MCQ
Things We Make and Do MCQ - Practice Questions with Answers
Solve 10 Things We Make and Do questions for RAS/RPSC preparation.
Practice questions
Q1A Class III teacher is starting the chapter on local crafts. Which classroom activity best fits the EVS approach of starting from the learner's own surroundings?
EVS at the primary stage starts from the child's own home, family and neighbourhood. Asking each learner to name a craft made by someone they know connects classroom learning to lived experience, builds dignity for local work, and gives the teacher many real examples to use. This matches the NCERT and RBSE primary-stage approach of beginning from the learner's surroundings.
Q2While teaching the chapter on local crafts, a Class IV teacher wants to use TLM that supports observation and discussion. Which TLM is most suitable?
Good TLM for primary EVS is concrete, low-cost and from the child's surroundings. Real clay, yarn, wood and a handmade pot or basket let children touch, smell, compare and ask questions. This builds the concept of work and craft through the senses, which is exactly what the primary-stage approach asks for. The other options stay on paper and shut down observation.
Q3While discussing 'Things We Make and Do', a teacher hears a child say, 'Only office work is real work; my father's ironing shop is not real work.' Which response by the teacher is incorrect for the primary EVS goal?
The chapter is meant to build dignity of labour and protect the child's pride in family work. Publicly agreeing that office work is more valuable than the family's ironing shop directly damages that goal and the child's self-image. The other three responses each acknowledge, expand or build upon the child's lived experience and align with the chapter's aim.
Q4Which of the following pairs of work-and-tool is most accurately matched for use as a simple primary-stage example?
A blacksmith heats iron and shapes it on an anvil using a hammer; this pairing is part of every primary-stage discussion of village crafts and is shown in the textbook pictures children meet in Classes III to V. The other three pairs are scrambled — they swap tools across crafts that primary children would correctly catch as wrong from their own surroundings.
Q5A Class V teacher gives the following four steps for an EVS project on local crafts. Which arrangement is the correct sequence? (P) Children write a short two-page description with drawings. (Q) Children visit a nearby craft worker with the teacher and observe. (R) The class lists craft workers known to the children at home. (S) Children share their description in groups and put up a wall display.
A primary EVS project on crafts moves from the known to the new, then back to expression. Step R starts in the child's home circle by listing known craft workers. Step Q takes the children to actually meet and observe one such worker. Step P then asks them to write a short description with drawings, which converts the experience into language. Step S finally shares and displays the work for the wider class. Only option C reflects this observation-to-expression flow.
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More questions
6Out of the four common assessments below, which one best checks whether Class III children have actually understood the chapter 'Things We Make and Do'?
7Read the two statements about teaching the topic 'Things We Make and Do' in Classes 1-5 and choose the correct option. Statement 1: The chapter should help children value the work of potters, weavers, farmers and tailors equally. Statement 2: The chapter should rank some kinds of work as superior and others as inferior.
8Consider the four statements about teaching the chapter 'Things We Make and Do' in primary classes. (1) Local crafts of Rajasthan such as blue pottery, leheriya cloth, and miniature painting can be discussed at the primary level using simple words. (2) Children should be discouraged from talking about the work their parents do at home. (3) The chapter is a good place to build the value of dignity of labour. (4) The chapter should only deal with imported, machine-made objects. Which combination of statements is correct?
9Match each worker in List I with the main thing they make or do in List II, and select the correct option. List I: (1) Potter (2) Weaver (3) Carpenter (4) Cobbler List II: (i) Cloth (ii) Wooden furniture (iii) Footwear (iv) Clay pots
10Read the assertion (A) and the reason (R) about the chapter 'Things We Make and Do' and choose the correct option. Assertion (A): A primary-stage EVS lesson on local crafts should invite a parent or grandparent who does that craft to speak to the class for a short while. Reason (R): A community member's lived voice gives children real vocabulary, real steps and respect for the work, which a textbook alone cannot give.