LITERATURE PART CLASS XII
TEXT BOOK-FLAMINGO
Poems
1. MY MOTHER AT SIXTY SIX
–Kamala Das
Read the following extracts and answer the questions that follow each :1. 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
that she was as old as she looked but soon
put that thought away........
Questions
(a) Where was the poet coming from and Who was sitting beside her? 1
(b) What did the poet notice about her mother? 1
(c) With what does the poet compare her mother’s face and why? 2
2. ....... and looked out at young
Trees sprinting, the merry children spilling
out of their homes, but after the airport’s
security check, standing a few yards
away,.......
Questions
(a) Where is the speaker in these lines?
(b) What thoughts did occupy her mind before she looked outside?
(c) Does lookingout help her, how?
3. 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.......
Questions
(a) Who looked wan and pale and why? 1
(b) What childhood tear did the speaker have?
(c) What do the parting words suggest? 1
(d) Explain the comparison : “as a late winter’s moon”. 1
Answer the following questions in 30–40 words each : (2 marks each)
1. What does the poet’s mother look like? What kind of image has the
poet used to signify her aging decay?
2. How has the poet compared the scene inside the car with the activities
going on outside?
3. Why is the poet’s mother compared to late winter’s moon?
4. What is the poet’s familiar ache and why does it return?
5. Why does the poet smile and what does she say while bidding goodby
to her mother?
6. What poetic devices have been used in the poem ‘My Mother at Sixty
Six’?
7. What different images does the poet use to convey the idea of her
mother’s old age?
2. AN ELEMENTARY SCHOOL CLASSROOM IN A SLUM
–Stephen Spender
Read the following extracts and answer the questions that follow each :1. Far far from gusty waves these children’s faces.
Like rootless weeds, the hair torn round their pallor:
The tall girl with her weighted-down head. The paper seeming boy with rat’s
eyes.
Questions
(a) Who are ‘these’ children? Where are they sitting? 1
(b) Why is the head of the tall girl “weighed down”? 1
(c) What do you understand by “The paper-seeming boy, with rat’s eyes”?1
(d) What do the images “rootless weeds” and hair torn round their pallor”
suggest? 1
2. The stunted, unlucky heir
Of twisted bones, reciting a father’s gnarled disease,
His lesson, from his desk. At back of the dim class
One unnoted, sweet and young, His eyes live in dream;
Of squirrel’s game, in tree room, other than this.
Questions
(a) What has the unlucky heir’ inherited? 1
(b) What is the stunted boy reciting? 1
(c) Who is sitting at the back of a dim class? 1
(d) “His eyes live in a dream”–What dream does he have? 1
3. On sour cream walls, donations. Shakespeare’s head.
Cloudless at dawn, civilized dome riding all cities.
Belled, flowery, Tyrolese Valley. Open-handed map
Awarding the world its world.
Questions
(a) What does the colour of the classroom walls suggest? 1
(b) Which pictures do the classroom walls have? 1
(c) Explain : ‘Civilised dome riding all cities.’ 1
Awarding the world its world. 1
(d) Why does the poet refer to the ‘Tyrolese Valley’ in these lines? 1
4. ......And yet, for these
children, these Windows, not this map, their world,
Where all their future’s painted with a fog,
A narrow street sealed in with a lead sky
Far far from rivers,
capes, and stars of words.
Questions
(a) What do ‘these windows’ ‘this map’ represent? 1
(b) What is the future of these children? 1
(c) What are the ‘narrow street’ and ‘lead sky’ indicative of? 1
(d) Where would these children prefer to be? 1
5. Surely, Shakespeare is wicked, the map a bad example,
with ships and sun and love tempting them to steal–
for lives that slyly turn in their cramped holes
From fog to endless night?
Questions
(a) Why is the Shakespeare wicked? Why is the map a bad example? 1
(b) How does the poet describe the present condition of these children in
these lines? 1
(c) Explain “From fog to endless night”? 1
(d) What are the things that tempt the slum children to steal? 1
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6. On their slag heap, these children
Wear skins peeped through by bones and spectacles of Steel,
with mended glass, like bottles bits on stones
All of their time and space are foggy slum
So blot their maps with slums as big as doom.
Questions
(a) What does slag heap refer to. 1
(b) How are the children described in these lines? 1
(c) Explain : ‘So blot their maps with slums as big as doom’. 2
7. Unless governor, inspector, visitor.
This map becomes their window and these windows
That shut upon their lives as catacombs.
Break o break open till they break the town.
Questions
(a) What is expected of the governor, inspector and visitor and why? 2
(b) How can ‘this map’ become their window? 1
(c) ‘Break o break open’––What should they break? 1
8. And show the children to green fields, and make their world.
Run azure on gold stands, and let their tongue
Run naked into books the white and green leaves open
History is theirs whose language is the sun.
Questions
(a) Where will the children’s world extend up to? 1
(b) What other freedom should the children enjoy? 1
(c) Who can create history? 1
(d) Explain : “Run azure on gold sands”. 1
Answer the following questions in 30–40 words each. (2 marks each)
1. What is the social issue that the poet raises in the poem?
2. How does the poem portray/describe the slum children?
3. How can the person in power contribute to improve the condition of
children in slum areas?
4. Which world do the slum children belong to? Which world is inaccessible
to them?
5. Stephen Spender’s poem begins with despair and ends with hope.
How?
6. What does the poet mean by’History is theirs whose language is the
sun’
3. KEEPING QUIET
–Pablo Neruda
Read the following extracts and answer the questions that follow each:1. Now we will count to twelve
and we will all keep still.
For once 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.
Questions
(a) Why does the poet ask his listeners to “Keep still” 1
(b) What changes does the peot expect on the face of the Earth? 1
(c) How would we all be together? 1
(d) Explain “not move our arms so much” 1
2. Those who prepare green wars,
wars with gas, wars with fire,
victory with no survivors,
would put on clean clothes
and walk about with their brothers
in the shade, doing nothing.
Questions
(a) Who are the people who wage green wars? 1
(b) How will the few moments of introspection affect the people? 1
(c) Explain the irony in ‘Victory with no survivors”. 2
3. What I want should not be confused
With total inactivity.
Life is what it is about.
I want no truck with death
If we were not so single-minded
about keeping our lives moving
perhaps a huge silence
might interrupt this sadness
of never understanding ourselves
and of threatening ourselves with death.
Questions
(a) What does the speaker mean by truck with death? 1
(b) What is our single-mindedness? 1
(c) How has it affected us? 1
(d) What are the two things that have caused ‘this sadness’? 1
4. Perhaps the Earth can teach us
As when everything seems dead
and later proves to be alive.
Now I’ll count up to twelve and
you keep quiet and I will go.
Questions
(a) What should man learn from the Earth? 2
(b) When does nature seem to come alive? 1
(c) What feelings does the poet express? 1
Answer the following questions in 30–40 words each. (2 marks each)
1. Why does the poet want everyone to keep quiet as he counts up to
twelve?
2. How does the poet suggest that there is life in nature under apparent
stillness?
3. Does the poet suggest total inactivity or death or something else?
Give reasons.
4. How do few moments of introspection affect our lives?
5. What is the ‘exotic moment’? Why?
6. What is the poet’s concept of doing nothing?
4. A THING OF BEAUTY
–John Keats
Read the following extracts and answer the questions that follow each:1. A thing of beauty is a joy forever
Its loveliness increases, it will never
Pass into nothingness; but will keep
A bower quiet for us, and a sleep
Full of sweet dreams, and health, and quiet breathing.
Questions
(a) How is a thing of beauty a joy for ever? 1
(b) Explain–“It will never pass into nothingness.” 1
(c) How does the poet attribute beauty for sound physical and mental
health? 2
2. Therefore, on every morrow, are we wreathing
A flowery band to bind us to the earth,
Spite of despondence, of the inhuman dearth
Of noble natures, of the gloomy days,
Of all the unhealthy and o’er-darkened ways
Made for our searching :
Questions
(a) Who are we wreathing a flowery band and why? 2
(b) Why is the poet not happy with human beings? 1
(c) Explain “O’er darkened ways”. 1
3. Yes, in spite of all
Some shape of beauty moves away the pall
From our dark spirits-Such the sun, the moon,
Trees old, and young, sprouting a shady boon
For simple sheep, and such are daffodils
With the green world they live in; and
Clear rills. That for themselves a cooling covert make
‘Gainst the hot season.
Questions
(a) What ‘moves away’ the pain and suffering from the human life? 1
(b) Mention some of the things from Nature that move away the pall from
our dark spirits? 2
(c) What do the clear streams do? 1
(d) Explain “dark spirits” 1
4. Rich with sprinkling of fair musk rose blooms;
And such too 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.
Questions
(a) What is the beautiful scene that one sees in the middle of the forest?1
(b) Why does the poet call the dooms to be full of grandeur? 1
(c) Whom does the word ‘mighty dead’ refer to? 1
(d) Explain ‘Immortal drink’. 1
Answer the following questions in 30-40 words each. (2 marks each)
(a) Why does the poet call a thing of beauty as a joy forever?
(b) How does beauty enrich the human beings?
(c) How do we try to face the gloomy days?
(d) How is man responsible for his own despondence?
(e) How do the daffodils and clear rills adjust to the hot season?
(f) How does the poet express his love for nature?
5. AUNT JENIFFER’S TIGERS
–Adrienne Rich
Read the following extracts and answer the questions that follow each: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...
Questions
(a) Where do the tigers appear? What are they doing? 1
(b) What is the attitude of the tigers towards men? 1
(c) How does the poet portray the outer and inner qualities of the tigers?2
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.
Questions
(a) Why are aunt Jennifer’s fingers fluttering? 1
(b) What is the result of the fluttering? 1
(c) Explain–‘The massive weight of Uncle’s Wedding band.’ 1
(d) What is Aunt Jennifer’s state of mind?
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.
Questions
(a) Why are aunt’s hands said to be terrified? 1
(b) Explain–‘still ringed with ordeals? 1
(c) How will Aunt’s death affect the tigers? 2
Short Answer Type Questions
Answer the following questions in 30-40 words each. (2 marks each)
1. Where do the tigers appear? Write two qualities of the tigers as depicted
by the poet.
2. Why is the ivory needle hard to pull?
3. What is the significance of wedding ring in Aunt Jennifer’s life?
4. “The tigers created by Aunt Jennifer are symbolic of her aspirations.” Explain.
1. THE LAST LESSON
–Asphonse Dandet
Notice on Bulletin Boardq Crowd Gathered
q School quiet
– No sound of desks, lessons, teacher’s ruler.
M. Hamel
– didn’t scold/spoke kindly
– wearing green coat, frilled shirt, black silk cap.
– announced last lesson in French, German to be taught
- Villagers, Hauser, postmaster, others – On back benches.
- Franz’s reaction to last lesson in French
- Shocked, realized deficiency in language, Wished-not wasted time.
- felt sorry, repented for wasting time.
- appreciated M.Hamel, accepted him with his faults.
- wanted to impress M.Hamel with knowledge of French.
- Understands presence of villagers
– to thank master
– to show solidarity for country
– repenting for not attending school
-M. Hamel made the class realize
- reluctance to learn, postponing learning
- parents sending them to work
- himself sending students to water his plants
- all to blame for situation
- too late to make amends
- no time to make up for lost time
- Germans will laugh at inability to speak French.
Main Characters
1. M. Hamel
- Sincere French teacher
– knows subject well
- Passionate about French
– considers French-clearest, most beautiful, logical language
– feels language as a key to person’s sense of freedom
– advises to hold on to French
- Proud of being French
– upset by occupation of Alsace by Germans
– attached to town, school, people.
- Hard Task Master
– particular about discipline and learning
– students scared
– last day - exercises on all aspects of language
- Sensitive, honest
– blames himself for selfishness
– emotional by sound of Prussian soldiers
2. Franz
- Sensitive, Honest
– Blames himself for ignoring lessons
– Wonders if pigeons will coo in German
– Understands feelings of Hauser
- Loves outdoors
– Sunshine, birds, butterflies, collecting bird’s eggs.
- As a student
– repents, good observer, notices changes.
- Empathizes with M. Hamel
– Understands emotions, accepts him with faults
Short Answer Type Questions
Answer the following in 30-40 words each. (3 marks each)
1. Why was Franz afraid to go to school that morning?
2. What temptations did Franz overcome to proceed to school?
3. What was the significance of the bulletin-board in the town hall?
4. Why was Franz blushing and feeling frightened when he entered the class
room?
5. Why did the writer want to run away and spend the day outdoors? Did he
overcome his temptation?
6. How and why was M. Hamel dressed differently that day?
7. Why were the old men of the village present in the class room?
8. How was the order from Berlin going to make a difference to the lives of
the students?
9. How did Franz’s attitude towards his books change after he heard about
the order from Berlin?
10. What universality of human nature does the teacher comment upon?
11. Whom does the teacher blame for ignoring the learning at school and why?
12. How does M. Hamel held parents and himself responsible for students
neglecting learning? (having not studied?)
13. How does M. Hamel praise the French language?
14. How is the mother tongue important for the enslaved people?
15. Why was Franz able to understand everything?
16. “I never saw him look so tall”. Who is the person mentioned? What does
the speaker mean by the above statement?
17. What did M. Hamel write on the black board at the end of the class? How
is it significant?
18. Why did M. Hamel make a gesture to the students to leave?
Long Answer Questions
Answer the following in about 125-150 words each (6 marks each)
1. Justify the title “The Last Lesson.”
2. In the story M. Hamel emerges not only as a dedicated teacher but also as
a sensitive and understanding human being”. Elaborate the character of M.
Hamel in light of the above statement.
3. “When a people are enslaved, as long as they hold fast to their language
it is as if they have the keys to their prison.” Discuss the significance of this
statement in light of the lesson.
4. Franz’s attitude towards school as well as towards M. Hamel changes when
he comes to know about the take over of his village by the Prussians. Do
you agree? Discuss with reference to “The Last Lesson.”
2. THE LOST SPRING :
STORIES OF STOLEN CHILDHOOD
–By Anees Jung
Sahib-e-Alam– Name means – lord of the universe, migrated with his family from Dhaka
in 1971, lives in Seemapuri, survives by ragpicking, doesn’t go to school, works
barefooted.
Living Conditions : Lack of basic amenities, structures of mud, tin and
tarpaulin, no sewage, no drainage, no water, loses freedom when he starts
working at a tea-stall.
Mukesh : Banglemaker of Firozabad, works in high temperatures, workplace
small and dirty, working conditions hazardous. Dreams of being a motor mechanic.
Similarities between Saheb-e-Alam and Mukesh
– have aspirations and desires like other children
– suffer from immense poverty and scarcity of food
– caught in the web of child labour
– leading a life of exploitation
– undergo physical, mental and emotional sufferings
Living Conditions in Seemapuri
– on the outskirts of Delhi yet miles away from it, home to 10,000
ragpickers, make a living by picking garbage, mastered the art of rag
picking, food and survival more important for their identity, live in a
state of poverty. Garbage to them is gold because it is a means of
survival, sometimes they find a rupee or even a ten rupee note and
for children garbage is wrapped in wonder.
Hazards of Working in Glass Bangle Factory
– high temperatures, lack of proper ventilation and light,
– long working hours in front of hot furnace
– boys and girls assist parents in the dim light of flickering oil lamps.
– eyes are more adjusted to dark than light
– dust from polishing bangles affects their eyes.
– exploited by moneylenders, police, bureaucrats, politicians.
– fear of being ill treated by police
– lack of a leader who can organize them
– live in state of intense poverty
– sleep on empty stomachs
– live in stinky lanes
– overcrowded with humans and animals.
Short Answer Type Questions (30-40 words). (3 marks each)
1. Why is the author’s advice to Sahab-e-alam to go to school hollow?
2. Is Sahab-e-alam hurt by the author’s failure to keep her promise of starting
a school? Give a reasoned answer.
3. Bring out the irony in the name Sahab-e-alam?
4. How is Seemapuri on the outskirts of the city but still miles away from it?
5. How do children of rag pickers become equal partners in survival?
6. How has rag picking acquired the proportions of a fine art?
7. How did Saheb get tennis shoes? Why does he explain the author how he
had got them?
8. Describe the working condition of bangle making of Firozabad.
9. “Garbage to them is gold”. Bring out the significance of this statement.
10. How does an adult and a child rag picker look at garbage differently?
11. Why is Saheb not happy with his new job?
12. How is the bangle industry of Firozabad a curse for the bangle makers?
13. What is the significance of bangles for an Indian woman?
14. Why don’t the bangle workers organise themselves into a co-operative?
15. Why hasn’t Firozabad changed with time?
16. What does Mukesh proudly say that his house is being rebuild?
17. Why is Mukesh’s dream of becoming a motor mechanic significant?
Long Answer Type Questions
Answer the following in 125-150 words (6 marks each)
1. “Survival in Seemapuri means rag picking”. Give a detailed account of the
life and activities of the refugees from Bangladesh settled in Seemapuri.
2. The life of bangle makers of Firozabad was full of obstacles which forced
them to lead a life of poverty and deprivation. Elaborate
3. The lesson “Lost Spring” is a realistic portrayal of the lives of street children.
Discuss.
4. The beauty of the bangles made in Firozabad is in direct contrast to the
life of the people who make them. Elaborate.
5. What are the hazards of working in bangle factories?
6. “Poverty is a vicious cycle for refugees, slum dwellers and bangle makers.”
Discuss in the light of the lesson.
3. DEEP WATER
–William Douglas
- William Douglas– Feared Water
– 3/4 years old, went to beach with father knocked down, swept over by
waves suffocated, frightened.
- As 10/11 year old
– Decided to learn swimming, Y.M.C.A. pool, Yakimo
– pool safe 2/3 feet at shallow end, 9 feet at deep end
– got water wings
– fear back, beginning to feel comfortable
– feeling short lived, another incident.
- Misadventure
– big boy threw him into deep end
– frightened, lungs ready to burst
– decided to hit feet on bottom and return as a cork
– came up slowly, opened eyes, water every where
– swallowed water and choked
– terrified, tried to scream, no sound
– legs paralyzed, rigid
– went down, second time
– hit bottom, felt dizzy, paralyzed, rigid
– groped for support, called for help, no result
– went down third time
– stopped struggling, legs limp
– blackness swept his brain
– was quiet, peaceful, drowsy
- On being conscious, he
– found himself, lying on stomach, vomiting
– heard voice of same boy
– reached home-felt weak, trembled
– wept, couldn’t eat, frightened, avoided water
- Years later, Douglas
– felt terrified near water
– feared water, spoiled holidays
– one October, decided to overcome fear
– hired swimming instructor
– practised swimming, five days a weak, one hour daily
– used belt that went through pulley on overhead cable
– took three months to relax
– learnt to put face in water, exhale, raise nose and inhale
– learnt to kick with legs
– instructor, taught for six months
– made swimmer, no longer feared water
– Douglas not confident
– Went to lake Wentworth, dived of a dock
– swam two miles, scared only once, kept swimming
– went to Warm Lake, swam across back
– no longer afraid, managed to conquer fear
- What we learn from the story : Douglas
– felt who have known fear know feeling to be free.
– recalled Roosevelt’s words
– understood his will to survive and live fully
– confident for facing challenges in future
Short Answer Type Questions
Answer the following in about 30-40 words each. (3 marks each)
1. How and when did Dougles develop an aversion to water?
2. What strategy of escaping drowning did Douglas have in mind?
3. Why couldn’t Douglas implement his strategy of escaping drowning?
4. What was the immediate effect of the drowning incident on Douglas?
5. How did Douglas feel after receiving training from the swimming instructor?
6. Mention any two long term consequences of the drowning incident on
Douglas.
7. Why did the drowning experience deprive Douglas from the pleasure of
water sports?
8. What did Douglas do to overcome his fear of water?
9. Why did the experience of conquering his fear of water have a deeper
meaning for Douglas?
10. “I screamed, but only the water heard me” why did Douglas scream and
what does he mean?
11. Mention two qualities of Douglas that helped him conquer his fear.
12. Even after receiving training from the instructor why did Douglas not feel
confident to swim?
Long Answer Type Questions
Answer the following in 125-150 words. (6 marks each)
1. “Piece by piece, he built a swimmer”. How did the instructor help the author
to become a swimmer and overcome his fear of water?
2. What emotions did the author experience while he was drowning in the
YMCA pool? How did he face the near-death experience?
3. “If we surrender to our fears, they overpower us; if we face them, they fade
away. Do you agree? Why/Why not? Discuss with reference to the lesson
“Deep Water.”
4. THE RATTRAP
–Selma Lagerlof
- Rat Trap Man– made living by selling rattraps
– business not profitable
– had to beg and steal
– even then poor
- His Philosophy
– whole world was a rat trap
– if offered riches, joys, shelter, food etc., as bait.
– if tempted to bait, everything came to end
- Simplicity of old man who gave shelter to Rat trap man
– one night rat trap man stayed at old man’s house
– old man happy to have someone
– simple, generous, hospitable
– offered big slice from tobacco roll, played cards
– told about past, was a crofter, prosperous
– now, his cow supported, earned thirty kronors
– showed the rat trap man pouch having Kroner
– next day, rat trap man stole money.
- Rat trap man loses his way
– does not continue on public highway
– goes into woods, loses way
– walks endlessly, tired, realizes
– realizes he himself has been caught in rat trap
– hears sound of hammer strokes
– walks in that direction, reaches iron mill
– finds master smith, doesn’t notice rat trap man
– later, blacksmith grants permission to sleep.
- Iron master and his daughter Edla
– owner of Ramsjo Iron Mill
– mistakes rat trap man as old acquaintance called von Stahle
– invites him to home to spend Christmas
– rat trap man doesn’t agree
– agrees when Edla comes and requests
– overwhelmed by her compassionate and friendly manner
- Secret revealed
– rat trap man well groomed
– iron man realizes mistake
– rat trap man makes no attempt to hide
– ready to leave wearing old rags
– Edla requests father to allow him to stay
– they had promised Christmas cheer
- The rat trap man turns a new leaf
– quietly eats food, sleeps
– next morning, father and daughter go to church
– hear that crofter robbed by a rat trap man
– daughter sad, informed rat trap man left gift
– small rat trap with thirty kronors and a note
– wishes money to be returned to crofter
– confesses that he had made a mistake
– got caught in his own rat trap
– thanks for treating him like a real captain
- What we learn from the story
– Life is one big rat trap
– one gets trapped by own deeds
– everyone should get a second chance to improve oneself
Short Answer Type Questions
Answer the following in about 30-40 words each. (3 marks each)
1. How did the peddler earn his livelihood?
2. What strange idea about the world struck the peddler?
3. How did the crofter treat the pedder and why?
4. Why was the crofter so talkative and friendly with the peddler though he
was a stranger?
5. How did the peddler abuse the trust the crofter had reposed in him?
6. What thoughts came to the peddler’s mind when he realised he had lost
his way in the jungle?
7. How was the iron master’s reaction to the peddler different from that of the
blacksmith?
8. Why did the peddler decline the iron master’s invitation?
9. What made the peddler accept Edla’s invitation?
10. What impression did Edla form about the peddler?
11. What did the iron master realise after the peddler had been groomed by
his servants?
12. Pick two instances from the story ‘The Rattrap’ to show that the peddler
realized he himself was trapped?
13. How did the peddler feel when he realised he could not getout of the
forest?
14. Why did the iron master decide not to hand over the peddler to the sheriff?
15. Why did Edla insist on entertaining the peddler even after he was exposed?
16. What had the peddler left behind as a Christmas gift for Edla Willmanson?
17. What did the peddler think on the way to the iron master’s house.
18. What did the gift of the rat trap signify?
19. Why was Edla happy to see the gift left by the peddler?
20. Why were Edla and her father surprised on reaching home after the church
service?
21. Why did the peddler sign himself as Captain Van Stahle?
Long Answer Type Questions
Answer the following in 125-150 words each. (6 marks each)
1. What rattrap was the peddler trapped in? How did he come out of it?
2. The story “The Rat Trap” is not only entertaining but also philosophical.
Bring out the entertaining and philosophical elements of the story.
3. “A simple act of mercy and kindness can bring about a change of heart”.
Discuss the significance of love and kindness with reference to the story
“The Rattrap”.
4. “Man is a social animal. He can survive but not live in isolation”. Do you
agree? Justify your answer.
5. INDIGO
–Louis Fischer
- Gandhiji’s meeting with Shukla– Gandhiji at Indian National Congress Annual Convention
– Shukla, a poor, indigo peasant requested him to come to Champaran
– Gandhiji agreed after completing task
– Visited Rajendra Prasad’s place in his absence on way to Champaran
– Peasant came to meet him at Muzaffarpur
– Met lawyers and scolded them for charging fee from poor peasants.
- Problems of Peasants
– Landlords forced sharecroppers to grow indigo in 15% of the land
– Germany developed synthetic indigo
– Landlords demanded compensation for freeing the peasants from 15%
arrangement
– Some agreed but later demanded money back
- Gandhiji arrived at Champaran
– wanted to meet secretary of British Landlord’s Association.
– was refused
– tried to meet Commissioner of Tirhut
– was bullied and ordered to leave Champaran
– Defied order
– Prevented from meeting peasant
– Disobeyed notice to leave Champaran
– was summoned at court
– worked whole night to get the support
– wired report to the Viceroy
– peasants gathered in large number to show support to him.
– Gandhiji proved that British power was no longer unchangeable
– authorities got afraid and postponed the case
– Gandhiji released on bail
– lawyers decided to follow Gandhiji
- First Triumph of Civil Disobedience
– Case dropped against Gandhiji
– he planned Civil Disobedience
– commission of enquiry appointed by governor
– evidence against landlords found.
– Gandhi agreed for 25% refund as was agreed by landlords
– indigo share cropping abandoned and
– land given to peasants
- Gandhiji’s forsight – beyond Political & Economical solution
– aimed to improve social and cultural status of Champaran
– Aimed at improving health services
– took help of volunteers
– tought Indians to be self reliant and independent
- Freedom from fear more important than freedom from legal justice
– Real relief for peasants was to be free from fear
– Courts were useless for fear stricken
– Self-reliance, strong will and courage to win battles.
– Must protest against injustice.
Short Answer Type Questions. (30-40 words each) – (3 marks each)
1. Who was Rajkumar Shukla? Why did he want to meet Gandhiji?
2. How did Shukla persuade Gandhiji to visit Champaran?
3. Why was Gandhiji not allowed to draw water from the well of Dr. Rajender
Prasad’s house?
4. What did the peasants of Champaran pay to the British landlords as rent?
5. Why did Gandhiji go to a near by village in Champaran? Why did he
comeback without visiting the place?
6. What was the outcome of protracted interviews that Gandhiji had with the
Lt. governor?
7. Why did the landlords want to be released from the 15% arrangement?
8. Which incident in the lesson is the beginning of the peasants liberation
from the fear of British?
9. Why did Gandhiji agree to a settlement of 25% refund to the farmers?
10. What was the conflict of duties that Gandhiji underwent? How did he resolve
it?
11. Why did Gandhiji receive summons to appear in court?
12. “Civil Disobedience had triumphed the first time in India.” How did it happen?
13. When and why did Gandhiji say “The battle of Champaran is won”?
14. How was Gandhiji’s style of politics different from the usual politicians?
15. How was the Champaran episode a turning point in Gandhiji’s life?
16. How did Gandhiji teach his followers a lesson in self-reliance?
17. What steps did Gandhiji take to remove the social and cultural backwardness
of the Champaran villagers?
18. What was done to improve and look after the health of the people of
Champaran?
Long Answer Type Questions
Answer the following in 125-150 words. (6 marks each)
1. Dialogue not violence can resolve situations of conflict and injustice. Do
you agree? Answer with instances from the lesson Indigo.
2. “The visit undertaken casually on the entreaty of an unlettered peasant
occupied almost a year of Gandhiji’s life”. What events unfolded and with
what results?
3. How was Gandhiji’s stay and work at Champaran a great turning point to
the people of Champaran, to the freedom strugg le and to Gandhiji himself?
4. Raj Kumar Shukla played as a significant a role as Gandhiji did in the
success of the Champaran episode. Do you agree? Give reasons in support
of your answer.
8. GOING PLACES
–A.R. Barton
- Sophie’s Ambition and Unrealistic Dreams– wants to start a boutique
– to earn money by becoming a manager, an actress or even a fashion
designer
– she belongs to weak socio-economic background
– doesn’t have decent house.
- Her Friend Jansie
– simple and nosey
– wants sophie to be happy and realistic
– cann’t keep information or secrets to herself
- Sophie’s Dad
– is strong, sweaty and hardworking
– Loves to watch foot boll matches
– Does not believe in Sophie’s imaginary stories.
- Sophie’s brother - Geoff
– is an apprentice mechanic
– speaks less
– sophie trusts him and shares her secrets with him
- Sophie lives in a world of her own/her fantasizing
– Sophie is fond of hero worship and fantasizing
– Sophie’s hero is an Irish player Danny Casey
– Dreams of meeting him
– Is so much obssessed with meeting him
– Starts believing her imaginations as real
– No body believes her
– Feels disappointed
– She still believes that she has met him.
Short Answer Type Questions
Answer the following in 30-40 words each. (3 marks each)
1. What does Sophie dream of doing after leaving school?
2. How are Jansie and Sophie poles apart though they are friends?
3. What does the description of Sophie’s home reveal about her family’s
socio-economic status?
4. What work is Geoff engaged in? How does he differ from his sister Sophie?
5. Why did Sophie feel jealous of Geoff’s silence?
6. How did Sophie want to be a part of Geoff’s world?
7. Who is Danny Casey? How do Sophie’s brother and father react to her
claim of meeting Danny Casey?
8. Do you think Sophie had actually met Danny Casey? Why? Why not?
9. What range of emotions did Sophie undergo as she waited for Danny
Casey?
10. ‘The family was a great fan of Danny Casey and his game’ What incident
in the story suggest this.
11. Who is responsible for Sophie’s tears? Why do you think so?
Long Answer Type Questions
Answer in about 125-150 words each. (6 marks each)
1. Bring out the difference in the character of Sohie and Jansie.
2. “Going Places” is a story that borders on fantasy and reality. Discuss.
3. The meeting of Sophie with Danny Casey is a figment of her imagination.
Do you agree? Why? Why not?
4. Write a character sketch of Geoff. How is it different from Sophie?
5. “Sophie’s dream world clashes with the world of her family and friends” Do
you think Sophie is able to balance her dream world with her reality”
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