KVS TGT Social Science Mock Test - 9 - KVS PGT/TGT/PRT MCQ

• Consequences are results of something that already had happened whereas conclusions are the final verdits of discussions or ideas.
• Results: something that happens because of something else; the final situation at the end of a series of actions
• Conclusions: an opinion that you reach after thinking about something carefully
• Difficulties: the state or condition of being difficult
• Applications: the action of putting something into operation.

Hence Correct Answer is Option A

• अशुद्ध रूप: बच्चे ने खिलौना लाओ।
• शुद्ध रूप: बच्चे के लिए खिलौना लाओ।

Key Points

• बच्चे ने खिलौना लाओ। वाक्य में कारक सम्बंधी अशुद्धियाँ है।
• वाक्यों में कारक संबंधी गलत शब्दों के भी प्रयोग किए जाते हैं, जिस कारण वाक्य अशुद्ध हो जाता है।

Additional Information शुद्ध और अशुद्ध वाक्य के अन्य उदाहरण:–

• अशुद्ध वाक्य – उसने दो एकड़ पृथ्वी खरीदी।
  शुद्ध वाक्य – उसने दो एकड़ भूमि खरीदी।

• अशुद्ध वाक्य – मैं बड़ों की श्रद्धा करता हूँ।
  शुद्ध वाक्य – मैं बड़ों का आदर करता हूँ।

'गवाछ' का शुद्ध रूप गवाक्ष है।

• अन्य शब्दों में वर्तनी संबंधी अशुद्धियाँ हैं वहीं गवाक्ष में कोई त्रुटि नहीं है।
  • गवाक्ष का अर्थ - खिड़की, झरोखा
  • वाक्य प्रयोग - प्राचीन भारत सामाजिक, सांस्कृतिक, आर्थिक और राजनैतिक संस्थानों का एक गवाक्ष है जो भारतीय सभ्यता को अपने आप में एक पहचान देता है।

Additional Information
अशुद्ध शब्दों के शुद्ध शब्द -

• अशुद्ध शब्द - शुद्ध शब्द
• प्रशन्न - प्रसन्न
• योधा - योद्धा
• संग्रहीत - संगृहीत
• ग्रहीत - गृहीत
• स्वयम्वर - स्वयंवर
• मतेक्य - मतैक्य
• ईच्छा - इच्छा
• संपत्ती - संपत्ति
• बावत - बाबत
• अभल - अनभल

Hence, option D is correct.

Socialization is the process through which communities transact or educate their members about the norms and values of society to be socially acceptable.

Key Points

• Socialization is the continuous process of negotiating identities and shaping one’s concept of self, identity, various attitudes, and behaviors. 
• In the process of socialization, the person assumes values, behavior patterns, attitudes, beliefs, and skills by various rules of their own culture.
• It is a process of learning the rules, habits, and values of a group to which a person belongs whether it is family, friends, colleagues or any other group. It is the process by which a child slowly becomes aware of her/himself as a member of a group and gains knowledge about the culture of the family and also the society into which she/he is born.

Hence, it is clear that both (a) and (b) are correct.

 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.

Key Points  Socialization can be classified into two broad groups:

• Primary socialization
• Secondary socialization.
• 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, Religion, institutions, books, magazines, etc.

Thus by all these references, we can consider that Families and schools are major contributors to socialization but there are other agencies such as media and peers who have an important role.

Important Points 

•  Change in a child by the Primary socialization-
  • The identity of the child is formed.
  • Primary socialization takes place in infancy and childhood.
  • Infancy is the most crucial stage of socialization as the child learns basic behavior patterns at this stage.
•  Change in a child by the secondary socialization-
  • ​Development of different aspects starts with secondary socialization as Divergent thinking, Creative thinking, etc.
  • children learn how to act in a way that is appropriate for the situations they are in.

A lesson plan outlines in detail the various steps which the teacher proposes to undertake in his/ her class.

• As such, a lesson plan concerns itself with the teaching of one period.
• Planning for a lesson means identification of the sequence and style of presentation and evaluation procedure to be adopted for classroom teaching of a lesson.
• Hence it is a proposition in advance which establishes a linkage between the why what and how of teaching in one period.

Key Points Need of Lesson plan:

Lesson planning helps the teacher in the following ways:

• It makes teaching systematic and well-organized.
• It helps teachers in identifying adequate content and its proper sequencing for teaching a lesson to save from haphazard teaching.
• It helps teachers to learn to foresee and tackle the learning difficulties of children.
• It enables teachers to utilize the available time properly.
• It helps in developing insights about the learning needs and abilities of children.
• It helps teachers to develop the habit of undertaking immediate corrective measures.
• It gives confidence to teachers during teaching

Hence, it can be concluded that all the above statements are true about lesson planning

Literary activities are activities that are related to language, literature, or grammar and related components. Literary activities are a crucial aspect of primary and secondary school. 

Key Points

• Story writing is a type of literary activities 
• Story writing involves the use of grammar, morphemes, phonemes, and syntax, which enhance the literary skills of the children. 
• Literary activities in school enhance a child's language skills and composition skills. 
• It also enhances creativity in children. 
• Literary activities boost the imagination of the children 

Thus, it can be concluded that story writing is a literary activity. 

The correct answer is The 3-tier implementation strategy is National-->District-->School.

Important Points

• The Ministry of Education has launched NIPUN (National Initiative for Proficiency with Reading & Understanding & Numeracy) in July 2021.
• NIPUN Bharat Scheme will be implemented by the Department of School Education and Literacy.
• NIPUN Bharat Scheme will be launched under National Education Policy(NEP) 2020.
• The aim of NIPUN is to cover the needs of children who fall between the age group of 3 years to 9 years.
• A five-tier implementation strategy will be used under the guardianship of the Samagra Shiksha Scheme.
• The five-tier implementation strategy is National-->State-->District-->Block-->School.
• The Samagra Shiksha Scheme was launched by combining three existing schemes:

1. Sarva Shiksha Abhiyaan (SSA)
2. Rashtriya Madhyamik Shiksha Abhiyaan (RMSA)
3. Teacher Education (TE)

• NISHTA (National Initiative for School Heads and Teachers Holistic Advancement) is being developed by NCERT for foundational Literacy and Numeracy.
• NISHTA is the largest Teachers' Training program of its kind in the world.

Additional Information

• The (National Education Policy)NEP 2020 replaced National Education Policy(NEP) 1986.
• The Right to Education (RTE) Act 2009 enforces education as a fundamental right.
• NCERT stands for National Council of Educational Research and Training.
• Dinesh Prasad Saklani is the Director of NCERT.
• The headquarters of NCERT is in New Delhi.
• Shri Dharmendra Pradhan is the Education Minister of India.

Development: Development describes the growth of humans throughout their lifespan, from conception to death. Development does not just involve the biological and physical aspects of growth, but also the cognitive and social aspects associated with development. 

Key Points Principles of Development

• Development depends on maturation and learning: Maturation refers to the sequential characteristic of biological growth and development. The biological changes occur in sequential order and give children new abilities. Changes in the brain and nervous system help children to improve in thinking (cognitive) and motor (physical) skills. Also, children must mature to a certain point before they can progress to new skills (Readiness).
  • For example, a four-month-old child cannot use language because the infant’s brain has not matured enough to allow the child to talk. By two years old, the brain has developed further and with help from others, the child will have the capacity to say and understand words.
  • The child’s environment and the learning that occurs as a result of the child’s experiences largely determine whether the child will reach optimal development.
  • A stimulating environment and varied experiences allow a child to develop to his or her potential.
• Development proceeds from the simple to the more complex: As children develop further with all cognitive skills, they are able to understand a higher and more complex relationship between objects and things; i.e. that an apple and an orange exist in a class called fruit. The child cognitively is then capable of classification.
• Development proceeds from the head downward: This is called the cephalocaudal principle. This principle describes the direction of growth and development. According to this principle, the child gains control of the head first, then the arms, and then the legs.
• Development proceeds from the center of the body to outward: This is also called the principle of proximodistal development. It also describes the direction of development. This means that the spinal cord develops before the outer parts of the body.  
• Development is a continuous process: As a child develops, he or she adds to the skills already acquired and the new skills become the basis for further achievement and mastery of skills. Most children follow a similar pattern. Also, one stage of development lays the foundation for the next stage of development.

Hence, from the above, it is clear that if a father expects all his children, aged 4, 6, and 12 to learn the same subjects together. This is the violation of Development depends on maturation and learning because the development occurs as a result of the child’s experiences. Same age children can not learn the same subject together without having maturation. 

Information and Communication Technology (ICT) is defined as a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information (UNDP, 2000; UNESCO 2002).

Key Points

The different available tools of ICT have different roles in the classroom. We can broadly classify the tools of ICT into four categories as follows: 

• Informative Tools: These tools of ICT provide huge information in various formats such as text, sound, graphics, or video. Examples of informative tools include multimedia encyclopaedias or resources available on the World Wide Web (www or Web). You can use informative tools particularly for the purpose of collecting information. 
• Situating Tools: There are some ICT tools like simulation, games, and virtual reality through which students can be placed in an environment where they may get “nearly direct experience” through observation or practice in an artificially created model of the real situation. These tools are particularly helpful to understand abstract concepts. Suppose you are going to teach the topic blood circulation system of human beings. Students will gain better experiences with the help of You Tubes, video clips, specially prepared DVDs etc where they can observe the moving streams of blood in the arteries and veins and functioning of the heart with details of the physiology of the blood circulation.
• Constructive Tools: There are different tools of ICT that you can use for constructing, manipulating as well as visualizing your own knowledge. For example, the tools of ICT like web authoring applications allow creating one’s own web pages and communicating ideas to others around the world. 
• Communicative tools: We communicate our ideas/ knowledge/views with the help of communicative tools. But many of them are time-consuming. Take the example of the postal system which takes more time for your information to reach. Although the telephonic device reduced the time its limitation is between two people. However today we can communicate with a large group of people within a few seconds by using ICT tools. Examples of such communicative tools include e-mail, electronic bulletin boards, chat, teleconferencing, and electronic whiteboards. Such communicative tools of ICT are called web-2.0.

Hence, we conclude that situating tools is ICT tools through which students may get nearly direct experience.

Electronic mail (e-mail) is a computer-based application for the exchange of messages between users. A worldwide e-mail network allows people to exchange e-mail messages very quickly. E-mail is the electronic equivalent of a letter, but with advantages in timeliness and flexibility. 

Key PointsE-mail is the preferred means of communication. In the case of sending time table to the parents, email is the most suitable option as it has several advantages.

• Email allows for easy referencing. Messages that have been sent and received can be stored, and searched through safely and easily. It is a lot easier to go through old email messages rather than old notes written on paper.
• Email is one of the fast client communication systems. 
• Email allows for instant access to information and files.
• Email allows for the mass sending of messages. An effective medium to utilize to get your message out there, you can send one particular message to several recipients all at once. In case of sending time table Email is effective to parents of different children quickly.  Email allows a message to be communicated to several recipients at once.
• Email reduces shipping and mailing costs.

Thus, it can be concluded that email is the proper option for sending the timetable to the parents.

Development describes the growth of humans throughout the lifespan, from conception to death. It refers to development as patterns of change over time. It does not just involve the biological and physical aspects of growth, but also the cognitive and social aspects related to the development. 

Key Points

The important characteristics beliefs of the life span approach are-

• Lifelong development:
  • the potential for development extends across the entire life span, development may involve processes that are not present 13 at birth but emerge throughout the life span. No age period dominates during development.
• Development is Multidimensional:
  • Multidimensionality refers to the fact that development cannot be described by a single criterion such as increases or decreases in a behaviour. It occurs in the biological, cognitive and social-emotional domains.
• Development is Multidirectional:
  • The principle of multidirectional maintains that there is no single, normal path that development must or should take. In other words, healthy developmental outcomes are achieved in a wide variety of ways.
• Development is Plastic:
  • Plasticity refers to the within-person variability which is possible for a particular behaviour or development. For example, infants who have a hemisphere of the brain removed shortly after birth (as a treatment for epilepsy) can recover the functions associated with that hemisphere as the brain reorganises itself and the remaining hemisphere takes over those functions.
• Development is Multidisciplinary:
  • The study of developmental psychology is multidisciplinary. That is, the sources of age-related changes do not lie within the province of any one discipline. For example, psychological methodologies may not be appropriate for understanding factors that are sociological in nature. 

Thus from the above-mentioned points, it is clear that the given statement shows that development is multidimensional.

The constitution upholds the integrity of a nation by laying down various rules and principles to be followed by the citizens. The constitution of 1791 was created to establish constitutional Monarchy and Sovereignty.

Important Points

• The National assembly during the French revolution brought in the constitution that separated the powers of the Legislature, Executive, and the Judiciary.
• The declaration of the rights of man and the citizen of 1789 presented the rights of citizens which served as the founding documents of the constitution.
• Thus, the feudal system which gave privileges to nobility and clergy were not only limited but ended completely.
• However, the constitution didn't intend to dethrone the King but to reduce his powers and work effectively with the government.
• This is why King Louis XVI had to accept the transition from an absolute to a constitutional monarchy that led to an absolute increase in the powers of the legislative assembly which was elected indirectly.

Hence, the correct answer is To limit the powers of the King.

The correct answer is 3.

Suspension of Duma(assembly with advisory or legislative functions):

• Demonstrating workers crossed from the river Neva, and the quarters to the center of the capital and official buildings were surrounded by workers.
• Workers demonstrated in the streets, raising slogans, about better hours, bread, wages, and democracy.
• All the demonstrators dispersed by the evening, but they came back on the 24th and 25th. 
• The government tried to control the situation and called out the cavalry and police.
• The Duma was suspended on Sunday, 25^th February.
• Events after suspension of the Duma:
  • Politicians spoke out against the suspension of the Duma.
  • Workers demonstrated in the streets, raising slogans about better hours, bread, wages, and democracy.
  • Demonstrators returned in force to the streets of the left bank of the River Neva on the 26th of February.
  • On the 27th of February, the Police Headquarters was attacked and damaged.
  • The government once again called cavalry, but it refused to fire on the demonstrators.
  • An officer was shot at the barracks of a regiment. 
  • Three other regiments revolted and voted to join the striking workers.
  • The cavalry soldiers joined the workers and jointly formed a "Soviet" where the Duma met. This is called the Petrograd soviet. 

• Hitler was fanatically interested in the youth of the country.
• He felt that a strong Nazi society could be established only by teaching children Nazi ideology.
• This required control over the child both inside and outside school.

Important Points

Nazi Youth:

• Youth organisations were made responsible for educating German youth in the spirit of National Socialism.
• Ten-year-olds had to enter Jungvolk.
• Nazi youth groups for children below 14 years of age is called Jungvolk.
• At 14, all boys had to join the Nazi youth organisation Hitler Youth where they learnt to worship war, glorify aggression and violence, condemn democracy, and hate Jews, communists, Gypsies and all those categorised as undesirable.
• After a period of rigorous ideological and physical training, they joined the Labour Service, usually at the age of 18.
• Then they had to serve in the armed forces and enter one of the Nazi organisations.
• The Youth League of the Nazis was founded in 1922.
• Four years later it was renamed Hitler Youth.
• To unify the youth movement under Nazi control, all other youth organisations were systematically dissolved and finally banned.

Thus, Nazi youth groups for children below 14 years of age is called Jungvolk.

The correct answer is Cheap books were brought out which the poor people could afford to buy and read. 

Key Points

• During the nineteenth century, print culture played a crucial role in helping poor people in India in several ways:

• Accessibility:

  • Print culture made books more accessible to the poor.

  • Cheap books, often referred to as "penny dreadfuls" or "chapbooks," were produced specifically for the lower socio-economic classes.

  • These publications were priced affordably, making them accessible to a wider audience, including the poor.

• Education and Knowledge Dissemination:

  • The availability of affordable books enabled poor individuals to access educational and informative material.

  • They could learn to read and acquire knowledge on various subjects, including literature, history, science, and religion.

  • This dissemination of knowledge helped empower individuals and provided them with intellectual tools to improve their lives.

• Empowerment and Social Awareness:

  • Print culture exposed poor people to diverse perspectives and ideas.

  • It allowed them to engage in political, social, and cultural discussions taking place in society.

  • Through reading, they gained awareness of their rights, social injustices, and societal issues.

  • This knowledge empowered them to question prevailing norms and advocate for their rights and social improvement.

• Literary and Intellectual Development:

  • Cheap books not only provided basic education but also contributed to the literary and intellectual development of the poor.

  • They could explore different genres of literature, poetry, and stories, expanding their cultural and imaginative horizons.

  • Reading fiction, in particular, offered an escape from the hardships of their daily lives and provided entertainment and emotional engagement.

• Economic Opportunities:

  • Print culture also created economic opportunities for the poor.

  • The publishing industry expanded, resulting in the emergence of new job roles, such as printers, typesetters, binders, and distributors.

  • This growth in the industry generated employment prospects for individuals with limited means, offering them a chance to improve their economic conditions.

• Overall, the availability of cheap books through print culture in the nineteenth century played a significant role in improving the lives of poor people in India.

• It increased their access to education, knowledge, and diverse perspectives, empowering them socially and intellectually, and opening up economic opportunities.

So we conclude that the correct answer is Cheap books were brought out which the poor people could afford to buy and read.

Following World War II, the victorious Allied governments established the first international criminal tribunals to prosecute high-level political officials and military authorities for war crimes and other wartime atrocities.

Key Points

• The four major Allied powers—France, the Soviet Union, the United Kingdom, and the United States—set up the International Military Tribunal (IMT) in Nuremberg, Germany, to prosecute and punish “the major war criminals of the European Axis.”
• The IMT presided over a combined trial of senior Nazi political and military leaders, as well as several Nazi organizations.
• The lesser-known International Military Tribunal for the Far East (IMTFE) was created in Tokyo, Japan, pursuant to a 1946 proclamation by U.S. Army General Douglas MacArthur, Supreme Commander for the Allied Powers in occupied Japan.
• The IMTFE presided over a series of trials of senior Japanese political and military leaders pursuant to its authority to try and punish Far Eastern war criminals.
• The Charter of the International Military Tribunal (or Nuremberg Charter) was annexed to the 1945 London Agreement and outlined the tribunal’s constitution, functions, and jurisdiction. The Nuremberg tribunal consisted of one judge from each of the Allied Powers, which each also supplied a prosecution team.

​Hence, the correct answer is International Military Tribunal.

Additional Information

The Nuremberg Charter also provided that the IMT had the authority to try and punish persons who committed any of the following crimes:

• Crimes Against Peace namely, planning, preparation, initiation, or waging of a war of aggression, or a war in violation of international treaties, agreements or assurances, or participation in a Common Plan or Conspiracy for the accomplishment of any of the foregoing.
• War Crimes namely, violations of the laws or customs of war. Such violations shall include, but not be limited to, murder, ill-treatment, or deportation to slave labor or for any other purpose of the civilian population of or in occupied territory, murder or ill-treatment of prisoners of war or persons on the seas, killing of hostages, plunder of public or private property, wanton destruction of cities, towns, or villages, or devastation not justified by military necessity.
• Crimes Against Humanity namely, murder, extermination, enslavement, deportation, and other inhumane acts committed against any civilian population, before or during the war, or persecutions on political, racial, or religious grounds in the execution of or in connection with any crime within the jurisdiction of the Tribunal, whether or not in violation of domestic law of the country where perpetrated.

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

•  By the nineteenth century, tribal people in different parts of India were involved in a variety of activities.​
  • Some were jhum cultivators
  • Some were hunters and gatherers
  • Some herded animals-
  1. Many tribal groups lived by herding and rearing animals
  2. They were pastoralists who moved with their herds of cattle or sheep according to the seasons
  3. The Van Gujar of the Punjab hills and the lam badi of Andhra Pradesh were cattle herders.
  4. the Gaddis of Kulu were shepherds.
  5. the Bakar wale of Kashmir reared goats.
• Some took to settled cultivation-before the nineteenth century, many from within the tribal groups had begun settling down, and cultivating their fields in one place year after year, instead of moving from place to place. 

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

The correct answer is India and Sri Lanka.

Key Points

• The Palk Strait is located between India and Sri Lanka.
  • It connects the Bay of Bengal in the northeast with the Gulf of Mannar in the southwest.
  • This chain extends between Dhanushkodi on Pamban (Rameswaram) Island in Tamil Nadu and Mannar Island in Sri Lanka.

Important Points 

• A strait is a narrow passage of water connecting two seas or two other large areas of water.

Additional Information 

• The Radcliff Line separates India and Pakistan from the run of Kutch in Gujarat till the international border in Jammu in Jammu & Kashmir.
• Eight Degree Channel separates the entire group of Minicoy and Maldives.

The correct answer is Tropical deciduous forests.

• Sandalwood grows in Tropical deciduous forests.

Key Points

• The Sandalwood is a dry deciduous forest species native to China, India, Indonesia, Australia, and the Philippines.
  • This small tropical tree grows to 20m high with redwood and a variety of dark colors of bark (dark brown, reddish and dark grey).
  • Sandalwood occurs extensively mostly in the Eastern Ghats ranging from the Vellore district in the Northeast of Tamil Nadu to the Nilgiris in the west in the dry deciduous forests of the region.
  • In Tamilnadu, only dead and drying sandal trees are brought to depots for rough cleaning and final cleaning.
  • The final cleaned sandalwood is sold in a public auction in three sandalwood depots at Tiruppattur, Salem, and Sathyamangalam at regular intervals.

Additional Information 

The correct answer is All of these.

Key Points

• Steps to be taken for the conservation of forests are:
  • Controlled Deforestation: Adopting practices like clear-cutting or selective cutting will be beneficial in the long run.
  • Protect against Forest Fires
  • Afforestation: This is the process by which we plant more trees in the area.
  • Better Farming Practices: Slash and burn farming, overgrazing by cattle, and shifting agriculture are all farming practices that are harmful to the environment and particularly to forests.

In India, the green revolution was a time when agriculture productivity was greatly enhanced by adopting high-yielding varieties and modern tools and techniques such as tractors, insecticides, fertilisers, irrigation systems, and so on. Important Points

•  Mankombu Sambasivan Swaminathan, an Indian agronomist, agricultural scientist, plant geneticist, administrator, and humanitarian, is a global green revolution leader.
• For his leadership and participation in introducing and further improving high-yielding wheat and rice varieties, he has been dubbed the principal architect of India's green revolution.
• In the 1960s, Swaminathan's combined scientific work with Norman Borlaug, driving a mass movement with farmers and other scientists and backed by public policy, spared India and Pakistan from famine-like circumstances.
• In 1987, he received the world's first World Food Prize.
• He has been dubbed "the Father of Economic Ecology" by the United Nations Environment Programme.  

Additional Information

• Durgesh Patel was known as the father of the pink revolution- in India.
• Satyan Sam Pitroda is recognised as the "Father of India's Computer and IT Revolution" because, as an advisor to Prime Minister Rajiv Gandhi, he assisted him in introducing computerization to India.
• Verghese Kurien is known as the Father of the White Revolution of India, Milkman of India. Indian Milk Man.

​Therefore, M.S. Swaminathan is known as the Father of the Green Revolution in India.

The correct answer is option 3.Key PointsSteel Industry in India:

• The development of the Iron and Steel industry was envisaged during the first five-year plan (FYP).
• But it was during the second FYP that three integrated projects were started at:
  • Bhilai (with erstwhile USSR technical and financial support)
  • Rourkela (with German assistance)
  • Durgapur (with U.K assistance)
• During the third FYP, the Bokaro steel plant was started (production started in 1972)
• Three more Steel plants planned during the fourth FYP were started to meet the requirement of steel. These plants were:
  • Salem Iron and Steel Plant in Tamil Nadu
  • Vizag Iron and Steel Plant in Andhra Pradesh
  • Vijayanagar Iron and Steel Plant (Hospet district in Karnataka)

• Hence, pairs 2, 3 and 4 are correctly matched.

Key Points

• Parliament has the power to consider the recommendation of a Committee on a law to regulate the stock exchange.
• Decision on allocation of money for developing infrastructure like roads, irrigation, etc., and different welfare activities for the citizens: This decision will be taken by the Finance ministry.
• Decides on a legal dispute between two state governments: The Supreme Court of India will decide on a legal dispute between two state governments.
• Implements the decision to provide relief for the victims of an earthquake: The executive will implement this decision.

Option 1 is False.

Key Points

• Judiciary:
  • Judiciary is a branch of government whose task is the authoritative adjudication of controversies over the application of laws in specific situations.
  • Indian Judiciary consists of the District Courts, High Courts for the states, and Supreme Court.
  • In India Judiciary is independent of the Executive and legislature.
• Every law passed by the Parliament does not need the approval of the Supreme Court. Hence option 1 is False.
• The court interferes if the law passed is inconsistent with the basic structure of the Constitution of India.
• Judiciary can strike down a law if it goes against the spirit of the Constitution.
• Neither the Legislature nor the Executive can control the Judiciary in India.
• In India, if the courts find that any of the laws of Union Government or State Governments are unconstitutional, then the courts can declare those laws invalid.
• The Supreme Court of India can take up any dispute that arises between the State Governments and the Central Government, or between two or more State Governments, or, between the Government and the citizens.

Additional InformationApproaching the court:

• Any citizen can approach the courts if his/her rights are violated.
• In case of violation of fundamental rights, a citizen can directly approach the supreme court of India or the concerned high court

Explanation:

United Nations Development Programme publishes The Human Developmet Report. The Human Development Report Office releases five composite indices each year: the Human Development Index (HDI), the Inequality-Adjusted Human Development Index (IHDI), the Gender Development Index (GDI), the Gender Inequality Index (GII), and the Multidimensional Poverty Index (MPI).