Social Science Pesting

7/28/2019 Social Science Pesting

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PERFORMANCE ANALYSIS

S TU DY R E PO RT

INSOCIAL SCIENCE

Cl ass X(M arch 2005 Exami nati on)

C e n t ra l B o a rd o f S e c o nd a r y E d u c at i o nShiksha K endra, 2-Com m unity Centre, Preet Vihar

D el h i - 1 10 0 9 2


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FOREWORD

Many s c hool pr inc ipals and teac her s have ur ged CBSE to help them in their

endeav our s to impr ov e per for manc e of their s tudents in the Boar d's

ex aminations .T hey wonder why s tudents doing well in Pr e- Boar d tes ts and

c las s tes ts do not s c or e s o wellin Boa r d's ex aminations .

In Per for manc e Analy s is Study , s amples of ans wer s heets ar e r ec eiv ed fr om

the differ ent r egional offic es of the Boar d and ans wer s giv en ther ein ar e

c ar efully analy s ed to

( i ) I d e n t i fy d ev i a t i o ns f ro m ex p e c t ed a n sw e r s r e l a t i ng t o c o n t e nt a n d

depth of the ans wer inc luding its length and pr es entation.

( i i ) E r r o r s a r e a n al y s e d t o f i n d o u t t h e p r o b a bl e c a us e s fo r t h ei r

oc c ur r enc e whic h may be pr obably due to lear ning gaps , inadequate

lear ning of lower or der c onc epts or inability to c or r elate and c ompar e

the r elated c onc epts .

( i i i ) W i t h th e h el p o f e x p er t s r em e d i a l t e a c h in g m e as u r e s a r e s u g g e st e d

s o that teac her s c an inc or por ate nec es s ar y c hanges in their teac hing

s tr ategies .

T he s ummar y giv en in the beginning of the r epor t giv es an ov er v iew of er r or s

gener ally c ommitted by s tudents and nec es sar y r emedial s ugges tions to

the teac her s .I t is ex pec ted that the teacher s will be motiv ated and integr ate

s uc h s tudies in their r egular teac hing pr ogr ams and br ing c ontinuous

impr ov ement in the s tudents per for manc e.

T his y ear , the Boar d has br ought out Per for manc e Analy s is Studies in the

s ubjec ts of Soc ial Sc ienc e ( Clas s X) and Ec onomic s ( Clas s XII) .T he s tudy

per tains to Mar c h 2005 ex amination. I ex pr es s my sinc er e thank s to the

ex per ts who c onduc ted this s tudy and br ought out the r epor t.I als o tak e this

o p p o r t u ni t y t o t h a n k S h r i G . B a l a s u br a m a ni a n , f o r m e r D i re c t o r ( A ca d . ) ,CBSE for pr ov iding v aluable guidanc e in c ar r y ing out this s tudy.T han k s ar e

a l s o d u e t o M r s . S u g a n d h S h a rm a , E d u c a ti o n O f f i c er ( C o m . ) f or

c oor dinating the ac tiv ities in the pr epar ation of this doc ument.

Ashok Ganguly

C h a i rm a n , C B S E

Published By : Central Board O f Secondary Education, Shiksha Kendra,

2-Community Centre, Preet Vihar, Delhi-110092

D e s ig n , L a y ou t & : O p t io n s P r i nt o f as t , P a t pa r g an j I n d u st r i a l A re a s , D e lh i - 1 1 0 0 92 ,

Printed by Ph : 22155169, Fax : 22144806

Performance Analysis Study Report in Social ScienceClass X (M arch 2005 Examination)

First Edition 2006 CBSE DELHI


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CO NTENTS

Foreword

Report of Perf ormanc e

Analy s is St udy in Soc ial Sc ienc e (i-v )

St udent s ' Perf ormanc e (v i)

Unit I: Her ita ge of I ndia 1- 20

U n it I I : R e so u r ce s a n d t h ei r U t il i za t io n 2 1 - 59

U n it I I I : E c on o mi c a n d S o ci a l D e ve l op m en t 6 0 - 88


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REPORT OF PERFORMANCE ANALYSIS

S TU DY I N S OC IA L S CI EN CE

Cl ass X(M arch 2005 Exami nati on)

FI N D I N GS

C B S E h a d c o n d u c t ed P e r f or m a n c e A n a l y si s S t u d y i n t h e s u b j e c t o f S o c i a l S c i e n ce

f or Class X, March 2005 examinat ion. T he object ive was t o analyze t he answers in

o r d e r t o f i n d o u t d e v i a ti o n s o f s t u d e n ts a n s w er s f r o m e x p ec t e d a n s we r s , f i n d t h e

r e a s o n s a n d s u g g e s t r e me d i a l t e a c h in g m e a s u r e s. T h e d e v i a ti o n s r e l a t e t o c o n t e n t

as well as language and present at ion.

F ollowing are t he f indings of t he study which was conduct ed by t he CBSE f or use of

t he t eachers.

A . L a n g ua g e a n d P r e s e nt a t i on

1 . I t w a s o b s e r v e d t h a t s p e l l in g s o f e v e n s i m p le w o r d s w e r e w r o n g . T ho u g h n o m a r k s

are deduct ed f or such errors, use of correct spelling and proper grammat icalsent ences do enhance t heir perf ormance.

2 . I t i s v e r y n e c e s s a r y t h a t q u e s t i o n i s u n d er s t o o d i n t h e s am e s e n s e i t w a s m ea n t t o

be conveyed. Cont ext is of t en ignored by st udent s. T heyw rit e what ever t hey know

about t he concept being asked in t he paper. F or example, inst ead of writ ing

benef icial and harmf ul ef f ect s of WT O , st udent s have given dat e of it s format ion,

locat ion of headquart ers, et c.

3 . S o m e t im e s t h e s t u d e nt s d o n o t u n d e r s t a nd w h a t t o w r i t e i n c a s e o f c e r t a i n w o r d s

used in t he quest ions, such as qualit ies, impact , mot ive, aspect s, f act ors,

dimensions, et c. Somet imes t hey fail t o underst and use of negat ive st at ement s,

like Skill development can reduce pressure of unemployment on t he I ndian

economy.Expla in.

4 . S t u d e nt s s h o u l d ke e p t h e l e f t ma r g i n i n t h e a ns w e r s h ee t o n l y f o r q u e st i o n

numbers and t he marks/ remarks byt he examiners. I t was seen t hat st udent salso

writ e serial number of sub-part s of t heir answers on t he lef t margin t hus conf usingt he examiner.

Similarly, many st udent s gave the quest ion number at t he cent er. O f t en t heir par t s

1 . S u b s , b y t h e C o n s t i t u ti o n ( F o r t y- S e c on d A m e n dm e n t ) A c t . 1 9 7 6 , s e c . 2 , f o r " S o v e r e i g n D e m o c ra t i c R e p u b l i c( w .e .f. 3.1.1977)


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were mixed up and t he st udent s did not separat e t hem. I t is advisable t hat serial

number of a quest ion and serial numbers of it s sub-part s as given in t he quest ion

paper are writ t en in t he lef t margin. Answers of t wo quest ions should be separat ed

by leaving space and drawing a line in bet ween.

5. I n most cases it was f ound t hat t he f irst part of a quest ion is at tempt ed while ot her

part s have been overlooked. Hence it is advised t hat while reading t he quest ion

paper at t he beginning, st udent s should be encouraged t o underline main part s

of t heir quest ions, so t hat t hey are duly answered.

6 . S t u d e nt s r e p e a t e d t h e s a m e p o i nt s s e v e ra l t i m e s i n o r d e r t o f u l f i l t h e r e q u i r e m e nt s

of specif ic number of point s. F or example inst ead of giving f our point s separat ely

as required by t he quest ion t hey repeat ed one point f our t imes.

7 . R e l e va n c e t o t h e m a r k s a l l ot t e d : L e n g t h o f t h e a n sw e r s o f t h e q u e s ti o n s i s o f t e n

not in accordance wit h t he marks allot t ed, f or example in long answer quest ions of

6 marks, st udent s have writ t en only t wo t o t hree point s. Similarly, in very short

answer quest ions of t wo marks st udent s have writ t en f ive t o six point s. I t is also

observed t hat candidat es who have at t empt ed long answers quest ions in t he

b e g i n n in g h a v e p r o p e r l y m a in t a i n e d t h e w o r d l i m it t i l l t h e e n d . W h e r e a s t h e

candidat es who have at t empt ed very short answers in t he beginning have not

been able t o maint ain t he word limit t hroughout t heir quest ion paper especially in

f our mark and six mark quest ions.

B . C o n c ep t u a l D e v ia t i o ns

I t was seen t hat many concept s were not clear t o t he st udent s. T hey conf used

bet ween t he f ollowing :

R o le o f G ov t . a nd r o l e of c i ti z en .

C a p i t al i s m i s o ft e n c o n s id e r e d t o b e on l y i n d e ve l o p e d n a ti o n s .

O c ea n r o ut e s a nd w a t er w ay s .

A n im a l h u s ba n dr y a n d da i r y fa r m in g

C o n s e r va t i o n a n d u s e s o f r e s o u r ce s .

S c a r ci t y o f w a te r w i t h w ay s i n w h i c h wa t e r i s p o ll u t e d .

R e a s o ni n g i s o f t e n e r r o n eo u s , f or e x a m p l e t h e w ay s i n w h i c h p r o d u c er s e x p l o i t

t he consumer is t aken as why consumers get exploit ed.

B r a i n d r a i n i s c on f u s e d w i t h mi g r a t io n . T h e t y p es o f c h i l d a b u s e i s o ft e n c o n f us e d w i t h t h e p ro b l e m s o f c hi l d a b u s e.

C o n ve n t i o n al a n d n on - c o n ve n t i o n al s o u r c es o f e n e r g y.

E n v i ro n m e n t a nd w a y s to c o n s e r ve t h e e n vi r o n m e nt .

N a tu r al H e r i t ag e a n d C u l tu r al H e r it a ge .

Ta n g i b le a n d I n t a n gi b l e h e r i t a ge .

G l o b a l iz a t i o n a n d g r e en r e vo l u t i o n m e a s u re s a n d c a u s e s .

C . M a p Q u e s ti o n s

T he f ollowing errorsare commit t ed by t he st udent s relat ing t o map quest ions:

1 . O f t e n t h e p l a c e i s l a b e l l ed i n s t e a d o f t h e S t a t e , f or e x a m p l e i n t h e q u e s t i on s

asking t he st udent s t o writ e t he St at e where Kamakhya Temple and T ipu

Sult ans palace is locat ed, t he st udent s have writ t en, Kamakhya T emple and

T ipu Sult anspal ace inst ead of t he relevant St at es i. e. , Assam and Karnat aka.

2. I dent if icat ion of t he G eography and Hist ory quest ions are t o be done in

dif f erent maps. I n G eography, map locat ing and ident if icat ion are t o be done

t o g e t he r o n t h e s a me m a p . M a n y s t u d e nt s h a v e a tt e m p t ed m a p i t e ms i n

G eography on t he maps meant f or Hist ory.

3 . O f t e n t h e s tu d e n t s d o t h e l a b el l i n g b u t n o s y m b ol f o r l o c at i o n i s g i v e n . S t u d e n t s

b e e n c o u r ag e d t o g i v e p r o pe r s y m b o l s f o r d i f fe r e n t l o c at i o n s . M a n y t i m e s

locat ions are incorrect and t heir placement iswrong.

4. Under ident if icat ion of f eat ures, inst ead of naming t hem correct ly, st udent s

have writ t en t he names of St at es / Coast s / Airport / St eel Plant or quest ion

number.

5 . M o s t s tu d e n t s h a v e n ot b e e n a b l e t o gi v e c o r re c t l o c a ti o n . P r o p e r s ym b o l s

have not been used and in many cases t hey have repeat ed the same symbol

as given in t he legend. A good number of st udent s have not at t empt ed t he map

quest ion at all. T his shows t hat t his sect ion needs more pract ice and at t ent ion.

D . W a ys t o O v e r c o m e t h e s e S h o r tc o m i ng s

C l e a r l y i l lu s t r a te t h e t o p i c s w it h e x a m pl e s w h e n t e a ch i n g t h e c a u se s ,

consequences, dif f erences, similarit ies, f eat ures, places, et c.

T h e r e i s a n e e d t o h e l p c h il d r e n t o fo r m u l a te t h e i r ow n d e f i ni t i o n s a bo u t t e r ms

like child abuse, brain drain, ent erprise, et c. T hiswill help in creat ive writ ing.

D e ve l o p t h e ab i l it y t o cl a ss i fy p h e no m en a l ik e ar c ha e o lo g i ca l h e r it a ge ,

convent ional sources of energy, t ypes of mount ains, et c.

R e g u l a r a n al y s i s o f c l as s r o o m a ss i g n m e nt s a n d t e s ts b y t h e t e a c he r w h e n

correct ions are done so t hat t hose who have not underst ood can be re-t aught

t he t opics in such a way t o ensure bet t er perf ormance next t ime.


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Te a c h e rs m u s t e n c o u ra g e c h i l d r e n t o r e a d q u e st i o n s c a r ef u l l y a n d a t t em p t a l l

part s wit h examples if required.

I n w r i t i n g a n sw e r s s t ud e n t s m u st u n d e r l i n e ke y t e r m s, c o n c e p ts a n d p o i n t s t o

highlight t hem.

T h e r e i s a n e e d t o i n te g r a te m a p i t e m s i n to t h e t e a c h i ng o f t o p i c s. S t u d e n t s b e

given suf f icient pract ice on locat ion, ident if icat ion of various places and

f eat ures cont inuously in t he class. Neat ness and accuracy will cert ainly help

children score f ull marks.

U s e o f at l a s d u ri n g t e a ch i n g i s of u t m o st i m p o r t an c e .

G i v e s tu d e n t s a mp l e p r a ct i c e o n d i re c t i o n al w o r d s i n d if f e re n t q u e st i o n s , a s

t hey require dif f erent t reat ment :

- N a m e , l i s t , m e n t i on , e nu m e r a te a r e t o b e t r e at e d a s s a m e a n d re q u i r e

only writ ing t he required f eat ure / f act or / name, et c. No need f or any f urt her

explanat ion.

- D e f i ne r e q u i r e s g i vi n g d e f i ni t i o n a n d cr i t i c a l c o m p o n e nt s o f t h a t c o n c e p t.

- E x p l ai n r e q u i r es s h o r t a nd s p e c i fi c e x pl a n a t i on o f t h e te r m o r c on c e p t

specif ied.

- A n a l yz e r e f e rs t o u n d er s t a n di n g o f t he c o n c e pt / s i t ua t i o n a nd d r a w in g

conclusion / ef f ect .- D e s c ri b e m e a n s t o e l ab o r a t e th e t e r m o r c on c e p t o r fa c t w h o l ly .

M a n y wo r d s co n v ey t h e s a m e me a n i n g :

- Q u a l i ti e s , f e a tu r e s a n d c h a r a ct e r i s ti c s .

- E f fe c t s , r e s u l t, co n s e q u e nc e s , i m p a c t.

- C a us e s, r ea s on s , m o ti v e.

- F ac t or s a nd c i rc u ms t an c es .

E . I n t h e E xa m i n a ti o n H a ll

St udent s be inst ruct ed t o :

R e a d t h e e n t ir e p a p e r t h o ro u g h l y i n t h e t im e a l l o t t ed f o r t h i s s ep a r a t el y.

S tay ca lm .

W r i t e c o rr e c t q u es t i o n n u mb e r b o l d l y in t h e l e f t ma r g i n .

A t t e mp t a l l p a r t s o f t h e q u e s ti o n a t o n e p l ac e . N u m b e r t he m a p p r o pr i a t e l y.

B e s p e c i fi c . W r i t e t o th e p o i n t . G i ve p o i n t s i n re q u i r e d nu m b e r o n ly .

L e a v e s o m e sp a c e b ef o r e s t a r t i ng a n ew q u e s t io n .

N u m b e r e a c h p oi n t a n d h i g h l i g ht m a i n p o i n t s. I f p o ss i b l e, g i v e s u i t a bl e

headings.

D o n o t w a st e t i m e i n po n d e r i n g ov e r a d i ff i c u l t qu e s t i o n.

F a s te n t he M a p in s i d e t h e an s w e r b o o k .

C h e c k an d r e c h ec k t h e a n s w e rs i n t h e l a st 1 0 - 1 5 m i n u t es b e f o re s u b m i tt i n g t heanswer book.


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vi 1

2003 2004 2005

Boys 3 055 53 30 91 09 33 540 2

Girls 2 194 43 22 26 20 23 628 0

Total A ppe ared 5 249 96 53 17 29 57 168 2

2003 2004 2005

Boys 8 3.99% 8 9.81% 91 .7 2%

Girls 8 4.67% 9 1.56% 92 .5 8%

Total Pa ss % 8 4.27% 9 0.54% 92 .0 7%

7 5% an d M ea nC omptt. Fail 33-39% 40-44% 45-49% 50-59% 60-74% above marks

Boys 7 .0 9% 8 .8 4% 14.09 % 7 .1 7% 7 .4 1% 14.90 % 21.50 % 18 .9 2% 52.3%

Girls 8 .5 3% 6 .7 6% 14.40 % 7 .2 3% 7 .2 6% 14.70 % 21.17 % 19 .9 2% 52.9%

Total 7 .6 9% 7 .9 7% 14.22 % 7 .2 0% 7 .3 4% 14.82 % 21.36 % 19 .3 4% 52.5%

75% an d Me anComp tt. Fail 33-39% 40-44% 45-49% 50-59% 60-74% above marks

Boys 4 .0 2% 6 .1 1% 12.60 % 6 .3 7% 6 .7 8% 14.47 % 23.49 % 24 .1 0% 56.6%

Girls 4 .2 9% 4 .1 2% 12.24 % 6 .2 5% 6 .6 1% 14.21 % 23.06 % 26 .0 9% 57.2%

Total 4 .1 4% 5 .2 8% 12.45 % 6 .3 2% 6 .7 1% 14.36 % 23.31 % 29 .1 8 59.0%

7 5% a nd M ea nCo mptt. Fail 33-39% 40-44% 45-49% 50-59% 60-74% above marks

Boys 3 .2 9% 4 .8 7% 11.08 % 5 .7 7% 6 .3 2% 13.99 % 24.35 % 30 .2 2% 59.8%Girls 3 .5 1% 3 .8 3% 10.41 % 5 .5 3% 6 .0 9% 13.31 % 23.45 % 33 .7 9% 61.4%

Total 3 .3 8% 4 .4 4% 10.80 % 5 .6 7% 6 .2 2% 13.71 % 23.98 % 31 .7 0% 60.5%

Nu mb e r o f Ca n d id a te s Ap p e are d

Pass %

S t u d e nt s ' P e r fo r m a n ceD uri ng 2003 - 2005

2003

2004

2005

1. Di sti n g u i sh b etw een tan g i bl e h eri tag e an d i n tan g ib l e h eri tag e.

Co n cep t / Su b -Type of Qu esti on Marks O bj ec ti ve con cep ts

VSA 2 Unde rst an ding D isti ngui sh be tween

t angible and

int angible herit age.

Exp ected An sw er :

Cult ural herit age may be divided int o 2 cat egories -Tangible and I nt angible.

Tangible Intangible

(a) I t is a bui lt her ita ge. (a) I t i s l iving her ita ge.

( b) I t c om pr is es o f a ll p hy si ca l ( b) I t i nc lu de s a h os t o f t hi ng s, r an gi ng

object s, mat erials, concret e f rom ideas t o t radit ions, living st yle

f rom of st ruct ures, sit es wit h pract ices

buildings, monument s, et c

( c) e g. t em pl es , mo sq ue s, f or ts , ( c) e g. - l it er ar y he ri ta ge , pe rfo rm in g

c hu rc h es , f un e ra r y m on um en ts , a r t, f ai r a nd f es ti va ls , e tc .

hist oric st ruct ures et c.

Devi ati o n s T yp es an d cau ses :

Common Errors

(i) Clear dist inct ion bet ween t angible and int angible herit age was not brought out .

Visible and invisible t erms have been used f or t angible and int angible herit age.

(ii) Examples of t angible and int angible herit age were not given in some cases.

Pro b ab l e cau ses :

L a c k o f c l e a r u n d e r s ta n d i n g o f t h e t e r m s t a n g i bl e a n d i n t a n g i b l e h e r it a g e a s t w o

UNIT-I

H ER IT AG E O F I ND IA

Stu d e n ts ' Pe rfo rma n ce




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cat egories of cult ural herit age.

Su g g ested Remed i al T each i n g Measu res :

T he t wo concept s of t angible and int angible herit age may be explained by t he

t eacher wit h an example.

2. Men ti o n th e si g n i fi can ce o f o u rh eri tag e o f the co l o n i al p eri o d .

Co n cep t / Su b -

Typ e of Q ues tio n Mark s Ob je ctiv e co ncep ts

VSA 2 Knowledg e I mpor ta nce / signi -

f icance of herit age of

t h e c o l o n ia l p e r i o d .


Signif icance of our herit age of t he colonial period.

( i ) T h e co l o ni a l p o we r s l ik e G re a t Br i t ai n , Po r t ug a l , Fr a nc e , Ho l l an d , a nd

Denmark lef t t heir marks on I ndian archeology; t hey got assimilat ed in I ndian

cult ure, and f orm it s int egral part present ly.

( i i ) W e h av e in h e r i ta g e fo r t s an d p a l ac e s , r e s i d e nt i a l , o f f i c ia l o r p u bl i c bu i l d i n g s(like - railway st at ions, educat ionalbuildi ngs, cemet eries, et c. )

Examples :

( i) V ic to ri a M em or i al i n K ol ka ta .

( ii ) R as ht ra p at i B h aw an in De lh i .

( ii i) G et ew ay o f In d ia , Mu mb ai .

(iv) Toy t rain is st ill operat ional in Darjeeling, declared as world herit age.

( v ) V i c t o ri a Te r m i n u s b u i l t i n 1 9 8 7 i n M u mb a i , d ec l a r e d a s h e r it a g e bu i l d i n g.

( vi ) A ny o t he r r el ev an t p oi nt .


Common Errors (i ) Many st udent s did not underst and t he meaning of t he t erm

Co l o n i al p eri o d .

(ii ) A d e sc r i pt i on i n g e ne r al o f t he C u l tu r al h e r it a ge o f I nd i a h as b e en g i ve n a n d

not about t he specif ic aspect of t he Co l o n i al p eri o d.


Lack of underst anding of t he t erm Co l o n i al p eri o d.


Te a c h e r s m a y t r y t o e x p l a i n t h e m e a ni n g o f t h e C o l o n i a l p e r i o d a n d t h i s w i l l h e l p t h e

st udent s t o t ackle such quest ions properly.

3. Name tw o i sl an d g ro u p s o f I nd i a. Men ti o n o n e featu re o f each i sl an d g ro u p .

Co n cep t / Su b -Typ e o f Q ue stio n Mar ks Ob j ecti ve co nce pts

Ver y Shor t Answer 2 Knowledg e Men tio n o ne feat ure

of each island group.


( i ) Tw o Is l a n d g r o u p s i n I nd i a a re L a k sh a d e e p a n d An d m a n N i c o b a r I s l a n ds .

( ii ) L ak sh ad ee p - C or al r e ef s.

( i ii ) A n dm a n & N i c o ba r - Vo l ca n i c/ Fo r e st c o ve r .


M i s t a ke s c o m m i t t e d a r e a s f o l l ow s :

(i) I nst ead of islands, names of t he oceans have been ment ioned.

(ii) F eat ures of only one island have been ment ioned in place of 2 islands.


N o t h a v i n g a c l e a r u n d e r s t a nd i n g o f t h e w o r d f e a t u re i n t h e p h y s i c a l f e a tu r e s .

Q uest ion is not underst ood properly.


T h e t e a c h e rs s h o u l d t r y t o e x p l a i n t o t h e s t u d e n t s t h e p h y s i ca l f e a t ur e s o f b o t h t h e

island groups.

4. State an y tw o i mp o rtan t featu res each o f th e Western G h ats an d Eastern

G h ats o f I n d i a.


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Co n cep t / Su b -

Typ e of Q ues ti o n Mark s Ob jec ti ve co nce pts

Shor t Answe r 4 Knowledg e K n o w l e d g e of t h e

import ant f eat ures of

west ern and East ern

G hat s.


Wes te rn G ha t Eastern Gh at

( i ) T h e W e te r n G h at r u n s p a ra l le l t o ( i ) T h ey s t re t ch f r om t h e v a ll e y

t he we st co as t f ro m t he mo ut h o f t ap i o f t he Mahanadi t o t he N ilgirit o almost up to Kanyakumar i i n the sou th

(f rom gulf of Cambayin t he Nort h t o Kerala in t he Sout h)

( ii ) I t i s C on ti gu o us ( ii ) E as te r n g h at s a re n o n-Ha rischa ndra , Ajant a, Mah adeo, cont igu ous a nd i n t he

t he Nilgiri, Palini and Cardamom f orm of isolat ed hills. Some

are t he import ant hills of of t hese are t he

t he We st er n Gh at . Pacha ma li, Shevaroy,

Javadi, and Nallamat a hills.

( ii i) G od av ar i , K r is hn a, K av er i , a nd Va ig a i ( ii i ) N o Ma jo r ri ve r s o r ig i na te .a re t he i mp or ta nt r iv er s w hi ch o ri gi na l T he r iv er c ar ve o ut v al le ysin t he We st er n G hat s. th rough t he Easter n G hat .

(any t wo)


Errors Made (i ) Some st udent s have writ t en about t he ut ilit y of G hat s as prot ect ion

f r o m w i n d . (ii ) T he G hat s have been conf used wit h t he West ern and East ern coast s.

St udent s are also not clear about f eat ures of West ern and East ern G hat s regarding

ranges, rivers and height s.


T eachers should explain t he dist inguishing f eat ures of ghat s and coast s and also of

East ern and West ern G hat s.

5 . " I n t im a t e c o n ne c t i o ns w i t h n a t u r e a n d s e as o n c a n b e s e e n i n o u r m u s ic . "

G i ve tw o examp l es to su p p o rt th i s statemen t.

Co n cep t / Su b -

Ty pe o f Qu esti on Marks O bj ecti ve con cep ts

Ver y Shor t An swer 2 Un derst andin g Mu sic: I t s co nne ct io n

wit h nat ure.

Exp ected An sw er :(i) Classical ragas based on seasons or moods of t he day.

( i i ) M u si c a l m o de s l i ke C h a i ti , P h a g, K a j ar i , M us i ca l m o d e s a re s e a s on a l.

( ii i ) A ny o th er r el ev an t po i nt .


(i) Fact ual errors.

( i i ) M u si c a s s u c h h a s b ee n i d e nt i fi e d w it h m u si c al i n st r um e n ts i n s o m e o f th e

answers e. g. , Shehnai.

( i i i ) P r e s e n ta t i o n o f th e a n sw e r ha s n ot b e en p r op e r as e x a m pl e s o f mu s i c / ra g a s

relat ing t o nat ure have not been provided.


Some st udent s have writ t en about music in dif f erent regions and st yle.


T he t eachers can t ry t o explain about t he development of music under various

headings as : Classical, f olk, seasons& nat ure and musical inst rument s.

6. Di sti n g u i sh b etw een Hi n d ustan i mu sic an d Carn ati c mu si c. Descri b e o n e

i n fl u en ce o f fo l k mu si c o n o u rcl assi cal mu si c.

Co n cep t / Su b -Ty pe o f Qu esti on Ma rks Ob j ecti ve co nc epts

Sho r t Answer 4 Un dersta ndin g Di stin guish bet ween

H i n d u s ta n i m u s i c

and Carnat ic music.


( i) T he H i nd u st an i m us ic i s f am ou s i n N or t h In d ia , wh e re a s C ar n at ic m us i c is

f amousi n Sout h I ndia.


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( i i ) E a c h Gh a r a n a h a s i t s o w n st y l e o f s i n g i n g a n d t he y d i ff e r fr o m e ac h o t he r i n

using musical inst rument s

( i i i ) M a i n f o r m s o f cl a s s i ca l r e n d i ti o n s i n H i nd u s t a ni m u s i c a r e - D h r u p a d , K h a ya l ,

T humri, Dadra, T appa.

( i v ) I n C a r n at i c mu s i c Kr i t i s of t h e m u s i c al t r i n i ty o f Pu r a n d ar a d a s a , T h y ag a r a j a

and Mut uswamiDikshit ar are mainly rendered.

( v) A ny Ot he r r el ev an t p oi n t.

I nf luence of f olk music:

( i ) O u r fo l k mu s i c w it h i ts r i c h v a r i e ty a n d d i v e rs i t y ha s g r ea t l y in f l u e n ce d o u r

c l a s s ic a l m u s i c

( i i ) S u f i t r a d i t i o n g a v e b i r t h t o qa w w a l i, w hi c h in t ur m i n fl u e n c e d K h a ya l s i n g i n g o f

H i n d u s ta n i c l a s s i c a l m u s i c .

(iii) F olk music is a recreat ion f or t he I ndian people.

(iv) Any o the r re levant poin t. (any o ne)


Common Errors :

(i) Some of t he answers did not clearly dist inguish bet ween t he Hindust ani &

Carnat ic music.

( i i) W r o ng a s so c ia t io n o f H in d u st a ni & C a r na t ic w i th r e g io n s.


Not having a clear underst anding of t he dif f erent st yles of classical music of I ndia.


Cat egorisat ion of dif f erent t ypes of classical music wit h dif f erent regions of I ndia is

essent ial.

7. Di fferen ti ate b etw een cl assi cal kath ak d an ce an d kath akal i d an ce w i th th ei r

mai n featu res.

Co n cep t / Su b -

Typ e of Q ue stio n Mar ks Ob je ctiv e co nce pts

Shor t Answer 4 Und erstan ding (i) Types of Cla ssi cal

Dance F orms.

(ii) Dif f erence

bet ween Kat ha -

k a l i a n d K a t ha k .


Dif f erence bet ween Kat hak and Kat hakali : -

( i ) K a th a k i s f r om U . P. S t a te . D a n ce r s u se d t o p e rf or m t h is i n v i ll a g e s qu a re . I n t h is

dance f irm foot movement is very import ant .

( i i ) K a th a k al i i s t h e t r a di t i on a l d a n c e o f Ke r al a . T h is i s t h e o ld e st f o r m of t h ea t re i n

t he world. I mport ant f eat ure is heavy make-up and f acial expression.

( i ii ) A ny o t h er r el ev an t po i nt .

Devi ati o n s T yp es an d Cau ses :

( i ) F a ct u a l e r r o r s h a v e b e e n m a d e . K a t h a k a li h a s b e e n i d e n t i fi e d w i t h H i m a c h al

Pradesh.

( i i ) C o nf u si o n i n t h e d an c e f or m s. K a t ha k a li i s m i x e d u p w i th C a r n at i c m u si c .

Pro b ab l e Cau ses :

L a c k i ng i n c l a r i t y o f u n d e r s ta n d i n g w i t h t h e d i ff e r e nt d a n c e f o r m s a s w e l l a s w i t h

music.


1 . Te a ch e r s m a y t r y to p o i nt o u t th e d i ff e re n t da n ce f o rm s a nd t h e a ss o ci a t ed

regions in a t abular f orm.

2 . C l ip p i ng s fr o m n e ws p ap e rs o r ma g a zi n e s m a y b e h el p fu l t o st u de n ts t oident if y and recall dif f erent dance f orms.

8. Cl assi fy d i fferen t typ es o f I n d i an mu si cal i n stru men ts i n to th ree g ro u p s

an d g i ve o n e examp l e fro m each g ro u p .

Ty pe o f Qu esti on Ma rks O bj ecti ves Con cep t / Su b -co n cep ts

Sho r t An swer 4 U nderst andin g Classif ies th edif f erent t ypes ofm u s i c al i n s t r u me n t s .


( i ) S t ri n ge d i n s t ru m en t s e . g. V ee n a , S ar o d , S i ta r, S a r a ng i , S a nt o or ,

( i i ) P er c us s io n i n s t ru m e nt s e . g . M ri d a ng a m, T a bl a , P a kh a wa j

( i i i) W i nd i n s t ru m en t e . g . Fl u te , S h e hn a i , N ad a sw a ra m


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(i) Clear Classif icat ion of Musical I nst rument s as wind, st ringed and percussions

are not ment ioned in some of t he answers.

(ii) Example of t he inst rument s like Flut e, Sitar have been ment ioned in some

answers wit hout relat ing t hem t o t heir t ypes or grouping or classif icat ion.

Pro b ab l e Cau ses :Lack of underst anding of t he classif icat ion of t he musical inst rument s.


T he t eachers may t ry t o explain t he meaning of such words as s t r i ng e d , w i n d and

p ercu ssi o n i n stru men ts. I f possible t eacher could showa F lut e & T abla in t he class

and t ell t hem t he dif f erence or even t ake t hem t o t he music room in t he school.

9 . E x p l ai n t h e i m po r t a n c e o f Ko s M i n a rs a n d Q u t ub M i n a r a s s o u r ce s o f

h i sto ri cal i n fo rmati o n .

Typ e of Q ues ti o n Marks O bj ecti ves Con cep t/

Su b -co n cep ts

Sh or t An swer 4 U nderst andi ng I mpor t ance of KosM i n a r s & Q u t u b

Minar as a source ofh i s t o ri c a l i n f o r ma t i o n .


I mp o rtan ce o f Ko s Mi n ar an d Q u tab Mi n ar.

Kos Minars - T hese are t he milest ones which were f irst est ablished along t he G rand

T runk Road.

( i ) W e fi n d th e m b y th e s id e o f r o a d s f o u r t o f iv e me t r e s h i g h b r i c k p i l l a r s.

( i i ) T h es e w er e e r ec t ed d u r in g t he t i me o f S he r S ha h S u ri a n d Mu g h al s i n 1 3

cent ury A. D.

(iii) Kos minar shows t he dist ance and dest inat ion t o t he t ravelers.

( i v ) T h e y p r o v i de i n fo r m a t i on r e g ar d i n g t r a d e, t ra v e l a n d a d mi n i s t ra t i o n d u r i n g

m e d i e va l p e r i o d .

Q u t u b M i na r -( i ) T hi s is th e ta l le st mi n ar i n I nd i a.

( i i ) I t is 7 2. 5 me t re h ig h a nd h a s r i bb e d bo t to m .

( i i i ) T h i s w a s m a d e b y Q u t u b u d di n w h ic h w as l a te r c om p l e t ed b y I l t u tm i s h .

( i v ) I t i s b el i e v ed t h a t th e m i n a r w a s b u i l t f o r t h e m u e z zi n t o c a l l p e o p l e f o r p r a ye r .

( v ) T h e m in a r i s bu i lt w i t h re d s a nd s to n e, g r ey s to n e a nd o c c as i on a l u s e o f

marble.

( v i ) I t c o ns i s t s o f 5 st o r e ys a n d e a ch s t o re y h a s a p r o j ec t e d ba l c o n y.

( v ii ) A n y o t h er r e le va n t p o i nt .


( i ) F a i l ed t o u n d e r st a n d w h a t a r e K o s M i n a r s. M a n y s t u d e nt s f r o m s o u t h er n

region conf used Q ut ub Minar wit h t he iron pillar built nearby. Kos Minars were

mist ook f or Sarais.


No knowledge about t he Kos Minars and t heir hist orical import ance.


I St udent s must be guided t o learn about t he dist inct ive f eat ures of bot h Kos Minars

and Q ut ub Minar.

10. Exp l ai n th e mai n featu res o f I n d i an fo rts an d p al aces w i th examp l es. W h y

so me o f th ese h ave b een co n verted i n to h eri tag e h o tel s recen tl y? G i ve o n e

reaso n .

Type of Qu esti on Marks O bj ecti ves Co nc ept / Su b -co n cep ts

Sho r t Answer 4 Underst andi ng (i ) Fe atu res of For tsand Palaces.

(ii)Reasoning f orconvert ing someof t hem int o hot els.


( a ) M a i n F e at u r e s

( i ) T h ey a r e l a r g e i n si z e, m a g ni f ic e nt a n d h i st o r y a s so c ia t ed w i t h th e m.

( i i ) T h ey b e l o n g to d i ff er e nt p er i o ds o f h i s to r y.( i i i) T h ey a r e f ou n d in a l l p a r ts o f t h e c o u nt r y.

(b) Examples-LehPalaceinLadakh,TipuSultan'sPalaceinMysoreandRedFortinDelhi.etc.


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Reaso n s :

( i ) S o m e o f t h e f o r t s a n d p a la c e s h a v e b e e n c on v e r te d i n to h e r i ta g e h ot e l s fo r

t heir maint enance and bet t er preservat ion.

( i i ) To p r o mo t e to u r i s m a n d h av e va s t kn o w l e d ge a b o u t t h e h is t o r i c al i m p o r t a nc e

of each f ort .

Devi ati o n s T yp es an d cau ses :(i) F eat ures of palaces and F ort s have not been clearly writ t en.

(ii) Specif ic examples of F ort s and Palaces not given.


Some of t he answers do not give a clear underst anding of t he reasons f or convert ing a

palace int o a hot el.


1 . S t u d e nt s s ho u l d b e g u i d e d b y th e t e ac h e r to s e e c l e a r l y t h e ma r k s a ll o t t e d t o

t he quest ion and t he divisions it cont ains.

2 . T h e nu m be r o f p oi n ts / f e at u re s t o b e wr i tt e n sh o u ld r e l at e t o th e m a rk s

allot t ed.

3 . F ea t ur e s o f p al a c es a n d f or t s s ho u l d b e ex p l ai n e d w it h t h e h el p o f t h ei r

pict ures.

11. Descri b e th e co n tri b u ti o n o f San t T u karam an d San t Narsi Meh ta i n th e

Bh akti Mo vemen t.

Ty pe o f Qu esti on Mar ks Ob je ctiv es Con cep t /

Su b -co n cep ts

Shor t Answe r 4 Unde rst and ing Con tr ibu tio n o fB h a k ti S a i n t s.


( i ) N a rs i M e h t a a nd Tu k a ra m b o th w e r e B ha k ti p o e t s , w ho s a n g d ev o ti n a l s o n gs .

( ii ) T he y be l on ge d to m ed i ev al p e r io d .

( i ii ) N a rs i M e ht a w r o te i n G u j a ra t i a n d Tu k ar a m w ro t e i n M a ra t hi . T h i s e n r ic h e d

local language which was easily underst ood by t he localpeople.( i v) Tu k a ra m 's f a mo u s wo r k i s Ab h a ng a s.

( v ) Tu k a ra m s w or k ed f o r t he s p i r it u al u p l i f tm e nt o f a l l p e o p l e.

( v i ) N a r s i M e h t a c o m p o se d th e fa m o u s s o n g V a is h n a va J an a t o

( v ii ) T h ey b e l i ev e d i n h u ma n v a lu e s a n d s oc i al j u st i ce .

( v ii i ) A n y o t he r re l ev a nt p oi n t.


T his quest ion being a choice quest ion wasat t empt ed by very f ewst udent s.

Co mmo n Erro rs :

(i) Asssociat ion of Sant T ukaram and Sant Narsi Meht a wit h places ot her t han

Maharasht ra and G ujarat .

(ii) Cont ribut ion in t erms of t heir specif ic achievement s Abhangas and t he song

VaishnavJanat o not ment ioned.

( i i i ) B h a k ti S a i n t s a n d t h e ir b a s i c c o n t r i bu t i o n we r e m i ss i n g i n s o m e o f t h e a n sw e r

sheet s.


Lack of knowledge of t he Bhakt isaint s and t heir cont ribut ion.


Bhakt i saint s and t heir cont ribut ion f orm an import ant aspect of our cult ural herit age.

Emphasis should be made t o underst and and appreciat e t heir cont ribut ion t o our

c u l t u ra l h e r i t a g e .

12. "L i terary trad i ti o n o f I n d i a i s very o l d an d ri ch . " Exp l ai n th i s statemen t

g i vi n g fo u r examp l es.

Typ e of Q ues tio n Marks O bj ecti ves Con cep t /

Su b -co n cep ts

Sho r t Answer 4 Un dersta ndin g Expl ains andillust rat es t heimport ance of I ndianLit erary t radit ion.


( i ) L i t er a r y t r ad i ti o n i n I n di a i s v e ry o l d a nd ri c h.

( i i ) O r a l / wr i t t e n l i t e r at u r e i n va r i o u s l a n g u a g e s s u c h a s S a n s k r it , Pa l i , P r a k r it e tc .( i i i ) B o o k s o n r e l i g i on , s c i en c e a n d te c h n o l og y, a r t s , c r a f t a n d a r ch i t e c tu r e

( i v) B o o ks o n r e l ig i on i n c l ud e R a m ay a n a nd B h a g av a t Gi t a a n d Ja i d ev a s


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G it agovinda, Jain Upangas, Agamas, et c.

( v ) B o ok o n s t at e cr a ft - K a u ti l ya s Ar t h as h ar s tr a s.

( v i ) P e r si a n l i te r a t u re a b o u t h i s t o r ic a l a c c o u nt s o f S u l t a n at e r u l er s , su c h a s A i n - i -

Akbari by Abul F azal, Tabaquat -i-Nasiri by Minhaj Siraj.

( v i i ) B h a k t i p o e t s l i t e r at u r e i n d i ff e r en t l a ng u a g e s -K a b i r a n d M ir a b a i - Tu k a r a m,

N a r s i M e h t a , e t c .

( v i i i ) W o r k s o n M u si c , L a w, A s t r o no m y a n d C o m me n t a r i es w e r e w r i t te n .

(ix) Any o the r re levant poin t. (any four)


(i) A general answer on various aspect s of I ndian cult ure like music, dance, art

et c. have been writ t en inst ead of lit erary t radit ions.

(ii) Lack of underst anding of t he word lit erary Tradit ion.

( ii i) A ns we rs w er e va g ue .


Not underst anding t he concept of Lit erary t radit ion.


Emphasis on lit erary t radit ion as one of the aspect s of our cult ural herit age is

essent ial. Also dif f erent examples of our lit erary herit age will help t he student s t oremember.

1 3 . W h a t i s a St u p a ? Ex p l a i n t h e h i st o r i c al i m p or t a n c e o f Sa n c h i St u p a.

Ty pe o f Qu esti on Ma rks Ob j ecti ves Con cep t / Su b -co n cep ts

Shor t Answer 4 Knowled ge & Knowled ge of St upaUnderst anding as archit ect ural

herit age. Underst anding

its importance


(a) A St upa is a tumulus or a mound cont aining t he relics of Buddha.

( b ) ( i ) T h e b e s t pr e s e r ve d e x a mp l e o f a S t u pa i s a t S a n c h i

( i i ) I t i s l o c at e d i n M a d h ya P r a d e sh

( i i i ) I t i s f a m ou s f o r i t s g a t e wa y s .

(iv) Any ot her relevant point .


(i) Some of t he answers do not clearly relat e St upa t o Buddhist archit ect ure.

( i i ) I n so m e c a s e s t h e f i r s t p a r t o f th e q ue s t i o n h a s b e e n a n s w er e d . T h e s e co n d

part , t he hist orical import ance of t he st ruct ure has not been f ully explained.


A c l e a r u n d e rs t a n d i ng o f t h e t y p e s o f a r c h i t e c t ur a l h e r i t a g e w i l l h e l p s t u d e nt s t a c kl e

such quest ions.

14. Exp l ai n th e measu res ad o p ted b y th e go vern men t fo r th e p ro tecti o n o f

n atu ral en vi ron men t sp eci al l y fo rests, l akes, ri vers an d w il d an i mal s. W h at

w as th e effect o f th ese measu res?

Type o f Qu esti on Marks Ob jec tive s Co nc ept /

Su b -co n cep ts

Lon g An swer 4 + 2 = 6 Kn owl edge an d (i) Writes measures(t wo pa r t s) Un derst andin g ado pte d by

government f or

prot ect ion off orest s, lakes,rivers, wildlif e.

(ii) W r i te s e f fe c ts o ft h e s e m e a s u re s .


( i ) I t i s a du t y o f e ve r y c it i ze n t o p ro t ec t a nd i m pr o ve t h e N at u ra l e n vi r o nm e nt

including f orest s, lakes and wild lif e.

( i i) E s ta b li s hm e nt o f N a t i on a l P a r ks , S a n ct u ar i e s a n d r e se r ve s .

( i ii ) P a ss i ng o f W il d l if e Pr o te c ti o n Ac t . - 1 97 2 .

( i v) C r e at i on o f In d i an B o ar d o f W i l dl i fe .

( v ) C e l e b r at i n g V a n M a h o t sa v, w i l d li f e we e k t o c r e a t e a w a r en e s s a m o n g m a s se s .

( v i ) A c h i ev i n g t h e o b j e c ti v e s o f N a t i o n al F o r e st P o l i cy.( v ii ) M e a su r e s t ak e n t o c o nt r ol p o l l u ti o n i n r i ve r s.

(viii) Prot ect ing t he nat ure of exist ing lakes.


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( i x) P r oj e ct s l i ke Pr o j ec t T i ge r.


( i ) E f fe c ts o f me a su r e s n o t cl e a rl y w ri t te n b y s t ud e n ts .

( i i ) C o n s e r va t i o n m e a s u re s f or r i ve r s a n d l a k e s c o n f u se d w i th w a t er c o n se r v a t io n .

Pro b ab l e cau ses :St udent s did not underst and t he second part of t he quest ion.


Teachers should use recent examples t aken f rom News bullet ins and newspapers for

explaining measures. I t will have a last ing ef f ect on st udent s minds.

15. Exp l ai n th e measu res taken b y th e g o vern men t o f I n d i a after 1947 fo r th e

p ro tecti o n o f n atu ral h eri tag e o f I n d i a.

Typ e of Q ues tio n Marks Ob jec tive s C on cept /

Su b -co n cep ts

Long Answer 6 Unde rst and ing Expla nat ion ofmeasures t aken byt he G overnment t oprot ect our nat uralherit age.


( i ) I n di a n Bo a r d o f W i l dl i fe w as c on s ti t ut e d i n 19 5 2

- I t g u i d ed t h e G o vt . o n s t e p s t o b e ta k e n t o p re s e r v e wi l d l i f e an d p l a n t s.

- I t w a s a ls o r e s p o ns i b l e fo r c r e a ti n g a w a re n e s s a mo n g s t p e op l e .

( i i) W i l dl i fe P r ot e ct i on A c t. 1 9 7 2 p a s se d

- F i n e f o r p e r s o n s n o t ob e y i n g t h e l aw s .

- P a s si n g o f Wi l d L i fe P r o t ec t i o n A ct . 1 9 7 2 , g a v e a fi r m s t a tu s t o N a ti o n a l P a r k ,

bio - reserves, sanct uaries et c.

(iii) Cert ain plant s and animals have been declared in danger t o prevent t heir

killing and dest ruct ion.

( i v ) T h e N a ti o na l F o r es t Po l ic y of 1 98 8 .

( v ) T h e c o ns t i t i ti o n o f I nd i a h a s ma d e i t m an d a t o r y, t h e d u ty o f e ve r y c i t i ze n o f

I ndia t o value, preserve, prot ect and improve t he Nat uralHeri t age.

( v i) T h e Bo m ba y Na t ur a l H i st o r y S o ci e ty w a s s e t u p i n 18 8 3 to p r ot e ct t he

environment .

( v i i ) E n c o u ra g e m e n t t o s o c i et i e s a n d or g a n i z at i o n s to t a k e u p th e c a u s e of

prot ect ion of wildlif e and environment .

Devi ati o n s T yp es an d Cau ses :Erro rs :

( i ) N e e d f o r p r o t e ct i o n h a s b e e n c o n f u se d w i t h m e a s u re s t a k e n b y t h e

G overnment .

(ii) Specif ic measures t aken by t he government e. g. , set t ing up of I ndian Board of

Wildlif e and Act s passed were not writ t en in some of the answers.


Lack of knowledge and underst anding of t he st eps t aken by t he G overnment .


Nat ural herit age is t he wealt h of I ndia. While emphasising t his point , t he st udent s may

be made t o underst and t he measures t aken by t he G overnment t o prot ect t he same.

16. Exp l ai n th e measu res ad o p ted b y th e I n d i an G o vern men t to p ro tect o u r

n atu ral an d cu l tu ral h eri tag e.

Typ e of Q ues tio n Ma rks O bj ecti ves Con cep t / Su b -co n cep ts

Long Answe r 6 Und ersta nding Mea sures taken byt he G overnment t oprot ect t he nat uralherit age.


(a) Natu ral Heri tag e

( i ) I t ha s b e e n m a de m an d a to r y in t h e C o ns t it u ti o n th a t i t sh a l l b e th e d ut y o f

every cit izen of I ndia t o prot ect t he Nat ural Herit age.

( i i ) T h e Co n s t i tu t i o n h a s a l s o ma d e it o bl i g a t o r y f o r t h e st a t e t o pr o t e c t N a t u ra lHerit age.

( i i i ) T h e In d i a n Bo a r d o f W i l d l i fe h a s b e e n c on s t i t ut e d i n 1 9 5 2 to c o n se r v e an d


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prot ect Nat ural Herit age.

( i v ) T h e W il d l i fe p r o t ec t i o n Ac t o f 19 7 2 a l s o p r o m o te s t h e e s t a bl i s h m e nt o f

Nat ional Parks, Reserves, Sanct uaries et c in dif f erent part s of t he count ry.

( v ) C e r t a i n p l a n t s a n d a ni m a l s h a v e b e e n de c l a r e d e n d a n g er e d s pe c i e s t o s to p

t heir dest ruct ion.

( v i ) F i n e s a r e i mp o s e d o n p e rs o n fo r n ot o b ey i n g t h e l aw s .

( b) C ul tu ra l He ri ta ge :

( i ) A n t i q u it y an d A r t t r e a s ur e s Ac t of 1 97 2 h e lp s i n p r o t e ct i n g a n t i q u it i e s a n d

cont rolling smuggling.

( i i ) I n d i a n Tr e a s u r e - Tr o v e Ac t o f 1 8 76 a l s o h e l ps i n p r o t ec t i n g o l d tr e a s u r es a n d

paint ings.

( i i i ) A n c i e n t M o n u m en t s a nd A r ch e o l o g i ca l S i t e s a n d R e ma i n s Ac t 1 9 58 p r o te c t s

archeological monument s.

( i v) A r ch e o lo g i ca l S u r ve y o f In d i a es t ab l is h e d in 1 8 6 1 pr o te c ts a n c ie n t

monument s.

( v) A ny ot he r r el ev an t p oi n t.


(i) F act ual error made by explaining t he need f or prot ect ion rat her t han t he

measures.

( i i ) M i x i n g u p o f b o t h n a t u ra l a n d c u l t u ra l h e r i t a g e. P r o t e ct i o n o f n a t u r al h e r i t a ge

only t o be dealt wit h here.

( i i i ) M o r e d e ta i l s o n af f o re s t a t io n a n d va n m a h o ts a v a ha v e b ee n w r i t te n w h i l e

omit t ing t he main st eps t aken by t he G overnment e. g. , set t ing up of I ndian

Wild Lif e Board, Wild Lif e Prot ect ion Act , Provisions of t he const it ut ion, et c.


Conf usion regarding t he prot ect ion of nat ural and cult uralheri t age.


St udent s may be explained t he measures t aken by t he G overnment t o prot ect t he

n a t u r al a n d c u l t u ra l h e r i t a ge .

17. Exp l ai n th e measu res taken u p b y Arch aeo l o g i cal Su rvey o f I n d i a fo r th e

Co n servati o n o f h i sto ri cal mo n u men ts i n I n d i a.Typ e of Q ue stio n Mar ks O bj ecti ves Con cep t /

Su b -co n cep ts

Lo ng Answer 6 Und ersta nding Measure s t aken byA r c h a eo l o g i c a l S u r v eyof I ndia f or conservingt he hist oricalmonument s.


( i ) S t e p s h a v e b e e n ta k e n t o s av e an d p r es e r v e t h e mo n u m e nt s l oc a t e d i n r em o t e

places, dif f icult t o reach in dif f erent alt it udes and environment .

( i i) E a ch s i t e h as a u n i qu e p r ob l em o f c o ns e r va t io n a n d p re s e rv a ti o n a nd t h e

measures are t aken accordingly.

( i i i ) Tr a n s p la n t a t io n o f m o n u m en t s i s u n d e r ta k e n by A S I f o r l o n g e r p e r i o d .

( i v) C l o si n g o f p ol l u ti n g i n du s tr i e s n e ar t h e m o nu m en t s.

( v) R eg u la r c le a ni ng o f s tr u ct ur e s.

( v i) R e g ul a r re p a ir i n g o f t he s t ru c tu r es .

( v i i ) P r o t e ct i o n a g a in s t p o l l ut i o n , d i sf i g u r em e n t , d es t r u c ti o n , r e mo v a l , di s p o s a l o r

export of t he object s.

(viii) Act ing as a reposit ory of Archeological herit age.


(i) T he need t o conserve hist orical monument s have been writ t en in some cases

in place of t he st eps t aken by ASI .

(ii) Concept s such as t ransplant at ion of monument s, unique problems t ackled by

t he ASI wit h respect t o each sit e have not been writ t en.


Not having a clear underst anding of t he st eps t aken f or t he conservat ion of hist orical

monument s.


T he t eachers must t ry t o explain t o t he st udent s t he measures t aken by t he

G overnment wit h special ref erence of ASI f or conserving hist orical monument s by

quot ing specif ic examples f or t he prot ect ion of T ajf rom indust rial pollut ion and similarot her examples.

18. Exp l ai n th e ro l e o f I n d i an ci ti zen s i n th e p ro tecti o n an d p reservati o n o f


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h eri tag e o f o f I n d i a.

Type of Qu esti on Mar ks O bj ec ti ves Con cep t /

Su b -co n cep ts

Lon g Answer 6 Unde rst and ing Ro le and dut y ofI ndian cit izens in t heprot ect ion and

preservat ion of t heherit age of I ndia.


( i ) W h i le t h e go v t. h a s ta k en u p s te p s an d i s r es p on s i bl e f or p r ot e ct i on a n d

preservat ion of our herit age, individuals as well as t he communit y have

responsibilit y f or prot ect ing ant iquit ies.

( i i ) I n d i v id u a l s c a n h el p b y i d e n t i fy i n g hi t h e r t o u n k n o wn m o nu m e n t s, s i te s a n d

ant iquit ies.

( i i i ) C i t i ze n s c a n ta k e u p th e w o r k of l i s ti n g a n d d oc u m e n ti n g i m p or t a n t t hi n g s .

( i v ) To m a i n t ai n v i g i l s o t h a t th e m o n u me n t s a re n o t d am a g e d o r d e s t r oy e d .

( v ) To s e e t h at t h e a nt i q u i ti e s a r e no t r e m ov e d o r s t o l e n fr o m t h ei r l o c a ti o n .

( v i ) A w a re n e s s a b o u t th e r i c h h e r i t a ge a m o n g t h e c it i z e n s w i l l h e l p i n p r e s er v i n g i t

f or post erit y.

( v i i ) I t i s t h e du t y o f e ve r y c i t i ze n t o f o ll o w t h e A c t s wh i c h h a ve b e e n p a s se d b y o u r

Parliament .

( v i i i ) C a n p r e se r v e h e r i ta g e l i k e NG O - B o mb a y N a tu r a l H i s t o r y S o c ie t y.

( i x ) T h e y c a n p er s u a d e p e o p l e w h o a re i n p os s e s s io n o f r a r e an t i q u i ti e s ,

magnif icent paint ings and manuscript s and learn howt o preser ve t hem.


Common Errors :

1 . R o le o f c i ti z en i n t h e fo r m o f ab i di n g b y th e L aw s o f th e G ov e rn m en t w as

missing in some of t he answers.

2 . I n di v id u a l r e sp o n si b il i t y to w ar d s t he p r e se r va t io n o f h e ri t ag e h a s n ot b e e n

explicit ly st at ed.

3 . T h e r e w a s co n f u s i on b e t we e n t he r o l e o f c i ti z e n an d t h e r o l e of G ov e r n m en t i n

t he preservat ion of herit age.


Not having t he knowledge about t he dut ies of t he cit izen t owards t he prot ect ion of

herit age.


Encouraging school exhibit ion on our herit age, herit age club, making of post ersand

ot her relat ed act ivit y in t he schoolwill help t he children in learning about t he dut ies of

a cit izen t owardspreser vat ion of our herit age.

19. O n th e g i ven map o f I n d i a :

L o cate an d l ab el tw o states each h avi n g o n e o f th e fo l l o w i n g mo n u men ts an d

attach th e map i n yo u ran sw er-b o o k.

(1) Martan d T emp l e (2) Ho ysal esh w ara T emp l e

Typ e o f Q ue stio n Mark s O bj ecti ves Co nce pt / Su b -co n cep ts

Map Q uest ion 2 Ski ll Locat io n a ndident if icat ion of t hest at es wheret e m p l es a r e l o c a t e d .



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Common errors f ound are as f ollows :

1 . N a m es o f t em p l es a r e w ri t te n o n t he m a p i ns t ea d o f l oc a ti n g a nd n a m in g t h e

st at es where t he t emples are sit uat ed.

2 . I n s om e c a se s t he n a m es o f t he s t at e s g i ve n f or t h e te m p le s ( gi v en i n t he

quest ion) by t he st udent s are wrong.


Not underst anding t he quest ion properly.


P r o p e r u n d e rs t a n d in g o f t h e q u e s t i o n s h o u l d b e e m p h a si s e d . I t i s a s k i l l b a s e d

quest ion. Speci al at t ent ion should be paid on map work as it f et ches full marks.

20. Defi n e th e term Hu man -mad e (cu l tu ral ) Reso u rces. G i ve tw o examp l es o f

th ese reso u rces.

Typ e of Q ues ti o n Mark s Ob j ecti ves C on cep t / Su b -co n cep ts

Ver y S hor t Answer 1 + 1 = 2 Knowle dge Def in es t he t er mTwo pa r t s hu ma n mad e

resources. G ive s t wo

examples of

human resources.


(i) Resources creat ed by Humans wit h t heir creat ivit y and int elligence are calledhuman - made resources.

( i i ) E x a m p l es - E n g i n e er i n g , t e c h n ol o g y, m a ch i n e s , b u i l d in g s , m o n u me n t s

paint ings and social inst it ut ions.

( ii i ) A ny o th e r re le va nt p oi n t.


1 . S i mp l e a ns we r s li k e R es o u rc e s m a de b y h um a n s a r e gi v en n o t me n ti o n in g

s k i l l & i n t e l l ig e n c e .

2 . W ro ng ex am pl es g ive n.

3 . C o nf us ed wi th hu ma n r es ou rc es .


Lack of underst anding of t wo t erms Human made resources and Human

Resources.

UNIT-II

RESOURCES AND THEIR UTILISATION


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1 . G i ve e x am p le s f ro m d a il y l i fe . L i k e a t ea c he r i s a h um a n r es o ur c e a s he / s h e

has developed t eaching skill while a pen / desk / building is a human-made

resource.

2 . W h i le t e a ch i ng i n t h e c l a ss c l a ss i fy r e s ou r ce s i n to n a t ur a l, h u m an - ma d e

( c u l t ur a l ) a n d h um a n r e s o ur c e s i n s te a d o f o n l y n at u r a l & h u m a n - ma d e

(Cult ural) resources.Reso u rces

N atu ral H uman made Human

(Cult ural)

21. W h at i s reso u rce p l an n i n g ? W h at is th e n eed fo r p l an n i n g o f reso u rces?

Descri b e th e th ree stag es i n vo l ved i n reso u rce p l an n i n g .

Typ e o f Qu estio n Ma rks Ob j ecti ves Co ncep t /

Su b -co n cep ts

Lon g Answer 1 + 2 + 3 = 6 Kn owl edge an d D ef ines resourceU nderst andi ng pla nnin g.

W r i t e s n e ed f o r

resource planning. D e s c r i be s t h r e e

st ages in resourceplanning.

Exp ected An sw er

( a ) R e s o u rc e p l an n i n g i s a t e c h n iq u e o f s k i l l o r p ro p e r ut i l i z at i o n of r e so u r c e s.

Need:

( i) I t re du ce s w as ta ge.

( i i ) K e ep s th e en v ir o nm e nt p ol l u ti o n f r ee .

( i i i) Ta k es ca r e o f f u tu r e n e e ds .

(b) T hree st ages

( i ) P r e p a ra t i o n o f i nv e n to r y o f r e s o u rc e s wh i c h i nc l u d e s s u r v ey i n g , m a p p i n g a n d

measurement of charact erist ics and propert ies of resources.

( i i ) e v a l ua t i o n in t e r m s o f a va i l a b i l it y fo r d e ve l o p m e nt w h i c h e x a m in e s r e so u r c e s

f rom t he point of view of t echnology, economy and need.

( i i i) P l an n i ng a n d e xp l or a ti o n o f re s ou r ce s w h ic h e m ph a s is u s e a nd r e u se o f

resources.


1 . S tu d en ts w r o te a bo ut th e r es ou rc es .

2 . C o ns e r va t io n o f r es o ur c es g i v e n i n pl a c e of r e so u rc e p l an n in g .


St udent s did not st udy t his t opic t horoughly.


T eachers can give examples of f amily income and it s expendit ure t o explain t he

concept of planning.

22. W h y i s i t n ecessary to co n serve o u r n atu ral reso u rces? G i ve tw o reaso n s.

Ty pe o f Qu esti on Marks O bj ecti ves Co n cept /

Su b -co n cep ts

Sho r t Answer 2 Underst andi ng Two rea sons for thenecessit y ofconservat ion ofresources.


Conservat ion of Nat ural resources are necessary because -

( i) O ur re so ur ce s a re li mi te d.

( i i ) T h ey g i ve s u s ta i na b le b e n ef i t to p r e se n t g en e ra t io n .

( i i i ) T h e y m e e t t h e n e e d a n d as p i r a ti o n s o f f u tu r e ge n e r a ti o n s .

(iv) O ur lif e depends on nat ural resources.

( v ) T h e y h a v e e c o n o m ic , sc i e n t if i c an d a e st h e t i c v a l u e f o r h u m a n b e i n g s .

( v) T he y s u st ai n e nv i ro n me nt .

(vii ) Any ot her relevan t po int . (any t wo)


1 . N at ur al r e s ou rc es d e fi n ed a n d i l lu st ra te d .2 . P ro te ct io n to w il d li fe m en ti o ne d.

3 . N at ur al r e s ou rc es c o n fu se d w i t h n a t ur al h e r it ag e.


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4 . N a tu r al r e s o u rc e s r e st r i ct e d t o p l a nt an d a n i ma l l i f e.

5 . H o w t o co n s er v e na t u ra l r e so u rc e s is m e nt i o ne d i n pl a ce o f n ec c es s it y fo r

conservat ion.


Conf usion bet ween met hods of conservat ion and need f or conservat ion of resources

in t he mind of st udent s.


1 . T h e im p o r t a n ce o f r e s o u rc e s fo r h u ma n b e i ng s t o b e e xp l a i n e d w i t h da i l y ba s i c

necessit ies of lif e.

2 . T h e av a il a bl e n a tu r al r e so u rc e s c an b e c o m pa r ed t o t h e i n co m e i n t he f a mi l y.

T heir consumpt ion can be compared t o expendit ure in t he f amily. T he savings

can be compared wit h conservat ion of resources f or f ut ure expendit ure in t he

family.

3 . T h e ex h au s ti b le n a tu r e a nd s l ow r e n ew a bi l i ty o f v ar i o us r e so u rc e s ca n b e

explained wit h examples of iron ore, coal, pet roleum and slow growt h of plant s

and t rees.

23. Exp l ai n an y tw o h u man acti vi ti es resp o n si b l e fo rl an d d eg rad ati o n .

Ty pe o f Qu esti on Marks Ob je ctiv es Con cep t /

Su b -co n cep ts

Sh or t An swer 2 Underst andi ng Explana ti on of 2human act ivit iesresponsible f or landdegradat ion.


Human act ivit ies responsible f or land degradat ion are:

( i ) S u r fa c e mi n i n g i n w h ic h m in i n g si t e s a r e a ba n d o n e d a f t e r e x c av a t i on w o r k.

( i i ) M i n e r al p r o c e ss i n g , l i k e g r i n d i n g o f l i m e s to n e f o r c e me n t i n d u s t r y e t c .

( ii i ) O ve rg ra zi n g by a n im al s.

( i v ) P o l lu t i o n c r e a te d by In d u s t ri a l e f f l u e n t s a n d w a s t es .

( v) D efo re sta ti on .(vi) Any ot her relevan t po int . (any two)


Land degradat ion was conf used wit h environment alpo llut ion and soilerosio n.


C o n f u si o n o f s t u d e n t s b e t w ee n r e m o v a l o f u p p e r l a y e r o f s o i l a n d d e g r a d a ti o n o f

upper layer of land becoming unf it f or growt h of plant s.


While t eaching land degradat ion, simple examples of neighbourhood may be given.

Like collect ion of garbage / wast e wit h lot s of polyt hene in an area clogst he air spaces

of soil overf lowing sewers, clot h dyeing shops t hrowing chemicals on t he roads in t he

market can be given as examples t o explain land degradat ion.

24. Descri b e an y si x measu res ad o p ted to co n tro l l an d d eg rad ati o n i n d i fferen t

areas o f o u rco u n try.

Typ e of Q ue stio n Mar ks O bj ecti ves Con cep t /

Su b -co n cep ts

Long Answer 6 Knowled ge Descri bes si xm e a s u re s a d o p t ed t oc o n t r ol l a n ddegradat ion in I ndia.


Measures adopt ed t o cont rol land degradat ion

( i ) C h e ck i ng o f s o i l e r o si o n i n h i ll y a r e a s b y c o ns t ru c ti o n o f t er r ac e s fo r f a rm i ng .

( i i) P l u gg i n g o f gu l l ie s b y c on s tr u c ti o n of c he c k d a ms .

( ii i ) C o nt ro l o f s oi l e ro si o n o n s lo p es b y a do p ti n g v ar i ou s a ff or es ta ti on

programmes.

( i v) P r ep a ra t io n o f s h e lt e r b e lt s o f p l an t s.

( v) C o nt ro l o f o ve rg ra z in g b y a ni ma ls .

( v i) S t ab i l is a ti o n o f sa n d d un e s b y g r o w in g t h or n y b u s he s .

( v i i ) M o i s t ur e c o n s e r va t i o n a n d w e e d c o n t r ol i n a g r i c u lt u r a l l a n d .

( v i i i ) P r o p e r m a n a g em e n t o f wa s t e l a n d s .

( i x ) P r o p e r d i s c h ar g e & d i s p o s a l o f i n d us t r i a l e f f l u e n ts a n d w a s t e s a f t e r t r e a t me n t .

( x) C o nt ro l o f mi n in g ac ti vi ti e s.


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1 . M en ti on e d 4 m ea su re s in s te a d o f si x .

2 . Fa i le d t o e xp la i n t he me as ur e s.


St udent s did not underst and t he concept of land degradat ion.


Land degradat ion should be dealt wit h examples and relat ed problems f rom

neighbourhood areas as st at ed in q. 24 above.

25. Ho w d o es i n d u stri al p o l l u ti o n d eg rad e th e en vi ro n men t? Exp l ai n th ree

measu res to co n tro l en vi ro n men tal d eg rad ati o n .

Typ e of Q ues ti o n Ma rks O bj ecti ves C on cep t /

Su b -co n cep ts

Long Answe r 3 + 3 = 6 Kn owl edge Explai ns d egrada ti on(two par ts) of e nvironmen t by

i n d u s tr i a l p o l l u t io n .

Explains 3 measurest o c o n t r o l e n v i ro n m e n -

t a l d e g r a da t i o n .


( a ) ( i ) I n d u s tr i e s h a v e i n c r e a se d p o l l u t i o n a n d d e g r a de d e n v i r o n me n t :

( i i ) T h e sm o k e em i t t ed b y th e i n d u st r i e s p o l l u t e a i r a n d w a t e r v e r y ba d l y.

( i i i ) I n d u s tr i a l e f f u e n t s ar e d i s ch a r g e d i n t o r iv e r s w h i c h r e s u l t i n w a te r p o l lu t i o n .

( i v) I n du s tr i a l n o i se , p a r ti c u la r l y f ro m m e ch a n ic a l s a ws a n d p n e um a ti c d r i ll s i s

unbearable and causes impairment of hearing.

(b) Measures t o cont rol environment al degradat ion:

( i ) C a r e f ul p l a n n i n g a n d s i t i n g o f in d u s t r ie s by b et t e r d e s i g n in g o f e q u i p m en t s a n d

bet t er operat ion of t he equipment s.

( i i ) F u el s e l e c ti o n a nd u t il i z at i on c a n co n tr o l a i r p o ll u ti o n .

( i i i ) S m o k e m a y b e p r ev e n t ed b y u s e o f o i l i n s t e a d o f co a l i n t h e i n d u st r i e s .

( i v) S o me e q u i pm e n t, c a n c o n tr o l a e r os o l e m is s io n s s u ch a s i n e r t i al s e pa r at o rs ,

f ilt ers, precipit at orsand scrubbers.

( v ) W a t e r p o l l u t io n b y i n d u s tr i e s ca n b e c o n t r ol l e d by t r ea t m e n t b e f o re

discharging t hem int o rivers.

( v i ) C o n t r ol o f so i l a n d l a n d p o l l u ti o n in v o l ve s th r e e a c t i v it i e s :

Collect ion of wast esf rom dif f erent places.

Dumping and disposing of wast es by land f illing and

Recyclin g of t he wast es for fur the r use. (any t hree )


1 . W a te r & a i r p o l lu t io n c au s e d b y i n d us t r y m e nt i on e d , l a n d d e g ra d a ti o n no t

ment ioned.

2 . S tu de nt s c ou l d no t r el at e c on tr ol o f e nv ir o nm en ta l d e gr ad a ti o n wi th

cont rolling indust rial pollut ion.


Teachers should t each air, noise, wat er and land pollut ion t o st udent s giving simple

examples f rom t heir experiences.

26. W ri te tw o mai n featu res o f d ryl an d farmi n g .

Type o f Qu esti on Marks Ob je ctiv es Con cep t /

Su b -co n cep ts

Ver y Shor t Answer 2 Knowledg e W ri tes two mainf e a t ur e s o f d r y l a n df arming


Main f eat uresof dryland f arming

( i ) I t i s p r ac t ic e d i n a r ea s w h e re t h e r a in f al l i s l o w a n d i r r ig a ti o n f ac i l it i es a r e

inadequat e.

( i i) E m ph a si s i s l a id o n co n se r va t io n o f m o is t ur e .

( i i i ) G e n e r al l y th o s e cr o p s a r e gr o w n w h i c h r e q u i r e l e s s wa t e r e . g . j o w a r , b a j a r a ,

pulses and oilseeds.

( i v) O n ly o ne c ro p is g ro w n i n a y e ar .

( v ) M a in a r e a s a r e R a ja t ha n , G uj a ra t a n d r ai n sh a d ow a r e a s o f W e st e r n G ha t s

l

l

l


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28 29


Dryland f arming conf used wit h aridit y or drought area wit h no irrigat ion.


St udent s conf used bet ween dryland f arming and arid land.


T eachers should clearly def ine dryland and wet land f arming wit h examples f rom

various part s of I ndia.

27. State fo u r mai n featu res o f i n ten sive farmi n g .

Ty pe o f Qu esti on Mar ks Ob je ctiv es Con cep t /

Su b -co n cep ts

Ver y Sh or t An swer 2 Knowled ge Sta te s fo ur mai nf eat ures of int ensivef arming.


F eat ures of int ensive f arming :

( i ) I t is p ra c ti s ed w h er e ir r i ga t io n h as b e en p os s ib l e( i i) T h e fa r m er s u se f e r ti l i ze r s a nd p e s ti c id e s o n a l a r g e sc a le .

( i ii ) U s e of h i gh y i el d i ng v a ri e ti e s of s e ed s .

( iv ) U se o f va r io us m ac hi n es .

( v) Y ie l d p e r h e ct ar e i s h ig h .

( v i) L e d to t h e de ve l op m e nt o f da i r y fa r m in g .

( v i i ) V a r ie t y o f cr o p s a r e g r o w n ma i n l y fo r e a r n i ng m o n e y.

( v i i i ) F a r m er s e n g a g e d i n i n te n s i ve f a r m i n g a re g e n e r a l l y we l l - o f f.


1 . C o nf us ed w it h su bs i st en ce f ar m in g .

2 . W r o te t ha t pr o d uc t io n in i n te n si v e f a rm i ng i s l e s s.


St udent s have conf used bet ween int ensive and subsist ence f arming.


I nt ensive f arming can be t aught in cont ext of high populat ion of I ndia requiring large

product ion of f ood grains. I nt ensive and subsist ence f arming should be explained well

b y g i v i n g e x a m p l e s o f a r e a s w h e r e t h e y a r e m a i n l y p r a c t i s e d.

28. W ri te tw o mai n featu res o f w etl an d farmi n g .

Type of Q uesti on Mark s Ob jec tive s Co nc ept / Su b -co n cep ts

Ver y Shor t Answe r 2 Knowled ge Wr it es t wo feat ures ofwet land f arming.


Two main f eat ures of wet land f arming :

( i ) I t i s pr a ct i se d in h ea v y r a in f al l a n d i rr i g at e d a r ea s .

( i i) A t l e as t t wo c r o ps a r e g r o wn i n a y e a r, o n e i n k ha r i f & a n o th e r i n R ab i s e a s on .

( i i i ) T h o s e c r o p s a r e r ai s e d w hi c h r eq u i r e mo r e w at e r. E g . R i c e , S u g ar c a n e , J u t e,

Rubber and Veget ables.

( i v ) M a i n a r e a s a re A s s a m , W. B e n g a l , W es t e r n U .P. , P u n j a b, H a r y a n a a n d Ke r a l a .


1 . C o n fu s e d b e tw e en i nt e ns i ve a nd w et l an d fa r m in g .

2 . W e tl a n d fa r m in g w as c o nf u se d w i th i r r ig a ti o n , h e av y / m o de r at e r ai n fa l l , by

st udent s.


St udent s did not get t he concept of dryland / wet land f arming clearly.


Teachers can t each dryland / wet land f arming wit h examples of dif f erent areas of

I ndia having Aridit y / semiaridit y/ humid condit ions.

29. Exp l ai n si x mai n featu res o f su b si sten ce farmi n g i n I n d i a.

Typ e o f Qu esti on Mar ks Ob je ctiv es Co nc ept /


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30 31

Su b -co n cep ts

Ver y Shor t Answer 2 Und ersta nding Expl ains t wo poi nt sof import ance ofa n i m a l h u s b a n dr y .

Exp ected An sw er :I mport ance of animal husbandry f or Indian f armers-

( i ) F ar m a n im a ls h e l p f a rm e rs i n p lo u g hi n g , s o wi n g a nd t h re s hi n g .

( ii ) T he y t ra n sp o rt fa r m p ro d uc ts .

( i ii ) C o ws a nd b uf fa l o es p ro v id e mi l k.

( i v) S h ee p pr o vi d e m i lk , me a t a n d w o ol .

( v ) G o at p r ov i d e m i lk , mu t to n , ha i r, h i de s a n d s k in .

( vi ) P ou l tr y gi ve e gg s a n d me at .

( v ii ) A n im a l d u n g i s u se d a s m a n ur e & a l s o g o ba r g a s i s pr o du c e d.

( v i i i ) I t i n c re a s e s t h e m e a g r e i nc o m e o f fa r m e r s a n d i m p r o ve s s t a n da r d o f l i v in g .

(ix) Solves sea so nal u nemployment . (any t wo)


1 . A n im a l h u s ba n d ry ta k en t o m e an d ai r y f a rm i n g o n l y.2 . C la s si fi e d a s p r im ar y a c ti vi ty.


Teachers should develop t he t opic wit h t he help of st udent s and mot ivat e t hem t o

come out wit h usesof domest icat ed animals.

31. W h i ch are th e tw o mo st i mp o rtan t fo o d cro p s o f I n d i a? Name th e maj o r

p ro d u ci n g state o f each cro p .

Typ e of Q ue stio n Mark s Ob je ctive s C on cep t /

Su b -co n cep ts

Ver y Shor t Answer 2 Know ledg e Names two fo odcrops of I ndia.

Names 2 st at e

producing t hesec r o p s . ( 1 e a c h )


Su b -co n cep ts

Lo ng An swer 6 U nderst andi ng Expla ins si x mainf eat ures ofsubsist ence f armingin I ndia.


Six main f eat ures of subsist ence f arming in I ndia.

( i) S ma l l a nd sc at te re d l a nd ho l di ng s.

( ii ) U se o f p ri mi ti ve t oo ls

( i i i ) M a j o r i ty of fa r m e r s p r a c t ic e s u b s i st e n c e f a r m i ng

( i v) L o w u s e o f hi g h yi e l di n g s ee d s/ fe r t il i ze r s.

( v) L ow p r od uc ti vi ty.

( v i) D e p en d i ng o f a g r ic u lt u re o n mo n s oo n .

( v i i ) L a c k of f ac i l i t i es l i ke i r r i g at i o n an d e l e ct r i c i t y.

(viii ) Any ot her relevant poi nt . (any six)


1 . S u b si s te n c e fa r m in g h a s b ee n c o nf u se d w i th p r i ma r y i n du s tr i e s.

2 . C o n ce p t o f s u bs i st e nc e f a rm i ng is no t c l e ar .

3 . S e tt l ed / s ub s is t en c e / i n te n si v e fa r m in g a re m i xe d u p.


St udent s did not st udy t he chapt er of agricult ure t horoughly.


T eachers while t eaching I ndian agricult ure should ment ion t he main f eat ures of

a g r i c u lt u r e a n d d i f f e r e n t t y p e s o f a g r i c u l t u r al p r a c t ic e s p e r f o r m ed . S u b s i s te n c e

f arming being t he major t ype of f arming in I ndia where majorit y of f armers are

engaged should be discussed in point s.

30. W h y i s an i mal h u sb an d ry very i mp o rtan t fo r I n d i an farmers? Exp l ai n two

p o i n ts i n th i s reg ard .

Type of Qu esti on Mark s O bj ecti ves C on cep t /


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32 33

Rice and wheat are 2 most import ant f ood crops of I ndia .

Rice : West Bengal, Ut t ar Pradesh, Andhra Pradesh, Punjab, and T amilNadu.

Wheat : Ut t ar Pradesh, Punjab, Haryana, Rajast han, and Bihar.


1 . M a jo r s ta t es p r od u ci n g w he a t an d r i ce a r e wr o n gl y a ns w er e d.

2 . S t ud e n ts a r e c o nf u se d b et w ee n fo o d cr o ps a n d c a sh c r op s .


T eachers should clearly classif y crop t ypes in t he class and give t heir examples. Maps

relat ed t o dist ribut ion of crops marking t he st at es name should be t horoughly

pract ised in t he class.

32. W h i ch are th e tw o maj o r fi b re cro p s o f I n d i a? Name th e maj o r p ro d u ci n g

state o f each cro p .

Type o f Qu esti on Marks O bj ec ti ves Co nc ept / Su b -co n cep ts

Ver y Shor t Answe r 2 Knowle dge - Names t wo ma jorf ibre crops of I ndia.

- Names major

producing st at e ofeach crop.


T wo major f ibre crops.

( a ) C o t t o n : M a h a r as h t r a, A n dh r a P r a d e sh , H ar y a n a , P u n j a b, a nd G u ja r a t ( a n y

one)

( b ) J u t e ; W e s t Be n g a l , B i h a r, A s s am , O ri s s a a nd M e g ha l a y a ( a n y on e )


1 . C ro p an d i ro n i nd us tr y h av e be en c on fu se d .

2 . N o e xa mp le s o f c ro ps ar e g iv en .

3 . G i ve n wr o ng ex a mp l e s o f s t at e s f o r c r op s .


St udent s did not st udyt he t opic of agricult ure t horoughly.


T eachers should cat egorise crops int o f ood, f ibre, beverage and cash crops.

Examples of each crop t ype should be explained wit h t heir dist ribut ion in I ndia.

Teachers should give more t ime on t hese t opics along wit h map f illing exercises by

st udent s.

33. W h i ch are th e tw o mai n b everag e cro p s o f I n d i a? Name th e maj o r p ro d u ci n g

state o f each cro p .

Typ e o f Qu estio n Mar ks Ob jec tive s Co nce pt / Su b -co n cep ts

Ver y Shor t Answer 2 Know ledge - Names twob e v er a g e c r o p s o fI ndia.

- Name oneimport ant st at eproducing each oft hese crops.


(a) T ea & cof f ee are t he t wo main beverage crops of I ndia.

( b ) S t a t e s :

(i) Tea : Assam, West Bengal, T amilNadu, and Kerala.

( i i ) C o f fe e : K a r n a t ak a , K e r a la a n d T a m il N a d u .


1 . B e ve r ag e cr o ps h a v e b e en co n fu s e d w i th f oo d cr o p s.

2 . N am es o f s ta te s a r e n ot cl e ar l y m en ti on e d.

3 . D ar je el in g is n am ed a s a st at e.


St udent s did not st udy t he t opic of agricult ure t horoughly.



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T eachers should classif y crops int o f ood crops, f ibre crops, beverage crops, cash

crops and give examples and t heir dist ribut ion on map in t he class. Teachers can

associat e f ood habit s of people of dif f erent regions wit h crops like t he f ollowing:

Tea : Nor th er n I ndia Whe at : No r t her n I ndi a

Cof fee : Sout her n p ar t of In dia Rice : East / Sou th I ndi a

M us ta rd o il : N . S ta te s, W. B e ng a l, C oc on ut o il : S . In di a

T i l o i l : O rissa

34. Exp l ai n si x p ro b l ems faced b y I n d i an ag ri cu l tu re.

Typ e of Q ues ti o n Mar ks Ob jec tive s Con cep t /

Su b -co n cep ts

Lo ng An swer 6 U nderst andin g - Expl ains sixproblems f aced byI ndian agricult ure.


( i ) O n e t h ir d o f l a n d h o l di n g s a r e v e ry sm a ll .

( i i ) S u b si s te n c e a gr i cu l t ur e s t il l i n c e r t a in p a r t s o f t he C o u n tr y.

( ii i ) F ar m in g d ep en d s on M o ns oo n .

( i v) M o st o f t h e p ro d uc t io n c o mp r i se s o f f oo d c r op s .

( v) I n ad e qu at e me an s of t ra n sp or t

( vi ) R o ad ar e u n -m et al le d .

( v i i ) I n a d e q ua t e s t o r a ge fa c i l i t ie s o f c r o p s .

(viii) Low mechanizat ion and limit ed use of Technology in some areas.

( ix ) A ny o th e r re le va nt p o in t.


1 . O n ly 3 -4 p oi n ts h av e b e e n w r i tt e n b y s t ud e nt s .

2 . M o re s oc i al & e c on o m ic p ro b le m s h a ve b ee n me n ti o n ed t ha n th e ac t ua l

problems.


Problems of I ndian agricult ure can be t aught by giving ref erence t o various riverdisput es of I ndia and economic problems f aced by I ndian f armers (like suicides by

f armers in Andhra Pradesh and Maharasht ra, Wat er problems f aced by f armers in

P u n j a b & H a r y a n a) .

35. W h at i s fo o d secu ri ty? Exp l ai n an y fi ve p ro b l ems rel ated w i th fo o d secu ri ty

o f I n d i a.

Type of Qu esti on Mark s O bj ecti ves Co ncep t /

Su b -co n cep ts

L ong Answe r 1 + 5 = 6 Underst andi ng - Def ines f oo dsecurit y.

- Explains f iveproblems relat edwit h f ood securit yof I ndia.


( a ) F o o d s e cu r i t y i s a s c h e m e t o m a in t a i n b u ff e r f oo d s t o c k w h i c h w o u ld h e l p i n

drought s, f loods and ot her calamit ies af t er f ulf illing requirement of increasing

populat ion.

( b ) P r o b l em s o f f o o d s e c u r i t y.

( i) Gr ow in g p op ul ati on .

( ii ) L ac k of s to ra ge f ac il i ti e s.( i i i) N a tu r al c a la m it i es l i ke d r ou g h t an d f am i ne s .

( i v ) S h i f t f r o m c u l t i va t i o n o f fo o d c ro p s to o t he r c ro p s .

( v ) U s e o f mo r e a nd m o r e l an d f or c o n st r uc t io n o f f ac t or i e s.

( v i) P r od u c ti v i ty o f l a n d i s de c l in i n g.

( vi i ) S ca rc i ty of wa te r

( v ii i ) D e g ra d a ti o n o f s o il

( ix ) A ny o th er r el ev an t po i nt .


1 . M e an in g of fo od se cu r it y n o t c le ar .

2 . A l l p o i n ts r e l a t ed to fo o d s e cu r i ty no t m e nt i on e d .


St udent s could not analyse t he problems relat ed wit h f ood securit y.


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36 37


T eachers should discuss t he f ood securit y wit h growing populat ion of I ndia. T he t opic

can be discussed in t he class and developed t hrough int eract ion.

3 6 . E x p l a i n a ny s i x s t e p s t a k e n b y t h e ' C e nt r a l ' a n d ' s t a t e' g o v e rn m e n ts t o

i mp ro ve I n d i an ag ri cu l tu re o f th e I n d ep en d en ce.

Typ e of Q ues ti o n Mar ks O bj ec ti ves Con cep t / Su b -co n cep ts

Long Answer 6 Unde rst and ing Expla ins si x st epst a k e n b y C e nt r a l &St at e G overnment st o improve I ndianAgricult ure.


( i) A bo li ti on o f Z am id ar i s ys te m

( i i) C on so l id at io n o f s ma l l l an d h ol d in gs

( i ii ) C ei l in g on l an d ho ld i ng s.

( i v ) I m p r ov e m e nt i n i r r ig a t i o n fa c i l i t ie s b y co n s t r u ct i n g c an a l s a n d d a m s .

( v ) i n c r e as i n g th e u s e o f h i gh y i e ld i n g va r i e t i e s o f s ee d s a nd e a r l y m a t u r in g

variet y of seeds.

( v i ) I n cr e a si n g th e u se o f c h em i ca l f e r t il i ze r s.

( v i i) U s e o f in s ec t ic i de s a n d p es t ic i d es .

( v i i i ) F a ci l i t i e s by t h e g o ve r n m e n t to e d u c a te t h e f a r me r s t h r ou g h T V a n d R a d i o.

Such as Krishi Darshan and channelon agricult ure.

(i x) Any ot her rel eva nt p oint . (a ny six)


1 . 3 -4 st ep s h av e b e en me nt io n ed .

2 . Te c h no l og i c al r e f o r ms h a v e b e e n m e nt i on e d m o r e t h an i n s t it u ti o n al r e f o r ms .

3 . G r ee n r ev o lu t io n h as b ee n me n ti o n ed a s a m e as u re .


St udent s did not st udy t his chapt er t hroughly.


I n r u r a l a r e a s w h e r e a g r ic u l t u re p r e d o m i n at e s s t u d e nt s a r e w e l l a w a r e o f t h e s te p s

t aken by government but in urban areas and cit ies t eachers have t o explain t he

ref orms since Indepe

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