Navodaya Vidyalaya Samiti

Regional Office, Jaipur

Notes for session 2024-25

Class : xII

Subject : ENGLISH

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 -: Index :-
Sl.No. Name of Text Book Name of Chapter Page No.

1 Flamingo The Last Lesson 5-12

2 Flamingo Lost Spring 13-22

3 Flamingo Deep Water 23-33

4 Flamingo The Rattrap 34-45

5 Flamingo Indigo 46-64

6 Flamingo Poets And Pancakes 65-78

7 Flamingo The Interview 79-87

8 Flamingo Going Places 88-95

9 Flamingo My Mother At Sixty-Six 96-100

10 Flamingo Keeping Quiet 101-108

11 Flamingo A Thing Of Beauty 109-115

12 Flamingo A Roadside Stand 116-122

13 Flamingo Aunt Jennifer’S Tigers 123-131

14 Vistas The Third Level 133-142

15 Vistas The Tiger King 143-154

16 Vistas Journey To The End Of The Earth 155-165

17 Vistas The Enemy 166-173

18 Vistas On The Face Of It 174-185

19 Vistas Memories Of Childhood 186-197

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Patron :~ Dr. Ajay Kumar,
Deputy Commissioner
Navodaya Vidyalaya Samiti,
Regional Office, Jaipur

Coordinator :~ Sh. Jai Prakash Jangid, PGT (English)

Jawahar Navodaya Vidyalaya
Distt. Jind (Haryana)

Contribution Team :~
Sl.No. Name of Teacher Designation JNV

1 Smt. Sanpreet Kaur PGT (English) Ambala

2 Smt. Rajni PGT (English) Jhajjar

3 Smt. Suman Phougat PGT (English) Sirsa

4 Sh. Harikrishan PGT (English) Kurukshetra

5 Sh. Sunder Parkash PGT (English) Fatehabad

6 Smt. Anuradha Dubey PGT (English) Palwal

7 Sh. Anuj Dahiya PGT (English) Hissar

8 Sh. Dharmendra Dhaniya PGT (English) Nagaur

9 Smt. Punam PGT (English) Bhiwani

10 Smt. Anumita Puri PGT (English) Rohtak

11 Sh. Ramesh Kumar PGT (English) Nuh

12 Smt. Nutan Choudhary PGT (English) Churu

13 Smt. Gayatri Singh PGT (English) Mungeshpur

14 Sh. Dinesh Kumar PGT (English) Jodhpur

15 Sh. Md. Arif Khan PGT (English) Sri Ganganagar-II

16 Smt. Priyanka Gupta PGT (English) Jaffarpur Kalan

17 Sh. Roop Singh Meena PGT (English) Dausa

18 Smt. Pratibha Singh PGT (English) Bikaner

19 Sh. Jagdish Jakhar PGT (English) Hanumangarh

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Flamingo

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 Chapter 1 : THE LAST LESSON

1. Name of writer: Alphonse Daudet

2. About Writer: Alphonse Daudet was a French novelist, short story writer,
dramatist. His works often drew inspiration from his own life experiences,
particularly his childhood in Provence. Daudet's writing style was characterized
by its vivid descriptions, emotional depth, and keen observation of human
nature. Daudet's writing often explored themes of love, loss, and social
injustice. His narratives often blend humour with sentimentality, reflecting his
diverse experiences across social classes. Despite struggles with health and
poverty, Daudet's literary legacy endures through his poignant storytelling and
memorable characters.

3. Brief of Chapter: "The Last Lesson" by Alphonse Daudet paints a poignant

picture of a French village under Prussian rule. As the narrator arrives late for
school, he discovers an unusual atmosphere - a solemn silence, an unfamiliar
crowd, and M. Hamel, their beloved teacher, dressed in his finest attire. The
story unfolds as M. Hamel announces that this is their final French lesson. The
Prussian authorities have mandated that German be the language of
instruction. The realization of losing their native language and culture fills the
classroom with a sense of sorrow and regret. Through this simple yet powerful
narrative, Daudet highlights the significance of language and cultural identity.
The story evokes a deep sense of patriotism and reminds us to cherish our
heritage.

4. Difficult words:
(i) Sawmill
(ii) Hurried off
(iii) In great dread off
(iv) Apprentice
(v) Bustle
(vi) Unison
(vii) Commotion
(viii) Counted on
(ix) Solemn
(x) Mounted
(xi) Thunderclap
(xii) Nuisance
(xiii) Cranky
(xiv) Reproach
(xv) Enslaved
(xvi) Angelus
(xvii) Vive La France

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5. Points to Remember:
(i) Franz's Late Arrival: Franz, a young boy, rushing to school late, fearing
punishment from his teacher, M. Hamel, for not preparing for a lesson on
participles.
(ii) Unusual Silence: Upon entering the classroom, Franz notices an eerie
silence instead of the usual noise, which makes him anxious.
(iii) M. Hamel's Attire: Franz observes that M. Hamel is dressed in his Sunday
best, indicating the significance of the day.
(iv) Villagers in Class: Franz sees villagers sitting at the back of the classroom,
which is unusual and adds to the sombre mood.
(v) Announcement of the Last Lesson: M. Hamel announces that this will be
their last French lesson due to orders from Berlin mandating that only
German will be taught moving forward.
(vi) Realization of Loss: Franz realizes for the first time how important French
language is to him and feels regret for not having taken his studies
seriously.
(vii) Collective Regret: The villagers and M. Hamel express a shared sense of
loss and regret for neglecting their mother tongue.
(viii) M. Hamel's Emotional Farewell: M. Hamel teaches with deep emotion,
emphasizing the importance of language and culture as integral to
identity.
(ix) Final Words on the Blackboard: The lesson concludes with M. Hamel
writing "Vive la France" on the blackboard, symbolizing patriotism and
sorrow over losing their language.
(x) Franz's Shame: As he struggles to recite his lesson, Franz feels ashamed of
his lack of knowledge and understanding of French.
(xi) Franz's Transformation: By the end of the lesson, Franz undergoes a
transformation, gaining appreciation for his language and teacher.
(xii) M. Hamel's Dedication: Despite being forced to leave, M. Hamel remains
dedicated to teaching until the very end, showcasing his love for his
students and language.

6. Minimum Learning levels:

• Franz is afraid of going to school as he has not learnt participles. He wants
to enjoy beauty of nature. The bright sunshine, the birds chirruping in the
woods, Prussian soldiers drilling but resisted.
• Bulletin board: all bad news, lost battles, the drafts and orders of the
commanding officers: wondered what it could be now.
• The changes he noticed in the school. Instead of noisy classrooms
everything was as quiet as Sunday morning. The teacher does not scold him
and told him very kindly to go to his seat. The teacher dressed in his Sunday
best. Villagers occupying the last benches to pay tribute to M. Hamel for his
40 years of sincere service and also to express their solidarity with France.
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 • Hamel making the announcement that that would be the last French lesson;
realizes that, that was what was put up on the bulletin board.
• Franz realizes that he does not know his own mother tongue. Regretted why
he had not taken his lessons seriously. Also realizes the reason why teacher
was dressed in his Sunday best and villagers sitting at the back.
• Hamel realizes that all three, the children, the parents and he himself are to
be blamed for losing respect and regard for the mother tongue. Always keep
the mother tongue close to your heart as it is the key to the prison of
slavery.
• Atmosphere in class: teacher teaching sincerely and patiently, students and
others studying with utmost sincerity. Franz wonders sarcastically if
Prussians could force pigeons to coo in German. Hamel overcomes with
emotions could not speak and wrote on the black board “Long Live France”

7. Short Questions:
Q.1. What tempted Franz to stay away from school?
Ans. Points: Wants to enjoy beauty of nature, the bright sunshine, the birds
chirruping in the woods, Prussian soldiers drilling

Q.2. What had been put up on the bulletin board?

Ans. The order from Berlin

Q.3. What had the narrator counted on to enter the school classroom?
Ans. Loud noises, rapping of ruler, repetition of lessons.

Q.4. “What thunderclap these words were to me!” What were those words and what
was their effect on Franz?
Ans. Announcement by M.Hammel i.e. only German to be taught in the schools of
Alsace and Lorraine. Franz got upset, sorrow and regret.

Q.5. How did M. Hamel make his last lesson a special one? What did he emphasize
in it?
Ans. Emphasising importance of French language, taught last lesson with utmost
devotion and sincerity, blamed everyone for neglecting the language.

Q.6. How did Franz react to the declaration that it was their last French lesson?
Ans. Got upset, shocked, felt sorry.

Q.7. How did M. Hamel say farewell to his students and the people of the town?
Ans. Wrote Vive la France on board, overwhelmed.

Q.8. What changes did the order from Berlin cause in the school?
Ans. Routine stopped, solemn, atmosphere, elders attended last class, all were sorry.

Q.9. “We’ve all a great deal to reproach ourselves with, said M. Hamel.” Comment.
Ans. Blamed everyone for not learning French language. Himself students and
parents.

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Q.10. Who did M. Hamel blame for the neglect of learning on the part of boys like
Franz?
Ans. Himself, students and parents.
Q.11. Briefly describe M. Hamel’s dress on the last day? What were the two occasions
when he wore this?
Ans. Green coat, frilled shirt, black embroidered silk cap. Wore on inspection and
prize days.

Q.12. Don’t go so fast, bub: you’ll get to your school in plenty of time!” Why did Sam
Watcher make this comment?
Ans. Making fun of Franz as never saw him going so fast to school.

Q13. ho did M. Hamel blame for the sorry state of affairs as far as learning of French
is concerned?
Ans. Himself students and parents.

Q.14. How did Franz’s opinion for his books and teacher change after the shocking
announcement?
Ans. Was sorry for not learning his lessons, developed liking for his books,
sympathized with teacher, developed respect.

8. Long Questions:
Q.1. “Patriotism is not just limited to soldiers.” Explain this statement from the
character of M. Hamel.
Ans. Love for his country, teaching of last lesson with utmost dedication and
sincerity, defying the Germans just with book, blackboard and his own voice,
challenged linguistic chauvinism, emotional farewell.

Q.2. “It seemed almost as if the poor man wanted to give us all he knew before going
away and to put it all into our heads in one stroke.” Explain why Franz felt so.
Ans. Franz was shocked and emotional as the teacher made the last lesson
memorable by focusing on the importance of mother tongue, mood of the class
was sombre, M.Hamel – a true patriot and sincere teacherwho used his last
lesson to defy oppression.

Q.3. Our native language is part of our culture and we are proud of it. How does the
presence of village elders in the classroom And M. Hamel’s last lesson show
their love for French language?
Ans. Elders sat in the back of classroom, to show respect to teacher and their
mother tongue, grabbed last opportunity to learn, regret for not learning their
language, realisation occurred in the last lesson, children developed patriotic
feelings, M.Hamel taught lesson with full devotion.

9. Higher Order Thinking Skills:

Q1. “Your parents were not anxious enough to have you learn. They preferred to put
you to work on a farm or at the mills, so as to have little more money.” How do
these words of M. Hamel in respect with the parents of the town reflect our
attitude towards learning?

Q.2. In "The Last Lesson," the narrator initially resents school and M. Hamel.
However, his perspective shifts dramatically. Analyze the factors that contribute
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 to this change in attitude. How does this transformation reflect the power of
language and cultural identity?
Q.3. How does the story explore the themes of patriotism, language, and cultural
identity? What message is the author trying to convey?

Q.4. Compare and contrast the attitudes of the older villagers and the younger
generation towards the French language and culture. What does this reveal
about the impact of language on societal values?

10. Study Beyond Chapter:

i) Symbolism: symbolism of the blackboard, the Prussian drill, and M.
Hamel's attire.
ii) Language and Identity: importance of language in shaping cultural identity
and national pride
iii) What does the blackboard symbolize in the context of the story? How does
its final message encapsulate the overall sentiment of the lesson?
iv) Imagine a conversation between Franz and M. Hamel after the last lesson.
What would they discuss regarding their feelings about language and
identity?
v) Discuss how language serves as a vehicle for cultural identity in "The Last
Lesson." Why is losing one's language equated with losing one's identity?
vi) How does Franz's attitude towards school and learning change throughout
the story? What events contribute to this transformation?

11. Comprehensive Paragraphs:

1. Poor man! It was in honour of this last lesson that he had put on his fine
Sunday clothes, and now I understood why the old men of the village were
sitting there in the back of the room. It was because they were sorry, too, that
they had not gone to school more. It was their way of thanking our master for
his forty years of faithful service and of showing their respect for the country
that was theirs no more.
i. Why does the narrator refer to M. Hamel as ‘Poor man!’?
a) He empathizes with M. Hamel as he had to leave the village.
b) He believes that M. Hamel’s “fine Sunday clothes” clearly reflected that he
was not rich.
c) He feels sorry for M. Hamel as it was his last French lesson.
d) He thinks that M. Hamel’s patriotism and sense of duty resulted in his
poverty.

ii. Which of the following idioms might describe the villagers’ act of attending
the last lesson most accurately?
a) ‘Too good to miss’
b) ‘Too little, too late’
c) ‘Too many cooks spoil the broth’
d) ‘Too cool for school’

iii. Choose the option that might raise a question about M. Hamel’s “faithful
service”.
a) When Franz came late, M. Hamel told him that he was about to begin class
without him.

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 b) Franz mentioned how cranky M. Hamel was and his “great ruler rapping on
the table”.
c) M. Hamel often sent students to water his flowers, and gave a holiday when
he wanted to go fishing.
d) M. Hamel permitted villagers put their children “to work on a farm or at the
mills” for some extra money.

iv. Choose the option that most appropriately fills in the blanks, for the
following description of the given extract.
The villagers and their children sat in class, forging with their old master a
(i) _____ togetherness. In that moment, the class room stood (ii) _____. It was
France itself, and the last French lesson a desperate hope to (iii) ______ to
the remnants of what they had known and taken for granted. Their own (iv)
_______.
a) (i) graceful; (ii) still; (iii) hang on; (iv) country
b) (i) bygone; (ii) up; (iii) keep on; (iv) education
c) (i) beautiful; (ii) mesmerised; (iii) carry on; (iv) unity
d) (i) forgotten; (ii) transformed; (iii) hold on; (iv) identity

2. M. Hamel went on to talk of the French language, saying that it was the most
beautiful language in the world — the clearest, the most logical; that we must
guard it among us and never forget it, because when a people are enslaved, as
long as they hold fast to their language it is as if they had the key to their
prison. Then he opened a grammar book and read us our lesson. I was amazed
to see how well I understood it. All he said seemed so easy, so easy!

i. Which of the following can be attributed to M. Hamel’s declaration about

the French language?

a) subject expertise
b) nostalgic pride
c) factual accuracy
d) patriotic magnification

ii. Read the quotes given below. Choose the option that might best describe M.
Hamel’s viewpoint.

(i) Those who know nothing of foreign languages know nothing of their own. –
Johann Wolfgang von Goethe
(ii) Language is the road map of a culture. It tells you where its people come
from and where they are going. – Rita Mae Brown
(iii) A poor man is like a foreigner in his own country. – Ali Ibn Abi Talib
(iv) The greatest propaganda in the world is our mother tongue, that is what we
learn as children, and which we learn unconsciously. That shapes our
perceptions for life. – Marshal McLuhan
a) Option (i) b) Option (ii) c) Option (iii) d) Option (iv)

iii. “I was amazed to see how well I understood it.” Select the option that does
NOT explain why Franz found the grammar lesson “easy”.

a) Franz was paying careful attention in class this time.

b) M. Hamel was being extremely patient and calm in his teaching.
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 c) Franz was inspired and had found a new meaning and purpose to learning.
d) Franz had realized that French was the clearest and most logical language.
iv. Franz was able to understand the grammar lesson easily because he was
a) receptive. b) appreciative.
c) introspective. d) competitive.

3. While I was wondering about it all, M. Hamel mounted his chair, and, in the
same grave and gentle tone which he had used to me, said, “My children, this is
the last lesson I shall give you. The order has come from Berlin to teach only
German in the schools of Alsace and Lorraine. The new master comes
tomorrow. This is your last French lesson. I want you to be very attentive.”

(a) Who is ‘I’ here?

A. Franz B. M.Hamel C. Old Hauser D. Villagers

(b) What was ‘I’ wondering?

A. Presence of villagers in the classroom.
B. Ceremonial dress of teacher
C. Silence in the class
D. All of the above.

(c) How was the tone of M. Hamel?

A. Grave and gentle. B. Jovial C. Mocking D. angry

(d) Why did Hamel want everyone to be attentive?

A. Because it was the last lesson on French he would give.
B. Because it was better than German
C. Because he was teaching them
D. He hated noise in the class

4. How it must have broken his heart to leave it all, poor man; to hear his sister
moving about in the room above, packing their trunks! For they must leave the
country next day.

(i) Who are ‘they’ here?

(a) Franz and his sister
(b) M. Hamel and his sister.
(c) Franz and M. Hamel
(d) None of the above

(ii) Why is M. Hamel’s heartbroken?

(a) Because no one is interested in his class.
(b) Because he has to leave the country the next day.
(c) Because he had no money.
(d) Because his parents were no more.

(iii) Why do they have to leave the country?

(a) Prussians had announced that German would be taught instead of French.
(b) Nobody in the districts of Alsace and Lorraine learn German.
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 (c) Prussians had announced that French would be taught instead of German.
(d) Nobody in the districts of Alsace and Lorraine learn French.
(iv) Who is packing the trunks?
(a) Hamel’s sister
(b) Franz’s sister
(c) Hamel’s wife
(d) Franz’s cousin

12. Skill Based Questions:

1. Franz and Bama meet after a few years and discuss how their respective
situations changed their course of life. Narrate their conversation in the form of
dialogue writing.
2. ‘The Last Lesson’ and ‘Poets and Pancakes’ bring out situational irony, gentle
humour and satire to point out human foibles. As a motivational speaker,
prepare a speech pointing out the importance of humour in life.

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 Chapter 2 : Lost Spring

1. Name of writer: Anees Jung

2. About Writer : Anees Jung (born 15 December 1944) is an Indian author,
journalist and columnist for newspapers in India and abroad, Born
in Rourkela and growing up in Hyderabad, Anees Jung is from an aristocratic
family .After schooling and college at Osmania University in Hyderabad, she
went to the United States for higher studies at University of Michigan Ann
Arbor, where she did her master's degree in sociology and American
studies.]She started her writing career with the “Youth Times,” a Times of
India publication, working as a journalist and editor. She subsequently worked
for the Christian Science Monitor and International Herald Tribune. Her biggest
success, Unveiling India, a travel diary focusing on interviews of Indian women
discussing their everyday lives, was published in 1987. Since then, she has
written several books including Night of the New Moon: Encounters with Muslim
women in India (1993), Seven Sisters (1994), Breaking the Silence (1997),
and Beyond the Courtyard (2003), based on interviews with the daughters of the
women she had talked to first in Unveiling India. Her book Lost Spring: Stories of
stolen childhood (2005) focuses on children from deprived backgrounds. Some
of her other books include, When a place becomes a person (1977) and The Song
of India (1990).

3. Brief of Chapter: ‘Lost Spring’, written by Indian writer Anees Jung, is an

excerpt from her book ‘Lost Spring, Stories of Stolen Childhood’. In it, she
depicts how grinding poverty and traditions condemn children to a life of
poverty and exploitation. This theme is brought out through two characters
Saheb and Mukesh. Saheb is a ragpicker who came from Dhaka to settle in
Seemapuri( a place located on periphery of Delhi) after his fields were swept
away in storm . Around 10,000 ragpickers like Saheb live in Seemapuri in
miserable conditions. They live without any identity. Garbage is gold to them.
Eventually Saheb compromises with his fate and takes up work at a tea stall
where he gets Rs 800 as wages but he is unhappy and loses his carefree look.
Second part of the chapter reflects the terrible working conditions and poverty
of the bangle makers of Firozabad through the character of Mukesh . Mukesh
belongs to a family of bangle makers. The bangle makers work in inhuman
conditions but consider bangle making as god given lineage The art has been
passed down from parents to their children for generations. Even after the
whole family worked at the bangle factory, they remained poor. They are
trapped in the vicious circle of exploiters. But no one dares to break away from
this line of the profession and suppression. Mukesh is an ambitious boy who
wants to become a motor mechanic and the narrator sees a flash of rebellion in
his eyes.

4. Difficult Words (List only):

1. Perpetual
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 2. Scrounging
3. Squatters
4. Metaphorically
5. Mirage
6. Wobbly
7. Impoverished
8. Unkempt
9. Auspiciousness
10. Vicious

5. Points to ponder/remember
Saheb-e-Alam: A rag picker
1. Saheb is a rag-picker from Seemapuri whose parents left Bangladesh and
settled in Seemapuri in 1971.
2. The writer encounters him every morning scrounging for gold in the
garbage dumps in her neighbourhood.
3. He is unable to go to school because there is none in his neighbourhood.
4. It is ironical that Saheb’s full name is Saheb-e-Alam which means ‘Lord of
the universe.’
5. Children of ragpickers remain barefoot as they can’t afford to buy shoes.
6. It is not lack of money but a tradition to stay barefoot, is one explanation
to remain barefoot.
7. Ragpickers in Seemapuri are squatters who live in miserable conditions.
8. They are devoid of sewages, drainage and running water
9. Their houses are made of tin and tarpaulin . They have no identity except
a ration card .
10. Garbage is a means of survival for the elders and for the children it is
something wrapped in wonder
11. Survival in Seemapuri means rag-picking.
12. At present Saheb is working at a tea stall. The writer sees him with a steel
canister. He has lost his freedom.
13. He is not happy with his work because he has lost his carefree look and is
no longer his own master.

Mukesh: Son of a bangle maker

14. Mukesh lives in Firozabad & is born in the family of bangle makers.
15. Unlike the others in Firozabad who are burdened in the stigma of caste in
which they are born, Mukesh wants to become a motor mechanic.
16. Firozabad is best known for its glass-blowing industry.
17. Nearly 20,000 children are engaged in this business and work in most
inhumane conditions.
18. They work in dingy cells in front of hot furnaces with poor ventilation,
often losing brightness of their eyes.
19. Their eyes are more adjusted to the dark then to the light outside.
20. Bangle makers consider this profession as their ‘karam’ and god given
lineage which can’t be broken.
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 21. They live in pathetic conditions with crumbling walls and wobbly doors.
Their houses look like half built shacks.
22. Weighed down by the debt, they can neither think nor find a way to come
of out of this trap.
23. Years of mind-numbing toil have killed all initiative and the ability to
dream.
24. They are trapped in vicious circle of sahukars, the middlemen, the
policemen, the keepers of law, the bureaucrats and the politicians who
exploit them.
25. Mukesh is different from the rest of the folk there. He dreams to become a
motor mechanic. The garage is far away from his house, but he shall walk.

6. Minimum learning Levels (MLLs):

1. What was ironical about Saheb’s name?
2. Was Saheb happy working at the tea stall?Why/Why not?
3. Garbage has different meaning for children and adults. Explain how?
4. Explain ‘ Seemapuri is on the periphery of Delhi yet miles away from it.’
5. Mention the hazards of working in the glass bangles industry.
6. Why could the bangle-makers not organize themselves into a co-operative?

7. Short Questions (10 to 12 Question with Key Points) :

Q.1. What was the hollow promise made by Anees Jung to Saheb? Why did she feel
embarrassed?

• To build a school where Saheb could study

• Because it was a fake promise that she made half-jokingly.
• It could not be fulfilled

Q.2. What was the excuse given by poor ragpickers for not wearing shoes?
• They say it was not lack of money but their tradition to remain barefoot
• One boy said his mother did not bring the shoes down the shelf

Q.3. What is ironical about the name of Saheb?

• Saheb’s full name was Saheb-e-Alam means lord of universe
• In reality he was a poor ragpicker

Q.4. Explain ‘ Seemapuri is on the periphery of Delhi yet miles away from it.
• Delhi is a metro city and capital of India
• It is full of luxuries and all developmental policies are made here
• But poor ragpickers though living in the neighbourhood of Delhi, are far
away from it
• They have no facilities

Q.5. Garbage has different meaning for children and adults. Explain how?
• For children it is a heap wrapped in wonders because sometimes they find a
rupee or a ten rupee note
• For adults garbage is source of livelihood. It is their means of survival.

Q.6. Was he happy working at the tea stall? Why/ why not?
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 • Saheb was not happy
• Though he earned 800 rupees at tea stall but he lost his freedom
• He lost his carefree look
• He was no longer his own master
• He had to work under tea stall owner
•
Q.7. How Mukesh’s attitude to life was different from other
bangle makers?

• Mukesh did not want to adopt his family’s profession of making bangles
• He wanted to break it and wanted to be a motor mechanic
• He was willing to work hard
• He was ambitious

Q.8. Mention the hazards of working in the glass bangles industry.

• The glass bangles industry has hazardous working environment.
• People work in the glass furnaces with high temperatures, in dingy cells
without air and light.
• Most of them lose their eyesight even before they become adults.

Q.9. Why could the bangle-makers not organize themselves into a co-operative?
• Most of the bangle-makers have fallen into the trap of the middlemen.
• They know that the police will haul them up, beat them and drag to jail for
doing something illegal.
• There is no leader among them to help them see things differently.

Q.10. What was the difference between Saheb and Mukesh?

• Mukesh was more ambitious than Saheb.
• Mukesh wanted to become a motor mechanic. He wanted to become his own
master.
• Saheb had lost his freedom and took up a job at a tea stall.
• Now he was no longer his own master. He had lost his carefree look.

Q.11. What forces conspire to keep the bangle makers in poverty?

• They are trapped in the vicious circle of the sahukars, middlemen,
policemen,keepers of law, bureaucrats and politicians
• These people exploit them and keep them in poverty.

Q.12. “It is his karam, his destiny.” What is Mukesh’s family’s attitude towards their
situation?
• Mukesh’s family has accepted their poverty and tradition of making bangles
as fate.
• They feel that a God-given lineage can never be broken.

8. Long Questions (03 - 04 Question with Key Points) :

Q.1. Explain the miserable living conditions of people settled in Seemapuri?
• Seemapuri is a slum area located on the periphery of Delhi
• Residents of Seemapuri left Bangladesh in 1971
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 • They were squatters .Saheb’s family was among them
• Around 10000 ragpickers live here
• It has no facility of sewage, drainage and running water
• Houses are made of mud with roof of tin and tarpaulin
• People living here have no identity
• They have no permits but have ration cards and their names in voters’ list
• Their only means of livelihood is ragpicking
• Garbage is gold for them

Q.2. The bangle makers of Firozabad make beautiful bangles and make
everyone happy but they live and die in squalor. Elaborate.
• The bangle-makers lead a miserable and pathetic life.
• They live and work in inhuman conditions. They
• They work in dingy cells, without air and light, work in the glass furnaces
with high temperature, lose their eyesight before they become adults.
• They live amidst stinking lanes choked with garbage, houses have crumbling
walls, shaky doors and no windows. Their eyes are more adjusted to the
dark than to the light outside.
• They are exploited by the money lenders, the middlemen and the
bureaucrats. They are caught in the web of poverty, burdened by the stigma
of caste in which they are born.

Q.3. ‘Lost Spring’ explains the grinding poverty and traditions that condemn
thousands of people to a life of abject poverty. Do you agree? Why/Why
not?
• ‘Lost Spring’ describes life of people who live in a state of abject poverty.
• It is the story of Saheb of Seemapuri and Mukesh of Firozabad,
• It shows the dark reality of the lives of poor people.
• The stories reveals the poverty of the people in the slums and also the life of
exploitation that they lead.
• The children do not go to school. Society as well as their parents neglects
them.
• The stories also tell us that once those people get into the vicious circle of
money lenders they are not able to get out of it.

9. Higher Order Thinking Skills (HOTS) (03 - 04 Question without Answer):

Q.1. Anees Jung had made a promise to Saheb to build a school so that he could
study there but it proved to be a fake promise. What steps according to you
educated people like the author of this chapter should take to eradicate the
child labour in which poor children like Saheb and Mukesh are engaged?
Q.2. Mukesh was different from other bangle makers who considered their bangle
making profession as their ‘karam’ and destiny. Write a speech on behalf of
Mukesh to motivate the bangle makers to give up their traditional thinking and
change their mindset to take initiatives and dare to dream.
Q.3. People migrate to big cities in search of their livelihood but in this process they
often lose their identity. Explain the given statement in context of the chapter
‘Lost Spring’.

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10. Study beyond the Chapter (To develop the reading habit) :
Hidden Girl: The True Story of a Modern-Day Child Slave by Shyma Hall
Yasmin’s Hammer by Ann Malaspina
Boys without Names by Kashmira Sheth

Comprehensive Paragraph

1. I will learn to drive a car,” he answers, looking straight into my eyes. His dream
looms like a mirage amidst the dust of streets that fill his town Firozabad,
famous for its bangles. Every other family in Firozabad is engaged in making
bangles. It is the centre of India’s glass-blowing industry where families have
spent generations working around furnaces, wielding glass, making bangles for
all the women in the land it seems. Mukesh’s family is among them. None of
them know that it is illegal for children like him to work in the glass furnaces
with high temperatures, in dingy cells without air and light; that the law, if
enforced, could get him and all those 20,000 children out of the hot furnaces
where they slog their daylight hours, often losing the brightness of their eyes.

Q.1. ‘His dream looms like a mirage amidst the dust of streets that fill his town
Firozabad’ suggests that Mukesh’s dream was
a) Impossible
b) Rare but possible
c) Illusionary
d) Distant
Ans. c

Q.2. I will learn to drive a car,” he answers, looking straight into my eyes. This line
reflects that Mukesh was
a) Compromising
b) Ambitious and determined
c) Stern and defiant
d) Brave
Ans. b

Q.3. Which of the following statements is NOT TRUE with reference to the extract?
A. Children help their parents in making bangles
B. children are not aware that it is illegal to work there.
C. Children work in very hazardous conditions
D. Children were happy working there
Ans. d

Q.4. Every other family in Firozabad is engaged in making bangles indicates that
a) Bangle making is the most flourishing business in Firozabad
b) People of Firozabad like making bangles
c) It is their only means of survival
d) It is the profession that has passed down from generation to generation
Ans. d

Q.5. Find a word in the extract that conveys the same meaning as’working hard for a
long period at something’.
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 Ans. toil

2. Food is more important for survival than an identity. “If at the end of the day we
can feed our families and go to bed without an aching stomach, we would
rather live here than in the fields that gave us no grain,” say a group of women
in tattered saris when I ask them why they left their beautiful land of green
fields and rivers. Wherever they find food, they pitch their tents that become
transit homes. Children grow up in them, becoming partners in survival. And
survival in Seemapuri means rag-picking. Through the years, it has acquired
the proportions of a fine art. Garbage to them is gold. It is their daily bread, a
roof over their heads, even if it is a leaking roof. But for a child it is even more.

Q.1. The expression ‘aching stomach’ in the context denotes……….

Ans. hunger

Q.2. Explain the statement’ Garbage to them is gold’.

Ans. garbage is their livelihood

Q.3. “If at the end of the day we can feed our families and go to bed without an
aching stomach, we would rather live here than in the fields that gave us no
grain,” say a group of women in tattered saris.It suggests that the women is
a) Angry
b) Satisfied
C) Complaining
d) Remorseful
Ans. b

Q.4. The statement ‘Food is more important for survival than an identity”reflects that
ragpckers are living in Seemapuri because……………
Ans. they are getting their source of survival there

Q.5. ‘But for a child it is even more.’ How does garbage has different meaning for
children?
Ans. heap wrapped in wonders

Q.6. What does ‘acquired the proportions of a fine art’ mean?

A. Rag-picking is a status symbol
B. ragpicking needs specific skills
C. Rag-picking has attained the position of a skill.
D. Only a few people are experts in rag-picking.
Ans. C

3. She still has bangles on her wrist, but no light in her eyes. “Ek waqt ser bhar
khana bhi nahin khaya.” she says, in a voice drained of joy. She has not
enjoyed even one full meal in her entire lifetime-that’s what she has reaped! Her
husband, an old man with a flowing beard says, “I know nothing except
bangles. All I have done is make a house for the family to live in.” Hearing him
one wonders if he has achieved what many have failed in their lifetime. He has
a roof over his head! The cry of not having money to do anything except carry
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 on the business of making bangles, not even enough to eat, rings in every
home. The young men echo the lament of the elders. w, it seems in Firozabad,
years of mind-numbing toil have killed all initiative and the ability to dream.

Q.1. “Ek waqt ser bhar khana bhi nahin khaya.” she says, in a voice drained of joy.
She has not enjoyed even one full meal because
a) they spent their money in making a house
b) they could not earn enough from bangle making
c) her husband didn’t any know other skill
d) they have no time for food
Ans. b

Q.2. The young men echo the lament of their elders.’This suggests that young men
lack
a) Respect for elders
b) Ability to take initiative
c) Ability to work hard
d) Optimism
Ans. b

Q.3. The cry of not having enough money rings in every home
because………………………
Ans. Bangle makers are not earning enough from their profession

Q.4. Why little has moved with time in Firozabad?

Ans. Bangle makers are engaged in old profession and lack ability to take initiative

Q.5. ‘She still has bangles on her wrist, but no light in her eyes.’ This implies that
a. She is married, but the charm in her eyes has faded.
b. She is a married woman who has aged poorly
c. She is married, her eyes are devoid of happiness
d. She is a married but has lost her eyesight
Ans. c

Q.6. Of the four meanings of ‘reap’, select the option that matches in meaning with
its usage in the extract.
a. cut and collect crop
b. to achieve something
c. toil
d. snare
Ans. b

4. “I have nothing else to do,” he mutters, looking away. “Go to school,” I say
glibly, realising immediately how hollow the advice must sound. “There is no
school in my neighbourhood. When they build one, I will go.” “If I start a school,
will you come?” I ask, half-joking. “Yes,” he says, smiling broadly. A few days
later I see him running up to me. “Is your school ready?” “It takes longer to
build a school,” I say, embarrassed at having made a promise that was not
meant. But promises like mine abound in every corner of his bleak world.

Q.1. Saheb’s muttering and ‘looking away’ suggests his

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 A. anger
B. shyness
C. embarrassment
D. Anxiety
Ans. C

Q.2. Of the four meanings of ‘glibly’, select the option that matches in meaning
with its usage in the extract.
A. informality
B. lacking depth and substance
C. in a deceptive or insincere way.
D. fluently
Ans. b

Q.3. Who do you think Saheb is referring to as ‘they’, in the given sentence……
Ans. school officials/school authorities

Q.4. Explain the statement’ promises like mine abound in every corner of his bleak
world’.
Ans. Saheb’s world was full of fake promises

Q.5. ’Bleak world’ suggests that Mukesh’s world was…………………

Ans. full of miseries, dark future

Q.6. “Go to school,” I say glibly, realising immediately how hollow the advice must
sound.’Anees Jung knew that the advice she was giving was hollow because
a. Saheb was not interested in studies
b. Saheb’s parents were against his going to school
c. Saheb was poor and could not afford to study
d. There was no school nearby.
Ans. c

Value Based Questions

Q.1. Compare themes present in the chapter ’lost Spring’ and ‘Indigo’. Also discuss
how both the chapters address the concept of exploitation and injustice.
• Indigo is about Gandhi’s struggle for poor sharecroppers of Champaran
• Peasants exploited by British landlords, miserable life
• 15 percent agreement, demanded compensation
• lost spring depicts hardships of ragpickers and bangle makers
• Bangle makers work in hazardous condition, lose eyesight
• Trapped in vicious circle
• Burdened by stigma of their caste

Q.2. Sophie (going places) lives in a world of fantasy She has big dreams but no
determination to achieve them. Mukesh( lost spring )on the other hand has a
ambition and also ready to work hard to realise his dreams. Based on the two
texts analyse how it is important to be resolute and determined to realize one’s
dream.

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• Sophie has big dreams ,not ready to work hard
• Lives in imagination,away from reality
• Hero worship of Danny Casey
• MUkesh is son of bangle maker
• Poor but ambitious,wants to become motor mechanic
• He is ready to walk to garage,wants to drive a car
• Resolution and determination necessary
• Gives mental strength, resilience

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 Chapter 3 : Deep Water

1. Name of writer : William Douglas

2. About Writer : ( Brief introduction and works ) The chapter "Deep Water" is an
excerpt from the autobiography of William O. Douglas (1898–1980), an
influential American judge, author, and environmental advocate. Douglas
served as an Associate Justice of the United States Supreme Court from 1939
to 1975, making him one of the longest-serving justices in U.S. history. Known
for his strong opinions on civil liberties and his deep commitment to individual
rights, he made significant contributions to landmark cases involving freedom
of speech, privacy, and environmental protection.
Early Life and Challenges: Douglas faced significant health issues as a child,
including a bout with polio, which impacted his early years. He overcame these
physical limitations through a love for the outdoors, which eventually turned
into a lifelong passion for nature.
Education: He studied at Whitman College and later Yale Law School. Tenure
on the Supreme Court: Appointed by President Franklin D. Roosevelt, Douglas
served on the Supreme Court for 36 years. He was known for his progressive
views, defending civil liberties and individual rights.
Passion for Nature: Douglas was a passionate environmentalist and wrote
extensively about nature and conservation.
Writing Style:Douglas’s writing style is straightforward and vivid, drawing
readers into his personal experiences and emotional struggles. In "Deep Water,"
he recounts his near-drowning experience in a compelling, relatable way that
emphasizes the psychological effects of fear and his determination to overcome
it. His writing reflects both the introspection of a personal narrative and the
precision expected from a legal professional.
Life Skills: Through "Deep Water," Douglas offers readers not only a glimpse
into his own life but also a broader message about resilience, courage, and the
power of determination in facing fears—a theme that resonates widely across
cultures and generations.

3. Brief of Chapter: The chapter "Deep Water" by William O. Douglas dives deep
into the psychological trauma associated with fear and how it can impact one’s
life. Douglas narrates his journey from fear to courage, recounting his efforts to
overcome a deep-seated terror of water. This fear originated from two incidents
in his childhood: one was a terrifying experience in the water when he was
three or four years old, and the other was the traumatic incident at the
Y.M.C.A. pool, where an older boy pushed him into the deep end, leaving him
nearly drowning and scarred by the experience.
After this incident, Douglas developed a severe phobia of water, which haunted
him for years. It prevented him from enjoying activities like swimming, fishing,
and boating, which he deeply desired. Rather than accepting his fear as part of
life, Douglas resolved to conquer it. He hired a swimming instructor and, over
several months, underwent a structured training routine that included
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 repeated, controlled exposure to water. The instructor used a rope tied around
Douglas for safety, and through patience and gradual learning, Douglas
regained his confidence in the water.
Even after completing his training, however, Douglas found remnants of fear
resurfacing in deep waters. To ensure he had completely overcome his fear, he
tested himself by swimming in challenging locations like the Warm Lake and
other deep waters. Through this process, he finally conquered his phobia and
felt a renewed sense of freedom and self-assurance.
"Deep Water" serves as a powerful reminder of how perseverance and resilience
can help one overcome even the most daunting challenges. Douglas’s journey
symbolizes human courage and the importance of facing one’s fears directly,
rather than allowing them to dominate one’s life. The chapter encourages
readers to confront their fears, as conquering them can lead to immense
personal growth and freedom.

4. Difficult words: (list only)

1. Incessant – Continuing without pause or interruption
2. Agony – Extreme physical or mental suffering.
3. Ordeal – A painful or horrific experience.
4. Reluctance – Unwillingness or disinclination to do something.
5. Intensified – To become or make something stronger or more extreme.
6. Perception – The ability to see, hear, or become aware of something.
7. Suffocating – Making one feel trapped and unable to breathe.
8. Intuition – The ability to understand something instinctively.
9. Phobia – An extreme or irrational fear of something.
10. Intervene – To come between so as to prevent or alter a result.
11. Catastrophic – Involving or causing sudden great damage or suffering.
12. Resolve – Firm determination to do something.
13. Ambition – A strong desire to achieve something.
14. Inevitable – Certain to happen; unavoidable.
15. Repercussions – Unintended consequences of an action or event.

5. Points to ponder/remember:
The key points from "Deep Water” in chronological order:
1. Introduction to Fear: Douglas shares his fear of water that began in his early
childhood.
2. First Incident: At the age of three or four, Douglas had a frightening experience
when a wave knocked him over at a beach in California, leaving him with an
aversion to water.
3. Joining Y.M.C.A. Pool: Despite his initial fear, Douglas decided to learn
swimming at the Y.M.C.A. pool to overcome his discomfort with water.
4. The Near-Drowning Experience: While at the Y.M.C.A. pool, an older boy
pushed Douglas into the deep end of the pool, causing him to panic as he
struggled to stay afloat.

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 5. Initial Attempts to Survive: Douglas tried to save himself by jumping up from
the bottom of the pool, but each time he sank deeper, feeling helpless and
terrified.
6. Panic and Near-Unconsciousness: As he kept sinking, Douglas felt sheer terror
and was on the brink of unconsciousness, ultimately losing control and nearly
drowning.
7. Aftermath of the Incident: The experience left Douglas traumatized, with an
intense fear of water that prevented him from swimming or engaging in water
activities.
8. Determination to Overcome Fear: Years later, Douglas realized his fear was
controlling his life, and he decided to conquer it by learning to swim properly.
9. Swimming Instructor’s Help: Douglas hired an instructor who used a rope and
systematic techniques to help him learn swimming safely, slowly building his
confidence in the water.
10. Gradual Progress: Over several months, the instructor taught Douglas to swim,
stroke by stroke, helping him gain control over his body and face his fear.
11. Independent Practice: After training with his instructor, Douglas began
swimming on his own, but he still felt a trace of fear in deep waters.
12. Final Test of Courage: To ensure he had fully overcome his fear, Douglas swam
in deep waters at lakes like Warm Lake and other challenging locations.
13. Overcoming the Phobia: Douglas finally felt a sense of freedom and self-
assurance, realizing he had conquered his fear of water completely.
14. Sense of Victory: Conquering his fear left him with a profound sense of
accomplishment and confidence, as he no longer felt restricted by his fear.
15. Message of Courage and Perseverance: The chapter ends with Douglas’s
reflection that fear can be defeated through determination, courage, and
persistent effort, inspiring readers to face and conquer their own fears.
These points outline the journey Douglas took from fear to triumph, emphasizing the
importance of resilience and courage in overcoming life's challenges

6. Minimum learning Levels (MLLs):

For the chapter "Deep Water" from Class 12 English, here are the Minimum
Learning Levels (MLLs) that students should achieve:
1. Comprehension of the Plot
• MLL: Students should understand and be able to summarize the main events of
the chapter, including William Douglas’s near-drowning experience and his
journey of overcoming the fear of water.
• Learning Goal: Students can explain how the incident at the Y.M.C.A. pool
affected Douglas and how he worked to conquer his fear.
2. Understanding of Themes
• MLL: Students should identify the central themes of the story such as fear,
courage, determination, and perseverance.
• Learning Goal: Students can describe how Douglas’s story illustrates the
process of confronting and overcoming fear, and the importance of persistence.
3. Character Analysis
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 • MLL: Students should be able to analyze the character of William Douglas,
focusing on his emotional journey, fears, and eventual triumph.
• Learning Goal: Students can discuss Douglas’s personal qualities, such as
resilience, bravery, and his willingness to face his fears.
4. Critical Thinking
• MLL: Students should be able to critically reflect on how fear can affect people
in real life, drawing parallels between the story and their own experiences.
• Learning Goal: Students can explain how the lessons from the story, such as
the importance of systematic efforts in overcoming challenges, can be applied in
daily life.
5. Application of Life Lessons
• MLL: Students should be able to understand and express how the message of
the story can help in dealing with personal challenges and fears.
• Learning Goal: Students can provide examples of how one can overcome their
own fears or challenges by applying the values demonstrated in the story.
6. Moral Values
• MLL: Students should grasp the moral values conveyed through the story, such
as the importance of courage, persistence, and self-reliance.
• Learning Goal: Students can discuss how Douglas’s journey teaches the value
of overcoming challenges through self-effort and patience.

7. Short questions:
Q.1. What childhood incident first triggered Douglas’s fear of water?
Ans. Incident at the beach in California, Wave knocked him down, Feeling helpless
and terrified, Sparked initial aversion to water)

Q.2. Why did Douglas go to the Y.M.C.A. pool?

Ans. Decision to overcome fear, Chose Y.M.C.A. pool for safety, as it was shallow at
one end, Desired to learn swimming and enjoy water activities.

Q.3. Describe the incident at the Y.M.C.A. pool that deepened his fear of water.
Ans. Older boy pushed him into the deep end, attempted to jump up but kept
sinking, Panic and helplessness, nearly drowned, Left him with an intense fear
of water)

Q.4. How did Douglas try to save himself while drowning?

Ans. Attempted to push up from the pool’s bottom, Tried several times to reach the
surface, Each attempt failed, leading to increased terror)

Q.5. How did the experience at the pool affect Douglas’s life?
Ans. Developed a phobia of water, Avoided water activities (swimming, fishing, etc.),
Fear controlled many aspects of his life)

Q.6. Why did Douglas decide to overcome his fear of water?

Ans. Realized fear was limiting his life, Wanted freedom and confidence, Determined
not to let fear control him)

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Q.7. How did the swimming instructor help Douglas?
Ans. Used a rope for safety, taught him to swim through structured techniques,
Gradual process over months, building Douglas’s confidence)

Q.8. Describe Douglas’s progress with the swimming lessons.

Ans. Step-by-step teaching of strokes, breathing, Slow improvement, confidence
increased, Persistent efforts despite initial fear)

Q.9. What was the ‘final test’ Douglas conducted to ensure he had overcome his
fear?
Ans. Swam in deep waters like Warm Lake, Tested himself in challenging situations,
Confidence grew as he felt no fear)

Q.10. What did Douglas learn from his journey of overcoming fear?
Ans. Courage and persistence are essential; Fear can be conquered with
determination, Sense of freedom and personal growth after overcoming fear)

Q.11. How does the title "Deep Water" reflect the theme of the story?
Ans. Symbolizes both literal and metaphorical depth of fear, Represents the struggle
Douglas faced, Indicates his journey from fear to triumph)

Q.12. What message does the chapter "Deep Water" convey to readers?
Ans. Inspires courage and resilience, Encourages facing fears rather than avoiding
them, Highlights personal growth and freedom after overcoming challenges)

8. Long- questions ( 3 – 4 with key points)

Q.1. Describe William Douglas's childhood experiences with water and how they
contributed to his deep-seated fear?
Ans. First Incident at the Beach: Happened when he was 3 or 4 years old, A wave
knocked him down, leaving him feeling helpless and scared, Initial spark for his
fear of water.Y.M.C.A, Pool Incident: Douglas went to the pool to learn
swimming, hoping to overcome his fear, Older boy pushed him into the deep
end, Struggled to stay afloat, repeatedly sank to the bottom, Experienced panic,
helplessness, and the sensation of drowning, Nearly lost consciousness, leaving
a lasting trauma, Impact of These Incidents: Developed a phobia that kept him
away from water, The incidents impacted his life significantly, affecting his
confidence and limiting his enjoyment of outdoor activities )

Q.2. Explain the role of the swimming instructor in helping Douglas overcome
his fear of water. Describe the methods used and their impact on him.
Ans. Decision to Conquer Fear , Douglas decided to learn swimming to rid himself of
his fear, Recognized the importance of structured learning and hired an
instructor, Methods Used by the Instructor,Tied a rope to Douglas for safety,
reducing fear of sinking, Taught him strokes and breathing techniques step-by-
step, Slow and gradual approach, allowing Douglas to build confidence
gradually ,Focused on repetition and skill-building, which normalized being in
water,Impact of the Lessons:Helped Douglas develop trust in his
abilities,Month-by-month progress gave him a sense of control,Overcame the
27 | P a g e
 technical aspects of swimming but still had lingering fear in deep water, Post-
Lesson Confidence:Lessons laid the foundation, allowing Douglas to eventually
confront and conquer his phobia fully.Gained skills, confidence, and mental
strength, turning his fear into a sense of accomplishment)

Q.3. Discuss the significance of the title "Deep Water" in relation to the themes
of fear and overcoming challenges as presented in the chapter.
Ans. Literal Significance: "Deep Water" represents the actual physical setting of the
Y.M.C.A. pool where Douglas nearly drowned, Reflects the danger and fear
associated with water in his life.
Metaphorical Significance: "Deep Water" symbolizes the depth of Douglas's fear,
which went beyond surface-level anxiety and affected him profoundly. The title
encapsulates his intense struggle and psychological ordeal.
Themes of Fear and Conquest: Title aligns with the central theme: overcoming
deep-seated fears through determination. The phrase "deep water" can also be
seen as a metaphor for life’s challenges, showing that struggles are unavoidable
but can be conquered.
Journey from Fear to Freedom: "Deep Water" highlights Douglas’s
transformation as he moves from fear to freedom. Represents not only physical
survival but also emotional resilience and courage, encouraging readers to
confront their fears)

Q.4. How does William Douglas’s experience in "Deep Water" convey the
message of resilience and the power of determination? Illustrate with
examples from the text.
Ans. Initial Fear and Trauma: Discuss how childhood incidents left him traumatized.
Reluctance to approach water due to intense fear.
Decision to Confront Fear: Douglas made a conscious decision not to let his fear
control his life. Hired an instructor and committed to the learning process
despite his phobia.
Persistence in Training: The training process required patience, repeated efforts,
and the ability to tolerate discomfort. Examples of repeated practice of strokes
and breathing under guidance. Douglas’s gradual confidence-building journey
reflects his resilience.
Final Test and Triumph: To test himself, Douglas swam in deep lakes and in
challenging conditions. Each successful swim reinforced his confidence,
showing his complete transformation.The experience taught him the strength of
willpower and resilience, helping him overcomes a fear that had once seemed
insurmountable.
Universal Message of Determination: Emphasizes that with persistence and
courage, anyone can overcome their deepest fears.
Story serves as an inspiration to face challenges directly, building resilience in
the process)

9. High-order thinking skill (HOTS) 3- 4 questions without answers:

Q.1. How does Douglas’s struggle with fear in "Deep Water" serve as a metaphor for
overcoming life’s challenges?

28 | P a g e
Q.2. Analyse the role of self-determination in Douglas’s journey to conquer his fear
of water.

Q.3. How does "Deep Water" convey the message that fear is a psychological barrier
more than a physical one?

Q.4. In what ways does "Deep Water" inspire readers to confront and conquer their
own fears?

10. Study beyond the chapter ( To develop reading habit )

To develop reading skills beyond the chapter "Deep Water," various approaches
and activities that enhance comprehension, critical thinking, and vocabulary
can be taken up .

1. Explore Books and Stories about Overcoming Fear:

"Touching the Void" by Joe Simpson: A true story of survival where the
protagonist overcomes tremendous fear and physical challenges.
"Life of Pi" by Yann Martel: A story of a young boy’s survival after a shipwreck,
focusing on his fear of death and his battle to overcome it.
"Into Thin Air" by Jon Krakauer: A gripping account of the author's experience
in a deadly Mount Everest expedition, dealing with fear and survival.
Activity: Compare and contrast the themes of overcoming fear in these stories
with "Deep Water." What similarities or differences can you identify in how the
characters deal with their fears?

2. Read Non-fiction Essays and Articles: on topics related to fear, survival,

and personal growth. Reading non-fiction helps develop the ability to
process and analyze real-life scenarios.

3. Engage with: Autobiographies of People Who Overcame Adversity:

"Long Walk to Freedom" by Nelson Mandela: Mandela’s autobiography describes
his fight against apartheid and the fear he had to conquer during his
imprisonment.
"I Am Malala" by Malala Yousafzai: Malala’s journey of overcoming fear to fight
for girls’ education.
Activity: After reading an autobiography, create a mind map connecting key
moments from the author’s life to the lessons learned from "Deep Water."

4. Engage with Poetry :Read Poems about Human Emotions and Strength:
"If—" by Rudyard Kipling: A poem about resilience and strength in the face of
challenges.
"Invictus" by William Ernest Henley: A powerful poem about overcoming
adversity and maintaining one’s resolve.
Activity: After reading these poems, analyze how poets use language to convey
emotions like fear and courage. Compare the poetic expressions of fear to
William Douglas’s description in "Deep Water."

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5. Participate in Group Discussions or Debates on Themes of Fear and
Courage:
Activity: In a group, discuss how fear impacts individuals and society.
Compare real-life examples (such as stories of survival) with the fictional
account in "Deep Water."

6. Analyze Movies or Documentaries Based on Real-life Survival Stories:

"127 Hours": The story of Aron Ralston, who overcame a life-threatening
situation with sheer determination.
"The Walk": The film about Philippe Petit’s daring high-wire walk between the
Twin Towers, focusing on courage and overcoming fear.
Activity: Write a review or analysis comparing the depiction of fear and survival
in these films to the experiences of William Douglas. Discuss how visual
storytelling enhances or contrasts with written narratives.

7. Engage with Creative Writing: Write Personal Narratives:

Write about a time when you or someone you know faced and overcame a fear.
Try to use vivid descriptions and emotions, similar to how William Douglas
narrates his experience in "Deep Water."
Activity: Create a short story where the protagonist overcomes a significant
challenge, focusing on internal conflicts and emotions like fear. Share it with
peers for feedback.

11. Passages for comprehension:

Passage 1
"It had happened when I was ten or eleven years old. I had decided to learn to
swim. There was a pool at the Y.M.C.A. in Yakima that offered exactly the
opportunity I needed. The Yakima River was treacherous. Mother continually
warned against it and kept fresh in my mind the details of each drowning in the
river. But the Y.M.C.A. pool was safe. It was only two or three feet deep at the
shallow end; and while it was nine feet deep at the other, the drop was
gradual."

Questions and Answers:

Q.1. Why do you think the author emphasized the safety of the Y.M.C.A. pool
compared to the Yakima River?
Ans. Douglas wanted to learn swimming in a controlled environment, as the Y.M.C.A.
pool seemed safer than the unpredictable Yakima River. His mother’s fears
reinforced his caution, showing his attempt to avoid unnecessary risks.

Q.2. How does Douglas’ mother’s concern about the river reflect the mindset of
many parents?
Ans. Like many parents, Douglas's mother was protective and fearful for her child’s
safety. Her repeated warnings highlight a parental instinct to safeguard
children from potential harm, especially around known hazards.

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Q.3. What is the significance of the gradual drop in the Y.M.C.A. pool’s depth
for a beginner swimmer?

Ans. The gradual drop in depth provides beginners a sense of security, helping them
gain confidence in shallow water before moving to deeper parts. This setup is
less intimidating, making it an ideal learning environment.

Q.4. In what way does this early mention of drowning foreshadow later events
in the story?
Ans. The reference to drowning foreshadows Douglas’s traumatic experience in the
pool. This mention creates suspense, preparing readers for the intense fear
Douglas will later associate with water.

Q.5. How do you think Douglas’s perception of water and swimming changes
after his experiences in the Y.M.C.A. pool?
Ans. Initially, Douglas viewed swimming as a safe, exciting challenge. However, after
his near-drowning experience, he associates water with fear and trauma,
marking the beginning of his struggle to overcome his phobia.

Passage 2

"As I went down the third time, I sucked for air and got water. The yellowish
light was going out. Then all effort ceased. I relaxed. Even my legs felt limp, and
a blackness swept over my brain. It wiped out fear; it wiped out terror. There
was no more panic. It was quiet and peaceful. Nothing to be afraid of. This is
nice… to be drowsy… to go to sleep… no need to jump… too tired to jump…
that was the last thought."

Questions and Answers:

Q.1. Analyse why the narrator suddenly experiences peace during a life-
threatening moment.
Ans. The calmness Douglas feels may come from physical and mental exhaustion as
his body gives up the fight. This peacefulness in the face of death reflects a
natural reaction to extreme stress, where the body instinctively accepts fate to
lessen suffering.

Q.2. How does the shift in tone from panic to calm affect your understanding of
Douglas’s experience?
Ans. The shift from terror to calmness gives a deeper insight into his near-death
experience. It shows the overwhelming power of his fear, while also emphasizing
the fragility of life as he surrenders to the situation.

Q.3. What does Douglas's final thought before blacking out suggest about the
nature of fear?
Ans. His last thought suggests that fear can be paralyzing yet temporary. When fear
reaches its peak, it may give way to calm acceptance, as seen in Douglas's
surrender to his exhaustion and the inevitable.

Q.4. Why do you think Douglas remembered this moment so vividly even years
later?

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Ans. The traumatic event left a deep psychological impact, making the memory
indelible. This experience likely shaped Douglas’s future approach to fear,
making him more determined to conquer it and to avoid ever feeling that
helpless again.

Q.5. How might this experience have impacted Douglas’s outlook on life and
personal resilience?
Ans. Facing a life-or-death situation likely made Douglas more aware of his
limitations and the power of fear. It also may have strengthened his resolve to
overcome weaknesses, ultimately contributing to his resilience and mental
toughness.

Passage 3

"In April, I went to Lake Wentworth in New Hampshire. I swam two miles across
the lake to Stamp Act Island. I swam the crawl, breast stroke, side stroke, and
back stroke. The instructor was finished. But I was not finished. I still
wondered if I would be terror-stricken when I was alone in the water."

Questions and Answers:

Q.1. Why does Douglas still feel uncertain about his fear of water even after
completing his training?
Ans. Despite his training, Douglas’s trauma runs deep, and his fear is embedded in
his subconscious. He may feel that controlled lessons in a pool don’t fully
prepare him for the unpredictability of open water, where he would be entirely
on his own.

Q.2. What does his decision to swim multiple strokes indicate about his
character?
Ans. His decision to master various strokes reflects his thoroughness and
determination to regain full control over his mind and body. It shows that he
wants to face his fear comprehensively, ensuring he’s prepared for any situation
in the water.

Q.3. How might swimming alone in open water challenge him differently than
swimming with an instructor in a pool?
Ans. Swimming alone in open water is less predictable and can trigger his past fears
more intensely. Without an instructor’s presence, he would have to rely solely
on his inner strength, which truly tests his courage and resilience.

Q.4. What does this passage suggest about the process of overcoming deep-
seated fears?
Ans. It suggests that overcoming deep-seated fears is a gradual, often incomplete
process. Even with preparation, old traumas may resurface, and fully
conquering fear requires both mental strength and continued self-confidence.

Q.5. How does Douglas’s journey to conquer his fear of water reflect the
broader theme of personal growth?
Ans. His journey demonstrates that personal growth often requires courage and
persistence. By confronting and working through his fear, Douglas gains

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 resilience, self-assurance, and inner peace, which are valuable traits for
personal development.

Passage 4

"I crossed to the other shore of Warm Lake. It was only a mile but it was the
longest journey I ever made. No other experience had this deathly terror. It was
over, finally. I had conquered my fear of water."

Questions and Answers:

Q.1. Why does the author describe a mile-long swim as “the longest journey” he
ever made?
Ans. This mile-long swim is metaphorically “the longest journey” because it
represents his battle with fear and inner demons. It wasn’t just a physical
distance but an emotional and psychological journey that took him years to
complete.

Q.2. What does the word “conquered” imply about Douglas’s victory over his
fear?
Ans. “Conquered” implies a sense of triumph and finality. It suggests that Douglas
has not only faced his fear but has gained mastery over it, transforming his
relationship with water from terror to empowerment.

Q.3. In what ways can this “longest journey” be seen as a metaphor for
overcoming any personal fear?
Ans. The “longest journey” represents the difficulty of confronting deeply rooted
fears, which often feel insurmountable. It serves as a metaphor for the courage
and effort required to push through mental and emotional barriers, regardless
of the specific fear.

Q.4. How does this final victory connect to the initial trauma Douglas
experienced at the Y.M.C.A. pool?
Ans. This victory marks the completion of Douglas’s journey from fear to freedom. It
contrasts with the helplessness he felt at the pool, showing how far he has
come from that initial trauma, now transforming it into a source of strength.

Q.5. Reflecting on Douglas’s experience, what lessons about resilience and

courage can readers take away?
Ans. Douglas’s journey teaches that resilience and courage are not innate but can be
developed through persistence and determination. His story shows that
confronting one’s fears head-on, no matter how intimidating, ultimately leads to
personal growth and liberation

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 Chapter 4 : The Rattrap

1. Name of writer: Selma Lagerlof

2. About Writer: (Brief introduction & works)

Selma Lagerlof (1858-1940) was renowned Swedish author and teacher. She
was the first female writer to win Nobel Prize in literature in 1909. Lagerlof’s
work often explores Swedish culture, history and the human condition. Her
notable works include: “The Wonderful Adventures of Nils” (1906-1907),
“Jerusalem” (1901-1902” and “The Rattrap” (1984)

3. Brief of Chapter
"The Rattrap" by Selma Lagerlof explores the inherent goodness in humanity.
The story highlights the transformative power of kindness, understanding, and
proper treatment. The protagonist, a rat trap seller, views the world as a large
rattrap, offering enticing bait to lure people in. He makes by living selling
rattraps.
Once, he arrived at a crofter's hut, where an old man lived alone. The crofter
treated the peddler kindly, but the rat trap seller stole 30 Kronors from him. To
avoid potential consequences, the rat trap seller took a shortcut through the
jungle and got lost. He recalled his own philosophical thought: the world is a
big rattrap. Ironically, he had fallen into his own trap, tempted by the crofter's
money.
Desperate, he sought shelter at Ramsjo Ironworks, owned by an ironmaster.
The ironmaster, mistaking him to be “Nils Olof”, an acquaintance from his
regiment, warmly invited him to his home. However, the rat trap seller refused,
fearing discovery of his theft. The ironmaster then sent his daughter to
persuade him to join them for Christmas celebrations.
The ironmaster and his daughter, mistaking him for their old friend, Captain
von Stahle, warmly welcomed the rat trap seller into their home. He was invited
to take a bath and shave, and was treated to the tastiest food and finest
clothes.
However, soon the truth was revealed: he was not Captain von Stahle, but an
ordinary man. The ironmaster, feeling deceived, wanted to hand him over to the
police. But his daughter persuaded her father to show mercy, as it was
Christmas. She didn't want to spoil Christmas with unpleasantness.
He was served the best food. He did nothing but slept at house.
The peddler was treated like a captain by Edla, who thought that this petty
fellow, often devoid of kindness and warmth in his life, deserved to be treated
with dignity and respect everywhere. She believed that even the most hardened
individuals could change with gentle treatment.
The ironmaster and Edla went to offer Christmas prayers at the church. There,
they came to know about the theft at the crofter's hut. The description of the
thief matched the man whom they had left at their house.
The ironmaster mocked the kind treatment Edla had shown the thief, saying:
34 | P a g e
 "We've been fooled! He's probably stolen from us too!"
He believed the fellow might have disappeared with their valuable items.
However, upon reaching home, to their surprise, he hadn't taken anything
valuable with him; instead, he had left:
- A badly wrapped gift package containing a rattrap as a Christmas present for
Edla.
- 30 kronor, and
- A letter signed "Captain von Stahle."
In the letter, he requested Edla to return the 30 Kronors to the crofter and
thanked for her kindness and hospitality towards a petty stranger.
Thus, transformed by Edla’s compassion, the former thief became a reformed
man. It demonstrates that even the smallest acts of kindness can spark
profound change.

4. Difficult Words

Word Meaning
• Monotonous - dull
• Vagabond - wanderer/vagrant
• Unwonted - unaccustomed
• Rags - old tom clothes
• Resort to - forced to
• Snare - trap
• Supper - the Last meal of the day
• Mjolis - a game of card
• Kronor - the unit of money in Sweden
• Nodding - shaking the head
• Smashed - broken into pieces
• Thickets - a grouping of growing
• Quite - a lot
• Logs - big pieces of wood
• Gloom - sadness

5. Points to ponder/remember :

➢ The Peddler was a vagabond who sold rattraps.

➢ It amused him to think of the world as a rattrap.
➢ The World, he felt, was never kind to him.
➢ Takes shelter at a crofter’s cottage.
➢ The crofter welcomed him, gave him dinner, shared his pipe.
➢ Showed him where he put his money which he had earned by selling milk.
➢ The Peddler stole the money.
➢ Took the back roads to keep away from people.
➢ Got lost in the jungle at night.
➢ The master mistook him to be and old acquaintance.
➢ Invited him home.
35 | P a g e
 ➢ Peddler didn’t correct the ironmaster.
➢ Thought of some money out of him.
➢ But decline his invitation.
➢ Iron master sent his daughter who persuaded him to join them on
charismas
➢ The Peddler was scrubbed, bathed, given a haircut, a shave and a suit of
the ironmaster.
➢ The iron master realized his mistake that paddler was not the Captain.
➢ He wanted to call the Sheriff.
➢ The compassionate Edla convinced her father.
➢ To let him spend Christmas day with them.
➢ The peddler spent the whole of Christmas Eve eating and sleeping.
➢ The next day at church
➢ Father came to know that the Peddler was a thief who stole thirty kroner.
➢ They found a letter addressed to Edla, signed as Captain Von Stable and a
rattrap as a gift from the paddler. In the rattrap were the three ten kronor
notes of the crofter.

6. Minimum learning Levels (MLLs) : Mind map:

THE RATTRAP: BY SELMA LAGERLOF

7. PEDDLER IRONMASTER
Vagabond who sold Owner of Ramsjo iron
8.
rattraps works
Steal
9. to make both Mistook peddler as Neils
ends meet Olof
10. The Rattrap Hastily invited peddler
Think of the world
11. for charismas celebration
as a rattrap
Sends his daughter Edla
Takes
12. shelter at a to pursued
Main
crofter’s cottage Got angry to know the
13. kind crofter’s Characters
Stole reality of peddler
money Decide to call the police.
Took a way Allowed peddler to stay
7.Extract based
through jungle and on Edla’s Request
got lost On Discovery about
Thinks that he had Peddler’s thievery
been rattrap Mocks Edla’s
Money worked as Compassionate behavior
to a thief
bait
Got worried about
Finally reached precious items
Ramsjo ironworks
Ironmaster
mistook peddler as
Nils Olof
Got invitation for
charismas was
given a haircut, 36 | P a g e
shaved and a suit
of the ironmaster
Iron Master
 EDLA WILLAMSSON
Keen Observer, Kind, Compassionate and great host
Good judge of character
Judges - knows about peddler’s truth- a tramp
Cool & Sympathetic attitude - Brought peddler home
Good convincer - convinced the peddler join Christmas- stopped farther kicking
out-peddler
Persuade her father to allow peddler celebrate Charismas
Her compassion transformed the peddler- change in peddler’s heart
Peddler left – Rattrap as a gift - a letter for Edla’s empathy-30 Kronors to be returned
to old crofter

7. Extract based questions

Paragraph - 1
It was late in December. Darkness was already descending over the forest. This
increased the danger, and increased also his gloom and despair. Finally he saw
no way out, and he sank down on the ground, tired to death, thinking that his
last moment had come. But just as he laid his head on the ground, he heard a
sound—a hard regular thumping. There was no doubt as to what that was. He
raised himself. ‘‘Those are the hammer strokes from an iron mill’’, he thought.
‘‘There must be people nearby’’. He summoned all his strength, got up, and
staggered in the direction of the sound.

Q.1. What does he refer to?

(i) Peddler
(ii) Iron mill master
(iii) Ironmaster’s Captain
(iv) Crofter
Ans. Peddler

Q.2. Which literary device is there in ‘a hard regular thumping’

(i) Metaphor
(ii) Onomatopoeia
(iii) Simile
(iv) Pun
Ans. Onomatopoeia

Q.3. What is the meaning of the word ‘Gloom’?

(i) Sadness
(ii) Envious
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 (iii) Happiness
(iv) Glee
Ans. Sadness

Q.4. ‘‘There must be people nearby.’’ How does the peddler come to that
conclusion?
Ans…

Q.5. Ramsjo Ironworks is ……..

(i) An Iron mill
(ii) A church
(iii) A village
(iv) A captain
Ans. An iron mill

Q.6. What is tone of the above passage?

(i) Ominous
(ii) Serene
(iii) Melancholic
(iv) Joyful
Ans. Serene

Paragraph 2
He thought of the thirty kronor. To go up to the manor house would be like
throwing himself voluntarily into the lion’s den. He only wanted a chance to
sleep here in the forge and then sneak away as inconspicuously as possible.
The ironmaster assumed that he felt embarrassed because of his miserable
clothing. ‘‘Please don’t think that I have such a fine home that you cannot show
yourself there’’, He said... ‘‘Elizabeth is dead, as you may already have heard.
My boys are abroad, and there is no one at home except my oldest daughter
and myself. We were just saying that it was too bad we didn’t have any
company for Christmas. Now come along with me and help us make the
Christmas food disappear a ‘little faster.”

Q.1. Kronor
a. Swedish Currency
b. A Charismas Dish
c. A new brand
d. A unit of measurement
Ans. Swedish Currency

Q.2. Please don’t think that I have a fine house……” Who ‘I’?
a. Peddler
b. Iron master
c. Ironmaster’s Daughter
d. All of the above

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Ans. Peddler
Q.3. What is the meaning of “inconspicuously”
a. Unnoticeable
b. Visible
c. Cleverly
d. Happily
Ans. Unnoticeable

Q.4. Who is “Elizabeth” in the passage

a. Queen of England
b. Ironmaster’s Daughter
c. Ironmaster’s wife
d. None of the above
Ans. Ironmaster’s wife

Q.5. To whom Ironmaster request to come at his home for celebrating

Christmas.
a. His daughter
b. Peddler
c. Crofter
d. All of the above
Ans. Crofter

Q.6. “To go up to the manor house would be like throwing himself voluntarily
into the lion’s den”
Find literary device used in above line Metaphor
a. Metaphor
b. Onomatopoeia
c. Simile
d. Pun
Ans. Simile

Paragraph 3

One dark evening as he was trudging along the road he caught sight of a little
gray cottage by the roadside, and he knocked on the door to ask shelter for the
night. Nor was he refused. Instead of the sour faces which ordinarily met him,
the owner, who was an old man without wife or child, was happy to get
someone to talk to in his loneliness. Immediately he put the porridge pot on the
fire and gave him supper; then he carved off such a big slice from his tobacco
roll that it was enough both for the stranger’s pipe and his own. Finally he got
out an old pack of cards and played ‘mjolis’ with his guest until bedtime.

Q.1. Choose appropriate meaning of the expression ‘sour faces’.

a. Bad faces
b. Unhappy faces
c. Awkward faces
39 | P a g e
 d. Angry faces
Q.2. What is about to happen in the story?
a. fight between the peddler and the crofter
b. The peddler’s departure
c. The telling of a story
d. The peddler’s arrival
Ans. The telling of a story

Q.3. What is meaning of the word ‘trudging’

a. Running smoothly
b. To walk slowly with a lot of efforts
c. Fighting and running
d. Enquiring about the way
Ans. To walk slowly with a lot of efforts

Q.4. What atmosphere does the author create in the above passage?
a. Tense and suspenseful
b. Formal and official
c. Lively and energetic
d. Cozy and friendly
Ans. Cozy and friendly

Q.5. What literary device is used in “ One dark evening”?

a. Metaphor
b. Simile
c. Imagery
d. Pun
Ans. Imagery

Paragraph 4
The stranger made no attempt to dissimulate. He saw at once that the
splendour had come to an end.“It is not my fault, sir,” he said. “I never
pretended to be anything but a poor trader, and I pleaded and begged to be
allowed to stay in the forge. But no harm has been done. At worst I can put on
my rags again and go away”. “Well,” said the ironmaster, hesitating a little, “it
was not quite honest, either. You must admit that, and I should not be
surprised if the sheriff would like to have something to say in the matter.”

Q.1. What can be inferred about the peddlers personality ?

a. He was introvert
b. He was outspoken
c. He was shy fellow
d. He was deaf and dumb.
Ans. He was outspoken

Q.2. Dissimulate : Exposed :: Hesitating: __________.

Ans. Confident, Determined etc.
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Q.3. The of the above passage suggests:
a. Formality
b. Informality
c. Hostility
d. Indifference
Ans. Informality

Q.4. What literary device is used in “darkness crept in”?

a. Personification
b. Simile
c. Hyperbole
d. Metaphor
Ans. Personification

Q.5. “It was not quite honest, either” Who is speaker of the line?
a. Edla
b. Ironmaster
c. Crofter
d. Peddler
Ans. Ironmaster

Q.6. The ironmaster wanted to call……..

a. Sheriff
b. New guest
c. Colleagues
d. His family
Ans. Sheriff

8. Short Questions (10 to 12 Question with Key Points):

Q.1. Why did the peddler Signed captain von Stahle?
Ans. The peddler signed the letter as captain von Stahle because Edla’s empathy and
kind hospitality had raised him equal to rank of a real captain. He had
mentioned it in the letter too. This Edla’s kind treatment transformed him into
a reformed man.

Q.2. Why was the crofter so talkative and friendly with the stranger?
Ans. The crofter confides with the peddler because he lived all alone. There was
none with whom he could share his feelings. That day he got person to share
his feelings and emotions.

Q.3. Why was the peddler amused at the idea of the world being a rattrap?
Ans. The peddler compared the world as a big rattrap. The world with its riches and
joys, Food & shelter works as a bait to tempt the people. He was amused to
think of many people who got trapped and many others who are about to got
trapped lured by the different baits offered by the world.
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Q.4. Why did the peddler keep to the woods offer learning the crofter’s
cottage? How did he feel?
Ans. The peddler takes a way which passed through forest because he did not want
to get caught by police. He had stolen crofter’s money. The journey by road
night put him trouble/problem.

Q.5. A mistaken identity led to a discovery of new one for the rattrap seller?
How did this impact him?
Ans. His mistaken identity as a captain Von Stahle gave him a chance to visit the
ironmaster’s house. Ironmaster’s daughter, Edla treated visit him empathy
cally. The kind treatment which he received as a captain elevated him to a real
dignified way of living.

Q.6. Edla sat and hung her head even more dejectedly than usual explain why?
Ans. Edla was sad and upset when she heard about the theft at crofter’s cottage.
She concluded that their guest, the peddler was the real culprit as her father
told that he had heard about it.

Q.7. Why did the peddler knock on the cottage by the roadside? How was he
wanted by the owner of the cottage?
Ans. He caught sight of a little gray cottage by the roadside and he knocked on the
door to ask shelter for a night. The owner, who was an old man without wife or
child. He was happy to get someone to talk to his loneliness then he put the
porridge pot the fire and gave him supper. Then he got out an old pack of cards
and played “mjolis”.

Q.8. Who was the owner of Ramsjo iron mills? Why did he visit the mills at the
night?
Ans. Ramsjo iron mills was owned by a very prominent ironmaster, whose greatest
ambition was to ship out good iron to the market. He watched to see that work
was done as well as possible.

Q.9. How did the ironmaster react on seeing lying close to the furnace?
Ans. He saw the tall ragamuffin who had eased his way so close to the furnace that
stream rose from his west rags. He walked close up to him, looked him very
carefully. Then he says of course it’s you “Nils Olf”

8. Long Question (03 to 04 Question with Key Points):

Q.1. How did the crofter tempt the peddler to steal his money? How did it
change the peddler’s life?
• Crofter invited the peddler
• Showed three ten kronor-Pouch near the window
• Unconsciously set a bait
• Crofter had left -temptation to steal money
• Stole money –fearing the police went through woods
42 | P a g e
 • Lost in dense forest and felt trapped
• Heard sounds-found iron mill
• Ironmaster – mistook him Nils Olof- invite – but peddler declined
• Edla’s persuaded peddler for dinner on Charismas
• Edla -Kindness and generosity - changed Peddler
• Left thirty kronor
• With heartfelt note for Edla’s

Q.2. What miracle did Edla perform in the peddler’s life? How?
• Edla convinced the peddler join Christmas
• Brought him home
• Edla knows about peddler’s truth.
• She stopped because her farther knicking out
• Brought change in peddler’s heart
• Left heartfelt letter for Edla’s empathy

Q.3. Attempt a character sketch of the peddler in the story, ‘The Rattrap’.
• Represent the human weakness
• Still possess human goodness
• Philosophic life
• Compares the world- a rattrap
• Finally, transforms into ‘gentleman’
• Steal 30 kronor -the old crofter
• Thanked to Miss. Edla
• Requested to return money to crofter
• Develop sympathy and appreciation

Q.4. Describe the peddler’s meeting with the ironmaster. Why did he decline
his invitation?
• Peddler find himself at ramsjo:ironworks
• Dark evening before Christmas
• Ironmaster open gate and stood close to furnace
• He noticed peddler
• Went towards [peddler and looked carefully
• Mistook him captain Nils Olof – regimental Comrade
• Felt sorry for his resignation from regiment
• Invited peddler as special guests on Christmas
• Peddler declined the invitation
• Wanted spend night in forge
• thought of 30 kronor -fearful

Value Based Question)

Q.1. What is the instance in the story that shows the character of the
ironmaster is different from the daughter in many ways?
• Stand in contrast to each other
• He mistakes the peddler for as old regimental comrade
• He immediately invites him to his manor houses
43 | P a g e
 • Thoughtlessly decides to refer the matter to the sheriff
• Learning in the church about the peddlers thievery
• He stands warring about his own silver ware
• Strong sense of observation
• Rightly judges her guest to the tramp
• Has a cool and a very sympathetic attitude
• Persuades her father to let the guest stay
• Promised him ‘ Christmas cheer’
• The stranger by the hand and leads him to the dining table and makes
• Her intercession and comparison that the peddler redeems himself from
dishonesty.

Q.2. How does the story ‘The Rattrap highlights the importance of community
over isolation? Support your answer with textual evidences
• Society play a very important role in a person’s life
• Discarded and faced humiliations in the society.
• Never treated with empathy
• Had he been treated compassionately, might had changed before.
• Edla’s empathetic nature raised his inner conscience.
• Left behind a rattrap as gesture of gratitude
• 30 kroner’s to return to crofter.
• A letter of thanks for Edla’s kind hospitality to help him finding his true
worth.

9. Higher Order Thinking Skills (HOTS) (03 to 04 Question without Answer):

Q.1. The different portrayal of men in the texts The Rattrap and Aunt
Jennifer’s Tigers offers insights into the tendency of men to change or
remain rigid.
Ans. You have been asked to address your peers and share:
The ways these portrayals highlight the willingness to improve and accept
mistakes.
The importance of updating and adapting our nature and knowledge according
to changing times.
Your may begin this way:
Good morning, everyone.
As I analysed the allotted texts…
You may end this way.
To conclude, I’d like to say that
Compose this draft, with reference to the prescribed texts listed above.

Q.2. The Characters in the lesson’s the Rattrap by Selma Lagerlof and on the face of
it by Susan Hill are suffering from loneliness. It is responsibility of society to
understand and support such people. So that they do not suffer from a sense
of alienation. As a responsible citizen, write in 120-150 words what you would
do to bring about a change in the lives of such people.

Q.3. Franz from The last Lesson and the peddler from the Rattrap demonstrate the
importance of learning from our mistakes to evolve into better people. Imagine
that Shubhangi, your friend, feels as if she has made a mistake by not taking
her academics seriously.

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 Write an essay to Shubhangi in 120-150 words discussing instances from the
two texts to give her an insight into the human tendency to make mistakes
and learn from them You may being like this: Shubhangi, all of us have made
mistakes at one points or another in our lives. After all, to err is
human………… (CBSE Sample Paper 2022)

10. Study beyond the Chapter (To develop the reading habit):

Anton Chekhov
Anton Pavlovich Chekhov (1860 - 1904) was a Russian playwright and short-
story writer who is considered one of the most popular writers in modern
history. Chekhov was born in Taganrog, Russia, the son of a former serf. He
began writing as a teenager to help support his family and pay for school.
Chekhov's first full-length play, Ivanov, was produced in 1887, but it was not
well-received. He wrote other stories, including The Steppe (1888), A Dreary
Story (1889), The Black Monk (1894), and Peasants (1897). Chekhov's major
works include Uncle Vanya (1897), The Seagull (1896), Three Sisters (1901),
and The Cherry Orchard (1904).

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 Chapter 5 : Indigo

1. Name of writer: Louis Fischer

2. About Writer: (Brief introduction & works):
Louis Fischer (1907–1991) was an influential American journalist and author
known for his keen observations and profound insights into Indian culture and
politics. His works primarily focused on the socio-political landscape of India,
particularly during the time of its independence. Fischer's connection to the chapter
"Indigo” is pivotal, as it delves into the life and struggles of Mahatma Gandhi,
showcasing Fischer's ability to intertwine personal narratives with broader historical
contexts.
In "Indigo," Fischer recounts the significant episode of Gandhi’s intervention in
the plight of indigo farmers in Champaran, Bihar, highlighting the exploitation they
faced under British colonial rule. Through this narrative, Fischer not only illustrates
Gandhi's emerging leadership but also emphasizes themes of justice, resistance, and
social reform, reflecting his own commitment to these ideals.
Apart from "Indigo," Fischer's literary contributions include significant works
such as "The Life of Mahatma Gandhi," which offers an in-depth look at Gandhi's
philosophies and actions, "The History of the Indian Independence Movement," a
comprehensive exploration of India's struggle for freedom, "Gandhi and His Critics,"
which analyzes various perspectives on Gandhi's life and work, "The Great Indian
Adventure," a travel narrative capturing the essence of India, and "The Writings of
Mahatma Gandhi," a compilation of Gandhi's thoughts and writings.
Fischer's writings continue to resonate, providing invaluable insights into
India's historical journey and the enduring legacy of its leaders.

3. Brief of Chapter :
Louis Fischer’s chapter "Indigo" narrates the inspiring story of Mahatma
Gandhi’s early years in South Africa, highlighting his evolving relationship with the
Indian community and his journey toward social justice. The chapter opens with
Gandhi's arrival in South Africa in 1893, where he faced blatant racial discrimination,
which deeply affected him.
Fischer describes how Gandhi was thrown off a train for refusing to move from
the first-class compartment, an incident that sparked his determination to fight
against injustice. This experience ignited his commitment to the struggle for Indian
rights in South Africa. The author emphasizes Gandhi's realization that mere passive
resistance was insufficient; he needed to mobilize the community.
Gandhi's focus shifted to the plight of the indigo farmers in the area of
Champaran, who were subjected to exploitation by British planters. These farmers
were forced to grow indigo instead of food crops, leading to severe economic distress.
Fischer illustrates how Gandhi’s compassion for the farmers propelled him to take
action. He travelled to Champaran in 1917, where he began investigating the farmers’
grievances.

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 In a notable scene, Gandhi interacted with local villagers and learned about
their struggles. His humble approach earned their trust, and they shared their
harrowing experiences of exploitation. Through peaceful protests and nonviolent
resistance, Gandhi encouraged the farmers to stand up against their oppressors. The
narrative builds up to the significant moment when Gandhi organized a massive
movement, bringing together thousands to challenge the British authorities.
Fischer poignantly portrays Gandhi’s philosophy of Satyagraha, emphasizing
truth and nonviolence as tools for social change. The chapter highlights the growing
unity among the Indian community under Gandhi's leadership, showcasing their
collective strength against colonial oppression. As the movement gained momentum,
the British authorities were compelled to negotiate, leading to significant reforms in
the indigo plantation system.
The author underscores the importance of education in empowering the
oppressed, as Gandhi encouraged the farmers to become self-reliant and aware of
their rights. The chapter concludes with the triumph of the farmers, illustrating how a
peaceful movement could challenge systemic injustice. Gandhi’s success in
Champaran marked a pivotal moment in India’s struggle for independence,
showcasing the power of nonviolent resistance.
In summary, "Indigo" encapsulates the essence of Gandhi's early activism and
his unwavering commitment to justice. Fischer’s narrative not only highlights the
socio-political context of the time but also emphasizes the transformative power of
collective action and moral integrity. Through Gandhi's journey, the chapter serves as
a powerful reminder of the enduring spirit of resistance against oppression and the
importance of standing up for one’s rights.

4. Difficult Words (List only):

Deposition Notice Summon Lawyer
Court Cases Fee Agreement
Compensation Order Courthouse Judge
Prosecutor Statement Guilty Trial
Penalty Law Magistrate Sentence
Bail Judgement Inquiry Evidence
Documents Imprison Appeal Rights
Investigation Reconvene Appear Pleading
Witness Accused Proceedings Adjourn
Verdict Decree Accusation Defence
Impeachment Charge Affidavit Indictment
Opposition Prosecution Offence Crime

5. Points to ponder/remember: (10 to 25 very short points in chronology)

• Introduction to Rajkumar Shukla: The chapter begins with the introduction of
Rajkumar Shukla, a poor but resolute peasant from Champaran, who meets
Mahatma Gandhi in December 1916 during the Indian National Congress
session in Lucknow.

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• Shukla’s Determination: Shukla persistently urges Gandhi to visit Champaran
to address the grievances of the indigo farmers, showing his determination by
following Gandhi wherever he went.
• Gandhi’s Promise: Gandhi, impressed by Shukla’s persistence, finally promises
to visit Champaran after attending to his other commitments in Calcutta.
• Visit to Rajendra Prasad’s House: Gandhi and Shukla arrive in Patna to seek
the help of Rajendra Prasad (later India’s first President), but are denied entry
because Rajendra Prasad is not present, and Gandhi is mistaken for another
poor peasant.
• Arrival in Champaran: Gandhi reaches Champaran, Bihar, to investigate the
conditions of indigo farmers who were exploited under the system of
sharecropping by British planters.
• Indigo Sharecropping System: British landlords compelled Indian tenants to
plant 15% of their land with indigo and surrender the entire indigo harvest as
rent, a system that heavily exploited the peasants.
• Gandhi’s Investigation Begins: Gandhi starts collecting information from the
farmers about their sufferings and the harsh conditions they faced under the
British landlords.
• Summoned by the British Authorities: As Gandhi’s influence grows, he is
summoned to appear before the court in Motihari for disturbing the peace
through his investigations.
• Public Support for Gandhi: On the day of the hearing, hundreds of peasants
gather outside the courthouse to show solidarity with Gandhi, marking the
start of a civil disobedience movement.
• Court Appearance and Bail: Gandhi refuses to obey the court’s order to leave
Champaran, which leads to his arrest. However, the case is later dropped, and
Gandhi is released on bail.
• The Lieutenant Governor’s Intervention: The Lieutenant Governor of Bihar
intervenes, and an official commission of inquiry is set up to investigate the
grievances of the Champaran farmers.
• British Planters’ Exploitation: The commission reveals the British planters
had taken advantage of the ignorance of the farmers, charging them illegal dues
even after Germany began producing synthetic indigo, rendering natural indigo
obsolete.
• Gandhi’s Leadership and Negotiation: Gandhi’s approach to the issue is non-
violent and based on negotiation. He successfully negotiates with the planters
to refund 25% of the money they had illegally taken from the peasants.
• Partial Refund but a Moral Victory: The peasants agree to the 25% refund.
While the refund is not a large sum, it is a moral victory that breaks the power
of the British landlords.
• Abolishment of Indigo Sharecropping: Gandhi’s efforts lead to the eventual
abolition of the oppressive indigo sharecropping system, liberating the
Champaran peasants from years of exploitation.
• Educational and Sanitary Reforms: Gandhi focuses on the overall
development of the region by opening schools and improving health and
sanitation conditions in Champaran.
• Gandhi’s Method of Work: Gandhi involves his wife, Kasturba, and other
volunteers to teach cleanliness and hygiene to the villagers, underlining his
belief in self-reliance.

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 • Self-Sufficiency and Upliftment: Gandhi's philosophy emphasizes the
importance of empowering the poor and the oppressed through education and
awareness.
• Legal and Political Victory: The success at Champaran is seen as a significant
step in the larger struggle for Indian independence, showcasing the power of
non-violent resistance.
• Influence of Champaran on Gandhi: The Champaran movement strengthens
Gandhi’s belief in satyagraha, a method of non-violent protest, which later
becomes a cornerstone of India’s freedom struggle.
• Gandhi’s Role as a Leader: Gandhi emerges as a national leader through this
movement, inspiring people across India to stand up against injustice.
• Humane Leadership: Gandhi’s ability to empathize with the peasants and
bring about change through peaceful means establishes him as a
transformative figure.
• Rajendra Prasad’s Reflection: Rajendra Prasad later reflects on the
significance of Gandhi’s actions in Champaran, noting how it empowered the
local people.
• Impact on the Indian Independence Movement: The success in Champaran
serves as a blueprint for future movements led by Gandhi, demonstrating that
even small localized efforts can contribute to the larger cause of independence.
• Legacy of the Champaran Movement: The Champaran episode becomes a
symbol of the fight against colonial exploitation and the power of collective
action, leaving a lasting legacy in the history of India’s freedom struggle.

6. Minimum learning Levels (MLLs):

• Identify key historical events: Students will be able to identify and explain
the main historical events related to the Champaran movement and Mahatma
Gandhi's role in India's freedom struggle.
• Understand Gandhi's leadership principles: Students will comprehend
Gandhi’s principles of non-violence, self-reliance, and civil disobedience as
depicted in the chapter.
• Analyze the significance of Champaran: Students will critically analyze the
socio-economic and political significance of the Champaran episode in the
Indian context of colonialism and peasant exploitation.
• Interpret the author’s perspective: Students will interpret Louis Fischer’s
portrayal of Gandhi and evaluate his perspective on the relevance of the
Champaran incident for India's national movement.
• Explore character motivations: Students will explore the motivations of key
figures like Gandhi, the lawyers, and the peasants, and how their actions
contributed to the success of the movement.
• Explain thematic elements: Students will be able to explain the main themes
of the chapter such as justice, colonial oppression, leadership, and rural
empowerment.
• Summarize key ideas: Students will summarize the chapter, focusing on the
role of individual and collective efforts in achieving social justice.
• Evaluate historical relevance: Students will evaluate the continuing relevance
of Gandhi’s methods and the Champaran episode in contemporary social and
political contexts
•
7. Short Questions (10 to 12 Questions with Key Points):

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Q.1. Why did Gandhiji feel that taking the Champaran case to court was useless?
Ans. Fear of Legal System: Gandhiji recognized that the peasants were
overwhelmed by fear, making them unable to seek justice through courts.
Financial Burden: He noted that litigation costs would impose a heavy
financial strain on the impoverished sharecroppers.
Need for Empowerment: Gandhiji believed that the focus should be on
liberating the peasants from fear rather than engaging in a futile legal battle.

Q.2. How did the Champaran peasants react when they heard that a Mahatma had
come to help them?
Ans. Mass Mobilization: The peasants gathered in large numbers in Motihari,
showing their eagerness for assistance.
Demonstration of Support: Thousands participated in a demonstration
around the courthouse, illustrating their solidarity with Gandhiji.
Power of Collective Action: The large, uncontrollable crowd made the officials
feel powerless, highlighting the strength of their unity.

Q.3. What made the Lieutenant Governor drop the case against Gandhiji?
Ans. Public Outcry: The massive demonstration by peasants created a tense
atmosphere, leaving officials feeling helpless.
Judicial Hesitation: The judge postponed the trial to avoid escalating the
situation, showing the government's concern.
Release Without Bail: Gandhiji's eventual release without bail contributed to
the decision to drop the case against him, reflecting the government's
capitulation to public pressure.

Q.4. Why did Gandhiji oppose CF Andrews’ stay in Champaran?

Ans. Desire for Self-Reliance: Gandhiji believed that relying on an Englishman
would portray weakness in the peasants’ struggle.
Principle of Independence: He wanted the peasants to fight their battle
independently, emphasizing their own strength and capabilities.
Strengthening Local Leadership: By opposing Andrews' involvement, Gandhiji
aimed to encourage the peasants to take ownership of their struggle.

Q.5. Why do you think Gandhi considered the Champaran episode to be a turning
point in his life?
Ans. Recognition of Authority: The episode demonstrated to the British that
Gandhiji could not be easily intimidated in his own country.
Awakening of Courage: It inspired the masses to question British authority,
fostering a spirit of resistance.
Foundation for Non-Cooperation: The events laid the groundwork for
Gandhiji’s strategy of non-cooperation as a powerful means of resisting colonial
rule.

Q.6. What did the peasants pay to the British landlords as rent?
Ans. Indigo Planting Requirement: Tenants were forced to plant 15% of their land
with indigo, dictated by a long-term contract.
Complete Harvest Surrender: The sharecroppers had to give up their entire
indigo harvest as rent, leading to significant economic hardship.
Exploitative Practices: This arrangement exemplified the exploitative nature of
colonial landlord-tenant relations.

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Q.7. Why did Gandhiji decide to go to Muzaffarpur before going to Champaran?
Ans. Seeking Comprehensive Information: Gandhiji wanted more detailed insights
into the situation than what he received from Shukla.
Consulting Local Lawyers: He visited Muzaffarpur to speak with lawyers
familiar with the peasants’ legal issues and conditions.
Strategic Planning: This visit was part of his strategic approach to
understanding the complexities of the sharecroppers’ plight.

Q.8. Why do you think the servants thought Gandhi to be another peasant?
Ans. Appearance and Modesty: Gandhiji’s simple dress and demeanor led to the
assumption that he was a fellow peasant.
Association with Shukla: His companionship with Rajkumar Shukla, a known
poor farmer, reinforced this misconception.
Unassuming Nature: Gandhiji's humility and lack of assertiveness contributed
to the servants' belief that he was just another farmer.

Q.9. “The battle of Champaran is won!” What led Gandhiji to make this remark?
Ans. Lawyers’ Resolve: The lawyers shifted from a stance of retreat to committing to
fight for the peasants' rights, which encouraged Gandhiji.
Unity Among Supporters: Their willingness to face arrest for the cause
reflected a newfound solidarity and strength in their collective action.
Moral Victory: Gandhiji saw this shift as a significant triumph in the peasants'
struggle against oppression.

Q.10. Why did Gandhi agree to the planters’ offer of a 25% refund to the farmers?
Ans. Breaking the Deadlock: Gandhiji viewed the refund as a way to resolve the
impasse between landlords and peasants.
Symbolic Victory: The refund, though not substantial, represented a moral
victory for the farmers over the landlords’ dishonesty.
Encouraging Courage: He aimed to instill a sense of empowerment in the
peasants, teaching them to defend their rights.

Q.11. How was Gandhiji able to influence the lawyers?

Ans. Sincere Commitment: His genuine dedication to the peasants’ cause
resonated with the lawyers, fostering their trust.
Challenging Overcharging: Gandhiji confronted the lawyers about their high
fees, urging them to prioritize the peasants’ welfare.
Promoting Self-Reliance: He encouraged the lawyers to reject external
assistance, reinforcing the need for independence in their struggle.

SOME GENERAL VALUE POINTS:

• The Role of Peasants in Champaran Civil Disobedience
• Active Participation: Peasants rallied behind Gandhi's call.
• Courage and Resilience: Demonstrated immense bravery in facing oppression.
• Unity: Their solidarity was crucial for the movement's success.
• Endurance: Willingness to endure hardships showcased their determination.
• Gandhi’s Priorities in the Champaran Struggle
• Upliftment of the Oppressed: Focused on improving the lives of impoverished
peasants.
• Cultural and Social Backwardness: Addressed broader social issues over mere
financial gains.
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 • Compassion and Justice: Emphasized humanitarian values as central to the
movement.
• Commitment to Social Justice: Deep dedication to empowering marginalized
communities.
• Gandhi’s Legal Expertise in Champaran
• Understanding of Legal Framework: Knowledge of oppressive indigo systems
and land laws.
• Guidance to Peasants: Provided legal strategies to challenge injustices.
• Empowerment through Education: Enabled peasants to articulate their
grievances effectively.
• Advocacy for Justice: Leveraged legal arguments to advocate for favorable
resolutions.
• Gandhi’s Popularity Among Peasants
• Sincerity and Simplicity: His genuine concern resonated with the farmers.
• Fearlessness Against Oppression: Stood boldly against exploitative practices.
• Hope and Voice: Offered the peasants hope and representation in their
struggle.
• Nonviolent Approach: Empathized with their struggles, fostering trust and
loyalty.

COMPREHENSION QUESTIONS:
Passage: 1
Months passed. Shukla was sitting on his haunches at the appointed spot in
Calcutta when Gandhi arrived; he waited till Gandhi was free. Then the two of
them boarded a train for the city of Patna in Bihar. There Shukla led him to the
house of a lawyer named Rajendra Prasad who later became President of the
Congress party and of India. Rajendra Prasad was out of town, but the servants
knew Shukla as a poor yeoman who pestered their master to help the indigo
sharecroppers. So, they let him stay on the grounds with his companion,
Gandhi, whom they took to be another peasant. But Gandhi was not permitted
to draw water from the well lest some drops from his bucket pollute the entire
source; how did they know that he was not an untouchable?

(a) What is the most likely reason for Gandhi to agree to come along with
Shukla?
Ans. The most likely reason for Gandhi to agree to come along with Shukla is that he
was waiting for months to meet Gandhi.

(b) Select the correct option from those given in brackets to fill in the blank.
Rajkumar Shukla waited for Gandhi till he was free, shows
his_________(resoluteness/ indecisiveness).
Ans. resoluteness

(c) Complete the following suitably.

The author's views on the character of Shukla, in the extract, can best be
described as statements based on___________________.
Ans. facts

(d) Explain any one inference that can be drawn from the following, "To say
that Shukla was a resolute man will not be an extravagant claim."

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Ans. The given line infers that evidently, Rajkumar Shukla was a ‘resolute’ who took
Gandhi to Champaran, to champion the cause of the poor sharecroppers. He
followed Gandhi and waited long for him at the appointed spot in Calcutta to
take Gandhi with him

(e) The line, "But Gandhi was not permitted to draw water from the well lest
some drops from his bucket pollute the entire source" can be best
classified as:
(i) a social practice
(ii) an opinion
(iii) a fallacy
(iv) a personal bias
Ans. (i) a social practice

(f) Which of the following headlines gives a clear and accurate picture of the
sharecroppers problem mentioned in the extract?
The farmers wanted compensation from the landlords to release them from
the15% arrangement.
The landlords wanted compensation from the farmers to release them from the
15% arrangement.
The farmers refused to grow indigo in their holdings.
The landlords wanted to replace expensive, natural indigo with the cheap,
synthetic version.
Ans. (ii) The landlords wanted compensation from the farmers to release them from
the 15% arrangement.

Passage: 2
Morning found the town of Motihari black with peasants. They did not know
Gandhi's record in South Africa. They had merely heard that a Mahatma who
wanted to help them was in trouble with the authorities. Their spontaneous
demonstration, in thousands, around the courthouse was the beginning of their
liberation from the fear of the British. The officials felt powerless without
Gandhi's cooperation. He helped them regulate the crowd He was polite and
friendly. He was giving them concrete proof that their might, hitherto dreaded
and unquestioned, could be challenged by Indians.

(a) What does it mean that the Britisher's might was 'hitherto dreaded"?
Ans. (a) Hitherto dreaded’ means previously terrifying/frightening.

(b) Select the correct option from those given in brackets to fill in the blank.
The______________ (spontaneous/calculated) demonstration in large numbers
indicated the beginning of their liberation from the British fear.
Ans. spontaneous

(c) Complete the following suitably.

Their spontaneous demonstration, in thousands, around the court house was
the________________.
Ans. beginning of their liberation from the fear of the British.

(d) Justify any one trait of Mahatma Gandhi that the extract reveals
that____________
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Ans. Mahatma Gandhi was harmonious, calm and composed as he could regulate
the crowd without using force.

(e) 'Morning found the town of Motihari black with peasants. What does 'black
with peasants' mean?
(i) All the peasants were wearing black colour on that day.
(ii) There was a huge crowd of peasants in Motihari.
(iii) They were waving black flags as a sign of protest.
(iv) 'Black' colour is a premonition that something bad was about to happen.
Ans. (ii) There was a huge crowd of peasants in Motihari.

(f) What does the following line from the extract, showcase?
‘He helped them regulate the crowd.’
(i) soundness
(ii) helpfulness
(iii) realisation
(iv) confusion
Ans. (ii) helpfulness

Passage: 3
Their spontaneous demonstration, in thousands, around the courthouse was
the beginning of their liberation from fear of the British.The officials felt
powerless without Gandhi's cooperation. He helped them regulate the crowd. He
was polite and friendly. He was giving them concrete proof that their might,
hitherto dreaded and unquestioned, could be challenged by Indians.The
government was baffled. The prosecutor requested the judge to postpone the
trial. Apparently, the authorities wished to consult their superiors.

(a) Whose 'might' did this demonstration question?

Ans. This might' demonstrated the question of the might of the British.

(b) Select the correct option from those given in brackets to fill in the blank.
Apparently, the authorities wished to consult their superiors was indicative of
the Britisher's_____________________ (bafflement/confidence).
Ans. bafflement

(c) Complete the following suitably.

The statement 'Apparently, the authorities wished to consult their superiors'
was indicative of the Britisher's____________________
Ans. bafflement

(d) What was their spontaneous demonstration indicative of?

Ans. Their spontaneous demonstration was indicative of the beginning of their
liberation from fear of the British.

(e) The participants of the spontaneous demonstration were:

(i) Gandhi's lawyers.
(ii) people of Champaran.
(iii) Indigo landowners.
(iv) Indian soldiers.

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Ans. (ii) people of Champaran

(f) Gandhi cooperated with the British by:

(i) not going to the court,
(ii) remaining quiet when he was accused.
(iii) helping to manage the mob of people.
(iv) leaving Champaran for Delhi.
Ans. (iii) helping to manage the mob of people.

Passage: 4
They thought he would demand repayment in full of the money which they had
illegally and deceitfully extorted from the sharecroppers. He asked only 50 per
cent. "There he seemed adamant, writes Reverend J.Z. Hodge, a British
missionary in Champaran, who observed the entire episode at close range.
"Thinking probably that he would not give way, the representatives of the
planters offered to refund to the extent of 25 per cent, and to his amazement
Mr. Gandhi took him at his words thus breaking the deadlock."

(a) What do we infer about the attitude of planters towards sharecroppers?

Ans. The attitude of the planters towards the sharecroppers was authoritative.

(b) Select the correct option from those given in brackets to fill in the blank.
When Gandhi demanded repayment in full of the money which they had
illegally and deceitfully extorted from the sharecroppers, he was____________
(adamant flexible) there.
Ans. adamant

(c) Complete the following suitably.

The inference that can be drawn from the line "Mr. Gandhi took him at his
word" is_____________
Ans. he believed the words of the speaker

(d) How did Gandhi surprise them?

Ans. Gandhi surprised them by accepting 25% refund offer.

(e) _______________deceitfully extorted from the sharecroppers.

The status of sharecroppers as inferred from the above line is
(i) law abiding citizens
(ii) followers of Gandhi
(iii) victims of exploitation
(iv) contract labourers
Ans. (iii) victims of exploitation

(f) What trait of Gandhi is being showcased here?

(i) arrogance
(ii) uncompromising
(iii) argumentative
(iv) courageous
Ans. (ii) uncompromising

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8. Long Questions (03-04 Question with Key Points):

Q.1. Why is the Champaran episode considered to be the beginning of the Indian
struggle for Independence?
Ans. Importance of the Champaran Episode
• Marked a significant event in the Indian independence movement.
• Initiated Gandhiji's commitment to ending British rule.
• Exposed the unjust policies of the British towards Indian farmers.
• Highlighted the necessity of freeing people from fear for true liberation.
• Demonstrated mass support for Gandhiji’s methods of protest.
• Paved the way for larger-scale civil disobedience movements.
• Showed that British authority could be challenged successfully.
• Served as a foundational moment for future freedom struggles.

Q.2. Gandhiji’s was not a loyalty to abstractions; it was loyalty to living human
beings. Why did Gandhiji continue his stay in Champaran even after indigo
sharecropping disappeared?
Ans. Gandhiji's Continued Presence in Champaran
• Demonstrated his loyalty to the welfare of living human beings.
• Addressed cultural and social backwardness among peasants.
• Initiated educational reforms through primary schools.
• Engaged his disciples in community service, enhancing local support.
• Improved health conditions by arranging medical assistance.
• Showed commitment to practical solutions rather than mere abstractions.
• Established a model of grassroots activism for social change.
• Strengthened community ties and empowered peasants.

Q.3. Answer the following question in 120-150 words. Describe how, according
to Louis Fischer, Gandhiji succeeded in his Champaran campaign
Ans. Gandhiji’s Success in the Champaran Campaign
• Aimed to foster self-reliance among Indians.
• Encouraged peasants to represent themselves, boosting confidence.
• Resulted in the British agreeing to refund a portion of payments.
• Established a precedent for equality in treatment between British and Indians.
• Reinforced the notion of local leadership and autonomy.
• Laid the groundwork for future non-violent resistance movements.
• Helped peasants understand their rights and assert them.
• Inspired broader participation in the Indian freedom struggle.

Q.4. Why did Gandhiji agree to a settlement of 25% refund to the farmers? How
did it influence the peasant-landlord relationship in Champaran?
Ans. Gandhiji’s Settlement for Peasants
• Collected overwhelming evidence to support peasants’ claims.
• Offered a strategic compromise to avoid prolonged disputes.
• Focused on restoring dignity to the peasants through financial restitution.
• Instilled a sense of rights and support among the peasants.
• Demonstrated that even small victories could empower marginalized
communities.
• Shifted the balance of power between landlords and peasants.
• Led to the gradual abolition of exploitative indigo sharecropping.

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 • Promoted the idea that peaceful negotiation can lead to justice.

Q.5. Give an account of Gandhiji’s efforts to secure justice for the poor indigo
sharecroppers of Champaran
Ans. Gandhiji’s Efforts for Indigo Sharecroppers
• Recognized the futility of legal battles in addressing peasant grievances.
• Acted against unjust orders, showcasing civil disobedience.
• Mobilized lawyers to advocate for the peasants’ rights.
• Collected evidence to substantiate the claims of the sharecroppers.
• Demonstrated leadership by risking his own freedom for the cause.
• Established a platform for collective action among peasants.
• Reinforced the concept of rights and justice for the oppressed.
• Showed the power of grassroots activism in effecting change.

Q.6. The Champaran episode was a turning point in Gandhiji’s life. Elucidate.
Ans. Turning Point in Gandhiji’s Life
• Realized that fear was the root cause of oppression.
• Acknowledged the severe conditions faced by farmers.
• Encountered the realities of exploitation under British rule.
• Inspired a sense of empowerment among the peasants.
• Marked the first successful instance of civil disobedience.
• Strengthened his resolve to accelerate the freedom movement.
• Gained practical experience in mobilizing mass support.
• Formed the basis for his future strategies in the independence struggle.

Q.7. Who was Rajkumar Shukla and why did he meet Gandhiji? Why did
Gandhiji decide to accompany him to Patna?
Ans. Rajkumar Shukla’s Role
• Represented the plight of oppressed peasants in Champaran.
• Displayed perseverance in seeking justice for his community.
• Initiated Gandhiji’s involvement in the Champaran issue.
• Showed the importance of grassroots leaders in the freedom movement.
• Highlighted the role of uneducated individuals in driving social change.
• Demonstrated unwavering commitment to his cause despite obstacles.
• Encouraged Gandhiji to engage deeply with local issues.
• Created a crucial link between Gandhiji and the local community.

Q.8. Give an account of the problems faced by the indigo sharecroppers. What
was Gandhiji’s role in solving the problem?
Ans. Problems Faced by Indigo Sharecroppers
• Land was predominantly owned by British landlords, leading to exploitation.
• Sharecroppers were forced into unfavorable contracts for indigo cultivation.
• Landlords used intimidation and control to maintain their authority.
• Economic hardships resulted from unfair practices and extortion.
• Gandhiji’s inquiry revealed deep-seated grievances among the farmers.
• His leadership catalyzed a movement against exploitation.
• Negotiated a partial refund, restoring some financial justice.
• Emphasized the importance of documenting and addressing social injustices.

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Q.9. “Civil disobedience had triumphed the first time in modern India”. How?
Explain with reference to the chapter “Indigo.
Ans. Triumph of Civil Disobedience
• Marked Gandhiji's first act of civil disobedience against British orders.
• Sparked mass demonstrations in support of Gandhiji.
• Shifted power dynamics between British authorities and Indian peasants.
• Created a template for future civil rights movements in India.
• Proved that organized, peaceful protests could yield results.
• Highlighted the effectiveness of non-violent resistance.
• Encouraged collective action among oppressed communities.
• Set a precedent for challenging colonial authority through civil disobedience.

Q.10. “The visit, undertaken casually on the entreaty of an unlettered peasant

in the expectation that it would last a few days, occupied almost a year of
Gandhiji’s life.” Comment
Ans. Gandhiji’s Year in Champaran
• Underlined the depth of issues faced by the peasants beyond initial
expectations.
• Involved extensive investigation and documentation of grievances.
• Emphasized the necessity of a sustained commitment to social justice.
• Established lasting changes in education and health for the community.
• Reinforced Gandhiji’s role as a leader committed to grassroots activism.
• Showed the importance of building relationships with local communities.
• Created a foundation for further political engagement and activism.
• Demonstrated how seemingly short visits can lead to significant commitments.

Q.11. How did Gandhiji use satyagraha and non-violence at Champaran to

achieve his goal?
Ans. Use of Satyagraha and Non-violence
• Sought comprehensive understanding of the local issues through inquiry.
• Prioritized non-violent methods to address grievances.
• Mobilized community support through peaceful protests.
• Built alliances with local lawyers and activists for a unified front.
• Established a clear, evidence-based approach to negotiations.
• Maintained order during demonstrations, preventing violence.
• Achieved a significant victory through peaceful negotiation tactics.
• Strengthened the principles of satyagraha as a tool for social change

9. Higher Order Thinking Skills (HOTS) (03-04 Question without Answer):

Q.1. The peasants were themselves the most crucial agents in the success of
the Champaran Civil Disobedience. Expand.
Ans. The success of the Champaran Civil Disobedience movement was largely
attributed to the active participation and determination of the peasants
themselves. They fearlessly rallied behind Gandhi's call for protest against the
exploitative indigo planters, displaying immense courage and resilience. Their
willingness to endure hardships and stand united played a pivotal role in
achieving the movement's objectives.

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Q.2. Gandhi makes it clear that money and finance are secondary aspects of
the struggle in Champaran. Comment on the aspect that you think was
most important for Gandhi.
Ans. For Gandhi, the most important aspect of the struggle in Champaran was the
upliftment of the oppressed and impoverished peasants. He prioritized
addressing their cultural and social backwardness over financial gains. His
focus on compassion, justice, and humanitarian values exemplified his deep
commitment to social justice and empowerment of the marginalized, making it
the central goal of the movement.

Q.3. Gandhi was a lawyer himself. Examine how his professional expertise
helped in Champaran.
Ans. Gandhi's background as a lawyer played a crucial role in the Champaran
struggle. His legal knowledge enabled him to understand the intricacies of the
oppressive indigo system and the exploitative land tenure laws. He used his
expertise to guide the peasants and present their cases effectively to the
authorities, empowering them with legal arguments and strategies to challenge
the unjust practices of the planters and achieve a favorable resolution.

Q.4. Explain the possible reasons for Gandhi’s quick popularity among the
peasants of Champaran.
Ans. Gandhi's quick popularity among the peasants of Champaran can be attributed
to several factors. His sincerity, simplicity, and genuine concern for their
welfare resonated with the oppressed farmers. He fearlessly stood against the
exploitative planters, offering them hope and a voice. His nonviolent approach
and ability to empathize with their struggles further endeared him to the
peasants, making him a natural leader in their fight for justice.

Q.5. As the host of a talk show, introduce Rajkumar Shukla to the audience by
stating any two of his defining qualities.
You may begin your answer like this:
Meet Rajkumar Shukla, the man who played a pivotal role in the
Champaran Movement. He ……
Ans. Meet Rajkumar Shukla, the man who played a pivotal role in the Champaran
Movement. He is known for his unwavering determination and resolute spirit.
Throughout the struggle, he exhibited remarkable perseverance, refusing to give
up despite numerous challenges. His dedication to the cause of the oppressed
peasants inspired many, making him a driving force behind the success of the
movement.

Q.6. When Gandhi got the wholehearted support of the lawyers, he said, "The
battle of Champaran is won‟. What was the essence behind his statement?
Ans.
• Gandhi made lawyers realize their duty toward the peasants
• it would be shameful desertion on their part if they left the peasants if Gandhi
was arrested
• lawyers understood, approached Gandhi, and said they would accompany him
to jail
• getting the support of educated Indians like lawyers, Gandhi gained confidence
that now they would win against the British.

Q.7. How did Mahatma Gandhi uplift the peasants of Champaran?

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Ans. Got them economic relief from the landlords/taught them courage and gave
them freedom from fear/ provided solutions for their cultural and social
backwardness/improved personal cleanliness, community sanitation, and
health conditions.

Q.8. What can be inferred from Rajendra Prasad’s recorded upshot of the lawyer
consultations, at Motihari?
[Reference - The senior lawyer replied, they had come to advise and help
him; if he went to jail there would be nobody to advise and they would go
home. What about the injustice to the sharecroppers, Gandhi demanded.]
(Indigo)
Ans.
• That Gandhi's commitment to the cause of the peasants, despite being a
stranger to the region, was exemplary and motivated the lawyers to continue
their support.
• Highlights the idea that the lawyers were conscious of the potential shame they
would bring upon themselves if they deserted the peasants in their time of
need.
• Suggests that Gandhi's moral authority and courage had a significant impact
on those around him and helped to inspire a sense of purpose and conviction in
their own efforts to fight for justice and freedom.

Q.9. Why did Gandhiji consider freedom from fear more important than legal
justice for the poor peasants of Champaran?
Ans.
• Exploitation of indigo farmers by British Landlords.
• Farmers resorted to legal help to fight cases against the landlords.
• Not too many got encouraging results and also, this could only get them short-
term benefits.
• Farmers were terrorized and crushed under exploitation by landlords.
• Gandhiji-practical and farsighted approach-felt that if the downtrodden farmers
could be released from fear, rest everything would fall into place.
• Started an exercise in empowering the farmers and giving them lessons in
courage through his own example.
• Dealt with all the clever moves of the Britishers fearlessly and boldly without
getting intimidated by their orders.
• Felt that lessons in courage would remain with the farmers all their lives and
would never be taken advantage of/ exploited.

Q.10. How did Gandhiji succeed in getting justice for the Indigo sharecroppers?
Ans.
• Gandhiji stayed at Muzaffarpur where he met the lawyers and concluded that
fighting through courts was not going to solve the problem of the poor
sharecroppers of Champaran.
• He declared that the real relief for them was to be free from fear. With this
intention, he arrived in Champaran and contacted the Secretary of the British
Landlord’s association. The Secretary refused to provide him with any
information.
• After this, Gandhiji met the Commissioner of the Tirhut division who served a
notice on him to immediately leave Tirhut. Gandhiji accepted the notice by
signing it and wrote on it that he would not obey the order.
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 • He was even willing to court arrest for the cause of the peasants.
• After four rounds of talks with the Governor, an official commission of inquiry
was appointed in which Gandhiji was made the sole representative of the
peasants.
• Through this commission, Gandhiji succeeded in getting 25% of the
compensation award for poor sharecroppers from the British landowners.
• The peasants realized that they had rights and defenders. They learnt courage.

Q.11. Biographies include features of non-fiction texts – factual information and

different text structures such as description, sequence, comparison, cause
and effect, or problem and solution. Examine Indigo in the light of this
statement, in about 120-150 words.
Ans. Introduction:
"Indigo" can be examined as an excerpt of a biography, which means it
encompasses features of both fiction and non-fiction texts. As a biography, it
presents factual information about historical events and real-life characters,
while also employing various text structures to engage the reader.
Examination:

1. Factual Information:
a) Historical Context: The chapter provides factual information about the
historical backdrop of the Champaran region and the oppressive indigo
cultivation system during the British colonial era.
b) Real-Life Characters: It introduces us to actual historical figures like
Mahatma Gandhi and Rajkumar Shukla, who played essential roles in the
Champaran Movement.
2. Text Structures:
a) Description: The author describes the plight of the peasants in the
Champaran villages, painting a vivid picture of their suffering under the
indigo planters.
b) ause and Effect: The chapter explores the cause-and-effect relationship of
Gandhi's decision to support the peasants, and how it led to the
organization of the Champaran Civil Disobedience Movement.

Conclusion:
"Indigo" incorporates features of a non-fiction text by presenting factual
information and using text structures like description and cause and effect to
present a well-rounded account of historical events and characters. It effectively
combines narrative elements with informational content, making it a compelling
excerpt from a biography.

Q.12. Imagine Gandhi was to deliver a speech to students in present-day India

showing them the path to becoming responsible world leaders. Based on
your understanding of Gandhi’s own leadership skills, write a speech, as
Gandhi, addressing the students about the qualities that every leader and
politician should nurture.
Dear students, you are all leaders of social change. I see many bright and
enthusiastic faces that assure me that our future is in good hands. I have
learnt from my own experience……………(continue)………….
Ans. Dear students,

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 You are all leaders of social change. I see many bright and enthusiastic faces
that assure me that our future is in good hands. I have learned from my own
experiences that true leadership is not about power or authority, but about
service and compassion. As you step into the world as responsible individuals, I
urge you to nurture certain qualities that will make you exemplary leaders and
politicians.
First and foremost, always remember the power of truth and nonviolence.
Embrace honesty and integrity in everything you do. Be fearless in standing up
for what is right, even if it means going against the tide. Violence may seem like
a quick solution, but it only breeds more hatred and suffering. Nonviolence
requires strength and courage, and it can transform even the most difficult
situations.
Secondly, never lose touch with your humility. As leaders, it is easy to be
consumed by pride and ego. Stay grounded and always remember that you are
serving the people. Listen to their voices and concerns, and be approachable.
Understand that true leadership is about empowering others and lifting them
up.
Thirdly, lead by example. Your actions will speak louder than your words. Be
the change you wish to see in the world. Live a life of simplicity and practice
what you preach. When people see your sincerity and dedication, they will be
inspired to follow you.
Lastly, be inclusive and embrace diversity. Our country is a tapestry of
cultures, religions, and languages. As leaders, it is your responsibility to ensure
that every voice is heard, and every person is respected. Build bridges of
understanding and unity.
My dear students, the path to becoming responsible world leaders may not
always be easy, but with courage, determination, and the right values, you can
leave a lasting impact on society. The world needs leaders who lead with their
hearts and strive to make a positive difference. I have faith in each one of you to
carry the torch of truth, nonviolence, humility, and inclusivity.
Let us work together to create a world that is just, compassionate, and
harmonious. The future is yours to shape. I believe in you.
Thank you.
Yours sincerely,
Mahatma Gandhi

Q.13. Let us assume it was Rajendra Prasad who informed Charles Freer Andrews
of Gandhi’s decision and the reasons for other leaders’ support of him.
Think creatively of how Andrews would have responded and pen down the
discussion you think would have taken place between Rajendra Prasad and
Andrews.
Ans. Rajendra Prasad: Charles, I have something important to share with you.
Gandhi decided to lead the struggle in Champaran, and many other leaders are
supporting him.
Charles Freer Andrews: Oh, that's intriguing! I can imagine that Gandhi's
decision must have stirred quite a buzz. But why has he taken up this
responsibility?
Rajendra Prasad: Well, Charles, Gandhi believes in the power of truth and
nonviolence. He sees the oppression faced by the peasants in Champaran and
feels compelled to bring about change. His compassion and sense of justice are
the driving forces behind his decision.

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 Charles Freer Andrews: I see. Gandhi's commitment to truth and nonviolence is
truly remarkable. I believe he can bring about a transformative impact in
Champaran. But what about the other leaders? Why are they supporting him?
Rajendra Prasad: They recognize Gandhi's unique ability to inspire and lead by
example. His humility and dedication resonate with people from all walks of life.
Moreover, they see that his methods of peaceful resistance can mobilize the
masses effectively.
Charles Freer Andrews: Indeed, Gandhi's leadership qualities are commendable.
I am certain that with his guidance and the support of other leaders, the
movement in Champaran will achieve its objectives. It's heartening to witness
such determination and unity for the greater good.

Q.14. The prose selections, Deep Water and Indigo, bring out the importance of
overcoming fear, in order to be able to lead our lives successfully.
Imagine yourself to be a motivational speaker who has to address high
school students. Write this address in 120 – 150 words elaborating on
occurrences from the two texts to inspire your audience and convince
them about the importance of overcoming fear.
You may begin like this …
Good morning, students!
We all know what it’s like to be afraid. Fear is our body’s natural response
to a perceived threat or danger. But when …
Ans. Good morning, students!
We all know what it's like to be afraid. Fear is our body's natural response to a
perceived threat or danger. But when we let fear immobilize us, it prevents us
from progressing and living life to the fullest. Today, I want to share two
powerful stories that illustrate the importance of overcoming fear.
In the story "Deep Water," we meet William Douglas, who had a deep fear of
water. This fear held him back from experiencing simple joys like fishing or
canoeing. But instead of letting fear control him, he made a decision to face it
head-on. It took months of determination and persistence, but he worked
through his fear and learned how to swim. By doing so, he reclaimed his life
and freed himself from the shackles of fear.
Similarly, in the text "Indigo," we witness the plight of the peasants in
Champaran, who were living in fear of the British rulers. They were unable to
take a stand for their rights until they found strength in unity. When they
gathered around the courthouse in Motihari, it was a powerful step towards
overcoming their fear and fighting for justice. Their determination and collective
efforts eventually led to their triumph.
These stories teach us that overcoming fear requires facing it, devising a plan,
and working through it. It demands persistence and unwavering determination.
Just as William Douglas took small steps each day to conquer his fear, and the
peasants of Champaran fought for their rights despite the risks, we too must
find the courage within ourselves.
Remember, there is strength in unity when facing a common fear. Together, we
can overcome any obstacle that stands in our way. Once we conquer our fears,
we are free to live our lives to the fullest and pursue our dreams.
So, my dear students, I urge you to embrace your fears and turn them into
stepping stones for growth. Don't let fear hold you back from reaching your full
potential. Take inspiration from the stories of William Douglas and the peasants
of Champaran, and let their courage fuel your own.

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 Believe in yourselves, work through your fears, and never stop pushing forward.
Success and fulfillment await those who dare to overcome their fears and
embrace the possibilities that lie beyond.
Thank you, and may you find the strength to conquer your fears and live a life
of purpose

10. Study beyond the Chapter (To develop the reading habit):
1. "The Story of My Experiments with Truth" by Mahatma Gandhi
• This autobiography offers a deep insight into Gandhi's philosophy, life
experiences, and his role in India's struggle for independence, which is
central to the "Indigo" chapter. Gandhi's non-violent approach and his role
in the Champaran movement are explored, providing students with an in-
depth understanding of his methods and ideals.

2. "A Passage to India" by E.M. Forster

• This novel examines British colonial rule in India and the tension between
the British and Indian populations. Themes of racial inequality, justice, and
cultural misunderstanding parallel the backdrop of colonial oppression seen
in the "Indigo" chapter.

3. "Freedom at Midnight" by Dominique Lapierre and Larry Collins

• A historical narrative of India's struggle for independence, this book provides
detailed accounts of key events and personalities involved in the freedom
movement, including Gandhi. It helps expand the understanding of India's
journey to freedom, much like the Champaran movement does in "Indigo."

4. "Untouchable" by Mulk Raj Anand

• This novel highlights social injustice, caste discrimination, and the plight of
the marginalized in India, themes that resonate with the oppression faced by
the indigo farmers in Champaran. It expands on the social issues prevalent
during the independence movement.

5. "The Discovery of India" by Jawaharlal Nehru

• Nehru's profound exploration of India's history, culture, and its fight for
freedom helps students connect the Champaran episode in "Indigo" to the
broader Indian independence movement. It provides a contextual backdrop
to the events discussed in the chapter

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 Chapter 6 : Poets and Pancakes

1. Name of Writer : Asokamitran

2. About Writer: (Brief Introduction & works): Asokamitran, born in 1931, was
a prominent Indian writer celebrated for his contributions to Tamil literature.
His diverse body of work includes novels, short stories, and essays, often
reflecting his keen observations of life and society. One of his most famous
essays, "Poets and Pancakes," offers a humorous yet poignant glimpse into his
experiences in the Tamil film industry, highlighting the interplay between art
and commercialism. Through his writing, Asokamitran captured the
complexities of human emotions and relationships, earning him a revered place
in contemporary literature. His unique narrative style combines personal
anecdotes with broader cultural critiques, making his work both relatable and
thought-provoking. Asokamitran's literary legacy continues to inspire readers
and writers alike, showcasing the richness of Tamil storytelling.

3. Brief Of chapter : “Poets and Pancakes” is a reflective essay by Asokamitran

that delves into his experiences in the Tamil film industry during the 1960s.
The chapter opens with a vivid portrayal of the bustling atmosphere of the film
studio, where creativity and chaos coexist. Asokamitran describes the eclectic
mix of artists, from ambitious newcomers to seasoned professionals, each
navigating the complexities of filmmaking. He highlights the daily rituals within
the studio, including the iconic breakfast of “pancakes” served to the crew,
which serves as a metaphor for the blend of sustenance and artistry. This
setting becomes a microcosm of the larger world of Tamil cinema, where dreams
and realities often clash.
Asokamitran provides insightful character sketches of notable figures he
encountered, including directors, actors, and writers, each embodying unique
traits and aspirations. He captures the camaraderie and competition that
defines the industry, illustrating how personal relationships can impact
professional dynamics. Through anecdotes, he reveals the struggles and
triumphs faced by these artists, shedding light on their motivations and
vulnerabilities. The narrative interweaves humor with serious undertones,
emphasizing the absurdities of the film world while maintaining respect for the
artistry involved. Asokamitran's keen observations invite readers to appreciate
the complexities behind the glamorous facade of cinema.
In the latter part of the chapter, Asokamitran reflects on the intersection of art
and commercialism in filmmaking. He discusses the challenges faced by writers
and directors in balancing creative expression with market demands. This
tension, he argues, can lead to compromises that dilute artistic integrity.
However, he also acknowledges the power of storytelling and its ability to
resonate with audiences, transcending commercial constraints. Ultimately,
“Poets and Pancakes” serves as a nuanced exploration of the filmmaking
process, celebrating the dedication of artists while critiquing the industry's
commercialization. Asokamitran’s candid reflections leave readers with a deeper

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 understanding of the sacrifices and joys inherent in the pursuit of artistic
passion.
4. Difficult Words (List only):
1. Ephemeral
2. Cacophony
3. Anecdotal
4. Contrived
5. Ebullient
6. Perfunctory
7. Sycophancy
8. Conundrum
9. Ambivalence
10. Pseudonym

5. Points to ponder/remember : (10 to 25 very short points in chronology) :

1. Setting the Scene : The chapter opens with a vivid description of the bustling
film studio atmosphere.
2. Breakfast Ritual: The significance of pancakes served to the crew symbolizes
sustenance and creativity.
3. Diverse Personalities: A mix of characters, including ambitious newcomers
and seasoned veterans, populates the studio.
4. Daily Life: Asokamitran describes the routines and rituals that characterize life
in the film industry.
5. Anecdotes: The narrative is rich with personal anecdotes, adding humor and
relatability.
6. Art vs. Commerce: The tension between artistic expression and commercial
demands is a central theme.
7. Character Sketches: Memorable profiles of artists illustrate their quirks and
aspirations.
8. Absurdities of Film: Humorous situations highlight the sometimes ridiculous
nature of the film world.
9. Ambition and Failure: The struggles and failures faced by artists are candidly
portrayed.
10. Camaraderie and Competition: Relationships in the studio are marked by
both collaboration and rivalry.
11. Industry Politics: The dynamics of power and influence among film
personalities are explored.
12. Artistic Sacrifice: The compromises artists make for commercial success are
acknowledged.
13. Cultural Reflections: The essay reflects broader societal values and
expectations related to cinema.
14. Legacy of Storytelling: Asokamitran emphasizes the enduring power of
storytelling despite industry challenges.
15. Personal Reflection: The essay concludes with Asokamitran’s introspective
thoughts on his experiences in the film industry.

6. Minimum learning Levels (MLLs):

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1. Understanding the Setting: Recognizing the film studio as a dynamic
environment filled with creativity and chaos.
2. Identifying Characters: Learning about the diverse personalities in the
industry, from filmmakers to actors.
3. Recognizing Themes: Acknowledging the tension between art and commerce
in filmmaking.
4. Appreciating Anecdotes: Understanding the value of personal stories and
humor in conveying experiences.
5. Analyzing Relationships: Observing the camaraderie and competition among
artists and crew members.
6. Recognizing Artistic Sacrifice: Understanding the compromises that artists
make for commercial success.
7. Reflecting on Cultural Context: Recognizing how the film industry mirrors
societal values and aspirations.
8. Exploring Humor: Identifying the role of humor in addressing serious themes
within the narrative.
9. Gaining Insight into Creativity: Understanding the complexities of creative
expression in a commercial setting.
10. Personal Reflection: Engaging with Asokamitran’s introspective thoughts and
experiences.

7. Short Questions (10 to 12 Questions with Key Points):

Q.1. What is the significance of the words ‘poet’ and ‘pancake’?
Ans. "Pancake" refers to a make-up brand used extensively at Gemini Studios. It
represents the practical aspect of film production, focusing on the make- up
department.
"Poet" signifies the influence of literary figures who frequented the studio,
enriching its culture.
Poets, including Stephen Spender, contributed to the creative atmosphere
among staff.
The juxtaposition highlights the blend of art and the mundane in filmmaking.

Q.2. What does the writer say about national integration in the Studio?
Ans. The make-up department had a diverse workforce from various regions of India.
Leadership transitioned between individuals from different cultural
backgrounds (e.g., Bengali, Maharashtrian).
• This diversity exemplifies the spirit of national integration.
• Light-heartedly, the writer illustrates unity amidst cultural differences.
• The collaboration reflects a microcosm of India's pluralistic society.

Q.3. What was the writer’s job? How was it viewed by the others in the Studio?
Ans.
• Asokamitran's job involved clipping and archiving newspaper articles.
• Others perceived his work as trivial and unproductive.
• His desk was a frequent site for unsolicited advice and critiques.
• The perception of laziness contrasted sharply with the reality of his work.
• This dynamic highlights misunderstandings about artistic labor.

Q.4. Subbu had made tremendous progress at the Studios. What does the writer
feel about Subbu’s talent?
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Ans. Subbu's ascent from office boy to No. 2 reflects his significant abilities.
• He thrived in an era of nascent film production without formal education.
• Subbu's creativity allowed him to inspire and innovate in film.
• His success in cinema overshadowed his literary talents.
• He was recognized for his impressive acting skills and contributions.

Q.5. Why was the legal adviser referred to as the ‘opposite’?

Ans.
• Officially a legal adviser, he gave advice that was often illegal and harmful.
• His actions led to damaging consequences for a talented actress.
• This ironic title reflects his contradictory role within the studio.
• His dispassionate demeanor contrasted sharply with the artistic environment.
• The label underscores the complexity of professional relationships in the studio.

Q.6. How did the legal adviser look different from the rest in the department?
Ans.
• Unlike others in khadi, he wore formal attire (pants and tie).
• His appearance set him apart, making him seem isolated.
• He embodied logic in a creative and free-spirited environment.
• His clothing represented a clash of ideologies between traditional and modern.
• His unique position highlights the diverse personalities in the studio.

Q.7. What does the writer say about the political leanings of the people at
Gemini Studios?
Ans.
• Most staff were apolitical, focused on art rather than politics.
• They admired Gandhi and embraced khadi as a symbol of nationalism.
• A dislike for communism was prevalent among the employees.
• Political discussions were rare, reflecting a creative rather than ideological
focus.
• Their views illustrate a disconnect from broader societal issues.

Q.8. What impact did Frank Buchman have on the Gemini Studios?
Ans.
• Buchman’s Moral Re-Armament army was well-received during their visit.
• Their plays impressed the Gemini family and influenced local theater.
• High-quality production values left a lasting impression on Tamil drama.
• The plays delivered simple yet powerful messages.
• His influence marked a significant cultural moment for the studio community.

Q.9. What truth about the Moral Re-Armament army disillusioned the writer?
Ans.
• Initial admiration for their plays faded upon learning their true agenda.
• The movement was a counter to international communism, manipulating
perceptions.
• Disappointment arose from realizing the insincerity behind their message.
• The writer recognized how influential figures were misled by the movement.
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 • This realization reflects themes of disillusionment in the creative community.

Q.10. Stephen Spender’s visit to the Gemini Studios baffled one and all. Why?
Ans.
• The staff had little knowledge of Spender’s identity or significance.
• Uncertainty surrounded his status as a poet or editor.
• His ambiguous speech further confused the audience.
• Cultural disconnect highlighted the gap between English and Indian contexts.
• The visit underscored the blending of artistic worlds.

Q.11. How did the writer discover Spender’s identity?

Ans.
• The writer encountered Spender's name in a contest announcement in The
Hindu.
• Curious, he visited the British Council Library for more information.
• He found *The Encounter* periodical, revealing Spender as the editor.
• The connection clarified Spender’s identity and role in literature.
• This discovery links personal experience to broader literary networks.

Q.12. How did the writer discover Spender’s identity?

Ans.
• Initial confusion about Spender's identity persisted during his visit.
• Staff had limited knowledge of his prominence in British literature.
• His speech and accent added to the mystery surrounding him.
• The writer's later research linked Spender to the literary contest.
• Ultimately, this reflects the intersection of cultural influences and identities.

8. Long Questions (03-04 Question with Key Points):

Q.1. Evaluate the role of poetry and poets in shaping the culture of Gemini
Studios.
Ans.
• Cultural Hub: Gemini Studios served as a gathering place for poets, influencing
the creative environment.
• Artistic Inspiration: Poets like S.D.S. Yogiar and Harindranath Chattopadhyaya
inspired employees, fostering a culture of creativity and literary appreciation.
• Merging of Art Forms: The interaction between poetry and cinema highlights the
interconnectedness of different art forms in Indian culture.
• Reflection of Values: The presence of poets reflects the studio's values of
creativity, expression, and cultural identity, promoting a collective artistic
vision.
• Impact on Employees: The poets’ ideals and works resonated with the staff,
affecting their outlook and approach to filmmaking.

Q.2. Discuss the significance of the make-up department's hierarchy and its
implications for teamwork and creativity.
Ans.
• Structured Roles: The clear hierarchy (chief make-up artist to office boy)
facilitates organized workflows and accountability.
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 • Skill Development: Each role, regardless of rank, contributes to the overall
success of a film, emphasizing the importance of each team member.
• Collaboration: Team dynamics illustrate how collaboration among diverse
talents leads to enhanced creativity and problem-solving.
• Personal Aspirations: Characters like the office boy showcase individual
aspirations within a structured environment, highlighting themes of ambition
and frustration.
• Reflection of Society: The hierarchy mirrors societal structures, prompting
discussions about status, ambition, and recognition in creative industries.

Q.3. Analyze how Asokamitran uses humor to comment on the film industry in
"Poets and Pancakes."
Ans.
• Exaggeration of Make-up: The absurdity of using “truck-loads of pancake”
humorously critiques the lengths to which the industry goes for beauty.
• Character Portrayals: Comedic depictions of characters like the office boy and
Kothamangalam Subbu reflect the absurdities and frustrations in the industry.
• Cultural Critique: The humor serves as a vehicle for social commentary,
exposing the contradictions between artistic aspiration and commercial reality.
• Absurd Situations: Instances of confusion, such as the bafflement surrounding
Stephen Spender, highlight the absurdities of celebrity and fame.
• Engagement with Readers: The use of humor makes complex themes
accessible, inviting readers to reflect on serious issues in a light-hearted
manner.

9. Higher Order Thinking Skills (HOTS) (03-04 Question without Answer):

Q.1. Describe the make-up department in Gemini Studios.
Ans.
• Located on the upper floor of a building once used as Robert Clive’s stables.
• Features a salon-like atmosphere with glowing lights and large mirrors.
• Staffed by skilled individuals from various regions of India, adept at make-up.
• Hierarchical structure assigns duties based on seniority, from chief make-up
artist to office boy.
• The office boy, as the lowest rank, is responsible for crowd actors' make-up.

Q.2. The ‘office boy’ of the Gemini Studios was not as blessed as Subbu.
Explain.
Ans.
• The office boy, in his forties, aspired to be an actor or writer but felt
undervalued.
• He viewed his job as menial, suitable only for "barbers and perverts."
• In contrast, Subbu rose to No. 2 due to his Brahmin background and
connections.
• Subbu faced challenges in an unestablished film industry, unlike the office boy.
• Their differing paths highlight themes of aspiration and recognition within the
studio.

Q.3. Write a brief character sketch of Kothamangalam Subbu.

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Ans.
• Subbu, once an office boy, is now the No. 2 at Gemini Studios but is widely
disliked.
• His Brahmin status provided him connections and opportunities.
• Always cheerful, he thrived on loyalty but lacked independent action.
• A creative force, he could generate ideas for scenes and had literary talents.
• Despite his successes, including acting and poetry, he faced envy and
resentment.

Q.4. The Gemini Studios was the haunt of poets and it had its due effect on the
employees of the Studios. Justify.
Ans.
• The studio attracted renowned poets, creating an artistic atmosphere.
• Employees often dressed in khadi, embodying the spirit of Gandhi's teachings.
• The workplace fostered a community of dreamers with little political
engagement.
• Negative perceptions of communism reflected broader societal views among the
staff.
• The presence of poets influenced the employees’ creativity and cultural identity.

10. Study beyond the chapter (To develop the reading habit):
1. Explore Related Literary Works
• Autobiographies/Biographies: Read about other authors or poets from the same
era, like Stephen Spender or filmmakers from the Indian cinema scene.
• Short Stories: Explore collections by Asokamitran or other contemporary writers
to see different narrative styles.

2. Read about Indian Cinema

• History of Indian Cinema: Books or documentaries that detail the evolution of
Indian cinema can provide context for the film industry depicted in the chapter.
• Film Critiques: Explore writings by critics to understand the cultural impact of
films and the roles of various departments.

3. Study Poetry
• Poetry Collections: Read works by poets mentioned in the chapter or from the
same literary movement.
• Poetry Analysis: Engage with texts that analyze poetry to deepen your
understanding of themes and styles.

4. Cultural Context
• Books on Indian Culture: Understanding the socio-political backdrop of the era
can enhance appreciation for the text.
• Essays and Articles: Read essays on the cultural significance of cinema and
literature in India during the time.

5. Write Reflections

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 • Maintain a journal to write your thoughts on what you read, drawing
connections between "Poets and Pancakes" and other texts or themes.

11. Competency Based Questions based on latest CBSE pattern:

Excerpt 1:
"The studio had a permanent ‘make-up department,’ with a team of experts, who
would apply thick layers of powder and grease to make the faces of the actors look
radiant. It was called ‘pancake’ – a kind of face powder that could make a person look
completely different. The stars would arrive, sit in front of the makeup mirrors, and
the team of artists would begin their work."

Q.1. What is the 'pancake' referred to in the passage?

a) A type of face powder used for makeup
b) A type of breakfast food served in the studio
c) A makeup technique used for actors
d) A name of a makeup artist in the studio
Ans. a) A type of face powder used for makeup

Q.2. What does the use of 'pancake' in the studio symbolize?

a) Natural beauty
b) The artificial nature of glamour in films
c) The simplicity of film production
d) The healthy lifestyle of actors
Ans. b) The artificial nature of glamour in films

Q.3. Why is the 'make-up department' considered permanent in the studio?

a) Makeup was necessary for all actors
b) It played a crucial role in creating the perfect appearance for actors
c) Only a few actors required makeup
d) The department was only needed during special shoots
Ans. b) It played a crucial role in creating the perfect appearance for actors

Q.4. Who were the primary workers in the 'make-up department'?

a) Actors
b) Poets
c) Makeup artists
d) Filmmakers
Ans. c) Makeup artists

Q.5. What is the role of the 'make-up department' in the studio?

a) To create artificial appearances for the audience
b) To help actors prepare for roles by enhancing their facial features
c) To provide actors with their costumes
d) To manage the film's lighting
Ans. b) To help actors prepare for roles by enhancing their facial features

Q.6. How does the description of the 'make-up department' relate to the theme
of illusion in the chapter?
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 a) It shows that actors are more focused on their real selves
b) It highlights the superficiality and illusion created in films
c) It emphasizes the importance of natural beauty in filmmaking
d) It demonstrates the skill of the makeup artists
Ans. b) It highlights the superficiality and illusion created in films

Excerpt 2:
"They did not know that the film world was the world of make-believe and they
were all part of it. But they had their own dreams: the stars of the movies. The poets
and the writers thought they would be immortalized by their art, and the actors and
the film people lived in the world of illusions."

Q.1. What does the phrase 'world of make-believe' refer to?

a) The real-life experience of the stars
b) The world of the poet’s imagination
c) The artificial and illusory nature of the film industry
d) The backstage work in filmmaking
Ans. c) The artificial and illusory nature of the film industry

Q.2. What did the poets and writers believe about their art?
a) They would be financially rewarded for it
b) They would achieve eternal fame through their works
c) They would be recognized only after their death
d) Their art would be appreciated by the film industry
Ans. b) They would achieve eternal fame through their works

Q.3. What did the actors and film people believe in?
a) They believed they would live forever through their art
b) They lived in the world of illusions, not reality
c) They thought their work was the most valuable
d) They believed they were more important than poets
Ans. b) They lived in the world of illusions, not reality

Q.4. What is the main difference between the poets and the actors, as described
in the passage?
a) Poets focus on money, actors focus on fame
b) Poets seek immortality through their art, actors live in illusions
c) Poets are treated more seriously than actors
d) Actors are more intellectual than poets
Ans. b) Poets seek immortality through their art, actors live in illusions

Q.5. How does the passage reflect the contrasting worlds of poets and actors?
a) The poets are more realistic, while actors are more idealistic
b) The poets dream of immortality, while actors live in a constructed world of
illusions
c) The poets live in a make-believe world, while actors seek immortality
d) The poets and actors have the same dreams and goals

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Ans. b) The poets dream of immortality, while actors live in a constructed world of
illusions

Q.6. What is meant by 'immortalized by their art' in the context of the

passage?
a) Poets will be known for their wealth
b) Poets will be remembered forever for their creative work
c) Poets will become famous actors
d) Poets will be forgotten by history
Ans. b) Poets will be remembered forever for their creative work

Excerpt 3:
"There was the noise of people talking and machines working. Everything
seemed to be going on at the same time. Poets sat in a corner, scribbling away. But no
one noticed them. The makeup men were busy in their work. They paid little attention
to the poets. The stars were the center of attention, but the poets did not matter."

Q.1. What is the central idea of this excerpt?

a) Poets are the center of attention in the studio
b) Poets are ignored and marginalized in the film studio
c) Poets play a leading role in the film production
d) The studio is focused entirely on the work of poets
Ans. b) Poets are ignored and marginalized in the film studio

Q.2. Why were the poets ignored in the studio?

a) Because the poets were not talented enough
b) The poets were working in a quiet corner, while the studio focused on more
visible tasks
c) The poets were not as important as the actors
d) The poets had no role in the film production
Ans. b) The poets were working in a quiet corner, while the studio focused on more
visible tasks

Q.3. How were the poets treated compared to the stars in the studio?
a) They were given more attention than the stars
b) The poets and stars were treated equally
c) The stars were the main focus, while the poets were overlooked
d) The stars ignored the poets as well
Ans. c) The stars were the main focus, while the poets were overlooked

Q.4. What does the 'noise of people talking and machines working' represent?
a) The peace and quiet in the studio
b) The bustle and chaos of the busy studio environment
c) The calmness of the creative process
d) The poet’s work in the studio
Ans. b) The bustle and chaos of the busy studio environment

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Q.5. What can we infer about the role of poets in the film studio from this
passage?
a) Poets are highly valued by the studio
b) Poets play an insignificant role in the studio's operations
c) Poets work as the main storytellers of the film
d) Poets manage the filming crew
Ans. b) Poets play an insignificant role in the studio's operations

Q.6. Why is the statement "The stars were the center of attention" significant
in this passage?
a) It highlights the importance of the stars in the studio and contrasts it with
the poets' obscurity
b) It shows that poets are the most important people in the studio
c) It means the poets were treated as stars
d) It indicates the stars did not receive any attention
Ans. a) It highlights the importance of the stars in the studio and contrasts it with
the poets' obscurity

Excerpt 4:
"There were many small things in the studio that went unnoticed by the public:
the actors' artificial hairpieces, the props that were moved around in a hurry, the poor
lighting, and the hurried, mechanical way in which the crew worked. What the
audience saw was only the finished product—the flawless performance of the stars,
the beauty of the film."

Q.1. What does the author mean by 'small things' in the passage?
a) Minor details that contribute to the final product but are not visible to the
audience
b) The actors’ minor roles in the film
c) The unimportant aspects of the film production
d) The backstage gossip
Ans. a) Minor details that contribute to the final product but are not visible to the
audience

Q.2. How does the passage describe the work behind the scenes in the studio?
a) It was well-planned and organized
b) It was chaotic, mechanical, and rushed
c) It was leisurely and creative
d) It was appreciated by the audience
Ans. b) It was chaotic, mechanical, and rushed

Q.3. What is the contrast between what the audience sees and what actually
happens behind the scenes?
a) The audience sees everything happening behind the scenes
b) The audience sees only the polished, perfect film, while the reality behind the
scenes is imperfect
c) The audience sees the flaws and mistakes made in the production
d) The audience does not care about the actors' performances
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Ans. b) The audience sees only the polished, perfect film, while the reality behind the
scenes is imperfect

Q.4. What does 'the flawless performance of the stars' symbolize in the
passage?
a) The actors' natural talent
b) The artificial, idealized image created for the audience
c) The true reality of the film production
d) The importance of the props in the film
Ans. b) The artificial, idealized image created for the audience

Q.5. What does the passage suggest about the film industry's portrayal of
reality?
a) It is an honest reflection of the world
b) It hides the imperfections and focuses on perfection
c) It emphasizes the importance of small details
d) It showcases the real struggles of the actors
Ans. b) It hides the imperfections and focuses on perfection

Q.6. Why does the author mention the 'poor lighting' and 'artificial hairpieces'?
a) To show how natural the actors looked on screen
b) To highlight the artificial nature of the film industry
c) To show how the public admired the actors
d) To criticize the actors’ performances
Ans. b) To highlight the artificial nature of the film industry

12. Value-Based Questions

Q.1. In "Poets and Pancakes", Asokamitran explores the superficial glamour of the
film industry and contrasts it with the unnoticed, intellectual work of poets and
writers. The poets, although present in the studio, are ignored in favor of the
more visible and commercially successful actors. Similarly, in "The Last
Lesson", Franz, the protagonist, realizes the importance of learning his native
language (French) only when it is about to be taken away. He regrets not
valuing his lessons before, as his community faces the loss of their cultural
identity under the new rule.
Question.
In "Poets and Pancakes", Asokamitran explores the superficial glamour of the
film industry and contrasts it with the unnoticed, intellectual work of poets and
writers. The poets, although present in the studio, are ignored in favor of the
more visible and commercially successful actors. Similarly, in "The Last
Lesson", Franz, the protagonist, realizes the importance of learning his native
language (French) only when it is about to be taken away. He regrets not
valuing his lessons before, as his community faces the loss of their cultural
identity under the new rule. (The Importance of Art, Literature, and Culture)
Answer:

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 1. Both "Poets and Pancakes" and "The Last Lesson" highlight how society often
neglects intellectual and cultural contributions in favor of visible or commercial
success (e.g., films vs. poetry, language loss).
2. In "Poets and Pancakes", the poets' intellectual work is overshadowed by the
glamour of the film industry.
3. In "The Last Lesson", the forced imposition of the German language symbolizes
the loss of cultural identity and the undervaluing of language.
4. Both texts emphasize the importance of valuing cultural, intellectual, and
artistic contributions before they are lost.
5. Modern society often prioritizes commercial or popular culture, leaving
intellectual and cultural legacies underappreciated.

Q.2. In "Poets and Pancakes", Asokamitran describes the artificial world of cinema,
where the actors' faces are made to look perfect with layers of pancake makeup.
This artificiality is contrasted with the deeper, intellectual contribution of poets,
who work behind the scenes but remain unnoticed. In "The Last Lesson", the
imposition of the German language symbolizes the forced changes in a person's
identity and the suppression of their true cultural self. Both works reflect on
the theme of illusion versus reality—whether in the makeup used in films or the
language that is imposed.
Question:
In both texts, illusion plays a significant role in how the world is perceived—
whether it is the artificial glamour in "Poets and Pancakes" or the illusion of
superiority created by the imposition of language and culture in "The Last
Lesson". How do these illusions affect the characters' perceptions of their own
identities and societal values? Do you think illusions, whether created by
external forces (like media or politics) or self-imposed, can influence one's
understanding of their true self? Support your answer with examples. (The Role
of Perception and Illusion in Society)
Answer:
1. In "Poets and Pancakes", the makeup and artificiality in cinema symbolize how
society values appearances over the true contributions of intellectual work.
2. In "The Last Lesson", the imposition of a foreign language creates the illusion of
superiority, erasing the local cultural identity.
3. Both texts show how illusions (whether through media or politics) distort the
perception of true identity.
4. The characters in both chapters only realize the importance of their identity
(artistic or cultural) when faced with its loss.
5. Illusions, whether self-imposed or external, shape how we view ourselves and
our role in society, often hiding deeper truths.

Q.3. In "Poets and Pancakes", the poet reflects on how the poets were ignored by the
glamour of the film industry. The poets, despite their significant intellectual
contributions, are overshadowed by the commercial success of the actors.
Similarly, in "The Last Lesson", Franz regrets not having paid more attention to
his French lessons and realizes the importance of his native language only
when it is about to be taken away.
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Question:
Both Franz and the poets in the studio face a sense of regret for not
appreciating what they had until it was too late. How does the theme of regret
in these two chapters teach us about the importance of valuing opportunities
and intellectual growth before they are lost? Can you relate this theme to a
personal experience where you might have overlooked something important but
later realized its value? (Understanding Regret and Appreciation for Lost
Opportunities)
Answer:
1. "Poets and Pancakes" and "The Last Lesson" both explore regret over not
valuing something important until it is lost (poetry, language).
2. In "Poets and Pancakes", the poets regret being overshadowed by the film
industry's glamour.
3. In "The Last Lesson", Franz regrets not learning French properly, realizing its
value only when it is about to be taken away.
4. Both texts teach the lesson of appreciating opportunities (intellectual or
cultural) while they are available.
5. Regret arises when we fail to recognize the significance of something until it is
no longer within reach, stressing the need to value it in the present.

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 Chapter 7 : The Interview
1. Name of writer : Christopher Silvester
2. About Writer: (Brief introduction & works) Christopher Silvester was born in
London in 1959. He studied History at Lancing College, Sussex, and
Peterhouse, Cambridge. He has worked as a reporter for Private Eye for ten
years. The most famous of the newspapers and magazines he has written for
include the Evening Standard, the Guardian, the Observer, Esquire,
GQ and Vanity Fair.
Presently, he is a freelance journalist, author and consultant who writes for
several UK newspaper and magazine publications. He is also known as the
author of ‘The Pimlico Companion to Parliament’; and, the editor of books like
‘The Grove Book of Hollywood’ and ‘The Norton Book of Interviews’. The text of
‘The Interview’ is an extract from the ‘Penguin Book of Interviews: An Anthology
from 1859 to the Present Day’ which too was edited by Christopher Silvester.

3. Brief of Chapter: The text of the chapter ‘The Interview’ has been divided into
two parts.
Part I briefly mentions the importance that interviews hold in the field of
journalism and the difference in the attitude of different people towards
interviews. It mentions that many people consider an interview to be a source of
truth. They believe so since in an interview information is provided by the very
person about whom the information is being provided. Such people also
consider ‘interview’ to be a piece of art. They believe that the interviewer
requires artistic skills to conduct an interview.
This part also mentions that celebrities who have to face interviews generally
have different views about interviews. Many of them detest interviews. Most of
them believe that they lose some part of their personal life when they are
interviewed. This part of the text mentions some celebrities who particularly
disliked being interviewed. It tells how V. S. Naipaul feels that interviews may
wound those who are interviewed. It also tells how celebrities like Lewis Carroll
never agreed to be interviewed. This part of the text also uses humorous
description of how once Rudyard Kipling went on to call an attempt to
‘interview’ him to be an ‘assault’ on him. However, the writer has also added
that Kipling himself interviewed Mark Twain later on.
The writer further states that, despite having some shortcomings, interview is ‘a
very serviceable source of communication’. He also quotes Denis Brian who
states that the pattern of interview gives the interviewer a position of great
power and influence since the person he interviews has to answer the questions
that he asks.
Part II presents a sample of interview. It is an extract from an interview of the
famous scholar and writer Umberto Eco by Mukund Padmanabhan from The
Hindu. When Mukund asks Eco about his ability to do multiple things (like
writing scholarly texts, novels, story books while also working as professor), Eco
states that he follows common philosophical interests whatever he may be
doing. So, apparently he seems to be doing different things but he actually does
not have to make any special effort. He also mentions how he uses interstices,
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 the empty spaces between different tasks performed in daily routine. This
enables him to be more productive.
Mukund then asks Eco about his unique personal and playful way of writing
non-fictional texts. Eco tells that he likes to narrate story of his research. He
tells how he followed the same style even in his Doctoral dissertation. He also
mentions that this approach towards non-fictional writings has helped him in
writing novels too.
Answering further questions, Eco mentions that he prefers to be considered an
academic writer rather than being considered as a novelist despite that his
novel ‘The Name of the Rose’ has been so successful. He says that he writes
novels only in his free time. He also analyses that his novel succeeded because
there are enough readers who like to read difficult books too. He believes that
the lesser explored subjects of his novel or the tendency of readers to try
different types of books at different times may also be the reason for the
success of his comparatively difficult novel. However, he also tells that the
actual reason for the success of his novel is a mystery and it could have failed
had it been written at another time.

4. Difficult Words (List only) :

i) Commonplace
ii) Unwarranted
iii) Diminish
iv) Unwarranted
v) Lionized
vi) Perpetrated
vii) Unprecedented
viii) Interstice
ix) Seminal
x) Semiotics
xi) Metaphysics

5. Points to ponder/remember : (10 to 25 very short points in chronology)

Part I
a) Interview has been a common part of journalism for 130 years
b) Opinions about interview’s functions, methods and merits vary
c) Some believe that interview is practised as an art and is a source of truth
d) Others, mostly celebrities, despise it. They consider it to be an unwarranted
intrusion into their lives
e) They feel that interview diminishes them
f) Celebrities like V. S. Naipaul, Lewis Carroll and Rudyard Kipling disliked
interviews and avoided them
g) Even celebrities like H. G. Wells and Saul Bellow who consented multiple
times to be interviewed also considered interview to be an ordeal
h) However, despite its shortcomings, interview is ‘supremely serviceable
medium of communication’

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 i) Denis Brian considers the interviewer to be in ‘a position of unprecedented
power and influence’ since the format of interview includes one man (the
interviewer) asking questions from the other

Part II
a) This part is an extract from an interview of the famous scholar and writer
Umberto Eco by Mukund Padmanabhan from The Hindu
b) First of all, Mukund asks how Eco manages to do so many things (writing
fiction, literary fiction, academic texts, essays, children’s books, newspaper
articles)
c) Eco says that while writing different kind of works, he follows the same
philosophical interests. So, he is not doing different things in writing
different types of works. He talks about peace and non-violence even in his
books for children
d) He also says that he uses interstices, a lot of empty spaces in life (like while
waiting for someone to reach his floor using an elevator). This gives him a lot
of extra time to do many things
e) Then Mukund states that Eco’s non-fictional writing is not depersonalized,
dry and boring as scholarly works usually are. His scholarly work too has a
‘playful and personal quality about it’.
f) He asks if Eco’s unique style has been adopted by him or has come
naturally
g) Eco tells how even his Doctoral dissertation was written as story of his
research
h) He believes that scholarly books should be written like stories of research.
Since he always used narrative way in writing essays, it was easy for him to
begin creative writing while his friend Roland Barthes faced frustration
because he could write only essays and not novels
i) Mukund asks Eco if he dislikes the fact that he is known as a novelist
despite that he has written so many scholarly works.
j) Eco states that he is basically an academic writer and he writes novels only
in his free time. Still, he agrees that he has reached more readers through
his novel than his (more than 40) academic works
k) Then Mukund asks if Eco was confused that his novel was so successful
despite that it was a serious novel dealing with such complex themes as
metaphysics, theology, and medieval history
l) Eco says that it is believed that people don’t like difficult readings. However,
there are many readers who don’t like easy experience. At least they do not
want easy books all the time.
m) He also tells that his publisher had expected to sell only 3,000 copies of his
books. Although, later 10-15 million copies were sold. But, on the whole, the
success of the book is a mystery and he could not point out the exact reason
for the success

6. Minimum learning Levels (MLLs) :

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 a) How does attitude of celebrities and that of other people differ from each
other?
b) Why do celebrities generally despise interviews?
c) Why do so many celebrities consider interview to be intrusion in personal
life?
d) Why is interview considered to be ‘source of truth’?
e) Why does Denis Brian consider interviewer to be in a position of
‘unprecedented power and influence’?
f) According to Umberto Eco, how is he able to do so many things at the same
time?
g) What is Umberto Eco’s view about interstices?
h) How is Eco’s style of academic writings unique?
i) How does Umberto Eco analyse the success of his novel ‘The Name of the
Rose’?

7. Short Questions (10 to 12 Question with Key Points) :

Q.1. What do celebrities mean when they call interview to be an unwarranted
intrusion into their personal lives?
Ans. They have to answer all questions; some information about their life does not
remain personal as it used to be

Q.2. Why do some people consider interview to be a reliable source of truth?

Ans. Information about a person given by the person himself; question answer
pattern of interview reveals detailed information about various issues

Q.3. What are the narrator’s views about interview’s value for people?
Ans. Identifies it as important part of journalism; accepts that it has some
shortcomings; also considers it to be ‘supremely serviceable medium of
communication

Q.4. Why does the narrator feel that the interviewer enjoys “a position of
unprecedented power and influence”?
Ans. In interview, one person, i.e. the interviewer asks questions and the interviewee
has to answer the questions

Q.5. “Despite that they all have similar views about interview, the attitude of
H. G. Wells and Saul Bellow towards interviews differs from that of Lewis
Carroll and Rudyard Kipling”. How?
Ans. Wells and Saul Bellow frequently agreed to be interviewed, the other two ‘never
consented to be interviewed)

Q.6. Why does Umberto Eco say that he writes novels on Sundays?
Ans. He writes novels only in free time; he prefers to write scholarly texts as full time
job

Q.7. Why does Umberto Eco believe that he is not doing different things even
when he is a professor and writes various kinds of texts like scholarly
texts, children’s books, novels?
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Ans. His themes are common while writing different kinds of texts; all kinds of texts
are based on similar philosophical interests

Q.8. How does Umberto Eco use interstices to enhance his efficiency?
Ans. Umberto uses empty spaces between different activities. For example, he may
write down some points while waiting for someone to reach his floor using
elevator

Q.9. Why did Eco’s Doctoral dissertation surprise his Professor?

Ans. Eco had not followed the usual descriptive pattern in his dissertation. He had
narrated story of his research, trials and errors

Q.10. How did Eco’s unique style of academic writings help him regarding
creative writing?
Ans. He could begin writing narratives at age of 50 since he used narrative style in
his academic writings; it also gave him satisfaction of writing narratives even
while writing scholarly writings)

Q.11. What points does Umberto Eco mention to state that he is an academic
writer rather than a creative writer?
Ans. he has written many more scholarly works of non-fiction than works of fiction;
he attends conferences of academicians rather than of writers; he writes novels
only in free time

Q.12. Part II of ‘The Interview’, in a way, opposes the views presented in part I.”
How?
Ans. Part I mentions that celebrities despise being interviewed. In part II, Eco
participates in interview very enthusiastically, does not seem to dislike
interview

8. Long Questions (03 - 04 Question with Key Points) :

Q.1. Discuss the attitude of celebrities towards interviews.
Ans. Majority of celebrities dislike being interviewed; they consider it to be intrusion
in their lives; they feel that they lose control over some part of their life if the
consent to be interviewed; some even get aggressive if requested to be
interviewed; some, however, like to be interviewed frequently.

Q.2. Umberto Eco mentions how he did not face the frustration that his friend
Roland Barthes experienced due to his inability to write novels.” Analyse
Umberto Eco’s views about his success in writing fictional works.
Ans. He developed sense of writing in narrative manner even before age of 22 when
he wrote his dissertation; writes his scholarly works in narrative form; this
experience of writing in narrative form helped him in writing fictional texts.

Q.3. What was Umberto Eco’s response to the success of ‘The Name of the
Rose’?
Ans. considers the success a mystery since even his publisher did not expect to sell
more than 3,000 copies; prefers to be considered an academic writer despite the
success; writes novels only in free time; believes that many readers like difficult
books too.
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Q.4. How does the success of ‘The Name of the Rose’ reflect some unique
aspects about readers’ attitude towards books?
Ans. There are lots of readers since Eco considers 10-15 million readers to be a small
percentage of readers; different types of readers are there, not all readers like
easy experience of reading; readers like change in taste at times; readers get
attracted towards books written on topics dealt with less frequently)

9. Higher Order Thinking Skills (HOTS) (03 - 04 Question without Answer) :

a) Discuss the use of humour in the description of attitude of celebrities
towards interviews.
b) “In his interview, Umberto Eco proves to be a modest person.” Discuss.
c) Discuss the structure of ‘The Interview’ highlighting the link between the
two parts of the text.

1- Read the given extract and answer the questions that follow:
A. Since its invention a little over 130 years ago, the interview has become a
commonplace of journalism. Today, almost everybody who is literate will have
read an interview at some point in their lives, while from the other point of view,
several thousand celebrities have been interviewed over the years, some of them
repeatedly. So it is hardly surprising that opinions of the interview — of its
functions, methods and merits — vary considerably.

a) Which of the following does not support the statement that interviews are
very popular:
i) Interview has been a commonplace of journalism for 130 years
ii) Almost everyone who is literate will have read an interview
iii) Thousands of celebrities have been interviewed over the years
iv) It is hardly surprising that opinions of interview vary considerably
Ans. iv

b) Two points of view mentioned above belong, respectively, to:

i) Journalists and celebrities
ii) Interviewers and interviewees
iii) Readers and interviewers
iv) Readers and interviewees
Ans. iv

c) That several thousand celebrities have consented to be interviewed, most

logically, suggests which point that has been mentioned otherwise too in
the above lines?
i) There are lots of journalists
ii) There are lots of celebrities
iii) There are lots of readers
iv) Celebrities do not like being interviewed
Ans. iii

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d) Why is it “not surprising that opinions of the interview — of its functions,
methods and merits — vary considerably”?
i) Since lots of people have read and faced interviews, respectively
ii) Since lots of celebrities have been interviewed
iii) Since journalism has been popular for 130 years
iv) No clear reason has been mentioned in the extract
Ans. i

B. Yet despite the drawbacks of the interview, it is a supremely serviceable medium

of communication. “These days, more than at any other time, our most vivid
impressions of our contemporaries are through interviews,” Denis Brian has
written. “Almost everything of moment reaches us through one man asking
questions of another. Because of this, the interviewer holds a position of
unprecedented power and influence.”

a) What does the writer mean by ‘supremely serviceable medium of

communication’?
Ans. medium of communication that is extremely useful

b) What part of the extract suggests that in the present times interviews are
more popular than ever?
Ans. “These days, more than at any other time, our most vivid impressions of our
contemporaries are through interviews”

c) Denis Brian seems to state interview to be:

i) A necessary interaction
ii) An unfair interaction
iii) An even interaction
iv) An unnecessary interaction
Ans. ii

d) Why does the interviewer hold position of more power?

Ans. since interview involves interviewer asking questions of the interviewee)

C. Because I consider myself a university professor who writes novels on Sundays.

It’s not a joke. I participate in academic conferences and not meetings of Pen
Clubs and writers. I identify myself with the academic community.
But okay, if they [most people] have read only the novels... (laughs and shrugs). I
know that by writing novels, I reach a larger audience. I cannot expect to have
one million readers with stuff on semiotics.

a) ‘Writing novels on Sundays’ means:

i) Writing novels consistently
ii) Writing novels repeatedly
iii) Writing novels patchily
iv) Writing novels independently
Ans. iii)

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b) In these lines, the writer’s attitude towards academic writings is that of:
i) boredom
ii) fondness
iii) indifference
iv) frustration
Ans. ii

c) Not attending “meetings of pen clubs and writers” is symbolic of:

i) Indifference towards novels
ii) Reaching larger audience
iii) Not having expectations
iv) Unpopularity of semiotics

d) What is ironical about the speaker’s relation with novels?

Ans. he reaches larger audience by writing novels but still prefers academic
conferences over meetings of writers

D. This is why my essays always have a narrative aspect. And this is why probably
I started writing narratives [novels] so late — at the age of 50, more or less.
I remember that my dear friend Roland Barthes was always frustrated that he
was an essayist and not a novelist. He wanted to do creative writing one day or
another but he died before he could do so. I never felt this kind of frustration. I
started writing novels by accident. I had nothing to do one day and so I started.
Novels probably satisfied my taste for narration.

a) Why does Umberto consider his essays to be close to novels?

Ans. because his essays have narrative aspect that is a typical feature of novels

b) Mention two ways in which the speaker’s style of writing essays helped
him according to the extract. (2)
Ans. 1. He could switch to writing novels easily, even at the age of 50;
2. He did not feel frustration of writing only essays and not writing novels)

c) What in the extract suggests that the speaker is not very serious about
writing novels?
Ans. he began writing novel only because he had nothing to do one day)

Long Questions framed across chapters:

Q.1. After interviewing Umberto, Mukund happens to talk to talk to William Douglas
about his journey from being seriously hydrophobic to being a wonderful
swimmer. He notices that both Umberto and Douglas succeeded because of
their unique approach to whatever they did. Write an article on his behalf
describing his views. You may begin like:
Both Umberto Eco and William Douglas experienced great success in their lives,
respectively. Both ….
Ans. Umberto’s unique style of writing scholarly texts helped him in success. He was
ready to experiment and succeeded. Douglas’ tendency to confront his fear
rather than hiding from it helped him succeed. His efforts to gain perfection in
something he was so afraid of were unique)
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Q.2. Mukesh writes a letter to Umberto Eco sharing his urge to be a motor
mechanic. He mentions that he would have to work as bangle maker as
well while he works as apprentice at the garage. He seeks advice from
Umberto about how to manage two jobs at the same time. Considering
yourself to be Umbero Eco, write his answer. Begin your response as
follows:
Dear Mukesh
I can understand that you already work very hard for making bangles and your
work will be too hectic if you work at the garage too at the same time. I believe
that…
Ans. time management is the key for doing more work in limited time. There are lots
of empty spaces or interstices in our routine. use them wisely to get enough
time. Also, try to find common things in both the works. Finding similar
interests in different tasks makes it easier to manage hem at the same time.)

10. Study beyond the Chapter (To develop the reading habit) :
a) ‘The Name of the Rose’ by Umberto Eco
b) ‘Penguin Book of Interviews: An Anthology from 1859 to the Present Day’
edited by Christopher Silvester (Summary)
c) Interviews of celebrities published in various newspapers and magazines

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 Chapter 8 : GOING PLACES

1. Name of writer: A.R. Barton

2. About the Writer: (Brief introduction& works) : A.R.Barton is a modern

writer who writes on topics and issues relevant to the people of today’s and
future generations. He currently resides in Zurich and writes in English.
Barton’s work has appeared in prestigious publications like Stand and The
London Magazine.

3. Brief of Chapter: The short story “Going Places” explores the hopes and desires
of young people as well as the anguish of broken dreams and unfulfilled
promises. Along with the teenage fantasising and hero-worship, it deals with
the intricacies of human relationships.
This story’s central theme is hero worship and teenage fantasies. Teenagers
often have irrational expectations, especially if their families are struggling. This
is due to the fact that a young person’s socioeconomic background has a
significant impact on the job they choose to pursue. If the fantasy is too far
fetched for a person, it might result in misery.

4. Difficult Words (List only) :

i) Earmarked - reserved, already fixed
ii) Sophisticated - wordly
iii) Grimy - dirty, soiled
iv) Incongruity - inappropriate
v) Tinkering - repairing
vi) Exotic - foreign, non native
vii) Wriggled - to move about , to move a part of your body
viii) Reverently - with deep respect
ix) Prodigy - a young person with exceptional quality
x) Grimaced - angry

5. Points to ponder/remember: (10 to 25 very short points in chronology)

1. The story begins with a scene of Sophie and her friend Jansie talking to
each other while returning from school.
2. Sophie dreams to open a boutique and to become a manager, an actress and
a fashion designer.
3. Jansie discourages Sophie to have such unrealistic dreams because she
knows they have to work in a biscuit factory after completing the school.
4. Everyone in the family seems to know about Sophie’s temperament. Back at
home, her younger brother, Derek mocks her unrealistic dreams of earning
big money.
5. Her brother Geoff is an apprentice mechanic and travels to the far side of
the city every day for his work. He does not speak much, and she feels
jealous of his silence.
6. Sophie reveals to Geoff that she met Danny Casey in the arcade.
7. Geoff passes on this news about Danny Casey to his father at the dinner
table. Their father looks at Sophie disdainfully.

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 8. Sophie’s father does not believe in her story and warns her that one day she
will fall in a big trouble if she continues telling people false stories.
9. Next, Sophie makes her brother promise not to tell anyone that Danny
Casey has asked to meet her. Her brother finds it unbelievable.
10. Sophie goes with her father and her brothers to watch a football match that
Danny is playing. Danny’s team wins, and Sophie feels proud.
11. She meets Jansie the following week and is surprised to hear Jansie ask her
about the meeting with Danny.
12. Sophie didnt want Jansie to know her story with Danny Casey as she thinks
Sophie is a nosey girl and can not keep anything secret.
13. Sophie goes to meet Danny at a spot by the canal. She used to play there
during her childhood. She considers it a perfect place to meet someone
without drawing attention.
14. While she waits for Danny, she imagines how the meeting will be. Danny
would appear from the shadows, and her reaction would be that of
excitement.
15. After a while, she realises that Danny will not come. Sophie goes into a state
of worry and despair – she would not be able to prove to Geoff or the others
that she is telling the truth about Danny.
16. As she walks back home, Sophie imagines how Geoff would be disappointed
to know that Danny had not come.
17. She is glad to see her father’s cycle outside the pub – she would not have to
face her father.
18. On the way, she imagines Danny outside the Royce’s. She visualises herself
talking to Danny and asking for his autograph.
19. She gives vivid descriptions of Danny’s appearance according to her
fantasies.
20. Sophie’s unrealistic dreams leads her to complete disappointment.

6. Minimum learning Levels (MLLs) :

Q.1. Who is Sophie and what is her family background?
Ans. Sophie is a school going girl. She is a day dreamer. She belongs to a middle
class poor family

Q.2. Who is jansie?

Ans. Jansie is a friend and classmates of Sophie. She is a practical girl. Her feet are
grounded. She knows the reality of her family.

Q.3. Who is Geoff?

Ans. Geoff is elder brother of Sophie. He is grown up now. He is an apprentice
mechanic. He travels distant part of the city for his work.

Q.4. Who is Danny Casey?

Ans. Danny casey is young Irish football player. He also plays for United. He is hero
of Sophie.

Q.5. Did Sophie really meet Danny Casey?

Ans. No, Sophie didn’t meet Danny Casey. She imagines her meeting with Danny.
This is one of her wild story.

7. Short Questions (10 to 12 Question with Key Points) :

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Q.1. Why does Jansie discourage Sophie to have such unrealistic dreams?
Ans. Jansie is a practical girl and knows the reality of her family.
She wants Sophie to be sensible and drop all her plans because all of them
required a lot of money

Q.2. What does Sophie dream of doing after she passes out of school? Why do
you call it a dream not a plan?
Ans. Sophie dreams to have a boutique of her own.
She thinks to become an actress or a fashion designer.
Since she has no money or experience so it is called a dream not a plan.

Q.3. What job is Geoff engaged in? How does he differ from his sister Sophie?
Ans. Geoff left school three years ago now he is an apprentice mechanic.
He speaks little.He knows the financial condition of his family.
He is not a day dreamer like Sophie.

Q.4. How does Sophie’s father react when Geoff tells him about Sophie’s
meeting with Danney Casey?
Ans. Geoff informs his father that Sophie had a meeeting with Danney Casey.
His father’s expression was one of disdain.
He ignores the news and considers it one of Sophie’s wild stories.

Q.5. How does Sophie include her brother Geoff in her fantasy of her future?
Ans. Geoff was always the first to share her secrets.
She told him about meeting Danny Casey.
She saw herself riding there behind Geoff.

Q.6. Why didn’t Sophie want Jansie to know about her story with Danney?
Ans. According to Sophie, Jansie was gawky girl she could not keep secret.
Jansie wanted to know other people’s affairs.
She would spread the news in the whole neighbourhood and there would be a
quarrel in Sophie’s family.

Q.7. Who was Danny Casey? How did the members of Sophie’s family react
towards him?
Ans. Danny Casey was a young Irish football player.
He was an excellent player.
Sophie’s father and brother Geoff admire Danny Casey.

Q.8. How did Jansie react at Sophie’s story of her meeting with Danney Casey?
Ans. Jansie was a classmate and friend of Sophie.
She was also aware of Sophie’s habit of dreaming.
Her first reaction was of a disbelief.

Q.9. Why did Sophie long for her brother Geoff’s affection?
Ans. Geoff was not very talkative. He was an introvert.
Sophie thought Geoff had access to the world where she had not got a chance
to visit.
She wanted to be the part of her brother’s world.

Q.10. Why do you think, does Geoff tell Sophie that Casey must have strings of
girls?
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Ans. Geoff knows that Sophie is still very young and immature.
Sophie is crazy after Danny Casey.
Geoff tries to convince her that a celebrity like Danny Casey must have large
number of girls running after him.

SEEN EXTRACT

Read the following extracts and answer the questions that follow:

1. “She thinks money grows on trees, doesn’t she, Dad?’ said little Derek, hanging
on the back of his father’s chair.
Their mother sighed. Sophie watched her back stooped over the sink and
wondered at the incongruity of the delicate bow which fastened her apron
strings. The delicate seeming bow and the crooked back. The evening had
already blacked in the windows and the small room was steamy from the stove
and cluttered with the heavy-breathing man in his vest at the table and the
dirty washing piled up in the corner. Sophie felt a tightening in her throat. She
went to look for her brother Geoff.

Q.1. Choose the correct option about Sophie’s parents based on the extract
given above.
a) Sophie’s parents’ marriage was an example of harmony and affection.
b) Sophie’s relationship with her parents was warm and friendly.
c) Sophie’s mother was subdued while her father was detached.
d) Sophie and her brother didn’t like to stay with their parents.
Ans. (c) Sophie’s mother was subdued while her father was detached.

Q.2. Choose the option that supports the contention coming through Derek’s
dialogue, “She thinks money grows on trees, don’t she, Dad?”.
a) Derek thought his sister to be unreasonable at times.
b) Derek had no faith in Sophie’s abilities to open a boutique.
c) Derek thought of his sister as someone who was not realistic.
d) Derek was not at all happy about Sophie’s habit of day dreaming.
Ans. c) Derek thought of his sister as someone who was not realistic.

Q.3. “Sophie felt a tightening in her throat.” Pick the option that lists Sophie’s
feelings in this context.
1) anxious 2) annoyed 3) uneasy 4) terrified
a) 1 & 3 b) 2 & 3 c) 1 & 4 d) 2 & 4
Ans. a)

Q.4. What do we know about the family life of Sophie?

Ans. Sophie belonged to a lower middle class socio-economic background. Her father
was a working man. Her mother was involved in household chores.

Q.5. Complete the given statement, with reference to the text.

The small room was steamy because............
Ans. of the stove

Q.6. It can be inferred from the given lines that Sophie felt uncomfortable in
the small room. Pick out the phrases from the extract that suggests this.

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Ans: Sophie felt a tightening in her throat.

2. Now I have become sad, she thought. And it is a hard burden to carry, this
sadness. Sitting here waiting and knowing he will not come I can see the future
and how I will have to live with this burden. They of course will doubt me, as
they always doubted me, but I will have to hold up my head remembering how
it was. Already I envisage the slow walk home, and Geoff’s disappointed face
when I tell him, “He didn’t come, that Danny.” And then he’ll fly out and slam
the door. “But we know how it was,” I shall tell myself, “Danny and me.” It is a
hard thing, this sadness.

Q.1. Which word can replace 'envisage' in the extract?

a) dread b) loathe c) picture d) hesitate
Ans. c) picture

Q.2. Why does Sophie declare her sadness as a burden?

a) because people would think she was a liar
b) because she realised she was fooling herself
c) because she had already imagined a life with Danny
d) because she would never recover from Danny's rejection
Ans. a) because people would think she was a liar.

Q.3. Which of the following instances from the extract is a fact and NOT an
opinion?
a) It is a hard thing, this sadness.
b) waiting and knowing he will not come
c) They of course will doubt me...
d) then he’ll fly out and slam the door.
Ans. b) waiting and knowing he will not come.

Q.4. Complete the following sentence with reference to the text.

Sophie is obsessed with an Irish.......
Ans. Footballer Danny Casey.

Q.5. The speaker of the above lines is__________

Ans. Sophie

Q.6. Why will Geoff be disappointed?

Ans. When Sophie will tell Geoff that danny Casey didn’t come.

3. On Saturday they made their weekly pilgrimage to watch United. Sophie and
her father and little Derek went down near the goal — Geoff, as always, went
with his mates higher up. United won two-nil and Casey drove in the second
goal, a blend of innocence and Irish genius, going round the two big defenders
on the edge of the penalty area, with her father screaming for him to pass, and
beating the hesitant goalkeeper from a dozen yards. Sophie glowed with pride.
Afterwards Geoff was ecstatic.

Q.1. Their visit to the match was like a ‘weekly pilgrimage’ refers to
a) strong bond as a family. b) love for a fixed routine.
c) similar feelings of devotion. d) excitement for the match.
Ans. c) similar feelings of devotion.
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Q.2. Based on the following statements, choose the correct option.
Assertion: “Geoff, as always, went with his mates higher up.”
Reason 1: Geoff was not very close to his family and lived in his own
world.
Reason 2: Geoff was rude and indifferent towards everyone around him
and didn’t care about anyone at all.
a) Reason 1 and Reason 2 both can be inferred from the assertion.
b) Reason 1 can be inferred but Reason 2 cannot be inferred from the assertion.
c) Reason 1 cannot be inferred but Reason 2 can be inferred.
d) Reason 1 and Reason 2 both cannot be inferred.
Ans. b) Reason 1 can be inferred but Reason 2 cannot be inferred from the assertion.

Q.3. ‘Sophie glowed with pride.’ Her pride is the result of

a) belonging to a region where everyone thought of Danny as a hero.
b) watching her father cheer and support Danny.
c) The information she gathered from her brother, about Danny.
d) being an avid fan and her sense of closeness with Danny.
Ans. d) being an avid fan and her sense of closeness with Danny.

Q.4. Find out the phrases from the above extract which shows that Sophie’s
family is fond of soccer.
Ans. On Saturday they made their weekly pilgrimage to watch United.

Q.5. State the whether the statement is True or False.

When Danny kicked the ball into the goalpost geoff was extremely happy.
Ans. True

Q.6. Complete the statement.

Danny plays for Ireland and________
Ans. United

8. Long Questions (03 - 04 Question with Key Points) :

Q.1. Sophie has her own dreams and disappointments, but they are all her
creations
Ans.
• The creations of her own mind. Justify the statement.
• Sophie is a young school girl. She dreams big and beautiful things.
• Some of these are beyond her reach or her means.
• her ambitions have no relation with her harsh realities of life.
• she thinks of having boutique, she wants to have an amazing shop.
• she dreams to become an actress or a fashion designer.
• she doesn’t realise that her family is not rich enough and her dreams can’t be
fulfilled.
• she indulges in hero worship and makes a story that she met Danny.
• Her father and Geoff did not believe in her wild story.
• she plans her date with Danny and waits for his arrivel.
• She suffers beacause of her dreams.

Q.2. Compare and contrast Sophie and Jansie highlighting their temperament
and aspirations.
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Ans.
• Sophie and Jansie are classmates and friends and belong to lower middle class
families.
• Both of them are earmarked for biscuit factory.
• Jansie is a practical girl while Sophie is a day dreamer.
• Sophie’s ambitions have no relation with the harsh realities of life. She thinks of
having a boutique. Then she entertains the idea of being an actress and a
fashion designer.
• Jansie advises her to be sensible, but she remains a romantic dreamer.
• Sophie and Jansie differ in temperament. Sophie is lost in her dream world.
• Jansie is nosey, she takes interest in learning new things about others. She can
spread the story in the whole neighbourhood.
• Sophie is an incurable dreamer and escapist. She is a hero worshiper.
• Jansie is practical and realist, she has no such unrealistic dreams.

Q.3. Imagine Sophie meets Danny casey after several years. Write a dialogue
exchange between them where Sophie explains what that meeting means
to her.
Ans. Sophie – Danny, it’s been years since that day at the arcade. Meeting you meant
the world to me. You were my hero.
Danny – I remember that day. You seemed so excited to meet me.
Sophie – It wasn’t just about meeting a football star. It was about the dreams I
held onto. You symbolized everything I hoped for, a glimpse into a world beyond
our struggles.
Danny – I never knew.
Sophie – It’s not your fault. But the meeting, that chance to talk with someone I
idolized, it felt like a spark, a possibility of a different life, I held onto that
moment, hoping it would change things for me.
Danny – I am glad it meant so much. You’ve got to held onto those dreams.
Sophie – I do. They keep me going.

9. Higher Order Thinking Skills (HOTS)

Q.1. The unrealistic dreams determine negativity and failure. Childhood
dreams sometimes dishearten and disappoint the people. Write an article
on the topic, “Horrors of Unrealistic Dreams” taking ideas from the
following lines.
“for some while, waiting,she imagined his coming. She watched along the
canal, seeing him come out of shadows, imagining her own consequent
excitement”.
Ans.
• Unrealistic dreams can have negative effects, such as leading to disappointment
and unhappines.
• unrealistic dremas can lead to people deviating from righteousness and feeling
that their desires can’t be fulfilled.
• People who have unrealistic dreams often get disconnected with the reality.
• Sophie drifts into a world of fantasy and wants to live her dreams by stepping
out of her middle-class status.
• The unrealistic dreams determine negativity and failure

Q.2. If Danny Casey have to write a letter to Sophie about her unrealistic
dreams. How would he address Sophie and encourage her to work hard?
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Ans.
• Unrealistic dreams often lead to a great deal of unhappiness.
• One must learn to maintain a healthy balance between fantasies and reality.
• Fantasising based on realistic goals or the world around provides a means to
reach higher ambitions and dreams.
• Don’t try to escape the harsh reality of the world.
• In order to make your dreams become realities, you need to work very hard.

Q.3. The story is written in a manner that makes it difficult to point out clearly
if Sophie met Danny casey or not. Suggest possible reasons for such
writing.
Ans.
• The author probably wanted the readers to guess whether it was realistic on the
part of Sophie to meet danney casey
• Another reason could be the author wanted to leave the reader with a sense of
suspense like in a mystery story.

10. Study beyond the Chapter (To develop the reading habit):
Teenagers have boundless enthusiasm and ambitions. They have sweet dreams
and go on fantasising. It is natural for them to do so. Every youth is a dreamer.
Every great scientist or writer has a dream. Without something to aspire for one
can’t strive to achieve that goal. Dreams lead to the golden gate of success.
Some teenagers float in the world of fantasy. They have unreal dreams. It is just
like a child asking for the moon. Their feet are in the mud and they dream of
the stars in the sky. Such fantasising results in disappointment and
disillusionment. A dreamer who fails to realise his dream is labelled a failure.
Those who realise their dreams become heroes and achievers in their spheres. I
think it is better to have dreams even if we fail to realise them. Who would have
dreams if the teenagers don’t—will these grey-headed, grey-bearded persons
have dreams? Let the teenagers indulge in their natural activity and dream of a
golden future. They will strive to translate them into reality.

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 Chapter 9 : My Mother at Sixty-Six

1. Name of writer: Kamala Das

2. About Writer: (Brief introduction & works) Kamala Das (1934-2009) was
born in Malabar, Kerala .She is well known for her works being original,
versatile and having indigenous flavor of the soil. Her pen name is
‘Madhavikutty’ and she composed five books of poetry. In this poem she
captures the complex subtleties of human relationships specially between a
mother and a daughter.

3. Brief of Chapter: As the poem opens,Kamala Das (Persona)driving from her

parent’s home to Cochin, she notices her mother ,who was sitting beside her,
dozing with her mouth open.Her mother’s face was pale like a dead body. She
observes and realises that her mother is looking so much tired due to old age
and loneliness. This realization at once strikes in her mind that was alarming
for her that her mother could pass away leaving her alone and it was very hard
to accept for her. She wants to put that thought (the agony and pain of
separation)away, she looked outside the car :racing young trees and happy
children reflecting youth, energy and life opposite to her mother’s pale and
ashen face. At the airport ,after security check Kamala Das again looks back at
her mother’s face that seems to her colourless and brightless like late winter’s
moon. Now our poetess senses a familiar pain and her childhood fear to losing
her mother .She is overcome with sorrow and fear but bids her mother goodbye
with smiling face concealing all fear and real feelings and emotions.

4. Difficult Words (List only) :

Doze
Ashen
Corpse
Spilling
Sprinting
Wan
Pale

5. Points to ponder/remember : (10 to 25 very short points in chronology)

I) The poem describes the poet’s mother who is sixty six year old.
2) The mother is portrayed as weak and vulnerable due to her old age.
3) The poem explores the theme of ageing and mortality.
4) The poet reflects her relationship with her mother.
5) The poem contrasts the mother’s past condition with present condition .
6) The poem expresses sadness ,concern,and helplessness.
7) Accepts memories and expresses love .
8) Tone of the poem is pensive and sorrowful.

6. Minimum learning Levels (MLLs) :--

1) Mother and daughter relationship is reflected in the poem.
2) The daughter (our poet) is sorrowful to see her mother’s condition that is
due to old age.

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 3) She is afraid of losing her mother as she used to in her childhood(separation
of childhood is familiar ache for the poet)
4) But she attempts to conceal all her feelings and only smiles at her mother to
soothe her.
5) The poem deals with the theme of aging and mortality reflecting the
relationship of a mother and a daughter.
6) It relates with real life experiences of one’s life ,bonding of relationships and
then fear of its loss that our poet is feeling at last.

7. Short Questions (10 to 12 Question with Key Points) :

Q.1. What is the central theme of the poem?
Ans: The poem’s central theme is ageing and the fear of losing ones. It explores the
poet’s emotional response to her mother’s frailty and inevitability of death.

Q.2. What emotions does the poet experience in the poem?

Ans: The poet experiences a mix of fear,sadness and love,as she confronts her
mother’s ageing and the realization of her mortality.

Q.3. How does the poet describe her mother’s appearance in the poem?
Ans: The poet describes her mother’s face as “ashen like that of a corpse” and “wan,
pale as a late winter’s moon,”highlighting her mother’s old age.

Q.4. What is the significance of the title of the poem?

Ans: The title signifies the poet’s contemplation of her mother’s age and the
inevitable changes come with it, setting the stage for the poem’s exploration of
aging and mortality.

Q.5. How does the poet try to cope with her emotions in the poem ?
Ans: By diverting her mind looking at the vibrant scenes outside the car and
ultimately forces a smile when saying goodbye to her mother, attempting to hide
her fear and emotions.

Q.6. What contrasts are depicted in the poem?

Ans: The poem contrasts the pale, lifeless appearance of her mother with the vibrant
and lively scences outside, such as young trees sprinting and merry children
spilling out of their homes.

Q.7. How does the poem reflect universal human experience?

Ans: The poem reflects the universal experience of confronting the ageing and
mortality of loved ones, evoking emotions that many people can relate to, such
as fear of loss and deep familiar love.

Q.8. Why does the poet repeatedly smile at the end of the poem ?
Ans: The poet repeatedly smiles at the end of the poem to mask her true feeling of
sorrow and fear from her mother, trying to appear composed and reassure
herself and her mother despite her turmoil.

Q.9. Comment on the tone of the poem.

Ans: The tone of the poem is predominantly pensive and sorrowful.

Q.10. What is the poet’s childhood fear?

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Ans: The poet is pained upon seeing signs of ageing in her beloved mother.She
recalls her childhood fear of separation from her mother which makes her feel
even more sorrowful.

8. Long Questions/value based (03 - 04 Question with Key Points) :

Q.1. Ageing is a natural process: have you ever thought what our elderly
parents expect from us?
Ans: i)Ageing is a natural process .
ii)When the person becomes old he or she needs support.
iii)Its our duty to provide our parents emotional support and respect .
iv) Old people should not be treated as unnecessary commodity.
v) It’s moral duty of young generation to properly take care of our elders .

Q.2. How does the poem make you think the importance of family
relationships?
Ans: i)Through the poem very important family relationship is highlighted between
Kamala Das and her mother.
ii)The poet is afraid of losing her mother and feels great pain as she watches her
mother grow older .
iii)Making it clear how precious family relationships are.
iv)The poem encourages the readers to cherish the time we have with our loved
ones.
v)It inspires to learn the emotional support of our family.
vi)The poem focuses on our relationships with family creating long lasting
memories, care for each other, value and appreciation throughout the life.

9. Higher Order Thinking Skills (HOTS) (03 - 04 Question without Answer) :

Q.1. What do you think could have happened in poet’s childhood that may be
described as familiar ache?
Q.2. Do you have another instance of this type in your personal life or any of
your family members?
Q.3. What could have happened if poet’s mother had seen the anguish,pain or
tears on the poet’s face?

10. Study beyond the Chapter (To develop the reading habit) :
1) Prepare book review of every book you have borrowed from your library .
2) Develop the story telling habit for every experience to enhance your creativity
and critical power .
3) Read the contents related to the theme of love,bonding,acceptance and
ageing to draw more clear image of theme and title.

11. Read the extracts given below and answer the questions that follow:
a) Driving from my parent’s
home to Cochin last Friday
morning, I saw my mother,
beside me,
doze, open mouthed, her face
ashen like that
of a corpse and realized with
pain
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i) Where was the poet going?
Ans: Cochin

ii) Which poetic device has been used in ‘her face ashen like that of a
corpse’?
Ans: simile

iii) What is the tone of the poem?

Ans: Pensive, helpless, sorrowful.

b) …..she
looked but soon
put that thought away,and
looked out at young
trees sprinting ,the merry children spilling
out of their homes….

i) Which poetic device has been used in ‘trees sprinting’

a) metaphor b)repetition c)personification d)simile
Ans: Personification.

ii) How did the poet realize?

Ans: The poet realize that her mother was near her old age and that age no body can
say something about life.

iii) ‘put that thought away’which thought was put away?

Ans: The thought that her mother was ageing steadily was put away.

C) ……I looked again at her, wan, pale

As a late winter’s moon and felt that old
Familiar ache, my childhood ‘s fear
But all I said was, see you soon, Amma,
All I did was smile and smile and smile

i) In the above stanza, the poet feels:

a) satisfied b) nostalgic c) fearful d) regretful
Ans: fearful

ii) Complete the following analogy correctly:

she sang like a bird :Simile :: all I did was smile and smile and smile: ?
Ans: Repetition

iii) What childhood fear is the poet referring to?

Ans: The poet is referring to the fear of losing her mother.

12. Literary devices used in the poem ‘My Mother at Sixty-six’

i) Assonance: repeated vowel sounds
(doze, open-mouthed, her face ashen, that of a corpse)

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ii) Simile: comparison between two unlikely things by using comparing words
‘like’ or ‘as’
(her face ashen like that of a corpse………colour of mother’s face is compared to
that of a corpse or dead body
As a late winter’s moon ………..)

iii) Repetition: repeated use of the word smile in the last line of the poem.
(all I did was smile and smile and smile…….)

iv) Metaphor:-direct comparison of two thing without using comparing words .

(the merry children spilling)

v) Personification : When we give human characteristics to non living things.

(trees sprinting)

vi) Alliteration: repetition of initial sound in the words

(my mother……that thought…….. see you soon……)

vii) Rhyme scheme : The poem does not follow any rhyme or rhythm.
It is written in free verse.
Whole the poem is in a single sentence, punctuated by commas.

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 Chapter 10 : KEEPING QUIET

1. Name of the Writer: Pablo Neruda

2. About Writer:
Pablo Neruda (1904–1973) was a known Chilean poet, diplomat, and politician
known for his passionate and vivid poetry. Neruda's work covers a range of
themes, including love, politics, nature, and social justice. His acclaimed
collections, such as Twenty Love Poems and a Song of Despair (1924), Canto
General (1950), and The Captain's Verses (1952), highlight his versatile style
and emotional depth. He was awarded the Nobel Prize in Literature in 1971 for
his inspirational and effective poetry. He wrote about 140 poems. Six prizes
were awarded for achievements that have conferred the greatest benefit to
humankind. The 12 laureates' work and discoveries range from proteins'
structures and machine learning to fighting for a world free of nuclear weapons.

3. Brief of the Poem:

The poem Keeping Quiet” is written by Pablo Neruda. It is a reflective poem
urging introspection, unity, and peace to all the Human beings. The speaker
calls for a moment of total silence and stillness, suggesting that if people across
the world paused all activity—even for a few moments—they might gain new
perspectives on themselves and the world around them. In this quiet, people
would set aside differences among themselves and stop harming nature by
urging us to "keep still," Neruda hopes for an awakening of empathy,
understanding, and ultimately, a more harmonious world with no war and love
for humanity.

4. Difficult Words: (with meanings)

1. Sudden strangeness - This phrase suggests an unusual feeling of calm or
peace, something unfamiliar in our busy lives. It refers to the strange but
peaceful silence that can come from stopping all activity.
2. Arms - In this context, "arms" refers to weapons, symbolizing violence or war.
The poet suggests putting down "arms" as part of a peaceful pause from
conflict.
3. Hurt hand - Symbolizing the harm we inflict on ourselves or others. This could
be physical or emotional harm, and Neruda encourages a break from this self-
destructive behaviour.
4. Earth can teach us - This phrase personifies the Earth as a teacher, implying
that nature has lessons for humanity—particularly about stillness,
regeneration, and harmony.
5. Count to twelve - A symbolic countdown that represents a brief pause. It
suggests a universal moment of silence to reflect, which is accessible to
everyone.
6. Clean clothes - Refers to purity, renewal, or a fresh start. The image of wearing
"clean clothes" implies a clean conscience or a new way of living peacefully
7. Victory with no survivors - This line critiques destructive achievements or
victories (such as wars) that result in loss rather than gain, leaving behind no
one to celebrate or benefit from the so-called “victory.”
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 8. Silence and inactivity - A reference to the absence of both words and actions.
Silence here isn’t emptiness but a space for healing and connection without
interference or harm.
9. Tranquillity - Deep peace or calmness, which Neruda suggests can come from
embracing moments of silence and stillness.
10. Shade - Represents comfort, rest, or protection. It could be a metaphor for
taking refuge from the chaos of the world, finding peace and shelter in silence.

5. Points to remember:
1. The poem Keeping Quiet by Pablo Neruda speaks about the importance of
stillness, introspection, and unity.
2. Neruda starts by asking everyone to be silent and still for a moment. This
silence is not just a lack of noise but a pause from all our busy activities and
thoughts.
3. This shared silence brings a sense of unity and makes people realize that we are
all similar in many ways. In doing so we can make better choices and lead more
meaningful lives.
4. The poet clarifies that he’s not talking about being dead or permanently
inactive. He’s suggesting a brief pause—a conscious decision to stop, think, and
understand ourselves better.
5. This quiet moment can help us start fresh, with kindness and wisdom.

Figures of speech in the Poem:

1. Personification:
• The poet personifies elements of nature and human activities to bring them
to life. For example, "the Earth can teach us as when everything seems dead
and later proves to be alive." Here, Earth is given the human-like ability to
"teach."
2. Alliteration:
• The repetition of consonant sounds adds rhythm to the poem, such as in
"we will all keep still" where the "w" and "s" sounds are repeated.
3. Imagery:
• Neruda uses vivid imagery to help readers visualize scenes of silence and
stillness, such as "fishermen in the cold sea" or "those who prepare green
wars." This imagery contrasts nature and human activity, urging harmony
between the two.
4. Metaphor:
• The poet uses metaphors to express complex ideas simply. For instance,
"green wars" is a metaphor for environmental destruction caused by human
actions like deforestation and pollution.
5. Paradox:
• Neruda presents the idea that stillness and silence can lead to self-
discovery, which is paradoxical in nature. He suggests that keeping quiet
could help us understand ourselves more deeply, though we often assume
action and noise are required for progress.
6. Repetition:

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 •
The word "we" is repeated throughout the poem, emphasizing the poet’s call
for collective action and unity.
7. Symbolism:
• Silence and stillness symbolize peace and introspection, while movement
and activity represent the chaos and conflict of everyday life. The act of
"keeping quiet" is symbolic of a pause for reflection and connection with the
self and the world.

6. Minimum Learning Levels:

Q.1. The poet talks about the power of silence and introspection to foster peace,
unity, and self-awareness.
Q.2. Silently introspecting will give the individual a strange feeling of unity and
togetherness.
Q.3. They will get to experience a life free of enmity and hatred
Q.4. The Earth act as a teacher, implying that nature has lessons for humanity—
particularly about stillness, regeneration, and harmony.
Q.5. The moment of quiet allows us to connect as humans beyond borders and
differences, encouraging compassion and thoughtful living.
Q.6. It will make the world a better place to live.

7. Short Questions:
Q.1. What will counting up to twelve and keeping still help us to achieve?
a) Momentary pause will help us to introspect
b) silence and reflection will reduce conflicts and promote understanding.
c) It will make the world a better place to live.

Q.2. How does the poet view human actions in the poem?
a) The poet sees many human actions as harmful and destructive.
b) He encourages a pause for self-reflection to help people recognize and change
these behaviours for a more peaceful world.

Q.3. How does Neruda view the relationship between humanity and nature in
Keeping Quiet?
a) Neruda suggests that humanity’s actions harm nature, and he urges people to
stop and reflect.
b) He believes that by reconnecting with nature through silence, humans can
learn to respect and protect the environment.

Q.4. How does the poet compare human quietness to the quietness of Earth?
a) The poet compares human quietness to the Earth's stillness, suggesting that
both contain hidden growth and renewal.
b) This comparison highlights that moments of stillness allow for reflection and
positive transformation, like Earth’s cycles of life.

Q.5. What is the poet's perspective on war in Keeping Quiet?

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 a) The poet opposes war, viewing it as a destructive force that harms humanity.
b) He advocates for peace and understanding, suggesting that moments of silence
could lead to a realization of the futility of violence.

Q.6. Why does Neruda refer to "green wars" and "wars with gas"?
a) "Green wars" and "wars with gas" symbolize environmental destruction and
warfare.
b) Neruda criticizes the actions that harm the Earth and calls for peaceful and
sustainable living practices.

Q.7. What is the significance of the line “I want no truck with death”?
a) The line expresses the poet's desire to avoid violence and destruction.
b) The poet urges people to reject harmful and violent practices that contribute to
suffering, conflict, and death.

Q.8. What does the poet mean by saying “Perhaps a huge silence might
interrupt this sadness”?
a) The poet implies that silence can disrupt humanity’s habitual cycle of violence
and suffering.
b) People may find peace, enabling them to overcome sadness.
c) Discover a better and more harmonious way of living.

Q.9. What is the central theme of Keeping Quiet?

a) The importance of introspection and peace in our life.
b) the avoidance of destructive and violent actions / activities.

Q.10. What are fisherman symbolic of?

a) They symbolise proficient hunters of all kinds.
b) they exploit Mother Earth and Nature for their vested interests

Q.11. What does Neruda mean by “life is what it is about” in the poem?
a) Neruda means that the true purpose of life is not conflict and destruction, but
peaceful existence.
b) He encourages people to embrace life fully and respect others, promoting
harmony over actions that threaten survival.

Q.12. Read the extract given below and answer the questions given below:
Now we will count to twelve and we will all keep still. For once on the face of the
Earth, let's not speak in any language; let's stop for one second,
and not move our arms so much. It would be an exotic moment without rush,
without engines; we would all be together in a sudden strangeness

A) In the poem, what does the poet mean by “keeping quiet”?

i) Speaking softly
ii) Remaining silent and still
iii) Reducing noise pollution
iv) Stopping all forms of communication
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Ans: ii) Remaining silent and still
B) Why does the poet suggest that we count to twelve?
I) To give everyone a chance to speak
ii) To synchronize a moment of silence globally
iii) To improve focus and concentration
iv) To encourage people to count their blessings
Ans: ii) To synchronize a moment of silence globally

C) According to the poet, how would people benefit from “keeping quiet”?
i) They would have more time to work on their goals.
ii) They would achieve inner peace and better understand themselves.
iii) They would find ways to communicate better.
iv) They would become more focused on material achievements.
Ans: ii) They would achieve inner peace and better understand themselves

Q.13. Read the extract given below and answer the questions given below:
Fishermen in the cold sea would not harm whales and the man gathering salt
would look at his hurt hands. Those who prepare green wars, wars with gas,
wars with fire, victories with no survivors, would put on clean clothes and walk
about with their brothers in the shade, doing nothing.

A) The line “those who prepare green wars, wars with gas, wars with fire”
suggests:
I) Humanity’s destructive nature toward nature and each other.
ii) The benefits of industrialization.
iii) Preparation for celebrations.
iv) The need for scientific research.
Ans: i) Humanity’s destructive nature toward nature and each other.

B) By “fishermen in the cold sea would not harm whales,” the poet suggests:
i) The need for protection of marine life and stopping environmental
exploitation.
ii) That fishermen should stop fishing altogether.
iii) The beauty of the ocean.
iv) The skills of fishermen.
Ans: i) The need for protection of marine life and stopping environmental
exploitation.

C) According to the poem, “keeping quiet” would lead to:

i) The understanding of oneself and others.
ii) A period of idleness and wasted time.
iii) Greater economic progress.
iv) Lack of productivity.
Ans: i) The understanding of oneself and others.

D) What is the central message of Keeping Quiet?

i) To encourage reflection, unity, and peace.
ii) To improve one’s physical strength.
iii) To stop all forms of communication.
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 iv) To build more industries.
Ans: i) To encourage reflection, unity, and peace.

8. Long Questions:
Q.1. What message does Pablo Neruda convey in the poem "Keeping Quiet"?
a) The importance of introspection, peace, and mutual understanding.
b) The poem is a call for all of humanity to pause, embrace silence, and reflect
on their actions.
c) Neruda suggests that if people stopped their busy, destructive activities,
even for a moment, they would be able to understand the significance of
inner peace and empathy.
d) This silence would help us connect with each other beyond borders,
languages, and backgrounds, and could foster harmony across humanity
e) Neruda warns against the constant rush of modern life, which leads to war,
environmental destruction, and social strife.
f) The poet urges to make the world a better place to live.

Q.2. What is the role of self-introspection in "Keeping Quiet"? Why does Pablo
Neruda see it as necessary, and how can it lead to a better world?
a) Self-introspection is at the core of Pablo Neruda’s poem "Keeping Quiet"; he
sees it as a necessary step toward personal growth, empathy, and a more
harmonious world.
b) Neruda believes that modern life’s relentless focus on progress and activity
has distanced people from their inner selves and from each other. This
disconnection leads to misunderstanding, conflict, and exploitation of
nature.
c) Self-introspection, according to Neruda, has the potential to bridge divides.
When people pause and reflect, they are more likely to see each other as
equals, fostering compassion and reducing prejudice. This shared quiet
moment breaks down barriers created by race, language, and nationality,
replacing them with understanding and mutual respect.

Q.3. What does Neruda suggest is the main cause of sadness in the world? How
we can overcome it?
a) Neruda suggests that the world’s sadness stems from people’s focus on
conflict, environmental harm and divisiveness. He believes that silence and
introspection can reveal this cycle’s futility, inspiring people to embrace
peace and unity.
b) The poet sees silence as a pathway to healing, giving individuals space to
confront their actions, learn empathy, and make life-affirming choices. He
believes that through silence, people can repair relationships with each
other and nature.
c) He urges people to recognize their shared humanity, which should
encourage compassion, understanding, and the rejection of conflicts that
harm others

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9. Higher Order Thinking Skills (HOTS):
Q.1. Examine the use of paradox in the poem "Keeping Quiet." How does
Pablo Neruda employ paradox to deepen the reader’s understanding of
the themes of stillness and action?
a) Paradox is a central literary device in "Keeping Quiet," allowing Pablo Neruda
to explore the relationship between stillness and action. The idea that
“keeping quiet” and “doing nothing” can lead to profound change seems
contradictory, as most people associate progress with activity. However,
Neruda uses paradox to challenge this belief, suggesting that true
understanding and positive transformation can come from moments of
silence and inaction.
b) Neruda presents silence as powerful and full of potential. By asking
everyone to pause, he argues that people can become aware of the effects of
their actions, something that relentless activity blinds them to.
c) Another paradox lies in the concept of life and death. When Neruda
mentions "victory with no survivors," he reveals the irony in violent
achievements: they lead to destruction rather than real success. The poet
implies that silence and introspection—a temporary “death” of activity—can
prevent actual death caused by war and environmental degradation. Thus,
in stopping, we can allow life to flourish.
d) Through these paradoxes, Neruda illustrates that stillness is not passive or
meaningless. Instead, it is an active choice that brings insight, healing, and
unity. By embracing this paradox, readers come to understand that
sometimes; to create positive change, one must pause, reflect, and
understand the world from a place of calm.

Q.2. Analyse how Pablo Neruda’s "Keeping Quiet" can be read as a critique of
human exploitation of nature. How does the poet address environmental
issues, and what solutions does he propose?
a) In "Keeping Quiet," Pablo Neruda critiques humanity's exploitation of nature,
urging people to pause and reconsider their relationship with the
environment. Through his call for silence and reflection, Neruda advocates
for a more respectful and sustainable approach to the natural world,
highlighting how relentless human activity harms ecosystems and threatens
biodiversity.
b) He mentions “fishermen in the cold sea would not harm whales” and “the
man gathering salt would look at his hurt hands.” These lines reveal the
harm humans inflict on nature (the whales) and themselves (the salt
gatherer’s hands) due to overwork and exploitation. By stopping these
actions, people might notice the impact of their behaviour and recognize the
need to treat nature with care.
c) The solution Neruda proposes is simple yet profound: stop and reflect.
Instead of exploitation, Neruda envisions a world where humans live in
harmony with nature, respecting its limits and preserving its beauty.

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Q.3. How does the poet’s perspective in Keeping Quiet reflect existential or
spiritual themes?
a) Keeping Quiet reflects existential and spiritual themes by addressing
fundamental questions about human existence, purpose, and the nature of
inner peace.
b) The poet urges readers to pause and reflect, which can be seen as a search
for a deeper understanding of oneself and one’s place in the world.
c) This exploration of inner silence resembles meditation or spiritual
contemplation, where individuals seek peace and purpose beyond material
pursuits. Existentially, the poem questions the meaning of constant activity
and encourages people to live authentically by connecting with their inner
selves and the world around them.

10. Study beyond the Chapter (to develop the reading habit)
Q.1. The power of your subconscious mind by Joseph Murphy
Q.2. Lifes amazing secrets by Gopal Gaur Das
Q.3. The 5AM Club by Robin Sharma

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 Chapter 11 : A THING OF BEAUTY

1. Name of writer : JOHN KEATS

2. About Writer: (Brief introduction & works)

John Keats (31October, 1795-23 February,1821) was an English Romantic
poet. His works having been in publication for only four years before his death,
his poems were not generally well received by the critics during his life time; His
reputation grew after his death. So by the end of 19th century he had become
one of the most beloved of all English poets. He had a significant influence on
diverse range of poets and writers. The poetry of Keats is characterised by
sensual imagery, most notable in the series of odes. Today his poems and
letters are some of the most popular and most analysed in English literature.
His notable works are: To Autumn, Ode to Nightingale, On first looking into
Chapmans Homer, Ode on a Grecian urn.

3. Brief of Chapter:
A thing of beauty is a constant source of joy. Its beauty keeps on increasing. It
never fades and it will never pass to nothingness. It gives us peace and sleep
full of the sweet dreams. So we are attached to the beauty of the earth. When
we suffer from disappointment, lack of good human qualities and noble
natures, all these things make our life sad. In spite of all the sufferings, a
beautiful thing of nature removes the cover of sad feeling from our heart. All
beautiful things of nature are born for humanity. Some examples of beauty of
nature are the Sun, the Moon, trees old or young provide shelter which is boon
for a simple sheep, daffodils make green surroundings, small streams with
transparent water make cooling shelter in hot season, brakes grow in the
middle of the forest and sprinkle their scent.

4. Difficult Words (List only) :

• Bower-A pleasant shady place under a tree
• Wreathing- Twist in to a coil/make a garland
• Morrow- Tomorrow
• Despondence- Disappointment
• Dearth- Lack
• Gloomy- Sad
• In spite of - Despite
• Pall - Cover
• Bind - Tie
• Boon- Blessings

5. Points to ponder/remember : (10 to 25 very short points in chronology)

• A thing of beauty is joy forever
• It never decreases but increases day by day
• It gives us peace and sleep full of the sweet dreams
• So Human beings are attached to the beauty of the earth
• When we suffer from disappointment, lack of good human qualities and
noble natures, all these things make our life sad

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 • a beautiful thing of nature removes the cover of sad feeling from our heart
• Some examples of beauty of nature are the sun, the moon, trees old or
young provide shelter which is boon for a simple sheep
• daffodils make green surroundings,
• small streams with transparent water make cooling shelter in hot season
• Brakes grow in the middle of the forest and sprinkle their scent.
• Nature is an endless fountain of Creator.

6. Minimum learning Levels (MLLs) :

• Knowledge of Nature
• Benefits of Beauty of nature

7. Short Questions (10 to 12 Question with Key Points) :

Q.1. According to Keats, what moves away the pain and suffering from the
human life?
Ans: A thing of beauty

Q.2. What is the underlying message in the poem 'A Thing of Beauty'?
Ans: A beautiful thing is source of eternal joy and inspiration. Its impact never fades
robust health and mental peace, Creates hope and optimism

Q.3. How does a thing of beauty provide shelter and comfort?

Ans: trees provide peaceful shade, clear streams provide cooling covert for the man
and beast

Q.4. John Keats is a nature loving poet. Which object of nature does he use as a
source of joy in the poem, 'A Thing of Beauty'?
Ans: Sun, moon, trees, daffodils, clear rills, brake in forest some examples of beauty
of nature

Q.5. What does a thing of beauty do for us?

Ans: Removes gloom, provides quiet and pleasant place,

Q.6. Mention any four things of beauty that add joy to our life.
Ans. Sun, Moon, the trees, Daffodils, ferns, clear streams

Q.7. What rich bounty has the heaven given us?

Ans. Heaven has blessed us with unending beauty in nature that makes our life
beautiful, eternal fountain from the brink of heaven

Q.8. Why is ‘grandeur’ associated with the mighty dead?

Ans. Grandeur is associated with mighty dead because tombs and other grand
constructions are created in the memory of the dead.

Q.9. What troubles and sufferings do human beings face in life?

Ans. Gloomy days, malice, disappointment, lack of noble qualities, bad health

Q.10. What does Keats consider as an endless fountain of immortal drink and
why does he call its drink immortal?
Ans. Keats considers beauty of nature as endless fountain. This is a gift from
Creator. Poet calls it immortal because it is endless.
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8. Long Questions (03 - 04 Question with Key Points) :
Q.1. What is the role of nature in Keats poem?
Ans: Keats, a romantic poet
Romanticism with nature is vital part of his poems
Sun, moon, trees, daffodils, clear rills, brake in forest some examples of beauty
of nature
'Flowery band to bind us to the Earth' illustrate the connection with nature

Q.2. How is a thing of beauty a source of joy?

Ans: A beautiful thing is source of eternal joy,
It increases with time, its impact never fades, provides sweet dreams, robust
health and mental peace, it removes pall of despondence and disappointment,
Creates hope and optimism

Q.3. What is central idea of the poem, ‘A thing of Beauty’?

Ans: Thing of beauty joy forever, compared with bower where we enjoy sweet sleep
and health, Beauty of nature

9. Higher Order Thinking Skills (HOTS) (03 - 04 Questions without Answer)

Q.1. Imagine John Keats meets someone who is feeling sad. What advice would he
give to such a person? State features of beauty from ‘A thing of Beauty’ and
relate advice to it.
Q.2. ‘Beauty is best left undefined’. Support your position on this statement with
your rationale, coupled with ideas in the poem.
Q.3. If you were given an opportunity to share your perception of beauty, what would
you say? Explain.
Q.4. Artist, singers and magician have a different perception of beauty as compared
people who are in other professions. Comment.

10. Study beyond the Chapter (To develop the reading habit) :
• Poem Daffodils – William Wordsworth
• Poem Lucy Gray- William Wordsworth
• Stanzas for comprehension
1. A thing of beauty is a joy forever
Its loveliness increases, it will never
Pass to nothingness: but will keep
A bower quiet for us

Q.1. Pick out the option that best explains the expression –“ A thing of beauty
is a joy forever.
A. Its loveliness decreases day by day
B. It lasts forever
C. It makes a person dull
D. It never passes into nothingness
i. Only A ii. Both B and C iii. Only D iv. Both B and D
Ans: iv

Q.2. This Poem ‘A Thing of beauty’ has been taken from:

A. Ode to the West Wind

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 B. Ode on Melancholy
C. Ode to Psyche
D. Endymion Book1
Ans: D

Q.3. What does poet mean by ‘ a bower quiet for us’?

A. It is as beautiful as a rose
B. It is as quiet as a mouse
C. It is as cool and pleasant as a lover
D. It is as temporary as happiness
Ans: C

Q.4. Who is poet of this poem?

A. P.B. Shelley B. John Keats C. Tennyson D. Robert Frost
Ans: B

Q.5. What will never pass to nothingness?

Ans: Beauty of nature

Q.6. When poet says that a thing of beauty will never pass to nothingness, he
means that it is----
Ans: Eternal

2. Full of Sweet Dreams, and health,

and quiet breathing.
Therefore, on every morrow, are we wreathing?
A flowery band to bind us to the earth.
Spite of despondence, of the inhuman dearth

Q.1. What are the words associated with ‘despondence’

a. Infirmity b. Feeling sad c. Desperate d. Hopeless
A. a and d B. a,b and c C. b and d D. c and d
Ans: C

Q.2. What is referred to as inhuman dearth of noble natures?

A. The inhuman and hostile attitude that makes our days dark and sad
B. The inhumanity of nature
C. The nobility of nature
D. Keats’s life and his struggle
Ans: A

Q.3. Why are we wreathing a flowery band on every morrow?

Ans: to connect with nature

Q.4. What are the words that are similar to the word ‘dearth’?
a. Absence b. Presence c. Abundance d. Poverty e. Lack of something
A. a and b B. c, d and e C. a, d and e D. a, b and c
Ans: C

Q.5. What do ‘we’ and ‘us’ in extract refer to?

A. Keats’s friend
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 B. The human beings
C. Keats’s family
D. The animal kingdom
Ans: B

Q.6. What is the rhyme scheme of the stanza?

Ans: aabb

3. Of all the unhealthy and over darken ways

Made for our searching: yes, in spite of all,
Some shape of beauty moves away the pall
From our dark spirits

Q.1. What does the poet mean by unhealthy and over darkened ways?
Ans: vile and corrupt ways adopted by human beings

Q.2. Is poet hopeful despite the sadness surrounding life? Which line phrase
confirms it?
A. Over darkened ways
B. In spite of all
C. Moves away pall
D. Made our searching
Ans: B

Q.3. What removes the pall from our dark spirits?

A. Unhealthy and over darkened ways
B. Dark spirits
C. Shape of beauty
D. Greed for things in life
Ans: B

Q.4. Which are the words poet does use to give similar expression to pall?
A. Over darkened ways
B. Dark spirits
C. Shape of beauty
D. Both A and B
Ans: D

Q.5. What does ‘moves away the pall’ mean?

Ans: remove sadness

Q.6. What refers to shape of beauty?

i. Poem ii. Sun iii. Moon iv. Fire v. Ice
A. ii., iv, v B. i. And ii, C. ii. and iii. D. i, ii and iii
Ans: c

And such is the grandeur of the dooms

We have imagined for the mighty dead;
All lovely tales that we have heard or read;
An endless fountain of immortal drink,
Pouring unto us from the heaven’s brink.

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Q.7. Which of the following themes is best represented in the given extract?
A. The beauty of nature
B. The power of imagination
C. The immortality of art and literature
D. The inevitability of death
Ans: c

Q.8. State whether the given statement is true or false, with reference to the
extract.
By referring to the dead as ‘mighty’, the poet emphasizes their importance and
the power they exerted on the people.
Ans: False

Q.9. Complete the sentence appropriately.

The ‘endless fountain of immortal drink’ is an apt analogy for the tales of
the mighty dead because--------.
Ans: endless inspiration and wisdom of life

Q.10. The use of the word ‘brink’ in the extract suggests that the immortality
that is being poured onto us is on the verge of overflowing. This creates a
powerful image of------------.
Ans: Abundance

Q.11. What is rhyme scheme in stanza?

Ans: abbcc

• Poetic Devices/ Figure of speech used in the Poem

1. Metaphor : is comparison two unlike things without use of ‘like’ and ‘as’
i. Bower Quit
ii. Sweet Dreams
iii. Pall
iv. Endless fountain of immortal drink

2. Alliteration: the occurrence of the same letter or sound at the beginning of

adjacent or closely connected words.
i. Noble nature
ii. Cooling covert
iii. Band to bind

3. Imagery: Refers to descriptive language that evokes sensory experience

i. Flowery band
ii. Shady boon
iii. Clear rills
iv. Endless fountain of immortal drink

4. Transfer Epithet: involves moving an adjective or phrase from one noun to

another
i. Gloomy days
ii. Unhealthy and over darken ways
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 5. Hyperbole: Exaggerated statements or claims not meant to be taken literally.
i. Endless fountain

• Inter Chapter question

i. The poem ‘A thing beauty’ highlights how beauty can provide a refuse
from life’s difficulties and uplift our spirit. When Derry looks the garden
of Mr. Lamb, he fascinates towards its beauty. Explain.

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 Chapter 12 : A Roadside Stand

1. Name of the poet: Robert Frost

2. About the poet:
Robert Frost (1874-1963) was an American poet, highly regarded for his
realistic depictions of the early rural life in New England. Frost was awarded the
Pulitzer Prize four times. In his poetry Frost often examined social and
philosophical themes. Some of his most famous poems are:
Stopping by Woods on a Snowy Evening
Fire and Ice
Birches
Mending Wall
The Road Not Taken
Nothing Gold Can Stay

3. Brief of the Poem:

Frost presents, in A Roadside Stand, the pathetic hopes of country folk who set
up their stands for some money to make their ‘being expand’ but the ‘mindless’
city folk pass by in their ‘polished’ vehicles oblivious of the stand. Frost pleads
the cause of these poor, rural people.

4. Difficult Words:
Pathetic,
Wither,
Out of sorts,
Mar,
Quarts,
Wart,
Lurk,
Sane,
Plow

5. Points to Ponder:
• Road side stands are crude constructions by the road side, selling petty things
to the commuters.
• The poet speaks of a shed which was constructed by the road side, as an
extension of an old house.
• It stood beside a road on which traffic sped at great speed.
• The seller, sitting in the road side stand expected some sympathy from the
traffic.
• He did not beg for a loaf of bread, but for some hard cash, which could
support his poor life.
• The traffic sped with a single minded focus on some destination which lay
ahead.
• The traffic never stopped to express any interest in the items displayed for sale.

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 • At times a vehicle would stop at the road side stand and the prospective
customer would only express disgust at the way the sign boards mar the beauty
of the countryside.
• The stand offered wild berries and golden squash for sale.
• At times the commuters behave in a mean manner to the sellers.
• The sellers say that they don’t like to promote their business at the cost of
humiliation.
• They explain that they have set up their stand at a convenient distance from the
city.
• They expect only to get some cash which would expand their lives and enable
them to aspire the phenomenal life depicted in films.
• A piece of news claims that these people are expected to be rehabilitated.
• They are to be accommodated near the theatre and the store in the city.
• The rehabilitators claim that these poor do not have to think for themselves any
more.
• The industrial routine will teach them to sleep all day and destroy their sleep all
night.
• The poet experiences tremendous pain, looking at the awesome expectation
of the sellers.
• They sit at their window, looking out with expectant air for some prospective
customers.
• At times a car would stop only to enquire what the prices of the things are.
• Another would stop to turn his car around or to ask for direction.
• Sometimes, a stray traveler would stop to ask for a gallon of fuel.
• The poet wishes that he could put this entire poor out of pain with one stroke.
• The plight of the poor puts the poet out of ease.
• He prays that when his mind comes round, we would help him to ease his pain.

6. Minimum Learning Levels:

The poet voices the cry of the rural folk, who are barely noticed by their more
fortunate counterparts, living in the cities. An ordinary farmer builds a 'new'
vegetable stand outside his 'old' house, at the edge of the busy highway in the
hope that passing cars would buy the produce.
Unfortunately, the 'polished traffic' that sped across did not notice the roadside
stand that begged pathetically for financial assistance in order to sustain itself.
Ironically, it is the produce from the rural areas that sustains the glamorous life
of the urban rich. The only thought that crossed the mind of the urban elite
when they saw the stand was that these people had marred the beauty of the
landscape with the inelegant paint, and the directions signs that were twisted
wrong.
The stand had nothing sophisticated to sell. It sold wild berries in wooden
containers and some vegetables cultivated in the village. In addition they offered
the pleasure of rest at a beautiful mountain landscape. The city dwellers had
the money, but were selfish and did not want to part with it. On the other hand
the roadside stand begged for some little sustenance that would merely improve
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 their livelihood. It also wanted the help that had been promised to them by the
political parties in their manifestoes.
Instead the rural poor were provided with a theatre and a store that would
distract them from the issues that needed attention. The distractions were
provided with the pretence to benefit them but in actuality they were diversions
that would draw them away from the more serious concerns of life. The city
dwellers-'greedy good-doers, beneficent beasts of prey' squeezed benefits out of
them. Like flies they swarmed over their lives and cheated them for selfish
gains. They taught them 'how to sleep' and lulled them into complacency, and
in the process robbed them of their peace of mind. The poet is upset looking at
the miserable plight of the village people who hope with an almost childish
belief, that one day at least someone of all the thousand selfish people who pass
in the cars will halt even if it was only to inquire about the prices of farm
products.
The poet pleads the cause of these people. He feels no amount of material
progress of the country can uplift the people till these masses live a sub-normal
existence. He would be relieved if these people are pulled out of their misery.
But in his saner moments he realizes that it is not a simple job.
The poet wonders in the end if there could be someone who would provide relief
and end the pain that he feels at the plight of these people.

6. MCQ based on an extract:

No, in country money, the country scale of gain,
The requisite lift of spirit has never been found,
Or so the voice of the country seems to complain,
I can't help owning the great relief it would be
To put these people at one stroke out of their pain.
And then next day as I come back into the sane,
I wonder how I should like you to come to me
And offer to put me gently out of my pain.
i) The 'country money' contextually here refers to
a) money kept aside for the rural development.
b) wealth accumulated by the whole country.
c) meagre income earned by the countryside people.
d) riches collected by the ancestral farmers over time.
Ans. c)

ii) Pick the option that mentions elements justifying monetary aspect as the
requisite lift of spirit'.
1. confidence
2. ego
3. self-esteem
4. status
5. fame
a) 1,2,4
b) 2,4,5
c) 1,3,4
d) 1,3,5
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Ans. d)

iii) Choose the correct option with respect to the two statements given below.
Statement 1: The poet is agitated and depressed.
Statement 2: The poet realizes the futility of his thought about giving up.
a) Statement 1 can be inferred but Statement 2 cannot be inferred.
b) Statement 1 cannot be inferred but Statement 2 can be inferred
c) Statement 1 and Statement 2 can be inferred.
d) Statement 1 and Statement 2 cannot be inferred.
Ans. b)

iv) Choose the option that correctly paraphrases the given lines from the
above extract.
I can't help owning the great relief it would be
To put these people at one stroke out of their pain.
a) The poet wants to kill the impoverished people.
b) The poet feels that death is better than living such a miserable life.
c) The poet wants to eliminate poverty from the society
d) The poet states that it is important that these people become rich.
Ans. b)

The polished traffic passed with a mind ahead,

Or if ever aside a moment, then out of sorts
At having the landscape marred with the artless paint
Of signs that with N turned wrong and S turned wrong...

i) The polished traffic in particular refers to the

a) sophisticated city dwellers in their vehicles.
b) shiny cars that the poet sees on the road.
c) extremely affluent people living in the neighbourhood.
d) civilized manner in which traffic is coordinated.
Ans. a)

ii) “The urban and educated people have their minds ahead."
Choose the option suggesting the correct meaning behind this line.
1. The people are well- educated and knowledgeable about the condition of the
poor.
2. The people are concentrating on the road that is ahead in order to drive safely.
3. The people are preoccupied only by the thoughts of their lives and nothing else.
4. The people are focused on their goal of bettering the country.
a) Option 1
b) Option 2
c) Option 3
d) Option 4
Ans. c)

iii) What do the urban rich feel about the S and N signs that have been
painted wrong?
a) Tolerant
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 b) Amused
c) Sympathetic
d) Annoyed
Ans. d)

iv) The passers-by find the sign artless but the landscape.
a) animated
b) Aesthetic
c) amusing
d) ancient
Ans. d)

Read the following lines and answer the questions that follow:
The little old house was out with a little shed
In front at the edge of the road where the traffic sped
………………..sinking and withering faint.

Q.1. Where was the shed put up and for what purpose?
Ans. The stand was put up as an extension of a house, by the highway. The seller
intended to earn some money.

Q.2. Prove that the sellers were men of self respect.

Ans. The sellers did not demand charities. They asked the travelers to give them
some hard cash in return for their produce.

Q.3. What are ‘money’ and ‘cities‘ compared to?

Ans. Money is compared to the sap that flows through plants and cities are
compared to flowers.

“Swarm over their lives enforcing benefits

That are calculated to soothe them out of their wits……
……..sleeping at night the ancient way.”

Q.1. What will swarm over whom and why?

Ans. The greedy good-doers would entice the poor to sell their lands with empty
promises.

Q.2. How did the greedy good-doers plan to exploit the poor people?
Ans. The greedy good-doers wanted to encroach into the material and emotional
privacy of the poor and settle them in crowded unhealthy places.

Q.3. Why won‘t the poor people have to think about themselves any more?
Ans. The sponsors promise abundantly and vouchsafe to take care of all their needs.
These are mere snares to lure them into danger.

7. Short answer type questions (30-40 words):

Q.1. What did the poor folk offer for sale? Did the city dwellers stop to buy them?

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Ans. The poor people offered wild berries and golden squash, but the city men were
not fascinated.

Q.2. What did the ‗greedy good-doers‘ plan to do to the poor people?
Ans. The greedy good-doers planned to cheat the poor of their lands and fling them
into unhygienic and congested territory. They would brainwash them and
deprive them of their clean habits.

Extra questions:
Q.1. What was the aspiration of the poor people?
Q.2. How can the pain of the poet be put an end to?

8. Long Questions:
Q.1. Who are ‘greedy good-doers’, beneficent ‘beasts of prey’? Why?
Ans: City dwellers – squeeze benefits out of rural folk – cheat them-snatch their
peace of mind

Q.2. Frost’s sympathy for the rural people as well as his critique of the
uncaring capitalistic elite is evident in the poem. Justify.
Ans: Rural folk-in need of money-to improve their lives-offer local produce for sale-
city dwellers move ahead ignoring them-indifferent attitude

9. HOTS:
Q.1. Imagine a car stops and actually buys from the roadside stand. Keeping in
mind the reaction you think the peasants would have, write a diary entry as a
peasant describing your immediate feeling and your afterthoughts on being able
to earn ‘city money’.

Q.2. Though money holds the same value everywhere the poet draws a distinction
between city money and country money. Elaborate.

Poetic Devices:
Repetition (Repeated use of word/word pattern)
The little old house was out with a little new shed

Antithesis (Juxtaposition of contrasting words or ideas)

The little old house was out with a little new shed

Alliteration (repetition of consonant sounds especially at the beginning of

words)
A roadside stand that too pathetically pled

Metaphor (comparison between two concepts tightened by the omission of any

adjoining words)
The flower of cities from sinking and withering faint

Transferred Epithet (an adjective is transferred to a different noun)

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 selfish cars

Apostrophe (Used to address a dead/absent person or thing)

You have the money, but if you want to be mean, Why keep your money (this
crossly) and go along…

Oxymoron (Conjoining of two contradicting words)

trusting sorrow, good-doers, beneficent beasts of prey

Irony (difference between reality and appearance)

(a) but for some of the money, the cash, whose flow supports The flower of cities
from sinking and withering faint
(b) mercifully gathered in To live in villages, next to the theatre and the store,
Where they won't have to think for themselves anymore

Personification (representing an inanimate object/abstract idea as a person

and endowing it with human traits)
(a) The polished traffic passed with a mind ahead
(b) sadness that lurks near the open window there, that waits all day in almost
open prayer

Sarcasm (stating the opposite of an intended meaning)

It is in the news that all these pitiful kin
Are to be bought out and mercifully gathered in

10. Study beyond the chapter:

Recommended book for reading- Amazing India (Anita Vachharajani

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 Chapter 13 : Aunt Jennifer’s Tigers

1. Name of Poet : Adrienne Rich

2. About the Poet :

Adrienne Rich was an influential American poet, essayist, and feminist,
celebrated for her profound insights into social justice, gender, and identity.
Born in Baltimore in 1929, Rich's work evolved over the decades, reflecting her
deepening engagement with feminism, civil rights, and LGBTQ+ advocacy.
Rich’s poetry collections, including Diving into the Wreck (1973), which won the
National Book Award, and The Dream of a Common Language (1978), capture
her journey from formalism to more radical and politically charged themes.
Aunt Jennifer's Tigers is an early poem that exemplifies her exploration of
gender roles and women’s struggles within a patriarchal society. Other notable
works include Of Woman Born (1976), a groundbreaking exploration of
motherhood, and An Atlas of the Difficult World (1991), a poetic reflection on
personal and national turmoil. Her work remains celebrated for its emotional
depth, intellectual rigor, and commitment to activism.

3. Brief of the Poem :

Adrienne Rich's poem Aunt Jennifer's Tigers explores themes of female
oppression, resilience, and the yearning for freedom. The poem describes Aunt
Jennifer, a woman trapped in an unhappy, restrictive marriage, who expresses
her inner strength and desires through her needlework. She creates images of
bold, fearless tigers that roam freely, embodying the courage and power she
feels unable to show in her own life. Through Aunt Jennifer’s trembling hands
and the weight of her wedding band, Rich illustrates the constraints placed
upon her by societal and marital expectations. In contrast, the tigers symbolize
the strength and independence that Aunt Jennifer can only express in her art, a
form of escapism and self-assertion. Even though Aunt Jennifer may never
escape her circumstances, the tigers she creates remain "proud and unafraid,"
symbolizing an enduring spirit of defiance and resilience against oppression.

4. Difficult Words (List only):

i. Prance – To move with a lively, proud, or spirited step, often with high,
springy strides; the tigers are moving confidently.
ii. Topaz – A precious gemstone, often yellow, symbolizing brightness or
something precious; used to describe the color of the tigers' eyes.
iii. Denizens – Inhabitants or residents of a particular place; the tigers are
described as inhabitants of a world of freedom and strength.
iv. Chivalric – Relating to chivalry or qualities of bravery and honor associated
with knights; the tigers have a noble and proud bearing.
v. Ordeals – Difficult or painful experiences; refers to the hardships Aunt
Jennifer faces in her life.
vi. Fluttering – Shaking or moving in a quick, light, trembling motion; Aunt
Jennifer's hands are trembling due to her emotional or physical
constraints.
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 vii. Ivory – A white material that comes from elephant tusks; suggests wealth,
but also delicacy, as it’s the material Aunt Jennifer’s needlework frame is
made from.
viii. Terrified hands – This phrase implies Aunt Jennifer’s fear or submission,
perhaps reflecting her emotional state or oppression.
ix. Ringed – Encircled or surrounded; here it represents Aunt Jennifer being
"ringed" or trapped by her marriage (symbolized by her wedding ring).
x. Mastered – Dominated or controlled; indicates the overpowering nature of
Aunt Jennifer's marriage or societal expectations.

5. Points to ponder/ remember: (10 to 25 very short points in chronology)

i. Aunt Jennifer creates images of tigers in her needlework.
ii. The tigers are described as “prancing” with a proud, fearless demeanor.
iii. Their eyes are “topaz,” symbolizing brightness, value, and fierceness.
iv. They roam confidently, embodying freedom and strength.
v. Aunt Jennifer, by contrast, is timid and oppressed.
vi. Her hands “flutter” while working, indicating fear or anxiety.
vii. The weight of her wedding band symbolizes her oppressive marriage.
viii. The “massive weight” of the ring represents societal expectations.
ix. The tigers are described as “chivalric,” showing nobility and courage.
x. Aunt Jennifer’s real life is full of ordeals and burdens.
xi. She expresses her desire for freedom and courage through her art.
xii. The tigers in her creation remain unaffected by her struggles.
xiii. Even after Aunt Jennifer’s death, her hands will show signs of oppression.
xiv. Her tigers, however, will continue to “prance, proud and unafraid.”
xv. The poem contrasts Aunt Jennifer’s constrained life with her art’s freedom.
xvi. The tigers symbolize the independence and fearlessness Aunt Jennifer
lacks.
xvii. Rich critiques the limitations placed on women by society and marriage.
xviii. The poem suggests art as a medium for self-expression and escapism.
xix. Aunt Jennifer’s legacy lives on through her art despite her oppression.
xx. The enduring nature of the tigers contrasts with Aunt Jennifer’s fragile life.

6. Minimum Learning Levels (MLLs):

i. Comprehension of Vocabulary – Understand key vocabulary such as
"prance," "topaz," "denizens," and "chivalric," which add depth to the
imagery and symbolism.
ii. Basic Summary – Identify the main theme of the poem: Aunt Jennifer’s
sense of entrapment in marriage versus her desire for freedom as
represented by the fearless tigers.
iii. Understanding Symbolism – Recognize the contrast between Aunt
Jennifer and the tigers: her fear and subjugation versus their courage and
freedom.
iv. Identifying Themes – Acknowledge central themes of female oppression,
societal expectations, and the yearning for autonomy.
v. Analyzing Contrast – Recognize how the poem juxtaposes Aunt Jennifer’s
life of restriction with the vibrant life of the tigers.
vi. Recognizing Tone and Emotion – Understand the tone of the poem,
which combines a sense of melancholy with subtle defiance through Aunt
Jennifer’s artwork.

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 vii. Exploring Poetic Devices – Identify and understand poetic devices such
as imagery, metaphor (tigers as symbols of freedom), and contrast.

7. Short Questions (10 to 12 Question with key points):

Q.1. What do the tigers represent in the poem?
Ans. Symbolize strength, freedom, fearlessness, and autonomy.

Q.2. How are the tigers described in the poem?

Ans. They are “prancing, proud and unafraid,” with "topaz" eyes, embodying
confidence and independence.

Q.3. What does the wedding band symbolize?

Ans. Represents the constraints and burdens of marriage on Aunt Jennifer.

Q.4. How does Aunt Jennifer feel while creating her art?
Ans. Her hands “flutter” due to fear or anxiety, reflecting her vulnerability and
oppression.

Q.5. What contrast does Rich create between Aunt Jennifer and her tigers?
Ans. Aunt Jennifer is timid and constrained, while the tigers are bold and free.

Q.6. How does Aunt Jennifer express her desire for freedom?
Ans. Through her artwork of tigers, which embody the courage she lacks in real life.

Q.7. What does the phrase “massive weight of Uncle’s wedding band” imply?
Ans. It suggests the heavy burden of marital expectations and limitations.

Q.8. How does the poem portray Aunt Jennifer’s life after her death?
Ans. Even in death, Aunt Jennifer’s hands are “still ringed” with oppression, while
her tigers remain free.

Q.9. What poetic devices are prominent in the poem?

Ans. Rich uses symbolism, imagery, contrast, and metaphor.

Q.10. What is the main theme of the poem?

Ans. The theme centers on female oppression, with an exploration of freedom versus
constraint.

Q.11. How does Aunt Jennifer achieve a form of legacy or resilience?

Ans. Through her art, as the tigers will continue to “prance, proud and unafraid,”
outlasting her own life.

Q.12. How does the poem reflect Adrienne Rich’s views on feminism?
Ans. It critiques the limitations society places on women and highlights their silent
resistance through self-expression.

8. Long Questions (3-4 Question with Key points):

Q.1. Discuss the symbolism of the tigers in Aunt Jennifer's Tigers. What do they
represent in the context of Aunt Jennifer’s life?
Ans. Tigers represent strength, freedom, and fearlessness, qualities Aunt Jennifer
lacks in her life.
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 a) They embody a sense of autonomy and defiance that Aunt Jennifer expresses
only through her art.
b) The tigers' “chivalric” and “unafraid” nature contrasts with Aunt Jennifer’s
oppressed and fearful state.
c) The tigers symbolize a deep desire for liberation from societal and marital
constraints.

Q.2. How does Adrienne Rich use contrast to enhance the themes in Aunt Jennifer's
Tigers?
Ans.
a) The poem contrasts Aunt Jennifer’s timid, oppressed nature with the boldness
and freedom of the tigers.
b) Aunt Jennifer’s “fluttering” hands, weakened by the “massive weight” of her
wedding band, emphasize her lack of power.
c) The tigers’ pride and resilience highlight Aunt Jennifer’s internal struggle and
desire for strength.
d) The poem suggests that Aunt Jennifer’s spirit lives on through her art, even as
her life remains limited by social expectations.

Q.3. Examine how Aunt Jennifer's Tigers addresses the theme of female oppression
and societal expectations.
Ans.
a) Aunt Jennifer’s “wedding band” symbolizes the heavy burden of marriage and
traditional gender roles.
b) The poem reflects a patriarchal society where women like Aunt Jennifer feel
confined and lack autonomy.
c) Her art serves as a form of escape, allowing her to envision a life of strength and
independence.
d) Rich’s poem critiques the limitations imposed on women and subtly advocates
for self-expression as a means of resistance.

Q.4. Analyze the significance of Aunt Jennifer's legacy through her art in Aunt
Jennifer's Tigers.
Ans.
a) The tigers will continue to “prance, proud and unafraid” after Aunt Jennifer’s
death, symbolizing her enduring spirit.
b) Her artwork represents her suppressed strength and resilience, even though
she is constrained in life.
c) The tigers serve as an eternal testament to her unfulfilled desires and quiet
resistance.
d) The poem suggests that art can capture and preserve one's true self, outlasting
the restrictions of societal expectations.

9. Higher Order Thinking Skills (HOTS) (3-4 Questions without Answer)

Q.1. How might the poem be interpreted differently if it were written from Aunt
Jennifer’s perspective? What insights into her character and emotions might be
revealed?
Q.2. In what ways does Adrienne Rich use Aunt Jennifer’s needlework as a
metaphor for self-expression and resistance? How does this metaphor challenge
or reinforce traditional gender roles?
Q.3. How does Aunt Jennifer's Tigers reflect broader societal themes of freedom and
constraint? Can the poem be seen as a critique of society beyond gender roles?
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Q.4. If Aunt Jennifer’s tigers represent a form of silent rebellion, how might they
influence future generations? What might this suggest about the legacy of art
as a means of resistance?

10. Study beyond the chapter (To develop the reading habit):
Poetry and Literature by Women
i. "The Collected Poems of Emily Dickinson" – Dickinson’s exploration of
identity, nature, and personal freedom aligns with Rich's themes of female
autonomy and emotional depth.

ii. "The Woman Warrior" by Maxine Hong Kingston – This memoir blends
autobiography and Chinese folklore, addressing themes of identity, oppression,
and resilience.

iii. "The Complete Poems" by Sylvia Plath – Plath's work often delves into
personal struggle, mental health, and societal expectations, echoing themes in
Rich's poetry.
Feminist Theory and Criticism

iv. "Gender Trouble" by Judith Butler – A foundational text in feminist theory

that challenges traditional notions of gender, complementing the themes in
Rich’s poem.

v. "The Second Sex" by Simone de Beauvoir – An essential feminist text that

explores women's oppression and liberation, relevant to understanding the
societal context of Aunt Jennifer's struggles.

Textual comprehensive

Stanza 1:
“Aunt Jennifer's tigers prance across a screen,
Bright topaz denizens of a world of green.
They do not fear the men beneath the tree;
They pace in sleek chivalric certainty.”

Q.1. What do the tigers symbolize in the poem?

A) Aunt Jennifer’s fear
B) Power and freedom
C) Nature’s beauty
D) Rich’s view on society
Ans: B) Power and freedom

Q.2. The phrase “chivalric certainty” most likely suggests that the tigers are:
A) Elegant and brave
B) Careless and timid
C) Ordinary and humble
D) Hostile and aggressive
Ans: A) Elegant and brave

Q.3. What literary device is used in “bright topaz denizens”?

A) Simile
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 B) Personification
C) Metaphor
D) Hyperbole
Ans: C) Metaphor

Stanza 2:
“Aunt Jennifer’s fingers fluttering through her wool
Find even the ivory needle hard to pull.
The massive weight of Uncle’s wedding band
Sits heavily upon Aunt Jennifer’s hand.”

MCQs:
Q.1. What does the phrase “massive weight of Uncle’s wedding band”
symbolize?
A) Aunt Jennifer’s love for her husband
B) The emotional and social burden of marriage
C) The physical weight of her ring
D) Aunt Jennifer’s wealth
Ans. B) The emotional and social burden of marriage

Q.2. What does “fluttering fingers” indicate about Aunt Jennifer?

A) Her excitement
B) Her fear and weakness
C) Her confidence
D) Her joy
Ans. B) Her fear and weakness

Q.3. Why does Aunt Jennifer find the ivory needle hard to pull?
A) Because of her fragile state
B) Because of the needle’s size
C) Because of her strength
D) Because she is distracted
Ans. A) Because of her fragile state

Stanza 3:
“When Aunt is dead, her terrified hands will lie
Still ringed with ordeals she was mastered by.
The tigers in the panel that she made
Will go on prancing, proud and unafraid.”

MCQs:
Q.1. What does the phrase “terrified hands” suggest about Aunt Jennifer’s life?
A) She was brave
B) She lived in constant fear and oppression
C) She was always calm
D) She had no problems
Ans. B) She lived in constant fear and oppression

Q.2. The tigers in the poem are a symbol of:

A) Aunt Jennifer’s weaknesses
B) Aunt Jennifer’s suppressed desires and inner strength
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 C) Aunt Jennifer’s fears
D) Aunt Jennifer’s friends
Ans. B) Aunt Jennifer’s suppressed desires and inner strength

Q.3. What does “still ringed with ordeals” imply?

A) Aunt Jennifer’s life of freedom
B) Aunt Jennifer’s ongoing struggles and burdens, even in death
C) Aunt Jennifer’s happiness
D) Aunt Jennifer’s wealth
Ans. B) Aunt Jennifer’s ongoing struggles and burdens, even in death

Q.4. What central theme is explored in Aunt Jennifer’s Tigers?

A) The happiness of marriage
B) The challenges of freedom and courage under oppression
C) Aunt Jennifer’s love for nature
D) The importance of wealth
Ans. B) The challenges of freedom and courage under oppression

Q.5. How does Aunt Jennifer’s art represent her inner desires?
A) It shows her love for animals
B) It reflects her suppressed desire for strength and independence
C) It represents her hatred for society
D) It shows her wealth and luxury
Ans. B) It reflects her suppressed desire for strength and independence

Q.6. What is the message about societal expectations for women in the poem?
A) Women enjoy complete freedom
B) Society often limits women’s independence and expression
C) Women have no need for freedom
D) Society encourages women’s creativity
Ans. B) Society often limits women’s independence and expression

1. Value based (skill based) long questions framed across the the chapters
(Questions across the chapters means two chapters taken together in a
single theme or value.
1) Both Aunt Jennifer’s Tigers by Adrienne Rich and Keeping Quiet by Pablo
Neruda convey a sense of inner strength and peace despite external
conflicts. How do the poems suggest that introspection or art can serve as
a form of resistance or resilience?
• Points to Discuss:
o Aunt Jennifer’s Tigers depicts Aunt Jennifer’s silent resilience and her
inner strength through her art, as the tigers she creates embody freedom
and courage, qualities she aspires to despite her restrictive life.
o In Keeping Quiet, Neruda suggests that introspection and silence are
ways to find inner peace and reflect on one’s actions, promoting unity
and strength amid chaos.
o Both works advocate for self-expression (through art or introspection) as
powerful, non-violent forms of resistance and resilience.
o Explore how Rich and Neruda suggest that true strength often lies
within, and how this strength can offer peace, even if external
circumstances remain challenging.

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 2) In Aunt Jennifer’s Tigers and My Mother at Sixty-Six by Kamala Das, both
authors explore themes of aging, loss, and the struggles faced by women.
Compare the portrayal of vulnerability in both works and discuss how
these poems present strength despite challenging circumstances.
• Points to Discuss:
o Aunt Jennifer’s Tigers explores the burdens of marriage and societal
expectations that weigh on Aunt Jennifer, who, even in old age, is still
“ringed with ordeals.” Her art becomes a symbol of her inner strength.
o My Mother at Sixty-Six reflects Kamala Das’s contemplation of her aging
mother’s frailty and impending mortality, evoking themes of love, loss,
and vulnerability.
o Both poems capture the essence of aging and vulnerability, yet also show
resilience, as Aunt Jennifer expresses herself through her art and the
speaker in Das’s poem acknowledges the natural strength in enduring
love.
o Discuss how each poet uses imagery and symbolism (the tigers in Rich’s
poem and the mother’s figure in Das’s) to emphasize the endurance and
strength present even in vulnerable stages of life.

2. All Poetic devices in the poem.

i. Symbolism
Explanation: The poem is rich in symbolism. The tigers represent strength,
freedom, and fearlessness—qualities that Aunt Jennifer herself lacks in
her own life but aspires to. The "wedding band" symbolizes the oppressive
burden of marriage and societal expectations that weigh heavily on her.
Example: "Aunt Jennifer’s tigers" symbolize the inner courage and
independence she desires, while "massive weight of Uncle’s wedding band"
symbolizes her oppressive marriage.
ii. Imagery
Explanation: Rich uses vivid imagery to create a striking contrast between
the tigers' world and Aunt Jennifer’s life. This imagery helps readers
visualize the tigers and feel the weight of Aunt Jennifer's struggles.
Example: "Bright topaz denizens of a world of green" vividly paints the image of
tigers moving confidently through a lush, green forest.
iii. Alliteration
Explanation: Alliteration is used to create a musical quality and emphasize
certain words or phrases in the poem.
Examples:
"fingers fluttering" – emphasizes Aunt Jennifer's frailty and nervousness.
"prance across a screen" – gives a light, rhythmic flow to the movement of the
tigers.
iv. Metaphor
Explanation: Rich uses metaphor to draw implicit comparisons that deepen the
reader's understanding of Aunt Jennifer's situation and inner desires.
Example: The tigers are a metaphor for Aunt Jennifer’s repressed strength and
desire for freedom, contrasting with her life’s limitations.
v. Personification
Explanation: The tigers are attributed human qualities, such as chivalry and
certainty, to highlight the freedom and confidence they represent.

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 Example: "They do not fear the men beneath the tree" – the tigers are depicted
as brave and fearless, qualities Aunt Jennifer longs for.
vi. Hyperbole
Explanation: Hyperbole, or exaggeration, is used to emphasize the oppressive
weight Aunt Jennifer feels.
Example: "The massive weight of Uncle’s wedding band" – The wedding band is
not literally massive but represents a heavy emotional burden, exaggerating the
toll that marriage has taken on her.
vii. Rhyme Scheme
Explanation: The poem follows an AABB rhyme scheme, which gives it a
rhythmic, structured flow, contrasting with the themes of constraint and desire
for freedom.
Example: Each stanza ends with rhyming lines, such as "screen" and "green" in
the first stanza, creating a sense of order within the poem.
viii. Enjambment
Explanation: Enjambment allows the sentences to flow over the line breaks,
creating a sense of continuity and movement, especially in lines describing the
tigers.
Example: “They do not fear the men beneath the tree; / They pace in sleek
chivalric certainty.” – The continuation emphasizes the tigers’ uninterrupted
strength and grace.
ix. Contrast
Explanation: Rich contrasts Aunt Jennifer's meekness and burdened life with
the tigers' strength and fearlessness. This stark contrast highlights the gap
between her inner desires and her reality.
Example: Aunt Jennifer is described as struggling with "fluttering fingers,"
while the tigers are "prancing" and “unafraid.”
x. Irony
Explanation: There is an ironic contrast between Aunt Jennifer's inner spirit
(represented by the tigers) and her constrained, oppressed life.
Example: The irony is that although Aunt Jennifer creates powerful, fearless
tigers, she remains bound and oppressed by her life circumstances.
xi. Metonymy
Explanation: The "wedding band" is a metonymy representing Aunt Jennifer's
marriage and the societal roles imposed upon her.
Example: "Uncle's wedding band" does not just mean the physical ring; it
stands for the entire institution of marriage and its constraints on her
autonomy.

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VISTAS

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 Chapter 1 : The Third Level
1. Name OF Writer: Jack Finney

2. About Writer (Brief introduction & works):

Jack Finney (1911–1995) was an American author known for his science fiction
and thriller novels, often exploring themes of time travel, nostalgia, and
suspense. Born in Milwaukee, Wisconsin, Finney’s real name was John Finney,
but he was known as "Jack" to distinguish him from his father.
Finney’s most famous work is The Body Snatchers (1955), which was later
adapted into several films as Invasion of the Body Snatchers. This novel
explores themes of identity, paranoia, and societal conformity. Another
celebrated work is Time and Again (1970), a time-travel novel praised for its
detailed depiction of 1880s New York City and its unique approach to time
travel.

3. Brief of Chapter:
This story moves at two different levels in space and time. It moves
simultaneously between the modern times and the period of 1890-something.
The main character in the story is Charley who is thirty-one years old. He lives
around New York Central and often travels to his work through the subway of
Grand Central Station. He knows of only two levels there from where the trains
leave for different destinations. All the timetables and railway officials also
mention these two levels only. But one day, Charley discovers a third level
which is quite different from the first two levels. Here, the people are dressed in
the old style of 1890's. Here, the tickets have to be bought using the currency of
that very period. The locomotives are also of the old style. From here, one can
travel to anywhere in the United States. Charley wants to book two tickets for
Galesburg (one for his wife). But he has with him bills of modern currency
which the booking clerk refuses to accept. Charley comes back and buys some
old-style bills so that he can go to Galesburg with his wife. But when he goes to
the Grand Central Station, he can't find the third level again. Was the third
level a reality or merely a fantasy of Charley's mind? The story centres round
this theme of fantasy and reality.

4. Difficult Words(List only):

1. psychiatrist- a doctor who treats mental illnesses;
2. Waking dream- dreaming while fully awake;
3. refuge-shelters
4. uptown- parts of a town away from the centre;
5. subway-an underground railway system;
6. Flight- a series of steps between two floors ;
7. duck- to move head downwards;
8. arched - in a curved shape;
9. Tunnel-a passage built underground.
10. slanting-sloping.
11. flicker-(of a light) keep going on and off.
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 12. Spittoon-a container for people to spit into;
13. Glint- a small bright flash of light;
14. frown- to bring eyebrows together so that lines appear on the forehead;
15. Lapel- a folded part of the coat or jacket that is joined to the collar;
16. Figured- calculated;
17. Bills note (money);
18. skin-(here) cheat;
19. Premium-an extra payment
20. fuss-to pay too much attention;
21. Porch a small covered area

5. Points to ponder/remember : (10 to 25 very short points in chronology)

1. Charley claims to have been on the third level (floor) of the Grand Central
Station. The railway authorities swear that there are only two levels at the
Grand Central.
2. Charley consults his psychiatrist friend.His friend calls it 'a waking-dream wish
fulfilment'.
3. Actually, Charley doesn't feel at home in the modern world of fear, insecurity
and war. Therefore, he just escapes into the world of dreams and fancies.
4. Charley's friends claim that he has an escapist tendency. His stamp collecting
is nothing but a temporary refuge from reality.
5. One day Charley is in a hurry to get to his apartment. He takes the sub-way
from the Grand Central because it is faster than the bus.
6. He goes down the steps to the first level. Then he walks down to the second
level. The suburban trains leave from there.
7. He goes into an arched door-way heading for the sub-way and gets lost.
8. It is quite easy to get lost there. The Grand Central is growing like a tree with
endless corridors, doorways and stairs.
9. He finds himself on the third level. It is a different world of gas lights, brass
spittoons, derby hats, beards, sideburns and fancy moustaches.
10. He wants two tickets for Galesburg, Illinois.
11. The clerk is surprised to see different kinds of notes in Charley's hands.
12. He warns saying to him, "That ain't money, mister". Charley turns away and
goes out fast.
13. He buys old currency. But he never again finds the corridor that leads to the
third level at the Grand Central.
14. His friend Sam Weiner disappears, nobody knows where. Charley suspects him
to be in Galesburg, Illinois.
15. Charley finds out that Sam bought old currency worth three hundred dollars.
He also finds a marked envelope addressed to his grandfather at his home in
Galesburg.
16. The postmark showed the date, 18th July, 1894. The letter was addressed to
Charley.
17. Sam claimed to have found the third level.
18. He asked Charley and his wife Louisa keeps looking for the third level.
19. The letter was written and signed by Sam.
20. The most mysterious thing was that Sam was his psychiatrist.

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6. Minimum learning Levels (MLLs)
Themes
Escapism – Charley’s desire to escape modern stress by retreating to a peaceful
past.
Reality vs. Imagination – It’s unclear if the third level truly exists or is just a
product of Charley’s imagination.
Nostalgia – The story explores a longing for the past as a refuge from the
worries of the present.

Main Characters

Charley
Charley is a thirty-one year old man in a tan gabardine suit and a straw hat.
One night, on his way back from work, he decides to take the subway at the
Grand Central Station, which as everyone knows, has two levels. Preoccupied
and in a hurry, Charley discovers an unknown. exit that takes him through a
long corridor, into the third level .Charley is a true representative of modern
man. He is a victim of stress, insecurity and fear, and wants to run away from
reality. He is an escapist and wants to escape from the world of harsh realities.

Sam
Sam Weiner is Charley's friend, and psychiatrist, and the next most important
character in the story. He concludes that the third level is a figment of Charley's
imagination, induced by the pressures of modern living.
Sam gets fascinated by Charley's description of Galesburg, Illinois, as a
wonderful town with big old frame houses, huge lawns, tremendous trees. He is
also affected by the pulls and pressures of modern life that he thinks of
escaping to the peaceful world of Galesburg of 1894.

Louisa
Charley's wife Louisa was initially angry with Sam's suggestion that Charley
was unhappy, when Charley tells him about his sojourn to the third level of the
Grand Central Station in New York. Then, Sam explains that it is not marital
unhappiness, but dissatisfaction and discontent with modern day living with its
insecurity, fear, war and worry. To escape from these pressures, Charley's mind
had sought refuge in the idyllic world of the third level. Louisa's conviction in
the existence of the third level is affirmed only when she sees the note sent by
Sam himself, from Galesburg, Illinois, dated July 18, 1894. Since then, Louisa
has been actively involved in looking for the third level, along with her husband,
Charley.

Summary
The story revolves around the key instance where protagonist, Charley, chanced
upon a third level at the Grand Central Station, New York. Even though he has
been there hundreds of times, he was always discovering new tunnels and
doorways, so he kept on when he found a new level where he knew should've
been only two. To him, Grand Central was always growing like a tree, pushing
out new tunnels and corridors.

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 To his surprise, the third level was completely different and old-fashioned. He
noticed that the locomotive, the brass spittoons and the naked gaslight
belonged to eighteen-ninety something. Women's fashion further confirmed his
doubt. He now desired to visit Galesburg for he saw it as his chance to go back
to a peaceful time. However, he was called out for trying to pay the fare with
money that was completely different from the one used in those days. Charley,
thus, ran back out into the present. He never found the third level again.

When he told his psychiatrist friend, the latter told Charley that it must be him
looking for an escape and suggested he was unhappy. Ironically, his psychiatric
friend disappeared and when Charley found a note from him, addressed to him
from 1894, he learned how happy his friend Sam was living in the 1800s.

Important Vocabulary
Escapism – Wanting to escape from reality.
Hallucination – Seeing things that aren’t real.
Nostalgia – A feeling of missing the past.

7. Short Questions
Q.1. What was Charley’s vision about Galesburg town?
Ans. Charley thought that Galesburg was still a wonderful town. In that century in
1894, people used to sit in their lawns, having sufficient time to talk to each
other, smoking cigars and women waving palm leaf fans on very long summer
evenings. Overall, it was a peaceful and friendly place.

Q.2. When and how did Charley find the letter of Sam?
Ans. One night while fussing with his stamp collection, Charley found, among his
oldest first-day covers, the letter of Sam with a six cent stamp mailed to his
Granddad. It had been in his collection.

Q.3. What did the ticket clerk say to Charley?

Ans. The third level refers to the imaginary third underground level of the Grand
Central Railway Station. It symbolizes man’s yearning to delve deeper into the
world of imagination as an escape from the world of harsh realities.

Q.4. What does the third level refer to?

Ans. The third level refers to the subway of the Grand Central Station in New York.
Though this Third level was not present there physically, Charley claimed it to
be present there.

Q.5. Would Charley ever go back to the ticket counter on the third level to buy
tickets to Galesburg for himself and his wife?
Ans. No, Charley would never go back to the ticket-counter on the third level to buy
tickets to Galesburg for himself and his wife because he would never find that
third level again possibly.

Q.6. Do you think that the third level was a medium of escape for Charley? Why?
Ans. Yes. The third level was a medium of escape for Charley because he might be
unhappy and fearful from worldly worries. He explained that he meant the
modern world is full of insecurity, fear, war, worry and all the rest of it and he
just wanted to escape from that. Perhaps Charley was not able to handle the
stress.
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Q.7. What do you infer from Sam’s letter to Charley?
Ans. Sam’s letter to Charley proves that Sam had found and reached the third level.
He had been staying there in Galesburg since the last two weeks watching
various activities and explaining to Charley. He invites both Charley and his
wife Louisa and motivates them to continue their search for the third level. So,
we can say that Sam was also a victim of worldly worries and sought the
escape, like Charley.

Q.8. “The modern world is full of insecurity, fear, war, worry and stress. What are
the ways in which we attempt to overcome them?
Ans. No doubt, the modern world is full of insecurity, fear, war worry and stress. To
overcome them, people start to adopt their own ways. As some people start to
imagine and develop their own unreal world whereas some people start to use
alcoholic products and destroy their lives. These all ways are just escapement
and not the solution.

Q.9. What would you describe as your “waking-dream wish fulfilment”? Explain.
Ans. Charley quoted this statement. A waking dream wish fulfilment is what we wish
to happen or see. It’s not the reality. He told this to Sam, his psychiatrist. While
talking about the third level, Charley quoted this statement. He is an Escapist.
He couldn’t bear all the tensions happening around him. He said this out of his
imagination.

Q.10. Why do you think Charley withdrew nearly all the money he had from the bank
to buy old-style currency?
Ans. Charley had got his three hundred dollars out of the bank and got them
changed into old-style currency so that he could go back to the third level and
buy the tickets to Galesburg.

Q.11. ‘It’s easy to judge others and give advice, but much more difficult to apply it to
ourselves.’ Elaborate with reference to the character of Sam in The Third Level.
Ans. Sam was being judgmental when he told Charley that he was dissatisfied with
life and was looking for an escape. The third level was just an imagination, so
Charley should accept reality and be satisfied with it. However, Sam himself
wanted an escape from the stress filled modern life and went in search for the
third level.

8. Long Questions (03 - 04 Question with Key Points) :

Q.1. How did Charley reach the third level of Grand Central? How was it different
from the other levels?
Ans. One night Charley worked till late at the office. Then he was in a hurry to get
back to his apartment. So he decided to take the subway from Grand Central.
He went down the steps and came to the first level. Then he walked down to the
second level from where the suburban trains left. He ducked into an arched
doorway that headed to the subway. Then he got lost. Knowing that he was
going wrong he continued to walk downward. The tunnel turned a sharp left
and then taking a short flight of stairs he came out on the third level at the
Grand Central Station. Here he saw many unusual things. There were very few
ticket windows and train gates that were old-looking and made of wood. Dim
gaslights flickered and men wore derby hats and four-button suits. It was a
rather strange world of sideburns, beards and fancy moustaches.
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Q.2. What kind of people did Charley ‘See’ at the third level?
Ans. Having worked late at the office Charley decided to take a train back home. So
he came to Grand Central Station and from the second level he got lost while
ducking into an arched doorway and found himself inside a tunnel. This tunnel
took him to another light of stairs and he found himself on the third level of the
station. As compared to the second level, the third level had smaller rooms,
fewer ticket windows and train gates. Everyone there was dressed in ‘eighteen-
ninety-something’. Charley came across men and women wearing 19th century
dresses. Men sported fancy moustaches, beards and sideburns. Tiny lapels,
four-button suits, derby hats and pocket gold watches seemed to be in vogue.
Women were wearing fancy cut sleeves, long skirts and high-buttoned shoes.
Charley was confused to see people sporting old-fashioned clothes and hair
styles at the third level.

Q.3. Do you see an intersection of time and space in the story?

Ans. Imagination of people like H.G. Wells ran riot. He believed that it was possible
to travel in time as we can travel in space. He thought that a machine could be
invented that could carry us back into the past or the future. If we went into the
past, we would find the place different from what it looks like today. Sam, for
example, travelled to Galesburg which was not like as it is today but as it was
in 1890s. Similarly, when Charley reached the third level, everything was as it
was in 1894. The ticket booth, the men there, people with sideburns, women
dressed in old-fashioned garments, the naked flames and even the currency
notes were of 1894. There is indeed an intersection of time and space.

Q.4. "Both 'The Third Level' and 'Lost Spring' depict individuals who feel trapped in
harsh realities—Charley seeks an escape from the pressures of modern life,
while children in 'Lost Spring' are trapped by poverty. How do these stories
reflect on the need for escapism and the pursuit of a better life? Discuss the
role of hope and imagination in facing difficult circumstances."
Ans. "Both 'The Third Level' and 'Lost Spring' underscore the need to escape or
dream of a better life when faced with hardships. Charley seeks solace from the
pressures of modern life in his nostalgic visions of a simpler past, while the
children in 'Lost Spring' dream of freedom from poverty and despair. Both
stories reveal that hope and imagination are powerful coping mechanisms,
providing comfort and motivation when reality is bleak. However, they also
remind us that without addressing the root causes of these struggles—stress
and societal inequalities—true fulfillment and change may remain out of reach."

Q.5. "In 'The Third Level,' Charley escapes to a nostalgic past, while in 'My Mother at
Sixty-Six,' the poet reflects on time passing and the fear of loss. How do these
works explore the tension between clinging to memories and confronting
reality? Discuss how acceptance, resilience, and cherishing the present can
help individuals cope with life’s inevitable changes."
Ans. 'The Third Level' and 'My Mother at Sixty-Six' both explore the tension between
yearning for the past and confronting the reality of the present. Charley’s
longing for a simpler time parallels the poet’s struggle to accept her mother’s
aging and mortality. These stories remind us that, while it is natural to hold
onto memories, we must also embrace the present. Accepting life’s changes with
resilience and cherishing our loved ones are essential to coping with the

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 inevitability of time, teaching us the importance of appreciating the present
moment and facing life’s transitions with strength.

9. Higher Order Thinking Skills (HOTS) (03 - 04 Question without Answer) :

Q.1. You are a reporter who has come across through word of mouth that Sam
Weiner, a psychiatrist has disappeared, and his friend Charley knew something
about it. Write the story as an article with a headline for a newspaper.

Q.2. Imagine you are the clerk in the ticket booth whom Charley approached on his
visit to the third level. You decide to recount the incident to a friend because
you found the man very strange. Narrate it in the form of a short narrative in
120-150 words.

Q.3. In the story, 'The Third Level' by Jack Finney, Charley is obsessed with finding
the third level.
In an attempt to thrash out whether this obsession is a good quality or a
harmful one, Charley's wife expresses her thoughts in a diary entry.
As Louisa, Charley's wife, write this diary entry. Support your response with
reference to the story.
You may begin this way:
I have been married to Charley for a few years now and I have always known
him to be an intelligent man with an imaginative mind. However, his recent
obsession with finding the Third Level has.

Q.4. The story reveals the search for and discovery of a refuge from reality. Do you
think the story makes the escape from the reality of life the obvious step for a
troubled person?

10. Study beyond the Chapter (To develop the reading habit) :
Jayant Narlikar in 'Adventure' and Jack Finney in 'The Third Level' exactly do
the same thing. Both of them interweave reality and fantasy in their stories.
Narlikar, in Adventure', tries to prove that there are many faces or aspects of
reality. When an electron is fired from a source, its direction cannot be
determined. It may be here, there, anywhere. An observer can see it only at one
place and he knows it there only. To another observer, its location is different.
All the different parts can exist together. Gangadhar Pant's mind suffers such a
transition. Similarly, Charley wanders from the rush and crowd of New York to
the romantic old world of the third level. The world of the third level is the world
of 1894. It is the world of flickering gaslights, beards, sideburns, and derby
hats. It also includes the sweet old world of Galesburg. Here someone is playing
a piano while others are singing "Seeing Nelly Home".
In both the stories, fantasy and reality are interwoven.

Extract based questions:

Q.1. Read the given extracs and answer the questions that follow:
The clerk figured the fare - he glanced at my fancy hat band, but he figured the
fare - and I had enough for two coach tickets, one way. But when I counted out
the money and looked up, the clerk was staring at me.

He nodded at the bills. "That ain't money, mister." he said, "and if you're trying
to skin me, you won;t get very far." and the glanced at the cash drawer, beside
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 him. Of course the money was old-style bills half again as big as the money we
use now a days and different looking.

Q.2. Why did Charley ask for two tickets?

Ans. Charley asked for two tickets because he had decided to go to Galesburg in
1894's time with his wife Louisa.

Q.3. Complete the sentence by choosing the correct option:

When Charley offered money to the booking clerk, the latter started at Charley
because the booking clerk
(A) thought it wasn't money
(B) did not trust Charley
(C) thought Charley was trying to tense him.
(D) thought that Charley had given him less money.
Ans. Option (A) is correct.

Q.4. Select the option that best describes Charley in this extract. He is
(A) a cheat
(B) gullible
(C) an opportunist
(D) an escapist
Ans. Option (A) is correct.

Q.5. Why did the clerk stare at Charley?

Ans. the clerk thought about the protagonist 'Charley' to be a cheater and if he dared
to cheat, he would be caught very soon.

Q.6.
941 Willard Street
Galesburg, Illinois
July 18, 1894
Charley

I got to wishing that you were right. Then I got to believing you were right. And,
Charley, it's ture; I found the third level! I've been here two weeks, and right
now, down the street a the Daly's, someone is playing piano, and they're all out
of the front porch singing ‘Seeing Nelly Home'. And I'm invited over for
lemonade Come on back, Charley and Lousia. Keep looking till you find the
third leave! It's worth it, believe me !

Answer the following questions:

Q.1. What was the feeling of Sam as conveyed in the letter? Choose the
appropropriate option in the context of the extract.
(a) surprise (b) doubt (c) excitement (d) anger.
Ans. (c)

Q.2. What was Sam Weiner's reaction when Charley told him abot the third level?
(a) dismissal (b) acceptance (c) wonderstruck (d) puzzled.
Ans. (a)

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Q.3. The phrase 'Charley, it's true' in the context of the extract implies which of the
given options?
I. Sam is relaxed II. Charley had migrated with Louisa
III. The existence of the third level IV. Sam had met Charley's grandfather
Choose the most appropriate option :
(a) I and II (b) II and IV (c) I and III (d) IV only.
Ans. (c)

Q.4. Sam wrote the letter to Charley in order to------------

Ans. convey Charlie the message that what he had said about the Third Level on the
Grand Central Railway Station was true.

Q.3. To make sure, I walked over the newsboy and glanced at the stack of papers at
his feet. It was The World and The World hasn't been published for years. The
lead story said something about President Cleveland. I've found that front page
since, in the Public library files, and it was printed June 11, 1894. I turned
toward the ticket windows knowing that here - on the third level at Grand
Central - I could buy tickets that would take Louisa and me anywhere in the
United States we wanted to go. In the year 1894. And I wanted two tickets to
Galesburg, Illinois.

1. The newspaper that covered the lead story about President Cleveland was
(a) The Pioneer (b) The New York Times (c) The world (d) The times
Ans. (c)

2. The narrator wanted to buy tickets to------

Ans. Galesburg, Illinois

3. Which of the following in the extract most nearly means the opposite of 'stare'?
(a) glance (b) peek (c) ignore (d) examine
Ans. (c)

4. Charley wanted two tickets because he wanted to go with

(a) Sam (b) Cleveland (c) Louisa (d) the Psychiartist
Ans. (c)

Q.4. Next day, during lunch hour, I drew three hundred dollars out of the bank,
nearly all we had, and bought old-style currency (that really worried my
psychiatrist friend). You can buy old money at almost any coin dealer's, but you
have to pay a premium. My three hundred dollars bought less than two
hundred in old-style bills, but I didn't care; eggs were thirteen cents a dozen in
1894.
But I've never again found the corridor that leads to the third level at Grand
Central Station, although I've tried often enough.

Choose the correct option for each question :

1. Choose the option that lists correct answers for the following questions :
(i) Who is the speaker in this passage?
(ii) The narrator drew-------------- out of the bank next day.
(a) (i) The narrator's wife Louisa. (ii) five hundred dollars
(b) (i) Charley, the narrator of the story. (ii) three hundred dollars
(c) (i) The narrator's friend Sam. (ii) three thousand dollars
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 (d) (i) The clerk at the ticket window. (ii) five thousand dollars.
Ans. (b)

2. What did the narrator do with that money ?

(a) He bought old style currency.
(b) He bought a ticket to Galesburg.
(c) He bought new style currency.
(d) He bought a ticket to Galesburg for his wife.
Ans. (a)

3. What could the narrator not find again after many efforts even?
(a) The corridor that led to the Grand Central Station.
(b) The corridor that led to the third level at the Grand Central Station.
(c) The second level subway at the Grand Central Station.
(d) None of these three.
Ans. (b)

4. Choose the correct option with reference to the two statements given below.
Statement 1: Charley had bought new-style currency to buy the tickets.
Statement 2: The third level in the story refers to a subway at the Grand
Central Station of New York.
Statement 3: The third level was a medium of escape for Charley.

(a)Statement 1 and 2 are True. Statement 3 is False.

(b) Statement 1 and 3 can be inferred. Statement 2 cannot be inferred
(c) Statement 1 is True. Statement 2 is False. Statement 3 cannot be inferred.
(d) Statement 1 is False. Statement 2 is True. Statement 3 can be inferred.
Ans. (d)

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 Chapter 2 : The Tiger King

1. Name of Writer:- Kalki

2. About Writer: (Brief introduction to works)

Kalki Krishnamurthy, known simply as Kalki, was a celebrated Tamil writer,
journalist, and freedom fighter. Born as R. Krishnamurthy in 1899, he gained
widespread acclaim through his vibrant writing and contributions to Tamil
literature. Kalki’s works often blend historical fiction with romance, drama, and
elements of social and political themes. He is especially remembered for his
historical novels, which brought Tamil history and mythology to life in popular
culture.
Besides The Tiger King, some of his other notable works include:-Ponniyin
Selvan, Sivagamiyin Sapatham, Parthiban Kanavu, Alai Osai

3. Brief of Chapter:-
In Kalki's satirical tale The Tiger King, the story centers around the Maharaja of
Pratibandapuram, who is warned by astrologers at his birth that he will meet
his death due to a tiger. Determined to defy fate, the Maharaja resolves to kill
100 tigers to break the prophecy. Once he ascends the throne, he begins a
relentless tiger-hunting campaign, going to extreme lengths to ensure that no
tiger threatens his life. He even bans anyone else from hunting tigers in his
kingdom and nearly depletes the local tiger population.
When tigers in his kingdom run out, the Maharaja marries a princess from a
neighboring state, conveniently choosing a kingdom with a healthy tiger
population so he can continue his mission. As he kills more tigers, his
arrogance and belief in his own invincibility grow. However, his desperate
efforts cause various issues, including nearly bankrupting his kingdom and
oppressing his people, highlighting his single-minded and self-centered nature.
After slaying 99 tigers, he struggles to find the final one. Eventually, his
courtiers arrange for an old tiger to be brought for him to kill, and he completes
his "goal." However, unbeknownst to the Maharaja, the tiger only faints from
the gunshot, and his servants kill it secretly to avoid his wrath.
Believing he has finally overcome fate, the Maharaja relaxes. Ironically, his life
is ultimately ended by a wooden toy tiger he buys for his son as a birthday gift.
A sliver from the toy pricks his finger, leading to infection and his eventual
death. Kalki uses this twist to emphasize the futility of trying to escape destiny
and satirizes the hubris of those in power who believe they can control fate.

4. Difficult words (List Only)

1. Astrologer – a person who studies or practices astrology, predicting events
based on the positions of celestial bodies.
2. Prophecy – a prediction or foretelling of future events.
3. Maharaja – a Sanskrit title for a great king or prince, especially in India.
4. Obsession – an intense, irrational focus or preoccupation with a particular idea
or activity.
5. Ascend – to rise to a position of power, often used to describe someone taking
the throne.
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 6. Superstition – an irrational belief in supernatural influences, often resulting in
certain actions or behaviors.
7. Invincibility – the quality of being too powerful to be defeated or overcome.
8. Hubris – excessive pride or self-confidence, often leading to downfall.
9. Destiny – the events that are believed to be predetermined or unavoidable in a
person’s life.
10. Satire – a literary style that uses humor, irony, or ridicule to criticize people's
stupidity or vices, particularly in politics or society.

5. Points to ponder/ remember

1. Astrologers’ Prediction: At birth, astrologers predict that the Maharaja, known
as "The Tiger King," will die due to a tiger.
2. The Maharaja's Reaction: The young prince, growing up, hears of his fate and
challenges it by declaring he will kill 100 tigers to defy the prediction.
3. The First Kill: As he turns 20, the Maharaja kills his first tiger, feeling
emboldened and determined to hunt down more.
4. Obsessive Tiger Hunting: The Maharaja becomes obsessed, killing more tigers
in his kingdom and even endangering his forests and people.
5. Tension with British Officials: British officers, eager for tiger hunting
themselves, pose a threat. The Maharaja bribes them with diamonds to avoid
trouble.
6. Decline in Tiger Population: Soon, the Maharaja’s state runs out of tigers,
forcing him to marry a princess from a neighboring kingdom to continue his
mission.
7. Killing Tally: Over time, the Maharaja kills 99 tigers, believing he's close to
evading his destiny.
8. The Search for the 100th Tiger: The Maharaja is desperate to find the final
tiger to secure his safety, but it remains elusive.
9. The ‘Fake’ 100th Tiger: A weak, old tiger is found, and the Maharaja kills it.
However, his men realize the bullet missed; they kill it secretly to avoid angering
him.
10. False Assurance: The Maharaja believes he has completed his goal and is safe
from the prophecy.
11. Toy Tiger Incident: The Maharaja buys a wooden tiger as a gift for his son, but
a splinter from it pricks his finger.
12. Infection and Death: The infection worsens, leading to his death, ironically
fulfilling the prophecy..

6. Minimum Learning Levels (MLLs):-

• Understanding Plot and Character:
Identify the main events in the life of the Maharaja and his obsession with tiger
hunting.
Recognize the irony in the character of the Maharaja, especially in his attempts
to defy fate.

• Analyzing Themes:
Explain the theme of fate vs. free will and how it is conveyed through the
Maharaja’s actions.
Identify how the author uses satire to critique blind ambition and arrogance.
Understand the environmental message in the story, highlighting human
impact on wildlife.
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 • Interpreting Symbolism and Irony:
Analyze the symbolism of the tiger and its significance to the Maharaja’s life
and death.
Explain how the irony in the Maharaja’s death comments on the inevitability of
fate and human limitations.

• Understanding Literary Devices:

Identify the use of satire, humor, and irony and explain how they contribute to
the story's message.
Recognize Kalki’s narrative style and how it conveys both comedy and criticism.

• Character Analysis:
Describe the Maharaja’s personality traits, including his pride, ambition, and
disregard for nature and others.
Compare and contrast the Maharaja’s view of life and death with that of the
astrologers, and discuss how it highlights his hubris.

• Understanding Cultural and Historical Context:

Explain the historical context of colonial India and the British officers’ interest
in tiger hunting.
Recognize the social critique of royalty and rulers who misuse their power for
personal vendettas.

• Making Connections:
Relate the story’s message to modern environmental concerns and the
importance of wildlife conservation.
Reflect on personal or observed instances where humans try to control nature
or fate, drawing parallels to the story’s message.

• Writing and Speaking Skills:

Write a short essay or paragraph explaining the story’s moral and how it is
relevant to society today.
Present an oral summary, focusing on the story’s key points, themes, and moral
lesson

7. Short Questions
a. Read the following passage and answer the questions that follow:
I have come forward to tell you why he came to be known as Tiger King. I have
no intention of pretending to advance only to end in a strategic withdrawal.
Even the threat of a Stuka bomber will not throw me off track. The Stuka, if it
likes, can beat a hasty retreat from my story.

Q.1. What does the narrator claim about his intentions at the beginning of the
passage?
Ans: The narrator claims that he has no intention of pretending to advance only to
end in a strategic withdrawal. He is determined to proceed with his story
without any hindrances.

Q.2. What is the significance of the Stuka bomber reference in the passage?
Ans: The reference to the Stuka bomber adds an element of humor and exaggeration
to the narrative. It highlights the narrator’s confidence and determination to
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 continue his story despite any interruptions, suggesting a lighthearted and
satirical tone.

Q.3. What does the narrator mean by “strategic withdrawal”?

Ans: "Strategic withdrawal" means retreating or backing off in a planned or
calculated manner, which the narrator assures he will not do while telling his
story.

Q.4. How does the narrator's tone in this passage set the mood for the rest of the
story?
Ans: The narrator's confident and humorous tone in this passage sets an ironic and
satirical mood for the rest of the story. It establishes that the story will be filled
with exaggeration and wit, making light of serious situations and characters,
such as the Maharaja, who believes he can control his fate.

b. Read the following passage and answer the questions that follow:
The chief astrologer placed his finger on his nose in wonder. A baby barely ten
days old opens its lips in speech! Not only that, it also raises intelligent
questions! Incredible! Rather like the bulletins issued by the war office, than
facts.

Q.1. What is the significance of the chief astrologer's reaction?

Ans: The chief astrologer’s reaction shows surprise and disbelief. It emphasizes the
miraculous nature of the baby’s behavior, suggesting that it is an extraordinary
event that defies logic or expectations.

Q.2. How does the chief astrologer compare the baby’s actions to bulletins issued by
the war office?
Ans: The astrologer compares the baby’s actions to the bulletins issued by the war
office, implying that the events are as improbable or unbelievable as official war
reports, which are often exaggerated or hard to believe.

Q.3. What literary device is used in the line, "Rather like the bulletins issued by the
war office, than facts"?
Ans: The literary device used here is simile, as the astrologer compares the baby’s
miraculous actions to the war office bulletins, which often contain improbable
or exaggerated information.

Q.4. What does the astrologer’s reaction suggest about the nature of the story in The
Tiger King?
Ans: The astrologer’s reaction suggests that the story will contain elements of
exaggeration, irony, and absurdity. It sets the tone for the satirical nature of the
narrative, where events are often larger than life and defy logic, much like the
astrologer's own reaction to the baby’s speech.

c. Read the following passage and answer the questions that follow:
The British officer’s secretary sent word to the Maharaja through the dewan
that the durai himself did not have to kill the tiger. The Maharaja could do the
actual killing. What was important to the durai was a photograph of himself
holding the gun and standing over the tiger’s carcass. But the Maharaja would
not agree even to this proposal. If he relented now, what would he do if other
British officers turned up for tiger hunts?
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Q.1. What was more important to the British officer, hunting or posing with the
tiger?
Ans: Posing with the tiger was more important to the British officer.

Q.2. How does the Maharaja's response reflect his priorities?

Ans: The Maharaja’s refusal reflects his determination to protect his tiger population
and his desire to avoid giving any leeway to the British officers. This shows his
commitment to fulfilling the prophecy by keeping other hunters away from his
kingdom’s tigers.

Q.3. Why did the Maharaja reject the British officer’s request for a photograph?
A) He disliked the officer.
B) He did not want to share his hunting achievements.
C) He feared other officers would demand tiger hunts in his kingdom.
D) He was forbidden from allowing hunting in his kingdom.
Ans: C) He feared other officers would demand tiger hunts in his kingdom.

Q.4. What was the Maharaja’s primary concern in refusing the British officer’s
proposal?
A) His image as a strong ruler
B) The security of his kingdom
C) The preservation of his tiger population
D) Financial burden
Ans: C) The preservation of his tiger population

d. Read the following passage and answer the questions that follow:
The Maharaja’s anxiety reached a fever pitch when there remained just one
tiger to achieve his tally of a hundred. He had this one thought during the day
and the same dream at night. By this time the tiger farms had run dry even in
his father-in-Iaw’s kingdom. It became impossible to locate tigers anywhere. Yet
only one more was needed. If he could kill just that one single beast, the
Maharaja would have no fears left. He could give up tiger hunting altogether

Q.1. Why was it difficult for the Maharaja to find the last tiger?
Ans: It was difficult because there were no more tigers left in his own kingdom or in
his father-in-law’s kingdom.

Q.2. Describe the state of the Maharaja’s mind as he searched for the hundredth
tiger.
Ans: The Maharaja’s anxiety was extremely high, as he became obsessed with finding
the last tiger. This single goal occupied his thoughts during the day and
haunted his dreams at night, showing his desperation and fear of the prophecy
if he failed to meet the target of a hundred tigers.

Q.3. What challenge did the Maharaja face in completing his tally of a hundred
tigers, and how did it affect him?
Ans: The Maharaja faced the challenge of a scarcity of tigers, as there were no more
left in his own kingdom or his father-in-law’s. This made him increasingly
anxious and obsessed with finding the last tiger, as he believed that fulfilling
the prophecy would secure his safety.

Q.4. What did the Maharaja plan to do after killing the hundredth tiger?
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 A) Continue hunting other animals
B) Retire from all hunting activities
C) Start protecting tigers
D) Move to another kingdom
Ans: B) Retire from all hunting activities

Comprehension of the chapter

Q.1: What prediction did the astrologers make about the Tiger King when he was
born?
Ans: The astrologers predicted that the young prince’s death would come from a tiger
because he was born under a star that signified a connection to tigers.

Q.2. How did the Tiger King react to the prophecy about his death?
Ans: The Tiger King laughed off the prophecy initially, claiming that he would kill a
hundred tigers to defy it, showing his confidence and determination to
challenge fate.

Q.3. What did the Tiger King do to ensure that tigers were available to him for
hunting?
Ans: He banned anyone else from hunting tigers in his kingdom, ensuring that only
he could kill them and have a steady supply to reach his target of a hundred
tigers.

Q.4. Why did the Maharaja marry a princess from a state with a large tiger
population?
Ans: He married a princess from a kingdom with a large tiger population to ensure
he could continue hunting tigers after the supply in his own kingdom dwindled.

Q.5. How did the Maharaja deal with the British officer who wanted to hunt tigers in
his kingdom?
Ans: The Maharaja bribed the British officer by sending expensive gifts to appease
him and avoid allowing any hunting rights to outsiders, protecting his tigers
from being hunted by the British.

Q.6. Why did the Maharaja’s anxiety increase when only one tiger was left to
complete his tally of a hundred?
Ans: He was extremely anxious because he believed that fulfilling the prophecy of
killing a hundred tigers was the only way to ensure his safety from death by a
tiger.

Q.7. How did the Maharaja react when he couldn’t find the hundredth tiger?
Ans: He became furious and even threatened the dewan, showing his desperation
and obsession with finding the last tiger to complete his goal.

Q.8. Describe the Maharaja’s behavior when he finally found the hundredth tiger.
Ans: He was overjoyed and shot at the tiger, but unknown to him, he missed.
However, his men secretly killed the tiger later to keep him unaware of his
failure.

Q.9. What was ironic about the Tiger King’s death?

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Ans: The irony is that despite killing ninety-nine tigers to avoid death by a tiger, he
died from an infection caused by a sliver from a toy tiger, which was a gift for
his son, proving the prophecy right in an unexpected way.

8. Long Questions
Q.1. Discuss how Kalki uses irony in The Tiger King to critique the Maharaja’s
obsession with hunting tigers. Provide examples from the story.
Ans: Kalki uses irony throughout The Tiger King to highlight the futility of the
Maharaja’s obsession and to criticize blind arrogance. The most prominent
irony is that the Maharaja’s relentless efforts to kill a hundred tigers to avoid
death by a tiger ironically lead to his death by a toy tiger. Despite going to
extreme lengths—banning others from hunting, marrying for access to more
tigers, bribing the British officer, and risking his life—the Maharaja’s end comes
not from a living tiger, but from a sliver in a wooden toy. This ironic twist
underscores the futility of human efforts to defy fate and mocks the Maharaja’s
misplaced priorities.
Key Points:
• Irony of the Prophecy: The Maharaja kills ninety-nine tigers to avoid death by
a tiger, yet dies due to a toy tiger.
• Maharaja’s Obsession: His single-minded focus blinds him to other duties and
morals.
• Misplaced Priorities: Kalki critiques how rulers often ignore real
responsibilities in favor of personal whims.
• Ironic Death: The Maharaja dies from a minor wound caused by a toy,
illustrating the futility of defying fate.

Q.2. Explain the significance of the prophecy in The Tiger King and how it drives the
plot and character development of the Maharaja.
Ans: The prophecy that the Maharaja would die due to a tiger shapes the entire
narrative. It instills fear in the young prince, who, as he grows into the
Maharaja, becomes determined to defy it by killing a hundred tigers. The
prophecy transforms him from a skeptical young man into an obsessive,
authoritarian ruler who goes to extremes to achieve his goal. This obsession
leads him to neglect other responsibilities, exploit his position, and become a
ruthless hunter, revealing his insecurities and arrogance. His character arc—
from disbelief to obsession, and finally to his ironic death—demonstrates the
inevitability of fate and the limitations of human control.
Key Points:
• Driving Force: The prophecy motivates all of the Maharaja’s actions.
• Character Development: It reveals the Maharaja’s transformation into an
autocratic ruler.
• Obsession with Fate: Shows his desperate attempts to control his destiny.
• Inevitable Irony: Despite his efforts, the prophecy fulfills itself in an
unexpected way.

Q.3. Describe the relationship between the Maharaja and his subjects in The Tiger
King. How does the Maharaja’s obsession affect those around him?
Ans: The Maharaja’s obsession with killing tigers places a tremendous burden on his
subjects. His authoritarian rule forces them to obey every order related to tiger
hunting, and they suffer the consequences of his whims. For example, he issues
a blanket ban on anyone else hunting tigers, affecting local livelihoods. He even
threatens and intimidates officials who cannot fulfill his demands, showing how
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 his obsession leads him to disregard the well-being and freedom of his people.
The dewan and other officials live in constant fear of his unpredictable
reactions, demonstrating the negative impact of despotic leadership on the lives
of subordinates.
Key Points:
• Authoritarian Rule: The Maharaja’s obsession leads him to exert control over
his subjects.
• Impact on Local Life: Hunting is restricted, and villagers face the
consequences of his ban.
• Fear and Obedience: Officials are forced to comply with his demands, showing
the toxic effects of his rule.
• Exploitation of Power: Kalki highlights the flaws of leaders who prioritize
personal goals over their responsibilities.

Q.4. How does The Tiger King reflect Kalki’s views on the nature of power and
authority? Illustrate with examples.
Ans: In The Tiger King, Kalki critiques the nature of power and authority, showing
how absolute power often corrupts leaders and blinds them to their true
responsibilities. The Maharaja’s obsession with tiger hunting to defy a prophecy
shows his misuse of power. He bends laws, bribes officials, and imposes his will
without regard for others. His inflated sense of self-importance and desire to
prove his invincibility reveal his fragile ego and insecurity. Through the
Maharaja’s downfall, Kalki suggests that power without accountability and
humility can lead to destructive decisions and, ultimately, to one’s own ruin.
Key Points:
• Corruption of Power: The Maharaja’s misuse of authority in his quest to kill a
hundred tigers.
• Insecurity and Ego: His actions reveal a deep-seated fear and need to control
his destiny.
• Power’s Impact on Morality: Shows how power blinds him to ethics and
responsibilities.
• Downfall as a Lesson: Kalki suggests that unchecked power ultimately leads to
self-destruction.

Q.5. In The Tiger King, the Maharaja disregards the lives of tigers to fulfill his
ambition, whereas in The Enemy, Dr. Sadao risks his life to save another.
Discuss how these stories reflect the values of respect for life and ethical
responsibility.
Ans: The Tiger King presents a ruler who sees life only as a means to fulfill his
prophecy, valuing his personal safety above the lives of the tigers. His lack of
respect for the natural world and disregard for the well-being of animals
highlight a failure in ethical responsibility and empathy. Conversely, in The
Enemy, Dr. Sadao demonstrates profound respect for life by saving an enemy
soldier, despite the potential repercussions. This act reflects his commitment to
the medical ethics that prioritize life above all else. Through these characters,
the stories convey that respect for life and ethical responsibility are paramount.
While the Maharaja’s actions lead to a meaningless death, Dr. Sadao’s selfless
decision elevates him morally, showing that a true sense of duty involves
placing life and ethics above personal or political gain.
Key Points:
• Respect for Life: The Maharaja’s disregard vs. Dr. Sadao’s reverence for life.

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 • Ethical Responsibility: Dr. Sadao upholds medical ethics, while the Maharaja
disregards moral values.
• Message on Humanity: True ethics require respect for all life, beyond personal
ambition or prejudice.
• Outcome of Choices: Maharaja’s downfall vs. Dr. Sadao’s moral elevation
reflects the results of their choices.

9. Higher Order Thinking Skills (HOTS)

Q.1. In The Tiger King, the Maharaja prioritizes personal ambition over his
responsibility as a king. Reflect on how leaders should balance personal desires
with public responsibilities. Discuss with reference to the story and
contemporary examples.
Ans: In The Tiger King, the Maharaja’s obsession with killing a hundred tigers to defy
a prophecy showcases his disregard for his duties as a ruler. His personal goal
leads him to impose restrictions on tiger hunting, manipulate his officials, and
ignore the well-being of his kingdom. Kalki critiques leaders who let personal
ambitions take precedence over public welfare. True leadership requires
selflessness, responsibility, and a focus on the greater good, rather than
personal desires. When leaders ignore their responsibilities, it often results in
harm to the public and ultimately to themselves, as seen in the Maharaja’s
ironic death. Contemporary leaders who focus on short-term personal or
political gains often lose the respect of their people and may leave a negative
legacy. Thus, Kalki’s story serves as a reminder of the value of prioritizing
collective well-being over individual ambition.
Key Points:
• Personal Ambition vs. Public Responsibility: The Maharaja’s fixation on the
prophecy leads to neglect of his duties.
• True Leadership Values: Emphasis on humility, selflessness, and dedication to
public welfare.
• Consequences of Neglect: Leaders who pursue personal goals over
responsibilities may harm both the public and their legacy.
• Contemporary Relevance: Examples of modern leaders who either uphold or
fail in their duties can further illustrate this theme.

Q.2. The Maharaja’s irrational obsession with the prophecy in The Tiger King
ultimately leads to his downfall. Discuss the importance of rational decision-
making and critical thinking, especially in positions of power. How could the
Maharaja’s story have been different with these skills?
Ans: The Maharaja’s downfall in The Tiger King illustrates the dangers of allowing
superstition and irrational thinking to influence decisions, especially in
leadership. The Maharaja is so focused on avoiding death by a tiger that he
makes impulsive, irrational choices—imposing bans, threatening officials, and
even neglecting his kingly duties—all of which reflect poor decision-making. If
he had approached the prophecy rationally, he could have focused on his
responsibilities and not let fear drive him. Leaders must rely on critical thinking
and rational decision-making to guide their actions, ensuring they make
choices that benefit the community. Rationality enables leaders to respond
thoughtfully to challenges rather than succumbing to fear or superstition. Had
the Maharaja used these skills, he might have focused on improving his
kingdom, avoided unnecessary conflict, and perhaps lived a longer, more
respected life.
Key Points:
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 • Rationality in Decision-Making: The story highlights the pitfalls of impulsive,
fear-driven choices in leadership.
• Critical Thinking: Leaders need to think critically to make fair and beneficial
decisions for their people.
• Consequences of Irrational Obsessions: Superstition-driven decisions can
have negative consequences, as seen with the Maharaja.
• Alternate Path: With rationality, the Maharaja’s legacy and impact on his
kingdom could have been positive.

Q.3. The Tiger King highlights the Maharaja’s complete disregard for the environment
in his quest to kill a hundred tigers. Discuss how Kalki’s story underscores the
importance of environmental conservation and responsible leadership.
Ans: Kalki’s The Tiger King underscores the Maharaja’s reckless disregard for wildlife
as he pursues his obsession with killing tigers. This reflects a broader theme
about the consequences of exploiting nature for personal gains. The Maharaja’s
actions not only diminish the tiger population but also disrupt the ecological
balance, showing his disregard for the natural world. Kalki’s narrative serves as
a critique of irresponsible leaders who prioritize personal ambitions over
environmental stewardship. In today’s world, where environmental conservation
is crucial, responsible leadership requires protecting natural resources and
promoting sustainability. The Maharaja’s behaviour serves as a warning about
the long-term damage that can result from neglecting environmental
responsibility, highlighting the need for policies that respect and preserve
nature for future generations.
Key Points:
• Environmental Neglect: The Maharaja’s actions threaten the tiger population
and ecological balance.
• Responsible Leadership: Kalki critiques leaders who disregard environmental
welfare for personal gains.
• Contemporary Relevance: The story reflects the modern need for
sustainability and conservation efforts.
• Long-Term Impact: Responsible leaders must prioritize the environment to
prevent future ecological crises.

Q.4. Reflect on how The Tiger King addresses the consequences of ego and pride in
leadership. What lessons can contemporary leaders draw from the Maharaja’s
story about humility and self-awareness?
Ans: In The Tiger King, the Maharaja’s actions are driven by an inflated ego and a
desire to prove himself above the prophecy, which leads to his downfall. His
pride prevents him from listening to others or reflecting on his own decisions,
which ultimately results in a tragic and ironic death. Kalki’s portrayal of the
Maharaja’s character illustrates the dangers of ego in leadership, where pride
blinds leaders to their flaws and prevents them from seeking counsel or
acknowledging their mistakes. Contemporary leaders can learn from the
Maharaja’s story that humility and self-awareness are essential to effective
leadership. Leaders who practice humility are more likely to make thoughtful
decisions, build trust with their followers, and avoid the pitfalls of arrogance.
Kalki’s story reminds leaders that self-awareness and modesty can prevent
reckless actions and ensure a legacy of respect and positive impact.
Key Points:
• Ego and Pride in Leadership: The Maharaja’s arrogance blinds him to his
responsibilities and consequences.
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 • Importance of Humility: Kalki emphasizes the need for humility in leadership
to avoid reckless behaviour.
• Self-Awareness: Leaders should be open to reflection and feedback to avoid
mistakes.
• Lesson for Modern Leaders: Humility fosters respect and helps leaders
maintain a positive legacy.

Q.5. Both The Tiger King and The Enemy explore themes of power and moral duty.
Compare the Maharaja’s sense of responsibility with Dr. Sadao’s ethical
decisions. What do these stories convey about the values leaders and
individuals should uphold?
Ans: In The Tiger King, the Maharaja uses his power to serve personal ambitions,
showing little regard for moral duty. His obsession with killing a hundred tigers
to avoid his death prophecy makes him exploit his power and ignore his
responsibilities as a ruler, prioritizing his ego over his people’s welfare. This
contrasts sharply with Dr. Sadao in The Enemy, who, despite the risks to his
safety, chooses to save an enemy soldier due to his commitment to his medical
oath. Dr. Sadao values human life and makes a decision guided by compassion
and ethics rather than self-interest. Both stories illustrate that true leaders and
individuals should uphold values such as compassion, responsibility, and
moral integrity. The Maharaja’s story serves as a caution against power-driven
arrogance, while Dr. Sadao’s actions show that real strength lies in prioritizing
humanity and ethical duties over personal or national biases.
Key Points:
• Power and Responsibility: The Maharaja’s abuse of power vs. Dr. Sadao’s
ethical use of skill.
• Moral Duty vs. Self-Interest: Dr. Sadao prioritizes ethics, while the Maharaja
serves his ego.
• Values in Leadership: Compassion and integrity are essential in both
leadership and personal conduct.
• Lesson for Society: True strength is demonstrated through moral actions, not
self-serving power.

Q.6. The Maharaja in The Tiger King and Dr. Sadao in The Enemy make contrasting
choices driven by ego and empathy. Analyze how these choices shape their
legacies and what they reveal about the values of empathy and humility.
Ans: The Maharaja’s choices in The Tiger King are guided by ego and a desire to defy
fate. His actions—killing tigers and disregarding ethical considerations—reflect
arrogance and lead to his ironic death, tarnishing his legacy. His lack of
empathy and humility isolates him, preventing him from realizing the
consequences of his actions on his people and the environment. Dr. Sadao in
The Enemy, however, is guided by empathy and humility, risking his life to save
an enemy soldier. His actions, rooted in kindness and respect for life, create a
legacy of moral strength and compassion. These contrasting choices reveal that
empathy and humility are essential for a positive legacy. Through the
Maharaja’s downfall and Dr. Sadao’s moral victory, the stories emphasize that
legacies shaped by empathy and humility endure positively, while those built on
ego lead to ruin.
Key Points:
• Ego vs. Empathy: The Maharaja’s ego-driven actions vs. Dr. Sadao’s empathy-
based decisions.

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 • Humility in Actions: Dr. Sadao’s humble respect for life contrasts with the
Maharaja’s arrogance.
• Legacy and Moral Impact: Empathy and humility contribute to a lasting,
positive legacy.
• Moral Reflection: Kalki and Buck suggest that self-centered actions lead to
downfall, while selfless ones uplift.

10. Study beyond the Chapter

1. Exploring Satire in Literature
• George Orwell’s Animal Farm and Jonathan Swift’s Gulliver's Travels are classic
examples of satire that critique power, human folly, and societal structures,
much like The Tiger King.
• Research on Indian Satirical Writings: Reading works by authors like R.K.
Narayan and Shashi Tharoor can give insight into how Indian writers use satire
to critique social issues.

2. The Colonial Era and Its Influence on Indian Literature

3. Environmental Conservation and Wildlife Protection
• “The Man-Eaters of Kumaon” by Jim Corbett: This book provides real-life
accounts of tiger hunting but from the perspective of a hunter-turned-
conservationist. It’s a fascinating read to understand the tiger’s role in Indian
culture and ecology.
• Articles on Wildlife Conservation in India:

4. Power, Pride, and Fate in Literature and Philosophy

5. Author Background and the Dravidian Literary Movement

• Biographies or Articles on Kalki Krishnamurthy: Kalki was a key figure in the
Tamil literary renaissance, and reading about his life and other works can offer
insight into his unique style, patriotism, and the social issues he advocated for.
• Reading Kalki’s Novels: Ponniyin Selvan and Sivagamiyin Sabatham are two of
Kalki’s historical novels that showcase his storytelling skill, offering a deep dive
into Indian history and cultural heritage.

6. Understanding Irony and Symbolism.

• Short Stories with Symbolism: Stories like Anton Chekhov’s The Bet or O.
Henry’s The Gift of the Magi use symbolism and irony effectively, which are
techniques Kalki employs in his depiction of the tiger and the Maharaja’s fate.

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 Chapter 3 : JOURNEY TO THE END OF THE EARTH

1. Name of writer : Tishani Doshi

2. About Writer: (Brief introduction & works):

Tishani Doshi is an acclaimed Indian poet, novelist, and dancer, known for her
lyrical and evocative writing. Doshi was born in 1975 in Chennai, India, to a
Welsh mother and a Gujarati father, which has contributed to her nuanced
perspective on cultural hybridity. Her works often explores themes of identity,
the female experience, mortality, and the intersection of body and geography.
Her poetic works include Countries of the Body (2006), Everything Begins
Elsewhere (2012), A God at the Door (2021). In 2006 she won the Forward Prize
for Best First Collection, Countries of the Body.
Her novels include The Pleasure Seekers (2010) and Small Days and Nights
(2019). She also regularly contributes essays and articles to various
publications, offering her insights on literature, dance, and the cultural
landscape. Her work has appeared in The Guardian, Granta, and The Hindu.

3. Brief of Chapter:
The story is about the author’s experience in Antarctica. It explores the concept
of the richness of history, beauty, and mystery that Antarctica unfolds in front
of her. She believes that if anyone wants to learn about the Earth’s past,
present, and future then Antarctica is the place to be. The chapter aims at
convincing people to respect the mother earth and understand the impact of
human activities on climate change and environmental damage caused to the
Earth and its natural phenomena. The author tries to share that Earth has a
rich history, an important past, and an essential future which can be best
understood by visiting Antarctica. She says that humans, especially
students/youth must visit Antarctica to understand how earth was formed,
what is happening to it at the present, and what consequences we might have
to face in the future if we don’t stop polluting our natural resources. She
believes that programmes like ‘Students on Ice’ started by Geoff Green can offer
the future generation of policy-makers a life-changing experience at an age
when they’re ready to absorb, learn, and most importantly, act.

4. Difficult Words (List only) :

i) Mind-boggling
ii) Unmitigated
iii) Thrive
iv) Austral
v) Pristine
vi) Paltry
vii) Prognosis
viii) Calving
ix) Ruckus
x) Contested
xi) Etching
xii) Foster
xiii) Carting
xiv) Blasé
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 xv) Ubiquitous
xvi) Biodiversity
xvii) Phytoplankton
xviii) Ecosystem
xix) Epiphanies
xx) Gangplank
xxi) Glares
xxii) Mammoths
xxiii) Idealism

5. Points to ponder/remember : (10 to 25 very short points in chronology)

a) Doshi's journey with students and scientists emphasizes the remoteness of
Antarctica, highlighting it as the "coldest, driest, and windiest" place on Earth.
b) Tishani Doshi learns about a Russian research ship, Akademik Shokalskiy,
going to Antarctica, the coldest continent. After 100 hours of travel, she arrives
in Antarctica, feeling relieved and amazed by its beauty, loneliness, and
mystery. She is surprised to learn that India and Antarctica were once part of
the same landmass.
c) She explains that 650 million years ago, there was a giant southern
supercontinent called Gondwana. For 500 million years, Gondwana thrived, but
eventually, it broke apart into the countries we know today.
d) Tishani Doshi explores Antarctica, discovering its stunning beauty and deep
historical importance, which greatly impacts her view of Earth's history and
future.
e) It surprises her to learn that Antarctica and India were once part of the same
landmass, highlighting the geological connections that shape our world today.
f) She believes Antarctica reflects the past, present, and future. It's crucial to
understand its geography, climate, and history.
g) The author witnesses the impacts of human activities, such as burning fossil
fuels, which contribute to climate change and the alarming retreat of glaciers
and ice shelves in Antarctica.
h) Through programs like Students on Ice, the author participates in efforts to
educate and inspire young people about environmental conservation,
empowering them to become future saviours of our planet.
i) Based on her experiences, the author believes that young people are crucial in
solving global environmental problems. She stresses how important it is for
them to be actively involved in protecting Earth's natural beauty for future
generations.
j) The author underlines Antarctica’s importance in understanding global
warming and climate change. She observes how even minor changes in this
region’s environment can have a global impact.
k) Doshi reflects on how human activities have affected the Earth, even in the
untouched parts of Antarctica, illustrating the fragility of our planet.
l) Antarctica's simple ecosystem and lack of biodiversity make it a good place to
study how small environmental changes can have big consequences.
m) The author learns about phytoplankton, which are like grasses of the sea that
nourish the Southern Ocean's food chain. Scientists warn that a depleted ozone
layer could affect phytoplankton, which would impact marine animals, birds,
and the global carbon cycle.
n) The author believes that young people are key to solving environmental issues
and protecting the planet for future generations. She participates in programs

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 like Students on Ice, which educate high school students about the
environment.
o) Antarctica's unique ecosystem, including its icebergs, animals like penguins,
and the delicate food chain, is depicted as vital to the global ecological balance.
p) The journey gives Doshi a sense of humility and perspective on humanity's role
in the Earth's future, encouraging readers to recognize their responsibility
toward the environment.
q) Doshi calls for awareness and action to preserve natural ecosystems, urging for
sustainable practices to mitigate climate change impacts.

6. Minimum learning Levels (MLLs) :

In Tishani Doshi's Journey to the End of the Earth, three primary "learning
levels" are explored through her journey to Antarctica:

a) Understanding Earth's Past: The journey allows an understanding of

Earth's history, specifically how continents like Antarctica were once
connected to other landmasses (as part of Gondwana). By observing glaciers,
fossils, and landscape, travelers learn about Earth's geological history,
climate shifts, and the movement of tectonic plates.
b) Awareness of Climate Change: Antarctica serves as a clear indicator of
climate change, as the continent's ice sheets are affected by global warming.
Observing firsthand how rising temperatures impact the region helps
travelers realize the broader environmental consequences, making the
effects of climate change tangible and urgent.
c) Recognizing the Importance of Conservation: The narrator learns about
the delicate balance of the ecosystem in Antarctica, emphasizing the need
for conservation. The stark and untouched beauty of the continent shows
what Earth might have looked like before human intervention, underscoring
the responsibility humans have to preserve it.

Extract Based Questions:

Read the given extract and answer the questions that follow:
A. Early this year, I found myself aboard a Russian research vessel the Akademik
Shokalskiy heading towards the coldest, driest, windiest continent in the world:
Antarctica. My journey began 13.09 degrees north of the Equator in Madras, and
involved crossing nine time zones, six checkpoints, three bodies of water, and at
least as many ecospheres.

Q.1. Name the chapter from which the following extract has been taken.
A Evans Tries an O Level
B Memories of Childhood
C The Tiger King
D Journey to the End of the Earth
Ans. D Journey to the End of the Earth

Q.2. Who is ‘I’ in the above lines?

A Tishani Doshi
B Kalki
C Pearl S Buck
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 D William Saroyan
Ans. A Tishani Doshi
3. What was Akademik Shokalskiy?
A A Boat
B A Canoe
C A Watercraft
D All of these
Ans. C A Watercraft

4. Where was the narrator going on her journey?

A Amsterdam
B Antarctica
C Australia
D America
Ans. B –Antarctica

B. By the time I actually set foot on the Antarctic continent I had been travelling over
100 hours in combination of a car, an aeroplane and a ship; so, my first emotion
on facing Antarctica’s expansive white landscape and uninterrupted blue horizon
was relief, followed up with an immediate and profound wonder. Wonder at its
immensity, its isolation, but mainly at how there could ever have been a time
when India and Antarctica were part of the same landmass.

Q.1. What do you mean by the horizon?

A The apparent boundary between the sky and the earth
B The apparent boundary between the sky and the solar system
C Both A and B
D None of these
Ans. A the apparent boundary between the sky and the earth

Q.2. How much time did it take to get to Antarctica?

A 100 Hours
B 150 Hours
C 200 Hours
D 250 Hours
Ans. A 100 Hours

Q.3. As they arrived in Antarctica, what feelings did the narrator experience?
A Stressed
B Distressed
C Relieved
D Baffled
Ans. C Relieved

Q.4. Find out the synonym of the word ‘Immense’ from the following?
A Tiny
B Monstrous
C Lagged

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 D None of these
Ans. B Monstrous

C. Six hundred and fifty million years ago, a giant amalgamated southern
supercontinent Gondwana did indeed exist, centred roughly around the present-
day Antarctica. Things were quite different then: humans hadn’t arrived on the
global scene, and the climate was much warmer, hosting a huge variety of flora
and fauna. For 500 million years Gondwana thrived, but around the time when
the dinosaurs were wiped out and the age of the mammals got under way, the
landmass was forced to separate into countries, shaping the globe much as we
know it today.

Q.1. For how long did Gondwana thrive?

A 600 Million years
B 500 Million years
C 400 Million years
D 300 Million years
Ans. B 500 Million years

Q.2. How was the world of Gondwana different from our own?
A It was cooler
B It was warmer
C It was hotter
D Both B and C
Ans. D Both B and C

Q.3. What does “Wipe out” mean as a phrasal verb?

A Cleaned
B Disappeared
C Removed
D All of these
Ans. D All of these

Q.4. Gondwana did indeed exist, centred roughly around the present- day
______________.
A Asia
B Arctic
C Africa
D Antarctica
Ans. D Antarctica

D. Read the given extract and answer the questions that follow:
For a sun-worshipping South Indian like myself, two weeks in a place where 90
percent of the Earth’s total ice volumes are stored is a chilling prospect (not just
for circulatory and metabolic functions, but also for the imagination). It’s like
walking into a giant ping-pong ball devoid of any human markers – no trees,
billboards, buildings. You lose all earthly sense of perspective and time here. The
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 visual scale ranges from the microscopic to the mighty: midges and mites to blue
whales and icebergs as big as countries (the largest recorded was the size of
Belgium). Days go on and on and on in surreal 24-hour austral summer light, and
a ubiquitous silence, interrupted only by the occasional avalanche or calving ice
sheet, consecrates the place. It’s an immersion that will force you to place
yourself in the context of the earth’s geological history. And for humans, the
prognosis isn’t good.

Q.1. How long was the narrator in Antarctica and the surrounding area?
A 14 Days
B 16 Days
C 18 Days
D 12 Days
Ans. A 14 Days

Q.2. In the line “It’s like going into a gigantic ping-pong ball,” what literary
device is employed?
A Transferred Epithet
B Metaphor
C Alliteration
D Simile
Ans. D Simile

Q.3. Find out the synonym of ‘Ubiquitous’ from the following?

A Present Everywhere
B Omnipresent
C That is everywhere present
D All of these
Ans. D All of these

Q.4. Where was the author originally from?

A North India
B South India
C East India
D West India
Ans. B South India

E. Read the given extract and answer the questions that follow:
The Shokalskiy had managed to wedge herself into a thick white stretch of ice
between the peninsula and Tadpole Island which was preventing us from going
any further. The Captain decided we were going to turn around and head back
north, but before we did, we were all instructed to climb down the gangplank and
walk on the ocean. So there we were, all 52 of us, kitted out in Gore-Tex and
glares, walking on a stark whiteness that seemed to spread out forever.
Underneath our feet was a metre-thick ice pack, and underneath that, 180 metres
of living, breathing, salt water.

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Q.1. How many students were part of the ‘Students on Ice’ Programme?
A 52
B 54
C 56
D 58
Ans A 52

Q.2. What did the captain instruct to the students?

A To go and swim
B To collect the water
C To climb down the gangplank
D To walk on the water
Ans C To climb down the gangplank

Q.3. What do you mean by Gore-tex?

A Tax paid to government
B A Teflon Fabric
C Fabric that makes the skin fairer.
D All of these
Ans. B A Teflon Fabric

Q.4. Mention the complete name of Shokalskiy.

A Akademik Shokalskiy
B Academik Shokalskiy
C Akademic Shokalskiy
D None of these
Ans A Akademik Shokalskiy

F. Read the given extract and answer the questions that follow:
Nine time zones, six checkpoints, three bodies of water and many ecospheres
later, I was still wondering about the beauty of balance in play on our planet.
How would it be if Antarctica were to become the warm place that it once used to
be? Will we be around to see it, or would we have gone the way of the dinosaurs,
mammoths and wooly rhinos? Who’s to say? But after spending two weeks with
a bunch of teenagers who still have the idealism to save the world, all I can say
is that a lot can happen in a million years, but what a difference a day makes!

Q.1. Find out the synonym of ‘Mammoth’ from the following?

A Huge
B Gigantic
C Massive
D All of these
Ans D All of these

Q.2. How many time zones did the narrator cross?

A9
B 10
C 11

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 D 12
Ans A9

Q.3. What kind of place was Antarctica earlier?

A Cooler
B Warmer
C Balanced
D None of these
Ans B Warmer

Q.4. What idealism do the bunch of teenagers have, according to the author?
A To be independent
B To follow their dreams
C To make a career
D To save the world
Ans D To save the world

G. Read the given extract and answer the questions that follow: (
Students on Ice, the programme I was working with on the Shokalskiy, aims to do
exactly this by taking high school students to the ends of the world and providing
them with inspiring educational opportunities which will help them foster a new
understanding and respect for our planet. It’s been in operation for six years now,
headed by Canadian Geoff Green, who got tired of carting celebrities and retired,
rich, curiosity-seekers who could only ‘give’ back in a limited way. With Students
on Ice, he offers the future generation of policy-makers a life-changing experience
at an age when they’re ready to absorb, learn, and most importantly, act.

Q.1. Complete the sentence appropriately, with reference to the extract. The
writer refers to the educational opportunities as ‘inspiring’ because
________________.
Ans these will help them foster a new understanding and respect for our planet.

Q.2. Which of the following would NOT be ‘a life changing experience’?

A Being given the lead role in a play.
B Going on an adventure trip.
C Playing a video game.
D Meeting a great leader, you admire.
Ans C Playing a video game.

Q.3. Select the most suitable title for the given extract.
A Adventure with a Mission
B Adventure – The Spice of Life
C The Wanderlust
D Students of the Future
Ans D Students of the Future

Q.4. Why does the writer refer to ‘act’ as more important than ‘absorb’ or
‘learn’?

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Ans It’s also possible that the writer is emphasizing the importance of taking action
over simply learning for the purpose of inspiring and motivating their audience.
They may believe that encouraging people to take action, rather than just
passively absorbing information, is more likely to lead to positive results.

7. Short Questions (10 to 12 Question with Key Points) :

a) Why does the author refer to Antarctica as the "end of the Earth"?
● Antarctica is geographically the southernmost part of the planet,
considered a remote and isolated location, hence "the end."
b) What changes does the author observe in Antarctica due to climate
change?
● Melting ice caps, disappearing glaciers, and the effect of rising
temperatures on the environment.
c) What environmental concerns does Doshi highlight through her
journey to Antarctica?
• She highlights climate change and global warming, which are causing
melting glaciers and rising sea levels.
d) Why is Antarctica considered crucial for studying climate change?
• Antarctica’s ice sheets hold important climate data that help scientists
understand past and present climate patterns.
• It acts as an indicator of global warming, as temperature rises directly
impact ice melt and sea levels.
e) What is the purpose of the Students on Ice program?
● To provide students with the opportunity to visit Antarctica and learn
about its ecosystem, climate change, and the importance of preserving
the environment.
f) What was Gondwana land, and how did it shape the present-day
continents?
● Gondwana land was an ancient supercontinent that existed millions of
years ago.
● It eventually split into the landmasses we know today, including Africa,
South America, Australia, Antarctica, and the Indian subcontinent.
g) How does the history of Gondwana land help scientists understand
Antarctica’s geological significance?
● Gondwana land’s breakup provides insights into continental drift and the
formation of Earth's current landscapes.
● Antarctica’s climate, geology, and biodiversity are shaped by its history
as part of Gondwana, making it a key area for studying Earth’s past.
h) What role do phytoplankton play in Antarctica's ecosystem?
● Phytoplankton are a primary food source for marine organisms,
supporting the Antarctic food web, especially krill, fish, and whales.
● They are crucial for maintaining the balance of the ecosystem in the
Southern Ocean.
i) Why are phytoplankton important in regulating the Earth’s climate?
• Phytoplankton absorb carbon dioxide during photosynthesis, helping
reduce atmospheric CO₂ levels and mitigate global warming.
• They produce a significant amount of Earth's oxygen, contributing to the
planet's overall atmospheric balance.
j) How does the existence of phytoplankton in Antarctic waters
demonstrate the interconnectedness of global ecosystems?

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 ● Phytoplankton’s role in carbon absorption and oxygen production links
Antarctica’s ecosystem to global climate regulation.
● Their health affects marine food chains and the balance of the global
carbon cycle, impacting ecosystems worldwide.
k) How does the author feel about the impact of human activity on
Antarctica?
● The author expresses concern over the impact of human activities,
particularly climate change and environmental degradation, on this
pristine region.
● Melting glaciers are a concern as they are important in regulating the
Earth's climate and sea levels, and their melting due to warming
threatens global ecosystems.

8. Long Questions (03 - 04 Question with Key Points) :

a) The chapter discusses the concept of geological time and evolution in the
context of Antarctica. How does the author connect this concept with the
current environmental crisis, and what does she suggest about human impact
on the planet? Provide examples from the chapter to support your response.
i) Geological Time: The author refers to Antarctica’s geological history to
highlight how the Earth has evolved over millions of years.
ii) Human Impact: The human-made environmental crisis contrasts sharply
with the slow and steady pace of geological time, indicating how quickly we
are altering the Earth’s climate and ecosystems.
iii) Environmental Crisis: The author connects human activity (like carbon
emissions) to the rapid changes occurring in the environment, especially in
polar regions.

b) Explore the significance of the title, Journey to the End of the Earth. What does
"the end of the earth" symbolize in terms of human exploration, environmental
awareness, and the limits of human intervention? How does the journey to
Antarctica challenge the author’s perceptions about human control over
nature?
i) Symbolism: "The End of the Earth" represents the farthest, most extreme
place on Earth—Antarctica—highlighting the fragile and untouched nature
of the continent.
ii) Human Exploration: The title emphasizes humanity's relentless quest to
explore and understand remote parts of the Earth.
iii) Limits of Human Control: It challenges the notion of human dominance
over nature, as Antarctica's pristine ecosystem remains largely beyond
human reach and control.
iv) Environmental Awareness: The title may also refer to the endpoint of
Earth's current ecological state if global warming continues unchecked.

c) Discuss the significance of Gondwana land and phytoplankton as presented in

Tishani Doshi’s "Journey to the End of the Earth." How do these elements
illustrate the historical and ecological importance of Antarctica, and what
lessons do they offer about the interconnectedness of global ecosystems and the
impact of climate change?
i) Gondwana Land’s Historical Significance
ii) Understanding Antarctica through Gondwana
iii) Role of Phytoplankton in the Antarctic Ecosystem
iv) Phytoplankton’s Climate-Regulating Function
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 v) Impact of Climate Change on Phytoplankton and Ecosystems
vi) Reminder on Environmental Responsibility and Climate Change

d) How do "The Tiger King", "The Enemy", and "Journey to the End of the Earth"
explore the themes of human arrogance, ethical boundaries, and the
consequences of man's relationship with nature and other beings, and how do
these narratives encourage reflection on our responsibilities toward both
humanity and the environment?
i) Human Arrogance and Power
ii) Ethical Boundaries and Compassion
iii) Human-Nature Relationship
iv) Consequences of Exploiting Nature and Other Beings
v) Call for Reflection on Human Responsibility

9. Higher Order Thinking Skills (HOTS)

1. In what ways does the journey to Antarctica transform the author’s
understanding of humanity’s role in climate change?
2. How does the concept of "Students on Ice" reflect the relationship between
education and environmental conservation?
3. Why might the author describe Antarctica as a "blank slate"? How does this
relate to the themes of preservation and responsibility?
4. How does the author balance scientific observations with personal reflections,
and what effect does this have on the narrative?

10. Study beyond the Chapter (To develop the reading habit) :
1. Look for books or articles on Antarctic exploration, environmental science, and
climate change.
2. Read historical fiction or memoirs of explorers, like Endurance by Alfred
Lansing about Ernest Shackleton’s Antarctic expedition. Mixing genres keeps
reading interesting.
3. For deeper engagement, explore scientific articles or magazines (like National
Geographic or Scientific American) that cover ecosystems, marine life, or
climate studies.

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 Chapter 4 : The Enemy

1. Name of the writer : Pearl S. Buck

2. About writer (Brief Introduction & works) :

Pearl S. Buck is an American writer and novelist. She is the first American
woman to win the Nobel Prize in Literature. Buck had also devoted a part of her
life to various.

3. Brief of Chapter:
Part1. The scene of action is a spot on the Japanese coast. Dr Sadao Hoki’s house was
a low, square stone built house. It was set upon rocks well above a narrow
beach outlined with bent pines. Sadao’s father had a deep concern for his son’s
education. So Sadao had been sent to America at twenty-two to learn all that
could be learned of surgery and medicine there. He returned at thirty. He
became famous not only as a surgeon but as a scientist also.
Part2. It was the time of the World War. Japan was at war with America. Dr Sadao had
not been sent abroad with the troops. The old General was under medical
treatment and he might need an operation. So, Dr Sadao was being kept in
Japan.
Sadao watched mists hide outlines of a little island near the shore. Then it
came creeping up the beach below his house. His wife, Hana, came out and put
her hand on his arm. It gave him pleasure. Then she laid her cheek against his
arm.
At this moment, both of them saw something black come out of the mists. It
was a man. He staggered a few steps. Then the curled mists hid him again.
Hana and Sadao leaned over the railing of the veranda. They saw a man
crawling on his hands and knees. Then he fell down on his face and lay there.
They thought that it was perhaps a fisherman who had been washed from his
boat.
When they came towards him, they saw that he was wounded. He lay
motionless. They saw his face. Hana whispered that he was “a white man”.
Sadao began to search for the wound. Blood flowed freshly at his touch. In
order to stanch the fearful bleeding, he packed the wound with the sea moss.
The man was unconscious. He moaned with pain in his stupor but he did not
awaken.
Sadao muttered, “What shall we do with this man?” He said that the best thing
that they could do was to put him back in the sea. Hana agreed with it. Sadao
explained that it was a difficult situation. If they sheltered a white man in their
house, they would be arrested. If they turned him over as a prisoner, he would
certainly die. They were staring upon the inert figure with a curious repulsion.
Then they tried to find out what he was. He looked American. The battered cap
had faint lettering “US Navy”. They concluded that he was a sailor from an
American warship. The man was a prisoner of war. He had escaped and was
wounded in the back.
Hana asked Sadao if they were able to put him back into the sea. Sadao
hesitated. If the man had been whole, he could be turned over to the police

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 without difficulty as he was his enemy. All Americans were his enemy. But
since he was wounded they should not throw him back to the sea.
Part3. Hana observed that there was only one thing left to do. They must carry him
into their house. Sadao was not sure about the reaction of the servants. Hana
suggested that they must tell the servants that they intended to give him to the
police. She said that they must do so, otherwise all of them would be in danger.
Together they lifted the man. He was very light. They carried him up the steps
and into the side door of the passage. They carried him to an empty bedroom.
Since the man was quite dirty, Sadao suggested that he had better be washed.
If she fetched the water, he would wash the man. Hana could not bear him to
touch the man. She offered to tell the maid Yumi. Sadao took the responsibility
of informing others.
The pallor of the unconscious man’s face moved him first to stoop and feel his
pulse. It was faint but it was there. He put his hand against the man’s cold
breast. The heart too was yet alive. Sadao observed that he would die unless
operated upon. The man was very young perhaps not even twenty-five. The man
had to be washed first. However, the servants refused to do so. They did not
want their master to heal the enemy.
Hana washed the man till his upper body was quite clean. Sadao put his
instruments upon a sterilised towel. He began to wash the man’s back
carefully. He asked Hana to give the anaesthetic if he needed it. Hana choked.
She clapped her hands to her mouth and ran out of the room. He heard her
retching in the garden. She had never seen an operation.
Sadao proceeded swiftly. Hana came in. Sadao asked her to saturate the cotton
and hold it near his nostrils. She had to move it away a little when he breathed
badly. Then Sadao got busy. He felt the tip of his instrument strike against
something hard. It was just near his kidney. Then with the cleanest and most
precise incision, the bullet was out. The man quivered, but he was still
unconscious. Sadao gave him an injection and the man’s pulse grew stronger.
Hana had to serve the young man herself, for none of the servants would enter
the room. The man grew stronger day by day. The servants decided to quit if
their master kept the enemy hidden there. On the seventh day, the servants left
together. Hana carried the morning food to the prisoner. On coming back, she
asked Sadao why they could not see clearly what they ought to do.
Part4. In the afternoon, a messenger came in official uniform. He asked Dr Sadao to
come to the palace at once as the old General was in pain. Hana breathed a
sigh of relief. When Sadao came to say good bye, she revealed her fear. She had
thought that they had come to arrest him. Sadao promised to get rid of that
man for her sake.
Sadao told the General about the man he had operated upon. The General
acknowledged why Sadao was indispensable to him. The General promised to
send his private assassins to kill the man and remove his body. He asked Sadao
to leave the outer partition of the white man’s room to the garden open while he
slept.
Sadao went home, thinking over the plan. He would tell Hana nothing. He was
surprised to see the young American out of bed and preparing to go into the
garden. He complained that the muscles on one side felt stiff. Dr Sadao said
that exercise and massage will be helpful. He then asked Tom, the young
American to go to bed. Sadao slept badly that night.

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 The next morning, Sadao went to the guest room and found him asleep. The
second night also passed. The young man was still there. He had shaved
himself. There was a faint colour in his cheeks.
Dr Sadao told him that he was quite well then. He offered to put his boat on the
shore that night. It would have food and extra clothing in it. Tom might be able
to row to that little island not far from the coast. It had not been fortified.
Nobody lived there as it was submerged in storm. Since it was not the season of
storm, he could live there till he saw a Korean fishing boat pass by.
As soon as it was dark, Sadao made preparations to help the young man
escape. He gave him his flashlight. He asked him to give him two flashes as the
sun set in case his food ran out. In case he was still there and all right, he was
to signal him only one. He was warned not to signal in darkness, for it would be
seen. The prisoner was now dressed in Japanese clothes. A black cloth was
wrapped round his blond head. He found the way to the boat. Sadao waited till
he saw one flash from the shore.
Dr Sadao had been called in the night to perform an emergency operation on
the General. It involved his gall bladder. For twelve hours Sadao had not been
sure the General would live. Then he began to breathe deeply again and to
demand for food. Sadao had not been able to ask about the assassins. So far as
he knew they had never come. The servants had returned. The room was
cleaned.
One week after the operation, Sadao felt that the General was well enough to be
spoken to about the prisoner. Sadao informed him that the prisoner had
escaped. The General asked the doctor whether he had not promised to kill the
man for the doctor. He then confessed the truth. He had been suffering a great
deal.
So, he thought of nothing but himself. He had forgotten his promise. That night
Sadao waited at dusk for the light from the island. There was none. His
prisoner had gone away and was safe. Sadao wondered why he could not kill
the young man though white people were repulsive.

4. Difficult Words :
➢ Yonder: at some distance in the direction pointed at.
➢ Haori: a loose outer garment worn over the kimono.
➢ Kimono: a traditional Japanese garment. ...
➢ Staggered: walk unsteadily as if about to fall.
➢ Leaned: bent forward.
➢ Spiked: covered with sharp points.
➢ a stain of red: blood stain.
➢ Tended: cared for, looked after.

1. Figure of Speech used in the chapter

Simile: Half-Starved Fowl, Like a fowl
Symbol: Tom's Scars
Verbal Irony: Killing as Kindness
Metaphor: The mists screened them now, He was her enemy, The flicker of
terror

2. Seen passages (Reference to context):

1. Read the given extract and answer the questions that follow:
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 Sadao had taken this into his mind as he did everything his father said, his
father who never joked or played with him but who spent infinite pains upon
him who was his only son. Sadao knew that his education was his father’s chief
concern. For this reason he had been sent at twenty-two to America to learn all
that could be learned of surgery and medicine. He had come back at thirty, and
before his father died he had seen Sadao become famous not only as a surgeon
but as a scientist. Because he was perfecting a discovery which would render
wounds entirely clean, he had not been sent abroad with the troops. Also, he
knew, there was some slight danger that the old General might need an
operation for a condition for which he was now being treated medically, and for
this possibility Sadao was being kept in Japan.

1. What does the word ‘infinite’ mean?

A Calculable
B Sempiternal
C Never ending
D Both B and C
Ans D Both B and C

2. What does the speaker mean by “Perfecting a discovery”?

A Honing the discovery
B Making the discovery perfect
C Making himself perfect for Hana
D Both A and B
Ans D Both A and B

3. Why was Dr. Sadao never sent abroad with the troops?
A For he remained ill
B For the General remained ill
C For the was perfecting a discovery
D Both B and C
Ans D Both B and C

4. What does the word ‘troops’ mean?

A Group of soldiers
B Group of generals
C Group of commanders
D Group of brigadiers
Ans A Group of soldiers

5. Read the given extract and answer the questions that follow:
Dr Sadao Hoki’s house was built on a spot of the Japanese coast where as a
little boy he had often played. The low, square stone house was set upon rocks
well above a narrow beach that was outlined with bent pines. As a boy Sadao
bad climbed the pines, supporting himself on his bare feet, as he had seen men
do in the South Seas when they climbed for coconuts. His father had taken him
often to the islands of those. seas, and never had he failed to say to the little
brave bov at his side, "Those islands yonder, they are the stepping stones to
the future for Japan.” "Where shall we step from them?" Sadao had asked
seriously. "Who knows?" his father had answered. "Who can limit our future? It
depends on what we make it."
Q.1. Complete the sentence appropriately. The phrase 'stepping stone' means,
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Ans. An event or experience that helps you to achieve something else.

Q.2. In the line, "Those islands yonder, they are the stepping stones
to the future for Japan." The word 'yonder' here refers to ………….
(i) close house. (ii) distant
(iii) available (iv) adjacent
Ans. (ii) distant

Q.3. Elaborate in detail about Dr Sadao Hoki's house

Ans. The low, square stone house was set upon rocks well above a narrow beach.

Q.4. What does “Who can limit our future? It depends on what we make it" tell
about Sadao’s father?
Ans. The father of Sadao was visionary.

6. Read the given extract and answer the questions that follow:
"If we sheltered a white man in our house we should be arrested and if we
turned him over as a prisoner, he would certainly die, "Sadao said.
"The kindest thing would be to put him back into the sea," Hana said. But
neither of them moved. They were staring with a curious repulsion upon the
inert figure.
"What is he?” Hana whispered.
“There is something about him that looks American,” Sadao said. He took up
the battered cap. Yes, there, almost gone, was the faint lettering. “A sailor he
said, “from an American warship.” He spelled
it out: “US Navy.” The man was a prisoner of war!
“He has escaped.” Hana cried softly, “and that is why he is wounded.”
“In the back”, Sadao agreed.

Q.1. What is the tone of the speaker in the first line of the extract?
Ans. The speaker’s tone is apologetic here.

Q.2. Why would they be arrested if the sheltered a white man?

i) Japan was at war with America.
ii) They would be marked as traitors.
iii) The white man was an American.
iv) All of these
Ans. iv) All of these

Q.3. The American was shot on the lower ……..

Ans. Part of back

Q.4. How did they figure out that the man was an American?
Ans. With U.S. Navy cap.

7. Short Questions with answers :

Q.1. Why did the General spare the American soldier?
Ans. The General had his own selfish interest in sparing the American soldier. He
knew Dr. Sadao was indispensable to him and did not want him to be arrested.

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 He did not trust other surgeons. In his capacity as a General he should have
had the American soldier arrested but he refrained from it in his personal self-
interest.

Q.2. Why was Dr. Sadao not sent to the battlefield?

Ans. Dr. Sadao was a skilled and reputed surgeon who was in the process of
perfecting an invention of rendering wounds totally clean. Moreover, he was
treating the old General who could need an operation. So he was not sent to the
battlefield as his valuable services could be needed at any time in his
hometown.

Q.3. Why did the messenger come to Dr. Sadao? What did Hana think about it?
Ans. The uniformed messenger comes to Dr. Sadao to inform him that the old
General was in pain again. Hana felt relieved to hear that the messenger had
come only to inform Dr. Sadao about the General’s ill-health. She had earlier
feared that the servants had informed the police who had sent the man in the
uniform to their house.

Q.4. How did Hana help Dr. Sadao while he operated upon the enemy soldier?
Ans. First Hana washes the wounded man’s face and body with warm water till it
was quite clean. She then assists Dr. Sadao during the operation even though
she has never even witnessed an operation before. She brings in the towels and
though she is not comfortable at the sight of the bleeding wound she gives
anaesthesia to the patient.

Q.5 Why did Hana wash the wounded soldier herself?

Ans. Hana had to wash the wounded soldier herself because Yumi, the maid, refused
to wash a ‘dirty white man’. Moreover Hana felt necessary to help her husband.
Her qualities of head and heart enable her to take a balanced view about the
wounded soldier, even though he was an American.

Q.6 Did Hana think the Japanese tortured their prisoners of war? Why?
Ans. When Hana noticed the deep red scars on the American soldier’s neck, she
worriedly hoped that he had not been tortured by the Japanese. She knew it
was a common practice for the Japanese to torture their prisoners of war in the
most brutal manner.

Q.7 Who sent a messenger to Dr. Sadao? What for?

Ans. The old General sent a messenger to Dr. Sadao to inform him the General was
in pain again and needed Dr. Sadao’s immediate attention. The General
preferred to be treated by Dr. Sadao who had the reputation of being thoroughly
professional in his job.

Q.8 In what context does Hana remember the cruel nature of General Takima?
Ans. Hana remembers General Takima who at home used to beat his wife cruelly
though no one now mentioned it ever since he had fought a victorious battle in
Manchuria. She inferred that if a man like him could be so cruel to a woman in
his power, he would be extremely cruel to the wounded American soldier.

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Q.9 How nearly had Dr. Sadao missed marrying Hana?
Ans. Dr. Sadao had met Hana literally by chance at an American professor’s house.
He actually did not want to go there as the rooms of the house were small, the
food was bad and the professor’s wife was rather voluble. But nevertheless he
had gone and there he had found Hana.

Q.10 What was his father’s chief concern about Dr. Sadao?
Ans. Sadao’s education was his father’s chief concern. For this reason he had sent
Sadao to America to learn all that could be learned about surgery and medicine.
Before his death he had seen Sadao become famous not only as a surgeon but
as a scientist.

8. Long Questions (03-04 Question with Key Points) :

Q.1 Why do you think Dr Sadao helped the enemy soldier in the chapter “The
Enemy”?
Ans. Dr Sadao helped the enemy soldier because he believed it was his duty to save
lives. He thought that a doctor’s responsibility is to help anyone in need. It
didn’t matter who the person was or where they came from.
Even though the soldier was from the enemy side, Sadao knew leaving him to
die was wrong. His inner values made him act with kindness. He understood
that saving a life is more important than following the rules of war. Sadao’s
sense of humanity was stronger than his fear of punishment.
His actions show that kindness can rise above fear and hatred. Even in a time
of war, he chose to do what felt right. Sadao’s decision shows his personal
values and dedication as a doctor. It also shows that doing the right thing isn’t
always easy. His story teaches us that humanity should come first.

Q.2 How does the story “The Enemy” teach us about the conflict between personal
values and societal expectations?
Ans. The story shows that following personal values can go against society’s
expectations. Sadao knew that society wanted him to hand over the enemy
soldier. But his duty as a doctor made him save the soldier’s life. The pressure
from the servants and the General reflects the weight of social rules.
The servants leave the house because they believe helping the enemy is wrong.
They also fear punishment. The General offers to send assassins to kill the
soldier. Despite these pressures, Sadao follows his heart and does what he
believes is right.
This shows that doing the right thing is not always easy. It also shows that
personal values can be more important than rules. Fear of punishment should
not stop us from following our values. Sadao’s actions show the importance of
staying true to one’s conscience.

Q.3 Do you think the story “The Enemy” would have been different if Sadao had
handed over the soldier?
Ans. If Sadao had handed over the soldier, the story would have been very different.
The soldier would likely have been killed, and Sadao would not have
experienced the same inner struggle.
Without this conflict, Sadao would have followed society’s rules but ignored his
values as a doctor. This choice would make him look loyal to his country, but

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 less connected to his humanity. His act of saving the soldier adds depth to the
story, showing that compassion and kindness can go beyond fear and rules. If
Sadao had surrendered the soldier, the story would lose this powerful message.
By saving him, Sadao’s actions teach us that doing the right thing can be hard
but important, adding a valuable message about compassion.

9. Higher Order Thinking Skills (HOTS) :

Q.1 Good human values are far above any other value system. How did Dr. Sadao
succeed as a doctor as well as a patriot?
Ans. As a doctor, Sadao knew the value of human life. He risked his own life by
saving the American sailor, even though he knew that he could go to prison for
hiding a prisoner of war. He cleaned the Americans wounds, fed him and
nursed him back to health.

Q.2 Dr Sadao emerges as a savior of humanity. Substantiate your answer with

evidence from the text.
Ans. In the short story "The Enemy" by Pearl S. Buck, Dr. Sadao is portrayed as a
savior of humanity through his actions and decisions. He makes the difficult
decision to save the life of enemy soldier despite the potential consequences for
himself and his family. In doing so, he defies the expectations and prejudices of
his society and stands up for the value of human life. Furthermore, Dr. Sadao's
actions can be seen as symbolic of a greater message of compassion and
understanding between people of different backgrounds. Dr. Sadao emerges as
a savior of humanity in "The Enemy" through his selfless actions and the larger
message of compassion and understanding that his character represents. His
decision to save Tom's life, despite the risks and challenges, highlights his
dedication to the well-being of others and his belief in the value of human life.

Q.3 Do you think Dr Sadao’s final dicision was the best possible one in the
circumstances? Why/ Why not? Explain with reference to the story, the enemy”.
Ans. Sadao and the final decision that he took was indeed the best possible one in
the circumstances. He could not hand over a dying man, even if he was an
enemy, to the police. The ethics of his profession had taught him to save a
dying man.

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 Chapter 5 : On the face of it

1. Name of writer : Susan Hill

2. About Writer: (Brief introduction & works)

Dame Susan Hill, (born 5 February 1942) is an English author who wrote
fictions and non-fictions. She is also known as Lady Wells.
● Her novels include The Woman in Black, which has been adapted in
multiple ways, The Mist in the Mirror, and I'm the King of the Castle. Her
latest collection of short stories is Farthing House: And Other Stories (2006)
and her latest novel is Black Sheep (2013)
● She received Maugham Award in 1971 for the novel I'm the King of the
Castle. She also won the Whitbread Novel Award in 1972 for The Bird of
Night, which was also shortlisted for the Booker Prize.
● She was appointed Commander of the Order of the British Empire (CBE) in
the 2012 Birthday Honours and Dame Commander of the Order of the
British Empire (DBE) in the 2020 Birthday Honours, both for services to
literature.
● She is known to explore the inner fears and loneliness. Her works reflect
honest suffering and optimism. Her simply drawn novels examine the lives
of small, sometimes eccentric people, who look for life and warmth in their
often icy and sterile lives.

3. Brief of Chapter:
Mr. Lamb Welcomes Derry
• in his garden in spite of his jumping bumping over the wall
• tries to make him comfortable
• tells him to pick crab apples
• talks to him, without considering his disability
• Derry thinks, pretending not to be afraid of his burnt face
• tells usually people afraid of his face
• Mr. Lamb asks but doesn't probe
• tells Derry that he has a tin leg

Mr. Lamb's advice to Derry

• tells that in Nature shapes differ but quality is the same
• no difference among the plants whether they are weeds, flowers
and others, all grow
• inside is important than outside
• accept yourself, not to fear others comments.
• calling Lamey-Lamb does not bother him
• life offers many more things
• isolation not good
• inspires to look at things positively

Derry's reaction to Mr. Lamb's advice

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 • initially, very suspicious of Mr. Lamb
• never had anybody to talk to and understand
• not believe that he does not find him ugly
• later, fascinated by Mr. Lamb's talk
• motivated and attracted towards him

Mr. Lamb
• an old man with a tin leg
• lives alone, lonely
• found ways to overcome his loneliness
• keeps his gate open
• never curtains his windows
• imagines kids and people walking all over
• spends time listening to the bees
• has a positive approach to life

Derry's Transformation
• had bitter experience in the world
• tells Mr. Lamb about sarcastic comments about his looks
• Even his mother kisses on the other side of face
• not trust people and ignore their comments about his face
• sad that he will have only half a face
• Mr. Lamb's meeting changes his outlook towards life
• talks to Mr. Lamb about his likes, dislikes and fears
• wants to be loved and appreciated
• wants to break free from the stigma of being disabled
• his going back to Mr. Lamb's garden shows his changing attitude

4. Difficult Words (List only) :

● tentatively
● daft
● Dribble
● thumping
● Swishes
● trespassing
● Hive
● strikes up
● Windfalls
● Peculiar
● Weed
● scrump

5. Points to ponder/remember (10 to 25 very short points in chronology)

1. Derry climbs over the garden wall and enters Mr. Lamb’s garden
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 2. Derry gets panicky but Mr.Lamb comforts him.
3. Derry says that people fear him because of his ugly burnt face.
4. Derry remains lonely and avoids people. He can’t stand the uncharitable
remarks aimed at him
5. Mr. Lamb tells him that he can’t lock himself up in a room
forever.
6. He must shut up his ears and stop listening to what others say for him
7. Mr. Lamb himself has a tin leg. But he doesn’t bother calling him Lamey
Lamb.
8. Derry is convinced.He thinks he also can be like others
9. Derry goes promising he will be back. His mother stops him from going
back.
10.He goes back to Mr Lamb to keep his promise and finds him dead

6. Minimum learning Levels (MLLs) :

The play is about a friendship between an old man and a young boy Derry who
is withdrawn and defiant. The child is very disturbed because of his looks, his face
having been eaten by acid .Troubled by the comments of others he has locked himself
in a world of his own and avoids contact with others. He has fixed opinion that he is
repulsive and people don't want to associate with him .He drifts into a garden which
looks very inviting but panics when he meets the old man. The latter tries to make him
feel at ease, the child being extremely sensitive about his appearance & deeply
suspicious of the man.
The old man's philosophy is to celebrate life in all its forms to him. Difference is
a part of life a flower and a weed are the same, both sides of life ,of growth. The boy
and he have something in common. The boys face is scarred and the man's leg is an
artificial one tin leg as he called it. The man has also had to undergo with the cruelty
of others but has taken it in his stride. He tells the boy to live life to the full and to
avoid bitterness which can be more dangerous than the acid that destroyed his face.
He advises him to take life as it comes without any preconceived notions. The power of
choosing what he wants lies in his hands. Inspite of the boys sceptical attitude the fact
that the old mans moves him ,moves his spirit is evident from the fact that he defies
his mother and returns to the garden but sadly aririves a little too late. We get
glimpses of loneliness the old man faces in spite of his outward bravado ,in the scene
when he talks to the bees. From Derry’s point of view also it is sad that when he
makes an effort to come out of his shell he is confronted by the loss of the only person
who had befriended him.

Characters

1. Derry: A boy of 14 with a burnt face, looks ugly. He is pessimistic suffering

from severe negative complexities, anger and frustration. He appears to be
introvert with low confidence. He suffers from inferiority complex and avoids
any social interaction. It is only when Mr. Lamb bestowed on him love, trust
and generosity that his mindset started changing. Due to his wise words of Mr.
Lamb, Derry got transformed completely.
2. Mr. Lamb: An old man with a tin leg who lives alone in his big house with a big
lawn.He is very optimistic. He is craved for company and acceptance by people.
He is of jovial nature, seems to be lover of nature. He makes toffees, jam and
jelly to attract people. He didn’t mind children calling him Lamey Lamb or

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 picking the Crab apples. He accepts his handicap in a mature manner. He fills
Derry with confidence.
3. Derry’s mother: She is a caring mother. She accepts her son as he is. She is
very much careful about his son. According to Derry she only loves her. In order
to keep Derry safe, she denies Derry’s going to Mr. Lamb at the end of the
chapter.

Extract based questions

1) Read the given extract and answer the questions that follow:
DERRY: You think.... ‘Here’s a boy.’ You look at me...and then you see my face
and yo think. ‘That’s bad. That’s a terrible thing. That’s the ugliest thing I ever
saw.’ You think, Poor boy.’ But I’m not. Not poor. Underneath, you are afraid.
Anybody would be. I am. When I look in the mirror, and see it, I’m afraid of me.
MR LAMB: No, Not the whole of you. Not of you.
DERRY: Yes! [Pause]
MR LAMB: Later on, when it’s a bit cooler, I’ll get the ladder and a stick, and
pull down those crab apples. They’re ripe for it. I make jelly. It’s a good time of
year, September. Look at them.... orange and golden. That’s magic fruit. I often
say. But it’s best picked and made into jelly. You could give me a hand.

Q.1. According to Derry what is the terrible thing?

a) His burnt face c) His eyes
b) His leg d) All of these
Ans- a)

Q.2. What is Derry afraid of looking at –

a) His eyes c) His face
b) His leg d) All of these
Ans- b)

Q.3. What is referred to as orange and golden

a) leaves of his garden c) The sky
b) crab apples d) none of these
Ans- b)

Q.4. How does Mr. Lamb use the crab apples

a) Eats one by one c) for selling
b) throw d) for jelly making
Ans- d)

Q.5. What does Mr. Lamb want Derry to do in the above section
a) To give him a hand c) to run away from the garden
b) To live with him d) collect the fruits and go home.
Ans- a)

2) Read the given extract and answer the questions that follow:

DERRY: They talk about me. Downstairs, When I'm not there. ‘What'll he ever
do? What's going to happen to him when we've gone? However will he get on in
this world? Looking like that? With that on his face?' That's what they say.

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 MR LAMB: Lord, boy, you've got two arms, two legs and eyes and ears, you've
got a tongue and a brain. You'll get on the way you want, like all the rest. And if
you chose, and set your mind to it, you could get on better than all the rest.
Q.1. Who does 'they' refer to?
a) Derry's friends
b) Derry's mom
c) Derry's family
d) All other people around Derry

Q.2. What does the given lines tell us about Mr. Lamb?
a) He was a social man.
b) He was wise.
c) He had a positive outlook towards life.
d) All of these

Q.3. Why does Mr. Lamb say the given lines to Derry?
a) To teach him how to ignore others.
b) To make him his friend.
c) To help him accept his fate.
d) To teach him self-worth.

Q.4. 'Set your mind to it' in the extract means__________.

a) To be determined to do or have something.
b) To be casual to do something.
c) To be struggling and impatient to do something.
d) To be indifferent to do something.

3) Read the given extract and answer the questions that follow:
DERRY: Do you have any friends?
MR LAMB: Hundreds.
DERRY: But you live by yourself in that house. It’s a big house, too.
MR LAMB: Friends everywhere. People come in.... everybody knows me. The
gate’s always open. They come and sit here. And in front of the fire in winter.
Kids come for the apples and pears. And for toffee. I make toffee with honey.
Anybody comes. So have you.
DERRY: But I’m not a friend.
MR LAMB: Certainly you are. So far as I’m concerned. What have you done to
make me think you’re not?
DERRY: You don’t know me. You don’t know where I come from or even what
my name is.

Q.1. Why did Mr. Lamb keep the door of his garden open?
a) to let the people come in
b) to get fresh air
c) to avoid opening the door again and again
d) both b and c

Q2. Mr. Lamb made _____________ with honey.

a) cake
b) cookies
c) pie
d) toffees
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Q3. Why do people come in Mr. Lamb’s garden in winter?
a) To collect bananas
b) To sit in front of the fire
c) To pluck apples and pears
d) To see his tin leg

Q.4. When Derry asked Mr. Lamb about his friends he said that he had
________________ friends.
a) Thousands of
b) Hundreds of
c) Two
d) no

4) Read the given extract and answer the questions that follow:
MR LAMB: Later on, when it’s a bit cooler, I’ll get the ladder and a stick, and
pull down those crab apples. They’re ripe for it. I make jelly. It’s a good time of
year, September. Look at them….orange and golden. That’s magic fruit. I often
say. But it’s best picked and made into jelly. You could give me a hand.

Q.1. Why does Mr. Lamb pick apples?

A To make Jellies
B To make toffees
C To make sweets for kids
D All of these

Q.2. With whom is Mr. Lamb talking to?

A Derry
B Derry’s mother .
C Woman at a bus stop
D None of these

Q.3. What does Mr. Lamb mean by ‘You could give me a hand’?
A He is asking for his help
B He is asking Derry for changing himself
C He is asking Derry not to be afraid
D All of these

Q.4. What does Mr Lamb mean when he says ‘pull down’?

A drag the branches
B pluck the apples
C uproot the tree
D break the branches

5) Read the given extract and answer the questions that follow:
DERRY: You needn’t think they haven’t all told me that fairy story before. ‘It’s
not what you look like, it’s what you are inside. Handsome is as handsome
does. Beauty loved the monstrous beast for himself and when she kissed him
he changed into a handsome prince. Only he wouldn’t, he’d have stayed a
monstrous beast. I won’t change.

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Q.1. Which literary device has been used in ‘Handsome is as handsome does’?
A Allegory
B Repetition
C Paradox
D Alliteration

Q.2. Find out the synonym of the word ‘Monstrous’ from the following.
A Huge
B Hale and Hearty
C Bruiser
D All of these

Q.3. Why does Derry say ‘I won’t change’?

A For he thinks his face will remain the same
B For he thinks people will always make fun of him
C For he thinks people will always criticize his face .
D All of the above

Q.4. What happened to the beast in the story?

A He died
B He married the princess
C He changed into a prince
D His condition deteriorate

7. Short Questions (10 to 12 Question with Key Points) :

Q.1. Who is Derry? What self-opinion does he hold?
Derek, also called Derry was a young boy of 14. He was a quiet, shy and defiant
boy. One side of his face was totally burnt by acid. He was a victim of inferiority
complex.

Q.2. ‘I am not afraid, people are afraid of me’, why does Derry say so?
Derry lives in a cocoon of complexes – due to his burnt face – isolated himself –
doesn’t mix up – considers his burnt face an unpleasant-people are afraid of

Q.3. Mr. Lamb says to Derry; ‘it’s all relative, beauty and the beast’, what essentially
does he mean by that?
Mr. Lamb means - different people -different view points - look at the same
thing. Some - one thing -beautiful, others - ugly. -depends on outlook and
attitude. important to adopt a positive attitude towards everything - Princess
Beauty -loved - monstrous Beast - fairy tale. The point -what you look like - not
important- what you are inside - matters.

Q.4. What does Derry know about the fairy tale ‘Beauty and the Beast’? Why is he
not convinced by its moral?
Derry - heard the tale; Beauty liked - monstrous Beast; when she kissed -
turned into a handsome prince; moral - not how you look outside - how you
look inside is important; Derry - not convinced - if someone kissed he -never
change -his mother always kissed him -on the other cheek.

Q.5. Mr. Lamb has successfully learned to cope with his loneliness. How?
Keeps himself busy by gardening, rearing bees, making toffees etc. Also keeps
windows and doors open, welcomes all.
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Q.6. What did Derry’s mothers think of Mr. Lamb?
Derry’s mother does not hold a good opinion about Mr. Lamb. She had heard
many things about the old man, therefore stops Derry to visit Mr. Lamb.

Q.7. How does Lamb try to remove the baseless fears of Derry?
Mr. Lamb influences Derry – his optimistic philosophy – advised him not to give
attention to other’s comments – try to be internally pure and strong – eliminate
the negativity of life.

Q.8. Comment on the moral value of the play.

The moral of the play - loud and clear. The physically disabled -should focus on
the brighter side of life -not to brood over the shortcomings. The society - accept
them as they are - expand their social interactions . they can fight out the
loneliness, depression and disappointment.

Q.9. “When I look in the mirror…I’m afraid of me.” Why does Derry say so?
burn scar on his face, curious looks by people make him conscious, avoids
meeting others, sour experiences have made him bitter.

Q.10. What is ironical about his mother’s behaviour towards Derry?

her over-protective attitude stops Derry from meeting new people, discourages
him, instead of making him brave – makes him timid.

Q.11. “It’s got nothing to do with my face and what I look like.” What change do
Derry’s words indicate?
*Derry attitude is now positive & he looks forward to a better life, no longer
hiding from others.

Q.12. Though the play ends with Mr. Lamb’s death there is still an element of hope.
Explain.
positive change in Derry’s attitude by Mr. Lamb will be permanent, his life will
get better. Mr. Lamb has passed his knowledge and philosophy to younger
generation. Though Mr. Lamb is physically dead, but his ideas will remain alive
in Derry’s heart.

Q.13. What is it that draws Derry towards Mr. Lamb?

Lamb makes Derry feel comfortable, doesn’t question him about his disability,
instills confidence in him, is a good friend to him.

Q.14. Why does Mr. Lamb leave his gate always open?
happy to have visitors / children … come there for apples, pears and toffees /
to overcome his feeling of loneliness

8. Long Questions (03 - 04 Question with Key Points) :

Q.1. How did Mr. Lamb’s meeting with Derry become a turning point in Derry’s life?
Ans.
• Both Lamb and Derry handicapped
• Derry in the beginning withdrawn and defiant
• couldn’t stand people staring at him
• Lamb open-minded and generous.

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 • kept garden gates open and welcomed all
• had a positive attitude, taught Derry not to indulge in self pity/love life
• taught him the ways of dealing with people
• Derry confessed to his mother that Lamb talked of things that nobody had ever
talked of – things that gave him an optimistic outlook.
• Even defied his mother- Derry’s return to Lamb’s garden shows his appreciation
for Lamb/ restored confidence.

Q.2. How did Mr. Lamb try to give courage and confidence to Derry?
Ans.
• Welcomed him and accepted him as he was.
• Told him its important to see how you are on the inside than how you look on
the outside
• One cannot go through life being scared and alienated
• Shouldn’t brood over limitations but count on his blessings-he had brain, legs,
tongue, arms and thus was totally functional-this was a blessing
• Enjoy simple joys of everyday living with people around and nature, ignoring
the unpleasant-see beauty in bees buzzing or humming-weeds growing-flowers
blooming
• One’s attitude that matters
• Individuals make a difference to the problem
• Extended unconditional love
• Inspired him with love for life and instilled confidence in him to look at life in an
optimistic way. Embrace his burnt face and rise above it.

Q.3. Compare and contrast the characters of Derry and Mr Lamb

Ans.
● Both Mr Lamb and Derry suffer from a physical impairment.
● Mr Lamb has an artificial leg made of tin and Derry has a severely burnt face
● — both the experiences have been terribly painful for the respective sufferers.
● Apart from this Mr Lamb does not bother about his lameness or that children
make fun of him.
● He takes life as it comes without grumbling.
● He keeps the gates of his house and windows open.
● Mr Lamb loves all the creatures of God and states, ‘There’s nothing God made
that doesn’t interest me’.
● Weeds and flowers demonstrate life and growth.
● If one isolates oneself; one might suffer like the man in Mr Lamb’s story who
died when a picture fell off the wall and killed him.
● Derry, on the other hand, is a young boy of fourteen who is conscious of his
ugly face and is full of bitterness.
● Deny is withdrawn and complexed.
● He hates meeting people.
● He suffers on account of the pain caused by his notions of how much people
hate him and are repulsed by him.
● Deny is forced by MrLamb to see that actions are more important than looks
and even weeds have their value.
● Mr Lamb’s positive attitude changes Derry and inspires him to rush back and
face the world.

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Q.4. What kind of atmosphere is created by Mr Lamb to look welcoming and invite
people to him?
Ans.
● Mr Lamb has a very positive attitude towards life.
● He kept the door of his home open to welcome people into his house.
● He always spoke in a positive manner.
● Many children used to come to his garden to steal apples.
● He never used to rebuke them but wanted to talk and spend time with them as
he always used to overcast the mischiefs of others that is why he never got
annoyed or disturbed on the comments of children who called him ‘Lamey
Lamb’.
● He accepted life as it came to him.
● He never put curtains on his windows and used to make toffees and jelly for
others.
● As a lonely man, Mr Lamb always wanted to have a company.
● He never disclosed his loneliness to anybody and always spoke encouraging
words.
● It was due to the welcoming attitude of Mr Lamb that Deny promised to return
to his garden.

Q.5. What was Derry’s infirmity? How had it made him withdrawn and defiant?
Ans.
● Deny was a fourteen-year-old boy.
● Half of his face was burnt as acid fell on it.
● This made him look so ugly that everyone either showed pity or ridiculed him.
● This kind of attitude of people made him bitter.
● He detested the world and suffered from a lack of self-respect and rejection.
● Derry’s infirmity made him so much frustrated that he evaded people.
● He came to Mr Lamb’s garden because he thought it to be empty.
● When he saw Mr Lamb, he wanted to go away.
● He was extremely sensitive and even had a grudge against his mother for
kissing him only on the other side of his burnt face.
● Thus, due to his infirmity of the burnt face, Deny became defiant and
withdrawn.
● He was frustrated by the rejection of the people and became so much
withdrawn that he didn’t want to meet and talk to anyone.

Q.6. Derry is a victim of his own complex. He develops a negative attitude towards
life and people. Do you find some change in him in the end?
(Hints. victim of his own inferiority complex - distorted understanding of himself
and the world. thrown and defiant - avoids people - total alienation- makes
himself quite pitiable and miserable -hypersensitivity is an open wound - can't
stand people staring at him - Cruel and uncharitable remarks upset the
balance of his mind - change in Derry in the end- free from that diseased
complex now.)

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Q.7. Which qualities of Mr. Lamb has impressed you most?
(Hints- protagonist - dominates the play- impresses us as a sensitive, watchful,
kind, considerate and sympathetic person - quite gentle, accommodating and
protective - a victim of alienation due to his physical impairment - like a modem
communicator and a psychologist who believes in drawing out the best of an
individual - tactful handling and peculiar questions make Derry shed some of
his firmly fixed notions)

9. Value based questions

Q.1. Both Derry and Lamb are physically impaired and lonely. It is the responsibility
of society to understand and support people with infirmities. So that they do
not suffer from a sense of alienation. As a responsible citizen, write in 100-150
words what you would do to bring about a change in the lives of such people.
Ans.
● Both Deny and Lamb are physically impaired and lonely.
● It is only due to the insensitive attitude of the society that they feel so
alienated and lonely.
● Derry, a boy of fourteen years, always either gets pity or uncharitable
remarks from others and Mr Lamb also seeks to get some company.
● In fact, we as educated members of society, need to come forward to make
these people realise that they are also needed and significant for us.
● We have to change our attitude towards such people and realise that just
one deformity cannot diminish the other virtues of a person.
● Actually, these people are very sensitive and feel dejected.
● We have to give them love and comfort and show our faith in them by
providing them with equal opportunities and responsibilities.

Q.2. ‘Inclusive education’ is a step to bring the people with deformities into the
mainstream so as to build up their confidence and morale. Write a paragraph
on ‘The Importance of Inclusive Education’.
Ans.
● The Importance of Inclusive Education Inclusive education is a step to bring
the people with deformity into the mainstream.
● It is a step to imbibe confidence in those who have deformities.
● In fact, one handicap cannot curtail the other qualities of a person.
● It is the time when the people around the world should understand the fact
that people with deformities are not aliens.
● They are one among us and we need to accept them.
● Inclusive education enhances the self-esteem of such people and provides
an environment where they can grow into a complete human being and feel
confident and independent.
● This is possible only when these people are accepted and not pitied.
Inclusive education is an effective way to materialise this idea.

UNSOLVED QUESTIONS
Q.1. Mr. Lamb, a man with positive attitude taught Derry to be happy with himself
in spite of his burnt face. How is fear a deterrent for the people to realise their
true potentials? Illustrate your answers with respect to the conversation
between Mr. Lamb and Derry.

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Q.2. Imagine if Derry's experience with Mr. Lamb was a watershed moment in his
life. Many years later, Derry is invited to give a TED Talk about the struggles he
experienced and overcame. He reflects on his previous animosity towards
people and the world, and how his perspective has evolved. He decides to talk
about the change in his connection with himself and what kindness to oneself
means. As Derry, prepare the TED Talk speech.

10. Study beyond the Chapter (To develop the reading habit) :
Brief Biography of Susan Hill
Susan Hill was born on the coast of North Yorkshire, England in the middle of
World War II. She wrote her first novel, The Enclosure, before she graduated
from King’s College London. In 1975 she married Stanley Wells, a Shakespeare
scholar, and they moved to Shakespeare’s hometown of Stratford-upon-Avon.
The two separated in 2013, when Hill began a relationship with the television
producer and writer Barbara Machin. Hill is best known for her gothic ghost
stories and crime novels, but she has also written plays, non-fiction, and
children’s stories. Her most popular works are The Woman in Black, The Mist
in the Mirror, and I’m the King of the Castle. She has won numerous literary
honors including the Somerset Maugham Award, and in 2012 Hill was
appointed by the Queen as Commander of the Order of the British Empire for
her services to literature.

Historical Context of On the Face of It

On the Face of It is probably set in rural England sometime around the time of
its writing (1975). The only specific historical event mentioned in the play is
“the war”—World War II—during which Mr. Lamb had his leg blown off by a
bomb.

Other Books Related to On the Face of It

Hill’s best-known other works are quite different in style from On the Face of It.
She is most famous for her ghost stories and crime novels, which are often
compared to the works of Daphne du Maurier, author of Rebecca and The
Birds. Within the play itself, Derry’s sense of alienation and isolation because
of his perceived ugliness are also reminiscent of the famous novel
Frankenstein, by Mary Shelley.

Key Facts about On the Face of It

Full Title: On the Face of It
Where Written: England
Literary Period: Contemporary Drama
Genre: Play
Setting: Rural England
Climax: Derry finds Mr. Lamb fallen in his garden
Antagonist: Derry’s mother, society
Point of View: Drama

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 Chapter 6 : Memories of Childhood

1. Name of writers: Zitkala-Sa and Bama

2. About Writer: (Brief introduction& works) : Zitkala-Sa:
Zitkala-Sa, also known as Gertrude Simmons Bonnin, was a prominent Native
American writer, musician, educator, and activist. She was born on February
22, 1876, on the Yankton Sioux Reservation in South Dakota Her early life was
marked by cultural displacement when, at eight years old, she was sent to a
Quaker boarding school in Indiana, where she was stripped of her language,
traditions, and identity. This experience deeply influenced her later works,
which vividly depict the trauma and alienation of Native American children
forced into assimilationist schooling.
Zitkala-Sa's literary works include a mix of autobiographical essays, short
stories, and one opera. Her most notable works include: “Impressions of an
Indian Childhood" (1900),"The School Days of an Indian Girl" (1900) "An
Indian Teacher Among Indians" (1900), "Old Indian Legends" (1901),
"American Indian Stories" (1921), The Sun Dance Opera (1913), These works,
rich in cultural heritage and poignant insights, offer an unfiltered perspective
on Native American identity, spirituality, and the consequences of forced
assimilation.

Bama:
Bama - a celebrated Tamil Dalit writer and activist, also known as Bama
Faustina Soosairaj, was born on March 14, 1958, in Pudupatti, Tamil Nadu,
India. Known for her powerful depiction of Dalit life, her writing sheds light on
the social injustices and caste-based discrimination prevalent in Indian society.
Raised in a Roman Catholic Dalit family in Tamil Nadu, Bama experienced
caste oppression firsthand, which strongly influenced her literary work and
activism. Bama's works are marked by a unique narrative style, using colloquial
Tamil language to portray the vibrant life and struggles within Dalit
communities. Her writing not only challenges social norms but also fosters a
voice for the marginalized, making her a key figure in contemporary Dalit
literature and activism.
Bama's key literary works focus on the lives and struggles of Dalits, especially
Dalit women, in Tamil Nadu. Her most notable works include: “Karukku”
(1992), “Sangati” (1994), “Kisumbukkaaran” (1996), “Vanmam” (2002), “Oru
Tattvum Erumaiyum” (2003). Bama’s works are significant for their authentic
portrayal of Dalit lives and the use of colloquial Tamil, challenging the
conventional language norms in literature and amplifying marginalized voices.

3. Brief of Chapter:
The lesson "Memories of Childhood" is an excerpt that brings together
autobiographical experiences of two authors - Zitkala-Sa and Bama - to
highlight the discrimination faced by marginalized communities. It comprises of
two short stories:
"The Cutting of My Long Hair" by Zitkala-Sa recounts her experience as a
Native American child in a boarding school where she is forced to abandon her
cultural identity. The narrative focuses on the trauma of having her hair cut

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 against her will, symbolizing the larger issues of forced assimilation and
cultural erasure faced by Indigenous people.
"We Too Are Human Beings" by Bama narrates her childhood experiences of
caste-based discrimination. In one instance, she sees a man of her caste carry
food for an upper-caste person without touching it, a sight that makes her
realize the depth of prejudice in her society. Bama’s narrative highlights the
resilience of Dalit communities and the power of education as a tool for
empowerment.
Together, these stories emphasize the themes of identity, resilience, and social
injustice. The stories reflect the impact of discrimination on individual dignity
and cultural identity and encourage students to reflect on societal inequalities
and the importance of respect and equality for all.

4. Difficult Words (List only) :

i) Marginalised communities
ii) Native American
iii) Carlisle Indian school
iv) Venture
v) Squeaking
vi) Huddled
vii) Gnaw off
viii) Indignities
ix) Humiliated
x) Dawdle
xi) Novelties
xii) Oddities
xiii) Smart
xiv) Savoury
xv) Payasam
xvi) Stone ledge
xvii) Muzzled
xviii) Infuriated
xix) Scraped
xx) Petty errands
xxi) Frenzy

5. Points to ponder/remember (10 to 25 very short points in chronology)

Zitkala-Sa's experiences and the broader implications of her narrative in "The
Cutting of My Long Hair" can be encapsulated chronologically in the points
given below: -

Introduction of the Setting:

➢ The narrative begins with Zitkala-Sa recalling her childhood in a Native
American tribe, where long hair holds cultural significance.
➢ The author highlights the connection between her identity and her hair,
symbolizing freedom and individuality.

Cultural Context:

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 ➢ The importance of long hair is emphasized in Native American culture, where it
is associated with spiritual strength and identity.
➢ The contrast between her traditional upbringing and the encroaching Western
influences is established.

Arrival at the School:

➢ Zitkala-Sa is admitted to a school, which represents a new, restrictive
environment that conflicts with her cultural beliefs.
➢ The school's rules and customs are introduced, showcasing the harsh realities
of assimilation policies.

The Cutting of Her Long Hair:

➢ The pivotal moment occurs when the school authorities forcefully cut her long
hair as a symbolic act of erasing her Native identity.
➢ Zitkala-Sa describes her emotional turmoil and resistance during this act,
highlighting her pain and sense of loss.

Reactions to the Haircut:

➢ The cutting of her hair leads to a profound internal struggle for Zitkala-Sa,
marking the loss of her connection to her culture and identity.
➢ She feels humiliated and dehumanized, representing the broader experience of
Native Americans during this period of forced assimilation.

Consequences of the Experience:

➢ The act of cutting her hair not only affects her physically but also emotionally
and spiritually, leading to feelings of isolation and betrayal.

Reflections on Identity:
➢ As the chapter concludes, Zitkala-Sa reflects on her dual identity—caught
between her Native heritage and the pressures of the dominant culture.
➢ The significance of hair as a symbol of identity is reiterated, serving as a
metaphor for her struggle to maintain her cultural roots.

In its opening scene, Bama’s Story “We Too Are Human Beings” introduces
the concept of untouchability and segregation that Dalits experience. Bama's
innocent but sharp observations create a foundation for the reader’s
understanding of the harsh realities faced by her community.The story captures
not only the psychological trauma of being treated as "untouchable" but also
the resilience and determination that arises from it.
The story can indeed be understood on the basis of development of Bama’s
perceptions, her emotions, and her eventual resolve to seek empowerment
through education –

Beginning of the story with entertaining novelties and oddities at the bazaar:
➢ The performing monkey, the snake charmer with the snake kept in a box, the
cyclist, the spinning wheels, the Maariyaata temple, the pongal offerings, the
stalls, the street lights, the narikkuravan hunter gypsy with wild lemur, street
play, puppet show, stunt performances, coffee clubs and the way each waiter
cooled the coffee, seasonal vegetable and fruit markets etc.
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Incident witnesses at her own street (Introduction to Caste Discrimination):
➢ Bama, a curious young girl, is struck by the unusual way the man holds the
packet by a string, as if he was making a fun of the task.
➢ Bama observes an elderly man from her Dalit community delivering a food
packet to the landlord.

The Conversation with Her Brother (Awakening to the Realities of Caste)

➢ Bama conveys the unusual way of carrying the food to her elder brother with all
the comic detail as she was not aware of the fact of untouchability.
➢ Bama’s brother serves as a mentor, clarifying why the man behaved as he did
and exposing her to the realities of the discrimination embedded in society.
➢ He advises her to pursue education as a way to rise above this oppression.
➢ This conversation is pivotal; as it broadens Bama’s understanding and shapes
her future course of action.

Bama’s Reaction and Confusion (Questioning Caste Prejudice):

➢ Bama reflects on the incident and questions why the man behaved that way.
➢ Bama’s emotional response ranges from confusion to frustration, as she tries to
make sense of the man’s submissive behavior and society’s discriminatory
practices.
➢ This marks her growing awareness of her community's position in the caste
hierarchy.
➢ Here an internal conflict and frustration arise in young Bama’s mind and she
begins to see the absurdity and injustice of the caste system.

Resolution and Determination to Study (Empowerment Through Education):

➢ Inspired by her brother’s words, Bama commits herself to her studies,
determined to use education as a path to dignity and self-respect.
➢ Bama’s resolve to pursue education reflects her decision to break free from
caste-based oppression and reclaim her identity.
➢ The story concludes with a sense of resilience and hope. It emphasizes the
power of education as a means of empowerment and protest against the caste
system. Bama’s choice symbolizes the potential for marginalized communities
to challenge societal norms through personal empowerment and education.

6. Minimum learning Levels (MLLs) :

Both stories The Cutting of My Long Hair and We Too Are Human Beings focus
on the themes of discrimination, resilience, and the empowerment of
marginalized groups.

1. Understanding of Social Inequality and Discrimination:-

In "Memories of Childhood," students learn about the discrimination
experienced by two young girls, Zitkala-Sa and Bama, based on race and caste,
respectively. As a Native American child Zitkala-Sa faces racial discrimination
and is compelled to adopt the practices and appearance of Western culture,
which leads to a loss of her cultural identity. Bama, a Dalit girl, encounters
caste discrimination when she realizes her community is treated as
"untouchable." She sees an elder from her community forced to deliver food to
an upper-caste man in a way that reflects deeply rooted caste prejudices.
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2. Empathy and Compassion towards Marginalized Communities:-
By reading about the pain and humiliation that Zitkala-Sa and Bama
experience, students are encouraged to imagine themselves in the shoes of
someone who has been mistreated solely because of race, caste, or culture. This
empathy helps them approach people from all backgrounds with respect and
sensitivity.

3. Awareness of Cultural Identity and the Effects of Forced Assimilation:-

Zitkala-Sa is forced to cut her hair and adopt Western customs, which strips
away part of her Native American identity and causes her deep emotional pain.
Students gain an appreciation for different cultures and the rights of all
individuals to maintain their unique identities.

4. The Importance of Education as Empowerment:-

In Bama's story, education is presented as a tool for breaking free from
discrimination. Bama’s brother encourages her to study hard so she can
overcome the limitations imposed by her caste. Students learn that education is
a means to personal and social growth. They see that gaining knowledge can
help individuals from marginalized communities challenge injustices and
improve their lives.

5. Development of Critical Thinking Skills:-

Both Zitkala-Sa and Bama question the unjust treatment they receive and
realize that such practices are unfair and should not be blindly accepted.
Students are encouraged to think critically and form their own opinions about
societal issues, learning not to accept discrimination as “normal” and to seek
justice instead.

6. Values of Resilience and Self-Respect:-

Both Zitkala-Sa and Bama show inner strength by rejecting the inferiority
imposed upon them. They refuse to let society define their worth, embodying
resilience and self-dignity. Students learn that in the face of discrimination,
standing up for oneself and maintaining self-respect are vital. They are inspired
to be resilient in their beliefs and to treat themselves and others with dignity.

7. Short Questions (10 to 12 Question with Key Points) :

Q.1. What is the significance of the title "Memories of Childhood"?
Ans.
- Reflects the traumatic experiences of Zitkala-Sa and Bama.
- Represents moments of awakening to discrimination.
- Highlights childhood memories that shape their identities and perspectives.

Q.2. “…heard them gnaw off one of my thick braids. Then I lost my spirit.” Why does
Zitkala-Sa feel her hair being cut as “the loss of her spirit”?
Ans.
- Hair symbolizes her Native American identity and pride.
- Forced cutting feels like a violation of her culture.
- Represents an attack on her self-respect and individuality.

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Q.3. “…for now I was only one of many little animals driven by a herder.” How does
the narrative of Zitkala-Sa reflect the theme of forced assimilation?
Ans.
- She is forced to adopt Western ways, abandoning her Native customs.
- Her identity is suppressed through forced conformity.
- Demonstrates how dominant cultures often impose on minority cultures.

Q.4. “And now my long hair was shingled like a coward’s!” What significance does
hair hold in Zitkala-Sa's culture?
Ans.
- Long hair symbolizes pride, cultural heritage, and identity.
- Forced hair-cutting represents disrespect and an attempt to erase her Native
American identity.

Q.5. “……I hadn’t yet heard people speak openly of untouchability.”How does Bama
first become aware of caste discrimination?
Ans.
- Sees an elder carrying food in a demeaning way for an upper-caste person.
- Initially confused, she realizes it’s due to caste hierarchy.
- Becomes aware of the social injustice faced by her community.

Q.6. “… we are never given any honour or dignity or respect; we are stripped of all
that.” What advice does Bama’s brother give her, and why is it significant?
Ans.
- Advises her to study hard to overcome caste barriers.
- Education as a tool for empowerment.
- Motivates Bama to succeed and gain respect.

Q.7. How do Zitkala-Sa and Bama’s experiences show the impact of social
discrimination?
Ans.
- Zitkala-Sa faces racial and cultural discrimination.
- Bama encounters caste-based discrimination.
- Both are deeply affected emotionally and psychologically.

Q.8. Bama says, “When I heard this, I didn’t want to laugh any more.” What
emotions does Bama feel after witnessing the caste-based incident with the food
packet?
Ans.
- Initially confused, later frustrated and angry.
- Develops a desire to challenge such discriminatory practices.
- Feels empowered to rise above caste restrictions.

Q.9. Bama’s story We Too Are Human Beings ends with the statement, “And because
of that, many people became my friends.” What role does education play in
Bama’s journey of empowerment?
Ans.
- A means to challenge societal norms and gain respect.
- Encouraged by her brother to pursue education.
- Education becomes her path to self-respect and equality.

Q.10. What message do the stories of Zitkala-Sa and Bama convey to readers?
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Ans.
- Highlights the impact of racial and caste discrimination.
- Emphasizes the importance of identity and self-respect.
- Inspires resilience and the pursuit of equality through education and
awareness.

Q.11. How did Bama’s view of caste change after her conversation with her brother?
Ans.
- Bama became more aware of the injustices of the caste system and realized that
education could help her rise above it.
- She understood caste discrimination’s systemic impact on her community.

Q.12. What does the chapter suggest about the importance of cultural identity?
Ans.
- Both narratives highlight cultural identity as essential for personal dignity.
- Forced erasure of identity, as seen with Zitkala-Sa’s hair-cutting and Bama’s
caste realization, results in a loss of self-respect and freedom.

8. Long Questions (03 - 04 Question with Key Points) :

Q.1. How does "Memories of Childhood" highlight the impact of social discrimination
on young minds? Discuss with reference to Zitkala-Sa’s and Bama’s
experiences.
Ans.
- Both protagonists face discrimination based on race (Zitkala-Sa) and caste
(Bama) from an early age.
- Emotional and psychological impacts, such as fear, anger, and helplessness, on
young children who face such injustices.
- The experiences narrated influence their understanding of self-worth and
identity.
- The broader implications for society when children grow up internalizing such
discrimination.

Q.2. "Memories of Childhood" deals with the theme of forced assimilation and its
impact on cultural identity. Discuss this theme in the context of Zitkala-Sa’s
experience.
Ans.
- Zitkala-Sa’s experience at the boarding school—particularly the forced cutting
of her hair—represents forced assimilation.
- The significance of long hair in her culture and how cutting it away symbolizes
an erasure of her Native American heritage.
- Forced assimilation can lead to a loss of identity and cultural pride, creating
internal conflicts.
- The importance of cultural preservation and respect for individual identity in a
diverse society.

Q.3. Examine the role of education in empowering marginalized communities as

illustrated in Bama’s story. How does education serve as a tool for social
upliftment in the chapter?
Ans.

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 - Bama’s brother’s advice about education serves as a turning point in her life,
encouraging her to view education as a path to self-respect and empowerment.
- Education is presented as a means for individuals from marginalized
communities to overcome social and economic limitations.
- The transformative power of education in breaking down caste-based
oppression and creating avenues for personal and societal advancement.
- Importance of education in building a more equitable and inclusive society.

Q.4. How does "Memories of Childhood" use personal experiences to shed light on
universal issues of discrimination and inequality? Provide examples from both
narratives.
Ans.
- Personal experiences in Zitkala-Sa’s and Bama’s stories make abstract concepts
like racial and caste discrimination relatable and impactful.
- Specific events (Zitkala-Sa’s hair-cutting, Bama’s caste realization) and how
these moments illustrate broader issues affecting marginalized communities
globally.
- Both narratives use individual experiences to emphasize the shared struggles of
oppressed groups and the need for empathy and justice.
- Literature can connect readers to broader societal issues through relatable
personal stories.

9. Higher Order Thinking Skills (HOTS) (03 - 04 Question without Answer) :

1. Compare the inner strength displayed by Zitkala-Sa and Bama in their stories.
How does each character’s response to discrimination challenge the existing
social norms of their time, and what does this suggest about individual agency
in oppressive environments?
2. Reflect on the significance of education in Bama’s story as a tool for social
change. How might education play a similar or different role in Zitkala-Sa’s
context, and what are the limitations and possibilities of education in
overcoming systemic discrimination?
3. Both stories present the protagonists’ struggles within strict social hierarchies.
How do Zitkala-Sa’s and Bama’s narratives challenge the reader’s perspective
on these hierarchies, and what alternative social values do their experiences
promote?
4. Zitkala-Sa says, “Not a soul reasoned quietly with me, as my own mother used to
do;…” Bama says, “The words that Annan spoke to me that day made a very
deep impression on me.” Reflect on the role of family support in the
empowerment of Zitkala-Sa and Bama. How does their family influence their
responses to discrimination?

10. Study beyond the Chapter (To develop the reading habit) :
1. "The Child" by Premchand (originally in Hindi as Bade Bhai Sahab) - Indian
Author
2. "Thank You, M’am" by Langston Hughes - American Autho
3. Suggestive Documentary – “He Named Me Malala”.
The YouTube link of the documentary -

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 https://youtube.com/playlist?list=PLYUhjOWoHTQaJx8MNc_n2xvSIGmKxR1zi&si
=CDKQkZblG1a4nFJ5

Textual Comprehensive Paragraphs

1. Read the given extracts and answer the questions given.
The man ceased his mutterings, and then a third bell was tapped. Every one
picked up his knife and fork and began eating. I began crying instead, for by
this time I was afraid to Page 11 of 16 venture anything more. But this eating
by formula was not the hardest trial in that first day. Late in the morning, my
friend Judewin gave me a terrible warning. Judewin knew a few words of
English; and she had overheard the paleface woman talk about cutting our
long, heavy hair. Our mothers had taught us that only unskilled warriors who
were captured had their hair shingled by the enemy. Among our people, short
hair was worn by mourners, and shingled hair by cowards!

Q.1. Which of these can be inferred from the extract?

A. The speaker did not understand or speak English.
B. The speaker did not think highly of her own culture.
C. The speaker did not have any living family members.
D. The speaker did not know what a knife or fork were used for.
Ans: A. The speaker did not understand or speak English.

Q.2. How was the speaker feeling by the time the third bell rang? Why did she feel
this way?
Ans: (Any one)
➢ The speaker started crying because she felt confused and out-of place.
➢ She couldn't understand the rituals and was probably feeling embarrassed.
➢ She was too scared to act because she was not able to do anything correctly.

Q.3. Complete the given sentence appropriately. The speaker compares her
experience of eating to that of a trial because __________.
Ans :
➢ she was being watched and judged throughout it felt like a test of her survival.
➢ It was as gruelling as a trial in court might have been.
(Any relevant interpretation.)

Q.4. Based on the extract, what would it mean to the speaker if her long hair was
cut?
Ans: (Any one)
➢ It would mean a loss of her culture/cultural identity.
➢ It would bring her shame.
➢ It would cut her roots to her culture and traditions.

2. Read the given extracts and answer the questions given.

I cried aloud, shaking my head all the while until I felt the cold blades of the
scissors against my neck, and heard them gnaw off one of my thick braids.
Then I lost my spirit. Since the day I was taken from my mother I had suffered
extreme indignities. People had stared at me. I had been tossed about in the air
like a wooden puppet. And now my long hair was shingled like a coward’s! In
my anguish I moaned for my mother, but no one came to comfort me. Not a

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 soul reasoned quietly with me, as my own mother used to do; for now I was only
one of many little animals driven by a herder.

Q.1. Complete the sentence appropriately, with reference to the extract. The writer
refers to herself as a 'wooden puppet' because __________.
Ans:
➢ She is being controlled by others.
➢ She is at the mercy of the people who took her away from her mother.
➢ She cannot live her life as she would like.
➢ She has lost her own voice (Any other similar response)

Q.2. Which of these best describes the change in the author's attitude from the
beginning to end of the extract?
A. hostility followed by guilt.
B. misery followed by apathy.
C. rebellion followed by despair.
D. denial followed by vengeance.
Ans: C. rebellion followed by despair

Q.3. List any one emotion that Zitkala-Sa experiences as her hair is being cut.
Ans: anguish/ sense of loss/ turmoil ( any other relevant)

Q.4. In one sentence, state why the writer uses the phrase 'gnaw off' while referring
to her hair being cut?
Ans:
➢ To indicate the violent nature of the act.
➢ To demonstrate the unpleasant nature of the experience.
➢ To show that the haircut was done in an unsophisticated manner.

3. Read the given extracts and answer the questions given.

When I heard this, I didn’t want to laugh any more, I felt terribly sad. How could
they believe that it was disgusting if one of us held that package in his hands,
even though the vadai had been wrapped first in a banana leaf, and then
parcelled in paper? I felt so provoked and angry that I wanted to touch those
wretched vadais myself straightaway. Why should we fetch and carry for these
people, I wondered. Such an important elder of ours goes meekly to the shops to
fetch snacks and hands them reverently, bowing and shrinking, to this fellow
who just sits there and stiffs them into his mouth. The thought of it infuriated
me.

Q.1. The elder handing snacks reverently, bowing and shrinking to the fellow
indicates that the ‘fellow’ was
1. condescending. 2. submissive. 3. disdainful. 4. domineering.
a) 1 and 2 b) 2 and 3 c) 2 and 4 d) 1, 3 and 4
Ans: d) 1, 3 and 4

Q.2. Pick the line from the extract that indicates the untouchability.
Ans: How could they believe that it was disgusting if one of us held that package in
his hands……

Complete the following suitably.

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Q.1. When Bama's elder brother explains her why the elder man of their street was
carrying the packet in that manner, she was __________.
Ans: (Any one)
➢ Sad and angry at the behaviour of the upper caste/landlord.
➢ Infuriated and wanted to stop such mean behaviour.

Q.2. What was Bama’s complaint againt the people of her own caste?
Ans: Why they were so meek and have to fetch and carry for the upper caste /
landlords.

4. Read the given extracts and answer the questions given.

Annan told me all these things. And he added, "Because we are born into this
community, we are never given any honour or dignity or respect; we are
stripped of all that. But if we study and make progress, we can throw away
these indignities. So study with care, learn all you can. If you are always ahead
in your lessons, people will come to you of their own accord and attach
themselves to you. Work hard and learn." The words that Annan spoke to me
that day made a very deep impression on me. And I studied hard, with all my
breath and being, in a frenzy almost. As Annan had urged, I stood first in my
class. And because of that, many people became my friends.

Q.1. Complete the following suitably.

Bama’s elder brother says that they are born in the lower caste so they are
deprived of ________
Ans: honour/dignity/respect.

Q.2. “Annan told me all these things.” Write the important point that her brother
told her.
Ans: how the lanlord’s men knew his caste by asking him on which street he lived.

Q.3. Select the suitable option to complete the following.

In the end of the story, many people became Bama’s friend because ________.
A. her elder brother was educated.
B. their landlord forced them to do so.
C. she worked hard and stood first in her class.
D. she was from their caste.
Ans: C. she worked hard and stood first in her class.

Q.4. What advice does Anna give to Bama to get a respectable status in the society?
Ans: to study with care/work hard and learn all she can.

Value Based (Skill Based) long Answer type Questions

Answer the following question in about 120 – 150 words.
Q.1. Recall the story 'We too are Human Beings' from the text 'Memories of
Childhood'. Imagine that Bama stops the elderly man who was carrying the
packet of vadais, and strikes up a conversation with him. She asks him a
couple of questions. As the man, respond to Bama's questions. You may follow
the given format and include the two questions in your conversation.
Bama: Hi sir, I noticed that you were carrying that packet in a funny manner.
Why were you doing so?
Elderly man: ...
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 Bama: But that's terrible. How does that make you feel?
Ans. (Suggestive Responses)
Bama: Hi sir, I noticed that you were carrying that packet in a funny manner.
Why were you doing so?
Elderly man: That may have looked funny to you, but I didn't really have a
choice. People in our community often don't have choices. We belong to a caste
whose people are considered 'untouchable'. The people of higher castes look at us
as dirty, polluted people. So, anything we touch also becomes 'polluted'. I was
carrying the vadai packet by the string so that I don't pollute it with my touch.
Bama: But that's terrible. How does that make you feel?
Elderly man: Well, this has been my life since I was born. I do not know anything
else. Yet, every time this happens, I feel deeply humiliated. I am made to feel
small and I am rejected for something I cannot change. I hope things will be
different when you are my age.
(Any other valid response.)

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