Get Ahead with Top CBSE Class X Exam Study

Resources and Score High in your 2024-25 Journey!

Explore Books https://oswalpublishers.com/book/cbse-class-10-books/

Most Likely
CBSE QUESTION BANK
Chapterwise & Categorywise

By
PANEL OF AUTHORS

CLASS X SOCIAL SCIENCE

Simplifying Your Board Prep with AI

Create Real Exam Like Practice Tests

Improve Time Management
1 Lakh+ Syllabus Aligned Questions
Expert Evaluation and Feedback
Upload Handwritten Answers Easily

Free Sign Up
Scan the QR code and boost your grades

Visit Now : www.oswal.io

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 COPYRIGHT RESERVED BY THE PUBLISHERS
All rights reserved. No part of this publication may be reproduced in any form without the prior
permission of the Oswal Publishers.

DISCLAIMER
With the ambition of providing standard academic resources, we have exercised extreme care in publishing
the content. In case of any discrepancies in the matter, we request readers to excuse the unintentional lapse
and not hold us liable for the same. Suggestions are always welcome.

EDITION : 2024
ISBN : 978-81-19962-95-2
PRICE : ` 680.00
PRINTED AT : Upkar Print House Pvt. Ltd., Agra

PUBLISHED BY

Head Office : 1/12, Sahitya Kunj, M.G. Road, Agra – 282 002
Phone : (0562) 2527771-4
Whatsapp : +91 74550 77222
E-mail : [email protected]
Website : www.oswalpublishers.com
The cover of this book has been designed using resources from Freepik.com

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 PREFACE
In accordance with the latest syllabus prescribed by the
Central Board of Secondary Education, New Delhi

Gurukul by Oswal Most Likely CBSE Question Bank series is up-to-date with the latest
syllabus given by the Central Board of Secondary Education.
This material has been developed by eminent subject experts to provide the students
a comprehensive, yet concise, learning support tool. It has been prepared incorporating all
the essential components like core concepts and competency-based questions keeping
in mind the latest CBSE curriculum and question paper design.
To implement Competency Focussed Education (as per CBSE guidelines) variety
of contexts, questions and activities which trigger and enhance students’ creative and
critical thinking capacity have been included in this material.
The series is an attempt to instil confidence in students and to equip them with all the
tools and techniques to attempt their paper.
Questions from compartment paper, foreign paper and latest board paper have also
been incorporated in the chapters.
The language used is simple, to the point and questions cover all the important topics
as per the weightage given to them by the board.
We hope that this book will be a valuable asset for the students. All suggestions towards
improving the series are welcome and would be incorporated in the future editions.

Are you looking for valuable insights and expert perspectives? Read our Blogs
https://oswalpublishers.com/blogs/cbse/ to enrich your learning journey and stay informed
on the latest trends and developments!

Access Free Study Resources

• For Complete NCERT Solutions refer to https://oswalpublishers.com/ncert-solutions/
• For structured CBSE notes designed to facilitate easy and effective revision, please
visit https://oswalpublishers.com/notes/

—Publisher

Oswal Communities
Our communities provide you with- Online topic discussion and live
doubt sessions. academic news and updates, daily practice questions.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 SYLLABUS
COURSE STRUCTURE CLASS X
Time : 3 Hrs. Max. Marks : 80

Suggestive no. of 20 inclusive of

History (Indian and the Contemporary World - II)
periods = 60 Map pointing
Section Chapter No. Chapter Name No. of Periods Marks allocated
I I The Rise of Nationalism in Europe 17
Events and II Nationalism In India 17
Processes
II III The Making of a Global World
Livelihoods, (To be evaluated in the Board Examination
Economies and - Subtopics:1 to 1.3 Pre Modern World to 6 18+2 map
Societies Conquest, Disease and Trade) pointing
Interdisciplinary project as part of multiple
assessments (Internally assessed for 5 marks
Sub topics 2 to 4.4-The nineteenth century
(1815-1914) to end of Bretton Woods & the 4
beginning of “Globalisation.”
IV The Age of Industrialization
(To be assessed as part of Periodic 6
Assessments only)
III V Print Culture and the Modern World
Everyday Life, 10
Culture and
Politics
Suggestive no. of 20 inclusive of
Geography (Contemporary India - II)
periods = 55 Map pointing
Chapter No. Chapter Name No. of periods Marks allocated
1 Resources and Development 7
2 Forest and Wildlife Resources 7 17+3 map
3 Water Resources 7 pointing
4 Agriculture 10
5 Minerals and Energy Resources 10
6 Manufacturing Industries 10
Lifelines of National Economy 2
Only map pointing to be evaluated in the Board Examination
7 Interdisciplinary project as part of multiple assessments 2
(Internally assessed for 5 marks)
Suggestive no. of 20 Marks
Political Science (Democratic Politics - II)
periods = 50
Chapter No. Chapter Name No. of Periods Marks allocated
1 Power - sharing
15
2 Federalism
3 Gender, Religion and Caste 12 20
4 Political Parties 12
5 Outcomes of Democracy 11
Suggestive no. of 20 Marks
Economics (Understanding Economic Development)
periods = 50
Chapter No. Chapter Name No. of Periods Marks allocated
1 Development 12
2 Sectors of the Indian Economy 12

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 3 Money and Credit 12 20
Globalisation and The Indian Economy
To be evaluated in the Board Examination: 8
● What is Globalization?
● Factors that have enabled Globalisation
4. Interdisciplinary project as part of multiple assessments
(Internally assessed for 5 marks)
● Production across the countries 6
● Chinese toys in India
● World Trade Organisation
● The Struggle for a Fair Globalisation
5 Consumer Rights (Project Work)

COURSE CONTENT
History: India and the Contemporary World - II
Content Curricular goals Competency Learning Outcome Suggestive Pedagogical
process
I CG-2 Analyses C-2.4 Explains the ● Infer how the French ● Presentation and
The Rise of important phases growth of new ideas Revolution had an impact discussion on the French
Nationalism in world history in Europe and Asia on the European countries Revolution after watching
in Europe and draws insight (humanism, mercantilism, in the making of nation animations/films/reading
to understand the industrialisation, state. stories or novels related to
present - day world. colonialism, scientific ● Comprehend the nature French revolution.
CG-3 Understands developments and of the diverse social ● Use of graphic organizers
the idea of a nation explorations, imperialism, movements of the time. to explain unification of
and the emergence and the rise of new nation- ● Analyse and infer the states to form one nation.
of the modern Indian states across the world) evolution of the idea of ● Map activity familiarising
Nation and how it affected the nationalism which led to the location of various
course of human history. the formation of nation places studying the
C-2.5 Recognises the states in Europe and map of Europe after the
various practices that elsewhere. Congress of Vienna 1815
arose, such as those in ● Evaluate the reasons which and locating important
C-2.4, and came to be led to the First World War. places on the political
condemned later on outline map of Europe.
(such as racism, slavery, ● World Café on changes
colonial invasions, after 1815 in Europe.
conquests, and plunder, ● Role play on the social
genocides, exclusion of revolutions of Europe
women from democratic
and other institutions),
all of which have also
impacted the course of
world history and have
left unhealed wounds.

II CG-3 Understands C-3.2 Identifies and ● Illustrate various facets of ● Sequence chart/ story
Nationalism the idea of a nation analyses important phases Nationalistic movements Board/ Story telling
in India and the emergence of the Indian national that ushered in the sense of pedagogy to Illustrate
of the modern Indian freedom struggle against Collective Belonging. various facets of
Nation. British colonial rule, with Nationalistic movements
special reference to the that ushered in the sense
of Collective Belonging

movement led by ● Evaluate the effectiveness ● Students will examine

Mahatma Gandhi and of the strategies applied textual content and other
other important figures by Gandhiji and other references and Present
as well as those that led leaders in the movements through PPT.
to independence, and organised by him. ● Viewing the relevant
understands the specific ● Summarise the effects of Snippets from the movies/
Indian concepts, values, the First World War that video clippings depicting
and methods (such triggered the two defining various events involving
as Swaraj, Swadeshi, movements (Khilafat &Non Gandhiji and other leaders
passive resistance, fight Cooperation Movement) in and present findings
for dharma selfsacrifice, India
ahimsa) that played
a part in achieving
Independence.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 CONTENTS
HISTORY
1. The Rise of Nationalism in Europe 17 – 40
2. Nationalism in India 41 – 73
3. The Making of a Global World 74 – 95
4. The Age of Industrialisation 96 – 115
5. Print Culture and the Modern World 116 – 136

GEOGRAPHY
1. Resources and Development 139 – 157
2. Forest and Wildlife 158 – 168
3. Water Resources 169 – 184
4. Agriculture 185 – 208
5. Minerals and Energy Resources 209 – 234
6. Manufacturing Industries 235 – 253
7. Lifelines of National Economy 254 – 276

POLITICAL SCIENCE
1. Power Sharing 279 – 295
2. Federalism 296 – 311
4. Gender, Religion and Caste 313 – 326
6. Political Parties 327 – 349
7. Outcomes of Democracy 350 – 374

ECONOMICS
1. Development 377 – 399
2. Sectors of the Indian Economy 400 – 427
3. Money and Credit 428 – 459
4. Globalisation and the Indian Economy 460 – 486
Sample Question Paper 487 – 494
2024 Board Papers 495 – 504

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 dsUnzh; ek/;fed f'k{kk cksMZ
(f'k{kk ea=ky;] Hkkjr ljdkj osG v/khu ,d Lok;Ùk laxBu)
CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organisation under the Ministry of Education, Govt. of India)

F.1001/CBSE-Acad/Curriculum/2024 March 22, 2024

Cir No: Acad-29/2024

All Heads of Institutions affiliated to CBSE

Subject: Secondary and Senior School Curriculum for the session 2024-25 and new
textbooks to be published by NCERT for classes III and VI.

1. CBSE provides the annual curriculum for classes IX to XII containing academic content,
syllabus for examinations with learning outcomes, pedagogical practices, and assessment
guidelines.

2. It is imperative for schools to ensure adherence to the curriculum directives outlined in the
initial pages of the curriculum document. Subjects should be taught in accordance with the
prescribed curriculum, incorporating methodologies such as Multilingualism, Art-Integrated
Education, Experiential Learning, and Pedagogical Plans, wherever feasible.

3. With the adoption of the National Curriculum Framework for School Education - 2023 by
CBSE, schools are advised to align their practices with the recommendations delineated in
NCF-SE-2023. This includes adherence to guidelines concerning content, pedagogical
strategies, assessment methodologies, and other pertinent areas as communicated by the
Board from time to time.

4. The National Council of Educational Research and Training (NCERT) has informed CBSE
through a letter dated 18.03.2024 that new syllabi and textbooks for Grades 3 and 6 are
currently under development and will soon be released. Consequently, Schools are advised
to follow these new syllabi and textbooks for classes 3 and 6 in place of textbooks published
by NCERT till the year 2023. Additionally, a bridge course for class 6, and concise guidelines
for class 3 are being developed by NCERT for facilitating a seamless transition for students to
new pedagogical practices and areas of study aligned with NCF-SE 2023. These resources
will be disseminated to all the schools online once they are received from NCERT. The Board
will also organize capacity building programs for School Heads and Teachers to orient them
with the new teaching learning perspectives as envisioned in NEP-2020.

5. There will be no change in the Curriculum and textbooks for other classes for the academic
year 2024-25 commencing from 1st April 2024.

6. Schools are requested to share the Curriculum 2024-25 available on Boards website
www.cbseacademic.nic.in with all students and teachers. CBSE Curriculum for classes IX-XII
2024-25 can be accessed at the link-Secondary & Senior Secondary School Curriculum
https://cbseacademic.nic.in/curriculum_2025.html .

Dr. Joseph Emmanuel

Director (Academics)

-2- 'kuy ,fj;k] ubZ fnYyh&110002

^f'k{kk lnu* ]17 jkÅt+ ,osU;w ]baLVhV~
‘Shiksha Sadan’, 17, Rouse Avenue, Institutional Area, New Delhi - 110002

फ़ ोन /Telephone: 011-23212603,23233227 व े ब स ाइ ट /Website :h�p://www.cbseacademic.nic.in ई -म े ल /e-mail: mailto:[email protected].

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 HISTORY

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 Chapter
The Rise of Nationalism in
Europe CHAPTER-1 :
THE RISE OF NATIONALISM
1
EUROPE
INSummary
THE IDEA OF NATION
Nationalism is the representation of same national identity of all citizens of a nation : In 1848, Frederick Sorrieu, a
French artist, envisioned the development of the world based on social, democratic republics. In the late-eighteenth and
early-nineteenth centuries, Europe saw the dramatic rise of revolutions and nationalist movements.

The French The Rise of

Revolution (1789-1799) : Napoleon Bonaparte
The French Revolution (1769-1821) : Europe
brought about social and witnessed the emergence of a
political changes in the great ruler, Napoleon Bonaparte
history of France and and the establishment of
Europe. Second Republic of
France.

THE RISE OF NATIONALISM IN OTHER EUROPEAN COUNTRIES

(EARLY-MID NINETEENTH CENTURY)
• Germany, Italy and Switzerland were divided into kingdoms - duchies and cantons, having autonomous rule.
• The Industrial Revolution emerged in England between 1820 and 1840.
• After the decline of Napoleon, the European government adopted the ideals of conservation.
• The Conservatism that dominated the European scene after 1815 gained support from Monarchy, Aristocracy and the
Church.
• The revolutionaries antagonised the conservative regimes and fought for liberty and freedom.
• Giuseppe Mazzini formed 'Young Italy' for the purpose of uniting Italy.

THE AGE OF REVOLUTIONS (1838-48)

• During this phase, liberalism developed in full swing.
• The classic statements of liberalism, 'the Declaration of Rights of Men and Citizens' surfaced.
• Brussels and Greece saw the high noon of revolutionary movements.
• Europe became the epicentre of cultural and political movements.
• The 1830s represented the turbulent years of economic hardships as Hunger Hardship and Popular Revolt emerged.
• This period marked the rise of constitutionalism and the process of national unifications.

VISUALISING THE NATION

The nation was envisioned as strong female figures, such as Marianne (France), Germania (Germany), Britannica (Britain)
and Mother Russia (Russia).
Nationalism : In the last quarter of Imperialism : The big states were
the nineteenth century, nationalism embroiled into the rivalries of the Balkan
represented a parochial creed with regions, which led to the beginning of the
restricted ends. World War-I in the early twentieth century.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 18 | CBSE Question Bank Social Science – X

Important Dates
Chapter 1. The Rise of Nationalism in Europe

1707
The Act of Union between England and
Scotland culminated in the development
of United Kingdom of Britain.
1769-1821
Rise of Napoleon Bonaparte and
foundation of Second Republic of
France.

1789
‘The French Revolution’ spawned an
epoch-making phase in France and Europe.
The Charter of the Rights of the Man was
1789-92
declared. Foundation and sustenance of
Jacobin club in France.

1790s
The notion of nationalism permeated Europe,
mainly in Germany, Italy and Switzerland. 1797
Invasion of Italy by Napoleon (Initiation of
Napoleonic wars).

1804
Foundation of Civil Code or Napoleonic
Code was laid. 1812
Publication of the first version of Folk
Tales and Nation Building by Grimm
Brothers in German language.

1813
Defeat of Napoleon at the Battle of
Leipzig. 1815
Signing Vienna Peace Settlement or Vienna Peace
Treaty by the representatives of European powers,
Britain, Russia, Prussia and Austria.

1815
Emergence of the spirit of conservatism.
1820-40
The Industrial Revolution emerged in England, which
transformed the manufacturing processes in this
period.

1821
Freedom struggle emerged in Greece.
1830s
This period marked the beginning of Hunger,
Hardship and Popular Revolt.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 The Rise of Nationalism in Europe | 19

1830
Outbreak of July Revolution in
France. 1831
Foundation of 'Young Italy' by Giuseppe
Mazzini.

1833
Establishment of 'Young Europe' by
Giuseppe Mazzini modelled on 'Young
Italy'.
1834
A custom union or Zollverein was formed
at the behest of Prussia and joined by
other European states.

1848
Frederick Sorrieu, a French artist,
popularised an array of four prints,
envisioning his social and democratic
1848
republic. The portrait of Germania was
unveiled in March.

1849
The founding of the first issue of the feminist
editor journal by Louis Otto-Peters. 1861
Victor Emmanuel II was declared the
Emperor of United Italy.

1866-71
This period marked the phase of the
unification of Germany. 1867
Habsburg rulers gave freedom to the
Hungarians.

1867
Garibaldi sent forces to Rome to fight the
last obstacle of the unification of Italy. 1870
The Papal States were incorporated into
Italy.

1871
The Prussian King, William I, was declared
the emperor of Germany at the Palace of
Versailles.
1882
Ernest Renan, a French philosopher, adumbrated the
concept of nation at the University of Sorbonne in
France.

1905
Slav nationalism gained good grounds in the
Habsburg and the Ottoman Empire. 1914
The 'Balkan tension' signalled the beginning of
World War-I.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 20 | CBSE Question Bank Social Science – X

Important Revolutionary Artists

Artists Paintings
(i) Frederick Sorrieu The Dream of Worldwide Democratic and Social Republics
—The pact between nations.
(ii) Andreas Rebmann The cover of German almanac.
(iii) Karl Kasper Fritz The planting of Tree of Liberty in Zweibrücken, Germany.
(iv) Giacomo Mantegazza Giuseppe Mazzini and the founding of Young Europe in Berne.
(v) Eugene Delacroix The Massacre at Chios.
(vi) Anton von Werner The proclamation of the German empire in the Hall of Mirrors at Versailles.
(vii) Selwyn Brinton Garibaldi helping King Victor Emmanuel II of Sardinia-Piedmont to pull on
the Boot named ‘Italy’. An English caricature.
(viii) Philip Veit Germania.
(ix) Julius Hübner The fallen Germania.
(x) Lorenz Clasen Germania guarding the Rhine.

Important Professors/Writers/Eminent Thinkers/Explorers

Eminent Thinkers/Professors and Writers Contributions

(i) Professor Ernest Renan Delivered lecture on ‘What is nation?’ at the University
of Sorbonne.
(ii) Professor Frederick List Delivered lecture on Zollverein at the University of
Tubingen.
(iii) Philosopher Johann Gottfried Herder Claimed that true German culture was to be discovered
among das volk (common people).
(iv) Pedagogue Karol Kurpinski Popularised folk dances, polonaise and Mazurka and
turned them into national symbols.
(v) Writers Jacob and Wilhelm Grimm Contributed towards folk-tales and nation-building.
(vi) Liberal political thinker Carl Welcker Defined liberty and equality for women.
(vii) Political activist, Louis Otto-Peters Founded a women’s journal and feminist political
association.
(viii) English poet, Lord Byron He supported the Greek war of independence as Greece
was held to be the cradle of European civilisation and it
saw the cascade of ancient literature.

Important Leading Figures of Revolutionary Europe and their Contributions

Leading Figures Contributions

(i) Napoleon Bonaparte He was a French military and political pioneer who rose to eminence
during the French Revolution.
(ii) Klemens Von Metternich Metternich was the Austrian Chancellor who hosted the Vienna
Congress, in 1815.
(iii) Giuseppe Mazzini He was an Italian revolutionary who launched Young Italy in 1824
and Young Europe in Berne in 1834.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 Geography

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 Chapter
Resources and Development
CHAPTER-1 :
RESOURCES AND
1
Summary ENT
DEVELOPM
Nature
RESOURCES
Resources are something that satisfy humans and are available in the Institutions
environment. It involves a relationship between :
Technology

CLASSIFICATION OF
RESOURCES ON THE BASIS OF
Origin Exhaustibility

Renewable Non-renewable
Biotic Resources: Abiotic Resources: Resources: Resources:
Resources which can be These resources cannot
Obtained from Resources composed of
reproduced or replenished be reproduced as they take
biosphere, e.g. : Human non-living things, e.g. :
again. These include solar, millions of years in their
beings, Fisheries, Flora Rocks, metals, etc.
wind energy, wildlife, formation. These include
and Fauna, etc.
forest, etc. fossil fuels, some
metals, etc.

Status of
Ownership Development

Individual Resources: Resources owned privately by Potential Resources: These are the resources which are
individuals. It includes pasture lands, ponds, wells etc. found in a region but are not yet utilised. E.g. Rajasthan and
Gujarat have enormous potential to develop wind and solar energy.
Commnuity Owned Resources: Resources commonly
available to all the members of community. It includes picnic Developed Resources: Resources which are ready to be utilised
spots, public spots, etc. as the quality and quantity have already been determined.
National Resources: All the resources in a way are national Stock: Resources which have the potential to satisfy human needs
resources, as even private resources can be acquired for common but human beings don’t have enough technology to use these
good. resources.
International Resources: The resources which are regulated Reserves: These are considered to be subset of stock. Human
beings have enough technology to access these resources but
by international institutions fall in this category.
the utilisation has not yet started.

Indiscriminate
PROBLEMS ARISED Resources are depleting exploitation of resources
BECAUSE OF in order to satisfy
human needs.
has led to global ecological
crises.
INDISCRIMINATE
USE OF RESOURCES Society is divided into
haves and have nots as
resources are accumulated
in few hands.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 140 | CBSE Question Bank Social Science – X

Quick Learning

(i) Abiotic resources Animals and Trees.

(ii) Renewable resources Solar and wind energy.

(iii) Community resources Parks and ponds.

(iv) Potential resources Rajasthan and Gujarat receive plenty of solar energy and
have plenty of wind energy, but use of these resources
so far has not been developed properly.

(v) Stock Water is made of oxygen and hydrogen, which can be

used as fuel, but because of lack of proper technology
these are not being used.

(vi) Reserve River water which is not used to generate electricity.

(vii) States which are rich in black soil Madhya Pradesh and Gujarat.

(viii) States where red soil is found Tamil Nadu and Karnataka.

(ix) States where laterite soil is found Karnataka and Kerala.

(x) States where mountain soil is found Himachal Pradesh and Arunachal Pradesh.

Word of Advice

Topic Found Difficult by Students:

 Sustainable Development
 Importance of the First International Earth Summit
 How resource planning is done
 Different categories of uncultivable land
 Khadar and Bangar
 Net Sown Area and Gross Sown Area
 Reasons for the Degradation of Land in India
 Factors responsible for the formation of soil
 Properties of different types of soil

1. Many students gave a vague definition of the term "resource" as per their existing knowledge.
2. Few students wrote that sustainable development is the development that does not affect the needs of
past generations.
3. Few students wrote that the first Earth Summit took place in Paris in the year 1992.
4. Some students mentioned that the Convention on Biological Diversity was signed at the Paris Climate
Summit.
5. Few students seemed to be confused regarding the term “resource planning.”
6. Many students were unaware of the process through which resource planning is done.
7. Some students were unable to segregate the different types of uncultivable land like a culturable
wasteland and current fallow.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 Resources and Development | 141
8. Few students wrote that Bangar has been formed by the deposition of the new alluvial soil.
9. Many students seemed to be confused between the terms net sown area and gross sown area.
10. Few students incorrectly wrote the reasons for the degradation of the land in India.
11. Some students wrote that black soil is very rich in potash, phosphoric acid and lime.
12. Few students incorrectly wrote regur soil as red soil.
13. Many students seemed to be confused about the terms ravine, badland topography, denudation, and
sheet erosion.

Important Terms and Concepts

1. Resources: Everything that is present in our are called International resources. For example—
surroundings which can be used to satisfy our Ocean and sea beyond 200 km of the Exclusive
needs, provided it is technologically accessible, Economic Zone is called an International resource.
economically feasible and culturally acceptable No individual country can utilise these resources
can be termed as resources. without the permission of International bodies.

2. Biotic Resources: Resources obtained from the 7. Developed Resources: Resources which are
environment are called Biotic resources. For developed and surveyed for utilisation are called
example—trees, animals and insects. developed resources. These resources are used in
present time.
3. Non-Renewable Resources: Resources which
cannot be renewed or reproduced by any physical, 8. Resource Planning: A technique or skill of proper
chemical or mechanical process are known as utilisation of resources available in a country is
Non-Renewable resources. For example—water, called Resource planning.
wind and tidal energy. 9. Soil Formation: The factors that contribute to the
4. Individual Resources: Resources owned by formation and fertility of the soil are parent rocks,
individuals are called Individual Resources. For climate, and plant, animal and local topography.
example—land owned by farmers and houses. These soils are made out of rocks. (These rocks
disintegrate and decompose under the processes
5. National Owned Resources: Resources owned by of weathering and erosion.
an individual nation are called national resources.
For example—Government land, roads, canals 10. Soil Erosion: The removal of soil from one place
and railways. to another by some natural agent is called soil
erosion. Conservation of lands and plantation
6. International Resources: Resources that are of trees are the methods adopted to reduce soil
regulated or governed by an international body erosion.

Multiple Choice Questions

11. Which of the following pair is correctly crystalline

matched? [Board Question] (d) Laterite Soil – Made up of Lava flows
(a) Alluvial Soil Western Rajasthan Ans. (a) Alluvial Soil –Consists of sand and silt
(b) Black Soil Northern Plain
(c) Arid Soil Deccan Plateau 13.
(d) Laterite Soil Western Ghats
Ans. (d) Laterite Soil Western Ghats
12. Which of the following is correctly matched?
[Board Question]

(a) Alluvial Soil – Consist of sand and silt
(b) Black Soil – Salt content is high
(c) Arid Soil – Diffusion of iron in

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 142 | CBSE Question Bank Social Science – X
Which kind of relationship is shown in the above (a) Deforestation
image? (b) Intensive cultivation
(a) Related relationship (c) Overgrazing
(b) Dependent relationship (d) Afforestation
(c) Interdependent relationship Ans. (d) Afforestation
(d) Independent relationship 23. Arrange the following in the correct sequence:
Ans. (c) Interdependent relationship (i) Topsoil
14. ‘There is enough for everybody’s need but not for (ii) Parent rock
everybody’s greed’. Who said these words ? (iii) Bedrock
(a) Gandhiji (c) S.V.B. Patel (iv) Subsoil
(b) Nehru (d) Medha Patkar Options:
Ans. (a) Gandhiji (a) iii-i-ii-iv (c) i-iv-ii-iii
15. The Club of Rome advocated resource (b) ii-i-iii-iv (d) iii-ii-i-iv
conservation in the year: Ans. (c) i-iv-ii-iii
(a) 1965 (c) 1967 24. In which of the following states is black soil
(b) 1966 (d) 1968 found?
Ans. (d) 1968 (a) Jammu and Kashmir
16. Who wrote the book ‘Small is beautiful’? (b) Rajasthan
(a) Schumacher (c) Surrey (c) Gujarat
(b) Spencer (d) Steward (d) Jharkhand
Ans. (a) Schumacher Ans. (c) Gujarat
17. How much area of land in India is plain? 25. Black soil is ideal for growing which crop ?
(a) 53% (c) 62% (a) Jute (c) Silk
(b) 43% (d) 58% (b) Cotton (d) Cereals
Ans. (b) Cotton
Ans. (b) 43%
18. The resources can be conserved by ___________ . 26. Which among the following soil types is the
result of intense leaching due to heavy rainfall ?
(a) Recycling
(a) Black soil (c) Laterite soil
(b) Reusing
(b) Alluvial soil (d) Red soil
(c) Reducing consumption
Ans. (c) Laterite soil
(d) All of the above
27. This soil is also found in the eastern coastal
Ans. (d) All of the above
plains in the deltas of Mahanadi, Godavari,
19. Resource planning should be at : Krishna and Kaveri rivers.
(a) National Level (c) Local Level (a) Black soil (c) Laterite soil
(b) Regional Level (d) All of the above
(b) Alluvial soil (d) Red soil
Ans. (d) All of the above Ans. (b) Alluvial soil
20. Which one of the following is the main reason for28. Which is the method of checking soil erosion ?
land degradation in Punjab? (a) Strip cropping
(a) Intensive cultivation (b) Terrace farming
(b) Over irrigation (c) Contour ploughing
(c) Deforestation (d) All of the above
(d) Overgrazing Ans. (d) All of the above
Ans. (b) Over irrigation 29. Which one of the following is not a human reason
21. In which of the following states is the terrace of soil erosion?
cultivation practiced? (a) Mass cutting of trees.
(a) Punjab (c) Uttaranchal (b) 
Washing down of top soil by fast running
water
(b) Haryana (d) Jharkhand
(c) Wrong agriculture practices.
Ans. (c) Uttaranchal
(d) Extraction of minerals found under surface
22. Which one among the following is the method to Ans. (b) Washing down of top soil by fast running
control land degradation? water

Want to Practice more MCQs?

Log on to oswal.io or scan the QR code present on the back cover to practice on thousands of MCQs

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 Political
Science

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 Chapter
Power Sharing CHAPTER-1 :
POWER SHARING
1
Summary

POWER SHARING
• Power sharing helps in bringing political stability in a country by minimising the probability of conflict among its social
groups. Power sharing is one of the essential aspects of democracy, which involves the participation of citizens in the
process of decision making.
• Proper sharing of power among the different organs of government, namely legislature, executive and judiciary
enables a country to hasten the path of growth and development.
• Horizontal distribution of power involves sharing of power by different organs of government, such as legislature,
executive and judiciary. In such form of power sharing, different organs of government have different powers. This
avoids unnecessary clashes among their powers and brings about a balance in the system.
• Vertical distribution of power involves sharing of power at different levels of government, that is Central, State and
Local governments. In this form of power sharing, Central government delegates its power to the State government,
which further delegates its power to local and smaller government bodies. Power is also shared among social
groups like religious groups and linguistic groups.

POWER SHARING IN BELGIUM

• Belgium is a small European country. Out of the composite population of Belgium, 59% of Belgian people speak
Dutch, 40% speak French and rest 1% speak German. Whereas in Brussels, the capital city of Belgian, 80% of the
people speak French while 20% speak Dutch.
• In Belgium, the French speaking community was in minority but they were economically and educationally more stable
as compared to the majority community, that is, the Dutch speaking community.
• According to the Belgian model, Central government of the country has ministers from both majority and minority
communities of the country. Central government has delegated a number of its powers equally to the state
governments of the regions where Dutch speaking and French speaking communities reside. Brussels has a separate
government wherein French speaking community and Dutch speaking community both have equal participation.
• Apart from the Central and the State Government, there is a third kind of government known as the ‘community
government.’ A ‘community government’ is chosen by those people who belong to a particular language community.
This type of government solves issues related to the culture, education and language. This government prevents civil
war among different linguistic communities.

POWER SHARING IN SRI LANKA

• Sri Lanka got independence in 1948. Out of the total population, 74% of the people speak Sinhala and 18% speak
Tamil (in which 13% are Sri Lankan Tamils and 5% are Indian Tamils). Sinhala-speaking people are primarily Buddhists,
while Tamils are either Hindus or Muslims. Only 7% of Sri Lanka’s population is Christian, who speaks both Tamil and
Sinhala.
• In Sri Lanka, majoritarianism was practised. Majoritarianism is a political philosophy, wherein the majority community
has the right to govern the country in the way it wants. As a result, Sinhala was established as the official language
of Sri Lanka in 1956. The government policies favoured Sinhala people and they got government jobs and good
educational institutes. A new constitution was established for the protection and growth of Buddhism. Such activities
alienated Sri Lankan Tamils.
• Sri Lankan Tamils formed parties and started struggles for establishing Tamil as an official language. They demanded
equal education and employment opportunities. But Sinhala government denied this.
• By 1980s, various political organisations were established in Sri Lanka and they started demanding an independent
Tamil Eelam (state) in the northern and eastern parts of the country. Such differences between the two communities
led Sri Lanka into the state of a civil war.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 280 | CBSE Question Bank Social Science – X

Word of Advice

Topic Found Difficult by Students:

 Majoritarianism
 Ethnicity of people in Belgium and French
 Power Sharing Formula in Belgium
 Community Government
 LTTE
 Horizontal and Vertical Power Sharing
 Pressure Groups

1. Few students got confused and wrote Belgium as the capital of Brussels.
2. Many students seemed to be confused about the three main speaking languages in Belgium. Some wrote
English, French and Spanish.
3. Few students wrote that the majority of the people in Sri Lanka spoke the Tamil language.
4. Some students were unable to answer the reason that led to the Civil war in Sri Lanka.
5. Few students wrote that the Belgium government gave more rights to the Dutch people in the country.
6. Some students were unable to name the three organs of the government correctly i.e. Legislature, the Executive
and the Judiciary.
7. Many students seemed to be confused about the meaning and functionality of the community government.
8. Few students have written that the state government in Belgium are subordinate to the Central government.
9. Many students were unable to mention the third type of government that was allowed to establish in Belgium.
10. Some people were not able to define the role of the LTTE in the Sri Lankan Civil war.
11. Few students confused the role of pressure groups with the role of the political party in a country.

Important Terms and Concepts

1. Linguistic: The study of any language is called 5. Democracy: Democracy refers to a country or state
linguistic and the people who study them are that is ruled by its citizens. In other words, the
known as linguists. citizens of a country or state can participate in the
2. Minority: Minority refers to the group of people, decisions taken by the government.
who is different from the people having major 6. Violence: Violence is the physical force used by
hold in a particular society. These differences can an individual against another individual, group or
be based on the caste, colour, power or race. community intentionally. It may result in physical
or mental harm or even death of any of the parties
3. Existence: In general terms, existence refers to the
involved in this act.
survival of an individual, group or community in
the society or market or state. 7. Power: Power refers to the ability of an individual
or group to influence and control the activities
4. Liberation Movement: A liberation movement
and behaviour of people. Power is often used for
refers to a political organisation that rebels against
describing the authority of an individual or group
the policies and procedures of the government or
in the social structure.
a colonial power either violently or non-violently.
Such movements are often organised for getting 8. Power Sharing: Power sharing refers to a political
independence based on a nationalist identity and arrangement, wherein different groups, either
an anti-imperialist outlook. from supporting parties or opposition parties, take
part in the government.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 Power Sharing | 281

Multiple Choice Questions

9. In which part of Sri Lanka is the Sri Lankan Tamils 18. Which is the capital city of Belgium?
concentrated? (a) Brussels (c) Wallonia
(a) North and South (c) North and East (b) Bonn (d) Paris
(b) East and West (d) South and East Ans. (a) Brussels
Ans. (c) North and East 19. Which of the following was not one of the initial
10. In which year, Sri Lanka emerged as an independent demands of Sri Lankan Tamils?
country? (a) Regional autonomy
(a) 1947 (c) 1949 (b) Recognition of Tamil as an official language
(b) 1948 (d) 1950

(c) 
Equal opportunities in securing jobs and
Ans. (b) 1948 education
11. Which language is spoken by the majority of
(d) 
Creation of an independent Tamil Eelam (state)
Belgians?
Ans. (d) 
Creation of an independent Tamil Eelam (state)
(a) German (c) French
(b) Dutch (d) English 20. 59 per cent of the country’s total population who
speaks Dutch, lives in:
Ans. (b) Dutch
(a) Wallonia region (c) Flemish region
12. Which language is spoken by 20% people of capital
Brussels? (b) Brussels (d) None of these
(a) French (c) Dutch Ans. (c) Flemish region
(b) German (d) Latin 21. Which city houses the headquarters of the
Ans. (c) Dutch European Union?
13. Which language was declared as the only official (a) Antwerp
(c) Helsinki
language of Sri Lanka by an Act passed in 1956? (b) Prague
(d) Brussels
(a) Tamil (c) Hindi Ans. (d) Brussels
(b) Sinhala (d) English 22. Main significance of Belgian Model of Power
Ans. (b) Sinhala Sharing:
14. Which is the state religion of Sri Lanka?
(a) Majoritarianism
(a) Buddhism (c) Hinduism
(b) Power shared in all ethnic groups according
(b) Islam (d) Christianity to their population
Ans. (a) Buddhism
(c) On the basis of adult franchise
15. Which one of the following is a major caste group (d) None of the above
of Sri Lanka? [Board Question] Ans. (b) Power shared in all ethnic groups according
(a) Christian and Tamil to their population
(b) Buddhist and Hindu 23. How many times was the Belgian constitution
(c) Sinhali and Tamil amended between the years 1970 and 1993?
(d) Sinhali and Christian
(a) 2
(c) 1
Ans. (c) Sinhali and Tamil
(b) 4
(d) 7
16. The power sharing arrangements in Belgium Ans. (b) 4
prevented the possible division of the country 24. Belgium does not share borders with ...........
on:

(a) France
(c) Germany
(a) Linguistic basis (c) Regional basis

(b) Netherlands
(d) Norway
(b) Religious basis (d) None of these
Ans. (d) Norway
Ans. (a) Linguistic basis
17. Which religion is followed by Sinhala speaking 25. Why did the Sri Lankan Tamils launch parties
people? and struggle?

(a) Hindus
(c) Muslims
(a) To adopt majoritarianism
(b) Buddhists
(d) None of these
(b) 
To recognise Sinhalese as the only official
Ans. (b) Buddhists language

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 Economics

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 Chapter
Development
CHAPTER-1 :
1
Summary MENT
DEVELOP
DEVELOPMENT
Development is defined as a situation in which all the aspirations of people get fulfilled.

COMMON
(i) Regular employment
DEVELOPMENT GOALS (v) Freedom
(i) Higher output (vi) Security
(iii) Higher income (vii) Dignified life
(iv) Equal distribution of income, Equal treatment (viii) Respect from others etc.

MEASUREMENT OF
DEVELOPMENT OF A COUNTRY
Human
Total Income Development
Per Capita Index
Income

(i) Total Income refers to the GDP of the country The United Nations Development
as the measure of development. Programme developed it.
(ii) The total income fails to indicate that what (i) The Per Capita Income of a country is
a person earn in the country. Because given an average income that refers to total
the total income of the country, the size of the income per person of a country. It is UNDP uses:
population makes the difference. calculated by dividing the total income (i) The educational levels of the people.
of a country by its total population.
(iii) At the same level of income, the country (ii) Their health status.
with less population will be better off in (ii) The Per Capita Income concept was (iii) Per capita income.
comparison to country with higher population. started to be used as the measure of
To compare the development of
Total income method fails to take into development because the standard of
countries in its Human Development
consideration this role of population. living of a person is dependent upon
Report.
what he earns. The countries with higher
per capita income are considered to be
more developed than those with less
per capita income. Sustainable
(iii) The Per Capita Income fails to take Development
into consideration the distribution of income.
Given the same level of Per Capita Income,
a country with more equal income distribution Sustainable development means the
is considered to be better in comparison to judicious use of resources for
those with less equal income distribution. development in such a manner so
that the future generations may enjoy
these resources in the similar manner
as the present generation is enjoying.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 378 | CBSE Question Bank Social Science – X

Word of Advice

Topic Found Difficult by Students:

 Different parameters of development
 World Bank methodology for development
 UNDP indicators of development
 Calculation of the Human Development Index
 Public Distribution System
1. Many students evaluated development through the lense of economic progress only.
2. Some students stated the incorrect fact that different people have the same development goals.
3. Few students stated that the evaluation of the per capita income for evaluating development was started by the
WTO.
4. Some students have given the incorrect definition of the UNDP.
5. Many students seemed to be confused about the meaning of the terms Infant Mortality Rate and Net Attendance
Ratio.
6. Few students incorrectly wrote that the headquarter of the World Bank is in New York.
7. Some students wrongly stated the fact that Kerala has a high infant mortality rate.
8. Many students were unable to define the utility of the Public Distribution System (PDS) in India.
9. Many of the students incorrectly mentioned the three parameters that are used for the calculation of the
Human Development Index.
10. Few students failed to provide the right definition of the term “sustainable development.”

Important Terms and Concepts

1. Development: Development is defined as a 6. Public Facilities: Public facilities refer to collective

situation in which all the aspirations of people get utilities or facilities provided by government to
fulfilled. the people. They are important to sustain and lead
2. Per Capita Income: The per capita income of a comfortable life.
country is an average income that refers to total 7. HDI: HDI or Human Development Index is
income per person of a country. It is calculated by calculated by United Nations Development
dividing the total income of a country by its total Programme (UNDP) to rank countries on the basis
population. of development.
3. Infant Mortality Rate (IMR): It is the number of 8. Sustainable development: Sustainable
children who die before attaining the age of one development refers to attaining the present
year per 1000 live births in a particular year. economic objectives without harming the natural
4. Literacy Rate: Literacy Rate measures the resources and environment.
proportion of literate population in the 7 and 9. Renewable resources: Renewable resources are
above age group. those resources which are generally replenished
5. Net Attendance Ratio: Net Attendance Ratio is by nature.
the total number of children of age group 14 and 10. Non-renewable resources: Non-renewable
15 years attending school as a percentage of total resources are those resources which are not
number of children in the same age group. replenished by nature.

Full Forms

11. UNDP : United Nations Development 15. BMI : Body Mass Index
Programme 16. IMR : Infant Mortality Rate
12. HDI : Human Development Index 17. PDS : Public Distribution System
13. HDR : Human Development Report 18. PCI : Per Capita Income
14. WDR : World Development Report 19. PCNSDP : Per Capita Net State Domestic Product
20. NI : National Income

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 Development | 379

Multiple Choice Questions

21. Study the picture and answer the question that (b) Bond prices and stock prices
follows: (c) Inflation level
(d) Interest level
Ans. (a) Literacy level and health facilities
26. Which one of the following is also called average
income?

(a) National income
(b) Per capita income
(c) Total income
Which of the following aspect best signifies above (d) All of the above
image? Ans. (b) Per capita income
(a) Development 27. Which of the following question needs to
(b) Per capita income be answered when thinking of national
(c) Average income development?
(d) Sustainability
(a) 
Would a development plan benefit people
Ans. (a) Development from suburbs?
22. Which of the following is true about (b) 
Would a development plan include
development? construction of new buildings?
(a) The notion of development is different for (c) Would a development plan benefit a large or
people from different sections of society. a small number of people?
(b)  The notion of development can never be (d) Would a development plan lead to increased
conflicting for people from different sections international trade?
of society.
Ans. (c) 
Would a development plan benefit a large or
(c) The notion of development always go hand a small number of people?
in hand for industrialists and tribal people.
28. Study the picture and answer the question that
(d) The notion of development is only associated
follows:
to higher income.
Ans. (a)  The notion of development is different for
people from different sections of society.
23. Under employment occurs when people:
(a) do not want to work
(b) not getting paid
(c) are working less than what they are capable
of doing Which of the following aspect best signifies above
(d) none of the above image?
Ans. (c) are working less than what they are capable (a) Country with no rich and no poor
of doing (b) Country with rich and poor
24. Which of the following is the best way to measure (c) Country with only poor
the development status of a country? (d) Country with only rich
(a) Number of cities in a country Ans. (b) Country with rich and poor
(b) Per capita income 29. Which of the following is a drawback of using
(c) Number of IT sector jobs in a country average income as a measure of development?
(d) Inflation
(a) 
Average income does not indicate the
Ans. (b) Per capita income disparity in income level.
25. In addition to the level of income which of the (b) 
Calculation of average income is a tedious
following measures are important for measuring process.
the development status of a nation? (c) 
Average income is always lower than the
(a) Literacy level and health facilities actual income of people.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 380 | CBSE Question Bank Social Science – X
(d) Average income fails to indicate the economic 37. Which of the following report is published by
stability of a country. the UNDP to compare the countries’ education ,
Ans. (a)  Average income does not indicate the health and per capita income level standards?
disparity in income level. (a) Urban Development Report
30. Development of a country can generally be (b) Living Index Development Report
determined by: [NCERT]
(c) Human Development Report
(a) its per capita income
(d) Resource Development Report
(b) its average literacy level
Ans. (c) Human Development Report
(c) health status of its people
38. Which one of the following is a developmental
(d) all of the above
goal of the factory workers? [Board Question]
Ans. (d) all of the above
(a) Better wages
31. Which of the following states has highest per-
(b) Better technology
capita income based on the Economic Survey
2018-19? (c) More hours of work
(a) Kerala (c) Bihar (d) More labour work
(b) Haryana (d) Odisha Ans. (a) Better wages
Ans. (b) Haryana 39. What does HDI stands for?
32. Which one of the following organizations (a) Human Development Index
prepares the ‘World Development Report’? (b) Human Development Indicator
[Board Question] (c) High Development Index
(a) World Bank (d) Hampered Development Index
(b) International Monetary Fund Ans. (a) Human Development Index
(c) World Health Organisation
40. Arrange the following countries in the correct
(d) International Labour Organisation rank according to HDI World Rank 2018:
Ans. (a) World Bank (i) India (iii) Myanmar
33. Assume there are four families in a locality. If
(ii) Pakistan (iv) Sri Lanka
the income of each family is `6,000, `4,000, `7,000
Options:
and `3,000 then find out the average income of
the locality from the following options: (a) i-ii-iii-iv (c) ii-iii-i-iv
[Board Question] (b) iii-iv-ii-i (d) iv-i-iii-ii
(a) `5,000 (c) `2,000 Ans. (d) iv-i-iii-ii
(b) `3,000 (d) `6,000 41. Which of the following neighbouring countries
Ans. (a) `5,000 has better performance in terms of human
34. Name the basic criteria that is used by the World development than India? [NCERT]
Bank for comparison of countries on the basis of
(a) Bangladesh (c) Nepal
development. (b) Sri Lanka (d) Pakistan
(a) Income criteria (c) Health
Ans. (b) Sri Lanka
(b) Education (d) None of these
Ans. (a) Income criteria 42. Yuvraj is 21 years old, he is 5’9” and weighs 48
kgs. While the selection for the cricket team
35. Arrange the following states in the decreasing
was going on the coach told him that he is
per capita income:
underweight. On what ground/s did the coach
(i) Bihar (iii) Kerala
tell him this?
(ii) Haryana (iv) Uttar Pradesh
Options: (a) His age
(a) i-ii-iii-iv (c) ii-iv-iii-i (b) His weight
(b) ii-iii-iv-i (d) iii-iv-i-ii (c) His Body Weight Ratio
Ans. (b) ii-iii-iv-i (d) His Body Mass Index
36. Which of the following countries has better rank Ans. (d) His Body Mass Index
in Human Development Index?[Board Question] 43. What is India’s rank as per the HDI Report, 2018?
(a) Afghanistan (c) India (a) 75 (c) 130
(b) Myanmar (d) Nepal (b) 101 (d) 100
Ans. (c) India Ans. (c) 130

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 Sample Question Paper
Social Science—[Subject Code (087)]

Time : 3 hours  Max. Marks : 80

General Instructions :
1. The question paper comprises Six Sections – A, B, C, D, E and F. There are 37 questions in the Question
paper. All questions are compulsory.
2. Section A – From questions 1 to 20 are MCQs of 1 mark each.
3. Section B – Question no. 21 to 24 are Very Short Answer Type Questions, carrying 2 marks each.
Answer to each question should not exceed 40 words.
4. Section C contains Q.25 to Q.29 are Short Answer Type Questions, carrying 3 marks each. Answer to
each question should not exceed 60 words.
5. Section D – Question no. 30 to 33 are Long Answer Type Questions, carrying 5 marks each. Answer to
each question should not exceed 120 words.
6. Section-E - Questions no from 34 to 36 are Case Based Questions with three sub questions and are
of 4 marks each. Answer to each question should not exceed 100 words.
7. Section F – Question no. 37 is Map based, carrying 5 marks with two parts, 37a from History (2 marks)
and 37b from Geography (3 marks).
8. There is no overall choice in the question paper. However, an internal choice has been provided in few
questions. Only one of the choices in such questions have to be attempted.
9. In addition to this, separate instructions are given with each section and question, wherever necessary.
10. Note: CBQ stands for “Competency Based Question”. 50% weightage allocated for competency-
based questions.

Section - A
MCQs (1 × 20 = 20)
1. Identify the correct option that describes the act given below. [1]
(i) The Act was passed by the Imperial Legislative Council.
(ii) It gave power to the government to repress political activities.
(iii) It empowered the government to detain political prisoners without trial.

Options:
(a) Rowlatt Act (c) Government of India Act

(b) Vernacular Press Act (d) Inland Emigration Act

2. Which place in India has an artificial lake to conserve water that dates to 11th century? [1]
(a) Delhi (c) Mumbai
(b) Bhopal (d) Kolhapur

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 488 | CBSE Question Bank Social Science – X
3. Read the data given below and answer the question. [1]
# Infant mortality rate Total Males Females
1. Madhya Pradesh 47 48 45
2. Assam 44 41 46
3. Odisha 41 40 41
4. Uttar Pradesh 41 39 43
5. Chhattisgarh 38 39 37
6. Rajasthan 38 37 40
Source: Based on Indian Census 2017 Studies

https://www.findeasy.in/indian-states-by-infant-mortality-rate/

As per the data given above which state has the highest girl child mortality?
(a) Uttar Pradesh (b) Odisha (c) Rajasthan (d) Assam
4. Which of the following options represent potential measures that can be taken to mitigate the threats
posed by mining activities on the Buxar tiger reserve’s ecosystem and biodiversity? [1]
(i) Implementing stricter regulations and monitoring mechanisms.
(ii) Enforcing buffer zones around protected areas.
(iii) Promoting alternative livelihoods and sustainable economic development in the surrounding
communities.
(iv) Displacement of Tiger reserve from Buxar
(a) Statement (i) and (ii) are correct. (c) Statement (ii) is correct.
(b) Statement (ii), (iii) & (iv) are correct. (d) Statement (i), (ii), & (iii) are correct.
5. When many countries of Europe came together to form the European Union, was chosen as its
headquarters. [1]
(a) Brussels (b) Paris (c) London (d) Zurich
6. Which of the following statements accurately distinguishes between Majoritarianism and Power
sharing? [1]
(a) Majoritarianism emphasizes the dominance of the majority community, while Power sharing
emphasizes the sharing of power among different groups.
(b) Majoritarianism emphasizes the need for consensus building, while Power sharing emphasizes the
exclusion of minority groups.
(c) Majoritarianism emphasizes the importance of accommodating minority interests, while Power
sharing emphasizes the need for majority rule.
(d) Majoritarianism emphasizes the need for peaceful resolution of conflicts, while Power sharing
emphasizes the use of force to impose the majority’s will.
7. There are two statements marked as Assertion (A) and Reason (R). Mark your answer as per the codes
provided below:
Assertion (A): Democracy increases not only expectations but also complaints.
Reason (R): Complaining is itself a testimony to the success of democracy. [1]
(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 correct but (R) is wrong.
(d) (A) is wrong but (R) is correct.
8. If “R” wants cloth, which “S” has, then “R” should have a commodity that “S” wants in exchange for the
cloth. In the absence of such coincidence of wants, there will be no exchange. [1]
Identify the situation and choose the right option that will definitely help “R” and “S” to eliminate this
situation.
(a) Double coincidence of want, Exchanging commodity for commodity.
(b) Double Coincidence of want, Credit on Commodity.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 Sample Question Paper | 489
(c) Double coincidence of want, Loan on commodity.
(d) Double coincidence of want, Money.
9. You are a citizen of a country that has a democratic form of government. You want to ensure that the
system of power-sharing in your country is effective and that no one branch of government has absolute
power.
Which of the following measures would best meet this goal? [1]
(a) All power is concentrated in the hands of the central government, which has the final say in all
matters.
(b) Power is divided between the central government and the states or provinces, with each level
having its own sphere of influence.
(c) Power is separated among the legislative, executive, and judicial branches, with each branch
having its own responsibilities and powers.
(d) Power is shared among different levels of government, such as the national, regional, and local
governments, with each level having some degree of autonomy.
10. Identify the painting from the options given below. [1]

(a) Frankfurt Parliament (c) Duma

(b) Reichstag (d) The House of Parliament
11. Evaluate the impacts of opening foreign trade on the global economy by identifying the appropriate
statements among the following options: [1]
(i) The choice of goods in the markets increase.
(ii) Producers from two countries closely compete against each other despite the distance between
their locations.
(iii) Foreign trade thus results in connecting the markets or integration of markets in different
countries.
(iv) The quality of the product is always good.
Options:
(a) Statements (i) and (ii) are appropriate.
(b) Statements (i), (ii) and (iii) are appropriate.
(c) All the statements are appropriate.
(d) Only statement iv is appropriate.
12. If a government provides its citizens a right and means to examine the process of decision, it is
______________.  [1]
(a) an accountable government (c) a transparent government
(b) a responsible government (d) a stable government.
13. Arrange the following statements in sequential order based on the events that shaped the Non-
cooperation movement. [1]
(i) General Dyer opened fire at the large crowd gathered in the enclosed ground of Jallianwalla Bagh.
(ii) “Forced recruitment” carried out by the British government and the economic hardships faced by
the people during the first world war.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 2024 Board Paper
Social Science—[Subject Code (087)]
Time : 3 hours  Max. Marks : 80

General Instructions :
Read the following instructions carefully and follow them:
(i) This Question paper contains 37 questions. All questions are compulsory.
(ii) Question paper is divided into SIX sections— Section A, B, C, D, E and F.
(iii) Section A - Question number 1 to 20 are Multiple Choice type questions. Each question carries
1 mark.
(iv) Section B - Question numbers 21 to 24 are Very Short Answer Type Questions. Each question
carrying 2 marks. Answer to these question should not exceed 40 words.
(v) Section C - Question numbers 25 to 29 are Short Answer Type Questions. Each question carries
3 marks. Answer to these questions should not exceed 60 words.
(vi) Section D - Question numbers 30 to 33 are Long Answer Type Questions. Each question carries
5 marks. Answer to these questions should not exceed 120 words.
(vii) Section E - Question numbers 34 to 36 are Case Based/Source-based Questions with three sub-
questions. Each question carries 4 marks.
(viii) Section F - Question number 37 is Map Skill based question with two parts, 37(a) from History
(2 marks) and 37(b) Geography (3 marks). This question carries total 5 marks.
(ix) In addition to this, NOTE that a separate question has been provided for Visually Impaired
Candidates in lieu of questions having visual inputs, Map etc. Such questions are to be attempted
by Visually Impaired candidates only.

Section – A I II III IV
(Multiple Choice Questions) [20×1 = 20] (A) b d c a
(B) d c b a
1. Who among the following published
(C) a b d c
‘Samvad Kaumudi’ ? [1]
(D) c d b a
(a) Rashsundari Debi 3. Two statements are given below. They are
(b) Tarabai Shinde Assertion (A) and Reason (R).
Read both statements and choose the correct
(c) Raja Rammohan Roy option : [1]
(d) Ram Chaddha Assertion (A): On Prussian initiative
‘Zollverein’ Custom Union was formed.
2. Match Column-I with Column-II and choose Reason (R) : It was to create unified economic
the correct option.[1] territory allowing the unhindered movement
of goods, people and capital.
Column-I Column-II Options:
(Minerals) (Examples)
(a) Both (A) and (R) are correct and (R) is the
I. Ferrous a. Coal correct explanation of (A).
II. Non-Ferrous b. Granite (b) Both (A) and (R) are correct, but (R) is
not the correct explanation of (A).
III. Non-Metallic c. Bauxite
(c) (A) is true, but (R) is wrong.
IV. Energy d. Cobalt
(d) (A) is wrong, but (R) is true.

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/
 496 | CBSE Question Bank Social Science – X
4. Identify the primary objective of power 9. Read the following informations and
sharing arrangements in Belgium from the identify the crop. [1]
following options. [1]
• It is the staple food crop of majority of
(a) Establishing a unitary form of people in India.
government.
• India is the second largest producer of
(b) Centralised political control of this crop.
government.
• It is a Kharif crop.
(c)  Establishing cultural and educational
• It requires high humidity with 100 cm of
matters of Dutch.
annual rainfall.
(d) Accommodating linguistic and regional
interest. Crops:
5. Which of the following is a key indicator (a) Ragi (c) Wheat
used to measure a country’s development? (b) Bajra (d) Rice
[1] 10. Match Column-I with Column-II and choose
Options: the correct option from the following: [1]
(a) Primary Production Column-I Column-II
(b) Secondary Production (Subject List (Subject)
(c) Gross Domestic Product in the Indian
(d) Net Domestic Product Constitution)
6. ‘Buddhism emerged from eastern India and I. Union List a. Trade Union
spread in several directions.’
II. State List b. Banking
Read the following reasons for its spread
and choose the correct option. III. Concurrent List c. Police
I. Due to Cultural exchange IV. Residuary List d. Internet
II. Due to Silk route Options:
III. Due to trade & travellers I II III IV
IV. Due to European efforts (A) d a c b
Options: (B) b c a d
(a) Only I, II and IV are correct (C) a b d c
(b) Only II, III and IV are correct. (D) c d b a
(c) Only I, II and III are correct. 11. Which one of the following statements, best
(d) Only I, III and IV are correct.[1] describes women empowerment? [1]
7. Arrange the following events of Indian (a) Encouraging men to take leadership
National Movement in chronological order roles.
and choose the correct option.
(b)  Promoting superiority of women over
I. Formation of Swaraj Party men.
II.  Lahore Session of the Indian National (c) Ensuring equal opportunities and rights
Congress for women.
III. Gandhi-Irwin Pact (d) Limiting the rights of men in all spheres.
IV. Formation of Depressed Class 12. 
How do Political Parties ensure
Association accountability to the public? Choose the
Options: most suitable option from the following. [1]
(a) II, III, I and IV (a) Through Press Conferences
(b) I, II, IV and III (b) Through Social Media Campaigns
(c) I, III, II and IV (c) Through encouraging Partisanship
(d) IV, III, II and I[1] (d) Through Elections and Voter Support
8. Which one of the following is the irrigation 13. Read the following statements regarding
system in Meghalaya? [1] democracy and choose the correct option.[1]
(a) To irrigate land only during rainy season. I. Promotes equality among citizens
(b) To use large volumes of water for irrigation. II. Government by few individuals
(c) To remove water from soil. III. Protection of human rights
(d) To use bamboo drip irrigation system. IV. Ensures checks and balance system

https://oswalpublishers.com/books/cbse-social-science-most-likely-question-bank-class-10/