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UPSC Essentials daily subject quiz — History and Culture | From Indo-Iranian shared identities to a Dalit woman in Constituent Assembly: Can you solve these mcqs? (week 148)

UPSC Prelims 2026 Daily Practice Quiz: How well do you know ancient and modern history key terms and events? Check out the answers, explanations, and UPSC relevance for each of the questions.

upsc history colonial paintingThe painting depicts the forces of British surrendering to French and American forces during the Revolutionary War (Wikipedia)

UPSC Essentials brings to you its initiative of daily subject-wise quizzes. These quizzes are designed to help you revise some of the most important topics from the static part of the syllabus. Attempt today’s subject quiz on History and Culture to check your progress. Find links to previous quizzes for UPSC towards the end of the article.

QUESTION 1

Consider the following statements with reference to ancient Indo-Iranian shared identities:

1. Indo-Aryan and Old Iranian cultures are part of a broader ethno-linguistic Indo-Iranian phase of common ancestry, evidence of which is found in the Rig Veda and the Avesta.

2. While the Rig Veda contains references to horses as key elements of military and aristocratic life, the Avesta (the Zoroastrian religious text corpus of ancient Iran) does not mention horses, indicating that ancient Iranians did not use horses as ancient Indians did.

Which of the above statements is/are correct?

(a) 1 only

(b) 2 only

(c) Both 1 and 2

(d) Neither 1 nor 2

Relevance: This question is relevant for UPSC Prelims as it examines early cultural and linguistic links between Indo-Aryan and Iranian societies reflected in texts like the Rig Veda and the Avesta. It becomes especially important when ancient Indo-Iranian connections feature in global current affairs, prompting UPSC to test aspirants’ conceptual understanding of such historical linkages.

Explanation

Shared linguistic and religious heritage

Distinguished Parsi archaeologist J M Unvala, in his study of the longue durée (long duration) history of Indo-Iranian ties, pointed to archaeological parallels uncovered at Susa (Shush, in the Kuzestan province of Iran) and at the Indus Valley sites of Mohenjo-Daro and Harappa, noting similar painted pottery, polished tools, and seals.

Unvala advanced the view that the pre Aryan Indus Civilisation showed affinities with Elamite and Sumerian cultural repertoires. Accordingly, trade links brought Afghan and Iranian metals and semi-precious stones into the Indian subcontinent, underpinning an integrated Asian trade network as early as the third and fourth millennia before Christ.

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Proto-Aryan languages were spoken in the steppes of southern Russia around early 3000 BCE. Indo-European linguistic forms that emerged in the region retained loanwords that can be traced to Proto-Aryan forms. For example, as pointed out by eminent Finnish Indologist Asko Parpola, the Finno-Ugric word for ‘hundred’ is ‘sata,’ close to the Proto-Aryan ‘shatam’. Proto-Finno-Ugric people were dispersed by about 2500 BCE; hence, Indo-Iranian languages were present in southern Russia even earlier.

Besides, since the earliest evidence for horse domestication comes from the Srednij Stog culture of the Ukrainian steppes, around about 4200–3500 BCE, and the Yamnaya culture, of about 3500–2800 BCE, these pastoral cultures with their horse-dependency circulated Euro-Indo-Iranian languages and Indo-Iranian populations across a vast region. Both the Rig Veda and the Avesta (the Zoroastrian religious text-corpus of ancient Iran) contain representations of horses as key elements of military and aristocratic living.

As Romila Thapar adds, Indo-Aryan and Old Iranian cultures are part of a broader ethno-lingual Indo-Iranian phase of common ancestries, whose evidence is found in the Rig Veda and Avesta, in that “the cult of soma/haoma and the emphasis on the worship of fire were common to Iran and India”. Notably, this cult “does not occur elsewhere in the Indo-European speaking world,” according to Thapar. They may well have had roots in Central Asian shamanistic traditions.

Besides, as Unvala notes, Indo-Iranians shared natural cults and solar and lunar divinities. The composition of the Gathas and parts of the Avesta had a shared substratum of cultural wellsprings, potentially around 2000 BC. By this time, Indo-Iranians formed a culture known as Sintashta, whose language was Proto-Indo-Iranian.

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This was followed by the Andronovo culture, which marked the first recognisable splits between Indian and Iranian oral traditions. Around 1650 BC, the Mittani Empire, which was established around modern-day Syria, is known to have used an Indo-Aryan language that resembled Sanskrit—albeit written in Mesopotamian cuneiform. In fact, a treaty between the Mitanni and the Hittites is even known to have invoked Indo-Aryan gods like Varuna, Indra, and Mitra. Even the royal names of Mitanni rulers resembled Sanskrit and Iranian names.

Therefore, a is the correct answer. Read more: Trade, language, and shared identities: How an ancient world linked India and Iran thousands of years ago

QUESTION 2

With reference to the term “Yankees”, which of the following statements is correct?

(a) In nineteenth-century India, British officials frequently used the term “Yankees” to describe European settlers who opposed the policies of the British East India Company.

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(b) During the Revolt of 1857, rebel proclamations referred to British soldiers as “Yankees”.

(c) “Yankees” were among the first Americans to reach India because they were experienced merchants and, after the American Revolutionary War, they were barred from trading in British markets.

(d) In colonial India, “Yankees” was the official designation for Indian labourers who migrated to the United States for plantation work.

Relevance: This question is relevant for UPSC Prelims as global terms like Yankees often appear in international news and political discourse. UPSC may link such terms to their historical context in India.

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Explanation

US trade with India began immediately after America’s independence from Britain in 1783, when American shipowners, no longer bound by the British East India Company’s monopoly, could trade directly with the East. They entered an arena long dominated by the Portuguese, Dutch, and British, following established global sea routes. At the time, “India” referred broadly to the “East Indies,” stretching from the subcontinent to Southeast Asia and the Malay Archipelago, and sometimes even including China and Japan.

After the 1783 Treaty of Paris opened the Indian Ocean to US vessels, Yankee merchants moved quickly. ‘Yankees’ refers to traders from New England, particularly the ports of Salem and Boston. They were among the first Americans to reach India because they were already seasoned merchants and, after the American Revolutionary War, were forbidden from British markets. Seeking new opportunities, they sailed to Asian markets.

Therefore, c is the correct answer. Read more: The forgotten story of Yankee merchants: America’s first trade connection with India

QUESTION 3

She was elected to the Constituent Assembly of India from the Madras constituency and, at the age of 34, was one of the youngest members and the only Dalit woman in the Assembly.

Who was she?

(a) Dakshayani Velayudhan

(b) Muthulakshmi Reddy

(c) Rukmini Lakshmipathi

(d) Sathyavani Muthu

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Relevance: This question is relevant for UPSC Prelims as the composition and notable members of the Constituent Assembly of India are important themes in modern Indian history and polity. Questions about lesser-known yet significant figures help test an aspirant’s understanding of the diversity and social representation in the constitution-making process.

Explanation

Dakshayani Velayudhan Dakshayani Velayudhan

Dakshayani Velayudhan was born on 15 July 1912 in Mulavukad, in present-day Ernakulam district, and belonged to the Pulaya community. She was elected to the Constituent Assembly of India from the Madras constituency and, at the age of 34, was one of the youngest members and the only Dalit woman in the Assembly.

In the Assembly, she emerged as an independent voice who argued that the Constitution should not only define the relationship between the state and society but also transform Indian society. She also criticised the demand for separate electorates for Scheduled Castes associated with B. R. Ambedkar opposed proposals that, in her view, resembled separate electorates.

Therefore, a is the correct answer.

QUESTION 4

Consider the following pairs with reference to administrative offices in the Mughal Empire:

1. Waqia Navis – Auditor

2. Mir Saman – In charge of Karkhanas

3. Mir Bakshi – Head of the military establishment

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Which of the pairs given above is/are correctly matched?

(a) 1 and 2 only

(b) 2 and 3 only

(c) 3 only

(d) 1, 2 and 3

Relevance: This question is relevant for UPSC Prelims because the administrative structure and official positions of the Mughal Empire are frequently tested in the exam. 

Explanation

Waqianavis was a medieval royal functionary in charge of news writing/reporting.

Therefore, b is the correct answer.

QUESTION 5

The term Kantakasodhana refers to:

(a) Removal of obstacles to agriculture in village administration

(b) A term used with reference to criminal justice

(c) A tax imposed on traders entering fortified cities

(d) A ritual performed to purify the king before coronation

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Relevance:This question is relevant for UPSC Prelims because administrative and judicial concepts from ancient Indian texts like the Arthashastra are frequently asked in the exam

Explanation

The term Kantakasodhana appears in the Arthashastra and refers to the system dealing with the detection, suppression, and punishment of criminals, essentially relating to criminal justice and maintenance of public order.

Therefore, b is the correct answer.

Previous Daily Subject-Wise-Quiz

Daily subject-wise quiz – International Relations (Week 152)

Daily Subject-wise quiz — History, Culture, and Social Issues (Week 147)

Daily subject-wise quiz — Polity and Governance (Week 152)

Daily subject-wise quiz —  Science and Technology (Week 152)

Daily subject-wise quiz — Economy (Week 151)

Daily subject-wise quiz — Environment and Geography (Week 151)

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Manas Srivastava leads the UPSC Essentials section of The Indian Express (digital). He majorly writes on UPSC, other competitive exams and education-related projects. In the past, Manas has represented India at the G-20 Youth Summit in Mexico. He is a former member of the Youth Council, GOI. A two-time topper/gold medallist in History (both in graduation and post-graduation) from Delhi University, he has mentored and taught UPSC aspirants for more than five years. His diverse role in The Indian Express consists of writing, editing, anchoring/ hosting, interviewing experts, and curating and simplifying news for the benefit of students. He hosts the YouTube talk show called ‘Art and Culture with Devdutt Pattanaik’ and a LIVE series on Instagram and YouTube called ‘LIVE with Manas’.His talks on ‘How to read a newspaper’ focus on newspaper reading as an essential habit for students. His articles and videos aim at finding solutions to the general queries of students and hence he believes in being students' editor, preparing them not just for any exam but helping them to become informed citizens. This is where he makes his teaching profession meet journalism. He is also the editor of UPSC Essentials' monthly magazine for the aspirants. He is a recipient of the Dip Chand Memorial Award, the Lala Ram Mohan Prize and Prof. Papiya Ghosh Memorial Prize for academic excellence. He was also awarded the University’s Post-Graduate Scholarship for pursuing M.A. in History where he chose to specialise in Ancient India due to his keen interest in Archaeology. He has also successfully completed a Certificate course on Women’s Studies by the Women’s Studies Development Centre, DU. As a part of N.S.S in the past, Manas has worked with national and international organisations and has shown keen interest and active participation in Social Service. He has led and been a part of projects involving areas such as gender sensitisation, persons with disability, helping slum dwellers, environment, adopting our heritage programme. He has also presented a case study on ‘Psychological stress among students’ at ICSQCC- Sri Lanka. As a compere for seminars and other events he likes to keep his orating hobby alive. His interests also lie in International Relations, Governance, Social issues, Essays and poetry. ... Read More

 

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