NCERT • Class 7 • Social Science (Exploring Society: India and Beyond)
Chapter 10 — The Constitution of India: An Introduction
Complete solutions: every In-Text activity (Let’s Remember, Let’s Explore, Don’t Miss Out) and all Exercise questions, explained in detail.
📘 In-Text QuestionsLet’s Remember • Let’s Explore • Don’t Miss Out
📝 Exercise QuestionsQuestions and Activities (Q1–Q7 + Crossword)
Part 1 — In-Text Questions & Activities
Solutions to every boxed activity inside the chapter (pages 210–226)1
LET’S REMEMBER (Page 210): Recall the meaning of the word ‘constitution’. In small groups of three, list all the questions that come to your mind about a country’s constitution.
Answer
Meaning (from Grade 6): A constitution is a document that lays down the basic principles and laws of a nation — how the country will be governed, what powers the government has, and what rights and duties the citizens have.
Questions that come to our mind about a country’s constitution:
- Who writes it? Who decides what goes into the constitution of a country?
- How is it written? Is it made by one person, or discussed and debated by many representatives?
- Why do we need it at all? What would happen to a country if it had no constitution?
- What does it contain? Does it list our rights? Does it also list our duties?
- Who must obey it? Do ordinary citizens, ministers, judges and the President all have to follow it?
- Can it be changed? If times change, can the constitution be changed — and who has the power to change it?
- What happens if someone breaks it? Who protects the constitution and punishes violations?
- Is it the same for every country? Why is India’s constitution the world’s longest written one?
- Where is it kept? How is the original copy preserved?
The chapter itself answers many of these — the Constitution of India was written by the Constituent Assembly, it came into effect on 26 January 1950, it can be changed through amendments, and the original copy is preserved in a helium-filled glass case in Parliament.
2
LET’S EXPLORE (Pages 211–212): The kabaddi match — Discuss what might have happened if there was no official rulebook that the referee and the team captains could refer to. What is required to ensure everyone agrees to abide by the rulebook? What might happen if the team captains did not agree to refer to the rulebook at all?
Answer — worked out step by step
Step 1 — If there was no official rulebook: There would be no accepted way to decide who was right. Both captains would keep insisting that their own player was correct. The referee’s word could be challenged, the dispute might turn into a quarrel or even a fight, the match could be stopped or abandoned, and the trophy could not be awarded fairly. The stronger or louder team — not the correct team — would win the argument.
Step 2 — What is required so that everyone agrees to abide by the rulebook?
- The rules must be written down in advance, before the match begins — not invented during the dispute.
- The rules must be made together, by consensus, so that both teams accept them as fair.
- The rules must be the same for everyone (no special rule for the champion team).
- There must be a neutral, respected authority (the referee) to read and apply the rules.
- Everyone must trust and respect that authority and agree to accept its decision even when it goes against them.
Step 3 — If the captains refused to refer to the rulebook at all: The game would break down completely. Decisions would be made by force, anger or favouritism instead of by fairness. The tournament would lose all meaning, players would lose trust, and nobody would want to play again. The same is true of a country — if leaders refuse to follow the Constitution, the country would be run by power rather than by justice.
Conclusion: Just as a game needs a rulebook, a country needs a constitution. Our Constitution is something like a rulebook for the country.
3
LET’S EXPLORE (Page 212): Think of a game that you play often and list the rules you follow. What challenges do you face in reaching a consensus on rules that everyone agrees with? What could be the ‘rulebook’ for a country? How would it be made?
Answer
(a) A game we play often — Cricket (sample list of rules):
- Each team has 11 players; a toss decides who bats first.
- An over has 6 legal balls; a no-ball or wide is bowled again and gives an extra run.
- A batter is out if bowled, caught, run out, stumped or LBW.
- The umpire’s decision is final; players must not argue with the umpire.
- The team with more runs at the end wins.
(b) Challenges faced in reaching a consensus on rules:
- Different groups play the same game with different local rules — each group thinks its own version is correct.
- Some rules give an advantage to a particular player or team, so others object.
- Strong or popular players may try to impose their rules on the rest.
- Everyone has to give up something — this needs willingness to compromise and to respect the other’s viewpoint.
- Deciding who will act as the referee and who will settle future disputes.
This is exactly the difficulty the makers of our Constitution faced in a large, diverse country — which is why Dr. Rajendra Prasad said that democracy needs “willingness to respect the viewpoint of others, capacity for compromise and accommodation.”
(c) The ‘rulebook’ for a country: The rulebook of a country is its Constitution.
(d) How it would be made: By a body of representatives chosen by the people from every region, religion, profession and social group. They discuss and debate each provision, take useful ideas from the country’s own heritage, from its freedom struggle and from other countries’ constitutions, reach a consensus, and finally adopt the document. In India this body was the Constituent Assembly (formed 1946), which debated for almost three years and adopted the Constitution on 26 November 1949.
4
DON’T MISS OUT (Page 212): The Constitution of India has 25 Parts and 12 Schedules. When it came into effect, it had 22 Parts and 8 Schedules. Can you guess why they have increased since 1950?
Answer
The numbers have increased because the Constitution is a living document. It is not frozen in 1950 — it grows with the needs of the country. New Parts and Schedules were added through amendments whenever society, politics or governance demanded something new.
Step 1 — Simple counting of what changed:
Parts: \(22 \rightarrow 25\), so \(25 – 22 = \mathbf{3}\) new Parts were added.
Schedules: \(8 \rightarrow 12\), so \(12 – 8 = \mathbf{4}\) new Schedules were added.
Schedules: \(8 \rightarrow 12\), so \(12 – 8 = \mathbf{4}\) new Schedules were added.
Step 2 — Why they were added:
- New responsibilities for citizens: ‘Part IV-A — Fundamental Duties’ was added in 1976 (42nd Amendment).
- New tiers of government: The Panchayati Raj system (rural local government) and Municipalities (urban local government) were added in 1992–93 through the 73rd and 74th Amendment Acts.
- New protections: Schedules were added to protect languages, to protect tribal and scheduled areas, and to prevent defection by elected members.
- Changing needs: As India grew, subjects such as education, environment and technology needed clearer rules.
Conclusion: The increase shows that our Constitution makers deliberately created a document that could be improved as per the country’s needs, while making sure that every change is rigorously debated in Parliament before it is accepted.
5
In-text: What does a constitution lay out? (What Is a Constitution? — Page 211 & the chart on Page 213)
Answer
A constitution is a document that spells out a nation’s basic principles and laws. It lays out:
- The framework of the three organs of government — legislature, executive and judiciary — and their roles and responsibilities;
- Checks and balances among the three organs, to ensure fairness, responsibility and accountability;
- The rights and duties of citizens;
- An outline of the long-term goals and aspirations of the nation (values such as equality, justice, fraternity, pluralism and freedom).
The chart below shows the important things that most constitutions contain.
6
LET’S EXPLORE (Page 215): In small groups, try to find out the names of people from your region who may have participated in the making of the Constitution. What sources can you use to gather this information?
Answer
Sources you can use:
- Books on the freedom movement and on the Constituent Assembly in your school or local library.
- Your teachers, parents, grandparents and elders in the neighbourhood, who often remember local leaders.
- The official Parliament website: https://sansad.in/ls/about/constituent-assembly (it gives the full list of members).
- Your State’s Legislative Assembly website, district gazetteers, and local museums or memorials.
- Newspapers of 26 January / 26 November, which often carry articles on Assembly members.
Sample answer (for a student in Madhya Pradesh): Members of the Constituent Assembly from the Central Provinces & Berar / Madhya Bharat region included leaders such as Dr. Hari Singh Gour, Seth Govind Das, Pt. Ravi Shankar Shukla and Thakur Chhedilal. Students from other States should list the members from their own State in the same way.
How to present it: Make a small chart with three columns — Name of the member • Region/Province represented • One contribution or idea they argued for in the Assembly — and display it in class.
7
In-text: How was our Constitution developed? (Page 214) — Summarise the making of the Constitution with dates.
Answer — a step-by-step timeline
Step 1 (1946): A Constituent Assembly was formed to answer questions such as what type of government India should have, who should have the right to vote, and how disputes should be settled. It initially had 389 members — later reduced to 299 after the Partition of India — of whom 15 were women. Members represented India’s diverse regions, professions and social groups.
Step 2 (9 December 1946): The Constituent Assembly was formally constituted. Its members were elected by the legislative assemblies of the provinces, whose own members had in turn been elected by the people. Dr. Rajendra Prasad was the Chairman (President) of the Constituent Assembly. Dr. Sachidananda Sinha presided at the very start of the process.
Step 3 (Drafting): The initial text was prepared by a Drafting Committee chaired by Dr. B.R. Ambedkar, an eminent social reformer and independent India’s first Law and Justice Minister.
Step 4 (26 November 1949): After debates lasting almost three years, the drafting work was completed and the Constitution of India was adopted.
Step 5 (26 January 1950): The Constitution came into effect. That is why we celebrate this day every year as Republic Day.
| Key fact | Detail |
|---|---|
| Body that wrote it | The Constituent Assembly |
| Formed on | 9 December 1946 |
| Members | 389 initially → 299 after Partition (15 women) |
| Chairman of the Assembly | Dr. Rajendra Prasad |
| Chairman of the Drafting Committee | Dr. B.R. Ambedkar |
| Adopted on | 26 November 1949 |
| Came into effect on | 26 January 1950 (Republic Day) |
| Size today | 25 Parts, 12 Schedules — world’s largest written constitution |
8
LET’S REMEMBER (Pages 216–217): What ideas from India’s civilisational heritage and from earlier systems of governance found a place in the Constitution?
Answer
(a) From India’s culture and civilisational heritage:
- Acceptance of the idea that people can have different points of view → reflected in freedom of thought, expression, belief, faith and worship, and in secularism.
- Nature as sacred → reflected in the Fundamental Duty to protect forests, lakes, rivers and wildlife and to have compassion for living creatures (and Article 48-A).
- The pursuit of learning and knowledge → reflected in the Right to Education (Article 21-A) and in the duty of parents to provide education to their children.
- Respect for women → reflected in equality of status and opportunity for all, regardless of gender.
- Vasudhaiva kutumbakam (“the world is one family”) and sarve bhavantu sukhinah (well-being of all creatures) → reflected in fraternity, in the welfare goals of the Directive Principles, and in India’s outlook on the world.
- The idea of India as one country with an underlying unity that embraces diversity → embedded throughout the Constitution.
(b) From earlier Indian systems of governance: the janapadas, the sanghas, rulers and their councils, Kauṭilya’s concept of saptānga and the idea of rājadharma all placed a great emphasis on the duties and role of the people in governance. It was therefore quite natural that the Constitution makers included ‘Fundamental Duties’ in our Constitution.
These are the actual illustrations drawn inside the original Constitution by Nandalal Bose and his team, while Prem Behari Narain Raizada wrote the entire text by hand in beautiful calligraphy. Our Constitution is not only a legal document — it is also a work of art.
9
In-text (Page 217): What did the Constitution makers learn from across the world?
Answer
In the Indian tradition of ā no bhadrāh kratavo yantu viśhwatah — “Let noble thoughts come to me from every side” — the makers studied the constitutions of France, the USA, the UK, Ireland, Australia and other democratic countries, to see what would be useful in the Indian context.
| Country | Idea borrowed / adapted |
|---|---|
| France | The ideals of ‘Liberty, Equality, Fraternity’ (enshrined from the French Revolution of 1789) |
| Ireland | The idea of the Directive Principles of State Policy (DPSP) |
| USA | The concept of an independent judiciary |
| UK, Australia and others | Useful practices of a democratic, parliamentary system |
Important: these ideas were not simply copied — they were adapted to suit India’s own context, heritage and needs.
10
DON’T MISS OUT (Page 221): How are the Directive Principles of State Policy (DPSP) different from Fundamental Rights?
Answer
| Basis | Fundamental Rights | Directive Principles of State Policy |
|---|---|---|
| What they are | Promises that must be kept — rights that can be demanded immediately | Goals that the government should try to achieve over time |
| Can you go to court? | Yes. If someone treats you unfairly because of who you are, you can go to court and the judge can help you | No. If the government does not make efforts to follow them, one cannot go to a judge and complain |
| Nature | Strict, enforceable rules | More like guidelines than strict rules |
| Examples | Right to Equality (Art. 14), Right to Freedom (Art. 21), Right against Exploitation, Right to Education (Art. 21-A) | Art. 38 (social, political and economic justice), Art. 41 (welfare government), Art. 47 (nutrition and public health), Art. 48-A (environment), Art. 49 (monuments) |
Why was this system created on purpose? The framers wanted some rights that could be demanded immediately (Fundamental Rights) and some bigger goals (Directive Principles) that might take time to achieve as the country progressed and became richer and stronger.
11
LET’S EXPLORE (Page 221): Read the quotation by Begum Aizaz Rasul. Which article of the Constitution do you think she was referring to? Why do you think she said that the equality of women was not a new concept for India?
Sir, the women of India are happy to step into their rightful heritage of complete equality with men in all spheres of life and activity… This is no new concept postulated for the purposes of this Constitution, but is an ideal that has long been cherished by India, though social conditions for some time had tragically debased it in practice…
— Begum Aizaz Rasul, 22 November 1949, Constituent Assembly debates
Answer
(a) Which article was she referring to? She was referring to the Right to Equality — Article 14 (equality before law), which guarantees that all persons, women and men alike, are equal before the law and get equal protection of the laws. Her words about equality “in all spheres of life and activity” also point to the Preamble’s promise of EQUALITY of status and of opportunity (and to the related articles forbidding discrimination on grounds of sex).
(b) Why did she say the equality of women was not a new concept for India?
- Because respect for women is one of the fundamental principles embedded in India’s culture and civilisational heritage — it is an ideal India has “long cherished”.
- Indian tradition has honoured women as scholars, thinkers, poets, rulers and warriors; women took part in learning and in public life.
- Women were active leaders in the freedom struggle, and 15 women were members of the Constituent Assembly itself.
- However, over time, social conditions had “tragically debased” this ideal in practice — that is, later customs pushed women behind. So the Constitution was not inventing equality; it was restoring and affirming an old ideal and giving it the force of law.
This is also why India gave universal adult franchise — the vote to every adult woman and man — from the very first election, without any struggle for women’s suffrage such as many Western countries had to go through.
12
LET’S EXPLORE (Page 223): (i) The national flag case of 2004; (ii) the Panchayati Raj system and the 73rd Amendment; (iii) Can you find out the amendments made to the Constitution in the past ten years?
Answer
(i) The national flag (2004): Earlier, ordinary people were not allowed to fly the national flag at their homes. A citizen felt that expressing pride in his country was his right and challenged the rule in court. The Supreme Court agreed, holding that flying the flag is part of the Fundamental Right to Freedom of Expression. Today we can fly the tricolour with pride — remembering always that it must never be dishonoured.
What it teaches: the Constitution can grow through judicial interpretation, and an ordinary citizen can set that change in motion.
What it teaches: the Constitution can grow through judicial interpretation, and an ordinary citizen can set that change in motion.
(ii) Panchayati Raj: The Panchayati Raj system was not part of the original Constitution. It was added in 1992 through the 73rd Constitutional Amendment Act, creating the third (local) tier of government and giving villages a real share in decision-making.
What it teaches: the Constitution can grow through amendment by Parliament.
What it teaches: the Constitution can grow through amendment by Parliament.
(iii) Amendments in the past ten years (examples to find and note):
- 101st Amendment (2016) — introduced the Goods and Services Tax (GST).
- 102nd Amendment (2018) — gave constitutional status to the National Commission for Backward Classes.
- 103rd Amendment (2019) — reservation for the Economically Weaker Sections (EWS).
- 104th Amendment (2020) — extended reservation of seats for SCs and STs in legislatures and ended Anglo-Indian nominated seats.
- 105th Amendment (2021) — restored the power of States to identify their own socially and educationally backward classes.
- 106th Amendment (2023) — Nari Shakti Vandan Adhiniyam: reservation of one-third of seats for women in the Lok Sabha and State Assemblies.
Big idea: Any change (‘amendment’) is rigorously debated in Parliament before it is accepted; some also require debate in the State legislative assemblies; opinions are often sought from the general public; and some changes begin with popular movements. That is what makes the Constitution a living document.
13
LET’S EXPLORE (Page 226): Read the features given in the Preamble and write down examples of how these values are applied in daily life around you. (Two have been done for you.)
Answer — completed table
| Features of the Preamble | How we see them in our daily lives |
|---|---|
| Sovereign | Our own elected government makes all decisions for India — for example, it decides our school syllabus, our taxes, our foreign policy and our borders. No outside country can dictate what laws India should have. |
| Secular (given) | A person does not have to take permission from the State to practise the rituals of their religion, if the practice does not interfere with anyone else’s day-to-day life. Festivals of all religions are celebrated in our school and neighbourhood. |
| Republic | Our President and other leaders are elected, not born into the post. The children of a minister do not automatically become ministers. Any citizen — from any family — can grow up to be President or Prime Minister. |
| Justice (given) | The State provides equal opportunity to all in jobs, regardless of gender, caste, religion, etc. Free mid-day meals, scholarships and free education help the less advantaged. |
| Liberty | We can freely think, speak and write what we believe — express an opinion in class, write a letter to a newspaper, choose our own dress, food, friends, religion and career, as long as we do not harm others. |
| Equality | All students sit in the same classroom and take the same exam; everyone stands in the same queue at the ration shop or the bank; one person, one vote — a rich person’s vote counts exactly the same as a poor person’s. All are equal before the law. |
| Fraternity | We help our neighbours during floods or festivals; we treat classmates of every caste, religion and region as members of one family; nobody is treated as inferior; we all drink from the same water cooler and eat together. |
Part 2 — Exercise: Questions and Activities
Page 227–228 • Q1 to Q7 (with the complete crossword solution)Q1
“The Constituent Assembly had representatives from diverse backgrounds in India.” Why do you think it was important to have a diverse set of representatives from all over India?
Answer
India is a large, culturally diverse and complex country. Its people differ in language, religion, caste, region, occupation and way of life. A Constitution written by only one kind of person would have served only that kind of person. Diversity in the Constituent Assembly was important for the following reasons:
- Every voice was heard. The 299 members represented India’s diverse regions, professions and social groups — and 15 of them were women. So the problems of farmers, workers, women, tribal communities, minorities and the less advantaged could all be raised.
- It made the Constitution acceptable to all. A rulebook is obeyed only when everyone feels it is their rulebook. Because all groups took part in making it, all groups accepted it.
- It protected ‘unity in diversity’. Diverse members ensured that the document respected India’s many languages, faiths and customs while keeping India one country.
- It produced better solutions. Different experiences and points of view led to rich debate, compromise and accommodation — exactly what Dr. Rajendra Prasad said democracy needs — and therefore to wiser provisions.
- It made the document democratic in spirit. The members were elected by the provincial legislatures, whose members had been elected by the people. So the Constitution truly begins with the words “WE, THE PEOPLE OF INDIA”, and was not handed down by a king or an outside power.
Q2
Read the statements below carefully and identify which key features / values in the Constitution of India are reflected in each statement.
Answer
| Statement | Feature / Value reflected | Explanation |
|---|---|---|
| (a) Sheena, Rajat and Harsh are standing in a line, excited to cast their first vote in the general elections. | Universal Adult Franchise — Democracy / Republic (Right to vote & Equality) | Every citizen who turns 18 gets one vote, whatever their caste, religion, gender or wealth. The electoral system has been laid down so that every eligible citizen is enabled to vote, and the people thus choose their own rulers — the essence of a democratic republic. |
| (b) Radha, Imon and Harpreet study in the same class in the same school. | Equality (Right to Equality, Art. 14) and Secularism / Fraternity | Children of different religions, regions and communities sit together as equals. There is no discrimination on grounds of religion, race, caste, sex or place of birth — and they grow up feeling like members of one family. |
| (c) Parents must make arrangements to ensure their children’s education. | Fundamental Duty (f) — along with the Right to Education (Art. 21-A) | It is a Fundamental Duty of a parent or guardian to provide opportunities for education to his or her child or ward between the ages of six and fourteen years. It matches the child’s Fundamental Right to free and compulsory education. |
| (d) People of all castes, genders and religions can use the village well. | Justice and Equality (also Right against Exploitation / abolition of untouchability) | No one can be discriminated against on grounds of caste, religion or gender. Public places, wells, tanks and roads are open to all citizens equally — social inequalities have to be ended. |
Q3
It is said that ‘All citizens in India are equal before the law’. Do you think this is a fact? If yes, why? If not, why not? Formulate your arguments.
Answer — arguments on both sides, then a conclusion
Step 1 — Yes, it is a fact in law (in principle):
- Article 14 of the Constitution guarantees equality before law — the law treats every citizen the same, and no one is above the law.
- The Preamble promises EQUALITY of status and of opportunity and JUSTICE — social, economic and political.
- The same courts, the same laws and the same punishments apply to a minister, a rich businessman, a film star and a poor farmer. Even the President and the Prime Minister take an oath to uphold the Constitution.
- Every adult has exactly one vote, of exactly the same value.
- An independent judiciary protects this equality — if anyone treats you unfairly because of who you are, you can go to court and the judge can help you.
Step 2 — But in practice it is not yet fully achieved:
- Poor people often cannot afford good lawyers or long court cases, so getting justice can be slower and harder for them.
- Many people are not aware of their rights, so they cannot claim them.
- Old social attitudes — casteism, discrimination against women, prejudice — still exist in some places, even though they are illegal.
- Powerful and influential people sometimes manage to delay or escape the process.
Step 3 — Conclusion: Equality before the law is a fact in the eyes of the Constitution and the courts, and it is the goal we are all committed to. But in day-to-day social reality it is still an ideal that we are working towards. The Constitution gives us the tools — Fundamental Rights, free legal aid, the Directive Principles, an independent judiciary — and it is the duty of citizens, courts and government together to make it fully true.
Q4
You have learnt that ‘India is the only country that provided universal adult franchise to its citizens from the beginning.’ Can you explain why India did it?
Answer
Universal adult franchise means that every adult citizen — man or woman, rich or poor, of any caste, religion, region or level of education — has the right to vote. In many countries this right was won only after long struggles (women in several Western countries got the vote decades after men). India granted it to everyone, right from its very first election. Why?
- The freedom struggle demanded it. The movement for independence was fought by all Indians together — peasants, workers, women, students, people of every caste and faith. It would have been unjust to deny the vote to any of them once freedom was won.
- The ideals of the freedom movement were equality, justice, freedom and fraternity. These were enshrined in the Constitution; denying the vote to some people would have destroyed those very ideals.
- Our civilisational heritage supported it. Indian tradition emphasised the duties and role of the people in governance (janapadas, sanghas, councils, rājadharma), respect for women, and acceptance of different points of view. Equality of women, as Begum Aizaz Rasul said, was “no new concept” for India.
- “WE, THE PEOPLE OF INDIA” — the Constitution was enacted by the people themselves. A government that draws its authority from the people must be chosen by all the people.
- To make democracy real, not merely formal. If only the wealthy or the educated could vote, the government would work only for them. Universal franchise forces leaders to be accountable to every citizen, especially the less advantaged.
- To hold a diverse country together. Giving every group a voice in choosing the government was the surest way to make all communities feel that India is their country.
This was a bold decision: at the time, India was poor and largely illiterate, and many observers doubted it would work. India trusted its people — and that trust is one reason our democracy has survived and grown.
Q5
How did the freedom struggle inspire the making of the Constitution of India? How did India’s civilisational heritage inspire some of the key features in the Constitution of India? Explain.
Answer — Part A: Influence of the Indian Freedom Movement
The Constitution was the cornerstone for an independent India, and many key ideals and values of the freedom struggle were enshrined in it. A number of leaders of the freedom movement were themselves members of the Constituent Assembly, and so carried their experience and ideas straight from the struggle into the Constitution.
- Values inherited from the struggle: equality of all, justice for all, freedom, fraternity, preservation of India’s cultural heritage, and the idea of using the Constitution itself as a tool for achieving these ideals.
- The ‘how’ and ‘what’ questions answered by that experience:
- How do we make sure that every adult citizen has a right to vote? → Universal adult franchise.
- How do we ensure that the powers of the executive, legislature and judiciary are kept separate? → Separation of powers with checks and balances.
- How do we guarantee that every individual’s fundamental rights are respected? → Part III, Fundamental Rights, enforceable in court.
- What should be the process to amend the Constitution? → Rigorous debate in Parliament (and sometimes State assemblies).
- What should be the relationship between the Central and State governments? → A clear division of powers and responsibilities.
Answer — Part B: Influence of India’s civilisational heritage
| Idea from our heritage | Key feature it inspired in the Constitution |
|---|---|
| Emphasis on the duties and role of the people in governance (janapadas, sanghas, rulers and their councils, Kauṭilya’s saptānga, rājadharma) | Fundamental Duties (Part IV-A) |
| Acceptance that people can hold different points of view | Secularism; freedom of thought, expression, belief, faith and worship |
| Nature as sacred | Duty to protect forests, lakes, rivers and wildlife and to show compassion to living creatures; Art. 48-A (environment and wildlife protection) |
| Pursuit of learning and knowledge (gurukulas, Nālandā) | Right to Education (Art. 21-A); duty of parents to educate their children |
| Respect for women | Equality of status and opportunity; no discrimination on grounds of sex |
| Vasudhaiva kutumbakam (“the world is one family”) and sarve bhavantu sukhinah | Fraternity; welfare goals of the Directive Principles; India’s peaceful outlook to the world |
| Unity in diversity — India as one country | The idea of one nation with one citizenship, embedded throughout the Constitution |
| Openness — ā no bhadrāh kratavo yantu viśhwatah (“let noble thoughts come from every side”) | Ideas adapted from France (liberty, equality, fraternity), Ireland (DPSP) and the USA (independent judiciary) |
Conclusion: The freedom struggle, the civilisational heritage of India, and good practices from other democracies together served as the three building blocks of the Constitution of India.
Q6
Do you think we, as a society, have achieved all the ideals of the Constitution? If not, what can we each do as citizens to move our country closer to these ideals?
Answer
Have we achieved them all? Not completely — but we have travelled a long way.
What we have achieved: we hold regular free elections with universal adult franchise; the Constitution protects our Fundamental Rights and an independent judiciary enforces them; untouchability is illegal; education up to 14 years is a right; women and men vote equally; there is a three-tier government right down to the village panchayat.
What is still not fully achieved: poverty and inequality remain; discrimination on grounds of caste, gender or religion still happens in some places; not everyone has a good standard of living, good nutrition or good health care (the goals of the Directive Principles); the environment is under pressure; and many people still do not know or exercise their rights and duties.
What each of us can do as citizens
- Learn the Constitution — know your Fundamental Rights and, equally, your Fundamental Duties.
- Practise equality and fraternity in daily life — never treat a classmate, worker or neighbour as inferior because of caste, gender, religion, language or wealth.
- Vote when you turn 18, and vote thoughtfully; encourage elders in the family to vote too.
- Respect the law — obey traffic rules, pay fares and taxes honestly, do not litter, do not offer or take bribes.
- Protect the environment — plant trees, save water and electricity, avoid plastic, be kind to animals (Fundamental Duty ‘d’).
- Respect national symbols — the Constitution, the National Flag and the National Anthem (Fundamental Duty ‘a’).
- Preserve our composite culture and heritage — protect monuments; celebrate all festivals together (Duty ‘c’).
- Help the less advantaged — share books, teach a younger child, volunteer for community work.
- Speak up against injustice and use lawful means — complaints, RTI, public feedback on draft laws (as seen in Fig. 10.15) — rather than force.
- Strive for excellence in whatever we do, so that the nation rises to higher levels of endeavour and achievement (Duty ‘e’).
As Dr. Rajendra Prasad said, the successful working of democratic institutions requires “willingness to respect the viewpoint of others, capacity for compromise and accommodation” — and, above all, hard work and moral regeneration by every citizen.
Q7
Read the clues carefully and solve the crossword to uncover important concepts from the Indian Constitution.
Answer — complete solution
ACROSS
| No. | Clue | Answer & why |
|---|---|---|
| 2 | The branch of government that makes laws. | LEGISLATURE — one of the three organs of government; the legislature makes the laws (the executive implements them, the judiciary interprets them). |
| 7 | The part of the Constitution that outlines the duties of citizens towards the country. | FUNDAMENTAL DUTIES — Part IV-A, added in 1976; e.g. to abide by the Constitution, respect the National Flag and Anthem, protect the environment, preserve our composite culture. |
| 8 | The highest court in India that protects the Constitution. | SUPREME COURT — the apex of the judiciary; it decided, for example, that flying the national flag is part of the Right to Freedom of Expression (2004). |
| 9 | A system where the head of state is elected, not hereditary. | REPUBLIC — in India the head of the State (the President) is an elected person, not a king or queen who inherits the post. |
| 10 | The process by which the Constitution can be changed over time. | AMENDMENT — a change to the Constitution, rigorously debated in Parliament before it is accepted. This is what makes the Constitution a living document. |
DOWN
| No. | Clue | Answer & why |
|---|---|---|
| 1 | The group of people who wrote the Indian Constitution. | CONSTITUENT ASSEMBLY — formed in 1946 (389 members, later 299, including 15 women); it debated for almost three years and adopted the Constitution on 26 November 1949. |
| 3 | The statement at the beginning of the Constitution that tells us the values it upholds. | PREAMBLE — it declares India to be a SOVEREIGN, SOCIALIST, SECULAR, DEMOCRATIC REPUBLIC securing Justice, Liberty, Equality and Fraternity to all citizens. |
| 4 | The document that lays out the rules and laws of a country. | CONSTITUTION — the ‘rulebook’ of the country. |
| 5 | The gas used to preserve the original Constitution safely. | HELIUM — it does not react with paper or ink, so it helps preserve the Constitution over time; the original is kept in a helium-filled glass case in Parliament. |
| 6 | Basic rights given to every citizen, like freedom and equality. | FUNDAMENTAL RIGHTS — Part III; e.g. Right to Equality (Art. 14), Right to Freedom (Art. 21), Right against Exploitation, Right to Education (Art. 21-A). These are promises that must be kept and can be enforced in court. |
Quick answer key: Across — 2. Legislature • 7. Fundamental Duties • 8. Supreme Court • 9. Republic • 10. Amendment | Down — 1. Constituent Assembly • 3. Preamble • 4. Constitution • 5. Helium • 6. Fundamental Rights
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Before we move on … (Page 226) — Quick revision of the whole chapter
Key points to remember
- The Constitution of India is a guiding book or ‘rulebook’ which protects the rights of all citizens. Citizens are also expected to follow the Fundamental Duties.
- The rich civilisational heritage of India, the freedom struggle, and good practices from the constitutions of other countries served as the building blocks of the Indian Constitution.
- Its key features define the social, economic and political structure of the country and its parliamentary form of government.
- It is a living document that can be improved as per the country’s needs — through amendments that are rigorously debated.
- Adopted on 26 November 1949; came into effect on 26 January 1950 — celebrated as Republic Day.