Class 11

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

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

Long Type Questions and Answers

Question 1.
Briefly discuss about the emerge and development of Sociology.
Answer:
Sociology is the study of the ways in which social experience function in developing maturing and repressing human beings through their interpersonal stimulation. It is the study of social relationship and the various forms which affect them and whatever they affect.

It is a systematic study of society and social institution. Its study started as early as in the 5th Century B.C. more systematic study of the subject has however only recently started.

Science of sociology as we understand it today emerged very late. Attempts to understand social phenomena have been made since earliest times. The Greek Philosopher Plato and Aristotle attempted an analysis of the only community of those days. Their investigation resulted in deflecting the character of an-ideal social order.

However, they were prejudiced to defined their own social system and found fault with their systems. They did not favour a change though social life is never static, it is definitely dynamic.

It is hue that old order change yielding place to new Among the Roman the most outstanding thinker is cicero. He gave the tributes to Greek learning in philosophy politics law and sociology to the western world. The Roman were however more concerned with law.

In India too, the society has always remained the most important subject of study Hindu Shastras discuss at large about the way one should behave individually and in society Upanishads Sutras and Puranas, Manu Smruti discuss in detail about the observance of moral laws and duties which is the highest Dharma.

There is a clear mention of the four ashrams and the clear instructions to be followed by an individual for the well-being of the society. Our sages and Roishis have discussed at length the duties and responsibilities of each and every man in society Kautilya’s Arthshastra lays down the duties of the ruler and the people to make an ideal society. He has discussed as length the economic social and political life of man in society.

In the Mughal period the celebrated scholar Abul Fazal of Akbar ‘s court has discussed at length in Ain-i-Akbari about the social institutions of those day, one can get a fairly good idea of state and society in those days.

It was until the 16th Century that clear cut distinction was made between state and society and there were writers who treated life’s problems on a more realistic plan. Hobbes and Machiavelli were the most distinguished one among those thinkers who studied state and statecraft and discovered the principles which go to make an ideal state and society.

The ‘Prince’ of Machiavelli is devoted chiefly to an exposition of the principles governing the successful state. Another scholar Sir Thomas more in this Itopia published in 1515 tried to deal with everyday social problems thereby depicting on an ideal social order which was meant to serve as an example to others to be emulated.

He presented a picture of ideal life as a way of painting out what real life of an individual should be on real life. Other thinkers who made rich contribution in the exposition of social life and institutions were Sir Frances, Bacoft and James Harrington in their works New Atlarris and The Common Wealth of Nations respectively.

Development of Sociology:
In Italy Vico and in. France Montesquieu made notable contribution in the development of sociology as a science of social relationship. They studied social life and human behaviour in all its aspects. Vico in his great work.

The New Science contended that society was subject to definite laws which can be observed through objective observation and study. Montesquieu in his book, “The Spirit of laws analysed the role of external factors like climate etc. on human societies.

The laws determining national character were to be explained in the light of social and geographical conditions under which man loved. Credit goes to Auguste Comte who is rightly the fathers of sociology who sought to establish a science embracing the totally of human life and activities.

In the evolution of society it has to traverse through three stages of social development theological stage metaphysical stage and scientific stage.

Man has now reached the scientific stage so far his thinking about natural phenomenon is concerned but his thinking about society was still in the metaphysical stage with the publication of origin of species by Darwin it was made clear that all complete forms of life gave evolved from the simple process of survival of the fittest and natural selection.

Herbert Spencer attempted to integrate all the sciences into one system and to find one fundamental law that would explain all phenomena physical and social.

He pointed out that the social phenomena like the organic undergo an evolutionary process of growth from the simple and homogenous to the complex and heterogeneous. The primitive man represented the sample human type from which civilised man evolved. Spencer occupies the foremost place in the biological school of sociology”

Psychological Approach:
Herbert Spencer’s theory of organic evolution of society was displaced by psychological interpretation of social life. By the beginning of 20th Century Mac Dongal G Wallace and Hobhouse in England and Ward.

Giddings and Dewey on America tried to interpret social evolution in psychological terms Durkheim was the first modem thinker who emphasized on social facts and provided a separate ground to sociology from that of psychology.

According to him social facts and provided a separate ground to sociology from that of psychology. According to him social facts are extreme and exercise constraints our individuals. He gave a new direction to the study of sociology.

Study of sociology in India started in 1919 at the university of Bombay, but it was in 1930 that its study as a separate discipline was started. Thus it is clear that many individuals and thinkers on their own way and in their Own times tried to discuss social institution and systems.

Question 2.
How did Sociology Emerge?
Answer:
Sociology is the science of society and its institutions. It is considered as one of the youngest social sciences. There has been numerous factors that can be attributed to the development of the subject in the historical perspective, specially in the Nineteenth Century.

It is true that we can find in the writings of philosophers religions and legislatures of all civilizations and epochs observations and ideas which are relevant to modem sociology.

Kautilya’s Arthashashtra and Aristotle’s politics analyse political systems in ways which are still of interest to the sociologist. Nevertheless there is a real sense in which a new science of society and lot merely a new name was created in the Nineteenth Century.

It is worthwhile to consider the circumstances in which this happened and examine the characteristics which distinguish sociology from earlier social thought.

The conditions which gave use to sociology were both intellectual and social. Naturally these were inter-woven and an adequate sociological history of sociology which has not yet been attempted would have to take account of these inter-connections.

In fact, literature concerning the subject matter of sociology is not of recent origin.

But the name to this subject matter was not given before Auguste Comte who in his work course i.e. philosophic (Positive Philosophy) clearly emphasized the need for a distinct subject for studying the society and in his endeavour he first named it as social physics but later remained it sociology which is universally accepted as proper title, and by virtue of this Auguste Comte is called the father of sociology.

Question 3.
Describe the scope of Sociology.
Or
Define Sociology and discuss its scope.
Answer:
(1) Auguste Comte, the founding father of sociology, defines sociology as the science of social phenomena “subject to natural and invariable laws, the discovery of which is the object of investigation”.
(2) Morris Ginsberg defines sociology in the following way: “In the broadest sense, sociology is the study of human interactions and interrelations, their conditions and consequences”.

There are wide differences of opinion about the scope of sociology. It is maintained by some that sociology studies everything and anything under the sun. This is rather too vague and vast a view about the scope of sociology. As a matter of fact sociology has a limited field of enquiry and deals with those problems which are not dealt with by other social sciences.

Sociology is the study of human inter-relations, interactions their conditions and consequences sociology has for its field the whole life of man in society, all the activities whereby men “maintain themselves in the struggle for existence, the rules and regulations which define their relations to each other, the systems of knowledge and belief, art and morals and any other capacities and habits acquired and developed in the course of their activities as members of society.

There are two views about the scope of sociology:
(1) Specialistic or Formalistic School; and
(2) Synthetic school.

(1) The Specialistic or Formalistic School: This school of thought is led by the GermAnswerociologist George Simmel. The other main advocates of this school are Vierkandt, Max Weber, Small, Von Wise and Tonnies. Simmel and others are of the opinion that sociology is a pure and an independent science.

As a pure science it has a limited scope. Sociology should confine itself to the study of certain aspects of human relationships only. Further, it should study only the forms of social relationships but not their contents.

Social relationships such as competition, subordination, division of labour etc. are expressed’ in different fields of social life such as economic, political, religious, moral, artistic etc.

Sociology should disentangle the forms of social relationships and study them in abstraction. Sociology as a specific social science describes, classifies and analyses the forms of social relationships.

Vierkandt says that sociology concerns itself with the ultimate form of mental or psychic relationship which links men to one another in society.

He maintains that in dealing with culture, sociology should not concern itself with the actual contents of cultural evolution but it should confine itself to only the discovery of the fundamental forces of change and persistence. It should refrain itself from making a historical study of concrete societies,

Max Weber opines that the aim of sociology, is to interpret or understand social behaviour. But social, behaviour does not cover the whole field of human relations.

He further says that sociology should make an analysis and classification of types of social relationship.
Small insisted that sociology has only a limited field. Von Wiese and Tonnies expressed more and less the same opinion.

1. It narrows the scope of sociology to merely abstract forms.

2. Abstract forms separated from concrete relations can not be studied. Study of social relationships remains barren if it is conducted in the abstract without full knowledge of the terms to which in concrete life they relate.

3. The conception of pure sociology is impractical. No social science can be studied in isolation from other social sciences.

4. Sociology alone does not study social relationships. Political science. Economics and International law also study social relationships.
Thus the formalistic school extremely narrows and confines the fields of sociology.

(2) Synthetic School: In reaction to the formalistic school of thought there arose the synthetic school. This school hold the view that sociology is a synthesis of all social science. The main exponents of the synthetic school of thought are, Emile Durkheim, Hobhouse, P. Sorokin and others. According to Durkheim sociology has three principal division, viz.,
(i) Social morphology,
(ii) Social physiology and
(iii) General sociology.

Social morphology covers the geographical settings, the density of population, etc., social physiology deals with such dynamic processes as religion morals, law, economic life, etc. Each of these becomes the subject matter of a special discipline like sociology of religion sociology of morals, sociology of law and so on.

General sociology is an attempt to discover the general social laws manifest in the specialized social processes to this he regards as the philosophical part of sociology. Hobhouse also holds a view similar to that of Durkheim regarding the functions of sociology. According to him sociology should be a synthesis of numbers social sciences. It should include other science in its scope.

According to Sorokin, the subject- matter of sociology includes.
(i) The study of relationship between the different aspects of social phenomena.
(ii) The study of relationship between the social and non-social.
(iii) The study of general features of social phenomena.
From the foregoing discussions on the scope of sociology it can be conveniently concluded that the range of this science is very wide. Sociology is regarded as a general. Science as well as a special science like all other sciences, the subject matter of sociology is society.

Question 4.
Explain the nature of Sociology.
Answer:
Certain elements are essential before any study can be regarded as science. The essential characteristics of science are the following:
(1) The scientific method consists of minute and careful observation, recording, classification, generalisation and verification. A science is so called not because of its subject matter but because it employs the scientific method.
(2) Science is the study of facts. Its subject matter is facts not ideals.
(3) Scientific principles are universal. They hold true irrespective of the temporal and spatial order.
(4) Scientific law is vertical. Its validity can be examined at any time and tested any number of times. It will prove true in every case.
(5) Science searches for the cause and effect relationship in its subject matter and in this connection provides universal and valid laws.
(6) Science can also make predictions on the basis of universal and valid laws relating ‘ to the cause effect relationships in any subject. The foundation of science is based upon a faith in causality. What will happen can be predicted by basing the prediction upon what is, for the law of cause and effect is universal and inevitable.

Some objections against sociology being called a science are the following:
(1) An objective and unbiased study can not be made in sociology. It is because the sociologist has to resume the dual role of both the doctor and the patient. He is also a part of that very society with his studies.

(2) The objection which has been raised to challenge the scientific status of sociology is the lack of laboratories. Sociology as a science can neither catch, nor see neither weigh nor analyse its fundamental elements in the test tube of a laboratory. The relation at cooperation or non-cooperation of love and hatred are such which cannot be studied under any microscope. Sociology makes the world its laboratory for its purposes.

(3) It is alleged that the knowledge of sociology is not exact as that of physical sciences., Society cannot be weighed in the balance nor tested in the test tube. The socialist himself is a part of society.

(4) Critics raise objections that sociology cannot make predictions. It is true we can not hope for the same degree of the capacity of prediction from sociology which can be found in physics and other sciences. Sociology can lay claim to being a science because it employs
the scientific method m its study.

Its exactness, the capacity to predict, the possibility of measurement in it etc. are comparatively less than the physical sciences in view of the unique subject matter. But, it can, despite these factors be called a science. Since a number of other sciences are sciences in spite of all these drawbacks.

Question 5.
Define sociology and discuss its relationship with Economics.
Answer:
(1) “The subject matters of sociology is the interaction of human minds”- L.T. Hobhouse
(2) “Sociology is the study of relationships between man and his environment”- II.P. Fairchild

Relation: Sociology and Economics are closely related to each other. Because society is greatly influenced by economic factors and economic processes are largely and determined by the environment of society. Economics is a science which deals with production consumption and distribution of wealth. It studies the economic life of man.

The economic factors plays a vital role in every aspect of our social life. Total development of individual depends very much on economic factors without economic conditions the study of society is quite impossible social life of man is greatly influence by economic factors. The sociologists study present social problems with the help of economics. All the social problems are directly connected with economic conditions of the people.

In the same way Economics is also influenced by Sociology. Economics takes helps from Sociology in order to study the economic welfare of the people. Economic welfare is considered as a part of human welfare and it can be sought only proper knowledge of social laws.

Without the social background the study of Economics is quite impossible because the economic life of the people is directly controlled and regulated by the society.

In order to solve the economic problems the economists have to take into consideration the social phenomena existing at particular period. The Economics is an independent social science whose relation to sociology is one of mutual assistance.

Differences :
(1) Sociology studies all kinds of social relationships but economics deals with only those social relationships which are economic in character.
(2) Sociology is a general social science but economics is a special social science.
(3) The scope of sociology seems to be wider. It has a comprehensive viewpoint but the scope of economics is narrower. It does not have a comprehensive viewpoint.
(4) Sociology is a science of recent emergence but economics has attained an advanced degree of maturity.
(5) Sociology is abstract in nature and less precise also. Social variables are very difficult to measure and to quantity but economics is concrete in nature. It is more precise. economic variables can be measured and quantified more easily and accurately.

Question 6.
Define Sociology and discuss its relationship with History.
Answer:
(1) Park regards sociology as “the science of collective behaviour”.
(2) Small defines sociology as “the science of social relations’’.

Sociology and History are very much interrelated. Like Political science, sociology is becoming one of the most genuine fruits of history to which it is intimately connected. The two sciences are so close that some writers like G Von Bulow refused to accept sociology as a science different from history.

History: History is the reconstruction of man’s past. It is the story of the experience of mankind. It is a record of the human past. It is a systematic record of man’s life and achievements from the dim past to the present. The historian studies the significant events of man in .the order of time. The historian is interested in what happened at a particular time in the past.

Sociology: Sociology as a science of society, on the other hand, is interested in the present Jt tries to analyse human interactions and interrelations with all their complexity and diversify. It also studies the historical development of societies.

It studies various stages of human life, modes of living, customs, manners and their expression in the form of social institutions and associations. Sociology has thus to depend upon history for its material. History with its record of various social events of the past often data and facts to sociologists.

Difference between History and Sociology:
(1) Sociology is interested in the study of the present social phenomena with all their complexity but history deals with the past events of man. It is silent regarding the present.

(2) Sociology is relatively a young social science. It has a very short history of its own. It is not even two centuries old but history is an age-old social science. It has a long story of2000 years or even more.

(3) Sociology is an analytical science but history is a descriptive science.

(4) Sociology is abstract in nature. It studies mostly regular, the recrurrent and the universal but history is concrete. This historian is interested in the unique, the particular and the individual.

(5) Sociology is a generalising science. Sociology seeks to establish generalisations after a careful study of the social phenomena but history is an individualising science. History rarely makes generalisations. It seeks to establish the sequence in which events occured.

(6) Sociology follows the sociological approach. It studies human events from the sociological point of view, i.e., from the view point of social relationships invovled but history studies human events in accordance with the time order. Its approach is historical.

Question 7.
Define Sociology and discuss its relationship with Political Science.
Answer :
(1) “Sociology deals with behaviour of men in groups’ – Kimbal Young
(2) “Sociology in its broadest sense may be said to be the study of interactions arising from the association of living beings”.Gillin and Gillin.

Political science and sociology are intimately related to each other. Political science deals with social groups which live, work and develop under the sovereignty of the state. The state and the social groups cannot be separated from each other. In the same way many social institutions family, church etc. work in close cooperation with the state.

It is the responsibility of the state to give laws to the society. But no law can work successfully unless it has the cooperation of society.

The most significant thing about sociology and modem political theory is that most of the changes which have taken place in the political theory in the last thirty years have been along the line of development suggested and marked out by sociology knowledge of sociology is necessary for understanding the problems of political science because political problems have also a social aspects.

According to Catlin, political and sociology are two facts or aspects of the same figure. According to Comte and Spencer, there is no difference whatsoever between the two.

The laws of the state have a profound influence upon society. It is by means of laws that the Government changes and improves society. But while formulating laws it is necessary to keep in view the mores, traditions and customs of the country. The points of differences between the two are:

(1) Sociology is a science of society,Political science studies political society or government.
(2) Sociology proceeds in its investigation from social view point. But political science has an attitude of authority. Sociology studies both organised and disorganised communities. Political science studies only organised communities.
(3) Sociology studies all kinds of social relationships, political science studies political relationships only.
(4) Sociology studies all forms of society. Political science studies the political society only.
(5) Sociology studies all means of social control. But political science studies only of government recognised means of control.
(6) Difference in approach: Political science starts with the assumption that man is a political being, sociology goes behind this assumption and tries to explain how and why man became a political being.
(7) Sociology deals with unconscious activities also unlike political science with treats only conscious activities of man. Society treats unconscious activities of man also.
(8) Sociology is a general science while political science is special science.

Question 8.
Describe the relationship between Sociology with Psychology.
Answer:
Sociology and psychology are contributory sciences Psychology has been defined as the study of human behaviour. In the words of Thoughtless, “Psychology is the positive science of human experience and behaviour”.

Emphasising the close relationship between sociology and social psychology, Paiere writes that “Social Psychology is to sociology and Psychology, as Biochemistry is to Biology and Chemistry”.

Maclver says that “Sociology in special gives aid to psychology, just as psychology gives special aid to sociology”. To Quota Murphy, “Social Psychology is to study of the way in which the individual comes member of and functions in a social group”.

T.B. Bottomore says that “Social psychology is that part of general psychology which as particular relevance to social phenomena or which deals with the psychological aspects of social life”. Robert. Bierstedt says that ‘ ’Social psychology, serves as bridge between psychology and sociology”.

Maclver and Page have said, “When we study the nature of the individual consciousness which expresses itself in social relationship, we are taking the psychological point of view.

When we study the relationships themselves we take the sociological point of view. Both sciences are concerned with different aspects of an indivisible reality. Individual cannot be understood apart from their relations with one another; the relations cannot be understood apart from the units of the relationship”.

1. Sociology studies society and social groups. It has no primary, interest in the individual, nor in this personality nor in his individual behaviour. But social psychology studies the behaviour of individual in group situation or in society. Its focus of interest in individual and not the society as such.

2. Sociology analyses social processes. But social psychology analyses mental processes of man.

3. Sociology is interested in the social forms and structures within which the behaviour of man takes place. But psychology and social psychology are primarily concerned with the behaviour of individuals as such.

4. Sociology studies in groups themselves and die larger social structure within which both individual and group processes occur. But psychology studies the individual and social psychology the individual in his social groups.

5. Sociology-studies society from the sociological view points. But social psychology studies the individual’s behaviour from the view point of psychological factors involved.

Question 9
Describe the relationship between Sociology and Anthropology.
Answer:
According To Hoebel, sociology and social Anthropology are in their broadest sense are and the same. Evans Pritchard considers social anthropology a branch of sociology.

Sociology is greatly benefited by anthropological studies. Sociologists have to depend upon anthropologists to understand the represent day social phenomena from our knowledge of the past which is often provided by anthropology.

The studies made by famous anthropologists like Radcliff Brown, B. Malinowski, Ralph Linton, Lewie Raymond fifth, Margaret Mead, Evans Pritchard and others have been proved to be valuable in sociology.

Sociological topics such as the origin of family, the beginning of marriage, private property, the genesis of religion, etc. can better be understood in the light of anthropological knowledge.

The anthropological studies have shown that there is no correlation between anatomical characteristics & mental superiority.

The notion of racial superiority has been disproved by anthropology. Further, sociology has borrowed many concepts like cultural area, culture traits, interdependent traits, cultural lag, culture patterns.

The knowledge of anthropology, physical as well as socio-cultural, is necessary for a sociologist. An understanding of society can be gained by comparing various cultures, particularly the modem with the primitive.

Anthropology as a discipline is so closely related to sociology that the two are frequently indistinguishable. Both of them are fast growing. The socio-cultural anthropologists, today are also making a study of the present peoples and their societies. In a number of universities anthropology and sociology are administratively organised into one department.

The conclusions drawn by sociologists have also helped the anthropologists in their studies. For example, anthropologists like Moryan and his followers have come to the conclusion regarding the existence of primitive communism from tire conception of private property in our modem society.

Differences :
(1) Sociology studies the modem, civilised and complex societies but anthropology concerns itself with the simple, uncivilised or primitive and non-literate societies.

(2) Sociologists more often study parts of a society and generally specialise in institutions such as family marriage, or processes, such as social change, social mobility but anthropologists tend to study societies in all their aspects as whole. They concentrate their studies in a given “culture area”, such as Melanesia or Nagaland.

(3) Sociologists study, ‘small’ as well as Targe’ so anthropologists usually concentrate on small societies such as of Naga, Rongma Naga, Khasis, Gond, Bhil, etc.

(4) Sociology makes use of observation, interview, social survey, questionnaires and other methods and techniques in its investigations but anthropologists directly go and live in the communities they study. They make use of direct observations and interviews.

Odisha State Board CHSE Odisha Class 11 History Solutions Unit 5 Long Answer Questions Part 1.

CHSE Odisha 11th Class History Unit 5 Long Answer Questions Part-1

Long Questions With Answers

Question 1.
When the First World War began and what are its causes?
Answer:
The First World War began in 1914. It ended in 1918. As a war it is unique. It was a war that made all regions of the world take part in it, either directly or indirectly. A century before it, the great wars of Napoleon’s time were limited only to Europe. In other words, before 1914, wars were regional or confined to a continent. But the First World War was a war in which all continents fought on behalf of any one of the two main groups of nations.

Thus, Winston Churchill says, “the great war differed from all previous wars.” The world fought this war for 1565 days from 28 June 1914 to 11 November 1918. Major General Taylor, in his book “History of Modem Wars” describes this war as the bloodiest and the costliest, till 1938.
More than 13 million people died and over 15 million were wounded out of whom 7 million were rendered invalid for the rest of their lives.

These figures are more than twice the total of all wars from 1790 to 1913 taken together. The soldiers killed in the war molded into the soil, and the common people, the civilians, suffered from miseries of starvation, epidemics, massacres, raids, and diseases. The birth rate of many nations came to be affected. The economic losses of a modem war are incalculable.

Speaking of the First World War, Lipson says, “a modem war is fought on two fronts the fighting front and the home front.” Because of the incalculable economic losses in a modem war, “in an economic sense, there are no victors (of a war).” However, according to One account, the world lost 270 billion dollars as a result of the First World War. This great war had no precedent, and it produced a new out¬look to war as an institution.

Causes of the First World War (1914-1918):
The First World War was the first great war of its kind. It involved the big powers and their colonies; as such it was a global war such a great war was bound to have a number of causes at the root of its outbreak. No single cause, however important, could alone have produced such a war. Multiple causes lay behind the outbreak of the First World War.

Aggressive Nationalism :
The first cause of this great war was aggressive nationalism. The French Revolution (1789) had given a new emphasis to nationalism. It came to promote the ideas of nationalism in all countries in general and in Poland, Germany, Italy, and the Netherlands in particular. That is why Edmund Burke came to describe the 19th century as the ‘age of nationalism.

During the hundred years from the defeat of Napoleon till the outbreak of the First World War, not only the people in all countries wanted to strengthen their nations but also a sense of national pride led them to work out ways and means for making their nation stronger than other nations.

Industrial Competition:
The second cause of the First World War was the economic competition among the nations as a result of the industrial revolution. It is said, ‘‘Industrialisation gave birth to imperialism.” This is explained by the nature of the effect of the industrial revolution among tile developed nations. As industrialization grew, there also grew keen competition among these advanced countries for finding more raw – materials abroad and finding more markets for their finished products.

Pure economic greed lay at t root of it all. Britain, France, Germany, Spain, and Portugal came to be engaged n a cut-throat competition in Asia and Africa for this purpose. Thus industrialization led to commercialism, commercialism to colonialism, colonialism to imperialism, imperialism to militarism, and finally to war.

Commercial Competition :
Commercialism became the natural cause of the Great War. The primary of every commercial nation was to find out new markets and monopolize those markets for individual purposes. Production of industrial goods must be matched by more sales of those so as to bring more profit and more production.

Thus, to increase sales, new markets were necessary. The more the markets, the more the sale and so, so profit. The British did the same in India, and the European powers and Japan did it to China by the end of the 19th century. There were no accepted rules for international commerce and business was the business of the powers.

Sometimes the interests of one came in conflict with that of another. For example, in Morocco in 1906, there was almost a war between Germany on the one hand and Britain and France on the other. War might have been avoided in such cases, but the relationships grew bitter. This made a final show-down among the rivals almost certain. The First World War came as a climax to this international bitterness.

Colonial Rivalries :
One way of relief from this bitterness was to establish one’s own colonies for oneself. A colony would be only under the ‘mother country’ to whom alone it would give its raw- materials and from whom it would purchase the finished products. Regions in Asia, Africa, and South America came to see competition among these powers for colonization.

Examples of colonial rivalries were many, but the most outstanding ones were Japan’s conflict with the USA and Russia in China, Austro-German rivalry with Russia in the Balkans and Central Europe, and Anglo-German enmity arising out of naval competition and armament. Thus, international friendship and rivalries were already determined, before 1914, out of economic interests.

Imperialist Competition:
Naturally, colonialism led to imperialism, resulting in wars, sometimes small but finally the big one in 1914. The two centuries before the First World War had seen the powerful European countries establishing vast overseas empires for themselves. During the 19th century, in particular, these imperialist countries fought for more colonies.

Just as India was the colonial ‘Jewel’ in the British Crown, so every country including Germany after 1871 wanted to establish colonies or to acquire more colonies. Imperialism stands for power, strength, and forceful domination. In this game of ‘might is right’, there are no rules or referees.

Question 2.
Short Notes on.
Militarism and race for armaments :
Conquest by force was the order of the day during the forty years before the Great War. So militarism was the result of this process. Victory is possible through better and superior military power. The race for armaments began among all. Each power wanted to have the latest, the best, and the most lethal weapons. Advancements in scientific research brought many new, though inhuman, weapons, without better arms, victory is impossible in modem wars.

The race for armaments was a never-ending process. A minor spark in this race was bound to bring in conflagrations; a minor conflict might end up in a major war. Thus, aggressive nationalism, industrial competition, commercial rivalries, colonial competition, imperialism, and militarism made the First World War inevitable. The basic causes were translated to actual war by the following practical causes.

Power Politics:
The big powers of Europe were Britain, Germany, France,- Austria-Hungary, Russia, and Italy. They all looked upon one another with suspicion as all of them were engaged in the competition for more power. The rise of two non-European powers, the USA and Japan, also came to add to this struggle for power.

Thus the relations of nations came to be determined along two lines, namely, the power-politics relationship and the convenient-cooperation relationship. In the former, a friend of a friend and the enemy of an enemy was regarded as friends; the friend of an enemy and the enemy of a friend were enemies. Inconvenient cooperation relationship, two or more countries come together as long as this helped both sides.

The Russain-German friendship till 1882 and the Anglo-Japanese alliance till the war can be cited as two of the many such friendships of the period. This was the game of politics or power politics. Also, in this struggle for power, no country was sure of victory over its enemy in a war, because of the ‘balance of power’.

Balance of Power :
Since the Congress of Vienna, the countries of Europe had agreed upon a ‘balance of power’. It meant that no country would be allowed to grow stronger than others. Napoleon was defeated only by a coalition of European powers because France was stronger than any of them. Thus, they adopted the policy in 1815 that no single country would be allowed to grow stronger than others.

Thus, when a country would not sure of victory over another country, it would not resort to war; and in the absence of war, peace would prevail. From 1815 to 1914, there was no major war except the Crimean War. The peace of this period was due to the balance of power. Lord Hankey, therefore, says that the balance of power “held peace in Europe for the longest time” before the First World War.

Triple Alliance :
But this was an uneasy peace. Countries now decided to safeguard themselves by forming themselves into groups of friends or ‘alliance groups’. Countries with similar interests and having common enemies now came to form themselves into groups or ‘Collective-fronts.’ Germany had defeated France and become the strongest power in Europe. France was now its enemy, determined to avenge the Sedan- defeat. Britain was afraid of Germany.

Austria- Hungary, and Russia were the traditional enemies. After 1882, Germany neglected Russia and openly supported Austria. Italy continued to be the friend of Germany. The Balkan region was now open to domination; Austria-Hungary, with German support, wanted to dominate the region at the cost of Russia. Thus, when Italy, in 1882, decided to join the Austro-German alliance of 1879, the three of them formed the Triple Alliance.

Question 3.
How Germany is responsible for the war?
Answer:
Germany was defeated in the First World War and in the peace conference of 1919, was declared to be guilty of having started the First World War. The defeated party ways take the blame. So, British and French historians say that Germany was primarily responsible for the First World War. This is neither reasonable nor true.

No single individual or country can be held solely responsible for the outbreak of a global war. Germany had become a newly unified nation in 1871. It was rich in natural resources but did not have colonies as markets for its industry. France was defeated by Germany in 1870-71, but France had its colonies, like Britain, years before the birth of Germany in 1871.

Germany, after 1871, was not only the strongest but also the richest in Europe. It was natural for Germany to search for colonies for herself. This brought her into conflict with France, Britain, and Russia. To hold Germany ‘solely’ responsible for these conflicts is unreasonable. For example, for the crisis in Morocco (1906), France and Britain, and even, the USA were as much responsible for the danger to peace as was the German Emperor, ‘Kaiser’ William II.

Bismarck was the first Chancellor of a United Germany. He continued to enjoy the support of his Emperor ‘Kaiser’ William I in all his steps in making Germany a more industrialized imperial power. But when William I died in 1888, his successor William II could not tolerate Bismarck. ‘There can never be more than one horse in a stable.

So, Bismarck was given retirement in 1890 and William II became the sole guardian of German destiny. Wiliam II was an ambitious militant nationalist. ‘Germany was the result of Bismarck’s policy of ‘blood an iron’. The Kaiser now wanted her to dominate the world. For that, Germany was to have a strong navy.

Napoleon’s France suffered because it did not have a strong navy. So, Germany started building up a strong navy for itself. But Britain had the strongest navy in the world and never liked any other country challenging her superior navy. Therefore, when Germany started having an equally strong navy for itself, Britain wanted an early end to this German challenge and worked for it, while putting the blame on Germany for this naval race.

Imperialism could not be the monopoly policy of one nation. When German imperialism rose from strength to strength, Britain and France were alarmed and wanted to destroy it by all means. Germany had joined the race for armaments, started by Britain and others. The Kaiser asked the German people to be strong nationalists and remember their racial, cultural and military superiority always. German industries started producing to their best capacity.

The Germans now wanted to extend their dominance over the Balkans and Central Asia. Germany started constructing the railway lines to Baghdad. The Persian sea was to be made into a German lake. This naturally alarmed the ‘entente’ members. It posed a direct threat to the Russi empire and to the British Empire in India in terms of security. But this German policy was not illegal, though it came to endanger peace in the region.

Question 4.
Why Historians are confused about Russian Revolution?
Answer:
Many historians have confused ideas about the Russian Revolution of 1917. It was 1917 when Russia saw two great revolutions, one in March and the other in November. Each of these was historic*. The March revolution was purely a popular revolution for the overthrow of Tsarist rule. The people, not the Bolsheviks or Mensheviks, not Lenin Stalin, or Trotsky brought about this revolution.

It was spontaneous and leaderless. “The revolution found them sleeping”, comments Lipson on the revolutionary leaders. No revolutionary group or party prepared for it or anticipated it. It is only after Tsarism was overthrown and a provisional government set up in Russia that the revolutionary groups became active.

The Bolshevik revolutionary party, then, successfully brought about the second revolution of the year, in November and captured power under Lenin’s leadership. The latter is known as Bolshevik Revolution, with its ideals of socialism. But the March Revolution was aimed at the liberation of the people from the oppressive rule of the Tsars.

Thus, it can be said that the people of Russia liberated themselves; only after that, the Bolsheviks captured power to teach them the doctrine of socialism as opposed to capitalism. The second Bolshevik Revolution adopted the ideas of Karl Marx and Dr. Friedrich Engels. These two German geniuses developed their idea of socialism during the days of the industrial revolution in Europe.

They called for the overthrow of capitalism and the establishment of socialism in its place. Mainly they wanted all powers of production and distribution for the workers and laborers and from private owners. The means of production, privately owned under capitalism should be socially owned under socialism.

Capitalism stood for profit but socialism stood for service to all the people. Capitalism is based on conflict whereas socialism is based on cooperation. Socialism stood to end the capitalist system of exploitation of man by man. Socialism bridges the gap between the rich and the poor; capitalism widens this gap.

Question 5.
What are ‘February’ and ‘October’ Revolutions?
Answer:
The Russian Revolution of March 1917 can be described as two revolutions or a single revolution that developed in two-phase. The first phase of March 1017 was the political phase. “It sealed the fate of autocracy” and the monarchy was Overthrown. The second phase was the social phase the Bolshevik revolution of November 1917 – which brought into existence the first Republic of the workers.

It is interesting to remember that the Russian calendar of those days was normally thirteen days behind the international calendar. The Russians called these two revolutions as ‘February’ and ‘October’ revolutions because, as per their calendar, these occurred in the last week of February and October respectively.

The roots of the Russian Revolution lie deeply embedded in the history of Russia. Russia is an old country with a rich history. It was a big empire, almost one-sixth of the total land- area of the world. Though most of this empire was in Asia and the rest of it in Europe, Russia historically has been more European than Asiatic.

Since the early 17th century, it was ruled over by the Romanov dynasty. This dynasty was founded by Romanov. The Russians called their emperor as Tsar (of Czar), just as the Ger Emperor was known as ‘Kaiser’. Both these titles are derived from the title of Caesar, which meant the absolute head ofthe empire. Russia was traditionally an orthodox country.

It did not want to modernize itself as others in Europe were doing. Only Tsar Peter, the Great, wanted to modernize Russia with European ideas and ventures. He is said to have opened a ‘window’ to Europe, it was shut down after him till the 19th century when the people came to be in a revolting mood against their oppressive Tsars.

The military defeats of Russia in the Crimean (1854) and Russo-Japanese (1904-05) wars had resulted in popular revolts which were suppressed easily. But the series of defeats(from 1914 till 1917) during the First World War led to a mass eruption (‘February Revolution, 1917) that swept away the Tsars and the old order.

At the beginning of the 19th Century, Tsar Alexander-I was regarded as a leader of Europe. After him, Tsar Nicholas-I came to be an oppressive ruler who even brought the Crimean war for Russia. His successor, Tsar Alexander II brought in some reforms which roused the people more than benefitted them. This Tsar was killed by the extremists called ‘nihilists’.

The last two Tsars, Alexander-Ill (1881 -1894) and Nicholas-II (1894-1917) were oppressive and inefficient. Popular consciousness, roused since the 19th century could not tolerate the Tsars. The people voluntarily rose in revolt and overthrew the last Tsar in February 1917. This first phase is called the ‘February Revolution’.

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Question 6.
What are the causes of the Russian Revolution?
Answer:
Oppressive Rule of Tsars :
Among the many causes of the Russian Revolution of 1917, the first and foremost cause was the oppressive nature of Tsarist rule in Russia. Russia was a country of extremely rich and extremely poor. Tire Tsar and his royal family, ministers, and officials of the empire formed 1.5 percent of the total population but they controlled nearly 98 percent of national wealth and income.

The rest of the population were poor peasants who worked as slaves (serfs till 1861) and were made to pay the tax that was more than their income. Punishment was heavy and the will of the officers was the law of the land. This was possible because Russia was a backward country, depending only on agriculture, without any attempt at industrialization till 1891, and without an educated middle class.

In a word, Russia was a reactionary state in a liberal Europe. Those members of rich families who got liberal education outside Russia from the latter half of the 19th century, returned to Russia to realize how backward Russia was, and wanted to correct the evils of society by educating the masses. The people ultimately came to blame the Tsar for everything.

The poverty of the people and the military defeats of Russia during the First World War made them violent and revolting. Like in the French Revolution (1789), this Russian Revolution began (March 8, 1917) with cries of ‘bread’ and ‘down with autocracy’. The place of Par in the French Revolution was taken by Petrograd in the Russian Revolution.

The misery of the People of Russia:
The miserable condition of the Russian people was the next cause. The people were poor and illiterate. They had no independent income till 1861 because they worked as ‘Serfs’ in the agricultural lands of their masters (Gentry). After 1861 when the ‘Serf system was abolished, they became agricultural laborers without any land for themselves on a permanent basis.

They were heavily taxed and were also forced to pay an additional tax for having been made free from ‘Serf status. The rotation of land allotments among them made agriculture suffer. No modem methods of cultivation and the total absence of industries (till 1891) made them groan under poverty. Families were frequent. Whatever little industrialization took place after 1891 failed to satisfy the revolutionary mood of the industrial workers.

Peasants and Workers :
The popular unrest of the peasants and industrial workers was directed against the Tsar. People were convinced that Tsar cannot solve their problems of poverty, nor could he bring Russia any wealth and glory. So the people rose in rebellion against Tsar Nicholas II. They had nothing to lose and everything to gain. This was their mood on March 8, 1917.

Question 7.
Discuss the rise of the middle class and political parties.
Answer:
The rise of the middle class in Russia and their role in the revolution was the third cause. As mentioned earlier, the second half of the 19th century saw the rise of an educated middle class. The members of this middle class were educated in Europe. They realized that Russia was poor because her people were neither educated nor conscious of nationalism.

So, they started educating the people. The Tsar’s government wanted to prevent them from doing so, by threats of punishment and exile. So, they organized themselves into political parties, like the Social Democrat and the Social Revolutionary parties. Leaders like Plekhanov worked to strengthen the political parties with grass-root support and organization.

Even extremists like ‘nihilists’ came to carry out their programs for the overthrow of Tsarism with popular support. Tsar Alexander-II was killed by the nihilists in 1881 .’Tsar Alexander III then wanted to root out the nihilists. These revolutionaries were underground, organized popular support for them, and worked tirelessly for a revolution to overthrow Tsarism.

Military Defeats:
Military defeats of Russia during the first three years of the First World War I made the people of Russia violent against Tsar Nicholas II. Russians, by nature, are sensitive about national glory. So, whenever Russia lost a war, the people rose in revolt against the Tsar. In 1856, they revolted against Tsar Alexander II for Russia’s defeat in the Crimean war in 1905 they did so against Tsar Nicholas II for Russia’s defeat in the war with Japan. They would never forgive Tsar Nicholas II for a second time for the military defeats from 1914 to 1917.

Racialism:
Racialism of the Tsars was another cause of the revolution, Russia had a large number of Jews. The Jews were rich but without a homeland. The policy of Tsar Nicholas II was to capture the wealth of the Jews by killing them for any slight excuse. He organized ‘pogroms’ in Russia where Jews in large numbers would be assembled and then massacred. This led the Jews in Russia to oppose the racialist policy of the Tsar. They got the support of the Poles, Finns, Muslims, and other subjects of Russia.

Rasputin :
Another cause of the February Revolution was the notorious role played by Rasputin in the governance ofRussia. Rasputin was a Siberian monk. He was invited by the Tsar and the Tsarina to the palace at St. Petersburg, the capital of Russia The cause of this invitation was that the baby prince was suffering from a disease that only Rasputin could cure with his magical powers. Rasputin stayed in the palace and won the queen to his side.

The Tsar being away at the battlefields during the First World War, Rasputin influenced the Tsarina to act as per his advice. Soon Rasputin’s words became law. The Tsar also fell for him, as Rasputin was the only hope for the baby prince to be cured. But the people of Russia knew the true nature of Rasputin. They hated him for his oppressive measures. They wanted his removal either by fair or foul means. He was the object of universal hatred and the target of the revolutionaries. He was killed by the revolutionaries in 1916.

Question 8.
What is the ‘Bread’ riot – March 1917, Overthrow of Monarchy and Provisional Govt?
Answer:
Russia was basically an agricultural country. Industries were very few in number. The Russian peasants used to serve as soldiers in the country in times of war. Most of them were busy in the battles that Russia fought during the first three years of the Great War. So agriculture was neglected. Production of food grains fell down so much that a famine-like situation came over the whole country.

Long queues for bread led to disturbances. These led to strikes and protests against the monarchy. On March 8, 1917, the women workers of textile mills in Petrograd came out with a general strike. They demanded ‘bread’. Soon the workers and general public of Petrograd joined them. Cries for ‘bread’ soon took the tone of ‘Down with the War’ and ‘Down with monarchy’.

Within a week the agitation grew into a revolt. The Tsar ordered the Petrograd troops to go and suppress the revolt. Unfortunately, the troops, sent to suppress the revolt, joined the masses and turned against the Tsar himself. The Tsar had no other alternative. He abdicated the throne. The revolt became a revolution.

It was crowned with the success of the fall of the monarchy in Russia for all times to come. The masses set up a Provisional Government. This government abolished the monarchy in Russia and took over the administration of the whole of Russia. The deposed Tsar was murdered in July 1918 along with his family The workers who had overthrown the monarchy soon realized that they themselves cannot form the new government in Russia.

So they offered the reins of the administration of Russia to the middle class of Russia. The latter controlled the national parliament (Duma) and enjoyed the loyalty of the Russian army. The middle-class (bourgeoisie) would prevent any attempt on the part of the royal supporters for a counter-revolution.

So the ‘Petrograd Soviet of workers and soldiers ’ decided to hand over the power to the Duma. Thus ended the first successful phase of 1917, i.e., the ‘February Revolution’, This was purely and primarily a mass movement, sudden and spontaneous. No political party or person had any major role behind it.

The people, the Duma members, and the Petrograd Garrison were the only instruments of this totally leaderless movement. The leaders rose to give shape to the future destiny of Russia only after the Provisional Government took the place vacated by the monarchy for good.

Question 9.
What is the Great October Revolution (November 1917) and what caused the October Revolution?
Answer:
The Russian Revolution broke out, in its second phase, in November 1917. As per the Russian calendar which was behind the international calendar by thirteen days it was October in Russia. So it is called the October Revolution As a revolution, it was monumental and unique. It brought into focus a new ideology and a new dictatorship.

The ideology was Marxism, modified by Lenin to suit Russian conditions. The dictatorship was the ‘dictatorship of the proletariat (workers and laborers)’. Karl Marx, who was bom in Germany and who developed his doctrine of socialism in England, became the prophet of Russia.

Causes Of The October Revolution, 1917 (The Bolshevik Revolution):
First World War and the problem of Peace:
The February Revolution had overthrown Tsarism. But it had not been able to solve certain fundamental issues. The Provisional Government set up by the Duma could neither continue the war for Russia nor could it withdraw Russia from the First World War. The soldiers of Russia were tired of war and defeats. Now they “refused to fight”.

The Russian army had ceased to function, for all practical purposes, after the overthrow of the Tsar. Many in Russia believed that it was a war in which Russia took part due to the wrong policies of the Tsar; now that the Ts&r was no more there, why should Russia suffer by continuing the war? But the Provisional Government could not find a suitable way out of the problem.

Organized political parties used this popular discontent with the Government. The Bolshevik Party of Lenin made it an issue for its revolution. Why should Russia fight the imperialist war, they questioned? They commanded full popular support for this cause. Thus the first c use of the October (or Bolshevik) Revolution centered around the problem of war.

Failure of the Bourgeois Ministry:
The second cause of the October Revolution was the failure of the leadership during February-October, 1917. The Provisional Government was formed by the middle-class (bourgeoisie) ofRussia. This bourgeois ministry was liberal but dependent upon the support of the socialists. Since 1905, Russia had come to have a revolutionary body called “the Soviet of Workers’ deputies.”

It continued as a parallel institution to the Provisional Government after February 1917. The Soviets lost no opportunity to criticize the Government over the latter’s failure. The Provisional Government became extremely unpopular. It came to be known as a ‘Government on sufferance and invited its Overthrow.

The problem of land:
The third cause of the Revolution was the problem of land. Though the peasants had been freed from their bondage to the. land-lords since 1861, they were unhappy because they were not allowed to own any land and had to also pay a heavy amount as the price of their liberty (called redemption dues).

The peasants were unhappy because there was a shortage of land and no ownership of them over the land they cultivated. Inspired by the poem of Nekrasov, they believed that tillers of the soil must become the owners of the land. They were, therefore, for a fresh distribution of land and the dissolution of large land holdings of the big land owners.

With the fall of the Tsar, these peasants now became an important factor in rural Russia No government could ignore them. But the Provisional Government did nothing for them. The peasants ’ disaffection was exploited by the Bolsheviks to their advantage in the October Revolution.

Question 10.
What is ‘October’ or Bolshevik Revolution (7 November 1917) and state its results?
Answer:
The Bolsheviks had an armed guard, called the ‘Red guard’, numbering about 25,000. The number was too little against Government troops. The Bolsheviks won over the Petrograd garrison through its propaganda The Kerensky Government, unpopular due to the Bolshevik propaganda, was now defenseless and helpless Therefore, the Bolsheviks succeeded in over-running this government.

The Bolshevik Revolution began at 2 AM on November 7, 1917, their revolution by capturing the railways, banks, post and telegraph offices, and other government buildings. There was no resistance from the government, no opposition from any quarter to the Bolsheviks. Trotsky described the revolution as highly successful and almost bloodless.

He said, “There is no example in history of a revolutionary movement involving such gigantic masses being so bloodless.” But, without any opposition to it, the Revolution was one of the bloodiest. Yet, the Bolshevik Revolution was a signal triumph and Lenin captured power in Russia on the very day of the Revolution.

Results of the Bolshevik Revolution :
The Bolshevik Revolution is ‘great’ because of its results. These results were as significant for Russia as for the world at large. Firstly, Capitalism was overthrown in Russia. Russia became a dictatorship of the proletariat. It was the first government of its kind in the world. This dictatorship was a government of the proletariat consisting of peasants, soldiers, and industrial workers.

Secondly, all industrial establishments in Russia came to be nationalized. Their old owners were dispossessed and the Government became the owner and manager of all industrial and commercial establishments. Thirdly, all agricultural lands were nationalized. New committees of peasants came to be formed at the village level.

These were to not only allot land to farmers but look after agricultural production while protecting the interests of the farmers. Fourthly, the Soviets of workers came to be formed and these were given the charge of production and distribution. Thus a state of workers and peasants came to be formed. Marx developed his theory for an industrial society.

Lenin modified the theory to suit the agricultural and industrial set-up in Russia. Bolshevism, thus, stands for Marxism- Leninism. Fifthly, Lenin wanted no part in the 1 imperialist First World War. He wanted Russia to withdraw from the war. He had to sign a peace treaty with Germany. Germany dictated the terms of the treaty to Russia.

Though insulting to Russia, Lenin signed the Treaty of Brest-Litovsk with Germany in 1918. Russia thereby withdrew from the First World War. Lenin could now focus all attention on the internal reorganization of Russia. Sixthly, the Bolshevik government did not forgive its enemies inside Russia. After November 1917, the government started a ‘Red Terror’.

The deposed Tsar and his family members were killed in 1918. The opponents of the Bolsheviks called upon the ‘Allied Powers’ led by Britain and France to protect their life and property from the Bolshevik’s Red j Terror’. Seventhly, the Civil War in Russia came to be fought between the opponents and supporters of Bolshevism.

The former was led by Gen. Denikin and Admiral Kolchak, with the direct support of the foreign powers. The foreign powers did not want the Bolshevik experiment to succeed in Russia, because if it succeeds, it may infect them like a contagious disease. The foreign and Russian troops fought against the Bolshevik Red Army.

The Civil War continued for three years arid ended with success for Lenin and Bolshevik Russia. After the civil war, Lenin’s Russia came to be known by the new name of the USSR (Union of Soviet Socialist Republics). Lorain fondly ed that the example of the USSR would inspire the workers and peasants in other countries to start a series of national revolutions.

Eighthly, the Bolshevik Revolution came as an alarm to the world. After 1918, the countries of Europe as well as the USA came to stand as opposed to USSR. The world now witnessed a tug-of-war between Communist Russia and the capitalist countries. Communism came as a new ideology. Fear of Bolsheviks- a type of uprising in their own countries made every Government fearful.

Small countries in Europe and South America were the first to come under the spell of the Bolshevik ideas. Marx had given the slogan “Workers of the world unite you have nothing to lose except your chains.” This became the bible of poor workers everywhere throughout the world. Ninthly, Soviet Russia recovered economically within a short time. This was given as a credit to the Soviet system of nationalization of property and new methods of production and distribution there since 1918.

This came as an example to be followed by people from many countries. For them, it was a reality, though, in reality, it was an illusion. Communism was the enemy of democracy and this was highlighted by the military and economic steps of Lenin and Stalin. Hitler would describe communism as “a bluff, a comedy, a speculation, and a blackmail.” Gorbachev would realize the truth of it in the USSR in 1986.

Question 11.
What is the Treaty of Versailles?
Answer:
Retrospectively with the wisdom of hindsight, one could emphatically assert that the germs of the Second World War could already be seen in the Treaty of Versailles, signed in Paris. In their obsession to cripple Germany, the Alliance, France, and Great Britain in particular, encouraged the development of a revenge psychosis in Germany that needed an opportunity to break the shackles.

The Treaty of Versailles was a symbol of national humiliation for the Germans and it was logical that German nationalism would assert itself to free itself from the obligations of Versailles. It was evident that peace could prevail as long as the status quo of Paris was maintained but when Germany made gross violations of the status quo in 1939, war became inevitable.

Question 12.
What are the features of the Weimar Republic and the rise of Hitler’s Nazi Party?
Answer:
The Allies, by redeeming Germany of the autocracy of King Kaizer William-H, had set up a republic in Germany known as the Weimar Republic. From the outset, however, the Weimer Republic was doomed to failure since it appeared to Germans to be a pliant tool in the hands of the Allies. It was denounced by the Nazi Party as the Weimar Jewish Republic, which more than anything else was responsible for the defeat of Germany.

A feeling soon grew that the Republic not only compromised German nationalism but also symbolized the betrayal of the Fatherland. In 1933, the Weimar Republic was ousted and its place was taken by the National Socialists better known as the Nazi Party of Adolf Hitler. Hitler’s rise to power in Germany paved the way for another global crisis.

Rise of Fascism :
Of the many ominous developments during the interwar period, one that truly convulsed European civilization was the birth and growth of fascism in Italy. The frustration of Italians not being able to extract concessions in Paris after their victory in the First World War led to the collapse of the parliamentary government in Italy.

Italians in their zeal for social and economic stability party promised everything to the Italians. The Fascist Party of Benito Mussolini was against parliamentary democracy and international peace and when in its zeal, it sought to destroy the balance of power in Europe, it invited the Second World War.

Question 13.
What is the Cold war? Its origin and initial actors?
Answer:
The cold war is characterized by a situation where there is neither a direct confrontation nor a lasting peace. It is a situation marked by mutual suspicion, jealousy, hostility, and rivalry. The term ‘war’ implies that a real war was actually going on but that war was fought not by ‘hot’ or nuclear weapons, but by ‘cold’ or conventional arms.

The two superpowers avoided a direct confrontation but met each other indirectly through their respective allies. A mistaken notion that has generally been accepted as a fact is that the cold war originated between the United States and the Soviet Union. Nothing could be more fallacious. The original players in the Cold war were Great Britain and the Soviet Union with the Americans playing the role of mediators.

Such a situation remained unchanged virtually till the end of World War II and the death of American President Franklin Delano Roosevelt. As long as Franklin Roosevelt was alive he thought in terms of a new world order where the Americans and Russians would cooperate for the maintenance of international peace and security.

The end of World War II saw the relegation of Great Britain to a distant background depending upon the United States for its survival and the death of Roosevelt brought Harry S. Truman as the new President of the United States. Unlike Roosevelt, Truman detested communism and the Soviet Union, just as much as British Prime Minister Winston Churchill did.

Roosevelt’s political acumen lay in pacifying both Churchill and Stalin, the Soviet Premier. But, Truman’s ascendence to the Presidency saw the Americans be the major opponents of the Russians and after 1945, the Americans replaced Great Britain as the major player in the cold war.

Different views on the cold war:
To trace the origins of the cold war, some historians believe that it started as early as 1917 when the Bolshevik party under VI Leninousted Czarist misrule from Russia after the October Revolution. The Bolshevik victory in Russia led to the establishment of communism which appeared to be a direct challenge to the capitalist world. Hence, to nip communism in the bud, a sustained effort was made by western powers, and therein lies the genesis of the cold war.

Another group of historians however believes that the cold war originated during the course of the Second World War when Churchill and Stalin met for the first time during the Teheran Conference of 1943. Whatever the timing of the cold war, it remains the most, complex political development of the 20th century. All international developments after 1945 took shape under the shadow of the cold war.

Evolving of Cold war in East Europe:
The basis of the cold war, in its initial phase undoubtedly centered on developments in East Europe. For centuries East and West had been struggling with each other for control of the huge area rich inhuman and industrial resources and one that was strategically vital to both sides, either to Russia as a buffer against the west or to Germany and France as a gateway for invasion of Russia.

Till almost 1940, East Europe had sided with the west. But when East Europe was devasted by the marauding Nazi troops, the Russians bore the brunt of the war and were finally successful in liberating East Europe. Russia after 1945 controlled East Europe and this crucial result of World War II destroyed the Grand Alliance between the United States, Great Britain, France, and the Soviet Union and gave birth to the Cold War.

The American view of Friendly East European Governments:
The West, with America leading the way, was unwilling to accept Russian domination of East Europe. Although the Anglo-Americans were willing to allow Stalin a major say in the politics of the region and realized that Russian security demanded friendly governments there, they were not prepared to abandon East Europe altogether.

The Americans had a mistaken notion that it was still possible to have East European governments that were both capitalistic but friendly to Russia The Russians on the other hand forcefully put forth their plea that a ‘friendly’ government in East Europe meant only a communist government.

British intervention in Greece starts the cold war:
The first move in the cold war was, however, made by Great Britain when British Prime Minister Churchill intervened in Greece with the help of British ground forces. Though Greece had been liberated by Soviet troops and the Russian troops won the admiration of the Greeks, Churchill could never think of giving up Greece for fear of losing the entire Mediterranean zone. Stalin for the time being allowed the British to move to Greece.

Russian countermove in Poland and Rumania:
But the brazen British action in Greece had profound Churchill and far-reaching consequences and as retaliation to this action, Stalin brought Poland into the Russian fold by according to recognizing the provisional Government there. Then it was the turn of Rumania. Vyshinsky, the Soviet Foreign Minister on February 27, 1945, visited Bucharest, the Rumanian capital, and demanded the dismissal of the coalition government.

On March 6, 1945, a communist-dominated Government was sworn in. Neither the Americans nor the British could raise any objection since the Soviet action in Poland and Romania was an answer to the British action in Greece. Thus the onset of the cold war led to the formal division of Europe and it was reflected in all parts of the world.

The turning point in Soviet-American Relations :
The real turning point in Russo-American relations came during the period between December 1944 and April 1945. It was during this period that the American ambassador to the Soviet Union, Harriman, brought about a drastic changeful his attitude toward the Russians. Till very recently an ardent proponent of close Russo-American ties, Harriman, ring March- April 1945 constantly advised the American foreign office to adopt a tough attitude towards the Russians.

According to him, the Russians had violated the spirit of the Yalta Conference of February 1945 to cooperate with the west for establishing a new world order, through their action in Rumania. Hence Harriman believed that the only way of making the Russians stick to the agreements made by them was to force them to do so.

Death of Roosevelt and Ascendence of Truman:
Another major factor was the death of Roosevelt and the entry of Harry S. Truman as the President of the United States. Truman was new to international diplomacy and personally, he had an intense dislike for communism and the Soviet Union. Whereas Roosevelt always tried to act as a mediator between extreme British and Soviet positions, Truman pushed aside Great Britain to make the United States the chief antagonist of the Soviet Union in the cold war.

Common Enemy collapsed after 1945:
A basic factor that must be home in mind was that there never was any cordiality in Russo-American relations. They had merely come closer during World War II since both found a common enemy in Hitler. With Hitler gone, the Grand Alliance between the East and the West which had been forged during the war, also collapsed.

UN making exposed differences:
The process of the U.N. making also contributed to the growing suspicion between the parties. Stalin, never a proponent of having a strong United Nations, demanded certain built-in devices in the UN charter that would make Soviet participation in the world body meaningful. Russian stubbornness led to the formulation ofthe ‘Veto’ formula in the Security Council ensuring that no issue could pass through the U without the approval of all the five permanent members of the Security Council.

Hard Stance by Americans:
President Truman’s hostility towards the Soviet Union was further demonstrated When he stopped the supply of loans to the Soviet Union. These loans had been promised to the Russians for their help during the war. The Russians had been expecting a large American post-war loan for the purpose of Reconstruction and this sudden stoppage at the end of the war in Europe convinced the Russians of American betrayal.

Question 14.
What is the Truman Doctrine? States its criticism.
Answer:
The genesis of the Truman Doctrine: The American declaration of the cold war came about on March 12, 1947, when President Harry Truman went before a joint session of Congress to deliver a truly epochal speech in American history. President Truman was provoked by the British who shocked Washington by declaring that an economically burdened Britain could no longer sustain a pro-western government in Greece. Great Britain further warned that once they withdrew from Greece, communist guerillas there would receive help from their communist patrons in the Soviet Union which would probably seize control of Greece.

Greece would then gravitate within the Soviet orbit, and the position of neighboring Turkey which was already unstable would become untenable Iodine to the strategically vital eastern Mediterranean fell into Soviet hands with dangerous consequences for the western world. It was imperative, therefore, on the part of the United States as the champion of democracy to intervene in Greece and Turkey to not only save these countries from communist infiltration but also to safeguard western interests in the Mediterranean zone.

Enunciation of the Doctrine :
After hurried consultations with military and congressional leaders, President Truman outlined the situation in Greece and spelled out what was to become known as the Truman Doctrine. What he said in essence was “It must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures.”

A bolder statement, far more elaborate in scope could be interpreted when he said “wherever aggression, direct or indirect, threatens the peace, the security of the United States was involved.” The President asked congress to appropriate $400 million for economic aid and military supplies for Greece and Turkey and to authorize the dispatch of American personnel to assist with reconstruction and to provide their armies with proper instruction. Thus the United States began the policy of containment and its initial implementation was to be witnessed in Greece and Turkey.

Justification of the Doctrine :
President Truman justified his position by emphasizing that Soviet expansionist efforts left the United States with no choice but to adopt a countervailing policy. It was further stated that anti-communism had never been a major American policy during the Second World War, but hostile Soviet behavior and words were the reasons for the gradual shift of American policy and public opinion from amity to enmity.

Truman declared that despite, the universalism of the Truman Doctrine, its application was intended to be specific and limited, not global. In other words, containment was to be implemented only where the Soviet state appeared to be expanding its power.

Criticism of the Doctrine :
Despite all the show of morality and democratic pretensions, the Truman Doctrine was far from being flawless. With all talk of democratic purposes, Truman Doctrine’s first application was to Greece and Turkey, neither of which was democratic. One had to shut off one’s reasoning capacity to call Greece of the day or Turkey “free” countries both had unpopular, fascist regimes against which the United States had so recently fought World War II.

Their strategic location was considered more important than their domestic nature. The doctrine had the impact of oversimplifying issues by conveniently dividing the world into two hostile camps – the one free and the other totalitarian and declared that every nation must now choose between the two. This was tantamount to drawing the battle lines.

Henceforward, American policy all over the world was geared toward defining this split – one who is not with me is against me. The United States firmly rejected the existence of a third and middle course and in its anxiety to isolate the Soviet bloc, included all reactionary, undemocratic, and unpopular regimes in the ‘free’ camp.

At home, the Trueman Doctrine came in for severe criticism. It was stated that the scheme would cost too much since communism could not be fought with dollars. Rich though America was she would bankrupt herself by helping bankrupt governments all over the world. Americans by poking their noses into the internal affairs of foreign governments might unite the world against them.

Although Truman had been careful not to mention Soviet Russia by name, there could be no doubt that he was aiming his doctrine at her, with the imminent danger of provoking her into war. Nevertheless, the Truman Doctrine was approved in the House by 297 to 107 and in the Senate by 67 to 23, on May 15, 1947.

The Truman Doctrine was of incalculable significance. Through it, the United States seized the tactical offensive in the cold war to contain communism, Although limited for the present to Greece and Turkey the new policy was actually general in scope and led by dire steps to tire vastly more important Marshall Plan and the North Atlantic Pact.

Question 15.
What is the Marshall Plan?
Answer:
The genesis of the Marshall Plan :
The commitment to Greece and Turkey was only the beginning of the first act under the American project of containing Soviet expansion; Soon, however, the United States realized that aid for only Greece and Turkey was quite inadequate. The war in Europe had devastated the economies of all the countries and western Europe particularly was not making the necessary economic recovery.

The deepest fear was that the Soviet Union would be able to exploit Europe’s post-war economic collapse and if the situation was allowed to prevail, the communists would probably seize control of Italy and France.

American and European interests were interlinked:
The collapse of Europe posed once again the basic question of whether Europe was vital to U.S. security. The answer was obvious since America’s two previous interventions had been made to protect Europe. During both world wars, the United States had been drawn by Germany and both wars had been fought to uphold democracy in Europe.

Europe’s vital importance became quite evident since it ranked second only to the United States in its potential power – in industry, productivity, skilled manpower, scientists, and technicians. If these vital assets moved toward the Soviet side the strategic military balance would swing sharply toward the Russians and U.S. security would be endangered.

Given its huge potential and its strategic geographic position, it became apparent that Europe’s security was indeed inseparable from U.S. security. Moreover, the United States could never allow the Soviet Union the control the Western approaches to the Atlantic. Hence it was imperative for the U.S. to find a way to help Europe recover.

With Europe on the verge of not only economic ruin, but also a complete social and political breakdown, everything seemed to force it into dependence upon it. America Almost every item needed for reconstruction like wheat, cotton, coal, sulfur, sugar, machinery, and trucks, could be obtained in sufficient quantities only from the United States.

Tragically enough, Europe in 1947 had lost her capacity to buy. The only cure for Europe’s sick state was a massive injection of dollars since only a tremendous program of economic aid could restore Europe’s economy and enable it to surpass its prewar agricultural and industrial production.

Enunciation of Marshall Plan :
To come to Europe’s rescue, Secretary of State George C. Marshall announced a policy in his address at Harvard University on June 5, 1947, which eclipsed the Truman Doctrine in importance. The essence of his speech was that, if the nations of Europe would get together and devise far-visioned plans for economic recovery, concentrate on self-help and mutual assistance and present to Washington a specific statement of their needs, the United States would support them with financial help so far as it may be practical.

In “other words, American aid to Europe was made conditional upon economic cooperation among the European states and it put the burden of initiative on Europe’s shoulders. However, it soon became apparent that the Marshall scheme, unlike the Truman Doctrine which aimed at military aid or temporary relief to Greece and Turkey, was an all-inclusive plan looking toward long-range rehabilitation of Europe.

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Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 3 Education and Society Long Answer Questions.

CHSE Odisha 11th Class Foundations of Education Unit 3 Education and Society Long Answer Questions

Long Type Question With Answers

Question 1.
Discuss the interrelationship between society and education. Discuss the scope of education in society.
Answer:
The world itself and everything are dynamic. Society is dynamic Man is a social being and he needs and formed a society in a democratic way. Education is an activity, which goes on in the society in which it takes place. The Republic of Plato, Politics of Aristotle, and Democracy of Education by John Dewey prove that education is a dimension of politics.

Hence society and education are intimately related to society and education. People living together are said to live in a society or a community. The two words community and society are used same sense they differ from each other. the words of R.G Collingwood, A community is everybody, adult and children, social and non-social persons living in a certain territory where all share a mode of life, but not all are conscious of its organization or purpose.

A society is a kind of community or a part of a community whose members have become socially conscious of their mode of life, and are united by a common set of aims and values. This distinction between community and society relates education to society. Children are members of the community.’ It is education that prepares them for full membership in society.

They remain as members of the non-social community, during student life. When they develop social consciousness through the impact of education, they, become a potential member of society. This study of relations between education and society is known as the sociology of education. The Scope of Education Every society has some set of aims and values.

In order to achieve these aims and values, education plays a double role. First, it attempts to develop the personality of the child and then prepares him for membership in society. Thus a person plays a dual role in his life as an individual and as a member of society. So we can not think of an individual without society and vice versa.

He needs education for the development of his personality and for the adjustment to the human environment Throughout this life, a man tries to make an adjustment to his physical universe and the social world around it. He also creates his own environment in order to feel at home and fries to master them. The situation calls for creative adjustment.

That is why the change in society goes on in a never-ending way. So education and society are interrelated and education is aimed at building a modem society. Society is dynamic because education is dynamic to the growth in science and. technology.

Question 2.
What is social change? Discuss the factors affecting social change?
Answer:
As social change refers to the movement of social progress, social interaction and social organization. To K. Device, social change alteration occurs in social organization, the structure and function of the society. To us, social change means a change in the culture and in its chief factors, material and non-material culture. Factors that determine social change are a continuous process. Change in one aspect of society affects to other aspects for example change in the political system affects religious and economic aspects of the society.

The factors that affect social change are as follows:
The action of the exceptional individuals :
History recalls the personal influences of exceptional individuals have brought about changes in political, economic, social, and religious fields. For example, scientists like Galileo, religious reformers like Shankaracharya, Lord Budha and Jesus Christ and Social reforms like Gandhi, Gopabandhu and Lenin had a profound influence on society.

The personal Qualities of those personalities affect society and brought a change in the social traditions, and customs and brought a change in society such customs are Sati rights, the early marriage system and untouchables etc. During the period Lord Bentick, Raja Rammohan Ray brought a change in Sati Right.

The widow has not have to sacrifice in the burning fire of his husband and can have the right to marry for a second time. The social reformer Gandhi brought a change in Untouchables in India. He claimed the South Africa equal rights of Black people with white. The slavery system in South Africa was abolished.

Impact of Ideas and Ideologies :
In the energy age ideas and ideologies proved to be a powerful instrument of social change. The world-famous revolution of France resulted in liberty equality and fraternity. Besides, the ideologies of socialization, communism, fascism, democracy, secularism, humanism etc. have a very powerful influence on the change of society.

Effects of cultural diffusion :
A society isolated from other contacts remains static. So relations with other countries bring cultural diffusion. With the coming of British rule, India was influenced Western Technology and Western culture and there is cultural diffusion. For example, English language and literature and science and technology etc.

Impact of changes in the physical environment :
Changes in the physical environment bring a change in society. For example, food, drought, earthquakes can bring about radical changes in food, clothing, houses and ways of learning, living style of the people. Geographical and environmental factors like climate, topography, means of communication, and availability and non-availability of resources affect the people. If the physical environment wholesome people lead a hopeful life and if there is obstruction, the life patterns differ from country to country

Impact of Science and Technology:
Social change occurs through the interaction of technological techniques and social values. All those two factors change society. Techniques  means by which members of society satisfy their basic human needs for food, shelter, clothing, communication, social organizations, reproduction etc.

The development of these factors and techniques depends on inventions and discoveries. Social inventions and the development of social techniques satisfy, to needs of living together in a group. Values are concerned with the religion, philosophy, and ideology of the people aimed at truth, beauty and goodness. All these things make human life dynamic successful and purposive.

Change through collective actions:
These can be rapid social change through planned group action. The legislators can change the society by majority rate in the parliament and state legislative assemblies.

Role of war in social change :
World war twice has brought a change in the political, economic, and ideologies of the people. An agency of social change it brings new values and problems. The enemies never hesitate to destroy hospitals, schools, temples, churches and mosques. They also go against traditions and customs. The population also transfer from one place to another. Transfer and migration cause a lot of economic and political problems which leads to social change.

Contribution of Heredity and environment to social change :
Humanity is the result of heredity. Both heredity and environment influence man’s behaviour. Heredity theory is supported by Galton, and Freud, whereas environmentalists like Karl Marx. Opined social change brought in two ways. The relationship like painter and brush, Heredity has potentialities and the environment offers a change a bringing them out. the interplay of both Heredity and environment contributes to social change.

Question 3.
Discuss the characteristics of social change?
Answer:
The phenomenon of social change is complex and the characteristics of such social factors are as follows :
Social change is a continuous process:
Social change is a continuous process. Society is ever-changing phenomenon, undergoing endless changes, an ongoing process. Recall the past ancient civilization and cultures and compare them with the modem civilization and cultures. There is a radical change of science and technology. The social relationship is not permanent and there is no museum to save it from the ravages of time.

Social change is universal :
The social structure of social organization change is the law of nature and social institutions are all dynamic. Social change occurs in all societies and at all times. Society remains static.

Social change is social :
Society is a ‘web of social relationships’ and social change means a change in the social system of social relationships, and it is the social process and social change, which influence the community.

Social change occurs as an essential law :
Change is the law of nature. Social change also natural change is an unavoidable and unchangeable laws of nature. By nature we desire change and to satisfy these needs social change becomes a necessity.

The rate and tempo of social change are uneven :
Though social change is a must and every society the rate, tempo speed and extent of change are not uniform. It differs society to society. In some society its speed is rapid, in another, it may be slow, for example in modem industrial society its speed and extent of changes is faster than in traditional agriculture and rural society.

Social change is bound by time factors :
Social change is tempered in nature. The caste system is a pillar of stability in traditional Indian society is now undergoing considerable changes in the modem India. In the 19th century, India become more industrialized and the speed of social changes increased.

Social change due to multi factors:
Social change is due to a multinumber of factors such as war, conquest, natural calamities, like earthquakes, Sunami, industrial development and political ideologies etc.

Social change may be violent or peaceful:
The social change may be violent, rapid or peaceful. The term violence frequently refers to the threat or use of physical forms that violently affect emotions, values and expectations.

Social changes involve non-value judgement:
Social change does not attach any value judgement. It is neither moral nor immoral. The study of social change involves no judgement but is ethical.

Social change may be planned or unplanned :
Social change may occur in the natural course unplanned change refers to change resulting from natural calamities such as Famine, and floods, earthquakes and volcanic eruptions etc. It is known as the unchangeable law of nature.

Social change may be endogeneous or Exogeneous :
Endogeneous social change refers to the change caused by the factors that are generated by society or a given subsystem of society. Conflict, communication regionalism etc. are some examples of endogenous social change. On the other hand, exogenous social change is the impact of forces externally such as technology transfer and brain drain, political and cultural, imperialism and diffusion of cultural traits etc.

Question 4.
What is social change? Discuss the factors affecting social change?
Answer:
Social change refers to the movement social progress, social interaction, social organization. To K. Device, By social change alteration that occurs in social organizations, the Structure and function of the society. To obtain, social change means a change With cultural good in its chief factors, material and no material cultures.

Factors that determine social changes :
Social change is a continuous process of change in one aspect of to society, that affects other aspects for example change in the political system affects religious change are as follows.

The action of the exceptional Individuals :
History recalls the personal influences of exceptional individuals has brought about changes in the political, economic, social, and religious field. For example scientists like Galileo, religious reformers like Shankaracharya, Lord Buddha and Jesus Christ and social reformers like Gandi, Gopabandu and Lenin had a profound influence on society.

The personal Qualities of those personalities affect society and brought a change in the social traditions, customs and brought a change in social traditions, customs and brought a change in the society such customs are Sati rights early marriage system and untouchables etc.

Impact of ideas and ideologies :
A powerful instrument of social change. The world-famous revolutions of France resulted in liberty, ability and fraternity. Besides ideologies of socialization, communism, Fascism, democracy, secularism, Humanism etc. have a very powerful influence on the change of society.

Effect of cultural diffusion :
A society isolated from other contacts remains static. So die relationship with other countries brings cultural diffusion. With the coming of British Rule, India was influenced by western technology and western culture and there is cultural diffusion. For example, English language and literature, science and technology etc.

Impact of changes in the Physical environment :
Changes in the physical environment bring a change in society. For example, Food, drought, earthquakes can bring about radical changes in food, clothing, houses and ways of learning, living style of the people. Geographical and environmental factors like climate, topography, means of communication, and availability and non-availability of resources affect the people. If the physical environment is wholesome people lead a happy life and if there is obstruction, the life patterns differ from country to country.

Impact of science and technology:
Social change occurs through the interaction of technological techniques and social values. All these two factors change society. Techniques means by which members of society satisfy their basic human needs for food, shelter, clothing, communication, social organization, reproduction etc.

The development of these techniques depends on inventions and discoveries. Social inventions and the development of social techniques satisfy the need of living together in a group. Values are concerned with religious philosophy and ideology of the people aimed at truth, beauty and goodness. All these things make human life dynamic, successful and purposive.

Change through collective actions:
There can be rapid social change through planned group action. The legislators can change the society by majority rate in the parliament and state legislative assemblies.

Role of war in Social Change :
World war twice has fought a change in the political, and economic ideologies of the people. As an agency of social change, it brings new values and problems. The enemies never hesitate to destroy hospitals, schools, temples, churches and mosques. They also against traditions and customs. The population also transfer from one place to another transfer and migration cause a lot of economic and political problems which leads to social change.

Contribution of Heredity and environment to social change :
Humanity is the result of heredity. Both heredity and environment influence man’s behaviours. Heredity theory is supported by Galton, and Freud, whereas,-environmentalists like Karl Marx opined social change is brought by two ways. The relationship is like painter and brush. Heredity has potentialities and the environment offers a change bringing them out. Thus, the interplay of both heredity and the environment contributes to social change.

Question 5.
Discuss the role of education in social change?
Answer:
Education is a strong and powerful device to change human nature in a desirable way. The process of education helps an individual to know himself and others and recognizes and intensifies the feeling of others.
The main role of education is social change are as follows:

Conservative role of Education :
The supporters of conservation claim that education should conserve the existing social culture and transfer it to the next generation. The conservative role of education in respect of social change should be creative in nature to maintain stability to instability, and security to insecurity. Building new institutions out of old ones and opening new institutions is a problem. So education should take the lead to solve the problem.

Progressive Role of Education:
Progressives oppose conservation. To them, education must be a source of new ideas for school programmes that are constantly undergoing reconstruction. One group progressives opined that education should act as an independent critic of states and others agree that the role of education should be direct purposive and progressive. It should form a definite conception of a better social order.

In a mature society education and politics should be one and something. It will help us to manage public affairs effectively and intelligently. So in learning all of social programmes should be studied. In a totalitarian state, the people are subordinate to the state authority. In a pluralistic state, it is also desirable. So education should play an independent role to bring about desirable social change.

Neutral Role of Education :
For social change education also play a neutral role, remains aloof from politics and devotes time to pursuing external values and mastering universal truth. Individuals be compelled to follow a particular ideology. Neutrality leads to academic paralysis. Neutrality in education is not desirable. So education should remain all of from controversial issues and it should be responsible for social progress.

Education for Revolutionary changes:
Social progress should take place through evolution rather than revolution. Sometimes our students should take part in agitation to fulfil their demands. The government remains adamant and opposes their agitation and when Govt, becomes callous and indifferent situation becomes worst.

The tension between the students and the teacher goes against the orderly process of social change. There is social change when capitalism to communalism and firm democracy to fascism etc. The Marxist wants social revolution through physical force to bring about desirable social change.

Education is a tool for social control:
Education plays an important role in social control. As a tool of social control, it plays a dual role. The first role of education is to assimilate, preservation and transmission of useful elements of the patterns of folkway move the institutions. The second role includes the development and promotion of non-cultural patterns. Through the process of teaching and learning, education tries to modify society as a whole, it acts as an important agency for socializing human beings.

The effects of social change in the emerging Indian society:
Mass communication :
Education suffers a lot from a lack of communication. Schools are scattered, at far distances as a result the deserving and desirous students could not be benefited. Some are these populated regions and others are thickly populated. Communication facilities the expansion of transport, telegraph and telephonic services, ideas, the beliefs, undergo revolutionary change. The educationally backward areas have become very close to educationally advanced areas.

Growth of cities and changing population :
The growth of cities and the role of population growth helps in social change. People from rural areas migrate to the urban areas, being attached by the new industries, for employment business and economic needs. Social interaction has a tremendous influence on education of the people.

Social legislation and social awakening :
The development of new social legislation to bring a change in the attitude of the people. The Indian laws and customs religious sanctions. But the new laws have been enacted according to the existing social practice and humanistic philosophy of life. The social, and economic need is determined by the new emerging humanism. By legislation, the minimum age for marriage is fixed.

Question 6.
What do you mean by social satisfaction? Give its nature and characteristics?
Answer:
Human society is heterogeneous in nature in that there are rich, poor and industrialists, rulers and ruled. The term ‘stratification’ refers to a process by which individuals and groups are ranked in a more or less enduring hierarchy of status. It refers to division of the population into strata. With certain characteristics like qualities, material possessions and performances.

To Raymond W. Murray, “Social stratification is a hierarchical division of society into higher and lower social traits. To Melvia M. Tumin, social stratification refers arrangement of any social group or society unequal with regard to power, and proper social evaluation. To Landry, A stratified society is one marked by inequality by differences among people that are evaluated as being lower and higher.

Society becomes a hierarchy, that is a society which is organized in successive grades. Sociologists have been able to establish several strata in a society. Society is composed of social classes. The social structure looks like a pyramid.

The stratification involves two phenomena such as:

• Differences of individuals or groups, higher rank
• The ranking of individuals according to some basis of valuation

Every society is divided into more and less distinct groups with the scale of value. Such distinction is based on age, sex and kinship and there is economic social and political inequality.

Characteristics :
It is universal:
Social stratification is universal. The difference between rich and poor, they have and have not is evident everywhere. Even in non-literate societies, stratification is very much present.

It is in diverse forms :
Social stratification has never been uniform in all societies. Ancient Roman society was stratified into strata – the patricians and Plebicians Any society was divided into four varnas The Brahman, Kshetriya, Vaishyas and the Sudras, the ancient greek society into freeman and slaves, the ancient Chinese society into mandarins, merchants.

It is consequential :
To stratification system has its own consequences. The most important searches things in human life are distributed unequally because of stratification. The system leads to two kinds of consequences such as life changes and lifestyle changes referring to such things as infant mortality, longevity, physical and mental illness, marital housing, residential area, education, means of recreation, the relation between parent and children, modes of conveyance and so on.

Question 7.
Explain the principles or forms of stratification?
Answer:
Social stratification may be based on a variety of forms or interpenetrating principles such as free and unfree, class, caste, estate, occupation, administrative hierarchy or income level.

Free and unfree:
The population of a society may be divided into free men and slaves. In certain communities, the slaves do not enjoy rights and privileges. The slave is practically at the disposal of his master. He is the property of his master. The slave can always be bought and sold, through his treatment and the degree of protection accorded him very from place to place and from time to time he comes from various sources like war, slave capture, purchase, birth or seizure for debt.

Class :
It is a principal basis of social stratification found especially in the modem civilized countries. In a society where Sellman is free before the law, stratification may be based upon accepted and self-estimation of superiority or inferiority. Social classes may be described as partitions of community or collections of individuals standing to each other in relation to Quality and marked from other persons by standards superiority and inferiority.

Caste :
Social stratification is also based on caste. In an open society, individuals can move from one class or status level to another and equality of opportunity in virtually absent. The Indian class system provides a classic example in that a class system is one in which an individual’s rank, rights and obligations are ascribed in the basis of birth into a particular group.

Hindu society is having five main strata :
four castes and a fifth group, the outcaste whose members were known as untouchables. Each caste is subdivided sub-casts. Untouchables are defined as unclean and impure status affects other social relationships. They must be segregated from members of other castes and live on the outskirts of the village. The Brahmins were custodians of law and the legal system.

Estate :
the estate provides another system of stratification. The feudal estates were legally defined. Each estate had a status, for example, in the state system of France and Japan, differences in legal status, and civil, and political rights, were not equal, or identical. The feudal estates include political groups. An assembly of estates is an organized collection of several orders, and conditions of man.

Occupation and Income :
Occupation is an aspect of economic stems which influences social class structure. Social stratification in France and United States stressed that for all the criteria mentioned in determining class position, the occupational position is the most which indicates the various strata in both societies occupational achievement and prestige attached to the occupation gives strata. Society is also stratified on the basis of income and difference in income leads to a very unequal standard of life.

Administrative Hierarchy :
There is a system of stratification based on the administrative position. Variations in rank with services and graded hierarchy of the church is the example, of it. In civil services, various grades are distinguished from each other.

Question 8.
What is social mobility? Give its types and sources. Explain the role of education in social mobility?
Answer:
Social mobility refers to the passage of persons from one social class to another. This is a status movement of persons. Man makes endless efforts to enhance their status in society, moving from lower position to higher position. Sometimes the higher status is also forced to go to a lower status. In this way, the people in society continue to move up and down the social ladder.

This movement is called social mobility. By social mobility, sociologists mean, the movement of persons or groups up or down the making order of a social stratification system which means a change in social status. Sometimes group mobility also takes place. Group mobility is seen when the oppressed group improves its collective social status move. Such mobility may occur, through such structural changes as revolution, modernization and social reforms.

Types of social mobility:
There are two types of social mobility such as:

• Horizontal mobility and
• Vertical mobility

Horizontal mobility:
Horizontal social mobility means the movement of an individual from one social group to another movement of the individual, citizenship to another, from one family to another by divorce or marriage, and from one factory to another in the same occupational position.

Vertical mobility :
Vertical social mobility refers to the movement of an individual from one social status to another. There are two types of vertical mobility. Upward and downward. A motor driver’s son when joined as a Bank officer achieved upward mobility. If one loses a job and becomes labour it becomes downward vertical mobility.

Sources of Mobility :
Social mobility may take place through changes in the social structure brought about by industrialization, urbanization and modernization. It may be fostered by struggles, for collective gains by political reforms or by revolution. Modernisation creates mobility a country industrialises.

there is the conversion of labourers and the size of the middle class has increased Urbanisationalso contributes to the degree of mobility. In such cases, mobility seems from lower-class and working-class occupations to middle-class occupations. Mobility also be fostered by struggle for collective gains through organizations like a labour unions.

Role of education in social mobility :
Through education, one is capable of occupying a better job which implies better income and enhance standard of living and social status changed. The social origins of undergraduate women students and students in medical technological management and other professional courses demonstrated that they are predominantly drawn from higher-status families characterized by high educational, occupational and income backgrounds.

The mean family income becomes high and influences admission to urban higher and professional education. The persons acquire skills to improve and imbibe values like national integration, unity, women eQuestion equality, environment conservation and small family norm, are to examples of social mobility. The revised policy of education of 1992 also resolved to assure that free compulsory education of satisfactory.

Quality is provided to all children up to 14 years of age before we enter the 21st century. Education is a major tool for economic education employable by providing them with various skills. It will also help when there is increased investment in agriculture and the setting up of sma|l industries etc.

Question 9.
Explain education for socialization. Or Discuss education for cohesion and social efficiency?
Answer:
Education for socialization means social cohesion and social interaction which otherwise means the cohesion of education between man and society. John Dewey, the advocate of socialism of education says “He is a citizen – growing and thinking’ in vast, complex of relation and interaction. Socialization is a Quality of man which evokes the Quality of social awareness and social potentiality to become an ideal citizen. Ideal citizenship training is needed for socialization. The home and school is the socializing agency which socializes the child with social potential like cooperation, fellow feeling and social service attitude etc.

It is through active interaction with social experiences and participation in ‘Common activities or life that children develop in him a social consciousness. The social consciousness in education for by providing on social lines. Knowledge is, therefore, acquired through social participation which develops social efficiency and cohesion and enables the individual to join freely and fully in common activities of life. The new educational approach speaks that social efficiency is supposed for national development.

Education must aim at developing the .national powers or efficiency of the man but the real value of efficiency lies in the good that it brings to his social group. The child through the social agencies participates in social agencies like SUPW activities and community work, NSS, social service, NCC, Boy scouts, and Girls Guide and there is social cohesion.

Question 10.
Discuss the globalization tendency in Education?
Answer:
In most countries, there is a National system of education. Under this system of education, national character and national integration is being emphasized. Nationalism is a narrow concept. There is a trend of humanisation along with nationalism UNESCO has been established for encouraging and organizing educational cultural and scientific programmes at the international level. Internationalisation is one aspect of globalization. It is a broader concept.

Definition of globalization :
Globalization as internationalization :
Globalization describes the growth in international exchange and interdependence. With growing flows of trade and capital investment, there is the possibility of moving beyond an inter-national economy.

Globalization as liberalization :
Globalization refers to a process of removing Govt, imposed restrictions on movements between countries in order to create open borderless world economy.

Globalization as Universalization:
Global is used in the sense of being worldwide and globalization is the process of spreading various objects and experiences to people at all comers of the earth. A classic example of this would be the spread of computers, television etc.

Globalization as westernization or Modernization :
Here globalization is understood as a dynamic by the social structures of modernity capitalism, rationalism, industrialism, bureaucratism etc. are spread the world- over, normally destroying the pre-existent cultures and local self determinded in the process.

5. Globalization of Deterritorialization (or spread of super territoriality) :
It means the social spot of globalization is no longer mapped in terms of territorial places territorial distances and territorial borders. So globalization is the intensification of worldwide social relations. To David Held, globalization is a process which embodies a transformation in the spatial organization of social relations transactions.

Question 11.
What is Globalization? Give its characteristics and features?
Answer:
Globalization is commonly used as a short-hand way describing the spread and connectedness of production, communication technologies across the world. That spread has involved the interlacing of economic and cultural activity. IMF and world bank is to create a global free market for goods and services. Globalization involves the diffusion of ideas, practices and technologies. It is something internationalization universalization. It is not simply modernization or westernization.  Globalization is thus, has powerful economic political, cultural and social dimensions. It focuses on four things.

• De-localization and supraterritoriality
• The speed of technological innovation.
• The rise of multinational corporations
• The creation of global free markets lead to instability and division.

Globalization :
Delocalization and supra territoriality It means the significant de-localization in social and economic exchange activities and relationships has been uprooted from local origins and cultures. Businesses are organized around a network of production, management and distribution, sophisticated information systems are essential in such globalization.

Globalization and the decline in the power of national government :
The major casualty of the process has been a decline in the power of the national government to direct and influence their economies. the process of the shift in economic activity of Japan and the USA is felt in countries all over the globe. The internationalization of the financial market of technology and of some manufacturing and services brings with them a new set of limitations upon the freedom of action nation-states. It creates the conditions for effective international governance. In short, globalization adopts policies in shaping and reshaping social relations within all countries.

Risk, technological innovation and globalization :
A particular feature of globalization is the momentum and power of the change involved in the interaction of extraordinary technological innovation. Development in life science and in digital technology opened up new possibilities for production and exchange innovations of the internet have made it possible to access information end resources across to the world and to coordinate activities.

Globalization and the knowledge economy :
Because of globalization’s success knowledge economies have to take a democratic approach to the spread Of knowledge. We must breed an ambitious society. There is significant growth by large corporations to claim intellectual rights over new discoveries. For example, in genetic research.

Globalization and the impact of multinational local communities:
Multinational corporations establish production sales and services in countries and regions where they can exploit cheaper labour resources. Multinationals constantly seek out new or under-exploited markets. They look to increase sales by creating new needs among different target groups.

Example The activities of tobacco companies in southern countries. Multinational companies have significant influences on policy formation in many national governments. The World Bank has also profited from privatization and the opening up of services.

Globalization and multinationals :
In globalization, there is growth in the scale and scope of multinational corporations. Multinationals have played a very significant role in the growth of globalization. capitalism is essentially disruptive and ever-changing and takes very different forms across the world while produces wealth for significant numbers of people, many others have suffered.

There is a difference in income per head between the richest nation and the poorest non-industrial country. The development of markets, and the expression of economic activity is experienced by populations as a whole. Education, land reform and legal framework for activity deeply influenced by public policies.

Question 12.
Discuss the role of globalization in Education?
Answer:
The role of globalization in education is as follows.
The educational policy must be efficiently diversified must be so designed as not to become another contributory cause of social exclusion. The socialization of individuals must not conflict with personal development. It is therefore necessary to work towards a system that strives to combine the virtues of integration with respect of individual rights. Education can not solve the problems raised by social ties.

It can, however, be expected to help to foster the desire, to live, together, which is a basic component of social cohesion and national identity. Schools cannot succeed in the task unless they make their own contribution to the advancement, integration of minority groups mobilizing loosely concerned while snowing due regard for their personality. Democracy appears to be progressing, taking forms and passing through stages that fit the situation in each country.

Education for conscious and active citizenship must begin at school. Democratic participation, a matter of good citizenship, but it can be encouraged and stimulated by instruction and practices adopted to the media and information society. It is the role of education to provide children and adults with the cultural background that will enable them, as far as possible, to make sense of the changes taking place.

Role of international education commission (1993-96) :
UNESCO appointed an international commission in 1993 and the commission submitted its. the report in 1996 entitled. “Learning the treasure within”. It seeks to answer “How to plan for education for the 21st century. Jacques Delores was the chairman of this commission. The commission included 15 members. The commission report was four pillars, such as:

• Learning to learn or to know
• Learning to do or perform
• Learning to live together and
• Learning to be

The commission has used the term Teaming’ both as a process and product which in education and teaching is an activity and action and learning is its product.

A brief discussion of the pillars is given below:
Learning to know:
Combining sufficiently formatted general knowledge with the opportunity to work in-depth and a small number of subjects means learning to learn, so as to benefit from the opportunities education provides throughout life.

Learning to do:
In order to acquire notarially occupational skills but also, more broadly, the competence to local with many situations and work in teams means learning to do in the context of young people. Various social and work experiences may be informal as a result of the local or national context, and formal, involving courses, alternating study and, work.

Learning to live together:
Developing an understanding of other people and an appreciation of interdependence – carrying out joint projects and learning to manage conflicts – in a spirit of respect for the values of pluralism, mutual understanding and peace mean learning to live together.

Learning to ‘be’:
To develop one’s personality and be able to act with even greater autonomy, judgement and personal responsibility education must riot disregard any aspect of & a person’s potential memory, reasoning aesthetics & senses physical capacities and communication skills. The aims of education can be achieved by generating. the following situations for learning.

If means all-around development.

• There should be full freedom for working or learning
• There should be autonomy for taking decisions.
• There should be training for performing their role and responsibility.
• Some situations should be given for developing values and feelings of commitment.

The following abilities are to be developed.

• Communication competency
• Reasoning abilities
• Memory abilities
• Physical capacities
• Social and cultural efficiency and
• Moral and aesthetic values.

Question 13.
Discuss and explain the new trend in education in advanced countries?
Answer:
There is a rapid change in the education system of different countries due to nationalism and globalization. A brief description of new trends in education has been provided in following ways. USA – For many years the education service has been characterized by change. Much of the post-II war period was in independent nations and the post-independence period.

India has been marked by tremendous growth, a large increase in the number of pupils, the expansion of higher education and increased expenditure. Recent years have been increasing easement, consolidation and curricular changes. U.K. – In the UK, the Govts. Policies for raising standards in schools were set out in a white paper titled “Better schools published in March 1985. In 199:1, the Govt, published three white papers to transform education.

USSR – The public discussion on the integration of education science and production began in the USSR in 1984. Humanization and democratization education was emphasized. After the disintegration of the USSR, liberalism in education is the dominant factor in India – The National Education Policy 1986 and the programme of Action (POA) 1986 were emphasized.

Question 14.
Discuss the International education programme in globalization?
Answer:
After the second world war, every country wanted international peace, For this UNO was established in 1945 at the international level. It has formed other sub-organizations related to different areas. UNESCO was established in 1946 for educational, cultural and scientific programmes. The committees and council were established some of them are as follows.

• National Education Association
• Fulbright Scheme
• Exchange in International Education

National Education Association:
The association was formed by the teachers and education offers in 1920. The purpose of this committee was to establish international relations. This committee was undertaken by UNO in the form of UNESCO. It is the international body for educational, cultural and scientific programmes.

The 110 countries were members of UNESCO in 1994 and 2500 branches in the whole world 34,000 Indian students were studying in the USA, UK,- Canada, China and France. A world conference was organized in 1951 in Paris on the curriculum of teacher education programmes for developing international cooperation and understanding.

It was 12 years scheme 6 regional countries were established and 2 years training programme was developed. Textbooks and educational materials were also published. The programme UNESCO for teacher training was organized by the USA. These programmes were financed by the UK, USA had given full cooperation to UNESCO in achieving the objectives.

The teachers were invited from different countries of the world. After training, were assigned the responsibility of developing international cooperation feelings -among the students of their own countries. this way, UNESCO has been attempting5 to develop feelings international cooperation and understanding.

Fulbright Scheme (1946):
According to this scheme, some programmes were organized on international education. It was realized that American students should go to other countries to study and understand culture, civilization, knowledge and science. The students of other countries should understand the culture civilization, knowledge and science of America. The state departments should provide financial assistance to students other countries.

Exchanges in international education:
This type of programme is organized by UNESCO. Students and teachers from other countries should come to America for knowledge and training. The technician mechanics and scientists and Govt, employees should come.to America. They should be exchange programmes for the interaction among different fields. Their type of exchange programme will improve vocational and industrial efficiency for the economic growth of the countries.

There are 12800 foreign institutions for extending educational facilities. Scholarships are given to scholars. In USA two lac. Students are studying from other countries. Now the main emphasis is on international cooperation and understanding. Thirty thousand students from America and studying in other countries. A country can go and develops through interaction and interchange programmes with other progressive countries of the world.

Question 15.
How can integration be set up between Nationalism and globalization? Explain?
Answer:
Nowadays great educationists and great thinkers object to the use of education for fostering national sentiment because they have come across many bad effects of narrow nationalism in many countries of the world and have seen that education for nationalism has stood in the way of the growth of internationalism. The education for nationalism that was given in Italy and Germany, for example, was completely opposed to internationalism.

It is in connection with this one-sided education. Bertrand Russell pointed out that children are taught to exhibit complete devotion worship to the state in which they are citizens. The lesson taught to them is that the workshop of the state consists of as directed by the state. For this, they are taught distorted, versions of history, politics and economics so that they should not be critical of the blind national faith expected of them.

They are acquainted with the evil actions of other nations but not of their own, although the truth is that each nation has been unjust to other nations. It is unquestionably true that the facts of history are distorted in order to propagate the sentiment of nationalism alone. It is true of most human beings and that they impede the growth of any liberal latitude.

If for example, an individual has an intense love for his family this may come in the way of his loving his nation, but this does not imply that love for the nation can exist only at the cost of love for family. A proper and healthy love for family does not impede love for the nation, it helps it to grow. In the same way, healthy nationalism also does not preclude the possibility of internationalism.

As Louise, has said that it is essential to strengthening one’s love for one’s motherland, but it does not make it proper to violate the canons of humanity, for the external benefit of one’s own nation. It is obvious, therefore, that education must not only propagate nationalism but must also encourage internationalism. The plan for national education was prevented by such eminent educationists as Mahatma Gandhi, Sri Aurobindo, Vivekananda, Rabindranath Tagore etc.

have kept this in view nationalism and internationalism should grow harmoniously. That is the reason Rabindranath Tagore’s Shantiniketan turned into an ideal institution for education in internationalism. According to Tagore, education’s aim is to reach the level at which there is no distinction between nationalism and Internationalism. To develop the informational outlook of children he developed it with a new name Biswa Bharati University, which bears the culture of the 140 countries.

Students from different countries of the world read here and lecturers were engaged from different countries. It east-and-west relationship. In Biswa Bharati there is a union of nationalism and internationalism. Harmony is set up between the two in Shantiniketan and Biswabharati university. Tagore is considered an Internationalist.

Question .16
Explain Education for citizenship and socialization?
Answer:
India is a vast democratic republic in the world which needs ideal citizens. With the development of democracy, training for citizenship is being advocated in many quarters as the aim of education. Education should offer such experiences as would make one a good citizen of a democratic state. This view is mostly the outcome of the sociological approach to education. Education is to prepare the individual for the different roles he has to perform in life.

In a democratic society, the political role to be played is very complicated and at the same time important. A citizen and individual have certain rights from it. Education for citizenship should train him to discharge his duties and make him conscious of his rights. The practice, of education for citizenship results only in training to work out the political machinery of democracy such as election, responsible executive to carry on public business, legislation by discussions and debates etc.

It is because of this, that democratic machinery is introduced to regulate the group’s life in school. The pupils run their own union by electing office bearers for it, they are trained in debates. In progressive schools. The library, the school discipline, etc are also managed by the pupils through their elected self-governing councils.

But, if the aim of education for citizenship is only the training in running the political machinery of a democratic society, it is a very limited aim. It may be noted that the political role is not the only role which a citizen has to play in life his economic, social and religious roles are nonetheless important.

Besides, an individual is not only a member of society, but he is also an autonomous entity himself, no doubt he is a social being but he is an individual all the same. Hence, if education caters only to his social side neglecting his individual one, it is necessary to have a wider and more comprehensive aim for education.

Education for socialization :
Man is a social being. He fulfils the needs of or within society. Socialization is a virtue, Qualities of man to share the joins and Sooners with others. Socialization is training for ideal citizenship. In participating in social service programmes, Red-cross unit, SUPW activities community work and community participation the child is endowed with such Qualities.

In schools and colleges community service programmes, are arranged to inculcate such potentialities in children. A socialized individual is an ideal citizen. Ideal citizenship training is performed through social activities. Social awareness is evoked education for citizenship socialization, now become an essential part of education. Gender disparity & the role of education

Question 17.
Discuss Gender disparity in work, paid work, and work in the organized sector?
Answer:
Women run households, rear children, care for the aged and the sick, foil on farms and in the factories and in performing economic and non-economic activities. Now they are seen working in official, factories and farms. But most times, their working hands remain invisible. Their participation in the economy is undermined.

Most of the tasks within the home were done by the mother, grandmother, and sister and soon involved no payment. Workers for which payment is received include economic activity and national income. But these tasks for which no payment is made like kitchen gardening, post harvesting, processing, livestock maintenance unpaid labour in family farm etc.

non-economic activities are performed by women. Women’s work participation is lower in comparison to men’s. According to the 1991 census, 22.27% of women were in the workforce. Apart from this, there is the existence of a wide difference in the participation of women and men in the economy. In the 2001 census 30.9% of women in rural areas and about 11.55% of women in rural areas and 50% of men in urban areas.

Through the female work participation rate increased from 19.7% in 1981 to 25.7% in 2004, but still it is much lower than the male work participation rates in both urban and rural areas. The disparity in work participation across rural and urban areas is also large. Participation of adult women in the work force is much lower than men.

Type of work:
The women perform seven categories of work in rural and urban India. These are:

• Wage and salaried employment
• Self-employment outside the household for profit
• Self-employment in cultivation and household industries and household industries for profit.
• Self-employment in cultivation for own consumption,
• Other subsistence activities in allied. sectors such as dairying, fishing and cultivation of fruits etc.
• Activities are related to domestic work such as repair of dwelling, fetching, fuel, fodder, making cow dung cakes etc.
• Domestic work such as cooking, cleaning, care of children etc.

Paid work:
Women also work for wages in fields, forests, mines, factories, offices, and small-scale and household industries. The nature and extent of such work differ according to the location, of the family in the social hierarchy. In the rural sector, the subsistence work burden falls heavily on women while in higher castes and higher income groups on women while in higher castes and higher income groups non-work of women is given more value.

In the middle-class families:
In middle-class families, women work for improving or maintaining the standard of living of the family or to provide a cushion against rising, cost of living. Performing family responsibilities does not guarantee a better status for Women.

Women’s work in unorganized sectors :
In rural areas, women work in the sectors of agriculture, plantations, fisheries, and dairy. In urban areas, they work for manufacturing units of garments and food processing and household-related activities. Agriculture confines to be a major field for women’s employment.

Women work harder and for longer houses and contribute to the economy:
Working for long hours in the assembly line of small electronics manufacturing units or the beedi, tobacco, and cashew nut, factories women live in fear of retrenchment, exploitation and inadequate ways. In informal sectors, there is no redress for problems, no maternity or other leave benefits and little security of service.

Women’s work in the organized sector:
It includes Govt, services at the central, state and local levels, public sector undertakings such as agriculture, industry, credit financing, and public services the women cannot perform duty successfully. So, only a negligible number of women is employed in the organized sector. But the number of women workers in industries such as textiles and mining has reduced.

In modem industries also such as food, textiles, and pharmaceuticals employed a substantial number of women for three decades. Women are interested inflexible jobs like clerks, typists telephone and nursing but in harder skilled jobs like engineering defence, airline services etc the performance of the work by men is successful.

Question 18.
Discuss the factors and causes affecting women’s education?
Answer:
There are a number of factors that causes and affect the education of women includes:

• Socio-cultural factors
• Economic factors
• Other factors such as
• Distance of school
• Absence of female teachers
• Absence of girls schools
• Insufficient number of teachers
• Lack of basic amenities
• Inadequate childcare facilities
• Insufficient incentives
• Teaching method, school curriculum etc.

Socio-Cultural Factors:
The socio-cultural factors play an important role in inhibiting the participation of women in education. The low status of our women is the major cause of low female literacy. Parents are illiterate. They engage the girls in household work, They think that an educated girl would require an educated husband. An educated in-law would demand a higher dowry.

It is not easy to find a suitable match with an equal educational level. Secondly, many parents do not like to send their daughters to co-educational schools and schools without female teachers. Such age-old negative attitudes still prevail towards women’s education. Most parents consider that after marriage the daughter will leave their family and have to take the role of a mother and a housewife.

In certain parts, girls are expected to be given marriage in their early teens. The sociocultural practice of early marriage important reason for dropping out girls from educational institutions. Many parents also do not allow send their daughters for education after they attain puberty. Such attitude of the parents and the community restricts women’s education.

Economic Factors :
An important reason for the low participation of girls, in education, is that girls from a very early age begin to take care of their younger siblings to relieve their parents to go out for work. Again girls in rural areas or in the low-income groups of the urban areas often assist the family either by working in the field or in household work. The parents in such families may be reluctant to send their girls to school and not prepared to lose their working hands.

If the girl can directly earn for example, as a domestic servant, the family may not be prepared to use her by sending her to school. Although no school fee is charged, for girls’ education still certain items like books stationary and uniforms retail costs which poor families sometimes is not able to meet and prefer not to send their daughters to school.

Some parents consider their son’s education as an investment for better employment opportunities in future, where as daughters’ education does not receive such concern and so they do not give priority to their daughter’s education. The parents again think that the cost of education would be incurred in their marriage. If they educate their daughter then they have to look for an equally educated groom and have to spend more during her marriage.

So they educate their daughter till the level where they can find a suitable match. For their daughter. In some families the young girls are engaged in home-based productions of incense, papads beedi, rolling, gem polishing, making paper bags, stitching, making ready-made garments and assembling electrical and electronic goods etc. So the parents of these girls do not take interest in sending their daughters to schools for receiving an education.

Other factors:
Due to some other factors, women are not able to participate in education. Some of the factors are as follows
Distance of school:
Distance of school from home imposes restrictions on girls, particularly after a certain age because parents are unwilling to send their daughters to these schools. They are more concerned about the safety of the girls than their education.

Absence of female teachers :
Many parents want a female teacher too. teach their daughters. But due to the lack of female teachers in the schools, they do not send their daughters to school.

Absence of Girls’ schools :
Due to our cultural and social heritage, parents are often reluctant to send, their daughters to co-education schools, especially from middle level. The lack of an adequate number of girls’ schools or colleges hinders women’s education.

An insufficient number of teachers :
Many schools are run by single teachers and there are many schools where teachers remain absent frequently in such situations parents are reluctant to expose their daughters to a potentially unprotected environment.

Lack of basic Amenities :
In most schools, a minimum study environment is not available. There are schools without buildings and operated in a tent or in open spaces. There are schools where there are no drinking water facilities and no separate lavatory for girls students. Some parents do not want to enrol their girls in such schools.

Inadequate childcare facilities:
Studies have shown that the number of girls attending schools increases where childcare facilities are available in or near the schools. In view of such a situation, various schemes have been advocated. But unfortunately except Tamilnadu, no other state has the requisite provision of childcare services.

Insufficient incentives :
There are various incentives such as scholarships, mid-day meals, free books, free uniforms etc. Which operates to enhance the enrollment of more girls in schools. the studies show that the delivery system is delayed. The parents do not have the resources to support their children in the interim period.

Teaching method, school curriculum:
The school curriculum mostly shows urban with little to no relevance to rural or tribal life and environment. addition, dull teaching methods, and lack of educational support at home lead to low performance. Further, in schools where the Quality of education is low when minimum level of learning is not attained, parents withdraw their children from the school system. These are the barriers to the participation of girls in school. In disadvantaged classes, the girls face socio-economic surveys.

Question 19.
What are the measures for promoting women’s education?
Answer:
The measures in promoting the education of women are as follows.
Incentives like a free supply of books, stationery, uniform, mid-day meals, scholarships and stipends should be provided in time to all these girls’ students who hail from the poor sections of society. Girls’ schools should be established in the area where there is demand for them.
Some standard of courses should be made available to the students of girl schools.

More committed women teachers should be employed and special facilities should be provided to them. The school environment should be made attractive, adequate basic facilities like proper seats in the class separate toilets and suitable extracurricular activities and games should be made available in the schools, especially in co-educational institutions.

The common and relevant curriculum for boys and girls should be introduced to have equal educational opportunities. Childcare centres should be made available near the school. Schools should be opened within working distance from their homes and when this is not possible adequate arrangements for free or cheap based accommodation for girls should be provided.

Special campaigns should be launched to change pupils’ attitudes in favour of girls’ education. Educated women should be projected through the mass media as a leader, reformers, facilitators or as role method to influence their own group towards education. An educational curriculum should be made relevant to their daily lives and should enable them to run their homes better in later life. The education system should be oriented to generate greater employment opportunities or to help them to enhance their income.

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Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 4 Method of Teaching Odia Questions and Answers.

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

Short Type Questions and Answers

Question 1.
General and specific aims of teaching mother tongue?
Answer:
General Aims :

• To increase knowledge through reading.
• To create content in reading,
• To develop their expression.
• To enable the students to collect facts and information.
• To increase the vocabulary and language skills in the subjects.

Specific Aims:

• To help the students to understand the idea of the passage.
• To add the vocabulary of the students
• To enable the students to read quickly with good pronunciation.
• To enable them to collect facts and information,

Question 2.
Aims of teaching Crdia poetry?
Answer:
To help the pupils so enjoy poetry. To help them to discover more in each poem. To get them to go on reading poetry. To enable the pupil to catch something of what the poet feels and expresses. To help the pupils to understand and appreciate the poet’s love of nature. To create an atmosphere to understand intellectually. To afford a keen and sincere pleasure in a new experience and to enlarge powers of sympathetic imagination.

Long Type Questions With Answers

Question 1.
Explain the aims and objectives of teaching the mother tongue. What principles will you follow in order to realize these aims?
Answer:
The teacher must have a clear and correct notion of the objectives he wants to achieve in this important subject mother- tongue. These objectives may be expressive as well as respective in nature. That is why the knowledge of the aims and objectives of teaching mother-tongue is essential for the teacher, Mother-tongue has fourfold aims such as listening, writing, reading, and speaking. It is the responsibility of the teacher to give his pupils accessary command over these four important aspects:

• how to hear a plain thing in a plain way
• how to say a plain thing in a plain way
• how to read a plain thing in a plain way
• how to write a plain thing in a plain way

The teacher must of course be able to do these things before he .can teach to do them. In order to realize these aims, the teacher needs to have knowledge of some important principles of language teaching. Sound method of teaching language recognizes these as stand and principles of language study. We would borrow Palmer’s descriptive terminology to state these principles.

Initial preparation:
The pupil’s natural or spontaneous capacities for assimilating spoken language should be developed by means of various, types of exercises for initial preparation.

Habit Forming:
Language learning is a habit-forming process. In teaching the mother tongue the teacher has to form some linguistic habits and utilize the previous one’s already formed.

Accuracy:
Any form of work that is not going to help in forming accurate habits of language use should be discouraged.

Gradation:
The work of different aspects of the language study should be properly graded. The easy should precede the difficult words. Hence exercises that require hearing or speaking should precede those which require, seeing the same line reception and repetition immediate memory, chorus work should precede reproduction reading prolonged memory, and individual work respectively.

Proportion:
Each branch of the language should be given balanced, attention, none should be emphasized at the cost of the other.

Concreteness:
The teacher ought to start with what is concrete for the child. Examples before teaching any percepts, explanations, associations, definitions also should be concrete.

Interests:
The pupil must be interested in what he is doing. In order to secure his interest in use of play way devices, a variety of. exercises sympathetic to attitude and the teacher are desirable and effective means.

Question 2.
What are the aims and objectives of teaching prose? What steps are to be followed in teaching a prose lesson?
Answer:
Aims of teaching prose:
prose thus has two types of aims. They are as follows:
General Aims:
To increase1 knowledge through reading. To create interest in reading. To develop, their expression To teach correct pronunciation To enable the students to collect facts and information. To increase the vocabulary and language skills of the students.

Specific Aims:
To help the students to understand the idea of the passage. To add the vocabulary of the student. To enable the pupils to need quick passage and correct pronunciation. To enable them to collect facts and information.

Steps in teaching prose (Introduction):
The introduction is .an important part of the teaching of any subject. Before going to teach a lesson on the topic of prose the teacher should give a good and suitable introduction to that topic. Through a good introduction, the teacher should arouse the curiosity of the pupils. It gives the motivation to the pupils for learning that new lesson. Teachers can introduce the lesson in many ways. He may introduce the topic by showing some pictures of it. Some part of the topic has already been taught the teacher may ask some recapitulatory questions to the students after introductory questions the teacher will announce the name of the topic purpose to be taught.

Model loud reading by the teacher:
After giving the introduction of a lesson the teacher will read aloud the passage with proper pronunciation, intonation, phrasing, and with normal speed. But in higher classes model reading by the teacher is not necessary.

Loud reading by the students:
After the loud reading, the teacher should ask the students to read their lesson loudly. At that time teacher watches and guides students for correct reading with correct pronunciations.

Exposition of difficult words:
At this stage, the teacher will expose the difficult words! For exposing the difficult words the teacher may take the help of a blackboard and also illustrative materials. The teacher should write the model sentences using difficult words on the blackboard. He may encourage the students to get model sentences. He must verify whether the students are actually writing the meaning of the difficult words or not.

Silent reading by the students:
After the exposition of difficult words by the teacher, it is easy for the students to grasp the ideas contained in the lesson. So after exposing the difficult words the teachers should ask the students to read. the lesson silently. At the time of silent reading, proper discipline must be maintained.

Comprehension Test:
In order to know whether students have understood the subject matter, meaning, and ideas contained in the lesson, the teacher should examine the students by putting some comprehension-type questions them. The question should be distributed properly and equally among the students. If any student gives a wrong answer, it should be corrected by another student. If all the students fail to answer the teacher should give a suitable answer to the questions. Precaution should be taken to use the blackboard properly.

Application test questions:
It is the last step of teaching prose. At this stage, the teacher should put a number of questions regarding the main points of the lesson. He may give some home tasks, and home assignments to the students for revising the main points and the questions should be short and objective based.

Question 3.
Write a note on the story-telling method?
Answer:
Children like to listen to stories. So storytelling method has become effective in teaching Odia. For the age group of 8 to 10 the story should be woven with attractive descriptions. This would arouse the interest of pupils and provides scope for imaginative understanding enjoyment.

Advantages of the storytelling method:
Creative interest:
The storytelling method can give life to the dead facts. It is the most effective way for bringing out all the aspects – cultural, social, and economic of the ancient society.

Develops Imagination :
Stories develop the imaginative power of students. They take the pupils far away from the material world and after ample Scope for the play of their imagination.

Training of creative faculties:
Stories of historical happenings and literary materials provide scope for die children to utilize their creative ability in various ways.

Inculcation of virtues:
The teacher through storytelling pan inculcates in the children like play. truthfulness, valor, charity, etc.

Selection of stories:
The story should be selected to suit the mental age of the children. The teacher may take the stories from any source he thinks suitable, local or world history, cave life, hunting life, biography, etc. The story should be full of actions and details.

Role of the teachers:
Storytelling is an art. The teacher should possess the ability, of being full sympathy for an important person’s age when he narrated stories. He should be equipped with rich imaginative powers.

Question 4.
Discuss the different, methods of teaching like phonetic, method, look and say method, and sentence methods of teaching in teaching Odia?
Answer:
There are different methods employed in teaching Odia like the direct method. The structural approach, lecture method, phonetic, look and say method, sentence methods, etc. for teaching Odia: In the primary classes the phonetic method, look and say method, and sentence method are followed by the teachers.

Phonetic method:
In the phonetic method, the emphasis is given to word building, spelling, etc. The students use word by word. Reading is emphasized. The pupils go through word by word clearly, in pronunciation, of their meanings. The words are clearly uttered with their grammatical uses. Emphasis is given to structures.

Sentence method:
In sentences, method emphasis is given to sentence formation. In this method firstly emphasis is given to the rules of grammar. The students are asked to utter a full sentence and write a sentence with stress, and intonation. The teacher emphasizes sentence structure. The teacher uses a blackboard and grammar is emphasized.

Look and say method :
Look and say the method is used for teaching in primary classes. This method firstly helps in developing skills in speaking and writing. The children visit places, museums and leam experience. They leam new things and new words. They follow the teacher. By observation, they acquire knowledge and skill in reading and writing. This method is helpful in speaking and writing. This method is helpful in speaking and writing. They are able to express themselves through this method. The spoken and power of observation is developed.

Question 5.
Discuss lecture methods in teaching Odia/mother tongue in schools. Give its merits – and limitations.
Answer:
The lecture method involves teaching by means of spoken word, It is the formal talk of the teacher. This method is used in all stages with all classes. It may be known as the lecture method with higher secondary and college. At higher and college stages the lecture method is used to teach effectively. Each lecture will stimulate the interest and mental activity of the students.

They will also be prompted to ask questions at the end of the lecture which is sure proof of the success of the lecture. Generally lecturing is based on the traditional authority and is a time-honored device for imparting knowledge. But as a method for secondary school pupils, it has fallen into very ill repute. The good teachers of today are very careful not to talk too much.

He assumes a major share of the responsibility for planning and guiding functional learning for the group of pupils in the class. A lecture is taken with a technique of description explanation and clarification. So the lecture method is effective and useful for young and college students.

Merits:
It develops the power of concentration in the students and also their power of expression thinking and reasoning. This method is very useful in introducing. a lesson. It also throws light on the practical aspect of education. Elucidation of complicated thoughts and ideas is possible in this method.

The lower expression is fully developed. This method is economical and time-saving. In this method of teaching both the teacher and taught are active. This method is possible to establish direct contact with the knowledge between the teacher and taught. Language learning becomes fluency.

Demerits of lecture method:
This method kills the liveliness of the class. It is the teacher who reigns and the students remain passive partners. The lecture method is not useful and beneficial for lower-class students. The knowledge that is gained and acquired through their method is neither complete nor perfect nor stable. This method is unpsychological and unscientific.

But a slow learner’s curiosity remains unsaturated. It is not possible on the part of the lecturer to make the teaching lively. It strikes a blow to the originality of the students. The curiosity remains unsatisfied and the thirst for knowledge continued.

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

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CHSE Odisha 11th Class Psychology Unit 5 Intelligence Objective Questions

Multiple Choice Questions With Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 11th Class Sociology Book Solutions

Unit 1 Sociology & Its Relationship

• Sociology & Its Relationship Objective Questions
• Sociology & Its Relationship Short Answer Questions
• Sociology & Its Relationship Long Answer Questions

Unit 2 Basic Concepts

• Basic Concepts Objective Questions
• Basic Concepts Short Answer Questions
• Basic Concepts Long Answer Questions

Unit 3 Social Institutions

• Social Institutions Objective Questions
• Social Institutions Short Answer Questions
• Social Institutions Long Answer Questions

Unit 4 Process, Stratification and Change

• Process, Stratification and Change Objective Questions
• Process, Stratification and Change Short Answer Questions
• Process, Stratification and Change Long Answer Questions

Unit 5 Sociology, Methods and Techniques

• Sociology, Methods and Techniques Objective Questions
• Sociology, Methods and Techniques Short Answer Questions
• Sociology, Methods and Techniques Long Answer Questions

CHSE Odisha Class 11 Sociology Syllabus

SOCIOLOGY
Paper-I
Introducing Sociology

Unit I Sociology & Its Relationship
Emergence, Meaning, Nature and Scope, Relationship of Sociology with Social Sciences – History, Economics, Anthropology, Psychology, Political Science.

Unit II Basic Concepts
Society – Meaning and Characteristics Individual and Society
Community – Meaning and Characteristics
Association – Meaning & Characteristics,
Social Group – Meaning and Characteristics, Types – Primary, Secondary, In-Group, Out-Group
Culture – Meaning, Characteristics, Types – Material, Non-Material, Importance

Unit III Social Institutions
Family – Meaning, Characteristics, Types, Functions
Kinship – Meaning, Characteristics, Types
Education – Meaning, Importance
Economic – Property, Division of Labour

Unit IV Process, Stratification and Change
Social Processes: Associative – Co-operation, Accommodation Dissociative- Competition, Conflict
Social Stratification – Meaning, Characteristics Bases – Caste, Class, Gender
Social Change – Meaning, Characteristics, Factors – Technological Cultural

Unit V Sociology, Methods and Techniques
Auguste Comte: Law of Three Stages, Emile Durkheim: Suicide, G.S.Ghurey: Caste, M.N. Srinivas: Sanskritisation, Methods: Observation – Meaning and Types, Tools and Techniques: Questionnaire and Schedule – Meaning, Merits and Demerits.

BOOK PRESCRIBED:
1. Bureau’s Higher Secondary (+2) Sociology, Part-I Published by Odisha State Bureau of Textbook Preparation & Production, Bhubaneswar.
2. Sociology, Part-I, NCERT.

CHSE Odisha 11th Class Psychology Book Solutions

Unit 1 What is Psychology?

• What is Psychology? Objective Questions
• What is Psychology? Short Answer Questions
• What is Psychology? Long Answer Questions

Unit 2 Perceptual Process

• Perceptual Process Objective Questions
• Perceptual Process Short Answer Questions
• Perceptual Process Long Answer Questions Part-1
• Perceptual Process Long Answer Questions Part-2

Unit 3 Learning

• Learning Objective Questions
• Learning Short Answer Questions
• Learning Long Answer Questions Part-1
• Learning Long Answer Questions Part-2

Unit 4 Process of Thinking

• Process of Thinking Objective Questions
• Process of Thinking Short Answer Questions
• Process of Thinking Long Answer Questions Part-1
• Process of Thinking Long Answer Questions Part-2

Unit 5 Intelligence

• Intelligence Objective Questions
• Intelligence Questions And Answers

CHSE Odisha Class 11 Psychology Syllabus

FOUNDATIONS OF PSYCHOLOGY
FIRST YEAR
Total Marks – 100
Theory – 70 marks
Practical – 30 marks

THEORY
UNIT-I
1. What is Psychology? [8 Periods]
This chapter seeks to help in understanding and appreciating psychology as a discipline, its application, and its relationship with other sciences.
a) Meaning and definition of Psychology
b) Psychology as a science
c) Brief idea about the different approaches to the study of Psychology:
i) Biological, ii) Behaviouristic, iii) Cognitive
d) Psychology and other disciplines (Sociology and Anthropology)

2. Methods used in Psychology [6 Periods]
The objective of this chapter is to familiarize with the methods of studying and understanding behaviour
a) Experimental method
b) Observational Method:
i) Naturalistic Observation, ii) Subjective observation or Introspection

UNIT -II
3. Physiological bases of behavior: [9 Periods]
This chapter focuses on the role of biological factors in the shaping of human behaviour and experience.
a) Structure and function of a neuron
b) Structure and function of the central Nervous system
i) Spinal cord ii) Brain,
c) Autonomic Nervous system
d) Endocrine system

4. Sensory and Perceptual Processes: [10 Periods]
This unit aims at understanding how various sensory stimuli are received, attended to and given meaning.
a) Attention: Determinant and types of attention
b) Perception: Meaning, operational definition, processes involved in perception (Receptive, Selective, Symbolic, and Affective Process)
c) Principles of perceptual organization
d) Role of need, past experience, and cultural factors in perception.
e) Errors in perception: Illusion and Hallucination

UNIT-III
5. Learning [10 Periods]
This chapter focuses on how human beings acquire new behaviuour and how changes in behaviour take place.
a) Meaning and operational definition of learning, Learning as distinguished from maturation and performance.
b) Processes of learning:
i) Trial and Error Learning, ii) Classical conditioning, iii) Operant conditioning, iv) Cognitive Learning: Insightful learning, v) Observational learning

6. Human memory [12 Periods]
This chapter deals with how information is received, stored, retrieved and lost It also explains how memory can be improved.
a) Memory Process:
i) Encoding ii) Storage iii) Retrieval
b) Systems (stages) of memory:
i) Sensory Memory ii) Short Term Memory iii) Long term Memory
c) Measurement of Memory
i) Recall ii) Recognition iii) Saving or Relearning
d) Nature and causes of forgetting
e) Improving Memory: Mnemonics, Methods of Loci, Number and Letter Peg system, Chunking

UNIT – IV
7. Motivation and Emotion [8 Periods]
This chapter deals with why human beings behave as they do. It also deals with how people experience positive and negative events and respond to them.
a) Meaning and Nature of Motivation
b) Types of motives; Biological, Social, and Psychological
c) Meaning and nature of emotion
d) Bodily changes during emotion.

8. Processes of Thinking [10 Periods]
This chapter deals with thinking related processes like reasoning, problem solving, decision making, and creative thinking.
i) Meaning and definition
ii) Stages of cognitive development by Piaget
iii) Problem solving and decision making
iv) Creative Thinking: Nature and stages of creative thinking

UNIT-V
9. Intelligence [7 Periods]
This chapter aims at studying how people differ with respect to intelligence.
a) Meaning and Nature of Intelligence
b) Approaches to understand intelligence (i) Gardner ii) Sternberg iii) J.P. Das
c) Factors influencing intelligence

PRACTICAL
Span of Attention
Optical Illusion (Muller – Lyer Illusion)
Sensory – Motor Learning
Memory for meaningful words and nonsense syllables

Books Recommended:
1. Psychology Part-I, NCERT
2. Bureau’s Higher secondary +2 Psychology Part-I, Published by Odisha State Bureau of Text Book Preparation and Production, Bhubaneswar.

CHSE Odisha 11th Class Foundations of Education Book Solutions

Unit 1 Fundamental of Education

• Fundamental of Education Objective Questions
• Fundamental of Education Short Answer Questions
• Fundamental of Education Long Answer Questions Part-1
• Fundamental of Education Long Answer Questions Part-2

Unit 2 Fundamentals of Educational Psychology

• Fundamentals of Educational Psychology Objective Questions
• Fundamentals of Educational Psychology Questions and Answers

Unit 3 Education and Society

• Education and Society Objective Questions
• Education and Society Short Answer Questions
• Education and Society Long Answer Questions

Unit 4 Method of Teaching

• Method of Teaching English Questions and Answers
• Method of Teaching Odia Questions and Answers
• Method of Teaching Maths Questions and Answers
• Method of Teaching General Science Questions and Answers
• Method of Teaching History Questions and Answers
• Method of Teaching Geography Questions and Answers
• Teaching Learning Materials Purpose and Uses

CHSE Odisha Class 11 Foundations of Education Syllabus

EDUCATION ELECTIVE (First Year)
Theory – 70 marks & Practical – 30 marks.
Theory Paper – I
FOUNDATIONS OF EDUCATION – I

Unit I Fundamental of Education (20 periods)
Meaning of Education, Aims of Education – Individual, Social, Democratic and Vocational, Function of education, Agencies of education, Formal, Informal, Non-formal, Active & Passive, Role Family, School, Community & Mass media as agencies of education.

Unit II Fundamentals of Educational Psychology (20 periods)
Meaning, Nature & Scope of educational psychology, Importance of educational psychology for the teacher, Growth & Development – Meaning, General Principles & factors affecting, growth & development, Stages of growth and development – Physical, Intellectual, Social & Emotional growth & development during infancy, Childhood and Adolescence.

Unit III Education and Society (20 periods)
Relationship between education & society Education for social change & social Control Education for social mobility, Education for citizenship & socialization, Gender disparity and the role of education Globalization and its impact on education

Unit IV Method of Teaching (20 periods)
(Any one of the following method subjects English, Odia, Mathematics, History, Geography & General Science)
Aims and Objectives, Methods of teaching applicable for elementary level, Teaching learning materials (TLM) purpose & use, General principles and Maxims of teaching, Objective based objective type test items, meaning & principles of construction.

PRACTICAL (60 periods)
A – Preparation of five lesson plans in the selected method subject. (30 periods)
B – Preparation of fifteen objective type test items, 5 each pertaining to knowledge, comprehension & skill objectives on a particular topic of the selected method subject. (30 periods)

BOOKS RECOMMENDED:
1. Bureau Uchcha Madhyamik Siksha (in Odia)
2. Bureau’s Higher Secondary Education I.

CHSE Odisha 11th Class History Book Solutions

Unit 1 Early Societies

• Early Societies Objective & Short Answer Type Questions
• Early Societies Long Answer Questions

Unit 2 Ancient Greece

• Ancient Greece Objective & Short Answer Type Questions
• Ancient Greece Long Answer Questions

Unit 3 Changing Traditions

• Changing Traditions Objective & Short Answer Type Questions
• Changing Traditions Long Answer Questions

Unit 4

• Unit 4 Objective & Short Answer Type Questions
• Unit 4 Long Answer Questions

Unit 5

• Unit 5 Objective Questions
• Unit 5 Short Answer Questions
• Unit 5 Long Answer Questions Part-1
• Unit 5 Long Answer Questions Part-2

CHSE Odisha Class 11 History Syllabus

HISTORY
First Year (Paper-I)
History of the World

UNIT-I

1. History: Meaning and Relevance
2. History of Human Evolution:
   a) The Precursor of Modern Human Beings
   b) Modern Human Beings:
   i. Early Humans ways of obtaining food.
   ii. Habitat -Trees to caves and open air sites.
   iii. Making of tools
   iv. Modes of communications – Language and art.
   c) Epilogue – Domestication of animals, and plants; Development of farming and pastoralism as a way of life.
3. Contributions of Ancient River Valley Civilisation:
   a) Egypt, b) Mesopotamia, c) China

UNIT-II

1. Ancient Greece:
   a) Rise of city states – Athens and Sparta, b) Evolution of Direct Democracy, c) Age of Pericles.
2. Ancient Rome:
   a) Society: Composition, Gender, Literacy, Culture, Economic Expansions, Slavery, b) Roman Constitution, c) Julius Caesar: Achievements
3. Feudalism in Europe: Features, Merits, and Demerits.

UNIT-III

1. Major religions:
   a) Christianity, b) Islam
2. Science and Changing Cultural Traditions in Europe between 11th and 17th Centuries: New Ideas and New Trends in Science, Literature, and Art.
3. European Voyages of Explorations (15th to 17th Centuries).
4. Civilisations in Americas: Maya, Aztek, and Inca.

UNIT-IV

1. Innovations and Technological changes: Industrial Revolutions.
2. American War of Independence: Causes and Consequences.
3. French Revolution of 1789: Causes and Significance.

UNIT-V

1. World War-I: Causes and Consequences.
2. Russian Revolution of 1917: Causes and Significance.
3. Events leading to the World War-II.
4. United Nations: Origin, Objectives and Structure.

BOOK PRESCRIBED:
Bureau’s Higher Secondary (+2) History, Published by Odisha State Bureau of Textbook Preparation & Production, Bhubaneswar.

Odisha State Board CHSE Odisha Class 11 Foundations of Education Solutions Unit 4 Method of Teaching Maths Questions and Answers.

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

Long Questions With Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Simple Interest=

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

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

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

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

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

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

Demerits:

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

Example

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

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

By cross multiplication

acd – 2b²d = be² – 2b²d

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

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

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

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

Merits :

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

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

Example:
Let us take the same example.

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

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

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

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

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

(Cancelling from both sides)
Thus identity is proved.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Question 6.
Analytic method:
Answer:

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

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

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

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

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