NCERT Solutions for Class 8 Social Science Civics Chapter 6 Confronting Marginalisation

1. List two Fundamental Rights in the Constitution that Dalits can draw upon to insist that they be treated with dignity and as equals. Re-read the Fundamental Rights listed on page 14 to help you answer this question.

Ans: Two Fundamental Rights that Dalits can draw upon to insist that they be treated with dignity and as equals are:

1. Right to Equality: The right to equality states that all people are equal before the law and that no one can be discriminated against because of their caste, religion, or gender. All public places are open to everyone. In terms of employment, the government cannot discriminate against anyone.

2. Right to Freedom: The right to freedom of speech and expression, the right to organise associations, the right to freely move and reside in any area of the country, and the right to practise any profession, occupation, or business are all included in this.

2. Re-read the story on Rathnam as well as the provisions of the 1989 Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act. Now list one reason why you think he used this law to file a complaint.

Ans: In response to the demands of Dalits and other groups, the Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act of 1989 was enacted. The Act demanded that the government take serious measures to protect Dalits and tribal groups from ill-treatment and humiliation in their daily lives. Rathnam refused to participate in a ritual, and the powerful castes were furious. They ordered that he be ostracised by his community. Rathnam's hut was set on fire, and he was forced to flee the village with his mother and other family members, as they continued to be ostracised by the village's dominant castes. As a result, Rathnam used the above rule to register a complaint to protest the powerful castes' dominance and violence in his village. Despite being ostracised by his tribe, Rathnam was supported by the local media, and the ritual was called off.

3. Why do Adivasi activists, including C.K. Janu, believe that Adivasis can also use this 1989 Act to fight against dispossession? Is there anything specific in the provisions of the Act that allows her to believe this?

Ans: Activists from the Adivasi community, notably C.K. Janu believes that Adivasis can utilise the 1989 Act to fight against dispossession because it assures that tribals will not be forcibly removed from their land resources. They clearly said that this Act just reinforces what the tribal people have already been promised in the Constitution: that their property cannot be sold to or purchased by non-tribal persons. In such instances, the indigenous people have the right to reclaim their territory, as guaranteed by the Constitution. Tribes who have already been evicted and are unable to return to their ancestral lands should be compensated. That is, the government must devise plans and laws that will allow them to live and work in other places.

4. The poems and the songs in this Unit allow you to see the range of ways in which individuals and communities express their opinions, their anger, and their sorrow. In class, do the following two exercises:

(a) Bring to class a poem that discusses a social issue. Share this with your classmates. Work in small groups with two or more poems to discuss their meaning as well as what the poet is trying to communicate.

(b )Identify a marginalised community in your locality. Write a poem, or song, or draw a poster, etc to express your feelings as a member of this community.

Ans: 

(a) Students can look for poems from different sources, for example Internet or they can talk to their parents and grandparents for some other sources. Then these poems are to be discussed in groups. 

(b) Identification of marginalised communities has to be done responsibly. Students can talk to their parents and grandparents about this.

Topics Covered in  Class 8 Civics Chapter 6 Confronting Marginalisation

Benefits of NCERT Solutions for Class 8 Civics Chapter 6 Confronting Marginalisation

• Students gain better knowledge of the difficulties affecting marginalised groups in society. The chapter educates students about the value of social justice and equality, ensuring easy access and clear understanding.

• The chapter's real-life examples help students relate to and understand the effects of marginalisation.

• Students improve their critical thinking skills through the study of the barriers to accessing basic rights and services.

• Confronting Marginalisation Class 8 questions and answers help you prepare for examinations by providing clear and concise explanations of the chapter's concepts.

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Conclusion 

Chapter 6 of Class 8 Civics Confronting Marginalisation discusses the difficulties of marginalised people and the importance of dealing with these issues. It focuses on the importance of government policies and social actions in encouraging justice and equality. Confronting Marginalisation Class 8 questions and answers train students on difficulties that limit suitable access to important rights and services. This information helps children realise the importance of an inclusive society in which everyone has equal opportunity. Understanding these concepts is essential for building a society in which all people may succeed and live with respect, making sure no one remains behind.

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