Thursday, November 20, 2025

Class 6 landforms and life NCERT (NEW)

✅ CHAPTER 3 — LANDFORMS AND LIFE

🔶 1. Introduction to Landforms

Earth’s surface is not the same everywhere. It has different shapes such as mountains, plateaus and plains. These shapes are called landforms.
Landforms affect:

Climate
Plants & animals
Human life
Occupations
Culture and traditions

Humans have adapted to all landforms, but not equally. More people live in plains than in mountains or plateaus.

🔶 2. Meaning of Landforms (Definition)

Definition: Landform

A landform is a natural physical feature on the Earth’s surface, formed over millions of years.

Examples:

Mountains
Hills
Plateaus
Plains
Valleys
Deserts

Three major landforms studied in this chapter are:

Mountains
Plateaus
Plains

🔶 3. Mountains

Definition: Mountain

A mountain is a landform that rises high above the surrounding area, with steep slopes and a narrow peak.

Features of Mountains

High altitude
Steep slopes
Rugged terrain
Often snow-covered tops
Cooler climate
Source of rivers

Mountain Ranges Mentioned

Himalayas (Asia)
Alps (Europe)
Andes (South America)

Examples of Famous Mountains

Mountain	Location
Mount Everest	Nepal–China
Kanchenjunga	India–Nepal
Aconcagua	Andes, South America
Kilimanjaro	East Africa
Mont Blanc	Europe
Anamudi	South India

🔶 4. Mountain Environment

Vegetation

Mountain forests are called montane forests.

Definition: Montane Forest

Forests found in hilly or mountainous areas.

Common trees:

Pine
Deodar
Spruce
Fir

Animals Found in Mountains

Golden eagle
Snow leopard
Yak
Grey fox
Ibex
Himalayan tahr

Climate in Mountains

Cold
Heavy snowfall
Thin air
Steep slopes

🔶 5. Life in Mountains

Occupations

Terrace farming
Herding
Tourism
Handicrafts
Pilgrimage-related work

Definition: Terrace Farming

Cutting steps on mountain slopes to grow crops.

Challenges

Landslides
Avalanches
Cloudbursts
Flash floods
Cold climate
Poor transportation

Definition: Landslide

Sudden sliding of rocks/soil down a mountain.

Definition: Avalanche

Fall of snow and ice from a mountain.

🔶 6. Plateaus

Definition: Plateau

A plateau is a flat-topped elevated landform that rises sharply from surrounding lands.

Examples

Tibetan Plateau – highest/ largest
Deccan Plateau – volcanic, rich in minerals
East African Plateau – gold & diamond mining

Features

Flat top
Rich in minerals
Many waterfalls
Rocky soil (less farming)
Height varies

Examples of Waterfalls

Victoria Falls
Jog Falls
Hundru Falls
Nohkalikai Falls (340 m, Meghalaya)

🔶 7. Plains

Definition: Plain

A large flat area of land with little height above sea level.

How Plains Form

Plains form from river sediments brought from mountains.

Definition: Sediments

Small rocks, sand, and silt deposited by rivers.

Ganga Plains

One of the most populated areas
Rich fertile soil
Supports agriculture
Crops: rice, wheat, maize, cotton, jute

River-based life includes:

Fishing
Agriculture
River transport
Festivals and rituals at confluences

Definition: Confluence

Meeting point of two or more rivers.

🔶 8. Deserts

Definition: Desert

A dry landform with very little rainfall.

Types:

Hot deserts (Sahara, Thar)
Cold deserts (Gobi)

Features:

Scarce vegetation
Unique flora and fauna
Harsh living conditions

🔶 9. Human Adaptation & Sangam Age Tiṇai System

Ancient Tamil Sangam literature classified landscapes into:

Tiṇai	Landscape	Occupation
Kuriñji	Mountains	Hunting
Mullai	Forests	Cattle-rearing
Marudam	Plains	Farming
Neydal	Coast	Fishing
Pālai	Desert	Trading, fighting

🔶 10. Summary

Landforms affect climate, life and culture
Three main landforms: mountains, plateaus, plains
Mountains: high, steep; tourism & farming on terraces
Plateaus: flat-topped, rich in minerals
Plains: most populated, fertile
Deserts: dry, extreme climate
Human life adapts differently to each landform

NOW THE QUESTION BANK SECTION BEGINS

✅ 20 MULTIPLE-CHOICE QUESTIONS (MCQs) — WITH ANSWERS

The highest mountain in the world is:
A. Kilimanjaro
B. Everest
C. Aconcagua
D. Anamudi
Ans: B
A flat-topped elevated landform is called:
A. Mountain
B. Plateau
C. Plain
D. Valley
Ans: B
Terrace farming is practiced in:
A. Plains
B. Plateaus
C. Mountains
D. Deserts
Ans: C
Nohkalikai Falls is located in:
A. Rajasthan
B. Meghalaya
C. Sikkim
D. Gujarat
Ans: B
The Deccan Plateau was formed by:
A. Earthquakes
B. Volcanic activity
C. Floods
D. Glaciers
Ans: B
A meeting of two rivers is called:
A. Delta
B. Waterfall
C. Confluence
D. Source
Ans: C
Ganga Plain is famous for:
A. Fishing
B. Farming
C. Mining
D. Shipbuilding
Ans: B
Which landform is most populated?
A. Mountains
B. Plateaus
C. Plains
D. Deserts
Ans: C
Montane forests are found in:
A. Mountains
B. Plateaus
C. Plains
D. Oceans
Ans: A
Which is a cold desert?
A. Sahara
B. Thar
C. Gobi
D. Atacama
Ans: C
Mountains with sharp peaks are:
A. Old
B. Young
C. Volcanic
D. Rocky
Ans: B
Tibetan Plateau is called the:
A. Roof of the World
B. Garden of the World
C. Bed of the World
D. Mountain King
Ans: A
Sediments make plains:
A. Rocky
B. Fertile
C. Sandy
D. Cold
Ans: B
Snow leopard is found in:
A. Plains
B. Plateaus
C. Mountains
D. Coast
Ans: C
Which is NOT a challenge in mountains?
A. Avalanche
B. Landslide
C. Cloudburst
D. Smooth transport
Ans: D
The largest plateau is:
A. Deccan
B. East African
C. Tibetan
D. Brazilian
Ans: C
Plains are usually less than ___ metres above sea level.
A. 500
B. 700
C. 300
D. 100
Ans: C
Victoria Falls is found on:
A. Ganga
B. Zambezi
C. Amazon
D. Nile
Ans: B
Which landform has mining as a major occupation?
A. Mountains
B. Plateaus
C. Plains
D. Deserts
Ans: B
Which region of India has terrace farming?
A. Punjab
B. Rajasthan
C. Sikkim
D. Gujarat
Ans: C

✅ 20 VERY SHORT QUESTION ANSWERS

Define landform.
A natural physical feature of the Earth’s surface.
Name the three major landforms.
Mountains, plateaus, plains.
What is a mountain?
A high landform with steep slopes and a narrow peak.
What is a plateau?
A flat-topped elevated landform.
What is a plain?
A large flat land area with low height.
What feeds rivers in mountains?
Melting snow.
What is terrace farming?
Farming on steps cut into mountain slopes.
Which is the largest plateau?
Tibetan Plateau.
Where is Anamudi located?
Kerala, India.
What are sediments?
Rock, sand, and silt deposited by rivers.
What is a confluence?
Meeting point of rivers.
What is a valley?
Low land between mountains.
Name one montane forest tree.
Pine.
Name a cold desert.
Gobi Desert.
Name a hot desert.
Sahara Desert.
What is a landslide?
Sliding of rocks/soil down a slope.
Where is Nohkalikai Falls?
Meghalaya.
What is altitude?
Height above sea level.
What is precipitation?
Water falling from clouds (rain/snow).
Which plain is most populated in India?
Ganga Plain.

✅ 20 SHORT QUESTION ANSWERS (3–4 lines each)

1. Describe the three major landforms.

The three major landforms are mountains, plateaus, and plains.
Mountains are high with steep slopes, plateaus are elevated flat-topped regions, and plains are low-lying flat areas. Each has a different climate, vegetation, and pattern of life.

2. Why are mountains important for rivers?

Mountains store snow, which melts in summer to supply water to rivers.
Many major rivers of the world, including the Ganga, Yamuna, and Brahmaputra, originate in mountain ranges.

3. Explain why mountains are sparsely populated.

Mountains have harsh climates, steep slopes, and poor transport facilities.
Farming is difficult, and natural disasters like landslides and avalanches make life challenging.

4. What is terrace farming and why is it done?

Terrace farming involves cutting steps on mountain slopes to create flat areas for cultivation.
It prevents soil erosion and allows farming on steep surfaces.

5. What is a plateau? Give two examples.

A plateau is a raised flat-topped landform.
Examples include the Tibetan Plateau and Deccan Plateau.

6. Why are plateaus rich in minerals?

Plateaus are often formed by volcanic activity or uplift of Earth’s crust.
These processes bring minerals close to the surface, making mining common.

7. What makes the Tibetan Plateau unique?

It is the largest and highest plateau in the world.
Its average height is about 4,500 metres, so it is called the Roof of the World.

8. Why is agriculture limited in plateaus?

The soil is often rocky and less fertile.
Flat land is limited, and water availability may be low.

9. What are plains and how do they form?

Plains are large flat areas formed by river sediments.
Rivers deposit silt, sand, and clay from mountains, making plains fertile.

10. Why are plains densely populated?

They have fertile soil, good farming conditions, easy transport, and a moderate climate.
These factors support large populations and economic activities.

11. Describe the Ganga Plain.

It is one of the world’s most fertile regions and home to over 40 crore people.
Crops like rice, wheat, and jute are grown here, supported by irrigation and rivers.

12. How do rivers support life in plains?

They provide water for farming, drinking, and transportation.
They also support fishing and host many cultural activities.

13. What problems threaten the Ganga Plain today?

Groundwater depletion, overpopulation, and pollution are major concerns.
These threaten agriculture and the ecosystem.

14. What are deserts? Give examples.

Deserts are dry regions with very little rainfall.
Examples: Sahara (hot) and Gobi (cold).

15. How have people adapted to desert life?

They use camels for transport, live in mud or cloth houses, store water carefully, and follow traditional lifestyles adapted to dry climates.

16. Describe life in mountain regions.

People live in valleys or terraces, practice herding, farming, tourism, and handicrafts.
Transport is difficult and weather is harsh.

17. What is meant by a river confluence?

A confluence is the meeting point of two or more rivers.
Many such places in India, like Prayagraj, hold religious importance.

18. What challenges do mountain people face?

Natural disasters like landslides, heavy snowfall, avalanches, and cloudbursts.
Transport and communication are also difficult.

19. Why is the Deccan Plateau important?

It is rich in minerals like iron, coal, and manganese.
It has black soil suitable for cotton cultivation.

20. How do landforms influence culture?

Different landforms influence occupations, food habits, settlements, clothing, and traditions.
Ancient Tamil Sangam literature shows landscapes linked with human emotions and lifestyles.

✅ 10 LONG QUESTION ANSWERS (8–10 lines each)

1. Explain in detail the characteristics, climate, vegetation, and life in mountains.

Mountains are high landforms with steep slopes and narrow peaks. The climate is cold, and higher regions remain snow-covered throughout the year. Vegetation includes montane forests with pines, firs, and deodars. Animals like snow leopards, yaks, and golden eagles live here. Terrace farming is common because flat land is scarce. Tourism, herding, and handicrafts are major occupations. Mountains also face challenges like landslides, avalanches, and cloudbursts, making life difficult.

2. Describe the formation, features, and importance of plateaus.

Plateaus are flat-topped elevated regions formed by volcanic eruptions or uplift of Earth’s crust. They have steep sides and varying heights. Many plateaus, like the Deccan Plateau, contain rich mineral deposits such as iron, coal, and manganese. Because their soil is often rocky, agriculture is limited, though lava plateaus have fertile black soil. Waterfalls like Jog Falls and Hundru Falls are common. Mining and tourism are important economic activities.

3. Discuss the formation of plains and why they support dense populations.

Plains are formed by river sediments deposited over years. They have flat surfaces and fertile soils, making agriculture easy. The Ganga Plain supports crops like rice, wheat, and jute. Transport is easy due to flat land, promoting trade and settlement. Mild climate, water availability, and good roads make plains ideal for living. Therefore, most of the world’s population resides in plains.

4. Explain terrace farming, its need, and advantages in mountainous regions.

Terrace farming involves cutting steps into mountain slopes. This is necessary because steep slopes are unsuitable for flat-field farming. Terraces reduce soil erosion, store water, and make irrigation easier. They allow farmers to grow crops like rice, maize, and potatoes. Terrace farming also prevents landslides by stabilising soil. It is an adaptation to difficult terrain.

5. Describe the challenges faced by people living in mountain regions.

Mountains face natural disasters such as landslides, avalanches, cloudbursts, and flash floods. The climate is cold and harsh, with heavy snowfall blocking roads. Transport and communication are difficult due to steep slopes. Farming is limited to valleys or terraces. Medical and educational facilities may be limited. Despite these challenges, people live there due to tourism, natural beauty, and cultural heritage.

6. Explain the economic importance of plateaus with examples.

Plateaus are known as “storehouses of minerals.” The Deccan Plateau has iron, coal, and manganese; the East African Plateau is famous for gold and diamonds. Mining provides jobs and supports industries. Plateaus also attract tourists because of waterfalls like Victoria Falls and Jog Falls. Some plateaus have fertile soil useful for cotton farming. Thus, plateaus contribute significantly to the economy.

7. Discuss the lifestyle, occupations, and culture of people living in plains.

People in plains mostly practice agriculture due to fertile soil and abundant water. Crops like wheat, rice, cotton, and jute are grown. Fishing and river transport also support livelihoods. The moderate climate and good roads support large populations. Many cities and ancient civilisations developed in river plains. Cultural activities, festivals, and trade flourish in these regions.

8. Describe the Ganga Plain and why it is important for India.

The Ganga Plain is a vast fertile plain extending across North India. It supports more than 40 crore people. Agriculture is the main occupation, producing rice, wheat, jute, and sugarcane. Rivers like Ganga and Yamuna provide water for irrigation and transport. The region also faces challenges like groundwater depletion and pollution. The plain has great cultural, religious, and economic importance.

9. Explain the differences in life in mountains, plateaus, and plains.

Mountain life involves cold climate, terrace farming, tourism, and herding. Plateaus have mining, waterfalls, and limited farming. Plains support dense populations, agriculture, transport, and large settlements. While mountains offer scenic beauty and challenges, plains offer economic opportunities. Plateaus lie between the two in terms of resources and lifestyle.

10. Describe deserts and how humans adapt to life there.

Deserts are dry regions with very little rainfall and extreme temperatures. They can be hot, like the Sahara, or cold, like the Gobi. Vegetation is sparse, and water is scarce. People adapt by using camels for transport, wearing loose clothes, storing water, and building special houses. Desert communities have rich cultural traditions like folk songs and festivals. Despite harsh conditions, humans survive through resilience and adaptation.

✅ 6 CASE STUDIES WITH QUESTIONS AND ANSWERS

CASE STUDY 1: Floods in the Ganga Plain

Heavy monsoon rains caused the Ganga to overflow. Many villages were flooded, but the fertile soil remained rich after water receded.

Q1. Why did the floods occur?

Due to heavy rainfall in the plains and rivers overflowing.

Q2. What benefit do floods bring to soil?

Floodwaters deposit fertile sediments on plain soil.

Q3. Why is the Ganga Plain suitable for farming?

It has rich alluvial soil, ample water, and flat land.

CASE STUDY 2: Landslides in Himachal

A group of tourists were stuck due to a landslide blocking roads in the mountains.

Q1. What caused the landslide?

Steep slopes and heavy rainfall loosened soil and rocks.

Q2. Why are landslides common in mountains?

Mountains have unstable slopes and receive heavy rainfall or snowfall.

Q3. What precaution should travellers take?

Avoid travel during heavy rain and follow safety advisories.

CASE STUDY 3: Mining in the Deccan Plateau

Chhota Nagpur Plateau is rich in coal and iron ore, leading to mining jobs.

Q1. Why is mining common here?

Because plateaus have rich mineral deposits.

Q2. What benefit does mining give the region?

Employment and industrial development.

Q3. What is one environmental effect of mining?

Loss of forests or land degradation.

CASE STUDY 4: Farming in the Mountains

Farmers in Uttarakhand grow crops on terraces due to steep slopes.

Q1. Why is terrace farming used?

Steep surfaces make flat farming impossible.

Q2. Name crops grown using terraces.

Rice, maize, potatoes.

Q3. How does terrace farming prevent soil loss?

It slows down water flow and reduces erosion.

CASE STUDY 5: Waterfall Tourism

Jog Falls attracts many tourists each year.

Q1. Why do waterfalls attract tourists?

Because of natural beauty and scenic surroundings.

Q2. What landform do waterfalls often occur on?

Plateaus.

Q3. How can tourism harm nature?

Littering and crowding damage natural habitats.

CASE STUDY 6: Desert Living in Rajasthan

People in the Thar Desert rely on camels for transport and live in mud houses.

Q1. Why are camels suited for deserts?

They need less water and can travel long distances on sand.

Q2. Why are mud houses useful in deserts?

They keep interiors cool in extreme heat.

Q3. What challenges do desert people face?

Water scarcity, heat, and limited vegetation.

✅ 10 ASSERTION–REASON QUESTIONS WITH ANSWERS

**1. A: Mountains have steep slopes.

R: They are formed by deposition of river sediments.**
Correct answer: C – A true, R false

**2. A: Plateaus contain many minerals.

R: They are often formed by volcanic activity.**
Correct answer: A – Both true, R explains A

**3. A: Plains support dense populations.

R: Their soil is fertile and transport is easy.**
Correct answer: A – Both true, R explains A

**4. A: Terraces prevent soil erosion.

R: They reduce the speed of water running downhill.**
Correct answer: A

**5. A: The Ganga Plain faces pollution problems.

R: Many people, industries, and farms depend on the river.**
Correct answer: A

**6. A: Deserts have very little vegetation.

R: Rainfall is extremely low in deserts.**
Correct answer: A

**7. A: Mountains attract many tourists.

R: Mountains have scenic beauty and adventure activities.**
Correct answer: A

**8. A: Waterfalls form mainly in plains.

R: Waterfalls occur when rivers cut through hard rocks.**
Correct answer: C – A false, R true

**9. A: The Tibetan Plateau is called “Roof of the World.”

R: It has an average height of 4,500 metres.**
Correct answer: A

**10. A: Plains have moderate climate.

R: They are close to sea level with gentle slopes.**
Correct answer: B – Both true but R does not fully explain A

Class 7 KIngs and kingdom NCERT (new)

1) Emergence of new dynasties

Background: After the 7th century many local chiefs, landlords and warrior-chiefs acquired wealth, military strength and local support. They sometimes broke away from older overlords and founded independent kingdoms. Examples: Rashtrakutas in the Deccan, Gurjara-Pratihara in Rajasthan, Palas in Bengal and the Kadamba in Karnataka.
Paths to power: Some were military leaders who seized opportunities; others (like Mayurasharman, Harichandra) were Brahmanas who took up arms and founded dynasties. Rituals and Brahmana endorsement (e.g., Dantidurga’s royal ritual) helped legitimise such claims.

2) Kings, titles and sharing power

Rulers adopted grand titles (e.g., maharaja, chakravartin) but actual power was often shared with local elites: influential families, village assemblies, trader guilds and Brahmanas. Administration relied on local networks for revenue, troops and labour.

3) Revenue, taxation and functionaries

Sources of state resources were peasants, pastoralists, artisans and traders. The state collected land revenue (kadamai), levies, cesses and forced services (vetti — labour). Chola inscriptions mention hundreds of fiscal terms, showing a very detailed and diversified fiscal system. Revenue officials and military officers were often recruited from influential families and many positions became hereditary.

4) Prashastis and land grants

Prashastis (royal eulogies) praised rulers’ victories and virtues; while often exaggerated, they show how kings wanted to be seen. Land grants — recorded on copper plates — describe the land given to Brahmanas or temples, list resources (wells, canals, orchards, pastures) and spell out privileges (tax collection, irrigation rights). These documents are vital sources for historians.

5) Warfare, the tripartite struggle and raids

Many wars were fought over wealthy and strategic regions (notably Kanauj, the prosperous city in the Ganga valley). The tripartite struggle between Gurjara-Pratiharas, Rashtrakutas and Palas was a long contest for control of that region and trade routes. Temples, being rich, were often targets (e.g., Mahmud of Ghazni’s raids on Somnath). Warfare combined political ambition with economic motives.

6) A closer look — the Cholas

Origins: The Cholas rose from a minor family in the Kaveri delta (Vijayalaya captured Thanjavur).
Expansion: Rajaraja I and Rajendra I expanded territory, reorganised administration, promoted irrigation and sculptural/craft centres, and led expeditions — even maritime ventures.
Temples: Massive temple complexes (Thanjavur, Gangaikonda-cholapuram) became economic and cultural hubs: endowed with land, they supported priests, artisans, festival economies and craft workshops (notably bronze sculpture production).

7) Agriculture, irrigation and public works

Kaveri delta developments: embankments, canals, tanks, wells and sluice gates increased wet-rice cultivation and allowed multiple crops. These works required planning, large labour input and rules for sharing water — often overseen by local councils and state authorities.

8) Village assemblies, town guilds and local governance

Village councils and sabhas (examples: Uttaramerur) handled local administration, justice and irrigation. The Uttaramerur inscriptions describe committees for temples, irrigation and public works, secret-ballot-like procedures (name-draw lots), eligibility criteria for members and rules for removal / accountability. Trader guilds (nagaram, etc.) also played administrative roles in towns.

9) Social life and sources

The chapter pairs inscriptions (formal administrative records) with literary texts (like Kalhaṇa’s Rājataraṅgiṇī and the Periyapuranam) to show both elite actions and everyday life — for instance, vivid descriptions of labouring communities in Tamil texts. These sources together give a fuller picture of medieval social and political life.

Practice material (all answers included)

(After the chapter explanation above, here are the exercises you requested: 10 MCQs, 10 very short Q→As, 10 short Q→As (30–40 words), 10 long Q→As (50–60 words), 5 assertion–reason items, and 3 case studies — all with answers. Citations to chapter pages are given where appropriate.)

A. Ten Multiple Choice Questions (MCQs) — with answers

Which dynasty overthrew its Chalukya overlord in the Deccan and performed a royal ritual to claim sovereignty?
A. Pala B. Gurjara-Pratihara C. Rashtrakuta D. Chola
Answer: C.
What was the principal land tax term commonly mentioned in Chola inscriptions?
A. Vetti B. Kadamai C. Shalabhoga D. Devadana
Answer: B (kadamai — land revenue).
Which city was the focus of the “tripartite struggle”?
A. Thanjavur B. Kanauj C. Pataliputra D. Ajmer
Answer: B (Kanauj).
Chola temples are best described as:
A. Mere religious shrines only
B. Centres of economic, social and cultural life
C. Military garrisons
D. Isolated farms
Answer: B.
A copper-plate grant usually recorded:
A. A king’s battle tactics B. A land grant and its privileges C. A royal marriage D. A recipe for temple food
Answer: B.
Which ruler raided wealthy temples in the early 11th century CE?
A. Rajaraja I B. Mahmud of Ghazni C. Prithviraja III D. Dantidurga
Answer: B (Mahmud of Ghazni).
The irrigation structure used to regulate flow from tanks into channels is called:
A. Prashasti B. Sabha C. Sluice gate D. Vetri
Answer: C (sluice gate).
Which of these was a criterion for sabha membership at Uttaramerur?
A. Being under 20 years of age B. Owning land from which revenue was collected C. Being a trader only D. Being a monk
Answer: B.
Vetti refers to:
A. A temple festival B. Forced labour or service C. A sea voyage D. A musical instrument
Answer: B.
Which craft associated with Chola temples became particularly famous?
A. Pottery B. Bronze sculpture C. Textile weaving D. Iron-smelting
Answer: B (bronze sculpture).

B. Ten Very Short Question–Answers (one-line)

Q: What is a prashasti?
A: A royal eulogy praising a king’s deeds.
Q: What is a copper-plate grant used for?
A: To record land grants and privileges formally.
Q: Name one irrigation method in the Kaveri delta.
A: Tanks (large water reservoirs).
Q: What does kadamai mean?
A: Land revenue (tax).
Q: What was the tripartite struggle about?
A: Control of Kanauj and the Ganga valley.
Q: What did vetti refer to?
A: Forced labour or service owed to the ruler.
Q: Who recorded the Uttaramerur inscriptions?
A: Chola period epigraphists (inscriptions on temple walls).
Q: Which craft was linked to Chola temples?
A: Bronze icon (sculpture) making.
Q: Name one function of the village sabha.
A: Managing irrigation and local public works.
Q: Why did kings give land grants to Brahmanas?
A: To secure ritual endorsement, loyalty and administrative support.

C. Ten Short Question–Answers (30–40 words each)

(Each answer below is between 30 and 40 words.)

Q: Explain how some local chiefs became kings after the seventh century.
A: Wealthy chiefs used military skills, controlled trade routes and land, sometimes overthrew overlords and performed legitimising rituals. Support from Brahmanas, strategic alliances and successful raids allowed them to establish independent dynasties across different regions.
(31 words)
Q: What does a copper-plate land grant tell historians?
A: It records the grant’s boundaries, resources (wells, canals, orchards), privileges, and the recipient’s rights. Such plates reveal land use, irrigation, taxation privileges and rulers’ strategies of rewarding Brahmanas and temples to obtain support.
(33 words)
Q: Why were temples targeted in warfare?
A: Temples accumulated land, wealth and valuables; attacking them produced plunder and prestige. Controlling temple centres also meant gaining economic resources, local influence and symbolic legitimacy for conquering rulers.
(30 words)
Q: Describe one reason the Cholas promoted irrigation works.
A: Irrigation expanded wet-rice cultivation, increased agricultural surplus and revenue. Tanks, canals and sluices allowed multiple cropping and supported population growth, craft production and sustained temple endowments central to Chola economy.
(33 words)
Q: How did the Chola temple support local economies?
A: Temples owned land, employed many specialists, maintained workshops (bronze), sponsored festivals and markets. Their endowments circulated produce and wages, nurturing craft production and urban settlements around temple complexes.
(30 words)
Q: What was the role of hereditary functionaries?
A: Officials and military commanders from influential families held revenue or army posts, often inherited. This ensured continuity and local support but could also strengthen regional elites and limit central control.
(33 words)
Q: Summarise Uttaramerur’s selection method for committees.
A: Eligible names were written on palm-leaf tickets and drawn by lot from a pot; committees managed irrigation, temples and public works. Rules specified qualifications, rotation and removal to ensure competence and curb corruption.
(36 words)
Q: What information do prashastis provide despite exaggeration?
A: Prashastis show rulers’ self-presentation, claimed conquests, patronage and ideology. Even if hyperbolic, they indicate political aspirations, diplomatic claims and patterns of conflict and alliance useful for historians.
(33 words)
Q: Explain vetti and its social impact.
A: Vetti was forced labour owed by villagers to rulers or temples. It reduced free time for peasants, channelled labour into irrigation and public works, and tied communities into obligations supporting state and temple projects.
(34 words)
Q: Why did rulers distribute land to Brahmanas?
A: Grants secured ritual legitimacy, administrative support and cultural prestige. Brahmana settlements reinforced royal authority locally and the recipients often managed educational and temple functions, strengthening bonds between kings and priestly elites.
(33 words)

D. Ten Long Question–Answers (50–60 words each)

(Each answer below is 50–60 words.)

Q: How did ritual, military power and ideology combine to create new dynasties after the seventh century?
A: Military leaders exploited local power vacuums and seized territory. Performing royal rituals and securing Brahmana patronage provided ritual legitimacy. Control of agriculture and trade routes funded armies and administration. These elements—force, ritual endorsement and economic control—helped transform chiefs into recognised kings who founded regional dynasties across medieval India.
(54 words)
Q: Describe the administrative relationship between central kings and village institutions.
A: Kings relied on village councils and local elites to collect revenue, maintain irrigation and enforce order. While the central state set broad policies and owned rights over land, local sabhas and rich peasants carried out administration, shared responsibilities, and ensured implementation—creating a layered governance where local institutions mediated between peasants and royal authority.
(53 words)
Q: How do copper-plate grants and prashastis complement each other as sources?
A: Prashastis celebrate royal achievements and public image; copper-plate grants record legal transactions, land boundaries and obligations. Together, they provide political claims and administrative detail: prashastis show ideology and claims to power, while plates reveal concrete landholding patterns, privileges and the economic basis of royal patronage.
(53 words)
Q: Explain the economic role of Chola temples in local and regional life.
A: Temples owned endowments and land whose produce supported priests and many specialists. They maintained workshops, patronised bronze sculpture, organised festivals that stimulated trade, and became centres around which towns and crafts developed. Temples thus channelled agricultural surplus into urban crafts, religious performance and public works.
(52 words)
Q: Why was irrigation planning socially and politically important in the Chola empire?
A: Irrigation increased agricultural yields and revenue, enabling population growth and craft specialisation. Building and maintaining tanks, canals and sluices required coordinated labour, taxes and dispute resolution; control over water resources strengthened local elites and tied villages to wider administrative structures, making irrigation central to political authority and economic stability.
(53 words)
Q: How did taxation (kadamai, vetti and many levies) shape social obligations?
A: A complex tax system extracted revenue in cash, kind and labour; kadamai produced fiscal income, while vetti obliged villagers to perform public work. Numerous specific levies regulated social and economic activities. This fiscal variety structured peasants’ obligations, supported state and temple expenditures, and integrated communities into administrative networks.
(54 words)
Q: What does Uttaramerur tell us about local democracy and accountability?
A: Uttaramerur inscriptions display selection by lot, strict eligibility, fixed service terms and removal for misconduct. Secret-style ballots and rotation prevented monopolies; rules on accounts and honesty enforced transparency. These measures indicate institutionalised checks, suggesting local governance had participatory and accountable features under Chola rule.
(52 words)
Q: In what ways did warfare affect political and religious landscapes?
A: Warfare reshaped borders, redistributed wealth and targeted temples that stored riches. Conquest and raids financed courtly splendour and temple-building, while defeats provoked regime change. Attacks on religious centres had both economic and symbolic effects: plunder financed new capitals or armies and undermined rivals’ prestige.
(52 words)
Q: Discuss the role of hereditary office-holders in kingdom governance.
A: Hereditary officials provided administrative continuity and local legitimacy but could concentrate power locally. Their entrenched positions ensured steady revenue collection and military leadership, while creating potential friction with central authority when local interests diverged—balancing efficiency with the risk of powerful regional elites.
(52 words)
Q: How do literary texts and inscriptions together illuminate medieval life?
A: Inscriptions document administrative and economic facts—land grants, taxes, committees—while literary works (Kalhaṇa, Periyapuranam) describe social life, values and criticism of rulers. Combining both gives a fuller view: formal records reveal institutions and transactions; narratives reveal public perceptions, everyday life and moral frameworks of the period.
(56 words)

E. Five Assertion–Reason items (choose: a) A and R true, R explains A; b) A and R true, R does not explain A; c) A true, R false; d) A false, R true)

A: The Rashtrakutas secured power by winning battles alone.
R: They also performed rituals and sought Brahmana endorsement to enhance legitimacy.
Answer: d — A false, R true.
Explanation: Military success mattered, but ritual and Brahmana backing were crucial to legitimise rulership.
A: Chola temples were purely religious and did not influence local economy.
R: Temples held land endowments and supported crafts, festivals and workers.
Answer: d — A false, R true.
Explanation: Temples were economic centres that stimulated craft production and urban growth.
A: Uttaramerur inscriptions show mechanisms to prevent corrupt officials from holding office.
R: Ineligible persons and those who failed to submit accounts were barred from candidacy; corrupt members were removable.
Answer: a — A and R true, R explains A.
A: Vetti always meant payment in cash.
R: Vetti generally referred to forced labour or service rather than cash payments.
Answer: d — A false, R true.
Explanation: Vetti was a labour obligation, not a cash tax.
A: Copper-plate grants are unreliable and tell us nothing about administration.
R: Though sometimes formulaic, plates record boundaries, privileges and obligations providing concrete administrative details.
Answer: d — A false, R true.
Explanation: While stylised, plates are valuable administrative sources.

F. Three Case Studies (each with questions and full answers)

Case Study 1 — Under-used Rain Tanks in a Chola Village

Scenario: A village dependent on tank irrigation notices falling productivity because several tanks are silted and sluice gates broken. Farmers fear crop loss and reduced temple revenue.
Q1: Identify administrative and social reasons for this decline.
A1: Siltation and broken sluices indicate poor maintenance; responsibility likely fell on local committees or hereditary functionaries who neglected repair. Vetti/labour obligations may have declined or been redirected; local elites might dominate water sharing, causing unequal access.
Q2: Suggest remedies the village council could adopt.
A2: Convene the sabha to assess damage, mobilise vetti or paid labour for desilting, prioritise sluice repair, set water-sharing rules, seek royal or temple support for resources and institute regular maintenance schedules. Transparency and rotation of responsibilities can prevent elite capture.

Case Study 2 — A Prashasti Claims Too Many Victories

Scenario: A newly discovered prashasti claims a local king defeated rulers across faraway regions. Some scholars suspect exaggeration.
Q: How should historians use such a prashasti responsibly?
A: Treat the prashasti as propaganda reflecting royal ideology and claims. Cross-check with other inscriptions, copper plates, foreign sources and archaeological evidence. Use it to understand political aspirations, networks and self-representation, but not as literal proof of all claimed conquests. Combine with administrative documents for balanced interpretation.

Case Study 3 — Dispute Over Land Given to a Temple

Scenario: A family claims a landholding was wrongfully given away in a past copper-plate grant; they seek restitution. The temple claims uninterrupted rights and revenues.
Q1: What evidence would matter in resolving this dispute?
A1: The copper-plate text (boundaries, witnesses), local inscriptional records, genealogy and continuous revenue records matter. Testimonies about cultivation, tax receipts, and the presence/absence of challengers over time are relevant.
Q2: Likely administrative steps a king’s official would take?
A2: Officials would compare plates and inscriptions, interview local elders, inspect physical boundaries, verify revenue records, and adjudicate using customary law. If grant terms permitted, they might confirm temple rights or order partial restitution or compensation.

class 7 Role of Gender

Role of Gender — Complete Explanation (topic-wise)

1. Introduction

The chapter explains how society treats males and females differently. It distinguishes between sex (biological differences) and gender (socially constructed roles, behaviours, expectations). Gender roles shape what society expects of men and women — what is “appropriate” for girls or boys — and influence life choices from childhood through adulthood.

2. Sex vs Gender (Definition + explanation)

Sex (definition): Biological attributes that distinguish males and females — chromosomes, reproductive organs, secondary sexual characteristics.
Gender (definition): Socially constructed roles, behaviours, activities, and attributes that a society considers appropriate for men and women.

Explanation: Sex is biological and largely constant; gender is learned, varies across societies and time, and determines expected behaviour, responsibilities, and power relations.

3. Formation of Gender Identity

Children learn gender identity early from parents, family, teachers, peers, media. Toys, clothes, chores, and language signal what is appropriate for boys and girls. Schools and families reinforce expectations (e.g., “boys are active”, “girls are nurturing”).

4. How Gender Operates (social processes)

Gender operates through:

Socialisation (family, school, religion, media)
Division of labour (women often assigned domestic work; men public work)
Power relations (men often hold more power in decision-making)
Cultural norms and traditions (son preference, dowry, etc.)

5. Gender-based Social Roles

Different societies assign distinct roles: care work, household tasks, and childcare are usually assigned to women; leadership and earning roles often to men. These roles limit opportunities for both sexes but disproportionately restrict women.

6. Gender and Social Inequalities

Gender inequalities appear in education, employment, political representation, access to resources (land, healthcare), and decision-making. Discriminatory practices reduce women’s economic independence and social status.

7. Economic Aspects of Gender

Women’s work is often undervalued or unpaid (housework, caregiving). Even when women work, they may be in low-paid, insecure jobs. Access to land, credit, and training is unequal, widening the gender gap in economic security.

8. Invisibility of Women’s Work

Much of women’s labour (household chores, childcare, subsistence farming) is not counted in formal economic statistics. This invisibility leads to undervaluation and fewer social protections.

9. Power Relations & Family

Gendered distribution of power in families means men often make major decisions. Women’s lower bargaining power can lead to limited choices about education, marriage, work, and reproduction.

10. Gender Discrimination and Its Forms

Examples: preference for sons, denial of education or healthcare to girls, early marriage, restrictions on mobility, wage discrimination, sexual harassment.

11. Women’s Empowerment

Empowerment includes education, economic independence, political participation, legal rights, and social changes that increase women's agency. Governments, NGOs, and movements have promoted women’s education, microfinance, legal rights, reservation in institutions, etc.

12. Ways to Improve Gender Equality

Education for girls and boys on gender equality
Legal protections against discrimination and violence
Economic policies to ensure land/credit access
Encouraging men’s participation in domestic work
Media and school curricula that challenge stereotypes
Political representation for women

13. To Sum Up (Key points)

Sex ≠ Gender. Sex is biological; gender is social.
Gender roles are learned and can be changed.
Gender inequality is visible in education, work, power, and social status.
Women’s work is often invisible and undervalued.
Empowerment requires social, economic, and political changes.

Definitions (collected)

Sex: Biological differences between males and females (chromosomes, reproductive organs).
Gender: Socially constructed roles, behaviours and expectations associated with being male or female.
Gender identity: A person’s internal sense of being male, female, both, neither, or anywhere along the gender spectrum.
Gender roles: The tasks and behaviours that a society considers appropriate for men and women.
Gender discrimination: Unequal treatment of people because of their gender.
Empowerment: Process by which individuals gain power, access to resources, and agency to make choices and transform life conditions.

20 Multiple-Choice Questions (MCQs) — with answers

Sex refers to
A. Social roles
B. Biological differences between males and females
C. Clothing preferences
D. None of the above
Answer: B
Gender is
A. Fixed and biological
B. Socially constructed roles and behaviours
C. Determined by chromosomes only
D. A law
Answer: B
Which of the following is an example of invisible women’s work?
A. Factory work
B. Office job
C. Household chores and caregiving
D. Sports
Answer: C
Which agent does NOT play a major role in gender socialisation?
A. Family
B. Television and media
C. Weather
D. School
Answer: C
Preference for sons over daughters is an example of
A. Gender equality
B. Sex determination
C. Gender discrimination
D. Biological determinism
Answer: C
Economic empowerment of women includes
A. Access to land and credit
B. Reduced education
C. Increased household chores
D. Early marriage
Answer: A
Which statement is true?
A. Sex and gender mean the same.
B. Gender roles are learned.
C. Gender roles cannot change.
D. Only men can be caregivers.
Answer: B
Which of these reduces gender inequality?
A. Restricting girls from school
B. Equal access to education and jobs
C. Assigning all household work to women
D. None of the above
Answer: B
An example of gender-based power relation is
A. Joint family decisions made only by men
B. Both spouses deciding together
C. Children deciding family rules
D. Neighbour deciding family matters
Answer: A
A consequence of undervaluing women’s work is
A. Higher wages for women
B. Lack of recognition and social protection
C. Equal political representation
D. More leisure time
Answer: B
Which is true about gender identity?
A. It is always visible immediately after birth.
B. It is an individual’s internal sense of being male, female or other.
C. It is determined by the state only.
D. It never changes.
Answer: B
Which helps women’s empowerment most directly?
A. Banning girls from sports
B. Ensuring girls finish education
C. Increasing dowry demands
D. Early child marriage
Answer: B
Which is an example of legal intervention to reduce gender inequality?
A. Barring women from voting
B. Reservation of seats for women in local bodies
C. Forcing women to stay at home
D. None of the above
Answer: B
Which of the following is NOT an economic aspect of gender?
A. Wage gap
B. Unequal access to resources
C. Biological differences in chromosomes
D. Unpaid care work
Answer: C
The phrase ‘invisibility of women’s work’ means
A. Women’s work is secretive
B. Women perform work that is not counted or recognised economically
C. Women don’t work at all
D. Women’s work is always outdoors
Answer: B
Gender stereotyping in textbooks influences
A. Children’s beliefs about suitable jobs for men and women
B. Weather patterns
C. Only college students
D. None of the above
Answer: A
Which practice promotes gender equality?
A. Segregated schools based on limiting subjects
B. Encouraging girls and boys to study and play equally
C. Denying women property rights
D. Encouraging only boys to take science
Answer: B
Which of these is a social consequence of gender discrimination?
A. Higher female literacy rates
B. Early marriage and lower education for girls
C. Equal representation in all fields
D. Increased female political leadership
Answer: B
Women’s involvement in decision-making is important because
A. It reduces family wellbeing
B. It increases diversity of opinions and fairness
C. It makes households poorer
D. It is unnecessary
Answer: B
Which is an effect of empowering women economically?
A. Greater dependence on men
B. Increased autonomy and better family health
C. Fewer educational opportunities
D. Decreased political participation
Answer: B

20 Very-Short Question & Answers (one-line each)

Q: What is gender?
A: Gender is the set of socially constructed roles and expectations associated with being male or female.
Q: What is sex?
A: Sex refers to biological differences between males and females.
Q: Give one example of gender stereotyping.
A: Saying “girls are for cooking” is a gender stereotype.
Q: Name one agent of gender socialisation.
A: Family (parents) is a primary agent.
Q: What does “invisibility of women’s work” mean?
A: Women’s productive domestic work is often unpaid and uncounted.
Q: Define empowerment (short).
A: Gaining power, resources, and agency to make choices.
Q: Give one economic consequence of gender inequality.
A: Women may earn less than men for similar work.
Q: What is gender discrimination?
A: Treating people unfairly because of their gender.
Q: Name one way to promote gender equality.
A: Provide equal access to education for girls and boys.
Q: Why are gender roles taught?
A: They are taught to maintain social norms and expectations.
Q: What is gender identity?
A: A person’s inner sense of being male, female, or other.
Q: Give one sign of women’s empowerment.
A: Women participating in political institutions.
Q: How does media affect gender?
A: By reinforcing or challenging stereotypes.
Q: What is son preference?
A: The cultural bias that values male children more.
Q: Why is women’s work undervalued?
A: Because it is often unpaid and done in the home.
Q: Name a legal measure to reduce gender inequality.
A: Laws against gender-based violence or reservation for women.
Q: What is household division of labour?
A: The way household tasks are split between members.
Q: What effect does education have on gender roles?
A: Education can challenge stereotypes and increase opportunities.
Q: Is gender the same across cultures?
A: No — gender roles vary across societies and over time.
Q: What is economic dependency?
A: Relying on others (often men) for income and resources.

15 Short Question & Answers (2–4 sentences each)

Q: Explain the difference between sex and gender.
A: Sex is biological (male/female). Gender refers to roles and expectations society assigns to people based on sex. Sex is natural; gender is socially constructed and can change.
Q: How does family shape gender roles?
A: Families assign toys, chores, and behaviours early (e.g., boys encouraged to be active). They reward certain behaviours and discourage others, teaching children what is expected from their gender.
Q: Why is women’s work often unpaid?
A: Many tasks women perform (childcare, housework) are considered part of family duty, not economic production, so they are not paid or recorded as formal work, making them economically invisible.
Q: What are gender-based social roles?
A: Socially defined expectations — e.g., women as caregivers and men as breadwinners — that shape who does what in families and communities.
Q: How does education reduce gender inequality?
A: Education equips girls with knowledge and skills, increases job opportunities, and alters societal attitudes, making them more independent and less likely to be confined to traditional roles.
Q: Explain how media can change gender perceptions.
A: Positive representation of diverse roles for women and men can challenge stereotypes, while stereotyped portrayals can reinforce traditional expectations.
Q: How can men contribute to gender equality at home?
A: Men can share household chores and childcare responsibilities, support women’s careers, and model non-stereotyped behaviour for children.
Q: What is the relationship between gender and poverty?
A: Women often have less access to resources and income, making them more vulnerable to poverty; gender inequities can perpetuate poverty cycles.
Q: Why does political representation matter for women?
A: Representation ensures women’s perspectives inform laws and policies affecting education, health, and economic rights, advancing equality.
Q: Describe one cultural practice that harms gender equality.
A: Early/child marriage deprives girls of education and health, reinforcing dependency and limiting opportunities.
Q: What is meant by “power relations” in gender?
A: It refers to who makes decisions, controls resources, and holds authority in family and society — often favouring men.
Q: Give a reason why gender roles change over time.
A: Social, economic, and political changes (education, employment opportunities) alter expectations and make roles more flexible.
Q: How does employment outside the home affect women’s status?
A: Paid employment increases women’s income and bargaining power, leading to greater independence and improved status.
Q: What is gender mainstreaming? (short)
A: Integrating gender perspectives into all policies and programs to ensure equality in outcomes.
Q: How can schools discourage gender stereotyping?
A: By using gender-neutral language, showing both men and women in varied roles, and encouraging all students in all subjects and activities.

10 Long Question & Answers (detailed, ~6–10 sentences)

Q: Discuss how gender is socially constructed and give examples.
A: Gender is not something one is simply born with; it is taught and reinforced through social institutions. From childhood, families assign gendered toys (cars for boys, dolls for girls), and schools may direct boys toward sciences and girls toward arts. Media often portrays men as strong leaders and women as caregivers. Religious practices, traditions, and community norms also prescribe gender-appropriate behaviour. Over time, repeated expectations become internalised, shaping aspirations, career choices, and self-image. For example, if girls are discouraged from speaking up, they may stop aspiring to leadership. Because gender is constructed, it can be changed through education, policy, and conscious cultural shifts.
Q: Explain how the invisibility of women’s work affects society and the economy.
A: When women’s domestic and caregiving work is not recognised economically, statistics understate women’s contribution to the economy. This invisibility leads to inadequate labour protections, no social security for caretakers, and little policy focus on caregiving. It also reinforces the idea that such work is women’s “duty,” making it harder for women to claim pay or time for themselves. Economically, unpaid care means less participation in paid labour, affecting household incomes and national productivity. Because policy planners rely on measured economic data, undervaluation results in fewer resources allocated for childcare or flexible work arrangements, perpetuating gender inequality.
Q: Analyse the connection between education and women’s empowerment.
A: Education provides knowledge, critical thinking, and skills enabling women to pursue careers, understand rights, and make informed choices about health and family. Literate women are more likely to participate in economic activities, delay marriage, and invest in their children’s education. Education also changes attitudes by exposing girls and boys to alternative role models and breaking down stereotypes. At the community level, educated women gain social status and can influence decision-making. However, barriers like poverty, discriminatory norms, or school safety issues must be addressed to ensure education translates into empowerment.
Q: Describe how gender inequalities manifest in economic life and suggest remedies.
A: Gender inequality in economic life shows up as wage gaps, occupational segregation, lack of access to credit and land, and undervaluation of female-dominated sectors. Women often work in informal or low-paid jobs with little job security and no social protection. Remedies include equal-pay laws, affirmative action for training and credit access, legal rights to property, childcare support to enable women’s labour force participation, and enforcement of anti-discrimination policies. Encouraging men’s involvement in caregiving and making workplaces flexible would further reduce gendered economic barriers.
Q: How do cultural norms affect women’s access to healthcare and nutrition?
A: Cultural norms like son preference or prioritising men in household decision-making often mean women and girls get less nutritious food, delayed medical care, and lower investment in preventive health. In some cultures, women’s mobility and autonomy are limited, so they cannot access clinics easily. These patterns lead to poorer health outcomes for women, including higher maternal mortality and untreated illnesses. Changing norms through education, women’s groups, and better female representation in health services can improve access and outcomes.
Q: Explain the role of government and community programmes in enhancing gender equality.
A: Governments can enact and enforce laws (against domestic violence, for equal pay), create affirmative programs (scholarships, reservations in local bodies), and provide services (free schooling, maternity benefits). Community programmes can change attitudes through awareness campaigns, support self-help groups, and provide skills training. Together, they create enabling environments where women can access education, resources, and decision-making roles. Monitoring and accountability are crucial to ensure policies benefit those intended.
Q: Discuss gender and political participation. Why is representation important?
A: Political participation allows women to influence laws, budgets, and policies affecting their lives. Representation brings diverse perspectives and prioritises issues like maternal health, childcare, and gender-based violence. Women in leadership challenge stereotypes and inspire others. However, barriers such as safety concerns, patriarchal norms, and resource constraints limit participation. Measures like reserved seats, campaign support, and leadership training help increase representation and produce more gender-responsive governance.
Q: Analyse how work division in families affects gender relations.
A: When household chores and caregiving fall mainly on women, time poverty ensues, limiting their ability to pursue paid work, education, or community involvement. Unequal division fosters power imbalances: the breadwinner often holds greater decision-making power. This can perpetuate economic dependence and reduce women’s bargaining power in the household. Sharing domestic responsibilities, promoting flexible workplaces, and valuing caregiving through policy (e.g., parental leave for both sexes) can rebalance relations and foster equality.
Q: Explain why gender stereotypes persist in textbooks and how to change them.
A: Textbooks often reflect societal norms and may portray men in professional roles and women in domestic roles. These representations persist because of lack of awareness, slow curriculum updates, and entrenched cultural ideas. Changing them requires curriculum revision, teacher training, inclusion of diverse role models, and review committees to ensure balanced portrayals. Involving women educators and creating content that showcases women in varied fields can shift future generations’ perceptions.
Q: Describe major challenges faced by women in rural areas and possible interventions.
A: Rural women often face restricted mobility, less access to education and healthcare, lack of property rights, and high domestic workloads. They may also encounter early marriage and limited job opportunities. Interventions include building local schools and clinics, land rights reforms, microcredit and skill-training programs, women’s self-help groups, and infrastructure (transport, water) that reduce domestic burdens and free time for income-generating activities.

4 Case Studies (each with 3 questions + answers)

Case Study 1 — The Missing Girl in the Classroom

Scenario: In a village school, there are more boys than girls in the upper classes. Many girls drop out after class 7 to help at home or get married early. The headmaster notices that girls attend irregularly and their parents prefer boys’ education.

Q1: Identify two social reasons for girls dropping out.
A1: (1) Household responsibilities; (2) Early marriage and cultural preference for sons.

Q2: Suggest two measures the school or community can take to improve girls’ attendance.
A2: Provide scholarships and midday meals, flexible school hours, community awareness programmes promoting girls’ education, and safe transport.

Q3: How can empowering mothers help change the situation?
A3: Educated and economically independent mothers are more likely to support daughters’ schooling and resist early marriage, setting positive role models.

Case Study 2 — Invisible Work of Radha

Scenario: Radha spends her day cooking, caring for children, fetching water, and doing small farm chores. She doesn’t earn a salary, though her work is vital for the household. The village accountant only counts income from market work, not Radha’s contributions.

Q1: Why is Radha’s work considered invisible?
A1: It’s unpaid household and subsistence work not recorded in economic statistics.

Q2: What policy could recognise Radha’s contribution?
A2: Introducing caregiver allowances, counting unpaid work in national statistics, and providing social security benefits for homemakers.

Q3: How would recognising her work affect gender equality?
A3: It would increase social value of care work, lead to better support services (childcare, water supply), and reduce economic dependence on men.

Case Study 3 — Meera Enters Politics

Scenario: Meera becomes a panchayat member after a reserved seat policy. Initially, male members doubt her abilities. She focuses on improving the village water supply and girls’ school. Over time, villagers appreciate her work.

Q1: What does Meera’s example show about political reservation for women?
A1: Reservation can create opportunities for women to gain experience, influence policy, and change perceptions about women leaders.

Q2: How can Meera’s leadership impact gender norms locally?
A2: It can provide role modelling, encourage girls’ participation, and demonstrate women’s capability in public roles.

Q3: Suggest two supports Meera might need to be effective.
A3: Leadership training and mentoring, access to information and administrative support, and community backing.

Case Study 4 — A Company’s Gender Policy

Scenario: A company introduces flexible hours, parental leave for both genders, and training to prevent harassment. Women employees increase from 10% to 30% over two years.

Q1: How does the company’s policy address gender barriers?
A1: Flexible hours and parental leave reduce the care-work burden and allow both parents to balance work and family; anti-harassment training improves workplace safety.

Q2: Why might female participation have increased?
A2: The policies made the workplace more accommodating and safer, attracting and retaining women.

Q3: Suggest one more measure the company can take.
A3: Provide childcare facilities or childcare subsidies and review pay equity to ensure fair wages.

10 Assertion–Reason (A/R) Items — with answers and brief explanation

Format: Assertion (A) / Reason (R). Choose: (a) Both A and R true and R is correct explanation, (b) Both true but R not correct explanation, (c) A true R false, (d) Both false.

A: Sex is biologically determined.
R: Gender is a social construct.
Answer: (a) — Both true; R explains nature of gender and is independent but correct.
A: Women’s household work is often unpaid.
R: Unpaid work leads to the invisibility of women’s contribution to the economy.
Answer: (a) — Both true; R explains effect well.
A: Gender roles cannot be changed.
R: Social institutions are rigid and never adapt.
Answer: (d) — Both false. (Gender roles can change; institutions can adapt.)
A: Education is important for women’s empowerment.
R: Educated women are more likely to participate in the workforce and public life.
Answer: (a) — Both true; R explains why education helps.
A: Media representations do not affect gender attitudes.
R: Children learn gender roles from the characters they see.
Answer: (c) — A false, R true (media does affect attitudes; R is true but contradicts A).
A: Providing legal rights to property can improve women’s economic status.
R: Property rights increase women’s bargaining power and access to credit.
Answer: (a) — Both true; R explains mechanism.
A: Gender equality only benefits women.
R: It disrupts family structures.
Answer: (d) — Both false. (Gender equality benefits society and families.)
A: Political reservation can increase women's participation in governance.
R: Reservation creates opportunities and leadership experience for women.
Answer: (a) — Both true; R explains effect.
A: Early marriage can limit girls’ education.
R: It increases the burden of household responsibilities and childbearing early.
Answer: (a) — Both true; R explains why.
A: Flexible work hours help both men and women balance family and work.
R: Flexible hours reduce the time conflict between job and caregiving responsibilities.
Answer: (a) — Both true; R is correct explanation.

Extra notes & teaching tips (quick)

Use real-life examples when teaching (local stories, role models).
Encourage class discussion on stereotypes and activities where students reverse roles (boys cook, girls build a model).
Assign short projects: interview family members about chores, chart who does what in households.
Use the two image pages you provided as reading material and ask students to highlight examples of stereotyping and empowerment.

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