Chapter 5: State and Society up to 1000 CE Worksheet

Worksheet – Chapter 5: State and Society up to 1000 CE

Section A: Competency-Based MCQs

1.Which sequence correctly shows the evolution of political organisation in ancient India?

A. Janapada → Family → Kingdom → Empire

B. Family → Village → Clan → Empire

C. Family → Jana → Janapada → Mahajanapada

D. Empire → Mahajanapada → Janapada → Jana

2.A society mainly differs from a state because a society is primarily based on

A. military power

B. written constitution

C. customs and traditions

D. taxation

3.Which Veda is considered the oldest literary source of ancient Indian history?

A. Sama Veda

B. Atharva Veda

C. Yajur Veda

D. Rig Veda

4.A student wants to study ancient Indian music. Which Veda should the student study first?

A. Sama Veda

B. Atharva Veda

C. Rig Veda

D. Yajur Veda

5.The Upanishads mainly deal with

A. military training

B. philosophical knowledge

C. agricultural techniques

D. trade regulations

6.Which political institution represented a large public assembly during the Vedic Period?

A. Sabha

B. Samiti

C. Grama

D. Durga

7.The main function of the Sabha was to

A. supervise trade

B. collect taxes

C. advise the king and settle disputes

D. maintain irrigation tanks

8.The term Janapada literally means

A. land occupied by a Jana

B. city of merchants

C. place of worship

D. royal palace

9.Which factor contributed significantly to the rise of the Mahajanapadas?

A. Decline of agriculture

B. Growth of permanent settlements

C. Disappearance of villages

D. Reduction in trade

10.Magadha became the strongest Mahajanapada mainly because of its

A. desert climate

B. fertile land and iron resources

C. coastal location only

D. mountain forests

11.A kingdom where decisions were taken collectively by assemblies is known as a

A. monarchy

B. republic (Gana/Sangha)

C. empire

D. province

12.Which among the following was NOT one of the major southern kingdoms?

A. Chera

B. Chola

C. Pandya

D. Kuru

13.The Cholas are associated with which river valley?

A. Godavari

B. Narmada

C. Kaveri

D. Yamuna

14.Most information about the early Cholas, Cheras and Pandyas comes from

A. Arthashastra

B. Sangam Literature

C. Ashokan Edicts

D. Upanishads

15.According to ancient Indian political thought, the foremost duty of a king was to

A. increase luxury

B. protect the people and uphold Dharma

C. build palaces

D. conduct foreign trade

16.The ideal of Chakravarti Samrat refers to

A. village chief

B. universal emperor

C. religious teacher

D. military commander

17.The Council of Ministers mainly helped the king in

A. religious rituals only

B. governance and administration

C. farming activities only

D. artistic performances

18.Which of the following is NOT one of Kautilya's seven elements of the state?

A. Mitra

B. Kosha

C. Sabha

D. Danda

19.According to the Saptanga Theory, Kosha refers to

A. army

B. treasury

C. ministers

D. allies

20.The Chola administrative division known as Nāḍu referred to

A. capital city

B. group of villages

C. province

D. royal court

21.The Uttaramerur Inscription is important because it describes

A. Ashoka's Dhamma

B. village self-government

C. Vedic sacrifices

D. Gupta coinage

22.The Kudavolai System was associated with

A. military recruitment

B. tax collection

C. election of village committee members

D. land measurement

23.The concept of Ṛita represents

A. taxation policy

B. cosmic order and harmony

C. military discipline

D. trade regulations

24.Which principle teaches equality and welfare of all beings?

A. Dharma

B. Samatva

C. Danda

D. Kosha

25.According to the chapter, the earliest Vedic society showed evidence that occupations were

A. strictly hereditary

B. completely absent

C. flexible in nature

D. decided by kings

26.The Gotra primarily refers to

A. tax-paying group

B. village committee

C. lineage traced through a common ancestor

D. military organisation

27.Which of the following is the correct order of the four Āśramas?

A. Gṛhastha → Brahmacharya → Saṁnyāsa → Vānaprastha

B. Brahmacharya → Gṛhastha → Vānaprastha → Saṁnyāsa

C. Brahmacharya → Vānaprastha → Gṛhastha → Saṁnyāsa

D. Gṛhastha → Saṁnyāsa → Brahmacharya → Vānaprastha

28.Which goal of life is regarded as the ultimate spiritual objective?

A. Artha

B. Kāma

C. Dharma

D. Mokṣha

29.Which pair is correctly matched?

A. Āḻvārs — Devotees of Lord Viṣhṇu

B. Nāyanmārs — Devotees of Lord Buddha

C. Sama Veda — Medicine

D. Atharva Veda — Music

30. Competency-Based

A village is facing problems related to irrigation, maintenance of roads, tax collection and settlement of local disputes. According to the administrative practices discussed in this chapter, which institution would be most suitable to handle these responsibilities?

A. Imperial Army

B. Village Assembly

C. Royal Treasury

D. Foreign Embassy

Section B: True or False

31. Society is mainly governed through written laws and constitutions.

32. The Rig Veda is considered the oldest literary source of ancient Indian history.

33. Samiti was a large public assembly that discussed political matters.

34. Janapadas developed before the formation of clans (Janas).

35. Magadha became powerful due to fertile land, iron resources and strategic location.

36. The Cholas ruled mainly in the Kaveri River Valley.

37. The Kudavolai System was used to collect land revenue from farmers.

38. The concept of Dharma only refers to religious rituals.

39. The four Purusharthas include Dharma, Artha, Kama and Moksha.

40. Nalanda was one of the important centres of higher learning in ancient India.

Section C: Fill in the Blanks

41. The earliest literary source of ancient Indian history is the __________.

42. The collection of hymns in every Veda is called the __________.

43. The political institution that advised the king and settled disputes was called the __________.

44. The word __________ means the land where a Jana settled.

45. The sixteen powerful kingdoms that emerged around 600 BCE are known as __________.

46. The most powerful Mahajanapada was __________.

47. The Cholas were associated with the __________ River Valley.

48. A universal ruler in ancient India was known as a __________.

49. According to Kautilya's Saptanga Theory, the treasury is called __________.

50. The famous Chola inscription describing village self-government is the __________ Inscription.

51. The ballot-pot election method mentioned in the Chola records is known as the __________ System.

52. The principle of cosmic order is called __________.

53. The four stages of life are collectively known as the four __________.

54. The teacher's residential school in ancient India was called a __________.

55. The famous ancient university located in present-day Bihar was __________.

Section D: Match the Following

56. Match the Vedas

Column A Column B

(a) Rig Veda (i) Music and chants

(b) Sama Veda (ii) Healing and daily life

(d) Atharva Veda (iv) Rituals and sacrifices

57. Match the Political Institutions

Column A Column B

(a) Sabha (i) Community gathering

(b) Samiti (ii) Large public assembly

(d) Raja (iv) Clan leader

58. Match the Kingdoms

Column A Column B

(a) Cholas (i) Fish

(b) Cheras (ii) Tiger

(d) Magadha (iv) Powerful Mahajanapada

59. Match the Administrative Terms

Column A Column B

(a) Mandalam (i) Village

(b) Valanadu (ii) Province

(d) Ur (iv) Group of villages

60. Match the Saptanga Elements

Column A Column B

(a) Swami (i) Army

(b) Amatya (ii) Ministers

(d) Mitra (iv) Ally

61. Match the Ethical Concepts

Column A Column B

(a) Dharma (i) Equality of all beings

(b) Samatva (ii) Cosmic order

(d) Moksha (iv) Liberation

62. Match the Social Terms

Column A Column B

(a) Kula (i) Clan lineage

(b) Gotra (ii) Family

(d) Ashrama (iv) Stage of life

63. Match the Ancient Centres of Learning

Column A Column B

(a) Takshashila (i) Ancient university in Bihar

(b) Nalanda (ii) Centre in north-western India

(d) Kanchipuram (iv) Famous educational centre of South India

64. Match the Literary Works

Column A Column B

(a) Raghuvamsha (i) Tiruvalluvar

(b) Tirukkural (ii) Panini

(d) Charaka Samhita (iv) Classical medical text

65. Match the Bhakti Saints

Column A Column B

(a) Alvars (i) Devotees of Lord Shiva

(b) Nayanmars (ii) Personal devotion

(d) Guru–Shishya Tradition (iv) Ancient education system

Section E: Assertion–Reason :- Instructions: Choose the correct option.

A. Both Assertion (A) and Reason (R) are true, and R is the correct explanation of A.

B. Both Assertion (A) and Reason (R) are true, but R is not the correct explanation of A.

C. Assertion (A) is true, but Reason (R) is false.

D. Assertion (A) is false, but Reason (R) is true.

66.Assertion (A): Society existed before the development of organised states.

Reason (R): Society is based on customs, traditions and relationships, while the state developed later as a political institution.

67.Assertion (A): The Rig Veda is an important source for understanding early Indian society.

Reason (R): It provides information about political institutions, religion, economy and social life.

68.Assertion (A): Magadha emerged as the most powerful Mahajanapada.

Reason (R): It possessed fertile land, iron resources and a strategic geographical location.

69.Assertion (A): Ancient Indian kings ruled completely without consulting anyone.

Reason (R): The Council of Ministers assisted the king in administration and decision-making.

70.Assertion (A): Village administration played an important role in ancient India.

Reason (R): Village assemblies looked after irrigation, revenue, justice and public works.

71.Assertion (A): The Uttaramerur Inscription provides evidence of local self-government.

Reason (R): It describes the Kudavolai system used to select members of village committees.

72.Assertion (A): Dharma refers only to religious worship.

Reason (R): Dharma includes duty, righteousness and ethical conduct in everyday life.

73.Assertion (A): Occupations in early Vedic society showed flexibility.

Reason (R): Evidence from Vedic literature indicates that members of the same family could follow different occupations.

74.Assertion (A): The Bhakti tradition emphasised personal devotion.

Reason (R): It encouraged direct devotion to a chosen deity and was open to people from different sections of society.

75.Assertion (A): Ancient Indian education focused only on religious rituals.

Reason (R): Students studied subjects such as mathematics, astronomy, medicine, grammar and philosophy.

Section F: Very Short Answer Questions

76.Define the term State.

77.Name the four Vedas.

78.What was the main function of the Samiti during the Vedic Period?

79.What is meant by Janapada?

80.Mention any two reasons for the rise of Magadha.

81.What is meant by the term Chakravarti Samrat?

82.State any two duties of the Village Assembly during the Chola period.

83.What is the meaning of Dharma according to the chapter?

84.Name the four Purusharthas of ancient Indian philosophy.

85.Mention any two famous centres of learning in ancient India.

Competency-Based Very Short Answer Questions

86.A village head wants to settle disputes and improve irrigation through local participation. Which ancient institution would best support this objective? Give one reason.

87.A historian finds evidence that people in one family followed different professions during the Vedic Age. What does this suggest about early Vedic society?

88.A ruler wishes to establish an efficient kingdom based on Kautilya's ideas. Name any two elements of the Saptanga Theory that would help strengthen the state.

89.A student says that Dharma means only religion. Based on the chapter, explain whether this statement is correct.

90.Why is the Uttaramerur Inscription considered an important source for understanding ancient Indian administration?

Section G: Short Answer Questions

91.Differentiate between Society and State on the basis of:

Meaning

Basis of organisation

Main purpose

Example

92. Describe the main features of the Vedic Period. Explain how the Vedas help us understand early Indian society and political life.

93. Explain the role and functions of the Sabha, Samiti and Vidhata in the Vedic political system.

94. Describe the rise of the Janapadas and Mahajanapadas. Why did Magadha emerge as the most powerful Mahajanapada?

95. Explain the concept of Chakravarti Samrat. How did this idea contribute to political unity in ancient India?

96. Describe the Saptanga Theory given by Kautilya. Why is each element important for a strong state?

97. Explain the administrative system of the Cholas. How did village assemblies contribute to local self-government?

98. Describe the significance of the Uttaramerur Inscription. What does it tell us about democratic practices in ancient India?

99. Explain the concepts of Dharma, Ṛita and Samatva. How did these ethical ideas influence governance and society?

100. Describe the Guru–Shishya tradition. Explain the objectives of education and the importance of ancient centres of learning in India.

Section H: Long Answer Questions

101. Trace the development of political organisation in ancient India from Jana to Empire. Explain the important stages of this evolution and how administration became more organised over time.

102. Discuss the administrative systems of the Guptas, Pallavas, Chalukyas and Cholas. Highlight the similarities and differences in their methods of governance.

103. Describe the social structure of ancient India. Explain the concepts of Varna, Jati, Gotra, Ashramas and Purusharthas. How did these institutions influence everyday life?

104. Discuss the position of women in ancient Indian society. Support your answer with suitable examples from the chapter.

105. Explain the development of religious life in ancient India. Discuss:

Nature worship

Yajnas

Renunciation tradition

Bhakti movement

Alvars and Nayanmars

106. Describe the education system of ancient India. Explain:

Guru–Shishya Parampara

Gurukul System

Subjects taught

Ancient Universities

Importance of education

107. Explain the importance of literary heritage in understanding ancient Indian civilisation. Discuss the contribution of important literary works and scholars mentioned in the chapter.

108. Competency-Based Long Answer

A historian says that "Ancient India developed a well-organised system of governance based on participation, ethics and local administration rather than only the power of kings."

Using examples from the chapter, justify this statement by referring to:

Sabha and Samiti

Council of Ministers

Village Assemblies

Uttaramerur Inscription

Dharma and ethical governance

Competency-Based Source-Based Questions

109. Source-Based Question:- Read the passage carefully and answer the questions that follow.

During the Vedic period, the king was assisted by assemblies such as the Sabha and Samiti. These institutions discussed important political matters, advised the ruler and reflected the participation of people in governance.

Questions

a) Name the two important assemblies mentioned in the passage.

b) Which assembly consisted mainly of respected elders?

c) State one function of the Samiti.

d) How did these assemblies help in governance?

110. Source-Based Question

The Cholas developed an efficient system of local administration. Village assemblies managed irrigation, taxation, maintenance of roads, justice and public welfare. The Uttaramerur Inscription describes the Kudavolai system for selecting committee members.

Questions

a) Which dynasty developed this administrative system?

b) Name the inscription mentioned in the passage.

c) What was the Kudavolai System?

d) Mention any two functions of the village assembly.

111. Source-Based Question

Ancient Indian education aimed at the overall development of students. Besides religious knowledge, students studied mathematics, medicine, astronomy, grammar, philosophy and fine arts under the guidance of their teachers.

Questions

a) What was the main objective of ancient education?

b) Name the traditional teacher–student relationship.

c) Mention any two subjects taught in ancient educational institutions.

d) Name one famous ancient university.

112. Source-Based Question

Ancient Indian philosophy explained four goals of life known as the Purusharthas. These guided individuals in balancing moral values, material prosperity, desires and spiritual liberation.

Questions

a) What are the four Purusharthas?

b) Which Purushartha is considered the ultimate goal?

c) Which Purushartha is related to wealth?

d) Why are the Purusharthas important in human life?

Section I: HOTS (Higher Order Thinking Skills) Questions

113. Democratic Governance:- The Sabha, Samiti and Village Assemblies encouraged participation in administration during ancient India.

Do you think these institutions can be compared with today's democratic institutions? Give suitable reasons to justify your opinion.

114. Ethical Leadership:- Ancient Indian rulers were expected to govern according to Dharma.

Suppose you are the ruler of a kingdom facing corruption and injustice. Explain how the principles of Dharma, Samatva and Ṛita would help you solve these problems.

115. Social Mobility:- A student claims that ancient Indian society never allowed people to change their occupations.

Using examples from the chapter, evaluate whether this statement is correct.

116. Ancient Education vs Modern Education:- Compare the Guru–Shishya Tradition with the modern education system.

Mention any four similarities or differences and explain which system you think is more suitable for today's society.

117. Chola Administration:- Imagine you are the head of a village during the Chola period.

How would you organise your village assembly to ensure efficient administration, fair tax collection and public welfare?

118. Importance of Historical Sources:- Historians study inscriptions, literary works and archaeological evidence to reconstruct the past.

Explain how the Uttaramerur Inscription, Vedas and Sangam Literature help us understand ancient Indian society and administration.

119. Ancient Values in Modern Society:- Values such as Dharma, equality (Samatva), moral conduct and public welfare continue to remain relevant today.

Discuss how these principles can help solve present-day social problems.

120. Competency-Based Question:- A newly formed village wants to establish a transparent and accountable local government.

Based on the administrative practices of ancient India, suggest any five measures that the village should adopt.

Section J: Case-Based Study Questions

Case Study – 1 The Rise of Magadha

Around the sixth century BCE, sixteen Mahajanapadas emerged in northern India. Among them, Magadha became the most powerful kingdom because of its fertile plains, abundant iron ore, strategic location and efficient rulers. It gradually expanded its territory and laid the foundation for one of the greatest empires in Indian history.

Questions

121. Why did Magadha become the most powerful Mahajanapada?

122. Mention any two geographical advantages enjoyed by Magadha.

123. How did natural resources contribute to the growth of Magadha?

124. If another kingdom wanted to become as powerful as Magadha, what important lessons could it learn from Magadha's success?

Case Study – 2 Village Self-Government

During the Chola period, villages were governed by elected committees. The Uttaramerur Inscription describes the Kudavolai System, where eligible candidates were selected through a ballot-pot method. Village assemblies managed irrigation, roads, taxation, justice and public welfare.

Questions

125. Which inscription provides information about village administration?

126. What was the Kudavolai System?

127. Mention any two functions performed by village assemblies.

128. Explain one similarity between the Chola village administration and present-day Panchayati Raj Institutions.

Case Study – 3 Education in Ancient India

Education in ancient India focused on the overall development of an individual. Students lived with their teachers in Gurukuls and studied subjects such as grammar, philosophy, medicine, astronomy, mathematics and fine arts. Ancient universities such as Takshashila and Nalanda attracted students from different parts of the world.

Questions

129. What was the main objective of education in ancient India?

130. Name any two subjects taught in Gurukuls.

131. Name two famous ancient centres of learning.

132. Which features of the Gurukul system can still be useful in modern education? Explain briefly.

Case Study – 4 Ancient Indian Social Philosophy

Ancient Indian philosophy emphasised Dharma, Artha, Kama and Moksha as the four Purusharthas. It also highlighted values such as Samatva (equality), Ṛita (cosmic order) and ethical conduct. These principles encouraged individuals to balance personal goals with social responsibilities.

Questions

133. Name the four Purusharthas.

134. What is meant by Samatva?

135. Explain the meaning of Ṛita.

136. Why are ethical values important in governance as well as in daily life?

Case Study – 5 The Bhakti Tradition

The Bhakti tradition emphasised personal devotion and faith rather than elaborate rituals. Saints such as the Āḻvārs and Nāyanmārs composed devotional hymns in Tamil and spread the message of devotion among ordinary people. The movement encouraged spiritual participation regardless of social background.

Questions

137. What was the main feature of the Bhakti tradition?

138. Who were the Āḻvārs?

139. Who were the Nāyanmārs?

140. How did the Bhakti movement help in promoting social harmony and devotion?

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Chapter 5: State and Society up to 1000 CE Worksheet – NCERT BOOK

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