Reviewing the Exploring Society India and Beyond Class 8 Solutions and Class 8 Social Science SST Part 2 Chapter 5 Citizenship Rights and Duties Question Answer NCERT Solutions before exams can boost your confidence.
Citizenship Rights and Duties Class 8 Questions and Answers
Citizenship Rights and Duties Class 8 Question Answer
The Big Questions (Page 143)
Question 1.
What does it mean to be a citizen, not just legally, but in everyday life?
Answer:
Being a citizen in everyday life means more than simply holding legal citizenship in a country. An active citizen is one who fights on behalf of those in need and questions unfair practices to better the community. It is also to live one’s rights while at the same time respecting the rights of others. Making contributions to the community through helping those in need, protecting the environment, and making everyone feel included are all part of being a responsible citizen.
At the same time, it is important to recognise that residency and citizenship are not always the same: a person may reside in a country without being its citizen, for example on a work visa, while a citizen of a country may live abroad for employment or other reasons, such as Non-Resident Indians (NRIs). Thus, citizenship is both a legal identity and a social responsibility, expressed through active participation in building a fair and compassionate society.
Question 2.
Why are both rights and duties essential?
Answer:
Rights and duties are essential because they are inseparable aspects of a balanced and healthy society.
Rights provide individuals with freedom, dignity, and the confidence to live meaningful lives, while duties ensure that these freedoms are exercised responsibly with respect for others. When citizens perform their duties, they safeguard the rights of others-for example, the right to dignity is protected when people treat one another with respect. Duties also strengthen democracy by fostering good governance, unity, and peace. Without a sense of duty, rights alone would lose their value and purpose.
Citizens therefore have important duties such as paying taxes to support public services, protecting and saving the environment for future generations, and questioning unfair practices to uphold justice. At the same time, they enjoy fundamental rights guaranteed by the Constitution, such as the right to equality, freedom of speech, and the right to live with dignity.
Together, rights and duties form the foundation of responsible citizenship: rights empower individuals, while duties
remind them to use that empowerment for the collective good.
Question 3.
How can we help build a society where everyone is treated fairly, respected, and included?
Answer:
Building a fair and inclusive society requires conscious efforts in our daily lives. This includes practising inclusion in our daily lives and creating spaces where everyone feels included and valued, despite their background. This may require providing facilities like braille books, ramps, and classroom support to help everyone participate. Rather than treating everyone the same way, we need to practise equity by providing the right kind of help to everyone to overcome their problems. It is also important to speak out against unfairness and discrimination in our daily lives. By practicing this, we can build a peaceful society where everyone feels safe, respected, and included.
Class 8 Citizenship Rights and Duties Question Answer
Let’s Explore
Question 1.
What do you observe in the illustrations above? (Page 148)
Answer:
The illustration compares equality and equity using three children trying to look over a fence.
In the first part (Equality), all three children are given the same number of boxes to stand on. However, because they are of diffèrent heights, the shortest child still cannot see over the fence properly, while the tallest child doesn’t really need the extra support.
In the second part (Equity), the boxes are distributed according to each child’s need. The shortest child gets more support, the medium-height child gets some, and the tallest child gets none. As a result, all three children can see over the fence clearly.
Therefore, equality means giving everyone the same support. But equity means giving support based on individual needs so that everyone has a fair chance.
Question 2.
The Beti Bachao Beti Padhao campaign was to build awareness in society as well as to provide support for girls’ education. Can you think of other such examples? (Page 149)
Answer:
Yes, there are several campaigns similar in spirit to Beti Bachao Bell Padhao, which focus on awareness and support for fair opportunities.
Some of them are:
Sarva Shiksha Abhiyan: Aimed at providing free and compulsory education to all children, especially improving access for girls and disadvantaged groups.
Mid-Day Meal Scheme: Provides meals in schools to encourage children, particularly those from economically disadvantaged families, to attend school regularly.
Right to Education Act: Ensures free and compulsory education for children aged 6-14, promoting equal learning opportunities.
Kasturba Gandhi Balika Vidyalaya: Provides residential schools for girls from disadvantaged communities to support their education.
Sukanya Samriddhi Yojana: Encourages families to save for the education and future of girl children.
Digital India Campaign: Promotes digital literacy and access to technology, helping students-including
girls-learn better.
All these initiatives aim to create awareness and provide support so that every child, especially girls and underprivileged groups, gets fair opportunities in education and development.
Question 3.
“If I was asked to name any particular article in this Constitution as the most important – an article without which this Constitution would be a nullity – I could not refer to any other article except this one [right to constitutional remedies]. It is the very soul of the Constitution and the very heart of it..“, said Dr. R. R. Ambedkar during the Constituent Assembly Debates. Why is it important to have a way to protect rights? (Page 153)
Answer:
It is important to have a system to protect rights because rights have no real value if they cannot be enforced. A right written in the Constitution would remain only a promise on paper if there were no mechanism to defend it. Without protection, people would have no way to seek justice when their rights are violated. A strong system for safeguarding rights also prevents the misuse of power by ensuring that the government or powerful individuals cannot ignore or override the fundamental rights of citizens.
It allows citizens to approach the courts if their rights are denied. Most importantly, it upholds the rule of law by ensuring that the law applies equally to everyone, making the Constitution a living and effective document rather
than just a collection of principles.
Question 4.
Here are some everyday situations for reflection. Which right or duty is involved?
(a) Ravi decides not to join a protest march at school because he disagrees with it. Some classmates say they
will exclude him from their group unless he joins. (Page 159)
Answer:
The right arid duty involved in this case are:
Right: Right to Freedom. This includes the right to hold a personal opinion and the right to participate in something you believe in or not participate in something you disagree with.
Duty: The classmates have a duty to respect the opinions of others. Forcing or bullying someone to join a protest violates the spirit of a democratic society.
(b) On School Culture Day, Rukmini wants to wear her family‘s traditional dress from her village. Some students laugh at her and say she should wear ‘modern clothes’ instead. (Page 160)
Answer:
The right and duty involved in this case are:
Right: Cultural and Educational Rights. Every citizen has the right to conserve and practise their own culture and traditions. It also involves the Right to Equality (not being discriminated against based on background).
Duty: The other students have a Fundamental Duty to value and preserve the rich heritage of our composite culture and to promote harmony.
(c) During the recess, some children were throwing chocolate wrappers on the playground, instead of the dustbin. The teacher then reminds them to keep their surroundings clean. (Page 160)
Answer:
The right and duty involved in this case are:
Right: The Right to a Clean and Healthy Environment, which is considered part of the Right to Life.
Duty: This is a clear Fundamental Duty to protect and improve the natural environment. Every citizen is responsible for keeping public spaces clean.
(d) In a mock youth parliament activity, students use a voting app to share their ideas for improving school facilities. Even those who live in remote areas are able to join in the discussion online. (Page 160)
Answer:
The right and duty involved in this case are:
Right: Right to Participation and Freedom of
Expression. It shows how students can freely express their ideas and opinions.
Duty: Students should respect the opinions of others while participating in discussions.
(e) Can we demand rights without doing our duties? (Page 160)
Answer:
We cannot demand our rights without performing our duties because our rights and duties go hand in hand, like two sides of the same coin. We need both for an orderly society. For instance, the right to walk on a clean street depends on the duty of others not to litter the street. Similarly, the right of another person to freedom of expression depends on the duty of others to listen attentively and give that person the opportunity to express themselves.
The moment we all start asking for our rights without performing our duties, society becomes disorganised and unfair. Hence, for a peaceful life, every individual has duties towards others and the nation as a whole.
Question 5.
The following are two caselets. Read them individually and discuss the questions at the end in small groups. (Page 162)
A group of students makes fun of Rohan’s weight; they nickname him ‘Drummy ‘. They make it difficult for him to join their football game, joking that he would be competing with the football. Everyone around notices this behaviour of the group.
Mina’s school announced an overnight educational trip to a historical site. Many of her classmates were excited and enrolled immediately. Mina, however, did not; she knew that her family would not able to afford paying for it. When her friends found out, some started ignoring her, whispering to each other that she “wasn’t fun”, “never joined anything”, or “was not of their status”. Mina felt hurt and left out.
(a) What are the types of discrimination you can identify in the examples given above?
Answer:
The types of discrimination identified in the above examples are: Rohan is discriminated against based on his physical appearance, also known as body shaming. He is discriminated against and prevented from participating in a sports activity because of his weight.
Mina is discriminated against based on her economic or socio-economic status. She is discriminated against and excluded from participating in activities with her friends because her family cannot afford the school trip.
(b) What would you do if you were part of the groups?
Answer:
If I were part of the groups, I would not support or laugh at such behaviour, and I would speak up politely and tell others that it is wrong. I would also include Rohan in the game and make him feel comfortable. Also, I would support Mina, talk to her, and make sure she does not feel left out. Moreover, if needed, I would inform the teacher.
(c) Have you faced discrimination yourself? What did you do about it?
Answer:
I haven’t faced discrimination myself, but if I had, I would respond by staying calm, speaking up respectfully, and seeking support. The best way to deal with unfair treatment is to stand firm, use proper channels to report it, and focus on resilience and positive action rather than letting it discourage me.
Think About It
Question 1.
It’s Sports Day at school. The weather is very hot. Some students are told to wear full school uniforms with shoes, even though they will be running, playing games, and spending time outdoors. A few students feel uncomfortable and wonder why they can’t wear lighter clothes like T-shirts and sports shoes for such activities. One student starts a discussion at break time. “Shouldn’t we be allowed to wear comfortable sports clothes on Sports Day?” Some classmates agree, saying that comfort and safety are important while playing sports. Others feel that wearing the school uniform shows discipline and equality among all students. A couple of teachers overhear the conversation and remind everyone that school rules about uniforms must be followed. Was the student exercising freedom of speech? Could they have raised their concern differently? How should schools handle student opinions? (Page 149)
Answer:
Yes, the student was exercising the Right to Freedom by expressing their personal opinion about a school rule. This right allows people to express their opinions, especially about a rule or school policy that concerns them. In this particular circumstance, the student felt that the heavy uniforms in the hot weather were not only uncomfortable but also unhealthy. So, as long as the student speaks in a polite and peaceful manner, without attempting to stir up any trouble, they had a right to do so.
Instead of only discussing the issue with friends during break time, the student could have raised the concern more formally. They could share the concern with the Student Council so it could be discussed with the principal. They could also write a letter to the school management explaining the safety concerns, such as heat and discomfort. Additionally, they could request a meeting with the Physical Education teacher to discuss the need for comfortable sports uniforms for better performance and safety.
Schools should view students’ opinions as opportunities for learning and improvement rather than as challenges to authority. Teachers can encourage open dialogue by explaining the reasons behind certain rules, such as maintaining discipline or school identity. Schools can also create safe spaces like suggestion boxes or open meetings where students can share their concerns. If a rule affects students’ health or safety, such as wearing heavy uniforms in extreme heat, the school should be willing to review and adjust the policy for students’ well-being.
Question 2.
What would you do if you saw a child working instead of being in school? Discuss in class, then write one step you could take: (Page 152)
→ Could you talk to your teacher or principal?
→ Could you write to a child helpline?
Answer:
If I saw a child working instead of being in school, I would feel it is my responsibility as a citizen to take action. Every child has the right to education, and child labour takes away that right. One step I could take is to talk to my teacher or principal so that the matter is brought to the attention of responsible adults who can help. Another step could be writing to a child helpline, which is specially meant to protect children from exploitation. By doing this, I would be fulfilling my duty as a citizen to stand against unfair practices and help protect the rights of others.
Question 3.
Can you name a duty that matches your right to education? (Page 159)
Answer:
(Suggestive Answer) A duty that matches my right to education is to study sincerely, respect my teachers and school rules, and use my education responsibly. Education is both a right and a responsibility, so I should make the best use of the opportunity to learn.
Question 4.
Imagine there is a student in your class who takes a little longer to read or write because they have a different way of learning. Sometimes during group work, others do not wait for them or forget to include them. What would you do in this situation? Could you support them by being patient, explaining something clearly, or making sure they get a chance to speak? What steps can you take to make your classroom more inclusive? (Page 163)
Answer:
(Suggestive Answer) If there were a student in my class who took a little longer to read or write, 1 would include them in all group activities and be patient with them. I would explain things clearly if they needed help and encourage them to share their ideas. I would also make sure that no one made fun of or left them out.
To make my classroom more inclusive, I would treat everyone with kindness and respect, help anyone who needed support, and make sure everyone got a chance to take part in class activities. This would help everyone feel happy, respected, and included.
Don’t Miss Out
Question 1.
Why do you think some people want to give nature (like rivers and forests) legal rights, just like humans? How could this help protect the environment? (Page 150)
Answer:
Some people believe that nature-like rivers, forests, and mountains-should be given legal rights just like humans because it ensures stronger protection. If nature has rights, then harming it would be treated as a violation of law, much like harming a person. This idea helps safeguard the environment by making governments and citizens more accountable. For example, if a river has the right to remain clean means industries cannot pollute it without facing legal consequences. Similarly, recognising forests as having a right to exist ensures they cannot be destroyed recklessly.
By giving nature legal rights, we acknowledge that the environment is not just a resource to be used, but a living system that sustains all life. This approach can promote respect, conservation, and long-term sustainability, ensuring that future generations also enjoy clean air, fresh water, and healthy ecosystems.
Class 8 SST Part 2 Chapter 3 Question Answer
Questions and Activities (Pages 165 – 166)
Question 1.
Why is it important to respect others’ religions?
Answer:
It is important to respect others’ religions because it protects India’s diversity and ensures all faiths remain equal in the eyes of the state. Respecting others’ religions is a key part of being an active citizen and is essential for building a peaceful society where everyone feels valued and safe.
Question 2.
How would you feel if you were left out of something?
Answer:
Being left out can deeply hurt a person and make them feel unwanted or as if they do not belong. Even when it is not openly expressed, this kind of subtle exclusion creates emotional pain and builds invisible barriers between people. It can stop individuals from feeling confident, participating freely, and fully enjoy¬ing their basic rights and opportunities.
Question 3.
If rights are guaranteed, why do we still see discrimination in society?
Answer:
Discrimination still persists in society because many of the past inequalities and prejudices have been inherited by the next generation. As the years have gone by, some unfair ideas about things like caste, race, gender, class, or ability have become deeply rooted in people’s minds, even if they are not always spoken aloud. Sometimes, the people who are discriminating against someone are not even aware that they are being discriminatory because these thoughts have become so normal in their environment.
Today, discrimination is not always loud and obvious. It can manifest in ways like excluding someone from a group, not listening to what they have to say, making assumptions about what they can or cannot do, treating them differently without telling them why. These are the “invisible” forms of discrimination. They are often difficult to prove and punish.
Question 4.
Can there ever be a conflict between rights and duties? Give an example.
Answer:
Rights and duties go together like the two sides of a coin. A right provides us with freedom, but a duty reminds us to exercise that freedom responsibly. These two go together to create a smooth society where people live with respect for each other. There are many instances where a person’s misuse of a right leads to a problem because they forget to fulfil the duties that go with that right. For example, the right to freedom provides all of us with the freedom to speak our minds. But when a person uses this freedom to abuse, spread hate, and harm other people, they fail to fulfil their duty. to respect the feelings and rights of others. In this case, the exercise of a right becomes the misuse of a right because it harms other people.
This shows that rights and duties should go together. We should exercise our rights so that we do not deprive other people of their rights. A good society requires us to understand that real freedom does not mean saying or doing anything we want, but exercising our rights responsibly.
Question 5.
How does respecting diversity strengthen democracy?
Answer:
Respecting diversity is essential for a strong democracy because it ensures that every person feels valued and included, regardless of their background. In a diverse country, people have many different languages, religions, and traditions; when we respect these differences, we are practicing the core values of equality and fairness. When all citizens feel their identities are respected, they are more likely to participate in the democratic process, such as voting and sharing their ideas, which makes the government represent everyone better. This environment of mutual respect prevents conflicts and builds a sense of national unity and peace. Ultimately, by protecting the dignity of every individual, a democracy becomes more stable, harmonious, and truly reflects the power of all its people.
Question 6.
Do you think technology (social media, online platforms) makes it easier or harder to practise citizenship? Why?
Answer:
(Suggestive Answer) I think that technology, especially social media, can both make it easier and make it harder to practise citizenship, depending on how we use it. Technology has made it much easier for people to stay informed about the things that are going on in the country and the world. People can voice their opinions, show support for social causes, and spread awareness about the things that need attention within just a few minutes. Technology also allows ordinary citizens to speak out against injustices and connect with other people who share the same concern. In this sense, technology can actually make practising citizenship easier.
Technology can also make practising citizenship harder. Social media can spread fake news, hate speech, and biased information very easily. People can also misuse the freedom of expression that technology provides by posting hurtful comments and false information without considering the impact it may have on others.
Question 7.
Imagine everyone in society enjoyed rights but ignored their duties. What would life look like?
Answer:
If all people in society enjoyed their rights without fulfilling their duties, life in society would be complicated and unjust. People would fight for their freedom, rights, and respect, without showing any concern for respecting others. Gradually, people would stop respecting each other, and there would be less safety and peace in society. Though the rights of people would be included in law books, in real life, they would not be able to safeguard them unless everyone acted responsibly and showed concern for others.
Question 8.
How can students your age practise inclusion in everyday school life?
Answer:
Inclusion can be practised by the students in their day-to-day school life by actively creating an environment where everyone feels they belong. This can be achieved by standing up as an ally to peers who are being bullied and actively seeking to include others in teams and social groups so that no one is left out. Being patient and supportive towards peers with different learning styles is another example of inclusion, as it makes everyone feel they belong. Finally, in group work, ensuring that everyone is heard is an example of inclusion, as it allows everyone to contribute their unique ideas to the class, thus creating a fair and harmonious environment for everyone.
Question 9.
What can be done in the following situations?
(a) A school does not allow girls to join a mathematics or science club.
Answer:
If a school does not allow girls to join a mathematics or science club, it is clearly unfair and discriminatory. Denying opportunities based on gender goes against the principle of equality guaranteed under Article 15 of the Constitution. In such a situation, students have the right to question this unfair rule and speak up for what is right. By raising their voices respectfully, they can help ensure that everyone gets equal opportunities to learn and grow.
(b) A fellow student has dropped out of school because they are forced to work in a welding shop.
Answer:
This violates the Right against Exploitation and the Right to Education (Article 21A). One could contact Childline 1098 or remind the parents that it is their duty to ensure their child receives an education.
Question 10.
Make a classroom charter that outlines rights and duties, and ensures inclusion and prevents discrimination.
Answer:
(Suggestive Answer)
Our Rights
- The Right to Learn: Everyone has the right to a quiet and focused environment where they can study and grow.
- The Right to be Heard: Every student has the right to share their ideas and opinions without being mocked.
- The Right to Respect: Everyone deserves to be treated with kindness, regardless of their background or abilities.
- The Right to Safety: Every student has the right to feel physically and emotionally safe in the classroom.
Our Duties
- To Respect Others: We promise to listen when others speak and use kind words.
- To Help Each Other: We have a duty to support our classmates if they are struggling with a lesson or feeling down.
- To Take Responsibility: We will take care of school property and complete our work on time.
- To Follow Rules: We will follow the teacher’s instructions to ensure the classroom runs smoothly.
Inclusion and Preventing Discrimination
To make sure our classroom is a place for everyone, we agree to:
- Include Everyone: We will invite all classmates to join our groups and games, ensuring no one is left alone.
- Celebrate Differences: We will respect different languages, religions, and traditions. We believe our differences make us stronger.
- Stand Against Bullying: We will not tolerate teasing or discrimination. If we see someone being treated unfairly, we will speak up or inform the teacher.
- Equal Opportunity: We will ensure that every student, regardless of their gender or background, has an equal chance to participate in class activities.