Formative Assessment 1 and 2. 3 and 4 Summative Assessment TotalThe formative appraisal will consist of Projects. assignments. activities and Class Tests/ periodic trials for which Board has already issued guidelines to the schools. The Summational Assessment will consist of Theory paper as per the prescribed design of the Question Paper.
Class IX Unit 1: India and the Contemporary World – I 40 Time periods Themes Term II Sub-unit 1. 2: Economies and Livelihoods The subjects in this subdivision will concentrate on how different societal groups grapnel with the alterations in the modern-day universe and how these alterations affect their lives. Any one subject of the followers: 1. Pastoralists in the modern universe. ( a ) Pastoralism as a manner of life. ( B ) Different signifiers of pastoralism. ( degree Celsius ) What happens to pastoralism under colonialism and modern provinces? Case surveies: focal point on two pastoral groups. one from Africa and one from India.
( Chapter 5 ) 2. Forest society and colonialism: ( a ) Relationship between woods and supports. ( B ) Changes in wood societies under colonialism. Case surveies: focal point on two forest motions one in colonial India ( Bastar ) and one in Indonesia. ( Chapter 4 ) 3. Farmers and provincials: ( a ) Histories of the outgrowth of different signifiers of agriculture and peasant societies. ( B ) Changes within rural economic systems in the modern universe. Case surveies: focal point on contrasting signifiers of rural alteration and different signifiers of rural societies ( enlargement of large-scale wheat and cotton agriculture in USA.
rural economic system and the Agricultural Revolution in England. and little provincial production in colonial India ) ( Chapter 6 ) 84 ? Aims See what happens to pastoralists and pastoralism in the modern universe. with the formation of modern provinces. marker of boundaries. procedures of sedentarization.
contraction of grazing lands. and enlargement of markets. Points to the changing forms of developments within pastoral societies in different topographic points. Look at the impact of colonialism on wood societies. and the deduction of scientific forestry. Discourse the societal and cultural universe of forest communities through the survey of specific rebellions. Understand how unwritten traditions can be used to research tribal rebellions. Show the different procedures through which agricultural transmutation may happen in the modern universe.
Understand how agricultural systems in India are different from that in other states. Familiarize pupils with the thought that big graduated table agriculture. little scale production.
switching agribusiness operate on different rules and have different histories.Term II Sub-unit 1. 3: Culture. Identity and Society The subjects in this unit will see how issues of civilization are linked up to the devising of modern-day universe. Any one of the followers: 4. Sports and political relations: The narrative of cricket ( a ) The outgrowth of cricket as an English athletics.
( B ) Cricket and colonialism. ( degree Celsius ) Cricket patriotism and decolonialization. ( Chapter 7 ) 5. Apparels and civilizations.
( a ) A short history of alterations in vesture. ( B ) Debates over vesture in colonial India. ( degree Celsius ) Swadeshi and the motion for Khadi. ( Chapter 8 ) ?Suggest how athleticss besides have a history and that it is linked up with the political relations of power and domination. Introduce pupils to some of the narratives in cricket that have historical significance.Show how vesture has a history. and how it is linked to inquiries of cultural individuality. Discuss how vesture has been the focal point of intense societal conflicts.
Unit of measurement 2: India – Land and the People Themes Objectives Term II 1. Climate: factors act uponing the clime ; monsoon ? To understand the river systems of the state – its features. rainfall and temperature and explicate the function of rivers in the development distribution ; seasons ; clime and human life. of human society.
( Chapter 4 ) ? To happen out the nature of diverse vegetations and 2. Natural Vegetation: flora types. distribution zoology every bit good as their distribution ; every bit good as altitudinal fluctuation.
demand for ? Todevelop concern about the demand to protect preservation and assorted steps. the bio-diversity of our state ; ( Chapter 5 ) ? To analyse the uneven nature of population 3. Wildlife: major species. their distribution. demand for distribution and show concern about the big preservation and assorted steps. ( Chapter size of our population ; 5 ) ? To understand the assorted businesss of 4.
Population: size. distribution. age-sex. people and explain assorted factors of composing.
population change- migration as a population alteration ; determiner of population alteration. literacy. wellness. ? To explicate assorted dimension of national occupational construction and national population policy and understand the demands of striplings policy: striplings as under-served population as underserved group. group with particular demands. ( Chapter 6 ) 5.
Map Work ( 3 Markss ) Project / Activity Learners may place vocals. dances. festivals and particular nutrient readyings associated with certain seasons in their peculiar part. and whether they have some commonalty with other parts of India. Collection of stuff by scholars on the vegetations and zoologies of the part in which their school is situated.
It should include a list of endangered species of the part and besides information sing attempts being made to salvage them. Posters River pollution Depletion of woods and ecological instability.Unit – 3: Democratic Politicss I 40 Time periods Themes Term II 1. Electoral political relations in democracy: Why and how do we elect representatives? Why do we hold a system of competition among political parties? How has the citizens’ engagement in electoral political relations changed? What are the ways to guarantee free and just elections? ( Chapter 4 ) 2. Institutions of parliamentary democracy: How is the state governed? What does Parliament make in our democracy? What is the function of the President of India. the Prime Minister and the Council of Ministers? How make these associate to one another? ( Chapter 5 ) 3. Citizens’ rights in democracy: Why do we necessitate rights in a fundamental law? What are the Fundamental Rights enjoyed by the citizen under the Indian fundamental law? How does the bench protect the Fundamental Rights of the citizen? How is the independency of the bench ensured ( Chapter 6 ) . Learning Aims ? Develop an grasp of citizen’sincreased engagement in electoral political relations ? Acknowledge the significance of the Election Commission ? Provide an overview of cardinal governmental constructions ? Sensitize to the cardinal function of the Parliament and its processs ? Distinguish between nominal and existent executive governments and maps ? Understand the parliamentary system of executive’s answerability to the legislative assembly ? Develop a citizens’ consciousness of their rights ? Introduction to and grasp of the Fundamental Rights.
? Recognition of the ways in which these rights are exercised and denied in existent life state of affairss. ? Introduction to judicial system and cardinal establishments like the Supreme Court. High Courts and National Human Rights Commission.Unit – 4: Understanding Economic Development – I Themes Term II 1. Poverty as a challenge confronting India: Who is ? hapless ( through two instance surveies: one rural one urban ) ; indexs ; absolute poorness ( non as a ? construct but through a few simple illustrations ) – why people are hapless ; unequal distribution of resources ; comparing between states ; stairss taken by authorities for poorness relief. ( Chapter 3 ) 2.
Food Security: Beginning of nutrient grains: assortment across the state – dearths in the past – the demand for self sufficiency – function of authorities in nutrient security – procurance of ? foodgrains – overruning of garners and people without nutrient – public distribution system ? function of co-ops in nutrient security ( foodgrains. milk and veggies ration stores. concerted stores. two – three illustrations as instance surveies ) ( Chapter 4 ) Objectives Understanding of poorness as a challenge and sensitisation of the scholar ; Appreciation of the authorities enterprise to relieve poorness.Exposing the kid to an economic issue which is basic necessities of life ; Appreciate and critically look at the function of authorities in guaranting nutrient supply.Suggested Activities / Instructions: Subject 1: Give more illustrations of activities done by different workers and husbandmans.
Numeric jobs can besides be induced. Some of the ways through which description of small towns areavailable in the Hagiographas of Prem Chand. MN Srinivas and RK Narayan. They may hold to be referred. Theme II: Discourse the impact of unemployment Argument on whether all the activities done by adult females should be induced or non.
Is imploring an economic activity? Discuss. Is it necessary to cut down population growing or household size? Discuss. Theme IV: visit a few farms in a small town and roll up the inside informations of nutrient grains cultivated ; Visit a nearby ration store and roll up the inside informations of goods available ; Visit a regulated market pace and detect how goods are transacted and acquire the inside informations of the topographic points where the goods come and travel.
Unit – 5: Catastrophe Management 25 Periods Term I ( Chapter 1 ) 1. Introduction to Disaster Management 2. Common Hazards – Prevention and Mitigation ( Chapter 2 ) Term II 3.
Man made catastrophes – Nuclear. Biological and Chemical. ( Chapter 3 ) ( Chapter 4 ) 4. Community Based Disaster Management. Note: undertakings. activities and other exercisings in Unit 5 should promote pupils to put ‘disasters’ and ‘disaster management’ in: ( I ) The wider context of Social Science cognition as covered through the History. Geography. Political Science and Economics text editions of Class IX/X.
( two ) Other jobs faced by our state & A ; the universe from clip to clip. PRESCRIBED TEXTBOOKS: 1. 2. 3. 4.
India and the Contemporary World History – Published by NCERT Contemporary India – Geography – Published by NCERT Democratic Politics – Published by NCERT Economics – Published by NCERTTogether. Towards a Safer India – Part II. a text edition on Disaster Management for Class IX Published by CBSE.Design of Sample Question Paper Social Science. SA-II Class IX – ( 2013 ) S. No.
Form of inquiries Marks of each inquiry 1 3 5 3 Number of inquiries 9 11* 9 1 30 Sum MarksMCQ Short Answer ( SA ) Long Answer ( LA ) Map Question Total* The inquiry paper will include value based inquiry ( s ) to the extent of 3-5 Markss.The inquiry paper will non hold any pick ( s ) except for counterbalancing /covering the course of study contained in Unit-1 i. e. India and Contemporary World.Class IX SA – II-2013S.
No. Unit No. 1 2.
3 4. History Geography Political Science Economics TotalMarks 23 23 22 22 90Sample Questions Social Science ( 087 ) Class IX SA-II ( 2012-13 ) HISTORY Multiple Choice Questions 1 Mark each 1MQ1. Which of the followers was the first Indian cricket Club? a ) The Bombay Cricket nine B ) The Calcutta cricket nine degree Celsius ) The Madras Cricket Club vitamin D ) The Kanpur Cricket Club Ans. ( B ) Q. 2. Which of the followers was non a squad of the Quadrangular Tournament? a ) The Europeans B ) The Hindus degree Celsius ) The Parsis vitamin D ) The Rest Ans. ( D ) Q.
3. Where is the central office of ICC located? a ) London B ) Bombay degree Celsius ) Dubai vitamin D ) Sharjah Ans. ( C )Three Marks Questions Q1. Who were amateurs and professionals? Ans: 2 Amateurs: The rich who could afford to play for pleasance were called amateurs. They considered athletics a sort of leisure. Professionals: The hapless who played cricket in England for a life were called professionals. The rewards of professionals were paid by backing or subscription or gate money.Q.
2 ‘Mahatma Gandhi’s dream of dressing the State in Khadi entreaty merely to some subdivisions of Indians’ Explain the statement with three facts. 3M Ans: 3 I ) Nationalists such as Motilal Nehru gave up Western-Style suits and adopted Indian dhoti and Kurta but these were non made of harsh fabric. 89 3Mtwo ) Those who had been deprived by caste norms for centuries were attracted to western frock manners such as B. R. Ambedkar who ne’er gave up the western manner suit.
three ) Women like Sarojini Naidu and Kamla Nehru wore colored saree with designs. alternatively of harsh white homespun saree. Q 3.
What were the sumptuary Torahs in France? 3MAns:4. From about 1294 to the clip of the Gallic revolution people were expected to purely follow what were known as ‘sumptuary law’ . This jurisprudence tried to command the behaviours of those considered societal inferiors.
forestalling them from have oning certain apparels. devouring certain nutrients and drinks and runing game in certain countries. The Gallic revolution ended these differentiations. Q. 4 The hunt for a national frock was the symbol of the cultural individuality of the nation’ .
Explain the statement with context to India’s national motion. 3M Ans:5. I ) As nationalist feelings swept across India by the late nineteenth century. Indians began inventing cultural symbolism that would show the assortment of the state and the national frock was portion of this move. two ) The Tagore household of Bengal experimented with designs for a National frock for both work forces and adult females in India ; the chapkan was considered the most suited frock for work forces. three ) These were besides efforts to develop a frock manner that would pull on the tradition of different parts. Nandiani Devi married woman of Satyendranath Tagore adopted the Parsi Sari. This was rapidly adopted by Brahmos Samaj Womem.
The same manner was adopted among Maharastrian and Uttar Pradesh Brahms every bit good as Non-Brahmos.Five Marks QuestionsQ1. Why were Indian husbandmans reluctant to turn opium? Ans:1. I ) Opium had to turn on the best land. but on this land peasants normally produced pulsations. two ) Many agriculturists owned no land. To cultivate they had to pay rent and rental land from landlords.
The rent charged by the landlords was really high. two ) The cultivation of opium was a hard procedure iil ) The opium workswas delicate and agriculturists had to pass long hours fostering it. This meant they did non hold adequate clip to care for other harvests. four ) The monetary value the authorities paid to the agriculturists for the opium was really low. Q. 2. Explain any five characteristics of the Dutch Scientific forestry? Ans.
2 I ) In the nineteenth Century. the Dutch enacted forest Torahs in Java. curtailing villagers entree to woods. two ) Now wood could merely be cut for specified intents like doing boats or building houses under close supervising.
three ) Villagers were punished for croping cowss in the wood and transporting wood without a license. four ) The Dutch foremost imposed rents on land being cultivated in the wood and so exempted to acquire free labor. V ) This was known as the ‘Blandong-diensten’ system. PN-93-94 90 5M 5MQ 3. How was the life of Pastoralists changed dramatically under colonial regulation? Ans. I ) two ) three ) four ) V ) The colonial province wanted to transform all croping lands into cultivated farms. Waste Land Rules were enacted in assorted parts of the state. By these regulations uncultivated lands were taken over and given to selected persons By the mid-nineteenth century.
assorted Forest Acts were besides being enacted in the different states. In 1871. the colonial authorities in India passed the condemnable Tribal Act. By this Act the Pastoralists were non allowed to travel out without a license. Pastoralists had to pay revenue enhancement on every animate being they grazed on the grazing lands.Social Sciences Class IX Political SciencesOne Marks QuestionsQ.
1. Every individual who wishes to context an election has to do a legal declaration giving full inside informations of about three of the undermentioned points. Identify the 4th 1. the inside informations for which are non required.
1M a. Serious condemnable instances. pending against the campaigner B. Detailss of assetsand liabilities of the campaigner and his/her household. c. Public public assistance undertakings undertaken by the campaigner. d.
Education making of the campaigner. Ans. ( hundred ) Public Welfare Projects undertaken by the campaigner.
P-66 Q. 2. Which one of the followers is a power of the President of India and non that of the Prime Minister? 1M a. He/she coordinates the work of different ministries. b.
He/she supervises the overall operation of all the political establishments in the state. c. He/she distribute and redistributes work to the curates. d. He/she chases the meetings of the Union Council of Ministers or the cabinet. SA Chapter 5 Pg- 88-89 Ans. 2.
( B ) He/she supervises the overall operation of all the political establishments in the state. Three Marks Questions Q 1. Mention any three rights which the citizen of India enjoy but the citizens of Saudi Arabia are deprived of it? ( Any three points ) 3?1=3 Ans.
1 ( I ) The people of Saudi Arabia have no function in electing their swayer whereas we in India can make so through elections. ( two ) We in India. bask the freedom of faith where as the Saudi Arabians have to follow the province faith. ( three ) The Saudi Arabians can non organize the political parties where as Indians can. ( four ) Legislatures in Saudi Arabia are selected by the King whereas they are elected by people in India. Q. 2 One concluding trial of the free and equity of election prevarications in the result itself.
’ Justify the statements with any three suited illustrations. 3?1=3M Ans. 2. ( I ) If elections are non free and just. the result ever favours the powerful.
( two ) The opinion parties lose elections in India. ( three ) Most of the campaigners who use money and musculus power frequently lose the elections. ( four ) The electoral results are normally accepted as ‘people’s verdict’ by the defeated party.Five Marks QuestionsQ. 1.
Distinguish between political and lasting executive. Why does the political executive have more power than the lasting one? 5M Ans. 1. Political Executive The executive that is elected by the people for a specific period is called the political executive.
All the political leaders who take the large determination autumn in this class. Permanent Executive Peoples who are appointed on a long term footing on virtue or on the footing of writtentrial. They remain in office even when the governing party alterations. These officers work under Political executives.
The political executives have more power than the lasting 1s. Since the will of the people is supreme in a democracy. the curates elected by the people are empowered to exert the will of the people on their behalf. It is the political executive which is finally answerable to the people for all effects. The curate takes the advice of the experts on all proficient affairs and so eventually decides the issue.
Q 2. Why are rights necessary for the really nutriment of a Democracy? Explain with the aid of illustrations from the Indian Constitution. 5M Ans.
2. In every democratic set up. every citizen enjoys certain rights without which Democracy can non hold a smooth seafaring. For illustration. ? ? ? ? ? Every citizen has the Right to vote and Right to contend which enables him to take part in the administration procedure actively.
Right to show gives you an chance to give your sentiment. Rights help the minorities and the oppressed from development and subjugation. Things many travel incorrect when somebody’s rights are taken off by the bulk. Therefore. the Right to protect oneself is besides indispensable. Peoples may non be deprived of their rights forcibly by any authorization. it is necessary that some rights should be placed higher than the authorities. For illustration all the Fundamental Rights and Right to Constitutional Remedies play a critical function in this way.
Class IX Economics Sample QuestionsMultiple Choice Questions.Q1. Poverty is seeable in ( I ) Villages ( two ) Jhuggis in metropoliss ( three ) At building sites ( four ) Beggars in rags ( V ) All of the above Autonomic nervous system: ( V )Q 2. The Social indexs of poorness are ( one ) Measures of milk consumed ( two ) Illiteracy degree ( three ) Sum of pocket money received ( four ) Number of places people have Ans: ( two ) Q 3. There has been a important diminution inpoorness in the province of ( I ) Assam ( two ) Bihar ( three ) Jammu and Kashmir ( four ) Uttar Pradesh Ans: ( three ) 1MQ 4.
‘The failure at both the foreparts: Promotion of economic growing and population control perpetuated the rhythm of poorness. ’ Remark on this statement Ans: Any five 1. Unequal growing of provinces 2. Industrialization rate slower than population growing 3. Migration towards metropoliss 4. Unequal distribution of land 5. High-level of indebtness.
6. Social duties 7. All taking to a rhythm of poorness ( 1 grade each )Three Marks Questions.Q1.
What do you understand by the different dimensions of nutrient security? 3M Ans. I. II. III.
Availability of nutrient Accessibility AffordabilityQ2. A natural catastrophe like drouth may impact the substructure but decidedly will go forth its toll on ‘food security’ . Justify by given suited illustration.
3M Ans. ( I ) Production of nutrient grain lessenings. 2M Deficit of nutrient consequences in monetary value addition – if it affects big areas– famishment – dearth ( two ) Example of Bengal 1M Q 3 How do ‘Fair Price Shops’ aid nutrient distributions in India. Ans.
: ( 1 X 3 = 3 Markss ) 1. More than 4. 6 lakhs ration stores 2. Supply nutrient grains.
sugar and kerosene oil for cookery. 3. Sold at a lower rate than the market rate to ration card holders on monthly footing. 5 Markss Question Q. 1. Write a note on any five programmes that have been developed for obliteration of poorness in India?Ans. Two sentences on each of the followers.
( half grade for the programme and half grade for the account ) 1. 2. 3. 4. 5. Prime Minister Rozgar Yojana.
Rural Employment Generation Programme. Swarnajayanti Gram Swarozgar Yojana. Mantri Gramodaya Yozana.
Antyodaya Anna YojanaSOCIAL SCIENCE Geography Class IX Summative Assessment IIMultiple Choice Questions: 1 Mark eachQ1. Which force among the followers is responsible for the warp of air current from its normal way? 1M ( A ) Gravitational Force ( B ) Centripetal Force ( C ) Centrifugal Force ( D ) Corriolis Force Ans. 1 CalciferolThree Markss inquiriesQ1. Explain any three steps taken by the authorities to protect the vegetation and zoology of the state. ( 3?1=3 ) Ans. 1. Measures taken by the authorities to protect vegetations & A ; zoologies ( 1 ) ( 2 ) ( 3 ) ( 4 ) Fourteen biosphere militias have been set up in assorted parts of the state Financial and proficient aid is given to many Botanical gardens Many eco developmental undertakings have been introduced.
89 National Parkss. 49 wild life sanctuaries and zoological gardens are set up all over India. page 50-57Q2.Explain the three procedures of alteration of population.( 3 X 1 = 3 )Ans.
2. There are three procedures of alteration of population ( I ) Birth rates ( two ) Death Ratess ( three ) MigrationBirth rate is a major constituent of growing because birth rates have ever been higher than decease rates Rapid diminution in the decease rates is the chief cause of the growing rate of population. Internal Migration does non alter the size of the population but influences the distribution of population within the state.Q3. Ans.How do human existences influence the ecology of a part? Explain.( 3 X 1 = 3 )Due to the inordinate development of the workss and carnal resources by human existences. the ecosystem has been disturbed.
The greed of human existences leads to over use of natural resources. They cut the trees and putting to death animate beings. making ecological instability. As a consequence some of the workss and animate beings have reached the brink of extinction. 965 Marks QuestionsQ1.
Explain any one of the factors impacting clime of India. with suited illustrations. Factors impacting clime ( 1 ) Latitude ( 2 ) Altitude ( 3 ) Pressure and air current system ( 4 ) Distance from the sea ( 5 ) Ocean currents ( 6 ) Relief characteristic. Any one of the above factors to be explained with suited illustrations Q2.
( 5 X1 =5 )Why is the distribution of population in India uneven? Explain with five illustrations. ( 5X 1 = 5 )Ans.The undermentioned factors make uneven distribution of population in India ( 1 ) Birthrate of the dirt ( 2 ) Nature of terrains ( 3 ) Comparative clime and sum of rain autumn ( 4 ) Handiness of H2O ( 5 ) Handiness of resources ( 6 ) Development of conveyance ( 7 ) Industrialisation ( 8 ) UrbanizationMap Based Question:( 3 Marks )Two features A and B are shown in the given political lineation map of India. Identify these characteristics with the aid of following information and compose their right names on the lines marked on the map: ( A ) Type of woods ( B ) A wild life sanctuary ( 2 Marks )ANDOn the same political lineation map of India. locate and label the undermentioned points with appropriate symbols: ( B ) Leh Meteorological Station ( 1 Mark )Note: The undermentioned inquiries are for the visually impaired campaigners merely in stead of Map Question. ( 3?1=3 )( 31. 1 ) Which type of woods are found in deltaic parts? ( 31.
2 ) Name the wild life sanctuary located in Rajasthan? ( 31. 4 ) Which province of India has the highest sex ratio?Answers to Social Science Geography Class IX Summative Assessment – II Ans. 1 2D Measures taken by the authorities to protect vegetations & A ; zoologies ( 1 ) Fourteen biosphere militias have been set uppp in assorted parts of the state ( 2 ) Financial and proficient aids is given to many Botanical gardens ( 3 ) Many eco developmental undertakings have been introduced. ( 4 ) 89 National Parkss. 49 wild life sanctuaries and sanctuaries and zoological gardens are set up all over India. Any Three 3 X 1 =3 page 50-57 ( one ) Making consciousness among the people ( two ) Avoiding indiscriminate film editing of trees.
( three ) Understating pollution of the environment ( four ) Dumping waste stuff in a proper topographic point. ( V ) Circling the fume from the chimneys and vehicles ( six ) Controling rapid growing of populations Any Three5X1= 5 page 50There are three procedures of alteration of population ( I ) Birth rates ( two ) Death Ratess ( three ) Migration Birth is a major constituent of growing because birth rates have ever been higher than decease rates Rapid diminution in the deceaserates is the chief cause of the growing rate of population Internal Migration does non alter the size of the population but influence the distribution of population with in the state. 3X1=3The undermentioned factors make uneven distribution of population in India ( 1 ) Birthrate of the dirt ( 2 ) Nature of terrains ( 3 Comparative clime and sum of rain autumn ( 4 ) Handiness of H2O ( 5 ) Handiness of resources ( 6 ) Development of conveyance ( 7 ) Inclusterialisation ( 8 ) urbanization Any one of the five factors to be explained with suited illustrations. 5 Ten 1 = 5Value Based Questions 98Q1While analyzing the given tabular array.
which values you think are upseting the balance of the state ( a ) Gender ratio ( Female – Male ) 46 % :54 % ( B ) Occupation ( Secondary – Primary ) 55 % :35 % The birth of a miss kid is denied in the society which is extremely negative More secondary business reflect environmental instabilities.( 1 ? x 2 = 3 )Ans.Q2Eco system is really of import for the life existences. How can you lend to ( 3 X 1 = 3 ) page 50 preserve it? Express your positions Or How we can conserve ecosystem? Explain with three illustrationsAns.Any three ( I ) Creating consciousness among the people ( two ) Avoiding indiscriminatecutting of trees.
( three ) Minimizing pollution of the environment ( four ) Dumping waste stuff in a proper topographic point. ( V ) Controling the fume from the chimneys and vehicles ( six ) Controling rapid growing of populationQ 3.The Pentangular tourney was played by five squads in India during colonial regulation. They were Is ) The European. two ) The Parsis. three ) The Hindus. four ) The Muslims.
V ) The remainder which comprised all the communities left such as the Indian Christians. Mahatma Gandhi condemned the Pentangular as a communally spliting competition that was out of topographic point in a clip when patriots were seeking to unify India’s diverse population. Give any 3 values which can be reflected from this tourney? Valuess: I ) Secularism two ) Nationalism three ) Patriotism four ) National-Integration Which values should contestants maintain in head during the election run of3a state ( Any three )3MAns.Q.
43M Chapter 4. p-72Ans Th contestants should maintain the undermentioned values in head: ? Honesty ? Non Violence ? Patriotism ? Team Work ? Use less paper for promotion to salvage paperQ5Suppose you have attained the age of 18 old ages and you have been registered as a elector in the electors list. There are four campaigner who are contending elections from your constituency.
They approach you personally one by one I )II ) III ) One of them is a professor in the University who is contending as an independent campaigner. One is muscleman of the country and people are scared of him. There is an educated lady who is already assisting the occupants in assorted ways. After run intoing all the three campaigners. whom will you vote for and why?3MAns.Campaigner I – I shall non vote for him since he is contending as an independent campaigner who does non acquire support of the governing party. No public assistance undertaking can be taken up without any party support.
Candidate II: No inquiry of vote for the musculus adult male. Our right to vote is our pious responsibility. We should utilize it in the involvement of the people and non out of fright. Candidate III: I shall vote for the educated lady for two grounds ? Women must be encouraged to take active portion in the administration procedure ? Since she is already functioning the able. is educated and cultured.
Sympathetically listens to the complains of the people and is hapless. So I will vote for her. Which values do the national Parkss of any state advance? Any Three ? ? ? ? Re edifice woods Safety of animate beings Promotion of herbs and workss as a business to the backward community Resuscitating the ecology system ( 3?1=3 )Q6. Ans.