Key Concept: Hard-level Assertion-Reason

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

The assertion states that the gravitational force between two objects decreases as the distance between them increases. This is true because, according to Newton's law of universal gravitation, the force $F$ between two masses $m_1$ and $m_2$ separated by a distance $r$ is given by $F = G \frac{m_1 m_2}{r^2}$, where $G$ is the gravitational constant. As $r$ increases, $F$ decreases. The reason states that gravitational force follows the inverse square law, which is also true and directly explains why the force decreases with increasing distance. Therefore, both the assertion and reason are true, and the reason correctly explains the assertion.

Key Concept: Sati, Widow Remarriage, Rammohun Roy

d) He challenged traditional beliefs and advocated for the abolition of sati.

[Solution Description]

Rammohun Roy was a prominent social reformer who vehemently opposed the practice of sati, which involved widows immolating themselves on their husband’s funeral pyre. He argued that religious leaders had placed women in an inferior position and used ancient texts to challenge this practice. His publications and dialogues were instrumental in raising awareness and eventually led to the abolition of sati by the British in 1829. His efforts marked a significant step towards improving the status of women in India.

Key Concept: Early Marriage Practices

a) Sati

[Solution Description]

Women who died by burning themselves on their husband's funeral pyre were called "sati." The term "sati" signifies a virtuous woman in this context. Thus, the correct answer is sati.

Key Concept: Widow Remarriage

b) 1856

[Solution Description]

The law permitting widow remarriage was passed in 1856. This law was a result of the efforts of reformers like Ishwarchandra Vidyasagar, who used ancient texts to support widow remarriage.

Key Concept: Promotion of Women's Education

a) Begum Rokeya Sakhawat Hossain

[Solution Description]

Begum Rokeya Sakhawat Hossain was a remarkable woman who founded schools for Muslim girls in Patna and Calcutta in the early twentieth century.

Key Concept: Caste Divisions, Untouchability

c) Only they were willing to supply army shoes due to caste prejudice

[Solution Description]

During the First World War, there was a huge demand for shoes for the armies. Caste prejudice against leather work meant that only traditional leather workers and shoemakers were ready to supply army shoes. Due to this, they could ask for high prices and gain impressive profits.

Key Concept: Social Movements, Caste Discrimination

d) To advocate for unity and equality among all castes

[Solution Description]

Shri Narayana Guru aimed to challenge caste-based discrimination and promote social equality among the Ezhava caste. His philosophy centered on the idea that all humans belong to the same caste, religion, and god. He worked towards eradicating practices that demeaned lower castes and fostered self-esteem among oppressed communities.

Key Concept: Working Towards Change

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

The assertion states that the development of new forms of communication in the 19th century was crucial for social change in India. This is true as the syllabus mentions that books, newspapers, magazines, leaflets, and pamphlets became cheaper and more accessible during this period. The reason states that these new forms of communication allowed ordinary people to read and express their ideas, which is also true. Moreover, the reason correctly explains the assertion because the accessibility of these materials enabled widespread debates and discussions, which were linked to movements for social change.

Key Concept: Reform Movements for Widows

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description] Rammohun Roy was indeed moved by the plight of widows and initiated a campaign against sati. He used his expertise in Sanskrit and Persian to demonstrate that the practice of sati was not supported by ancient texts. This argument played a significant role in influencing British officials, who were already critical of Indian traditions, leading to the ban on sati in 1829. Therefore, both the assertion and reason are true, and the reason correctly explains the assertion.

Key Concept: New Communication Methods

c) They facilitated widespread debates and discussions

[Solution Description]

New forms of communication, such as books, newspapers, magazines, leaflets, and pamphlets, allowed for widespread debates and discussions on social customs and practices. These discussions reached a wider public and were linked to movements for social change, enabling men and women to participate in these debates.

Key Concept: Growth of Newspapers, Magazines, Pamphlets

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

The Assertion states that the rise of newspapers and pamphlets in the 19th century played a significant role in influencing social change by making debates accessible to ordinary people. This is true because these printed materials allowed people to read and discuss social, political, economic, and religious issues more widely. The Reason explains that printed materials became cheaper and more accessible compared to manuscripts, which is also true and directly explains why ordinary people could now participate in these debates. Therefore, both the Assertion and Reason are true, and the Reason correctly explains the Assertion.

Key Concept: Growth of Newspapers, Magazines, Pamphlets

b) The development of new forms of communication like newspapers and pamphlets

[Solution Description] The development of new forms of communication, such as books, newspapers, magazines, leaflets, and pamphlets, made these printed materials far cheaper and more accessible than manuscripts. This allowed ordinary people to read and express their ideas in their own languages, leading to widespread debates and discussions on various issues.

Key Concept: Debates and Movements

b) Development of new forms of communication

[Solution Description]

The development of new forms of communication, such as books, newspapers, magazines, leaflets, and pamphlets, allowed ordinary people to read and express their ideas. This led to increased public debates on various social issues.

Key Concept: Nature of Debates in Pre-Printing Age

d) Through oral traditions and community gatherings

[Solution Description]

Before the widespread availability of printed materials like books, newspapers, and pamphlets, social customs and practices were primarily discussed through oral traditions. People shared ideas through word of mouth, storytelling, and community gatherings. Written manuscripts were rare and not easily accessible to the general public.

Key Concept: The Aligarh Movement

d) The Mohammedan Anglo-Oriental College

[Solution Description]

Sayyid Ahmed Khan founded the Mohammedan Anglo-Oriental College at Aligarh in 1875, which later became the Aligarh Muslim University. This institution played a significant role in educational reform among Muslims.

Key Concept: Role of Indian Reformers, Brahmo Samaj

c) Eliminating unjust practices and promoting social reforms

[Solution Description]

Raja Rammohun Roy established the Brahmo Sabha (later Brahmo Samaj) to bring about social reforms by persuading people to abandon unjust practices and adopt a new way of life. The focus was on eliminating idolatry and sacrifice while promoting rational thinking and social justice.

Key Concept: Arguments for Change Based on Ancient Texts

b) Both Assertion and Reason are true, but Reason is NOT the correct explanation of Assertion.

[Solution Description]

Rammohun Roy was indeed proficient in Sanskrit, Persian, and other languages, which helped him gain credibility among British officials. He argued against sati by showing that it had no sanction in ancient texts, which influenced the decision to ban it in 1829. However, while his linguistic skills and reputation made him a credible figure, the primary reason for the ban was his argument based on ancient texts, not just his linguistic abilities or reputation.

Key Concept: Strategy of Reformers

c) Finding supportive verses in ancient texts[Solution Description]Reformers like Rammohun Roy used verses or sentences from ancient sacred texts to support their arguments against harmful practices.

Key Concept: Girls begin going to school

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

The assertion states that the establishment of girls' schools in the 19th century faced significant opposition due to the belief that it would disrupt traditional domestic roles for women. This is historically accurate as many people during that time were concerned that education would take girls away from home and prevent them from fulfilling their domestic responsibilities. The reason given is that society feared educated women would neglect their household duties and be influenced negatively by public spaces. This reason correctly explains the assertion, as the fear of women neglecting their traditional roles and being exposed to corrupting influences in public spaces was a primary cause of the opposition to girls' education. Therefore, both the assertion and reason are true, and the reason is the correct explanation of the assertion.

Key Concept: Girls' Education Reformers

d) Ishwar Chandra Vidyasagar

[Solution Description]

Ishwar Chandra Vidyasagar was a prominent social reformer who worked towards the education of women. He established schools for girls in Calcutta during the mid-nineteenth century.

Key Concept: Raja Rammohun Roy and the Campaign Against Sati

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

Raja Rammohun Roy was a prominent social reformer who opposed the practice of sati. He argued that this practice was not supported by ancient texts. His knowledge of Sanskrit, Persian, and other Indian languages enabled him to study these texts and present his arguments effectively. Thus, both the Assertion and Reason are true, and the Reason correctly explains why Rammohun Roy was able to campaign against sati.

Key Concept: Raja Rammohun Roy's Strategy

d) Using ancient texts to show inconsistency

[Solution Description]

Raja Rammohun Roy used the strategy of finding verses or sentences in ancient sacred texts that supported his point of view. He then argued that the existing practice was against early tradition, which helped him challenge practices like sati.

Key Concept: Founder of Brahmo Samaj

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

Raja Rammohun Roy founded the Brahmo Sabha, which later became known as the Brahmo Samaj, in 1828. He was a social reformer who believed in the necessity of changes in society and aimed to persuade people to abandon unjust practices and adopt new ways of life. Therefore, both the Assertion and Reason are true, and the Reason correctly explains the Assertion.

Key Concept: Brahmo Samaj, Raja Rammohun Roy

d) Establishing the Arya Samaj.[Solution Description]Raja Rammohun Roy was a social reformer who founded the Brahmo Samaj in 1828. He worked towards eliminating practices like sati and promoted education for women. However, he was not involved in establishing the Arya Samaj, which was founded by Dayanand Saraswati.

Key Concept: Advocate for Western Education and Women’s Rights

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

Rammohun Roy was deeply concerned about the plight of widows and actively campaigned against the practice of sati. His strategy involved demonstrating through his writings that sati was not supported by ancient texts, thereby challenging its legitimacy. This approach aligned with his broader efforts to advocate for women's rights and social reform. The assertion is true as Rammohun Roy did campaign against sati, and the reason is also true as he used his knowledge of ancient texts to argue against it. Moreover, the reason correctly explains the assertion, as his writings were a key part of his campaign.

Key Concept: Women’s Rights

c) Women were forced into domestic work and denied education

[Solution Description]

Rammohun Roy wrote about how women were confined to the home and kitchen, forced to bear the burden of domestic work, and not allowed to become educated. He advocated for their right to education and freedom.

Key Concept: Rammohun Roy's Strategy

c) Using ancient texts to challenge practices

[Solution Description]

Rammohun Roy used ancient sacred texts to find verses or sentences that supported his point of view. He argued that the practice of sati as it existed then was against early tradition, which helped in getting it banned.

Key Concept: Efforts Leading to the Abolition of Sati (1829

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

Rammohun Roy was indeed a key figure in the abolition of sati. He campaigned against this practice by using his deep understanding of Sanskrit, Persian, and other languages to demonstrate that sati was not supported by ancient texts. This strategy of using religious and historical texts to challenge harmful practices was effective and led to the ban on sati in 1829. Both the assertion and reason are true, and the reason correctly explains why Rammohun Roy was successful in his efforts.

Key Concept: Widow Remarriage Movement, Pandita Ramabai

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

Pandita Ramabai was a scholar who criticized the oppressive nature of Hinduism towards women, particularly upper-caste Hindu widows. She established a widows' home in Poona to offer shelter and training to widows who were mistreated by their husbands' relatives. The purpose of this home was to enable these women to become economically self-sufficient. The assertion is true as it accurately states Ramabai's initiative in founding the widows' home. The reason is also true as it correctly reflects Ramabai's belief in the need for women's empowerment due to the oppressive conditions they faced under Hinduism. Moreover, the reason provides the correct explanation for the assertion, as Ramabai's actions were directly motivated by her views on women's oppression and her desire to empower them.

Key Concept: Widow Remarriage Movement

d) Ishwarchandra Vidyasagar

[Solution Description]

Ishwarchandra Vidyasagar was the famous reformer who used ancient texts to suggest that widows could remarry. His efforts led to the passing of a law in 1856 permitting widow remarriage.

Key Concept: Vidyasagar's Advocacy, Education for Girls

c) Concerns about corruption through public exposure[Solution Description]Many people opposed the establishment of schools for girls because they feared that education would take girls away from their domestic duties and expose them to public spaces, which was considered inappropriate at the time. There was a prevailing belief that girls should remain confined to their homes and avoid public interactions to maintain societal norms and moral standards. These fears were rooted in conservative attitudes that resisted changes to traditional gender roles.

Key Concept: Vidyasagar's Advocacy, Widow Remarriage Law

b) Social stigma and ostracism[Solution Description]Although the Widow Remarriage Act of 1856 legally permitted widows to remarry, societal acceptance remained a significant barrier. Conservative groups continued to oppose the law, and widows who remarried faced severe social stigma and ostracism. Additionally, traditional beliefs and family pressures discouraged widows from exercising their right to remarry. These factors collectively contributed to the low number of widows who chose to remarry despite the legal reform.

Key Concept: Ancient Texts, Widow Remarriage

b) To show that widow remarriage was historically practiced in Hinduism

[Solution Description] Ishwarchandra Vidyasagar used ancient texts to provide a historical and religious justification for widow remarriage. By referencing these texts, he aimed to counter conservative opposition by showing that widow remarriage was not against traditional Hindu scriptures but could be supported by them.

Key Concept: Opposition to Widow Remarriage

c) It challenged traditional norms restricting widow remarriage.

[Solution Description]

Conservative groups opposed the Widow Remarriage Act of 1856 because it challenged traditional norms and practices that restricted widows from remarrying. They believed it disrupted societal order and went against their interpretation of ancient texts.

Key Concept: Opposition from Orthodox Groups

c) To uphold caste distinctions as a cornerstone of Hinduism

[Solution Description]

The primary objective of associations like Sanatan Dharma Sabhas and Bharat Dharma Mahamandal was to uphold caste distinctions as a cornerstone of Hinduism and show how this was sanctified by scriptures. These organizations were formed in response to the movements led by lower-caste leaders that challenged the existing caste system.

Key Concept: Opposition from Orthodox Groups

c) Bengal

[Solution Description]

The Brahman Sabha was formed in Bengal as a reaction to the movements initiated by lower-caste leaders. This organization aimed to defend the interests of the Brahmins and uphold the traditional caste system.

Key Concept: Reformers and Widow Remarriage

c) Veerasalingam Pantulu

[Solution Description] Veerasalingam Pantulu was a prominent reformer in the Telugu-speaking areas of the Madras Presidency who actively worked towards the cause of widow remarriage. He formed an association specifically for this purpose, making him the correct answer to the question.

Key Concept: Challenges in Widow Remarriage

b) Opposition from conservative groups

[Solution Description] Despite the efforts of reformers, widows who remarried faced significant social opposition and were not easily accepted in society. Conservative groups continued to oppose the new law allowing widow remarriage, making social acceptance the main challenge.

Key Concept: Education for Women

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

The assertion states that the first schools for girls in the mid-nineteenth century faced fear and resistance. This is true as per the syllabus, which mentions that many people were afraid of these schools. The reason provided is that people believed schools would take girls away from home, prevent them from doing domestic duties, and expose them to public spaces, which was feared to have a corrupting influence. This reason is also true and directly explains why there was resistance to girls' education. Therefore, both the assertion and reason are true, and the reason correctly explains the assertion.

Key Concept: Education for Women, Reformers' Contributions

b) Jyotirao Phule and Mumtaz Ali

[Solution Description]

Jyotirao Phule was a prominent social reformer who established schools for girls in Maharashtra. Mumtaz Ali reinterpreted verses from the Koran to argue for women’s education. Therefore, the correct answer is Jyotirao Phule and Mumtaz Ali.

Key Concept: Fear of Schools Leading to Moral Corruption

c) Girls would neglect domestic duties and be corrupted by public spaces

[Solution Description]

The primary concern of people who opposed girls' education in the mid-nineteenth century was that schools would take girls away from home, prevent them from doing their domestic duties, and expose them to public spaces, which they believed would have a corrupting influence on them.

Key Concept: Fear of Schools Leading to Moral Corruption

c) At home by liberal fathers or husbands or through self-teaching

[Solution Description]

Most women in the nineteenth century were educated at home by liberal fathers or husbands. Sometimes, women taught themselves, as seen in the case of Rashsundari Debi, who secretly learned to read and write.

Key Concept: Reformers, Mumtaz Ali

c) He reinterpreted verses from the Koran to argue for women’s education

[Solution Description]

Mumtaz Ali reinterpreted verses from the Koran to argue for women’s education. This signifies that he used religious texts to support and advocate for the education of women.

Key Concept: Home Education by Fathers and Husbands

b) Both Assertion and Reason are true, but Reason is NOT the correct explanation of Assertion.

[Solution Description]

The assertion states that women in the nineteenth century were primarily educated at home by their fathers or husbands due to societal restrictions on formal education. This is true as societal norms during that period often limited women's access to formal education. The reason provided is that educating women at home ensured they remained within the domestic sphere and adhered to societal expectations. This is also true, as home education was a method of reinforcing traditional gender roles. However, the reason does not directly explain why formal education was restricted; rather, it explains the purpose of home education within societal norms. Therefore, both the assertion and reason are true, but the reason is not the correct explanation of the assertion.

Key Concept: Women’s Education in India

c) Pandita Ramabai

[Solution Description]

Pandita Ramabai, a great scholar of Sanskrit, founded a widows’ home at Poona. She provided shelter and training to widows who had been treated badly by their husbands’ relatives, enabling them to support themselves economically.

Key Concept: Women’s Education Reforms

a) Arya Samaj

[Solution Description]

The Arya Samaj was one of the prominent organizations that established schools for girls in Punjab during the latter part of the nineteenth century, contributing significantly to women's education.

Key Concept: First Urdu Novels, Purpose

b) To encourage women to read about religion and domestic management

[Solution Description] The first Urdu novels were written to encourage women to read about religion and domestic management in a language they could understand. This was part of a broader effort to educate women and improve their social standing.

Key Concept: Reformers

b) Mumtaz Ali

[Solution Description]

Mumtaz Ali was one of the reformers who reinterpreted verses from the Koran to argue for women’s education. This was significant in promoting the idea of educating women in Islamic society.

Key Concept: Tarabai Shinde, Pandita Ramabai

c) Challenging gender inequality and supporting oppressed women

[Solution Description]

Tarabai Shinde’s book "Stripurushtulna" aimed to criticize the social differences between men and women, highlighting the oppressive treatment of women in a male-dominated society. Pandita Ramabai, on the other hand, founded a widows’ home to provide shelter and economic support to widows who were mistreated by their husbands' relatives. Both efforts were focused on improving the social status and conditions of women.

Key Concept: Women Writers and Social Reform

b) Writing books and founding schools

[Solution Description]

By the end of the 19th century, Indian women actively participated in social reform by writing books, editing magazines, founding schools and training centers, and setting up women’s associations. They also formed political pressure groups to advocate for women's rights like suffrage, better health care, and education.

Key Concept: Women write about women

d) The Begums of Bhopal

[Solution Description]

From the early twentieth century, Muslim women like the Begums of Bhopal played a notable role in promoting education among women. They founded a primary school for girls at Aligarh.

Key Concept: Women write about women

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

The assertion states that Begum Rokeya Sakhawat Hossain founded schools for Muslim girls in Patna and Calcutta, which is true as per the syllabus. The reason given is that she believed education was essential for women to challenge traditional norms and gain rights, which is also true. Moreover, the reason correctly explains why she founded schools, as her writings and actions were aimed at promoting women's education and rights.

Key Concept: Gender Inequality, Societal Norms

b) Dust, earth, rock, or rusted iron

[Solution Description]

Tarabai Shinde uses a metaphor to highlight the devaluation of women’s lives. She compares women’s lives to being made of dust, earth, rock, or rusted iron, while men’s lives are likened to pure gold. This stark contrast underscores the societal inequality and the perceived inferiority of women’s lives compared to men’s.

Key Concept: Assertion-Reason

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

Tarabai Shinde’s *Stripurushtulna* is indeed a critique of patriarchal norms, as it highlights the oppressive practices faced by women, especially widows, in Indian society. The assertion is true. The reason provided also accurately describes one of the specific examples Shinde uses to illustrate these oppressive practices, such as shaving a widow’s head and excluding her from social events. This reason correctly explains the assertion, as it provides concrete evidence of the societal inequality Shinde critiques in her book.

Key Concept: Pandita Ramabai's Work

a) To provide shelter and economic training for widows

[Solution Description]

Pandita Ramabai founded a widows' home in Poona to provide shelter to widows who were treated badly by their husbands' relatives. The women at this home were trained so that they could support themselves economically.

Key Concept: Pandita Ramabai’s Criticism of Hindu Women’s Oppression

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

Pandita Ramabai was a prominent social reformer who criticized the oppression of women in Hinduism. She founded a widows’ home at Poona to provide shelter to widows who were mistreated by their husbands' relatives. The home also trained women to support themselves economically, reflecting her belief in empowering women through education and self-reliance. Therefore, both the Assertion and Reason are true, and the Reason correctly explains the Assertion.

Key Concept: Role of Educated Women, Social Reform

b) Founded a widows’ home to provide economic support and shelter

[Solution Description]

Pandita Ramabai was a prominent social reformer who criticized the oppressive nature of Hinduism towards women, particularly upper-caste Hindu women. She wrote a book highlighting their miserable lives and founded a widows’ home in Poona to provide shelter and economic support to widows who were mistreated by their husbands' relatives. This initiative alarmed the orthodox sections of society but played a crucial role in empowering women through education and economic independence.

Key Concept: Role of Educated Women in Social Change, Women's Education, Social Reform

d) Assertion is false, but Reason is true.

[Solution Description] The assertion states that the primary aim of establishing schools for girls in the late 19th century was to improve their domestic skills. This is false because the main objective of these schools, as initiated by reformers like Jyotirao Phule and the Arya Samaj, was to empower women through education so they could challenge societal norms and achieve social reform. The reason correctly explains that these reforms were focused on empowering women through education to challenge societal norms. Therefore, the assertion is false, but the reason is true.

Key Concept: Law Against Child Marriage

b) 16 years

[Solution Description]

The Child Marriage Restraint Act of 1929 set the minimum legal marriage age for women at 16 years. This law was enacted to prevent child marriages and protect young girls from being married off at an early age.

Key Concept: Law Against Child Marriage

c) 18 years

[Solution Description] The current law sets the minimum age for marriage for women at 18 years. This change was made to align with modern standards and to protect young women.

Key Concept: Role of Women’s Organizations in Reform

c) A widows’ home

[Solution Description]

Pandita Ramabai founded a widows' home at Poona to provide shelter and training to widows so they could support themselves economically.

Key Concept: Women’s Education and Writing

b) The social differences between men and women

[Solution Description]

Tarabai Shinde’s book "Stripurushtulna" was a critical analysis of the social differences between men and women in a male-dominated society. She highlighted the inequalities and biases faced by women, making it a significant contribution to the reform movement.

Key Concept: Caste and Social Reform, Singh Sabha Movement

c) To rid Sikhism of superstitions and caste distinctions

[Solution Description] The Singh Sabha Movement aimed to rid Sikhism of superstitions and caste distinctions while promoting education among Sikhs. They sought to combine modern instruction with Sikh teachings to reform the community.

Key Concept: Caste System Hierarchy

d) Untouchables

[Solution Description] The traditional caste system in India was hierarchical, with Brahmans and Kshatriyas at the top, followed by Vaishyas and Shudras. The lowest group, considered "untouchable," were those who performed jobs deemed polluting by the upper castes.

Key Concept: Temple Entry Movement

b) To challenge caste prejudices and prove equality[Solution Description]Ambedkar's temple entry movement aimed to challenge caste prejudices and prove that Dalits were also human beings deserving of equal rights, including access to temples.

Key Concept: Jyotirao Phule's Criticism

c) The indigenous people (low castes)

[Solution Description] Phule argued that the indigenous people, often referred to as low castes, were the true children of the country before the Aryans arrived and established caste-based dominance.

Key Concept: Caste System, Temple Entry Movement

c) Dalits and other "untouchables"

[Solution Description]

Before the temple entry movements led by Ambedkar, Dalits or "untouchables" were denied access to temples. This was a direct result of the caste system, which deemed them as "polluting" and inferior. Ambedkar's movements aimed to challenge this prejudice and assert the equality of all human beings.

Key Concept: Temple Entry Movement, Caste System

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

The assertion states that Ambedkar's temple entry movement aimed to challenge caste-based restrictions on entering temples. This is true as Ambedkar led several temple entry movements between 1927 and 1935 to protest against the exclusion of Dalits from temples. The reason states that Ambedkar believed the caste system perpetuated inequality and sought to dismantle it through social reforms like temple entry. This is also true, as Ambedkar was a strong advocate for equality and actively worked against caste discrimination. Moreover, the reason correctly explains the assertion because Ambedkar's temple entry movement was a direct effort to address and challenge the inequality perpetuated by the caste system.

Key Concept: Self Respect Movement, Dravidian culture

b) Tamil and Dravidian culture

[Solution Description]

Periyar argued that untouchables were the true upholders of an original Tamil and Dravidian culture, which had been subjugated by Brahmans. He believed that this culture predated the arrival of Aryan invaders and was closely tied to the indigenous identity of the region.

Key Concept: Periyar's Views

c) The Bhagavad Gita

[Solution Description]

Periyar was an outspoken critic of Hindu scriptures, particularly the Codes of Manu, the Bhagavad Gita, and the Ramayana. He argued that these texts were used to justify the authority of Brahmans over lower castes and the domination of men over women.

Key Concept: Satnami movement, Matua sect, Shri Narayana Guru

c) Ghasidas

[Solution Description]

Ghasidas worked among leatherworkers and founded the Satnami movement in Central India. The movement aimed to improve the social status of leatherworkers and challenge caste-based discrimination.

Key Concept: Periyar’s Critique of Hindu Scriptures

c) They established Brahmanical authority and gender domination.

[Solution Description]

Periyar criticized these scriptures for being used to establish the authority of Brahmans over lower castes and the domination of men over women. He believed that these texts perpetuated social divisions and inequality, which he saw as obstacles to achieving social equality for untouchables.

Key Concept: Impact of Translations

c) Intellectual dialogue between East and West

[Solution Description]

Raja Rammohun Roy’s translations helped in fostering intellectual dialogue between Eastern and Western philosophies, promoting cultural exchange and mutual understanding.

Key Concept: Raja Rammohun Roy’s Translations of Buddhist Texts, Impact on Society

c) They revived interest in ancient Indian philosophies

[Solution Description]

Raja Rammohun Roy's translations of Buddhist texts played a significant role in reviving interest in ancient Indian philosophies and promoting rational thinking. This contributed to the socio-religious reforms that challenged orthodox practices and encouraged modernity.

Key Concept: Prarthana Samaj

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description] The Prarthana Samaj, established in 1867, indeed aimed to remove caste restrictions, abolish child marriage, encourage the education of women, and end the ban on widow remarriage. This aligns with the assertion. Additionally, its religious meetings drew upon Hindu, Buddhist, and Christian texts, which supports the reason. The reason correctly explains the assertion because the inclusive approach of the Samaj by drawing upon diverse religious texts was fundamental in promoting social reforms.

Key Concept: Prarthana Samaj

b) Abolishing caste distinctions

[Solution Description] The Prarthana Samaj was established in 1867 in Bombay with the objectives of removing caste restrictions, abolishing child marriage, encouraging the education of women, and ending the ban on widow remarriage. These reforms were central to their mission.

Key Concept: Paramhans Mandali’s Efforts to Abolish Caste

a) Maharashtra

[Solution Description]

Paramhans Mandali primarily influenced the Maharashtra region with its efforts to abolish caste discrimination and promote social equality.

Key Concept: Paramhans Mandali’s Efforts to Abolish Caste

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description] The Paramhans Mandali was indeed a socio-religious reform movement in India that aimed to abolish the caste system. They advocated for social equality and justice, which were principles directly opposed to the caste-based discrimination prevalent at the time. Therefore, both the Assertion and Reason are true, and the Reason correctly explains the Assertion.

Key Concept: Satnami Movement

a) Ghasidas, leatherworkers

[Solution Description]

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

Key Concept: Gulamgiri, Aryan invasion theory

c) The indigenous people or so-called low castes

[Solution Description]

Jyotirao Phule argued that the indigenous people of India, often referred to as the "low castes," were the true heirs of the land before the Aryans invaded and established their dominance. He believed that the Aryans were foreigners who subjugated the original inhabitants.

Key Concept: Jyotirao Phule, Satya Shodhak Samaj, Gulamgiri

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description] The assertion is true because Jyotirao Phule indeed dedicated his book “Gulamgiri” to the American abolitionists who fought against slavery. He drew a clear parallel between the systemic oppression faced by black slaves in America and the “lower” castes in India. The reason is also true because Phule explicitly argued that the conditions of the “lower” castes in India were akin to those of black slaves in America, emphasizing the denial of basic rights and systemic oppression faced by both groups. Furthermore, the reason correctly explains the assertion, as Phule’s dedication to American abolitionists was rooted in this belief of shared oppression.

Key Concept: Gulamgiri

c) To establish a link between the conditions of black slaves and the “lower” castes in India.

[Solution Description]

Jyotirao Phule dedicated his book Gulamgiri to the Americans who fought against slavery to draw a parallel between the conditions of black slaves in America and the plight of the “lower” castes in India. He aimed to highlight the universal struggle against oppression and inequality.

Key Concept: Self Respect Movement

c) To fight for the dignity of untouchables and achieve social equality.

[Solution Description]

The Self Respect Movement, founded by E.V. Ramaswamy Naicker (Periyar), aimed to fight for the dignity of untouchables. Periyar argued that untouchables were the true upholders of an original Tamil and Dravidian culture, which had been subjugated by Brahmans. He believed that social equality could only be achieved by freeing themselves from all religions.

Key Concept: Criticism of Brahminical Superiority

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

The assertion states that the Non-Brahman movement in the early twentieth century was led by non-Brahman castes with access to education, wealth, and influence. This is true as per the syllabus, which mentions that the initiative came from such castes. The reason provided is that these non-Brahman castes argued that Brahmans were descendants of Aryan invaders who had subjugated the indigenous Dravidian population. This is also true, as the syllabus highlights this argument as a core part of their critique. Furthermore, the reason correctly explains the assertion because the belief in Brahmanical superiority based on Aryan descent was a key factor that motivated the Non-Brahman movement.

Key Concept: Non-Brahman Movement

c) E.V. Ramaswamy Naicker

[Solution Description]

The Self Respect Movement was founded by E.V. Ramaswamy Naicker, also known as Periyar. This movement was aimed at achieving social equality for untouchables and challenging Brahmanical authority.

Key Concept: Dr. B.R. Ambedkar and Dalit Struggle

c) To prove the humanity of Dalits and challenge caste prejudices

[Solution Description]

The primary aim of Dr. B.R. Ambedkar's temple entry movement in 1927 was to challenge and expose the deep-rooted caste prejudices within Hindu society. Ambedkar sought to demonstrate that Dalits, like others, were human beings deserving of equal rights and dignity. By leading his Mahar caste followers to use water from the temple tank, he aimed to make society recognize the inhumanity of caste discrimination.

Key Concept: Experience of Untouchability

b) On the veranda outside the classroom

[Solution Description]

According to the syllabus, untouchable students were not allowed inside the classroom and were permitted to sit on the veranda outside the classroom to listen to the lessons. This was done to avoid "polluting" the room where upper-caste boys were taught.

Key Concept: Education and Caste Discrimination, Bombay Presidency

d) They were considered "polluting" and thus barred from entering the classroom.

[Solution Description]

During the early 19th century in the Bombay Presidency, untouchables were not allowed inside classrooms due to the deep-rooted caste prejudice that considered them "polluting." To prevent their presence from "contaminating" the space where upper-caste students studied, they were restricted to sitting on the veranda outside the classroom. This practice highlighted the severe social inequality and discrimination faced by untouchables.

Key Concept: Legal Education, Bar Exam

b) To evaluate a candidate's understanding and application of the law

[Solution Description] The bar exam is designed to test an individual's knowledge of the law and their ability to apply it in practical scenarios. It ensures that candidates have the necessary skills and understanding to practice law ethically and competently.

Key Concept: Education in the U.S.

b) 4 years

[Solution Description] A bachelor's degree program in the U.S. typically takes four years of full-time study to complete.

Key Concept: Self Respect Movement

c) He found caste distinctions in seating arrangements at a nationalist feast.

[Solution Description]

Periyar left the Congress party when he noticed that at a feast organized by nationalists, seating arrangements followed caste distinctions, with lower castes seated at a distance from upper castes. This led him to found the Self Respect Movement.

Key Concept: Non-Brahman movement, Periyar's Self Respect Movement

c) To achieve social equality by freeing untouchables from caste-based religions

[Solution Description]

Periyar’s Self Respect Movement aimed to challenge the social inequalities perpetuated by Brahmanical dominance and religious authorities. He believed that untouchables and lower castes were the true upholders of Tamil and Dravidian culture, which had been subjugated by Brahmans. The movement sought to achieve social equality by encouraging untouchables to free themselves from all religions that upheld caste distinctions.

Key Concept: Self-Respect Movement

c) He was dissatisfied with the caste-based discrimination in the Congress

[Solution Description]

Periyar left the Congress party because he was disgusted by the caste-based seating arrangements at a feast organized by nationalists, where lower castes were made to sit at a distance from the upper castes. This incident made him realize the deep-rooted caste discrimination within the party, leading him to leave and later establish the Self-Respect Movement.

Key Concept: Brahmo Samaj

c) To abolish old practices and adopt new ways of life

[Solution Description]

The Brahmo Sabha, later known as the Brahmo Samaj, was founded by Raja Rammohun Roy with the primary objective of persuading people to give up old social practices and adopt a new way of life. It aimed to remove unjust practices and promote social change.

Key Concept: Brahmo Samaj Leaders

b) Keshub Chunder Sen[Solution Description]Keshub Chunder Sen was one of the main leaders of the Brahmo Samaj. He played a significant role in its development and propagation.

Key Concept: Social Reforms

b) Ending the ban on widow remarriage

[Solution Description]

The Prarthana Samaj actively worked towards ending the ban on widow remarriage, which was a significant step in improving the status of women in society during that period.

Key Concept: Swami Vivekananda

c) Chicago

[Solution Description]

Swami Vivekananda delivered his famous speech at the World Parliament of Religions held in Chicago in 1893. His speech brought global attention to Indian spirituality and Vedanta philosophy.

Key Concept: Assertion-Reason

a) Both Assertion and Reason are true, and Reason is the correct explanation of Assertion.

[Solution Description]

The Assertion states that the sky appears blue during the day, which is true. The Reason explains that the scattering of sunlight by the atmosphere causes the sky to appear blue, which is also true. Moreover, the Reason correctly explains why the sky appears blue, as the shorter wavelengths of light (blue and violet) are scattered more than other colors due to Rayleigh scattering.

Key Concept: Reform Movements

c) The Aligarh Movement

[Solution Description]

The Aligarh Movement, initiated by Sayyid Ahmed Khan, led to the establishment of the Mohammedan Anglo-Oriental College in 1875. This institution later became the Aligarh Muslim University and played a significant role in offering modern education, including Western science, to Muslims.

Key Concept: Women's Rights and Education

b) Both Assertion and Reason are true, but Reason is NOT the correct explanation of Assertion.

[Solution Description]

The assertion states that by the 1880s, Indian women began to enter universities and pursue professions like doctors and teachers. This is true as per the syllabus. The reason given is that women started writing and publishing their critical views on the place of women in society, leading to greater awareness and opportunities for education. While it is true that women began writing and publishing critical views, this was not the primary reason for their entry into universities and professions. The main reason was the efforts of reformers and the establishment of schools and training centers for women. Therefore, both the assertion and reason are true, but the reason does not correctly explain the assertion.