case study questions for class 5 social science

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CBSE Case Study Questions for Class 6 – 10, 12 for Maths, Science, SST

Cbse case study questions for maths, science, social science.

CBSE Case Study Questions:   Case Study Questions for all Class 1, 2, 4, 5, 6, 7, 8, 9,10, 11 and 12 by Experienced Teachers. We Net Ex. Arranged here Important Case Based Questions for CBSE Board – Maths, Science, Social Science, English.

One must keep in mind to not discover the answers straight forwardly within the given entry but moreover think effectively to determine the answer. Case based questions are either MCQs or Attestation Reason Questions, so for endeavoring such questions you must take after the run the show of end. Case studies capture a range of perspectives, as opposed to the single view of an individual you get with a survey response or interview. This gives the opportunity to gain a greater understanding of the subject in hand and reduces the potential for any bias, by diluting the agenda of a particular individual.

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• CBSE Class 12 Computer Science Case study Questions & Answers
• Case Study Question for Class 12 Biology
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Due to a little test, the case ponder can conduct an in-depth investigation. – Case ponders make openings for a wealthy surrender of information, and the profundity of investigation can in turn bring tall levels of legitimacy (i.e. giving an exact and comprehensive degree of what the think about is trusting to degree).

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19 Powerful Activities to Teach Grade 5 Social Studies

Grade 5 social studies is one of my favourite subjects to teach, but would you believe it was one of my least favourite subjects as a student? Well, 99% of the time I was in an elementary social studies class, we were reading a textbook and answering questions about it. I love reading, but even I found that boring! Reading comprehension is not what social studies is about.

What is social studies?

• Perspective-taking
• Understanding of how history has shaped our present
• Research skills, fact-checking, and synthesizing information
• Knowledge of how our government works
• Using what we have learned to make ethical judgements about particular events
• Equipping students with the tools to work toward positive change
• Geography skills

If our grade 5 social studies lessons don’t include these competencies, what are we actually teaching? Here are 19 activities you can use in your grade 5 social studies class that require at least one of these competencies.

Role-Play in Grade 5 Social Studies

Role-play can be a great way for students to engage meaningfully with grade 5 social studies concepts and demonstrate their understanding. It can also be a powerful tool to help students stretch their social justice thinking and practice advocating for themselves and others.

I try to do role-playing in my grade 5 social studies class in a way that is loosely based on Augosto Boal’s Theatre of the Oppressed. Essentially, a few students begin to role-play a situation with a social justice issue. The other students, who Boal calls “spect-actors”, jump in to try and solve the problem in an equitable and realistic way.

Here are some examples of role-playing tasks you might use:

• A sighted student is walking down the hall when a blind student asks them for directions to the nearest bathroom. The sighted student points in the direction of the bathroom and says, “over there”.
• Pretend you are in the classroom and your teacher tells a friend with ADHD to “sit still and just pay attention”.
• Pretend you are a white theatre-goer who was in the theatre when Viola Desmond was arrested. Retell the story to a friend (the theatregoers, as far as we know, did not stand up for Desmond).

Simulations and Games for Elementary Social Studies

Let me say one thing up front: I don’t think we should be running a simulation for the sake of showing how terrible an event was. Kids don’t need to pretend they are in a slave ship to know that enslavement is terrible. There are some grade 5 social studies concepts that do provide great contexts for simulations, though. Here are a few:

• Trading game:  Divide students into nations and give them little cards that represent that nation’s resources. Have them trade with one another without using spoken language. At the end of the game, have everyone reflect on the kinds of trades they made and how ‘far’ different items travelled.
• Mock trials (but let’s not run trials for people like Columbus, OK? We all know he was guilty, guilty, guilty).
• Mapmaking (ex. visit a new park and try your hand at drawing an accurate map of the area between the school and the park)
• Mock governments and elections (see below)
• Archeology (keep reading!)

How to Teach Government in Grade 5 Social Studies

Mock election or student vote.

What better way to learn about government than by setting up one of your own? Let students run for positions in a class government and then run a mock election. Make the stakes higher by letting the elected government plan a day or week in your class (within parameters, of course).

If you’re in Canada, check out Student Vote and their phenomenal resources. They offer lesson plans, fantastic social studies videos , and official-looking mock election materials for municipal, provincial, and federal elections. They even send those cool little “I Voted” stickers! The ‘real’ ballots and boxe s add a lot of excitement to the process.

Create a New Law

Give your students roles to play and have them draft and pass a law. It can be a serious law or a pretend one; the goal is to focus on the process of creating a law rather than the law itself. Once they’ve drafted several laws, get them to work together to vote on one or two to really engage with. Have students pretend they’re MPs and have them take the law through imaginary readings in the House of Commons! You can take it one step further by sending their law to the Senate, which might be a group of staff members or another class.

Fake Archeological Digs

At the beginning of the year, I like to teach about the different ways we can learn about the past. Students are often totally fascinated by archeology, and it seems like there is always someone who decides to become an archeologist after I teach about it. If you have a sand box, sandpit, empty flower box, or access a sand table, consider burying some things and having your students play archeologist as they excavate them! They can try to think like an archeologist and imagine what the historical significance of the items might be.

Primary Source Analyses in Grade 5 Social Studies

I love, love, love primary source analyses! Some people are hesitant to move away from tertiary sources in elementary school, but fifth grade is NOT too young to engage in primary sources. For a successful interaction with a primary source text in a grade 5 social studies class, you will need:

• A good understanding of the context
• Small chunks of text
• A few carefully chosen vocabulary words
• Square brackets and ellipses to rephrase and chop out words and sections that don’t work for your group

Two ways to approach primary sources:

•  Read as a class , assess based on discussions.
• Stations I like to let students work with their peers and rotate at their own pace. Sometimes I ask them to visit a minimum number of stations, but sometimes I tell them to just take the time they need and not worry about how many they get done. Instead of having specific questions for them to answer at these stations, I try to get them to think more generally. For example:
• Was Joseph Howe for or against Canadian confederation? How do you know?
• Give some examples of how Indigenous families fought back against Indian Residential Schools*

*FNESC ( First Nations Educational Steering Committee ) has tons of primary resources and lesson plans you can use to teach about Indian Residential Schools in Canada in grade 5 social studies as well as grade 10 .

Image Analysis

A picture is worth a thousand words, right? Show students images of a particular time or event and have them analyse it. Some guiding questions might be:

• Who do you see? (we’re not looking for names here as much as we are looking for groups of people who are represented)
• Who do you not see?
• What is happening?
• Why would the photographer take this photo?
• What message is the creator trying to get across?
• What do you wonder?
• Can you make any connections?
• Does this fit in with anything you know?
• What surprises you?

Canadian Social Studies Videos for Kids

Canadian teachers: Take a look at Historica Canada’s youtube channel ! They have tons of Heritage Minutes and other neat videos you can easily use as a hook for a lesson. Not all their videos are a minute long, and the newer Heritage Minutes seem a lot better than the ones I used to see on TV as a kid. The National Film Board of Canada also has lots of interesting documentaries and films. A lot of them are quite long, but you can show your students portions of them. If you’re in the States, check out PBS for educational content.

Canadian Social Studies Podcasts

Podcasts are such a great way to introduce new material! Kids love how they can draw or doodle as they listen. You can even try getting them to create their own doodle notes! The Secret Life of Canada is my favourite Canadian history podcast. Lots of the episodes have **bad words** that aren’t appropriate for a grade 5 social studies class, so definitely make a point to listen to them ahead of time and select sections you can play at school. They offer teaching guides for select episodes that seem promising for older students. They also have teeny-tiny podcasts called Shout Outs , which introduce neat people from Canadian history. I’ve listened to most of them so far, and they all seem appropriate for grade 5 social studies.

Social Studies Picture Book Read Alouds or Historical Fiction Novel Studies

Who doesn’t love a good picture book? With time for discussion, a picture book can be an incredibly powerful tool for a social studies lesson. Check out my list of Picture Books for Black History Month in Canada for some suggestions!

Using Timelines in Grade 5 Social Studies

The ability to put things in timeline order is an important competency for grade 5 social studies. There are so many great ways to use them:

• A giant beaded timeline that shows the history of your country makes a great visual for your first social studies class (I have instructions for a Canadian/Turtle Island one here )
• A quick three-event timeline can be assigned as a summarization tool after a book, podcast, or documentary
• Combine geography and timelining by having students draw a timeline on a map showing movement over time (ex. Terry Fox’s route, trade patterns during the fur trade, the construction of the CPR…)
• A timeline that students add to all year or throughout a unit as they learn about different historical events
• A timeline that students create at the end of the year or the end of a unit. Have them explain why they feel the events they chose are most significant.
• Students create timelines that branch off in several different directions, showing how one event caused others. Encourage them to make connections between branches.

Virtual Field Trips for Elementary Social Studies

Virtual field trips are so much fun! If you’re learning about a new area or telling stories from a different place, consider taking a virtual field trip to that place first. All you need are a couple of youtube videos and maybe some images. Check back, because I’ll be posting some ideas for how to add extra **magic** to your virtual field trips soon!

Social Studies Stations

Stations are one of my favourite social studies tools. I love combining them with primary source analyses. They’re also a great activity when you don’t have a class set of the materials you’re using. For example, my Acadia Learning Stations feature several videos, but you don’t need a class set of iPads to run them. Some stations have images to analyse, some have texts to read, and others have videos to watch and listen to. Check out this Instagram post to see how I ran primary source stations about Canadian Confederation!

Create an Artifact

Have students create something that represents the time period and/or event they are learning about. I do have two big notes on this though:

• This should be a project for the students, not their adults.
• If you make it an art project, you should be marking it for art!

I’m all for a cross-curricular project, but that model I made of Ramses’ Temple in sixth grade was NOT a social studies project. It was an art project that my dad and I spent way too much time and money on. And guess what? I can’t tell you a dang thing about Ramses’ Temple today. Make sure that your criteria for this assignment is super explicit and the competencies your students are using to complete the assigned task actually meet the curricular outcomes you’re trying to work on.

Think Outside the History Box

Social Studies isn’t all about history and government! It’s also about natural resources and issues of equity. When you’re planning your units, try to include some topics that the kids who ‘hate history’ can get into. Here are some examples…

Learn About Minoritized People Groups and Explore Issues of Equity

In the BC social studies curriculum for grade 5 , we explore “policies and treatment of minority peoples”. When I first saw that Big Idea, I thought of racial and ethnic groups. However, there are lots of other ways that people have been and continue to be minoritized.

Last year, my students learned about the Accessible Canada Act and how it aims to make Canada a more accessible and equitable place for people with disabilities. We walked around our school and community, looking for things that made our spaces accessible or inaccessible. Students role-played disability etiquette. We watched youtube videos and listened to podcasts about spaces created specifically for people with disabilities (like Gallaudet University ) and people with disabilities who have done cool things (like Ashley Fiolek )

Next year, I hope to do a unit on LGBTQ+ rights and advocacy throughout Canadian history. I know that Historica Canada has some good videos that I think would be useful. If you know of any good books, please share them in the comments!

If you’re looking to engage in discussions about social justice, be sure to equip your students with the vocabulary they’ll need! Grab this free social justice and activism word wall set!

When teaching about injustice, please try to also teach about resistance! Check back for a future blog post where I’ll link some of my favourite Canadian Social Studies resources about people groups who fought back against injustice.

Engage Your Students with Current Events

There’s nothing more engaging than following an event in class that is unfolding in real-time. Whether it was following the arguments for and against the construction of the Site C Dam or learning about the Wet’suet’en pipeline protests, I’ve found there has always been a current story that was relevant to the BC grade 5 social studies curriculum. When we’re following current events in class, I try to use a combination of social media posts , videos, and articles to share information. The one downside is that it does require you to be really on top of things because the stories can change and develop so quickly!

Learning about current events also fits beautifully in with media literacy and learning about fact-checking strategies…

Media Literacy and Fact-Checking Strategies

Being able to find information and fact-check it is one of the most fundamental social studies competencies! When our students grow up, they won’t have social studies teachers to curate information for them. With all the information students have access to every day, they need to be able to fact-check it efficiently and accurately! I’m super concerned about the spread of misinformation and disinformation and the way it is polarizing people around the world. Media literacy and the ability to fact-check claims quickly is a tool that can fight that. As much as I love history and social justice, my media literacy unit is one that I don’t think I’ll ever go a year without.

Civix Canada, the organization that runs Student Vote, has tons of fabulous videos and online activities about media literacy, mis- and disinformation, and fact-checking for kids. They’re not Canada-specific, so anyone in an English-speaking classroom could use them. I cannot recommend their videos enough. I get students telling me about things they’ve fact-checked at home long after the unit is done.

Case Studies in the Grade 5 Social Studies Classroom

There are so many interesting ways you can use case studies in your classroom! You can use them to juxtapose historical and contemporary events (for example, the 1990 Oka Crisis/Kanasetake Resistance and the protests in solidarity with the Wet’suwet’en hereditary chiefs). You can also use case studies for social justice topics, like this set of Equity and Equality Case Studies . These case studies require students to imagine equitable outcomes for smaller, everyday social justice issues that your students will experience in their classrooms.

Social Activism for Kids

At the end of the day, knowing about history, politics, and social justice does us no good if we don’t use what we have learned to make the world a more equitable place. Encourage your students to look for causes they are passionate about and ways they can make a difference. If you can, arrange to video chat with local activists who are engaged with causes your students are interested in.

It’s so interesting to see what different groups are passionate about year-to-year. Here are some of the things my students have done as little activists over the past few years:

• Written letters to the school board with suggestions for how we might make the buildings more environmentally-friendly
• Written letters to our local and federal government with their suggestions of what the budgets should prioritize
• Sewed tiny owls and sold them alongside baked goods to raise money for the Nature Conservancy of Canada
• Created a petition and tried to get the government to protect spotted owl habitats. I was even able to take some of them to a strip mall near our school during lunch so they could collect signatures from shoppers. It was such an empowering experience for them! They were also excited to learn that there was no minimum age to sign a petition in Canada. They worked that playground hard at recess and lunch to collect signatures! Some of them even took clipboards to their soccer practices to try and get their teammates’ signatures.
• Collecting pads and tampons to make period care kits for a local shelter.

Truthfully, some of these are more charity than activism, but I think it’s a decent start for a grade 5 social studies class. Older students could even work on creating social media posts, articles, or blogs that share information about a topic of their concern. They could also organize a protest, demonstration, or installation of some sort!

My favourite quick grade 5 social studies assessment …

Last but not least, here’s a strategy you can use to check understanding of virtually any story-based lesson: a somebody-wanted-but-so summary! It’s a great way to see whether students understand who the key players are and whether they get cause and consequence (aka cause and effect). I love hearing all the different ones that students come up with from a particular lesson; it really shows what resonated with them!

How do you feel about teaching social studies? Do you love it, hate it, or fall somewhere in between? What are some of your go-to social studies activities or tools? Share your thoughts in the comments!

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CBSE Worksheets for Class 5 Social Science

CBSE Worksheets for Class 5 Social Science: One of the best teaching strategies employed in most classrooms today is Worksheets. CBSE Class 5 Social Science Worksheet for students has been used by teachers & students to develop logical, lingual, analytical, and problem-solving capabilities. So in order to help you with that, we at WorksheetsBuddy have come up with Kendriya Vidyalaya Class 5 Social Science Worksheets for the students of Class 5. All our CBSE NCERT Class 5 Social Science practice worksheets are designed for helping students to understand various topics, practice skills and improve their subject knowledge which in turn helps students to improve their academic performance. These chapter wise test papers for Class 5 Social Science will be useful to test your conceptual understanding.

Board: Central Board of Secondary Education(www.cbse.nic.in) Subject: Class 5 Social Science Number of Worksheets: 67

CBSE Class 5 Social Science Worksheets PDF

All the CBSE Worksheets for Class 5 Social Science provided in this page are provided for free which can be downloaded by students, teachers as well as by parents. We have covered all the Class 5 Social Science important questions and answers in the worksheets which are included in CBSE NCERT Syllabus. Just click on the following link and download the CBSE Class 5 Social Science Worksheet. CBSE Worksheets for Class 5 Social Studies can also use like assignments for Class 5 Social Science students.

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• Worksheet for Class 5 Social Science The Land of Snow Assignment 16
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Advantages of CBSE Class 5 Social Science Worksheets

• By practising NCERT CBSE Class 5 Social Science Worksheet , students can improve their problem solving skills.
• Helps to develop the subject knowledge in a simple, fun and interactive way.
• No need for tuition or attend extra classes if students practise on worksheets daily.
• Working on CBSE worksheets are time-saving.
• Helps students to promote hands-on learning.
• One of the helpful resources used in classroom revision.
• CBSE Class 5 Social Science Workbook Helps to improve subject-knowledge.
• CBSE Class 5 Social Studies Worksheets encourages classroom activities.

Worksheets of CBSE Class 5 Social Science are devised by experts of WorksheetsBuddy experts who have great experience and expertise in teaching Maths. So practising these worksheets will promote students problem-solving skills and subject knowledge in an interactive method. Students can also download CBSE Class 5 Social Science Chapter wise question bank pdf and access it anytime, anywhere for free. Browse further to download free CBSE Class 5 Social Science Worksheets PDF .

Now that you are provided all the necessary information regarding CBSE Class 5 Social Science Worksheet and we hope this detailed article is helpful. So Students who are preparing for the exams must need to have great solving skills. And in order to have these skills, one must practice enough of Class 5 Social Studies revision worksheets . And more importantly, students should need to follow through the worksheets after completing their syllabus.  Working on CBSE Class 5 Social Science Worksheets will be a great help to secure good marks in the examination. So start working on Class 5 Social Studies Worksheets to secure good score.

CBSE Worksheets For Class 5

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Class 5 Social Science Worksheets

We have provided below free printable  Class 5 Social Science Worksheets  for Download in PDF. The worksheets have been designed based on the latest  NCERT Book for Class 5  Social Science. These  Worksheets for Grade 5 Social Science  cover all important topics which can come in your standard 5 tests and examinations.  Free printable worksheets for CBSE Class 5 Social Science , school and class assignments, and practice test papers have been designed by our highly experienced class 5 faculty. You can free download CBSE NCERT printable worksheets for Social Science Class 5 with solutions and answers. All worksheets and test sheets have been prepared by expert teachers as per the latest Syllabus in Social Science Class 5. Students can click on the links below and download all Pdf  worksheets for Social Science class 5  for free. All latest Kendriya Vidyalaya  Class 5 Social Science Worksheets  with Answers and test papers are given below.

Social Science Class 5 Worksheets Pdf Download

Here we have the biggest database of free  CBSE NCERT KVS  Worksheets for Class 5  Social Science . You can download all free Social Science worksheets in Pdf for standard 5th. Our teachers have covered  Class 5 important questions and answers  for Social Science as per the latest curriculum for the current academic year. All test sheets question banks for Class 5 Social Science and  CBSE Worksheets for Social Science Class 5  will be really useful for Class 5 students to properly prepare for the upcoming tests and examinations. Class 5th students are advised to free download in Pdf all printable workbooks given below.

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Advantages of Solving Class 5 Social Science Worksheets

• As we have the best collection of Social Science worksheets for Grade 5th, you will be able to find important questions which will come in your class tests and examinations.
• You will be able to revise all important and difficult topics given in your CBSE Social Science  textbooks for Class 5 .
• All Social Science worksheets for standard 5 have been provided with solutions. You will be able to solve them yourself and them compare with the answers provided by our teachers.
• Class 5th Students studying in per CBSE, NCERT and KVS schools will be able to free download all Social Science chapter wise assgnments and worksheets for free in Pdf
• Class 5 Social Science Workbook will help to enhance and improve subject knowledge which will help to get more marks in exams

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We provide here Standard 5 Social Science chapter-wise worksheets which can be easily downloaded in Pdf format for free.

You can click on the links above and get worksheets for Social Science in Grade 5, all topic-wise question banks with solutions have been provided here. You can click on the links to download in Pdf.

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A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate  key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

• The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
• The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
• The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
• The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
• The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.

In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I.  Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

• What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
• Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
• What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
• How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II.  Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and  enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

• Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
• Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
• Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
• Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
• Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
• Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
• Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE:   The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.

IV.  Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V.  Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

• If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
• If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009;  Kratochwill,  Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education .  Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 :  General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 :  One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 :  The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 :  The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 :  It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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This practice not only will familiarise the students with the format of the question paper, it will also teach them the discipline of answering the entire question paper within the time allotted to you at the examination. The more one solves these, the more confidence will be gained towards achievement of highest score. Often it happens that in the exams the children know the solution of every question but due to lack of time they miss some portions. So it is imperative to practice before hand so that everything is attempted on time in main exams

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Class 5 Social Studies Notes PDF Chapter Wise (Short and Handwritten)

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The class 5 Social Studies notes is considered to be one of the most important aspects to improve a student's preparation. As students have the habit of taking notes of important definitions of class 5 Social Studies while completing the chapter. Students can save their time and energy by going through the PDF of class 5 notes of Social Studies as in it everything is in a ready-made mode. 

Class 5 Social Studies Notes PDF

The Selfstudys website provides the class 5 Social Studies notes which are in the PDF. The Portable Document Format (PDF) can be useful for both kids and teachers as they can easily have access to the Social Studies notes. In the PDF, topics and concepts of class 5 Social Studies are arranged as well as organised. Through the organised information, students can complete the class 5 Social Studies syllabus without any difficulty and complexity. 

Globes and Maps Class 5 Social Studies Notes

The Earth Class 5 Social Studies Notes

Weather and Climate Class 5 Social Studies Notes

The Temperate Grasslands Class 5 Social Studies Notes

Transport and Communication Class 5 Social Studies Notes

The Land of Dense Forests Class 5 Social Studies Notes

The Land of Snow Class 5 Social Studies Notes

The Land of Sand Class 5 Social Studies Notes

Great Philosophers Class 5 Social Studies Notes

The United Nations Class 5 Social Studies Notes

India and the United Nations Class 5 Social Studies Notes

The Revolt of 1857 Class 5 Social Studies Notes

Freedom Struggle Class 5 Social Studies Notes

India Wins Freedom Class 5 Social Studies Notes

The Indian Government Class 5 Social Studies Notes

The Machine Age Class 5 Social Studies Notes

Natural Disasters Class 5 Social Studies Notes

Where Can I Find Resources of Class 5 Social Studies Notes?

Students can find the resources of Class 5 Social Studies notes from the Selfstudys website, steps to download are discussed below: 

• Visit the Selfstudys website.
• Bring the arrow towards the CBSE, which can be seen in the navigation bar/button.

•  A drop down will appear, select New Revision Notes from the given list.

• A new page will appear, select 5th from the list from the list of classes.
• Select Social Studies from the list of classes and one can easily go through all the chapters.

Features of Class 5 Social Studies Notes

The features of class 5 Social Studies notes are generally considered to be distinctive attributes, some are discussed below:

• Provides Colour Diagrams: In the PDF of notes of class 5 Social Studies, colourful diagrams are included as accordingly it improves brain function of kids. 
• Definitions are Explained in an Easy Language: In the class 5 Social Studies notes PDF, definitions are explained in an easy language so that students can also solve difficult questions.  
• Questions and Examples are Given to Solve: In PDF Social Studies notes, questions and examples are given to solve so that students can attempt the final exam without any complexity. 
• Tabular Form are Given: Some concepts in Social Studies notes of class 5 are differentiated with the help of tabular form. Through this, students can easily remember all the topics and concepts included in the class 5 Social Studies syllabus. 
• For CBSE Board: Students studying in CBSE board can complete the Social Studies syllabus through the notes in the PDF as it follows the same syllabus as the CBSE board. 
• Available in the PDF: The Social Studies notes of class 5 are available in the PDF, so that each one of them who needs it can access it anytime they want. 

What Are the Benefits of Taking Class 5 Social Studies Notes?

Utilising the class 5 Social Studies notes can help students in the preparation, this is considered to be important benefits, other benefits are: 

• Extends the Attention Span: To extend the attention span: amount time spent in the single task; can be increased with the help of CBSE Class 5 Notes of Social Studies.  
• Engages Student’s Mind: To understand the concepts in Social Studies notes of class 5 involves both muscular and mental force, accordingly this will engage the student's mind. 
• Improves Learning Capacity: Generally students need to absorb and memorise a lot of information so that they can attempt class 5 Social Studies questions well. Students can automatically improve their learning capacity with the help of class 5 Social Studies notes. 
• Helps to Overcome Distractions: While in class, it is very normal to get distracted by several things, students can use Social Studies notes of class 5 to reread the same topics and understand them better without getting distracted.
• Helps to Have Organised Preparation: Students need to have an organised preparation with the help of class 5 notes of Social Studies as it is in chapter wise manner.
• Increases Creativity: The concepts and topics in the Social Studies notes are explained in creative as well as innovative, accordingly students can improve their creativity level. 

How to Use Class 5 Social Studies Notes to Improve Students Skills?

The class 5 Social Studies notes can be useful tool for students to improve their skills, below are some tips to use the tool effectively and improve: 

• To Understand Concepts: Before attempting questions, students need to understand concepts with the help of Social Studies notes of class 5, through this they can also improve their needed skills. 
• To Practise Regularly: If students are struggling to understand any of the given topics, students can take the help of Social Studies notes as some questions are given to practise. 
• To Solve Doubts: If students are facing difficulty in understanding any concepts, students can look through the Social Studies notes of class 5 and solve all their doubts as well as save time. 
• Visual Aids are Given: In the portable document format of class 5 notes of Social Studies, visual aids: attractive diagrams are given so that students can also understand complex topics. 
• Can Set Goals: Students need to set goals so that they can feel motivated throughout the preparation, this can only happen by looking through the class 5 Social Studies notes as it is an important tool that helps in staying productive and organised to cover the Social Studies topics in less time. 
• Can Test Student’s Knowledge: It is very important for students to track their progress so that one can easily improve their knowledge, this can happen when students are utilising the Social Studies notes effectively. 

The Impact of Class 5 Social Studies Notes on Student’s Preparation

The class 5 Social Studies notes provides a positive impact to student’s preparation, some of the impacts are discussed below: 

• Clear and Concise Information: The topics and concepts in the Social Studies notes are explained in a clear and concise manner so that even academically weak students can understand the concepts. 
• Helps in Retaining Information: Sometimes students can forget the small details of class 5 Social Studies, but they can retain the information with the help of notes as one can refer to it from anywhere possible. 
• Enables in Effective Revision: The class 5 notes of Social Studies enables students to revise the concepts in an effective way as it includes mind maps, diagrams, summaries, etc. 
• Improves Performance in Exams: By having a clear view point of all the topics and concepts of class 5 Social Studies, students can improve their performance. 
• Improves Comprehension Skills: Students need to write the answer according to the marks, they can have an idea about this with the help of Social Studies notes as topics are explained according to the weightage.
• Can Save Energy: Students can save their energy to make their own short summary as class 5 notes of Social Studies are available on the website to access. 

Tips for Students to Cover the Class 5 Social Studies Syllabus With the Help of New Revision Notes

For most students Social Studies exams are considered to be nightmare, but they can overcome it by following the given tips to cover the Social Studies syllabus, those tips are: 

• Prepare a Timetable: To be consistent while completing class 5 Social Studies notes, students need to make a proper timetable. 
• Prepare Flashcards: Students are advised to prepare a small flash card in which key concepts are discussed, for this students can take the help of Social Studies notes of class 5. 
• Stay Away from Distractions: While completing the syllabus with the help of notes, students need to stay from distractions: social media, texting, television, etc. 
• Take Breaks: Instead of completing the Social Studies notes of class 5 at one go, students need to take breaks, through this they can remember each and every detail during the final exam. 
• Sleep Well: While preparing for class 5 notes of Social Studies, students are advised to sleep well, otherwise it can change into short term memory. 
• Study in a Dedicated Study Space: While completing class 5 notes of Social Studies, students need to prefer a dedicated study place and not a cosy or comfy place. This allows students to be dedicated and focused while preparing class 5 Social Studies syllabus. 
• Focus on One Study Resources: Students are advised to focus on one study resource while completing class 5 Social Studies notes, accordingly they can avoid unnecessary confusions as every tool can follow a different teaching style so it is better to follow one resource. 
• Make Your Peer Groups: With a limited amount of time, students are advised to make their own peer groups so that they can cover the concepts included in the class 5 notes of Social Studies. 

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Class 9 Social Science Case Study Questions

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If you’re seeking Class 9 Social Science Case Study Questions, you’ve come to the correct spot. Students can use Class 9 Social Science Case Study Questions to help them answer a variety of questions about the Class 9 Social Science case study.

The CBSE Board has included case study questions in Class 9 Social Science examination pattern. As a result, it becomes an indispensable study tool.

The need for a student-friendly app to explain and facilitate the understanding of the social sciences subject has been felt for a long. Especially for students who do not have a strong foundation in Class 9 Social Science. With myCBSEguide , class 9 social science students now have a place where they can find resources that are student-friendly, interesting and easy to understand.

Class 9 Social Science Case Study questions are intended to assess student’s abilities to apply their learning to practical scenarios. You’ll need to employ your critical thinking and problem-solving skills to come up with the best solution. Class 9 Social Science case study questions are designed to test your knowledge and help you improve your skills.

Class 9 Social Science Case Study Questions Samples

myCBSEguide has identified the essential themes connected to CBSE case study questions for Class 9 Social Science that every student should be aware of following a comprehensive examination of CBSE Sample Papers and Marking Scheme. Students in Class 9 Social Science will benefit from this information in understanding the changes in the Class 9 Social Science. For a better understanding and analysis, students should refer to the example of Class 9 Social Science case study questions attached below:

Class 9 Social Science Case Study Question 1

Read the source given below and answer the questions that follow: On the morning of 14 July 1789, the city of Paris was in a state of alarm. The king had commanded troops to move into the city. Rumours spread that he would soon order the army to open fire upon the citizens. Some 7,000 men and women gathered in front of the town hall and decided to form a peoples’ militia. They broke into a number of government buildings in search of arms. Finally, a group of several hundred people marched towards the eastern part of the city and stormed the fortress-prison, the Bastille, where they hoped to find hoarded ammunition. In the armed fight that followed, the commander of the Bastille was killed and the prisoners released – though there were only seven of them. Yet the Bastille was hated by all because it stood for the despotic power of the king. The fortress was demolished and its stone fragments were sold in the markets to all those who wished to keep a souvenir of its destruction. The days that followed saw more rioting both in Paris and the countryside. Most people were protesting against the high price of bread. Much later, when historians looked back upon this time, they saw it as the beginning of a chain of events that ultimately led to the execution of the king in France, though most people at the time did not anticipate this outcome. Answer the following MCQs by choosing the most appropriate option:

On 14th July, 1789 the people of the ________ estate attacked the Bastille prison and freed all the prisoners signalling the start of the _________.

• first, civil war
• fourth, Russian war
• second, movement
• third, revolution

Which of the following statement is incorrect?

• The Bastille was the fortress-prison.
• The Bastille stood for the democratic power of the king.
• On the morning of 14 July 1789, the people of Paris stormed Bastille
• All are correct

In the question given below, there are two statements marked as Assertion (A) and Reason (R). Read the statements and chose the correct option: Assertion (A): The people of France storm the Bastille. Reason (R): They were hopeful to find King Louis XIV and commander of the Bastille there.

• Both A and R are correct and R is the correct explanation of A.
• Both A and R are correct but R is not the correct explanation of A.
• A is correct but R is wrong.
• Both A and R are wrong.

What was the immediate cause of rioting in Paris?

• Atrocities by the commander
• The high price of bread
• The killing of women and children
• All of these

Answer Key:

• (d) third, revolution
• (b) The Bastille stood for the democratic power of the king. [Explanation: The Bastille stood for the despotic power of the king.]
• (c) A is correct but R is wrong. [Explanation: The people of France stormed the fortress-prison, the Bastille because they were hopeful to find hoarded ammunition there.]
• (b) high price of bread

Class 9Social Science Case Study Question 2

Read the extracts and answer the question that follows:

The Himalayas, geologically young and structurally fold mountains stretch over the Himalayas northern borders of India. These mountain ranges run in a west-east direction from the Indus to the Brahmaputra. The Himalayas represent the loftiest and one of the most rugged mountain barriers of the world. They form an arc, which covers a distance of about 2,400 Km. Their width varies from 400 Km in Kashmir to 150 Km in Arunachal Pradesh. The altitudinal variations are greater in the eastern half than those in the western half. The Himalaya consists of three parallel ranges in its longitudinal extent. A number of valleys lie between these ranges. The northern most range is known as the Great or Inner Himalayas. It is the most continuous range consisting of the loftiest peaks with an average height of 6,000 metres. It contains all the prominent Himalayan peaks.

The folds of Great Himalayas are asymmetrical in nature. The core of this part of Himalayas is composed of granite. It is perennially snow bound, and a number of glaciers descend from this range.

• The Great or Inner Himalayas is also known as?
• Give two features of the folds of Great Himalayas.
• Give two features of the Inner Himalayas.
• The Great or Inner Himalayas is also known as the ‘Himadri’.
• (Any two relevant points)
• The folds of Great Himalayas are asymmetrical in nature.
• The core of this part of Himalayas is composed of granite.
• It is perennially snow bound, and a number of glaciers descend from this range.
• Features of the Inner Himalayas:
• It is the most continuous range consisting of the loftiest peaks with an average height of 6,000 metres.
• It contains all the prominent Himalayan peaks.  

Class 9 Social Science Case Study Question 3

Read the source given below and answer the questions that follow: In Pakistan, General Pervez Musharraf led a military coup in October 1999. He overthrew a democratically elected government and declared himself the ‘Chief Executive’ of the country. Later he changed his designation to President and in 2002 held a referendum in the country that granted him a five-year extension. Pakistani media, human rights organisations and democracy activists said that the referendum was based on malpractices and fraud. In August 2002 he issued a ‘Legal Framework Order’ that amended the Constitution of Pakistan. According to this Order, the President can dismiss the national and provincial assemblies. The work of the civilian cabinet is supervised by a National Security Council which is dominated by military officers. After passing this law, elections were held to the national and provincial assemblies. So Pakistan has had elections, elected representatives have some powers. But the final power rested with military officers and General Musharraf himself. Clearly, there are many reasons why Pakistan under General Musharraf should not be called a democracy. People may have elected their representatives to the national and provincial assemblies but those elected representatives were not really the rulers. They cannot take the final decisions. The power to take final decision rested with army officials and with General Musharraf, and none of them were elected by the people. This happens in many dictatorships and monarchies. They formally have an elected parliament and government but the real power is with those who are not elected. In a few countries, the real power was with some external powers and not with locally elected representatives. This cannot be called people’s rule. Answer the following MCQs by choosing the most appropriate option:

What is the meaning of Referendum?

• Direct vote in which the entire electorate is asked to either accept or reject a particular proposal
• A form of government in which the rulers are elected by the people
• A system where the majority or elected representatives are allowed to take decisions on behalf of all the people

In the question given below, there are two statements marked as Assertion (A) and Reason (R). Read the statements and chose the correct option: Assertion (A): Pakistan not considered a democratic country even after having elections Reason (R): Despite elections to the national and provincial assemblies, the final powers rested with General Musharraf and military officers.

• Both A and R are true and R is the correct explanation of A.
• Both A and R are true but R is not the correct explanation of A.
• A is wrong but R is correct.

After the passage of the ________, elections were held to the national and state assemblies.

• Military rule
• Legal Framework Order
• Both (b) and (c)

Does the given source explain the significance of which feature of democracy?

• Democracy must be based on a free and fair election
• In a democracy, the final decision-making power must rest with those elected by the people
• In a democracy, each adult citizen must have one vote
• Democratic government rules within limits set by constitutional law and citizens’ rights
• (a) Direct vote in which the entire electorate is asked to either accept or reject a particular proposal
• (a) Both A and R are true and R is the correct explanation of A.
• (c) Legal Framework Order
• (b) In a democracy, the final decision-making power must rest with those elected by the people

Steps to Master Class 9 Social Science Case Study Questions

Class 9 Social Science case study questions can be daunting, but there are some strategies you can use to ace them. There is no one-size-fits-all answer to Class 9 social science case study questions. The best way to solve a social science case study will vary depending on the specific case in question. However, there are some general tips that can be followed in order to improve your chances of success while answering class 9 social science case study questions.

• First, make sure to read the question carefully and understand what is being asked. It is often helpful to re-read the question after gathering all of your information.
• Next, organize your thoughts and create an outline of your answer. This will help you to stay on track and include all relevant information.
• Finally, write your answer in a clear and concise manner.

Class 9 Social Science Content Structure

Class 9 social science content is divided into four parts: History, Geography, Economics and Political Science. Each part is further divided into smaller themes/chapters.

Each of these topics given in Class 9 Social Science is important in its own right, and together they provide a comprehensive overview that affect our world today. The content is structured in such a way as to provide Class 9 Social Science students with a broad understanding of each issue, while also allowing them to focus on specific areas that are of particular interest to Class 9 Social Science students.

Class 9 Social Science COURSE CONTENT 

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Case Study Questions for Class 7 Social Science

• Last modified on: 8 months ago
• Reading Time: 8 Minutes

Here in this article, we are providing Case Study Questions for Class 7 Social Science. In case study or passage-based questions, a paragraph will be given, and then the MCQ Questions based on it will be asked. For Social Science Subjects, there would be 5 case-based sub-parts questions, wherein a student has to attempt 4 sub-part questions.

Social Science Class 7 Chapter List

Latest chapter list (2023-24).

Class 7 Social Science History

Chapter 1: Tracing Changes through a Thousand Years Case Study Questions Chapter 2: New Kings and Kingdoms Case Study Questions Chapter 3: The Delhi Sultans Case Study Questions Chapter 4: The Mughal Empire Case Study Questions Chapter 5: Rulers and Buildings Case Study Questions Chapter 6: Towns, Traders, and Craftsperson Case Study Questions Chapter 7: Tribes, Nomads, and Settled Communities Case Study Questions Chapter 8: Devotional Paths to the Divine Case Study Questions Chapter 9: The Making of Regional Cultures Case Study Questions Chapter 10: Eighteenth-Century Political Formations Case Study Questions

Class 7 Social Science Political Science

Chapter 1: On Equality Case Study Questions Chapter 2: Role of the Government in Health Case Study Questions Chapter 3: How the State Government Works Case Study Questions Chapter 4: Growing up as Boys and Girls Case Study Questions Chapter 5: Women Change the World Case Study Questions Chapter 6: Understanding Media Case Study Questions Chapter 7: Markets Around Us Case Study Questions Chapter 8: A Shirt in the Market Case Study Questions Chapter 9: Struggles for Equality Case Study Questions

CBSE Class 7 Social Science Geography

Chapter 1: Environment Case Study Questions Chapter 2: Inside Our Earth Case Study Questions Chapter 3: Our Changing Earth Case Study Questions Chapter 4: Air Case Study Questions Chapter 5: Water Case Study Questions Chapter 6: Natural Vegetation and Wildlife Case Study Questions Chapter 7: Human-Environment – Settlement, Transport, and Communication Case Study Questions Chapter 8: Human-Environment Interactions – The Tropical and the Subtropical Region Case Study Questions Chapter 9: Life in the Deserts Case Study Questions

Old Chapter List

Class 7 Social Science Geography: Our Environment

Chapter 1 Environment Chapter 2 Inside Our Earth Chapter 3 Our Changing Earth Chapter 4 Air Chapter 5 Water Chapter 6 Natural Vegetation and Wildlife Chapter 7 Human Environment – Settlement, Transport, and Communication Chapter 8 Human Environment Interactions – The Tropical and the Subtropical Region Chapter 9 Life in the Temperate Grasslands Chapter 10 Life in the Deserts

Class 7 Social Science History Class 7 Social Science History: Our Pasts – II

Chapter 1 Tracing Changes Through a Thousand Years Chapter 2 New Kings and Kingdoms Chapter 3 The Delhi Sultans Chapter 4 The Mughal Empire Chapter 5 Rulers and Buildings Chapter 6 Towns, Traders, and Craftsperson Chapter 7 Tribes, Nomads and Settled Communities Chapter 8 Devotional Paths to the Divine Chapter 9 The Making of Regional Cultures Chapter 10 Eighteenth-Century Political Formations

Class 7 Social Science Civics Class 7 Social Science Civics: Social and Political Life – II

Chapter 1 On Equality Chapter 2 Role of the Government in Health Chapter 3 How the State Government Works Chapter 4 Growing Up as Boys and Girls Chapter 5 Women Change the World Chapter 6 Understanding Media Chapter 7 Understanding Advertising Chapter 8 Markets Around Us Chapter 9 A Shirt in the Market

What is Case Study Question in Class 7 Social Science?

Case study questions typically present a specific scenario or case related to a historical event, geographical issue, or social problem. Students are expected to read and understand the details of the case and then answer a set of questions based on their understanding and knowledge of the subject matter.

Case study questions can be an effective way to assess students’ understanding and ability to apply social science concepts to practical situations. They also encourage students to think critically, analyze information, and draw informed conclusions – skills that are valuable both inside and outside the classroom.

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• About Mild TBI and Concussion
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Traumatic Brain Injury & Concussion

About Moderate and Severe TBI

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Symptoms of Mild TBI and Concussion

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Clinical Guidance for Pediatric mTBI

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A traumatic brain injury, or TBI, is an injury that affects how the brain works. TBI is a major cause of death and disability in the United States.

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