1. With reference to the Kheda Satyagraha, consider the following statements:
- It was the first experiment of Civil Disobedience, taken up by Mahatma Gandhi.
- The revolt arose against the forced cultivation of tobacco in Gujarat.
Select the correct answer using the code given below:
a. 1 only
b. 2 only
c. Both 1 and 2
d. Neither 1 nor 2
Answer: d
Explanation:
Both the Statements are incorrect:
- The Kheda Satyagraha was the first instance of demonstration of Non-Cooperation by Mahatma Gandhi.
- The Champaran Satyagraha was the first Civil Disobedience taken up by Gandhi.
- The main reason for the revolt was undue tax demands by the government, in spite of crop failure due to droughts. Because of drought in 1918, the crops failed in Kheda district of Gujarat
2. The staple commodities of export by the English East India Company from Bengal in the middle of the 18th century were
a. Raw cotton, oilseeds and opium
b. Sugar, salt, zinc and lead
c. Copper, silver, gold, spices and tea
d. Cotton, silk, saltpeter and opium
Answer: d
Explanation: British Indian territory was developed as a source of food stuff and raw material for Britain, which fueled rapid growth in its manufacturing sector, crucial to the emergence of a powerful capitalist economy. Indian exports consisted of raw cotton, jute, silk, oilseeds, wheat, indigo and tea.
3. Under the Company rule, which among the following were major causes of Civil Uprisings:
- Several zamindars and poligars had lost control over their land.
- Increase in incidents of crime against women.
- Priestly classes instigated hatred and rebellion against foreign rule.
Select the correct answer using the code given below:
a. 1 only
b. 1 and 3 only
c. 2 and 3 only
d. 1, 2 and 3
Answer: b
Explanation:
Major causes of civil uprisings were:
- Several zamindars and poligars who had lost control over their land and its revenues due to the colonial rule, had personal scores to settle with the new rulers.
- The ego of traditional zamindars and poligars was hurt due to being sidelined in rank by government officials and a new class of merchants and money-lenders.
- The ruin of Indian handicraft industries due to colonial policies impoverished millions of artisans whose misery was further compounded by the disappearance of their traditional patrons and buyers—princes, chieftains, and zamindars.
- The priestly classes instigated hatred and rebellion against alien rule, because the religious preachers, priests, pundits, maulvis, etc., had been dependent on the traditional landed and bureaucratic elite. The fall of zamindars and feudal lords directly affected the priestly class.
- The foreign character of the British rulers, who always remained alien to this land, and their contemptuous treatment of the native people hurt the pride of the latter.
4. With reference to Modern India, the term ‘Chatuspathis or Tols’ is used widely. It means:
a. Centre of higher education
b. Centre of elementary education
c. Institutions of higher learning for Persian
d. Institutions of higher learning for Sanskrit
Answer: a
Explanation:
Chatuspathis or Tols, as they were called in Bihar and Bengal, were the centres of higher education. Some of the famous centres for Sanskrit education were Kasi (Varanasi), Tirhut (Mithila), Nadia and Utkala. Madrasahs were the institutions of higher learning for Persian and Arabic, Persian being the court language and learnt by the Muslims as well as the Hindus. Azimabad (Patna) was a famous centre for Persian education.
5. Which of the following were among the causes responsible for the origin and growth of nationalism in India?
- Development of Communication and Transport
- English Language and Western Education
- Social and Religious Movements of the Nineteenth Century
- The Ilbert Bill controversy
Select the correct answer using the code given below:
a. 1, 2 and 3
b. 2, 3 and 4
c. 1, 3 and 4
d. All of the above
Answer: d
Explanation:
The following were responsible for the origin and growth of nationalism in India.
1. Political Unity
2. Development of Communication and Transport
3. English Language and Western Education
4. The Role of the Press
5. Social and Religious Movements of the Nineteenth Century
6. Economic Exploitation by the British
7. Racial Discrimination
8. Administration of Lytton
9. The Ilbert Bill controversy
6. Find the missing part in the series given below:
bc, fgh, lmno, _____?
a. qrstu
b. tuvwx
c. vwxyz
d. uvwxy
Answer: b
Explanation: Each upcoming term is increased by one letter with a gap of +2 letters, +3 letters, +4 letters
7. Families around the world look, feel, and live differently today. Families can be a “make or break” for women and girls when it comes to achieving their rights. They can be places of love, care, and fulfillment but, too often, they are also spaces where women’s and girl’s rights are violated, their voices are stifled, and where gender inequality prevails. In today‘s changing world, laws and policies need to be based on the reality of how families live.
Q. Which of the following statements best reflects the central idea of the passage?
a. The institution of family across the world should be developed on the same philosophy to ensure women‘s rights.
b. The nuclear family is more suitable than a joint family for women to exercise their rights.
c. The family has the potential to act as an instrument of change for women empowerment.
d. Women of each family should demand their rights under the ambit of law of the land.
Answer: c
Explanation:
The lines “Families can be ‘make or break’ for women and girls when it comes to achieving their rights” and “In today‘s changing world, laws and policies need to be based on the reality of how families live”, reflect that the institution of family has such potential. Hence, this best reflects the central idea of the passage.
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