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What is the language policy of the Government of India? Answer: The language policy of the Government of India is not giving the status of national language to any one language. Hindi has been identified as the official language. Question What is meant by coalition government? Imp Answer: It is a government formed by the coming together of two or more political parties, usually when no single party enjoys majority support of the members in a legislature. The partners in a coalition form a political alliance and adopt a common programme.
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What is meant by decentralisation? Answer: When power is taken away from Central and State governments and given to local government, it is called decentralisation. What is the basic idea behind decentralisation? Answer: The basic idea behind decentralisation is that there are a large number of problems and issues which are best settled at the local level. How is the village sarpanch elected? What functions does the gram sabha perform? Answer: The gram sabha approves the annual budget of the gram panchayat and reviews the performance of the gram panchayat. Answer: The head of the municipal corporation is known as the Mayor. What is called Panchayat Samiti? OR How is Panchayat Samiti formed? Answer: A few gram panchayats are grouped together to form a Panchayat Samiti or block or mandal. A major step towards decentralisation was taken in What was it? Answer: The Constitution was amended to make the third-tier of democracy i.
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There are two kinds of routes through which federations have been formed. Describe them. All the constituent states in this type usually have equal power and are strong with regard to the federal government. Here a large country decides to divide its power between the constituent states and the national government. These types of federations are found in India, Spain and Belgium. In this category, the central government tends to be more powerful in comparison to the states. Very often different constituent units of the federation have unequal powers. Some units are even granted special powers. Question 2. Contrast federal form of governments with those of unitary governments. Answer: Under the unitary system, either there is only one level of government or the sub-units are subordinate to the central government.
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The central government can pass on orders to the provincial or the local government. But in a federal system, the central government cannot order the state government to do something. State government has power of its own for which it is not answerable to the central government. Both these governments are separately answerable to the people. Question 3. How can you say that Jammu and Kashmir enjoys a special status? OR Mention three points that give Jammu and Kashmir a special status.
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OR All states in Indian Union do not have identical powers. Explain with reference to Jammu and Kashmir. Imp Answer: Some states in Indian Union enjoy a special status. Jammu and Kashmir is one of them. This state has its own constitution. Many provisions of the Indian Constitution are not applicable to this state without the approval of the State Assembly. Indians who are not permanent residents of this state cannot buy land or house here. Question 4. Imp Answer: i Before , the centre-state relations were very different from what it is today. Because the same political party ruled both at the Centre and in most of the states. The State governments did not exercise their rights as autonomous federal units. Very often the centre tried to undermine the power of the states.
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This period saw the rise of regional political parties in many states of the country. This was also the beginning of the era of coalition governments at the Centre. Since no single party got a clear majority in the Lok Sabha, the major national parties had to enter into an alliance with many parties including several regional parties to form a government at the Centre. Thus, a new trend of power sharing and respect for the autonomy of the State governments emerged. All these changes made federal power sharing more effective after Question 5. Describe what undermined the spirit of federalism before Answer: In a true federal system, the Central government cannot order the State governments to do something.
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State governments have powers of its own for which it is not answerable to the Central government. But the situation was sharply different before This period saw the Centre more powerful and effective than the State governments. For a long time, the same political party ruled both at the Centre and in most of the states. This meant that the State governments did not exercise their rights as autonomous federal units.
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As and when the ruling party at the state level was different, the parties that ruled at the Centre tried to undermine the power of the states. In those days, the Central government would often misuse the Constitution to dismiss the State governments that were controlled by rival parties. This undermined the spirit of federalism. Question 6. Power sharing between the Union and the State governments is basic to the structure of the Indian Constitution. Answer: Our Constitution clearly lays down the powers of different levels of government. It is not easy to make changes to this power sharing arrangement. The Parliament cannot on its own change this arrangement. Any change to it has to be first passed by both the Houses of Parliament with at least two-thirds majority.
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Then it has to be ratified by the legislatures of at least half of the total states. Above all this, there is judiciary which oversees the implementation of constitutional provisions and procedures. In case of any dispute about the division of powers, the High Courts and the Supreme Court make a decision. The Union and State governments have the power to raise resources by levying taxes in order to carry on the government and the responsibilities assigned to each of them. Question 7. Describe in brief the panchayati raj system. Imp Answer: Rural local government is popularly known by the name Panchayati raj. The panchayati raj is a three there system. In other words, we can say that panchayati raj system works at three levels i Gram Panchayat at village level: This is a council consisting of several ward members, often called panch, and a president or sarpanch.
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They are directly elected by all the adult population living in that ward or village. It is the decision-making body for the entire village. The panchayat works under the overall supervision of the gram sabha. The members of this representative body are elected by all the panchayat members in that area. All the panchayat samitis or mandals in a district together constitute the zilla district parishad. Question 8. Give three reasons that highlight the need for power sharing within the states of India. Imp Answer: India is a vast country and cannot be run only through the two-tiers the Union Government, rep-resenting the entire country and the state governments. States in India are as large as independent countries of Europe. Many of these states are internally very diverse.
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Federal power sharing in India needs another tier of government, below that of the State governments, in order to solve the grassroot problems more efficiently and quickly. Question 9. What do you know about Zilla Parishad and its composition? Also mention its functions. Answer: Zilla Parishad is the highest institution of the panchayati raj system. Composition: All the panchayat samities or mandals in a district together constitute the zilla parishad. Most members of the zilla parishad are elected.
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Human beings create, learn, share, and adapt to culture. The study of culture examines the socially transmitted beliefs, values, institutions, behaviors, traditions and way of life of a group of people; it also encompasses other cultural attributes and products, such as language, literature, music, arts and artifacts, and foods. Students come to understand that human cultures exhibit both similarities and differences, and they learn to see themselves both as individuals and as members of a particular culture that shares similarities with other cultural groups, but is also distinctive.
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In a multicultural, democratic society and globally connected world, students need to understand the multiple perspectives that derive from different cultural vantage points. Cultures are dynamic and change over time. The study of culture prepares students to ask and answer questions such as: What is culture? What roles does culture play in human and societal development? What are the common characteristics across cultures? How is unity developed within and among cultures? What is the role of diversity and how is it maintained within a culture? How do various aspects of culture such as belief systems, religious faith, or political ideals, influence other parts of a culture such as its institutions or literature, music, and art? How does culture change over time to accommodate different ideas, and beliefs? How does cultural diffusion occur within and across communities, regions, and nations? Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place.
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They will acquire knowledge and understanding of culture through multiple modes, including fiction and non-fiction, data analysis, meeting and conversing with peoples of divergent backgrounds, and completing research into the complexity of various cultural systems. In schools, this theme typically appears in units and courses dealing with geography, history, sociology, and anthropology, as well as multicultural topics across the curriculum. Young learners can explore concepts of likenesses and differences among cultural groups through school subjects such as language arts, mathematics, science, music, and art. In social studies, learners interact with class members and discover culturally-based likenesses and differences. They begin to identify the cultural basis for some celebrations and ways of life in their community and in examples from across the world. In the middle grades, students begin to explore and ask questions about the nature of various cultures, and the development of cultures across time and place.
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They learn to analyze specific aspects of culture, such as language and beliefs, and the influence of culture on human behavior. As students progress through high school, they can understand and use complex cultural concepts such as adaptation, assimilation, acculturation, diffusion, and dissonance that are drawn from anthropology, sociology, and other disciplines to explain how culture and cultural systems function. Studying the past makes it possible for us to understand the human story across time. The historical experiences of societies, peoples and nations reveal patterns of continuity and change.
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Historical analysis enables us to identify continuities over time in core institutions, values, ideals, and traditions, as well as processes that lead to change within societies and institutions, and that result in innovation and the development of new ideas, values and ways of life. Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. Study of the past makes us aware of the ways in which human beings have viewed themselves, their societies and the wider world at different periods of time. Knowing how to read, reconstruct and interpret the past allows us to answer questions such as: How do we learn about the past?
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How can we evaluate the usefulness and degree of reliability of different historical sources? What are the roots of our social, political and economic systems? What are our personal roots and how can they be viewed as part of human history? Why is the past important to us today? How has the world changed and how might it change in future? How do perspectives about the past differ, and to what extent do these differences inform contemporary ideas and actions? Children in early grades learn to locate themselves in time and space. They gain experience with sequencing to establish a sense of order and time, and begin to understand the historical concepts that give meaning to the events that they study. The use of stories about the past can help children develop their understanding of ethical and moral issues as they learn about important events and developments. Children begin to recognize that stories can be told in different ways, and that individuals may hold divergent views about events in the past.
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They learn to offer explanations for why views differ, and thus develop the ability to defend interpretations based on evidence from multiple sources. They begin to understand the linkages between human decisions and consequences. The foundation is laid for the further development of historical knowledge, skills, and values in the middle grades. Through a more formal study of history, students in the middle grades continue to expand their understanding of the past and are increasingly able to apply the research methods associated with historical inquiry.
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They develop a deeper understanding and appreciation for differences in perspectives on historical events and developments, recognizing that interpretations are influenced by individual experiences, sources selected, societal values, and cultural traditions. They are increasingly able to use multiple sources to build interpretations of past events and eras. High school students use historical methods of inquiry to engage in the examination of more sophisticated sources. They develop the skills needed to locate and analyze multiple sources, and to evaluate the historical accounts made by others. They build and defend interpretations that reconstruct the past, and draw on their knowledge of history to make informed choices and decisions in the present. The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. Students learn where people and places are located and why they are there.
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They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations. They study the causes, patterns and effects of human settlement and migration, learn of the roles of different kinds of population centers in a society, and investigate the impact of human activities on the environment. This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from human-environmental relationships. During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. They study the communications and transportation networks that link different population centers, the reasons for these networks, and their impact. They identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places.
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Learners develop an understanding of the growth of national and global regions, as well as the technological advances that connect students to the world beyond their personal locations. Why is location important? How do people interact with the environment and what are some of the consequences of those interactions? What physical and other characteristics lead to the creation of regions? How do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places, and environments? In schools, this theme typically appears in units and courses dealing with geography, regional studies, and world cultures. Student experiences will encourage increasingly abstract thought as they use data and apply skills in analyzing human behavior in relation to its physical and cultural environment.
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In the early grades, young learners draw upon immediate personal experiences in their neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills. They learn to use maps, globes, and other geographic tools. They also express interest in and concern for the use and misuse of the physical environment. During the middle grades, students explore people, places, and environments in this country and in different regions of the world. Students in high school are able to apply an understanding of geospatial technologies and other geographic tools and systems to a broad range of themes and topics. As they analyze complex processes of change in the relationship between people, places, and environments, and the resulting issues and challenges, they develop their skills at evaluating and recommending public policies.
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Given the nature of individual development in a social and cultural context, students need to be aware of the processes of learning, growth, and interaction at every level of their own school experiences. The examination of various forms of human behavior enhances an understanding of the relationships between social norms and emerging personal identities, the social processes that influence identity formation, and the ethical principles underlying individual action. Questions related to identity and development, which are important in psychology, sociology, and anthropology, are central to the understanding of who we are. Such questions include: How do individuals grow and change physically, emotionally and intellectually? Why do individuals behave as they do? What influences how people learn, perceive, and grow?
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