SSLC Social Science Part 1 Questions

 

Set 1: Chapter 1 - Humanism

1. Triple Match and Reasoning
Match the Renaissance person with what they did and the big idea behind it.

• Column A (Person)
  I. Leonardo da Vinci
  II. Michelangelo
  III. Donatello
• Column B (What they did)
  P. Sculpture
  Q. Painting
  R. Architecture
• Column C (Big Idea)
  1. Using reason in art
  2. Studying the human body
  3. Showing individual character in art

Which option correctly matches the columns and explains the reason?
a) I-Q-2 (Leonardo da Vinci was a painter who studied the human body. This helped him paint very realistic people, showing the new focus on using reason in art.)
b) II-P-1 (Michelangelo's sculptures, like his 'David', showed powerful human bodies. This represented the new ideas of focusing on humans and using reason in art.)
c) III-P-3 (Donatello freed sculpture from the older style, giving his statues more individual character, like his 'David'. This matched the Renaissance focus on individual freedom.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): The Renaissance was a time of great change, moving Europe from the old feudal system of the Middle Ages towards the modern era, and these changes were especially clear in Italy.
Reason (R): Italian cities were independent, rich, and full of life. Their traders understood banking, and the Crusades brought a lot of wealth to these cities through trade with the East.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these events of the Renaissance in the correct time order.

1. The Bubonic Plague ("Black Death") hits Italian cities hard, causing a worker shortage and helping to end the feudal system.
2. The Ottoman Turks capture Constantinople, causing scholars to flee to Italy with ancient Greek and Roman books.
3. The philosopher Roger Bacon questions the old power system and is punished for it.
4. Many social, economic, and political changes happen in Europe, starting the Renaissance.
   a) 3, 4, 1, 2
   b) 4, 3, 1, 2
   c) 3, 1, 4, 2
   d) 1, 3, 4, 2

4. Cause-Effect-Reasoning
Cause: During the Middle Ages, a way of thinking called scholasticism, which was based on Christian ideas, focused mainly on God and the afterlife.
Effect: A new idea called Humanism developed. It moved away from a religious focus and instead emphasized the importance of human life on Earth and thinking for oneself.
Reasoning: Humanism's focus on people, reason, and life in this world was a direct reaction against scholasticism, which had focused only on religious ideas.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 2: Chapter 1 - Renaissance Literature

1. Triple Match and Reasoning
Match the author with their famous work and the main feature of their writing.

• Column A (Author)
  I. Dante
  II. Petrarch
  III. Niccolò Machiavelli
• Column B (Famous Work)
  P. The Prince
  Q. The Divine Comedy
  R. Sonnets to Laura
• Column C (Main Feature)
  1. Ideas on how a state should be ruled
  2. Focus on human feelings and love for one's country
  3. A main supporter of humanism with a unique style

Which option correctly matches the columns and explains the reason?
a) I-Q-2 (Dante's book, The Divine Comedy, deeply explored human feelings and patriotism, which fit the Renaissance focus on human experience.)
b) II-R-3 (Petrarch was a key figure of humanism, known for his unique style in the love poems he wrote to Laura.)
c) III-P-1 (Machiavelli's book, The Prince, explained his political ideas, focusing on a ruler's duty to keep the state strong and safe.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): Even though Renaissance writers were inspired by ancient Greece and Rome, they often wrote in their local languages, and stories written in prose became popular.
Reason (R): The invention of the printing press by Johannes Gutenberg in the 1400s helped spread literature to more people and increased literacy.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these Renaissance literary figures and events in the correct time order.

1. Johannes Gutenberg sets up the first printing press with movable type in Europe.
2. Cassandra Fedele becomes famous for her writings that argued for higher education for women.
3. Dante Alighieri writes The Divine Comedy.
4. Niccolò Machiavelli writes The Prince.
   a) 3, 2, 4, 1
   b) 3, 4, 2, 1
   c) 3, 1, 4, 2
   d) 1, 3, 2, 4

4. Cause-Effect-Reasoning
Cause: Niccolò Machiavelli believed that people are generally selfish and driven by a desire for power and wealth.
Effect: He argued that a ruler should be fair and not show special favor to any group of people.
Reasoning: Machiavelli thought that because people are selfish, a ruler must stay neutral to control the state effectively, without being influenced by personal loyalties that could make the state unstable.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 3: Chapter 1 - Renaissance Historiography & Science

1. Triple Match and Reasoning
Match the time period or idea with its main feature and a key person or discovery.

• Column A (Period/Idea)
  I. Medieval Period
  II. Renaissance History Writing
  III. Renaissance Science
• Column B (Main Feature)
  P. Focus on explanations centered on people
  Q. Belief that God controlled historical events
  R. Using science to replace old myths
• Column C (Person/Discovery)
  1. Flavio Biondo
  2. Copernicus' Sun-centered Model
  3. Ptolemy's Earth-centered Model

Which option correctly matches the columns and explains the reason?
a) I-Q-3 (In the Medieval Period, people believed God controlled history, and Ptolemy's model of an Earth-centered universe was widely accepted.)
b) II-P-1 (Renaissance history writing started to focus on human actions, and historians like Flavio Biondo created new ways to classify history.)
c) III-R-2 (Renaissance science focused on experiments and observation, which led to groundbreaking discoveries like Copernicus' model of a Sun-centered universe.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): The old idea that the Earth was the center of the universe (Ptolemy's model) was not challenged until the 1500s, when Copernicus proposed that the Sun was the center.
Reason (R): Galileo's important discoveries with his telescope, like finding Jupiter's moons, provided strong evidence that supported Copernicus's ideas.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these scientific discoveries in the correct time order.

1. Isaac Newton develops the theory of gravitation.
2. Nicolaus Copernicus argues that the Sun is the center of the universe.
3. Andreas Vesalius becomes a pioneer in studying the human body by carefully dissecting human bodies.
4. Johannes Kepler shows that planets move at different speeds depending on how far they are from the Sun.
   a) 2, 4, 3, 1
   b) 2, 3, 4, 1
   c) 3, 2, 4, 1
   d) 4, 2, 3, 1

4. Cause-Effect-Reasoning
Cause: During the Renaissance, historians started to see physical evidence like archaeological findings as more important.
Effect: Historians began to use evidence like old coins, inscriptions, and ancient texts more in their writing, and people worked harder to collect and save these old documents.
Reasoning: The new way of thinking in the Renaissance, which valued human actions and critical thought, pushed historians to look for real, verifiable proof instead of just relying on old stories or religious beliefs.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 4: Chapter 1 - The Reformation & Counter Reformation

1. Triple Match and Reasoning
Match the religious movement or person with their main action and a result.

• Column A (Movement/Person)
  I. Martin Luther
  II. Counter-Reformation
  III. Ignatius Loyola
• Column B (Action)
  P. Created the Society of Jesus
  Q. Posted the 'Ninety-Five Theses'
  R. Criticized the Catholic Church
• Column C (Result)
  1. Started the Protestant Reformation
  2. Held the Council of Trent
  3. Aimed to spread Catholic power

Which option correctly matches the columns and explains the reason?
a) I-Q-1 (Martin Luther posted his 'Ninety-Five Theses' on a church door, which is seen as the start of the Protestant Reformation.)
b) II-R-2 (The Counter-Reformation was the Catholic Church's effort to fix its own problems, which included holding the Council of Trent to make reforms.)
c) III-P-3 (Ignatius Loyola created 'The Society of Jesus,' a group whose members worked to spread the power of the Catholic Church through strict discipline and missionary work.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): The Reformation started in Germany but soon spread to other parts of Europe, with leaders like Zwingli and Calvin in Switzerland.
Reason (R): Kings and rulers who wanted to reduce the power of the church and its courts also supported the Reformation.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these events from the Reformation and Counter-Reformation in the correct time order.

1. Martin Luther posts his 'Ninety-Five Theses' on a church door in Wittenberg.
2. The Catholic Church holds the Council of Trent in Italy.
3. Erasmus writes funny but critical books that set the stage for protests against the Catholic Church.
4. King Henry VIII leads the Reformation in England and creates the Anglican Church.
   a) 3, 1, 4, 2
   b) 1, 3, 2, 4
   c) 3, 4, 1, 2
   d) 1, 2, 3, 4

4. Cause-Effect-Reasoning
Cause: A monk named Johann Tetzel came to Germany to sell "indulgences," which were said to forgive sins.
Effect: In response, Martin Luther posted his famous 'Ninety-Five Theses' on a church door in 1517, starting the Protestant Reformation.
Reasoning: Luther's action was a direct challenge to the practice of selling indulgences, which he saw as corrupt. Tetzel's sales campaign was the final push that made Luther protest.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 5: Chapter 2 - LIBERTY EQUALITY FRATERNITY (French Revolution)

1. Triple Match and Reasoning
Match the concept from the French Revolution with its feature and a key result.

• Column A (Concept)
  I. Despotic Regime
  II. Rise of Middle Class
  III. Consequences of Revolution
• Column B (Feature)
  P. Overthrow of nobles and clergy
  Q. King believed God gave him the right to rule
  R. Wanted political power
• Column C (Result)
  1. Estates General not called for a long time
  2. Growing unhappiness in the Third Estate
  3. End of the feudal system

Which option correctly matches the columns and explains the reason?
a) I-Q-1 (In the Despotic Regime, the king believed he had a divine right to rule, which is why the Estates General (parliament) wasn't called for many years.)
b) II-R-2 (The Middle Class was getting wealthier but still had no real power or respect, which made the Third Estate very unhappy.)
c) III-P-3 (The most important result of the French Revolution was getting rid of the power of the nobles and clergy, which ended the old feudal system.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): The Declaration of the Rights of Man and of the Citizen was a very important outcome of the French Revolution.
Reason (R): This declaration stated that "Men are born and remain free and equal in rights" and that power comes from the nation, which created the foundation for modern democracy.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these events of the French Revolution in the correct time order.

1. The Fall of the Bastille prison.
2. The Tennis Court Oath.
3. The Estates General is called for the first time in 175 years.
4. The National Convention makes France a republic and executes King Louis XVI.
   a) 3, 2, 1, 4
   b) 2, 3, 1, 4
   c) 3, 1, 2, 4
   d) 1, 2, 3, 4

4. Cause-Effect-Reasoning
Cause: Women were facing food shortages and were angry that the king would not cooperate with the new National Assembly, so they joined the revolution.
Effect: Thousands of women marched to the palace at Versailles, forced the king and his family to move to Paris, and demanded equal rights, which helped women get new rights like owning property and getting a divorce.
Reasoning: The direct action taken by these women, because of their immediate problems, had a huge impact. It forced the king to move and pushed for new laws that improved women's rights.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 6: Chapter 2 - Napoleon & Congress of Vienna

1. Triple Match and Reasoning
Match Napoleon's reform area with a specific reform and its goal.

• Column A (Reform Area)
  I. Legal Reforms
  II. Educational Reforms
  III. Concordat
• Column B (Specific Reform)
  P. Education for all
  Q. Napoleonic Code
  R. Agreement with the Pope
• Column C (Goal)
  1. Give freedom back to the Catholic Church
  2. Create educated people to work for the government
  3. Recognize equality and freedom of religion

Which option correctly matches the columns and explains the reason?
a) I-Q-3 (The Napoleonic Code was a set of laws that got rid of old feudal rules and recognized that all people were equal and had religious freedom.)
b) II-P-2 (Napoleon's educational reforms aimed to provide education for all and set up special schools to train smart people for jobs in the government and army.)
c) III-R-1 (The Concordat was an agreement Napoleon made with the Pope to give freedom back to the Catholic Church in France.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): Napoleon's Continental System was a plan to ruin Britain's economy, as Britain was his main enemy.
Reason (R): Napoleon couldn't defeat Britain in a direct war because Britain's navy was too strong.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these events related to Napoleon in the correct time order.

1. Napoleon declares himself the Emperor of France.
2. Napoleon is defeated at the Battle of Waterloo.
3. The Directory government in France collapses because it was corrupt.
4. The Congress of Vienna meeting is held, led by Austria's Metternich.
   a) 3, 1, 2, 4
   b) 1, 3, 2, 4
   c) 3, 2, 1, 4
   d) 1, 2, 3, 4

4. Cause-Effect-Reasoning
Cause: Napoleon wanted to defeat his enemies and keep control over Europe.
Effect: He created the 'Continental System' to stop countries under his control from trading with Britain.
Reasoning: The Continental System was a plan to weaken Britain with an economic war because Napoleon knew he could not defeat Britain's powerful navy in a direct military battle.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 7: Chapter 3 - Social Analysis: Through Sociological Imagination

1. Triple Match and Reasoning
Match the concept with its definition and a related idea.

• Column A (Concept)
  I. Commonsense Knowledge
  II. Sociological Imagination
  III. Self-reflection
• Column B (Definition)
  P. The skill to think critically about your own actions
  Q. Understanding you get from personal experience
  R. The skill to see how personal problems are linked to bigger social issues
• Column C (Related Idea)
  1. Often based on stereotypes
  2. Helps understand the link between personal life and society
  3. Helps you understand things beyond just common sense

Which option correctly matches the columns and explains the reason?
a) I-Q-1 (Commonsense knowledge comes from our own experiences and is often based on stereotypes, which gives us an incomplete understanding.)
b) II-R-2 (Sociological imagination is the ability to connect our personal troubles to larger social forces, which helps us see the bigger picture.)
c) III-P-3 (Self-reflection is the skill of looking at your own thoughts and actions critically, which helps you understand problems in a deeper way.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): We can only understand personal problems deeply when we see how they are influenced by bigger social factors.
Reason (R): Sociological imagination helps people look beyond their own lives and see their problems as part of larger social patterns.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these sociologists and their ideas in the correct historical order.

1. Charles Wright Mills introduces the idea of sociological imagination in his book.
2. Emile Durkheim publishes Suicide, a study on the social reasons for suicide.
3. Karl Marx, Emile Durkheim, and Max Weber are known as the main early thinkers in sociology.
4. A girl named Anu thinks the reason for her family's problems is a lack of money.
   a) 3, 2, 1, 4
   b) 3, 1, 2, 4
   c) 2, 3, 1, 4
   d) 2, 1, 3, 4

4. Cause-Effect-Reasoning
Cause: A child in a class is getting low grades and is not participating in studies.
Effect: Using sociological imagination helps us understand that this could be due to wider social problems, like the child's family situation or lack of resources.
Reasoning: Common sense might just call the child 'lazy,' but sociological imagination helps us see that a child's school performance is often connected to bigger issues like poverty and the support they get at home.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 8: Chapter 4 - WEALTH AND THE WORLD (Geographical Expeditions and Mercantilism)

1. Triple Match and Reasoning
Match the explorer with their major discovery and its impact.

• Column A (Explorer)
  I. Bartolomeu Dias
  II. Vasco da Gama
  III. Christopher Columbus
• Column B (Discovery)
  P. Reached the Bahamas islands in 1492
  Q. Reached the Cape of Good Hope in 1488
  R. Reached Kozhikode, India in 1498
• Column C (Impact)
  1. Discovered the "New World" for Europeans
  2. Started the era of European control in India
  3. Helped find a sea route to Asia

Which option correctly matches the columns and explains the reason?
a) I-Q-3 (Bartolomeu Dias reached the Cape of Good Hope at the southern tip of Africa, which was a big step in finding a sea route to Asia.)
b) II-R-2 (Vasco da Gama's arrival in Kozhikode, India, was the beginning of European power and influence in India.)
c) III-P-1 (Christopher Columbus reached the Bahamas, thinking he was in India, but he had actually discovered a "New World" for Europeans.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): The capture of Constantinople by the Turks and the arrival of the Portuguese in Africa were key reasons for the geographical expeditions in the 1400s.
Reason (R): When the main land trade route was blocked at Constantinople, Europeans had to find new sea routes to get valuable spices like pepper from Asia.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these geographical discoveries in the correct time order.

1. Amerigo Vespucci realizes the land Columbus found is a "New World."
2. Christopher Columbus reaches the Bahamas islands.
3. Vasco da Gama reaches Kozhikode, India.
4. Martin Waldseemüller names the new continent "America."
   a) 2, 1, 3, 4
   b) 2, 3, 1, 4
   c) 3, 2, 1, 4
   d) 1, 2, 3, 4

4. Cause-Effect-Reasoning
Cause: England and the Netherlands used joint-stock companies for their trade, and these companies put their profits back into the business.
Effect: Putting the profits back into the business helped industries in England grow, which was very important for its economic growth.
Reasoning: Unlike the kings of Spain and Portugal who spent their wealth on palaces, the joint-stock company system allowed money to be saved and reused, which directly helped factories and industries to grow.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 9: Chapter 4 - Industrial Revolution & Imperialism

1. Triple Match and Reasoning
Match the change during the Industrial Revolution with its type and an example.

• Column A (Change)
  I. Using machines for production
  II. Agrarian Revolution
  III. Rise of slums
• Column B (Type of Change)
  P. Economic change
  Q. Technological change
  R. Social change
• Column C (Example)
  1. Using crop rotation
  2. More food was produced
  3. Shift from home-based work to factories

Which option correctly matches the columns and explains the reason?
a) I-Q-3 (Using machines was a technological change that caused a shift from making things at home to making them in large factories.)
b) II-P-2 (The Agrarian Revolution was an economic change in farming that led to more food being produced.)
c) III-R-P (The growth of slums was a negative social result of cities growing too fast, showing the poor living conditions of workers.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): As factories produced more goods during the Industrial Revolution, countries needed to find raw materials and new markets in other places.
Reason (R): To make more profit, factory owners paid low wages, so workers could not afford to buy the goods, making it hard to sell them at home.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these economic and social ideas in the correct time order of their appearance.

1. Merchant Capitalism (making money through trade).
2. Industrial Capitalism (making money through factories).
3. Socialism (an idea that grew in response to the poor treatment of workers).
4. Imperialism (the practice of one country controlling another).
   a) 1, 2, 3, 4
   b) 1, 2, 4, 3
   c) 2, 1, 3, 4
   d) 2, 1, 4, 3

4. Cause-Effect-Reasoning
Cause: The Industrial Revolution brought both good and bad changes to society.
Effect: It created new jobs and cities, but it also led to the bad treatment of workers and the growth of poor, crowded slums.
Reasoning: The new factory system made a few people very rich, but it was often at the expense of the workers, who had to live and work in poor, unhealthy conditions.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 10: Chapter 4 - First World War

1. Triple Match and Reasoning
Match the cause of World War I with its description and an example.

• Column A (Cause)
  I. Imperialist Rivalry
  II. Extreme Nationalism
  III. Military Alliances
• Column B (Description)
  P. Strong, aggressive pride in one's country
  Q. Competition to control colonies
  R. Fear and suspicion between nations
• Column C (Example)
  1. Berlin-Baghdad railway plan
  2. Triple Alliance and Triple Entente
  3. Pan-Slavism and Pan-Germanism movements

Which option correctly matches the columns and explains the reason?
a) I-Q-1 (Imperialist Rivalry was about countries competing for colonies, like when Germany's plan for a railway to Baghdad worried other nations.)
b) II-P-3 (Extreme Nationalism is an aggressive pride in one's country, which was seen in movements like Pan-Slavism that wanted to unite people of the same ethnic group.)
c) III-R-2 (Fear and suspicion led countries to form military alliances for protection, such as the Triple Alliance and the Triple Entente.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): The assassination of Archduke Franz Ferdinand of Austria-Hungary was the event that started World War I.
Reason (R): Because there were already problems between them, Austria blamed Serbia for the assassination and declared war on Serbia.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these events leading to World War I in the correct time order.

1. Austria-Hungary declares war on Serbia.
2. Archduke Franz Ferdinand is assassinated in Sarajevo.
3. Military alliances like the Triple Alliance and Triple Entente are created.
4. Germany's plan for a railway to Baghdad worries Britain, France, and Russia.
   a) 4, 3, 2, 1
   b) 3, 4, 2, 1
   c) 4, 2, 3, 1
   d) 3, 2, 1, 4

4. Cause-Effect-Reasoning
Cause: Extreme nationalism, or aggressive national pride, grew to dangerous levels in countries like Germany and Serbia.
Effect: Movements like Pan-Slavism and Pan-Germanism, which aimed to unite people based on their race, were used to justify taking over other lands.
Reasoning: Extreme nationalism makes people believe that lands where their race lives should belong only to them, which gives a strong reason for aggressive and expansionist wars.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 11: Chapter 4 - The Growth of Totalitarianism & Second World War

1. Triple Match and Reasoning
Match the totalitarian idea with its leader and a key feature.

• Column A (Ideology)
  I. Fascism
  II. Nazism
  III. Totalitarianism
• Column B (Leader)
  P. Adolf Hitler
  Q. Benito Mussolini
  R. Rejection of democracy
• Column C (Feature)
  1. March on Rome in 1922
  2. Creation of the Gestapo (secret police)
  3. Glorifying war and violence

Which option correctly matches the columns and explains the reason?
a) I-Q-1 (Fascism in Italy was led by Benito Mussolini, who organized the March on Rome in 1922 to take power.)
b) II-P-2 (Nazism in Germany was led by Adolf Hitler, and one of its features was the creation of a secret police force called the Gestapo.)
c) III-R-3 (Totalitarianism is a system that rejects democracy and glorifies war, forcing people to live only for their country.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): The Treaty of Versailles, signed after World War I, helped cause World War II.
Reason (R): The treaty punished Germany harshly by taking its lands, reducing its army, and forcing it to pay huge sums of money, which made Germans angry and want to fight back.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these events related to World War II and its aftermath in the correct time order.

1. Germany invades Poland, starting World War II.
2. The League of Nations is created to maintain world peace.
3. The Munich Agreement is signed, giving a part of Czechoslovakia to Germany.
4. The United Nations Organization is formed.
   a) 2, 3, 1, 4
   b) 3, 2, 1, 4
   c) 2, 1, 3, 4
   d) 1, 3, 2, 4

4. Cause-Effect-Reasoning
Cause: Western countries like Britain and France saw the Soviet Union and the spread of socialist ideas as a threat.
Effect: They followed a policy of 'appeasement,' allowing fascist leaders to be aggressive because they thought it would stop the spread of socialism. A key example was the Munich Agreement.
Reasoning: The fear of communism made Western powers give in to fascist dictators, hoping they would act as a barrier against the Soviet Union. This only made the dictators bolder and led to war.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 12: Chapter 1 - Weather and Climate

1. Triple Match and Reasoning
Match the weather term with its definition and a related concept.

• Column A (Term)
  I. Weather
  II. Climate
  III. Atmospheric Temperature
• Column B (Definition)
  P. The average weather over a long time
  Q. The state of the atmosphere for a short time
  R. How hot or cold something is
• Column C (Related Concept)
  1. Daily change in temperature
  2. Measured in Degree Celsius
  3. Average over 35 to 40 years

Which option correctly matches the columns and explains the reason?
a) I-Q-1 (Weather is the state of the atmosphere over a short time, and its daily change in temperature shows how much it can vary.)
b) II-P-3 (Climate is the average weather over a long time, usually calculated by looking at data from 35 to 40 years.)
c) III-R-2 (Atmospheric temperature is how hot the air is, and it is usually measured in units like Degree Celsius.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): On a temperature map, the lines (isotherms) bend noticeably where land meets the sea.
Reason (R): Land heats up and cools down much faster than the sea, causing different temperatures in land and sea areas.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these weather and climate concepts/tools in the order they were introduced or discovered, based on the source's presentation.

1. The idea of using Isotherms (lines on a map) to show temperature.
2. Measuring air pressure using a Barometer.
3. The concept of Normal Lapse Rate (how temperature drops as you go higher).
4. Identifying the Coriolis Force, which affects wind direction.
   a) 3, 1, 2, 4
   b) 1, 3, 2, 4
   c) 3, 2, 1, 4
   d) 2, 1, 3, 4

4. Cause-Effect-Reasoning
Cause: As you move away from the equator towards the poles, the sun's rays hit the Earth at a greater angle.
Effect: Because of this, the temperature gets colder as you move towards the poles, creating different temperature zones on Earth.
Reasoning: The Earth is a sphere, so the same amount of sunlight gets spread over a larger area near the poles, which means each spot receives less intense heat.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 13: Chapter 2 - Climatic Regions and Climate Change

1. Triple Match and Reasoning
Match the climate region with its key feature and a typical plant or animal found there.

• Column A (Climate Region)
  I. Equatorial Climatic Region
  II. Savanna Climatic Region
  III. Tundra Region
• Column B (Key Feature)
  P. Dry summers and wet winters
  Q. Hot and rainy all year
  R. Tropical grasslands with hot, wet summers
• Column C (Plant/Animal)
  1. Reindeer and Mosses
  2. Giraffes and Zebras
  3. Ebony trees and Lianas (vines)

Which option correctly matches the columns and explains the reason?
a) I-Q-3 (Equatorial regions are always hot and rainy, which supports dense rainforests with trees like ebony and climbing vines.)
b) II-R-2 (Savanna regions are tropical grasslands with hot, wet summers, making it a good home for large herbivores like giraffes and zebras.)
c) III-P-1 (Tundra regions are very cold with long winters, so only tough plants like mosses and cold-adapted animals like reindeer can survive there.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): The equatorial rainforest region is often called the 'Lungs of the World'.
Reason (R): These huge rainforests absorb large amounts of carbon dioxide and release a lot of oxygen.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these international agreements on climate change in the correct time order.

1. Kyoto Protocol.
2. Stockholm Conference on the environment.
3. Paris Agreement to reduce global warming.
4. Earth Summit in Rio de Janeiro.
   a) 2, 4, 1, 3
   b) 4, 2, 1, 3
   c) 2, 1, 4, 3
   d) 1, 2, 3, 4

4. Cause-Effect-Reasoning
Cause: Human activities like cutting down forests, burning fossil fuels, and building cities produce too many greenhouse gases.
Effect: This makes the Earth's natural greenhouse effect stronger, causing the atmosphere to heat up, which is known as Global Warming.
Reasoning: Greenhouse gases trap heat in the atmosphere. When humans produce too many of these gases, more heat gets trapped, which directly causes global temperatures to rise.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 14: Chapter 4 - Consumer: Rights and Protection

1. Triple Match and Reasoning
Match the type of good with its feature and an example.

• Column A (Type of Good)
  I. Free goods
  II. Capital goods
  III. Non-Durable goods
• Column B (Feature)
  P. Used to make another product
  Q. Found in nature and available for free
  R. Items that can only be used for a short time
• Column C (Example)
  1. Milk
  2. Factory machinery
  3. Sunlight

Which option correctly matches the columns and explains the reason?
a) I-Q-3 (Free goods are things found in nature that are free for everyone, like sunlight.)
b) II-P-2 (Capital goods are things used to produce other goods, like the machinery in a factory.)
c) III-R-1 (Non-Durable goods are items that are used up quickly, like milk.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): The Consumer Protection Act of 2019 was passed to replace the older act from 1986.
Reason (R): The growth of online shopping (e-commerce) made it necessary to have a new law to protect consumers in this area.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these events related to consumer protection in India in the correct time order.

1. The Consumer Protection Act 2019 is put into effect.
2. The Consumer Protection Act 1986 is put into effect.
3. The Consumer Guidance Society of India is formed in Mumbai.
4. The Food Safety Act 2006 is passed.
   a) 3, 2, 4, 1
   b) 2, 3, 4, 1
   c) 3, 4, 2, 1
   d) 1, 3, 2, 4

4. Cause-Effect-Reasoning
Cause: Consumers often do not have a clear understanding of things like a product's price, quality, warranty, or safety.
Effect: Because of this, they are sometimes cheated, which is called consumer exploitation.
Reasoning: When people are not well-informed about products and their rights, they can easily be tricked by dishonest sellers, which directly leads to them being exploited.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

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Set 15: Chapter 5 - Money and Economy

1. Triple Match and Reasoning
Match the function of money with its description and a related economic idea.

• Column A (Function of Money)
  I. Medium of Exchange
  II. Measure of Value
  III. Store of Value
• Column B (Description)
  P. The value of all goods is stated in terms of money
  Q. Goods are sold for money and bought with money
  R. You can save the value of goods as money for later use
• Column C (Related Economic Idea)
  1. Effect on buying power
  2. Problems of the barter system
  3. Makes millions of transactions possible

Which option correctly matches the columns and explains the reason?
a) I-Q-3 (Money is a medium of exchange because you use it to buy and sell things, which makes it easy to have countless transactions in an economy.)
b) II-P-2 (Money is a measure of value because it allows us to state the price of all goods, which was a big problem in the old barter system.)
c) III-R-1 (Money is a store of value because you can save it for the future, but its buying power can be affected by inflation.)
d) All of the above are correctly matched and reasoned.

2. Assertion-Reason
Assertion (A): The Reserve Bank of India (RBI) uses different methods to control the amount of money and credit in the economy.
Reason (R): If banks lend too much money without control, it can cause inflation, which hurts the economy and reduces people's buying power.
a) Both A and R are true and R is the correct explanation of A.
b) Both A and R are true but R is not the correct explanation of A.
c) A is true but R is false.
d) A is false but R is true.

3. Chronological Ordering
Arrange these events related to money and banking in India in the correct time order.

1. The Reserve Bank of India (RBI) is nationalized (taken over by the government).
2. The most recent demonetization (note ban) happens in India.
3. The Reserve Bank of India (RBI) is created.
4. The Goods and Services Tax (GST) is introduced in India.
   a) 3, 1, 2, 4
   b) 3, 1, 4, 2
   c) 1, 3, 2, 4
   d) 1, 3, 4, 2

4. Cause-Effect-Reasoning
Cause: The Indian government wanted to make sure that everyone, especially those without a bank account, could use banking services.
Effect: The government launched the Prime Minister Jan Dhan scheme, which offered bank accounts with no minimum balance required.
Reasoning: This scheme was a direct plan to achieve 'financial inclusion' by removing problems like minimum balance rules, which helped more people, especially in poor and rural areas, to start using banks.
a) The cause leads to the effect, and the reasoning correctly explains the relationship.
b) The cause leads to the effect, but the reasoning does not correctly explain the relationship.
c) The cause does not lead to the effect.
d) Both cause and effect are unrelated to the provided reasoning.

Set 1: Chapter 1 - Humanism

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. c) 3, 1, 4, 2
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 2: Chapter 1 - Renaissance Literature

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. c) 3, 1, 4, 2
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 3: Chapter 1 - Renaissance and Historiography & Science

1. d) All of the above are correctly matched and reasoned.
2. b) Both A and R are true but R is not the correct explanation of A.
3. b) 2, 3, 4, 1
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 4: Chapter 1 - The Reformation & Counter Reformation

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. a) 3, 1, 4, 2
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 5: Chapter 2 - LIBERTY EQUALITY FRATERNITY (French Revolution)

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. a) 3, 2, 1, 4
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 6: Chapter 2 - Napoleon & Congress of Vienna

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. a) 3, 1, 2, 4
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 7: Chapter 3 - Social Analysis: Through Sociological Imagination

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. a) 3, 2, 1, 4
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 8: Chapter 4 - WEALTH AND THE WORLD (Geographical Expeditions and Mercantilism)

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. b) 2, 3, 1, 4
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 9: Chapter 4 - Industrial Revolution & Imperialism

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. a) 1, 2, 3, 4
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 10: Chapter 4 - First World War

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. b) 3, 4, 2, 1
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 11: Chapter 4 - The Growth of Totalitarianism & Second World War

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. a) 2, 3, 1, 4
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 12: Chapter 1 - Weather and Climate

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. b) 1, 3, 2, 4
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 13: Chapter 2 - Climatic Regions and Climate Change

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. a) 2, 4, 1, 3
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 14: Chapter 4 - Consumer: Rights and Protection

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. a) 3, 2, 4, 1
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.

Set 15: Chapter 5 - Money and Economy

1. d) All of the above are correctly matched and reasoned.
2. a) Both A and R are true and R is the correct explanation of A.
3. a) 3, 1, 2, 4
4. a) The cause leads to the effect, and the reasoning correctly explains the relationship.