Solved CBSE Sample Papers for Final Board Exams Class 9 Social Science – Paper 4

(For Annual Examination to be held in and after March 2018 and onwards) Based on the latest syllabi and Design of the Question Paper released by the C.B.S.E New Delhi

Strictly based on the Latest Scheme Of Assessement, the latest Syllabus and Design of the Question paper released by the Central Board of Secondary Education, New Delhi effective from academic year 2017-18.


Question 1:
Who were the members of the first two estates in Old Regime in France? [1]
They were the clergy and the nobility.

Question 2:
Define ‘Jungvolk’. [1]
Nazi youth groups for children below 14 years of age.

Question 3:
Define ‘Drainage Basin’.         [1]
The area drained by a single river system is called a drainage basin.

Question 4:
Which river is called ‘Dakshin   Ganga’? [1]

Question 5:
What is ‘loo’?   [1]
These are strong, gusty, hot, dry   winds blowing during the day in summer over the north and northwestern India.

Question 6:
Who drafted a Constitution for India in 1928?       [1]
Motilal Nehru and eight other Congress leaders drafted a constitution in 1928.

Question 7:
What is the nature of unemployment in rural areas? [1]
Seasonal and disguised unemployment.

Question 8:
How were conservatives different from Radicals and Liberals? [3]
The liberals did not believe in universal franchise. In contrast, radicals wanted a nation in which government was based on the majority of a country’s population. Liberals felt men of property mainly should have the vote. They did not want the vote for women. On the other hand, the radical, supported women’s suffragette movements and opposed the privileges of great landowners and wealthy factory owners. They were not against the existence of private property but disliked concentration of property in the hands of a few.
Conservatives were opposed to radicals and liberals. They accepted that change was necessary but believed that the past had to be respected and change had to be brought about slowly and gradually but steadily.

Question 9:
State three lessons that the German children learnt from Nazi schooling.     [3]
(i) During schooling, German children were subjected to a prolonged period of ideological training. Racial science was introduced to justify Nazi ideas of race.
(ii) Stereotypes about Jews were popularised. Children were taught to be loyal and submissive, hate Jews, and worship Hitler.
(iii) Sports were promoted so as to nurture a spirit of violence and aggression among children.

Question 10:
Define the following terms : (i) Doab (ii) Bhangar (iii) Bhabar                                                                               [3]
(i) Doab : The area between two rivers or river systems.
(ii) Bhangar : The largest part of the Northern Plains is formed of older alluvium. They lie above the floodplains of rivers and present a terrace like feature. This part is called Bhangar.
(iii) Bhabar : The Himalayan rivers deposit pebbles in a narrow belt of about 8 to 16 km in width lying parallel to the slopes of the Shivaliks. It is known as Bhabar.

Question 11:
How were the Himalayas formed?       [3]
Geologists claim that a sea was located where the Himalayas now stand. Internal and external changes of Earth’s crust occurred. It is said that one of the crustal plates, called the Indo- Australian plate, separated from the super-continent named Gondwanaland. It drifted slowly towards the north to collide with the Eurasian plate five million years ago. The northern edge of the Indo-Australian plate was pushed beneath the Eurasian plate. After the collision of these two plates, the sedimentary rocks of enclosed ocean folded to form the Himalayas.

Question 12:
Describe any three important features of the Tapi Basin.       [3]
(i) The Tapi rises in the Satpura ranges, in the Betul district of Madhya Pradesh.
(ii) It also flows in a rift valley parallel to the Narmada but it is much shorter in length.
(iii) Its basin covers parts of M.P., Gujarat and Maharashtra.

Question 13:
How values of freedom struggle were embedded in the Preamble of Indian Constitution? Explain. [3]
The freedom struggle cherished and nurtured the values of brotherhood, harmony, secularism, social, economic and political equality, giving rights to people, non-discrimination on the basis of caste, religion, gender, region, race, etc.
The Preamble declares India to be a sovereign, socialist, secular democratic republic. It guarantees social, economic and political justice, liberty of thought, expression, belief, faith and worship. It further emphasises equality of status and of opportunity. It assures the dignity of the individual and the unity and integrity of the country.

Question 14:
Mention any three values that an elected leader of a democratic country should demonstrate to run a welfare government. [3]
(i) An elected leader must look after the needs and concerns of people.
(ii) He must be honest, devoted to his duty and be hard working.
(iii) He must not be corrupt and must have a clean image, and work as per the spirit and rules of the Constitution of India.

Question 15:
Define the following :
(a) Constitution (b) Preamble                             (c) Constituent Assembly         [3]
(a) Constitution : It is a set of written rules that are accepted by all people living together in a country.
(b) Preamble : An introductory statement in a constitution which states the reasons and guiding values of the constitution.
(c) Constituent Assembly : An assembly of people’s representatives that writes a constitution for a country.

Question 16:
Why is it important to develop irrigation facilities? Explain. [3]
Traditional methods of irrigation are not suitable in modem farming. Farmers cannot afford to rely on the Monsoons alone. Modem irrigation facilities such as diesel-run or electric-run tubewells are able to irrigate fields of crops throughout the year. Farmers can grow multiple crops in a year from the same piece of land if irrigation facilities are modem and well developed. Our farmers are dependent on crops for their livelihood. Without proper irrigation enough foodgrains cannot be grown.

Question 17:
How has the environment been adversely affected by the Green Revolution? Explain. [3]
Land being a natural resource, it is necessary to be very careful in its use. Scientific reports indicate that the modem farming methods have overused the natural resource base.
In many areas, Green Revolution is associated with the loss of soil fertility due to increased use of chemical fertilisers. Also, continuous use of groundwater for tubewell irrigation has reduced the water-table below the ground. Environmental resources like soil fertility and groundwater are built up over many years. Once destroyed it is very difficult to restore them. We must take care of the environment to ensure future development of agriculture.

Question 18:
Define the theory of plate tectonics. How has their movement resulted in the formation of Himalayas? Explain.     [3]
According to this theory, the crust of the earth has been formed out of seven major and some minor plates. The movement of the plates results in the building up of stresses within the plates and the continental rocks above, leading to folding, faulting and volcanic activity.
Geologists claim that a sea was located where the Himalayas now stand. Internal and external changes of Earth’s crust occurred. It is said that one of the crustal plates, called the Indo- Australian plate, separated from the super-continent named Gondwanaland. It drifted slowly towards the north to collide with the Eurasian plate five million years ago. The northern edge of the Indo-Australian plate was pushed beneath the Eurasian plate. After the collision of these two plates, the sedimentary rocks of enclosed ocean folded to form the Himalayas.

Question 19A:
What is shifting agriculture? Why was it regarded as harmful by the British?   [5]
Shifting agriculture or swidden agriculture is a traditional agricultural practice in many parts of Asia, Africa and South America. It has many local names such as ‘lading’ in South-East Asia, ‘milpa’ in Central America, ‘chitemene’ or ‘tavy’ in Africa, ‘chena’ in Sril Lanka, ‘dhya’, ‘penda’, ‘bewar’, ‘nevad’, ‘jhum’, ‘podu’, ‘khandad’ and ‘kumri’ in India.
In shifting cultivation, parts of a forest are cut and burnt in rotation, seeds are sown in ashes after the first monsoon rains and the crop is harvested by October-November. Such plots are cultivated for a couple of years and then left fallow for 12 to 18 years for the forest to grow back.
It was regarded by the British as harmful for the forests. They felt that land which was used for cultivation every few years could not grow trees for railway timber. When the forest was burnt, there was the danger of the flames spreading and burning valuable timber.


Question 19B:
Why did the British introduce Wasteland Rules? How did they affect the pastoralists? Explain briefly.     [5]
Wasteland rules were introduced because to the colonial officials all uncultivated land appeared to be unproductive. It produced neither revenue nor agricultural produce.By these rules uncultivated land was taken over and given to select individuals. These individuals were given concessions and encouraged to settle on these lands. Some of them were made headmen of villages. In most areas, lands taken over were actually grazing tracts, regularly used by pastoralists, and the decline of pastures created trouble for the pastoralists.


Question 19C:
Which innovations helped farmers to increase agricultural production in England? [5]
First new lands were brought under cultivation, landlords sliced up pasture lands, carved up open fields, cut up forests, took over marshes. The farmers started growing turnips and clover as they discovered that these crops improved the soil and made it more fertile. Turnip was also good fodder for the cattle. So, they became part of cropping system.
They also realised that nitrogen was important for crop growth. Turnip and clover restored the nitrogen and made the soil fertile again.

Question 20A:
Why did cultivation expand rapidly under colonial period? Give two points.   [5]
(i) The British colonial government directly encouraged cultivation.
(ii) In the early 19th century, the colonial state considered forests to be unproductive.
(iii) Forests were wilderness which had to be brought under plough.
(iv) Agriculture could yield foodgrains and revenue, and enhance the income of the state.
(v) Expansion of cultivation was seen as a sign of progress and prosperity which the colonial state wished to appear to the public.


Question 20B:
Who were the Banjaras? Describe their activities.       [5]
Banjaras were a well-known group of nomads and graziers who herded cattle like sheep, goats and cows. They lived at outskirts of villages of U.P., Punjab, Rajasthan, M.P., and Maharashtra. They moved from one area to another constantly in search of good pastureland for their cattle. They camped near pastures.
After setting for a brief period they moved on to new pasture. They moved over long distance selling plough cattle and other goods to villages in exchange for grain and fodder. In course of time, Banjaras became grain merchants selling goods from village to village. They moved in caravans of bullock carts selling grains.


Question 20C:
What were the causes for terrifying duststorms in 1930s in the USA? Give five reasons. [5]
(i) Early 1930s were years of persistent drought. Rains failed year after year and temperatures soared.
(ii) Winds blew with ferocious speed.
(iii) Ordinary duststorms became black blizzards because the entire landscape had been ploughed over many times, stripped
of all grass and plants that held soils together.
(iv) When wheat cultivation had expanded dramatically in the early 20th century, zealous farmers had recklessly destroyed all vegetation.
(v) Tractors had overploughed vast tracts of farmland, had turned the soil into tiny dusts, and had broken the sod into dust.

Question 21:
Why existence of wildlife is important? Describe in the context of the ecosystem. [5]
Sun is the source of energy for the entire ecosystem. Plants are consumed by herbivorous animals, which are in turn, eaten by carnivorous animals. Lastly, dead animals and plants are consumed by microorganisms. So, all these components are important for balance in the ecosystem. If we withdraw animals from this system then the whole ecosystem is disturbed. So if we disturb the wildlife, it wilfraffect the mankind. In order to preserve and protect the natural habitat of animals and plants, government had passed Wildlife Protection Act in 1972. Therefore, the national parks, biosphere reserves and bird sanctuaries have been established to protect the wildlife.

Question 22:
What are the powers of the Supreme Court?     [5]
The Supreme Court controls the judicial administration of the country. Its decisions are binding on all other courts of the country. It can take up any dispute : between citizens of the country; between citizens and government; between two or more state governments; between government at the Union and State level.
It is the highest court of appeal in civil and criminal cases. It can hear appeals against the decisions of the High Courts. The Supreme Court has the power to interpret the Constitution of the country. It can determine the constitutional validity of any law. This is known as judicial review.

Question 23:
Describe the position of the citizens in Saudi Arabia with regard to their government. [5]
(i) The country is ruled by a hereditary king and the people have no role in electing or changing their rulers.
(ii) The king selects the legislature as well as the executive. He appoints the judges and can change any of their decisions.
(iii) Citizens cannot form political parties and the media cannot criticise the government.
(iv) There is no freedom of religion. Every citizen is required to be Muslim. Non- Muslim residents can follow their religion in
private, but not in public.
(v) Women are subjected to many public restrictions. The testimony of one man is considered equal to that of two women.

Question 24:
How is food security affected during a calamity? [5]
Due to a natural calamity like drought, total production of foodgrains decreases. It creates a shortage of food in the affected areas. Due to shortage of food, the prices go up. At the high prices, some people cannot afford to buy food. If such a calamity happens in a very widespread area or is stretched over a longer time period, it may cause a situation of starvation. A massive starvation might lead to a famine. A famine is characterised by widespread death due to starvation and epidemics caused by forced use of contaminated water or decaying food and loss of body resistance due to weakening from starvation.

Question 25:
Explain the socio-cultural and economic factors responsible for poverty. [5]
These are the following :
(i) Huge income inequalities due to unequal distribution of land and other resources.
(ii) Major policy initiatives like land reforms have not been implemented properly and effectively by most of the states.
(iii) People in India spend a lot of money to fulfil social obligations, and observe religious ceremonies like marriage, festivals,
(iv) Seasonal nature of employment in rural and urban areas.
(v) Indebtedness in rural areas due to lack of saving.

Question 26:
Locate and label the following on the given outline map of France. [1]
(i) Paris
(ii) Marseilles

Question 27:
Locate and label the following on the given outline map of world. [1]
(i) Germany (Axis power during Second World War)
(ii) USSR (Allied power during Second World War)

Question 28:
Locate and label the following on the the given outline map of the world. [3]
(i) Manas National Park
(ii) Leh
(iii) Ranganathittu Bird Sanctuary

Note : The following questions are for the blind candidates only, in lieu of Q. No. 26,27 and 28.           [5]
(28.1) Name the most important centre of the French Revolution.
(28.2) Name a major Allied power during Second World War.
(28.3) In which state is Manas National Park located?
(28.4) Where is Leh located.
(28.5) Where is Ranganathittu Bird Sanctuary located?
(28.1) Paris                                                                                                                                                           .
(28.2) USSR
(28.3) Assam
(28.4) J & K
(28.5) Karnataka

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