Sustainability is important for development because it ensures that the present level of development can be maintained for future generations without exhausting natural resources.

Examples:

1. Groundwater (Renewable resource): About 300 districts in India have reported a water level decline of over 4 metres in 20 years. Nearly one-third of the country is already overusing groundwater. If this continues, 60% of the country will face this problem in 25 years, threatening future agricultural and urban needs.

1. Crude Oil (Non-renewable resource): World crude oil reserves will last only about 47 years at the current rate of extraction. Once exhausted, they cannot be replenished, which will severely hamper future development.

Thus, unsustainable use of resources today puts future generations at risk.

Source: Chapter 1 — Sustainability of Development

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• Examiners expect definition of sustainability + at least two examples (one renewable, one non-renewable is ideal) for full 3 marks.
• Always link the example back to the point: why it threatens future development.
• The two textbook examples — groundwater and crude oil — are the safest choices to use here.
• Avoid writing a general essay; keep it focused and point-based within the word limit.

(A) ₹ 5,000

Average income = (₹6,000 + ₹4,000 + ₹7,000 + ₹3,000) ÷ 4 = ₹20,000 ÷ 4 = ₹5,000

Add all four incomes and divide by the number of families (4). The concept of average/per capita income is a key development indicator discussed in Chapter 1. The examiner expects the correct option with a simple one-line calculation shown as justification.

(A) Planning Commission

NITI Aayog (National Institution for Transforming India) replaced the Planning Commission, which was established in 1950 and dissolved in 2014.

The source passages do not cover NITI Aayog directly, but this is a standard CBSE Economics/Social Science fact. The Planning Commission was the preceding government body replaced by NITI Aayog on 1 January 2015. The other options — Election Commission, UGC, and UPSC — are independent constitutional/statutory bodies with entirely different functions. Examiners expect the student to directly identify option (A).

(A) World Bank

The World Bank prepares the World Development Report. (UNDP publishes the Human Development Report.)

Source: Development, Chapter 1 (Sources for Information section)

The passage under "Sources for Information" explicitly states that data is taken from the World Bank (World Development Indicators). The World Development Report is a well-known annual publication of the World Bank. A common exam trap is confusing it with UNDP's Human Development Report — do not mix the two up.

The question of sustainability raises new issues because current development patterns may harm future generations.

Examples:

1. Groundwater (Renewable Resource): In India, about 300 districts have reported a water level decline of over 4 metres in 20 years. Nearly one-third of the country is already overusing groundwater. If this continues, 60% of India will face the same crisis in 25 years. This shows development cannot ignore resource limits.

1. Crude Oil (Non-Renewable Resource): Global crude oil reserves will last only about 47 years at the current rate of extraction. Countries like India, which import oil, face serious economic burden if prices rise. Once exhausted, it cannot be replenished.

These examples show development must balance present needs with the ability of future generations to meet their needs.

Source: Chapter 1 — Sustainability of Development

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• Examiners expect two distinct examples (one renewable, one non-renewable) with brief explanation of why they raise "new issues."
• The key phrase to address is "fundamentally new issues" — meaning sustainability was not a traditional concern in development thinking.
• Do not write only definitions; link the example directly to the sustainability problem.
• The quote "We have borrowed the world from our children" can be used optionally to introduce the answer.

As a village Head, I would suggest the following two activities to increase villagers' income:

1. Ensuring more days of work and better wages for landless labourers by promoting local employment schemes and improving agricultural infrastructure.
2. Providing assured prices for crops and promoting cooperative farming to help farmers dependent on rain get stable income and reduce losses.

Source: What Development Promises, Chapter 1

The question is open-ended but must be grounded in the chapter's examples of developmental goals — such as better wages, assured income from crops, and quality education. Examiners expect practical, realistic suggestions linked to rural income. Avoid vague answers; name specific activities. Two distinct points, one per mark, with brief justification each, is ideal.

Option A: ₹ 25,000

Average income = (₹10,000 + ₹20,000 + ₹30,000 + ₹40,000) ÷ 4 = ₹1,00,000 ÷ 4 = ₹25,000

Average (per capita) income is calculated by dividing the total income by the number of families. This is a straightforward calculation tested in Ch. 1. Remember: the CBSE textbook uses average/per capita income as a basic development indicator, but also points out its limitations (it hides unequal distribution).

Option C – India, with a life expectancy of 73.7 years, is the highest among the given options — wait, checking the table:

• Nepal: 70.5 | Bangladesh: 73.7 | India: 67.7 | Pakistan: 66.4

Answer: (B) Bangladesh — with a life expectancy of 73.7 years at birth, Bangladesh has the highest life expectancy among the four given options.

Source: Chapter 1, Table 1.6 (Human Development Report 2023–24)

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• Students must refer to Table 1.6 carefully. Among the four options (Nepal – 70.5, Bangladesh – 73.7, India – 67.7, Pakistan – 66.4), Bangladesh has the highest figure.
• A common mistake is choosing India assuming it is more developed — but the data shows otherwise.
• In MCQs, always read all options before marking; do not rely on assumptions.

Sustainability of development means that development should not only meet the needs of the present generation but also protect the ability of future generations to meet their needs.

It is important because:

1. Non-renewable resources like crude oil are getting exhausted. World oil reserves may last only about 47 years at the current rate of use.
2. Overuse of renewable resources — e.g., groundwater in nearly one-third of India is already overused, which threatens future availability.
3. Environmental degradation crosses national boundaries, making it a global concern affecting everyone's future.

Hence, development that ignores sustainability harms future generations.

Source: Chapter 1 — Sustainability of Development

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Examiners expect three clear points for 3 marks. The key idea is: present development should not compromise future generations' ability to develop. Always link sustainability to resource exhaustion (non-renewable) and overuse (renewable), and mention the inter-generational or global dimension. Use the textbook examples — crude oil and groundwater — as supporting evidence. Avoid writing a long essay; three tight points are sufficient.

(c) Only II and III are correct.

Prosperous farmers from Punjab aspire for higher support prices for their crops (II) and assured high family income (III). Better wages and more days of work are goals of landless rural labourers, not prosperous farmers.

The table in Chapter 1 clearly states that prosperous farmers from Punjab want "assured a high family income through higher support prices for their crops." Options I and IV (better wages, more days of work) belong to landless rural labourers. Examiners expect students to distinguish between the developmental goals of different categories of people as given in Table 1.1.

(d) Per Capita Income

The World Bank uses per capita income as the main criterion for classifying and comparing the development of different countries.

The textbook (Chapter 1) explicitly states that per capita income is the main criterion used by the World Bank. IMR and Literacy Rate are used by UNDP (along with income) for HDI; BMI is a health indicator, not a development index used by the World Bank.

(c) Rs. 32,500/-

Average income = (50,000 + 40,000 + 20,000 + 20,000) ÷ 4 = 1,30,000 ÷ 4 = Rs. 32,500/-

Average (mean) = sum of all values ÷ number of values. Add all four incomes and divide by 4. This links to the textbook concept of per capita/average income used to compare development levels.

The statement is correct — sustainability of development is becoming more complex, as seen clearly in the case of groundwater use in India.

Overuse of Groundwater:

• About 300 districts have reported a water level decline of over 4 metres in the past 20 years.
• Nearly one-third of the country is already overusing groundwater reserves.
• If the present trend continues, 60% of the country will be overusing groundwater within 25 years.
• Overuse is especially severe in Punjab, Western U.P., hard rock plateau areas, coastal regions, and rapidly growing urban settlements.

Why it threatens sustainability:
Groundwater is a renewable resource, replenished by rain. However, when extraction exceeds replenishment, it behaves like a non-renewable resource — it depletes. This deprives future generations of a vital resource.

Can development continue without overuse?
Yes, but it requires adopting sustainable practices — rainwater harvesting, efficient irrigation, and regulated extraction — so that development needs are met without exhausting resources for the future.

Source: Understanding Economic Development, Chapter 1 — Sustainability of Development

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• Examiners expect data from the passage (300 districts, one-third, 60%) — always quote these figures.
• Link overuse to the definition of sustainability: using resources such that future generations are not deprived.
• The phrase "borrowed it from our children" captures the core idea — you may quote it.
• End with a solution point to show you understand the "way forward," which earns full marks in 5-mark answers.

"The consequences of environmental degradation do not respect national or state boundaries" means that environmental problems are global in nature and affect all countries, regardless of who caused them.

Key points:

1. Shared future: Our future is linked together. No nation can isolate itself from environmental damage caused elsewhere.

1. Overuse of renewable resources: Even renewable resources like groundwater can be overused — if extraction exceeds replenishment, they deplete. This affects entire regions, not just one state.

1. Exhaustion of non-renewable resources: Crude oil reserves will last only about 47 years globally. Countries dependent on oil imports (like India) face rising costs and energy insecurity.

1. Global responsibility: Sustainability of development is no longer region-specific. Scientists, economists, and philosophers across nations must work together.

1. Conclusion: Development must be sustainable — meeting present needs without compromising future generations, as the saying goes: "We have borrowed the world from our children."

Source: Sustainability of Development, Chapter 1

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• The examiner looks for: linking environmental degradation to cross-border impact, examples (groundwater, crude oil), and the concept of sustainable development.
• Always quote or paraphrase the key line from the textbook: "Our future is linked together."
• Mentioning both renewable and non-renewable resource depletion shows complete understanding.
• The quote about borrowing from children is a high-value line examiners appreciate.

Definition: Gross Domestic Product (GDP) is the total value of all final goods and services produced within the boundaries of a country during a particular year. Dividing GDP by the country's total population gives the per capita income, which is used to compare the development of different countries.

Importance:

1. GDP per capita (per capita income) is the most common measure used to compare the economic development of nations — for example, the World Bank classifies countries based on per capita income.
2. It gives an idea of the average income and standard of living of people in a country.
3. However, GDP alone is inadequate as it does not reflect distribution of income or other factors like health, education, and quality of life.

Source: Development, Chapter 1

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• The question is split 1 + 2: allocate one sentence to the definition and two clear points to importance.
• The textbook does not define GDP directly but discusses per capita income and National/State Domestic Product as measures of development. Frame your definition around this context.
• Examiners expect you to mention per capita income as a tool derived from GDP, its use by the World Bank, and its limitations as a development indicator — these are all discussed in Chapter 1.
• Do not write a long essay; 3 focused points covering definition + 2 uses/limitations is sufficient for 3 marks.

Option D: World Bank

The World Bank classifies countries based on per capita income as the main criterion for development.

From Q4 in the exercises: "What is the main criterion used by the World Bank?" — the answer is per capita income. UNDP uses a broader Human Development Index (income + health + education), not per capita income alone. This distinction is a common exam trap.

Sustainability of development is becoming increasingly challenging due to the following reasons:

1. Overuse of Renewable Resources: Resources like groundwater are being used faster than they are replenished. About 300 districts in India have reported a water-level decline of over 4 metres in 20 years. If this continues, 60% of the country will overuse groundwater within 25 years.

1. Exhaustion of Non-Renewable Resources: Resources like crude oil cannot be replenished. World crude oil reserves will last only about 47 years at the current rate of extraction.

1. Environmental Degradation: Consequences of environmental damage cross national boundaries, making it a global problem affecting all nations collectively.

1. Development vs. Resource Use Conflict: Present levels of development depend heavily on resource exploitation, making it difficult to maintain development without damaging the environment.

1. Interdependence of Nations: Countries like India depend on importing oil; rising prices burden developing economies, threatening sustained growth.

Source: Chapter 1, Sustainability of Development

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Examiners expect 5 distinct, specific points each linked clearly to the textbook content. The key ideas to hit are: overuse of renewable resources (groundwater example), exhaustion of non-renewable resources (crude oil data), cross-boundary environmental degradation, and the tension between development and sustainability. Always support points with the textbook examples/data — that shows you've read the source, not just memorised general knowledge.

Development has both social and economic goals, which together aim to improve the overall quality of life.

Economic Goals:

• Higher income and better wages for all people, especially landless labourers and the poor.
• Reduction of economic inequality so that benefits of growth are shared fairly.
• Employment opportunities for the unemployed, particularly urban youth.
• Higher per capita income (GNI) as a basic measure of a country's development.

Social Goals:

• Access to quality education and healthcare for all citizens.
• Elimination of social discrimination based on caste, gender, or class.
• Equal freedom and opportunity for women, as men enjoy.
• Better life expectancy and higher literacy rates (indicators used in Human Development Index).

Thus, true development is not just about income growth but also about improving health, education, equality, and human dignity. As the UNDP's Human Development Report shows, countries are compared on income as well as health and education levels.

Source: Chapter 1 — Development, sections "What Development Promises" and "Human Development Report"

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• Examiners expect both dimensions — social and economic — stated clearly with examples.
• Mentioning HDI/UNDP adds value and shows awareness of measurement tools discussed in the chapter.
• Avoid writing a vague essay; use crisp points with brief elaboration.
• The table on developmental goals of different persons (Table 1.1) is the best source for varied economic and social aspirations.

(D) Nepal — Incorrect. The correct answer is (A) — None of the above fully; however among the given options, India has the highest HDI rank.

Wait — checking Table 1.6: Sri Lanka (78) > Bangladesh (129) > India (134) > Myanmar (144) > Nepal (146) > Pakistan (164).

Correct Answer: (C) India

India has an HDI rank of 134, which is higher (better) than Myanmar (144), Pakistan (164), and Nepal (146) among the given options.

From Table 1.6 (HDI Ranks 2021-22): India = 134, Myanmar = 144, Nepal = 146, Pakistan = 164. A lower rank number = better HDI. Among the four options, India has the best (lowest) HDI rank, making it the correct answer. Sri Lanka is not an option here. Students often confuse "higher score" with "higher rank number" — remember, rank 78 is better than rank 164.

Public facilities like health services, schools, and the Public Distribution System are best provided collectively as they are cheaper and more accessible that way. For example, Kerala's low Infant Mortality Rate is due to adequate public health and educational facilities. Money alone cannot buy a pollution-free environment or protection from infectious diseases — collective provision ensures quality of life for all.

Source: Chapter 1 – Public Facilities section

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• The examiner wants you to link public/collective provision to quality of life using the textbook example of Kerala vs Haryana — high income doesn't guarantee quality of life without public facilities.
• Two key points must appear: (1) money alone is insufficient, (2) collective provision is cheaper and effective.
• Mention at least one concrete example (Kerala's IMR, PDS, schools) to earn full marks.
• Avoid writing a long essay — 40–60 words is the target for 2 marks.

(c) Only (i), (ii) and (iv) are correct.

A university student would aspire for good research opportunities, opportunities to pursue higher education abroad, and good employment — not specifically "independence," which is not a listed academic/developmental goal for this category.

From Table 1.1, the developmental goals relate to education, career, and future prospects. "Opportunities for independence" (iii) is not a standard developmental goal listed for students in the textbook context. Goals (i), (ii), and (iv) directly relate to academic and professional advancement relevant to a university student. Option (c) is correct.

(c) Nature of production activities

The classification into Primary, Secondary, and Tertiary sectors is based on the nature of production activities — primary involves natural resource extraction, secondary involves manufacturing, and tertiary involves services.

The examiner expects you to recall the basis of classification for each sector type. Primary/Secondary/Tertiary = type/nature of production activity. Organized/Unorganized = nature of employment (job security, terms of work). Don't confuse the two criteria. This is a direct factual recall question from Economics Chapter 2 (Sectors of the Indian Economy), though the passage here is from Chapter 1. The answer is standard textbook knowledge.

(a) Per Capita Income

The World Bank classifies countries and prepares its development report primarily on the basis of per capita income.

The textbook (Chapter 1) clearly states that the World Bank uses per capita income as the main criterion for classifying countries. In contrast, the UNDP's Human Development Report uses income along with health and education indicators. Examiners expect students to distinguish between the two — World Bank = per capita income; UNDP = HDI (income + health + education).

(a) A

Country A has the highest GNI per capita ($12,578), highest life expectancy (76.4 years), and the best (lowest) HDI rank (73) among the given countries.

The question asks for all three criteria — high per capita income, high life expectancy, and high (i.e., numerically low/better) HDI rank. Scanning the table, Country A scores best on all three parameters simultaneously, making it the correct answer. Remember: a lower HDI rank number means a better position in human development.

(A) Higher support price for crops

A prosperous farmer from Punjab aspires for assured high family income through higher support prices for their crops.

Source: What Development Promises — Different People, Different Goals, Chapter 1

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The table in the textbook directly lists the developmental goals of a prosperous farmer from Punjab as "assured a high family income through higher support prices for their crops." Options B and D relate to landless rural labourers, and C relates to social discrimination goals. In MCQs, always map the category of person to their specific goal from Table 1.1.

(A) is incorrect. The correct formula is:

Per capita income = Total income of the country ÷ Total population of the country.

None of the given options state this correctly; however, (A) reverses the formula — the right answer would be Total income ÷ Total population.

> The correct option is: None of the above (the formula is inverted in all options), but if forced to choose the closest, the intended answer is (A) with the understanding that the numerator and denominator are swapped in the question — i.e., Per capita income = Total income ÷ Total population.

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(If the exam expects selection from the given choices, the intended answer is (A), treating it as a printing error where numerator and denominator are swapped.)

• The standard definition: Per capita income = Total income of the country ÷ Total population.
• All four options show "Total population ÷ ..." which is mathematically inverted.
• In board exams, if this question appears, examiners likely intend (A) as the answer, assuming the division is meant to be the other way. Always remember: income divided by people, not people divided by income.
• Source: Chapter 1, Development, NCERT Economics Class 10.

(B) P

State Q has IMR = 7. Three times of 7 = 21 ≈ State P's IMR of 32 — wait, the closest is State P (32 ≈ 3 × 7 = 21, not exact), but among the options, State P (IMR = 32) is approximately three times that of State Q (IMR = 7, so 3 × 7 = 21; 32 is closest to three times).

Correct Answer: (B) P

• State Q's IMR = 7. Three times = 21. State P's IMR = 32, which is the closest to three times (and the question says "almost three times"). State R = 30 is also close, but the intended answer based on the textbook pattern (Kerala-Bihar analogy, where Haryana's IMR ≈ 3× Kerala's) points to P, whose literacy (62%) and other indicators match the weaker state. Among options, (B) P is the expected answer.
• Key tip: "Almost three times" means approximately 3 × 7 = 21; P (32) and R (30) are both candidates, but R's literacy (82%) is higher, while P (62%) mirrors Bihar in the textbook — so P is the intended answer.

Body Mass Index (BMI) is an indicator used to measure the nutritional status of a person. It shows whether a person is undernourished, normal, or overweight.

Method of Calculation:
BMI is calculated using the following formula:

$$BMI = \frac{\text{Weight (in kg)}}{\text{Height (in m)}^2}$$

A BMI below 18.5 kg/m² indicates that a person is undernourished or below normal nutritional status. It is used to compare the health and nutritional levels of populations across states or countries.

Source: Chapter 1, Income and Other Criteria / Human Development Report section

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• The question is 3 marks, so keep it concise: define the term (1 mark) + give the formula (1 mark) + explain what it indicates (1 mark).
• The textbook uses BMI in the context of Table 1 (Q.13) referring to adults with BMI < 18.5 kg/m² as "below normal." Use this threshold in your answer.
• Always write the formula clearly; examiners award a specific mark for it.
• Do not confuse BMI with HDI or per capita income — BMI is strictly a health/nutritional indicator.

Answer: B — High Per Capita Income

A developed country is characterised by high per capita income, high literacy rate, low infant mortality rate, and high net attendance ratio.

The passage directly states that per capita income is a key measure used to classify developed countries (World Bank criterion). The other options — high IMR, low literacy rate, low net attendance ratio — are characteristics of underdeveloped/developing countries, as shown in Table 1.4 (e.g., Bihar has low literacy and high IMR). Eliminate wrong options by recalling that developed = high income, low IMR, high literacy.

(C) Odisha, Bihar, Haryana, Kerala

Life Expectancy values: Odisha (68.4) < Bihar (68.9) < Haryana (69.7) < Kerala (75.2) — arranged from lower to higher.

The question asks for ascending order (lower to higher). Simply rank the four states by their Life Expectancy at Birth values from the table: 68.4 → 68.9 → 69.7 → 75.2, giving Odisha → Bihar → Haryana → Kerala. Option C matches this exactly.

The correct option is (d) I and II.

Money cannot buy a pollution-free atmosphere or protect you from infectious diseases, as these require collective action by the whole community.

The textbook (Public Facilities chapter) explicitly states: "your money cannot buy you a pollution-free environment" and "money may also not be able to protect you from infectious diseases, unless the whole of your community takes preventive steps." High-quality education (III) and a luxury home (IV) can be purchased with money, so they are eliminated. Statements I and II are the correct pair.

(b) 10000

Average income of Country A = (10500 + 9800 + 9500 + 10000 + 10500) ÷ 5 = 50300 ÷ 5 = Rs 10,060

Wait — the correct calculation gives 10,060, so the answer is (d) 10060.

Add all five incomes: 10500 + 9800 + 9500 + 10000 + 10500 = 50,300. Divide by 5 = 10,060. Students often make arithmetic errors here — write out the addition step clearly in the exam. Option (d) is correct.

(d) As per the Constitution, religion can never be separated from politics.

This statement is not true. The Indian Constitution upholds secularism, which means the state does not favour any religion and keeps religion separate from politics.

Options (a), (b), and (c) are all correct provisions of the Indian Constitution regarding secularism and religious freedom. Option (d) is false because India is a secular state — the Constitution actually ensures separation of religion from state/politics. Examiners expect students to directly identify the incorrect option and briefly justify why it is wrong.

Yes, different persons can have different developmental goals.

Example: A landless rural labourer desires more days of work, better wages, and quality education for their children. In contrast, a prosperous farmer from Punjab wants higher support prices for crops and wishes to settle their children abroad. Thus, their aspirations are completely different.

Source: Chapter 1 – Development, "What Development Promises — Different People, Different Goals"

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The examiner expects one clear example comparing two different categories of people with their contrasting goals. Quoting directly from Table 1.1 (landless labourers vs. prosperous farmers, or girl vs. boy from rich family) is ideal. Avoid vague statements — name the category and state their specific goal. The concluding line reinforcing the statement earns the second mark.

(a) Better wages

Factory workers aspire for better wages as their developmental goal, along with safe working conditions and fair treatment.

Source: Chapter 1, Table 1.1 — Developmental Goals of Different Categories of Persons

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The table in the textbook lists developmental goals of various categories. For workers (like landless rural labourers), better wages is a key aspiration. Options (c) and (d) — more hours/more labour — are hardships, not goals. Option (b) — better technology — is an industrialist's concern, not a worker's developmental goal.

(a) 39

Net Absence Ratio of Haryana = 100 − Net Attendance Ratio = 100 − 61 = 39.

Net Absence Ratio is simply the complement of Net Attendance Ratio (100 − Attendance Ratio). From the table, Haryana's Net Attendance Ratio is 61, so 100 − 61 = 39. This is a straightforward calculation-based MCQ; just remember the formula.

(a) I and II

Statement I is correct — HDI is prepared by UNDP. Statement II is correct — parameters are Longevity (Life Expectancy), Literacy (Education), and Per Capita Income. Statement III is wrong — countries are ranked by HDI rank, not as "Developed and Low Developing." Statement IV is wrong — it is UNDP, not World Bank, that publishes the Human Development Report.

• The HDI (Human Development Index) is published by UNDP, not the World Bank. The World Bank uses per capita income to classify countries (rich/low-income), not HDI.
• The three parameters of HDI are health (longevity/life expectancy), education (literacy/mean years of schooling), and income (per capita/GNI) — matching Statement II.
• Countries are ranked by HDI rank (1 to 193), not simply as "Developed and Low Developing" — making Statement III incorrect.
• Eliminating wrong statements leads to option (a).

(c) India — India's HDI rank is 134, which is better than Myanmar (144), Nepal (146), and Afghanistan (not listed but ranked lower).

Source: Chapter 1, Table 1.6 (Human Development Report 2023–24)

From Table 1.6, India's HDI rank is 134 out of 193 countries, Myanmar is 144, and Nepal is 146. Afghanistan is not in the table but is ranked much lower globally. A lower number = better rank, so India ranks highest among the given options. Examiners expect you to read the table correctly and apply the logic that a smaller rank number means better performance.

(c) Sri Lanka

Sri Lanka has the highest HDI among the given countries, as it holds HDI Rank 73 (2018), which is the best (lowest rank number) in the table.

In HDI ranking, a lower rank number = higher/better development. Sri Lanka ranks 73rd in the world, far ahead of India (130), Bangladesh (134), and Nepal (143). So always read HDI rank as: smaller number = better HDI.

The correct option is (b) Income.

For comparing countries, their income is considered to be one of the most important attributes by the World Bank.

The textbook (Chapter 1, How to Compare Different Countries or States?) explicitly states: "For comparing countries, their income is considered to be one of the most important attributes." The World Bank uses per capita income as the main criterion to classify countries as high-income, middle-income, or low-income. Students must not confuse this with the UNDP's criterion, which additionally includes health and education (HDI).

Sustainability has become essential because present development often depletes natural resources, making it impossible for future generations to meet their needs.

Example 1 – Groundwater: Nearly one-third of India is already overusing groundwater reserves. If this continues, 60% of the country will face water scarcity within 25 years. Since groundwater is a renewable resource, overuse beyond natural replenishment rate threatens future agriculture and survival.

Example 2 – Crude Oil: World crude oil reserves will last only about 47 years at the current rate of extraction. Once exhausted, this non-renewable resource cannot be replenished, directly harming future development.

Thus, development must balance present needs without compromising the ability of future generations to meet theirs.

Source: Chapter 1 – Sustainability of Development

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• Examiners expect: a clear definition/reason for sustainability + two examples (groundwater and crude oil are textbook examples — use both for full marks).
• The quote "We have not inherited the world from our forefathers — we have borrowed it from our children" can be added for impact.
• Key terms: renewable vs non-renewable resources, overuse, future generations.
• Avoid writing a long essay — two crisp examples with data (300 districts, 47 years) show you've read the chapter.

Different persons have different notions of development because they have different needs, aspirations, and situations in life, which may even conflict with each other.

Examples:

• A landless rural labourer desires more days of work, better wages, and quality education for children.
• A prosperous farmer from Punjab wants higher support prices for crops and cheap labour.
• Industrialists may want more dams for electricity, but tribals displaced by these dams see it as destruction, not development.

Thus, what is development for one person may be harmful for another.

Source: Chapter 1 — What Development Promises: Different People, Different Goals

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• Examiners expect you to state the reason (different needs/aspirations) and then give at least two contrasting examples from the textbook.
• The conflict angle (dam example — industrialists vs. tribals) is a high-value point that directly shows "development for one = harm for another."
• Don't write a general essay; keep examples specific and linked to the reason. Three marks = one reason + two clear examples.

(B) Education, Health and Per Capita Income

The UNDP's Human Development Report compares countries based on educational levels, health status, and per capita income.

The textbook (Chapter 1) explicitly states: "Human Development Report published by UNDP compares countries based on the educational levels of the people, their health status and per capita income." This is a direct fact-based question — memorise this three-part criterion exactly as stated.

The World Bank uses per capita income (average income) as the sole criterion to classify countries as developed or underdeveloped.

The UNDP, however, measures development using three indicators — per capita income, educational levels (mean years of schooling), and health status (life expectancy) — combining them into the Human Development Index (HDI).

Thus, UNDP's criterion is broader and more comprehensive than the World Bank's.

Source: Chapter 1 — Development; Human Development Report section

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• The key contrast examiners look for: World Bank = only per capita income; UNDP = income + education + health.
• Name the three UNDP components clearly — this fetches both marks.
• Avoid writing a long paragraph; two crisp contrasting points are sufficient for 2 marks.
• The term Human Development Index (HDI) should be mentioned for full credit.

(A) Country 'A'

Country A has the highest HDI Rank of 73 in the world, which means it is ranked highest (lower rank number = better HDI) among all six countries listed in the table.

In HDI ranking, a lower rank number indicates a higher/better position. Country A has rank 73, which is the smallest (best) rank number among all six countries (73, 130, 148, 154, 143, 134). Students often confuse "high rank" with a large number — remember, Rank 1 is the best. Country A also has the highest GNI per capita ($12,707), which supports its superior HDI position.

(B) The proportion of literate population in the seven years and above

Literacy Rate measures the proportion of literate population in the 7-and-above age group.

Source: Income and Other Criteria, Chapter 1

The textbook gives the exact definition in Table 1.4's explanation box. Examiners expect you to reproduce this definition precisely. Options C and D describe school attendance/infrastructure, not literacy rate. Option A refers to global literate population (too vague). Always learn the textbook definitions of key terms like IMR, Literacy Rate, and Net Attendance Ratio word-for-word.

(C) Gross Domestic Product

GDP (per capita income) is the most commonly used indicator to measure and compare the level of development of different countries.

Source: How to Compare Different Countries or States?, Chapter 1

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The passage states that income (per capita income / GDP) is considered "one of the most important attributes" for comparing countries' development. The World Bank uses per capita income as the main criterion for classifying countries. Primary and Secondary Production are not development indicators; NDP, while related, is not the standard measure cited. Examiners expect you to identify GDP as the key income-based development indicator.

A nation can balance economic growth and environmental sustainability through the following arguments:

1. Use of renewable resources: Nations should rely on solar, wind, and other renewable energy sources instead of exhausting non-renewable resources like crude oil, ensuring development continues for future generations.

1. Controlled use of resources: Overuse of resources like groundwater must be checked. Resources should be used only up to the level at which nature can replenish them, so that present development does not compromise future needs.

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• The question expects you to link sustainability with practical measures — draw from the groundwater and crude oil examples in the chapter.
• Key idea: development should not exhaust resources needed by future generations ("we have borrowed the world from our children").
• Two distinct, clearly labelled points are enough for 2 marks — one point per mark.
• Avoid writing lengthy definitions; focus on actionable arguments.

(C) Assessment of Body Composition

BMI (Body Mass Index) is used to assess body composition — specifically whether a person is underweight, normal, overweight, or obese, based on weight relative to height.

The passage (Question 13 in Exercises) uses BMI < 18.5 kg/m² to identify adults who are undernourished, confirming BMI measures body composition. Option (D) is a partial use of BMI, not its definition. Examiners expect the standard definition: BMI assesses body composition.

(A) ₹ 4,000

Average income = (₹2,000 + ₹5,000 + ₹3,000 + ₹6,000) ÷ 4 = ₹16,000 ÷ 4 = ₹4,000

Source: Development, Chapter 1, Income and Other Criteria

Average (per capita) income is calculated by dividing the total income by the number of persons/families. Here, sum = ₹16,000 and number of families = 4, giving ₹4,000. Examiners expect the formula and calculation to be shown briefly, even in MCQs where working may be required.

(B) 7

Literacy Rate measures the proportion of literate population in the 7 years and above age group.

This definition is directly stated in Table 1.4's explanation in the textbook: "Literacy Rate measures the proportion of literate population in the 7-and-above age group." Students must remember this specific age threshold as it is a common MCQ and fill-in-the-blank question.

Option C — United Nations Development Programme (UNDP)

The Human Development Report is published by the UNDP (United Nations Development Programme), which compares countries based on educational levels, health status, and per capita income.

Source: Chapter 1, Human Development Report section

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The passage directly states: "Human Development Report published by UNDP compares countries based on the educational levels of the people, their health status and per capita income." Examiners expect the full form (UNDP = United Nations Development Programme) for full marks. Do not confuse it with WHO (health) or World Bank (income only).

Answer: (B) 80 percent

Attendance % = (Net Attendance ÷ Total Population) × 100 = (800 ÷ 1000) × 100 = 80%

The formula for attendance percentage is: (Net Attendance / Total Population) × 100. For the 14–15 age group, Net Attendance = 800 and Total Population = 1000, giving 80%. Students must apply this formula using only the row for the relevant age group, not the total row.

Income as a Factor in Development:

Income is an important factor in assessing development because it tells us what an average person can earn and afford. A higher per capita income means people can meet their needs better — food, clothing, shelter, healthcare, and education. The World Bank and other agencies use per capita income as a common measure to compare countries because it gives a quick idea of the economic level of a country.

However, income alone is not enough. For example, Haryana has a higher per capita income than Kerala, yet Kerala has a much lower Infant Mortality Rate (6 vs. 28) and higher literacy (94% vs. 82%). This shows that income must be seen alongside health and education indicators.

World Bank Classification:
The World Bank classifies countries based on per capita income into:

• Rich/High-income countries — per capita income of US $13,845 or above per annum.
• Low-income countries — per capita income of US $1,135 or less per annum.
• Middle-income countries — those falling between these two groups.

India falls in the lower-middle-income category.

Source: Chapter 1 — Development, Income and Other Criteria / Notes for the Teacher

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• The question is split 2+3: spend 2 marks explaining why income matters and 3 marks on the World Bank classification (categories + thresholds).
• Always mention the specific income thresholds for the World Bank groups — examiners look for these figures.
• The Kerala–Haryana contrast is a standard textbook example to show income's limitation; briefly mentioning it strengthens the 2-mark part.
• Don't over-elaborate on UNDP/HDI — that belongs to a different question (Q5 of the exercise).

(D) Pakistan

Pakistan has the highest HDI rank number (150) among the four countries, which means it has the lowest position/worst performance in the Human Development Index.

In HDI ranking, a higher rank number = lower development. Pakistan's rank of 150 is the highest number in the table, so it has the lowest HDI standing. Students often confuse "highest rank number" with "best performance" — remember, Rank 1 is the best, so a larger rank number means poorer development.

(B) India

India has HDI Rank 130, which is the highest (best) among the four countries listed, as a lower rank number indicates better human development.

In HDI ranking, a lower rank number = better position. India's rank of 130 is numerically the smallest among the four countries (Myanmar–148, Nepal–149, Pakistan–150), so India has the highest HDI rank. Students often confuse "highest rank" with the largest number — remember, Rank 1 is the best.

Different persons have different needs, aspirations, and circumstances, so their developmental goals vary.

Example 1: A landless rural labourer wants more days of work, better wages, quality education for children, and freedom from social discrimination.

Example 2: A prosperous farmer from Punjab wants high support prices for crops and cheap labour so he can earn more and settle his children abroad.

Example 3: A girl from a rich urban family wants equal freedom as her brother and the opportunity to pursue higher studies abroad.

Thus, what is development for one person may not be development for another — and may sometimes even be destructive for others (e.g., dams benefit industrialists but displace tribals).

Source: Chapter 1 — Development, "What Development Promises — Different People, Different Goals"

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• Examiners expect a clear opening statement + at least 2–3 distinct examples from the table (landless labourer, prosperous farmer, girl from rich family are the easiest to recall).
• End with the key conclusion from the text: "what may be development for one may not be for another — it may even be destructive."
• Do not just list examples without linking them to the idea of differing goals — that linking sentence is where marks are awarded.
• Avoid writing an essay; three tight examples with the concluding idea is enough for 3 marks.

Option A — One

Infant Mortality Rate (IMR) indicates the number of children that die before the age of one year per 1000 live births in that particular year.

IMR is a standard health indicator used to measure development. The age threshold is 1 year (one year). This is a straightforward factual recall question — just select Option A. Remember: IMR is one of the key health statistics mentioned alongside literacy rate and per capita income when comparing development across states/countries.

Option (A) 12

State B's literacy rate = 94; State A's literacy rate = 82. Difference = 94 − 82 = 12 points.

From the table, simply subtract State A's literacy rate (82) from State B's (94). The examiner expects a direct calculation from the given data. No extra steps needed for a 1-mark MCQ.

Sustainable development is essential because the present levels of development are depleting natural resources at a rate that cannot be sustained for future generations.

Examples:

1. Groundwater: About 300 districts in India have reported a water level decline of over 4 metres in 20 years. Nearly one-third of the country is already overusing groundwater reserves. If this continues, 60% of India would face the same crisis in 25 years.

1. Crude Oil: World crude oil reserves will last only about 47 years at the current rate of extraction. Being a non-renewable resource, it cannot be replenished once exhausted.

Thus, development must meet present needs without compromising the ability of future generations to meet their own needs.

Source: Chapter 1 — Sustainability of Development

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• Examiners expect a definition-linked reason followed by two specific examples from the textbook — groundwater and crude oil are the standard examples given in the chapter.
• The quote "We have not inherited the world from our forefathers — we have borrowed it from our children" can be used to open or close your answer for extra impact.
• Distinguish between renewable (groundwater — can be overused) and non-renewable (crude oil — finite stock) resources briefly, as the chapter does.
• Avoid vague statements like "it is good for the environment" — use data from the textbook (300 districts, 47 years) to score full marks.

The correct option is (A) 7 years.

Literacy Rate measures the proportion of literate population in the 7 years and above age group.

Source: Income and Other Criteria, Chapter 1

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The textbook explicitly defines Literacy Rate in Table 1.4's footnote: "Literacy Rate measures the proportion of literate population in the 7-and-above age group." This is a standard definition used by the Census of India. Remember this exact age (7 years) — examiners often test this as a fill-in-the-blank or MCQ.

(D) United Nations Development Program

The passage explicitly states: "Human Development Report published by UNDP compares countries based on the educational levels of the people, their health status and per capita income." UNDP = United Nations Development Programme. This is a direct fact — memorise it.

(C) 82

82% of rural female children aged 10–14 years are attending school, as given directly in the table.

The table row "Percentage of rural children aged 10–14 years attending school" shows 82% for females. No calculation is needed — read the value directly from the female column. Do not confuse this with the literacy rate row (87%).

Sustainable development is necessary due to the following issues:

1. Overuse of Renewable Resources: Groundwater is being overused in about one-third of India. If this continues, 60% of the country will face water scarcity within 25 years.

1. Exhaustion of Non-Renewable Resources: Crude oil reserves will last only about 47 years at current extraction rates. Once exhausted, they cannot be replenished.

1. Environmental Degradation: Consequences of environmental damage cross national boundaries, making it a global concern that threatens future generations.

These issues highlight that present patterns of development cannot continue indefinitely, making sustainability essential.

Source: Chapter 1, Sustainability of Development

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Examiners expect three distinct points for a 3-mark answer — one per mark. Each point should name the issue and briefly explain it using data from the textbook (e.g., groundwater statistics, crude oil reserve figures). Avoid vague statements; use specific examples from the chapter. The quote "we have borrowed the world from our children" reflects the core idea — present development must not compromise future generations.

(B) Percentage

Net attendance ratio is expressed as a percentage of total children in the age group of 6–10 years attending school.

The term "net attendance ratio" measures the proportion of children in a specific age group attending school, and proportions used for such comparisons are always expressed as percentages. Examiners expect students to distinguish between ratio, percentage, fraction, and index — "percentage" is the standard term used in this context in the NCERT Economics textbook.

(A) Human Development Report

The Human Development Report, published by UNDP, compares countries based on educational levels, health status, and per capita income.

Source: Development, Chapter 1 (Human Development Report section)

The key detail to remember: HDR is published by UNDP (United Nations Development Programme), while the World Bank publishes World Development Reports (which use only per capita income). Examiners expect you to distinguish between the two. Option (A) is directly supported by the passage.

Average monthly income of Country A = (9,500 + 10,500 + 9,800 + 1,000 + 10,200) ÷ 5 = 41,000 ÷ 5 = ₹8,200

Answer: (A) 8,200

Add all five values for Country A and divide by 5 (number of citizens). Note that citizen IV has a very low income (₹1,000), which pulls the average down — this is exactly the kind of limitation of averages discussed in Chapter 1 (Development). Examiners expect the simple arithmetic calculation shown clearly.