Exercise Solutions Available
Step-by-step answers for all textbook questions in this chapter
NCERT Solutions for Class 6 Social Science Civics Chapter 2 — Diversity and Discrimination
How to Use This Page
1. Read the Key Concepts table first to brush up on definitions you will need throughout the chapter. 2. Attempt every intext question on your own before reading the answer — the detailed explanations will help you understand the reasoning. 3. Work through the chapter-end exercises — these mirror the NCERT textbook questions and are the most important for exams. 4. Practise the MCQ section for quick recall and to test whether you can distinguish between close terms like prejudice, stereotype, and discrimination. 5. Review Common Mistakes and the Exam Checklist before your test to avoid losing easy marks.
Key Concepts
| Term | Meaning |
|---|---|
| Diversity | The presence of many different kinds of people — different religions, languages, customs, food habits, occupations — living together in a society. |
| Prejudice | A negative opinion or attitude about a person or group that is formed without proper knowledge, thought, or experience. Example: thinking someone is dishonest just because of their caste. |
| Stereotype | A fixed, oversimplified, and widely held image or idea about a particular type of person or group. Example: "boys are good at maths, girls are not." |
| Discrimination | The unfair or unequal treatment of people based on categories such as caste, religion, gender, or economic status. It goes beyond thinking — it is an action that denies opportunities. |
| Inequality | A situation in which people do not have the same rights, opportunities, or resources as others. Inequality can be economic, social, or political. |
| Constitution | The supreme law of the land that lays down the fundamental principles, rights, and duties of citizens and the government. |
| Fundamental Rights | Basic rights guaranteed to every citizen by the Constitution — Right to Equality, Right to Freedom, Right against Exploitation, etc. |
| Equality before Law | The principle that every person, regardless of caste, religion, gender, or wealth, is equal in the eyes of the law and is entitled to equal protection. |
| Article 14 | Guarantees equality before the law and equal protection of the laws within the territory of India. |
| Article 15 | Prohibits discrimination by the State on grounds of religion, race, caste, sex, or place of birth. |
| Article 17 | Abolishes untouchability and forbids its practice in any form. |
| Dr. B.R. Ambedkar | Chairman of the Drafting Committee of the Constitution; fought against caste discrimination and untouchability throughout his life. |
| Untouchability | The practice of treating certain groups as "impure" and denying them entry into temples, use of public wells, and other basic rights. Abolished by Article 17. |
| Civil Rights Movement | A movement in the United States led by leaders like Martin Luther King Jr. to end racial segregation and discrimination against African Americans. |
Intext Questions
Intext Question 1 (Page 12)
"Draw up a list of the different festivals celebrated in your locality. Which of these celebrations are shared by members of different regional and religious communities?"
In a typical Indian locality, the following festivals are celebrated:
| Festival | Community | Shared Across Communities? |
|---|---|---|
| Diwali | Hindu | Yes — Sikhs, Jains, and many others also celebrate |
| Eid | Muslim | Yes — neighbours and friends of all communities join |
| Christmas | Christian | Yes — widely celebrated by people of all faiths |
| Pongal / Onam | Regional (Tamil Nadu / Kerala) | Yes — people of different religions living in these states participate |
| Baisakhi | Sikh | Yes — celebrated as a harvest festival by farmers of many communities |
| Buddha Purnima | Buddhist | Yes — visited by people from other communities as well |
| Guru Purab | Sikh | Yes — langar is open to everyone |
Festivals like Diwali, Eid, and Christmas are truly shared — people from different religions participate in each other's celebrations. This sharing shows that despite our diversity, we live together and enjoy each other's traditions.
Intext Question 2 (Page 13)
"What do you think is the difference between diversity and inequality?"
| Aspect | Diversity | Inequality |
|---|---|---|
| Meaning | Differences in culture, language, food, dress, religion among people | Differences in opportunities, rights, and access to resources |
| Nature | Positive and enriching — makes society vibrant | Negative and harmful — denies people their basic rights |
| Example | People speaking different languages in the same city | A Dalit child being denied entry into a school |
| Effect | Brings people together through sharing of customs | Pushes people apart and creates tension |
| Solution needed? | No — diversity should be celebrated | Yes — inequality must be removed through laws and awareness |
Diversity refers to the variety of cultures and lifestyles that exist in a society. It is a strength. Inequality, on the other hand, means that some people are denied fair treatment or equal access to resources because of their caste, religion, gender, or economic background. Diversity is natural and should be respected; inequality is unjust and must be fought against.
Intext Question 3 (Page 14)
"Do you think that the caste system is a form of inequality? Why?"
Yes, the caste system is absolutely a form of inequality. Here is why:
1. Division of people: The caste system divides people into rigid groups — Brahmins, Kshatriyas, Vaishyas, and Shudras — based on birth, not ability or effort. 2. Unequal status: Those at the top (Brahmins) were given the highest respect and privileges, while those at the bottom (Dalits or "untouchables") were treated as inferior. 3. Denial of opportunities: People from lower castes were denied the right to education, entry into temples, use of public wells, and even walking on certain roads. 4. Occupation fixed by birth: A person's occupation was decided by the caste they were born into, not by their choice or talent. A Dalit could not become a teacher, no matter how capable they were. 5. Practice of untouchability: The most extreme form of caste inequality was untouchability, where certain people were considered "impure" and were avoided by upper castes.
The Constitution of India abolished untouchability (Article 17) and prohibits discrimination on the basis of caste (Article 15) precisely because the caste system created deep inequality.
Intext Question 4 (Page 16)
"What does the Constitution say about the practice of untouchability?"
The Indian Constitution explicitly addresses untouchability through Article 17, which states:
"Untouchability is abolished and its practice in any form is forbidden. The enforcement of any disability arising out of untouchability shall be an offence punishable in accordance with law."
Key points about what the Constitution says on untouchability:
1. Complete abolition: Untouchability is completely abolished — no form of it is allowed. 2. No exemptions: The article does not say "in public places only" or "partially" — it bans the practice in any form, anywhere. 3. Punishable offence: Anyone who practises untouchability can be taken to court and punished under the law. 4. Civil rights protected: The Scheduled Castes and Scheduled Tribes (Prevention of Atrocities) Act, 1989, provides stronger legal protection against caste-based violence and discrimination. 5. Dr. B.R. Ambedkar's role: Dr. Ambedkar, who himself suffered from caste discrimination, ensured that the Constitution firmly prohibited untouchability. He called the article abolishing untouchability "the heart and soul of the Constitution."
Intext Question 5 (Page 17)
"Why do you think the Dravidian movement wanted to fight against caste discrimination?"
The Dravidian movement, led by leaders like Periyar (E.V. Ramasamy), fought against caste discrimination for several important reasons:
1. Caste divided society: Caste created artificial barriers between people who otherwise shared the same land, language, and culture. This division weakened society. 2. Brahminical dominance: The caste system gave Brahmins disproportionate power over religious, educational, and social institutions, while the majority of people (non-Brahmin castes) were denied opportunities. 3. Denial of dignity: Lower caste people were not allowed to enter temples, draw water from public wells, or sit alongside upper castes. The movement demanded that every human being deserves equal respect and dignity. 4. Social justice: The movement believed that a just society can only exist when everyone has equal access to education, employment, and public spaces regardless of their caste. 5. Self-respect: Periyar's Self-Respect Movement encouraged people of all castes to value themselves and reject the idea that any caste is superior or inferior by birth.
The movement succeeded in bringing about significant social reforms in Tamil Nadu, including temple entry for all castes and policies for educational and economic upliftment of disadvantaged groups.
Chapter-End Exercise Questions
Exercise Question 1
"Match the following statements with the appropriate term: stereotype, prejudice, discrimination."
| Statement | Term |
|---|---|
| (a) People from a particular religion are considered to be terrorists. | Prejudice |
| (b) Boys are expected to be tough and girls are expected to be soft-spoken. | Stereotype |
| (c) A landlord refuses to rent his house to a person of a particular caste. | Discrimination |
| (d) Women are considered weak and not suitable for jobs that require physical strength. | Stereotype |
| (e) A shopkeeper refuses to sell goods to a person of a particular community. | Discrimination |
| (f) People from a particular state are thought to be lazy and untrustworthy. | Prejudice |
- Prejudice is a negative opinion formed without proper knowledge. Statements (a) and (f) are prejudices because they judge an entire group unfairly based on incomplete or biased information.
- Stereotype is a fixed image about a group. Statements (b) and (d) are stereotypes because they assign rigid roles or qualities to all boys/girls or men/women.
- Discrimination is an action — the actual unfair treatment. Statements (c) and (e) are discrimination because they involve actual denial of housing or goods.
Exercise Question 2
"How can stereotypes affect people's lives? Explain with examples."
Stereotypes affect people's lives in several harmful ways:
1. Limit opportunities: When people believe "girls are not good at maths," many girls are discouraged from pursuing science and engineering. They may be denied admission or encouragement even when they are talented.
2. Create pressure to conform: A boy who loves cooking or dance may hide his interests because the stereotype says "boys should be tough." This causes emotional stress and prevents people from being themselves.
3. Cause unfair treatment: If an employer believes that "people from a certain community are dishonest," they may refuse to hire a hardworking and honest person from that community — this is both a stereotype and discrimination.
4. Damage self-confidence: Children who constantly hear negative stereotypes about their community or gender may start believing them, leading to low self-esteem and poor performance.
5. Create conflict between groups: Stereotypes foster mistrust between communities. If one group is stereotyped as "lazy" or "greedy," it can lead to tension and even violence.
6. Deny individuality: Stereotypes treat every member of a group as the same, ignoring the fact that each person is unique with their own talents, choices, and personality.
Example: In many villages, it is assumed that Dalit children will not do well in school. Teachers may pay less attention to them, and they may be made to sit separately. Over time, these children may drop out, not because they lack ability, but because the stereotype denied them a fair chance.
Exercise Question 3
"What does the Constitution say about discrimination? List at least three provisions."
The Indian Constitution contains several provisions that prohibit discrimination and guarantee equality:
1. Article 14 — Right to Equality: The State shall not deny to any person equality before the law or the equal protection of the laws within the territory of India. This means every person, from the President to an ordinary citizen, is equal before the law.
2. Article 15 — Prohibition of Discrimination: The State shall not discriminate against any citizen on grounds only of religion, race, caste, sex, place of birth, or any of them. No citizen shall be denied access to shops, public restaurants, hotels, places of public entertainment, or the use of wells, tanks, bathing ghats, roads, and places of public resort maintained by the State.
3. Article 17 — Abolition of Untouchability: Untouchability is abolished and its practice in any form is forbidden. The enforcement of any disability arising out of untouchability shall be an offence punishable in accordance with law.
4. Article 16 — Equality of Opportunity in Public Employment: No citizen shall be discriminated against in matters of public employment on the grounds of religion, race, caste, sex, descent, place of birth, or residence.
These provisions together ensure that every citizen of India is treated equally and that no one can be denied opportunities or treated unfairly because of the caste, religion, or gender they were born into.
Exercise Question 4
"Why do people fight against discrimination? Give reasons."
People fight against discrimination for the following reasons:
1. To claim their dignity and self-respect: Discrimination treats people as inferior. No one wants to be humiliated or looked down upon because of their birth. Fighting discrimination is a fight for basic human dignity.
2. To get equal opportunities: Discrimination denies people access to education, jobs, housing, and public spaces. By fighting against it, people demand the right to equal opportunities that every citizen deserves.
3. To secure their fundamental rights: The Constitution guarantees every citizen the Right to Equality. When people face discrimination, their fundamental rights are being violated. Fighting discrimination is a way of claiming what the law already promises.
4. To create a just and fair society: A society where some people are treated unfairly cannot be called just. Leaders like Dr. B.R. Ambedkar, Periyar, and Mahatma Gandhi fought against discrimination so that future generations could live in a fair society.
5. To ensure the progress of the nation: When millions of people are denied education and opportunity because of discrimination, the country loses their talent and contribution. Removing discrimination helps the whole nation progress.
6. To inspire others: When one person or group stands up against discrimination, it gives courage to others facing similar injustice. The Civil Rights Movement in the USA and the Dalit movement in India inspired many others to demand justice.
Exercise Question 5
"What is the difference between prejudice and discrimination? Explain with examples."
| Aspect | Prejudice | Discrimination |
|---|---|---|
| Definition | A negative attitude or opinion about a person or group formed without proper knowledge | The actual unfair treatment of a person or group based on prejudice |
| Nature | It is a thought or feeling — internal | It is an action or behaviour — external |
| Example | Thinking that "people from this community are not trustworthy" | Refusing to give a job to someone from that community |
| Effect | Creates bias in thinking | Denies rights, opportunities, or fair treatment |
| Visibility | Often hidden — may not be expressed openly | Visible — can be observed in actions like refusing housing, education, or employment |
| Law | Harder to regulate because it is a mindset | Can be punished by law — Article 15, Article 17 of the Constitution |
Example to illustrate the difference:
- A landlord who believes that people of a certain caste are "dirty" is holding a prejudice (a negative opinion without basis).
- When that landlord refuses to rent a flat to a person of that caste, it becomes discrimination (an act of unfair treatment).
Prejudice leads to discrimination. Prejudice is the root; discrimination is the harmful action that grows from it. The Constitution of India aims to eliminate both — by guaranteeing equality (to remove discrimination) and by promoting education and awareness (to remove prejudice).
Exercise Question 6
"Describe how Dr. B.R. Ambedkar fought against caste discrimination."
Dr. B.R. Ambedkar was one of the greatest fighters against caste discrimination in India. Here is how he led the struggle:
1. Personal experience of discrimination: Born into the Mahar caste (considered "untouchable"), Ambedkar faced discrimination from childhood. He was made to sit outside the classroom, could not drink water from the common tap, and was insulted by teachers and classmates. These experiences shaped his resolve to fight the caste system.
2. Education as a weapon: Ambedkar believed that education was the key to fighting caste discrimination. Despite enormous obstacles, he earned doctorates from Columbia University (USA) and the London School of Economics. He showed that a Dalit could achieve the highest academic honours.
3. The Mahad Satyagraha (1927): Ambedkar led a historic march to the Chavdar tank in Mahad, Maharashtra, where Dalits drank water from the public tank that upper castes had reserved for themselves. This was a direct challenge to caste-based exclusion from public resources.
4. Burning of the Manusmriti (1927): Ambedkar publicly burnt the Manusmriti, an ancient text that prescribed caste rules and justified untouchability. This act was a powerful symbolic rejection of the caste system.
5. Political action: Ambedkar founded the Independent Labour Party (1936) and later the Scheduled Castes Federation to give Dalits a political voice and fight for their rights through democratic means.
6. Constitutional provisions: As Chairman of the Drafting Committee of the Indian Constitution, Ambedkar ensured that the Constitution contained strong provisions against caste discrimination — Article 14 (equality before law), Article 15 (prohibition of discrimination), and Article 17 (abolition of untouchability). He called Article 17 the "heart and soul" of the Constitution.
7. Conversion to Buddhism (1956): Near the end of his life, Ambedkar converted to Buddhism along with millions of his followers, rejecting the Hindu caste system entirely and embracing a religion that teaches equality.
MCQ Practice (Exam-Oriented)
Choose the correct option for each question.
MCQ 1
Which of the following is an example of a stereotype?
- (A) Believing that all people from a certain state are dishonest
- (B) Refusing to sell goods to a person of a particular religion
- (C) Denying a woman a job because she is a woman
- (D) A landlord not renting his house to a Dalit family
Explanation: A stereotype is a fixed, oversimplified belief about a group. Options (B), (C), and (D) are examples of discrimination (actual unfair treatment). Option (A) is a stereotype — it assigns a negative quality to an entire group of people without knowing them individually.
MCQ 2
Which Article of the Indian Constitution abolishes untouchability?
- (A) Article 14
- (B) Article 15
- (C) Article 17
- (D) Article 21
Explanation: Article 17 explicitly abolishes untouchability and forbids its practice in any form. Article 14 guarantees equality before law. Article 15 prohibits discrimination on grounds of religion, race, caste, sex, or place of birth. Article 21 guarantees the right to life and personal liberty.
MCQ 3
What is the key difference between prejudice and discrimination?
- (A) Prejudice is positive; discrimination is negative
- (B) Prejudice is an attitude; discrimination is an action
- (C) Prejudice only affects women; discrimination affects everyone
- (D) There is no difference between the two
Explanation: Prejudice is a negative opinion or attitude held in the mind — it is a thought or feeling. Discrimination is the actual act of treating someone unfairly. Prejudice leads to discrimination, but they are not the same thing.
MCQ 4
Who among the following leaders fought against caste discrimination and was the Chairman of the Drafting Committee of the Indian Constitution?
- (A) Mahatma Gandhi
- (B) Jawaharlal Nehru
- (C) Dr. B.R. Ambedkar
- (D) Subhas Chandra Bose
Explanation: Dr. B.R. Ambedkar was the Chairman of the Drafting Committee. He personally experienced caste discrimination and dedicated his life to fighting it. He ensured that the Constitution contained strong provisions against caste-based discrimination.
MCQ 5
Which of the following is NOT a ground on which the Constitution prohibits discrimination?
- (A) Religion
- (B) Caste
- (C) Gender
- (D) Educational qualification
Explanation: Article 15 prohibits discrimination on grounds of religion, race, caste, sex, or place of birth. Educational qualification is not one of the prohibited grounds. In fact, the State may require certain educational qualifications for specific jobs — this is not considered discrimination under the Constitution.
MCQ 6
The practice of treating certain groups as "impure" and denying them entry into temples is called:
- (A) Prejudice
- (B) Stereotyping
- (C) Untouchability
- (D) Inequality
Explanation: Untouchability is the practice of treating certain castes as "impure" and denying them basic rights — entry into temples, use of public wells, sitting in classrooms, etc. It was abolished by Article 17 of the Constitution.
MCQ 7
What did the Dravidian movement, led by Periyar, primarily fight against?
- (A) British colonial rule
- (B) Caste discrimination and Brahminical dominance
- (C) Economic inequality alone
- (D) Foreign cultural influence
Explanation: Periyar's Dravidian movement (also called the Self-Respect Movement) fought against caste discrimination, Brahminical dominance in social and religious matters, and the practice of untouchability. While the movement also addressed other social issues, its primary focus was caste-based inequality.
MCQ 8
Which of the following statements is TRUE about diversity?
- (A) Diversity always leads to conflict
- (B) Diversity means different people living together, each with their own culture
- (C) Diversity is the same as inequality
- (D) Diversity is harmful for a country
Explanation: Diversity refers to the variety of cultures, languages, religions, and lifestyles that coexist in a society. It is a positive feature that enriches society. Diversity is not the same as inequality — inequality is unjust and must be removed, while diversity should be celebrated.
MCQ 9
A school refuses to admit a student because of his caste. Which Constitutional Article is violated?
- (A) Article 14
- (B) Article 15
- (C) Article 17
- (D) Article 19
Explanation: Article 15 prohibits discrimination on grounds of religion, race, caste, sex, or place of birth. Denying school admission on the basis of caste directly violates this article. Article 14 (equality before law), Article 17 (abolition of untouchability), and Article 19 (freedom of speech) are also important but Article 15 is the most directly relevant here.
MCQ 10
The Civil Rights Movement in the United States was led by:
- (A) Dr. B.R. Ambedkar
- (B) Nelson Mandela
- (C) Martin Luther King Jr.
- (D) Periyar
Explanation: The Civil Rights Movement in the USA (1950s-1960s) was led by Martin Luther King Jr., who fought against racial discrimination and segregation of African Americans. He used nonviolent methods inspired by Mahatma Gandhi. Dr. Ambedkar fought against caste discrimination in India, Nelson Mandela fought against apartheid in South Africa, and Periyar fought against caste discrimination in Tamil Nadu.
Common Mistakes to Avoid
1. Confusing Prejudice, Stereotype, and Discrimination
| Term | What students often write | What is correct |
|---|---|---|
| Prejudice | "Unfair treatment of a group" | A negative opinion or attitude about a group, formed without proper knowledge |
| Stereotype | "Hating a group" | A fixed, oversimplified image about a group that ignores individuality |
| Discrimination | "Thinking badly about someone" | Actual unfair or unequal treatment based on caste, religion, gender, etc. |
Remember: Prejudice is a thought, stereotype is a fixed image, and discrimination is an action.
2. Writing "Equality before Law" as Just "Everyone Is Equal"
The phrase "Equality before Law" has a specific constitutional meaning: every person, from the highest official to an ordinary citizen, is subject to the same laws and is entitled to equal protection. Do not write vague definitions.
3. Forgetting to Mention Article Numbers
In exams, students often write general statements like "the Constitution prohibits discrimination" without mentioning the specific Articles. Always cite:
- Article 14 — Equality before law
- Article 15 — Prohibition of discrimination on grounds of religion, race, caste, sex, place of birth
- Article 17 — Abolition of untouchability
4. Confusing Diversity with Inequality
Diversity is the presence of different cultures, languages, and traditions — it is positive. Inequality is the unfair distribution of opportunities and rights — it is negative. Do not use them interchangeably.
5. Writing Vague Answers for "How Stereotypes Affect Lives"
Avoid one-line answers. Stereotypes affect people in multiple ways — they limit opportunities, damage self-confidence, create pressure to conform, and can lead to discrimination. Always give specific examples.
6. Not Giving Examples
In CBSE exams, answers without examples score lower. Always support your answer with a concrete example:
- Instead of "discrimination harms people" → "When a Dalit child is made to sit separately in class, it humiliates the child and denies equal education."
- Instead of "stereotypes are harmful" → "The stereotype that girls cannot do maths discourages many talented girls from pursuing science."
7. Mixing Up Ambedkar's Role
Dr. B.R. Ambedkar was the Chairman of the Drafting Committee, not the President of the Constituent Assembly (that was Dr. Rajendra Prasad). Do not confuse these roles.
Exam Checklist
Before writing your exam, make sure you can tick off each item below:
- [ ] I can define prejudice, stereotype, and discrimination with clear examples and distinguish between them.
- [ ] I can explain how stereotypes affect people's lives with at least 3 specific examples.
- [ ] I can state the difference between diversity and inequality clearly.
- [ ] I can list at least three Constitutional provisions against discrimination — Articles 14, 15, and 17 — and explain each one.
- [ ] I can explain why the caste system is a form of inequality and how it harms people.
- [ ] I can describe Dr. B.R. Ambedkar's contributions to fighting caste discrimination — including the Mahad Satyagraha, burning of the Manusmriti, and his role in the Constitution.
- [ ] I can explain the role of Periyar and the Dravidian movement in fighting caste discrimination.
- [ ] I know what untouchability is and that Article 17 abolished it.
- [ ] I can give at least 2 real-life examples of discrimination and explain which Constitutional Article is violated in each.
- [ ] I can match statements with the correct term (prejudice, stereotype, or discrimination).
- [ ] I can answer MCQs on key facts — Article numbers, definitions, leaders and movements.
- [ ] I write specific examples in every answer, not vague general statements.
- [ ] I do not confuse prejudice (attitude) with discrimination (action).
- [ ] I can briefly describe the Civil Rights Movement in the USA and connect it to the Indian fight against discrimination.
Summary
This chapter teaches us that:
1. Diversity is a natural and positive feature of Indian society — different people, cultures, and traditions coexist. 2. Prejudice (negative opinions without knowledge), stereotypes (fixed images about groups), and discrimination (unfair treatment) are harmful and must be opposed. 3. Inequality arises when people are denied equal rights and opportunities because of their caste, religion, gender, or economic background. 4. The Indian Constitution guarantees equality through Articles 14, 15, and 17, and makes discrimination and untouchability illegal. 5. Leaders like Dr. B.R. Ambedkar, Periyar, and Mahatma Gandhi fought against caste discrimination and untouchability. 6. Each of us has a responsibility to treat everyone with respect and dignity, regardless of their background, and to oppose discrimination whenever we see it.