Gender, Religion and Caste – Case-based Questions with Answers
CBSE Class 10 Social Science – Political Science (Civics)
Democratic Politics – II, Chapter 3: Gender, Religion and Caste
CBSE Board Examinations – Case-Based Question Overview
- Case/Source Based Questions – usually 3 to 4 marks in competency-based format.
- Based on real-life situations, data, reports or short passages.
- Strictly aligned with NCERT Chapter “Gender, Religion and Caste”.
- Ideal for CBSE Class 10 school tests, pre-boards and Board Examinations.
These 15+ Case-Based Questions with clear and well-structured answers are designed strictly as per the
NCERT textbook for Class 10 Political Science (Democratic Politics – II), Chapter 3: Gender, Religion and Caste.
Each case is followed by sub-questions and detailed answers, helping CBSE Class 10 students practise
competency-based questions and strengthen conceptual understanding for board exams.
A. Case-Based Questions on Gender and Politics
Topics covered: gender division, public/private division, patriarchy, women’s unpaid work, women’s movements and political representation.
Case Study 1
Gender Division & Unpaid Work
In a town in India, Rina and her brother Rahul live with their parents. Rahul goes to college and also
works part-time in a shop. Rina has completed her schooling but spends the whole day doing household work –
cooking, cleaning, washing clothes and taking care of her younger sister. When relatives come, they proudly
say, “Rahul is working, Rina is just at home.” Rina’s mother believes that girls must first learn to manage a home,
while boys must focus on studies and earning.
Q1.(a) Which type of social division is shown in the above situation? Name it.
Answer: The above situation shows gender division, a form of social division between men and women based on socially constructed roles.
Q1.(b) Why is Rina’s work described as “unpaid work”? Explain.
Answer:
- Rina works the whole day at home but does not receive any salary or wages.
- Her work is not counted in national income statistics and is often not recognised as real work.
- Therefore, household work done mainly by women is called unpaid work.
Q1.(c) How does this situation reflect an unfair public–private division?
Answer:
- The public sphere (college and shop work) done by Rahul is respected and praised.
- The private sphere (household work) done by Rina is undervalued and called “just at home”.
- This shows that society gives more importance to men’s work outside and ignores women’s unpaid work inside the home, which is unfair.
Case Study 2
Public / Private Sphere
A school organises a debate on the topic “Should women participate in politics?”. Some students argue that politics
is a “dirty game” and women should not enter it. Others say women should stay at home and take care of children.
A few students strongly oppose this view and say that women have every right to participate in politics and public life.
Q2.(a) Which old belief about the role of women is reflected in the arguments against their participation in politics?
Answer: The arguments reflect the old belief that women belong only to the private sphere of home and family, and that the public sphere of politics and decision-making is meant only for men.
Q2.(b) Why is it important that women participate in politics in a democracy?
Answer:
- Women constitute about half of the population, so their interests must be represented in law-making.
- They face special problems such as health, safety and discrimination, which need attention in policies.
- Without women’s participation, democratic institutions cannot be truly representative and equal.
Q2.(c) Mention any one step taken in India to promote women’s political participation.
Answer: In India, at least one-third of seats in Panchayats and Municipalities are reserved for women under the 73rd and 74th Constitutional Amendments, to promote their political participation.
Case Study 3
Patriarchy & Gender Inequality
In a village, most families prefer sending their sons to a nearby town for higher education, while daughters are
expected to help in household chores and get married early. Some girls who express the desire to become doctors or
engineers are told by elders, “These jobs are not for girls; you must adjust wherever you get married.”
Q3.(a) Which system of social organisation is reflected in the elders’ attitude towards girls?
Answer: The elders’ attitude reflects patriarchy, a system in which men hold more power and women are assigned subordinate roles in family and society.
Q3.(b) Explain any two ways in which patriarchy affects girls’ education and career choices.
Answer:
- Girls are denied equal educational opportunities, as families invest more in sons’ education.
- Girls are discouraged from choosing professional careers and pushed into marriage and domestic roles, limiting their independence and economic status.
Q3.(c) Suggest any two measures to change such patriarchal attitudes.
Answer:
- Spread awareness through schools, media and campaigns that girls and boys are equal and should get equal education and career opportunities.
- Provide scholarships and incentives for girls’ education and strictly enforce laws against child marriage.
Case Study 4
Women’s Movement & Laws
A women’s organisation in a city launches a campaign against domestic violence and dowry. They organise rallies, street plays
and meetings with officials. Due to their efforts, several cases of domestic violence are reported and the police start taking
strict action. The group also educates women about their legal rights and helpline numbers.
Q4.(a) Which movement is described in the above case? What is its main aim?
Answer: The case describes the women’s movement, whose main aim is to end discrimination and violence against women and to ensure equality and justice for them.
Q4.(b) How do such campaigns help in improving the condition of women? Give any two points.
Answer:
- They create awareness among women about their rights and available legal protections.
- They pressurise authorities like police and courts to take strict action, leading to better implementation of laws.
Q4.(c) Name any one law that protects women from violence or exploitation in India.
Answer: One such law is the law against domestic violence (Protection of Women from Domestic Violence Act), which provides protection and legal remedy to women facing abuse at home.
Case Study 5
Women’s Political Representation
In a Gram Panchayat election, out of 15 seats, 5 seats are reserved for women. Many women are elected for the first time.
Initially, some people claim that these women will act only as “namesake leaders” while their husbands will take all decisions.
But gradually, the elected women start taking independent decisions on issues like drinking water, sanitation and school facilities.
Q5.(a) Why were 5 seats reserved for women in this Gram Panchayat?
Answer: The seats were reserved for women as per the 73rd Constitutional Amendment, which mandates that at least one-third of seats in Panchayats must be reserved for women to increase their political participation.
Q5.(b) How did the elected women representatives prove the initial belief about them wrong?
Answer:
- They did not act only as proxies for their husbands.
- They started taking independent decisions on important local issues like water, sanitation and education.
- This showed their capability and responsibility as real leaders.
Q5.(c) Explain how reservation for women in local bodies has helped strengthen democracy.
Answer:
- It has brought lakhs of women into political decision-making at the grassroots level.
- Women’s issues and needs are now better represented in local governance.
- It has encouraged more women to participate in public life, making democracy more inclusive and representative.
Case Study 6
Gender & Democracy
A survey in a state shows that women’s literacy rate and labour participation are still lower than men’s, and political
parties rarely give tickets to women candidates in Assembly elections. However, in villages, many women sarpanches are
performing well and are popular for their honest and people-friendly work.
Q6.(a) What contradiction regarding women’s position in democracy is visible in this case?
Answer:
- On one hand, women’s literacy and labour participation remain low and parties hesitate to give them tickets.
- On the other hand, women sarpanches who get opportunities perform very well and are appreciated by people.
Q6.(b) What lesson should political parties learn from the success of women sarpanches?
Answer:
- Women are capable of effective leadership when given a chance.
- Parties should not hesitate to field more women candidates at higher levels like State Assemblies and Parliament.
- Doing so can improve the quality of governance and strengthen democracy.
B. Case-Based Questions on Religion, Communalism and Politics
Topics covered: religion in politics, communalism, forms of communalism, majority–minority, and secular state.
Case Study 7
Religion & Communal Tension
During an election campaign, a leader says in a speech, “Our religion is in danger. People of other religions are trying
to destroy our culture. Vote only for our party, otherwise our religion will not survive.” After this speech, there are
heated arguments and fights between people of different religions in the locality.
Q7.(a) Which kind of politics is being practised by the leader in this speech?
Answer: The leader is practising communal politics, where religion is used in an extreme way to gain political support and votes.
Q7.(b) State any two features of the communal mindset visible in this case.
Answer:
- It presents one religion as being under threat from other religions.
- It tries to unite all followers of one religion and treat other religions as enemies.
Q7.(c) Why is such politics considered harmful for democracy?
Answer:
- It spreads hatred and distrust among citizens belonging to different religions.
- It diverts attention from real issues like development and welfare.
- It can lead to communal violence and weaken national unity and democratic values.
Case Study 8
Everyday Communalism
In a mixed neighbourhood, a rumour spreads that a boy of one religion has insulted the holy place of another religion.
Without confirming the truth, some people gather in anger and start damaging shops belonging to the other community. Later,
it is found that the rumour was false and intentionally spread by a few mischievous people.
Q8.(a) Which problem is highlighted in this case – communalism or secularism? Name it.
Answer: The case highlights the problem of communalism, where people react violently in the name of religion without verifying facts.
Q8.(b) What should people have done before reacting to the rumour?
Answer:
- They should have tried to verify the information from reliable sources.
- They should have informed the police or local authorities instead of taking law into their own hands.
- They should have tried to calm others and stop the spread of false rumours.
Q8.(c) How can education help in preventing such communal incidents?
Answer:
- Education can teach students to think critically and not blindly believe rumours.
- It can promote respect for all religions and the value of living together peacefully.
- It can spread awareness that violence in the name of religion harms everyone.
Case Study 9
Secular State in Practice
In a town, people of different religions – Hindus, Muslims, Christians, Sikhs and others – live together. The government
school in the town celebrates national festivals and allows students to wear symbols of their religion. The state government
grants holidays for important festivals of all major religions. At the same time, the government intervenes when a temple
does not allow entry to people of a particular caste.
Q9.(a) Which type of state is described in this case? Name it.
Answer: The case describes a secular state, where the government gives equal respect and protection to all religions and does not promote any one religion as the state religion.
Q9.(b) Give any two examples from the case that show equal respect to all religions.
Answer:
- The government school allows students to wear religious symbols of their respective faiths.
- The state government declares holidays on important festivals of all major religions.
Q9.(c) Why does the government intervene in the temple’s practice of not allowing entry to some people?
Answer:
- Such a practice discriminates against people based on caste and violates their fundamental right to equality and dignity.
- In a secular and democratic state, the government can intervene in religious practices that harm individual rights or promote social injustice.
Case Study 10
Majority–Minority & Democracy
In a state, 70% of the population belongs to religion A and 30% to religion B. A political party of religion A claims
that since they are in majority, only their religious practices and language should get government support. They ask for
textbooks and government signboards to be printed only in their religious language.
Q10.(a) Is the party’s demand democratic? Give reason.
Answer: No, the party’s demand is not democratic because democracy is not just the rule of numerical majority. It must protect the rights and culture of minorities as well and should not impose the majority’s religion or language on others.
Q10.(b) How should majority–minority relations be handled in a democracy like India?
Answer:
- The majority should not dominate or oppress minorities.
- All communities should have equal rights, freedoms and opportunities.
- Policies should respect and protect the cultural and religious diversity of the country.
Case Study 11
Religion & Democratic Values
A group of religious leaders demand that the government should pass a law forcing all citizens to follow certain rituals
of their religion. Another group argues that religion is a personal matter and the state should not impose any religious practice.
Q11.(a) Which group’s view is in line with the idea of a secular democracy?
Answer: The view of the second group – that religion is a personal matter and the state should not impose religious practices – is in line with the idea of a secular democracy.
Q11.(b) Why should the state not impose any particular religion on its citizens?
Answer:
- Citizens have the freedom to follow any religion or none.
- Imposing one religion violates religious freedom and equality.
- It can create conflict and resentment among followers of other religions.
C. Case-Based Questions on Caste and Politics
Topics covered: caste inequalities, constitutional measures, caste in politics and politics in caste.
Case Study 12
Caste Inequality & Discrimination
In a village, people from a particular caste are not allowed to take water from the main village well. They must go to a
separate well far away. They are also not allowed to enter the main temple or sit with others in the village meeting.
A young boy from this caste, after learning about the Constitution in school, questions these practices.
Q12.(a) Which form of inequality is shown in this case?
Answer: The case shows caste inequality and discrimination, where a particular caste is treated as inferior and excluded from common facilities and social life.
Q12.(b) Which constitutional provision directly opposes such practices?
Answer: The provision that abolishes untouchability and makes its practice a punishable offence directly opposes such caste-based exclusion and discrimination.
Q12.(c) How can the boy’s education help bring change in his village?
Answer:
- He can make villagers aware that such practices are illegal and against the Constitution.
- He can approach authorities like the Gram Panchayat, police or district officials for action.
- His questioning can inspire other young people to challenge caste discrimination.
Case Study 13
Reservations & Social Justice
A university has reserved a certain percentage of seats for Scheduled Castes (SCs), Scheduled Tribes (STs) and Other
Backward Classes (OBCs). Some students from the general category complain that this is “unfair” and that admissions
should be based only on marks. Students from reserved categories argue that reservations are necessary to overcome
historical disadvantages and discrimination.
Q13.(a) Why were reservations introduced for SCs, STs and OBCs in education and jobs?
Answer:
- These groups faced centuries of caste-based discrimination and social exclusion.
- They had very limited access to education, land and good jobs.
- Reservations were introduced to give them better opportunities and promote social justice.
Q13.(b) How do reservations help in reducing caste inequalities?
Answer:
- They increase the representation of disadvantaged castes in higher education and government jobs.
- They improve their economic status and social standing.
- They ensure that decision-making bodies reflect the diversity of society, including weaker sections.
Case Study 14
Caste in Electoral Politics
In an Assembly constituency, political parties study the caste composition of voters before choosing their candidates.
One party decides to give a ticket to a candidate from the largest caste group in that area. Another party forms an
alliance of smaller castes to combine their votes and defeat the larger caste’s dominance.
Q14.(a) Which aspect of the relationship between caste and politics is shown in this case?
Answer: The case shows “caste in politics”, where caste influences the selection of candidates and formation of alliances in electoral politics.
Q14.(b) Is caste the only factor that decides election results? Briefly explain.
Answer:
- No, caste is not the only factor deciding election results.
- Voters also consider issues like party performance, development work, leadership, ideology and local problems.
- Candidates often need support from more than one caste group to win.
Case Study 15
Politics in Caste
In a region, several lower-caste groups come together to form a social organisation. They hold meetings, spread awareness
about education and legal rights, and demand more government schemes and representation in local bodies. Political parties
begin to approach this organisation to gain their support during elections.
Q15.(a) Which concept from the chapter best explains the activities of this organisation – “caste in politics” or “politics in caste”?
Answer: The activities of this organisation best reflect “politics in caste”, where caste groups organise themselves to demand a fair share in power and resources through democratic means.
Q15.(b) How can such organisations help weaker castes in a democracy?
Answer:
- They create awareness about rights, education and opportunities among weaker castes.
- They act as a collective voice to demand policies and schemes that benefit their members.
- They can influence political parties to include more candidates from weaker castes in elections.