TET cum TRT – 2018 · TET cum TRT – 2018 SA – SOCIAL STUDIES – EM/TM 1. H first appeared...

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TET cum TRT – 2018 SA – SOCIAL STUDIES – EM/TM 1. Homo sapiens first appeared towards the end of this age 1. The Microlithic age 2. The Neolithic age 3. The Palaeolithic age 4. The Chalcolithic age eÖqeC²Ü ¿£Ü>· yîTT³¼yîTT<³>± jáT³|&q ¿±\eTT jîTT¿£Ø ºe] uó²>·+ 1. dÖ¿£sÜ jáTT>·eTT (yîT®ç¿Ã*Ü¿ù) 2. ¿=ÔáïsÜ jáTT>·eTT (jîÖ*Ü¿ù) 3. bÍÔá sÜ já TT>· eTT (|*jî Ö*Ü¿ù ) 4. ¿±+d«sÜ jáTT>·eTT (#ýÙ¿Ã*Ü¿ù) 2. ‘Downs’ are the grasslands found in 1. Australia 2. South Africa 3. Arjentina 4. USA »&êHൠ>·&¦uóÖeTT\T ¿£Ø& ¿£\eÚ. 1. çd¼*já Ö 2. <¿ìD ç|¾¿± 3. nsÁ¨+{¡q 4. jáTTmdtm

Transcript of TET cum TRT – 2018 · TET cum TRT – 2018 SA – SOCIAL STUDIES – EM/TM 1. H first appeared...

Page 1: TET cum TRT – 2018 · TET cum TRT – 2018 SA – SOCIAL STUDIES – EM/TM 1. H first appeared towards the end of this age ... Tribal sub plan was developed for rapid socio-economic

TET cum TRT – 2018

SA – SOCIAL STUDIES – EM/TM

1. Homo sapiens first appeared towards the end of this age

1. The Microlithic age

2. The Neolithic age

3. The Palaeolithic age

4. The Chalcolithic age

eÖqeC²Ü �¿£�Ü>· yîTT³¼yîTT<�³>± �jáT³|�&�q ¿±\eTT jîTT¿£Ø ºe] uó²>·+

1. d�Ö¿£��s�Ü jáTT>·eTT (yîT®ç¿Ã*Ü¿ù)

2. ¿=Ôáïs�Ü jáTT>·eTT (�jîÖ*Ü¿ù)

3. bÍÔás�Ü jáTT>·eTT (�|*jîÖ*Ü¿ù)

4. ¿±+d�«s�Ü jáTT>·eTT (#�ýÙ¿Ã*Ü¿ù)

2. ‘Downs’ are the grasslands found in

1. Australia

2. South Africa

3. Arjentina

4. USA

»&êH�ൠ>·&�¦uó�ÖeTT\T �¿£Ø&� ¿£\eÚ.

1. �ç�d¼*jáÖ

2. <�¿ì�D �ç|�¾¿±

3. nsÁ+{¡q

4. jáTTmdtm

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3. The chairperson of NITI Aayog is

1. The President of India

2. The Prime Minister of India

3. The Chief Justice of India

4. The Speaker of Loksabha

úÜ �jîÖ>´ n<ó�«Å£��&�T

1. uó²sÁÔá s�h|�Ü

2. uó²sÁÔá ç|�<ó��

3. uó²sÁÔá ç|�<ó�q H�«jáTeTÖ]ï

4. ýË¿ùd�uó� dÓο£sY

4. According to 2011 Indian census the highest population density is found in

1. Andhra Pradesh

2. Madhya Pradesh

3. Chattisgarh

4. Delhi

2011 uó²sÁÔá >·D²+¿±\ ç|�¿±sÁeTT nÔá«~ó¿£ ÈqkÍ+ç<�Ôá >·\ s�h+

1. �+ç<ó�ç|�<ûXÙ

2. eT<ó�«ç|�<ûXÙ

3. #óárïdt>·&�

4. &�

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5. State bank of India was previously called

1. Imperial bank of India

2. Punjab National Bank

3. Central Bank of India

4. Reserve Bank of India

�d¼{Ù u²«+¿ù �|�t �+&�jáÖ |�PsÁÇ+ �ý² |¾\e�&û~

1. �+|Ó]jáTýÙ u²«+¿ù �|�t �+&�jáT

2. |�+C²uÙ Hûw�qýÙ u²«+Å£�

3. �d+ç³ýÙ u²«+¿ù �|�t �+&�jáT

4. ]ÈsYÇu²«+¿ù �|�t �+&�jáT

6. In India the Goods and Service Tax (GST) has been implemented from

uó²sÁÔá<ûXø+ýË ed�Tï�de\ |�qT� (�mdt{ì) neT\TýË�¿ì eºÌq Ôû~

1. June 2, 2014

2. July 1, 2007

3. July 1, 2017

4. June 30, 2014

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7. Raslila is the folk dance form of this state

1. Bihar

2. Kerala

3. Goa

4. Uttar Pradesh

»sÁd�©\µ C²q|�<� H�³«¯Ü � s�çcͼ�¿ì #î+~+~.

1. ;V�äsY

2. ¹¿sÁÞø

3. >Ãy�

4. �ÔáïsÁ ç|�<ûXÙ

8. This article of Indian constitution provides for the creation of All India Services

uó²sÁÔá s�C²«+>·+ q+<�* � �]¼¿£ýÙýË nÏ\ uó²sÁÔá �de\ $uó²>·+ @s�γT

>·T]+º bõ+<�T|�sÁ#á�&�+~.

1. Article 17

2. Article 317

3. Article 312

4. Article 412

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9. The Indian Institute of Space Science and Technology (IIST) was established at

1. Bengaluru

2. Thiruvananthapuram

3. Mumbai

4. Panaji

uó²sÁÔá n+Ôá]¿£� Xæg eT]jáTT kÍ+¹¿Ü¿£ d�+d�� (IIST) �¿£Ø&�

çbÍsÁ+_ó+#á�&�+~.

1. uÉ+>·TÞøSsÁT

2. ÜsÁTeq+Ôá|�ÚsÁ+

3. eTT+uÉÕ

4. bÍH��

10. The first recipient of Bharat Ratna award was

1. C. Rajagopalachari

2. Atal Bihari Vajpayee

3. Pandit Madan Mohan Malaviya

4. Dr. S. Radhakrishnan

yîTT³¼yîTT<�{ì uó²sÁÔá sÁÔá� ny�sÁT¦ ç>·VÓ²Ôá

1. d¾. s�È>ÃbÍ\#�]

2. n³ýÙ _V�ä] y�CÙ�|sTT

3. |�+&�ÔY eT<�H� yîÖV�²H� eÖ\e«

4. &�öö mdt. s�<ó�¿£�w��H�

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11. ISRO was set up in the year

ISRO � d�+eÔáàsÁ+ýË @s�γT #ûjáT�&�+~.

1. 1962

2. 1969

3. 1972

4. 1952

12. Tribal sub plan was developed for rapid socio-economic development of tribal people during this five year plan.

1. First

2. Second

3. Third

4. Fifth

Ð]ÈqT\Å£� ÔáÇ]Ôá>·Üq kÍeÖ�¿£ �]�¿£ |�ÚsÃ>·Ü ¿=sÁÅ£� Ð]Èq �|�|�<�¿±��

� |�+#áesÁü ç|�D²[¿± ¿±\+ýË ç|�yûXø�|{²¼sÁT.

1. yîTT<�{ì

2. Âs+&�e

3. eTÖ&�e

4. ×<�e

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13. This planet is known as ‘Earth’s twin’

1. Venus

2. Mars

3. Saturn

4. Jupiter

� ç>·V�ä�� »uó�Ö$T jîTT¿£Ø ¿£e\µ>± Å£L&� n+{²sÁT.

1. Xø�çÅ£�&�T

2. n+>±sÁÅ£�&�T

3. Xø�

4. >·TsÁT&�T

14. Nobel Peace Prize 2018 was given to

1. Donna Strickland

2. Arthur Ashkin

3. Dr. Denis Mukwege and Nadia Murad

4. Gerard Mourou

2018 HÃuÉýÙ Xæ+Ü �V�QeTÜ ç>·VÓ²Ôá

1. &ÃH� çd¾¼¿ùý²+&�

2. �sÁ�sY �d¾ØH�

3. &�öö &î�dt eTT¿ùyûCÙ eT]jáTT q~jáT eTTs�&�

4. CÉs�sY¦ eTòs�y�

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15. ‘Law Day’ in India is observed on

�+&�jáÖýË »»#á³¼+ sÃEµµ (Law Day) >± bÍ{ì+#û sÃE

1. November 21

2. November 26

3. November 30

4. November 15

16. The author of the book ‘Artha shastra’.

1. Kautilya

2. Euclid

3. Archemedis

4. Brahmagupta

»nsÁ�Xæg+µ |�Úd�ï¿£ sÁ#ásTTÔá

1. ¿�{ì\T«&�T

2. jáTÖ¿ì¢&�

3. �]ØyîT&�dt

4. ç�V�²�>·T|�ï

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17. ‘Electroplating’ was invented by

1. William Sturgeon

2. Nicolo Tesla

3. Luigi Brugnatelli

4. Dr. Alan M.Turing

»m\ç¿Ã¼�|¢{ì+>´µqT ¿£qT>=�q y�sÁT

1. $*jáTy�T d�¼sÁH�

2. �¿ÃýË fÉkÍ¢

3. \ÖÐ ç�T¹>�fÉ*

4. &�öö nýÉH� my�T ³Ö«]+>´

18. 15th Finance Commission constituted in the year

15e �]�¿£ d�+|��T+ @s�ÎfÉ®q d�+eÔáàsÁeTT

1. 2012

2. 2017

3. 2015

4. 2009

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19. India’s first inter – planetary mission, completed two years in its orbit around

1. Venus

2. Mars

3. Mercury

4. Jupiter

uó²sÁÔá<ûXø yîTT<�{ì n+ÔásÁç>·V�² ¿±sÁ«ç¿£eT+ � ç>·V�²+ #áT³Ö¼ |�]çuó�eTD+ýË

Âs+&�T d�+eÔáàs�\qT |�P]ï#ûd�TÅ£�+~.

1. Xø�çÅ£�&�T

2. n+>±sÁÅ£�&�T

3. �T<ó�T&�T

4. ��V�²d�ÎÜ

20. The commission meant for redrawing the boundaries of various assembly / Loksabha constituencies in India is known as

1. Bifurcation Commission

2. Decentralisation Commission

3. Election Commission

4. Delimitation Commission

uó²sÁÔá<ûXø+ýË $$<ó� n�d+;¢ / ýË¿ùd�uó� �jîÖÈ¿£es�Z\ |�Úq' e«edÓ�¿£sÁD

¿=sÁÅ£� @s�γT #ûjáT�&�q d�+|��T+.

1. $uó�Èq d�+|��T+

2. $¹¿+çB¿£sÁD d�+|��T+

3. m��¿£\ d�+|��T+

4. &�*$Tfñw�H� d�+|��T+

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21. “Universal Declaration of Human Rights” was declared by UNO on this date.

»»$XøÇ eÖqe V�²Å£�Ø\ ç|�¿£³qµµqT jáTT.bH�.ÿ. ç|�¿£{ì+ºq Ôû~

1. 10-12-1948

2. 10-12-1949

3. 12-10-1948

4. 12-10-1949

22. One of the following is a higher level institution that imparts teachers training.

1. IASE

2. CTE

3. DIET

4. TTI

�bÍ<ó�«jáT $<�«qT n+~+#û �q�Ôá $<�« d�+d��

1. ×bbdt�

2. d¾{ì�

3. &�×�{ì

4. {ì{ì×

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23. Tuberculosis is spread through

1. Contaminated food

2. Contaminated water

3. Contaminated air

4. Unhygienic environment

¿£�jáTy�«~ó B� <�Çs� y�«|¾ï #î+<�TqT

1. ¿£\Tw¾ÔáyîT®q �V�äsÁ+

2. ¿£\Tw¾ÔáyîT®q úsÁT

3. ¿£\Tw¾ÔáyîT®q >±*

4. n|�]Xø�çuó�yîT®q |�]d�s�\T

24. The Commission that suggested Government to conduct examinations for the teacher trainees both in Principles of teaching and Practice teaching is

1. Mudaliar Commission

2. Kothari Commission

3. Hunter Commission

4. Woods Dispatch

#ó�çÔÃbÍ<ó�«jáTT\Å£� uË<ó�H� d�ÖçÔáeTT\�|Õq eT]jáTT uË<ó�H�uó�«d�q+�|Õ

Âs+&�+{ìýËqT, |� ¿£�\T �sÁÇV¾²+#áe\d¾q~>± ç|�uó�TÔáÇ+qÅ£� d�Öº+ºq ¿£MTw�H�

1. yîTT<�*jáÖsY ¿£MTw�H�

2. ¿=sÄ�] ¿£MTw�H�

3. V�²+³sY ¿£MTw�H�

4. �&�à &�kÍÎ#Y

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25. There are 138 pupils in a Primary school. Number of teachers required as per RTE Act – 2009 are

ÿ¿£ çbÍ<�$T¿£ bÍsÄÁXæ\ýË 138 eT+~ $<�«sÁT�\T �H��sÁT. �sY{ì�

#á³¼+ ` 2009 ç|�¿±sÁ+, � bÍsÄÁXæ\Å£� ¿±e*àq �bÍ<ó�«jáTT\ d�+K«

1. 5

2. 4

3. 3

4. 6

26. The first Indian woman who got eligibility for admission in Calcutta University in the year 1877 as per the recommendation of Wood’s Report was

1. Savithri Bai Phule

2. Sarojini Naidu

3. Vijayalaxmi Pandit

4. Chandra Mukhi Basu

�&�à �yû~¿£ýË� d¾b�ÍsÁd�T\ �<ó�sÁ+>± 1877e d�+eÔáàsÁ+ýË ¿£\¿£Ô�ï

$XøÇ$<�«\jáT+ýË ç|�yûXæsÁ½Ôá bõ+~q Ô=* uó²sÁrjáT eTV¾²Þø

1. kÍ$çÜu²sTT |��Úýñ

2. d�sÃ�� H�jáTT&�T

3. $ÈjáT\¿ì�� |�+&�{Ù

4. #á+ç<�eTTF �d�T

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27. RTE Act 2009 prohibits all the following except one.

1. Physical punishment

2. Mental Harassment

3. Running of School with recognition

4. Capitation fee

�sY.{ì.�. #á³¼+ ` 2009, ¿ì+~ y�{ìýË ÿ¿£{ì $TqV�äsTT+º, $TÐ*q

y�{ì� �sÃ~ó+ºq~

1. uó�Ü¿£ <�+&�q

2. eÖqd¾¿£ yû~ó+|�Ú

3. bÍsÄÁXæ\\qT >·T]ï+|�ÚÔÃ q&�T|�Ú³

4. ¿±|¾fñw�H� |�ÓE

28. One of the following is not conducted in Kala Utsav Competitions at different levels

1. Games

2. Painting

3. Dance

4. Music

$$<ó� kÍ�sTT\ýË �sÁÇV¾²+|��&�T ¿£Þ² �Ôáày� bþ{¡\ýË ¿ì+~ y��ýË ÿ¿£{ì

�sÁÇV¾²+|��&�<�T

1. �³\T

2. ºçÔáýñKq+

3. q�Ôá«+

4. d�+^Ôá+

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29. The provision made to out of school children to reach a stage where they can join in formal schools according to their age is

1. Success schools

2. Navodaya Schools

3. Model Schools

4. Bridge Schools

�&��jáT{ �+&û |¾\¢\T ÿ¿£ kÍ�sTT¿ì #ûsÁT¿=� ÔáeT ejáTd�TàÅ£� ÔáÐq

ÔásÁ>·ÜýË �jáTÔá bÍsÄÁXæ\ýË #ûsÁ&��¿ì #ûjáT�&�q @s�γT.

1. d�¿àdt bÍsÄÁXæ\\T

2. qyÃ<�jáT bÍsÄÁXæ\\T

3. �<�sÁô bÍsÄÁXæ\\T

4. ç_&� bÍsÄÁXæ\\T

30. “Badiki Vastha” programme was launched on

1. January 2017

2. March 2017

3. February 2017

4. April 2017

»»�&�¿ì ekÍïµµ |�<�¿£+ çbÍsÁ+_ó+|��&�q~

1. Èqe] 2017

2. eÖ]Ì 2017

3. |�¾ç�e] 2017

4. @ç|¾ýÙ 2017

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31. You have identified Keerthana as a primary level educable, mentally retarded girl, because she was in the IQ level of

¿¡sÁïqqT çbÍ<�$T¿£kÍ�sTT $<�«qT bõ+<�>·*¹> n\Î �T~ÆeÖ+<�«Ôá>·\

neÖ�sTT>± MTsÁT >·T]ï+#�sÁT. ¿±sÁDyûTeTq>± �yîT ç¿ì+~ ç|�C²ã\_Ý

kÍ�sTT� ¿£*Ð eÚ+~

1. 26 - 49

2. 50 - 70

3. < 25

4. 90 - 109

32. Raju was warned by his classmate not to behave like an animal. According to Sigmund Freud, the state of personality of Raju is

1. Id

2. Ego

3. Super ego

4. Morality

È+ÔáTeÚý² ç|�e]ï+#áe<�Ý� s�EqT nÔá� ¿±¢dtyûT{Ù �V²#áÌ]+#�&�T. d¾>·�+&�

çb�ÍsTT&� ç|�¿±sÁ+ s�E jîTT¿£Ø eTÖ]ïeTÔáÇ d¾�Ü

1. nºÔáTï

2. nV�²+

3. n<�«V�²+

4. HîÕÜ¿£Ôá

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33. You wish to assess the aptitude of Meghana in gross movements of hands and fingers. The following assessment tool is more appropriate -

1. Purdue Pegboard test

2. Good enough drawing test

3. Raven’s progressive matrices test

4. Pintner-Paterson scale

yûT|��Tq jîTT¿£Ø #ûÔáT\T, yûÞø�ß yîTTÔáï+ ¿£<�*¿£\ýË d�V�²È kÍeTs��«�� MTsÁT

eT~+|�Ú #ûjáÖ\qTÅ£�H��sÁT. B�¿Ãd�+ ÔáÐq �|�¿£sÁD+

1. |�sY&�Ö« �|>´ uËsY¦ |� ¿£�

2. >·T&� mq|�t ç&�sTT+>´ |� ¿£�

3. ¹seH�à çbþçÂ>d¾y� eÖçfÉd¾dt |� ¿£�

4. |¾+³�sY bͳsYd�H� �dØýÙ

34. Bharat, a student of Intermediate failed in his examinations, always assumes that he is fit for nothing, despair and phobic. The state of Bharat is

1. Depression

2. Hypochondriasis

3. Neurasthenia

4. Hysteria

uó�sÁÔY, �+³sY |� ¿£�ýË¢ �rïsÁT�&�T ¿±¿£bþe&�+Ôà |�P]ï>± �s�Xø|�&�bþe&�+,

HûHî+<�TÅ£L |��¿ìs�� y�&�qqT¿Ãe&�+, nÜ>± uó�jáT|�&�³+ ÈsÁT>·TÔÃ+~.

uó�sÁÔY jîTT¿£Ø d¾�Ü ç¿ì+~ <��¿ì #î+<�TqT.

1. eÖ+<�«+

2. d�ÇXø sÁ <�T¥Ì+Ôá

3. <êsÁÒ\« ç|�Ü#ásÁ«\T

4. V¾²dÓ¼]jáÖ

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35. Using knowledge of Mathematics learnt in the classroom to prepare a budget for a trip is

1. Syntax

2. Perception

3. Primacy effect

4. Transfer of learning

ÔásÁ>·Ü>·~ýË HûsÁTÌÅ£�q� >·DìÔá C²ãH��� ÿ¿£ jáÖçÔáÅ£� njûT« KsÁTÌ ÔájáÖ¯¿ì

$�jîÖÐ�dï n~

1. y�¿£«�s��D+

2. ç>·V¾²+#á&�+

3. çbÍ<ó�q«Ô� ç|�uó²e+

4. nuó�«d�q�~©

36. When we listen to a lecture and do not revise the topic, we remember very little of the contents spoken even within a few days. This is because -

1. Short– term memory

2. Unconscious memory

3. Long- term memory

4. Repressed memory

eTq+ ÿ¿£ $w�jáT+�|Õ �|�H�«kÍ�� $�, |�ÚqXøÌsÁD (]$ÈH�)

#ûjáTq|�Ú&�T, ¿=~Ý sÃE\¹¿ #î|�Î�&�q$w�jáT+ýË nÜ ÔáÅ£�Øe eÖçÔáyûT

d�� �ÜýË eÚ+#áT¿Ã>·\+, B�¿ì ¿±sÁD+

1. d�Ç\ο±*¿£ d�� �Ü

2. n#ûÔáq d�� �Ü

3. BsÁ鿱\ d�� �Ü

4. <�eTq+ #ûjáT�&�q d�� �Ü

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37. Headmaster of a school advised his teachers to promote creativity among the students. One of the following is not related to the characteristics of creativity

1. Adaptability and a sense of adventure

2. Lack of foresight

3. Lack of tolerance for boredom and ambiguity

4. A high degree of sensitivity towards problems.

ÿ¿£ bÍsÄÁXæ\ ç|�<ó�HÃbÍ<ó�«jáTT&�T $<�«sÁT�ýË¢ d��ÈH�Ôá�¿£ÔáqT

çbþÔáàV¾²+#áe\d¾q~>± Ôáq �bÍ<ó�«jáTT\qT d�Öº+#îqT. ç¿ì+~ y��ýË

ÿ¿£{ì d��ÈH�Ôá�¿£ÔáÅ£� d�+�+~ó+#á� \¿£�D+

1. nqT>·TD«Ôá eT]jáTT kÍV�²kþ�|Ôá >·TD+

2. eTT+<�T#áÖ|�Ú ýñ¿£bþe&�+

3. $d�T>·T<�\, d�+~>·ÆÔá\ýË d�V�²q+ ýË|¾+#á&�+

4. d�eTd�« >·T]+º mÅ£�Øe d�T��ÔáÔáÇ+

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38. Umadevi, who sees her father throwing utensils around simply because he has not been served food of his taste, learnt such behaviour. This type of learning is -

1. Social learning

2. Learning by insight

3. Programmed learning

4. Trial and error method of learning

�eÖ<û$ ÔáqÔá+ç&� sÁTº¿£sÁyîT®q �V�äs��� e&�¦+#áýñ<�� ÐHî�\qT

$d¾]yûjáT&��� #áÖd¾ Ô�qTÅ£L&� � ç|�esÁïqqT HûsÁTÌ¿Ãe&�+ ç¿ì+~ nuó�«d�q

sÁ¿±�¿ì #î+<�TqT.

1. kÍ+|�¾T¿£ nuó�«d�q+

2. n+ÔásY<��w¾÷ nuó�«d�q+

3. ¿±sÁ«ç¿£eTjáTTÔá nuó�«d�q+

4. jáTÔá�`<Ãw� nuó�«d�q+

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39. Kamala, Padma and Sushanth of 8th class are highly intelligent in understanding the inter relations of concepts through pictures. The teacher identified their intelligence as one of the following.

1. Bodily kinesthetic intelligence

2. Visual Spatial intelligence

3. Intrapersonal intelligence

4. Naturalistic intelligence

8e ÔásÁ>·Ü #á<�TeÚÔáTq� ¿£eT\, |�<�� eT]jáTT d�TXæ+ÔY\T ºçÔ�\ <�Çs�

uó²eq\ eT<ó�« d�+�+<ó�\qT ne>±V�²q #ûd¾¿=Hû �q�Ôá ç|�Èã ¿£\y�sÁT.

�bÍ<ó�«jáTT&�T y�] ç|�ÈãqT � ç¿ì+~y��ýË ÿ¿£{ì>± >·T]ï+#�&�T n~.

1. Xæ¯sÁ¿£ ¿£+&�sÁ d�Îs�ôÔá�¿£ ç|�Èã

2. <��Xø« çbÍ<û¥¿£ ç|�Èã

3. e«¿£ï+ÔásÁZÔá ç|�Èã

4. ç|�¿£�Ü d�+�+~óÔá ç|�Èã

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40. Anthony is a student of class X. He has a practice that whenever he requires to solve a problem considers the problem as a whole and after being assessed a whole, may be tackled for solution on piecemeal basis. This type of learning theory involved here is -

1. Classical conditioning

2. Operant conditioning

3. Insightful learning

4. Imitation learning

�+<Ã� |�<�e ÔásÁ>·Ü $<�«]�. �Ôá�¿ì ÿ¿£ n\y�³T @eT+fñ ÿ¿£ d�eTd�«qT

|�]w�Ø]+#áe\d¾ eºÌq|�Ú&�T, d�eTd�«qT yîTTÔáï+>± n<ó�«jáTq+ #ûd¾, ÔásÁTy�Ôá

yîTTÔáï+>± eT~+|�Ú#ûd¾ ned�sÁyîT®Ôû d�eTkÍ« |�]cÍØsÁ+ ¿Ãd�+ º�� uó²>±\T

#ûd¾ |�]w�Ø]+#á&�+ ` �+<�T �$T&� eÚq� nuó�«d�q d¾<�Æ+Ôá+ `

1. d�+ç|�<�jáT ��+<ó�qeTT

2. ¿±sÁ«kÍ<ó�¿£ ��+<ó�qeTT

3. n+ÔásY<��w¾¼ nuó�«d�qeTT

4. nqT¿£sÁD nuó�«d�qeTT

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CONTENT

41. The Ministers and the Chief Minister in State Government are responsible for their acts to the

1. Speaker of the Legislative Assembly 2. Legislative Council

3. Legislative Assembly 4. Chairman of the Legislative Council

s�h ç|�uó�TÔáÇ+ýË� eTTK«eT+çÜ, eT+çÔáT\T ÔáeT #ásÁ«\Å£� ç¿ì+~ d�+d��\Å£� /

n~ó|�ÔáT\Å£� Èy��T<�¯>± �+{²sÁT.

1. Xæd�qd�uó� dÓο£sÁT

2. Xæd�q eT+&�*

3. Xæd�qd�uó�

4. Xæd�q eT+&�* #óîÕsÁ�H�

42. The slaves were given freedom in this state in 1860

1. South Africa

2. United Arab Emirates 3. United Kingdom

4. United States

1860ýË � s�C«+ýË u²�d�\Å£� �dÇ#áÌÛqT �eÇ&�yîT®q~

1. kåÔY �ç|�¾¿±

2. jáTTHîÕfÉ&� nsÁuÙ m$T¹s{Ùà

3. jáTTHîÕfÉ&� ¿ì+>´&�y�T

4. jáTTHîÕfÉ&� �d¼{Ùà

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43. Roads constructed along international boundaries are called

1. Border Roads 2. Border Control Roads

3. Border Safety Roads 4. Territorial Roads

n+Ôás�¨rjáT d�]V�²<�TÝ\ yî+�&� �]�+ºq sÃ&�T¢

1. d�]V�²<�TÝ sÃ&�T¢

2. d�]V�²<�TÝ �jáT+çÔáD sÃ&�T¢

3. d�]V�²<�TÝ uó�ç<�Ô� sÃ&�T¢

4. çbÍ<û¥¿£ sÃ&�T¢

44. Developing effective, alternative and innovative dispute resolution mechanism outside of the court is an objective of

1. Women Services Authority

2. Legal Services Authority 3. Children Services Authority

4. Senior Citizens Services Authority

¿ÃsÁT¼\ �jáT³ d�eTsÁ�, ç|�Ô�«eÖ�jáT, d��ÈH�Ôá�¿£ $y�<� |�]cÍØsÁ $<ó�H���

n_óe�~Æ#ûjáT&�+ ç¿ì+~ d�+d�� \¿£�«+

1. eTV¾²Þ² �de\ çbÍ~ó¿±sÁ d�+d��

2. H�«jáT �de\ çbÍ~ó¿±sÁ d�+d��

3. ºq�|¾\¢\ �de\ çbÍ~ó¿±sÁ d�+d��

4. ejîÖe�<�TÆ\ �de\ çbÍ~ó¿±sÁ d�+d��

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45. These main tacts adopted during the cold war period

1. Direct wars, economic alliances and peace talks 2. Nuclear wars, cultural alliances and friendly summits

3. Proxy wars, military alliances and arms race 4. Backstabbing wars, geographical alliances and nuclear race

ç|�#áÌÛq�jáTT<�Æ ¿±\+ýË nqTd�]+ºq ç|�<ó�q mÔáTï>·&�\T 1. ç|�Ôá«¿£� jáTT<�Æ\T, �]�¿£ ÿ|�Î+<�\T, Xæ+Ü #ásÁ«\T

2. nD²ÇjáTT<ó� jáTT<�Ý\T, kÍ+d�Ø �Ü¿£ ÿ|�Î+<�\T, �d�V�²|�PsÁÇ¿£

d�<�d�Tà\T

3. |�sÿ£� jáTT<�Æ\T, �dÕ�¿£ ÿ|�Î+<�\T, �jáTT<ó� bþ{¡

4. yîqT�bþ³T jáTT<�Ý\T, uó�>Ã[¿£ ÿ|�Î+<�\T, nD²ÇjáTT<ó� bþ{¡

46. The national leader who did not celebrate the first Independence Day of India

1. Sardar Vallabhbhai Patel

2. Mahatma Gandhi 3. Moulana Abul Kalam Azad

4. Rajagopalachari

ç|�<�eT uó²sÁÔá kÍÇÔá+çÔá«~q d�+�s�\qT ÈsÁT|�Ú¿=q� C²rjáT H�jáTÅ£�&�T

1. d�s�ÝsY e\¢uóÙuó²sTT |�fñýÙ

2. eTV�äÔ�� >±+Bó

3. eTòý²H� n�TýÙ ¿£ý²+ �C²<�

4. s�È>ÃbÍý²#�]

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47. Important event that led to the immediate declaration of First World War in 1914

1. Murder of Archduke Franz Ferdinand of Austria

2. Execution of French Emperor Louis XVI 3. Execution of French Queen Marie Antonio 4. Suicide of Adolf Hitler of Germany

1914ýË yîTT<�{ì ç|�|�+#á jáTT<�Æ�¿ì <�] rd¾q Ôá¿£�D d�+|��T³q

1. �çd¾¼jáÖÅ£� #î+~q �sYÌ&�Ö«¿ù çb�Í+CÙ �|�]¦H�+&� V�²Ôá«

2. ç�|�+#Y #áç¿£e]ï 16e \ÖsTÖ �]rÔá

3. ç�|�+#Y s�Dì yûT¯ �+³�jîÖ �]rÔá

4. ÈsÁ�ú¿ì #î+~q n&�ýÙÎÛ V¾²³¢sY �Ôá�V�²Ôá«

48. The announcer of ‘New Deal’ in America

1. J. M. Keynes

2. Herold Wilson 3. Woodrow Wilson 4. Roosevelt

nyîT]¿±ýË »¿=Ôáï ÿ|�Î+<���µ ç|�¿£{ì+ºqy�sÁT 1. CÉ.my�T.¿¡H�à

2. �V²s�ýÙ¦ $\àH�

3. �ç&à $\àH�

4. sÁÖCÙyîýÙ¼

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49. Two important persons of Human Rights Movement in USSR

1. Alexander Dumos and Andrei Kosygin 2. Alexander Solzhenitsyn and Andrei Sakharov

3. V.I. Lenin and Joseph Stalin 4. Kruschev and Breznev

jáTT mdt mdt �sYýË eÖqe V�²Å£�Ø\Å£� d�+�+~ó+ºq �<�ÝsÁT ç|�eTTKT\T

1. nýÉ>±¨+&�sY &�Ö«eTdt eT]jáTT �+ç&û ¿=d¾ÐH�

2. nýÉ>±¨+&�sY kþýÙ�ÜàH� eT]jáTT �+ç&û d�KsÃy�

3. $.×. ýÉ�H� eT]jáTT CË�d|�t kͼ*H�

4. çÅ£�XèÌy� eT]jáTT çuÉCÉ�y�

50. In early times in India paper money receipts issued by Jagat Seth of Bengal were known as

1. Shulkas

2. Rupaiahs 3. Phanas 4. Hundis

uó²sÁÔá<ûXø+ýË Ô=*kÍ]>± uÉ+>±ýÙ¿ì #î+~q È>·ÔY �dsÄY\T �ºÌq ¿±ÐÔá|�Ú

ç<�e« sÁdÓ<�T\T

1. Xø�ý²Ø\T

2. sÁÖbÍjáT\T

3. |��D²\T

4. V�Q+&�\T

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51. Khud Kasht lands are owned by the

1. Landlords 2. Tenants

3. Zamindars 4. Nawabs

KT<� ¿±dtï uó�ÖeTT\ jáTÈeÖqT\T

1. uó�ÖkÍÇeTT\T

2. ¿�\T<�sÁT\T

3. ÈMT+<�sÁT¢

4. qy��T\T

52. Two prominent persons who led Brahma Samaj after the death of Ram Mohan Roy

1. Devendranath Tagore and Kesava Chandra Sen 2. Ravindranath Tagore and Keshav Sen

3. Dayananda Saraswati and Swami Vivekananda 4. Rama Krishna Paramhamsa and Syed Ahmad Khan

s�eTyîÖV�²q s�jYT eTsÁD+ ÔásÁTy�Ôá ç�V�²� d�eÖC²�¿ì H�jáT¿£ÔáÇ+

eV¾²+ºq �<�ÝsÁT ç|�eTTK H�jáTÅ£�\T

1. <ûyû+ç<�H�<� sÄ�>ÃsY eT]jáTT ¹¿Xøe #á+ç<� �dH�

2. sÁM+ç<�H�<� sÄ�>ÃsY eT]jáTT ¹¿Xøe �dH�

3. <�jáÖq+<� d�sÁd�ÇÜ eT]jáTT kÍÇ$T $yû¿±q+<�T&�T

4. s�eT¿£�w�� |�sÁeTV�²+d� eT]jáTT d�jáT«<� nV�²�<� U²H�

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53. Students in Government schools in the United States begin their daily school curriculum by reciting the following pledge

1. Pledge of Allegiance

2. Pledge of Devotion 3. Pledge of Alliance 4. Pledge of Confidence

nyîT]¿±ýË d�ÖØ\T $<�«sÁT�\T ç|�Ü sÃp ÔáeT bÍsÄÁ« ç|�D²[¿£qT çbÍsÁ+_ó+#û

eTT+<�T ç¿ì+~ ç|�ÜÈã #ûkÍïsÁT

1. $<óûjáTÔá ç|�ÜÈã

2. n+¿ìÔáuó²e ç|�ÜÈã

3. d�+~ó ç|�ÜÈã

4. $XæÇd� ç|�ÜÈã

54. The Vice President of India is elected by the members of

1. The Lok Sabha only

2. The Rajya Sabha only 3. Both the Houses of Parliament 4. Both the Houses of Parliament and MLA’s of all the States

uó²sÁÔá �|�s�h|�Ü� ç¿ì+~ d�uó�/d�uó�\ d�uó�T«\T mqT�¿=+{²sÁT

1. ýË¿ùd�uó� eÖçÔáyûT

2. s�È«d�uó� eÖçÔáyûT

3. bÍsÁ¢yîT+{Ù �uó�jáT d�uó�\T

4. ýË¿ùd�uó�, s�È«d�uó� Âs+&�+{ìÔà u²³T>± n�� s�çcͼ\

Xæd�qd�uó�T«\T

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55. The only category of Dhimsa Dance which is not performed in group

1. Gundevi 2. Kunda

3. Baya 4. Natikari

��+<�+>± ç|�<�]ô+#á� @¿տ£ ~ó+kÍ H�³« sÁ¿£+

1. >·T+<û$

2. ţ�+<�

3. �jáT

4. q{ì¿£]

56. Identify from the following the place and country where from Greenwich astronomical observatory lies

1. Greenwich and England

2. Edinburg and England 3. Greece and Greenwich

4. Oslo and Finland

ç^H�$#Y q¿£�çÔáXæ\ ç¿ì+~ ç|�<ûXø+, <ûXø+ýË �+~

1. ç^H�$#Y eT]jáTT �+>±¢+&�

2. m&�H��sYZ eT]jáTT �+>±¢+&�

3. ç^dt eT]jáTT ç^H�$#Y

4. �kþ¢ eT]jáTT |�¾H�ý²+&�

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57. Christian humanists who criticised the church for greed and extorting money from people through indulgences documents are

1. Johannes Gutenberg and Michelangelo

2. Gerhandur Mercator and William Harvey 3. Erasmus and Thomas Moore 4. Andreas Vesalius and Isaac Newton

<�Ts�XøÔÃ, bÍ|� |�]V�äsÁ |�çÔ�\ �|sÁTÔà #á]Ì ç|�È\ qT+º &��TÒ\T ed�Ö\T

#ûd�Tï+<�� $eT]ô+ºq �¿Õd�ïe eÖqeÔ�y�<�T\T

1. CËV�äH�à >·TfÉH��sYZ eT]jáTT yîT®Ïý²+�ýË

2. Â>s�½sÁ¦dt yîT¹sسsY eT]jáTT $*jáT+ V�ä¹sÇ

3. ms�dteTdt eT]jáTT <ó�eTdteTÖsY

4. �+ç&�jáÖdt yîkÍ*jáTdt eT]jáTT ×C²¿ù qÖ«³H�

58. Coniferous forests are found in larger number in 1. Himalayas 2. Western Europe 3. Northern Australia 4. South East Brazil

Xø�+>±¿±sÁ|�Ú n&�eÚ\T � çbÍ+Ôá+ýË n~ó¿£ d�+K«ýË ¿£�|¾kÍïsTT.

1. V¾²eÖ\jáÖ\T

2. |�¥ÌeT jáTÖsÁ|t

3. �ÔáïsÁ �ç�d¼*jáÖ

4. �¹>�jáT çuÉ�ýÙ

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59. In England during 1811-17 this movement strongly demanded minimum wages, right to form trade unions and control over the work of labour of women and children

1. Luthernism

2. Luddism 3. Radicalism 4. Conservatism

�+>·¢+&�TýË 1811`17 eT<ó�« ¿±\+ýË ¿£úd� yûÔáH�\T, ¿±]�¿£ d�+|��Ö\

@s�γT V�²Å£�Ø, eTV¾²Þø\T, |¾\¢\ |�� uó²sÁ+ ÔáÐZ+|�Ú e+{ì eÖsÁTÎ\qT >·{ì¼>±

d�eT]�+ºq �<�«eT+

1. \Ö<�sÁ�È+

2. \T~ÝÈ+

3. rçey�<�+

4. $TÔáy�<�+

60. Reserve Bank of India (RBI) and National Bank for Agricultural and Rural Development (NABARD) provide financial assistance to the

1. Urban Credit Organisations

2. Centrally Funded Credit Organisations 3. Informal Credit Organisations

4. Formal Credit Organisations

uó²sÁrjáT ]ÈsÁTÇu²«+Å£� (RBI) Hûw�qýÙ u²«+Å£� |��sY nçп£\ÌsY n+&�

sÁÖsÁýÙ &îe\|tyîT+³T (NABARD) \T ¿ì+~ y�{ì¿ì �]�¿£ d�V�äjáÖ��

n+~kÍïsTT. 1. |�³¼D sÁTD d�+d��\T

2. ¹¿+ç<�d�V�äjáT+ bõ+<û sÁTD d�+d��\T

3. n�jáTÔá sÁTD d�+d��\T

4. �jáTÔá sÁTD d�+d��\T

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61. Elaborate the term BPO

1. Business Programme Outsourcing 2. Botanical Programme Outsourcing

3. Business Processes Outsourcing 4. Business Production Outsourcing

_.|¾.ÿ. (BPO) |�<��� $XøB¿£]+#á+&�.

1. _�Hîdt çbþç>±y�T W{Ùkþ]à+>

2. u¤{²�¿£ýÙ çbþç>±y�T W{Ùkþ]à+>´

3. _�Hîdt çbþ�d�ddt W{Ùkþ]à+>´

4. _�Hîdt çbõ&�¿£�H� W{Ùkþ]à+>´

62. The standard meridian, central longitude 82o 30¢ E passes near this place in India

1. Allahabad 2. Ahmedabad

3. Ayodhya 4. Aurangabad

ÔáÖsÁTÎ ¹sU²+Xø+ 82◦30¢ uó²sÁÔá<ûXø+ýË � ç|�<ûXø+ >·T+&� bþÔáT+~.

1. n\V�äu²<�

2. nV�²eT�<�u²<�

3. njîÖ<ó�«

4. WsÁ+>±u²<�

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63. An example of mountain ranges found south of the greater Himalayas ranging from 3700 to 4500 mts. height

1. Khasi

2. Patkai 3. Manipuri 4. Pirpanjal

V¾²eÖ\jáÖ\Å£� <�¿ì�D²q 3700 qT+&� 4500 MT³sÁ¢ mÔáTï>·\ |�sÁÇÔ�\Å£�

�<�V�²sÁD

1. U²d¾

2. b�Í{Ù¿±jYT

3. eTDì|�P]

4. |¾]|�+C²ýÙ

64. Morarji Desai who acted as the Prime Minister is the leaders of

1. Janatha Dal Government 2. National Front Government

3. Janata Party Government 4. United Front Government

ç|�<ó�q eT+çÜ>± e«eV�²]+ºq yîTTs�¯¨<ûXæjYT

1. ÈqÔ�<�ÞÙ ç|�uó�TÔáÇ HûÔá

2. Hûw�qýÙ ç|��+{Ù ç|�uó�TÔáÇ HûÔá

3. ÈqÔ�bÍ ¼ ç|�uó�TÔáÇ HûÔá

4. jáTTHîÕfÉ&� |��+{Ù ç|�uó�TÔáÇ HûÔá

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65. This is the first reelected coalition government at the Centre in India

1. United Progressive Alliance (UPA) 2. National Democratic Alliance (NDA)

3. United Front (UF) 4. United Progressive Association

uó²sÁÔá<ûXø+ýË ¹¿+ç<�+ýË Âs+&à |�s�«jáT+ d�+¿¡sÁ� ç|�uó�TÔ�Ç�� @sÁÎsÁºq~

1. jáTTHîÕfÉ&� çbþçÂ>d¾y� n\jîTH�à (UPA)

2. Hûw�qýÙ &îeÖç¿£{ì¿ù n\jîTH�à (NDA)

3. jáTTHîÕfÉ&� ç|��+{Ù (UF)

4. jáTTHîÕfÉ&� çbþçÂ>d¾y� nkþd¾jûTw�H�

66. Mohammad Ali and Shaukat Ali were the two prominent leaders of this agitation during Indian National Movement

1. Swadeshi

2. Khilafat 3. Vandemataram

4. Quit India

uó²sÁÔá C²rjîÖ<�«eT ¿±\+ýË eTV�²eT�<� �©, cå¿£ÔY �©\T ç¿ì+~

�+<ÃÞøqÅ£� d�+�+~ó+ºq �<�ÝsÁT ç|�eTTK H�jáTÅ£�\T

1. d�Ç<ûo

2. Ïý²|��ÔY

3. e+<ûeÖÔásÁ+

4. ¿ìÇ{Ù �+&�jáÖ

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67. During the early phase of Indian National Movement, the extremists called the strategy of moderates as

1. Memorable

2. Mercantile 3. Mendicancy 4. Liberal

uó²sÁÔá C²rjîÖ<�«eT+ Ô=*<�XøýË $TÔáy�<�T\T nqTd�]+ºq $<ó�H���

nÜy�<�T\T � $<ó�+>± �|s=ØH��sÁT.

1. >·TsÁTï+#áT¿Ã>·\

2. y�«bÍs�Ôá�¿£yîT®q

3. _¿£�+ n&�T¿ÃØe&�+

4. �<�s�Ôá�¿£

68. The first public show of Indian Cinema was held by

1. Satyajit Roy in Kolkata in 1905

2. Dadabhai Phalke in Kolkata in 1895 3. William Friese Green brothers in Delhi in 1887 4. Lumiere brothers in Mumbai in 1896

uó²sÁrjáT d¾�eÖÅ£� d�+�+~ó+º yîTT³¼yîTT<�{ìkÍ] �V¾²sÁ+>·

ç|�<�sÁôq �sÁÇV¾²+ºqy�sÁT.

1. 1905ýË ¿£\¿£Ô�ïýË d�Ôá«�ÔYs�jYT kþ<�sÁT\T

2. 1895ýË ¿£\¿£Ô�ïýË <�<�kÍ�V²uÙ b�ÍýñØ kþ<�sÁ\T

3. 1887ýË &ó�©¢ýË $*jáT+ ç|�Ódtç^H� kþ<�sÁT\T

4. 1896ýË eTT+�jYTýË \T«$TjáTsY kþ<�sÁT\T

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69. Name the first Indian Cricket Club and its sponsors

1. East India Cricket Club, Bombay and Tatas 2. Oriental Cricket Club, Bombay and the Parsis

3. West India Cricket Club, Bengal and the Wadias 4. South India Cricket Club, Chennai and Ambanis

uó²sÁÔá<ûXø+ýË yîTT³¼yîTT<�{ì �+&�jáTH� ç¿ì¿{Ù ¿£¢uÙ çbþÔ�àV�²Å£�\ �|sÁT¢

1. �dt¼ �+&�jáÖ ç¿ì¿{Ù ¿£¢uÙ, u¤+u²sTTÑ {²{²\T

2. z]jáT+³ýÙ ç¿ì¿{Ù ¿£¢uÙ, u¤+u²sTTÑ bͯô\T

3. yîdt¼ �+&�jáÖ ç¿ì¿{Ù ¿£¢uÙ, uÉ+>±ýÙ, y�&�jáÖ\T

4. kåÔY �+&�jáÖ ç¿ì¿{Ù ¿£¢uÙ, #îHîÕ�, n+u²ú\T

70. Denote the level and gender of self help groups in Andhra Pradesh

1. Village level only – Men 2. Mandal level only – Men and Women

3. Both at village and mandal levels – Women 4. Both at mandal and district levels – Children

�+ç<ó�|�<ûXÙýË d�ÇjáT+d�V�äjáT¿£ d�+|��Ö\T @ kÍ�sTTýË me] ¿=sÁÅ£�

kÍ�|¾+#á&�yîT®+~.

1. ç>±eTkÍ�sTTýË eÖçÔáyûT ` |�ÚsÁTw�§\T

2. eT+&�\ kÍ�sTTýË eÖçÔáyûT ` |�ÚsÁTw�§\T, çdÓï\T

3. ç>±eT+, eT+&�\kÍ�sTT\T Âs+&�+{ìýË ` çdÓï\T

4. eT+&�\, �ý²¢ kÍ�sTT\T Âs+&�+{ìýË` ºq�|¾\¢\T

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71. Two important kings of Ikshvaku dynasty with their capital in Vijayapuri on the banks of Krishna River

1. Simukha and Gouthamiputra Satakarni

2. Trimula and Visakhadatta 3. Chantamula and Virapurushadatta 4. Vishnumula and Virupakshadatta

¿£�cÍ�q~ rsÁ+ýË $ÈjáT|�Ú] s�È<ó�� >·\ �<�ÝsÁT �¿�±ÇÅ£�e+Xø s�E\T

1. d¾eTTKT&�T eT]jáTT >�ÔáMT|�ÚçÔá XæÔá¿£]�

2. çÜeTÖ\T&�T eT]jáTT $XæK<�ÔáTï&�T

3. #�+ÔáeTÖ\T&�T eT]jáTT MsÁ|�ÚsÁTw�<�ÔáTï&�T

4. $w�§�eTÖ\T&�T eT]jáTT $sÁÖbÍ¿£�<�ÔáTï&�T

72. Identify the name of Ashoka and the place where a stone portrait was discovered in recent times

1. Ranya Asoka and Kanaganahalli

2. Dharma Asoka and Basavanhalli 3. Praja Asoka and Belur

4. Kamya Asoka and Sravana Belagola

�{¡e* ¿±\+ýË ¿£qT>=q� s�Ü u¤eT�ýË nXËÅ£�&� �|sÁT, n~ \_ó+ºq

ç|�<ûXø+ >·T]ï+#á+&�.

1. s�D« nXË¿£ eT]jáTT ¿£q>·qV�²[ß

2. <ó�sÁ� nXË¿£ eT]jáTT �d�eqV�²[ß

3. ç|�C² nXË¿£ eT]jáTT uñ\ÖsÁT

4. ¿±eT« nXË¿£ eT]jáTT çXæeD uÉÞø>=Þø

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73. The main objective of Vienna Congress of 1815

1. Extension of support to Napoleon 2. Restoration of monarchies overthrown by Napoleon

3. Execution of Napoleon 4. Restoration of democracy in Europe

1815H�{ì $jáTH�� ¿±+çÂ>dt eTTK« �<ûÝXø«+

1. Hîbþ*jáTH�Å£� eT<�ÆÔáT n+~+#á&�+

2. Hîbþ*jáTH� sÁ<�TÝ #ûd¾q s�È]¿±\qT |�ÚqsÁT<�Æ]+#á&�+

3. Hîbþ*jáTH� �]rÔá

4. ×sÃbÍýË ç|�C²kÍÇeT« |�ÚqsÁT<�ÆsÁD

74. Munroe doctrine was announced by this President of United States in the year

1. Robert Munroe, 1820 2. John Munroe, 1821

3. Thomas Munroe, 1822 4. James Munroe, 1823

eTçHà d¾<�Æ+Ô��� ç|�¿£{ì+ºq nyîT]¿± n<ó�«Å£��\T ç|�¿£{ìÔá d�+eÔáàsÁ+

1. s��sY¼ eTçHÃ, 1820

2. C²H� eTçHÃ, 1821

3. <ó�eTdt eTçHÃ, 1822

4. Cñy�Tà eTçHÃ, 1823

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75. Mahajanapada which existed to the North of Magadha kingdom is

1. Kausambi 2. Kosala

3. Vajji 4. Kuru

eT>·<ó� s�C²«�¿ì �ÔáïsÁ+>± �q� eTV�äÈq|�<ó�+

1. ¿�Xæ+_

2. ¿Ãd�\

3. e�¨

4. Å£�sÁT

76. Nasadiya Suktha is an interesting verse in

1. Atharvanaveda 2. Rig veda

3. Ramayana 4. Mahabharatha

�d�¿ìï¿£sÁyîT®q eT+çÔá+ýË Å£L&�q H�d�BjáT d�Ö¿£ï+ B�ýË �+~.

1. n<ó�sÁÇDyû<�+

2. �TT¹>Ç<�+

3. s�eÖjáTD+

4. eTV�äuó²sÁÔá+

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77. Presently Dhangar and Kuruba belong to the category of shepherds in the following states of India

1. Maharashtra and Karnataka

2. Andhra Pradesh and Tamil Nadu 3. Kerala and Telangana 4. Odisha and Andhra Pradesh

ç|�d�TïÔá+ <ó��+>·sY, Å£�sÁT� nHû >=çÂs\ �|+|�¿£+<�sÁT\T uó²sÁÔá<ûXø+ýË

¿ì+~ s�çcͼ\ýË �H��sÁT.

1. eTV�äs�çw�¼ eT]jáTT ¿£s��³¿£

2. �+ç<ó�ç|�<ûXÙ eT]jáTT Ôá$TÞøH�&�T

3. ¹¿sÁÞø eT]jáTT Ôî\+>±D

4. ÿ&�cÍ eT]jáTT �+ç<ó�ç|�<ûXÙ

78. Dupleix, the Governor of French East India Company, helped this leader to become the Nizam of Deccan

1. Quli Qutub Shah

2. Hyder Jung 3. Aliyavar Jang 4. Mujaffar Jang

ç�|�+#Y ÔáÖsÁTÎ �+&�jáÖ ¿£+�|ú >·esÁ�sÁT &�Ö�|¢ � H�jáTÅ£�&�¿ì <�¿£ØH�

�C²+>± njûT«+<�TÅ£� d�V�äjáT+ n+~+#�&�T.

1. Å£L© Å£�ÔáTuÙ cÍ

2. �VÕ²<�sY È+>´

3. �©jáÖesY È+>´

4. eTTÈ|��sY È+>´

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79. In 1840’s important advancement in road construction was achieved in England by

1. John Adams

2. John Loudon Mc Adam 3. John Keats 4. George Stephenson

1840 <�Xø¿£+ýË �+>·¢+&�TýË sÃ&�T¦ �s��D+ýË >=|�Î |�ÚsÃ>·Ü�

kÍ~ó+ºq y�sÁT

1. C²H� �&�y�Tà

2. C²H� ý�&�H� yîT¿ù �&�y�T

3. C²H� ¿¡{Ùà

4. C²]¨ dÓ¼�|�H�d�H�

80. Dutch people adopted this type of cultivation by pushing out the sea waters for reclaiming land.

1. Pies

2. Humas 3. Dykes 4. Polder

d�eTTç<�Èý²\qT yîqT¿£Å£� eT[ß+º e«ekÍjáT+ #ûjáT&��¿ì &�#Y ç|�È\T

� sÁ¿£yîT®q �d<�«�� nqTd�]d�TïH��sÁT.

1. �|Õdt

2. V�A«eTdt

3. &îÕ¿ùà

4. bþ\¦sY

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81. Sustenance provided by certain bacteria in deep aquatic life zone is called

1. Primary synthesis

2. Secondary synthesis 3. Photo synthesis 4. Chemo synthesis

n>±<ó� d�eTTç<� Èý²\ýË ¿=�� sÁ¿±\ u²¿¡¼]jáÖ �~eT JeÚ\ bþw�¿±\qT

�ÔáÎÜï #ûjáT&���

1. çbÍ<�$T¿£ d�+jîÖ>· ç¿ìjáT

2. eÖ<ó�«$T¿£ d�+jîÖ>· ç¿ìjáT

3. ¿ìsÁDÈq« d�+jîÖ>· ç¿ìjáT

4. sÁkÍjáTq ç¿ìjáT

82. This is a continuous process beginning with the pushing of rocks by tectonic forces and erosion of wind and rain

1. Solidification 2. Metamorphism

3. Rock cycle 4. Vegetation

¥\\T >±*, y�q e\q ç¿£yûTD² XèÕ~ó\« ç¿£eT¿£�jáT #ásÁ«\Å£� ýËqjûT« ç|�ç¿ìjáT

1. |��Túuó�$+#á&�+

2. sÁÖbÍ+ÔásÁçbÍ|¾ï

3. ¥ý²#áç¿£+

4. e�¿£�C²\+

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83. The remnants or fossils of the marine life are

1. Globigerinas 2. Oozes

3. Halibut 4. Porpoise

d�eTTç<� e�¿£� È+ÔáTs�Xø�\ neXâcÍ\T

1. >â_CÉ H�\T

2. çkÍeý²\T

3. V�ä*�ýÙ

4. bÍs�ÎsTTdt

84. North easterly winds blowing out from the Sahara towards over the West Africa coast are called as

1. Hermattan

2. Mistral 3. Leveche

4. Chinook

�Xæq« |�eH�\T d�V�äs� çbÍ+Ôá+ qT+º |�¥ÌeT �ç|�¾¿±rsÁ+ yîÕ|�Ú M#áT³Å£�

�ý² n+{²sÁT

1. V�²sYeT³¼H�

2. $TçkͼýÙ

3. ýÉyî#Y

4. ºqÖ¿ù

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85. International Date Line is based on the following

1. 160° meridian 2. 170° meridian

3. 180° meridian 4. 190° meridian

n+Ôás�¨rjáT ~q¹sKÅ£� � n+Xø+ çbÍÜ|�~¿£

1. 160° yîT]&�jáTH�

2. 170° yîT]&�jáTH�

3. 180° yîT]&�jáTH�

4. 190° yîT]&�jáTH�

86. Damodar Valley project was constructed on the recommendation of

1. V.K.R.V. Rao

2. W.L. Vordouin 3. Veerendra Patil 4. Y.V. Reddy

<�yîÖ<�sÁ yû© çbÍCÉÅ£�¼ ç¿ì+~ y�] d¾b�ÍsÁd�T yûTsÁÅ£� �]�+#á�&�+~.

1. $.¿.�sY.$. s�eÚ

2. &��T¢«. býÙ. esæjáTy�T

3. M¹s+ç<�bÍ{ìýÙ

4. yîÕ. $. Âs&�¦

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87. The government of United Kingdom provided financial assistance for the establishment of this iron and steel plant in 1959

1. Rourkela

2. Bhilai 3. Bokaro 4. Durgapur

1959ýË jáTTHîÕfÉ&� ¿ì+>´&�y�T �]�¿£ d�V�²¿±sÁ+Ôà kÍ�|¾ÔáyîT®q �qTeTT �Å£�Ø

¿£s��>±sÁ+

1. sÁÖÂsØý²

2. _óý²jYT

3. u¤¿±sÃ

4. <�Ts�Z|�PsY

88. People engaged in primary economic activities are described as

1. Red collar workers

2. White collar workers 3. Green collar workers 4. Yellow collar workers

ç|�<ó�q �]�¿£ ¿±sÁ«¿£ý²bÍ\ �sÁÇV�²DýË �eT>·�yîT®q y�sÁT

1. Âs&� ¿±\sY çXæ$TÅ£�\T

2. yîÕ{Ù ¿±\sY çXæ$TÅ£�\T

3. ç^H� ¿±\sY çXæ$TÅ£�\T

4. mýË¢ ¿±\sY çXæ$TÅ£�\T

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89. The temperate forests in Palani, Annamalai and Nilgiri hills are known as

1. Cholas

2. Sholas 3. Golas 4. Bholas

|�Þø�, nH��eTýÉÕ, ú\Ð] çbÍ+Ô�\ýË� d�eToÔÃw�� n&�eÚ\ �|sÁT

1. #ÃÞ²\T

2. cþÞ²\T

3. >ÃÞ²\T

4. uóËÞ²\T

90. Arabic, Robasta and Libeerica are the three types of this crop

1. Rubber

2. Tea 3. Cotton 4. Coffee

nsÁ_¿ù, s=�kͼ, ýÉÕ;]¿± nHû eTÖ&�T sÁ¿±\T ç¿ì+~ |�+³Å£� d�+�+~ó+ºq$

1. sÁ�ÒsY

2. ÔûjáÖÅ£�

3. ¿±³H�

4. ¿±|�Ó

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91. Author of ‘History of British India’

1. John Stuart Mill 2. James Mill

3. E. H. Carr 4. K. P. Jayaswal

»V¾²d�¼ �|�t ç_{ìwt �+&�jáÖµ sÁ#ásTTÔá

1. C²H� d�Ö¼esY¼ $TýÙ

2. Cñy�Tà $TýÙ

3. �. �V²#Y. ¿±sY

4. ¿.|¾. CÉÕkÍÇýÙ

92. Two prominent historians who examined closely about the decline of Harappan Civilisation

1. R.G. Bhandarkar and J.F. Kennedy

2. Macaulay and J.F. Kennedy 3. Muhammad Habib and K.M. Panikkar

4. Mortimer Wheelner and Kenneth Kennedy

V�²sÁbÍÎ H�>·]¿£Ôá |�Ôáq+ >·T]+º ýËÔáT>± n<ó�«jáTq+ #ûd¾q �<�ÝsÁT

ç|�eTTK #á]çÔ῱sÁT\T

1. �sY.�. uó�+&�sÁØsY eT]jáTT CÉ.b|�t. ¿Hî&�

2. yîT¿±ýÉ eT]jáTT CÉ.b|�t. ¿Hî&�

3. eTV�²eT�<� V�²;uÙ eT]jáTT ¿.by�T. |��Dì¿£ØsY

4. eÖ]¼eTsY M\�sY eT]jáTT ¿Hî�ÔY ¿q�&�

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93. During Moghul period, the instrument used for measuring land is

1. Din-I-Ilahi 2. Haj-I-Ilahi

3. Gaz-I-Ilahi 4. Mir-I-Ilahi

yîTT>·\T\ ¿±\+ýË uó�Ö$T� ¿=*#û+<�TÅ£� �|�jîÖÐ+#û kÍ<ó�q+

1. ~H�`�`�ý²V¾²

2. V�²CÙ �`�ý²V¾²

3. >±CÙ`�`�ý²V¾²

4. $TsY`�`�ý²V¾²

94. ‘Vishayas’ and ‘Bhuktis’ were the terms denoting the following during Gupta period

1. Districts and Provinces

2. Union and States 3. Mandals and Nadus

4. Uparikas and Vishayapathis

>·T|�Úï\ ¿±\+ýË »$w�jáÖ\Tµ, »uó�T¿ìï\Tµ nHû |�<�\T M{ì� d�ÖºkÍïsTT

1. �ý²¢\T eT]jáTT çbõ$Hîàdt (s�çcͼ\T)

2. ¹¿+ç<�+ eT]jáTT s�çcͼ\T

3. eT+&�ý²\T eT]jáTT H�&�T\T

4. �bÍ]¿£\T eT]jáTT $w�jáT|�ÔáT\T

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95. The dohas of Kabir are known as

1. Bhuktis 2. Bikshaks

3. Sruthis 4. Bijaks

¿£;sY <ÃV�ä\qT ç¿ì+~ $<ó�+>± |¾\TkÍïsÁT

1. uó�TÅ£�ï\T

2. _¿£�Å£�\T

3. çXø�ÔáT\T

4. ;ÈÅ£�\T

96. The mother and father of Vardhaman Mahavira were

1. Sitala and Chetana

2. Sreyanka and Yasodhara 3. Siddhartha and Trisala

4. Sreyanka and Chetana

esÁ�eÖq eTV�äMsÁT� Ôá*¢<�+ç&�T\T

1. oÔá\T&�T eT]jáTT #ûÔáq

2. çXâjáT+¿£ eT]jáTT jáTXË<ó�sÁ

3. d¾<�ÆsÁT�&�T eT]jáTT çÜXø\

4. çXâjáÖ+¿£�&�T eT]jáTT #ûÔáq

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97. The most influential leader of the Jacobin club in France

1. Lamartine 2. Robespierre

3. Mari Antoinette 4. Danton

çb�ÍH�àýË C²¿Ã_H� ¿£¢uÙýË nÔá«+Ôá |�\TÅ£��&� >·\ H�jáTÅ£�&�T

1. ý²eTsYfÉ®H�

2. s�_d¾ÎjáTsY

3. yûT¯ n+ÔáTy�Hî{Ù

4. &�+³H�

98. A prominent scholar who provided education to boys and girls in France during 15th century

1. Vittorno da Feltre

2. Cassandra Fedele 3. Isabell d Este

4. Donatelo

çb�ÍqTàýË 15e XøÔ��Ý ¿±\+ýË u²\u²*¿£\Å£� $<�«qT n+~+ºq ç|�U²«Ôá

$<�Ç+d�Ts�\T

1. ${˼sÃ� &� �|�çýɼ

2. ¿±kÍ+ç&� �|�&�ýÙ

3. �kÍuÉý²¢ &� m�d¼

4. &ÃH�fÉýË¢

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99. The first summit of this organization was held in Dhaka in 1985

1. Common Wealth 2. European Union

3. Non-Aligned Meet (NAM) 4. South Asian Association for Regional Co-operation

(SAARC)

1985ýË &�¿±ýË � d�+d�� yîTT<�{ì ¥Ks�ç>· d�<�d�Tà È]Ð+~

1. ¿±eTH�yîýÙï

2. jáTÖsÃ|¾jáTH� jáTÖ�jáTH�

3. n©q<ûXæ\ d�+d�� (NAM)

4. <�¿ì�D²d¾jáÖ çbÍ+rjáT d�V�²¿±sÁeT+&�* (SAARC)

100. The uniqueness of fifth crusade

1. Soldiers under Solomon’s leadership fought for occupying the Holy land

2. Children under Nicholas’ leadership fought for occupying the Holy land

3. Young people participated in the Holy war

4. Kings and Queens participated in the Holy war

×<à çÅ£L�d&� $¥w�¼Ôá 1. kÍ\�H� H�jáT¿£ÔáÇ+ýË �dÕ�Å£�\T |�$çÔá uó�Ö$T�

kÍÇBóq|�sÁ#áT¿=Hû+<�TÅ£� eTÔá jáTT<�Æ+ #ûjáT&�+

2. �¿Ã\dt HûÔá�ÔáÇ+ýË |�$çÔáuó�Ö$T� �ç¿£$T+#áT¿=Hû+<�TÅ£�

ºq�|¾\¢\T |�$çÔá eTÔájáTT<�Æ+ #ûjáT&�+

3. |�$çÔá jáTT<�Æ+ýË jáTTeÅ£�\T bÍý¤Zq&�+

4. |�$çÔá jáTT<�Æ+ýË s�E\T, s�DT\T bÍý¤Zq&�+

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101. The definition “Nationality is a union of hearts once made and never unmade” is given by

1. J. H. Rose

2. Zimmerin 3. H.J. Laski 4. Herman Finer

»»ÿ¿£ ÔásÁTD+ýË eÖqd¾¿£+>± ׿£«yîT®q V�²�<�jáÖ\T>·\ ç|�C²d�eTT<�jáTyûT

C²rjáTÔáµµ n� �sÁǺ+ºqy�sÁT.

1. CÉ. �V²#Y. sÃCÙ

2. �yîT�]H�

3. �V²#Y. CÉ. ý²d¾Ø

4. �V²sÁ�H� �|�ÕqsY

102. The first political philosopher who separated justice from religion

1. Thomas Hobbes

2. J. S. Mill 3. Thomas Acquinas

4. James Mill

H�«jáÖ�� eTÔá+ qT+º yûsÁT #ûd¾q yîTT³¼yîTT<�{ì s�ÈúÜ ÔáÔáïÇyûÔáï

1. <ó�eTdt V�äuÙà

2. CÉ.bdt. $TýÙ

3. <ó�eTdt n¿ìÇH�dt

4. Cñy�Tà$TýÙ

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103. The French ruler who used ‘Plebiscite’ in 1804

1. Nicholas 2. Louis XIV

3. Danton 4. Napoleon

1804ýË �|¢_�dÕ{ÙqT �|�jîÖÐ+ºq ç�|�+#Y bÍ\Å£�&�T

1. �¿=\dt

2. 14e \ÖsTÖ

3. &�+³H�

4. Hîbþ*jáTH�

104. The constitution of this country is considered as the first written and smallest constitution in the world

1. United Kingdom

2. The United States 3. United Arab Emirates 4. Switzerland

ç|�|�+#á+ýË yîTT³¼yîTT<�{ì *ÏÔá eT]jáTT nÜ ºq� s�C²«+>·eTT >·\ <ûXø+

1. jáTTHîÕfÉ&� ¿ì+>´&�y�T

2. jáTTHîÕfÉ&� �d¼{Ùà

3. jáTTHîÕfÉ&� nsÁuÙ m$T¹s{Ùà

4. d¾Ç³¨s�¢+&�

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105. The American Economist who used the word ‘Globalisation’ in 1983 is

1. Theodore Levit

2. Thomas Roosevelt 3. Thomas Lewiss 4. Marshall Mc Luhan

1983ýË ç|�|�+N¿£sÁD (Globalisation) nHû |�<��� yîTT<�{ìkÍ]>±

�|�jîÖÐ+ºq nyîT]¿£H� �]�¿£ Xæçd�ïyûÔáï

1. <îjîÖ&�sY ýÉ${Ù

2. <ó�eTdt sÁÖCÙyîýÙ¼

3. <ó�eTdt ýÉMdt

4. eÖsÁüýÙ yîT¿ù\TV�²H�

106. Find out the similarity among Uthant, Kurt Waldhiem, Zaviour Perez De Culler and Kofi Annan in the case of United Nations Organization

1. All of them acted as the Presidents of General Assembly

2. All of them acted as the Chief Justices of International Court of Justice

3. All of them acted as General Secretaries of U.N.O 4. All of them participated in Second World War

׿£« s�È« d�$TÜ <��cͼ« �<ó�+{Ù, ¿£sY¼ y�©�y�T, Cñ$jáTsY �|¹sCÙ &� Å£�«\sY

eT]jáTT ¿Ã|�¾ nq�H�\ýË �q� kÍeT«ÔáqT >·T]ï+|�ÚeTT 1. �|Õq �|s=Øq�&�q y�sÁ+<�sÁÖ kÍ<ó�sÁD d�uó� n<ó�«Å£��ýñ

2. �|Õq �|s=Øq�&�q y�sÁ+<�sÁÖ n+Ôás�¨rjáT H�«jáTkÍ�H��¿ì

ç|�<ó�q H�«jáTeTÖsÁTï\T

3. �|Õq �|s=Øq�&�q y�sÁ+<�sÁÖ ×¿£« s�È« d�$TÜ �dç¿£³¯ ÈqsÁýÙ\T

4. �|Õq �|s=Øq�&�q y�sÁ+<�sÁÖ Âs+&�e ç|�|�+#ájáTT<�Ý+ýË bÍý¤Zq�y�sÁT

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107. The Major land mark in the Foreign Policy of India that occurred on May 29, 1954 is

1. India and Pakistan declared ceasefire in Kashmir 2. India and China signed on Panchasheel Agreement 3. India and China entered into a bilateral agreement on

economic affairs 4. India and Soviet Union agreed to co-operate each other on

military affairs

uó²sÁÔá $<ûXæ+>· $<ó�q+ýË 1954 yûT 29¿ì d�+�+~ó+ºq ¿¡\¿£|�]D²eT+ 1. uó²sÁÔY ` bÍ¿ìkÍïH�\ eT<ó�« ¿±o�sY $w�jáT+ýË jáTT<�Ý$sÁeTD ÿ|�Î+<�+

Å£�<�sÁ&�+

2. uó²sÁÔY ` #îÕH�\T |�+#áo\ ÿ|�Î+<�+�|Õ d�+Ô῱\T #ûjáT&�+

3. uó²sÁÔY ` #îÕH�\T �]�¿£ e«eV�äs�\�|Õ <îÕÇbÍ¿ì�¿£ ÿ|�Î+<�+

Å£�<�TsÁTÌ¿Ãe&�+

4. uó²sÁÔY ` kþ$jáT{Ù jáTÖ�jáTqT¢ �dÕ�¿£ $w�jáÖ\ýË |�sÁd�ÎsÁ

d�V�²¿±s��¿ì ÿ|�Î+<�+ #ûd�T¿Ãe&�+

108. Article 51A of Indian Constitution comprises

1. Fundamental Duties 2. Fundamental Rights

3. Fundamental Freedoms 4. Fundamental Conventions

uó²sÁÔá s�C²«+>·+ 51A ç|�¿£sÁDýË ¿ì+~ n+Xæ\T �H��sTT.

1. çbÍ<�$T¿£ $<ó�T\T

2. çbÍ<�$T¿£ V�²Å£�Ø\T

3. çbÍ<�$T¿£ kÍÇÔá+çÔ�«\T

4. çbÍ<�$T¿£ kÍ+ç|�<�jáÖ\T

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109. The Seventy Third Amendment Act, 1992 in the Indian Constitution is related to

1. Importance to Industrialization 2. Importance to Women Education

3. Importance to Panchayat Raj System 4. Importance to Eradication of Bonded Labour

uó²sÁÔá s�C²«+>·+ q+<�* &îuÉÕÒ eTÖ&à d�esÁD #á³¼+ 1992 B�¿ì

d�+�+~ó+ºq~

1. bÍ]çXæ$T¿¡¿£sÁDÅ£� çbÍ<ó�q«Ôá

2. çdÓï $<�«Å£� çbÍ<ó�q«Ôá

3. |�+#�jáTrs�CÙ e«ed��Å£� çbÍ<ó�q«Ôá

4. yî{ì¼#�¿ì] �sÁÖ�\q¿£T çbÍ<ó�q«Ôá

110. Public Accounts Committee comprises

1. 7 members of Lok Sabha and 15 members of Rajya Sabha 2. 15 members of Lok Sabha and 7 members of Rajya Sabha

3. 7 members of Lok Sabha and the speaker of the Lok Sabha 4. 15 members of Rajya Sabha and the Chairman of

Rajya Sabha

ç|�uó�TÔáÇ U²Ô�\ d�+|��T+ M]Ôà ţLsÁÌ�&�q~

1. @&�T>·TsÁT ýË¿ùd�uó�, 15 eT+~ s�È«d�uó� d�uó�T«\T

2. 15 eT+~ ýË¿ùd�uó�, @&�T>·TsÁT s�È«d�uó� d�uó�T«\T

3. @&�T>·TsÁT ýË¿ùd�uó� d�uó�T«\T, ýË¿ùd�uó� dÓο£sY

4. 15 eT+~ s�È«d�uó� d�uó�T«\T, s�È«d�uó� #óîÕsÁ�H�

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111. The study of aggregates like national income, total employment, business cycles, economic growth and development etc is

1. Macro Economics

2. Micro Economics 3. National Economics 4. World Economics

�]�¿£ e«ed��ýË� yîTTÔáïeTTýÉÕq C²rjáÖ<�jáTeTT, yîTTÔáï+ �<ëÐÔá, y�«bÍsÁ

#á翱\T, �]�¿£ e�~Æ, �]�¿±_óe�~Æ yîTT<�ýÉÕq y��� n<ó�«jáTqeTT #ûjáTTq~.

1. d�Ö�\ nsÁ�Xæçd�ïeTT

2. d�Ö¿£�� nsÁ�Xæçd�ïeTT

3. C²rjáT nsÁ�Xæçd�ïeTT

4. ç|�|�+#á nsÁ�Xæçd�ïeTT

112. A situation where a small percentage change in the price of a commodity is accompanied by a greater percentage change in its quantity demanded is

1. Relatively inelastic demand

2. Relatively elastic demand

3. Perfectly inelastic demand

4. Perfectly elastic demand

ÿ¿£ ed�TïeÚ <ó�sÁýË eºÌq ºq� nqTbÍÔá eÖsÁTÎ e\q <�� &�eÖ+&�T

|�]eÖD+ýË mÅ£�Øe nqTbÍÔá eÖsÁTÎ eºÌq |�]d¾�Ü

1. kÍ�|¿£� ny�«¿Ã#á &�eÖ+&�T

2. kÍ�|¿£� y�«¿Ã#á &�eÖ+&�T

3. |�P]ï ny�«¿Ã#á &�eÖ+&�T

4. |�P]ï y�«¿Ã#á &�eÖ+&�T

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113. The surplus earned by manmade appliances and instruments of production in the short period is

1. Scarcity rent

2. Contract rent 3. Quasi rent 4. Economic rent

d�Ç\Î ¿±\+ýË eÖqe �]�Ôá jáT+çÔáeTT\T, |�]¿£sÁeTT\T eT]jáTT �ÔáÎÜï

kÍ<ó�qeTT\T �]¨+#û $T>·T\TqT �ý² |¾\TkÍïsÁT.

1. ¿=iÔá u󲳿£+

2. ÿ|�Î+<�|�Ú u󲳿£+

3. ¿£�çÜeT u󲳿£+

4. �]�¿£ u󲳿£+

114. Payments made in the form of pensions, interest on government bonds, etc. denote

1. Transfer payments

2. National payments 3. Treasury payments 4. International payments

|¾+#óáqT¢ / ç|�uó�TÔáÇ u²+&�¢�|Õ e&�¦, �sÁT<ë>·uó��Ü yîTT<�ýÉÕq y�� sÁÖ|�+ýË

#û�d #î*¢+|�Ú\qT �ý² |�]>·DìkÍïsÁT.

1. �~© #î*¢+|�Ú\T

2. C²rjáT #î*¢+|�Ú\T

3. çfÉȯ #î*¢+|�Ú\T

4. n+Ôás�¨rjáT #î*¢+|�Ú\T

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115. Currency G demand deposits G other deposits is equal to

¿£Âsúà G &�eÖ+&�T &�bÍ�³T¢ G �ÔásÁ &�bÍ�³¢qT ¿£*|¾ �ý² |�]>·DìkÍïsÁT

1. M1

2. M2 3. M3

4. M4

116. The quotient of the sum of all the items divided by the number of items is defined as

1. Median

2. Mode 3. Arithmetic mean 4. Statistics

çXâDT\ýË �q� n+Xæ\ yîTTÔ�ï�� n+Xæ\ d�+K«Ôà uó²Ð�dï �ÔáÎq�eTjûT«

d�+K«qT �ý² �sÁǺ+#áe#áTÌ.

1. eT<ó�«>·Ôá+

2. �V�QÞø¿£+

3. n+¿£eT<ó�«eT+

4. >·D²+¿£Xæçd�ï+

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117. Integration of domestic economy with the world economy is known as

1. Globalization

2. Privatization 3. Liberalization 4. Capitalization

ÿ¿£ <ûXø �]�¿£ e«ed��qT ç|�|�+#á �]�¿£ e«ed��Ôà nqTd�+<ó��+#á&���

�ý² n+{²sÁT.

1. ç|�|�+N¿£sÁD

2. ç�|Õyû{¡¿£sÁD

3. d�sÁ°¿£sÁD

4. eTÖ\<ó�ú¿£sÁD

118. An area in which a number of small scale industries are established is called

1. Real Estates 2. Industrial Estates

3. Industrial Corridors 4. Capital Estates

nHû¿£ ºq� |�]çXøeT\T kÍ�|¾+#á�&�q çbÍ+Ô��� �ý² n+{²sÁT.

1. ]jáTýÙ m�d¼{Ùà

2. bÍ]çXæ$T¿£ ¹¿�çÔ�\T

3. �+&�çd¾¼jáTýÙ ¿±]&�sYà

4. ¿±«|¾³ýÙ m�d¼{Ùà

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119. Expand L.P.G

1. Liquefied Petroleum Gas 2. Liberally Produced Goods

3. Liberalization, Privatisation and Globalization 4. Liberalized Procedures of Government

L.P.G � $d�ï]+#á+&�

1. *¿ìÇ�|�Õ&� �|ç{Ë*jáT+ >±«dt

2. *�sÁ©¢ çbõ&�Ö«dt¦ >·Ö&�à

3. *�sÁýÉÕCñw�H�, ç�|ÕyûfÉ®Cñw�H� eT]jáTT >âuýÉÕCñw�H�

4. *�sÁýÉÕCÙ¦ çbõdÓÈsYà �|�t >·esÁ�yîT+{Ù

120. The Government of Andhra Pradesh launched “Neeru-Chettu”, programme in all districts in this year

�+ç<ó�ç|�<ûXÙ s�çw�¼ ç|�uó�TÔáÇ+ úsÁÖ`#î³T¼ ¿±sÁ«ç¿£eÖ�� n�� �ý²¢ýË¢ �

d�+eÔáàsÁ+ýË çbÍsÁ+_ó+º+~.

1. 2012

2. 2013

3. 2014

4. 2015

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METHODOLOGY

121. As a teacher, the values you inculcate among students, to use the Nuclear power only for the welfare of the mankind in future

1. Creative values 2. Disciplinary values 3. Utilitarian values 4. Moral values

ÿ¿£ �bÍ<ó�«jáTT�>±, $<�«sÁT�\T uó�$w�«ÔáTïýË nDTXø¿ìï� ¹¿e\+ eÖqe

¿£Þ²«D+ ¿Ãd�+ eÖçÔáyûT $�jîÖÐ+#áTq³T¢ #ûjáTT³Å£�, y�]ýË úeÚ

�|+bõ+~+#û $\Te\T

1. d��ÈH�Ôá�¿£ $\Te\T

2. ç¿£eT¥¿£�D $\Te\T

3. �|�jîÖÐÔ� $\Te\T

4. HîÕÜ¿£ $\Te\T

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122. The teacher observed specific changes among the students after he taught the lesson ‘Cyclones’ as per his plan - this reflects the

1. General objectives

2. Behavioural objectives

3. Constitutional objectives

4. Social Studies objectives

�bÍ<ó�«jáTT&�T Ôáq ç|�D²[¿£ ç|�¿±sÁ+ »ÔáTb�ÍqT\Tµ nqT bÍsÄÁ+qT uË~ó+ºq

yî+³Hû, bÍsÄ�«+Xæ�¿ì d�+�+~ó+º $<�«sÁT�\ýË �]Æw�¼yîT®q eÖsÁTÎ\qT

>·eT�+#�&�T. � eÖsÁTÎ\T

1. kÍ<ó�sÁD \¿�±«\T

2. ç|�esÁïH� \¿�±«\T

3. s�C²«+>· \¿�±«\T

4. kÍ+|�¾T¿£Xæçd�ï \¿�±«\T

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123. The incorrect statement of the following regarding Social Studies aims and objectives

1. Aims are general, Objectives are specific 2. Objectives are short term related, Aims are long term related 3. Objectives have temporary values, Aims have permanent

values 4. Aims are steps to solve the objectives, Objectives have broad

scope

kÍ+|�¾T¿£Xæçd�ï �XøjáÖ\T, \¿�±«\Å£� d�+�+~ó+º �ç¿ì+~ y�¿±«\ýË d�]¿±�

<��� >·T]ï+#áTeTT.

1. �XøjáÖ\T kÍ<ó�sÁDyîT®q$, \¿�±«\T �]Æw�¼yîT®q$

2. \¿�±«\T d�Ç\ο±*¿£ d�+�+~óÔ�\T, �XøjáÖ\T BsÁ鿱*¿£

d�+�+~óÔ�\T

3. \¿�±«\Å£� Ô�Ô�Ø*¿£ $\Te\T+{²sTT, �XøjáÖ\Å£� XæXøÇÔá

$\Te\T+{²sTT

4. \¿�±«\ kÍ<ó�qÅ£� �XøjáÖ\T kþbÍH�\T, \¿�±«\T $Xæ\|�]~ó�

¿£*Ð �+{²sTT

124. The correct one among the following regarding values of teaching social studies

1. Values are flexible

2. Values are natural abilities

3. Values are concrete

4. Values are not relative

kÍ+|�¾T¿£Xæçd�ï uË<ó�q $\Te\Å£� d�+�+~ó+º ¿ì+~ y�{ìýË d�]jî®Tq~

1. $\Te\T qeT«Ôá ¿£*Ðq$

2. $\Te\T d�V�²ÈkÍeTs��«\T

3. $\Te\T eTÖsÁïyîT®q$

4. $\Te\T kÍ�|¿£�yîT®q$¿±eÚ

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125. The knowledge about how the man thinks, understands and learns relates to

1. Factual knowledge

2. Procedural knowledge

3. Metacognitive knowledge

4. Conceptual knowledge

ÿ¿£ eT�w¾ mý² �ý˺kÍï&�T, nsÁ� #ûd�TÅ£�+{²&�T, HûsÁTÌÅ£�+{²&�T nHû y�{ì¿ì

d�+�+~ó+ºq C²ãq+

1. y�d�ïy�\Å£� d�+�+~ó+ºq C²ãq+

2. $<ó�H�Ôá�¿£yîT®q C²ãq+

3. n~ó'd�+C²ãH�Ôá�¿£ C²ãq+

4. uó²eH� d�+�+~óÔá C²ãq+

126. Due to this ability, the student is able to explain why the tropical deserts are located at the western part of the continents rather than eastern parts.

1. Evaluating

2. Applying

3. Analysing

4. Understanding

$<�«]� �w��eT+&�\ m&�sÁT\T K+&� ÔáÖsÁTÎ uó²>±\ýË ¿£+fÉ |�¥ÌeT

uó²>±\ýËHû m+<�TÅ£� �H��jîÖ � kÍeTsÁ�«+ ¿±sÁD+>± $e]+#á>·\T>·TÔ�&�T.

1. eTÖý²«+¿£q+ #ûjáTT³

2. nqTe]ï+#áT³

3. $Xâ¢w¾+#áT³

4. ne>±V�²q #ûd�T¿=qT³

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127. The following level is suitable to create awareness on the topics like role of the State, constitutional aims, peoples’ rights and duties in democratic country through teaching Social Studies.

1. Upper primary level

2. Secondary level

3. Senior secondary level

4. Primary level

kÍ+|�¾T¿£Xæçd�ï uË<ó�q <�Çs� ç|�C²kÍÇeT«<ûXø+ýË s�È«+ jîTT¿£Ø bÍçÔá,

s�C²«+>· �XøjáÖ\T, ç|�È\ V�²Å£�Ø\T, u²<ó�«Ôá\ e+{ì n+Xæ\qT ne>±V�²q

¿£*Î+#áT³Å£� ¿ì+~ � kÍ�sTT nqTyîÕq~.

1. çbÍ<�$T¿Ãq�Ôá kÍ�sTT

2. eÖ<ó�«$T¿£ (Secondary) kÍ�sTT

3. eÖ<ó�«$T¿Ãq�Ôá (Senior secondary) kÍ�sTT

4. çbÍ<�$T¿£ kÍ�sTT

128. In this approach, learner actively involves in the process, faces problems, gains experiences and reflects on it.

1. Constructivist approach

2. Guide centered approach

3. Teacher centered approach

4. Content centered approach

� �|�>·eTeTTýË, nuó²«d�Å£�&û ç|�ç¿ìjáTýË #áTsÁTÅ£�>± bÍý¤Z�, d�eTd�«\qT

m<�Ts=Ø�, nqTuó�y�\qT bõ+~, y���|Õ ç|�Üd�Î+~kÍï&�T.

1. �s��D²Ôá�¿£ �|�>·eT+

2. eÖsÁZ<�]ô¹¿+ç~Ôá �|�>·eT+

3. �bÍ<ó�«jáT¹¿+ç~Ôá �|�>·eT+

4. $w�jáT¹¿+ç~Ôá �|�>·eT+

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129. As a result of this competency, the group of students visited the market (Santha) and presented a report in the classroom

1. Mapping skills

2. Conceptual Understanding

3. Appreciation and Sensitivity

4. Information skills

� kÍeTsÁ�«+ jîTT¿£Ø |��*Ôá+>±, ÿ¿£ $<�«]�d�eTÖV�²+ eÖÂsسT¼ (d�+Ôá)qT

d�+<�]ô+º, <���|Õ �yû~¿£qT ÔásÁ>·Ü>·~ýË d�eT]Î+ºq~.

1. |�³HîÕ|�ÚD²«\T

2. $w�jáÖe>±V�²q

3. ç|�Xø+d�, d�T��ÔáÔáÇ+

4. d�eÖ#�sÁ HîÕ|�ÚD²«\T

130. “The course which one runs to reach a goal of an individual” – denotes

1. Syllabus

2. Resource

3. Curriculum

4. Content

»»ÿ¿£ e«¿ìï >·eT«kÍ�H��� #ûsÁT¿Ãe&��¿ì �sÁÇV¾²+#û ¿ÃsÁT൵ qT d�Öº+#áTq~.

1. bÍsÄÁ«ç|�D²[¿£

2. eqsÁT

3. $<�«ç|�D²[¿£

4. $w�jáTeTT

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131. The following is not related to the principles of Curriculum construction is

1. Principle of Child Centeredness

2. Principle of Community Centeredness

3. Principle of Content Centeredness

4. Principle of Life Centeredness

ç¿ì+~ y��ýË $<�«ç|�D²[¿£ �s��D d�ÖçÔ�\Ôà d�+u+<ó�+ýñ�~.

1. ¥Xø� ¹¿+çB¿£�Ôá d�ÖçÔá+

2. d�eÖÈ ¹¿+çB¿£�Ôá d�ÖçÔá+

3. $w�jáT ¹¿+çB¿£�Ôá d�ÖçÔá+

4. J$Ôá ¹¿+çB¿£�Ôá d�ÖçÔá+

132. NCF-2005, suggested to provide scope in social studies for students self-learning, participatory learning and social learning in this aspect.

1. Plurality and Local content

2. Scientific outlook

3. Normative duties

4. Content load

kÍ+|�¾T¿£Xæçd�ï+ýË ç¿ì+~ y�{ìýË $<�«]� dÓÇjáT nuó�«d�qeTT, uó²>·kÍÇeT«

nuó�«d�q+, kÍeÖ�¿£ nuó�«d�q+\Å£� ne¿±XøeTT ¿£*Î+#áe\jáTTq�

NCF-2005 d�Öº+ºq n+Xø+ / n+Xæ\T

1. �V�QÞøÔáÇ+, kÍ��¿£ n+Xæ\T

2. XæçdÓïjáT <��¿£Î<�eTT

3. kÍ<ó�sÁD u²<ó�«Ôá\T

4. $w�jáTuó²sÁ+

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133. Due to this competency, a student is able to write a letter to higher authorities of his local Public Distribution System functioning.

1. Conceptual understanding

2. Interpretation on given text

3. Information skills

4. Appreciation and sensitivity

� kÍeTsÁ�«+ |���*Ôá+>±, $<�«]� Ôáq kÍ��¿£ ç|�C² |�+|¾D¡ e«ed�� |��rsÁT

>·T]+º �q�Ô�~ó¿±sÁT\¿£T �ÔáïsÁ+ çy�jáT>·\T>·TÔ�&�T.

1. $w�jáÖe>±V�²q

2. �ºÌq n+Xø+�|Õq y�«U²«�+#áT³

3. d�eÖ#�sÁ HîÕ|�ÚD²«\T

4. ç|�Xø+d�, d�T��ÔáÔáÇ+

134. Social constructivism, Issue based curriculum, Critical Pedagogy are the key principles of

1. NCFTE -2009

2. APSCF-2011

3. DPEP - 1994

4. RMSA - 2014

kÍeÖ�¿£ �s��D²Ôá�¿£ y�<�+, n+Xæ\ y�] $<�««ç|�D²[¿£\T, ¿ì¢w�¼yîT®q

uË<ó�qXæçd�ï+ nqTq$ M� jîTT¿£Ø ¿¡\¿£ n+Xæ\T

1. mH�.d¾.m|�t.{ì.�.`2009

2. m.|¾.mdt.d¾.m|�t.`2011

3. &�.|¾.�.|¾.`1994

4. �sY.m+.mdt.m.`2014

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135. The following approach gives importance to child’s individual differences, abilities, interests, emotional aspects in developing Social Studies curriculum.

1. Logical Approach

2. Correlation Approach

3. Unit Approach

4. Psychological Approach

$<�«sÁT�\ýË yîÕjáT¿ìï¿£ uóñ<�\T, kÍeTs��«\T, n_ósÁT#áT\T, �<ûÇ>±\T

e+{ì y�{ì¿ì kÍ+|�¾T¿£Xæçd�ï $<�«ç|�D²[¿£ n_óe�~ÆýË çbÍ<ó�q«ÔáqT

�ºÌq �|�>·eTeTT

1. Ô�]Ø¿£ �|�>·eTeTT

2. d�V�²d�+�+<ó� �|�>·eTeTT

3. jáTÖ�{Ù �|�>·eTeTT

4. eTHÃyîÕC²ã�¿£ �|�>·eTeTT

136. After completing the lesson ‘Food Security’, all students of the class together, drafted the key points in an order, it indicates

1. Assimilation

2. Organisation

3. Presentation

4. Recitation

»�V�äsÁuó�ç<�Ôá» bÍsÄÁ+ |�PsÁïsTTq Ôás�ÇÔá, $<�«sÁT�\+<�sÁT ¿£*d¾,

bÍsÄ�«+XøeTTýË� ¿¡\¿£ n+Xæ\��+{ì� ÿ¿£ ç¿£eT|�<�ÝÜýË ç¿Ã&�¿£]+#áT³,

B�� d�Öºd�Tï+~.

1. kÍso¿£sÁD

2. e«edÓ�¿£sÁD

3. ç|�<�sÁôq

4. eýÉ¢yûjáT³+

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137. When the real objects are not possible to show to the students, the teacher uses the imaginary objects to explain the concepts like Oceans, Continents, Dam and factory. The objects he used can be classified into these experiences.

1. Indirect experiences

2. Field experiences

3. Vicarious experiences

4. Direct experiences

eTV�äd�eTTç<�\T, K+&�eTT\T, �q¿£³¼, b�Í«¿£¼ e+{ì uó²eq\qT

$e]+#û³|�ÚÎ&�T, �bÍ<ó�«jáTT�¿ì d�+�+~óÔá �Èed�TïeÚ\qT $<�«sÁT�\Å£�

#áÖ|¾+#áT³Å£� kÍ<ó�«+¿±q+<�Tq, y�� jîTT¿£Ø }V�ärÔá ç|�ÜeT\T ýñ<�

ed�TïeÚ\qT �|�jîÖÐ+ºH�&�T. nÔáqT �|�jîÖÐ+ºq ed�TïeÚ\T � sÁ¿£yîT®q

nqTuó�y�\ e Z¿£sÁDÅ£� #î+<�TqT.

1. |�sÿ£� nqTuó�y�\T

2. ¹¿�çÔá nqTuó�y�\T

3. �bÍ~Ôá nqTuó�y�\T

4. ç|�Ôá«¿£� nqTuó�y�\T

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138. The teacher taken the students to the resources of power distribution, radio transmission and television stations to provide direct experiences about the concepts. These create among students.

1. Economic interests

2. Scientific interests

3. Geographical interests

4. Historical interests

�bÍ<ó�«jáTT&�T $<�«sÁT�\ýË ç|�Ôá«¿£� nqTuó�y�\qT ¿£*Ð+#áT³Â¿Õ $<�T«ÔY

d�sÁ|��s�/|�+|¾D¡, ¹s&�jîÖ, fÉ*$ÈH� ç|�kÍsÁ ¹¿+ç<�\e+{ì eqsÁT\ e<�ÝÅ£�

rd�T¿[¢H�&�T, $<�«sÁT�\ýË n$ M{ì� ¿£\T>·CñkÍïsTT.

1. �]�¿£ n_ósÁT#áT\T

2. XæçdÓjáT n_ósÁT#áT\T

3. uó�>Ã[¿£ n_ósÁT#áT\T

4. #�]çÔá¿£ n_ósÁT#áT\T

139. In RTE Act-2009, under this chapter and section provided space for Child Rights protection to education.

1. Chapter –VI, Section -31

2. Chapter –VI, Section -30

3. Chapter –V, Section -29

4. Chapter –V, Section -30

RTE 2009 #á³¼+ýË � n<ó�«jáT+ýË� � �d¿£�H�ýË $<�«Å£� u²\\ V�²Å£�Ø\

|�]sÁ¿£�DÂ¿Õ ne¿±Xø+ ¿£*Î+#á�&�+~.

1. n<ó�«jáTeTT ` VI, �d¿£�H� 31

2. n<ó�«jáTeTT ` VI, �d¿£�H� 30

3. n<ó�«jáTeTT ` V, �d¿£�H� 29

4. n<ó�«jáTeTT ` V, �d¿£�H� 30

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140. In NCF-2005 the Social Studies Position paper, this chapter deals with the teacher’s professional development and capacity building.

1. First chapter

2. Sixth chapter

3. Third chapter

4. Last chapter

NCF-2005 ýË kÍ+|�¾T¿£Xæçd�ï �<ó�sÁ|�çÔá+ýË� � n<ó�«jáT+ýË

�bÍ<ó�«jáTT\ e�ÜïHîÕ|�ÚD²«\ �|+|�Ú<�\, y�] kÍeTs��«\ n_óe�~Ý

>·T]+º �|s=Øq�&�q~

1. yîTT<�{ì n<ó�«jáTeTT

2. �sÁe n<ó�«jáTeTT

3. eTÖ&�e n<ó�«jáTeTT

4. ºe] n<ó�«jáTeTT

141. Identify the false statement among these

1. Social Studies deals with the relationship between society and human beings

2. Social Studies deals with human development 3. Social Studies adopts experimental methods only 4. Social Studies deal with the results of direct surveys and

interviews.

� ç¿ì+~ y��ýË @ y�¿£«+ d�]jî®Tq~ ¿±<�T.

1. kÍ+|�¾T¿£Xæçd�ï+ d�eÖÈ+`eTqTw�§\ eT<ó�« d�+�+<ó�\qT

�|s=Ø+³T+~.

2. kÍ+|�¾T¿£Xæçd�ï+ eÖqeç|�>·Ü >·T]+º �|s=Ø+³T+~.

3. kÍ+|�¾T¿£Xæçd�ï+ ¹¿e\+ ç|�jîÖ>·|�<�ÝÔáT\qT nqTd�]d�Tï+~.

4. kÍ+|�¾T¿£Xæçd�ï+ ç|�Ôá«¿£� d�¹sÇ\T, �+³sÁÖÇ«\ |��*Ô�\qT nqTd�]d�Tï+~.

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142. As a result of this commission suggestion, the social studies has been introduced as a Core subject in school curriculum in our country.

1. Eashwaribai Patel Committee

2. Mudhaliar Commission

3. Wood’s Despatch

4. Kothari Commission

eTq<ûXø bÍsÄÁXæ\ $<�«ç|�D²[¿£ýË kÍ+|�¾T¿£Xæçd�ï+qT ÿ¿£ eTTK« $w�jáTeTT>±

� ¿£MTw�H� jîTT¿£Ø d�Ö#áq |��*Ôá+>± ç|�yûXø�|³¼&�+ È]Ðq~

1. �Xøǯuó²sTT |�fñýÙ ¿£$T{¡

2. yîTT<�*jáÖsY ¿£MTw�qT

3. �&�à Ô�F<�T

4. ¿=sÄ�] ¿£MTw�qT

143. The book “The Protestant Ethic and the Spirit of Capitalism” written by

1. Karl Marx

2. Amarthya Sen

3. Mother Theressa

4. Max Weber

»»~ çbõ³�d¼+{Ù m~¿ù n+&� ~ d¾Î]{Ù �|�t ¿±|¾³*Èy�Tµµ nHû |�Úd�ï¿£+

sÁº+ºq y�sÁT

1. ¿±sÁýÙ eÖsYØà

2. neTsÁï«�dH�

3. eT<��sY <¸î]kÍà

4. eÖ¿ùà yî�sY

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144. According to Amarthyasen, these are the main reasons for poverty and draught

1. Scarcity of food grains, draught 2. Unemployment, poverty 3. Due to lack of employment, lack of purchasing power of

people. 4. Lack of welfare programmes, poverty

neTsÁï«�dH� ç|�¿±sÁ+ �|<�]¿£+ eT]jáTT ¿£sÁTeÚ\Å£� ç|�<ó�q ¿±sÁD²\T

1. �V�äsÁ <ó�H�«\ ¿=sÁÔá, ¿£sÁTeÚ

2. �sÁT<ë>·+, �|<�]¿£+

3. �bÍ~óýñ¿£bþ¿£e³+, ç|�Èý e<�Ý ¿=qT>Ã\T Xø¿ìï ýñ¿£bþe&�+

4. d�+¹¿�eT ¿±sÁ«ç¿£eÖ\ ýñ$T, �|<�]¿£+

145. The book, ‘Ardhasastra’ was written by Chanukya discussed about the following.

1. Poverty, Draught

2. Capitalism, Investment

3. Demand, Employment

4. Functions of Rulers, International relations

#�DTÅ£�«�#û sÁº+#á�&�q »nsÁ�Xæçd�ï ç>·+<�+µ � $w�jáÖ\ >·T]+º #á]Ìd�Tï+~

1. �|<�]¿£+, ¿£sÁTeÚ

2. �|³T¼<�¯ e«ed��, �|³T¼�&�

3. &�eÖ+&�T, �bÍ~ó

4. bÍ\Å£�� $<ó�T\T, n+Ôás�¨rjáT d�+�+<ó�\T

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146. As per this approach, based on his previous knowledge and experiences the child understands and constructs the knowledge about new concepts.

1. Unit approach

2. Constructivist approach

3. Chronological approach

4. Concentric approach

� �|�>·eT+ ç|�¿±sÁ+, ¥Xø�eÚ Ôáq |�PsÁÇ C²ãq+, nqTuó�y�\ �<ó�sÁ+>±

qÖÔáq uó²eq\qT ne>±V�²q #ûd�T¿=� C²ãq �s��D+ #ûd�T¿Ãe&�+

ÈsÁT>·TÔáT+~.

1. jáTÖ�{Ù �|�>·eT+

2. �s��D²Ôá�¿£ �|�>·eT+

3. ¿±ý²qT>·TD �|�>·eT+

4. @¿£¹¿+ç<� �|�>·eT+

147. The knowledge acquired by the theoretical process, the student applies it, to face the real situations in the society - indicates

1. Evaluation

2. Engage

3. Elaborate

4. Explain

$<�«]� d¾<�Æ+Ôá |�sÁ+>± bõ+~q C²ãH���, d�eÖÈ+ýË y�d�ïe |�]d¾�ÔáT\qT

m<�TsÃØe&��¿ì nqTç|�jáTT¿£ïeTT #ûjáTT³ ` B�� d�Öºd�Tï+~

1. eTÖý²«+¿£q+

2. �eT>·�+ #ûjáTT³

3. $d�ïsÁD

4. $esÁD

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148. This is not a characteristic feature of an activity in teaching of Social Studies

1. Rigidity

2. Economy/low cost

3. Challenging

4. Thought provoking

ç¿ì+~ y��ýË kÍ+|�¾T¿£ Xæg uË<ó�qýË ¿£�Ôá«+ jîTT¿£Ø \¿£�D+ ¿±�~

1. ¿£]ÄqÔáÇ+

2. ÔáÅ£�Øe KsÁTÌ

3. d�y�\TÔà ţL&�q

4. �ýË#áq\T ¹s¿Üï+#û~

149. A student wants to learn the particular concept in this manner, i.e., identifying the concept, defining it, analyzing it and collecting data about it. One of the following helps him for better learning in this manner

1. 5 E Model approach

2. Concept mapping approach

3. Activity based approach

4. Problem solving approach

ÿ¿£ $<�«]�, ÿ¿£ uó²eqqT ç¿£eTyîT®q |�<�ÝÜýË nuó�«d¾+#á&�+ nq>± yîTT<�³

uó²eqqT >·T]ï+#áT³, �sÁǺ+#áT³ Ôás�ÇÔá $Xâ¢w¾+#áT³ <��¿ì d�+�+~ó+ºq

d�eÖ#�s��� �d¿£]+#áT³ <�Çs� HûsÁTÌ¿=qT³Å£�, ç¿ì+~y��ýË nÔá�¿ì

nsÁ�e+ÔáyîT®q nuó�«d�H��¿ì <ÃV�²<�+ #û�d~.

1. 5 E qeTÖH� �|�>·eTeTT

2. ¿±Hîà|t¼ eÖ«|¾+>´ �|�>·eTeTT

3. ¿£�Ô�«<ó�sÁ �|�>·eTeTT

4. d�eTkÍ« |�]cÍØsÁ �|�>·eTeTT

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150. A Social Studies teacher took the students to the “Dhavaleswaram” to explain about the multipurpose projects. It is the part of

1. brings community to the school resources

2. taking school to laboratory resources

3. brings community to secondary resources

4. taking school to community resources

�V�QÞ²sÁ� kÍ<ó�¿£ çbÍCÉÅ£�¼\ >·T]+º $e]+#áT³Å£� $<�«sÁT�\qT »<ó�eÞâXøÇsÁ+

çbÍCÉÅ£�¼µ e<�ÝÅ£� rd�T¿=�yîÞø�ß³ ` B�ýË ÿ¿£ uó²>·+

1. d�eÖC²�� bÍsÄÁXæ\ eqsÁT\ e<�ÝÅ£� rd�T¿=�yîÞø�ß³

2. bÍsÄÁXæ\qT ç|�jîÖ>·Xæ\ eqsÁT\ e<�ÝÅ£� rd�T¿=�yîÞø�ß³

3. d�eÖC²�� ~ÇrjáT eqsÁT\ e<�ÝÅ£� rd�T¿=�yîÞø�ß³

4. bÍsÄÁXæ\qT d�eÖÈ eqsÁT\ e<�ÝÅ£� rd�T¿=�yîÞø�ß³

151. In Social Studies teaching, this resource is useful to develop practice oriented skills among students

1. Atlas

2. Social Science kit

3. School camping

4. Fieldtrips

kÍ+|�¾T¿£Xæçd�ï uË<ó�qýË, � eqsÁT $<�«sÁT�\ýË �#ásÁD²Ôá�¿£ HîÕ|�ÚD²«\T

�|+bõ+~+#á&��¿ì m+Ôà �|�jîÖ>·|�&�TÔáT+~

1. n{²¢dt

2. kÍ+|�¾T¿£Xæçd�ï �|{ì¿£

3. bÍsÄÁXæ\ ¥_sÁ+

4. ¹¿�çÔá|�sÁ«³q\T

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152. To teach the lesson “Disaster Management” the resource that you suggest to the teacher, to create appropriate environment.

1. Social Science laboratory

2. Social Science kit

3. Atlas

4. School complex

»$|�ÔáTï �sÁÇV�²Dµ bÍsÄÁeTTqT uË~ó+#áT³Å£� d�]|�&�T |�]d�s��� ¿£*Î+#áT³

>·T]+º �bÍ<ó�«jáTT�¿ì úeÚ d�Öº+#áT eqsÁT

1. kÍ+|�¾T¿£Xæçd�ï ç|�jîÖ>·Xæ\

2. kÍ+|�¾T¿£Xæçd�ï �|{ì¿£

3. n{²¢dt

4. bÍsÄÁXæ\ d�eTT<�jáT+

153. This step will denote the teacher preparation regarding, beyond the textbook of a particular lesson, in his planning.

1. Teacher reflections

2. Students reflections

3. Teaching notes

4. Expected Outcomes

ÿ¿£ ç|�Ôû«¿£ bÍsÄ��¿ì d�+�+~ó+º, <�� |�]~ó <�{ì �bÍ<ó�«jáTT&�T #ûd¾q

d�+d¾<�ÝÔá >·T]+ºq ¿£�w¾�, nÔá� ç|�D²[¿£ýË� � kþbÍq+ Ôî*jáTCñd�Tï+~

1. �bÍ<ó�«jáTT&� ç|�Üd�Î+<�q\T

2. $<�«]� ç|�Üd�Î+<�q\T

3. {¡º+> HÃ{Ùà

4. �¥+ºq |��*Ô�\T

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154. In this stage of concept mapping, the meaningful discussion will take place between students and teacher in the class, to know the unknown things.

1. Phase -III

2. Phase -IV

3. Phase -I

4. Phase -II

¿±Hîà|t¼ eÖ«|¾+>´ýË� � <�XøýË ÔásÁ>·ÜýË� $<�«sÁT�\T �bÍ<ó�«jáTT� eT<ó�«

nsÁ�e+ÔáyîT®q#ásÁÌ\T È]Ð, Ôî*jáT� $w�jáÖ\ >·T]+º Ôî\Td�T¿=+{²sÁT.

1. �|�CÙ ` III

2. �|�CÙ ` IV

3. �|�CÙ ` I

4. �|�CÙ ` II

155. In Social Studies, this item is being used to assess the children participation and reflections in Formative Assessment

1. Project work

2. Slip test

3. Written works

4. Reflection on contemporary issues

kÍ+|�¾T¿£Xæçd�ï+ýË�, �s��D²Ôá�¿£ eTÖý²«+¿£q+ýË |¾\¢\ uó²>·kÍÇeT«+,

ç|�Üd�Î+<�q\qT eT~+|�Ú #ûjáTT³Å£� B�� �|�jîÖÐd�TïH��sÁT

1. çbÍCÉÅ£�¼ |��

2. \|��TT |� ¿£�

3. s�Ôá |�qT\T

4. d�eT¿±©q n+Xæ\�|Õq ç|�Üd�Î+<�q

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156. As a teacher, through this activity you can improve the processing skills among students

1. Slip test

2. Project work

3. Book reading

4. Written works

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157. In social studies the number of project works that can be given to a student in formative assessment in an academic year

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158. In Social Studies, this academic standard has more weightage in summative evaluation.

1. Mapping skills

2. Information skills

3. Conceptual Understanding

4. Appreciation and Sensitivity

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159. In Social Studies, this type of evaluation helps the teacher to find out the nature and cause of the persistent problems and a plan for remedial action for them.

1. Diagnostic evaluation

2. Formative evaluation

3. Summative evaluation

4. Prognostic evaluation

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160. A test item is prepared to measure competency of understanding. The competency was measured the same when it is implemented, the reason is,

1. Reliability

2. Validity

3. Objectivity

4. Practicability

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