CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 1 Early Societies Objective & Short Answer Type Questions.

CHSE Odisha 11th Class History Unit 1 Early Societies Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
Where we found the use of glass bottles?
(a) Rome
(b) Egypt
(c) Greece
(d) Sudan
Answer:
(b) Egypt

Question 2.
Where we found the first cultivation of wheat and barley?
(a) Rome
(b) Egypt
(c) Grece
(d) Sudan
Answer:
(c) Grece

Question 3.
Where we found early agricultural settlements?
(a) Rome
(b) Egypt
(c) Baluchistan
(d) Grece
Answer:
(c) Baluchistan

Question 4.
In which year Charles Darwin’s on the origin of species was published?
(a) 24th November 1859
(b) 24th November 1858
(c) 24th November 1856
(d) 24th November 1850
Answer:
(a) 24th November 1859

Question 5.
Who made the excavations at Olduvai and Laetoli?
(a) Mary Leakey
(b) Mary
(c) Leakey
(d) None
Answer:
(a) Mary Leakey

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 6.
The name Aulstalopithecus comes from a _______word ‘austral’ meaning southern.
(a) Latin
(b) Greek
(c) French
(d) English
Answer:
(a) Latin

Question 7.
A Greek word ‘Pilhekos’ mean:
(a) Ape
(b) Monkey
(c) Human
(d) Dogs
Answer:
(a) Ape

Question 8.
Order the early humans as fortune :
(a) Homahabilis
(b) Homeerctus
(c) Homo
(d) Australopithecus
(a) CABD
(b) ABCD
(c) ACBD
(d) ACDB
Answer:
(a) CABD

Question 9.
The earliest evidence of burials is found to be a custom _______year ago.
(a) 300,000
(b) 30,000
(c) 30,00,000
(d) 40,00,00
Answer:
(a) 300,000

Question 10.
Development of voice box:
(a) 2,000
(b) 400,000
(c) 30,00,00
(d) 200
Answer:
(b) 400,000

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question Question11.
The invention of early sewing needles _________ years ago.
(a) 21,000
(b) 20,000
(c) 30,000
(d) 22,000
Answer:
(a) 21,000

Question 12.
Early agriculture was found in Mesopotamian plains around:
(a) 7,000-6,000 BCE
(b) 7,000-8,000 BCE
(c) 3,200 BCE
(d) 32,000 BCE
Answer:
(a) 7,000-6,000 BCE

Question 13.
Mesopotamia is situated between two rivers.
(a) Euphrates and Tigres
(b) Nile and Tigres
(c) Meso and Euphrates
(d) None of the above
Answer:
(a) Euphrates and Tigres

Question 14.
Where the Hebrew language was usually spoken:
(a) Iraq
(b) Rome
(c) Greece
(d) England
Answer:
(a) Iraq

Question 15.
In which country early use of fire is found?
(a) China
(b) Italy
(c) Greece
(d) India
Answer:
(a) China

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 16.
The first cultivation of beans goes to:
(a) Australia
(b) America
(c) China
(d) India
Answer:
(b) America

Question 17.
When earliest stone tools were found to exist?
(a) 2.6 – 2.5 mya
(b) 2.5 – 2.6 mya
(c) 2.2 mya
(d) 1.3 mya
Answer:
(a) 2.6 – 2.5 mya

Question 18.
Where Lazaret cave is situated:
(a) France
(b) Italy
(c) China
(d) Greece
Answer:
(a) France

Question 19.
The earliest fossils of Homo Erectus have been found:
(a) Africa
(b) Asia
(c) Both Africa artel Asia
(d) None
Answer:
(c) Both Africa artel Asia

Question 20.
Early humans are different from each other on the basis.
(a) Faces
(b) Places
(c) Bone structure
(d) Skulls
Answer:
(c) Bone structure

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 21.
Homo sapiens are found in different parts of _________.
(a) Greece
(b) Africa
(c) Asia
(d) America
Answer:
(b) Africa

True And False Type Questions With Answers

Question 1.
Discoveries of human fossils, store foals, and cave paintings help us to understand early human history.
Answer:
True

Question 2.
The Olduvai Gorge was first discovered by a German butterfly collector.
Answer:
True

Question 3.
Hazards are the food collection.
Answer:
False

Question 4.
Hazards are a small group of hunters.
Answer:
True

Question 5.
The evolution of the vocal font was around 2,00,00 years ago.
Answer:
False

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 6.
The evolution of the vocal font was around 2,00,000 years ago.
Answer:
True

Question 7.
The development of language is closely related to art.
Answer:
True

Question 8.
Altamira is a cave site in Greece.
Answer:
False

Question 9.
Altamira is a cave site in Spain.
Answer:
True

Question 10.
Animal paintings are discovered in the caves of Lascaux and Chauvet.
Answer:
True

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 11.
Lascaux and Chauvet are in Greek.
Answer:
False

Question 12.
Lascaux and Chauvet are in France and Spain.
Answer:
True

Question 13.
Hadza is known as hunter.
Answer:
True

Question 14.
The last ice age came around about 130 years ago.
Answer:
True

Question 15.
Assyrian king acknowledged the southern region of Babylonia as the center of high culture.
Answer:
True

Question 16.
Homo habits have been discovered in Africa
Answer:
False

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 17.
Homa habits have been discovered at Omo in Ethiopia and at Olduvai Gorge in Tanzania
Answer:
True

Short-Answer Type Questions

Question 1.
Where pieces of baked clay and burnt bone were found?
Answer:
Pieces of baked clay and burnt bone along with stone tools dated between 1.4 and 1 mya have been found at Chesowanja, Kenya, and Swartkrans South Africa.

Question 2.
Describe the punch blade technique.
Answer:
The top of a large pebble is removed using a hammerstone. This produces a flat surface called the striking platform. This is then struck using a hammer and a punch, made at bone or antler. This leads to the production of blades that can be used as knives or modified to serve as chisels or burins which could be used to engrave bone, antler, ivory, or wood.

Question 3.
Who first discovered the cave painting at Atamira?
Answer:
Marcelino Sanz de saultuela a local landowner and an amateur archeologist by his daughter, Maria in November 1879 first brought painting at Altamira.

Question 4.
Who are Hominoids?
Answer:
Hominoids are different from monkeys in ways. They have a larger bodies and do not have a tail. There is a longer period of infant development and dependency among hominoids. They belong to the family of Hominoids.

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 5.
Write the characteristics- of hominoids.
Answer:
Hominoids include a large brain size, upright posture, bipedal locomotion, and specialization of the hand.

Question 6.
What is the major difference between Australopithecus and Homo?
Answer:
They are different in brain size, jaws, and teeth. The former has a smaller brain size, heavier jaws, and larger teeth than the latter.

Question 7.
What archaeologists believed about Homos?
Answer:
They suggest that early hominoids such as Homo abilities probably consumed most of the food where they found it, slept in different places, and spent much of their time in trees.

Question 8.
Where did Hadza live?
Answer:
Hadza’s are a group of hunters and gathers living in the vicinity of lake Eyasi, a salt, rift valley lake.

Question 9.
What is ethnography?
Answer:
It is the study of contemporary either groups. It includes an examination of their modes of livelihood, technology, gender roles, rituals, political institutions, and social customs.

Question 10.
Why Mesopotamia is important to Europeans?
Answer:
Mesopotamia was important to Europeans because of references to it in the old testament. The first part of the Bible. For instance, the Book of Geneses of the old testament refers to ‘ Shimar’ meaning summer, as the land of brick built city.

CHSE Odisha Class 11 History Unit 1 Early Societies Objective & Short Answer Type Questions

Question 11.
Which story of Bible is similar to the story of the Mesopotamian tradition of Ziusudra or Uthapishtiom?
Answer:
The story of Noah who was sent by God with a huge boat to look a pair each of all species of animals and birds on board the ark and survived in the flood.

Question 12.
What are the things Mesopotamians traded?
Answer:
They could have traded their abundant textiles and agricultural produce for wood, copper, tin, silver, gold, shell, and various stores from Turkey and Iran or across the Gulf.

Question 13.
When did spoken language emerge?
Answer:
It has been suggested that the brain of Homo habilis had certain features which would have made it possible for them to speak. Thus language may have developed as early as 2 mya.

Question 14.
What are Fossils?
Answer:
Fossils are the remain or impressions of a very old plant, animal, or human which have turned into stone. These are often embedded in rock and are thus preserved for millions of years.

Question 15.
Who are primates?
Answer:
Primates are a subgroup of a larger group of mammals. They include monkeys, apes, and humans. They have body hair, a relatively long gestation period following birth, mammary, glands, different types of teeth, and the ability to maintain a constant body temperature.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 1 Early Societies Long Answer Questions.

CHSE Odisha 11th Class History Unit 1 Early Societies Long Answer Questions

Long Questions With Answers

Question 1.
Describe the classification of early humans.
Answer:
The remains of early humans have been classified into different species. These are often distinguished from one another on the basis of differences in bone structure. For instance, species of early humans are differentiated in terms of their skull size and distinctive jaws. These characteristics may have evolved due to what has been called the positive feedback mechanism.

For example, bipedaliSm enabled hands to be freed for carrying infants or objects. In turn, as hands were used more and more, upright walking gradually became more efficient. Apart from the advantage of freeing hands for various uses, far less energy is consumed while walking as compared to the movement of a quadruped.

However, the advantage in terms of saving energy is reversed while running. There is indirect evidence of bipedalism as early as 3.6 mya. This comes from the fossilised hominid footprints at Laetoli, Tanzania. Fossil limb bones recovered from Hadar, Ethiopia provides more direct evidence of bipedalism.

With the onset of a phase of glaciation (or an Ice Age), when large parts of the earth were covered with snow, there were major changes in climate and vegetation. Due to the reduction in temperatures as well as rainfall, grassland areas expanded at the expense of forests, leading to the gradual extinction of the early forms of Australopithecus (that were adapted to forests) and the replacement by species that were better adapted to the drier conditions.

Among these were the earliest representatives of the genus Homo. Homo is a Latin word, meaning ‘man’, although there were women as well. Scientists distinguish amongst several types of Homo. The names assigned to these species are derived from what is regarded as their typical characteristics.

So fossils are classified as Homo hails (the toolmaker), Homo erectus (the upright man), and Homo sapiens (the wise or thinking man). Fossils of Homo habilis have been discovered at Omo in Ethiopia and at Olduvai Gorge in Tanzania. The earliest fossils of Homo erectus have been found both in Africa and Asia: Koobi Fora, west Turkana, Kenya, Modjokerto and Sangiran, Java.

As the finds in Asia belong to a later date than those in Africa, it is likely that hominids migrated from East Africa to southern aid northern Africa, to southern and north-eastern Asia, and perhaps to Europe, sometime between 2 and 1.5 mya. This species survived for nearly a million years.

In some instances, the names of fossils are derived from the places where the first fossils of a particular type were found. So fossils found in Heidelberg, a city in Germany, were called Homo heidelbergensis, while those found in the Neander valley were categorised as Homo neanderthalensis. The earliest fossils from Europe are of Homo heidelbergensis and Homo neanderthalensis.

Both belong to the species of archaic (that is, old) Homo sapiens. The fossils of Homo heidelbergensis (0.8-0.1 mya) have a wide distribution, having been found in Africa, Asia and Europe. The Neanderthals occupied Europe and western and Central Asia from roughly 130,000 to 35,000 years ago. They disappeared abruptly in Western Europe around 35,000 years ago.

In general, compared with Australopithecus, Homo have a larger brain, jaws with a reduced outward protrusion and smaller teeth. An increase in brain size is associated with more intelligence and better memory. The changes in the jaws and teeth were probably related to differences in dietary habits.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 2.
How early did humans obtain their food?
Answer:
Early humans would have obtained food in a number of ways, such as gathering, hunting, scavenging and fishing. The gathering would involve collecting plant foods such as seeds, nuts, berries, fruits and tubers. That gathering was practised is generally assumed rather than conclusively established, as there is very little direct evidence for it.

While we get a fair amount of fossil bones, fossilised plant remains are relatively rare. The only other way of getting information about plant intake would be if plant remains were accidentally burnt. This process results in carbonisation. In this form, organic matter is preserved for a long span of time. However, so far archaeologists have not found much evidence of carbonised seeds for this very early period.

In recent years, the term hunting has been under discussion by scholars. Increasingly, it is being suggested that the early hominids scavenged or foraged for meat and marrow from the carcasses of animals that had died naturally or had been killed by other predators. It is equally possible that small mammals such as rodents, birds (and their eggs), reptiles and even insects (such as termites) were eaten by early hominids.

Hunting probably began later – about 5000 years ago. The earliest clear evidence for the deliberate, planned hunting and butchery of large mammals comes from two sites: Boxgrove in southern England (500,000 years ago) and Schoningen in Germany (400,000 years ago) Fishing was also important, as is evident from the discovery of fish bones at different sites.

Fishing was also important, as is evident from the discovery of fish bones at different sites. From about 3 5,000 years ago, there is evidence of planned hunting from some European sites. Some sites, such as (Dolni Vestontee) in the Czech Republic, which was near a river, seem to have been deliberately chosen by early people.

Herds of migratory animals such as reindeer and horses probably crossed the river during their autumn and spring migrations and were killed on a large scale. The choice of such sites indicates that people knew about the movement of these animals and also about the means of killing large numbers of animals quickly.

Question 3.
How early did humans make their tools?
Answer:
Birds are known to make objects to assist them with feeding, hygiene and social encounters and while foraging for food some chimpanzees use tools that they have made. However, there are some features of human tool-making that are not known among apes. As we have seen certain anatomical and neurological (related to the nervous system) adaptations have led to the skilled use of hands, probably due to the important role of tools in human lives.

Moreover, the ways in which humans use and make tools often require greater memory and complex organisational skills, both of which are absent in apes. The earliest evidence for the making and use of stone tools comes from sites in Ethiopia and Kenya. It is likely that the earliest stone tool makers were the Australopithecus.

As in the case of other activities, we do not know whether tool-making was done by men or women or both. It is possible that stone toolmakers were both women and men. Women in particular may have made and used tools to obtain food for themselves as well as to sustain their children after weaning.

About 35,000 years ago, improvements in the techniques for killing animals are evident from the appearance of new kinds of tools such as spear-throwers and the bow and arrow. The meat thus obtained was probably by drying, smoking and storage. Thus, food processed by removing the bones followed and could be stored for later consumption.

There were other changes, such as the trapping of fur-bearing animals (to use the fur’ for clothing) and the invention of sewing needles. The earliest evidence of sewn clothing comes from about 21,000 years ago. Besides, with the introduction of the punch blade technique to make small chisel-like tools, it was now possible to make engravings on bone, antler, ivory or wood.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 4.
What was the way people communicates in early times?
Answer:
Among living beings, it is humans alone that have a language. There are several views on language development:

  • that hominid language involved gestures or hand movements
  • that spoken language was preceded, by vocal but non-verbal communication such as singing or humming
  • that human speech probably began with calls like the ones that have been observed among primates.

Humans may have possessed a small number of speech sounds in the initial stage. Gradually, these may have developed into language. It has been suggested that the brain of Homo habilis had certain features which would have made it possible for them to speak. Thus, language may have developed as early as 2 mya.

The evolution of the vocal tract was equally important. This occurred around 2000 years ago. It is more specifically associated with modem humans. A third suggestion is that language developed around the same time as art, that is, around 40,000-35,000 years ago. The development of spoken language has been seen as closely connected with art since both are media for communication.

Hundreds of paintings of animals (done between 30,000 and 12,000 years ago) have been discovered in the caves of Lascaux and Chauvet, both in France and Altamira, in Spain. These include depictions of bison, horses, ibex, deer, mammoths, rhinos, lions, bears, panthers, hyenas and owls. More questions have been raised than answered regarding these paintings.

For example, why do some areas of caves have paintings and not others? Why were some animals painted and not others? Why were men painted both individually and in groups, whereas women were depicted only in groups? Why were men painted near animals but never women? Why were groups of animals painted in the sections of caves where sounds carried well? Several explanations have been offered.

One is that because of the importance of hunting, the paintings of animals were associated with ritual and magic. The act of painting could have been a ritual to ensure a successful hunt. Another explanation offered is that these caves were possibly meeting places for small groups of people or locations for group activities.

These groups could share hunting techniques and knowledge, while paintings and engravings served as the media for passing information from one generation to the next. The above account of early societies has been based on archaeological evidence. Clearly, there is much that we still do not know. As mentioned at the beginning of this chapter, hunter-gatherer societies exist even today.

Question 5.
Who is known as the hunter-gather society in early times?
Answer:
African pastoral group about its initial contact in 1870 with the Kung an, a hunter-gatherer society living in the Kalahari desert:
When we first came into this area, all we saw were strange footprints in the sand. We wondered what kind of people these were. They were very afraid of us and would hide whenever we came around.

We found their villages, but they were always empty because as soon as they saw strangers coming, they would scatter and hide in the bush. We said: ‘Oh, this is good; these people are afraid of us, they are weak and we can easily rule over them.’ So we just ruled them. There was no killing or fighting. You will read more about encounters with hunter-gatherers in Themes 8 and 10.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 6.
Who are the Hadza?
Answer:
The Hadza are a small group of hunters and gatherers, living in the vicinity of Lake Eyasi, a salt, rift-valley lake. The country of the eastern Hadza, dry, rocky savanna, dominated by thorn scrub and acacia trees is rich in wild foods. Animals are exceptionally numerous and were certainly commoner at the beginning of the century.

Elephants, rhinoceros, buffalo, giraffes, zebra, waterbuck, gazelle, warthog, baboon, lion, leopards, and hyenas are all common, as are smaller animals such as porcupines, hares, jackals, tortoises and many others. All of these animals, apart from the elephant, are hunted and eaten by the Hadza.

The amount of meat that could be regularly eaten without endangering the future of the game is probably greater than anywhere else in the world were hunters and gatherers live or have lived in the recent past. Vegetable food – roots, berries, the fruit of the baobab tree, etc. – though not often obvious to the casual observer, is always abundant even at the height of the dry season in a year of drought.

The type of vegetable food available is different in the six-month wet season from the dry season but there is no period of shortage. The honey and grubs of seven species of wild bees are eaten supplies of these vary from season to season and from year to year. Sources of water are widely distributed over the country in the wet season but are very few in the dry season.

The Hadza consider that about 5-6 kilometres are the maximum distance over which water can reasonably be carried and camps are normally sited within a kilometre of a water course. Part of the country consists of open grass plains but the Hadza never build camps there. Camps are invariably sited among trees or rocks and, by preference, among both.

The eastern Hadza assert no rights over land and its resources. Any individual may live wherever he likes and may hunt animals, collect roots, berries, and honey and draw water anywhere in Hadza country without any sort of restriction. In spite of the exceptional numbers of game animals in their area, the Hadza rely mainly on the wild vegetable matter for their food.

Probably as much as 80 per cent of their food by weight is vegetable, while meat and honey together account for the remaining 20 per cent. Camps are commonly small and widely dispersed in the wet season, large and concentrated near the few available sources of water in the dry season. There is never any shortage of food even in times of drought.

Question 7.
Discuss the Hunter-Gatherer Societies from the present to the past.
Answer:
As our knowledge of present-day hunter-gatherers increased through studies by anthropologists, a question that began to be posed was whether the information about living hunters and gatherers could be used to understand past societies. Currently, there are two opposing views on this issue.

On one side are scholars who have directly applied specific data from present-day hunter-gatherer societies to interpret the archaeological remains of the past. For example, some archaeologists have suggested that the hominids, sites, dating to 2 mya, along the margins of Lake Turkana could have been dry season camps of early humans, because such a practice has been observed among the Hadza and the Kung San.

On the other side are scholars who feel that ethnographic data cannot be used for understanding past societies as the two are totally different. For instance, present-day hunter-gatherer societies pursue several other economic activities along with hunting and gathering. These include engaging in exchange and trade in minor forest produce or working as paid labourers in the fields of neighbouring farmers.

Moreover, these societies are totally marginalised in all senses -geographically, politically and socially. The conditions in which they live are very different from those of early humans. Another problem is that there is a tremendous variation amongst living hunter-gatherer societies. There are conflicting data on many issues such as the relative importance of hunting and gathering, group sizes, or the movement from place to place.

Also, there is little consensus regarding the division of labour in food procurement. Although today generally women gather and men hunt, there are societies where both women and men hunt and gather and make tools. In any case, the important role of women in contributing to the food supply in such societies cannot be denied.

It is perhaps this factor that ensures a relatively equal role for both women and men in present-day hunter-gatherer societies, although there are variations. While this may be the case today, it is difficult to make any such inference from the past.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 8.
How farming has started in early times?
Answer:
For several million years, humans lived by hunting wild animals and gathering wild plants. Then, between 10,000 and 4,500 years ago, people in different parts of the world learnt to domesticate certain plants and animals. This led to the development of farming and pastoralism as a way of life. The shift from foraging to fanning was a major turning point in human history.

Why did this change take place at this point in time? The last ice age came to an end about 130 years ago and with that warmer, wetter conditions prevailed. As a result, conditions were favourable for the growth of grasses such as wild barley and wheat. At the same time, as open forests and grasslands expanded, the population of certain animal species such as wild sheep, goats, cattle, pigs and donkeys increased.

What we find is that human societies began to gradually prefer areas that had an abundance of wild grasses and animals. Now relatively large, permanent communities occupied such areas for most parts of the year. With some areas being clearly preferred, pressure may have built up to increase the food supply. This may Have triggered the process of domestication of certain plants and animals.

It is likely that a combination of factors which included climatic change, population pressure, a greater reliance on and knowledge of a few species of plants (such as wheat, barley, rice and millet) and animals (such as sheep, goat, cattle, donkey and pig) played a role in this transformation.

One such area Where farming and pastoralism began around 10,00t) years ago was the Fertile Crescent, extending from the Mediterranean coast to the Zagros mountains in Iran. With the introduction of agriculture, more people began to stay in one place for even longer periods than they had done before. Thus permanent houses began to be built of mud, mud bricks and even stone. These are some of the earliest villages known to archaeologists.

Farming and pastoralism led to the introduction of many other changes such as the making of pots in which to store grain and other produce and to cook food. Besides, new kinds of stone tools came into use. Other new tools such as the plough were used in agriculture. Gradually, people became familiar with metals such as copper and tin. The wheel, important for both pot making and transportation, came into use.

Question 9.
Discuss Mesopotamia and its Geography.
Answer:
Iraq is left of diverse environments. In the northeast lie green, undulating plains, gradually rising to tree-covered mountain ranges with clear streams and wildflowers, with enough rainfall to grow crops. Here, agriculture began between 7000 and 6000 BCE. In the north, there is a stretch of upland called a steppe, where animal herding offers people a better livelihood than agriculture – after the winter rains, sheep and goats feed on the grasses and low shrubs that grow here.

To the east, tributaries of the Tigris provide routes of communication into the mountains of Iran. The south is a desert – and this is where the first cities and writing emerged (see below). This desert could support cities because the rivers Euphrates and Tigris, which rise in the northern mountains, carry loads of silt (fine mud).

When they flood or when their water is let out onto the fields, fertile silt is deposited. After the Euphrates has entered the desert, its water flows out into small channels. These channels flood their banks and, in the past, functioned as irrigation canals: water could be let into the fields of wheat, barley, peas or lentils when necessary.

Of all ancient systems, that of the Roman Empire (Theme 3) included, it was the agriculture of southern Mesopotamia that was the most productive, even though the region did not have sufficient rainfall to grow crops. Not only agriculture but Mesopotamian sheep and goats also grazed on the steppe, the northeastern plains and the mountain slopes (that is, on tracts too high for the rivers to flood and fertilise).

Produced meat, milk and wool in abundance, Further, fish was available in rivers and date palms gave fruit in summer. Let us not, however, make the mistake of thinking that cities grew simply because of rural prosperity. We shall discuss other factors by and by, but first, let us be clear about city life.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 10.
How the development of writing takes place in Mesopotamia civilizations?
Answer:
All societies have languages in which certain spoken sounds convey certain meanings. This is verbal communication. Writing too is verbal communication – but in a different way. When we talk about writing or a script, we mean that spoken sounds are represented in visible signs. The first Mesopotamian tablets, written around 3200 BCE, contained picture-like signs and numbers.

These were about 5,000 lists of oxen, fish, bread loaves, etc. lists of goods that were brought into or distributed from the temples of Uruk, a city in the south. Clearly, writing began when society needed to keep records of transactions because in city life transactions occurred at different times and involved many people and a variety of goods.

Mesopotamians wrote on tablets of clay. A scribe would wet clay and pat it into a size he could hold comfortably in one hand. He would carefully smoothen its surfaces. With the sharp end of the agreed cut obliquely, he would press wedge-shaped cuneiform signs onto the smoothened surface while it was still moist.

Once dried in the sun, the clay would harden and tablets would be almost as indestructible as pottery. When a written record of, say, the delivery of pieces of metal had ceased to be relevant, the tablet was thrown away. Once the surface dried, signs could not be pressed onto a tablet: so each transaction, however minor, required a separate written tablet.

This is why tablets occur by the hundreds at Mesopotamian sites. And it is because of this wealth of sources that we know so much more about Mesopotamia than we do about contemporary India. By 2600 BCE or so, the letters became cuneiform and the language was Sumerian.

The writing was now used not only for keeping records, but also for making dictionaries, giving legal validity to land transfers, narrating the deeds of kings, and announcing the changes a king had made in the customary laws of the land. Sumerian, the earliest known language of Mesopotamia, was gradually replaced after 2400 BCE by the Akkadian language. Cuneiform writing in the Akkadian language continued in use until the first century CE, that is, for more than 2,000 years.

Question 11.
Discuss the temples and kings in Mesopotamia as a civilization.
Answer:
Early settlers (their origins are unknown) began to build and rebuild temples at selected spots in their villages. The earliest known temple was a small shrine made of unbaked bricks. Temples were the residences of various gods of the Moon God of Ur, or of manna the Goddess of Love and War.

Constructed in brick, temples became larger over time, with Several rooms around open courtyards. Some of the early ones were possibly not unlike the ordinary house for the temple was the house of a god. But temples always had their outer walls going in and out at regular intervals, which no ordinary building ever did.

The god was the focus of worship to his or her people and brought grain, curd and fish (the floors of some early temples had thick layers of fish bones). The god was also the theoretical owner of the agricultural fields, the fisheries, and the herds of the local community. In time, the processing of produce (for example, oil pressing, grain grinding, spinning, and the weaving of woollen cloth) was also done in the temple.

The organiser of production at a level above the household, employer of merchants and keeper of written records of distributions and allotments of grain, plough animals, bread, beer, fish, etc., the temple gradually developed its activities and became the main urban institution.

CHSE Odisha Class 11 History Unit 1 Early Societies Long Answer Questions

Question 12.
What is a family system in Mesopotamia civilization?
Answer:
In Mesopotamian society, the nuclear family was the norm, although a married son and his family often resided with his parents. The father was the head ofthe family. We know a little about the procedures for marriage. A declaration was made about the willingness to marry, and the bride’s parents gave their consent to the marriage.

Then a gift was given by the groom’s people to the bride’s people. When the wedding took place, gifts were exchanged by both parties, who ate together and made offerings in a temple. When her mother-in-law came to fetch her, the bride was given her share of the inheritance by her father. The father’s house, herds, fields, etc., were inherited by the sons.

Abstract Archaeologists have made attempts to reconstruct the lives of early people to find out about the shelters in which they lived, the food they ate by gathering plant produce and hunting animals, and the ways in which they expressed themselves. Other important developments include the use of fire and of language.

And, finally, you will see whether the lives of people who live by hunting and gathering today can help us to understand the past. The second theme deals with some of the earliest cities of Mesopotamia, present-day Iraq. These cities developed around temples and were centres of long-distance trade.

Archaeological evidence remains of old settlements and an abundance of written material are used to reconstruct the lives of the different people who lived there craftspeople, scribes, labourers, priests, kings and queens. You will notice how pastoral people played an important role in some of these towns.

A question to think about is whether the many activities that went on in cities would have been possible if the writing had not developed. You may wonder how people who for millions of years had lived in forests, in caves or in temporary shelters began to eventually live in villages and cities.

Well, the story is a long one and is related to several developments that took place at least 5,000 years before the establishment ofthe first cities. One ofthe most far-reaching changes was the gradual shift from nomadic life to settled agriculture, which began around 10,000 years ago. As you will see in Theme 1, prior to the adoption of agriculture, people gathered plants to produce as a source of food.

Slowly, they learnt more about different kinds of plants – where they grew, the seasons when they bore fruit and so on. From this, they learnt to grow plants. In West Asia, wheat and barley, peas and various kinds of pulses were grown. In East and Southeast Asia, the crops that grew easily were millet and rice. Millet was also grown in Africa.

Around the same time, people learnt how to domesticate animals such as sheep, goats, cattle, pigs and donkeys. Plant fibres such as cotton and flax and animal fibres such as wool were now woven into cloth. Somewhat later, about 5,000 years ago, domesticated animals such as cattle and donkeys were harnessed to ploughs and carts.

These developments led to other changes as well. When people grew crops, they had to stay in the same place till the crops ripened. So, settled life became more common. And with that, people built more permanent structures in which to live. This was also the time when some communities learnt how to make earthen pots.

These were used to store grain and other produce, and to prepare and cook a variety of foods made from the new grains that were cultivated. In fact, a great deal of attention was given to processing foods to make them tasty and digestible. The way stone tools were made also changed.

While earlier methods of making tools continued, some tools and equipment were now smoothened and polished by an elaborate process of grinding. New equipment included mortars and pestles for preparing grain, as well as stone axes and hoes, which were used to clear land for cultivation, as well as for digging the earth to sow seeds.

In some areas, people learnt to tap the ores of metals such as copper and tin. Sometimes, copper ores were collected and used for their distinctive bluish-green colour. This prepared the way for the more extensive use of metal for jewellery and for tools subsequently. There was also a growing familiarity with other kinds of produce from distant lands (and seas).

This included wood, stones, including precious and semi-precious stones, metals and shells, and hardened volcanic lava. Clearly, people were going from place to place, carrying goods and ideas with them. With increasing trade, the growth of villages and towns, and the movements of people, in place of the small communities of early people there now grew small states.

While these changes took place slowly, over several thousand years, the pace quickened with the growth of the first cities. Also, the changes had far-reaching consequences. Some scholars have, described this as a revolution, as the lives of people were probably transformed beyond recognition.

Look out for continuities and changes as you explore these two contrasting themes in early history. Remember too, that we have selected only some examples of early societies for detailed study. There were other kinds of early societies, including farming communities and pastoral peoples. And there were other peoples who were hunter-gatherers as well as city dwellers, apart from the examples selected.

Peopling Of The World

When

Where

Who

5-1Sub-Saharan AfricaAustralopithecus, early Homo, Homo erectus
1 mya-40,000 years agoAfrica, Asia and Europe in mid-latitudesHomo erectus, archaic Homo sapiens, Neanderthals, Homo sapiens sapiens /modern humans
45,000 years agoAustraliaModern Humans
40,000 years ago to presentEurope in high latitudes and Asia- Pacific islands
North and South America in deserts, rainforests
Late Neanderthals, modern humans

 

The Earliest Fossils Of Modern Humans
WhereWhen (Years Ago)
Ethiopia
Omo Kibish
195,000-160,000
South Africa
Border Cave
Die Kelders
KJasiersRiver Mouth
120,000-50,000
Morocco
Dar es Saltan
70,000-50,000
Israel
QafzehSkhul
100,000-80,000
Australia
Lake Mungo
  45,000-35,000
Borneo
Niah Cave
40,000
France
Cro-Magnon,
near Les Eyzles
35,000

What is a family system in Mesopotamia civilization Q12

What is a family system in Mesopotamia civilization Q12 1.2

              Timeline 1(mya)

36-24 myaPrimates
Monkeys in Asia and Africa
24 mya(Superfamily) Hominoids;
Gibbons, Asian orang-utan and African apes (gorilla, chimpanzee and bonobo or ‘pygmy’ chimpanzee)
6.4 myaBranching out of hominoids and hominids
5.6 myaAustralopithecus
2.6-2.5Earliest stone tools
2.5-2.0Cooling and drying of Africa, resulting in a decrease in woodlands and an increase in grasslands
2.5-2.0 myaHomo
2.2 myaHomohabilis
1.8 myaHomo erectus
1.3 myaExtinction of Australopithecus
0.8 mya‘Archatic’ sapiens, Homo heidelbergensis
0.19-0.16 myaHomo sapiens sapiens (modem humans)

 

                                                                     Timeline 2 (years ago)
The earliest evidence of burials300,00
Extinction of Homo erectus200,000
Development of voice box200,000
Archaic Homo sapiens skull in the Narmada valley, India200,000-130,000
The emergence of modem humans195,000-160,000
Emergence of Neanderthals130,000
The earliest evidence of hearths125,000
Extinction of Neanderthals35,000
The earliest evidence of figures made of fired clay27,000
The invention of sewing needles21,000

Writing and City Life:
City life began in Mesopotamia, the land between the Euphrates and the Tigris rivers that is now part of the Republic of Iraq Mesopotamian civilisation is “known for its prosperity, city life, its voluminous and rich literature and Us mathematics and astronomy. Mesopotamia’s writing system and literature spread to the eastern Mediterranean, northern Syria, and Turkey after 2000 BCE, so the kingdoms of that entire region were writing to one another, arid to the Pharaoh of Egypt, in the language and script of Mesopotamia.

Here we shall explore the connection between city life and writing, and then look at some outcomes of a sustained tradition of writing. At the beginning of recorded history, the land, mainly the urbanised south (see discussion below), was called Sumer and Akkad. After 2000 BCE, when Babylon became an important city, the term Babylonia was used for the southern region. From about 1100 BCE, when the Assyrians established their kingdom in the north, the, region became, known as Assyria.

The first known language of the land was Sumerian. It was gradually replaced by Akkadian around 2400 BCE when Akkadian speakers arrived. This language flourished till about Alexander’s-time (316 – 323 BCE)with some regional changes occurring. From 1400 BCE, Aromatic also trickled in. This language, similar to Hebrew, became widely spoken after 1000 BCE. It is still spoken in parts of Iraq.

What is a family system in Mesopotamia civilization Q12 1.3
Excavation Mesopotamian Towns:
Today, Mesopotamian excavators have much higher standards of accuracy and care in recording than in the old days, so few dig huge areas the way Ur was excavated. Moreover, few archaeologists have the funds to employ large teams of excavators. Thus, the mode of obtaining data has changed. Take the small at Abu Salabikh, about 10 hectares in area in 2500 BCE with a population of less than 10,000.

The outlines of walls were first traced by scraping surfaces. This involves scraping off the top few millimetres of the mound with the sharp and wide end of a shovel or other tool. While the soil underneath was still slightly moist, the archaeologist could make out different colours, textures and lines of brick walls or pits or other features. A few houses that were discovered were excavated.

The archaeologists also sieved through tons of earth to recover plant and animal remains and in the process identified many species of plants and animals and found large quantities of charred fish bones that had been swept out onto the streets. Plant seeds and fibre remained after during cakes had been burned as fuel and thus kitchens were identified. Living rooms were those with fewer traces.

Because they’d found the teeth of very young pigs on the streets, archaeologists concluded that pigs must have roamed freely here as in any other Mesopotamian town. In fact, one house burial contained some pig bones – the dead person must have been given some park for his nourishment in the afterlife! The archaeologists also made microscopic studies of room floors to decide which rooms in a house were roofed (with poplar logs, palm leaves, straw, etc.) and which were open to the sky.

TIMELINE
C. 7000-6000 BCEBeginning of agriculture in the northern Mesopotamian plains.
C.5000 BCEThe earliest temples in southern Mesopotamia were built.
C. 3000 BCEFirst writing in Mesopotamia
C. 3000 BCEUruk develops into a huge city, increasing the use of bronze tools
C. 2700-2500 BCEEarly kings, including, possibly, the legendary male Gilgamesh
C. 2600 BCEDevelopment of the cuneiform script
C. 2400 BCEReplacement of Sumerian by Akkadian
C. 370 BCESargon, king of Akkad
C. 2000 BCESpread of cuneiform writing to Syria, Turkey and Egypt; Mari and Babylon emerge as important urban centres
C. 1800 BCEMathematical texts composed; Sumerian no longer spoken
C. 1100 BCEEstablishment of the Assyrian kingdom
C. 1000 BCEUse of iron
720-610 BCEAssyrian empire
668 – 627 BCERule of Assurbanipal
331 BCEAlexander conquers Babylon
C. 1st Century CEAkkadian and cuneiform remain in use
1850sDecipherment of the cuneiform script

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 5 Short Answer Questions.

CHSE Odisha 11th Class History Unit 5 Short Answer Questions

Short-Answer Type Questions

Question 1.
Why it is said, Industrialization gave birth to “imperialism”?
Answer:
Industrialization gave birth to imperialism. This is on the nature of the effect of the industrial revolution among the developed nations. As industrialization grew, there also grew keen competition among these advanced countries for finding more raw material abroad and finding more markets for their fences products. Pure economic greed lay at the root of it all. Thus industrialization led to commercialism, colonialism to imperialism. Imperialism to militarism and finally to war.

Question 2.
What is a balance of power?
Answer:
The countries of Europe had agreed upon the balance of power. It meant that no country would be allowed to grow stronger than others. Napoleon was defeated only by a coalition of European powers because France was stronger than any of them. Thus they adopted in 1815 that no single country would be allowed to grow stronger than others.

Question 3.
Who are the big powers of Europe?
Answer:
The big powers of Europe were Britain, Germany, France, Austria-Hungary, Russia, and Italy.

Question 4.
What are the factors which lead to World War-I?
Answer:
The factors that led to war were aggressive nationalism, the intense race for colonization, a mad arms race, the formation of the military alliance, an international crisis, and the absence of an international organization to show the path of sanity.

Question 5.
Who formed the Triple Entente and Triple Alliance?
Answer:
Austria, Germany, and Italy formed Tripple Alliance while France, Russia, and England formed Tripple Entente.

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Question 6.
Why Austria declared war against Serbia?
Answer:
Serbia refused to accept the request given by Austria, it declared war upon Serbia. When Russia lent support to Serbia other powers turned toward their respective allies.

Question 7.
Who established socialism and how?
Answer:
The Second or Bolshevik Resolution adopted the ideas of Karl Marx and Dr. Friedrich Engles. These two German geniuses developed their idea of socialism during the days of the Industrial Revolution in Europe.

Question 8.
What is February and October Revolution?
Answer:
Russian Revolution was known as February or October Revolution because the Russian calendar that day was normally thirteen days behind the international calendar. The Russians called these two revolutions of March 1917 and November 1917 as “February” and “October” revolutions because as per their calendar they occurred in the last week of February and October respectively.

Question 9.
What is the Great October Revolution?
Answer:
The Russian Revolution broke out in its second phase in November 1917 and as per the Russian calendar, it was in October in Russia so it is called the great October Revolution.

Question 10.
How the problem of land was a cause of the October Revolution?
Answer:
Peasants had been freed from their bondage to the landlords since 1861. They were unhappy because they were not allowed to own any land and had to also pay a heavy amount as the price for their liberty. Inspired by the poem of Nekrasov, they believed that tillers of the soil must become the owners of the land, which caused the October Revolution.

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Question 11.
Who is Lenin?
Answer:
Lenin’s real name was Vladimir Hyich Ulyanov. He was born in 1870 in a middle-class family. While studying law, he was drawn to Marxism.

Question 12.
Why have people lost faith in Czar?
Answer:
After losing the Crimean War and Russo-Japanese War, people in generally lost faith in the Czar.

Question 13.
Which are three periods of the new world order.
Answer:
20th. century would reveal three distinct phases. The first beginning -from 1900AD to 1945 could rightly be classified as the period of the world wars, and the second extending from 1945 -1991 till the dissolution of the Soviet Union is the crucial phase of the 20th century and it is the period of the Cold War. The thirst spanning from 1991 and moving on into the 21st. century is the period of the World Trade Organisation.

Question 14.
When World War – II broke out? Describe events leading to war.
Answer:
World War II broke but in September 1939. A chain of events followed in quick succession after the First World War and all such events led to the outbreak of the Second World War.

Question 15.
What are the main causes of the Second World War?
Answer:
The cause is the failure of the Treaty of Versailles, the rise of fascism and Nazism, the growth of Militarism in Japan, and the French search for security. The rise of communism and its propaganda machinery, the failure of the League of Nations, and the formation of military alliances were all cataclysmic events that paved the path for the outbreak of war.

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Question 16.
What is the impact of the Treaty of Versailles?
Answer:
The Treaty of Versailles deprived Germany of its industrial wealth. Its colonial empire broke its military and naval strength. The German General staff was disbanded and its ammunition industry was dismantled. It resulted in inflation unemployment and an acute shortage of food.

Question 17.
How did Italy fight against the consequences of the First World War?
Answer:
The new leadership under Benito Mussolini and his Fascist Party took charge. He propagated the idea that war was inevitable for achieving power.

Question 18.
What is NATO?
Answer:
NATO is North Atlantic Treaty organization. On April 4, 1949, Belgium, Canada, Denmark, France, Great Britain, Iceland, Italy, Luxembourg, the Netherlands, Norway, Portugal, and the United States created NATO.

Question 19.
What is the difference between LON and UNO?
Answer:
LON is the League of nations and UNO is United National Organisations. UNO borrowed heavily from its predecessor the League of Nations had certain characteristics which differentiated it from the league. League in actuality since lacked to be a truly international character.

Question 20.
How UNO was formed?
Answer:
The organization has been framed by an international agreement known as the ‘charter’ of the United Nations and the maker of the UN charter, were basically the representatives of the victorious power of the Second World War.

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Question 21.
What is the structure of the United Nations?
Answer:
The charter of the United Nation provides for six principal organs. These are

  • The General Assembly
  • The Security Council
  • The Economic and Social Council
  • The Trusteeship Council
  • The Secretariat
  • The International Court of Justice.

Question 22.
What is the composition of the General Assembly?
Answer:
The General Assembly has the states as its members, and all member nations are equally represented in this organ. Each member state is entitled to send 5 representatives and 5 alternate representatives. Irrespective of the number of its delegates present in the General Assembly, each member country is entitled to one vote only.

Question 23.
Explain the jurisdiction of the General Assembly.
Answer:
General Assembly can discuss any issue affecting international peace and security, it cannot discuss any matter falling within the domestic jurisdiction of any member state. Since the General Assembly is not a world parliament, its decisions are not obligatory but only recommendatory in character. Members states are free to accept or reject the decisions of the General Assembly.

Question 24.
What is the role of the Security Council in UNO?
Answer:
The Security Council functions as the executive wing of the UNO as long as there is unanimity among the Big Five. This organ can function very effectively and efficiently. Article – 7 of the charter states that the Security Council like the General Assembly is a primary organ of UNO.

Question 25.
Write four functions of the Security Council.
Answer:

  • To maintain international peace and security.
  • To investigate any dispute which might lead to international friction.
  • To take military action against the aggressor.
  • To recommend the admission of new members.

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Question 26.
What is ECOSOC?
Answer:
It is a primary organ of the UN and works under the direct supervision of the General Assembly. It consists of 54 members.

Question 27.
Write the seven functional commissions of ECOSOC.
Answer:
The seven functional commissions are:
1) The Statistical Commission
2)Population Commission
3) Commission for Social Development
4) Commission on Human Rights
5) Commission on the Status of Women
6) Commission on Narcotic Drugs
7) Commission on Commodity Trade

Question 28.
What is Trusteeship Council?
Answer:
Trusteeship Council shall be a primary organ of the United Nations. But like ECOSOC the trusteeship council does not have an independent jurisdiction. It is directly subordinated to two other primary organs like

Question 29.
How many types of trust territories are there in Council?
Answer:
There are two types of trust territories
(1) Strategic Trust Territory
(2) Non- Strategic Trust Territory.

Question 30.
Write the four objectives of the Trusteeship council.
Answer:
They are:

  1. To further international peace and security.
  2. To promote political, economic, social, and educational advancement.
  3. To promote respect for human rights and fundamental freedom for all people.
  4. To provide equal treatment to all countries.

CHSE Odisha Class 11 History Unit 5 Short Answer Questions

Question 31.
Explain the three factors on which Trusteeship Council is based.
Answer:
The composition of the Trusteeship Council is based on three factors:

  • All the administering powers are to be represented on the Trusteeship Council
  • All the permanent members of the Security Council who are not administering powers are also to be represented on the Trusteeship Council.
  • The elective members of the Trusteeship Council are

Question 32.
What is the International Court of Justice?
Answer:
Article – 38 of the Permanent Court of International Justice of the League of Nations is an amended form that became Article 38 of the statute of the International Court of Justice of the United Nations. It is UNO’s principal judicial organ and is also designated as one of its primary organs.

Question 33.
What is the composition of the International Court of Justice?
Answer:
The Court consists of fifteen judges, elected by the General Assembly and the Security Council legal luminaries from all over the world are chosen to be represented on this body and basically, judges to the ICJ are chosen on the basis of their qualifications, not on the basis of their nationality. All principal and civilized legal systems of the world are represented in the Court. No two judges can be nationals of the same state.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 3 Changing Traditions Long Answer Questions.

CHSE Odisha 11th Class History Unit 3 Changing Traditions Long Answer Questions

Long Questions With Answers

Question 1.
Discuss the life and teaching of Jesus.
Answer:
According to New Testament Jesus was born on 25th. December 4 B.C. He was born in Bethlehem in province of Judea. Bethlehem was a village, five miles way from Jerusalem.

His father Joseph was a poor carpenter and his mother was Virgin Mary. They lived in the village of Nazaerth near city of Galilee.

Mary had recieved a divine message that a son would be born to her who would deliver the world from its sins. They shifted from Nazareth to Bethlehem where they took shelter inside a stable. In that stable was born Jesus. Many miracles were associated with Jesus before and after he was born.

To the Jesus, these were auspicious signs that the king of kings would be born to deliver them from their sufferings. Joseph could not give proper education to his son. However, Jesus attended the synagogue and was greatly moved by the recitation of the holy scriptures by the priests.

Not much is known about his childhood Teachings of Jesus Christ teaching were primarily oral. These were delivered through the word of his mouth.

Our chief sources of information regarding these are principally five. Fistofthese are the writings of the New Testament and the Gospels. The compositions of Apocrypta constitute of second source of information.

The third source, the writing of Philo, name great help to understand the then ‘conduction of society and the attitude of the people to religion’. The writings of Josephus from our fourth source, though these appear to carry some meaning only for Pelemics. Finally comes the Old Testament.

The Jewish Portions of the Old Testament like the book of Daniel and the book of Enoch are important in that these tell us about the theories associated with the rise of prophets or messiahs.

Also they give us a clear picture as associated with the rise of prophets or messiahs. Also they give us a clear picture us frequently used, ‘son of man’ can be understood properly after reading about it from the book of Enoch.

The Gospels came to be complied during the later half of the 1 st. century A.D. These are filled with stories of miracles and supernatural elements.

The four Gospels named after the four Apostles, namely Mathew, Mark, John and Luke were not authored by then but carry the traditions that prevailed during the time of each one of them.

These Gospels historic significance. The Gospels are historic significance. The Gospel of Luke is in particular, based upon the documents of the time so it is historical. These Gospels echo the teaching of Jesus.

The teaching of Jesus were not written down and complied during his lifetime. They came to be written down into the New Testament of the Bible during 70 and 100 A.D. ‘

Jesus has ‘the words of eternal life’. He didn’t proclaim himself as the Massiah. He rejected the superistion of the Jewish faith. He believed in the one god of the early Jewish faith. The God was their father. He asked them to pray so that father’s will would be done on earth. It would them be that the kingdom would be stablished.

This divine kingdom was in the hearts of men and women. Virtues would entitle them to this kingdom, so he asked the people to develop love, faith, charity, justice, equality and humility etc. ‘Love your enemies’ the kingdom of God is come high to you’ ‘bless them that curse you’ ‘do good to ‘them that hate you’ were some of his own words.

All are equal before God. He preached for universal brotherhood. He praised truth asked people to avoid falsehood. Jesus died the death of a martyr. In his own words ‘Better the death of one man than the ruin of a people’.

He anticipated his death at hands of the pilate, so he said ‘my kingdom is not of this world’.

When he was crucified his final prayer was an appeal to God to excuse his murderers. The crucifixation took place in 33rd. year of the Christian Era. “Jesus was not a founder of dogma or a maker of a creed; he infused into the world a new spirit”.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 2.
Describe the life and teaching of Mohammed?
Answer:
Prophet Mohammed, the founder of Islam or Mahammedianism was born in Arabia. Arabia is a land of sandy deserts and green cases in the middle east. Its people are known as the Arabs. Arabs important towns were Mecca and Medina.

Mecca however is famous for something much more wonder than the haaba shrine of their chief God, here was born the prophet of Isam Mahammed in 570 A.D.

His father was Abdulah and mother Fatima were poor and by his sixth year Mohammed last birth. The orphan boy was brought up by grandfather Abdul Matailb and uncle Abu Talib.

This illustrate shephered boy was made to near sheep and whenever he was alone and felt inspired he would leave the sheep to graze and go to the cave to meditate all by himself.

In his youth he was chooser by a wealthy widow of Mecca named Khadija to look after her trade. He later looked after her as well after he married1 her. Soon a daughter was homed to them known as Fatima.

He was deeply influenced by the idea of one God or monotheism of the Syrian Jews. The Christianity of Palestine also influenced him.
This influence led him to the critical of the Arabs who worshipped many idols.

Often he retired to Mount Hera near Mecca and meditated. Then suddenly a realization or divine message came to him.

It was said that Archangel Gabriel was sent by God to advise Mohammed to preach the divine message the people as a prophet of God.
Mohammed founded Islam. It meant total surrender to the will of the God or Allah.

He started to convert others. But for long he could not convert any other than Khadija and Slalve Zeid as well as adopted son Ali and friend Abu. People opposed them.

Gradually other converted. The authorities of Mecca tried to punish him so he flee from Mecca to escape trial and prosecution. Medina invited Mohammed.

His flight from Mecca to Medina is known as the Hijra from these day was started the first Islamic year, to mark the down of a new era. People of Medina accepted him get converted to his faith and made him their governor.

His followers used force on other Arab tribes to convert them to Islam. He stayed in Medina for long eight years. During this time he built the first mosque after the synagogue of the Jews.

In 630A.D. the prohet of Islam became the leader in the first major among military success of Islam when his Medina ary defeated Mecca.

Mohammed entered into Mecca in a triumphant procession. He convinced and converted the inhabitants of Mecca. Soon whole Arabia came to accept him. They spread Islam far and wide. He died on 632 A.D., Holy Koran is the sacred scripture of the Mohammedans or Islametas or Muslims.

It has 114 chapters or suras. Mohammed was illiterate but he used to dictate his visions and sermons to his followers. They wrote these down and records are preserved carefully one of Mohammed’s wives in a box. This collection later known as Koran.

Teaching Islam as noted earlier means the ‘surrender to the God’. This God is Allah, the supreme and kind, the only God. They believed that God sent prophets to the earth, that Abraham and Moses had been the prophets earlier and Mohammed was the last and greatest prophet.

They believed in the final day of judgement on which the refers non Muslims will go to hell and the good Koran abiding believer will enter paradise. This last belief is directly borrowed from Jews and Christians.

Mohammed believed in tire Heaven of only physical enjoyment. Thus his idea of Heaven is different from thsoe of the Christians and the Hindus.

A true Mohammed performs five duties of his life, He should offer prayers five times a day, at fixed hours he must recite. There is not God but true god is Allah and Mohammed is his prophet. He should give alms to the poor. He must observe fasting from down to dusk during the month of Ramzan.

This is the month when Mohammed received the Words of God from Gabriel, finally life of the believer would be incomplete without at least a single pilgrimage to Mecca. Mohammed expected his followers to defend their faith even at the cost of their lives.

Question 3.
Describe about the first order of three orders society?
Answer:
Priests placed themselves in the first order, and nobles in the second. The nobility had, in reality, a central role in social processes. This is because they controlled land. This control was the outcome of a practice called ‘vassalage’.

The kings of France were linked to the people by ‘vassalage’, similar to the practice among the Germanic peoples, of whom the Franks were one. The big landowners the nobles were vassals of the king, and peasants were vassals of the landowners.

A nobleman accepted the king as his seigneur (senior) and they made a mutual promise: the seigneur/lord (lord’ was derived from a word meaning one who provided bread) would protect the vassal, who would be loyal to him. This relationship involved elaborate rituals and exchange of vows taken on the Bible in a church.

At this ceremony, the vassal received a written charter or a staff or even a clod of earth as a symbol of the land that was being given to him by his master.

The noble enjoyed a privileged status. He had absolute control over his property, in perpetuity. He could raise troops called ‘feudal levies’. The lord held his own courts of justice and could even coin his own money.

He was the lord of all the people settled on his land. He owned vast tracts of land which contained his own dwellings, his private fields and pastures and the homes and fields of his tenant-peasants. His house was called a manor.

His private lands were cultivated by peasants, who were also expected to act as foot-soldiers in battle when required, in addition to working on their own farms.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 4.
What are importance of church in society?
Answer:
The Catholic Church had its own laws, owned lands given to it by milers and could levy taxes. It was thus a very powerful institution which did not depend on the king. A

t the head of the western Church was the Pope. He lived in Rome. The Christians in Europe were guided by Bishops and clerics – who constituted the first ‘order’.

Most villages had their own church, where people assembled every Sunday to listen to the sermon by the priest and to pray together.

Everyone could not become a priest. Serfs were banned, as were the physically challenged. Women could not become priests. Men who became priests could not marry.

Bishops were the religious nobility. Like lords who owned vast landed estates the Bishops also had the use of vast estates, and lived in grand palaces. The Church was entitled to a tenth share of whatever the peasants produced from their land over the course of the year, called a ‘tithe’.

Money also came in the form of endowments made by the rich for their own welfare and the welfare of their deceased relatives in the afterlife.

Some of the important ceremonies conducted by the Church copied formal customs of the feudal elite. The act of kneeling while praying, with hands clasped and head bowed, was an exact replica of the way in which a knight conducted himself while taking vows of loyalty to his lord.

Similarly, the use of the term ‘lord’ for God was another example of feudal culture that found its way into the practices of the Church. Thus, the religious and the lay worlds of feudalism shared many customs and symbols.

Question 5.
Describe about the third order: Peasants, free and unfree society?
Answer:
Let us now turn to the vast majority of people, namely, those who sustained the first two orders. Cultivators were of two kinds: free peasants and serfs (from the verb to serve’)

Free peasants held their farms as tenants of the lord. The men had to render military service (at least forty days every year). Peasant families had to set aside certain days of the week, usually three but often more, when they would go to the lord’s estate and work there. The output from such labour, called labour-rent, would go directly to the lord.

In addition, they could be required to. do other unpaid labour services, like digging ditches, gathering firewood, building fences and repairing roads and buildings. Besides helping in the fields, women and children had to do other tasks. They spun thread, wove cloth, made candles and pressed grapes to prepare wine for the lord’s use.

There was one direct tax called that kings sometimes imposed on peasants (the clergy and nobles were exempted from paying this).
Serfs cultivated plots of land, but these belonged to the lord. Much of the produce from this had to be given to the lord. They also had to work on the land which belonged exclusively to the lord.

They received no wages and could not leave the estate without the lord’s permission. The lord claimed a number of monopolies at the expense of his serfs.

Serfs could use only their lord’s mill to grind their flour, his oven to bake their bread, and his wine-presses to distil wine and beer. The lord could decide whom a serf should many, or might give his blessing to the serfs choice, but on payment of a fee.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 6.
What were the development of science in 11th- 17th centuries?
Answer:
By the eleventh century, there is evidence of several technological changes. Instead of the basic wooden ploughs, cultivators began using heavy iron-tipped ploughs and mould-boards.

These ploughs could dig much deeper and the mould-boards turned the topsoil properly. With this the nutrients from the soil were better utilised.

The methods of harnessing animals to the plough improved. Instead of the neck- harness, the shoulder-harness came into use. This enabled animals to exert greater power.

Horses were now better shod, with iron horseshoes, which prevented foot decay. There was increased use of wind and water energy for agriculture.

More water-powered and wind-powered mills were set up all over Europe for purposes like milling com and pressing grapes.
There were also changes in land use.

The most revolutionary one was the switch from a two-field to a three-field system. In this, peasants could use a field two years out of three if they planted it with one crop in autumn and a different crop in spring a year and a half later.

That meant that farmers could break their holdings into three fields. They could plant one with wheat or rye in autumn for human consumption. The second could be used in spring to raise peas, beans and lentils for human use and oats and barley for the horses. The third field lay fallow. Each year they rotated the use among the three fields.

With these improvements, there was an almost immediate increase in the amount of food produced from each unit of land. Food availability doubled.

The greater use of plants like peas and beans meant more vegetable proteins in the diet of the average European and a better source of fodder for their animals. For cultivators, it meant better opportunities.

They could now produce more food from less land. The average size of a peasant’s farm shrank from about 100 acres to 20 to 30 acres by the thirteenth century.

Holdings which were smaller could be more efficiently cultivated and reduced the amount of labour needed, This gave the peasants time for other activities.

Some of these technological changes cost a lot of money. Peasants did not have enough money to set up watermills and windmills. Therefore the initiative was taken by the lords. But peasants were able to take the initiative in many things, such as extending arable land.

They also switched to the three-field rotation of crops, and set up small forges and smithies in the villages, where iron-tipped ploughs and horseshoes were made and repaired cheaply.

From the eleventh century, the personal bonds that had been the basis of feudalism were weakening, because economic transactions were becoming more and more money based.

Lords found it convenient to ask for rent in cash, not services, and cultivators were selling their crops for money (instead of exchanging them for other goods) to traders, who would then take such goods to be sold in the towns.

The increasing use of money began to influence prices, which became higher in times of poor harvests. In England, for instance, agricultural prices doubled between the 1270s and the 1320s.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 7.
Why the Europeans economic expansion slowed down?
Answer:
In Northern Europe, by the end of the thirteenth century the warm summers of the previous 300 years had given way to bitterly cold summers.

Seasons for growing crops were reduced by a month and it became difficult to grow crops on higher ground. Storms and oceanic flooding destroyed many farmsteads, which resulted in less income in taxes for governments.

The opportunities offered by favourable climatic conditions before the thirteenth century had led to large-scale reclamation of the land of forests and pastures for agriculture.

But intensive ploughing had exhausted the soil despite the practice of the three-field rotation of crops, because clearance was not accompanied by proper soil conservation.

The shortage of pasturage reduced the number of cattle. Population growth was outstripping resources and the immediate result was famine. Severe famines hit Europe between 1315 and 1317, followed in the 1320s by massive cattle deaths.

In addition, trade was hit by a severe shortage of metal money because of a shortfall in the output of silver mines in Austria and Serbia. This forced governments to reduce the silver content of the currency and to mix it with cheaper metals.

The worst was yet to come. As trade expanded in the thirteenth and fourteenth centuries, ships carrying goods from distant countries had started arriving in European ports. Along with the ships came rats -carrying the deadly bubonic plague infection (the Black Death’).

Western Europe, relatively isolated in earlier centuries, was hit by the epidemic between 1347 and 1350. The modern estimate of mortality in that epidemic is that 20 percent of the people of the whole of Europe died, with some places losing as much as 40 percent of the population.
As trade centres, cities were the hardest hit.

In enclosed communities like monasteries and convents, when one individual contracted the plague, it was not long before everyone did. And in almost every case, none survived.

The plague took its worst toll among infants, the young and the elderly. There were other relatively minor episodes of plague in the ,1360s and 1370s. The population of Europe, 73 million in 1300, stood reduced to 45 million in 1400.

This catastrophe, combined with the economic crisis, caused immense social dislocation. Depopulation resulted in a major shortage of labour. Serious imbalances were created between agriculture and manufacture, because there were not enough people to engage in both equally.

Prices of agricultural goods dropped as there were fewer people to buy. Wage rates increased because the demand for labour, particularly agricultural labour, rose in England by as much as 250 percent in the aftermath of the Black Death. The surviving labour force could now demand twice their earlier wages.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 8.
What are the political changes occured during 11th and 17th centuries?
Answer:
Developments in the political sphere paralleled social processes. In the fifteenth and sixteenth centuries, European kings strengthened their military and financial power.

The powerful new states they created were as significant for Europe as the economic changes that were occurring. Historians have therefore called these kings ‘the new monarchs’.

Louis XI in France, Maximilian in Austria, Henry VII in England and Isabella and Ferdinand in Spain were absolutist rulers, who started the process of organising standing armies, a permanent bureaucracy and national taxation and, in Spain and Portugal, began to play a role in Europe’s expansion overseas (see Theme 8).

The most important reason for the triumph of these monarchies was the social changes which had taken place in the twelfth and thirteenth centuries.

The dissolution of the feudal system of lordship and vassalage and the slow rate of economic growth had given the first opportunity to kings to increase their control over their powerful and not-so-system of feudal levies for their armies and introduced professionally trained infantry equipped with guns and siege artillery (see Theme 5) directly under their control.

The resistance of the aristocracies crumbled in the face of the firepower of the kings.

Question 9.
Describe culture, literature and art of Europe?
Answer:
From the fourteenth to the end of the seventeenth century, towns were growing in many countries of Europe. A distinct ‘urban culture’ also developed. Townspeople began to think of themselves as more ‘civilised’ than rural people. Towns particularly Florence, Venice and Rome became centres of art and learning.

Artists and writers were patronised by the rich and the aristocratic. The invention of printing at the same time made books and prints available to many people, including those living in distant towns or countries.

A sense of history also developed in Europe, and people contrasted their ‘modem’ world with the ‘ancient’ one of the Greeks and Romans.

Religion came to be seen as something which each individual should choose for himself. The church’s earth-centric belief was overturned by scientists who began to understand the solar system and new geographical knowledge overturned the Europe-centric view that the Mediterranean Sea was the centre of the world.

There is a vast amount of material on European history from the fourteenth century – documents, printed books, paintings, sculptures, buildings, textiles. Much of this has been carefully preserved in archives, art galleries and museums in Europe and America.

From the nineteenth century historians used the tenn ‘Renaissance’ (literally, rebirth) to describe the cultural changes of this period.

The historian who emphasised these most was a Swiss scholar Jacob Burckhardt (1818-97) of the University of Basle in Switzerland. He was a student of the German historian Leopold von Ranke (1795-1886), Ranke had taught him that the primary concern of the historian was to write about states and politics using papers and files of government departments.

Burckhardt was dissatisfied with these very limited goals that his master had set out for him. To him politics was not the be-all and end-all in history writing, History was as much concerned with culture as with politics.

In 1860, he wrote a book called The Civilisation of the Renaissance in italti in which he called his readers’ attention to literature, architecture and painting to tell the story of how a new ‘humanist’ culture had flowered in Italian towns from the fourteenth to the seventeenth century.

This culture, he wrote, was characterised by a new belief – that man, as an individual, was capable of making his own decisions and developing his skills. He was ‘modern’, in contrast to ‘medieval’ man whose thinking had been controlled by the church.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 10.
Describe about the education of Europe.
Answer:
The earliest universities in Europe had been set up in Italian towns. The universities of Padua and Bologna had been centres of legal studies from the eleventh century.

Commerce being the chief activity in the city, there was an increasing demand for lawyers and notaries (a combination of solicitor and record-keeper) to write and interpret rules and written agreements without which trade on a large scale was not possible.

Law was therefore a popular subject of study, but there was now a shift in emphasis. It was studied in the context of earlier Roman culture.
Francesco Petrarch (1304-78) represented this change.

To Petrarch, antiquity was a distinctive civilisation which could be best understood through the actual words of the ancient Greeks and Romans.

He therefore stressed the importance of a close reading of ancient authors. This educational programme implied that there was much to be learnt which religious teaching alone could not give. This was the culture which historians in the nineteenth century were to label ‘humanism’.

By the early fifteenth century, the term ‘humanist’ was used for masters who taught grammar, rhetoric, poetry, history and moral philosophy. The, Latin word humanitas, from which ‘humanities’ was derived, had been used many centuries ago by the Roman lawyer and essayist Cicero (106-43 BCE), a contemporary of Julius Caesar, to mean culture.

These subjects were not drawn from or connected with religion, and emphasised skills developed by individuals through discussion and debate.

These revolutionary ideas attracted attention in many other universities, particularly in the newly established university in Petrarchis own hometown of Florence. Till the end of the thirteenth century, this city had not made a mark as a centre of trade or of learning, but things changed dramatically in the fifteenth century.

A city is known by its great citizens as much as by its wealth and Florence had come to be known because of Dante Alighieri (1265¬1321), a layman who wrote on religious themes, and Giotto (1267-1337), an artist who painted lifelike portraits, very different from the stiff figures done by earlier artists. From then it developed as the most exciting intellectual city in Italy and as a centre of artistic creativity.

The term ‘Renaissance Man’ is often used to describe a person with many interests and skills, because many of the individuals who became well known at this time were people of many parts. They were scholar-diplomat- theologian-artist combined in one.

Question 11.
Describe about the Artists and Realism of Europe?
Answer:

Formal education was not the only way through which humanists shaped the minds of their age. Art, architecture and books were wonderfully effective in transmitting humanist ideas.

Artists were inspired by studying works of the past. The material remains of Roman culture were sought with as much excitement as ancient texts: a thousand years after the fall of Rome, fragments of art were discovered in the ruins of ancient Rome and other deserted cities.

Their admiration for the figures of ‘perfectly’ proportioned men and women sculpted so many centuries ago, made Italian sculptors want to continue that tradition. In 1416, Donatello (1386-1466) broke new ground with his lifelike statues.

Artists’ concern to be accurate was helped by the work of scientists. To study bone structures, artists went to the laboratories of medical schools. Andreas Vesalius (1514-64), a Belgian and a Professor of Medicine at the University of Padua, was the first to dissect the human body. This was the beginning of modem physiology.

Painters did not have older works to use as a model. But they, like sculptors, painted as realistically as possible. They found that a knowledge of geometry helped them understand perspective and that by noting the changing quality of light, their pictures acquired a three-dimensional quality.

The use of oil as a medium for painting also gave a greater richness of colour to paintings than before. In the colours and designs of costumes in many paintings, there is evidence of the influence of Chinese and Persian art, made available to them by the Mongols.

Thus, anatomy, geometry, physics, as well as a strong sense of what was beautiful, gave a new quality to Italian art, which was to be called ‘realism’ and which continued till the nineteenth century.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 12.
What is the Copernican Revolution? Discuss.
Answer:
The Christian notion of man as a sinner was questioned from an entirely different angle – by scientists. The turning point in European science came with the work of Copernicus (1473-1543), a contemporary of Martin Luther. Christians had believed that the earth was a sinful place and the heavy burden of sin made it immobile.

The earth stood at the centre of the universe around which moved the celestial planets. Copernicus asserted that the planets, including the earth, rotate around the sun. A devout Christian, Copernicus was afraid of the possible reaction to his theory by traditionalist clergymen.

For this reason, he did not want his manuscript, De revolutionibus (The Rotation) to be printed. On his deathbed, he gave it to his follower, Joachim Rheticus. It took time for people to accept this idea.

It was much later – more than half a century later, in fact – that the difference between ‘heaven’ and earth was bridged through the writings of astronomers like Johannes Kepler (1571¬1630) and Galileo Galilei (1564-1642).

The theory of the earth as part of a sun-centred system was made popular by Kepler’s Cosmographical Mystery, which demonstrated that the planets move around the sun not in circles but in ellipses.

Galileo confirmed the notion of the dynamic world in his work 7he Motion. This revolution in science reached its climax with Isaac Newton’s theory of gravitation.

Galileo once remarked that the Bible that lights the roads to heaven does not say much on how the heavens work. The work of these thinkers showed that knowledge, as distinct from belief was based on observation and experiments.

Once these scientists had shown the way, experiments and investigations into what came to be called physics, chemistry and biology expanded rapidly.

Historians were to label this new approach to the knowledge of man and nature the Scientific Revolution. Consequently, in the minds of sceptics and non-believers, God began to be replaced by Nature as die source of creation.

Even those who retained their faith in God started talking about a distant God who does not directly regulate the act of living in the material world.

Such ideas were popularised through scientific societies that established a new scientific culture in the public domain. The Paris Academy, established in 1670 and the Royal Society in London for the promotion of natural knowledge, formed in 1662, held lectures and conducted experiments for public viewing.

Question 13.
Was there a European ‘Renaissance’ in the fourteenth century? Discuss.
Answer:
Let us now reconsider the concept ‘ of the ‘Renaissance’. Can we see this period as marking a sharp break with the past and the rebirth of ideas from Greek and Roman traditions? Was the earlier period (twelfth and thirteenth centuries) a time of darkness?

Recent writers, like Peter Burke of England, have suggested that Burckhardt was exaggerating the sharp difference between this ‘ period and the one that preceded it, by using the term ‘Renaissance’, which implies that the Greek and Roman civilisations were reborn at this time and that scholars and artists of this period substituted the pre-Christian world¬view for the Christian one. Both arguments were exaggerated.

Scholars in earlier centuries had been familiar with Greek and Roman cultures and religion continued to be a very important part of people’s lives. To contrast the Renaissance as a period of dynamism and artistic creativity and the Middle Ages as a period of gloom and lack of development is an over-simplification.

Many elements associated with the Renaissance in Italy can be traced back to the twelfth and thirteenth centuries. It has been suggested by some historians that in the ninth century in France, there had been similar literary and artistic blossoming.

The cultural changes in Europe at this time were not shaped only by the ‘classical’ civilisation of Rome and Greece. The archaeological and literary recovery of Roman culture did create a great admiration of that civilisation. But technologies and skills in Asia had moved far ahead of what the Greeks and Romans had known.

Much more of the world had become connected and the new techniques of navigation enabled people to sail much further than had been possible earlier. The expansion of Islam and the Mongol conquests had linked Asia and North Africa with Europe, not politically but in terms of trade and of learning skills.

The Europeans learned not just from the Greeks and Romans, but from India, Arabia, Iran, Central Asia, and China. These debts were not acknowledged for a long time because when the history of this period started to be written, historians saw it from a Europe-centred viewpoint.

An important change that did happen in this period was that gradually the ‘private’ and the ‘public’ spheres of life began to become separate: the ‘public’ sphere meant the area of government and of formal religion; the ‘private’ sphere included the family and personal religion. The individual had a private as well as a public role.

He was not simply a member of one of the ‘three orders’; he was also a person in his own right. An artist was not just a member of a guild, he was known for himself. In the eighteenth century, this sense of the individual would be expressed in a political form, in the belief that all individuals had equal political rights.

Another development was that the different regions of Europe started to have their separate sense of identity, based on language. Europe, earlier united partly by the Roman Empire and later by Latin and Christianity, was now dissolving into states, each united by a common language.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 14.
Explain the civilization of Aztecs?
Answer:
In the twelfth century, the Aztecs had migrated from the north into the central valley of Mexico (named after their god Mexitli). They expanded their empire by defeating different tribes, who were forced to pay tribute. Aztec society was hierarchical. The nobility included those who were nobles by birth, priests, and others who had been awarded the rank.

The hereditary nobility were a small minority who occupied the senior positions in the .government, the and the priesthood. The nobles chose from among them a supreme leader who ruled until his death. The king was regarded as the representative of the sun on earth.

Warriors, priests and nobles were the most respected groups, but traders also enjoyed many privileges and often served the government as ambassadors and spies. Talented artisans, physicians and wise teachers were also respected.

Since land Was limited, the Aztecs undertook reclamations. They made chinampas, artificial islands, in Lake Mexico, by weaving huge reed mats and covering them with mud and plants. Between these exceptionally fertile islands, canals were constructed on which, in 1325, was built the capital city Tenochtitlan.

Its palaces and pyramids rose dramatically out of the lake. Because the Aztecs were frequently engaged in war, the most impressive temples were dedicated to the gods of war and the sun.

The empire rested on a rural base. People cultivated corn, beans, squash, pumpkins, manioc root, potatoes and other crops. Land was owned not by individuals but by clans, which, also organised public construction works, Peasants, like European serfs, were attached to lands owned by the nobility and cultivated them in exchange for part of the harvest.

The poor would sometimes sell their children as slaves, but this was usually only for a limited period and slaves could buy back their freedom.
The Aztecs made sure that all children went to school. Children of the nobility attended the calmecac and were trained to become military and religious leaders.

All others went to the tepochcalli in their neighborhood, where they learned history, myths, religion and ceremonial songs. Boys received military training as well as training in agriculture and the trades. Girls were trained in domestic skills.

In the early sixteenth century, the Aztec empire was showing signs of strain. This was largely to do with discontent among recently conquered peoples who were looking for opportunities to break free from central control.

Question 15.
Describe the civilization of the Mayas.
Answer:
The Mayan culture of Mexico developed remarkably between the eleventh and fourteenth centuries, but in the sixteenth century they had less political power than the Aztecs. Com cultivation was central to their culture, and many religious ceremonies were centred on the planting, growing and harvesting of com.

Efficient agricultural production generated surplus, which helped the ruling classes, priests and chiefs to invest in architecture and in the development of astronomy and mathematics. The Mayas devised a pictographic form of writing that has only been partially deciphered.

Question 16.
What was the largest civilization in the South America. Discuss.
Answer:
The largest of the indigenous civilisations in South America was that of the Quechuas or Incas in Peru. In the twelfth century the first Inca, Manco Capac, established his capital at Cuzco. Expansion began under the ninth Inca and at its maximum extent the Inca empire stretched 3,000 miles from Ecuador to Chile.

The empire was highly centralised, with the king representing the highest source of authority. Newly conquered tribes were absorbed effectively; every subject was required to speak Quechua, the language of the court. Each tribe was ruled independently by a council of elders, but the tribe as a whole owed its allegiance to the ruler.

At the same time, local rulers were rewarded for their military cooperation. Thus, like the Aztec empire, the Inca empire resembled a confederacy, with the Incas in control. There are no precise figures of the population, but it would seem that it included over a million people.
Like the Aztecs, the Incas too were magnificent builders.

They built roads through mountains from Ecuador to Chile. Their forts were built of stone slabs that were so perfectly cut that they did not require mortar. They used labour-intensive technology to carve and move stones from nearby rock falls. Masons shaped the blocks, using an effective but simple method called flaking.

Many stones weighed more than 100 metric tons, but they did not have any wheeled vehicles to transport these. Labour was organised and very tightly managed. The basis of the Inca civilisation was agriculture. To cope with the infertile soil conditions, they terraced hillsides and developed systems of drainage and irrigation.

It has been recently pointed out that in 1500, cultivation in the Andean highlands was much greater than what it is today, The Incas grew com and potatoes and reared llamas for food and labour.

Their weaving and pottery were of a high quality. They did not develop a system of writing. However, there was an accounting system in place – the quipu, or cords upon which knots were made to indicate specific mathematical units. Some scholars now suggest that the Incas wove a sort of code into these threads.

The organisation of the Inca empire, with its pyramid-like structure, meant that if the Inca chief was captured, the chain of command could quickly come apart. This was precisely what happened when the Spaniards decided to invade their country. The cultures of the Aztecs and Incas had certain features in common, different from European culture.

Society was were very hierarchical, but there was no private ownership of resources by a few people, as in Europe. Though priests and shamans were accorded an exalted status, and large temples were built, in which gold was used ritually, there was no great value placed on gold or silver. This was also in marked contrast to contemporary European society.

CHSE Odisha Class 11 History Unit 3 Changing Traditions Long Answer Questions

Question 17.
Discuss the voyages of exploration by Europeans.
Answer:
The people of South America and the Caribbean got to know of the existence of European people when the latter began to sail across the Atlantic Sea. The magnetic compass, which helped identify the cardinal points accurately, had been known since 1380, but only in the fifteenth century did people use it when they ventured on voyages into unknown areas.

By this time many improvements had been made in European sailing ships. Larger ships were built, that could carry a huge quantity of cargo as well as equipment to defend themselves if attacked by enemy ships.

The circulation of travel literature and books on cosmography and geography created widespread interest right through the fifteenth century.

Christopher Columbus (1451-1506) was a self-taught man who sought adventure and glory. Believing in prophecies, he was convinced that his destiny lay in discovering a route to the East (the ‘Indies’) by sailing westwards.

He was inspired by reading Imago Mundi (a work on astronomy and geography) by Cardinal Pierre d’Ailly written in 1410. He submitted his plans to the Portuguese Crown, only to have them turned down. He had better luck with the Spanish authorities who sanctioned a modest expedition that set sail from the port of Palos on 3 August 1492.

Nothing, however, prepared Columbus and his crew for the long Atlantic crossing that they embarked upon, or for the destination that awaited them. The fleet was small, consisting of a small nao called Santa Maria, and two caravels (small light ships) named Pinta and Nina.

Columbus himself commanded the Santa Maria along with 40 capable sailors. The outward journey enjoyed fair trade winds but was long. For 33 days, the fleet sailed without sight of anything but sea and sky. By this time, the crew became restive and some of them demanded that they turn back.

On 12 October 1492, they sighted land; they had reached what Columbus thought was India, but which was the island of Guanahani in the Bahamas. (It is said that this name was given by Columbus, who described the Islands as surrounded by shallow seas, Baja mar in Spanish.)

They were welcomed by the Arawaks, who were happy to share their food and provisions; in fact, their generosity made a deep impression upon Columbus.

As he wrote in his log-book, They are so ingenuous and free with all they have, that no one would believe it who has not seen of it, anything they possess, if it be asked of them, they never say no, on the contrary, they invite you to share it and show as much love as if their hearts went with it.

Columbus planted a Spanish flag in Guanahani (which he renamed San Salvador), held a prayer service and, without consulting the local people, proclaimed himself viceroy.

He enlisted their cooperation in pressing forward to the larger islands of Cubanscan (Cuba, which he thought was Japan!) and Kiskeya (renamed Hispaniola, today divided between two countries, Haiti and the Dominican Republic).

Gold was not immediately available, but the explorers had heard that it could be found in Hispaniola, in the mountain streams in the interior.
But before they could get very far, the expedition was overtaken by accidents and had to face the hostility of the fierce Carib tribes. The men clamoured to get back home.

The return voyage proved more difficult as the ships were worm-eaten and the crew tired and homesick. The entire voyage took 32 weeks. Three more voyages followed, in the course of which Columbus completed his explorations in the Bahamas and the Greater Antilles, the South American mainland and its coast.

Subsequent voyages revealed that it was not the ‘Indies’ that the Spaniards had found, but a new continent. Columbus’s achievement had been to discover the boundaries of what seemed like infinite seas and to demonstrate that five weeks’ sailing with the trade wind took one to the other side of the globe.

Since places are often given the names of individuals, it is curious that Columbus is commemorated only in a small district in the USA and in a country in northwestern South America (Columbia), though he did not reach either of these areas.

The two continents were named after Amerigo Vespucci, a geographer from Florence who realised how large they might be, and described them as the ‘New World’. The name ‘America’ was first used by a German publisher in 1507.

Abstract

We have seen how, by the ninth century, large parts of Asia and America witnessed the growth and expansion of great empires – some nomadic, some based on 1 -developed cities and trading networks that centred on them.

The difference between the Macedonian, Roman and Arab empires and the ones that preceded them (the Egyptian, Assyrian, Chinese, Mauryan) was that they covered greater areas of territory and were continental or transfer continental in nature.

The Mongol empire was similar. Different cultural encounters were crucial to what took place. The arrival of empires was almost always sudden, but they were almost always the result of changes that had been taking place over a long time in the core of what would become an empire.

Traditions in world history could change in different ways. In western Europe during the period from the ninth to the seventeenth century, much that we connect with modem times evolved slowly the development of scientific knowledge based on experiment rather than religious belief, serious thought about the organisation of government, with attention to the creation of civil services, parliaments and different codes of law, improvements in technology that was used in industry and agriculture.

The consequences of these changes could be felt with great force outside Europe. As we have seen, by the fifth century CE, the Roman Empire in the west had disintegrated.

In western and central Europe, the remains of the Roman Empire were slowly adapted to the administrative requirements and needs of tribes that had established kingdoms there. However, urban centres were smaller in western Europe than further east.

By the ninth century, the commercial and urban centres, Aix, London, Rome, Sienna – though small, could not be dismissed. From the ninth to the eleventh centuries, there were major developments in the countryside in western Europe. The Church and royal government developed a combination of Roman institutions with the customary rules of tribes.

The finest example was the empire of Charlemagne in western and central Europe at the beginning of the ninth century. Even after; its rapid collapse, urban centres and trading networks persisted, albeit under heavy attack from Hungarians, Vikings and others. What happened was called ‘feudalism’.

Feudalism was marked by agricultural production around castles and ‘manor houses’, where lords of the manor possessed land that was cultivated by peasants (serfs) who pledged them loyalty, goods and services.

These lordis in turn pledged their loyalty to greater lords who were ‘vassals’ of kings. The Catholic Church (centred on the papacy) supported this state of affairs and itself possessed land.

In a world where uncertainties of life, poor sense of medicine and low life expectancy were common, the Church showed people how to behave so that life after death at least would be tolerable Monasteries were created where God-fearing people could devote themselves to the service of God in the way Catholic churchmen thought fit.

Equally, churches were part of a network of scholarship that ran from the Muslim states of Spain to Byzantium and they provided the petty kings of Europe with a sense of the opulence of the eastern Mediterranean and beyond.

The influence of commerce and towns in the feudal order came to evolve and change encouraged by Mediterranean entrepreneurs in Venice and Genoa (from the twelfth century).

Their ships carried on a growing trade with Muslim states and the remains of the Roman Empire in the east. Attracted by the lure of wealth in these areas, and inspired by the idea of freeing ‘holy places’ associated with Christ from Muslims, European kings reinforced links across the Mediterranean during the ‘crusades’.

Trade within Europe improved (centred on fairs and the port cities of the Baltic Sea and the North Sea and stimulated by a growing population). Opportunities for commercial expansion coincided with changing attitudes concerning the value of life.

Respect for human beings and living things that marked much of Islamic art and literature, and the example of Greek art and ideas that came to Europe from Byzantine trade encouraged Europeans to take a new look at the world.

And from the fourteenth century (in what is called the ‘Renaissance’), especially in north Italian towns, the wealthy became less concerned with life after death and more with the wonders of life itself. Sculptors, painters and writers became interested in humanity and the discovery of the world.

By the end of the fifteenth century, this state of affairs encouraged travel and discovery as never before. Voyages of discovery took place. Spaniards and Portuguese, who had traded with northern Africa, pushed further down the coast of western Africa, finally leading to journeys
around the Cape of Good Hope to India which had a great reputation in Europe as a source of spices that were in great demand.

Columbus attempted to find a western route to India and in 1492 reached the islands which the Europeans called the West Indies. Other explorers tried to ’ find a northern route to India and China via the Arctic.

European travellers encountered a range of different peoples in the course of their journeys. In part, they were interested in learning from them.

The papacy encouraged the work of the North African geographer and traveller Hasan al-Wazzan (later known in Europe as Leo Africanus), who wrote the first geography of Africa in the early sixteenth century for Pope Leo X.

Jesuit churchmen observed and wrote on Japan in the sixteenth century. An Englishman Will Adams became a friend and counsellor of the Japanese Shogun, Tokugawa Ieyasu, in the early seventeenth century.

As in the case of Hasan al-Wazzan, peoples that the Europeans encountered in the Americas often took a great interest in them and sometimes worked for them.

For example an Aztec woman – later known as Dona Marina – befriended the Spanish conqueror of Mexico, Cortes, and interpreted and negotiated for him.

In their encounters, Europeans were sometimes cautious, self-effacing and observant, even as they frequently attempted to establish trade monopolies and enforce their authority by force of arms as the Portuguese attempted to do in the Indian Ocean after Vasco da Gama’s arrival in Calicut (present-day Kozhikode) in 1498.

In other cases, they were overbearing, aggressive and cruel and adopted an attitude of superiority to those they met, considering such people ignorant. The Catholic Church encouraged both attitudes.

The Church was the centre for the study of other cultures and languages, but encouraged attacks on people it saw as ‘un-Christian.

From the point of view of non-Europeans, the encounter with Europe varied. For much of the Islamic lands and India and China, though, Europeans remained a curiosity until the end of the seventeenth centuiy. They were perceived as hardy traders and seamen who had little to contribute to their sense of the larger world.

The Japanese learnt some of the advantages of European technology quickly-for instance, they had begun large-scale production of muskets by the late sixteenth century. In the Americas, enemies of the Aztec empire sometimes used Europeans to challenge the power of the Aztecs.

At the same time the diseases the Europeans brought devastated the populations, leading to the death of over 90 percent of the people in some areas by the end of the sixteenth century.

An Introduction to Feudalism
The term ‘feudalism’ has been used by historians to describe the economic, legal, political and social relationships that existed in Europe in the medieval era.

Derived from the German and word ‘feud’, which means ‘a place of land’, it refers to the kind of society that developed in medieval France, and later in England and in Southern Italy.

In an economic sense, feudalism refers to a kind of agricultural production which is based on the relationship between lords and peasants. The latter cultivated their own land as well as that of the lord. The peasants performed labour services for the lords, who in exchange provided military protection.

They also had extensive judicial control over peasants. Thus, feudalism went beyond the economic to cover the social and political aspects of life as well.

Although its roots have been traced to practices that existed in the Roman Empire and during the age of the French king Charlemagne (742 – 814), feudalism as an established way of life in large parts of Europe may be said to have emerged later, in the eleventh century.

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

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

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

Answer In One Sentence

Question 1.
What are the main elements of society?
Answer:
(1) Likeness
(2) A system of social relationship
(3) Difference
(4) Interdependence
(5) Co-operation and conflict
(6) Society is abstract and intangible
(7) Comprehensive culture.

Question 2.
What is society?
Answer:
Society is the main basic concept of sociology. The word society is usually to designate the members of specific in groups persons rather than the social relationship. Society means collection of individuals who are bought into social relationship with one another. The sum total of human relation can called society.

Question 3.
Mention the Latin word from which the term society is derived.
Answer:
Society has come from the Latin word Socius which means a companion. The companionship is derived from it by adding the nounsuffin-ship.

Question 4.
Write M. Ginsberg’s definition of society.
Answer:
According to M. Ginsberg, A society is a collection of individuals united by certain relations or modes of behaviour which work them off from others who do not enter into these relations or who differ from them in behaviour.

Question 5.
Define society.
Answer:
According to Maclver and Page, society is a system of usages and procedures authority and mutual and of many groupings and divisions of controls of human behaviour and of liberties.

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

Question 6.
Write Cole’s definition of society.
Answer:
According to G.D.H. Cole “Society is the complex of organised associations.”

Question 7.
Write short note on society is a web or network of social relationship.
Answer:
In the words of Maclver society is a web or network of social relationships in the basis of society social relationship implies mutual awareness and reciprocity or mutual interaction and is based on understanding and fellow feelings.

Question 8.
Write Prof. Gidding’s definition of society.
Answer:
According to Prof. Gidding “Society is the union itself the organisation the sum of formal relations in which associating individuals are bound together.

Question 9.
Write short note as functional prerequisites of society.
Answer:
Society is a functioning organisation. It is socious functioning different prerequisites are necessary. Likeness is one of the important functional prerequisites of society because it consists of like minded people.

Question 10.
Write any two functional prerequisities of society.
Answer:
(1) Obdience to social norms.
(2) Re-production.

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

Question 11.
What is community?
Answer:
Community means a group of people living in a geographical area and having a degree of we feeling.

Question 12.
Write short note on society is co-operation crossed by conflict.
Answer:
Maclver opinions society is a cooperation crossed by conflict. Co-operation is essential to co-operate and associate for the achievement of common interest.

Question 13.
What are the characteristics of community.
Answer:
The characteristics of community are:

  • Locality
  • community Sentiment
  • Stability
  • Naturalness
  • Size of the community
  • Regulations of relations

Question 14.
Write two examples of community.
Answer:
(1) Urban Community
(2) Wage Community

Question 15.
What is community sentiment?
Answer:
Community sentiment means a feeling of belonging together. The members must be aware of their staying together and sharing common interests. The members develop a sense of we feeling.

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

Question 16.
Explain the importance of locality in community.
Answer:
Locality continues to be a basic factor or community life. However in modem times the local bond of community is weakened by the development of the means of transport and communication. In fact, the extension of communication is itself the condition of a large but still territorial community.

Question 17.
What is Association?
Answer:
A group of people organised for a particular purpose or limited member of purposes on the basis of common interests they may be said to constitute an association. An army, a political party, a music club, a trade unions, a college can be called as association.

Question 18.
Write any two association.
Answer:
(1) A group of people
(2) Voluntary and organised group.

Question 19.
What is social group?
Answer:
Social group is an organised group.

Question 20.
Define social group?
Answer:
According to Maclver and Page, a group is any collection of human beings who are brought into social relationships with one another.

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

Question 21.
Mention any two characteristics of social group.
Answer:
Social group means a collection of individuals without this social group cannot be formed. Thus social group means a collection of human being who are brought into social contact for a common benefit.

Question 22.
What is culture?
Answer:
Culture has two meaning one for common man and another for the social scientists. It is one of the important concepts in social science. It is commonly used in political science and economic. It is the main concepts in Anthropology. The study of human society immediately and necessary leads us to the study of its culture.

Question 23.
Define various types and culture?
Answer:
A number of sociologists classified culture into two large components.
(1) Material Culture
(2) Non-material culture.

Question 24.
What is material culture?
Answer:
Material culture consists of the products of human activitiy. Material culture have been discovered to solve the problems of human living. Books, chair and tables, pens, lamps and bubble gums are some of the items of material culture.

Question 25.
What is non-material culture?
Answer:
Non-material culture consists of intangible and abstract things, customs, beliefs, attitude, values and religion and included in non-material culture.

Question 26.
What is primary group?
Answer:
Primary group is a small group in which a small number of persons come into direct contact with one another.

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

Question 27.
Mention any two characteristics of primary group?
Answer:
The two characteristics of primary group are:
(1) The size of primary group is very small.
(2) The relation of the members primary group are direct, close, intimate face and personal.

Question 28.
What is secondary group?
Answer:
Secondary group is just opposite side of the primary group. It is a large group where a large number of persons come into indirect contract with one another. There is no need of face to face, intimate and personal relations in secondary group.

Question 29.
Mention any two characteristics of secondary group.
Answer:
The characteristics of secondary group are:
(1) The size of secondary group is very large.
(2) Secondary the relations of the members of secondary group are indirect, less in time, touch and go type and in personal.

Question 30.
Define reference group.
Answer:
According to Sheriff reference group as those groups to which individual relations himself as a part or to which he relates himself psychologically.

Question 31.
What is in-group?
Answer:
There are number of group to which individual belongs are called in-group.

Question 32.
What is out-group?
Answer:
Out-group is opposite of in-group. According to summer out-group is that group to which individual does not belong. The individuals does not belongs to a number of groups which are his out-group.

Question 33.
Give any two examples of social group.
Answer:
(1) A nation.
(2) Labour union.

Question 34.
Give any two examples of primary group.
Answer:
(1) Family.
(2) Children’s playground.

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

Question 35.
Give any two examples of secondary group.
Answer:
(1) A city.
(2) A trade union.

Question 36.
Give any two examples of in-group.
Answer:
(1) A persons own family.
(2) A persons own religion.

Question 37.
Give any two examples of out-group.
Answer:
(1) For a student other college, than his own college, are out-group.
(2) A person friends, family is out-group for that person.

Question 38.
Mention any two difference between primary and secondary group.
Answer:
(1) Primary group and secondary group differ from each other regarding the nature of relationships.
(2) Primary group is small but secondary group is large size.

Question 39.
What is reference group?
Answer:
The individual initiates other individuals and groups. He compare himself with others and begins behaving like them in order to reach their status and position. The individuals or groups whose behaviour is limited by him are known as reference group.

Question 40.
Mention any two difference between in-group and out-group.
Answer:
(1) The groups to which individual belongs are known as his in-group, but all other groups are regarded as out-groups of that individual.
(2) Both in-group and out-group differ from each other on the basis of ‘we’ and ‘they’ or other feeling.

Short Type Questions and Answers

Question 1.
Write short notes on the term Society.
Answer:
The word society has been derived from the Latin word Socius which means a Companion. The term society used to refer to the members of a specific in-group. As Gidding says that its is a number of like minded individuals, who know and enjoy their like mindedness and are therefore able to work together for common ends.

Question 2.
Explain the term Community.
Answer:
The word Community has come from the Latin root Comments means Common. A Community refers to a group of people living within a definite area with common interests and carrying on interdependent life.

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

Question 3.
Explain the term Community Sentiment
Answer:
Community sentiment is one of file important characteristic of community. It refer to a sense of we-feeling or a feeling of being together. It implies a kind of sentiment or emotional identification with the group.

Question 4.
Write short notes on important characteristic of Society.
Answer:
MacIver says society means likeness. In consists of like minded people who are similar in many respects society also involves differences. Interplay of likeness and differences forms society. Members of society are inter¬dependent on each other and they co-operate among themselves.

Question 5.
Distinguish between Society and Community.
Answer:
The term society has been derived from the Latin word Socius means Companion whereas the term community has been derived from the Latin word Comments means Common.

A society do not have definite locality but community has definite locality. Society rests on cooperation. But community rests on community sentiment.

Question 6.
Explain any three characteristics of Community.
Answer:

  • A group of people is the primary condition for the formation of society.
  • A community always exists within a definite locality. When a group of people living in a definite area they form a community.
  • Community sentiment is the most important characteristic of community. It means a feeling of being together or sense of we feeling.

Question 7.
Explain any three functional pre-requisites of Society.
Answer:
As a functioning organisation society requires some functional pre-requisites. Which are as described below :

  • Food, clothing and shelter is one of the most important functional pre-requisite of society which are as described below.
  • Sonic provision of security for its member is another functional pre-requisite of society.
  • Inter-dependence among members is another functional pre-requisite of society.

Question 8.
Explain the term Association.
Answer:
An association is a group of people organised for a particular purpose or a. limited number of purposes. According to Maclver “Association is an organisation deliberately formed for the collectives persuit of some interest or set of interests which its members share. An association is organised and guided by some rules and regulations.

Question 9.
Write in brief how man is a social animal.
Answer:
In the words of famous Greek Philosopher, man is a social animal. He who lives without society either is a God or a beast. He can’t live in isolation. He always lives in groups or society. Man is social by nature and necessity.

His needs and necessities compel him to live in society. Man’s human nature only develops in society. The different experiment of feral cases of Kasper Hauser, Amala and Kamala and the cases of Anna proves this social nature of man.

Question 10.
Explain any three characteristic of Association.
Answer:
(1) A group of people is necessary to form an association and the people who form an association must be organised.
(2) Common purpose or interest is the next important characteristic of an association. The people who form an association must have a common purpose. For the achievement of this they organise themselves.
(3) There must be co-operation among members without which association can’t be formed.

Question 11.
Explain Institution.
Answer:
Institution ordinarily refers to the rules governing the complex social relationships among people. Institutions are forms of procedures. In the words of A.W. Green An institution is the organisation of several folkways and mores into a unit which serves a number of social functions.

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

Question 12.
Explain any three characteristic of an Institution.
Answer:
(1) Institutions are formed to satisfy the primary needs of individuals.
(2) Institutions prescribe certain rules and regulations which are to be followed by all the members.
(3) Institutions are abstract in nature and are embodiment of values.

Question 13.
Distinguish between Association and Institution.
Answer:
Association is concrete in nature whereas institutions are abstract. Association is a group of people who organise themselves for the purpose of attaining common interest. But institutions are forms of procedures and characteristics of group activity. Association refers to a group of people whereas institution refers to some rules and regulations.

Question 14.
Explain Social Group.
Answer:
Ordinarily group refers to a number of units of anything in close proximity with one another: But social group refers to any collection of human being who are brought into social relationship, with one another. Ogburn and Nimkoff says whenever two or more individuals come together and influence one another, they may be said to constitute a social group.

Question 15.
Explain any three characteristics of Social Group.
Answer:
(1) Social group is a collection of human beings who are united by a sense of unity.
(2) Some sort of reciprocal relations exist among the members of a social group.
(3) Member of a social group show similarity of behaviour and have common interest.

Question 16.
Explain Primary Group.
Answer:
American Sociologist C.H. Cooley developed the concept of primary group and opine primary group is characterised by intimate and face-to-face association and cooperation. They are primary in several senses. Primary group is small in size and is called is ‘we group’. They are nursery of human virtues; example -family.

Question 17.
Explain Secondary Group.
Answer:
Secondary groups are almost the opposite of the primary groups. Secondary groups are large in size and are of short duration. Interaction among the members of secondary group is formal, utility oriented specialised and temporary. Political party is an example of secondary group, these groups provide experience lacking in intimacy.

Question 18.
Explain the term Culture.
Answer:
The term culture is first used by the famous English anthropologist E.B. Tylor culture is the sum total of human activities which are learnt and shared by the majority in a group and passed on from one generation to another. It is the handiwork of men and the medium through which we achieve our ends.

Question 19.
Explain any three characteristics of Culture.
Answer:
(1) Culture is learned by living in group. It is not informal.
(2) Culture is accumulative in nature. It is a product of centuries.
(3) Culture is transmissive in nature. It is transmitted from one generation to another.

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

Question 20.
Explain Material Culture.
Answer:
W.F. Ogbum has divided culture into material and non-material type. Material culture refers to those things to which we can •touch or can see. They are tangible and concrete in nature. Books, chairs, tables, utensils etc. are examples of material culture.

Question 21.
Explain Non-material Culture.
Answer:
W.F. Ogbum has divided culture into material and non-material type. Non-material culture refers to those things to which we can touch or see. They are intangible and abstract things. Beliefs, value, customs, ideology etc. are examples of non-material culture.

Question 22.
Distinguish between Material and Non-material Culture.
Answer:
Material culture refers to the things to which we can tough or can see whereas non-material culture refers to those things which we can’t see or touch.

Books, chairs, tables etc. are examples of material culture whereas values, ideology, customs etc. are examples of non-material culture. Material culture is also called as artifacts where of non-material culture is known, asmenti-facts.,

Question 23.
Explain Cultural Lag.
Answer:
Ogburn has divided culture into material and non-material types. He opines that these two parts of culture do not more it uniform speed. Material culture moves faster than non-material culture.

As a result a gap is seen between these two interrelated parts of culture. To this gap or generation. Ogburn called as cultural lag. Hence, culture lag refers to the gap between two-inter-related parts of culture i.e. material and non-material.

Question 24.
Distinguish between Culture and Society.
Answer:
Culture is the way of life whereas society is an interaction of group of people sharing a culture. Society is a process of living and it consists of a group of people whereas culture refers to the belief customs, traditions etc.

Culture is the handiwork of men and a medium through which he achieves his ends. But society refers to a web of network of relationship that exists between men.

Question 25.
What is in-group?
Answer:
There are number of group to which individual belongs are called in-group. The examples of if-groups are his family, caste, sex, occupation, village etc. The individual develop a sense of attachment affection and sympathy towards the numbers of his in-group all the time. There is we feeling among the members in in-groups.

Question 26.
What is out-group?
Answer:
Out group is opposite of in group. According to summer out-group is that group to which individual does not belong. The individuals does not belongs to a number of groups which are his out-group. The individuals belongs to those groups which are known as his in-groups but all other groups are called his out-groups.

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

Question 27.
Define Reference Group.
Answer:
According to Sheriff “Reference group as those groups to which individual relates himself as a part or to which he relates himself psychologically’’.

Question 28.
What is Reference group?
Answer:
The individual initiates other individuals and groups. He compares himself with others and begins behaving like them in order to reach their status and position. The individuals or groups whose behaviour is limited by him are known as Reference groups.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Odisha State Board CHSE Odisha Class 12 History Solutions Unit 2 Religious Movements of Sixth Century BC Short Answer Questions.

CHSE Odisha 12th Class History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Very Short-Answer Type Questions

Question 1.
When Mahavira preached the religion of Jainism and in total there were how many Tirthankaras in Jainism?
Answer:
In the 6th century B.C. Mahavira preached the religion of Jainism and in total one after another, there were twenty-four Tirthankaras in Jainism.

Question 2.
Who was the first Tirthankara and so also who was the last Tirthankara of Jainism?
Answer:
Rishavanath was the first Tirthankara was Jainism. The 24th or the last Tirthankara of Jainism was Mahavir Vardhaman.

Question 3.
Who was the just previous “Tirthankara” of Mahavira and how many years before Mahavira was he born?
Answer:
Parsvanath was the just previous Tirthankara of Mahavira. He had bom two hundred and fifty years before Mahavir.

Question 4.
The twenty-third Tirthankara Parsvanath convocated how many vows and what are they.
Answer:
The twenty-third Tirthankara Parasavanath convocated four vows. They are truth non-violence, non-stealing, and non-attachment.

Question 5.
Mahavir was born in the village of which kingdom?
Answer:
Mahavir was bom in the village kundagrama near to Vaisali of the kingdom of Videha.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 6.
What was the nickname of Mahavira and who were the parents of Mahavira?
Answer:
The nickname of Mahavira was Vardhaman. The name his father was Siddhartha he belongs to the Jnatrika clan and the name of his mother was Trisala.

Question 7.
For which purpose Mahavira left home and at first meet which saint?
Answer:
For the purpose of obtaining the truth, Mahavira left home. At first, he met the leader of the Aryavika tribe Gosala Mankhaliputra.

Question 8.
After the attainment of supreme knowledge in which designation. He was popular and after that in which work he engaged?
Answer:
After supreme knowledge, he was popular with the designation of “Kevalin”. After that knowledge, Mahavir lived the life of a wandering teacher and preached his doctrines.

Question 9.
Mahavira breathed his last at which age and where?
Answer:
Mahavira breathed his last at the age of 72 at a place called Pava in the Patna district of Bihar.

Question 10.
Which two dynasties mourned at the death of this great teacher Mahavira?
Answer:
The Lichachhavis and the Mallas mourned the death of this great teacher by burning lamps as a symbol of the Mahavira spirit.

Question 11.
What were the four principles of parsvanath and to which principle Mahavira added with it?
Answer:
The four principles of Parsvanath were truth, non-violence, non-stealing, and non-attachment. Mahavira added the principle of chastity observation as the fifth principle.

Question 12.
How many sets are in Jainism and what are they?
Answer:
There are two sets in Jainism. They are svetambara and digambara..

Question 13.
What is Triratna or the three-fold path of Jainism?
Answer:
The Triratna or threefold path in Jainism was right belief, right knowledge, and right conduct.

Question 14.
Mahavir advocated the doctrine of which philosophy in extreme form and he attributed life to which aspects?
Answer:
Mahavir advocated the doctrine of non-violence or Ahimsa in extreme form. He attributed life to plants, animals, metals, and water and urged non-injury to them.

Question 15.
What are the religious texts of Jainism?
Answer:
The religious texts of Jainism are Anga, Upanga, and Kalpa sutra.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 16.
In the 6th century B.C. which clan had established a republican state and who was the elected chief of it?
Answer:
In the 6th century B.C. the Sakya clan had established a republican state. The father of Gautama Buddha, Suddhodan was its elected chief.

Question 17.
When Gautama Buddha was born and where?
Answer:
Goutama Buddha was bom 566 B.C. at Lumbinivana in the Sakya country.

Question 18.
Who was the mother of Gautama Buddha and she died how many days after the birth of Gautama Buddha?
Answer:
The mother of Gautama Buddha was Maya Devi. She died Seven days after the birth of Gautama Buddha.

Question 19.
What was the justification for the name of Buddha as Gautama?
Answer:
After the death of Buddha’s mother, his rearing rested on his aunt Gautami. According to her name, the name of Buddha is Gautama.

Question 20.
At which age was Gautama married to whom?
Answer:
At the age of sixteen, Gautama married Yasodhara on Gopa, sister of Devadatta.

Question 21.
Which “four great signs” deeply affected the mind of Gautama?
Answer:
The four great signs which deeply affected the mind of Gautama were an old man, a cripple, a corpse, and an ascetic.

Question 22.
For which purpose Gautama Buddha renounced worldly life and in Buddhist scripture what is called this renunciation?
Answer:
In the search for truth, Gautama Buddha renounced worldly life Gautama is known in Buddhist scriptures as “Mahavinish Kramana”.

Question 23.
Gautama learned the doctrine of Sankhya philosophy and the art of meditation from which ascetics?
Answer:
Gautama learned the art of Sankhya Philosophy from the ascetic Arada Kalama at Vaisala. He also learned the art of meditation from Rudraka Ramputra at Rajagriha.

Question 24.
While Gautama was in deep meditation at which place he was offered milk by which village girl?
Answer:
While Gautama was in deep meditation at Kuruvilla he was offered milk by the village girl Sujata.

Question 25.
After the attainment of enlightenment Gautama was popular by which name?
Answer:
After the attainment of Enlightenment Gautama was popular in earning the name Buddhadeva.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 26.
According to Buddhist literature, what is the meaning of the title “turning the wheel of law” (Dharma-chakra pravartana)?
Answer:
According to the Buddhist literature after enlightenment Buddha proceeded at first to Samath near Bananas. He delivered his first sermon to five learned Brahmanas. This is called in Buddhist literature “turning the wheel of Law” (Dharma-chakra pravartana)

Question 27.
After enlightenment Buddha embraced which life and covered up to how many years?
Answer:
After enlightenment Buddha embraced the life of a missionary as a preacher of truth. It covered a period of 45 years.

Question 28.
Buddha converted his creed to many illustrious figures and who are they?
Answer:
Buddha converted his creed to many illustrious figures. They were Bimbisara, Ajatasatru, Sariputta and Maudgalayana.

Question 29.
Which king of Kosala listened to the Buddha’s discourses and which queen and two sisters became Buddha’s disciples?
Answer:
King Prasenjit of Kosala listened to the Buddha’s discourses. One of his queens Mallika and his two sisters became Buddha’s disciples.

Question 30.
While staying at Vaisali, Buddha converted to which courtesan to his faith and also gave consent to the formation of which union?
Answer:
While staying at Vaisali, Buddha converted to courtesan Ambapali to his faith. Buddha gave his consent to the formation of Bhikshuni Sangha.

Question 31.
Which is the earliest available source of Buddha’s teachings and what are they?
Answer:
The earliest available source of Buddhas teachings is the pali pitakas and nikayas. The pitakas consist of three parts the Vinaya pitaka, Sutra pitaka and Abhidharma pitaka.

Question 32.
Buddhadeva asked his disciples to comprehend how many noble truths and what are they.
Answer:
Buddha asked his disciples to comprehend four noble truths. They are:

  • life is full of suffering
  • the cause of suffering is desire and attachment
  • suffering can be ended by the destruction of desire
  • there is a way (Marga or Path) for the destruction of desire.

Question 33.
For deliverance from suffering Buddha outlined which path and what are they.
Answer:
For deliverance from suffering Buddha outlined an eightfold path (Astangika Marga). They are right speech, right action, right means of livelihood, right exertion, right-mindedness, right meditation, right resolution, and right point of view.

Question 34.
Which observance leads to the attainment of Nirvana or salvation?
Answer:
The observance of the sila and attainments of the samadhi and prajna would lead to nirvana or salvation.

Question 35.
What was the central theme of the moral code of Buddha and Buddha urged his followers to avoid which way?
Answer:
The middle path or the Majjhima path was the central theme of the moral code of Buddha. Buddha urged his followers to avoid the extreme path.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 36.
Buddha did not preach his doctrines in which language rather he preached it in which language?
Answer:
Buddha did not preach his doctrines in the Sanskrit language. But he preached it Magadhi i.e., the language of the people.

Question 37.
When the first Buddhist council was convened and where it was held under the auspices of whom?
Answer:
The first Buddhist council was convened a few weeks after Buddha’s death in the year 487 B.C. It was held at Rajagriha under the auspices of Ajatasatru.

Question 38.
Where the second Buddhist council was held and in which year?
Answer:
The second Buddhist council was held at Vaisali almost a century after Buddha purinirvaha or demise. The time of the second council is in and about 387 B.C.

Question 39.
The third Buddhist council was convoked by the presidentship of which Buddhist monk and when?
Answer:
The third Buddhist council was convoked by the Presidentship of eminent Buddhist monk Moggalpur a jiha in the year 251 B.C.

Question 40.
By whose auspices the fourth Buddhist council was summoned and where?
Answer:
By the auspices of Kanishka I the fourth Buddhist council was summoned. It was the last Buddhist council held at Kundala van vihar in Kashmir.

Question 41.
How many creeds were in Buddhism and what were those? Which age saw the emergence of a new creed?
Answer:
There were two creeds in Buddhism and those were Hinayana and Mahayana. The Kahana age shows the emergence of a new crowd of Mahajan.

Question 42.
In Odisha where the Buddha chronicles are found?
Answer:
In Odisha, we found Buddhist chronicles at Ratnagiri and Lalitgiri.

Question 43.
After which Mauryan king when Ashoka ascended the throne?
Answer:
After the Mauryan king, Bindusara Ashoka ascended the throne in 273 B.C.

Question 44.
For which reason the coronation of Ashoka was delayed for four years?
Answer:
For the fratricidal war it was anticipated that the coronation of Ashoka was delayed for four years i.e., it was held o 279 B.C.

Question 45.
When Ashok was a prince he was appointed as the governor of which state and after ascending the throne he assumed which title?
Answer:
When Ashok was a prince he was appointed as the governor of Taxila. After ascending the throne he assumed the title “Devanampriya Priyadasi Ashok”.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 46.
In the eighth year of his reign, Asoka invaded which country in which B.C.?
Answer:
In the eighth year of his reign, Asoka invaded Kaling in 261 B.C.

Question 47.
The material prosperity of Kalinga country was augmented by commercial relations with which countries?
Answer:
The material prosperity of Kalinga country was augmented by commercial relations with Malay, Java, and Ceylon.

Question 48.
Which Rock edict of Asoka has described the Kalinga war and the appealing story of Carnage, death, and deportation of the people of Kalinga?
Answer:
The rock edict XIII of Asoka has described regarding Kalinga war and the appealing story of carriage death and deportation of the people.

Question 49.
The policy of “Verighosha” was converted to which policy after Kalinga War?
Answer:
The policy of “Verighosa” was converted to “Dharmaghosha” after the Kalinga war.

Question 50.
On Rock edict, VIII Asoka narrates that in the tenth year of his reign he converted to which Yatra to what?
Answer:
In Rock edict, VIII Asoka narrates that in the tenth year of his reign he converted Vihar-yatras (pleasure tours) to Dharma yatras (Religious tours)

Question 51.
It is described in which is rock edict Ashoka appointed a class of which officials to work for the temporal and spiritual welfare of the people.
Answer:
It is described in rock edict III that Ashoka appointed a class of officials called Dharma Mahamatras to work for the temporal and spiritual welfare of the people.

Question 52.
At the time of Ashoka when the third Buddhist council was convocated and what was the purpose of it?
Answer:
At the time of Ashoka, the third Buddhist council was convocated at Pataliputra. The purpose of it was an attempt to eliminate schism within the Buddhist Church.

Question 53.
Ashoka send to him which son and daughter were and what was the purpose of it.
Answer:
Ashoka sends his son Mahendra and daughter Sanghamitra to Ceylon for the propagation of Buddhism.

Question 54.
Ashoka send which two Buddhist saints to the so-called golden land?
Answer:
Asoka sends the Buddhist saint Sura and Uttara for the propagation of the Buddhist religion to the golden land of Burma.

Question 55.
According to legends who was Karubaki and in which rock edict her name was engraved?
Answer:
According to legends, Karubaki was the princess of Utkal fisherman king. Her name was engraved in the Allahabad rock edict.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 56.
Which are the main source of information for the political and administrative system of the Mauryas?
Answer:
The main sources of information for the political and administrative system of the Mauryas are the Indika of Meghasthenes, the Arthasastra of Kautilya, and the inscriptions of Asoka.

Question 57.
In the Mauryan Administration who was the sovereign authority of the state and in which divine origin he was identified?
Answer:
In Mauryan, the Administration king was the sovereign authority of the state. He was identified with “Beloved of the Gods”.

Question 58.
In Maurya kingship enjoyed unlimited executive power and which author opined that “the king was the fountainhead of all powers”.
Answer:
In Mauryan kingship, the kings enjoyed unlimited executive power. The author Kautilya opined that the king was the fountainhead of all powers.

Question 59.
In which separate edict which Mauryan king declared that “All men are my children”?
Answer:
In a separate Kalinga edict, the Mauryan king Ashoka declared that “All men are my children”.

Question 60.
The Mantri-Parishad-in the Mauryan government was considered with Which Vedic organization and for it, we obtain information from which accounts?
Answer:
The Mantri-Parishad in the Mauryan government was considered with “Samiti” organization of the Vedic period. For it, we obtain information from Arthasastra and rock edict IE and VI of Ashoka.

Question 61.
The high officials in Mauryan times were styled in which position and in the Mauryan period the financial year began from which month?
Answer:
The high officials in Mauryan times were styled as “amateurs” corresponding to the councilors of Meghasthenes. In the Mauryan period the financial year began from Ashadha (July-August).

Question 62.
In Mauryan Administration the whole empire was divided into how many parts and what are they?
Answer:
In Mauryan Administration, the whole empire was divided into two parts. They are kingdoms under direct rule and vassal states.

Question 63.
During the kingship of Ashoka in the Mauryan age how many provinces were in the kingdom and what names of the capitals of those?
Answer:
During the time of Ashoka in the Mauryan age, there were five provinces. The capitals of these provinces were Taxila, Ujjaini, Tosali, Suvarragini, and Pataliputra.

Question 64.
The provinces were subdivided into which units and what was the name of the divided units of provinces in the frontier areas?
Answer:
The provinces were subdivided into Visayas. In the frontier areas, the Visayas were Probably named Pradesh.

Question 65.
In Mauryan Administration, the Visayas were divided into which units and the divided unit was a mixture of what?
Answer:
In Mauryan Administration the visayas were divided into Janapadas. Each Janapada has comprised of a mixture of the number of villages.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 66.
In the Mauryan provincial administration which was the lowest unit and who was the head of this unit?
Answer:
In Mauryan provincial administration village was the lowest unit. Gramika was the head of this unit.

Question 67.
The city administration in the Mauryan era was provided by a board of how many members and how many numbers in committees?
Answer:
The city administration in the Mauryan era was provided by a board of 30 members. The board was divided into 6nos. of committees.

Question 68.
From the description of which country it is known that the palace of Pataliputra is more decorative and decent looking in comparison with the palaces of Persian Susa and Ecbatana?
Answer:
From the description of the Greek country, it is known that the palace of Pataliputra is more decorative and decent looking in comparison with the palaces of Persian Susa and Ecbatana.

Question 69.
In the Mauryan administration what was the principal share of revenue and what was the proportion of land tax?
Answer:
In the Mauryan administration, the principal share of revenue was derived from the land. The proportion of land tax was one-sixth of the produce.

Question 70.
In the Mauryan administration who was the head of the judiciary and what was the name of the judges?
Answer:
In the Mauryan administration, the king was the head of the judiciary. He appointed many judges named Vyvaharika Mahamatras.

Question 71.
In the Mauryan justice administration, there were how many tribunals, and what were they?
Answer:
In the Mauryan justice administration, there were two types of tribunals as Dharmasthiya courts and the Kantakasodhana court.

Question 72.
The ancient Gupta age is considered to which age of ancient India and it was compared with which ages of the ancient world?
Answer:
The ancient Gupta age is considered the golden age of ancient India. This age was considered with Pericles’s age of Greece, Augustus’s age of Rome, and Elizabeth’s age of England.

Question 73.
The Gupta age had remarkable progress in which field and which language became the chief vehicle of literary creation.
Answer:
The Gupta age had remarkable progress in the field of literature. Sanskrit became the chief vehicle of literary creation.

Question 74.
Who was the creator of literature and brilliant luminary of the Gupta age? He was in comparison with whom?
Answer:
Kalidasa was the creator of literature and a brilliant luminary of the Gupta age. He was considered as Shakespeare of India.

Question 75.
The engraved scripts in 1964 signify where the birthplace of Kalidasa and he was contemporary with which king?
Answer:
The engraved scripts in 1964 signify that Ujjaini was the birthplace of Kalidasa. He was contemporary with king Vikramaditya who was Chandra Gupta II.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 76.
Which was the best among the dramas of Kalidasa and which critics have offered high praise for this drama?
Answer:
The Avijnana Sakuntalam of Kalidasa is one of the best dramas of Kalidasa. European literary critics have offered high praise for this drama.

Question 77.
What were the two Mahakavyas of Kalidasa and which lyrical poem of his was regarded as a valuable gem in Sanskrit literature?
Answer:
The two Mahakavyas of Kalidasa were Raghuvansham and Kumara Sambhavam. The lyrical poem Meghaduttam was universally regarded as a valuable gem in Sanskrit literature.

Question 78.
Name of the other literary dignitaries of the Gupta period and what was the name of their works?
Answer:
The other literary dignitaries of the Gupta period were Bhairavi, the author of Kirataijuniyam, Sudraka, the author of Mrichchhakatikam, and Visakhadatta, the author of Mudra Rakshasa.

Question 79.
Who was Harisena and what was his poetical episode?
Answer:
Harisena the minister of Samudra Gupta was a poet of no mean order. He was the author of Allahabad prasasti.

Question 80.
Who was virasena and in which sphere he was famous?
Answer:
Virasena was a member of the court of Chandragupta II. He was not only a poet rather a grammarian.

Question 81.
Buddha Ghosa composed which poetry and it was the subject matter of which personality?
Answer:
Buddha Ghosa composed the Pandya Chudamani. Its subject matter was the life of
Goutama Buddha.

Question 82.
In the Gupta age who was the important figure in practical and applied sciences and what was the name of his work?
Answer:
In the Gupta age, Varahamihira was an important figure in practical and applied sciences. The name of his work was Panchasiddhant which is regarded as the bible of Indian astronomy.

Question 83.
Who was Aryabhatta and which theory he depicted first?
Answer:
Aryabhatta was a great mathematician and astronomer in the Gupta age. He was the first astronomer to invent the cause of solar and lunar eclipses.

Question 84.
Aryabhatta is said to have invented which famous system and which country borrowed it?
Answer:
Aryabhatta is said to have invented the famous decimal system. The Arab country borrowed Indian Mathematics and decimal systems from India.

Question 85.
The Gupta emperors were the patrons of which religion? Were they tolerant of other creeds?
Answer:
The Gupta emperors were patrons of Brahmanism. They were highly tolerant of other creeds.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 86.
Some caves in Ajanta are rich in which painting and these paintings depict which stories?
Answer:
Some caves in Ajanta are rich in Gupta paintings. These paintings first depict the jataka story and the life of Buddha.

Question 87.
The Gupta gold and silver coins depicted which earmark and which emperor showed considerable originality in casting his coins.
Answer:
The Gupta gold and silver coins depicted the high water marks of Indian coinage. Emperor Chandra Gupta II showed considerable originality in casting his coin.

Question 88.
Whose account is the valuable and chief source of knowledge for the social life of the Gupta age and which personality remained in India from 401 to 410 A.D?
Answer:
The account of Fa-Hien is a valuable and chief source of knowledge for the social life of the Gupta age. Fa-Hien remained in India from 401 to 410 A.D.

Question 89.
What was the position of women in literature and what was their practical life?
Answer:
Women had an idealistic position in literature. In a practical way, they lived in subordination to the male members of society.

Question 90.
Which amusements were popular in the Gupta age and which was a popular pastime?
Answer:
In Gupta, age amusements consisted of theatrical entertainments, dance performances, and musical concerts, and gambling was a popular pastime.

Question 91.
Which educational system was provided in the Gupta period and was there a distinction between Buddhist and Hindu teachings?
Answer:
The educational system provided in the Gupta period was Brahmanical and Buddhist culture. No distinction was made between Buddhist and Hindu teachings.

Question 92.
Stress the educational atmosphere at Nalanda University? Was admission to this university an easy process?
Answer:
Nalanda became a very well-equipped university with a big library, classrooms, and student homes. Admission to this university was not an easy thing and willing
students had to face various competitions.

Question 93.
Which foreign traveler lived in Nalanda for 10 years and how many students were at that university?
Answer:
A foreign traveler lived in Nalanda for 10 years. Near about three thousand students were studying at that university.

Question 94.
Give an account regarding the excellence of metallurgy teaching at Nalanda University.
Answer:
Nalanda University metallurgy course proves the excellence of its signifies that the Delhi Iron pillar of king Chandragupta and the life-size copper image of Buddha though had a remaining length still these items were even after hundred and hundred years still not less rusted.

Question 95.
Was there a caste system in the Gupta period and who was in higher status?
Answer:
Caste system was widely prevalent in the Gupta period. The law book describes the Brahmins were in higher status.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 96.
The prosperity of India due to Roman trade started from which period and when the direct link was established between Gupta India with Roman trade?
Answer:
The prosperity of India due to Roman trade started during the Kushana period. Chandragupta II conquest of Malwa and Saurashtra by overthrowing the Saka rulers established a direct link between Gupta India with Roman trade.

Question 97.
Which port bore the bulk of trade with the west and which town served as a great link market with the rest of India?
Answer:
The port of Brigukachchha bore the bulk of trade with the west. Ujjairutown served as a great link market with the rest of India.

Question 98.
The roman trade continued in a flourishing condition till which period and for what it was declined?
Answer:
The roman trade continued in a flourishing condition till the early Gupta period. It suffered from the time of the Hun invasion.

Question 99.
Which country’s trade compensated for the loss of roman trade and after Brigukachchha which port became a great center of trade?
Answer:
Trade with China and Southeast Asia compensated for the loss of roman trade. After Brigukachchha Tamralipta port became a great center of trade.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 100.
Which system was a part of the Jive of traders and manufacturers and what was the name of the president of this committee?
Answer:
The Guild system was a part of the life of traders and manufacturers. The name of the president of this guild was Bhandagarika.

Short-Answer Type Questions

Question 1.
Tri-Ratna in Jainism.
Answer:
Jina asked his disciples to follow three conditions for a nobler life. Those were Right Faith, Right knowledge, and Right Action. These conditions are known as the Tri-Ratna or the Three Jewels. In Jainism, man is required to regulate his life under those conditions. It was through faith, knowledge, and action that man could realize his own soul.

In the Jaina faith, the perfection of the soul was regarded as the real purpose of life. There was no need to worship God or Gods or to offer prayers or sacrifices. A pure soul could surely reach salvation without such things.

Question 2.
Karma And Rebirth in Jainism.
Answer:
In Jainism faith in the theory of karma and rebirth was absolute. Man has to work in order to live. His soul, therefore, is engaged in various works. But a man should also know the difference between good and bad work. Because he has to face the results of his work. If one does good work in life, the results will be good.

If one does evil work, bad results will follow. The results of the action or the karma are inevitable. No one can escape karma. Because it is the eternal law of existence. It is this karma that results in rebirth. Birth and rebirth are like an unending cycle. Man is bom again only to suffer for the sins of the previous life.

Question 3.
Non-violence in Jainism.
Answer:
Absolute faith in Ahimsa or non-violence received the highest place in Jainism. The life of every living being was regarded as sacred. The smallest of the small creatures also possessed life as did the human being. It was therefore a supreme sin that man should destroy the life of other creatures.

As the man himself does not want to be injured or killed. So also no creature would like to be injured or killed. According to Jainism, it was the duty of man to protect and preserve the life of every living creature. To Mahavira Jina, the practice of Ahimsa was like the highest duty of every mart.

Question 4.
Salvation in Jainism.
Answer:
Mahavira Jina taught his disciples to realize the absolute Truth of existence. Man is mortal. His physical body is unreality. Worldly attractions are meaningless. Karma or action leads to sins when a man is attached to worldly pleasures. It is for the sins that there is rebirth in an endless cycle. Unless on attempts to escape the rebirth there will be no end to his sufferings.

Jina showed the path for man to escape rebirth. In order to realize that the Atma or the soul is real while the body is unreal. Jina advised me to give up all attachments to the body. By putting the body in pain showing no desire for anything by giving up all possessions and even by inviting death by starvation a man can prove that he has no desire for worldly existence.

Question 5.
Four noble Truths or Arya Satya in Buddhism.
Answer:
Buddha got his enlightenment with the knowledge of four things. They were life is suffering is due to desire, suffering ends with the end of desires, and desires end with noble thoughts and actions. Buddhism deviated its philosophy from these truths. To Buddha, the material existence of everything is momentary. The world is full of sorrows.

Life is unreal. Sorrows, sickness old age, and death are inevitable. It is necessary to escape all suffering. He searched for means to escape worldly sufferings. He discovered the causes of suffering. Most causes were man’s desires. He wanted the destruction of worldly desires. For that purpose, he discovered the Noble1 Eightfold path.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 6.
Noble Eightfold path in Buddhism.
Answer:
Buddha saw how life rested on holes and desires. He also knew now hopes and desires were the root causes of sorrows and suffering. He discovered the path to come out of those miseries. That path is famous as the Noble Eightfold path. They were the Right view, the Right Aspiration.

Right Speech. Right conduct, Right Livelihood. Right Effort, Right Mindfulness, and Right contemplation. This Noble Eightfold path is also called the Middle path Buddha knew that it was impossible and undesirable for all men to renounce the world and become sannyasis. At the same time, he wanted that men should not to be too attached to worldly affairs and pleasures.

Therefore, he gave a code of conduct that was possible for a man to follow. Between a sannyasi and an extremely worldly man. Buddha’s code of conduct was like the middle path. One could remain in the world without being worldly. The Noble Eightfold path was meant for that kind of life.

Question 7.
Nirvana in Buddhism.
Answer:
Nirvana was considered the supreme goal of life. It was an escape forever, the extinction. It was possible to attain Nirvana by putting an end to the desire for life, for, the world, for birth, and for existence. When all desires and all cravings are extinguished once and for all life enters into a state of external peace. When it leaves the body it does not take rebirth. In Buddhist philosophy, the idea of Nirvana had a deep root.

In order to achieve that Nirvana a Buddhist was required to regulate his entire conduct. The conduct of Nirvana was a moral conduct man should give up violence, killing of animals, falsehood luxury, stealing, desire for wealth, and many such immoral acts. Thereafter, he should try samadhi or meditation, and try to attain propaganda or insight. Finally, he should aspire to re-enlightenment and salvation that is, Nirvana.

Question 8.
Spread of Buddhism.
Answer:
From the time of Buddha, Buddhism began to spread slowly but steadily. Yet, in the long run, it would have perhaps remained confined to India only. But two centuries after Buddha, there rules in India a great emperor named Ashok. It is he who prepared the path for the spread of Buddhism outside India. In course of centuries, over the whole of Asia Buddhism swept like a great tide. It was the tide not merely of religion, but also of civilization. Buddha is rightly, therefore, called the light of Asia.

Question 9.
State their contribution of Buddhism to Indian Culture.
Answer:
Buddhism brought about unity in the religious field by preaching against class and caste distinction. Buddhist monasteries were great centers of bearing where people from all over the world came and studied. Buddhists contributed immensely to the religious literature in India. As Buddhist scriptures were written in pali, the language of the common people.

Question 10.
State three contributions of Jainism to Indian culture.
Answer:

  • In the religious field, Jainism was a reform movement in Hinduism. It did away with superstition, empty refuels, caste system which existed in Hindu Society.
  • Jainism contributed a lot to the field of architecture. Jain caves at Udayagiri, Ellora, and the Dilwara temples of mount Abu are some notable examples of it.
  • Jain literature is in Ardh-Magadhi and Prakrit dialects. Jain literature highlights the values of Ahimsa.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 11.
State the impacts of the Kalinga war on Ashoka.
Answer:

  1. Ashoka left Digvijaya and started Dharmavijaya.
  2. Ashoka became a follower of Buddhism.
  3. The Kalinga war brought about a revolution in the life of Asoka.

Question 12.
Write about the architecture of the Gupta.
Answer:
Countless temples, pillars rock- cut valves, palaces, and cities belonging to the Buddhist, Jain, and Hindu sects flourished during the Gupta period. In temple architecture, the Gupta Age reached a high water mark. Dalavatar temple at Tigowa in Madhya Pradesh, and Bhitargaon temple at Kanpur were the finest specimen of their architectural achievements form pillar at Mehrauli near Delhi and the Garuda pillar of Keshinagar were two examples of their greatness.

Question 13.
Write about paintings of the Gupta Age.
Answer:
The paintings on the walls of the caves at Ellora and Ajanta at Aurangabad in Maharashtra and at Bagh in malwa testify to Gupta’s skill in painting. These paintings are a fine representation of the combination of the beauty of virtue carrying some themes. For example- revealing the life of Gautam Buddha, Charming and delightful scenes facial, expressions, festivals, and processions. Even after the passage of a long time all those now look quite lively. This painting is called Fresco – painting.

Question 14.
Write about Nava Ratna of the Gupta Period.
Answer:
The court of Chandragupta II (Vikramaditya) was bombed by a galaxy of nine celebrated scholars known as the (Nawa Ratna) or Nine Gens. They were Dhanwanfan, Kshyapanaska, Sanku, Amarsingh, Betalbhat, Ghatakapoor. Kaiidas, Barahamihir. Bararuchi of them Kaiidas was great by his literary genius.

Question 15.
The Jatakas.
Answer:
The Jatakas are the stories of Buddha’s birth and his previous life. Jainism special literature like the epics. Through the Jatakas, we get an idea of the 3rd end 4th century B.C. The stories were written in pali and were compiled in book form in the first century B.C. The subjects from these stories were used in sculpture on the railings of the stupas.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Short Answer Questions

Question 16.
Hinayana.
Answer:
Those who followed strictly the doctrine of Budda and denied the existence of God were known as the followers of the lesser vehicle or Hinayana. This sect does not believe in idol worship. Even its follower does not believe that. Buddha was God. They believe in the Eightfold path as the only mean of salvation. They use pali as the language of their scriptures. The Hinayana sets of Buddhism are confined to India Srilanka Burma, Cambodia, and Laos.

Question 17.
Mahayana.
Answer:
The term Mahayana means ‘Greater Vehicle’ of salvation. It was another sect of Buddhism. They believe in Buddha as God. They worship the statues of Buddha and the Bodhisattvas, the Buddha in the previous births. This sect introduced idol worship and performed complex rituals and ceremonies. They wrote their scripture in Sanskrit. Kaniska was cofollower of Mahayana. The sect spread to northwestern parts of India, China, Japan, and South East Asian countries.

Question 18.
Third Buddhist council.
Answer:
In 251 B.C. Asoka organized the third Buddhist council at his capital putaliputra for the propagation of Buddhism. The famous Buddhist monk of Srilanka mogaliputta, Tissa, presided over this council. Ashoka’s active participation in this council inspired the followers of Buddhism to remain united.

Question 19.
Dharmayatra.
Answer:
After the Kalinga war, Ashoka stopped the practice of Bherighosha meant for conquering kingdoms and is stead started Dharma Yatra all over India. He started Vihara yatras (pleasure tours) and arranged for Dhamma Yatra (religious tour) in its place. He visited the places associated with the life of the Buddha. These activities had a tremendous influence on his subjects and thereby helped in the spread of Buddhism.

Question 20.
Dhamma Vijaya.
Answer:
Outs of India, Ashok sent missionaries of peace to countries like Burma Egypt, Russia, China Tibet, Srilanka, etc. They spread the doctrines of Buddhism outside India. By sending messages of peace & universal brotherhood to these countries. Ashoka paved the way for the propagation & Spread of Buddhism there.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Long Answer Questions

Odisha State Board CHSE Odisha Class 12 History Solutions Unit 2 Religious Movements of Sixth Century BC Long Answer Questions.

CHSE Odisha 12th Class History Unit 2 Religious Movements of Sixth Century BC Long Answer Questions

Long Questions With Answers

Question 1.
Give an analysis regarding the rise of Jainism and the life of Mahavira Jina.
Answer:
Mahavira Jina preached Jainism in the 6th century B.C. But long before his time, there was a desire among the wise men of India to search for real spiritual values. According to the belief of the Jainas, as many as 23 Tirthankaras, or religious prophets were bom in India before Mahavira Jina. Mahavira was the 24 and the last Tirthankara. He is regarded as the founder of historical Jainism.

The history of the early Tirthankaras is unknown the 23rd Tirthankara, Parsvantha is said to have lived 250 years before Mahavira. He was born in the Kshatriya princely family of kasha. At the age of 30, he became a sannyasi in search of Truth. At last, be got the supreme knowledge. He preached four vows for men, namely to practice non-violence, to speak truth not to steal, and not to possess properly. Many years after Maranatha, the last of the Tirthankaras were born.

Mahavira Jina his life :
There was a kingdom named Videha in ancient India. Its capital was Vaisali. Near that city, there was a village named Kundagrama. A Kshatriya clan called jnantrika lived there. The ruler of that clan was Siddhartha. His wife’s name was Trishala. She was the sister of the ruler of Vaisali. A son was born to Siddhartha and Trishala and was named Vardhamana.

In the future, he became famous as Mahavira Jina. The year of the birth of Vardhamana is not definitely known. According to some sources, he was bom in 618 B.C. and lived for 72 years. Accordingly, to some other sources, he was born in 540 B.C. and died in 468 B.C. after a life of 72 years. Many historians have accepted this latter view.

Vardhamana was a contemporary of Goutam Buddha. Born in an aristocratic family, Vardhamana began a life of worldly pleasures. He got married in time. The name of his wife was Yoshida. A daughter was also bom to him. But as he advanced in years. Vardhamana gradually lost attraction toward worldly life. At last, at the age of 30, he left his name and family as a Sannyasi in search of Truth.

For long twelve years thereafter Vardhamana traveled as a homeless wanderer. He practiced hard penance and put his body in extreme pain. He did not care for the heat of the summer or the cold of the winter. He lived without food or water for a long time. He moved from place to place without putting any clothes on his body which people attached to him at many places.

But like a hero, he suffered pain or punishment without signs of sorrow. Suffering the hardship of nature and cruelty from human hands, he continued his meditations to reach the Truth. At last, in the thirteenth year of his wandering life as a monk, he got the supreme knowledge of the Kevala Jnana. At that moment of bliss, Vardhamana became the Mahavira, or the Great hero, and the Jina, or the conqueror.

From that time when he was 42 years in his age, Mahavira Jina began to preach his doctrines. His preaching continued for long 30 years till his death. He went from place to place and attracted countless people wherever he went. He visited Mithila, Sravasti Champa, Vaisali, Rajagriha, and several other places.

It is known from the Jaina sources that he came as for as Kalinga and preached his doctrines from the Kumari Hill (the Udayagiri Hill near Bhubaneswar) to the people of Odisha. Everywhere, the common people as well as the kings listened to him. He was venerated, as a great prophet. Mahavira Jina died at the age of 72 at a place named Pava near Rajagriha. The followers of Mahavira Jina came to be known as the Jain as. The religion which he preached became famous as Jainism.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Long Answer Questions

Question 2.
Five is an analysis of the essence of Jainism and its impact on life.
Answer:
Parsvanatha, who preached before Mahavira had given four principles for a pure life. Those were non-violence, truth, non-stealing, and non-possession. Mahavira Jina added another principle namely brahmacharya or celibacy. According to him, these five qualities were necessary for leading a life toward perfection and crossing the stream of existence. Mahavira gave up all attachments to worldly things. He even gave up the use of clothes.

Tri-Ratna :
Jina asked his disciples to follow three conditions for a nobler life. Those were Right Faith, Right Knowledge, and Right Action. These conditions are known as the Tri- Ratna or the Three Jewels. In Jainism, man is required to regulate his life under those conditions. It was through faith, knowledge, and action that man could realize his own soul. In the Jaina faith, the perfection of the soul was regarded as the real purpose of life. There was no need to worship God or Gods or to offer prayers or sacrifices. A pure soul could surely reach salvation without such things.

Karma and Rebirth :
In Jainism faith in the theory of karma and rebirth was absolute. Man has to work in order to live. His soul, therefore, is engaged in various works. But a man should also know the difference between good and work. Because he has to face the results of his work. If one does good work in life, the results will be good.

If one does evil work, bad results will follow. The results of the action or the karma are inevitable. No one can escape karma. Because it is the eternal law of existence. It is this karma that results in rebirth. Birth and rebirth are like an unending cycle. Man is bom again only to suffer for the sins of the previous life.

Jainism showed the path to escape from the cycle of rebirth. By Right Faith, the right knowledge, and the Right Action that man can avoid the sins of life by escaping sins, one can escape the pain of rebirth. By giving up attachment to worldly things, one can escape the sins of greed.

Last and possession:
According to the Yains, no one can escape the results of sins by offering prayers to the gods. It is only by right conduct and action that one can do so.

Non-Violence :
Absolute faith in Ahimsa or non-violence received the highest place in Jainism. The life of every living being was regarded as sacred. The smallest of the small creatures also possessed life as did the human being. It was therefore a supreme sin that man should destroy the lives of other creatures as the man himself does not want to be injured or killed, so also no creature would like to be injured or killed. According to Jainism, it was the duty of man to protect and preserve the life of every living creature.

To Mahavira Jina, the practice of Ahimsa was like the highest duty of every man. Jainism carried non-violence to its extreme extent. The Jainas did not cook food after an evening in fear that even the smallest of the insects might fall into the fare. No other religion paid so much respect to live beings as Jainism. Kindness towards all kinds of life was a cardinal feature of Jainism.

Salvation :
Mahavira Jina taught his disciples to realize the absolute Truth of existence. Man is mortal. His physical body is unreality. Worldly attractions are meaning less. Karma or action leads to sins when a man is attached to worldly pleasures. It is for the sins that there is rebirth in an endless cycle. Unless one attempts to escape the rebirth, there will be no end to his sufferings.

Jina showed the path for man to escape rebirth. In order to realize that the Atma or the soul is real while the body is unreal, Jina advised to give up all attachment to the body. By putting the body in pain, showing no desire for anything, by giving up all possessions, and even inviting death by starvation a man can prove that he has no desire for worldly existence. It is by such detachment that man can finally realize the Real Knowledge or the kevalin. By destroying karma.

He can Liberate his soul and escape rebirth. The liberated soul can at last reach the eternal abode of peace or the Siddha Sila. That is the salvation or Kaivalya. There will be no rebirth and no return to sufferings on earth once the salvations was reached. In Jainism, the supreme goal of life was salvation.

Reformism :
Jainism rose as a new religion. Side by side, it challenged many existing evils of the Brahmanic faith. Mahavira Jina was one of the greatest reformers of ancient India. He raised his voice against many social and religious systems of his time. In an age when religion mainly meant the worship of many deities practice of meaningless ceremonies and the sacrifice of animals, Jina drew the attention of man towards higher spiritual goals.

According to him sins of life cannot be washed away by worship or prayers. Man can avoid sins by virtuous conduct. By denying worship and prayers. Jina gave a blow to the supremacy of the priestly class. The Jain did not believe in the Vedas. They denounced blind beliefs and superstitions.

White preaching the value of non-violence, condemned the practice of animal sacrifice. Jainism believed in human equality. As such the Jainas, criticized the caste system. The rise and spread of Jainism resulted in a new socio-religious consciousness among the people. Its impact on Indian Society and culture became deep and wide.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Long Answer Questions

Question 3.
Analyze the teachings of Gautama Buddha.
Answer:
The religion of Gautama Buddha is famous as Buddhism. The teachings of Buddha were simple. They were meant both for the masses as well as for the most learned and the wise. Buddha did not lay emphasis on the Fatherhood of God. His emphasis was on the brotherhood of men. He did not preach dogmas. He preached ethics.

Four Noble Truths or Arya Satya:
Buddha got his enlightenment with the knowledge of four things. They were life is suffering due to desire, suffering ends with the end of desires, desires end with Nobel thoughts and actions. Buddhism developed its philosophy on these truths. To Buddha, the material existence of everything is momentary.

The world is full of sorrows. Life is unreal sorrows, sickness, old age, and death are inevitable. It is necessary to escape all suffering. He searched for means to escape worldly sufferings. He discovered the causes of suffering. Most causes were man’s desires. He wanted the destruction of worldly desires. For that purpose, he discovered the “Noble Eightfold path”.

Noble Eightfold path :
Buddha saw haw life rested on hopes and desires. He also knew how hopes and desires were the root causes of sorrows and suffering. He discovered the path to come out of those miseries. That path is famous as the Noble Eightfold path. They were Right view, Right Aspiration, Right Speech, Right Conduct, Right Livelihood, Right Effort, and Right.

Mindfulness and Right contemplation. This Noble Eightfold path is also called the ‘Middle path’ Buddha knew that it was impossible and undesirable for all men to renowned the world and become Sannyasis. At the same time, he wanted that men should not to be too attached to worldly affairs and pleasures.

Therefore, he gave a code of conduct that was possible for a man to follow. Between a Sannyasi and an extremely worldly man, Buddha’s code of conduct was like the middle path. One could remain in the world without being worldly. The Noble Eightfold path was meant for that kind of life.

The Karma :
The desires lead men to karma. Bad desires lead to views. Man cannot escape the results of his karma. There is no escape even in death. After death, life will again take a new shape to suffer the karma of the last life. Transmigration of the soul will continue. Thus, kama leads to the cycle of many births. To the same world of sorrows and sufferings, life returns again and again. To Buddha, it was essential to put an end to such eternal suffering. He discovered the path at last. It was the Nirvana.

Nirvana :
The Nirav was considered the supreme goal of life. It was an escape forever, the extinction. It was possible to attain Nirvana by putting an end to the desire for life, for the world for birth, and for existence. When all desires and all cavings are extinguished are for all life enters into a state of eternal peace. When it leaves the body, it does not take a re-birth.

In Buddhist philosophy, the idea of Nirvana had a deep root. In order to achieve that Nirvana a Buddhist was required to regulate his entire conduct. The conduct of Nirvana was moral conduct. A man should give up violence, killing of animals, falsehood, luxury, stealing desire for wealth, and many such immoral acts. Thereafter he should try for Samadhi or mediation and try to attain prajna or insight.

Finally, he should aspire for enlightenment and salvation, that is, Nirvana. In substance, salvation was possible through moral and ethical practices. With salvation, there was to be neither thirst nor desire, neither sorrow nor decay, and above all, neither life nor death. While Buddhism emphasized such faiths, it also stood to reform the existing Indian religion and society. Buddha was, in fact, the greatest reformer in Indian history.

Question 4.
Emphasize the impact of Jainism and Buddhism on Indian Society.
Answer:
At a time when the early Vedic society was on its path toward degeneration. Jainism and Buddhism appeared to halt that process. The caste system and inequality of men were denounced. Society fought for the values of equality. The people were advised to develop the ethics of kindness towards all men.

By opening the doors to the lower casts to come to their fold. Jainism and Buddhism created a new hope for them for their honorable social existence. The higher castes were brought under a spirit of liberation. Jainism and Buddhism taught the people to practice non-violence towards each and all.

Both religions presented to men new codes of moral conduct. People were advised to lead a better and purer life. Higher spiritual goals were put before all men. In brief, Jainism and Buddhism created a new awareness in Indian Society for change for good.

Impact of Jainism and Buddhism on Literate:
The rise of Jainism and Buddhism opened the path for great literacy activities in ancient India. Mahavira Jina and Gautama Buddha were great prophets of the ancient world. Enough of literature, therefore, grew up around those two remarkable personalities. Their teaching was of unique value. Enormous literature, therefore, came up around their doctrines and sayings.

The most important of the Jaina literature were Anga, Upanga, and the mula sutra. The Buddhist religious literature became famous as the Tripitaka. In course of time, many philosophers and thinkers were born to enrich the Jaina and Buddhist literature. Knowledge of ancient history, philosophy, science astronomy, and various other subjects found a place in that religious literature. The literature of both those religions became the storehouse of ancient knowledge.

Influence on Architecture Art and Sculpture :
Both Jainism and Buddhism greatly enriched the art and architecture of India. Numberless religious shrines, monuments, monasteries, viharas, and stupas were constructed for religious purposes. The caves of Khandagiri – Udayahgiri in Odisha the temples of Elora, Junagarh, and mount Abu in Rajasthan are some of the examples of Jaina architecture that have survived till today.

They contain fine specimens of Jaina art and Sculpture. Examples of architecture are seen at Bodh Gaya, Sarnath, Sanchi, Barhat, Amaravati, and Ratnagiri. Countless Buddhist monuments have perished in course of time. The gigantic architectural works of the Kushan period are no more.

The descriptions of many works of architecture are seen in Buddhist literature but most of them have disappeared from the surface of the earth. Some examples of the cave architecture of the Buddhists are to be found today in Nagarjuna and Barabar hills. The finest examples of Buddhist sculpture are to be seen on the gateway and railings of the Sanchi Stupa.

The Buddhist stone pillars, as to be seen in some places, were works of fine sculpture. When the Mahayana form of Buddhism began to spread, the images of Buddha were required all over the country. Some of those images represent the excellence of the Indian art of sculpture. Jainism and Buddhism also encouraged the art of painting.

The Jaina painters made wonderful contributions to Indian art. Unfortunately, most of them perished due to the ravages of time. The Buddhists too developed the art of painting towards perfection. The world-famous paintings of the Ajanta Caves were the work of Buddhist painters. In brief, Jainism and Buddhism made immense contributions to Indian civilization during their key day.

In every sphere of culture, those two religions marked their impact deeply. Though Buddhism disappeared as a religion from India in course of time yet Buddha and his teachings found a permanent place in Indian thought. No historic figure has been worshipped as God as the Buddha in India. That proves the depth of the Buddhist impact on Indian history. Jainism thrives on the soil of this land as one of India’s great religions.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Long Answer Questions

Question 5.
Kalinga war and its impact on the life of Ashoka live a description?
Answer:
In the 12th year of his reign and the 8th year of his coronation, Ashoka invaded Kalinga. It was in 261 B.C. Ashoka’s Kalinga war was the greatest political event of his rule and one of the greatest events of all history. From very ancient times Kalinga was a famous state. Its power rested on internal prosperity and maritime activities.

Modern Odisha roughly covers the territories of ancient Kalinga. When Chandragupta Maurya was conquering far and wide to unite India, Kalinga was seen as independent and strong. The Greek Ambassador Megasthenes who lived at Pataliputra at that time indirectly referred to the power of Kalinga.

It was surprising that the Maurya army which conquered lands from Hindukush to the Ganges and the Himalayas to Mysore did not try to conquer a nearer country like Kalinga. The next Maurya Emperor, Bindusara, was also a powerful ruler. But he too did not venture a war with Kalinga. It was left for the third Maurya, Ashoka, to conquer that unconquered country.

Unfortunately, nothing is known regarding the ruler or rulers who ruled Kalinga at that time. It is also not the republic of the ancient model. Only this, much is known that the people of Kalinga offered a relentless resistance to the invader. They fought for their freedom. The army of Ashoka was no doubt big From the Greek accounts it is known that Chandragupta Mourya maintained an army of 6 lakhs.

It is probable that by the time of Ashoka the army was still bigger. In any case, Ashoka invaded Kalinga with the resources and military strength of the Indian empire. The people of Kalinga fought, but at length, they lost. How desperate was the battle, how bitterly was it fought, and how terrible were the results, are known from Ashoka’s own descriptions? This is what he wrote about the Kalinga war in his Thirteenth Rock Edict.

“The country of Kalinga was conquered when king Priyadarsine, beloved of the Gods, had been anointed eight years. One hundred and fifty thousand therefore captured, one hundred were thousand were there slain, and many times as many died”. These were losses on Kalinga’s side.

On Ashoka’s side too, many many thousands died in the battle. It was indeed a horrible war. Examples are rare in ancient history when so many people died in a single contest. It is, however, not the war that became unique but the result of the war which brought about a turning point in history.

The change of Ashoka :
The Kalinga war was Ashoka’s first and last war. He did not fight, therefore. He made no more conquests. The horrors of war evolved a storm in his mind. His heart was moved to see the misery of men. There was pain and remorse. And, there came a complete change. It was as if the conquered Kalinga conquered her conqueror.

The change which came in Ashoka has been described thus: “Therefore, now when the country of Kalinga has been acquired the beloved of the Gods has Zeahous compliance with Dhamma love of Dhamma and teaching of Dhamma, is the remorse of the beloved of the Gods on having conquered Kalinga.

Verily the slaughter, death, and captivity of the people, that occurs, when an unconquered country is being conquered, is looked upon as extremely, painful and regrettable by the Beloved of the Gods. Even one hundredth or one-thousandth part of those who are stain died, or were captured in Kalinga is today considered regrettable by the Beloved of the Gods.

The Beloved of the Gods desires for all beings non-injury, self-control, equable conduct, and gentleness”. The change that the Kalinga war brought to him led Ashoka to become a Buddhist. He gave up violence once and for all and became a disciple of that Great Apostle of Non-violence, Gautama Buddha.

It was the conquest of heart that he thereafter aimed at. Because the conquest by the sword was no real conquest. The conversion of Chand Ashoka into Dharmashoka is considered as an epoch-making event in world history. His new role made him the greatest monarch of mankind.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Long Answer Questions

Question 6.
Evaluate the kind, Ashoka, as a missionary and his promotion towards the upliftment of Buddhism.
Answer:
Monarchs of men are known for political activities. Only a very few of them had a religious mission to perform. Among those few Ashoka was the foremost. No monarch was able to do for any religion what Ashoka did for Buddhism. The role of Ashoka as a missionary was manifold. He preached Buddhism as a code of ethics.

He wanted his moral elevation of his. subjects, of the officers of the state, and of the people of neighboring countries. In fact, it was a spiritual mission for the benefit of mankind. He adopted the following means for the propagation of the Dharma or the eternal law.

Dharma, yatra:
The Emporer decided to travel to various corners of his country to propagate Dharma. In the past, the kings used to go out on Vihara-yatra or pleasure tours. Those were meant for hunting, games, and spots. But Ashoka gave up Vihar-Yatra. Instead, he took up Dharma-Yatra. That is to say, Ashoka became a moving missionary himself. He went to such places as Bodhgaya where Buddha got enlightenment and the Lumbini Garden where Buddha was born.

He traveled with Buddhist bhikshus, met people everywhere, came into close contact with them, and personally taught them the rules of Dharma. Two results came out of his Dharma-Yatra. First, the Buddhist places that Ashoka visited received special veneration from the people. Secondly, the religious discourages of the emperor drew countless men towards Buddhism.

Dharma-Stambhas:
Ashoka erected Dharma Stambhas at different places in his for-flung empire to draw the pillars. The noble principle of conduct and ethics were inscribed on the pillars. Those writings were the Dharma-lipids, containing valuable thoughts about Dharma. They were meant to be preserved on imperishable stone for generations of men to see and follow. No ordinary missionary could have erected that costly pillar. It was a royal missionary like Asoka who could do it. And the stamp has a permanent value.

Dharma Mahamatras:
For the propagation and promotion of Dharma Ashoka appointed a set of officers named as Dharma Mahamatras. They were to work for the material and spiritual benefit of men. In the vast empire of Ashoka there lived people of many sects and many faiths. Ashoka wanted that they should all live together happily as well as practice their faith rightly.

Dharma Mahamatras were required to regulate cordial relations among various sets and to keep them on the right path. They were also to work on charity and philanthropy. The work of those officers roused a religious and spiritual awakening in the minds of men.

Dharma-Shravana :
Asoka wanted that people should hear the meaning of Dharma. He, therefore, ordered the officers of the state such as Rajukas, pradesikas, and Yuktas to go out four every five years to preach religious doctrines among the people. Such doctrines were the rules of this and morality for a higher and better life. When the high officers of the Government taught Dharma, people in large numbers became attracted to it. Thus, Ashoka was not only a missionary himself, but they made the officers missionaries as well.

Dharma-Ghosa:
Inside Ashoka’s empire, there were many turbulent tribes who lived in a dense dangerous forest. On the outskirts of his empire, there also lived such people. Besides, outside the immediate frontiers of the Maurya empire, there were hostile people all around. Previous monarchs terrified such people inside and outside by the Bherighosha.

It was the “Reverberation of the war Durm”. In other words, it was the conquest by force of arms. Ashok gave up that traditional mode of conquest. Instead, he wanted to conquer them by Dharma Ghost. It was the Reverberation of Dharma or law. In other words, it was a conquest by force of love non¬violence, peace, and morality.

Buddhist monks were sent to preach among the different people to bring them to the path of law. Ashoka announced a policy of peace toward all. He called Upon the dwellers of forests and others not to fear any show of force from him. Instead, he advised them to come nearer to Dharma Ashok, dharma Ghosa, no doubt, was a markable missionary of eating.

Dharma -Vijaya:
Finally, Ashoka thought of a much more ambitious mission. It was a tradition with powerful monarchs to think of conquests. It could be the conquest of far-away countries across continents. Ashoka gave up such ideas. Instead, he thought of the widest conquest through Dharma. Accordingly, he sent names mentioned in his rock inscriptions.

They were kinged Antiochos Theos of Syria, Ptolemy philosophes of Egypt, Antigonos Gonatas of Macedonia, mages of Cyrene, and Alexandar of Epirus – Ashoka’s Spiritual mission in the Greek world, in Egypt and Syria bore inevitable results. The first lessons of Buddhism made an entry into western Asia and beyond.

In the south, the conquest was more definite. In this regard, the emperor showed a remarkable personal example of sacrifice for a cause. He sent his own son Mahendra to Ceylon to preach Buddhism there. And, Mahendra was preceded as a Buddhism Bhikshu, not as the son of the richest emperor of the world. In those days, the sea routes were unsafe.

The ships were small Ceylon sent his son to that distant, dangerous, and unknown place. Next, he sent his daughter Sanghamitra to Ceylon with a branch of the Bodhi tree. Sanghamitra went as a Bhikshuni and stayed there for many years till her death. The people of Ceylon embraced Buddhism because of her discussion efforts.

It was a supreme achievement of Ashok as a missionary to have converted the people of an entire country outside India to the religion of Buddha. The people of Srilanka, that is Ceylon, are Buddhists fill today. Ashoka also sent missionaries to Suvamabhumi or Burma. Among them were Sona and Uttar whose names have survived till now.

Through Burma, Buddhism made its way to Southeast Asian countries which in course of time became Buddhist. Ashoka was praised for his Dharma Vijaya outside. He proclaimed in his rock Edict. “But this conquest is considered to be the chiefest by the Beloved of the Gods, which is conquest through Dharma. And that again has been achieved by the Beloved of the Gods here and in his bordering dominions, even as far as six hundred Yojanas”.

The missionary emperor was also confident that the influence of the dharma would spread beyond his neighboring countries. Therefore, he said, “Even where the envoys of the Beloved of the Gods do not go, they, having heard the utterances of Dharma the ordinances, and the teaching of Dharma by the beloved of the Gods practice Dhamma and will such practice.”

Such were the achievements of Ashoka a missionary. In this zeal for the propagation of religion, both inside his empire and outside, Ashoka is without a rival, or a parallel, among the monarchs of men.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Long Answer Questions

Question 7.
Give an account of the Mauryan Administration and its impact on society.
Answer:
Literacy sources such as the Indika and the Arthasastra and the various rock and pillar edicts of Ashoka give us a detailed account of the Mauryan administration. The administration can be studied under far heads of central provincial, district and village. The capital city of Pataliputra was administered separately.

Central:
The king was the supreme authority. He took all important decisions concerning the empire. He was assisted by a council of ministers Mantri Parishad. The various branches of the administration were under officials called ‘Amatyas”.

Provincial :
The empire was divided into provinces. Each province was headed by a prince. He ruled the province as a representative of the king. He was assisted by many officials.

District:
Each province was divided into a number of districts. The ‘Pradeshta’ was the head of the district. He was assisted by Junior officials such as ‘Yaktas’ and ‘Rajkas’. Their functions included the survey and assessment of land, collection of revenue, and maintenance of law and order.

Village :
Each district consisted of many villages. Villages assisted government officials in marking the boundaries of the village, maintaining land records, and collecting taxes.

City of Pataliputra :
Pataliputra was the capital of the empire. It was also a most around the city to protect it from enemy attacks. A committee of 30 members looked after the city. This committee of 30 members looked after the city. This committee was divided into six boards, each consisting of five members. Each board looked after a specific department, such as the comforts and security of foreigners, registration of births and deaths, industry and trade and commerce, an inspection of manufactured goods, and collection of taxes.

Army :
The Mauryans had a large army which included infantry, cavalry, elephants, chariots, and a navy. Senapati was the head of the army. The army was equipped with bows, arrows, swords, armor shields, etc. The army defended the kingdom from enemy attacks. The officers and soldiers were well-trained and regularly paid.

Spy system :
The Mauryan kings maintained an efficient spy system. They informed the kind about the development within the kingdom and outside.

Question 8.
Write a note on the Development of Literature and science during the Gupta period.
Answer:
The Gupta age was an age of high culture and many scientific achievements.
Literature :
The Gupta kings were great patrons of Sanskrit Literature. Some of the finest poetry and dramas in Sanskrit were written during his time. Kalidasa lived during the reign of Chandragupta II. It is famous works include Meghaduta, Raghavamsha, Ritusamhara, Kumara Sambhava, and the famous play, Abhijnana Shankuntalam.

There were other great writers too. Sukruta wrote Mrich Chhakatika. Vishakhadutta authored. Mudrakshasa and Devichandra Gupta – Panini’s Ashtadhyagi was an excellent work in Sanskrit Grammar. Another popular work today, the Panchatantra was also written during the Gupta period.

Science :
All branches of science made rapid progress during this period. The science of mathematics, astronomy, metallurgy, and medicine was very advanced.

Astronomy :
Two well-known mathematicians and astronomers of the time were Aryabhata and Varahamihira. Aryabhata said that the earth moves around the sun and at the same time moves on its own axis. His theory was not believed at that time. However, now he knows that it is true. He wrote Aryabhatiyam, in which he gave solutions to many mathematical problems. Varahmihira was another leading scientist. He wrote Brihat Samhita which is an encyclopedia of science.

Mathematics :
The numeral system was also very advanced. The Arabic numbers were first used by the Indians. This system was later adopted by the Arabs and then by the Europeans. Indian mathematicians knew the use of the zero. They used the decimal system extensively.

Metallurgy :
Metallurgy was also very advanced. This is clear from the iron pillar at Mehrauli, in Delhi, built in the fourth century. As it has remained exposed to sun and rain for over to centuries. However, the dust has formed over it. The gold coins of the Guptas were also excellently designed.

Medicine :
In the field of medicine too, there was great progress. Doctors attended to patients in the many hospitals which were built during the Gupta period. Many books on medicine were written. Dhanvantari was the greatest physician of this time. Veterinary science also developed.
The Gupta age is still remembered for its achievements in the field of literature and science.

CHSE Odisha Class 12 History Unit 2 Religious Movements of Sixth Century BC Long Answer Questions

Question 9.
Why Gupta Age is known as the classical Age in Sanskrit literature.
Answer:
The Sanskrit Language was patronized during the Gupta period. It was recognized as the court language and was used in their inscriptions. Gradually it became the lingua franca of India. Even Buddhist scholars began writing their scriptures in Sanskrit. The Jain writers too, who had been writing in Pali and Prakrit, switched over the Sanskrit which gradually became the literary language of northern India. Great poets, dramatists, grammarians, and playwrights lived in the period. Some of the well-known scholars who flourished during the period are mentioned below.

Kalidasa :
He was the greatest Sanskrit poet and playwright of this age. Meghaduta, Ritu Sambhar, Kumar Sambhava, Raghu-vans, Shakuntala, Abhijnana Shakuntalam, Vikramorvashi & Malavikagnimitram were his important contribution to Sanskrit literature.

Vishakhadutta :
He was a great poet & playwright of the Gupta period. His two great historical plays are Mudra-Rakshasa & Devi Chandragupta Mudra Rakshasa (seal of Rakshasa) was the story of how Chandragupta Maurya managed to get the throne of Magadha. Devi Chandra Gupta is a historical play dealing with the early life of Chandragupta II.

Sudhakar wrote the famous play Mrichhakatika which throws light on the social-cultural conditions of the Gupta period. Bhargavi wrote the great Kirataijuniya. This epic describes the battle between Arjuna & Lord Shiva disguised as Kirata. Dandin was a Versatile writer. His Das Kumar Charita (Tales of the ten princes) describes the adventures of ten princes.

These adventures give us information on the Sociocultural conditions of that period. Sudhanshu was a prose writer. In his famous work Vasavadatta, he narrates the story of the heroine Vasavadatta and prince Kandarpaketu.

Panchatantra :
It was during the Gupta period that the Panchatantra, a collection of tables was written. In these stories, animals and birds play the part of the king’s ministers and common men. These animal stories were a help in instructing children in moral values. The famous work Hitopadesa is based on Panchatantra. The Panchatantra has been translated into many languages.

The book is a treasure house of people’s feelings and emotions in human relations. The stories contain wisdom and common sense needed for daily living. During the Gupta period, Sanskrit grammar was systematically written by such grammarians as Panini and Patanjali. Thus it is rightly called the Gupta age as the classical Age is Sanskrit languages.

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

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

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

Very Short-Answer Type Questions

Question 1.
The traveler Al-Beruni was of which reign and in which of his book the social condition of India is seen?
Answer:
The traveler Al-Beruni belongs to the region of Arab. In his written book of Tahiq-EHind, we came to see the social condition of India.

Question 2.
When and the time of which Muslim sultan Al-Beruni had come to India and how many books he had written about India?
Answer:
Al-Beruni had come to India in 1017 A.D. and at the time of Mahmud of Ghazni’s Indian invasion. Regarding India, he has written 20 books.

Question 3.
According to the description of Al-Beruni which prevailing system was prominent in Indian society and which community was in the highest position in society?
Answer:
According to the description of Al-Bruni, the prevailing system of caste system was prominent in Indian society. Brahmins reserved the highest position in society.

Question 4.
According to the description of Al-Beruni in the sphere of Brahmins which religious Ashram prevailed and how many Ashrams?
Answer:
According to the description of Al-Beruni in the sphere of Brahmins, the religious “Chaturashram” has prevailed in society. The number of Ashrama was four.

Question 5.
According to the description of the traveler Al-Beruni which marriage system was prohibited in Hindu society? In the sphere of women were the many husband-accepting systems prevailed?
Answer:
According to the description of the traveler Al-Beruni, the “same clan” marriage system was prohibited in Hindu society. In the sphere of women, the system of many husbands in the acceptance prevailed in the hill areas.

Question 6.
The traveler Ibn-Battuta belongs to which region and he had come to India at the time of which sultan?
Answer:
The traveler Ibn-Battuta belongs to the African region. He had come to India at the time of the Sultan Muhammad-Bin-TughlaQuestion

Question 7.
In which written book of Ibn-Battuta the social picture has been given and in this book written in which language?
Answer:
In the written book of “Rihla” by Ibn-Battuta, the social picture has been given. This book is written in the Arabian language.

Question 8.
According to the description of Ibn-Battuta, the Hindus of India celebrated which festivals?
Answer:
According to the description of Ibn-Battuta, the Hindus of India celebrated the festivals like “Holi”, “Diwali”, “Dushahera” etc.

Question 9.
Who were Francois Berrier and belongs to which nation and in India, he was appointed as the personal physician of whom?
Answer:
Francois Berrier wets a French physician and traveler. He was appointed as the personal physician of prince Dara Shikoh, the eldest son of the Mughal emperor Saha Jahan.

Question 10.
In which book Francois Berrier has described the social picture in the reign of the Mughals and which personalities were in the highest position?
Answer:
In the book “Travels in the Mughal Empire,” Francois Berrier described the social picture in the Mughal reign. According to him the personalities in the highest position were the king himself his courtiers, the king’s family kith and kin, etc.

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

Question 11.
According to Francois Berrier, the social condition of Hindus is based upon which principle and to which system he has condemned as a social evil?
Answer:
According to Francois Berrier, the social condition of Hindus is based upon the principle of the caste system. He has condemned the caste system as a social evil.

Question 12.
At first, the Muslims of which country invaded India, and before the invasion the Muslims were engaged in trade on which coast?
Answer:
At first, the Muslims of Arab countries invaded India. Before the invasion, the Muslims were engaged in trade on the Malabar coast.

Question 13.
Who was the administration of Iraq under Khalifà at the time of the beginning of the eighth century and at that time who was the Hindu king of Sindh?
Answer:
Hejaz was the administrator of Iraq under Khalifa at the time of the beginning of the eighth century. At that time Dahir was the Hindu king of Sindh.

Question 14.
On which A.D. Muhammad-bin-Kasim with his army invaded and entered Sindh and on which A.D. did they conquer some places of Sindh and Punjab?
Answer:
On 712A.D. Muhammad-bin-Kasim with his army invaded and entered Sindh. In 713 AD. they conquered some places of Sindh and Punjab.

Question 15.
After Sabuktagin who was the king of Gazni and by assuming which title he strengthened his position?
Answer:
After Sabuktagin his son Mamud was the king of Gazni. He assumed the title “Sultan” and strengthened his position.

Question 16.
Sultan Mahmud had invaded India from which AD. to which A.D. and for how many times he invaded India?
Answer:
Sultan Mahmud invaded India from 1000 A.D to 1027 AD. He invaded India seventeen times.

Question 17.
On 1175A.D. Muhammad Ghori waged an invasion against India and captured which region. At that time who ruled over Delhi and Ajmer?
Answer:
In 1175 A.D. Muhammad Ghori waged an invasion against India and captured Multan. At that time the Chauhan dynasty ruler Prithviraj ruled over Delhi and Ajmer.

Question 18.
The first battle of Tarain was fought in which between whom?
Answer:
The first battle of Tarain was fought in 1191 A.D. It was fought between Muhammad Ghori and Prithviraj Chouhan.

Question 19.
What was the result of the second battle of Tarain and which newness was created for it?
Answer:
In the second battle of Tarain Prithviraj Chauhan was defeated by Muhammad Ghori. The newness in this battle was that Muslim reign was established in Delhi and North India.

Question 20.
When Maham made Chon dead and after him who took the administration charge of Delhi?
Answer:
Muhammad Ghori died on 1206 Ai). After him, his faithful commander Kuttabuddin Aibak took charge of the Delhi administration independently.

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

Question 21.
After Kuttabuddin who took charge of the Delhi administration?
Answer:
After Kuttabuddin in 1211 A.D., Ilnitmish became the emperor of Delhi.

Question 22.
When Allauddin Khfflji by staining who became the sultan of Delhi?
Answer:
Allauddin Khiji staining to his father-in-law Jalaluddin became the sultan of Delhi.

Question 23.
For which administrative policy the reign of Allauddin KhIljI is memorable?
Answer:
For the administrative policy of the “Market regulating system,” the reign of Allauddin Khilji is memorable.

Question 24.
After the death of their father prince, Juna Khan was styled in which name took in charge of the throne and he ruled from which A.D. to which A.D.
Answer:
After the death of their father prince, Juna Khan styled himself Muhammad bin-Tughlaq took charge of Delhi’s throne. He ruled from 1325 A.D. to 1351 A.D.

Question 25.
When the first battle of Panipat was fought and what was the result of this battle?
Answer:
The first battle of Panipat was fought in 1526A.D. between Babur and Ibrahim Lodi. The result of this battle was that the reign of the Sultans came to an end.

Question 26.
In the sultan’s administration to whom importance was given and in his name what was read?
Answer:
In sultan, administration importance was given to “Khalifa”. In the name of Khalifa “Khutba” was read.

Question 27.
In sultan administration which religious law had given importance and with this law which law and condition widely prevailed?
Answer:
In the sultan administration, the I slam law “Sariyat” had given utmost importance. The law and condition of the state have widely prevailed.

Question 28.
The administration of sultan reign prevailed by which law and by which clan they were dealt with?
Answer:
The administration of the sultan’s reign prevailed by “Quoran” law. They were dealt with by the religious clan “Ulema”.

Question 29.
Who was the chief of the sultan’s administration and at the same time he was the supreme of which system?
Answer:
The Sultan was the chief of administration. At the same time, he was an administrator, chief executive, and chief lawgiver.

Question 30.
What was the name of the ministry at the central level and which people were getting a chance in this administrative sphere?
Ans:
The name of the ministry at the central level was “Mazlis-E-Khalwat”. In this administrative sphere, the people of learned and experienced got a chance.

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

Question 31.
At the central level, how many eminent members were the help of important works to the sultan and advised him and they were called what?
Answer:
At the central level, four numbers eminent members were the help of important works to the sultan and advised him. They were called as “Raizan-E-Daroga”.

Question 32.
In the absence of the sultan who was the administrative head of the state and in which field he took in charge of the administrative system?
Answer:
In the absence of a sultan, the Prime Minister or wazir was the head of the state. In the minor age of sultan, Wazir can take charge of the administrative system.

Question 33.
“Diwan-E-Urge” was the minister of which department and this minister gave suggestions to the sultan in which matter?
Answer:
“Diwan-E-Urge” was the minister of the defense department. This minister gave suggestions to the sultan regarding the military system and war.

Question 34.
What was told to the minister engaged in the duty of state postal information and he was engaged on which letter corresponding?
Answer:
“Diwan-E-Insa” was told to the minister engaged in the duty of state postal information. He was engaged in royal letter correspondence.

Question 35.
The minister who was engaged in military work was called what and which was he was maintained?
Answer:
The minister was engaged in military work called “Ariz-E-Malik”. He maintained the works like appointments, communication, weapons, military commodities -etc.

Question 36.
What was the designation of the Chief Justice of the Kingdom and by administering that department he also administered to which other departments?
Answer:
Kizi-E-Mamalik was the designation of the Chief Justice of the Kingdom. By administering that department he was also in charge of Madrasa, Philanthropic and common distribution work.

Question 37.
What was the designation of the spy and corresponding head in the sultan age and what was his chief work?
Answer:
Baird-E-Mamalik was the designation of the spy and corresponding head. His Chief work was to appoint spies in different regions of the country and to communicate the actual state of affairs.

Question 38.
What was the designation of the minister of agriculture and which work he performed?
Answer:
Amir-E-Koh was the designated of agriculture minister. His chief was to deal with various methods of cultivation, cultivators, and all works regarding this aspect.

Question 39.
What was the designation of the Urban Development Minister and which work of the country was in his custody?
Answer:
Mir-E-Amrat was the designated of urban development minister. Eminent construction works were held in his custody.

Question 40.
What was called to the Chief of the royal family and the royal palace and to which important work he had to deal?
Answer:
The Chief of the royal family and royal palace was called “Vakil”. His Chiefwork was to deal with the menu of the royal kitchen, deal with important festivals, and give hospitality to the royal guests.

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

Question 41.
In the sultan age what was the designation of the Hindu revenue collectors?
Answer:
In the sultan age, the Hindu revenue collectors were designated as Khat. Choudury and Mukaddum.

Question 42.
Who were the Chief foreign travelers in the sultan age?
Answer:
The Chief foreign travelers were Macro polo and Ibn-Battuta.

Question 43.
In Indian History, the Muslim administration was commonly divided into how many parts?
Answer:
In Indian History, the Muslim administration was commonly divided into two parts. They were the sultan Age and Mughal Age.

Question 44.
In the sultan Age who was the caretaker of religious institutions and which chief work, he had to deal with?
Answer:
In the sultan Age, the caretaker of the religious institutions was Sadar-Us-Sadar. His Chief work was to propagate and circulate religious principles.

Question 45.
What was the designation of the minister of punishment to manage the marriage customs of the girls of poor Muslim families?
Answer:
The designation of the minister of punishment and management of marriage customs of the poor Muslim family named “siyasat”

Question 46.
Which was the capital city in the Sultan Age and which dignitary was in change of administration?
Answer:
Delhi was the capital city of the sultan’s age. “Katual” dignitary was in charge of the administration of the capital.

Question 47.
What was called to the states in the Sultan administration and who was the chief of income-expenditure and revenue?
Answer:
“Beta” was called to the state in the sultan’s administration. Diwan-E-Wizarat was the Chief of income-expenditure and revenue.

Question 48.
Each state was divided into which units and who was the head of these units?
Answer:
Each state was divided into “Sik”. In each, a sirdar or Nazim was appointed.

Question 49.
What was the specialty in sultan age tributary states and mention the name of two main tributary states?
Answer:
The specialty in sultan age tributary states was that in a special condition they circulate their own coins. The name of two important tributary states was Ranthambar and Devagiri.

Question 50.
In the sultan’s administration what were the names of the union territories and what was the name of the administrative chief of this area?
Answer:
In the sultan’s administration “Khalsa” was the name of the union territories. Its administrative chief was Amir or Sahaba who was directly appointed by the sultan.

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

Question 51.
Which type of costly garments were used by the sultans in the sultan Age?
Answer:
The costly garments in the sultan Age were Diba-E-Hata (seven-color princely dresses) and Bishan-E-Jamuradi (Dress with gems) and so also foreign clothes were imported.

Question 52.
What was the name of the foreign traveler at the time of Jahangir and what is known regarding the menu of Mughals from his accounts?
Answer:
Sir Thomas Roe was a foreign traveler who came at the time of Jahangir. It is known in his account that in the Mughal age at a time twenty numbers of dishes can be found on the table of Amirs.

Question 53.
What was the name of the historian of Akbar’s court and what was the name of his written book?
Answer:
The name of the historian of Akbar’s court was Abul Fazil. The name of his written book was Ain -E-Akbari.

Question 54.
In 1563 AD and 1564 AD which takes were withdrawn from Hindus by Akbar?
Answer:
In 1563 AD and 1564 AD the taxes like pilgrimage tax were withdrawn from Hindus.

Question 55.
In 1575 where Samrat Akbar built a worship hall what was the name of that worship hall?
Answer:
In 1575 Samrat Akbar built a worship hall in the new city of Fatepur Sikri. That worship was named “Ibadutt Khanna”.

Question 56.
From the discussions of various religions which new “ism” came into existence and when Akbar declared this heavenly faith?
Answer:
From the discussions of various religions the new “ism” Din-I-Illahi or Heavenly faith.

Question 57.
Who built the tomb of Humayun and who was its architect?
Answer:
By the memory of Humayun, his widow-wife Hamidabanu Begum built the “ Humayan Tomb” in Delhi. The architect of this tomb was Miraz Mirzaliyas of Persia.

Question 58.
The reign of which Mughal monarch is considered the highest time of Mughal art and sculpture and this time is considered by historians as which time?
Answer:
The reign of Mughal monarch Sahajahan is considered the highest time of Mughal art and sculpture. This time is considered the “period of marble” by historians.

Question 59.
What was the eminent sculptural episode at Agra built by Sahajahan & for whose shake it was built?
Answer:
The name of the eminent sculptural episode at Agra built by Sahajahan is “Taj Mahal”. It was built as a tomb tower for the departed wife of Saha Jahan Aiju Mandbanu popularly known as Mumtaj Mahal.

Question 60.
Samrat Sahajahan to glorify his dignity and wealth built which eminent architect and how many years are required for this episode?
Answer:
Samrat Sahajahan to glorify his dignity and wealth built the “Peacock Throne”. At that time seven years were required for this episode.

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

Question 61.
Which son of Sahajahan has secured small pictures of the Mughal age in his album narrow these valued pictures are seen in the library of which city?
Answer:
The elder son of “Sahajahan Dara-Shiko has secured small pictures of Mughal age in his album. Now, these valuable pictures are seen in the library of London city.

Question 62. Which eminent stories in Ancient India were renewed in the Mughal world and which Mughal Kind or mousy picturized these stories which were widely accepted?
Answer:
The ancient Indian story “Pancha Tantra” was renowned in Mughal World. Mughal king Akbar enormously picturized these stories which were widely accepted.

Question 63.
Before the Muslim age in which century which Indian saints advocated the theory of “Omnism” derived from the philosophy of IJpanishad?
Answer:
Before the Muslim age, in the century A.D., the eminent Hindu saint Sankaracharya advocated the theory of “Omnism” derived from the philosophy of the Upanishad.

Question 64.
Who was the first preacher of “Sufism” in India and he was born at where and when?
Answer:
The first preacher of “Sufism” in India was Khwaja Muinuddin Chisti. He was bom at Seisthan in 1143 A.D.

Question 65.
When Khwaja Muinuddin was living in Ajmer who was the king of that area and the king sent which chief priest of Ajmer to Khwaja to evacuate Ajmer?
Answer:
When Khwaja Muinuddin was living in Ajmer the king of that area was Prithviraj Chowhan. He sent Chief Priest of Ajmer Ram Deo to Khwaja to accurate: Ajmer.

Question 66.
Who was the young disciple of Khwaja Mainuddin Chisti and what was his specialty?
Answer:
Shaikh Hammiduddin was the young disciple of Khwaja Moinuddin Chisti. His importance was that he translated the principles of Sufism into local languages and preached them.

Question 67.
Who was the eminent disciple of Baba Farid and he was born where and in which A.D.?
Answer:
Nizamuddin Aulia was the eminent disciple of Baba Farid. He was bom at Badaun in 1236 A.D.

Question 68.
Which Sultan requested many times to meet Nizamuddin Aulia and which message was sent to him by Nizamuddin?
Answer:
Sultan Alauddin Khilji requested many times to meet Nizamuddin Aulia. Nizamuddin sends a message to him that “There are two doors in my home. If sultan enters my home through one door then I shall exit through another door”.

Question 69.
By viewing the religious impact of Nizamuddin Aulia which sultan was various to him and he ordered him to left Delhi. On return what Nizamuddin has told?
Answer:
By viewing the religious impact of Nizamuddin Aulia sultan Giyasuddin Tughlaq was favorable to him. He ordered him to left Delhi and in return got an answer that “Delhi is now so far from you”.

Question 70.
Which Sufi saint has come from Badaun to Delhi and he was titled as what?
Answer:
Sufi saint Nasiruddin Aulia has come from Badaun and settled in Delhi. He was titled “Pioneer of Delhi”.

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

Question 71.
Which Sufi saint was an eminent writer and philosopher and in which region in India he preached Sufism and popularise this movement?
Answer:
Saint Khwaja Banda Nawaz was an eminent writer and philosopher. In the southern region of India, he preached Sufism and popularize this movement.

Question 72.
Who was the introducer of the survey Vardi clan of Sufism and for the propagation of this movement to whom he engaged in India?
Answer:
Shaikh Sihabuddin Survavardi was the introducer of the survey of the Vardi clan of Sufism. For the propagation of this movement in India, he engaged his disciple Shaikh Bahauddin Zakaria.

Question 73.
The people of which country was much more interested in the principles of Sufism? Many people of which clan converted to Islam religion?
Answer:
The people of Bangladesh were much more interested in the principles of Sufism. Many people of the Hindu clan were converted to Islam religion.

Question 74.
At the beginning of the twelfth century which saint preached Vaishnavism and so also introduced the Bhakti Cult of India? He was born in which region of India?
Answer:
At the beginning of the twelfth-century saint Ramanuja preached Vaishnavism and so also introduced the Bhakti cult in India. He was born in the Andhra region of India.

Question 75.
After Ramanuja which saint in the Bhakti cult was the chief preacher and for which policy he was famous?
Answer:
After Ramanuja, the saint Nimbark in the Bhakti cult was the Chief Preacher. He was famous for his “Dividend Policy”.

Question 76.
In the thirteenth century which chief saint in the Bhakti cult was famous in south India? His Bhakti philosophy of him was narrated in which book?
Answer:
In the thirteenth century, the chief saint Madhaba was famous in south India. The Bhakti philosophy about him was narrated in the book “Sutra Bhasya”.

Question 77.
In the fourteenth century among the Vaishnav saints who was the chief preacher and he was born at where?
Answer:
In the fourteenth century among the Vaishnav saints saith Ramanand was the chief preacher. He was bom at prayag.

Question 78.
In Middle Ages among the Bhakti preachers which saint secured an eminent position? When he was born and when he was dead?
Answer:
In the Middle Ages among the Bhakti preachers, Sant Kabir secured an eminent position. He was born in 1440 A.D. and died in 1510 A.D.

Question 79.
What was told the Hindi Bhajans of Kabir and after Kabir, his disciples were named as what?
Answer:
The Hindi Bhajans of Kabir are known as “Doha”. After his disciples were known as “Kabirpanthi”.

Question 80.
The Bhakti preacher Guru Nanak of the Middle Ages was born in which village and when?
Answer:
The Bhakti preacher Gum Nanak of the Middle Ages was born in the village Talwandi near Lahore in 1469 A.D.

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

Question 81.
The published Bhajan text of Nanak was popular as which text and his disciples are regarded as what?
Answer:
The published Bhajan text of Nanak was popular as “Adigranth”. The disciples of Nanak are regarded as “Sikhs”.

Question 82.
When Nanak was dead and before his death to whom he chose as his successor?
Answer:
Nanak was dead in 1538 A.D. Before his death he choose Angad, one of his disciples as his successor.

Question 83.
Which Sikh Guru built the “Golden Temple” at Amritsar and which text was worshipped there?
Answer:
Fourth Sikh Gum Ram Das built the “Golden Temple” at Amritsar. The text “Adi Grantha” was worshipped there.

Question 84.
Who was the poet of the renowned “Ramcharita Manas” and in which part of India he was a famous saint?
Answer:
Saint Tulsi Das was the poet of the renowned “ Ramacharita Manas”. In North India, he was a famous saint.

Question 85.
Where Sri Chaitanya was born and what was his nickname?
Answer:
Sri Chaitanya was bom 1486 A.D. at Nahadwie of Bengal. His nickname was Biswambara.

Question 86.
Before the completion of which age Sri Chaitanya got initiation from which saint?
Answer:
Before the completion of 22 years of age, Sri Chaitanya got initiation from the saint Iswarapuri.

Question 87.
Was there a caste barrier before Sri Chaitanya? Which disciple of his was Primarily a Muslim?
Answer:
No there was no caste barrier before Sri Chaitanya. The disciple of him Yavana Haridasa was primarily a Muslim.

Question 88.
In which state did saith Jnaneswara the Chief of the Bhakti cult and in which language he wrote the Bhagavad Gita which was very popular?
Answer:
In the state of Maharastra Santh jnaneswara was the Chief of Bhakti cult. In the Marathi language, he wrote Bhagabat Gita which was very popular.

Question 89.
Which Bhakti cult saint was contemporary to Shivaji and he was born in which family?
Answer:
Bhakti cult saint Jukaram was contemporary to Shivaji. He was born near Poona in a scheduled caste family.

Question 90.
After the deterioration of which religion Bhakti movement was mostly broad and popular religious movement? For this movement which system was relaxed at the maximum point?
Answer:
After the deterioration of Buddhism, the Bhakti movement was a mostly broad and popular religious movement. For this movement caste system was relaxed to the maximum point.

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

Short-Answer Type Questions

Question 1.
Role of Al Beruni in mathematics and astronomy?
Answer:
Ninety-five of 146 books known to have been written by Beruni were devoted to astronomy, mathematics, and related subjects mathematical geography. His religion contributed to our research of astronomy, as in Islam, Muslim customs require knowing the direction 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 horary astrology as “sorcery”.

Question 2.
Al Biruni’s role in History and chronology?
Answer:
Biruni’s main essay on political history, vital at-Musa mare fi Akbar Kvarazm (book of highly conversation affairs of Karazm) is known only from quotations in Bayhaqi’s Tarikh-e mas. In addition to his various discussion of history and methodology are found in connection with the lists of kings in his al-Athar-al-vaquita and in the Qanun as well as elsewhere in the Altar in India and scattered through his other works.

Brian’s study of history was not limited to the aforementioned topics, he also touched upon the topic of the earth’s creation. He elaborated upon the fact that the earth was created from the elements and not solely through divine creation. Even though Islam did influence his study, he did knowledge the ride of the elements.

Question 3.
Al Biruni as a pioneer in religion?
Answer:
Biruni is one of the most important Muslim authorities in the history of religion. All was a pioneer in the study of comparative religion. He studied Zoroastrianism, Jainism, Hinduism, Christianity, Buddhism, Islam, and other religions. He treated religions objectively, striving to understand them on their, own forms rather than trying to prove them wrong. His underlying concept was that all cultures at least district relatives of all other cultures because they are all human constructs.

What Al Biruni seems to be arguing is that there is a common human element in every culture that makes all cultures distant relatives, however foreign they might seem to one another. Al Biruni divides Hindus into an educated and uneducated class. He describes the educated as monotheistic, believing that God is one, eternal, and omnipotent and eschewing all forms of idol worship. He recognizes that uneducated Hindus worshipped a multiplicity of idols yet points out that even some Muslims have adopted anthropomorphic concepts of God.

Question 4.
Early life of Ibn Battuta?
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 Berber 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 lowest. As a young man, he would have studied at Malikimadh’had (Islamic jurisprudence School) the dominant form of education in North Africa. Maliki Muslims requested Ibn Battuta serve as their religious judge as he was from or area where it was practiced.

Question 5.
Ibn Battuta’s travelling from Mecca to Aden?
Answer:
Ibn battuta remained in Mecca for some time (the Rihla suggests about three years, from September 1327 until autumn 1330). Problems with chronology, however, lead common factors to suggest that he may have left after the 1328 hajj. After the hajj in either 1328 or 1330, he made his way to the port of Jeddah on the Red sea coast. From there he followed the coast in a series of boats making slow progress against the prevailing south-easterly winds.

Once in Yemen visited said and later the highland town of Taiz, where he met the Rasulid dynasty king(malik) mujahid Nur al-din Ali. Ibn Battuta also mentions visiting sans’s, but whether he actually did so is doubtful. In all likelihood, he went directly from Taizz to the important trading port of Aden, arriving around the beginning of 1329 or 1331.

Question 6.
Ibn Battuta’s back journey to Morocco?
Answer:
After returning to Quanzhou in 1346, the Battuta began his journey back to Morocco. In Kozhikode, he once again considered throwing himself at the mercy of Mohammad bin Tughlaq in Delhi but thought better of it 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, the last ruler of the Dynasty had died in Persia, Abu said’s territories had subsequently lapsed due to a fierce civil war between the Persians and Mongols.

In 1348, Ibn Battuta arrived in Damascus with the intention of retracting the route of his first hajj. He then learned that his father had died 15 years earlier and death became the dominant theme for the next year or so. The black death had struck and he was on a wand as it spread through Syria, Palestine, and Arabica. After reaching Mecca 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.

Question 7.
Francois Bernier as a physician and traveler?
Answer:
Franco Bernier (25 September 1620-22 September 1688) was a Fresh Physician and traveler. He was bom at Joul-Etilaw in Anjou. He was briefly a personal physician to Mughal prince Darashikoh (28 October 1615 – 30 August 1659). The eldest son of the Mughal emperor shakti Jahan and after Dara Shikoh’s demise was attached to the court of the Mughal emperor Aurangzeb (1 4 October 1618-20 February 1707) for around 12 years during his stay in India.

His 1684 publication division Delatorre parlors different species once (A new division of the Earth) is considered the first published post-classical classification of humans into distinct races. He also wrote Travels in the Mughal Empire, which is mainly about the reigns of Dara Shiloh and Aurangzeb. It is based on his own extensive Journeys and observations, and on information from eminent Mughal courtiers who had witnessed the events firsthand.

Question 8.
Position of women during the sultanate period?
Answer:
In general, the status of women deteriorated in society. The Purdah system among Muslim women was strictly observed. Sati practice in Hindu society was continued, and polygamy was widely prevalent among Muslims. The nobles and rich Muslims kept a number of wives very little attention were paid to the education of women.

Question 9.
Slave system during the sultanate period?
Answer:
Slaves were sold like any other commodity. It is understood that there were slave markets also in a few towns. The sultans and the nobles kept slaves in large numbers. The slaves were provided education and training. They were also provided opportunities to rise in their careers. Several of them like Malik rose to eminent positions in the state. Thus, the slave system was a social practice during the sultanate period.

Question 10.
Taj Mahal?
Answer:
The most famous monument constructed by Shah Jahan is the Taj Mahal. He built it in memory of his wife Mumtaz Mahal. Its chief architect was Ustad Isa Khan. It took 22 years to build and was constructed at a cost of 32 million rupees. Over 20000 laborers worked on it day and night. It stands as one of the seven wonders of the World.

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

Question 11.
Peacock Throne?
Answer:
It is a wonderful monument constructed by Shah Jahan. Shah Jahan made a fabulous throne for himself to exhibit his wealth. It is famous as the Peacock Throne. The Mughal treasury was full of jewels. Shah Jahan wanted to display them on a throne to cause surprise the man. So he ordered to take out precious jewels worth 86 lakhs of rupees to be used in the throne. When finished the peacock throne became 3 yards by 21 yards and 5 yards in height.

Its canopy was covered with rubies and gems. The canopy was supported by twelve pillars made of emeralds. Two peacocks were designed on each pillar with gems fixed on them. But when each pair of peacocks a tree was designed with rubies diamonds emeralds and pearls fixed on it. Later on, it was taken away from India by Nadir Shah in 1739 A.D.

Question 12.
Mughal Paintings?
Answer:
The Mughal age is famous for the development of painting. The time of the Emperor. Jahangir had been described as the golden age of Mughal painting. Jahangir paid greater attention to painting than to architecture. The artists of his time were experts in painting natural scenes, landscapes, birds and beasts, and human beings. The pictures were small in size but looked realistic.

The emperor patronized the painters and honored them in the royal court. The memo is of Jahangir known as Tuzuk-Jahangir, containing many pictures of real scenes such as the scene of coronation, pictures of the emperor of the court, and of hunting of animals. The miniature painting was preserved inside picture albums.

Question 13.
Meaning of Sufism?
Answer:
Among Muslim society, Sufism carried a reform movement in the medieval period. Sufism is derived from two Arabic words i.e. safe and safe. The word means a carpet since the Sufis meditated upon God on a carpet, Sufism took its birth i.e. pure people who meditated on a carpet. ‘suF means work. The Muslim saints who wore garments of coarse wool began to be called Sufi saints.

Question 14.
Meaning of the Bhakti movement?
Answer:
The literal meaning of Bhakti is devotion. But the Bhakti movement implied the movement which emphasized intense devotion to God. This devotion was expressed by a devotee through the repetition of the name of the Almighty. The mode of expression was usually singing and dancing in the praise of God. The saints of the Bhakti movement emphasized that there was no distinction of class, color, caste, etc. All were equal the Bhakti movement believed in leading a pure and simple life.

Question 15.
Results of the Bhakti Movement?
Answer:
The Bhakti Movement led to significant results, Firstly it was a widespread religious upheaval. Though Kabir, Nanak, and Chaitanya were its Chief exponents, there were several other preachers to play part in it. Saints like Ramananda, Vallabhacharya, and Namadev left a large following. The movement covered all parts of India. Thus it developed an all-India base. The Bhakti Movement was not a movement of the wise few, but of the wider mass. It is said that after Buddhism the Bhakti cult saw the next most popular of all sections its effect was lasting. The most ignorant could think of getting God by uttering His Name.

Question 16.
Qutab Minar?
Answer:
It is a movement of the sultanate period in Delhi. Its construction was started by Qutatud-din Aibak in 1199 and was completed by Iltutmish in 1230 A.D. It was named after the Muslim saint Qutab-din of Ush (near Bagdad). It is a circular tower and is 72.5 meters high. The diameter of its base is 4 meters while that of its summit is 3.5 meters. The Qutab Minar is built of red sandstone & marble.

Question 17.
Agra Fort?
Answer:
Akbar built the Agra Fort on the banks of the Yamuna between 1565-73 AD. In its plan, it forms an irregular semi-circle. The fort is fortified by a 2.4 km long and 21 m. high wall made of red sandstone. It has two big ornamental getaways. One each on its southern & western sides. The whole gateway is decorated with patterns in white marble. Such decorative art has representations of winged dragons, elephants, and birds. This is a fine specimen of Islamic tradition and is not found in any Islamic building in India.

Question 18.
Fatehpur Sikri?
Answer:
It is a monument of the Mughals, built by Akbar in his new capital at Fathepur Sikhi situated 43 km away from Agra. The construction of this capital began in 1569 A.D. and was completed in 1584 AD Fatehpur Sikri had a wall on three sides with nine gateways & also had an artificial lake. The best examples of Akbar’s buildings are found in Fatehpur Sikri. It was designed as a grand capital with schools, public buildings, palaces, and mosques interspersed with terraces & gardens. The architectural styles of these buildings have Persian influence.

Question 19.
Jama Masjid?
Answer:
The Jama Masjid near the Red Fort was built by Shah Jahan in the 17th Century AD. It is the biggest mosque in India. It is built on a high platform with three onion-shaped a reservoir of water in the center. This courtyard can accommodate as many as 10000 people at a time. It is built with red sandstone with inlaid white marble. Its construction began in 1644-A.D. & was completed in 1658 A.D.

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

Question 20.
Buland Darwaza?
Answer:
Buland Darwaza or the Gate of Magnificence was built in 1601 A.D. by Akbar to commemorate his conquest of Gujrat. Its gateway is approached by 42 steps. The Buland Darwaza is 40 m. high & 35 m. wide. It is the greatest gateway in the world. The gage way is read sandstone decorated by carving and interlaying of white marble. On the central face of the Buland Darwaza, there is an inscription in beautiful lettering that symbolizes Akbar’s religious broadmindedness. This inscription is a message from Jesus Christ advising his followers not to consider this world as their permanent home.

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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

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

Multiple Choice Type Questions

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

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

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

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

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

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

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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

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

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

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

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

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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

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

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

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

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

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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

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

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

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

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

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

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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

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

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

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

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

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

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

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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

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

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

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

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

True or False Type Questions

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

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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

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

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

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

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

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

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Sociology Unit 2 Basic Concepts Objective Questions

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

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

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

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

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

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

Long Type Questions and Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Short-Answer Type Questions

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

Long Questions With Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

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

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

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

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

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

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

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

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

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

                   I.Q. Range
Idiot0-25
Imbecile25-50
Moron50-70
Borderline70-80
Low normal80-90
Normal90-100
Superior110-120
Very Superior120-140
Near genius140 and over

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

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

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

Critically examine the necessity of infant intelligence tests Q2

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

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

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

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

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

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

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

Sternberg (1985) divides this experience into two parts:

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

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

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

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Verbal Tests:

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

Non-Verbal Tests:

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

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

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

Points to remember

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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