UTET Paper 2 Mock Test - 2 (Social Science) - UTET MCQ

Children are divided into different categories based on their interests, behavior, nature, I.Q level, understanding, grasping abilities, etc. Children live through critical phases of development, which influence their behavior.

• Most children learn to adapt well to this changing nature of skill demand, but some of these children find it difficult to do so.
• Further, much problematic behaviour which goes unnoticed or even tolerated in a home setting becomes more conspicuous in the school environment due to competition and frequent evaluation.
• Common problematic behaviours are attention deficit hyperactivity disorder, learning disability, bullying, and delinquent behaviour.

Problematic children are particularly those who are difficult to teach, due to a lack of self-control and disruptive and antisocial behavior. 
Making an effort to bring change in a child's environment and attitude will be the best way for bringing change in the behavior of a problematic child as: 

• A good learning environment helps in building a culture of mutual trust and respect that engages the learners meaningfully in the task of learning.
• Besides that, it also supports a relationship between teaching and learning that helps in improving childhood mental health and academic performance. 
• By bringing a change in attitude child's thinking, feeling and behavior could be influenced towards a place, people, or situation.

So, it could be concluded that making effort to bring change in a child's environment and attitude will be the best way for bringing change in the behavior of a problematic child.

Kohlberg Theory: The theory focuses mainly on the development of moral reasoning and morality among children and has given 6 stages for the same. The theory also suggests that moral logic is primarily focused on seeking and maintaining justice.

Curiosity and Creative ideas are considered a sign of being gifted. Fighting is a confrontation in which two or more people compete for dominance and respect to satisfy their own egos. Thus, it cannot be regarded as a sign of being gifted. Curiosity is a valuable agent in education when it is rightly valued and employed. Curiosity is highly important because it is a starting point of interest. Creative ideas are concerned with a holistic approach to education, focusing upon the learner becoming part of a professional community, involving the dimensions of knowledge, performance and identity formation.

Fear is an emotion that creates high levels of anxiety in a person and causes the loss of courage in a person.

• Fear of failure makes a person scared of failing. It commonly happens to the students. The reason for such fear is due to peer pressure, focusing on the outcome rather than concentrating on the learning.
• It even damages the mental and emotional state. Sometimes the fear overpowers the students in such a manner that they even commit drastic measures.
• Children should be counseled and should be made to understand that failure and errors are natural in the process of learning and they should not focus on failure or success, rather they should put effort into developing their concepts.
• Understanding of errors is necessary in the learning process to give insight into children's thinking. It helps the teacher to be aware of learners' learning styles, to cater to them according to their needs.

​Thus, it is concluded that the 'fear of failure' needs to be discouraged in children within a classroom because failure and errors are a natural part of children's learning.

Frobel's most important contribution to education was his development of the kindergarten. Frobel's method inspired and informed the work of Maria Montessori, Rudolf Steiner and others, who adopted his ideas and adapted his materials according to their own work.

Thinking is a higher cognitive process. In the literature, it has been defined primarily in two ways; one category of definition considers thinking as a problem-solving activity. While the other class of definition considers it as a mechanism of an internal representation of the external world.

Adoptation is not the stage of learning.
‘Learning’ means a relatively permanent change in behavior that occurs as a result of experience with the environment.

• For example, a child touches a hot pan placed near the gas stove in the kitchen because he is unaware that it can burn his fingers.
• Once he has had such an experience, he becomes careful in the future. He has ‘learned’ that hot objects can burn his fingers.

ICT stands for Information Communication Technology which plays a major role in the field of education. ICTs offer a great potential to support lifelong learning for all groups of students, including those who have special needs. 

पद्यांश के अनुसार,
"पूछे सिकता-कण से हिमपति!
तेरा वह राजस्थान कहाँ?
वन-वन स्वतंत्रता-दीप लिये
फिरनेवाला बलवान कहाँ?....
विद्यापति - कवि के गान कहाँ?"
इसलिए यह निष्कर्ष निकाला जा सकता है कि कवि हिमपति से राजस्थान, महाराणा प्रताप, कवि विद्यापति के बारे में पूछने के लिए कह रहा है।

हिन्दी भाषा में 'कटि' शब्द का अर्थ कमर है।

• कमर शब्द के पर्यायवाची -कमर, कमरिया, प्रोथ, शंपा, शम्पा।
  उदाहरण : उसकी कमर बहुत ही पतली है।

भाषा की कक्षा में बालको की मौखिक अभिव्यक्ति के दौरान किया जाने वाला आकलन बालक किस प्रकार से अपने पक्ष को रखता है।
आकलन एक संवादात्मक तथा रचनात्मक प्रक्रिया माना जाता है, जिसके द्वारा शिक्षक को यह ज्ञात होता है कि विद्यार्थी का उचित अधिगम हो रहा है अथवा नहीं।
भाषा आकलन का अर्थ है भाषा-प्रयोग की क्षमता का आकलन।
इसका उद्देश निदानात्मक होता है, अर्थात शिक्षण अधिगम कार्याक्रम मे सुधार करना, छात्रों व शिक्षकों को पृष्ठपोषण प्रदान करना तथा छात्रों की अधिगम संबंधी कठिनाइयों को ज्ञात करना।
भाषा शिक्षण में आकलन का आशय उन प्रक्रियाओं से हैं जिनकी सहायता से एक शिक्षक विद्यार्थियों के भाषा संबंधी समस्त कौशलों के संबंध में शिक्षण  के दौरान एवं पाठ्यक्रम की समाप्ती पर निर्णय करता है।

'बोली' किसी भाषा का कोई प्रभेदक शैलीरूप न होकर स्वयं भाषा होती है जो अपने सामाजिक प्रकार्य में किसी अन्य भाषा पर आश्रित होती है। दूसरे शब्दों में यह कहा जा सकता है कि शुद्ध भाषावैज्ञानिक दृष्टि से इस संदर्भ में बोली और भाषा में भेद करता संभव नहीं। उदाहरण के लिए खड़ी बोली के रूप में मान्य जिसे हम हिंदी भाषा कहते हैं, उसमें ब्रज, अवधी, भोजपुरी, मैथिली आदि उसकी बोलियों में शब्द, रूपरचना या व्याकरण के आधार पर भाषा-बोली का भेद करना संभव नहीं। शुद्ध भाषिक रचना की दृष्टि से जिस प्रकार खड़ीबोली एक “भाषा” है उसी प्रकार ये बोलियाँ भी 'भाषा' हैं क्योंकि इनमें भी उसी प्रकार भाषिक प्रतीकों की संरचनात्मक व्यवस्था मिलती है, जिस प्रकार खड़ी बोली में।
अतः हम कह सकते हैं कि भाषा वैज्ञानिक दृष्टि से भाषा और बोली में- अंतर नहीं होता।

The correct sentence that presents exclamation is "How tall he is!".
Option 2 has a structure of an interrogative sentence. Options 3 and 4 are incorrect.

According to the sentence given in the passage which is "Biodiversity, and in particular genetic diversity, is being lost at an alarming rate. With the erosion of these resources, mankind loses the potential to adapt to new socio-economic and environmental conditions, such as population growth and climate change." 

The concept of Zone of Proximal Development is given by  Lev Vygotsky. Zone of Proximal Development or ZPD is the set of skills a child can't do on his own but can do with the help of guidance of a more knowledgeable other. 

Learning the rules of a language is not a replacement for the process of language acquisition which helps children become fluent speakers of that language, however, it can help children in monitoring their progress to see whether they have written or spoken correctly or not.

It does not include 'campus radio' as an educational media. This is because it gives only instructions related to their schedules.

Individual difference: Every child is unique and different from others. It should be kept in mind that learners possess different abilities, and personalities, and belong to different backgrounds. The stimulus needs of every learner will be different. Teaching has to be done keeping in mind the individual differences and problems arising out of it.
The teacher should take care of the below points:

• As per the need of the students, the teaching method can vary.
• Generally confused with discrimination, ability grouping is a measure in which students of similar traits are grouped so that the teacher can choose a compatible teaching method.
• Keeping in mind the child-centered education as proposed by the NCF, adjusting the curriculum is no exception because it is the child who has the freedom to choose what he wants to learn.
• The pace of learning should not be a matter of concern for a teacher as every child has his pace and more than results, the attempt to learn is important.

It should be noted that, though self-study improves knowledge, it should not be done simultaneously when the teacher’s responsibility is to teach children.
So, we conclude that for a teacher, leaving children for self-study is not recommended

British historians divided the history of India into three periods: "Hindu", "Muslim" and "British". This division was based on the idea that the religion of rulers was the only important historical change, and that there were no other significant developments—in the economy, society or culture. Few historians follow this periodisation today. Most look to economic and social factors to characterise the major elements of different moments of the past.

This is the right answer. The parents may not be able to help the child academically, but this act itself implies that education is considered important and as something valuable, which may motivate the child to study.

Summative evaluation determines a student's level of academic proficiency at the conclusion of the academic year or term. This is accomplished by comparing the evaluation to a predetermined, globally accepted norm or benchmark.

An instructional objective is a statement that specifies in behavioural (measurable) terms what a learner will be able to do as a result of instruction. The expert must know what is expected from the students after his lecture.

Article 21 provides protection of life and personal liberty.

• It states that no person shall be deprived of his life and personal liberty according to the procedure established by law.
• This right is available for both citizen and non-citizens.
• In Gopalan case (1950) Supreme Court held that protection under Article 21 is available under arbitrary executive action not arbitrary legislative action because of procedure established by law.
  • This means that the state can deprive the liberty of the person.
  • It also tells that personal liberty is only related to individual liberty.
• In Menaka case (1978) Court overruled its previous judgement
  • It introduced the American expression ‘due process of law’.
  • Now, the right to life and personal liberty can only be deprived by the procedure prescribed by law is reasonable and fair.
  • It added Right to life in Article 21.
•  The Supreme Court has declared some of the following rights as part of Article 21.
  • Right to live with human dignity
  • Right to a decent environment and protection from pollution
  • Right to livelihood
  • Right to privacy
  • Right to shelter
  • Right to health
  • Right to sleep
  • Right to electricity
  • Right to hearing
  • Right to information etc
• Right to speech is protected under Article 19 for freedom of speech and expression.

• There were different kinds of traders in medieval times, including banjaras.
• The country's principal trading groups were communities like Chettiars and the Marwari Oswal.
• Gujarati traders, including the communities of Hindu Baniyas and Muslim Bohras, traded extensively with the ports of the Red Sea, Persian Gulf, East Africa, and Southeast Asia and China.
• They sold textiles and spices in these ports and, in exchange, brought gold and ivory from Africa, and spices, tin, Chinese blue pottery and silver from Southeast Asia and China.
• Many of these products also reached European markets, and this attracted European traders to India.
• Their arrival once again changed the structure of trading and towns in India. 

Thus, we can say that the above statements are correct.

The deficiency of copper can cause many haematological manifestations, such as myelodysplasia, anemia, leukopenia (low white blood cell count) and neutropenia (low count of neutrophils,) a type of white blood cell that is often called "the first line of defence" for the immune system.

• Muhammad bin Tughluq was the Sultan of Delhi from 1325 to 1351.
• ​Muhammad Bin Tughlaq shifted his capital from Delhi to Daulatabad in 1327.
• There were two reasons for this shift
  • His desire to have a centrally located capital, and 
  • The fear of invasion by Mongols.
• The plan proved to be a failure and the capital was transferred back to Delhi later.

• Landforms refer to the natural features on the surface of the earth that have been created through geological and geomorphological processes over time.
• These landforms are often created by agents or forces that shape the earth's surface.
• In the given pairs, we have to identify the correct agent that is responsible for the formation of a particular landform.

(a) Levees - Wind:

• Levees are natural or man-made embankments or ridges that are formed along the banks of rivers or other water bodies.
• These ridges are created by the deposition of sediment carried by the water during floods.
• While wind can cause erosion and deposition of sediment, it is not the primary agent responsible for the formation of levees. Therefore, this pair is incorrect.

(b) Stacks - Sea waves:

• Stacks are tall pillars of rock that are formed as a result of erosion by the sea waves.
• The waves erode the softer rock and leave behind the harder rock that forms the stack.
• This pair is correct because sea waves are the primary agent that forms stacks.

(c) Mushroom Rocks - River:

• Mushroom rocks are large rocks that have a distinctive shape, resembling a mushroom.
• They are often found in arid environments and are formed due to the process of erosion by wind.
• While rivers can also cause erosion, they are not the primary agent responsible for the formation of mushroom rocks. Therefore, this pair is incorrect.

(d) Moraines - Glaciers:

• Moraines are ridges or mounds of glacial debris that are deposited by glaciers.
• Glaciers are slow-moving masses of ice that can carry large amounts of rocks, soil, and other debris.
• As glaciers move, they transport this debris and deposit it along their edges and terminus.
• This pair is correct because glaciers are the primary agent responsible for the formation of moraines.

In conclusion, the correct pair of landform agents is (d) Moraines - Glaciers

The teaching of social sciences must include approaches that promote creativity, aesthetics, and critical viewpoints, as well as give students the tools to make connections between the past and the present and comprehend societal change.

• If the stars are seen to rise perpendicular to the horizon by an observer then the observer is at the equator.
• The celestial equator is an imaginary circle around the sky directly above the earth's equator.
• The celestial equator is the great circle in which the plane of the terrestrial Equator intersects the celestial sphere.
• It consequently is equidistant from the celestial poles.

Explanation based on the diagram above:

• It can be imagined through this image that the equator can be extended out into space to the stars.
• The equator that the Sun appears to cross is a projection of the Earth's equator onto the sky and is called the celestial equator.
• This may sound confusing, but the plane of the Earth's orbit around the Sun is also called the ecliptic.
• While the person standing over the equator, he/she will observe a star perpendicular to the horizon.
• If the person stays in the northern hemisphere in the wintertime, the star or Sun will appear below the equator.

Hence, the equator is the correct answer in this perspective.

There is a felt need in the social science curriculum to balance national perspective with local perceptions and to teach national history with reference to developments in other parts of the world.

• This would create a comprehensive view of local, national and the world situations and perceptions.
• The curriculum, now, has to deal with contemporary issues and problems of Indian society and people such as human rights, inclusiveness, environmental pollution, population issues, national integration, poverty, illiteracy, child and bonded labour, plurality and change, gender, class and caste equity, etc.
• It also needs to address the concerns related to the health of children and to the social aspects of changes and developments occurring in them during adolescence like changing relationships with parents, peer group, the opposite sex and the adult world in general.
• The curriculum needs to create standards to meet the challenges of global competition.

Hence, the curriculum of social science should be such that it deals with all the above points.