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Key MCQs for Pakistan Studies IV

This document provides instructions and content for an open book assessment on social studies for Class IV. It contains 3 sections - [1] Objective questions worth 15 marks testing concepts like fill in the blanks and true/false; [2] Choosing the correct option; and [3] Drawing symbols. The second section is subjective worth 15 marks, asking students to answer short questions and one long question in detail about concepts like peace vs conflict, natural resources, Mughal rulers, reasons for independence movements. The test is out of 30 total marks and students are given 2 hours to complete it.

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Syed Minhaj Ali
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0% found this document useful (0 votes)
59 views4 pages

Key MCQs for Pakistan Studies IV

This document provides instructions and content for an open book assessment on social studies for Class IV. It contains 3 sections - [1] Objective questions worth 15 marks testing concepts like fill in the blanks and true/false; [2] Choosing the correct option; and [3] Drawing symbols. The second section is subjective worth 15 marks, asking students to answer short questions and one long question in detail about concepts like peace vs conflict, natural resources, Mughal rulers, reasons for independence movements. The test is out of 30 total marks and students are given 2 hours to complete it.

Uploaded by

Syed Minhaj Ali
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

APSAC SYSTEM

OPEN BOOK ASSESSMENT (COLD & WARM REGION)


MAY 2021
Class: IV Subject: Social Studies

Max. Time: 2 hours Total Marks: 30

Name: _________________________________ Section: _____________

School: ________________________________ Date: _______________

Instructions:
1. Write your name, section, school & date clearly on the loose sheets.
2. Carefully read the entire paper.
3. Do copy the question on the answer sheets.
4. Re-check your work before submitting it to the teacher.
5. The allocated marks for each question are given in brackets [ ].

Objective Subjective
Sections Total Marks
(Marks 15) (Marks 15)
Max.
5 6 4 10 5 30
Marks
Marks
Obtd.

Ans. Sheets
Marked by: _________________ Sign: ____________ Dated: ___________

Counter-checked by: ______________ Sign: __________ Dated: _________


Paper: Social Studies
Class: IV
Section – I OBJECTIVE [Marks: 15]

Q-1: Fill in the blanks. [ /5]


a) The Europeans came to the subcontinent in __________ century.
b) ____________ is dealing fairly with people whose opinion is
different from yours.
c) The __________ on the map help us to read the map in detail.
d) Hajjaj bin Yusuf was the governor of _____________________.
e) The struggle of independence is referred as the ____________
____________________.

Q-2:
a) Mark the following statements as True or False. [ /3]

i) Quaid-e-Azam suggested the name PAKISTAN.


ii) The cardinal directions are marked as North, South, East,
West.

iii) The pigeon is a symbol of peace.

iv) The ships that were looted were coming from Sri Lanka.
v) The ruins of Mohenjo-Daro are believed to be the site of
Daibal.
vi) Allama Iqbal gave his famous address in Allahabad in
1940.

b) Choose the correct option: [ /3]


i) Pakistan Resolution was passed in ______ Lahore.
A. 1913 B. 1940
C. 1930 D. 1947

Class: IV Page 1 of 3 Subject: Social Studies


ii) A compass always points towards ______.
A. South B. North
C. East D. West
iii) ______ is when everyone is happy, calm and there is no
disturbance.
A. Peace B. Conflict
C. Disagreement D. Compromise
iv) The British rule was spread on ______ years.
A. 300 B. 500
C. 100 D. 200
v) ______ is a spherical model of Earth.
A. Map B. Globe
C. Compass D. Key
vi) Mohammad bin Qasim conquered Sindh and parts of ______.
A. Sindh B. Punjab
C. Baluchistan D. Kashmir

Q-3: Draw the symbol of the following in the given boxes. [ /4]
a) b)

Road Railway
c) d)

River Canal

Class: IV Page 2 of 3 Subject: Social Studies


Section – II SUBJECTIVE [Marks: 15]

Q-1: Answer any five the following questions. [2x5=10]


a) What is the difference between peace and conflict?
b) How has computer made communication easier?
c) Name any two natural resources that are found in Plateaus (land
areas).
d) Who was the ruler of Sindh when Mohammed Bin Qasim
attacked Sindh?
e) Why do you think Allama Iqbal demanded a separate state for the
Muslims of the sub-continent?
f) What was the main reason for the War of Independence1857?

Q-2: Answer any one question in detail. [5×1=5]


a) Draw a timeline of the Mughal Emperors who ruled the sub-
continent between 1526-1707. (first five only)
b) List any five ways to avoid conflicts.

Class: IV Page 3 of 3 Subject: Social Studies

Common questions

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The pigeon, often depicted as white, symbolizes peace due to its associations with purity and innocence. This symbolism is widely recognized globally and frequently used in peace movements to promote non-violence and harmony. It conveys a message of hope and reconciliation within conflict-ridden societies .

Allama Iqbal demanded a separate state for Muslims due to cultural and religious differences between Hindus and Muslims in the sub-continent. He believed a separate state was necessary to safeguard Muslim political rights in a Hindu-majority region and to promote a socio-political system reflecting Islamic values .

A compass functions by aligning its magnetic needle with the Earth's magnetic field, thus pointing towards the magnetic North. This is significant for navigation as it provides a reliable reference for determining direction, allowing travelers to orient themselves and navigate accurately .

Mohammad bin Qasim's conquest of Sindh in 711 AD profoundly impacted the region's cultural landscape by introducing Islamic culture and legal systems. This conquest laid the foundation for an Islamic cultural influence that blended with local traditions, leading to a rich cultural synthesis that influenced art, architecture, and social customs in South Asia .

Peace is described as a state where everyone is happy, calm, and free from disturbances or conflict. In contrast, conflict involves disagreement and discord, potentially leading to turmoil and unrest. Peace is characterized by harmony and order, whereas conflict often disrupts social coherence .

Creating a timeline of historical rulers aids students in understanding the chronology and context of historical events, highlighting cause-and-effect relationships over time. It improves retention by visualizing historical continuity and making abstract information concrete, fostering deeper comprehension of historical dynamics and their consequences .

The main reason for the War of Independence in 1857 was widespread resentment against British policies interfering in social and religious matters. Economic exploitation and political disenfranchisement exacerbated discontent, leading to a full-scale revolt against British rule, seeking restoration of autonomy and traditional rights .

Two natural resources frequently found in plateaus are minerals and fertile soil. Minerals such as ores and metals are significant for industrial and economic development, providing materials essential for manufacturing. Fertile soils are crucial for agriculture, supporting food production and sustainability in highland regions .

Hajjaj bin Yusuf, as the governor of the Umayyad Caliphate's eastern provinces, played a crucial role in consolidating Islamic rule and expanding territories. He supported military campaigns to spread Islam in the South Asian region, notably backing Mohammad bin Qasim's conquest of Sindh which laid the groundwork for Islamic governance in the region .

The British rule significantly altered the social and economic structures of the subcontinent. Economically, it introduced new farming techniques but also forced agrarian economies into a cash-crop system benefitting the British. Socially, it dismantled traditional systems and introduced Western education and legal systems, creating a new class structure. These actions led to economic dependency, cultural shifts, and eventual demands for independence .

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