CG TET Paper 2 Mock Test - 1 (Social Science) - CG TET MCQ

Disadvantaged Learner-

• The socially disadvantaged child is one who is from a socially and economically backward section of the community, who cannot profit from school because of deprivation of one sort or another. Such children show cumulative academic deficits, high dropout rate, and progressive decline in intellectual functioning. 

Deprived Learner-

• The term 'underprivileged' refers to the disadvantaged section of people who are economically, socially, and vocationally in an unfavorable situation compared to the rest of the population of society. Thus it is a relative term. They are underprivileged in relation to the middle-class or upper-class people of their society. 

Learning is a process by which the individual acquires various habits, knowledge, and attitude that are necessary to meet the demands of life in general. There are different factors that affect learning.
These include learner-centered factors like motivation, needs, self-concept, interests, goals, level of aspiration, etc., teacher and task-related factors such as teaching style, classroom ethos, transactional skills, and methodology, etc., and environmental factors such as the physical and psychological structures in which learning occurs.
Ashok is very fond of playing cricket and he is very good at it too. He is the captain of his college team. He spends long hours playing or watching cricket and never gets tired or bored. Motivation and personal factors is affecting learning in this example.

• Ashok is intrinsically motivated i.e. he derives internal satisfaction from the game. Intrinsic motivation is closely related to one's need for self-fulfillment, and achievement.
• These needs impel us to become better by learning more, interacting with our environment, and developing ourselves.
• Learning is most effective when there is intrinsic motivation - a desire to learn from within, which finds satisfaction in the achievement itself and does not bother about other factors.

Thus, it is concluded motivation is the personal factor that affects learning in the given an example.
Maturation: A one-year-old cannot be made to write and a three months old child cannot walk. Unless the learner has 'matured' optimally, he cannot learn. In order for learning to take place, physical, intellectual, and socio-emotional maturation is essential. Also, individual variations in the process of maturation should be acknowledged and appropriately dealt with.
Self-concept: Self-concept is very important in matters of learning because it influences individual differences in learners, in their, learning orientations, cognitive styles, and the self-learning strategies which they use.
Level of aspiration: This refers to the extent to which an individual wish to strive to achieve. It emanates from the targets, goals, and ambitions that individuals construct for themselves.

By offering another child a toy, the child is enhancing his bond with that child which is social development and by making him stop crying, child displays his emotional skills which is emotional development.

Part of the importance of emotion in education is that it is tied to cognition. Demetriou and Wilson (2008) tell us that "emotional development is inextricably intertwined with our acquisition of knowledge".

Developmental perspective requires teachers to adapt instructional strategies based on the knowledge of developmental factors. Not all students are alike – they differ in their strengths, needs and abilities. Understanding how students learn informs the teachers and strengthens their ability to select specific instructional strategies and tactics for struggling learners. In turn, there is an increase in students' academic achievement and this also engages and motivates students.

The constructivist frame/perspective is based on the idea that meaningful learning takes place when learners actively construct their own knowledge.

By individual differences, we mean physical and behavioural variations, seen in all species including human beings. Some of us are tall, some short, some bright and some are dull.  Some of the instructional strategies are discussed below-

• The methods of teaching should be in keeping with the needs of the individuals.
• The curriculum should be organized and made flexible as per the needs and requirements of the individual.
• Instruction should aim at the development of the student's cognitive process beyond the attainment of information alone. 
• In a heterogeneous classroom situation, you can organize instruction based on ability grouping where students are grouped according to the level of their ability, and instruction is modified as stated above to suit the level of their ability.
• The methods of teaching should be in keeping with the needs of the individuals.

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.

बारहसिंघा अयोध्या में नहीं पाया जाता है।
गद्यांश से

• "बारहसिंघा दुधवा राष्ट्रीय उद्यान, हस्तिनापुर अभ्यारण, असम के काजीरंगा राष्ट्रीय उद्यान और बंगाल के सुन्दरवनो में भी पाया जाता है।"

'निर्मम' शब्द में उपसर्ग है- 'निर्'
निर् + मम = निर्मम
'निर्' (बिना) उपसर्ग और 'मम' (मेरा) मूल शब्द
अर्थ: जिसमें दयाभाव न हो, निर्दयी, ममतारहित, निष्ठुर।
विलोम शब्द- 'दयालु'

पठन कौशल विकसित करने से पहले बालक में निम्न दक्षताएँ या पठन तत्परता विकसित करना-

• वर्णों के आकार व आकृति में अंतर कर सके। 
• वर्णमाला के विभिन्न वर्णों के घुमावों और आकृतियों की बनावट में विभेद कर सकें। जैसे- इ और ह के घुमाव में तथा म और भ की बनावट में केवल थोड़ा सा अन्तर है।
• ध व घ की बनावट में सुक्ष्म भेद(चाक्षुष विभेदन) है।
• विभिन्न वर्णों की ध्वनियों में विभेद कर सकें। जैसे- स और श, बार-भार, पढ़ना-पड़ना आदि(ध्वनि श्रव्य विभेदन)।
• ध्वनियों का चित्रों, वस्तुओं, आकृतियों के साथ संबंध जोड़ सकें (श्रव्य-दृश्य-साहचर्य)।
• बाईं से दाईं ओर लिखने की आदत डाल सकें(दिशात्मकता)।
• मानक भाषा में उपयुक्त शब्दावली का प्रयोग कर सके(शब्द भण्डार विकास)।
• पुस्तकों का उपयोग करने की जानकारी विकसित कर सकें और उनको संभालने में रुची दिखा सकें(पुस्तक व्यवस्था)।
• पठन कौशल अर्थात् लिपि चिन्हों की पहचान कर सकें।

अतः हम कह सकते हैं कि पठन कौशल से आशय हैं- लिपि चिन्हों की पहचान करना।

Global comprehension means understanding the general meaning of what you are listening to or reading. It can be compared to selective comprehension, which means understanding specific information in the text and detailed comprehension, which means understanding everything. Here, option (3) presents a global comprehension question as it is related to the general idea of deforestation and hunting in the passage.

• The word "democratized" in the given context is used as a verb.
• In English grammar, a verb is a word that represents an action, an occurrence, or a state of being.
• In the phrase "technology has democratized information," "democratized" is the action performed by "technology."
• The action is to make (in this case, information) accessible to everyone, which is the meaning of "democratize."

Therefore, the correct answer is Option 2

Option (4) presents a theme related to the passage and gives the student an already reached conclusion. So, it is incorrect. Option (2) is the correct answer as there can be different interpretations based on the characters of the rabbit and the sparrow.

According to the passage, the author mentions extensively about her temple visits and how she visited quite a few temples. She also describes the temples she visited. So, ‘temple fatigue’ refers to the mental and physical exhaustion that as arose from too many temple visits. 

An input-rich comprehensible communicational environment is a prerequisite for any language classroom. The two main goals of English language teaching are to communicate effectively and to be able to use language to acquire knowledge.

Continuous and Comprehensive Evaluation, commonly known as 'CCE', was introduced as a school-based evaluation system by the CBSE in 2009 with the enactment of the Right to Education Act.

• Continuous and comprehensive Evaluation mainly aims at promoting Inclusive education. 
• CCE can be incorporated in the inclusive classroom while engaging in teaching through a variety of activities.
• Incorporating strategies for attending to diverse needs in classrooms would be particularly useful in developing CCE processes for the classroom.

Aims of CCE:

• Emphasizing continuity and regularity of assessment.
• Assessing both scholastic and co-scholastic aspects of a child's growth.
• Emphasize the thought process and de-emphasize memorization as CCE includes all aspects of students' development.
• Recording the methods of learning to make the required improvements.
• Making evaluation an integral part of learning through diagnostic and remedial teaching.
• Evaluating children comprehensively rather than focus only on cognitive or intellectual functioning. 
• Ensuring all-around development of students including cognitive, psychomotor, and affective domains.
• Evaluate every aspect of the child during their presence at the school.
• Developing a student's cognitive, psychomotor, and affective domains.
• Assessing both scholastic and co-scholastic aspects of a child's growth.
• Evaluation of the interest of the child during their presence at the school.
• Observing and recording the methods of learning to make improvements.

So, we can conclude that Continuous and Comprehensive Evaluation mainly aims at promoting Inclusive education.

• Together: in or into one place, mass, collection, or group
  Example: Our students study together, share ideas, and seed new opportunities for future collaboration.
• Solely: without another
  Example: You will be held solely responsible for any damage.

​Thus, "solely" is the most opposite in meaning to "together".

Stratosphere extends up to a height of 50 km and is free from clouds and associated weather phenomenon, making conditions most ideal for flying aeroplanes.

James Mill:

• In his massive three-volume work, A History of British India, James Mill divides Indian history into three periods – Hindu, Muslim and British. Hence statement 1 is incorrect.
• This periodization has its own problem. It is difficult to refer to any period of history as ‘Hindu’ or ‘Muslim’ because a variety of faiths existed simultaneously in these periods. 
• The British thought surveys were important for effective administration. Hence statement 3 is correct.
• According to his prejudiced version of Indian history, the British rule represents all the forces of progress and civilization, while the period before British rule represents darkness, ignorance, despotism, religious intolerance, caste taboos, superstitious practices, etc. Hence statement 4 is correct.
• However, the periodization of Indian History on the basis of religion is problematic for several reasons.
• A variety of faiths, apart from Hinduism and Islam, existed in the periods categorized as Hindu and Muslim by Mill.
• Also, it is not right to classify an age according to the religion of the rulers of the time.
• To do so would suggest that the lives and the practices of the others do not really matter.
• Another point to keep in mind is that all rulers in ancient India did not share the same faith. Hence, statement 2 is correct.

• Garbhagriha
  Garbhagriha is the place where the image of the deity is installed in a temple.
  It is the focus of much ritual attention.
• Shikhara
  They are mountain-like spires of a free-standing temple.
  Shikhara is found in North Indian temples and has a curving shape.
• Pradakshina Patha
  It is the ​circular path around the stupa.
  The passage is essentially provided for performing pradakshina (going around the deity).
• Stupa
  It is a mound.
  It has a hemispherical structure that is used as a place for meditation.

• Archaeological evidence suggests that cotton was cultivated in the region of Mehrgarh, which is located in present-day Pakistan, as early as 7000 years ago. So statement A is correct.
• Actual pieces of cotton cloth were also discovered in the ancient city of Mohenjodaro, not Harappa. Hence, statement B is incorrect.
• It was attached to the lid of a silver vase and some copper objects.
• This suggests that cotton was being used to make textiles in the region at least 4000 years ago.
• The Indus Valley Civilization, which existed in the region from around 2600 BCE to 1900 BCE, is also known for its advanced textile industry, which likely included the production of cotton fabrics.

Hence we conclude that the correct option is (A) is true, (B) is false.

• In Subhash Kumar vs the State of Bihar, the Supreme Court held that the right to life is a fundamental right under Article 21.
• It includes the right to the enjoyment of a pollution-free environment for full enjoyment of life.
• Article 21 of the constitution guarantees the life and personal liberty of all persons.
• It guarantees the right of persons to live with human dignity.
• In this case, the petitioner filed public interest litigation against two iron and steel companies because they created health risks to the public by dumping waste from their factories into nearby Bokaro river.
• The petitioner also claimed that the State Pollution Control Board had failed to take appropriate measures for preventing this pollution.

Thus, we can say that the Right to life including the right to the enjoyment of pollution-free water was added to the Fundamental Rights in the case of Subhash Kumar vs State of Bihar (1991).

The objection related to the election can be raised only in the Supreme Court.

The plan meant for evaluating the learning outcomes of the students in the classroom is called lesson plan.

Indigo Commission set up by the British Government recommended a decrease in the revenue for the Indigo farmers. The Indigo Commission was set up to enquire into the system of Indigo production.

• The Sun has been radiating a tremendous quantity of power at the present rate for almost 5 billion years.
• And could keep radiating at that rate for approximately 5 billion years more.
• Only a little amount of solar energy reaches the outer layer of the earth’s atmosphere.
• Nearly half of the solar energy is absorbed while passing through the atmosphere and the rest of the solar energy reaches the earth’s surface.

A tsunami is a large tidal wave caused by the movements of the ocean floor.

• A tsunami is caused by the movement of the ocean floor like an earthquake, landslides, and volcanic eruptions.
• In the Indian Ocean, a Tsunami was struck on 26 December 2004.
• It was a result of an earthquake whose magnitude was 9.0 marking the epicenter in Sumatra.
• The tsunami traveled at the speed of 800 km per hour.
• It submerged most of the Andaman & Nicobar Islands.
• It displaced the ocean floor to 10-20m.
• The tsunami caused major destruction in the Andaman & Nicobar Islands and some of the Indian states like Tamil Nadu, Kerala, and Andhra Pradesh.

Thus, we can conclude that on 26 December 2004, a tsunami struck the Indian Ocean.

Primary data is original research that is obtained through first-hand investigation. Primary data includes information collected from interviews, experiments, surveys, questionnaires, focus groups and measurements. Here, the student is interviewing soldiers. Since the information is collected by the user himself, and is being collected by interviewing the soldiers, the soldiers are considered primary sources.

• A heat budget is a perfect balance between incoming heat absorbed by the earth and outgoing heat escaping it in the form of radiation.
• The heat budget is important because it explains, why the earth neither warms up nor cools down despite the huge transfer of heat that takes place.
• The heat budget of the planet earth. The earth as a whole does not accumulate or lose heat. It maintains its temperature.
• This can happen only if the amount of heat received in the form of insolation equals the amount lost by the earth through terrestrial radiation.
• Consider that the insolation received at the top of the atmosphere is 100 percent.
• While passing through the atmosphere some amount of energy is reflected, scattered, and absorbed.
• Only the remaining part reaches the earth’s surface. Roughly 35 units are reflected back to space even before reaching the earth’s surface.
• Of these, 27 units are reflected back from the top of the clouds and 2 units from the snow and ice-covered areas of the earth.
• The reflected amount of radiation is called the albedo of the earth.
• The remaining 65 units are absorbed, 14 units within the atmosphere and 51 units by the earth’s surface.
• The earth radiates back 51 units in the form of terrestrial radiation.
• Of these, 17 units are radiated to space directly and the remaining 34 units are absorbed by the atmosphere (6 units absorbed directly by the atmosphere, 9 units through convection and turbulence, and 19 units through latent heat of condensation). 48 units absorbed by the atmosphere (14 units from insolation +34 units from terrestrial radiation) are also radiated back into space.

Thus, the total radiation returning from the earth and the atmosphere respectively is 17+48=65 units which balance the total of 65 units received from the sun. This is termed the heat budget or heat balance of the earth.
The balance of incoming and outgoing heat on Earth is referred to as its heat budget. As with any budget, to maintain constant conditions the budget must be balanced so that the incoming heat equals the outgoing heat.