3.8. Exercises

1. Why do you think our national movement supported the idea that all adults have a right to vote?

This question asks students to consider the historical context of the national movement for independence in India. A key principle of democracy is that all adults should have a voice in governance, which was a significant demand during the struggle against colonial rule. The national movement supported universal adult franchise as it aimed to ensure that every citizen could participate in the democratic process, reflecting the principles of equality and freedom.

Think of it like a team project in school where everyone gets a vote on each decision. If only certain students were allowed to vote, it would be unfair to others who are also part of the team. The national movement saw India as a team where every citizen, regardless of their background, should contribute to decisions affecting their lives.

2. In this 2004 map of Parliamentary constituencies alongside, roughly identify the constituencies in your State. What is the name of the MP from your constituency? How many MPs does your state have? Why are certain constituencies coloured green while others are coloured blue?

This exercise encourages students to engage with geographical and political information. A constituency is a geographical area represented by an elected Member of Parliament (MP). By identifying constituencies, students learn about the political representation in their state. The colors on the map likely indicate different political parties or voting patterns, fostering discussions on electoral dynamics.

Imagine your state is like a large pizza divided into slices. Each slice represents a constituency and is managed by an MP just like a slice of pizza has its own topping style. The colors in the map show which flavor (political party) is popular in which slice. Knowing your constituency helps you connect with local governance.

3. You have read in Chapter 1 that the ‘Parliamentary form of government’ that exists in India has three tiers. This includes the Parliament (central government) and the various State Legislatures (state governments). Fill in the following table with information on the various representatives from your area: State Government Central Government Which political party/parties is/are currently in power? Who (name) is the current representative from your area? Which political parties currently form the Opposition? When were elections last held? When will the next elections be held? How many women representatives are there (from your state)?

This exercise focuses on obtaining knowledge about the local political structure. It encourages students to familiarize themselves with their political representatives at both the state and central government levels. Understanding the current political party in power and the composition of representatives, including information about women representatives, provides insight into the inclusiveness of the political system.

If your state government and central government were a school administration, this exercise would be like knowing who your principal is, who the teachers are, and how many of them are women. Just as you would want to know who to approach with issues in school, knowing your representatives helps you understand who is responsible for making laws that affect you.

4. Re-read the storyboard on how a new law on domestic violence got passed. Describe in your own words the different ways in which women’s groups worked to make this happen.

This question encourages students to recap the storyboard that details the grassroots work of activist women’s groups in lobbying for the Protection of Women from Domestic Violence Act. Students should describe how these groups advocated for legal changes, organized communities, and worked with lawmakers to highlight the necessity of laws protecting women's rights.

Think of this process like a bake sale to raise money for a school event. Initially, a group of students recognizes the need for a bake sale. They plan, spread the word, collect ideas about what to sell, and finally, present their case to the school authority to get permission. Similarly, women’s groups navigated through discussions and petitions, raising awareness and seeking lawmaker support to get the Domestic Violence Act passed.

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