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 12 History Unit 5 Colonial Cities Objective Questions

Odisha State Board CHSE Odisha Class 12 History Solutions Unit 5 Colonial Cities Objective Questions.

CHSE Odisha 12th Class History Unit 5 Colonial Cities Objective Questions

Multiple Choice Questions with Answers

Question 1.
During which time the pre-colonial town did grow?
(a) Mughal
(b) Maratha
(c) English
(d) French
Answer:
(a) Mughal

Question 2.
Which among the following is a pre-colonial city?
(a) Calcutta
(b) Madras
(c) Bombay
(d) Lahore
Answer:
(d) Lahore

Question 3.
Which town of the South was famous for trade and commerce during the Medieval period?
(a) Walter
(b) Hyderabad
(c) Madurai
(d) Bangalore
Answer:
(c) Madurai

Question 4.
Where did the Portuguese establish their colony in India?
(a) Panaji
(b) Madras
(c) Pondicherry
(d) Musulipattanam
Answer:
(a) Panaji

Question 5.
Where did the French establish their colony in India?
(a) Madras
(b) Panaji
(c) Pondicherry
(d) Musulipattanam
Answer:
(c) Pondicherry

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 6.
Where the Dutch settle in India?
(a) Calcutta
(b) Madras
(c) Pondicherry
(d) Musulipattanam.
Answer:
(d) Musulipattan

Question 7.
In which city the British established their first colony in India?
(a) Calcutta
(b) Madras
(c) Bombay
(d) Pondicherry
Answer:
(b) Madras

Question 8.
In which year railway was introduced in India?
(a) 1825
(b) 1850
(c) 1852
(d) 1853
Answer:
(d) 1853

Question 9.
At the time of the census starting who was the Viceroy of India?
(a) Lord Ripon
(b) Lord Curzon
(c) Lord Bentik
(d) Lord Canning
Answer:
(a) Lord Ripon

Question 10.
From which year census in India for ten years began?
(a) 1870
(b) 1853
(c) 1857
(d) 1881
Answer:
(d) 1881

Question 11.
What was the name of the fort built by the British at Calcutta?
(a) Fort George
(b) Fort William
(c) Fort St.George
(d) Fort Panjim
Answer:
(b) Fort William

Question 12.
Where Fort George was situated?
(a) Madras
(b) Calcutta
(c) Bombay
(d) Pondicherry
Answer:
(a) Madras

Question 13.
Name of the fort built by the British at Bombay?
(a) Fort William
(b) Fort Augustine
(c) Fort Panjim
(d) Fort George
Answer:
(d) Fort George

Question 14.
Name of the European settlement during the British period around the fort?
(a) George Town
(b) White Town
(c) Fort Town
(d) Black Town
Answer:
(b) White Town

Question 15.
For what factory, Calcutta was famous?
(a) cotton
(b) Leather
(c) Jute
(d) Iron
Answer:
(c) Jute

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 16.
At first, where did the British establish Hill Station?
(a) Simia
(b) Mount Abu
(c) Kulu-Manali
(d) Darjeeling
Answer:
(a) Simia

Question 17.
In which year Simia Hill Station was established?
(a) 1816
(b) 1818
(c) 1835
(d) 1876
Answer:
(b) 1818

Question 18.
In which place of Sikkim, the British could establish a hill station?
(a) DarjeeLmg
(b) Sikkim
(c) Simia
(d) Manati
Answer:
(a) Darjeeling

Question 19.
Which British Governor-general built buildings for Government offices and his own residence at Calcutta?
(a) Lord Willim Bentïck
(b) Lord Clive
(c) Lord Wellesley
(d) Lord Hastings
Answer:
(c) Lord Wellesley

Question 20.
Where Victoria Memorial Hall situated in India?
(a) Madras
(b) Pune
(c) Delhi
(d) Calcutta
Answer:
(d) Calcutta

Question 21.
Victorial Memorial was established during which Viceroy time?
(a) LordRippon
(b) Lord Curzon
(c) Lord Canning
(d) Lord Willim Bentick
Answer:
(b) Lord Curzon

Question 22.
Where is St. Paul Cathedral Located?
(a) Bombay
(b) Madras
(c) Calcutta
(d) Goa
Answer:
(c) Calcutta

Question 23.
Which architecture of Bombay is built in the style of Big Ben of London?
(a) Writers Building
(b) Rajabai Tower
(c) Victorial Terminus
(d) Fort William
Answer:
(b) Rajabai Tower

Question 24.
In the Latin language which city is regarded as the ‘most famous city’ of India?
(a) Calcutta
(b) Madras
(c) Bombay
(d) Lahore
Answer:
(c) Bombay

Question 25.
Which architecture was built in order to welcome King George and Queen Mary?
(a) Mount Mary Church
(b) Fort St. George
(c) Gateway of India
(d) Victorial Terminus
Answer:
(c) Gateway of India

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 26.
By whose direction, victoria was built?
(a) George Wettete
(b) F.W. Stevens
(c) William Forbes
(d) George Gilbert
Answer:
(b) F.W Stevens

Question 27.
Which building of Madras (Chennai) is a fine example of the neoclassical style of colonial architecture?
(a) Rippon building
(b) Thomas Mount Church
(c) Madras High Court
(d) Fort St. George
Answer:
(a) Rippon building

Question 28.
As per the letter of Queen Victoria which High Court of India was built?
(a) Bombay High Court
(b) Calcutta High Court
(c) Madras High Court
(d) Delhi High Court
Answer:
(c) Madras High Court

Question 29.
Who had told – ‘Odia is not an independent language’.
(a) R.L. Mitra
(b) R.C. Majumdar
(c) Kanti Chandra Bhattacharya
(d) Gouri Shankar Ray
Answer:
(c) Kanti Chandra Bhattacharya

Question 30.
In which year Ravenshaw College was established?
(a) 1803
(b) 1806
(c) 1867
(d) 1868
Answer:
(d) 1868

Question 31.
Who had established the printing press at Cuttack?
(a) Bichitrananda Das
(b) Gouri Shankar- Ray
(c) Fakir Mohan
(d) Gangadhar Meher
Answer:
(a) Bichitrananda Das

Question 32.
In which year printing press was established at Cuttack in Odisha?
(a) 1829
(b) 1866
(c) 1869
(d) 1876
Answer:
(b) 1866

Question 33.
Magazine ‘Utkal Dipika’ was published by the editorship of whom?
(a) Fakir Mohan
(b) Gangadhan Meher
(c) Bichitrananda Das
(d) Gouri Shankar Ray
Answer:
(d) Gouri Shankar Ray

Question 34.
Who introduced the Hindi language in Sambalpur?
(a) Lord Curzon
(b) Andrew Frezan
(c) Major Impey
(d) Dr. Hansan
Answer:
(b) Andrew Frezan

Question 35.
By whom ‘Sambalpur Hitaisini’ was edited?
(a) Brajamohan Pattnaik
(b) Gangadhar Meher
(c) Dharanidhar Mishra
(d) Nilamani Bidyaratna
Answer:
(d) Nilamani Bidyaratna

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 36.
Who influenced Lord Curzon to visit Odisha?
(a) Gopabandhu Das
(b) Krushna Chandra Narayan Deo
(c) Madhusudan Das
(d) Gouri Shankar Ray
Answer:
(c) Madhusudan Das

Question 37.
Under whose leadership ‘Utkal Hitabadini Sabha’ was formed at Berhampur?
(a) Curzon
(b) Dr. Hansan
(c) Wiliam Mohanty
(d) Malati Devi
Answer:
(c) Wiliam Mohanty

Question 38.
In which year Rishley circular was published?
(a) 1902
(b) 1903
(c) 1904
(d) 1905
Answer:
(b) 1903

Question 39.
In which year Sambalpur detached from the central province and became a part of the Odisha Division?
(a) 1903
(b) 1904
(c) 1905
(d) 1906
Answer:
(c) 1905

Question 40.
In which year Utkal Union conference was formed?
(a) 1890
(b) 1899
(c) 1905
(d) 1903
Answer:
(d) 1903

Question 41.
Bihar Odisha province was created in
(a) 1910
(b) 1911
(c) 1912
(d) 1916
Answer:
(d) 1913

Question 42.
In which year the separate province was formed?
(a) 1932
(b) 1934
(c) 1935
(d) 1936
Answer:
(d) 1936

Question 43.
Who went from Odisha to raise the question of the formation of Odisha as a separate province in the first Round table Conference held at London in 1930?
(a) Baikunthanath Dey
(b) Krushna Chandra Narayan Deo
(c) Sri Ram Chandra Bhaja Deo
(d) Birakishore Dev
Answer:
(b) Krushna Chandra Narayan Deo

Question 44.
Which committee gave the final report to make Cuttack the capital of Odisha?
(a) Hubback Committee
(b) Philip-Duff Committee
(c) O’Donnell Committee
(d) Joint Parliamentary Committee
Answer:
(a) Hubback Committee

Question 45.
Who was the First Prime Minister of Odisha?
(a) Baikunthanath Dey
(b) Sri Ram Chandra Bhanja Deo
(c) Krusha Chandra Narayan
(d) Birakishore Dev
Answer:
(b) Sri Ram Chandra Bhanja Deo

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 46.
Who was the first Governor of Odisha?
(a) Ravenshaw Saheb
(b) Barlo
(c) Austin Hubback
(d) Hansan
Answer:
(c) Austin Hubback

Question 47.
In which village was Madhu Babu born?
(a) kheras
(b) Salepur
(c) Padmapur
(d) Satyabhamapur
Answer:
(d) Satyabhamapur

Question 48.
In which year ‘Utkal Sabha’ was formed?
(a) 1878
(b) 1880
(c) 1885
(d) 1904
Answer:
(a) 1878

Question 49.
When the Utkal Union Conference (Utkal Sammilani) was formed?
(a) 1866
(b) 1885
(c) 1888
(d) 1903
Answer:
(d) 1903

Question 50.
Who had established the Utkal Tannery?
(a) Madhu Babu
(b) Gopabandhu Das
(c) Rama Devi
(d) Malati Devi
Answer:
(a) Madhu Babu

Question 51.
When was the ‘Odisha Tennery Bill’ introduced in Bihar-Odisha Legislative Council?
(a) 1900
(b) 1911
(c) 1912
(d) 1913
Answer:
(d) 1913

Question 52.
Who is known as the ‘Gem of Utkal’ (Utkal Mani)?
(a) Madhu babu
(b) Gopabandhu
(c) Krushna Chandra Dev
(d) Gouri Shankar
Answer:
(b) Gopabandhu

Question 53.
Who has established the Open Air Middle English School at Satyabadi?
(a) Madhu Babu
(b) Fakir Mohan
(c) Gopabndhu
(d) Rama Devi
Answer:
(c) Gopabndhu

Question 54.
Who was the founder of the newspaper ‘Samaj’?
(a) Gopabandhu Das
(b) Acharya Harihar
(c) Malati Devi
(d) Madhusiidan Das
Answer:
(a) Gopabandhu Das

Question 55.
who was the first President of the Utkal Pradesli Committee?
(a) Acharya Harihar
(b) Krupasindhu Mishra
(c) Gopabandhu Das
(d) Dr. Ekram Rasool
Answer:
(c) Gopabandhu Das

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 56.
Who composed ‘Bandira Atmakatha’ (Poems of the Prison)?
(a) Radhanath Roy
(b) Madhusudan Das
(c) Gopabandhu Das
(d) Malati Devi
Answer:
(c) Gopabandhu Das

Question 57.
In which year the session of the Utkal Union Conference was held at Paralakhemundi?
(a) 1902
(b) 1903
(c) 1912
(d) 1914
Answer:
(d) 1914

Question 58.
The Bidyadharpur Rice Research Institute was introduced by whose effort?
(a) Gopabandhu
(b) Madhu Babu
(c) Krushna Chandra Gajapati
(d) Malati Devi
Answer:
(c) Krushna Chandra Gajapati

Question 59.
From Odisha who participated in the first Round Table Conference at London?
(a) Madhu Babu
(b) Krushna Chandra Gajpati
(c) Gopabandhu Das
(d) Rama Devi
Answer:
(b) Krushna Chandra Gajpati

Question 60.
Who was given the title ‘Meherbani-i-Dostan’?
(a) Krushna Chandra Gajpati
(b) Madhu Babu
(c) Fakir Mohan
(d) Gangadhar Meher
Answer:
(a) Krushna Chandra Gajpati

Question 61.
Who was the husband of Rama Devi?
(a) Gopabandhu Das
(b) Gopabandhu Choudhury
(c) Manmohan Chaudhury
(d) Bhagirathi Mohapatra
Answer:
(b) Gopabandhu Choudhury

Question 62.
In which Ashram of Jagatsinghpur did Rama Devi stay?
(a) Sevaghar
(b) Alakashram
(c) Anakhia Ashram
(d) Delanga Ashram
Answer:
(b) Alakashram

Question 63.
What is the name of the Ashram where Rama Devi stayed at Bari?
(a) Kujibar Ashram
(b) Alakashram
(c) Sebaghar
(d) Anakhia Ashram
Answer:
(c) Sebaghar

Question 64.
Name of the woman of Odisha who gets an award from Jamunalal Baj aj foundation?
(a) Rama Devi
(b) Malati Devi
(c) Sarala Devi
(d) Kokila Devi
Answer:
(a) Rama Devi

Question 65.
While reading at Banki School, Sarala Devi was inspired by her love for the motherland.
(a) Laxmi Bai
(b) Suka Dei
(c) Ahalya Bai
(d) Durga Vati
Answer:
(b) Suka Dei

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 66.
What was the name of the husband of Sarala Devi?
(a) Bhagirathi Mohapatra
(b) Naba Krushna Choudhury
(c) Gopabandhu Das
(d) Gopabandhu Choudhury
Answer:
(a) Bhagirathi Mohapatra

Question 67.
What was the name of the center which was opened by the efforts of Sarala Devi to train Satyagrahis?
(a) Karma Mandir
(b) Udyog Mandir
(c) Jana Mandir
(d) Swaraj Mandir
Answer:
(b) Udyog Mandir

Question 68.
In which Ashram Malati Devi was staying?
(a) Alakashram
(b) Sebaghar
(c) Anakhia Ashram
(d) Nemalo Ashram
Answer:
(c) Anakhia Ashram

Question 69.
Name of the lady of Odisha who attended the Karachi Session of India National Congress.
(a) Kama Devi
(b) Malati Devi
(c) Kokila Devi
(d) Sarala Devi
Answer:
(b) Malati Devi

Question 70.
Who established‘Navajeevan Mandal’at Angul?
(a) Malati Devi
(b) Rama Devi
(c) Sarala Devi
(d) Kokila Devi
Answer:
(a) Malati Devi

Question 71.
Who edited a Magazine named ‘Krusaka’ (farmer)?
(a) Gopabandhu Das
(b) Gourishankar Ray
(c) Malati Devi
(d) Rama Devi
Answer:
(c) Malati Devi

Question 72.
With Mahatma Gandhi, Malati Devi traveled to which area to pacify the communal riot?
(a) Cuttak
(b) Surat
(c) Calcutta
(d) Noakhali
Answer:
(d) Noakhali

Question 73.
Which lady freedom fighter was inspired by Vinoba Babe and actively participated in Bhoodan Movement in Odisha?
(a) Kokila Devi
(b) Sarala Devi
(c) Malati Devi
(d) Rama Devi
Answer:
(c) Malati Devi

Question 74.
Name of the husband of Malati Devi.
(a) Gopabandu Das
(b) Nabakrushna Choudhury
(c) Bhagirathi Mohapatra
(d) Madhusudan Das
Answer:
(b) Nabakrushna Choudhury

Question 75.
By whose proposal, the ‘Constituent Assembly’ was formed?
(a) Risely Circular
(b) Cabinet Mission
(c) Crips
(d) O’Donnell Committee
Answer:
(b) Cabinet Mission

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 76.
Where the meeting of the Constituent Assembly took place?
(a) Calcutta
(b) Madras
(c) Bombay
(d) Delhi
Answer:
(d) Delhi

Question 77.
Who was the first President of the Constituent Assembly?
(a) B. R. Ambedkar
(b) Pandit Jawaharlal Nehru
(c) Sachidananda Sinha
(d) Rajendra Prasad
Answer:
Sachidananda Sinha

Question 78.
Who is regarded as the founder of the Indian Constitution?
(a) Rajendra Prasad
(b) B. R. Ambedkar
(c) Mahatma Gandhi
(d) Jawaharlal Nehru
Answer:
(b) B. R. Ambedkar

Question 79.
When was the Constituent Assembly convened?
(a) 9 December 1946
(b) 27 December 1949
(c) 26 January 1950
(d) 9 March 1948
Answer:
(a) 9 December 1946

Question 80.
What was the desire of the Constituent Assembly?
(a) Establishment of Democracy
(b) Establishment of Diarchy
(c) Establishment of Monarchy
(d) Establishment of Nazism
Answer:
(a) Establishment of Democracy

Question 81.
What is the type of Indian Constitution?
(a) Unwriter
(b) Writer
(c) Flexible
(d) Rigid
Answer:
(b) Writer

Question 82.
In which country is found the largest written constitution of the World?
(a) America
(b) England
(c) Germany
(d) India
Answer:
(d) India

Question 83.
What is known as the Conscience of the Indian Constitution?
(a) Fundamental Rights
(b) Fundamental Duties
(c) Directive Principles
(d) Independent Judiciary
Answer:
(a) Fundamental Rights

Question 84.
The Right to Property became a Fundamental Right by which constitutional amendment?
(a) 42
(b) 43
(c) 44
(d) 62
Answer:
(a) 44

Question 85.
Before the amendment, which Article contained the Right to Property?
(a) 30
(b) 31
(c) 19
(d) 32
Answer:
(b) 31

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 86.
What is the minimum age to cast vote in India?
(a) 18
(b) 21
(c) 14
(d) 19
Answer:
(a) 18

Question 87.
By constitutional amendment, fundamental duties have been inserted into the Indian Constitution.
(a) 42
(b) 44
(c) 47
(d) 48
Answer:
(a) 42

Question 88.
Which of the following is the highest fundamental law given to the country?
(a) High Court
(b) Lok Adalat
(c) Supreme Court
(d) Constitution
Answer:
(c) Supreme Court

Question 89.
Indian Constitution forms which type of Government?
(a) Presidential form
(b) Parliamentary form
(c) Judiciary form
(d) Legislative form
Answer:
(b) Parliamentary form

Question 90.
Indian Constitution provides which type of citizenship?
(a) Single citizenship
(b) Dual citizenship
(c) Multi citizenship
(d) No citizenship
Answer:
(a) Single citizenship

Fill in the Blanks.

Question 1.
___________ was a pre-colonial city.
Answer:
Lahore

Question 2.
The Dutch established their colony at ___________ in India.
Answer:
Muslipattnam

Question 3.
The French established their colony in India.
Answer:
Pondicharry

Question 4.
The English first established their colony in India at ___________.
Answer:
Madras

Question 5.
Among the Europeans in India ___________ were very clever.
Answer:
English

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 6.
___________ was famous for an iron factory during colonial rule.
Answer:
Bhilai

Question 7.
From ___________ Viceroy, the census began in India.
Answer:
Lord Ripen

Question 8.
In the ‘White town’ ___________ lived.
Answer:
Europeans

Question 9.
In cities ___________ got entertainment through dance, song, tamsa, etc.
Answer:
common people

Question 10.
Viceroy ___________ first built a building at Calcutta for Governmental work.
Answer:
Lord Wellesley

Question 11.
Victoria Memorial was built in ___________.
Answer:
1906

Question 12.
At ___________ In Calcutta, High Court was built.
Answer:
Esplanade

Question 13.
By the guidance of ___________, the town hall of Bombay was built.
Answer:
Colonel Thomas Cooper

Question 14.
The clock at ___________ is built in the fashion of Big Ben of London.
Answer:
Rajabai Tower

Question 15.
The present name of Victoria Tenninus is ___________.
Answer:
Chhatrapati Shivaji Terminus

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 16.
In the year ___________ the Bombay University was constructed.
Answer:
1957

Question 17.
Eros Cinema Hall is located at ___________.
Answer:
Bombay

Question 18.
In the year ___________, the Bombay High Court started functioning.
Answer:
1862

Question 19.
Elphinstone College is situated at ___________.
Answer:
Bombay

Question 20.
___________ laid the foundation stone of the Ripon Building.
Answer:
Lord Minto

Question 21.
___________ Church has been declared a national shrine in 2006.
Answer:
St. Thomas Mount Church

Question 22.
The Madras Museum is situated at ___________.
Answer:
Egmore

Question 23.
Chepak Palace is located at ___________.
Answer:
Madras

Question 24.
The ___________ City of Pakistan was the Pre-colon Ial City.
Answer:
Lahore

Question 25.
In ___________ year began the census in India.
Answer:
1881

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 26.
___________ Fort was built by the English at Madras.
Answer:
Fort St. George

Question 27.
___________was the first established hill station in India.
Answer:
Shimla

Question 28.
Viceroy ___________ had first shifted his residence from Delhi to Shimla during the summer.
Answer:
Lord Lawrence

Question 29.
Victorial Memorial is situated at ___________.
Answer:
Calcutta

Question 30.
The British occupied Odisha in ___________.
Answer:
1803

Question 31.
At Balasore, the Printing Press was established in ___________.
Answer:
1866

Question 32.
In ___________ year Madras Government declared Odia language to prevail in the Presidency.
Answer:
1890

Question 33.
___________ helped Nilamani Bidyaratna with the introduction of the Odia language in
Sambalpur.
Answer:
Gangadhar Meher

Question 34.
___________newspaper was published under the Patronage of Harihar Mardaraj.
Answer:
Prajabandhu

Question 35.
In ___________ year Utkal Sabha was formed at Cuttack.
Answer:
1882

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 36.
Sir S. C. Bele was ___________ of Bengal.
Answer:
Prajabandhu

Question 37.
Sir Andrew Frazer was ___________ of Central Province.
Answer:
Chief Commission

Question 38.
In ___________ year Sambalpur was separated from Central Province.
Answer:
1905

Question 39.
A.C. Duff was a member of ___________.
Answer:
Philip Duff Committee

Question 40.
Hubback Committee was formed in ___________.
Answer:
1933

Question 41.
Committee gave a proposal for the creation of the Odisha High Court.
Answer:
Hubback Committee

Question 42.
___________ took oath as the first Governor of Odisha.
Answer:
Sir John Austin Hubback

Question 43.
Lord Linlithgo was the Chairman of ___________.
Ans.
Joint Parliamentary Committee

Question 44.
Madhusudan Das died in ___________.
Answer:
1934

Question 45.
___________ told that teaching should be imparted in Bengalee in Odisha Schools.
Answer:
Umacharan Haidar

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 46.
___________ editorship Utkal Dipika was published.
Answer:
Gourishankar Ray

Question 47.
From ___________ place, the two newspapers named ‘Sambad Bahika’ and ‘Utkal Darsan’ were published.
Answer:
Balasore

Question 48.
___________ was the editor of ‘Sambalpur Hiteisini’.
Answer:
Nilamani Bidyaratna

Question 49.
___________ was the ruling region of Krushna Chandra Narayan Deo.
Answer:
Paralakhemundi

Question 50.
In ___________ year Simon Commission visited India.
Answer:
1928

Question 51.
__________ has been given the title the ‘Pride of Utkal’ (Utkal Gouraba).
Answer:
Madhusudan Das

Question 52.
___________is known as the ‘Grand old Man’ of Odisha.
Answer:
Madhu Babu

Question 53.
___________was elected as a member of Odisha and Chhotanagpur Municipality.
Answer:
Madhu Babu

Question 54.
___________had argued for the franchise of Odia women.
Answer:
Madhu Babu

Question 55.
___________had tried for the progress of filigree work at Cuttack.
Answer:
Madhu Babu.

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 56.
Gopabandhu died in ___________.
Answer:
1928

Question 57.
___________ had started the Gandhian (Congress) movement in Odisha,
Answer:
Gopabandhu Das

Question 58.
___________ is the founder of the newspaper ‘Samaj’.
Answer:
Gopabandhu Das

Question 59.
___________had participated in the First Round Table Conference.
Answer:
Krushna Chandra Gajapati

Question 60.
Alakashrama was established on the river bank of ___________.
Answer:
Alaska

Question 61.
___________Committee had finalized the administrative function and territorial arrangement of Odisha Province.
Answer:
Hubback Committee

Question 62.
Rama Devi Participated in the Salt Satyagraha at ___________ of the Balasore District.
Answer:
Inchudi

Question 63.
___________had pacified the student agitation at Ravenshaw College in 1964.
Answer:
1964

Question 64.
In the Salt Satyagraha in Ganjam, Women freedom fighters ___________played a vital role.
Answer:
Sarala Devi

Question 65.
___________ translated the book ‘History of Indian National Congress’ into Odia language.
Answer:
Sarala Devi

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 66.
___________was the husband of Malati Choudhury.
Answer:
Nabakrushna Choudhury

Question 67.
___________had established Baji Rout Hostel at Angul.
Answer:
Malati Devi

Question 68.
___________had donated all her ornaments to the ‘Utkal Congress Socialist Workers Association’.
Answer:
Malati Devi

Question 69.
___________had played a vital role in the Garjat Movement.
Answer:
Malati Devi

Question 70.
Madhu Babu had accepted ___________religion.
Answer:
Christianity

Question 71.
In ___________village of Puri District Gopabandhu Das was born.
Answer:
Suando

Question 72.
After India became independent, in ___________ movement did Rama Devi join.
Answer:
Bhoodan Movement

Question 73.
In 1921, ___________session of the Indian Congress was attended by Sarala Devi.
Answer:
Nagpur

Question 74.
___________Magazine was edited by Malati Devi.
Answer:
Krusaka

Question 75.
___________, Women Freedom Fighter of Odisha had denied receiving the ‘ Jaimmalal Bajaj Foundation’Award.
Answer:
Malati Devi

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 76.
The Magazine titled ‘Satyabadi’ was published at ___________.
Answer:
Sarshigopal

Question 77.
The present name of Victoria High School is ___________.
Answer:
Bhakta Madhu Vidyapitha

Question 78.
For restoring communal harmony, ___________ traveled with Mahatma Gandhi in the Noakhali area of Bengal.
Answer:
Malati Devi

Question 79.
___________was a member of the Odisha Provincial Council from 1937 to 1944.
Answer:
Sarala Devi

Question 80.
In the Prajamandal Movement of Odisha, ___________ played a vital role.
Answer:
Malati Devi

Question 81.
The Indian Constitution came into force from ___________.
Answer:
26 January 1950

Question 82.
___________was the Permanent Chairman of the Constituent Assem iy.
Answer:
Dr. Rajendra Prasad

Question 83.
___________is the father of Indian Constitution.
Answer:
B. R. Ambedkar

Question 84.
The Indian Constitution was adopted in ___________.
Answer:
26 November 1949

Question 85.
The idea of ___________ freedom struggle has been reflected in the Indian Constitution.
Answer:
American War of Independence

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 86.
The idea of ___________revolution created an idea in forming the Indian Constitution.
Answer:
French Revolution

Question 87.
India is a Union of ___________.
Answer:
States

Question 88.
By ___________, the Supreme Court of India protects the interest of the Citizens.
Answer:
Writ

Question 89.
The Indian Constitution contains ___________ fundamental duties.
Answer:
10

Question 90.
The fundamental rights are the conscience of the Indian Constitution was told by ___________.
Answer:
Pandit Jawaharlal Nehru

Question 91.
The constitutional amendment procedure has been described in Article ___________.
Answer:
368

Question 92.
Article ___________ of the Indian Constitution empowers a citizen to profess and propagate religion as per one’s desire.
Answer:
Article 25

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 93.
The Indian Judiciary works on ___________.
Answer:
Integrated Judicial System

Question 94.
___________was the advisor of the Constitutional Drafting Committee.
Answer:
B.N. Rao

Question 95.
___________ is the objective of the constitution.
Answer:
Preamble

Question 96.
___________one is called as the ‘Lawyers Paradise’.
Answer:
Indian Constitution

Question 97.
___________ Indian first thought about the Constituent Assembly.
Answer:
Manabendra Roy

Question 98.
___________is regarded as the conscience of the Indian Constitution.
Answer:
Fundamental Rights

CHSE Odisha Class 12 History Unit 5 Colonial Cities Objective Questions

Question 99.
___________ Articles are there in the Indian Constitution.
Answer:
395

Question 100.
___________ schedules are there in the Indian Constitution
Answer:
10

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 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

Short-Answer Type Questions

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

Long Questions With Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Critically examine the necessity of infant intelligence tests Q2

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

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

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

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

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

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

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

Sternberg (1985) divides this experience into two parts:

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

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

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

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Verbal Tests:

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

Non-Verbal Tests:

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

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

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

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

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

Points to remember

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Questions And Answers

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

CHSE Odisha 11th Class Psychology Unit 5 Intelligence Objective Questions

Multiple Choice Questions With Answers

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

True Or False Type Questions

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Psychology Unit 5 Intelligence Objective Questions

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

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

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

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

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

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

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

Long Questions With Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

  • social Imitation
  • Direct Conditioning

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Postural Reaction:
Different emotions arouse different postures, fear involves a flight. Violent anger involves not flight but aggressive movements.

Vocal Expression:
Voice is a powerful organ for indicating different types of emotional experiences.

Physiological Changes:
In our day-to-day experience of emotion, we find the body undergoing various physiological changes like the rate of breathing increases, the rise of heart palpitation, sinking feeling in the stomach, general feeling of weakness, sweating, trembling, rise in blood pressure, and similar physiological changes.

The symptoms of fear reported by thousands of soldiers during the second world war are given below:

Some felt symptoms of fear of Violent
the pounding of the heart 86%
The sinking feeling in the stomach 75%
Feeling sick in the stomach 59%
Trembling and shaking 56%
Cold Sweat 55%
Tense feeling in my stomach 53%
The feeling of weakness and tenseness 51%
Vomiting (Quoted from Munn M.L. 1953) 24%

A large number of researches have been undertaken to objectively measure the physiological concomitants of emotion to discover how the different physiological processes change during emotion and whether there are different patterns of physiological change underlying specific emotions like fear, rage, and disgust.

In such studies changes in blood pressure, heart-best, and respiration are recorded during emotional states by different instruments. The activity of the heart during an emotional state is studied by examining the shape of the curve recorded by an electrocardiograph.

Glandular Responses:
Glands play an important role during different emotional states. In anger, the module of the adrenal gland secrets excessive amount of adrenaline and non-adrenaline and pours them into the bloodstream. Adrenaline is responsible for many characteristics of strong emotional experiences. The level of sugar in the blood rises because of excessive secretion of this hormone.

This increases heartbeat, and blood pressure increases due to the release of glycogen from the lever. The pulse rate also rises. Blood clots more quickly, more air enters the lungs, pupils enlarge and the body sweats profusely. The skin temperature also rises. Non-adrenaline constricts the blood vessels at the surface of the body as a result of which more blood is sent to other parts of the body.

Evidence also indicates the role of the thyroid and pituitary gland in emotional response. Research shows that adrenaline by itself may not necessarily arouse emotional experience or behavior. In a study done jointly by Cantril and Hunt (1932), 22 normal subjects were injected with adrenaline, 3 out of 22 reported unpleasant experiences, one pleasant experience, and ten no emotional experience, and the rest had different kinds of emotions.

Though subjects injected with adrenaline report that they feel as if they are going to have an emotional experience, they do not experience it. This suggests that in addition to adrenaline, probably emotion-provoking situations arid-related postural activities are necessary to produce emotional states.

The Galvanic Skin Response:
The galvanic skin response is measured with an apparatus called a psycho-galvanometer. It measures the electrical resistance in the skin; technically called electrodermal changes. These changes result from the activity of the sweat glands. The galvanic skin response associated with blood pressure and respiration is a highly sensitive objective indication that an emotional experience is taking place.

In addition to its presence in manual and mental work, its presence is evident in upsetting emotional conditions. According to Munn (1953), changes in the galvanometer following emotional stimulations are due to the lowering of electrical resistance between the two electrodes on the skin. Munn further adds that the GSR may be studied in terms of its latency, its amplitude, its duration, and some derivative of such indices.

Pupillometrics:
Pupillometry is a novel technique for measuring physiological changes during emotional studies. The pupil of the eye during emotional states dilates in response to stimuli that arouse a favorable reaction and contracts in response to unpalatable and disliked stimuli. Thus pupillometry is based on Darwin’s view of the eyes widening and narrowing during emotion.

In 1960, Eckhard Hess rediscovered this fact in an incidental observation. Hess made further laboratory study on this and found the size of the pupil changes with die favorable or unfavorable nature of the stimulus, which may be taste, sound, or sight. It is assumed that pupillometrices are of immense value in psychotherapy as a diagnostic tool, in particular.

By looking at pictures loaded with emotional complexes the patient can without his knowledge hint at the stresses in his personality. Precisely, the reactions of his eyes will reveal this. Pupillometrics can also be used in lie detection, as pupil contracts only to unpleasant stimuli.

Gastro-Intestinal Functions:
There is also a change in gastrointestinal functions during emotional behavior. Gastro¬intestinal functions are usually measured with the help of balloons inserted into the stomach or intestines. By observing the stomach directly gastric functions can also be measured. Munn (1953) has given an example of this connection.

The patient suddenly experienced fear one morning amid a phase of accelerated gastric function. An errata doctor entered the room muttering imprecations about an important protocol that had been lost. The patient had misled it and feared that he had lost the record and his job. He lay motionless on the table and his face became pale.

Prompt and decided pallor occurred also in his gastric mucosa, and associated with it there occurred a fall in the rate of acid production. A minute later the doctor found his paper and left the room. Forthwith the face and the gastric mucosa of the patient regained their former color”.

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

Question 7.
What is the motive? Describe biological motive.
Answer:
Motivational terms like line desire, wish aim, drive, purpose, goal-oriented activity, urge, incentive and so on which go to mean motive. All these motivational terms regulate the behavior of a person. Motivation is derived from the Latin word “movere” which means to move.

Types of motive:
Motivation has been classified by psychologists into some categories. These are:

  • Biological motives
  • Social motives
  • Psychological motives

We discussed the
Biological Motives:
The biological motives are rooted in the physiological state of the body, hunger, thirst, sex is the most obvious biological or physiological motives. They are physiological because they are associated directly with physiological systems. Other physiological motives include temperature regulation, sleep, pain avoidance, and a need for oxygen.

Hunger:
Earlier Experimental literature on hunger reveals that the source of hunger drive is stomach contractions. The experiments were simple. The observers used subjects who were trained to swallow small balloons with rubber tubes attached. The balloons were inflated in the stomach and the rubber tubes were connected to kymographs recording mechanisms.

Here each spasm of the stomach muscles could cause a mark on the smoked drum. On different occasions, the subjects were also asked to press the key when they felt hunger pangs. As a result, a mark was made on the drum just below the record of stomach activities. Further, the abnormal breathing of subjects was also recorded.

The investigator, here, could decide very well whether the spasms represented in the record were due to the stomach or abdominal movements. It was observed that the hunger pangs coincided with stomach contractions, but these pangs were not related to movements of the abdominal muscles. But the recent works on hunger reveal a different story.

The conclusions depict that the relationship between stomach contractions and hunger is weak. A joint venture of both psychologists and physiologists tried to find out some other conditions of the body which trigger hunger. Recent research also has shown that people report normal feelings of hunger even when the nerves from the stomach have been cut or the stomach has been entirely removed.

Physiologists believe that changes in the metabolic functions of the liver when fuel supplies are low provide the body’s stimulus for hunger. The liver can give a signal to the hypothalamus that more fuel is needed which triggers the hunger drive. Further experiments on the functions of the hypothalamus revealed that two regions of the hypothalamus are involved in the hunger drive-lateral hypothalamus and ventromedial area.

The lateral hypothalamus is the excitatory area. Animals eat when this area is stimulated. When this area is damaged, animals stop eating and die of starvation. On the other hand, the ventromedial area is located in the middle of the hypothalamus, which is otherwise known as the ‘ hunger-controlling area’. Experts consider this area as the inhibited region of the hunger drive.

Studies revealed that when this ventromedial area is dangered, animals develop voracious appetites. They went to take a huge amount of food and they also overeat. Experimental literature also reveals that cessation of eating or satiety is controlled by a hormone called Cholecystokinin (cck), which is released into the bloodstream when food reaches the intestine (Gibbs Smith, 1973).

Injections of cck into food-deprived rats who are eating causes them to stop eating and start grooming and other behaviors which are part of satiety in animals (Smith & Gibbs, 1976). But the role of ‘cck’ as a satiety hormone has been questioned. Both the hypothalamus and blood chemistry are, no doubt, responsible for hunger.

Thirst:
Thirst serves as a strong drive mechanism in both animals and humans. Humans can live for weeks without eating, but they can not live only for a few days without replenishing their supply of fluid. When human beings experience fluid deprivation, their mouths and throats become dry, cooling them to drink.

Previously it was believed that drinking is triggered by a dry mouth. But physiologists revealed that dry mouth does not result in enough drinking to regulate the water balance of the body. Thirst and drinking are controlled by processes within the body itself. Since maintaining the water level is essential for life itself.

The body has a set of complicated internal homeostatic processes to regulate its fluid level and drinking behavior. Our body’s water level is maintained by physiological events in which several hormones play a vital role. One of these hormones is the antidiuretic hormone (ADII). It regulates the loss of water through the kidneys.

Experts feel that thirst drive and drinking of water are mainly triggered by two mechanisms. The first one is that when the water level of the body goes down, certain neurons located within the hypothalamus begin to give out water. The thirst which results from this mechanism is known as “cellular dehydration thirst.”

Some experimental results also revealed that the loss of water from the cells in a particular region of the hypothalamus might initiate the drinking behavior. The experiments view that the neurons in the preoptic regions of the hypothalamus (Known as osmoreceptors) are responsible for controlling the drinking behavior of the organism.

Thirst triggered by the loss of water from the osmoreceptors is called “cellular-dehydration thirst”. The second mechanism which is responsible for triggering drinking behavior is known as t ‘hypovolemia’ or the condition of low blood plasma volume. Loss of water in the body results in hypovolemia or a decrease in the volume of the blood.

When blood volume goes down, so does blood pressure. The drop in blood pressure stimulates the kidney to release an enzyme called ‘renin’. This enzyme is involved in the formation of a substance known as ‘angiotensin’ which circulates the blood and may trigger drinking.

Sex Drive:
Partially sexual behavior depends on physiological conditions. So it may be considered a biological motive. But sexual motivation is far more than a biological drive. Sexual motivation is social because it involves other people and provides the basis for social grouping in higher animals.

Sexual behavior is powerfully regulated by social pressures and religious beliefs. Sex is psychological because it is an important part of our emotional lives. It can provide intense pleasure, but it can also give us agony and involve us in many difficult decisions. Till now, physiologists are trying to find out the exact location of the internal control of the sexual drive.

No doubt, the intensity of sexual urges is dependent upon chemical substances circulating in the blood known as sex hormones. Studies confirmed that this urge is profoundly influenced by the presence of hormones produced by tests in males and ovary cases of human beings, socio-cultural and emotional factors seem to play pivotal roles.

Sleep:
Sleep is a basic necessity of life. About one-third of our life is spent sleeping. It is a dramatic alteration of consciousness and it also happens spontaneously. The ordinary fluctuations in consciousness are part of the rhythmic. All creatures in this world are influenced by nature’s rhythms.

Human beings are at least a time cycle known as circadian rhythms. These rhythms are bodily patterns that repeat approximately every 24 hours. About one-third of the circadian rhythm is devoted to the period of energy-restoring rest called sleep. The most significant discovery after EEG technology in sleep research was that of rapid eye movement (REM).

These are the bursts of quick eye movements under closed eyelids, occurring at periodic intervals during sleep. The time when a sleeper is not showing REM is known as non-REM or NREM sleep (NREM). Dreams are possible during REM sleep. But NREM reports were filled with brief descriptions of ordinary daily activities, similar to waking thoughts.

Research evidence indicated that over the course of the night, our sleep cycle crosses several stages, each of which shows a distinct EEG pattern. It takes about 90 minutes to progress through the first four stages of sleep (NREM sleep). The first period of REM sleep last for about 10 minutes. In a night’s sleep, an individual passes through this 100-minute cycle four.

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

Question 8.
What are social motives?
Answer:
Social motives are otherwise known as secondary motives. These are also known as acquired learned motives. These motives are complex in nature. Social motives are called secondary because they involve interaction with others and are learned due to social conditioning in a social context.

Need for affiliation:
Seeking other human beings and waiting to be close to them both physically and psychologically is called affiliation. It refers to keeping contact with other people, in other words, affiliation refers to the need that people have to be with others. This motive is aroused when individuals feel helpless or threatened and also when they are happy.

Research findings indicate that fear and anxiety are closely related to affiliation motives. Where the degree of anxiety and threat is very high, such affiliation behavior is often absent. Studies also revealed that early learning experiences influence this motive. The first-born or the only child in the family had stronger affiliation motives than those bom later.

Studies have also shown that children who are brought up to be dependent or raised with closed family ties show a stronger affiliation motive than those coming from more closely-knit families which encourages early independence. Cultural differences were also found. Affiliation needs are stronger in some cultures than in others.

Need for Power:
The need for power is an independent motive. It expresses itself in behaviors, which tend to control and influence the course of events including the behaviors of others. History reveals that mankind has always struggled for power. Power was desired by the individuals as an instrument to satisfy other motives like aggression, greed, affiliation, etc. But in recent years, emphasis has been placed on the power motive as independent in itself. This view was emphasized by McClelland.

In his theory, David Me Clelland (1975) has expressed that power motivation can be revealed in four general ways:

People do things to gain feelings of power and strength from sources outside themselves. For example, children express power motivation by reading stories. Individuals gain strength fry reading the activities of past leaders. People do things to gain feelings of power and strength from sources within themselves.

For example, a college student may express power motivation by building up the body and by mastering urges and impulses. People do things to have an impact on others. For example, an individual may argue with another individual or may have a competitive attitude in order to influence that person. People do things as members of organizations to have an impact on others.

For example, the leader of a political party may use the principles of his party or an army officer may express the need for power through the chain of command to influence others. Studies reveal that for any individual, one of these ways of expressing power motivation may dominate. But a combination of power motives can not be ruled out.

With age and life experiences, the dominant mode of expression often changes. Studies have also shown that women seem to have less strong needs for power than men. They choose indirect ways to impact and influence. For example, women prefer to express their power motivation by being counselors, advisors, and resource persons for other people.

Depending on motive:
Shortly speaking dependency refers to interpersonal relationships where an individual behaves in a way in order to gain attention, assistance, comfort, and support from fellow men. For example, children use to spend more time with parents or intimate friends in difficult situations. People appear to be more dependent on social interactions and approval. Studies reveal that girls and women tend to be more dependent and affiliative than boys. In stress, people want to resort to dependency.

Co-operation motive:
Co-operation is an acquired motive. Moreover, it is a condition manifested when two or more individuals or groups work together to achieve a common goal. It signifies a lack of mutual disagreement and opposition among fellow group members and the absence of rivalry. Research evidence indicates that the citizens of Zuni of New Mexico are found to be extremely cooperative.

Being wealthy in Zuni brings no status. Status is derived not from power, but from friendship. A happy and successful Zuni has many friends. Different studies on altruism among children provide evidence that helping behavior can be fostered through the use of models (Paulson, 1974).

Conformity motive:
Conformity refers to the tendency to allow one’s opinions, attitudes, actions, and even perceptions to be affected by prevailing opinions, attitudes, actions, and perceptions. Very often people act in ways consistent with the majority. This tendency to ‘go along with the group is popularly known as behavioral conformity.

Changes in attitude and belief also take place due to pressures from others. It is known as ‘ attitudinal conformity’. There is also conformity of personality traits i.e. underlying characteristics of a person changes according to the norms of society. With the help of a conformity curve, F.H. Allport (1935) described the conformity motive phenomena.

He related that most people exhibit complete conformity to social norms with fewer and fewer people having deviations. Our submissiveness to social influences is due to conformity motives to the norms of the society in which we live. Norms refer to behavior that is usual or expected, acceptable, and socially prescribed.

Points to remember:

Question 1.
Define the meaning and definition of thinking.
Answer:
Thinking is a very often used psychological term in our daily life. The importance of thinking is evident not only for the wide use of the term but also because thinking helps in the solution of all our day-to-day problems. Thinking is the most complex of all psychological processes and it is thinking that normally differentiates man from lower animals.

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

Question 2.
Define the sensory-motor period.
Answer:
Sensory-Motor Period.
The sensory-motor period is the period that starts before the language development of the child. Piaget distinguished between two major stages in cognitive development i.e. sensory-motor intelligence (0-2 years) and conceptual intelligence (0-to Maturity). During the sensory-motor period, the child’s adaptations and activities do not involve extensive use of symbols or language.

Question 3.
Describe the stages of cognitive development by Piaget.
Answer:
Piaget is a development theorist who believes that cognitive development occurs gradually phase by phase.
Piaget has divided the entire period of cognitive development into four basic stages.

  • A sensorimotor period is 0-2 years approximately.
  • Preoperalionalperiod 2-7years approximately.
  • The concrete operational period is 7-12 years approximately.
  • The formal operational period is 12 years above approximately.

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

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Odisha State Board CHSE Odisha Class 11 Sociology Solutions Unit 3 Social Institutions Objective Questions.

CHSE Odisha 11th Class Sociology Unit 3 Social Institutions Objective Questions

Multiple Choice Questions With Answers

Question 1.
A patrilineal or matrilineal kin group whose members are assumed to have a common ancestor but who do not know their exact genealogical relationship with one another is known as:
(a) Kingship t
(b) Family
(c) Clan
(d) Marriage
Answer:
(a) Clan

Question 2.
The term family derived from which of the following word:
(a) Roman word Famulus
(b) Latin word Logos
(c) Greek word Socius
Answer:
(a) Roman word Famulus.

Question 3.
Which are not secondary kin?
(a) Sister’s husband
(b) Brother’s wife
(c) Wife’s brother
(d) Wife of brother-in-law
Answer:
(d) Wife of brother-in-law

Question 4.
Which one is the Indian type of family?
(a) Consanguinous
(b) Conjugal
(c) Polyandrous
(d) Matrilineal
Answer:
(a) Consanguinous

Question 5.
Which of the following is not primary kin?
(a) Uncle
(b) Brother
(c) Mother
(d) Father
Answer:
(a) Uncle

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 6.
Which among the following is tertiary kin?
(a) Wife of brother-in-law
(b) Uncle
(c) Brother’s son
(d) Father
Answer:
(a) Wife of brother-in-law

Question 7.
The mle of residence generally followed in society is ____________.
(a) Matrilocal
(b) Bio-local
(c) Patriloeal
(d) Avuneulocal
Answer:
(c) Patriloeal

Question 8.
Who classify functions and families into six categories.
(a) Green
(b) Iravati Karve
(c) Maclver
(d) Ogbum and Ninkoff
Answer:
(d) Ogbum and Ninkoff

Question 9.
Which among the following is tertiary kin?
(a) Father
(b) Uncle (mamu)
(c) Brother ’s son
(d) Wife of brother-in-law
Answer:
(d) Wife of brother-in-law

Question 10.
The family is an aggarian society is ________.
(a) Matriarchal
(b) Patriarchal
(c) Nuclear
(d) Matrilocal
Answer:
(b) Patriarchal

Question 11.
Family is a ________.
(a) Secondary group
(b) Reference Group
(c) Primary Group
(d) Outgroup
Answer:
(c) Primary Group

Question 12.
The word family has come from the word famulus which is a _________.
(a) Roman word
(b) Greek word
(c) French word
(d) Latinword
Answer:
(a) Roman word

Question 13.
Family is an _________.
(a) Kinship group
(b) Political group
(c) Economic Group
(d) Religious group
Answer:
(a) Kinship group

Question 14.
To constitute a family the essential characteristic is _________.
(a) Sense of unity
(b) Mutual help
(c) Specific object
(d) A form of marriage
Answer:
(d) A form of marriage

Question 15.
The family originated when _________.
(a) Promiscuous relations between him and women prevailed.
(b) Men come out of the primitive stage.
(c) Men felt the need for procreation.
(d) The lord created women.
Answer:
(c) Men felt the need for procreation.

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 16.
Which of the following statement is not hue?
(a) Family is not found among nomadic tribes.
(b) Family is both an association and an institution.
(c) Family is a universal group.
(d) Family is the nucleus of all groups.
Answer:
(a) Family is not found among nomadic tribes.

Question 17.
A matriarchal family is where in _________.
(a) Authority of the family rests on the father.
(b) Marriage relations are permanent.
(c) Descent is reckoned through the mother.
(d) All children succeed in the property.
Answer:
(c) Descent is reckoned through the mother.

Question 18.
A patriarchal family is where in _________.
(a) Marriage relations are transitional.
(b) The husband goes to live in the home of his wife.
(c) All the members share equal authority.
(d) Descent is reckoned through the father.
Answer:
(d) Descent is reckoned through the father.

Question 19.
Out of the following which one is not a basis of the classification of the family?
(a) Ancestry
(b) Structure
(c) Religion
(d) Residence
Answer:
(c) Religion

Question 20.
A family may be classified on the basis of blood relationships in which type.
(a) Nuclear of extended.
(b) Conjugal or consanguineous
(c) Matrilocalorpatrilocal
(d) Matrilineal or patrilineal
Answer:
(b) Conjugal or consanguineous

Question 21.
Which one of the following is the essential function of the family?
(a) Socialization of the child.
(b) Transmission of culture
(c) Stable satisfaction Of sex ned.
(d) Procreation and rearing of children.
Answer:
(c) Stable satisfaction Of sex ned.

Question 22.
Which one of the following is the important role played by the family in society?
(a) Contributes to the economic growth of society.
(b) Provides recreation.
(c) Satisfies sex needs.
(d) It exercises great influence on the personality of the individual.
Answer:
(d) It exercises great influence on the personality of the individual.

Question 23.
Which one is found in a modem family?
(a) Position of the mother is inferior.
(b) There is decreased control of marriage bonds.
(c) The children have less freedom.
(d) Father dominates family.
Answer:
(b) There is decreased control of marriage bonds.

Question 24.
Indian family system is based on which are of the following.
(a) Matrilineal descent.
(b) Patrilineal descent.
Answer:
(b) Patrilineal descent.

Question 25.
Which one is not a characteristic of the joint family?
(a) Small size
(b) Common Religion
(c) Joint property
(d) Common occupation
Answer:
(a) Small size

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 26.
The bond of blood is known as _________.
(a) Consanguineous kinship
(b) Attinal kinship
Answer:
(a) Consanguineous kinship

Question 27.
Out of the following which is not a feature of the modern family?
(a) Laxity in sexual relationships.
(b) Economic freedom.
(c) Subordination of wife.
(d) Declining influence in religion.
Answer:
(c) Subordination of wife.

Question 28.
Which of the following is an example of secondary kin?
(a) Sister
(b) Brother
(c) Uncle
(d) Wife of brother-in-law
Answer:
(c) Uncle

Question 29.
Which of the following factor helps in the disintegration of the family system in India?
(a) Women franchise
(b) Women’s Education
(c) Industrialisation
(d) Social Legislation
Answer:
(c) Industrialisation

Question 30.
The term education is derived from which of the following word?
(a) Greek word Pedagogy
(b) Sas word to know
(c) Latin word Educatum
Answer:
(c) Latin word Educatum

Question 31.
Education is the realization of self which is the propounder of view.
(a) Pamini
(b) Kautilya
(c) Sankaracharya
(d) GuruNanak
Answer:
(c) Sankaracharya

Question 32.
Education makes man self-reliant and selfless. Who is the propounder of view?
(a) Upanisad
(b) Yaganavalkya
(c) Kautilya
(d) Rigveda
Answer:
(d) Rigveda

Question 33.
Which of the following educational function of a family?
(a) Providing vocational education
(b) Development of knowledge
(c) Social development
(d) All of the above
Answer:
(d) All of the above

Question 34.
“By education, I mean an all-round drawing out of the best in child and man body, mind and spirit”. Who said this?
(a) Sri Aurobindo
(b) Swami Vivekananda
(c) R.N.Tagore
(d) M.K.Gandhi
Answer:
(d) M.K.Gandhi

Question 35.
The role of the family in education has been _________.
(a) Belongingness
(b) Independence
(c) Education Materials
(d)All of the above.
Answer:
(d) All of the above.

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 36.
Which of the following educational functions of school?
(a) Providing vocational education.
(b) All-round development of the individual.
(c) Character development
(d) All of the above.
Answer:
(d) All of the above

Question 37.
“Human Society” who write this book?
(a) K. Davis
(b) Burgess
(c) Locke
(d) Maclver
Answer:
(a) K. Davis

Question 38.
Which of the following educational functions of the state?
(a) Formulation of the curriculum.
(b) Establishing a new school.
(c) Controlling educational institutions.
(d) All of the above.
Answer:
(d) All of the above.

Question 39.
Who defines kinship as a cluster of social relations based on such factors as biological ties, marriage, and legal rules regarding adoption, guardianship, and the like”.
(a)K. Davis
(b) Maclver
(c) Mardock
(d) Smclser
Answer:
(c) Mardock

Question 40.
How many types of kinship are divided?
(a) Four
(b) Three
(c) Two
(d) Five
Answer:
(d) Three

Question 41.
Education is a due manifestation of the divine perfection already existing in man is defined by _________.
(a) Mahatma Gandhi
(b) Plato
(c) Pandit Gopabandhu
(d) Vivekananda
Answer:
(d) Vivekananda

Question 42.
Education is the creation of a sound mind in a sound body is defined by _________.
(a) Plato
(b) Mahatma Gandhi
(c) Aristotle
(d) Vivekananda
Answer:
(c) Aristotle

Question 43.
The term education is the combination and two words E and DUCO E – means – and DUCO means:
(a) Educare out of to lead.
(b) Educare to lead out of.
(c) All of the above.
Answer:
(c) All of the above.

Question 44.
Education as a bipolar process has been advocated by _________.
(a) Mahatma Gandhi
(b) Adam Son
(c) John Dewey
(d) Adams
Answer:
(d) Adams

Question 45.
Advocates education as a unipolar process _________.
(a) Admas
(b) Sir John Adamson
(c) John Dewey
Answer:
(a) Adams

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 46.
What is education correspond to:
(a) Aims of education
(b) Agency of Education
(c) Functions of education
(d) Meaning of Education
Answer:
(c) Functions of education

Question 47.
Advocates education as a continuous reconstruction and integration of activities and experiences.
(a) Tagore
(b) Rousseau
(c) John Dewey
(d) Gopabandhu
Answer:
(c) John Dewey

Question 48.
Who said the economy is one social superstructure?
(a) Marx
(b) Weber
(c) Durkheim
(d) None of the above
Answer:
(a) Marx

Question 49.
Who viewed the economy as one of a number of social institutions?
(a) Manx
(b) Weber
(c) Durkheim
(d) None of the above
Answer:
(c) Durkheim

Question 50.
Who viewed the economy is part as an extension of religious belief.
(a) Marx
(b) Weber
(c) Durkheim
(d) None of the above
Answer:
(b) Weber

Question 51.
Who has written ‘Communist Manifests’?
(a) Marx
(b) Weber
(c) Durkheim
(d) Plato
Answer:
(a) Marx

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 52.
Who has written the book “Division of Labour in Society”?
(a) Weber
(b) Durkheim
(c) Plato
(d) Marx
Answer:
(b) Durkheim

True / False Type Questions

Question 1.
The term family has been derived from the Greek word Famulus.
Answer:
False

Question 2.
The term family has been derived from the Roman word Famulus.
Answer:
True

Question 3.
When authority is vested in the oldest male member it is called a patrilineal family.
Answer:
False

Question 4.
When authority is vested in the oldest male member it is called a patrilineal family.
Answer:
True

Question 5.
A polygamy is an ideal form of family.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 6.
Monogamy is an ideal form of family.
Answer:
True

Question 7.
A joint family consists of a husband, wife, and unmarried children.
Answer:
False

Question 8.
A nuclear family consists of a husband, wife, and unmarried children.
Answer:
True

Question 9.
Universality and emotional basis are two general characteristics of a family.
Answer:
False

Question 10.
Universality and emotional basis are two distinctive features of the family.
Answer:
True

Question 11.
Reproduction is one of the non-essential functions of the family.
Answer:
False

Question 12.
Reproduction is one of the essential functions of the family.
Answer:
True

Question 13.
K. Davis opines family performed six important functions.
Answer:
False

Question 14.
Ogburn and Nimkoff opine family performed six important functions.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 15.
On the basis of the degree of relationship, kins are two types.
Answer:
False

Question 16.
On the basis of the degree of relationship, kins are three types.
Answer:
True

Question 17.
When ancestry or descent is determined on the father line it is called a matrilinear family.
Answer:
False

Question 18.
When descent or ancestry is determined on the father line it is called a patrilineal family.
Answer:
True

Question 19.
The bond of marriage is called affinal kinship.
Answer:
True

Question 20.
The bond of marriage is called consanguineous kinship.
Answer:
False

Question 21.
Close, direct and near relations are called secondary kins.
Answer:
False

Question 22.
Close, direct and near relations are called primary kins.
Answer:
True

Question 23.
Maclver writes the book “Human Society”.
Answer:
False

Question 24.
Kinsley Davis writes the book “Human Society”.
Answer:
True

Question 25.
Family is one of the most important social units.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 26.
The family is one of the most important biological units.
Answer:
True

Question 27.
Family is one of the most universal social processes.
Answer:
False

Question 28.
Family is one of the most universal social groups.
Answer:
True

Question 29.
Family is the center of all social organization.
Answer:
False

Question 30.
Family is the nucleus of all social organizations.
Answer:
True

Question 31.
The functions of the family may be both permanent and temporary.
Answer:
False

Question 32.
The nature of family may be both permanent and temporary.
Answer:
True

Question 33.
The nuclear family is large in size.
Answer:
False

Question 34.
The extended family is large in size.
Answer:
True

Question 35.
The family in which after marriage husband comes to reside in the family of her wife is known as a patrilocal family.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 36.
The family in which after marriage husband comes to reside in the family of her wife is known as a matrilocal family.
Answer:
True

Question 37.
The matrilocal family is just the opposite of the patrilineal family.
Answer:
False

Question 38.
The matrilocal family is just the opposite of a patrilineal family.
Answer:
True

Question 39.
Socialization is the most important characteristic of a family.
Answer:
False

Question 40.
Socialization is the most important function of a family.
Answer:
True

Question 41.
Family as a secondary social group.
Answer:
False

Question 42.
Family is a primary social group.
Answer:
True

Question 43.
Kingsley Davis essential and non-essential functions of the family.
Answer:
False

Question 44.
Maclver essential and non-essential functions of the family.
Answer:
True

Question 45.
The Kingship relationship established by family is known as affinal kinship.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 46.
The kinship relationship established by marriage is known as affinal kinship.
Answer:
True

Question 47.
Maclver identified six important bases of kinship.
Answer:
False

Question 48.
H. M. Johnson identified six important bases of kinship.
Answer:
True

Question 49.
Education is the socialization of the self.
Answer:
False

Question 50.
Education is the realization of self.
Answer:
True

Question 51.
Education is the process of living through a continuous construction of experiences.
Answer:
False

Question 52.
Education is the process of living through a continuous reconstruction of experiences.
Answer:
True

Question 53.
Education is a one-polar process.
Answer:
False

Question 54.
Education is a bi-polar process.
Answer:
True

Question 55.
Sociology is the transmission of life from the living to the living.
Answer:
False

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 56.
Education is the transmission of life from living to living.
Answer:
True

Question 57.
Education is the construction of a sound mind in a sound body.
Answer:
False

Question 58.
Education is the creation of a sound mind in a sound body.
Answer:
True

Question 59.
Education is a slow process.
Answer:
False

Question 60.
Education is a lifelong process.
Answer:
True

Question 61.
Marx claims that social and political structures are divided from the economic means of production.
Answer:
True

Question 62.
The social superstructure is not the economic base of society for Marx.
Answer:
False

Question 63.
The class which is the ruling material force of society is at the same time its ruling intellectual force.
Answer:
True

CHSE Odisha Class 11 Sociology Unit 3 Social Institutions Objective Questions

Question 64.
Marx claims that communication opposes the power of oppression.
Answer:
True

Question 65.
Marx, Weber, and Durkheim are economists.
Answer:
False

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.