Goa Board Class 9 Sample Paper 2026 Social Science (E)

Academic Calendar 2025-26
Std: IX Sub: Social Science

Month Chapter TOPICS MARKS PERIODS Hours
No.
April H1 Geographical 7 8 10 Hours
Explorations
Internal Assessment 7
June H2 American War of 7 5 11 Hours
Independence
G1 India Size and 5+1(map 5
Location work)
H6 Sindhu- Saraswati 8 7
Civilization
July G2 Physiographic 11+1(map 8 15 Hours
division of India work)
Pol. Sc11 Pillars of 6 8
Democracy
Eco 7 Introduction to 3 6
Economics
August H 10 Goa( From the 6 6 11 Hours
establishment of
Portuguese till 1510
to 1820) Up to
Cuncolim (till pg.
no. . 70)
Eco 8 Economic systems 3 5
and problems of an
economy
G3 Drainage: Rivers of 12 6
India
September Pol. Sc. Features of the 6 5 9 Hours
Indian Constitution 9 periods for
revision
G Geography of Goa ( 4
Unit 1, 2 and 3)
October H3 The French 5 9 6 Hours
Revolution
November G4 Climate 11 8 13 Hours
Pol. Sci 13 Fundamental Rights 6 5

and Fundamental
Duties
H 10 Goa(From the 6 6
establishment of
Portuguese till 1510
to 1820) Mateus de
Castro Mahale and
Maratha-Portuguese
Relations
December H4 Age of 6 10 10 Hours
Industrialisation
Field Trip 5
January G5 Natural Vegetation 9+1 9 13 Hours
and Wildlife
Pol.Sc 14 Electoral System 6 5
Eco 9 Food Security 4 5
February H5 South Indian 5 7 13 Hours
Dynasty
H8 Mahajanapadas 6 7
Mauryan Empire
and the Gupta
Empire.
G6 Population 10+1 6
G Geography of Goa 4
(Unit, 5, 6 and 7)
March Internal Assessment 7 5 Hours

Note:
Units and sub-units not for evaluation
History
1. The Russian Revolution (whole lesson)
2. Vedic Period (Whole lesson)
3. Sixteen Mahajanpadas at a glance. Pg. 52 and 53 are not for evaluation.
4. Sources of the Indian Constitution is only for reading and not for
evaluation.
5. Fundamental Duties of citizens is only for subjective evaluation.
6. All tables and matter inside boxes are not for evaluation.
7. Articles mentioned in the political science units are not for evaluation.

Geography
1. Pg. 36. The box is not for testing.
2. Learn more on pg. 37 not for testing.
3. Drainage patterns on pg.30.
4. Learn more, pg.40.
5. Boxes on pg.50.
6. Pg.52.
7. Pg.56.
8. Pg.77. Table 6.1.
9. Pg. 79. Table 6.2
10. Pg. 82. Table 6.3
11. Pg. 86. Tables 6.4 and 6.5.

INTERNAL ASSESSMENT SCHEME 2025-26.
STD: IX SUB: Social science MARKS: 20
_______________________________________________________________________________

INSTRUCTIONS:
1. Four innovative activities, along with assessment criteria, are given.
2. The two topics for first semester are Goa: past and present, and the Major rivers of
Goa and ongoing pollution. Students may choose any one
3. The two topics for the second semester: Traditional occupation of Goa and
Festivals: By product of seasons, Students may choose any one.
4. Teachers are free to chose any such other topic deemed appropriate, however
teacher will have to prepare rubric for assessment.
5. Each activity has a maximum of 20 marks.
6. Rubrics for assessment are given below.
7. The write up may include a maximum of 250 words.
8. The submission either digital or handwritten are to be accepted.

1) Goa: past and present.
Criteria Excellent ( 4marks) Very good Good (2marks) Satisfactory (1mark)
(3marks)
1.Theories Includes four Includes three Includes two Includes one theory.
regarding origin theories. theories. theories. Some research is
of Goa(4mks) Evidence of Well researched Satisfactorily done.
thorough research Well documented researched.
Well documented

2.Interesting Includes eight Includes six facts. Includes four facts.  Includesonly two
facts about pre- facts. Very creatively Attempts to be facts.
Portuguese Extreme creativity organized. Creative in  Little or no
Goa (4mks) in organization organization. attempt at
Creativity.

3.Recent Extremely relevant Very informative Informative to a not much relevant
achievements. information with with latest certain extent with
(4mks) latest updates information bit older information

Variety of sources  Well referred, Only two sources Only E- source
4. Sources of used like Books, e- used more than of Information used. (unreliable sources)
Information and source, interviews of two Few visuals used,
visuals. expert, etc. sources.Includes Visuals are well lay out works fine.
(4mks) expert opinion. selected and Shows
 Very appropriate
some variety.
visuals used in a
Appropriate visuals
creative manner.
very well laid out

5.Presentation Demonstrate full Has some Not confidant .Very poor
(4mks) knowledge of the knowledge of content. knowledge of content.
content. content. Some effort. Little effort.
Shows a great Shows a lot of Good use of Visual Satisfactory use of
deal of efforts. Efforts. aid. Visual aid.
Very effective use Effective use of
of visual aid. visual aid.

2) Major rivers of Goa and ongoing pollution.

Criteria Excellent(5) Very Good(4) Good(3) Satisfactory(2) Fair(1)

Identification Students are able Students are able Students are able Students are Students are
of the major to identify all the to identify all the to identify some able to identify able to identify
rivers of Goa major rivers of major rivers and major rivers of only the major only two major
(5mks) Goa, namely, the their features, but Goa with some rivers of Goa rivers of Goa
Mandovi, the fail to identify the omission of their
Zuari, the Sal and source features
the Chapora,
with their
sources and
important
features

Understandin Students Students Students Students Students fail to
g the ongoing understand all understand only understand only understand only understand the
pollution and the causes of some causes of the causes of the causes of causes of
its ongoing pollution ongoing pollution ongoing pollution ongoing ongoing
consequences and its and its and some effects pollution pollution
(5mks) consequences on consequences on on human life
human life human life
Organization Students present Students present Students present Students Students
and Clarity information in a information in a information with present present
(5mks) clear logical and generally clear some information information in a
well-organized and organized organization but only in bits and disorganized
manner manner lacks clarity pieces and unclear
manner

Uses Evidence Students support Students support Students support Students use Students
(5mks) the matter with the matter with the matter with limited provide little or
maps/Charts/ some evidence some evidence evidence to no evidence to
Data/Graphs but it may not be support the support the
entirely relevant matter matter

3) Traditional occupation of Goa (Any one)

Criteria Excellent(5) Very Good(4) Good(3) Satisfactory(2) Fair(1)

1. Introduction, Provides Enumerates key Enumerates Lists only a few Fails to give
including origin, Comprehensive facts about the key facts about facts about the any relevant
practice, and and insightful origin and the origin, origin, description information
Causes for the facts about the practice of the description and and practice of the about the origin,
decline of the origin and practice occupation in the practice of the occupation in the description and
traditional of the occupation. past with occupation in past without practice of the
occupation. Lists more than accuracy. the past with accuracy. occupation in
(5mks) five causes with  Lists five causes less accuracy. Able to trace only the past.
detail and clarity with details for  Lists four four causes or The causes
for the decline. the decline. causes with fewer, but without listed are
some details for any details. incorrect with
the decline. major mistakes.

2. Efforts to  Able to trace Able to trace Able to state Able to state a Not able to
preserve the the maximum some steps with a a few steps, but few steps without trace any correct
traditional steps with a detailed with poor any relevant steps.
occupations by detailed explanation. explanation. explanation
the Community explanation
and the State
Government.
(5mks)

3. Sources of A variety of  Few sources Well-  Only E- E-  Poor and
Information and sources used, like used, such as referenced with source suggests
Photos. Books, e-sources, Books and e- more than two insufficient
(5mks) interviews, visits sources, without sources and research.
to a place of work, any interviews, expert opinion. Some relevant
etc. visits to the place visuals are used.  Visuals used
of work, etc. Visuals are are limited and
 Very well selected not entirely
appropriate Effective use and laid out. relevant.
visuals were used of visual
in a creative aids.Shows some
manner. Variety.

4.Presentation Very confident Demonstrate Not confidant very poor
(5mks) and demonstrated full knowledge of Has some content. knowledge of
complete the content. knowledge of Some effort. content.
knowledge of the Shows a great content. Good use of Little effort.
content. deal of effort. Shows a lot of Visual aid. Satisfactory
Evidence of a lot Very effective Effort. use of Visual aid
of efforts use of visual aid Effective use
Very creative and of visual aid.
effective use of
visual aid

4) Festivals: By product of seasons

Criterion Excellent (05) Very good (04) Good (03) Satisfactory Fair (01)
(02)
Identificati Students are able Students are able Students are Students are Students fail to
on of to identify the key to identify the able to identify able to identify any
seasonal festivals and the major festivals some of the identify only a festivals that are
festivals(5 cultural events and cultural more prominent few festivals or directly
mks) that are tied to events that are festivals cultural events influenced by
the seasonal directly associated with that are changing seasons
changes influenced by the seasonal related to
throughout the seasonal changes changes, but seasonal
year. with only minor miss several key changes.
omissions or examples.
inaccuracies.
Explanatio Students provide Students provide Students Students only Students fail to
n of a thoroughand adequate details of provide provide basic provide any
seasonal details how the seasonal limited information meaningful
influences explanation of changes influence information about the explanation of
(5 mks) how specific the festivals and about the origin and how seasonal
seasonal changes cultural relationship significance of changes shape or
directly shape celebrations. between the seasonal influence the
and give rise to seasonal changes that festivals and
the festivals, changes and influence cultural
rituals and festivals. festivals.
cultural
celebrations
associated with
those seasons
originality Presents the Presents the Presents the Presents the
and information in a information in an information in information in Presents the
clarity(5mk highly logical and organised manner somewhat in disorganised information in a
s) well-structured but lacks clarity or an unclear and unclear disorganised and
manner. organisation. Uses manner and manner. unclear manner..
Effectively uses relevant examples also lacks in Arguments No relevant
relevant examples to support key clarity in and examples are
and vivid details points certain areas. explanations used to illustrate
to illustrate key Examples used are often key points.
points. toillustrate difficult to
points are follow and lack
limited or not coherence.
entirely Examples used
relevant. are not
relevant or do
not effectively
support the
points made.

Source of Provides factual, Provides factual, Provides a Provides The information
information (5 reliable, up-to- reliable, up-to-date limited source information, provided did not
mks) date and but has not with only but without match.
reflective reflected factual and particular
information on information with reflective sources of
current practices current practices information information.
and trends in and trends in aboutthe
festivals and festivals with festival forthe
celebrations by seasonalcelebratio season
season. ns, with the season

Learning Objectives and Learning Outcomes
Geographical Explorations
Learning Objectives
 To understand the factors that led to the geographical discoveries.
 To acquire knowledge of various explorers and their explorations.
 To analyse the effects of geographical discoveries.
Learning Outcome
 Explain factors that led to the geographical explorations.
 Identify explorers and the places discovered by them.
 Assess the impact of geographical exploration on Asia, Africa and America.
American War of Independence
Learning Objectives
 To understand the relationship between the colonies and England.
 To analyse the policy of taxation followed by England towards its colonies.
 To analyse the significance of the American Revolution.
Learning Outcomes
 Explains the relationship between the colonies and England.
 Critically analyse the taxation policy of England towards its colonies.
 Evaluate the significance of the American Revolution.
Sindhu-Saraswati Civilization
Learning Objectives.
 To understand the geographical extent and essential sites of the Sindhu-
Saraswati Civilization.
 To understand the social, cultural, and political life of the Sindhu Saraswati
Civilization.
 To analyse the reasons for the decline of the Sindhu Saraswati Civilization.
Learning Outcomes
 Locates the sides of the Sindhu Saraswati Civilization on the map.
 Compares the town planning of the Sindhu Saraswati Civilization with modern
town planning.
 Explains how environmental changes led to the decline of the Civilization.

Physiographic Division of India

Learning Objectives
 To acquire knowledge of the Continental Drift Theory and India's landforms.
 To interpret the interdependence of various landforms.
 To compare and contrast various physical features.

Learning Outcomes
 Students comprehend the geological process of forming the Indian
subcontinent and India.
 Students identify different physiographic divisions and their characteristics.
 Students correlate with the physical features of Goa.

Pillars of Indian Democracy
Learning Objectives
 To acquire knowledge of the working of the parliamentary system of India.

❖ To acquire knowledge of the organization of the judicial system in India.
 To understand the role of the media in strengthening democracy in India.
Learning Outcomes
 Discusses the role of the three organs of the government in democracy.
 Explains the various levels of the judiciary.
 Critically analyse the role of the media.

Introduction to Economics
Learning Objectives
 To enable the students to understand Economics’ meaning, nature and key concepts.

Learning Outcomes
 The student will understand the basic concepts of economics and their relevance in
daily life.

Goa (From the Establishment of Portuguese rule in 1510 till 1820)
Learning Objectives
 To acquire knowledge of the Portuguese conquest of Goa.
 To understand the causes of rebellions against the Portuguese regime in Goa.
 To analyse the relations between the Marathas and the Portuguese.
Learning Outcomes
 Explains how the Portuguese established their rule in Goa.
 Evaluates the role played by the Goans in opposing Portuguese rule in Goa.
 Analyses the role of Chhatrapati Shivaji and Chhatrapati Sambhaji in Goan history.

EconomicSystems &Problems of an Economy
LEARNING OBJECTIVES
 To understand the various economic systems.
 To understand the economic problem.

LEARNING OUTCOMES
 Students can recognize problems related to Capitalism, Socialism and Mixed
Economy & how to deal with those economic systems.
 Students should understand and put into practice that our wants should not be
more than our resources.

Drainage: Rivers of India
LEARNING OBJECTIVES
 To acquire knowledge of the origin and the drainage basins of the major rivers of
India.
 To understand the importance of the rivers and lakes of India and Goa.
 To compare and contrast the different river systems.
Learning Outcomes
 Students will list the number of rivers in India and Goa and their economic and
ecological significance.
 Students will be able to explain the importance of rivers in India.
 Students will be able to differentiate between east-flowing and west-flowing rivers
 Students will be able to identify drainage patterns.

Features of the Indian Constitution
Learning Objectives
 To understand the making of the Indian Constitution.
 To acquire knowledge of the salient features of the Indian Constitution.
 To evaluate the role of the Constitution in nation-building.
Learning Outcome
 Explains the formation of the Indian Constitution.
 Discusses the salient features of the Indian Constitution
 Appreciates the role of the Constitution of India in nation-building.

The French Revolution
Learning Objectives
 To understand the nature of the French Society.
 To analyse the role of the French monarch in the French Revolution.
 To discuss the factors leading to the French Revolution
 Identify the main events of the French Revolution.
 To assess the significance of the French Revolution

Learning Outcome
 Critically analyse the nature of French society.
 Examine the various factors leading to the French society.
 Discuss the significance of the French Revolution.
CLIMATE
Learning Objectives
 To know the difference between climate and weather.
 To understand the factors influencing India's climate.
 To comprehend the characteristics of various seasons.
 To evaluate the impact of monsoons on India's economy.
 To understand the influence of winds on the climate of Goa.
 Learning Outcomes
 Students differentiate between weather, climate, and factors influencing
seasons.
 Students comprehend the climate of India in general and the Indian
monsoon system in particular.
 Students compare and contrast the climate of Goa and India.
Fundamental Rights and Fundamental Duties
Learning Objectives
 To acquire knowledge of fundamental rights.
 To understand the significance of the fundamental duties.
 To understand the difference between the Directive Principles of State policy and the
Fundamental rights.
Learning Outcomes
 Recalls the fundamental rights given to the citizens of India.
 Explains the importance of following fundamental duties.
 Differentiates between the Directive Principles of State policy and the
Fundamental rights.

Age of Industrialisation
Learning Objectives
 To understand the factors that led to the Industrial Revolution in England.
 To acquire knowledge of inventors and their inventions.

 To analyse the effects of the Industrial Revolution on India and England in
particular and the world in general.
Learning Outcomes
 Discuss the factors leading to the Industrial Revolution.
 Compares the domestic system and the factory system.
 Identify the inventors and their inventions.
 Critically examine the effects of the Industrial Revolution on workers, children,
the continents of Asia and Africa and the environment.
Natural Vegetation and Wildlife
 LEARNING OBJECTIVES
 To acquire knowledge of factors influencing plant and animal diversity.
 To understand factors influencing vegetation and wildlife.
 To develop an understanding of the vegetation and wildlife of Goa.
 To develop a concern about the need to protect biodiversity.
 LEARNING OUTCOMES
 Students appreciate the need for biodiversity and comprehend the types of
vegetation in India and Goa.
 Students develop steps and skills to conserve flora and fauna in India and
Goa.

Electoral System
Learning Objectives
 To understand the Electoral System of India.
 To analyse the role of the Election Commission in conducting free and fair elections
in India.
Learning Outcomes.
 Explain the election system in India.
 Critically evaluates the role of the election commission.
FOOD SECURITY
LEARNING OBJECTIVES
 To understand the concept of Food Security.
 Need for food security.
 New programmes of the public distribution system, buffer stock.
 Dimensions of food security.

LEARNING OUTCOMES
 To apply the knowledge learnt regarding food security to improve the social
welfare, efficiency and economic development.

South Indian Dynasty
Learning Objectives
 To understand the significance of the Sangam literature to the Tamil Society.
 To acquire knowledge of the various dynasties that ruled South India.
Learning Outcomes
 Analyse the significance of the Sangam literature in the history, society and
economy of South India.
 Explains the contribution of the South Indian dynasties to the history of South
India.
Mahajanapadas, Mauryan And Gupta Empire
Learning Objectives
 To understand the causes for the rise of Mahajanapadas.
 To understand and analyse the factors that led to the decline of the Maurya and
the Gupta Empire.
 To evaluate the role of Chanakya and the Mauryan rulers in the growth and
expansion of the Mauryan rule.
Learning Outcome
 Discusses the causes for the rise of Mahajanpadas.
 Critically examines the factors that led to the decline of the Maurya and the Gupta
Empire.
 Evaluates the role of Chanakya and the Mauryan rulers in the growth and
expansion of the Mauryan rule.
POPULATION
LEARNING OBJECTIVES
 To understand the characteristics of the Indian and Goan populations.
 To understand the meaning of people as a resource.
 To study the efforts to improve the quality of the population and measures taken to
control population growth.

LEARNING OUTCOMES
 Students will understand the size, growth and distribution of population in India and
Goa.
 Students will understand the factors responsible for population growth and migration
in India.
 The students will also understand the measures to check population growth and
population policy in India.

Curricular Goals, Competencies and Pedagogy

Sr. Name of the Chapter Curricular Competencies Pedagogy
No Goals
1. Geographical CG-2 2.1, 2.3, 2.4, Debates and
Explorations 2.5 discussions the results
of Early trade
activities.
Incorporate technology.
(such as web quest,
ppts, videos etc.)
2. American War of CG-2 2.1, 2.3, 2.4 Role Play.
Independence Incorporate technology.
Incorporate technology.
3. India Size and Location Locating all the states
and the union
territories along with
the neighbouring
countries of India on
the political map of
India. Incorporate
technology.
4. Sindhu- Saraswati CG -1 C. 1.1, 1.2, 1.3. Debates and
Civilization Discussions on the
causes for the decline
of the civilization.
Charts, collages,
models. and
Incorporate technology.
5. Physiographic division
of India Incorporate technology.
6. Pillars of Democracy CG. 5 C. 5.2, 5.3. Discussions and
debates on the role of
media. Discussions on
the three organs of the
government. Mock
parliament. Charts.
7. Introduction to CG. 7, CG. C. 7.1, 8.2 Interactive discussions
Economics 8 on sharing about the
economic choices that
they make daily. Short
quizzes to asses
understanding of key
concepts. Incorporate

technology.
8. Goa( From the CG-3 C.3.2 Roleplay, debate and
establishment of discussion. Incorporate
Portuguese till 1510 to technology.
1820)
9. Economic systems and CG.7 C. 7.1, 7.2, 7.3 Debates, Case studies,
problems of an CG.8 C. 8.1, 8.2, 8.4, and group discussion.
economy 8.5 Incorporate technology.
10. Drainage: Rivers of CG. 4 C.4.1, 4.3, 4.4, Interactive lectures
India 4.5, 4.6. with visual aids.

11. Features of the Indian CG. 5 C. 5.1, 5.2, 5.4 Role Play. Debate,
Constitution Discussion, Visit to the
State Assembly.
Incorporate technology.
12. The French Revolution CG-2 2.1, 2.3, 2.4, Comparative analysis
2.5 of the French society's
estate system with that
of the Indian system.
Incorporate technology.
13. Climate Incorporate technology
such as
14. Fundamental Rights and CG. 5 C. 5.3, 5.4. Debates, discussions,
Fundamental Duties and learning. Preparing
charts and collages.
Incorporate technology.
15. Age of Industrialisation CG-2 2.4, Debates and
CG-4 4.5 Discussions on the
Effects of the Industrial
Revolution. Visit to a
factory.
Incorporate technology.
16. Natural Vegetation and CG. 4 C. 4.1, 4.2, 4.3, Visual aids, fieldtrips,
Wildlife 4.4, 4.5. quizzes, and group
discussions.
Incorporate technology
17. Electoral System CG. 5 C. 5.2, 5.3. Discussion. Role play,
mock polls in the
school. Interview with
local leaders.
Incorporate technology
18. Food Security CG. 8 C. 8.1, 8.4, 8.5 Debates, case studies,
and group discussions.
Incorporate technology.
19. South Indian Dynasty CG.1 C.1.1, 1.3, 1.4. Incorporate technology.
20. Mahajanapadas CG. 1 1.1, 1.2, 1.3, Discussions. Charts.
Mauryan Empire and 1.4. Ppts. Documentaries
the Gupta Empire. CG. 5 C.5.1. etc.
Incorporatetechnology.

21. Population CG. 6, C. 6.4 Incorporate technology
CG. 8 C.8.1. such as web quest.

Blueprint of the Final Examination Paper
Objective Remembering Understanding Application Analysis Evaluation Creation
E/L E/L E/L E/L
Forms of Questions SA VSA O E/LA SA VSA O E/LA SA VSA O SA VSA O SA VSA O SA VSA O
A A A A
Content /Sub-units
H1 Geographical
2(1) 1(1) 1 (1) 2(1) 1(1)
Exlporation
H.2 American War of
1 (1) 1(1) 1(1) 1(1) 3(1)
Independence
G.1 India Size and Location 2(1) 1 (1) 2(1) 1(1)
H6. Sindhu-
1(1) 2(1) 1(1) 4(2)
SarawatiCivilisation
Eco 7 Introduction to
Economics 1(1) 1(1) 1(1)
G.2Physiographic Division
of India 1(1) 3(1) 4(2) 2(1) 1(1) 1(1)
Pillars of Democracy 1(1) 1(1) 2(1) 2(1)
H.10. Goa Till Pg. No.70 1(1) 2(1) 1(1) 2(1)
Eco.8 Eonomic System and
Problems 1(1) 2(1)
G.3 Drainage: Rivers of
India 2(2) 1(1) 2(2) 2(1) 1(1) 2(1) 1(1) 1(1)
Pol.12. Features of the
Indian Constitution 2(1) 1(1) 1(1) 1(1) 1(1)
Geography of Goa 2(2) 2(1)
Total 21 17 14 16 10 2

Note: figures in the bracket indicate no. of questions, while outside the bracket indicate marks.

Total

7

7

6

8

3

12
6
6

3

12

6
4
80

MODEL PAPER- SEMESTER I, 2025
STD: IX SOCIAL SCIENCE
MARKS ALLOTED: 80 TIME: 3 Hrs
---------------------------------------------------------------------------------------------------
GENERAL INSTRUCTIONS:
(i) This question paper has 57 questions in all. All questions are compulsory.
(ii) Marks are indicated against the question.
(iii) There is no overall choice. However, internal choice has been provided
for questions 48 and 49.
(iv) In addition to these, separate instructions are given wherever necessary.
--------------------------------------------------------------------------------------------------------
Choose the correct alternative from those given below each statement. (20)
1. The Spanish geographical explorations began during the reign of______.
• Queen Isabella and King Ferdinand
• Prince Henry
• Francis I
• Henry VII
2. The first American colony founded by the British was_____.
• Virginia
• Georgia
• Maryland
• Rhodes Island
3. To boost English industries, the British Parliament enacted ____.
• The Stamp Act
• The Navigation Act
• Sugar Act
• Law prohibiting the manufacture of goods.
4. Assertion (A): Vasco da Gama was able to discover a sea route to India.
Reason (R): Prince Henry improved the sailing ship Caravel, making it capable of long
voyages through the open sea in stormy weather.
• Both A and R are true, and R is the correct explanation of A.

1

• Both A and R are true, but R is not the correct explanation of A.
• A is true, but R is false.
• A is false, but R is true.
5. The Harappa is situated on the banks of the river ______.
• Narmada
• Ravi
• Chenab
• Beas
6. Which of the following statements are correct?
I. The Sindhu Saraswati Civilisation buried the dead with their heads towards the north
and their feet towards the South.
II. They were buried in a sitting posture.
III. They were buried with objects like pottery, beads, etc.
IV. They were treated with spices and oil.
• I, II, III are correct, and IV is wrong.
• All the above are correct.
• Only I and III are correct.
• Only III is correct.
7. Assertion (A): The Seven Years' War ultimately broke off relations between
England and its colonies.
Reason (R ): After the war, England resorted to the most unreasonable methods of taxing
the colonies.
• Both A and R are true, and R is the correct explanation of A.
• Both A and R are true, but R is not the correct explanation of A.
• A is true, but R is false.
• A is false, but R is true.
8. Who invited Afonso de Albuquerque to conquer Goa?
• Francisco Mascarenhas
• Mateus de Castro Mahale
• Timayya
• Yusuf Adilshah
9. ‘Certain provisions of the Indian Constitution can be amended easily, while
certain amendments are difficult.’ What does it say about the Indian Constitution?
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• The Indian Constitution is too flexible.
• The Indian Constitution is too rigid.
• The Indian Constitution is neither flexible nor rigid.
• The Indian Constitution is rigid as well as flexible.
10. The organ of the government responsible for implementing laws passed by
the Parliament is_____.
• Legislature
• Executive
• Judiciary
• Media
11. In which of the following islands will you find a Bird sanctuary?
• Bitra
• Amindivi
• Pitli
• Minicoy
12. Which of the following factors leads to economic problems?
• Unlimited wants
• Limited resources
• Limited wants
• Unlimited resources
13. Which of the following landforms is formed due to the Divergent Plate
Boundary?
• The Himalayas
• The Great Northern Plains
• The Narmada Valley
• The Deccan Plateau
14. Which of the following goods are used for producing consumer goods?
• Intermediate Goods
• Private Goods
• Public Goods
• Social goods
15. Food is categorised as consumer goods as----
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 it is used for final consumption purpose
 It is not used for consumption purpose
 It is sold to the public by private firms
 It is offered to the public by the government
16. What will be the time on Longitude 60 degrees West when it is 3.00 pm on
Longitude 15 degrees East?
• 10.00 am
• 8.00 am
 12 noon
• 9.00 am
17. One of the features of a mixed economy is_________.
• Collective Ownership
• Private Property
• No competition
• Economic Planning
18. The river Brahmaputra is called ______ in Bangladesh.
• Dihang
• Jamuna
• Tsangpo
• Lohit
19. Assertion (A): The Narmada River forms an estuary at its mouth.
Reason(R): The Narmada flows westward into the Arabian Sea through a rift valley.
• Both A and R are true, and R is the correct explanation of A
• Both A and R are True, but R is not the correct explanation of A
• A is true, but R is false
• A is false, but R is true
20. A city on the banks of the Yamuna faces water pollution. Which of the following
do you think causes the problem?
• Heavy Rainfall
• Sewage
• Non-perennial nature
• Melting of snow
The words in Column B bear a particular relationship with those in Column A.
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Write in Column ‘D’ the words bearing a similar relationship to those in Column
‘C’. (2)
A B C D
Governor High Court _______________
21.Subordinate Judges
Court Judges
22. Columbus Italian Sailor Bartholomew
Diaz

 Give a geographical term for each of the following: (2)
23. A piece of land that projects from the coastline into the sea.
24. A triangular landform formed at the mouth of a river.
 Identify the following personalities with the help of the clues given below: (2)
25. (A) He is the author of the Two Treatises of Government.
(B) He influenced the American Revolution.
26. (A) He was one of the Chieftains of Cuncolim.
(B) He escaped the massacre by jumping into the river Sal.

 Complete the analogy: (2)
27. Dendritic Drainage: Indo-Gangetic Plains, Rectangular Drainage:_________.
28. River Zuari: Hills of Sanguem, River Mandovi: _________.

 Answer the following questions in two sentences each: (38 )
29. State any two causes that led to the geographical explorations.
30. Analyse the effects of geographical explorations on the natives from Africa.
31. How was the town planning of Dholavira different from the other Harappan cities?
32. The streets and the lanes of the cities of Sindh Saraswati civilisation were well
planned. Justify.
33. Analyse the reasons for the decline of the Sindhu Saraswati Civilisation.
34. In what way could the media pose a challenge to the democratic system?
35. The Prime Minister enjoys a vital position in the Indian democracy. Discuss.
36. Evaluate the significance of the Port of Goa to the Portuguese Eastern Empire.
37. How did the arrival of the Dutch in the Indian Ocean create problems for the
Portuguese?
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38. State any two salient features of the Indian Constitution.
39. Why do we need Indian Standard Time?
40. The difference between the duration of day and night is hardly felt in
Kanyakumari compared to Ladakh. Analyse.
41. Why are most of the desert regions sparsely populated?
42. Compare the East-flowing rivers with the West-flowing rivers of India.
43. India would have to face many economic problems in the absence of
the Himalayan Rivers. Explain.
44. Why is the Northern Plains the most fertile region of our country?
45. ‘The Lowlands of Goa are economically important’. Justify.
46. Why is a mixed economy better than Capitalism and Socialism?
47. Write two points of difference between the Western and Eastern Ghats.
 Answer of the following questions in 3 sentences each: (6)
48. Evaluate the significance of the Second Continental Congress in the American War of
Independence.
OR
48 . Were colonists justified in raising the slogan, ‘No taxation without representation’
Explain
49. ‘The Himalayan ranges act as a natural protective wall for India’. Explain.
OR
49. The Eastern Coastal plain of India is very important to us. ’ Explain.

 Read the following extract and answer the questions set below:
The Committee, led by Dr Bhimrao Ambedkar, included provisions for equality,
justice, liberty, and fraternity in the Constitution. It also ensured untouchability and
provided for the rights of Scheduled Castes and Scheduled Tribes.
50. Name the committee that drafted the Constitution of India. (1)
51. How did the Constitution strengthen local and urban communities? (1)
52. If an Indian citizen feels oppressed, what solution is provided to him/her by the
Constitution? (1)
 Lakes in India are not only of geographical importance but also support the
tourism Industry.
53. How do lakes promote tourism? (1)

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54. How are lakes essential for maintaining ecological balance? (1)
 On the given outline map of India, mark the following:
55. The largest state in India (1)
56. The neighbouring country of India to the South. (1)
57. Sambhar Lake in Rajasthan. (1)
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