Anthropology 2022 Paper II 50 marks 150 words Compulsory Write short notes

Paper II — Q5

(a) Regionalism as an opportunity and threat to national integration (b) Issues of tribal agricultural labourers (c) Major…

Write short notes on the following in about 150 words each: 10×5=50

(a)

Regionalism as an opportunity and threat to national integration

(b)

Issues of tribal agricultural labourers

(c)

Major problems of nomadic and semi-nomadic groups

(d)

Role of the Governor in the Fifth Schedule areas

(e)

Austroasiatic languages

हिंदी में प्रश्न पढ़ें

निम्नलिखित प्रत्येक पर लगभग 150 शब्दों में लघु टिप्पणी लिखिए : 10×5=50

(a)

राष्ट्रीय एकीकरण में क्षेत्रवाद एक अवसर एवं जोखिम

(b)

जनजातीय खेतिहर मज़दूरों के मुद्दे

(c)

यायावर एवं अर्ध-यायावर समूहों की प्रमुख समस्याएँ

(d)

पाँचवीं अनुसूची क्षेत्रों में राज्यपाल की भूमिका

(e)

ऑस्ट्रोएशियाटिक भाषाएँ

Q5 of the 2022 UPSC Mains Anthropology Paper II, as printed
The question as printed in the 2022 Anthropology paper

Model answer

Drafted with AI by UPSC Answer Check against this question's marking rubric, to the 150-word length. UPSC does not publish answers for Mains — this is one way to score well, not an official key. How we build rubrics and answers.

(a) Regionalism as an Opportunity and Threat to National Integration

Regionalism refers to an ideology and political consciousness centered on loyalty to a distinct geographic region, rooted in shared language, culture, ethnicity, or historical identity.

As an opportunity, regionalism fosters cultural preservation by safeguarding sub-national identities within India’s plural fabric. It promotes democratic decentralization, administrative efficiency, and competitive development by articulating grassroots needs, as seen in the Dravidian movement, which catalyzed substantial social welfare reforms, literacy, and affirmative action in Tamil Nadu. It also enables balanced regional resource distribution through federal bargaining.

As a threat, aggressive regionalism manifests as chauvinism, breeding inter-state boundary disputes, water-sharing conflicts, and nativist 'sons-of-the-soil' agitations that target migrant communities. In its extreme form, regional disaffection degenerates into secessionism and violent ethnic militancy, evidenced historically in parts of the North-East insurgency.

(b) Issues of Tribal Agricultural Labourers

The transformation of self-reliant tribal cultivators into landless agricultural labourers represents a classic outcome of historical land alienation and socio-ecological displacement.

Tribal agricultural labourers face pervasive structural vulnerabilities, primarily characterized by low, exploitative wages far below statutory minimums and severe seasonal unemployment during non-agricultural months. Having lost customary land control to non-tribals and commercial projects, they suffer from an absolute lack of tenancy rights, functioning as insecure, casual workers. Deep-seated poverty forces dependence on local moneylenders (mahajans), leading to usurious debt cycles and unfree or bonded labour relations across several central and eastern states.

Furthermore, mechanization and the erosion of forest-based subsidiary livelihoods have intensified distress migration under precarious conditions. Although the Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act, 2006 (FRA) provides a statutory framework to restore tenurial security and forest access, slow implementation leaves large swathes of tribal labourers landless and socio-economically marginalized.

(c) Major Problems of Nomadic and Semi-Nomadic Groups

Nomadic and semi-nomadic communities (NT-SNTs) represent mobile populations whose customary pastoral, foraging, or artisanal livelihoods conflict with sedentary state structures.

A primary crisis is state-driven sedentarization pressure and the rapid loss of traditional grazing lands and migratory corridors due to urbanization, industrial expansion, and strict conservation policies, severely impacting groups like the pastoral Dhangars of Maharashtra and Gollas of the Deccan. Culturally and socially, many of these groups continue to bear the historical stigma of the colonial Criminal Tribes Act, 1871, which institutionalized societal prejudice; though the Act was repealed and the groups denotified in 1952, Habitual Offenders laws keep them vulnerable to police harassment. The Renke (2008) and Idate (2017) Commissions documented these problems, and the SEED scheme (2022) offers targeted support.

Their spatial mobility poses acute administrative challenges: lacking permanent residential proofs, they are frequently excluded from basic citizenship documents such as ration cards, voter identity cards, and caste certificates. This documentation deficit severely impedes their access to public healthcare, social protection schemes, and formal education for migratory children, perpetuating intergenerational poverty.

(d) Role of the Governor in the Fifth Schedule Areas

Under Article 244(1) and the Fifth Schedule of the Constitution, the Governor is vested with overarching supervisory and legislative powers to protect the interests of Scheduled Tribes in Scheduled Areas.

The Governor acts as a constitutional safeguard with the discretion to direct that any specific Act of Parliament or State Legislature shall not apply, or shall apply only with specified modifications, to a Scheduled Area. The Governor is empowered to make regulations prohibiting or restricting the transfer of land by or among Scheduled Tribe members to non-tribals, and to regulate the business of agricultural money-lending to tribals.

Institutionally, the Governor oversees the establishment and functioning of the Tribes Advisory Council (TAC) and is constitutionally mandated to submit an annual report to the President regarding the administration of these areas. However, in practice, these powers remain constrained by aid-and-advice conventions, and systemic gaps persist in effectively aligning gubernatorial regulations with the participatory mandate of the Panchayats (Extension to Scheduled Areas) Act (PESA), 1996.

(e) Austroasiatic Languages

The Austroasiatic language family constitutes one of the oldest linguistic and anthropological substrata of the Indian subcontinent, systematically classified in early Indian philology by G.A. Grierson in his Linguistic Survey of India.

In India, the family is broadly split into two distinct branches:

  1. Munda Branch: Spoken primarily across the Central and Eastern Indian tribal belts, particularly in the Chota Nagpur plateau and adjoining regions. Key languages include Santhali (the only Austroasiatic language recognized in the Eighth Schedule), Mundari, Ho, Korku, and Savara.
  2. Mon-Khmer Branch: Spoken peripherally in the North-East and island territories. It is represented by the Khasi and Pnar (Jaintia) languages in Meghalaya, as well as the Nicobarese language spoken across the Nicobar archipelago.

Typologically, Munda languages are agglutinative and largely suffixing, while Khasi and Nicobarese show prefixes and infixes; Austroasiatic languages provide critical insights into prehistoric tribal migrations. However, several non-scheduled dialects face severe endangerment today due to assimilation into dominant regional languages and a lack of standardized tribal scripts.

How this answer will be evaluated

Framework: Anthropology Paper II: Social and Cultural Anthropology

What earns full marks: Precise definitions, specific examples, and clear analysis of each part.

Evaluation rubric

Each sub-part is marked on its own, against the marks and word limit printed on the paper.

  1. (a) Define regionalism and analyze its dual role in national integration. 10 marks · 150 words

    write short notes— define → 3-4 key features → one example → one-line significance

    Must cover

    • Define regionalism as a political/social phenomenon
    • Identify it as an opportunity (e.g., local development)
    • Identify it as a threat (e.g., separatism)
    • Provide one Indian example (e.g., Dravidian movement, Jharkhand or Gorkhaland statehood demands)

    Loses marks

    • Treating regionalism only as a threat
    • Ignoring the 'opportunity' aspect
    • General political science answer without tribal context

    Earns more

    • Mention specific state or region
    • Reference to linguistic or cultural identity
    • Balanced assessment of both roles

    Extra mark

    • Cite a specific Supreme Court judgment on regionalism
    • Reference to a specific tribal movement
  2. (b) Outline the specific socio-economic issues of tribal agricultural labourers. 10 marks · 150 words

    write short notes— define → 3-4 key features → one example → one-line significance

    Must cover

    • Define the specific group (Adivasi agricultural labourers)
    • Mention landlessness or lack of land rights
    • Discuss exploitation by moneylenders or landlords
    • Reference to migration or seasonal labour issues

    Loses marks

    • Discussing general agricultural issues without tribal focus
    • Ignoring the 'labourer' aspect (focusing only on farmers)
    • Vague generalities without specific issues

    Earns more

    • Mention specific tribal group (e.g., Gond, Bhil)
    • Reference to PESA Act or land laws
    • Mention of caste-based discrimination

    Extra mark

    • Cite a specific government scheme for tribal labourers
    • Reference to a specific field study on tribal labour
  3. (c) List and explain the major problems faced by nomadic and semi-nomadic groups. 10 marks · 150 words

    write short notes— define → 3-4 key features → one example → one-line significance

    Must cover

    • Define nomadic and semi-nomadic groups
    • Mention loss of grazing lands
    • Discuss lack of access to social services (health, education)
    • Reference to legal status or citizenship issues

    Loses marks

    • Confusing nomadic with settled tribal groups
    • Ignoring the 'semi-nomadic' aspect
    • General problems without specific nomadic context

    Earns more

    • Mention specific group (e.g., Rabaris, Bhils)
    • Reference to the Criminal Tribes Act (1871) and denotification (1952)
    • Mention of climate change impact

    Extra mark

    • Cite a specific policy for nomadic groups
    • Reference to a specific field study on nomadic groups
  4. (d) Explain the specific role of the Governor in Fifth Schedule areas. 10 marks · 150 words

    write short notes— define → 3-4 key features → one example → one-line significance

    Must cover

    • Define Fifth Schedule areas (Tribal Areas)
    • Mention the Governor's power to make regulations
    • Reference to Article 244(1) of the Constitution
    • Discuss the role in land transfer and moneylending

    Loses marks

    • Confusing Fifth Schedule with Sixth Schedule
    • Ignoring the constitutional basis (Article 244)
    • General role of Governor without specific Fifth Schedule context

    Earns more

    • Mention specific state (e.g., Jharkhand, Odisha)
    • Reference to the Governor's Council of Advisers
    • Mention of specific regulations made by Governor

    Extra mark

    • Cite a specific Supreme Court case on Governor's role
    • Reference to a specific regulation made by a Governor
  5. (e) Describe the Austroasiatic language family and its significance in India. 10 marks · 150 words

    write short notes— define → 3-4 key features → one example → one-line significance

    Must cover

    • Define Austroasiatic language family
    • Mention major branches (Munda, Khmer, Vietnamese)
    • Reference to specific Indian languages (e.g., Santali, Mundari)
    • Discuss the geographical distribution in India

    Loses marks

    • Confusing Austroasiatic with Dravidian or Indo-Aryan
    • Ignoring the Indian context
    • General linguistic answer without specific Austroasiatic focus

    Earns more

    • Mention specific tribal group speaking Austroasiatic language
    • Reference to the linguistic map of India
    • Mention of specific features of Austroasiatic languages

    Extra mark

    • Cite a specific linguistic study on Austroasiatic languages
    • Reference to a specific dictionary or grammar of an Austroasiatic language
What "Write short notes" is asking you to do

Five or six self-contained answers, marked separately, typically 10 marks and about 150 words each. Each note must carry its own definition, its two or three defining features and a line on why it matters; a common introduction or conclusion across the notes earns nothing.

Structure that answers it

Per note: one-line definition or identification → two or three features, mechanisms or named examples → one line of significance or Indian application

Where marks are lost

Writing the first two notes at essay length and rationing the rest. Each note is marked on its own, so marks surrendered on a compressed or unattempted note cannot be won back by the long ones.

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