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Sociology Class 12 Chapter 4 Processes of Social Change in India Question Answers Maharashtra Board

Balbharti Maharashtra State Board Class 12 Sociology Solutions Chapter 4 Processes of Social Change in India Textbook Exercise Questions and Answers.

Processes of Social Change in India Class 12 Sociology Chapter 4 Questions and Answers

1A. Complete the following statements by choosing the correct alternative given in the brackets and rewrite it.

Question 1.
The use of computers to streamline job applications is called __________ (industrialization, globalisation, digitalization)
Answer:
digitalization

Question 2.
An urban way of life is characterized by __________ (cohesiveness, uniformity, impersonality)
Answer:
impersonality

1B. Correct the incorrect pair and rewrite it.

Question 1.
(a) Copying western culture – Modernisation
(b) Growth of cities – Urbanisation
(c) Increase in production – Industrialisation
(d) Radical transformative use of technology – Digitalisation
Answer:
(a) Copying western culture – Westernisation

1C. Identify the appropriate term from the given options in the box and rewrite it against the given statement.

Urbanism, Industrialisation, Digitalisation

Question 1.
The FYJC On-line Admission process in metropolitan cities.
Answer:
Digitalisation

Question 2.
Mechanisation of the process of production.
Answer:
Industrialisation

1D. Correct the underlined words and complete the statement.

Question 1.
The Industrial Revolution took place in the sixteenth century.
Answer:
The Industrial Revolution took place in the 17th and 18th centuries.

Question 2.
The LPG Policy was started by Smt. Indira Gandhi.
Answer:
The LPG Policy was started by Dr. Manmohan Singh.

2. Write short notes.

Question 1.
Negative effects of digitalisation
Answer:

• Digitalisation is the use of digital technologies for handling data of various nature for various purposes. It has a negative impact on small-scale industries because large industries have greatly adapted to the changing scenario but small ones are finding it difficult to accept and get used to digitalisation.
• Impact on marketing and consumer behaviour. Questions relating to individual privacy in the web world arises.
• Excess and uncontrolled use of digital media results in addiction, cyberbullying, anxiety, depression, etc.
• It affects not only social and physical but also mental health is hampered due to excessive and uncontrolled use of digitalisation.

Question 2.
Consequences of Industrialisation
Answer:

• Industrialisation means the process of starting and encouraging heavy industries in society.
• Due to industrialisation, a modern class system has emerged in India.
• A spurt in the growth of factories and industries.
• The development of industries led to the mechanisation of workplaces.
• The emergence of division of labour and specialisation
• The emergence of automation and mechanisation led to capital intensive.
• The process of industrial growth led to the large-scale emergence of factories.
• This in turn resulted in migration to places nearer the factory sites, leading to the growth of metropolitan cities, which have resulted in the breakdown of joint families.

3. Write differences.

Question 1.
Industrialisation and Urbanisation
Answer:

Question 2.
Modernisation and Globalisation
Answer:

4. Explain the following concepts with examples.

Question 1.
Digitalisation
Answer:

• Digitalisation is the use of digital technologies for handling data of various nature for various purposes.
• It involves the process of digital transformation, which improves the performance of the business.
• It leads to frequent changes in business models due to growth in newer technologies.
• Digitalisation is based on technology, innovation, research, and development.
• Digitisation has escalated the speed of the processes with a far greater extent of accuracy.
• Digitisation is based on technology, innovation, research, and development that has encouraged human minds to invent, innovate, patent, and create.
• Example: Artificial intelligence, e-governance, e-commerce, e-learning, e-trade, e-shopping, integration of technology for the purpose of education in the 21st century, etc.

Question 2.
Urbanisation
Answer:

• Urbanisation is a process of migration of rural population to urban areas.
• In this process, people also adopt the urban lifestyle, which means “urbanism as a way of life”.
• It results in the decline of the joint family and the emergence of the nuclear family secondary type relations, calculative, independent, rational, less impact of traditions, family, religion, customs etc.
• Urbanisation led to a heterogeneous gathering of people has led to the breakdown of several traditional barriers, where one’s contribution becomes more valued.
• Overpopulated, mega metro cities.
• Example: Mumbai, Pune, Nagpur.

5A. Complete the concept map.

Question 1.

Answer:

5B. State whether the following statements are True or False with reasons.

Question 1.
The clothes one wears are indicative of an individual’s level of modernization.
Answer:
This statement is False.

• Being modern doesn’t mean one should be loaded with devices, gadgets, and clothes.
• Modernisation means rationalism, scientific outlook and willingness to receive new ideas, examine alternatives, find new pathways, to explore creative ways to solve problems.
• Persons who claim to be modern are willing to examine daily events, literature, culture, art, customs, beliefs from a critical point of view and be able to explain the constructive and destructive aspects of a phenomenon.
• Being ‘modern’ cannot be limited to only using modern devices or gadgets or fashionable clothes.

Question 2.
Urbanisation can have negative effects on our social relationships.
Answer:
This statement is True.

• Urbanisation means the migration of rural people to urban areas, that results in family discords and breaking up of joint families.
• Due to urbanisation materialistic approach is increased and reduces the emotional ties and develops secondary relationships among people.
• They develop a certain way of life which is typical of the urban mindset: distant, secondary-type relations, calculative, independent, rational, less impact of traditions, family, religion, customs etc.
• The urban environment and way of life are more materialist, radical, commercial, individualist, and non-conforming. Urbanisation has led to the notion of being “lonely in a crowd”.

6. Give your personal response.

Question 1.
Shagufta Ranawat and her joint family have been living in Nagpur city for almost three generations. Their grandchildren are uninclined to want to settle down in their grandparent’s village. Give two possible reasons for the grandchildren’s view.
Answer:
1st View: As Shagufta Ranawat and her family from last three generations living in Nagpur city. Nagpur is one of the mega metro cities of India which is loaded with full of infrastructural facilities as well as employment opportunities, gender equality even through materialistic approach it has a rational and scientific outlook. So, grandchildren don’t want to leave Nagpur city and settle down in the village.

2nd View: Grandchildren know that now grandparents are age-old and advanced medical facilities will not be easily available during emergencies. So for precautionary measure of grandparent’s health, living in Nagpur city which is a well-developed hub is good for them.

Question 2.
Some people feel insecure about digitalisation processes, for example, in banking or online purchasing. Why do you think this is the case?
Answer:
Yes, some people feel insecure about digitalisation processes because of being computer phobic or computer illiterate, as they don’t trust the internet and perceived security risks. The perception that someone else has access to your bank account is a deal-breaker for many. It’s a big jump into the unknown with your hard-earned money especially if you have no one to explain it to you.

7. Answer the following question in detail. (About 150-200 words)

Question 1.
“The World Wide Web is a source of information and misinformation”. Discuss this statement with regard to the impact of the internet on:
(i) Parents
(ii) Children
(iii) School
Answer:
(i) Impact of the Internet on Parents:

• Parents know that the internet is a window opening to the whole world and as a tool to get information.
• Parents are aware of the positive and negative effects of internet use.
• Parents know that the internet is useful for attaining information.
• They mainly consider it as an effective means of communication due to instant messaging services that can communicate to any part of the world.
• It improves business, interactions, transactions saving vital time.
• Banking, shopping online has made life less complicated for parents.

(ii) Impact of the Internet on Children:

• Maximum children are busy playing games online.
• Increased use of the internet among children is making them feel lonely and depressed.
• More time spent online means children spent less time with family and friends or working on hobbies.
• Internet allows children to participate actively in a self-learning environment.

(iii) Impact of the Internet on School:

• The internet has not only increased the amount of learning possibilities in the classroom but it has created infinite amounts of learning opportunities for students and teachers.
• Use of internet in the school improves the quality of education in many ways.
• Teachers can use online materials to prepare lessons.
• The Internet plays a very vital role in education.

Activity 1 (Textbook Page No. 59)

Identify any four cities and study data about their industrial growth. Presents your findings to your class and follows them with a discussion.
Answer:
(i) Industrial growth in Mumbai:

• Mumbai is the economic capital of India.
• In earlier days cotton textile industry dominated Mumbai’s economy, but now Mumbai’s economic base is diversified.
• Textiles industries still remain important, but the city’s industries include petrochemicals, automobile manufacturing, metals, electronics, engineering, food processing, and a wide range of light manufacturing.

(ii) Industrial growth in Pune:

• From a small university town to IT hub, Pune has changed its face over the years.
• Numerous automobile manufacturers and ancillary companies have today invested heavily in Pune.
  e.g. TATA motors, Cummins, etc.

(iii) Industrial growth in Nagpur:

• One of the largest industrial estates approximately 6000 Hectares of Asia is located at Butibori near Nagpur.
• About 47% of Maharashtra State’s power is generated around Nagpur.

(iv) Industrial growth in Kolkata:

• Industrial growth rate of West Bengal is 1.1% higher than the national average.
• The growth and development are around the capital city of Kolkata.
• Kolkata is home to many industrial units, major sectors are steel, mining, minerals, cement, etc.

Activity 2 (Textbook Page No. 60)

Get 4 volunteers from your class to share their experiences (physical environment, economic life, customs, food, religious practices etc.) in a rural village or city, in 5-7 minutes each. They may make a PPT with visuals to support their presentations. Follow up with a class discussion.
Answer:

Activity 3 (Textbook Page No. 62)

Conduct a 2-minute extempore speech competition in class on the topic: “Modernisation may be perceived as a challenge in a traditional society.”
Answer:
The following pointers will help you prepare a speech.

• It is a process of social transformation.
• The developing countries imitate the western model of development. Thereby the traditional society becomes a technologically modern society.
• It develops new attitudes, new values and social relationships.
• It has paved a way for developing a scientific temperament.
• It encompasses social, economic, political, religious, and intellectual changes.
• Modernisation is a current term of an old process of social change.

Activity 4 (Textbook Page No. 63)

Given below is a way of finding out about people’s lives. It is called narrative research. It is all about hearing people’s stories.
Few volunteers from your class may speak to 1-2 small shops in the area and find out about their business. When did it start? Who started it? Are there changes in their sales? Are there changes in people’s behaviour? Are there any problems faced by the sellers? If so, what are they?
Write about their stories in about 200-300 words. Share with your class. See if you can see a pattern of experience or behaviour.
Answer:
The below example will provide you with pointers for your own narrative research.

• Shop Name – Pooja (General Stores)
• Owner Name – Mr. XYZ
• Area – Badlapur (West), Thane
• When did it start – 1990
• Who started it – Mr. XYZ’s Father
• Are there changes in their sales? – Yes, up and downs in profit margins.
• Are there changes in people’s behavior – Yes, due to last 3 decades won the trust of the people
• Are there any problems faced by the sellers – Yes
• What are they – Loss of profit margins recession, natural calamity like a flood.

Activity 5 (Textbook Page No. 65)

Identify any three Higher Secondary School teachers in your locality or school. Collect information about (a) the subject they teach, (b) their qualifications (e) number of years of teaching experience, (d) whether they have computers in their school/college, (e) whether they use computers and if yes, for what purpose? Report your findings in class.
Answer:

Activity 6 (Textbook Page No. 65)

‘Globalisation has a positive effect on Indian society.’ Form two teams of four students each, and conduct a class debate. The teacher may prepare a blackboard summary of the learning points. It can be followed by an open discussion of observations made by students.
Answer:
(i) Globalisation has a positive effect on Indian Society: (Debate 1st side)

• It’s a universal process.
• Transformation of the national economy into global economy.
• The growing economic interdependence of the countries of the world.
• Integration of the world economy, free trade.

(ii) Globalisation has a negative effect on Indian Society: (Debate 2nd side)

• The role of the state, the public sector has been curtailed by privatisation.
• An increasing number of young immigrations of the young technocrats to the developed countries, leaving behind the aging parents.
• There is an increase in the family discords and break up of more and more families and marriages.
• The small-scale industries face stiff competition from the large-scale industries and their multinational counterparts.

Activity 7 (Textbook Page No. 67)

Hold a class discussion at the end of each process of change, to discuss the positive and negative impact of each process. Develop a flow chart or concept map for each process of social change.
Answer:

Class 12 Sociology Textbook Solutions Digest

• Introduction to Indian Society Class 12 Sociology
• Segments of Indian Society Class 12 Sociology
• Diversity and Unity in Indian Society Class 12 Sociology
• Processes of Social Change in India Class 12 Sociology
• Social Movements in India Class 12 Sociology
• Social Problems in India Class 12 Sociology
• Sociology Passages Answers Class 12 Sociology

Sociology Class 12 Chapter 3 Diversity and Unity in Indian Society Question Answers Maharashtra Board

Balbharti Maharashtra State Board Class 12 Sociology Solutions Chapter 3 Diversity and Unity in Indian Society Textbook Exercise Questions and Answers.

Diversity and Unity in Indian Society Class 12 Sociology Chapter 3 Questions and Answers

1A. Complete the following statements by choosing the correct alternative given in the brackets and rewrite it.

Question 1.
Gender is __________ (innate, genetic, learnt)
Answer:
learnt

Question 2.
Social disparity encourages __________ (unity, divisiveness, homogeneity)
Answer:
divisiveness

1B. Correct the incorrect pair and rewrite it.

Question 1.
(a) Conflict based on language – Linguism
(b) Conflict based on religion – Terrorism
(c) Conflict based on caste – Casteism
(d) Conflict based on region – Regionalism
Answer:
(b) Conflict based on religion – Communalism

1C. Identify the appropriate term from the given options in the box and rewrite it against the given statement.

Totalitarianism, Class, Egalitarianism

Question 1.
It is an achieved status.
Answer:
Class

Question 2.
Promotes healthier relationships.
Answer:
Egalitarian society

1D. Correct underlined words and complete the statement.

Question 1.
Conflict based on caste is called communalism.
Answer:
Conflict based on caste is called casteism.

Question 2.
Saravadharmasamabhav denotes the Indian concept of unity amidst diversity.
Answer:
Saravadharmasamabhav denotes the Indian concept of secularism.

2. Write short notes.

Question 1.
Gender Diversity.
Answer:
Gender diversity is linked to the notion of ‘gender’ (a social construct), which in turn is related to concepts such as gender binary, gender expression, sexuality, and sexual orientation. Gender includes diversities that go beyond gender binaries of female-male, feminine-masculine, her- his, etc. Today, our understanding of gender diversity also includes the sexual orientation of people.

The acronym ‘LGBT’, Lesbian: Female-Female relationship, Gay: Male-Male relationship Bisexual: People who are attracted to two sexes (namely, Female and Male) Transgender: A person whose biological sex does not match one’s psychological sense of self emphasize the diversity of sexuality and gender identity.

There are individuals, groups, and societies that have challenged the notion of a binary and thus are more inclusive of sexual and gender pluralities. Most of us are coerced into conformity to follow the expectations of gender-linked to one’s sex known as gender expression linked to gender socialization also leads to diversity.

Today, societies are gradually opening up to understanding and accepting gender fluidity i.e. understanding that gender is not limited to binary and not necessarily tied to physical appearance or characteristics. One’s sexuality and helps us to understand the sexual orientation of a person is not a preference. Historic judgment of the Supreme Court of India on 6th September 2018 decriminalized homosexuality. The Government of India has also recognized transgender people and their rights.

Awareness about and sensitivity to diversities based on gender will help:

• dispel ignorance and myths related to gender
• restore dignity to people with different gender identities
• eradicate hate, violence prejudice, and discrimination towards gender non-conforming individuals
• promote equality and justice as enshrined in the Indian Constitution.

Question 2.
Importance of Unity in Diversity
Answer:
India is a country whose society is united in diversity. The religions language, culture, etc. everything differs yet the people of our country are untied. The significance of unity in diversity is necessary for peaceful coexistence with different groups and diverse cultural backgrounds. It improves healthy human relationships and protects equal human rights for all.

According to D.P. Singhal, in his book- “India and World Civilizations” unity in diversity is a theme that runs through the entire course of Indian history. Though there is so much diversity in India along lines of region, language, religion, caste, etc., there are cross-cutting solidarities that help us as a nation to combine and recombine. India has always assimilated cultures that it came into contact with and at the same time has retained the essentials of its own.

Indians today, despite their differences, have adapted to political democracy, which indicates the underlying unity in diversity. One important point is that the Indian people have never regarded diversity as a problem but more as a treasure to be cherished. The inner strength of India lies in our ability to accommodate variety and multiplicity within the framework of a larger unity. It is the sign of a healthy organism that the processes of integration and differentiation go on side by side.

The underlying unity in diversity has created a composite culture decisively pan-Indian in nature. Unity amidst diversity can be seen in the geopolitical sphere, institution of pilgrimage, tradition of accommodation, the tradition of interdependence, emotional bonding, etc. Given the nature of our religious plurality, the concept of secularism in India fosters a modern outlook showing religious tolerance. In India, secularism implies respect and tolerance for people of all faiths, beautifully encapsulated in the term, ‘sarvadharmasamabhav’. India has been and continues to be a land with multiple faith systems. This necessarily includes acceptance of people who do not subscribe to any religious identity, custom or practice, but who may express their loyalty and commitment to secular values such as scientific endeavor, humanitarianism, humanism, and so forth.

Need for unity

• To strengthen and enrich our cultural Heritage
• To protect the multiple diversities of
• To protect the Human Rights of all Indian society citizens.
• To boost workplace, organizational, and community morale.
• For effective and inclusive Communication.
• For conflict resolution.
• For peaceful coexistence.
• For the welfare of all people irrespective of caste, creed, sex, gender, race, economic class, culture etc.
• For the prosperity of our land and its people.

3. Write differences.

Question 1.
Regionalism and Linguism
Answer:

Question 2.
Casteism and Communalism
Answer:

4. Explain the following concepts with examples.

Question 1.
Heteronormativity
Answer:
Heteronormativity:
The belief is that people fall into distinct and complementary genders (man and women) with natural roles in life.

It assumes the heterosexuality is the only sexual orientation or only norm and states that sexual and marital relations are most fining between people of the opposite sex. Heteronormativity is an assumption that all people are straight and only a normal and natural expression of sexuality.

What constitutes appropriate behaviour for girls/women and boys/men is a result of social conditioning, indoctrination, and cultural definitions. Hence, there is variability between societies, as well as within groups in a specific society. This leads us to understand the dominance of ‘heteronormativity’ (that is the norm that reinforces and ‘normalizes’ the gender binary) in society and in all its institutions such as family, marriage, polity, economy, religion, etc.

Example: Marriage between men and women gives them social recognition and support for an intimate relationship i.e., socially and legally approved in our society.

Question 2.
Communalism
Answer:
Communalism:
Communalism refers mainly to loyalty to one’s own religion before the nation. It implies extreme pride in and identification with one’s own religion. India is one of the countries in the world where so many religions co-exist side by side. Communal conflict is a displeasing factor that affects the unity of the nation.

Socially, communal conflict creates feelings of deep hatred, bitterness, and antagonism between members of different religious communities. Such conflicts also lead to feelings of insecurity and they loosen bonds of solidarity. Economically, communal conflicts retard economic growth and development. Often, resources have to be diverted for the damage caused by communal riots and clashes. Production suffers and there is a severe monetary loss for the nation. Politically, communal conflict weakens democracy. It allows politicians to use religion as a means to acquire positions of prominence for their vested interests.

Also, on the international front, communal conflict affects India’s image adversely and weakens it considerably. Religious antagonism has posed a serious challenge to national integration in India. People belonging to different religions feel that their religion is superior; this is a problem of enhanced ethnocentrism.

Political manipulation is often known to project one religion against the other which has resulted in communal riots, mutual distrust, and disintegration. Large-scale illiteracy and superstitions are responsible, along with other causes for the rise of communal violence and divisive tendencies in the country. Religious fundamentalism can lead to acts of terrorism which can create a fear psychosis in the minds of people. Communalism is a severe threat to the harmony and secular spirit of a country.

Example: Incidence of communal riots.
The Ram Mandir -Babari Masjid issue in the year 1990, Mumbai riots in 1992 & Godhra riots in 2002, the partition riots of 1947 – the worst incident of Hindu Muslim conflict in the history of India.

5A. Complete the concept map.

Question 1.

Answer:

B. State whether the following statements are True or False with reasons.

Question 1.
Economic inequality has no effect on society.
Answer:
This statement is False.

Economic inequality has an adverse effect on society. A high level of economic inequality means a high level or poverty, widening rich-poor gap intends to increase, unequal income distribution increases political instability and this hinders economic growth in the society.

The economic standard of people in a State depends on several factors like resources available, management and organization, fertility of land distribution of wealth and so on. All States are not equal in this regard and this leads to economic imbalances. Unequal distribution of wealth within a State causes tension and conflict. Very often, wealth is concentrated in the hands of a few. Profits from the private sector end up in the hands of a few privileged sections and not for the common good. This kind of monopoly does not allow healthy competition.

Thus, economic inequality leads to economic imbalance and hampers the development of the country. Effects of economic inequality can be seen on the society in the following way, e.g., if one belongs to the ‘Below Poverty Line (BPL) category it may be difficult for the parents to provide healthy nutrition.

The large part of resources available is consumed by relatively few people who have the means to do so, e.g., The ‘mall’ culture found in the big cities clearly favors who ‘have’ than the ‘have not’s.

Question 2.
Constitutional and legal provisions provide hope to weaker sections in Indian society.
Answer:
This statement is True.

Our Indian constitution has laid down certain provisions for the protection and welfare of the weaker sections. Article 14 to 18 of the constitution provides the right to equality in the interest of people belonging to minority groups.

Representation and reservation of seats for minorities in the state and central services Abolition of practice untouchability, banning human trafficking and forced labour, provision of various welfare schemes, etc. All these constitutional measures aim at the upliftment of weaker sections in Indian society.

The Constitution of India has established the “rule of law” throughout the country. All citizens are equal and subject to the same authority. Religion, language, region, caste, gender, or community is no longer the basis of special social status, powers, and privileges. The weaker sections of society – the Scheduled Castes, the Scheduled Tribes, Denotified Tribes, other Backward Classes, Religious, Linguistic and Sexual Minorities have been given special concessions for their development.

6. Give your personal response.

Question 1.
How can participation in sports foster national integration?
Answer:

• India is a country with great diversity and a large population. Sports can be a great means to promote national unity.
• In any nation-state, unity and patriotism are two major benefits obtainable from sports.
• When people of different cultures and colors participate in the same game, they stand united with a common goal to win.
• Participation in sports creates sportsmanship, team spirit, leadership, and friendships that bring people of different backgrounds together. This fosters national unity and promotes a healthy lifestyle.
• For instance, in a national football team members are from different religious groups, languages and geographical origins all are combined in a team. They put all their hardship together not only to win but to uplift the entire nation.
• In the end, everyone overlooks the differences, giving way to patriotic spirit and feeling of oneness.
• Thus, sports provide a healthy platform for youthful competition and encouraging youngsters in nation-building.

Question 2.
What is the significance of school uniforms in Indian schools, with regard to the value of unity?
Answer:

• School is not just a temple of knowledge but school gives a platform to NURTURE our emotions in the early stages of life.
• School uniforms are essential in Indian society, wearing the same dress brings a sense of oneness among students. In every school students come from different backgrounds, to promote a sense of togetherness and harmony school uniforms are a must.
• Students come from different walks of life some can afford expensive clothes whereas others cannot afford them. This leads to superior and inferior mindsets. To avoid this situation school uniforms are made compulsory and develop equality among students.
• The importance of school Uniforms is related to uniformity and gives an identity that they are the representatives of the same school. School uniforms play an important role in the maintenance of discipline in the students and make them safe by keeping an eye on everyone.
• Hence school uniform builds a sense of teamwork and community spirit from early life. So when students come together from different environments with many differences, but when they stand together in the same uniforms, the phrase unity in diversity becomes reality.

7. Answer the following question in detail. (about 150-200 words)

Question 1.
What does unity mean to you? Discuss any three factors which hinder unity. Describe two ways in which tribal and urban people can benefit each other to promote unity. Give examples to illustrate yOur points.
Answer:
Meaning of unity
Unity means oneness or a state of togetherness. Unity is being in harmony or one in spirit feeling of unity brings the nation together.
In India we see unity in diversity, there are so many differences with respect to region language race, religion, caste, etc. Through all these differences there is solidarity and integrity.
After independence, India faced several challenges that obstruct national unity.

These obstacles to national integration are as follows:
Casteism
Casteism refers to loyalty to one own caste before the loyalty nation:
Discrimination based on caste is the major hurdle for national integration.
In India everything can change except ‘caste’, everything is organized on the line of caste.

Caste loyalty is looming large, different caste looks to the benefit of their own caste, in present times power of caste is concentrated in the hands of the dominant caste who develop the feeling of superiority or the low caste who faces exploitation.

The politicization of caste, various caste carry their vote banks with typical caste prejudice in politics and political party select candidate on the basis of caste moreover elected members use their privilege position for achieving interest in their own caste, in this way casteism is responsible for breaking the bonds of the unity among citizens.

Communalism
Communalism refers to extreme loyalty to one’s own religion. Religious fundamentalism and communal fanatism have created an atmosphere of hatred and violence. Communal conflicts create a sense of insecurity and loosen the bond of unity among the members of different religious groups.

Examples of communal violence have strong motivation based on religious identity, 1947 partition of India, 1990 Babari Masjid demolition, 1992 Mumbai riots, 2002 Godhra riot and Gujarat violence, etc.
Communal conflicts weaken democracy and on the international front communal conflicts affect India’s image.

Regionalism
Regionalism is showing more loyalty to one on state or region before one’s nation.
In India, the most important factors responsible for the growth of regionalism have been regional imbalance and regional disparity.

On many occasions, people promote regional interest even at the cost of national priorities,
despite decades of plan development all regions in our country have not been developed in the desired manner.

Socio-economic development results in the demand for a new state e.g., separation of Telangana. Andhra Pradesh disputes over the distribution of water e.g., Tamil Nadu and Karnataka having a dispute over the Kaveri river. Other issues like the construction of dams and the supply of electricity.

Aggressive regionalism leads to separatism e.g., issues at Jammu and Kashmir. These challenges are a threat to national unity and hamper peace.

The two ways in which tribal and urban people can benefit each other in recent times are:

• Tribal people live in isolation away from the modern world, in recent times due to industrialization new modes of transport and communication have emerged. Due to urbanization, we see the mobility of the tribal population in an urban setting.
• Apart from employment opportunities, tribal exhibitions, tribal fairs or bazaar has given them the chance to improve their lives without any mediators.
• Tribal art and handicraft are most valuable today especially across 100 smart cities, these handicraft items, paintings (Warli) are purchased by urban consumers. Tribal organic products like medicinal herbs, honey, flowers, fruits, pulses are in great demand in the urban markets.
• On the other side industrialization has transformed tribal society for instance industrial development has taken place in tribal areas of Madhya Pradesh, Bihar, Orissa, e.g., iron and steel plants, this has brought drastic changes in the socio-economic lives of tribal people.
• Here, we see both the community are advancing towards the integration of the population.
  Integration of tribals in the mainstream of national life has removed their backwardness and an identity that they are one among us.
• From the above statement, tribal and urban people are interdependent on each other for their survival and this brings unity among them.

Class 12 Sociology Chapter 3 Diversity and Unity in Indian Society Intext Questions and Answers

Check your progress (Textbook Page No. 56)

Question 1.
Identify two Constitutional provisions to protect weaker sections in the Indian society.
Answer:
Article 14 confer equal rights and opportunities to all.
Article 15 prohibits discrimination against any citizen on the grounds of sex, religion, race, caste etc.

Question 2.
What do you understand by the three-language formula?
Answer:

• The three-language formula enables the inculcation of Hindi and English as languages to connect with the Union, English to connect with the outside world, and the regional/local language for communication within the State. As per the policy, the three languages recommended are as following:
• First language as regional language or mother tongue.
• The second language is English or Modern Indian Language (Hindi speaking states), Hindi or English (in non-Hindi speaking states)
• The third language is English or the modern Indian language (in Hindi-speaking states).
• Most states in India have implemented the three-language formula and it is followed by all State Education Boards.

Question 3.
Identify three factors that hinder National Unity.
Answer:
The three factors that hinder National Unity are as follows:
Casteism: It refers to extreme loyalty to one’s caste before loyalty to the nation, at the cost of peaceful co-existence and national integration. The members of the various castes carry with them their typical caste prejudices into politics.

Regionalism: It refers to loyalty to one’s own state or region before one’s nation. This interferes with national integration to a great extent. Regionalism emerges due to the desire of people speaking one language to have one state.

Communalism: It refers to loyalty to one’s own religion before the nation. This occurs mainly due to the conflict between different religions which give rise to communal conflict.

Activity 1 (Textbook Page No. 45)

Form groups of 5 -7 students. Identify a specific religion. Interview 5 people of the specific religion chosen by you and find out about their religious customs and traditions. Write a report and present your findings in your class.
Answer:
Report on five religions presented by students in the class, for example, Hinduism, Islam, Christianity, Buddhism, and Sikhism then identify any one specific religion.
For example, Sikhism — The world’s fifth-largest organized religion in the world.
Guru Nanak, the founder of this religion taught a monotheistic creed (belief in one God), opposed idol worships, caste system, preached the karma theory, equality and respect all religions, love, and affection for all fellow beings.

Another unique feature of this religion is the tenth Guru Gobind Singh who established the five Ks or the Khalsa Panth i.e., Kirpan (sword), Kuchera (short undergarments ending above the knee), Kesh (uncut hair), Kara (iron bangle) and Kangha (comb) this gave Sikhs a distinct identity.

Its holy book Guru Granth Sahib is not written by one human but by many saints who teaches to believe in one God and respect all humans of every religion.

A Sikh temple is called a Gurudwara. It’s not just place of worship but temple also serve free food called Langar where all come together, food is prepared and cooked by volunteers which is shared with all communities who visit the temple.

The most famous temple of Sikhs is the Golden Temple in Amritsar covered with gold.

Sikhism inspires us to uplift humankind to live a life of truth, righteousness and spirituality.

Activity 2 (Textbook Page No. 46)

Make groups of 5 students. Identify one state in India and the languages and dialects spoken in it. If possible make audio recordings of some languages and dialects. Share with your class. Display their written script (if any).
Answer:
For example, the State of Karnataka, having Kannada as an official language and native language spoken. English is also preferred for communication due to the spread of higher education and burgeoning IT industry.

The major linguistic minority groups in the state are comprised of Urdu, Telugu, Tulu, Tamil, Malayalam, Marathi, Konkani and Hindi speakers. Apart from this, there are 50 tribal languages, besides the speakers of 22 scheduled languages.

We find the Tulu language spoken by people of southern coastal Karnataka. Malayalam is spoken near the coastal and borders of Kerala and Karnataka. Telegu and Tamil is used in the northeast and southeast of Karnataka districts bordering Telangana and Andhra Pradesh. Marathi is spoken in the Karnataka and Maharashtra borders.

Kannada is one of the classical languages of India. Tigalari script is the oldest surviving script, used by Brahmins to write the Sanskrit language. Kannada script is used for writing Tulu due to the non-availability of Tulu script.

Hence, Karnataka is one of the few states which has a great variety when it comes to languages.

Activity 3 (Textbook Page No. 49)

There have been protests regarding The Transgender Persons (Protection of Rights) Act, 2019. Find out more about this and hold a class discussion.
Answer:
The issues to be discussed are as follows:

• The proposed measure would increase discrimination against transgender people.
• These communities often live on extreme fringes of Indian society, with many forced into prostitution, begging or menial jobs.
• Discrimination with regards to education, employment, and the ability to rent or buy a property.
• The bill fails to maintain Civil Rights like marriage, adoption, social security benefits, etc.
• Need to raise awareness and express solidarity with the transgender community.

Activity 4 (Textbook Page No. 51)

Class Discussion in small groups:
Topic – Religion can be a force that unifies and divides society. (Assignment based on discussion).
Answer:

• Discuss the factors of unification and diversification of Indian society.
• Unifying forces like festivals, religious celebrations exist throughout the many cultures in our nation. Every region has its own unique history which has shaped its present. Our country is multi-linguistic, multi-cultural, and secular this gives us a sense of oneness.
• Dividing forces like disrespect toward other religions, terrorism, student unrest, the absence of strong ideal leaders, the vested interest of political parties, and other such factors create unrest in the society.

Activity 5 (Textbook Page No. 51)

Find out about various schemes started by the government for the welfare of (i) STs (ii) SCs (iii) Women (iv) Disabled persons. Share your findings in the class.
Answer:
Welfare schemes to uplift weaker sections are:
(i) Schemes and Programmes for STs and SCs:
Swarna Jayanti Gram Swarojgar Scheme – This programme was launched in April 1999. The objective of SGSY is to provide sustainable income to the rural poor. The programme aims at establishing a large number of micro-enterprises in the rural areas, based upon the potential of the rural poor. This programme cover families below the poverty line in rural areas of the country.

Indira Gandhi Awas Yojana – The government of India has decided the allocation of funds under IAY (Indira Gandhi Awas Yojana) will be on the basis of poverty ratio and housing shortage. The objective of IAY is primarily to help the construction of new dwelling units.

Nagari Dalit Vasti Sudhar Yojana – The State Government is implementing ‘Nagari Dalit Vasti Sudhar Yojana’ since 1995-96 in the urban areas having a higher population of backward class.

Mahatma Gandhi National Rural Employment Guarantee Act – The Act aims at enhancing the livelihood security of households in rural areas of the country by providing at least one hundred days of guaranteed wage employment in a financial year to every household.

(ii) Welfare Schemes for Women:
Bharatiya Mahila Bank, Orient Mahila Vikas Yojana Scheme, Udyogini Scheme, Mudra Yojana for Women – These schemes aim at providing financial support, they give loans at very low-interest rates for start-ups or new ventures for women in India.
Annapurna Scheme – To start up your own catering business, the government provides financial support.
Beti Bachao, Beti Padhao – Aims to save girl child and encourage girls is with free education.
UJJAWALA – A comprehensive scheme for prevention of trafficking and rescue, rehabilitation of victims of trafficking, and sexual exploitation.

(iii) Welfare Schemes for Disabled:
Scholarships for persons with disabilities.
AD IP schemes financial support for disabled for purchase/fitting of aids/ appliances
National award for the empowerment of persons with disabilities.
Financial support to parents of students with disabilities from post-matric till higher education.
Divyangjan Swavalamban Yojana Scheme providing concessional loans for the economical and overall empowerment of disabled persons.

Activity 6 (Textbook Page No. 56)

Conduct a debate on:
(i) Laws to protect minority groups help to integrate them into society.
(ii) The caste system should be abolished.
(iii) Protective discrimination is necessary for Indian society.
Answer:
(i) List of constitutional measures that have abolished the caste system, discrimination, and upliftment of the weaker section.

• Article 14: The right to equality, all citizens are given equal treatment and equal protection of the law. No state discriminates against any citizen on grounds of religion, caste, race, creed, gender, or place of birth, or any of.
• Article 16: equal opportunities with matters relating to employment and appointment in any office at the state or central levels.
• Article 25 to 28: all persons, belonging to any religious denominations or sections have been given the right to profess, practice, and propagate their religion.
• Article 30: all minorities, whether based on religion or language, shall have the right to establish and administer education or institution of their choice.
• Article 39 A: to promote justice, aims at ensuring equal treatment before the law in securing justice.
• Article 46: to protect and promote special care in terms of education and employment to the weaker sections.
• Apart from these, there are various other measures laid down to uplift the weaker sections.

(ii) Caste system can be made less relevant by creating awareness about the ill effects of the caste system and promotion of inter-caste marriages.

(iii) The Constitution has given more than 20 articles for the upliftment of the underprivileged, with policies on positive discrimination and affirmative action. They have helped in the educational development of scheduled castes, scheduled tribes, and other backward classes. Hence, it is necessary for India.

Activity 7 (Textbook Page No. 56)

Conduct a class/group discussion on: ‘Measures to promote National Unity.’
Answer:
Points to be discussed by making groups. Highlight the main points that bring peace and unity to society.

• Building of national spirit and promoting secular ideas that unify all religions as one.
• Religious harmony, respect for all religious faiths, teachings, and belief patterns as one.
• Role of education in promoting national unity by creating effective education policy.
• The role of mass media for instance cinemas like Uri, Boarder, and Range De Basanti — became an inspirational source to bring out feelings of oneness and patriotism.
• Various constitutional measures were laid down to safeguard the interest of minorities and weaker sections of society.

Class 12 Sociology Textbook Solutions Digest

• Introduction to Indian Society Class 12 Sociology
• Segments of Indian Society Class 12 Sociology
• Diversity and Unity in Indian Society Class 12 Sociology
• Processes of Social Change in India Class 12 Sociology
• Social Movements in India Class 12 Sociology
• Social Problems in India Class 12 Sociology
• Sociology Passages Answers Class 12 Sociology

Sociology Class 12 Chapter 2 Segments of Indian Society Question Answers Maharashtra Board

Balbharti Maharashtra State Board Class 12 Sociology Solutions Chapter 2 Segments of Indian Society Textbook Exercise Questions and Answers.

Segments of Indian Society Class 12 Sociology Chapter 2 Questions and Answers

1A. Complete the following statements by choosing the correct alternative given in the brackets and rewrite it.

Question 1.
Secondary type relations are significant in ___________ community. (rural, tribal, urban)
Answer:
urban

Question 2.
Over 55% of the tribal population in India is found in the ___________ region of the country. (Western, Central, Southern)
Answer:
central

1B. Correct the incorrect pair and rewrite it.

Question 1.
(a) Landlord – Zamindar
(b) Initiative for rural development programme – Community Development Programme
(c) Three-tier system of governance – Integrated Rural Development Programme
(d) Primary occupations – Traditional societies
Answer:
(c) Three-tier system of governance – The village panchayat

1C. Identify the appropriate term from the given options in the box and rewrite it against the given statement.

Urban society, Devrai, Gramdevata

Question 1.
Sacred groves in the tribal community.
Answer:
Devrai

Question 2.
Instances of white-collar crime.
Answer:
Urban society

1D. Correct underlined words and complete the statement.

Question 1.
Individual status in urban society is mostly ascribed.
Answer:
Individual status in urban society is mostly achieved.

Question 2.
The custom of worshipping non-living bodies is called animism.
Answer:
The custom of worshipping non-living bodies is called animatism.

2. Write short notes.

Question 1.
Problems of the tribal community.
Answer:
Problems faced by the tribal community:
Alienation from forest land: Many tribes engage in primary agriculture, food-gathering and hunting hence they are heavily dependent on the produce of the forest. Therefore, when outsiders exploit the tribal land and its resources, the natural eco-cycle and the tribal life dependent on it is greatly disturbed. Industrialization and construction of water reservoirs resulted in the further acquisition of land by the State.

Bonded labour: Though Bonded labour is banned by Indian Law, it still prevails in some tribal areas. Bonded labour is considered to be a serious problem, which started due to rampant poverty and lack of stable income among the tribals. In fact, land alienation, indebtedness, bonded labour, and poverty are problems that exist hand-in-hand. However, due to the efforts of the government and voluntary organizations, many tribals are being freed from this problem.

Shifting cultivation: Shifting cultivation among tribals is a problem since it involves large-scale deforestation and soil erosion. Shifting cultivation is known by various names such as Jhum, Khallu, and Podu.

Illiteracy: Illiteracy among tribal is a major hindrance towards their development. School hours often clash with agricultural and wage-earning activities of children. Children are looked upon as economic assets and are thus expected to supplement their parents’ income Also, schools are often not located in the vicinity of tribal settlements. The formal courses in schools are not taught in tribal languages, so children lose interest in learning, leading to a high dropout rate.

Question 2.
Characteristics of urban community.
Answer:
Urban community includes towns, cities, and metros with their different way of life.
Urban communities have the following characteristics:
Heterogeneity: In urban areas, you will find people belonging to diverse groups as there is continuous migration from tribal and rural areas as people come in search of employment, education, healthcare, and the hope of raising their standard of living.

The high density of population: Cities and towns have a higher density of population due to the large population and also because of a steady influx of people pouring into urban centers.

Different occupations: Occupations are more specialized, as there is a widespread division of labour and specializations.

Secondary relations: In urban areas, interaction among people is not personal rather characterized by formal interactions and impersonal relationships which are based on vested interests.

3. Write differences.

Question 1.
Rural Economy and Urban Economy.
Answer:

Question 2.
Tribal Community and Urban Community.
Answer:

4. Explain the following concepts with examples.

Question 1.
Urban crime
Answer:
Urban crime: The problem of crime increases with the growth in urbanization.
The problem of urban crime is becoming more complicated in the present-day world because criminals often get protection from politicians, bureaucrats, and other urban elite.

Some criminals reach high political positions by using their money and muscle power. In fact, the increasing trend in urban crimes leads to much tension and insecurity which makes city life unsafe.

Not only the poor, deprived and slum dwellers take to crime; people from well-to-do families also resort to crime in order to make a fast buck and to meet cravings for a lavish life occasional failure in life also may drag youngsters to crime.

Examples: Violent urban crimes like abuse, rape, murder, kidnapping, cybercrime, economic offenses, and various forms of white-collar crime are rampant in many large cities.

Question 2.
Sacred groves
Answer:
Sacred groves:
Sacred groves are an integral part of tribal society. Sacred Groves are tracts of forest land dedicated to local deities who are manifestations of the energy of the universe. Since hunter-gatherer times, the tribal and rural people of India have been revering the ‘Earth-Energy’ and the ‘Cosmic-Forces’ manifested in the forests and the groves.

These deities are believed by the tribal people to be fiercely protective about the grove and the village. Sacred Groves are like a separate institution through which a myriad of relationships spread, giving rise to a cultural pattern. This pattern connects the local people with their fields, forests, and with one another.

Worship in the sacred groves is related to fields, forests, and to the survival of the tribal and rural which in turn have helped to conserve biodiversity.

Examples: “Shedoba Cha Van” (Forest of Shedoba) Sacred Grove in Murbad Taluka, Dist. Thane.
The common examples of sacred groves are Ficus Religiosa (Peepal tree), Ficus benghalensis (Banyan tree).

Other examples of sacred groves in India include:
Pavithravana in Andhra Pradesh, Gumpa Forests attached to Buddhist monasteries in Arunachal Pradesh, Sarana in Jharkhand, Kavu, and Sara Kavu in Kerala and Devrai, Devrahati, and Devgudi groves in Maharashtra.

5A. Complete the concept map.

Question 1.

Answer:

5B. State whether the following statements are True or False with reasons.

Question 1.
Division of labour is complex in urban communities.
Answer:
This statement is True.

• A very clear and specialized division of labour is found in urban areas. People are trained for their job and skills according to institutional and professional requirements.
• One can find the division of labour and specialization in every walk of life such as industry, trade, education, etc.
• An interdependence of professions is observed in almost all fields of life.
• Every work is divided among the employees, on the basis of age, sex, educational qualification, training, talents, etc.
• For example, in the medical profession, there are gynecologists, radiologists, pediatricians, anesthetists, and physicians.

Question 2.
The traditional influence of caste has changed today.
Answer:
This statement is True.

• Today the traditional influence of caste has changed due to the impact of industrialization, urbanization, advanced means of transport and communication, the spread of modern education, constitutional provisions, social legislations, etc.
  The restrictions of food habits of the Indian people have been relaxed. The distinction between touchable and untouchable is not felt in modern times.
• The special civil and religious privileges enjoyed by the upper castes and disabilities by the lower castes have been removed by the constitutional provisions and social legislations.
• Occupations are becoming more and more caste-free. The people have greater choice to take up an occupation based on their skills, education, and aptitude.
• Inter-caste marriages have increased. The caste councils have disappeared and their authority has been transferred to the State.
• The traditional rights, authorities, and sanctions based on caste hierarchy may not be apparent today, however, it is so deeply entrenched in people’s minds that it permeates social interactions Nevertheless, in the ordinary transactions of daily life, village people tend to cooperate with each other.

6. Give your personal response.

Question 1.
Why is there a lack of community feeling in cities?
Answer:
In cities, people are more individualistic in their attitudes. They behave and live independently without taking into consideration the will of others. Even the neighbors are often found to be strangers. Means of modern communications such as telephone, radio, and internet are mostly used by the people in cities for personal contacts. The connections in cities today are more superficial, less meaningful. City life is characterized by the predominance of secondary contacts, impersonal, casual, and short-lived relations. Due to these reasons we often find a lack of community feeling in cities.

Question 2.
Explain the need for rural development.
Answer:
The rural economy is an example of an agrarian economy. Although farming and agriculture are some of the most important primary activities, the problem lies in the fact that they share in the GDP of the agriculture sector is on a constant decline. At the same time, about two-thirds of India’s population depends on agriculture. As a result, productivity is not up to the mark. Moreover, public investment declined since 1991 coupled with a lack of adequate infrastructure, credit, transport, unemployment, etc. Henceforth the agricultural output has grown at only 3.2% during 2007-2011. All these factors have been denting the process of development. Therefore there is a need to focus on rural development and not just urban development.

7. Answer the following question in detail. (About 150-200 words)

Question 1.
Traditional communities tend to hold on to their customs, traditions, and beliefs.’ Using examples of your own, explain the statement with special reference to either family or religion. Also, discuss any three ways by which change is introduced into traditional communities.
Answer:
Traditions customs and beliefs bind people together and build bonds between them. By sharing a sacred quality and worshipping together a ‘collective conscience emerges’ religion is not just a set of beliefs, it involved sacred rituals. It creates a single moral community that is collective. Religion legitimizes society’s values, customs, and traditions by making them sacred. Hence ‘Traditional communities tend to hold on to their customs, traditions, and beliefs.’

With reference to family
In India in a typical joint family, all members reside together in one house. They eat food prepared jointly; they hold common property. In the Indian family, the feeling of dependence and discipline is found on a large scale. The social-economic, religious and cultural life of Indian families is collective in nature. In the family of traditional communities, the members believe in one religion and they worship the same deities. Various religious rituals are jointly celebrated and all the members participate in them. All family members take part in the common worship, rituals, rites, and ceremonies. They are homogeneous in nature and everybody works for a common goal and welfare of all members.it provides shelter to all its members, including the weak, aged, and widows.

The change introduced into traditional communities
Due to the impact of various factors like industrialization, urbanization, advanced means of transport and communication, social legislation, the spread of modern education, democratic political system, changes are occurring in the structure and functions of traditional communities. Accordingly, the family in India has undergone significant changes. Due to the impact of industrialization and urbanization traditional joint family is replaced by the nuclear family. Due to urbanization social relationships have become more formal and contractual. Customs, traditions, values, rituals, beliefs have changed.

Today the size of the family is decreasing. The power of patriarchal authority has been declining. Various social legislations have provided individuals many rights. Besides, due to the impact of the spread of education, individualism, democratic values like liberty and equality, personal desires are becoming dominant. Though the head of the family is the husband, and he has to make decisions by taking into consideration the opinions and desires of his wife and children. Families or religion in the traditional communities was based on collectivity. Due to the impact of individualism, the importance of kinship is decreasing. The recreational function of the family is losing its importance because modern means of recreation have become popular.

Class 12 Sociology Chapter 2 Segments of Indian Society Intext Questions and Answers

Check your progress (Textbook Page No. 28)

Question 1.
Name one tribe in South India, Western India, and North-East region.
Answer:

• Tribe in South India – Toda, Kota.
• Western India – Bhil, Warli.
• North-East region – Garo, Khasi

Question 2.
Identify any three tribal occupations.
Answer:

• Hunting and fishing.
• Simple agriculture and shifting cultivation.
• Food gathering of forest products.

Question 3.
Give examples of tribal belief systems.
Answer:
Belief in black and white magic, ancestor worship, benevolent and malevolent spirits. Sacred Groves are an integral part of tribal society, a tract of forest land dedicated to local deities who are believed by the tribal people to be fiercely protective about the grove and the village.

Check your progress (Textbook Page No. 30)

Question 1.
Why are tribal people slow to change? Give two reasons.
Answer:

• Tribal people are slow to change because.
• Tribal practice simple occupations based on primitive technology. Most of the occupations fall into the primary categories such as hunting, gathering, and agriculture. There is no profit nor surplus making in such an economy.
• Illiteracy among tribal is a major hindrance to their development.

Question 2.
Identify three forms of tribal religion.
Answer:

• Animism: The custom of worshipping the soul or ancestors.
• Manaism: The custom of worshipping force which is believed to move swiftly across the world and enter into objects and people, giving them powers that they previously lacked.
• Naturism: The custom of worshipping elements of nature like river, stream, Sun, Moon, forest, etc.

Question 3.
State two problems caused by cultural contact with non-tribal people.
Answer:
The two problems caused by cultural contact with non-tribal people are:

• The exploitation of tribal resources, which were rich in minerals and natural resources.
• Alienation of tribals from their traditional medicine due to the entry of specialists like medical professionals, agents, and vendors into the tribal areas.

Check your progress (Textbook Page No. 35)

Question 1.
State three characteristics of the rural community.
Answer:

• The dominance of agriculture.
• Primary relations.
• Social homogeneity.

Question 2.
Enumerate three changes in rural communities.
Answer:

• The joint family was once upon a time a significant pillar of village organization, has diminished significantly.
• The traditional rights, authorities, and sanctions based on caste hierarchy is not apparent today in a rural community.
• Abolition of intermediaries such as the zamindari system.

Question 3.
Identify any three programmes started by the Government for rural development.
Answer:

• The Community Development Programme (CDP) was started in 1952.
• The Integrated Rural Development Programme (IRDP) replaced the CDP in 1979.
• Pradhan Mantri Gram Sadak Yojana.

Check your progress (Textbook Page No. 37)

Question 1.
State three characteristics of urban life.
Answer:

• Large-scale social mobility.
• Different occupations.
• The high density of population

Question 2.
Why are nuclear families more common in urban than rural communities?
Answer:
Nuclear families are more common in urban than rural communities due to individualism which has led to a significant increase in nuclear families. Family is less stable today. More than the family as a unit, it is the individual who is given more importance. Joint families are comparatively less in number, nuclear families are on the rise in the cities.

Question 3.
Why are secondary relationships a significant characteristic of urban areas?
Answer:
In urban areas, interaction among people is largely based on anonymity and secondary contact. It is not personal nor face-to-face, rather, cities are characterized by formal interactions and impersonal relationships which tend to become time-bound and based on vested interests.

Activity 1 (Textbook Page No. 25)

Question 1.
Form groups of five students. Refer to the geographical classification of tribes in India. Choose a tribe and prepare a PPT / or Chart Presentation of 8 – 10 slides of its cultural traits.
Answer:
Geographical Distribution of Indian Tribes: L. P. Vidyarthi (1977) has given a five-fold geographical classification of tribes in India on the basis of ecological, social, economic, administrative, ethnic, and racial.

[Presentation to be done in the classroom by students.]

Activity 2 (Textbook Page No. 29)

Visit a tribal settlement in your region and document different aspects of their life (e.g., clothing, shifting cultivation, sacred groves). If a physical visit is not possible then take information from the internet. Make a short presentation to your class and follow it up with a discussion.
Answer:
Presentation to be done in the classroom by students.

Activity 3 (Textbook Page No. 30)

Find out about any tribal scheme started by the government or an NGG. Share your findings with your class.
Answer:
Scheme of strengthening education among Scheduled Tribe (ST) girls in low literacy districts.
Objective – The scheme aims to bridge the gap in literacy levels between the general female population and tribal women, through facilitating 100% enrolment of tribal girls in the identified districts or blocks, more particularly in Naxal affected areas and in areas inhabited by Primitive Tribal Groups (PTGs), and reducing drop-outs at the elementary level by creating the required ambiance for education. Improvement of the literacy rate of tribal girls is essential to enable them to participate effectively in and benefit from socio-economic development.

The scheme is implemented through Voluntary Organisations/Non-governmental Organisations (NGOs) and autonomous society/institutions of State Government/Union Territory Administration.

Activity 4 (Textbook Page No. 35)

Class Debate/Discussion:
‘The impact of caste on Indian society has reduced today’.
Answer:
After India attained independence in 1947, the country introduced laws to make discrimination against lower castes illegal and to improve their socioeconomic positions. As a result, some from the underprivileged groups have made it to leading positions, such as Dr. B. R. Ambedkar, who wrote the Indian constitution, and KR Narayanan, who was elected president in 1997.

Reservations were introduced for college admissions and jobs. The scenario within the country has undergone a lot of change with the progress in technology, education, social outlook, urbanization, and modernization. With the spread of urbanization and secular education, the influence of caste has decreased. This has occurred especially in cities where inter-caste marriages and people of different castes living reside in societies. However, despite the growing changes the caste identity still holds a lot of importance in society.

Activity 5 (Textbook Page No. 36)

Debate the positive and negative effects of heterogeneity in an urban setting.
Answer:
In urban areas, you will find people belonging to diverse groups such as class, occupation, caste, language, and religion, etc., all living in the same territory. There is continuous migration from tribal and rural areas as people come in search of employment, education, and healthcare and with the hope of raising their standard of living. Heterogeneity can be an advantage because it creates a cosmopolitan and tolerant approach, traditions, values, and customs helps to improve the social life of people as they learn about a new culture, customs, and languages which helps to improve brotherhood among people.

It can also create tensions, the ways of life of a city’s inhabitants are culturally differentiated and most cities have significant minority populations that are dominated by specific ethnic groups/cultures.

Activity 6 (Textbook Page No. 39)

In schools located in urban areas conduct a survey using a questionnaire or interview techniques, to understand problems in slum areas. Students from rural and tribal areas should do the same exercise on farmers’ problems. Write and present your report to the class.
Answer:
A survey or interview is to be conducted by students to understand problems in slum areas or tribal/rural farmer’s problems.
Sample of a questionnaire for the slum survey

• General Information
• Location
• No. of years you’ve been living here
• No. of earning members
• Total members in the family
• Education level of male adults
• Education level of female adults
• The monthly income of the family
• How often do the members fall in sick
• No. of elderly people (above 60 years)
• Principle occupation and industry of the adults.

Activity 7 (Textbook Page No. 40)

Gather information on various tribal, rural, and urban development programmes in your area. Present your findings to your class and follow them up with a discussion.
Answer:
(i) Urban Development Programmes
Pradhan Mantri Awas Yojana (Urban) or Housing for All by 2022 Mission:
The ‘Housing for All by 2022’ under the scheme of “Pradhan Mantri Awas Yojana — Housing for All (Urban)” launched by the Central Government aims to provide housing to all urban people by 2022. It provides central assistance to States and UTs for constructing houses to all eligible sections by concentrating on urban slums and economically weaker sections.

Swachh Bharat Mission (SBM):
A major associated urban development programme is making India’s urban centers clean. For this, the SBM targets to achieve 100 percent scientific management of municipal solid waste in 4041 statutory towns/ cities in the country by 2019.

(ii) Rural Development Programmes
The government assured to provide electricity and clean cooking facility to all willing rural families by 2022 under Ujjwala and Saubhagya Yojana.

Pradhan Mantri Awas Yojana – Gramin (PMAY-G) will provide 1.95 crore houses to eligible beneficiaries during its second phase (2019-20 to 2021-22) along with amenities like toilets, electricity, and LPG connections.

(iii) Tribal Development Programmes
On March 19, 2020, TRIFED, the Tribal Cooperative Marketing Development Federation of India launched the “Tech for Tribal” initiative. The initiative aims at providing entrepreneurship skills to the tribal people.
Pradhan Mantri Van Dhan Yojana It is an initiative that was launched in 2018. The Scheme aims to strengthen tribal producer companies. It was launched in 27 states.

Activity 8 (Textbook Page No. 42)

Visit a government primary or Ashram school in a tribal or rural or urban area. Find out from the school head about enrolment numbers, classes taught, the number of teachers, subjects they teach, problems they face, needs that they have. Write a report on your findings.
Answer:
[To be done by the student.]
General information:
There are a total number of 502 government Ashram schools under the tribal development department for the students belonging to socio-educationally backward tribal groups in the remote areas of the state. In order to provide quality education to the Scheduled Tribe students, the Central Government initiated “Ekalavya Residential Schools” on the basis of Navodaya Vidyalayas, through the funds distributed under Articles 275 (2) of the Indian constitutions, for the socio-economic development of the tribals in the country.

Activity 9 (Textbook Page No. 42)

What do you mean by rural reconstruction? Find out about programmes started by (a) government and (b) voluntary associations for people in rural India. Prepare a poster exhibition in your school or library.
Answer:
Rural reconstruction implies renovation of the villages for the total well-being of the people in villages. It is oriented to their social, economic, and political development. The principal objectives of rural reconstruction include (a) eradication of poverty by means of regeneration of cottage industries, the establishment of cooperative societies, improvement of transport, (b) spread of education, (c) progress of health, (d) the abolition of social malpractices like casteism, untouchability and the like.

In Post-Independence India, rural reconstruction programmes are affected through specific efforts. They include Land Reforms, Panchayati Raj, Co-operative Movement, Community Development Projects, and Five-Year Plans.

The Firka Development Scheme launched by Madras Government in 1946 aimed at the attainment of the Gandhian ideal of “Village Swaraj” by bringing about not only educational, economic, sanitary, and other developmental activities of villages but also by revitalizing the spirit of the people and making them self-confident and self-reliant. Sarvodaya Scheme was launched by the Bombay Government with a view to promoting the furtherance of Gandhiji’s constructive programme.

Class 12 Sociology Textbook Solutions Digest

• Introduction to Indian Society Class 12 Sociology
• Segments of Indian Society Class 12 Sociology
• Diversity and Unity in Indian Society Class 12 Sociology
• Processes of Social Change in India Class 12 Sociology
• Social Movements in India Class 12 Sociology
• Social Problems in India Class 12 Sociology
• Sociology Passages Answers Class 12 Sociology

Sociology Class 12 Chapter 1 Introduction to Indian Society Question Answers Maharashtra Board

Balbharti Maharashtra State Board Class 12 Sociology Solutions Chapter 1 Introduction to Indian Society Textbook Exercise Questions and Answers.

Introduction to Indian Society Class 12 Sociology Chapter 1 Questions and Answers

1A. Complete the following statements by choosing the correct alternative given in the brackets and rewrite it.

Question 1.
Monks in Buddhist monasteries were called __________ (Bhikkus, Bhikkhunis, Rishis)
Answer:
Bhikkus

Question 2.
The Special Marriage Act was passed in the year __________ (1950, 1952, 1954)
Answer:
1954

1B. Correct the incorrect pair and rewrite it.

Question 1.
(a) Raj Marg – Hinduism
(b) Teerthankar – Jainism
(c) Saint Thomas – Sikhism
(d) Eight-fold Path – Buddhism
Answer:
(c) Saint Thomas – Christianity

1C. Identify the appropriate term from the given options in the box and rewrite it against the given statement.

Brahmo Samaj, Dr. B. R. Ambedkar, Harijan Sevak Sangh

Question 1.
An association was established by Raja Rammohan Roy.
Answer:
Brahmo Samaj

Question 2.
Head of the Drafting Committee of the Constitution of India.
Answer:
Dr. B.R Ambedkar

1D. Correct underlined words and complete the statement.

Question 1.
Elementary education was imparted in Khanqahs during the medieval period.
Answer:
Elementary education was imparted in Maktab during the medieval period.

Question 2.
The Theosophical Society was the Initiative of Mahatma Gandhi.
Answer:
The Theosophical Society was the Initiative of Annie Besant.

2. Write short notes.

Question 1.
Education during the Early Vedic period.
Answer:
During the Early Vedic period the content of education was based on sacred literature which was written in Sanskrit – which was not the language of the masses. The Yajur Veda commands education for all classes including women. The Atharva Veda states that “all classes have an equal right to study the Veda”.

To enter Vedic schools, it was a prerequisite for students of the first three Varnas to perform the Upanayana thread ceremony and they had to observe Brahmacharya for as long as they lived at the school to study the Vedas. There was an oral tradition of imparting knowledge, which was through rote-learning. Enunciation and pronunciation were an integral part of the oral tradition of learning. The aim of education was to sharpen the intellect as well as for character formation. Value was attached to being truthful, carrying out one’s duties (dharma), devotion to the guru and to one’s parents, hospitality, faith, and generosity.

The Kshatriyas learned the art of warfare and administration. Vaishyas studied trade and commerce and Shudras learned agriculture and animal husbandry. The Brahmanas stayed in the school until they attained mastery of the four Vedas They were known as Brahmanas – the possessors of Brahman (supreme knowledge)

Question 2.
Status of women during the Medieval period.
Answer:
The status of women deteriorated in Medieval India. Invasions from the Central Asian region along with zealous Brahmanical iron laws were the main causes for the degradation were Invasions from the Central Asian region and zealous Brahmanical iron laws.

Freedom of women was curtailed, knowledge of the scriptures and literacy was denied to them and her status was reduced to being dependent on men throughout her lifetime. Only women from upper castes and aristocracy were given education in private.

Widow remarriage which was permitted in the Vedic period came to be considered taboo. Women continued to be excluded from family inheritances. Practices of child marriage, sati, purdah system, and Devadasi system made women the objects of exploitation.

The patriarchal joint family, the customs of polygamy, and early marriage – all contributed to Curtailing the free development and growth of women.

3. Write differences.

Question 1.
Status of Women in the Early Vedic period and Later Vedic period.
Answer:

Question 2.
Education in the Ancient Period and Colonial Period in Indian society.
Answer:

4. Explain the following concepts with examples.

Question 1.
Varna
Answer:
During the ancient period, Hindu society was divided into four Varna’s namely: The Kshatriyas learned the art of warfare and administration. Vaishyas studied trade and commerce and Shudras learned agriculture and animal husbandry.

The Brahmanas stayed in the school until they attained mastery of the four Vedas. The first three varnas began to call themselves the upper varnas. They became the ‘twice-born (dvija) because they were entitled to the initiation ceremony (upanayana)

In the beginning, there was flexibility and fluidity with respect to occupation. It was only towards the end of the Vedic period that Varna turned into a rigid jati (caste) hierarchy based on the ideology of purity and pollution. Notions of purity and pollution continue to be followed in everyday practices such as food and water intake, dressing, occupation, worship, social interactions, travel, etc. Thus, the flexible varna system was converted into a rigid caste system.
Example:

• Brahmin – priests, teachers, intellectuals
• Kshatriya – rulers, and warriors
• Vaishya – merchants’ traders, farmers
• Shudra – menial work

Question 2.
Social Legislation
Answer:
It refers to laws passed to promote social justice, social welfare, desirable social change, as well as protection of vulnerable and weaker sections of Indian society.

The increase in the number of reformative groups enabled Indians to exert pressure upon the British government, for passing laws against prevalent social evils. Concerns and problems of people and administration get recognized through academic research, scientific studies, media, advocacy groups, and interest groups. Laws are enacted accordingly.

It may be noted that laws by themselves cannot transform society, but they provided hope to those who were victims of injustice oppression, exploitation, and abuse.

Example:
Some significant legislation include

• 1829 – The Sati Prohibition Act
• 1843 – The Indian Slavery Act
• 1856 – The Hindu Widow Remarriage Act
• 1872 – The Civil (or Special) Marriage ACT
• 1929 – The Child Marriage Restraint Act

5A. Complete the concept map.

Question 1.

Answer:

5B. State whether the following statements are True or False with reasons.

Question 1.
The colonial rule has a significant impact on Indian society.
Answer:
This statement is True.

The British continued to rule India till the 20th century. Several systems were set in place under British rule in India. Some of the social reforms were also possible because of British policies. Let us look at some consequences of colonialism in India which had a significant impact on Indian society.

Education: The British set up a system of education that had a far-reaching impact on Indian society. The medium of instruction in the high school communication among the learned people now became English, schools, and colleges were open to all individuals, irrespective of caste, creed, gender, etc.

The content of education was secular – which included subjects like Mathematics, Science, Philosophy, Sociology, History, etc.

This led to the rise of a new class of intelligentsia, who were of Indian origin but trained in ‘Western’ values, customs, and practices. Some of them played a significant role in the reform movements.

New values like rationality, equality, social justice, secular approach, and individualism gained firmer ground in Indian society.

Culture: Many of the educated elite took to the lifestyle of the British with respect to food habits, dressing, customs mannerisms, attitudes, beliefs, language, sports, and entertainment, etc., M. N. Srinivas referred to this process of imitation of the British, as ‘westernization’.

Administration: The British started new systems of administration like the Economic Service, Education Service, Revenue Service, and Administrative Service. It was the English-educated Indians who entered the administrative services to assist the British rulers in governing the land and its people.

A new judiciary system was created, which took into consideration the earlier legal traditions of the Indian communities. However, its implementation was carried out on a secular basis; each individual was judged on an equal basis, irrespective of one’s caste and creed.

The Indian Councils Act, The Indian High Court Act, and The Indian Civil Service Act of 1861, all led to major changes in the Executive, Legislative and Judicial administration of India.

Question 2.
Buddhism spread to several parts of India and beyond.
Answer:
This statement is True.

The teachings of Gautama Buddha did not make reference to the concept of God. Also, the sacred literature (Tripitkas) was written in the language of the common people, namely, Pali. Buddha made monasticism an inseparable part of his creed. The function of monasticism was to provide suitable conditions for personal and societal development.

Thus, Jainism and Buddhism are perceived as ‘protest religions’. Both these religious traditions opened their doors to all sections of society. The right to salvation was no longer limited to a particular stratum of society. Understandably, Buddhism with its fewer rigid rules and regulations in comparison to Jainism was embraced by many.

Buddhism gave great importance to the moral upliftment of human beings and directed people to lead moral lives. It insisted on virtues like charity, self-sacrifice, control over passions, and non-injury in thought and action. These virtues are also advocated in the Upanishads and also widely practiced through the Buddhist way of life.

Buddhism thus spread far and wide even beyond the boundaries of India because of the patronage of the Mauryan emperor, Ashoka. As a missionary religion, Buddhism spread to foreign lands like Tibet, China, Japan, Mongolia, Burma, Java, Sumatra, and Sri Lanka.

6. Give your personal response.

Question 1.
Jainism and Buddhism provided hope to all people.
Answer:
In the Later Vedic period, the caste system and Brahminic supremacy became entrenched. Caste groups became rigid with the passage of time. The varna system now turned into an oppressive Jati (caste) system.

In all this, women became doubly oppressed. Jainism and Buddhism are perceived as “protest religions”. Both these religious traditions opened their doors to all sections of society.

The right to salvation was no longer limited to a particular stratum of society. Understandably, Buddhism with its fewer rigid rules and regulations in comparison to Jainism was embraced by many.

Gautama Buddha permitted women to join his monastic community and to fully participate in it. Buddhist doctrines do not differentiate between women and men, since everyone, regardless of gender, status or age, is subject to old age, illness, and mortality, thus suffering applies to all.

Several Jain nuns have played a very active part in the abolition of sati practice, abolition of slavery of women, and in the prohibition of animal sacrifices.

Jainism, being a religion of religious equality, is devoted to recognizing the rights of all living creatures. Jainism and Buddhism opposed the caste system in India. Thus, Jainism and Buddhism provided hope to all people.

Question 2.
Social reform movements are present even in 21st century India.
Answer:
A social movement is a mass movement and a collective attempt of people to bring about a change or to resist any change. In the 21st century, India, Industrialisation, and urbanisation technological advancements, and ongoing democratization have allowed people to push for change collectively, and question the legitimacy of the existing order. Social movements can be defined as collective challenges based on common purposes.

The emancipation of women, the spread of mass education, the removal of untouchability, the equality of opportunity for both the sexes and the growth of secularism are some examples of cultural drift which have led to the emergence of social movements today.

Changing society is, to some extent, disorganized because changes in different parts of society do not take place simultaneously. One part changes more rapidly than the other, thereby producing numerous lags. When there is an absence of social justice and a threat to the environmental system, social movements emerge.

For example, Meira Paibi struggle in Manipur was for the safety and well-being of their community. They have shifted their focus from anti-alcoholism to human rights. Women played a major role in this movement. Meria Paibi led a boycott of elections and used relay hunger strikes as means to fight for their rights. Irom Sharmila had been on hunger strike for nearly 16 years.

7. Answer the following question in detail. (About 150-200 words)

Question 1.
Discuss with relevant examples, how the following factors have changed Indian society today.
(i) English medium of instruction
(ii) Lowering the age for voting
(iii) Social legislations
(iv) Transport and Communication
Answer:
(i) English medium of instruction: Education in the English language was introduced by the British in India. The increased economic and cultural influence of globalisation has spread English, as has the rapid spread of the Internet and other technologies. As a result of this, in many states throughout Indian society where English is not the predominant language, there are English-medium schools. Also in higher education, due to the recent trend towards internationalization an increasing number of degree courses, are being taught through the medium of English.

(ii) Lowering the age for voting: The present-day youth are literate and enlightened and the lowering of the voting age has provided the unrepresented youth of the country an opportunity to express their feelings and opinions and help them become a part of the political process. It has increased the political participation of the people and the creation of public opinion.

(iii) Social Legislation: It refers to laws passed to promote social justice, social protection of vulnerable and weaker sections of Indian society. Concerns and problems of people and administration get recognized through academic research, scientific studies, media, advocacy groups, and interest groups.

Laws are made by the Indian Parliament. Several laws related to civil and criminal matters have been enacted, which may be amended or repealed. The problems of differences in caste, sex, religion, poverty, terrorism are serious and therefore, the impetus is given to enactment and enforcement of laws.

For example, the untouchability offense act 1955, is enacted and enforced to curb the problem of practice untouchability, to eradicate gender inequality the government has passed various legislations. The Special Marriage Act 1954, The Hindu Dowry Prohibition Act 1961. Prohibition of early marriage and fixing the minimum age of marriage under the Child Marriage Restraint Act 1929, and the Hindu Marriage Act, 1955, have lengthened the period of education for girls.

Now the position of women is far better as a result of the enactment of laws. Similarly, the distinction between touchable and untouchable is not much felt in modern times.

(iv) Transport and Communication: Transport facilitates trade and commerce by carrying goods from the areas of production to that of consumption. Goods from the areas that have surplus are shifted to those areas which are deficient in those items. Movement of people from one place to another place in search of job, education, and emergency through transport facility. Communication keeps us informed about the world’s events and trends. It has brought in positive changes in the life of the people and thereby enhancing their economic conditions.

Class 12 Sociology Chapter 1 Introduction to Indian Society Intext Questions and Answers

Check your progress (Textbook Page No. 15)

1. What was the nature of education during the Early Vedic Period?
Answer:

• During the Early Vedic period the content of education was based on sacred literature which was written in Sanskrit.
• The Yajur Veda commands education for all classes including women.
• To enter Vedic schools it was a prerequisite for students of the first three Varnas to perform the upanayana (thread) ceremony and they had to observe Brahmacharya for as long as they lived at the school to study the Vedas.
• There was an oral tradition of imparting knowledge, which was through rote-learning. Enunciation and pronunciation were an integral part of the oral were to sharpen the intellect as well as for character formation. Most scholars hold the view that the art of writing was unknown during this period.
• Value was attached to being truthful, carrying out one’s duties (dharma), devotion to the guru and to one’s parents, hospitality, faith, and generosity.
• The Kshatriyas learned the art of warfare and administration. Vaishyas studied trade and commerce and Shudras learned agriculture and animal husbandry. The Brahmanas probably stayed in the school until they attained mastery of the four Vedas.

2. State two indicators of the declining status of women during the Later Vedic Period.
Answer:
The first indicator of the declining status of women during the Later Vedic Period, is education being replaced by marriage and the practice of child marriage. In the Later Vedic Period, since education for girls was stopped, so was the sacrament of upanayana (thread ceremony) which initiated them into the Gurukul. It was replaced with marriage (‘vivaha) and child marriage. Marriage now became the only sacrament (samskara) permissible for women.

The second indicator of the declining status of women during the Later Vedic Period is the practice of dowry. The birth of a daughter began to be looked down upon and there is evidence to suggest the beginning of the practice of dowry.

3. Mention any two characteristics of Indian society in the Medieval Period.
Answer:
Status of women:
The status of women deteriorated in Medieval India. Invasions from the Central Asian region along with zealous Brahmanical iron laws were the main cause for this degradation. Freedom of women was curtailed; knowledge of the scriptures and literacy was denied to them and her status was reduced to being dependent on men throughout her lifetime.

Nature of education:
Education during the Medieval Period is centered on the Quran. The Prophet Mohammed exhorts all people of faith to acquire knowledge. Unlike the previous systems of learning, there was no requirement for being through with Vedic schools nor renunciation of the world. The Islamic system of education is open to all followers of the faith irrespective of one’s status.

Check your progress (Textbook Page No. 18)

With reference to the Colonial period:
1. Name two educational changes.
2. State two economic changes.
3. Cite two administrative changes.
Answer:
1. Name two educational changes.

• The medium of instruction in high school now became English which also became the common language of communication among the learned people.
• Schools and colleges were open to all individuals, irrespective of caste, creed, gender, etc.

2. State two economic changes.

• The economic system got transformed by industrial growth and the process of urbanization. Caste-based skills and occupations and social relationships gradually changed due to the impact of a changing economy and the rise of factories.
• New revenue systems were started by the British in different parts of India which affected the peasants adversely. There was the commercialization of agriculture also. The subsistence economy was replaced by a market system that was profit-oriented.

3. Cite two administrative changes.

• A new judiciary system was created, which took into consideration the earlier legal traditions of the Indian communities. However, its implementation was carried out on a secular basis, each individual judged on an equal basis, irrespective of one’s caste and creed.
• The authority of feudal lords and zamindars was abolished, affecting the gradual spread of democratic values into Indian society.

Activity 1 (Textbook Page No. 4)

Find out about the Eight-Fold Path of Buddhism.
Answer:
The Eightfold Path is composed of eight primary teachings that Buddhists follow and use in their everyday lives:

• Right View or Right Understanding: Insight into the true nature of reality
• Right Intention: The unselfish desire to realize enlightenment
• Right Speech: Using speech compassionately
• Right Action: Using ethical conduct to manifest compassion
• Right Livelihood: Making a living through ethical and no harmful means
• Right Effort: Cultivating wholesome qualities and releasing unwholesome qualities
• Right Mindfulness: Whole body-and-mind awareness
• Right Concentration: Meditation or some other dedicated, concentrated practice
• In Buddhist symbolism, the Noble Eightfold Path is often represented by means of the dharma wheel (dharma chakra), in which its eight spokes represent the eight elements of the path.

Activity 2 (Textbook Page No. 8)

Discuss whether there are similarities between the status of women in the Later Vedic period and modern Indian women. To what extent are there changes? Do some beliefs and practices still continue in 21st century India?
Answer:
Similarities between the status of women in the Later Vedic:

• The status of Hindu women in India has been fluctuating. It has gone through several changes during various historical stages.
• The Rig-Vedic society was a free society. During later Vedic, Women were deprived of the Upanayana ceremony and thereby of education. Many evil social practices, like the practice of prepuberty marriages, denial of the right of women to education and also to mate selection, etc. were imposed on women. Efforts have been taken to improve the status of women. According to India’s Constitution, women are legal citizens of the country and have equal rights with men.
• Because of the lack of acceptance from the male dominant society, Indian women suffer immensely. Women are responsible for bearing children, yet they are malnourished and in poor health. Most Indian women are uneducated, the constitutional dream of gender equality is miles away from becoming a reality.
• Even today, ‘the mainstream remains very much a male stream’.
• As compared to the past, the status of women in modern times has changed a lot but in reality, they have to still travel a long way.

Activity 3 (Textbook Page No. 12)

Find out more about the impact of Muslim rule on the following:

• Painting
• Architecture
• Music

Present your findings in class.
Answer:
Painting: Both Hindus and Muslim artists were encouraged at Mughals courts. The development of painting was very fast in the reign, of Jahangir. King Jahangir was interested in collecting pictures of historical interests. Hindu artists were also famous during this period.

Architecture: Mugal architecture started during the reign of Babar. During Mughal, reign mosques were built at Dholapur, Gwalior, and any other places. Akbar was a lover of art. Akbar fort and many other beautiful buildings were constructed during Akbar’s reign. Shahjahan was a great lover of architecture. The Red Fort of Delhi, Jama Masjid, Taj Mahal erected in the memory of his wife Mumtaj are the unforgettable work of Shahjahan.

Music: Babar and Humayun were interested in music. Tansen was one of the nine jewels of Akbar. Singers and musicians were encouraged during the Mughal period. Indian instruments were also influenced by Islam. The Indian Veena and the Irani Tambura merged together to emerge as Sitar.

Activity 4 (Textbook Page No. 18)

Discussion: Social reform movements are still present in India.
Answer:
Today, social movements have raised diverse demands pertaining to the environment, human rights, and equality. These are powerful means for ordinary people to participate directly in creating positive social change. These are deeply rooted in values of justice and democracy and many a time secure public support.

Example of social movements which we can see today: During the last few decades tribal and marginal farmers are also being threatened by commercial farmers, mining corporations, and dam projects. The Narmada Bachao Andolan (NBA) movement combines in itself many strands like the movement of indigenous people, the movement against neo-liberal policies, the struggle of farmers to hold on to their land as attempts are being made to take them over for dams, urbanization, industries, mines, and forests.

Class 12 Sociology Textbook Solutions Digest

• Introduction to Indian Society Class 12 Sociology
• Segments of Indian Society Class 12 Sociology
• Diversity and Unity in Indian Society Class 12 Sociology
• Processes of Social Change in India Class 12 Sociology
• Social Movements in India Class 12 Sociology
• Social Problems in India Class 12 Sociology
• Sociology Passages Answers Class 12 Sociology

Psychology Class 11 Chapter 8 Memory Question Answers Maharashtra Board

Balbharti Maharashtra State Board Class 11 Psychology Solutions Chapter 8 Memory Textbook Exercise Questions and Answers.

Memory Class 11 Psychology Chapter 8 Questions and Answers

1A. Complete the following statements.

Question 1.
One of the important processes for storage of information in the LTM is _____________
a. perception
b. elaborative rehearsal
c. encoding
Answer:
b. elaborative rehearsal

Question 2.
Memory is a/an _____________
a. activity
b. process
c. performance
Answer:
b. process

Question 3.
_____________ memory has the shortest duration.
a. Sensory
b. Short Term
c. Long Term
Answer:
c. Long Term

Question 4.
_____________ memory is also known as Working Memory.
a. Long Term
b. Accidental
c. Short Term
Answer:
c. Short Term

Question 5.
_____________ memory has unlimited capacity.
a. Sensory
b. Short Term
c. Long Term
Answer:
a. Sensory

Question 6.
The span of Short-Term Memory is _____________
a. 5+/-2
b. 7+/-2
c. 9+/-2
Answer:
b. 7+/-2

1B. State whether the following statements are true or false. If false, correct them. If true, explain why.

Question 1.
Our sense organs also have memory.
Answer:
True
Explanation: Our sense organs have the capacity to retain the sensory impression received through the five senses for a very short time even after the source stimulus is withdrawn. It is known as sensory memory.

Question 2.
Short-term memory has an unlimited capacity.
Answer:
False
Reason: STM holds the information between 15 to 30 seconds and the capacity of STM is about seven items at a time. Fleece, has limited capacity.

Question 3.
Conscious memory of facts and events is called explicit memory.
Answer:
True
Explanation: Explicit memory is a type of LTM that contains conscious memories of facts and events.

Question 4.
Implicit memory is the memory of skills.
Answer:
True
Explanation: Implicit memory is the unconscious memory of skills and how we do things, regarding the use of objects or movements of the body.

Question 5.
When we memorize meanings, concepts, and principles, it is called episodic memory.
Answer:
False
Reason: Episodic memory is a memory of experiences and specific events which we recall step by step to reconstruct actual events.

Question 6.
The method of relearning is also known as the saving method.
Answer:
True
Explanation: In relearning method, there is a saving of time taken to learn the same material. Fleece, this method is also known as the saving method.

Question 7.
The most vivid memory is flashbulb memory.
Answer:
True
Explanation: Flashbulb memories are vivid memories of what we were doing at the time of an emotion-provoking event.

1C. Identify the odd item from the following.

Question 1.
Encoding, Storage, Tip of the tongue (TOT), Retrieval
Answer:
Tip of the tongue (TOT)

Question 2.
Keyword method, Method of Loci, Chunking, Rote learning, First letter technique
Answer:
Rote learning

Question 3.
Sensory register, STM, Flashbulb memory, LTM
Answer:
Sensory register

Question 4.
Recall, Recognition, Relearning, Trace decay
Answer:
Trace decay

1D. Match the following pairs.

Question 1.

Answer:

2. Answer the following questions in around 35-40 words each.

Question 1.
Explain any one example of Flashbulb memory from your life.
Answer:

• I clearly remember the day when my grandmother passed away.
• On that day, I had an omelet for breakfast and went to college around 10.30 a.m. I attended only two lectures and then received a call about this bad news. After that, my best friend accompanied me home.

Question 2.
Explain the model of working memory proposed by Baddeley.
Answer:

• Baddeley called STM a working bench of memory.
• In the working memory model given by him, a central executive is responsible for the coordination between sub-systems of the phonological loop, episodic buffer, and the visuospatial sketchpad.
• Both phonological loop and visuospatial sketchpad have two components.

Question 3.
Explain the Tip of the tongue (TOT) phenomenon with an example.
Answer:

• Sometimes, when we search through our library of experiences to retrieve information from LTM, we cannot recall it even when we have that information on the tip of the tongue.
• e.g. you want to recall the name of your cousin’s favourite clothing brand. Instead of that name, you recall all similar names.

Question 4.
Give an example of episodic memory.
Answer:

• I remember a four-day-long celebration of my sister’s wedding.
• It started with Haldi followed by Mehendi and the sangeet ceremony. After that, there was a grand wedding followed by a reception ceremony.
• I also remember all preparations, outfits that I wore, and the food that we had in those four days.

Question 5.
What is motivated forgetting?
Answer:

• Motivated forgetting is a behaviour in which people may forget unwanted memories either consciously or unconsciously.
• It is also called a conscious coping strategy but it should not be confused with defense mechanisms.
• There are two levels of motivated forgetting, viz. Repression and Thought suppression.

3. Compare and contrast.

Question 1.
STM and LTM
Answer:

• Only the significant sensory inputs enter the Short-Term Memory (STM) through maintenance rehearsal. On the other hand, some items in STM enter the Long-Term Memory (LTM) after elaborative rehearsal which makes information meaningful and connects the same with already existing information in the LTM.
• STM holds the information between 15 to 30 seconds and the capacity of STM is about seven items at a time. Conversely, once information enters LTM, it is retained more or less permanently and the amount of information stored in LTM is unlimited.

Question 2.
Implicit Memory and Explicit Memory
Answer:

• Implicit memory is the unconscious memory of skills and how we do things while explicit memory is conscious memory of facts and events.
• Implicit memory is also known as procedural memory while explicit memory is also known as declarative memory.

Question 3.
Semantic memory and Episodic memory
Answer:

• Semantic memory is a more structured record of facts, meanings, concepts, and knowledge. On the other hand, episodic memory is a memory of experiences and specific events which we recall step by step to reconstruct the actual events.
• Semantic memories have personal context which includes vocabulary, mathematics, rules of logic while episodic memory is the memory of autobiographical events with times, places, and associated emotions.

Question 4.
Storage failure and Retrieval failure
Answer:

• In case of storage, failure acquired and encoded information is not stored properly while in case of retrieval failure, problems arise while recalling the stored information for its actual use.
• Both storage failure and retrieval failure make it difficult to use the retained information in the future.

Question 5.
Recall method and Recognition method
Answer:

• The recall method involves remembering a fact, event, or object that is not currently physically present and requires the direct uncovering of information from memory, (e.g. long essay-type answers). In the recognition method, already learned material is present and the learner has to recognize it. (e.g. MCQs).
• Recognition is relatively easier than recall. So, a score of memory by recognition method is usually more than the recall method.

4. What will you do if…

Question 1.
You have to prepare a long speech covering all the activities in your college and present at the annual function
Answer:

• I will make a list of all the activities and rehearse it a number of times so as to ensure better retention.
• I may also make a note with all points in brief which I can refer to if I forget something in the middle of a speech.

Question 2.
How will you apply ‘POWER’ to prepare for the final exam of Psychology?
Answer:

• Prepare: Before starting to study, I would prepare myself for it by setting goals. I will make myself aware of why am I studying Psychology, e.g. for acquiring good marks in the final exam.
• Organize: I will organize the study material properly and make a schedule for each chapter. I will allot less time for chapters that are easy and familiar. I may study these chapters when I am a bit tired. Conversely, I will allot more hours to chapters that are unfamiliar, complicated, or technical. I will also ensure to study these complex chapters when I am fresh.
• Work: I know that I have to work hard to achieve the goal of acquiring good marks. So, I will learn with the motive to understand and remember. I will try to associate new information with something that I have already learned.
• Evaluate: I will try to evaluate my progress by solving practice papers. It will enable me to know how much I have learned and the quality of my knowledge.
• Rethink: I will reanalyze, review, question, and challenge myself. I will also rethink whether I need to change my method of studying so as to achieve the goal of acquiring good marks in the final exam.

5. Short Notes.

Question 1.
Characteristics of Memory
Answer:

• Memory is an ability by which information is encoded, stored, and retrieved when needed.
• Three basic processes or characteristics of memory are Acquisition, Storage, and Retrieval.
• The acquisition is the process of acquiring information from our sense organs. The information acquired and encoded is stored over a period of time. In retrieval, the stored information is recalled for the purpose of its actual use.
• There are three stages of memory, viz. Sensory information store, short-term memory, and long-term memory.

Question 2.
Techniques to improve memory
Answer:
Some techniques to improve memory are as follows:

• Keyword method: In the keyword method, any two different pieces of information can be linked together. It is an effective method for remembering definitions and learning foreign language vocabulary.
• Encoding specificity: According to encoding specificity, memory is improved when information is available while learning is also available at the time to recall.
• Method of loci: It involves creating an imaginary route so that things can be remembered in a better way. e.g. steps to solve mathematical problems.
• Mnemonic devices: Mnemonics will include acronyms or first letter techniques (e.g. VIBGYOR includes colours of the rainbow). It will also include visualization. Another technique is chunking where one can place large information into small chunks.
• Practice and rehearsal: Relearning the same material a number of times lead to better retention and better recall. For small size or easy material, it is effective to optimally utilize our time and learn the entire material. For large size or difficult material, we must take breaks and learn the material in parts.
• Minimizing interference: We should not learn similar subjects together as they might interfere with each other. Also, one must take a rest for minimising such interference.
• POWER method: One can also use the POWER method for improving memory. Here, P stands for Preparation, 0 stands for Organisation, W stands for Work, E stands for Evaluation and R stands for Rethinking.

Question 3.
Motivated forgetting
Answer:

• Motivated forgetting is a behaviour in which people may forget unwanted memories either consciously or unconsciously.
• It is also called a conscious coping strategy but it should not be confused with defense mechanisms.
• There are two levels of motivated forgetting, viz. Repression and Thought suppression.
• Repression: Sigmund Freud’s Psychoanalytic model states that we subconsciously push unwanted thoughts and memories into our unconsciousness. People think that such repressed memories are completely forgotten.
• e.g. a girl who had experienced sexual abuse during childhood may completely forget about it. But she may have difficulty while forming a romantic relationship.
• Thought suppression: It is a conscious effort where we forget the memories of unwanted incidents and experiences of our lives, e.g. a person will avoid talking about his breakup.
• Thought suppression can be time-consuming and also quite difficult as such suppressed thoughts tend to reoccur, e.g. a person may try to suppress the thoughts about his ex but he may not be successful in doing so.

Question 4.
Causes of forgetting
Answer:

• Trace decay: Our memories fade out when we don’t use them for a longer period, i.e., traces of memory get decayed over time if they are not used.
• Trace distortion: Some researchers believe that memory traces are not decayed but are distorted over a period of time and forgetting occurs.
• Interference: Some researchers believe that we forget when materials that we learn one after the other interfere with each other. There are two types of interference, viz. retroactive interference and proactive interference.
• Motivated forgetting: It is a behaviour in which people may forget unwanted memories either consciously or unconsciously. There are two levels of motivated forgetting, viz. Repression and Thought suppression.

6. Answer the following questions in 150-200 words.

Question 1.
Explain the process of human memory in detail.
Answer:

• Memory is an ability by which information is encoded, stored, and retrieved when needed.
• The basic processes of memory include acquisition (encoding), storage, and retrieval.
  
• Acquisition/Encoding: Acquisition is the process of acquiring information from sense organs. Encoding is the process of transforming the information received into suitable symbols like pictures, figures, words, numbers.
• Storage: The information acquired and encoded is preserved over a period of time. The process of storage is essential for using that information in the future.
• Retrieval: It is the process of recalling the stored information for the purpose of its actual use. We tend to retrieve mobile numbers, names, etc. in our daily life.
• We can think of these processes as analogous to the functions of a computer.

Question 2.
Explain the theories of forgetting in detail.
Answer:

• Forgetting is the failure to retrieve the material from our long-term memory which we had already stored.
• Researchers have put forward various theories of forgetting. Each theory highlights different reasons behind forgetting.
• The various theories of forgetting are: Trace decay theory, Trace distortion theory, and Interference theory.
  • Trace decay: Our memories fade out when we don’t use them for a longer period, i.e., traces of memory get decayed over time if they are not used.
  • Trace distortion: Some researchers believe that memory traces are not decayed but are distorted over a period of time and forgetting occurs.
  • Interference: Some researchers believe that we forget when materials that we learn one after the other interfere with each other. There are two types of interference, viz. retroactive interference and proactive interference.

7. Arrange the following elements in concepts of memory in ascending order.

Question 1.
Elaborative rehearsal, Short Term Memory, Receiving information from the environment, Long Term Memory, Retrieval
Answer:

• Receiving information from the environment
• Short Term Memory
• Elaborative rehearsal
• Long Term Memory
• Retrieval

Activities

Activity 1 (Textbook Page No. 87)

Do you remember your first picnic at your school? Do you remember your primary school teacher? Now can you remember what food you ate last Monday? Why you can remember some incidents from the past clearly while you cannot remember some things which happened yesterday?
Answer:
We remember some incidents from the past clearly when they are a part of our long-term memory. Similarly, we cannot remember certain incidents from the recent past whey they form a part of our sensory or short-term memory.

Activity 2 (Textbook Page No. 87)

Why does this happen? 25 workers used to work in Thomas Edison’s Bulb and Phonogram unit of industries. There was a huge tree near his company. After 6 months, Edison asked his workers about the huge tree but not a single worker could give information about that tree. Why do you think this happened despite seeing the tree every day?
Answer:
I feel the none of the workers could give information about the tree near their company since it was a part of their sensory memory, i.e., they perceived the stimulus (tree) with sense organs but did not rehearse it enough for it to become a part of their long term memory.

Class 11 Psychology Textbook Solutions Digest

• Story of Psychology Class 11 Psychology
• Branches of Psychology Class 11 Psychology
• Self Class 11 Psychology
• Human Development Class 11 Psychology
• Healthy Me – Normal Me Class 11 Psychology
• Stress Class 11 Psychology
• Nervous System Class 11 Psychology
• Memory Class 11 Psychology

Psychology Class 11 Chapter 7 Nervous System Question Answers Maharashtra Board

Balbharti Maharashtra State Board Class 11 Psychology Solutions Chapter 7 Nervous System Textbook Exercise Questions and Answers.

Nervous System Class 11 Psychology Chapter 7 Questions and Answers

1A. Complete the following statements with appropriate options.

Question 1.
Brain is a part of _________ nervous system.
a. central
b. peripheral
c. somatic
Answer:
a. central

Question 2.
_________ are the building blocks of the nervous system.
a. Cells
b. Neurons
c. Tissues
Answer:
b. Neurons

Question 3.
_________ nervous system prepares us for the fight or flight responses.
a. Somatic
b. Parasympathetic
c. Sympathetic
Answer:
c. Sympathetic

Question 4.
The gap between two neurons is called _________
a. synapse
b. joint
c. vacuum
Answer:
a. synapse

1B. Match the following pairs.

Question 1.

Answer:

1C. Identify the odd item following series of words.

Question 1.
The frontal lobe, Parietal lobe, Thalamus, Occipital lobe
Answer:
Thalamus

Question 2.
Dopamine, Serotonin, Norepinephrine, Uric acid, GABA
Answer:
Uric acid

Question 3.
Dendrite, Nucleus, Tectum, Axon, Synapse
Answer:
Tectum

Question 4.
Knee jerk, Sneezing, Thinking, Blinking of eyes
Answer:
Thinking

Question 5.
Thyroid, Sweat glands, Adrenal gland, Gonads, Pituitary gland
Answer:
Sweat glands

1D. Identify which hormones with hyposecretion or hypersecretion would lead to the following conditions.

Question 1.
Abnormal height, gigantism
Answer:
Hypersecretion – Somatotropin

Question 2.
Hyperactivity, speedy metabolism.
Answer:
Hypersecretion – Thyroxin

Question 3.
Cretinism
Answer:
Hyposecretion – Thyroxin

Question 4.
Stunted growth, dwarfism
Answer:
Hyposecretion – Somatotropin

Question 5.
Myxedema, fatigue, sluggishness, depression
Answer:
Hyposecretion – Thyroxin

Question 6.
Increased appetite, overactivity, restlessness, lack of concentration
Answer:
Hyposecretion – Insulin, and glycogen

2. Which part of the brain is involved in processing the following information?

Question 1.
Smelling a flower
Answer:
Occipital lobe

Question 2.
Maintaining balance while standing upright
Answer:
Cerebellum

Question 3.
Comprehending a speech
Answer:
Temporal Lobe

Question 4.
Memorizing a childhood experience
Answer:
Frontal lobe

Question 5.
Feeling touch
Answer:
Parietal lobe

Question 6.
Seeing a picture
Answer:
Occipital lobe

Question 7.
Feeling hungry
Answer:
Hypothalamus

Question 8.
Feeling afraid
Answer:
Amygdala

3. Answer the following questions in 35 to 40 words.

Question 1.
Explain the functions of the hypothalamus.
Answer:

• Hypothalamus controls major bodily needs i.e., primary needs of an individual like hunger, thirst, sex as well as temperature regulation, and sleep.
• It is also called the pleasure center of our body.

Question 2.
Describe the functions of each of the four lobes.
Answer:

• Frontal lobe: It controls motor actions, thinking, memory and reasoning. It has Broca’s area which helps in speech production.
• Parietal lobe: It helps in understanding information regarding skin-like touch, pressure, pain, and temperature.
• Occipital lobe: It is the visual processing center. It controls the sense of hearing, smell, and taste. It has Wernicke’s area which helps in language understanding.
• Temporal Lobe: Hearing, understanding language, memory for language take place because of the temporal lobe.

Question 3.
Explain the functions of the Amygdala and Hippocampus.
Answer:

• Amygdala: It stores emotional memories of experiences. We experience emotions, especially fear due to the amygdala.
• Hippocampus: It is the storage of long-term memories. If a person gets Alzheimer’s disease, his hippocampus is. mainly affected.

Question 4.
What is a synapse? How does a nerve impulse travel from one to another neuron?
Answer:

• A synapse is a gap between two neurons.
• The nerve impulse or neural message jumps across the synapse in order to reach the dendrite of another neuron.
• When the neural message is passing through, it excites or inhibits the neurotransmitter in it. This chemical reaction decides our reaction to various situations.

Question 5.
Which are the important parts of the hindbrain? Explain their functions.
Answer:
Important parts of the hindbrain and their functions are as follows:

• Cerebellum: It helps in maintaining body posture and body balance. It also helps in the coordination of the movements.
• Brain stem: Medulla oblongata controls the breathing rate, pulse rate, blood pressure, and digestion. Pons sends and receives information from the lower parts of the brain. It helps to transmit messages between the cerebellum and cortex.
• Reticular activation system: Its main function is to maintain wakefulness, concentration, and alertness.

Question 6.
How do endocrine glands affect our behaviour?
Answer:

• Endocrine glands secrete chemical substances called hormones.
• Hormones are like messengers that are responsible for certain behaviours or the absence of reactions.
• e.g. Thyroid gland secretes the thyroxin hormone. Its hypersecretion leads to Grave’s disease while hyposecretion results in cretinism or myxedema.

4. Write short notes.

Question 1.
Autonomic Nervous System
Answer:

• The autonomic nervous system controls the internal activities of the human body including heart rate, breathing, digestion, disposal of waste products, and toxins.
• It is divided into the sympathetic and parasympathetic nervous systems.
• The sympathetic nervous system prepares our body to face stressful and threatening situations. It prepares us for a ‘flight or fight reaction. The job of the system is just opposite to its name.
• The parasympathetic nervous system takes over when the situation becomes normal. It directs our body to store energy for emergencies.

Question 2.
Limbic System
Answer:
One of the important parts of the brain is the limbic system.

• Hippocampus, amygdala, thalamus, and hypothalamus are parts of the limbic system.
• Hippocampus is responsible for the storage of long-term memories.
• Amygdala stores emotional memories of our experiences.
• Thalamus is called a relay station of the brain. It receives all information from the body and sends it to various parts of the brain.
• Hypothalamus controls major bodily needs like hunger, thirst, sex as well as temperature regulation, and sleep.

Question 3.
Neurotransmitters
Answer:
Neurotransmitters are chemical messengers. The important neurotransmitters are:

• Acetylcholine: It is a chemical released by motor neurons of the nervous system to activate muscles.
• Dopamine: It is released by the brain. If the level of dopamine is normal, we experience happy, pleasant feelings. It also plays an important role in the motivational process.
• Norepinephrine: It increases the force of skeletal muscles, especially during fight or flight response.
• Serotonin: It plays a role mainly in cognition, reward, learning, and memory. It also controls wakefulness, sleep, hunger, thirst, and liking.
• Glutamate: It helps in learning, memory, and maintaining sugar levels.
• GABA (Gama Amino Butyric Acid): It is the chief inhibitory neurotransmitter i.e. its principal role is to reduce the excitability of neurons throughout the nervous system. If it is less, it leads to convulsions and we cannot control body movements.

Question 4.
Pituitary gland
Answer:

• The pituitary gland is one of the endocrine glands, i.e., glands that secrete chemical substances into the bloodstream.
• It is also called as master gland as it helps other glands to produce their secretions and secretes the majority of hormones.
• It consists of the anterior lobe and posterior lobe.
• Anterior lobe: It secretes somatotropin, growth hormone, and adrenocorticotropic hormone. It helps the growth of the body and aids the adrenal gland. The hormones secreted by this gland are also vital for the nourishment of foetus.
• Hypo or hypersecretion in the anterior lobe: Hyposecretion leads to dwarfism, wherein a person is very short (two-three feet tall). On the other hand, hypersecretion can lead to gigantism, wherein a person becomes very huge and is eight-nine feet tall. Hypersecretion can also result in acromegaly, wherein a person has the features of a chimpanzee.
• Posterior lobe: It secretes oxytocin (which creates a feeling of happiness), pituitrin (which helps smooth muscle functioning of the stomach), thyrotrophic follicle-stimulating luteinizing hormone (which helps in the nourishment of foetus), and endorphins (which help to create neurotransmitters).

5. Compare and contrast

Question 1.
Sympathetic nervous system and Parasympathetic nervous system
Answer:

• The sympathetic nervous system prepares our body to face stressful and threatening situations. It prepares us for a ‘flight or fight reaction. On the other hand, the parasympathetic nervous system takes over when the situation becomes normal,
• Example:
  • Situation: Suppose you are chased by a dog.
  • Sympathetic nervous system: Due to the functioning of this system, your heartbeat and palpitation increase. You also start to sweat.
  • Parasympathetic nervous system: When PNS takes over, your heart rate, palpitation, and sweating become normal. You regain a cool and composed state due to the functioning of this system.

Question 2.
Exocrine glands and Endocrine glands
Answer:

• Exocrine glands directly release their secretions into the organ or tissue while endocrine glands secrete chemical substances into the bloodstream.
• Exocrine glands have separate ducts for their secretion and so, they are also called duct glands, e.g. sweat glands and tear glands. On the other hand, endocrine glands are called ductless glands as they don’t have a separate duct. e.g. pituitary gland and thyroid gland.

6. Answer in 150-200 words.

Question 1.
Explain the functions of various parts of the human brain.
Answer:
The brain consists of three major parts, viz. hindbrain, midbrain, and forebrain. Its functions are as follows:
i. Hindbrain

• Cerebellum: It helps in maintaining body posture and balance as well as aids in the coordination of movements.
• Brain stem: Medulla oblongata controls the breathing rate, pulse rate, blood pressure, and digestion. Pons helps to transmit messages between the cerebellum and cortex.
• Reticular activation system: It is the ‘Alarm clock’ of the body. It maintains wakefulness, concentration, and alertness.

ii. Midbrain: It sends information to the upper part of the brain and controls eye movements.

iii. Forebrain

• Cerebrum: Cerebral cortex controls higher-order mental processes such as attention, perception, learning, memory. The surface of the cerebral cortex is divided into right and left hemispheres. Neurons from the right hemisphere control the left side of the body and vice versa. Left hemisphere controls language, spatial relation, and pattern recognition.
• Four lobes: Frontal lobe controls motor actions, thinking, memory and reasoning. The parietal lobe helps us in understanding information regarding skin. The occipital lobe controls our vision. The temporal lobe is responsible for hearing, understanding language, and memory for language.

Question 2.
Explain the significance of endocrine glands in human behaviour. State the functions of any five endocrine glands in detail.
Answer:

• Endocrine glands secrete vital chemical substances called hormones. There is a strong impact of hormones upon human behavior.
• Hormones are responsible for certain behaviours or the absence of reactions.
• Over (hyper) or under (hypo) secretion of hormones may lead to a variety of problems.
• e.g. Hypersecretion of insulin and glycogen hormones by the pancreas reduces blood sugar levels. It results in hyperglycemia, wherein a person lacks energy and motivation, may faint and go to coma. Conversely, in the case of hyposecretion, a person gets diabetes. He becomes quite hungry and feels very tired and restless. He also shows irritated behaviour and faces frequent and uncontrolled urination.

The functions of the five endocrine glands are as follows:

• Thyroid gland: It secretes thyroxin which maintains the rate of metabolism.
• Parathyroid gland: It secretes parathyroxin which maintains calcium as well as phosphate balance.
• Pancreas: It secretes insulin and glycogen that is responsible for maintaining blood sugar levels.
• Adrenal gland: Cortex secretes cortin or cortisone which maintains the level of water, sugar, and sodium. The medulla secretes adrenalin (which is associated with fear) and noradrenaline (which is associated with anger). Medulla plays important role in emotional excitement.
• Gonads (sex gland): Testes in males secrete androgen and testosterone. These hormones are responsible for secondary sex characteristics in males. Their voice becomes hoarse. They also get mustaches and beards. Ovaries in females secrete estrogen and progesterone. These hormones are responsible for secondary sex characteristics in females. As a result, feminine looks develop and menarche begins.

Activities

Activity 1 (Textbook Page No. 76)

Few activities are given below. Identify the system which dominates during these activities.

1. Picking up an object from the ground
2. Shivering when we sense danger
3. Feeling composed when we feel safe
4. Increase in heart rate when we sense that we are going to meet with an accident

Answer:

1. Central nervous system
2. Sympathetic nervous system
3. Parasympathetic nervous system
4. Sympathetic nervous system

Activity 2 (Textbook Page No. 80)

Think of the following actions. Which of them would be reflex actions and which of them will not be reflex actions?

• Throwing a ball in a cricket match
• Closing the eyes if someone brings a finger too close to them.
• Removing the hand when you accidentally touch a thorn.
• Immediate movement of the knee when tapped just below it.
• Touching a hot object and pulling back your hand.

Answer:
Reflex actions:

• Closing the eyes if someone brings a finger too close to them.
• Removing the hand when you accidentally touch a thorn.
• Immediate movement of the knee when tapped just below it.
• Touching a hot object and pulling back your hand.

Non-reflex actions:

• Throwing a ball in a cricket match

Class 11 Psychology Textbook Solutions Digest

• Story of Psychology Class 11 Psychology
• Branches of Psychology Class 11 Psychology
• Self Class 11 Psychology
• Human Development Class 11 Psychology
• Healthy Me – Normal Me Class 11 Psychology
• Stress Class 11 Psychology
• Nervous System Class 11 Psychology
• Memory Class 11 Psychology

Psychology Class 11 Chapter 6 Stress Question Answers Maharashtra Board

Balbharti Maharashtra State Board Class 11 Psychology Solutions Chapter 6 Stress Textbook Exercise Questions and Answers.

Stress Class 11 Psychology Chapter 6 Questions and Answers

1A. Complete the following statements.

Question 1.
When the demand of a situation exceeds personal and social resources an individual can mobilise, it leads to __________
a. worries
b. stress
c. depression
Answer:
b. stress

Question 2.
__________ leads to boredom.
a. Eustress
b. Hypo stress
c. Distress
Answer:
b. Hypo stress

Question 3.
__________ is necessary for better performance.
a. High stress
b. Moderate stress
c. Low stress
Answer:
b. Moderate stress

Question 4.
Low level of intelligence may act as __________ stressor while facing a difficult exam.
a. internal
b. external
c. imposed
Answer:
a. internal

Question 5.
__________ results when a goal-directed activity is blocked by some obstacle.
a. Frustration
b. Anger
c. Conflict
Answer:
a. Frustration

1B. State whether the following statements are true or false. If false, correct them, If true, explain why.

Question 1.
Well-adjusted person does not experience stress at all.
Answer:
False
Reason: A well-adjusted person may experience stress and discomfort at times because the degree of adjustment changes according to the situation and time.

Question 2.
Stress can be good sometimes.
Answer:
True
Explanation: Sometimes stress can be good because we can achieve optimum performance under moderate stress.

Question 3.
Hyper stress leads to the best performance.
Answer:
False
Reason: Hyper stress does not lead to the best performance. Moreover, under the influence of hyper stress, a person may undergo panic leading to frustration.

Question 4.
Hypo stress is a bliss.
Answer:
False
Reason: Hypo stress leaves a person demotivated, unenthusiastic, bored and restless.

Question 5.
Hyper stress leads to panic and exaggerated response.
Answer:
True
Explanation: Hyper stress leads to panic and exaggerated response because it occurs under extremely pressurising situations. In such a situation, a person may also throw temper tantrums leading to frustration.

Question 6.
Conflict of motives is an internal stressor.
Answer:
True
Explanation: Conflict of motives is an internal stressor because the conflict is within the individual who has to choose between two or more equally strong and incompatible motives.

Question 7.
Approach-Avoidance conflict is extremely difficult to resolve.
Answer:
True
Explanation: Approach-Avoidance conflict is extremely difficult to resolve because an individual is attracted and repelled by the same goal which has both positive and negative values.

Question 8.
Compromise is emotion focused coping strategy.
Answer:
False
Reason: Compromise is a problem focused coping strategy.

1C. Identify the odd item from the following.

Question i.
Unchallenging job, Unemployment, Leisure, Lack of purposeful activity
Answer:
Leisure

Question ii.
Eustress, Hyper stress, Frustration, Distress, Hypo stress
Answer:
Frustration

Question iii.
Attack, Withdrawal, Defence mechanism, Compromise
Answer:
Defence mechanism

Question iv.
Withdrawal, Projection, Sublimation, Rationalisation, Displacement
Answer:
Withdrawal

1D. Match the following pairs.

Question 1.

Answer:

2. Answer the following questions in around 35-40 words each.

Question (i).
What are the ill effects of distress?
Answer:
Distress is a negative type of stress. Its ill effects are as follows:

• Our body is flooded with emergency response hormones such as adrenaline and cortisol.
• It can cause physical conditions like headaches, digestive issues, and sleep disturbances.
• It can cause psychological and emotional strains like confusion, anxiety, and depression.

Question (ii).
Explain the relationship between the level of stress and performance with the help of an appropriate diagram.
Answer:

• Everybody deals with stress in different ways.
• When stress is too less or when it exceeds the limit, it deteriorates performance.
• Optimum performance can be achieved only under moderate stress.
• This can be explained with the help of a diagram:
  

Question (iii).
Explain the internal and external stressors with examples.
Answer:

• Internal stressors: These are stressors within us and we have to deal with them ourselves, e.g. a paralyzed individual may not be able to do any work which can lead to stress.
• External stressors: These are stressors from the outside environment which result in frustration, e.g. forgetting the PIN while using an ATM machine.

Question (iv).
What are the effects of hypo stress?
Answer:
Hypo stress is an insufficient amount of stress which is caused when a person has nothing to do at all. Its effects are as follows:

• It leads to boredom.
• It causes feelings of restlessness.
• People become demotivated and unenthusiastic.

Question (v).
Why the approach-avoidance conflict is most difficult to resolve?
Answer:
Approach-Avoidance conflict is most difficult to resolve because:

• An individual is attracted and repelled by the same goal.
• There is only one goal that has both positive and negative values.
• An individual has no choice. He has to accept the consequences of his choice.

3. Compare and contrast with examples.

Question 1.
Eustress and Distress
Answer:

• Eustress means good or a positive form of stress having a beneficial effect on health, motivation, performance, and emotional well-being (Merriam Webster). Conversely, distress is a negative type of stress and is experienced when the normal routine of an individual is constantly altered and adjusted.
• e.g. After a lot of practice, Amit is ready for his football match. He will experience eustress. e.g. Ajay is fired from his job and is not able to find a job anywhere else. He will experience distress.

Question 2.
Hypo stress and Hyper stress
Answer:

• Hypo stress is an insufficient amount of stress and is caused when an individual has nothing to do at all while hyper stress is caused due to extremely pressurizing conditions.
• Hypo-stress makes an individual demotivated, unenthusiastic, and restless while in case of hyper stress, a person may panic and engage in exaggerated reactions leading to frustration and agitation.
• e.g. When one cannot use his full potential in a job, it results in hypo stress. e.g. When one is stuck in a traffic jam, has forgotten to carry important documents for the meeting, and is late to work, it results in hyper stress.

Question 3.
Emotion-focused coping and Problem-focused coping
Answer:

• In emotion-focused coping, an individual focuses on the emotions resulting from stress. On the other hand, in problem-focused coping, an individual focuses effort on the problem and accepts the reality as it is.
• e.g. Nilesh tries to avoid negative emotions by keeping his mind stable with meditation or stuff down negative emotions by fighting with others. This is emotion-focused coping, e.g. When a chef gets negative feedback about a dish he has made, he makes more efforts to improvise the dish. This is problem-focused coping.

Question 4.
Attack and Withdrawal
Answer:

• In an attack strategy, an individual directly attacks the conflict as a direct way to resolve it. On the other hand, in withdrawal strategy, an individual may indulge in beating retreat or withdraw from the goal when he cannot achieve it after putting in his best efforts.
• e.g. When an employee wants a promotion and gets negative feedback on his presentation, he tries to improvise his presentation, learns, and asks for help from his seniors to get promoted (attack), e.g. If the employee is not promoted due to flaws in his presentation, he may leave the job altogether (withdrawal).

Question 5.
Compromise and Withdrawal
Answer:

• In compromise strategy, a person readjusts the goal to the nearest possible goal when he cannot achieve the original goal due to lack of capacity. Alternatively, in withdrawal strategy, a person may indulge in beating retreat or withdraw from the goal when he cannot achieve it after putting in his best efforts.
• e.g. An individual who wanted to become an orthopedic surgeon but could not manage to get admission. So, he took up physiotherapy as a career (compromise), e.g. On not getting admission, the individual may give up the field of medicine and his dream of becoming a doctor and pursue something else (withdrawal).

Question 6.
Projection and Rationalization
Answer:

• Projection involves the individual attributing his own thoughts, feelings, and motives to another person while rationalization occurs when a person attempts to explain or create excuses for his failure. By doing so, the individual avoids accepting the true cause of his failure.
• e.g. when a student has not studied for the exam, he may say that the questions were out of the syllabus (projection), e.g. when a person cannot afford a car, he says that cars are not environment friendly (rationalization).

4(1). What are the possible consequences?

Question (a).
Mehul is sufficiently prepared for his exams but feels tremendously stressed.
Answer:

• It is possible that Mehul might panic and go blank while writing the paper.
• So, Mehul should be confident about what he has studied and hope that he does well in the exam.

Question (b).
Sujata has nothing to do as her husband is a multimillionaire, nor does she have any hobby.
Answer:

• Sujata is facing hypo-stress as she has nothing to do at all. It is possible that she feels very bored, demotivated, unenthusiastic, and restless.
• In order to feel good about herself, she should pursue something she likes and diverts her mind.

Question (c).
Kalpesh sets his goals similar to his top ranker brother, without considering his ability.
Answer:

• Kalpesh will feel very stressed if he does not have the level of intelligence or ability required to meet the goals. It would lead to anger and frustration.
• There is also a possibility that he would feel extremely demotivated and leave the goal permanently.

Question (d).
Mohsin resorts to blaming others every time he fails.
Answer:

• Mohsin is using the defense mechanism called projection to protect his ego from shattering. But at some point, he will have to face the reality.
• At such a point in time, his ego would no longer be protected and may lead to mental health problems.

4(2). Identify the defense mechanism used in each of the following examples.

Question (a).
Rahul who is interested in football was not selected for the college football team. He says he never wanted to be a part of the college football team.
Answer:
Displacement

Question (b).
Vipasha comes from an extremely poor family. She sleeps into imagining herself driving her own car.
Answer:
Sublimation

Question (c).
Arnav got a scolding by his teacher and he could not answer back. After coming home, he started beating his younger brother for no reason.
Answer:
Daydreaming

Question (d).
Ajay loved a girl who turned down his proposal. Later he became a successful composer.
Answer:
Rationalization

4(3). Identify the conflict of motive that is experienced by the person in the following situation.

Question (a).
Rashmi has got a promotion in her company and so has to go abroad. She wants to take this opportunity but at the same time, she is not willing to leave her parents.
Answer:
Approach – Avoidance conflict

Question (b).
Yogesh has got selected by two reputed companies at the same time and both are his dream offers.
Answer:
Approach – Approach conflict

Question (c).
Julius doesn’t want to go to a wedding ceremony with his family as it’s too boring there but doesn’t want to stay alone at the same time.
Answer:
Avoidance – Avoidance conflict

Question (d).
Shanaya is very conscious about her figure, but she is also very tempted to eat sweets.
Answer:
Approach – Avoidance conflict

Question (e).
Vishal has got the invitation from his school friends for a reunion party on the same day as his fresher’s party in his college.
Answer:
Double Approach – Avoidance conflict

5. Write short notes in 35-40 words each.

Question 1.
Types of stress
Answer:

• Hypo stress: It is caused when one has nothing to do at all.
• Hyper stress: It is caused due to extremely pressurizing conditions.
• Eustress: It is a positive form of stress.
• Distress: It is a negative type of stress. Two types of distress are:
  • Acute distress: Intense and short-term
  • Chronic distress: Long-lasting and recurrent

Question 2.
Relationship between stress level and performance
Answer:

• When stress is too little or when it exceeds the limits, it deteriorates performance.
• Optimum performance can be achieved only under moderate stress.

Question 3.
Direct ways to cope with stress
Answer:

• Attack: An individual directly attacks the conflict to resolve it.
• Compromise: If a person cannot achieve the goal, he may readjust the goal to the nearest possible goal.
• Withdrawal: When a person cannot achieve a goal after putting in their best efforts, he may withdraw from the goal altogether.

Question 4.
Defense mechanisms
Answer:

• Defense mechanisms are an indirect way to combat stress.
• They are unconscious strategies used to protect the ego from breaking due to unacceptable/harsh reality. It functions as a shock absorber.

6. Answer the following questions in 150-200 words each.

Question 1.
Give the definition of stress and explain different types of stress.
Answer:
According to Richard Lazarus, ‘stress is a feeling experienced when an individual feels that the demands exceed the personal and social resources an individual is able to mobilize’.
The types of stress are as follows:

• Hypo stress: It is an insufficient amount of stress and may be due to work under load. When people have nothing to do, they get bored and if this feeling persists for a longer time, it results in hypo-stress. People with hypo-stress are demotivated, unenthusiastic, and restless.
• Hyper stress: It is a result of extremely pressurizing conditions. Due to hyper stress, a person may experience panic attacks and may engage in exaggerated reactions like throwing temper tantrums. It leads to frustration and agitation.
• Eustress: It is a good form of stress which has a positive effect on health, motivation, performance, and emotional well-being. It is a state when an individual is excited, determined, inspired, energized, and ready to go. While experiencing eustress, the body is temporarily and intensely flooded with hormones like oxytocin and dopamine.
• Distress: It is a negative type of stress. An individual experiences it when the normal routine is constantly adjusted and altered. While experiencing distress, our body is flooded with emergency response hormones like adrenaline and cortisol. Distress is divided into two types:
  • Acute distress: It is intense, short-term negative stress.
  • Chronic distress: It is a long-lasting, recurrent negative stress.

Question 2.
What is meant by conflict of motives? Explain the different types of conflicts with examples. Illustrate your answer with appropriate figures.
Answer:
Conflict of motives refers to the clash between two or more equally strong and incompatible motives occurring at the same time that compels an individual to make a choice, which in turn leads to stress.
The types of conflict are:
i. Approach-Approach conflict: There is a conflict between two positive and attractive goals. The decision will depend on the attractiveness of the goal and its valence may change, e.g. Bhoomi wants to take up two courses but they are both scheduled at the same time.

ii. Avoidance-Avoidance conflict: The conflict involves two goals with negative values. An individual is forced to make a choice between two negative and unattractive goals, e.g. Ritu must work at a job which she dislikes, or else she must remain unemployed.

iii. Approach-Avoidance conflict: There is only one goal and it has positive as well as a negative value. This type of conflict is very difficult to resolve. There are three possible reactions in such a situation: give importance to a positive value, be cautious about the negative value and leave the goal altogether, e.g. Aryan receives a letter of acceptance from a college of his choice but it is very expensive.

iv. Double Approach-Avoidance conflict: An individual faces conflict between two or more goals that have an equal positive or negative value. However, an individual is always disappointed with the choice he makes as he has to lose the other goal, e.g. Richa has to choose between two boys for marriage. One is handsome but boring. The other one is fun but not good-looking.

Activities

[Note: The answers to activities will be very subjective. The answers provided are for reference. Students are expected to perform these activities on their own.]

Activity 2 (Textbook Page No. 61)

Look at the following examples of stress. Try to find a pattern in them and make a definition of stress for yourself.
i. Meena needs fees for her higher education. But her father has less money than required. He feels very stressed.
ii. Rashid is late for an appointment and he is stuck up in a traffic jam. He is stressed about reaching on time.
iii. Parminder is supposed to make a model for the Science examination which is not working. Parminder feels stressed.
Answer:
Stress is the body’s reaction to any change that requires adjustments. It refers to a situation in which an individual’s expectations cannot be fulfilled due to a lack of resources.

Activity 6 (Textbook Page No. 66)

Try to find examples of the given types of conflicts in your life or around you. How are these types of conflicts resolved? Are they? How does one deal with the resulting stress?
Answer:
Everyone faces all types of conflicts at one time or the other. I have to choose between two of my favourite destinations for the upcoming vacations. My uncle loves to eat sweets but he is a diabetic and so, he is always thinking about how to resolve this conflict. My younger brother has to choose between doing homework and going to tuition. He dislikes both.

All these types of conflicts are difficult to resolve but solving them is also very important. Everybody deals with the resulting stress in different ways. Ideally, we should weigh the pros and cons of every situation and then come to a conclusion.

Class 11 Psychology Textbook Solutions Digest

• Story of Psychology Class 11 Psychology
• Branches of Psychology Class 11 Psychology
• Self Class 11 Psychology
• Human Development Class 11 Psychology
• Healthy Me – Normal Me Class 11 Psychology
• Stress Class 11 Psychology
• Nervous System Class 11 Psychology
• Memory Class 11 Psychology

Psychology Class 11 Chapter 5 Healthy Me – Normal Me Question Answers Maharashtra Board

Balbharti Maharashtra State Board Class 11 Psychology Solutions Chapter 5 Healthy Me – Normal Me Textbook Exercise Questions and Answers.

Healthy Me – Normal Me Class 11 Psychology Chapter 5 Questions and Answers

1A. Complete the following statements.

Question 1.
One of the criteria of well-adjusted behaviour is ___________
(a) intelligence
(b) openness to new experience
(c) success
(d) artistic ability
Answer:
(b) openness to new experience

Question 2.
According to the humanistic perspective, every individual strives for ___________
(a) absence of problems
(b) absence of mental disorder
(c) enjoyment in life
(d) development of one’s abilities to the fullest
Answer:
(d) development of one’s abilities to the fullest

Question 3.
According to ___________ perspective, one of the causes of abnormality is ‘genetic predisposition’.
(a) behavioural
(b) biological
(c) sociocultural
(d) cognitive
Answer:
(b) biological

Question 4.
___________ face the identity crisis.
(a) Children
(b) Adolescents
(c) Young adults
(d) Old people
Answer:
(b) Adolescents

1B. State whether the following statements are True or False and justify your answer with reason.

Question 1.
Sucheta has an IQ that falls into the category of genius which is rare to find. ‘Genius’ is statistical deviance. Therefore, she is abnormal.
Answer:
False
Reason: Although Sucheta’s IQ is statistically deviant, she does not exhibit other criteria of being abnormal such as personal distress and impaired functioning. Hence, she can’t be considered as being abnormal.

Question 2.
It is very rare to find a person possessing all the criteria of a well-adjusted person.
Answer:
True
Explanation: A well-adjusted person has 5 main criteria. Some people may show some criteria while others may be high on some other criteria.

Question 3.
Over-expectation from the parents can lead to a lack of self-confidence.
Answer:
True
Explanation: If parents expect their child to do more than what he/she is capable of, they are pushing their child too hard. It will lead to anxiety, underperformance, and consequently, low self-confidence.

Question 4.
A well-adjusted individual does not encounter failure at all.
Answer:
False
Reason: A well-adjusted individual will encounter failure. But he knows that success or failure is temporary. He understands that hard work and consistency is important in the long run.

Question 5.
Abnormality is always hereditary.
Answer:
False
Reason: Apart from being hereditary, the abnormality could also result due to environmental factors (i.e. nurture) including social, cultural, and psychological factors.

Question 6.
Self-awareness is being passionate about fulfilling one’s needs.
Answer:
False
Reason: Self-motivation is being passionate about fulfilling one’s needs while self-awareness is the ability to recognize one’s own emotions, strengths, and weaknesses.

Question 7.
Social skill is the ability to interact well with others.
Answer:
True
Explanation: Social skills include active listening, effective verbal and non-verbal communication, leadership, etc. which are all necessary to interact well with others.

Question 8.
Openness to new experience leads to dangerous situations, therefore, it should not be encouraged
Answer:
False
Reason: Openness to new experience is the trait of a well-adjusted individual and enables him to deal with strangers and new places comfortably. Simply being open does not lead to dangerous situations.

1C. Identify the odd item from the following.

Question 1.
Self-awareness, Self-regulation, Self-motivation, Sympathy, Social skills
Answer:
Sympathy

Question 2.
Cognitive perspective, Humanistic perspective, Psychoanalytic perspective, Motivational perspective
Answer:
Motivational perspective

Question 3.
Failure, High anxiety, Negative thoughts, High self-esteem, Self-blame
Answer:
High self-esteem

Question 4.
Deviance, Personal distress, Low intelligence, Impaired functioning
Answer:
Low intelligence

1D. Match the following.

Question (i).

Answer:

Question (ii).

Answer:

2. Answer the following questions in 35-40 words each.

Question 1.
Explain the concept of realistic perception of self with an example.
Answer:

• This is an important hallmark of a well-adjusted individual.
• It involves a good understanding of one’s own emotions, strengths, and weaknesses.
• It ensures that personal lives are effectively managed.
• Example: Neha likes singing and knows that she has an excellent voice (her strength). Hence, she joins the singing classes to improve herself.

Question 2.
What is emotional intelligence? Mention the components of emotional intelligence.
Answer:

• Mayer and Salovey define emotional intelligence as ‘the ability to perceive one’s own and others’ emotions, to discriminate among them, and to use that information to guide one’s thinking and action’.
• It has five components, viz. self-awareness, self-regulation, self-motivation, social skills, and empathy.
• If a person is on the low end of the emotional intelligence spectrum, he or she may have a condition known as alexithymia. Alexithymia is the inability to understand or express emotions.

Question 3.
What are the conditions that lead to low self-esteem? Give examples.
Answer:
Some conditions that cause low self-esteem are:

• Overly harsh or critical parents
• Negative peer influence
• Consistent poor academic performance
• Stressful or traumatic events
• Abusive relationships
• Negative thoughts and high anxiety

Example: Anmol’s parents would always criticize them if he tried doing something new. As a result, he started feeling that he is good for nothing and developed low self-esteem.

Question 4.
What is the significance of openness to new experiences?
Answer:
Openness to new experiences is a trait of a well-adjusted individual. It is only due to being open that one can:

• try out different experiences
• can explore new places
• be confident about himself or herself
• talk and meet strangers comfortably
• can take risks regarding unknown things
• is confident in voicing honest opinions

Question 5.
How does self-awareness affect psychological well-being?
Answer:
Self-awareness is the ability to recognize and understand your own emotions, capabilities, actions, and moods. It affects our psychological well-being since:

• being aware of one’s own capabilities makes it easy to use strengths effectively and improve upon weaknesses.
• because of self-awareness, one can learn to avoid impulsive behaviour and take better care of mental health.

Question 6.
What is the significance of self-motivation?
Answer:

• Self-motivated individuals are eager to take action without needing any external reward or push.
• If one is self-motivated, he would rise against all the inhibitions and hesitations.
• It is significant because it not only makes one determined but it also keeps one going despite setbacks and hardships.

Question 7.
Enlist the qualities a person requires for having healthy relationships with others.
Answer:
Well-adjusted individuals have healthy relations with others. It requires qualities such as:

• Being honest
• Being fair
• Being respectful
• Being non-threatening
• Being a responsible parent
• Having shared responsibilities
• Having an economic partnership
• Having trust and offering support to others

Question 8.
How important are social skills? Give example.
Answer:
All human beings are social animals and hence, social skills play an important role in their lives.

• These skills are required to effectively interact with each other.
• They help us to co-exist with others and create harmonious relationships.
• Some examples of social skills are effective communication, conflict resolution, and cooperation.
• Example: Excellent communication skills enabled Mahesh to develop healthy relations with colleagues and relatives.

Question 9.
State the biological perspective to abnormal behaviour with an example.
Answer:
According to the biological perspective,

• Biological and physiological factors cause abnormality.
• The abnormality is treated as a disease or mental illness. It is diagnosed through symptoms.
• Abnormality is cured through treatment that involves drugs and hospitalization.
• Example: Abnormalities caused due to chemical imbalance in the brain may be cured through medicines.

Question 10.
Explain the humanistic perspective.
Answer:
According to the humanistic perspective,

• People are intrinsically driven to do better and advance their own growth.
• Abnormal behaviour is learned due to blocked personal growth.
• Abnormalities can be corrected by creating conditions that enable them to grow, change, and develop to their fullest possible potential.

Question 11.
Explain the sociocultural perspective to abnormal behaviour.
Answer:
According to the sociocultural perspective,

• Abnormal behaviour is learned within a social context. It includes social norms and one’s family, friends, society, etc.
• Abnormalities can be attributed to problems in cultural values and belief systems.
• Example: A young girl may follow a strict diet, even when it is not good for her health because being slim is associated with attractiveness in her culture.

3. Compare and contrast.

Question (i).
Realistic perception of self and Unrealistic perception of self
Answer:

• Realistic perception of self means being aware of our own strengths and weaknesses. It also means using strengths for the betterment and modifying the weaknesses. Realistic people do not get upset when they are confronted with failure. All of this enables them to deal with life more effectively.
• Unrealistic perception of self makes an individual expect things that are not feasible. They are likely to face dejection, frustration, and sadness. They may not be able to recognize their own strengths and may feel incompetent. They even blame others for their shortcomings.

Question (ii).
Openness to new experiences and Inhibitions/Fear of new experiences
Answer:

• People who can comfortably deal with strangers and are confident in voicing honest opinions are open to new experiences. They are eager to take on life, try out new trends, go to new places and reach out to people from different backgrounds, communities, and locations. They are confident and dare to take risks regarding unknown experiences,
• People who are fearful and hesitant are not open to changes, new places, new people, and experiences. These individuals find it hard to deal with changes and get anxious while interacting with strangers.

Question (iii).
High self-esteem and low self-esteem
Answer:

• People having high esteem like themselves and radiate confidence and assertiveness. They are happy with themselves and are liked by all because of it. It also results in better relationships. Well-adjusted individuals have high self-esteem.
• People with low self-esteem don’t think that they are loved, valued, or considered worthy. They don’t have a positive image of themselves. This leads to anxiety and poor performance. Consequently, they indulge in self-blame and continue to feel incompetent.

Question (iv).
Sympathy and Empathy
Answer:

• Sympathy is feeling sorry and having pity for the hardship or losses that another person faces. In this case, an individual genuinely feels bad for the hardships or grief faced by others.
• Empathy is putting yourself into someone else’s shoes. It refers to understanding the situation from that person’s point of view and actually feeling his pain. Hence, empathy is a more intense level of emotion than sympathy.

For your understanding

Question (v).
Behavioural perspective and Humanistic perspective to abnormality
Answer:

• Behavioural perspective looks at the observable behaviour of an individual. This perspective believes that ineffective learning and conditioning can lead to abnormal behaviour. Behavioural psychologists treat such abnormalities with the help of the principles of reinforcement and punishment.
• Humanistic perspective looks at the ways human beings are driven to grow, change and develop into the best versions of themselves. This perspective believes that abnormalities get formed when personal growth is blocked. Humanistic psychologists treat such abnormalities by creating conditions that allow positive and healthy growth of the individual.

4(i). What are the possible consequences of

Question (a).
Geeta is more interested in literature but being the only daughter of a well-established orthopaedic surgeon having his own hospital, she is under pressure of choosing medical profession as her career.
Answer:

• It is possible that Geeta follows her father’s footsteps and becomes a doctor. But she will not be self-motivated and may resent her work. She is likely to get frustrated when encountered with setbacks.
• It is also possible that she (firmly but gently) tells father of her interest in literature and convinces him that literature is where her heart and passion lies. In this case, she will not blame anyone during rough times and will be motivated to resolve the difficulties that may arise.

Question (b).
Sujata is an intelligent girl but she is extremely sensitive to criticism and perceives herself as less competent.
Answer:

• Sujata will keep getting disheartened when criticised. There are chances that this may happen frequently since she has no control over other’s behaviour.
• If faced with constant criticism, she will continue to feel less competent and may get trapped in the vicious cycle of low self-esteem.

Question (c).
Trisha is not able to make friends. She cannot initiate conversation with strangers at all. She is placed as a leader of one of the teams for campus-cleaning.
Answer:

• Her team mates may make fun of her and won’t look up to her as a leader. She may end up taking the cleaning activity all by herself and the team will not listen to her at all.
• However, if she views it as a challenge and responds positively to the situation, she might be able to overcome her weaknesses.

4(ii). What will you do if?

Question (a).
You see your best friend bullying your classmate.
Answer:

• I will intervene and use my friendship to stop the bullying immediately. Then I will talk to my friend to figure out why she was resorting to bullying.
• I will also try to make her understand why engaging in such behaviour is wrong.

Question (b).
You see a girl in your class who is not included in many of the class room activities, who does not have any friend and who faces rejection from everyone.
Answer:

• I will myself go up to her and befriend her. I will also help her in whatever way I can. I will not worry if others isolate me for helping her as I can understand that she needs support.
• I will try to talk to others at a later point in time to change their view towards her.

Question (c).
You got very less marks in the First Terminal exam.
Answer:

• I will certainly be very disappointed and upset at first. But then I will try to analyse the causes of getting such less marks.
• I will study more, waste less time in leisure activities, pay more attention in class and clarify my doubts immediately. It will help me to get good marks in the next term.

Question (d).
You are very much interested in taking part in a drama to be performed in the annual function of your college, but you are not selected.
Answer:

• I will feel disappointed for some time. But then I will try to analyse the reasons behind getting rejected and work on it.
• I will also join a work shop to hone my skills and practice hard to win similar parts in future.

5. Write short notes in 50-60 words each.

Question 1.
Criteria of well-adjusted person
Answer:

• A well-adjusted person is a well-balanced person, both mentally and emotionally.
• They see themselves as well as the world as worthy and valuable.
• The criteria of a well-balanced individual are:
  • Openness to new experiences
  • Healthy relationships
  • High self-esteem
  • Emotional intelligence
  • Realistic perception of self and the world
• Besides these criteria, other criteria of well-adjusted individuals include expressing gratitude, kindness and sharing as well as accepting success and failure as a part of life.

For your understanding
Characteristics of maladjusted individuals: They get panic attacks, hesitate to meet new people, resist changes, are withdrawn, shy and self-conscious, throw tantrums, feel isolated, have poor relations and low self-esteem.

Question 2.
Criteria of abnormal behaviour
Answer:

• Abnormal behaviour is disturbing (socially unacceptable), distressing and maladaptive (self-defeating).
• There are three major criteria of abnormal behaviour:
  • Personal distress: Feeling very low or depressed on continuous basis.
  • Deviance: Behaviour going against the laws or set social and statistical standards.
  • Failure to function normally: Day-to-day functioning is impaired.
• It is wrong to judge someone as being abnormal based on only one criterion. All above criteria need to be considered.

Question 3.
Psychoanalytic perspective
Answer:

• The psychoanalytic perspective focuses on unconscious mind, early childhood experiences and interpersonal relations to explain human behaviour.
• According to this perspective, abnormal behaviour is the consequence of anxiety produced by unresolved and unconscious conflicts of childhood.
• This perspective tries to treat people displaying abnormal behaviour by focusing on identification and the resolution of these conflicts.
• Freud has also explained that certain unconscious motives or conflicts have base of primitive sexual and aggressive instincts.

Question 4.
Cognitive perspective
Answer:

• The cognitive perspective says that individuals behave abnormally due to faulty thinking patterns. They may hold certain false assumptions and behave in accordance with them.
• This perspective tries to treat people displaying abnormal behaviour by helping them to adapt to new thinking process.
• This is done by unlearning maladaptive thinking and replacing it with more adaptive one.

Question 5.
Bullying
Answer:

• Adolescents may face the problem of being bullied. They may be humiliated or fall victim to other people’s aggression when they have less power or prestige.
• Bullying can be physical, emotional or mental. The intent of bullying is always negative.
• Almost all bullies are victims themselves. Both, bullies and victims are low in self-esteem.
• Bullies are aggressive, ruthless manipulators who don’t trust others, break their promises and take unfair advantage of others. They respond to stress with aggression or by engaging in self-destructive behaviour.
• Boys generally indulge into bullying to gain power while girls indulge in bullying when they are depressed.

Question 6.
Sexual orientation
Answer:

• Sexual orientation refers to an individual’s pattern of physical and emotional arousal, towards another person.
• Heterosexual individuals are attracted to persons of the opposite sex.
• Homosexual individuals are attracted to persons of the same sex.
• Bisexual individuals are attracted to person of both sexes.
• During adolescence, sex hormones become active and adolescents become conscious of their sexual orientation.
• Adolescents who are homosexual or bisexual become confused when they realise that their sexual orientation is different from their peers.

Question 7.
Emotional intelligence
Answer:

• The term emotional intelligence was coined by Michel Beldoch in 1964.
• Emotional intelligence is explained as the ability to understand and manage one’s own and others’ emotions.
• Its proposed abilities include perceiving, using, understanding and managing emotions appropriately.
• Having high emotional intelligence is one of the criteria of well-adjusted individuals.
• Individuals with high emotional intelligence are balanced. They do not easily get panic or nervous. They are able to handle stressful situations effectively.

6. Case study

Read the following case carefully and answer the questions based upon that.

Pritha was a merit holder girl from a middle class family. She joined a college where majority of students were from a rich background. Although she was capable of following lectures and was doing well in her studies, she felt lonely as she could not get acceptance in the groups of her classmates coming from affluent families. She tried to dress like them, and started asking for extra pocket money from her parents. Her classmates joked at her dressing sense. She could not tolerate the mockery and stopped going to the college.

Instead, she started spending time visiting strange places like public parks, railway stations and shopping malls. She did not appear for any of her exams. Her parents were unaware of all these things and on asking about college or studies, Pritha answered them without revealing the truth. It the end of the year, her parents received her report card by post from her college with a remark that ‘Your ward has to take College Leaving certificate.

On confronting Pritha, she became violent and started damaging the furniture uttering bad words about the middle class people and there after her utterance was incomprehensible for her parents. This continued for a very long time.

Question 1.
Which problems did Pritha face in her college?
Answer:
Pritha got isolated with her peers because of her economic background. She also faced bullying as her affluent classmates made fun of her dressing sense. She felt humiliated and unaccepted. It affected her mental well-being. She probably felt that she could not discuss those issues at her home and felt helpless.

Question 2.
Could Pritha, according to you, have avoided her condition of feeling lonely?
Answer:
It was a very difficult and disturbing phase in her life. But she could have talked to her teachers and parents and sought their guidance. She could have also shared everything with her friends outside college.

Question 3.
What would you do if you were in Pritha’s place?
Answer:
I would have talked to my parents and discussed everything openly. My parents would have surely guided me on how to deal with peers coming from different backgrounds and provided me their thoughts and ideas. I would also have concentrated more on my studies.

Question 4.
Do you think Pritha should have spoken to her parents about her feelings at college? If yes, how it would have helped her?
Answer:
Yes, Pritha should have spoken and informed her parents of what was going on in her college life, instead of lying about going to college. Lying was only multiplying her troubles. They could have given her support and also maybe talked to her teachers and managed to get the situation under control.

7. Answer the following questions in 150-200 words.

Question 1.
What are the criteria of abnormal behaviour? Explain with examples.
Answer:
All of the following criteria need to be considered together in order to determine if a person displays abnormal behaviour.

Personal distress: Personal distress refers to subjective feeling of an individual in response to persons and events creating extreme discomfort. It includes feeling very low, depressed, facing problems like social withdrawal, e.g. A person feeling down and sad every day is considered abnormal.

Deviance: Behaviour against the set laws of the state or behaviours different than standard social and statistical patterns exhibited by most of the people, e.g. Deliberately engaging in behaviour which is harmful to self and others.

Failure to perform functions normally: Day-to-day functioning getting impaired, i.e. inability to fulfil appropriate and expected roles in family, social and work related situations, e.g. A person is not able to perform his daily chores and fulfil work commitments due to lethargy.

Question 2.
What are the causes of abnormal behaviour?
Answer:
There are primarily seven psychological perspectives of abnormal behaviour. All these perspectives indicate different factors as the causes of abnormal behaviour. Additionally, Stress Diathesis Model and Biopsychosocial Model also discuss the causes of abnormal behaviour.
The causes of abnormal behaviour can be explained as follows:

• Biological perspective: Abnormal behaviour results due to chemical imbalance or physiological factors.
• Sociocultural perspective: Abnormal behaviour is learnt within the social context.
• Behavioural perspective: Abnormal behaviour is learnt due to ineffective learning and conditioning.
• Evolutionary perspective: Abnormal behaviour is an exaggerated form of adaptive action.
• Humanistic perspective: Abnormal behaviour arises from blocked personal growth.
• Psychoanalytic/Psychodynamic perspective: Abnormal behaviour is due to unconscious and unresolved conflicts.
• Cognitive perspective: Abnormal behaviour arises due to false assumptions and faulty thinking.
• Stress-Diathesis model: Disorder = Nature (Biological and genetic factors) + Nurture (Life experiences)
• Biopsychosocial model: Abnormal behaviour = Biological factors + Psychological factors + Sociocultural factors

Question 3.
Describe the challenges faced by adolescents with examples.
Answer:
Adolescence is the transitional period associated with a number of physiological and psychological changes. It is called the period of ‘storm and stress’. Since adolescents are neither children nor adult, they face many challenges as follows:

• Sexual orientation issues: Adolescents who are homosexual or bisexual become confused when they realise that their sexual orientation is different from peers.
• Gender identity issues: Some adolescents may show traits typically thought to be of the other gender. If they are not allowed to behave in a way that is natural to them, they become rebellious.
• Bullying issues: Adolescents may face the problem of being bullied. They may be humiliated or fall victim to other people’s aggression when they have less power or prestige.
• Other challenges:
  • Self-identity issues since they are neither adult nor children.
  • May feel inferior, shy and have difficulty in mixing with peers.
  • Lack of self-confidence may perceive others negatively.
  • May become conscious about their physical features.
  • May become moody and unpredictable due to hormonal changes.
  • May feel excessive pressure due to expectations of oneself and parents.

Activities

[Note: The answers of activities will be very subjective. The answers provided are for reference. Students are expected to perform these activities on their own.]

Activity 8 (Textbook Page No. 50)

Think about the following situations. Try and apply the criteria for abnormality that you came up with, to these cases and try to judge if they could be called abnormal.

1. Sameer likes to dress up like girls.
2. Kushal is confused about his sexual orientation.
3. After marriage, Shoaib went to live with his in-laws.
4. Joseph loves to be alone and travels alone.
5. Delnaz is introvert and does not like to mix with any one.

Answer:

1. Sameer may be having gender identification issues and must be feeling more feminine than masculine. But I think it is not abnormal.
2. Kushal may not be aware that there can be heterosexuals, homosexuals and bisexuals and it is perfectly normal to be any of them.
3. Although usually it is the bride who lives with in-laws after marriage, I don’t think of Shoaib’s behaviour as abnormal. It is just different than a normal social pattern.
4. If Joseph wants to be alone and travel alone at times, it seems to be alright. Maybe he’s going through a phase of self discovery. However, if this pattern continues for a longer duration and hampers his social relationhips, then it is abnormal as human beings are social beings.
5. Delnaz can be considered abnormal if she doesn’t like interacting with anyone, including her near ones and family. However, being introvert does not mean someone is abnormal.

Activity 11 (Textbook Page No. 54)

You are all adolescents now. Think about how you are today and how you were in 5th/6th standard. Make two columns and note down the changes you see in these five domains: your self-image, your confidence, relationships with your parents, physical changes, and importance of friends in your life.
Answer:

Class 11 Psychology Textbook Solutions Digest

• Story of Psychology Class 11 Psychology
• Branches of Psychology Class 11 Psychology
• Self Class 11 Psychology
• Human Development Class 11 Psychology
• Healthy Me – Normal Me Class 11 Psychology
• Stress Class 11 Psychology
• Nervous System Class 11 Psychology
• Memory Class 11 Psychology

Psychology Class 11 Chapter 4 Human Development Question Answers Maharashtra Board

Balbharti Maharashtra State Board Class 11 Psychology Solutions Chapter 4 Human Development Textbook Exercise Questions and Answers.

Human Development Class 11 Psychology Chapter 4 Questions and Answers

1A. Complete the following statements.

Question 1.
The rate of development in each stage is ____________
a. same
b. different
c. slow
Answer:
b. different

Question 2.
Developmental changes occur in ____________ pattern.
a. predictable
b. unpredictable
c. uncertain
Answer:
a. predictable

Question 3.
The period between conception to birth is called ____________
a. post-natal
b. perinatal
c. prenatal
Answer:
c. prenatal

Question 4.
____________ period is also known as the period of identity crisis.
a. Childhood
b. Middle age
c. Adolescence
Answer:
c. Adolescence

1B. Match the following pairs.

Question 1.

Answer:

1C. State whether the following statements are true or false.

Question 1.
Development has a specific and continuous pattern.
Answer:
True

Question 2.
Development proceeds from specific to general.
Answer:
False

Question 3.
Development proceeds from dependency to independence.
Answer:
True

Question 4.
All the changes in an individual are due to development.
Answer:
False

1D. Identify the odd item from the following.

Question 1.
Zygote, Neonate, Embryo, Foetus
Answer:
Neonate

Question 2.
Early childhood, Neonate, Foetus, Infancy
Answers:
Foetus

2. Explain the following concepts.

Question 1.
Explain characteristics of human development.
Answer:
The characteristics of human development are as follows:
i. Development follows a specific pattern:
Like other species, human beings follow a specific pattern and sequence of development in the prenatal and postnatal periods. They may skip a particular stage, but the order or pattern will remain the same. The specific pattern is observed in behavioral development as well. Sexual development also starts at a specific age.

ii. Development takes place in a specific direction: Development takes place during the prenatal and postnatal stages based on the two principles of development, viz. Cephalocaudal principle (development proceeds from the head to toe) and Proximodistal principle (development proceeds from the center of the body to outward).

iii. Development is continuous: There are various stages of the human life span like prenatal, infancy, early childhood, late childhood and adolescence, early youth, adulthood, and old age. One stage of development lays the foundation for the next stage. The rate of development varies across stages.

iv. Development proceeds from general to specific: The infant’s first motor movements are very generalized; like reflexes and non-directional waving arms or kicking before being able to reach or crawl towards an object. The child uses his full hand before developing finger dexterity.

v. There are individual differences in development: Although the pattern and sequence for growth and development are usually the same for all, the rate at which every individual reaches that stage is different. Some individuals attain a particular stage very early while others mature late.

vi. The rate of development is different for different body parts: The child first develops control over his neck then raises his head resting on his chest, then sits, crawls, and finally starts walking.

vii. Development leads to integration: A child starts producing sounds first, then monosyllable, then words, then sentences, and then complex sentences. This is how development leads to integration. In this process, physical and mental growth does not occur simultaneously.

viii. Behavioural problems are normal for a particular stage: There are certain behavioural patterns observed in every stage. Any variation in that pattern need not necessarily be labelled as abnormal. This is because some behavioural patterns perceived as problems by parents may subside with age.

ix. Development is predictable: The rate of development is fairly constant for every child. So, it is possible to predict a child’s development.

x. The child develops as a unified whole: Physical and mental development, as well as socio-cultural factors, influence each other and in turn, affect the development of an individual as a whole.

Question 2.
Why is the prenatal period the most crucial period in development?
Answer:
A period between conception till birth is called a prenatal period. It is the most crucial period in development due to the following factors:

• Heredity serves as the foundation for later development.
• Favourable conditions in the mother’s womb can foster the development of hereditary potentials while unfavourable conditions can block their development.
• Sex determination takes place during the first three months of life.
• Proportionally faster growth and development take place during the prenatal period as compared to an individual’s entire life.
• Failure to take proper care of the mother may lead to physical and psychological hazards to the unborn child.

Question 3.
What are the developmental tasks?
Answer:
There is a set of expectations about changes in an individual at a certain age based upon the norms of development. This set is known as a developmental task. The developmental tasks at different stages are as follows:

• Prenatal stage: In this stage, the child is completely dependent on the mother for nourishment. There is the rapid development of physical systems and organs.
• Neonatal stage: The child is still dependent on the mother and there is the development of initial reflexes.
• Infancy: This stage is associated with motor, cognitive and psychosocial development as well as rapid physical development.
• Early childhood: Although physical development is comparatively slow, we observe increased cognitive and linguistic development. It is also associated with the beginning of socialization.
• Late childhood: School provides an opportunity for overall development during this stage. There is the development of physical, mental, cognitive, and psychosocial abilities.
• Adolescence: Rapid visible physical changes occur in this stage. Also, the concept of self-identity and career-related awareness begins to develop.
• Early adulthood: Individual completes education and chooses his career. He also chooses a suitable partner and gives importance to family responsibilities.
• Late adulthood: There are more family and occupational responsibilities. Adults in this stage take responsibility of their parents. Also, women go through menopause and men experience andropause.
• Old age: Retirement life begins in this stage. Leisure is forced on people due to old age. People also experience many health problems. Also, they start thinking about death.

Question 4.
Describe the neonatal stage.
Answer:
The neonatal stage is the period from birth to two weeks.

• During this period, a newborn starts adjusting to the external environment, e.g. outside temperature.
• The neonate sleeps for around 18 to 20 hours.
• The characteristics of the neonatal stage are as follows:
  • It is the shortest of all developmental periods.
  • It is the time of radical adjustment.
  • It can be a hazardous period, both physically (because the neonate has to make radical adjustments to the new and different environment) and psychologically (because it is the time when the attitudes of significant people in neonate’s life will have an effect on his development).

Question 5.
What are the characteristics of early childhood?
Answer:
The early childhood stage extends from two years to about six years. The characteristics of early childhood are as follows:

• Parents call this age ‘toy age’ as children play with toys.
• Educators call this age ‘preschool age’ as the child starts going to preschool.
• Psychologists term this age as ‘pre-gang age’ as in the previous stage the child plays alone and does not share his toys but now he starts mixing around.
• Children in this stage experience stranger anxiety or separation anxiety.

Question 6.
Write the characteristics of late childhood.
Answer:
The late childhood stage ranges from six years to 11 years of age. The characteristics of late childhood are as follows:

• Children in this stage are curious by nature and experiment with new ideas. They are not satisfied with lame answers. For many parents, late childhood is a troublesome age.
• Educators regard late childhood as a critical period in the achievement drive. According to educationalists, this is the age of skill development.
• For psychologists, late childhood is the gang age. During this stage, boys and girls make their separate gangs.

Question 7.
Describe the problems during adolescence.
Answer:

• Internet addiction: Adolescents indulge more in social media (WhatsApp, Facebook) and online games. Their addiction to the internet due to these applications results in problems like lack of concentration and social interaction.
• College dropouts: Some adolescents may leave college before completing their graduation due to financial or academic problems.
• Identity crisis: Adolescents are confused about ‘who they are because they are neither children nor adults. Parents treat them differently in different situations. Some adolescents pursue a psychological moratorium, i.e. a period in which they take time off from the upcoming responsibility of adulthood to explore various roles and possibilities.
• Depression: When adolescents experience a breakup in a relationship, failure in exams, or death of a loved one, they experience feelings of sadness, loss, or grief. Sometimes, they feel so hopeless that they stop following normal routines. Depression could be due to genetic and environmental factors.
• Suicide: Although girls attempt suicide more frequently than boys, the rate of adolescent suicide is higher for boys. This is because boys use violent means to commit suicide. Social inhibition, perfectionism, and a high level of stress/anxiety create a higher risk of suicidal attempts.

Question 8.
Write a note on adulthood.
Answer:

• Adulthood ranges from 21 years to 40 years.
• The prime concerns for a young adult are personal career choice and economic independence.
• At this stage, an individual tries to settle in his life. Men and women take responsibility for their families and start earning money.
• The characteristics of Adulthood are as follows:
  • Adulthood is the age of settling down. Once they are legally mature, adults have to shoulder their own responsibility.
  • Adulthood is the reproductive age.
  • Problems faced in this stage are different from those faced at earlier stages.
  • An adult tries to establish himself in life and so, experiences tension.
  • As adults start working and get married, they don’t get time to mingle around with their friends like earlier.
  • They have to adjust to new patterns of life.
  • Adulthood is a time of changing experiences and changes in the value system.
  • Early adulthood is the time of adjustment to the new lifestyle.

Question 9.
Explain the adjustment problems in middle age.
Answer:
The middle age or late adulthood period ranges between 40 years to 60 years. The adjustment problems in this stage are as follows:

• It is a time of transition where both men and women leave their physical and behavioural characteristics of adulthood.
• It is a dreaded period due to mental and physical deterioration. The capacity of reproduction, as well as mental and physical capacities, slowly begins to decline.
• It is the time of more responsibilities. They assist the next generation to be competent.
• It is a time of stress as there is a radical financial burden.
• People in this stage may experience nervous breakdown and anxiety.
• It is the time of ‘Empty Nest’ as children go out for higher education, job or get married.

Question 10.
Discuss the application of the principles of human development in different fields.
Answer:

• There are two principles of development, viz. Cephalocaudal principle (development proceeds from the head to toe) and Proximodistal principle (development proceeds from the center of the body to outward).
• These principles prove helpful to doctors while evaluating the development of an individual. Further, the application of the cephalocaudal principle can also be seen in corporate organizations where decisions taken by the board of directors at the top level are communicated to and implemented by managers and workers. Similarly, the proximodistal principle applies to the development of cities from the center to the outward peripheries.

3. Compare and contrast.

Question 1.
Growth and development
Answer:

• Growth is quantitative change and it refers to physical changes. On the other hand, development is qualitative change and it includes physical as well as mental changes.
• Growth is perceived through changes in size, weight as age advances and it is a part of development. Development is perceived through changes in behaviour and it is all-inclusive in nature.

Question 2.
Maturation and development
Answer:

• Maturation refers to a natural unfolding of the genetic potential at the appropriate time in the course of development. Maturation denotes changes in specific behavioural patterns while development denotes qualitative changes.
• Maturation changes are genetic and cannot be speeded up. On the other hand, development results from an interaction between maturation and exposure to training as well as environmental factors.

Question 3.
Prenatal and post-natal stages of development
Answer:

• A period between conception till birth is called the prenatal period while the period after birth till death is called a post-natal period.
• The stages in prenatal period are the germinal stage, embryonic stage, and fetal stage while the post-natal period consists of a neonatal stage, early childhood, late childhood, adolescence, early adulthood, late adulthood, and old age.

Class 11 Psychology Textbook Solutions Digest

• Story of Psychology Class 11 Psychology
• Branches of Psychology Class 11 Psychology
• Self Class 11 Psychology
• Human Development Class 11 Psychology
• Healthy Me – Normal Me Class 11 Psychology
• Stress Class 11 Psychology
• Nervous System Class 11 Psychology
• Memory Class 11 Psychology

Psychology Class 11 Chapter 3 Self Question Answers Maharashtra Board

Balbharti Maharashtra State Board Class 11 Psychology Solutions Chapter 3 Self Textbook Exercise Questions and Answers.

Self Class 11 Psychology Chapter 3 Questions and Answers

1A. Complete the following statements.

Question 1.
The self-concept begins to form when ___________
a. a one and half-year-old child recognizes her image in the mirror
b. an infant is able to distinguish his body from the rest in his surrounding
c. a child recognizes his/herself as a boy or a girl
Answer:
b. an infant is able to distinguish his body from the rest in his surrounding

Question 2.
According to Carl Rogers, every individual strives for ___________
a. achievement
b. self-actualization
c. status in society
Answer:
b. self-actualisation

Question 3.
Self-esteem is a sense of self-worth that depends upon ___________
a. actual performance of an individual
b. self-perception of one’s own performance
c. other people’s performance perception of one’s
Answer:
b. self-perception of one’s own performance

Question 4.
Ability to monitor our actions and feelings, is called ___________
a. self-regulation
b. self-awareness
c. self-efficacy
Answer:
a. self-regulation

1B. State whether the following statements are true or false and give a reason for your answer.

Question 1.
Congruence between the real self and ideal self is an indicator of good mental health.
Answer:
True
Explanation: Congruence between the real self and ideal self leads to a greater sense of self-worth and thereby, indicates good mental health.

Question 2.
Namrata aspires to become a pilot but she should not be encouraged because one must choose a profession appropriate to their gender.
Answer:
False
Reason: It is wrong to think that profession should be chosen based on one’s gender. Gender roles are diluting in modern times.

Question 3.
People with high self-esteem are not necessarily the ones who are always successful.
Answer:
True
Explanation: People with high self-esteem may not always succeed. But they have high self-worth even when they encounter failure.

Question 4.
Accepting mistakes helps improving self-esteem.
Answer:
True
Explanation: Accepting mistakes enables a person to take steps to correct them in the future and thereby, improve self-esteem.

Question 5.
Self-awareness is a necessary attribute to have a healthy self-concept.
Answer:
True
Explanation: Self-awareness enables a person to have realistic perception of oneself and thereby, helps in the formation of healthy self-concept.

1C. Identify the odd item from the following.

Question 1.
Goal-orientation, Internal values, Feeling of superiority, Positivity
Answer:
Feeling of superiority

Question 2.
Fear of risks, Fear of uncertainty, Self-confidence, Impression management
Answer:
Self-confidence

Question 3.
Self-indulgence, Self-awareness, Self-efficacy, Self-esteem
Answers:
Self-indulgence

1D. Match the following pairs.

Question 1.

Answer:

2. Answer the following questions in around 35-40 words each.

Question 1.
How do we develop a concept of our ‘self’ as we grow?
Answer:

• Till six months: A child is unaware of himself.
• As the child grows, he develops a distinction between ‘me’ and ‘what is not me’.
• By the age of two: The child becomes aware of general expectations.
• By the age of three: The child starts recognizing himself and others as boys or girls.
• At the age of five-six: The child begins to compare himself to others.
• Between the age of three-twelve: Self-concept is based on developing talents and skills.
• Adolescence: It involves perspective taking, i.e. understanding other’s points of view.

Question 2.
Explain the sex identity and sex role as a part of the self-concept.
Answer:

• Gender identity is the perception of oneself as male or female. It is the biological aspect of self-concept.
• Gender role is psycho-social in nature as it is determined by the family atmosphere and cultural influences through which the child learns. It is an acquired attribute of self-concept.

Question 3.
What are the ways in which we can achieve congruence between the ideal self and the real self?
Answer:
Some of the ways in which we can achieve congruence between the ideal self and the real self are:

• Recognizing one’s own potential
• Taking steps to achieve one’s full potential
• Having trust in one’s own competence
• Being positive and rational

Question 4.
Why is the congruence between the ideal self and the real self is very significant to enjoy psychological well-being?
Answer:

• High congruence between the real self and ideal self leads to the formation of accurate self-concept.
• It also results in a greater sense of self-worth and contributes to a healthy productive life.
• Hence, congruence between the ideal self and the real self is significant to enjoy psychological well-being.

Question 5.
What is meant by self-esteem?
Answer:

• Self-esteem is a general evaluation of an individual along a dimension. It is the respect one has for himself.
• According to Seligman, ‘self-esteem is your overall evaluation of your worth as a person, high or low, based on all positive and negative self-perceptions.

Question 6.
Describe the characteristics of individuals with high self-esteem.
Answer:
Some characteristics of individuals with high self-esteem are as follows:

• Positive
• Responsible
• Committed to goals
• Strong internal values
• Genuine and forgiving
• Desire for self-improvement

Question 7.
What are the ways to improve one’s self-esteem? Give example.
Answer:

1. Some ways to improve one’s self-esteem are as follows:
   • Eliminate negative self-talk
   • Recognize your strengths
   • Recognize self-worth
   • Accept mistakes
   • Accept rejection
2. e.g. When Neha accepted rejection in interviews as a part of life, she started looking at it in a positive way. This improved her self-esteem.

Question 8.
What are the characteristics of individuals with self-efficacy? Give examples.
Answer:

• Individuals with high self-efficacy have accurate self-evaluation and are willing to take risks. They are confident and experience a sense of accomplishment. e.g. Emerging entrepreneurs often have high self-efficacy.
• Individuals with low self-efficacy fear uncertainty and failure. They are afraid to take risks. e.g. After losing five games in a row, players in the football team suffered from low self-efficacy.

Question 9.
What is self-image?
Answer:

• Self-image is a personal view or mental picture that we have of ourselves. It is a collection of an individual’s assets (strengths) and liabilities (weaknesses).
• Body image, i.e. how we think, feel, and react to our physical attributes, is also a part of self-image.

Question 10.
What are the ways to regulate self? Give examples.
Answer:

1. Some ways to regulate self are as follows:
   • Being aware of one’s own actions
   • Being able to evaluate the impact of one’s actions
   • Being able to predict others’ reactions
2. e.g. When Aditya realized that his anger outbursts scare his toddler, he felt guilty and decided to stop it. He used anger management techniques to regulate himself during such situations.

3. Compare and contrast

Question 1.
Ideal self — Real self
Answer:

• The ideal self is what we want to be while the real self is what we actually are.
• The ideal self represents our dynamic ambitions and goals. It comprises of some goals which are beyond our reach. On the other hand, the real self is our inner personality. It may not be perfect but it is our real part.

Question 2.
Private self — Objective self-awareness
Answer:

• The development of the private self takes place between the age of five to six while objective self-awareness develops during adolescence.
• Private self begins to develop when children learn that they can lie and keep secrets. There is the hidden side of the self which includes thoughts, feelings, and desires which parents are unaware of. On the other hand, objective self-awareness develops when adolescents seek to become the center of attraction and popularity. To achieve this, they accept a group’s mannerisms and behavioural patterns.

Question 3.
People with high self-esteem and People with low self-esteem
Answer:

• People with high self-esteem are positive, responsible, genuine, and committed to their goals. On the other hand, people with low self-esteem are negative, need externally oriented goals, and are impatient with themselves as well as others.
• People with high self-esteem have strong internal values and forgiving nature. They continuously seek to improve themselves. Conversely, those with low self-esteem are unhappy and experience anxiety. They may also have a superiority or inferiority complex.

4. How will you deal with the following situations if it were you in those situations?

Question (a).
Grishma thinks she is extremely good-looking – which is not true in reality – she aspires to become a star model.
Answer:
I feel few important characteristics to become a star model are confidence, physical fitness, gracefulness, and determination.

I will talk to Grishma about the incongruence between her ‘real self’ (self-image) and ‘ideal self. I will also make her understand that even though she is not extremely good-looking, she can actualize her potential by taking efforts to sharpen her other positive attributes.

Question (b).
Harshad is avoiding places where he has to meet many people as he wears spectacles and he has got lot of pimples.
Answer:

• I will make Harshad realize that his pimples or spectacles do not define ‘who he is’ or, determine his worth as a person. So, he should not let it impact him in a negative manner.
• I will also highlight his strengths to make him understand that his ‘self-concept’ should be based on a broader range of aspects than just a body image. I will also encourage him to engage in diverse social interactions to improve his sense of self-worth.

Question (c).
Sushma is too short so she does not mix with others.
Answer:

• I will talk to Sushma that being short is not something she should be ashamed of. Her height is just one aspect of her personality. She should not let it come in the way of her social interactions.
• I will also motivate Sushma to interact with others so that she can build strong and long-lasting social connections. It will make her feel positive and happy.

5. Write short notes in 50-60 words each.

Question 1.
Gender role
Answer:

• Gender role is an acquired attribute of self-concept which is psycho-social by nature.
• It is determined by the family atmosphere as well as cultural influences where the child learns through observation and imitation.
• e.g. if a girl is assertive and practical, she may be considered to be ‘masculine. This is because these attributes are usually associated with boys.
• However, gender-based roles are diluting in modern times. Society is approving and accepting these changes with an open mind.
• e.g. Pt. Birjoo Maharaj, Sanjeev Kapoor, Vikram Gaikwad are famous in female-dominated areas while Phogat sisters, Kalpana Chawla, Kiran Bedi are successful in male-dominated areas.

For your understanding

• Due to societal expectations, both males and females are expected to behave in certain ways, e.g. men are taught that they should be strong. If they cry, it is considered to be ‘girl’.
• However, now people have begun to realize that there is nothing wrong if a man takes up a feminine role or a woman behaves in a masculine way.

Question 2.
Carl Rogers’ theory of self
Answer:

• According to Carl Rogers, every individual has a tendency to actualize himself.
• Two important concepts related to Roger’s theory are the real self and the ideal self.
• The real self is what we actually are while the ideal self is what we want to be. The real self has a tendency to actualize himself. But the ideal self may consist of some goals which are beyond our reach.
• High congruence between the real self and ideal self leads to healthy productive life while a large gap or incongruence between them leads to maladjustment.
• By trying to achieve our full potential, we strive to be fully functioning individuals, i.e. achieve self-actualization.
• People who achieve self-actualization are well-balanced, well-adjusted, and interesting.

Question 3.
Self-efficacy
Answer:

• Self-efficacy is a person’s belief in his ability to accomplish some specific goal or a task.
• It depends on his trust in his own competency. Competence can vary between different situations, e.g. a person’s self-efficacy may be high in painting but low in cooking.
• Self-efficacy is based on ‘Social cognitive theory. The theory holds that humans actively shape their lives rather than passively reacting to the environment.
• Maddux defined self-efficacy as ‘what I believe I can do with my skills under certain conditions.
• Two factors related to efficacy are outcome expectancies (skills required to complete the goal) and efficacy expectancies (person’s analysis about whether he has those capacities).
• Self-efficacy can be improved by reinforcing oneself, developing one’s own skillset, choosing a role model for a particular activity and following him, seeking constructive feedback from others, and learning techniques to control one’s own emotional arousal.

Question 4.
Self-awareness
Answer:

• Self-awareness is the quality or trait that involves conscious awareness of one’s thoughts, feelings, behaviours, and traits.
• In order to have a proper self-concept, one must have some level of self-awareness, i.e. understanding that a person has a separate identity from others.
• According to Piaget, self-consciousness starts emerging between 15-24 months.
• Self-awareness is necessary before the child becomes aware of being a focus of attention. It enables him to understand what others are feeling. It also enables him to identify what belongs to him and what belongs to others.

Question 5.
Self-esteem
Answer:

• According to Seligman, ‘self-esteem is your overall evaluation of your worth as a person, high or low, based on all positive and negative self-perceptions. It is the respect one has for himself.
• A person may have various levels of self-esteem, e.g. a girl may have high self-esteem about her intelligence but may have low self-esteem about her looks.
• People with high self-esteem are positive, responsible, genuine, and committed to their goals. They have strong internal values and forgiving nature. They continuously seek to improve themselves.
• On the other hand, people with low self-esteem are negative, need externally oriented goals, and are impatient with themselves as well as others. They are unhappy and experience anxiety. They may also have a superiority or inferiority complex.
• Some of the ways to improve one’s self-esteem are as follows:
  • Eliminate negative self-talk
  • Recognize your strengths
  • Recognise self-worth
  • Accept mistakes
  • Accept rejection

Question 6.
Self-regulation
Answer:

• Self-regulation is being able to control our own thoughts, feelings, and actions for our own benefit.
• It involves monitoring one’s own actions and reactions. When one engages in self-regulation, he avoids impulsive reactions.
• It also involves predicting the consequences of our behaviour and avoiding behavioural patterns which can negatively affect ourselves or others in the future.
• Self-regulation also involves focusing on certain parts of life and ignoring some other parts for the time being, e.g. as exams approach, a person will stop spending time on Netflix and focus on studies.
• Higgins’ research on regulatory focus showed that people either have promotion regulatory focus or prevention regulatory focus.
• It means people either focus on achieving positive outcomes or don’t do anything in order to prevent negative outcomes.
• Self-regulation has crucial implications in our life.

6. Answer the following questions in 150-200 words.

Question 1.
Give a detailed account of the development of an individual’s self-concept through the stages of life.
Answer:

• On average, till the age of six months, the child is unaware of himself. As the child grows, he starts making distinctions between his own body and everything else.
• In normal children, face recognition with a mirror occurs at the average age of one and half years. They are capable of pretend play. They also start using personal pronouns, (I, me, mine).
• By the age of two, the child becomes aware of general expectations (what is good/ bad behaviour). They smile when people smile at them and frown when others get angry. They also develop a sense of self by comparing themselves with the standard role model (beginning of self-esteem).
• By the age of three, children start recognizing themselves and others as boys or girls.
• Between the age of three to twelve, the self-concept is defined mainly in terms of sex, age, family, and what the child believes he or she can or can’t do.
• When schooling starts at the age of five-six, a child begins to compare himself to others (beginning of social comparison). Also, the development of the private self-concept takes place during this stage.
• The final unfolding of self-concept during adolescence involves perspective taking, i.e. thinking and understanding other’s point of view. They might even enter into the stage of objective self-awareness.

Question 2.
Explain the theory of the self as proposed by Carl Rogers.
Answer:

• According to Carl Rogers, every individual has a tendency to actualize himself.
• Rogers also asserted that mentally healthy individuals have congruence between their experience and their self-concept while neurotic individuals deny awareness of their sensory and emotional experience.
• Two important concepts related to Roger’s theory are the real self and the ideal self.
• The real self (self-image) is what we actually are while the ideal self is what we want to be. The real self is our inner personality while the ideal self represents our dynamic ambitions and goals.
• The real self has a tendency to actualize himself. But the ideal self may consist of some goals which are beyond our reach. This may result in the gap between the real self and the ideal self.
• High congruence between the real self and ideal self leads to a greater sense of self-worth and healthy productive life while a large gap or incongruence between them leads to maladjustment.
• By trying to achieve our full potential, we strive to be fully functioning individuals, i.e., achieve self-actualization.
• Self-actualization means recognizing and exploring one’s full potential. People who achieve self-actualization are well-balanced, well-adjusted, and interesting.

Congruent

The self-image is similar to the ideal self.
There is more overlap.
This person can self-actualize.

Incongruent

The self-image is different from the ideal self.
There is only a little overlap.
Here self-actualization will be difficult.

Class 11 Psychology Textbook Solutions Digest

• Story of Psychology Class 11 Psychology
• Branches of Psychology Class 11 Psychology
• Self Class 11 Psychology
• Human Development Class 11 Psychology
• Healthy Me – Normal Me Class 11 Psychology
• Stress Class 11 Psychology
• Nervous System Class 11 Psychology
• Memory Class 11 Psychology