ideas and thoughts helpful for problem-solving.

Question 28.
Thirst.
Answer:
Like hunger, thirst is also a periodic drive. The strength of thirst is also greater than hunger drive. The necessity of thirst for survival is greater than food. According to Cannon’s theory, he has treated the thirst. This is highlighted.

Question 29.
External expressions of emotions.
Answer:

• Facial expression:
  The face is the most expressive organ of the human body.
• Postural reaction:
  Different emotions arouse different postures.
• Vocal expressions:
  Voice is a powerful organ of indicating different types of emotions experienced.
• Scholrberg found a high correlation in the judgments of different observers found that in several pictures.
• It is thus said to be the barometer of emotion.

Question 30.
Obstruction method.
Answer:
The last form of counterbalancing motives is the obstruction method. In this method of putting on obstruction, the persistence of a particular drive is measured. The Columbia obstruction apparatus has been extensively used by the warden. He found the crossing of an electric grill. It is the strongest obstruction.

Question 31.
The contrast of motives.
Answer:
In this method, one motive is contrasted with another at a time. Hunger-sex, sex-thirst, thirst hunger, thirst-maternity drive, and soon. In another study, Elliot noticed that motivation suddenly changed with the change in goal. Seymour and stein trained the animal to a given food. This method is used to measure mostly animal drives.

Question 32.
Conflict of motives.
Answer:
When the ‘O’ has to choose between two equally attractive goals, he faces the problem of conflict the lie is in conflict as he is unable to decide which goal to pursue as both have equal attraction and strength in fulfilling his motive. A person who lives both fish and meat, when asked to select only one of these preparations faces conflict. In our day-to-day life, we face conflict. A dog is trained to bark in a circle.

Question 33.
Hunger.
Answer:
Hunger occupies the most prominent position among all the biological drives been on hunger drive. The survival of the ‘O’ depends upon the satisfaction of hunger need. Ehrlich suggests that the most significant physiological factor is the regulation of hunger. The importance of hunger drive in human beings has been proved by many classic studies. From several studies on hunger drives, the role of environment and training is strong.

Question 34.
Method of preference.
Answer:
The method of preference makes to choose between two or more incentives that arouse one and the same drive. Two incentives are given at a time and it is observed which one of the two is preferred by the organism. If the driver is hungry, the incentives may be different types of food. P.T. Young made an experiment by this method using rats. The motive is one but the incentives are many.

Question 35.
Role of motivation in learning.
Answer:
The importance of motivation in learning follows from the law of effects. Thorndike has shown that there is a close relationship between learning and motivation. Motivation is indispensable for learning. Pavlov’s conditioning technique. When a student is motivated by praise and verbal reward he quickly improves in his learning.

Question 36.
Role of the hypothalamus in emotion.
Answer:
The hypothalamus plays a significant role in emotional behavior. This is substantiated by various experimental studies on animals. Removal of the hypothalamus in cats and dogs brings a full stop to all emotional expressions. Observations show that when the hypothalamus is seriously impaired by accident or the like, occurs that is there is no emotional reaction. Drugs like sodium amytal and metrazol have a specific effect on the hypothalamus producing significant changes in the emotional behavior of human beings and arid animals.

Question 37.
Cannon-Bord Theory of Emotion.
Answer:
Cannon formulated his own theory of emotion which is called the Thalamic or emergency theory of emotion. Modem physiological views of emotion may be said to start with Cannon. He was the first to develop a broad and integrated physiological picture of emotion. Cannons conducted a series of experiments. The Thalamic theory differs from the James Lange theory chiefly units emphasis upon the independence of emotional experiences.

Question 38.
Jealousy.
Answer:
Jealousy is an outgrowth of anger. It is an attitude of resentment directed towards other people only while anger can be directed toward 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.

Odisha State Board CHSE Odisha Class 11 Psychology Solutions Unit 4 Process of Thinking Objective Questions.

CHSE Odisha 11th Class Psychology Unit 4 Process of Thinking Objective Questions

Multiple Choice Questions With Answers

Question 1.
Drawing a mental picture in the absence of the object is called _______.
(a) Perception
(b) Illusion
(c) Hallucination
(d) Image
Answer:
(d) Image

Question 2.
Creativity is explored at _______.
(a) early age
(b) middle age
(c) late age
(d) right
Answer:
(a) early age

Question 3.
There is no test to measure creativity among _______.
(a) children
(b) adults
(c) illiterates
(d) educated persons
Answer:
(c) illiterates

Question 4.
Creativity is a branch of ________.
(a) Social Psychology
(b) General Psychology
(c) Industrial Psychology
(d) Personality Psychology
Answer:
(b) General Psychology

Question 5.
Creativity means _______.
(a) Autistic thinking
(b) Associative
Answer:
(b) Associative

Question 6.
The pioneer of creativity research is _______.
(a) Yackson
(b) Wertheimer
(c) Guilford
(d) Torrence
Answer:
(d) Torrence

Question 7.
Creativity depends on _______.
(a) Originality
(b) Personality
(c) Learning Capacity
(d) Retention capacity
Answer:
(a) Originality

Question 8.
Creativity is otherwise known as _______.
(a) Imaginative thinking
(b) Insightful thinking
(c) Autistic thinking
(d) None of these
Answer:
(a) Imaginative thinking

Question 9.
Vigour research on creativity was started in the year _______.
(a) 1877
(b) 1945
(c) 1960
(d) 1918
Answer:
(d)1918

Question 10.
Creativity starts growing from the age of _______.
(a) 6 months
(b) 3 years
(c) 20 years
(d) 30 years
Answer:
(a) 6 months

Question 11.
Daydreams are _______.
(a) realistic
(b) unrealistic
(c) fantasies
(d) none of these
Answer:
(c) fantasies

Question 12.
Problem-solving seems an impossibility in the absence of _______.
(a) Verbal symbols
(b) Non-verbal symbols
(c) Sensory symbols
Answer:
(a) Verbal symbols

Question 13.
Problem-solving involves _______.
(a) Conditioning
(b) Trial and error
(c) Rigidity
Answer:
(b) Trial and error

Question 14.
Motivation gives problem-solving a _______.
(a) Set
(b) Meed
(c) Direction
(d) None of these
Answer:
(c) Direction

Question 15.
The solution to the problem becomes difficult when the person is emotionally _______.
(a) Upset
(b) Sound
(c) immature
(d) None of these
Answer:
(c) immature

Question 16.
_______ stands in the way of a solution to a problem.
(a) flexibility
(b) rigidity
(c) partiality
(d) intelligence
Answer:
(b) rigidity

Question 17.
When in a problem-solving situation the solution to a problem occurs after dealing with the problem it is called ________.
(a) Foresight
(b) hindsight
(c) Insight
(d) None of these
Answer:
(b) hindsight

Question 18.
Problem-solving has been essentially regarded as a process of thinking in _______.
(a) function
(b) structure
(c) solution
(d) manipulation
Answer:
(d) manipulation

Question 19.
Every person’s thinking takes place in his own unique.
(a) environment
(b) background
(c) society
(d) status
Answer:
(a) environment

Question 20.
For the solution of problems, manipulation __________ is necessary.
(a) Ideas
(b) concepts
(c) percepts
(d) all of these
Answer:
(d) all of these

Question 21.
In thinking _________ trial and error is mostly involved.
(a) overt
(b) covert
(c) manual
Answer:
(b) covert

Question 22.
Language is unique to ________.
(a) human beings
(b) higher animals
(c) animals
(d) subhuman species
Answer:
(a) human beings

Question 23.
For communication _______ is essential.
(a) gesture
(b) language
(c) thought
(d) crying
Answer:
(b) language

Question 24.
Language and thought are ________.
(a) same
(b) different
(c) independent of each other
(d) overlap each other
Answer:
(b) different

Question 25.
Language is an important mode of _______.
(a) communication
(b) gesture
(c) silent talk
(d) overt activity
Answer:
(a) communication

Question 26.
Thought is _______.
(a) Overt
(b) Covert
(c) External
(b) Verbal
Answer:
(a) Overt

Question 27.
Language has _______ contents.
(a) two
(b) three
(c) four
(d) five
Answer:
(b) three

Question 28.
Motive is a ________.
(a) desire
(b) impulse
(c) behaviour
(d) general trait
Answer:
(a) desire

Question 29.
Edwards’s personal preference schedule assesses,
(a) one single motive
(b) many motives
(c) many desires
(d) strength of motives
Answer:
(d) strength of motives

Question 30.
Animals stop behaving when they _______.
(a) sleep
(b) rest
(c) pause
(d) die
Answer:
(d) die

Question 31.
When there is a drive-in level of activity the strength of the drive is supposed to _______.
(a) decrease
(b) increase
(c) remains constant
(d) none of these
Answer:
(b) increase

Question 32.
Drive is a _______state.
(a) physiological
(b) social
(c) personal
(d) all of these
Answer:
(a) physiological

Question 33.
Organic drives are also known as drives ___________.
(a) physiological
(b) biological
(c) social
(d) all these
Answer:
(a) physiological

Question 34.
___________ refers to the motive to keep contact with people.
(a) curiosity
(b) gregariousness
(c) assertiveness
Answer:
(b) gregariousness

Question 35.
Activity method measures the __________of motive.
(a) type
(b) strength
(c) nature
(d) all these
Answer:
(b) strength

Question 36.
The desire to explore refers to the motive of ___________.
(a) approval
(b) achievement
(c) affiliation
(d) curiosity
Answer:
(d) curiosity

Question 37.
Though ___________method one chooses between two or more incentives.
(a) activity method
(b) method of choice
(c) method of preference
(d) all these
Answer:
(c) method of preference

Question 38.
__________acts as a motivation to perform.
(a) curiosity
(b) knowledge of result
(c) approval
Answer:
(b) knowledge of result

Question 39.
___________stressed the idea of psychic determinism in unconscious motivation.
(a) Jung
(b) Freud
(c) Adler
(d) None of these
Answer:
(a) Jung

Question 40.
Motivation is related to the _________ of human behaviour.
(a) What
(b) How
(c) Why
(d) all these
Answer:
(c) Why

Question 41.
Factors of motivation can be categorised under ______ and ______ head.
(a) need
(b) drive
(c) physiological
(d) social
(e) incentive
Answer:
(d) social

Question 42.
In motivational cycle _______steps are invoked.
(a) four
(b) three
(c) two
(d) five
Answer:
(b) three

Question 43.
The goal is the______ point of a motivational cycle.
(a) beginning
(b) middle
(c) end
(d) none of these
Answer:
(c) end

Question 44.
The importance of motivation for learning follows from ________.
(a) law of exercise
(b) law of belongingness
(c) law of effect
(d) law of readiness
Answer:
(c) law of effect

Question 45.
The famous experiment on knowledge of results was conducted by ________.
(a) Hull
(b) Thorndike
(c) Watson
(d) Leeper
Answer:
(b) Thorndike

Question 46.
Motivation is _______ for learning.
(a) useless
(b) indispensable
(c) unnecessary
Answer:
(b) indispensable

Question 47.
Level of aspiration is also known as ________.
(a) goal discrepancy behaviour
(b) attainment discrepancy behaviour
(c) goal setting behaviour
(d) all the above
Answer:
(c) goal setting behaviour

Question 48.
Morgan offers a theory of motivation which is basically _______.
(a) Psychological
(b) Sociological
(c) Physiological
(d) None of these
Answer:
(c) Physiological

Question 49.
The physiological theory of motivation has been advanced by _______.
(a) Hilgard
(b) Young
(c) Morgan
(d) Murray
Answer:
(c) Morgan

Question 50.
Hunger, thirst and sex are known as _______drives.
(a) basic
(b) secondary
(c) psychological
Answer:
(a) basic

Question 51.
The self-actualisation theory of motivation is also called the _______ theory of motivation.
(a) physiological
(b) psychoanalytic
(c) hierarchical
(d) achievement
Answer:
(c) hierarchical

Question 52.
The self-actualisation of the theory of motivation was advanced by _______.
(a) Leeper
(b) Lindsey
(c) Maslow
(d) Young
Answer:
(c) Maslow

Question 53.
Curiosity is a _______ drive.
(a) Psychological
(b) Organic
(c) social
(d) Personal
Answer:
(a) Psychological

Question 54.
Need for aggression is inevitable for self _______.
(a) Actualisation
(b) Preservation
(c) Sufficiency
(d) None of those
Answer:
(b) Preservation

Question 55.
Social approval motive is measured by the _______.
(a) T.A.T. method
(b) Questionnaire technique
(c) Maslow Crowne social desirability scale.
Answer:
(c) Maslow Crowne social desirability scale.

Question 56.
Level of activity is _______ related to the strength of motive.
(a) positively
(b) negatively
(c) neutrally
(d) none of these
Answer:
(a) positively

Question 57.
P.T. Young conducted an experiment on the method of preference using _______.
(a) monkeys
(b) cats
(c) rats
(d) human beings
Answer:
(c)rats

Question 58.
The constancy of the internal environment is maintained by _______.
(a) mobilisation of behaviour
(b) homeostasis
(c) drive
Answer:
(b) homeostasis

Question 59.
Social motives are called _______ motives.
(a) primary
(b) secondary
(c) essential
(d) none of these
Answer:
(b) secondary

Question 60.
A socially approved person shows greater sensitivity and respect to _______.
(a) personal interest
(b) society
(c) fulfilment of basic needs
Answer:
(b) society

Question 61.
Many different activities may have a _______motivation.
(a) specific
(b) common
(c) different
Answer:
(b) common

Question 62.
Post-hypnotic suggestion provides a good example of _______ motivation.
(a) conscious
(b) unconscious
(c) social
(d) biological
Answer:
(b) unconscious

Question 63.
The motive to keep contact with others is called _______.
(a) self-assertiveness
(b) gregariousness
(c) mastery
(d) dependency.
Answer:
(b) gregariousness

Question 64.
_______ is among the Arapesh, Zuni, Hopi and other groups.
(a) self-assertiveness
(b) gregariousness
(c) mastery
(d) dependency
Answer:
(a) self-assertiveness

Question 65.
The urge to achieve is expressed in _______.
(a) need for self-actualisation
(b) assertiveness
(c) need for achivement .
Answer:
(c) need for achievement

Question 66.
Gregariousness is due to _______.
(a) social conditioning
(b) inherited traits
(c) biological factors
Answer:
(a) social conditioning

Question 67.
Both thrive and incentive factors in mobilising one’s _______.
(a) resources
(b) ability
(c) need
(d) all the above
Answer:
(d) all the above

Question 68.
Some organic, needs can be made extremely great by removing of certain _______.
(a) duct glands
(b) ductless glands
(c) sex glands
(d) none of these
Answer:
(b) ductless glands

Question 69.
The obstruction box has been standardised by _______.
(a) Warden and his associates
(b) Weiner ardstellar
(c) HoffinanandWed
(d) Nissen
Answer:
(a) Warden and his associates

Question 70.
The delayed reward of even 15 seconds reduces the incentive value considerably as viewed by _______.
(a) Warden
(b) Hamilton
(c) Skinner
(d) Hull
Answer:
(a) Warden

Question 71.
Perhaps the clearest picture of the uncomplicated effect of punishment is obtained by experiments with the _______.
(a) obstruction box
(b) Skinner box
(c) Maize box
(d) Problem box
Answer:
(b) Skinner box

Question 72.
Sherrington’s work on the integrative action of the nervous system is his discovery of
(a) reactive inhibition
(b) reciprocal inhibition
(c) response inhibition
(d) stimulus inhibition
Answer:
(b) reciprocal inhibition

Question 73.
A challenging frustration-aggression hypothesis was put forward by group _______ of investigators.
(a) Yale
(b) Swiss
(c) German
(d) Harvard
Answer:
(a) Yale

Question 74.
An electric grill is a very convenient form of _______.
(a) Stimulator
(b) Obstructor
(c) Reactor
(d) Respirator
Answer:
(b) Obstructor

Question 75.
Anger is a ______ emotion.
(a) Positive
(b) Negative
(c) Neutral
Answer:
(b) Negative

Question 76.
Fear is a ______emotion.
(a) Positive
(b) Negative
(c) Neutral
Answer:
(b) Negative

Question 77.
Love is a ______emotion.
(a) Positive
(b) Negative
(c) Neutral
Answer:
(a) Positive

Question 78.
The Russian Psychologist _______ found that involuntary finger movements were a valuable adjunct to the word association method of the detection.
(a) Pavlov
(b) Luria
(c) Luchins
(d) Chappella
Answer:
(a) Pavlov

Question 79.
Cannon’s theory of emotion was mainly concerned with _______.
(a) Endocrine glands
(b) Blood pressure
(c) Sensitivity to the environmental stimulus
Answer:
(b) Blood pressure

Question 80.
The emergency theory of emotion is also called _______.
(a) James Lange’s theory
(b) Cannon-Bard Theory
(c) Hypothalamic theory
(d) Activation theory
Answer:
(d) Activation theory

Question 81.
The Cannon-Bard theory is different from _______.
(a) Activation theory
(b) Emergency theory
(c) Hypothalamic theory
Answer:
(b) Emergency theory

Question 82.
At the time of emotion secretion from glands are _______.
(a) Reduced
(b) Stopped
(c) Accelerated
(d) As usual
Answer:
(a) Reduced

Question 83.
________have a major role to play during emotional situations.
(a) rods and cones
(b) ear
(c) glands
(d) hands and muscles
Answer:
(c) glands

Question 84.
During the strong emotional experience, the physiological changes that occur in the human body are mainly due to _______.
(a) Sudden rise in blood pressure
(b) Sudden rise in a heartbeat.
(c) Impulses from the autonomic nervous system
(d) Impulses coming from sex glands.
Answer:
(c) Impulses from the autonomic nervous system

Question 85.
Watson conducted an experiment on a baby named to ______ demonstrate how fear develops.
(a) Aalinc
(b) Albert
(c) Aiers
(d) Alps
Answer:
(c) Aiers

Question 86.
To demonstrate how the emotion of fear develops an experiment on a baby named Albert was conducted by ______.
(a) Bridges
(b) Watson
(c) Williams
(d) Jersild
Answer:
(b) Watson

Question 87.
A severe crisis situation is successfully dealt with by people because of the secretion of ______ to blood.
(a) Pituitrin
(b) Thyroxine
(c) Proactive
(d) Sex hormones
Answer:
(b) Thyroxine

Question 88.
________is associated with emotion.
(a) Frontal cortex
(b) Cerebellum
(c) Hypothalamus
Answer:
(b) Cerebellum

Question 89.
In anger, excessive secretion of _______is found.
(a)Thyroxine
(b) Adrenalin
(c)Putitarin
Answer:
(c)Putitarin

Question 90.
Sympathetic activation causes ________.
(a) a decrease in the heart rate
(b) an increase in the heart rats
(c) a decrease in pulse rate
(d) decrease in blood pressure
Answer:
(b) an increase in the heart rats

Question 91.
During states of emotional stress skin resistance to electric current.
(a) increases
(b) decreases
(c) no change in the earlier resistance
(d) creates a feeling of discomfort
Answer:
(b) decreases

Question 92.
According to the emergency theory of emotion, the function of emotion is to ________.
(a) reduce anxiety
(b) provide body relief
(c) increase emergency action
(d) all these
Answer:
(b) provide body relief

Question 93.
The hypothalamus which controls emotional behaviour is located ________.
(a) in the brain stem
(b) in the cerebral cortex
(c) at the base of the brain
(d) in the medulla
Answer:
(c) at the base of the brain

Question 94.
Fear stimulus initiates physiological reactions in the ________.
(a) central nervous system
(b) reticular activating system
(c) spinal cord
(d) sympathetic nervous system
Answer:
(d) sympathetic nervous system

Question 95.
Which of the following is connected with emotional behaviour?
(a) Pons
(b) Occipital lobe
(c) Hypothalamus
(d) Reticular activating system
Answer:
(d) Reticular activating system

Question 96.
Which of the following is not connected with emotional behaviour?
(a) Thalamus
(b) Hypothalamus
(c) Hindbrain
Answer:
(c) Hindbrain

Question 97.
Cannon Brad’s theory is related to ________.
(a) learning
(b) perception
(c) motivation
(d) emotion
Answer:
(c) motivation

Question 98.
The James-Lange theory is in relevance with ________.
(a) personality
(b) motivation
(c) emotion
(d) sensation
Answer:
(d) sensation

Question 99.
The motivational theory of Leoper is a theory of ________.
(a) emotion
(b) motive
(c) thinking
(d) sensation
Answer:
(c) thinking

Question 100.
That the infant is bom with one basic emotion, a general excitement is the view of ________.
(a) Watson
(b) Morgan
(c) Darwin
(d) Bridges
Answer:
(a) Watson

Question 101.
________was one of the first scientists to investigate emotional expressions in infants.
(a) Watson
(b) Morgan
(c) Darwin
(d) Irwin
Answer:
(d) Irwin

Question 102.
By the age of 24 months, all emotions develop. This is held by ________.
(a) Darwin
(b) Watson
(c) Bridges
(d) all these
Answer:
(a) Darwin

Question 103.
Freedom, Loring and Martin have advanced a theory that emphasises the adaptive and survival value of infants.
(a) crying
(b) smiling
(c) jealousy
(d) anger
Answer:
(c) jealousy

Question 104.
Stranger anxiety and separation anxiety appear towards the end of the ________of life.
(a) eight months of life
(b) one year of life
(c) 24 months of life
Answer:
(c) 24 months of life

Question 105.
Fear of snakes is a product of psychological maturation. This is held by ________.
(a) Valentine
(b) Watson
(c) Donald Hebb
(d) Gewirtz
Answer:
(b) Watson

Question 106.
________factors are important in determining the nature and importance of children’s fears.
(a) Cognitive
(b) Conative
(c) Affective
(d) All of these
Answer:
(b) Conative

Question 107.
Mother emotion with important social implications for social development is ________.
(a) Distress
(b) Zcalousy
(c) Sentiment
(d) Fear
Answer:
(d) Fear

Question 108.
________is a social phenomenon.
(a) Anger
(b) Laughter
(c) Distress
(d) All of these
Answer:
(a) Anger

Question 109.
In the development of emotion, _________ plays a major role.
(a) Maturation
(b) Intelligence
(c) Personality
(d) Organic factors
Answer:
(b) Intelligence

Question 110.
The galvanic skin response is measured with an apparatus called ________.
(a) Pupillo metrics
(b) Psychogalvanometer
(c) Kymograph
(d) All of these
Answer:
(a) Pupillo metrics

Question 111.
William James who developed the James Lange theory belongs to the ________school of psychology.
(a) Structural
(b) Functional
(c) Behaviouristic
(d) Cognitive
Answer:
(b) Functional

Question 112.
Smiling in response to a smile does not usually occur before the child is about ________ months old.
(a) one month
(b) two months
(c) five months
(d) six month
Answer:
(b) two months

Question 113.
Pleasure and displeasure of a person can be known from his _______.
(a) Physiological change
(b) facial expression
(c) blood pressure
Answer:
(b) facial expression

Question 114.
Emotion is expressed through ______.
(a) language
(b) gesture
(c) facial expression
(d) all of these
Answer:
(b) gesture

Question 115.
The activity of the heart in emotion is often studied by examining the shape of the curve obtained with an _______.
(a) electroencephalograph
(b) electric cardiograph
(c) electric strobophoto graph
(d) none of these
Answer:
(d) none of these

Question 116.
The importance of postural reaction in emotion has been given by _______.
(a) James Lange’s theory
(b) Emergency theory
(c) Activation theory
(d) Opponent process theory
Answer:
(b) Emergency theory

Question 117.
Gastrointestinal functions are often measured by means of ballons into the ______.
(a) stomach
(b) intestine
(c) stomach or intestine
Answer:
(a) stomach

Question 118.
Whether a person is emotionally aroused or not can be known by measuring his ______.
(a) Physiological changes
(b) Psychological changes
(c) Facial expression
(d) All the above
Answer:
(b) Psychological changes

Question 119.
A can differentiate emotion from nonemotional states.
(a) Kymograph
(b)Neumograph
(c) Lie detector
(d) Pupilometrics
Answer:
(d) Pupilometrics

Question 120.
Excessive discharge of adrenalin during emotional states increases the level of _______.
(a) Blood pressure
(b) Blood sugar
(c) Heart Action
(d) All the above
Answer:
(d) All the above

Question 121.
James Lange’s theory is also known as ______.
(a) thalamic theory
(b) hypothalamic
(c) emergency theory
(d) none of these
Answer:
(d) none of these

Question 122.
The lie detector was devised by _______.
(a) Frans Halls
(b) Good enough
(c) Davis
(d) Leonarde Keeler
Answer:
(d) Leonarde Keeler

True Or False Type Questions With Answers

Question 1.
Imagination is a controlled association while thinking is a free association. (True/False)
Answer:
False

Question 2.
Thinking always involves a problem. (True/False)
Answer:
True

Question 3.
Thinking is not possible without images. (True/False)
Answer:
True

Question 4.
Creativity is not found in idiots. (True/False)
Answer:
True

Question 5.
Deaf is equally creative. (True/False)
Answer:
True

Question 6.
Physical handicap has nothing to do with creativity. (True/False)
Answer:
True

Question 7.
Blinds are more creative than normals. (True/False)
Answer:
True

Question 8.
Physical handicaps stand in the way of creativity. (True/False)
Answer:
False

Question 9.
A creative individual is equally creative in all fields. (True /False)
Answer:
False

Question 10.
Creativity starts growing from birth. (True/False)
Answer:
False

Question 11.
Reasoning at the human level begins in early childhood. (True /False)
Answer:
True

Question 12.
The reasoning is not found in animals. (True/False)
Answer:
False

Question 13.
Reasoning first appears in lower animals like rats. (True/False)
Answer:
True

Question 14.
Reasoning combined with past experience helps in solving a problem. (True/False)
Answer:
True

Question 15.
Multiple choice test in a sense is a set of generalising abilities. (True/False)
Answer:
True

Question 16.
Maier has developed a reasoning test for children. (True/False)
Answer:
True

Question 17.
Maier has developed a reasoning test for rats. (True /False)
Answer:
False

Question 18.
Nerve has developed a multiple-choice apparatus for use with human subjects. (True/False)
Answer:
True

Question 19.
Proper direction helps to reason. (True/False)
Answer:
True

Question 20.
Thinking is called sub-vocal talking. (True/False)
Answer:
True

Question 21.
Language is unique in human beings. (True/False)
Answer:
True

Question 22.
Language has no role in the socialization process. (True/False)
Answer:
False

Question 23.
Language is not required for the transmission of culture and heritage. (True/False)
Answer:
False

Question 24.
The acquisition of language is required for concept formation. (True/False)
Answer:
True

Question 25.
A language is a primary tool of communication. (True/False)
Answer:
True

Question 26.
Biological motives are inborn. (True/ False)
Answer:
True

Question 27.
Drive and incentives are emotional factors as distinguished from ability. (True / False)
Answer:
True

Question 28.
Me Dougall and Freud both treated motivation in terms of energy. (True/False)
Answer:
True

Question 29.
The importance of motivation for learning follows from the law of exercise. (True/False)
Answer:
False

Question 30.
The barrier makes the motive stronger. (True/False)
Answer:
False

Question 31.
Knowledge of results brings improvement in learning. (True/False)
Answer:
True

Question 32.
Level aspiration is improved by failure and lowered by success. (True/False)
Answer:
False

Question 33.
The level of aspiration is also known as goal discrepancy behaviour. (True/False)
Answer:
True

Question 34.
The level of aspiration is indispensable for learning. (True/False)
Answer:
True

Question 35.
The level of aspiration acts as a drive or motivator. (True/ False)
Answer:
True

Question 36.
The physiological theory of motivation has been advanced by Morgan. (True/False)
Answer:
True

Question 37.
Hunger, sex and thirst are organic drives. (True/False)
Answer:
True

Question 38.
The Law of effect directs human behaviour in a particular direction. (True/False)
Answer:
True

Question 39.
The level of aspiration is otherwise known as goal-setting behaviour. (True/False)
Answer:
True

Question 40.
The hierarchical theory of motivation is also known as the self-actualisation theory of motivation. (True/False)
Answer:
True

Question 41.
The self-actualisation theory of motivation was advanced by Wolfe. (True/False)
Answer:
False

Question 42.
Curiosity is a physical drive. (True/False)
Answer:
False

Question 43.
The need for aggression is inevitable for self-preservation. (True/False)
Answer:
True

Question 44.
Gregariousness is an inborn need. (True/False)
Answer:
False

Question 45.
Gregariousness develops out of social conditioning. (True/False)
Answer:
True

Question 46.
As the human child grows his physiologically motivated behaviours are socialised. (True/False)
Answer:
True

Question 47.
The socialisation of motives takes place because of social approval and conditioning. (True/False)
Answer:
True

Question 48.
Social approval motive is measured by the Socio-Economic Status Scale. (True/False)
Answer:
False

Question 49.
Social approval is measured by Maslow’s crown social desirability scale. (True/False)
Answer:
True

Question 50.
Social approval motive is very much desirable for sound personality development.(True/False)
Answer:
True

Question 51.
PT. Young conducted an experiment On the method of preference using cats. (True/False)
Answer:
False

Question 52.
Seasonal breeding, the cycle of feeding, elimination and seasonal changes in the migration of birds is observed by the laboratory observation method. (True/False)
Answer:
False

Question 53.
Homeostasis refers to the restoration of physiological balance and equilibrium. (True/ False)
Answer:
True

Question 54.
Organic drives are also known as biological drives. (True/False)
Answer:
True

Question 55.
The thirst drive is stronger than the hunger drive. (True/False)
Answer:
True

Question 56.
Sleep is a basic need. (True/False)
Answer:
True

Question 57.
Sex is said to be a powerful personal drive. (True/False)
Answer:
False

Question 58.
Social motives are called secondary motives. (True/False)
Answer:
True

Question 59.
Two equally attractive goals produce conflict. (True/False)
Answer:
True

Question 60.
Slip of the tongue is an unconscious motivation. (True/False)
Answer:
True

Question 61.
An unconscious attitude is illustrated by Phobia whose origin is unknown to the person concerned. (True/False)
Answer:
True

Question 62.
Many of the motives which influence the behaviour of a particular individual significantly are unrecognised by the person himself. (True/False)
Answer:
True

Question 63.
Personal variation is found in different types of motivation. (True/False)
Answer:
True

Question 64.
Life goals have often their origin in early experiences. (True/False)
Answer:
True

Question 65.
Particular motives often characterise a given culture rather than the whole of mankind. (True/False)
Answer:
True

Question 66.
All motives are free from childhood training. (True/False)
Answer:
False

Question 67.
The origin of some motives is found in childhood training. (True/False)
Answer:
True

Question 68.
All motives are acquired. (True/False)
Answer:
False

Question 69.
Drives and instincts are the same. (True/False)
Answer:
False

Question 70.
Knowledge of performance is a material incentive. (True/False)
Answer:
False

Question 71.
Many different activities may have common motivations. (True/False)
Answer:
True

Question 72.
Post-hypnotic suggestion provides a good example of Unconscious motivation. (True/ False)
Answer:
True

Question 73.
Social motives are found in all normal human beings. (True/False)
Answer:
True

Question 74.
We acquire hundreds of needs, few of which have very clear psychological roots. (True/False)
Answer:
True

Question 75.
The self-assertive motive is also known as the mastery motive. (True/False)
Answer:
True

Question 76.
The motive to keep contact with others is called assertiveness. (True/False)
Answer:
False

Question 78.
Frigidity and impotence represent high tide in sexual drive. (True/False)
Answer:
False

Question 79.
Testosterone and androgenic hormone appear to play a key role in the sexual life of female animals. (True/False)
Answer:
True

Question 80.
The influence of social eating on the amount eaten is observed even in animals. (True/False)
Answer:
True

Question 81.
Habit and social customs account for most of our aversions to certain foods. (True/False)
Answer:
True

Question 82.
Hunger pangs, stomach contractions and related body activity, in general, depend upon blood chemistry. (True/False)
Answer:
True

Question 83.
Motivation is derived from the Latin word “Movere” which means to move. (True/False)
Answer:
True

Question 84.
Social motives are not always learned motives. (True/False)
Answer:
False

Question 85.
At birth and soon after almost all needs of the body are physiological in nature. (True/False)
Answer:
True

Question 86.
Gregariousness is due to social conditioning. (True/False)
Answer:
True

Question 87.
Escape is motivated by the shock. (True/False)
Answer:
True

Question 88.
Hunger and thirst are equivalent in relation to milk as an incentive. (True/False)
Answer:
True

Question 89.
A manipulatory drive is most clearly manifested in the play of the human child. (True/False)
Answer:
True

Question 90.
According to James Lange’s theory of emotion. “We first see a bear, we are afraid and then (True/False)
Answer:
True

Question 91.
Emotion is also a kind of motivic. (True/False)
Answer:
True

Question 92.
Hypothalamus has no role in emotion. (True/False)
Answer:
False

Question 93.
Emotion is an acute disturbance of the body. (True/False )
Answer:
True

Question 94.
Anger is a positive emotional parent. (True/False)
Answer:
False

Question 95.
Joy is a positive emotion. (True/False)
Answer:
True

Question 96.
The Ameti can Psychologist Luna found that voluntary finger movements were a valuable adjunct to the word association method of lie detection. (True/False)
Answer:
True

Question 97.
The level of activation increases when the person is guilty. (True/False)
Answer:
True

Question 98.
Lie detection puts a level of activation to work. (True/False)
Answer:
True

Question 99.
The thalamic theory of emotion is also called the emergency theory of emotion. (True/False)
Answer:
True

Question 100.
Cannon-Bard theory and emergency theory of emotion are different from each other. (True/False)
Answer:
False

Question 101.
James Lange’s theory and emergency theory are the same. (True/False)
Answer:
False

Question 102.
William James is a founder of the functional school of Psychology. (True/False)
Answer:
True

Question 103.
According to lo Mc Dougall feeling and emotion have only ascending roles in the field of motivation. (True/False)
Answer:
True

Question 104.
Instincts and emotions are the same. (True/False)
Answer:
False

Question 105.
Shcrrington’s experiments with cats and Cannon’s experiments with dogs prove that total separation of the Viscera from the CNS does not alter emotional behaviour. (True/False)
Answer:
True

Question 106.
The thalamic theory differs from the J.L. theory chiefly in its emphasis on the independence of emotional experiences and emotional behaviour. (True/False)
Answer:
True

Question 107.
The emergency theory emphasises the role of the hypothalamus in originating emotional behaviour. (True/False)
Answer:
True

Question 108.
Emotional behaviour is essentially disorganised. (True/False)
Answer:
True

Question 109.
The autonomous nervous system controls emotion. (True/False)
Answer:
True

Question 110
Anger is an innate emotion. (True/False)
Answer:
False

Question 111.
The basis of emotional behaviour is general excitement. (True/False)
Answer:
True

Question 112.
General excitement is inherited. (True/False)
Answer:
True

Question 113.
From delight, joy develops. (True/False)
Answer:
True

Question 114.
Fear increases with the development of language. (True/False)
Answer:
True

Question 115.
Fear for human beings is more found during childhood. (True/False)
Answer:
False

Question 116.
Fear can be eliminated by behaviour therapy. (True/False)
Answer:
True

Question 117.
Fear can be eliminated by conditioning techniques. (True/False)
Answer:
True

Question 118.
A large number of fears occur due to social imitation. Fear can be removed by unlearning. (True/False)
Answer:
True

Question 119.
Fear can be removed by unlearning. (True/False)
Answer:
True

Question 120.
Anger can be treated by removing the irritating factors and substituting a different goal. (True/False)
Answer:
True

Question 121.
Fear is otherwise known as a temper tantrum. (True/False)
Answer:
False

Question 122.
Jealousy develops at the age of five months. (True/False)
Answer:
False

Question 123.
Fear grows from distress. (True/False)
Answer:
False

Question 124.
Affection develops by the age of two years. (True/False)
Answer:
True

Question 125.
There is only three innate emotions, fear, anger, and love. (True/False)
Answer:
False

Question 126.
Bridges maintained that the infant is bom with one basic emotion, a general excitement. (True/False)
Answer:
True

Question 127.
Watson and Morgan theorised that there are only three basic emotions. (True/False)
Answer:
True

Question 128.
Bridges viewed that by the age of 24 months all emotions are developed. (True/False)
Answer:
True

Question 129.
A theory that emphasises the adaptive and survival value of infant smiling has been advanced by Frccpair, Loring and Valentine. (True/False)
Answer:
False

Question 130.
Two fears such as stranger anxiety and separation anxiety appear towards the end of the first year of life. (True/False)
Answer:
True

Question 131.
Morgan and Ricciuti’s study shows the developmental course of stranger and separation anxiety. (True/False)
Answer:
True

Question 132.
Donald Iiebb argued that fear of snakes in a product of psychological maturation rather than of learning. (True/False)
Answer:
True

Question 133.
Watson’s view that fear is an innate response to loud noises or the sudden loss of support is no longer accepted. (True/False)
Answer:
False

Question 134.
Cognitive factors are important in determining the nature and importance of children’s fears. (True/False)
Answer:
True

Question 135.
How much a child smiles is determined by genetic factors. (True/False)
Answer:
False

Question 136.
Emotional development indicated a pattern of increasing differentiation from a generalised excitement into progressively more precise emotional reactions. (True/
False)
Answer:
True

Question 137.
Smillinglikecryingmayhaveasurvivalvaluetothechild. (True/False)
Answer:
True

Question 138.
Younger children show a fear of concrete objects while older children fear more abstract things. (True/False)
Answer:
True

Question 139.
Disgust is a positive emotion. (True/ False)
Answer:
False

Question 140.
Certain parts of the limbic system are intimately linked with emotional behaviour. (True/False)
Answer:
True

Question 141.
Maturation and learning are inextricably related to emotional behaviour. (True/False)
Answer:
True

Question 142.
The septal-damaged animals are generally preservative and compulsive in their behaviour. (True/False)
Answer:
True

Question 143.
Parts of the cerebral cot ex, the septal region, the ventral medial nucleus and the pyriform cortex function as brakes. (True/False)
Answer:
True

Question 144.
The back portion of the hypothalamus, the septal region of the brain helps in suppressing primitive emotional reactions. (True/False)
Answer:
True

Question 145.
When the septal area is destroyed, the organism underacts emotionally. (True/False)
Answer:
False

Question 146.
The cerebral cortex has some power to execute visceral activity which is commonly associated with emotional responses. (True/False)
Answer:
False

Question 147.
William James who developed the J-L theory of emotion belongs to the structural school of psychology. (True/False)
Answer:
False

Question 148.
The term emotion has been derived from the Greek word E- Mover. (True/False)
Answer:
False

Question 149.
Emotions involve internal changes and disturbances in the autonomic nervous system, ductless glands and visceral organs. (True/False)
Answer:
True

Question 150.
At birth, the new bom baby shows undifferentiated, diffused and general excitement. (True/False)
Answer:
True

Question 151.
Watson conducted a study on a six-month baby Albert to demonstrate how fear response develops. (True/False)
Answer:
False

Question 152.
According to Brides emotional development has a genetic sequence. (True/False)
Answer:
True

Question 153.
Symbolic fears are otherwise known as phobias. (True/False)
Answer:
True

Question 154.
Leonarde Keelar devised the lie detector. (True/False)
Answer:
True

Question 155.
The lie detector detects emotional reactions in response to questions. (True/False)
Answer:
True

Question 156.
Many chronic gastrointestinal disorders are precipitated by chronic emotional states. (True/False)
Answer:
True

Question 157.
Psychosomatic, disorders are related to the emotional states of people. (True/False)
Answer:
True

Question 158.
Prolonged emotional upsets may contribute to organic disorder. (True/False)
Answer:
True