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

Q5

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

Evaluate your answer to this question → See all 2022 Anthropology questions

Directive word: Write short notes

This question asks you to write short notes. The directive word signals the depth of analysis expected, the structure of your answer, and the weight of evidence you must bring.

See our UPSC directive words guide for a full breakdown of how to respond to each command word.

How this answer will be evaluated

Approach

The directive 'write short notes' demands concise, information-dense responses for each sub-part with balanced coverage. Allocate approximately 30 words per sub-part (150 words total), spending roughly 10-12 minutes per note. Structure each note with a precise definition, 2-3 analytical points, and one concrete example. No introduction or conclusion is needed for the aggregate; begin directly with sub-part (a). Prioritize conceptual clarity over elaboration—examiners reward precise terminology and specific illustrations over generic descriptions.

Key points expected

(a) Regionalism: Define regionalism; explain opportunity (cultural preservation, administrative efficiency, development) and threat (secessionism, linguistic conflicts, uneven development); cite examples like Dravidian movement or North-East insurgency
(b) Tribal agricultural labourers: Land alienation, bonded labour, low wages, lack of tenancy rights, seasonal unemployment, exploitation by moneylenders; mention Scheduled Tribes and Other Traditional Forest Dwellers Act (Recognition of Rights) Act, 2006
(c) Nomadic/semi-nomadic groups: Sedentarization pressure, loss of grazing lands, criminalization under colonial laws (Criminal Tribes Act legacy), lack of citizenship documents, educational exclusion; cite Banjara, Golla, or Dhangar communities
(d) Governor's role in Fifth Schedule: Powers under Article 244, Tribes Advisory Council, regulation of money-lending, prohibition or restriction of land transfer from tribals to non-tribals, submission of annual reports to President; mention PESA extension limitations
(e) Austroasiatic languages: Mon-Khmer branch (Khasi, Nicobarese) and Munda branch (Santhali, Mundari, Ho); geographic distribution in North-East and Central India; mention Grierson's classification and current endangered status

Evaluation rubric

Dimension	Weight	Max marks	Excellent	Average	Poor
Concept correctness	20%	10	Precise definitions across all five notes: for (a) distinguishes cultural from political regionalism; for (b) identifies specific labour categories (attached, casual, migrant); for (c) distinguishes nomadic pastoralists from peripatetic groups; for (d) accurately cites Article 244 and Paragraph 5 powers; for (e) correctly classifies Mon-Khmer vs. Munda branches with representative languages	Generally accurate definitions with minor errors—conflates regionalism with regional consciousness, vague on labour categories, mixes nomadic types, states Governor has 'special powers' without specificity, lists Austroasiatic languages without branch distinction	Fundamental conceptual errors—treats regionalism as separatism only, confuses agricultural labourers with cultivators, describes nomads as 'homeless,' omits Fifth Schedule entirely or confuses with Sixth Schedule, misclassifies Dravidian or Tibeto-Burman languages as Austroasiatic
Theoretical framing	20%	10	Appropriate theoretical anchors: for (a) cites Rudolph and Rudolph's 'demand groups' or Paul Brass's instrumentalism; for (b) applies Marxist analysis of labour exploitation or Scott's 'weapons of the weak'; for (c) uses Dyson-Hudson's pastoral adaptation theory; for (d) references Ambedkar's constitutional safeguards intent; for (e) mentions Shafer's or Grierson's linguistic classification	Implicit theoretical awareness without explicit citation—describes regionalism's dual nature without naming theorists, discusses exploitation without analytical framework, notes nomadic adaptation without theory, describes Governor's powers functionally, presents linguistic data descriptively	Atheoretical or misapplied frameworks—uses integration theory inappropriately for regionalism, applies cultivation theory to labourers, no theoretical lens for nomadism, confuses Governor's role with general gubernatorial functions, presents language data without any classification system
Ethnographic / Indian examples	20%	10	Specific, diverse illustrations: for (a) Telangana movement (opportunity) and ULFA insurgency (threat); for (b) Bhil or Gond agricultural labourers in Gujarat/Maharashtra; for (c) Rabari pastoralists or Nat peripatetics; for (d) specific Governor interventions in Andhra Pradesh or Chhattisgarh; for (e) Khasi in Meghalaya, Santhali in Jharkhand, Nicobarese	Generic or partially correct examples—mentions 'North-East' without specificity, 'tribals in Central India,' 'pastoral communities,' 'Scheduled Areas' without naming states, lists 'Munda languages' without specifics	Incorrect or absent examples—uses non-Indian examples when Indian ones required, confuses tribal groups (e.g., calls Bhils 'pastoral'), cites Sixth Schedule areas for Fifth Schedule, gives Austronesian or Dravidian language examples
Comparative analysis	20%	10	Explicit comparative moves: for (a) contrasts constructive vs. destructive regionalism with Indian cases; for (b) compares tribal labourers with non-tribal agricultural workers or across regions; for (c) contrasts nomadic vs. semi-nomadic adaptations or compares pastoral vs. peripatetic groups; for (d) contrasts Fifth with Sixth Schedule mechanisms; for (e) compares Austroasiatic distribution with Dravidian or Tibeto-Burman patterns	Implicit comparison—notes regionalism has 'both aspects,' mentions tribal labour is 'different,' describes nomadic groups as 'varied,' notes Governor has 'more powers than normal,' states Austroasiatic is 'different from other families' without elaboration	No comparative dimension—treats each note in isolation, misses dialectical nature of regionalism, describes labour issues monolithically, presents nomadic groups as homogeneous, fails to distinguish Schedule types, lists languages without relational analysis
Conclusion & applied angle	20%	10	Each note ends with applied insight: for (a) suggests cooperative federalism or asymmetrical federalism; for (b) recommends effective implementation of FRA 2006 or minimum wage enforcement; for (c) proposes mobile schools or de-criminalization policy; for (d) advocates Governor activism or PESA extension; for (e) suggests language documentation or mother-tongue education—demonstrating policy relevance	Weak or generic concluding points—'regionalism should be balanced,' 'tribal welfare needed,' 'nomads need help,' 'Governor should act,' 'languages should be preserved'—lacking specific mechanism or contemporary relevance	No applied angle or inappropriate conclusions—ends with summary repetition, makes unrealistic recommendations, suggests solutions outside constitutional framework, or omits conclusion entirely in rushed notes

Practice this exact question

Write your answer, then get a detailed evaluation from our AI trained on UPSC's answer-writing standards. Free first evaluation — no signup needed to start.

Evaluate my answer →