CTET Paper 2 Social Science 20th Dec 2021 (Eng/Hin/Sans/Ben/Mar/Tel) (Previous Year Paper)

Development and learning are not synonymous rather they both are different. Let's understand in brief:

• Development: It refers to a progressive and systematic series of changes that occur in the life of an individual he/she grows from infancy to old age.
• Learning: The process by which a person alters his responses and behavior in order to adjust himself to the changing environment is called learning.

Key Points

Lev Vygotsky: 

• 'Lev Vygotsky', a Soviet psychologist, has propounded the "Socio-cultural Theory".
• He had worked in the fields of educational and cognitive psychology.
• He believed that learning is an essential process and is necessary for development.
• He focused on socio-cultural aspects and emphasized the role of society and culture in the development of a child.
• He believed that social learning preceded cognitive development.
• According to Vygotsky, learning is a process that occurs anytime in everyday life and it isn't just an external phenomenon.

Hence, it could be concluded that according to Vygotsky learning often precedes development,

Developmental psychology is a scientific approach that aims to explain growth, change, and consistency through the lifespan, it looks at how thinking, feeling, and behavior change throughout a person’s life.

Key PointsDevelopmental plasticity describes the permanent behavioral, anatomical, or physiological changes in the developmental trajectory adopted by an organism during the life span.

• It is influenced by external environmental factors or other internal physiological factors, and that occurs through gene-environment interactions.
• Developmental plasticity can be contrasted with behavioral flexibility, which describes the temporary, reversible behavioral changes that can occur throughout the life span.
• Development is highly plastic, i.e. within-person, modifiability is found in psychological development, though plasticity varies among individuals. This means skills and abilities can be improved or developed throughout the lifespan by various experiences.
• ​Plasticity refers to the within-person variability which is possible for a particular behavior or development.
• For example, infants who have a hemisphere of the brain removed shortly after birth (as a treatment for epilepsy) can recover the functions associated with that hemisphere as the brain reorganizes itself and the remaining hemisphere takes over those functions.
• Development can be modified by life circumstances to some extent. Plasticity involves the degree to which characteristics change or remain stable.

Thus, the developmental theorists who view the process of development as having substantial plasticity throughout life are likely to emphasize the importance of environment and experience.

The development process occurs multi-dimensionally in various stages and in different proportions like for a newborn child the physical growth is more significant than the mental growth and as we grow older mental growth rate increases. 

Key Points

• The development of the child occurs in different stages. Each stage has certain unique characteristics. There are individual differences in the rate of growth and development.
• Therefore, the age limit for different stages should be regarded as just approximate. All children pass through these stages of development at or around the age levels suggested for them.
• The continuous-discontinuous issue addresses how developmental events manifest a smooth progression across the life stages (continuity) or a series of distinct stages (discontinuity).
• The discontinuity approach considers development as occurring in distinct and abrupt changes, with an emphasis on qualitative experiences that are different at each stage.
• 'Discontinuity' in the developmental process refers to new ways of understanding the world that emerge during the process of development.
• The discontinuity approach gives rise to “stage theories”, where development is illustrated with a metaphor of "climbing the stairs" where each step signifies an advanced way of functioning than the previous step.
• This suggests that the individual undergoes rapid changes as they step up to a different developmental stage, where change is considered to be sudden rather than gradual.

Hence, it could be said that 'Discontinuity' in the developmental process refers to new ways of understanding the world that emerge during the process of development.

The parenting style is the most useful concept that moderates the effectiveness of the child-rearing practices. It changes the child’s openness to socialization.

• Parenting style alters the parents’ capacity to socialize their children by changing the effectiveness of their parenting practices.
• The four parenting styles are authoritarian, authoritative, permissive, and uninvolved styles.

Key Points

• Authoritative style of parenting is most effective for the development of children's social competence.
• Authoritative parents are responsive to their children and willing to listen to questions.

The authoritative style of parenting/child-rearing is based on:

• engaging child in joint decision-making wherever possible.
• providing opportunities to children to give opinions and make decisions.
• combining the level of demand and responsiveness in an effective way.
• giving importance to children's emotional needs while setting limits and boundaries.
• emphasizing to make children socially acceptable, self-disciplined, and well-behaved, etc.

Thus, it is concluded that the authoritative style of parenting/child-rearing is based on engaging in joint decision-making wherever possible.

Additional Information 

• Authoritarian Style: They expect much from their child but generally do not explain the reasoning for the rules or boundaries. They are less responsive to their children’s needs and are more likely to blow a child rather than discuss the problem.
• Permissive Style: They sometimes referred to as indulgent parents, have very few demands to make of their children. These parents rarely discipline their children because they have relatively low expectations of maturity and self-control.
• Uninvolved Style: An uninvolved parenting style is characterized by few demands, low responsiveness, and little communication. While these parents fulfill the child’s basic needs, they are generally detached from their child’s life.

According to Piaget's Theory of Cognitive Development, assimilation, accommodation, and equilibrium are the ways through which children integrate new experiences into already existing cognition structures (schema). 

Key Points

Let's Understand in Brief:

Assimilation is referred to: 

• process of taking in information into our previously existing schemas.
• the way an individual takes and interprets new information in pre-existing mental structures without modifying them.
• addition of a new concept or experience into an existing schema. For example, the baby's sucking of thumb is an initial schema.

Accommodation is referred to: 

• altering existing ideas or schemas as a result of new experiences.
• adjusting to new ways of thinking and behaving by making modifications in one's existing cognitive structures.
• revising of an existing schema to suit the new experience. For example, the baby modifies the way it sucks to include sucking on a new toy.

Therefore, it becomes clear that according to Jean Piaget, the process of developmental change takes place through assimilation and accommodation.

Additional Information 

• Social transmission is related to Vygotsky as he has propounded the "Socio-cultural Theory". This theory implies the idea that social interaction plays a crucial role in the development of a learner's cognitive ability.

According to Piaget, cognitive development takes place at different rates at different stages of development. When Piaget talks about cognition, he means the mental process which can systematize, organize and utilize knowledge.

• This capacity develops in the learners through the interaction of innate power (heredity), environment, and maturation. Piaget has classified the whole continuum into four stages to elaborate the process of cognitive development:
• Sensory Motor Period (0-2 years) & Pre-operational period (2-7 years)
• Concrete operation period (7-11 years) & Formal operational period (11-15 years)

Key PointsAccording to Jean Piaget, the child is attempting to attain conservation of numbers.

• The concept of conservation was developed by Jean Piaget during the mid-1900s, who claimed it as "concrete operational" and, therefore, "unattainable" until children are of 7 or 8 years old.
• Conservation of numbers refers to the understanding that the number of objects in a collection does not change by the collection being moved around or spread out.
• It is the logical thinking ability to recognize that the numerical value of an object remains invariant with physical rearrangement, it is a fundamental "cognitive milestone" during children's development.

Hence, we can conclude that according to Jean Piaget the child is attempting to attain conservation of numbers.

Additional Information

The 4 Stages of Cognitive Development:

• Sensorimotor Stage (Birth to 2 Years)
• The infant knows the world through their movements and sensations.
• Infants learn that things continue to exist even though they cannot be seen (object permanence).
• Preoperational Stage (2 to 7 Years)
• Children begin to think symbolically and learn to use words and pictures to represent objects.
• Children at this stage tend to be egocentric and struggle to see things from the perspective of others.
• Concrete Operational Stage (7 to 11 Years)
• During this stage, children begin to think logically about concrete events.
• They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass.
• Their thinking becomes more logical and organized, but still very concrete.
• Formal Operational Stage (12 and Up)
• At this stage, the adolescent or young adult begins to think abstractly and reason about hypothetical problems
• Teens begin to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning
• Begin to use deductive logic, or reasoning from a general principle to specific information.

 Hint

• Seriation: During Concrete Operational Stage, the child shows increased use of logic or reasoning. One of the important processes that develop is that of Seriation, which refers to the ability to sort objects or situations according to any characteristic, such as size, color, shape, or type.
• For example, the child would be able to look at his plate of mixed vegetables and eat everything except the brussels sprouts.
• Transitive inference: Transitive inference is using previous knowledge to determine the missing piece, using basic logic. Children in the preoperational stage lack this logic.
• For example, when a child is told to put away his books according to height, the child recognizes that he starts with placing the tallest one on one end of the bookshelf and the shortest one ends up at the other end.
• Nominal scale: Nominal Scale, also called the categorical variable scale, is defined as a scale used for labeling variables into distinct classifications and doesn’t involve a quantitative value or order.

Lev Vygotsky', a Soviet psychologist, has propounded the "Socio-cultural Theory". This theory implies the idea that social interaction plays a crucial role in the development of learners' cognitive ability. 

• Culture is the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine, social habits, music, and arts.

Key Points

• Lev Vygotsky's social-cultural perspective of learning emphasizes the importance of cultural tools in the process of cognitive development.
• Cultural tools are the main determinant of cognitive development and learning. They play a significant role in human intellectual development and how humans perceive the world.
• Learning takes place through the interaction between the child and the culture. Different cultures play a vital role in shaping the abilities and behaviors of a child and works as a tool of intellectual adaptation.​
• The children’s cognitive abilities have been studied from a sociocultural perspective that originated with the work of Vygotsky.
• Vygotsky’s theory placed the idea of children’s participation in socio-cultural activities with the guidance of more skilled partners.
• The child can develop cultural psychology in which learning was seen to depend upon mediation by the social, cultural, and institutional process at various levels.

Hence, we conclude that according to Lev Vygotsky, the process of cognitive development is mediated by cultural tools.

Lev Vygotsky (1896-1934) was a Russian psychologist whose Socio-cultural Theory emphasizes the importance of culture and interaction in the development of cognitive abilities.

• Vygotsky emphasizes reciprocal learning, participatory learning, collaborative learning, peer group learning.

Key Points

• He coined the term the zone of proximal development which is a set of actions that you can’t perform without assistance.
• According to Vygotsky, the zone of proximal development “is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers.”
• Collaborative dialogue is one manifestation of a ZPD orientated intersubjective space. In other words, it is the range of abilities that a person can perform with assistance, but cannot yet perform independently.

Hence, development in the 'Zone of Proximal Development', according to Lev Vygotsky can be facilitated through collaborative dialogue.

Additional Information 

• MKO (More knowledgeable Other): This refers to someone who has greater knowledge or a skill, that a child needs to learn.
• Scaffolding: Scaffolding provides a special type of help that assists learners to move towards new concepts, skills, or understandings. Actually, Vygotsky himself never mentioned the term scaffolding. Dr. Jerome Bruner coined the term "scaffolding".
• Educational implication of Lev Vygotsky's theory:
• Reciprocal teaching
• Peer group learning
• Collaborative learning
• Co-operative learning

Hint 

• Observational learning: Observational learning is a specific type of learning where the observer learns new behaviors by watching some other organisms engage in certain behavior. Albert Bandura is credited with formulating the theory of observational learning.
• Reversible thinking: Reversible thinking is the ability to reason things in different directions. That is, the ability to see things from one perspective but also the opposite perspective.
• Expository learning: This expository strategy sets up the lesson and prepares the students for what's to come. By moving from the general to the specific, it allows students to understand the increasingly detailed explanations of the information and link those explanations to information that was presented previously as part of the general overview.

Lawrence Kohlberg, an American psychologist, has propounded the Theory of Moral Development.

• He defined three levels of moral development: pre-conventional, conventional, and post-conventional. Each level has two distinct stages.

Key Points

Level 3: Post Conventional Morality: During the post-conventional level, a person’s sense of morality is defined in terms of more abstract principles and values. People now believe that some laws are unjust and should be changed or eliminated. The last level consists of stages five and six of moral development. According to Kohlberg, very few people are able to reach this level. 

• Stage V (Social contract and Individual rights)- In this stage, the individual or child understands that different people and communities may hold different views and laws. It implies the formulation of moral rules that bypass ethics. Laws of the society are not rigid and should be changed with the change in the time and needs of the society.
• Stage VI (Universal Principles) - Individuals judge morality based on some universal principles that transcend beyond society's rules and regulations.

Additional Information

Other Levels and Stages of moral development:

​Level 1: Pre-conventional Morality:- During the pre-conventional level, a child’s sense of morality is externally controlled. Children accept and believe the rules of authority figures, such as parents and teachers, and they judge an action based on its consequences. It consists of the first two levels of moral development. Here morality is judged based on the standards of adults and the consequence of an action.

• Stage I (Obedience and Punishment Orientation) -  An action is immoral if it is punished by the authority. Children in primary schools follow this stage. At this stage, children have the fear that if they are not following the obedience principle, they get punished by the teachers or parents.
• Stage II (Individualism and Exchange) - This stage is self-interest driven and children understood for the first time that different individuals may have different viewpoints. An action is considered morally correct if it is in the best interest of the individual.

Level 2: Conventional Morality:  During the conventional level, an individual’s sense of morality is tied to personal and societal relationships. Children continue to accept the rules of authority figures, but this is now because they believe that this is necessary to ensure positive relationships and societal order. This level consists of stages three and four. 

• Stage III (Good Interpersonal Relationship) - Intention of the actor is more important in terms of judging the moral values. If the intention is to gain the consensus of others or approval of the society then the actor will be judged morally right. This stage is also followed by the children at the primary level. At this stage, the children have the ideology of a good boy good girl attitude. Example: I better not drink and drive because my friends will think less of me and I, in turn, will think less of myself.
• Stage IV (Maintaining the Social Order) - Judgment of morality is based on one's duty, law, and social order actively maintaining the current social system ensures positive human relationships and societal order. Example: I am personally against the war, but would never publicly protest it on campus without the administration's permission.

Thus, it is concluded that stage 5 of post-conventional morality as given by Lawrence Kohlberg is marked by the formulation of moral rules that bypass ethics.

John Dewey, an American philosopher has proposed the concept of 'Progressive Education which emphasizes that learning takes place only through hands-on approach so the students must interact with their environment to adapt and learn.

Key PointsProgressive education:

• It is based on the belief that education should primarily serve the needs of children and focus on understanding, action, and experience rather than rote knowledge and memorization.
• A progressive educator should have empathy as it helps to accept others and encourages nurturing behavior towards people in need of care and assistance.​
• A progressive educator should care for students' learning process as students are curious in nature and they feel good when someone listens to their problems.
• A progressive educator needs to embody realness so that meaningful learning could take place with the maximum involvement of learners.

Therefore, from the above explanation, it is clear that a progressive educator needs to embody empathy, realness, and care.

Intelligence Quotient tests are designed specifically to assess human intelligence through the performance of various tasks. Intelligence Quotient is the measure of a child's ability to reason and solve problems.

Key PointsMajor concerns of using Intelligent Quotient tests:

• Designing an intelligence test that is independent of a person’s culture or learning process is exceptionally difficult.
• Bias is determined by examining the test's validity across different cultures. A test is biased if the validity of the test varies from culture to culture.
• I.Q tests have been misused to label certain ethnic and racial groups as superior or inferior based on the belief that these tests measure genetically based non-modifiable aspects of human performance.
• These tests only measure a few forms of intelligence then it can railroad an individual into a process that never develops their strengths and always criticizes their weaknesses.
• ​Another significant disadvantage of intelligence testing is that the scores of intelligence tests are unstable, each test provides a different result, and it is challenging to know where a person actually stands.
• It is a product-oriented test and is not according to the needs of an individual. I.Q. labels tagged to children can be used by teachers as an excuse for inefficiency.

Therefore, all I, ii, iii, iv are major concerns about using the concept of Intelligence Quotient to measure Children's intelligence.

Howard Gardner, an American Psychologist, proposed the Theory of Multiple Intelligences. In his book ‘Frames of Mind’, he pointed out that he did not believe there was “one form of cognition which cut across all human thinking. There are multiple intelligences with autonomous intelligence capacities.” So, intelligence cannot be viewed as a single entity.

• Gardner initially proposed eight types of intelligence which later on he increased to nine. Thus Gardner views each individual as a unique combination of various intelligence, hence we cannot say that one is more intelligent and another is less intelligent.

Key Points

An experience of intra- personal intelligence within a classroom according to Howard Gardner refers to knowledge of one's own complex feelings, strengths, and weaknesses as 'intrapersonal intelligence' refers to the:

• capacity to understand one's own feelings, fears, and desires.
• ability to understand oneself including motivation and emotions.
• potentiality to plan, regulate, and manage one's own life effectively.

Hence, it could be concluded that an experience of intra- personal intelligence within a classroom according to Howard Gardner refers to knowledge of one's own complex feelings, strengths, and weaknesses.

Additional Information 

The nine types of intelligence as given by Gardner:

• Linguistic Intelligence refers to the ability to use language. It is the capacity to use spoken and written words in a skilled way.
• Logical-mathematical intelligence is the ability to use logical reasoning and mathematical ability. Individuals high in this intelligence have good abstract reasoning, critical thinking, and good in dealing with numbers.
• Musical Intelligence is the ability to use rhythms, sounds, and patterns to create, compose and perform music. It involves sensitivity to music, and the ability to recognize and manipulate musical patterns.
• Bodily-kinesthetic intelligence is the ability to use and control one’s body movements and actions. Dancers and sports persons are usually high in such intelligence.
• Spatial Intelligence is the capacity to perceive, understand and use spatial and visual information effectively. Such people are good at spatial orientation, forming visual images and patterns.
• Interpersonal Intelligence refers to the ability to understand others and social interactions. They can understand the emotions and perspectives of others and relate well to others.
• Intrapersonal Intelligence is the ability to understand oneself and know one’s thoughts, emotions, feelings, motives, and desires, and how these influence their behavior.
• Naturalistic Intelligence is the ability to recognize and understand the various patterns in nature. It includes sensitivity to nature with all its features including flora, fauna, and all biodiversity.
• Existential Intelligence: Gardner added existential intelligence as the ninth intelligence which refers to the sensitivity and capacity to tackle deep questions beyond sensory data and about human existence. It concerns the ‘big picture’ in life and the ultimate truth of life. Cosmologists and philosophers are high on this aspect of intelligence.

Gender is a social construct. It refers to the socially and culturally constructed system that attributes meaning to what it means to be a male or a female in a particular society. A society comprises males and females. 

• Gender inequality, gender biases, gender stereotypes are the common ill practices in a society. Gender discrimination should not be encouraged in a classroom.

Key Points

• The role of a teacher within the classroom is to encourage children to express Gender - stereotype flexibility.
• It could be done by putting girls in non-traditional roles as it will promote a sense of gender equality among children.
• Gender - stereotype flexibility emphasizes removing the stereotype that certain activities are only meant to be done by men and not by women and vice versa.
• For example: To encourage Gender - stereotype flexibility the teacher can show flashcards where a woman is shown working as a garage mechanic and a man is shown as a flight attendant.
• Both these roles in reality have a biased gender ratio due to the stereotype that such roles can only be taken up by one type of gender.

Thus, it is concluded that the role of a teacher within the classroom is to encourage children to express Gender - stereotype flexibility.

Hint

• ​Gender constancy is the age when children start to understand that their gender is fixed and cannot be changed over time.
• ​Gender Stereotype: The stereotype is a mental picture or image about people of a community or category on the basis of which we ascribe traits or characteristics to people.
• Adopt socially acceptable gender roles is not relevant rather gender equality should be promoted.

The learners are the individuals who have different learning styles, personalities, intelligence, and interests. These differences among learners are known as individual differences.

• The student's learning pace gets highly influenced by the teacher's activities. The teacher conducts various activities in a teaching-learning process to facilitate the students' learning experiences.
• The teaching-learning process respects the diversity among students and the teacher follows different paths to achieve the goals of learning.
• The teacher must wisely select the topic, medium, and duration of activities by keeping in mind the diversity of learners.

Key Points

• The diversity in the classroom is an opportunity in terms of the availability of languages, cultures, religions, etc., and in a typical Indian classroom, it acts as a resource in the teaching-learning process.
• In a classroom where students have diverse learning profiles, a teacher needs to find creative ways of engaging with the diverse learning paces of students.
• It is important to cater to the different needs of different learners to make the teaching-learning process effective. The teacher can cater to these differences by differentiating the instruction.
• It helps in providing a variety of learning experiences to the students and in making learning easy. To provide a diverse learning experience to learners the teacher should also use different kinds of pedagogy.​
• The teacher must keep the individual differences of learners in mind while teaching as not all learner learns with the same pace and style. So, the teacher must use the creative ways and differentiation method of teaching for diverse learners.

Hint

• The remaining options are inappropriate in the context as they will not facilitate individual differences and won't enhance the learning effectively.

Hence, it could be concluded that in a classroom where students have diverse learning profiles, a teacher needs to find creative ways of engaging with the diverse learning paces of students.

Assessment is a process of collecting, receiving, and using data for the purpose of improvement in the learning process. It assesses both scholastic and co-scholastic aspects of a child's growth.

• CCE describes two different types of assessment which include 'formative' and 'summative' assessment.

Key Points 

• Formative assessment includes a wide variety of methods used by teachers to check the academic achievements and learning needs of students. Oral testing, anecdotal records, portfolios, class test, etc. are the tools of formative evaluation.
• It gives regular feedback and a chance for students to reflect on their performance, take advice and improve upon it.
• It helps teachers to plan better and provide supportive, non - evaluative feedback to students.
• It is a type of evaluation that refers to monitoring the child's progress throughout the teaching-learning process.
• It identifies the learning difficulties of students and deficiencies of the teaching process during the instructional procedure.
• It continuously monitors students' progress in a non-threatening environment and enhances students' learning experiences.

Hence, it could be concluded that Formative assessment is generally used to help teachers plan better and provide supportive, non - evaluative feedback to students.

Additional Information 

• Summative assessment refers to a type of evaluation that measures, certifies, and reports the level of student learning by assessing them at the end of the session or unit.

Multicultural education refers to any form of education or teaching that incorporates the histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds.

• Multicultural education views cultural diversities from a distinctive perspective. Multiculturalism in education recognizes that every learner belongs to a culture, which produces a distinctive pattern of behavior, lifestyle, identity, feeling, and thinking.

Key PointsAim of Multi-cultural Education:

• Multicultural education is predicated on the principle of educational equity for all students, regardless of culture, and it strives to remove barriers to educational opportunities and success for students from different cultural backgrounds.
• In practice, educators modify or eliminate educational policies, programs, materials, lessons, and instructional practices that are either discriminatory toward or insufficiently inclusive of diverse cultural perspectives.
• Multicultural education also assumes that the ways in which students learn and think are deeply influenced by their cultural identity and heritage, and that to teach culturally diverse students effectively requires educational approaches that value and recognize their cultural backgrounds.

Therefore, Multi-cultural Education is aimed at educational equity for children from different cultures within a classroom.

Children from different backgrounds have contrasting experiences at school. Less advantaged children are more likely to feel a lack of control over their learning, and to become reluctant recipients of the taught curriculum.

Key PointsFactors that negatively influence the education of learners from 'disadvantaged' and 'deprived' backgrounds:

• Children from less advantaged backgrounds are more likely to feel less involved in learning.
• Bullying rates are higher as the stereotypes follow them which makes it hard for them to adjust.
• Participating in extracurriculars can pose an insurmountable financial burden.
• Students can get a late start to early childhood education as they lack the knowledge of the local knowledge systems and the facilities provided to them.
• Top-down curriculum also negatively influences as it focuses on understanding the subject matter without necessarily going into detail of the particular topic but 'disadvantaged' and 'deprived' learners are not able enough to assimilate the concept without knowing the details.

Hint

• Curriculum-based on local culture and language helps 'disadvantaged' and 'deprived' learners to be aware of different cultures and languages which enhances learning effectively.
• To teach 'disadvantaged' and 'deprived' learners, a Bottom-up curriculum should be used as it takes a macro view of a subject first, a bottom-up teaching approach begins with the component parts of a subject, gradually builds up to the whole.

Thus, the education of learners from 'disadvantaged' and 'deprived' backgrounds can get negatively influenced by stereotypes, a lack of understanding of local knowledge systems, and a Top-down curriculum.

Thinking is the base of all cognitive activities or processes and is unique to human beings. It involves the manipulation and analysis of information received from the environment.

• There are different kinds of thinking styles which include creative, logical, concrete thinking, etc.

Key Points

• Creative thinking aims at novelty in the first instance rather than truth. It is always 'constructive'. It necessarily has to be different from the conventional modes of thinking.
• Creative thinking is labeled in psychology as divergent thinking which refers to a way of solving problems by more than one approach.
• Creativity requires originality as it is a cognitive ability to produce something original by offering a fresh perspective. It is the ability to understand, express, and appreciate the human mind as a fundamental product.
• Creative children are those who show flexibility in thinking and high-performance capability in several areas such as artistic and creative work, leadership quality, keen power of observation, etc.
• Tolerance of ambiguity may allow the person to deal with the ill-defined nature of problems that have creative potential. It may also allow them to tolerate the range of options that should be considered.

Hint 

• Convergent Thinking refers to thinking where thinking converges towards one right answer instead of exploring the extra information. It hinders creativity as it doesn't let the learners think in a divergent way.

Hence, it could be concluded that creative thinking is not facilitated by Convergent thinking.

Locomotor disability is a disability of the bones, joints, or muscles that leads to substantial restriction of the movement of the limbs or a usual form of cerebral palsy.

• Some common conditions giving raise to locomotor disability could be poliomyelitis, cerebral palsy, amputation, injuries of the spine, head, soft tissues, fractures, muscular dystrophies, etc.

Key PointsFacilitative strategies for inclusion of the child with Locomotor disability within the primary school:

• Provision of allocating classes on the ground floor as it will help them to take part easily in different learning activities and to move around independently.
• Appropriate infrastructural modifications so that they could be self-reliant as much as they can. To aid such students in the school, commode chairs, comfortable benches, etc. should be available.
• Empathy- building among peers as it helps us to accept others and encourages nurturing behaviour towards people in need of care and assistance.​

Hence, it can be concluded that showing sympathy for the lack of ability not be a facilitative strategy for the inclusion of the child within the school.

Hearing impairment refers to hearing loss that prevents a person from totally receiving sounds through the ear. If the loss is mild, the person has difficulty hearing faint or distant speech. 

• Hearing is one of the five senses. Most of the normal-hearing persons do not fully appreciate the significance of the sense of hearing, and often, do not understand the difficulties faced by the hearing impaired.
• People who are born with hearing impairment, do not learn to speak by themselves, as others do but they can easily move from one place to another and take care of themselves.

Key Points

Strategies to be facilitative with respect to children with specific hearing disabilities within regular schools:

• Hearing-impaired children are often comfortable with signs, and to facilitate them to understand the message, one may use signs freely.
• Relaxation in specific domains of learning should be provided as children with hearing impairment find it difficult to have focussed listening for every word which is spoken.
• Reasonable accommodation in the curriculum could be done to integrate the hearing impaired children into the mainstream of education.
• The child needs to make the child sit at a place from where she can see the teacher's lips and facial expressions clearly.
• Individualized educational planning should be done as generally, hearing impaired children are as intelligent as children with normal hearing. Given timely help, these children can get successfully integrated into the educational system.

Hint

• Continual negative comments on errors committed by hearing-impaired child would lead to low self-esteem and anxiety in them.

Therefore, from the above explanation, it is clear that continual negative comments on errors committed would not be facilitative with respect to children with specific hearing disabilities within regular schools.

Student success is how well students are prepared to accomplish their current and future academic, personal, and professional goals.

Key PointsStudent' success is determined through the development of knowledge, a sense of responsibility and self-reliance, and a connection to the college and the wider community. 

• School climate is a leading factor in explaining student learning and achievement.
• "Success" in schools should be broadened beyond specific academic achievement within the school by including the development of socio-emotional capacities as an important part of education.
• Social-emotional capacities include the management of emotions and the ability to establish positive and rewarding relationships with others.
• The family of the child belongs to has a considerable influence on learning. Family factors such as child-rearing practices, reward, and punishment, the scope for freedom and independence in activities, play and study facilities, and discord among members, degree of maturity expected of the boy or the girl child, birth position such as eldest, youngest or single child have their definite influence on learning.
• Regardless of the basic motivation, the anxiety aroused by disturbed family background shows itself in thinking difficulties, viz, daydreaming, inattentiveness, and difficulty in concentration.
• A child who comes from a very poor family and never had any intellectual stimulation at home remains dull and unresponsive in the class.
• By developing socio-emotional capacities as an important part of education, schools can remove those socio-emotional problems which hinder the learning and ultimately the success of students.

Hence, "Success" in schools should be broadened beyond specific academic achievement within the school by including the development of socio-emotional capacities as an important part of education.

The conceptual clarity learning model is a fresh approach that focuses on understanding concepts rather than just organizing and distributing data.

Key PointsConceptual clarity is centered on ‘why’ and ‘how’; a much-needed change in the traditional educational system.

• The saying “practice makes a person perfect”, is the foundation of conceptual learning.
• Conceptual clarity is the result of conceptual learning which helps students to implement the acquired knowledge and skills in real-life.
• Conceptual learning enables them to draw from what they have learned and use it to grasp new topics.
• It helps students and teachers alike to develop a deep understanding of how the concepts inter-relate with each other and build an exemplar that will empower them throughout their education and career.

Thus, conceptual clarity can be said to have been achieved when a student can apply concepts learned to real-life situations.

Problem-solving is the process of finding permanent solutions to a particular problem. This process begins with defining the problem correctly, identifying all the possible root causes that can create the problem.

• Eliminating the root cause which is non-effective for a particular problem. Simulating various scenarios to realize problem generation and finally working out a permanent solution to eliminate the root cause is the step to solve a problem.

Key Points

To enable children to become effective problem - solvers it is critical that they are given opportunities to discover a concept through independent thinking as:

• being a problem solver, the child learns by exploring, discovering, investigating, experimenting, and inquiring about the facts and information provided.
• problem-solvers need to think openly with their minds. They need to have a mindset that is synchronized to the problem-solving methodology.
• they need to have a creative mindset to discover and predict all the probable root causes that can generate the problem.
• they need to have divergent thinking which refers to a way of solving a problem by exploring many possible solutions.

Hence, it is clear that to enable children to become effective problem - solvers, it is critical that they are given opportunities to discover a concept through independent thinking.

An error is an incorrect form and is a sure indication that the learner has not mastered the core of the selective topic in a learning process. 

• Errors are an important part of the learning process. It can be referred to as the difference between the correct response and the answered one.
• The errors in learning can be caused due to technical failures, the inadequate flow of information, communication problems, and the wrong understanding of concepts.

Key Points

• The errors that children make during the learning process can be seen as a normal and acceptable part of cognitive development.
• Mistakes and errors made by students should be seen as opportunities to understand their thinking.

Children’s errors:

• are a significant step in the teaching-learning process.
• are necessary in the learning process to give insight into children's thinking.
• help the teacher to be aware of learners' learning styles, to cater to them according to their needs.
• are considered as a part of the teaching-learning process as it helps to understand the child.

Hence, it could be concluded that the errors that children make during the learning process can be seen as a normal and acceptable part of cognitive development.

Emotion is a mental state associated with fear, anger, love, etc. The emotional states of an individual are the combination of physiological arousal, psychological appraisal, and behavioral changes.

• Learning may be defined as “any relatively permanent change in behavior or behavioral potential produced by experience”. It is not a mere addition to the knowledge or acquisition of facts and skills through drill and repetition.

Key Points

• For effective learning, a teacher should include children's emotions within the learning process. This will help in indulging the students completely in the learning activity.
• If the students are emotionally detached from the learning process, they may not value the effort of the teacher and the significance of the education. They may be doing the studies half-heartedly.
• Emotion impacts our levels of motivation. Positive emotions can help a student engage with learning longer because they stay motivated.
• Emotions during learning also impact our feelings toward education. If we have positive experiences, we are more likely to enjoy our schooling and develop a love for learning.

Hence, emotions give meaning to learning experiences and need to be integrated within the learning process, is the role of children's emotions in learning.

Motivation encourages a learner to work in a specific direction to achieve a particular goal. It helps in channelizing the focus of the student to achieve the target.

• There are many methods of motivating the learners which can either be categorized into extrinsic or intrinsic types of motivation.
• Extrinsic motivation refers to the performance of an activity in order to attain an outcome and comes from outside of the individual.
• Intrinsic motivation refers to motivation that is driven by an interest in the task itself and exists within the individual.

Key Points

Children can be encouraged to become intrinsically motivated learners by learning from the mistakes made during the learning process without any negative penalty as:

• intrinsic motivation is the internal condition or factor of learning. It directs behavior that leads to self-actualization in learning.
• it is the arousal of a tendency to act and produce results. It is the drive to achieve something in life that satisfies one’s needs.
• it arouses and sustains the interest of learners in the teaching-learning process which compels them to be active while learning a concept.

Hence, children can be encouraged to become intrinsically motivated learners by learning from the mistakes made during the learning process without any negative penalty.

Hint

• Giving rewards for encouragement is related to extrinsic motivation.
• Punishing them to avoid making mistakes and encouraging teacher attention to the performance by special achievers within a classroom could lead to low self-esteem and anxiety in low achievers.

Mastery orientation is defined as having the goal of learning and mastering the task according to self-set standards. The learner is focused on developing new skills, improving, and acquiring additional knowledge.

Key PointsCharacteristics of master oriented learners:

• They are more likely to be interested and intrinsically motivated to learn the course material.
• Learners who are more mastery motivated see learning as incremental. They believe abilities can be improved with practice and that they have control over their learning, these learners exhibit academic behaviors that positively impact their learning successes.
• They use learning strategies that promote comprehension, maximize opportunities for learning and seek out challenges.
• They interpret failure as a sign to work hard and view errors as a normal part of learning and use errors to improve, hence having low fear of failure.
• They are satisfied with the performance as long as they make progress. They are more likely to be enthusiastic about school and become actively involved in school activities.
• Mastery-orientated learners find satisfaction with the work and are not influenced by external performance indicators such as grades.
• Learners who have mastery goals tend to engage in activities that will increase their knowledge. They pay more attention, are more likely to process information at a higher level, and are not afraid to ask for help.

Therefore, low fear of failure and an incremental view of ability are the characteristics of mastery-oriented learners.

Problem-solving is the process of finding permanent solutions to a particular problem. This process begins with defining the problem correctly, identifying all the possible root causes that can create the problem.

• Eliminating the root cause which is non-effective for a particular problem. Simulating various scenarios to realize problem generation and finally working out a permanent solution to eliminate the root cause is the step to solve a problem.

Key Points

Ways of effective problem-solving:

• Activating the right schema helps the problem solver to think openly with their minds. With the right schema, they can predict all the probable root causes that can generate the problem.
• Identification of the real problem helps the problem solver to become aware of the problem and to explore many possible solutions and limitless approaches to any given problem.
• Application of heuristics or general problem-solving strategies helps the problem solver to solve the problem effectively by following the steps including a selection of problems, the formation of hypotheses, collection of data, analysis of data, and verification of hypotheses.

 Hint

• Good problem solvers tend to have a lack of response set as they will think divergently and try to analyze every possible outcome of the given problem before responding or solving a problem.

Thus, it is concluded that the response set is a hindrance in effective problem-solving.

Competition is an element of Individual Learning. Research shows that competition encourages students to work hard, study further, and in the process, boosts their confidence.

• There are many different forms of competition that can take place and it has both positive and negative results.

Key PointsCompetition in class can be associated with the following consequences:

• Competition can easily lead to stress and anxiety, especially if it promotes academic competition between individual students, which hampers their cognitive level.
• Classroom competition stress can force students to push back other interests and extracurricular activities, leading to an unbalanced life.
• A less-than-perfect result may affect your student’s emotions or hurt their confidence.
• It creates 'winners' and 'losers' within a classroom which leads to low-self esteem and anxiety in low-performing learners.
• If competition does not provide students with a goal that is attainable for everyone, the activity becomes unbalanced, with some jumping ahead and others ending up left in the dust.
• Unhealthy competition prepares students to fit into competitive, market-based economics. This is the kind of competition that will lead to anxiety and a diminished desire to participate in related activities.
• It can create 'star' students within a classroom whose achievement can be a source of pride for schools but at the same time, it can hinder the learning of low-performing students by creating a shameful situation for them.

Thus, (i), (ii), (iii), (iv) are correct in the context of the question.

Learning is a comprehensive process that refers to a change in behavior, knowledge, and skill as a result of practice and experience.

• Meaningful learning refers to the process of acquiring information actively and properly with complete understanding.
• It takes place only when learners are actively engaged in tasks and activities.

Key Points

The process of meaningful learning needs to be mediated by:

• personal philosophy and perspective of the learner.
• hands-on activities through which child gains quality experience.
• learners' active involvement to boost their understanding of the concept.
• learner's needs and purposes to nurture their curiosity and interest in learning.

Important Points

The process of meaningful learning needs to be mediated by the personal philosophy and perspective of the learner​ as it will help in:

• meeting learners' diverse learning needs.
• gaining a better understanding of concepts.
• making logical connections across different topics.
• connecting subject matter to their previous knowledge.
• assimilating practical knowledge by applying theoretical one.

Hence it could be concluded that the process of meaningful learning needs to be mediated by the personal philosophy and perspective of the learner.

The sun and all other planets and celestial bodies that revolve around it are together called as a solar system. Our solar system has 8 planets and an asteroid belt.

Important Points

• The order of the planets in the solar system, starting nearest the sun and working outward is the following: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.
• The four inner system planets – Mercury, Venus, Earth and Mars- are terrestrial planets.
• The four large outer worlds — Jupiter, Saturn, Uranus and Neptune — are sometimes called the Jovian or "Jupiter-like" planets because of their enormous size relative to the terrestrial planets.
• The two largest planets, Jupiter and Saturn are gas giants.
• Uranus and Neptune have been nicknamed the ice giants.

Planet Sizes-

1. Mercury – 1,516mi (2,440km) radius
2. Venus – 3,760mi (6,052km) radius
3. Earth – 3,959mi (6,371km) radius
4. Mars – 2,106mi (3,390km) radius
5. Jupiter – 43,441mi (69,911km) radius
6. Saturn – 36,184mi (58,232km) radius
7. Uranus – 15,759mi (25,362km) radius
8. Neptune – 15,299mi (24,622km) radius

​

Conclusion- Shyam, Sultana and Nancy are represent Mars,Venus,Mercury planets because they have almost equal height and weight.

A globe is a spherical model of Earth, of some other celestial body, or of the celestial sphere.

• Globes serve purposes similar to maps, but unlike maps, they do not distort the surface that they portray except to scale it down.
• A model globe of Earth is called a terrestrial globe

Important Points

• The circle that divides the day from night on the globe is called the circle of illumination.
• It is basically the region that is experiencing sunshine.
• This passes as a straight line cutting through the center of the earth from one pole to the other.
• The axis of the earth is different from the circle of illumination. It is a line on which the earth rotates.
• The Earth has only two motions- rotation and revolution.
• The circle of illumination becomes important in the course of both of these movements

.

• The circle of illumination on the globe divides the day from night.

Additional Information The circle of illumination does not coincide with the axis of the earth because of the inclination of the axis by 23¹/₂°.

Key Points

• Its area is about 106,460,000 km².
• It covers approximately 20% of Earth's surface and about 29% of its water surface area.
• During the Age of Discovery, the Atlantic was also known to English cartographers as the Great Western Ocean.
• It's more than 41 million square miles, the second-largest ocean on Earth after the Pacific Ocean.
• The average depth of the Atlantic Ocean is 11,961 feet.
• The deepest part of the Atlantic Ocean is 24,470 feet in the Puerto Rico Trench.

Important Points

• the Atlantic drives our weather patterns, including hurricanes, and is home to many species from sea turtles to dolphins.
• For centuries the Atlantic Ocean has been a key avenue of trade and travel.
• The Atlantic Ocean is divided in two parts, by the Equatorial Counter Current, with the Northern Atlantic Ocean and the Southern Atlantic Ocean at about 8°N.
• The Atlantic Ocean borders four continents, Africa, Europe, North America and South America.
• it is connected in the north to the Arctic Ocean, to the Pacific Ocean in the southwest, the Indian Ocean in the southeast, and the Southern Ocean in the south.
• The ocean takes the shape of the letter “S” when looked closely on the world map. It is linked with the Arctic Ocean through the Norwegian Sea, Barents Sea, Greenland Sea and the Denmark Strait.

The symbols and signs used on a map are known as conventional symbols.

Key Points

• A map is a representation or a drawing of the earth’s surface or a part of it drawn on a flat surface according to a scale.
• In the map, one cannot draw mountains, buildings, bridges, rivers and other features of this planet. Hence some specific symbols are used to denotes the vital features.
• One cannot draw on a map the actual shape and size of different features and natural features such as buildings, roads, etc.
• Hence, they are represented by using certain letters, shades, colours, pictures and lines.
• These symbols provide a lot of information in a limited space.
• All the maps have a universal language that can be understood by everyone.
• There exists an international agreement regarding the use of these symbols in the map. These are called conventional symbols.
• Various colours are used for the same purpose.
• For example, generally blue is used for showing water bodies, brown for mountain, yellow for plateau and green is used for plains.

So, conventional symbols used in a map are symbols on which there is an international agreement regarding their use.

The periodical rise and fall of the sea level, once or twice a day, mainly due to the attraction of the sun and the moon, is called a tide.

Important Points

• Tides based on the Sun, Moon, and the Earth's Positions
• The height of rising water (high tide) varies appreciably depending upon the position of the sun and moon with respect to the earth.
• Spring tides and neap tides come under this category.
• High tides help in navigation. They raise the water level close to the shores. This helps the ships to arrive at the harbor more easily.
• The high tides also help in fishing. Much more fish come closer to the shore during the high tide. This enables fishermen to get a plentiful catch.

Thus, statement A is true, and B is false.

Additional Information

• Tides vary in frequency, direction, and movement from place to place and also from time to time.
• The ‘tide-generating’ force is the difference between these two forces; i.e. the gravitational attraction of the moon and the centrifugal force.
• Tides may be grouped into various types based on their frequency of occurrence in one day or 24 hours or based on their height.

Air pressure is defined as the pressure exerted by the weight of air on the earth’s surface.

• Air always moves from high pressure to lower pressure, and this movement of air is wind.

Important Points

• We go up the layers of the atmosphere, the pressure falls rapidly.
• The air pressure is highest at sea level and decreases with height.
• In areas where the temperature is high the air gets heated and rises. This creates a low-pressure area. Low pressure is associated with cloudy skies and wet weather.
• In areas having lower temperatures, the air is cold
• Heavy air sinks and creates a high-pressure area. High pressure is associated with clear and sunny skies.
• The air always moves from high-pressure areas to low-pressure areas.

​So, the above points clear that Low pressure is associated with cloudy skies and wet weather high pressure is associated with clear and sunny skies.

Key Points

• The Amazon basin is the part of South America drained by the Amazon River and its tributaries.
• The Amazon drainage basin covers an area of about 6,300,000 km² or about 35.5 percent of the South American continent.
• It is the greatest river in South America and the largest drainage system in the world in terms of the volume of its flow and the area of its basin.
• The Amazon rainforest is named after the Amazon River, also known as Amazonia.​

Important Points

• The Amazon River begins in the Andes Mountains at the west of the basin with its main tributary the Maranon River and Apurimac River in Peru.
• The people of the Amazon Basin grow tapioca, pineapple, and sweet potato. Cash crops such as coffee, maize, and cocoa are also grown.
• The climate of Amazonia is warm, rainy, and humid.
• Cassava is the staple meal of the humans of the Amazon basin.
• Bromeliads are related to the pineapple family. Their thick, waxy leaves form a bowl shape in the center for catching rainwater.
• This makes the forest floor permanently cold and damp and only shade-tolerant or parasite plants such as orchids and bromeliads grow here.

A stack/Sea Stack is a geological landform that consists of a steep and vertical column of rocks.

• They are formed as a result of wave erosion. Hence, they are not depositional, but rather erosional landforms.
• Tombolo is a depositional landform in which an island is attached to the mainland by a narrow piece of lands such as a spit or bar.
• A sandbar is a depositional landform in which gravel, sand, and fine sediment sit above the water.
• A spit is a depositional landform created by the deposition of sand by tidal movements.

Thus, we can say that Stacks' are an erosional feature of Sea wave.

A tsunami is a Japanese word that means “Harbour waves” as the harbors get destroyed whenever there is a tsunami.

Important Points

• During a storm, the winds blowing at a very high speed form huge waves.
• These may cause tremendous destruction.
• An earthquake, a volcanic eruption, or underwater landslides can shift large amounts of ocean water.
• As a result, a huge tidal wave called a tsunami, which may be as high as 15m., is formed.
• Thus, statement A is wrong.
• The first indication that a tsunami is approaching is the rapid withdrawal of water from the coastal region, followed by a destructive wave.
• When this happened on the coast, instead of people going to high ground, they started assembling at the coast to view the miracle.
• As a consequence, there was a large casualty of curious onlookers when the gigantic wave (tsunami) struck.
• Thus, statement B is correct.​

Hence, we can say that statement A is false, but B is true.

An atmosphere is a layer of gas or layers of gases that envelope a planet, and is held in place by the gravity of the planetary body.

• A planet retains an atmosphere when the gravity is great and the temperature of the atmosphere is low.
• An atmosphere is the layers of gases surrounding a planet or other celestial body.
• Earth's atmosphere is composed of about 78% nitrogen, 21% oxygen, and one percent other gases.

Important Points

• Earth's atmosphere has five major and several secondary layers. From lowest to highest, the major layers are the troposphere, stratosphere, mesosphere, thermosphere and exosphere.
• ​The troposphere is the first and lowest layer of the atmosphere of the Earth, and contains 75% of the total mass of the planetary atmosphere, 99% of the total mass of water vapour and aerosols, and is where most weather phenomena occur.
• The stratosphere is the second layer of the atmosphere of the Earth, located above the troposphere and below the mesosphere.
• ​This layer is very dry as it contains little water vapour.
• This layer provides some advantages for flight because it is above stormy weather and has steady, strong, horizontal winds.
• The mesosphere is the third layer of the atmosphere, directly above the stratosphere and directly below the thermosphere.
• In the mesosphere, temperature decreases as altitude increases.
• The thermosphere is the layer in the Earth's atmosphere directly above the mesosphere and below the exosphere. 
• ​In thermosphere temperature rises very rapidly with increasing height. Ionosphere is a part of this layer. It extends between 80-400km.
• This layer helps in radio transmission
• The exosphere is a thin, atmosphere-like volume surrounding a planet or natural satellite where molecules are gravitationally bound to that body, but where the density is so low that the molecules are essentially collision less.

​So, above points clear that Thermosphere is the correct answer.

The concept of sustainable development was described by the 1987 Brunt land Commission Report as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”

Important Points

• The sustainable development of society refers to three major components of human existence: economical, ecological and human.
• sustainable development aims at decreasing the absolute poverty of the poor by providing lasting and secure livelihoods that minimise resource depletion, environmental line for the economy, human scale grows beyond the carrying capacity of the earth.
• Rational use of natural resources.
• The present generation can promote development that enhances the natural and built environment in ways that are compatible with-
• conservation of natural assets
• preservation of the regenerative capacity of the world’s natural ecological system
• avoiding the imposition of added costs or risks on future generations.
• No reduction in the ability of the future generation to meet their own needs
• Renewable resources should be extracted on a sustainable basis, that is, the rate of extraction should not exceed rate of regeneration.

​So, above points clearly shows that all points are related to sustainable development.

A naturally occurring substance that has a definite chemical composition is a mineral.

Important Points

• Minerals are formed in different types of geological environments, under varying conditions
• They are created by natural processes without any human interference.
• They can be identified on the basis of their physical properties such as colour, density, hardness and chemical property such as solubility.
• on the basis of composition, minerals are classified mainly as metallic and non-metallic minerals.
• Metallic minerals contain metal in raw form. Metals are hard substances that conduct heat and electricity and have a characteristic lustre or shine. Iron ore, bauxite, manganese ore
• Metallic minerals may be ferrous or non-ferrous.
• Ferrous minerals like iron ore, manganese and chromite contain iron
• A non-ferrous mineral does not contain iron but may contain some other metal such as gold, silver, copper or lead.
• Non-metallic minerals do not contain metals. Limestone, mica and gypsum are examples of such minerals. The mineral fuels like coal and petroleum are also non-metallic minerals.
• Minerals can be extracted by mining, drilling or quarrying.
• Minerals are considered nonrenewable because they take a very long time to form (millions of years). This implies that once they are used up, they cannot get back within a short period.
• The process of taking out minerals from rocks buried under the earth’s surface is called mining. Minerals that lie at shallow depths are taken out by removing the surface layer; this is known as open-cast mining.
• Minerals occur in different types of rocks. Some are found in igneous rocks, some in metamorphic rocks while others occur in sedimentary rocks.

 So, the above points shows that A, C, and D satisfy the minerals.

Soil is said to be formed when organic matter has accumulated and colloids are washed downward, leaving deposits of clay, humus, iron oxide, carbonate, and gypsum, producing a distinct layer called the B horizon.

Key Points

• Soil formation depends upon the texture (sizes of debris) and structure (disposition of individual grains/particles of debris) as well as the mineral and chemical composition of the rock debris/deposits
• It is a changing and developing body.
• It has many characteristics that fluctuate with the seasons. It may be alternatively cold and warm or dry and moist.

Important Points

Five basic factors control the formation of soils:

• parent material-
• Parent material is a passive control factor in soil formation.
• It depends upon the texture and structure as well as the mineral and chemical composition of the rock debris/deposits.
• topography-
• grade of slope affecting drainage, erosion, and deposition
• climate-
• The climatic elements involved in soil development are (i) moisture in terms of its intensity, frequency, and duration of precipitation - evaporation, and humidity; (ii) temperature in terms of seasonal and diurnal variations.
• affecting the rate of weathering and organic decomposition
• biological activity-
• The vegetative cover and organisms that occupy the parent materials from the beginning and also at later stages help in adding organic matter, moisture retention, nitrogen, etc.
• time-
• Time is the third important controlling factor in soil formation. The length of time the soil-forming processes operate, determines the maturation of soils and profile development
• In fact, soil-forming factors act in union and affect the action of one another.

Thus, the correct answer is a - (ii), b - (i), c - (iv), d - (iii).

The sources of energy which have been in use since a long time are called conventional sources of energy. Coal, petroleum, natural gas, hydro energy, wind energy and nuclear energy are considered to be the conventional sources of energy.

Important Points-

The two major sources of energy is classified as:

• **Conventional Sources-**Conventional Sources of Energy are also known as non renewable sources of energy and are available in limited quantity apart from hydro-electric power.
• Non-Conventional Sources- Non-conventional sources are also known as renewable sources of energy.e.g-solar energy, bioenergy, tidal energy and wind energy.

So, the above points and picture clearly shows that A, B are the advantages of natural gas.

The Upanishads are late Vedic Sanskrit texts of Hindu philosophy which supplied the basis of later Hindu philosophy.

Key Points  

• These were part of the later Vedic texts.
• Upanishad literally means ‘approaching and sitting near’ and the texts contain conversations between teachers and students.
• These ideas were presented through simple dialogues.

So, clearly shows that upanishads are conversations between teachers and students and presented through simple dialogues.

Important Points

• Upanishads had stories of thinkers who were mostly men such as brahmins and rajas. And occasionally, women thinkers such as Gargi also came up.
• Poor people were rarely allowed to study the Upanishads. But there was the exception of Satyakama jab-al named after his mother Jab-ale who was a slave.
• Upanishads is one among the 4 major text types of Vedas. Upanishads are texts on spiritual knowledge and philosophy. Upanishads originated from each branch of Vedas. Upanishads deals with the philosophical aspects of life.
• Upanishads used narrative and dialogues to teach the meaning of spiritual understanding and encourage one to understand himself on a spiritual level.
• Out of the 108 known Upanishads, 13 are the oldest and most important termed as the Mukhya or principal Upanishads.

​ Important Points

• It is easy to make out the skeleton of a child from its small size.
• there are no major differences in the bones of a girl and a boy.
• A  better way of figuring out the sex of a skeleton is to look at the bone structure. 
• The hip or the pelvic area of women is generally larger to enable child bearing.

​ 

Key Points

• About 2000 years ago, there was a famous physician named Charak who wrote a book on medicine known as the Charak Samhita.
• There he states that the human body has 360 bones.
• This is a much larger number than the 200 bones that are recognised in modern anatomy.
• Charak arrived at this figure by counting the teeth, joints and cartilage.

Additional Information

• ​If a skeleton is found with jewellery, it is sometimes thought to be that of a woman but there are problems with this. Often, men also wore ornaments.
• So, above points clear that To study and differentiate the skeletal remains of a man from a woman, we must rely on- bone structure as a larger hip indicates a woman.

Key Points

• The Akbar nama is the official chronicle of the reign of Akbar.
• It was written by his court historian and biographer, Abul - Fazl ibn Mubarak.
• He was one of the "nine jewels in Akbar's court".
• Akbar nama was written in Persian, which is the literary language of the Mughals.
• It includes wide and detailed descriptions of Akbar’s life and times.

Important Points

• The Akbar Nama is divided into three books.
• ​The first book dealt with Akbar’s ancestors.The second recorded the events of Akbar’s reign.
• The third is the Ain-i Ak bari - It deals with Akbar's administration, household, army, the revenues and the geography of his empire.
• ​In these books, he describes that the empire was divided into subas governed by a suba dar who carried out military and administrative functions.

So, Above points shows that according to Akbar nama suba dar undertook political and military function.

Important Points

• From the fourth-third centuries BCE, commercial ties began to develop between Bengal and Magadha (south Bihar), which may have led to the growing influence of Sanskrit.
• Between the 14th and 15th centuries, Bengal was ruled by Sultans. In 1586, when Akbar conquered Bengal, it formed the nucleus of the Bengal Suba, While Persian was the language of administration, Bengali developed as a regional language.
• Early Bengali literature can be divided into two parts. One is based mostly on Sanskrit and was composed between the 15th and the 18th centuries, such as **Mangal kavya(**auspicious poems translated from Sanskrit) or Bhakti literature. The other (the Nath literature, folk tales, fairy tales, ballads, etc.) is independent of Sanskrit and it was used orally.

So,This shows how Bengali is made from Sanskrit, Persian, and many European and even Indian tribal languages.

• The thirteenth to the seventeenth centuries Maharashtra saw a great number of saint-poets, whose songs in simple Marathi continue to inspire people-
• such as Janesh war, Nam dev, Ek Nath and Tukaram as well as women like Saku bai and the family of Chokha Mela, who belonged to the “untouchable” Maher caste.
• This regional tradition of bhakti focused on the Vitt hala's(a form of Vishnu) temple in Pandar pur.
• These saint-poets rejected all forms of ritualism, outward display of piety, and social differences based on birth.
• they even rejected the idea of renunciation and preferred to live with their families.
• A new humanist idea emerged as they insisted that bhakti lay in sharing others’ pain.

So, the saint-poets of Maharashtra rejected all forms of ritualism and social differences based on birth

Tribal society is a society with the social organisation of a tribe. its types: hunting and gathering society, hunting and gathering tribe. group that supports itself by hunting and fishing and by gathering wild fruits and vegetables; usually nomadic. type of: society.

Important Points

• By the nineteenth century, tribal people in different parts of India were involved in a variety of activities.​
• Some were jhum cultivators
• Some were hunters and gatherers
• Some herded animals-

1. Many tribal groups lived by herding and rearing animals
2. They were pastoralists who moved with their herds of cattle or sheep according to the seasons
3. The Van Gujar of the Punjab hills and the lam badi of Andhra Pradesh were cattle herders.
4. the Gaddis of Kulu were shepherds.
5. the Bakar wale of Kashmir reared goats.

• Some took to settled cultivation-before the nineteenth century, many from within the tribal groups had begun settling down, and cultivating their fields in one place year after year, instead of moving from place to place.

So, above points clear show that Bakar wale of Kashmir tribal groups herded goats.

The correct answer is a- (iii), b- (i), c- (ii), d- (iv)

Key Points

• Ghasidas founded the Satnami movement in the 1820s.
• It was also known as Satnami Samaj and was a religious sect formed in present-day Chattisgarh.
• The Young Bengal movement was started by Henry Louis Vivian Derozio.
• Temple Entry Movement was founded by Dr Bhim Rao Ambedkar in 1927.
• Periyar founded the Self-Respect Movement to fight for the dignity of untouchables.

 Thus, we can say that Ghasidas founded the Satnami Movement, Periyar- Self Respect Movement, Derozio- Young Bengal movement and Temple Entry Movement was founded by Ambedkar.

The correct answer is Brahmi.

Key Points

• Moden Indian scripts have many national languages, each with its own script.
• All of the scripts evolved from a mother script called Brahmi.
• The Brahmi script is the earliest writing system developed in India after Indus.
• It is one of the most influential writing systems.
• All of the modern Indian scripts and several scripts from Southeast Asia and East Asia are derived from Brahmi.

Thus, we can say that most modern Indian scripts have developed from Brahmi.

The correct answer is Both (A) and (B) are true.

Key Points

• Ostriches are large flightless birds found in Africa.
• They were found in India during the Paleolithic period.
• They were found in India as far back as 25,000 years ago.
• A large number of ostrich eggshells were with engravings were found at Patne in Maharashtra.
• The palaeolithic period extends from 2 million years ago to about 12,000 years ago.

 Thus, we can say that Ostriches were found in India during the Palaeolithic period and their eggshells were found in Maharashtra.

The correct answer is 

Key Points

• Jamaica was an English colony from 1655.
• St. Dominique was a French colony from 1659 to 1804.
• The French colony of St. Dominique was divided into three provinces for administrative purposes: northern, western and southern.
• Venezuela was first colonised by Spain in 1552.
• Brazil was a colony of Portugal from 1500 till 1805.

 Thus, we can say that the Colony of France was St. Dominique, of Portugal was Brazil, of England, was Jamaica and of Spain was Venezuela.

The correct answer is A, B and C are correct.

Key Points

• Imperial history paintings were an attempt to create a public memory of imperial triumphs.
• The victory was a thing that should be implanted in public memory; British and Indian.
• These paintings were used as tools to showcase the British as invincible and all-powerful.
• Through visual representation, the artists depicted the accounts of battles, victories and the supremacy of the monarchy.
• One of the first such paintings was created by Francis Hayman in 1762.

 Thus, we can say that Imperial paintings created a public memory of impetus triumphs and portrayed British as invincible and powerful.

The correct answer is only C and D are correct.

Key Points

• Ain-i-Akbari is a 16th-century document written by Abul Fazl.
• Ain-i- Akbari is the third volume of the Akbarnama.
• It contains information about Akbar's reign in the form of administrative reports.
• It also contains statistical returns of Akbar's government.
• Ain-i-Akbari is divided into five books.
• The fourth book contains information on Hindu philosophy, traditions and the culture of the people.

 Thus, we can say that Ain-i-Akbari records the traditions and culture of the people.

The correct answer is B, C and D are correct.

Key Points

• The actual, miniature painting started taking form in the Western Indian Himalayas during 17th century AD.
• These paintings were very much influenced by the mural paintings that originated during the latter half of the 8th century.
• They were generally done on cloth or paper using water colours, although the earliest were done on palm leaves and wood.

 Thus, we can say that the earliest miniature paintings were done on palm leaf, paper and wood.

The correct answer is Ibn Batuta.

Key Points

• Ibn Batuta was the greatest medieval Muslim traveller.
• He travelled seven hundred years ago and wrote one of the greatest travel books, 'Rihlah'.
• He wrote a travelogue in which he described the lives of Muslims and says they were a highly respected community.
• Ibn Batuta also wrote about Kerala's diversity.

 Thus, we can say that seven hundred years ago, Ibn Batuta had written about Kerala's diversity and the lives of the Muslim community.

The correct answer is equality of status.

Key Points

• The preamble is an introductory statement of the Indian Constitution.
• It secures justice, liberty, equality to all the citizens of India and promotes fraternity among the people.
• The Preamble provides for equality of status and opportunity to all the people of the country.
• Equality of status expresses that everybody is equal in status and opportunity to the state.

 Thus, we can say that Equality of status is mentioned in the Preamble to the Indian Constitution.

The correct answer is Ward councillor is an elected member.

Key Points

• Municipal Corporation is a type of local government in India that administers urban areas with a population of more than one million.
• The area administered by a municipal corporation is known as a municipal area.
• Each municipal area is divided into territorial constituencies known as wards.
• Each ward has one seat in the ward's committee.
• Members of the wards are elected to the wards committee on the basis of adult franchise for a term of five years.
• These members are known as councillors or corporators.

 Thus, we can say that the ward councillor is an elected member of the municipal corporation.

The correct answer is creche.

Key Points

• Women form an integral part of the Indian workforce.
• Few laws have been made in India to promote women's employment, some of these are:
• If a factory has more than 30 women workers, the employer must provide a creche for worker's children
• Women must have separate toilets and washrooms with doors
• Women cannot be made to work more than 48 hours a week
• Women must get one day off a week

 Thus, we can say that in order to promote women's employment, there are laws in India that make it mandatory for an organization to have more than 30 women employees, to ensure creche.

The correct answer is Civil Rights Movement.

Key Points

• Rosa Parks helped initiate the Civil Rights Movement in the United States.
• The movement started when she refused to give up her seat to a white man on a bus in 1955.
• Her actions inspired the local Black community to organise the Montgomery Bus Boycott.
• The United States Congress has honoured her as "the first lady of civil rights".

 Thus, we can say that Rosa Parks refused to give up her seat on a bus from the beginning point of the Civil Rights Movement in the USA.

The correct answer is Media identifying issues and bringing them to the public.

Key Points

• 'Setting Agenda' is the ability of the news media to influence the importance placed on the topics of the public agenda.
• This theory refers to how the media's news coverage determines which issues become the focus of public attention.
• It determines what the people think and worry about.

 Thus, we can say that 'Setting Agenda' is the media identifying issues and bringing them to the public.

The correct answer is B and D.

Key Points

• Secularism is indifference to or rejection or exclusion of religion and religious considerations.
• In India, secularism is not separate from religion. Rather the state sees all religions as the same.
• India must maintain a principled distance from religion. as it can impact the decision-making process and can create favouritism towards one specific religion.
• State is supposed to prevent the domination of one religious community by another community. as if this not happened minority people face as many challenges as the majority people.​

Additional Information

• Neither state nor religion can interfere with the affairs of one another. This statement is wrong as many times due to some religious affairs, common people got suffered and the state needs to intervene should intervene.
• If the laws of any community or religion are harmful to the people state can intervene in this matter. And provide the solution.

 Thus, we can say that statements B and D are true about secularism.

The correct answer is A, B and D.

Key Points

• The Indian Parliament had reservations for SCs, STs and the Anglo-Indian community from 1952 to 2019.
• However, the reservation was extended till 2020 by the 103rd amendment of the Constitution.
• Article 334 of the Indian Constitution originally required the reservation to be ceased in 1960 but it was extended till 1970.
• Which was further extended till 1920 by various amendments.

 Thus, we can say that the Indian Parliament had reservations from 1952 to 2019 for Scheduled Castes, Scheduled Tribes and Anglo-Indian Community.

The correct answer is the Supreme Court of India.

Key Points

• The Federal Court of India is the predecessor of the Supreme Court of India.
• It came into being in December 1937.
• It was established under the provisions of the Government of India Act 1935.
• It functioned until the establishment of the Supreme Court in India in 1950.
• It had exclusive original jurisdiction in any dispute between the Central Government and the province.

 Thus, we can say that Federal court of India is the predecessor of the Supreme Court of India.

The correct answer is legal aid.

Key Points

• Article 39 A of the Constitution of India provides for legal aid to the poor an weaker section of the society and ensures justice for all.
• According to the article, the state shall secure that the operation of the legal system promotes justice, on a basis of equal opportunity and shall in particular, provide legal justice to ensure that opportunities for securing justice are not denied to anycitizen by reason of economic or other disabilities.
• In short, It places a duty on the state to provide legal aid to citizens.

 Thus, we can say that Article 39 A of the Indian Constitution places a duty on the state to provide legal aid.

The correct answer is Muslims.

Key Points

• Justice Rajindar Sachar committee was a seven-member High-Level Committee In India.
• It was established in March 2005 by the then Prime Minister Manmohan Singh.
• The committee was headed by the former Chief Justice of Delhi High Court, Rajinder Sachar.
• It was established to study the social, economic and educational conditions of Muslims in India.

 Thus, we can say that Justice Rajinder Sachar committee in 2005 examined the economic and social marginalisation of Muslims.

The correct answer is the merchant supplying raw material to the weaver and receiving the finished product from him/her.

Key Points

• A putting-out system in the context of the cloth industry in India is an arrangement between the merchant and the weavers.
• Wherein, the merchant provides raw material and receive the finished product.
• Putting out is a term used by contemporaries to describe the key features of 18th-century rural industry.
• This system gave way to the factory system in the British textile industry.

 Thus, we can say that the merchant supplies raw material to the weaver and receives finished product from him/her.

The correct answer is the Democratic government.

Key Points

• Apartheid, the name was given by the white-ruled Soth Africa's Nationalist Party in 1948  to the country's harsh, institutionalized system of racial segregation, came to an end in the 1990s.
• This led to the formation of a democratic government in South Africa in 1994.
• South Africa since 1994 transitioned from the system of apartheid to one of majority rule.
• The election of 1994 resulted in a change in government with the African National Congress coming to power.

 Thus, we can say that the change in the system in South Africa in 1994 led to the formation of a Democratic government.

Civics as a subject had appeared in the Indian school curriculum in the colonial period in the background of increasing ‘disloyalty’ among Indians towards the Raj. Emphasis on the obedience and loyalty of the citizens and the creation of civil society according to the universal values of progress were the key features of colonial civics.

Key Points

Political Science: Political Science is concerned with the contents relating to democracy, authority, governance, etc. of the individuals in society/state. At this stage, the teaching of political science acquaints students mainly with democratic values, mostly focusing on values enshrined in the Indian constitution. 

• political science suggests dynamism that involves the process that produces-
• A structure of dominations and their contestations by social forces.
• Political science treats civil society as the sphere that produces sensitive, interrogative, deliberative, and transformative citizens.
• Civics has limited scope as a subject on the other hand Political Science is a broad subject.
• So option (3) is the correct answer.

Important Points

• Civics is a social science dealing with the rights and duties of citizens. Its scope is limited, and according to NCF 2005, the development of children should be done in all aspects. So that the word 'Civics' is not much longer with Social science pedagogies.

Mosque- A place of worship for the Muslim community people.

Key Points

• The effective strategy to create experience among the students is to involve the children in an activity where the students all the sense(Audio-Visual sense) gets engaged in the process of gathering experiences.
• For a social science teacher to generate imagination among students on the theme of the mosque, the best strategy would be to organize a visit to a local mosque.
• When the students will visit the mosque, the students will be able to create their first-hand experience with the theme. with using their senses,

Hence, we can conclude that Organising a visit to a local mosque will help the students to generate the image of the mosque.

Teaching Learning Material- The usage of teaching-learning material is to support the teaching-learning process

Key Points

• Characteristics of Teaching Learning Material
• The TLM helps to understand and comprehend  different ideas and concepts
• TLM help to develop the interest of the learners and make them curious
• TLM makes the learner an active participant in the learning process
• TLM provides reinforcement for better learning.
• Maps, coins, and timelines are the most suitable for teaching History.
• Maps are flat representations of the earth’s surface which convey information by means of lines, symbols, words, and colors
• Coins are evidence of ancient times.
• A timeline helps the students keep the track of the major events that occur in history.

Hence, we can conclude that the maps, coins, and timelines are used in teaching the history subject.

Additional Information

• Sociology- While learning sociology, we can use the case study as TLM in sociology.
• ​Economics- For teaching Economics, we can use various business data available in the newspaper.
• Politics and Social Life- The newspaper can be TLM for teaching politics and social life.

The correct answer is: 'B) Review of Economic Survey of India'.

Key Points

• Collection of daily weather records.
• This statement is correct.
• Daily weather records are considered a primary source because they are original, firsthand observations or data collected at the time of the event.
• Primary sources are direct pieces of evidence or records created during the period being studied.
• Registration of births and deaths.
• This statement is correct.
• Registrations of births and deaths are official, primary records created at the time of the event and serve as firsthand evidence.
• Such records are crucial for demographic and historical studies as they provide unaltered, original information.
• Replicas of dancing girl of Harappa.
• This statement is correct.
• While replicas are not the original artifacts, the original “Dancing Girl of Harappa” is a primary source. The replicas serve as representations of the original primary source.
• The concept of a primary source here refers to the actual artifact from Harappan civilization.

Incorrect Statements

• Review of Economic Survey of India.
• This statement is incorrect.
• A review of the Economic Survey of India is a secondary source because it involves analysis, interpretation, or evaluation of an original document (the Economic Survey itself).
• Secondary sources provide commentary or conclusions based on primary data but are not direct evidence or firsthand records.

Hence, 'Review of Economic Survey of India' is not a primary source.

Additional Information

• Definition of Primary and Secondary Sources:
• Primary Sources: These are original, unaltered, firsthand accounts or data created during the time of an event. Examples include historical artifacts, official records, eyewitness reports, and raw data.
• Secondary Sources: These are interpretations, analyses, or evaluations of primary sources. Examples include reviews, commentaries, textbooks, and scholarly articles.
• Examples of Primary Sources:
• Diaries, letters, photographs, and manuscripts.
• Official records such as birth, death, and census data.
• Artifacts, fossils, and original works of art or literature.
• Raw scientific data and weather records.
• Examples of Secondary Sources:
• Book reviews, journal articles analyzing original research, and historical critiques.
• Documentaries, textbooks, and research papers summarizing findings from primary sources.
• Reviews of government publications, such as economic surveys or census reports.

Social science is one of the important curricular areas in school education that encompass diverse concerns of society. 

• A community is essentially a collectivity of people with marked shared elements, which construes to them a “sense of collectivity”.

Key Points

• Community and local contexts play a significant role in the teaching of social science.
• Different events occurring in the community, community environment, community members, their socio-economic backgrounds, their cultural backgrounds, local history, local geography, economic activities of the community members, political set-up of the community, etc. constitute rich learning experiences that can be effectively integrated into the relevant social science contents to make classroom learning meaningful.
• The community experiences make learning more realistic and give learners an opportunity to connect their real experiences to the experiences given through social science texts.

Thus, it is concluded that in social science teaching the "community" can be an important resource as it provides an opportunity to learn in real settings.

​ Important Points

The term 'Hindustan' was used in the thirteenth century by Minhaj - i - Siraj, a chronicler who wrote in Persian, he meant the areas of Punjab, Haryana and the lands between the Ganga and Yamuna.

• He used the term in a political sense for lands that were a part of the dominions of the Delhi Sultan.
• The areas included in this term shifted with the extent of the Sultanate but the term never included south India.
• Babur also used the term Hindustan to explain the geographies and cultures of the subcontinent in the early 16th century, and that was similar to the way Amir Khusrau (a famous poet) did it in the 14th century.
• Historians today have to be careful about the terms they use because they meant different things in the past. For example, today we use the term 'foreigner' to mean someone who is not an Indian, but in the medieval period, it meant any stranger who was not a part of a society or culture.

​So, above points clearly shows that both (A) and (B) are true but (B) is  the correct explanation of (A).

The teaching-learning process is aimed to bring relatively permanent change in the behavior of an individual (knowledge, skill, and attitude) that can be acquired consciously. It involves planning and execution of several activities and experiences to bring the desired outcomes. If the outcomes are not achieved as per expectations or much lower than that it is considered the "failure" of the system

Key Points

• The children should be taught "social and political life" in the form of fictional narratives or case studies because it helps the child to create an experience, as the child's understanding has not been completely developed to deal with social and political life.
• Narratives and case studies help children to connect with the incidents or situations that happened in their life, In the form of this the child tries to connect his life with the narratives he is able to learn by creating an experience and doesn't get bored while learning about the social and political life. E.g, teachers teach children about "equality" by using fictional characters from cartoons.
• The students believe, remember and understand the concepts which they acquired through using their senses because children always remember and understand things that they have felt in their life.

Hence, we can conclude that Both A and B are true and B is the correct explanation of the A.

​History is the study and the documentation of the past.

• "History" is a comprising past events as well as the memory, discovery, collection, organization, presentation, and interpretation of these events.
• Historians seek knowledge of the past using historical sources such as written documents, oral accounts, art and material artifacts, and ecological markers.
• History differs from myth in that it is supported by evidence.
• Historians rely upon old coins, inscriptions, architecture, and textual records for information for their studies.
• Historians use different types of sources to learn about the past depending upon the period of their study and the nature of their investigation.

So, the above points clearly show that statement A is false but B is true.

A syllabus is the list of concepts, knowledge, and subjects that the learner has to learn.

Key Points

• Social science is the branch of science that deals with society, culture, and generations from the past to the future. It is an ever-evolving subject because social science teaches us about our past, and our present and gives a hint of our future based on our past.
• So there is always a scope of the syllabus to get expanded in social science.
• The classroom teachers are based on the learner center approach, which means that the classroom teaching focuses on the experience and needs of children, as children are unique they all have their unique experiences, with the same things so keeping the needs in the minds of learner the syllabus too needed to expand.
• Children always bring their experiences of the outside world to their classroom so the teacher always teaches their concepts in the real situations.

Hence, we can conclude that Both A and B are true and B is the correct explanation of A

A teacher is a person who helps his learner to acquire knowledge and virtue.

• A teacher not only acts as a source of knowledge, but also acts as a role model, mentor, caregiver, and adviser.
• Teachers can actively and wisely have a sage effect on their students' lives.

Important Points

• A stereotype is a cluster of beliefs usually lacking a rational basis regarding the members of some group
• When the teacher is fixing the people of the particular region into one image, it shows that the teacher has already a cluster of beliefs regarding the people of the particular region that all are the same.

Key Points

 Role of Teacher-

• The teacher should be good in their subjects.
• The teacher should be able to build positive relationships among their learner so that the learner is motivated to learn
• The teacher should act as a motivator
• The teacher should be unbiased to every child

Hence we can conclude that in a class if a teacher fixes people of a particular region into one image, the teacher is promoting stereotypes.

Additional Information

• Diversity- When people of unique backgrounds, life experiences, personalities, and beliefs come together and make things a whole.
• Multiculturalism- It is the way in which society deals with the diversity in culture, both at the national level and community level.
• Secularism- The absence of the religious influence on the public policies and social relations

Epistemology- It is the branch of philosophy, that deals with origin, nature, and scope of knowledge. It focuses on how we are obtaining knowledge.

Key Points

Nature of Epistemology

• Epistemology illustrates all potential domains of knowledge, whether it be religious, political, mathematical, logical, scientific, ethical, or psychological.
• In epistemology, our primary aim is to find a truth that frees us from falsehood. Hence, It assists us in probing between truth and falsehood.
• The textbooks are to be considered as tools to help develop perspectives on various contemporary issues. It is expected of learners to understand and apply concepts rather than simply memorize the information of each topic.
• The outstanding issue in the teaching of social sciences is how to enable learners to develop a critical understanding of society. As part of the National Curriculum Framework (NCF) - 2005, the National Focus Group Position Paper on Teaching of Social Sciences proposed an epistemological shift.

​Hence we can conclude that The pedagogical process in social science emphasizes an epistemology, where textbooks are suggestive of a particular way of understanding issues and developed as a dynamic document.

The sources from where we get information are called data sources and these may comprise documents, humans, institutions as well as mass media like newspapers, radio, television, etc.

• All recorded sources of information irrespective of their contents and forms come under documentary sources which can be categorized based on their content into primary, secondary, and tertiary sources of data.

Key Points

• When students are involved in the discussion, they are in a much better situation of learning the subject. It is an open-ended exchange of ideas, experiences, and knowledge.
• The teacher must give every student the opportunity to actively participate in the discussion and should try to conduct the discussion in a relaxed environment.
• While discussing the theme on 'sources', a social science teacher may make the learners more motivating to read more on sources, raise questions, and add to the body of information.
• It will help students to know more about the sources and it will create a historical atmosphere in the class and a research attitude in the learners. The study and use of original authentic material will give a better understanding of a subject like History.

 Hence, it is clear that while discussing the theme on 'sources', a social science teacher may make the learners more motivating to read more on sources, raise questions, and add to the body of information.

Social sciences are the sciences that study human beings in relation to their social system and institutions. Social sciences include the disciplines like history, geography, political science, economics, sociology, psychology, anthropology, culture studies, public administration, etc.

• ​Effective teachers are prepared, set clear and fair expectations, have a positive attitude, are patient with students, and assess their teaching on a regular basis. They are able to adjust their teaching strategies to fit both the students and the material, recognizing that different students learn in different ways.

Key Points

• Children become inattentive in class when they are not able to understand certain topics or the classroom environment seems monotonous to them.
• In such situations talking to them and finding out the reasons for their disinterest will be the best way to deal with them.
• By following this idea the teacher could pay more attention to that particular child and could direct his/her activities according to the teaching-learning process which would be an appropriate strategy to regain his/her attention.
• The teacher should encourage them to share their experience around the theme under discussion.
• It will help teachers to provide the children with tasks according to their needs and interest so that they can actively take part in the learning process.​

Hence, it is clear that the B and C statements are correct.

Social sciences are the sciences that study human beings in relation to their social system and institutions. Social sciences include the disciplines like history, geography, political science, economics, sociology, psychology, anthropology, culture studies, public administration, etc.

• A social science teacher uses several methods and techniques in teaching various contents of social sciences. The choice of these methods and techniques depends on the nature of the contents to be taught to students.

Key Points

• The learners are individuals who have different learning styles, personalities, intelligence, and interests.
• The role of a social science teacher should be to provide a rich variety of learning experiences to learners as it caters to the different needs of learners and makes the teaching-learning process effective.
• To provide a diverse rich learning experience to learners the teacher should also use different kinds of pedagogy as it will help in selecting relevant prompts to be suitable for learners' ability level.
• It helps teachers in combining different types of prompts to make learners inculcate skills and in making learning effective for learners who learn differently either visually, auditory, etc.

The role of a social science teacher should be to provide a rich variety of learning experiences to learners.

Social Sciences constitute a broad field of knowledge and deal with human beings in relation to their social behavior. Social Sciences study the concepts or issues like culture, tradition, lifestyles, places, environment, power and authority, governance, economy, civic sense, etc. which have social implications.

• Pedagogy refers to the study of teaching methods, including the aims of education and the ways in which such goals may be achieved. The appropriate mix and match of technology and pedagogy make technology better than another.

Key PointsSocial Science Pedagogy is the set of principles that influence the approaches to teaching-learning in social science. It consists of a learning environment, teaching-learning arrangements, methods, general educational principles, etc. Contemporary understanding of social science pedagogy encourages teachers to:

• involve the children in the construction of their own knowledge through hands-on activities.
• link classroom learning with real-life and to create opportunities to guess and verify with the help of sources.
• encourage the learner to learn about the local experiences by using the various sources.
• develop the skill of systematic reasoning in students for understanding the current situation in schools, society, and country.
• present history as a process so that learners could use their knowledge in concrete situations.

Hint

• Status Quo is one in which things are kept as they are in every society, one finds people who are interested to keep things as they stand and who would not like to bring changes, for, in a status quo, they have nothing to lose.
• As maintaining the status quo means keeping the things as its presented but we need to change the system according to the needs of the people. Hence, the contemporary understanding of social science pedagogy doesn't encourage the teacher to maintain the status quo.

Hence, it is clear that the contemporary understanding of social science pedagogy encourages teachers to do all of the following except maintain the status quo.

Discussion is one of the widely used group-centered learning techniques, Its value lies chiefly in the fact that it represents a type of intellectual teamwork, resting on the principle that the pooled knowledge

Key Points

• A social science teacher should never avoid discussion about the controversial issues in the upper primary classes, as the students in the upper primary class are in their late childhood stage and  about to reach the adolescence stage
• They should know about the things which impact their life because if the misconceptions are created in the basic stage of the child's life then it will be not easy to change.
• The teacher should discuss the controversial topic which helps the students to get sensitized to the needs and rights of the individuals. but before discussing the teacher should set propers ground rules such as discussion based on the evidence**.** Example discussion about the situation of women in present society.
• Sources never speak they show the reflection of the situation the controversies are created by the individual due to his ways of accepting the sources, If he properly understands the situation controversies will not be created, or he is not able to understand the sources then will create controversies.
• Historical events are recorded and are presented as sources in present. But it is upon the current and future generations to analyze and learn from them, thus, due to the subjective nature of source interpretation to understand the circumstantial reasons behind the occurrence of historical events, the topics may sometime become controversial.
• Thus, it is concluded that (A) is false but (B) is true.

Social Science encompasses diverse concerns of society and includes a wide range of content, drawn from the disciplines of history, geography, political science, economics, and sociology.

• The selection and organization of teaching-learning material into a meaningful social science curriculum enables students to develop a critical understanding of society.

Key Points

Map:

• The Map is a visual representation of an area, drawn on a flat surface. It is used as an effective teaching tool for developing the idea about relative position and orientation in learners.
• Maps are universally accepted symbols for the presentation of the concepts of space.
• Maps also attempt to represent various things, like political boundaries, physical features, roads, topography, population, climates, natural resources, and economic activities.

Timeline:

• The timeline provides the chronological order of the events and incidents that happened earlier.
• It helps students to develop a sense of time and to find out the relationship between two periods of time.
• If the students prepare the timeline of a history unit before the discussion of the unit, they understand the unit and they can also clearly understand the cause and effect of the events.

Hence, it could be concluded that a sense of 'times' and ' space' can be developed by using maps and timelines only.

Pre-historic Era is the Branch of archaeology that deals with the study of the initial history of Human beings.

Key Points

• The prehistoric era was the time period around 2.5 million years ago, it covers three ages which include the Stone age, Bronze Age, and Iron Age.
• To familiarise the students with the habitat of the pre-historic people, the best pedagogical strategy is to plan a visit to Bhimbetaka
• As the Bhimbetaka is evidence of the Stone Age era, the children will know about the structure of the house, its construction, and its surroundings.
• The visit will help them to know and feel the era by visiting these historic sites, it will help students to create a perspective towards the stone age.
• As a part of field trips visiting Bhimbetaka, will reinforce experiential and contextual learning and will provide an active learning experience to learners.

Hence, it is clear that o familiarise your students with the habitat of pre-historic people, a Visit to Bhimbetaka would be the best pedagogical strategy.

Additional Information

• Reading from a text of the Madhya Pradesh Tourism Department and discussion will make the learner passive.
• Inviting an expert from Delhi for a lecture is a one-way method for teaching and learning, the children will be passive in this method.
• Visiting archives is not suitable as the archives contain the evidence of incidents in form of data, reports memos, and news which helps in doing research.

Partition of India- After the independence of India from the British rule, the British divided the land of India into two parts, to form a separate dominion which later on become two-country, India and Pakistan.

• The partition of India is an event in the history of India, which took place in 1947.
• During the partition of India and the formation of Pakistan, many events and incidents took place at that time, including the migration of the people from both sides and the loss of homes and property.

Key Points

The pedagogical aids to understand the partition of India will be the usage of Narratives and Images.

• Narrative refers to a telling of a story that is used by teachers to tell the students about the story of different people, their principles, actions, or beliefs.
• Knowing the narratives of the people who suffered from the partition will make learners form their opinion on their own beliefs and perspectives.
• Images refer to the visual aid that maximizes learning with the help of visual systems. It increases the child's visual thinking and observation skills using pictures.
• The images of the incident will make learners able to create their own perspective on the partition of India. It will make the students learn about the events and how the events affect the lives of the people.

Hence, it is clear that Narratives and Images can be used as pedagogic aids to understand the Partition of India.

Additional Information

• Black and Red pottery found in Punjab is evidence of the Harappa civilization.
• Punch marked coins are irregular metal coins used in India during the 6th and 2nd centuries BC.

Social science refers to the science that deals with human behavior in its social and cultural aspects.

• It is a branch of science that deals with human behavior and social relationships, which rely primarily on empirical approaches.

Key Points

• A social science teacher should aim toward building a perspective on our past as the past tells us about our culture, heritage, sacrifices it made, and the stages from which it has evolved.
• Developing perspective among the children on our past helps the student to develop the sensitivity toward the history and instill the respect for the events that happened in the past.
• While teaching Social Science, a teacher must attempt to focus upon the past as teaching of Social Science focuses on making students understand society and respect the diversity in cultural practices.

Hence, it is clear that a social science teacher should aim toward building a perspective on our past.

The correct answer is ‘Both A and B are true.’

Key Points

• Refer to the line of the paragraph: 
• “One doesn’t need to have any faith in him as an individual and accept what he says without questioning it.”

From this, we can conclude that:

• An individual should not have any faith in a scientist blindly.
• A scientist desires questioning based on simple reasoning. The method of science is nothing more than a method of asking questions and answering them.

Thus, the correct answer is Option 3.

The correct answer is ‘That of a highly educated and prejudiced mind.’

Key Points

• According to the author, “Science is indeed, far more than just physics, chemistry, biology, astronomy and mathematics. It is a question of ideas and a way of thinking. It is a culture and a philosophy of life, a philosophy which allows us to purpose truth without any prejudgment."
• The preconceptions and knowledge of various disciplines of knowledge are not required in a scientific inquiry.

Thus, the correct answer choice is Option 4.

The correct answer is ‘A is right and B is wrong.’

Key Points

• Refer to the last line (Para 1): “In fact, science is nothing more than questions asked and questions answered, and the method of science no more than a method of answering questions and answering them, a method that “works” and can be used to solve problems that one faces in everyday life.”
• From these lines, we can conclude that:
• Scientific method is about asking questions and speaking their answers.
• Scientific methods are used to solve problems of our everyday life.

Therefore, the correct answer is Option 1.

The correct answer is ‘disciplines of knowledge.’

Key Points

• Refer to the first line (Para 2):

“Science is indeed, far more than just physics, chemistry, biology, astronomy and mathematics.”

• Thus, it is clear from the above statement that science is far more than mere disciplines of knowledge. It’s a culture and philosophy of life.

So, the right answer is ‘Option 2.’

The correct answer is ‘Option 3.’

Key Points

• Let's refer to the line: Certain characteristics of this method, which we call "The method of science," and of knowledge gained by the application of this method, create a value system within their framework, a value system which is rational and reasonable, which appeals to common sense, which is commensurate with knowledge and, above all which all has a build-in corrective.
• From this we can deduce that:
• Rationality is an important basis of scientific method.
• Our value system is based on reasoning and appeals to one’s common sense.
• The attitude of mind can be easily understood by methods of science.
• Understanding philosophy of life is the essence of science.

Thus, we can conclude from the above sentences that all of them are true except Option 3.

So, Option 3 is the correct answer choice.

The correct answer is ‘Pronoun.’

Key Points

• A pronoun is a word that is used to replace a noun in a sentence. Common pronouns are We, They, I, me, them, his, her etc.
• ‘This’ is a demonstrative pronoun which is used to point to something specific within a sentence. Other demonstrative pronouns are that, these, and those.

Hence, the correct answer is ‘pronoun.’

Additional Information

Let’s look at other options:

• Adverb: A part of speech that describes a verb, adjective or another adverb. Some common examples are – generally, never, quickly, softly etc.
• Adjective:  A word that is used to modify or describe a noun or pronoun. Some examples are – good, beautiful, green, cheerful etc.
• Article: A word that comes before a noun to show to indicate if it’s specific or general. ‘A’ and ‘an’ are indefinite articles used for general items and ‘the’ is used to indicate something specific.