CTET Paper 2 Social Science 28th Dec 2021 (English-Hindi-Sanskrit) (Previous Year Paper)

The term ‘development’ refers to qualitative changes in an individual such as changes in personality or other mental and emotional aspects. However, very often growth and development are used interchangeably. The process of development continues even after the individual has attained physical maturity (growth). The individual is continuously changing as he/she interacts with the environment.

Key Points There are some principles of development, which show the features of development, these are:

• Principle of Continuity: Development follows the principle of continuity which starts with conception and ends with death. It is a never-ending process in life.
• Principle of Individual Differences: It says that every individual is unique in himself/herself as the heredity and environmental factors make him/her different from others.
• Principle of Generality to Specificity:  The development process starts with general responses shown by the child as s/he passes through the later stages s/ he starts exhibiting specific behaviors.
• Principle of Interrelation: The development of an individual is reflected through the balanced interrelation of all the aspects of life. Development in any aspect affects the other aspect also.
• Principle of Interaction: The principle of interaction suggests that an individual is the product of heredity and environment. In other words, the interaction takes place within and outside forces of the child.
• Principle of Differentiation in Rate: Differentiation in the rate indicates that individuals differ in the rate of development. There is a difference in the rate of development in girls and boys like girls grow faster than the boys at the early stage of development.
• Principle of Integration: The principle of Integration refers to the integration of various aspects of development like physical, mental, emotional, social, and moral.
• Principle of Predictability: Development is predictable i.e. with the help of the uniformity of the pattern and sequence of development, we can predict the behavior to a great extent of a child in one or more aspects in a particular stage of her/his growth and development.
• Principle of Sequentiality: It states that every individual although exhibit difference in change, they follow the same sequence of change.​

Important Points Characteristics of development are:

• Development is a continuous process, it occurs throughout life, and the pace of development may be varying at different ages.
• Development is sometimes predictable as it follows a similar pattern of development as Cephelocaudal and Proximodistal.
• Developments depended on both heredity and environment, according to Woodworth development is a product of heredity and environment.
• Example: Color of eyes, hairs of the child is same as their parents because of inheritance.
• Children can learn much from their environment as such, from school culture, their society, their peer groups, etc.
• Development is not linear in shape it is spiral and it can be back and forth throughout life.

Constructivism is centered on the idea that human knowledge and learning are actively constructed by the learner, not passively received from the environment.

Socio-constructivist frame: Students have also to include the social and cultural settings, in which they learn and which also have an impact on students as they change their ideas. From this perspective, sometimes referred to as ‘situated cognition, the cultural and the social background of students, use of language, and how meaning is derived from various contexts play a role in the students’ construction of ideas.

Key Points The characteristics of the socio-constructivist frame as-

• Knowledge is not fully known and fixed.
• Knowledge is not a thing that exists out there but is personally and socially constructed.
• The learner plays an active role in the personal creation of knowledge through interacting with their socio-cultural context.
• Knowledge construction rather than knowledge reproduction is emphasized.
• Learning is a social process in which the learner constructs meaning that is influenced by the interaction of prior knowledge and new learning events.
• It acknowledges the uniqueness and complexity of the learner.
• By all these references we can consider that Children are active beings who construct knowledge by acting upon and interacting with their socio-cultural context from a socio-cultural perspective.

Hint

• Children's behavior changes by constructing knowledge by their experiences or previous knowledge but not totally.
• Children do not have any knowledge at the time of birth, they can acquire and learn by interaction with the environment or by learning.

Additional Information  Lev Vygotsky explains the role of society in his theory of socio-cultural development According to Lev Vygotsky, the development of children depends on three factors.

• Social interaction- Society plays an important role in the development and knowledge gained by the child.
• Language- Language development in a child should be done by the environment, engagement in family, etc.
• Culture - culture plays an important role in the development of a child, a child behaves as same as they learn from their culture, society, and environment.

The process of learning to internalize the values and norms into itself or the mode of learning to live in society is called the process of socialization. It may be defined more comprehensively as a life-long process of inculcation whereby an individual learns the principles, values, and symbols of the social system in which he participates and the expression of those values and norms in the roles he enacts.

 some important characteristics of socialization:

• It is a lifelong process.
• The roles a person enacts are the expressions of his social nature.
• The nature of what one communicates in society is determined by the influence of one's interaction with society.

Key Points There are many sources of socialization such as School, College, Friends, Society, Neighbourhood, Religion, Caste, Media, newspapers, Meetings, Events, etc.

• Media: Media is the source in which observational skills are considered, media such as Television, magazines, Mobile phone, reality shows, newspapers, etc.
• According to the question, a group of children enacts scenes from a recent movie. this shows that they are engaged with media so media is an important agency of socialization.

Hence by all these references, we can conclude that media is an important agency of socialization.

Important Points

• Family: Family is one of the major sources of socialization, a child first comes with respect to the family and engaged with them.
• Peers: Children learn through engaging in different activities with peers, group discussions with them, etc.
• Religion: Religion makes child socially active, it gives them knowledge about religions, and Gods, and make them familiar with them.

Additional Information Socialization may be classified into two broad groups:​

• Primary socialization- Inculcation of norms and values within the family is called primary socialization. Here children want to know themselves and try to find their identity and learn the daily routine tasks of humans.
• Example: Family.
• Secondary socialization- The process of imbibing norms, values, and behavior patterns of school may be called secondary socialization.
• Example: Church, School, Media, etc.

Jean Piaget made a systematic study of cognitive development among children of different age groups and he categorized it into different developmental stages. He is also known as the father of child Psychology. According to him, development is based on the physical environment or Biological abilities, he ignores social aspects.

According to him stages of the cognitive development are-

• Sensory-motor:(birth to 2 years)
• Preoperational: (from age 2 years to 7 years)
• Concrete operational:(from 7 years to 11 years)
• Formal operational: (from11+ - adolescence and adulthood).

Key Points According to Jean Piaget:

Additional Information

• Jean Piaget is a Psychologist from Switzerland who proposed that development is based on Physical environment and Biological abilities. He ignores social aspects of development.

Jean Piaget made a systematic study of cognitive development among children of different age groups and he categorized it into different developmental stages. Jean Piaget said that children actively construct their understanding of the world. He believed that a child’s mind passes through a series of stages of thought from infancy to adolescence.

Key PointsAccording to Jean Piaget:

• The information does not simply enter children's minds from the environment, it should ensure the learning of children.
• Children develop an understanding of interaction with the surrounding environment.
• Piaget identifies four factors namely biological maturation, active exploration, social experiences, and equilibration that interact to influence thinking.
• So we conclude that according to Jean Piaget, active exploration by the learner is necessary for learning.

Important Points Jean Piaget proposed that humans progress through four developmental stages: the sensorimotor, preoperational, concrete operational, and formal operational periods.

Additional Information 

Constructivism is centered on the idea that human knowledge and learning are actively constructed by the learner, not passively received from the environment. Constructivist views learning as the result of mental construction. It is created or constructed by the experiencing individual. It is not impersonal or absolute.

Socio-constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large.

Key Points

 In Socio-constructivist classroom students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality.

 Characteristics of socio-constructivist classrooms based on Lev Vygotskian constructs:

• Connect learning with everyday contexts. Where possible, organize courses around problems, of local interest and impact, which have been identified by students.
• Elicit students’ existing ideas, including any alternative conceptions.
• Encourage students to take responsibility for their own learning, and this includes reflecting on their own thinking and learning processes
• Learning is not exam-oriented, teachers employ formative assessment frequently to assess the knowledge and changes in the student.
• Use a variety of assessment techniques, including authentic assessment which is conducted while students are engaged in non-contrived activities like practical work or other real-life situations.
• Plan for the fact that, in addition to having different prior experiences, students will also have different preferred learning and working styles and learn at different rates.
• Socio-constructivist classroom opposes the rote learning, learning is done by the questions based on critical thinking, creative activities, experimental based learning,
• So we can conclude that Learning-for-exam is not advocated in a socio-constructivist classroom based on Lev Vygotskian constructs.​

Additional Information

 Lev Vygotsky is a Russian Psychologist who proposed the theory of Socio-cultural development and argues that communication is the driving force behind speech in both adults and children. According to Vygotsky, there are mainly three types of speech are there-

• Social Speech: In no way is this speech related to intellect or thinking. In this stage, a child uses speech to control the behavior of others. A child uses speech to express simple thoughts and emotions such as crying, laughter and shouting. This speech begins when a child is about 2 years or above.
• Private Speech: Private speech is speech spoken to oneself for communication, self-guidance, and self-regulation of behavior. It is between the ages of two and seven that children can be observed engaging in private speech. Although it is audible, it is neither intended for nor directed at others.
• Silent/Inner Speech: This is a speech in which the use of words or word images in thinking without audible or visible speaking. The ability of this type of speech comes when a child is about 7 years or above.

Lev Vygotsky is a Russian Psychologist who proposed the theory of Socio-cultural development. In this theory, Vygotsky emphasizes the role of society and culture in the development of the child. According to him, there are three main needs for the development of the child and these are- Social interaction, Culture, and Language.

Key Points

• According to Lev Vygotsky, cognitive development is dependent on the social interaction among people.
• Children acquire the ways of thinking, learning, and behaving that make up a community's culture through social interaction.
• The student learns through society, social norms, culture, etc.
• Student can improve their cognitions and ways of thinking, by engaging in group discussions, team works, activities, etc.
• Vygotsky opposes the ideas of Piaget, according to Piaget cognitive development is only dependent on physical and biological abilities, but Vygotsky opposes it and said that cognitive development is dependent on social factors also.
• Thus, by all these references we can say that the theory of lev Vygotsky is dependent on social interaction with the people. Everything that can be learned by the child/person is by directly interacting with society.

Important Points Vygotsky also proposed three basic needs of students during learning, these are:

• ZPD (zone of proximal development):  The difference between the learning of a child by self and the learning of a child with the help of others(society, culture, etc).
• Scaffolding: Scaffolding is the term, given by Vygotsky, in which he proposed that the temporary help given by the teachers, family, friends, etc. to the children in his learning.
• MKO (more knowledgeable others)- Vygotsky defined the “More Knowledgeable Other” (MKO) as anyone who has a better understanding or a higher ability level than the learner, particularly in regards to a specific task, concept, or process. MKO could be teachers, parents, tutors, and even peers.

The gradual formation of an individual's concepts of right and wrong, conscience, ethical and religious values, social attitudes, and behavior is called moral development.​ The theory of a child's moral development is proposed by Lawrence Kohlberg in 1958. he describes the theory on 3 different levels and these 3 levels are further classified into 6 stages.

• Pre conventional level:
• Stage-1 Punishment-obedience orientation.
• Stage-2 Instrumental-exchange orientation.
• Conventional level:
• Stage:3 Good-boy-nice-girl orientation
• Stage-4 Law and order orientation.
• Postconventional Level:
• Stage-5 Social-contract situation
• Stage-6 Universal-ethical-principles orientation.

Key Points Post conventional level: At this level, there is a clear effort to define moral values and principles that have validity and application apart from the authority of the groups or persons.

• Stage 6: The Universal Ethical Principle Orientation: Right is defined by the decision of the conscience in accordance with self-chosen ethical principles appealing to logical comprehensiveness, universality, and consistency. These are universal principles of justice, reciprocity, quality of human rights, and respect for the dignity of human beings as individual persons.
• Right action is defined by self-chosen ethical principles of conscience that are valid for all humanity, regardless of the law and social agreement. It is related to abstract universal principles that are valid for all humanity.
• Hence we can say that Abstract universal principles are valid for all humanity described 'Universal ethical principle orientation' stage of moral development proposed by Lawrence Kohlberg.​

Important Points

• Stage-I: The Punishment and Obedience Orientation: The physical consequences of an action determine whether the action is good or bad regardless of the human value or the meaning of these consequences. Avoidance of punishment and deference to power are valued in their own right, not in terms of respect for the underlying moral order.
• Stage-2: Instrumental Relativist Orientation: Right action consists of that which instrumentally satisfies one's own needs and occasionally the needs of others.
• Stage 3: Good boy - Nice Girl Orientation: Good behavior is that which pleases or helps others and is approved by them. Behavior at this stage is frequently judged by intentions - "he means well", becomes important for the first time. One earns approval by being good to others.
• Stage 4: The Law and Order Orientation: There is an orientation towards authority, fixed rules, and maintenance of social order. Right behavior consists of doing one's duty, showing respect for established or lawful authority, and maintaining given social order for its own sake.
• Stage 5: The Social Contract, Legalistic Orientation:  in terms of general individual rights and standards that have been critically examined and agreed upon by the whole society. Apart from what is constitutional and democratically agreed upon the right is a matter of personal values. The result is based upon a legal point of view but with a Right to Education emphasis upon the possibility of changing the law in terms of consideration of social utility.

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

Key Points Characteristics of progressive education:

• Education for society and democracy.
• Collaborative and cooperative learning.Learning as opposed to rote knowledge.
• Progressive education is based on learning by doing. Everything learned by the children should be related to their curriculum and activities.
• Flexible timetable and seating arrangement.Emphasis on lifelong learning and social skills.
• Integrated curriculum focused on thematic units.
• Learners are curious to find new ways to solve the problem by exploring their surroundings.
• Progressive education emphasizes enhancing the skills and understanding of the learners by engaging with the content and experiences.
• Emphasis on problem-solving and critical thinking.
• De-emphasize textbooks, and emphasize multiple resources.
• By all these references we can conclude that **Progressive education views children as curious beings who learn through exploration of their surroundings.**​​

Hint

• Progressive education believes in learning by doing, it doesn't have much focus on god gifted abilities.
• Tabula rasa means a clean slate or a blank tablet on which anything can be written. A child's mind is like a clean state which is influenced by impressions from the external world. Propounded by John Locke.
• Progressive education is a concept based on the divergent thinking of the students, they can learn by exploration, so we can not say that children in progressive education as miniature adults whose thinking is lesser than adults.

Howard Gardner proposed a theory of multiple intelligence. Gardner defines intelligence as "a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture. The theory of multiple intelligence consists of eight different kinds of intelligence.

Key Points The theory of Multiple Intelligence consists of: ​

• Bodily Kinesthetic: Learners use the body effectively and have body awareness. In this class, students are using their bodies to spell new words.
• For example movement, role-playing, hands-on learning, and using real objects.
• Intrapersonal: Learners understand themselves and their own goals.
• For Example independent learning, creative materials, and private time.
• Naturalistic:  Learners can identify plants, animals, etc.
• For example, animals, nature, being outside, gardening, etc.
• So we can say that Bodily Kinaesthetic, Intrapersonal, and Naturalistic are the intelligence of Multiple intelligence theories proposed by Howard Gardner.

Important Points Other intelligence proposed by Howard Gardner are-

• Visual-spatial: Learners think about physical space and their surrounding environments.
• For example puzzles, maps, charts, videos, etc. In this class, students use a graphic organizer to map out the differences between facts and opinions.
• Musical: Learners understand and are sensitive to rhythm and sound.
• For example, music, speaking rhythmically, music, instruments, etc.
• Interpersonal Intelligence: In Interpersonal Intelligence, Learners understand people’s moods and intentions.
• Example: interacting with others, group activities, writing, etc.
• Linguistic: Learners understand words effectively.
• For Example, word games, reading, stories/poetry
• Logic mathematical: Learners understand the reasoning and calculating.
• For Example, logic games and puzzles, mysteries, experiments, etc

Hint

• Robert Sternberg proposed Triarchic theory of intelligence. In this theory, he defined intelligence into three parts - Practical, Analytical, and Creative.

Additional Information

Lev Vygotsky is a Russian Psychologist who proposed the theory of Socio-cultural development. In this theory, Vygotsky emphasizes the role of society and culture in the development of the child.

Vygotsky also said that for intellectual development, social and practical activities are required. Cognitive development is the product of the dynamic relations between the individual and society. There is a mutual relation between individual and society and it has its impact on both individual and society. Social interaction influences cognitive development by creating cognitive structures and thinking processes.

Key Points Lev Vygotsky,  a contemporary of Jean Piaget proposed a theory of cognitive development known as ‘Socio-Cultural Theory.

• The society and culture of the children play a vital role in the development of their cognition.
• Sign system or the language of the society works as a tool in gaining knowledge.
• Inputs from others and especially from more knowledgeable people and adults have the capacity to affect the development of cognition.
• Thus, we can consider that Lev Vygotsky's theory of moral development is facilitate cognitive development.

Important Points Vygotsky also proposed three basic needs of students during learning, these are Zone of proximal development (ZPD), Scaffolding, and Making knowledgeable others (MKO).

• Zone of Proximal Development (ZPD): The concept of MKO is closely related to ZPD. According to Vygotsky, ZPD is the difference between the present level of development attained without anyone’s assistance and the potential level of development that can be attained under the guidance of MKO.
• Scaffolding: Scaffolding is the term, given by Vygotsky, in which he proposed that the temporary help given by the teachers, family, friends, etc. to the children in his learning.
• MKO (more knowledgeable others): Vygotsky defined the “More Knowledgeable Other” (MKO) as anyone who has a better understanding or a higher ability level than the learner, particularly in regards to a specific task, concept, or process. MKO could be teachers, parents, tutors, and even peers.

Additional Information  Four Principles of Vygotsky:

• Children construct their own knowledge: It is rightly said that knowledge is not transferred passively, but is personally constructed by the individual. It means that for the transfer of knowledge, some medium is necessary on the basis of which knowledge can be received but every individual has his/her own way of perceiving the things and as per his/her perception or understanding, he/she constructs his/her knowledge
• Acquisition of knowledge cannot take place without social context: It is correct to say that knowledge cannot be acquired without social context as a human being is a social being and he/she lives in society by following certain rules, and norms of the society, and learn or expand his/her knowledge by interacting with the social surroundings.
• Learning is mediated: Mediated learning takes place when there is an interaction between a learner and a person who is more knowledgeable and helps the learners to modify stimuli and change their own cognitive structure. The person can be a parent, adult, grandparent, or peer and is called by Vygotsky a More Knowledgeable Other (MKO).
• Language plays a central role in cognitive development: Language is the means of communication and socialization. With the passage of time, it becomes a tool for cognitive development or thinking.

Gender refers to the socially constructed differences between men and women. It refers to the masculine and feminine qualities, behavior, roles, and responsibilities that society upholds. Gender can be changed / re-oriented.

A stereotype is a simplified and/or standardized conception or image with specific meaning, often held in common by people about another group. A stereotype can be a conventional and oversimplified conception, opinion, or image, based on the assumption that there are attributes that members of the other group hold in common.

Gender stereotype is an oversimplified and unfair belief or idea that groups of people have particular characteristics or that all people in a group are the same.

Key Points Gender stereotypes can be reduced in co-educational classrooms by-

• Promoting flexibility in the classroom.
• Presenting Non-stereotypical sex roles, such as a girl riding the bike, or a boy cooking in a kitchen.
• Treating the girls and the boys equally.
• Gave the same and equal opportunity to all the students without making any difference between them.
• Engagement of every student in all the activities without distinguishing them according to their sex.
• The sitting arrangement of all the boys and girls should not be separated.
• Thus we can say that gender stereotyping should be reduced by providing equal opportunity to all the students.

Hint

• Discussion on gender as a social construct reduces children's thoughts towards gender stereotypes, It helps them to build the understanding that there is no difference in boys and girl for any work.
• Using language equal for both genders didn't emphasize gender stereotyping, it shows equality between both genders.
• Gender nonconforming is a term given to people who don't conform to the gender norms that are expected of them.

Education Policy lays particular emphasis on the development of the creative potential of each individual. It is based on the principle that education must develop not only cognitive capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and emotional capacities and dispositions.

National Education Policy 2020-

According to NEP 2020, A good educational institution is one in which every student feels welcomed and cared for, where a safe and stimulating learning environment exists, where a wide range of learning experiences are offered, and where good physical infrastructure and appropriate resources conducive to learning are available to all students.

Key Points Some important fundamental principles of the NEP 2020 are- 

• Establishment of the linkage of the concepts with the environment or we can say that the linkage of the school with the home.
• It includes the overall development of the leader, it covers all three aspects as Cognitive domain, affective domain, and psychomotor domain.
• It will include Progress of the Child in Inquiry-Based Learning, Quiz, Projects Roleplay, Group Work, Portfolios, etc, as part of the assessment of the students.
• Promoting self-assessment and the peer assessment done by the student in the classroom.
• Making board examination low stake and less stressful by focusing on Logic and Core Competencies
• It emphasizes group work as well as individual work, NEP 2020 links the study to the curriculum.
• Hence we conclude that all the objectives given in the question are correct for the assessment of the student.

Important Points  There are many changes in the assessment of the child, proposed in NEP 2020:

• Continuous Tracking Of Learning Outcome Of Each Child.
• Board Examinations to be made more flexible with an assessment of essential skills.
• Assessment to focus on core concepts, higher-order, and foundational skills
• AI-based soft wares to help track the progress of students to enable them to make optimal career choices.
• National Assessment Centre (PARAKH) will bring greater synergy to board examinations.
• Self Assessment & Peer Assessment.
• National Testing Agency (NTA) will work to offer a Common Aptitude Test of high quality to eliminate the need for coaching for these exams.

The language to which a child is predominantly exposed from infancy is known as the mother tongue or first language. In most cases, the language acquired is that of the biological parents, but adopted children acquire the language of their adopting parents. Thus, one’s first language is associational in the sense that it is acquired from the environment and learning, not from any physiological inheritance.

Key Points

• There are many different languages are used in India, so that teachers should have to pay equal respect to all the languages.
• According to the concept of inclusive education, all the students of different languages and cultures, so teachers should have to enhance their language and culture.
• The use of the mother tongue should be emphasized by the teachers because it shows unity in diversity.
• Students can learn the concept easily in their native language.
• The culture of the school should be built on considering all the students equally whether they have different cultures and languages.
• Hence we can consider that the use of the mother tongue by learners in the classrooms should build the culture of the classroom by respecting all the languages equally.

Hint

• One standard language is not prescribed by the school, because there are many students of different culture and languages so they faced difficulties in learning using one standard language.
• Schools should encourage the mother tongue of the students so that students can learn the concept easily and they feel free in the environment of the classroom.
• English is not only the prescribed language for the classroom, because there are many students of different cultures and languages who are engaged in the classroom, so that school, as well as teachers, should have to pay equal respect to all the students.

Learning is primarily a social process and participation in the social life of the school is central to the learning process. Social participation is the main activity through which learning occurs. Participation in the social process begins early when parents interact with their children. Through these interactions, children acquire the behaviors that enable them to become effective members of society.

Key Points In a socio-cultural classroom, a teacher should:

• Adopt a culturally-responsive pedagogy in her class giving primacy to children's socio-cultural contexts as it is based on the idea that every student brings unique cultural strengths to the classroom. Recognizing and nurturing those strengths not only encourages success but also promotes an open-minded, supportive environment that celebrates cultural differences.
• Consider the needs and interests of all the students individually, so that they can learn by their capabilities and capacities.
• Schools need to follow a flexible curriculum and individual differences should be considered in the classroom. Every individual differs from each other and has a different learning pace so, the curriculum should be organized and made flexible as per the needs and requirements of the individual.
• So by all these references, we can consider that (A) is true but (R) is false.​

Important Points  The characteristics of the socio-cultural classroom as-

• Knowledge is not fully known and fixed.
• The learner plays an active role in the personal creation of knowledge through experiences.
• Learning is a social process in which the learner constructs meaning that is influenced by the interaction of prior knowledge and new learning events.
• It acknowledges the uniqueness and complexity of the learner.

Learning Disability is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition. Learning disabilities mean a heterogeneous group of conditions wherein there is a deficit in processing language, spoken or written, that may manifest itself as a difficulty to comprehend, speak, read, write, spell, or do mathematical calculations and includes such conditions as perceptual disabilities, dyslexia, dysgraphia, dyscalculia, dyspraxia, and developmental aphasia’.

Key Points Dyscalculia is a mathematical disability. In this disability, the learner has difficulty in learning or comprehending mathematics. There are many signs which would indicate that the learner may have dyscalculia, these are:

• have trouble counting.
• have trouble arranging the things in order or sequence.
• shows the difficulty in understanding fractions.
• Does not understand how to use steps in a mathematical operation.
• have trouble understanding concepts of quantity, place value, and positive and negative values.
• have trouble understanding the concepts of months, weeks, days, etc.
• have trouble adding, subtracting, multiplying, or dividing.

Important Points Some common strategies which a teacher may use to help the learner with dyscalculia are:

• use such examples of mathematics that connect mathematics to real life. e.g. counting fruits, counting household objects, counting flowers, etc.
• play mathematics-related games which may connect numbers to everyday activity and the learner could feel more comfortable with mathematics.
• use a problem-solving method to solve a mathematics problem.
• use visual aids while solving the problem.

Additional Information

• Some Other Common Learning Disabilities in Children:

Inclusive Education is an approach to educating all children who are at risk for neglect in the education system. It expects that all learners learn together through access to common educational provisions. The crucial people in the system are the parents, community, teachers, administrators, and policymakers. All these people have to be supportive of the diverse needs of children. It should be seen as an experience rather than a problem.

Key Points Characteristics of the inclusive education:

• Inclusive education can help break the cycle of poverty and exclusion.
• It encourages children to stay with their families and communities.
• The school atmosphere can improve to the benefit of all the learners.
• The practice can help overcome discrimination which is widespread in every sphere of society.
• No segregation of children with learning/physical disabilities, children who are socially, economically, culturally, marginalized children, gifted, creative and linguistically disadvantaged.
• The education system will make suitable modifications to suit the needs of children.
• Students are never made to feel inadequate as curricular and co-curricular activities are modified to the requirement of specific.
• All the required support will be made available to the students in the regular classroom.
• Hence by all these references, we can conclude that inclusive education includes all types of children.

Important Points  Basic Principles of Inclusive Education:

• It promotes Multiple ways of representation of content.
• Students can engage in the learning process in multiple ways.
• The classroom is diverse and students, as well as teachers, can express their opinions in Multiple ways.
• In inclusive education, students should not be labeled by their abilities or disabilities, they treated as same as others.
• It respects multiple languages and cultures.
• Use of specific pedagogical strategies.
• Sensitization towards individual differences.

Impairment or Disability in terms of blindness, low vision, leprosy-cured, hearing impairment, locomotor disability, mental retardation, and mental illness. According to the Persons with Disabilities Act, "person with a disability/impairment" means a person suffering from not less than forty percent of any disability as certified by a medical authority. 

Key Points

• The term 'visual impairment' is used to refer to not only those who are blind but also those who have low vision. In the teaching-learning process,  visually impaired children suffer from an issue with sight or vision but when they are facilitated with the right training and tools, they develop a good literacy ability.
• The students who have visual disabilities can't see clearly, the objects are seen blurry.
• They can not see the blackboard clearly if they are sitting far from the blackboard.
• They faced a lot of problems during activities like reading maps, creating models, completing worksheets, etc.
• There are many types of visual disabilities, some disabilities are cured by using spectacles, laser operations, lenses, etc, but those who are completely blind face many problems related to visualization.
• So we consider that that person who has visual impairment is Struggling to read and squinting eyes while doing so.​

Important Points Ideas that can help in the learning of visual impairment- 

• Use textbooks with big letters, so that they can read them easily.
• Make optimum distance which is required to see clearly.
• The use of dark material for learning can help them,
• They should be seated in the first row of the classroom.

Additional Information Teaching Material for Visual impaired Learners: Using appropriate teaching-learning materials is vital for children with visual impairment. Some of the common teaching-learning materials available in the market for educating children with visual impairment: ​

• Braille: Braille printed books, which have both braille and printed text on each page so that sighted students and adults can read along with students who have visual impairments.

• Tactile globe:  These globes have convex and concave features on the surface denoting coastlines and country borders which will useful for visually impaired students.

• Audio cassettes can also be used for teaching purposes. The audio materials should also have audio so that those without sight can understand their learning effectively.

• Screen reading software: Screen readers are software programs that allow blind or visually impaired users to read the text that is displayed on the computer screen with a speech synthesizer or braille display.

Gifted students: Gifted students are those who display evidence of high-performance capabilities, in areas such as intellectual, creative, artistic, or leadership quality, or specific academic subjects, in comparison to others of the same age.

Key Points

• Needs of the learners catered when a teacher should give moderate to higher-order thinking tasks as gifted learners are capable of high-performance abilities in areas such as general intellectual ability, specific academic aptitude, leadership quality, etc

Important Points  Characteristics of gifted learners are-

• Finds pleasure in intellectual activities.
• Likes to create, invent, investigate, and conceptualize.
• Learns easily and readily.
• Displays great intellectual curiosity and inquisitiveness.
• Explores wide-ranging and special interests often in great depth.
• Uses vocabulary which is superior in both quantity and quality.
• Demonstrates a richness of imagery in informal language and brainstorming
• They are mostly self-motivated, they don't need much motivation from external sources.
• Displays intellectual and physical restlessness. Once encouraged is seldom a passive learner.
• Memorises easily and retrieves from memory easily and quickly.
• Learns basic skills better, more quickly, and with less practice.
• Constructs and handles higher levels of abstractions.
• Demonstrates an ability to cope with more than one idea at a time.

Hint

• Instructions-based guidelines never catch the needs of the students, so this is an irrelevant option for this question.
• Assessment should be based on the capabilities of the individuals, a standardized method of assessment is not a perfect method to assess students.
• Strict curriculum makes rigidity in the environment of the school, the students will not be able to perform best in rigid environment,

Inclusive education ensures that children with special needs are taught in regular schools with their age and grade peers with support services provided within the school system. Thus, it reflects the objective of providing quality education to all children by accommodating their needs and learning styles into the general curriculum.

Key Points

Objectives of the inclusive classroom:

• flexibility in learning.
• Creating an environment in which the child can learn with diversity, not creating a special environment for learning.
• Reasonable accommodation should be practiced to facilitate equitable education for all, including challenging children.
• An inclusive classroom meets the individual learning needs of children using a variety of media and allows equal opportunities to learn and grow by making the school a friendly place for all children.
• Emphasis on their learning to read instead of emphasizing teaching.
• To use different teaching methods according to the needs of each student, so that every child can have access to the knowledge.
• Thus we can conclude that reasonable accommodation is a practice that comes under an inclusive classroom.

Hint 

• Diagonostic Labeling is a cognitive distortion in which we generalize by taking one characteristic of a person and applying it to the whole person.
• Example: Because I failed a test, I am a failure.
• Segregation occurs when students with disabilities are educated in separate environments designed for students with impairments or with a particular impairment.

Learning has been defined as a relatively permanent change in behavior that occurs as a result of practice/experience. Learning is central to our behavior as we learn to speak, write, think and perceive. Our attitudes and emotional expressions are also learned behaviors.

Key Points

• Physiological Factors: The body is physiologically mature and ready, academic learning cannot take place. A simple example, a newborn can't be expected to take in the details of an object for his vision is unfocused. Further, physiological maturation is one of the major factors affecting the memory span of a human being. The ability to remember things of course a pre-requisite to any learning.
• Psychological Factors: Several psychological factors such as intelligence, personality, attitude, interest, and aptitude have considerable influence on the learning of a child. Apart from these, motivation, self-concept, and readiness are a necessity, and often learn to read with little instruction.
• Physical Factors: Learners' cognitive development, Age, Nutrition, etc, are also the major factors that affect the learning of the learners.
• Socio-emotional Factors: Family factors such as child-rearing practices, reward, and punishment, the scope for freedom and independence in activities, play and study facilities, the ambitiousness of the parents, disorganization, 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.
• Socio-cultural Factors: Learning of a student is also done by the interaction with the society, peers, family, etc. So socio-cultural factor is also one of the major factors that affect the learning of the student,
• Educational Factors: Learning problems may occur because of inadequate or inappropriate teaching. The child pay has difficulty in learning because the teacher does not provide adequate or appropriate instruction.
• Environmental Factor: The condition of the setting where the learning process takes place, can also enhance or interfere with the intake of information. If the rooms are not well ventilated, the lighting poor, the space cramped, the environment excessively noisy, or the surroundings polluted then there will be interference in the children learning.
• So by all these references, we can conclude that there are many factors that affect learning such as age, social context, attitude, and learning strategies.

Important Points Apart from these general factors, there are certain other elements of the learning task that determine how soon and for how long a task is learnt. These may be termed the Laws of Learning.

• Law of Use - practice or use of any response strengthens it.
• Law of Disuse - any response not used for a long time is likely to be forgotten.
• Law of Primacy - all things being equal, the acts performed first or things learned first are likely to be remembered longer.
• Law of Recency - the more recent the exercise the stronger is its memory.
• Law of Readiness - if the nerve's pathway is ready for action, the response quickly follows.
• Law of Effect - A successful reaction that gives satisfaction is more likely to be learned and repeated than that action that is painful.

Learning is a continuous life-long process that is not inherited but can begin right from birth by providing constant interaction and stimulation received from the physical, social, and cultural environment and it does not stop till the end.

Meaningful learning: Meaningful learning results when a person consciously and explicitly ties new knowledge to relevant concepts they already possess. When meaningful learning occurs, it produces a series of changes within our entire cognitive structure, modifying existing concepts and forming new linkages between concepts.

Key Points  Characteristics of Meaningful Learning:

• It stresses the ability of the learner to apply what is learned because of the involvement of the learners.
• Meaningful learning is possible only when learners make a deliberate effort to relate new knowledge to the relevant concept they already know.
• It is the active creation of knowledge structures from personal experience.
• This type of learning encourages students to ask questions and the logic behind the concepts.
• Students have been involved directly so meaningful learning is a child-centered method of teaching in which the teacher feels the interest and values of the students.
• Meaningful learning is the human mechanism par excellence for acquiring and storing a vast quantity of ideas.
• So that we can conclude that the meaningful learning needs of these students are valued also they learn by interlinking the knowledge they have with the new concepts.

Errors are the faults made by the student during their learning. Errors help students to find out their weak point of view regarding the problem and also make a chance to improve their learning. Errors are made because of the different thought processes of the students regarding the problem.

Key PointsSome important points which are helpful for the students to reduce their errors:

• Errors analysis help teachers to understand the weak lesson of the students so that they can improve them by applying different teaching-learning methods.
• Errors can be removed by conceptual learning, meaningful learning, learning by doing, etc.
• Errors are part of the teaching-learning process teacher should respect students and errors and explain the logic behind the errors in a polite way.
• Errors can also be removed by engaging students in different types of activities related to concepts so that students can learn from these activities.
• Teachers should have to provide opportunities to all these students to find errors in their learning by themselves,
• Errors facilitate the teaching-learning process in which a teacher gets to the point where a student makes faulty so that he focuses more on that type of conceptual point.
• So by all these references, we can say that errors can be removed by providing opportunities to all the students to find their own errors.

Additional Information Characteristics of errors performed by the children:

• Errors are part of the teaching-learning process and make the thoughts of the students divergent.
• Errors remove boundaries created by the fear of failure.
• Errors are made due to different thought processes of the children from the adults, Adults thoughts are more divergent due to experience so the thinking of the adults and the children are different qualitatively.
• Errors build problem-solving and critical thinking skills in the children.
• Errors analysis helps learners to create connections between ideas and concepts.
• Errors help students to find out the gap in their learning.

Locus of control refers to internal or external control over reinforcement resulting from operating response upon the environment. 

Key Points Internal locus of control: it is the development of a generalized expectancy within the individual as to how he receives reinforcement. People with an internal locus of control think that skill coupled with hard work, foresightedness, and a feeling of responsibility can change their fate and bring reinforcement.

 Characteristics of people with Internal Locus of Control:

• Refrain from situations that threaten control over reinforcement.
• They like to maintain a certain probability of success.
• Characterized with the independence of thinking.
• When deciding about a target, make use of information present in the environment and their previous experiences in this regard.
• Give serious and long consideration before arriving at a decision.
• While arriving at a decision, they rely more on their skill than leaving things on chance factors.
• More resistant to social influence.
• So by all these references, we can consider that blaming her own hard work on failure or successful is the internal locus of control.

Important Points  External locus of control: People high on external locus of control think that reinforcement is not in their control that is, they can not influence the outcome of happenings. Whatever happens, is ascribed to luck and coincidence.

 Characteristics of external locus of control:

• Not able to keep balance in situations of learned helplessness.
• They show more conformity to social influence.
• Depend on others for opinions to quite an extent.
• Even in regard to target, they go by what others say.
• Take quick decisions l They discuss with others and take their opinions.
• Get easily influenced by outside social factors.

Teaching and learning are closely related terms, and, in the teaching-learning process, the teacher, the learner, the curriculum, and other variables are organized in a systematic way to obtain pre-determined goals.

Emotions play an important role in an individual's life. Emotion is a psychological state with four components, a positive or negative subjective experience, bodily arousal, the activation of specific mental processes and stored information, and characteristic overt behavior”.

• Example: A parent might display emotions of happiness as his/ her child receives a gold medal.

Key Points Effect of emotions on the teaching-learning process:

• Anxiety is an emotion in which a student suffers problems related to painful discomfort in the mind So the curriculum is always designed as per the needs of the students.
• ​Fear damages the mental and emotional state.
• Fear makes the student's mind mentally retarded, and students' performance slows down by having fear of different types such as fear of failure, etc. So that the parents, as well as teachers, should have to provide teaching as per the interest of the students.
• Sometimes the fear overpowers the students in such a manner that they even commit drastic measures.
• Fear is an emotion that creates high levels of anxiety in a person and causes the loss of courage in a person.
• So we can say that there is no role of fear in the teaching-learning process.

Important Points Some of the other emotions which are seen in daily life are:

• ​Fear: Fear is caused by situations that are perceived as physically threatening. The situations that produce fear change with age. During early childhood, we are afraid of strange objects and persons, loss of support, darkness and devils, etc. During adolescence, fears are mostly social in nature.
• Anxiety: Anxiety is a state of painful discomfort in the mind. During anxiety, a vague fear or apprehension occurs. You may feel anxious if you don’t know the exact cause.
• Hope: Hope is an emotion characterized by positive feelings about the immediate or long-term future. Often hope is coupled with high motivation, optimism, and a generally elevated mood.
• Enjoyment: A feeling of taking pleasure in what is going on around you, especially in situations like a leisure activity or social gathering.
• Pleasure: Pleasure or happiness is a positive emotion that gives satisfaction to the person who experiences it. Pleasure is the reaction to the satisfaction of a need or the attainment of a goal. When we are happy we smile and laugh and there is a clear expression of satisfaction on our faces.
• Pride: Pride is an emotional response or attitude to something with an intimate connection to oneself, due to its perceived value.
• Affection: It is a pleasant emotional reaction directed towards a person, an animal, or an object. It is built up as a result of the pleasant experience. The most primitive basis of affection is associated with the warmth of the mother’s body, and being fondled and cuddled.

Cognition is the mental processing of information, which is the function of the human mind that allows perceptions to grow into conceptions. When we have control over our own cognitive functions that are termed metacognition.

Key Points Characteristics of metacognitive capabilities:

• Metacognition makes students' thoughts divergent and gives them control over their own functionalities.
• A teacher should have to promote the development of the metacognition of the students through different activities, experiments, and hand-on-performances.
• Metacognitive strategies include Self-correction as it refers to methods used to help students understand the way they learn; in other words, it means processes designed for students to 'think' about their 'thinking'.
• Metacognitive capabilities as a way to access the process and learning. The metacognitive strategies provided teachers with concrete actions and thought processes to reflect upon.
• If a student is able to think about their thinking/way of thinking, it is much more beneficial for their learning, they can improve their learning by changing their thoughts.
• It deals with the individual's awareness of the self as a knower and processor of information.
• It pertains to the student’s capability of setting goals for learning, estimating the success with which the goals are being met, and selecting alternative strategies to meet the goals.
• So by all these references, we can conclude that Both (A) and (R) are true and (R) is the correct explanation of (A).

Learning is a continuous life-long process that is not inherited but can begin right from birth by providing constant interaction and stimulation received from the physical, social, and cultural environment and it does not stop till the end.

Meaningful learning: Meaningful learning results when a person consciously and explicitly ties new knowledge to relevant concepts they already possess. When meaningful learning occurs, it produces a series of changes within our entire cognitive structure, modifying existing concepts and forming new linkages between concepts.

Key Points Characteristics of Meaningful Learning:

• It stresses the ability of the learner to apply what is learned because of the involvement of the learners.
• Meaningful learning is possible only when learners make a deliberate effort to relate new knowledge to the relevant concept they already know.
• It is the active creation of knowledge structures from personal experience.
• This type of learning encourages students to ask questions and the logic behind the concepts.
• Students have been involved directly so meaningful learning is a child-centered method of teaching in which the teacher feels the interest and values of the students.
• Meaningful learning is the human mechanism par excellence for acquiring and storing a vast quantity of ideas.
• So that we can conclude that meaningful learning is promoted by linking the previous knowledge to the new concepts.

Hint

• Rote Memorization: Rote memorization is the learning technique where students repeat certain facts or figures until it is instilled in their memory bank. The concept behind this strategy is that students will be able to quickly recall the meaning of the material the more they repeat it.
• Passive listening: The meaning of passive listening is to listen without asking questions or interrupting the speaker. It may even mean that you don’t really understand what’s being said.
• Drill and practice: The term drill and practice are defined as a method of instruction characterized by systematic repetition of concepts, examples, and practice problems. Drill and practice is a disciplined and repetitious exercise, used as a means of teaching and perfecting a skill or procedure.

Intuitive- Intuitive means having the ability to understand or know something without any direct evidence or reasoning process.​

Key Points Teachers should have to encourage students to share their thoughts, and their intuitions about the problem, which helps the students-

• to put their thoughts freely in the classroom.
• make them fearless to say something or to ask something.
• A teacher should make their classroom environment as per the student's needs.
• Teachers should have to encourage the students which helps the student to get motivated.
• The classroom should be child-centered, not teacher-centered.
• helps them to get motivated.
• help them to connect their pre-conceptions with the problems to make their learning better.
• Hence we can consider that preconceptions encourage the students and help them to build their learning.

Additional Information Characteristics of the Naive or Intuitive abilities-

• These abilities help the students to cover all the aspects related to the situations.
• These abilities make the students think divergent.
• These preconceptions help the student to influence their understanding in school.

Learning may be defined as a relatively durable change in behavior due to experience. Thus, if the change in behavior is temporary, or due to instinct or maturation, it is not learning. The key feature of learning is experience. Any change in behavior in the absence of practice or experience does not qualify as learning.

Conceptual understanding is the understanding in which learners get the knowledge of the roots of the problem. Conceptual learning is easy to get if a learner has any prior experience in the related problem because experience (old ideas) helps them to get the concept (new ideas) in the best manner. 

Key Points A teachers should always try to build conceptual learning among the student, some of the ways to build concepts are:

• By asking students to present their views related to the problem.
• By establishing the inter-relation between the previous knowledge of the students and the concepts.
• In conceptual understanding, knowledge is constructed by the learners on the basis of their prior experiences.
• Organizing activities, seminars, and visits, so that students get socially active helps them to think conceptually.
• So we can say that concept can be built by relating the previous knowledge/experiences of the student to the new concepts.

Important Points ​Characteristics of Conceptual learning:

• Conceptual learning makes learners thought processes divergent, by which students can think about all the possible positive and negative aspects related to the problem.
• It opposes rote memorization.
• It improves the analysis and observational skills of the learners.
• The path of conceptual learning is from simple to complex, first students have to learn simple concepts, and then they have to learn complex concepts on the basis of simple concepts.
• Conceptual learners always think divergently, they cover all the possible ways to solve the problem,

Socio-constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large.

Socio-constructivist frame: Students have also to include the social and cultural settings, in which they learn and which also have an impact on students as they change their ideas. From this perspective, sometimes referred to as ‘situated cognition, the cultural and the social background of students, use of language, and how meaning is derived from various contexts play a role in the students’.

Key Points Characteristics of Socio-constructivist classroom:

• Connect learning with everyday contexts. Where possible, organize courses around problems, of local interest and impact, which have been identified by students.
• Elicit students’ existing ideas, including any alternative conceptions.
• It emphasizes collaboration with others for learning, work, performance, problem-solving, etc.
• Encourage students to take responsibility for their own learning, and this includes reflecting on their own thinking and learning processes
• The student performs different tasks which helps them to make their thoughts divergent. There is no repetition of the task in socio-constructivist classrooms.
• The classroom should be child-centered, not teacher-centered so that students are allowed to ask questions freely
• It allows learners to foster their own strategy of learning to perform an activity.
• Rote memorization, learning based on recalling, and repetition are not allowed in a socio-constructivist classroom,
• It views learners as makers of meaning and creators of knowledge through social interaction.
• So by all these references, we can consider that learning in groups, and problem-solving in a group encourages the socio-constructivist classroom.

Hint

• Fixed step to give answers makes rigidity which is not a socio-constructivist classroom.
• The single approach also makes the curriculum rigid and fixed, which is not relevant with respect to the socio-constructivist classroom.
• Students have direct involvement in the leaching learning process, they are active in the classroom, and they ask questions about the concepts, so we can not say that students are the silent listeners in the socio-constructivist classroom.

Both statements are True.

Ashoka was the first ruler who tried to take his message to the people through inscriptions**.** 

Most of the Ashoka's inscriptions were in Prakrit and were written in a Brahmi script. 

Important PointsAshoka was the third ruler of the Maurya dynasty and was one of the most powerful kings of India. 

• His reign between 273 BC and 232 B.C
• Buddhist literature documents Ashoka as a cruel and ruthless monarch who underwent a change of heart after experiencing a particularly gruesome war  the Battle of Kalinga
• After the war, he embraced Buddhism and dedicated his life to the dissemination of the tenets of the religion.
• He became a benevolent king, driving his administration to make a just and bountiful environment for his subjects.
• He was given the title ‘Devanampriya Priyadarshi’.
• The Dharma Chakra adorning the Ashok stamph has been made a part of the Indian National Flag.
• The emblem of the Republic of India has been adapted from the Lion Capital of Ashoka.

The correct match is a - ii, b - iii, c - i.

Key Points

• Stupa- Stupa means a mound. These places were regarded as sacred. This was because relics of the Buddha such as his bodily remains or objects used by him were buried there.
• Mandapa - It is the entrance to the temple. It may be a portico or colonnaded (series of columns placed at regular intervals) hall that incorporates space for a large number of worshippers.
• Shikhara/Vimana - They are mountain like the spire of a free-standing temple. Shikhara is found in North Indian temples and Vimana is found in South Indian temples. Shikhara has a curving shape while vimana has a pyramidal-like structure.

The correct answer is Kangra Painting.

Key Points

• Nadir Shah’s invasion and conquest of Delhi in 1739 resulted in the migration of Mughal artists to the hills to escape the uncertainties of the plains.
• These artists found ready patrons in the hills which led to the founding of the Kangra school of painting.
• By the mid eighteenth century the Kangra artists developed a new style wherein the source of inspiration was the Vaishnavite traditions.
• Soft colours including cool blues and greens, and a lyrical treatment of themes distinguished Kangra painting.

Thus, we can say that Kangra Painting is the new style painting following the migration of Mughal artists from Delhi in the eighteenth century.

Additional Information

• Basohli developed a distinctive and magnificent style during the reign of Kirpal Pal who ruled from 1678 to 1695.
• This form of the Pahari school of painting is characterised by a strong use of primary colours along with warm yellows that have been used to fill the background.
• The Jodhpur style painting originated taking clue from the art of the Mandore Gate. Mandore, as we know was a 13th century capital of the Rathors, who later founded Jodhpur in 1459 as their new capital.
• These paintings have a lots of sand dunes depicted along with thorny bushes, deer, camel, crow and horses.
• These paintings have a folk character and are relatively lesser influenced by the Mughal traditions.
• After its separation from Bundi, Kota had its own school, commencing around 1660s in the reign of Jagat Singh (1658–1683).
• In the early period, the paintings of Bundi and Kota cannot be distinguished for several decades as Kota painters borrowed from the Bundi repertoire.

The role of arches in arcuate architecture was to carry the weight of the superstructure. 

Important Points A stylistic development in the construction of 12th-century architecture was the use of Arches.

• The construction of buildings using arches is known as arcuate architecture.
• The weight of the superstructure above the doors and windows was carried by arches.
• The construction of buildings using beams and columns is known as trabeate architecture.
• This design was used in the construction of temples, mosques, tombs, and in buildings attached to large stepped-wells.

Additional Information

Between the eighth and the eighteenth centuries kings and their officers built two kinds of structures: 

1. the first were forts, palaces, garden residences
2. structures meant for public activity including temples, mosques, tanks, wells, caravanserais, and bazaars

• Monuments provide an insight into the technologies used for construction.
• Between the seventh and tenth centuries, architects started adding more rooms, doors, and windows to buildings.
• Limestone cement was increasingly used in construction.

The correct answer is option 4.

The authors of tawarikh were learned, men. They wrote their histories for Sultan for rewards. These authors advised rules on the need to preserve social order. 

Important Points

• Tawarikh were secretaries, administrators, poets and courtiers who recounted events as well as advised rulers on governance, emphasizing the importance of just rule.
• They used to write histories in praise of the Sultans and in return got rich rewards.
• These authors advised rulers that they should follow an ideal social order based on birthright and gender distinctions.
• The authors of tawarikh lived in cities mainly in Delhi and therefore they were cut off from the village.

Both statements are true.

Key Points

• The meaning of the term 'Hindustan' has evolved over time.
• Presently, the term 'Hindustan' is understood by 'India', a modern nation-state.
• However, the term 'Hindustan' carried different meanings in medieval times.
• The rulers in the Sultanate and Mughal period called their Indian dominion centered around Delhi as Hindustan.
• During the 13th century, the writer Minhaj-us-Siraj used the term 'Hindustan' in a political context to denote kingdom areas of Punjab, Haryana, and the land between Ganga and Yamuna,
• In the 16th century, Babur and Amir Khusrau used the term 'Hindustan' to describe the geography, fauna and culture of the inhabitants of the sub-continent.

Thus, both are correct statements and B is the correct explanation of A.

The British were uncomfortable with groups who moved about and did not have a fixed home.

• They wanted tribal groups to settle down and become peasant cultivators.
• Settled peasants were easier to control and administer than people who were always on the move.
• The British also wanted a regular revenue source for the state.
• So they introduced land settlements – that is, they measured the land, defined the rights of each individual to that land, and fixed the revenue demand for the state.
• Some peasants were declared landowners, others tenants.
• The tenants were to pay rent to the landowner who in turn paid revenue to the state.
• The British effort to settle jhum cultivators was not very successful.
• Settled plough cultivation is not easy in areas where water is scarce and the soil is dry.
• In fact, jhum cultivators who took to plough cultivation often suffered, since their fields did not produce good yields.
• So the jhum cultivators in north-east India insisted on continuing with their traditional practice.
• Facing widespread protests, the British had to ultimately allow them the right to carry on shifting cultivation in some parts of the forest.

Thus, only statement B is correct.

The decline of old centers of power such as Surat in the 19th century and the emergence of new centers of administration is described as de - urbanization. 

Important PointsDe - Urbanization- The process of the economic decline of urban areas and of population movement are referred to col­lectively as ‘de-urbanization’.

• For administrative purposes, the British divided colonial India into three Presidencies, which in turn led to the rise in the importance of the Presidency cities of Bombay, Madras, and Calcutta.
• These cities became the centers of British power in the different regions of India. New factories came up, and trade developed.
• At the same time that these cities were expanding, the towns and cities that manufactured specialized goods declined due to a drop in the demand for what they produced.
• Old trading centres and ports could not survive when the flow of trade moved to new centres.
• Similarly, earlier centres of regional power collapsed when local rulers were defeated by the British and new centres of administration emerged.

Hence, This process is described as de-urbanization.

Begum Rokeya Sakhawat Hossain started schools for Muslim girls in Patna and Calcutta.

Key Points

Roquiah Sakhawat litterateur, educationist, and social reformer played a pioneering role in awakening Muslim women.

• She was born on 9 December 1880 into a landed family of Pairaband in rangpur.
• Roquiah was not allowed to receive a formal education, she learned both Bangla and English with the help of her brothers
• Roquiah did not sit idle but started working for women's education and emancipation
• The Muslim women of Bengal at that time were backward, neglected, and oppressed. and became economically independent.
• Roquiah realized that women could be freed from their shackles only if they were educated and became economically independent.
• 1 October 1909, she started a school for Muslim girls at Bhagalpur with only five students, naming it after her husband, Sakhawat Memorial Girls' School.
• At Calcutta, she set up Sakhawat Memorial Girls' School in a house.
• Roquiah worked hard to convince Bengali Muslim families to send their daughters to school.

Thus, the correct answer is Patna and Calcutta.

Indentured labor – A bonded laborer under contract to work for an employer for a specific amount of time, to pay off his passage to a new country or home.​

Important Points

1. In the nineteenth century, hundreds of thousands of Indian and Chinese laborers went to work on plantations, in mines, and on inroad and railway construction projects around the world.
2. In India, indentured laborers were hired under contracts that promised return travel to India after they had worked five years on their employer’s plantation.
3. The main destinations of Indian indentured migrants were the Caribbean islands (mainly Trinidad, Guyana, and Surinam), Mauritius, and Fiji.
4. Closer home, Tamil migrants went to Ceylon and Malaya. Indentured workers were also recruited for tea plantations in Assam.

​Hence, the indentured migrant laborers were taken to Trinidad to work.

Mahatma Jyotirao Phule compared the conditions of Blacks in the United States to the Dalits in India about 150 years ago.​

Important Points

1. In 1873 Mahatma Jyoti Rao Phule wrote a book named  "Ghulamgiri" which means "Slavery".
2. Before 10 years of writing this book the American Civil War has been fought, leading to the end of slavery in America.
3. Mahatma Jyotirao Phule dedicated his book to all those Americans who had fought to free the Slaves.
4. Thus establishing a link between the lower caste of India "Dalits" and the black slaves "Negros" in America.

​Hence, Mahatma Phule compares oppressive condition of lowers castes of India to the black slavery of the united states.

Moderates :  Moderates were the people who believed in British rule & justice and were loyal to them. ​

Key Points

1. Moderates expressed their concerns in the form of demand. Moderates demanded Indian representation in the Executive Council and in the Indian Council in London.
2. They remained friendly towards the British Empire but believed that Indians should have a proper and legitimate role in the government of the country.

​Hence, moderates demand a greater voice in government and demand indigenization of administration to some extent.

Mistake Points

1. Moderates never asked for total Indianisation of administration, they only demanded there should be a representation of Indian people in the British government.

Radicals are those who wanted a nation that was based on the majority of the country's population. Radicals are the extreme group of people.

Key Points

Radical Leaders:

• The partition of Bengal infuriated people all over India.
• All sections of the Congress – the Moderates and the Radicals, as they may be called – opposed it.
• Radicals organised large public meetings and demonstrations and novel methods of mass protest developed.
• The struggle that unfolded came to be known as the Swadeshi movement.
• To fight for swaraj, the radicals advocated mass mobilisation and boycott of British institutions and goods.
• Some individuals also began to suggest that “revolutionary violence” (i.e. the use of violence to make a radical change within society) would be necessary to overthrow British rule.

Thus, statement A is correct.

Additional Information

​ Moderate leaders: 

• ​One of the major constitutional demands of the moderate class was the expansion of the Legislative Council and Legislative Assemblies at the national and provincial levels. Thus, statement B is incorrect.
• They wanted to develop public awareness about the unjust nature of British rule.
• They published newspapers, wrote articles, and showed how British rule was leading to the economic ruin of the country.
• They criticised British rule in their speeches and sent representatives to different parts of the country to mobilise public opinion.
• They felt that the British had respect for the ideals of freedom and justice, and so they would accept the just demands of Indians. What was necessary, therefore, was to express these demands, and make the government aware of the feelings of Indians. Thus, statement C is incorrect.

The Deputy prime minister of India is the second-highest-ranking minister of the union government of India.

• The officeholder also deputizes for the prime minister in their absence.

Important Points

1. Sardar Vallabh Bhai Patel was the first deputy prime minister of India.
2. He was also the home minister of India.
3. His tenure lasted for 3 years and 122 days.

Hence, Sardar Vallabh Bhai Patel was the first deputy prime minister of India.

An asteroid is a minor planet of the inner Solar System.

• Historically, these terms have been applied to any astronomical object orbiting the Sun that did not resolve into a disc in a telescope and was not observed to have characteristics of an active comet such as a tail.

Important Points

1. Most of this ancient space rubble can be found orbiting our Sun between Mars and Jupiter within the main asteroid belt.
2. The belt is estimated to contain between 1.1 and 1.9 million asteroids larger than 1 kilometer (0.6 miles) in diameter, and millions of smaller ones.
3. The gravity of newly formed Jupiter brought an end to the formation of planetary bodies in this region and caused the small bodies to collide with one another, fragmenting them into the asteroids we observe today.

Hence, asteroids are present between Mars and Jupiter's orbit.

Some lines of reference are required to find out the exact locations of certain places on the Earth. These lines are latitudes and longitudes.

Important Points

• Latitude: Latitude is a geographic coordinate that specifies the north-nutrition of a point on the Earth's surface.
• Latitude is the measurement of distance, north or south of the Equator. It is measured with 180 imaginary lines that form circles around the Earth east-west, parallel to the Equator. These lines are known as parallels.
• A circle of latitude is an imaginary ring linking all points sharing a parallel.
• A set of imaginary parallels of latitude and a set of meridians of longitude together make a grid system that helps to locate any specific place or area on the Earth.

Key PointsLocation of a place: 

• A place's absolute location is its exact place on Earth, often given in terms of latitude and longitude.
• For example, the Empire State Building is located at 40.7 degrees north (latitude), and 74 degrees west (longitude).
• A place located at 30° latitude in the northern hemisphere means the latitudinal location is 30ºN. But the longitudinal location is not clearly mentioned in the solution.

Hence, the information given is not Sufficient. Both the parallels are necessary to locate a location on the Earth's surface.

Lines of latitude are imaginary lines drawn across a map from side to side.

• They are really important because they give us clues about what the climate will be like.

Key Points

1. Arctic Circle: Is the boundary of the North Frigid Zone to the north.
2. Tropic of Cancer: Encloses the North Temperate Zone with the Arctic Circle.
3. The Equator: Divides the earth in North and Southern Hemispheres. The area around the Equator is referred to as the Tropics and is limited northward by the Tropic of Cancer and southward by the Tropic of Capricorn.
4. Tropic of Capricorn: Encloses the South Temperate Zone with the Antarctic Circle.
5. Antarctic Circle: Is the boundary of the South Frigid Zone to the south.

Hence, walking from the North to the South pole we crossed the arctic circle, the tropic of cancer, the equator, the tropic of Capricorn,  the antarctic circle.

The Indian Ocean is the third-largest of the world's five oceanic divisions, covering 70,560,000 km2 (27,240,000 sq mi) or 19.8% of the water on Earth's surface.

Important Points

1. The shape of the Indian Ocean can be described as a huge letter 'M.' Its outline extends from the East African coast north to the Arabian Sea, down the western coast of India to Sri Lanka, and up to India's eastern coast, where it forms the Bay of Bengal.
2. The eastern arm of the M is formed by the Indochina Peninsula, the Island of Java, and the west coast of Australia.
3. This letter M covers the area between the Tropic of Cancer in the Northern Hemisphere, past the Tropic of Capricorn in the Southern Hemisphere to the line of 40 degrees S latitude.

Mistake Points

1. The Atlantic Ocean touches Africa and Eurasia (land consisting of Europe and Asia) to the east and North and South America to the west. The ocean takes the shape of the letter “S” when looked closely on the world map.

Hence, the shape of the Indian Ocean can be described as a huge letter 'M. ' Its outline extends from the East African coast north to the Arabian Sea, down the western coast of India to Sri Lanka, and up to India's eastern coast, where it forms the Bay of Bengal.

Correct Answer metamorphic rocks 

Key Points:

Metamorphic rocks are gneiss, slate, marble, schist, quartzite, hornblende, and phyllite.

• Most metamorphic rocks have good crystallization, compact textures, high strength, small porosity, and low water permeability.
• Slate forms when fine-grained sedimentary rocks like siltstone and shale are metamorphosed in response to intense heat and pressure.
• Marble is metamorphosed limestone.
• Limestone is a sedimentary rock that is composed of the mineral calcite.

Additional Information 

• Primary rock is an early term in geology that refers to crystalline rock formed first in geologic time, containing no organic remains, such as granite, gneiss, and schist as well as igneous and magmatic formations from all ages.
• Igneous rocks form when magma (molten rock) cools and crystallizes, either at volcanoes on the surface of the Earth or while the melted rock is still inside the crust. All magma develops underground, in the lower crust or upper mantle, because of the intense heat there.
• Sedimentary rocks are types of rock that are formed by the accumulation or deposition of mineral or organic particles at Earth's surface, followed by cementation. Sedimentation is the collective name for processes that cause these particles to settle in place.
• Metamorphic rocks started out as some other type of rock, but have been substantially changed from their original igneous, sedimentary, or earlier metamorphic form. Metamorphic rocks form when rocks are subjected to high heat, high pressure, hot mineral-rich fluids, or, more commonly, some combination of these factors.

​Thus, we can say that Slate and Marble are examples of metamorphic rocks.

Coniferous Forests:

• In the higher latitudes (50° – 70°) of Northern hemisphere the spectacular Coniferous forests are found.
• These are also called as Taiga.
• They are tall, softwood evergreen trees.
• Match boxes and packing boxes are also made from softwood.
• Chir, pine, cedar are the important variety of trees in these forests.

Thus, B is the correct match.

Additional Information

• Tropical Evergreen Forests
• These forests are also called tropical rainforests.
• These thick forests occur in the regions near the equator and close to the tropics.
• Hardwood trees like rosewood, ebony, mahogany are common here.
• Thus, A is the incorrect match.
• Tropical Deciduous Forests
• These are the monsoon forests found in the large part of India, Northern Australia and in Central America.
• The hardwood trees found in these forests are sal, teak, neem and shisham.
• Hardwood trees are extremely useful for making furniture, transport and constructional materials.
• Thus, C is the incorrect match.

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

• As air leaves the high-pressure area, the remaining air sinks slowly downward to take its place.
• That makes clouds and precipitation scarce, because clouds depend on rising air for condensation.
• High-pressure areas usually are areas of fair, settled weather.
• In other words, we can say that it produces clear sky, dry and stable weather. Thus, statement A is correct.
• The horizontal distribution of atmospheric pressure is not uniform in the world. It varies from time to time at a given place.
• It varies from place to place over short distances.
• The factors responsible for variation in the horizontal distribution of pressure are as follows:
• Air temperature
• The earth’s rotation
• Presence of water vapour
• Thus, statement B is correct.

Both the statements are independently correctly, however, statement B is not the correct explanation of the statement A.

Moving from tropopause to mesopause in the atmosphere, the temperature First increases then decreases.

Important Points

The earth’s atmosphere is a life-supporting atmosphere, the structure of the atmosphere is a combination of various layers.

There are five layers in the structure of the atmosphere depending upon temperature. These layers are: 

• Troposphere
• Stratosphere
• Mesosphere
• Thermosphere
• Exosphere
• The mesosphere is the region of the atmosphere located between the stratosphere and the thermosphere, between 50 and 90 km, in which temperature decreases with height.
• Temperature. Within the mesosphere, temperature decreases with increasing height, due to decreasing absorption of solar radiation by the rarefied atmosphere and increasing cooling by CO2 radiative emission.
• The top of the mesosphere, called the mesopause, is the coldest part of Earth's atmosphere.

Additional Information

Troposphere - 

• It is considered as the lowest layer of Earth’s atmosphere.
• All kinds of weather changes occur within this layer.
• Temperature decreases with increasing height of the atmosphere at the rate of 1 degree Celsius for every 165 m of height. This is called Normal lapse rate.

Stratosphere - 

• It is the second layer of the atmosphere found above the troposphere.
• It extends up to a height of 50 km from the earth’s surface.
• This layer is very dry as it contains little water vapour.
• The ozone layer is found in this layer.

Thermosphere - 

• This layer is found above Mesopause from 80 to 400 km.
• Radio waves that are transmitted from the earth are reflected by this layer.
• The temperature starts increasing again with increasing height in this layer.
• Aurora and satellites occur in this layer.

Ionosphere -

• The lower Thermosphere is called the Ionosphere.
• The ionosphere consists of electrically charged particles known as ions.

Exosphere - 

• It is the outermost layer of the atmosphere.
• The zone where molecules and atoms escape into space is mentioned as the exosphere.

Key Points

• Cave painting found in the Sahara desert shows rivers with crocodiles. Elephants, lions, giraffes, ostriches, sheep, cattle, and goats are depicted as common animals. It shows that Sahara once used to be a lush green plain.
• Cave paintings in the Sahara desert show that there used to be rivers with crocodiles. Elephants, lions, giraffes, ostriches, sheep, cattle, and goats were common animals. But the change in climate has changed it into a very hot and dry region. Sahara once used to be a lush green plain.

Additional Information 

Cave or rock paintings are paintings painted on cave or rock walls and ceilings, usually dating to prehistoric times.

• Rock paintings have been made since the Upper Paleolithic, 40,000 years ago.
• They have been found in Europe, Africa, Australia and Southeast Asia.
• It is widely believed that the paintings are the work of respected elders or shamans.

Hence, we can say that Cave painting found in the Sahara desert shows that Sahara once used to be a lush green plain.

Minerals occur in different types of rocks.

• Some are found in igneous rocks, some in metamorphic rocks while others occur in sedimentary rocks.
• Generally, metallic minerals are found in igneous and metamorphic rock formations that form large plateaus. Thus, statement A is correct.
• Iron-ore in north Sweden, copper and nickel deposits in Ontario, Canada, iron, nickel, chromites and platinum in South Africa are examples of minerals found in igneous and metamorphic rocks.
• If a rock contains copper because then the rock looks blue in colour. Thus, statement B is correct.
• A rock is an aggregate of one or more minerals but without definite composition of constituent of mineral.
• Rocks from which minerals are mined are known as ores.
• Although more than 2,800 types of minerals have been identified, only about 100 are considered ore minerals.
• Thus, statement C is incorrect and statement D is correct.

The correct statement is A and B.

Key Points

• A population pyramid is a way to visualize two variables: age and sex.
• The total population is divided into various age groups e.g. 5 to 9 years, 10-14 years, and so on.
• They are used by demographers, who study populations.
• A population pyramid is a graph that shows the distribution of ages across a population divided down the center between male and female members of the population.
• The percentage of the total population is subdivided into males and females in each group.

Additional Information

• There are generally three types of population pyramids created from age-sex distributions expansive, constrictive and stationary.
• There are five stages of population pyramids: high fluctuating, early expanding, late expanding, low fluctuating, and natural decrease.
• A Population Pyramid is a graph that shows the age-sex distribution of a given population.
• It is a graphic profile of the population's residents.
• Sex is shown on the left/right sides, age on the y-axis, and the percentage of population on the x-axis.
• Each grouping (ex: males aged 0-4) is called a cohort.

The correct answer is Sedimntum.

This is the one type of Rocks.

Important Points

The rocks are the naturally occurring solid materials or the agglomeration of minerals forming the earth’s crust. It may be as hard and compact as ‘granite’ or as soft as ‘clay’, or as loose as ‘sand’.

Types of Rock - Based on their formation, rocks are classified as follows:

• Igneous
• Sedimentary and
• Metamorphic

The word ‘sedimentary’ is derived from the Latin word ‘sedimentum’, meaning 'settling down'.

• The sedimentary rocks are formed when the weathered and eroded fragments of rocks and plants and animals' remains are deposited in the water bodies. These are called sediments.

Additional Information

Igneous Rock - 

• It is formed out of magma and lava from the interior of the earth.
• Ignis means fire
• When magma in its upward movement cools and turns into a solid form it is called igneous rock.

Metamorphase - 

• It means "change of form or structure, action or process of changing in form.
• These rocks form under the action of volume, pressure, and temperature (PVT) changes.

Lapis means stone.

The correct answer is Primitive subsistence agriculture.

Important Points

Shifting cultivation and nomadic herding are two types of primitive subsistence farming.

• Both types of farming are done temporarily. Indigenous communities prefer to carry out this type of farming system.
• Shifting cultivation is fixed to a limited area and they come back to the same area after a fixed time(after the fertility of soil is renewed)
• Nomadic herding includes a group of people along with animals who travel to different places for cultivation.

Additional Information

• Nomads live in arid and semiarid parts of Africa, Asia, and Europe, and in the tundra regions of Asia and Europe.
• In Africa, nomads herd cattle, goats, sheep, and camels. In the tundra, they usually herd domesticated reindeer.
• Other animals managed by nomadic herders include horses, musk-oxen, and yaks.
• Subsistence farming, extensive farming and arable farming are examples of Shifting agriculture.

Important Points

• The phrase ‘unity in diversity’ is coined by Jawaharlal Nehru.
• This term is very appropriate to describe India, which is, in spite of being diverse with many languages, religions, castes, creed etc.
• There is a feeling of oneness among people.
• The phrase was used by Jawaharlal Nehru in his book ‘Discovery of India’.

Additional Information

• Jawaharlal Nehru created the phrase ‘unity in diversity’. This word perfectly describes India, which, despite its diversity of languages, faiths, castes, and creeds, has a strong sense of unity among its citizens. Jawaharlal Nehru used the phrase in his book ‘Discovery of India’.
• Jawaharlal Nehru wants the people of India to realise that we should respect the viewpoints of all citizens and not create divisions based on culture, religion, language, or customs.

The correct answer is Lahaul and Lucknow.

Key Points

• Historical and Geographical factors influence the diversity of a region.
• Lahaul and Lucknow are one of the pairs that present the most contrasting conditions.
• Lahaul is located in the state of Himachal Pradesh.
• It is a bouquet of scenic mountain villages and fascinating Buddhist art and culture.
• Luckow is the capital of Uttar Pradesh and is located at 26.50 N and 80.50 E in the Northern Gangetic plains, around 123 metres above sea level.

 Thus, we can say that historical and geographical factors influence the diversity of a region and the most contrasting example is Lahaul and Lucknow.

The correct answer is Vidhan Parishad.

• ​​​The Parliament of India includes President, Lok Sabha, and Rajya Sabha not Vidhan Parishad.
• The Parliament of India is the supreme legislative body of the Republic of India.

Key Points

1. It is a bicameral legislature composed of the President of India and two houses: the Rajya Sabha (Council of States) and the Lok Sabha (House of the People).
2. The President of India, the head of state, is a component of Parliament. Under Article 60 and Article 111.
3. Lok Sabha (House of the People) or the lower house has 543 members. 543 members are directly elected by citizens of India on the basis of a universal adult franchise representing Parliamentary constituencies across the country.
4. Rajya Sabha (Council of States) or the upper house is a permanent body not subject to dissolution. One-third of the members retire every second year and are replaced by newly elected members.

Mistake Points

1. The State Legislative Council or Vidhan Parishad is the upper house in those states of India that have a bicameral state legislature; the lower house is the State Legislative Assembly. Its establishment is defined in Article 168 of the Constitution of India.

Hence, Parliament does not include Vidhan Parishad.

The Indian Government is making India better and brighter with the help of various laws and acts. 

• Panchayati raj act, domestic violence against women, and property rights for women are some of the laws that provide security to vulnerable classes.​

Key Points

• The Hindu Succession (Amendment) Act, 2005 is a landmark in the way to women empowerment.
• It came into force on 9thSeptember 2005. The Act removes gender discriminatory provisions in the Hindu Succession Act, 1956 and gives equal rights in inheritance to daughters.
• This means daughter has the same right over the property as a son. Thus, statement A is correct.
• The act states that daughters will have the same rights as sons to reside in or seek partition of the family house.
• Economically, it can improve women's security by giving them birth right in property.
• All this shows that daughters and sons are equally important members of the family.
• A three-tier structure of the Indian administration for rural development is called Panchayati Raj.
• The aim of the Panchayati Raj is to develop local self-governments in districts, zones and villages.
• Thus, statement A is correct.
• The Protection of Women from Domestic Violence Act, 2005 was enacted by the Parliament of India to provide for protection of the rights of women and to prevent them from becoming victims of violence of any kind occurring within the family.
• It can be termed as Domestic violence in case it harms or endangers the health, safety, life, limb or well-being, whether mental or physical.
• The Act recognizes domestic violence as a human rights violation and It recognises a woman’s right to live in a violence-free home.
• However, this is not a fundamental right. Thus, statement C is incorrect.

Hence, All options are correct.

Cotton, one of the world’s leading crops, is plentiful and economically produced, making cotton products relatively inexpensive.

• Cotton, is the seed-hair fiber of several species of plants of the genus Gossypium, belonging to the hibiscus, or mallow, family (Malvaceae).​

Key Points 

1. Cotton is fully mature and ready to harvesting approximately 160 days after being planted. Once the bolls have burst open, the farmers can prepare the cotton plants for harvesting.
2. Ginning is the first mechanical process involved in processing cotton**.** Ginning machine separates cotton fibers from the seed bolls and dust particles. Cotton fibers are pressed to Bales by using the Hydraulic pressing machine.
3. Spinning is a twisting technique to form yarn from fibers. The fiber intended is drawn out, twisted, and wound onto a bobbin. A few popular fibers that are spun into yarn other than cotton, which is the most popular, are bamboo, and synthetic polyester.
4. Weaving is a process in which two sets of yarns are weaved together to make a fabric. The lengthways threads, known as the warp and crossway threads known as the weft, are interlaced on a loom to form the desired fabric.

Hence, Harvest, ginning, spinning, and weaving are the processes to make shirts from cotton.

The correct answer is the Chakhesang community.

Key Points

• Terrace farming is a method whereby steps known as terraces are built onto the slopes of hills and mountains.
• The terrace cultivation is practised by the Chakhesang community of Nagaland.
• The Chakhesangs are a major Naga ethnic group who were formerly known as Angamis.
• An example referring to terrace farming in the state of Nagaland was the Chakhesang community.

 Thus, we can say that if a teacher is discussing terrace farming in the state of Nagaland, the Chakhesang community would be the perfect example to mention in the classroom.

A parliamentary system or parliamentary democracy is a system of democratic governance of a state.

• Where the executive derives its democratic legitimacy from its ability to command the support of the legislature.

Key Points

1. Representative democracy, also known as indirect democracy,
2. It is a type of democracy where elected persons represent a group of people, in contrast to direct democracy.
3. Nearly all modern Western-style democracies function as some type of representative democracy: for example, the United Kingdom, India, France, and the United States.

Mistake Points

1. Universal Adult Franchise means that the right to vote should be given to all adult citizens without the discrimination of caste, class, color, religion, or gender.
2. It is based on equality, which is a basic principle of democracy.

Hence, Some democracies in the world are representative democracies where people elect some group to form the government. A universal adult franchise is the basic principle of democracy, without it, no country is a democratic country.

In Today's world, we can see that women are working manly jobs.  They are also responsible for delivering the best services in their various job roles.

Important Points

1. If someone is stereotyped as something, people form a fixed general idea or image of them, so that it is assumed that they will behave in a particular way.
2. People generally stereotype that women can not do the job on the railway as a driver because it's a man's job.
3. Usually, we can see that men are more comfortable in technical fields. And women were forced to work at home only.
4. Generally, tribal people don't get Education and they remained illiterate and backward but taking admission to the diploma is a big thing.

Hence, Laxmi is breaking so many stereotypes at the same time. It may be related to caste, gender, work, etc.

The correct answer is the Right to freedom.

• Fundamental rights are a group of rights that have been recognized with a high degree of protection from encroachment.
• These rights are specifically identified in a constitution or have been found under due process of law.

Key Points

• Fundamental rights in India are the rights guaranteed under Part III (Articles 12-35) of the Constitution of India.
• The Right to Freedom is covered in Articles 19 to 22,  with the view of guaranteeing individual rights that were considered vital by the framers of the       Constitution, and these Articles also include certain restrictions that may be imposed by the State on individual liberty under specified conditions.
• Article 19 guarantees six freedoms like civil rights, which are available only to citizens of India. These include the freedom of speech and expression, freedom of assembly without arms, freedom of association, and freedom of movement throughout the territory of our country.

Additional Information

• There are six fundamental rights (Article 12 - 35) recognized by the Indian constitution:

1. The right to equality (Articles 14-18),
2. The right to freedom (Articles 19-22),
3. The right against exploitation (Articles 23-24),
4. The right to freedom of religion (Articles 25-28),
5. Cultural and educational rights (Articles 29-30) and
6. The right to constitutional remedies (Article 32 and 226.

Hence, if any state imposes restrictions on the movement of people from other states or did not allow migration from another state, it is a violation of the Right to freedom.

The correct answer is Article 22.

• Prisoners have basic legal rights that can't be taken away from them. The basic rights include the right to food and water, the right to have an attorney to defend himself, and protection from torture, violence, and racial harassment.​

Important Points

1. Various fundamental rights under Articles, 14, 19, 20, 21, and 22 of the Constitution of India impliedly deal with the rights of prisoners.
2. Article 22 of the Indian Constitution and Criminal law guarantee to every arrested person the following fundamental rights:-

• The Right to be informed at the time of arrest of the offense for which the person is being arrested.
• The Right to be presented before a magistrate within 24 hours of arrest.
• The Right not to be ill-treated or tortured during arrest or in custody.
• A boy under 15 years of age and a woman cannot be called to the police station only for questioning.

​

Additional Information

1. Article 14 deals with the right to equality which provides equality before the law and equal protection of the law to all persons.
2. Article 21 deals with the right to life and personal liberty.
3. Article 20 deals, inter alia, with two things, firstly it prohibits double jeopardy, that is, no person should be convicted for the same offense twice. Secondly, it prohibits self-incrimination, that is, no one can be compelled to be a witness against himself.

Hence, Article 22 stated that a person can not be ill-treated in police custody.

The Indian Judiciary is a system of courts that interpret and apply the law in the Republic of India.

• It uses a common law system, inherited from the legal system established by former colonial powers and princely states, as well as certain practices from ancient and medieval times.

Key Points

1. Judicial review is recognized as a necessary and a basic requirement for the construction of a novel civilization to safeguard the liberty and rights of individuals.
2. The power of judicial review is significantly vested in the High Courts and the Supreme Court of India.
3. Under Article 13 of the Indian Constitution, the compulsion of judicial review was described in fundamental rights in Part III.
4. Judicial Review can be understood as a form of a court proceeding, usually in the Administrative Court where the lawfulness of a decision or action is reviewed by the judge. Where there is no effective means of challenge, judicial review is available.

Hence, Judicial review is the system where the judiciary can repeal the law made by parliament if it violates the fundamentals of the constitution.

• The development brings prosperity and betterment to society. It raises the standard of living of the beneficiary people.
• But it also comes with various problems for the people. Displacement of people is one of them.

Key Points

1. The work of building the Tawa dam was started in 1958 and it was completed in the year 1978. It resulted in the submersion of large areas of forest and agricultural land.
2. The rights to fishing in the Tawa reservoir were given to private contractors by the government in the year 1994.
3. These contractors drove away the local people to get cheap labor from outside. Those villagers who resisted leaving were threatened by the henchmen of contractors.
4. At this point, the villagers united and decided to set up an organization for protecting their rights. This led to the formation of the Tawa Matsya Sangh (TMS).
5. It is a federation of Fishworker's cooperatives. It is an organization that fights for the rights of displaced forest dwellers of the Satpura forest in Madhya Pradesh.

Hence, Tawa Matsya Sangh fighting for fishermen's rights in the State of Madhya Pradesh.

The correct answer is Tamilnadu.

• The Midday Meal Scheme is a school meal program in India designed to better the nutritional standing of school-age children nationwide.
• Serving 120 million children in over 1.27 million schools and Education Guarantee Scheme centers, the Midday Meal Scheme is the largest of its kind in the world.​

Key Points

1. Tamil Nadu government was the first in India to start the Mid Day Meal Scheme in India.
2. The history of the scheme dates back to 1925. Mid-day Meal Program was started by Madras Corporation in 1925.
3. Later in 1962-63, K. Kamaraj, the then Chief Minister of Tamil Nadu officially started this scheme in Chennai and later expanded to all the districts in Tamil Nadu.

Confusion Points 

1. The Mid-Day Meal Scheme was introduced in the state of Kerala in 1984.

Hence, the Mid-day meal scheme was first launched in the state of Tamilnadu.

Social sciences comprise a branch/field of knowledge which basically studies human society or human relationships. Social sciences study the social behavior of human life.

Key Points Nature of the social science curriculum is:-

• Social sciences are basically concerned with human relationships*.* The study of the nature of human society is the ultimate goal of all social sciences.
• Social sciences study mostly social issues, and social issues are always more complex, more subjective, and less verifiable than the issues of physical sciences.
• Concern for value attainment is an important tenet of social sciences.
• Social sciences aim at making a sensitive, reflective, and informed human being.

Thus, it is concluded that the Nature of social science curriculum is study of human relationships.

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. 

Key Points

The teacher thinks of the following strategies that can be taken to ensure that the curriculum is accessible to all pupils:-

• Does the range of activities reflect the interest of boys and girls? The teacher will think of those activities that keep the interest of all the children and all students will participate in the discussion.
• **Are alternative means of giving the experience of activity provided to those who cannot get engaged in an activity?**The teacher arranges all the alternative means of activity for those children who cannot participate in the activity.

Thus, it is concluded that A and B is correct and C is incorrect.

HintDo the materials used reflect the background and experience of majority learners?The teacher will never think about the background of the child while preparing for the activities.

Diversity in literary terms means differences. The term diversity, when used in discourse related to people or communities or in social contexts is more specific, indicates that a group of people is made up of individuals who are different from each other in some way or the other or it means collective differences among people, that is, those differences which mark off one group of people from another. For example, differences in culture, language, gender, appearance (e.g. skin color, hair type) lifestyle, social and economic status, family structure, abilities, (e.g. physical, social, creative, and intellectual), values, and beliefs.

Key Points While teaching about the concept of 'diversity' to students at upper primary level the teacher adopts the following strategies:- 

• Taking into account prior knowledge and experience of the students.
• Providing opportunities for collaboration and peer learning.
• Organizing a field visit to a local community.

​Thus, it is concluded that reading from the textbook or popular reference material will be ineffective while teaching the concept of 'diversity' to students at the upper primary level.

Hint Reading from the textbook makes the students memorize the concepts but it is not an effective learning strategy.

The Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE) is an Act of the Parliament of India enacted on 4 August 2009.

• Which describes the importance of free and compulsory education for children between the age of 6 to 14 years in India under Article 21A of the Indian Constitution.​

Key Points

Section 29 in The Right of Children to Free and Compulsory Education Act, 2009- 29 Curriculum and evaluation procedure:

• The curriculum and the evaluation procedure for elementary education shall be laid down by an academic authority to be specified by the appropriate Government, by notification.
• The academic authority, while laying down the curriculum and the evaluation procedure under sub-section (1), shall take into consideration the following, namely:
• conformity with the values enshrined in the Constitution;
• all round development of the child;
• building up child's knowledge, potentiality and talent;
• development of physical and mental abilities to the fullest extent;
• learning through activities, discovery and exploration in a child friendly and child-centered manner;
• medium of instructions shall, as far as practicable, be in child's mother tongue;
• making the child free of fear, trauma and anxiety and helping the child to express views freely;
• comprehensive and continuous evaluation of child's understanding of knowledge and his or her ability to apply the same.

Thus, statement B, C, and D are correct.

Equality is a powerful moral and political ideal that has inspired and guided human society for many centuries. It is implicit in all faiths and religions which proclaim all human beings to be the creation of God.

• There are various inequalities that can prevail in the classroom like social inequality, academic inequality etc.
• Social inequalities are those created by society. Certain societies may, for instance, value those who perform intellectual work over those who do manual work and reward them differently.

Key Points It is important for teachers to guide the students to treat all people equally. Following are the ways that teachers should focus on while dealing with inequalities in the classroom:-

• ​Make students understand that inequalities are social in nature:-  A strong teacher is one who treats their students fairly and creates an environment where students feel equally able to take part. It is important for teachers to teach students that inequalities are a part of society, and everyone is not the same. There may be different people of different races, colors, gender, or castes.
• Emphasis on how everyone is equal in a democratic society:- Teachers teach them with examples related to the social and cultural aspects and tell them that everyone is equal in the society. Students understand the concept more easily by examples.

Thus, it is concluded that A and C are the correct options.

Hint B and D options make them memorize the word inequality but they won't be able to understand it so they are not suitable for teaching.

A teacher teaching Social Sciences has the responsibility of making the class interesting. This is possible when the learners participate actively in the teaching-learning process.

Key Points

• Here, the teacher wants to teach students about the Bhopal Gas tragedy by using a photo essay to conduct a meaningful class. She can teach students to learn about the tragedy by reading and discussing it.
• The student gets totally involved in the activity which helps in enhancing his/her knowledge, understanding, and skills in real-life situations and ultimately in developing a holistic personality.
• The student gets the scope to imbibe several social qualities like cooperation, and teamwork.
• They would be able to understand the topic easily by discussing it in class.

Thus, it is concluded that enabling students to learn about the tragedy by reading and discussing is the best strategy.

Let us understand assertion and reasoning statements.

Key Points

Assertion statement:-

• Merrill defines  instructional interactions as “procedures designed to promote learning; they prescribe how the instruction and the learner work together to promote learning”
• They are learner-centered and teacher-centered interactions.
• Instructional interaction period with children should be of lesser duration than actual school. This is the correct statement.
• By doing this, teachers get time to support activities in students, lead discussions and facilitate engagement.

Reasoning statement:-

• The teacher needs to slot specific times for planning instructional activities. This is the correct statement.
• The teacher needs to prepare his\her teaching plan according to the particular time so that they get appropriate time for other activities.
• This explains the first statement.

Thus, it is concluded that A and B both are correct. B explains A.

Social sciences encompass diverse concerns of society and include a wide range of content drawn from history, geography, political science, economics, sociology, and anthropology. 

• Critical thinking is the ability to apply reasoning and logic to new or unfamiliar situations, ideas, and opinions. It refers to the process of judging or analyzing facts, events, etc. It requires proper analysis, evaluation, inference, and explanation.

Key Points​ Following social science questions provide greater scope for developing critical thinking skills:-

• Will the government intervene if some religious group says that their religion allows them to practice infanticide? Give reasons for your answer.
• Quarrying can become a major environmental concern. Do you agree with this statement? Give reasons.
• Why did various classes and groups of Indians participate in the Civil Disobedience Movement?

Important Points

• These all questions help in developing critical thinking skills as here the student thinks, applies reasons, and then justifies his answer.
• The thinkers reach the solution by involvement in different aspects, such as searching, finding, etc

​Thus, it is concluded that B, C, and E options are correct.

HintIn A and D options, students only have to describe them, it does not enhance their critical thinking skills as they do not have to provide the reasons for it.

History is the scientific study of past happenings in all their aspects, in the life of a social group, in the light of present happenings.

Key Points Critical thinking is a process that challenges an individual to use reflective, reasonable, rational thinking to gather, interpret, and evaluate information in order to derive a judgment.

Following are the activities that are having the maximum potential to promote the critical thinking skills in the child in a history class:- 

• Interpreting sources- It helps the child to find out the source and explain it which helps in enhancing their critical thinking skills.
• Sequencing events:- This activity also helps in developing critical thinking as students will think about the events before sequencing them.
• Differentiating facts from opinions- When the learners come to the hypothesis, the technique of differentiating the facts from opinions helps the learner to approach it in the correct way and understand history in a better way.

Thus, it is concluded that A, C, and E statements are correct.

Hint

Listening to lectures and asking recall questions makes them memorize the content but does not help in developing critical thinking skills.

History is the scientific study of past happenings in all their aspects, in the life of a social group, in the light of present happenings.

Key Points The teacher wants to discuss the lives of the court artist with rising of colonial rule. She would emphasize:

• The trends patronized in different courts
• Influence of the British needs on the court painters

Through these areas of discussion, students will be able to understand the lives of the court artist.

Thus, it is concluded that Only A and B are correct statements.

Hint C and D statements do not justify the lives of the court artist, so the teacher will not emphasize these.

Social Sciences include a body of knowledge, that deals with social and cultural aspects of human life. The teaching of social sciences is important for many reasons. The basic purpose of teaching social sciences at the school level is to make students informed and rational citizens.

Key Points According to the National Focus Group on Teaching Social Science, the following are considered major challenges in social science education:-

• It is treated as a non-utilitarian subject:- The popular perception of social science is that it is a non-utility subject. As a result, low self-esteem governs the classroom-transaction process, with both teachers and students feeling uninterested in comprehending its contents.
• It merely transmits information:- Social science merely transmits information and is too centred, on the text, which is required to be memorized for examinations. The content of these textbooks is considered to be unconnected to daily realities .
• There is information overload:- Social science is viewed as providing unnecessary details about the past. It is also felt that the examination paper rewards the memorization of these superfluous ‘facts’, with the children’s conceptual understanding being largely ignored. Any effort to address the information overload in the social sciences will simultaneously have to review the current examination system.

Thus, it is concluded that A, B, and C statements are considered as major challenges in social science education.

Social science examines the relationships between individuals and societies, as well as the development and operation of societies, rather than studying the physical world.

• 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. These methods and techniques may be teacher-centered, learner-centered, or group-centered.

Key Points

Here, the teacher is adopting the enquiry method strategy, where students present their ideas on the topic based on the information collected.

• It is a form of self-directed learning in which learners take more responsibility for determining what they need to learn, identifying resources and how best to learn from them, using resources and reporting their learning, and assessing their progress in learning.
• Learning is based on the direct experiences of the learner which makes content easier to comprehend.
• It develops the ability of learners for experimentation.
• Enquiry approach uses multiple senses of the learner therefore it helps learners to understand the concepts more clearly and retain them for a longer period of time.

Thus, it is concluded that Enquiry method strategy the teacher is using in the class.

Additional Information

• Role Play Method: In a role-play, the student has to act out a person or character. It is an activity that is often taken up in classrooms to promote learning of different kinds.
• Case-study method:- A case study is a deep, detailed, and intensive study of a social unit. It preserves the wholeness of the units i.e. it is an approach that views any social unit as a whole. E.g. A case study on the impact of Lockdown on the adolescent student.
• Narrative method:- It is best used in teaching history. It is used to tell stories, give an account of events, recount some past incidents and the like to the pupils.

The answer is Surdas's Sahitya Lahiri.

• Primary sources help students relate in a personal way to events of the past and promote a deeper understanding of history as a series of human events.
• Because primary sources are incomplete snippets of history, each one represents a mystery that students can only explore further by finding new pieces of evidence.​

Key Points

1. Surdas was a 16th-century blind Hindu devotional poet and singer, who was known for his works written in praise of Krishna, the supreme lord.
2. Surdas's Sahitya Lahri is one of the main primary sources to know about the medieval period of history.​

Mistake Points

1. Ashoka's Inscription, Kalidasa's Abhijana Shakuntala, and Ravikirti's Prashasti are the Ancient historical sources.

Hence, Surdas's Sahitya Lahari is a primary source to understand the medieval History of India.

Social studies are concerned with human study in relation to the socio-cultural environment. It aims at enabling students to adjust to their socio-cultural environment which includes family, community, state, nation, and at large the entire humanity.

• A project refers to a series of task that needs to be done by a group of students in order to achieve a particular goal. Projects in Social Science are useful in purposeful theme-based tasks and for group work in class or at home.
• The project method is a method that emphasizes the voluntary participation of students by working in a group to complete a specific project.

Key Points​ The steps of doing a project involve:

• Creating the situation:-  It is the first step of the project method where the teacher creates/provides the situation related to the real-life problems to the students. The teacher gives the knowledge about the project method procedures, steps, and uses to the students.
• Selection of the project:- The students have the freedom to choose the topic/problem of their interest and ability based on daily life-related situations. The purpose of the project should be well defined and understood by the children.
• Planning:- The children should plan out the whole project under the guidance of their teacher. The teacher should make sure that all the students actively take part in the discussion and asked them to write their plan properly.
• Executing:- It is the longest step in the project method. The teacher here guides and observes the progress of the students. While distributing the work during the execution of the problem the interests of the students must be considered.
• Evaluation:- After the completion of the project, the whole project is being reviewed by the teachers and students.
• Recording:- The children maintain a complete record of the project work like how the project was planned, what discussions were made, how duties were assigned, how it was evaluated, etc.

Thus, it is concluded that The first step of project method is creating the situation.

Assessment refers to the process of collection of quantitative and qualitative information on specific issues based on which steps can be taken for facilitating/ enhancing learning.

 Key Points Assessment as learning:- When we gather new experiences while assessing our own performance or the performance of others, the processes of learning and assessment lose the line of demarcation between them. In such instances assessment becomes a learning process.

• Assessment as learning is based on the conviction that the students are capable of becoming adaptable, flexible, and independent in their learning and decision-making.
• Assessment as learning provides a variety of opportunities for the student to reflect on his/her learning through the processes of meta-cognition. This can be facilitated through brainstorming, group discussion, collaborative learning situations, and through peer and self-assessment.

Thus, it is concluded that Assessment as learning practice provides scope to students to evaluate and record their own learning.

Additional Information

• Assessment for learning is, generally, formative in nature and helps teachers to monitor their students’ progress and to modify the instruction accordingly. It also helps students to monitor their own progress as they get feedback from their peers and the teacher and find opportunities to revise and refine their thinking.
• Assessment of learning is generally summative in nature occurring at the end of a class, course, semester, or academic year and intended to measure learning outcomes and report these outcomes to students, parents, and administrators.
• ​Summative assessment refers to the assessment of the learning that ‘sums’ or ‘summarizes’ the development of students at a particular time. It is a process of assessing (and grading or ranking) the learning of students at a point of time.

Evaluation of students' performance in social studies is an essential activity. It is a process of determining the extent to which the objectives of social studies have been achieved by the students.

• Evaluation is generally used for certification and placement purposes, but it has greater potential to be used for instructional purposes. For this, evaluation has to be a continuous and comprehensive process.

Key Points​ Objectives of evaluation:

• provide continuous feedback to students.
• gauge students' knowledge and abilities.
• enhance pedagogical strategies
• assessment of the knowledge of the students
• making reliable decisions about educational planning.
• determining the effectiveness of the learning process or program.
• laying emphasis on thought processes and de-emphasize memorization.
• assessing both scholastic and co-scholastic aspects of the child's growth.

Thus, it is concluded that B, C, and D statements are correct.

The Right of Children to Free and Compulsory Education (RTE) Act 2009 was passed by the Indian Parliament in 2009

• This act mandates free and compulsory education of all children 6-14 years of age until they complete elementary education in a neighborhood school.

Important Points

1. Building a child's knowledge and potential to the fullest extent.
2. Make the child free from trauma, anxiety, and tension. Make children comfortable to express themselves freely.
3. Development of physical and mental abilities to the fullest extent

Hence, the correct answer is A, B and C.

Social Sciences study the concepts or issues like culture, tradition, lifestyles, places, and environment, power and authority, governance, economy, civic sense, etc. which have social implications. 

Key Points

In the above question, the teacher is assessing the ability to reason and contrast experiences.

• Why did the hunter-gatherers travel from place to place?:- The students are explaining the reason for the hunters so their reasoning skills are assessed.
• In what are these similar to/different from the reasons for which we travel today?:- The students are differentiating the reasons so they are developing contrasting skills.

​Thus, it is concluded that This question attempts to assess students' ability to reason and contrast experiences.

Bloom’s Taxonomy: It is a hierarchical ordering of cognitive, affective, and psychomotor domains and each domain has some objectives that can help teachers teach and students learn.

Key PointsCognitive domains\process: In this domain, a child deals with knowledge and hence, learns to create, evaluate, analyze, apply, understand, and remember. 

The cognitive domain involves mental skills which are categorized into six levels of learning that serve in the development of intellectual skills and acquisition of power, creation is one of them.

Important PointsCreate:- It refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication, a plan of operations (research proposal), etc. The specific learning outcomes are: categorizes, combines, designs, rearranges, summarises, writes, and reconstructs. 

Following are the questions that assess the 'create' aspect of the cognitive process:-

• Choose a region in India, investigate and make a presentation of the historical and geographical factors that influence the diversity of that area.
• How is garbage collected in your area? In which all ways can you provide safety to the person?
• You are a member of a fishing family and there is a need to take a loan to buy a boat engine. Write a requisition letter to the bank manager.

These all questions assess the create aspect as they involve combining the information and processing the new information.

Thus, it is concluded that B, C, and E statements are correct.

Additional Information Stages& Subdomains of Cognitive Domain:

• Knowledge: It refers to the process of recognizing and recalling information.
• Understanding: It refers to the process of interpreting and assimilating information.
• Application: It refers to the process of utilizing information in new and different situations.
• Analysis: It refers to the process of identifying the pattern and connection among the given information
• Create: It refers to the process of combining information and making connections among them to generate a new idea.
• Evaluation: It refers to the process of making judgments and Justifying decisions about the value of information and materials

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.

• Assessment is the primary means by which students can tell if and how they are progressing, and by which teachers can tell if their teaching is ‘working'.

Key Points

 Here, the teacher wants to check if students have understood the concepts. So as an assessment she is taking a formative assessment.

• Formative assessment helps in providing qualitative feedback to learners to improve as It refers to monitor learners' progress throughout the teaching-learning process to diagnose learners' learning difficulties.
• It also provides feedback to the teachers regarding the effectiveness of their teaching.

Thus, it is concluded that You are planning to teach the topic of diversity and equality in the class. You want to check if students have understood the concepts by giving them a case study to discuss. As an assessment measure, you are doing formative assessment.

Additional Information

• Summative assessment is a type of assessment that measures, certifies, and reports the level of students' learning by assessing them at the end of the term.
• Diagnostic assessment provides feedback to teachers and students on their strengths and weaknesses. It is specially conducted for removing the learning difficulties of learners.
• Portfolio assessment is a systematic and organized collection of evidence used by the teacher and student to monitor the growth of the student's knowledge, skills, and attitudes in a specific subject area.

The correct answer is 'excitement.'

Key Points

• Open-mouthed audience means with the mouth open, especially in surprise or excitement, aghast, shocked, speechless, stunned, staggered.
• Excitement means a feeling of great enthusiasm and eagerness, exhilaration, agitation, anticipation, intensity, zeal, and zest.
• Example: Gulkreet's excitement to go abroad is killed by the heavy storm in her city.
• Upon the given options only excitement is a positive word for a performer and correct synonyms and contextually fit for the word open-mouthed audience who are responding enthusiastically to the performer.

Hence, option 3) excitement is the correct answer.

Complete Sentence

The phrase ‘open-mouthed audience’ conveys that the people are responding enthusiastically and communicating their excitement to the performer.

Additional Information 

• Amateurishness means done in an unskilful or inept way, incompetent, inexpert, clumsy, useless, botched, blundering, gauche.
• Predicament means a difficult, unpleasant, or embarrassing situation, issue, trouble, crisis, dilemma, and circumstance.
• Inertia means a lack of energy; an inability to move or change, dormancy, passivity, apathy, dullness, lethargy, and sloth.

The correct answer is 'unusual'.

Key Points

• This word taken from the line 'seeing them as some exotic form of contortionism'.

Let us explore the options:-

• Exotic means 'strikingly unusual or strange or very different (आश्चर्यजनक रूप से असामान्य या अजीब)'.
• ​Ex: There are some exotic words in dictionary.
• Unusual: interesting because it is different (रोचक, अनोखा, असामान्य)'.   
• Ex: She gave me an unusual surprise party.
• Here, we are talking about unique/different/unusual positions of yogasana have been told.
• The option 'unusual' is correct.

​Therefore, the correct answer is option 1.

Additional Information 

• native: connected with the place where you were born or where you have always lived (जन्‍म स्‍थान या निवास-स्‍थान से संबंधित).
• magical: that seems to use magic, wonderful and exciting (जादुई, रोमांचक).
• acrobatic: performing or involving difficult movements of the body (क़लाबाज़ी करते या दिखाते हुए).