EXTRA QUESTION WOMEN CASTE REFORM

                           Extra Questions
 Q1. Describe the role of the following organizations towards abolition of caste based discrimination.

 1. Brahmo Samaj: - Raja Rammohan Roy established the Brahmo Samaj   in 1830, prohibited all forms of idolatry and sacrifice.
It believed in the Upanishads, and forbade its members from criticizing other religions practices.
 It critically drew upon the ideals of religious especially of Hinduism and looking at their negative and positive dimensions. 
2. Prarthana Samaj: - Established in 1867 at Bombay, the Prarthana Samaj sought to remove caste restrictions, abolish child marriage, encourage the education of women, and end the ban on widow remarriage. 
 3. Paramhans Mandali: - In Bombay, the Paramhans Mandali was founded in 1840 to work for the abolition of caste. Many of these reformers and members of reform associations were people of upper castes.
Q2. Describe the reform movement by the people of the lower castes against caste discrimination across India. 
 The Satnami movement in Central India, founded by a leader named Ghasidas who came from a “low” caste, worked among the leather workers and organized a movement to improve their social status. 
 In eastern Bengal, Haridas Thakur’s Matua set worked among ‘low’ caste chandala cultivators. Haridas questioned Brahmanical texts that supported the caste system. 
 In 1972 Ambedkar started a temple entry movement, in which his Mahar caste followers participated. 
Brahman priests were outraged when the Dalits used water from
 the temple tank. Convinced that untouchable had to fight for their dignity,
 Periyar founded the self Respect Movement. 
He argued that untouchables were the true upholders of an original Tamil and Dravidian culture which had been subjugated by Brahmans. 
He felt that all religious authorities saw social divisions and inequality as God –given.
Q3. Write about Sri Narayan Guru and Tara bai shinde's role in society.
Ans Shri Narayan Guru was  from Ezhava caste in Kerala ,  proclaimed the ideals of unity for people.argued against treating people unequally on the basis of caste differences. According to him, all human kind belonged to the same caste.
Q4. How did new opportunities open up for the people of the lower caste under the British?
Ans; During the course of the nineteenth century, Christian missionaries began setting up schools for tribal groups and “lower” – caste children
 The poor began leaving their villages to look for jobs that were opening up in the cities.
 There were new demands of labour –drains had to be dug, roads, laid, buildings constructed, and cities cleaned.

Some also went to work in plantations in Assam, Mauritius, Trinidad and Indonesia

The army,  offered opportunities. A number of Mahar people, who were regarded as untouchable, found jobs in the Mahar Regiment.

Q5. Who was jyotirao phule and why he wrote a book "Gulamgiri".

Ans Jyotirao Phule was low-caste” leader  Born in 1827,In 1873 Phule wrote a book named gulamgiri

meaning slavery.Phule dedicated his book to all those Americans who had fought to free slaves.

 ,Q6.  How did Jyotiba the reformers justify their criticism of caste inequality in society?
Ans; Jyotiba Phule argued that the Aryans were foreigners who came from outside the subcontinent and deflated and subjugated the true children of the country those who had lived here from before the coming of the Aryans. 
 As the Aryans established their dominance, they began looking at the defeated population as inferior, as low –caste people. 
According to Phule, the “upper” caste had no right to their land and power: in reality the land belonged to  low castes. 
 Phule claimed that before Aryan rule there existed a golden age when warrior – peasants tilled the land .

some extra question women caste and reform

                   Some extra questions

        Q1. What was the condition of women in the earlier days? 

1. Women were married at an early age.
2. Women were forced to burn themselves on the funeral pyre of their husbands. Woman who died in this manner, whether willing or otherwise, were called “sati”. 
3. Women’s right to property were also restricted
4. Women had   no access to education.
5. It  believed that if a woman was educated, she would become a widow.
6.  

Q2. Why in the earlier days most parents were apprehensive of sending their girls to schools?

1.       They feared that schools would take girls away from home, prevent them from   doing their domestic duties.

2.       Moreover, girls had to travel through public places in order to reach school.

3.       Many people felt that this would have a corrupting influence on them.

4.      They felt that the girls should stay away from public spaces.

Q3. Describe the contribution of the following towards the upliftment of women.

Raja Ram Mohan Roy: -

1.      He founded a reform association known as the Brahmo sabha (later known as the Brahmo samaj) in Calcutta.

2.       Due to his efforts the evil practice of sati was banned in 1829 by the British.

  Ishwarchandra Vidyasagar:

     Ishwarchandra Vidasagar, used the ancient texts to suggest that widows could   remarry. His suggestion was adopted by British officials and a law was passed in 1856 permitting widow remarriage.

Pandita Ramabai:-

 A great scholar of Sanskrit felt that Hinduism was oppressive towards women,

 and wrote a book about the miserable lives of upper –caste Hindu women.

  She founded a widows’ home at Poona to provide shelter to widows who had been treated badly by their husbands’ relatives.

7. Periyar:- 

1. An outspoken critic of Hindu scriptures, especially the codes of Manu, the ancient   lawgiver, and the Bhagavad Gita and the Ramayan. 

2. He said that these texts had been used to establish the authority of Brahmans over lower castes and the domination of men over women

summary of chapter women caste and refom

·                 Women, Caste and Reform

·                 Status of Women:

·         Two hundred years ago, the situation of women was altogether different compared to in the modern times.

·         The practice of child marriage was.

·         Both Hindu and Muslim men could marry more than one wife.

·         Burning of a widow on her husband’s pyre was a gory practice in many parts of India. This was called the sati system.

·         A widow who died in this manner was praised as a woman of high virtues.

·         Women did not have the right to property. Most of the women had no access to education.

                 Status of Shudras:

·         People were divided along the caste lines.

·         Brahmans and Kshatriyas were considered as the upper castes.

·          Traders and moneylenders were placed after them.

·         Peasants and artisans came at the third level.

·         People who did the so called “dirty” jobs were called the shudras.

·          People at the bottom of this hierarchy were treated as “untouchable”.

·          They could not enter temples, nor take water from wells (used by upper castes), bathe in ponds which were meant for the upper castes.

                Working Towards Change

·         Effect of Print Technology: From the early nineteenth century, books, newspapers, magazines, leaflets and pamphlets began to be printed in India.

·         Printing enhanced the access of knowledge to the masses because printed material was much cheaper than manuscripts.

·         Ordinary people could now read various texts and many of them could write to express their ideas in their own languages.

·         People could debate all kinds of issues; like social, political, economic and religious. Such discussions could reach out to a wider public and could bring social change.

Raja Rammohun Roy (1772-1833):

·         Raja Rammohun Roy was a pioneer social reformer.

·         He founded the Brahmo Samaj in Calcutta.

·         He promoted women’s education.

·         He began a campaign against the practice of sati.

·         It was because of Rammohan Roy’s efforts that the British banned the practice of sati in 1829.

               Ishwarchandra Vidyasagar:

·         Ishwarchandra Vidyasagar was also from Bengal.

·         He also used ancient texts to convince people against social evils.

·         He worked towards widow remarriage.

·         Based on his suggestions, the British officials passed the widow remarriage law in 1856.

·         Veerasalingam Pantulu was a reformer in the Telugu-speaking areas of the Madras Presidency.

·         He formed an association for widow remarriage.

·         Swami Dayanand Saraswati also supported widow remarriage. He founded the Arya Samaj.

·        Girls begin going to school

·         Many reformers promoted girls’ education as a means to improve the condition of women.

·         Vidyasagar set up schools for girls in Calcutta.

·         Many other reformers set up schools for girls in Bombay.

·         Initially, people were skeptical about girls’ school. They thought that education would pollute the minds of the girls.

·         They also feared the schools would take away the girls from home and away from their domestic duties.

·         Throughout the nineteenth century, most educated women were taught at home by liberal men in their families. Some of the women taught themselves as well.

·         In the latter part of the nineteenth century, the Arya Samaj established girls’ schoosl in Punjab.

·         Similarly, Jyotirao Phule established girls’ schools in Maharashtra.

·         In North India, Muslim women from aristocratic families learnt to read the Koran in Arabic.

·         Mumtaz Ali was among the social reformers who interpreted the verses from the Koran to argue for women’s education.

·         From the early twentieth century, some Muslim women played important role in women’s education.

·         The Begums of Bhopal; for example; founded primary schools for girls at Aligarh.

·         Begum Rokeya Sakhawat Hossain started schools for Muslim girls in Patna and Calcutta.

·         By the 1880s, Indian women began to enter universities. Some of them became doctors, some became teachers.

·         Many women became writers and published their critical views on the status women in society.

·         Tarabai Shinde was from Poona. She got education at home.

·         She had authored a book, Stripurushtulna which means ‘A Comparison between Women and Men’. She criticized the social differences based on gender; in her book.

·         Pandit Ramabai was a great scholar of Sanskrit.

·         She wrote about the miserable lives of upper caste Hindu women.

·         She founded a widows’ home at Poona. Widows who had been badly treated by their husbands’ families were provided shelter at the widows’ home.

·         They were also trained so that they could sustain themselves economically.

·         From the early twentieth century, women began to form political pressure groups.

·         They worked for female suffrage, and health and education for women. From the 1920s, some of them also joined different nationalist and socialist movements.

·         Nationalist leaders; like Jawaharlal Nehru and Subhas Chandra Bose supported the demands for greater equality and freedom for women.

·         They assured of universal adult franchise after the independence.

·         The Child Marriage Restraint Act was passed in 1929.

·         The minimum age for marriage was fixed at 18 for men and 16 for women.

·          This was subsequently amended to 21 for men and 18 for women.

CASTE AND SOCIAL REFORM

·         Raja Rammohun Roy quoted the ancient Buddhist text to criticize the caste system.

·         Prarthana Samaj followed the Bhakti tradition which believed in spiritual equality of all castes.

·         The Paramhans Mandali was founded in Bombay in 1840 to work for the abolition of caste. Most of these reformers and members of these associations were from upper castes.

·         During nineteenth century, Christian missionaries started setting up schools for tribal groups and lower caste children.

·         Education gave them a tool to change their world. At the same time, many poor began to migrate to cities in search of jobs. Some also went to work in plantations in Assam, Mauritius, Trinidad and Indonesia.

         

By the second half of the nineteenth century, people from the Non-Brahman castes also began to organize movements against caste discrimination.

The Satnami movement in Central India was founded by Ghasidas. He worked among the leatherworkers and organized a movement to improve their social status.

Haridas Thakur’s Matua sect worked in eastern Bengal. He worked among the Chandala cultivators.

Shri Naryana Guru was a guru from Ezhava caste in the modern day Kerala. He argued against unequal treatment of people on the basis of caste. He believed that all human beings belonged to the same caste.

Gulamgiri (written by jyotiba phule in 1873,  dedicated to American who had fought against slavery)

Jyotirao Phule was one of the most vocal amongst the low caste leaders. He was born in 1827. He studied in Christian missionary school. He attacked the Brahmans’ claim to superiority. He argued that the Aryans were foreigners who subjugated the true children of the country. He said that the upper caste had no right to land and power and the land belonged to the low caste people who were the original inhabitants of the land in the peninsula. Phule founded the Satyashodhak Samaj to promote caste equality.  

Who could enter temples?

·         Ambedkar had led many movements to get the right of temple entry for the dalits. The dalits were not allowed to enter into the temples. Ambedkar led three such movements between 1927 and 1935.

·         E.V. Ramaswamy Naicker came from a middle class family. He was also called as Periyar. He founded the Self Respect Movement.

·         He felt that untouchables were the true upholders of an original Tamil and Dravidian culture. He felt that all religious authorities saw social divisions and inequality as something which was God-given.

·         Hence, untouchables had to free themselves from all religions if they were to achieve social equality.

women caste extra questions

1.      Describe the condition of women in the earlier days?

Ans; a) Women had to face many social evils like sati,child marriage, polygamy,female infanticide,devdasi ,purda system, and illiteracy .

b) They could not do marriage with their choice.

c) Right to property was also denied to them.

2. What was ‘sati’?

Ans; Women were forced to burn themselves on the funeral pyre of their husbands. Woman who died in this manner, whether willing or otherwise, were called “sati” meaning virtuous women.

3.Most of the parents in early time were lukewarm to sending their girls to schools. Why?

Ans; a) Most parents were  not ready to  sending their girls to school because they feared that schools would take girls away from home, prevent them from doing their domestic duties.

b)      Moreover, girls had to travel through public places in order to reach school.

c)       Many people felt that this would have a corrupting influence on them. They felt that the girls should stay away from public spaces.

3.      Describe the contribution of the following towards the upliftment of women.

a)      Raja rammohun roy b) Ishwer Chandra Vidyasagar c) pandita rama bai

5 Give a few examples of educated women and the impact they had on society.

Ans; 1. Muslim women like the Begums of Bhopal played a notable role in promoting education among women. They founded a primary school for girls at Aligarh.

2. Another remarkable women Begum Rokeya Sakhawat Hossain started schools for Muslim girls in Patna and Calcutta.  

 3.  . Tarabia Sinde:- a women educated at home at Poona, published a book, Stripurushtulna, ( A comparison between women and Men), criticizing the social differences between men and women.

 5. Pandita Ramabai:- A great scholar of Sanskrit,  and wrote a book about the miserable lives of upper –caste Hindu women. She founded a widows’ home at Poona to provide shelter to widows who had been treated badly by their husband’s relatives.  

6. How did new opportunities open up for the people of the lower caste under the British?  

Ans; a) During the course of the nineteenth century, Christian missionaries began setting upØ schools for tribal groups and “lower” – caste children.    b) There was work in the factories that were coming up, and jobs in municipalities.  

c) There were new demands of labour –drains had to be dug, roads, laid, buildingsØ constructed, and cities cleaned.   

d)     Some also went to work implantations in Assam, Mauritius, Trinidad and Indonesia  

some quetions understanding marginalization

Q1. What is marginalization?

Q2. Mention the state inhabited by Adivasis

Q3. Who are Adivasi?

Q4.Briefly describe the religious beliefs of Adivasis.

Q5.How has the Adivasi community influenced other religions?

extra questions jusice chapter

               extra questions 
Q6. List the guidelines given by D.K. Basu for arrest and detention. 

Ans. The following are the guidelines given by D.K. Basu. · 
The police officials who carry out the arrest or interrogation should wear clear, accurate and visible identification and name tags with their designations. · 
A memo of arrest should be prepared at the time of arrest and should include the time and date of arrest. It should also be attested by at least one witness who could include a family member of the person arrested. The arrest memo should be counter signed by the person arrested. · 
The person arrested, detained or being interrogated has a right to inform a relative, friend or well- wisher. · When a friend or relative lives outside the district, the time, place of arrest and venue of custody must be modified by police within 8 to 12 hours after arrest. 
Q7. Write a short note on F.I.R. 
 It is with the registration of an FIR (First Information Report) that the police can begin their investigations into a crime. 
 The law states that it is compulsory for an officer in charge of a police station to register an FIR whenever a person gives information about a cognizable offence. 
 This information can be given to the police either orally or is writing. 
 The FIR usually mentions the date, time and place of the offence, details the basic facts of the offence, including a description of the events. 
 If known, the identity of the accused persons and witnesses is also mentioned. 
 The FIR also states the name and address of the complainant. ÿ There is a prescribed form in which the police register an FIR and it is signed by the complainant. 
The complainant also has a legal right to get a free copy of the FIR from the police. 
Q8. Explain the role of the judge in the Indian Judicial Criminal System. · 
The judge is like an umpire in a game and conducts the trial impartially and in an open court. · 
The judge hears all the witnesses and any other evidence presented by the prosecution and the defence. · 
The judge decides whether the accused person is guilty or innocent on the basis of the evidence presented and in accordance with the law. ·
 If the accused is convicted, then the judge pronounces the sentence. · 
He may send the person to jail or impose a fine or both, depending on what the law prescribes. 
Q9. What is a FAIR TRIAL? · 
A fair trial is when the trail is held in an open court, in public view. · Any relative can attend the court. 
The trial is held in the presence of the accused. · 
The accused is defended by a lawyer. 
The advocate of the accused is given an opportunity to present witnesses in the accused defence. ·
 Although the police files the cases judge should assume the accused to be innocent. · 
The judge should decide the matter only on the basis of evidence before the court. · 
The judge should be impartial.
 They all should ensure that all the citizens irrespective of their class, caste, gender, religious and ideological background gets a fair trial when accuses.
 Q10. What is the role of the Public Prosecutor? ·
 In the court, it is the public prosecutor who represents the interests of the state. · 
The role of the Prosecutor begins once the police has conducted the investigation and filed the charge sheet in the court. · 
He / She have no role to play in the investigation. · 
· As an officer of the court, it is his/ her duty to  present the full and material facts, witnesses and evidence before the court to enable the court to decide the case.

extra questions understanding justice chapter

UNDERSTANDING OUR CRIMINAL JUSTICE SYSTEM
Q1. Mention the importance of the court of law in our legal system.

Ans. Courts play an important role in our legal system as they are the ones who provides justice and see to it that person who has committed crime is guilty or not.

Q2. Mention the four key players in criminal justice system.
Ans. Police, Public Prosecutor, Defense Lawyer, Judge.

Q3. Describe the role of the police in Investigating a Crime.
1. One important function of the police is to investigate any complaint about the commission of a crime.
2. An investigation includes recording statements of witnesses and collecting different kinds of evidence.
 3. On the basis of investigation, the police and required to form an opinion.
 4. If the police think that the evidence points to the guilt of the accused person, then they file a charge sheet in the court.
5. Ultimately judge takes the decision whether a person is guilty or innocent.

Q4. What guidelines have been laid by Supreme Court for police during investigation?
a) The Supreme Court has laid down guidelines that the police must follow at the time of arrest, detention and interrogation.
b) Police investigation always has to be conducted in accordance with law and with full respect for human rights.
c) The police are not allowed to torture or beat or shoot anyone during investigation.
d) They cannot inflict any form of punishment on a person even for petty offences.

Q5. How is article 22 of Indian Constitution a guarantee from arbitrary arrest?
Ans. Article 22 of the constitution and criminal law guarantee from arbitrary arrest
1.The Right to be informed at the time of arrest of the offence for which the person is being arrested. 2. The Right to be presented before a magistrate within 24 hours of arrest. ·
3. The Right not to be treated or tortured during arrest or in custody. ·
4. Confessions made in police custody cannot be used as evidence against the accused.