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INDIAN CULTURE AND HERITAGE

(223)

Time: 3 Hours]                                                                                                                                          [ Maximum Marks: 100

 

Note:

(i) This question paper consists of total 50 questions in all.

(ii) All questions are compulsory.

(iii) Marks are given against each question.

(iv) Section-A consists of:

(a) Q.No. 1 to 20 – Multiple Choice type questions (MCQs) carrying 1 mark each. Select and write the most appropriate option out of the four options given in each of these questions. An internal choice has been provided in some of these questions. You have to attempt only one of the given choices in such questions.

(v) Section-B consists of:

(b) Q.No. 21 to 35 – Objective type questions. Q.No. 21 to 35 carry 2 marks each (with 2 sub – parts of 1 mark each). Attempt these questions as per the instructions given for each of the questions.

(vi) Section-C consists of:

(c) Q.No. 36 to 40 – Very short questions carrying 2 marks each to be answered in about 25 words.

(vii) Section-D consists of:

(d) Q.No. 41 to 45 – Short Answer type questions carrying 3 marks each to be answered in the range of 40 to 50 words.

(viii) Section-E consists of:

(e) Q.No. 46 to 50 – Long Answer type questions carrying 5 marks each to be answered in the range of 150 to 200 words.

(1) Answers of all questions are to be given in the Answer-Book given to you. (2) 15 minutes time has been allotted to read this question paper. The question paper will be distributed at 2:15 p.m. From 2:15 p.m. to 2:30 p.m., the students will read the question paper only and will not write any answer on the Answer-Book during this period.

 

SECTION – A

Question number 1 to 20 are multiple choice questions carrying 20 marks.                                         20×1=20

1. Answer any one of the questions given below: 1

(i) The first railway line from Bombay to Thane was started in the year:

(A) 1852                        (B) 1859                             (C) 1855                             (D) 1853

Ans. (D) 1853

(ii) Identify the Bhakti saint with the help of the following information.

• A saint from Bengal
• Devotee of Lord Krishna
• Used to go into a trance singing devotional songs in praise of Lord Krishna

(A) Mirabai                                                      (B) Chaitanya

(C) Namdev                                                     (D) Ramanujan

Ans. (B) Chaitanya

2. Answer any one of the questions given below:           1

(i) Neeldarpan, the play was written by:

(A) Bankim Chandra                                                               (B) Dinabandhu Mitra

(C) Bhartendu Harish Chandra                                            (D) Altaf Hussain

Ans. (B) Dinabandhu Mitra

(ii) Kabir was a disciple of __________.

(A) Raidas                                                        (B) Swami Ramananda

(C) Gobinda                                                    (D) Mirabai

Ans. (B) Swami Ramananda.

3. Answer any one of the questions given below: 1

(i) The Prarthana Samaj was established in Bombay by :

(A) Swami Vivekananda                                                             (B) H.P. Blavatsky

(C) Dr. Atma Ram Pandurang                                                    (D) Jyotiba Phule

Ans. (C) Dr. Atma Ram Pandurang

(ii) A Muslim poet who was a devotee of Lord Krishna:

(A) Sir Syed Ahmad Khan                                                           (B) Syed Ameer Ali

(C) Raskhan                                                                                   (D) Abdus Samad

Ans. (C) Raskhan

4. Answer any one of the questions given below: 1

(i) Identify the Bhakti saint with the help of the following information. He is from Bengal and was a devotee of Lord Krishna. He condemned the caste system and emphasised on the equality of all.

(A) Chaitanya Mahaprabhu                                                       (B) Mirabai

(C) Ramanuja                                                                                (D) Namadeva

Ans. (A) Chaitanya Mahaprabhu

(ii) Identify the Indian ruler from Mysore, who tried to take advantage of the rivalry between the French & the British from the following options.

(A) Tipu Sultan                                                                              (B) Bahadur Shah Zafar

(C) Ahmad Shah Abdali                                                              (D) Nadir Shah

Ans. (A) Tipu Sultan

 

5. Answer any one of the questions given below: 1

(i) Identify the book from the clues given below:

• It is an account of exploits of Prithviraj Chauhan.
• In its imitation several other rasos were written.
• It is supposed to be the first book in the Hindi Language.

(A) Prithviraj Raso                                                         (B) Natyashastra

(C) Geetanjali                                                                 (D) Nirala

Ans. (A) Prithviraj Raso

(ii) Mahadevi Verma is a recipient of :

(A) Padma Vibhushan                                                                 (B) Padma Shree

(C) Padma Bhushan                                                                     (D) Bharat Ratna

 

Ans. (A) Padma Vibhushan

6. Answer any one of the questions given below: 1

(i) Identify the type of painting from the clues given below :

• Small work is done on perishable materials.
• Buddhist, Jain and Hindu manuscripts were illustrated, on palm leaves.
• Merchants used to donate them in the temples and monasteries.

(A) Phad Painting                                                          (B) Miniature Painting

(C) Pata Painting                                                           (D) Kalighat Painting

Ans. (B) Miniature Painting

(ii) __________ furniture is an example of unique traditional decorative arts and craft which constitute the heritage of modern India.

(A) Sandal Wood                                                                          (B) Walnut Wood

(C) Teak Wood                                                                              (D) Oak Wood

Ans. (B) Walnut Wood

 

7. Answer any one of the questions given below: 1

(i) ‘Mithila painting’ also known as :

(A) Decorative Painting                                               (B) Madhubani Folk Art

(C) Batik Print                                                                (D) Warli Painting

 

Ans. (B) Madhubani Folk Art

(ii) ‘Kitab-e-Navras’ was written by :

(A) Allaudin Adil Shah – II                                                           (B) Muhammed Adil Shah – II

(C) Ibrahim Adil Shah – II                                                            (D) Firoz Adil Shah – II

Ans. (C) Ibrahim Adil Shah II

8. Answer any one of the questions given below: 1

(i) Which one of the following is not a feature of Warli Painting ?

(A) Decorative painting on floor.

(B) From tribal regions of Maharashtra.

(C) Trees, birds, men and women collaborate to create a composite whole in a Warli painting.

(D) Employ religious iconography.

Ans. (D) Employ religious iconography

Nios Last Year Solved Question Paper Indian Culture And Heritage 223 Class 10 – https:/

(ii) ‘Gulraj folklore’ is associated with which State?

(A) Madhya Pradesh                                                                   (B) Rajasthan

(C) Kashmir                                                                                    (D) Bengal

Ans. (B) Rajasthan

 

9. Answer any one of the questions given below: 1

(i) Which one of the following is not a decorative art form?

(A) Rangoli                                                                                     (B) Alpana

(C) Kollam                                                                                      (D) Ajanta

Ans. (D) Ajanta

(ii) Who amongst the following is an author of ‘Swapna Vasabdatta’?

(A) Bhasa                                                                                        (B) Vidyapati

(C) Bharata                                                                                    (D) Lebedev

Ans. (A) Bhasa.

10. Answer any one of the questions given below: 1

(i) Which one of the following instruments is not used as props in folk theatre ?

(A) Dhol                              (B) Manjira                        (C) Khanjira                       (D) Sitar

Ans. (D) Sitar

(ii) Identify the type of painting from the following hints :

• These are done on walls and rock surfaces like roofs and sides.
• They depict religious scenes from the life of the Buddha and the Buddhist Jataka stories.

(A) Kalamkari painting                                                 (B) Mural painting

(C) Warli painting                                                         (D) Mithila painting

Ans. (B) Mural painting

11. Answer any one of the questions given below: 1

(i) Which one of the following is the work of G.S. Carr ?

(A) Synopsis of elementary results in Pure Mathematics

(B) Theory of Stringed Instruments

(C) Electromagnetic Radiation and Polarization of Electric Ray

(D) Theory of Prithvi and Electric Ray

Ans. (B) Theory of Stringed Instruments

(ii) Nilaka Somasutvan produced the __________. It has rules of trigonometry functions.

(A) Ganesa Daivajna                                                     (B) Tantrasamgraha

(C) Bijaganita Vatamsa                                                (D) Tajik

Ans. (B) Tantrasamgraha

12. Who amongst the following was the first head of Defence Research and Development Organisation (DRDO)?

(A) Dr. Vikram Sarabhai                                                              (B) Dr. Homi Jehangir Bhabha

(C) Dr. Jagadish Chandra Bose                                                  (D) Dr. A.P.J. Abdul Kalam

Ans. (D) Dr. A.P.J. Abdul Kalam

13. Maharaja Sawai Man Singh-II of Jaipur was a patron of astronomy. He had setup astronomical observatories at __________.

(A) Delhi                             (B) Ujjain                            (C) Jaipur                            (D) Patna

Ans. (C) Jaipur

14. Identify the centre of paper production during medieval period: 1

(A) Murshidabad                             (B) Delhi                             (C) Mathura                       (D) Varanasi

Ans. (C) Mathura

15. BARC stands for: 1

(A) Bhabha Acidic Research Centre

(B) Bhabha Atomic Research Centre

(C) Bhabha Alkaline Research Centre

(D) Bhabha Apsara Research Centre

Ans. (B) Bhabha Atomic Research Centre

 

16. The Right of Children to Free and Compulsory Education Act was passed in: 1

(A) April 2010                   (B) April 2011                    (C) April 2012                    (D) April 2013

Ans. (A) April 2010

17. The ‘Charak Samhita’ was the important work in the field of: 1

(A) Astronomy                  (B) Metallurgy                  (C) Medicine                     (D) Philosophy

 

Ans. (C) Medicine

 

18. Identify the famous political leader from the following who said these lines “If all is well with universities, all would be well with the Nation” ?

(A) Dr. S. Radhakrishnan                                             (B) Jawaharlal Nehru

(C) Sardar Vallabh Bhai Patel                                     (D) Atal Bihari Vajpayee

Ans. (B) Jawaharlal Nehru

19. During the Vedic period, education was imparted in the: 1

(A) Vidyalayas                   (B) Monastries                  (C) Ashramas                     (D) Madarasas

 

Ans. (C) Ashramas

20. Manu noted __________ caste whereas on latter text counted hundred of mixed castes.

(A) 51                   (B) 61                                  (C) 71                                  (D) 81

 

Ans. (B) 61

SECTION – B

 

Question numbers 21 to 35 are objective type questions with two sub-questions of one mark each.         15×2=30

21. Read the following sentences and tick the correct answer. 2

(a) Different knowledge embodied in culture cannot be passed from one generation to another generation. (True/False)

(b) Culture we inherit from our predecessors is called our cultural heritage. (True/False)

Ans. (a) False — Different knowledge embodied in culture can be passed from one generation to another through various means like language, rituals, education, and traditions.

(b) True — The culture inherited from our predecessors is indeed called our cultural heritage.

 

22. Read the following sentences and tick the correct answer. 2

(a) B.R. Ambedkar and Mahatma Gandhi were champions of the backward classes. (True/False)

(b) In 1930, the Sharda Act was passed fixing the minimum age for marriage for boys at 20 and girls at 16. (True/False)

 

Ans. (a) True — B.R. Ambedkar and Mahatma Gandhi both worked towards the upliftment of backward classes in India, though they had different approaches.

(b) True — The Sharda Act, passed in 1930, fixed the minimum age for marriage at 20 for boys and 16 for girls.

 

23. Read the following sentences and tick the correct answer. 2

(a) __________ was the sanctified water offered by a master to the pupil as a token of his being accepted as a trainee on his march to godliness.

(b) In 1935 only __________% of population could vote.

Ans. (a) “Tirtha” was the sanctified water offered by a master to the pupil as a token of his being accepted as a trainee on his march to godliness.

(b) In 1935, only 2.8% of the population could vote in India under the Government of India Act, 1935, which introduced limited suffrage based on property and education.

 

24. Match any two from the following two columns given below. 2

(i) Mahavir Prasad Dwivedi                                        (a) Bangla

(ii) Bankim Chandra Chatterji                                    (b) Sanskrit

(iii) Munshi Prem Chand                                             (c) Hindi

(iv) Swami Dayanand                                                   (d) Urdu

 

Ans. (i) Mahavir Prasad Dwivedi – (c) Hindi

(ii) Bankim Chandra Chatterji – (a) Bangla

Mahavir Prasad Dwivedi was a prominent figure in Hindi literature, and Bankim Chandra Chatterji was a renowned writer in Bengali literature.

25. Match any two from the following two columns given below. 2

(i) 1813                                                             (a) Education is a part of Concurrent list

(ii) 1857                                                            (b) University of Punjab

(iii) 1882                                                           (c) University of Madras

(iv) 1976                                                           (d) The East India Company Charter Act

 

Ans. (i) 1813 – (d) The East India Company Charter Act

(ii) 1857 – (c) University of Madras

The East India Company Charter Act of 1813 allowed for the promotion of education in India, and the University of Madras was established in 1857.

 

26. Match any two from the following two columns given below. 2

(i) Kandukuri Veeresalingam                       (a) One Caste, One Religion, One God for all men

(ii) Veda Samaj                                               (b) Challenge the dominance of Brahmins

(iii) Shree Narayana Guru                            (c) Supported widow remarriage and girls education in Andhra Pradesh

(iv) Jyotiba Phule                                           (d) Caste distinction and rituals of orthodox Hinduism

 

Ans. (i) Kandukuri Veeresalingam – (c) Supported widow remarriage and girls’ education in Andhra Pradesh

(ii) Jyotiba Phule – (b) Challenge the dominance of Brahmins

Kandukuri Veeresalingam was a social reformer in Andhra Pradesh who supported widow remarriage and girls’ education. Jyotiba Phule, a prominent figure in Maharashtra, worked to challenge the dominance of Brahmins and worked towards social equality.

 

27. Match any two from the following two columns given below. 2

(i) Acharya Kamalasheel                                              (a) China

(ii) Kashyapa Martanga                                               (b) Tibet

(iii) Wayung                                                                    (c) Odantapuri

(iv) Pala Kings                                                                (d) South East Asia

Ans. (i) Acharya Kamalasheel – (b) Tibet

(ii) Kashyapa Martanga – (c) Odantapuri

Acharya Kamalasheel was a prominent Buddhist scholar associated with Tibet, and Kashyapa Martanga was a renowned figure linked with the Odantapuri monastery.

 

28. Match any two from the following two columns given below. 2

(i) Bengal                                                          (a) Bhawaii

(ii) Gujarat                                                       (b) Jatra

(iii) Uttar Pradesh                                          (c) Raas

(iv) Rajasthan                                                  (d) Svaang

 

Ans. (i) Bengal – (b) Jatra

(ii) Rajasthan – (d) Svaang

Jatra is a traditional form of theatre in Bengal, while Svaang is a popular folk theatrical performance from Rajasthan.

29. Match any two from the following two columns given below. 2

(i) Nandalal Bose                                                           (a) Oriental Traditions

(ii) Binod Behari Mukherjee                                        (b) Orissa Pata Painting

(iii) Jamini Roy                                                               (c) Paris and Budapest

(iv) Amrita Shergil                                                         (d) Japanese Painting

 

Ans. (i) Nandalal Bose – (a) Oriental Traditions

(ii) Jamini Roy – (c) Paris and Budapest

Nandalal Bose was greatly influenced by oriental traditions, particularly in his contributions to Indian art. Jamini Roy, who studied in Paris and Budapest, drew inspiration from folk art and modernist styles.

 

30. Read the following sentences and tick the correct answer.

Answer any two of the statements given below:                                                                                                                         2

(a) The National Policy on Education 1986 emphasized on ‘Universal Access and Enrolment.’ (True/False)

(b) Sarva Shiksha Abhiyan was a flagship programme of the State Government for ‘Universalization of Elementary Education’ that was started in 2001. (True/False)

(c) ‘National Literacy Mission’ (NLM) has been started for imparting literacy amongst the 15-35 years age group. (True/False)

(d) The 86th Constitutional amendment making education a Fundamental Right, was passed by Parliament in 2003. (True/False)

Nios Last Year Solved Question Paper Indian Culture And Heritage 223 Class 10 – https:/

Ans. (a) True — The National Policy on Education 1986 emphasized “Universal Access and Enrolment” as a key goal to ensure education for all children.

(b) True — Sarva Shiksha Abhiyan was launched in 2001 as a flagship programme aimed at achieving the goal of Universalization of Elementary Education.

(c) False — The National Literacy Mission (NLM) aimed at promoting literacy among adults, but it was not specifically focused on the 15-35 age group.

(d) True — The 86th Constitutional Amendment, which made education a fundamental right, was passed in 2002 and enacted in 2003.

 

31. Read the following sentences and tick the correct answer. 2

(a) Charles Wood’s Despatch was passed in 1854. (True/False)

(b) Punjabi is a language with several shades. It is being written in two scripts, Gurmukhi and Persian. (True/False)

 

Ans. (a) True — Charles Wood’s Despatch was passed in 1854 and is considered a significant document in the development of education in India during the British colonial period.

(b) False — Punjabi is written in two scripts: Gurmukhi and Shahmukhi (not Persian). Shahmukhi is a form of the Persian script used for Punjabi in Pakistan.

 

32. Read the following sentences and tick the correct answer. 2

(a) According to the Sanyasa Ashrama the two stages of life began not with physical birth but with sacred thread ceremony. (True/False)

(b) Untouchability, took roots during the last phase of the Vedic period and crystallized into a separate identity in the age of the Buddha. (True/False)

 

Ans. (a) False — According to the Sanyasa Ashrama, the stages of life are not marked by the sacred thread ceremony but by the process of spiritual development. The sacred thread ceremony marks the transition to the Brahmacharya stage.

(b) True — Untouchability began to take roots during the later Vedic period and became more entrenched during the age of the Buddha, when it evolved into a separate social identity.

Nios Last Year Solved Question Paper Indian Culture And Heritage 223 Class 10 – https:/

 

33. Read the following sentences and tick the correct answer. 2

(a) The first monasteries built in Sri Lanka were Mahavihar and Abhayagiri.                                         (True/False)

(b) People coming from the port towns of Amaravati and Tamralipti often settled down in China after the second century AD.                                                       (True/False)

 

Ans. (a) True — The first monasteries built in Sri Lanka were Mahavihar and Abhayagiri, which were prominent centers of Buddhist learning.

(b) True — People from port towns like Amaravati and Tamralipti, which were significant trade centers in ancient India, did indeed settle in China after the second century AD, contributing to cultural and religious exchanges.

Nios Last Year Solved Question Paper Indian Culture And Heritage 223 Class 10 – https:/

 

34. Read the following sentences and tick the correct answer. 2

(a) Gadadhar Chattopadhyay believed in the divinity in humanity and looked upon the service of mankind to salvation. (True/False)

(b) Vivekananda participated in the All-World Religious conference at New York in 1895. (True/False)

 

Ans. (a) True — Gadadhar Chattopadhyay, later known as Sri Ramakrishna, believed in the divinity of humanity and viewed the service of mankind as a path to salvation.

(b) False — Vivekananda participated in the Parliament of the World’s Religions at Chicago in 1893, not in New York.

 

35. Read the following sentences and tick the correct answer. 2

(a) Thonmi Sambhot devised a new script for Tibet which influenced the scripts of Mongolia and Manchuria. (True/False)

(b) In the fourth century AD Wei Dynasty came to power in China. Its first Emperor declared Buddhism as the state religion. (True/False)

 

Ans. (a) True — Thonmi Sambhot, a Tibetan scholar, devised a new script for Tibet, which later influenced the scripts of Mongolia and Manchuria.

(b) False — The Wei Dynasty came to power in China in the 3rd century AD, but it was during the reign of the Northern Wei (in the 5th century AD) that Buddhism was promoted and given state support, not in the 4th century.

SECTION – C

 

Question Nos. 36 to 40 are to be answered in about 25 words.                                                                           5×2=10

36. The period between 1905 and 1918 is called the Era of extremists. What were their ideologies? 2

Ans. The period between 1905 and 1918 is known as the Era of Extremists in Indian history, largely due to the shift in the Indian National Congress (INC) leadership. The key ideologies of the Extremist leaders, led by figures like Bal Gangadhar Tilak, Lala Lajpat Rai, and Bipin Chandra Pal, were:

1. Radical Nationalism: Extremists believed in more assertive and radical forms of nationalism compared to the Moderates. They pushed for immediate self-rule (Swaraj) and were against the gradual, constitutional approach favored by the Moderates.
2. Self-Rule and National Unity: They advocated for complete self-rule and aimed to unify all Indians, irrespective of religion or caste, to fight for independence from British colonial rule.
3. Use of Direct Action: Unlike the Moderates who favored petitions and negotiations, the Extremists supported more direct methods, including mass protests, boycotts, and even the use of force to achieve political goals.
4. Swadeshi Movement: The Extremists played a crucial role in launching the Swadeshi Movement (1905-1908), which encouraged the boycott of British goods and promoted indigenous industries and products.
5. Rejection of British Policies: They were strongly opposed to British policies like the partition of Bengal (1905), which they saw as an attempt to divide and rule India.
6. Emphasis on Cultural and Spiritual Revival: Extremist leaders also stressed the importance of reviving Indian culture, religion, and education, aiming to instill national pride and unity among the people.

Their period ended with the First World War, during which their approach evolved and eventually led to a more moderate stance after 1918 due to various political and social changes.

OR

‘Delhi at one time was a magnificent city’. Elucidate the Statement given by Ibn Battuta.

Ans. Ibn Battuta, the famous 14th-century Moroccan traveler, made the statement “Delhi at one time was a magnificent city” in his travelogue Rihla (The Journey). His observation reflects the grandeur and significance of Delhi during the period of the Delhi Sultanate, particularly under the reign of Sultan Muhammad bin Tughlaq (1325-1351) and earlier during the rule of Sultan Alauddin Khilji (1296-1316).

Ibn Battuta’s perspective on Delhi as a magnificent city can be understood in several ways:

1. Architectural Splendor: During the 14th century, Delhi was renowned for its monumental buildings, including impressive mosques, palaces, and forts. Sultan Alauddin Khilji’s construction of the Alai Darwaza and the Qutb Minar underlined Delhi’s architectural marvel. The city also had grand structures built by the Tughlaq dynasty, showcasing advanced engineering and aesthetic sophistication.
2. Wealth and Prosperity: Delhi was the political, economic, and cultural center of the Indian subcontinent under the Delhi Sultanate. The city flourished with trade, commerce, and industry. Markets were bustling with goods from all over the world, and the city’s economy was prosperous, attracting merchants and traders from different regions.
3. Political and Military Power: As the capital of the Delhi Sultanate, Delhi was at the heart of a vast empire. It was a seat of power, home to the Sultan and his court, and was heavily fortified to protect against external invasions. The grandeur of the court, the size of the army, and the state’s political influence contributed to the city’s magnificence.
   

   Nios Last Year Solved Question Paper Indian Culture And Heritage 223 Class 10 – https:/

    

4. Cultural Center: Delhi was also a melting pot of diverse cultures, learning, and religious practices. Scholars, poets, artists, and craftsmen from various parts of the world came to Delhi. The city was a hub for Islamic scholarship and art, with institutions of higher learning, libraries, and thriving intellectual discourse.
5. Decline in Later Years: Ibn Battuta also noted that Delhi’s magnificence started to decline, particularly due to the instability and political strife that followed the reigns of later Sultans. The invasion of Timur in 1398, for instance, led to significant destruction and decline in the city’s grandeur.

Thus, Ibn Battuta’s statement captures Delhi’s peak as a flourishing, powerful, and culturally vibrant metropolis, which, at its height, was one of the most magnificent cities in the medieval world.

 

37. “Persian language was developed during Medieval Period” Support the statement with two points. 2

Ans. The statement “Persian language was developed during the Medieval Period” can be supported with the following two points:

1. Patronage of Persian by the Delhi Sultanate and Mughal Empire: During the medieval period, Persian was adopted as the court language by several ruling dynasties in India, particularly the Delhi Sultanate and later the Mughal Empire. The rulers, such as Sultan Iltutmish, Sultan Alauddin Khilji, and the Mughal emperors like Akbar and Shah Jahan, not only encouraged the use of Persian in administration and literature but also patronized poets, scholars, and writers who contributed to its flourishing. Persian became the language of culture, administration, and diplomacy, leading to the development of a rich literary tradition.
2. Development of Persian Literature and Arts: The medieval period saw a significant growth in Persian literature in India, with the production of historical texts, poetry, and scholarly works. Famous Persian poets like Amir Khusrow, who was a courtier in the Delhi Sultanate, enriched the language with new literary forms, including ghazals and qawwalis. Under the Mughal emperors, Persian literature reached its zenith, with notable works such as Akbar Nama and Shah Jahan Nama. The development of Persian as a literary language during this period not only impacted Indian literature but also influenced the linguistic and cultural landscape of Central Asia, Persia, and beyond.

Thus, the use of Persian as an administrative, literary, and cultural medium during the medieval period led to its significant development and consolidation in India.

OR

Why was Bulley Shah famous?

Ans. Bulleh Shah (1680–1757) was a famous Sufi poet and mystic from Punjab (present-day Pakistan). He is widely known for his poetry, which transcends religious boundaries and explores themes of spirituality, self-realization, and devotion. Here are the main reasons for his fame:

1. Sufi Mysticism: Bulleh Shah is known for his deep spiritual insights and Sufi philosophy. His poetry reflects the central tenets of Sufism, such as love, devotion, and the pursuit of union with the Divine. His work emphasizes personal experience of God over institutionalized religious practices and explores the mystical path to self-realization.
2. Rejection of Orthodoxy and Social Conventions: Bulleh Shah’s poetry often critiques the rigid religious orthodoxy and social inequalities of his time. He challenged the distinctions between Muslims, Hindus, and others, advocating for a more inclusive and humane understanding of spirituality. His famous lines, such as “Bulleya, ki jaana main kaun?” (Bulleya, who am I?), reflect his quest for inner truth and self-awareness, transcending sectarian labels.
   

   Nios Last Year Solved Question Paper Indian Culture And Heritage 223 Class 10 – https:/

3. Literary Contributions: His poetry, written in Punjabi, is considered an integral part of Punjabi literature. Bulleh Shah’s work includes ghazals and kafis, which continue to be widely sung and celebrated. His verses blend folk music with mystical thought, making his poetry accessible and enduring.
4. Influence on Music and Culture: Bulleh Shah’s poems are still sung by qawwals and sufi musicians in the tradition of Kafi singing. His poetic legacy has transcended religious and cultural barriers, and his works are popular not just in Punjab, but across South Asia and beyond. His influence can be seen in modern folk music, as his verses continue to inspire contemporary artists.

Through his poetry, Bulleh Shah became a symbol of spiritual unity, and his works continue to inspire people seeking inner peace, harmony, and a deeper connection with the Divine.

38. What were the duties performed by men when he entered the ‘Vanaprastha Ashrama’? 2

Ans. In the Vanaprastha Ashrama (the third stage of life in the Hindu system of Ashramas), a man was expected to gradually withdraw from worldly responsibilities and focus more on spiritual practices and contemplation. The duties performed by a person entering this stage were:

1. Withdrawal from Material Pursuits: The individual was expected to detach himself from the pursuit of worldly pleasures, material wealth, and family responsibilities. This meant stepping away from active participation in social and economic life.
2. Retirement to Forest or Seclusion: The term “Vanaprastha” itself means “one who has gone to the forest.” Traditionally, men in this stage were encouraged to leave their homes and move to a secluded place, such as a forest or a hermitage, where they could focus on spiritual practices without distractions.
3. Engagement in Spiritual Practices: The person was to dedicate his time to meditation, prayer, and study of sacred texts. This period was meant for deepening one’s spiritual understanding and preparing for the final stage of life, Sannyasa (renunciation).
   

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4. Guiding Younger Generations: Even though the Vanaprastha was marked by withdrawal, the individual was expected to continue imparting wisdom to younger generations, sharing life experiences, and teaching the duties of life.
5. Living a Simple Life: The individual was expected to lead a life of simplicity, focusing on austerity, self-discipline, and contemplation, often surviving on minimal food and shelter.
6. Renunciation of Family Ties: While not fully renouncing all family connections, the Vanaprastha was meant to limit involvement with family affairs, reducing attachment to material concerns.

In summary, the Vanaprastha Ashrama was a stage for gradual withdrawal from the world, dedicated to spiritual development and preparation for the ultimate renunciation of worldly life in the Sannyasa Ashrama.

OR

Mention the changes in the caste system in the modern times.

Ans. The caste system in India, which was rigid and hierarchical in ancient and medieval times, has undergone significant changes in modern times due to various social, political, and economic reforms. Some of the major changes include:

1. Legal Abolition of Untouchability:
   • The Indian Constitution, adopted in 1950, banned untouchability (Article 17) and declared caste-based discrimination illegal. This was a monumental change, especially for the Dalits (formerly known as “Untouchables”), who had been socially ostracized.
2. Affirmative Action:
   • The government introduced reservations (affirmative action) in education, employment, and political representation for Scheduled Castes (SCs), Scheduled Tribes (STs), and Other Backward Classes (OBCs). This policy aimed to provide opportunities for marginalized communities to improve their socio-economic conditions and reduce caste-based inequalities.
3. Social Reform Movements:
   • Social reformers like B.R. Ambedkar, Jyotirao Phule, and Dr. Sarvepalli Radhakrishnan fought against the caste system and promoted equality. Their efforts led to increased awareness and social activism for the upliftment of lower-caste communities.
     

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4. Urbanization and Modernization:
   • As urbanization and industrialization expanded, the caste-based occupation system began to weaken. People moved to cities for work, where opportunities were not as strictly determined by caste. This shift helped break traditional caste barriers, although caste identities still persist in some areas.
5. Economic Mobility:
   • Economic changes, such as the rise of the private sector and globalization, allowed individuals from lower castes to access better jobs and improve their socio-economic status. Economic success increasingly became less dependent on caste heritage and more on education and skill.
6. Education and Awareness:
   • The spread of education has played a significant role in diminishing caste-based discrimination. As people from all castes gained access to modern education, they were able to challenge traditional caste roles and contribute to changing social norms.
7. Decline in Caste-Based Occupations:
   

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   • With the rise of the service sector, technology, and the decline of traditional occupations (like manual scavenging, leather work, and agriculture), the importance of caste as a determinant of one’s job has significantly diminished, though caste-based occupations still persist in rural areas.
8. Inter-Caste Marriages:
   • In urban areas, there has been an increase in inter-caste marriages, driven by social changes, modern education, and more progressive attitudes. This has contributed to a gradual erosion of rigid caste divisions, especially among the younger generation.
9. Political Representation:
   • Political movements like the Scheduled Castes Federation and various OBC and Dalit organizations have fought for political representation. This has led to the rise of leaders from lower-caste communities who have become influential in national and state politics.
10. Global Influence and Diaspora:
    • The global Indian diaspora, particularly in countries like the United States and the United Kingdom, has also played a role in challenging caste-based identities. In these international contexts, caste is often seen as irrelevant, and this perception is influencing attitudes back home in India.

In conclusion, while caste continues to have some influence in certain parts of India, modern changes driven by legal reforms, social movements, economic opportunities, and cultural shifts have significantly weakened the traditional caste system and promoted more equality. However, caste-based discrimination, though reduced, has not been entirely eradicated, especially in rural areas and in specific social contexts.

Nios Last Year Solved Question Paper Indian Culture And Heritage 223 Class 10 – https:/

39. Explain any two contributions of Dipankara Sreejnana. 2

Ans. Dipankara Sreejnana was a prominent Bengali Buddhist scholar and philosopher of the 11th century, particularly known for his contributions to Buddhist philosophy and the development of the Bengali Buddhist tradition. Here are two key contributions of Dipankara Sreejnana:

1. Development of the Buddhist Philosophy of Tantra:
   • Dipankara Sreejnana was instrumental in systematizing and promoting the Tantric form of Buddhism in Bengal. He contributed significantly to the evolution of Vajrayana Buddhism, a school that emphasized esoteric practices, rituals, and meditation. His works were particularly important in the synthesis of Buddhist philosophy with tantric elements, which later influenced various schools of Tibetan Buddhism.
     

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2. Influence on Bengali Literature and Culture:
   • He is credited with promoting Bengali as a literary language through his writings, which helped shape the early literary culture of Bengal. He wrote in Sanskrit and Bengali, contributing to the development of Bengali religious and philosophical thought. His works, especially those on Buddhism, have been influential in shaping the intellectual traditions of Bengal and beyond. Additionally, his efforts to integrate Buddhist thought with the region’s cultural expressions helped maintain and grow the influence of Buddhism in Bengal during a time of rising Hinduism.

Dipankara Sreejnana’s contributions were crucial in preserving and transforming Buddhist thought in Bengal, and his works played a role in connecting the philosophical traditions of India with the broader Buddhist world.

 

40. Mention any two features of Bhartanatyam. 2

Ans. Bharatanatyam is one of the oldest and most classical dance forms of India, originating from Tamil Nadu. Two prominent features of Bharatanatyam are:

1. Nritta (Pure Dance):
   • Nritta refers to the rhythmic and abstract movements in Bharatanatyam that are performed to intricate beats and rhythms. It focuses on the graceful, coordinated movements of the body, especially the hand gestures (mudras), footwork, and facial expressions. Nritta is meant to showcase the dancer’s mastery over rhythm and technique without any specific narrative or meaning attached to the movements.
     

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2. Abhinaya (Expressive Dance):
   • Abhinaya refers to the expressive aspect of Bharatanatyam, where the dancer conveys emotions, stories, or spiritual themes through facial expressions, hand gestures, and body movements. Abhinaya plays a crucial role in conveying the emotional depth of the performance, often depicting stories from Hindu mythology, devotion to deities, or human emotions like love, longing, or sorrow.

These two features, Nritta and Abhinaya, together create the holistic experience of Bharatanatyam, combining pure technical skill with emotional expression.

SECTION – D

 

Question Nos. 41 to 45 are to be answered in about 40-50 words.                                                            5×3=15

 

41. ‘Culture refers to a human-made environment’. Explain the statement. 3

Ans. The statement “Culture refers to a human-made environment” implies that culture is a product of human creativity, actions, and social interactions. It is the collective expression of ideas, beliefs, values, customs, traditions, language, art, and other forms of social practices that humans create and pass down through generations. Here’s an explanation of this concept:

1. Human Creativity and Expression: Culture involves the ways in which humans express themselves creatively. This includes art, literature, music, dance, and architecture, which are all shaped by the human mind and imagination. These cultural expressions are created within specific social contexts and become a part of the environment in which individuals live and interact.
2. Social Practices and Traditions: Culture is not just about material artifacts but also includes social norms, customs, rituals, and traditions that humans develop to organize their societies. These practices influence how people behave, communicate, and relate to one another, creating a social environment that is distinct from natural environments.
   

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3. Learning and Transmission: Culture is learned and transmitted from one generation to another through socialization. Children learn cultural practices, language, and values from their families, schools, and communities, which then shape their worldview. This ongoing process of learning and adaptation forms the human-made environment.
4. Adaptation to Surroundings: Human culture also reflects how societies adapt to their physical surroundings. For example, architecture, clothing, and food traditions often develop in response to climate, geography, and available resources. Thus, humans modify their environment to suit their needs, which becomes part of their cultural identity.

In conclusion, culture is considered a “human-made environment” because it represents the creative, social, and intellectual products of human societies, shaping how people live, interact, and understand the world around them.

OR

‘Culture is dynamic’. Explain the statement.

Ans. The statement “Culture is dynamic” means that culture is constantly changing and evolving over time, influenced by various internal and external factors. Unlike something static or fixed, culture adapts, transforms, and responds to new ideas, technologies, and interactions with different societies. Here’s how this dynamic nature of culture can be understood:

1. Influence of External Factors:
   • Culture is affected by external influences such as trade, migration, colonization, and globalization. These interactions bring new ideas, practices, and technologies that blend with or challenge existing cultural norms. For example, the global spread of the internet and social media has significantly changed communication, entertainment, and even cultural values across the world.
2. Technological Advancements:
   • Technological progress introduces new tools and ways of life that shape cultural practices. The invention of the printing press, for instance, revolutionized the dissemination of knowledge, while the internet and smartphones have drastically changed how people interact, learn, and even form their identities.
     

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3. Social and Political Changes:
   • Social movements, political shifts, and revolutions often lead to cultural transformations. Changes in laws, such as the granting of voting rights to women or the legal recognition of same-sex marriages, influence societal norms and behaviors, thus impacting the culture. Similarly, movements like the civil rights movement or the feminist movement have played significant roles in reshaping cultural values.
4. Adaptation to New Needs:
   • Culture evolves as societies face new challenges and needs. For example, during times of war or crisis, cultures often adapt by emphasizing unity, resilience, or survival strategies. Post-crisis periods may witness cultural renewal or redefinition as people seek to rebuild and reimagine their collective identity.
     

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5. Cultural Diffusion and Hybridization:
   • Culture is dynamic because it diffuses and hybridizes as people interact with different cultures. The blending of traditions from various cultures leads to the creation of new cultural forms, such as fusion cuisine, music genres (like jazz or pop music), or hybrid languages (like Spanglish).
6. Generational Changes:
   • Younger generations often bring about cultural shifts by questioning old norms, creating new trends, and adopting global influences. Music, fashion, and even attitudes toward work or family often reflect the values of younger generations, leading to gradual shifts in culture over time.

In essence, the dynamic nature of culture emphasizes that it is not static but rather an ongoing process of change and adaptation. As societies encounter new ideas, experiences, and challenges, culture evolves, leading to the continuous transformation of societal practices, beliefs, and values.

Nios Last Year Solved Question Paper Indian Culture And Heritage 223 Class 10 – https:/

42. Describe the development of Hindi literature and language. 3

Ans. The development of Hindi literature and language has evolved over centuries, influenced by various historical, cultural, and political changes in India.

Early Development (Up to 1000 AD)

Hindi’s origins trace back to Prakrit, a vernacular language, which evolved into Apabhramsha in the 6th century. This early form of Hindi was primarily oral and used in religious texts and songs, especially in the Bhakti tradition, expressing devotion to gods.

Medieval Period (1000-1500 AD)

During the medieval period, Persian became influential under the Delhi Sultanate and Mughal Empire, which led to the rise of Urdu, a blend of Persian and Hindi. However, Hindi literature continued to flourish, especially through Bhakti poetry. Prominent poets like Kabir, Mirabai, and Tulsidas used regional dialects like Awadhi and Braj to write devotional poetry, focusing on devotion, equality, and social justice.

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Early Modern Period (1500-1800 AD)

This era saw the rise of Hindi as a literary language, with notable works in Braj and Awadhi. The poets continued to write devotional literature, and Tulsidas’s “Ramcharitmanas” remains a landmark in Hindi literary history. The transition from Sanskrit to vernacular languages like Hindi helped democratize literature, making it accessible to a wider audience.

Modern Period (1800-1900 AD)

In the colonial era, Hindi became a symbol of resistance against British rule. Writers like Bharatendu Harishchandra promoted Hindi in prose, drama, and poetry, calling for its modernization. The printing press and Hindi journalism became instrumental in spreading the language.

Nios Last Year Solved Question Paper Indian Culture And Heritage 223 Class 10 – https:/

Post-Independence Period (1947-Present)

After independence, Hindi was declared one of India’s official languages, fostering its growth in literature. Writers like Premchand, Phanishwar Nath Renu, and Dhoomil contributed to Hindi’s modernization, addressing contemporary social issues. Today, Hindi continues to evolve, reflecting the dynamic changes in India’s society.

OR

Describe the growth of Gujarati literature.

Ans. Gujarati literature has evolved through various phases, reflecting the region’s history, culture, and social changes.

Early Development (Up to 1300 AD)

Gujarati literature has its roots in early Prakrit and Apabhramsha forms. The earliest works were primarily religious and devotional texts, with influences from Sanskrit literature. The use of vernacular languages made literature more accessible to the common people.

Medieval Period (1300-1500 AD)

During this period, Bhakti poetry flourished, with poets like Narsinh Mehta, who is considered a saint and poet. His devotional songs dedicated to Lord Krishna became central to Gujarati cultural identity. This era saw the rise of literature in regional dialects,

Nios Last Year Solved Question Paper Indian Culture And Heritage 223 Class 10 – https:/

emphasizing spiritual equality and social justice.

Early Modern Period (1500-1800 AD)

Gujarati literature saw a blossoming of various genres, including poetry, prose, and drama. This period witnessed the transition from devotional themes to more socially-oriented and romantic works. Kavi Keshavdas and Akho were influential poets, contributing to the growth of the language and literary traditions in Gujarat.

Modern Period (1800-1900 AD)

The 19th century brought Western influences, particularly during British rule, when the printing press and journalism became more prominent. Writers like Narmadashankar Dave and Ravishankar were instrumental in standardizing Gujarati and making it suitable for modern use. The period also saw the rise of social reform literature, focusing on education and social issues.

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Post-Independence Period (1947-Present)

Post-independence, Gujarati literature evolved into a dynamic form, addressing themes like individualism, society, gender, and politics. Prominent figures such as Suresh Joshi and Pannalal Patel wrote on social issues and modern challenges, while Gujarati literature continued to thrive globally, with themes of diaspora and identity.

Gujarati literature’s development reflects the rich cultural heritage and evolving social realities of Gujarat, making it a prominent literary tradition in India.

 

43. Describe the role of Annie Besant played in ‘Theosophical Society’. 3

Ans. Annie Besant played a pivotal role in the development and expansion of the Theosophical Society, particularly in India. She joined the society in the late 19th century, after being deeply influenced by its ideals of spirituality, universal brotherhood, and the exploration of Eastern religions alongside Western thought. The society, founded in 1875 by Helena Petrovna Blavatsky and Henry Steel Olcott, aimed to promote these teachings worldwide.

Besant became a prominent figure in the Theosophical Society and assumed leadership in 1907, succeeding Henry Olcott as its President. She played a critical role in expanding the society’s presence in India, where she emphasized the study of Vedanta, yoga, and Indian spirituality. Under her guidance, the society grew in strength, and she used her influence to advocate for the revival of India’s ancient traditions, combining spiritual growth with nationalistic fervor.

Nios Last Year Solved Question Paper Indian Culture And Heritage 223 Class 10 – https:/

In India, Besant also championed the cause of Indian independence and aligned with leaders like Bal Gangadhar Tilak, supporting the demand for self-rule. Besant believed that spiritual revival would lead to social and political progress for the nation. Her role in the Indian freedom movement included speaking out for self-governance and cultural pride.

Annie Besant’s contributions to education were also significant. In 1898, she founded the Central Hindu College in Varanasi, which later became the Banaras Hindu University (BHU). She promoted a curriculum that blended modern Western education with Indian philosophy. Besant also advocated for women’s rights, social equality, and empowerment through education.

In conclusion, Annie Besant’s leadership in the Theosophical Society shaped its influence in India, combining spiritual, educational, and social reforms with support for the country’s nationalistic aspirations.

OR

Assess the features of Vivekananda’s Social Philosophy.

Ans. Swami Vivekananda’s social philosophy was based on the integration of spirituality with social service. He believed in the unity of all religions, emphasizing that different paths lead to the same truth. For him, serving humanity was as important as spiritual practice, reflecting his conviction that true spirituality is not merely a personal experience but a social responsibility.

A major feature of his philosophy was the belief that education was the key to social empowerment. Vivekananda stressed the importance of holistic education, combining intellectual, physical, and spiritual development. He felt that education should focus on character-building and developing a sense of social responsibility, particularly toward the marginalized sections of society.

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Vivekananda was also a strong critic of the caste system. He saw it as an obstacle to social progress and equality, advocating for the upliftment of the lower castes, especially the Dalits. He firmly believed that social equality and the eradication of caste-based discrimination were essential for a just society.

In his view, self-reliance was vital for both personal growth and national development. He urged individuals, especially the youth, to draw strength from their heritage and work toward India’s social and economic progress.

Lastly, Vivekananda was an ardent advocate for the empowerment of women, seeing their upliftment as crucial to societal progress. His ideas continue to inspire movements for social equality and spiritual growth in India and beyond.

 

44. Your sister has recently bought a Kalamkari saree from Dilli Haat. As a student of Indian Culture and Heritage, explain to her any three distinctive features of Kalamkari Art. 3

Ans. Kalamkari is a traditional Indian art form known for its intricate designs and vibrant colors. Here are three distinctive features of Kalamkari art:

1. Use of Natural Dyes: Kalamkari art is famous for its use of natural dyes derived from plants, minerals, and other organic sources. These dyes give the artwork a rich, earthy appeal and are environment-friendly, a hallmark of traditional Indian art forms.
2. Hand-Painting and Block-Printing: There are two main styles of Kalamkari — hand-painting and block-printing. In hand-painting, artisans use a pen-like tool (kalam) to draw intricate designs, often depicting religious themes, mythological stories, and nature. In block-printing, carved wooden blocks are dipped in dye and stamped on the fabric to create patterns.
3. Mythological Themes and Storytelling: One of the most notable aspects of Kalamkari is its focus on mythological themes, particularly from Hindu epics like the Ramayana and Mahabharata. The art often tells stories through vivid depictions of gods, goddesses, and animals, weaving together rich cultural narratives.

These features make Kalamkari art not just a fabric design but a medium for cultural expression and storytelling.

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45. Mention any three features of the education system under the Mughals. 3

Ans. The education system under the Mughals had several unique features that influenced the development of education in India. Here are three key aspects:

1. Religious and Moral Education: The Mughal education system was deeply influenced by Islamic teachings. Islamic texts like the Qur’an, Hadith, and works of prominent scholars were central to the curriculum. Religious and moral education aimed at shaping the character of students along Islamic principles. Madrasas (Islamic schools) played a major role in imparting this knowledge.
   

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2. Secular and Scholarly Education: Apart from religious teachings, there was also an emphasis on secular education. Mughal rulers, especially Akbar, promoted learning in fields like mathematics, astronomy, literature, and history. Notable scholars like Abu’l-Fazl contributed to the intellectual richness of the era, and Persian was widely used as the medium of instruction for various subjects.
3. State Patronage and Establishment of Schools: Mughal emperors, particularly Akbar, took an active role in establishing and supporting educational institutions. He founded institutions like the Iqbal Khan School and provided financial support to scholars and teachers. The state also patronized scholars and poets, contributing to the growth of literary and artistic education.

These features made education under the Mughals a blend of religious, philosophical, and practical knowledge, creating a rich intellectual environment during their rule.

SECTION – E

 

Question Nos. 46 to 50 are to be answered in about 150-200 words.                                                               5×5=25

46. What are the universal characteristics of culture? Illustrate with example.                               5

Ans. Culture has several universal characteristics that shape human societies. Though expressed differently across cultures, these features are integral to human life and social interaction. Here are key characteristics:

1. Learned Behavior

Culture is learned through socialization, where individuals acquire norms, values, and practices from their families, peers, and education systems. For instance, children learn to greet others with respect, which may differ in form (e.g., bowing in Japan or saying “Namaste” in India).

2. Shared Beliefs and Values

Culture involves shared beliefs and values that unite a group. These influence behavior and social interactions. For example, while many cultures emphasize the importance of family, Western societies may stress individualism, while Eastern cultures value collectivism.

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3. Symbols and Language

Language and symbols play a crucial role in transmitting culture. These can be words, gestures, or objects carrying specific meanings. For example, the color red represents luck in Chinese culture but symbolizes love in Western cultures. Language also conveys unique cultural expressions, such as idioms or proverbs.

4. Social Organization

Cultures have social organizations such as family structures and societal roles. For instance, the joint family system is central in Indian culture, whereas many Western cultures emphasize the nuclear family structure.

Nios Last Year Solved Question Paper Indian Culture And Heritage 223 Class 10 – https:/

5. Adaptation and Change

Culture is dynamic and adapts to new influences. The Internet has become a universal cultural tool, affecting socialization across cultures, but with unique regional adaptations (e.g., WeChat in China and WhatsApp in India).

These characteristics highlight the diversity and shared experiences of human societies.

 

OR

Illustrate with examples that Culture is linked with life.

Ans. Culture is deeply linked with life as it shapes how people live, interact, and express themselves in every aspect of their daily existence.

1. Daily Practices and Customs

Culture influences daily routines and rituals. For example, in India, many people begin their day with puja (prayer), reflecting the cultural importance of spirituality. In contrast, in many Western cultures, morning routines often focus on activities like exercise or coffee, demonstrating how culture influences personal habits.

2. Festivals and Celebrations

Culture is reflected in festivals and celebrations that mark significant events. For instance, Diwali in India involves family gatherings, lighting lamps, and exchanging sweets, which are central to Indian cultural identity. Similarly, Christmas in Western countries is celebrated with family reunions, decorating homes, and exchanging gifts, linking cultural traditions with life’s important moments.

3. Social Interactions

Cultural norms dictate how people interact with each other. In Japan, bowing is a sign of respect, while in Western countries, a handshake is common. These gestures highlight how culture influences social behavior and interpersonal relationships.

4. Food and Cuisine

Culture also defines what people eat. Italian cuisine, known for pasta and pizza, is a central part of life in Italy. In China, meals are often centered around rice, noodles, and stir-fried dishes. This illustrates how culture shapes dietary habits and social gatherings.

5. Education and Learning

Culture impacts education systems. In Finland, emphasis is placed on creativity and self-directed learning, while in India, academic excellence and discipline are prioritized. This shows how culture influences the approach to learning and intellectual growth.

 

Thus, culture is intrinsically woven into the fabric of everyday life, influencing how people live and interact.

 

47. ‘India in the 18th century was a picture of many contrast and contradiction’. Explain the statement. 5

Ans. The statement “India in the 18th century was a picture of many contrasts and contradictions” reflects the complex social, political, and cultural landscape of the country during this period. The 18th century in India was a time of both decline and transformation, marked by several key contradictions:

1. Political Fragmentation and Centralized Rule

On one hand, the Mughal Empire, which had once been a powerful and centralized authority, was in decline by the early 18th century. The empire weakened due to invasions, internal revolts, and the loss of territory. This led to political fragmentation, with different regions and kingdoms, such as the Marathas, Sikhs, and Nizams, asserting independence. On the other hand, the British East India Company gradually expanded its control over India, bringing centralized colonial rule that eventually united much of the subcontinent under British governance.

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2. Economic Prosperity and Decline

While many parts of India, like Bengal and Mysore, saw economic growth, trade, and prosperity, the Mughal decline also caused economic distress in several regions. The agrarian economy suffered due to wars, invasions, and internal strife, which led to agricultural distress and increased taxation in many areas. This contradiction reflects the coexistence of affluence and deprivation during the same period.

3. Cultural Flourishing and Social Stagnation

The 18th century was also a time of cultural flourishing, with the rise of regional art, literature, and architecture. For example, the Rajput and Mysore courts were famous for their patronage of art and learning. However, social stagnation persisted, particularly for lower castes and women, who faced discrimination and marginalization. Sati, child marriage, and caste-based restrictions were prevalent, highlighting the contradictions in social progress.

4. Religious Pluralism and Religious Intolerance

India in the 18th century was home to a vast diversity of religious beliefs, with Hinduism, Islam, Sikhism, and Christianity coexisting. However, this period also witnessed religious intolerance, particularly under some regional rulers like the Mughal Emperor Aurangzeb, who imposed stricter policies on Hindus and other religious minorities, leading to communal tensions.

Thus, the 18th century in India was a period marked by contrasting developments — economic growth and decline, cultural flourishing and social stagnation, religious diversity and intolerance — that make it a “picture of many contrasts and contradictions.”

OR

‘The Mughals rulers were great lovers of nature.’ Describe the different gardens constructed by them.

Ans. The Mughal rulers were great lovers of nature and left behind a legacy of beautifully designed gardens that symbolized power, wealth, and tranquility. These gardens followed the Persian style, characterized by symmetry, water features, and lush greenery.

1. Shalimar Bagh (Srinagar)

Built by Jahangir in 1619, Shalimar Bagh is famous for its three terraced levels, water channels, and fountains. Located in Srinagar, it reflects the Mughal ideal of paradise on earth.

2. Nishat Bagh (Srinagar)

Constructed by Asif Khan, Nishat Bagh is a large garden on the shores of Dal Lake. Known as the “Garden of Joy,” it has multiple terraces with water features and is a symbol of Mughal landscaping beauty.

3. Taj Mahal Gardens (Agra)

Surrounding the iconic Taj Mahal, built by Shah Jahan, is a charbagh (four-part) garden. The four water channels in the garden represent the rivers of paradise, blending nature with the majestic architecture of the tomb.

4. Shalimar Gardens (Lahore)

Built by Shah Jahan, these gardens in Lahore feature a grand layout with terraces, fountains, and water channels, showcasing the Mughal love for beauty and symmetry.

5. Fatehpur Sikri Gardens (Uttar Pradesh)

The Chahar Bagh in Fatehpur Sikri, designed by Akbar, exemplifies the Mughal approach to garden architecture, with its symmetrical layout and water channels dividing the space.

These gardens reflect the Mughal rulers’ appreciation for nature, blending architectural grandeur with peaceful, natural beauty.

 

48. Why is Raja Rammohan Roy known as father of Modern India? Explain. 5

Ans. Raja Rammohan Roy is often called the “Father of Modern India” for his pioneering role in social, religious, and educational reforms during the 19th century. His efforts laid the groundwork for India’s modernization.

1. Social Reforms

Rammohan Roy was a strong advocate for social justice, particularly the rights of women. He played a crucial role in the abolition of the Sati system, where widows were forced to self-immolate. His efforts led to the passing of the Sati Regulation Act in 1829, which banned the practice. He also worked against child marriage and polygamy, aiming to improve the condition of women in society.

2. Educational Reforms

Rammohan Roy promoted modern education, emphasizing the study of Western subjects like science, mathematics, and philosophy. He advocated for the establishment of schools and educational institutions that combined Western and traditional knowledge, contributing to the Bengal Renaissance. He believed in rational thinking and supported the inclusion of scientific learning in the curriculum.

3. Religious Reform

As a religious reformer, Rammohan Roy challenged traditional Hindu practices. He founded the Brahmo Samaj in 1828, which aimed to promote monotheism, reject idol worship, and encourage social equality and religious tolerance.

Rammohan Roy’s contributions to social reform, education, and religion paved the way for a more progressive and modern India, making him a key figure in the country’s transformation. His work continues to influence India’s social and cultural development.

 

49. Describe the contributions of Srinivas Ramanujan in the field of Mathematics. 5

Ans. Srinivasa Ramanujan, one of the most influential mathematicians of the 20th century, made groundbreaking contributions to several branches of mathematics, especially number theory, infinite series, and continued fractions.

1. Number Theory

Ramanujan is renowned for his work in number theory, where he made significant advances in the study of prime numbers and partitions. He developed an asymptotic formula for the number of partitions of an integer and discovered properties of partition numbers, contributing to the foundation of modern number theory. His discovery of the Ramanujan prime and Ramanujan-Hardy number are notable contributions.

2. Infinite Series and Pi

Ramanujan introduced several infinite series for calculating the value of pi (π), some of which are remarkably efficient and remain useful to this day. His Ramanujan series for pi is considered one of the fastest converging series, contributing to the computation of pi’s digits.

3. Continued Fractions

Ramanujan’s work on continued fractions was groundbreaking. He formulated several new results that have influenced research in the area, leading to continued exploration and applications in modern mathematics.

4. Mock Theta Functions

In his later years, Ramanujan introduced mock theta functions, a new class of functions that continue to be central to the study of modular forms. These functions have inspired extensive research and are still being explored by mathematicians.

Ramanujan’s innovative work, despite his limited formal training, has had a lasting impact on mathematics, and his discoveries continue to influence modern mathematical research.

50. ‘Slavery was an established institution’. Explain the statement.                               5

Ans. The statement “Slavery was an established institution” highlights how slavery was a deeply ingrained and legally recognized practice in many societies throughout history. It was a fundamental part of the economic, social, and political systems of numerous civilizations.

1. Economic Role

Slavery played a crucial economic role, particularly in agricultural economies. In ancient Greece and Rome, slaves worked in fields, mines, and households, performing essential labor. Similarly, in the Americas, during the transatlantic slave trade, enslaved Africans were vital to the production of cash crops like cotton, tobacco, and sugar, which fueled European economies. The reliance on slave labor made it an integral part of these economies.

2. Legal and Social Systems

Slavery was institutionalized through legal frameworks and social norms. Enslaved individuals were considered property and were denied basic human rights. Laws determined their status, and their condition was often hereditary. Slaves were not seen as part of the free population, with strict distinctions separating them from free citizens.

3. Cultural Justifications

Slavery was often justified on racial, religious, and cultural grounds. In the transatlantic slave trade, Africans were enslaved based on racial ideologies that viewed them as inferior. And in ancient civilizations, prisoners of war or people from conquered lands were enslaved, further reinforcing the idea that slavery was a natural and acceptable practice.

In conclusion, slavery was an established institution because it was deeply woven into the fabric of ancient and modern societies, influencing economies, legal systems, and social structures for centuries. Its persistence highlights the extent to which it was accepted and normalized in many cultures.

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