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Lesson Architecture Concept Videos Theme Story-At-A-Glance NCERT Solution Extra Questions Theme The story has been taken from the novel of H. G.Wells’ ‘The Invisible Man’. The story suggests how Science can be a bad master of human beings if handled by a wrong person. The lesson is the story of Griffin, a Scientist who conducts various experiments to make the human body invisible. In spite of being a brilliant scientist, he is not a law-compliant person. He uses his own impulse to execute any kind of work. The story describes his adventures and lawless spree of activities aimed at resorting activities to gain advantage at the cost of violence and robbery. Story-At-A-Glance 1. INTRODUCTION OF A BRILLIANT BUT LAWLESS SCIENTIST: The lesson opens with two boys following muddy footprints that seem to form without feet. They are the footprints made by the invisible scientist and he starts roaming the streets of London invisibly to avoid getting caught. Griffin, the Scientist, started carrying out a series of experiments to prove that it was possible to make the human body become invisible. Eventually, he swallowed some rare drugs and his body became as transparent as a sheet of glass. In spite of being a Brilliant, Griffin was rather a lawless person. His landlord did not like him and tried to drive him out of his house. In revenge Griffin set fire to the house. In order to escape being caught, he had to take off his clothes. Thus he became a homeless wanderer, without clothes, without money, and quite invisible — until he happened to step in some mud, and left footprints as he walked! 2. Griffin tries to survive by robbing a store: He escaped easily enough from the boys who followed his footprints in London. . It was mid-winter. The air was bitterly cold and he could not manage without clothes. Instead of walking about the streets in bitter cold he decided to slip into a big London store for warmth. He enjoyed the food, wine and clothes. , but is he is traced and chased by the store assistants the next day. In the end he was able to escape only by quickly taking off his newly found clothes. So once more he found himself invisible but naked in the chill January air. 3. Griffin arrives in Iping: He stole some cash and items like bandages, a false nose an side-whiskers from a theatre supply shop and went to a village called Iping in order to avoid crowded London crowd. He booked two rooms at the local inn. He made it clear to Mrs. Hall, the landlady that wanted himself to be left alone and did not wish to be disturbed. He explained that his bandaged face was the outcome of an accident that he recently met with and which has left his face disfigured. Mrs. Hall excused his strange ways and irritable behavior thinking that he was an eccentric scientist. Moreover, he paid her in advance, which pleased her. However, the arrival of a stranger in winter with such a strange appearance made the villagers gossip about him. 4. Burglary at Clergyman’s House: A case of burglary at the clergyman’s house further raised suspicion about the stranger coupled with the incidence of some eerie happenings to Mrs. Hall’s furniture. Shortly after his arrival in Iping village, s a curious episode occurred. Very early in the morning a clergyman and his wife were awakened by noises in the study. Creeping downstairs, they heard the chink of money being taken from the clergyman’s desk. The clergyman and his wife looked under the desk, and behind the curtains, and even up the chimney. There wasn’t a sign of anybody. Yet the desk had been opened and the housekeeping money was missing. 5. Mysterious Incidence at Mrs Hall’s Residence: On finding the Scientist’s door wide open one morning, Mr. and Mrs Hall entered the room to investigate. Griffin was nowhere around and his clothes and bandages were lying about the room. All of a sudden Mrs Hall heard a sniff close to her ear. A moment later the hat on the bedpost leapt up and dashed itself into her face. Then the bedroom chair became alive. Springing into the air it charged straight at her, legs foremost. As she and her husband turned away in terror, the extraordinary chair pushed them both out of the room and then appeared to slam and lock the door after them. Mrs Hall almost fell down the stairs in hysterics. She was convinced that the room was haunted by spirits, and that the stranger had somehow caused these to enter into her furniture. The successive incidents in the neighbourhood confirmed suspicion of the villagers on Griffin. Suspicion grew even stronger when he suddenly produced some ready cash, though he had admitted not long before that he had no money. 6. Mr. Griffin’s Reaction at Mrs. Hall’s Enquiry: On being asked by Mrs. Hall as to what Griffin had been doing to her chair upstairs and how Griffin came out of an empty room and how he entered a locked room, Griffin lost his temper. He threw off bandages, whiskers, spectacles, and even nose. It took him only a minute to do this. The horrified people in the bar found themselves staring at a headless man! 7. Arrival of Jaffers for Griffin’s Arrest: Mr Jaffers, the constable, now arrived, and was quite surprised to find that he had to arrest a man without a head. There followed a remarkable scene as the policeman tried to get hold of a man who was becoming more and more invisible as he threw off one garment after another. Finally a shirt flew into the air, and the constable found himself struggling with someone he could not see at all. 8. Griffin Escapes : In the end Jaffers was knocked unconscious as he made a last attempt to hold on to the unseen scientist. Griffin had shaken himself free, and no one knew where to lay hands on him. Some people tried to help him, but found themselves hit by blows that seemed to come from nowhere. Griffin had the last laugh. Conclusion: Griffin was a brilliant scientist, but he was also a lawless person. He struggled hard to become a scientist and went on to experiment till he found the way to become invisible. He was so passionate about his invention that he even experimented on himself by swallowing certain rare drugs. But on the flip side, he lacked the professional ethics and values that every scientist must have because he misused his power to gain things such as clothes, food and money in the most unethical manner. Towards the end, he even escaped the law because he had become invisible. Thus from this story we can learn that Science is both a blessing as well as a bane. It is up to us to decide which way we shall use it…. NCERT solution Read And Find Out ( Page 26) 1. How did the invisible man first become visible? Ans: The invisible man wore clothes from a big London store and became visible. After the store closed for the day, he broke pen boxes and wrappers and fitted himself out with warm clothes. With shoes, an overcoat and a wide-brimmed hat, he became a fully dressed and visible person. 2. Why was he wandering the streets? Ans: The invisible man had no home of his own. After the landlady asked him to leave the house, he set fire to the house. In order to escape being seen, he had to remove his clothes which made him invisible. Thus he was wandering the streets without any clothes or a home. READ AND FIND OUT (Page 28) 1. Why does Mrs Hall find the scientist eccentric? Mrs Hall, the landlord’s wife, made every effort to be friendly with Griffin. But he had no desire to talk, and told her that he had come to Iping to stay in solitude and therefore, he should not be disturbed. Thus Mrs. Hall found the scientist eccentric. 2. What curious episode occurs in the study? Ans: Early one morning a clergyman and his wife were awakened by noises in the study. Creeping downstairs, they heard the chink of money being taken from the clergyman’s desk. Without making any noise and with a poker held firmly in his hand, the clergyman flung open the door. But to their surprise they could not see anybody in the room. But the housekeeping money was missing from the desk. 3. What other extraordinary things happened at the inn? Ans: The landlord and his wife were up very early, and were surprised to see the scientist’s door wide open. The opportunity seemed too good to be missed as his doors are usually shut. They peeped round the door, saw nobody, and decided to investigate. The bedclothes were cold and the clothes and bandages that he always wore were lying about the room. All of a sudden Mrs Hall heard a sniff close to her ear. A moment later the hat on the bedpost leapt up and dashed itself into her face. Then the bedroom chair sprang into the air and hit her. As she and her husband turned away in terror, the extraordinary chair pushed them both out of the room and then appeared to slam and lock the door after them. Think About It 1. ‘Griffin was rather a lawless person. Comment. Ans: In spite of being a brilliant scientist, Griffin was lawless. He had hardly any sense of moral values. The following incidents stand testimony to his lawless nature. 1. He set fire to his landlord’s house because his landlord disliked him and had tried to evict him from the inn. 2. He stole clothes and food from the London store. 3. He then broke into a theatre company at Drury Lane to get some clothes for him. 4. At Iping he sneaked into the clergyman’s house and stole money from his study. He then paid his bills at the inn with this money. 5. He attacked Mr. and Mrs. Hall when they entered his room to investigate. 6. At the time of his arrest, he hit out at people and knocked the constable, Mr. Jafferes, unconscious. 2. How would you assess Griffin as a Scientist? ( HOTS Question) Ans: Griffin was a hard-working scientist. He kept on experimenting till he discovered how to project himself invisible to others. Finally, he swallowed certain rare drugs and his body became as transparent as a sheet of glass — though it also remained as solid as glass. A true scientist works for the good of humanity. He wants to make man’s life easier, more comfortable and enjoyable. He does not misuse his discoveries for personal gains or selfish ends. But Griffin, though a brilliant scientist, misuses his discovery. By his experiments, he has been able to make his body transparent and invisible. He uses this discovery to cause harms to others. The following are the instances of his harmful acts. He enters stores and shops unseen. He robs people of their money or things and escapes. He sets fire to the house of his landlord who tried to eject him. He steals food, sweets and wine. Griffin brought a bad name to science by misusing his invention. He lacked the values of sensitivity and social behaviour. Invisibility also posed a host of challenges for Griffin. He could not wear clothes as they would cover his body and make him visible to others. During cold weather day, it is very inconvenient to remain invisible. Eating food is another hurdle for Griffin. If he ate food, people will be able to see the food being chewed, swallowed and digested. Thus we can conclude with the judgment that Griffin although a brilliant Scientist, he was not altogether successful in rendering himself invisible. The pursuit of science without adequate precautions or without taking counter measures to ensure safety, becomes a failure and inflicts pain and suffering to humanity. We got evidence of this when Griffin had to face to certain inconveniences owing to being invisible. He therefore, became disappointed and resorted to committing a series of crimes. Thus Griffin’s brilliant discovery proved to be incompatible with the welfare of the society. Extra Questions 1.What kind of experiments did Griffin conduct? What was the outcome of these experiments? Ans : Griffin conducted many experiments and discovered a drug which if swallowed could make a person invisible. Griffin made bad use of his invention for his personal gains. He resorted to a spree of anti-social and unethical activities and caused harm to the people of the society. 2. How did the invisible man react when a constable went to catch him? Ans : The invisible man threw one shirt after another in order to be completely invisible. A shirt flew into the air and the constable found himself difficult to catch the invisible man. When some people tried to help him, they were hit by blows that appeared to come from nowhere. 3. Why did Griffin slip into a big London store? What did he do inside the shop? Ans : Griffin was wandering on the streets of London in mid-winter. The air outside was chilling cold and he needed clothes to save himself from this unbearable weather. Griffin decided to enter a London store. Griffin broke open the boxes and wrappers and dressed himself in warm clothes. He ate cold meat and had coffee in the restaurant followed by sweets and wine from the grocery store. 4. Why were the landlord and his wife surprised to see the scientist’s door wide open? Ans : The landlord and his wife woke up very early in the morning and were surprised to see the scientist’s door wide open. Usually it was shut and locked, and he was furious if anyone entered his room. Thus they became surprised on finding the door wide open. 5. Three extraordinary things happened in the room. What were they? Ans : The following three things happened in the room • Mrs Hall heard a sniff quite close to her ears. • The hat on the bedpost leapt up and dashed into her face. • The bedroom chair sprang into the air and pushed them out of the room.

Theme, Story-At-A-Glance, NCERT Solution, CBQs, Concept Videos Lesson Architecture Theme Story-At-A-Glance NCERT Solution CBE Questions Concept Videos Theme: The story is an account of the mystery surrounding the boy King Tut. Being the last heir to the most powerful family that ruled Egypt and its empire for centuries, Tut was laid to rest, laden with gold and eventually forgotten after his reign of about nine years. His tomb was discovered by a British archaeologist Howard Carter in 1922. It also describes how a CT scan was performed on the King’s mummy and interesting facts were revealed. Story-At-A-Glance: Para 1 Tutankhamun or King Tut was only in his teens when he died. He was the last heir of a powerful dynasty that ruled Egypt for centuries. He was buried laden with gold and was eventually forgotten with time. After about 3300 years, his tomb was discovered in 1922, which started speculations about his untimely death. After about 3300 years, his tomb was disc overed in 1922 when there was speculation about his untimely death. Again after more than 80 years hs body was taken out of the tomb and put through a CT scan. This event exposed some startling facts about his life and death. Para 2 A strong dusty wind blew when King Tut was taken out of his tomb in the ancient cemetery of Egyptian royals called the Valley of the Kings. In the evening of the 5th day of January 2005, the world’s most famous mummy was put through a CT scanner. It was done with the intention of probing into the unravelled mystery shrouding the little understood young ruler who died more than three thousand years ago. Para3 Tourists from all across the world went to Egypt to know more about King Tut. They went into the rock cut tomb some 25 feet underground. They gazed at the murals and paintings on the walls of the burial chamber and at the young King’s gilded face. Some read in whispers from the guidebooks, others stood silently pondering over the truth of a belief in the pharaoh’s curse. Para 4 The secretary general of Egypt’s Supreme Council of Antiquities, Zahi Hawass leaned over the mummy to have the first long look and commented that it was in a very bad condition. British archaeologist, Howard Carter, was the first to discover the elusive tomb of Tutankhamun. The contents of this tomb remain the richest royal collection till date and have become part of the pharaoh’s legend. Besides brilliant artifacts in gold, he was buried with everyday things that he might require in after life. Para 5 Carter began investigating Tut’s three tier coffin and it took him months to record the pharaoh’s burial treasures. When he opened the first coffin, he found a shroud decorated with garlands of willow and olive leaves, wild celery, lotus petals and cornflower. The presence of these flowers is a vague inference to a funeral that took place in springtime. In the coffin that held the king’s mummified body, Carter faced a big problem. They had used a sticky substance called resin in the funeral. Over thousands of years, the resin had cemented the mummy to the bottom of the coffin. Para 6 In an effort to loosen the resin the coffin was placed in the blazing sun, but to no avail. The body had to be chiseled away from beneath the limbs and trunk so that it could be raised from the coffin. Para 7 Carter defended his action justifying that there was no other option of removing the body. If he did not do it, then thieves could have ripped it apart and decamped with the huge amount of gold. Tut’s coffin had precious collars, bracelets, necklaces, amulets , rings, sheaths, coffin, mask etc all in pure gold. To separate Tut from this adornments, Carter’s men removed the mummy’s head and broke almost every major joint. Then they reassembled the same on a bed of sand in a wooden box with padding where it rests even now. Para 8 & 9 Archaeological concepts have vastly changed over the past decades. The focus has shifted from ancient treasures to interesting details of life and mysteries of death. In 1968 more than forty years after Carter’s discovery, a professor of anatomy x-rayed Tut’s mummy and revealed an astonishing fact that beneath the resin, his breast bone and front ribs were missing. Today CT scans can create a virtual body. Cold such a scan of Tut’s mummy answer the two biggest questions-how did he die and how old was he at the time of death? Para 10 to 12 Descendant of Egypt’s most powerful dynasty King Tut’s death was an important event event by any royal standards. Last in the lineage, his death brought an end to a grand phase of Egyptian history. Amenhotep III, Tut’s predecessor was a powerful pharaoh who ruled for almost forty years at the height of the dynasty’s golden age. His son Amenhotep IV succeeded him . His reign marked the strangest period in Egypt’s history. Demolishing all temples and images of Amun , the major God in Egypt, he started the worship of Aten, the Sun God. He even changed his name to Akhenaten meaning servant of the Aten and shifted the religious capital from Thebes to Akhenaten ( now Amarna) After Akhentanen’s death, a mysterious insignificant ruler named Smenkhkare appeared for a brief period. Then came Tutankhaten, who ascended the throne at the age of eleven. He restored the old ways that his predecessor had destroyed. The worship of Amun was revived. He even changed his name to Tutankhamun, meaning the living image of Amun. After just nine years of rule, he met an unexpected death. Para 13 Despite the fame and mystery attached to Tutankhamuns’ mummy, it is just one of the many that have been found in Egypt. As per the inventory of the Egyptian Mummy Project, there are 600 mummies recorded till now and the count is still going on. The next phase is scanning these mummies in a CT scanner that has been donated by the National Geographic society and Siemens. King Tut, even in death, has been ahead of others in the fact that his mummy is the first to be scanned. Para 14 The scan machine created 1700 diital x-ray images in cross section of the mummy which was scanned from head to toe. A whole team of radiologist , forensic experts and anatomy specialists began to delve into the secrets that the winged goddesses of a gilded burial shrine protected for so long. Para 15 & 16 On the cheduled night, the workmen carried the mummy of Tutankhamun from the tomb in a box lifted by hydraulic system in to the trailer that held the scanner. But the portable scanner failed to work due to sand in the cooler fan. Two men ran to a nearby office and came back with white plastic fans. A frightened guard joked that it could be the curse of the pharaoh. Replacement fans worked well enough to complete the scan and obtain the valuable data. The technicians then handed over the royal mummy back to the workmen. In less than three hours of his displacement, the pharaoh once again rested in peace at the same place where the funerary priests had laid him 3300 years ago. Para 17 & 18 The technicians generated surprising images on the computer screen. From the scattered dots, a grey head took shape which was turned and inclined in every direction. The spinal cord was as clear as shown in anatomy classes. Other images showed a hand, sections of the rib cage and of the skull. A relieved Zahi Hawass sat back in his chair and smiled that nothing had gone wrong. He decided to go and sleep for a while. By the time the work was over, the wind had stopped. It was chilly and still in the valley of the dead pharaohs. Just above the entrance of the tomb, the constellation of Orion, considered the god of afterlife, stood brilliantly watching over the boy king. Recapitulation: 1. King Tut was the last pharaoh of a glorious Egyptian dynasty. 2. He reigned for about nine years and ided unexpectedly. 3. His tomb was discovered by Howard Carter in 1922 in the Valley of Kings 4. Curious tourists arrived from around the world to get a glimpse of the mummy of one of history’s most intriguing character. 5. The mummy was damaged in Carter’s investigation. 6. It was a three-tiered coffin and the king was placed in the innermost coffin of solid gold. 7. The resins used in funeral had solidified and Carter had problems separating the mummy. 8. Carter had to chisel out the mummy resulting in major damages. 9. King Tut succeeded Akhenaten and restored the worship of Amun. 10. He changed his name to Tutankhamun, the living image of Amun. 11. The sky as well as the desert wore a strange look when the mummy was taken out of the tomb. 12. A CT scan created a three-dimensional virtual body of the king. 13. Technological advancements and sophistication has revealed many startling facts. 14. After the scan , his mummy was put back in his eternal resting place where he was ritually placed some 3,300 years ago. Notice these expressions in the text. Infer their meaning from the context. ( Page 22) Forensic reconstruction: building up evidence from the remains. Scudded across: the dark clouds moved very fast across the sky. Casket grey : dark and gloomy as a grave. Resurrection: rebirth of the King. Funerary treasures: the riches buried with the person. Circumvented: thieves would have found a way to avoid the guards. Computed tomorgraphy: displaying cross section of the human body using x rays. Eerie detail: strange and frightening details. NCERT Solution Understanding the Text ( Page 28) 1. Give reasons for the following (i)King Tut’s body has been subjected to repeated scrutiny. Tut’s tomb was discovered in 1922. Since then there has been a lot of speculation about his untimely death. So in order to find answers to how he died and how old he was at the time of his death, his body was subjected to repeated scrutiny. (ii)Howard Carter’s investigation was resented. Ans : Howard Carter discovered Tut’s tomb in 1922. But his discovery and subsequent investigation caused irreparable damage to the mummy. It was found out that Tut’s skull was separated, all the major joints were broken, the breast bone and front ribs were also missing. Thus his investigation was resented. (iii) Carter had to chisel away the solidified resins to raise the king’s remains. Tut’s body was laid in a gold coffin. It lay on a bed of ritual resins which had hardened and cemented the body to the bottom of the solid gold coffin. He tried to loosen it with exposure to the scorching heat. But it refused to budge. So he had to chisel the solidified resins to raise it. (iv) Tut’s body was buried along with gilded treasures. The Egyptians believed in after-life. So they buried Tut with gilded treasures because they hoped that their eternal brilliance will ensure his resurrection. (v) The boy king changed his name from Tutankhaten to Tutankhamun. Amun was a major God in Egypt. But Tut’s predecessor destroyed all images and temples of Amun and started the worship of Aten, the Sun God. When Tut became the king, he restored the old practice and changed his name from Tutankhaten to Tutankhamun, which means living image of ‘Amun.’ 2 (i) List the deeds that led Ray Johnson to describe Akhenaten as ‘wacky’. Ray Johnson called Akhenaten wacky because of the following reasons: (i) He suddenly discarded the worship of Amun, the traditional god of Egypt. (ii) He adopted the sun god Aten. (iii) He moved the religious capital from Thebes to the new city of Akhetaten. (iv) He closed the temple of Amun. (ii) What were the results of the CT Scan? The city scan provided clear details of (i) Tut’s head from every angle. (ii) Neck vertebrae. (iii) Tut’s hand and several views of his rib cage. (iv) Transection of his skull. (iii) List the advances in technology that have improved forensic analysis. There has been rapid advancement in technology. An X-ray image could give the picture of bones inside the body. CT scan can provide three-dimensional pictures of the whole body from every possible direction. It provides precise data for an accurate forensic reconstruction. (iv) Explain the statement, ‘King Tut is one of the first mummies to be scanned-in death as in life…..’ Tut’s life is as mysterious as his death. It has intrigued the archaeologists and historians. With the advances in technology, doctors and archaeologists have got clues as to how Tut dies and how old he was when he died. Even in death, he remains celebrated for the virtue of being the first mummy to be scanned. TALKING ABOUT THE TEXT Discuss the following in groups or two pairs, each pair in a group taking opposite points of view: Q1. Scientific intervention is necessary to unearth buried mysteries. For: Scientific intervention is of utmost importance in order to find out the intriguing facts about the dead remains buried underground. Technological advancement in the field of medical science has helped human kind to unravel the mysteries. Advanced technologies like CT Scan, X-rays help the doctors, archaeologists to solve mysteries not only of the present, but of buried past as well. This in turn enables authentication of historical events. Against: Archaeologists have given us enough knowledge of past events in the form of history, architecture and culture based on which the modern world had progressed. Scientists and technicians cause damage to environment as well as wastage of resources. For example, a million-dollar machine was transported into the deserts of Kings Valley in Egypt just to experiment on the dead body of King Tut. The machine could be used to help the living rather than scanning a three thousand year old dried and shrunk body of a boy king. Q2. Advanced technology gives us conclusive evidence of past events. For: Without scientific intervention archaeology verges on mythology. With the help of advanced technologies it is very much possible to unravel mysteries of the past. Technology provides us facts which are more reliable than simple historical facts. With the help of technology, we have come to know how animals lived on earth at different periods of time. Against: Scientific findings alone do not provide conclusive evidence of past event. What we need to know is the history of the period, societal and political history and the people to arrive at a conclusion. Technologies give us the clue, but the real findings can be obtained with the help of historians and archaeologists. For example, no technology can give us evidence of how dinosaurs disappear from the earth? How pyramids were built and so on…. Q3. Traditions, rituals and funerary practices must be respected. For : Traditions, rituals and funerary practices have the sanctity of religion and faith. They must be respected. People of ancient Egypt buried their pharaohs with gilded treasures. It is part of Egyptian custom, which we should respect. By digging them out, we against the prevailing practices of a particular nationality. Against: If traditions, rituals and funerary practices get outdated and have outlived their utility, they must be changed. No human society can progress if it moves in ruts. If the tradition is accompanied with superstitions and blind faiths, they should be discarded. Our beliefs and traditions should always be for the benefit of humanity. If it is rooted in superstition and discrimination, we should immediately shun it. Q4. Knowledge about the past is useful to complete our knowledge of the world we live in. Ans: For: Every today is based on yesterday. Similarly, every tomorrow is built on the foundation of every today. Therefore, the knowledge of the past is essential to complete our knowledge of the present. So we study history and other subjects of humanities. We have a lot to learn from ancient civilizations which boast of astounding inventions and discoveries on which our knowledge stands today. Against: If we have to progress, we need to look forward. History of the past might have helped us how the human society has shaped up today. But in order to carry the present into future, we need to be forward-looking without scientific bent of mind. Science and technology is advancing very fast. So we need to keep pace with the changing time so as to remain progressive. Therefore, with the knowledge of the past we need to go forward to shape up a better tomorrow. For this reason there needs to be a perfect blend between History and Science. They should go hand in hand….. To Visit Question Bank in Library Section for practising extra questions, please CLICK HERE Competency Based Questions To uploaded shortly. Keep visitng the site. Concept Videos Additional Resource

A Question of Trust: Competency Based Questions, NCERT Solution, Extract Questions, English Board Exam 2024 Lesson Architecture Theme Story At a Glance Explanation of Important lines NCERT Solution CBE Questions Recommended Reading Theme The theme of the story "A Question of Trust" revolves around the idea that trust and honor are not necessarily present among individuals involved in illegal or dishonest activities. The story presents a cautionary tale about misplaced trust and the consequences of deception, especially in criminal circles. 1. Deception and Betrayal : The story highlights how easily trust can be broken in the criminal world. Horace Danby, the protagonist, is a skilled thief who appears to be good and respectable on the surface. However, he falls victim to a young woman who also happens to be a thief. She deceives him into believing that she is the owner of the house and manipulates him into breaking open the safe. This deception leads to Danby's arrest, revealing that there is no honor or trust among thieves, even when they seem to share a similar profession. 2. The Fragility of Trust: The story shows how trust can be fragile and easily exploited, especially when dealing with individuals engaged in criminal activities. Horace Danby's trust in the young woman leads him to make a grave mistake, resulting in his arrest and imprisonment. It underscores the idea that trust should be placed with great caution, especially among people involved in illegal endeavors. 3. The Irony of Deceit: The story highlights the irony of a professional thief being deceived by another thief. Horace Danby, who is accustomed to planning his burglaries meticulously, becomes a victim of clever manipulation, making him realize that he cannot trust anyone, even those within his own criminal profession. 4. The Consequences of Dishonesty: "A Question of Trust" illustrates the repercussions of dishonesty and criminal behavior. While Danby himself is a thief, he experiences the harsh reality of being deceived, leading to his arrest and imprisonment. The story emphasizes that dishonest actions have consequences, and no one is exempt from facing the outcomes of their deeds. Overall, the theme of the story serves as a moral lesson about the importance of caution, integrity, and the understanding that trust should not be taken for granted, especially in a world where dishonesty and deception are prevalent. It warns against assuming that there is honor among thieves, as even those within the same profession may exploit trust for their own gain. Story-At-A-Glance Plot: A Question of Trust -------------------------------------------------------------- | Horace Danby's Background | |--------------------------------------------------------------| | - Believed to be good and honest citizen | | - Fifty years old, unmarried, lived with housekeeper | | - Suffered from hay fever in summer | | - Successful business of making locks, well-off financially | |--------------------------------------------------------------| | Horace's Weakness | |--------------------------------------------------------------| | - Obsessed with rare and expensive books | | - Robs a safe every year to buy the books he loves | | - Previously served a prison sentence for this | |--------------------------------------------------------------| |Planning the Robbery at Shotover Grange | |--------------------------------------------------------------| | - Studied the house for two weeks | | - Housekeeper hung the key to the kitchen door outside | | - Opens the door, sneezes due to flowers, starts working | | - Encounters a young and pretty woman in the drawing room | |--------------------------------------------------------------| |Encounter with the Young Woman | |--------------------------------------------------------------| | - Horace tries to convince her not to report the robbery | | - Promises never to steal again if she lets him go | | - She agrees but asks him to open the safe for her | | - Horace opens the safe, gives her the jewels, and escapes | |--------------------------------------------------------------| |Aftermath of the Robbery | |--------------------------------------------------------------| | - Horace keeps his promise for a couple of days | | - Eventually, he decides to plan another robbery | | - He gets arrested by the police, leaving fingerprints | | - No one believes his story of the woman's involvement | | - Ends up serving his second prison sentence as librarian | |--------------------------------------------------------------| |Horace's Thoughts and Regrets | |--------------------------------------------------------------| | - Reflects on being tricked by the clever young lady | |--------------------------------------------------------------| Explanation of Important Lines Yes, Horace Danby was good and respectable — but not completely honest. (Page 20/Paragraph 1) Explanation: In brief, Horace Danby was perceived as a good and respectable person, but he had a hidden flaw: he was not completely honest. Despite his outward appearance, he engaged in illegal activities, robbing safes each year to support his love for rare and expensive books. This contrast between his public image and his hidden dishonesty adds complexity to his character. Horace saw them go, and he felt happy in spite of a little tickle of hay fever in his nose. (Page 20/Paragraph 3) In this sentence, the author describes how Horace Danby observed the two servants leaving the house, likely creating an opportunity for him to carry out his planned robbery. Despite experiencing a mild tickle of hay fever in his nose (a minor discomfort), Horace still felt happy or content with the situation because the absence of the servants allowed him to proceed with his burglary without interruption. The mention of the hay fever tickle adds a touch of realism to the character's experience, showing that even though he is engaged in unlawful activities, he is still subject to ordinary human sensations and emotions. There were about fifteen thousand pounds’ worth of jewels in the Grange safe. If he sold them one by one, he expected to get at least five thousand, enough to make him happy for another year. There were three very interesting books coming up for sale in the autumn. Now he would get the money he wanted to buy them. (Page 20-21/Paragraph 4) Explanation: In brief, the passage explains that the safe at Shotover Grange contains jewels worth fifteen thousand pounds. Horace Danby plans to steal these jewels and sell them individually, expecting to make at least five thousand pounds, which would be enough to satisfy his desires for another year. With this money, he looks forward to purchasing three intriguing books that will be available for sale in the upcoming autumn. How foolish people are when they own valuable things, Horace thought. A magazine article had described this house, giving a plan of all the rooms and a picture of this room. The writer had even mentioned that the painting hid a safe! (Page 21/Para 7) Explanation: In brief, Horace Danby reflects on people's foolishness when they possess valuable items. He realizes that the owners of the house at Shotover Grange have made a mistake by publicly revealing information about the location of their safe in a magazine article. The article provided a detailed plan of the house and even mentioned that the painting in the room hid a safe. This careless disclosure makes it easier for Horace to plan his burglary and access the valuable items in the house. The voice went on, “You can cure it with a special treatment, you know, if you find out just what plant gives you the disease. I think you’d better see a doctor, if you’re serious about your work. I heard you from the top of the house just now.” (Page 21/Para 11) Explanation: In brief, the lady advises Horace Danby to seek medical attention for his ailment, which seems to be caused by exposure to a specific plant. She overhears him from a distance and suggests that he should see a doctor if he is serious about his work. It was a quiet, kindly voice, but one with firmness in it. A woman was standing in the doorway, and Sherry was rubbing against her. She was young, quite pretty, and was dressed in red. She walked to the fireplace and straightened the ornaments there. (Page 22/Para 1) Explanation: In the story "A Question of Trust," this passage introduces a woman who unexpectedly enters the scene while Horace Danby, the protagonist, is in the process of attempting a burglary at Shotover Grange. The woman's voice is described as quiet and kindly, yet with a sense of firmness, suggesting she has a certain authority or confidence. As the woman stands in the doorway, Horace notices her pet cat, Sherry, rubbing against her, indicating a friendly and familiar relationship between them. Her appearance is described as young, pretty, and dressed in red. Without appearing alarmed or disturbed by the presence of a burglar in the house, the woman casually walks to the fireplace and starts straightening the ornaments there. This behavior implies that she is comfortable in the house and familiar with her surroundings, suggesting that she might be connected to the place in some way. The passage adds an element of surprise and tension to the story, as Horace is caught off guard by the unexpected presence of the woman. Her confident demeanor and ease in the house create uncertainty for Horace and lead to a twist in the plot, making the reader curious about her identity and role in the unfolding events. Horace said, “I would, of course, cut the telephone wires first and then...,” he hesitated, a smile on his face, “I would make sure that you could do nothing for some time. A few hours would be enough.” (Page 23, Para 1) Explanation: In brief, Horace suggests a plan to disable the telephone wires and prevent the person from seeking help or contacting anyone for a few hours. His statement indicates that he has devious intentions and is willing to take drastic measures to achieve his goals. The smile on his face while mentioning this plan adds to the intrigue and ambiguity surrounding his character. “Before we left for London, I promised my husband to take my jewels to our bank; but I left them here in the safe. I want to wear them to a party tonight, so I came down to get them, but…” (Page 23) Explanation: The woman confesses that she had promised her husband to take her jewels to the bank before leaving for London, but she left them in the safe at Shotover Grange instead. She now wants to retrieve the jewels to wear them to a party that night. However, her hesitation suggests that something has gone wrong or she is facing an unexpected obstacle in accessing the safe. Horace is now the assistant librarian in the prison. He often thinks of the charming, clever young lady who was in the same profession as he was, and who tricked him. He gets very angry when anyone talks about ‘honour among thieves’. (Page 24) Explanation: In this passage, it is revealed that Horace Danby is currently working as the assistant librarian in prison. Despite his imprisonment, he often reflects on the memory of the charming and clever young lady who deceived him. The lady was also a thief like him, but she tricked him during their burglary attempt at Shotover Grange. Horace's anger is evident when the topic of "honour among thieves" is brought up. This phrase refers to the belief that even criminals have a code of conduct or a sense of loyalty to each other. However, his personal experience has shattered this notion. Being deceived by someone within his own profession makes him dismiss the idea of trust or honor among thieves, as he realizes that even those in the criminal world can betray one another. NCERT Solution Read and Find Out [Page 20] Q1. What does Horace Danby like to collect? Ans. Horace Danby likes to collect rare and expensive books. He has a passion for these valuable books, which he finds worth stealing from safes every year to support his collection. Despite his respectable appearance and successful lock-making business, his weakness lies in acquiring these cherished books through his illegal activities. Q2. Why does he steal every year? Ans. Horace Danby steals every year because he has an intense passion for collecting rare and expensive books. However, his love for these books exceeds his financial means. To support his book-collecting hobby, he resorts to robbing a safe annually, ensuring that he acquires enough money to buy the books he desires through an agent secretly. Despite the risk and the consequences of his criminal behavior, his overwhelming desire to possess these valuable books compels him to engage in theft regularly. Read and Find Out [Page 22] Q1. Who is speaking to Horace Danby? Ans. It is a woman who enters the room unexpectedly while Horace is attempting a burglary at Shotover Grange. She is described as young, pretty, and dressed in red. Q2. Who is the real culprit in the story? How do you Know? Ans. In the story "A Question of Trust," the real culprit is the young and pretty woman who deceives Horace Danby. She poses as the owner of the house at Shotover Grange, tricks Horace into believing her story, and manipulates him into breaking open the safe for her. In reality, she is a fellow thief who takes advantage of Horace's trust and commits the burglary herself while shifting the blame onto him. Her cunning deception leads to Horace's arrest, making her the true mastermind behind the crime. Think About It (Page 25) Q1. Did you begin to suspect, before the end of the story, that the lady was not the person Horace Danby took her to be? If so, at what point did you realise this, and how? Ans: As the story progresses, suspicions about the lady's true identity start to arise before its conclusion. Her calm and composed demeanor upon encountering Horace Danby appears peculiar and raises doubts about her authenticity. The doubts solidify into clarity when she requests Horace to break open the safe for her, claiming that she had forgotten the combination. It becomes evident that something is not quite right about her story. If she truly had access to the house, she could have simply called a locksmith to open the safe instead of resorting to blackmailing a thief to do it for her. This discrepancy in her actions points to the fact that she may not be who she claims to be. Moreover, her assurance that the safe will be fixed before her husband's return only adds to the suspicion. If she were the legitimate owner, she could have taken a more reasonable approach to resolve the situation rather than involving a burglar. Another telltale sign is the absence of the servants in the house. If the lady of the house had truly returned, the servants would not have gone to the movies, as they would be needed to attend to her. Collectively, these indications lead to the conclusion that the lady is not what she seems. Her calmness, unusual request, and the absence of servants all point to a possible deception, making the reader question her true intentions and identity as the story unfolds. Q2. What are the subtle ways in which the lady manages to deceive Horace Danby into thinking she is the lady of the house? Why doesn't Horace suspect that something is wrong? Ans: The lady skillfully employed subtle details to deceive Horace into believing she was the mistress of the house: (i) Her appearance was impeccable, befitting the mistress of a large estate, which created the illusion of authority and ownership. (ii) The dog's calm and affectionate behavior towards her reinforced the perception that she belonged there, as she lovingly interacted with the pet and addressed it by name. (iii) Her confident and familiar movements as she walked to the fireplace, straightened the ornaments, and casually took a cigarette from a silver case gave the impression that she was at ease in the surroundings. (iv) By insisting on calling the police to protect society from Horace's actions, she cleverly reinforced her role as the homeowner, adding to the illusion of her authority. Horace, already anxious about getting caught, easily fell for these small indications, further convincing himself that she was indeed the rightful owner of the house. Upon realizing that she would release him if he opened the safe for her, Horace didn't hesitate to comply. The combination of her deceptive details and her offer of freedom was enough for him to act without suspicion, thus falling into her trap. Q3. 'Horace Danby was good and respectable - but not completely honest." Why do you think this description is apt for Horace? Why can't he be categorised as a typical thief? Ans: Horace's characterization as atypical for a thief is accurate, as his lifestyle starkly contrasts with that of the stereotypical criminal. For most of the year, he maintains the appearance of a respectable individual, leading a quiet life as a fifty-year-old unmarried businessman. Unlike the common image of a thief engaged in illicit activities for personal gain, Horace's motivations are rather unique—he steals with the sole purpose of acquiring rare and expensive books, an inherently more cultured pursuit. However, despite his relatively refined tastes and appearances, it is important to acknowledge that Horace is still a thief, engaging in dishonest and illegal behavior. While he may possess qualities that appear respectable on the surface, his criminal activities raise questions about the true extent of his respectability. The contradiction lies in the fact that even though he pursues an intellectual interest like collecting books, his actions still place him in the category of being dishonest and untrustworthy. Hence, labeling him as entirely "respectable" becomes questionable due to his dual identity as both a businessman and a thief. Q4. Horace Danby was a meticulous planner but still he faltered. Where did he go wrong, and why? Ans: At Shotover Grange, Horace's lack of critical thinking and trust in his observations proved detrimental. Despite spending two weeks studying the household, he failed to rely on his own knowledge and instincts. He noticed the absence of the servants, which indicated that the mistress of the house was not present or returning soon. However, when confronted by the mysterious woman, he naively believed her entitled demeanor and fell for her deception. Unlike the composed and quick-thinking woman, Horace became fearful and desperate to avoid prison. His fear clouded his judgment, and he pleaded with her to release him. His desperation led to carelessness, as he heedlessly removed his gloves to please her, unknowingly leaving behind incriminating fingerprints for the police to find. Horace's behavior serves as a cautionary example of how those engaged in wrongdoings often encounter the consequences of their actions. His blind trust and fear allowed him to be easily deceived, emphasizing the notion that trouble will inevitably catch up with those who engage in dishonest and unlawful activities. CBE Questions Q1. Horace Danby was punished for a crime he did not commit. Do you feel sorry for him? Why? Why not? Ans: Horace Danby's situation is indeed complex, as he is punished for a crime he did not commit at Shotover Grange. However, it is essential to recognize that he has committed several other similar crimes in the past, stealing from various homes throughout the years. Despite only being caught once, it is reasonable to assume that Horace has likely engaged in these criminal activities for a long time, given his age and experience. While it may be tempting to feel sympathy for him due to the wrongful accusation, there are several factors that dampen this sentiment. Horace's criminal record shows a pattern of unlawful behavior, making it difficult to entirely view him as an innocent victim. He has consistently used his skills to break into safes and steal valuables, albeit escaping detection in most instances. Furthermore, the story highlights that Horace's downfall was due to being outsmarted by the young lady. If she had not intervened, he would have successfully stolen the jewelry from Shotover Grange, adding to his list of successful burglaries. This indicates that Horace does not have remorse for his actions, as he would have taken pride in his criminal accomplishments, whether it involved breaking safes or evading capture. Ultimately, while the situation of being falsely accused might evoke some sympathy, the overall character of Horace and his repeated criminal activities make it challenging to feel sorry for him. The story portrays him as a seasoned and unrepentant thief, making it difficult to view his punishment as entirely undeserved. Q2. Is it fair to say that Horace Danby was good and respectable but not entirely honest? Please provide reasons to support your answer. Ans: Horace Danby is widely perceived as a good and respectable citizen due to his stable life as a bachelor and the success of his lock-making business. He has managed to maintain a clean reputation, with no negative rumors surrounding him. However, there lies a hidden secret that undermines this seemingly blameless facade. Behind his respectable exterior, Horace indulges in a criminal activity: robbing people to support his passion for collecting rare and expensive books. Given the severity of his secret actions, describing Horace as "not completely honest" appears to be an understatement. His behavior goes beyond mere dishonesty; it involves committing illegal acts that are inexcusable. While Horace might argue that he only targets wealthy individuals and steals for a supposed "good reason," such justifications do not excuse his criminal behavior. Robbing others cannot be justified under any circumstance. The statement that Horace is good and respectable seems to downplay the seriousness of his offense. Engaging in theft goes against the very definition of being a good and respectable person. The characterization of Horace as "not completely honest" appears to soften the truth about his criminality, almost as if using euphemistic language to mitigate the severity of his actions. In summary, the assessment that Horace Danby is good and respectable is not entirely fair, as it fails to acknowledge the gravity of his criminal activities. His unlawful actions tarnish his image as an upstanding citizen, highlighting the need for a more accurate and critical evaluation of his character. Q3. What is your interpretation of 'honour among thieves'? Is it genuinely possible for thieves to have honor among themselves? Discuss your views in the context of the story. Ans: In the context of the story "A Question of Trust," "honour among thieves" refers to the belief that criminals, despite their illicit activities, adhere to a code of conduct or loyalty to each other. Horace Danby, the protagonist, claims to follow this principle, asserting that he only steals from the wealthy and for a just cause. However, the arrival of the cunning young lady challenges this notion. The lady pretends to be the owner of Shotover Grange, a fellow thief who deceives Horace and manipulates him into breaking open the safe for her. This betrayal highlights the absence of true honor among thieves. Despite Horace's belief in their camaraderie, the lady prioritizes her own interests and escapes while leaving him to face the consequences of the crime. The story demonstrates that "honour among thieves" is merely an illusion. Self-interest and deception override any loyalty or integrity. Horace's blind trust in the lady and his eagerness to please her lead to his downfall, exposing the vulnerability of those who put their faith in such an idea. Ultimately, the story suggests that genuine honor is not achievable in the criminal world, where deceit and self-preservation often prevail. Recommended Reading The Midnight Visitor |NCERT Solution|CBE Questions | Board Exam 2024 |CBSE (englishwithadifference.com) Answer Key | English Competency-Based Questions | Class X (englishwithadifference.com)

Lesson Architecture Story -At-A- Glance NCERT Solution CBE Questions STORY-AT-A-GLANCE Young writer Fowler meets Secret Agent Ausable: Following Ausable down the musty corridor of the gloomy French hotel, which was a small room on the sixth and top floor, Fowler, a young writer, felt let down. Ausable was a smart secret agent, but his profile did not match his constitution ( body structure) as he was short and very fat. Fowler was interested to write about Ausable. For this reason he spent an evening with him. Ausable entered the room, closed the door and turned on the light. He then told Fowler that they would soon be seeing a paper for which a lot of men and women had risked their lives and that report was very important. Another Secret Agent Max seen with a Pistol : When both Ausable and fowler entered Ausable’s hotel room, another secret agent named Max was waiting in the room with an automatic pistol pointed at them. When Ausable asked Max what he was doing in his room and why he had come to his room, Max responded saying that he was waiting for the report that Ausable was likely to get soon concerning the secret missiles. Ausable sank into a chair and started speaking that he would inform the management of the hotel as this was the second time that someone had climbed up from the balcony of the room. Max replied that he came through the master key and did not know about the balcony. If he had known previously about the balcony, his work would have been much easier. Ausable then started explaining things to Fowler that his room used to be a part of a large unit and the room next to his room was a living room. The room had a balcony that came till the window of his room. Then Ausable reported that somebody did climb up the balcony last month as well. He also told Fowler that the management had told him that they would surely get it blocked but they still hadn’t done so. Max looked at Fowler who was standing near Ausable. Max asked Fowler to sit down as there was still half an hour for the report to reach Ausable. Ausable in a mocking tone said that it was not 30 minutes but 31 minutes were left for the report to reach them. The report was supposed to come in around 12:30 at night. Ausable wished he had known how Max had come to know about the report. Max smiled mockingly and continued that he also wished he knew how Ausable and his team had got the report. A Repeated Knock is heard outside Ausable’s Room Then suddenly a knock is heard on the door and Max panics. Fowler is also scared by the knock on the door. Ausable replied to Max’s question that it must be the police because he had asked them to check on him as the report he was likely to receive merited extra attention. Ausable added that the door was unlocked and if he did not let him open the door, the police would enter anyway and would shoot Max if they saw him with a gun. The knocking on the door got repeated and someone from outside called for Mr. Ausable twice. Max jumps out of the window and Dies. Max was sitting on the window sill with his gun pointing towards Mr. Ausable and Fowler. Max then sat at the window sill with both legs outside. The doorknob turned and Max fearing that the Police were entering the room, jumped from the sill to fall on the balcony. There was a loud and shrill scream as Max jumped out of his window. Ausable’s Presence of Mind rescues him from Max Then the door opened, a waiter stood at the door with a tray, a bottle of wine and two glasses. He came inside with a bottle that Ausable had ordered for. He opened the cork of the bottle deftly and left. When Fowler enquired about the police, Ausable informed him that it was just the story he made about Police like he made a story about the balcony so as to get rid of Max. Then again Ausable asked about the man outside the window to which Ausable replied that he would never come back as there was no balcony and that Max had fallen on the ground from the top floor of the building. Theme The theme of "The Midnight Visitor" revolves around espionage, mystery, and the unexpected alliances that can form in high-stakes situations. Some key themes explored in the story include: 1. Espionage and Intrigue: The story delves into the world of secret agents and espionage, highlighting the risks, challenges, and intrigue associated with their covert operations. Ausable's role as a smart secret agent and the mission to retrieve an important report from a dangerous spy add tension and excitement to the narrative. 2. Unlikely Partnerships: The story showcases how individuals from vastly different backgrounds and professions can come together and form unexpected partnerships. Fowler, a young writer, finds himself entangled in Ausable's world of espionage, and their collaboration demonstrates how unique skills can complement each other. 3. Courage and Risk: Both Ausable and Fowler display courage in their pursuit of the important report. They knowingly put themselves in danger for a cause they believe in, showing the lengths to which people may go when facing perilous situations. 4. Deception and Perception: The story plays with the theme of deception and perception. Ausable, a short and fat man, does not fit the typical image of a secret agent, challenging the stereotypical notions of appearance and abilities. It highlights the importance of looking beyond appearances to understand people and their true capabilities. 5. Thrill and Adventure: As the story unfolds, it takes readers on a thrilling adventure through the dimly lit streets of Paris, filled with suspense, unexpected twists, and the thrill of the chase. Overall, "The Midnight Visitor" weaves these themes together to create an engaging and suspenseful narrative that keeps readers intrigued and entertained as they follow Ausable and Fowler on their mission. NCERT Solution READ AND FIND OUT ( Page 14) Q1. How is Ausable different from other secret agents? Ans: Ausable was different as he was a fat, sloppy and short man. He has a prominent American accent in spite of living in Paris for the past twenty years. Q2. Who is Fowler and what is his first authentic thrill of the day? Ans: Fowler was a young writer who was interested to write about Ausable. His first authentic thrill of the day is experienced when he and Ausable on entering the latter’s hotel room discovered that a man was standing half way across the room holding a small automatic pistol that is pointed at them. READ AND FIND OUT ( Page 15) Q1. How has Max got in? Ans: Max has got inside Ausable’s hotel room on the sixth floor by making use of a passkey to the door. Q2. How does Ausable say he got in? Ans: Ausable says that Max go in through the balcony that belonged to the next apartment, but extends below his window. Think About It ( Page 18) 1. “Ausable did not fit any description of a secret agent Fowler had ever read.” What do secret agents in books and films look like, in your opinion? Discuss in groups or in class some stories or movies featuring spies, detectives and secret agents, and compare their appearance with that of Ausable in this story. (You may mention characters from fiction in languages other than English. In English fiction you may have come across Sherlock Holmes, Hercule Poirot, or Miss Marple. Have you watched any movies featuring James Bond?) Ans: In books and films, secret agents are often portrayed as charismatic, dashing, and physically fit individuals. They are usually depicted as skilled in combat, espionage, and have a talent for quick thinking and problem-solving. Some common traits and appearances often associated with secret agents in popular culture include: 1. Suave and Stylish: Secret agents are often shown as well-dressed and elegant individuals, who exude charm and sophistication. 2. Fit and Athletic: Physical fitness is a common attribute of secret agents, as they often engage in action-packed and dangerous missions. 3. Disguise Experts: Secret agents are skilled in adopting various disguises to blend in with different environments and situations. 4. Gadgets and Technology: They often have access to high-tech gadgets and cutting-edge technology to aid them in their missions. 5. Mysterious and Enigmatic: Secret agents typically have a mysterious aura, keeping their true intentions and identities concealed. In the story "The Midnight Visitor," Ausable challenges these typical stereotypes of secret agents. He is described as short and very fat, not fitting the traditional image of a suave and athletic spy. However, his unconventional appearance allows him to operate under the radar and surprise his adversaries with his wit and resourcefulness. In comparison to other famous fictional detectives and secret agents, such as Sherlock Holmes, Hercule Poirot, or James Bond, Ausable's appearance stands out as unique and unorthodox. These other characters are often portrayed as more conventionally attractive and physically capable. Sherlock Holmes, for example, is known for his tall, lean figure, keen observational skills, and remarkable deduction abilities. Hercule Poirot is depicted as a meticulous and precise Belgian detective, while James Bond is the epitome of a suave and action-oriented secret agent, known for his charisma and expertise in handling gadgets and weaponry. "The Midnight Visitor" challenges the traditional image of a secret agent and emphasizes the importance of intelligence and creativity over physical appearance. This could be a thought-provoking topic for discussion in groups or in class, exploring how different authors and filmmakers present secret agents and detectives in their works, and how these portrayals impact our perceptions and expectations of these characters. 2. How does Ausable manage to make Max believe that there is a balcony attached to his room? Look back at his detailed description of it. What makes it a convincing story? Ans: Ausable wins over a very critical situation by his sheer presence of mind without using any physical force. He was a quick witted secret agent. He made Max believe that he was scared on finding him inside his room with a pistol in his hand. Ausable had realised that Max had no idea about the balcony in his house. He quickly thought of a plan. Ausable fabricated a story to convince Max about the balcony. Ausable said that his room used to be a part of a large unit and the next room was a living room. So the balcony of the next room extends under his window. When there was a knock at the door Ausable convinced Max that it was police. He excited him to hide himself on the non-existent balcony. Max, in terror, jumped from the sixth floor and met his end. Ausable was an intelligent secret agent. He could think quickly. He knew that Max was scared and he used his ignorance and foolishness in his own favour. His intelligence and presence of mind helped him in a dangerous and critical situation. 3. Looking back at the story, when do you think Ausable thought up his plan for getting rid of Max? Do you think he had worked out his plan in detail right from the beginning? Or did he make up a plan taking advantage of events as they happened? Ans: Ausable managed to cook up a story that he was angry with the management of the hotel as on an previous occasion as well, somebody entered his room from the balcony under his window. The management was supposed to close the balcony, but did not do so yet. He befooled him about the balcony, knowing very well that there was no balcony in that room. He fabricated a story about the arrival of the report and the police. When there was a knock at the door, he convinced Max that it was police. Max got scared and jumped into the non-existent balcony to death. This is how Ausable proved that presence of mind is more powerful than physical force. Ausable had the qualities of being calm, quiet and wise in a dangerous situation. These are the values that one can practise in adversity. Ausable overpowered Max because of these qualities. Competency-Based Questions (CBE) 1. Why did Fowler want to meet Ausable? Why was he disappointed? Ans : Fowler was a young romantic writer. He loved adventure and thrill. He wanted to meet Ausable because he was intrigued by the idea of writing about a secret agent and being drawn to the world of espionage. However, he was disappointed as Ausable's appearance didn't fit the typical image of a spy, making him doubt whether Ausable was truly a skilled secret agent. 2. How do you know that Ausable was a clever secret agent?Give instances from the story. (120 words) Ausable's cleverness as a secret agent is evident in several instances throughout the story. Firstly, he surprises Fowler with his unassuming appearance, which defies the typical portrayal of spies. Despite this, he successfully carries out covert operations, showcasing his ability to blend in and avoid suspicion. When facing Max's threat, Ausable cleverly misleads him by claiming there is a balcony, prompting Max to attempt an escape. However, Ausable reveals there is no balcony, trapping Max outside. Furthermore, Ausable arranges for the waiter's timely arrival, diverting attention from Max's escape attempt. This display of quick thinking allows Ausable to maintain control of the situation. These instances demonstrate Ausable's intelligence, resourcefulness, and ability to manipulate events to his advantage, solidifying his status as a clever and effective secret agent. 3. Do you agree with the assessment that Max's downfall as a spy was due to his overconfidence? Provide reasons to support your answer. Despite Max's initial success in intercepting important information about Ausable's mission, his downfall can be attributed to his overconfidence. At first, Max manages to enter Ausable's room undetected, surprising Ausable, who believed Max was in Berlin. Max holds the upper hand, armed with a pistol and appearing more physically agile compared to the heavyset Ausable. The odds seem in Max's favor if a confrontation were to occur. However, Max's smug demeanor and overconfidence become his undoing. He underestimates Ausable's skills in espionage, failing to realize how quickly situations can change in this line of work. Despite being in the same profession, Max naively believes all the lies Ausable feeds him, not questioning the authenticity of the story about the balcony or the possibility of someone else at the door. Had Max been more cautious and skeptical, he might have successfully obtained the important papers. However, instead of carefully considering the situation, Max hastily accepts defeat, which mirrors the overconfidence he displayed in thinking he had outsmarted Ausable. His failure to exercise discernment and his unwarranted belief in his own superiority ultimately lead to Max's downfall as a spy. 4. In the story, Ausable was unarmed, whereas Max carried a pistol. Surprisingly, it was Ausable who emerged unscathed, while Max met a tragic end falling off the building. This illustrates the superiority of brain over brawn. It emphasizes that intelligence, resourcefulness, and quick thinking, as demonstrated by Ausable, can be more powerful and decisive than physical strength or weaponry, as exhibited by Max. Ans: In the critical situation that unfolds in Ausable's room, it becomes evident that the strength of the mind triumphs over the strength of the body. Both Ausable and Max are secret agents, but Max holds physical advantages with his slender, agile physique and possession of a gun, while Ausable lacks these attributes, being overweight and unarmed. Despite being at a physical disadvantage, Ausable demonstrates remarkable intelligence and resourcefulness. Realizing that he cannot overpower Max physically, Ausable resorts to his wit as his only option. He fabricates a story about a balcony under his room and the presence of police at the door to check on him. Max, unquestioningly trusting Ausable's tale, attempts to escape through the window. Unfortunately, this decision proves disastrous as he falls six floors to the ground, sustaining severe injuries. Through his quick thinking and presence of mind, Ausable extricates himself from a dangerous predicament and safeguards the important papers from falling into Max's hands. The incident exemplifies how intelligence and mental acuity can overcome physical limitations and secure success in challenging situations. 5. How did Max enter the room? Why did he do so? Ans: Max entered the room using a passkey, granting him unauthorized access. He infiltrated the room with a specific objective: to intercept important papers that Ausable was expecting. As a fellow secret agent, Max was aware of the significance of these papers and sought to gain control over them. Armed with a pistol and possessing a slender and agile physique, Max appeared to have the upper hand. However, his overconfidence and underestimation of Ausable's intelligence proved to be his downfall. Ausable's quick thinking led him to fabricate a story about a non-existent balcony and police presence, deceiving Max into attempting an escape through the window, which ultimately led to his dramatic and unfortunate fate.

Lesson Architecture Historical Background Holocaust & its Impact on Dutch-Jewish Community How is Holocaust related to the Story? Theme NCERT Solution CBE-Based Questions with Answers Extra Short Questions Extract Questions Historical Background of the Story "The Address" by Marga Minco is a work of fiction, but it is deeply rooted in historical events that took place during World War II and the Holocaust. The story reflects the experiences of Dutch Jews during the Nazi occupation of the Netherlands. During World War II, the Netherlands was occupied by Nazi Germany from May 1940 until May 1945. The Nazi regime implemented anti-Semitic policies and targeted Jewish communities for persecution and deportation. As a result, around 75% of the Dutch Jewish population, approximately 107,000 people, were murdered in the Holocaust. Marga Minco herself was a Dutch Jewish writer who lived through this period. Born as Sara Minco in 1920 in the Netherlands, she experienced the devastating effects of the Nazi occupation and lost much of her family during the Holocaust. Her first-hand experiences and the collective trauma of the Dutch Jewish community inspired much of her work, including "The Address." In "The Address," the narrator's recollections and feelings of loss, displacement, and uncertainty mirror the experiences of many survivors and victims of the Holocaust. The story's themes of identity, memory, and the lasting impact of war are deeply connected to the historical context of the Nazi occupation in the Netherlands and the Holocaust's atrocities. As a work of historical fiction, "The Address" serves as a powerful reminder of the human cost of war and the immense suffering endured by those who experienced the Holocaust. It also highlights the importance of remembering and understanding this dark period in history to prevent such atrocities from happening in the future. Do You Know? Holocaust & its Effects on Dutch-Jewish Community The Holocaust was the systematic, state-sponsored genocide of six million European Jews by Nazi Germany and its collaborators during World War II. It took place from 1941 to 1945 and is considered one of the most horrific and devastating events in human history. The term "Holocaust" is derived from the Greek word "holokauston," which means "sacrifice by fire," and it specifically refers to the mass murder of Jews by the Nazis. The effects of the Holocaust on the Dutch Jewish community were profound and tragic. Prior to the war, the Netherlands had a vibrant Jewish population, with approximately 140,000 Jews living in the country. During the Nazi occupation of the Netherlands, which began in May 1940, the Jewish community faced increasing persecution and discrimination. The Nazis implemented anti-Semitic policies, forcing Jews to wear yellow stars as identification, segregating them from the general population, and imposing restrictions on their rights and freedoms. Jewish businesses were confiscated, and Jews were subject to forced labor and forced into ghettos. In 1942, the mass deportation of Jews from the Netherlands to concentration and extermination camps began. Families were torn apart, and individuals were sent to camps such as Auschwitz, Sobibor, and Bergen-Belsen. These camps were designed to systematically murder people on an industrial scale, and millions of Jews were killed in gas chambers or through forced labor, starvation, and disease. The Dutch Jewish community suffered immensely during the Holocaust. Approximately 107,000 Jews from the Netherlands were deported to concentration and extermination camps, and the vast majority did not survive. Only a small percentage returned after the war. The Jewish community in the Netherlands was decimated, leaving behind broken families and shattered lives. The Holocaust also had lasting psychological and emotional effects on survivors and their descendants. Many survivors faced difficulties in rebuilding their lives and coping with the trauma they experienced during the war. The loss of family, friends, and community members left a void that could never be fully filled. In the aftermath of the Holocaust, the Dutch Jewish community faced challenges in reestablishing itself. Despite the immense loss, survivors and their descendants worked to rebuild their lives and preserve their cultural and religious identity. Today, the Dutch Jewish community continues to remember and honor those who perished during the Holocaust while striving to ensure that the atrocities of the past are never forgotten and never repeated. Do You Know? How is Holocaust related to the story? The Holocaust is directly related to the story "The Address" by Marga Minco. The narrative revolves around the experiences of a Dutch Jewish family during World War II and the Holocaust, and it reflects the devastating impact of the Holocaust on individuals and families. In the story, the protagonist, a young Jewish girl, recounts her family's experiences during the Nazi occupation of the Netherlands and the subsequent persecution of Jews. The family is forced to go into hiding to evade deportation to concentration camps, a fate that befell thousands of Dutch Jews during the Holocaust. The central element of the story is the absence of the narrator's family members and their former home, which becomes a symbol of the losses suffered during the Holocaust. The narrator's home address is the focal point of her memories and longing, but it also serves as a painful reminder of the past and the loved ones she lost during the war. The theme of memory and its unreliability is closely connected to the Holocaust experience. The trauma of the war causes the protagonist's memories to become fragmented and unclear, echoing the disorienting and traumatic nature of the Holocaust's impact on survivors. Furthermore, the story reflects the lasting effects of the Holocaust on individuals and their identities. The protagonist struggles to come to terms with her past and her family's history, attempting to understand who she is in the wake of such immense loss and displacement. By incorporating the Holocaust into the narrative, Marga Minco sheds light on the tragic history of Dutch Jews during World War II. The story serves as a poignant and moving tribute to the victims and survivors of the Holocaust, reminding readers of the atrocities committed during that dark period of history and emphasizing the importance of remembering and understanding the past to prevent such horrors from happening again. Do You Know? What is 'Liberation' in the context of the Dutch Jews? Ans: In the context of Dutch Jews during World War II, the term "liberation" refers to the period when the Netherlands was liberated from Nazi German occupation. The liberation of Dutch Jews was a significant event that marked the end of their persecution and the horrors they endured during the Holocaust. During the war, the Nazis occupied the Netherlands from 1940 until 1945, implementing anti-Jewish measures, confiscating Jewish properties, and eventually deporting Dutch Jews to concentration and extermination camps . The largest and most infamous camp where Dutch Jews were sent was Auschwitz in German-occupied Poland. As Allied forces advanced through Western Europe in 1944-1945, the Nazi grip on the Netherlands began to weaken. In September 1944, Allied forces, including British, Canadian, and American troops, launched Operation Market Garden, an attempt to capture key bridges and secure a path to Germany. The operation was not entirely successful, and the liberation of the Netherlands took longer than anticipated. The liberation of the Netherlands began in late 1944 and continued into 1945, with various cities and regions being freed from Nazi control. In May 1945, the German military surrendered, and the Netherlands was fully liberated. The liberation brought an end to the suffering of Dutch Jews and other oppressed groups under Nazi occupation. The liberation of the Netherlands and the defeat of Nazi Germany marked the conclusion of World War II in Europe and the end of the Holocaust. It allowed survivors, including Dutch Jews, to begin the process of rebuilding their lives and communities in the aftermath of the war's devastation. The liberation of the Netherlands is commemorated each year on May 5th as Liberation Day, a national holiday to celebrate freedom and remember the sacrifices made during the war. Do You Know? Why were the Dutch Jews subjected to Discrimination by the Nazis? During World War II, the Netherlands was occupied by Nazi Germany, which led to the persecution of Dutch Jews. The reasons for this horrific treatment can be attributed to Nazi ideology, which was characterized by anti-Semitism and a belief in racial superiority. The Nazis considered Jews as an inferior race and a threat to the purity of the Aryan race , a concept central to their racist beliefs. When Germany invaded the Netherlands in May 1940, they implemented discriminatory laws against Jews, stripping them of their rights and subjecting them to various forms of persecution. Dutch Jews were forced to wear yellow Star of David badges as a means of identification, which made them targets for discrimination and violence. As the war progressed and the Nazi's Final Solution, their plan to exterminate all Jews, was implemented, the treatment of Dutch Jews intensified. They were subjected to forced labor, mass deportations to concentration camps, and ultimately, extermination in death camps like Auschwitz, Sobibor, and others. It's important to remember that this was not specific to Dutch Jews but was a part of the larger Holocaust that targeted Jews across Europe, as well as other groups deemed undesirable by the Nazis, such as Romani people, disabled individuals, and others. The Holocaust remains one of the darkest and most tragic chapters in human history, serving as a stark reminder of the consequences of unchecked hatred, discrimination, and prejudice. Theme: The theme of the lesson "The Address" by Marga Minco is the lasting impact of war and the Holocaust on individuals and their identities. The story revolves around the experiences of a young Jewish girl and her family during World War II and the Nazi occupation of the Netherlands. "The Address" explores the profound and unsettling effects of war and the Holocaust on the protagonist and her family. The war disrupts their lives, forcing them to go into hiding to evade deportation and potential death in concentration camps. The absence of family members and their former home becomes a symbol of the losses and displacement suffered during the war. The narrative also delves into the theme of memory and its unreliability. The passage of time and the trauma of war cause the protagonist's memories to become fragmented and uncertain. The uncertainty about the fates of her loved ones further adds to her sense of loss and identity crisis. Throughout the story, the protagonist grapples with her identity and struggles to understand who she is in the aftermath of the war's traumatic events. The process of rebuilding a shattered identity after experiencing such immense loss and displacement is a central struggle in the narrative. Overall, "The Address" serves as a poignant lesson on the lasting impact of war on individuals, the unreliability of memory, and the human search for identity in the face of devastating events. The story highlights the importance of remembering and understanding the past to preserve the memory of those who suffered during the Holocaust and to prevent such atrocities from happening in the future. Story-At- A-Glance This is a heart-touching story by a young girl who was the lone survivor in the family after the holocaust of World War II A young Jewish girl comes back to Holland in search of her mother's belongings only to realize that her search does not hold any meaning or relevance any more. Th narrator, a young girl, knocked on the door of a house and introduced herself to the woman who opened it. The woman did not show any sign of recognition, but started at her in silence. The narrator felt she had rung the wrong bell, but recalled having seen this woman briefly long back. Her doubt was put to rest by the green knitted cardigan that the woman was wearing actually belonged to her mother. When the young girl asked the lady about her mother, she said that she had thought none of the people who had left had come back. The girl replied that she was the only one. The woman expressed her inability to help her out although the girl insisted that she had come by train only to talk to her. On her way back to the station, she looked at the address again which her mother had once informed her about. It was the girl's mother who informed her about Mrs. Dorling, who used to visit their place regularly and had taken something with her on every visit , with the assurance that she would save all the nice things in case they had to leave. She walked back to the station through familiar streets and places that she had seen for the first time after the war. The streets and houses brought back precious memories of a bygone time which she wished to forget. She remembered meeting Mrs. Dorling for the first time. She was walking out of their door carrying a heavy case. It was at the moment when her mother had briefly introduced them both and asked her to remember the address. The narrator was scared of coming face to face with a painful past that reminded of times which no longer existed and of people long gone by. She wanted to see her mother's belongings, touch them and recollect the memories attached to them. So she paid a second visit to Mrs. Dorling. Mrs. Dorling was not home and her fifteen year old daughter opened the door. The narrator found herself in the midst of things that once belonged to her mother. She was distressed and aggrieved at the coarse and disorderly manner in which they were arranged. The girl brought tea and took out spoons from a box. The narrator knew they were all silver ware, her mother had told her once. She rubbed her fingers over the woolen table cloth and remembered the burn mark on it. Memories came flooding back to the lone survivor of a Jewish family. It was time for her to leave as she had a train to catch. She did not wish to wait for Mrs. Dorling. At the corner of the road, she read the name-plate 'Marconi Road'. She had been to Number 46. The material possessions seemed valueless when severed from their familiar surroundings and true owner. She realized she did not need them anymore. She decided to leave the past behind and forget the address. NCERT Solution 1. ‘Have you come back?’ said the woman. ‘I thought that no one had come back.’ Does this statement give some clue about the story? If yes, what is it? Ans: Yes, this statement gives us indication that some event of mass migration took place sometime back. And the speaker was pretty confident that no one would survive the outcome of the crisis. Mrs. Doris was a non-Jewish acquaintance of the narrator's mother. They had known each other before the war. The narrator's entire family being non-Jews might have been executed with the exception of the narrator, who survived the war and came to catch a glimpse of her mother's belongings, which were in possession of Mrs. Dorling. 2. The story is divided into pre-War and post-War times. What hardships do you think the girl underwent during these times? Ans: The pre-war time consisted of the time when the narrator came home and found several things missing in her house. Those were times of uncertainty and fear. Mrs. Dorling used to visit her house and took away belongings of her mother. They were always prepared to flee or face arrest by the Nazis. The post-war time was traumatic for the narrator. She was the lone survivor of her family. She could not gather enough courage to face even the material possessions which remained with Mrs. Dorling. Finally when she got a chance to see every material possession, she resolved to forget the painful memories of the past. As her mother was no more alive, therefore, she resolved to forget the belongings that were owned by her mother. 3. Why did the narrator of the story want to forget the address? The narrator wanted to forget the address as the address reminds her of her past. After visiting Mrs. Dorling's house for the second time in the absence of Mrs. Dorling , she could discover her mother's belongings which Mrs. Dorling took in her possession. The narrator immediately felt disappointed as the person who actually owned these things were no longer alive. It was then that she realised how valueless the 'nice things' were without her family. She thought it useless to recall the past by examining these things. Therefore, she walked out of the house resolving never to come back again. Thus she wanted to forget the address so that the address does not cause any further pain and agony in her mind. 4. ‘The Address’ is a story of human predicament that follows war. Comment. Ans This story is divided into two parts. The pre-war details are informed to us through the narrative of the victim girl. During the pre-war period Mrs. Dorling came to the narrator's house and took away their nice things. During those days, the narrator and her family were always in the grip of constant fear to flee or encounter arrest by the Nazis. We get the glimpse of her pre-war times through her memory. The post-war period is awful and pathetic as the narrator was the lone survivor of the war. She was a young Jewish girl in Holland who became victim of World War II. In order to get some comfort from seeing her mother's belongings which were under the custody of Mrs. Dorling, She decided to pay a visit to Mrs. Dorling's house. In the midst of these material objects, she understood how insignificant things become when severed from the people they are associated with. Therefore, she decided to leave the house of Mrs. Dorling and forget the address altogether. Thus the story very poignantly describes a trail of suffering, pain and agony that war leaves behind. The narrator in this story has to live with the trauma of losing her parents for the rest of her lives. Thus the war leaves behind only regret, repentance and nostalgic moments. Extra Short Questions ( 30-40 Words each) 1.Why did the narrator visit Mrs. Dorling's house? Ans: The narrator went to Mrs. Dorling's house to catch a glimpse of her valuable belongings which her mother had given to her during war time. She wanted to renew her past memories. Q2. How did Mrs. Dorling receive the narrator in her house? Ans: Mrs. Dorling accorded a cold welcome to the narrator. She refused to recognize the narrator and on being introduced by the narrator, she expressed her surprise by saying that she had expected none of them to survive the war. Mr. Dorling also refused to talk to her as she thought the narrator might claim her mother's belongings that are under Mrs. Dorling's possession. Q3. Why did the narrator not wait for the return of Mrs. Dorling ? Ans: The narrator had come to see, touch and recall her memories by catching a glimpse of her mother's belongings in Mrs. Dorling's house. Soon she realized that these objects were attached to the memory of her mother, who had become a past for her. Therefore, she did not want to remember any connection of the past and came out of the house without waiting for the return of Mrs. Dorling. Glossary: Nazis: Nazis were members of the National Socialist German Workers' Party, commonly known as the Nazi Party, which was led by Adolf Hitler. The Nazi Party came to power in Germany in 1933 and established a totalitarian regime, ruling until the end of World War II in 1945. The Nazis promoted an extreme form of fascism, characterized by ultranationalism, racism, and anti-Semitism. They believed in the superiority of the "Aryan race" and sought to create a racially pure German society. As part of their ideology, they targeted and persecuted Jews, leading to the genocide of six million Jews during the Holocaust. Under the Nazi regime, Germany embarked on a campaign of military expansion, leading to World War II. They invaded and occupied numerous countries in Europe, resulting in widespread destruction and loss of life. The defeat of Nazi Germany in 1945 brought an end to their reign of terror , and the Nuremberg Trials held accountable the surviving leaders for crimes against humanity, war crimes, and genocide. The Nazi era remains a dark chapter in history, serving as a powerful reminder of the consequences of unchecked hatred, prejudice, and totalitarianism. Bigotry Bigotry refers to an unreasonable, intolerant, and prejudiced attitude or belief towards individuals or groups based on their race, ethnicity, religion, nationality, gender, sexual orientation, or other characteristics. It involves holding strong, negative, and often unfounded opinions about certain groups, often leading to discrimination or hostility towards them. Anti Semitism Anti-Semitism is prejudice, discrimination, or hostility directed towards Jewish individuals or the Jewish people as a whole. It involves negative attitudes, stereotypes, and actions based on their Jewish identity. It has a long history and can manifest in various forms, including hate speech, violence, and discrimination, and is considered a form of bigotry and human rights violation. Aryan race The term "Aryans" historically referred to an ancient group of people who spoke Indo-European languages and migrated to various regions, including parts of Europe and Asia. This linguistic designation was originally used by scholars to classify certain language families. However, during the late 19th and early 20th centuries, the term was misappropriated by some ideologues to construct racist and nationalist ideologies. In this distorted context, the concept of the "Aryan race" was propagated as a superior and pure racial group, leading to discriminatory and hateful beliefs. Notably, the idea of the "Aryan race" was infamously exploited by the Nazi regime in Germany during World War II to promote their racist ideology, leading to the genocide of millions, particularly Jews, during the Holocaust. It is crucial to understand that the original linguistic concept of "Aryans" does not denote a superior race, and any association of the term with racial superiority is entirely discredited and false. Modern scientific research emphasizes that all humans belong to the same species, with no inherent biological basis for categorizing people into superior or inferior racial groups. Indo-European languages Indo-European languages are a large and diverse language family that includes a vast number of languages spoken by various peoples across different regions of the world. These languages are historically and linguistically linked through a common ancestor known as Proto-Indo-European (PIE). The Indo-European language family is one of the world's largest and most widely spoken language groups. It encompasses several major branches, each consisting of numerous languages. Some of the main branches of Indo-European languages include: 1. Romance Languages: These are the modern descendants of Latin and include languages such as Spanish, French, Italian, Portuguese, and Romanian. 2. Germanic Languages: This branch includes English, German, Dutch, Swedish, Danish, and Norwegian, among others. 3. Slavic Languages: This branch includes Russian, Polish, Ukrainian, Czech, Bulgarian, Serbian, and many others. 4. Indo-Iranian Languages: This branch is further divided into two sub-branches: Indo-Aryan languages (e.g., Hindi, Bengali, Punjabi) and Iranian languages (e.g., Farsi/Persian, Kurdish). 5. Celtic Languages: This branch includes languages like Irish, Scottish Gaelic, Welsh, and Breton. 6. Hellenic (Greek) Language: This branch consists mainly of the Greek language. 7. Balto-Slavic Languages: This branch includes Baltic languages (e.g., Lithuanian, Latvian) and Slavic languages. 8. Albanian Language: This is a branch in its own right, spoken mainly in Albania and neighboring regions. The Indo-European language family has had a significant impact on the world's linguistic diversity. Many languages spoken across Europe, parts of Asia, and even some regions of the Americas (through colonial influence) belong to the Indo-European family. As a result, this language family plays a crucial role in shaping cultural and historical connections between different peoples and regions.

Lesson Architecture SHORT AUTHOR BIOGRAPHY LESSON SYNOPSIS DETAILED EXPLANATION LITERARY DEVICES RECAPITULATION NCERT SOLUTION Biography Robin McMaugh Klein is an Australian author of books for children. She was born on 28 February 1936, in Kempsey, New South Wales, Australia. Klein’s books won the CBCA Children’s Book of the Year Award in both the Younger Readers and the Older Readers categories as well as a Human Rights Award for Literature in 1989 for her book ’Came Back to Show You I Could Fly.’ Klein is widely considered one of Australia’s most prolific and beloved authors. Her writing often features young protagonists who rebel against their structured environment. Theme/Lesson Synopsis The poem highlights core issue of parenting. The poet suggests to us that we should do parenting in a non-threatening and caring environment. Instead of disciplining the child from our own perspective, the wishes and feelings of the child should also be taken care of. Summary of the poem The poem 'Amanda' by Robin Klein portrays the perspective of a parent addressing their child, Amanda. The parent is constantly telling Amanda what not to do, correcting her posture, reminding her of chores and responsibilities, and expressing concern about her choices. Throughout the poem, Amanda daydreams about being in different fantasy worlds - a mermaid in an emerald sea, an orphan roaming the streets, and Rapunzel in a tower. These daydreams serve as an escape from the parental pressures and expectations. The poem reflects the theme of parenting and the contrasting desires of the parent, who seeks to discipline and guide Amanda, and Amanda herself, who yearns for freedom and autonomy. The parent's constant instructions and concerns create a sense of suffocation for Amanda, leading her to retreat into her imaginative worlds to find solace and peace. In summary, 'Amanda' by Robin Klein presents the struggles of parenting and the importance of finding a balance between providing guidance and nurturing a child's independence and individuality. The poem highlights the need for parents to consider their child's wishes and feelings while fostering a caring and non-threatening environment. Stanza-Wise Explanation Stanza 1 Don’t bite your nails, Amanda! Don’t hunch your shoulders, Amanda! Stop that slouching and sit up straight, Amanda! Vocabulary: Hunch – Bending the upper portion of body in forward position Slouching – To stand, sit or move in lazy and downward direction Explanation/Paraphrase In these lines Amanda is being instructed by her parents about not biting her nails and sitting lazily with her shoulders in bended position. The child-Amanda- is being trained by her parents about acceptable behaviour in the society. But the parents seem to be annoyed with her indicated in the poem by exclamation mark. Stanza 2 (There is a languid, emerald sea, where the sole inhabitant is me— a mermaid, drifting blissfully.) Vocabulary: Languid – Without any force or interest Mermaid – An imaginary sea creature having a woman’s head and body with a fish’s tail. Drifting – A slow and steady movement. Explanation/Paraphrase This stanza is given within first bracket in order to indicate the free-flowing thought of Amanda. The child-Amanda- is thinking about a situation where she is a joyful mermaid sailing alongside soft waves of a green sea in complete freedom. Amanda is wishing to have freedom, which is indicated by her thoughts. Stanza 3 Did you finish your homework, Amanda? Did you tidy your room, Amanda? I thought I told you to clean your shoes, Amanda! Vocabulary: Tidy – Here to ‘Clean her room’. Explanation/Paraphrase In this stanza as well Amanda is given a set of instructions like _ If she had done her homework. _ If she had cleaned her room _ To clean her shoes. Initially these instructions appear to be a normal set of instructions given by every parent. But exclamatory sign in the last line indicates annoyance of her parents. Stanza 4 (I am an orphan, roaming the street. I pattern soft dust with my hushed, bare feet. The silence is golden, the freedom is sweet.) Vocabulary: Orphan – Having no parents. Roaming- moving aimlessly. Pattern (verb)- draw pattern Hushed- Bare- without any slipper/shoes. Explanation/Paraphrase Amanda yet again is transported in her own imaginary world where she is an orphan girl roaming in the street aimlessly. She appears to be very sad in real world. Therefore, she escapes in a world of her own making. In her own world of freedom, she draws pattern with her quiet, bare feet. In her imaginary world she is enjoying her freedom without parental interference. Stanza 5 Don’t eat that chocolate, Amanda! Remember your acne, Amanda! Will you please look at me when I’m speaking to you, Amanda! Vocabulary: •Acne – Skin disease characterized by pimples, especially on face. Explanation/Paraphrase: Amanda is again given a set of instructions like Not to eat chocolate as she has acne To look at her parent’s face when they are speaking to her. Her parents seem to be indulging too much in the upbringing of their daughter. Amanda does not like to be under the CCTV surveillance of her nagging parents all the time. Stanza 6 (I am Rapunzel, I have not a care; life in a tower is tranquil and rare; I’ll certainly never let down my bright hair!) Vocabulary: Rapunzel – a German fairy tale character who was made to live alone in a high tower and had very long, beautiful golden hair. She was held captive by a witch Dame Gothel, who used to come up to the tower by climbing her long hair. •Tranquil –to be in peaceful state of mind. Explanation/Paraphrase: Amanda imagines herself to be a fairy tale character called Rapunzel, who seemed to have no worry. Like Rapunzel, she imagines herself living in a tower, the life of which is calm and quiet and is also very rare. But like Rapunzel, Amanda would not allow anyone to use her bright hair. Stanza 7 Stop that sulking at once, Amanda! You’re always so moody, Amanda! Anyone would think that I nagged at you, Amanda! Vocabulary: Sulking – To be angry or upset about something. Nagged – To irritate (someone) by complaining about his or her attitudes again and again. Explanation/Paraphrase: Amanda’s parents think that Amanda fails to oblige their instructions. Therefore, they are annoyed. Her parents complain that Amanda is very moody. In their effort to teach their daughter accepted norms of behaviour in the society, parents think that they are responsible enough. But in the process, they have snatched the identity of the child. Thus the child lives in her own world and longs for freedom. Recapitulation: The poem highlights the issue of upbringing a small child, Amanda. The Poet seems to suggest that in the process of disciplining a child, parents should never snatch the freedom and identity of a child. In a bid to make the child become acceptable in the society, parents have made her a slave to their arbitrary wishes. Her imagination is not given enough space. Therefore, the child wishes to be a mermaid, an orphan, fairy-tale character- Rapunzel. The continuous nagging on the part of her parents has made her get lost in the world of her own making where there is enough freedom for her. Significance of the allusions of a Mermaid, an Orphan and Rapunzel in the poem The allusions to a mermaid, orphan, and Rapunzel in the poem 'Amanda' by Robin Klein serve as metaphors for Amanda's daydreams and her desire for freedom and escape from the pressures of parental expectations. 1. Mermaid: The image of a mermaid in an emerald sea represents a fantasy world where Amanda can be free and unburdened. Mermaids are often associated with a sense of enchantment and beauty. By imagining herself as a mermaid drifting blissfully in a secluded sea, Amanda longs for a life without the constraints and constant instructions imposed upon her by her parent. 2. Orphan: The notion of being an orphan roaming the streets symbolizes Amanda's desire for independence and the ability to make her own decisions. Being an orphan may imply a sense of freedom from parental authority and control. In this daydream, Amanda seeks solace in solitude, finding comfort in the silence and freedom of the streets. 3. Rapunzel: Rapunzel, the fairy tale character known for being locked in a tower, reflects Amanda's wish to escape from the parental demands and live a life free from constant nagging and monitoring. By envisioning herself as Rapunzel in a tranquil tower, Amanda explores the idea of escaping the pressures of the outside world and enjoying a peaceful, autonomous existence. The significance of these allusions lies in their contrast to the parent's constant reprimands and demands. Amanda uses these daydreams as a coping mechanism to escape the reality of her overbearing parent and find moments of tranquility and self-determination. These allusions emphasize Amanda's need for space and understanding, highlighting the complexities of the parent-child relationship and the importance of providing children with room to develop their individuality and imagination. NCERT Solution 1. How old do you think Amanda is? How do you know this? Ans: Amanda is a teen aged girl. The line that gives us indication of her teenage is ‘Remember your acne, Amanda!’’ 2. Who do you think is speaking to her? Ans: Her mother seems to be speaking to her. 3. Why are stanzas 2, 4, & 6 given in parenthesis? Ans: These stanzas are given in parenthesis because they are the daydreaming thoughts of Amanda. They are not the part of the conversation with her mother. 4. Who is the speaker in stanzas 2, 4 and 6? Do you think this speaker is listening to the speaker in Stanzas 1, 3, 5 and 7 as she is lost in her own thoughts? Ans: Amanda is the speaker in stanzas 2,4, and 6. She is not listening to the speaker in Stanzas 1,3,5 and 7 as she is lost in her own thoughts. 5. What could Amanda do if she were a mermaid? Ans: If she were a mermaid, Amanda would swim around blissfully in a placid emerald sea where she would be the only inhabitant. 6. Is Amanda an orphan? Why does she say so? Ans: No, Amanda is not an orphan. She says so because she does not approve of her nagging mother who restricts her freedom of being independent. She wants to break loose of unsolicited parental interference. 7. Do you know the story of Rapunzel? Why does she want to be Rapunzel? Ans: I came to know about Rapunzel from this poem. She was a beautiful girl who had been locked up in a tower by a witch to live all alone. She had such beautiful long and strong hair that the witch could climb up the tower with the help of her hair. Amanda wants to be a Rapunzel so that she could lead a secluded life in the tower away from the parental interference. In such a secluded life, no one can dictate terms to her and she can lead a peaceful life. 8. What does the girl yarn for? What does this poem tell you about Amanda? Ans: The girl yearns for moving away from unsolicited parental interference. The poem tells us that Amanda is disturbed by the constant nagging on the part of her mother. She always dictates terms over her and does not let her live an independent life. Therefore, Amanda takes recourse to her fairy thoughts and imagines herself as a mermaid drifting blissfully in her emerald sea. She also wants to be Rapunzel living alone in a tranquil tower. 9.Read the last stanza. Do you think Amanda is sulking and is moody? Ans: Amanda is neither sulking nor is she moody. She is lost in her daydreaming thoughts so as to get away from the pungent reality of her unhappy life, which is riddled with unsolicited parental interference. CBE Questions Q1. Question: How do the daydreams of Amanda (mermaid, orphan, Rapunzel) contrast with her reality as depicted in the poem? Answer: Amanda's daydreams of being a mermaid, orphan, and Rapunzel present a stark contrast to her reality in the poem. While her daydreams embody freedom, independence, and a sense of tranquility, her actual life is overshadowed by constant parental demands and criticisms. The fantasies serve as an escape from the suffocating reality where she longs for understanding and individuality. In her daydreams, Amanda seeks solace and an opportunity to be herself, emphasizing the disconnect between her inner desires and the pressures imposed upon her, creating a poignant portrayal of the tension between parental expectations and a child's need for autonomy. Q2. What is the significance of the recurring parental instructions in the poem, and how do they affect Amanda's behavior and emotions? Answer: The recurring parental instructions in the poem highlight the parent's well-intentioned but excessive concern for Amanda's well-being. These instructions become overwhelming for Amanda, leading her to retreat into daydreams as a way to cope with the constant pressure. They create a sense of frustration and rebellion in Amanda, which is evident in her daydreams and the contrast between her fantasy worlds and the real world. For 6 Marks The recurring parental instructions in the poem 'Amanda' play a significant role in highlighting the parent's well-meaning but overbearing approach towards their child. These instructions are evident throughout the poem, such as "Don’t bite your nails, Amanda!", "Don’t hunch your shoulders, Amanda!", "Did you finish your homework, Amanda?", and "Don’t eat that chocolate, Amanda!". The impact of these instructions on Amanda's behavior and emotions is twofold. Firstly, they create a sense of suffocation and frustration in Amanda. The constant nagging and correction from the parent make her feel confined and unable to express herself freely. This is reflected in lines like "Stop that sulking at once, Amanda!" and "Anyone would think that I nagged at you, Amanda!", which suggest that Amanda feels unfairly judged and misunderstood. Secondly, Amanda's daydreams of being a mermaid, orphan, and Rapunzel serve as coping mechanisms to escape from the reality of the parental instructions. They act as an emotional outlet, allowing her to find moments of tranquility and individuality amidst the pressures imposed upon her. For example, the lines "I am an orphan, roaming the street. I pattern soft dust with my hushed, bare feet. The silence is golden, the freedom is sweet." demonstrate how Amanda's daydream of being an orphan allows her to find solace in a world free from constant instructions and monitoring. Overall, the recurring parental instructions not only reflect the parent's concern for Amanda's well-being but also reveal the unintended consequences of their approach on her emotional state and desire for independence. The poem underscores the importance of a balanced and understanding parenting style that allows children like Amanda to grow and explore their individuality without feeling restrained. Q3. How does the poem 'Amanda' explore the theme of individuality and the tension between parental guidance and a child's need for independence? Answer: The poem 'Amanda' delves into the theme of individuality and the delicate balance between parental guidance and a child's yearning for independence. The parent's constant instructions and demands, such as "Don't bite your nails, Amanda!", "Did you tidy your room, Amanda?", and "Will you please look at me when I’m speaking to you, Amanda!", reveal their desire to mold Amanda according to their expectations. However, Amanda's daydreams of being a mermaid, orphan, and Rapunzel signify her desire for autonomy and freedom from parental constraints. For instance, "I am Rapunzel, I have not a care; life in a tower is tranquil and rare; I’ll certainly never let down my bright hair!" portrays her wish to break free from the parental restrictions. The poem underscores the importance of acknowledging and respecting a child's individuality while providing guidance and support in their journey towards independence. Q4. Discuss the role of imagination and daydreaming in 'Amanda'. How does it serve as a coping mechanism for Amanda? Answer: The poem 'Amanda' highlights the role of imagination and daydreaming as a coping mechanism for the protagonist, Amanda. Her daydreams of being a mermaid, orphan, and Rapunzel provide an escape from the reality of constant parental instructions. For example, "There is a languid, emerald sea, where the sole inhabitant is me—a mermaid, drifting blissfully" shows how she finds solace in her mermaid fantasy. These imaginative worlds allow Amanda to seek freedom, tranquility, and individuality. Through daydreaming, Amanda copes with the suffocating environment, creating spaces where she can assert her true self and temporarily escape from the pressures of parental expectations. Q5. Analyze the impact of the poem's structure and repetitive nature on the reader's understanding of Amanda's emotions and struggles. Answer: The poem's structure, with the parent's repetitive instructions interspersed with Amanda's daydreams, effectively conveys the ongoing cycle of parental pressure and Amanda's yearning for freedom. The repetition emphasizes the constant and suffocating nature of the parent's demands, making the reader empathize with Amanda's emotions and struggles. It also highlights the importance of understanding a child's perspective and allowing them space to grow and explore their imagination. Extra Reading Story of Rapunzel The fairy tale of Rapunzel is a classic story that has been popularized by the Brothers Grimm in their collection of fairy tales. It tells the story of a young girl named Rapunzel, whose life takes a dramatic turn when she becomes trapped in a tall tower by an evil witch. Here is a summary of the fairy tale: Once upon a time, a couple longed for a child, and their wish was granted when the woman became pregnant. The couple lived next to a beautiful garden that belonged to an enchantress, and the woman's craving for the leafy greens in the garden grew uncontrollable. The husband decided to sneak into the garden to fulfill his wife's wish, but he was caught by the witch. In exchange for his life, the enchantress demanded that they give her their unborn child once it was born. Reluctantly, the couple agreed, and when Rapunzel was born, the witch took her away and locked her up in a secluded tower deep in the forest. The tower had no doors or stairs and could only be accessed by climbing up Rapunzel's long, magical hair, which had grown incredibly long over the years. As Rapunzel grew up, she spent her days in the tower, singing and talking to herself. One day, a handsome prince heard her melodious voice while passing by the tower. Intrigued, he found a way to reach Rapunzel and was enchanted by her beauty and kind heart. They soon fell in love and made secret plans to escape the tower and live happily ever after. The witch, however, discovered their secret meetings and was furious. She cut off Rapunzel's long hair and banished her into a faraway desert. Then, she lured the prince into the tower using Rapunzel's cut hair as a trap. When the prince climbed up, he was met with the witch's wrath. In his desperation and heartbreak, he jumped from the tower and landed on thorny bushes, blinding him. For years, the prince wandered the wilderness, a blind and broken man. Meanwhile, Rapunzel survived in the desert and eventually gave birth to twins, a boy, and a girl. They lived a difficult life until, one day, fate brought the prince back to the desert. He heard Rapunzel's voice again and followed it to her location. Their tearful reunion healed his blindness, and they embraced each other and their children. The prince took Rapunzel and their children back to his kingdom, where they lived happily ever after as a family. The wicked witch faced the consequences of her actions, and Rapunzel and the prince learned valuable lessons about love, sacrifice, and the power of inner strength. Allusion of the fairy tale character Rapunzel in Literature The allusion of Rapunzel refers to a story or reference that makes a connection to the fairy tale of Rapunzel. The original story of Rapunzel was popularized by the Brothers Grimm and has been retold in various forms throughout history. The tale generally revolves around a young girl named Rapunzel who is locked in a tower with no doors or stairs and has long, beautiful hair. A wicked witch or sorceress is typically the one who keeps Rapunzel isolated in the tower. The primary elements and themes of the Rapunzel allusion often include: 1. Imprisonment and isolation: Rapunzel's captivity in the tower symbolizes isolation and confinement, which can represent various aspects of human existence, such as emotional isolation, societal constraints, or personal limitations. 2. Beauty and vulnerability: Rapunzel's beauty, particularly her long hair, is a central aspect of the story. It can be seen as a symbol of vulnerability and innocence, highlighting how beauty can attract both benevolent and malevolent attention. 3. Freedom and escape: The desire for freedom and escape from the constraints of the tower is a significant theme in the tale. Rapunzel's eventual escape or rescue is often a key turning point in the story. 4. Love and romance: In many versions of the tale, Rapunzel's encounters with a prince or a young man outside the tower lead to a romantic relationship, emphasizing the theme of love and the longing for connection. 5. Mother-daughter relationships: In some versions, the wicked witch or sorceress who keeps Rapunzel in the tower may act as a mother figure. This aspect explores complex mother-daughter dynamics, jealousy, and possessiveness. 6. Transformation and growth: As Rapunzel navigates her circumstances, she undergoes personal growth and transformation, which can serve as a metaphor for the coming-of-age journey or the development of inner strength. The allusion of Rapunzel is often used in literature, films, and other artistic works to draw on these thematic elements and evoke a sense of enchantment, longing, and the human experience of overcoming challenges and seeking freedom and love. What is a Mermaid? A mermaid is a mythical creature that is often depicted as a half-human, half-fish being. In folklore and mythology, mermaids are said to inhabit the seas and oceans, captivating the imagination of people for centuries. The typical representation of a mermaid features the upper body of a human, including the head, torso, and arms, while the lower half resembles that of a fish, with a tail instead of legs. The appearance of mermaids can vary across different cultures and artistic interpretations, but they are generally portrayed as beautiful and alluring beings. Mermaids are known for their enchanting voices and singing abilities, which they use to lure sailors and travelers toward them. In some tales, mermaids are benevolent creatures, helping sailors in distress or serving as protectors of the sea. However, in other stories, they are portrayed as more malicious, leading ships to crash on rocks or causing storms. The concept of mermaids can be found in various cultures worldwide, including Greek mythology, where they were associated with sea goddesses like Amphitrite and Thetis. In medieval European folklore, mermaids were often depicted as symbols of danger and temptation. Throughout history, mermaids have been a popular subject in literature, art, and popular culture. They continue to appear in modern stories, films, and various forms of entertainment, captivating audiences with their mythical allure and mysterious nature. Despite their fantastical origins, the allure of mermaids endures as they continue to evoke a sense of wonder and fascination about the mysteries of the deep seas. What is the source of the reference of Mermaids? The concept of mermaids has roots in various ancient myths, folklore, and historical accounts from different cultures around the world. The references to mermaids can be found in the following sources: 1. Ancient Mythology: Mermaids have connections to ancient mythologies from different civilizations. In Greek mythology, sea nymphs called Nereids were often associated with the sea and were sometimes depicted as mermaid-like beings. Additionally, stories of water spirits and sea creatures resembling mermaids can be found in other ancient cultures, such as the Assyrians, Babylonians, and Sumerians. 2. Folklore and Legends: Mermaids appear in the folklore and legends of coastal communities and seafaring cultures. Stories of mermaids have been passed down through generations, often serving as cautionary tales about the dangers of the sea or as explanations for maritime phenomena. 3. Medieval European Folklore: During the medieval period, stories of mermaids became more prominent in European folklore. They were often depicted as dangerous creatures associated with shipwrecks, storms, and sailors' deaths. 4. The Arabian Nights: In "The Arabian Nights," also known as "One Thousand and One Nights," there is a story called "The Little Hunchback," where a fisherman encounters a beautiful mermaid. 5. Literary Works: Mermaids have been featured in literary works, such as Hans Christian Andersen's fairy tale "The Little Mermaid" and John William Waterhouse's painting "Hylas and the Nymphs," inspired by Greek mythology. 6. Sailor Accounts: Throughout history, sailors have reported seeing mermaid-like creatures during their voyages. These sightings, often influenced by optical illusions and encounters with marine animals, contributed to the enduring belief in mermaids. 7. Art and Visual Representations: Mermaids have been depicted in various forms of art, including paintings, sculptures, and tapestries, dating back to ancient times. These artistic representations further popularized the image of mermaids. 8. Modern Popular Culture: Mermaids have become prominent figures in modern popular culture, appearing in books, films, and television shows. The enduring fascination with mermaids continues to influence contemporary works of fiction and entertainment. While the specific origins of the mermaid legend are challenging to pinpoint, their presence in diverse cultural traditions and historical accounts highlights their enduring allure and the human fascination with the mysteries of the sea. Recommended Reading Important Questions for Board Exam, Term II

Lesson Architecture Biography of the Poet Theme Stanza-wise Explanation Recapitulation NCERT Solution Extra Questions Biography of the Poet: Adrienne Rich ( 1929-2012) Adrienne Rich (1929-2012) was born in Baltimore, Maryland, USA. She was a famous poet, teacher, essayist and feminist. Throughout the 1960s she wrote several collections, including Snapshots of a Daughter-in-Law (Harper & Row, 1963) and Leaflets (W. W. Norton, 1969). The content of her work became increasingly confrontational—exploring such themes as women’s role in society, racism, and the Vietnam War. Rich wrote Diving into the Wreck (W. W. Norton), a collection of exploratory and often angry poems, which garnered her the National Book Award in 1974. In 1997 Rich was awarded the Academy of American Poet's Wallace Stevens Award for outstanding and proven mastery in the art of poetry. Theme: The poem addresses the constraints of married life a woman experiences. Aunt Jennifer represents women all over the world, particularly the women in America during the 1950s. Aunt Jennifer represents women who were victims of male oppression in a patriarchal society. The poem describes a woman’s struggle and silent rebellion against male domination. The first stanza introduces us to Aunt Jennifer’s dreams. The second stanza takes us to Aunt Jennifer’s realistic world. The Third Stanza is a narrative of the future. The poem highlights Aunt Jennifer’s alternate world of freedom in her art. (Lines 1-4) 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. Vocabulary: 1. topaz denizens: Refers to yellowish-brown inhabitants of the forest. 2. sleek chivalric : tigers move in the forest in elegant and brave pace Paraphrase: Aunt Jennifer has made an embroidery design in her woolen fabric the pictures of tigers on a tree tops. They are the bright yellow inhabitants in the world of green i.e forest. They do not fear any men who are projected on a woolen fabric below the trees. Tigers move around in the forest displaying their movement of gallantry and physical prowess. (Lines 5-8) 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. Vocabulary: 1. fluttering through her wool: Her fingers move jerkily through her woolen fabric while knitting. 2. ivory needle: Her shaking hands find the ivory needle too hard to pull through. 3. massive weight: Heavy weight of Uncle’s wedding ring suggests that Aunt Jennifer’s marriage has become a burden for her. Paraphrase: The reality of Aunt Jennifer’s marital life is depicted here. She is shown here to be weak and enslaved very much in contrast to the nature of tigers that she is knitting on a woolen fabric. She is so scared and agitated in her married life that her fingers are shaking while knitting through her woolen fabric. Even though in real life, a wedding ring does not weigh much, but symbolically it suggests the amount of dominance her husband has exercised over her in her marital life. Her inner spirit has been stifled by the patriarchal society. (Lines 9-12) 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. Vocabulary: 1. terrified hands: Scared hands. 2. ordeals she was mastered by : suffering that she mastered when she was alive. 3. prancing: move quickly. Paraphrase: The poet here means to say that even after her death, Aunt Jennifer would not be free from the ordeals she went through in her life time. The male-dominated society seems to show no concern for her suffering or even her death. The society will remain unaffected by it. Hence her terrified hands will still lie ringed with ordeals she was mastered by during her life time. But her inner sense of freedom that she projected in the portrayal of tiger in her art work would stay forever, proud and unafraid. CBE-Based MCQ Questions Extract 1 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. (a) Which two poetic devices have been used in the phrase ‘terrified hands’? (1) pun (2) synecdoche (3) transferred epithet (4) imagery (a) (1) and (2) (b) (2) and (3) (c) (3) and (4) (d) (1) and (4) (b) It can be inferred that Aunt Jennifer was ................. person. (a) a strong and brave (b) a scared and nervous (c) a happy and joyful (d) a cool and calm (C) Which two meanings of ‘ringed’ can be inferred to be used in the extract? (1) to be surrounded by difficulties (2) to wear a wedding ring (3) to make a noise with a bell (4) to call someone on the phone (a) (1) and (2) (b) (2) and (3) (c) (3) and (4) (d) (1) and (4) (D) Choose the best explanation for the last line of this extract. (a) The artist must be proud of his/her work. (b) Tigers live longer than human beings. (c) The embroidered tigers are preserved well. (d) Art lives forever while humans don’t. Answer Key: (A) (b) (2) and (3) Explanation: The phrase ‘terrified hands’ has both a synecdoche and transferred epithet in it. The ‘hands’ stand for the person so in this sense, it is a synecdoche. The adjective ‘terrified’ qualifies ‘hands’ while it should qualify the person, so in this sense it is a transferred epithet. Hence, option (b) is the correct answer. (B) (b) a scared and nervous Explanation: Aunt Jennifer has had to face many difficulties in her life which made her a scared and timid person. So, option (b) is the correct answer. Options (a), (c) and (d) cannot be inferred from the extract. Hence, they are incorrect. (C) (a) (1) and (2) Explanation: The sense of ‘ringed’ is a reference to both a wedding ring that Aunt Jennifer wears and the difficulties that she is surrounded by. Hence, option (a) is the correct answer. (D) (d) Art lives forever while humans don’t. Explanation: The last line talks about how the tigers will continue to prance proudly even though Aunt Jennifer won’t be around to see it. Hence, option (d) is the correct answer. Q2. Questions based on assertion and reasoning: Read the statements given below. Choose the option that accurately describes the given statements. Statement (1): The poem is a manifesto against the institution of marriage. Statement (2): Aunt Jennifer represents all women artists. Statement (3): The poem embodies an alternative for women to express their repressed desires through art. (a) Statement (1) is True, Statement (2) is False, Statement (3) cannot be inferred. (b) Statement (1) and (3) are False, Statement (2) cannot be inferred. (c) Statement (1) and (2) are True, Statement (3) cannot be inferred. (d) Statement (1) is False, Statement (2) cannot be inferred, Statement (3) is True. [CBSE Question Bank 2021] Ans. (b) Statement (1) and (3) are False, Statement (2) cannot be inferred. Explanation: From the poem, it can be inferred that the theme is about women and art but it’s not against marriage (statement 1) nor does it embody an alternative mode of artistic expression for repressed women’s desires (statement 3). Statement 2 cannot be inferred. This points to option (b) as the correct answer. Options (a), (c) and (d) are incorrect in their conclusions. Hence, they are not the correct answers. Q3. Which of the following does NOT represent the contrast between Aunt Jennifer and the tigers? (a) Uncertainty and confidence (b) Terror and fearlessness (c) Fiefdom and freedom (d) Authority and autonomy [CBSE Question Bank 2021] Ans. (d) Authority and autonomy Explanation: The contrast between Aunt Jennifer and the tigers is one between confidence and lack of confidence (option a) fear and fearlessness (option b) freedom and oppression (option c). Hence, these are not the correct answers. The contrast is NOT about power and independence (option d). Thus, option (d) is the correct answer. Q4. Choose the option that does NOT reflect what the tigers represent in the poem: (a) Aunt Jennifer’s undying hopes (b) Aunt Jennifer’s failing marriage (c) Aunt Jennifer’s artistic merit (d) Aunt Jennifer’s frustrations [CBSE Question Bank 2021] Ans: (a) Aunt Jennifer’s undying hopes Q5. Why does the poet say that Aunt Jennifer wears ‘Uncle’s wedding band’? (a) To show that Aunt Jennifer was married to Uncle. (b) To show that Aunt Jennifer was a married woman. (c) To show that Uncle’s oppression was all pervasive. (d) To show that Uncle was a very generous man. Ans. (c) To show that Uncle’s oppression was all pervasive. Explanation: The poet does not even call Aunt Jennifer’s wedding ring her own. It shows that Uncle’s oppressive presence was there persistently in Aunt Jennifer’s life. This points to option (c) as the correct answer. Options (a), (b) and (d) are incorrect conclusions. Hence, they are not the correct answers. Q6. Choose the quote that best describes the poet’s attitude to women’s lives. (a) At the end of the day, we can endure much more than we think we can. —Frida Kahlo (b) If you want something said, ask a man; if you want something done, ask a woman. —Margaret Thatcher (c) We realise the importance of our voices only when we are silenced. —Malala Yousafzai (d) There is no limit to what we, as women can accomplish. —Michelle Obama Ans: (a) At the end of the day, we can endure much more than we think we can. —Frida Kahlo Explanation: Through the story of Aunt Jennifer, Adrienne Rich shows that women can endure a lot. Hence, option (a) is the correct answer. The poem is not about getting something done, voicing one’s opinion and accomplishing something. So, options (b), (c) and (d) are not the correct answer. Q7. Read the extract given below and answer the questions that follow: 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. (A) Which of the poetic devices have been used in ‘fingers fluttering’? (a) Personification (b) Transferred epithet (c) Alliteration (d) Metaphor Ans: (c) Alliteration Explanation: Now the repetition of the /f/ sound in ‘fingers fluttering’. Hence, option (c) is the correct answer. Options (a), (b) and (d) are not correct as they are not the poetic device used in this context. (B) Which reason could be inferred from the fluttering of Aunt Jennifer’s fingers? (a) She was under physical and/or mental stress. (b) She had a disease in which her hands shook. (c) She was fluttering them for the embroidery design. (d) She was waving to her niece as she was stitching. Ans: (a) She was under physical and/or mental stress. Explanation: Aunt Jennifer’s fingers could be fluttering because she was either physically injured or from mental trauma. Hence, option (a) is the correct answer. Options (b), (c) and (d) are incorrect as they do not accurately indicate the reason. So, they are not the correct answer. (C) Why was the weight of Uncle’s wedding band ‘massive’? (a) Uncle has given her a heavy gold wedding band. (b) Uncle’s love was a beautiful weight to carry. (c) Heavy wedding bands were common in those days. (d) The miserable marriage weighed Aunt Jennifer down. Ans: (d) The miserable marriage weighed Aunt Jennifer down. Explanation: The reason Uncle’s wedding band was massive was not to do with the size or weight of the wedding band but what it symbolised, a miserable marriage for Aunt Jennifer. Hence, option (d) is the correct answer. Options (a), (b) and (c) are incorrect since they do not draw accurate conclusions. Thus, they are not the correct answer. (D) Which of the following words from the extract mean ‘quivering’? (a) Massive (b) Fluttering (c) Weight (d) Wedding Ans: (b) Fluttering Q8. 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. (A) Read the statement given below: Aunt Jennifer’s plight is best explained by her hands, they hold both her freedom and the instrument of her imprisonment. Choose the option that best explains the above statement, as per the extract: (a) Aunt Jennifer’s hands are terrified, but when she is dead, her tigers will roam free. (b) Aunt Jennifer knits her desires, but is overpowered by the wedding ring she wears. (c) Aunt Jennifer’s tigers are proud and unafraid, but she is mastered by ringed ordeals. (d) Aunt Jennifer makes panels of tigers when she has time from her responsibilities. Ans: (b) Aunt Jennifer knits her desires, but is overpowered by the wedding ring she wears. Explanation: Aunt Jennifer’s hands are the focus of the poem. Through her embroidering, she finds some kind of freedom, but it is weighed down by the wedding ring, a symbol of her unhappy marriage. So, options (a), (c) and (d) do not adequately explain the statement as much as option (b) does Hence, option (b) is the correct answer and others aren’t. (B) Which of the following CANNOT be inferred from the given extract? (a) Aunt Jennifer’s tigers will keep her alive in everyone’s memory. (b) Aunt Jennifer feels oppressed and constricted in her marriage. (c) Even in death, Aunt Jennifer cannot escape patriarchal subjugation. (d) Aunt Jennifer’s tigers prance as a lasting symbol of her desires. Ans: (c) Even in death, Aunt Jennifer cannot escape patriarchal subjugation. (C) What makes the tigers ‘proud and unafraid’? (a) They embody the grandeur and supremacy of animals in the wild. (b) They symbolise authority and are ‘topaz denizens of green’. (c) They represent Aunt’s repressed desires for freedom and power. (d) They are a product of Aunt’s imagination and colonial experience. Ans: (c) They represent Aunt’s repressed desires for freedom and power. Explanation: The tigers are embroidered tigers not natural ones and so are proud and unafraid because they are symbols of freedom and power and represent Aunt Jennifer’s repressed desire for the same. Therefore, option (c) is the correct answer. Options (a), (b) and (d) do not accurately explain the reason. Hence, they are not the correct answer. (D) Choose the option that DOES NOT reflect the movement implied by ‘prancing’. (a) Bounding (b) Frolicking (c) Strutting (d) Shuffling [CBSE Question Bank 2021] Ans: (d) Shuffling Explanation: Options (a), (b) and (c) are all synonyms of ‘prancing’. Hence, they are not the correct answer. Only option (d) shuffling means ‘to move clumsily or ploddingly’ and indicates a different kind of movement. Thus, it is the correct answer. CBE-Based Questions with Answers 1. Why do you think Aunt Jennifer’s hands are ‘fluttering’ through her wool in the second stanza? Why is she finding the needle so hard to pull? Ans : Aunt Jennifer’s hands are ‘fluttering’ through her wool while she is embroidering tigers on the panel. Her needle work is a medium for expressing herself. But she is finding it difficult to make those tigers and expressing those feelings due to oppression and weight of marriage, gender role and a dominating society. 2. What is suggested by the image ‘massive weight of Uncle’s wedding band’?/What is suggested by the phrase, ‘massive weight of Uncle’s wedding band’? Ans : Aunt Jennifer’s terrified hands are weighed down by Uncle’s wedding band because it symbolises her traumatic marriage in which she had no freedom and only responsibilities. The difficulties and obstacles that marked her life are suggested by the phrase. 3. What picture of male chauvinism (tyranny) do we find in the poem, ‘Aunt Jennifer’s Tigers’? Ans : The poem depicts how Aunt Jennifer feels oppressed by her tyrannous husband who stifles her creativity and freedom by dominating her. He represents a typical male of a patriarchal society. Aunt Jennifer carries the weight of her miserable marriage symbolised by her wedding band. 4. What are the ‘ordeals’ Aunt Jennifer is surrounded by? Why is it significant that the poet uses the word ‘ringed’? What are the meanings of the word ‘ringed’ in the poem. Ans : The ‘ordeals’ refer to the responsibilities and duties that Aunt Jennifer has been doing in a patriarchal society. The poet has used the word ‘ringed’ so as to emphasize the fact that she has to carry the weight of her marriage band, whether dead or alive. 5. Why do you think Aunt Jennifer created animals that are so different from her own character? What might the poet be suggesting through this difference? Ans : Aunt Jennifer created tigers that are fearless and confident. They are the opposite of what Aunt Jennifer is in reality. In fact, through her creations, she wants to express her longing for being confident and strong. The poet, through this difference, wants to emphasize the impact of the oppression on women in a male-dominated society. 6. Interpret the symbols found in this poem. Ans : Tiger and ring are two symbols used in the poem. The tiger is a symbol of power, confidence and masculine world. ‘Ring’, though represented as ‘wedding ring’, refers to the band or chain that binds a person to enslave him. The ‘tiger’ represents the longing of Aunt Jennifer, whereas ‘ring’ refers to her present position of oppression and subjugation by the male-dominated world. 7. What will happen when Aunt Jennifer is dead? Ans : The tigers that she has made will remain the same even when Aunt Jennifer is dead. They will still remain on the panel prancing with confidence and chivalry. In fact, the masculine world which suppressed her will continue to enjoy freedom which was denied to her. 8. Why did Aunt Jennifer choose to embroider tigers on the panel? Ans : Aunt Jennifer lived an oppressed life. But she wanted to have a life of freedom and wanted to be confident and bold. In order to express his inner feelings and longings of her heart, she embroidered tigers on the panel. 9. Why does Aunt Jennifer seek refuge in art? Ans : Aunt Jennifer was oppressed and dominated by her husband. But she wanted to break free from this oppression and become a confident and respectable person. She was not able to do so in real life. She created the tigers which symbolise her freedom of spirit. Thus she displayed her inner desire through her art. 10. Explain the irony at the end of the poem. Ans :It is ironic that even death would not liberate Aunt Jennifer from the oppression that she faced. Her fingers remained ‘ringed’ with the uncle’s wedding band. But the tigers that she made would always remain fearless and bold. 11.What message does the poet want to convey through this poem? Ans : The poet, Adrienne Rich, has tried to depict the theme of male chauvinism where a woman has no liberty, not even self-expression. The poem emphasises the value of freedom and brings out the message that women need to be respected and should have liberty to live their live according to their own desires. 12. ‘The tigers represent Aunt Jennifer’s spirit and her hands represent her reality.’ How? Ans : The tigers that Aunt Jennifer created represent her spirit. She was bold and confident in her spirit. But her hands trembled and could not pull the needle which depicts her reality. She was oppressed and dominated by her husband in real life. Her hidden desire to break free is represented in the tigers she embroidered. Q13. Adrienne Rich chose to express her silent revolt through her poem, Aunt Jennifer’s Tigers, just as Aunt Jennifer did with her embroidery. Explain. [CBSE Term-2 SQP 2022] Ans: Adrienne Rich criticizes the traditional institution of marriage in her times through her poem, suggesting that it oppresses women and is a burden for them. Similarly, Aunt Jennifer, a victim of an unhappy marriage, under a domineering husband, chose embroidery to vent her sorrow and feelings of oppression. Both used their creative outlet as a form of protest against the expectations of society, especially from women. Q14. Read the given quote. In your opinion, what silence does the poem ‘Aunt Jennifer’s Tigers’ break? Every poem breaks a silence that had to be overcome. — Adrienne Rich [CBSE Question Bank 2021] Ans. In writing the poem ‘Aunt Jennifer’s Tigers’, Adrienne Rich breaks the silence surrounding oppressive marriages like Aunt Jennifer’s. People usually don’t want to talk about these matters and brush them under the carpet while Rich’s poem throws light on it. Q15. The poem ‘Aunt Jennifer’s Tigers’ is about the power of art. Justify or refute. Ans. Indeed, Adrienne Rich’s poem ‘Aunt Jennifer’s Tigers’ is about the power of art. Aunt Jennifer lived a troublesome life as is evident from the poem. While she took time out of her busy life to create embroidered tigers, her life was very far from a rosy tapestry that she was stitching. Primarily fear ruled her life. She embroidered fearless tigers as a way to get over the fear in her real life. When she stitched, her fingers fluttered, either because she was afraid or because she was abused and injured. She found it difficult to pull an ivory needle through the fabric. The wedding ring that bound her life to Uncle was heavy in life and heavier after her death. What made it all bearable and tolerable was that she made art. The author Neil Gaiman said, ‘Make good art.’ Aunt Jennifer did just that. The power of her art is what made her become the subject of a poem. There would not even be a poem if Aunt Jennifer did not create those elegant prancing tigers on a panel. Recommended Reading English Competency-Based Questions | Class 12 | CBSE (englishwithadifference.com) A Thing of Beauty I Class 12 | CBE & NCERT Questions I Poem Explanation (englishwithadifference.com) Keeping Quiet | Explanation with NCERT Solution. (englishwithadifference.com)

Lesson Architecture: History of Indigo Revolution in Champaran District of Bihar Sharecroppers in Champaran District Theme Story-At-A-Glance NCERT Solution CBE Questions MCQ Worksheet (To be added Shortly) History of Indigo Revolution in Champaran District of Bihar The "Indigo Revolution" in Champaran district of Bihar, India, is historically known as the Champaran Satyagraha, and it was an important event in India's struggle for independence. The movement was led by Mahatma Gandhi and took place in 1917. Here's an overview of the history and significance of the Champaran Satyagraha: 1. Background: During the colonial period, indigo farming was a common practice in many parts of India, including Champaran district in Bihar. Indigo was a cash crop cultivated by Indian farmers under the exploitative indigo planters, most of whom were British landlords. The British planters compelled the local farmers to cultivate indigo on a significant portion of their land, rather than growing crops for their sustenance. The farmers were forced to plant indigo because the planters held oppressive contracts known as "tinkathia system." These contracts required farmers to plant a fixed area of indigo and surrender a substantial portion of their crops as rent, even if it led to financial hardship. 2. Entry of Mahatma Gandhi: In 1917, at the request of local farmers and social reformer Rajkumar Shukla, Mahatma Gandhi arrived in Champaran to investigate the conditions of indigo farmers and address their grievances. At this point, Gandhi had already gained some recognition for his activism in South Africa and his work in advocating for the rights of Indians there. 3. Satyagraha and Reforms: Upon his arrival in Champaran, Mahatma Gandhi conducted detailed inquiries and surveys to understand the plight of the indigo farmers. He discovered the oppressive and exploitative practices of the British indigo planters and decided to launch a nonviolent resistance movement or "Satyagraha" in support of the farmers' demands. Gandhi's method of Satyagraha was based on principles of nonviolence, civil disobedience, and truth-seeking. He encouraged the farmers to resist the unjust tinkathia system and its implementation nonviolently. 4. The Turning Point: The British authorities in Champaran initially opposed Gandhi's presence and attempted to suppress the movement. They issued a notice for Gandhi to leave the district, but he refused to comply and continued his activities. This stand-off between Gandhi and the authorities attracted national attention and support for the farmers' cause. 5. Resolution and Impact: Under the mounting pressure from the public and with growing awareness of the injustice faced by the indigo farmers, the British government appointed a special committee to investigate the issue. Eventually, in 1918, the Champaran Agrarian Act was passed, which sought to address the grievances of the farmers and bring an end to the tinkathia system. The Champaran Satyagraha marked a significant success for Mahatma Gandhi and his approach of nonviolent resistance. It also demonstrated the power of mass mobilization against unjust colonial practices. The movement in Champaran laid the foundation for future struggles led by Gandhi in India's fight for independence and inspired many Indians to join the national movement against British rule. The Champaran Satyagraha remains an important chapter in the history of India's independence movement and Mahatma Gandhi's philosophy of nonviolence and civil disobedience. Glossary of History of Indigo Revolution in Champaran District of Bihar Champaran Satyagraha The Champaran Satyagraha was a nonviolent resistance movement led by Mahatma Gandhi in 1917 in the Champaran district of Bihar, India. It aimed to address the exploitative indigo plantation system imposed by British landlords on local farmers. Gandhi's investigation and protest against the injustice resulted in public support and national attention. The movement led to the passage of the Champaran Agrarian Act in 1918, which addressed the grievances of the farmers and marked a significant success for Gandhi's approach of nonviolent resistance. This event laid the foundation for future struggles in India's fight for independence and inspired many to join the national movement against British rule. Cash Crop In the context of indigo during the colonial period in India, a "cash crop" refers to a crop that is primarily grown for profit or commercial purposes rather than for subsistence or personal consumption. Indigo was one such cash crop extensively cultivated by Indian farmers under the control and influence of British indigo planters. Indigo Indigo is a plant that produces a blue dye, which was in high demand in Europe during the 18th and 19th centuries. The British colonial rulers in India recognized the potential profitability of indigo cultivation and forced local farmers to grow indigo on a significant portion of their land. This system of cultivation was known as the "tinkathia system." Under this exploitative system, the farmers were bound by contracts that required them to dedicate a certain portion of their land to indigo cultivation, often at the expense of growing food crops for their sustenance. Additionally, they were required to surrender a large portion of their indigo harvest to the British planters as rent, even if it resulted in financial hardship and food scarcity for the farmers and their families. Champaran Agrarian Act The Champaran Agrarian Act was a legislative measure passed in 1918 by the British colonial government in response to the Champaran Satyagraha led by Mahatma Gandhi in the Champaran district of Bihar, India. The Act aimed to address the grievances of the indigo farmers who were subjected to the exploitative tinkathia system imposed by British indigo planters. Under this system, the farmers were forced to grow indigo on a significant portion of their land and surrender a substantial part of their indigo harvest as rent to the planters. The key provisions of the Champaran Agrarian Act included: 1. Fixing Indigo Prices: The Act fixed a fair and reasonable price for indigo, ensuring that farmers were not exploited by the planters in the sale of their indigo produce. 2. Prohibition of Tinkathia System: The Act abolished the oppressive tinkathia system, which compelled the farmers to cultivate indigo against their will and interests. 3. Providing Legal Support: The Act offered legal protection to farmers, empowering them to challenge unfair contracts and exploitative practices in court. 4. Rent Adjustment: The Act allowed for a fair adjustment of rents to prevent excessive exploitation of the farmers by the planters. The passage of the Champaran Agrarian Act was a significant victory for the indigo farmers and marked the success of the nonviolent resistance movement led by Mahatma Gandhi. It demonstrated the power of collective action and peaceful protest in addressing injustices and set a precedent for future struggles in India's fight for independence. The Act provided some relief to the farmers and contributed to the growing discontent and resistance against British colonial rule in India. Tinkathia system The farmers were forced to plant indigo because the planters held oppressive contracts known as "tinkathia system." These contracts required farmers to plant a fixed area of indigo and surrender a substantial portion of their crops as rent, even if it led to financial hardship. Sharecroppers in Champaran District In Champaran, sharecroppers were farmers who worked on land owned by British indigo planters under a sharecropping arrangement. Sharecropping was a prevalent agricultural practice during the colonial period, especially in the context of indigo cultivation. Under the sharecropping system in Champaran, the British indigo planters would provide the land and the necessary resources for cultivating indigo, such as seeds and tools, to the sharecroppers. In return, the sharecroppers would cultivate the indigo crop and give a significant portion of the harvest, usually half, to the planters as payment for using the land and resources. Sharecroppers were often subjected to harsh and exploitative conditions. They had little control over what crops they could grow, with indigo being the dominant cash crop forced upon them by the planters. The sharecroppers had limited bargaining power and were vulnerable to the whims of the planters who could dictate the terms of the agreement. The sharecropping system in Champaran contributed to the impoverishment and exploitation of the local farmers, as they were often left with meager portions of the harvest to sustain themselves and their families. The situation was further exacerbated by the oppressive tinkathia system, which required fixed amounts of land to be dedicated to indigo cultivation, leaving less land for other essential food crops. The plight of the sharecroppers was one of the central issues addressed during the Champaran Satyagraha led by Mahatma Gandhi in 1917. Through the Satyagraha, Gandhi and the farmers sought to challenge the exploitative indigo plantation system and bring relief to the sharecroppers and other indigo cultivators in the region. The movement played a crucial role in drawing attention to the hardships faced by the farmers and initiating reforms to improve their living conditions and land rights. Theme: The lesson ‘Indigo’ is a narration of how Gandhi came to the assistance of the Champaran’s indigo sharecroppers who faced great grievances and exploitation at the hands of British landowners. The lesson also highlights the socio-political hold that Gandhiji had over the people of Champaran in his efforts to rid the sharecroppers of the Indigo issues. Champaran episode proved to be a milestone and gave way to civil disobedience movement in his all-out struggle against the British Government. Story-At-A-Glance: Rajkumar Shukla Meets Gandhi Gandhiji went to Lucknow to attend the December 1916 annual convention of the Indian National Congress party. During the proceedings, a peasant came to him. He was poorr and emaciated Rajkumar Shukla from Camparan. He told Gandhiji that he wanted him to come to his district. · Purpose of Shukla’s meeting with Gandhi The Champaran peasants were sharecroppers under an ancient arrangement. Rajkumar Shukla was one of them. They were subjected to grave injustice. As someone suggested Shukla to visit Gandhi, so he came to meet Gandhiji and wanted to take him to Champaran. Gandhiji’s Consent to Visit Champaran Gandhiji conveyed to Shukla that there was a scheduled visit to Kanpur and other parts of the country. Shukla kept his patience and was resolute that Gandhiji must visit Champaran. He accompanied Gandhiji wherever he went. He requested Gandhiji to fix a date for Champaran. On seeing the tenacity on the part of Shukla, he eventually gave his consent to visit Champaran after he wrapped up his visit to Calcutta. He asked Shukla to visit Calcutta and take him to Champaran after his scheduled visit at Calcutta was over. Gandhiji’s visit at the residence of Rajendra Prasad: The two boarded the train for Patna. On reaching Patna Shukla led Gandhiji to the house of Rajendra Prasad, a lawyer, who later became the president of the Congress party and of India. Rajendra Prasad was out of town at that time . But the servants thought Gandhiji to be another peasant like Shukla and therefore did not allow Gandhiji to draw water from the well lest drops of water from his buckets should pollute the well. Gandhiji’s Visit to Muzzafarpur Gandhiji first decided to visit Muzzafarpur on his way to Champaran. He wanted to obtain more detailed information about those conditions of the sharecroppers. He sent a telegram to Professor J.B. Kripalani of the Arts College in muzzafarpur whom Gandhiji met at Tagore’s Shantiniketan school. Kripalani met Gandhiji at the railway stationwith a large number of students when the train arrived at midnight on 15th April in 1917. Gandhiji stayed with prof. Malkani, a Govt. school teacher. Gandhi later commented that it was an extraordinary thing in those days for a Govt. professor to harbor a man like him. In smaller localities, the Indians were afraid to show sympathy for advocates of home-rule. Peasants flock to Visit Gandhiji The news of Gandhi’s advent and of the nature of his mission spread quickly through Muzzafarpur and to Champaran. Sharecroppers from Champaran began arriving on foot and by conveyance to see their champion. Muzzafarpur lawyers called on Gandhi to brief him. They represented peasant groups in court. They also told of their fees. Gandhiji chided the lawyers for charging fat fees from the sharecroppers. He told them not to take those cases to the courts as that did little good. Where the peasants were crushed and fear-stricken, the law courts were useless. The real remedy lay in making them free from fear. Condition of Sharecroppers at Champaran: Most of Champaran’s arable land was divided into large estates. These were owned by Englishmen and worked by Indian tenants. The chief commercial crop was indigo. The landlords compelled all the tenants to grow indigo on 15 % of their holdings and surrender the entire indigo harvest as rent. This was done by long-term contract. In the meantime, landlords learned that Germany had developed synthetic indigo. They, thereupon, obtained agreements from the sharecroppers to pay them Compensation for being released from the 15 per cent arrangement. The sharecropping arrangement was tiresome to the peasants. Many signed the agreement willingly. Those who resisted engaged lawyers. The landlords were all villains. Meanwhile, the information about synthetic indigo reached the illiterate peasants who had signed. They now wanted their money back. Gandhiji’s Meeting with secretary of British landlords’ Association Gandhiji began to investigate into the issue. First, he visited the secretary of the British landlords’ association and the secretary refused to give information as Gandhi was an outsider. But Gandhi replied that he was not. Next Gandhi called on the British official commissioner of the Tirhut division in which Champaran district lay. The Commissioner bullied Gandhiji as asked him to leave Tirhut at once. Gandhiji did not leave and went to Motihari, the capital of Champaran in the company of some lawyers. A vast multitude greeted him at the railway station. Gandhiji decided to go to a nearby village where a peasant had been maltreated. Gandhiji Served official Order to leave Champaran Gandhiji did not proceed further when he was served summons to leave Champaran. Gandhiji sent a reply that he would not quit Champaran. Gandhiji received a summons to appear in court the next day. He telegraphed Rajendra Prasad to come from Bihar with influential friends and wired full report to the Viceroy. A Big crowd of Peasants Gather in support of Gandhiji A big crowd of peasants gathered at Motihari and their demonstration around the courthouse became the beginning of their liberation from the fear of the British. The authorities found it difficult to control the crowd. The Govt. was baffled and the prosecutor requested the judge to postpone the trial. Gandhiji pleaded guilty through a statement. He said that he was involved in a ‘conflict of duties.’ He did not want to set bad example as a law breaker. But he wanted to render the ‘humanitarian and national service’. He disregarded the order to leave, ‘not for want of respect for lawful authority but in obedience to the higher law of being, that is the voice of conscience. He asked for the pronouncement of penalty. Decision of the Magistrate: The magistrate did not pronounce the judgment for several days and allowed Gandhiji to remain at liberty. Several days later Gandhiji received a written communication from the magistrate that the Lieutenant-Governor had ordered the case to be dropped. Civil disobedience had triumphed for the first time in India. Gandhiji and the lawyers proceeded to conduct an inquiry into the farmer’s grievances. About ten thousand peasants wrote their depositions. Documents were collected. The landlords protested vehemently. In June Gandhi was summoned to Sir Edward Gait, the Lt. Governor. Before meeting him Gandhi had laid detailed plans fo civil disobedience in case he didn’t return. Enquiry Commission Appointed Gandhi had four interviews with the Lt. Governor. An official commission of inquiry into the indigo sharecroppers’ situation was appointed. The commission comprised of landlords, Govt officials and Gandhi as sole representatives of the farmers. The commission of inquiry found a mountain of evidence against the big planters. They agreed to make refunds to the peasants. They asked Gandhi how much they must pay. They thought he would demand repayment in full what they had extorted from the sharecroppers. But Gandhi demanded only only 50 percent. Revernd Hodge, a British missionary in Champaran having found Gandhi adamant offered to refund 25 percent and Gandhi agreed to it readily. Gandhi stated that the amount of refund was less important than the fact that the landlords had surrendered part of the money and with that part of their indigo prestige. Within a few years the British planters abandoned their estates. Indigo sharecropping disappeared. Gandhiji’s Cultural and Social Vision: Gandhiji saw the cultural and social backwardness of the Champaran villages and appealed to teachers, Mahadev Desai and Narhari Parikh joined him as disciples. Gandhiji’s youngest son Devadas and Mrs. Gandhi also joined him in his mission for social service. Primary schools were opened in six villages. Mrs. Kasturba Gandhi taught personal cleanliness and community sanitation to the villagers. Gandhiji met a doctor who volunteered his services for six months. Three medicines were available : castor oil, quinine and sulphur ointment. Strangely enough these three medicines were distributed for different diseases. Anybody who showed a coated tongue was given a dose of castor oil; anybody with malaria fever received quinine plus castor oil; anybody with skin eruptions received ointment plus castor oil. Gandhiji saw the filthy state of women’s clothes. Mostly women had only one sari to wear. There was hardly any hygiene and cleanliness in their huts. He asked Kasturbai to talk to them about it. Gandhiji’s Concnern for his Ashram : During his long stay in Champaran, Gandhi kept a long distance watch on the ashram. He sent regular instructions by mail and asked for financial accounts. Champaran Episode- a turning point The Champaran episode was a turning point in Gandhiji’s life. Gandhi commented that he did a very ordinary thing. He declared that the British could not order him about in his own country. Champaran did not begin as an act of defiance. It grew out of an attempt to alleviate the distress of large numbers of poor peasants. This was the typical Gandhi pattern — his politics were intertwined with the practical, day-to-day problems of the millions. His was not a loyalty to abstractions; it was a loyalty to living, human beings. In everything Gandhi did, moreover, he tried to mould a new free Indian who could stand on his own feet and thus make India free. Rajendra Prasad commented that Gandhiji taught the people of Champaran a lesson in self-reliance. NCERT Solution: Think As You Read ( Page 47) 1. Strike out which is not true in the following: a) Rajkumar Shukla was (i) A sharecropper. (ii) a politician (iii) delegate ( iv) a landlord. Ans: (ii) a politician (iv) a landlord. (b) Rajkumar Shukla was (i) poor (ii) physically strong (iii) illiterate Ans: (ii) physically strong. 2. Why is Rajkumar Shukla described as being ‘resolute’? Ans: Rajkumar Shukla was a poor and illiterate sharecropper who wanted Gandhihi to resolve the problem of the peasant of Champaran. He insisted Gandhiji to visit Champaran and accompanied him wherever Gandhiji went. Therefore, he is described as being ‘resolute’. 3. Why do you think the servants thought Gandhi to be another peasant? Ans: Rajendra Prasad’s servants took Gandhiji to be another peasant as he was accompanied by Rajkumar Shukla who was a peasant by profession. Gandhi’s simple appearance and Shukla’s presence by his side made the servants think Gandhiji to be another peasant. (Page 49) 4. List the places that Gandhi visited between his first meeting with Shukla and his arrival at Champaran. Ans: The following are the places Gandhi visited from his first meeting with Shukla till his arrival at Champaran: a) Kanpur b) Ahmedabad c) Calcutta d) Patna. d) Muzzafarpur 5. What did the peasants pay the British landlords as rent? What did the British now want instead and why? What would be the impact of synthetic indigo on the prices of natural indigo? Ans: The British landlords compelled the peasants to plant 15 percent of their holdings with indigo and surrender the entire harvest as rent. With the arrival of synthetic indigo they wanted agreements from the tenants to pay them compensation for being released from the 15 percent arrangement. With the development of Synthetic indigo in Germany, the price and the demand of the natural indigo on European market will fall drastically. Therefore, the export business of indigo would incur a heavy loss. Page 51 6. The events in this part of the text illustrate Gandhi’s method of working. Can you identify some instances of this method and link them to his ideas of satyagraha and non-violence? Ans: The following are the instances that suggest Gandhi’s method of working in compliance with satyagraha and non-violence”. (i) Gandhi’s refusal to obey the court order to leave Champaran is one instance from the text which suggests his methodology of non-violence. He disregarded the order to leave Champaran not for want of respect for lawful authority, but in obedience to the higher law of our being, the voice of conscience”. (ii) His protest against the delay of court proceedings regarding his quit from Champaran is another instance of civil disobedience. The spontaneous Demonstration of the peasants in thousands around the courthouse in Mothihari shows the instance of civil disobedience. (iii) Gandhi received a written communication from the magistrate informing him that the Lieutenant-Governor of the province had ordered the case against Gandhi to be dropped. Civil disobedience had triumphed, the first time in modern India. Page 53 7. Why did Gandhi agree to a settlement of 25 per cent refund to the farmers? Ans: According to Gandhi, with a settlement of 25 percent refund to the farmers the landlords had been obliged to surrender not only a part of their money, but also a part of their prestige. The amount of 25 percent refund was less important than the lesson imparted to the British for their wrong doing. 8. How did the episode change the plight of the peasants? Ans: The episode of 25 percent refund to the farmers helped peasants to realize that they had rights and defenders. They became more courageous as they had no residue of fear for the British. Within a few years the British planters abandoned their estates, which reverted to the peasants. Indigo sharecropping disappeared. UNDERSTANDING THE TEXT ( Page 54 & 55) 1. Why do you think Gandhi considered the Champaran episode to be a turning-point in his life? Ans: Gandhi commented that he did a very ordinary thing in Champaran. He declared that the British could not order him about in his own country. Champaran did not begin as an act of defiance. It grew out of an attempt to alleviate the distress of large numbers of poor peasants. This was the typical Gandhi pattern — his politics were intertwined with the practical, day-to-day problems of the millions. His was not a loyalty to abstractions; it was a loyalty to living, human beings. 2. How was Gandhi able to influence the lawyers? Ans: Gandhi reprimanded the lawyers of Muzaafarpur for demanding hefty fees from the peasants to defend their case in court. He further said that courts were useless when the peasants were fear-stricken. The lawyers felt ashamed to see that Gandhi, being an outsider, was ready to court arrest. On the other hand, the lawyers being of neighbouring states, wanted to go home. Thus they decided to follow Gandhi in prison. Thus Gandhi’s selfless and humanitarian approach influenced the lawyers. 3. What was the attitude of the average Indian in smaller localities towards advocates of ‘home rule’? Ans: The attitude of the average Indian in smaller localities towards advocates of ‘home-rule’ was ridden with fear and suspicion Indians were afraid to show sympathy for advocates of home rule due to fear resulting out of cruel British authorities. So Gandhi was surprised when a Govt teacher by the name of professor Malkani to shelter Gandhi for two days in his village home. 4. How do you know that ordinary people too contributed to the freedom movement? Ans: When Gandhiji came to Muzzafarpur, the news of Gandhi’s advent and of the nature of his mission spread quickly through Muzzafarpur to Champaran. Sharecroppers from Champaran began arriving on foot and by conveyance to see their champion. Thus they took active part with Gandhi in his demonstration of protest against the British. Another instance was when Gandhi courted arrest in Mothihari, the spontaneous Demonstration of the peasants in thousands around the courthouse in Mothihari shows that ordinary people also contributed to the freedom movement. CBE Questions: (2 Marks) 1.Why did Rajkumar Shukla want to meet Gandhiji? Ans. Raj Kumar Shukla was a sharecropper from Champaran. He was illiterate but resolute. He had come to the Congress session to complain about the injustice of the landlord system in Bihar. He was sure that Gandhiji could help them. He wanted Gandhiji to come to Champaran district. 2. What was the main problem of Sharecroppers in Champaran? Ans. The land was divided into large estates that were owned by Englishmen. The Chief commercial crop was indigo. The landlord forced all the tenants to plant 15 percent of their holdings with indigo and surrender the entire indigo harvest as rent. This was done by a long term contract. 3. How did Gandhiji react after receiving summon to appear in court the next day? Ans. Gandhiji received a summon to appear in the court but disobeyed the order. He remained awaken all night. He telegraphed Rajendra Prasad to come from Bihar with influential friends. He sent instructions to the ashram. He wired a full report to the Viceroy. 4. How did Civil Disobedience triumph for the first time in modern India? Ans. Gandhiji did not obey the British authorities, order to leave Chamapran. The summons were also served but he remained firm. Then he received a written communication from the magistrate that the Lieutenant Governor of the Province had ordered the case to be dropped. ( To be Continued). 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Lesson Architecture: Theme Summary Text Glossary NCERT Solution Theme After death a person becomes immortal by becoming a part of nature. The body buried into the soil rolls around with the earth like the stones, rocks and trees. The poet comes to this realization after his beloved is dead. While she was alive, he thought that she would never be affected by the passage of time. After her death the poet consoles himself that she continues to exist by being a part of nature. Summary The poem is about the death of the poet's beloved. The poet was in deep slumber - a state wherein he was certain that his beloved would not be affected by mortality. He had forgotten that she would die one day. But after her death she has no motion and no force can move her. She neither hears nor sees anything. The poet realizes that she exists on a different plane now. Along with the rocks, stones and trees, she rolls round with the earth on its course of daily rotation. Text Glossary Slumber: A state of deep sleep. Here it means lack of awareness of mortality ( i.e. he was not aware of the fact that his loved one can die so soon) human fears: Here it means that humans have fears like old age, suffering, pain & death. earthy years: 'Earthly years' refers to the period of time till human beings survive on this earth. 'Touch of earthly years' means the effect of time. Diurnal course: diurnal means daily. ''Earth’s diurnal course” is earth’s daily rotation on its axis. NCERT Solution: Thinking about the Poem 1. "A slumber did my spirit seal," says the poet. That is, a deep sleep 'closed off his soul (or mind). How does the poet react to his loved one's death? Does he feel bitter grief? Or does he feel a great peace? Ans. The poet has lost someone he loves. When she was alive, he thought that she could not be affected by time - 'earthly years.' So, common human fears did not affect him. Now that she is dead, he seems to derive peace from the fact that she rolls 'round in earth's diurnal course with rocks and stones and trees. His reaction is not one of bitter grief. He feels peace at the thought that she has become a part of nature. He feels comforted by the idea that she is still alive in nature 2. The passing of time will no longer affect her, says the poet. Which lines of the poem say this? Ans. The following lines say this: "Rolled round in earth's diurnal course With rocks and stones and trees." 3. How does the poet imagine her to be, after death? Does he think of her as a person living in a very happy state (a heaven)? Or does he see her now as a part of nature? In which lines of the poem do you find your answer? Ans. The poet does not think of his dead beloved as one living in a very happy state or in heaven. He thinks she is now a part of nature as she lies buried in earth. She rotates with the earth, along with rocks, stones and trees. The lines in the poem which show this are: "Rolled round in earth's diurnal course With rocks and stones and trees." Extra Questions | CBE Questions Answer the following questions in 30-40 words each. 1. Why didn't the poet have any human fears? Ans. The poet had no human fears because he was certain that his beloved would not be affected by the passage of time; she would not grow old and die. He seemed to have been lulled into a state of complacency regarding his loved one. 2. What kind of fears do humans have? Ans. Humans are afraid of the effects of the passage of time. They are afraid of old age, suffering, pain & death. 3. What kind of slumber was the poet in? Ans. The poet's slumber was a state of mind where he did not feel the fears which humans have. The fear of ageing, becoming weak, and dying never crossed his mind. As if in a slumber, he was quite unaware of such fears. 4. How does the poet feel about his loved one? Ans The poet has deep love for the person. When she was alive, he thought that she would be there forever. Now that she is dead, he feels a sense of peace and acceptance. He realizes that she has now become a part of nature, and therefore, immortal. He does not grieve or mourn her loss. Recommended Reading: On Killing a Tree Recommended Reading: No Men Are Foreign

Blue Hydrogen: the Future our Earth Looks forward to Let's Explore Trending Topics in Conversational Mode. Knowledge in Brief Blue hydrogen refers to hydrogen gas that is produced from natural gas through a process called steam methane reforming (SMR) or autothermal reforming (ATR) while capturing and storing the resulting carbon dioxide emissions. The captured carbon dioxide is then stored underground or utilized for other purposes. Blue hydrogen is considered a low-carbon alternative to traditional grey hydrogen, which is produced from natural gas without carbon capture and storage. The term "blue" refers to the fact that the carbon emissions associated with the production of hydrogen are mitigated or reduced through carbon capture technologies. Blue hydrogen is seen as a transitional solution towards a low-carbon or carbon-neutral hydrogen economy, as it reduces greenhouse gas emissions compared to grey hydrogen but still relies on fossil fuel sources. Why Blue? The term "blue" in blue hydrogen refers to the color coding used to distinguish different types of hydrogen production. The color code is based on the source of energy used in the production process and the associated carbon emissions. In this context, "blue" is used to indicate that the production process includes carbon capture and storage (CCS) to reduce or mitigate carbon dioxide emissions. The captured carbon dioxide is typically stored underground or utilized for other purposes. The color blue was chosen to differentiate it from "grey" hydrogen, which is produced from natural gas without carbon capture and storage, resulting in higher carbon emissions. Grey hydrogen is considered the conventional or traditional method of hydrogen production. The color-coded terminology helps to highlight the environmental impact and carbon footprint of different hydrogen production methods, making it easier to distinguish between low-carbon and high-carbon hydrogen sources. Let's Learn further from the Conversation. Teacher: Good morning, students. Today, I want to talk to you about an important topic—blue hydrogen. Have any of you heard about it before? Student: Good morning, Teacher. No, I haven't heard about blue hydrogen. What is it? Teacher: Blue hydrogen is a term used to describe hydrogen gas that is produced through a process called steam methane reforming (SMR) or autothermal reforming (ATR), where natural gas is the primary feedstock. The process involves extracting hydrogen from natural gas while capturing and storing the resulting carbon emissions, preventing them from being released into the atmosphere. Student: Oh, I see. So, blue hydrogen is a way to produce hydrogen while reducing carbon emissions. Why is it called "blue"? Teacher: That's a good question. The term "blue" comes from the fact that during the production process, the carbon emissions are captured and stored underground, typically in geological formations, often referred to as carbon capture and storage (CCS). The captured carbon is stored in these formations, giving the process its name—blue hydrogen. Student: That's interesting. So, blue hydrogen is more environmentally friendly compared to other methods of producing hydrogen? Teacher: Yes, indeed. Blue hydrogen is considered a transitional solution towards a low-carbon future because it significantly reduces carbon emissions compared to traditional hydrogen production methods. By capturing and storing the carbon emissions, it helps to mitigate the greenhouse gas impact and contributes to a cleaner energy system. Student: That's really important. How widely is blue hydrogen being used? Teacher: Blue hydrogen is still in the early stages of development and adoption. While it is gaining attention as a cleaner alternative to conventional hydrogen production, its usage is not as widespread as grey hydrogen, which is produced without carbon capture. However, as the focus on reducing carbon emissions grows, the demand for blue hydrogen is expected to increase. Student: I see. It sounds like an exciting development. Are there any challenges or limitations associated with blue hydrogen? Teacher: Yes, there are a few challenges. One of the main challenges is the cost of carbon capture and storage technologies, which can be expensive to implement. Additionally, there is a need for the development of infrastructure to support the production, distribution, and utilization of blue hydrogen. However, with advancements in technology and increased investment, these challenges can be overcome. Student: Thank you, Teacher, for explaining blue hydrogen to us. It's great to learn about new solutions that can help reduce carbon emissions and promote a more sustainable future. Teacher: You're welcome, and I'm glad you find it interesting. It's crucial for us to stay informed about emerging technologies like blue hydrogen that have the potential to shape our energy landscape and contribute to a cleaner and greener planet. Student: Definitely, Teacher. I'll make sure to keep myself updated and continue learning about such important advancements. Extra Bite India's Initiative for Blue Hydrogen Promotion Billionaire Mukesh Ambani's Reliance Industries Ltd is targeting to become one of the largest producers of blue hydrogen globally, producing the zero-emission fuel at costs that will be half of the global average. The operator of the world's largest oil refining complex will re-purpose a Rs 30,000 crore plant that currently converts petroleum coke into synthesis gas to produce blue hydrogen for $1.2-1.5 a kilogram, Reliance said in a presentation detailing the separation plan. Source: Business Standard. Related Article: https://www.reuters.com/world/india/indias-reliance-plans-turn-syngas-into-blue-hydrogen-2022-02-12/

Let's Prepare for a GD, Debate, Extempore, Mock Parliament in Conversational Mode Teacher : It's alarming to see how rapidly the Arctic is warming compared to the rest of the planet. The melting ice caps and rising sea levels are major concerns. Did you know that sea levels are now rising more than twice as quickly as they did for most of the 20th century? Student: : Yes, it's a worrying trend. In fact, on a global scale, seas are rising an average of 3.2 mm per year, and projections indicate that they could grow by up to about 0.7 meters by the end of this century. The melting of land ice, particularly from the Greenland Ice Sheet, is a significant contributor to this sea level rise. Teacher: Absolutely, the Greenland Ice Sheet is a major cause for concern. Last year alone, the summer triggered the loss of a staggering 60 billion tons of ice from Greenland, raising global sea levels by 2.2 mm in just two months. The satellite data shows that the ice sheet lost a record amount of ice in 2019, with an average of a million tons per minute throughout the year. It's alarming to think about the cascading effects of this situation. Student: The potential consequences are indeed daunting. If the entire Greenland ice sheet were to melt, sea levels would rise by a staggering six meters. That kind of sea level rise would have devastating impacts on coastal regions and communities around the world. Teacher: : Absolutely. The impact on coastal regions will be severe. According to research by Climate Central, sea level rise this century could flood coastal areas currently inhabited by 340 million to 480 million people, potentially forcing them to migrate to safer areas. This would not only create a humanitarian crisis but also strain resources in the regions where they migrate. Student: It's a concerning prospect, especially considering that some major cities are at high risk. Bangkok, Ho Chi Minh City, Manila, and Dubai are among the cities most vulnerable to sea level rise and flooding. The effects of rising sea levels could be catastrophic for these coastal cities and the people who live there. Teacher: Absolutely. The impacts will be far-reaching, affecting not only the coastal regions but also the global population as a whole. We need to take urgent action to mitigate climate change and its effects, especially the melting ice caps and rising sea levels. It's a complex challenge that requires a collective effort from governments, organizations, and individuals to address the root causes and adapt to the changes ahead. Student: Indeed, addressing the issue of melting ice caps and rising sea levels requires a multifaceted approach. One aspect that needs attention is reducing greenhouse gas emissions, which are driving global warming and accelerating ice melt. Transitioning to renewable energy sources, improving energy efficiency, and implementing sustainable practices in various sectors are crucial steps in mitigating climate change. Teacher: Absolutely, reducing greenhouse gas emissions is key. Additionally, efforts to protect and restore coastal ecosystems, such as mangroves and salt marshes, can play a significant role in mitigating the impacts of rising sea levels. These natural buffers can help absorb water and reduce the risk of coastal erosion and flooding. Student: That's a great point. Investing in nature-based solutions like coastal restoration projects and preserving wetlands can not only provide coastal protection but also support biodiversity and provide additional benefits to local communities. It's important to recognize the value of these ecosystems in building resilience against sea level rise. Teacher: Indeed, it's crucial to integrate coastal management and climate change adaptation strategies into urban planning and infrastructure development. This includes considering sea level rise projections in designing and constructing buildings, roads, and other critical infrastructure. By adopting nature-based infrastructure and sustainable design principles, we can enhance the resilience of coastal communities. Student: Absolutely, and it's also important to prioritize international cooperation and knowledge-sharing to address this global issue. Collaborative efforts between countries can lead to the development of innovative solutions, the sharing of best practices, and the mobilization of resources needed to adapt to rising sea levels. Teacher: Definitely, international collaboration is essential. It's important to provide support and resources to developing countries that are particularly vulnerable to the impacts of rising sea levels. This can include financial assistance, technology transfer, and capacity-building initiatives to help these countries adapt and build resilience in the face of climate change. Student: Indeed, addressing the issue of melting ice caps and rising sea levels requires a multifaceted approach. One aspect that needs attention is reducing greenhouse gas emissions, which are driving global warming and accelerating ice melt. Transitioning to renewable energy sources, improving energy efficiency, and implementing sustainable practices in various sectors are crucial steps in mitigating climate change. Teacher: Absolutely, reducing greenhouse gas emissions is key. Additionally, efforts to protect and restore coastal ecosystems, such as mangroves and salt marshes, can play a significant role in mitigating the impacts of rising sea levels. These natural buffers can help absorb water and reduce the risk of coastal erosion and flooding. Student: That's a great point. Investing in nature-based solutions like coastal restoration projects and preserving wetlands can not only provide coastal protection but also support biodiversity and provide additional benefits to local communities. It's important to recognize the value of these ecosystems in building resilience against sea level rise. Teacher: Indeed, it's crucial to integrate coastal management and climate change adaptation strategies into urban planning and infrastructure development. This includes considering sea level rise projections in designing and constructing buildings, roads, and other critical infrastructure. By adopting nature-based infrastructure and sustainable design principles, we can enhance the resilience of coastal communities. Student: Absolutely, and it's also important to prioritize international cooperation and knowledge-sharing to address this global issue. Collaborative efforts between countries can lead to the development of innovative solutions, the sharing of best practices, and the mobilization of resources needed to adapt to rising sea levels. Teacher: Definitely, international collaboration is essential. It's important to provide support and resources to developing countries that are particularly vulnerable to the impacts of rising sea levels. This can include financial assistance, technology transfer, and capacity-building initiatives to help these countries adapt and build resilience in the face of climate change. Student: Agreed. The challenges posed by melting ice caps and rising sea levels are immense, but by taking proactive measures, we can mitigate their impacts and protect the communities and ecosystems that are most at risk. It requires a collective effort and a long-term commitment to creating a sustainable and resilient future for our planet.

Lesson Architecture Theme MCQ Extract Questions Short Questions Competency-Based Questions Theme: This play depicts beautifully yet grimly the sad world of the physically impaired. Two physically impaired persons Mr. Lamb with a tin leg and Derry with a burnt face, strike bond of friendship. Mr. Lamb revives the almost dead feelings of Derry towards life. He seems to have lost the will to live due to the strange behaviour of the people towards his burned face. It is ironical that when he searches a new foothold to live happily, he finds Mr. Lamb dead. In this way the play depicts the heart-rending life of the physically disabled people with their loneliness, aloofness and alienation. But at the same time it is almost a true account of the people who don't let a person live happily if he lives and a person die if he dies willingly. A sense of desolation and disillusionment pervades the play and impinges on the readers' minds. Extract Questions: MR LAMB: Look, boy, look.... what do you see? DERRY: Just....grass and stuff. Weeds. MR LAMB: Some call them weeds. If you like, then.... a weed garden, that. There’s fruit and there are flowers, and trees and herbs. All sorts. But over there.... weeds. I grow weeds there. Why is one green, growing plant called a weed and another ‘flower’? Where’s the difference. It’s all life.... growing. Same as you and me. DERRY: We’re not the same. MR LAMB: I’m old. You’re young. You’ve got a burned face, I’ve got a tin leg. Not important. You’re standing there.... I’m sitting here. Where’s the difference? (i) Like the play, the given extract is a study in contrasts. What does Mr. Lamb seek to do by bringing up distinctions? a) To explain that weeds are important and should be valued and cared for as much as flowers. b) To emphasize that distinctions are made by man to serve specific purposes and uses. c) To highlight that labels are arbitrary and essentially reflect a common life experience. d) To remind Derry that the only difference that matters is that of attitude and experience. Ans: c) To highlight that labels are arbitrary and essentially reflect a common life experience. (ii) How would you describe Derry’s tone when he says – “We’re not the same”? a) angry b) perplexed c) gloomy d) practical Ans: c) gloomy (iii) Which of the following represents Mr. Lamb’s analysis of flowers and weeds? a) Comparison is an act of violence against the self. b) If you have a garden in your library, everything will be complete. c) One man’s freedom fighter is another man’s terrorist. d) The cosmos is within us. We are made of star-stuff. Ans: c) One man’s freedom fighter is another man’s terrorist. 2. DERRY: What do you do all day? MR LAMB: Sit in the sun. Read books. Ah, you thought it was an empty house, but inside, it’s full. Books and other things. Full. DERRY: But there aren’t any curtains at the windows. MR LAMB: I’m not fond of curtains. Shutting things out, shutting things in. I like the light and the darkness, and the windows open, to hear the wind. DERRY: Yes. I like that. When it’s raining, I like to hear it on the roof. MR LAMB: So you’re not lost, are you? Not altogether? You do hear things. You listen. DERRY: They talk about me. Downstairs, When I’m not there. (i) According to Mr. Lamb, what does the idea of being ‘lost’ signify? a) He who does not hear what other people say is lost. b) He who does not appreciate man and nature is lost. c) He who does not pause to reflect on wind and rain is lost. d) He who is closed off to nature and its wonders is lost. Ans: d) He who is closed off to nature and its wonders is lost. (ii) Read the following analysis of Mr. Lamb’s character based on the given extract. Choose the option that fills in the given blanks most appropriately: Mr. Lamb’s (i) ____________ and daily activities reflected the values he lived by and the kind of person he was. His openness, inquisitiveness, and his (ii) ____________ to nature were embodied in his work and words. Being close to and experiencing (iii) was not only significant to him, but was at the heart of finding meaning and (iv) ________ in life. a) (i) preferences ; (ii) attunement ; (iii) nature ; (iv) direction b) (ii) choices ; (ii) loyalty ; (iii) the world ; (iv) hope c) (iii) words ; (ii) attitude ; (iii) gardening ; (iv) worthiness d) (iv) sermons ; (ii) proximity ; (iii) life ; (iv) values Ans: a) (i) preferences ; (ii) attunement ; (iii) nature ; (iv) direction (iii) Choose the option that best describes the sequence of Derry’s emotions in the above extract: a) shyness – friendliness – reluctant acceptance b) inquisitiveness – nostalgia – mild sadness c) curiosity – measured delight – disappointment d) defiance – excitement – grouchy insecurity Ans: c) curiosity – measured delight – disappointment (iv) “You do hear things. You listen.” Choose the option that captures the difference between hearing and listening. hear: listen :: _________: _________ a) shut in: shut out b) smile: laugh c) act: reflect d) chance: attend Ans: d) chance: attend Short Questions Q1. How do you think Derry’s mother contributes to his sense of alienation and isolation? (On the Face of It). [CBSE Term-2 SQP 2022] Ans. Derry’s mother was overprotective and didn’t understand her son’s longing for a companionship. She made him suffer in isolation by keeping him home because of his facial injury and looked at him with a sense of pity and snatched his dignity by always treating him like a helpless victim. Q2. ‘It is not merely age but experience that counts.’ With reference to any one example from the text, comment on how Derry found Mr. Lamb different from other adults he had encountered. [CBSE Question Bank 2021] Ans. Mr. Lamb's disability divorced him from the mainstream society and made him different from other adults. He was experienced enough to ignore Derry’s disability and acknowledge the bright side of Derry's personality. Derry found Mr. Lamb different as he never asked Derry about his face and did not want to know what happened unless Derry himself wanted to talk about it. Q3. Why did Derry refuse to believe what his mother said against Mr. Lamb? [CBSE 2019] Ans. Derry refused to believe what his mother said because by meeting Mr. Lamb and being touched by his kindness, he couldn't believe anything that was against him. He had also imbibed the lesson that Mr. Lamb impressed on him – to ignore negative comments of people and carry on with the bright side of life. Q4. Why does Derry’s mother not want him to go back to visit Mr. Lamb? [CBSE 2018] Ans. Derry’s mother does not approve of his company with Mr. Lamb as Mr. Lamb in the eye of the society was an unconventional man with a tin leg who lives alone in a big house. Derry's mother was not aware of the fact that Mr. Lamb was an influencer who would bring out a total tranformation in the life of her son. Therefore, she did want Derry to go back to Mr. Lamb. Q5. Imagine that Mr. Lamb had not fallen off the ladder at the end. Recalling his conversation with the bees, do you think Derry’s return might have changed him as much as he had changed Derry? Elaborate. [CBSE Question Bank 2021] Ans. Mr. Lamb tells Derry to shut out his ears towards those who speak mercilessly about him. Instead he should listen to sweet things like the buzzing of the bees. He should be optimistic about his perspective in life and accept the positive things. Derry's return might have changed Mr. Lamb as he himself was lonely in life as Derry. He would have felt warmth in the company of Derry. Derry, on the other hand, would also have changed for the better as he had found a mentor in Mr. Lamb, who motivated him to look at the bright side of life. Q6. Why does Mr. Lamb say ‘It’s all relative. Beauty and the beast.’? Mr. Lamb was trying to tell Derry that some people will stare at either the beauty or the beast because this judgment depends on the person. Some people stare at beauty and some at the beast. The beauty and the beast are in the eyes of the beholder. Q7. What does Mr. Lamb mean by the comparison of ' Weed and Grass' in his garden? Ans: What is a weed on one side is a flower on the other. This shows that names and labels are arbitrary and only reflect a common life experience. It is all in our perspective what we see in life. Weeds and grass are an important part of our ecosystem. All live in perfect harmony with each other. Q8. Why does Derry go back to Mr. lamb in the end? Ans: Mr. Lamb has taught Derry the most important lesson of life. He has actually made him start living his life on his own and care not about his burnt face. What Mr. Lamb has said has opened Derry's eyes. Derry learns that things are the same and still different. It is man's mind that matters. We should focus on the bright side of our personality and ignore the negative aspect of it. Competency-Based Questions (CBE) Q1. ‘Things that matter. Things nobody else has ever said. Things I want to think about.’ What are the things that Derry is referring to ? How did Derry’s chance meeting with Mr. Lamb prove meaningful for him? [CBSE 2019] Ans. This is what Derry tells his mother when he wants to go back to Mr. Lamb’s garden. The ‘things’ that Derry was referring to were the things that Mr. Lamb had spoken about in the conversation he had with him. They were deep thoughts which hadn’t occurred to Derry since few people actually spoke with him and fewer people had sustained conversations with him. One of the ‘things’ was the way people react to disability. In Derry’s case, his disfigured face made people shy away from him. This in turn made him think he was ugly and even be afraid of his reflection. Mr. Lamb indicated that his reflection was not him. Another of the ‘things’ was that disability need not be a drawback. Mr. Lamb climbed the ladder and harvested honey with a tin leg. He also had a house and a garden. Therefore, Derry could learn from Mr. Lamb’s example to become someone in this world. Derry’s chance meeting therefore proved to be invaluable to him as he learnt to live a meaningful life from Mr. Lamb. Q2. In today’s world, the mantra for success is considered to be the ability to think out of the box. At the same time, as in the play, acceptance is difficult for those who are different. As Derry says, “After I’d come home, one person said, He’d have been better off stopping in there. In the hospital. He’d be better off with others like himself.” How would you reconcile both these ideas, of a demand for difference, on one hand, and a need to isolate difference on the other hand? [CBSE Question Bank 2021] Ans. In many areas of life today, the ability to think outside the box is prized. For example, in advertising and marketing. A new out-ofthe-box idea is appreciated. However, in some places difference is not tolerated. For example, people treat those who look different from them in a particular way. Like a differentlyabled person is not seen in a positive sense but a negative one. So, it can be inferred that when it comes to things, difference is appreciated but when it comes to people, difference is not appreciated. It is very difficult to reconcile these two opposites. It requires a mindset of enormous tolerance for difference and patience for people who look and are different. It is possible to reconcile them by constantly being exposed to difference of all kinds so that difference becomes the norm. For example, a child who grows up a multicultural and diverse classroom with classmates from many countries will be automatically comfortable with people of all nationalities and perhaps even abilities than say someone who hasn’t had this exposure. Q3. How did Mr. Lamb’s meeting with Derry become the turning point in Derry’s life? [CBSE 2015] Ans. Prior to his meeting Mr. Lamb, Derry is an angry and defiant fourteen-year old boy. He is afraid of meeting people because people comment on his appearance especially his disfigured face which is the work of acid. The way the world treats him makes Derry retreat into his own world. When he climbs into Mr. Lamb’s garden, he doesn’t know that it would change his life. At first, he is scared but projects an exterior bravado by challenging Mr. Lamb several times. Mr. Lamb is an old eccentric who has a tin leg. He is a calm and serene, close to nature and likes to talk to people. As Derry talks with Mr. Lamb, slowly he changes. Mr. Lamb makes him see the beauty of the world whether that is a weed or a flower. He also makes him see that living itself is taking a risk and no one can afford to live inside a room all their life. He also makes him see that there are friends everywhere if Derry cares to look for them. He offers his hand in friendship to Derry who accepts reluctantly. The encounter with Mr. Lamb therefore changes Derry’s life.