Here are some of the guiding values of the Constitution and their meaning. Rewrite them by matching them correctly.

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Chapter 2

NCERT

Class 9

Political Science

Solutions

6. Here are some of the guiding values of the Constitution and their meaning. Rewrite them by matching them correctly.

Question:

Here are some of the guiding values of the Constitution and their meaning. Rewrite them by matching them correctly.

Column I		Column II
a	Sovereign	(i)	Government will not favour any religion.
b	Republic	(ii)	People have the supreme right to make decisions.
c	Fraternity	(iii)	Head of the state is an elected person.
d	Secular	(iv)	People should live like brothers and sisters.

‍

a-iii; b-ii ; c-iv ; d-i
a-i ; b-iii; c-iv ; d-ii
a-ii ; b-iii; c-iv ; d-i
a-ii; b-iv; c-iii; d-i
None of these

Answer:

Ans. None of the above options is right since the correct order is (a) (ii), (b) (iii), (c) (iv), (d) (i).

(a) Sovereign (ii) People have the supreme right to make decisions.

(b) Republic (iii) The head of the state is an elected person.

(c) Fraternity (iv) People should live like brothers and sisters.

(d) Secular (i) Government will not favour any religion.

More NCERT Questions

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(All Q's of this Chapter solved)

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Read the following statements about a constitution. Give reasons why each of these is true or not true.

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Read the following extract from a conduct book for ‘married women’, published in 1912. ‘God has made the female species delicate and fragile both physically and emotionally, pitiably incapable of self-defense.

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Here are different opinions about what made India a democracy. How much importance would you give to each of these factors?

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Read again the extracts from Nehru’s speech ‘Tryst with Destiny’ and answer the following:

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Match the following leaders with their roles in the making of the Constitution:

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Which of these is a provision that a democratic constitution does not have?

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Which of these was the most salient underlying conflict in the making of a democratic constitution in South Africa?

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Here are some false statements. Identify the mistake in each case and rewrite these correctly based on what you have read in this chapter. (i) Leaders of the freedom movement had an open mind about whether the country should be democratic or not after independence.

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Compare the Preambles to the constitutions of the United States of America, India and South Africa. (i) Make a list of ideas that are common to all three.

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Read the three quotations above carefully. (i) Can you identify one idea that is common to all these three?

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Read the information about all the makers of the Indian Constitution given in the side columns here. You don’t need to memorise this information. Just give examples from these to support the following statements:

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Find out more about any member of the Constituent Assembly from your state or region who is not mentioned here. Collect a photograph or sketch of that leader.

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Speak to your grandparents or some other elders in your locality. Ask them if they have any memory of partition or independence or the making of the constitution. What were their fears and hopes about the country at that time?

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This is not fair! What was the point in having a Constituent Assembly in India if all the basics were already decided?

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Approach a club or cooperative society or union or political party in your locality. Get a copy of their rule book (it is often called Rules of Association) and read it. Are these rules in accordance with the principles of democracy?

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Does the story of the South African struggle for freedom remind you of the Indian national movement? Make a list of similarities and dissimilarities between the two on the following points: (i) Nature of colonialism

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This image captures the spirit of South Africa today. South Africans call themselves a ‘rainbow nation’. Can you guess why?

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What would have happened in South Africa if the black majority had decided to take revenge on the whites for all their oppression and exploitation?

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Make a poster on the life and struggle of Nelson Mandela. If available, read some portions of his autobiography, The Long Walk to Freedom, in the classroom.

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