8 º$«§ýlÐéÆý‡… l
f¯]lÐ]lÇ l 1 l 2020
ÑçÙ$~MýS$…yìl¯]l$Ë$ ™èlÐ]l$ Æ>gêÅ°² §ól°™ø ´ùË$aMýS$¯é²Æý‡$?
Ð]l$VýSY…. Ððl…MýSrÆý‡Ð]l$×æÆ>Ð]l# 6. f™èlç³Æý‡^èl…yìl.
AíÜòÜt…sŒæ {´÷òœçÜÆŠæ,
{糿¶æ$™èlÓ yìl{X MýSâêÔ>Ë.
§ýl„ìS×æ ¿êÆý‡™èl§ólÔ¶æ ^èlÇ{™èl
1. ÑçÙ$~MýS$…yìl¯]l$Ë$ HÆ>µr$ ^ólíܯ]l "çœ$sìæMýSË$'
A…sôæ HÑ$sìæ?
1) Ð]lÆý‡¢MýS MóS…{§éË$
2) KyýlÆó‡Ð]l# MóS…{§éË$
3) ѧéÅ MóS…{§éË$ 4) 糯]l$²Ë$
f. 3;
ÑÐ]lÆý‡×æ: çÜ…çÜP–™èl ¿êçÙÌZ »Z«¨…^ól ѧéÅ
MóS…{§é˯]l$ "çœ$sìæMýSË$' A…sêÆý‡$. ™ðlË$VýS$
¯ólËÌZ ÑçÙ$~MýS$…yìl¯]l$Ë$ Òsìæ° {ç³£ýlÐ]l$…V>
HÆ>µr$ ^ólÔ>Æý‡$. ¿êçÙ, Ýëíßæ™èlÅ…¯]l$ ÒÆý‡$
{´ù™èlÞíßæ…^éÆý‡$. çœ$sìæMýSËÌZ Ðól§éË A«§ýlÅ-
Ķæ$¯]l… MîSËMýSOÐðl$…¨.
2. "{†Ð]lÆý‡ ¯]lVýSÆý‡ ¿¶æÐ]l¯]lVýS™èl çÜ$…§ýlÈ çßæ–§ýlĶæ$
¯]l…§ýl¯]l' A¯ól ¼Æý‡$§ýl$ E¯]l² ÑçÙ$~MýS$…yìl¯]l
Æ>k?
1) Æð‡…yø Ð]l*«§ýlÐ]l Ð]lÆý‡Ã
2) Ððl¬§ýlsìæ VøÑ…§ýl Ð]lÆý‡Ã
3) Æð‡…yø Ñ{MýSÐól$…{§ýl Ð]lÆý‡Ã
4) Æð‡…yø C…{§ýlÐ]lÆý‡Ã
f. 1;
ÑÐ]lÆý‡×æ: ´÷ËÐ]lÊÆý‡$ Ô>çܯ]l… {ç³M>Æý‡…
Æð‡…yø Ð]l*«§ýlÐ]l Ð]lÆý‡ÃMýS$ E¯]l² ¼Æý‡$§ýl$ C¨.
{†Ð]lÆý‡ ¯]lVýSÆý‡… ¯]lÆý‡Ã§é ¯]l¨Oò³ E¯]l²
fºÌŒæç³NÆŠæ çÜÒ$ç³…ÌZ° "{†ç³#Ç' A°
Mö…§ýlÇ AÀ{´ëĶæ$…. Æð‡…yø Ð]l*«§ýlÐ]l Ð]lÆý‡Ã
M>Ìê°² ÑçÙ$~MýS$…yìl¯]l$Ë ´ë˯é ^èlÇ{™èlÌZ
"çÜÓÆý‡~Ķæ¬VýS…' A…sêÆý‡$.
3. "E™èlµ†¢¢ í³yýl$VýS$' A¯ól ÌôæQ¯]l… GMýSPyýl
Íü…^éÆý‡$?
1) Ððl¬VýSÌŒæÆ>fç³#Æý‡…
2) O¿ñæÆý‡Ð]lMø¯]l 3) E…yýlÐ]lÍÏ
4) VýS$Ð]l$Ãyìl§ýl${Æý‡$
f. 3;
ÑÐ]lÆý‡×æ: ÑçÙ$~MýS$…yìl¯]l$Ë M>Ë…ÌZ Ððl¬VýSÌŒæ-
Æ>fç³#Æý‡…ÌZ I§ýl$ VýS$çßæË$ {´ë«§é¯]lÅ™èl
´÷…§éƇ¬. C…§ýl$ÌZ AÆý‡®¯éÈÔ¶æÓÆý‡Ð]lÊÇ¢ Ñ{VýS-
çßæ… E…¨. O¿ñæÆý‡Ð]lMø¯]l 8 VýS$çßæË$ MýSÍW¯]l
ÕÐé…MìS™èl {´ë…™èl…. E…yýlÐ]lÍÏÌZ A¯]l…™èlÔ¶æ-
Ķæ$¯]lÔ>Ƈ¬ Ñ{VýSçßæ… {´ë«§é¯]lÅ™èl ´÷…¨…¨.
VýS$Ð]l$Ãyìl§ýl${Æý‡$ {ç³Ð]l¬Q »o§ýl® „óS{™èl….
4. O¿ñæÆý‡Ð]lMø¯]lÌZ° G°Ñ$¨ VýS$çßæË$ H §ólÐ]l#°MìS
A…MìS™èl… ^ólÔ>Æý‡$?
1) ÑçÙ$~Ð]l# 2) C…{§ýl$yýl$
3) {ºçßæà 4) ÕÐ]l#yýl$
f. 4;
ÑÐ]lÆý‡×æ: O¿ñæÆý‡Ð]lMø¯]lÌZ ÑçÙ$~MýS$…yìl¯]l$Ë$ 8
VýS$çßæ˯]l$ ™öÍí³…^éÆý‡$. CÑ A±² ÕÐ]l#°MìS
A…MìS™èl… ^ólÔ>Æý‡$. CMýSPyól {†Ð]l¬Q §ýl$Æý‡Y
Ñ{VýSçßæ… MýS*yé E…¨. MýS$…¿¶æ ÖÆ>ÛË™ø
E¯]l² íÜ…çßæ´ë§ýl çÜ¢…¿êË$ E¯é²Æ‡¬.
M>´ëÍMýS$ËMýS$ D {´ë…™èl… Æð‡…yø MóS…{§ýl…
{ÖOÔðæË… (Ððl¬§ýlsìæ¨).
5. ¿¶æ*™èl{VýSçßæÝëÓÑ$ A° H §ólÐ]l#°° A…sêÆý‡$?
1) ѯéĶæ$MýS$yýl$
2) Ķæ$Ð]l$«§ýlÆý‡ÃÆ>k
3) {ºçßæçólÐ]l#yýl$
4) ç³Æý‡Ðól$Ô¶æÓÆý‡$yýl$
f. 2;
ÑÐ]lÆý‡×æ: ÑçÙ$~MýS$…yìl¯]l$Ë M>Ë…ÌZ Ķæ$Ð]l¬yìl-
° ¿¶æ*™èl{VýSçßæÝëÓÑ$ A° í³Í^ólÐéÆý‡$.
ѯéĶæ$MýS$yìl° §ýl…™èlÐ]l¬QÝëÓÑ$ A°
Ð]lÅÐ]lçßæÇ…^éÆý‡$. ™èlÆ>Ó™èl {ºçßæï]l$ 糧ýlÃ
çÜ…¿¶æÐ]l#yýl$ A°, ç³Æý‡Ðól$Ô¶æÓÆý‡$° AÆý‡®¯éÈÔ¶æÓ-
Æý‡$yýl$ A° A…sêÆý‡$. ÑÑ«§lý M>ÌêÌZÏ D
õ³Æý‡$Ï™ø §ólÐ]l#â¶æå¯]l$ í³Í^ólÐéÆý‡$.
Send your Feedback to vidya@sakshi.com
ѧýlÅ
ÑçÙ$~MýS$…yìl¯]l$Ë _çßæ²…. Æ>{çÙtMýS*r$Ë ÑÐ]lÆý‡×æ: MýSã…VýS Æ>k RêÆý‡ÐólË$yýl$ çßæ†-
gê¼™é&1 _çßæ²… VýSÆý‡$yýl (ÑçÙ$~Ð]l# Ðéçßæ¯]l…). VýS$…¸ë Ô>çܯ]l…¯]l$ gêÈ ^ólÔ>yýl$. C¨
1. AÆý‡®¯éÈÔ¶æÓÆý‡ VýS$àËĶæ$…
2. {†Ð]l¬Q §ýl$Æý‡Y Õ˵… f¯]lÆý‡ÌŒæ çÜtyîl‹Ü 15. º–çßæ™èlµÌêĶæ$¯]l$Ë Æ>f«§é° H¨?
1) Ðól…W 2) Møyýl*Æý‡$
{´ëMýS–™èl ¿êçÙÌZ E…¨. BĶæ$¯]l "Ð]lÊíÙM>«-
«¨ç³†' A° í³Ë$Ð]lºyézyýl$. D Ô>çܯ]l…ÌZ
3. ç³NÆý‡~MýS$…¿¶æ… 3) ™èl$Ð]l$ÃËVýS*yðl… 4) çßæ¯]lÃMö…yýl BĶæ$¯]l Æ>fÅ ÑïÜ¢Æý‡~… Ððl¬§ýlËVýS$ ÑçÙ-
4. »o§ýl®„óS{™èl… BÆŠæBÆŠæ½/{VýS*‹³&2 f. 2; Ķæ*Ë$ E¯é²Æ‡¬.
gê¼™é&2 ÑÐ]lÆý‡×æ: Møyýl*Æý‡$ Ìôæ§é VýS$yýl*Æý‡$ MýS–Úë~ 21. ÑfĶæ$¯]lVýSÆý‡ Æ>kË$ B§ýlÇ…_¯]l ™öÍ
G. »Ÿfj¯]l²Mö…yýl
¼. E…yýlÐ]lÍÏ
C…yìlĶæ$¯Œæ íßæçÜtÈ hÌêÏ Ð]l$_Îç³r²… A° VýS$Ç¢…^éÆý‡$. C¨
º–çßæ™èlµÌêĶæ$¯]l$Ë Æ>f«§é°. Ðól…W Ô>Ë…
™ðlË$VýS$ MýSÑ?
1) ™ðl¯éÍ Æ>Ð]l$Í…VýSMýSÑ
íÜ. O¿ñæÆý‡Ð]lMø¯]l
yìl. Ððl¬VýSÌŒæÆ>fç³#Æý‡…
{ç³™ólÅMýS… M>Ķæ$¯]l$Ë Æ>f«§é° B ™èlÆ>Ó™èl ™èl*Æý‡$µ
^éâ¶æ$MýS$ÅË Æ>f«§é°, ™èl$Ð]l$ÃËVýS*yðl… ÑçÙ$~-
2) «§ýl*Æý‡jsìæ
3) í³…VýSã çÜ*Æý‡¯]l 4) ¯é^èl¯]l ÝùÐ]l¬yýl$
1) 1&yìl, 2&¼, 3&G, 4&íÜ MýS$…yìl¯]l$Ë Æ>f«§é°, çßæ¯]lÃMö…yýl ™öÍ f. 4;
2) 1&¼, 2&yìl, 3&íÜ, 4&G M>MýS¡Ä¶æ¬Ë Æ>f«§é°. ÑÐ]lÆý‡×æ: çÜ…VýSÐ]l$Ð]l…Ô¶æ ÑfĶæ$¯]lVýSÆý‡ Æ>k
3) 1&yìl, 2&íÜ, 3&¼, 4&G 11. _{™èlÆý‡£ýlÝëÓÑ$ ´ë§ýl¿¶æMýS$¢ËÐ]l¬ A° ^ðlç³#µ- 16. VøÌê…VýS$ËÐ]l¬ A…sôæ? Ððl¬§ýlsìæ º$MýSPÆ>Ķæ$Ë$ B§ýlÇ…_¯]l ™öÍ
4) 1&íÜ, 2&G, 3&yìl, 4&¼ MýS$¯]l² Æ>kË$? 1) VýSÆý‡$yýl 2) Mø† ™ðlË$VýS$ MýSÑ ¯é^èl¯]l ÝùÐ]l¬yýl$. D MýSÑMìS
f: 3; 1) ÑçÙ$~MýS$…yìl¯]l$Ë$ 3) ç³…gê ÑíÜÆó‡ íÜ…çßæ… ò³…_MýS˨¯ðl²¯]l$ ºçßæ$MýSÇ…^éyýl$. E™èl¢Æý‡
ÑÐ]lÆý‡×æ: ÑçÙ$~MýS$…yìl¯]l$Ë$ ÑÑ«§ýl {´ë…™éË- 2) C„>ÓMýS$Ë$ 3) Ô>™èlÐéçßæ¯]l$Ë$ 4) íÜ…çßæ… çßæÇÐ]l…Ô¶æ… A¯ól {VýS…£é°² DĶæ$¯]l Æ>Ô>yýl$.
ÌZ ™èlÐ]l$ Õ˵MýSâ¶æË$ ÑçÜ¢–™èlç³Ç^éÆý‡$. AÆý‡®- 4) Ô>Ë…M>Ķæ$¯]l$Ë$ f. 2; «§ýl*Æý‡jsìæ {ÖM>â¶æçßæïÜ¢Ô¶æÓÆý‡ Ð]l$çßæ™èlÅ…, ™ðl¯éÍ
¯éÈ-Ô¶æÓÆý‡$yýl$ A…sôæ ÕÐ]l#yýl$ {ïÜ¢, ç³#Æý‡$çÙ f. 4; ÑÐ]lÆý‡×æ: B¯]l…§ýlVø{™èlkË ÑfĶæ$MóS™èl¯]l… Æ>Ð]l$Í…VýSMýSÑ ´ë…yýl$Æý‡…VýS Ð]l$çßæ™èlÅ…,
¿¶æ…WÐ]l$ÌZ MýS°í³Ýë¢yýl$, §ýl$Æý‡YÐ]l*™èlMýS$ ÑÐ]lÆý‡×æ: Ô>Ë…M>Ķæ$¯]l$Ë BÆ>«§ýlÅ O§ðlÐ]l… VøÌê…VýS$ËÐ]l¬ (Mø†) A° ^ólgñæÆý‡Ï ÕÌê í³…VýSã çÜ*Æý‡¯]l MýSâêç³NÆø~§ýlĶæ$… Ððl¬§ýlËVýS$
Ð]lÊyýl$ Ð]l¬RêË™ø O¿ñæÆý‡Ð]lMø¯]lÌZ ÕεMýSÆý‡×æ _{™èlÆý‡£ýlÝëÓÑ$. D O§ðlÐ]l çÜÓÆý‡*ç³…¯]l$ Ô>çܯ]l… ^ðlº$™èl$…¨. AƇ¬™ól ÒÇ Æ>f- {VýS…£éË$ Æ>íܯ]l {çç³Ð]l¬Q$Ë$.
^èl*ç³Æý‡$˯]l$ BMýSr$tMýS$…r$…¨. E…yýlÐ]l- çÜ*Æý‡$Åyýl$ A°, Mö…§ýlÆý‡$ ÕÐ]l#yýl$ A° Ð]lÅÐ]l- Ìê…bèl¯]l… Ð]l–çÙ¿¶æ…. íÜ…çßæ… Ô>™èlÐéçßæ- 22. Æ>Ð]l$ç³µ §ólÐéËĶæ$…¯]l$ °ÇÃ…_…§ðlÐ]lÆý‡$?
ÍÏÌZ E¯]l² ç³NÆý‡~MýS$…¿¶æ…¯]l$ ^èl*íÜ çÜ*ÇÔðæsìæt çßæÇçÜ$¢¯é²Æý‡$. Ô>Ë…M>Ķæ$¯]l A…sôæ ¯]l…¨ ¯]l$ËMýS$, ç³…gê ÑíÜÆó‡ íÜ…çßæ… ÑçÙ$~MýS$…yìl- 1) Æó‡^èlÆý‡Ï {ç³Ýë§é¨™èl$Åyýl$
B…f¯ólĶæ¬Ë$ _{¡MýSÇ…^éÆý‡$. ©°¯ól A° AÆý‡¦…. sêËÒ$ Ìê…sìæ ѧólÖĶæ¬Ë$ ¯]l$ËMýS$, VýSÆý‡$yýl VýS$ç³¢Æ>kË Æ>f _à²Ë$. 2) Vø¯]l VýS¯é²Æð‡yìlz
B…{«§ýl{糧ólÔŒæ Æ>{çÙt _çßæ²…V> ïÜÓMýSÇ…^éÆý‡$. ÒÇ° VýS$Ç…_ {ç³™ólÅMýS…V> õ³ÆöP¯é²Æý‡$. CÑ ÐéÇ ÐéÇ Ð]l$™èl ÑÔ>ÓÝë˯]l$ MýS*yé 3) Æó‡^èlÆý‡Ï Æý‡${§ýl$yýl$
(Cç³#µyýl$ ç³NÆý‡~çœ$r…). »Ÿfj¯]l²Mö…yýlÌZ 12. çÜç³¢ Ð]l*™èl–MýS Ñ{Vý àË$ E¯]l² {´ë…™èl… H¨? Ð]lÅMîS¢MýSÇÝë¢Æ‡¬. 4) Vø¯]l º$§é®Æð‡yìlz
º$§ýl$ª×ìæ~ »Ÿfj¯]l² A° í³Ë$Ýë¢Æý‡$. 1) ¯éÆ>Ķæ$×æ Ð]l¯]l… 17. ™éyìlMö…yýlÌZ Ô>MýSÅÀ„ýS$ ÑàÆý‡… °ÇÃ…_…¨ f. 3;
7. ÑçÙ$~MýS$…yìl¯]l$Ë$ ™èlÐ]l$ Æ>fÅ…¯]l$ §ól°™ø 2) ¯]l…¨V>Ð]l$ 3) ÝùÐ]l$ÕË GÐ]lÆý‡$? ÑÐ]lÆý‡×æ: {MîS.Ô¶æ. 1213ÌZ VýS×æ糆 §ólÐ]l#°
´ùË$aMýS$¯é²Æý‡$? 4) ^ólgñæÆý‡Ï 1) ç³–¥ÓÐ]lÊË$yýl$ 2) çßæÇÐ]lÆý‡Ã ÝëÐ]l$…™èl$yýl$ Æó‡^èlÆý‡Ï Æý‡${§ýl$yýl$, ´ëË…õ³rÌZ
1) ´ë…^èlf¯]lÅ… 2) QsêÓ…VýS… f. 4; 3) Æð‡…yø Ñ{MýSÐól$…{§ýl Ð]lÆý‡Ã Æ>Ð]l$ç³µ §ólÐéËĶæ$…¯]l$ °ÇÃ…^éyýl$. ©°
3) MúçÜ$¢¿¶æ… 4) çÜÓíܦMŠæ ÑÐ]lÆý‡×æ: ™öÍÝëÇ Ô¶æMìS¢ BÆ>«§ýl¯]lMýS$ àÇ¡ 4) A¯]l…™èlÐ]lÆý‡Ã Cr$MýSË$ ±sìæÌZ »ñæ…yýl$ Ð]lÌñæ ™ólÌôæ çÜÓ¿êÐé-
f. 3; §ólÐéËĶæ$… (¯éV>Æý‡$j¯]l Mö…yýl), ò³§ýlÐ]l¬yìl- f. 2; °² MýSÍY E¯é²Æ‡¬. Æý‡…VýS¯é£ýl Æ>Ð]l*Ķæ$×æ…
ÑÐ]lÆý‡×æ: MúçÜ$¢¿¶æ… A¯ól¨ Ð]l$à ÑçÙ$~Ð]l# Ķæ*Ë Ððl¬§ýlËVýS$ {´ë…™é˯]l$ E§ýlçßæ- ÑÐ]lÆý‡×æ: çßæÇÐ]lÆý‡Ã ™éyìlMö…yýlÌZ Ô>MýSÅÀ„ýS$ Æ>íÜ…¨ Vø¯]l º$§éªÆð‡yìlz, Æý‡${§ýlÐ]l$MýS$ çÜçßæMýS-
Æý‡™èl²…. {ç³ç³…^èl…ÌZ A™èlÅ…™èl ÑË$OÐðl¯]l¨V> Ç…^èlÐ]l^èl$a. §ólÐéËĶæ*ËÌZ çÜç³¢Ð]l*™èl–MýS- ÑàÆý‡… °ÇÃ…^éyýl$. DĶæ$¯]l »o§ýl® Ð]l$™é- Ç…_…¨ Æó‡^èlÆý‡Ï {ç³Ýë§é¨™èl$Åyýl$, Vø¯]l
õ³ÆöP…sêÆý‡$. QsêÓ…VýS… ÕÐ]l#° BĶæ¬- ˯]l$ ¯ðlËMö͵ BÆ>«¨…^ólÐéÆý‡$. ^ólgñæÆý‡ÏÌZ ÀÐ]l–¨®MìS MýS–íÙ ^ólÔ>yýl$. B§ýl${Æý‡$ÌZ MýS*yé VýS¯é²Æð‡yìlz. ÒÆý‡$ M>MýS¡Ä¶æ¬Ë M>Ë…ÌZ VýSË
«§ýl…, ´ë…^èlf¯]lÅ… {ÖMýS–çÙ$~° Ô¶æ…Q…, çÜÓíܦMŠæ çÜç³¢Ð]l*™èl–MýSË Ñ{VýSàË$¯é²Æ‡¬. B¨ç³Æ>- ÑàÆý‡… °ÇÃ…_, ™èl…{yìl ç³–¤ÓÐ]lÊË$° {ç³Ð]l¬Q$Ë$.
çÜÆ>ÓÀÐ]l–¨®MìS çÜ…MóS™èl…. Ô¶æMìS¢ Æý‡*´ëÌôæ CÑ. {»êçßæÃ×ìæ, OÐðlçÙ~Ñ, ¯]l$…_ ´÷…¨¯]l MýSr$t ^ðlÆý‡$Ð]l# {V>Ð]l*°² 23. {ºçßæà ¯éĶæ¬yýl$ ç³…^èlÌZçßæ çÜ¢…¿¶æ…¯]l$ GMýSPyýl
8. ÑçÙ$~MýS$…yìl¯]l$Ë Æ>gêÅ°² A…™èl… ^ólíܯ]l Ð]l$õßæÔ¶æÓÇ, C…{§é×ìæ, MúÐ]l*Ç, ÐéÆ>íßæ, §é¯]l… ^ólÔ>yýl$. Ð]l$àÐól$çœ$Ðéçßæ¯]l ÑàÆ>- ¯ésìæ…^éyýl$?
ç³ÕaÐ]l$ ^éâ¶æ$MýSÅ Æ>k? ^éÐ]l¬…yìl D Æý‡*´ëË$. °MìS MýSËÓ^ðlÆý‡$Ð]l#¯]l$ §é¯]l… ^ólÔ>yýl$. C¨ 1) Ððl*r$ç³ÍÏ 2) {†ç³#Æ>…™èlMýS…
1) Ððl¬§ýlsìæ ç³#ËMóSÕ 2) Ð]l$…VýSâôæçÜ$ 13. {†Ð]lÊÇ¢ BÆ>«§ýl¯]lMýS$ {´ë`¯]l B…{«§ýl §ólÔ¶æ…ÌZ Ð]lÆý‡¦Ð]l*¯]lç³#Æý‡…ÌZ E…¨. VýS$×æ´ëÔ¶æç³#Æý‡…ÌZ 3) ç³#ÍM>sŒæ 4) ^ólgñæÆý‡Ï
3) Æð‡…yø ç³#ËMóSÕ 4) Æý‡ÑMîSÇ¢ ËÀ…_¯]l B«§éÆý‡… H {´ë…™èl…ÌZ E…¨? E¯]l² ÌZMýSÑRêÅ™èl Ð]l$à ÑàÆ>°MìS f. 2;
f. 3; 1) O¿ñæÆý‡Ð]lMø¯]l ArtË$Ð]l#yýl {V>Ð]l*°² §é¯]l… ^ólÔ>yýl$. ÑÐ]lÆý‡×æ: ç³Ìê²sìæ {ºçßæïéĶæ¬yýl$ ÒÆý‡ OÐðlçÙ~Ðé-
ÑÐ]lÆý‡×æ: _Ð]lÇ ÑçÙ$~MýS$…yìl¯]l Æ>k AƇ¬¯]l 2) çÜ…VýSÐ]l$Ķæ$Å VýS$çßæ 18. Ô>Ë…M>Ķæ$¯]l A…sôæ AÆý‡¦… HÑ$sìæ? °² {ç³^éÆý‡… ^ólÔ>yýl$. ç³…^èlÌZçßæ çÜ¢…¿ê°²
Ð]l$…^èl¯]l ¿¶æsêtÆý‡MýS$yìl° Kyìl…_ {MîS.Ô¶æ.624ÌZ 3) »ñæË$…VýS$çßæË$ 1) _Ë$MýS 2) íÜ…çßæ… {†ç³#Æ>…™èlMýS…ÌZ ¯ésìæ…^éyýl$. A…§ýlÆý‡*
Æð‡…yø ç³#ËMóSÕ B Æ>gêÅ°² B{MýSÑ$…^éyýl$. 4) H¯]l$VýS$ Ð]l$ËÏÐ]l$à Mö…yýlË$ 3) ¯ðlÐ]l$Í 4) ¯]l…¨ JMýSPsôæ A¯ól¨ BĶæ$¯]l AÀÐ]l$™èl…. Ððl*r$ç³ÍÏ
™èlÆ>Ó™èl ™èl¯]l Ýù§ýlÆý‡$Oyðl¯]l MýS$ºjÑçÙ$~Ð]lÆý‡¦¯]l$yìlMìS B f. 1; f. 4; M>MýS¡Ä¶æ¬Ë KyýlÆó‡Ð]l#, ç³#ÍM>sŒæ ({ç³â¶æĶæ$-
B Æ>gêÅ°² C^éayýl$. B Æ>fÅÐól$ Ðól…W ÑÐ]lÆý‡×æ: O¿ñæÆý‡Ð]lMø¯]lÌZ ÕÐ]l#°MìS §éÓÆý‡´ëË- ÑÐ]lÆý‡×æ: C„>ÓMýS$Ë A¯]l…™èlÆý‡… E™èl¢Æý‡ M>ÐólÇ) Ðól…W ^éâ¶æ$MýS$ÅË ÝëÐ]l$…™èl$yýl$ ç³…yýl-
Ýë{Ð]l*fÅ…V> AÀÐ]l–¨® ^ðl…¨…¨. MýS$Ë$V> {ºçßæÃ, ÑçÙ$~ ÕÌêµË$ E¯é²Æ‡¬. D ¡Æ>…{«§ýlÌZ A«¨M>Æý‡…ÌZMìS Ð]l_a¯]lÐéÆý‡$ Æý‡…VýSyýl$ °Æ>Ã×êË$ E¯]l² {´ë…™èl…, ^ólgñæÆý‡Ï
9. VýSf§ýlâꫨ糆° HÐ]l$° í³Ë$Ýë¢Æý‡$? {´ë…™èl… M>´ëÍMýS$ËMýS$ Æð‡…yø MóS…{§ýl… Ô>Ë…M>Ķæ$¯]l$Ë$. Ô>Ë…M>Ķæ$¯]l A…sôæ MýS´ù™ólÔ¶æÓÆý‡ BËĶæ$… VýSË {´ë…™èl….
1) çßæíÜ¢MøÔ¶æ 2) ÒÆý‡MøÔ¶æ (Ððl¬§ýlsìæ¨ {ÖOÔðæË…), çÜ…VýSÐ]l$Ķæ$Å VýS$çßæ AÆý‡¦… ¯]l…¨. Ô>Ë…M>Ķæ$¯]l A¯ól¨ Vø{™èl- 24. {ÖË„îSÃ, Ô¶æ…Q…˯]l$ ™èlÐ]l$ Ô>çܯéËOò³ _à²-
3) çÜP…«§éÐéÆý‡… 4) VýS$ÍÃMýS {ÖM>MýS$â¶æ…ÌZ, »ñæË$…VýS$çßæË$ MýSÆý‡*²Ë$ÌZ, ¯éÐ]l$…. ÒÆý‡$ OÔðæÐ]l Ð]l$™éÀÐ]l*¯]l$Ë$. Ë$V> Íü…^èl$MýS$¯]l² ™öÍ Æ>kË$?
f. 1; H¯]l$VýS$ Ð]l$ËÏÐ]l$à Mö…yýlË$ Ð]l$§ýl¯]lç³ÍÏ 19. íßæÆý‡×æÅ VýSÆý‡ÂĶæ*VýS… A…sôæ HÑ$sìæ? 1) ÑçÙ$~MýS$…yìl¯]l$Ë$ 2) Ô>Ë…M>Ķæ$¯]l$Ë$
ÑÐ]lÆý‡×æ: çßæíÜ¢ A…sôæ H¯]l$VýS$ Ìôæ§é VýSfÆ>k. (_™èl*¢Æý‡$)ÌZ ^éÇ{™é™èlÃMýS {´ë…™éË$. 1) ç³#r$tMýS™ø {»êçßæÃ×æ$yýl$ M>MýS$¯é² Ķæ*VýS…- 3) ™èl*Æý‡$µ ^éâ¶æ$MýS$ÅË$
D Æý‡MýSOÐðl$¯]l §ýlâê°² çßæíÜ¢MøÔ¶æ A° 14. f™èlç³Æý‡^èl…yìl. ™ø M>Ð]lyýl… 4) M>MýS¡Ä¶æ¬Ë$
í³Ë$Ýë¢Æý‡$. D H¯]l$VýS$Ë §ýlâ¶æ… Ķ欧ýl® Æ>fÐ]l…Ô¶æ…: 2) ç³#r$tMýS™ø „ýS{†Ä¶æ¬yýl$ M>MýS$¯é² Ķæ*VýS…- f. 1;
çÜÐ]l$Ķæ*ËÌZ A™èlÅ…™èl MîSËMýSOÐðl$¯]l §ýlâ¶æ…. 1. Ðól…W ^éâ¶æ$MýS$ÅË$ ™ø M>Ð]lyýl… ÑÐ]lÆý‡×æ: {ÖË„ìSà Æ>fÅ BǦM>ÀÐ]l–¨®MìS
ÒÆý‡MøÔ¶æ A…sôæ ç³§é† §ýlâ¶æ…. çÜP…«§éÐéÆý‡… 2. B¯]l…§ýl Vø{™èlkË$ 3) ç³#r$tMýS™ø OÐðlÔ¶æ$Åyýl$ M>MýS$¯é² Ķæ*VýS…™ø _çßæ²…. Ð]l$à ÑçÙ$~Ð]l#MýS$ {糆Æý‡*ç³…
A…sôæ Ô>™èlÐéçßæ¯]l$Ë M>Ë… ¯ésìæ ™é™éP- 3. ÑçÙ$~MýS$…yìl¯]l$Ë$ M>Ð]lyýl… Ô¶æ…Q…, Oòßæ…§ýlÐ]l çÜ…çÜP–†° ÐéÅí³¢ ^ólĶæ$-
ÍMýS OòÜ°MýS Õ¼Æý‡…, VýS$ÍÃMýS A…sôæ çÜÇçßæ§ýl$ª 4. Æ>{çÙtMýS*r$Ë$ 4) ç³#r$tMýS™ø Ô¶æ*{§ýl$yýl$ M>MýS$¯é² Ķæ*VýS…™ø r…ÌZ ÑçÙ$~ MýS$…yìl¯]l$Ë$ MîSËMýS ´ë{™èl
Æý‡„ýS×ꫨM>Ç A° Ô>™èlÐéçßæ¯]l$Ë M>Ë… _çßæ²…: M>Ð]lyýl… ´ùíÙ…^éÆý‡$.
ÑÐ]lÆ>Ë §éÓÆ> ™ðlË$çÜ$¢…¨. G. Ð]l–çÙ¿¶æ… f. 2; 25. Æ>×ìæ Æý‡${§ýlÐ]l$§ólÑ M>Ë…ÌZ {ç³çÜ*† OÐðl§ýlÅ-
10. Ô>Ë…M>Ķæ$¯]l Æ>k çßæíÜ¢Ð]lÆý‡Ã M>Ë…ÌZ ¼. Ð]lÆ>çßæ… ÑÐ]lÆý‡×æ: ç³#r$tMýS™ø „ýS{†Ä¶æ¬yýl$ M>MýS$¯é² Ô>Ë °ÇÃ…_¯]l {´ë…™èlÐól$¨?
Ðól…WOò³ §ýl…yðl†¢¯]l VýS$ç³¢Æ>k GÐ]lÆý‡$? íÜ. ³ç …gê ÑíÜǯ]l íÜ…çßæ… íßæÆý‡×æÅVýSÆý‡ÂĶæ*VýS…™ø „ýS{†Ä¶æ¬yýl$ M>Ð]l^èl$a. 1) Ð]l$…§ýlyýl… 2) {†ç³#Æ>…™èlMýS…
1) {ÖVýS$ç³#¢yýl$ yìl. VýSÆý‡$yýl E§éçßæÆý‡×æMýS$ Ô>Ë…M>Ķæ$¯]l Æ>k A†¢Ð]lÆý‡Ã 3) ^èl…§ýl$ç³rÏ 4) ´ë¯]lVýSË$Ï
2) Ððl¬§ýlsìæ ^èl…{§ýlVýS$ç³#¢yýl$ 1) 1&G, 2&íÜ, 3&yìl, 4&¼ íßæÆý‡×æÅVýSÆý‡Â {ç³çÜÐ]l#yýl¯]l$ A° ^ðlç³#µMýS$¯é²yýl$. f. 1;
3) çÜÐ]l¬{§ýlVýS$ç³#¢yýl$ 4) ¿ê¯]l$VýS$ç³#¢yýl$ 2) 1&¼, 2&G, 3&íÜ, 4&yìl ´ëËMýS$Ë$ çÜ…™é¯]l… MøçÜ… ç³#{™èlM>Ðól$íÙx ÑÐ]lÆý‡×æ: Æ>×ìæ Æý‡${§ýlÐ]l$ §ólÑ M>Ë…ÌZ Ð]l$…§ýl-
f. 3; 3) 1&íÜ, 2&yìl, 3&¼, 4&G Ķæ*VýS…, Æ>fÅ ÑçÜ¢Æý‡×æMýS$ AÔ¶æÓÐól$£ýl Ķæ*VýS… yýl… A¯ól {´ë…™èl…ÌZ E_™èl {ç³çÜ*† OÐðl§ýlÅ--
ÑÐ]lÆý‡×æ: AËà»ê§Šæ Ô>çܯ]l… {ç³M>Æý‡… 4) 1&yìl, 2&¼, 3&G, 4&íÜ Ððl¬§ýlËVýS$ Ķæ*V>Ë$ ^ólõÜÐéÆý‡$. Ô>˯]l$ °ÇÃ…^éÆý‡$. {†ç³#Æ>…™èlMýS… {ç³Ð]l¬Q
VýS$ç³¢Æ>k çÜÐ]l¬{§ýlVýS$ç³#¢yýl$ ™èl¯]l §ýl„ìS×æ f. 2; 20. RêÆý‡ÐólË$yýl$ gêÈ ^ólíܯ]l çßæ†VýS$…¸ë Ô>çܯ]l… OÔð Ð]l „óS{™èl…. ^èl…§ýl$çç³rÏ Æý‡${§ýlÐ]l$§ólÑ Ð]l$Æý‡×æ
¨WÓfĶæ$ Ķæ*{™èlËÌZ ¿êVýS…V> Ðól…WOò³ ÑÐ]lÆý‡×æ: Ð]lÆ>çßæ… Ðól…W ^éâ¶æ$MýS$ÅË _çßæ²…. H ¿êçÙÌZ E…¨? ÑÐ]lÆý‡×æ E¯]l² Ô>çܯ]l… VýSË {´ë…™èl…,
§ýl…yðl™é¢yýl$. D Ô>çܯ]l…¯]l$ çßæÇõܯ]l$yýl$ D Æý‡*ç³… ÑçÙ$~Ð]l# Ð]lÊyø AÐ]l™éÆý‡… 1) {´ëMýS–™èl… 2) çÜ…çÜP–™èl… béĶæ* ÝùÐól$Ô¶æÓÆ>ËĶæ$… VýSË {´ë…™èl…
Æý‡_…^éyýl$. Vø§éÐ]lÇ ¯]l¨ {´ë…™èl ÑçÙĶæ*- (§ýlÔ>Ð]l™éÆ>ËÌZ). Ð]l–çÙ¿¶æ… B¯]l…§ýl- 3) ™ðlË$VýS$ 4) JÇĶæ* ´ë¯]lVýSË$Ï. ©°° MýS$…§ýl*Æý‡$ ^øyýl$Ë$
Ë$ D Ô>çܯ]l…ÌZ E¯]l²r$Ï ™ðlË$Ýù¢…¨. Vø{™èlkË _çßæ²…. ç³…gê ÑíÜǯ]l íÜ…çßæ… f. 1; °ÇÃ…^éÆý‡$.
 ѧýlÅ Send your Feedback to vidya@sakshi.com
Tenth Class Social Studies Paper –1 Model Paper
sìæ. {糿êMýSÆŠæ Æð‡yìlz
çÜ»ñæjMýS$t °ç³#×æ$Ë$
→ °¯]l²sìæ õ³i ™èlÆý‡$ÐéƇ¬
Answers
11. Introduction: The minimum support price
will be declared by the government when
the price of agricultural products fall to the
lowest level in the market.
Explanation: The Commission for
Agricultural Costs and Prices indicate that
the minimum support price is higher than
the market price that farmers are incurring
in case of overproduction. The Commission
will announce the support price before the
crop is harvested. This allows farmers to
grow whatever crops are beneficial to them.
The minimum support price the government
can afford to buy a farmer's crop, no matter
how much it produces. The government
buys the farmers' crop at a minimum sup-
port price, though no trader can buy them.
Conclusion: Farmers should always be informed
by the media about minimum support prices.
12. i) Road safety - everyone’s responsibility
ii) Speed thrills - But kills
13. Date....
Place....
To,
The Mandal Thahsildar,
.........Mandal
.........District
Telangana.
Respected Sir,
Subject: The cutting down of forest in con-
travention of the norms in our area req…
regd...
We, the people of the ........ village, bring to
your attention is that unidentified people in
our protected forests in our area are con-
stantly ruining timber, which is causing the
forest to dwindle rapidly. So we are asking
for a proper inquiry into the matter as the
animals are entering to the villages, reduc-
ing the facilities available from the forest.
thanking you sir,
yours faith fully,
student name....
From
......village
......Mandal
......District
Telangana
SECTION - III
14. The reasons for the high density of popula-
tion in the Ganges basin
Introduction: Population density is the
average population in a given area. It is gen-
erally calculated that there are how many
people per square kilometer.
Description: Agriculture is the lifeblood of
most people in the country. More than half
the population is dependent on agriculture.
Important resources for agriculture are fer-
tile land and adequate water. This fertile
land and water is widely available in the
Ganga River basin, making it very densely
populated with people starting to cultivate
and settle there. Also, the Ganga river basin
is densely populated because flat land is
conducive to establish transport facilities
and create habitat.
Conclusion / suggestions : Densely popu-
lated areas can pose a heavy burden on nat-
ural resources and cause developmental pr-
oblems. Therefore, future generations will
face many difficulties if population density
is not regulated in sufficient quantities.
(or)
Explain the relationship between food pro-
duction and food security
Introduction: Food security has an intrinsic
relationship to food production. Increasing
food production will ensure food security.
Explanation: Farmers should be encour-
aged to produce enough food grains to
ensure food security. The government
should provide opportunities to farmers
grow large quantities of foodgrains. The
land that has been cultivated in the country
for the past few decades has been almost
constant. Yields are important for increas-
ing food production at the same extent.
Proper utilization of the crop is necessary to
increase the yield of the crop. The extent of
irrigation should be increased. Water should
be made available to all. Low yield crops
should be cultivated in rainfed areas. Yields
should be increased through sowing, rain-
water harvesting and crop rotation practices
to suit local conditions. Food grains should
be raised to suit the whole country. Then
only there is food security. This means that
the average per capita availability of food-
grains in the country should increase over
time. Imports are one way of increasing the
availability of food grains rather than pro-
ducing them in an emergency. But this is
not so obscure. The government can pro-
vide food security by increasing the avail-
ability of food by supplying its existing
reserves.
Conclusion/ Suggestions: In case of natural
disasters such as droughts and floods, if
food production is reduced, governments
should take appropriate measures to protect
the interests of farmers. No one should suc-
cumb to hunger.
15. Introduction: Migration means moving
from one area to another for more than six
months.
Explanation: for migrated families, there
are no child welfare centers for young chil-
dren accompanying their parents. Older
children may not be able to continue to
study in the new area, which may be a lan-
guage barrier.When they return to their
hometowns, the schools do not even reunite
them. As a result, the majority of immigrant
families are left in the middle of
school.when men migrate for work to the
other places, to complete respobility of the
family will be taken by women
Conclusion: Children of migrant families
are deprived of education due to such rea-
sons. The government should pay special
attention to this rather than dropouts.
(or)
“Earlier, cycles of cooling and warming
happened over very long periods of time.
This allowed most of the life on Earth the
time to adapt to the changes. The problem
º$«§ýlÐéÆý‡… l
f¯]lÐ]lÇ l 1 l 2020 9
stakes with the Pie chart in the three sec-
tors - 1972 - 73.
2) The Right-hand side chart shows the
employment stocks with the Pie chart in
the Three Sectors in 2011-12.
3) Transfer of employment from one sector
to another is called employment transfer.
4) Agriculture, fisheries, forestry and
mines, where nature play a major role in
the production process, fall into the pri-
mary sector.
Ýë…íœ$MýSÔ>ç܈… 5) Other industries that continue to produce
machinery and tools fall under the sec-
now is that the heating is much more rapid ondary sector.
and could lead to catastrophic changes” 6) Although not directly involved in the
Introduction: - At present, global warming manufacture of goods, programs for the
is known as AGM - Anthropogenic Global production of goods and services for the
Warming. people are the tertiary sector.
Explanation: Human activity is the cause 7) The agriculture sector has been able to
of warming after the Industrial Revolution. significantly reduce its share of employ-
Increased use of fossil fuels causes the ment in 2011-12 compared to the two
Earth to overheat as greenhouse gases piecharts.
increase in the atmosphere. Deforestation 8) The services sector has been able to
will make the globe more hotter. Also, exce- improve its stake from 15% to 27%.
ssive use of artificial chemical fertilizers 9) The industry sector has been able to
can reduce the fertility of land and lead to improve its stake from 11% to 24%.
contamination and warming of the land. 10) However, the share of the agriculture
Increasing use of personal vehicles and con- sector is still high in 2011-12.
suming large quantities of petroleum prod- 11) The dependence of the population on
ucts causes the release of excess carbon-di- the agriculture sector is not desirable. It
oxide into the air, causing global warming. still needs to be reduced.
Conclusion: To reduce the global warming 12) Excessive pressure on the agricultural
, we should reduce the use of coal and gen- sector leads to disguised unemployment. It
erate electricity with solar or hydro power. is noteworthy that in the developed coun-
Forests should not be cut down. Social tries there is very little population depend-
forests should be grown. The public trans- ence on agriculture.
port system needs to be improved. 17.
16. The graph above shows India's population:
sex ratio, 1951 - 2011
1) X axis represents decades.
2) Y axis represents woman population.
3) The sex ratio is the number of females for
every thousand males in the population.
4) It is an important social indicator that
helps to determine the equality between
men and women at a given time in a
society.
5) There are always less women in our
country than men.
6) According to the 1991 census, there were
only 929 women for every 1,000 men.
7) The 2011 census reached 940. But there
still a necessity.
8) This will be barrier to development.
9) The lower gender ratio is also a factor in
the construction of male-dominated society. Part-B Answers
10) There is no discrimination against wo-
men in a society where gender is high. 1) D 2) A 3) B 4) A 5) C
Along with men there is a fair chance to 6) A 7) C 8) A 9) D 10) A
opportunities.
11) In countries where sex
ratio is high, women
play a major role in
national development
by working to the best
of their potential.
(or)
The above illustration com-
pares employment shares
across the three sectors of
the economy.
1) The left-hand side chart
shows the employment
Remaining Papers Are Not Updated Officially