Page 210 – LET’S REMEMBER

Recall that in Grade 6, we saw 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.

Sample answers (any similar questions are fine):

1. Who writes the constitution?

2. Why do we need it?

3. What rights does it give the people?

4. Can the rules ever change?

5. Who checks that leaders follow it?

6. What happens if someone breaks it?

7. Does every country have only one constitution?

8. How is a constitution different from ordinary laws?

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Page 211–212 – LET’S EXPLORE (Kabaddi rule-book story)

a. What might have happened if there was no official rule-book that the referee and captains could refer to?
Players would argue, the match might stop, and both teams could feel the result was unfair. The game could even end in a fight.

b. What is required to ensure everyone agrees to abide by the rule-book?
All teams must accept the book before the match and trust the referee to use it honestly.

c. What might happen if the team captains did not agree to refer to the rule-book at all?
There would be no clear winner, and no one would respect the tournament results.

d. Think of a game you often play and list the rules you follow … What challenges do you face in reaching a consensus?
Example game: Kho-kho
Basic rules the class may choose:

1. Each team has 9 players on the field.

2. Chasers must sit in alternate directions.

3. A chaser can tap and say “Kho” to pass the turn.

4. Runner is out when touched.
   Challenges: Some classmates want longer turns, others shorter; deciding time limits and team size needs discussion and compromise.

e. What could be the ‘rule-book’ for a country? How would it be made?
For a country the rule-book is called a constitution. It is written by chosen representatives who discuss, debate, and then vote on each rule before final approval by the whole assembly.

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Page 214 – LET’S EXPLORE (Local members of the Constituent Assembly)

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 (method + example):
Sources: state archives, old newspapers, NCERT website, parliament site (sansad.in), local history books, interviews with elders.
Example for Maharashtra: B. R. Ambedkar (Drafting Committee Chair), P. Krishnamachari, Hansa Mehta (born in present-day Gujarat but educated in Mumbai).

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Page 221 – LET’S EXPLORE (Begum Aizaz Rasul quotation)

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?

Answer.
She referred to Article 14 (equality before the law) and Article 15(1) (no discrimination on grounds of sex). She said it was “not new” because ancient Indian texts and reform movements had long spoken of respect for women, even if that ideal was not always practised.

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Page 223 – LET’S EXPLORE (Changes to the Constitution)

Can you find out the amendments made to the Constitution in the past ten years?

Simple list of important amendments, 2015-2024:

• 101ˢᵗ (2016) – Goods & Services Tax (GST).

• 103ʳᵈ (2019) – 10 % economic reservation for EWS.

• 104ᵗʰ (2020) – extended SC/ST Lok Sabha reservation till 2030.

• 105ᵗʰ (2021) – states may prepare their own OBC lists.

• 106ᵗʰ (2023) – one-third of Lok Sabha and state-assembly seats reserved for women (awaits Delimitation).

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Page 224–226 – LET’S EXPLORE (Filling the Preamble table)

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END-OF-CHAPTER “Questions and Activities”

1. “The Constituent Assembly had representatives from diverse backgrounds … Why was that important?”

So every region, language, caste, religion and gender could speak for themselves. This made the Constitution fair and acceptable to the whole country.

2. Match statements with key constitutional values

3. “All citizens are equal before the law.” Is this true?

Yes, that is the rule. The police must file the same FIR for a rich or poor person, and courts can punish ministers as well as ordinary citizens. Sometimes the rule is broken in real life, but the Constitution still gives us the power to complain and seek justice.

4. Why did India grant universal adult franchise from the start?

Freedom-movement leaders believed every adult, rich or poor, man or woman, must have an equal voice. After years of colonial rule they wanted immediate equality, not slow steps.

5. How did the freedom struggle and civilisational heritage shape the Constitution?

The struggle taught ideals of liberty, equality and non-discrimination, so these became Fundamental Rights. Ancient ideas like sarve bhavantu sukhinah inspired Directive Principles. Village self-rule traditions guided Panchayati Raj. Thus both the fight for independence and India’s age-old values flowed into the document.

6. Have we achieved all the constitutional ideals? What can citizens do?

Not yet. Poverty, discrimination and corruption still exist. Each citizen can obey the law, vote honestly, avoid bribery, respect other faiths, save water and trees, help weaker classmates, and speak up against injustice.

7. CROSSWORD ANSWERS

Across
2. LEGISLATURE
7. FUNDAMENTAL DUTIES
8. SUPREME COURT
9. REPUBLIC
10. AMENDMENT

Down

1. CONSTITUENT ASSEMBLY

2. PREAMBLE

3. CONSTITUTION

4. HELIUM

5. FUNDAMENTAL RIGHTS